##VIDEO ID:_of2Qzsi53Q## Evening, everyone, welcome to this meeting of the Boston School Committee I'm Chairperson Jerry Robinson.  Is it on Jerry? You may want to use the gavel on allow Jerry the little guy. Thank you.  Good evening, everyone. Welcome to this meeting of the Boston School Committee. I'm Chairperson Jerry Robinson . The committee just returned from an executive session to discuss strategy with respect to collective bargaining with respect to the committee's role in collective bargaining between its contractor Transdev and the United Steelworkers Local 875 one for a successor collective bargaining agreement a report in this manner will be provided later in the meeting. The committee also received a brief update on the BTU contract negotiation.  I want to welcome everyone who is joining us tonight in person on Boston City TV and on Zoome . I'm going to ask everyone here in the chamber to please turn off the volume on your laptops or other devices so it does not interfere with the audio with tonight's meeting.  Thank you for your cooperation. Tonight's meeting documents are posted on the committee's Web page. Boston Public Schools Dag's school committee under the December 4th meeting link for those joining us in person you can access the meeting documents by scanning the QR code that's posted by the doors. The meeting documents have been translated into all of the major BAPS languages. Any translations that are not ready prior to the start of the meeting will be posted as soon as they are finalized. The meeting will be rebroadcast on Boston City TV and posted on the school committee's webpage and on YouTube. The committee is pleased to offer live simultaneous interpretation virtually in Spanish Haitian Creole Cape Verdean, Cantonese, Mandarin Vietnamese and American Sign Language Zoome interpretation features have been that have been activated Zoome participants should click the global icon at the bottom of your screen to select your language preference I'd like to remind everyone to speak at a slower pace to assist our interpreters before we begin this this meeting before we begin this morning I had the privilege of joining Superintendent Skipper Mayor Michelle Wu and Governor Maura Healey at a truly special event where Louisa Sparrow, a fifth and sixth grade special education teacher at the parish school in South Boston was announced as the twenty twenty five Massachusetts teacher of the year. >> It was such a heartwarming, inspiring moment. >> Celebrate the incredible dedication and passion of educators who make a lasting impact in our communities. We'll begin the meeting with the approval of minutes. I'll now entertain a motion to approve the minutes of the November six twenty twenty four meeting and the November twenty twenty twenty twenty four retreat. Is there a motion so move. Thank you. Is there a second. Thank you. Is there any discussion objection to the motion. Is there any objection to approving the motion by unanimous consent hearing that the minutes are approved this evening there will not be a superintendence report as a result of the collective work during our retreat we are beginning adapt in how we build our meeting agendas. We look forward to the superintendence report in a future meeting we will now move on to General public comment this provides thank you Chair.  The public comment period is an opportunity for parents, caregivers, students and other concerned parties to make brief presentations to the school committee on pertinent issues questions on specific school matters not ask at this time but I refer to the superintendent for a later response questions on specific policy matters I'm not asked at this time but may be the subject will be the subject of later discussion by the committee. The meeting will feature two public comment periods with the first comment period limited to one. Our priority will be given to those testifying in person time permitting the committee will then open up for virtual testimony after one hour. Anyone who has not testified will have the opportunity to do so at the end of the meeting we have forty nine speakers this evening. Each person will have two minutes to speak and I would remind you when you have thirty seconds remaining if your remarks are longer than two minutes please e-mail your comments for distribution to the committee.  The time that an interpreter use uses for English interpretation will not be deducted from a speakers allotted time speakers may not be assigned their times to other. Please direct your comments to the chair and refrain from addressing individual school committee members or district staff.  Please note the comments of any public speaker do not represent the Boston Public Schools. The Boston School Committee please that your name affiliation and what neighborhood you are from before you begin we will begin this evening with our in person speakers.  Our first group of speakers are Jessica Tang, Eric Berg, Jess Ellis, Danielle West and Michael McQuire.  >> Jessica Tang good evening Superintendent Skipper Jerry Robinson and members of the School Committee.  I do not thank you.  I hope that didn't count against my time.  >> All right. My name is Jessica Tang and I am here tonight both as a team member and president of AVT Massachusetts and I'm speaking tonight in support of a fair contract for Boston educators as well as inclusion done right in our students for our students.  >> In my new role I've had the opportunity to visit schools and districts all across the state and nowhere in my travels have I come across a school or district trying to implement special education inclusion in the way that Boston has to has tried to over the last ten years and that's because it was poorly planned and it doesn't really make sense. >> So two years ago and our last contract we had the opportunity to course correct and do this right.  