Education on October 13, 2026

0:50 UH, I'M CALLING US IN FOR THE

0:52 RECORD.

0:52 MY NAME IS JULIA MEJIA,

0:54 AT-LARGE CITY COUNCILOR AND I

0:55 ALSO HAPPEN TO BE THE CHAIR

0:57 OF BOSTON CITY COUNCIL'S

0:58 COMMITTEE ON EDUCATION.

0:59 TODAY IS OCTOBER THE 13TH, 2026

1:03 AND THE EXACT TIME IS 235.

1:06 THIS HEARING IS BEING RECORDED

1:07 .

1:08 IT IS ALSO BEING LIVE STREAMED

1:11 AT BOSTON.GOV.

1:12 CITY COUNCIL TV AND BROADCAST

1:15 ON XFINITY CHANNEL EIGHT RCN

1:18 CHANNEL 82 AND FILES CHANNEL

1:21 964.

1:21 WRITTEN COMMENTS MAY BE SENT TO

1:23 THE COMMITTEE EMAIL AT KCC

1:29 EDUCATION@BOSTON.GOV.

1:30 AND WILL BE MADE PART OF THE

1:31 RECORD AND AVAILABLE TO ALL

1:33 COUNCILORS.

1:33 PUBLIC TESTIMONY WILL BE TAKEN

1:35 AT MY DISCRETION THROUGHOUT

1:37 THIS HEARING.

1:38 UM INDIVIDUALS WILL BE CALLED

1:40 IN ORDER IN WHICH THEY SIGNED

1:41 UP AND WILL HAVE TWO MINUTES TO

1:43 TESTIFY.

1:44 IF YOU ARE INTERESTED IN

1:45 TESTIFYING IN PERSON, PLEASE

1:47 ADD YOUR NAME TO THE SIGN UP

1:48 SHEET NEAR THE ENTRANCE OF THE

1:50 CHAMBER.

1:51 IF YOU'RE LOOKING TO TESTIFY

1:52 VIRTUALLY.

1:53 PLEASE EMAIL CENTRAL STAFF

1:55 LIAISON RON COBB AT BOSTON'S

1:57 IGA FOR THE LINK AND YOUR NAME

1:59 WILL BE ADDED TO THE LIST.

2:01 TODAY'S HEARING IS ON DOCKET

2:04 0276 AND ORDER FOR A HEARING ON

2:06 TRANSPARENCY AND ACCOUNTABILITY

2:08 AND SERVICE PROVISIONS AND

2:09 SPENDING FOR ENGLISH LEARNERS.

2:12 THIS MATTER WAS UM OFFERED AND

2:15 SPONSORED BY ME YOURS TRULY

2:17 JULIA MEDIA COUNCIL CULPEPER

2:19 AND COUNCILOR SANTANA AND WAS

2:21 REFERRED TO MY COMMITTEE UH

2:24 FEBRUARY 4TH 2026.

2:25 TODAY I AM JOINED BY THE BEST

2:28 ATTENDANCE UM IN ORDER

2:30 OF ARRIVAL COUNCILOR FLYNN UM

2:32 AND COUNCILOR AT-LARGE MURPHY

2:35 UM, I KNOW THAT

2:36 COUNCILOR CULPEPPER IS ON HIS

2:37 WAY.

2:38 UM, AND HE HE'LL BE JOINING US

2:39 SHORTLY.

2:41 UM, AND BEFORE WE GET STARTED,

2:44 I AM GOING TO ASK MY COLLEAGUES

2:47 IF, UH I'M GOING TO READ MINE

2:49 FIRST SO THAT I CAN SET THE

2:50 STAGE SO THAT WE ALL KNOW WHY

2:52 WE'RE HERE TODAY.

2:53 MY OPENING STATEMENTS NORMALLY

2:54 I DON'T DO THIS, BUT I THINK

2:55 IT'S IMPORTANT FOR ME TO LAY

2:56 DOWN THE GROUNDWORK HERE.

2:58 SO GOOD AFTERNOON AND THANK YOU

2:59 EVERYONE FOR BEING HERE.

3:01 UH, TO GROUND EVERYONE IN THE

3:02 CONTEXT FOR TODAY, I WANT TO

3:04 SHARE THAT THIS HEARING IS TO

3:05 CONTINUE THE CONVERSATION FROM

3:06 THE FIRST HEARING WE HAD ON

3:08 THIS DOCKET ON MARCH THE 10TH

3:10 AS A RESPONSE TO THE HEARING IN

3:12 MARCH, THIS BODY PASSED A

3:14 RESOLUTION SUPPORTING

3:15 DEVELOPING A COMPREHENSIVE PLAN

3:17 FOR MULTILINGUAL LEARNERS.

3:19 DOCKET 1147.

3:22 FOLLOWING THE PASSAGE OF THAT

3:23 RESOLUTION, THERE WAS STILL AN

3:25 APPETITE TO CONTINUE THE

3:27 CONVERSATION ON THIS DOCKET

3:28 ABOUT SERVICE PROVISION AND

3:31 COMFORT HENCE A DISTRICT WIDE

3:33 PLAN FOR OUR ENGLISH LANGUAGE

3:34 LEARNERS INCLUDING THOSE WITH

3:36 DISABILITIES AS COVERED IN THIS

3:38 DOCKET.

3:39 WE NEED TO INCREASE EQUITABLE

3:41 ACCESS TO MULTILINGUAL

3:42 EDUCATION AND A COMPREHENSIVE

3:44 PLAN WOULD MEAN EVERY

3:46 MULTILINGUAL LEARNER WILL HAVE

3:47 ACCESS TO THE SAME CURRICULAR

3:49 RESOURCES AND SUPPORTS

3:51 REGARDLESS OF WHAT SCHOOL

3:52 THEY'RE AT.

3:53 AS SOMEONE WHO CAME TO BE PPS

3:55 WITHOUT KNOWING ENGLISH AND WHO

3:57 HAD A MOTHER THAT DID NOT SPEAK

3:59 ENGLISH, I KNOW FIRSTHAND THE

4:01 BARRIERS AND DIFFICULTIES

4:02 STUDENTS AND FAMILIES WHOSE

4:04 FIRST LANGUAGE IS NOT ENGLISH

4:06 FACE.

4:08 UM FROM PART OF SUPPORTING OUR

4:10 MULTILINGUAL LEARNERS AND

4:11 CAREGIVERS IS INFORMATION

4:13 JUSTICE INCLUDING LANGUAGE

4:15 ACCESS AND OUR OFFICE UM OFTEN

4:18 MANAGES CONSTITUENT CASES ABOUT

4:20 STUDENT SERVICES PROVISIONS AND

4:22 OR FROM CONSTITUENTS WHO DO NOT

4:24 SPEAK ENGLISH.

4:25 THIS LIVED EXPERIENCE HAS

4:26 HIGHLIGHTED THE NEED FOR A

4:28 COMPREHENSIVE PLAN.

4:29 WE ACKNOWLEDGE THE WORK

4:30 OF BLACK AND THE MULTILINGUAL

4:32 LEARNERS ALLIANCE.

4:33 THAT THAT.

4:35 UM THAT THEY HAVE DONE AND PLAN

4:36 TO CONTINUE TO DO.

4:37 AND TODAY WE'RE BRINGING

4:39 TOGETHER ALL OF THOSE WHO ARE

4:40 DOING THE WORK AND ARE LIVING

4:42 THE REALITIES SO THAT WE CAN

4:44 COLLABORATE.

4:45 I WANT TO SAY THAT AGAIN SO

4:46 THAT WE CAN COLLABORATE TO

4:48 ADDRESS SYSTEMIC ISSUES TO

4:51 SERVICE PROVISIONS DEVELOPING A

4:53 COMPREHENSIVE DISTRICT WIDE

4:55 PLAN FOR NOW AND INTO THE

4:57 FUTURE IN PARTNERSHIP WITH ALL

4:59 OF THE STAKEHOLDERS WILL HELP

5:01 US SOLIDIFY AND WORK TOWARDS

5:03 CONCRETE STEPS TO BEST SUPPORT

5:05 OUR MULTILINGUAL STUDENTS,

5:07 FAMILIES AND EDUCATORS.

5:08 THE BUDGET IS ALSO AN IMPORTANT

5:11 PART OF THIS PLAN AS THE

5:14 COMPREHENSIVE PLAN IS BEING

5:15 DEVELOPED.

5:16 WE NEED TO MAKE SURE THAT THE

5:17 PRIORITIES THE ACTION ITEMS,

5:19 POLICIES, PROGRAMS AND STAFFING

5:22 ARE MORE REFLECTED IN THE

5:24 BUDGET.

5:25 ANY PLANS SUCCESS RELIES ON

5:27 HAVING THE PROPER RESOURCES TO

5:30 FAITHFULLY CARRY IT OUT.

5:31 OUR DOLLARS NEED TO GO TOWARDS

5:33 SUPPORTING OUR HIGHEST NEED UH

5:35 STUDENTS AND WE LOOK FORWARD TO

5:37 WORKING ALONGSIDE YOU TO DO

5:38 JUST THAT.

5:39 AND I'LL JUST END BEFORE I SEND

5:41 IT UP TO MY COLLEAGUES IS THAT

5:43 OUR VISION WAS TO HAVE

5:45 COMMUNITY PANEL ALONGSIDE THE

5:48 ADMINISTRATION BECAUSE WE NEED

5:49 TO START BREAKING DOWN THOSE

5:50 BARRIERS OF COMMUNICATION AND

5:52 ENGAGEMENT AND IN ORDER FOR US

5:54 TO REALLY BUILD TRUST.

5:56 MY HOPE WAS TO HAVE A TRUST

5:57 BUILDING EXERCISE IN WHICH WE

5:59 CAN DO JUST THAT.

6:02 HOWEVER LOGISTICALLY WE

6:03 WOULDN'T WE WEREN'T ABLE TO

6:05 MAKE IT HAPPEN BUT IT IS OUR UM

6:07 ,HOPE THAT THIS IS NOT JUST

6:09 ONE HEARING THAT WILL BE ABLE

6:11 TO WORK IN PARTNERSHIP IN AND

6:13 INSIDE THIS CHAMBER AND OUTSIDE

6:14 THIS CHAMBER ON A ON A PLAN

6:17 THAT MEETS THE NEEDS OF OUR

6:19 STUDENTS BUT IS ALSO CENTERED

6:20 AND THE PARENTS THAT ARE

6:21 LEADING THIS WORK ALONGSIDE THE

6:23 ADMINISTRATION.

6:23 SO THAT'S AN OPEN INVITATION.

6:25 I AM WILLING TO FACILITATE AND

6:26 BRINGING PEOPLE TOGETHER ACROSS

6:28 THEIR DIFFERENCES TO GET THIS

6:30 RIGHT.

6:30 ALL RIGHT.

6:31 SO WITH THAT SAID I AM GOING TO

6:33 KICK IT OVER TO MY COLLEAGUES

6:35 FOR OPENING REMARKS AND THEN

6:37 WE'LL GO TO THE PANEL.

6:39 COUNCILOR FLYNN, YOU HAVE THE

6:40 FLOOR.

6:41 THANK YOU COUNCILOR MEJIA FOR

6:43 HOLDING AND SPONSORING THIS

6:45 IMPORTANT HEARING TODAY.

6:47 I'D ALSO LIKE TO THANK

6:49 COUNCILORS COLE PEPPER,

6:51 COUNCILOR SANTANA COUNCIL WE'RE

6:53 ALL COUNCILOR MURPHY SO MANY

6:54 OTHER COUNCILORS FOR THEIR WORK

6:56 ON THIS ISSUE AS WELL.

7:00 AT THIS TIME BOSTON PUBLIC

7:01 SCHOOLS HAS NOT PUBLICLY

7:04 ARTICULATED A DISTRICT WIDE

7:06 OPERATIONAL PLAN TO IMPLEMENT

7:08 NATIVE LANGUAGE ACCESS FOR

7:10 ENGLISH LANGUAGE LEARNERS OR

7:12 ENGLISH LEARNERS ENGLISH

7:13 LEARNERS WITH DISABILITIES.

7:15 I WOULD LIKE TO ACKNOWLEDGE THE

7:17 TREMENDOUS WORK OF JOHN MUDD,

7:19 WHO HAS BEEN ASKING IMPORTANT

7:22 QUESTIONS AND PROVIDING

7:23 EXCEPTIONAL LEADERSHIP NOT FOR

7:26 YEARS BUT FOR DECADES.

7:28 AT A RECENT SCHOOL COMMITTEE

7:30 MEETING, HE NOTED THE FIVE YEAR

7:31 LONG ROADMAP TO ADDRESS

7:34 ACHIEVEMENT GAP FOR ENGLISH

7:36 LANGUAGE LEARNERS.

7:39 WITH DISABILITIES WITH

7:41 DISABILITIES AND ENGLISH

7:41 LANGUAGE LEARNERS AS WELL.

7:43 UM DOES NOT ACTUALLY HAVE ANY

7:45 MEASURABLE GOALS IN ADDRESSING

7:47 MIXED RESULTS.

7:49 EXPANDING BILINGUAL EDUCATION

7:52 OR IMPROVING LITERACY.

7:54 ENGLISH LANGUAGE LEARNERS

7:56 SERVICES IN ARE ESSENTIAL TO

7:58 ENSURING THAT EVERY STUDENT HAS

8:00 THE OPPORTUNITY TO SUCCEED

8:03 ACADEMICALLY, SOCIALLY ELL

8:07 PROGRAMS HELP OUR STUDENTS

8:09 DEVELOP THE LANGUAGE SKILLS

8:10 NEEDED TO FULLY PARTICIPATE IN

8:12 THE CLASSROOM, BUILD CONFIDENCE

8:14 AND ENGAGE WITH THEIR PEERS AND

8:16 TEACHERS.

8:18 INVESTING IN THESE SERVICES

8:20 SUPPORT EDUCATIONAL EQUALITY

8:22 AND ENSURES THAT ALL STUDENTS

8:24 REGARDLESS OF THEIR LANGUAGE,

8:25 BACKGROUND OR DISABILITY CAN

8:28 REACH THEIR FULL POTENTIAL AS A

8:31 CITY COUNCIL WITH A LARGE

8:33 POPULATION OF CANTONESE

8:34 SPEAKING STUDENTS AND FAMILIES

8:37 ,I RECOGNIZE THE CRITICAL

8:38 IMPORTANCE OF ENSURING OUR

8:39 SCHOOLS HAVE THE RESOURCES AND

8:42 SUPPORT NECESSARY TO PROVIDE

8:44 ENGLISH AS A SECOND LANGUAGE

8:48 SERVICES SO THAT EVERY STUDENT

8:49 AND FAMILY CAN FULLY ENGAGE IN

8:51 THEIR EDUCATION AND OUR

8:54 COMMUNITY.

8:55 I REMAIN COMMITTED TO ENSURING

8:56 THAT OUR ESL STUDENTS HAVE THE

8:59 RESOURCES THEY NEED TO SUCCEED.

9:02 THE OPPORTUNITY JUST A WEEK AGO

9:05 TO ATTEND SAINT STEPHEN'S YOUTH

9:07 GROUP LISTENING SESSION AND

9:11 LISTENING TO PARENTS ALMOST ALL

9:13 MOTHERS MOTHERS OF COLOR UM

9:15 TALKING ABOUT EQUAL ACCESS,

9:19 FAIRNESS, JUSTICE, EQUALITY AND

9:24 I LEARNED MORE IN THAT ONE

9:26 HOUR, ONE HOUR, AN HOUR AND A

9:27 HALF DISCUSSION WITH THE

9:29 MOTHERS THAN PROBABLY EIGHT

9:31 YEARS IN THE CITY COUNCIL.

9:33 THIS IS ABOUT SOCIAL, ECONOMIC

9:36 AND RACIAL JUSTICE.

9:38 IT'S ABOUT FAIRNESS.

9:40 IT'S ABOUT DIGNITY AND RESPECT

9:42 FOR ALL ENGLISH LANGUAGE

9:43 LEARNERS AND STUDENTS WITH

9:46 DISABILITIES.

9:46 THANK YOU, MADAM CHAIR.

9:47 THANK YOU.

9:50 UM, UH.

9:51 COUNCILOR MURPHY, YOU HAVE YOUR

9:53 THANK.

9:53 YOU CHAIR.

9:54 UM THANK YOU TO THE SPONSORS.

9:56 THANK YOU FOR THE FIRST PANEL

9:58 WHO ARE HERE AND ALSO THE

9:59 COMMUNITY PANEL WHO WILL.

10:00 BE UP NEXT.

10:01 THANK YOU FOR YOUR CONTINUED

10:04 ADVOCACY.

10:06 THIS IS AN IMPORTANT

10:08 CONVERSATION.

10:09 I WAS AN ESL TEACHER ALONGSIDE

10:11 UM IN AN INCLUSION CLASSROOM SO

10:15 IT CAN GET TRICKY BUT THAT

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

10:18 GETTING IT RIGHT AND WE

10:20 SHOULDN'T BE OVER DIAGNOSING

10:22 STUDENTS WHO HAVE A LANGUAGE

10:24 BARRIER WITH SPECIAL NEEDS

10:26 WHICH WE KNOW HAPPENS TOO OFTEN

10:28 ALSO.

10:30 SO AS WE KNOW SERVES ROUGHLY

10:33 17,000 ENGLISH LEARNERS.

10:34 THAT'S ABOUT 31% OF THE

10:37 DISTRICT'S STUDENTS ALONG WITH

10:38 THOUSANDS OF STUDENTS WHO WE

10:40 FORMALLY CLASSIFIED AS ENGLISH

10:42 LEARNERS.

10:43 THIS HEARING TODAY AND I

10:46 APPRECIATE WHAT THE CHAIR SAID

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

10:49 BEGINNING BUT THE MIDDLE OF A

10:51 CONTINUED CONVERSATION THAT WE

10:52 HAVE TO CONTINUE TO HAVE NOT

10:54 EXPECTING TO GET ALL THE

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

10:57 ALWAYS IMPORTANT TO BE.

10:58 UPLIFTING THESE CONCERNS.

11:00 THESE STUDENTS AND THEIR

11:02 FAMILIES DESERVE CLEAR

11:03 INFORMATION ABOUT THE SERVICES

11:04 AVAILABLE TO THEM, WHETHER

11:06 STUDENTS CAN ACCESS THOSE

11:07 SERVICES AND WHETHER THOSE

11:09 SERVICES ARE HELPING THEM

11:10 SUCCEED.

11:11 TODAY'S HEARING IS ABOUT

11:13 ACCOUNTABILITY AND ACCESS.

11:14 WE NEED TO UNDERSTAND HOW EPS

11:16 DECIDES WHERE PROGRAMS ARE

11:18 OFFERED, HOW STUDENTS ARE

11:20 PLACED, WHETHER FAMILIES

11:21 RECEIVE INFORMATION IN A

11:23 LANGUAGE THEY UNDERSTAND AND

11:25 HOW THE DISTRICT MEASURES

11:26 ACADEMIC PROGRESS.

11:28 WE ALSO NEED A CLEAR PICTURE

11:30 OF THE FUNDING BEHIND THESE

11:31 SERVICES, HOW THE MONEY IS

11:33 SPENT AND WHAT RESULTS IT IS

11:34 PRODUCING.

11:36 I WANT TO BE CLEAR THAT THIS

11:37 DISCUSSION SHOULD RECOGNIZE THE

11:39 VALUE OF STUDENTS HOME

11:41 LANGUAGES AND THE IMPORTANCE

11:42 OF STRONG BILINGUAL AND

11:43 MULTILINGUAL PROGRAMS.

11:45 AT THE SAME TIME, WE HAVE A

11:47 RESPONSIBILITY TO ENSURE THAT

11:49 EVERY STUDENT RECEIVES THE

11:51 INSTRUCTION AND SUPPORTS THEY

11:52 ARE ENTITLED TO, INCLUDING OUR

11:54 STUDENTS WITH DISABILITIES.

11:56 I HOPE TODAY'S TESTIMONY GIVES

11:58 US SPECIFIC ANSWERS, IDENTIFIES

12:02 GAPS AND SETS OUT MEASURABLE

12:03 NEXT STEPS.

12:04 FAMILIES AND EDUCATORS SHOULD

12:06 NOT HAVE TO GUESS WHETHER A

12:07 STUDENT IS RECEIVING THE RIGHT

12:09 SERVICES OR WHERE TO TURN WHEN

12:11 THEY ARE NOT.

12:12 SO THANK YOU FOR BEING HERE AND

12:13 LOOKING FORWARD TO THE

12:15 CONVERSATION.

12:15 THANK YOU, COUNCILOR MURPHY.

12:17 UH I WANT TO NOTE FOR THE

12:18 RECORD THAT WE HAVE BEEN JOINED

12:20 BY COUNCILOR WEBER.

12:20 COUNCIL MEMBER WOULD YOU LIKE

12:21 OPENING REMARKS?

12:22 UH, NO.

12:23 THAT'S OKAY.

12:24 I MEAN, IT'S THIS IMPORTANT

12:25 CONVERSATION.

12:26 THANKS FOR, UH, TO THE CHAIR

12:27 FOR HOLDING IT AND.

12:28 LOOK FORWARD TO THE

12:30 CONVERSATION.

12:30 THANK YOU.

12:32 ALL RIGHT.

12:32 UM, AND DOCTOR I BECAUSE YOU

12:34 HAVE A HARD STOP AND I ALSO

12:36 WANT TO MAKE SURE THAT MY

12:37 COLLEAGUES HAVE AN OPPORTUNITY

12:38 TO ASK QUESTIONS.

12:39 I'M GOING TO SWITCH THINGS UP

12:40 JUST A LITTLE BIT IN THE

12:41 INTEREST OF TIME IS THAT I'M

12:43 JUST IF YOU COULD DO YOUR

12:44 PRESENTATION AND THEN WE'LL DO

12:45 WE'LL DO A ROUND OF QUESTIONS

12:47 WITH MY COLLEAGUES BEFORE YOU

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

12:51 TO THE REST OF THE FOLKS.

12:53 IS THAT OKAY?

12:53 SOUNDS GOOD.

12:54 OKAY.

12:56 ALL RIGHT.

12:57 DO YOU HAVE A POWERPOINT?

12:59 NO, NO.

13:00 THANK GOD, BECAUSE YOU.

13:01 KNOW I DON'T LIKE THOSE.

13:01 THANK YOU.

13:02 I HEARD YOUR FEEDBACK LAST

13:03 TIME.

13:03 YOU HAVE.

13:04 MY FEEDBACK.

13:04 I'M COACHABLE.

13:06 OH.

13:06 I LOVE THAT FOR YOU.

13:07 SO LET'S GO.

13:09 GOOD AFTERNOON.

13:11 CHAIRMAN HERE.

13:12 UM, COUNCILOR FLYNN,

13:14 COUNCILOR MURPHY AND

13:15 COUNCILOR WEBER.

13:16 UM, AND I KNOW

13:18 COUNCILOR CULPEPPER WILL BE

13:19 JOINING US SOON.

13:20 MY NAME IS DOCTOR SIMON WRIGHT

13:21 AND I AM THE DEPUTY

13:23 SUPERINTENDENT OF ACADEMICS FOR

13:25 THE BOSTON PUBLIC SCHOOLS.

13:27 I'M HERE TODAY WITH KEY LEADERS

13:28 FROM THE OFFICE OF MULTILINGUAL

13:30 AND MULTICULTURAL EDUCATION AND

13:33 FINANCE TO DISCUSS DOCKET

13:34 NUMBER 0276 REGARDING SERVICE

13:38 PROVISION AND SPENDING FOR

13:39 ENGLISH LEARNERS.

13:40 AND IN THE INTEREST OF TIME

13:41 I'LL ALLOW THEM TO INTRODUCE

13:43 THEMSELVES AFTER I FINISH.

13:45 UM I FIRST WANT TO ACKNOWLEDGE

13:47 THAT HEARING FROM THIS PAST

13:49 SPRING REGARDING

13:51 ACCOUNTABILITY, TRANSPARENCY

13:52 AND SUCCESS OF OUR MULTILINGUAL

13:55 LEARNERS AND STUDENTS WITH

13:57 DISABILITIES.

13:57 AS WE REVIEW DOCKET NUMBER 0276

14:02 TODAY FEELS LIKE AN OPPORTUNITY

14:03 TO PROVIDE GREATER FLAHERTY AS

14:06 IT PERTAINS TO HOW WE SUPPORT

14:08 THE SUCCESS OF MULTILINGUAL

14:10 LEARNERS AND THE

14:11 INTERCONNECTION TO THE

14:12 DECISIONS THAT FAMILIES MAKE

14:14 REGARDING BILINGUAL EDUCATION

14:17 SPECIFICALLY THE FAMILIES AND

14:18 CARETAKERS OF OUR MULTILINGUAL

14:20 LEARNERS.

14:22 IN ADDITION, I DO BELIEVE THAT

14:24 WE BOTH FEEL A SENSE OF MORAL

14:27 RESPONSIBILITY TO ENSURE THAT

14:29 EACH MULTILINGUAL LEARNER IS

14:31 PROVIDED WITH THE TOOLS AND

14:33 RESOURCES TO THRIVE BOTH

14:34 SOCIALLY, EMOTIONALLY AND

14:37 ACADEMICALLY REGARDLESS OF THE

14:39 PROGRAMMATIC CHOICE THAT ONE'S

14:41 FAMILY MAY MAKE.

14:43 IT IS WORTH NOTING THAT MOST IF

14:45 NOT ALL CLASSROOMS FACILITATE

14:49 LEARNING FOR OUR MULTILINGUAL

14:51 LEARNERS.

14:53 DPS CONTINUES TO PRIORITIZE

14:56 EXPANDING ACCESS TO BILINGUAL

14:58 PROGRAMING ACROSS THE DISTRICT.

15:00 THIS INCLUDES SHELTERED ENGLISH

15:03 IMMERSION NEWCOMER STUDENTS

15:05 WITH LIMITED OR INTERRUPTED

15:07 FORMAL EDUCATION, DUAL LANGUAGE

15:10 TRANSITIONAL BILINGUAL

15:11 EDUCATION AND BILINGUAL

15:14 EDUCATION PROGRAMS.

15:16 APPROXIMATELY FIVE YEARS AGO

15:18 THERE WERE EIGHT DUAL LANGUAGE

15:20 BILINGUAL EDUCATION PROGRAMS

15:22 ACROSS THE DISTRICT AND IN.

15:24 THE.

15:25 BEGINNING OF THIS OF THIS

15:26 SCHOOL YEAR THE DISTRICT NOW

15:28 HAS 14 DUAL LANGUAGE BILINGUAL

15:30 EDUCATION PROGRAMS AND 2021

15:35 1900 STUDENTS HAD ACCESS TO

15:37 DUAL LANGUAGE PROGRAMING AND

15:40 THIS YEAR 2337 STUDENTS ARE

15:44 CURRENTLY ENROLLED IN DUAL

15:46 LANGUAGE BILINGUAL EDUCATION

15:47 PROGRAMING WITH SEATS THAT ARE

15:49 STILL OPEN AND AVAILABLE AT THE

15:52 MAJORITY OF OUR SCHOOLS.

15:55 WITH THE EXPANSION OF DUAL

15:57 LANGUAGE BILINGUAL EDUCATION,

15:59 THE OFFICE OF MULTICULTURAL AND

16:01 MULTILINGUAL EDUCATION WORKED

16:04 WITH THE MASSACHUSETTS

16:05 DEPARTMENT OF ELEMENTARY AND

16:07 SECONDARY EDUCATION TO COURSE

16:09 CORRECT PRACTICES THAT WERE

16:11 COUNTER TO THE SUCCESS OF OUR

16:13 MULTILINGUAL LEARNERS THRIVING

16:15 FOR EXAMPLE GROUPING STUDENTS

16:18 BY LANGUAGE OTHERWISE KNOWN AS

16:21 BSI IN A CLASSROOM SETTING

16:23 WHERE THERE WERE NO ORGANIZED

16:25 OR STRUCTURED WAYS TO TO

16:27 PROVIDE NATIVE LANGUAGE

16:29 INSTRUCTION BUT DELIVER ENGLISH

16:31 LANGUAGE INSTRUCTION AND OFTEN

16:33 MAINTAIN STUDENTS IN THE

16:36 PROGRAMING THAT IMPEDED

16:37 INCLUSIVE LEARNING

16:39 OPPORTUNITIES AND ENSURING OUR

16:41 STUDENTS CONTINUE TO BE

16:42 SUCCESSFUL.

16:44 WE ARE STILL ON THE JOURNEY TO

16:45 PHASING OUT BSI PROGRAMS AND

16:49 CONTINUOUSLY WORKING TO SUPPORT

16:51 EDUCATORS ACROSS EVERY SCHOOL

16:53 COMMUNITY TO IMPLEMENT DSC

16:56 APPROVED PROGRAMING.

16:58 WE DO WANT TO ACKNOWLEDGE THAT

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

17:02 US TO DO AS IT PERTAINS TO

17:04 STRENGTHENING STUDENT

17:06 PERFORMANCE FOR OUR

17:07 MULTILINGUAL LEARNERS.

17:08 WE WILL CONTINUE TO INCREASE

17:10 THE QUALITY OF BILINGUAL

17:12 PROGRAMING AND STRENGTHEN THE

17:13 EFFECTIVENESS OF EDUCATOR

17:15 CAPACITY TO INTEGRATE ACADEMIC

17:17 LANGUAGE SUPPORTS ACROSS EVERY

17:20 IN ALL LEARNING SPACES.

17:23 THANK YOU FOR CREATING THIS

17:25 SPACE FOR US TO SHARE HOW WE

17:27 CONTINUE TO SUPPORT

17:29 MULTILINGUAL LEARNERS AND THEIR

17:30 FAMILIES.

17:32 WE CONTINUE TO BE GRATEFUL FOR

17:33 YOUR ADVOCACY AS IT PERTAINS TO

17:36 ENSURING EACH MULTILINGUAL

17:37 LEARNER IS SUCCESSFUL AS A

17:39 RESULT OF A HIGH QUALITY

17:41 STUDENT EXPERIENCE.

17:43 THANK YOU.

17:44 ALL RIGHT.

17:46 SO BEFORE.

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

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

17:51 ASK AROUND THE QUESTIONS SINCE

17:52 YOU HAVE A HARD STOP AT 330.

17:54 IS THAT OKAY?

17:55 YEAH.

17:55 UM, SO I KNOW YOU GUYS ARE

17:57 REALLY EXCITED TO SPEAK, BUT IF

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

18:00 THAT WOULD BE GREAT BECAUSE I

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

18:03 UTILIZE YOUR TIME WISELY.

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

18:07 OF ARRIVAL AND I'M GOING TO

18:10 GIVE YOU.

18:10 EACH UH.

18:11 BECAUSE.

18:12 UH, COUNSELOR COUNSELORS,

18:14 YOU SEE THERE'S MORE THAN ONE

18:15 PANELIST BUT WE'RE JUST GOING

18:17 TO BE ASKING QUESTIONS TO

18:17 DOCTOR, RIGHT?

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

18:20 GOT THREE MINUTES OKAY.

18:21 ACTUALLY THAT'S A LONG TIME.

18:23 THEN I WILL HAVE ANY TIME.

18:24 YOU EACH GET TWO MINUTES.

18:26 OKAY.

18:27 FOR JUST QUESTIONS.

18:29 DIRECTLY FOR DOCTOR RIGHT.

18:31 IS THAT FAIR?

18:32 DOES THAT COOL.

18:33 ALL RIGHT.

18:34 SO WE'LL GO FIRST.

18:35 TO COUNCILOR FLYNN, THEN.

18:36 COUNCILOR MURPHY.

18:37 THEN COUNCILOR WEBER.

18:39 AND THEN I'LL ASK MY

18:40 QUESTIONS AND THEN THAT WAY WE

18:41 CAN ALL GET WHAT WE NEED FROM

18:43 YOU AND WE'RE NOT FEELING

18:45 ANXIOUS TO GET OUR QUESTIONS

18:47 IN.

18:47 OKAY.

18:48 COUNCILOR FLYNN, YOU.

18:49 HAVE, UH, TWO MINUTES.

18:53 TO WRITE.

18:54 SO 2 MINUTES OR 3 MINUTES.

18:57 YOU HAVE TWO MINUTES.

19:01 UM.

19:02 YOU THREE ONE THREE MINUTES.

19:03 UM.

19:08 THREE MINUTES.

19:09 GOT IT.

19:10 THANK YOU.

19:11 FOR ENGLISH.

19:12 ENGLISH LEARNERS WITH

19:14 DISABILITIES.

19:15 WHAT ADDITIONAL BARRIERS DO YOU

19:17 SEE WHEN IT COMES TO RECEIVING

19:18 BOTH APPROPRIATE SPECIAL

19:20 EDUCATION SERVICES AND

19:22 MEANINGFUL LANGUAGE ACCESS?

19:25 OUR STUDENTS GETTING THE

19:28 SERVICES THAT THEY NEED FROM

19:32 US.

19:38 THANK YOU.

19:42 HUH?

19:43 YEAH.

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

19:47 BARRIERS.

19:48 WE NEVER WANT TO OVERSIMPLIFY,

19:50 UM, WHAT IT IS THAT OUR

19:52 STUDENTS NEED.

19:53 RIGHT.

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

19:56 CONFIDENT IN ARTICULATING THAT

19:58 THERE ARE A NUMBER OF DIFFERENT

20:00 EDUCATORS ACROSS THE SYSTEM

20:02 THAT ARE WORKING TO UTILIZE UM

20:06 ,THE THE INFORMATION IN THE

20:08 CONVERSATIONS THAT WE HAVE WITH

20:09 FAMILIES TO ENSURE OUR STUDENTS

20:11 ARE RECEIVING NECESSARY

20:13 SUPPORTS AND CONTINUE TO

20:15 PROGRESS, UH, PROGRESS ON THEIR

20:17 INDIVIDUALIZED GOALS.

20:19 UM, I THINK THAT YOU KNOW,

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

20:24 LOOKING AT A NUMBER

20:24 OF DIFFERENT MEASURES, THIS IS

20:26 DEFINITELY AN OPPORTUNITY UM,

20:28 FOR THE SYSTEM AND I THINK WE

20:29 JUST WANT TO BE VERY THOUGHTFUL

20:31 ,UM, ABOUT NOT CONFLATING UM,

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

20:37 LANGUAGE PROFICIENCY WITH WHAT

20:39 MAY BE, UM, A DISABILITY.

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

20:43 LOOK BACK TO FIVE YEARS AGO,

20:45 UM, WHEN THE WHEN THE DISTRICT

20:46 WAS ENGAGING WITH THE STATE, UM

20:48 ,THIS WAS IDENTIFIED AS AN

20:50 OPPORTUNITY FOR US TO COURSE

20:52 CORRECT AND AND HONESTLY DO

20:54 BETTER.

20:55 UM, AND I THINK THIS WILL BE

20:56 CONTINUED WORK FOR FOR THIS

20:59 TEAM.

20:59 UM, I KNOW THE QUESTIONS ARE

21:01 DIRECTED AT ME BUT I DO THINK

21:03 IT WOULD BE A MISSED

21:04 OPPORTUNITY IF YOU'RE OKAY,

21:06 CHAIR.

21:07 UM, TO NOT HAVE JUST WEIGH IN

21:11 AS WELL.

21:12 WELL.

21:12 UNDERSTANDING THAT IF YOU WANT

21:13 TO WAIT I THOUGHT I YOU SOME UH

21:17 IF YOU'RE GOING TO WEIGH IN

21:18 THAT WE'RE NOT TAKING UP TOO

21:19 MUCH TIME.

21:19 I THINK THAT YOU MIGHT

21:20 QUESTION.

21:20 OKAY.

21:22 YEAH.

21:22 THANK YOU.

21:23 MANDY AND I LISTENED TO MANDY

21:24 CLOSELY.

21:25 UM, AT SAINT STEPHEN'S YOUTH

21:27 GROUP YOUTH GROUP THE OTHER

21:28 NIGHT AND MANY OF YOU WERE

21:30 THERE.

21:31 MANY OF THE MOTHERS WERE SAYING

21:34 THAT THEIR CHILDREN ARE WAITING

21:36 YEARS.

21:36 TO GET AN EXAM FOR THE IEP AND

21:40 THEN THE THE MOTHER WAS SAYING

21:42 THAT THE CHILD WOULD THE

21:45 REQUESTING THE EXAM IN THE

21:46 FIRST GRADE AND THEY DON'T GET

21:48 IT TO THE FOURTH GRADE IN IN

21:51 AND WHAT IS LOST IN THAT THREE

21:53 YEARS FOR SOMEONE THAT NEEDS

21:56 SPECIAL EDUCATION SERVICES.

21:59 THAT'S THAT'S MY REAL

22:01 FUNDAMENTAL CHALLENGE I HAVE IS

22:03 I DON'T THINK THINGS ARE GOING

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

22:08 AND SAY THINGS ARE GOING WELL

22:09 AND THERE'S NOTHING TO WORRY

22:11 ABOUT.

22:11 UM, AFTER LISTENING TO THESE

22:13 MOTHERS MANDY WHAT WHAT ARE

22:14 YOUR THOUGHTS?

22:15 YOU WERE YOU WERE ADVOCATING

22:16 WITH THE MOTHERS AS WELL.

22:18 SO THANK YOU FOR THE WORK

22:19 YOU'RE DOING.

22:19 UH, THANK YOU SO MUCH FOR

22:21 HAVING ME.

22:21 UM, ALRIGHT.

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

22:23 WHERE YOU'RE GOING TO HEAR

22:24 ME DROP A FULL LINE INTO

22:24 SPANISH UH, BECAUSE WE'RE

22:26 TALKING ABOUT GETTING WORD AND

22:27 SO I JUST WANT TO RECOGNIZE

22:28 THAT I AM NOT NECESSARILY GOING

22:30 TO SPEAK ON BEHALF OF A

22:31 COLLABORATIVE DEPARTMENT THAT

22:32 WE WORK WITH, WHICH IS THE

22:33 OFFICE OF SPECIALIZED SERVICES

22:34 AND AT THE SAME TIME

22:36 ACKNOWLEDGE THAT WE ARE DOING

22:39 THINGS DIFFERENTLY THAN WE HAVE

22:40 IN THE PAST.

22:41 SO ENSURE THAT WE ARE ASSESSING

22:43 FOR THE STUDENTS NATIVE

22:43 LANGUAGE AND THINKING ABOUT HOW

22:45 WE CREATE THAT WORKFORCE

22:46 OF INDIVIDUALS WHO WE NEED TO

22:48 ASSESS OUR STUDENTS.

22:49 AND SO IN THE ABSENCE

22:51 OF INDIVIDUALS QUALIFIED TO

22:52 CONDUCT NATIVE LANGUAGE

22:53 ASSESSMENTS AND TO KIND

22:54 OF ADDRESS THE BACKLOG

22:56 OF EVALUATIONS, WE'RE ALSO

22:57 LOOKING AT WHAT INTERNAL

22:58 METRICS WE CAN DO TO LEVERAGE

22:59 THE NATIVE LANGUAGES OF OUR

23:01 CURRENT STAFF THOSE WITH

23:02 MODERATE DISABILITIES AND

23:03 LICENSED UH, MODERATE

23:04 DISABILITY LICENSES WHO HAVE

23:06 DEMONSTRABLE UH LANGUAGE

23:07 CAPACITY AND PROFICIENCY WHILE

23:09 ALSO THINKING ABOUT WHERE ARE

23:11 OUR OPPORTUNITIES TO MOVE

23:12 FORWARD.

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

23:16 THAT THAT IS AN OPPORTUNITY FOR

23:17 US TO CONTINUE TO GROW.

23:19 UM, I UNDERSTAND THAT THE

23:21 DISTRICT MAY HAVE HAD

23:22 PREVIOUSLY FAILED INITIATIVES

23:23 WHEN IT COMES TO DOING WHAT'S

23:25 RIGHT FOR OUR MULTILINGUAL

23:26 STUDENTS WITH DISABILITIES, AND

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

23:29 HOW WE CAN BE IN COMMUNITY WITH

23:31 FOLKS TO ADDRESS THOSE AND

23:33 UNCERTAINTIES AND HAVE THEM

23:34 ELEVATED SO THAT EVERYONE'S

23:36 AWARE.

23:39 THANK YOU.

23:45 UM, SO GOING NOW TO.

23:50 UM COUNCILOR MURPHY.

23:50 THEN FOLLOWED BY.

23:51 COUNCILOR WEBER.

23:52 THANK YOU.

23:52 SO MURPHY, YOU HAVE THE FLOOR.

23:54 THANK YOU.

23:55 AND I APPRECIATE YOU TRYING TO.

23:58 ACCOMMODATE PEOPLE'S SCHEDULES.

24:00 IT DOES GET HARD BECAUSE THE

24:03 PANEL OBVIOUSLY HAS A LOT TO

24:05 WEIGH IN ON.

24:06 SO WE PROBABLY MAY HAVE TO

24:08 REPEAT THESE QUESTIONS FOR

24:09 OTHERS IF THAT'S FINE.

24:11 SO ONE OF THE THINGS I SAID IN

24:12 MY OPENING STATEMENT WAS.

24:16 TO ME THE MOST IMPORTANT THING

24:18 IS WHETHER THESE SERVICES ARE

24:21 HELPING OUR.

24:21 STUDENTS SUCCEED BECAUSE AT THE

24:23 END OF THE DAY NOTHING IS WORTH

24:25 ANYTHING IF OUR STUDENTS AREN'T

24:28 SUCCESSFUL.

24:29 SO AND WE DO KNOW THAT OUR

24:31 EDUCATORS ARE WORKING REALLY

24:32 HARD.

24:33 SO WE WANT TO MAKE SURE THAT

24:34 OUR STUDENTS ARE GETTING THE

24:36 RESULTS THEY NEED.

24:37 BUT THE DATA SHOWS THAT IN

24:41 THIRD GRADE LESS THAN 20%

24:43 OF OUR ESL STUDENTS ARE READING

24:45 ON GRADE LEVEL.

24:46 IN FOURTH GRADE 16% FIFTH GRADE

24:51 16%.

24:52 IN SIXTH AND SEVENTH GRADE IT'S

24:53 THE SAME ONLY 17% OF OUR UM

24:57 SIXTH AND SEVENTH GRADERS.

24:59 ARE READING ON GRADE LEVEL

25:01 IN EIGHTH GRADE ONLY.

25:02 12% AND WHEN THEY ARE TESTED

25:04 AGAIN IN 10TH GRADE, THE LAST

25:06 ROUND OF DATA SHOWED US THAT

25:08 ONLY 8% OF OUR ESL LEARNERS ARE

25:10 READING ON GRADE LEVEL.

