2026-10-13 - Education Committee

Summary

Based on uploaded (human-made) English captions; minor errors are possible. Some program acronyms, dollar figures and statistics are garbled in the captions and are flagged below. Parents' accounts of individual children are summarized in general terms; no students are named and public commenters are not named.

Time on topic (from transcript timestamps; approximate, includes side talk):

Topic	Minutes	Share
English learner services and spending in Boston Public Schools	176	90%
Public comment	16	8%
Procedural and other business	3	2%

Tuesday, October 13, 2026.
Hearing of the Education Committee chaired by Councilor Mejia, called to order at 2:35 p.m. and adjourned at about 3:15 p.m. into the video (about 3 hours 15 minutes; captions begin at 0:50). No recess.
The whole meeting was one hearing on Docket No. 0276, an order for a hearing on transparency and accountability in service provision and spending for English learners.
No votes were taken and the docket stays in committee.

English learner services and spending in Boston Public Schools

2:01-1:09:37, 1:11:40-2:10:36, 2:26:37-3:15:38

Docket No. 0276 was sponsored by Councilor Mejia, Culpepper and Santana and referred February 4, 2026. This was the second hearing; the first was March 10, after which the Council passed a resolution (Docket No. 1147) supporting a comprehensive plan for multilingual learners. Present: Mejia (chair), Flynn and Murphy at the start, Weber (about 12:20), Culpepper (about 50:35) and Louijeune (about 1:00:25). Culpepper and Louijeune left partway for other commitments and Weber left near 2:36:50.
Opening statements (2:01-12:30): Mejia said she wants a district-wide plan so every multilingual learner gets the same resources in any school, and that the budget has to reflect the plan. Flynn said BPS has not publicly articulated a district-wide plan for native-language access for English learners, including those with disabilities, and thanked John Mudd for decades of advocacy. Murphy said about 17,000 English learners (roughly 31% of students) are served and that the hearing is about accountability and access, including funding and results.
BPS administration, first round (12:32-1:09:37): Simon Wright, Deputy Superintendent of Academics, presented without slides and had a hard stop at 3:30 p.m., so councilors questioned Wright first, two to three minutes each.
- Wright said dual language and bilingual programs grew from 8 programs about five years ago to 14, and enrollment in them from about 1,900 students (2021) to 2,337, with open seats at most of those schools, though not every student in a dual language program is an English learner receiving services.
- Wright said BPS is phasing out a practice it calls BSI (acronym as captioned): grouping English learners in cohorts with no structured native-language instruction, for which the district was cited by the state education department. State-approved sheltered English immersion remains a model families can choose, and under five schools still have the old practice.
- Murphy cited reading data for English learners (under 20% on grade level in grade 3, 16 to 17% in grades 4 to 7, 12% in grade 8, 8% in grade 10) and said federal law sets a 60-day evaluation window, so a lack of native-language testers is no excuse for multi-year delays. Flynn, citing mothers he heard at a listening session, said children wait years for special education evaluations. BPS said it follows federal individualized education program (IEP) timelines and invited councilors to send families to its team.
- Asked yes or no by Mejia whether the district is meeting multilingual learners' needs, Wright said the district "is working to meet" them. Wright said a comprehensive multilingual plan is underway and that BPS is waiting on a Council of the Great City Schools report to finalize a five-year strategic plan. BPS said it is not working directly with the Multilingual Learner Alliance on the plan; Mejia called that a red flag.
- Weber asked whether the roughly 10% bilingual share is the goal and why BPS is moving off the old cohorts; Culpepper asked for dropout and proficiency trends (BPS said it did not have the numbers in hand and would provide them); Louijeune noted the English learner population is falling (about 2,200 fewer students over two years, two thirds of them English learners) and that exam schools enroll far fewer English learners than the district's roughly 33%, and asked for the list of schools still using the old cohorts.
Community panel (1:11:40-2:10:36): Members of the Multilingual Learner Alliance and allied groups spoke.
- Roseanne Tung (researcher, Alliance member) said research and state guidance favor two-way dual language and any bilingual model over English-only instruction with English as a second language, and cited BPS's own vision statement and the School Committee's recently approved Opportunity and Achievement Gap policy.
- John Mudd said only about 10% of 16,000 to 17,000 multilingual learners get bilingual instruction, 90% get English-only classes, and the outcomes are poor: by his figures (as captioned) about 4% meet state standards in English in grades 3 to 8 and 8% in math, about 27% complete the state's MassCore requirements, and the dropout rate is 6.5% (about twice the district's 3.6%, as Murphy later noted). He asked for collaboration, not confrontation.
- A parent organizer from the Alliance (name unclear in the captions, speaking partly in Spanish) described the St. Stephen's petition with over 600 signatures from families across dozens of schools for a ten-year plan for bilingual programs, and parents' IEP worries.
- Katie De La Rosa (Boston Teachers Union inclusive education liaison, Alliance co-chair) described the endorsements educators hold, said the end of the old cohorts put beginning English learners in general classrooms where teachers lack materials and home-language support, and asked for a long-term plan and more pathways to the bilingual endorsement.
- Q&A: Murphy asked how families learn their rights; Mudd said parents need education on the value of the home language. Louijeune asked what BPS does well and pressed for more dual language seats, citing rising graduation rates. Culpepper asked about emotional and physical support (for example, newly arrived students not knowing how to ride the bus). Flynn said BPS and advocates paint opposite pictures, called cutting paraprofessionals a mistake and asked for a stand-alone plan for English learners with disabilities. Weber asked about inclusion for English learners; panelists said it is a different matter than special education inclusion and that outcomes in general classrooms with English as a second language are the weakest. Panelists' top priority was a long-term plan to expand bilingual education and bilingual staff, plus citywide access to dual language programs.
BPS administration, second round (2:26:37-3:09:30): Brittany Baggett (Deputy Chief of Operations, Office of Multilingual and Multicultural Education), the executive director of bilingual education and the district budget director answered.
- Funding: this year was the first time schools were funded by program rather than only by enrollment, with an added paraprofessional in first and second grade bilingual classrooms. A figure captioned as roughly $126 million for FY27 was given for multilingual services (garbled in the captions). BPS declined to name a total needed, saying forecasting for FY28 has begun. Budget timeline given: school enrollments in November, budgets to schools in December, budget collaboratives in January 2027, School Committee meetings in February and March, Council in April.
- Pipeline: a grant proposal to the state for about 40 educators to earn moderate disabilities licenses and bilingual endorsements, about 20 more through a Boston College partnership, and an accelerated bilingual teacher program (20 to 25 per year) run by human resources, about 80 in total this year per BPS. Professional development: 34 educators across 17 schools in a translanguaging and universal design sequence and 19 across 11 schools in another.
- Access: every region now has a Spanish dual language program except Brighton; new Cape Verdean Creole program at the Frederick; Blackstone Elementary dual language program (kindergarten 1 and 2) developed with St. Stephen's. BPS said programs add one grade a year, so new seats help later grades first.
- Weber asked how priorities are set with limited money and whether inclusion hurts English learner services; BPS said research shows no benefit to separating English learners.
- Mejia asked for an annual public report disaggregated by school, program, home language, grade and English proficiency level, and about an annual Title I accountability report; BPS said much is on state sites but not disaggregated and proposed a quarterly dashboard. Mejia noted a disconnect between what parents ask for and what appears in the budget and between BPS's description and parents' testimony, including families still awaiting IEP services that law requires.
Closing (3:09:30-3:15:38): Tung asked for the research showing the state sheltered English model is as good for students; Mudd urged starting collaboration now; Mejia said the groups would meet regularly, she would hold a quarterly check-in hearing, and a panelist asked for a separate hearing on the district's LIFE program (as heard). The docket stays in committee and the hearing was adjourned.
Follow-ups requested: list of schools still using the old cohorts (Louijeune); dropout and proficiency trend data (Culpepper); disaggregated annual data and a link to the budget tables (Mejia); a total cost estimate in the FY28 cycle (Mejia).

Public comment

2:10:36-2:26:37

Four parents testified, several in Spanish, with no one waiting on Zoom. They described: no one at school who speaks their child's language; an IEP transfer that left a child without evaluation or services for two years after a school closed and the child changed schools; children with autism who get 90 to 95% of instruction in English though Spanish is spoken at home, with limited special education services and few specialized classrooms; and a request for free multilingual legal help for IEP families and for training teachers and families to assess special education needs early. One also asked the Council to read a letter submitted the night before.

Procedural and other business

0:50-2:01, 1:09:37-1:11:40

Opening procedure (recording, live-stream channels, written comments, two minutes per testifier, sign-up) and the switch in order so the BPS panel with the 3:30 stop could present first, then the community panel, then public testimony, then the administration panel again.

Agenda

Hearing on Docket No. 0276.

Sources

Video

Watch the video

Transcript

These are uploaded (human-made) English captions; minor errors are possible.

Transcript

00:50UH, I'M CALLING US IN FOR THE

00:52RECORD.

00:52MY NAME IS JULIA MEJIA,

00:54AT-LARGE CITY COUNCILOR AND I

00:55ALSO HAPPEN TO BE THE CHAIR

00:57OF BOSTON CITY COUNCIL'S

00:58COMMITTEE ON EDUCATION.

00:59TODAY IS OCTOBER THE 13TH, 2026

01:03AND THE EXACT TIME IS 235.

01:06THIS HEARING IS BEING RECORDED

01:07.

01:08IT IS ALSO BEING LIVE STREAMED

01:11AT BOSTON.GOV.

01:12CITY COUNCIL TV AND BROADCAST

01:15ON XFINITY CHANNEL EIGHT RCN

01:18CHANNEL 82 AND FILES CHANNEL

01:21964.

01:21WRITTEN COMMENTS MAY BE SENT TO

01:23THE COMMITTEE EMAIL AT KCC

01:29 [email protected].

01:30AND WILL BE MADE PART OF THE

01:31RECORD AND AVAILABLE TO ALL

01:33COUNCILORS.

01:33PUBLIC TESTIMONY WILL BE TAKEN

01:35AT MY DISCRETION THROUGHOUT

01:37THIS HEARING.

01:38UM INDIVIDUALS WILL BE CALLED

01:40IN ORDER IN WHICH THEY SIGNED

01:41UP AND WILL HAVE TWO MINUTES TO

01:43TESTIFY.

01:44IF YOU ARE INTERESTED IN

01:45TESTIFYING IN PERSON, PLEASE

01:47ADD YOUR NAME TO THE SIGN UP

01:48SHEET NEAR THE ENTRANCE OF THE

01:50CHAMBER.

01:51IF YOU'RE LOOKING TO TESTIFY

01:52VIRTUALLY.

01:53PLEASE EMAIL CENTRAL STAFF

01:55LIAISON RON COBB AT BOSTON'S

01:57IGA FOR THE LINK AND YOUR NAME

01:59WILL BE ADDED TO THE LIST.

02:01TODAY'S HEARING IS ON DOCKET

02:040276 AND ORDER FOR A HEARING ON

02:06TRANSPARENCY AND ACCOUNTABILITY

02:08AND SERVICE PROVISIONS AND

02:09SPENDING FOR ENGLISH LEARNERS.

02:12THIS MATTER WAS UM OFFERED AND

02:15SPONSORED BY ME YOURS TRULY

02:17JULIA MEDIA COUNCIL CULPEPER

02:19AND COUNCILOR SANTANA AND WAS

02:21REFERRED TO MY COMMITTEE UH

02:24FEBRUARY 4TH 2026.

02:25TODAY I AM JOINED BY THE BEST

02:28ATTENDANCE UM IN ORDER

02:30OF ARRIVAL COUNCILOR FLYNN UM

02:32AND COUNCILOR AT-LARGE MURPHY

02:35UM, I KNOW THAT

02:36COUNCILOR CULPEPPER IS ON HIS

02:37WAY.

02:38UM, AND HE HE'LL BE JOINING US

02:39SHORTLY.

02:41UM, AND BEFORE WE GET STARTED,

02:44I AM GOING TO ASK MY COLLEAGUES

02:47IF, UH I'M GOING TO READ MINE

02:49FIRST SO THAT I CAN SET THE

02:50STAGE SO THAT WE ALL KNOW WHY

02:52WE'RE HERE TODAY.

02:53MY OPENING STATEMENTS NORMALLY

02:54I DON'T DO THIS, BUT I THINK

02:55IT'S IMPORTANT FOR ME TO LAY

02:56DOWN THE GROUNDWORK HERE.

02:58SO GOOD AFTERNOON AND THANK YOU

02:59EVERYONE FOR BEING HERE.

03:01UH, TO GROUND EVERYONE IN THE

03:02CONTEXT FOR TODAY, I WANT TO

03:04SHARE THAT THIS HEARING IS TO

03:05CONTINUE THE CONVERSATION FROM

03:06THE FIRST HEARING WE HAD ON

03:08THIS DOCKET ON MARCH THE 10TH

03:10AS A RESPONSE TO THE HEARING IN

03:12MARCH, THIS BODY PASSED A

03:14RESOLUTION SUPPORTING

03:15DEVELOPING A COMPREHENSIVE PLAN

03:17FOR MULTILINGUAL LEARNERS.

03:19DOCKET 1147.

03:22FOLLOWING THE PASSAGE OF THAT

03:23RESOLUTION, THERE WAS STILL AN

03:25APPETITE TO CONTINUE THE

03:27CONVERSATION ON THIS DOCKET

03:28ABOUT SERVICE PROVISION AND

03:31COMFORT HENCE A DISTRICT WIDE

03:33PLAN FOR OUR ENGLISH LANGUAGE

03:34LEARNERS INCLUDING THOSE WITH

03:36DISABILITIES AS COVERED IN THIS

03:38DOCKET.

03:39WE NEED TO INCREASE EQUITABLE

03:41ACCESS TO MULTILINGUAL

03:42EDUCATION AND A COMPREHENSIVE

03:44PLAN WOULD MEAN EVERY

03:46MULTILINGUAL LEARNER WILL HAVE

03:47ACCESS TO THE SAME CURRICULAR

03:49RESOURCES AND SUPPORTS

03:51REGARDLESS OF WHAT SCHOOL

03:52THEY'RE AT.

03:53AS SOMEONE WHO CAME TO BE PPS

03:55WITHOUT KNOWING ENGLISH AND WHO

03:57HAD A MOTHER THAT DID NOT SPEAK

03:59ENGLISH, I KNOW FIRSTHAND THE

04:01BARRIERS AND DIFFICULTIES

04:02STUDENTS AND FAMILIES WHOSE

04:04FIRST LANGUAGE IS NOT ENGLISH

04:06FACE.

04:08UM FROM PART OF SUPPORTING OUR

04:10MULTILINGUAL LEARNERS AND

04:11CAREGIVERS IS INFORMATION

04:13JUSTICE INCLUDING LANGUAGE

04:15ACCESS AND OUR OFFICE UM OFTEN

04:18MANAGES CONSTITUENT CASES ABOUT

04:20STUDENT SERVICES PROVISIONS AND

04:22OR FROM CONSTITUENTS WHO DO NOT

04:24SPEAK ENGLISH.

04:25THIS LIVED EXPERIENCE HAS

04:26HIGHLIGHTED THE NEED FOR A

04:28COMPREHENSIVE PLAN.

04:29WE ACKNOWLEDGE THE WORK

04:30OF BLACK AND THE MULTILINGUAL

04:32LEARNERS ALLIANCE.

04:33THAT THAT.

04:35UM THAT THEY HAVE DONE AND PLAN

04:36TO CONTINUE TO DO.

04:37AND TODAY WE'RE BRINGING

04:39TOGETHER ALL OF THOSE WHO ARE

04:40DOING THE WORK AND ARE LIVING

04:42THE REALITIES SO THAT WE CAN

04:44COLLABORATE.

04:45I WANT TO SAY THAT AGAIN SO

04:46THAT WE CAN COLLABORATE TO

04:48ADDRESS SYSTEMIC ISSUES TO

04:51SERVICE PROVISIONS DEVELOPING A

04:53COMPREHENSIVE DISTRICT WIDE

04:55PLAN FOR NOW AND INTO THE

04:57FUTURE IN PARTNERSHIP WITH ALL

04:59OF THE STAKEHOLDERS WILL HELP

05:01US SOLIDIFY AND WORK TOWARDS

05:03CONCRETE STEPS TO BEST SUPPORT

05:05OUR MULTILINGUAL STUDENTS,

05:07FAMILIES AND EDUCATORS.

05:08THE BUDGET IS ALSO AN IMPORTANT

05:11PART OF THIS PLAN AS THE

05:14COMPREHENSIVE PLAN IS BEING

05:15DEVELOPED.

05:16WE NEED TO MAKE SURE THAT THE

05:17PRIORITIES THE ACTION ITEMS,

05:19POLICIES, PROGRAMS AND STAFFING

05:22ARE MORE REFLECTED IN THE

05:24BUDGET.

05:25ANY PLANS SUCCESS RELIES ON

05:27HAVING THE PROPER RESOURCES TO

05:30FAITHFULLY CARRY IT OUT.

05:31OUR DOLLARS NEED TO GO TOWARDS

05:33SUPPORTING OUR HIGHEST NEED UH

05:35STUDENTS AND WE LOOK FORWARD TO

05:37WORKING ALONGSIDE YOU TO DO

05:38JUST THAT.

05:39AND I'LL JUST END BEFORE I SEND

05:41IT UP TO MY COLLEAGUES IS THAT

05:43OUR VISION WAS TO HAVE

05:45COMMUNITY PANEL ALONGSIDE THE

05:48ADMINISTRATION BECAUSE WE NEED

05:49TO START BREAKING DOWN THOSE

05:50BARRIERS OF COMMUNICATION AND

05:52ENGAGEMENT AND IN ORDER FOR US

05:54TO REALLY BUILD TRUST.

05:56MY HOPE WAS TO HAVE A TRUST

05:57BUILDING EXERCISE IN WHICH WE

05:59CAN DO JUST THAT.

06:02HOWEVER LOGISTICALLY WE

06:03WOULDN'T WE WEREN'T ABLE TO

06:05MAKE IT HAPPEN BUT IT IS OUR UM

06:07,HOPE THAT THIS IS NOT JUST

06:09ONE HEARING THAT WILL BE ABLE

06:11TO WORK IN PARTNERSHIP IN AND

06:13INSIDE THIS CHAMBER AND OUTSIDE

06:14THIS CHAMBER ON A ON A PLAN

06:17THAT MEETS THE NEEDS OF OUR

06:19STUDENTS BUT IS ALSO CENTERED

06:20AND THE PARENTS THAT ARE

06:21LEADING THIS WORK ALONGSIDE THE

06:23ADMINISTRATION.

06:23SO THAT'S AN OPEN INVITATION.

06:25I AM WILLING TO FACILITATE AND

06:26BRINGING PEOPLE TOGETHER ACROSS

06:28THEIR DIFFERENCES TO GET THIS

06:30RIGHT.

06:30ALL RIGHT.

06:31SO WITH THAT SAID I AM GOING TO

06:33KICK IT OVER TO MY COLLEAGUES

06:35FOR OPENING REMARKS AND THEN

06:37WE'LL GO TO THE PANEL.

06:39COUNCILOR FLYNN, YOU HAVE THE

06:40FLOOR.

06:41THANK YOU COUNCILOR MEJIA FOR

06:43HOLDING AND SPONSORING THIS

06:45IMPORTANT HEARING TODAY.

06:47I'D ALSO LIKE TO THANK

06:49COUNCILORS COLE PEPPER,

06:51COUNCILOR SANTANA COUNCIL WE'RE

06:53ALL COUNCILOR MURPHY SO MANY

06:54OTHER COUNCILORS FOR THEIR WORK

06:56ON THIS ISSUE AS WELL.

07:00AT THIS TIME BOSTON PUBLIC

07:01SCHOOLS HAS NOT PUBLICLY

07:04ARTICULATED A DISTRICT WIDE

07:06OPERATIONAL PLAN TO IMPLEMENT

07:08NATIVE LANGUAGE ACCESS FOR

07:10ENGLISH LANGUAGE LEARNERS OR

07:12ENGLISH LEARNERS ENGLISH

07:13LEARNERS WITH DISABILITIES.

07:15I WOULD LIKE TO ACKNOWLEDGE THE

07:17TREMENDOUS WORK OF JOHN MUDD,

07:19WHO HAS BEEN ASKING IMPORTANT

07:22QUESTIONS AND PROVIDING

07:23EXCEPTIONAL LEADERSHIP NOT FOR

07:26YEARS BUT FOR DECADES.

07:28AT A RECENT SCHOOL COMMITTEE

07:30MEETING, HE NOTED THE FIVE YEAR

07:31LONG ROADMAP TO ADDRESS

07:34ACHIEVEMENT GAP FOR ENGLISH

07:36LANGUAGE LEARNERS.

07:39WITH DISABILITIES WITH

07:41DISABILITIES AND ENGLISH

07:41LANGUAGE LEARNERS AS WELL.

07:43UM DOES NOT ACTUALLY HAVE ANY

07:45MEASURABLE GOALS IN ADDRESSING

07:47MIXED RESULTS.

07:49EXPANDING BILINGUAL EDUCATION

07:52OR IMPROVING LITERACY.

07:54ENGLISH LANGUAGE LEARNERS

07:56SERVICES IN ARE ESSENTIAL TO

07:58ENSURING THAT EVERY STUDENT HAS

08:00THE OPPORTUNITY TO SUCCEED

08:03ACADEMICALLY, SOCIALLY ELL

08:07PROGRAMS HELP OUR STUDENTS

08:09DEVELOP THE LANGUAGE SKILLS

08:10NEEDED TO FULLY PARTICIPATE IN

08:12THE CLASSROOM, BUILD CONFIDENCE

08:14AND ENGAGE WITH THEIR PEERS AND

08:16TEACHERS.

08:18INVESTING IN THESE SERVICES

08:20SUPPORT EDUCATIONAL EQUALITY

08:22AND ENSURES THAT ALL STUDENTS

08:24REGARDLESS OF THEIR LANGUAGE,

08:25BACKGROUND OR DISABILITY CAN

08:28REACH THEIR FULL POTENTIAL AS A

08:31CITY COUNCIL WITH A LARGE

08:33POPULATION OF CANTONESE

08:34SPEAKING STUDENTS AND FAMILIES

08:37,I RECOGNIZE THE CRITICAL

08:38IMPORTANCE OF ENSURING OUR

08:39SCHOOLS HAVE THE RESOURCES AND

08:42SUPPORT NECESSARY TO PROVIDE

08:44ENGLISH AS A SECOND LANGUAGE

08:48SERVICES SO THAT EVERY STUDENT

08:49AND FAMILY CAN FULLY ENGAGE IN

08:52THEIR EDUCATION AND OUR

08:54COMMUNITY.

08:55I REMAIN COMMITTED TO ENSURING

08:56THAT OUR ESL STUDENTS HAVE THE

08:59RESOURCES THEY NEED TO SUCCEED.

09:02THE OPPORTUNITY JUST A WEEK AGO

09:05TO ATTEND SAINT STEPHEN'S YOUTH

09:07GROUP LISTENING SESSION AND

09:11LISTENING TO PARENTS ALMOST ALL

09:13MOTHERS MOTHERS OF COLOR UM

09:15TALKING ABOUT EQUAL ACCESS,

09:19FAIRNESS, JUSTICE, EQUALITY AND

09:24I LEARNED MORE IN THAT ONE

09:26HOUR, ONE HOUR, AN HOUR AND A

09:27HALF DISCUSSION WITH THE

09:29MOTHERS THAN PROBABLY EIGHT

09:31YEARS IN THE CITY COUNCIL.

09:33THIS IS ABOUT SOCIAL, ECONOMIC

09:36AND RACIAL JUSTICE.

09:38IT'S ABOUT FAIRNESS.

09:40IT'S ABOUT DIGNITY AND RESPECT

09:42FOR ALL ENGLISH LANGUAGE

09:43LEARNERS AND STUDENTS WITH

09:46DISABILITIES.

09:46THANK YOU, MADAM CHAIR.

09:47THANK YOU.

09:50UM, UH.

09:51COUNCILOR MURPHY, YOU HAVE YOUR

09:53THANK.

09:53>> YOU CHAIR.

09:54UM THANK YOU TO THE SPONSORS.

09:56THANK YOU FOR THE FIRST PANEL

09:58WHO ARE HERE AND ALSO THE

09:59COMMUNITY PANEL WHO WILL.

10:00BE UP NEXT.

10:01THANK YOU FOR YOUR CONTINUED

10:04ADVOCACY.

10:06THIS IS AN IMPORTANT

10:08CONVERSATION.

10:09I WAS AN ESL TEACHER ALONGSIDE

10:11UM IN AN INCLUSION CLASSROOM SO

10:15IT CAN GET TRICKY BUT THAT

10:17DOESN'T MEAN WE SHOULDN'T BE

10:18GETTING IT RIGHT AND WE

10:20SHOULDN'T BE OVER DIAGNOSING

10:22STUDENTS WHO HAVE A LANGUAGE

10:24BARRIER WITH SPECIAL NEEDS

10:26WHICH WE KNOW HAPPENS TOO OFTEN

10:29ALSO.

10:30SO AS WE KNOW SERVES ROUGHLY

10:3317,000 ENGLISH LEARNERS.

10:34THAT'S ABOUT 31% OF THE

10:37DISTRICT'S STUDENTS ALONG WITH

10:38THOUSANDS OF STUDENTS WHO WE

10:40FORMALLY CLASSIFIED AS ENGLISH

10:42LEARNERS.

10:43THIS HEARING TODAY AND I

10:46APPRECIATE WHAT THE CHAIR SAID

10:47THIS IS I WOULDN'T SAY AT THE

10:49BEGINNING BUT THE MIDDLE OF A

10:51CONTINUED CONVERSATION THAT WE

10:52HAVE TO CONTINUE TO HAVE NOT

10:54EXPECTING TO GET ALL THE

10:56ANSWERS NOW, BUT I THINK IT'S

10:57ALWAYS IMPORTANT TO BE.

10:58UPLIFTING THESE CONCERNS.

11:00THESE STUDENTS AND THEIR

11:02FAMILIES DESERVE CLEAR

11:03INFORMATION ABOUT THE SERVICES

11:04AVAILABLE TO THEM, WHETHER

11:06STUDENTS CAN ACCESS THOSE

11:07SERVICES AND WHETHER THOSE

11:09SERVICES ARE HELPING THEM

11:10SUCCEED.

11:11TODAY'S HEARING IS ABOUT

11:13ACCOUNTABILITY AND ACCESS.

11:14WE NEED TO UNDERSTAND HOW EPS

11:16DECIDES WHERE PROGRAMS ARE

11:18OFFERED, HOW STUDENTS ARE

11:20PLACED, WHETHER FAMILIES

11:21RECEIVE INFORMATION IN A

11:23LANGUAGE THEY UNDERSTAND AND

11:25HOW THE DISTRICT MEASURES

11:26ACADEMIC PROGRESS.

11:28WE ALSO NEED A CLEAR PICTURE

11:30OF THE FUNDING BEHIND THESE

11:31SERVICES, HOW THE MONEY IS

11:33SPENT AND WHAT RESULTS IT IS

11:34PRODUCING.

11:36I WANT TO BE CLEAR THAT THIS

11:37DISCUSSION SHOULD RECOGNIZE THE

11:39VALUE OF STUDENTS HOME

11:41LANGUAGES AND THE IMPORTANCE

11:42OF STRONG BILINGUAL AND

11:43MULTILINGUAL PROGRAMS.

11:45AT THE SAME TIME, WE HAVE A

11:47RESPONSIBILITY TO ENSURE THAT

11:49EVERY STUDENT RECEIVES THE

11:51INSTRUCTION AND SUPPORTS THEY

11:52ARE ENTITLED TO, INCLUDING OUR

11:54STUDENTS WITH DISABILITIES.

11:56I HOPE TODAY'S TESTIMONY GIVES

11:58US SPECIFIC ANSWERS, IDENTIFIES

12:02GAPS AND SETS OUT MEASURABLE

12:03NEXT STEPS.

12:04FAMILIES AND EDUCATORS SHOULD

12:06NOT HAVE TO GUESS WHETHER A

12:07STUDENT IS RECEIVING THE RIGHT

12:09SERVICES OR WHERE TO TURN WHEN

12:11THEY ARE NOT.

12:12SO THANK YOU FOR BEING HERE AND

12:13LOOKING FORWARD TO THE

12:15CONVERSATION.

12:15THANK YOU, COUNCILOR MURPHY.

12:17UH I WANT TO NOTE FOR THE

12:18RECORD THAT WE HAVE BEEN JOINED

12:20BY COUNCILOR WEBER.

12:20COUNCIL MEMBER WOULD YOU LIKE

12:21OPENING REMARKS?

12:22UH, NO.

12:23THAT'S OKAY.

12:24I MEAN, IT'S THIS IMPORTANT

12:25CONVERSATION.

12:26THANKS FOR, UH, TO THE CHAIR

12:27FOR HOLDING IT AND.

12:28LOOK FORWARD TO THE

12:30CONVERSATION.

12:30THANK YOU.

12:31THANK YOU.

12:32>> ALL RIGHT.

12:32UM, AND DOCTOR I BECAUSE YOU

12:34HAVE A HARD STOP AND I ALSO

12:36WANT TO MAKE SURE THAT MY

12:37COLLEAGUES HAVE AN OPPORTUNITY

12:38TO ASK QUESTIONS.

12:39I'M GOING TO SWITCH THINGS UP

12:40JUST A LITTLE BIT IN THE

12:41INTEREST OF TIME IS THAT I'M

12:43JUST IF YOU COULD DO YOUR

12:44PRESENTATION AND THEN WE'LL DO

12:46WE'LL DO A ROUND OF QUESTIONS

12:47WITH MY COLLEAGUES BEFORE YOU

12:48LEAVE AND THEN I'LL OPEN IT UP

12:51TO THE REST OF THE FOLKS.

12:53IS THAT OKAY?

12:53SOUNDS GOOD.

12:54OKAY.

12:56ALL RIGHT.

12:57>> DO YOU HAVE A POWERPOINT?

12:59NO, NO.

13:00THANK GOD, BECAUSE YOU.

13:01>> KNOW I DON'T LIKE THOSE.

13:01THANK YOU.

13:02>> I HEARD YOUR FEEDBACK LAST

13:03TIME.

13:03YOU HAVE.

13:04>> MY FEEDBACK.

13:04I'M COACHABLE.

13:06>> OH.

13:06I LOVE THAT FOR YOU.

13:07SO LET'S GO.

13:09GOOD AFTERNOON.

13:11CHAIRMAN HERE.

13:12UM, COUNCILOR FLYNN,

13:14COUNCILOR MURPHY AND

13:15COUNCILOR WEBER.

13:16UM, AND I KNOW

13:18COUNCILOR CULPEPPER WILL BE

13:19JOINING US SOON.

13:20MY NAME IS DOCTOR SIMON WRIGHT

13:21AND I AM THE DEPUTY

13:23SUPERINTENDENT OF ACADEMICS FOR

13:25THE BOSTON PUBLIC SCHOOLS.

13:27I'M HERE TODAY WITH KEY LEADERS

13:28FROM THE OFFICE OF MULTILINGUAL

13:30AND MULTICULTURAL EDUCATION AND

13:33FINANCE TO DISCUSS DOCKET

13:34NUMBER 0276 REGARDING SERVICE

13:38PROVISION AND SPENDING FOR

13:39ENGLISH LEARNERS.

13:40AND IN THE INTEREST OF TIME

13:41I'LL ALLOW THEM TO INTRODUCE

13:43THEMSELVES AFTER I FINISH.

13:45UM I FIRST WANT TO ACKNOWLEDGE

13:47THAT HEARING FROM THIS PAST

13:49SPRING REGARDING

13:51ACCOUNTABILITY, TRANSPARENCY

13:52AND SUCCESS OF OUR MULTILINGUAL

13:55LEARNERS AND STUDENTS WITH

13:57DISABILITIES.

13:57AS WE REVIEW DOCKET NUMBER 0276

14:02TODAY FEELS LIKE AN OPPORTUNITY

14:03TO PROVIDE GREATER FLAHERTY AS

14:06IT PERTAINS TO HOW WE SUPPORT

14:08THE SUCCESS OF MULTILINGUAL

14:10LEARNERS AND THE

14:11INTERCONNECTION TO THE

14:12DECISIONS THAT FAMILIES MAKE

14:14REGARDING BILINGUAL EDUCATION

14:17SPECIFICALLY THE FAMILIES AND

14:18CARETAKERS OF OUR MULTILINGUAL

14:20LEARNERS.

14:22IN ADDITION, I DO BELIEVE THAT

14:25WE BOTH FEEL A SENSE OF MORAL

14:27RESPONSIBILITY TO ENSURE THAT

14:29EACH MULTILINGUAL LEARNER IS

14:31PROVIDED WITH THE TOOLS AND

14:33RESOURCES TO THRIVE BOTH

14:34SOCIALLY, EMOTIONALLY AND

14:37ACADEMICALLY REGARDLESS OF THE

14:39PROGRAMMATIC CHOICE THAT ONE'S

14:41FAMILY MAY MAKE.

14:43IT IS WORTH NOTING THAT MOST IF

14:45NOT ALL CLASSROOMS FACILITATE

14:49LEARNING FOR OUR MULTILINGUAL

14:51LEARNERS.

14:53DPS CONTINUES TO PRIORITIZE

14:56EXPANDING ACCESS TO BILINGUAL

14:58PROGRAMING ACROSS THE DISTRICT.

15:00THIS INCLUDES SHELTERED ENGLISH

15:03IMMERSION NEWCOMER STUDENTS

15:05WITH LIMITED OR INTERRUPTED

15:07FORMAL EDUCATION, DUAL LANGUAGE

15:10TRANSITIONAL BILINGUAL

15:11EDUCATION AND BILINGUAL

15:14EDUCATION PROGRAMS.

15:16APPROXIMATELY FIVE YEARS AGO

15:18THERE WERE EIGHT DUAL LANGUAGE

15:20BILINGUAL EDUCATION PROGRAMS

15:22ACROSS THE DISTRICT AND IN.

15:24>> THE.

15:25BEGINNING OF THIS OF THIS

15:26SCHOOL YEAR THE DISTRICT NOW

15:28HAS 14 DUAL LANGUAGE BILINGUAL

15:30EDUCATION PROGRAMS AND 2021

15:351900 STUDENTS HAD ACCESS TO

15:37DUAL LANGUAGE PROGRAMING AND

15:40THIS YEAR 2337 STUDENTS ARE

15:44CURRENTLY ENROLLED IN DUAL

15:46LANGUAGE BILINGUAL EDUCATION

15:47PROGRAMING WITH SEATS THAT ARE

15:49STILL OPEN AND AVAILABLE AT THE

15:52MAJORITY OF OUR SCHOOLS.

15:55WITH THE EXPANSION OF DUAL

15:57LANGUAGE BILINGUAL EDUCATION,

15:59THE OFFICE OF MULTICULTURAL AND

16:01MULTILINGUAL EDUCATION WORKED

16:04WITH THE MASSACHUSETTS

16:05DEPARTMENT OF ELEMENTARY AND

16:07SECONDARY EDUCATION TO COURSE

16:09CORRECT PRACTICES THAT WERE

16:11COUNTER TO THE SUCCESS OF OUR

16:13MULTILINGUAL LEARNERS THRIVING

16:15FOR EXAMPLE GROUPING STUDENTS

16:18BY LANGUAGE OTHERWISE KNOWN AS

16:21BSI IN A CLASSROOM SETTING

16:23WHERE THERE WERE NO ORGANIZED

16:25OR STRUCTURED WAYS TO TO

16:27PROVIDE NATIVE LANGUAGE

16:29INSTRUCTION BUT DELIVER ENGLISH

16:31LANGUAGE INSTRUCTION AND OFTEN

16:33MAINTAIN STUDENTS IN THE

16:36PROGRAMING THAT IMPEDED

16:37INCLUSIVE LEARNING

16:39OPPORTUNITIES AND ENSURING OUR

16:41STUDENTS CONTINUE TO BE

16:42SUCCESSFUL.

16:44WE ARE STILL ON THE JOURNEY TO

16:45PHASING OUT BSI PROGRAMS AND

16:49CONTINUOUSLY WORKING TO SUPPORT

16:51EDUCATORS ACROSS EVERY SCHOOL

16:53COMMUNITY TO IMPLEMENT DSC

16:56APPROVED PROGRAMING.

16:58WE DO WANT TO ACKNOWLEDGE THAT

17:00THERE'S QUITE A BIT OF WORK FOR

17:02US TO DO AS IT PERTAINS TO

17:04STRENGTHENING STUDENT

17:06PERFORMANCE FOR OUR

17:07MULTILINGUAL LEARNERS.

17:08WE WILL CONTINUE TO INCREASE

17:10THE QUALITY OF BILINGUAL

17:12PROGRAMING AND STRENGTHEN THE

17:13EFFECTIVENESS OF EDUCATOR

17:15CAPACITY TO INTEGRATE ACADEMIC

17:17LANGUAGE SUPPORTS ACROSS EVERY

17:20IN ALL LEARNING SPACES.

17:23THANK YOU FOR CREATING THIS

17:25SPACE FOR US TO SHARE HOW WE

17:27CONTINUE TO SUPPORT

17:29MULTILINGUAL LEARNERS AND THEIR

17:30FAMILIES.

17:32WE CONTINUE TO BE GRATEFUL FOR

17:33YOUR ADVOCACY AS IT PERTAINS TO

17:36ENSURING EACH MULTILINGUAL

17:37LEARNER IS SUCCESSFUL AS A

17:39RESULT OF A HIGH QUALITY

17:41STUDENT EXPERIENCE.

17:43THANK YOU.

17:44ALL RIGHT.

17:46SO BEFORE.

17:47UH THE REST I IF YOU DON'T

17:49MIND, I'D LIKE MY COLLEAGUES TO

17:51ASK AROUND THE QUESTIONS SINCE

17:52YOU HAVE A HARD STOP AT 330.

17:54IS THAT OKAY?

17:55YEAH.

17:55UM, SO I KNOW YOU GUYS ARE

17:57REALLY EXCITED TO SPEAK, BUT IF

17:58Y'ALL CAN JUST WAIT A MINUTE,

18:00THAT WOULD BE GREAT BECAUSE I

18:01WANT TO MAKE SURE THAT WE, UM,

18:03UTILIZE YOUR TIME WISELY.

18:05SO I'M GOING TO GO IN THE ORDER

18:07OF ARRIVAL AND I'M GOING TO

18:10GIVE YOU.

18:10EACH UH.

18:11BECAUSE.

18:12>> UH, COUNSELOR COUNSELORS,

18:14YOU SEE THERE'S MORE THAN ONE

18:15PANELIST BUT WE'RE JUST GOING

18:17TO BE ASKING QUESTIONS TO

18:17DOCTOR, RIGHT?

18:18SO I'M JUST GOING TO YOU EACH

18:20GOT THREE MINUTES OKAY.

18:21ACTUALLY THAT'S A LONG TIME.

18:23THEN I WILL HAVE ANY TIME.

18:24YOU EACH GET TWO MINUTES.

18:26OKAY.

18:27>> FOR JUST QUESTIONS.

18:29DIRECTLY FOR DOCTOR RIGHT.

18:31IS THAT FAIR?

18:32DOES THAT COOL.

18:33ALL RIGHT.

18:34SO WE'LL GO FIRST.

18:35TO COUNCILOR FLYNN, THEN.

18:36COUNCILOR MURPHY.

18:37THEN COUNCILOR WEBER.

18:39>> AND THEN I'LL ASK MY

18:40QUESTIONS AND THEN THAT WAY WE

18:41CAN ALL GET WHAT WE NEED FROM

18:43YOU AND WE'RE NOT FEELING

18:45ANXIOUS TO GET OUR QUESTIONS

18:47IN.

18:47OKAY.

18:48>> COUNCILOR FLYNN, YOU.

18:49HAVE, UH, TWO MINUTES.

18:53TO WRITE.

18:54>> SO 2 MINUTES OR 3 MINUTES.

18:57YOU HAVE TWO MINUTES.

19:01>> UM.

19:02>> YOU THREE ONE THREE MINUTES.

19:03UM.

19:08THREE MINUTES.

19:09GOT IT.

19:10THANK YOU.

19:11>> FOR ENGLISH.

19:12ENGLISH LEARNERS WITH

19:14DISABILITIES.

19:15WHAT ADDITIONAL BARRIERS DO YOU

19:17SEE WHEN IT COMES TO RECEIVING

19:18BOTH APPROPRIATE SPECIAL

19:20EDUCATION SERVICES AND

19:22MEANINGFUL LANGUAGE ACCESS?

19:25OUR STUDENTS GETTING THE

19:28SERVICES THAT THEY NEED FROM

19:32US.

19:38THANK YOU.

19:42>> HUH?

19:43YEAH.

19:45>> UH, SO I'LL START WITH WITH

19:47BARRIERS.

19:48WE NEVER WANT TO OVERSIMPLIFY,

19:50UM, WHAT IT IS THAT OUR

19:52STUDENTS NEED.

19:53RIGHT.

19:54UM, AND I THINK, UM, I FEEL

19:56CONFIDENT IN ARTICULATING THAT

19:58THERE ARE A NUMBER OF DIFFERENT

20:00EDUCATORS ACROSS THE SYSTEM

20:02THAT ARE WORKING TO UTILIZE UM

20:06,THE THE INFORMATION IN THE

20:08CONVERSATIONS THAT WE HAVE WITH

20:09FAMILIES TO ENSURE OUR STUDENTS

20:11ARE RECEIVING NECESSARY

20:13SUPPORTS AND CONTINUE TO

20:15PROGRESS, UH, PROGRESS ON THEIR

20:17INDIVIDUALIZED GOALS.

20:19UM, I THINK THAT YOU KNOW,

20:22OBVIOUSLY, YOU KNOW, IF YOU'RE

20:24LOOKING AT A NUMBER

20:24OF DIFFERENT MEASURES, THIS IS

20:26DEFINITELY AN OPPORTUNITY UM,

20:28FOR THE SYSTEM AND I THINK WE

20:29JUST WANT TO BE VERY THOUGHTFUL

20:31,UM, ABOUT NOT CONFLATING UM,

20:35YOU KNOW, A STUDENT'S, UH,

20:37LANGUAGE PROFICIENCY WITH WHAT

20:39MAY BE, UM, A DISABILITY.

20:41AND I THINK, YOU KNOW, IF YOU

20:43LOOK BACK TO FIVE YEARS AGO,

20:45UM, WHEN THE WHEN THE DISTRICT

20:46WAS ENGAGING WITH THE STATE, UM

20:48,THIS WAS IDENTIFIED AS AN

20:50OPPORTUNITY FOR US TO COURSE

20:52CORRECT AND AND HONESTLY DO

20:54BETTER.

20:55UM, AND I THINK THIS WILL BE

20:56CONTINUED WORK FOR FOR THIS

20:59TEAM.

20:59UM, I KNOW THE QUESTIONS ARE

21:01DIRECTED AT ME BUT I DO THINK

21:03IT WOULD BE A MISSED

21:04OPPORTUNITY IF YOU'RE OKAY,

21:06CHAIR.

21:07UM, TO NOT HAVE JUST WEIGH IN

21:11AS WELL.

21:12WELL.

21:12UNDERSTANDING THAT IF YOU WANT

21:13TO WAIT I THOUGHT I YOU SOME UH

21:17IF YOU'RE GOING TO WEIGH IN

21:18THAT WE'RE NOT TAKING UP TOO

21:19MUCH TIME.

21:19I THINK THAT YOU MIGHT

21:20QUESTION.

21:20OKAY.

21:22YEAH.

21:22>> THANK YOU.

21:23MANDY AND I LISTENED TO MANDY

21:24CLOSELY.

21:25UM, AT SAINT STEPHEN'S YOUTH

21:27GROUP YOUTH GROUP THE OTHER

21:28NIGHT AND MANY OF YOU WERE

21:30THERE.

21:31MANY OF THE MOTHERS WERE SAYING

21:34THAT THEIR CHILDREN ARE WAITING

21:36YEARS.

21:36TO GET AN EXAM FOR THE IEP AND

21:40THEN THE THE MOTHER WAS SAYING

21:42THAT THE CHILD WOULD THE

21:45REQUESTING THE EXAM IN THE

21:46FIRST GRADE AND THEY DON'T GET

21:48IT TO THE FOURTH GRADE IN IN

21:51AND WHAT IS LOST IN THAT THREE

21:53YEARS FOR SOMEONE THAT NEEDS

21:56SPECIAL EDUCATION SERVICES.

21:59THAT'S THAT'S MY REAL

22:01FUNDAMENTAL CHALLENGE I HAVE IS

22:03I DON'T THINK THINGS ARE GOING

22:05WELL AND I JUST CAN'T SIT HERE

22:08AND SAY THINGS ARE GOING WELL

22:09AND THERE'S NOTHING TO WORRY

22:11ABOUT.

22:11UM, AFTER LISTENING TO THESE

22:13MOTHERS MANDY WHAT WHAT ARE

22:14YOUR THOUGHTS?

22:15YOU WERE YOU WERE ADVOCATING

22:16WITH THE MOTHERS AS WELL.

22:18SO THANK YOU FOR THE WORK

22:19YOU'RE DOING.

22:19UH, THANK YOU SO MUCH FOR

22:21HAVING ME.

22:21UM, ALRIGHT.

22:21TOLD US UM, THERE'S A MOMENT

22:23WHERE YOU'RE GOING TO HEAR

22:24ME DROP A FULL LINE INTO

22:24SPANISH UH, BECAUSE WE'RE

22:26TALKING ABOUT GETTING WORD AND

22:27SO I JUST WANT TO RECOGNIZE

22:28THAT I AM NOT NECESSARILY GOING

22:30TO SPEAK ON BEHALF OF A

22:31COLLABORATIVE DEPARTMENT THAT

22:32WE WORK WITH, WHICH IS THE

22:33OFFICE OF SPECIALIZED SERVICES

22:34AND AT THE SAME TIME

22:36ACKNOWLEDGE THAT WE ARE DOING

22:39THINGS DIFFERENTLY THAN WE HAVE

22:40IN THE PAST.

22:41SO ENSURE THAT WE ARE ASSESSING

22:43FOR THE STUDENTS NATIVE

22:43LANGUAGE AND THINKING ABOUT HOW

22:45WE CREATE THAT WORKFORCE

22:46OF INDIVIDUALS WHO WE NEED TO

22:48ASSESS OUR STUDENTS.

22:49AND SO IN THE ABSENCE

22:51OF INDIVIDUALS QUALIFIED TO

22:52CONDUCT NATIVE LANGUAGE

22:53ASSESSMENTS AND TO KIND

22:54OF ADDRESS THE BACKLOG

22:56OF EVALUATIONS, WE'RE ALSO

22:57LOOKING AT WHAT INTERNAL

22:58METRICS WE CAN DO TO LEVERAGE

22:59THE NATIVE LANGUAGES OF OUR

23:01CURRENT STAFF THOSE WITH

23:02MODERATE DISABILITIES AND

23:03LICENSED UH, MODERATE

23:04DISABILITY LICENSES WHO HAVE

23:06DEMONSTRABLE UH LANGUAGE

23:07CAPACITY AND PROFICIENCY WHILE

23:09ALSO THINKING ABOUT WHERE ARE

23:11OUR OPPORTUNITIES TO MOVE

23:12FORWARD.