We agreed to an aspirational vision of how to collaboratively create inclusion plans that would ensure our students were getting the services they needed while ensuring the educators had a voice in those plans and got the support that they needed despite repeated statements during negotiations promising that it would be collaborative not be a repeat of the failed schedule planning teams and fully funded because quote We have to get this right. The district has fallen greatly short of the vision we had agreed to. It has not been honored or implemented in a continues not be done right. Instead I continue to hear from our educators on the ground that the district continues to require dual licensure while students with IEPs and Eells aren't overcrowded,  understaffed classrooms that are not meeting their needs and are not in the placements while putting our educators in impossible situations.  It's not fair to our students and it's also causing burnout for educators and a drop extreme job dissatisfaction that will inevitably lead to greater teacher shortages when they choose to leave our district we have experienced highly skilled and dedicated educators in Boston and we need to keep all of them.  >> I understand at the current untenable situation has been made worse by DC intervention and transitions that have made it difficult to implement with the fidelity that we wanted it to be.  However, we need to have an agreement so that we can truly begin to course correct before further damage is done. Our students and educators deserve a fair contract now that will truly begin the overdue transformation of our classrooms to better serve all of our students. >> Thank you.  Good evening. I'm Eric Berg, father of two BAPS graduates. Twenty five year elementary teacher and president of the BC to you thank you for the opportunity to speak.  >> I'd like to start with a quotation from an educator I love my job teaching in Boston in BAPS but short staffing inclusive classrooms is shorting and sliding our students your people of the resources they need most.  The correct staffing in these classrooms is the current staffing in our classrooms is unsafe if we can offer inclusion done right we can give our students the support they need and deserve to succeed. >> This is some context from one of the thousands of postcards our members wrote to Mayor Wu and you will hear more compelling stories this evening. As you know, we've been at the negotiating table since February and now that we have been working for ninety five days without a contract it is time to come to an agreement that meets the needs of our students and educators. >> First, the district's failed inclusion plan is not providing students with the services they need from the additional educator they deserve. We support fully staffed, inclusive classrooms that provide students with disabilities the opportunity to learn and thrive in the least restrictive environment it is past time for Boston schools to join the schools in every other district in the state and ensure that the services required by IEPs in Boston are provided by a separate special education provider and not rely on classroom teachers to seconds.  >> You have heard in the past and you will hear tonight of the struggles that Boston's educators face to make ends meet the cost of food, heat child and services have gone up dramatically in the last several years and the cost of housing in the Boston area is through the roof. >> Yet starting pay for a classroom paraprofessional in many of Boston's schools is just under thirty thousand dollars annually. This is no way to treat these hardworking employees most of whom are women of color.  >> Thank you. Form the backbone of our schools day in and day out.  Don't make our educators, students and families settle for less. >> Thank you. Thank you.  Next Speaker's Gisella's Gisella's as an early educator I love stories.  Many stories begin with the magical invocation once upon a time and with the comforting and they all lived happily ever after.  Sadly our story begins with iceberg right ahead and we all know how that one ends.  While beautiful on the surface, the danger of an iceberg is that all that's hidden below the surface in this story the ship is our schools and rather than ice the tip of the iceberg is good intentions, rushed decisions and budget limitations. The the hidden part of the iceberg is all the necessary work and planning time shifts in practice, preparation, collaboration and staff it takes to truly be inclusive.  The roll out of inclusion has been improperly planned and inadequate inadequately funded despite continual warnings and urgings from educators and families, we're still barreling headfirst into hasty implementation of inclusion at the bargaining table we advocate for inclusion done right for support, resources, time and staff. But the district refuses to budge by not staffing schools adequately. You are locking the steering wheel to a direct crash course inclusion done right is not telling schools in April they will get a new CSIRAC one in September.  It is not twelve hours on an internalization. It is not one teacher doing the job of three teachers simultaneously inclusion done right is having time to plan an intentional and gradual rollout so to improve systems and routines and set a school up for success for success and most importantly inclusion done right means having the staff needed to run an inclusive school so that all children can be safe, learn successfully and thrive. My name is just Ellis'. I'm a nineteen year veteran of Boston Public Schools so at this moment school committee I urge you put on the break turn the wheel do not let us hit the iceberg next FICOs Danielle West Good evening School Committee. My name is Daniel West and I'm in a special education teacher in Boston for a decade and I currently am a resource and inclusion teacher at Brighton High and I serve on the executive board at the BE2.  