25:11 SO TO ME THAT WOULD TELL ME.

25:15 CLEARLY THAT.

25:16 OUR ESL STUDENTS AREN'T

25:18 SUCCEEDING.

25:19 THEY'RE JUST NOT.

25:20 AND WHEN COUNCILOR FLYNN.

25:22 BROUGHT UP AND HE DID TALK TO

25:24 ME AFTER HIS.

25:25 VISIT AT SAINT STEPHEN'S.

25:27 ABOUT THE AMOUNT OF.

25:28 TIME OUR FAMILIES ARE WAITING

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

25:33 LAW.

25:33 I MEAN IF PARENTS ARE WAITING.

25:35 YEARS WE CAN'T USE AN EXCUSE

25:39 THAT.

25:39 WE DON'T HAVE SOMEONE WHO

25:41 CAN GIVE A TEST IN A NATIVE

25:45 LANGUAGE.

25:45 WE CAN.

25:46 USE LANGUAGE CONSULTANTS AND WE

25:49 CAN SPEND SOME OF THAT $1.8

25:52 BILLION ON MAKING SURE THAT

25:54 STUDENTS ARE TESTED PROPERLY.

25:56 AND YOU.

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

25:59 HAD ALSO SAID IT IN MY OPENING

26:00 STATEMENT THAT WE ALSO DON'T

26:01 WANT TO OVERDIAGNOSED BECAUSE I

26:03 HAVE.

26:04 SEEN THAT HAPPEN.

26:04 JUST BECAUSE A STUDENT.

26:06 MAY NOT BE ABLE TO CLEARLY

26:09 STATE OR YOU KNOW, DO.

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

26:13 ONLY A.

26:14 LANGUAGE BARRIER.

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

26:17 LABEL OR PUT A CHILD IN THE

26:18 WRONG POSITION.

26:20 BUT AT THE SAME TIME THE

26:22 SERVICES WE'RE PROVIDING DO

26:23 NOT.

26:24 SHOW IN ANY WAY.

26:25 THAT IT'S SUCCESSFUL.

26:28 SO WHAT ARE WE DOING TO.

26:29 MAKE SURE THAT?

26:32 AND I GET LIKE.

26:34 ROOM TO GROW BUT THIS IS

26:36 GENERATIONS NOW OF.

26:37 FAMILIES FEELING.

26:39 THAT THEIR KIDS ARE NOT

26:40 GETTING.

26:40 THE.

26:40 EDUCATION THEY DESERVE.

26:45 CASTLE MURPHY, COUNCILOR MURPHY

26:47 ,YOU SAID A NUMBER OF THINGS

26:49 THAT I FEEL LIKE I COULD

26:50 DEFINITELY RESPOND TO.

26:51 UM, AND I THINK WHERE WE ARE

26:53 ALIGNED IS A SENSE OF URGENCY,

26:56 UM, TO TRULY ACCELERATE

26:58 LEARNING FOR OUR MULTILINGUAL

26:59 LEARNERS.

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

27:03 TO ACKNOWLEDGE IS I HEARD YOU

27:04 USE THE FRAME SERVICES.

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

27:09 TO OVERSIMPLIFY WHAT THAT MEANS

27:11 FOR EACH OF OUR MULTILINGUAL

27:13 LEARNERS.

27:14 UM, BUT I THINK ONE THING WORTH

27:16 ACKNOWLEDGING IS PAST PRACTICE

27:18 AROUND COHORTING STUDENTS AND

27:20 WHAT THAT HAS MEANT FOR

27:22 EDUCATOR PRACTICE ACROSS THE

27:23 SYSTEM THAT WE'RE WORKING TO

27:25 COURSE CORRECT.

27:26 UM, I KNOW THERE IS GREAT

27:28 ADVOCACY AROUND NATIVE LANGUAGE

27:29 INSTRUCTION, BUT I WOULD OFFER

27:31 THAT EVERY EDUCATOR NEEDS TO BE

27:33 PREPARED TO UTILIZE A STUDENT'S

27:35 NATIVE LANGUAGE AS A SCAFFOLD

27:38 AN ENTRY POINT TO LEARNING EVEN

27:40 IF THAT EDUCATOR DOES NOT SPEAK

27:42 THAT STUDENT'S PARTICULAR

27:44 NATIVE LANGUAGE.

27:45 AND CAN.

27:46 YOU.

27:46 EXPLAIN, UM.

27:47 CONCRETE EXAMPLES OF HOW WE'RE

27:49 COURSE CORRECTING.

27:51 AND WHEN I HAVE MY TIME

27:52 SOMETHING.

27:55 BUT YOU.

27:55 CAN STILL ANSWER IT.

27:59 REMEMBER, UM I'M FOLLOWING THE

28:00 RULES I KNOW.

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

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

28:04 MIC.

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

28:06 THROUGH.

28:06 YEAH, YEAH.

28:08 I MEAN, I THINK ONE THING I

28:09 JUST WANT TO ACKNOWLEDGE IS,

28:11 YOU KNOW, I WAS MEETING WITH

28:13 THE TEAM RECENTLY THIS IDEA

28:15 THAT ACADEMIC LANGUAGE SUPPORT

28:17 SHOULD BE HAPPENING OUTSIDE

28:19 OF THE ENGLISH SECOND LANGUAGE

28:20 CLASSROOM SPACES A VERY

28:22 CONCRETE EXAMPLE I THINK AROUND

28:24 COURSE CORRECTION.

28:25 RIGHT.

28:26 UM, WE HAVE UM A NUMBER

28:30 OF EDUCATORS THAT HAVE SAID YES

28:31 THIS YEAR TO BUILDING THEIR

28:33 CAPACITY TO UTILIZE A STUDENT'S

28:35 NATIVE LANGUAGE AS SCAFFOLDS TO

28:37 ENSURE GRADE LEVEL INSTRUCTION.

28:39 UM, I THINK THOSE ARE TWO VERY

28:42 CONCRETE EXAMPLES.

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

28:47 APPROPRIATE I WOULD INVITE

28:48 MELANIE OR BRITTANY TO ADD.

28:51 SO JUST FAIRLY QUICKLY WHAT I

28:53 CAN SAY IS WE AS PART OF A

28:54 LAUNCH IN MANY OF THE

28:55 PROFESSIONAL DEVELOPMENT

28:56 SETTINGS THAT WE OFFER

28:58 EDUCATORS BY CHOICE.

28:59 WE HAVE LUNCH THIS YEAR A

29:00 TRANSLANGUAGING THROUGH A TRULY

29:01 ELL MODEL SO TRANSLANGUAGING

29:03 CLASS UNIVERSAL DESIGN FOR

29:04 LEARNING.

29:04 WE HAVE SEVERAL INDIVIDUALS

29:05 THAT SPEAK FOR A VARIETY

29:06 OF LANGUAGES MYSELF INCLUDED

29:08 SPANISH, VIETNAMESE HAITIAN

29:09 CREOLE COVERED IN CREOLE AND WE

29:11 HAVE 34 EDUCATORS ACROSS THE

29:13 DISTRICT UM ACROSS 17 SCHOOLS

29:15 THAT HAVE SIGNED UP FOR THAT

29:16 ONE.

29:16 AND WE ALSO HAVE ANOTHER

29:17 PROFESSIONAL DEVELOPMENT

29:18 SEQUENCE WITH 19 EDUCATORS

29:20 ACROSS 11 SCHOOLS WHO'VE SIGNED

29:21 UP FOR THOSE PIECES BUT ALSO

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

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

29:27 HOUR INCLUSIVE PD PRACTICE.

29:29 SO THESE ARE EDUCATORS WHO ARE

29:31 COMMITTING TO ENGAGE IN THIS

29:32 PRACTICE AND BUILD THAT KIND

29:34 OF UH, PROFICIENCY IN THE

29:36 PEDAGOGICAL MOVES BECAUSE AS WE

29:37 KNOW THE LANGUAGE IS NOT GOING

29:39 TO BE ACQUIRED WITHIN WITHIN

29:40 ONE, 2 OR 3 YEARS.

29:41 IT'S GOING TO TAKE SOME TIME

29:42 FOR THEM TO DEVELOP THAT

29:43 COGNITIVE ACADEMIC LANGUAGE.

29:44 OKAY.

29:45 THANK YOU.

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

29:49 COUNCILOR WEBER AND IF MY

29:49 COLLEAGUES HAVE ONE MORE

29:50 QUESTION I'M MORE THAN HAPPY TO

29:52 JUST TURN YOUR LIGHT ON AND I

29:53 GO BACK TO YOU THAT WAY NO ONE

29:55 FEELS UNHEARD.

29:56 COUNCILMEMBER OKAY.

29:57 YEAH.

29:58 THANKS, DOCTOR.

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

30:02 AWAY FROM THE SCA SHELTERED

30:04 ENGLISH IMMERSION, UH, TO BUY

30:07 MORE AND I THINK WHAT WE HEARD

30:09 IN THE BUDGET PROCESS WAS

30:10 ABOUT.

30:11 MAYBE IT WAS LIKE.

30:14 1,012% OF OUR STUDENTS WHO ARE

30:16 MULTI LANGUAGE LEARNERS WERE

30:17 GETTING BILINGUAL INSTRUCTION.

30:19 SO WHAT IT DID HAVE THAT RIGHT

30:21 10%.

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

30:23 GOAL OR IS ARE WE GOING TO

30:25 EXPAND LIKE WHAT HAD NO DO YOU

30:27 HAVE TO PRESS THE BUTTONS THAT

30:28 YEAH IT'S YOU KNOW.

30:29 IF YOU HAVE YOUR TRAINING.

30:31 THE RUN RUN CAN HANDLE AS A

30:32 CHAIR.

30:33 THE MOST FRUSTRATING THING IS

30:34 WATCH PEOPLE PRESSING THEIR

30:35 BUTTONS AND CAN YOU TURN OFF.

30:37 SO JUST WHAT IS THEIR GOAL FOR

30:38 BILINGUAL AND I GUESS IS IF YOU

30:40 DON'T HAVE THAT AND SOMEBODY

30:41 ELSE HAS THE ANSWER DO.

30:43 YOU JUST DEFER TO THEM?

30:44 YES BUT.

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

30:49 QUICK ANSWER IF.

30:49 YOU CAN I DON'T KNOW.

30:50 IF IT'S.

30:51 THAT QUICK.

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

30:55 IS UNDERMINE THE ASPIRATIONS

30:56 THAT OUR FAMILIES HAVE FOR

30:59 THEIR STUDENTS WHEN THEY ENROLL

31:01 IN DPS.

31:02 UM, I THINK AS.

31:03 THE DAUGHTER OF.

31:05 IMMIGRANTS MYSELF, UM MY

31:07 PARENTS HAD VERY.

31:09 CLEAR GOALS AROUND WHAT THEY

31:10 WANTED FROM MY LEARNING

31:12 EXPERIENCE AND AND WHILE I DO

31:14 THINK THAT A NUMBER OF THE

31:16 FAMILIES OF OUR MULTILINGUAL

31:18 LEARNERS WANT TO ENSURE

31:19 STUDENTS GAIN ACADEMIC

31:21 PROFICIENCY IN THEIR.

31:22 NATIVE LANGUAGE.

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

31:25 THE CASE FOR ALL.

31:26 SO LET ME JUST THE PRESUMPTION

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

31:31 KIDS TO TO TO EXCEL IN ENGLISH.

31:37 I THOUGHT YOU KNOW, EDUCATING

31:37 THEM IN THEIR NATIVE LANGUAGE

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

31:41 TO MAKE SURE THEY THEY'RE

31:42 LEARNING THEIR NATIVE LANGUAGE.

31:44 THE IDEA IS LIKE FOR ALL KIDS

31:46 TO IN THE END YOU KNOW BE ABLE

31:48 TO ACHIEVE ON THE SAME.

31:50 YEAH I THINK I THINK THAT IS A

31:52 FAMILY DECISION RIGHT.

31:54 I THINK THAT THERE ARE FAMILIES

31:56 THAT DO WANT, YOU KNOW,

31:58 STUDENTS TO LEARN.

31:59 ENGLISH VERY.

32:00 QUICKLY AND I THINK THERE'S

32:01 THEIR FAMILIES THAT WANT THEIR

32:03 STUDENTS TO LEARN THEIR NATIVE

32:05 LANGUAGE AND GAIN ACADEMIC

32:06 PROFICIENCY IN THEIR NATIVE

32:07 LANGUAGE IN ADDITION TO TO

32:11 LEARNING ENGLISH AND BEING ABLE

32:12 TO EXCEL IN ENGLISH AT THE SAME

32:14 TIME LIKE YOU KNOW.

32:15 SINCE THE FRAMING BILINGUAL.

32:18 IS JUST LIKE FROM MY NON-EXPERT

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

32:22 WANT THIS THIS THIS STUDENT TO

32:26 BE ABLE TO GO TO EXAM SCHOOL IF

32:27 THEY WANT IF THEY WANTED TO DO

32:29 WELL ON THE SATS THE I THINK

32:31 THE IDEA IS EARLY EDUCATION AND

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

32:35 THINK TOLD ME THAT YOU KNOW,

32:37 EDUCATION THAT BILINGUAL

32:38 ENVIRONMENT WILL ALLOW THEM TO

32:41 BE UP TO SPEED ON NON LANGUAGE

32:44 TOPICS EARLIER AND SO THEY HAVE

32:46 A BETTER UNDERSTANDING THERE

32:47 AND THEY'RE NOT FACING LIKE A

32:49 LEARNING ISSUE JUST BECAUSE YOU

32:51 KNOW.

32:51 ENGLISH ISN'T.

32:52 THEIR FIRST LANGUAGE.

32:53 SO I THOUGHT THAT WAS WHY WE

32:54 HAVE BILINGUAL PROGRAMS BUT UH

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

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

33:03 TO TO THE REST OF THE PANEL MY

33:04 OTHER QUESTION JUST SO WE'RE

33:06 MOVING AWAY FROM CIA IS THAT IS

33:08 THAT BECAUSE LIKE THERE WAS THE

33:10 STATEWIDE BAN ON BILINGUAL

33:12 EDUCATION OR YOU KNOW, DO WE

33:14 HAVE WE LEARN SOMETHING NEW

33:16 LIKE IT'S ALWAYS SEEMS LIKE

33:18 WELL SOMETHING ISN'T WORKING.

33:20 SO I MEAN THE WORRY HERE IS

33:21 THAT WE'RE JUST TRYING

33:22 SOMETHING DIFFERENT BECAUSE WE

33:23 DIDN'T SUCCEED WITH THE LAST

33:25 MODEL AND THAT WE'RE.

33:26 ON LIKE YOU KNOW.

33:28 A DIFFERENT PLAN, YOU KNOW, CAN

33:29 YOU JUST EXPLAIN HOW WE HOW WE

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

33:33 AND WHY WE'RE GOING AWAY.

33:34 FROM IT?

33:36 YEAH I'LL LET YOU START.

33:38 OKAY.

33:38 THANK YOU SO MUCH FOR.

33:39 THE QUESTION.

33:41 UM WE ARE NOT GOING AWAY FROM

33:42 CI.

33:43 CI IS CALLED SHELTERED ENGLISH

33:44 IMMERSION.

33:45 AND IT IS ONE OF THE MODELS

33:47 THAT THE STATE HAS APPROVED FOR

33:49 EDUCATING STUDENTS WHO ARE

33:50 LEARNING ENGLISH AS A SECOND

33:51 LANGUAGE.

33:52 WHAT WE ARE MOVING AWAY FROM IS

33:54 WHAT WE HAVE WHAT DPS HAS

33:57 CALLED BSI AND IT WAS THE.

34:00 PRACTICE OF PUTTING UM ENGLISH

34:02 LEARNER STUDENTS IN COHORTS

34:05 TOGETHER ACROSS THE DISTRICT.

34:07 SOME OF THESE PROGRAMS HAD ALL

34:10 STUDENTS WHO SPOKE SPANISH

34:11 TOGETHER AND SOME OF THEM HAD A

34:13 SPANISH PROFICIENT EDUCATOR.

34:15 SOME OF THEM HAD A NATIVE

34:17 SPANISH SPEAKING EDUCATOR.

34:18 SOME OF THEM DID IT.

34:19 SOME OF THEM HAD A MONOLINGUAL

34:21 ENGLISH EDUCATOR.

34:22 SOME OF THEM.

34:24 WERE PUTTING A WHOLE GROUP

34:25 OF ENGLISH LEARNER STUDENTS

34:26 TOGETHER IN A ROOM WITH UH THAT

34:28 SPOKE MANY DIFFERENT LANGUAGES

34:30 AWAY FROM THEIR ENGLISH

34:31 SPEAKING PEERS, AWAY FROM PURE

34:33 LANGUAGE MODELS.

34:34 THIS WAS UM AGAINST DC

34:37 PRACTICE.

34:38 WE WERE CITED FOR BEING OUT

34:40 OF COMPLIANCE WITH THE STATE

34:41 WITH THESE TYPES OF CLASSROOMS.

34:43 PARENTS DIDN'T KNOW WHAT THAT

34:45 CLASSROOM LOOKED LIKE FOR THEIR

34:46 CHILD.

34:47 IT VARIED GREATLY.

34:49 SOME OF THE.

34:50 EDUCATORS HAD WHAT'S.

34:51 CALLED THE BILINGUAL EDUCATION

34:53 ENDORSEMENT ALLOWING THEM TO

34:55 TEACH IN ANOTHER LANGUAGE MANY

34:57 OF THEM DID NOT.

34:57 OUR NUMBER ONE GOAL FIRST IS TO

35:00 BE IN COMPLIANCE WITH DESSES

35:03 PROGRAMS FOR ENGLISH LEARNER

35:05 STUDENTS, AND WE ARE OFFERING A

35:07 PORTFOLIO OF OPTIONS FOR

35:08 FAMILIES TO CHOOSE MANY DUAL

35:11 LANGUAGE PROGRAMS.

35:12 THERE'S ALSO TRANSITIONAL

35:13 BILINGUAL EDUCATION PROGRAMS,

35:16 STATE PROGRAMS, NEWCOMER

35:18 PROGRAMS, SAFE PROGRAMS.

35:19 THE PANEL IS HAPPY TO GET INTO

35:22 WHAT THOSE PROGRAMS LOOK LIKE

35:23 IF IF THERE'S TIME FOR THAT

35:25 LATER.

35:25 UM BUT I JUST WANTED TO CLARIFY

35:27 THAT CI IS A WIDELY RECOGNIZED

35:30 AND ACCEPTED MODEL IN THE

35:33 STATE.

35:33 UM.

35:34 THAT WE HAVE DEFINED AND

35:37 SPOKEN AT LENGTH TO FAMILIES

35:38 ABOUT AND MANY OF THEM CHOOSE

35:39 THAT FOR THEIR CHILDREN.

35:41 OKAY.

35:42 THANK YOU THANK YOU CHAIR.

35:43 I'LL GO BACK IF IF MY

35:44 COLLEAGUES HAVE ANOTHER ROUND

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

35:49 TO.

35:50 MY TURN.

35:51 UM SO JUST FOR THE RECORD, IF

35:54 YOU COULD UM DOCTOR RIGHT.

35:57 THESE ARE JUST YES OR NO OKAY.

36:00 NO NO EXPLANATIONS PLEASE.

36:01 THEY WOULD HELP ME WITH THIS

36:03 TIME KEEPING SITUATION.

36:05 UH.

36:06 I DON'T.

36:06 KNOW HOW TO DO IT.

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

36:09 START ALL OVER AGAIN.

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

36:13 YES OR NO ONE IS SERVING AND

36:17 MEETING THE NEEDS OF OUR

36:18 ENGLISH LANGUAGE LEARNERS.

36:19 YES OR NO?

36:20 THIS IS THE QUESTION THAT

36:21 COUNCILOR FLYNN ASKED, BUT I

36:23 COULDN'T REALLY UNDERSTAND IF

36:24 IT WAS YES OR NO.

36:26 IS THE DISTRICT MEETING THE

36:28 NEEDS OF MULTILINGUAL LEARNERS.

36:29 YES OR NO?

36:36 THE DISTRICT IS WORKING TO MEET

36:38 THE NEEDS OF MULTILINGUAL

36:39 LEARNERS.

36:40 SO YES OR NO?

36:42 THE DISTRICT IS WORKING TO MEET

36:43 THE NEEDS OF OUR MULTILINGUAL

36:45 LEARNERS WHO DON'T KNOW.

36:46 OKAY IT'S WHEN I FALL.

36:48 OKAY.

36:49 HOW ABOUT DO WE KNOW.

36:51 IS THERE AN IMPACT.

36:53 OF IN STUDENTS WITH THE

36:55 BACKLOG?

36:55 LIKE IF YOU'RE WAITING FOREVER

36:57 TO GET YOUR ASSESSMENT.

36:58 ,DOES.

36:59 THAT HAVE AN IMPACT ON THE

37:01 EDUCATIONAL OUTCOMES

37:02 OF STUDENTS YES OR NO.

37:04 THE DISTRICT UM FOR STUDENTS IF

37:07 WE'RE TALKING ABOUT ENGLISH

37:08 LEARNERS WITH DISABILITIES,

37:10 THERE IS AN IEP TIMELINE IN

37:12 WHICH STUDENTS ENGAGE IN THE

37:14 EVALUATION PROCESS.

37:15 FAMILIES ARE THERE I THINK WHAT

37:18 IS MISUNDERSTOOD RIGHT NOW IS

37:21 WHETHER OR NOT ALL FOLKS ARE IN

37:24 AGREEMENT WITH WHAT IS NEEDED

37:25 FOR THE STUDENT.

37:27 UM AND I WILL ACKNOWLEDGE I

37:28 THINK YOU KNOW, PART OF THE

37:29 REASON WE'RE HERE IS.

37:30 HOW.

37:31 DO WE WORK TOGETHER, RIGHT.

37:32 I WILL ACKNOWLEDGE THAT AN

37:34 OPPORTUNITY FOR US IS

37:36 CONTINUING TO WORK WITH THE

37:37 FAMILIES OF OUR STUDENTS, UM,

37:40 TO ENSURE THERE IS LIKE

37:41 FLAHERTY AROUND EACH STUDENT'S

37:44 GOALS AND PROGRESS MONITORING

37:46 AS TO WHETHER STUDENTS ARE

37:47 MEETING THE GOALS.

37:47 PERFECT I LOVE THAT.

37:48 SO UH THEN ONE MORE FOLLOW UP

37:50 BASED ON THE QUESTIONS THAT I

37:51 HEARD HERE AND THEN I'M GOING

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

37:54 ABOUT NATIVE LANGUAGE LEARNING

37:56 LIKE.

37:57 WHAT IS THE THEORY BEHIND THAT

37:59 ?

38:00 IF YOU ARE A NATIVE LANGUAGE

38:01 SPEAKER AND YOU LEARN THE

38:02 CONTENT IN YOUR NATIVE

38:03 LANGUAGE, THEN YOU HAVE MORE

38:04 OF A COMMAND ON THE CONTENT

38:07 THAT YOU YOU BETTER UNDERSTAND

38:09 THE CONTENT IF YOU'RE LEARNING

38:12 IT IN YOUR NATIVE LANGUAGE.

38:14 YES OR NO.

38:15 I THINK THAT IS ONE THEORY.

38:18 BUT BACK TO THIS THE

38:19 CONVERSATION AROUND FAMILY

38:21 CHOICE I THINK THAT I THINK I

38:23 KNOW THAT THE THEORY IS IF WE

38:26 ARE ABLE TO MAKE CONNECTIONS TO

38:28 A STUDENT'S NATIVE LANGUAGE

38:30 EVEN WHEN LEARNING IN ENGLISH

38:32 IT SERVES AS A SCAFFOLD AN

38:34 ENTRY POINT TO ENSURE A STUDENT

38:36 IS ENGAGING IN GRADE LEVEL

38:37 INSTRUCTION.

38:38 SO IS THERE A IS.

38:40 IS THERE.

38:41 CURRENTLY A COMPREHENSIVE

38:43 MULTILINGUAL PLAN UNDERWAY?

38:46 YES OKAY.

38:47 CAN YOU TELL ME WHAT THAT LOOKS

38:48 LIKE?

38:49 YEAH.

38:50 UM AND I WILL ACKNOWLEDGE UM

38:52 I THINK A NUMBER OF OUR

38:53 ADVOCATES WERE ABLE TO ENGAGE

38:55 WITH THE UM A NATIONAL

38:57 ORGANIZATION OTHERWISE KNOWN AS

38:58 THE COUNCIL OF GREAT CITY

39:00 SCHOOLS AND THEY WERE THEY WERE

39:02 INTERVIEWED, CONSULTED ABOUT

39:03 THE EXPERIENCE OF OUR

39:05 MULTILINGUAL LEARNERS IN BPOS.

39:07 UM, RIGHT NOW WE ARE WAITING

39:09 FOR THAT, UH, REPORT TO BE

39:12 FINALIZED AND USING THAT REPORT

39:15 TO FINALIZE THE NEXT FIVE YEARS

39:16 STRATEGIC PLAN FOR OUR

39:18 MULTILINGUAL LEARNERS AND DPS.

39:19 AND ARE.

39:20 YOU WORKING IN COLLABORATION

39:21 WITH THE MULTILINGUAL ALLIANCE

39:23 ?

39:24 WE ARE NOT.

39:25 AND THAT IS BECAUSE.

39:28 SO AND I WILL ACKNOWLEDGE I

39:29 THINK THE MULTI UH MLA IS

39:32 SOMETHING I'M NOT AS FAMILIAR

39:33 WITH I BELIEVE THE GROUP UM

39:36 THAT IS NOT A GROUP THAT I HAVE

39:38 ENGAGED WITH SINCE I'VE BEEN

39:39 WITH THE DISTRICT BUT I DO AND

39:41 I THINK BRITTANY CAN SPEAK TO

39:42 THIS.

39:43 I THINK A NUMBER OF OUR

39:45 ADVOCATES HAVE BEEN ENGAGED IN

39:47 DRAFTING THE REPORT FROM THE

39:48 COUNCIL OF GREAT CITY SCHOOLS,

39:49 AND THEY'VE ALSO BEEN ENGAGED

39:51 IN DRAFTING THE FIVE YEAR

39:53 STRATEGIC PLAN.

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

39:54 I WILL JUST NOTE FOR THE RECORD

39:56 IS THAT THAT IS ONE OF THE

39:57 BIGGEST CONCERNS AND RED FLAGS

39:58 THAT I HAVE WOULD BE IS THAT

40:01 OFTENTIMES THE PEOPLE WHO ARE

40:03 LIVING THESE REALITIES AND

40:04 DOING THE WORK AND HAVE THE

40:06 MOST HISTORICAL.

40:08 PERSPECTIVE ARE USUALLY NOT

40:09 INVITED TO THE TABLE BECAUSE

40:10 THEY'RE IN CONSTANT CONFLICT

40:11 WITH THE DISTRICT.

40:12 SO THEN THEY ARE NOT INVITED TO

40:14 THE TABLE.

40:14 AND I THINK THAT IF WE'RE

40:16 REALLY SERIOUS ABOUT CHANGING

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

40:19 GOING TO HAVE TO LEARN HOW TO

40:20 WORK WITH PEOPLE WHO WE

40:22 TRADITIONALLY HAVE NOT BEEN IN

40:23 AGREEMENT WITH.

40:24 AND THAT'S WHAT TRUST BUILDING

40:26 IS ALL ABOUT AND THAT'S WHAT

40:27 I'M HOPING TO FACILITATE WITH

40:28 THIS HEARING AND THE SERIES

40:30 OF HEARINGS THAT I WILL

40:31 CONTINUE TO HOST REGARDING THIS

40:32 PARTICULAR CONVERSATION BECAUSE

40:34 WE HAVE AN OPPORTUNITY TO

40:34 CHANGE THE WAY WE HAVE BEEN

40:38 ENGAGING WITH COMMUNITY.

40:39 AND I WANT TO HELP YOU ALL WITH

40:40 THAT.

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

40:43 TO ASK MY COLLEAGUES IF IF THEY

40:45 HAVE ANOTHER ROUND UM UH

40:47 ANOTHER ONE MINUTE.

40:48 AND THANK YOU.

40:49 SO I JUST WANT TO GO BACK TO

40:52 THE IEP.

40:56 I YOU SAYING NOW ARE YOU SAYING

40:58 THAT THE IS.

41:01 ENSURING THAT.

41:03 A PARENT OR GUARDIAN IS ABLE TO

41:05 GET THAT IEP DONE WORKING

41:07 THROUGH THE SYSTEM FOR THEIR

41:09 CHILD WITHIN THE THE THE NUMBER

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

41:15 DAYS IS THAT JUST GIVE ME A

41:17 QUICK ANSWER ON THAT OR WITH

41:20 THE WITH THE MOTHERS THAT WERE

41:23 SPEAKING THE OTHER NIGHT SAYING

41:24 IT WAS SEVERAL YEARS UM THERE'S

41:28 A DISCONNECT FOR ME IF SOME IF

41:31 IS SAYING WE GET WE CAN GET

41:32 THESE THINGS DONE RIGHT AWAY

41:34 AND THEN THE MOTHERS ARE SAYING

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

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

41:40 BELIEVE THE MOTHERS THEY KNOW

41:42 WHAT'S BEST FOR THEIR CHILD.

41:43 SO SO TELL ME WHEN HOW QUICK

41:47 CAN BEEP BEEP GET THESE IEP

41:50 EXAMS DONE FOR THE CHILD.

41:51 JUST GIVE ME A QUICK A QUICK

41:53 RESPONSE.

41:56 COUNCILOR FLYNN THE TIMELINE IS

41:57 THE SAME.

41:58 FOR ALL LEARNERS.

42:01 UM AND WE BY LAW CANNOT CONDUCT

42:04 AN IEP MEETING AND THE

42:05 CARETAKER OF A STUDENT NOT BE

42:07 THERE.

42:08 OKAY MY I'M JUST TRYING TO

42:12 MAYBE I NEED TO EXPLAIN IT A

42:13 LITTLE BIT, UH, YOU KNOW

42:14 TRANSLATOR.

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

42:17 MOTHERS AND THEY'RE TELLING

42:19 ME THAT THEIR CHILD NEEDS AN

42:21 IEP SO THAT THEY CAN BE A

42:23 SUCCESSFUL STUDENT.

42:24 THEY CAN BE A HEALTHY STUDENT.

42:25 PRODUCTIVE STUDENT?

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

42:28 TAKING THEM SEVERAL YEARS TO

42:30 GET THIS EXAM DONE.

42:33 SO WHEN THEY GET THE REPORT

42:34 THEY KNOW EXACTLY WHAT THEIR

42:35 CHILD NEEDS.

42:36 BUT IN THE MEANTIME THEIR CHILD

42:39 IS NOT GETTING THE SERVICES

42:40 THAT THEY NEED.

42:41 AS A STUDENT WITH DISABILITIES

42:43 AND ENGLISH LANGUAGE LEARNERS,

42:46 I'M HERE TO ADVOCATE FOR THE

42:48 MOTHERS.

42:48 I'M HERE TO ADVOCATE.

42:49 FOR THE.

42:50 FOR THE STUDENTS.

42:51 UM AND AGAIN I KNOW COUNCIL ME

42:53 HERE SAYS WE'RE GOING TO WORK

42:55 TOGETHER AND I'M GOING TO JUST

42:56 I'M GOING TO BE RESPECTFUL AND

42:58 KIND OF LEAVE IT THERE.

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

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

43:03 LEAVE IT THERE COUNCIL ME HERE

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

43:05 MOVE ON.

43:06 THANK YOU.

43:07 THANK YOU COUNCILOR FLYNN.

43:10 COUNCILOR MURPHY UM YOU.

43:11 NOW HAVE.

43:12 THE FLOOR AND UH GO AHEAD.

43:14 THANK YOU.

43:15 UM.

43:17 AS A CLASS OF PARENT OF A CHILD

43:20 WHO.

43:20 HAD DISABILITIES, UM, THIS

43:25 MATTERS.

43:25 AND COUNCILOR FLYNN, YOUR

43:27 CONCERNS ARE REAL.

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

43:30 HOWEVER MANY SECONDS I HAVE.

43:33 ANYONE AND I KNOW WHATEVER I'M

43:35 SAYING.

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

43:37 SAYING THIS FOR THE PUBLIC.

43:38 ANYONE THERE IS.

43:39 THIS MISUNDERSTANDING.

43:40 THAT PARENTS CAN'T.

43:42 REQUEST TESTING THEMSELVES.

43:43 WE KNOW THAT'S AGAINST FEDERAL

43:44 LAW.

43:45 SO ANYONE CAN REQUEST.

43:47 THE TESTING.

43:47 IF IT'S THE TEACHER, THE

43:48 PARENT, THE.

43:49 PEDIATRICIAN, THE PRINCIPAL.

43:51 THE.

43:51 NURSE DIFFERENT SCHOOLS YOU

43:53 HERE HAVE DIFFERENT.

43:55 EXPECTATIONS BUT.

43:56 WE KNOW LEGALLY ANY PARENT

43:58 CAN REQUEST.

43:59 TESTING FOR THEIR CHILD.

44:00 AND ONCE THE.

44:01 WRITTEN REQUEST.

44:02 IS IN THE SCHOOL HAS FIVE.

44:04 SCHOOL DAYS AFTER RECEIVING

44:06 THAT REFERRAL.

44:07 TO SEND WRITTEN FORMAL.

44:09 NOTICE TO.

44:10 THE PARENT OR CARETAKER.

44:12 TO SIGN OFF ON CONSENT SO THE.

44:13 TESTING CAN HAPPEN.

44:15 ONCE THE PARENT SENDS BACK THE

44:17 .

44:18 SIGNED CONSENT FORM.

44:19 WHICH HAD TO HAVE BEEN

44:20 RECEIVED WITHIN.

44:21 FIVE DAYS, THE TESTING MUST BE

44:24 COMPLETED WITHIN.

44:25 30 SCHOOL DAYS AFTER THAT

44:28 SIGNED CONSENT FORM AND THE

44:30 TEAM MEETING HAS TO BE WITHIN

44:34 45 DAYS AFTER THAT AND THEN THE

44:36 PARENT HAS 30 DAYS FROM THAT.

44:37 TEAM MEETING WHEN IT'S DECIDED

44:39 WHETHER.

44:40 OR NOT THE.

44:40 CHILD DOES QUALIFY.

44:43 FOR IEP.

44:43 SPECIAL ED SERVICES, THE

44:45 SERVICES NEED TO.

44:47 BE SIGNED.

44:47 OFF WITHIN 30 DAYS AND.

44:50 SERVICES NEED TO START SO IT.

44:52 SHOULD NEVER TAKE MORE.

44:53 THAN A COUPLE MONTHS TO HEAR.

44:56 A WHOLE SCHOOL.

44:57 YEAR IS GOING BY TO.

44:58 TWO SCHOOL YEARS TO.

44:59 THREE IS JUST UNACCEPTABLE AND

45:02 I THINK THIS HAPPENS OFTEN NOT

45:04 JUST WITH ESL CONCERNS OR

45:05 SPECIAL CONCERNS.

45:07 OUR OUR.

45:07 FAMILIES DON'T ALWAYS KNOW

45:09 THEIR RIGHTS.

45:11 UM YEAH.

45:13 ONE OF THE REASONS I LEFT THE

45:15 CLASSROOM AND CAME HERE.

45:16 ON THIS.

45:17 BODY IS I.

45:17 SAT THROUGH MANY IEP MEETINGS.

45:19 WHERE THERE ARE MANY FAMILIES

45:21 AND GOOD FOR THEM.

45:23 THEY BRING THEIR ADVOCATES,

45:25 THEY.

45:25 KNOW WHAT.

45:26 THEY.

45:27 NEED TO DO.

45:29 UM EVERYONE ON THE.

45:29 TEAM SHOWS UP WITH THE TESTING

45:32 .

45:32 48 HOURS BEFORE.

45:33 TRANSLATED SO FAMILIES.

45:34 DON'T WALK.

45:35 INTO A MEETING.

45:36 TESTING IS.

45:37 DONE, FORMS ARE FILLED OUT.

45:38 PROPERLY AND THEN THERE ARE

45:40 FAMILIES.

45:41 THAT DON'T GET THE TESTING

45:42 BEFORE THE MEETING.

45:43 THINGS AREN'T TRANSLATED

45:44 PROPERLY FOR THEM.

45:45 THEY DON'T KNOW.

45:46 THAT THEY.

45:47 CAN OR SHOULD.

45:48 ADVOCATE FOR THINGS.

45:49 SO YOU SEE.

45:49 A WIDE RANGE.

45:51 OF SERVICES AND A.

45:52 WIDE RANGE OF.

45:55 SUPPORT GIVEN TO STUDENTS THAT

45:57 IS AN EQUAL.

45:58 ACROSS THE BOARD.

45:59 SO I'M JUST PUTTING THAT OUT

46:00 THERE.

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

46:02 BUT I THINK IT'S.

46:03 IMPORTANT THAT WE ACKNOWLEDGE.

46:04 THAT THAT IS HAPPENING.

46:05 AND I THINK THAT TIES BACK TO.

46:07 WHAT IS IT 8%.

46:09 OF OUR ESL 10TH GRADERS.

46:11 ARE READING ON GRADE LEVEL.

46:13 SO WE NEED TO DO.

46:15 MORE.

46:16 THAN JUST.

46:16 SAY.

46:16 WE NEED TO.

46:17 DO BETTER.

46:18 THANK YOU.

46:18 OKAY THANK YOU.

46:20 GO AHEAD.

46:21 AND THERE WASN'T A QUESTION

46:22 THERE BUT YOU ARE MORE THAN

46:24 WELCOME.

46:25 I DO WANT TO ACKNOWLEDGE

46:26 COUNSELORS THAT A NUMBER OF.

46:28 YOU WHEN.

46:29 WHEN FAMILIES COME TO YOU

46:31 FIGURE OUT A WAY TO GET TO A

46:32 MEMBER OF MY TEAM AND I JUST

46:34 WANT TO PUT THAT OUT THERE LIKE

46:36 AS A DISTRICT.

46:37 WE DO.

46:38 FOLLOW FEDERAL GUIDELINES AS IT

46:40 PERTAINS TO THE IEP PROCESS AND

46:41 THE PROGRESS MONITORING OF THE

46:43 IEP PROCESS.

46:44 WE ENSURE THAT THERE IS

46:46 SUPPORT.

46:47 WHEN TRANSLATION IS NEEDED.

46:49 UM BUT I DO JUST I THINK

46:52 COUNCILOR FLYNN UM.

46:55 WE WE WANT TO SUPPORT THAT

46:57 MOTHER AS WELL.

46:58 SO I THINK AS AS YOU'RE

47:00 ENGAGING WITH FOLKS THAT ARE

47:01 FLAGGING CHALLENGES, I DO JUST

47:04 WANT TO PUT THAT OUT THERE THAT

47:05 YOU SHOULD FEEL FREE TO LIKE.

47:09 CONTACT US SO WE CAN HAVE THE

47:11 CONVERSATION.

47:11 OKAY.

47:12 THANK YOU.

47:13 THAT WASN'T.

47:14 ONE PARENT WAS IT COUNSELOR?

47:15 SO I'M SORRY.

47:16 I'M JUST JUST FOR THE.

47:18 RECORD THROUGH THE CHAIR.

47:19 TO THE.

47:20 COLLEAGUES JUST TO KEEP THE

47:21 DECORUM HERE UH, FROM WHAT I

47:24 UNDERSTAND AND I'LL ANSWER THE

47:25 QUESTION THAT COUNCILOR FLYNN

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

47:30 CITY COUNCILOR AND I WORK IN

47:31 THE EDUCATION SPACE, SO I HAVE

47:33 A LOT OF PARENTS WHO COME TO

47:34 ME AROUND THESE ISSUES.

47:36 SO WHILE COUNCILOR FLYNN WAS AT

47:38 SAINT STEPHEN'S, HE PROBABLY

47:40 HEARD TESTIMONIES FROM A NUMBER

47:42 OF PARENTS NOT JUST ONE.

47:43 AND I WILL JUST NOTE FOR THE

47:45 RECORD AS.

47:45 I HAVE AS WELL.

47:46 SO THAT OKAY GREAT.

47:48 OKAY SO LET ME GO ON TO MY

47:50 QUESTIONS NOW BECAUSE I

47:52 UNDERSTAND THAT YOU HAVE A HARD

47:53 STOP AT 330.

47:55 UM, SO.

47:56 UH YOUR LIGHT WASN'T ON.

47:57 I'M SORRY.

47:58 OKAY.

47:59 DO YOU HAVE ANOTHER QUESTION?

47:59 OKAY, SURE.

48:00 GO AHEAD.

48:01 IT'LL BE QUICK.

48:02 SO THANK YOU.

48:03 THAT'S WHAT EVERYBODY SAYS

48:03 AND THEN THEY KEEP TALKING.

48:04 NO I JUST IN TERMS OF I GUESS

48:06 DOCTOR OR ANYONE ELSE IN TERMS

48:08 OF SHIFTING AWAY FROM PSI WHAT

48:11 ARE THE STAFFING IMPLICATIONS.

48:14 SO WE GOING TO SEE.

48:17 MORE UH TEACHERS WHO ARE YOU

48:19 KNOW LIKE CERTIFIED IN

48:22 SOMETHING OR WE YOU KNOW, WHAT

48:24 MOVES ARE WE GOING TO SEE IN

48:25 THE IN THE BUDGET THAT WOULD

48:28 REFLECT THE CHANGES THAT YOU'RE

48:29 TALKING ABOUT?

48:29 YEAH.

48:30 I DO WANT TO JUST START.

48:33 WITH ACKNOWLEDGING.

48:35 JUST ACKNOWLEDGING THE NEED TO

48:39 MAKE SURE OUR EDUCATORS ARE

48:40 TRAINED RIGHT.

48:42 UM, TO SUPPORT WITH THE

48:44 INTEGRATION OF ACADEMIC

48:45 LANGUAGE SUPPORT SPECIFICALLY

48:46 AND CONTENT.

48:46 RIGHT.

48:47 AND AS WE WERE DOING THE BACK

48:49 AND FORTH AROUND HOW YOU

48:50 LEVERAGE A STUDENT'S NATIVE

48:51 LANGUAGE TO.

48:52 SUPPORT LEARNING EITHER THEIR

48:54 NATIVE LANGUAGE OR ENGLISH UM,

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

48:59 THOUGH TO.

