Education on October 13, 2026
2026-10-13

[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.