23:13UM, SO WHAT I WHAT I CAN SAY IS

23:16THAT THAT IS AN OPPORTUNITY FOR

23:17US TO CONTINUE TO GROW.

23:19UM, I UNDERSTAND THAT THE

23:21DISTRICT MAY HAVE HAD

23:22PREVIOUSLY FAILED INITIATIVES

23:23WHEN IT COMES TO DOING WHAT'S

23:25RIGHT FOR OUR MULTILINGUAL

23:26STUDENTS WITH DISABILITIES, AND

23:27WE'RE AT A JUNCTURE NOW TO SEE

23:29HOW WE CAN BE IN COMMUNITY WITH

23:31FOLKS TO ADDRESS THOSE AND

23:33UNCERTAINTIES AND HAVE THEM

23:34ELEVATED SO THAT EVERYONE'S

23:36AWARE.

23:39THANK YOU.

23:45>> UM, SO GOING NOW TO.

23:50UM COUNCILOR MURPHY.

23:50THEN FOLLOWED BY.

23:51COUNCILOR WEBER.

23:52THANK YOU.

23:52SO MURPHY, YOU HAVE THE FLOOR.

23:54THANK YOU.

23:55AND I APPRECIATE YOU TRYING TO.

23:58ACCOMMODATE PEOPLE'S SCHEDULES.

24:00IT DOES GET HARD BECAUSE THE

24:03PANEL OBVIOUSLY HAS A LOT TO

24:05WEIGH IN ON.

24:06SO WE PROBABLY MAY HAVE TO

24:08REPEAT THESE QUESTIONS FOR

24:09OTHERS IF THAT'S FINE.

24:11SO ONE OF THE THINGS I SAID IN

24:12MY OPENING STATEMENT WAS.

24:16TO ME THE MOST IMPORTANT THING

24:18IS WHETHER THESE SERVICES ARE

24:21HELPING OUR.

24:21STUDENTS SUCCEED BECAUSE AT THE

24:23END OF THE DAY NOTHING IS WORTH

24:26ANYTHING IF OUR STUDENTS AREN'T

24:28SUCCESSFUL.

24:29SO AND WE DO KNOW THAT OUR

24:31EDUCATORS ARE WORKING REALLY

24:32HARD.

24:33SO WE WANT TO MAKE SURE THAT

24:34OUR STUDENTS ARE GETTING THE

24:36RESULTS THEY NEED.

24:37BUT THE DATA SHOWS THAT IN

24:41THIRD GRADE LESS THAN 20%

24:43OF OUR ESL STUDENTS ARE READING

24:45ON GRADE LEVEL.

24:46IN FOURTH GRADE 16% FIFTH GRADE

24:5116%.

24:52IN SIXTH AND SEVENTH GRADE IT'S

24:53THE SAME ONLY 17% OF OUR UM

24:57SIXTH AND SEVENTH GRADERS.

24:59>> ARE READING ON GRADE LEVEL

25:01IN EIGHTH GRADE ONLY.

25:0212% AND WHEN THEY ARE TESTED

25:04AGAIN IN 10TH GRADE, THE LAST

25:06ROUND OF DATA SHOWED US THAT

25:08ONLY 8% OF OUR ESL LEARNERS ARE

25:10READING ON GRADE LEVEL.

25:11SO TO ME THAT WOULD TELL ME.

25:15CLEARLY THAT.

25:16OUR ESL STUDENTS AREN'T

25:18SUCCEEDING.

25:19THEY'RE JUST NOT.

25:20AND WHEN COUNCILOR FLYNN.

25:22BROUGHT UP AND HE DID TALK TO

25:24ME AFTER HIS.

25:25VISIT AT SAINT STEPHEN'S.

25:27ABOUT THE AMOUNT OF.

25:28TIME OUR FAMILIES ARE WAITING

25:31IT'S 60 DAYS AND IT'S A FEDERAL

25:33LAW.

25:33I MEAN IF PARENTS ARE WAITING.

25:35YEARS WE CAN'T USE AN EXCUSE

25:39THAT.

25:39>> WE DON'T HAVE SOMEONE WHO

25:41CAN GIVE A TEST IN A NATIVE

25:45LANGUAGE.

25:45WE CAN.

25:46USE LANGUAGE CONSULTANTS AND WE

25:49CAN SPEND SOME OF THAT $1.8

25:52BILLION ON MAKING SURE THAT

25:54STUDENTS ARE TESTED PROPERLY.

25:56AND YOU.

25:57UM, SAID IT SOME MORE ON AND I

25:59HAD ALSO SAID IT IN MY OPENING

26:00STATEMENT THAT WE ALSO DON'T

26:01WANT TO OVERDIAGNOSED BECAUSE I

26:03HAVE.

26:04>> SEEN THAT HAPPEN.

26:04JUST BECAUSE A STUDENT.

26:06MAY NOT BE ABLE TO CLEARLY

26:09STATE OR YOU KNOW, DO.

26:12>> WELL ON A TEST AND IF IT'S

26:13ONLY A.

26:14LANGUAGE BARRIER.

26:15WE DON'T WANT THAT TO EVER.

26:17LABEL OR PUT A CHILD IN THE

26:18WRONG POSITION.

26:20BUT AT THE SAME TIME THE

26:22SERVICES WE'RE PROVIDING DO

26:23NOT.

26:24SHOW IN ANY WAY.

26:25THAT IT'S SUCCESSFUL.

26:28SO WHAT ARE WE DOING TO.

26:29MAKE SURE THAT?

26:32AND I GET LIKE.

26:34ROOM TO GROW BUT THIS IS

26:36GENERATIONS NOW OF.

26:37FAMILIES FEELING.

26:39>> THAT THEIR KIDS ARE NOT

26:40GETTING.

26:40>> THE.

26:41EDUCATION THEY DESERVE.

26:45CASTLE MURPHY, COUNCILOR MURPHY

26:47,YOU SAID A NUMBER OF THINGS

26:49THAT I FEEL LIKE I COULD

26:50DEFINITELY RESPOND TO.

26:51UM, AND I THINK WHERE WE ARE

26:53ALIGNED IS A SENSE OF URGENCY,

26:56UM, TO TRULY ACCELERATE

26:58LEARNING FOR OUR MULTILINGUAL

26:59LEARNERS.

27:00UM, I THINK ONE THING I DO WANT

27:03TO ACKNOWLEDGE IS I HEARD YOU

27:04USE THE FRAME SERVICES.

27:06UM, AND YOU KNOW, I WOULD HATE

27:09TO OVERSIMPLIFY WHAT THAT MEANS

27:11FOR EACH OF OUR MULTILINGUAL

27:13LEARNERS.

27:14UM, BUT I THINK ONE THING WORTH

27:16ACKNOWLEDGING IS PAST PRACTICE

27:18AROUND COHORTING STUDENTS AND

27:20WHAT THAT HAS MEANT FOR

27:22EDUCATOR PRACTICE ACROSS THE

27:23SYSTEM THAT WE'RE WORKING TO

27:25COURSE CORRECT.

27:26UM, I KNOW THERE IS GREAT

27:28ADVOCACY AROUND NATIVE LANGUAGE

27:29INSTRUCTION, BUT I WOULD OFFER

27:31THAT EVERY EDUCATOR NEEDS TO BE

27:33PREPARED TO UTILIZE A STUDENT'S

27:35NATIVE LANGUAGE AS A SCAFFOLD

27:38AN ENTRY POINT TO LEARNING EVEN

27:40IF THAT EDUCATOR DOES NOT SPEAK

27:42THAT STUDENT'S PARTICULAR

27:44NATIVE LANGUAGE.

27:45AND CAN.

27:46>> YOU.

27:46EXPLAIN, UM.

27:47CONCRETE EXAMPLES OF HOW WE'RE

27:49COURSE CORRECTING.

27:51AND WHEN I HAVE MY TIME

27:52SOMETHING.

27:55BUT YOU.

27:55CAN STILL ANSWER IT.

27:59REMEMBER, UM I'M FOLLOWING THE

28:00RULES I KNOW.

28:01BUT OH, YOU GUYS DON'T HAVE TO

28:03UM YOU DON'T HAVE TO TOUCH THE

28:04MIC.

28:04UH, WRONG OR NO TO MAKE YOU GO

28:06THROUGH.

28:06YEAH, YEAH.

28:08I MEAN, I THINK ONE THING I

28:09JUST WANT TO ACKNOWLEDGE IS,

28:11YOU KNOW, I WAS MEETING WITH

28:13THE TEAM RECENTLY THIS IDEA

28:15THAT ACADEMIC LANGUAGE SUPPORT

28:17SHOULD BE HAPPENING OUTSIDE

28:19OF THE ENGLISH SECOND LANGUAGE

28:20CLASSROOM SPACES A VERY

28:22CONCRETE EXAMPLE I THINK AROUND

28:24COURSE CORRECTION.

28:25RIGHT.

28:26UM, WE HAVE UM A NUMBER

28:30OF EDUCATORS THAT HAVE SAID YES

28:31THIS YEAR TO BUILDING THEIR

28:33CAPACITY TO UTILIZE A STUDENT'S

28:35NATIVE LANGUAGE AS SCAFFOLDS TO

28:37ENSURE GRADE LEVEL INSTRUCTION.

28:39UM, I THINK THOSE ARE TWO VERY

28:42CONCRETE EXAMPLES.

28:43BUT UM, IF CHAIR UH FEELS IT IS

28:47APPROPRIATE I WOULD INVITE

28:48MELANIE OR BRITTANY TO ADD.

28:51SO JUST FAIRLY QUICKLY WHAT I

28:53CAN SAY IS WE AS PART OF A

28:54LAUNCH IN MANY OF THE

28:55PROFESSIONAL DEVELOPMENT

28:56SETTINGS THAT WE OFFER

28:58EDUCATORS BY CHOICE.

28:59WE HAVE LUNCH THIS YEAR A

29:00TRANSLANGUAGING THROUGH A TRULY

29:01ELL MODEL SO TRANSLANGUAGING

29:03CLASS UNIVERSAL DESIGN FOR

29:04LEARNING.

29:04WE HAVE SEVERAL INDIVIDUALS

29:05THAT SPEAK FOR A VARIETY

29:06OF LANGUAGES MYSELF INCLUDED

29:08SPANISH, VIETNAMESE HAITIAN

29:09CREOLE COVERED IN CREOLE AND WE

29:11HAVE 34 EDUCATORS ACROSS THE

29:13DISTRICT UM ACROSS 17 SCHOOLS

29:15THAT HAVE SIGNED UP FOR THAT

29:16ONE.

29:16AND WE ALSO HAVE ANOTHER

29:17PROFESSIONAL DEVELOPMENT

29:18SEQUENCE WITH 19 EDUCATORS

29:20ACROSS 11 SCHOOLS WHO'VE SIGNED

29:21UP FOR THOSE PIECES BUT ALSO

29:24OPTION THAT'S AN OPTION, RIGHT?

29:25AND IT'S IN ALIGN WITH THE 12

29:27HOUR INCLUSIVE PD PRACTICE.

29:29SO THESE ARE EDUCATORS WHO ARE

29:31COMMITTING TO ENGAGE IN THIS

29:32PRACTICE AND BUILD THAT KIND

29:34OF UH, PROFICIENCY IN THE

29:36PEDAGOGICAL MOVES BECAUSE AS WE

29:37KNOW THE LANGUAGE IS NOT GOING

29:39TO BE ACQUIRED WITHIN WITHIN

29:40ONE, 2 OR 3 YEARS.

29:41IT'S GOING TO TAKE SOME TIME

29:42FOR THEM TO DEVELOP THAT

29:43COGNITIVE ACADEMIC LANGUAGE.

29:44OKAY.

29:45>> THANK YOU.

29:46UM I'M GOING TO GO NEXT TO

29:49COUNCILOR WEBER AND IF MY

29:49COLLEAGUES HAVE ONE MORE

29:50QUESTION I'M MORE THAN HAPPY TO

29:52JUST TURN YOUR LIGHT ON AND I

29:53GO BACK TO YOU THAT WAY NO ONE

29:55FEELS UNHEARD.

29:56COUNCILMEMBER OKAY.

29:57YEAH.

29:58THANKS, DOCTOR.

29:59I UH SO YEAH, UM, WE'RE GOING

30:02AWAY FROM THE SCA SHELTERED

30:04ENGLISH IMMERSION, UH, TO BUY

30:07MORE AND I THINK WHAT WE HEARD

30:09IN THE BUDGET PROCESS WAS

30:10ABOUT.

30:11MAYBE IT WAS LIKE.

30:141,012% OF OUR STUDENTS WHO ARE

30:16MULTI LANGUAGE LEARNERS WERE

30:17GETTING BILINGUAL INSTRUCTION.

30:19SO WHAT IT DID HAVE THAT RIGHT

30:2110%.

30:22SO WHAT'S THE IS IS THAT THE

30:23GOAL OR IS ARE WE GOING TO

30:25EXPAND LIKE WHAT HAD NO DO YOU

30:27HAVE TO PRESS THE BUTTONS THAT

30:28YEAH IT'S YOU KNOW.

30:29IF YOU HAVE YOUR TRAINING.

30:31>> THE RUN RUN CAN HANDLE AS A

30:32CHAIR.

30:33THE MOST FRUSTRATING THING IS

30:34WATCH PEOPLE PRESSING THEIR

30:35BUTTONS AND CAN YOU TURN OFF.

30:37SO JUST WHAT IS THEIR GOAL FOR

30:38BILINGUAL AND I GUESS IS IF YOU

30:40DON'T HAVE THAT AND SOMEBODY

30:41ELSE HAS THE ANSWER DO.

30:43YOU JUST DEFER TO THEM?

30:44YES BUT.

30:47IT'S A IT'S A QUICK THIS IS A

30:49QUICK ANSWER IF.

30:49>> YOU CAN I DON'T KNOW.

30:50>> IF IT'S.

30:51THAT QUICK.

30:52BECAUSE WHAT I DON'T WANT TO DO

30:55IS UNDERMINE THE ASPIRATIONS

30:56THAT OUR FAMILIES HAVE FOR

30:59THEIR STUDENTS WHEN THEY ENROLL

31:01IN DPS.

31:02UM, I THINK AS.

31:03THE DAUGHTER OF.

31:05IMMIGRANTS MYSELF, UM MY

31:07PARENTS HAD VERY.

31:09CLEAR GOALS AROUND WHAT THEY

31:10WANTED FROM MY LEARNING

31:12EXPERIENCE AND AND WHILE I DO

31:14THINK THAT A NUMBER OF THE

31:16FAMILIES OF OUR MULTILINGUAL

31:18LEARNERS WANT TO ENSURE

31:19STUDENTS GAIN ACADEMIC

31:21PROFICIENCY IN THEIR.

31:22>> NATIVE LANGUAGE.

31:23UM, I'M NOT SURE THAT THAT IS

31:25THE CASE FOR ALL.

31:26SO LET ME JUST THE PRESUMPTION

31:29I THINK THIS IS IT'S TO ALLOW

31:31KIDS TO TO TO EXCEL IN ENGLISH.

31:37I THOUGHT YOU KNOW, EDUCATING

31:37THEM IN THEIR NATIVE LANGUAGE

31:38WOULD PREFER I DON'T THINK IT'S

31:41TO MAKE SURE THEY THEY'RE

31:42LEARNING THEIR NATIVE LANGUAGE.

31:44THE IDEA IS LIKE FOR ALL KIDS

31:46TO IN THE END YOU KNOW BE ABLE

31:48TO ACHIEVE ON THE SAME.

31:50YEAH I THINK I THINK THAT IS A

31:52FAMILY DECISION RIGHT.

31:54I THINK THAT THERE ARE FAMILIES

31:56THAT DO WANT, YOU KNOW,

31:58STUDENTS TO LEARN.

31:59ENGLISH VERY.

32:00QUICKLY AND I THINK THERE'S

32:01THEIR FAMILIES THAT WANT THEIR

32:03STUDENTS TO LEARN THEIR NATIVE

32:05LANGUAGE AND GAIN ACADEMIC

32:06PROFICIENCY IN THEIR NATIVE

32:07LANGUAGE IN ADDITION TO TO

32:11LEARNING ENGLISH AND BEING ABLE

32:13TO EXCEL IN ENGLISH AT THE SAME

32:14TIME LIKE YOU KNOW.

32:15SINCE THE FRAMING BILINGUAL.

32:18IS JUST LIKE FROM MY NON-EXPERT

32:20POINT OF VIEW IT'S LIKE IF WE

32:22WANT THIS THIS THIS STUDENT TO

32:26BE ABLE TO GO TO EXAM SCHOOL IF

32:27THEY WANT IF THEY WANTED TO DO

32:29WELL ON THE SATS THE I THINK

32:31THE IDEA IS EARLY EDUCATION AND

32:34I'M SORT OF GOING ON MR MUDD I

32:35THINK TOLD ME THAT YOU KNOW,

32:37EDUCATION THAT BILINGUAL

32:38ENVIRONMENT WILL ALLOW THEM TO

32:41BE UP TO SPEED ON NON LANGUAGE

32:44TOPICS EARLIER AND SO THEY HAVE

32:46A BETTER UNDERSTANDING THERE

32:47AND THEY'RE NOT FACING LIKE A

32:49LEARNING ISSUE JUST BECAUSE YOU

32:51KNOW.

32:51ENGLISH ISN'T.

32:52>> THEIR FIRST LANGUAGE.

32:53SO I THOUGHT THAT WAS WHY WE

32:54HAVE BILINGUAL PROGRAMS BUT UH

32:58I MAYBE I'M WRONG OKAY SO I I

33:00JUST I I'LL ASK THAT LATER UH

33:03TO TO THE REST OF THE PANEL MY

33:04OTHER QUESTION JUST SO WE'RE

33:06MOVING AWAY FROM CIA IS THAT IS

33:08THAT BECAUSE LIKE THERE WAS THE

33:10STATEWIDE BAN ON BILINGUAL

33:12EDUCATION OR YOU KNOW, DO WE

33:14HAVE WE LEARN SOMETHING NEW

33:16LIKE IT'S ALWAYS SEEMS LIKE

33:18WELL SOMETHING ISN'T WORKING.

33:20SO I MEAN THE WORRY HERE IS

33:21THAT WE'RE JUST TRYING

33:22SOMETHING DIFFERENT BECAUSE WE

33:23DIDN'T SUCCEED WITH THE LAST

33:25MODEL AND THAT WE'RE.

33:26ON LIKE YOU KNOW.

33:28A DIFFERENT PLAN, YOU KNOW, CAN

33:29YOU JUST EXPLAIN HOW WE HOW WE

33:32GOT HERE, WHY WE'RE USING A CIA

33:33AND WHY WE'RE GOING AWAY.

33:34FROM IT?

33:36>> YEAH I'LL LET YOU START.

33:38OKAY.

33:38>> THANK YOU SO MUCH FOR.

33:39>> THE QUESTION.

33:41UM WE ARE NOT GOING AWAY FROM

33:42CI.

33:43CI IS CALLED SHELTERED ENGLISH

33:44IMMERSION.

33:45AND IT IS ONE OF THE MODELS

33:47THAT THE STATE HAS APPROVED FOR

33:49EDUCATING STUDENTS WHO ARE

33:50LEARNING ENGLISH AS A SECOND

33:51LANGUAGE.

33:52WHAT WE ARE MOVING AWAY FROM IS

33:54WHAT WE HAVE WHAT DPS HAS

33:57CALLED BSI AND IT WAS THE.

34:00PRACTICE OF PUTTING UM ENGLISH

34:02LEARNER STUDENTS IN COHORTS

34:05TOGETHER ACROSS THE DISTRICT.

34:07SOME OF THESE PROGRAMS HAD ALL

34:10STUDENTS WHO SPOKE SPANISH

34:11TOGETHER AND SOME OF THEM HAD A

34:13SPANISH PROFICIENT EDUCATOR.

34:15SOME OF THEM HAD A NATIVE

34:17SPANISH SPEAKING EDUCATOR.

34:18SOME OF THEM DID IT.

34:19SOME OF THEM HAD A MONOLINGUAL

34:21ENGLISH EDUCATOR.

34:22SOME OF THEM.

34:24>> WERE PUTTING A WHOLE GROUP

34:25OF ENGLISH LEARNER STUDENTS

34:26TOGETHER IN A ROOM WITH UH THAT

34:28SPOKE MANY DIFFERENT LANGUAGES

34:30AWAY FROM THEIR ENGLISH

34:31SPEAKING PEERS, AWAY FROM PURE

34:33LANGUAGE MODELS.

34:34THIS WAS UM AGAINST DC

34:37PRACTICE.

34:38WE WERE CITED FOR BEING OUT

34:40OF COMPLIANCE WITH THE STATE

34:41WITH THESE TYPES OF CLASSROOMS.

34:43PARENTS DIDN'T KNOW WHAT THAT

34:45CLASSROOM LOOKED LIKE FOR THEIR

34:46CHILD.

34:47IT VARIED GREATLY.

34:49SOME OF THE.

34:50EDUCATORS HAD WHAT'S.

34:51CALLED THE BILINGUAL EDUCATION

34:53ENDORSEMENT ALLOWING THEM TO

34:55TEACH IN ANOTHER LANGUAGE MANY

34:57OF THEM DID NOT.

34:57OUR NUMBER ONE GOAL FIRST IS TO

35:00BE IN COMPLIANCE WITH DESSES

35:03PROGRAMS FOR ENGLISH LEARNER

35:05STUDENTS, AND WE ARE OFFERING A

35:07PORTFOLIO OF OPTIONS FOR

35:08FAMILIES TO CHOOSE MANY DUAL

35:11LANGUAGE PROGRAMS.

35:12THERE'S ALSO TRANSITIONAL

35:13BILINGUAL EDUCATION PROGRAMS,

35:16STATE PROGRAMS, NEWCOMER

35:18PROGRAMS, SAFE PROGRAMS.

35:19THE PANEL IS HAPPY TO GET INTO

35:22WHAT THOSE PROGRAMS LOOK LIKE

35:23IF IF THERE'S TIME FOR THAT

35:25LATER.

35:25UM BUT I JUST WANTED TO CLARIFY

35:27THAT CI IS A WIDELY RECOGNIZED

35:30AND ACCEPTED MODEL IN THE

35:33STATE.

35:34UM.

35:34>> THAT WE HAVE DEFINED AND

35:37SPOKEN AT LENGTH TO FAMILIES

35:38ABOUT AND MANY OF THEM CHOOSE

35:39THAT FOR THEIR CHILDREN.

35:41OKAY.

35:42>> THANK YOU THANK YOU CHAIR.

35:43I'LL GO BACK IF IF MY

35:44COLLEAGUES HAVE ANOTHER ROUND

35:46UM ALL RIGHT SO I'M GOING TO GO

35:49TO.

35:50MY TURN.

35:51UM SO JUST FOR THE RECORD, IF

35:54YOU COULD UM DOCTOR RIGHT.

35:57THESE ARE JUST YES OR NO OKAY.

36:00NO NO EXPLANATIONS PLEASE.

36:01THEY WOULD HELP ME WITH THIS

36:03TIME KEEPING SITUATION.

36:05UH.

36:06>> I DON'T.

36:06>> KNOW HOW TO DO IT.

36:08UM, OKAY, SO LET ME CLEAR AND

36:09START ALL OVER AGAIN.

36:10UM, SO WHAT I NEED FROM YOU IS

36:13YES OR NO ONE IS SERVING AND

36:17MEETING THE NEEDS OF OUR

36:18ENGLISH LANGUAGE LEARNERS.

36:19YES OR NO?

36:20THIS IS THE QUESTION THAT

36:21COUNCILOR FLYNN ASKED, BUT I

36:23COULDN'T REALLY UNDERSTAND IF

36:24IT WAS YES OR NO.

36:26IS THE DISTRICT MEETING THE

36:28NEEDS OF MULTILINGUAL LEARNERS.

36:29YES OR NO?

36:36THE DISTRICT IS WORKING TO MEET

36:38THE NEEDS OF MULTILINGUAL

36:39LEARNERS.

36:40SO YES OR NO?

36:42THE DISTRICT IS WORKING TO MEET

36:43THE NEEDS OF OUR MULTILINGUAL

36:45LEARNERS WHO DON'T KNOW.

36:46OKAY IT'S WHEN I FALL.

36:48OKAY.

36:49>> HOW ABOUT DO WE KNOW.

36:51IS THERE AN IMPACT.

36:53OF IN STUDENTS WITH THE

36:55BACKLOG?

36:55LIKE IF YOU'RE WAITING FOREVER

36:57TO GET YOUR ASSESSMENT.

36:58,DOES.

36:59>> THAT HAVE AN IMPACT ON THE

37:01EDUCATIONAL OUTCOMES

37:02OF STUDENTS YES OR NO.

37:04THE DISTRICT UM FOR STUDENTS IF

37:07WE'RE TALKING ABOUT ENGLISH

37:08LEARNERS WITH DISABILITIES,

37:10THERE IS AN IEP TIMELINE IN

37:12WHICH STUDENTS ENGAGE IN THE

37:14EVALUATION PROCESS.

37:15FAMILIES ARE THERE I THINK WHAT

37:18IS MISUNDERSTOOD RIGHT NOW IS

37:21WHETHER OR NOT ALL FOLKS ARE IN

37:24AGREEMENT WITH WHAT IS NEEDED

37:25FOR THE STUDENT.

37:27UM AND I WILL ACKNOWLEDGE I

37:28THINK YOU KNOW, PART OF THE

37:29REASON WE'RE HERE IS.

37:30>> HOW.

37:31DO WE WORK TOGETHER, RIGHT.

37:32I WILL ACKNOWLEDGE THAT AN

37:34OPPORTUNITY FOR US IS

37:36CONTINUING TO WORK WITH THE

37:37FAMILIES OF OUR STUDENTS, UM,

37:40TO ENSURE THERE IS LIKE

37:41FLAHERTY AROUND EACH STUDENT'S

37:44GOALS AND PROGRESS MONITORING

37:46AS TO WHETHER STUDENTS ARE

37:47MEETING THE GOALS.

37:47PERFECT I LOVE THAT.

37:48SO UH THEN ONE MORE FOLLOW UP

37:50BASED ON THE QUESTIONS THAT I

37:51HEARD HERE AND THEN I'M GOING

37:52TO GO TO MINE IS I'M CURIOUS

37:54ABOUT NATIVE LANGUAGE LEARNING

37:56LIKE.

37:57WHAT IS THE THEORY BEHIND THAT

37:59?

38:00IF YOU ARE A NATIVE LANGUAGE

38:01SPEAKER AND YOU LEARN THE

38:02CONTENT IN YOUR NATIVE

38:03LANGUAGE, THEN YOU HAVE MORE

38:04OF A COMMAND ON THE CONTENT

38:07THAT YOU YOU BETTER UNDERSTAND

38:09THE CONTENT IF YOU'RE LEARNING

38:12IT IN YOUR NATIVE LANGUAGE.

38:14YES OR NO.

38:15I THINK THAT IS ONE THEORY.

38:18BUT BACK TO THIS THE

38:19CONVERSATION AROUND FAMILY

38:21CHOICE I THINK THAT I THINK I

38:23KNOW THAT THE THEORY IS IF WE

38:26ARE ABLE TO MAKE CONNECTIONS TO

38:28A STUDENT'S NATIVE LANGUAGE

38:30EVEN WHEN LEARNING IN ENGLISH

38:32IT SERVES AS A SCAFFOLD AN

38:34ENTRY POINT TO ENSURE A STUDENT

38:36IS ENGAGING IN GRADE LEVEL

38:37INSTRUCTION.

38:38SO IS THERE A IS.

38:40IS THERE.

38:41>> CURRENTLY A COMPREHENSIVE

38:43MULTILINGUAL PLAN UNDERWAY?

38:46YES OKAY.

38:47CAN YOU TELL ME WHAT THAT LOOKS

38:48LIKE?

38:49YEAH.

38:50>> UM AND I WILL ACKNOWLEDGE UM

38:52I THINK A NUMBER OF OUR

38:53ADVOCATES WERE ABLE TO ENGAGE

38:55WITH THE UM A NATIONAL

38:57ORGANIZATION OTHERWISE KNOWN AS

38:58THE COUNCIL OF GREAT CITY

39:00SCHOOLS AND THEY WERE THEY WERE

39:02INTERVIEWED, CONSULTED ABOUT

39:03THE EXPERIENCE OF OUR

39:05MULTILINGUAL LEARNERS IN BPOS.

39:07UM, RIGHT NOW WE ARE WAITING

39:09FOR THAT, UH, REPORT TO BE

39:12FINALIZED AND USING THAT REPORT

39:15TO FINALIZE THE NEXT FIVE YEARS

39:16STRATEGIC PLAN FOR OUR

39:18MULTILINGUAL LEARNERS AND DPS.

39:19AND ARE.

39:20>> YOU WORKING IN COLLABORATION

39:21WITH THE MULTILINGUAL ALLIANCE

39:23?

39:24WE ARE NOT.

39:25AND THAT IS BECAUSE.

39:28SO AND I WILL ACKNOWLEDGE I

39:29THINK THE MULTI UH MLA IS

39:32SOMETHING I'M NOT AS FAMILIAR

39:33WITH I BELIEVE THE GROUP UM

39:36THAT IS NOT A GROUP THAT I HAVE

39:38ENGAGED WITH SINCE I'VE BEEN

39:39WITH THE DISTRICT BUT I DO AND

39:41I THINK BRITTANY CAN SPEAK TO

39:42THIS.

39:43I THINK A NUMBER OF OUR

39:45ADVOCATES HAVE BEEN ENGAGED IN

39:47DRAFTING THE REPORT FROM THE

39:48COUNCIL OF GREAT CITY SCHOOLS,

39:49AND THEY'VE ALSO BEEN ENGAGED

39:51IN DRAFTING THE FIVE YEAR

39:53STRATEGIC PLAN.

39:53OKAY, I GUESS MY TIME IS UP BUT

39:54I WILL JUST NOTE FOR THE RECORD

39:56IS THAT THAT IS ONE OF THE

39:57BIGGEST CONCERNS AND RED FLAGS

39:58THAT I HAVE WOULD BE IS THAT

40:02OFTENTIMES THE PEOPLE WHO ARE

40:03LIVING THESE REALITIES AND

40:04DOING THE WORK AND HAVE THE

40:06MOST HISTORICAL.

40:08PERSPECTIVE ARE USUALLY NOT

40:09INVITED TO THE TABLE BECAUSE

40:10THEY'RE IN CONSTANT CONFLICT

40:11WITH THE DISTRICT.

40:12SO THEN THEY ARE NOT INVITED TO

40:14THE TABLE.

40:14AND I THINK THAT IF WE'RE

40:16REALLY SERIOUS ABOUT CHANGING

40:17THE WAY WE DO BUSINESS, WE'RE

40:19GOING TO HAVE TO LEARN HOW TO

40:20WORK WITH PEOPLE WHO WE

40:22TRADITIONALLY HAVE NOT BEEN IN

40:23AGREEMENT WITH.

40:24AND THAT'S WHAT TRUST BUILDING

40:26IS ALL ABOUT AND THAT'S WHAT

40:27I'M HOPING TO FACILITATE WITH

40:28THIS HEARING AND THE SERIES

40:30OF HEARINGS THAT I WILL

40:31CONTINUE TO HOST REGARDING THIS

40:32PARTICULAR CONVERSATION BECAUSE

40:34WE HAVE AN OPPORTUNITY TO

40:35CHANGE THE WAY WE HAVE BEEN

40:38ENGAGING WITH COMMUNITY.

40:39AND I WANT TO HELP YOU ALL WITH

40:40THAT.

40:41UM, AND BECAUSE IT'S 314 I WANT

40:43TO ASK MY COLLEAGUES IF IF THEY

40:45HAVE ANOTHER ROUND UM UH

40:47ANOTHER ONE MINUTE.

40:48AND THANK YOU.

40:49SO I JUST WANT TO GO BACK TO

40:52THE IEP.

40:56I YOU SAYING NOW ARE YOU SAYING

40:58THAT THE IS.

41:01ENSURING THAT.

41:03A PARENT OR GUARDIAN IS ABLE TO

41:05GET THAT IEP DONE WORKING

41:07THROUGH THE SYSTEM FOR THEIR

41:09CHILD WITHIN THE THE THE NUMBER

41:13OF DAYS WHETHER IT'S 60 AND 90

41:15DAYS IS THAT JUST GIVE ME A

41:17QUICK ANSWER ON THAT OR WITH

41:20THE WITH THE MOTHERS THAT WERE

41:23SPEAKING THE OTHER NIGHT SAYING

41:24IT WAS SEVERAL YEARS UM THERE'S

41:28A DISCONNECT FOR ME IF SOME IF

41:31IS SAYING WE GET WE CAN GET

41:32THESE THINGS DONE RIGHT AWAY

41:34AND THEN THE MOTHERS ARE SAYING

41:35TO ME ED NO IT'S NOT RIGHT AWAY

41:37IT'S IT'S TWO YEARS I HAVE TO

41:40BELIEVE THE MOTHERS THEY KNOW

41:42WHAT'S BEST FOR THEIR CHILD.

41:43SO SO TELL ME WHEN HOW QUICK

41:47CAN BEEP BEEP GET THESE IEP

41:50EXAMS DONE FOR THE CHILD.

41:51JUST GIVE ME A QUICK A QUICK

41:53RESPONSE.

41:56COUNCILOR FLYNN THE TIMELINE IS

41:57THE SAME.

41:58FOR ALL LEARNERS.

42:01UM AND WE BY LAW CANNOT CONDUCT

42:04AN IEP MEETING AND THE

42:05CARETAKER OF A STUDENT NOT BE

42:07THERE.

42:08OKAY MY I'M JUST TRYING TO

42:12MAYBE I NEED TO EXPLAIN IT A

42:13LITTLE BIT, UH, YOU KNOW

42:14TRANSLATOR.

42:15NO, I'M I'M I'M HEARING FROM

42:17MOTHERS AND THEY'RE TELLING

42:19ME THAT THEIR CHILD NEEDS AN

42:21IEP SO THAT THEY CAN BE A

42:23SUCCESSFUL STUDENT.

42:24THEY CAN BE A HEALTHY STUDENT.

42:25PRODUCTIVE STUDENT?

42:26THEY'RE TELLING ME THAT IT'S

42:28TAKING THEM SEVERAL YEARS TO

42:30GET THIS EXAM DONE.

42:33SO WHEN THEY GET THE REPORT

42:34THEY KNOW EXACTLY WHAT THEIR

42:35CHILD NEEDS.

42:36BUT IN THE MEANTIME THEIR CHILD

42:39IS NOT GETTING THE SERVICES

42:40THAT THEY NEED.

42:41AS A STUDENT WITH DISABILITIES

42:43AND ENGLISH LANGUAGE LEARNERS,

42:46I'M HERE TO ADVOCATE FOR THE

42:48MOTHERS.

42:48I'M HERE TO ADVOCATE.

42:49FOR THE.

42:50>> FOR THE STUDENTS.

42:51UM AND AGAIN I KNOW COUNCIL ME

42:53HERE SAYS WE'RE GOING TO WORK

42:55TOGETHER AND I'M GOING TO JUST

42:56I'M GOING TO BE RESPECTFUL AND

42:58KIND OF LEAVE IT THERE.

42:59BUT THAT'S THERE'S A DISCONNECT

43:01I FEEL AND I'M JUST GOING TO

43:03LEAVE IT THERE COUNCIL ME HERE

43:04AND I'M GOING TO I'M GOING TO

43:05MOVE ON.

43:06THANK YOU.

43:07THANK YOU COUNCILOR FLYNN.

43:10COUNCILOR MURPHY UM YOU.

43:11NOW HAVE.

43:12>> THE FLOOR AND UH GO AHEAD.

43:14THANK YOU.

43:15>> UM.

43:17AS A CLASS OF PARENT OF A CHILD

43:20WHO.

43:20HAD DISABILITIES, UM, THIS

43:25MATTERS.

43:25AND COUNCILOR FLYNN, YOUR

43:27CONCERNS ARE REAL.

43:28I'M JUST GOING TO SPEND MY.

43:30HOWEVER MANY SECONDS I HAVE.

43:33ANYONE AND I KNOW WHATEVER I'M

43:35SAYING.

43:35YOU ALL KNOW THIS, BUT I'M JUST

43:37SAYING THIS FOR THE PUBLIC.

43:38ANYONE THERE IS.

43:39>> THIS MISUNDERSTANDING.

43:40THAT PARENTS CAN'T.

43:42REQUEST TESTING THEMSELVES.

43:43WE KNOW THAT'S AGAINST FEDERAL

43:44LAW.

43:45SO ANYONE CAN REQUEST.

43:47>> THE TESTING.

43:47>> IF IT'S THE TEACHER, THE

43:48PARENT, THE.

43:49PEDIATRICIAN, THE PRINCIPAL.

43:51>> THE.

43:51NURSE DIFFERENT SCHOOLS YOU

43:53HERE HAVE DIFFERENT.

43:55EXPECTATIONS BUT.

43:56>> WE KNOW LEGALLY ANY PARENT

43:58CAN REQUEST.

43:59TESTING FOR THEIR CHILD.

44:00>> AND ONCE THE.

44:01WRITTEN REQUEST.

44:02>> IS IN THE SCHOOL HAS FIVE.

44:04SCHOOL DAYS AFTER RECEIVING

44:06THAT REFERRAL.

44:07TO SEND WRITTEN FORMAL.

44:09NOTICE TO.

44:10>> THE PARENT OR CARETAKER.

44:12TO SIGN OFF ON CONSENT SO THE.

44:13TESTING CAN HAPPEN.

44:15ONCE THE PARENT SENDS BACK THE

44:17.

44:18SIGNED CONSENT FORM.

44:19>> WHICH HAD TO HAVE BEEN

44:20RECEIVED WITHIN.

44:21FIVE DAYS, THE TESTING MUST BE

44:24COMPLETED WITHIN.

44:2630 SCHOOL DAYS AFTER THAT

44:28SIGNED CONSENT FORM AND THE

44:30TEAM MEETING HAS TO BE WITHIN

44:3445 DAYS AFTER THAT AND THEN THE

44:36PARENT HAS 30 DAYS FROM THAT.

44:37TEAM MEETING WHEN IT'S DECIDED

44:39WHETHER.

44:40>> OR NOT THE.

44:40CHILD DOES QUALIFY.

44:43>> FOR IEP.

44:43SPECIAL ED SERVICES, THE

44:45SERVICES NEED TO.

44:47BE SIGNED.

44:47OFF WITHIN 30 DAYS AND.

44:50SERVICES NEED TO START SO IT.

44:52SHOULD NEVER TAKE MORE.

44:53THAN A COUPLE MONTHS TO HEAR.

44:56A WHOLE SCHOOL.

44:57YEAR IS GOING BY TO.

44:58TWO SCHOOL YEARS TO.

44:59THREE IS JUST UNACCEPTABLE AND

45:02I THINK THIS HAPPENS OFTEN NOT

45:04JUST WITH ESL CONCERNS OR

45:05SPECIAL CONCERNS.

45:07>> OUR OUR.

45:07FAMILIES DON'T ALWAYS KNOW

45:09THEIR RIGHTS.

45:11UM YEAH.

45:13ONE OF THE REASONS I LEFT THE

45:15CLASSROOM AND CAME HERE.

45:16ON THIS.

45:17>> BODY IS I.

45:17SAT THROUGH MANY IEP MEETINGS.

45:19WHERE THERE ARE MANY FAMILIES

45:21AND GOOD FOR THEM.

45:23THEY BRING THEIR ADVOCATES,

45:25THEY.

45:25KNOW WHAT.

45:26>> THEY.

45:27NEED TO DO.

45:29UM EVERYONE ON THE.

45:29TEAM SHOWS UP WITH THE TESTING

45:32.

45:3248 HOURS BEFORE.

45:33TRANSLATED SO FAMILIES.

45:34DON'T WALK.

45:35INTO A MEETING.

45:36TESTING IS.

45:37>> DONE, FORMS ARE FILLED OUT.

45:38PROPERLY AND THEN THERE ARE

45:40FAMILIES.

45:41THAT DON'T GET THE TESTING

45:42BEFORE THE MEETING.

45:43THINGS AREN'T TRANSLATED

45:44PROPERLY FOR THEM.

45:45THEY DON'T KNOW.

45:46THAT THEY.

45:47>> CAN OR SHOULD.

45:48ADVOCATE FOR THINGS.

45:49SO YOU SEE.

45:49A WIDE RANGE.

45:51OF SERVICES AND A.

45:52WIDE RANGE OF.

45:55SUPPORT GIVEN TO STUDENTS THAT

45:57IS AN EQUAL.

45:58ACROSS THE BOARD.

45:59SO I'M JUST PUTTING THAT OUT

46:00THERE.

46:00IT'S NOT A QUESTION TO BE SAID,

46:02BUT I THINK IT'S.

46:03IMPORTANT THAT WE ACKNOWLEDGE.

46:04THAT THAT IS HAPPENING.

46:05AND I THINK THAT TIES BACK TO.

46:07WHAT IS IT 8%.

46:09OF OUR ESL 10TH GRADERS.

46:11ARE READING ON GRADE LEVEL.

46:13SO WE NEED TO DO.

46:15>> MORE.

46:16THAN JUST.

46:16>> SAY.

46:16WE NEED TO.

46:17>> DO BETTER.

46:18THANK YOU.

46:18OKAY THANK YOU.

46:20GO AHEAD.

46:21AND THERE WASN'T A QUESTION

46:22THERE BUT YOU ARE MORE THAN

46:24WELCOME.

46:25I DO WANT TO ACKNOWLEDGE

46:26COUNSELORS THAT A NUMBER OF.

46:28YOU WHEN.

46:29WHEN FAMILIES COME TO YOU

46:31FIGURE OUT A WAY TO GET TO A

46:32MEMBER OF MY TEAM AND I JUST

46:34WANT TO PUT THAT OUT THERE LIKE

46:36AS A DISTRICT.

46:37WE DO.

46:38FOLLOW FEDERAL GUIDELINES AS IT

46:40PERTAINS TO THE IEP PROCESS AND

46:41THE PROGRESS MONITORING OF THE

46:43IEP PROCESS.

46:44WE ENSURE THAT THERE IS

46:46SUPPORT.

46:47WHEN TRANSLATION IS NEEDED.

46:49UM BUT I DO JUST I THINK

46:52COUNCILOR FLYNN UM.

46:55WE WE WANT TO SUPPORT THAT

46:57MOTHER AS WELL.

46:58SO I THINK AS AS YOU'RE

47:00ENGAGING WITH FOLKS THAT ARE

47:01FLAGGING CHALLENGES, I DO JUST

47:04WANT TO PUT THAT OUT THERE THAT

47:05YOU SHOULD FEEL FREE TO LIKE.

47:09CONTACT US SO WE CAN HAVE THE

47:11CONVERSATION.

47:11OKAY.

47:12>> THANK YOU.

47:13>> THAT WASN'T.

47:14>> ONE PARENT WAS IT COUNSELOR?

47:15SO I'M SORRY.

47:16I'M JUST JUST FOR THE.

47:18RECORD THROUGH THE CHAIR.

47:19TO THE.

47:20COLLEAGUES JUST TO KEEP THE

47:21DECORUM HERE UH, FROM WHAT I

47:24UNDERSTAND AND I'LL ANSWER THE

47:25QUESTION THAT COUNCILOR FLYNN

47:27IS BECAUSE I'M ALSO, UH, A CITY

47:30CITY COUNCILOR AND I WORK IN

47:31THE EDUCATION SPACE, SO I HAVE

47:33A LOT OF PARENTS WHO COME TO

47:34ME AROUND THESE ISSUES.

47:36SO WHILE COUNCILOR FLYNN WAS AT

47:38SAINT STEPHEN'S, HE PROBABLY

47:40HEARD TESTIMONIES FROM A NUMBER

47:42OF PARENTS NOT JUST ONE.

47:43AND I WILL JUST NOTE FOR THE

47:45RECORD AS.

47:45I HAVE AS WELL.

47:46SO THAT OKAY GREAT.

47:48OKAY SO LET ME GO ON TO MY

47:50QUESTIONS NOW BECAUSE I

47:52UNDERSTAND THAT YOU HAVE A HARD

47:53STOP AT 330.

47:55UM, SO.

47:56UH YOUR LIGHT WASN'T ON.

47:57I'M SORRY.

47:58OKAY.

47:59DO YOU HAVE ANOTHER QUESTION?

47:59OKAY, SURE.

48:00>> GO AHEAD.

48:01IT'LL BE QUICK.

48:02>> SO THANK YOU.

48:03>> THAT'S WHAT EVERYBODY SAYS

48:03AND THEN THEY KEEP TALKING.

48:04NO I JUST IN TERMS OF I GUESS

48:06DOCTOR OR ANYONE ELSE IN TERMS

48:08OF SHIFTING AWAY FROM PSI WHAT

48:11ARE THE STAFFING IMPLICATIONS.

48:14SO WE GOING TO SEE.

48:17MORE UH TEACHERS WHO ARE YOU

48:19KNOW LIKE CERTIFIED IN

48:22SOMETHING OR WE YOU KNOW, WHAT

48:24MOVES ARE WE GOING TO SEE IN

48:25THE IN THE BUDGET THAT WOULD

48:28REFLECT THE CHANGES THAT YOU'RE

48:29TALKING ABOUT?

48:29YEAH.

48:30>> I DO WANT TO JUST START.

48:33WITH ACKNOWLEDGING.

48:35JUST ACKNOWLEDGING THE NEED TO

48:39MAKE SURE OUR EDUCATORS ARE

48:40TRAINED RIGHT.

48:42UM, TO SUPPORT WITH THE

48:44INTEGRATION OF ACADEMIC

48:45LANGUAGE SUPPORT SPECIFICALLY

48:46AND CONTENT.

48:46RIGHT.

48:47AND AS WE WERE DOING THE BACK

48:49AND FORTH AROUND HOW YOU

48:50LEVERAGE A STUDENT'S NATIVE

48:51LANGUAGE TO.

48:53SUPPORT LEARNING EITHER THEIR

48:54NATIVE LANGUAGE OR ENGLISH UM,

48:57I'M GOING TO HAND IT OVER.

48:59>> THOUGH TO.

48:59DEPUTY CHIEF BAGGETT TO.

49:02ANSWER UM.

49:05>> OR TO PROVIDE MORE DETAILS.

49:06THANK YOU.

49:07>> THANK YOU FOR THAT QUESTION.

49:10UM, THE.