48:59 DEPUTY CHIEF BAGGETT TO.

49:02 ANSWER UM.

49:05 OR TO PROVIDE MORE DETAILS.

49:06 THANK YOU.

49:07 THANK YOU FOR THAT QUESTION.

49:10 UM, THE.

49:13 LICENSES AND THE UM THE

49:16 QUALIFICATIONS THAT STAFF HAD

49:17 TO TEACH IN BSI WERE OFTEN AN

49:21 ELEMENTARY UM LICENSE OR

49:22 CONTENT LICENSE AND SOME

49:23 OF THEM HAD ESL LICENSES.

49:26 UH, WE DID THE THE MAJORITY

49:28 OF OUR SHIFTING AWAY FROM BSI

49:30 OVER THE LAST.

49:31 TWO SCHOOL.

49:31 YEARS AND THE TEACHERS FOUND

49:34 POSITIONS EITHER AS CLASSROOM

49:36 TEACHERS IS THAT STRAND OR THAT

49:38 CLASSROOM WAS CONVERTED TO AN

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

49:42 UM ALSO WENT INTO ESL TEACHING

49:44 POSITIONS.

49:45 SO DEPENDING ON WHAT THEIR

49:47 EXACT LICENSE WAS, UM THE

49:50 SCHOOL COMMUNITIES ALSO WORKED

49:52 WITH US TO IDENTIFY WHAT COURSE

49:55 OF ACTION THEY WANTED FOR THAT

49:57 STRAND.

49:58 AND WHAT I MEAN BY THAT IS SOME

50:00 OF THE SCHOOL COMMUNITIES UM,

50:01 THE MCCAY AND THE ELLIS, FOR

50:03 EXAMPLE, HAVE CHOSEN TO PURSUE

50:05 TRANSITIONAL BILINGUAL

50:06 EDUCATION THAT REQUIRES A

50:08 DIFFERENT LICENSE AND

50:09 ENDORSEMENT THAN A SECOND OR

50:11 THIRD GRADE CLASSROOM.

50:13 SO WE'RE WORKING WITH EACH

50:14 OF THOSE PROGRAMS TO IDENTIFY

50:16 WHAT THE NEW PROGRAM WILL BE

50:19 AND STAFFING ACCORDINGLY.

50:22 SORRY I'M JUST ADDING TEACHER

50:24 YOU KNOW, DO WE NEED MORE

50:26 TEACHERS DO IT FROM WHAT YOU'RE

50:27 SAYING IT SOUNDS LIKE NO UH NO

50:30 .

50:30 YEAH YEAH.

50:31 THANK YOU VERY MUCH CHAIR I

50:32 APPRECIATE THE.

50:33 TEXTURED THANK.

50:34 YOU, THANK YOU.

50:35 I WANT TO NOTE THAT WE HAVE

50:37 BEEN JOINED BY MY CO-SPONSOR

50:38 COUNSELOR CULPEPER.

50:39 AND JUST SO THAT YOU KNOW.

50:41 BECAUSE DOCTOR WRIGHT HAS A

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

50:44 ONE MINUTE OF QUESTIONS AND

50:45 THEN I'M GOING TO LET.

50:46 YOU HAVE FIVE MINUTES

50:49 OF QUESTIONS.

50:50 BUT DON'T GET TOO EXCITED

50:51 BECAUSE IT'S JUST GOING TO BE

50:52 FOR DOCTOR WRIGHT BECAUSE SHE

50:54 HAS A HARD STOP.

50:55 AND THEN THE REST OF THE

50:56 QUESTIONS WILL BE FOR THE REST

50:57 OF THE PANEL JUST SO YOU KNOW

50:58 WHAT YOU'RE WALKING INTO OKAY.

50:59 ALL RIGHT.

51:00 SO UM.

51:02 JUST CURIOUS CAN YOU TELL ME.

51:04 UM.

51:05 HOW MANY UM AT THIS MOMENT

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

51:11 GOING TO BE THE ONE THAT'S

51:12 GOING TO.

51:13 ANSWER THIS QUESTION BUT.

51:14 WE ARE CURIOUS.

51:15 TO KNOW.

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

51:18 PERCENT OF LCI CLASSROOMS THAT

51:21 STILL EXIST?

51:23 WHAT'S THE PERCENTAGE?

51:27 OF CI OR CI?

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

51:34 UNDER FIVE UM SCHOOLS.

51:37 UNDER FIVE.

51:37 SCHOOLS BUT.

51:38 WE DON'T HAVE A PERCENTAGE.

51:40 NO WE.

51:40 DON'T HAVE A PERCENTAGE I HAVE

51:42 NO UM AND IS IT.

51:43 BECAUSE THE CLASS.

51:44 SIZES SHOULD GO DOWN TO GENERAL

51:47 ED UM WITHOUT UH, MULTILINGUAL

51:49 LEARNERS?

51:50 SO 26 AND MORE LIKE 20.

51:52 DO YOU KNOW THE CLASS SIZE?

51:54 WHAT DOES THAT LOOK LIKE?

51:55 WHAT IS THIS SUPPOSED TO LOOK.

51:58 LIKE.

51:59 FOR MULTILINGUAL LEARNERS?

52:04 IN PARTICULAR?

52:05 YEAH.

52:06 SO I'M HERE CAN YOU CLARIFY

52:07 YOUR QUESTION?

52:08 AH YOU WERE TALKING ABOUT

52:09 EARLIER ABOUT THE CLASS SIZES

52:10 OR MAYBE UM.

52:12 SO SO JUST TO PROVIDE FLAHERTY

52:13 THERE DOES NOT ANSWER JACKSON

52:14 PROMPTLY.

52:14 EVERY CLASS SIZE FOLLOWS THE B2

52:16 CONTRACTUAL LIKE CLASSROOM

52:18 CONFIGURATIONS ON THE EARLY

52:19 GRADES IT WILL BE 20 AND THEN

52:20 AS IT GOES UP 22 AND THEN AFTER

52:22 IT GOES UP SO CERTAIN IT

52:23 INCREASES.

52:24 SO WAS NEVER LIKE DICTATED BY

52:25 WHETHER IT WAS HIGH.

52:27 BUT WHAT I CAN SAY IS IN OUR

52:28 DUAL LANGUAGE BILINGUAL

52:30 EDUCATION CLASSROOM THAT HAS

52:31 BEEN APPROVED BY DC OUT OF THE

52:32 OFFICE OF LANGUAGE ACQUISITION,

52:33 WE AIM FOR A 5050 UH 50%

52:36 ENGLISH DOMINANT STUDENTS AND

52:39 UH 50% PARTNER LANGUAGE

52:40 DOMINANT STUDENTS.

52:40 ALL RIGHT.

52:42 BECAUSE WE ARE GOING TO LEAVE

52:43 UM DOCTOR RIGHT IN A SECOND.

52:45 CAN YOU TELL ME HOW OFTEN

52:46 DISTRICT LEADERS MEET WITH THE

52:48 MANDATED PARENT GROUPS SUCH AS

52:49 CPC, D LAC SPECIAL UM SPEED

52:52 PACK AND HOW DOES THE

52:53 ADMINISTRATION FOLLOW UP ON

52:54 ACTION ITEMS THAT COME OUT

52:56 OF THOSE MEETINGS AND CONTINUE

52:58 INVOLVING THESE GROUPS AS YOU

52:59 TAKE ACTION?

53:01 WELL, YOU NEED A FEW.

53:03 DIFFERENT GROUPS.

53:04 UM, I WILL START WITH SPEED

53:05 PACK AND ASK A MEMBER OF THE

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

53:10 NUMBER OF DIFFERENT

53:11 CONSTITUENTS MEET WITH SPEED

53:12 PACK.

53:13 UM THE OFFICE OF SPECIALIZED

53:14 SERVICES HAS A REGULAR MONTHLY

53:16 MEETING WITH THEIR LEADERSHIP

53:17 TEAM THE C.

53:19 I UNDERSTAND THAT I GUESS THE

53:20 QUESTION THAT I'M TRYING TO

53:21 FIND OUT IS BASED ON YOUR

53:24 MEETINGS, WHAT ACTION PLANS AND

53:26 DELIVERABLES COME OUT OF THOSE

53:27 MEETINGS THAT YOU ACTUALLY

53:28 FOLLOW THROUGH.

53:29 ON BASED ON THE FEEDBACK THAT

53:31 YOU RECEIVE FROM PARENTS?

53:34 UM, I MEAN HONESTLY I THINK

53:37 COMING OUT OF THOSE MEETINGS A

53:38 LOT OF TIMES THOSE MEETINGS ARE

53:40 DRIVING THE CONTINUOUS

53:41 IMPROVEMENT OF A NUMBER OF OUR

53:43 EFFORTS.

53:43 I THINK WHETHER IT'S INCLUSION

53:45 ,WHETHER IT IS HOW WE ARE

53:47 APPROACHING BILINGUAL

53:48 PROGRAMING UM, WHETHER IT IS

53:50 SPECIFIC 1.

53:52 TO.

53:52 1 FAMILY FOLLOW UP.

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

53:57 WORTH NAMING THAT THOSE SPACES

53:59 HAVE BEEN VERY CRITICAL TO US

54:01 IMPROVING BOTH UNDERSTANDING

54:04 AND QUALITY CONCERNS.

54:05 CULPEPER HAS TO ASK YOU

54:06 QUESTIONS.

54:07 SUSAN WAS MY LAST QUESTION AS

54:09 HIGHLIGHTED RECENTLY BY THE UM

54:11 DATA ENGLISH LEARNERS ARE

54:12 STRUGGLING IN THEIR CLASSROOMS.

54:13 AND UM.

54:14 AND HOW DOES THE DISTRICT

54:15 PLAN ON HELPING THOSE STUDENTS

54:17 ESPECIALLY ENGLISH LANGUAGE

54:18 LEARNERS WITH DISABILITIES?

54:21 YEAH.

54:22 UM WE SPOKEN A LOT OF AROUND

54:24 THIS TODAY.

54:25 UM, BUT BUT I DO WANT TO

54:27 ACKNOWLEDGE I THINK WE ARE

54:28 DEFINITELY ON A JOURNEY IN

54:30 TERMS OF CONTINUING TO BUILD

54:31 EDUCATOR CAPACITY TO TO SUPPORT

54:35 SOME VERY CONCRETE UH, SUPPORTS

54:37 AS IT PERTAINS TO HOW WE

54:39 LEVERAGE THE LANGUAGE TO

54:40 SUPPORT LEARNING CONTENT.

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

54:45 WE HAVE A NUMBER OF DIFFERENT

54:46 PROFESSIONAL LEARNING

54:47 MECHANISMS.

54:48 WE HAVE DISTRICT COACHES.

54:50 UM, AND I THINK THAT UM THIS

54:52 WORK WILL CONTINUE TO BE A

54:54 FOCUS FOR US MOVING INTO THIS

54:56 SCHOOL YEAR AND BEYOND.

54:56 OKAY, GREAT.

54:57 BECAUSE MY TIME IS UP.

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

55:00 TO COUNCIL.

55:00 CULPEPER UH COUNCIL CULPEPER

55:02 YOU HAVE FIVE MINUTES TO ASK

55:04 QUESTIONS TO TO DOCTOR RIGHT

55:05 BECAUSE SHE HAS A HARD STOP.

55:07 THANK YOU COUNCILOR MEJIA THANK

55:09 YOU FOR HOLDING THIS HEARING.

55:10 I WOULD ASK QUESTIONS.

55:11 FIRST AND THEN LET HER ANSWER

55:13 UM CALLED AND FORTH BECAUSE

55:14 YOU'LL.

55:15 GIVE ME.

55:15 TIME TO MY STATEMENT LATER.

55:17 ON THE OPENING STATEMENTS.

55:18 OH, NO OPENING QUESTIONS.

55:19 OKAY OKAY.

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

55:23 YEAH.

55:24 OKAY.

55:26 GOOD GOOD AFTERNOON DOCTOR.

55:31 WHAT WERE YOU TRYING TO SAY?

55:34 GOOD AFTERNOON, DOCTOR WRIGHT.

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

55:38 HERE THIS AFTERNOON.

55:39 WHAT AN IMPORTANT HEARING.

55:41 VERY IMPORTANT.

55:42 UM, THIS DOES PBS HAVE A

55:46 COMPREHENSIVE WIDE PLAN TO

55:48 EXPAND ACCESS TO BILINGUAL AND

55:52 NATIVE LANGUAGE INSTRUCTION FOR

55:53 MULTIPLE LINGUAL LEARNERS.

55:59 THIS QUESTION AT THIS AH, I

56:01 DIDN'T KNOW IF YOU DO A

56:02 STATEMENT QUESTION.

56:03 OKAY I'M TALKING TO YOU.

56:04 OKAY LET'S.

56:05 WE TALK RIGHT YES WE DO TALK.

56:08 YEAH RIGHT NOW I'M ASKING

56:09 QUESTIONS AND THE QUESTION WAS

56:11 DOES THE US HAVE A

56:13 COMPREHENSIVE DISTRICT WIDE

56:15 PLAN TO EXPAND ACCESS?

56:17 YOU ASKED THAT ALREADY.

56:19 DID YOU ASK IT ALREADY?

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

56:23 UM, IN THE HEARING ORDER NOTES

56:26 THAT ONLY A SMALL PERCENTAGE

56:27 OF ENGLISH LEARNERS ARE

56:28 ENROLLED IN DUAL LANGUAGE

56:30 PROGRAMS.

56:31 HOW MANY STUDENTS CURRENTLY

56:32 HAVE ACCESS TO BILINGUAL OR

56:34 DUAL LANGUAGE EDUCATION?

56:37 YOU WILL YEAH.

56:39 YOU YOU.

56:40 MISSED MY OPENING STATEMENT

56:41 BUT.

56:42 I.

56:42 DID IN 2337 STUDENTS.

56:46 BUT COUNSELOR.

56:47 CULPEPPER.

56:48 YOU KNOW, IT'S IMPORTANT

56:49 THAT I PROVIDE FLAHERTY.

56:50 UM, AND I THINK IT IS JUST

56:52 WORTH NOTING THAT EVERY STUDENT

56:54 IN A DUAL LANGUAGE PROGRAM IS

56:55 NOT A MULTILINGUAL LEARNER

56:57 RECEIVING SERVICES.

56:59 HOW MANY FAMILIES SEEKING THESE

57:02 OPPORTUNITIES DO YOU KNOW?

57:04 NOT AS MANY AS WE ANTICIPATED.

57:09 AND HOW DO YOU ANTICIPATE

57:11 EXPANDING THIS PROGRAM EVEN

57:13 THOUGH NOT ALL OF THEM ARE

57:15 INVOLVED?

57:15 PROGRAMS WHAT PLANS DO YOU HAVE

57:18 FOR EXPANDING.

57:19 THE PROGRAM.

57:21 SO THAT YOU CAN ACCOMMODATE ALL

57:22 THE ONES THAT ARE SEEKING THAT

57:24 PROGRAM?

57:26 SO I ALSO SAID IN THE OPENING

57:28 BUT UH, COUNSELOR CULPEPPER, IF

57:31 IF A FAMILY WANTS TO BE IN.

57:33 A DUAL LANGUAGE.

57:34 PROGRAMING RIGHT NOW, UM, I

57:37 FEEL PRETTY CONFIDENT SAYING

57:38 THAT THERE IS A SPACE FOR THAT

57:40 FAMILY.

57:42 SO THERE IS A CHALLENGE AROUND

57:43 SUPPLY AND DEMAND, RIGHT?

57:46 AND SO WE KNOW THAT THE THERE

57:49 ARE DISPARITIES PERSISTENT

57:51 DISPARITIES IN THE INCREASED

57:53 PROFICIENCY AND THE DROPOUT

57:55 RATES AMONG YOUNGER ENGLISH

57:56 LEARNER.

57:57 WHAT PROGRESS HAS BEEN MADE UM,

58:00 OVER THE LAST FIVE YEARS IN

58:02 TERMS OF THE DROPOUT RATES AND

58:04 THE IMPACT PROFICIENCY?

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

58:10 SPECIFIC NUMBERS IN FRONT

58:11 OF ME.

58:11 UM, I THINK.

58:13 BUT YOU CAN GET THEM.

58:14 YES.

58:15 OKAY.

58:18 NO GOING.

58:19 OH, OKAY.

58:20 I DIDN'T KNOW IF YOU WANTED

58:21 ME TO KEEP GOING.

58:21 UH, I FEEL COMFORTABLE SAYING

58:24 THAT DROPOUT RATE LOOKS BETTER

58:27 ,I THINK THERE AND I SAID THIS

58:29 EARLIER.

58:30 LIKE I SAID, IT LOOKS BETTER.

58:31 WHAT DOES IT LOOK BETTER

58:32 LOOK LIKE?

58:33 I THINK DROPOUT RATE IS

58:35 TRENDING TO PROGRESS IN A

58:37 BETTER DIRECTION I THINK IS A

58:39 AS IT PERTAINS TO STUDENT

58:41 ACHIEVEMENT.

58:42 I THINK THERE IS STILL QUITE A.

58:43 BIT OF WORK TO BE.

58:44 DONE.

58:45 YOU SAY I THINK WHAT WHAT WHAT

58:47 IS THAT BASED ON WHAT IS YOUR

58:49 THINKING BASED ON?

58:50 YEAH I THINK THAT THERE HAVE

58:52 BEEN YEARS WHERE WE'VE SEEN

58:54 INCREASES AND THERE ARE YEARS

58:56 WHERE WE'VE SEEN STAGNANCY.

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

59:01 THERE IS LIKE CONSISTENCY UM.

59:04 TRENDING UPWARDS YEAR OVER

59:05 YEAR.

59:07 AND AND YOU CAN GET THOSE

59:09 NUMBERS FOR US RIGHT SO THAT WE

59:11 CAN ACTUALLY SEE EXACTLY WHAT'S

59:14 TRENDING HOW IS TRENDING IF

59:16 IT'S TRENDING WOMEN'S.

59:17 TRENDING AND THOSE NUMBERS ARE

59:18 AVAILABLE ON THE STATE WEBSITE

59:19 RIGHT NOW.

59:20 AND SO I KNOW BUT RIGHT NOW

59:25 BEING ON THERE IS NOT HELPING

59:26 ME WHAT BENCHMARKS SPECIFIC

59:29 BENCHMARKS IS THE DISTRICT

59:30 USING TO MEASURE SUCCESS.

59:32 YEAH SO IT'S JUST WORTH NAMING

59:34 LIKE WE'RE TALKING ABOUT

59:35 MULTILINGUAL LEARNERS RIGHT.

59:37 AND STUDENTS ARE REQUIRED TO

59:38 TAKE TWO STATE ASSESSMENTS.

59:40 ONE IS A MEASURE OF PROGRESS

59:42 TOWARDS LEARNING ENGLISH AND

59:44 ONE IS ABOUT WHETHER STUDENTS

59:46 ARE LEARNING CONTENT.

59:48 UM AND THAT ASSESSMENT IS GIVEN

59:50 IN ENGLISH UM IN TERMS OF HOW

59:54 WE PROGRESS MONITOR WE HAVE A

59:57 VARIETY OF TOOLS THAT WE USE AT

1:00:00 VARIOUS POINTS IN THE SCHOOL

1:00:01 YEAR TO SEE HOW STUDENTS ARE

1:00:04 TRAINING TO PERFORM ON THOSE

1:00:05 STATE ASSESSMENTS.

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

1:00:07 YOU, COUNSELOR CULPEPPER, IS

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

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

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

1:00:15 NOT ALLOWED THE OPPORTUNITY TO

1:00:17 DEMONSTRATE THEIR LEARNING.

1:00:18 AND CAN.

1:00:18 YOU TALK ABOUT THE VARIETY

1:00:20 THAT YOU USE?

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

1:00:22 QUESTION BECAUSE COUNSELOR

1:00:24 LOUIJEUNE HAS JOINED US IN.

1:00:26 OFFICE I GOT IT OKAY.

1:00:27 THANK YOU.

1:00:28 YOU MENTIONED THERE WAS A

1:00:29 VARIETY OF WAYS YOU USED TO

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

1:00:32 REAL KNOW.

1:00:33 YOU CAN AND SHE.

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

1:00:35 QUESTION ALREADY WE KNOW THE

1:00:36 TIMING.

1:00:37 THIS IS THE.

1:00:38 LAST QUESTION.

1:00:39 CAN SHE ANSWER THIS LAST

1:00:40 QUESTION?

1:00:45 SURE, SURE.

1:00:48 .

1:00:48 QUICKLY BECAUSE COUNSELOR

1:00:49 LOUIJEUNE IS ALSO GOING TO ASK

1:00:51 SOME QUESTIONS.

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

1:00:53 THE I APPRECIATE YOU BEING HERE

1:00:55 A LITTLE BIT LONGER ONLY

1:00:56 BECAUSE.

1:00:57 THIS IS A.

1:00:58 VERY IMPORTANT.

1:00:59 100% AND WHILE I APPRECIATE

1:01:00 THAT YOU HAVE OTHER THINGS TO

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

1:01:03 RESPECTFUL OF THE FACT THAT MY

1:01:04 COLLEAGUES HAVE QUESTIONS AND

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

1:01:08 CONVERSATION.

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

1:01:10 COUNSELOR CALL PEPPERS FINAL

1:01:12 QUESTION AND THAT'S THE

1:01:13 COUNCIL CALL PEPPER AND THEN

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

1:01:15 LOUIJEUNE.

1:01:16 THANK YOU MADAM CHAIR.

1:01:18 THIS WE HAVE AN ASSESSMENT THAT

1:01:20 SUPPORTS US WITH HOW STUDENTS

1:01:21 ARE PROGRESSING WITH LEARNING

1:01:23 ENGLISH THAT IS GIVING A FEW

1:01:25 DIFFERENT TIMES OF YEAR.

1:01:28 AND THEN THERE IS A DIFFERENT

1:01:30 ASSESSMENT THAT SUPPORTS US

1:01:32 WITH UNDERSTANDING WHETHER OR

1:01:33 NOT STUDENTS ARE ACQUIRING THE

1:01:35 SKILLS TO PERFORM AT GRADE

1:01:37 LEVEL.

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

1:01:40 SCREENER.

1:01:42 UM I WOULD SAY THAT SCREENER

1:01:43 DATA IS VERY IMPORTANT BECAUSE

1:01:45 IT ALLOWS US TO PROVIDE

1:01:47 TARGETED SUPPORTS TO STUDENTS.

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

1:01:51 DIFFERENT ITERATION OF THAT

1:01:52 WHERE WE PROGRESS MONITOR.

1:01:53 THOSE SUPPORTS.

1:01:54 WHAT WAS THAT AGAIN FANCY EDU

1:01:56 SPEAK WHAT WAS THAT AGAIN.

1:01:58 THE SCREENER SCREENER GO BACK

1:02:00 AND.

1:02:00 LISTEN TO THE PATIENT OKAY.

1:02:03 SAY IT AGAIN FOR.

1:02:05 SCREENER HERE WE GIVE A

1:02:06 SCREENER.

1:02:07 OKAY GREAT THANK.

1:02:08 YOU THANK YOU.

1:02:09 ALL RIGHT SO.

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

1:02:12 THE INTEREST OF MAKING SURE

1:02:13 THAT MY COLLEAGUES WHO SHOWED

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

1:02:16 AM GOING TO ALLOW COUNSELOR

1:02:17 LOUIJEUNE WHO HAS JUST JOINED

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

1:02:20 ROUND OF QUESTIONS AND THEN YOU

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

1:02:23 WORK COUNSELOR LOUIJEUNE YOU

1:02:25 HAVE FIVE MINUTES.

1:02:26 NO CARE.

1:02:27 UM THANK YOU TO EVERYONE FOR

1:02:28 BEING WITH US.

1:02:29 THE QUESTIONS THAT I WILL PUT

1:02:30 ON THE.

1:02:30 RECORD I THINK.

1:02:31 SOME OF THEM ARE APPLICABLE

1:02:32 TO YOU AND.

1:02:32 OTHERS MAY BE APPLICABLE TO

1:02:33 OTHERS.

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

1:02:36 DIAL CALL AND ALL QUESTIONS UH

1:02:37 ENGLISH LANGUAGE LEARNERS AND I

1:02:39 AND I WISH YOU WERE HERE

1:02:40 BECAUSE SHE IS SOMEONE WHO I

1:02:41 REALLY.

1:02:41 TRUST TO REALLY UNDERSTAND.

1:02:43 UM AND THE NEEDS.

1:02:44 OF OUR ENGLISH LANGUAGE

1:02:45 LEARNERS.

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

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

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

1:02:49 AND JUST ELEVATE THE WORK THAT

1:02:50 SHE'S.

1:02:51 BEEN DOING.

1:02:51 UH, BECAUSE I TRUST.

1:02:52 HER LEADERSHIP.

1:02:53 AND IN THIS.

1:02:54 CONVERSATION.

1:02:55 UM.

1:02:56 I UNDERSTAND.

1:02:57 AND.

1:02:57 I.

1:02:57 THINK THIS I HEARD SOMEONE

1:02:58 MENTIONED THIS IS A DIFFERENCE.

1:02:59 BETWEEN THOSE.

1:03:00 WHO NEED.

1:03:00 UM.

1:03:01 ENGLISH LANGUAGE LEARNERS

1:03:02 AND.

1:03:02 DUAL LANGUAGE PROGRAMS.

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

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

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

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

1:03:08 DUAL LANGUAGE.

1:03:08 PROGRAM, WHETHER.

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

1:03:10 THEIR.

1:03:10 FIRST EVER.

1:03:11 HAITIAN CREOLE DUAL LANGUAGE

1:03:12 PROGRAM WHERE STUDENTS ARE

1:03:14 EXCELLING AND.

1:03:15 EATING AND.

1:03:15 DOING FAR BETTER AND TEST

1:03:17 SCORES WHEN YOU COMPARE THEM

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

1:03:19 DUAL LANGUAGE PROGRAM.

1:03:20 WE HAVE THE LIGHT OF.

1:03:21 FREDERICK WHICH IS GOING TO

1:03:22 HAVE THE FIRST CAPE VERDEAN ONE

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

1:03:25 CONSTITUENTS WHO ARE NERVOUS

1:03:26 ABOUT THEIR KIDS GETTING IN

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

1:03:29 GET IN BECAUSE OF WHERE THEY

1:03:31 LIVE.

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

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

1:03:34 DUAL LAYERED PROGRAMS MORE

1:03:35 ACCESSIBLE TO THOSE WHO LIVE

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

1:03:38 IS A MAJOR CONCERN.

1:03:39 AND THERE ARE FOLKS WHO ARE

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

1:03:41 THAT AS WELL.

1:03:43 UM.

1:03:45 MY LAST UNDERSTANDING IS

1:03:46 THAT ENGLISH LANGUAGE LEARNERS

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

1:03:49 SYSTEM.

1:03:49 IS THAT STILL CORRECT?

1:03:50 BECAUSE I DO KNOW THAT THE

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

1:03:53 DOVETAIL INTO MY OTHER QUESTION

1:03:54 THAT THE NUMBERS OF ENGLISH

1:03:56 LANGUAGE LEARNERS ARE.

1:03:57 DECREASING ACROSS THE SYSTEM.

1:03:59 AND IS THAT CORRECT?

1:04:02 UM I WOULD SAY ROUGHLY.

1:04:04 YOU SAID 33.

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

1:04:07 UM YES.

1:04:07 ARE WE SEEING A DECREASE?

1:04:09 YES.

1:04:11 AND I KNOW THAT A LARGE

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

1:04:14 WHAT HAS KEPT STABLE OVER THE

1:04:16 PAST FEW YEARS IN TERMS

1:04:17 OF NUMBER OF STUDENTS HAS BEEN

1:04:19 OUR IMMIGRANT POPULATION AND

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

1:04:21 DECREASE OVER TWO YEARS, WHICH

1:04:24 IS SIGNIFICANT AND A LARGE I

1:04:25 THINK TWO THIRDS OF THAT HAS

1:04:26 BEEN OUR ENGLISH LANGUAGE

1:04:27 LEARNERS.

1:04:27 HOW HAS THAT AFFECTED HOW WE

1:04:29 ARE TEACHING OUR ENGLISH.

1:04:30 LANGUAGE LEARNERS?

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

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

1:04:35 THAT QUESTION BECAUSE I ALSO

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

1:04:38 OUR ENGLISH LANGUAGE LEARNERS

1:04:39 33% OF THEM MAKE UP.

1:04:41 OUR BOSTON.

1:04:42 PUBLIC SCHOOLS.

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

1:04:45 SCHOOLS THAT EDUCATE A QUARTER.

1:04:46 OF OUR STUDENTS.

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

1:04:50 SAME MAKE UP OF ENGLISH

1:04:50 LANGUAGE LEARNERS AND WE KNOW

1:04:52 THAT OUR EXAM SCHOOLS ARE

1:04:55 SCHOOLS WHERE OUR STUDENTS ARE.

1:04:57 UM THERE ARE OPPORTUNITIES,

1:04:58 THERE'S MORE SOCIAL.

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

1:05:00 MORE RESOURCES.

1:05:01 WHAT ARE WE DOING TO BETTER

1:05:03 PREPARE OUR ENGLISH LEARNERS TO

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

1:05:07 SCHOOLS?

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

1:05:08 OUR EXAM SCHOOLS ARE ABLE TO

1:05:10 RECEIVE OUR ENGLISH LANGUAGE

1:05:12 LEARNERS BECAUSE THEY FEEL LIKE

1:05:15 ESSENTIALLY OUR YOU KNOW, OUR

1:05:16 ENGLISH LANGUAGE LEARNERS ARE

1:05:17 SHUT OUT OF OUR EXAM SCHOOLS

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

1:05:22 PERCENTAGE OF OUR EXAM SCHOOLS

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

1:05:27 MUCH LESS.

1:05:28 THAN THAT RIGHT AND YOU

1:05:29 WOULD.

1:05:29 WANT IT.

1:05:30 OR WHY.

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

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

1:05:34 DISTRICT?

1:05:35 SO THOSE ARE SOME OF MY

1:05:36 QUESTIONS I HAVE MORE BUT UM

1:05:37 BECAUSE YOU HANDLE ACADEMICS I

1:05:40 FEEL LIKE SOME OF THESE ARE

1:05:42 APPROPRIATELY FOR YOU DOCTOR.

1:05:42 RIGHT?

1:05:45 YEAH.

1:05:46 UM SO YOUR FIRST QUESTION

1:05:49 AROUND THE TEACHER THE TEACHER

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

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

1:06:01 THE IF WE WANT STUDENTS TO

1:06:02 LEARN THE INTERACTION BETWEEN

1:06:04 TEACHER AND STUDENTS IS OF THE

1:06:05 MOST IMPACTFUL.

1:06:05 RIGHT.

1:06:06 AND OUR QUESTION.

1:06:07 IS THAT THE TEACHER WORKFORCE.

1:06:08 YEAH.

1:06:08 YOU ASKED ABOUT THE IMPACT

1:06:10 ON TEACHING WITH US.

1:06:11 RIGHT.

1:06:11 OKAY.

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

1:06:16 RIGHT.

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

1:06:18 THEN THERE'S PROGRAMING.

1:06:20 RIGHT.

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

1:06:23 STUDENTS OR A DECLINE IN THE

1:06:24 NUMBER OF MULTILINGUAL LEARNING

1:06:26 LEARNERS IS IMPACTING UM

1:06:29 SPECIFIC PROGRAMING.

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

1:06:33 WE HAVE WORK.

1:06:34 TO DO.

1:06:35 AROUND HOW WE CONTINUE TO BUILD

1:06:36 TEACHER CAPACITY TO EFFECTIVELY

1:06:40 FACILITATE BOTH CULTURALLY AND

1:06:41 LINGUISTICALLY AFFIRMING

1:06:42 LEARNING EXPERIENCES FOR OUR

1:06:43 MULTILINGUAL LEARNERS.

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

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

1:06:49 COACH.

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

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

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

1:06:57 DO WANT TO JUST ACKNOWLEDGE I

1:06:58 THINK SPECIFIC TO EXAM SCHOOLS

1:07:00 IS UM, OUR EOC SUMMER

1:07:03 PROGRAMING.

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

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

1:07:09 OUR MULTILINGUAL LEARNERS UM,

1:07:10 IN THE ELEMENTARY SCHOOL GREAT

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

1:07:15 ENSURE THAT THEY ARE READY TO

1:07:17 ENGAGE IN THAT PROCESS AND I

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

1:07:22 CONTINUED EFFORTS AROUND

1:07:23 NEEDING TO INCREASE THE NUMBER

1:07:25 AND THE PERCENTAGE

1:07:26 OF MULTILINGUAL LEARNERS IN

1:07:27 EXAM SCHOOLS.

1:07:27 I WOULD.

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

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

1:07:31 SPECIFICALLY FOR OUR ENGLISH

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

1:07:32 KNOW IF THAT MODEL CURRENTLY

1:07:33 EXISTS BECAUSE I THINK THAT

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

1:07:36 INTENSIVE SEPARATE THING FOR US

1:07:37 I LEARNERS.

1:07:38 AND THEN ONE OTHER QUESTION

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

1:07:41 THAT UNDERSTANDING WHAT'S

1:07:42 HAPPENING IN OUR CI AND SLIDE

1:07:44 CLASSROOMS GIVEN THAT WE'VE

1:07:45 SEEN A DECREASE, MY

1:07:46 UNDERSTANDING IS THAT THERE

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

1:07:48 IN THE WAY THAT WE UNDERSTAND

1:07:49 THEM.

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

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

1:07:55 YEAH THERE I.

1:07:57 MEAN THIS QUESTION WAS ASKED A

1:07:59 FEW MINUTES AGO ABOUT BSI UM

1:08:03 DELINEATING BETWEEN BSI AND

1:08:04 THEN THE STATE APPROVED CI.

1:08:07 UH WE ARE MOVING TOWARDS STATE

1:08:10 APPROVED CI.

1:08:11 THERE ARE LESS THAN FIVE

1:08:12 SCHOOLS IS STILL HAVE CI.

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

1:08:16 THE TAYLOR OKAY THOSE ARE MY

1:08:17 QUESTION THANKS SORRY TO THE

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

1:08:21 COULD GET THE LIST OF SCHOOLS

1:08:22 THAT HAVE CI THROUGH.

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

1:08:23 KNOW FOR THE RECORD FOR EQUITY

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

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

1:08:27 PERSON MORE TIME THAN THE ARE

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

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

1:08:31 TRYING TO MAKE IT FAIR BECAUSE

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

1:08:33 LATER.

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

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

1:08:36 UM ALL RIGHT.

1:08:38 SO I WHAT IS.

1:08:39 SO CONFUSING TO ME DOCTOR RIGHT

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

1:08:42 WE FIND OURSELVES IN A PLACE

1:08:43 WHERE THE DISTRICT CI PROGRAM

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

1:08:48 STATE AND THE FEDERAL

1:08:49 GUIDELINES.

1:08:49 THAT MAKES ABSOLUTELY NO SENSE

1:08:50 TO ME.

1:08:51 I'M HAPPY TO.

1:08:52 TALK MORE ABOUT THAT.

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

1:08:54 BETTER UNDERSTAND WHERE AND HOW

1:08:57 WE GOT HERE.

1:08:57 BUT I UNDERSTAND DOCTOR RIGHT.

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

1:09:01 DO WANT TO ACKNOWLEDGE AND

1:09:02 APPRECIATE THE FACT THAT YOU

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

1:09:05 THAT YOU COULD STAY HERE FOR

1:09:07 THE ENTIRE TIME.

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

1:09:10 THAT JOELLE WAS INVITED

1:09:11 CONSULTATION AND SHE JUST HAD A

1:09:13 DIFFERENT COMMITMENT SO WASN'T

1:09:14 ABLE TO BE HERE TODAY.

1:09:15 YEAH.

1:09:15 OKAY.

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

1:09:17 ALL RIGHT.

1:09:18 SO DOCTOR RIGHT.

1:09:19 YOU ARE FREE TO GO.

1:09:21 GOOD JOB.

1:09:22 I'M NOT BAD.

1:09:22 YOUR SECOND TIME AROUND.

1:09:24 YOU GET.

1:09:24 A.

1:09:25 BETTER THANK YOU.

1:09:25 KEEP IT UP.

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

1:09:27 YEAH.

1:09:28 THANK YOU.

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

1:09:29 OKAY.

1:09:30 COUNCIL CULPEPER AND BISHOP.

1:09:31 ALL RIGHT.

1:09:33 SO YOU SEE, I.

1:09:35 WAS JOKING.

1:09:36 LET'S GO.

1:09:37 OKAY, SO.

1:09:38 LET'S UM.

1:09:39 LET'S CONTINUE.

1:09:41 UM.

1:09:42 BECAUSE IT SEEMED LIKE YOU GUYS

1:09:44 GOT SOME QUESTIONS ANSWERED.

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

1:09:47 GOING TO SWITCH THINGS UP A

1:09:48 LITTLE BIT.

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

1:09:50 COMMUNITY PANEL AND THEN YOU

1:09:52 GUYS ARE STILL HERE FOR THE

1:09:53 SECOND PART RIGHT.

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

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

1:09:57 THAT OKAY.

1:09:58 YEAH.

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

1:09:59 MY COMMUNITY PANEL.

1:10:03 UM YEAH.

1:10:07 JUST FOR MY COLLEAGUES WHO

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

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

1:10:11 COMMUNITY.

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

1:10:16 SO COMMUNITY WANTED TO SPEAK

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

1:10:19 BECAUSE OF THAT HARD STUFF.

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

1:10:22 RECORD OF EVERYBODY TO

1:10:23 UNDERSTAND WHAT'S HAPPENING IS

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

1:10:25 ADVOCATES TO HAVE THEIR MOMENT

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

1:10:28 BACK THE ADMIN FOR THEIR SECOND

1:10:30 FOR YOUR SECOND ROUND

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

1:10:33 UNDERSTOOD.

1:10:33 GREAT COMMUNITY ADVOCATES WHAT?

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

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

1:10:51 OKAY REVEREND CLAY REVEREND.

1:10:55 ALL RIGHT.

1:10:57 UM.

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

1:11:06 ALL RIGHT.

1:11:10 OKAY, FRIENDS.

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

1:11:16 LIKE.

1:11:17 WHAT ARE YOU DOING?

1:11:18 UM.

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

1:11:23 HAVE OUR COMMUNITY PANEL AND

1:11:24 THEN MY COLLEAGUES ARE GOING TO

1:11:25 GET TO ASK QUESTIONS TO THE

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

1:11:28 BRINGING BACK THE ADMIN.

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

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

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

1:11:35 AND WORK.

1:11:35 OUR.

1:11:36 WAY DOWN.

1:11:36 YOU INTRODUCE YOURSELF AND YOU

1:11:38 EACH HAVE FIVE MINUTES.

1:11:42 HI I'M ROSEANNE.

1:11:44 TUNG I LEAD.

1:11:46 QUALITATIVE AND QUANTITATIVE

1:11:47 STUDIES.

1:11:48 ON THE OPPORTUNITIES AND

1:11:49 OUTCOMES OF.

1:11:50 MULTILINGUAL LEARNERS.

1:11:51 IN BOSTON PUBLIC SCHOOLS.

1:11:53 I SERVED.

1:11:54 ON THE BP'S.

1:11:55 SCHOOL COMMITTEE APPOINTED.

1:11:57 ENGLISH LEARNER.

1:11:59 TASK FORCE.

1:12:00 I'M CURRENTLY.

1:12:01 A MEMBER.

1:12:02 OF.

1:12:02 THE MULTILINGUAL LEARNER

1:12:03 ALLIANCE.

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

1:12:07 CONVERSATION.

1:12:07 ABOUT HOW COMMUNITY AND

1:12:09 ADMINISTRATION CAN COLLABORATE

1:12:12 TO IMPROVE OPPORTUNITIES AND

1:12:13 OUTCOMES FOR MULTILINGUAL

1:12:14 LEARNERS, AND MORE THAN HALF

1:12:16 OF OUR STUDENTS SPEAK A

1:12:18 LANGUAGE OTHER THAN ENGLISH AT

1:12:19 HOME AND ONE THIRD ARE LEARNING

1:12:22 ENGLISH.

1:12:23 THE RESEARCH EVIDENCE THE

1:12:26 MASSACHUSETTS DEPARTMENT

1:12:27 OF ELEMENTARY AND SECONDARY

1:12:29 EDUCATION AND BAPS ALL SUPPORT

1:12:32 THE SAME THINGS FOR.

1:12:33 ALL OF OUR CHILDREN.

1:12:34 LEARNING IN TWO LANGUAGES AND

1:12:37 BECOMING BI LITERATE FIRST THE

1:12:40 RESEARCH.

1:12:41 EVIDENCE THE MOST SUCCESSFUL

1:12:43 PROGRAM MODEL FOR MULTILINGUAL

1:12:45 LEARNERS LONG TERM ACHIEVEMENT

1:12:47 IS TWO WAY DUAL LANGUAGE.

1:12:50 ANY BILINGUAL PROGRAM USING

1:12:53 HOME LANGUAGE INSTRUCTION HAS

1:12:55 BETTER OUTCOMES THAN PLACING

1:12:57 STUDENTS IN ENGLISH ONLY

1:13:00 INSTRUCTION CLASSES WITH ESL

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

1:13:05 YOU THE DATA ON THAT.

1:13:08 UM, MANY TYPES OF STUDIES

1:13:09 CONTRIBUTE TO THIS

1:13:11 UNDERSTANDING OF THE ACADEMIC

1:13:13 BENEFITS IN READING AND ENGLISH

1:13:15 PROFICIENCY FROM LOTTERY BASED

1:13:18 STUDIES TO RANDOMIZED

1:13:19 CONTROLLED TRIALS TO

1:13:21 LONGITUDINAL STUDIES TO META

1:13:24 ANALYZES.

1:13:26 SECOND, DESSA SUPPORTS THE

1:13:30 RESEARCH EVIDENCE AND PROVIDES

1:13:31 GUIDANCE FOR DUAL LANGUAGE

1:13:35 TRANSITIONAL BILINGUAL

1:13:36 EDUCATION AND OTHER RESEARCH

1:13:38 BASED BILINGUAL EDUCATION.

1:13:40 THIRD BEEPS IS OWN OFFICE

1:13:43 OF MULTILINGUAL AND

1:13:44 MULTICULTURAL EDUCATION'S

1:13:45 VISION STATEMENT ASPIRES TO

1:13:48 BILINGUALISM.