I believe deeply in inclusion and I helped to lead the work at the Curlee and now at Brighton on creating inclusive schools. So let me at the scene imagine you're a parent and your kid has an IEP. You go to their child's school open house to meet their teachers. You meet with their classroom teacher and you ask how they're doing. They say they're doing great and then you ask to meet with their special ed teacher and that same teacher says Oh that's also me. Would you be confused about how one person is doing both jobs? Because I would be and that's what's happening every single day in our schools and it makes no sense and it wouldn't fly in any district around us or across the country where one of the only districts in this country that requires our educators to work under two licenses at the same time and our students deserve so much better. Our families deserve better in the future deserves better. Additionally at Brighton we have students substantially separate programs who want to and are ready for inclusion opportunities but they literally can't due to appropriate space supports and staffing in a district that's touting inclusion as the air we breathe, students are being denied because of a lack of staffing and funding we need to include we need to fund inclusion and right and we need to do it now because our students cannot wait.  Please don't make our educators and our students settle for less again in this contract like we did in our last contract. >> Thank you, Michael McQuire.  >> Hello, I am Michael McGuire West Roxbury's Milera. I teach the Latin language with the Eastern flair. I'm dressed as the Grinch and this cold frosty night to tell you a tale of my fellow teachers plight for many a year at Latin Academy I've taught riches oh no those I never saw it but poverties vow I did not take yet my spending power dwindles for goodness sake.  >> And what if the power professionals can we not agree their work is worth far more than this city's fee? >> The day laborer toil with our hearts so grand yet they're paid a pittance. How can this stand substitute teachers?  Oh let's have a chat. I began as one. Can you imagine that? Do you think these posts stay empty because they're lavished with riches? No. And there's no applause. Then there's the district's inclusion plan an absolute mess. One teacher, two jobs. What a terrible dress.  The students need more the staff need aid but the absurdity grows while progress has stayed, even the Grinch once had a change of heart. It's time for the school committee to do its part a living wage in Boston that would be a dream come true teachers, parents and students we're all counting on you. >> Thank you.  Next speaker John Mud, Travis Marshall, Deidre Manning, Christopher Barton and Kirsten Frey.  John Madden no. I said defer to the teachers.  OK, Travis Marshall you don't get this master tomorrow.  Good evening. My name is Travis Marshall. I live in Roslindale.  I'm a proud parent of students at the English High School and at the Bates Elementary School which has been stabbing inclusion right for ten years. By the way, I'm also a member of Quality Schools for every student I'm speaking tonight about the message Boston Public Schools sends to our students with regard to Seventh ninth grade assignment four years BP's policy has been to inform sixth and eighth graders about admissions to the three exam schools four to six weeks before other assignments are announced.  This not only creates a period of uncertainty in classrooms where some students know their next school and others do not but it also reinforces a hierarchy of value for our schools and our students. If a student ranks onanism school above an exam school, they are asked to accept or decline an exam competition before they ever find out if they have exceeded their preferred school.  This assumption that the center of gravity revolves around exam schools continues if a seventh or eighth grader is at a non exam, seven to 12 school boards repeatedly reminds them retaking the admissions test and attending in both sessions for the exam schools but never mass texts and emails about any other high schools even ones that require special applications or auditions every district communication lead students and families to believe that there are only three high schools worth attending.  Is it any wonder then that some of the twelve thousand students at other high schools might think themselves less worthy 30 seconds for all this body's discussion of lesser chosen schools routinely ignores the way our assignment, timeline and communication explicitly prods students towards three high demand schools.  This hierarchy of value is as evident in the disparate resources in our high schools as it is in our language about them. We have a long way to go in treating our high schools equally but we can start with our messaging around them and with a uniform assignment date for all schools.  >> Thank you very much.  >> Remaining good evening. I'm a resident of Dorchester parents since twenty sixteen and the sole supporter of two minor public school children. We have heard the term unintended consequences surrounding the exam school policy mentioned by many but the exclusion of primarily Tier seven and eight students from consideration for exam school seats seem to be planned.  BP assimilations from 2020 and 2021 show that students who lived in these neighborhoods and especially those who are penalized by not receiving bonus points would not receive seats at these exam schools students who are assigned to schools that do not qualify for bonus points and who live in Tier seven and eight are doubly penalized students who attend BP's bonus point schools like my daughter who were essentially forced to leave due to a disruptive learning environment such as a principal being assaulted by a 16 year old girl and knocked unconscious are let down by BP's administrators a second time when they are excluded from consideration from exam schools.  