49:13LICENSES AND THE UM THE

49:16QUALIFICATIONS THAT STAFF HAD

49:17TO TEACH IN BSI WERE OFTEN AN

49:21ELEMENTARY UM LICENSE OR

49:22CONTENT LICENSE AND SOME

49:23OF THEM HAD ESL LICENSES.

49:26UH, WE DID THE THE MAJORITY

49:28OF OUR SHIFTING AWAY FROM BSI

49:30OVER THE LAST.

49:31TWO SCHOOL.

49:31YEARS AND THE TEACHERS FOUND

49:34POSITIONS EITHER AS CLASSROOM

49:36TEACHERS IS THAT STRAND OR THAT

49:38CLASSROOM WAS CONVERTED TO AN

49:40S.I. CLASSROOM AND MANY OF THEM

49:42UM ALSO WENT INTO ESL TEACHING

49:44POSITIONS.

49:45SO DEPENDING ON WHAT THEIR

49:47EXACT LICENSE WAS, UM THE

49:50SCHOOL COMMUNITIES ALSO WORKED

49:52WITH US TO IDENTIFY WHAT COURSE

49:55OF ACTION THEY WANTED FOR THAT

49:57STRAND.

49:58AND WHAT I MEAN BY THAT IS SOME

50:00OF THE SCHOOL COMMUNITIES UM,

50:01THE MCCAY AND THE ELLIS, FOR

50:03EXAMPLE, HAVE CHOSEN TO PURSUE

50:05TRANSITIONAL BILINGUAL

50:06EDUCATION THAT REQUIRES A

50:08DIFFERENT LICENSE AND

50:09ENDORSEMENT THAN A SECOND OR

50:11THIRD GRADE CLASSROOM.

50:13SO WE'RE WORKING WITH EACH

50:14OF THOSE PROGRAMS TO IDENTIFY

50:16WHAT THE NEW PROGRAM WILL BE

50:19AND STAFFING ACCORDINGLY.

50:22SORRY I'M JUST ADDING TEACHER

50:24YOU KNOW, DO WE NEED MORE

50:26TEACHERS DO IT FROM WHAT YOU'RE

50:27SAYING IT SOUNDS LIKE NO UH NO

50:30.

50:30>> YEAH YEAH.

50:31THANK YOU VERY MUCH CHAIR I

50:32APPRECIATE THE.

50:33TEXTURED THANK.

50:34YOU, THANK YOU.

50:35I WANT TO NOTE THAT WE HAVE

50:37BEEN JOINED BY MY CO-SPONSOR

50:38COUNSELOR CULPEPER.

50:39AND JUST SO THAT YOU KNOW.

50:41BECAUSE DOCTOR WRIGHT HAS A

50:42HARD STOP, I'M GOING TO ASK.

50:44ONE MINUTE OF QUESTIONS AND

50:45THEN I'M GOING TO LET.

50:46YOU HAVE FIVE MINUTES

50:49OF QUESTIONS.

50:50BUT DON'T GET TOO EXCITED

50:51BECAUSE IT'S JUST GOING TO BE

50:52FOR DOCTOR WRIGHT BECAUSE SHE

50:54HAS A HARD STOP.

50:55AND THEN THE REST OF THE

50:56QUESTIONS WILL BE FOR THE REST

50:57OF THE PANEL JUST SO YOU KNOW

50:58WHAT YOU'RE WALKING INTO OKAY.

50:59ALL RIGHT.

51:00>> SO UM.

51:02JUST CURIOUS CAN YOU TELL ME.

51:04UM.

51:05>> HOW MANY UM AT THIS MOMENT

51:09IF YOU IF I'M NOT SURE WHO'S

51:11GOING TO BE THE ONE THAT'S

51:12GOING TO.

51:13ANSWER THIS QUESTION BUT.

51:14WE ARE CURIOUS.

51:15TO KNOW.

51:15CAN YOU UM HOW MANY WHAT'S THE

51:18PERCENT OF LCI CLASSROOMS THAT

51:21STILL EXIST?

51:23>> WHAT'S THE PERCENTAGE?

51:27OF CI OR CI?

51:30UM UH CI UNDER 505 UNDER NOT 5%

51:34UNDER FIVE UM SCHOOLS.

51:37UNDER FIVE.

51:37>> SCHOOLS BUT.

51:38WE DON'T HAVE A PERCENTAGE.

51:40NO WE.

51:40DON'T HAVE A PERCENTAGE I HAVE

51:42NO UM AND IS IT.

51:43BECAUSE THE CLASS.

51:44SIZES SHOULD GO DOWN TO GENERAL

51:47ED UM WITHOUT UH, MULTILINGUAL

51:49LEARNERS?

51:50SO 26 AND MORE LIKE 20.

51:52DO YOU KNOW THE CLASS SIZE?

51:54WHAT DOES THAT LOOK LIKE?

51:55WHAT IS THIS SUPPOSED TO LOOK.

51:58>> LIKE.

51:59FOR MULTILINGUAL LEARNERS?

52:04IN PARTICULAR?

52:05YEAH.

52:06>> SO I'M HERE CAN YOU CLARIFY

52:07YOUR QUESTION?

52:08AH YOU WERE TALKING ABOUT

52:09EARLIER ABOUT THE CLASS SIZES

52:10OR MAYBE UM.

52:12SO SO JUST TO PROVIDE FLAHERTY

52:13THERE DOES NOT ANSWER JACKSON

52:14PROMPTLY.

52:14EVERY CLASS SIZE FOLLOWS THE B2

52:16CONTRACTUAL LIKE CLASSROOM

52:18CONFIGURATIONS ON THE EARLY

52:19GRADES IT WILL BE 20 AND THEN

52:20AS IT GOES UP 22 AND THEN AFTER

52:22IT GOES UP SO CERTAIN IT

52:23INCREASES.

52:24SO WAS NEVER LIKE DICTATED BY

52:25WHETHER IT WAS HIGH.

52:27BUT WHAT I CAN SAY IS IN OUR

52:28DUAL LANGUAGE BILINGUAL

52:30EDUCATION CLASSROOM THAT HAS

52:31BEEN APPROVED BY DC OUT OF THE

52:32OFFICE OF LANGUAGE ACQUISITION,

52:33WE AIM FOR A 5050 UH 50%

52:36ENGLISH DOMINANT STUDENTS AND

52:39UH 50% PARTNER LANGUAGE

52:40DOMINANT STUDENTS.

52:40>> ALL RIGHT.

52:42BECAUSE WE ARE GOING TO LEAVE

52:43UM DOCTOR RIGHT IN A SECOND.

52:45CAN YOU TELL ME HOW OFTEN

52:46DISTRICT LEADERS MEET WITH THE

52:48MANDATED PARENT GROUPS SUCH AS

52:49CPC, D LAC SPECIAL UM SPEED

52:52PACK AND HOW DOES THE

52:53ADMINISTRATION FOLLOW UP ON

52:54ACTION ITEMS THAT COME OUT

52:56OF THOSE MEETINGS AND CONTINUE

52:58INVOLVING THESE GROUPS AS YOU

52:59TAKE ACTION?

53:01WELL, YOU NEED A FEW.

53:03DIFFERENT GROUPS.

53:04UM, I WILL START WITH SPEED

53:05PACK AND ASK A MEMBER OF THE

53:07TEAM TO SPEAK TO D LIKE UM SO A

53:10NUMBER OF DIFFERENT

53:11CONSTITUENTS MEET WITH SPEED

53:12PACK.

53:13UM THE OFFICE OF SPECIALIZED

53:14SERVICES HAS A REGULAR MONTHLY

53:16MEETING WITH THEIR LEADERSHIP

53:17TEAM THE C.

53:19I UNDERSTAND THAT I GUESS THE

53:20QUESTION THAT I'M TRYING TO

53:21FIND OUT IS BASED ON YOUR

53:24MEETINGS, WHAT ACTION PLANS AND

53:26DELIVERABLES COME OUT OF THOSE

53:27MEETINGS THAT YOU ACTUALLY

53:28FOLLOW THROUGH.

53:29ON BASED ON THE FEEDBACK THAT

53:31YOU RECEIVE FROM PARENTS?

53:34UM, I MEAN HONESTLY I THINK

53:37COMING OUT OF THOSE MEETINGS A

53:38LOT OF TIMES THOSE MEETINGS ARE

53:40DRIVING THE CONTINUOUS

53:41IMPROVEMENT OF A NUMBER OF OUR

53:43EFFORTS.

53:43I THINK WHETHER IT'S INCLUSION

53:45,WHETHER IT IS HOW WE ARE

53:47APPROACHING BILINGUAL

53:48PROGRAMING UM, WHETHER IT IS

53:50SPECIFIC 1.

53:52>> TO.

53:521 FAMILY FOLLOW UP.

53:54UM, SO UH I THINK IT'S JUST

53:57WORTH NAMING THAT THOSE SPACES

53:59HAVE BEEN VERY CRITICAL TO US

54:01IMPROVING BOTH UNDERSTANDING

54:04AND QUALITY CONCERNS.

54:05CULPEPER HAS TO ASK YOU

54:06QUESTIONS.

54:07SUSAN WAS MY LAST QUESTION AS

54:09HIGHLIGHTED RECENTLY BY THE UM

54:11DATA ENGLISH LEARNERS ARE

54:12STRUGGLING IN THEIR CLASSROOMS.

54:13AND UM.

54:14>> AND HOW DOES THE DISTRICT

54:15PLAN ON HELPING THOSE STUDENTS

54:17ESPECIALLY ENGLISH LANGUAGE

54:18LEARNERS WITH DISABILITIES?

54:21YEAH.

54:22>> UM WE SPOKEN A LOT OF AROUND

54:24THIS TODAY.

54:25UM, BUT BUT I DO WANT TO

54:27ACKNOWLEDGE I THINK WE ARE

54:28DEFINITELY ON A JOURNEY IN

54:30TERMS OF CONTINUING TO BUILD

54:31EDUCATOR CAPACITY TO TO SUPPORT

54:35SOME VERY CONCRETE UH, SUPPORTS

54:37AS IT PERTAINS TO HOW WE

54:39LEVERAGE THE LANGUAGE TO

54:40SUPPORT LEARNING CONTENT.

54:42UM, AND I THINK UM, YOU KNOW,

54:45WE HAVE A NUMBER OF DIFFERENT

54:46PROFESSIONAL LEARNING

54:47MECHANISMS.

54:48WE HAVE DISTRICT COACHES.

54:50UM, AND I THINK THAT UM THIS

54:52WORK WILL CONTINUE TO BE A

54:54FOCUS FOR US MOVING INTO THIS

54:56SCHOOL YEAR AND BEYOND.

54:56OKAY, GREAT.

54:57BECAUSE MY TIME IS UP.

54:58I'M GOING TO GIVE THIS MIC OVER

55:00TO COUNCIL.

55:00CULPEPER UH COUNCIL CULPEPER

55:02YOU HAVE FIVE MINUTES TO ASK

55:04QUESTIONS TO TO DOCTOR RIGHT

55:05BECAUSE SHE HAS A HARD STOP.

55:07THANK YOU COUNCILOR MEJIA THANK

55:09YOU FOR HOLDING THIS HEARING.

55:10I WOULD ASK QUESTIONS.

55:11FIRST AND THEN LET HER ANSWER

55:13UM CALLED AND FORTH BECAUSE

55:14YOU'LL.

55:15GIVE ME.

55:15>> TIME TO MY STATEMENT LATER.

55:17ON THE OPENING STATEMENTS.

55:18OH, NO OPENING QUESTIONS.

55:19OKAY OKAY.

55:22IT'S MY TIME THOUGH, RIGHT?

55:23YEAH.

55:24OKAY.

55:26GOOD GOOD AFTERNOON DOCTOR.

55:31WHAT WERE YOU TRYING TO SAY?

55:34GOOD AFTERNOON, DOCTOR WRIGHT.

55:36AND UH, GOOD TO SEE ALL OF YOU

55:38HERE THIS AFTERNOON.

55:39WHAT AN IMPORTANT HEARING.

55:41VERY IMPORTANT.

55:42UM, THIS DOES PBS HAVE A

55:46COMPREHENSIVE WIDE PLAN TO

55:48EXPAND ACCESS TO BILINGUAL AND

55:52NATIVE LANGUAGE INSTRUCTION FOR

55:53MULTIPLE LINGUAL LEARNERS.

55:59THIS QUESTION AT THIS AH, I

56:01DIDN'T KNOW IF YOU DO A

56:02STATEMENT QUESTION.

56:03OKAY I'M TALKING TO YOU.

56:04OKAY LET'S.

56:05WE TALK RIGHT YES WE DO TALK.

56:08YEAH RIGHT NOW I'M ASKING

56:09QUESTIONS AND THE QUESTION WAS

56:11DOES THE US HAVE A

56:13COMPREHENSIVE DISTRICT WIDE

56:15PLAN TO EXPAND ACCESS?

56:17YOU ASKED THAT ALREADY.

56:19DID YOU ASK IT ALREADY?

56:21I'LL MOVE ON TO ANOTHER ONE.

56:23UM, IN THE HEARING ORDER NOTES

56:26THAT ONLY A SMALL PERCENTAGE

56:27OF ENGLISH LEARNERS ARE

56:28ENROLLED IN DUAL LANGUAGE

56:30PROGRAMS.

56:31HOW MANY STUDENTS CURRENTLY

56:32HAVE ACCESS TO BILINGUAL OR

56:34DUAL LANGUAGE EDUCATION?

56:37YOU WILL YEAH.

56:39YOU YOU.

56:40>> MISSED MY OPENING STATEMENT

56:41BUT.

56:42>> I.

56:42DID IN 2337 STUDENTS.

56:46BUT COUNSELOR.

56:47CULPEPPER.

56:48>> YOU KNOW, IT'S IMPORTANT

56:49THAT I PROVIDE FLAHERTY.

56:50UM, AND I THINK IT IS JUST

56:52WORTH NOTING THAT EVERY STUDENT

56:54IN A DUAL LANGUAGE PROGRAM IS

56:55NOT A MULTILINGUAL LEARNER

56:57RECEIVING SERVICES.

56:59HOW MANY FAMILIES SEEKING THESE

57:02OPPORTUNITIES DO YOU KNOW?

57:04NOT AS MANY AS WE ANTICIPATED.

57:09AND HOW DO YOU ANTICIPATE

57:11EXPANDING THIS PROGRAM EVEN

57:13THOUGH NOT ALL OF THEM ARE

57:15INVOLVED?

57:16PROGRAMS WHAT PLANS DO YOU HAVE

57:18FOR EXPANDING.

57:19THE PROGRAM.

57:21SO THAT YOU CAN ACCOMMODATE ALL

57:22THE ONES THAT ARE SEEKING THAT

57:24PROGRAM?

57:26SO I ALSO SAID IN THE OPENING

57:28BUT UH, COUNSELOR CULPEPPER, IF

57:31IF A FAMILY WANTS TO BE IN.

57:33>> A DUAL LANGUAGE.

57:34PROGRAMING RIGHT NOW, UM, I

57:37FEEL PRETTY CONFIDENT SAYING

57:38THAT THERE IS A SPACE FOR THAT

57:40FAMILY.

57:42SO THERE IS A CHALLENGE AROUND

57:43SUPPLY AND DEMAND, RIGHT?

57:46AND SO WE KNOW THAT THE THERE

57:49ARE DISPARITIES PERSISTENT

57:51DISPARITIES IN THE INCREASED

57:53PROFICIENCY AND THE DROPOUT

57:55RATES AMONG YOUNGER ENGLISH

57:56LEARNER.

57:57WHAT PROGRESS HAS BEEN MADE UM,

58:00OVER THE LAST FIVE YEARS IN

58:02TERMS OF THE DROPOUT RATES AND

58:04THE IMPACT PROFICIENCY?

58:08SO UH AND I DON'T HAVE THE

58:10SPECIFIC NUMBERS IN FRONT

58:11OF ME.

58:11UM, I THINK.

58:13BUT YOU CAN GET THEM.

58:14YES.

58:15>> OKAY.

58:18NO GOING.

58:19OH, OKAY.

58:20>> I DIDN'T KNOW IF YOU WANTED

58:21ME TO KEEP GOING.

58:21UH, I FEEL COMFORTABLE SAYING

58:24THAT DROPOUT RATE LOOKS BETTER

58:27,I THINK THERE AND I SAID THIS

58:29EARLIER.

58:30LIKE I SAID, IT LOOKS BETTER.

58:31>> WHAT DOES IT LOOK BETTER

58:32LOOK LIKE?

58:33>> I THINK DROPOUT RATE IS

58:35TRENDING TO PROGRESS IN A

58:37BETTER DIRECTION I THINK IS A

58:39AS IT PERTAINS TO STUDENT

58:41ACHIEVEMENT.

58:42I THINK THERE IS STILL QUITE A.

58:43BIT OF WORK TO BE.

58:44>> DONE.

58:45YOU SAY I THINK WHAT WHAT WHAT

58:47IS THAT BASED ON WHAT IS YOUR

58:49THINKING BASED ON?

58:50YEAH I THINK THAT THERE HAVE

58:52BEEN YEARS WHERE WE'VE SEEN

58:54INCREASES AND THERE ARE YEARS

58:56WHERE WE'VE SEEN STAGNANCY.

58:58UM, I WOULDN'T SAY THAT UM

59:01THERE IS LIKE CONSISTENCY UM.

59:04TRENDING UPWARDS YEAR OVER

59:05YEAR.

59:07AND AND YOU CAN GET THOSE

59:09NUMBERS FOR US RIGHT SO THAT WE

59:11CAN ACTUALLY SEE EXACTLY WHAT'S

59:14TRENDING HOW IS TRENDING IF

59:16IT'S TRENDING WOMEN'S.

59:17TRENDING AND THOSE NUMBERS ARE

59:18AVAILABLE ON THE STATE WEBSITE

59:19RIGHT NOW.

59:20AND SO I KNOW BUT RIGHT NOW

59:25BEING ON THERE IS NOT HELPING

59:26ME WHAT BENCHMARKS SPECIFIC

59:29BENCHMARKS IS THE DISTRICT

59:30USING TO MEASURE SUCCESS.

59:32YEAH SO IT'S JUST WORTH NAMING

59:34LIKE WE'RE TALKING ABOUT

59:35MULTILINGUAL LEARNERS RIGHT.

59:37AND STUDENTS ARE REQUIRED TO

59:38TAKE TWO STATE ASSESSMENTS.

59:40ONE IS A MEASURE OF PROGRESS

59:42TOWARDS LEARNING ENGLISH AND

59:44ONE IS ABOUT WHETHER STUDENTS

59:46ARE LEARNING CONTENT.

59:48UM AND THAT ASSESSMENT IS GIVEN

59:50IN ENGLISH UM IN TERMS OF HOW

59:54WE PROGRESS MONITOR WE HAVE A

59:57VARIETY OF TOOLS THAT WE USE AT

1:00:00VARIOUS POINTS IN THE SCHOOL

1:00:01YEAR TO SEE HOW STUDENTS ARE

1:00:04TRAINING TO PERFORM ON THOSE

1:00:05STATE ASSESSMENTS.

1:00:06UM, BUT WHAT I WOULD SAY TO

1:00:07YOU, COUNSELOR CULPEPPER, IS

1:00:09THAT THERE SHOULDN'T BE MORE

1:00:11THAN 2 OR 3 DAYS IN WHICH A

1:00:13SCHOOL IS IN WHICH A STUDENT IS

1:00:15NOT ALLOWED THE OPPORTUNITY TO

1:00:17DEMONSTRATE THEIR LEARNING.

1:00:18AND CAN.

1:00:18>> YOU TALK ABOUT THE VARIETY

1:00:20THAT YOU USE?

1:00:21AND THEN THAT WOULD BE THE LAST

1:00:22QUESTION BECAUSE COUNSELOR

1:00:24LOUIJEUNE HAS JOINED US IN.

1:00:26OFFICE I GOT IT OKAY.

1:00:27THANK YOU.

1:00:28YOU MENTIONED THERE WAS A

1:00:29VARIETY OF WAYS YOU USED TO

1:00:31MEASURE UH, CAN YOU JUST TALK

1:00:32REAL KNOW.

1:00:33>> YOU CAN AND SHE.

1:00:34HAS SO THIS IS THE LAST.

1:00:35QUESTION ALREADY WE KNOW THE

1:00:36TIMING.

1:00:37THIS IS THE.

1:00:38LAST QUESTION.

1:00:39CAN SHE ANSWER THIS LAST

1:00:40QUESTION?

1:00:45SURE, SURE.

1:00:48>>.

1:00:48>> QUICKLY BECAUSE COUNSELOR

1:00:49LOUIJEUNE IS ALSO GOING TO ASK

1:00:51SOME QUESTIONS.

1:00:51I JUST THINK YOU KNOW WHAT I

1:00:53THE I APPRECIATE YOU BEING HERE

1:00:55A LITTLE BIT LONGER ONLY

1:00:56BECAUSE.

1:00:57THIS IS A.

1:00:58VERY IMPORTANT.

1:00:59100% AND WHILE I APPRECIATE

1:01:00THAT YOU HAVE OTHER THINGS TO

1:01:01DO, I ALSO WANT TO BE

1:01:03RESPECTFUL OF THE FACT THAT MY

1:01:04COLLEAGUES HAVE QUESTIONS AND

1:01:05THEY SHOWED UP TO ENGAGE IN A

1:01:08CONVERSATION.

1:01:08SO IF YOU DON'T MIND ANSWER

1:01:10COUNSELOR CALL PEPPERS FINAL

1:01:12QUESTION AND THAT'S THE

1:01:13COUNCIL CALL PEPPER AND THEN

1:01:14I'M MOVING ON TO COUNSELOR

1:01:15LOUIJEUNE.

1:01:16THANK YOU MADAM CHAIR.

1:01:18THIS WE HAVE AN ASSESSMENT THAT

1:01:20SUPPORTS US WITH HOW STUDENTS

1:01:21ARE PROGRESSING WITH LEARNING

1:01:23ENGLISH THAT IS GIVING A FEW

1:01:25DIFFERENT TIMES OF YEAR.

1:01:28AND THEN THERE IS A DIFFERENT

1:01:30ASSESSMENT THAT SUPPORTS US

1:01:32WITH UNDERSTANDING WHETHER OR

1:01:33NOT STUDENTS ARE ACQUIRING THE

1:01:35SKILLS TO PERFORM AT GRADE

1:01:37LEVEL.

1:01:39UM FANCY EDGE SPEAK IS CALLED A

1:01:40SCREENER.

1:01:42UM I WOULD SAY THAT SCREENER

1:01:43DATA IS VERY IMPORTANT BECAUSE

1:01:45IT ALLOWS US TO PROVIDE

1:01:47TARGETED SUPPORTS TO STUDENTS.

1:01:50UM AND THEN THERE IS LIKE A

1:01:51DIFFERENT ITERATION OF THAT

1:01:52WHERE WE PROGRESS MONITOR.

1:01:53>> THOSE SUPPORTS.

1:01:54WHAT WAS THAT AGAIN FANCY EDU

1:01:56SPEAK WHAT WAS THAT AGAIN.

1:01:58THE SCREENER SCREENER GO BACK

1:02:00AND.

1:02:00LISTEN TO THE PATIENT OKAY.

1:02:03SAY IT AGAIN FOR.

1:02:05SCREENER HERE WE GIVE A

1:02:06SCREENER.

1:02:07OKAY GREAT THANK.

1:02:08>> YOU THANK YOU.

1:02:09ALL RIGHT SO.

1:02:10I'M SORRY DOCTOR RIGHT BUT IN

1:02:12THE INTEREST OF MAKING SURE

1:02:13THAT MY COLLEAGUES WHO SHOWED

1:02:14UP GET THEIR QUESTIONS ASKED, I

1:02:16AM GOING TO ALLOW COUNSELOR

1:02:17LOUIJEUNE WHO HAS JUST JOINED

1:02:19US TO ASK FOR A FIVE MINUTE

1:02:20ROUND OF QUESTIONS AND THEN YOU

1:02:22CAN GO HEY, THIS IS THE.

1:02:23WORK COUNSELOR LOUIJEUNE YOU

1:02:25HAVE FIVE MINUTES.

1:02:26NO CARE.

1:02:27UM THANK YOU TO EVERYONE FOR

1:02:28BEING WITH US.

1:02:29THE QUESTIONS THAT I WILL PUT

1:02:30ON THE.

1:02:30RECORD I THINK.

1:02:31>> SOME OF THEM ARE APPLICABLE

1:02:32TO YOU AND.

1:02:32>> OTHERS MAY BE APPLICABLE TO

1:02:33OTHERS.

1:02:34I ALSO WELCOME ER IS MY SPEED

1:02:36DIAL CALL AND ALL QUESTIONS UH

1:02:37ENGLISH LANGUAGE LEARNERS AND I

1:02:39AND I WISH YOU WERE HERE

1:02:40BECAUSE SHE IS SOMEONE WHO I

1:02:41REALLY.

1:02:41TRUST TO REALLY UNDERSTAND.

1:02:43UM AND THE NEEDS.

1:02:44OF OUR ENGLISH LANGUAGE

1:02:45LEARNERS.

1:02:45I'M SURE EVERYONE ELSE IS

1:02:46GREAT, BUT JOEL THE MAYOR JUST

1:02:48WANTED TO GIVE HER A SHOUT OUT

1:02:49AND JUST ELEVATE THE WORK THAT

1:02:50SHE'S.

1:02:51BEEN DOING.

1:02:51UH, BECAUSE I TRUST.

1:02:52HER LEADERSHIP.

1:02:53AND IN THIS.

1:02:54CONVERSATION.

1:02:55>> UM.

1:02:56>> I UNDERSTAND.

1:02:57>> AND.

1:02:57I.

1:02:57THINK THIS I HEARD SOMEONE

1:02:58MENTIONED THIS IS A DIFFERENCE.

1:02:59BETWEEN THOSE.

1:03:00>> WHO NEED.

1:03:00UM.

1:03:01>> ENGLISH LANGUAGE LEARNERS

1:03:02AND.

1:03:02>> DUAL LANGUAGE PROGRAMS.

1:03:03I JUST DO WANT TO ELEVATE AND

1:03:04PUT OUT THERE THAT THERE'S A

1:03:05LOT OF UNMET NEED IN OUR IN

1:03:06THOSE WHO WANT TO ENROLL IN OUR

1:03:08DUAL LANGUAGE.

1:03:08PROGRAM, WHETHER.

1:03:09>> IT'S UP THE MATTERHORN IN

1:03:10THEIR.

1:03:10FIRST EVER.

1:03:11HAITIAN CREOLE DUAL LANGUAGE

1:03:12PROGRAM WHERE STUDENTS ARE

1:03:14EXCELLING AND.

1:03:15EATING AND.

1:03:15DOING FAR BETTER AND TEST

1:03:17SCORES WHEN YOU COMPARE THEM

1:03:18WITH THOSE WHO ARE NOT IN THE

1:03:19DUAL LANGUAGE PROGRAM.

1:03:20>> WE HAVE THE LIGHT OF.

1:03:21FREDERICK WHICH IS GOING TO

1:03:22HAVE THE FIRST CAPE VERDEAN ONE

1:03:23AND I AND I HEAR ALREADY FROM

1:03:25CONSTITUENTS WHO ARE NERVOUS

1:03:26ABOUT THEIR KIDS GETTING IN

1:03:28BELIEVE THAT THEIR KIDS WON'T

1:03:29GET IN BECAUSE OF WHERE THEY

1:03:31LIVE.

1:03:31AND SO IF WE COULD ALSO THINK

1:03:33ABOUT SORT OF HOW TO MAKE THESE

1:03:34DUAL LAYERED PROGRAMS MORE

1:03:35ACCESSIBLE TO THOSE WHO LIVE

1:03:37ACROSS THE CITY, I THINK THAT

1:03:38IS A MAJOR CONCERN.

1:03:39AND THERE ARE FOLKS WHO ARE

1:03:40HERE WHO I'VE TALKED TO ABOUT

1:03:41THAT AS WELL.

1:03:43UM.

1:03:45>> MY LAST UNDERSTANDING IS

1:03:46THAT ENGLISH LANGUAGE LEARNERS

1:03:47MADE UP 33% OF OUR SCHOOL

1:03:49SYSTEM.

1:03:49IS THAT STILL CORRECT?

1:03:50BECAUSE I DO KNOW THAT THE

1:03:52NUMBERS I AND THIS IS GOING TO

1:03:53DOVETAIL INTO MY OTHER QUESTION

1:03:54THAT THE NUMBERS OF ENGLISH

1:03:56LANGUAGE LEARNERS ARE.

1:03:57DECREASING ACROSS THE SYSTEM.

1:03:59AND IS THAT CORRECT?

1:04:02UM I WOULD SAY ROUGHLY.

1:04:04YOU SAID 33.

1:04:05YEAH, THAT'S ABOUT RIGHT.

1:04:07UM YES.

1:04:07ARE WE SEEING A DECREASE?

1:04:09YES.

1:04:11>> AND I KNOW THAT A LARGE

1:04:12SWATH OF WE'VE BEEN SEEING A DO

1:04:14WHAT HAS KEPT STABLE OVER THE

1:04:16PAST FEW YEARS IN TERMS

1:04:17OF NUMBER OF STUDENTS HAS BEEN

1:04:19OUR IMMIGRANT POPULATION AND

1:04:20WE'VE SEEN A 2200 STUDENT

1:04:21DECREASE OVER TWO YEARS, WHICH

1:04:24IS SIGNIFICANT AND A LARGE I

1:04:25THINK TWO THIRDS OF THAT HAS

1:04:26BEEN OUR ENGLISH LANGUAGE

1:04:27LEARNERS.

1:04:27HOW HAS THAT AFFECTED HOW WE

1:04:29ARE TEACHING OUR ENGLISH.

1:04:30LANGUAGE LEARNERS?

1:04:32I'LL PUT THAT ON THE RECORD.

1:04:33MAYBE THAT'S NOT YOU TO ANSWER

1:04:35THAT QUESTION BECAUSE I ALSO

1:04:37WANTED TO PUT ON THE RECORD FOR

1:04:38OUR ENGLISH LANGUAGE LEARNERS

1:04:3933% OF THEM MAKE UP.

1:04:41OUR BOSTON.

1:04:42>> PUBLIC SCHOOLS.

1:04:43AND WHEN WE LOOK AT OUR EXAM

1:04:45SCHOOLS THAT EDUCATE A QUARTER.

1:04:46>> OF OUR STUDENTS.

1:04:47UM HERE AND WE DON'T SEE THE

1:04:50SAME MAKE UP OF ENGLISH

1:04:50LANGUAGE LEARNERS AND WE KNOW

1:04:52THAT OUR EXAM SCHOOLS ARE

1:04:55SCHOOLS WHERE OUR STUDENTS ARE.

1:04:57UM THERE ARE OPPORTUNITIES,

1:04:58THERE'S MORE SOCIAL.

1:04:59CAPITAL, THERE'S A LOT.

1:05:00MORE RESOURCES.

1:05:01WHAT ARE WE DOING TO BETTER

1:05:03PREPARE OUR ENGLISH LEARNERS TO

1:05:05BE ABLE TO EXCEL AT, UH, EXAM

1:05:07SCHOOLS?

1:05:07AND WHAT ARE WE DOING SO THAT

1:05:08OUR EXAM SCHOOLS ARE ABLE TO

1:05:10RECEIVE OUR ENGLISH LANGUAGE

1:05:12LEARNERS BECAUSE THEY FEEL LIKE

1:05:15ESSENTIALLY OUR YOU KNOW, OUR

1:05:16ENGLISH LANGUAGE LEARNERS ARE

1:05:17SHUT OUT OF OUR EXAM SCHOOLS

1:05:20AND MY I DON'T KNOW WHAT THE

1:05:22PERCENTAGE OF OUR EXAM SCHOOLS

1:05:23ARE ELLS BUT IT'S NOT 33% IT'S

1:05:27MUCH LESS.

1:05:28>> THAN THAT RIGHT AND YOU

1:05:29WOULD.

1:05:29WANT IT.

1:05:30OR WHY.

1:05:30WHY CAN'T IT MIRROR THE NUMBER

1:05:33OF ELLS THAT ARE IN OUR OVERALL

1:05:34DISTRICT?

1:05:35SO THOSE ARE SOME OF MY

1:05:36QUESTIONS I HAVE MORE BUT UM

1:05:37BECAUSE YOU HANDLE ACADEMICS I

1:05:40FEEL LIKE SOME OF THESE ARE

1:05:42APPROPRIATELY FOR YOU DOCTOR.

1:05:42RIGHT?

1:05:45YEAH.

1:05:46>> UM SO YOUR FIRST QUESTION

1:05:49AROUND THE TEACHER THE TEACHER

1:05:51WORKFORCE, UM, I THINK WHAT I

1:05:57MY RESPONSE TO THAT IS I MEAN.

1:06:01THE IF WE WANT STUDENTS TO

1:06:02LEARN THE INTERACTION BETWEEN

1:06:04TEACHER AND STUDENTS IS OF THE

1:06:05MOST IMPACTFUL.

1:06:05RIGHT.

1:06:06AND OUR QUESTION.

1:06:07IS THAT THE TEACHER WORKFORCE.

1:06:08YEAH.

1:06:08>> YOU ASKED ABOUT THE IMPACT

1:06:10ON TEACHING WITH US.

1:06:11RIGHT.

1:06:11OKAY.

1:06:14UM I THINK A COUPLE OF THINGS

1:06:16RIGHT.

1:06:17UM I THINK THERE'S TEACHING AND

1:06:18THEN THERE'S PROGRAMING.

1:06:20RIGHT.

1:06:20AND I THINK THE THE DECLINE IN

1:06:23STUDENTS OR A DECLINE IN THE

1:06:24NUMBER OF MULTILINGUAL LEARNING

1:06:26LEARNERS IS IMPACTING UM

1:06:29SPECIFIC PROGRAMING.

1:06:31UM, I THINK AS A AS A DISTRICT

1:06:33WE HAVE WORK.

1:06:34>> TO DO.

1:06:35AROUND HOW WE CONTINUE TO BUILD

1:06:36TEACHER CAPACITY TO EFFECTIVELY

1:06:40FACILITATE BOTH CULTURALLY AND

1:06:41LINGUISTICALLY AFFIRMING

1:06:42LEARNING EXPERIENCES FOR OUR

1:06:43MULTILINGUAL LEARNERS.

1:06:45UM IN THE TEAM I KNOW I'M

1:06:47PASSED ON BACK UM I CAN BE

1:06:49COACH.

1:06:51UM SO UM I THINK THE TEAM CAN

1:06:52EXPAND A LOT MORE ON THAT.

1:06:55UM I THINK UH THE ONE THING I

1:06:57DO WANT TO JUST ACKNOWLEDGE I

1:06:58THINK SPECIFIC TO EXAM SCHOOLS

1:07:00IS UM, OUR EOC SUMMER

1:07:03PROGRAMING.

1:07:04UM, THAT IS AN OPPORTUNITY I

1:07:06BELIEVE FOR UM FOR US TO FOR

1:07:09OUR MULTILINGUAL LEARNERS UM,

1:07:10IN THE ELEMENTARY SCHOOL GREAT

1:07:12BANDS TO TO GET YOU KNOW, TO

1:07:15ENSURE THAT THEY ARE READY TO

1:07:17ENGAGE IN THAT PROCESS AND I

1:07:19THINK WE WE ACKNOWLEDGE UM, THE

1:07:22CONTINUED EFFORTS AROUND

1:07:23NEEDING TO INCREASE THE NUMBER

1:07:25AND THE PERCENTAGE

1:07:26OF MULTILINGUAL LEARNERS IN

1:07:27EXAM SCHOOLS.

1:07:27I WOULD.

1:07:28>> SAY I, I I THINK WE'RE

1:07:29TALKING ABOUT YES, IT HAS TO BE

1:07:31SPECIFICALLY FOR OUR ENGLISH

1:07:32LANGUAGE LEARNERS AND I DON'T

1:07:32KNOW IF THAT MODEL CURRENTLY

1:07:33EXISTS BECAUSE I THINK THAT

1:07:35THERE'S AN LIKE THERE'S AN

1:07:36INTENSIVE SEPARATE THING FOR US

1:07:37I LEARNERS.

1:07:38AND THEN ONE OTHER QUESTION

1:07:40THAT I'LL JUST PUT OUT THERE IS

1:07:41THAT UNDERSTANDING WHAT'S

1:07:42HAPPENING IN OUR CI AND SLIDE

1:07:44CLASSROOMS GIVEN THAT WE'VE

1:07:45SEEN A DECREASE, MY

1:07:46UNDERSTANDING IS THAT THERE

1:07:47AREN'T ANY MORE SIZE CLASSROOMS

1:07:48IN THE WAY THAT WE UNDERSTAND

1:07:50THEM.

1:07:50THEY'RE NOT AS MANY.

1:07:51OH AND SAME THING WITH CI.

1:07:55YEAH THERE I.

1:07:57MEAN THIS QUESTION WAS ASKED A

1:07:59FEW MINUTES AGO ABOUT BSI UM

1:08:03DELINEATING BETWEEN BSI AND

1:08:04THEN THE STATE APPROVED CI.

1:08:07UH WE ARE MOVING TOWARDS STATE

1:08:10APPROVED CI.

1:08:11THERE ARE LESS THAN FIVE

1:08:12SCHOOLS IS STILL HAVE CI.

1:08:14DO WE KNOW THAT BUT WE ARE IN

1:08:16THE TAYLOR OKAY THOSE ARE MY

1:08:17QUESTION THANKS SORRY TO THE

1:08:19CHAIR IF WE COULD ASK IF I

1:08:21COULD GET THE LIST OF SCHOOLS

1:08:22THAT HAVE CI THROUGH.

1:08:23>> THE YEAR, I JUST WANT TO

1:08:24KNOW FOR THE RECORD FOR EQUITY

1:08:25REASONS WHAT I DON'T WANT IS

1:08:26PEOPLE TO SAY OH YOU GAVE THIS

1:08:27PERSON MORE TIME THAN THE ARE

1:08:28Y'ALL CAN WATCH THE TAPE AND

1:08:29THEN YOU KNOW BUT I'M JUST

1:08:31TRYING TO MAKE IT FAIR BECAUSE

1:08:32I DON'T WANT TO HEAR ABOUT IT

1:08:33LATER.

1:08:34SO COUNCIL LOUIJEUNE I I'M

1:08:35GOING TO TAKE BACK THE MIC.

1:08:36UM ALL RIGHT.

1:08:38SO I WHAT IS.

1:08:39SO CONFUSING TO ME DOCTOR RIGHT

1:08:41IS THAT I DON'T UNDERSTAND HOW

1:08:42WE FIND OURSELVES IN A PLACE

1:08:43WHERE THE DISTRICT CI PROGRAM

1:08:46UM, DID NOT ALIGN WITH THE

1:08:48STATE AND THE FEDERAL

1:08:49GUIDELINES.

1:08:49THAT MAKES ABSOLUTELY NO SENSE

1:08:50TO ME.

1:08:51I'M HAPPY TO.

1:08:52TALK MORE ABOUT THAT.

1:08:53YEAH, BECAUSE I WOULD LIKE TO

1:08:55BETTER UNDERSTAND WHERE AND HOW

1:08:57WE GOT HERE.

1:08:57BUT I UNDERSTAND DOCTOR RIGHT.

1:08:59YOU DO HAVE A HARD STOP AND I

1:09:01DO WANT TO ACKNOWLEDGE AND

1:09:02APPRECIATE THE FACT THAT YOU

1:09:03DID STAY OVER UM, AND I WISH

1:09:05THAT YOU COULD STAY HERE FOR

1:09:07THE ENTIRE TIME.

1:09:08AND I ALSO WANT TO KNOW, UM,

1:09:10THAT JOELLE WAS INVITED

1:09:11CONSULTATION AND SHE JUST HAD A

1:09:13DIFFERENT COMMITMENT SO WASN'T

1:09:14ABLE TO BE HERE TODAY.

1:09:15YEAH.

1:09:15OKAY.

1:09:15I JUST WANT YOU TO KNOW, UM.

1:09:17ALL RIGHT.

1:09:18SO DOCTOR RIGHT.

1:09:19YOU ARE FREE TO GO.

1:09:21GOOD JOB.

1:09:22I'M NOT BAD.

1:09:22YOUR SECOND TIME AROUND.

1:09:24YOU GET.

1:09:24>> A.

1:09:25BETTER THANK YOU.

1:09:25KEEP IT UP.

1:09:26I KNOW WE'RE OVERDUE.

1:09:27YEAH.

1:09:28>> THANK YOU.

1:09:28THAT'S ENOUGH FOR ME.

1:09:29OKAY.

1:09:30>> COUNCIL CULPEPER AND BISHOP.

1:09:31ALL RIGHT.

1:09:32ALL RIGHT.

1:09:33>> SO YOU SEE, I.

1:09:35WAS JOKING.

1:09:36LET'S GO.

1:09:37OKAY, SO.

1:09:38LET'S UM.

1:09:39LET'S CONTINUE.

1:09:41UM.

1:09:42BECAUSE IT SEEMED LIKE YOU GUYS

1:09:44GOT SOME QUESTIONS ANSWERED.

1:09:46SO WHAT I'M GOING TO DO IS I'M

1:09:47GOING TO SWITCH THINGS UP A

1:09:48LITTLE BIT.

1:09:49I'M GOING TO GO NOW TO THE

1:09:50COMMUNITY PANEL AND THEN YOU

1:09:52GUYS ARE STILL HERE FOR THE

1:09:53SECOND PART RIGHT.

1:09:54AND HAVE YOU ALL COME BACK JUST

1:09:55TO SWITCH IT UP A LITTLE BIT IS

1:09:57THAT OKAY.

1:09:58YEAH.

1:09:58ALL RIGHT SO I'M GOING TO ASK

1:09:59MY COMMUNITY PANEL.

1:10:03UM YEAH.

1:10:07JUST FOR MY COLLEAGUES WHO

1:10:08DON'T KNOW HOW THE RUN OF SHOW

1:10:10IS GOING TO BE IS WE HAVE THE

1:10:11COMMUNITY.

1:10:12THE ADMIN PANEL HAD A HARD STOP

1:10:16SO COMMUNITY WANTED TO SPEAK

1:10:17FIRST BUT THEY WEREN'T ABLE TO

1:10:19BECAUSE OF THAT HARD STUFF.

1:10:20SO WHAT I'M DOING NOW FOR THE

1:10:22RECORD OF EVERYBODY TO

1:10:23UNDERSTAND WHAT'S HAPPENING IS

1:10:24THAT I'M GOING TO ASK THE

1:10:25ADVOCATES TO HAVE THEIR MOMENT

1:10:27AND THEN I'M GOING TO BRING

1:10:28BACK THE ADMIN FOR THEIR SECOND

1:10:30FOR YOUR SECOND ROUND

1:10:30OF QUESTIONS EVERYBODY'S GOOD.

1:10:33UNDERSTOOD.

1:10:34GREAT COMMUNITY ADVOCATES WHAT?

1:10:45I'M ON MY SIDE.

1:10:46IT'S NOT THAT I DON'T LIKE THIS

1:10:51OKAY REVEREND CLAY REVEREND.

1:10:55ALL RIGHT.

1:10:57UM.

1:11:01I DON'T NEED THICK SKIN.

1:11:06ALL RIGHT.

1:11:10OKAY, FRIENDS.

1:11:13OKAY, SO I KNOW MY TEAM IS

1:11:16LIKE.

1:11:17WHAT ARE YOU DOING?

1:11:18UM.

1:11:19ALL RIGHT, SO WE'RE GOING TO

1:11:23HAVE OUR COMMUNITY PANEL AND

1:11:24THEN MY COLLEAGUES ARE GOING TO

1:11:25GET TO ASK QUESTIONS TO THE

1:11:27COMMUNITY PANEL AND THEN WE'RE

1:11:28BRINGING BACK THE ADMIN.

1:11:29SO UM I'M JUST GOING TO IN THE

1:11:32INTEREST OF TIME I'M JUST GOING

1:11:33TO WE'RE GOING TO START HERE

1:11:35AND WORK.

1:11:35>> OUR.

1:11:36WAY DOWN.

1:11:36YOU INTRODUCE YOURSELF AND YOU

1:11:38EACH HAVE FIVE MINUTES.

1:11:43HI I'M ROSEANNE.

1:11:44TUNG I LEAD.

1:11:46QUALITATIVE AND QUANTITATIVE

1:11:47STUDIES.

1:11:48ON THE OPPORTUNITIES AND

1:11:49OUTCOMES OF.

1:11:50MULTILINGUAL LEARNERS.

1:11:51IN BOSTON PUBLIC SCHOOLS.

1:11:53I SERVED.

1:11:54>> ON THE BP'S.

1:11:55SCHOOL COMMITTEE APPOINTED.

1:11:57ENGLISH LEARNER.

1:11:59TASK FORCE.

1:12:00I'M CURRENTLY.

1:12:01>> A MEMBER.

1:12:02>> OF.

1:12:02THE MULTILINGUAL LEARNER

1:12:03ALLIANCE.

1:12:04I'M HONORED TO BE HERE FOR THIS

1:12:07CONVERSATION.

1:12:07ABOUT HOW COMMUNITY AND

1:12:09ADMINISTRATION CAN COLLABORATE

1:12:12TO IMPROVE OPPORTUNITIES AND

1:12:13OUTCOMES FOR MULTILINGUAL

1:12:14LEARNERS, AND MORE THAN HALF

1:12:16OF OUR STUDENTS SPEAK A

1:12:18LANGUAGE OTHER THAN ENGLISH AT

1:12:19HOME AND ONE THIRD ARE LEARNING

1:12:22ENGLISH.

1:12:23THE RESEARCH EVIDENCE THE

1:12:26MASSACHUSETTS DEPARTMENT

1:12:27OF ELEMENTARY AND SECONDARY

1:12:29EDUCATION AND BAPS ALL SUPPORT

1:12:32THE SAME THINGS FOR.

1:12:33ALL OF OUR CHILDREN.

1:12:34LEARNING IN TWO LANGUAGES AND

1:12:37BECOMING BI LITERATE FIRST THE

1:12:40RESEARCH.

1:12:41EVIDENCE THE MOST SUCCESSFUL

1:12:43PROGRAM MODEL FOR MULTILINGUAL

1:12:45LEARNERS LONG TERM ACHIEVEMENT

1:12:47IS TWO WAY DUAL LANGUAGE.

1:12:50ANY BILINGUAL PROGRAM USING

1:12:53HOME LANGUAGE INSTRUCTION HAS

1:12:55BETTER OUTCOMES THAN PLACING

1:12:57STUDENTS IN ENGLISH ONLY

1:13:00INSTRUCTION CLASSES WITH ESL

1:13:03AND WE HAVE A HANDOUT TO SHOW

1:13:05YOU THE DATA ON THAT.