1:13:49 IT STATES THAT ALL MULTILINGUAL

1:13:51 LEARNERS HAVE THE OPPORTUNITY

1:13:54 TO BE ACADEMICALLY PROFICIENT

1:13:56 IN AT LEAST TWO OR MORE

1:13:57 LANGUAGES AND TO GRADUATE WITH

1:13:59 THE SEAL OF BILITERACY AND

1:14:01 THAT'S A.

1:14:01 QUOTE.

1:14:02 IN ADDITION, IS RECENTLY

1:14:05 APPROVED OPPORTUNITY AND

1:14:07 ACHIEVEMENT GAPS POLICY STATES

1:14:10 QUOTE BPA SHALL AFFIRM THE

1:14:12 CULTURAL AND LINGUISTIC ASSETS

1:14:15 OF MULTILINGUAL LEARNERS AND

1:14:17 MOVE WITH ALL DELIBERATE SPEED

1:14:19 TO STRENGTHEN BILINGUAL

1:14:21 EDUCATION AND EXPAND ACCESS TO

1:14:23 HIGH QUALITY PROGRAMS THAT

1:14:25 DEVELOP ACADEMIC ENGLISH WHILE

1:14:27 SUSTAINING STUDENTS HOME AND

1:14:29 NATIVE LANGUAGES.

1:14:31 SO THIS CONVERGENCE OF GOALS

1:14:34 AMONG ACADEMIA AND PUBLIC

1:14:36 INSTITUTIONS WAS NOT ALWAYS A

1:14:38 GIVEN.

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

1:14:42 ORGANIZED BOSTON'S FIRST

1:14:44 BILINGUAL CLASSES.

1:14:45 FIRST AFTER SCHOOL.

1:14:47 AND THEN IN SCHOOL.

1:14:50 IN 1971, MASSACHUSETTS BECAME

1:14:52 THE FIRST STATE TO EMBRACE

1:14:54 BILINGUAL EDUCATION AS LAW.

1:14:57 30 PLUS YEARS LATER,

1:14:59 MASSACHUSETTS VOTERS ENDED

1:15:01 BILINGUAL EDUCATION BY PASSING

1:15:04 THE BALLOT QUESTION KNOWN AS

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

1:15:07 MANDATED AN ENGLISH ONLY

1:15:09 ENVIRONMENT.

1:15:10 A MAJORITY OF BOSTON VOTERS AND

1:15:12 THEIR LEADERS INCLUDING THE

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

1:15:16 COMMITTEE AND THE

1:15:17 SUPERINTENDENT ALL OPPOSED THAT

1:15:19 REFERENDUM.

1:15:20 SINCE THEN NO STUDY HAS SHOWN

1:15:23 ENGLISH ONLY POLICIES RESULTING

1:15:25 IN BETTER OUTCOMES FOR ENGLISH

1:15:27 LEARNERS.

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

1:15:29 HEAR FROM JOHN MUDD, OUTCOMES

1:15:31 FOR MULTILINGUAL LEARNERS HAVE

1:15:33 SUFFERED.

1:15:35 I'LL CLOSE WITH SEVERAL

1:15:37 OBSERVATIONS ABOUT MULTILINGUAL

1:15:38 LEARNING.

1:15:40 BEING BILINGUAL IS GOOD FOR THE

1:15:42 BRAIN BESIDES HAVING STRONGER

1:15:45 ACADEMIC OUTCOMES, RESEARCH

1:15:46 SHOWS THAT COMPARED TO THEIR

1:15:48 MONOLINGUAL PEERS, BILINGUAL

1:15:50 STUDENTS ARE BETTER AT

1:15:52 LINGUISTIC AND COGNITIVE TASKS

1:15:55 SUCH AS ATTENTION, META

1:15:57 LINGUISTIC AWARENESS, ABSTRACT

1:15:59 REPRESENTATION, THEORY OF MIND

1:16:01 AND LEARNING NEW VOCABULARY IN

1:16:03 OTHER LANGUAGES TOO THE MORE

1:16:06 AND LONGER THE HOME LANGUAGE IS

1:16:08 USED IN INSTRUCTION THE BETTER

1:16:10 THE ACADEMIC OUTCOMES.

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

1:16:13 THE HOME LANGUAGE CAUSES

1:16:15 CONFUSION OR DELAYS IN ENGLISH

1:16:17 LEARNING.

1:16:18 THIRD, ENGLISH LEARNERS WHO

1:16:20 REACH FLUENCY OUTPERFORM THOSE

1:16:22 WHO WERE NEVER ENGLISH

1:16:23 LEARNERS.

1:16:24 FOURTH, WITH THE LOOK ACT

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

1:16:30 FLEXIBILITY TO USE HOME

1:16:31 LANGUAGE AND INSTRUCTION AND

1:16:34 WITH THE RECENT EDUCATOR

1:16:36 DIVERSITY ACT WE GAIN MORE

1:16:37 FLEXIBILITY TO BRING BILINGUAL

1:16:39 EDUCATORS BACK AFTER MORE THAN

1:16:42 20 YEARS OF REDUCED NEED AND

1:16:44 THEN FINALLY MAINTAINING A HOME

1:16:47 LANGUAGE IS VITAL TO THE HEALTH

1:16:49 OF OUR FAMILIES AND

1:16:50 COMMUNITIES, ONE SCHOLAR SAID.

1:16:52 THE ISSUE OF HERITAGE LANGUAGE

1:16:55 DISAPPEARANCE CONTINUES TO

1:16:57 ELUDE PUBLIC CONSCIOUSNESS.

1:16:59 ALTHOUGH THIS LANGUAGE LOSS IS

1:17:01 ONE OF THE MOST FUNDAMENTAL

1:17:03 EROSIONS OF A NATIONAL RESOURCE

1:17:05 IN OUR COUNTRY.

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

1:17:08 THE START OF AN ONGOING

1:17:10 CONVERSATION ABOUT HOW WE CAN

1:17:12 SERVE OUR MULTILINGUAL LEARNERS

1:17:14 .

1:17:14 THANK YOU.

1:17:14 AWESOME.

1:17:15 THANK YOU.

1:17:16 OKAY JOHN.

1:17:18 UH THANK YOU CHAIR.

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

1:17:22 EDUCATION ADVOCATE IN BOSTON AS

1:17:24 MANY OF.

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

1:17:27 TODAY AS PART OF THE

1:17:28 MULTILINGUAL LEARNERS ALLIANCE,

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

1:17:32 TESTIMONY THAT BILINGUAL

1:17:34 EDUCATION WITH INSTRUCTION IN

1:17:36 THE HOME LANGUAGE PRODUCES

1:17:38 BETTER STUDENT OUTCOMES FOR

1:17:40 MULTILINGUAL LEARNERS.

1:17:42 BUT BOSTON IS ONLY OFFERING

1:17:44 BILINGUAL EDUCATION FOR ABOUT

1:17:46 10% OF THE 16 OR 17,000

1:17:49 MULTILINGUAL LEARNERS IN THE

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

1:17:54 CLASSES WITH ENGLISH ONLY

1:17:57 INSTRUCTION.

1:17:58 IT ISN'T WORKING.

1:17:59 THE REALITY.

1:18:01 IS THAT TRAGICALLY LOW

1:18:03 PERCENTAGES OF MULTILINGUAL

1:18:04 LEARNERS ARE ABLE TO MEET GRADE

1:18:06 LEVEL ACADEMIC CONTENT

1:18:09 STANDARDS AND I HOPE YOU HAVE

1:18:11 AN UH PACKAGE WHICH WAS

1:18:13 DISTRIBUTED A.

1:18:13 SIMPLE CHART.

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

1:18:17 IT SHOWS THAT FOR ENGLISH

1:18:19 LANGUAGE LEARNERS IN GRADES 3

1:18:22 TO.

1:18:22 8.

1:18:23 4% MEET OR EXCEED THE MCAT

1:18:26 STANDARDS.

1:18:26 THAT MEANS PASSING.

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

1:18:33 8%.

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

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

1:18:39 THIS IS CLEARLY NOT WHAT WE

1:18:42 WANT FOR OUR ENGLISH LEARNERS.

1:18:44 UH THEY THE OUTCOMES DECLINE

1:18:47 FOR ALL MEASURES AND ALL

1:18:50 OF THESE MEASURES SINCE PRE

1:18:52 COVID FOR THE LAST YEAR THERE

1:18:55 HAS BEEN LITTLE CHANGE AT ALL

1:18:57 MUCH LESS ACCELERATED PROGRESS

1:18:59 .

1:19:00 SOME MEMBERS SAY THAT THE OTHER

1:19:04 MEMBERS LIKE UM MML STUDENT

1:19:06 SUCCESS IN MEETING THEIR

1:19:07 ENGLISH LANGUAGE TARGETS IN THE

1:19:10 ACCESS TESTS.

1:19:10 SHOW PROGRESS.

1:19:12 IN FACT THOSE TESTS SHOW

1:19:13 MULTILINGUAL LEARNERS STUDENTS

1:19:17 WITH REASONABLE SCORES IN THE

1:19:19 EARLY GRADES BUT THOSE SCORES

1:19:21 DROPPED BY HALF.

1:19:22 FROM 50%.

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

1:19:26 ABOVE.

1:19:26 THIS SHOWS THE DIFFERENCE

1:19:28 BETWEEN SOCIAL.

1:19:29 FLUENCY IN ENGLISH AND ACADEMIC

1:19:32 CONTENT PROFICIENCY IN ENGLISH.

1:19:34 THOSE STUDENTS DO NOT MEET

1:19:36 STATE ACADEMIC CONTENT

1:19:38 STANDARDS IN ENGLISH FOR

1:19:42 EQUITABLE LITERACY, WHICH IS A

1:19:43 MUCH TOUTED PROGRAM FOR THOSE

1:19:46 STUDENTS STARTING BACK IN UH

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

1:19:52 GRADE SIX.

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

1:19:57 PROFICIENCY.

1:19:58 IN FACT, THEY HAVE DECLINED

1:19:59 AFTER FOUR YEARS IN EQUITABLE

1:20:01 LITERACY, WHICH HAS NOT BEEN

1:20:03 ADAPTED TO THE NEEDS OF ENGLISH

1:20:06 LEARNERS.

1:20:06 WELL WHAT ABOUT OTHER MEASURES

1:20:09 ?

1:20:09 MASS CORE.

1:20:10 MULTILINGUAL LEARNERS HAVE THE

1:20:11 LOWEST SUBGROUP COMPLETION RATE

1:20:14 AT 27%.

1:20:15 WHAT ABOUT COURSES PASSING

1:20:17 COURSES VERSUS M CAS UH THERE

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

1:20:22 TRUST WHICH TALKS ABOUT UH

1:20:24 STATE STATISTICS FOR BOSTON.

1:20:26 IT SAYS THAT MULTILINGUAL

1:20:28 LEARNERS PASS THEIR COURSES AT

1:20:31 A RATE OF 62%.

1:20:33 BUT THOSE STUDENTS PASS ENGLISH

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

1:20:40 SO THERE'S A.

1:20:41 HUGE DIFFERENCE BETWEEN WHAT IS

1:20:42 SAID PEOPLE ARE LEARNING IN

1:20:44 THEIR COURSES AND WHAT IS

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

1:20:49 WHAT ABOUT THE DROPOUT RATE?

1:20:52 MULTILINGUAL LEARNERS HAVE.

1:20:53 BY FAR THE.

1:20:54 HIGHEST DROPOUT RATE IS 6.5%

1:20:58 AND GRADUATION RATE THEY ARE

1:20:59 SECOND LOWEST BEHIND STUDENTS

1:21:01 WITH DISABILITIES.

1:21:02 THIS OUTCOME DATA SHOWS THE

1:21:05 CHALLENGE FACING ALL OF US WHO

1:21:07 ARE COMMITTED TO ENSURING THAT

1:21:09 THE MULTILINGUAL LEARNERS IN

1:21:11 BOSTON ONE THIRD OF STUDENTS

1:21:15 HAVE THE OPPORTUNITY TO LEARN

1:21:16 AND TO SUCCEED IN LIFE.

1:21:20 BILINGUAL EDUCATION THAT BUILDS

1:21:21 ON THE FOUNDATION OF THE.

1:21:23 HOME LANGUAGE TO LEARN ACADEMIC

1:21:26 ENGLISH IS A PROVEN APPROACH.

1:21:29 THE CITY COUNCIL HAS CALLED.

1:21:30 ON BHS.

1:21:31 TO EXPAND.

1:21:32 BILINGUAL EDUCATION WITH

1:21:34 INSTRUCTION IN THE HOME

1:21:35 LANGUAGE.

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

1:21:38 BILINGUAL EDUCATION.

1:21:39 OR.

1:21:39 ATTRACT AND DEVELOP BILINGUAL

1:21:41 TEACHERS.

1:21:42 IT WOULD.

1:21:42 REQUIRE THAT.

1:21:43 WE ALL AGREE THAT THIS

1:21:45 EXPANSION IS THE GOAL AND THAT

1:21:48 WE ALL JOIN FORCES TO PULL

1:21:50 TOGETHER TO REACH IT.

1:21:53 IT CALLS FOR.

1:21:54 COLLABORATION NOT CONFRONTATION

1:21:56 .

1:21:57 THAT IS OUR JOINT CHALLENGE.

1:21:59 THANK YOU FOR HER.

1:22:01 THANK YOU.

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

1:22:06 GO TO THIS.

1:22:06 OKAY.

1:22:07 UH.

1:22:09 YEAH.

1:22:10 I'M UH UH.

1:22:12 I'M AT THE.

1:22:13 OPINION.

1:22:14 YOU KNOW, I THINK HIGHWAYS

1:22:16 PEOPLE.

1:22:16 AND EN ESPANOL COLORADOS AND

1:22:19 YOU.

1:22:20 OKAY, BUT.

1:22:20 THANK.

1:22:21 UH, GOING TO.

1:22:23 THE GOOD AFTERNOON.

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

1:22:27 NO COUNCIL.

1:22:28 COUNSELORS AND EVERYONE.

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

1:22:42 UM.

1:22:49 YEAH.

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

1:22:51 I DON'T COMPROMISE.

1:22:51 JOHN OR GABRIELA.

1:22:53 .

1:22:53 THAT DOES.

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

1:22:55 ADD TO.

1:22:56 YEAH.

1:22:57 HELLO HELLO.

1:22:58 OH, THAT.

1:23:00 IT'S WORKING.

1:23:03 OKAY.

1:23:03 UH, THE T.

1:23:04 UM WHEN I SEE THE.

1:23:06 GOOD AFTERNOON COUNCIL YOU'RE

1:23:08 SENDING EVERYONE THAT.

1:23:11 MULTILINGUAL.

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

1:23:15 REPRESENTING THE MULTILINGUAL

1:23:17 ALLIANCE.

1:23:19 UM, JOB AND.

1:23:20 I LIVE IN ROSENDALE.

1:23:22 SO IT.

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

1:23:25 CHILDREN.

1:23:26 SO WHEN THE FAMILIES.

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

1:23:30 FOR SON STEVENS.

1:23:32 TOY ME UM.

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

1:23:40 UH AND I WANT.

1:23:41 TO SHARE TODAY UH, MY

1:23:43 EXPERIENCE AS MOTHER MEMBER.

1:23:45 WHETHER THE.

1:23:47 THE.

1:23:48 THE PUEBLA.

1:23:50 OKAY NOT BEING.

1:23:51 OKAY OR.

1:23:53 ORGANIZED HAVE ORDER.

1:23:55 AND AS ORGANIZER.

1:23:57 OKAY UH WHO HAVE MY DAUGHTERS

1:24:01 UH COMING FROM EDUCACION

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

1:24:05 CALLING THE BILINGUAL CARE

1:24:06 SYSTEM BOTH LITERALLY.

1:24:09 MY TWO ELDER CHILDREN STARTED

1:24:11 THEIR EDUCATION IN THE BOSTON

1:24:13 PUBLIC SCHOOLS.

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

1:24:20 OTRA OPTION.

1:24:21 WHAT CAN I SAY?

1:24:23 SO BILINGUAL.

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

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

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

1:24:28 ACCESS OF UH TO UH BILINGUAL

1:24:31 SCHOOL OR.

1:24:34 EL PROGRAMA DE MÉXICO.

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

1:24:37 THE OPTION OF PUTTING THEM IN

1:24:39 MEXICO.

1:24:40 UH, IF I EXPERIENCIA SO

1:24:42 COMPRENDER LO DIFICIL PARA LAS

1:24:45 FAMILIAS ENCONTRAR OPTIONS

1:24:48 EDUCATIVE.

1:24:49 YES.

1:24:49 OKAY.

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

1:24:55 THIS EXPERIENCE MADE ME REALIZE

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

1:24:59 FAMILIES TO FIND EDUCATIONAL

1:25:01 OPTIONS THAT ALLOW THEIR

1:25:02 CHILDREN TO LEARN.

1:25:03 YEAH.

1:25:05 SO THE ALL MY CULTURA WHILE

1:25:07 THEY ALSO MAINTAIN THEIR

1:25:09 LANGUAGE AND CULTURE.

1:25:11 AMY TRABAJO MISMA REALIDAD AT

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

1:25:16 SAME THING EVERY DAY.

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

1:25:21 ENGLISH E ENFRENTA DESAFIOS

1:25:23 ACADEMY CLASS MANY FAMILIES

1:25:26 HAVE CHILDREN WHO ARE LEARNING

1:25:27 ENGLISH IN FACING ACADEMIC

1:25:31 CHALLENGES ME AND NO ENGLISH

1:25:34 YOU KNOW DEPENDING ON UNA

1:25:35 MANERA THAT YOU LITERALLY WHILE

1:25:37 THE PARENTS DO NOT SPEAK

1:25:39 ENGLISH AND THEY CANNOT HELP

1:25:41 THEM PROPERLY.

1:25:43 TAMPOCO PUEDEN MONTANER UNA

1:25:45 COMMUNICATION FLUID CON ESCUELA

1:25:47 THEY CANNOT EITHER MAINTAIN UH

1:25:49 PROPER COMMUNICATION WITH THE

1:25:51 SCHOOL.

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

1:25:55 WHEN YOU PROGRAM NOSOTROS IT IS

1:25:58 THE MOST UNAPPETIZING ORGANIC

1:26:00 POR LA COMUNIDAD DE LA FAMILIA

1:26:03 .

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

1:26:06 HAD A WE MADE A PETITION

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

1:26:10 THEY SEXY HIJABS UM PLAN FOR

1:26:14 THIS ANNUAL PARA LA ESTUDIANTES

1:26:17 ENGLISH IN WHICH WE WERE ASKING

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

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

1:26:29 FUNDED BY THE LEFT FOR UM

1:26:33 MULTILINGUAL LEARNERS LINGUIST

1:26:35 AND BILINGUAL EDUCATION AND IT

1:26:39 UH CONSEQUENTLY SEYMOUR HAD TO

1:26:40 PETITION FOR.

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

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

1:26:50 EASY YOU MUST WITH THIS

1:26:53 PETITION WE GOT OVER 600

1:26:56 SIGNATURES REPRESENTING 80

1:26:59 SCHOOL SCHOOLS.

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

1:27:07 ADC.

1:27:08 A SCHOOL.

1:27:09 IN FRONT OF THESE TWO.

1:27:12 ENTONCES ESA MANO DEMOSTRAR LA

1:27:14 FAMILIA QUIEREN MAS PROGRAM

1:27:16 MUST BE LINGUIST.

1:27:18 E GET.

1:27:19 PROGRAMS AT THESE PROGRAMS LA

1:27:21 LA DE LA COMUNIDAD.

1:27:23 THIS NUMBERS SHOWED US THAT A

1:27:26 LOT OF FAMILIES MORE FAMILIES

1:27:28 ARE LOOKING FOR BILINGUAL

1:27:29 PROGRAMS AND THINGS THAT

1:27:32 SATISFY THE NEEDS OF THE

1:27:34 COMMUNITIES.

1:27:35 FOR MOST PERMANENT CASES.

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

1:27:41 FINANCING PLAN THE ESPANYOL.

1:27:43 PARA MPR ESTOS.

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

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

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

1:27:52 YEAR PLAN TO PROVIDE THIS

1:27:55 NEEDED UH, MULTILINGUAL

1:27:57 LEARNING EXPERIENCE.

1:28:01 UH ESTA PROGRAMA DE.

1:28:04 STUDENT MULTILINGUAL

1:28:05 ESPECIALLY.

1:28:07 AS A NECESSITY THAT.

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

1:28:10 MULTILINGUAL LEARNERS ARE UM,

1:28:14 CAN PARTICIPATE ESPECIALLY

1:28:16 THOSE WITH SPECIAL NEEDS.

1:28:20 QUEREMOS LA FAMILIA THINKING

1:28:21 OF SCIENCE EDUCATIVE AS REALES

1:28:23 HIGH INCOME DOMINIO THE AL

1:28:26 MENOS DOS AREA ALMOST.

1:28:28 WE WANT THE FAMILIES HAVE REAL

1:28:32 UH OPPORTUNITIES IN THAT THEIR

1:28:33 CHILDREN GRADUATE AT LEAST WITH

1:28:36 TWO LANGUAGES.

1:28:38 TAMBIÉN ESCUCHANDO.

1:28:41 COM COMO THE ELECTRONEUM DEL

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

1:28:49 MEETING THAT WE HEARD LAST

1:28:51 TUESDAY IN THE

1:28:53 COUNCILOR MENTIONED.

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

1:28:57 YES TAMBIÉN ALGUNA ROY BENITO Y

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

1:29:05 THE MULTILINGUAL PERO TAMBIÉN

1:29:08 PENDIENTE EL TEMA.

1:29:10 MANY MOTHERS ARE VERY CONCERNED

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

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

1:29:21 TESTIMONIAL.

1:29:21 BASADO AND LOCAL.

1:29:23 ESTA PASANDO APERTURE DE LA

1:29:25 NOSTRA.

1:29:26 DIRECTAMENTE DEALING WITH TWO

1:29:28 MOTHERS WROTE THEIR TESTIMONIES

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

1:29:32 HAPPENING TO THEM IN THIS

1:29:34 MATTER.

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

1:29:39 HAPPENING IN THE LA CIUDAD

1:29:40 PARALLEL TO THE MULTILINGUAL ES

1:29:42 UNA REALIDAD NO.

1:29:43 PODEMOS SEGUIR THE NEEDS OF THE

1:29:48 MULTILINGUAL LEARNERS IS A

1:29:50 REALITY THAT WE CANNOT CONTINUE

1:29:52 HIDING IN COMO DO WE.

1:29:56 ESCUCHANDO SO TO THE

1:29:57 MULTILINGUAL SON IN AS WE WERE

1:30:00 LISTENING BEFORE THE

1:30:02 MULTILINGUAL LEARNERS ARE ABOUT

1:30:04 THE 40%.

1:30:05 MUCHAS GRACIAS.

1:30:06 THANKS A LOT.

1:30:09 AND GRACIAS.

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

1:30:14 UM.

1:30:15 COME IN.

1:30:16 YES.

1:30:17 LET ME CLEAR THIS.

1:30:18 OKAY.

1:30:19 UM GOOD AFTERNOON EVERYONE.

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

1:30:21 I AM THE INCLUSIVE EDUCATION

1:30:23 LIAISON WITH THE BOSTON

1:30:24 TEACHERS UNION.

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

1:30:27 MULTILINGUAL LEARNER ALLIANCE

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

1:30:30 CLASSROOM TEACHER FOR SPECIAL

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

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

1:30:36 SHARING A LITTLE ABOUT THE

1:30:37 EDUCATOR PERSPECTIVE ON THE

1:30:39 CURRENT STATE OF BILINGUAL

1:30:40 EDUCATION IN BEPS.

1:30:42 THERE ARE A VARIETY OF LEVELS

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

1:30:48 THAT EDUCATORS HAVE TO PROVIDE

1:30:51 STRATEGIES AND ACCESS TO

1:30:52 ACADEMIC CONTENT FOR

1:30:53 MULTILINGUAL LEARNERS.

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

1:30:55 A VERY BRIEF OVERVIEW OF THE

1:30:56 DIFFERENT TYPES OF CREDENTIALS

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

1:31:00 STUDENTS IN THE CLASSROOM.

1:31:01 SO FIRST AS YOU MAY.

1:31:02 KNOW.

1:31:03 ALL EDUCATORS ARE REQUIRED

1:31:04 TO EARN THE SDI ENDORSEMENT

1:31:07 SHELTERED ENGLISH IMMERSION

1:31:08 FROM DC.

1:31:09 AND THE PURPOSE OF THE

1:31:10 ENDORSEMENT IS TO EQUIP

1:31:13 TEACHERS WITH STRATEGIES TO

1:31:14 DEVELOP VOCABULARY READING AND

1:31:16 WRITING SKILLS IN SUPPORT

1:31:18 OF PROVIDING ACCESS TO THE

1:31:20 ACADEMIC CONTENT IN ENGLISH.

1:31:22 EDUCATORS CAN ALSO CHOOSE TO

1:31:24 EARN A ESL LICENSE.

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

1:31:28 ENGLISH LANGUAGE ACQUISITION.

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

1:31:32 MULTILINGUAL STUDENTS.

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

1:31:35 IN THAT CLASS EACH WEEK IS

1:31:36 DETERMINED BY THEIR PROFICIENCY

1:31:38 IN ENGLISH.

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

1:31:41 IT IS NOT.

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

1:31:44 ACADEMIC SUPPORT.

1:31:46 UM FOR EACH CONTENT AREA.

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

1:31:49 BILINGUAL ENDORSEMENT OR

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

1:31:53 THIS ALLOWS EDUCATORS TO TEACH

1:31:55 ACADEMICS IN BOTH ENGLISH AND A

1:31:57 SECOND LANGUAGE.

1:31:58 IT REQUIRES PROFICIENCY IN A

1:32:00 SECOND LANGUAGE AND ALSO

1:32:02 INCLUDES COURSEWORK COURSEWORK

1:32:04 ON BILINGUAL EDUCATION TEACHING

1:32:06 METHODS.

1:32:08 AS WE HEARD A LITTLE BIT

1:32:09 ALREADY, DPS ELIMINATED THE

1:32:11 CLASSES CALLED BSI.

1:32:13 WHERE MULTILINGUAL LEARNERS

1:32:15 WERE TOGETHER FOR A GOOD PART

1:32:16 OF THEIR DAY AND NOW

1:32:17 MULTILINGUAL LEARNERS ARE

1:32:19 PLACED IN GENERAL EDUCATION

1:32:20 CLASSROOMS INCLUDING THOSE WHO

1:32:22 ARE AT THE VERY BEGINNING

1:32:23 STAGES OF LEARNING ENGLISH.

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

1:32:27 EDUCATORS ABOUT THEIR CONCERN

1:32:28 FOR THE STUDENTS IN THEIR CLASS

1:32:30 WHO ARE MULTILINGUAL LEARNERS

1:32:31 AND THEY SHARE CONCERNS ABOUT

1:32:33 HOW TO MODIFY INSTRUCTION

1:32:35 APPROPRIATELY FOR THE VARIETY

1:32:36 OF LANGUAGES.

1:32:38 THEY ALSO TELL US THAT THEY

1:32:39 NEED THE MATERIALS TO BE ABLE

1:32:41 TO DO THAT EFFECTIVELY.

1:32:42 AND THEY EXPRESS A LOT

1:32:44 OF CONCERN AROUND STUDENTS

1:32:46 PHYSICAL AND EMOTIONAL SAFETY

1:32:48 WITHOUT HAVING A RELIABLE FORM

1:32:50 OF TWO WAY COMMUNICATION WITH

1:32:51 THEIR STUDENTS.

1:32:53 AND THESE CONCERNS EXCEED WHAT

1:32:55 IS TAUGHT AND LEARNED IN THAT

1:32:57 SAI ENDORSEMENT TRAINING THAT

1:32:59 AGAIN FOCUSES ON AGENDA

1:33:01 TEACHERS PROVIDING ACCESS TO

1:33:02 ACADEMIC CONTENT.

1:33:05 EDUCATORS OBVIOUSLY WANT THE

1:33:06 BEST FOR THEIR STUDENTS AND SO

1:33:08 WE AGREE PROFESSIONAL LEARNING

1:33:10 IS VERY IMPORTANT.

1:33:12 EDUCATORS ARE ASKING FOR

1:33:13 PROFESSIONAL DEVELOPMENT THAT

1:33:15 IS DIFFERENTIATED AND

1:33:16 IMMEDIATELY APPLICABLE TO THE

1:33:17 STUDENTS IN THEIR CLASSROOM.

1:33:19 EDUCATORS ALSO ASK FOR

1:33:21 PROFESSIONAL DEVELOPMENT TO BE

1:33:22 COUPLED WITH PROVIDING MORE

1:33:23 IMMEDIATE HOME LANGUAGE SUPPORT

1:33:25 IN THE CLASSROOM FOR THEIR

1:33:27 STUDENTS AT THE EARLIEST STAGES

1:33:30 OF ENGLISH LEARNING ENGLISH.

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

1:33:35 AS OTHERS DO IN CULTURALLY

1:33:36 RESPONSIVE TEACHING AND THAT IT

1:33:39 IS BASED ON HONORING CULTURE,

1:33:40 HERITAGE AND LANGUAGE.

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

1:33:44 SENSE OF BELONGING AND SAFETY

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

1:33:47 ALSO WHAT STUDENTS OFTEN NEED

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

1:33:50 LEARN.

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

1:33:53 THE DEVELOPMENT OF A LONG TERM

1:33:55 PLAN TO EXPAND BILINGUAL

1:33:56 EDUCATION AS WELL AS DEVELOPING

1:33:58 MORE PATHWAYS FOR EDUCATORS TO

1:34:00 EARN THEIR BILINGUAL EDUCATION

1:34:02 ENDORSEMENT.

1:34:02 AND WE BELIEVE THAT THE LONG

1:34:04 TERM PLANNING PROCESS IS MOST

1:34:06 EFFECTIVE IF DONE

1:34:07 COLLABORATIVELY WITH PARTNERS

1:34:10 DPS FAMILIES ESSENTIALLY UH,

1:34:13 THE MLA AS WELL AS CITY

1:34:15 COUNSELORS.

1:34:16 AND WE KNOW THAT THERE ARE

1:34:18 PREVIOUS EXAMPLES OF SUCCESSFUL

1:34:20 COLLABORATION THAT WE CAN LEARN

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

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

1:34:25 CREATE MORE SUCCESS AND

1:34:26 OPPORTUNITY FOR MULTILINGUAL

1:34:27 LEARNERS.

1:34:27 THANK YOU.

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

1:34:31 GOOD JOB.

1:34:32 UNDER FIVE MINUTES.

1:34:34 ALL RIGHT SO.

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

1:34:37 GIVE MY COLLEAGUES.

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

1:34:41 QUESTIONS AND THEN IF THEY

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

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

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

1:34:48 BACK.

1:34:49 OKAY, GREAT.

1:34:50 STAY RIGHT THERE.

1:34:51 ALL RIGHT, SO IN ORDER

1:34:53 OF ARRIVAL COUNCILOR FLYNN IS

1:34:54 NOT HERE.

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

1:34:57 COUNCILOR MURPHY THEN FOLLOWED

1:34:59 BY COUNCILOR WEBER, THEN

1:35:00 COUNCIL CULPEPER, THEN

1:35:01 COUNCILOR LOUIJEUNE AND THEN

1:35:02 MYSELF.

1:35:02 THANK YOU.

1:35:04 FIVE MINUTES.

1:35:05 THANK YOU.

1:35:06 TO THIS PANEL.

1:35:07 UM.

1:35:08 FOR SHARING AND FOR ALL THE

1:35:11 ADVOCACY.

1:35:12 YOU CONTINUE.

1:35:13 TO DO FOR OUR STUDENTS.

1:35:15 UM.

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

1:35:17 KNOW UM COUNCIL CULPEPER ASKED

1:35:19 IT.

1:35:19 BUT WHEN.

1:35:22 THE.

1:35:22 DISTRICT WIDE DROPOUT RATE IS

1:35:25 3.6.

1:35:25 AND OUR ESL STUDENTS.

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

1:35:30 TWICE.

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

1:35:32 BUT 254.

1:35:33 STUDENTS AND THAT LAST SCHOOL

1:35:35 YEAR THEY COLLECTED THE.

1:35:37 DATA WAS THE.

1:35:39 2425 AND THAT WAS ALSO WHEN

1:35:41 MARCUS GRADUATION REQUIREMENT

1:35:44 WAS REMOVED.

1:35:46 SO WE.

1:35:47 ALSO KNOW.

1:35:47 THAT THE.

1:35:49 BAR THAT SET FOR GRADUATION IS

1:35:52 A D MINUS.

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

1:35:55 OUT YOU.

1:35:56 DEFINITELY ARE IN A PLACE WHERE

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

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

1:36:02 SUCCEED.

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

1:36:05 AND YOU.

1:36:06 GRADUATED.

1:36:07 MANY OF OUR STUDENTS ARE

1:36:08 GETTING A.

1:36:09 DIPLOMA A FALSE SENSE THAT

1:36:11 THEY'RE LEAVING.

1:36:12 SCHOOL WITH THE SKILLS NEEDED

1:36:14 TO.

1:36:14 BE SUCCESSFUL.

1:36:15 AND WE JUST KNOW THAT.

1:36:16 THAT DOESN'T EQUATE.

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

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

1:36:23 OVERALL QUESTION BUT.

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

1:36:26 A BETTER JOB MAKING SURE.

1:36:28 OUR FAMILIES KNOW LIKE.

1:36:29 THEIR RIGHTS LIKE WHAT PROGRAMS

1:36:31 ARE OUT THERE, WHICH PROGRAMS

1:36:32 CAN THEIR CHILD CHOOSE?

1:36:35 HOW IS PLACEMENT YOU KNOW DONE

1:36:37 .

1:36:37 AND THEN ALSO THE PROGRESS

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

1:36:41 KNOW FROM THE DATA THAT.

1:36:43 THERE ISN'T.

1:36:44 MUCH PROGRESS BEING MADE AND

1:36:46 YOU SHED SOME SCARY NUMBERS

1:36:47 THERE.

1:36:49 UM WHAT.

1:36:50 DO.

1:36:50 PARENT WHAT RIGHTS DO PARENTS.

1:36:52 HAVE LIKE WHAT ADVOCACY.

1:36:54 CAN WE SUPPORT OUR FAMILIES,

1:36:56 OUR.

1:36:56 STUDENTS AND.

1:36:56 OUR.

1:36:57 PARENTS WHEN THEY SEE THAT THE

1:36:59 PROGRESS ISN'T.

1:36:59 BEING MADE?

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

1:37:06 YOU KNOW, IT.

1:37:07 BOTHERS ME THIS WHOLE QUESTION

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

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

1:37:15 CHOICE AND AT A DEEPER LEVEL

1:37:17 THE MULTILINGUAL LEARNERS

1:37:19 ALLIANCE HAS LISTENED TO A LOT

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

1:37:25 CONFUSED ABOUT WHETHER

1:37:27 BILINGUAL EDUCATION IS

1:37:29 IMPORTANT FOR THEIR CHILDREN,

1:37:31 THAT IT MAY BE CONFUSING FOR

1:37:32 THEM AND INHIBIT THEIR LEARNING

1:37:34 WHEN THE REVERSE IS TRUE.

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

1:37:39 MULTILINGUAL LEARNERS ALLIANCE

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

1:37:43 EDUCATION PROGRAM FOR PARENTS

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

1:37:50 OF MULTILINGUAL LEARNERS

1:37:51 SPEAKING AND TALKING AND

1:37:54 READING TO THEIR CHILDREN IN

1:37:56 THE NATIVE LANGUAGE.

1:37:57 AND I THINK THE RESEARCH PROS

1:37:59 AND CONS SHOWS THAT THAT IS

1:38:02 VALUABLE, THAT EXPERTS SAY THAT

1:38:04 IS IMPORTANT AND THAT CAN.

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

1:38:07 THAT MEANS CHANGING THE MINDSET

1:38:09 ,CHANGING WHAT WE ARE

1:38:11 PROJECTING TO OTHER PARENTS

1:38:15 OF MULTILINGUAL LEARNERS.

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

1:38:19 THEY COULD DO.

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

1:38:21 RIGHTS.

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

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

1:38:24 TO TALK ABOUT BUT PEOPLE CAN

1:38:27 WORK WITH PARENTS TO HELP THEM

1:38:30 UNDERSTAND THAT BILINGUAL

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

1:38:35 IMPORTANT FOR THEIR KIDS IN

1:38:39 LEARNING ACADEMIC.

1:38:40 ENGLISH AND IN.

1:38:41 LAYING THE FOUNDATION.

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

1:38:46 FULLY BILINGUAL AND BI

1:38:48 LITERATE.

1:38:49 BUT THAT'S.

1:38:50 NOT REALLY FULLY UNDERSTOOD.

1:38:52 WHERE ARE THE TEACHERS ON THIS

1:38:54 ?

1:38:55 WHERE ARE THE SCHOOL PRINCIPALS

1:38:57 ON THIS?

1:38:57 WHERE ARE THE SOCIAL WORKERS?

1:38:59 WHERE ARE THE FAMILY.

1:39:01 LIAISONS IN EVERY ONE OF OUR

1:39:02 SCHOOLS IS GREAT.

1:39:03 WE FOUGHT FOR YEARS RIGHT YOU

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

1:39:07 BUT ARE THEY RELATING TO THE

1:39:11 THE MULTILINGUAL LEARNER PARENT

1:39:14 AND TELLING THEM ABOUT THE

1:39:16 VALUE OF NATIVE LANGUAGE?

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

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

1:39:20 THAT OFTEN ALSO WITH IEPS WHERE

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

1:39:24 WANT.

1:39:24 TO LABEL.

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

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

1:39:30 TYPE OF SUPPORT OR.

1:39:31 INTERVENTION THAT.

1:39:32 SOMEHOW IT'S GOING.

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

1:39:35 NONE OF IT WAS TRUE.

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

1:39:39 WHO.

1:39:39 LOST OUT ON THAT.

1:39:41 THE OTHER PART.

1:39:42 THOUGH IS.

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

1:39:46 MORE.

1:39:47 THAN WHAT.

1:39:48 WILL TELL US ABOUT WHAT

1:39:50 INTERVENTIONS.

1:39:50 ARE TRIGGERED.

1:39:51 RIGHT?

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

1:39:53 SYSTEM TO.

1:39:54 MAKE SURE.

1:39:54 WHEN THE PROGRESS IS SHOWING US

1:39:56 THAT OUR STUDENTS.

1:39:57 AREN'T GETTING THE.

1:39:59 EDUCATION, THE SUPPORT THEY

1:40:00 NEED?

1:40:03 NO.

1:40:04 I.

1:40:04 MEAN THAT'S NOT.

1:40:06 LIKE THAT.

1:40:07 I THINK SOMETIMES THE QUESTIONS

1:40:09 WE.

1:40:10 ASK ARE RHETORICAL, RIGHT?

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

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

1:40:16 HOPE YOU CONTINUE TO ASK THAT

1:40:17 QUESTION PERSONALLY.

1:40:18 YEAH I CAN ADD THAT.

1:40:20 UM SO MULTI-TIERED SYSTEMS

1:40:22 OF SUPPORT WHICH HAS BEEN

1:40:24 CALLED A NUMBER OF THINGS OVER

1:40:25 THE DECADES UM, IS DEFINITELY

1:40:28 SOMETHING THAT IS A PRIORITY IN

1:40:30 SCHOOLS AND EVERY GRADE LEVEL

1:40:32 HAS UM OPTIONS TO TALK ABOUT

1:40:34 STUDENTS AND BRING THEM TO A

1:40:35 TEAM.

1:40:35 EVERY SCHOOL HAS A COORDINATOR

1:40:37 .

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

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

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

1:40:43 PROCESS OF SAYING I HAVE

1:40:44 CONCERNS ABOUT PROGRESS HERE.

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

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

1:40:48 I THINK ONE PIECE THAT PROBABLY

1:40:51 IS MISSED OFTEN IS LIKE THE

1:40:52 FAMILY.

1:40:52 INVOLVEMENT IN THAT PROCESS TO

1:40:54 TALK ABOUT WHAT ARE THE THINGS

1:40:56 THAT ARE HAPPENING AND.

1:40:56 WHAT CAN WE DO TOGETHER.

1:40:58 OKAY GREAT.

1:40:59 THANK YOU KATIE.

1:41:00 UM AND AGAIN JUST FOR THE

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

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

1:41:04 SECOND ROUND.

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

1:41:05 IT MOVING.

1:41:06 COUNSELOR LOUIJEUNE HAS A HARD

1:41:08 STOP.

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

1:41:10 COUNSELOR LOUIJEUNE, YOU HAVE

1:41:11 FIVE MINUTES.

1:41:12 THANK.

1:41:15 COUNCIL.

1:41:15 THANK YOU, MADAM CHAIR.

1:41:16 AND THANK YOU TO COUNCIL MEMBER

1:41:18 FOR LETTING ME TAKE.

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

1:41:20 UM.

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

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

1:41:27 EDUCATION FOR OUR ENGLISH

1:41:28 LANGUAGE LEARNERS.

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

1:41:33 ABOUT WHAT IT IS WE ARE

1:41:34 CURRENTLY DOING WELL IN OUR

1:41:36 BOSTON PUBLIC SCHOOLS FOR

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

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

1:41:40 THE SILO BECAUSE VERY CLEARLY

1:41:41 ON THE PREVIOUS PANEL ASK THE

1:41:43 QUESTION IS MORE CRITICAL BUT

1:41:44 LIKE WHAT ARE WE DOING WELL

1:41:45 RIGHT NOW WITH THIS POPULATION

1:41:48 ESPECIALLY WHEN IT COMES TO UM

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

1:41:54 YOU WERE TALKING ABOUT SOMEONE

1:41:56 WAS TALKING ABOUT GRADUATION

1:41:57 RATES.

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

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

1:42:00 SEEN IMPROVEMENTS IN EVERY

1:42:03 CATEGORY INCLUDING WITH ENGLISH

1:42:04 LANGUAGE LEARNERS AND WE'RE

1:42:05 TALKING ABOUT OUR GRADUATION

1:42:06 RATE.

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

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

1:42:12 OVER YEAR SEEING SOME

1:42:14 IMPROVEMENT.

1:42:15 AND THIS IS NOT JUST COPYING

1:42:16 FOR ITSELF IT'S RECOGNITION

1:42:18 FROM THE STATE THAT THAT IS

1:42:21 HALF THAT THAT YELLOW UM THAT

1:42:23 THE GRADUATION RATES ARE

1:42:25 TENDING TO IMPROVE.

