Transportation concerns dominated the conversation, with multiple attendees highlighting the adverse effects of Massachusetts Bay Transportation Authority (MBTA) shutdowns on student attendance and participation in school activities. The disruptions of the Orange and Red Lines have led to significant delays and extended commute times for students, many of whom face challenges in accessing available shuttle services. A student representative shared firsthand experiences of lengthy commutes, noting it took over two hours to get home due to difficulties in finding a shuttle bus. This issue has contributed to rising absenteeism rates, as students struggle with the logistics of getting to school on time. The superintendent acknowledged these challenges, citing the average commute time for high school students as over an hour and noting additional complications when shuttles or rerouting are necessary.

In response to these transportation issues, the committee discussed the district’s on-time performance (OTP) and the challenges in establishing benchmarks due to varying definitions across districts. It was noted that while adjustments to transportation routes are made weekly, there is a pressing need for improved communication with families regarding changes in routes and driver assignments. Suggestions were made to enhance relationships between bus drivers, schools, and families to foster a sense of community and accountability in the transportation process.

Another topic was the implementation of inclusion practices within Boston Public Schools (BPS). Teachers and educators voiced concerns about the current inclusion model, which often requires a single educator to manage diverse student needs, including English as a Second Language (ESL) and Individualized Education Programs (IEPs). Testimonies from educators highlighted the unsustainable nature of these workloads, with calls for a collaborative approach that involves a team of qualified educators working together. Specific concerns were raised about the impact of housing costs on educators’ ability to live in Boston, affecting their capability to fully engage with their roles.

The committee heard from educators and union representatives advocating for “Inclusion Done Right,” which they argued requires adequate staffing to support diverse student needs. The Boston Teachers Union emphasized the necessity of having at least two teachers in every classroom to provide effective support, a sentiment echoed by several speakers who shared their experiences and challenges under the current model. The conversation underscored the need for systemic changes to support effective inclusion and address the concerns of educators, parents, and students alike.

Further discussions centered on multilingual learners and the district’s approach to supporting these students’ educational needs. Concerns were raised about the effectiveness of current inclusion strategies and the adequacy of resources available for multilingual students. The committee explored the expansion of bilingual education programs and the importance of retaining students’ native languages as a factor in successful English literacy development. Efforts to enhance equitable literacy for all students were highlighted, with the creation of a comprehensive ESL curriculum aligned with the district’s educational framework.

The meeting also touched on standardized testing, specifically the Massachusetts Comprehensive Assessment System (MCAS), and its impact on multilingual learners and students with disabilities. The need for clear graduation requirements and the provision of adequate resources to prepare students for these assessments were emphasized. This discussion involved a broader reflection on the challenges faced by multilingual learners in navigating the educational landscape and the importance of culturally responsive education.