1:13:08UM, MANY TYPES OF STUDIES

1:13:09CONTRIBUTE TO THIS

1:13:11UNDERSTANDING OF THE ACADEMIC

1:13:13BENEFITS IN READING AND ENGLISH

1:13:15PROFICIENCY FROM LOTTERY BASED

1:13:18STUDIES TO RANDOMIZED

1:13:19CONTROLLED TRIALS TO

1:13:21LONGITUDINAL STUDIES TO META

1:13:24ANALYZES.

1:13:26SECOND, DESSA SUPPORTS THE

1:13:30RESEARCH EVIDENCE AND PROVIDES

1:13:31GUIDANCE FOR DUAL LANGUAGE

1:13:35TRANSITIONAL BILINGUAL

1:13:36EDUCATION AND OTHER RESEARCH

1:13:38BASED BILINGUAL EDUCATION.

1:13:40THIRD BEEPS IS OWN OFFICE

1:13:43OF MULTILINGUAL AND

1:13:44MULTICULTURAL EDUCATION'S

1:13:45VISION STATEMENT ASPIRES TO

1:13:48BILINGUALISM.

1:13:49IT STATES THAT ALL MULTILINGUAL

1:13:51LEARNERS HAVE THE OPPORTUNITY

1:13:54TO BE ACADEMICALLY PROFICIENT

1:13:56IN AT LEAST TWO OR MORE

1:13:57LANGUAGES AND TO GRADUATE WITH

1:13:59THE SEAL OF BILITERACY AND

1:14:01THAT'S A.

1:14:01QUOTE.

1:14:02>> IN ADDITION, IS RECENTLY

1:14:05APPROVED OPPORTUNITY AND

1:14:07ACHIEVEMENT GAPS POLICY STATES

1:14:10QUOTE BPA SHALL AFFIRM THE

1:14:12CULTURAL AND LINGUISTIC ASSETS

1:14:15OF MULTILINGUAL LEARNERS AND

1:14:17MOVE WITH ALL DELIBERATE SPEED

1:14:19TO STRENGTHEN BILINGUAL

1:14:21EDUCATION AND EXPAND ACCESS TO

1:14:23HIGH QUALITY PROGRAMS THAT

1:14:25DEVELOP ACADEMIC ENGLISH WHILE

1:14:27SUSTAINING STUDENTS HOME AND

1:14:29NATIVE LANGUAGES.

1:14:31SO THIS CONVERGENCE OF GOALS

1:14:34AMONG ACADEMIA AND PUBLIC

1:14:36INSTITUTIONS WAS NOT ALWAYS A

1:14:38GIVEN.

1:14:39IN THE 1960S, LATINO PARENTS

1:14:42ORGANIZED BOSTON'S FIRST

1:14:44BILINGUAL CLASSES.

1:14:45FIRST AFTER SCHOOL.

1:14:47AND THEN IN SCHOOL.

1:14:50IN 1971, MASSACHUSETTS BECAME

1:14:52THE FIRST STATE TO EMBRACE

1:14:54BILINGUAL EDUCATION AS LAW.

1:14:5730 PLUS YEARS LATER,

1:14:59MASSACHUSETTS VOTERS ENDED

1:15:01BILINGUAL EDUCATION BY PASSING

1:15:04THE BALLOT QUESTION KNOWN AS

1:15:05THE UN'S INITIATIVE, WHICH

1:15:07MANDATED AN ENGLISH ONLY

1:15:09ENVIRONMENT.

1:15:10A MAJORITY OF BOSTON VOTERS AND

1:15:12THEIR LEADERS INCLUDING THE

1:15:14MAYOR, THE CHAIR OF THE SCHOOL

1:15:16COMMITTEE AND THE

1:15:17SUPERINTENDENT ALL OPPOSED THAT

1:15:19REFERENDUM.

1:15:20SINCE THEN NO STUDY HAS SHOWN

1:15:23ENGLISH ONLY POLICIES RESULTING

1:15:25IN BETTER OUTCOMES FOR ENGLISH

1:15:27LEARNERS.

1:15:28ON THE CONTRARY, AS YOU WILL

1:15:29HEAR FROM JOHN MUDD, OUTCOMES

1:15:31FOR MULTILINGUAL LEARNERS HAVE

1:15:33SUFFERED.

1:15:35I'LL CLOSE WITH SEVERAL

1:15:37OBSERVATIONS ABOUT MULTILINGUAL

1:15:38LEARNING.

1:15:40BEING BILINGUAL IS GOOD FOR THE

1:15:42BRAIN BESIDES HAVING STRONGER

1:15:45ACADEMIC OUTCOMES, RESEARCH

1:15:46SHOWS THAT COMPARED TO THEIR

1:15:48MONOLINGUAL PEERS, BILINGUAL

1:15:50STUDENTS ARE BETTER AT

1:15:52LINGUISTIC AND COGNITIVE TASKS

1:15:55SUCH AS ATTENTION, META

1:15:57LINGUISTIC AWARENESS, ABSTRACT

1:15:59REPRESENTATION, THEORY OF MIND

1:16:01AND LEARNING NEW VOCABULARY IN

1:16:03OTHER LANGUAGES TOO THE MORE

1:16:06AND LONGER THE HOME LANGUAGE IS

1:16:08USED IN INSTRUCTION THE BETTER

1:16:10THE ACADEMIC OUTCOMES.

1:16:12SO IT'S A MYTH THAT SPEAKING

1:16:13THE HOME LANGUAGE CAUSES

1:16:15CONFUSION OR DELAYS IN ENGLISH

1:16:17LEARNING.

1:16:18THIRD, ENGLISH LEARNERS WHO

1:16:20REACH FLUENCY OUTPERFORM THOSE

1:16:22WHO WERE NEVER ENGLISH

1:16:23LEARNERS.

1:16:24FOURTH, WITH THE LOOK ACT

1:16:26PASSED IN 2017, WE GAIN MORE

1:16:30FLEXIBILITY TO USE HOME

1:16:31LANGUAGE AND INSTRUCTION AND

1:16:34WITH THE RECENT EDUCATOR

1:16:36DIVERSITY ACT WE GAIN MORE

1:16:37FLEXIBILITY TO BRING BILINGUAL

1:16:39EDUCATORS BACK AFTER MORE THAN

1:16:4220 YEARS OF REDUCED NEED AND

1:16:44THEN FINALLY MAINTAINING A HOME

1:16:47LANGUAGE IS VITAL TO THE HEALTH

1:16:49OF OUR FAMILIES AND

1:16:50COMMUNITIES, ONE SCHOLAR SAID.

1:16:52THE ISSUE OF HERITAGE LANGUAGE

1:16:55DISAPPEARANCE CONTINUES TO

1:16:57ELUDE PUBLIC CONSCIOUSNESS.

1:16:59ALTHOUGH THIS LANGUAGE LOSS IS

1:17:01ONE OF THE MOST FUNDAMENTAL

1:17:03EROSIONS OF A NATIONAL RESOURCE

1:17:05IN OUR COUNTRY.

1:17:06SO WE HOPE TODAY'S HEARING IS

1:17:08THE START OF AN ONGOING

1:17:10CONVERSATION ABOUT HOW WE CAN

1:17:12SERVE OUR MULTILINGUAL LEARNERS

1:17:14.

1:17:14THANK YOU.

1:17:15>> AWESOME.

1:17:15THANK YOU.

1:17:16OKAY JOHN.

1:17:18UH THANK YOU CHAIR.

1:17:20MEMBERS I'M A LONG TIME

1:17:22EDUCATION ADVOCATE IN BOSTON AS

1:17:24MANY OF.

1:17:25>> YOU KNOW AND UH, I'M HERE

1:17:27TODAY AS PART OF THE

1:17:28MULTILINGUAL LEARNERS ALLIANCE,

1:17:30IT'S CLEAR FROM ROSEANNE'S

1:17:32TESTIMONY THAT BILINGUAL

1:17:34EDUCATION WITH INSTRUCTION IN

1:17:36THE HOME LANGUAGE PRODUCES

1:17:38BETTER STUDENT OUTCOMES FOR

1:17:40MULTILINGUAL LEARNERS.

1:17:42BUT BOSTON IS ONLY OFFERING

1:17:44BILINGUAL EDUCATION FOR ABOUT

1:17:4610% OF THE 16 OR 17,000

1:17:49MULTILINGUAL LEARNERS IN THE

1:17:51DISTRICT, WITH 90% ASSIGNED TO

1:17:54CLASSES WITH ENGLISH ONLY

1:17:57INSTRUCTION.

1:17:58IT ISN'T WORKING.

1:17:59THE REALITY.

1:18:01IS THAT TRAGICALLY LOW

1:18:03PERCENTAGES OF MULTILINGUAL

1:18:04LEARNERS ARE ABLE TO MEET GRADE

1:18:06LEVEL ACADEMIC CONTENT

1:18:09STANDARDS AND I HOPE YOU HAVE

1:18:11AN UH PACKAGE WHICH WAS

1:18:13DISTRIBUTED A.

1:18:13SIMPLE CHART.

1:18:14THAT THAT UH SHOULD BE THERE.

1:18:17IT SHOWS THAT FOR ENGLISH

1:18:19LANGUAGE LEARNERS IN GRADES 3

1:18:22TO.

1:18:22>> 8.

1:18:234% MEET OR EXCEED THE MCAT

1:18:26STANDARDS.

1:18:26THAT MEANS PASSING.

1:18:27FOR MATH GRADES 3 TO 8 IT'S.

1:18:338%.

1:18:33FOR 10TH GRADE IT'S 1% AND MATH

1:18:37IN 10TH GRADE IT'S 4%.

1:18:39THIS IS CLEARLY NOT WHAT WE

1:18:42WANT FOR OUR ENGLISH LEARNERS.

1:18:44UH THEY THE OUTCOMES DECLINE

1:18:47FOR ALL MEASURES AND ALL

1:18:50OF THESE MEASURES SINCE PRE

1:18:52COVID FOR THE LAST YEAR THERE

1:18:55HAS BEEN LITTLE CHANGE AT ALL

1:18:58MUCH LESS ACCELERATED PROGRESS

1:18:59.

1:19:00SOME MEMBERS SAY THAT THE OTHER

1:19:04MEMBERS LIKE UM MML STUDENT

1:19:06SUCCESS IN MEETING THEIR

1:19:07ENGLISH LANGUAGE TARGETS IN THE

1:19:10ACCESS TESTS.

1:19:10SHOW PROGRESS.

1:19:12IN FACT THOSE TESTS SHOW

1:19:13MULTILINGUAL LEARNERS STUDENTS

1:19:17WITH REASONABLE SCORES IN THE

1:19:19EARLY GRADES BUT THOSE SCORES

1:19:21DROPPED BY HALF.

1:19:22FROM 50%.

1:19:25>> TO 25% IN GRADE FIVE AND

1:19:26ABOVE.

1:19:26THIS SHOWS THE DIFFERENCE

1:19:28BETWEEN SOCIAL.

1:19:29FLUENCY IN ENGLISH AND ACADEMIC

1:19:32CONTENT PROFICIENCY IN ENGLISH.

1:19:34THOSE STUDENTS DO NOT MEET

1:19:36STATE ACADEMIC CONTENT

1:19:38STANDARDS IN ENGLISH FOR

1:19:42EQUITABLE LITERACY, WHICH IS A

1:19:43MUCH TOUTED PROGRAM FOR THOSE

1:19:46STUDENTS STARTING BACK IN UH

1:19:49FOUR YEARS AGO THAT ARE NOW IN

1:19:52GRADE SIX.

1:19:54THEIR RESULT TODAY IS ONLY 2%

1:19:57PROFICIENCY.

1:19:58IN FACT, THEY HAVE DECLINED

1:19:59AFTER FOUR YEARS IN EQUITABLE

1:20:01LITERACY, WHICH HAS NOT BEEN

1:20:03ADAPTED TO THE NEEDS OF ENGLISH

1:20:06LEARNERS.

1:20:06WELL WHAT ABOUT OTHER MEASURES

1:20:09?

1:20:09MASS CORE.

1:20:10MULTILINGUAL LEARNERS HAVE THE

1:20:11LOWEST SUBGROUP COMPLETION RATE

1:20:14AT 27%.

1:20:15WHAT ABOUT COURSES PASSING

1:20:17COURSES VERSUS M CAS UH THERE

1:20:20IS A RECENT STUDY IN THE ED

1:20:22TRUST WHICH TALKS ABOUT UH

1:20:24STATE STATISTICS FOR BOSTON.

1:20:26IT SAYS THAT MULTILINGUAL

1:20:28LEARNERS PASS THEIR COURSES AT

1:20:31A RATE OF 62%.

1:20:33BUT THOSE STUDENTS PASS ENGLISH

1:20:37LANGUAGE LEARNER MIX AT 1%.

1:20:40SO THERE'S A.

1:20:41HUGE DIFFERENCE BETWEEN WHAT IS

1:20:42SAID PEOPLE ARE LEARNING IN

1:20:44THEIR COURSES AND WHAT IS

1:20:46SHOWING UP IN THE CONTENT TEST.

1:20:49WHAT ABOUT THE DROPOUT RATE?

1:20:52MULTILINGUAL LEARNERS HAVE.

1:20:53BY FAR THE.

1:20:54HIGHEST DROPOUT RATE IS 6.5%

1:20:58AND GRADUATION RATE THEY ARE

1:20:59SECOND LOWEST BEHIND STUDENTS

1:21:01WITH DISABILITIES.

1:21:02THIS OUTCOME DATA SHOWS THE

1:21:05CHALLENGE FACING ALL OF US WHO

1:21:07ARE COMMITTED TO ENSURING THAT

1:21:09THE MULTILINGUAL LEARNERS IN

1:21:11BOSTON ONE THIRD OF STUDENTS

1:21:15HAVE THE OPPORTUNITY TO LEARN

1:21:16AND TO SUCCEED IN LIFE.

1:21:20BILINGUAL EDUCATION THAT BUILDS

1:21:21ON THE FOUNDATION OF THE.

1:21:23HOME LANGUAGE TO LEARN ACADEMIC

1:21:26ENGLISH IS A PROVEN APPROACH.

1:21:29THE CITY COUNCIL HAS CALLED.

1:21:30ON BHS.

1:21:31TO EXPAND.

1:21:32BILINGUAL EDUCATION WITH

1:21:34INSTRUCTION IN THE HOME

1:21:35LANGUAGE.

1:21:36IT WILL NOT BE EASY TO EXPAND

1:21:38BILINGUAL EDUCATION.

1:21:39>> OR.

1:21:39ATTRACT AND DEVELOP BILINGUAL

1:21:41TEACHERS.

1:21:42IT WOULD.

1:21:42>> REQUIRE THAT.

1:21:43WE ALL AGREE THAT THIS

1:21:45EXPANSION IS THE GOAL AND THAT

1:21:48WE ALL JOIN FORCES TO PULL

1:21:50TOGETHER TO REACH IT.

1:21:53IT CALLS FOR.

1:21:54COLLABORATION NOT CONFRONTATION

1:21:56.

1:21:57THAT IS OUR JOINT CHALLENGE.

1:21:59THANK YOU FOR HER.

1:22:01THANK YOU.

1:22:03ALL RIGHT, LET'S.

1:22:06>> GO TO THIS.

1:22:06OKAY.

1:22:07>> UH.

1:22:09YEAH.

1:22:10I'M UH UH.

1:22:12I'M AT THE.

1:22:13>> OPINION.

1:22:14YOU KNOW, I THINK HIGHWAYS

1:22:16PEOPLE.

1:22:17AND EN ESPANOL COLORADOS AND

1:22:19YOU.

1:22:20OKAY, BUT.

1:22:20THANK.

1:22:21UH, GOING TO.

1:22:23THE GOOD AFTERNOON.

1:22:25IT'S IT'S ON ME.

1:22:27NO COUNCIL.

1:22:28COUNSELORS AND EVERYONE.

1:22:30MY NAME IS SUHAIL RANDOM 0.0.

1:22:42UM.

1:22:45>> UM.

1:22:49YEAH.

1:22:50I'M I'M.

1:22:51>> I DON'T COMPROMISE.

1:22:51JOHN OR GABRIELA.

1:22:53.

1:22:53>> THAT DOES.

1:22:54NOT KNOW UH, NOT TO.

1:22:55ADD TO.

1:22:56YEAH.

1:22:57HELLO HELLO.

1:22:58OH, THAT.

1:23:00IT'S WORKING.

1:23:03OKAY.

1:23:03>> UH, THE T.

1:23:04UM WHEN I SEE THE.

1:23:06GOOD AFTERNOON COUNCIL YOU'RE

1:23:08SENDING EVERYONE THAT.

1:23:11MULTILINGUAL.

1:23:12>> I'M SUJAY BRANDON AND I'M

1:23:15REPRESENTING THE MULTILINGUAL

1:23:17ALLIANCE.

1:23:19UM, JOB AND.

1:23:20I LIVE IN ROSENDALE.

1:23:22SO IT.

1:23:23>> I'M A MOTHER OF THREE

1:23:25CHILDREN.

1:23:26>> SO WHEN THE FAMILIES.

1:23:28IN I'M, UH, FAMILY COORDINATOR

1:23:30FOR SON STEVENS.

1:23:32TOY ME UM.

1:23:34ALSO A MEMBER OF THE MLA.

1:23:40UH AND I WANT.

1:23:41TO SHARE TODAY UH, MY

1:23:43EXPERIENCE AS MOTHER MEMBER.

1:23:45WHETHER THE.

1:23:47THE.

1:23:48>> THE PUEBLA.

1:23:50OKAY NOT BEING.

1:23:51>> OKAY OR.

1:23:53ORGANIZED HAVE ORDER.

1:23:55AND AS ORGANIZER.

1:23:57OKAY UH WHO HAVE MY DAUGHTERS

1:24:01UH COMING FROM EDUCACION

1:24:03PUBLICA AND UNA DE LAS POCUS IS

1:24:05CALLING THE BILINGUAL CARE

1:24:06SYSTEM BOTH LITERALLY.

1:24:09MY TWO ELDER CHILDREN STARTED

1:24:11THEIR EDUCATION IN THE BOSTON

1:24:13PUBLIC SCHOOLS.

1:24:16UH, CUANDO NO THEN TWO BACK

1:24:20OTRA OPTION.

1:24:21WHAT CAN I SAY?

1:24:23SO BILINGUAL.

1:24:24BUT WHEN WE MOVED TO ROSS IN

1:24:26THE I HAD TO LOOK FOR ANOTHER

1:24:27OPTION BECAUSE WE DIDN'T HAVE

1:24:28ACCESS OF UH TO UH BILINGUAL

1:24:31SCHOOL OR.

1:24:34EL PROGRAMA DE MÉXICO.

1:24:35AND THAT'S WHY I HAD TO GO WITH

1:24:37THE OPTION OF PUTTING THEM IN

1:24:39MEXICO.

1:24:40UH, IF I EXPERIENCIA SO

1:24:42COMPRENDER LO DIFICIL PARA LAS

1:24:45FAMILIAS ENCONTRAR OPTIONS

1:24:48EDUCATIVE.

1:24:49YES.

1:24:49OKAY.

1:24:50PERMIT US TO SEE US APRENDER.

1:24:55THIS EXPERIENCE MADE ME REALIZE

1:24:57HOW DIFFICULT IT CAN BE FOR THE

1:24:59FAMILIES TO FIND EDUCATIONAL

1:25:01OPTIONS THAT ALLOW THEIR

1:25:02CHILDREN TO LEARN.

1:25:03YEAH.

1:25:05SO THE ALL MY CULTURA WHILE

1:25:07THEY ALSO MAINTAIN THEIR

1:25:09LANGUAGE AND CULTURE.

1:25:11AMY TRABAJO MISMA REALIDAD AT

1:25:13THE AREA IN MY WORK I SEE THE

1:25:16SAME THING EVERY DAY.

1:25:18MUCHOS FAMILIA E IN THE IN THE

1:25:21ENGLISH E ENFRENTA DESAFIOS

1:25:23ACADEMY CLASS MANY FAMILIES

1:25:26HAVE CHILDREN WHO ARE LEARNING

1:25:27ENGLISH IN FACING ACADEMIC

1:25:31CHALLENGES ME AND NO ENGLISH

1:25:34YOU KNOW DEPENDING ON UNA

1:25:35MANERA THAT YOU LITERALLY WHILE

1:25:37THE PARENTS DO NOT SPEAK

1:25:39ENGLISH AND THEY CANNOT HELP

1:25:41THEM PROPERLY.

1:25:43TAMPOCO PUEDEN MONTANER UNA

1:25:45COMMUNICATION FLUID CON ESCUELA

1:25:47THEY CANNOT EITHER MAINTAIN UH

1:25:49PROPER COMMUNICATION WITH THE

1:25:51SCHOOL.

1:25:52UH, UM AND ANO PASADO ANXIETY

1:25:55WHEN YOU PROGRAM NOSOTROS IT IS

1:25:58THE MOST UNAPPETIZING ORGANIC

1:26:00POR LA COMUNIDAD DE LA FAMILIA

1:26:03.

1:26:04LAST YEAR AT SAINT STEPHEN'S WE

1:26:06HAD A WE MADE A PETITION

1:26:08WORKING WITH THE FAMILIES DON'T

1:26:10THEY SEXY HIJABS UM PLAN FOR

1:26:14THIS ANNUAL PARA LA ESTUDIANTES

1:26:17ENGLISH IN WHICH WE WERE ASKING

1:26:20FOR A TEN YEAR PLAN FOR THE

1:26:25FAMILIES UM TO DE LA ULTIMO UM

1:26:29FUNDED BY THE LEFT FOR UM

1:26:33MULTILINGUAL LEARNERS LINGUIST

1:26:35AND BILINGUAL EDUCATION AND IT

1:26:39UH CONSEQUENTLY SEYMOUR HAD TO

1:26:40PETITION FOR.

1:26:43SANTA SPEED MUST YOU GET IT?

1:26:46I DON'T SAY SAYS DISTRITO E

1:26:50EASY YOU MUST WITH THIS

1:26:53PETITION WE GOT OVER 600

1:26:56SIGNATURES REPRESENTING 80

1:26:59SCHOOL SCHOOLS.

1:27:02THEY SAY 86 BUT I DIDN'T CAN'T

1:27:07ADC.

1:27:08A SCHOOL.

1:27:09>> IN FRONT OF THESE TWO.

1:27:12ENTONCES ESA MANO DEMOSTRAR LA

1:27:14FAMILIA QUIEREN MAS PROGRAM

1:27:16MUST BE LINGUIST.

1:27:18E GET.

1:27:19PROGRAMS AT THESE PROGRAMS LA

1:27:21LA DE LA COMUNIDAD.

1:27:23THIS NUMBERS SHOWED US THAT A

1:27:26LOT OF FAMILIES MORE FAMILIES

1:27:28ARE LOOKING FOR BILINGUAL

1:27:29PROGRAMS AND THINGS THAT

1:27:32SATISFY THE NEEDS OF THE

1:27:34COMMUNITIES.

1:27:35FOR MOST PERMANENT CASES.

1:27:38LET'S DO THAT THIS ARROYO E.

1:27:41FINANCING PLAN THE ESPANYOL.

1:27:43PARA MPR ESTOS.

1:27:45PROGRAMAS AND THAT'S WHY WE

1:27:47FIRMLY UH, DEMAND THAT THE CITY

1:27:50COMES UP WITH A PLAN UH TEN

1:27:52YEAR PLAN TO PROVIDE THIS

1:27:55NEEDED UH, MULTILINGUAL

1:27:57LEARNING EXPERIENCE.

1:28:01UH ESTA PROGRAMA DE.

1:28:04STUDENT MULTILINGUAL

1:28:05ESPECIALLY.

1:28:07AS A NECESSITY THAT.

1:28:08IS TO MAKE SURE THAT ALL THE

1:28:10MULTILINGUAL LEARNERS ARE UM,

1:28:14CAN PARTICIPATE ESPECIALLY

1:28:16THOSE WITH SPECIAL NEEDS.

1:28:20QUEREMOS LA FAMILIA THINKING

1:28:22OF SCIENCE EDUCATIVE AS REALES

1:28:23HIGH INCOME DOMINIO THE AL

1:28:26MENOS DOS AREA ALMOST.

1:28:28WE WANT THE FAMILIES HAVE REAL

1:28:32UH OPPORTUNITIES IN THAT THEIR

1:28:33CHILDREN GRADUATE AT LEAST WITH

1:28:36TWO LANGUAGES.

1:28:38TAMBIÉN ESCUCHANDO.

1:28:41COM COMO THE ELECTRONEUM DEL

1:28:44MAR PASADO IN UM RESPECT TO THE

1:28:49MEETING THAT WE HEARD LAST

1:28:51TUESDAY IN THE

1:28:53COUNCILOR MENTIONED.

1:28:54MUCHAS MADRE LIKE DE LOS IP.

1:28:57YES TAMBIÉN ALGUNA ROY BENITO Y

1:29:01COMO EL TEMA DE LA SOME SAID IN

1:29:05THE MULTILINGUAL PERO TAMBIÉN

1:29:08PENDIENTE EL TEMA.

1:29:10MANY MOTHERS ARE VERY CONCERNED

1:29:12WITH THE PROBLEM WITH THE IEPS.

1:29:16UH A AT ARE YOU THOSE MADRE

1:29:21TESTIMONIAL.

1:29:21BASADO AND LOCAL.

1:29:23ESTA PASANDO APERTURE DE LA

1:29:25NOSTRA.

1:29:26DIRECTAMENTE DEALING WITH TWO

1:29:28MOTHERS WROTE THEIR TESTIMONIES

1:29:30THEN UH BASED ON WHAT'S

1:29:32HAPPENING TO THEM IN THIS

1:29:34MATTER.

1:29:35IN RELATION CON UH IT'S

1:29:39HAPPENING IN THE LA CIUDAD

1:29:40PARALLEL TO THE MULTILINGUAL ES

1:29:42UNA REALIDAD NO.

1:29:43PODEMOS SEGUIR THE NEEDS OF THE

1:29:48MULTILINGUAL LEARNERS IS A

1:29:50REALITY THAT WE CANNOT CONTINUE

1:29:52HIDING IN COMO DO WE.

1:29:56ESCUCHANDO SO TO THE

1:29:57MULTILINGUAL SON IN AS WE WERE

1:30:00LISTENING BEFORE THE

1:30:02MULTILINGUAL LEARNERS ARE ABOUT

1:30:04THE 40%.

1:30:05MUCHAS GRACIAS.

1:30:06THANKS A LOT.

1:30:09AND GRACIAS.

1:30:11THAT THEY ARE NOT ANY NEW.

1:30:14UM.

1:30:15COME IN.

1:30:16YES.

1:30:17LET ME CLEAR THIS.

1:30:18OKAY.

1:30:19UM GOOD AFTERNOON EVERYONE.

1:30:20MY NAME IS KATIE DE LA ROSA.

1:30:21I AM THE INCLUSIVE EDUCATION

1:30:23LIAISON WITH THE BOSTON

1:30:24TEACHERS UNION.

1:30:25I'M ALSO A CO-CHAIR OF THE.

1:30:27MULTILINGUAL LEARNER ALLIANCE

1:30:29AND PRIOR TO THIS ROLE I WAS A

1:30:30CLASSROOM TEACHER FOR SPECIAL

1:30:32EDUCATION AND ESL FOR 15 YEARS.

1:30:34AND TODAY I'M GOING TO BE

1:30:36SHARING A LITTLE ABOUT THE

1:30:37EDUCATOR PERSPECTIVE ON THE

1:30:39CURRENT STATE OF BILINGUAL

1:30:40EDUCATION IN BEPS.

1:30:42THERE ARE A VARIETY OF LEVELS

1:30:46UM, IN TERMS OF LIKE THE SKILLS

1:30:48THAT EDUCATORS HAVE TO PROVIDE

1:30:51STRATEGIES AND ACCESS TO

1:30:52ACADEMIC CONTENT FOR

1:30:53MULTILINGUAL LEARNERS.

1:30:54AND I'M JUST GOING TO GIVE YOU

1:30:55A VERY BRIEF OVERVIEW OF THE

1:30:56DIFFERENT TYPES OF CREDENTIALS

1:30:58,UH, AND WHAT THEY PROVIDE FOR

1:31:00STUDENTS IN THE CLASSROOM.

1:31:01SO FIRST AS YOU MAY.

1:31:02KNOW.

1:31:03>> ALL EDUCATORS ARE REQUIRED

1:31:04TO EARN THE SDI ENDORSEMENT

1:31:07SHELTERED ENGLISH IMMERSION

1:31:08FROM DC.

1:31:09AND THE PURPOSE OF THE

1:31:10ENDORSEMENT IS TO EQUIP

1:31:13TEACHERS WITH STRATEGIES TO

1:31:14DEVELOP VOCABULARY READING AND

1:31:16WRITING SKILLS IN SUPPORT

1:31:18OF PROVIDING ACCESS TO THE

1:31:20ACADEMIC CONTENT IN ENGLISH.

1:31:22EDUCATORS CAN ALSO CHOOSE TO

1:31:24EARN A ESL LICENSE.

1:31:26THE GOAL FOR THAT IS TO TEACH

1:31:28ENGLISH LANGUAGE ACQUISITION.

1:31:30IT'S A STANDALONE CLASS FOR

1:31:32MULTILINGUAL STUDENTS.

1:31:33THE AMOUNT OF TIME THAT THEY'RE

1:31:35IN THAT CLASS EACH WEEK IS

1:31:36DETERMINED BY THEIR PROFICIENCY

1:31:38IN ENGLISH.

1:31:39ESL IS ITS OWN CONTENT AREA.

1:31:41IT IS NOT.

1:31:42THE PURPOSE IS NOT TO FOCUS ON

1:31:44ACADEMIC SUPPORT.

1:31:46UM FOR EACH CONTENT AREA.

1:31:48AND THEN THERE'S ALSO THE

1:31:49BILINGUAL ENDORSEMENT OR

1:31:51EDUCATION ENDORSEMENT OR B.E.

1:31:53THIS ALLOWS EDUCATORS TO TEACH

1:31:55ACADEMICS IN BOTH ENGLISH AND A

1:31:57SECOND LANGUAGE.

1:31:58IT REQUIRES PROFICIENCY IN A

1:32:00SECOND LANGUAGE AND ALSO

1:32:02INCLUDES COURSEWORK COURSEWORK

1:32:04ON BILINGUAL EDUCATION TEACHING

1:32:06METHODS.

1:32:08AS WE HEARD A LITTLE BIT

1:32:09ALREADY, DPS ELIMINATED THE

1:32:11CLASSES CALLED BSI.

1:32:13WHERE MULTILINGUAL LEARNERS

1:32:15WERE TOGETHER FOR A GOOD PART

1:32:16OF THEIR DAY AND NOW

1:32:17MULTILINGUAL LEARNERS ARE

1:32:19PLACED IN GENERAL EDUCATION

1:32:20CLASSROOMS INCLUDING THOSE WHO

1:32:22ARE AT THE VERY BEGINNING

1:32:23STAGES OF LEARNING ENGLISH.

1:32:25SINCE THAT CHANGE, WE HEAR FROM

1:32:27EDUCATORS ABOUT THEIR CONCERN

1:32:28FOR THE STUDENTS IN THEIR CLASS

1:32:30WHO ARE MULTILINGUAL LEARNERS

1:32:31AND THEY SHARE CONCERNS ABOUT

1:32:33HOW TO MODIFY INSTRUCTION

1:32:35APPROPRIATELY FOR THE VARIETY

1:32:36OF LANGUAGES.

1:32:38THEY ALSO TELL US THAT THEY

1:32:39NEED THE MATERIALS TO BE ABLE

1:32:41TO DO THAT EFFECTIVELY.

1:32:42AND THEY EXPRESS A LOT

1:32:44OF CONCERN AROUND STUDENTS

1:32:46PHYSICAL AND EMOTIONAL SAFETY

1:32:48WITHOUT HAVING A RELIABLE FORM

1:32:50OF TWO WAY COMMUNICATION WITH

1:32:51THEIR STUDENTS.

1:32:53AND THESE CONCERNS EXCEED WHAT

1:32:55IS TAUGHT AND LEARNED IN THAT

1:32:57SAI ENDORSEMENT TRAINING THAT

1:32:59AGAIN FOCUSES ON AGENDA

1:33:01TEACHERS PROVIDING ACCESS TO

1:33:02ACADEMIC CONTENT.

1:33:05EDUCATORS OBVIOUSLY WANT THE

1:33:06BEST FOR THEIR STUDENTS AND SO

1:33:08WE AGREE PROFESSIONAL LEARNING

1:33:10IS VERY IMPORTANT.

1:33:12EDUCATORS ARE ASKING FOR

1:33:13PROFESSIONAL DEVELOPMENT THAT

1:33:15IS DIFFERENTIATED AND

1:33:16IMMEDIATELY APPLICABLE TO THE

1:33:17STUDENTS IN THEIR CLASSROOM.

1:33:19EDUCATORS ALSO ASK FOR

1:33:21PROFESSIONAL DEVELOPMENT TO BE

1:33:22COUPLED WITH PROVIDING MORE

1:33:23IMMEDIATE HOME LANGUAGE SUPPORT

1:33:25IN THE CLASSROOM FOR THEIR

1:33:27STUDENTS AT THE EARLIEST STAGES

1:33:30OF ENGLISH LEARNING ENGLISH.

1:33:33WE ALSO BELIEVE VERY MUCH SO AS

1:33:35AS OTHERS DO IN CULTURALLY

1:33:36RESPONSIVE TEACHING AND THAT IT

1:33:39IS BASED ON HONORING CULTURE,

1:33:40HERITAGE AND LANGUAGE.

1:33:42AND SO THIS IS WHAT BRINGS A

1:33:44SENSE OF BELONGING AND SAFETY

1:33:45AND JOY TO THE CLASSROOM AND IS

1:33:47ALSO WHAT STUDENTS OFTEN NEED

1:33:48FIRST IN ORDER TO BE READY TO

1:33:50LEARN.

1:33:51TO ACHIEVE THIS WE DO SUPPORT A

1:33:53THE DEVELOPMENT OF A LONG TERM

1:33:55PLAN TO EXPAND BILINGUAL

1:33:57EDUCATION AS WELL AS DEVELOPING

1:33:58MORE PATHWAYS FOR EDUCATORS TO

1:34:00EARN THEIR BILINGUAL EDUCATION

1:34:02ENDORSEMENT.

1:34:02AND WE BELIEVE THAT THE LONG

1:34:04TERM PLANNING PROCESS IS MOST

1:34:06EFFECTIVE IF DONE

1:34:07COLLABORATIVELY WITH PARTNERS

1:34:10DPS FAMILIES ESSENTIALLY UH,

1:34:13THE MLA AS WELL AS CITY

1:34:15COUNSELORS.

1:34:16AND WE KNOW THAT THERE ARE

1:34:18PREVIOUS EXAMPLES OF SUCCESSFUL

1:34:20COLLABORATION THAT WE CAN LEARN

1:34:21FROM IN ORDER TO DO SO.

1:34:23SO THAT TOGETHER WE'RE ABLE TO

1:34:25CREATE MORE SUCCESS AND

1:34:26OPPORTUNITY FOR MULTILINGUAL

1:34:27LEARNERS.

1:34:27THANK YOU.

1:34:30UM LET'S LOOK AT THAT.

1:34:31GOOD JOB.

1:34:32UNDER FIVE MINUTES.

1:34:34ALL RIGHT SO.

1:34:35I AM GOING TO, UM.

1:34:37GIVE MY COLLEAGUES.

1:34:39EACH UH, FIVE MINUTES TO ASK

1:34:41QUESTIONS AND THEN IF THEY

1:34:44DON'T HAVE ANY MORE QUESTIONS I

1:34:45WANT TO DO A SECOND ROUND.

1:34:46I'M GOING TO INVITE THE PANEL

1:34:48BACK.

1:34:49OKAY, GREAT.

1:34:50STAY RIGHT THERE.

1:34:51ALL RIGHT, SO IN ORDER

1:34:53OF ARRIVAL COUNCILOR FLYNN IS

1:34:54NOT HERE.

1:34:55SO I'M GOING TO GO TO

1:34:57COUNCILOR MURPHY THEN FOLLOWED

1:34:59BY COUNCILOR WEBER, THEN

1:35:00COUNCIL CULPEPER, THEN

1:35:01COUNCILOR LOUIJEUNE AND THEN

1:35:02MYSELF.

1:35:02THANK YOU.

1:35:04>> FIVE MINUTES.

1:35:05>> THANK YOU.

1:35:06TO THIS PANEL.

1:35:07UM.

1:35:08>> FOR SHARING AND FOR ALL THE

1:35:11ADVOCACY.

1:35:12YOU CONTINUE.

1:35:13>> TO DO FOR OUR STUDENTS.

1:35:15UM.

1:35:16>> I THINK IT'S IMPORTANT I

1:35:17KNOW UM COUNCIL CULPEPER ASKED

1:35:19IT.

1:35:19BUT WHEN.

1:35:22>> THE.

1:35:22DISTRICT WIDE DROPOUT RATE IS

1:35:253.6.

1:35:25AND OUR ESL STUDENTS.

1:35:27IS AT 6.5, YOU KNOW, THAT'S

1:35:30TWICE.

1:35:30UM, IT'S A LOT MORE.

1:35:32BUT 254.

1:35:33STUDENTS AND THAT LAST SCHOOL

1:35:35YEAR THEY COLLECTED THE.

1:35:37DATA WAS THE.

1:35:39>> 2425 AND THAT WAS ALSO WHEN

1:35:41MARCUS GRADUATION REQUIREMENT

1:35:44WAS REMOVED.

1:35:46SO WE.

1:35:47ALSO KNOW.

1:35:47THAT THE.

1:35:49BAR THAT SET FOR GRADUATION IS

1:35:52A D MINUS.

1:35:54SO WE KNOW THAT IF YOU DROPPED

1:35:55OUT YOU.

1:35:56DEFINITELY ARE IN A PLACE WHERE

1:35:59WE NEED TO FIND YOU AND HELP.

1:36:01GIVE YOU THE SKILLS YOU NEED TO

1:36:02SUCCEED.

1:36:02BUT EVEN IF YOU STAYED IN BHS

1:36:05AND YOU.

1:36:06GRADUATED.

1:36:07>> MANY OF OUR STUDENTS ARE

1:36:08GETTING A.

1:36:09DIPLOMA A FALSE SENSE THAT

1:36:11THEY'RE LEAVING.

1:36:12SCHOOL WITH THE SKILLS NEEDED

1:36:14TO.

1:36:14BE SUCCESSFUL.

1:36:15AND WE JUST KNOW THAT.

1:36:16THAT DOESN'T EQUATE.

1:36:18AND A COUPLE OF THE QUESTIONS I

1:36:20HAVE UM THERE'S THIS JUST

1:36:23OVERALL QUESTION BUT.

1:36:25UM, YOU KNOW, HOW DO WE DO.

1:36:26>> A BETTER JOB MAKING SURE.

1:36:28>> OUR FAMILIES KNOW LIKE.

1:36:29THEIR RIGHTS LIKE WHAT PROGRAMS

1:36:31ARE OUT THERE, WHICH PROGRAMS

1:36:32CAN THEIR CHILD CHOOSE?

1:36:35HOW IS PLACEMENT YOU KNOW DONE

1:36:37.

1:36:37AND THEN ALSO THE PROGRESS

1:36:39WHICH I DID ASK EARLIER AND WE

1:36:41KNOW FROM THE DATA THAT.

1:36:43THERE ISN'T.

1:36:44MUCH PROGRESS BEING MADE AND

1:36:46YOU SHED SOME SCARY NUMBERS

1:36:47THERE.

1:36:49UM WHAT.

1:36:50>> DO.

1:36:50PARENT WHAT RIGHTS DO PARENTS.

1:36:52HAVE LIKE WHAT ADVOCACY.

1:36:54CAN WE SUPPORT OUR FAMILIES,

1:36:56OUR.

1:36:56STUDENTS AND.

1:36:56>> OUR.

1:36:57PARENTS WHEN THEY SEE THAT THE

1:36:59PROGRESS ISN'T.

1:36:59>> BEING MADE?

1:37:04I I'LL LEAVE FOR FOR ONE THING.

1:37:06YOU KNOW, IT.

1:37:07BOTHERS ME THIS WHOLE QUESTION

1:37:10OF, YOU KNOW, PARENTAL CHOICE

1:37:12AND WHEN THERE REALLY ISN'T A

1:37:15CHOICE AND AT A DEEPER LEVEL

1:37:17THE MULTILINGUAL LEARNERS

1:37:19ALLIANCE HAS LISTENED TO A LOT

1:37:22OF PARENTS WHO SAY THEY'RE

1:37:25CONFUSED ABOUT WHETHER

1:37:27BILINGUAL EDUCATION IS

1:37:29IMPORTANT FOR THEIR CHILDREN,

1:37:31THAT IT MAY BE CONFUSING FOR

1:37:32THEM AND INHIBIT THEIR LEARNING

1:37:34WHEN THE REVERSE IS TRUE.

1:37:37SO ONE OF THE GOALS THAT THE

1:37:39MULTILINGUAL LEARNERS ALLIANCE

1:37:40HAS PUT FORWARD IS TO HAVE AN

1:37:43EDUCATION PROGRAM FOR PARENTS

1:37:46ABOUT THE VALUE OF UH, PARENTS

1:37:50OF MULTILINGUAL LEARNERS

1:37:51SPEAKING AND TALKING AND

1:37:54READING TO THEIR CHILDREN IN

1:37:56THE NATIVE LANGUAGE.

1:37:57AND I THINK THE RESEARCH PROS

1:37:59AND CONS SHOWS THAT THAT IS

1:38:02VALUABLE, THAT EXPERTS SAY THAT

1:38:04IS IMPORTANT AND THAT CAN.

1:38:05BE DONE WITHOUT A LOT OF MONEY.

1:38:07THAT MEANS CHANGING THE MINDSET

1:38:09,CHANGING WHAT WE ARE

1:38:11PROJECTING TO OTHER PARENTS

1:38:15OF MULTILINGUAL LEARNERS.

1:38:16AND I THINK THERE IS A LOT THAT

1:38:19THEY COULD DO.

1:38:19IT'S NOT JUST A MATTER OF LEGAL

1:38:21RIGHTS.

1:38:21I MEAN THAT'S A WHOLE OTHER

1:38:22ISSUE WHICH I'M LESS CONFIDENT

1:38:24TO TALK ABOUT BUT PEOPLE CAN

1:38:27WORK WITH PARENTS TO HELP THEM

1:38:30UNDERSTAND THAT BILINGUAL

1:38:32EDUCATION IS IMPORTANT AND IT'S

1:38:35IMPORTANT FOR THEIR KIDS IN

1:38:39LEARNING ACADEMIC.

1:38:40ENGLISH AND IN.

1:38:41LAYING THE FOUNDATION.

1:38:42FOR THOSE WHO WANT TO GET, UH,

1:38:46FULLY BILINGUAL AND BI

1:38:48LITERATE.

1:38:49BUT THAT'S.

1:38:50NOT REALLY FULLY UNDERSTOOD.

1:38:52WHERE ARE THE TEACHERS ON THIS

1:38:54?

1:38:55WHERE ARE THE SCHOOL PRINCIPALS

1:38:57ON THIS?

1:38:57WHERE ARE THE SOCIAL WORKERS?

1:38:59WHERE ARE THE FAMILY.

1:39:01LIAISONS IN EVERY ONE OF OUR

1:39:02SCHOOLS IS GREAT.

1:39:03WE FOUGHT FOR YEARS RIGHT YOU

1:39:05KNOW, TO GET FAMILY LIAISONS.

1:39:07BUT ARE THEY RELATING TO THE

1:39:11THE MULTILINGUAL LEARNER PARENT

1:39:14AND TELLING THEM ABOUT THE

1:39:16VALUE OF NATIVE LANGUAGE?

1:39:17I'M SORRY TO RAMBLE ON.

1:39:18>> NO THAT'S FINE AND I DID SEE

1:39:20THAT OFTEN ALSO WITH IEPS WHERE

1:39:23FAMILIES FELT LIKE I DON'T

1:39:24WANT.

1:39:24TO LABEL.

1:39:25MY CHILD OR IF I PUT MY CHILD

1:39:27IN THIS ESL PATH OR THIS.

1:39:30TYPE OF SUPPORT OR.

1:39:31INTERVENTION THAT.

1:39:32>> SOMEHOW IT'S GOING.

1:39:34>> TO HURT THEM LATER ON AND.

1:39:35NONE OF IT WAS TRUE.

1:39:37AND THEN THE CHILD WAS THE ONE

1:39:39WHO.

1:39:39LOST OUT ON THAT.

1:39:41THE OTHER PART.

1:39:42THOUGH IS.

1:39:44AND I FEEL LIKE YOU MAY KNOW

1:39:46MORE.

1:39:47THAN WHAT.

1:39:48WILL TELL US ABOUT WHAT

1:39:50INTERVENTIONS.

1:39:50ARE TRIGGERED.

1:39:51RIGHT?

1:39:52WHAT DO WE HAVE IN THE.

1:39:53SYSTEM TO.

1:39:54MAKE SURE.

1:39:54WHEN THE PROGRESS IS SHOWING US

1:39:56THAT OUR STUDENTS.

1:39:57AREN'T GETTING THE.

1:39:59EDUCATION, THE SUPPORT THEY

1:40:00NEED?

1:40:04NO.

1:40:04>> I.

1:40:04MEAN THAT'S NOT.

1:40:06LIKE THAT.

1:40:07I THINK SOMETIMES THE QUESTIONS

1:40:09WE.

1:40:10ASK ARE RHETORICAL, RIGHT?

1:40:11YEAH EXACTLY I THINK I WISH I

1:40:14WISH I KNEW THE ANSWER AND I

1:40:16HOPE YOU CONTINUE TO ASK THAT

1:40:17QUESTION PERSONALLY.

1:40:18YEAH I CAN ADD THAT.

1:40:20UM SO MULTI-TIERED SYSTEMS

1:40:22OF SUPPORT WHICH HAS BEEN

1:40:24CALLED A NUMBER OF THINGS OVER

1:40:25THE DECADES UM, IS DEFINITELY

1:40:28SOMETHING THAT IS A PRIORITY IN

1:40:30SCHOOLS AND EVERY GRADE LEVEL

1:40:32HAS UM OPTIONS TO TALK ABOUT

1:40:34STUDENTS AND BRING THEM TO A

1:40:35TEAM.

1:40:35EVERY SCHOOL HAS A COORDINATOR

1:40:37.

1:40:37UH, IT'S ONE STEP OBVIOUSLY

1:40:39IT'S NOT A UH, COMPLETE REMEDY

1:40:41BUT IT'S LIKE A STEP IN THE

1:40:43PROCESS OF SAYING I HAVE

1:40:44CONCERNS ABOUT PROGRESS HERE.

1:40:45AND SO HERE'S WHAT WE'RE GOING

1:40:47TO DO TO DISCUSS THE STUDENT.

1:40:48I THINK ONE PIECE THAT PROBABLY

1:40:51IS MISSED OFTEN IS LIKE THE

1:40:52FAMILY.