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

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

1:42:28 CURRENTLY HAPPENING AND THAT IS

1:42:30 HAPPENING?

1:42:30 WELL FOR ENGLISH LANGUAGE

1:42:31 LEARNERS POPULATION WITHIN

1:42:32 BEEPS AND AND THAT IS A

1:42:34 QUESTION I BROUGHT TOGETHER

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

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

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

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

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

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

1:42:45 DUAL LANGUAGE PROGRAMS, RIGHT?

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

1:42:47 YOU MEAN I KNOW MR.

1:42:48 YOU OFTEN TALKING ABOUT NATIVE

1:42:50 LANGUAGE INSTRUCTION AND YOU

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

1:42:54 LANGUAGE PROGRAM MODEL IS

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

1:42:57 ABOUT OTHER MODELS BUT JUST

1:42:58 WANTED TO PUT THAT OUT THERE

1:42:59 FOR REALLY ANYONE TO ANSWER.

1:43:03 DIRECTLY THAT YOU MR.

1:43:04 OKAY.

1:43:04 ALL RIGHT.

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

1:43:08 LOOK, I THINK THAT.

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

1:43:15 NEW DUAL LANGUAGE PROGRAMS AND

1:43:18 THAT IS PROGRESS AND THAT IS

1:43:20 HELPFUL.

1:43:21 BUT IT IS IN.

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

1:43:27 TOO SLOW.

1:43:29 AND, UH.

1:43:30 IS NOT REALLY MEETING THE

1:43:31 NEEDS.

1:43:32 YOU KNOW IT IT SOUNDS.

1:43:35 LIKE WHEN YOU SAY 14 PROGRAMS

1:43:37 WHEN YOU SAY 14 PROGRAMS IT

1:43:40 SOUNDS WONDERFUL WHEN YOU SAY

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

1:43:43 YEAH 10% THAT.

1:43:46 LESS LESS WONDERFUL IF.

1:43:47 YOU ASK ABOUT.

1:43:49 WHAT IS THE QUALITY OF THOSE

1:43:51 PROGRAMS AND WHAT ARE THOSE

1:43:52 PROGRAMS THINK THEY NEED IN

1:43:54 TERMS OF SUPPORT FROM THE

1:43:56 SYSTEM?

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

1:43:58 THAT QUESTION.

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

1:44:01 FORGOTTEN WITH IN WASHINGTON

1:44:03 AGENCY SOME YEARS AGO WHICH

1:44:05 TALKED ABOUT DUAL LANGUAGE

1:44:07 PROGRAMS AND IT WAS SUPPRESSED

1:44:10 FRANKLY.

1:44:11 AND UH.

1:44:12 I THINK THAT.

1:44:13 REPORT TALKED A LOT ABOUT HOW

1:44:16 BPAS NEEDED TO DO MORE TO

1:44:18 SUPPORT THOSE DUAL LANGUAGE

1:44:19 PROGRAMS.

1:44:20 BUT I THINK.

1:44:21 OVERALL THE KEY IS THERE NEEDS

1:44:24 TO BE.

1:44:25 THIS CHANGE OF THE MINDSET

1:44:27 ABOUT.

1:44:28 THE VALUE OF NATIVE LANGUAGE

1:44:30 AND THEN SOME.

1:44:31 RIGOROUS EFFORT TO DEVELOP.

1:44:35 PLANS AND I.

1:44:36 HATE TO USE THE JARGON WHAT

1:44:37 WITH SMART GOALS WHAT IS OUR

1:44:40 COMMITMENT AND.

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

1:44:43 AND HOW MANY TEACHERS ARE WE

1:44:45 GOING TO DEVELOP.

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

1:44:47 TALK ABOUT A FEW EXAMPLES.

1:44:49 WHICH MAY DIVERT US.

1:44:51 AND GRADUATION RATES?

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

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

1:44:56 0.1% INCREASE FROM LAST YEAR.

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

1:45:01 DROPOUT RATE FOR ELL.

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

1:45:05 THAT THE GRADUATION RATE IS

1:45:06 HIGHER.

1:45:07 KIDS ARE DROPPING OUT YOU KNOW

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

1:45:10 DROPPING OUT AT HIGHER RATES

1:45:11 WHICH I JUST.

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

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

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

1:45:16 INTO I I.

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

1:45:18 VERY FACTS BASED PERSON.

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

1:45:21 THAT THE RECORD IS CLEAR ON

1:45:22 WHAT THE FACTS ARE.

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

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

1:45:27 COUNCIL I THIS IS A REMINDER

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

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

1:45:31 YEAR AFTER YEAR AFTER YEAR HAS

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

1:45:34 DUAL IMMERSION PROGRAM.

1:45:35 RIGHT?

1:45:35 RIGHT.

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

1:45:37 NEED TO CREATE MORE.

1:45:38 SEATS FOR THE STUDENTS WHO WANT

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

1:45:42 BETTER LIKE YOU STATED MR MUDD

1:45:44 IN THESE PROGRAMS.

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

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

1:45:50 THANK YOU, THANK YOU.

1:45:52 UM, UH, COUNSELOR.

1:45:53 FLYNN AND COUNSELOR WEBER

1:45:56 COUNCIL CULPEPPER HAS A HARD

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

1:45:59 BEFORE YOU BOTH.

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

1:46:02 YOU THE OPPORTUNITY.

1:46:03 SORRY FOR STARTING US.

1:46:04 DO NOT.

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

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

1:46:09 THANK YOU, MADAM CHAIR.

1:46:11 FOR ONE OF THE QUESTIONS.

1:46:12 THANK YOU.

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

1:46:16 THE EMOTIONAL AND PHYSICAL

1:46:20 SUPPORT?

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

1:46:22 NOT HAPPENING IN TERMS OF THEIR

1:46:24 PHYSICAL AND EMOTIONAL SUPPORT?

1:46:27 I MEAN THINGS PHYSICALLY AS

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

1:46:31 THE.

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

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

1:46:36 THINGS LIKE THAT.

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

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

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

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

1:46:43 MAKE SURE EVERY STUDENT IS SAFE

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

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

1:46:49 WITH ALL.

1:46:49 OF MY STUDENTS WITH.

1:46:50 THEIR VARIETY OF LANGUAGES THAT

1:46:51 THEY SPEAK.

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

1:46:53 BETTER?

1:46:54 WHAT IS.

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

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

1:47:01 CLASSROOM FOR WHEN WE PUT MORE

1:47:03 STUDENTS IN.

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

1:47:07 PROBABLY ENOUGH EDUCATORS.

1:47:08 THAT ARE ABLE TO SPEAK EVERY

1:47:10 LANGUAGE.

1:47:10 THAT WE NEED.

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

1:47:13 LIKE THOUGHTFUL AND THE PROCESS

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

1:47:17 CLASSROOMS ARE READY FOR

1:47:19 STUDENTS TO COME IN AND THAT

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

1:47:23 COLLABORATIVE SO THAT THESE

1:47:25 CONCERNS ARE BEING HEARD UM,

1:47:28 BEFORE THEY'RE ACTUALLY

1:47:30 HAPPENING.

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

1:47:31 MORE EDUCATORS THAT SPEAK DUAL

1:47:33 LANGUAGE.

1:47:34 THE OTHER THING YOU MENTIONED

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

1:47:37 WE NEED TO DO IN TERMS

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

1:47:42 THE SCHOOL ENVIRONMENT?

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

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

1:47:49 STUDENT WAS NEWLY ARRIVED AND

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

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

1:47:55 NECESSARILY UNDERSTAND UM, HOW

1:47:57 THAT WAS GOING TO WORK.

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

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

1:48:01 HAVE MORE OF A CASE MANAGEMENT

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

1:48:05 THE FAMILIES HAVE THE THINGS

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

1:48:08 QUESTIONS.

1:48:09 WE HAVE THE WELCOME CENTER AND

1:48:11 PEOPLE THERE ARE WONDERFUL UM

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

1:48:14 BETWEEN YOU ARE.

1:48:16 WELCOMED TO THE.

1:48:17 DISTRICT AND THEN ALSO LIKE

1:48:18 YOU'RE GOING.

1:48:19 TO THIS SCHOOL.

1:48:20 SO WHAT ARE THE THINGS IN

1:48:21 BETWEEN.

1:48:21 THAT FAMILIES WILL NEED?

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

1:48:24 THING FOR ENSURING SAFETY.

1:48:25 SO WHEN YOU SAY CASE MANAGEMENT

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

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

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

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

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

1:48:36 I THINK IDEALLY THAT WOULD HAVE

1:48:39 BEEN A CONVERSATION BEFORE THE

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

1:48:43 SURE THAT EVERYONE.

1:48:44 UNDERSTOOD AND ALSO LIKE A HAND

1:48:46 OFF.

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

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

1:48:49 THAT LIKE YOU CLEARLY

1:48:51 UNDERSTAND THIS IS YOUR CONTACT

1:48:52 AT SCHOOL AND THAT THE STUDENT

1:48:54 KNOWS WHO THEY CAN COMMUNICATE

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

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

1:49:02 ROSEANNE AFTER THIS.

1:49:04 THANK YOU.

1:49:05 THANKS.

1:49:05 UM.

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

1:49:08 SOCIO EMOTIONAL SUPPORT.

1:49:09 YEAH.

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

1:49:13 DISTINCTION AROUND, UH,

1:49:15 LANGUAGE ABILITY OF THE ADULTS

1:49:17 IN THE BUILDING.

1:49:18 SO YES, WE WANT BILINGUAL

1:49:20 EDUCATION, WHICH MEANS WE WANT

1:49:22 EDUCATORS WHO HAVE THAT

1:49:23 ENDORSEMENT.

1:49:24 BUT THERE IS ANOTHER LEVEL

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

1:49:29 CULTURE ACCESS IN A SCHOOL.

1:49:32 SO THERE ARE PLENTY OF ADULTS

1:49:34 PARA EDUCATORS, PARENTS AND

1:49:37 OTHERS IN THE BUILDINGS WHO

1:49:38 HAVE WHAT WE CALL SOCIAL

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

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

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

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

1:49:52 THEY HAVE A STOMACHACHE AND

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

1:49:54 COMMUNICATE THAT.

1:49:54 THANK YOU FOR THAT.

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

1:49:57 ABOUT ABSENTEEISM.

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

1:50:02 THE IMPACT OF ABSENTEEISM

1:50:04 BECAUSE IT HASN'T BEEN

1:50:06 MENTIONED AT ALL AND I KNOW

1:50:07 THESE STUDENTS ARE NOT GOING TO

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

1:50:11 TELL ME ABOUT THE PROBLEM WITH

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

1:50:14 APPROACHED.

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

1:50:20 CHRONIC ABSENTEEISM.

1:50:22 SORRY.

1:50:23 SO I'M.

1:50:24 NOT GOING.

1:50:25 TO CLAIM TO BE AN EXPERT

1:50:26 EITHER.

1:50:26 BUT IN THE DISTRICT WE HAVE

1:50:28 SUPERVISORS OF ATTENDANCE

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

1:50:31 THREE NEED AT THE SCHOOL LEVEL

1:50:33 .

1:50:33 THERE'S ALSO UM ATTENDANCE

1:50:35 TEAMS THAT MEET FREQUENTLY AND

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

1:50:39 PROCESS OF WHEN YOU START TO

1:50:40 NOTICE TRENDS WHEN A STUDENT IS

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

1:50:43 TRIGGERS LIKE OKAY THIS THIS

1:50:45 WARRANTS A LETTER HOME OR THIS

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

1:50:48 AND THEN AT THE DISTRICT LEVEL

1:50:50 THERE ARE SUPERVISORS

1:50:51 OF ATTENDANCE THAT ALSO.

1:50:52 I WOULD SAY MY FINAL QUESTION

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

1:50:55 DEMANDS IN THE.

1:50:56 UH.

1:50:57 SHEET THAT YOU PROVIDED TO

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

1:51:02 1 TO 3 AND THEY MIGHT AND THE

1:51:05 LEARNERS UH PSA THE DEMANDS

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

1:51:10 ARE THE PRIORITIES?

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

1:51:18 KATIE.

1:51:19 KATIE ANSWERS.

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

1:51:21 CLEARLY AS WE.

1:51:22 SAID IN AND.

1:51:24 THE RESOLUTION ACTUALLY THAT

1:51:25 YOU PASSED.

1:51:26 THAT THE DEVELOPMENT.

1:51:28 OF A.

1:51:28 LONG TERM PLAN TO EXPAND

1:51:31 BILINGUAL.

1:51:31 EDUCATION WHICH GOES BEYOND

1:51:33 IT'S DUAL LANGUAGE.

1:51:34 AND TB.

1:51:36 AND ANY PROGRAMS THAT USE.

1:51:39 INSTRUCTION IN THE.

1:51:40 NATIVE LANGUAGE.

1:51:41 ,RIGHT.

1:51:42 AND EXPAND.

1:51:43 BILINGUAL STAFF.

1:51:46 TEACHERS.

1:51:47 PARAPROFESSIONALS AND OTHERS

1:51:48 IN THE BUILDING THOSE ARE THE

1:51:50 ABSOLUTE PRIORITIES TO MOVE

1:51:52 AHEAD.

1:51:53 THANK YOU.

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

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

1:51:57 NEWMAN SQUARE.

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

1:51:59 BUT THANK YOU ALL FOR THE

1:52:02 INFORMATION.

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

1:52:04 SUBMITTED THROUGH THE CHAIR THE

1:52:05 OTHER QUESTIONS THAT I HAVE.

1:52:07 THANK YOU.

1:52:09 COUNCIL.

1:52:13 COUNCILOR CULPEPPER I'M

1:52:14 GOING.

1:52:14 TO GO BACK TO.

1:52:15 THE ORDER IN WHICH WAS THE

1:52:17 ARRIVAL UH, COUNCILOR FLYNN

1:52:18 THEN COUNCILOR WEBER CONSOLE

1:52:19 FLYNN.

1:52:20 YOU HAVE FIVE MINUTES.

1:52:22 THANK THANK.

1:52:23 YOU, MADAM CHAIR.

1:52:24 I ALSO WANT TO RECOGNIZE

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

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

1:52:29 IMPORTANT WORK HARRY DOES EVERY

1:52:32 EVERY DAY FOR OUR YOUNG PEOPLE

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

1:52:37 THE TEACHERS UNION AS WELL.

1:52:38 EXCEPTIONAL EXCEPTIONAL

1:52:40 LEADERSHIP FOR STUDENTS WITH

1:52:43 DISABILITIES.

1:52:46 MR.

1:52:47 MATT, I WAS LISTENING CLOSELY

1:52:48 TO YOUR OPENING COMMENTS AND

1:52:50 LISTENED TO THE.

1:52:54 THE ACADEMIC THE STRUGGLING

1:52:57 ACADEMIC UM BASICALLY REPORT

1:53:00 CARD WE HAVE FOR UH

1:53:02 MULTILINGUAL LEARNERS AND

1:53:04 STUDENTS WITH DISABILITIES.

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

1:53:09 EVERYTHING YOU SAID.

1:53:10 I ALSO LISTENED TO THE BOSTON

1:53:12 SCHOOL DEPARTMENT PERSONNEL

1:53:15 THAT PAINTED A UH A VERY

1:53:18 POSITIVE PICTURE.

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

1:53:22 CONFUSING FOR PEOPLE THAT ARE

1:53:23 WATCHING THAT YOU HAVE THE

1:53:26 SCHOOL DEPARTMENT SAYING THINGS

1:53:27 ARE GOING VERY WELL AND

1:53:30 ADVOCATES AND PARENTS ARE

1:53:32 SAYING WE'RE STRUGGLING HERE

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

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

1:53:39 ESPECIALLY THE MOTHERS AND THEY

1:53:41 KNOW EXACTLY WHAT'S HAPPENING

1:53:42 AND THEY THEY ARE NOT HAPPY

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

1:53:48 EDUCATION THAT A CHILD IS

1:53:51 RECEIVING.

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

1:53:58 AND HAVE TREMENDOUS RESPECT FOR

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

1:54:01 BUT BUT.

1:54:04 IS THERE A DISCONNECT FROM FROM

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

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

1:54:12 ACKNOWLEDGE THAT THERE'S A

1:54:13 PROBLEM AND THEN WHEN WE

1:54:14 ACKNOWLEDGE THAT THERE'S A

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

1:54:19 RESOURCES THERE SO WE CAN

1:54:21 ADDRESS THE PROBLEM.

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

1:54:24 ACKNOWLEDGE THAT THERE'S A

1:54:25 PROBLEM WE WE CONTINUE THIS UH

1:54:29 ARGUMENT BACK AND FORTH AND

1:54:30 THEN IT IT DOES IMPACT THE

1:54:32 FUNDING BECAUSE IF THERE IS NO

1:54:34 PROBLEM WHY DO WE NEED TO

1:54:35 CONTINUE SPENDING MONEY ON ON

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

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

1:54:40 WELL.

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

1:54:42 MONEY FOR PARAPROFESSIONALS.

1:54:45 I DO THINK PARAPROFESSIONALS

1:54:46 PLAY A CRITICAL ROLE IN

1:54:48 SUPPORTING UM STUDENTS WITH

1:54:50 DISABILITIES, STUDENTS WITH

1:54:51 DISABILITIES, ENGLISH LANGUAGE

1:54:52 LEARNERS.

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

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

1:55:00 WANT TO HEAR WHAT YOUR THOUGHTS

1:55:01 ARE ON.

1:55:04 OKAY.

1:55:04 TWO VERY SEPARATE THINGS,

1:55:05 COUNSELOR.

1:55:06 YOU KNOW AND.

1:55:06 I APPRECIATE YOUR FOCUS.

1:55:08 FOR YEARS.

1:55:09 ON UH, ENGLISH LEARNERS WITH

1:55:11 DISABILITIES AND MY STATISTICS

1:55:14 ARE JUST ON ENGLISH.

1:55:16 LEARNERS.

1:55:16 YOU KNOW, THE STATISTICS AND

1:55:18 DATA ON ENGLISH LEARNERS WITH

1:55:20 DISABILITIES.

1:55:21 ARE.

1:55:21 EVEN WORSE.

1:55:23 SO THAT YOU.

1:55:24 TALKING A FEW.

1:55:25 PERCENT OF THOSE KIDS MEETING

1:55:27 GRADE LEVEL STANDARDS AND THOSE

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

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

1:55:34 READILY AVAILABLE ON THE STATE

1:55:35 BUT.

1:55:36 BUT THE.

1:55:36 PROBLEM IS.

1:55:38 DESPERATE TO.

1:55:41 THERE WAS MENTION ABOUT A

1:55:44 COUNCIL OF GREAT CITIES REPORT

1:55:45 .

1:55:45 WHICH.

1:55:46 IS OVERDUE.

1:55:47 ON ENGLISH LEARNERS.

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

1:55:50 WERE IN FOCUS GROUPS.

1:55:51 BUT THE.

1:55:52 COUNCIL ON GREAT CITY SCHOOLS

1:55:54 DID A REPORT.

1:55:56 ON SPECIAL.

1:55:56 EDUCATION PROBABLY WHAT UH 4

1:55:59 OR.

1:56:00 5 YEARS AGO AND THAT CALLED

1:56:01 .

1:56:01 FOR A STANDALONE PLAN.

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

1:56:05 REPORT THAT TALKED ABOUT

1:56:07 STUDENTS.

1:56:08 WITH DISABILITIES OR ENGLISH.

1:56:10 LEARNERS.

1:56:10 ,AND IT CALLED FOR.

1:56:12 A.

1:56:12 STAND ALONE.

1:56:13 PLAN TO.

1:56:14 DEAL WITH THE UNIQUE NEEDS

1:56:15 OF THAT POPULATION.

1:56:17 AND WE HAVE YET TO SEE

1:56:19 ANYTHING.

1:56:19 LIKE A PLAN.

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

1:56:22 YOU MORE THAT WE NEED TO

1:56:24 FACE THESE.

1:56:25 FACTS TOGETHER THE ENGLISH

1:56:27 LANGUAGE WE WANT TO.

1:56:29 WE WANT THE WORK.

1:56:31 I KNOW.

1:56:32 COUNCILOR MEJIA HAS BEEN TRYING

1:56:33 TO.

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

1:56:35 YOU KNOW.

1:56:37 TO TO HOW SHOULD I.

1:56:38 PUT IT MAYBE.

1:56:39 TONE DOWN OUR LANGUAGE BUT.

1:56:40 DEEPER THAN THAT SHE WANTS US

1:56:43 TO COLLABORATE.

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

1:56:46 WANT TO HAVE WORKING GROUPS.

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

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

1:56:52 FORWARD FOR US.

1:56:53 I MEAN, I PARTICIPATED WHERE

1:56:55 COUNCILORS IN THIS CHAMBER.

1:56:56 THEY KNOW.

1:56:57 DEVELOPED AROUND THE ISSUE

1:56:59 OF TEACHER.

1:56:59 DIVERSITY WORKING GROUPS AND

1:57:01 WE.

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

1:57:03 CURLEY OR WHATEVER.

1:57:04 THE THE.

1:57:05 ROOM BACK THERE AND THERE WAS

1:57:08 STAFF COUNSELORS ADVOCATES LIKE

1:57:12 ME AND WE HAD DISCUSSIONS WE

1:57:14 RECOGNIZED THERE WAS A PROBLEM

1:57:16 TOGETHER AND WE TRIED TO

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

1:57:19 BUT AT.

1:57:20 LEAST WE.

1:57:21 WERE WORKING TOGETHER.

1:57:22 AND SO I TAKE.

1:57:23 YOUR COMMENT.

1:57:24 TO HEART AND.

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

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

1:57:28 ABOUT.

1:57:28 TRYING TO GET US.

1:57:30 TO A DIFFERENT PLACE.

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

1:57:33 SO LOOK.

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

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

1:57:38 MY COMMENT OKAY.

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

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

1:57:45 INTO THE BUDGET SEASON I DO

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

1:57:50 LISTEN TO PARENTS, WE LISTENED

1:57:54 TO ADVOCATES, WE LISTENED TO

1:57:56 PEOPLE THAT WERE ADVOCATING FOR

1:57:59 ENGLISH LANGUAGE LEARNERS,

1:58:01 MULTILINGUAL LEARNERS, UM

1:58:03 STUDENTS WITH DISABILITIES I

1:58:06 THEY HAVE TO BE HEARD DURING

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

1:58:12 CRITICAL PART IS LISTENING TO

1:58:14 THEM AND THEN THE CITY

1:58:17 COUNCIL ADVOCATING FOR THE

1:58:18 NECESSARY RESOURCES IN THE

1:58:20 BUDGET ONE ONE PARENT WAS

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

1:58:23 RIGHT, THAT THEIR THEIR CHILD

1:58:26 DOESN'T HAVE THE

1:58:28 PARAPROFESSIONAL IN THEIR CLASS

1:58:30 AND THEY SAID WHEN THEY SAID

1:58:34 THAT BECAUSE THE

1:58:35 PARAPROFESSIONAL IS NOT THERE

1:58:36 IT DOES TAKE AWAY FROM THE

1:58:39 CLASSROOM MANAGEMENT BUT ALSO

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

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

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

1:58:48 THAT WAS A MISTAKE.

1:58:50 THAT WAS A MISTAKE CUTTING

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

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

1:58:57 COLLABORATIVE I WANT TO WORK

1:58:59 WITH EVERYBODY BUT I THINK

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

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

1:59:04 CUT JOBS FOR PEOPLE THAT ARE

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

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

1:59:10 BUDGET.

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

1:59:12 MADAM CHAIR.

1:59:13 I DON'T KNOW.

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

1:59:15 BE OKAY.

1:59:15 I THOUGHT YOU I THOUGHT YOU

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

1:59:18 .

1:59:18 SHANNON HAS.

1:59:19 ALREADY EXPIRED AND I STILL

1:59:20 GOT COUNCILOR WEBER AND MYSELF

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

1:59:23 PANEL BACK HERE.

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

1:59:27 SITUATION SO THAT WE CAN.

1:59:28 KEEP ASKING QUESTIONS TO THE

1:59:32 ADMINISTRATION SO WE CAN GET

1:59:33 THINGS ON THE RECORD.

1:59:35 SO THANK YOU.

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

1:59:37 FIVE MINUTES.

1:59:38 OKAY.

1:59:39 UH, AND MAYBE THIS QUESTIONS

1:59:40 FOR.

1:59:41 ROSEANNE AND KATE BUT THE IN

1:59:42 TERMS OF THE.

1:59:43 IMMERSION MODEL THAT.

1:59:45 WE'RE SUPPOSEDLY MOVING

1:59:46 TOWARD I GUESS WHAT ARE YOU

1:59:47 SEEING ON THE IMPACTS ON.

1:59:49 YOU KNOW, ENGLISH LANGUAGE

1:59:51 LEARNERS AND OUR ABILITY TO

1:59:54 MEET THEIR NEEDS IF ANYTHING.

1:59:55 SO.

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

2:00:01 OPENING STATEMENT WAS JUST THE

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

2:00:06 LIKE A DOSE RESPONSE.

2:00:08 SO THE MORE HOME LANGUAGE

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

2:00:12 BETTER THE LONG TERM OUTCOMES

2:00:14 FOR MULTILINGUAL LEARNERS.

2:00:17 SO DUAL LANGUAGE HAS THE MOST

2:00:19 TRANSITIONAL BILINGUAL

2:00:21 EDUCATION HAS.

2:00:21 NEXT UP SORRY DID I SAY

2:00:24 IMMERSION AND THEN INCLUSION UM

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

2:00:28 SORT OF AS A DISTRICT RESOURCES

2:00:29 MOVING TOWARD INCLUSION.

2:00:32 OH YOU MEAN.

2:00:33 UM AND THE.

2:00:34 MULTILINGUAL LEARNERS IN

2:00:35 GENERAL EDUCATION WITH THE ESL

2:00:37 ?

2:00:37 YEAH.

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

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

2:00:42 INCLUSION SCHOOL OF MISSION

2:00:44 HILL AND THERE WERE ISSUES

2:00:45 THERE.

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

2:00:47 THE IMPACTS ARE I MEAN MAYBE

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

2:00:51 TOWARD FULL INCLUSION OR MAYBE

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

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

2:00:56 IF WE ARE MOVING TOWARD

2:00:57 INCLUSION.

2:00:59 SO INCLUSION FOR MULTILINGUAL

2:01:00 LEARNERS IS A VERY DIFFERENT

2:01:02 THING THAN INCLUSION FOR

2:01:03 STUDENTS WITH SPECIAL NEEDS.

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

2:01:06 INCLUSION FOR MULTILINGUAL

2:01:07 LEARNERS THAT MEANS THAT THERE

2:01:09 ARE A FEW MULTILINGUAL LEARNERS

2:01:11 IN A GENERAL EDUCATION

2:01:12 CLASSROOM WITH A TEACHER WHO

2:01:13 HAS LCI.

2:01:15 UM SURE.

2:01:16 AND THE OUTCOMES ARE AT THE

2:01:19 VERY BOTTOM OF ALL OF THE

2:01:21 DIFFERENT KINDS OF WAYS TO

2:01:22 EDUCATE MULTILINGUAL LEARNERS.

2:01:24 AND JOHN BROUGHT HANDOUTS TO

2:01:27 SHOW YOU THAT.

2:01:29 YEAH.

2:01:29 YES.

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

2:01:33 THE.

2:01:33 CHART YES THE FAMOUS FOR

2:01:34 ATTENDANCE.

2:01:35 UH NO.

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

2:01:36 SORRY TO LEAVE THIS.

2:01:38 IS I STARTED.

2:01:39 IT.

2:01:40 IN AND NEGOTIATED.

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

2:01:44 PROBABLY HAVE HEARD ME SAY IN

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

2:01:49 INCLUSION AND BUT IT.

2:01:50 WAS INCLUSION FOR STUDENTS WITH

2:01:51 SPECIAL NEEDS.

2:01:52 INCLUSION HAS NEVER BEEN.

2:01:54 APPLIED IN MY ADVOCACY.

2:01:57 HISTORY TO.

2:01:58 ENGLISH LEARNERS.

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

2:02:02 WRONG DIRECTION IT.

2:02:04 IS.

2:02:05 QUESTION TWO.

2:02:07 ON STEROIDS IT IS TAKING.

2:02:09 WHAT A GUY FROM CALIFORNIA

2:02:13 FOISTED ON THEIR STATE.

2:02:15 IN OPPOSITION TO THE.

2:02:16 MAYOR.

2:02:17 THE SCHOOL COMMITTEE AND.

2:02:19 I THINK THE CITY.

2:02:20 COUNCIL AT THE TIME.

2:02:21 AND THE.

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

2:02:24 WRONG COURSE FOR.

2:02:26 MULTILINGUAL LEARNERS.

2:02:27 SORRY TO.

2:02:27 LEAD BUT I.

2:02:28 JUST BUT.

2:02:29 MY MY.

2:02:29 MY QUESTION IS I UNDERSTAND IN

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

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

2:02:35 WHAT'S ACTUALLY HAPPENING LIKE

2:02:36 YOU KNOW IN ACROSS LIKE TODAY

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

2:02:40 LAST COUPLE OF YEARS MOVING

2:02:41 TOWARD INCLUSION AND YOU KNOW

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

2:02:44 SORT OF.

2:02:45 STATISTICALLY THAT THE

2:02:46 ENGLISH.

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

2:02:49 THE.

2:02:49 ENGLISH LANGUAGE LEARNER

2:02:50 ENGLISH LEARNERS.

2:02:51 TASK FORCE FOR YEARS.

2:02:54 AND WE.

2:02:54 WATCHED THE DATA SHOWING

2:02:58 BP'S MOVING AWAY.

2:03:00 FROM PROGRAMS.

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

2:03:03 CIA SINGLE.

2:03:04 LANGUAGE WAS A WAY THAT THE

2:03:07 ADMINISTRATION HERE TRY.

2:03:09 TO PUT.

2:03:10 IN PLACE TO GET.

2:03:11 AROUND THE QUESTION TO.

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

2:03:14 FROM THAT AND GRADUALLY.

2:03:16 SHIFT FROM.

2:03:17 SINGLE LANGUAGE AC TO

2:03:19 MULTI-LANGUAGE.

2:03:20 TO GEN ED WITH ESL.

2:03:22 SO THEY'VE BEEN.

2:03:22 MOVING IN THAT DIRECTION.

2:03:24 FOR YEARS.

2:03:27 OH BUT YOU ASKED THE RIGHT

2:03:29 QUESTION BASICALLY WHAT ARE THE

2:03:31 OUTCOMES BY PROGRAM FOR

2:03:34 MULTILINGUAL LEARNERS?

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

2:03:37 OF OUR MULTILINGUAL LEARNERS

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

2:03:42 .

2:03:43 YEAH I.

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

2:03:48 SPECIAL EDUCATION INCLUSION HAS

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

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

2:03:54 LOT OF MORE PROTECTIONS IN

2:03:56 PLACE AND THINGS THAT SCHOOLS

2:03:58 AND UNIONS TALK ABOUT IN TERMS

2:04:00 OF LIKE PARAMETERS FOR HOW MANY

2:04:02 STUDENTS WITH DISABILITIES

2:04:02 SHOULD BE IN THE CLASSROOM FOR

2:04:04 INCLUSION AS WELL AS HOW HOW

2:04:06 THE SERVICES WILL BE DELIVERED

2:04:07 AND THOSE THINGS ARE NOT

2:04:09 EXISTING UM, FOR MULTILINGUAL

2:04:10 LEARNERS AND SO YOU CAN HAVE

2:04:11 ANY CLASSROOM WITH THE MAJORITY

2:04:13 OF STUDENTS WHO ARE

2:04:14 MULTILINGUAL LEARNERS WHERE

2:04:15 THAT CANNOT BE THE CASE FOR

2:04:17 INCLUSION UM OF STUDENTS WITH.

2:04:19 DISABILITIES AND THAT IS OFTEN

2:04:20 WHAT HAPPENS.

2:04:21 OKAY ONE MORE QUICK ONE BEFORE

2:04:23 THE BUZZER GOES UP.

2:04:25 SO FOR FOR EACH PANELIST JUST

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

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

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

2:04:33 RIGHT.

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

2:04:36 MORE BILINGUAL INSTRUCTION CAN

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

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

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

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

2:04:46 I'M NOT SURE.

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

2:04:48 YOU WHEN.

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

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

2:04:52 TALKING IN THE BUDGET CYCLE.

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

2:04:55 OF IN THIS BUDGET I UNDERSTAND

2:04:56 AND IT COULD NUMBER ONE COULD

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

2:05:00 TO 20% FOR BILINGUAL

2:05:01 INSTRUCTION OR WHATEVER IT IS.

2:05:03 BUT IF I ASSUME EVERYONE HERE

2:05:05 FAVORS MORE BILINGUAL

2:05:06 INSTRUCTION, THERE'S SOMETHING

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

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

2:05:12 COME BACK WHATEVER IT IS.

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

2:05:15 EVERYONE'S THOUGHTS.

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

2:05:19 ADDITION TO HAVING MORE

2:05:21 BILINGUAL PROGRAMS MAKE THEM

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

2:05:26 LIVE IN THE NEIGHBORHOOD

2:05:27 OF THAT BILINGUAL PROGRAM.

2:05:31 SO CITYWIDE ACCESS OKAY.

2:05:34 YES.

2:05:34 RIGHT.

2:05:35 YEAH.

2:05:35 I WOULD PROBABLY COME BACK

2:05:37 TO THE.

2:05:37 PARENT EDUCATION TO TO WORKING.

2:05:40 WITH PARENTS TO.

2:05:41 HELP THEM UNDERSTAND THAT

2:05:44 BUILDING ON THEIR HOME LANGUAGE

2:05:46 .

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

2:05:48 TO.

2:05:48 MAKE IT.

2:05:49 IN LEARNING ACADEMIC.

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

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

2:05:55 LOT OF MONEY.

2:05:57 OKAY.

2:05:58 SO THANK YOU.

2:06:00 YEAH.

2:06:01 OKAY.

2:06:01 NOW UM BUT.

2:06:03 BUT UM.

2:06:05 YEAH IT.

2:06:08 IN UH.

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

2:06:14 OF FAMILIAS CON UM MULTI IDIOM

2:06:18 AS WELL.

2:06:19 OKAY.

2:06:19 I SAY LOCATION BILINGUAL

2:06:21 MASS.

2:06:22 ACCESS TO MULTILINGUAL.

2:06:25 THE THAT IS.

2:06:27 WAS THE ISSUE.

2:06:33 THE THE.

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

2:06:39 ADD MORE SUPPORT.

2:06:41 SERVICES AND UH RESOURCES FOR

2:06:43 MULTI LINGUAL LEARNERS WITH

2:06:44 DISABILITIES.

2:06:45 INCLUDING LESS FAMILY

2:06:47 NEGOTIATION ASSEMBLY.

2:06:48 AND AND MAKING SURE THAT

2:06:49 WE'RE INCLUDING FAMILIES WHEN

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

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

2:06:54 TABLE.

2:06:56 SO OKAY I.

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

2:07:02 OF THESE THINGS ARE NOT

2:07:03 NECESSARILY BUDGET RELATED AND

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

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

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

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

2:07:10 TOGETHER, HAVE THESE

2:07:11 CONVERSATIONS BECAUSE IT IS A

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

2:07:14 EVERYONE DOES AGREE ON THE

2:07:17 VALUE.

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

2:07:19 WORK ON IT TOGETHER HAVING THE

2:07:22 CONCERNS AND UM AND NEEDS BE

2:07:25 HEARD AND ALSO WORK ON IT

2:07:27 TOGETHER.

2:07:28 AWESOME OKAY THANK YOU CHAIR.

2:07:30 THANK YOU.

2:07:31 COUNCILOR WEBER.

2:07:31 UM I.

2:07:32 WANT TO NOTE THAT JUST AS

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

2:07:36 WE HAVE PARENTS HERE FOR.

2:07:37 WHO ARE HERE FOR PUBLIC

2:07:39 TESTIMONY AND THEY HAVE TO GO

2:07:40 PICK UP THEIR CHILDREN.

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

2:07:43 ADMINISTRATION TO HOLD ON A.

2:07:45 LITTLE BIT LONGER.

2:07:45 UH.

2:07:46 I DO HAVE TWO QUESTIONS FOR

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

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

2:07:51 THE PARENTS WHO ARE HERE TO

2:07:52 SIGN UP AND.

2:07:53 SPEAK I.

2:07:56 SAY A TESTIMONIAL.

2:07:58 FOR THEM AND SAY.

2:08:02 ESPERANDO.

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

2:08:06 WHAT RECOMMENDATIONS DOES THE

2:08:07 MULTILINGUAL LEARNERS ALLIANCE

2:08:08 HAVE FOR THE COMPREHENSIVE

2:08:09 PLAN?

2:08:10 CAN YOU SHARE WHAT THAT LOOKS

2:08:11 LIKE?

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

2:08:14 WOULD THE ALLIANCE PREFER THE

2:08:16 DISTRICT WORKING ALONGSIDE YOU

2:08:17 ALL FOR A COMPREHENSIVE PLAN?

2:08:20 AND WHAT DOES LEARNING

2:08:21 STRATEGIES FOR MULTILINGUAL.

2:08:23 LEARNERS DOES THE DISTRICT.

2:08:25 CURRENTLY EMPLOY THAT YOU ALL

2:08:26 THINK WORK WELL FOR THOSE

2:08:28 STUDENTS AND WHICH PRACTICES

2:08:29 COULD BE IMPROVED?

2:08:31 THOSE ARE THE THREE QUESTIONS

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

2:08:35 UM AND.

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

2:08:38 START FIRST.

2:08:40 I CAN VERY QUICKLY SPEAK ABOUT

2:08:43 .

2:08:43 THE THE.

2:08:44 STRATEGIES THAT YOU ASKED ABOUT

2:08:45 AND SO YOU HEARD MANNY TALK

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

2:08:51 ,THE UNIVERSAL DESIGN FOR

2:08:52 LEARNING AND TRANSLANGUAGING

2:08:53 TOGETHER.

2:08:54 UM THAT'S DEFINITELY A

2:08:55 PROMISING PRACTICE.

2:08:57 I THINK ALSO THERE ARE MULTIPLE

2:08:59 WAYS IN WHICH THE UM TELESCOPE

2:09:01 NETWORK HAS DIFFERENT

2:09:03 OPPORTUNITIES FOR EDUCATORS TO

2:09:04 PARTICIPATE AND LEARN FROM ONE

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

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

2:09:09 ACTUALLY DO THAT IN YOUR OWN

2:09:10 CLASSROOM.

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

2:09:12 INCLUSIVE EDUCATION

2:09:14 PROFESSIONAL.

2:09:14 DEVELOPMENT THROUGH THE

2:09:15 DISTRICT.

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

2:09:17 THINK OUT THERE.

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

2:09:20 BE BETTER COORDINATED.

2:09:20 ABOUT THEM.

2:09:21 THANK YOU.

2:09:23 UM, IN TERMS OF DEVELOPING

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

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

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

2:09:33 BY YEAR GOALS AROUND HOW WE

2:09:35 MAKE USE OF THE EDUCATOR

2:09:37 DIVERSITY ACT TO INCREASE THE

2:09:40 NUMBERS OF EDUCATORS WHO ARE

2:09:43 WORKING WITH OUR MULTILINGUAL

2:09:45 LEARNERS.

2:09:46 UH, SOME.

2:09:49 YEAH.

2:09:50 OH.

2:09:50 YOU.

2:09:50 NOBODY HAS ANYTHING.

2:09:51 TO SAY, JOHN.

2:09:51 OKAY.

2:09:52 WELL.

2:09:53 I I WISH AS.

2:09:55 YOU HAVE BEEN PUSHING.

2:09:57 US TOWARD.

2:09:58 THAT WE COULD WORK.

2:10:01 THAT WOULD.

2:10:02 FACE WITH.

2:10:05 US JOINTLY.

2:10:06 MHM.

2:10:07 THE PROBLEMS.

2:10:08 THAT.

2:10:08 WE SEE.

2:10:08 YOU KNOW THAT.

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

2:10:11 NOT WORKING AND THAT WE COULD

2:10:14 WORK.

2:10:15 TOGETHER TO.

2:10:16 JOINT PARENTS.

2:10:17 TEACHERS, PRINCIPALS,

2:10:20 COUNSELORS YOU KNOW BEHIND.

2:10:22 SOMETHING THAT.

2:10:23 COULD REALLY.

2:10:23 BRING ABOUT CHANGE.

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

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

2:10:27 GLIB ADVOCATES.

2:10:28 WE'RE FEARING.

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

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

2:10:34 FACE THEM TOGETHER.

2:10:35 SO THANK YOU.

2:10:36 THANK YOU.

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

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

2:10:40 ARE.

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

2:10:41 STAY.

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

2:10:43 FOR CLOSING REMARKS JUST

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

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

2:10:49 UH, PUBLIC TESTIMONY.

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

2:10:53 YOU ALL FOR YOUR FIERCE

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

2:10:57 DEFINITELY WORKING TOWARDS THE

2:10:58 GOAL OF COLLABORATION.

2:11:01 I LOVE THIS WHOLE IDEA

2:11:02 OF COLLABORATION, NOT

2:11:03 CONFRONTATION.

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

2:11:06 FIGURE OUT HOW WE DO THIS

2:11:07 TOGETHER.

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

2:11:09 WAY AND I LOOK FORWARD TO

2:11:10 HAVING THOSE WORKING SESSIONS

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

2:11:13 THANK YOU.

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

2:11:16 ON TO PUBLIC TESTIMONY PODCAST

2:11:19 CASSETTE BANKING AMAZON DOMAIN

2:11:20 AUTO.

2:11:22 WE ARE ON THE MOTHER DOMAIN

2:11:24 AUTO YEAH.

2:11:25 UM OKAY.

2:11:26 WHAT WE'LL.

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

2:11:29 MINUTO TWO MINUTES.

2:11:32 HELLO HELLO.

2:11:34 GOOD EVENING.

2:11:35 HONORABLE MEMBERS OF THE BOSTON

2:11:37 CITY COUNCIL.

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

2:11:41 AM A MOTHER OF THREE CHILDREN

2:11:42 WHO HAVE ATTENDED BOSTON PUBLIC

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

2:11:47 ADVOCATING FOR THE EDUCATION,

2:11:48 GROWTH AND WELL-BEING.

2:11:50 TODAY I STAND BEFORE YOU TO

2:11:52 SPEAK ABOUT SOMETHING I BELIEVE

2:11:54 EVERY CHILD DESERVES THE

2:11:56 OPPORTUNITY TO LEARN,

2:11:58 COMMUNICATE AND FEEL INCLUDED

2:12:00 REGARDLESS OF THEIR LANGUAGE OR

2:12:02 DISABILITY.