BP's administrators should make existing schools great for all Boston residents instead of driving families to charter parochial or private schools,  administrators and school committee members talk endlessly about declining enrollments and the need to merge or close schools it should not be a novel concept to have families want to send their children to BP's instead BP's hold families hostage to underperforming schools with bonus points and seeks to dismantle the successful high schools available to city residents. As an eight year BAPS parent I understand that BP's promises results but rarely delivers.  I've had countless experiences where I was initially hopeful and then felt strongly as BP's administrators continue to make no progress before I realized nothing would change. School committee please use your power. You have to change this admission process and allocate seats based on a percentage of applicants per year rather than having a fourth year where the majority of applicants from Tier seven and eight are rejected. >> Thank you.  Thank you with Christopher Berten.  Good evening. My name is Chris Barton. I've been with the Boston Public Schools and Police since 2003.  I work within the ABA Strand classrooms as an ABA specialist at the Tienen Elementary School. I give my testimony tonight not only as a BP employee but also as a parent of a beautiful special needs child. I've come to speak about the district's decision to increase the class size to eleven for the ABA strained classrooms raising the class size to eleven for our ABA and classrooms is unfair to our students with special needs and it is my hope that this decision will be reversed.  ABA classrooms serve especially students who are primarily diagnosed with autism and on IEPs the student population within these ABA classrooms present unique challenges within our schools, our classrooms and at their homes. They are our fellow community members. They are our neighbors. They are our loved ones whether as young people or as adults. Their individual accomplishments and achievements directly enrich the greater community. We know this to be true the services ABA specialists provide to our students are critical for the student's growth and development and have a tremendous impact on that quality of life 30 seconds when the class sizes increase we cannot provide the same level of support and it is our students that lose out. The result is student teacher ratios become more challenging ,case loads become larger. Student groupings are increased and the quality of direct service is negatively affected . >> Lastly, people can get hurt . I ask for your help.  >> It is my hope that this the committee will influence the district to reverse its decision. >> Thank you very much. Thank you person Frank.  This one.  >> Good evening. My name is Carsten Fry. I live in Brighton and I'm a science teacher at Brighton High School. I bring the story of Miss D a class from Paraprofessional who works for Brighton.  Hi. This D would have brought it here herself but she's unable to attend this meeting right now she's at her second job to say the classroom para's assist in the classroom doesn't begin to describe their importance to our children's education.  >> Para's partner with teachers Miss D works in the neighboring science classroom where cohort's of brilliant students with emotional disabilities learn each day in this classroom Miss D draws from IEPs to track the academic and behavior goals of fifteen students at a time she's giving individualized attention to these students knowing who needs help with reading, who needs help with organization and who needs emotional support. She's forming tight relationships with students and communicating to families. >> She's knowing the science content.  She's following up with discipline and in short she's working in tandem with the teachers to make the classroom function and help the students thrive. >> Now imagine doing all that from seven thirty to two thirty then shuttling immediately to work a second full time shift from three to 11 as misleaders as four nights per week student loans her student loans, renting in Boston, cost of groceries and Lopera pay all but necessitated Misty's driving to become a school counselor.  But where does one find the time to search and apply for programs let alone take classes between two full time jobs? One job should be enough a substantial number of Brighton high powers are alumni of the school. It's one gateway to building staffs that represent Boston's neighborhoods but ultimately it can only be so if powers can afford to be in Paris. >> Thank you and please don't make us educators students settle for less. >> Thank you.  Our next speaker our next speakers Laura Soto who will need Spanish interpreter Devin Clark, Shannon Wyman and Megan Ryder Laura Soto sorry for OK for the next speaker Estevan Clark.  My name is Devon Clark.  I work as a paraprofessional at the Community Academy of Science and Health and Fields Horner, Boston, Massachusetts. I've been working in Boston for five years.  >> I moved to this city because my entire life growing up in New England I knew it was a city on the hill. It was the home of abolition.  It was the home of the revolution. I visited with my family and I saw a city in action now I see a city in inaction.  For the past three months we have been without a contract.  US educators care deeply about this city.  I live here even though I can barely afford it.  This is my paycheck. Fourteen hundred dollars if I did not have a master's in education I would not be able to live here.  I still spend the majority of this check every month on a one room apartment with three other people all of them educators.  How is this sustainable? How are you going to be able to grow as a city, attract new families?  They are charging half a million dollars for a condo down the street.  It would take me decades to be able to afford that decade.  It's you know what happens when people leave the city the tax base gets smaller, school services get worse.  >> All of this is a spiral that needs to be stopped.  >> We want to serve the city but that feeling does not feel mutual. When I signed up to be para I was excited to help our amazing teachers but I was shocked when I saw my first check I was getting paid for six hours a day even though I am working in the school every day according to the school district I am essentially a part time worker thirty hours a week that's news to me and I ask you my colleagues doing the same job as me make seventeen dollars an hour seventeen dollars an hour. >> You can take that check and you can cut it in half your dollar.  Let us settle for less or the city won't survive.  >> Thank you Shannon Wineman Entwinement Physical Education Teacher at the Kill Mercader et . I'm sharing several experiences throughout our school day where our young students are left to navigate their school day unsupported due to the district's plan for inclusion of multilingual learners at our upper campus, elder ones are receiving ESL support for reading and writing in our fourth and fifth grade and our Eola class in middle school.  These students are then alone the rest of the day meaning when a student attends math class physical education or even recess they're left unsupported.  This is an injustice to both the students and teachers. It presents a message that these other parts of the day which could be much better supported in this setting are unimportant. Additionally, when we get languages like our new LD student yelled to student who in eighth grade arrived mid-October and whose L1 language is Arabic the ESL teacher is not given the time to teach her the American alphabet first the Arabic alphabet.  Our Chromebook keyboards don't even have an abject alphabet a keyboard to translate all while this teacher also has three Haitian Creole to Spanish and Portuguese speaking ILD one and two student in the students in the same class.  So even our ESL support during IL but blocks is simply put triaging. I want to finish with my own experience of teaching a class of first graders for physical education without the support of a pair of professional first students arrive outside on our blacktop base as we have no gymnasium. This particular class has three ELL ones in three different languages. I have to take out my own cell phone, my own personal cell phone and use Google Translate to explain rules of a game in three different languages while the rest of the class is on their own in one of these. If one of these students has a question or concern I then once again must stop the class to take out my phone and translate e is a great place for kids to learn and practice social emotional skills but this approach is instead causing them distress.  Please put yourself in the shoes of these students and teachers both wanting the same thing and having a positive experience in BAPS.  Maegan Writer good evening members of the school committee my name is Megan Reiter. I live in Dorchester and I am a teacher at the CURLEE Kate in Jamaica Plain.  I'm here to speak in support of the BTU's contract demand for fair pay.  This is important to me because housing costs in Boston are out of reach for most of our members, especially our paraprofessionals. We all deserve to be able to live in the city where we work. I've been working for BP for six years but have made the difficult decision to move out of Boston due to housing costs . I would not have ever thought of leaving Boston or but I want to realize my dream of buying my first house and that is simply an unattainable goal here in the city on my salary I am sad to leave a school community I have been a part of for six years a place where I have helped create a Spanish program and created a student government. I love my students and I want to continue to educate them but I cannot afford to live in the city in which I work anymore.  PBS will continue to lose outstanding educators if fair pay is not addressed. Many of those educators will be paraprofessionals who are the backbone of our schools but are the lowest paid workers.  Boston School Committee I urge you to meet the BTU's demands for fair pay.  It is time every educator earns a living wage so they can live with dignity. BAPS please don't make our educators and students settle for us.  >> Thank you.  Next speakers aren't Samantha Lainez, Nicole Campione, Don Goldsberry and Denise Sunny Samantha leaning Hello my name is Samantha Laney and I have been a teacher in Boston for seven years and my job is near impossible in the best of circumstances and the only thing that makes it possible is my team very specifically the incredible paraprofessionals professionals that I have had the honor of working with throughout my time in Boston public schools. These parents are of the highest quality.  >> They are the hardest working and unfortunately the most deeply underappreciated.  Are you aware that our highest paid paraprofessional in Boston only makes about fifty percent of the AMAI meaning that they qualify for most low income housing programs even if they are only a single adult? That means professional educators who have been working in BAPS for over twelve years hold a bachelor's degree plus an additional fifteen credits and working an extended day cannot afford to live in the communities in which they teach and that is unacceptable. There is a lot of talk about the hemorrhaging of teachers that is happening in this district in this country but what we need to talk about is why they are leaving. What we need to talk about is the flight of paraprofessionals out of this profession. Paraprofessionals are often the sole support system in a classroom to the teachers that you are so desperately trying to retain.  They are the primary contacts. They are the small group facilitators. They are the crisis managers,  tension relievers. They are the person who watches the class when teachers do something as essential as go to the bathroom all the while they have to work second and third jobs just to pay the bills oftentimes while they are raising their own children in tandem with those they are assisting to raise in schools.  