1:40:52INVOLVEMENT IN THAT PROCESS TO

1:40:54TALK ABOUT WHAT ARE THE THINGS

1:40:56THAT ARE HAPPENING AND.

1:40:56WHAT CAN WE DO TOGETHER.

1:40:58OKAY GREAT.

1:40:59THANK YOU KATIE.

1:41:00UM AND AGAIN JUST FOR THE

1:41:02RECORD, IF YOU HAVE A SECOND

1:41:03FOLLOW UP QUESTION WE'LL DO A

1:41:04SECOND ROUND.

1:41:05BUT FOR NOW I'M GOING TO KEEP

1:41:05IT MOVING.

1:41:06COUNSELOR LOUIJEUNE HAS A HARD

1:41:08STOP.

1:41:08SO YOU WANT TO GO NEXT?

1:41:10COUNSELOR LOUIJEUNE, YOU HAVE

1:41:11FIVE MINUTES.

1:41:12THANK.

1:41:15COUNCIL.

1:41:15THANK YOU, MADAM CHAIR.

1:41:16AND THANK YOU TO COUNCIL MEMBER

1:41:18FOR LETTING ME TAKE.

1:41:20>> UM, HIS SPOT IN LINE.

1:41:20UM.

1:41:23WE I THINK WE HAVE A LOT

1:41:26OF WORK TO DO TO IMPROVE OUR

1:41:27EDUCATION FOR OUR ENGLISH

1:41:28LANGUAGE LEARNERS.

1:41:31I I DO WANT TO ASK A QUESTION

1:41:33ABOUT WHAT IT IS WE ARE

1:41:34CURRENTLY DOING WELL IN OUR

1:41:36BOSTON PUBLIC SCHOOLS FOR

1:41:38ENGLISH LEARNERS, YOU KNOW, AND

1:41:39I DON'T ASK THIS QUESTION IN

1:41:40THE SILO BECAUSE VERY CLEARLY

1:41:41ON THE PREVIOUS PANEL ASK THE

1:41:43QUESTION IS MORE CRITICAL BUT

1:41:44LIKE WHAT ARE WE DOING WELL

1:41:45RIGHT NOW WITH THIS POPULATION

1:41:48ESPECIALLY WHEN IT COMES TO UM

1:41:52YOU KNOW, UH UM UH, MR MURRAY

1:41:54YOU WERE TALKING ABOUT SOMEONE

1:41:56WAS TALKING ABOUT GRADUATION

1:41:57RATES.

1:41:58THEY'RE STILL NOT WHERE YOU

1:41:59WANT THEM TO BE, BUT WE HAVE

1:42:00SEEN IMPROVEMENTS IN EVERY

1:42:03CATEGORY INCLUDING WITH ENGLISH

1:42:04LANGUAGE LEARNERS AND WE'RE

1:42:05TALKING ABOUT OUR GRADUATION

1:42:06RATE.

1:42:07UH, NOT WHERE WE WANT IT TO BE

1:42:09BY FAR BUT STILL OVER YEAR YEAR

1:42:12OVER YEAR SEEING SOME

1:42:14IMPROVEMENT.

1:42:15AND THIS IS NOT JUST COPYING

1:42:16FOR ITSELF IT'S RECOGNITION

1:42:18FROM THE STATE THAT THAT IS

1:42:21HALF THAT THAT YELLOW UM THAT

1:42:23THE GRADUATION RATES ARE

1:42:25TENDING TO IMPROVE.

1:42:26SO I'M WONDERING LIKE WHAT IS

1:42:27IT THAT WE CAN SAY THAT THAT IS

1:42:28CURRENTLY HAPPENING AND THAT IS

1:42:30HAPPENING?

1:42:30WELL FOR ENGLISH LANGUAGE

1:42:31LEARNERS POPULATION WITHIN

1:42:32BEEPS AND AND THAT IS A

1:42:34QUESTION I BROUGHT TOGETHER

1:42:35HERE ON THE RECORD BUT ALSO TO

1:42:37SAY LIKE DO THE AREAS IN WHICH

1:42:38WE NEED TO DO MORE OF AND

1:42:40IMPROVE ON AND I'LL SAY AND

1:42:41I'LL SAY IT AS MANY TIMES AS I

1:42:43NEED TO SAY IT WE NEED MORE

1:42:45DUAL LANGUAGE PROGRAMS, RIGHT?

1:42:46AND I DON'T KNOW IF THAT'S WHAT

1:42:47YOU MEAN I KNOW MR.

1:42:48YOU OFTEN TALKING ABOUT NATIVE

1:42:50LANGUAGE INSTRUCTION AND YOU

1:42:51KNOW IF IF IF THE DUAL UH

1:42:54LANGUAGE PROGRAM MODEL IS

1:42:55SUFFICIENT OR IF YOU'RE TALKING

1:42:57ABOUT OTHER MODELS BUT JUST

1:42:58WANTED TO PUT THAT OUT THERE

1:42:59FOR REALLY ANYONE TO ANSWER.

1:43:03DIRECTLY THAT YOU MR.

1:43:04OKAY.

1:43:04ALL RIGHT.

1:43:05>> IF YOU WANT ME TO UH.

1:43:08LOOK, I THINK THAT.

1:43:12PBS HAS BEGUN TO DEVELOP A FEW

1:43:15NEW DUAL LANGUAGE PROGRAMS AND

1:43:18THAT IS PROGRESS AND THAT IS

1:43:20HELPFUL.

1:43:21BUT IT IS IN.

1:43:23MY VIEW MUCH TOO LIMITED, MUCH

1:43:27TOO SLOW.

1:43:29AND, UH.

1:43:30IS NOT REALLY MEETING THE

1:43:31NEEDS.

1:43:32YOU KNOW IT IT SOUNDS.

1:43:35LIKE WHEN YOU SAY 14 PROGRAMS

1:43:37WHEN YOU SAY 14 PROGRAMS IT

1:43:40SOUNDS WONDERFUL WHEN YOU SAY

1:43:41HOW MANY KIDS ARE IN THERE?

1:43:43YEAH 10% THAT.

1:43:46LESS LESS WONDERFUL IF.

1:43:47YOU ASK ABOUT.

1:43:49WHAT IS THE QUALITY OF THOSE

1:43:51PROGRAMS AND WHAT ARE THOSE

1:43:52PROGRAMS THINK THEY NEED IN

1:43:54TERMS OF SUPPORT FROM THE

1:43:56SYSTEM?

1:43:57I CAN'T REALLY ANSWER.

1:43:58THAT QUESTION.

1:43:59I KNOW THERE WAS A REPORT UH,

1:44:01FORGOTTEN WITH IN WASHINGTON

1:44:03AGENCY SOME YEARS AGO WHICH

1:44:05TALKED ABOUT DUAL LANGUAGE

1:44:07PROGRAMS AND IT WAS SUPPRESSED

1:44:10FRANKLY.

1:44:11AND UH.

1:44:12I THINK THAT.

1:44:13REPORT TALKED A LOT ABOUT HOW

1:44:16BPAS NEEDED TO DO MORE TO

1:44:18SUPPORT THOSE DUAL LANGUAGE

1:44:19PROGRAMS.

1:44:20BUT I THINK.

1:44:21OVERALL THE KEY IS THERE NEEDS

1:44:24TO BE.

1:44:25THIS CHANGE OF THE MINDSET

1:44:27ABOUT.

1:44:28>> THE VALUE OF NATIVE LANGUAGE

1:44:30AND THEN SOME.

1:44:31RIGOROUS EFFORT TO DEVELOP.

1:44:35PLANS AND I.

1:44:36>> HATE TO USE THE JARGON WHAT

1:44:37WITH SMART GOALS WHAT IS OUR

1:44:40COMMITMENT AND.

1:44:41WHAT IS THE BUDGET GOING TO BE

1:44:43AND HOW MANY TEACHERS ARE WE

1:44:45GOING TO DEVELOP.

1:44:46AND NOT JUST SO THAT WE CAN

1:44:47TALK ABOUT A FEW EXAMPLES.

1:44:49WHICH MAY DIVERT US.

1:44:51AND GRADUATION RATES?

1:44:53YES THERE WAS ONE WHEN I LOOKED

1:44:55AT IT I THINK THERE WAS A.

1:44:560.1% INCREASE FROM LAST YEAR.

1:44:59SO THERE'S STILL HUGE 6.5%

1:45:01DROPOUT RATE FOR ELL.

1:45:03SO THAT'S ONE OF THE REASONS

1:45:05THAT THE GRADUATION RATE IS

1:45:06HIGHER.

1:45:07KIDS ARE DROPPING OUT YOU KNOW

1:45:09BUT I DON'T WANT TO GET.

1:45:10DROPPING OUT AT HIGHER RATES

1:45:11WHICH I JUST.

1:45:12DON'T KNOW I UNDERSTAND BUT

1:45:13IT'S STILL VERY HIGH.

1:45:14I DON'T I DON'T WANT TO GET

1:45:16INTO I I.

1:45:16JUST THINK IT'S IMPORTANT I'M A

1:45:18VERY FACTS BASED PERSON.

1:45:19I JUST I JUST WANT TO MAKE SURE

1:45:21THAT THE RECORD IS CLEAR ON

1:45:22WHAT THE FACTS ARE.

1:45:23I AM ALL FOR LIKE AND I'VE BEEN

1:45:25SAYING THIS SINCE I GOT ON THE

1:45:27COUNCIL I THIS IS A REMINDER

1:45:28THAT THERE'S A PARENT WHO CALLS

1:45:30ME BECAUSE THEY'RE THEIR KID

1:45:31YEAR AFTER YEAR AFTER YEAR HAS

1:45:32NOT BEEN ABLE TO GET INTO A

1:45:34DUAL IMMERSION PROGRAM.

1:45:35RIGHT?

1:45:35RIGHT.

1:45:35AND LIKE THEY NEED THAT AND WE

1:45:37NEED TO CREATE MORE.

1:45:38SEATS FOR THE STUDENTS WHO WANT

1:45:40TO BE AND WHO EXCEL AND WHO DO

1:45:42BETTER LIKE YOU STATED MR MUDD

1:45:44IN THESE PROGRAMS.

1:45:45SO I AGREE WITH YOU THERE.

1:45:46I JUST WANT TO BE YEAH FAIR.

1:45:50THANK YOU, THANK YOU.

1:45:52UM, UH, COUNSELOR.

1:45:53FLYNN AND COUNSELOR WEBER

1:45:56COUNCIL CULPEPPER HAS A HARD

1:45:58STOP AND HE ASKED IF YOU CAN GO

1:45:59BEFORE YOU BOTH.

1:46:01SO OUT OF RESPECT, I'M GIVING

1:46:02YOU THE OPPORTUNITY.

1:46:03SORRY FOR STARTING US.

1:46:04DO NOT.

1:46:05OKAY, SO, COUNSELOR CULPEPER,

1:46:07YOU HAVE, UM, FIVE MINUTES.

1:46:09THANK YOU, MADAM CHAIR.

1:46:11FOR ONE OF THE QUESTIONS.

1:46:12THANK YOU.

1:46:13I THINK, UM, CAN YOU TALK ABOUT

1:46:16THE EMOTIONAL AND PHYSICAL

1:46:20SUPPORT?

1:46:20WHAT DO THEY NEED AND WHAT'S

1:46:22NOT HAPPENING IN TERMS OF THEIR

1:46:24PHYSICAL AND EMOTIONAL SUPPORT?

1:46:27I MEAN THINGS PHYSICALLY AS

1:46:29SIMPLE AS KNOWING HOW TO GET TO

1:46:31THE.

1:46:32BATHROOM TO ASK WHERE IT IS TO

1:46:34TELL THE TEACHER ID TO USE IT,

1:46:36THINGS LIKE THAT.

1:46:36AND THEN THERE'S ALSO.

1:46:38UM I'VE HEARD FROM PE TEACHERS

1:46:40TO SAY LIKE YOU KNOW, THERE'S

1:46:42THERE'S THINGS I WANT TO DO TO

1:46:43MAKE SURE EVERY STUDENT IS SAFE

1:46:45AND I'M STRUGGLING TO USE MY

1:46:46GOOGLE TRANSLATE, UM, TO WORK

1:46:49WITH ALL.

1:46:49>> OF MY STUDENTS WITH.

1:46:50THEIR VARIETY OF LANGUAGES THAT

1:46:51THEY SPEAK.

1:46:52SO WHAT DO THEY NEED TO DO

1:46:53BETTER?

1:46:54WHAT IS.

1:46:57I THINK WE NEED TO FOCUS MORE

1:46:58ON WHAT ARE THE SUPPORTS IN THE

1:47:01CLASSROOM FOR WHEN WE PUT MORE

1:47:03STUDENTS IN.

1:47:03AND SO GRANTED WE DON'T HAVE

1:47:07PROBABLY ENOUGH EDUCATORS.

1:47:08THAT ARE ABLE TO SPEAK EVERY

1:47:10LANGUAGE.

1:47:10>> THAT WE NEED.

1:47:11BUT TO BE ABLE TO BE MORE UH

1:47:13LIKE THOUGHTFUL AND THE PROCESS

1:47:15AT WHICH WE MAKE SURE THAT THE

1:47:17CLASSROOMS ARE READY FOR

1:47:19STUDENTS TO COME IN AND THAT

1:47:21IT'S MORE OF A UM AGAIN, MORE

1:47:23COLLABORATIVE SO THAT THESE

1:47:25CONCERNS ARE BEING HEARD UM,

1:47:28BEFORE THEY'RE ACTUALLY

1:47:30HAPPENING.

1:47:30SO ONE OF THE KEYS THOUGH IS

1:47:31MORE EDUCATORS THAT SPEAK DUAL

1:47:33LANGUAGE.

1:47:34THE OTHER THING YOU MENTIONED

1:47:35WITH THEIR SAFETY, UM, WHAT DO

1:47:37WE NEED TO DO IN TERMS

1:47:39OF ENSURING THEY'RE SAFER IN

1:47:42THE SCHOOL ENVIRONMENT?

1:47:46SO I, I HAVE LIKE ONE EXAMPLE

1:47:47THAT CAME TO MIND ABOUT WHEN A

1:47:49STUDENT WAS NEWLY ARRIVED AND

1:47:52DIDN'T KNOW HOW TO TAKE THE BUS

1:47:53AND THE PARENT ALSO DIDN'T

1:47:55NECESSARILY UNDERSTAND UM, HOW

1:47:57THAT WAS GOING TO WORK.

1:47:58AND SO LIKE THAT'S ONE EXAMPLE

1:48:00OF SAFETY THAT I THINK IF WE

1:48:01HAVE MORE OF A CASE MANAGEMENT

1:48:03APPROACH TO LIKE IT'S SURE THAT

1:48:05THE FAMILIES HAVE THE THINGS

1:48:06THAT THEY NEED OR CAN ASK THE

1:48:08QUESTIONS.

1:48:09WE HAVE THE WELCOME CENTER AND

1:48:11PEOPLE THERE ARE WONDERFUL UM

1:48:12BUT LIKE THERE'S THERE IS A GAP

1:48:14BETWEEN YOU ARE.

1:48:16WELCOMED TO THE.

1:48:17DISTRICT AND THEN ALSO LIKE

1:48:18YOU'RE GOING.

1:48:19TO THIS SCHOOL.

1:48:20SO WHAT ARE THE THINGS IN

1:48:21BETWEEN.

1:48:21THAT FAMILIES WILL NEED?

1:48:22>> I THINK THAT'S THE BIGGEST

1:48:24THING FOR ENSURING SAFETY.

1:48:25SO WHEN YOU SAY CASE MANAGEMENT

1:48:27FOR THAT STUDENT THAT DIDN'T

1:48:28KNOW HOW TO TAKE THE BUS AND

1:48:29THE PARENT THAT DIDN'T KNOW HOW

1:48:31TO HELP THEM, WHAT'S YOUR

1:48:32WHAT'S WHAT DO YOU RECOMMEND?

1:48:36I THINK IDEALLY THAT WOULD HAVE

1:48:39BEEN A CONVERSATION BEFORE THE

1:48:41START OF SCHOOL UM, TO MAKE

1:48:43SURE THAT EVERYONE.

1:48:44UNDERSTOOD AND ALSO LIKE A HAND

1:48:46OFF.

1:48:47I'M NOT SAYING THAT A HANDOFF

1:48:48DIDN'T HAPPEN I'M NOT SURE BUT

1:48:49THAT LIKE YOU CLEARLY

1:48:51UNDERSTAND THIS IS YOUR CONTACT

1:48:52AT SCHOOL AND THAT THE STUDENT

1:48:54KNOWS WHO THEY CAN COMMUNICATE

1:48:55WITH UM AND THE PARENT AS WELL.

1:48:58YOU TOOK I'M COMING BACK TO

1:49:02ROSEANNE AFTER THIS.

1:49:04THANK YOU.

1:49:05>> THANKS.

1:49:05UM.

1:49:06>> UH, I JUST YOU ASKED ABOUT

1:49:08SOCIO EMOTIONAL SUPPORT.

1:49:09YEAH.

1:49:10UM, AND I JUST WANTED TO MAKE A

1:49:13DISTINCTION AROUND, UH,

1:49:15LANGUAGE ABILITY OF THE ADULTS

1:49:17IN THE BUILDING.

1:49:18SO YES, WE WANT BILINGUAL

1:49:20EDUCATION, WHICH MEANS WE WANT

1:49:22EDUCATORS WHO HAVE THAT

1:49:23ENDORSEMENT.

1:49:24BUT THERE IS ANOTHER LEVEL

1:49:26OF HAVING, UM, LANGUAGE AND

1:49:29CULTURE ACCESS IN A SCHOOL.

1:49:32SO THERE ARE PLENTY OF ADULTS

1:49:34PARA EDUCATORS, PARENTS AND

1:49:37OTHERS IN THE BUILDINGS WHO

1:49:38HAVE WHAT WE CALL SOCIAL

1:49:41LANGUAGE I GUESS UM, AND WE

1:49:45WANT A LOT OF ATTENTION PAID TO

1:49:47THAT AS WELL SO THAT KIDS DON'T

1:49:50UH, GET INTO THE PROBLEM WHERE

1:49:52THEY HAVE A STOMACHACHE AND

1:49:53THEY DON'T KNOW HOW TO

1:49:54COMMUNICATE THAT.

1:49:54THANK YOU FOR THAT.

1:49:55THAT WASN'T A I WANT TO ASK

1:49:57ABOUT ABSENTEEISM.

1:50:00CAN YOU TALK A LITTLE BIT ABOUT

1:50:02THE IMPACT OF ABSENTEEISM

1:50:05BECAUSE IT HASN'T BEEN

1:50:06MENTIONED AT ALL AND I KNOW

1:50:07THESE STUDENTS ARE NOT GOING TO

1:50:09SCHOOL EVERY DAY ALL YEAR LONG.

1:50:11TELL ME ABOUT THE PROBLEM WITH

1:50:13ABSENTEEISM AND HOW IT'S BEING

1:50:14APPROACHED.

1:50:17UH, I'M NOT AN EXPERT ON

1:50:20CHRONIC ABSENTEEISM.

1:50:22SORRY.

1:50:23SO I'M.

1:50:24NOT GOING.

1:50:25>> TO CLAIM TO BE AN EXPERT

1:50:26EITHER.

1:50:26BUT IN THE DISTRICT WE HAVE

1:50:28SUPERVISORS OF ATTENDANCE

1:50:29THAT'S MORE OF LIKE A TIER

1:50:31THREE NEED AT THE SCHOOL LEVEL

1:50:33.

1:50:33THERE'S ALSO UM ATTENDANCE

1:50:35TEAMS THAT MEET FREQUENTLY AND

1:50:37SO THERE'S THERE'S STEPS TO A

1:50:39PROCESS OF WHEN YOU START TO

1:50:40NOTICE TRENDS WHEN A STUDENT IS

1:50:42MISSING DAYS OF SCHOOL THERE'S

1:50:43TRIGGERS LIKE OKAY THIS THIS

1:50:45WARRANTS A LETTER HOME OR THIS

1:50:46IS A PHONE CALL OR VISIT ETC.

1:50:48AND THEN AT THE DISTRICT LEVEL

1:50:50THERE ARE SUPERVISORS

1:50:51OF ATTENDANCE THAT ALSO.

1:50:52I WOULD SAY MY FINAL QUESTION

1:50:53TO YOU IS OUT OF THE SEVEN

1:50:55DEMANDS IN THE.

1:50:56UH.

1:50:57>> SHEET THAT YOU PROVIDED TO

1:50:58US GIVE US A PRIORITY OF WHAT'S

1:51:021 TO 3 AND THEY MIGHT AND THE

1:51:05LEARNERS UH PSA THE DEMANDS

1:51:08OKAY WHAT'S OF THE SEVEN WHAT

1:51:10ARE THE PRIORITIES?

1:51:15I MEAN JOHN KATIE YEAH I MEAN

1:51:18KATIE.

1:51:19KATIE ANSWERS.

1:51:19CO-CHAIR BUT I WOULD SAY

1:51:21CLEARLY AS WE.

1:51:22SAID IN AND.

1:51:24>> THE RESOLUTION ACTUALLY THAT

1:51:25YOU PASSED.

1:51:26THAT THE DEVELOPMENT.

1:51:28OF A.

1:51:28LONG TERM PLAN TO EXPAND

1:51:31BILINGUAL.

1:51:31EDUCATION WHICH GOES BEYOND

1:51:33IT'S DUAL LANGUAGE.

1:51:34AND TB.

1:51:36AND ANY PROGRAMS THAT USE.

1:51:39INSTRUCTION IN THE.

1:51:40NATIVE LANGUAGE.

1:51:41,RIGHT.

1:51:42AND EXPAND.

1:51:43BILINGUAL STAFF.

1:51:46TEACHERS.

1:51:47>> PARAPROFESSIONALS AND OTHERS

1:51:48IN THE BUILDING THOSE ARE THE

1:51:50ABSOLUTE PRIORITIES TO MOVE

1:51:52AHEAD.

1:51:53THANK YOU.

1:51:54AND MADAM CHAIR, THANK YOU.

1:51:56WE'VE GOT A MEETING TONIGHT AT

1:51:57NEWMAN SQUARE.

1:51:58I'VE GOT TO RUN TO THAT.

1:51:59BUT THANK YOU ALL FOR THE

1:52:02INFORMATION.

1:52:02THERE'S MORE INFORMATION UH,

1:52:04SUBMITTED THROUGH THE CHAIR THE

1:52:05OTHER QUESTIONS THAT I HAVE.

1:52:07THANK YOU.

1:52:09COUNCIL.

1:52:13>> COUNCILOR CULPEPPER I'M

1:52:14GOING.

1:52:14>> TO GO BACK TO.

1:52:15THE ORDER IN WHICH WAS THE

1:52:17ARRIVAL UH, COUNCILOR FLYNN

1:52:18THEN COUNCILOR WEBER CONSOLE

1:52:20FLYNN.

1:52:20YOU HAVE FIVE MINUTES.

1:52:22THANK THANK.

1:52:23YOU, MADAM CHAIR.

1:52:24>> I ALSO WANT TO RECOGNIZE

1:52:26HARRY FROM THE, UH, SAINT

1:52:28STEPHEN'S YOUTH GROUP FOR THE

1:52:29IMPORTANT WORK HARRY DOES EVERY

1:52:32EVERY DAY FOR OUR YOUNG PEOPLE

1:52:35AS WELL AS, UM, JOHNNY FROM THE

1:52:37THE TEACHERS UNION AS WELL.

1:52:38EXCEPTIONAL EXCEPTIONAL

1:52:40LEADERSHIP FOR STUDENTS WITH

1:52:43DISABILITIES.

1:52:46MR.

1:52:47MATT, I WAS LISTENING CLOSELY

1:52:48TO YOUR OPENING COMMENTS AND

1:52:50LISTENED TO THE.

1:52:54THE ACADEMIC THE STRUGGLING

1:52:57ACADEMIC UM BASICALLY REPORT

1:53:00CARD WE HAVE FOR UH

1:53:02MULTILINGUAL LEARNERS AND

1:53:04STUDENTS WITH DISABILITIES.

1:53:07AND I AGREE WITH I AGREE WITH

1:53:09EVERYTHING YOU SAID.

1:53:10I ALSO LISTENED TO THE BOSTON

1:53:12SCHOOL DEPARTMENT PERSONNEL

1:53:15THAT PAINTED A UH A VERY

1:53:18POSITIVE PICTURE.

1:53:19SO IT'S IT'S IT'S THOROUGHLY

1:53:22CONFUSING FOR PEOPLE THAT ARE

1:53:23WATCHING THAT YOU HAVE THE

1:53:26SCHOOL DEPARTMENT SAYING THINGS

1:53:27ARE GOING VERY WELL AND

1:53:30ADVOCATES AND PARENTS ARE

1:53:32SAYING WE'RE STRUGGLING HERE

1:53:34AND I LISTEN TO THE PARENTS.

1:53:37THAT'S WHO I LISTEN TO

1:53:39ESPECIALLY THE MOTHERS AND THEY

1:53:41KNOW EXACTLY WHAT'S HAPPENING

1:53:42AND THEY THEY ARE NOT HAPPY

1:53:44WITH THE PROGRESS OR THE UH THE

1:53:48EDUCATION THAT A CHILD IS

1:53:51RECEIVING.

1:53:53UM, SO MY QUESTION, MR MUDD, IS

1:53:58AND HAVE TREMENDOUS RESPECT FOR

1:54:00YOU AND WHAT YOU'VE DONE.

1:54:01BUT BUT.

1:54:04IS THERE A DISCONNECT FROM FROM

1:54:06WHAT I'M HEARING EARLIER TO NOW

1:54:09BUT BUT DON'T WE REALLY HAVE TO

1:54:12ACKNOWLEDGE THAT THERE'S A

1:54:13PROBLEM AND THEN WHEN WE

1:54:14ACKNOWLEDGE THAT THERE'S A

1:54:15PROBLEM LET'S PUT THE NECESSARY

1:54:19RESOURCES THERE SO WE CAN

1:54:21ADDRESS THE PROBLEM.

1:54:22BUT IF WE IF WE DON'T EVEN

1:54:24ACKNOWLEDGE THAT THERE'S A

1:54:25PROBLEM WE WE CONTINUE THIS UH

1:54:29ARGUMENT BACK AND FORTH AND

1:54:30THEN IT IT DOES IMPACT THE

1:54:32FUNDING BECAUSE IF THERE IS NO

1:54:34PROBLEM WHY DO WE NEED TO

1:54:35CONTINUE SPENDING MONEY ON ON

1:54:37ON SOMETHING THAT'S GOING WELL

1:54:39AND I DON'T THINK IT'S GOING

1:54:40WELL.

1:54:40THAT'S WHY I ADVOCATED FOR MORE

1:54:42MONEY FOR PARAPROFESSIONALS.

1:54:45I DO THINK PARAPROFESSIONALS

1:54:46PLAY A CRITICAL ROLE IN

1:54:48SUPPORTING UM STUDENTS WITH

1:54:50DISABILITIES, STUDENTS WITH

1:54:51DISABILITIES, ENGLISH LANGUAGE

1:54:52LEARNERS.

1:54:56I I THINK THAT WAS A MISTAKE,

1:54:58UM, LETTING THEM GO BUT JUST

1:55:00WANT TO HEAR WHAT YOUR THOUGHTS

1:55:01ARE ON.

1:55:04>> OKAY.

1:55:04TWO VERY SEPARATE THINGS,

1:55:05COUNSELOR.

1:55:06YOU KNOW AND.

1:55:06>> I APPRECIATE YOUR FOCUS.

1:55:08FOR YEARS.

1:55:09ON UH, ENGLISH LEARNERS WITH

1:55:11DISABILITIES AND MY STATISTICS

1:55:14ARE JUST ON ENGLISH.

1:55:16LEARNERS.

1:55:16>> YOU KNOW, THE STATISTICS AND

1:55:18DATA ON ENGLISH LEARNERS WITH

1:55:20DISABILITIES.

1:55:21>> ARE.

1:55:21EVEN WORSE.

1:55:23SO THAT YOU.

1:55:24TALKING A FEW.

1:55:25PERCENT OF THOSE KIDS MEETING

1:55:27GRADE LEVEL STANDARDS AND THOSE

1:55:30THAT THAT DATA DPS HAS PUT OUT

1:55:32AT TIMES BUT IT'S NOT.

1:55:34READILY AVAILABLE ON THE STATE

1:55:35BUT.

1:55:36BUT THE.

1:55:36PROBLEM IS.

1:55:38DESPERATE TO.

1:55:41THERE WAS MENTION ABOUT A

1:55:44COUNCIL OF GREAT CITIES REPORT

1:55:45.

1:55:45>> WHICH.

1:55:46IS OVERDUE.

1:55:47ON ENGLISH LEARNERS.

1:55:48SOME OF US A YEAR AGO.

1:55:50WERE IN FOCUS GROUPS.

1:55:51BUT THE.

1:55:52COUNCIL ON GREAT CITY SCHOOLS

1:55:54DID A REPORT.

1:55:56ON SPECIAL.

1:55:56EDUCATION PROBABLY WHAT UH 4

1:55:59OR.

1:56:00>> 5 YEARS AGO AND THAT CALLED

1:56:01.

1:56:01FOR A STANDALONE PLAN.

1:56:03THERE WERE TEN PAGES IN THAT.

1:56:05REPORT THAT TALKED ABOUT

1:56:07STUDENTS.

1:56:08WITH DISABILITIES OR ENGLISH.

1:56:10LEARNERS.

1:56:10,AND IT CALLED FOR.

1:56:12>> A.

1:56:12STAND ALONE.

1:56:13PLAN TO.

1:56:14DEAL WITH THE UNIQUE NEEDS

1:56:15OF THAT POPULATION.

1:56:17AND WE HAVE YET TO SEE

1:56:19ANYTHING.

1:56:19LIKE A PLAN.

1:56:20FINALLY, I COULDN'T AGREE WITH.

1:56:22>> YOU MORE THAT WE NEED TO

1:56:24FACE THESE.

1:56:25FACTS TOGETHER THE ENGLISH

1:56:27LANGUAGE WE WANT TO.

1:56:29WE WANT THE WORK.

1:56:31I KNOW.

1:56:32COUNCILOR MEJIA HAS BEEN TRYING

1:56:33TO.

1:56:33YOU KNOW, GET US TO.

1:56:35YOU KNOW.

1:56:37TO TO HOW SHOULD I.

1:56:38PUT IT MAYBE.

1:56:39>> TONE DOWN OUR LANGUAGE BUT.

1:56:40DEEPER THAN THAT SHE WANTS US

1:56:43TO COLLABORATE.

1:56:44WE WANT TO COLLABORATE AND WE.

1:56:46>> WANT TO HAVE WORKING GROUPS.

1:56:48AND I HOPE THAT SHE'S BEEN ABLE

1:56:50TO ESTABLISH A NEW KIND OF WAY.

1:56:52FORWARD FOR US.

1:56:53I MEAN, I PARTICIPATED WHERE

1:56:55COUNCILORS IN THIS CHAMBER.

1:56:56THEY KNOW.

1:56:57DEVELOPED AROUND THE ISSUE

1:56:59OF TEACHER.

1:56:59DIVERSITY WORKING GROUPS AND

1:57:01WE.

1:57:02MET IN THE WHAT IS IT THE.

1:57:03CURLEY OR WHATEVER.

1:57:04THE THE.

1:57:05ROOM BACK THERE AND THERE WAS

1:57:08STAFF COUNSELORS ADVOCATES LIKE

1:57:12ME AND WE HAD DISCUSSIONS WE

1:57:14RECOGNIZED THERE WAS A PROBLEM

1:57:16TOGETHER AND WE TRIED TO

1:57:17RESOLVE IT NOT THAT WE DID.

1:57:19BUT AT.

1:57:20>> LEAST WE.

1:57:21>> WERE WORKING TOGETHER.

1:57:22AND SO I TAKE.

1:57:23YOUR COMMENT.

1:57:24TO HEART AND.

1:57:25I TAKE YOU KNOW, THE THE.

1:57:26CHAIR'S COMMENTS, YOU KNOW,

1:57:28ABOUT.

1:57:28TRYING TO GET US.

1:57:30TO A DIFFERENT PLACE.

1:57:32SO WE STARTED TO RUN AROUND.

1:57:33SO LOOK.

1:57:34NO THANK THANK YOU JOHN I I

1:57:36JUST WILL END WELL MAY I FINISH

1:57:38MY COMMENT OKAY.

1:57:41I MY MY FINAL COMMENT IS NOT

1:57:43REALLY A QUESTION IS WHEN WE GO

1:57:45INTO THE BUDGET SEASON I DO

1:57:47THINK IT'S CRITICAL THAT WE

1:57:50LISTEN TO PARENTS, WE LISTENED

1:57:54TO ADVOCATES, WE LISTENED TO

1:57:56PEOPLE THAT WERE ADVOCATING FOR

1:57:59ENGLISH LANGUAGE LEARNERS,

1:58:01MULTILINGUAL LEARNERS, UM

1:58:03STUDENTS WITH DISABILITIES I

1:58:06THEY HAVE TO BE HEARD DURING

1:58:08THIS BUDGET DEBATE AND THAT'S A

1:58:12CRITICAL PART IS LISTENING TO

1:58:14THEM AND THEN THE CITY

1:58:17COUNCIL ADVOCATING FOR THE

1:58:18NECESSARY RESOURCES IN THE

1:58:20BUDGET ONE ONE PARENT WAS

1:58:22TELLING ME JOHN THE OTHER DAY,

1:58:23RIGHT, THAT THEIR THEIR CHILD

1:58:26DOESN'T HAVE THE

1:58:28PARAPROFESSIONAL IN THEIR CLASS

1:58:30AND THEY SAID WHEN THEY SAID

1:58:34THAT BECAUSE THE

1:58:35PARAPROFESSIONAL IS NOT THERE

1:58:36IT DOES TAKE AWAY FROM THE

1:58:39CLASSROOM MANAGEMENT BUT ALSO

1:58:40SOME OF THE ONE ON ONE TIME

1:58:42THAT THE PARA IS ABLE TO UM

1:58:45DEDICATE TO UM A CHILD IN NEED.

1:58:48THAT WAS A MISTAKE.

1:58:50THAT WAS A MISTAKE CUTTING

1:58:51THOSE JOBS AND I THINK I THINK

1:58:55COULD AND AGAIN I WANT TO BE

1:58:58COLLABORATIVE I WANT TO WORK

1:58:59WITH EVERYBODY BUT I THINK

1:59:00WE'VE LOST A LITTLE BIT OF OUR

1:59:02HEART AND SOUL WHEN WE WHEN WE

1:59:04CUT JOBS FOR PEOPLE THAT ARE

1:59:06MAKING $30,000 A YEAR AND AND

1:59:09THAT'S HOW WE BALANCE THE

1:59:10BUDGET.

1:59:11NO, I'M JUST BEING HONEST,

1:59:12MADAM CHAIR.

1:59:13I DON'T KNOW.

1:59:14>> WHAT IT'S ON THE CAN'T.

1:59:15BE OKAY.

1:59:15I THOUGHT YOU I THOUGHT YOU

1:59:16WANTED ME TO WRAP IT UP BECAUSE

1:59:18.

1:59:18SHANNON HAS.

1:59:19>> ALREADY EXPIRED AND I STILL

1:59:20GOT COUNCILOR WEBER AND MYSELF

1:59:22AND I NEED TO BRING THE ADMIN

1:59:23PANEL BACK HERE.

1:59:24SO I'M TRYING TO CONTAIN THE

1:59:27SITUATION SO THAT WE CAN.

1:59:28KEEP ASKING QUESTIONS TO THE

1:59:32ADMINISTRATION SO WE CAN GET

1:59:33THINGS ON THE RECORD.

1:59:35SO THANK YOU.

1:59:35UH, COUNCILOR WEBER, YOU HAVE

1:59:37FIVE MINUTES.

1:59:38OKAY.

1:59:39>> UH, AND MAYBE THIS QUESTIONS

1:59:40FOR.

1:59:41ROSEANNE AND KATE BUT THE IN

1:59:42TERMS OF THE.

1:59:43IMMERSION MODEL THAT.

1:59:45>> WE'RE SUPPOSEDLY MOVING

1:59:46TOWARD I GUESS WHAT ARE YOU

1:59:47SEEING ON THE IMPACTS ON.

1:59:49YOU KNOW, ENGLISH LANGUAGE

1:59:51LEARNERS AND OUR ABILITY TO

1:59:54MEET THEIR NEEDS IF ANYTHING.

1:59:55SO.

1:59:59THAT THAT WAS UM PART OF MY

2:00:01OPENING STATEMENT WAS JUST THE

2:00:03RESEARCH IS VERY CLEAR AND IT'S

2:00:06LIKE A DOSE RESPONSE.

2:00:08SO THE MORE HOME LANGUAGE

2:00:10THAT'S USED IN INSTRUCTION THE

2:00:12BETTER THE LONG TERM OUTCOMES

2:00:14FOR MULTILINGUAL LEARNERS.

2:00:17SO DUAL LANGUAGE HAS THE MOST

2:00:19TRANSITIONAL BILINGUAL

2:00:21EDUCATION HAS.

2:00:21NEXT UP SORRY DID I SAY

2:00:24IMMERSION AND THEN INCLUSION UM

2:00:26THE INCLUSION MODEL UH SO WE'RE

2:00:28SORT OF AS A DISTRICT RESOURCES

2:00:29MOVING TOWARD INCLUSION.

2:00:32OH YOU MEAN.

2:00:33UM AND THE.

2:00:34MULTILINGUAL LEARNERS IN

2:00:35GENERAL EDUCATION WITH THE ESL

2:00:37?

2:00:37YEAH.

2:00:38>> YEAH.

2:00:38WELL AND JUST I MEAN I YOU

2:00:40KNOW, I MY KIDS WENT TO AN

2:00:42INCLUSION SCHOOL OF MISSION

2:00:44HILL AND THERE WERE ISSUES

2:00:45THERE.

2:00:46SO I'M JUST WONDERING UM, WHAT

2:00:47THE IMPACTS ARE I MEAN MAYBE

2:00:50WE'RE NOT REALLY MOVING.

2:00:51TOWARD FULL INCLUSION OR MAYBE

2:00:52WE ARE I'M JUST SORT OF WHAT

2:00:54WE'RE SEEING IN THE CLASSROOMS

2:00:56IF WE ARE MOVING TOWARD

2:00:57INCLUSION.

2:00:59SO INCLUSION FOR MULTILINGUAL

2:01:00LEARNERS IS A VERY DIFFERENT

2:01:02THING THAN INCLUSION FOR

2:01:03STUDENTS WITH SPECIAL NEEDS.

2:01:04SO IF WE'RE TALKING ABOUT

2:01:06INCLUSION FOR MULTILINGUAL

2:01:07LEARNERS THAT MEANS THAT THERE

2:01:09ARE A FEW MULTILINGUAL LEARNERS

2:01:11IN A GENERAL EDUCATION

2:01:12CLASSROOM WITH A TEACHER WHO

2:01:13HAS LCI.

2:01:15UM SURE.

2:01:16AND THE OUTCOMES ARE AT THE

2:01:19VERY BOTTOM OF ALL OF THE

2:01:21DIFFERENT KINDS OF WAYS TO

2:01:22EDUCATE MULTILINGUAL LEARNERS.

2:01:24AND JOHN BROUGHT HANDOUTS TO

2:01:27SHOW YOU THAT.

2:01:29YEAH.

2:01:29>> YES.

2:01:30AND I YOU KNOW I DO I HAVE THE

2:01:33THE.

2:01:33>> THE.

2:01:33CHART YES THE FAMOUS FOR

2:01:34ATTENDANCE.

2:01:35UH NO.

2:01:36IT'S A I'M.

2:01:36SORRY TO LEAVE THIS.

2:01:38>> IS I STARTED.

2:01:39IT.

2:01:40IN AND NEGOTIATED.

2:01:41AN END TO A LAWSUIT AND YOU

2:01:44PROBABLY HAVE HEARD ME SAY IN

2:01:45THE 1990S AND WE PUSH TOWARD

2:01:49INCLUSION AND BUT IT.

2:01:50WAS INCLUSION FOR STUDENTS WITH

2:01:51SPECIAL NEEDS.

2:01:52INCLUSION HAS NEVER BEEN.

2:01:54APPLIED IN MY ADVOCACY.

2:01:57HISTORY TO.

2:01:58ENGLISH LEARNERS.

2:01:59IT'S A MISNOMER AND IT'S THE

2:02:02WRONG DIRECTION IT.

2:02:04IS.

2:02:05>> QUESTION TWO.

2:02:07ON STEROIDS IT IS TAKING.

2:02:09WHAT A GUY FROM CALIFORNIA

2:02:13FOISTED ON THEIR STATE.

2:02:15IN OPPOSITION TO THE.

2:02:16MAYOR.

2:02:17>> THE SCHOOL COMMITTEE AND.

2:02:19I THINK THE CITY.

2:02:20COUNCIL AT THE TIME.

2:02:21AND THE.

2:02:23SUPERINTENDENT AND IT'S THE.

2:02:24WRONG COURSE FOR.

2:02:26>> MULTILINGUAL LEARNERS.

2:02:27SORRY TO.

2:02:27LEAD BUT I.

2:02:28JUST BUT.

2:02:29>> MY MY.

2:02:29MY QUESTION IS I UNDERSTAND IN

2:02:31THEORY IT'S IT'S IT'S NOT GOOD

2:02:33I'M JUST TRYING TO FIGURE OUT

2:02:35WHAT'S ACTUALLY HAPPENING LIKE

2:02:36YOU KNOW IN ACROSS LIKE TODAY

2:02:38BECAUSE WE'VE HEARD ABOUT THIS

2:02:40LAST COUPLE OF YEARS MOVING

2:02:41TOWARD INCLUSION AND YOU KNOW

2:02:43AND AND SO I'M JUST.

2:02:44SORT OF.

2:02:45>> STATISTICALLY THAT THE

2:02:46ENGLISH.

2:02:47LANGUAGE WAS IN AND I OR ON

2:02:49THE.

2:02:49ENGLISH LANGUAGE LEARNER

2:02:50ENGLISH LEARNERS.

2:02:51TASK FORCE FOR YEARS.

2:02:54AND WE.

2:02:54>> WATCHED THE DATA SHOWING

2:02:58BP'S MOVING AWAY.

2:03:00FROM PROGRAMS.

2:03:01THE BP'S CIA, THE.

2:03:03CIA SINGLE.

2:03:04LANGUAGE WAS A WAY THAT THE

2:03:07ADMINISTRATION HERE TRY.

2:03:09TO PUT.

2:03:10IN PLACE TO GET.

2:03:11AROUND THE QUESTION TO.

2:03:12TO PUT A TO MOVE AWAY.

2:03:14FROM THAT AND GRADUALLY.

2:03:16SHIFT FROM.

2:03:17>> SINGLE LANGUAGE AC TO

2:03:19MULTI-LANGUAGE.

2:03:20TO GEN ED WITH ESL.

2:03:22SO THEY'VE BEEN.

2:03:22MOVING IN THAT DIRECTION.

2:03:24FOR YEARS.

2:03:27OH BUT YOU ASKED THE RIGHT

2:03:29QUESTION BASICALLY WHAT ARE THE

2:03:31OUTCOMES BY PROGRAM FOR

2:03:34MULTILINGUAL LEARNERS?

2:03:35AND I WOULD SAY AT LEAST 80%

2:03:37OF OUR MULTILINGUAL LEARNERS

2:03:39ARE IN GENERAL ED WITH THE ESL

2:03:42.

2:03:43YEAH I.

2:03:47UM I WOULD JUST ADD THAT WITH

2:03:48SPECIAL EDUCATION INCLUSION HAS

2:03:50BEEN PART OF THE IDEA FOR A

2:03:53VERY LONG TIME AND SO THERE'S A

2:03:54LOT OF MORE PROTECTIONS IN

2:03:56PLACE AND THINGS THAT SCHOOLS

2:03:58AND UNIONS TALK ABOUT IN TERMS

2:04:00OF LIKE PARAMETERS FOR HOW MANY

2:04:02STUDENTS WITH DISABILITIES

2:04:02SHOULD BE IN THE CLASSROOM FOR

2:04:04INCLUSION AS WELL AS HOW HOW

2:04:06THE SERVICES WILL BE DELIVERED

2:04:07AND THOSE THINGS ARE NOT

2:04:09EXISTING UM, FOR MULTILINGUAL

2:04:10LEARNERS AND SO YOU CAN HAVE

2:04:11ANY CLASSROOM WITH THE MAJORITY

2:04:13OF STUDENTS WHO ARE

2:04:14MULTILINGUAL LEARNERS WHERE

2:04:15THAT CANNOT BE THE CASE FOR

2:04:17INCLUSION UM OF STUDENTS WITH.

2:04:19DISABILITIES AND THAT IS OFTEN

2:04:20WHAT HAPPENS.

2:04:21OKAY ONE MORE QUICK ONE BEFORE

2:04:23THE BUZZER GOES UP.

2:04:25SO FOR FOR EACH PANELIST JUST

2:04:27IN TERMS OF WHAT YOU WANT TO

2:04:29SEE THE CITY DO AND YOU KNOW IF

2:04:31IF IT'S TO HOLD ON MR.

2:04:33RIGHT.

2:04:34UM IT SO IF IT'S IF IT'S ADD

2:04:36MORE BILINGUAL INSTRUCTION CAN

2:04:38YOU ALSO THAT MAY BE THE NUMBER

2:04:40ONE THING BUT CAN YOU JUST TELL

2:04:41ME SOMETHING ELSE WHETHER IT'S

2:04:43YOU KNOW UH MORE YOU KNOW UH

2:04:46I'M NOT SURE.

2:04:47SO I'M JUST SORT OF LIKE WHAT

2:04:48YOU WHEN.

2:04:49WE WHEN WE COME BACK HERE AFTER

2:04:51THE NEXT BUDGET CYCLE WE'RE

2:04:52TALKING IN THE BUDGET CYCLE.

2:04:53WHAT DO YOU WANT TO SEE MORE

2:04:55OF IN THIS BUDGET I UNDERSTAND

2:04:56AND IT COULD NUMBER ONE COULD

2:04:58BE MORE YOU KNOW WE WANT TO GET

2:05:00TO 20% FOR BILINGUAL

2:05:01INSTRUCTION OR WHATEVER IT IS.

2:05:03BUT IF I ASSUME EVERYONE HERE

2:05:05FAVORS MORE BILINGUAL

2:05:06INSTRUCTION, THERE'S SOMETHING

2:05:08ELSE THAT YOU KNOW YOU WANT TO

2:05:10SEE MORE, UH, THE SLAVE PROGRAM

2:05:12COME BACK WHATEVER IT IS.

2:05:14SO I'M JUST INTERESTED IN

2:05:15EVERYONE'S THOUGHTS.