2:12:03 MY YOUNGEST SON HAS AUTISM AND

2:12:05 WAS ONCE NONVERBAL AS HIS

2:12:09 MOTHER I UNDERSTAND HOW

2:12:10 FRUSTRATING IT CAN BE WHEN A

2:12:12 CHILD HAS SO MUCH TO EXPRESS

2:12:14 BUT STRUGGLES TO COMMUNICATE

2:12:15 WITH OTHERS.

2:12:17 THAT EXPERIENCE TAUGHT ME THAT

2:12:19 COMMUNICATION IS NOT JUST ABOUT

2:12:21 SPEAKING IT'S ABOUT BEING

2:12:23 UNDERSTOOD.

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

2:12:27 CLASSROOM WHERE NOBODY

2:12:28 UNDERSTANDS YOUR LANGUAGE.

2:12:31 OR BEING A CHILD WHO

2:12:33 COMMUNICATES THROUGH SIGNS OR

2:12:35 OTHER METHODS BUT BUT HAS NO

2:12:38 ONE WHO CAN COMMUNICATE BACK.

2:12:41 HOW WOULD A CHILD FEEL CONFUSED

2:12:45 ,FRUSTRATED LEFT OUT?

2:12:49 NO CHILD SHOULD FEEL INVISIBLE

2:12:51 IN A CLASSROOM WHERE THEY

2:12:53 SHOULD THEY ARE SUPPORTED AND

2:12:56 SUPPOSED TO BE.

2:12:58 WHERE THEY ARE SUPPOSED TO

2:13:00 BELONG.

2:13:02 I BELIEVE BOSTON PUBLIC SCHOOLS

2:13:03 SHOULD EXPAND ACCESS TO

2:13:05 MULTILINGUAL EDUCATORS,

2:13:08 QUALIFIED INTERPRETERS, SIGN

2:13:10 LANGUAGE SUPPORT AND COMMUNITY

2:13:13 COMMUNICATION TOOLS FOR

2:13:14 CHILDREN WITH DIFFERENT

2:13:15 LEARNING AND COMMUNICATION

2:13:17 NEEDS.

2:13:18 TEACHERS SHOULD ALSO RECEIVE

2:13:22 TRAINING AND RESOURCES TO

2:13:23 BETTER SUPPORT STUDENTS WHO ARE

2:13:25 LEARNING ENGLISH, CHILDREN WHO

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

2:13:30 CHILDREN WHO ARE NONVERBAL OR

2:13:32 COMMUNICATE DIFFERENTLY.

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

2:13:37 SUPPORT CLASSROOMS WHERE

2:13:39 LANGUAGE DIFFERENCES ARE NOT

2:13:42 BARRIERS TO LEARNING

2:13:44 FRIENDSHIPS OR OPPORTUNITIES.

2:13:47 BECAUSE EVERY CHILD DESERVES

2:13:48 MORE THAN A SEAT IN A

2:13:50 CLASSROOM, THEY DESERVE A

2:13:51 VOICE, AN UNDERSTANDING AND A

2:13:53 CHANCE TO SUCCEED.

2:13:54 EDUCATION SHOULD BRING CHILDREN

2:13:56 TOGETHER NOT LEAVE THEM BEHIND.

2:13:58 THANK YOU THANK YOU.

2:14:05 WAYNE NO CLAPPING IN THE

2:14:07 CHAMBER.

2:14:08 BELOW SO I SEE.

2:14:10 LOLLY MYANMAR AND YOU.

2:14:13 SEE OKAY.

2:14:15 SO IN THAT WAY.

2:14:18 OKAY WHEN I STARTED THEY MAY

2:14:20 NOT ONLY SAY HOW DID THEY

2:14:23 BOSTON.

2:14:24 UH MAYBE AT THIS ANGLE NOMBRE

2:14:26 DE LA FROM.

2:14:27 OTHER MAVERICK THAN LOS NINOS

2:14:28 IPA PERO TAMBIÉN CON EL LENGUA

2:14:32 UH SO YOU KNOW MOTHER

2:14:34 OF POLONIA SCHOLAR NINO DE BEEK

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

2:14:39 RANDALL I IN.

2:14:40 AND ALSO IN CONSEGUIR LIBRARY

2:14:45 BUT I.

2:14:46 AM FOR BOSTON UM GREETINGS TO

2:14:50 THE COUNSELORS AND EVERYBODY.

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

2:14:54 MOTHER OF TWO CHILDREN AND I

2:14:58 UH, TRANSITION FROM THAT

2:15:00 RANDOLPH TO BOSTON IN IN TWO

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

2:15:04 GET THE IEP ASSESSMENT FOR MY

2:15:07 CHILDREN.

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

2:15:11 CHILDREN.

2:15:13 OKAY.

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

2:15:16 THEY COMUNICAR EITHER.

2:15:19 TRATAR.

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

2:15:22 UNDER THESE AND GET THE

2:15:24 NECESITO LIBERATION DEL MÉDICO

2:15:25 .

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

2:15:29 WITH HIS IEP FROM RANDOLPH AND

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

2:15:33 NEED THE ASSESSMENT FROM HIS

2:15:35 DOCTOR.

2:15:37 AND DOES IT YOU KNOW TECHNICAL

2:15:40 EVALUATION THE DOCTOR A NORMAL

2:15:42 EL PROGRAMA DE B PERO LA

2:15:45 REVOLUCION DE RANGO WAS SAID TO

2:15:48 TRANSFER PARA PENSANDO

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

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

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

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

2:15:59 DOES A CON EL BILINGUAL.

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

2:16:04 WAS A TRANSFER WE WERE SUPPOSED

2:16:06 TO GET IT AUTOMATICALLY IN LAST

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

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

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

2:16:14 GOT IT.

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

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

2:16:21 LENGUA SO LINGUA PERO OFTEN

2:16:24 THEY GET THEIR ENGLISH PERO

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

2:16:30 LOWER.

2:16:30 PERO NO LO BOY DELAYED AND

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

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

2:16:40 TARA.

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

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

2:16:44 .

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

2:16:48 NATIVE LANGUAGE.

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

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

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

2:16:58 BEHIND BECAUSE HE CANNOT

2:17:01 SUCCEED.

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

2:17:04 CANNOT READ IT.

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

2:17:09 BOY YUMA PARA EL PROGRAMA

2:17:14 ATACAR NOVELLO TOLD NO PUEDO

2:17:16 COMO ESTA ALI UNTIL.

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

2:17:21 WAIT FOR ANOTHER SCHOOL YEAR

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

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

2:17:27 ADVANCE.

2:17:29 COMO MOTHER MY SIENTO PREOCUPA

2:17:31 THE BRIGADE EVERY STORY ON

2:17:34 REUNION IS OKAY NO SOLAMENTE

2:17:36 SOY YO KETO PASANDO POR MUCHAS

2:17:39 MADRE BECAUSE LA MISMA

2:17:41 SITUATION.

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

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

2:17:45 ONLY ONE IN MEETINGS A LOT

2:17:49 OF PEOPLE ARE EXPRESSING THE

2:17:49 SAME CONCERNS.

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

2:17:55 EL ANO PASADO YOUR FILM

2:17:58 DOCUMENTO AUTHORIZATION BUT

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

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

2:18:04 SELL ON YOU BUT L'ÉVALUATION

2:18:06 KONGOLO TOLD DE LA ESCUELA TIME

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

2:18:14 LAZARO ET UN POCO SO LONG

2:18:16 IMPLEMENT ON THE LOT ON.

2:18:19 LAST YEAR I SIGNED ALL THE

2:18:22 AUTHORIZATIONS AND ALL THE

2:18:23 REQUIRED THINGS FOR HIM TO GET

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

2:18:27 ANYTHING STARTED UNTIL TWO

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

2:18:31 SCHOOL YEAR AND NOW THEY

2:18:32 CHANGED HIM TO ANOTHER SCHOOL

2:18:34 BECAUSE THEY CLOSED THE SCHOOL

2:18:35 WHERE HE USED TO GO.

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

2:18:41 YEAH.

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

2:18:47 GET YET ME NOT THE.

2:18:50 BUENO IDEOLOGY SARA

2:18:52 DEFINITIVAMENTE THAT IS OKAY I

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

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

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

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

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

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

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

2:19:11 MANANA GRACIA.

2:19:15 DE LET.

2:19:16 US.

2:19:17 EL NINO.

2:19:18 AND FREDERIC.

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

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

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

2:19:28 LOT OF OTHER FAMILIES.

2:19:30 THANK YOU.

2:19:31 AND OKAY.

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

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

2:19:38 TESTIMONY ON ZOOM.

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

2:19:40 TESTIMONY.

2:19:42 OKAY.

2:19:45 WHEN I SAW THIS.

2:19:47 YOU KNOW CELIA GARCIA.

2:19:50 SO DOMINICANA B WHEN

2:19:52 DORCHESTER.

2:19:54 GOOD AFTERNOON.

2:19:55 MY NAME IS GARCIA.

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

2:19:59 DORCHESTER AND I'M.

2:20:02 NOW THE KEYS TO.

2:20:05 THIS.

2:20:06 OKAY.

2:20:09 TENGO CUATRO.

2:20:10 HIJOS THOSE.

2:20:11 THERE YOU'RE.

2:20:11 STILL YOUNG AND A.

2:20:13 BLACKSTONE AMBOS SO NOW TEESTA.

2:20:18 I HAVE FOUR CHILDREN.

2:20:20 TWO OF THEM ATTEND THE

2:20:22 BLACKSTONE.

2:20:23 UH.

2:20:23 AND BOTH.

2:20:25 TWO OF THEM HAVE AUTISM.

2:20:29 ESTOY AQUI PARA LA SOBRE LA

2:20:32 IMPORTANCIA.

2:20:33 DEL BUILDING IN EDUCATION.

2:20:35 LET ME.

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

2:20:38 IMPORTANCE OF BILINGUALISM IN

2:20:41 THE EDUCATION OF MY CHILDREN.

2:20:45 ME HOLIDAYS CINCO ANOS IS.

2:20:47 OUT NOWHERE WELL.

2:20:49 IS THAT I SEE.

2:20:50 VIENDO CLASSES AT THEY ALL KNOW

2:20:52 WHEN THEY SINGAPORE.

2:20:53 SIENTO IN ENGLISH ON CINCO.

2:20:56 SIENTO IN.

2:20:57 ESPANYOL UM.

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

2:21:03 ARTIST UH NOWHERE NONVERBAL IN

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

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

2:21:14 IN SPANISH.

2:21:17 BNC OKAY.

2:21:18 IS THE PROGRAM OH NO.

2:21:20 SUFFICIENT VOICE IN GAZA SOLAR

2:21:22 .

2:21:23 ESPANOL I THINK THAT THIS

2:21:25 PROGRAM IS NOT ENOUGH BECAUSE

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

2:21:29 SPANISH.

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

2:21:32 IT'S OUT.

2:21:33 THIS.

2:21:33 APPLE PUEBLA OH NO SERVICIOS DE

2:21:38 .

2:21:38 ESPECIAL MY NINE NINE YEAR OLD

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

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

2:21:48 RECEIVED YET THE SERVICES THIS

2:21:50 THE SPECIAL EDUCATION SERVICES

2:21:52 THAT HE NEEDS.

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

2:21:57 CLASSES IN THE WOMAN AT THE

2:21:58 EVIL SOLVING ENGLISH MAN I

2:22:02 MUCHO THEY NEED ACCESS OR

2:22:04 EDUCATION BUILDING Y COMO MADRE

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

2:22:08 IDIOMA ESPANOL.

2:22:11 HE DOESN'T RECEIVE INSTRUCTIONS

2:22:13 OR CLASSES IN HIS NATIVE

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

2:22:17 LOT FOR HIM TO RECEIVE

2:22:19 BILINGUAL EDUCATION.

2:22:22 IN THE END.

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

2:22:26 ME SEAHORSE E PARA LA MISMA

2:22:28 SITUACION KAHELE SANA UN

2:22:31 POQUITO.

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

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

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

2:22:44 HELPFUL FOR MY CHILDREN TO GET

2:22:47 BILINGUAL EDUCATION AND ALSO

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

2:22:54 TAMBIÉN MIGUEL STUDY YEAH

2:22:56 CATAMARAN AND CUENTA DE TENER

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

2:23:03 CO MAESTROS QUALIFY CARLOS PARA

2:23:04 TRABAJAR NINOS DE NECESSIDADES

2:23:07 A SPECIALIST.

2:23:08 IT WOULD BE ALSO VERY

2:23:09 APPRECIATED TO HAVE AT EVERY

2:23:12 SCHOOL AT LEAST ONE CLASSROOM

2:23:15 WITH TEACHERS LICENSE FOR

2:23:17 WORKING WITH SPECIAL NEEDS UH

2:23:20 STUDENTS.

2:23:22 JACKIE LA.

2:23:23 DISPONIBILIDAD IN LOS SANTOS

2:23:25 LOOK S E LIMITADO SEGUNDO

2:23:28 COMMUNITY TO ANNOY ESPACIO PARA

2:23:31 NUEVAS ESTUDIANTES.

2:23:34 COM EDUCATION ESPECIALLY.

2:23:37 OKAY BECAUSE AT THE CENTERS

2:23:40 EDUCATIONAL CENTERS THE

2:23:42 CAPACITY IS VERY LIMITED.

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

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

2:23:50 COMO MOTHER ESTO ME PREOCUPAR

2:23:53 PORQUE QUIERO KHAMIS E HOSTING

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

2:23:56 OTRO SENIORS.

2:23:58 GRACIAS WHAT IS GOOD CHAT.

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

2:24:05 FRUSTRATES ME BECAUSE I WANT

2:24:07 THAT MY CHILDREN HAVE THE SAME

2:24:09 OPPORTUNITIES AS EVERYBODY ELSE

2:24:11 .

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

2:24:14 SHE.

2:24:17 AUDREY.

2:24:21 YES.

2:24:23 TWO MINUTES.

2:24:25 GOOD EVENING.

2:24:26 HONORABLE MEMBERS OF THE.

2:24:27 CITY COUNCIL.

2:24:28 UM.

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

2:24:32 THE LETTER THAT I SUBMITTED

2:24:33 LAST NIGHT.

2:24:34 UM, I.

2:24:35 AM TESTIFYING BECAUSE THE.

2:24:37 CURRENT PROCESS FOR.

2:24:38 NAVIGATING THE INDIVIDUALIZED.

2:24:40 EDUCATION PLAN IS TOO

2:24:42 COMPLICATED.

2:24:43 AND BURDENSOME.

2:24:44 BURDENSOME ESPECIALLY FOR.

2:24:45 OUR MULTILINGUAL BOSTONIAN

2:24:47 FAMILIES.

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

2:24:50 FAMILIES FROM.

2:24:51 SEVERAL SCHOOLS.

2:24:52 ACROSS BOSTON WHO ARE

2:24:53 CURRENTLY.

2:24:53 NAVIGATING THIS IEP PROCESS.

2:24:56 MANY ARE LOW INCOME SINGLE

2:24:58 PARENTS WHO ARE MULTILINGUAL

2:25:00 WORKING MULTIPLE JOBS.

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

2:25:03 GIVEN ANY SUPPORT.

2:25:04 THIS IS A STRUCTURAL ISSUE IN

2:25:06 WHICH INCENTIVES WORK AGAINST

2:25:08 FAMILIES TO ENSURE FREE

2:25:10 APPROPRIATE PUBLIC EDUCATION.

2:25:12 I STRONGLY URGE OUR CITY AND

2:25:14 SCHOOL DISTRICT TO DO SEVERAL

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

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

2:25:21 MENTION HERE.

2:25:22 ONE IS THAT SIMILAR TO

2:25:24 IMMIGRATION CLINICS, THE CITY

2:25:25 SHOULD PROVIDE FREE LEGAL

2:25:27 ASSISTANCE IN MULTIPLE

2:25:28 LANGUAGES TO LOW INCOME

2:25:29 FAMILIES.

2:25:30 HELP THEM UNDERSTAND AND ENSURE

2:25:32 THAT THEIR CHILDREN ARE

2:25:33 PROPERLY DIAGNOSED.

2:25:35 IEPS ARE PROPERLY WRITTEN.

2:25:37 ACCOMMODATIONS AND GOALS ARE

2:25:39 PROPERLY ALIGNED WITH THE

2:25:40 DIAGNOSIS AND THAT PARENTS

2:25:42 FULLY UNDERSTAND HOW IT WILL BE

2:25:43 IMPLEMENTED.

2:25:44 NUMBER TWO DIAGNOSE AND TREAT

2:25:47 MULTILINGUAL CHILDREN

2:25:48 DIFFERENTLY FROM A.

2:25:49 MONOLINGUAL CHILD.

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

2:25:53 SECOND LANGUAGE, THEN UNLESS

2:25:55 THEY LEARN THE SCIENCE TERMS IN

2:25:56 THEIR NATIVE LANGUAGE THEY WILL

2:25:58 NOT BE ABLE.

2:25:59 TO COMMUNICATE WHAT THEY ARE

2:26:01 LEARNING IN THEIR NATIVE

2:26:03 LANGUAGE.

2:26:03 HOW MUCH LESS WOULD OUR CITY

2:26:06 SPEND ON TACKLING ISSUES

2:26:08 OF UNEMPLOYMENT, CRIME, DRUG

2:26:09 ABUSE AND LOW INCOME HOUSING?

2:26:11 IF INSTEAD WE INVEST IN

2:26:13 TRAINING TEACHERS AND FAMILIES

2:26:16 TO ASSESS AND ACCOMMODATE

2:26:17 SPECIAL EDUCATION NEEDS AT AN

2:26:19 EARLY AGE.

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

2:26:23 THINK PARENTS ARE CRITICAL IF

2:26:25 INSTEAD OF TRYING TO MAKE THIS

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

2:26:29 SOME CHILDREN BUT ALL CHILDREN

2:26:32 TEACH ALL PARENTS TO SUPPORT

2:26:34 SPECIAL EDUCATION.

2:26:36 THANK YOU.

2:26:37 THANK YOU AUDREY THANK YOU.

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

2:26:40 ASK THE.

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

2:26:43 YOU DO.

2:26:43 WANT TO ASK A QUESTION

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

2:26:45 JUST GOING TO ASK QUESTIONS

2:26:46 NOW.

2:26:47 I KNOW YOU DO.

2:26:48 WE ALL DO.

2:26:49 SO SORRY.

2:26:50 SO IF THE.

2:26:51 ADMIN PANEL CAN COME DOWN AND

2:26:52 AS YOU MAKE YOUR WAY.

2:26:54 DOWN.

2:26:54 UM THE PANEL OKAY.

2:26:57 OH A FORUM.

2:26:59 OH THANK YOU.

2:27:00 OKAY.

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

2:27:05 .

2:27:05 SO WE MIGHT RESOLVE DATA

2:27:07 WRANGLING.

2:27:09 YOURSELF.

2:27:10 OKAY.

2:27:11 GIVE ME MY.

2:27:12 YOUTUBE CABLE GUY.

2:27:13 PROMISE ME.

2:27:14 SMILE.

2:27:17 E AT THE END THOUGH.

2:27:18 L HAVE ALL THE INDEPENDENCE.

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

2:27:24 SINCE I.

2:27:25 LAST YEAR.

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

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

2:27:29 CANCEL BUT I'LL.

2:27:31 JOLLY WELL YOU'VE.

2:27:32 BEEN.

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

2:27:35 OKAY.

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

2:27:40 COUNSELOR WEBER.

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

2:27:42 TO YOU FOR QUESTIONS AND

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

2:27:44 WITH I'LL.

2:27:46 OKAY.

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

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

2:27:50 AROUND.

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

2:27:54 HAVE FINITE RESOURCES WE DON'T,

2:27:57 YOU KNOW, HAVE THE MONEY TO

2:27:59 FUND EVERYTHING, I GUESS WHAT

2:28:00 HAVE WE PRIORITIZE TO THE

2:28:02 EXTENT YOU KNOW, WE DO ANY

2:28:05 PRIORITIZATION USING OUR FINITE

2:28:06 RESOURCES TO HELP ENGLISH

2:28:08 LANGUAGE LEARNERS.

2:28:09 SO I.

2:28:09 GUESS WHAT WOULD YOU

2:28:11 HIGHLIGHT?

2:28:12 MAYBE I DON'T KNOW YOU DON'T

2:28:13 ACCEPT THE PREMISE OF MY

2:28:14 QUESTION OR NOT BUT UM, YOU

2:28:16 KNOW, IF WE IF WE DO, YOU KNOW.

2:28:20 I'LL START AND THEN.

2:28:21 I WILL.

2:28:22 UM.

2:28:22 PASS.

2:28:23 IT OFF TO MY.

2:28:23 COLLEAGUE TO CONTINUE.

2:28:24 UH, MY NAME IS BRITTANY

2:28:25 BAGUETTE.

2:28:25 I'M DEPUTY CHIEF OF.

2:28:26 OPERATIONS FOR THE OFFICE, SO

2:28:27 IT'S VERY NICE TO SEE YOU ALL

2:28:29 AND THANK YOU FOR THE QUESTION.

2:28:31 UM.

2:28:32 WE ARE, UM, INVESTING.

2:28:35 IN BILINGUAL EDUCATION.

2:28:36 WE ARE INVESTING IN EXPANDING

2:28:38 OUR DUAL LANGUAGE PROGRAMS.

2:28:41 UM, EACH OF OUR DUAL LANGUAGE

2:28:42 PROGRAMS ROLLS UP YEAR AFTER

2:28:44 YEAR.

2:28:45 THIS YEAR WE ADDED UM, UH, A

2:28:47 NEW LANGUAGE OFFERING FOR OUR

2:28:49 FAMILIES OUR CAPE VERDE AND

2:28:50 CREOLE PROGRAM AT THE FREDERICK

2:28:51 WHICH WILL ROLL UP YEAR AFTER

2:28:53 YEAR.

2:28:54 UM, SOME OF OUR INITIATIVES

2:28:56 ALSO INCLUDES OUR PROFESSIONAL

2:28:58 DEVELOPMENT OFFERINGS FOR

2:28:59 EDUCATORS.

2:29:02 SO DO YOU WANT TO CONTINUE?

2:29:05 UM UM, SO.

2:29:07 FOR US WE THINK ABOUT IT.

2:29:08 ON LIKE THE CENTRAL.

2:29:09 SIDE OF WHAT WE'RE.

2:29:10 DOING WITHIN.

2:29:11 THAT PART FOR RESOURCES.

2:29:13 AND THEN THE SECOND.

2:29:13 PART IS LIKE WHAT DO WE GIVE.

2:29:14 TO.

2:29:15 SCHOOLS DIRECTLY?

2:29:16 UM, AND.

2:29:18 SO THIS YEAR WAS THE FIRST.

2:29:19 TIME THAT WE.

2:29:20 FUNDED BY PROGRAM VERSUS JUST

2:29:21 STUDENT ENROLLMENT AS PART

2:29:23 OF OUR NEW.

2:29:25 UM FUNDING FORMULA.

2:29:26 SO IF YOU REMEMBER IT WAS LIKE

2:29:28 THERE'S NOT ENOUGH STUDENTS NOW

2:29:29 WE HAVE.

2:29:29 LIKE THEY CAN'T AFFORD.

2:29:31 A TEACHER, RIGHT?

2:29:32 IT LED TO A WHOLE ROUND

2:29:33 OF INEQUITY.

2:29:34 SO IN TERMS OF SPECIFIC TO UM.

2:29:37 BILINGUAL WE FUND UM THE UH

2:29:42 LIFE.

2:29:43 CLASSROOM DIRECTLY WITH.

2:29:44 SOME LIKE EDUCATORS AND

2:29:45 TEACHERS AND SUPPORT WE UM,

2:29:47 MAKE SURE THAT EACH CLASSROOM

2:29:50 UM HAS THAT, UH, BILINGUAL

2:29:52 TEACHER.

2:29:52 HOLD ON.

2:29:53 GIVE ME ONE SECOND.

2:29:53 I'M PULLING.

2:29:54 UP.

2:29:55 EVERYTHING HERE.

2:29:56 UM, JUST.

2:29:59 ONE SECOND.

2:30:01 OKAY, GREAT.

2:30:03 UM, AND SO WE HAVE THE, UM.

2:30:11 IT'S LIKE IT THERE'S.

2:30:14 ALSO LIKE.

2:30:14 IN THE.

2:30:15 CASE WHERE THERE'S A SOCIAL

2:30:17 WORKER IN THE SCHOOL THAT'S

2:30:18 NEEDED.

2:30:18 WE GIVE SCHOOLS FUNDING FOR

2:30:19 THAT TOO IN TERMS.

2:30:20 OF THE PROGRAM.

2:30:22 UM THERE IS UM AS WE MENTIONED

2:30:26 LIKE THERE'S LIKE ESL AND THEN

2:30:28 THERE'S.

2:30:29 UM FUNDING.

2:30:30 FOR DUAL LANGUAGE PROGRAMING.

2:30:31 SO WE.

2:30:32 DO PROVIDE FUNDING.

2:30:33 FOR BOTH OF THAT.

2:30:34 RIGHT.

2:30:35 SO UM WE WORK WITH SCHOOL

2:30:36 LEADERS AS PART OF UM BUDGET

2:30:39 COLAB AND LOOKING AT THE

2:30:42 STUDENTS THAT THEY HAVE IN

2:30:43 THEIR FIELD LEVELS AND THEN WE

2:30:44 FUND SCHOOLS BASED OFF OF THAT.

2:30:47 UM WE IN SHORT THERE ARE UM

2:30:50 AVAILABLE ON OUR WEBSITE

2:30:53 OF LIKE WHAT THE THE RULES ARE

2:30:55 AND HOW SCHOOLS GET.

2:30:56 FUNDING FOR BILINGUAL TEACHERS

2:30:59 FOR DUAL.

2:30:59 LANGUAGE AND THEN ALSO FOR UM

2:31:02 ESL REQUIREMENTS.

2:31:04 OKAY.

2:31:05 AND THEN UM I DON'T IF

2:31:07 ANYONE KNOWS THE ANSWER LIKE IN

2:31:09 THE IN THE BUDGET THERE'S SOME

2:31:13 CLASSIFICATIONS WE TALKED TO

2:31:14 LIKE THE CFO ABOUT UM OLD

2:31:19 CLASSIFICATIONS OR YOU KNOW,

2:31:20 DUPLICATES AND UH ARE WE GONNA

2:31:23 SEE ANY OF THAT IN THE NEXT

2:31:25 BUDGET CYCLE BECAUSE THEN IT

2:31:27 GETS CONFUSING.

2:31:27 ARE WE CUTTING PEOPLE OR ARE WE

2:31:30 JUST GETTING RID OF LIKE WE'RE

2:31:31 TALKING ABOUT BSI THERE'S I

2:31:33 THINK THERE'S LOTS OF DIFFERENT

2:31:35 SCA CLASSIFICATIONS UH FOR LINE

2:31:37 ITEMS.

2:31:39 UM ARE YOU GOING THROUGH THE

2:31:43 YOU KNOW HOW WE CLASSIFY THESE

2:31:44 DIFFERENT LINE ITEMS AND LIKE

2:31:46 ANY IMPACT ON FUNDING OR YOU

2:31:49 KNOW WHAT WE'RE GOING TO SEE IN

2:31:51 THE BUDGET?

2:31:53 YES.

2:31:54 SO UM I THINK YOU'RE

2:31:56 REFERRING TO IS LIKE WHEN WE

2:31:58 STARTED CODING TEACHERS I THINK

2:32:00 WAS LIKE TWO YEARS AGO OF.

2:32:01 INCLUSION AND BILINGUAL.

2:32:02 YEAH.

2:32:03 SO WE DID A LARGE UM CHANGE

2:32:06 IN TERMS OF LIKE TRYING TO

2:32:07 CODE IT IN THAT PART UM AND

2:32:10 THAT I KNOW THAT WE ARE UM

2:32:12 LOOKING MORE CLOSELY TO ENSURE

2:32:14 THAT UM AS DURING BUDGET COLAB

2:32:17 THE.

2:32:18 CODES ARE.

2:32:19 BEING USED.

2:32:19 CORRECTLY BUT THE LARGE CHANGES

2:32:20 I THINK ARE MOSTLY ADDRESSED UM

2:32:24 FROM UM WHAT YOU'RE SEEING IN

2:32:25 THE BUDGET TABLES.

2:32:26 OKAY.

2:32:27 SO UH, IN TERMS OF WHAT

2:32:31 YOU'RE DOING AND WHAT IS DOING

2:32:33 I MEAN WHAT ARE THINGS THAT WE

2:32:35 SHOULD BE LOOKING AT UH, TO

2:32:38 MEASURE, YOU KNOW, IF THIS IS

2:32:40 WORKING OR NOT.

2:32:42 UH.

2:32:44 OKAY.

2:32:45 SO I'LL TAKE THAT ON.

2:32:45 UM, WHICH IS SOMETHING THAT'S

2:32:46 IMPORTANT TO ME.

2:32:49 UM.

2:32:50 WHAT WE'RE HOPING TO DO THIS

2:32:51 YEAR IS TO LOOK AT HOW WE ARE

2:32:54 MEASURING PARTNER LANGUAGE.

2:32:55 PROFICIENCY FOR.

2:32:56 STUDENTS IN BILINGUAL PROGRAMS

2:32:58 AND MAP THAT TO ENGLISH

2:32:59 LANGUAGE OUTCOMES HISTORICALLY

2:33:00 FOR BETTER OR WORSE, THERE HAS

2:33:04 BEEN A DEFAULT PREMISE TO WHERE

2:33:05 YOU WANT TO LOOK AT THE

2:33:07 STUDENTS OR AS I LIKE TO SAY

2:33:08 FOR LEARNING THOSE ENGLISH

2:33:09 LANGUAGE PROFICIENCY AND NOT

2:33:10 KIND OF LOOK AT THE BILINGUAL

2:33:11 EFFECTS OF LIKE RANDOMNESS WHEN

2:33:13 YOU'RE RIGHT LIKE AND OR IF I'M

2:33:14 SPEAKING IN CRAYON OR CREOLE OR

2:33:16 VIETNAMESE AND SO WHAT WE'RE

2:33:18 HOPING TO SEE FROM THAT IS WITH

2:33:20 AN ADDITIONAL INVESTMENT THAT

2:33:21 WE MADE INTO BILINGUAL

2:33:22 CLASSROOMS AND FIRST AND SECOND

2:33:23 GRADE WE PROVIDE AN ADDITIONAL

2:33:25 PARAPROFESSIONAL WHICH TO

2:33:26 SABRINA'S POINT WAS AN

2:33:28 INVESTMENT THAT WAS PROVIDED

2:33:29 THIS YEAR THAT WAS MORE

2:33:30 PROGRAMMATIC BECAUSE WE KNOW

2:33:32 THAT FOUNDATIONAL LITERACY IS

2:33:33 SUCH AN IMPORTANT IT'S SUCH AN

2:33:35 IMPORTANT STEP IN FULL

2:33:37 EDITORIAL ANYTIME FOR ANY DAY

2:33:39 IS JOURNEY AND SO THAT

2:33:40 INVESTMENT IS THERE.

2:33:42 UM SO THE HOPE IS THAT WE'LL

2:33:43 SEE STUDENTS ACHIEVING BOTH

2:33:45 PARTNER LANGUAGE PROFICIENCY

2:33:47 PROGRESS TARGETS IN ADDITION TO

2:33:49 ENGLISH LANGUAGE PROFICIENCY

2:33:50 PROGRESS.

2:33:50 TARGETS OKAY.

2:33:53 UH A WHOLE LOT TO TARGET.

2:33:54 I'LL FIGURE THAT OUT LATER BUT

2:33:56 UH, SO JUST LAST QUESTION CHAIR

2:33:58 FOR ME IS JUST I TRIED TO

2:34:01 DISCUSS THE INCLUSION MODEL I

2:34:03 REFERRED TO AS THE IMMERSION

2:34:04 MODEL I THINK.

2:34:05 BUT, UM, YOU KNOW, HOW ARE JUST

2:34:08 GENERAL INCLUSION GOALS, UH,

2:34:11 FOR FOR FOR KIDS OF ALL

2:34:13 DIFFERENT ABILITIES IS THAT

2:34:17 NEGATIVELY IMPACTING OUR

2:34:18 ABILITY TO JUST SERVE ENGLISH

2:34:19 LANGUAGE LEARNERS?

2:34:21 LIKE HOW DOES THAT I FEEL LIKE

2:34:23 ,YOU KNOW, JUST COMMON SENSE

2:34:26 LEVEL IT SEEMS LIKE IT WOULD BE

2:34:27 HARD TO DO BOTH AT THE SAME

2:34:29 TIME.

2:34:30 UH, BUT UM, YOU KNOW, HOW ARE

2:34:33 YOU NAVIGATING THAT AND IS IT

2:34:35 IS IT A CHALLENGE IN ADDRESSING

2:34:37 ENGLISH LANGUAGE LEARNERS NEEDS

2:34:39 UM JUST UH OR ISN'T IT YOU KNOW

2:34:43 IS IT YES OR NO?

2:34:44 WHY NOT OR WHY AND WHAT ARE WE

2:34:46 DOING ABOUT IT?

2:34:48 SO I.

2:34:48 THINK THIS IS A LITTLE BIT

2:34:49 OF A COMPLEX.

2:34:51 ANSWER BUT UM.

2:34:53 WHAT THE POINT THAT I REALLY.

2:34:55 WOULD LIKE.

2:34:56 TO LAND IS THAT THE THE MOST.

2:34:58 CURRENT RESEARCH SHOWS THAT

2:35:00 THERE IS NO BENEFIT TO

2:35:02 SEGREGATION OF ENGLISH.

2:35:03 LEARNERS AND I THINK THAT THAT

2:35:05 IS SOMETHING THAT WE SHOULD BE

2:35:06 TALKING ABOUT A LOT MORE.

2:35:08 UM, STUDENTS.

2:35:10 WANT TO BE INCLUDED WITH THEIR

2:35:11 GRADE LEVEL PEERS.

2:35:13 THEY NEED ACCESS TO GRADE LEVEL

2:35:15 CONTENT THAT WE NEED TO BE

2:35:16 INVESTING IN TEACHERS SO THAT

2:35:18 THEY KNOW HOW TO DO THAT.

2:35:19 ABSOLUTELY.

2:35:20 BUT THIS IDEA THAT WE ARE

2:35:23 TAKING SIX YEAR OLD

2:35:25 KINDERGARTNERS AND PLACING THEM

2:35:27 IN SEPARATE LEARNING SPACES

2:35:29 AWAY FROM THEIR PEERS.

2:35:31 THIS IS WHAT THE RESEARCH IS

2:35:32 TELLING US OVERWHELMINGLY IS

2:35:36 INAPPROPRIATE TO DO IS

2:35:38 DETRIMENTAL TO STUDENTS.

2:35:40 THIS IS WHERE THE LONG TERM.

2:35:41 HARM IS.

2:35:42 SO WHEN WE TALK ABOUT THE

2:35:45 STATE'S MODEL OF CI YES THERE

2:35:47 IS ENGLISH AS A SECOND LANGUAGE

2:35:49 DIRECT INSTRUCTION AND THEN IT

2:35:51 IS CLASSROOM AND CONTENT

2:35:53 TEACHERS TRULY KNOWING HOW TO

2:35:55 EDUCATE ANY STUDENT THAT WALKS

2:35:57 IN THEIR DOOR.

2:35:58 YES THERE WILL BE SUPPORT FROM

2:36:00 SOCIAL WORKERS, FROM ESL

2:36:02 TEACHERS, FROM SPECIAL

2:36:03 EDUCATION TEACHERS BUT I HOPE

2:36:06 THAT YOU KNOW THE ONE THING I

2:36:08 HOPE WE WALK AWAY WITH TODAY IN

2:36:10 TERMS OF WHERE WE STAND IS THAT

2:36:12 WE FIRMLY BELIEVE IN DUAL

2:36:13 LANGUAGE EDUCATION AND ARE

2:36:14 WORKING YEAR BY YEAR TO EXPAND

2:36:16 THOSE OPTIONS FOR FAMILIES.

2:36:19 AND WE HAVE MANY, MANY

2:36:21 DIFFERENT LANGUAGES HERE IN THE

2:36:22 CITY OF BOSTON AND THERE WILL

2:36:24 BE CHILDREN WHERE WE DON'T HAVE

2:36:25 A DUAL LANGUAGE PROGRAM FOR

2:36:27 TOMORROW.

2:36:27 RIGHT.

2:36:28 AND THAT CHILD IS GOING TO BE

2:36:30 IN A STATE CI CLASSROOM AND

2:36:32 THAT BEING WITH PEERS IS

2:36:34 INCREDIBLY IMPORTANT TO THEIR

2:36:35 OVERALL SUCCESS AND WELL-BEING

2:36:37 .

2:36:39 OKAY.

2:36:39 UH YEAH.

2:36:40 OKAY.

2:36:41 THANK YOU VERY MUCH.

2:36:42 THANKS FOR THAT.

2:36:42 THANK YOU CHAIR FOR THE TIME I

2:36:44 APPRECIATE IT.

2:36:46 I LIKE MY COLLEAGUES.

2:36:47 I KIND OF HAVE TO GO.

2:36:49 THANK YOU.

2:36:49 VERY OKAY.

2:36:50 OKAY.

2:36:51 GREAT.

2:36:51 RIGHT.

2:36:52 SO, UM.

2:36:53 THANK YOU ALL FOR STAYING.

2:36:55 I AM OF THE SCHOOL OF.

2:36:56 THOUGHT THAT.

2:36:58 WHEN WE'RE IN COMMUNITY AND

2:36:59 WE'RE LISTENING TO THE PEOPLE

2:37:00 THAT WE.

2:37:01 WORK FOR.

2:37:02 WE ALWAYS LEARN SOMETHING.

2:37:04 SO I REALLY DO.

2:37:04 APPRECIATE YOU ALL FOR BEING

2:37:06 HERE.

2:37:07 UM.

2:37:07 TO DO JUST THAT.

2:37:09 SO I HAVE A.

2:37:10 FEW QUESTIONS.

2:37:11 YOU KNOW, I'M JUST.

2:37:11 CURIOUS WHAT PROGRESS CAN.

2:37:13 BE REPORT IN DEVELOPING A

2:37:14 LONG TERM PLAN FOR EXPANDING,

2:37:16 UM, BILINGUAL EDUCATION WITH

2:37:18 BUDGET INVESTMENTS IN.

2:37:19 RESPONSE TO THE CITY COUNCIL'S.

2:37:20 RESOLUTION, UM.

2:37:23 THAT WE PASSED.

2:37:24 ON THIS ISSUE.

2:37:25 UM THE.

2:37:26 SAINT STEPHEN'S PARENTS

2:37:27 PETITION.

2:37:27 SIGNED BY OVER 600.

2:37:29 PARENTS ALSO.

2:37:29 CALLS FOR THIS EXPANSION, AS

2:37:32 DOES THE RECENT SCHOOL

2:37:33 COMMITTEE.

2:37:34 APPROVED 2026 POLICY TO ADVANCE

2:37:36 ACADEMIC EXCELLENCE AND

2:37:38 ELIMINATE.

2:37:39 OPPORTUNITY AND.

2:37:39 ACHIEVEMENT GAP.

2:37:40 SO I'M CURIOUS WHAT'S THE

2:37:42 PROGRESS?

2:37:44 SO BEFORE WE START WE'RE AT A

2:37:46 SIGNIFICANT DISADVANTAGE

2:37:47 BECAUSE WE DIDN'T GET A CHANCE

2:37:48 TO INTRODUCE OURSELVES BEFORE.

2:37:49 SO IF WE COULD JUST DO LIKE A

2:37:50 QUICK.

2:37:50 TEN SECOND ROUND WITHOUT TAKING

2:37:51 TOO MUCH OF YOUR TIME.

2:37:52 YEAH YOU COULD SAY WHO YOU ARE.

2:37:53 YOU ANSWER.

2:37:54 THE QUESTION YES I'LL.

2:37:55 START IN THAT.

2:37:55 SO I MEAN AS MANY AS.

2:37:57 I HAPPEN TO HAVE THE

2:37:58 PRIVILEGE AND THE HONOR

2:37:58 OF BEING, UH, BOSTON PUBLIC

2:37:59 SCHOOLS EXECUTIVE DIRECTOR

2:38:00 OF BILINGUAL EDUCATION.

2:38:01 SO THAT'S.

2:38:02 PRETTY.

2:38:02 MUCH WHY I'M SEATED HERE.

2:38:03 AND SO WHAT WE'RE WE HAVE BEEN

2:38:05 DOING IS.

2:38:06 WORKING WITH PERHAPS A.

2:38:07 MEMBERS OF MLA BUT NOT

2:38:09 EXCLUSIVELY MLA SO THAT WE CAN

2:38:12 ADVANCE BILINGUAL PROGRAMING

2:38:13 AND LOOK AT THE NECESSARY

2:38:14 INVESTMENTS THAT.

2:38:15 ARE REQUIRED TO.

2:38:16 ENGAGE IN.

2:38:17 THE PROCESS THAT THAT HE

2:38:18 HAS.

2:38:18 US GO THROUGH YEAR AFTER

2:38:19 YEAR AND AT AN ACCELERATED

2:38:21 TIMELINE.

2:38:22 SO I MENTIONED THAT WE WORK

2:38:24 WITH.

2:38:24 MEMBERS OF.

2:38:25 MLA BUT MAYBE NOT MLA

2:38:26 EXCLUSIVELY.

2:38:27 SO WE'VE.

2:38:28 WORKED.

2:38:28 WITH JOHN BUT WE'VE HAD

2:38:29 CONVERSATIONS WITH JOHN, WE'VE

2:38:30 HAD CONVERSATIONS WITH FOLLOW

2:38:31 THE BARRELS, WE'VE HAD

2:38:32 CONVERSATIONS THE ROLES

2:38:33 DOWNTOWN.

2:38:34 WE'VE HAD CONVERSATIONS WITH

2:38:35 OTHER FOLKS WHO MIGHT HAVE

2:38:36 ALSO.

2:38:36 BEEN PART.

2:38:37 OF THE EEL TASK FORCE.

2:38:38 TO ADVANCE AND BE AT THE.

2:38:39 CURRENT STATE WHERE WE ARE.

2:38:40 EXCLUSIVELY WORKING.

2:38:41 WITH SAINT STEPHEN'S AS WELL

2:38:42 SO.