2:05:17WELL, JUST QUICKLY UM, IN

2:05:19ADDITION TO HAVING MORE

2:05:21BILINGUAL PROGRAMS MAKE THEM

2:05:24ACCESSIBLE TO KIDS WHO DON'T

2:05:26LIVE IN THE NEIGHBORHOOD

2:05:27OF THAT BILINGUAL PROGRAM.

2:05:31SO CITYWIDE ACCESS OKAY.

2:05:34YES.

2:05:34>> RIGHT.

2:05:35YEAH.

2:05:35>> I WOULD PROBABLY COME BACK

2:05:37TO THE.

2:05:37PARENT EDUCATION TO TO WORKING.

2:05:40>> WITH PARENTS TO.

2:05:41HELP THEM UNDERSTAND THAT

2:05:44BUILDING ON THEIR HOME LANGUAGE

2:05:46.

2:05:46IS A BETTER WAY FOR THEIR KIDS.

2:05:48>> TO.

2:05:48MAKE IT.

2:05:49IN LEARNING ACADEMIC.

2:05:51ENGLISH, YOU KNOW, AND UH,

2:05:53THAT'S NOT GOING TO COST A.

2:05:55>> LOT OF MONEY.

2:05:57OKAY.

2:05:58>> SO THANK YOU.

2:06:00YEAH.

2:06:01>> OKAY.

2:06:01NOW UM BUT.

2:06:03BUT UM.

2:06:05YEAH IT.

2:06:08IN UH.

2:06:09IT KICKED A UH, YOU KNOW, PART

2:06:14OF FAMILIAS CON UM MULTI IDIOM

2:06:18AS WELL.

2:06:19OKAY.

2:06:19>> I SAY LOCATION BILINGUAL

2:06:21MASS.

2:06:22ACCESS TO MULTILINGUAL.

2:06:25THE THAT IS.

2:06:27>> WAS THE ISSUE.

2:06:33THE THE.

2:06:36YEAH YEAH THAT'S FINE.

2:06:39>> ADD MORE SUPPORT.

2:06:41SERVICES AND UH RESOURCES FOR

2:06:43MULTI LINGUAL LEARNERS WITH

2:06:44DISABILITIES.

2:06:45INCLUDING LESS FAMILY

2:06:47NEGOTIATION ASSEMBLY.

2:06:48>> AND AND MAKING SURE THAT

2:06:49WE'RE INCLUDING FAMILIES WHEN

2:06:51IT'S TIME TO NEGOTIATE SO THAT

2:06:54THEY ALSO HAVE A SEAT AT THE

2:06:54TABLE.

2:06:56SO OKAY I.

2:06:59YEAH I I WOULD SAY THAT ALL

2:07:02OF THESE THINGS ARE NOT

2:07:03NECESSARILY BUDGET RELATED AND

2:07:05DON'T HAVE TO COST MONEY.

2:07:06AND SO I WOULD SAY THAT THE

2:07:07BIGGEST THING IS FOR US TO BE

2:07:09ABLE TO SIT DOWN AT THE TABLE

2:07:10TOGETHER, HAVE THESE

2:07:11CONVERSATIONS BECAUSE IT IS A

2:07:12IT IS A UM AN INITIATIVE THAT

2:07:14EVERYONE DOES AGREE ON THE

2:07:17VALUE.

2:07:18SO FOR ME IT WOULD BE LET'S

2:07:19WORK ON IT TOGETHER HAVING THE

2:07:22CONCERNS AND UM AND NEEDS BE

2:07:25HEARD AND ALSO WORK ON IT

2:07:27TOGETHER.

2:07:28AWESOME OKAY THANK YOU CHAIR.

2:07:30THANK YOU.

2:07:31>> COUNCILOR WEBER.

2:07:31UM I.

2:07:32>> WANT TO NOTE THAT JUST AS

2:07:34DOCTOR WRIGHT HAD A HEART STOP.

2:07:36WE HAVE PARENTS HERE FOR.

2:07:37WHO ARE HERE FOR PUBLIC

2:07:39TESTIMONY AND THEY HAVE TO GO

2:07:40PICK UP THEIR CHILDREN.

2:07:42SO I'M GOING TO TELL THE

2:07:43ADMINISTRATION TO HOLD ON A.

2:07:45>> LITTLE BIT LONGER.

2:07:45UH.

2:07:46>> I DO HAVE TWO QUESTIONS FOR

2:07:48THE PANELISTS AND THEN I'M

2:07:49GOING TO, UM, MAKE SURE THAT

2:07:51THE PARENTS WHO ARE HERE TO

2:07:52SIGN UP AND.

2:07:53SPEAK I.

2:07:56SAY A TESTIMONIAL.

2:07:58>> FOR THEM AND SAY.

2:08:02ESPERANDO.

2:08:03UM, BUT I'M CURIOUS, YOU KNOW,

2:08:06WHAT RECOMMENDATIONS DOES THE

2:08:07MULTILINGUAL LEARNERS ALLIANCE

2:08:08HAVE FOR THE COMPREHENSIVE

2:08:09PLAN?

2:08:10CAN YOU SHARE WHAT THAT LOOKS

2:08:11LIKE?

2:08:12UM, IN THE IDEAL WORLD HOW

2:08:14WOULD THE ALLIANCE PREFER THE

2:08:16DISTRICT WORKING ALONGSIDE YOU

2:08:17ALL FOR A COMPREHENSIVE PLAN?

2:08:20AND WHAT DOES LEARNING

2:08:21STRATEGIES FOR MULTILINGUAL.

2:08:23LEARNERS DOES THE DISTRICT.

2:08:25CURRENTLY EMPLOY THAT YOU ALL

2:08:26THINK WORK WELL FOR THOSE

2:08:28STUDENTS AND WHICH PRACTICES

2:08:29COULD BE IMPROVED?

2:08:31THOSE ARE THE THREE QUESTIONS

2:08:32THAT I HAVE FOR YOU ALL.

2:08:35UM AND.

2:08:36UH I'LL GO TO WHOEVER WANTS TO

2:08:38START FIRST.

2:08:40I CAN VERY QUICKLY SPEAK ABOUT

2:08:43.

2:08:43THE THE.

2:08:44STRATEGIES THAT YOU ASKED ABOUT

2:08:45AND SO YOU HEARD MANNY TALK

2:08:46ABOUT UM, THE TRUE THE TRUE UDL

2:08:51,THE UNIVERSAL DESIGN FOR

2:08:52LEARNING AND TRANSLANGUAGING

2:08:53TOGETHER.

2:08:54UM THAT'S DEFINITELY A

2:08:55PROMISING PRACTICE.

2:08:57I THINK ALSO THERE ARE MULTIPLE

2:08:59WAYS IN WHICH THE UM TELESCOPE

2:09:01NETWORK HAS DIFFERENT

2:09:03OPPORTUNITIES FOR EDUCATORS TO

2:09:04PARTICIPATE AND LEARN FROM ONE

2:09:05ANOTHER ON WHAT'S WORKING AND

2:09:07HOW IT'S WORKING AND HOW TO

2:09:09ACTUALLY DO THAT IN YOUR OWN

2:09:10CLASSROOM.

2:09:11SO UH, THERE'S ALSO THE.

2:09:12INCLUSIVE EDUCATION

2:09:14PROFESSIONAL.

2:09:14DEVELOPMENT THROUGH THE

2:09:15DISTRICT.

2:09:15THERE ARE A LOT OF THINGS I

2:09:17THINK OUT THERE.

2:09:18IT'S JUST UH WE HAVE TO MAYBE

2:09:20BE BETTER COORDINATED.

2:09:20ABOUT THEM.

2:09:21>> THANK YOU.

2:09:23>> UM, IN TERMS OF DEVELOPING

2:09:25THE LONG TERM PLAN, JUST TO

2:09:27TAKE ONE SMALL ASPECT OF IT,

2:09:29I'D LIKE TO, UH, HAVE LIKE YEAR

2:09:33BY YEAR GOALS AROUND HOW WE

2:09:35MAKE USE OF THE EDUCATOR

2:09:37DIVERSITY ACT TO INCREASE THE

2:09:40NUMBERS OF EDUCATORS WHO ARE

2:09:43WORKING WITH OUR MULTILINGUAL

2:09:45LEARNERS.

2:09:46UH, SOME.

2:09:49>> YEAH.

2:09:50OH.

2:09:50YOU.

2:09:50NOBODY HAS ANYTHING.

2:09:51>> TO SAY, JOHN.

2:09:51OKAY.

2:09:52>> WELL.

2:09:53>> I I WISH AS.

2:09:55YOU HAVE BEEN PUSHING.

2:09:57US TOWARD.

2:09:58THAT WE COULD WORK.

2:10:01THAT WOULD.

2:10:02FACE WITH.

2:10:05US JOINTLY.

2:10:06MHM.

2:10:07>> THE PROBLEMS.

2:10:08>> THAT.

2:10:08WE SEE.

2:10:08YOU KNOW THAT.

2:10:09THAT THAT WHAT WE ARE DOING IS

2:10:11NOT WORKING AND THAT WE COULD

2:10:14WORK.

2:10:15TOGETHER TO.

2:10:16JOINT PARENTS.

2:10:17TEACHERS, PRINCIPALS,

2:10:20COUNSELORS YOU KNOW BEHIND.

2:10:22SOMETHING THAT.

2:10:23>> COULD REALLY.

2:10:23BRING ABOUT CHANGE.

2:10:24IT'S NOT GOING TO BE EASY.

2:10:25NONE OF US ARE WE'RE NOT.

2:10:27GLIB ADVOCATES.

2:10:28WE'RE FEARING.

2:10:30WE'RE TRYING TO FACE THE FACTS.

2:10:32AS WE SEE THEM AND WE WANT TO

2:10:34FACE THEM TOGETHER.

2:10:35SO THANK YOU.

2:10:36THANK YOU.

2:10:36I'M GOING TO TRANSITION TO THE

2:10:38PUBLIC TESTIMONY BUT UH, IF YOU

2:10:40ARE.

2:10:40YOU'RE MORE THAN WELCOME TO

2:10:41STAY.

2:10:42I MAY INVITE YOU TO COME BACK

2:10:43FOR CLOSING REMARKS JUST

2:10:45BECAUSE THAT'S JUST WHO I AM.

2:10:46BUT I'M GOING TO GO NEXT TO,

2:10:49UH, PUBLIC TESTIMONY.

2:10:51UM, AND I WANT TO JUST THANK

2:10:53YOU ALL FOR YOUR FIERCE

2:10:54ADVOCACY AND, UM, I AM

2:10:57DEFINITELY WORKING TOWARDS THE

2:10:58GOAL OF COLLABORATION.

2:11:01I LOVE THIS WHOLE IDEA

2:11:02OF COLLABORATION, NOT

2:11:03CONFRONTATION.

2:11:04AND WE'RE GOING TO HAVE TO

2:11:06FIGURE OUT HOW WE DO THIS

2:11:07TOGETHER.

2:11:07SO JOHN, I'M WITH YOU ALL THE

2:11:09WAY AND I LOOK FORWARD TO

2:11:10HAVING THOSE WORKING SESSIONS

2:11:11ALONGSIDE DPS TO DO JUST THAT.

2:11:13THANK YOU.

2:11:15>> OKAY SO WE'RE GOING TO MOVE

2:11:16ON TO PUBLIC TESTIMONY PODCAST

2:11:19CASSETTE BANKING AMAZON DOMAIN

2:11:20AUTO.

2:11:22WE ARE ON THE MOTHER DOMAIN

2:11:24AUTO YEAH.

2:11:25UM OKAY.

2:11:26WHAT WE'LL.

2:11:27>> GO IS I CAN DO ABOUT OKAY GO

2:11:29MINUTO TWO MINUTES.

2:11:32HELLO HELLO.

2:11:34GOOD EVENING.

2:11:35HONORABLE MEMBERS OF THE BOSTON

2:11:37CITY COUNCIL.

2:11:39MY NAME IS JASMINE WESLEY AND I

2:11:41AM A MOTHER OF THREE CHILDREN

2:11:42WHO HAVE ATTENDED BOSTON PUBLIC

2:11:45SCHOOLS AND I'VE SPENT YEARS

2:11:47ADVOCATING FOR THE EDUCATION,

2:11:48GROWTH AND WELL-BEING.

2:11:50TODAY I STAND BEFORE YOU TO

2:11:52SPEAK ABOUT SOMETHING I BELIEVE

2:11:54EVERY CHILD DESERVES THE

2:11:56OPPORTUNITY TO LEARN,

2:11:58COMMUNICATE AND FEEL INCLUDED

2:12:00REGARDLESS OF THEIR LANGUAGE OR

2:12:02DISABILITY.

2:12:03MY YOUNGEST SON HAS AUTISM AND

2:12:05WAS ONCE NONVERBAL AS HIS

2:12:09MOTHER I UNDERSTAND HOW

2:12:10FRUSTRATING IT CAN BE WHEN A

2:12:12CHILD HAS SO MUCH TO EXPRESS

2:12:14BUT STRUGGLES TO COMMUNICATE

2:12:15WITH OTHERS.

2:12:17THAT EXPERIENCE TAUGHT ME THAT

2:12:19COMMUNICATION IS NOT JUST ABOUT

2:12:21SPEAKING IT'S ABOUT BEING

2:12:23UNDERSTOOD.

2:12:24IMAGINE BEING A TOWN INTER IN A

2:12:27CLASSROOM WHERE NOBODY

2:12:28UNDERSTANDS YOUR LANGUAGE.

2:12:31OR BEING A CHILD WHO

2:12:33COMMUNICATES THROUGH SIGNS OR

2:12:35OTHER METHODS BUT BUT HAS NO

2:12:38ONE WHO CAN COMMUNICATE BACK.

2:12:41HOW WOULD A CHILD FEEL CONFUSED

2:12:45,FRUSTRATED LEFT OUT?

2:12:49NO CHILD SHOULD FEEL INVISIBLE

2:12:51IN A CLASSROOM WHERE THEY

2:12:53SHOULD THEY ARE SUPPORTED AND

2:12:56SUPPOSED TO BE.

2:12:58WHERE THEY ARE SUPPOSED TO

2:13:00BELONG.

2:13:02I BELIEVE BOSTON PUBLIC SCHOOLS

2:13:03SHOULD EXPAND ACCESS TO

2:13:05MULTILINGUAL EDUCATORS,

2:13:08QUALIFIED INTERPRETERS, SIGN

2:13:10LANGUAGE SUPPORT AND COMMUNITY

2:13:13COMMUNICATION TOOLS FOR

2:13:14CHILDREN WITH DIFFERENT

2:13:15LEARNING AND COMMUNICATION

2:13:17NEEDS.

2:13:18TEACHERS SHOULD ALSO RECEIVE

2:13:22TRAINING AND RESOURCES TO

2:13:23BETTER SUPPORT STUDENTS WHO ARE

2:13:25LEARNING ENGLISH, CHILDREN WHO

2:13:27ARE DEAF OR HARD OF HEARING AND

2:13:30CHILDREN WHO ARE NONVERBAL OR

2:13:32COMMUNICATE DIFFERENTLY.

2:13:34I'M ASKING CITY LEADERS TO

2:13:37SUPPORT CLASSROOMS WHERE

2:13:39LANGUAGE DIFFERENCES ARE NOT

2:13:42BARRIERS TO LEARNING

2:13:44FRIENDSHIPS OR OPPORTUNITIES.

2:13:47BECAUSE EVERY CHILD DESERVES

2:13:48MORE THAN A SEAT IN A

2:13:50CLASSROOM, THEY DESERVE A

2:13:51VOICE, AN UNDERSTANDING AND A

2:13:53CHANCE TO SUCCEED.

2:13:54EDUCATION SHOULD BRING CHILDREN

2:13:56TOGETHER NOT LEAVE THEM BEHIND.

2:13:58THANK YOU THANK YOU.

2:14:05WAYNE NO CLAPPING IN THE

2:14:07CHAMBER.

2:14:08BELOW SO I SEE.

2:14:10LOLLY MYANMAR AND YOU.

2:14:13SEE OKAY.

2:14:15SO IN THAT WAY.

2:14:18OKAY WHEN I STARTED THEY MAY

2:14:20NOT ONLY SAY HOW DID THEY

2:14:23BOSTON.

2:14:24UH MAYBE AT THIS ANGLE NOMBRE

2:14:26DE LA FROM.

2:14:27OTHER MAVERICK THAN LOS NINOS

2:14:28IPA PERO TAMBIÉN CON EL LENGUA

2:14:32UH SO YOU KNOW MOTHER

2:14:34OF POLONIA SCHOLAR NINO DE BEEK

2:14:36I KNOW IT WHEN WE ARE ON

2:14:39RANDALL I IN.

2:14:40AND ALSO IN CONSEGUIR LIBRARY

2:14:45BUT I.

2:14:46AM FOR BOSTON UM GREETINGS TO

2:14:50THE COUNSELORS AND EVERYBODY.

2:14:52MY NAME IS MOLLY AND UH MY

2:14:54MOTHER OF TWO CHILDREN AND I

2:14:58UH, TRANSITION FROM THAT

2:15:00RANDOLPH TO BOSTON IN IN TWO

2:15:02YEARS I HAVEN'T BEEN ABLE TO

2:15:04GET THE IEP ASSESSMENT FOR MY

2:15:07CHILDREN.

2:15:08FOR THE SCHOOL, FOR ONE OF MY

2:15:11CHILDREN.

2:15:13OKAY.

2:15:14>> AND DON'T SEEM TO SEE THAT

2:15:16THEY COMUNICAR EITHER.

2:15:19TRATAR.

2:15:20A SCHOOL OR WE CAN SWIPE THERE

2:15:22UNDER THESE AND GET THE

2:15:24NECESITO LIBERATION DEL MÉDICO

2:15:25.

2:15:27SO MY PROBLEM IS THAT HE CAME

2:15:29WITH HIS IEP FROM RANDOLPH AND

2:15:31THEY'RE TELLING ME THAT THEY

2:15:33NEED THE ASSESSMENT FROM HIS

2:15:35DOCTOR.

2:15:37AND DOES IT YOU KNOW TECHNICAL

2:15:40EVALUATION THE DOCTOR A NORMAL

2:15:42EL PROGRAMA DE B PERO LA

2:15:45REVOLUCION DE RANGO WAS SAID TO

2:15:48TRANSFER PARA PENSANDO

2:15:51YELVERTON THIS WAY B AND DON'T

2:15:53SAY ANO PASADO NO SOLO I DON'T

2:15:56KNOW YET YOUR COMMENT SO LET'S

2:15:57CALL IT UM POCO SE LONG ALTO.

2:15:59DOES A CON EL BILINGUAL.

2:16:02SO THE PROBLEM IS THAT SINCE IT

2:16:04WAS A TRANSFER WE WERE SUPPOSED

2:16:06TO GET IT AUTOMATICALLY IN LAST

2:16:08YEAR THEY THE HE DIDN'T GET IT

2:16:10IN THIS YEAR A SCHOOL YEAR HAS

2:16:12ALREADY STARTED AND HE HASN'T

2:16:14GOT IT.

2:16:17UH ME MY OLDEST SAY OKAY WELL

2:16:19AKA MOM THING THAT'S TO BE

2:16:21LENGUA SO LINGUA PERO OFTEN

2:16:24THEY GET THEIR ENGLISH PERO

2:16:27PERSON IN THE CAPACITY DEL BE A

2:16:30LOWER.

2:16:30PERO NO LO BOY DELAYED AND

2:16:33TODAY I DON'T KNOW IN EITHER

2:16:36ASADO OR Q COMO EL NOMBRE DE LA

2:16:40TARA.

2:16:41YOU'RE NOT SAYING YOU'RE NOT

2:16:42PUERTO ARE YOU REALLY DON'T SAY

2:16:44.

2:16:46I WANT MY CHILD TO KEEP HIS

2:16:48NATIVE LANGUAGE.

2:16:50UM BUT I DON'T KNOW ENGLISH AND

2:16:52I DON'T KNOW HOW TO HELP HIM

2:16:53AND HE I SEE HIM, UH, FALLING

2:16:58BEHIND BECAUSE HE CANNOT

2:17:01SUCCEED.

2:17:01HE CAN UNDERSTAND IT, BUT HE

2:17:04CANNOT READ IT.

2:17:06AND DON'T SAY LA PREGUNTA, MY

2:17:09BOY YUMA PARA EL PROGRAMA

2:17:14ATACAR NOVELLO TOLD NO PUEDO

2:17:16COMO ESTA ALI UNTIL.

2:17:19MY QUESTION IS DO I HAVE TO

2:17:21WAIT FOR ANOTHER SCHOOL YEAR

2:17:23FOR MY CHILD TO GET THE A

2:17:25DOCTOR'S ASSESSMENT AND HE CAN

2:17:27ADVANCE.

2:17:29COMO MOTHER MY SIENTO PREOCUPA

2:17:31THE BRIGADE EVERY STORY ON

2:17:34REUNION IS OKAY NO SOLAMENTE

2:17:36SOY YO KETO PASANDO POR MUCHAS

2:17:39MADRE BECAUSE LA MISMA

2:17:41SITUATION.

2:17:42AS A MOTHER I'M CONCERNED

2:17:44BECAUSE I SEE THAT I'M NOT THE

2:17:45ONLY ONE IN MEETINGS A LOT

2:17:49OF PEOPLE ARE EXPRESSING THE

2:17:50SAME CONCERNS.

2:17:52IT IS OUR ANXIETY AND YOU KNOW

2:17:55EL ANO PASADO YOUR FILM

2:17:58DOCUMENTO AUTHORIZATION BUT

2:18:00DON'T CONSIDER YOUR AUNT CUSI

2:18:03DON'T MENTION THAT THEY MAY NOT

2:18:04SELL ON YOU BUT L'ÉVALUATION

2:18:06KONGOLO TOLD DE LA ESCUELA TIME

2:18:08BEING E AHORA ON THE OF.

2:18:14LAZARO ET UN POCO SO LONG

2:18:16IMPLEMENT ON THE LOT ON.

2:18:19LAST YEAR I SIGNED ALL THE

2:18:22AUTHORIZATIONS AND ALL THE

2:18:23REQUIRED THINGS FOR HIM TO GET

2:18:24THE IEP AND I DIDN'T GET

2:18:27ANYTHING STARTED UNTIL TWO

2:18:29MONTHS PRIOR TO THE END OF THE

2:18:31SCHOOL YEAR AND NOW THEY

2:18:32CHANGED HIM TO ANOTHER SCHOOL

2:18:34BECAUSE THEY CLOSED THE SCHOOL

2:18:35WHERE HE USED TO GO.

2:18:37SO NOW I'M AGAIN BACK TO ZERO.

2:18:41YEAH.

2:18:46>> BUT THIS YOU DON'T WANT TO

2:18:47GET YET ME NOT THE.

2:18:50BUENO IDEOLOGY SARA

2:18:52DEFINITIVAMENTE THAT IS OKAY I

2:18:54GOT A LOW POSSIBLY POOR COMO YO

2:18:58YO LET ME SEE MY YOU DON'T

2:19:00ME ARE YOU DON'T NOW MOTHER YO

2:19:02BUT IT IS SO IT IS THAT GIVES

2:19:05IT BOILING I SAID I'LL OPEN

2:19:08NUESTRO SEAL BUT I DON'T KNOW

2:19:09SAID EL FUTURO DAMAS I ALSO DE

2:19:11MANANA GRACIA.

2:19:15DE LET.

2:19:16>> US.

2:19:17EL NINO.

2:19:18AND FREDERIC.

2:19:23I I TRULY BELIEVE THAT YOU CAN

2:19:24HELP ME AND IF YOU CAN HELP

2:19:26ME YOU'RE GOING TO BE HELPING A

2:19:28LOT OF OTHER FAMILIES.

2:19:30THANK YOU.

2:19:31AND OKAY.

2:19:35AND I JUST BEEN, UH, ADVISED

2:19:36THAT THERE'S NO ONE WAITING FOR

2:19:38TESTIMONY ON ZOOM.

2:19:39SO THIS WILL BE OUR LAST PUBLIC

2:19:40TESTIMONY.

2:19:42OKAY.

2:19:45>> WHEN I SAW THIS.

2:19:47YOU KNOW CELIA GARCIA.

2:19:50SO DOMINICANA B WHEN

2:19:52DORCHESTER.

2:19:54GOOD AFTERNOON.

2:19:55MY NAME IS GARCIA.

2:19:57I'M DOMINICAN, I LIVE IN

2:19:59DORCHESTER AND I'M.

2:20:02NOW THE KEYS TO.

2:20:05THIS.

2:20:06OKAY.

2:20:09TENGO CUATRO.

2:20:10HIJOS THOSE.

2:20:11THERE YOU'RE.

2:20:11STILL YOUNG AND A.

2:20:13BLACKSTONE AMBOS SO NOW TEESTA.

2:20:18I HAVE FOUR CHILDREN.

2:20:20TWO OF THEM ATTEND THE

2:20:22BLACKSTONE.

2:20:23UH.

2:20:23>> AND BOTH.

2:20:25TWO OF THEM HAVE AUTISM.

2:20:29ESTOY AQUI PARA LA SOBRE LA

2:20:32IMPORTANCIA.

2:20:33DEL BUILDING IN EDUCATION.

2:20:35LET ME.

2:20:36SEE I'M HERE TO TALK ABOUT THE

2:20:39IMPORTANCE OF BILINGUALISM IN

2:20:41THE EDUCATION OF MY CHILDREN.

2:20:45ME HOLIDAYS CINCO ANOS IS.

2:20:47>> OUT NOWHERE WELL.

2:20:49IS THAT I SEE.

2:20:50VIENDO CLASSES AT THEY ALL KNOW

2:20:52WHEN THEY SINGAPORE.

2:20:53SIENTO IN ENGLISH ON CINCO.

2:20:56SIENTO IN.

2:20:57ESPANYOL UM.

2:20:59MY FIVE YEAR OLD SON IS AN

2:21:03ARTIST UH NOWHERE NONVERBAL IN

2:21:06HIS UH TAKING 9,095% OF HIS

2:21:11CLASSES IN ENGLISH AND ONLY 5%

2:21:14IN SPANISH.

2:21:17BNC OKAY.

2:21:18IS THE PROGRAM OH NO.

2:21:20SUFFICIENT VOICE IN GAZA SOLAR

2:21:22.

2:21:23ESPANOL I THINK THAT THIS

2:21:25PROGRAM IS NOT ENOUGH BECAUSE

2:21:27I'M AT HOME WE JUST SPEAK

2:21:29SPANISH.

2:21:30ME HOLD ON ONE WAY I KNOW.

2:21:32IT'S OUT.

2:21:33>> THIS.

2:21:33APPLE PUEBLA OH NO SERVICIOS DE

2:21:38.

2:21:38ESPECIAL MY NINE NINE YEAR OLD

2:21:41SON IS ALSO HAS ALSO AUTISM BUT

2:21:45HE CAN TALK BUT HE HAS NOT

2:21:48RECEIVED YET THE SERVICES THIS

2:21:50THE SPECIAL EDUCATION SERVICES

2:21:52THAT HE NEEDS.

2:21:54NOT AS WELL AS INTRUSION ELA.

2:21:57CLASSES IN THE WOMAN AT THE

2:21:58EVIL SOLVING ENGLISH MAN I

2:22:02MUCHO THEY NEED ACCESS OR

2:22:04EDUCATION BUILDING Y COMO MADRE

2:22:06C K IN THE END THEY MUST EL

2:22:08IDIOMA ESPANOL.

2:22:11HE DOESN'T RECEIVE INSTRUCTIONS

2:22:13OR CLASSES IN HIS NATIVE

2:22:15LANGUAGE SO IT WOULD HELP ME A

2:22:17LOT FOR HIM TO RECEIVE

2:22:19BILINGUAL EDUCATION.

2:22:22IN THE END.

2:22:23OKAY SORRY I DO THAT BY THE

2:22:26ME SEAHORSE E PARA LA MISMA

2:22:28SITUACION KAHELE SANA UN

2:22:31POQUITO.

2:22:33A LA BOY YOUR A SEA TONGUE PARA

2:22:37LA EL PROGRAMA DE AT P.

2:22:42I THINK THAT IT WOULD BE VERY

2:22:44HELPFUL FOR MY CHILDREN TO GET

2:22:47BILINGUAL EDUCATION AND ALSO

2:22:50MORE UM HELP WITH THE IEP.

2:22:54TAMBIÉN MIGUEL STUDY YEAH

2:22:56CATAMARAN AND CUENTA DE TENER

2:22:59AL MENOS M NO LA OH NOW LA

2:23:03CO MAESTROS QUALIFY CARLOS PARA

2:23:04TRABAJAR NINOS DE NECESSIDADES

2:23:07A SPECIALIST.

2:23:08IT WOULD BE ALSO VERY

2:23:09APPRECIATED TO HAVE AT EVERY

2:23:12SCHOOL AT LEAST ONE CLASSROOM

2:23:15WITH TEACHERS LICENSE FOR

2:23:17WORKING WITH SPECIAL NEEDS UH

2:23:20STUDENTS.

2:23:22JACKIE LA.

2:23:24>> DISPONIBILIDAD IN LOS SANTOS

2:23:25LOOK S E LIMITADO SEGUNDO

2:23:28COMMUNITY TO ANNOY ESPACIO PARA

2:23:31NUEVAS ESTUDIANTES.

2:23:34COM EDUCATION ESPECIALLY.

2:23:37OKAY BECAUSE AT THE CENTERS

2:23:40EDUCATIONAL CENTERS THE

2:23:42CAPACITY IS VERY LIMITED.

2:23:43THEY DON'T HAVE ENOUGH PEOPLE

2:23:46TO TAKE CARE OF ALL THE NEEDS.

2:23:50COMO MOTHER ESTO ME PREOCUPAR

2:23:53PORQUE QUIERO KHAMIS E HOSTING

2:23:55I LAST WE MUST OPORTUNIDAD DE.

2:23:56OTRO SENIORS.

2:23:58GRACIAS WHAT IS GOOD CHAT.

2:24:01A MOM THIS WORRIES ME IN UH

2:24:05FRUSTRATES ME BECAUSE I WANT

2:24:07THAT MY CHILDREN HAVE THE SAME

2:24:09OPPORTUNITIES AS EVERYBODY ELSE

2:24:11.

2:24:13THANK YOU FOR LISTENING TO ME.

2:24:14SHE.

2:24:17>> AUDREY.

2:24:20AUDREY.

2:24:21>> YES.

2:24:23>> TWO MINUTES.

2:24:25GOOD EVENING.

2:24:26HONORABLE MEMBERS OF THE.

2:24:27CITY COUNCIL.

2:24:28UM.

2:24:29I ASK THAT YOU READ CAREFULLY.

2:24:32>> THE LETTER THAT I SUBMITTED

2:24:33LAST NIGHT.

2:24:34UM, I.

2:24:35AM TESTIFYING BECAUSE THE.

2:24:37CURRENT PROCESS FOR.

2:24:38NAVIGATING THE INDIVIDUALIZED.

2:24:40EDUCATION PLAN IS TOO

2:24:42COMPLICATED.

2:24:43AND BURDENSOME.

2:24:44BURDENSOME ESPECIALLY FOR.

2:24:45>> OUR MULTILINGUAL BOSTONIAN

2:24:47FAMILIES.

2:24:48AS A PARENT, I KNOW MANY

2:24:50FAMILIES FROM.

2:24:51SEVERAL SCHOOLS.

2:24:52ACROSS BOSTON WHO ARE

2:24:53CURRENTLY.

2:24:53NAVIGATING THIS IEP PROCESS.

2:24:56MANY ARE LOW INCOME SINGLE

2:24:58PARENTS WHO ARE MULTILINGUAL

2:25:00WORKING MULTIPLE JOBS.

2:25:02IT'S UNFAIR THAT THEY ARE NOT

2:25:03GIVEN ANY SUPPORT.

2:25:04THIS IS A STRUCTURAL ISSUE IN

2:25:06WHICH INCENTIVES WORK AGAINST

2:25:08FAMILIES TO ENSURE FREE

2:25:10APPROPRIATE PUBLIC EDUCATION.

2:25:12I STRONGLY URGE OUR CITY AND

2:25:14SCHOOL DISTRICT TO DO SEVERAL

2:25:18THINGS THAT ARE IN MY LETTER,

2:25:19BUT TWO OF THEM I WANT TO

2:25:21MENTION HERE.

2:25:22ONE IS THAT SIMILAR TO

2:25:24IMMIGRATION CLINICS, THE CITY

2:25:25SHOULD PROVIDE FREE LEGAL

2:25:27ASSISTANCE IN MULTIPLE

2:25:28LANGUAGES TO LOW INCOME

2:25:29FAMILIES.

2:25:30HELP THEM UNDERSTAND AND ENSURE

2:25:32THAT THEIR CHILDREN ARE

2:25:33PROPERLY DIAGNOSED.

2:25:35IEPS ARE PROPERLY WRITTEN.

2:25:37ACCOMMODATIONS AND GOALS ARE

2:25:39PROPERLY ALIGNED WITH THE

2:25:40DIAGNOSIS AND THAT PARENTS

2:25:42FULLY UNDERSTAND HOW IT WILL BE

2:25:43IMPLEMENTED.

2:25:44NUMBER TWO DIAGNOSE AND TREAT

2:25:47MULTILINGUAL CHILDREN

2:25:48DIFFERENTLY FROM A.

2:25:49MONOLINGUAL CHILD.

2:25:51IF A CHILD LEARNS SCIENCE IN A

2:25:53SECOND LANGUAGE, THEN UNLESS

2:25:55THEY LEARN THE SCIENCE TERMS IN

2:25:56THEIR NATIVE LANGUAGE THEY WILL

2:25:58NOT BE ABLE.

2:25:59TO COMMUNICATE WHAT THEY ARE

2:26:01LEARNING IN THEIR NATIVE

2:26:03LANGUAGE.

2:26:03HOW MUCH LESS WOULD OUR CITY

2:26:06SPEND ON TACKLING ISSUES

2:26:08OF UNEMPLOYMENT, CRIME, DRUG

2:26:09ABUSE AND LOW INCOME HOUSING?

2:26:11IF INSTEAD WE INVEST IN

2:26:13TRAINING TEACHERS AND FAMILIES

2:26:16TO ASSESS AND ACCOMMODATE

2:26:17SPECIAL EDUCATION NEEDS AT AN

2:26:19EARLY AGE.

2:26:20AND I JUST WANT TO ADD THAT I

2:26:23THINK PARENTS ARE CRITICAL IF

2:26:25INSTEAD OF TRYING TO MAKE THIS

2:26:27AN ISSUE OF JUST ONE OF JUST

2:26:29SOME CHILDREN BUT ALL CHILDREN

2:26:32TEACH ALL PARENTS TO SUPPORT

2:26:34SPECIAL EDUCATION.

2:26:36>> THANK YOU.

2:26:37THANK YOU AUDREY THANK YOU.

2:26:39OKAY SO I'M GOING TO.

2:26:40ASK THE.

2:26:41ADMIN PANEL TO COME BACK DOWN.

2:26:43YOU DO.

2:26:43>> WANT TO ASK A QUESTION

2:26:44BEFORE YOU GO BECAUSE WE'RE

2:26:45JUST GOING TO ASK QUESTIONS

2:26:46NOW.

2:26:47I KNOW YOU DO.

2:26:48WE ALL DO.

2:26:49SO SORRY.

2:26:50SO IF THE.

2:26:51ADMIN PANEL CAN COME DOWN AND

2:26:52AS YOU MAKE YOUR WAY.

2:26:54>> DOWN.

2:26:54UM THE PANEL OKAY.

2:26:57OH A FORUM.

2:26:59OH THANK YOU.

2:27:00OKAY.

2:27:01HEY, UM HEY YO YO YO SOY MADRE

2:27:05.

2:27:05SO WE MIGHT RESOLVE DATA

2:27:07WRANGLING.

2:27:09YOURSELF.

2:27:10OKAY.

2:27:11GIVE ME MY.

2:27:12YOUTUBE CABLE GUY.

2:27:13PROMISE ME.

2:27:14SMILE.

2:27:17E AT THE END THOUGH.

2:27:18L HAVE ALL THE INDEPENDENCE.

2:27:21UH, I WILL I PUT A LOT ON IT

2:27:24SINCE I.

2:27:25LAST YEAR.

2:27:26BUT YOU KNOW, IF I SAY WE NEED

2:27:28HOCKEY AND I'M UP AGAIN I DON'T

2:27:29CANCEL BUT I'LL.

2:27:31JOLLY WELL YOU'VE.

2:27:32>> BEEN.

2:27:33COMPROMISED AND IT'S A YEAR.

2:27:35OKAY.

2:27:37UM, OKAY, SO I'M GOING TO GO TO

2:27:40COUNSELOR WEBER.

2:27:41YOU'RE GOING TO GO STRAIGHT.

2:27:42>> TO YOU FOR QUESTIONS AND

2:27:43THEN I GET THE REST OF MY TIME

2:27:44WITH I'LL.

2:27:46OKAY.

2:27:46>> THANK YOU VERY MUCH, CHAIR.

2:27:48UH, THANKS, UH, FOR STICKING

2:27:50AROUND.

2:27:50UM, SO, UH, I GUESS IF IF WE

2:27:54HAVE FINITE RESOURCES WE DON'T,

2:27:57YOU KNOW, HAVE THE MONEY TO

2:27:59FUND EVERYTHING, I GUESS WHAT

2:28:00HAVE WE PRIORITIZE TO THE

2:28:02EXTENT YOU KNOW, WE DO ANY

2:28:05PRIORITIZATION USING OUR FINITE

2:28:06RESOURCES TO HELP ENGLISH

2:28:08LANGUAGE LEARNERS.

2:28:09SO I.

2:28:09>> GUESS WHAT WOULD YOU

2:28:11HIGHLIGHT?

2:28:12MAYBE I DON'T KNOW YOU DON'T

2:28:13ACCEPT THE PREMISE OF MY

2:28:14QUESTION OR NOT BUT UM, YOU

2:28:16KNOW, IF WE IF WE DO, YOU KNOW.

2:28:20I'LL START AND THEN.

2:28:21>> I WILL.

2:28:22UM.

2:28:22>> PASS.

2:28:23IT OFF TO MY.

2:28:23>> COLLEAGUE TO CONTINUE.

2:28:24UH, MY NAME IS BRITTANY

2:28:25BAGUETTE.

2:28:25I'M DEPUTY CHIEF OF.

2:28:26OPERATIONS FOR THE OFFICE, SO

2:28:27IT'S VERY NICE TO SEE YOU ALL

2:28:29AND THANK YOU FOR THE QUESTION.

2:28:31UM.

2:28:32WE ARE, UM, INVESTING.

2:28:35IN BILINGUAL EDUCATION.

2:28:36WE ARE INVESTING IN EXPANDING

2:28:38OUR DUAL LANGUAGE PROGRAMS.

2:28:41UM, EACH OF OUR DUAL LANGUAGE

2:28:42PROGRAMS ROLLS UP YEAR AFTER

2:28:44YEAR.

2:28:45THIS YEAR WE ADDED UM, UH, A

2:28:47NEW LANGUAGE OFFERING FOR OUR

2:28:49FAMILIES OUR CAPE VERDE AND

2:28:50CREOLE PROGRAM AT THE FREDERICK

2:28:51WHICH WILL ROLL UP YEAR AFTER

2:28:53YEAR.

2:28:54UM, SOME OF OUR INITIATIVES

2:28:56ALSO INCLUDES OUR PROFESSIONAL

2:28:58DEVELOPMENT OFFERINGS FOR

2:28:59EDUCATORS.

2:29:02SO DO YOU WANT TO CONTINUE?

2:29:05UM UM, SO.

2:29:07FOR US WE THINK ABOUT IT.

2:29:08ON LIKE THE CENTRAL.

2:29:09SIDE OF WHAT WE'RE.

2:29:10DOING WITHIN.

2:29:11THAT PART FOR RESOURCES.

2:29:13AND THEN THE SECOND.

2:29:13PART IS LIKE WHAT DO WE GIVE.

2:29:14>> TO.

2:29:15SCHOOLS DIRECTLY?

2:29:16UM, AND.

2:29:18SO THIS YEAR WAS THE FIRST.

2:29:19TIME THAT WE.

2:29:20FUNDED BY PROGRAM VERSUS JUST

2:29:21STUDENT ENROLLMENT AS PART

2:29:23OF OUR NEW.

2:29:25UM FUNDING FORMULA.

2:29:26SO IF YOU REMEMBER IT WAS LIKE

2:29:28THERE'S NOT ENOUGH STUDENTS NOW

2:29:29WE HAVE.

2:29:29LIKE THEY CAN'T AFFORD.

2:29:31>> A TEACHER, RIGHT?

2:29:32IT LED TO A WHOLE ROUND

2:29:33OF INEQUITY.

2:29:34SO IN TERMS OF SPECIFIC TO UM.

2:29:37BILINGUAL WE FUND UM THE UH

2:29:42LIFE.

2:29:43CLASSROOM DIRECTLY WITH.

2:29:44SOME LIKE EDUCATORS AND

2:29:45TEACHERS AND SUPPORT WE UM,

2:29:47MAKE SURE THAT EACH CLASSROOM

2:29:50UM HAS THAT, UH, BILINGUAL

2:29:52TEACHER.

2:29:52HOLD ON.

2:29:53GIVE ME ONE SECOND.

2:29:53I'M PULLING.

2:29:54>> UP.

2:29:55EVERYTHING HERE.

2:29:56>> UM, JUST.

2:29:59ONE SECOND.

2:30:01OKAY, GREAT.

2:30:03UM, AND SO WE HAVE THE, UM.

2:30:11IT'S LIKE IT THERE'S.

2:30:14ALSO LIKE.

2:30:14>> IN THE.

2:30:15CASE WHERE THERE'S A SOCIAL

2:30:17WORKER IN THE SCHOOL THAT'S

2:30:18NEEDED.

2:30:18WE GIVE SCHOOLS FUNDING FOR

2:30:19THAT TOO IN TERMS.

2:30:20OF THE PROGRAM.

2:30:22UM THERE IS UM AS WE MENTIONED

2:30:26LIKE THERE'S LIKE ESL AND THEN

2:30:28THERE'S.

2:30:29UM FUNDING.

2:30:30FOR DUAL LANGUAGE PROGRAMING.

2:30:31SO WE.

2:30:32DO PROVIDE FUNDING.

2:30:33>> FOR BOTH OF THAT.

2:30:34RIGHT.

2:30:35SO UM WE WORK WITH SCHOOL

2:30:36LEADERS AS PART OF UM BUDGET

2:30:39COLAB AND LOOKING AT THE

2:30:42STUDENTS THAT THEY HAVE IN

2:30:43THEIR FIELD LEVELS AND THEN WE

2:30:44FUND SCHOOLS BASED OFF OF THAT.

2:30:47UM WE IN SHORT THERE ARE UM

2:30:50AVAILABLE ON OUR WEBSITE

2:30:53OF LIKE WHAT THE THE RULES ARE

2:30:55AND HOW SCHOOLS GET.

2:30:56FUNDING FOR BILINGUAL TEACHERS

2:30:59FOR DUAL.

2:30:59LANGUAGE AND THEN ALSO FOR UM

2:31:02ESL REQUIREMENTS.

2:31:04OKAY.

2:31:05>> AND THEN UM I DON'T IF

2:31:07ANYONE KNOWS THE ANSWER LIKE IN

2:31:09THE IN THE BUDGET THERE'S SOME

2:31:13CLASSIFICATIONS WE TALKED TO

2:31:14LIKE THE CFO ABOUT UM OLD

2:31:19CLASSIFICATIONS OR YOU KNOW,

2:31:20DUPLICATES AND UH ARE WE GONNA

2:31:23SEE ANY OF THAT IN THE NEXT

2:31:25BUDGET CYCLE BECAUSE THEN IT

2:31:27GETS CONFUSING.

2:31:27ARE WE CUTTING PEOPLE OR ARE WE

2:31:30JUST GETTING RID OF LIKE WE'RE

2:31:31TALKING ABOUT BSI THERE'S I

2:31:33THINK THERE'S LOTS OF DIFFERENT

2:31:35SCA CLASSIFICATIONS UH FOR LINE

2:31:37ITEMS.

2:31:39UM ARE YOU GOING THROUGH THE

2:31:43YOU KNOW HOW WE CLASSIFY THESE

2:31:44DIFFERENT LINE ITEMS AND LIKE

2:31:46ANY IMPACT ON FUNDING OR YOU

2:31:49KNOW WHAT WE'RE GOING TO SEE IN

2:31:51THE BUDGET?

2:31:53YES.

2:31:54>> SO UM I THINK YOU'RE

2:31:56REFERRING TO IS LIKE WHEN WE

2:31:58STARTED CODING TEACHERS I THINK

2:32:00WAS LIKE TWO YEARS AGO OF.

2:32:01INCLUSION AND BILINGUAL.

2:32:02YEAH.

2:32:03>> SO WE DID A LARGE UM CHANGE

2:32:06IN TERMS OF LIKE TRYING TO

2:32:07CODE IT IN THAT PART UM AND

2:32:10THAT I KNOW THAT WE ARE UM

2:32:12LOOKING MORE CLOSELY TO ENSURE

2:32:14THAT UM AS DURING BUDGET COLAB

2:32:17THE.

2:32:18CODES ARE.

2:32:19>> BEING USED.

2:32:19CORRECTLY BUT THE LARGE CHANGES

2:32:20I THINK ARE MOSTLY ADDRESSED UM

2:32:24FROM UM WHAT YOU'RE SEEING IN

2:32:25THE BUDGET TABLES.

2:32:26OKAY.

2:32:27>> SO UH, IN TERMS OF WHAT

2:32:31YOU'RE DOING AND WHAT IS DOING

2:32:33I MEAN WHAT ARE THINGS THAT WE

2:32:35SHOULD BE LOOKING AT UH, TO

2:32:38MEASURE, YOU KNOW, IF THIS IS

2:32:40WORKING OR NOT.

2:32:42UH.

2:32:44OKAY.

2:32:45>> SO I'LL TAKE THAT ON.

2:32:45UM, WHICH IS SOMETHING THAT'S

2:32:46IMPORTANT TO ME.

2:32:49UM.

2:32:50WHAT WE'RE HOPING TO DO THIS

2:32:51YEAR IS TO LOOK AT HOW WE ARE

2:32:54MEASURING PARTNER LANGUAGE.

2:32:55PROFICIENCY FOR.

2:32:56STUDENTS IN BILINGUAL PROGRAMS

2:32:58AND MAP THAT TO ENGLISH

2:32:59LANGUAGE OUTCOMES HISTORICALLY

2:33:00FOR BETTER OR WORSE, THERE HAS

2:33:04BEEN A DEFAULT PREMISE TO WHERE

2:33:05YOU WANT TO LOOK AT THE

2:33:07STUDENTS OR AS I LIKE TO SAY

2:33:08FOR LEARNING THOSE ENGLISH

2:33:09LANGUAGE PROFICIENCY AND NOT

2:33:10KIND OF LOOK AT THE BILINGUAL

2:33:11EFFECTS OF LIKE RANDOMNESS WHEN

2:33:13YOU'RE RIGHT LIKE AND OR IF I'M

2:33:14SPEAKING IN CRAYON OR CREOLE OR

2:33:16VIETNAMESE AND SO WHAT WE'RE

2:33:18HOPING TO SEE FROM THAT IS WITH

2:33:20AN ADDITIONAL INVESTMENT THAT

2:33:21WE MADE INTO BILINGUAL

2:33:22CLASSROOMS AND FIRST AND SECOND

2:33:23GRADE WE PROVIDE AN ADDITIONAL

2:33:25PARAPROFESSIONAL WHICH TO

2:33:26SABRINA'S POINT WAS AN

2:33:28INVESTMENT THAT WAS PROVIDED

2:33:29THIS YEAR THAT WAS MORE

2:33:30PROGRAMMATIC BECAUSE WE KNOW

2:33:32THAT FOUNDATIONAL LITERACY IS

2:33:33SUCH AN IMPORTANT IT'S SUCH AN

2:33:35IMPORTANT STEP IN FULL

2:33:37EDITORIAL ANYTIME FOR ANY DAY

2:33:39IS JOURNEY AND SO THAT

2:33:40INVESTMENT IS THERE.

2:33:42UM SO THE HOPE IS THAT WE'LL

2:33:43SEE STUDENTS ACHIEVING BOTH

2:33:45PARTNER LANGUAGE PROFICIENCY

2:33:47PROGRESS TARGETS IN ADDITION TO

2:33:49ENGLISH LANGUAGE PROFICIENCY

2:33:50PROGRESS.

2:33:50TARGETS OKAY.

2:33:53UH A WHOLE LOT TO TARGET.

2:33:54I'LL FIGURE THAT OUT LATER BUT

2:33:56UH, SO JUST LAST QUESTION CHAIR

2:33:58FOR ME IS JUST I TRIED TO

2:34:01DISCUSS THE INCLUSION MODEL I

2:34:03REFERRED TO AS THE IMMERSION

2:34:04MODEL I THINK.

2:34:05BUT, UM, YOU KNOW, HOW ARE JUST

2:34:08GENERAL INCLUSION GOALS, UH,

2:34:11FOR FOR FOR KIDS OF ALL

2:34:13DIFFERENT ABILITIES IS THAT

2:34:17NEGATIVELY IMPACTING OUR

2:34:18ABILITY TO JUST SERVE ENGLISH

2:34:19LANGUAGE LEARNERS?

2:34:21LIKE HOW DOES THAT I FEEL LIKE

2:34:23,YOU KNOW, JUST COMMON SENSE

2:34:26LEVEL IT SEEMS LIKE IT WOULD BE

2:34:27HARD TO DO BOTH AT THE SAME

2:34:29TIME.

2:34:30UH, BUT UM, YOU KNOW, HOW ARE

2:34:33YOU NAVIGATING THAT AND IS IT

2:34:35IS IT A CHALLENGE IN ADDRESSING

2:34:37ENGLISH LANGUAGE LEARNERS NEEDS

2:34:39UM JUST UH OR ISN'T IT YOU KNOW

2:34:43IS IT YES OR NO?

2:34:44WHY NOT OR WHY AND WHAT ARE WE

2:34:46DOING ABOUT IT?

2:34:48SO I.

2:34:48>> THINK THIS IS A LITTLE BIT

2:34:49OF A COMPLEX.

2:34:51ANSWER BUT UM.

2:34:53WHAT THE POINT THAT I REALLY.

2:34:55>> WOULD LIKE.

2:34:56TO LAND IS THAT THE THE MOST.

2:34:58CURRENT RESEARCH SHOWS THAT

2:35:00THERE IS NO BENEFIT TO

2:35:02SEGREGATION OF ENGLISH.

2:35:03LEARNERS AND I THINK THAT THAT

2:35:05IS SOMETHING THAT WE SHOULD BE

2:35:06TALKING ABOUT A LOT MORE.

2:35:08UM, STUDENTS.

2:35:10WANT TO BE INCLUDED WITH THEIR

2:35:11GRADE LEVEL PEERS.

2:35:13THEY NEED ACCESS TO GRADE LEVEL

2:35:15CONTENT THAT WE NEED TO BE

2:35:16INVESTING IN TEACHERS SO THAT

2:35:18THEY KNOW HOW TO DO THAT.

2:35:19ABSOLUTELY.

2:35:20BUT THIS IDEA THAT WE ARE

2:35:23TAKING SIX YEAR OLD

2:35:25KINDERGARTNERS AND PLACING THEM

2:35:27IN SEPARATE LEARNING SPACES

2:35:29AWAY FROM THEIR PEERS.

2:35:31THIS IS WHAT THE RESEARCH IS

2:35:32TELLING US OVERWHELMINGLY IS

2:35:36INAPPROPRIATE TO DO IS

2:35:38DETRIMENTAL TO STUDENTS.

2:35:40THIS IS WHERE THE LONG TERM.

2:35:41>> HARM IS.

2:35:42SO WHEN WE TALK ABOUT THE

2:35:45STATE'S MODEL OF CI YES THERE

2:35:47IS ENGLISH AS A SECOND LANGUAGE

2:35:49DIRECT INSTRUCTION AND THEN IT

2:35:51IS CLASSROOM AND CONTENT

2:35:53TEACHERS TRULY KNOWING HOW TO

2:35:55EDUCATE ANY STUDENT THAT WALKS

2:35:57IN THEIR DOOR.

2:35:58YES THERE WILL BE SUPPORT FROM

2:36:00SOCIAL WORKERS, FROM ESL

2:36:02TEACHERS, FROM SPECIAL

2:36:03EDUCATION TEACHERS BUT I HOPE

2:36:06THAT YOU KNOW THE ONE THING I

2:36:08HOPE WE WALK AWAY WITH TODAY IN

2:36:10TERMS OF WHERE WE STAND IS THAT

2:36:12WE FIRMLY BELIEVE IN DUAL

2:36:13LANGUAGE EDUCATION AND ARE

2:36:14WORKING YEAR BY YEAR TO EXPAND

2:36:16THOSE OPTIONS FOR FAMILIES.

2:36:19AND WE HAVE MANY, MANY

2:36:21DIFFERENT LANGUAGES HERE IN THE

2:36:22CITY OF BOSTON AND THERE WILL

2:36:24BE CHILDREN WHERE WE DON'T HAVE

2:36:25A DUAL LANGUAGE PROGRAM FOR

2:36:27TOMORROW.

2:36:27RIGHT.

2:36:28AND THAT CHILD IS GOING TO BE

2:36:30IN A STATE CI CLASSROOM AND

2:36:32THAT BEING WITH PEERS IS

2:36:34INCREDIBLY IMPORTANT TO THEIR

2:36:35OVERALL SUCCESS AND WELL-BEING

2:36:37.

2:36:39OKAY.

2:36:39>> UH YEAH.

2:36:40OKAY.

2:36:41THANK YOU VERY MUCH.

2:36:42THANKS FOR THAT.

2:36:42THANK YOU CHAIR FOR THE TIME I

2:36:44APPRECIATE IT.

2:36:46I LIKE MY COLLEAGUES.

2:36:48I KIND OF HAVE TO GO.

2:36:49THANK YOU.

2:36:49VERY OKAY.

2:36:50OKAY.

2:36:51GREAT.

2:36:51RIGHT.

2:36:52>> SO, UM.

2:36:53THANK YOU ALL FOR STAYING.

2:36:55I AM OF THE SCHOOL OF.

2:36:56THOUGHT THAT.

2:36:58WHEN WE'RE IN COMMUNITY AND

2:36:59WE'RE LISTENING TO THE PEOPLE

2:37:00THAT WE.

2:37:01WORK FOR.

2:37:02WE ALWAYS LEARN SOMETHING.

2:37:04SO I REALLY DO.

2:37:04APPRECIATE YOU ALL FOR BEING

2:37:06HERE.

2:37:07UM.

2:37:07>> TO DO JUST THAT.

2:37:09SO I HAVE A.

2:37:10>> FEW QUESTIONS.

2:37:11YOU KNOW, I'M JUST.

2:37:11CURIOUS WHAT PROGRESS CAN.

2:37:13>> BE REPORT IN DEVELOPING A

2:37:14LONG TERM PLAN FOR EXPANDING,

2:37:16UM, BILINGUAL EDUCATION WITH

2:37:18BUDGET INVESTMENTS IN.

2:37:19RESPONSE TO THE CITY COUNCIL'S.

2:37:20RESOLUTION, UM.

2:37:23THAT WE PASSED.

2:37:24ON THIS ISSUE.

2:37:25UM THE.

2:37:26SAINT STEPHEN'S PARENTS

2:37:27PETITION.

2:37:27SIGNED BY OVER 600.

2:37:29PARENTS ALSO.

2:37:29CALLS FOR THIS EXPANSION, AS

2:37:32DOES THE RECENT SCHOOL

2:37:33COMMITTEE.

2:37:34APPROVED 2026 POLICY TO ADVANCE

2:37:36ACADEMIC EXCELLENCE AND

2:37:38ELIMINATE.

2:37:39OPPORTUNITY AND.

2:37:39ACHIEVEMENT GAP.

2:37:40SO I'M CURIOUS WHAT'S THE

2:37:42PROGRESS?

2:37:44SO BEFORE WE START WE'RE AT A

2:37:46SIGNIFICANT DISADVANTAGE

2:37:47BECAUSE WE DIDN'T GET A CHANCE

2:37:48TO INTRODUCE OURSELVES BEFORE.

2:37:49SO IF WE COULD JUST DO LIKE A

2:37:50QUICK.

2:37:50TEN SECOND ROUND WITHOUT TAKING

2:37:51TOO MUCH OF YOUR TIME.

2:37:52YEAH YOU COULD SAY WHO YOU ARE.

2:37:53YOU ANSWER.

2:37:54THE QUESTION YES I'LL.

2:37:55>> START IN THAT.

2:37:55SO I MEAN AS MANY AS.

2:37:57>> I HAPPEN TO HAVE THE

2:37:58PRIVILEGE AND THE HONOR

2:37:58OF BEING, UH, BOSTON PUBLIC

2:37:59SCHOOLS EXECUTIVE DIRECTOR

2:38:00OF BILINGUAL EDUCATION.

2:38:01SO THAT'S.

2:38:02>> PRETTY.

2:38:02MUCH WHY I'M SEATED HERE.

2:38:03AND SO WHAT WE'RE WE HAVE BEEN

2:38:05DOING IS.

2:38:06>> WORKING WITH PERHAPS A.

2:38:07MEMBERS OF MLA BUT NOT

2:38:09EXCLUSIVELY MLA SO THAT WE CAN

2:38:12ADVANCE BILINGUAL PROGRAMING

2:38:13AND LOOK AT THE NECESSARY

2:38:14INVESTMENTS THAT.

2:38:15>> ARE REQUIRED TO.

2:38:16ENGAGE IN.

2:38:17>> THE PROCESS THAT THAT HE

2:38:18HAS.

2:38:18>> US GO THROUGH YEAR AFTER

2:38:19YEAR AND AT AN ACCELERATED

2:38:21TIMELINE.

2:38:22SO I MENTIONED THAT WE WORK

2:38:24WITH.

2:38:24MEMBERS OF.

2:38:25MLA BUT MAYBE NOT MLA

2:38:26EXCLUSIVELY.

2:38:27>> SO WE'VE.

2:38:28>> WORKED.

2:38:28WITH JOHN BUT WE'VE HAD

2:38:29CONVERSATIONS WITH JOHN, WE'VE

2:38:30HAD CONVERSATIONS WITH FOLLOW

2:38:31THE BARRELS, WE'VE HAD

2:38:32CONVERSATIONS THE ROLES

2:38:33DOWNTOWN.

2:38:34WE'VE HAD CONVERSATIONS WITH

2:38:35OTHER FOLKS WHO MIGHT HAVE

2:38:36ALSO.

2:38:36>> BEEN PART.

2:38:37OF THE EEL TASK FORCE.

2:38:38TO ADVANCE AND BE AT THE.

2:38:39CURRENT STATE WHERE WE ARE.

2:38:40EXCLUSIVELY WORKING.

2:38:41>> WITH SAINT STEPHEN'S AS WELL

2:38:42SO.

2:38:42>> THAT WE CAN OPEN UP THE

2:38:44BLACKSTONE ELEMENTARY DUAL

2:38:44LANGUAGE PROGRAM THAT NOW IT.

2:38:46>> HAS K1 AND K2.

2:38:47WE KNOW WE'RE NOT DONE.

2:38:48WE KNOW THERE'S FURTHER.

2:38:49WORK TO DO.

2:38:50AND SO.

2:38:50PART OF.

2:38:51THAT IN MY RESPONSE.

2:38:52HERE IS WE ARE MAKING SURE THAT

2:38:54WE ARE LOOKING AT WHAT WE CAN

2:38:56DO STRATEGICALLY SO THAT.

2:38:58>> WE CAN ALSO SUSTAIN THE.

2:38:59INVESTMENTS THAT WE'RE.

2:38:59>> PUTTING.

2:39:00IN BECAUSE MAYBE PREVIOUSLY IT

2:39:02WAS STATED WE'LL HAVE 25

2:39:03PROGRAMS.

2:39:04THAT WAS NOT NECESSARILY A.

2:39:06STRATEGIC MOVE TO PUT FORWARD

2:39:07BECAUSE THAT TAKES TIME.

2:39:08AND THERE ARE SO MANY LEVELS TO

2:39:10IT.

2:39:10>> SO WE HAVE TO GO THROUGH AN

2:39:11AUDIT.

2:39:11WE HAVE TO SEE THE FEASIBILITY

2:39:12OF PUTTING A PROGRAM, THE.

2:39:13FACILITIES CAPACITY, THE

2:39:14EDUCATOR PIPELINE.

2:39:15WHICH I WOULD ALSO ADD BOSTON

2:39:17PUBLIC SCHOOLS OUT OF THE

2:39:18OFFICE OF MULTIETHNIC ONE

2:39:19MULTICULTURAL EDUCATION

2:39:20PROVIDES.

2:39:21EDUCATORS AT LEAST 20 A YEAR

2:39:23FOR THE.

2:39:23>> PAST THREE YEARS.

2:39:24SO WE'VE KIND OF GONE THROUGH

2:39:25SEVERAL COHORTS SIMULTANEOUSLY.

2:39:27TO GET OUR.

2:39:27EDUCATORS EQUIPPED TO HAVE THE

2:39:28BILINGUAL.

2:39:29>> ED ENDORSEMENT.

2:39:30>> AT NO COST TO THEM.

2:39:31I'LL START.

2:39:32>> IT THERE IF.

2:39:32>> I WANT TO.

2:39:33ANY ONE OF MY.

2:39:33COLLEAGUES WANTS TO CHIME IN.

2:39:34I JUST.

2:39:35WANTED TO ADD ON THE SAINT

2:39:37STEPHEN'S FUNDING SOURCE.

2:39:39SO HI SABRINA.

2:39:40>> THE BUDGET DIRECTOR.

2:39:42SO SCHOOLS GET ADDITIONAL FUNDS

2:39:43CALLED THEIR PARTNERSHIP FUNDS

2:39:45AND IT'S ALLOCATED THROUGH WHAT

2:39:47WE CALL AN.

2:39:48OPPORTUNITY INDEX SCORE LOOKING

2:39:49AT A NUMBER OF THINGS.

2:39:51AND SO UM THE SAINT STEPHEN'S

2:39:54PARTNERSHIP IS LIKE ONE

2:39:55OF THOSE PIECES UM THAT THAT

2:39:57FUND CAN HELP SUPPORT IT'S LIKE

2:39:59A VALUE TO THE COMMUNITY AND

2:40:00THEN THAT'S HOW THEY FUND THAT.

2:40:01SO I KNOW THAT WE'RE WORKING

2:40:03UM.

2:40:04AS YOU KNOW.

2:40:05>> THE BUDGET SEASON IS

2:40:06STARTING TO KICK OFF FOR US AND

2:40:07SO FOR FY 28.

2:40:08>> AND SO HOW MUCH MONEY WE'VE.

2:40:10>> SETTING ASIDE.

2:40:10FOR MULTILINGUAL.

2:40:11LEARNER UM SUPPORT SERVICES

2:40:13LIKE ALL OF MULTILINGUAL

2:40:14SUPPORT SERVICES CAN YOU GIVE

2:40:15ME A MOMENT AND.

2:40:16>> THEN CAN UM AND SO.

2:40:17>> I'M.

2:40:18JUST CURIOUS SIMILARLY.

2:40:19>> WHAT PROGRAMS.

2:40:19CAN BE.

2:40:20>> PUT ON THE DEVELOPMENT OF A

2:40:21LONG TERM PLAN AND BUDGET?

2:40:23THIS IS WHY I'M ASKING FOR

2:40:25EXPANDING.

2:40:26THE NUMBER OF BILINGUAL

2:40:27TEACHERS IN ACCORDANCE TO THE

2:40:29RESOLUTION THAT WE FILED.

2:40:31UM, AND THEN I'M JUST GOING TO

2:40:32RAMBLE ALONG ON MY QUESTION SO

2:40:33THAT WAY YOU COULD THINK ABOUT

2:40:34THEM.

2:40:35UM, WHAT.

2:40:36>> ARE.

2:40:37YOU THE.

2:40:37FY 2027 2028 BUDGET.

2:40:40PROJECTIONS FOR EXPANDING THE

2:40:41DUAL LANGUAGE AND OTHER

2:40:42BILINGUAL EDUCATION PROGRAMS.

2:40:44ARE THERE ANY PLANS FOR A

2:40:45SIGNIFICANT SHIFT IN THE

2:40:47PROPORTION OF.

2:40:48FUNDING FOR MULTILINGUAL

2:40:50LEARNERS INTO BILINGUAL

2:40:51EDUCATION AND WE AND AWAY FROM

2:40:54SDI IN CLASSROOMS I'M CURIOUS

2:40:56FOR TRANSPARENCY AND

2:40:57ACCOUNTABILITY.

2:40:58WHEN CAN WE EXPECT.

2:41:00>> AN ANNUAL REPORT OF.

2:41:01NUMBERS UM AND CHANGES IN

2:41:03MULTILINGUAL ENROLLMENT UM

2:41:05BILINGUAL.

2:41:06EDUCATORS PLACEMENT AND SPED.

2:41:09AP IB EXAM SCHOOLS GRADE LEVEL.

2:41:11RETENTION ENGLISH.

2:41:13ACQUISITION PARTNER.

2:41:14LANGUAGE ACQUISITION.

2:41:16ACCESS RESULTS THE.

2:41:17MIXED PROFICIENCY FOR YEAR

2:41:20COHORT.

2:41:21GRADUATION FOR EACH OUTCOME IN

2:41:22ORDER TO.

2:41:23PAINT A FULL PICTURE

2:41:24OF MULTILINGUAL STRENGTH AND

2:41:26CHALLENGES.

2:41:26THAT WE CAN SEE THIS.

2:41:28WE HAVE TO DISAGGREGATE THE.

2:41:29DATA AND I'D LIKE TO SEE THE.

2:41:31DATA DISAGGREGATED BY SCHOOL.

2:41:34BY MULTILINGUAL PROGRAM, BY

2:41:36HOME LANGUAGE.

2:41:37BY GRADE LEVEL.

2:41:39BY ELD LEVEL.

2:41:42UM BECAUSE.

2:41:43I THINK THAT ONCE WE KNOW.

2:41:44WE CAN DO BETTER.

2:41:45AND I'D LOVE TO KNOW.

2:41:47AT WHAT POINT CAN WE SEE AN

2:41:49ANNUAL REPORT WITH.

2:41:50THAT DATA.

2:41:51BROKEN DOWN IN THAT WAY?

2:41:52AND THEN HOW IS.

2:41:54IMPLEMENTING UH.

2:41:56>> THE NEW.

2:41:56FLEXIBILITIES IN HIRING.

2:41:57OR DEVELOPING BILINGUAL

2:41:59TEACHERS.

2:41:59THAT ARE CONTAINED IN THE.

2:42:01EDUCATOR DIVERSITY AT.

2:42:03ARE THERE.

2:42:04>> ANY OTHER.

2:42:04SIMILAR PLANS TO EXPAND

2:42:06BILINGUAL PLANS?

2:42:08UM, I MEAN PARIS.

2:42:09EXCUSE ME ARE.

2:42:10>> THERE ALTERNATIVES TO.

2:42:11>> THE.

2:42:11PARA PROTEST THAT COULD.

2:42:13>> BE UTILIZING.

2:42:15MULTILINGUAL LEARNERS WITH

2:42:17DISABILITIES?

2:42:19ONE THIRD.

2:42:19>> OF ALL STUDENTS.

2:42:20>> WITH DISABILITIES.

2:42:21,UM NEED TO RECEIVE NECESSARY

2:42:23HOME LANGUAGE ASSESSMENTS.

2:42:24>> AND.

2:42:25CLASSROOM INSTRUCTION IN ORDER

2:42:27TO THRIVE.

2:42:28WHAT IS.

2:42:29THIS PLAN FOR THE EXPANSION

2:42:31OF BILINGUAL EDUCATION AND HOME

2:42:34LANGUAGE INSTRUCTION FOR THESE

2:42:37.

2:42:37MLD STUDENTS?

2:42:38AND THAT'S MULTILINGUAL.

2:42:40LEARNERS WITH DISABILITIES.

2:42:42UM THE NEW OPPORTUNITY AND

2:42:44ACHIEVEMENT.

2:42:44GAP POLICY APPROVED BY THE

2:42:46SCHOOL COMMITTEE.

2:42:46>> CALLS FOR EDUCATING THE

2:42:48PARENTS OF MULTILINGUAL

2:42:49STUDENTS ABOUT THE VALUE

2:42:51OF TALKING AND READING TO THEIR

2:42:53CHILDREN IN THEIR HOME LANGUAGE

2:42:54.

2:42:54WHAT PLANS.

2:42:55DOES BP.

2:42:56HAVE TO IMPLEMENT THE.

2:42:58SCHOOL UH COMMITTEE POLICY?

2:43:02AND THEN ONE MORE TITLE ONE

2:43:04FUNDS MUST BE SPENT.

2:43:06EQUITABLY FOR MULTILINGUAL.

2:43:07STUDENTS WITH FAMILIES.

2:43:09OF MULTILINGUAL.

2:43:09STUDENTS UM INVOLVED.

2:43:11IN DECISION MAKING.

2:43:12UH FOR THESE.

2:43:13FUNDS WITH ANNUAL.

2:43:14ACCOUNTABILITY REPORTS.

2:43:15HOW WILL.

2:43:17FULFILL THIS RESPONSIBILITY.

2:43:18AND THEN I DO HAVE ADDITIONAL

2:43:20QUESTIONS BUT FOR NOW LET'S

2:43:21START.

2:43:22WITH THOSE.

2:43:23>> I'LL START US OFF WITH.

2:43:25THE BILINGUAL AND EDUCATOR

2:43:26PIPELINE PIECE.

2:43:27UM.

2:43:28SO WE HAVE CURRENTLY HAVE A

2:43:30SUBMITTED.

2:43:31>> GRANT PROPOSAL TO THE

2:43:32DEPARTMENT OF ELEMENTARY AND

2:43:33SECONDARY ED TO FIGURE OUT WAYS

2:43:34TO GET OUR.

2:43:35INDIVIDUAL EDUCATORS CURRENTLY

2:43:37ON PIPELINES TO.

2:43:37BECOME MODERATE.

2:43:38DISABILITY LICENSED AND

2:43:40BILINGUAL ED.

2:43:40ENDORSED IN A WAY THAT WOULD

2:43:41ALLOW THEM TO.

2:43:43STRATEGICALLY PROVIDE THE

2:43:43NATIVE LANGUAGE RESOURCES.

2:43:45AND FOR THE.

2:43:45STUDENTS WHO ARE MULTILINGUAL

2:43:47LEARNERS WITH DISABILITY.

2:43:47WHAT'S THE GOAL?

2:43:48HOW MANY.

2:43:49UH, IN THAT PIPELINE?

2:43:50AT LEAST 20 FROM THAT AND THEN

2:43:53AN ADDITIONAL 20 FROM.

2:43:53OUR PARTNERSHIP WITH BOSTON

2:43:55COLLEGE.

2:43:55WHO HAVE UH FOR INDIVIDUALS WHO

2:43:57MAY OR MAY NOT CURRENTLY HAVE

2:43:58THEIR.

2:43:59LICENSURE AND UM REQUIRE IT TO

2:44:02TEACH IN A CONTENT OTHER.

2:44:03LANGUAGE SO.

2:44:0440 AT LEAST.

2:44:05AND THAT WILL FULFILL THE NEED.

2:44:07BASED OFF WHAT WE'RE SEEING AND

2:44:08BASED OFF THE EXISTING CAPACITY

2:44:09OF EDUCATORS WHO MAY OR MAY NOT

2:44:11HAVE THEIR.

2:44:11>> UH, TRANSITIONAL.

2:44:12BILINGUAL ED OR THEIR BILINGUAL

2:44:14ED ENDORSEMENT THAT WOULDN'T

2:44:15MEET THE NEED.

2:44:15BUT WE'RE ALSO TRYING TO

2:44:16ANTICIPATE FOR.

2:44:17FUTURE YEARS.

2:44:18SO THIS HAS BEEN AN INVESTMENT

2:44:19THAT HAS BEEN PUT IN PLACE.

2:44:21>> THROUGH BOSTON COLLEGE

2:44:22SINCE.

2:44:22BEFORE I CAME.

2:44:23>> ON BOARD.

2:44:23AND THEN THE POWER.

2:44:24PIECE I JUST WANTED TO SAY.

2:44:26SO WE CURRENTLY.

2:44:26ALSO ACCEPT.

2:44:27UH, WORK KEYS AS AN ALTERNATIVE

2:44:29TO.

2:44:29>> POWER PRO ASSESSMENT.

2:44:30UM, WE ALSO ARE NOW A

2:44:32PARTICULAR.

2:44:33SITE OVER AT BOWLING SO.

2:44:34FOLKS DON'T HAVE TO KIND OF GO

2:44:35OUT.

2:44:36>> OF.

2:44:36THEIR WAY.

2:44:37TO GO GET ASSESSED AND.

2:44:38DETERMINE WHETHER.

2:44:38>> OR NOT THEY.

2:44:39HAVE THE KIND OF UH, MOST BASIC

2:44:42OR FOUNDATIONAL WORKPLACE.

2:44:43SKILL SETS TO BE IN THE

2:44:45CLASSROOM.

2:44:45AND WE'RE CONTINUING TO EXPAND,

2:44:47UM, ON THE BILINGUAL POWER

2:44:48PIECE NOT ONLY THROUGH.

2:44:49>> OUR.

2:44:50PARTNERSHIPS WITH SAINT

2:44:50STEPHEN'S BUT.

2:44:51>> ALSO.

2:44:51THROUGH OUR BUYBACK PROGRAM, UM

2:44:53,OVER AND OUT OF OUR AIR.

2:44:55YOU KNOW.

2:44:56CAN YOU BECAUSE NOT EVERYONE IS

2:44:58LIKE OH, OUR OFFICE OF HUMAN

2:45:00RESOURCES.

2:45:00>> SHOULD I GET.

2:45:01>> IT THROUGH.

2:45:02>> THE.

2:45:02YEAH OKAY.

2:45:02AND THE PRO PACK WILL BE BACK.

2:45:05SO IT IS THE UH, BILINGUAL ED

2:45:07ACCELERATED UH, TEACHER

2:45:09PIPELINE PROGRAM THAT WE HAVE.

2:45:11AND SO FOLKS WHO ARE EITHER

2:45:12CAREER CHANGERS OR WOULD LIKE

2:45:13TO BECOME CLASSROOM TEACHERS GO

2:45:15THROUGH A PROGRAM THAT IS

2:45:16FULLY, UH, FUNDED AND

2:45:18ADMINISTERED THROUGH.

2:45:19UH, THE OFFICE OF HUMAN

2:45:20RESOURCES IN.

2:45:20COLLABORATION WITH.

2:45:21>> OTHER DEPARTMENTS.

2:45:22AND HOW MANY OF THOSE UH, FOLKS

2:45:24ARE YOU LOOKING FOR.

2:45:25>> AT LEAST YEARLY AS WELL LIKE

2:45:26BETWEEN 20 TO 25 EDUCATORS TO

2:45:28KEEP THE COHORT IN A MODEL

2:45:29WHERE EVERYONE CAN BE

2:45:30SUCCESSFUL.

2:45:31WOULD THAT MEET THE.

2:45:32NEED CURRENTLY FROM WHAT WE'RE

2:45:34SEEING AT LEAST READ THROUGH

2:45:36THAT THREE PRONGED APPROACH AND

2:45:37IT'S ADDRESSING IT LONG TERM.

2:45:39ALSO ANTICIPATING FOR.

2:45:40>> WHAT.

2:45:40WE SEE IN THE CLASSROOMS OKAY

2:45:41GREAT.

2:45:42AND WHO'S GOING TO TALK TO

2:45:44ME ABOUT UM THE ANNUAL REPORT.

2:45:48JUST TO.

2:45:48>> VERIFY IT'S ACTUALLY 40 IN

2:45:50THIS YEAR'S COHORT.

2:45:51MM.

2:45:52SO THAT'S THE 40 ON TOP OF THE

2:45:5420 THAT WE WANT TO GO THROUGH

2:45:55WITH UH THAT'S IN GRANT IN

2:45:56ADDITION TO THE 20.

2:45:57>> THAT WE HAVE THE BOSTON

2:45:58COLLEGE.

2:45:58SO ABOUT 80.

2:46:00A GREAT THANK YOU.

2:46:01AND UM THE ANNUAL REPORT WHO

2:46:03CAN WHO CAN SHARE.

2:46:05I CAN SPEAK TO THAT A LITTLE

2:46:06BIT.

2:46:06UM.

2:46:07UM A NUMBER OF THE MEASURES

2:46:09THAT YOU ARE SPEAKING OF ARE

2:46:11AVAILABLE ONLINE, BUT WE'RE

2:46:12HAPPY TO GET YOU THIS

2:46:13INFORMATION DISAGGREGATED.

2:46:15UM, I DO WANT TO SAY THAT WE

2:46:17ARE REALLY STRIVING TO ENSURE

2:46:20THAT WHEN WE LOOK AT OUR DATA

2:46:21FOR MULTILINGUAL LEARNERS THAT

2:46:23IT'S UM IN ALL OF THE SPACES

2:46:25THAT ARE THE INITIATIVES IN THE

2:46:28BOSTON PUBLIC SCHOOLS.

2:46:29SO WHEN WE LOOK AT THE

2:46:30OPPORTUNITY AND ACHIEVEMENT GAP

2:46:31,WHEN WE LOOK AT MIXED DATA

2:46:32FOR THE DISTRICT SO WE.

2:46:34HAVE OUR UM STRATEGIC PLAN FOR

2:46:37THAT, UM, WE'RE GOING TO BE

2:46:39RELEASING LATER THIS YEAR THAT

2:46:41WILL TALK ABOUT OUR SPECIFIC

2:46:43INITIATIVES, UM, AROUND DUAL

2:46:45LANGUAGE EDUCATION AND OTHER

2:46:46THINGS.

2:46:47UM, BUT WE'RE ALSO REALLY

2:46:49TRYING TO ENSURE THAT WHERE IN

2:46:51UM THAT WE ARE KEEPING OUR

2:46:53MEALS AT THE CENTER WHEN WE'RE

2:46:54TALK ABOUT ALL OF ALL OF OUR

2:46:56DISTRICT INITIATIVES AND.

2:47:00>> YES, I'M NOT SO.

2:47:01I'M JUST I'M JUST TRYING TO

2:47:01UNDERSTAND LIKE.

2:47:02OH.

2:47:03>> WERE YOU SAYING THAT ALL

2:47:04THIS INFORMATION ALREADY.

2:47:05LIVES ON YOUR WEBSITE?

2:47:06UM, THE MAJORITY OF THE

2:47:08INFORMATION THAT YOU NAMED UM

2:47:10IS AVAILABLE THROUGH DC.

2:47:11YES, BUT IT'S NOT

2:47:12DISAGGREGATED.

2:47:13NO.

2:47:14>> WE CAN WE UM I DON'T KNOW IF

2:47:15ALL OF IT IS DISAGGREGATED IN

2:47:17THE WAY THAT YOU ARE.

2:47:18LOOKING FOR.

2:47:19BECAUSE WHAT WE'RE TRYING TO DO

2:47:20IS GET A FULL PICTURE OF KIND

2:47:22OF LIKE WHAT OUR STRENGTHS ARE

2:47:23AND WHAT ARE SOME OF THE

2:47:24CHALLENGES.

2:47:25AND I THINK IF WE CAN.

2:47:26HAVE A DASHBOARD THAT WE CAN

2:47:29LOOK AT MAYBE YOU KNOW

2:47:31QUARTERLY.

2:47:31THAT WE CAN SEE HOW THINGS ARE.

2:47:33COMING WORK PROGRESSING.

2:47:34>> WHAT CHANGES WE NEED TO.

2:47:35MAKE AND THAT INFORMATION IS

2:47:37SHARED THEN IT'S MORE

2:47:39TRANSPARENT.

2:47:40SO AND DISAGGREGATED IS BETTER

2:47:41BECAUSE THEN YOU CAN GET

2:47:42REALLY.

2:47:42INTO THE WEEDS OF IT.

2:47:43OKAY THANK YOU.

2:47:44THAT'S HELPFUL.

2:47:45THANK YOU BRITTANY UM SO I'M.

2:47:47CURIOUS ABOUT THE BUDGET.

2:47:49THERE YOU GO.

2:47:50TELL ME HOW MUCH.

2:47:51YES.

2:47:52>> SO UM LOOKING IT'S

2:47:57126,000,741 UM THOUSAND 800 FOR

2:48:01FY 27 AND THEN UM ON OUR BUDGET

2:48:07PUBLIC WEBSITE UM WE HAVE THE

2:48:09TABLES AND BREAKDOWN THERE AS

2:48:10WELL.

2:48:11THAT WE CAN.

2:48:11>> GIVE YOU THE LINK TO THE

2:48:12WEBSITE SO THAT PEOPLE CAN SEE

2:48:14THE BREAKDOWN.

2:48:15>> AND WHAT ARE YOU PROJECTING

2:48:15FOR NEXT YEAR'S BUDGET?

2:48:17UM, WE JUST KICKED OFF THE

2:48:20PROCESS SO IT WOULD BE PART

2:48:21OF THE FY 28 BUDGET PROCESS

2:48:23THERE.

2:48:23RIGHT.

2:48:24>> AND THE REASON WHY I ASK IS.

2:48:25BECAUSE THIS HEARING AND THE

2:48:27RESOLUTION AND THE WORK THAT

2:48:28WE'RE TRYING TO DO, I HOPE IS

2:48:29THAT THERE'S GOING TO BE SOME

2:48:30INVESTMENTS IN GETTING US TO

2:48:33WHERE WE NEED TO BE.

2:48:34SO IF YOU HAVE TO PUT A THE

2:48:36LITTLE FAIRY GODMOTHER CAME

2:48:38DOWN HERE WITH A MAGIC WAND AND

2:48:39SAID.

2:48:39YOU GET THIS.

2:48:41HOW MUCH WOULD.

2:48:42>> IT TAKE.

2:48:43FOR US TO BE ABLE TO DELIVER ON

2:48:44THIS VISION?

2:48:45UM.

2:48:48>> YOU'RE ASKING ME HOW MUCH

2:48:49WOULD IT TAKE TOTAL?

2:48:51UM UM.

2:48:52I DON'T.

2:48:53WANT TO GIVE A QUICK ANSWER OFF

2:48:54THE TOP OF MY HEAD I WANT I

2:48:55WOULD GIVE A THOUGHTFUL ANSWER

2:48:57SO I DON'T HAVE THAT.

2:48:58THAT'S ALL RIGHT.

2:48:58SO LET'S TALK ABOUT THE PARENT.

2:49:00PROGRAMS RIGHT?

2:49:00I'M JUST TRYING.

2:49:01WHAT I'M TRYING TO DO.

2:49:03IS I'M NOT.

2:49:03THE CHAIR OF WAYS AND MEANS I'M

2:49:05THE CHAIR OF EDUCATION.

2:49:06BUT WE HEAR FROM A LOT

2:49:07OF PARENTS AND ADVOCATES AND

2:49:08EDUCATORS ABOUT WHAT THEY NEED

2:49:10IN THE CLASSROOM TO BE ABLE.

2:49:12>> TO SUCCEED.

2:49:12AND THIS IS YOUR OPPORTUNITY TO

2:49:14HELP INFORM US AS WE ENTER THE

2:49:18BUDGET.

2:49:18SEASON SO THAT WE.

2:49:19CAN ADVOCATE.

2:49:20FIERCELY FOR THE THINGS THAT

2:49:21ARE GOING TO GET US TO WHERE WE

2:49:22NEED TO BE AND IF WE WANT TO

2:49:24WORK IN COLLABORATION WITH

2:49:25COMMUNITY, THEN WE HAVE TO SET

2:49:27YOU UP.

2:49:27FOR SUCCESS.

2:49:28AND SO.

2:49:29WHAT DOES THAT LOOK LIKE.

2:49:31AND WHERE ARE YOU FALLING SHORT

2:49:34IN.

2:49:34TERMS OF THE BUDGET TO BE ABLE

2:49:36TO MEET THE NEEDS AND THE

2:49:37DEMANDS OF OUR MULTILINGUAL

2:49:40LEARNERS?

2:49:44SO WHAT I.

2:49:44>> CAN JUST ADD TO IN WHAT MY

2:49:46COLLEAGUE SABRINA SAID.

2:49:47IS THAT WE ARE CURRENTLY.

2:49:48>> IN THE STAGES

2:49:49OF FORECASTING.

2:49:49THOSE NEEDS.

2:49:50AND SO WE ARE LIKE JUST BEFORE

2:49:52COMING HERE.

2:49:52>> WE ARE DILIGENTLY FIGURING

2:49:53OUT.

2:49:54LIKE CURRENT STATE.

2:49:55TO SUSTAIN, TO MAINTAIN AND TO

2:49:56EXPAND.

2:49:57AND SO WHILE WE DON'T WANT TO

2:49:58GIVE YOU A.

2:49:58NUMBER OFF THE TOP OF OUR

2:49:59HEADS.

2:50:00WE CAN SHARE THAT WE CAN.

2:50:02HAVE THIS CONVERSATION.

2:50:03WITH MORE EXPLICIT.

2:50:05NUMBERS AS WE GET INTO THE

2:50:08BUDGET DEVELOPMENT SEASON

2:50:09BECAUSE WE DO A LOT OF PRE-WORK

2:50:11AS THE COMING MONTHS COME

2:50:12ABOUT.

2:50:12BUT WHAT I DID WANT TO ECHO

2:50:14HERE IS THAT OUR GOAL IS NOT

2:50:15ONLY TO EXPAND BUT ALSO TO.

2:50:17MAINTAIN AND SUSTAIN OUR

2:50:18EXISTING PORTFOLIO OF OPTIONS

2:50:20SO THAT IN ENRICHING AND REALLY

2:50:23ENHANCING THE QUALITY

2:50:24EXPERIENCE.

2:50:25>> THAT STUDENTS ARE SUPPOSED

2:50:25TO GET IN THOSE.

2:50:26PROGRAMS THAT WERE ALSO HAVING

2:50:28THAT SAME MINDSET AS WE.

2:50:29EXPAND BECAUSE WE HAVE TO KEEP

2:50:30THEM BOTH AND THAT FULL

2:50:32PORTFOLIO TO CONTINUE EXPAND.

2:50:33OKAY.

2:50:34>> UM AND WHAT ABOUT THE

2:50:35PROGRESS IN DEVELOPING THE LONG

2:50:37TERM PLAN?

2:50:39I MEAN.

2:50:40>> CAN YOU JUST TALK TO US LIKE

2:50:41WHAT HAVE YOU BEEN DOING SO

2:50:42THAT LOOK LIKE HOW OFTEN DO YOU

2:50:44MEET WHAT DO YOU DO WITH WHAT

2:50:46YOU LEARN?

2:50:46HOW DO YOU DEVELOP YOUR PLAN?

2:50:48HOW ARE YOU SHARING YOUR PLAN?

2:50:49WHAT IS THE PLAN?

2:50:51I'LL START US OFF AND.

2:50:53>> MY COLLEAGUE DEPUTY CHIEF

2:50:54BAGGETT WILL CHIME IN.

2:50:55WHAT I CAN SAY HERE IS THAT WE

2:50:58ROUTINELY ANYTIME WE'RE INVITED

2:50:59OR SOMETIMES IN CREATING LIKE

2:51:01THE COLLABORATIONS LIKE TO WHAT

2:51:03WE SAID BEFORE RIGHT.

2:51:03COLLABORATION AND CONFRONTATION

2:51:04BUT THAT'S.

2:51:05LIKE COORDINATED AND CALIBRATED

2:51:07.

2:51:07SO WE MAKE SURE THAT WE ARE

2:51:10SHARING WITH THOSE WHAT OUR

2:51:11PLANS ARE TO.

2:51:11ALSO SOLICIT INPUT.

2:51:13SO DURING OUR STRATEGIC PLAN

2:51:14CREATION AND DEVELOPMENT WE DID

2:51:15CALL COMMUNITY MEMBERS FAMILIES

2:51:17.

2:51:17TEACHERS STUDENTS EVEN TO MAKE

2:51:19SURE THAT THEY HAD INPUT INTO

2:51:20THAT ALONG WITH BEING PRESENT

2:51:22OUT IN THE STREETS LIKE IN

2:51:23COMMUNITY BASED ORGANIZATIONS

2:51:25TO COLLECT SOME OF THAT INPUT

2:51:26AND INFORM THE PRACTICE.

2:51:27SO WHICH IS WHY YOU HAD I HEARD

2:51:29EARLIER, UH, COUNCIL MEMBER

2:51:30FLYNN AND JOHN MUDD AT THE

2:51:32SAINT STEPHEN'S MEETING THAT

2:51:33THEY WERE AT.

2:51:34I HAVE MADE IT A COMMITMENT TO

2:51:35MAKE SURE AND SPACES THAT ARE

2:51:36NOT JUST NECESSARILY.

2:51:37SPANISH DOMINANT BUT ON

2:51:38ADVISORY BOARDS.

2:51:39>> LIKE.

2:51:39UP TO JOSIAH.

2:51:40QUINCY WORKING.

2:51:41WITH THE MASSACHUSETTS

2:51:41ASSOCIATION.

2:51:42OF HAITIAN PARENTS, WORKING

2:51:43WITH THE CAMBODIAN ASSOCIATION

2:51:44.

2:51:45FOR FAMILIES SO.

2:51:45>> THAT WE'RE.

2:51:46CONSTANTLY GETTING THAT INPUT

2:51:47AND THINKING ABOUT A TARGETED.

2:51:49>> WAY TO PUT IT INTO PRACTICE,

2:51:50I'M.

2:51:50GOING TO PASS IT TO MY

2:51:51COLLEAGUE.

2:51:51THANK YOU.

2:51:53I JUST WANT TO ADD THAT WHEN WE

2:51:54THINK ABOUT PLANNING, UM, THE

2:51:56SPACES IN WHICH WE'RE WE'RE

2:51:57EXPANDING BILINGUAL EDUCATION

2:51:58IN ADDITION TO WHAT MANNY SAID

2:52:00AROUND COMMUNITY.

2:52:01>> AND.

2:52:01FAMILY INPUT, WE ALSO REALLY

2:52:04WANT TO THINK ABOUT ACCESS.

2:52:05WE WANT.

2:52:06WE WANT WHEREVER YOU LIVE IN

2:52:08THE CITY, WE WANT YOU TO HAVE

2:52:09ACCESS TO A DUAL LANGUAGE

2:52:10PROGRAM.

2:52:11SO SEVERAL YEARS AGO IT WAS

2:52:13ONLY THE HERNANDEZ THERE.

2:52:14HERNANDEZ WAS THE ONLY SCHOOL

2:52:16FOR ELEMENTARY UM SPANISH UM

2:52:20DUAL LANGUAGE EDUCATION.

2:52:21AND NOW WHEREVER YOU LIVE WE'VE

2:52:24GOT ONE NEIGHBORHOOD LEFT.

2:52:25WE HAVE THE BRIGHTON UH,

2:52:27NEIGHBORHOOD THAT DOES NOT HAVE

2:52:28ITS OWN UM, SPANISH DUAL

2:52:30LANGUAGE PROGRAM.

2:52:32IN EVERY OTHER CLUSTER OF THE

2:52:33CITY THERE IS ACCESS TO IN

2:52:36ADDITION TO THE HERNANDEZ THERE

2:52:38IS ACCESS TO A DUAL LANGUAGE

2:52:40SPANISH SPEAKING PROGRAM.

2:52:41NOW THE NEXT QUESTION THAT

2:52:42WE'RE ASKING OURSELVES IS NOT

2:52:44ALL OF OUR FAMILIES SPEAK

2:52:45SPANISH SO WE'RE LOOKING AT HOW

2:52:48TO UM ADD PROGRAMS OF OTHER

2:52:50LANGUAGES, HOW TO INCREASE UM

2:52:53ACCESS TO FAMILIES TO THE

2:52:55PROGRAMS THAT DO EXIST.

2:52:56WE'RE ALSO THINKING ABOUT

2:52:58SECONDARY PATHWAYS.

2:53:00SO WE ARE THINKING ABOUT UM

2:53:02ACCESS NO MATTER WHERE YOU LIVE

2:53:04OR WHAT WHAT LANGUAGE YOU SPEAK

2:53:05TO DUAL LANGUAGE PROGRAMS.

2:53:07THANK YOU.

2:53:07AND WHAT ACTIONABLE.

2:53:08PLANS DOES THE DISTRICT HAVE TO

2:53:10HELP.

2:53:11TEACHERS INCREASE.

2:53:13THEIR CAPACITY TO HELP.

2:53:14ENGLISH LEARNERS?

2:53:15SO I'LL.

2:53:16JUMP IN ON THAT ONE AS WELL.

2:53:17SO EARLIER WE MENTIONED TWO.

2:53:19PATHWAYS TRANSLANGUAGING

2:53:20THROUGH UDL.

2:53:21SO TRUDEAU.

2:53:21COINED BY.

2:53:22>> THE.

2:53:22DORA MARIA JOY.

2:53:23PENA AND THEN WE ALSO HAVE.

2:53:25BUILDING BILITERACY SYSTEMS

2:53:25FROM FOLKS WHO WANT EXPOSURE.

2:53:27IN ADDITION THERE WAS

2:53:28PREVIOUSLY A COLLABORATION.

2:53:30>> WHICH WE'RE HOPING TO

2:53:30CONTINUE.

2:53:31>> ON BUT WE'RE STILL IN THE

2:53:32PRELIMINARY STAGES IN.

2:53:33>> YEARS PAST.

2:53:34WHERE THE OFFICE OF.

2:53:35>> WORLD LANGUAGES.