2:38:42 THAT WE CAN OPEN UP THE

2:38:44 BLACKSTONE ELEMENTARY DUAL

2:38:44 LANGUAGE PROGRAM THAT NOW IT.

2:38:46 HAS K1 AND K2.

2:38:47 WE KNOW WE'RE NOT DONE.

2:38:48 WE KNOW THERE'S FURTHER.

2:38:49 WORK TO DO.

2:38:50 AND SO.

2:38:50 PART OF.

2:38:51 THAT IN MY RESPONSE.

2:38:52 HERE IS WE ARE MAKING SURE THAT

2:38:54 WE ARE LOOKING AT WHAT WE CAN

2:38:56 DO STRATEGICALLY SO THAT.

2:38:58 WE CAN ALSO SUSTAIN THE.

2:38:59 INVESTMENTS THAT WE'RE.

2:38:59 PUTTING.

2:39:00 IN BECAUSE MAYBE PREVIOUSLY IT

2:39:01 WAS STATED WE'LL HAVE 25

2:39:03 PROGRAMS.

2:39:04 THAT WAS NOT NECESSARILY A.

2:39:06 STRATEGIC MOVE TO PUT FORWARD

2:39:07 BECAUSE THAT TAKES TIME.

2:39:08 AND THERE ARE SO MANY LEVELS TO

2:39:10 IT.

2:39:10 SO WE HAVE TO GO THROUGH AN

2:39:11 AUDIT.

2:39:11 WE HAVE TO SEE THE FEASIBILITY

2:39:12 OF PUTTING A PROGRAM, THE.

2:39:13 FACILITIES CAPACITY, THE

2:39:14 EDUCATOR PIPELINE.

2:39:15 WHICH I WOULD ALSO ADD BOSTON

2:39:17 PUBLIC SCHOOLS OUT OF THE

2:39:18 OFFICE OF MULTIETHNIC ONE

2:39:19 MULTICULTURAL EDUCATION

2:39:20 PROVIDES.

2:39:21 EDUCATORS AT LEAST 20 A YEAR

2:39:23 FOR THE.

2:39:23 PAST THREE YEARS.

2:39:24 SO WE'VE KIND OF GONE THROUGH

2:39:25 SEVERAL COHORTS SIMULTANEOUSLY.

2:39:27 TO GET OUR.

2:39:27 EDUCATORS EQUIPPED TO HAVE THE

2:39:28 BILINGUAL.

2:39:29 ED ENDORSEMENT.

2:39:30 AT NO COST TO THEM.

2:39:31 I'LL START.

2:39:32 IT THERE IF.

2:39:32 I WANT TO.

2:39:33 ANY ONE OF MY.

2:39:33 COLLEAGUES WANTS TO CHIME IN.

2:39:34 I JUST.

2:39:35 WANTED TO ADD ON THE SAINT

2:39:37 STEPHEN'S FUNDING SOURCE.

2:39:39 SO HI SABRINA.

2:39:40 THE BUDGET DIRECTOR.

2:39:42 SO SCHOOLS GET ADDITIONAL FUNDS

2:39:43 CALLED THEIR PARTNERSHIP FUNDS

2:39:45 AND IT'S ALLOCATED THROUGH WHAT

2:39:47 WE CALL AN.

2:39:48 OPPORTUNITY INDEX SCORE LOOKING

2:39:49 AT A NUMBER OF THINGS.

2:39:51 AND SO UM THE SAINT STEPHEN'S

2:39:54 PARTNERSHIP IS LIKE ONE

2:39:55 OF THOSE PIECES UM THAT THAT

2:39:57 FUND CAN HELP SUPPORT IT'S LIKE

2:39:59 A VALUE TO THE COMMUNITY AND

2:40:00 THEN THAT'S HOW THEY FUND THAT.

2:40:01 SO I KNOW THAT WE'RE WORKING

2:40:03 UM.

2:40:04 AS YOU KNOW.

2:40:05 THE BUDGET SEASON IS

2:40:06 STARTING TO KICK OFF FOR US AND

2:40:07 SO FOR FY 28.

2:40:08 AND SO HOW MUCH MONEY WE'VE.

2:40:10 SETTING ASIDE.

2:40:10 FOR MULTILINGUAL.

2:40:11 LEARNER UM SUPPORT SERVICES

2:40:13 LIKE ALL OF MULTILINGUAL

2:40:14 SUPPORT SERVICES CAN YOU GIVE

2:40:15 ME A MOMENT AND.

2:40:16 THEN CAN UM AND SO.

2:40:17 I'M.

2:40:18 JUST CURIOUS SIMILARLY.

2:40:19 WHAT PROGRAMS.

2:40:19 CAN BE.

2:40:20 PUT ON THE DEVELOPMENT OF A

2:40:21 LONG TERM PLAN AND BUDGET?

2:40:23 THIS IS WHY I'M ASKING FOR

2:40:25 EXPANDING.

2:40:26 THE NUMBER OF BILINGUAL

2:40:27 TEACHERS IN ACCORDANCE TO THE

2:40:29 RESOLUTION THAT WE FILED.

2:40:31 UM, AND THEN I'M JUST GOING TO

2:40:32 RAMBLE ALONG ON MY QUESTION SO

2:40:33 THAT WAY YOU COULD THINK ABOUT

2:40:34 THEM.

2:40:35 UM, WHAT.

2:40:36 ARE.

2:40:37 YOU THE.

2:40:37 FY 2027 2028 BUDGET.

2:40:39 PROJECTIONS FOR EXPANDING THE

2:40:41 DUAL LANGUAGE AND OTHER

2:40:42 BILINGUAL EDUCATION PROGRAMS.

2:40:44 ARE THERE ANY PLANS FOR A

2:40:45 SIGNIFICANT SHIFT IN THE

2:40:47 PROPORTION OF.

2:40:48 FUNDING FOR MULTILINGUAL

2:40:50 LEARNERS INTO BILINGUAL

2:40:51 EDUCATION AND WE AND AWAY FROM

2:40:54 SDI IN CLASSROOMS I'M CURIOUS

2:40:56 FOR TRANSPARENCY AND

2:40:57 ACCOUNTABILITY.

2:40:58 WHEN CAN WE EXPECT.

2:41:00 AN ANNUAL REPORT OF.

2:41:01 NUMBERS UM AND CHANGES IN

2:41:03 MULTILINGUAL ENROLLMENT UM

2:41:05 BILINGUAL.

2:41:06 EDUCATORS PLACEMENT AND SPED.

2:41:09 AP IB EXAM SCHOOLS GRADE LEVEL.

2:41:11 RETENTION ENGLISH.

2:41:13 ACQUISITION PARTNER.

2:41:14 LANGUAGE ACQUISITION.

2:41:16 ACCESS RESULTS THE.

2:41:17 MIXED PROFICIENCY FOR YEAR

2:41:20 COHORT.

2:41:21 GRADUATION FOR EACH OUTCOME IN

2:41:22 ORDER TO.

2:41:23 PAINT A FULL PICTURE

2:41:24 OF MULTILINGUAL STRENGTH AND

2:41:26 CHALLENGES.

2:41:26 THAT WE CAN SEE THIS.

2:41:28 WE HAVE TO DISAGGREGATE THE.

2:41:29 DATA AND I'D LIKE TO SEE THE.

2:41:31 DATA DISAGGREGATED BY SCHOOL.

2:41:34 BY MULTILINGUAL PROGRAM, BY

2:41:36 HOME LANGUAGE.

2:41:37 BY GRADE LEVEL.

2:41:39 BY ELD LEVEL.

2:41:42 UM BECAUSE.

2:41:43 I THINK THAT ONCE WE KNOW.

2:41:44 WE CAN DO BETTER.

2:41:45 AND I'D LOVE TO KNOW.

2:41:47 AT WHAT POINT CAN WE SEE AN

2:41:49 ANNUAL REPORT WITH.

2:41:50 THAT DATA.

2:41:51 BROKEN DOWN IN THAT WAY?

2:41:52 AND THEN HOW IS.

2:41:54 IMPLEMENTING UH.

2:41:56 THE NEW.

2:41:56 FLEXIBILITIES IN HIRING.

2:41:57 OR DEVELOPING BILINGUAL

2:41:59 TEACHERS.

2:41:59 THAT ARE CONTAINED IN THE.

2:42:01 EDUCATOR DIVERSITY AT.

2:42:03 ARE THERE.

2:42:04 ANY OTHER.

2:42:04 SIMILAR PLANS TO EXPAND

2:42:06 BILINGUAL PLANS?

2:42:08 UM, I MEAN PARIS.

2:42:09 EXCUSE ME ARE.

2:42:10 THERE ALTERNATIVES TO.

2:42:11 THE.

2:42:11 PARA PROTEST THAT COULD.

2:42:13 BE UTILIZING.

2:42:15 MULTILINGUAL LEARNERS WITH

2:42:17 DISABILITIES?

2:42:19 ONE THIRD.

2:42:19 OF ALL STUDENTS.

2:42:20 WITH DISABILITIES.

2:42:21 ,UM NEED TO RECEIVE NECESSARY

2:42:23 HOME LANGUAGE ASSESSMENTS.

2:42:24 AND.

2:42:25 CLASSROOM INSTRUCTION IN ORDER

2:42:27 TO THRIVE.

2:42:28 WHAT IS.

2:42:29 THIS PLAN FOR THE EXPANSION

2:42:31 OF BILINGUAL EDUCATION AND HOME

2:42:34 LANGUAGE INSTRUCTION FOR THESE

2:42:37 .

2:42:37 MLD STUDENTS?

2:42:38 AND THAT'S MULTILINGUAL.

2:42:40 LEARNERS WITH DISABILITIES.

2:42:42 UM THE NEW OPPORTUNITY AND

2:42:44 ACHIEVEMENT.

2:42:44 GAP POLICY APPROVED BY THE

2:42:46 SCHOOL COMMITTEE.

2:42:46 CALLS FOR EDUCATING THE

2:42:48 PARENTS OF MULTILINGUAL

2:42:49 STUDENTS ABOUT THE VALUE

2:42:51 OF TALKING AND READING TO THEIR

2:42:53 CHILDREN IN THEIR HOME LANGUAGE

2:42:54 .

2:42:54 WHAT PLANS.

2:42:55 DOES BP.

2:42:56 HAVE TO IMPLEMENT THE.

2:42:58 SCHOOL UH COMMITTEE POLICY?

2:43:02 AND THEN ONE MORE TITLE ONE

2:43:04 FUNDS MUST BE SPENT.

2:43:06 EQUITABLY FOR MULTILINGUAL.

2:43:07 STUDENTS WITH FAMILIES.

2:43:09 OF MULTILINGUAL.

2:43:09 STUDENTS UM INVOLVED.

2:43:11 IN DECISION MAKING.

2:43:12 UH FOR THESE.

2:43:13 FUNDS WITH ANNUAL.

2:43:14 ACCOUNTABILITY REPORTS.

2:43:15 HOW WILL.

2:43:17 FULFILL THIS RESPONSIBILITY.

2:43:18 AND THEN I DO HAVE ADDITIONAL

2:43:20 QUESTIONS BUT FOR NOW LET'S

2:43:21 START.

2:43:22 WITH THOSE.

2:43:23 I'LL START US OFF WITH.

2:43:25 THE BILINGUAL AND EDUCATOR

2:43:26 PIPELINE PIECE.

2:43:27 UM.

2:43:28 SO WE HAVE CURRENTLY HAVE A

2:43:30 SUBMITTED.

2:43:31 GRANT PROPOSAL TO THE

2:43:32 DEPARTMENT OF ELEMENTARY AND

2:43:33 SECONDARY ED TO FIGURE OUT WAYS

2:43:34 TO GET OUR.

2:43:35 INDIVIDUAL EDUCATORS CURRENTLY

2:43:37 ON PIPELINES TO.

2:43:37 BECOME MODERATE.

2:43:38 DISABILITY LICENSED AND

2:43:40 BILINGUAL ED.

2:43:40 ENDORSED IN A WAY THAT WOULD

2:43:41 ALLOW THEM TO.

2:43:43 STRATEGICALLY PROVIDE THE

2:43:43 NATIVE LANGUAGE RESOURCES.

2:43:45 AND FOR THE.

2:43:45 STUDENTS WHO ARE MULTILINGUAL

2:43:47 LEARNERS WITH DISABILITY.

2:43:47 WHAT'S THE GOAL?

2:43:48 HOW MANY.

2:43:49 UH, IN THAT PIPELINE?

2:43:50 AT LEAST 20 FROM THAT AND THEN

2:43:53 AN ADDITIONAL 20 FROM.

2:43:53 OUR PARTNERSHIP WITH BOSTON

2:43:55 COLLEGE.

2:43:55 WHO HAVE UH FOR INDIVIDUALS WHO

2:43:57 MAY OR MAY NOT CURRENTLY HAVE

2:43:58 THEIR.

2:43:59 LICENSURE AND UM REQUIRE IT TO

2:44:02 TEACH IN A CONTENT OTHER.

2:44:03 LANGUAGE SO.

2:44:04 40 AT LEAST.

2:44:05 AND THAT WILL FULFILL THE NEED.

2:44:07 BASED OFF WHAT WE'RE SEEING AND

2:44:08 BASED OFF THE EXISTING CAPACITY

2:44:09 OF EDUCATORS WHO MAY OR MAY NOT

2:44:11 HAVE THEIR.

2:44:11 UH, TRANSITIONAL.

2:44:12 BILINGUAL ED OR THEIR BILINGUAL

2:44:14 ED ENDORSEMENT THAT WOULDN'T

2:44:15 MEET THE NEED.

2:44:15 BUT WE'RE ALSO TRYING TO

2:44:16 ANTICIPATE FOR.

2:44:17 FUTURE YEARS.

2:44:18 SO THIS HAS BEEN AN INVESTMENT

2:44:19 THAT HAS BEEN PUT IN PLACE.

2:44:21 THROUGH BOSTON COLLEGE

2:44:22 SINCE.

2:44:22 BEFORE I CAME.

2:44:23 ON BOARD.

2:44:23 AND THEN THE POWER.

2:44:24 PIECE I JUST WANTED TO SAY.

2:44:26 SO WE CURRENTLY.

2:44:26 ALSO ACCEPT.

2:44:27 UH, WORK KEYS AS AN ALTERNATIVE

2:44:29 TO.

2:44:29 POWER PRO ASSESSMENT.

2:44:30 UM, WE ALSO ARE NOW A

2:44:32 PARTICULAR.

2:44:33 SITE OVER AT BOWLING SO.

2:44:34 FOLKS DON'T HAVE TO KIND OF GO

2:44:35 OUT.

2:44:36 OF.

2:44:36 THEIR WAY.

2:44:37 TO GO GET ASSESSED AND.

2:44:38 DETERMINE WHETHER.

2:44:38 OR NOT THEY.

2:44:39 HAVE THE KIND OF UH, MOST BASIC

2:44:42 OR FOUNDATIONAL WORKPLACE.

2:44:43 SKILL SETS TO BE IN THE

2:44:45 CLASSROOM.

2:44:45 AND WE'RE CONTINUING TO EXPAND,

2:44:47 UM, ON THE BILINGUAL POWER

2:44:48 PIECE NOT ONLY THROUGH.

2:44:49 OUR.

2:44:50 PARTNERSHIPS WITH SAINT

2:44:50 STEPHEN'S BUT.

2:44:51 ALSO.

2:44:51 THROUGH OUR BUYBACK PROGRAM, UM

2:44:53 ,OVER AND OUT OF OUR AIR.

2:44:55 YOU KNOW.

2:44:56 CAN YOU BECAUSE NOT EVERYONE IS

2:44:58 LIKE OH, OUR OFFICE OF HUMAN

2:45:00 RESOURCES.

2:45:00 SHOULD I GET.

2:45:01 IT THROUGH.

2:45:02 THE.

2:45:02 YEAH OKAY.

2:45:02 AND THE PRO PACK WILL BE BACK.

2:45:05 SO IT IS THE UH, BILINGUAL ED

2:45:07 ACCELERATED UH, TEACHER

2:45:09 PIPELINE PROGRAM THAT WE HAVE.

2:45:11 AND SO FOLKS WHO ARE EITHER

2:45:12 CAREER CHANGERS OR WOULD LIKE

2:45:13 TO BECOME CLASSROOM TEACHERS GO

2:45:15 THROUGH A PROGRAM THAT IS

2:45:16 FULLY, UH, FUNDED AND

2:45:18 ADMINISTERED THROUGH.

2:45:19 UH, THE OFFICE OF HUMAN

2:45:20 RESOURCES IN.

2:45:20 COLLABORATION WITH.

2:45:21 OTHER DEPARTMENTS.

2:45:22 AND HOW MANY OF THOSE UH, FOLKS

2:45:24 ARE YOU LOOKING FOR.

2:45:25 AT LEAST YEARLY AS WELL LIKE

2:45:26 BETWEEN 20 TO 25 EDUCATORS TO

2:45:28 KEEP THE COHORT IN A MODEL

2:45:29 WHERE EVERYONE CAN BE

2:45:30 SUCCESSFUL.

2:45:31 WOULD THAT MEET THE.

2:45:32 NEED CURRENTLY FROM WHAT WE'RE

2:45:34 SEEING AT LEAST READ THROUGH

2:45:36 THAT THREE PRONGED APPROACH AND

2:45:37 IT'S ADDRESSING IT LONG TERM.

2:45:39 ALSO ANTICIPATING FOR.

2:45:40 WHAT.

2:45:40 WE SEE IN THE CLASSROOMS OKAY

2:45:41 GREAT.

2:45:42 AND WHO'S GOING TO TALK TO

2:45:44 ME ABOUT UM THE ANNUAL REPORT.

2:45:48 JUST TO.

2:45:48 VERIFY IT'S ACTUALLY 40 IN

2:45:50 THIS YEAR'S COHORT.

2:45:51 MM.

2:45:52 SO THAT'S THE 40 ON TOP OF THE

2:45:54 20 THAT WE WANT TO GO THROUGH

2:45:55 WITH UH THAT'S IN GRANT IN

2:45:56 ADDITION TO THE 20.

2:45:57 THAT WE HAVE THE BOSTON

2:45:58 COLLEGE.

2:45:58 SO ABOUT 80.

2:46:00 A GREAT THANK YOU.

2:46:01 AND UM THE ANNUAL REPORT WHO

2:46:03 CAN WHO CAN SHARE.

2:46:05 I CAN SPEAK TO THAT A LITTLE

2:46:06 BIT.

2:46:06 UM.

2:46:07 UM A NUMBER OF THE MEASURES

2:46:09 THAT YOU ARE SPEAKING OF ARE

2:46:11 AVAILABLE ONLINE, BUT WE'RE

2:46:12 HAPPY TO GET YOU THIS

2:46:13 INFORMATION DISAGGREGATED.

2:46:15 UM, I DO WANT TO SAY THAT WE

2:46:17 ARE REALLY STRIVING TO ENSURE

2:46:20 THAT WHEN WE LOOK AT OUR DATA

2:46:21 FOR MULTILINGUAL LEARNERS THAT

2:46:23 IT'S UM IN ALL OF THE SPACES

2:46:25 THAT ARE THE INITIATIVES IN THE

2:46:28 BOSTON PUBLIC SCHOOLS.

2:46:29 SO WHEN WE LOOK AT THE

2:46:30 OPPORTUNITY AND ACHIEVEMENT GAP

2:46:31 ,WHEN WE LOOK AT MIXED DATA

2:46:32 FOR THE DISTRICT SO WE.

2:46:34 HAVE OUR UM STRATEGIC PLAN FOR

2:46:37 THAT, UM, WE'RE GOING TO BE

2:46:39 RELEASING LATER THIS YEAR THAT

2:46:41 WILL TALK ABOUT OUR SPECIFIC

2:46:43 INITIATIVES, UM, AROUND DUAL

2:46:45 LANGUAGE EDUCATION AND OTHER

2:46:46 THINGS.

2:46:47 UM, BUT WE'RE ALSO REALLY

2:46:49 TRYING TO ENSURE THAT WHERE IN

2:46:51 UM THAT WE ARE KEEPING OUR

2:46:53 MEALS AT THE CENTER WHEN WE'RE

2:46:54 TALK ABOUT ALL OF ALL OF OUR

2:46:56 DISTRICT INITIATIVES AND.

2:47:00 YES, I'M NOT SO.

2:47:01 I'M JUST I'M JUST TRYING TO

2:47:01 UNDERSTAND LIKE.

2:47:02 OH.

2:47:03 WERE YOU SAYING THAT ALL

2:47:04 THIS INFORMATION ALREADY.

2:47:05 LIVES ON YOUR WEBSITE?

2:47:06 UM, THE MAJORITY OF THE

2:47:08 INFORMATION THAT YOU NAMED UM

2:47:10 IS AVAILABLE THROUGH DC.

2:47:11 YES, BUT IT'S NOT

2:47:12 DISAGGREGATED.

2:47:13 NO.

2:47:14 WE CAN WE UM I DON'T KNOW IF

2:47:15 ALL OF IT IS DISAGGREGATED IN

2:47:17 THE WAY THAT YOU ARE.

2:47:18 LOOKING FOR.

2:47:19 BECAUSE WHAT WE'RE TRYING TO DO

2:47:20 IS GET A FULL PICTURE OF KIND

2:47:22 OF LIKE WHAT OUR STRENGTHS ARE

2:47:23 AND WHAT ARE SOME OF THE

2:47:24 CHALLENGES.

2:47:25 AND I THINK IF WE CAN.

2:47:26 HAVE A DASHBOARD THAT WE CAN

2:47:29 LOOK AT MAYBE YOU KNOW

2:47:31 QUARTERLY.

2:47:31 THAT WE CAN SEE HOW THINGS ARE.

2:47:33 COMING WORK PROGRESSING.

2:47:34 WHAT CHANGES WE NEED TO.

2:47:35 MAKE AND THAT INFORMATION IS

2:47:37 SHARED THEN IT'S MORE

2:47:39 TRANSPARENT.

2:47:40 SO AND DISAGGREGATED IS BETTER

2:47:41 BECAUSE THEN YOU CAN GET

2:47:42 REALLY.

2:47:42 INTO THE WEEDS OF IT.

2:47:43 OKAY THANK YOU.

2:47:44 THAT'S HELPFUL.

2:47:45 THANK YOU BRITTANY UM SO I'M.

2:47:47 CURIOUS ABOUT THE BUDGET.

2:47:49 THERE YOU GO.

2:47:50 TELL ME HOW MUCH.

2:47:51 YES.

2:47:52 SO UM LOOKING IT'S

2:47:57 126,000,741 UM THOUSAND 800 FOR

2:48:01 FY 27 AND THEN UM ON OUR BUDGET

2:48:07 PUBLIC WEBSITE UM WE HAVE THE

2:48:09 TABLES AND BREAKDOWN THERE AS

2:48:10 WELL.

2:48:11 THAT WE CAN.

2:48:11 GIVE YOU THE LINK TO THE

2:48:12 WEBSITE SO THAT PEOPLE CAN SEE

2:48:14 THE BREAKDOWN.

2:48:15 AND WHAT ARE YOU PROJECTING

2:48:15 FOR NEXT YEAR'S BUDGET?

2:48:17 UM, WE JUST KICKED OFF THE

2:48:20 PROCESS SO IT WOULD BE PART

2:48:21 OF THE FY 28 BUDGET PROCESS

2:48:23 THERE.

2:48:23 RIGHT.

2:48:24 AND THE REASON WHY I ASK IS.

2:48:25 BECAUSE THIS HEARING AND THE

2:48:27 RESOLUTION AND THE WORK THAT

2:48:28 WE'RE TRYING TO DO, I HOPE IS

2:48:29 THAT THERE'S GOING TO BE SOME

2:48:30 INVESTMENTS IN GETTING US TO

2:48:33 WHERE WE NEED TO BE.

2:48:34 SO IF YOU HAVE TO PUT A THE

2:48:36 LITTLE FAIRY GODMOTHER CAME

2:48:38 DOWN HERE WITH A MAGIC WAND AND

2:48:39 SAID.

2:48:39 YOU GET THIS.

2:48:41 HOW MUCH WOULD.

2:48:42 IT TAKE.

2:48:43 FOR US TO BE ABLE TO DELIVER ON

2:48:44 THIS VISION?

2:48:45 UM.

2:48:48 YOU'RE ASKING ME HOW MUCH

2:48:49 WOULD IT TAKE TOTAL?

2:48:51 UM UM.

2:48:52 I DON'T.

2:48:53 WANT TO GIVE A QUICK ANSWER OFF

2:48:54 THE TOP OF MY HEAD I WANT I

2:48:55 WOULD GIVE A THOUGHTFUL ANSWER

2:48:57 SO I DON'T HAVE THAT.

2:48:58 THAT'S ALL RIGHT.

2:48:58 SO LET'S TALK ABOUT THE PARENT.

2:49:00 PROGRAMS RIGHT?

2:49:00 I'M JUST TRYING.

2:49:01 WHAT I'M TRYING TO DO.

2:49:03 IS I'M NOT.

2:49:03 THE CHAIR OF WAYS AND MEANS I'M

2:49:05 THE CHAIR OF EDUCATION.

2:49:06 BUT WE HEAR FROM A LOT

2:49:07 OF PARENTS AND ADVOCATES AND

2:49:08 EDUCATORS ABOUT WHAT THEY NEED

2:49:10 IN THE CLASSROOM TO BE ABLE.

2:49:12 TO SUCCEED.

2:49:12 AND THIS IS YOUR OPPORTUNITY TO

2:49:14 HELP INFORM US AS WE ENTER THE

2:49:18 BUDGET.

2:49:18 SEASON SO THAT WE.

2:49:19 CAN ADVOCATE.

2:49:20 FIERCELY FOR THE THINGS THAT

2:49:21 ARE GOING TO GET US TO WHERE WE

2:49:22 NEED TO BE AND IF WE WANT TO

2:49:24 WORK IN COLLABORATION WITH

2:49:25 COMMUNITY, THEN WE HAVE TO SET

2:49:27 YOU UP.

2:49:27 FOR SUCCESS.

2:49:28 AND SO.

2:49:29 WHAT DOES THAT LOOK LIKE.

2:49:31 AND WHERE ARE YOU FALLING SHORT

2:49:34 IN.

2:49:34 TERMS OF THE BUDGET TO BE ABLE

2:49:36 TO MEET THE NEEDS AND THE

2:49:37 DEMANDS OF OUR MULTILINGUAL

2:49:40 LEARNERS?

2:49:44 SO WHAT I.

2:49:44 CAN JUST ADD TO IN WHAT MY

2:49:46 COLLEAGUE SABRINA SAID.

2:49:47 IS THAT WE ARE CURRENTLY.

2:49:48 IN THE STAGES

2:49:49 OF FORECASTING.

2:49:49 THOSE NEEDS.

2:49:50 AND SO WE ARE LIKE JUST BEFORE

2:49:52 COMING HERE.

2:49:52 WE ARE DILIGENTLY FIGURING

2:49:53 OUT.

2:49:54 LIKE CURRENT STATE.

2:49:55 TO SUSTAIN, TO MAINTAIN AND TO

2:49:56 EXPAND.

2:49:57 AND SO WHILE WE DON'T WANT TO

2:49:58 GIVE YOU A.

2:49:58 NUMBER OFF THE TOP OF OUR

2:49:59 HEADS.

2:50:00 WE CAN SHARE THAT WE CAN.

2:50:02 HAVE THIS CONVERSATION.

2:50:03 WITH MORE EXPLICIT.

2:50:05 NUMBERS AS WE GET INTO THE

2:50:08 BUDGET DEVELOPMENT SEASON

2:50:09 BECAUSE WE DO A LOT OF PRE-WORK

2:50:11 AS THE COMING MONTHS COME

2:50:12 ABOUT.

2:50:12 BUT WHAT I DID WANT TO ECHO

2:50:14 HERE IS THAT OUR GOAL IS NOT

2:50:15 ONLY TO EXPAND BUT ALSO TO.

2:50:17 MAINTAIN AND SUSTAIN OUR

2:50:18 EXISTING PORTFOLIO OF OPTIONS

2:50:20 SO THAT IN ENRICHING AND REALLY

2:50:23 ENHANCING THE QUALITY

2:50:24 EXPERIENCE.

2:50:25 THAT STUDENTS ARE SUPPOSED

2:50:25 TO GET IN THOSE.

2:50:26 PROGRAMS THAT WERE ALSO HAVING

2:50:28 THAT SAME MINDSET AS WE.

2:50:29 EXPAND BECAUSE WE HAVE TO KEEP

2:50:30 THEM BOTH AND THAT FULL

2:50:32 PORTFOLIO TO CONTINUE EXPAND.

2:50:33 OKAY.

2:50:34 UM AND WHAT ABOUT THE

2:50:35 PROGRESS IN DEVELOPING THE LONG

2:50:37 TERM PLAN?

2:50:39 I MEAN.

2:50:39 CAN YOU JUST TALK TO US LIKE

2:50:40 WHAT HAVE YOU BEEN DOING SO

2:50:42 THAT LOOK LIKE HOW OFTEN DO YOU

2:50:44 MEET WHAT DO YOU DO WITH WHAT

2:50:46 YOU LEARN?

2:50:46 HOW DO YOU DEVELOP YOUR PLAN?

2:50:48 HOW ARE YOU SHARING YOUR PLAN?

2:50:49 WHAT IS THE PLAN?

2:50:51 I'LL START US OFF AND.

2:50:53 MY COLLEAGUE DEPUTY CHIEF

2:50:54 BAGGETT WILL CHIME IN.

2:50:55 WHAT I CAN SAY HERE IS THAT WE

2:50:58 ROUTINELY ANYTIME WE'RE INVITED

2:50:59 OR SOMETIMES IN CREATING LIKE

2:51:01 THE COLLABORATIONS LIKE TO WHAT

2:51:03 WE SAID BEFORE RIGHT.

2:51:03 COLLABORATION AND CONFRONTATION

2:51:04 BUT THAT'S.

2:51:05 LIKE COORDINATED AND CALIBRATED

2:51:07 .

2:51:07 SO WE MAKE SURE THAT WE ARE

2:51:10 SHARING WITH THOSE WHAT OUR

2:51:11 PLANS ARE TO.

2:51:11 ALSO SOLICIT INPUT.

2:51:13 SO DURING OUR STRATEGIC PLAN

2:51:14 CREATION AND DEVELOPMENT WE DID

2:51:15 CALL COMMUNITY MEMBERS FAMILIES

2:51:17 .

2:51:17 TEACHERS STUDENTS EVEN TO MAKE

2:51:19 SURE THAT THEY HAD INPUT INTO

2:51:20 THAT ALONG WITH BEING PRESENT

2:51:22 OUT IN THE STREETS LIKE IN

2:51:23 COMMUNITY BASED ORGANIZATIONS

2:51:25 TO COLLECT SOME OF THAT INPUT

2:51:26 AND INFORM THE PRACTICE.

2:51:27 SO WHICH IS WHY YOU HAD I HEARD

2:51:29 EARLIER, UH, COUNCIL MEMBER

2:51:30 FLYNN AND JOHN MUDD AT THE

2:51:32 SAINT STEPHEN'S MEETING THAT

2:51:33 THEY WERE AT.

2:51:34 I HAVE MADE IT A COMMITMENT TO

2:51:35 MAKE SURE AND SPACES THAT ARE

2:51:36 NOT JUST NECESSARILY.

2:51:37 SPANISH DOMINANT BUT ON

2:51:38 ADVISORY BOARDS.

2:51:39 LIKE.

2:51:39 UP TO JOSIAH.

2:51:40 QUINCY WORKING.

2:51:41 WITH THE MASSACHUSETTS

2:51:41 ASSOCIATION.

2:51:42 OF HAITIAN PARENTS, WORKING

2:51:43 WITH THE CAMBODIAN ASSOCIATION

2:51:44 .

2:51:45 FOR FAMILIES SO.

2:51:45 THAT WE'RE.

2:51:46 CONSTANTLY GETTING THAT INPUT

2:51:47 AND THINKING ABOUT A TARGETED.

2:51:49 WAY TO PUT IT INTO PRACTICE,

2:51:50 I'M.

2:51:50 GOING TO PASS IT TO MY

2:51:51 COLLEAGUE.

2:51:51 THANK YOU.

2:51:53 I JUST WANT TO ADD THAT WHEN WE

2:51:54 THINK ABOUT PLANNING, UM, THE

2:51:56 SPACES IN WHICH WE'RE WE'RE

2:51:57 EXPANDING BILINGUAL EDUCATION

2:51:58 IN ADDITION TO WHAT MANNY SAID

2:52:00 AROUND COMMUNITY.

2:52:01 AND.

2:52:01 FAMILY INPUT, WE ALSO REALLY

2:52:04 WANT TO THINK ABOUT ACCESS.

2:52:05 WE WANT.

2:52:06 WE WANT WHEREVER YOU LIVE IN

2:52:08 THE CITY, WE WANT YOU TO HAVE

2:52:09 ACCESS TO A DUAL LANGUAGE

2:52:10 PROGRAM.

2:52:11 SO SEVERAL YEARS AGO IT WAS

2:52:13 ONLY THE HERNANDEZ THERE.

2:52:14 HERNANDEZ WAS THE ONLY SCHOOL

2:52:16 FOR ELEMENTARY UM SPANISH UM

2:52:20 DUAL LANGUAGE EDUCATION.

2:52:21 AND NOW WHEREVER YOU LIVE WE'VE

2:52:24 GOT ONE NEIGHBORHOOD LEFT.

2:52:25 WE HAVE THE BRIGHTON UH,

2:52:27 NEIGHBORHOOD THAT DOES NOT HAVE

2:52:28 ITS OWN UM, SPANISH DUAL

2:52:30 LANGUAGE PROGRAM.

2:52:32 IN EVERY OTHER CLUSTER OF THE

2:52:33 CITY THERE IS ACCESS TO IN

2:52:36 ADDITION TO THE HERNANDEZ THERE

2:52:38 IS ACCESS TO A DUAL LANGUAGE

2:52:40 SPANISH SPEAKING PROGRAM.

2:52:41 NOW THE NEXT QUESTION THAT

2:52:42 WE'RE ASKING OURSELVES IS NOT

2:52:44 ALL OF OUR FAMILIES SPEAK

2:52:45 SPANISH SO WE'RE LOOKING AT HOW

2:52:48 TO UM ADD PROGRAMS OF OTHER

2:52:50 LANGUAGES, HOW TO INCREASE UM

2:52:53 ACCESS TO FAMILIES TO THE

2:52:55 PROGRAMS THAT DO EXIST.

2:52:56 WE'RE ALSO THINKING ABOUT

2:52:58 SECONDARY PATHWAYS.

2:53:00 SO WE ARE THINKING ABOUT UM

2:53:02 ACCESS NO MATTER WHERE YOU LIVE

2:53:04 OR WHAT WHAT LANGUAGE YOU SPEAK

2:53:05 TO DUAL LANGUAGE PROGRAMS.

2:53:07 THANK YOU.

2:53:07 AND WHAT ACTIONABLE.

2:53:08 PLANS DOES THE DISTRICT HAVE TO

2:53:10 HELP.

2:53:11 TEACHERS INCREASE.

2:53:13 THEIR CAPACITY TO HELP.

2:53:14 ENGLISH LEARNERS?

2:53:15 SO I'LL.

2:53:16 JUMP IN ON THAT ONE AS WELL.

2:53:17 SO EARLIER WE MENTIONED TWO.

2:53:19 PATHWAYS TRANSLANGUAGING

2:53:20 THROUGH UDL.

2:53:21 SO TRUDEAU.

2:53:21 COINED BY.

2:53:22 THE.

2:53:22 DORA MARIA JOY.

2:53:23 PENA AND THEN WE ALSO HAVE.

2:53:25 BUILDING BILITERACY SYSTEMS

2:53:25 FROM FOLKS WHO WANT EXPOSURE.

2:53:27 IN ADDITION THERE WAS

2:53:28 PREVIOUSLY A COLLABORATION.

2:53:30 WHICH WE'RE HOPING TO

2:53:30 CONTINUE.

2:53:31 ON BUT WE'RE STILL IN THE

2:53:32 PRELIMINARY STAGES IN.

2:53:33 YEARS PAST.

2:53:34 WHERE THE OFFICE OF.

2:53:35 WORLD LANGUAGES.

2:53:35 OUT OF TEACHING AND LEARNING

2:53:37 HAD A SPANISH FOR EDUCATORS.

2:53:38 COURSE TO.

2:53:39 ENSURE THAT EDUCATORS WOULD AT

2:53:41 LEAST BE EQUIPPED WITH BASIC

2:53:42 INTERPERSONAL.

2:53:43 COMMUNICATION SKILLS.

2:53:44 UM STILL.

2:53:45 LOOKING TO SEE HOW ELSE WE

2:53:46 CAN SUPPORT OUR EDUCATORS AND

2:53:47 GOING THROUGH THOSE.

2:53:48 MECHANISMS AND ALSO MAKING SURE

2:53:50 THAT WE HAVE BILINGUAL

2:53:51 EDUCATORS EQUIPPED.

2:53:52 RIGHT.

2:53:53 SO LIKE.

2:53:53 I.

2:53:53 JUST.

2:53:54 WANTED TO ADD HERE EARLIER

2:53:54 THERE WAS MENTION OF THE

2:53:55 EDUCATOR DIVERSITY.

2:53:56 ACT.

2:53:56 AND HOW WE CAN EMPLOY METHODS

2:53:59 TO ENHANCE AND.

2:54:00 IMPROVE OUR WORKFORCE THERE.

2:54:01 SO WE HAVE HAD PRELIMINARY

2:54:03 CONVERSATIONS WITH SECRETARY

2:54:04 OF.

2:54:04 EDUCATION STEVEN.

2:54:05 DRAKE WITH.

2:54:06 THE OFFICE OF.

2:54:06 LANGUAGE ACQUISITION AROUND.

2:54:07 WHAT CAN WE DO AT THE STATE

2:54:09 LEVEL TO PROVIDE ALTERNATIVE

2:54:11 PATHWAYS THROUGH.

2:54:12 PORTFOLIOS THROUGH LANGUAGE.

2:54:12 BASED ASSESSMENTS AS WE'RE

2:54:13 TRYING TO DELIVER.

2:54:14 ON THIS.

2:54:15 SO LIKE ALL OF THAT IN

2:54:17 COORDINATION IS REALLY TRYING.

2:54:19 TO FIGURE.

2:54:19 OUT OKAY.

2:54:20 WHERE ARE WE HOW CAN WE

2:54:21 DELIVER?

2:54:22 SO TO YOUR POINT ON INVESTMENT

2:54:23 SO WE CAN PUT AN EARMARK.

2:54:24 DOLLAR TO IT.

2:54:25 THANK YOU.

2:54:26 UM SO.

2:54:26 THIS IS MY.

2:54:27 LAST THREE QUESTIONS.

2:54:29 YOU KNOW.

2:54:29 AT THE TOP OF THE LIST

2:54:31 OF WHAT THE.

2:54:31 MULTILINGUAL LEARNERS ALLIANCE

2:54:33 IS RECOMMENDING, UM, IS TO

2:54:35 IMPROVE TO IMPROVE EDUCATION

2:54:37 OUTCOMES FOR.

2:54:38 UM MLS'S IS THE DEVELOPMENT

2:54:40 OF A.

2:54:40 CITYWIDE ASSESSMENT BASED

2:54:42 MINDSET ON.

2:54:44 MULTILINGUALISM WITH.

2:54:45 THE MAYOR, THE SCHOOL.

2:54:46 COMMITTEE SUPERINTENDENT.

2:54:48 ALL THE CENTRAL.

2:54:49 UM IN SCHOOL STAFF.

2:54:51 PROJECTING A COMMITMENT TO

2:54:52 MULTI.

2:54:53 LINGUAL ISM AS AN ASSET ALONG.

2:54:55 WITH THE INTERNAL

2:54:56 PROFESSIONAL DEVELOPMENT PLAN

2:54:57 FOR ALL EMPLOYEES.

2:54:59 HOW DOES BP RESPOND.

2:55:01 TO THIS OVERARCHING.

2:55:03 RECOMMENDATION BY THE.

2:55:04 MULTILINGUAL ALLIANCE?

2:55:07 I THINK WE WELCOME.

2:55:08 IT OKAY.

2:55:10 AND WHEN WE SAY WE WELCOME.

2:55:12 IT WELL WHAT WILL WE.

2:55:13 DO TO HELP SUPPORT THAT.

2:55:16 VISION AND IMPLEMENTING IT?

2:55:18 I THINK THAT YOU STARTED

2:55:20 TODAY'S MEETING WITH TALKING

2:55:21 ABOUT COLLABORATION AND WORKING

2:55:23 TOGETHER, AND I THINK THAT WE

2:55:24 ARE ABSOLUTELY ON BOARD WITH

2:55:26 DOING THAT.

2:55:27 I THINK THAT SOMETIMES IN THESE

2:55:29 SPACES IT FEELS LIKE WE'RE

2:55:30 REALLY FAR APART FROM EACH

2:55:31 OTHER.

2:55:32 WHEN I THINK THAT ALL OF US

2:55:33 REALLY DO WANT THE SAME THING

2:55:34 WHICH IS THE BEST FOR OUR

2:55:36 STUDENTS AND FAMILIES AND I

2:55:38 THINK THAT WE BELIEVE THAT WE

2:55:40 ARE WORKING REALLY HARD TOWARDS

2:55:42 THAT AND I KNOW THAT UM, THE

2:55:45 THE ADVOCATES ALSO BELIEVE THAT

2:55:47 THEY'RE WORKING REALLY HARD

2:55:47 TOWARDS THAT AND I SOMETIMES

2:55:49 FEEL LIKE WE'RE AT UM WE THINK

2:55:51 THAT WE'RE AT ODDS WITH EACH

2:55:52 OTHER WHEN REALLY WE ARE CLOSER

2:55:54 THAN WE THINK.

2:55:55 THAT'S RIGHT.

2:55:55 THAT'S THE BEST ANSWER BECAUSE

2:55:57 A LOT OF MY COLLEAGUES DON'T

2:55:58 THINK IT'S.

2:55:59 POSSIBLE AND I HAVE A CAN DO

2:56:01 ATTITUDE.

2:56:02 AND I HAVE BEEN ONE OF THE.

2:56:04 BIGGEST.

2:56:05 UH, AGITATORS OF DPS AND IF

2:56:07 I CAN GET THIS RIGHT WORKING

2:56:09 ALONGSIDE THIS ALLIANCE AND

2:56:11 CREATING A DIFFERENT DYNAMIC, A

2:56:12 HEALTHIER WAY OF WORKING.

2:56:15 TOGETHER AND AND DELIVERING

2:56:17 FOR.

2:56:17 OUR FAMILIES THEN.

2:56:19 WE ALL WIN.

2:56:19 UM, AND I THINK THAT THE

2:56:21 INVITATION.

2:56:22 IS THAT WE WILL.

2:56:23 HAVE.

2:56:23 A.

2:56:23 MEETING AFTER THIS HEARING.

2:56:25 ,NOT IMMEDIATELY.

2:56:26 AFTER THIS HEARING.

2:56:27 AT SOME POINT WE'LL COORDINATED

2:56:28 WITH IDR.

2:56:29 UM AND THEN WHAT WE'D LIKE TO.

2:56:31 DO IS HAVE.

2:56:32 A SERIES OF.

2:56:33 ONGOING UM, QUARTERLY

2:56:35 CONVERSATIONS.

2:56:36 WITH BP.

2:56:37 WITH THE.

2:56:38 ADVOCATES AND THE.

2:56:39 COUNCIL VERY SIMILAR TO HOW WE

2:56:41 CREATED THE DIVERSITY UM

2:56:43 INITIATIVE THAT JOHN UM

2:56:45 REFERENCED UM, NOT TOO LONG AGO

2:56:47 AND BEING ABLE TO HOLD

2:56:48 OURSELVES ACCOUNTABLE TO TO.

2:56:50 THAT WORK.

2:56:50 SO IS THAT SOMETHING THAT YOU

2:56:51 GUYS WOULD.

2:56:52 BE OPEN TO?

2:56:53 ABSOLUTELY.

2:56:54 YOU HEARD.

2:56:55 THAT YOUNG.

2:56:56 COUNCIL MEMBER HERE.

2:56:57 I JUST WANTED TO ADD.

2:56:58 ONE THING IF THAT'S OKAY.

2:56:58 YEAH.

2:56:59 WHEN WE'RE THINKING ABOUT

2:57:00 EXPANSION WE'RE THINKING ABOUT

2:57:01 SEATS.

2:57:01 WE ALSO JUST WANT TO KEEP IN

2:57:03 MIND.

2:57:03 FOR BETTER OR WORSE.

2:57:04 AS.

2:57:05 WE ARE.

2:57:05 ENSURING THAT OUR.

2:57:06 MULTILINGUAL LEARNERS HAVE

2:57:07 ACCESS TO.

2:57:07 STUDENTS WHO MAY NOT

2:57:08 NECESSARILY BE GRADE ELIGIBLE

2:57:10 BECAUSE THE PROGRAM.

2:57:11 IS.

2:57:11 JUST STARTING A ROLLING OUT MAY

2:57:12 NOT BENEFIT IN THE WAYS THAT

2:57:14 THEY WOULD HAVE HAD THE.

2:57:15 PROGRAMS EXISTED PRIOR.

2:57:16 SO WHILE WE ARE.

2:57:17 MISSION DRIVEN TO ENSURE THAT

2:57:18 WE.

2:57:19 HAVE BILINGUAL OUTCOMES AND

2:57:20 BILINGUAL EXPANSION.

2:57:21 OPPORTUNITIES, JUST BEING

2:57:22 COGNIZANT OF THE FACT THAT.

2:57:24 THERE'S SOME FOR TOURNAMENT AND

2:57:25 NO LOSS FOR LEARNING ESTAMOS

2:57:27 HABLANDO POWERFUL DE EL MISMO

2:57:30 IS I COULDN'T LAST CUANTAS.

2:57:31 COLLIDERS BUT.

2:57:33 YEAH SO FOR THOSE FOLKS WHO ARE

2:57:35 TUNING IN YOU CAN GET YOUR

2:57:36 GOOGLE TRANSLATE OUT AND I'M

2:57:37 NOT TRANSLATING THAT ONE.

2:57:39 UM SO BP'S NEEDS TO

2:57:41 MEANINGFULLY.

2:57:41 ENGAGE PARENTS.

2:57:42 AS PARTNERS IN DECISION MAKING

2:57:44 ,UM.

2:57:45 AT THE SCHOOL.

2:57:46 AND.

2:57:46 DISTRICT LEVEL.

2:57:47 SO I'M JUST CURIOUS WHAT NEW

2:57:49 FAMILY.

2:57:49 AND COMMUNITY.

2:57:50 ENGAGEMENT STRATEGIES.

2:57:51 ARE THERE IN DEVELOPMENT

2:57:53 OF PLANS FOR MULTILINGUAL

2:57:54 LEARNERS IN.

2:57:55 PARTICULAR THAT COMMUNITY?

2:57:56 UM.

2:57:57 FOR EXAMPLE, WHAT IS THE

2:57:58 PLAN TO SUSTAIN AND OR.

2:58:00 EXPAND THE PARENT MENTOR

2:58:01 PROGRAM.

2:58:02 AT SAINT STEPHEN'S?

2:58:02 I'D LIKE.

2:58:03 TO KNOW KIND OF WHAT.

2:58:04 INVESTMENTS ARE WE'RE THINKING

2:58:06 OF FOR NEXT YEAR'S BUDGET AND

2:58:08 TO SUPPORT.

2:58:08 YOU KNOW, THAT EXPANSION.

2:58:10 AND THEN IN HIS.

2:58:12 MEMO UH, IN.

2:58:15 UH MARCH 5TH 2026.

2:58:16 COUNCILOR WEBER.

2:58:17 WHO'S THE CHAIR OF.

2:58:18 THE.

2:58:19 COMMITTEE OF.

2:58:19 WAYS AND MEANS.

2:58:20 DAVID BLUM THE CHIEF FINANCIAL

2:58:22 OFFICER ROLE.

2:58:23 THAT OUTSIDE OF THE DUAL.

2:58:25 LANGUAGE PROGRAMS.

2:58:26 EDUCATORS ENCOURAGE THE USE

2:58:28 OF NATIVE.

2:58:28 LANGUAGE THROUGH SCAFFOLDING.

2:58:32 UM INSTRUCTION, CLARIFYING

2:58:34 INSTRUCTION, ENCOURAGING PEER.

2:58:35 SUPPORT, PROVIDING CULTURALLY

2:58:37 RESPONSIVE CONNECTIONS.

2:58:39 SUPPORTING SOCIAL.

2:58:40 EMOTIONAL NEEDS, BILINGUAL.

2:58:42 GLOSSARIES AND.

2:58:44 DICTIONARIES AND STRATEGIC.

2:58:45 CODE SWITCHING THAT

2:58:46 ENCOURAGES STUDENTS TO.

2:58:47 USE THEIR NATIVE LANGUAGE WHEN

2:58:50 BRAINSTORMING OR ORGANIZING.

2:58:52 THEIR THOUGHTS.

2:58:53 WHAT IS THE PROFESSIONAL

2:58:55 DEVELOPMENT PROGRAM.

2:58:56 FOR EDUCATORS.

2:58:58 THAT GIVES THEM.

2:58:59 THE SKILLS.

2:59:00 TO PROVIDE THIS.

2:59:01 ENCOURAGEMENT TO USE.

2:59:02 NATIVE LANGUAGE.

2:59:03 AND HOW MANY TEACHERS HAVE

2:59:05 RECEIVED IT?

2:59:07 YEAH, SO I'LL START US OFF ON

2:59:09 THAT.

2:59:09 ONE AGAIN.

2:59:10 UM, WE HAD PILOTED ONE OUT

2:59:12 OF OUR LANGUAGE ACQUISITION

2:59:13 TEAM FACILITATOR MEETINGS FOR A

2:59:15 SHORT LTF AND.

2:59:16 SO WE PILOTED.

2:59:17 IT FOR THESE LANGUAGE.

2:59:18 ACQUISITION TEAM FACILITATORS

2:59:19 WHO ARE EDUCATORS, UH, A.

2:59:21 PART OF BOSTON.

2:59:21 PUBLIC SCHOOLS WHO ARE.

2:59:23 RECEIVING INFORMATION AND

2:59:23 TRAINING THROUGH A TRAINED THE

2:59:25 TRAINER.

2:59:25 MODEL SO THEY CAN BRING IT BACK

2:59:26 TO THEIR SCHOOL COMMUNITIES

2:59:27 WHETHER IT'S THROUGH

2:59:28 INSTRUCTIONAL.

2:59:29 UM LEADERSHIP TEAM STRUCTURES

2:59:31 AND.

2:59:31 PLANNING TIME AND THROUGH THAT

2:59:33 LAUNCH THIS.

2:59:33 PAST YEAR.

2:59:34 THEN THAT'S WHAT INFORMED THE

2:59:36 UH.

2:59:36 PROFESSIONAL DEVELOPMENT

2:59:37 OFFERING THROUGH

2:59:38 TRANSLANGUAGING AND BUILDING.

2:59:39 BILINGUAL SYSTEMS.

2:59:40 SO TO THE POINT.

2:59:41 I MENTIONED EARLIER 34.

2:59:42 EDUCATORS WHO CHOSE TO GO ON

2:59:44 THAT PATHWAY ACROSS.

2:59:46 LET ME JUST PUT IT HERE.

2:59:54 ACROSS 17 SCHOOLS IN THE

2:59:56 DISTRICT AND UH, 19 EDUCATORS.

2:59:58 ACROSS 11 SCHOOLS.

2:59:58 SO NOT.

2:59:59 JUST EXCLUSIVE TO LIKE.

3:00:00 BILINGUAL BASED SCHOOLS.

3:00:01 HOWEVER.

3:00:02 WHAT WE'RE HOPING.

3:00:03 TO DO IS ALSO FOSTER THE.

3:00:05 MINDSET THAT IF WE ARE GOING TO

3:00:07 LEVERAGE THE NATIVE LANGUAGE.

3:00:08 WE'RE DOING SO WITH INTENTION.

3:00:10 AND NOT JUST LIKE ANALOG OR

3:00:12 TRANSLATING.

3:00:12 RIGHT?

3:00:13 BECAUSE IT'S NOT.

3:00:14 JUST TRANSLATING, IT'S.

3:00:15 UNDERSTANDING THAT.

3:00:16 THERE ARE NUANCES IN THE

3:00:17 LINGUISTIC SYSTEMS AND THERE.

3:00:19 ARE COGNITIVE TRANSFERS ACROSS

3:00:21 LINGUISTIC TRANSFER.

3:00:22 AND SOMETIMES THAT MIGHT NOT

3:00:23 EXIST IN A NON ROMANCE

3:00:24 LANGUAGE.

3:00:27 AND THEN YOU ASKED ABOUT.

3:00:28 THE UM NEXT SCHOOL YEAR AT FY

3:00:31 28.

3:00:32 SO UM JUST IN TERMS OF TIMELINE

3:00:36 UM SCHOOLS UH ENROLLMENTS ARE

3:00:38 BEING RELEASED IN NOVEMBER.

3:00:40 UM IN TERMS OF LIKE WHAT

3:00:41 STUDENTS WILL HAVE UM BUDGETS

3:00:43 GET RELEASED TO SCHOOLS IN

3:00:45 DECEMBER AND THEN WE HAVE THE

3:00:47 WHICH PART OF THAT THEY'LL

3:00:48 UNDERSTAND THEIR LIKE

3:00:49 PARTNERSHIP DOLLARS AND ALL

3:00:50 OF THAT THERE AND THEN WE HAVE

3:00:52 THE WHAT WE CALL THE BUDGET

3:00:54 COLAB MEETINGS ESSENTIALLY

3:00:58 MULTILINGUAL SPECIAL ED BUDGET

3:01:00 SCHOOL LEADERS COME TOGETHER TO

3:01:02 START PLANNING THEIR BUDGET AND

3:01:04 THAT HAPPENS IN THE MONTH

3:01:06 OF JANUARY OF 2027.

3:01:08 AND THEN COMMUNITY.

3:01:10 UM AND THEN WE HAVE OUR WAYS

3:01:13 WAYS AND MEANS MEETING.

3:01:14 THAT HAPPENS IN DECEMBER.

3:01:15 I'M SORRY.

3:01:16 AND THEN UH WE HAVE OUR SCHOOL

3:01:18 COMMITTEE UM, MEETINGS THAT

3:01:21 HAPPEN STARTING IN FEBRUARY

3:01:23 THROUGH MARCH THAT ARE PUBLIC

3:01:25 AND THEN OUR CITY

3:01:27 COUNCIL MEETINGS ON APRIL.

3:01:28 SO LET ME ASK YOU, UH AND I

3:01:30 THINK YOU I'M NOT SURE WHO'S

3:01:32 BEEN AROUND THE LONGEST SO BUT

3:01:34 I'M CURIOUS BECAUSE AS A.

3:01:36 PARENT.

3:01:36 AS A GRADUATE AND AS A

3:01:38 PARENT.

3:01:39 STILL AND AS SOMEONE WHO STILL

3:01:41 IS.

3:01:42 DEEPLY CONNECTED.

3:01:43 TO COMMUNITY.

3:01:44 I'VE BEEN TO LOTS OF.

3:01:46 SCHOOL COMMITTEE.

3:01:48 HEARINGS AND MEETINGS AND

3:01:51 PARENTS HAVE.

3:01:51 SPECIFICALLY ASKED FOR.

3:01:53 CERTAIN EARMARKS AND

3:01:55 INVESTMENTS.

3:01:57 FOR A NUMBER OF THINGS.

3:01:59 AND THOSE INVESTMENTS WE NEVER

3:02:00 SEE REFLECTED IN THE BUDGET.

3:02:03 SO HOW.

3:02:04 ARE WE LISTENING TO WHAT PEOPLE

3:02:05 ARE.

3:02:06 SAYING AND HOW WHAT WE'RE

3:02:08 HEARING GETS TRANSLATED.

3:02:09 INTO HONORING.

3:02:11 COMMUNITY VOICE BECAUSE THERE

3:02:13 SEEMS TO.

3:02:14 BE A DISCONNECT WITH THAT.

3:02:15 UM.

3:02:16 CAN I TAKE.

3:02:17 ONE PART OF THE QUESTION AND

3:02:18 TURN IT OVER.

3:02:19 TO YOU?

3:02:19 UM, ONE OF THE THINGS THAT

3:02:22 RESONATED ME, UM, RESONATED

3:02:23 WITH ME WHEN I WAS LISTENING TO

3:02:25 PEOPLE SPEAK IS THAT SOMETIMES

3:02:27 THE THINGS THAT WE ADVOCATE FOR

3:02:28 BENEFIT THE NEXT GROUP

3:02:30 OF CHILDREN, NOT OURS

3:02:32 IMMEDIATELY.

3:02:32 AND THAT IS ESPECIALLY TRUE

3:02:33 WHEN IT COMES TO DUAL LANGUAGE

3:02:35 EDUCATION.

3:02:35 WHEN YOU ADD A DUAL LANGUAGE

3:02:38 STRAND YOU HAVE TO ADD IT IN

3:02:41 K-1 AND THEN IT ROLLS UP YEAR

3:02:43 AFTER YEAR.

3:02:44 SO I'M LISTENING TO UM FAMILIES

3:02:47 TALK ABOUT THEIR THEIR WISH FOR

3:02:49 THIS FOR THEIR FOURTH GRADER,

3:02:50 THEIR SECOND GRADER.

3:02:51 AND UNFORTUNATELY WHILE WE DO

3:02:54 HAVE OPEN SEATS IN OUR DUAL

3:02:55 LANGUAGE PROGRAMS ACROSS THE

3:02:57 DISTRICT UM AND WE CAN SPEAK

3:02:59 MORE ABOUT THAT IF YOU'D LIKE

3:03:00 UM, THE NEW PROGRAMS THAT WE'VE

3:03:03 ADDED ARE GOING TO BENEFIT THE

3:03:05 THIRD, FOURTH, FIFTH GRADERS IN

3:03:07 A FEW YEARS.

3:03:08 SO I THINK SOMETIMES WHEN WE

3:03:09 WHEN YOU KNOW SOME NOT TO SAY

3:03:12 THAT THESE THINGS TAKE TIME

3:03:13 RIGHT.

3:03:13 BUT IT'S NOT AN IMMEDIATE TURN

3:03:15 KEY.

3:03:15 THERE'S GOING TO BE A DUAL

3:03:17 LANGUAGE PROGRAM THROUGH GRADE

3:03:19 12.

3:03:19 YOU HAVE TO START THEM IN GRADE

3:03:21 ONE IN ORDER FOR.

3:03:23 THE LANGUAGE.

3:03:24 ALLOCATION UM TO TO ROLL UP

3:03:27 YEAR BY YEAR AND FOR FAMILIES

3:03:29 TO BENEFIT FROM THAT.

3:03:30 SO I JUST WANTED TO ADDRESS

3:03:31 THAT PIECE BECAUSE I REALLY

3:03:33 APPRECIATE, UM, THE FAMILIES

3:03:35 THAT ARE OUT HERE ADVOCATING

3:03:36 FOR THINGS THAT THEIR CHILD

3:03:37 MIGHT NOT BENEFIT.

3:03:38 FROM IMMEDIATELY.

3:03:39 AND THAT UM, YOU KNOW, MANY,

3:03:42 MANY CHILDREN IN THE BOSTON

3:03:43 PUBLIC SCHOOLS WILL BENEFIT

3:03:44 FROM THIS EXPANSION BUT IT

3:03:46 DOESN'T HAPPEN OVERNIGHT.

3:03:47 IT STARTS A YEAR BY YEAR.

3:03:48 YEAH.

3:03:49 AND UH, SO I MEAN BEFORE YOU

3:03:51 GO REAL QUICK I JUST I JUST

3:03:52 WANT TO NOTE THAT SOMETIMES

3:03:53 IT'S JUST REALLY.

3:03:54 BASIC STUFF.

3:03:55 JUST FILL OUT MY IEP.

3:03:57 YOU KNOW THESE ARE NOT.

3:03:58 THINGS AROUND.

3:04:00 THERE'S THERE'S CERTAIN THINGS

3:04:01 THAT I HEARD.

3:04:01 DURING PUBLIC.

3:04:02 TESTIMONY THAT MAKE.

3:04:03 ABSOLUTELY NO.

3:04:04 SENSE TO ME AS.

3:04:06 TO WHY SOME OF THESE.

3:04:07 FAMILIES ARE STILL WAITING FOR

3:04:08 .

3:04:09 YOU KNOW, SERVICES.

3:04:10 YES.

3:04:10 AND THERE IS A DISCONNECT HERE

3:04:14 AND THERE'S THINGS THAT WE ARE

3:04:15 MANDATED TO DO BY LAW THAT

3:04:16 WE'RE NOT DOING FOR FAMILIES

3:04:19 AND THAT IS PART OF US.

3:04:21 GETTING THINGS ON THE RECORD

3:04:22 AND THINGS IN TERMS OF THINGS

3:04:23 THAT WE'RE NOT DOING.

3:04:24 AND I DO.

3:04:25 APPRECIATE THAT THESE THINGS

3:04:25 ARE.

3:04:26 FORWARD THINKING AND SOME FOLKS

3:04:27 WILL BENEFIT BUT THEY ARE RIGHT

3:04:29 NOW.

3:04:29 FAMILIES AND STUDENTS WHO ARE

3:04:31 STRUGGLING AND.

3:04:32 NEED US TO STEP UP FOR THEM BY

3:04:35 ANY.

3:04:35 MEANS NECESSARY JUST TO GET

3:04:37 THEM TO THE FINISH LINE.

3:04:39 ABSOLUTELY.

3:04:39 AND I THINK THOSE ARE THE SORT

3:04:41 OF CONVERSATIONS THAT WE WANT

3:04:42 TO CONTINUE TO HAVE.

3:04:43 BECAUSE IT HAS TO BE.

3:04:44 BOTH CAN BE ONE OR THE OTHER

3:04:46 BECAUSE ALL OF OUR STUDENTS

3:04:47 NEED, YOU KNOW, SUPPORT AND

3:04:51 IT'S CHALLENGING TO TO COME TO

3:04:54 TERMS WITH THE FACT THAT

3:04:55 THEY'RE GOING TO HAVE TO WAIT

3:04:57 ANOTHER 5 TO 10 YEARS.

3:04:58 FOR SOME.

3:05:01 JUSTICE IF YOU WILL.

3:05:02 BUT I DO UNDERSTAND.

3:05:04 THAT THE.

3:05:05 ROLE.

3:05:05 OF THE ROLL OUT.

3:05:07 I COULD SAY WHAT IS AND.

3:05:09 I'M OPEN TO HEARING MORE BUT UM

3:05:11 ,IN TERMS OF UH, COMMUNITY

3:05:15 ENGAGEMENT OR COMMUNITY

3:05:16 FEEDBACK, THERE ARE A COUPLE

3:05:17 OF THINGS THAT HAPPEN LIKE SO

3:05:19 FOR EXAMPLE.

3:05:20 THE UM CITY WIDE PARENT

3:05:23 COUNCIL WE JUST GOT ASKED TO UM

3:05:25 PRESENT WITH THEM ON.

3:05:26 A BUDGET.

3:05:27 GOT ASKED TO WORK WITH THEM ON

3:05:31 UM OCTOBER 27TH AND THEN

3:05:31 THERE'S THE UM MEETINGS THAT WE

3:05:34 HAVE WITH A GROUP OF UM.

3:05:36 THE SCHOOL SITE COUNCIL MEMBERS

3:05:38 OUTSIDE OF THE SCHOOL.

3:05:39 SO THERE'S THAT PART WHERE

3:05:40 BUDGET ALSO JOINS THOSE

3:05:42 MEETINGS TOO.

3:05:43 UM, THAT HAPPENS IN DECEMBER.

3:05:44 I HAVE TO DOUBLE CHECK THE

3:05:45 DATE.

3:05:46 SO THAT'S ANOTHER PIECE.

3:05:47 I THINK THE WAYS AND MEANS IS

3:05:49 ANOTHER PLACE WHERE WE HEAR

3:05:51 FROM YOU GUYS FROM YOUR

3:05:53 CONSTITUENTS.

3:05:54 UM, RIGHT.

3:05:54 AT LEAST AT THE MOMENT.

3:05:56 UM AND SO AND THEN I WOULD SAY

3:05:58 THE OTHER MECHANISM IS WHAT

3:06:00 SCHOOL LEADERS ARE UM, WORKING

3:06:02 WITH THEIR OWN SCHOOL SITE

3:06:04 COUNCIL TO GET FEEDBACK FOR

3:06:05 THEIR INDIVIDUAL SCHOOLS AS

3:06:07 WELL ON THEIR DISCRETIONARY

3:06:09 DOLLARS.

3:06:10 UM, SO THAT'S WHAT I WOULD SAY

3:06:13 IN ADDITION TO THE OTHER POINTS

3:06:14 THAT I'VE MENTIONED, I THINK

3:06:15 THOSE ARE THE THE ADDITIONAL

3:06:17 PIECES THAT I WOULD ADD THAT

3:06:19 CURRENTLY EXIST AND.

3:06:20 SO I KNOW.

3:06:21 ALL OF THOSE SPACES AND PLACES

3:06:23 BUT THE QUESTION WAS IS LIKE

3:06:24 WHEN.

3:06:24 WE.

3:06:25 HEAR PARENTS ADVOCATING IN ALL.

3:06:28 OF THE SPACES THAT YOU HAVE

3:06:29 JUST IDENTIFIED.

3:06:31 HOW DOES WHAT YOU HEAR

3:06:33 TRANSLATE.

3:06:33 INTO THE ACTION.

3:06:35 THAT THE.

3:06:36 SCHOOL TAKES.

3:06:37 IN TERMS OF THE.

3:06:38 BUDGETARY ASKS?

3:06:40 THAT'S THE QUESTION.

3:06:40 THAT'S FEELS TO.

3:06:42 ME DISCONNECTED.

3:06:42 MHM.

3:06:43 HOW DO WE HOW DO WE IN GOOD

3:06:45 CONSCIENCE HEAR.

3:06:46 WHAT PEOPLE ARE ADVOCATING.

3:06:47 FOR BUT.

3:06:48 THEN DON'T SEE THOSE THINGS

3:06:49 REFLECTED.

3:06:50 IN THE FINAL BUDGET.

3:06:55 UM I WOULD HAVE TO GO BACK ONE

3:06:57 WONDERING AND I HAVE IS LIKE

3:06:58 HOW DO WE PRESENT THE BUDGET IN

3:07:00 A WAY THAT SHOWS THAT?

3:07:01 AND BECAUSE I DO THINK THERE'S

3:07:03 SOME WAYS WE HAVE BEEN

3:07:04 RESPONSIVE AND SO HOW DO WE

3:07:05 PRESENT THAT IN A WAY THAT IT

3:07:07 SHOWS THOSE PIECES?

3:07:08 I THINK.

3:07:09 THAT THE THE BIG PIECE THAT

3:07:11 I WOULD SAY THERE UM, YOU KNOW,

3:07:13 I I KNOW WE'RE AT TIME BUT MY

3:07:16 MY PARENTS WERE IMMIGRANTS AS

3:07:17 WELL AND LIKE I WAS PULLED OUT

3:07:19 SEPARATELY FROM A CLASSROOM TWO

3:07:20 SO THIS IS LIKE REALLY

3:07:21 PASSIONATE LIKE I'M PASSIONATE

3:07:22 ABOUT IT AS WELL.

3:07:23 UM AND SO I WOULD JUST SAY THAT

3:07:25 UM I THINK MAYBE THAT'S AN

3:07:27 OPPORTUNITY WHERE WE CAN SAY

3:07:28 LIKE HERE'S WHAT WE'VE HEARD

3:07:28 AND HERE'S WHAT WE'VE DONE.

3:07:30 UM AND AS WE DO THAT TOO.

3:07:32 THANK YOU FOR THAT.

3:07:33 THANK YOU.

3:07:34 UM ALL RIGHT.

3:07:35 SO I AM NOT.

3:07:36 ONE TO HOLD PEOPLE HOSTAGE FOR

3:07:39 THE SAKE OF HOLDING YOU ALREADY

3:07:40 TOOK A LOT OF YOUR TIME.

3:07:42 UM, AND, UH, JUST WANTED TO

3:07:45 KNOW IF YOU HAD ANY CLOSING

3:07:46 REMARKS AND IF YOU DON'T,

3:07:47 THAT'S FINE TOO.

3:07:48 BUT I WANT TO THANK YOU ALL FOR

3:07:50 STAYING AS LONG AS YOU DID AND

3:07:52 FOR REMAINING.

3:07:53 HERE WITH YOUR.

3:07:54 HEARTS OPEN.

3:07:55 IT IS NOT.

3:07:55 EASY TO SIT THROUGH.

3:07:57 AND FEEL LIKE YOU'RE ON.

3:07:59 THE STAND AND.

3:08:01 THAT WE'RE.

3:08:02 JUDGING YOUR WORK.

3:08:03 AND UH, JUST UM JOHN MADE

3:08:05 REFERENCE SO I WAS TRYING TO

3:08:07 TELL HIM TO TONE IT DOWN A

3:08:08 LITTLE BIT BECAUSE IT.

3:08:11 IS HARD TO CHANGE.

3:08:12 SYSTEMS THAT HAVE NEVER REALLY

3:08:14 WERE INTENDED FOR OUR.

3:08:16 KIDS TO SUCCEED.

3:08:17 RIGHT.

3:08:18 AND WE HAVE TO ASSUME BEST

3:08:19 INTENTIONS ON BEHALF

3:08:20 OF EVERYONE.

3:08:21 AND I THINK.

3:08:22 MY HOPE.

3:08:23 IS IS THAT YOU ALL ARE GOING

3:08:24 TO WALK INTO THESE

3:08:26 CONVERSATIONS READY TO WORK

3:08:28 ALONGSIDE THE ALLIANCE TO GET

3:08:29 THIS RIGHT.

3:08:30 AND IF.

3:08:31 WE COULD.

3:08:31 MODEL WHAT THAT LOOKS LIKE AND

3:08:33 CREATE A BLUEPRINT FOR REAL

3:08:35 MEANINGFUL ENGAGEMENT EVEN WHEN

3:08:36 THERE'S TENSION, THEN I THINK

3:08:38 WE CAN TURN THIS SYSTEM.

3:08:39 AROUND IN A IN A POSITIVE WAY.

3:08:42 BUT YOU HAVE TO BE READY,

3:08:43 WILLING AND ABLE TO DO THAT

3:08:44 HARD WORK.

3:08:45 UM AND.

3:08:46 THE.

3:08:46 ADVOCATES NEED TO UNDERSTAND

3:08:47 THAT NOT EVERYTHING IS GOING TO

3:08:48 CHANGE RIGHT.

3:08:49 AWAY AND THAT YOU HAVE TO

3:08:51 UNDERSTAND THAT.

3:08:52 YOU HAVE TO LISTEN TO THE

3:08:53 PEOPLE WHO HAVE LITERALLY BEEN

3:08:54 .

3:08:54 DYING OUT.

3:08:55 HERE TRYING TO MAKE A

3:08:56 DIFFERENCE.

3:08:56 AND SO.

3:08:57 THOSE TWO THINGS ARE EQUALLY

3:08:58 IMPORTANT AND I WANT TO HELP.

3:09:00 FACILITY IN.

3:09:01 MY TIME HERE THAT TYPE OF.

3:09:05 COLLABORATION BECAUSE.

3:09:05 WE DON'T SEE IT, WE ONLY SEE

3:09:07 THIS AND WE ONLY SEE PEOPLE

3:09:08 THROWING DAGGERS AT ALL.

3:09:10 THE TIME AND.

3:09:12 I AM.

3:09:12 ONE I ACTUALLY HAVE THE

3:09:13 BIGGEST.

3:09:14 SWORD WHEN IT.

3:09:14 COMES TO DPS.

3:09:15 BECAUSE I AM JUST AS YOU.

3:09:17 VERY PASSIONATE ABOUT THIS.

3:09:19 SO LOOKING FORWARD TO

3:09:20 CONTINUING THIS PARTNERSHIP

3:09:22 ALONGSIDE THE.

3:09:23 ALLIANCE TO GET THIS RIGHT.

3:09:24 UM AND COMMITTED TO WORKING

3:09:26 WITH THE ADMINISTRATION AND YOU

3:09:28 ALL TO TO.

3:09:29 DO IT.

3:09:30 ARE WE ON BOARD?

3:09:31 THANK YOU.

3:09:32 THANK YOU FOR FACILITATING THE

3:09:33 DIALOG.

3:09:33 ARE WE ON BOARD?

3:09:34 WAS IT BAD?

3:09:35 WAS IT SCARY?

3:09:36 DID Y'ALL Y'ALL.

3:09:38 SURVIVED IT RIGHT I.

3:09:39 WAS GOOD IT WAS

3:09:40 COLLABORATIVE.

3:09:40 YEAH IT FELT COLLABORATIVE.

3:09:42 IT FELT.

3:09:43 COLLABORATIVE I CAN YOU TELL.

3:09:44 I DO.

3:09:44 THAT BECAUSE.

3:09:45 THEY.

3:09:46 WERE SCARED TO SEND Y'ALL DOWN

3:09:47 HERE TO.

3:09:48 ME BUT.

3:09:49 UM NOT YOU DENISE IT WAS IN AND

3:09:51 .

3:09:51 A WHITE THAT WAS SCARED NOT

3:09:53 YOU.

3:09:53 DENISE, YOU KNOW ME.

3:09:54 YOU KNOW YOU'RE GOOD.

3:09:56 IT WAS ANA.

3:09:57 THEY WERE SCARED.

3:09:58 BUT ANYWAYS.

3:09:59 Y'ALL SURVIVED IT.

3:10:00 YEAH.

3:10:01 THANK YOU.

3:10:01 YOU KNOW, THANK YOU.

3:10:02 AND I WANT TO END.

3:10:04 WITH.

3:10:05 MY ESTEEMED ADVOCATES.

3:10:06 ANY LAST YOU.

3:10:08 CLOSING REMARKS, ROSEANNE?

3:10:10 NOW I DO THINGS DIFFERENTLY

3:10:12 NOW, Y'ALL.

3:10:13 AND I'M GONNA LET THE.

3:10:15 OTHER FOLKS.

3:10:15 COME IN AND SAY.

3:10:16 THEIR LAST CLOSING REMARKS.

3:10:17 AND THAT'S JUST HOW I DO THINGS

3:10:19 MOVING.

3:10:20 BUT NICE MEETING YOU.

3:10:22 I LOOK FORWARD TO WORKING

3:10:24 ALONGSIDE Y'ALL.

3:10:25 Y'ALL WERE GREAT.

3:10:27 ALL RIGHT JOHN THIS IS YOUR

3:10:28 LAST YOU KNOW.

3:10:30 I UM NONTRADITIONAL I'M.

3:10:32 GOING TO END WITH COMMUNITY

3:10:33 .

3:10:33 AND JOHN YOU DON'T HAVE 20

3:10:35 MINUTES OKAY DON'T BE TRYING TO

3:10:36 YOU GOT YOU GOT ONE MINUTE.

3:10:39 EACH OF YOU ONE MINUTE.

3:10:42 TO SAY YOUR LAST NOW THAT.

3:10:44 YOU HEARD FROM.

3:10:45 THE ADMINISTRATION, THIS IS

3:10:46 YOUR.

3:10:47 FINAL ROUND OF CLOSING REMARKS

3:10:50 .

3:10:50 AND WE'LL START WITH ROSEANNE.

3:10:56 UM.

3:10:57 I'LL START WITH ONE QUESTION

3:10:58 .

3:10:59 COULD WE PLEASE SEE THE

3:11:00 RESEARCH.

3:11:01 OR THE.

3:11:01 EVIDENCE OR THE STUDY THAT

3:11:03 SHOWS THAT CSI IS GOOD OR

3:11:06 BETTER FOR STUDENTS SINCE THE

3:11:09 VAST MAJORITY OF OUR

3:11:10 MULTILINGUAL LEARNERS WILL BE

3:11:12 IN THIS PROGRAM FOR THE

3:11:14 FORESEEABLE FUTURE.

3:11:16 UM, AND THEN I JUST WANT TO SAY

3:11:18 TWO MAIN POINTS.

3:11:20 ADD LANGUAGES DON'T LOSE THEM.

3:11:23 SO THIS APPLIES NOT ONLY TO

3:11:25 ENGLISH LEARNERS BUT ALSO TO

3:11:26 NATIVE ENGLISH SPEAKERS.

3:11:29 UM EVERYTHING FOLLOWS FROM THAT

3:11:30 VISION.

3:11:31 WE KNOW THAT IT WILL TAKE TIME

3:11:33 TO INCREASE ACCESS TO HOME

3:11:35 LANGUAGE.

3:11:36 WE ADVOCATE FOR A LONG TERM

3:11:37 PLAN WITH YEAR BY YEAR

3:11:39 MEASURABLE GOALS IN FOR EXAMPLE

3:11:42 ,LANGUAGE AND DISABILITY

3:11:43 ASSESSMENT PROCEDURES.

3:11:45 BILINGUAL PROGRAMS OFFERED

3:11:47 BILINGUAL EDUCATORS ENDORSED

3:11:49 BILINGUAL PARAPROFESSIONALS

3:11:51 LICENSED AND THEN MY SECOND UM

3:11:54 POINT IS JUST THAT IT MEANS

3:11:56 LESS SILOING I THINK THERE ARE

3:11:59 A WHOLE LOT OF PROGRAMS AND

3:12:00 SERVICES, BUT THERE ARE ALSO

3:12:02 BREAKDOWNS BETWEEN DEPARTMENTS

3:12:04 LIKE PARTNER LANGUAGE SPEAKING

3:12:06 FAMILIES WHO DON'T KNOW ABOUT

3:12:07 EXISTING BILINGUAL PROGRAMS OR

3:12:09 THEY DON'T SHOW UP ON THEIR

3:12:11 LIST OF SCHOOLS OR AS YOU

3:12:13 HEARD, MULTILINGUAL FAMILIES

3:12:15 WHO STRUGGLE GETTING THEIR KIDS

3:12:16 ASSESSED.

3:12:18 UM, SO WE NEED A SEAMLESS FLOW

3:12:21 UH, FOR FAMILIES PROVIDED IN

3:12:23 MULTIPLE LANGUAGES.

3:12:24 OKAY, GREAT.

3:12:26 THANK YOU.

3:12:26 I LET YOU GO LONGER.

3:12:27 BUT THAT IS OKAY.

3:12:31 WE GRACIAS.

3:12:32 UH.

3:12:34 PRIMERO THE.

3:12:35 SERIES GRACIAS FOR ESPACIO.

3:12:37 THANK YOU SO MUCH FOR THIS

3:12:38 SPACE HERE HERE THE FAMILY

3:12:40 COMMUNITY AND ALL TOGETHER I

3:12:45 USE MY MY ENGLISH NOW A LITTLE

3:12:47 BIT AND UH, TO SAY IT'S

3:12:50 IMPORTANT TO UNDERSTAND HOW

3:12:53 FACILITIES FEEL THE FAMILY WHEN

3:12:55 TO GO TO THE WHEN A SCHOOL CAME

3:12:59 HEAR THE CHILD TO THE LANGUAGE

3:13:02 .

3:13:02 THE AGONY.

3:13:03 IT'S IMPORTANT TO KNOW HOW THE

3:13:07 FAMILY WANT TO BE.

3:13:08 WITH THE TEACHER IN THE IN THE

3:13:13 AUTHORITY CON LAS AUTORIDADES

3:13:14 ESCUELA DE WE WANT TO WORK

3:13:17 TOGETHER.

3:13:18 WE WANT TO FIGHT TOGETHER

3:13:20 BECAUSE OUR GOALS IS THE SAYING

3:13:23 GOOD EDUCATION FOR OUR KIDS.

3:13:26 UM YES THIS IS THE MOST

3:13:28 IMPORTANT THING TO KNOW.

3:13:29 WE WANT TO COLLABORATE BUT.

3:13:32 WE WANT TO RECEIPTS UM SUPPORT

3:13:36 IN THE UN THIS THING WE ARE AND

3:13:40 IN THE SAME WAY EVERYBODY YEAH.

3:13:44 WE THANK.

3:13:45 YOU LOUIJEUNE.

3:13:47 THANK YOU CHAIR WITH YOUR

3:13:49 ENCOURAGEMENT WE'RE NOW ALL IN

3:13:50 FAVOR OF COLLABORATION.

3:13:52 SO I WOULD ENCOURAGE YOU TO NOT

3:13:55 WAIT FOR A QUARTERLY MEETING

3:13:56 BUT TO TRY AND GET US GOING ON

3:13:58 THE COLLABORATION AS SOON AS

3:14:00 POSSIBLE AND AS FREQUENTLY AS

3:14:03 POSSIBLE BECAUSE WE'VE GOT A

3:14:04 LOT TO DO AND IF WE'RE ALL

3:14:06 COMMITTED TO IMPROVING IT FOR

3:14:08 THE THOUSANDS OF KIDS WE CARE

3:14:09 ABOUT, LET'S GET ON WITH IT.

3:14:11 YEAH.

3:14:11 THANK YOU.

3:14:11 YEAH.

3:14:12 I WANT HIM TO.

3:14:12 I WANT TO CLEAR THE RECORD

3:14:14 STRAIGHT IS THAT WE'RE GOING TO

3:14:15 MEET REGULARLY AND THEN

3:14:16 QUARTERLY I'M GOING TO HOST

3:14:17 THIS.

3:14:17 HEARING TO CHECK IN ON HOW

3:14:19 WE'RE DOING AND GET THINGS ON

3:14:20 THE RECORD GREG.

3:14:21 YEAH WELL ACCOUNTABILITY.

3:14:23 HERE OKAY.

3:14:24 YEAH I ALSO WOULD JUST LIKE TO

3:14:25 ECHO WHAT JOHN SAID THAT YOU

3:14:27 KNOW WE HAVE COLLECTIVELY SO

3:14:29 MUCH EXPERIENCE AND EXPERTISE

3:14:31 UM THAT.

3:14:32 WE.

3:14:32 CAN SOLVE PROBLEMS AND SHARE

3:14:34 BEST PRACTICES TOGETHER BUT.

3:14:35 WE DEFINITELY JUST NEED THE

3:14:36 SPACE TO DO IT.

3:14:38 UH I ALSO WOULD.

3:14:40 WANT TO JUST SAY THANK YOU

3:14:40 TO YOU.

3:14:41 OF COURSE FOR HOSTING THIS

3:14:42 TODAY.

3:14:43 UH, AND THAT CHAIR ROBINSON HAS

3:14:45 SAID MANY TIMES AT SCHOOL

3:14:47 COMMITTEE THAT WE WOULD ALL

3:14:48 AGREE STUDENTS CAN'T WAIT LIKE

3:14:50 THEY'RE IN SCHOOL NOW AND SO WE

3:14:52 HAVE TO ACT NOW.

3:14:53 THEY NEED US NOW.

3:14:54 UH, AND THEN.

3:14:55 ONE FINAL THING IS LIFE

3:14:57 DESERVES ITS OWN.

3:14:57 HEARING BECAUSE IT IS A PROGRAM

3:14:59 THAT SERVES THE MOST.

3:15:00 VULNERABLE STUDENTS.

3:15:01 SO HOPEFULLY THAT CAN HAPPEN

3:15:02 IN THE FUTURE.

3:15:03 OKAY.

3:15:03 GREAT.

3:15:04 YOU ADVOCATING FOR ME?

3:15:05 NO THANK YOU CHAIR.

3:15:06 NO THANK.

3:15:07 YOU I MEAN LIKE WE DID.

3:15:08 THIS UM AND I WANT TO THANK.

3:15:10 YOU ALL FOR WALKING IN THE

3:15:12 SPIRIT OF COLLABORATION BECAUSE

3:15:13 I KNOW IT'S.

3:15:16 PEOPLE GET DISCOURAGED.

3:15:17 AND WE WE ARE NOT GOING TO DO

3:15:19 THAT.

3:15:19 SO THANK YOU.

3:15:20 TO THE MULTILINGUAL ALLIANCE

3:15:21 FOR SHOWING UP THE WAY THAT YOU

3:15:23 HAVE AND FOR.

3:15:23 HELPING US GET TO THIS POINT.

3:15:25 SO WE CONTINUE TO.

3:15:26 WORK ALONGSIDE YOU.

3:15:28 THIS UM HEARING.

3:15:29 WILL STAY IN COMMITTEE.

3:15:30 UM, AND.

3:15:31 THIS HEARING ON DOCKET 0276

3:15:34 .

3:15:35 IS NOW ADJOURNED.

3:15:35 YEAH, YEAH.

3:15:38 THANK YOU.