2:53:35OUT OF TEACHING AND LEARNING

2:53:37HAD A SPANISH FOR EDUCATORS.

2:53:38COURSE TO.

2:53:39ENSURE THAT EDUCATORS WOULD AT

2:53:41LEAST BE EQUIPPED WITH BASIC

2:53:42INTERPERSONAL.

2:53:43COMMUNICATION SKILLS.

2:53:44UM STILL.

2:53:45>> LOOKING TO SEE HOW ELSE WE

2:53:46CAN SUPPORT OUR EDUCATORS AND

2:53:47GOING THROUGH THOSE.

2:53:48MECHANISMS AND ALSO MAKING SURE

2:53:50THAT WE HAVE BILINGUAL

2:53:51EDUCATORS EQUIPPED.

2:53:52RIGHT.

2:53:53>> SO LIKE.

2:53:53>> I.

2:53:53JUST.

2:53:54WANTED TO ADD HERE EARLIER

2:53:54THERE WAS MENTION OF THE

2:53:55EDUCATOR DIVERSITY.

2:53:56>> ACT.

2:53:56AND HOW WE CAN EMPLOY METHODS

2:53:59TO ENHANCE AND.

2:54:00IMPROVE OUR WORKFORCE THERE.

2:54:01SO WE HAVE HAD PRELIMINARY

2:54:03CONVERSATIONS WITH SECRETARY

2:54:04OF.

2:54:04EDUCATION STEVEN.

2:54:05DRAKE WITH.

2:54:06>> THE OFFICE OF.

2:54:06LANGUAGE ACQUISITION AROUND.

2:54:07WHAT CAN WE DO AT THE STATE

2:54:09LEVEL TO PROVIDE ALTERNATIVE

2:54:11PATHWAYS THROUGH.

2:54:12PORTFOLIOS THROUGH LANGUAGE.

2:54:12BASED ASSESSMENTS AS WE'RE

2:54:13TRYING TO DELIVER.

2:54:14ON THIS.

2:54:15SO LIKE ALL OF THAT IN

2:54:17COORDINATION IS REALLY TRYING.

2:54:19TO FIGURE.

2:54:19>> OUT OKAY.

2:54:20WHERE ARE WE HOW CAN WE

2:54:21DELIVER?

2:54:22SO TO YOUR POINT ON INVESTMENT

2:54:23SO WE CAN PUT AN EARMARK.

2:54:24DOLLAR TO IT.

2:54:25THANK YOU.

2:54:26UM SO.

2:54:26THIS IS MY.

2:54:27LAST THREE QUESTIONS.

2:54:29YOU KNOW.

2:54:29>> AT THE TOP OF THE LIST

2:54:31OF WHAT THE.

2:54:31MULTILINGUAL LEARNERS ALLIANCE

2:54:33IS RECOMMENDING, UM, IS TO

2:54:35IMPROVE TO IMPROVE EDUCATION

2:54:37OUTCOMES FOR.

2:54:38UM MLS'S IS THE DEVELOPMENT

2:54:40OF A.

2:54:40CITYWIDE ASSESSMENT BASED

2:54:42MINDSET ON.

2:54:44MULTILINGUALISM WITH.

2:54:45THE MAYOR, THE SCHOOL.

2:54:46COMMITTEE SUPERINTENDENT.

2:54:48ALL THE CENTRAL.

2:54:49UM IN SCHOOL STAFF.

2:54:51PROJECTING A COMMITMENT TO

2:54:52MULTI.

2:54:53LINGUAL ISM AS AN ASSET ALONG.

2:54:55>> WITH THE INTERNAL

2:54:56PROFESSIONAL DEVELOPMENT PLAN

2:54:57FOR ALL EMPLOYEES.

2:54:59HOW DOES BP RESPOND.

2:55:01TO THIS OVERARCHING.

2:55:03RECOMMENDATION BY THE.

2:55:04MULTILINGUAL ALLIANCE?

2:55:07I THINK WE WELCOME.

2:55:08>> IT OKAY.

2:55:10AND WHEN WE SAY WE WELCOME.

2:55:12IT WELL WHAT WILL WE.

2:55:13DO TO HELP SUPPORT THAT.

2:55:16VISION AND IMPLEMENTING IT?

2:55:18I THINK THAT YOU STARTED

2:55:20TODAY'S MEETING WITH TALKING

2:55:21ABOUT COLLABORATION AND WORKING

2:55:23TOGETHER, AND I THINK THAT WE

2:55:24ARE ABSOLUTELY ON BOARD WITH

2:55:26DOING THAT.

2:55:27I THINK THAT SOMETIMES IN THESE

2:55:29SPACES IT FEELS LIKE WE'RE

2:55:30REALLY FAR APART FROM EACH

2:55:31OTHER.

2:55:32WHEN I THINK THAT ALL OF US

2:55:33REALLY DO WANT THE SAME THING

2:55:34WHICH IS THE BEST FOR OUR

2:55:36STUDENTS AND FAMILIES AND I

2:55:38THINK THAT WE BELIEVE THAT WE

2:55:40ARE WORKING REALLY HARD TOWARDS

2:55:42THAT AND I KNOW THAT UM, THE

2:55:45THE ADVOCATES ALSO BELIEVE THAT

2:55:47THEY'RE WORKING REALLY HARD

2:55:47TOWARDS THAT AND I SOMETIMES

2:55:49FEEL LIKE WE'RE AT UM WE THINK

2:55:51THAT WE'RE AT ODDS WITH EACH

2:55:52OTHER WHEN REALLY WE ARE CLOSER

2:55:54THAN WE THINK.

2:55:55THAT'S RIGHT.

2:55:55THAT'S THE BEST ANSWER BECAUSE

2:55:57A LOT OF MY COLLEAGUES DON'T

2:55:58THINK IT'S.

2:55:59POSSIBLE AND I HAVE A CAN DO

2:56:01ATTITUDE.

2:56:02AND I HAVE BEEN ONE OF THE.

2:56:04BIGGEST.

2:56:05>> UH, AGITATORS OF DPS AND IF

2:56:07I CAN GET THIS RIGHT WORKING

2:56:09ALONGSIDE THIS ALLIANCE AND

2:56:11CREATING A DIFFERENT DYNAMIC, A

2:56:12HEALTHIER WAY OF WORKING.

2:56:15TOGETHER AND AND DELIVERING

2:56:17FOR.

2:56:17OUR FAMILIES THEN.

2:56:19WE ALL WIN.

2:56:19UM, AND I THINK THAT THE

2:56:21INVITATION.

2:56:22IS THAT WE WILL.

2:56:23>> HAVE.

2:56:23A.

2:56:23MEETING AFTER THIS HEARING.

2:56:25,NOT IMMEDIATELY.

2:56:26AFTER THIS HEARING.

2:56:27AT SOME POINT WE'LL COORDINATED

2:56:28WITH IDR.

2:56:29UM AND THEN WHAT WE'D LIKE TO.

2:56:31DO IS HAVE.

2:56:32A SERIES OF.

2:56:33ONGOING UM, QUARTERLY

2:56:35CONVERSATIONS.

2:56:36WITH BP.

2:56:37WITH THE.

2:56:38ADVOCATES AND THE.

2:56:39COUNCIL VERY SIMILAR TO HOW WE

2:56:41CREATED THE DIVERSITY UM

2:56:43INITIATIVE THAT JOHN UM

2:56:45REFERENCED UM, NOT TOO LONG AGO

2:56:47AND BEING ABLE TO HOLD

2:56:48OURSELVES ACCOUNTABLE TO TO.

2:56:50>> THAT WORK.

2:56:50SO IS THAT SOMETHING THAT YOU

2:56:51GUYS WOULD.

2:56:52BE OPEN TO?

2:56:53ABSOLUTELY.

2:56:54>> YOU HEARD.

2:56:55THAT YOUNG.

2:56:56COUNCIL MEMBER HERE.

2:56:57I JUST WANTED TO ADD.

2:56:58>> ONE THING IF THAT'S OKAY.

2:56:58YEAH.

2:56:59WHEN WE'RE THINKING ABOUT

2:57:00EXPANSION WE'RE THINKING ABOUT

2:57:01SEATS.

2:57:01WE ALSO JUST WANT TO KEEP IN

2:57:03MIND.

2:57:03FOR BETTER OR WORSE.

2:57:04>> AS.

2:57:05WE ARE.

2:57:05>> ENSURING THAT OUR.

2:57:06>> MULTILINGUAL LEARNERS HAVE

2:57:07ACCESS TO.

2:57:07STUDENTS WHO MAY NOT

2:57:08NECESSARILY BE GRADE ELIGIBLE

2:57:10BECAUSE THE PROGRAM.

2:57:11>> IS.

2:57:11JUST STARTING A ROLLING OUT MAY

2:57:12NOT BENEFIT IN THE WAYS THAT

2:57:14THEY WOULD HAVE HAD THE.

2:57:15PROGRAMS EXISTED PRIOR.

2:57:16SO WHILE WE ARE.

2:57:17MISSION DRIVEN TO ENSURE THAT

2:57:18WE.

2:57:19>> HAVE BILINGUAL OUTCOMES AND

2:57:20BILINGUAL EXPANSION.

2:57:21OPPORTUNITIES, JUST BEING

2:57:22COGNIZANT OF THE FACT THAT.

2:57:24THERE'S SOME FOR TOURNAMENT AND

2:57:25NO LOSS FOR LEARNING ESTAMOS

2:57:27HABLANDO POWERFUL DE EL MISMO

2:57:30IS I COULDN'T LAST CUANTAS.

2:57:31COLLIDERS BUT.

2:57:33YEAH SO FOR THOSE FOLKS WHO ARE

2:57:35TUNING IN YOU CAN GET YOUR

2:57:36GOOGLE TRANSLATE OUT AND I'M

2:57:37NOT TRANSLATING THAT ONE.

2:57:39UM SO BP'S NEEDS TO

2:57:41MEANINGFULLY.

2:57:41ENGAGE PARENTS.

2:57:42AS PARTNERS IN DECISION MAKING

2:57:44,UM.

2:57:45AT THE SCHOOL.

2:57:46>> AND.

2:57:46DISTRICT LEVEL.

2:57:47>> SO I'M JUST CURIOUS WHAT NEW

2:57:49FAMILY.

2:57:49>> AND COMMUNITY.

2:57:50ENGAGEMENT STRATEGIES.

2:57:51ARE THERE IN DEVELOPMENT

2:57:53OF PLANS FOR MULTILINGUAL

2:57:54LEARNERS IN.

2:57:55PARTICULAR THAT COMMUNITY?

2:57:56UM.

2:57:57>> FOR EXAMPLE, WHAT IS THE

2:57:58PLAN TO SUSTAIN AND OR.

2:58:00EXPAND THE PARENT MENTOR

2:58:01PROGRAM.

2:58:02AT SAINT STEPHEN'S?

2:58:02I'D LIKE.

2:58:03>> TO KNOW KIND OF WHAT.

2:58:04INVESTMENTS ARE WE'RE THINKING

2:58:06OF FOR NEXT YEAR'S BUDGET AND

2:58:08TO SUPPORT.

2:58:08YOU KNOW, THAT EXPANSION.

2:58:10AND THEN IN HIS.

2:58:12MEMO UH, IN.

2:58:15UH MARCH 5TH 2026.

2:58:16COUNCILOR WEBER.

2:58:17WHO'S THE CHAIR OF.

2:58:18>> THE.

2:58:19COMMITTEE OF.

2:58:19WAYS AND MEANS.

2:58:20DAVID BLUM THE CHIEF FINANCIAL

2:58:22OFFICER ROLE.

2:58:23THAT OUTSIDE OF THE DUAL.

2:58:25LANGUAGE PROGRAMS.

2:58:26EDUCATORS ENCOURAGE THE USE

2:58:28OF NATIVE.

2:58:28LANGUAGE THROUGH SCAFFOLDING.

2:58:32UM INSTRUCTION, CLARIFYING

2:58:34INSTRUCTION, ENCOURAGING PEER.

2:58:35SUPPORT, PROVIDING CULTURALLY

2:58:37RESPONSIVE CONNECTIONS.

2:58:39SUPPORTING SOCIAL.

2:58:40EMOTIONAL NEEDS, BILINGUAL.

2:58:42GLOSSARIES AND.

2:58:44DICTIONARIES AND STRATEGIC.

2:58:45>> CODE SWITCHING THAT

2:58:46ENCOURAGES STUDENTS TO.

2:58:47USE THEIR NATIVE LANGUAGE WHEN

2:58:50BRAINSTORMING OR ORGANIZING.

2:58:52>> THEIR THOUGHTS.

2:58:53WHAT IS THE PROFESSIONAL

2:58:55DEVELOPMENT PROGRAM.

2:58:56FOR EDUCATORS.

2:58:58THAT GIVES THEM.

2:58:59THE SKILLS.

2:59:00>> TO PROVIDE THIS.

2:59:01ENCOURAGEMENT TO USE.

2:59:02NATIVE LANGUAGE.

2:59:03AND HOW MANY TEACHERS HAVE

2:59:05RECEIVED IT?

2:59:07YEAH, SO I'LL START US OFF ON

2:59:09THAT.

2:59:09>> ONE AGAIN.

2:59:10UM, WE HAD PILOTED ONE OUT

2:59:12OF OUR LANGUAGE ACQUISITION

2:59:13TEAM FACILITATOR MEETINGS FOR A

2:59:15SHORT LTF AND.

2:59:16SO WE PILOTED.

2:59:17>> IT FOR THESE LANGUAGE.

2:59:18ACQUISITION TEAM FACILITATORS

2:59:19WHO ARE EDUCATORS, UH, A.

2:59:21PART OF BOSTON.

2:59:21>> PUBLIC SCHOOLS WHO ARE.

2:59:23RECEIVING INFORMATION AND

2:59:23TRAINING THROUGH A TRAINED THE

2:59:25TRAINER.

2:59:25MODEL SO THEY CAN BRING IT BACK

2:59:26TO THEIR SCHOOL COMMUNITIES

2:59:27WHETHER IT'S THROUGH

2:59:28INSTRUCTIONAL.

2:59:29UM LEADERSHIP TEAM STRUCTURES

2:59:31AND.

2:59:31PLANNING TIME AND THROUGH THAT

2:59:33LAUNCH THIS.

2:59:33PAST YEAR.

2:59:34THEN THAT'S WHAT INFORMED THE

2:59:36UH.

2:59:37PROFESSIONAL DEVELOPMENT

2:59:37OFFERING THROUGH

2:59:38TRANSLANGUAGING AND BUILDING.

2:59:39BILINGUAL SYSTEMS.

2:59:40SO TO THE POINT.

2:59:41>> I MENTIONED EARLIER 34.

2:59:42EDUCATORS WHO CHOSE TO GO ON

2:59:44THAT PATHWAY ACROSS.

2:59:46LET ME JUST PUT IT HERE.

2:59:54ACROSS 17 SCHOOLS IN THE

2:59:56DISTRICT AND UH, 19 EDUCATORS.

2:59:58>> ACROSS 11 SCHOOLS.

2:59:58SO NOT.

2:59:59>> JUST EXCLUSIVE TO LIKE.

3:00:00BILINGUAL BASED SCHOOLS.

3:00:01HOWEVER.

3:00:02>> WHAT WE'RE HOPING.

3:00:03>> TO DO IS ALSO FOSTER THE.

3:00:05MINDSET THAT IF WE ARE GOING TO

3:00:07LEVERAGE THE NATIVE LANGUAGE.

3:00:08WE'RE DOING SO WITH INTENTION.

3:00:10AND NOT JUST LIKE ANALOG OR

3:00:12TRANSLATING.

3:00:12RIGHT?

3:00:13BECAUSE IT'S NOT.

3:00:14JUST TRANSLATING, IT'S.

3:00:15UNDERSTANDING THAT.

3:00:16>> THERE ARE NUANCES IN THE

3:00:17LINGUISTIC SYSTEMS AND THERE.

3:00:19ARE COGNITIVE TRANSFERS ACROSS

3:00:21LINGUISTIC TRANSFER.

3:00:22AND SOMETIMES THAT MIGHT NOT

3:00:23EXIST IN A NON ROMANCE

3:00:24LANGUAGE.

3:00:27AND THEN YOU ASKED ABOUT.

3:00:28THE UM NEXT SCHOOL YEAR AT FY

3:00:3128.

3:00:32SO UM JUST IN TERMS OF TIMELINE

3:00:36UM SCHOOLS UH ENROLLMENTS ARE

3:00:38BEING RELEASED IN NOVEMBER.

3:00:40UM IN TERMS OF LIKE WHAT

3:00:41STUDENTS WILL HAVE UM BUDGETS

3:00:43GET RELEASED TO SCHOOLS IN

3:00:45DECEMBER AND THEN WE HAVE THE

3:00:47WHICH PART OF THAT THEY'LL

3:00:48UNDERSTAND THEIR LIKE

3:00:49PARTNERSHIP DOLLARS AND ALL

3:00:50OF THAT THERE AND THEN WE HAVE

3:00:52THE WHAT WE CALL THE BUDGET

3:00:54COLAB MEETINGS ESSENTIALLY

3:00:58MULTILINGUAL SPECIAL ED BUDGET

3:01:00SCHOOL LEADERS COME TOGETHER TO

3:01:02START PLANNING THEIR BUDGET AND

3:01:04THAT HAPPENS IN THE MONTH

3:01:06OF JANUARY OF 2027.

3:01:08AND THEN COMMUNITY.

3:01:10UM AND THEN WE HAVE OUR WAYS

3:01:13WAYS AND MEANS MEETING.

3:01:14>> THAT HAPPENS IN DECEMBER.

3:01:15I'M SORRY.

3:01:16AND THEN UH WE HAVE OUR SCHOOL

3:01:18COMMITTEE UM, MEETINGS THAT

3:01:21HAPPEN STARTING IN FEBRUARY

3:01:23THROUGH MARCH THAT ARE PUBLIC

3:01:25AND THEN OUR CITY

3:01:27COUNCIL MEETINGS ON APRIL.

3:01:28SO LET ME ASK YOU, UH AND I

3:01:30THINK YOU I'M NOT SURE WHO'S

3:01:32BEEN AROUND THE LONGEST SO BUT

3:01:34I'M CURIOUS BECAUSE AS A.

3:01:36PARENT.

3:01:36>> AS A GRADUATE AND AS A

3:01:38PARENT.

3:01:39STILL AND AS SOMEONE WHO STILL

3:01:41IS.

3:01:42DEEPLY CONNECTED.

3:01:43TO COMMUNITY.

3:01:44I'VE BEEN TO LOTS OF.

3:01:46SCHOOL COMMITTEE.

3:01:48HEARINGS AND MEETINGS AND

3:01:51PARENTS HAVE.

3:01:51SPECIFICALLY ASKED FOR.

3:01:53CERTAIN EARMARKS AND

3:01:55INVESTMENTS.

3:01:57FOR A NUMBER OF THINGS.

3:01:59AND THOSE INVESTMENTS WE NEVER

3:02:00SEE REFLECTED IN THE BUDGET.

3:02:03SO HOW.

3:02:04ARE WE LISTENING TO WHAT PEOPLE

3:02:05ARE.

3:02:06SAYING AND HOW WHAT WE'RE

3:02:08HEARING GETS TRANSLATED.

3:02:09INTO HONORING.

3:02:11COMMUNITY VOICE BECAUSE THERE

3:02:13SEEMS TO.

3:02:14>> BE A DISCONNECT WITH THAT.

3:02:15UM.

3:02:16>> CAN I TAKE.

3:02:17ONE PART OF THE QUESTION AND

3:02:18TURN IT OVER.

3:02:19>> TO YOU?

3:02:19UM, ONE OF THE THINGS THAT

3:02:22RESONATED ME, UM, RESONATED

3:02:23WITH ME WHEN I WAS LISTENING TO

3:02:25PEOPLE SPEAK IS THAT SOMETIMES

3:02:27THE THINGS THAT WE ADVOCATE FOR

3:02:28BENEFIT THE NEXT GROUP

3:02:30OF CHILDREN, NOT OURS

3:02:32IMMEDIATELY.

3:02:32AND THAT IS ESPECIALLY TRUE

3:02:33WHEN IT COMES TO DUAL LANGUAGE

3:02:35EDUCATION.

3:02:35WHEN YOU ADD A DUAL LANGUAGE

3:02:38STRAND YOU HAVE TO ADD IT IN

3:02:41K-1 AND THEN IT ROLLS UP YEAR

3:02:43AFTER YEAR.

3:02:44SO I'M LISTENING TO UM FAMILIES

3:02:47TALK ABOUT THEIR THEIR WISH FOR

3:02:49THIS FOR THEIR FOURTH GRADER,

3:02:50THEIR SECOND GRADER.

3:02:51AND UNFORTUNATELY WHILE WE DO

3:02:54HAVE OPEN SEATS IN OUR DUAL

3:02:55LANGUAGE PROGRAMS ACROSS THE

3:02:57DISTRICT UM AND WE CAN SPEAK

3:02:59MORE ABOUT THAT IF YOU'D LIKE

3:03:00UM, THE NEW PROGRAMS THAT WE'VE

3:03:03ADDED ARE GOING TO BENEFIT THE

3:03:05THIRD, FOURTH, FIFTH GRADERS IN

3:03:07A FEW YEARS.

3:03:08SO I THINK SOMETIMES WHEN WE

3:03:09WHEN YOU KNOW SOME NOT TO SAY

3:03:12THAT THESE THINGS TAKE TIME

3:03:13RIGHT.

3:03:13BUT IT'S NOT AN IMMEDIATE TURN

3:03:15KEY.

3:03:15THERE'S GOING TO BE A DUAL

3:03:17LANGUAGE PROGRAM THROUGH GRADE

3:03:1912.

3:03:19YOU HAVE TO START THEM IN GRADE

3:03:21ONE IN ORDER FOR.

3:03:23THE LANGUAGE.

3:03:24ALLOCATION UM TO TO ROLL UP

3:03:27YEAR BY YEAR AND FOR FAMILIES

3:03:29TO BENEFIT FROM THAT.

3:03:30SO I JUST WANTED TO ADDRESS

3:03:31THAT PIECE BECAUSE I REALLY

3:03:33APPRECIATE, UM, THE FAMILIES

3:03:35THAT ARE OUT HERE ADVOCATING

3:03:36FOR THINGS THAT THEIR CHILD

3:03:37MIGHT NOT BENEFIT.

3:03:38FROM IMMEDIATELY.

3:03:39AND THAT UM, YOU KNOW, MANY,

3:03:42MANY CHILDREN IN THE BOSTON

3:03:43PUBLIC SCHOOLS WILL BENEFIT

3:03:44FROM THIS EXPANSION BUT IT

3:03:46DOESN'T HAPPEN OVERNIGHT.

3:03:47IT STARTS A YEAR BY YEAR.

3:03:48YEAH.

3:03:49>> AND UH, SO I MEAN BEFORE YOU

3:03:51GO REAL QUICK I JUST I JUST

3:03:52WANT TO NOTE THAT SOMETIMES

3:03:53IT'S JUST REALLY.

3:03:54BASIC STUFF.

3:03:55JUST FILL OUT MY IEP.

3:03:57YOU KNOW THESE ARE NOT.

3:03:58THINGS AROUND.

3:04:00THERE'S THERE'S CERTAIN THINGS

3:04:01THAT I HEARD.

3:04:01DURING PUBLIC.

3:04:02>> TESTIMONY THAT MAKE.

3:04:03ABSOLUTELY NO.

3:04:04>> SENSE TO ME AS.

3:04:06TO WHY SOME OF THESE.

3:04:07FAMILIES ARE STILL WAITING FOR

3:04:08.

3:04:09YOU KNOW, SERVICES.

3:04:10YES.

3:04:10AND THERE IS A DISCONNECT HERE

3:04:14AND THERE'S THINGS THAT WE ARE

3:04:15MANDATED TO DO BY LAW THAT

3:04:16WE'RE NOT DOING FOR FAMILIES

3:04:19AND THAT IS PART OF US.

3:04:21GETTING THINGS ON THE RECORD

3:04:22AND THINGS IN TERMS OF THINGS

3:04:23THAT WE'RE NOT DOING.

3:04:24AND I DO.

3:04:25APPRECIATE THAT THESE THINGS

3:04:25ARE.

3:04:26FORWARD THINKING AND SOME FOLKS

3:04:27WILL BENEFIT BUT THEY ARE RIGHT

3:04:29NOW.

3:04:29FAMILIES AND STUDENTS WHO ARE

3:04:31STRUGGLING AND.

3:04:32NEED US TO STEP UP FOR THEM BY

3:04:35ANY.

3:04:35MEANS NECESSARY JUST TO GET

3:04:37THEM TO THE FINISH LINE.

3:04:39ABSOLUTELY.

3:04:39AND I THINK THOSE ARE THE SORT

3:04:41OF CONVERSATIONS THAT WE WANT

3:04:42TO CONTINUE TO HAVE.

3:04:43BECAUSE IT HAS TO BE.

3:04:44BOTH CAN BE ONE OR THE OTHER

3:04:46BECAUSE ALL OF OUR STUDENTS

3:04:47NEED, YOU KNOW, SUPPORT AND

3:04:51IT'S CHALLENGING TO TO COME TO

3:04:54TERMS WITH THE FACT THAT

3:04:55THEY'RE GOING TO HAVE TO WAIT

3:04:57ANOTHER 5 TO 10 YEARS.

3:04:58FOR SOME.

3:05:01JUSTICE IF YOU WILL.

3:05:02BUT I DO UNDERSTAND.

3:05:04THAT THE.

3:05:05>> ROLE.

3:05:05OF THE ROLL OUT.

3:05:07I COULD SAY WHAT IS AND.

3:05:09I'M OPEN TO HEARING MORE BUT UM

3:05:11,IN TERMS OF UH, COMMUNITY

3:05:15ENGAGEMENT OR COMMUNITY

3:05:16FEEDBACK, THERE ARE A COUPLE

3:05:17OF THINGS THAT HAPPEN LIKE SO

3:05:19FOR EXAMPLE.

3:05:20THE UM CITY WIDE PARENT

3:05:23COUNCIL WE JUST GOT ASKED TO UM

3:05:25PRESENT WITH THEM ON.

3:05:26A BUDGET.

3:05:27GOT ASKED TO WORK WITH THEM ON

3:05:31UM OCTOBER 27TH AND THEN

3:05:31THERE'S THE UM MEETINGS THAT WE

3:05:34HAVE WITH A GROUP OF UM.

3:05:36THE SCHOOL SITE COUNCIL MEMBERS

3:05:38OUTSIDE OF THE SCHOOL.

3:05:39SO THERE'S THAT PART WHERE

3:05:40BUDGET ALSO JOINS THOSE

3:05:42MEETINGS TOO.

3:05:43UM, THAT HAPPENS IN DECEMBER.

3:05:44I HAVE TO DOUBLE CHECK THE

3:05:45DATE.

3:05:46SO THAT'S ANOTHER PIECE.

3:05:47I THINK THE WAYS AND MEANS IS

3:05:49ANOTHER PLACE WHERE WE HEAR

3:05:51FROM YOU GUYS FROM YOUR

3:05:53CONSTITUENTS.

3:05:54UM, RIGHT.

3:05:54AT LEAST AT THE MOMENT.

3:05:56UM AND SO AND THEN I WOULD SAY

3:05:58THE OTHER MECHANISM IS WHAT

3:06:00SCHOOL LEADERS ARE UM, WORKING

3:06:02WITH THEIR OWN SCHOOL SITE

3:06:04COUNCIL TO GET FEEDBACK FOR

3:06:05THEIR INDIVIDUAL SCHOOLS AS

3:06:07WELL ON THEIR DISCRETIONARY

3:06:09DOLLARS.

3:06:10UM, SO THAT'S WHAT I WOULD SAY

3:06:13IN ADDITION TO THE OTHER POINTS

3:06:14THAT I'VE MENTIONED, I THINK

3:06:15THOSE ARE THE THE ADDITIONAL

3:06:17PIECES THAT I WOULD ADD THAT

3:06:19CURRENTLY EXIST AND.

3:06:20>> SO I KNOW.

3:06:21ALL OF THOSE SPACES AND PLACES

3:06:23BUT THE QUESTION WAS IS LIKE

3:06:24WHEN.

3:06:24>> WE.

3:06:25HEAR PARENTS ADVOCATING IN ALL.

3:06:28OF THE SPACES THAT YOU HAVE

3:06:29JUST IDENTIFIED.

3:06:31HOW DOES WHAT YOU HEAR

3:06:33TRANSLATE.

3:06:33INTO THE ACTION.

3:06:35THAT THE.

3:06:36>> SCHOOL TAKES.

3:06:37IN TERMS OF THE.

3:06:38BUDGETARY ASKS?

3:06:40THAT'S THE QUESTION.

3:06:40THAT'S FEELS TO.

3:06:42>> ME DISCONNECTED.

3:06:42MHM.

3:06:43HOW DO WE HOW DO WE IN GOOD

3:06:45CONSCIENCE HEAR.

3:06:46>> WHAT PEOPLE ARE ADVOCATING.

3:06:47FOR BUT.

3:06:48THEN DON'T SEE THOSE THINGS

3:06:49REFLECTED.

3:06:50>> IN THE FINAL BUDGET.

3:06:55UM I WOULD HAVE TO GO BACK ONE

3:06:57WONDERING AND I HAVE IS LIKE

3:06:58HOW DO WE PRESENT THE BUDGET IN

3:07:00A WAY THAT SHOWS THAT?

3:07:01AND BECAUSE I DO THINK THERE'S

3:07:03SOME WAYS WE HAVE BEEN

3:07:04RESPONSIVE AND SO HOW DO WE

3:07:05PRESENT THAT IN A WAY THAT IT

3:07:07SHOWS THOSE PIECES?

3:07:08I THINK.

3:07:09>> THAT THE THE BIG PIECE THAT

3:07:11I WOULD SAY THERE UM, YOU KNOW,

3:07:13I I KNOW WE'RE AT TIME BUT MY

3:07:16MY PARENTS WERE IMMIGRANTS AS

3:07:17WELL AND LIKE I WAS PULLED OUT

3:07:19SEPARATELY FROM A CLASSROOM TWO

3:07:20SO THIS IS LIKE REALLY

3:07:21PASSIONATE LIKE I'M PASSIONATE

3:07:22ABOUT IT AS WELL.

3:07:23UM AND SO I WOULD JUST SAY THAT

3:07:25UM I THINK MAYBE THAT'S AN

3:07:27OPPORTUNITY WHERE WE CAN SAY

3:07:28LIKE HERE'S WHAT WE'VE HEARD

3:07:28AND HERE'S WHAT WE'VE DONE.

3:07:30UM AND AS WE DO THAT TOO.

3:07:32THANK YOU FOR THAT.

3:07:33THANK YOU.

3:07:34UM ALL RIGHT.

3:07:35SO I AM NOT.

3:07:36ONE TO HOLD PEOPLE HOSTAGE FOR

3:07:39THE SAKE OF HOLDING YOU ALREADY

3:07:40TOOK A LOT OF YOUR TIME.

3:07:42UM, AND, UH, JUST WANTED TO

3:07:45KNOW IF YOU HAD ANY CLOSING

3:07:46REMARKS AND IF YOU DON'T,

3:07:47THAT'S FINE TOO.

3:07:48BUT I WANT TO THANK YOU ALL FOR

3:07:50STAYING AS LONG AS YOU DID AND

3:07:52FOR REMAINING.

3:07:53HERE WITH YOUR.

3:07:54HEARTS OPEN.

3:07:55IT IS NOT.

3:07:56EASY TO SIT THROUGH.

3:07:57AND FEEL LIKE YOU'RE ON.

3:07:59THE STAND AND.

3:08:01THAT WE'RE.

3:08:02>> JUDGING YOUR WORK.

3:08:03AND UH, JUST UM JOHN MADE

3:08:05REFERENCE SO I WAS TRYING TO

3:08:07TELL HIM TO TONE IT DOWN A

3:08:08LITTLE BIT BECAUSE IT.

3:08:11IS HARD TO CHANGE.

3:08:12SYSTEMS THAT HAVE NEVER REALLY

3:08:14WERE INTENDED FOR OUR.

3:08:16KIDS TO SUCCEED.

3:08:17RIGHT.

3:08:18>> AND WE HAVE TO ASSUME BEST

3:08:19INTENTIONS ON BEHALF

3:08:20OF EVERYONE.

3:08:21AND I THINK.

3:08:22MY HOPE.

3:08:23>> IS IS THAT YOU ALL ARE GOING

3:08:24TO WALK INTO THESE

3:08:26CONVERSATIONS READY TO WORK

3:08:28ALONGSIDE THE ALLIANCE TO GET

3:08:29THIS RIGHT.

3:08:30AND IF.

3:08:31>> WE COULD.

3:08:31MODEL WHAT THAT LOOKS LIKE AND

3:08:33CREATE A BLUEPRINT FOR REAL

3:08:35MEANINGFUL ENGAGEMENT EVEN WHEN

3:08:36THERE'S TENSION, THEN I THINK

3:08:38WE CAN TURN THIS SYSTEM.

3:08:39AROUND IN A IN A POSITIVE WAY.

3:08:42BUT YOU HAVE TO BE READY,

3:08:43WILLING AND ABLE TO DO THAT

3:08:44HARD WORK.

3:08:45UM AND.

3:08:46>> THE.

3:08:46ADVOCATES NEED TO UNDERSTAND

3:08:47THAT NOT EVERYTHING IS GOING TO

3:08:48CHANGE RIGHT.

3:08:49AWAY AND THAT YOU HAVE TO

3:08:51UNDERSTAND THAT.

3:08:52YOU HAVE TO LISTEN TO THE

3:08:53PEOPLE WHO HAVE LITERALLY BEEN

3:08:54.

3:08:54DYING OUT.

3:08:55>> HERE TRYING TO MAKE A

3:08:56DIFFERENCE.

3:08:56>> AND SO.

3:08:57THOSE TWO THINGS ARE EQUALLY

3:08:58IMPORTANT AND I WANT TO HELP.

3:09:00FACILITY IN.

3:09:01>> MY TIME HERE THAT TYPE OF.

3:09:05COLLABORATION BECAUSE.

3:09:05>> WE DON'T SEE IT, WE ONLY SEE

3:09:07THIS AND WE ONLY SEE PEOPLE

3:09:08THROWING DAGGERS AT ALL.

3:09:10>> THE TIME AND.

3:09:12>> I AM.

3:09:12ONE I ACTUALLY HAVE THE

3:09:13BIGGEST.

3:09:14SWORD WHEN IT.

3:09:14COMES TO DPS.

3:09:15BECAUSE I AM JUST AS YOU.

3:09:17VERY PASSIONATE ABOUT THIS.

3:09:19SO LOOKING FORWARD TO

3:09:20CONTINUING THIS PARTNERSHIP

3:09:22ALONGSIDE THE.

3:09:23ALLIANCE TO GET THIS RIGHT.

3:09:24UM AND COMMITTED TO WORKING

3:09:26WITH THE ADMINISTRATION AND YOU

3:09:28ALL TO TO.

3:09:29DO IT.

3:09:30>> ARE WE ON BOARD?

3:09:31THANK YOU.

3:09:32THANK YOU FOR FACILITATING THE

3:09:33DIALOG.

3:09:33>> ARE WE ON BOARD?

3:09:34WAS IT BAD?

3:09:35WAS IT SCARY?

3:09:36DID Y'ALL Y'ALL.

3:09:38SURVIVED IT RIGHT I.

3:09:39>> WAS GOOD IT WAS

3:09:40COLLABORATIVE.

3:09:40YEAH IT FELT COLLABORATIVE.

3:09:42IT FELT.

3:09:43COLLABORATIVE I CAN YOU TELL.

3:09:44I DO.

3:09:44THAT BECAUSE.

3:09:45>> THEY.

3:09:46WERE SCARED TO SEND Y'ALL DOWN

3:09:47HERE TO.

3:09:48ME BUT.

3:09:49UM NOT YOU DENISE IT WAS IN AND

3:09:51.

3:09:51>> A WHITE THAT WAS SCARED NOT

3:09:53YOU.

3:09:53DENISE, YOU KNOW ME.

3:09:54YOU KNOW YOU'RE GOOD.

3:09:56IT WAS ANA.

3:09:57THEY WERE SCARED.

3:09:58BUT ANYWAYS.

3:09:59Y'ALL SURVIVED IT.

3:10:00YEAH.

3:10:01THANK YOU.

3:10:01YOU KNOW, THANK YOU.

3:10:02AND I WANT TO END.

3:10:04>> WITH.

3:10:05MY ESTEEMED ADVOCATES.

3:10:06ANY LAST YOU.

3:10:08CLOSING REMARKS, ROSEANNE?

3:10:10NOW I DO THINGS DIFFERENTLY

3:10:12NOW, Y'ALL.

3:10:13AND I'M GONNA LET THE.

3:10:15OTHER FOLKS.

3:10:15>> COME IN AND SAY.

3:10:16>> THEIR LAST CLOSING REMARKS.

3:10:17AND THAT'S JUST HOW I DO THINGS

3:10:19MOVING.

3:10:20BUT NICE MEETING YOU.

3:10:22I LOOK FORWARD TO WORKING

3:10:24ALONGSIDE Y'ALL.

3:10:25Y'ALL WERE GREAT.

3:10:27ALL RIGHT JOHN THIS IS YOUR

3:10:28LAST YOU KNOW.

3:10:30I UM NONTRADITIONAL I'M.

3:10:32>> GOING TO END WITH COMMUNITY

3:10:33.

3:10:33AND JOHN YOU DON'T HAVE 20

3:10:35MINUTES OKAY DON'T BE TRYING TO

3:10:36YOU GOT YOU GOT ONE MINUTE.

3:10:39EACH OF YOU ONE MINUTE.

3:10:42TO SAY YOUR LAST NOW THAT.

3:10:44>> YOU HEARD FROM.

3:10:45>> THE ADMINISTRATION, THIS IS

3:10:46YOUR.

3:10:47FINAL ROUND OF CLOSING REMARKS

3:10:50.

3:10:50AND WE'LL START WITH ROSEANNE.

3:10:56UM.

3:10:57>> I'LL START WITH ONE QUESTION

3:10:58.

3:10:59COULD WE PLEASE SEE THE

3:11:00RESEARCH.

3:11:01OR THE.

3:11:01>> EVIDENCE OR THE STUDY THAT

3:11:03SHOWS THAT CSI IS GOOD OR

3:11:06BETTER FOR STUDENTS SINCE THE

3:11:09VAST MAJORITY OF OUR

3:11:10MULTILINGUAL LEARNERS WILL BE

3:11:12IN THIS PROGRAM FOR THE

3:11:14FORESEEABLE FUTURE.

3:11:16UM, AND THEN I JUST WANT TO SAY

3:11:18TWO MAIN POINTS.

3:11:20ADD LANGUAGES DON'T LOSE THEM.

3:11:23SO THIS APPLIES NOT ONLY TO

3:11:25ENGLISH LEARNERS BUT ALSO TO

3:11:26NATIVE ENGLISH SPEAKERS.

3:11:29UM EVERYTHING FOLLOWS FROM THAT

3:11:30VISION.

3:11:31WE KNOW THAT IT WILL TAKE TIME

3:11:33TO INCREASE ACCESS TO HOME

3:11:35LANGUAGE.

3:11:36WE ADVOCATE FOR A LONG TERM

3:11:37PLAN WITH YEAR BY YEAR

3:11:39MEASURABLE GOALS IN FOR EXAMPLE

3:11:42,LANGUAGE AND DISABILITY

3:11:43ASSESSMENT PROCEDURES.

3:11:45BILINGUAL PROGRAMS OFFERED

3:11:47BILINGUAL EDUCATORS ENDORSED

3:11:49BILINGUAL PARAPROFESSIONALS

3:11:51LICENSED AND THEN MY SECOND UM

3:11:54POINT IS JUST THAT IT MEANS

3:11:56LESS SILOING I THINK THERE ARE

3:11:59A WHOLE LOT OF PROGRAMS AND

3:12:00SERVICES, BUT THERE ARE ALSO

3:12:02BREAKDOWNS BETWEEN DEPARTMENTS

3:12:04LIKE PARTNER LANGUAGE SPEAKING

3:12:06FAMILIES WHO DON'T KNOW ABOUT

3:12:07EXISTING BILINGUAL PROGRAMS OR

3:12:09THEY DON'T SHOW UP ON THEIR

3:12:11LIST OF SCHOOLS OR AS YOU

3:12:13HEARD, MULTILINGUAL FAMILIES

3:12:15WHO STRUGGLE GETTING THEIR KIDS

3:12:16ASSESSED.

3:12:18UM, SO WE NEED A SEAMLESS FLOW

3:12:21UH, FOR FAMILIES PROVIDED IN

3:12:23MULTIPLE LANGUAGES.

3:12:24OKAY, GREAT.

3:12:26>> THANK YOU.

3:12:26I LET YOU GO LONGER.

3:12:27BUT THAT IS OKAY.

3:12:31WE GRACIAS.

3:12:32UH.

3:12:34PRIMERO THE.

3:12:35>> SERIES GRACIAS FOR ESPACIO.

3:12:37THANK YOU SO MUCH FOR THIS

3:12:38SPACE HERE HERE THE FAMILY

3:12:40COMMUNITY AND ALL TOGETHER I

3:12:45USE MY MY ENGLISH NOW A LITTLE

3:12:47BIT AND UH, TO SAY IT'S

3:12:50IMPORTANT TO UNDERSTAND HOW

3:12:53FACILITIES FEEL THE FAMILY WHEN

3:12:55TO GO TO THE WHEN A SCHOOL CAME

3:12:59HEAR THE CHILD TO THE LANGUAGE

3:13:02.

3:13:02THE AGONY.

3:13:03IT'S IMPORTANT TO KNOW HOW THE

3:13:07FAMILY WANT TO BE.

3:13:08WITH THE TEACHER IN THE IN THE

3:13:13AUTHORITY CON LAS AUTORIDADES

3:13:14ESCUELA DE WE WANT TO WORK

3:13:17TOGETHER.

3:13:18WE WANT TO FIGHT TOGETHER

3:13:20BECAUSE OUR GOALS IS THE SAYING

3:13:23GOOD EDUCATION FOR OUR KIDS.

3:13:26UM YES THIS IS THE MOST

3:13:28IMPORTANT THING TO KNOW.

3:13:29WE WANT TO COLLABORATE BUT.

3:13:32WE WANT TO RECEIPTS UM SUPPORT

3:13:36IN THE UN THIS THING WE ARE AND

3:13:40IN THE SAME WAY EVERYBODY YEAH.

3:13:44>> WE THANK.

3:13:45>> YOU LOUIJEUNE.

3:13:47THANK YOU CHAIR WITH YOUR

3:13:49ENCOURAGEMENT WE'RE NOW ALL IN

3:13:50FAVOR OF COLLABORATION.

3:13:52SO I WOULD ENCOURAGE YOU TO NOT

3:13:55WAIT FOR A QUARTERLY MEETING

3:13:56BUT TO TRY AND GET US GOING ON

3:13:58THE COLLABORATION AS SOON AS

3:14:01POSSIBLE AND AS FREQUENTLY AS

3:14:03POSSIBLE BECAUSE WE'VE GOT A

3:14:04LOT TO DO AND IF WE'RE ALL

3:14:06COMMITTED TO IMPROVING IT FOR

3:14:08THE THOUSANDS OF KIDS WE CARE

3:14:09ABOUT, LET'S GET ON WITH IT.

3:14:11YEAH.

3:14:11THANK YOU.

3:14:11>> YEAH.

3:14:12I WANT HIM TO.

3:14:12I WANT TO CLEAR THE RECORD

3:14:14STRAIGHT IS THAT WE'RE GOING TO

3:14:15MEET REGULARLY AND THEN

3:14:16QUARTERLY I'M GOING TO HOST

3:14:17THIS.

3:14:17HEARING TO CHECK IN ON HOW

3:14:19WE'RE DOING AND GET THINGS ON

3:14:20THE RECORD GREG.

3:14:21YEAH WELL ACCOUNTABILITY.

3:14:23>> HERE OKAY.

3:14:24YEAH I ALSO WOULD JUST LIKE TO

3:14:25ECHO WHAT JOHN SAID THAT YOU

3:14:27KNOW WE HAVE COLLECTIVELY SO

3:14:29MUCH EXPERIENCE AND EXPERTISE

3:14:31UM THAT.

3:14:32>> WE.

3:14:32CAN SOLVE PROBLEMS AND SHARE

3:14:34BEST PRACTICES TOGETHER BUT.

3:14:35WE DEFINITELY JUST NEED THE

3:14:36SPACE TO DO IT.

3:14:38UH I ALSO WOULD.

3:14:40>> WANT TO JUST SAY THANK YOU

3:14:40TO YOU.

3:14:41>> OF COURSE FOR HOSTING THIS

3:14:42TODAY.

3:14:43UH, AND THAT CHAIR ROBINSON HAS

3:14:45SAID MANY TIMES AT SCHOOL

3:14:47COMMITTEE THAT WE WOULD ALL

3:14:48AGREE STUDENTS CAN'T WAIT LIKE

3:14:50THEY'RE IN SCHOOL NOW AND SO WE

3:14:52HAVE TO ACT NOW.

3:14:53THEY NEED US NOW.

3:14:54UH, AND THEN.

3:14:55ONE FINAL THING IS LIFE

3:14:57DESERVES ITS OWN.

3:14:57HEARING BECAUSE IT IS A PROGRAM

3:14:59THAT SERVES THE MOST.

3:15:00VULNERABLE STUDENTS.

3:15:01>> SO HOPEFULLY THAT CAN HAPPEN

3:15:02IN THE FUTURE.

3:15:03OKAY.

3:15:03>> GREAT.

3:15:04YOU ADVOCATING FOR ME?

3:15:05>> NO THANK YOU CHAIR.

3:15:06NO THANK.

3:15:07YOU I MEAN LIKE WE DID.

3:15:08THIS UM AND I WANT TO THANK.

3:15:10YOU ALL FOR WALKING IN THE

3:15:12SPIRIT OF COLLABORATION BECAUSE

3:15:13I KNOW IT'S.

3:15:16PEOPLE GET DISCOURAGED.

3:15:17AND WE WE ARE NOT GOING TO DO

3:15:19THAT.

3:15:19>> SO THANK YOU.

3:15:20TO THE MULTILINGUAL ALLIANCE

3:15:21FOR SHOWING UP THE WAY THAT YOU

3:15:23HAVE AND FOR.

3:15:23HELPING US GET TO THIS POINT.

3:15:25SO WE CONTINUE TO.

3:15:26WORK ALONGSIDE YOU.

3:15:28THIS UM HEARING.

3:15:29WILL STAY IN COMMITTEE.

3:15:30UM, AND.

3:15:31>> THIS HEARING ON DOCKET 0276

3:15:34.

3:15:35>> IS NOW ADJOURNED.

3:15:35YEAH, YEAH.

3:15:38THANK YOU.