I am a triple licensed master degree tenured teacher and I would not be in education at all if it were not for my prepare professional partners. Let me say this another way if you are losing paraprofessionals you are losing teachers. These issues are not divided. These professionals are not divided and with that I stand here in solidarity today with my coworkers and friends as we demand that paraprofessionals are valued and let's not mince words when I say valued I mean paid what they are worth and we will not settle for less. >> Thank you.  Keep your name.  My name is Nicole Scipione and I am a first grade teacher at the Joyce Kilmer School. I'm speaking today regarding the lack of support for a multilingual learners and our general education classroom. We have six students who are considered eells. Three of these students are ILD level ones each of which speaks at different native language in order to communicate with these students and understand their basic needs in the classroom, I have to use a variety of translation applications.  These students only receive 90 minutes of support from ESL teacher therefore for three hundred and thirty minutes a day I I'm left alone to do the impossible and support these students with a wide range of language needs while simultaneously supporting 17 other students who also have language, social, emotional and academic needs along with IEPs and five of four plans to better support our level one students we met with a rep from the suggestions they provided were common tier one supports that we already use daily in our classroom. These recommendations were not only insulting to our capabilities as educators but a shocking reality that the district lacks a vital resources to help their teachers and students. You must also address a social and emotional trauma we are inflicting on these students newcomers who have never been to school and who do not speak English are being placed in the classroom without the support they need to communicate with their teachers or peers. One of my students cried all day every day for four straight weeks. It was heartbreaking and yet the district doesn't understand the hardships they are causing when they assign students to schools to simply fill seats and do not consider the unique learning needs of each child. Under my three licenses it is assumed that I can support the needs of all learners. But that assumption is an injustice to these students next year first grade will become full inclusion meaning that the learning needs of our students will only become more diverse if we do not address and support the needs of our learners with proper staffing and classrooms we are doing a disservice to the students and families we serve. We are often told as educators that teacher teaching is our superpower well meant as a compliment. That statement is toxic.  We are not superheroes. We are not capable of doing the impossible and the district should be ashamed that they are asking us to do so well and then Goldsberry good evening. >> My name is Dan Goldsberry and I'm a school counselor for grades 10 through 12 at the newly renamed Ruth Batson Academy in Dorchester while my school is fortunate to have some amazing school counselors there are dozens of schools and tens of thousands of young people in the city who currently do not have access to this critical support.  When we return to in-person learning after the covid-19 pandemic, PCP's rightly decided to ensure that every school had a social worker. Sadly, as of today there are still dozens of schools without a single school counselor.  I've seen it with my own eyes as a middle school counselor for ten years, I can attest to the critical need for academic and social emotional support in the middle grades. However, when BAPS decided to close their middle schools no additional counseling positions were added to the K through eight schools that absorbed many of these young people, according to data provided by the Boston Teachers Union. As of the end of the last school year out of twenty five K through eight schools in the city, only three had licensed school counselors that means that more than ten thousand young people in this city do not have access to this critical support as you may know, many schools in Boston including mine utilize multitiered systems of support or MT's school counselors are considered a tier one support because we are accessible to every student in the building we are the first people students see when they arrive on their first day and we're often the last person they see before they transition or graduate from our schools. Social workers are fantastic and very new needed but are mostly focused on students with the highest needs which we refer to as Tier two or Tier three interventions since we returned from covid in twenty twenty one baps has ensured there is a social worker in every school and there is a family liaison in every school. It is long past time that the young people of Boston had a counselor in every school.  >> Thank you BAPS please do not make our educators and students settle for less next speaker Dennis Anthony . Good evening.  My name is Danny Sarnie and I have taught in BAPS for 25 years I at the Nathan Hale Elementary School in Roxbury, Massachusetts tonight I want to speak to you about the opportunity we have as we move forward with our inclusion implementation bringing almost all students into the general education classrooms is a step forward as every child deserves the sense of belonging and a chance to learn alongside their peers. But for inclusion to truly work it must be done with care and attention in the right support schools have thoughtfully developed EPEAT plans to meet their students needs but many of these plans have been reconfigured by the district without negotiation or discussion with the EPEAT teams without proper staffing and resources many students are not getting what they legally need or deserve at a significant number of schools and BAPS if we require our teachers to have multiple licenses under misguided thinking that this will meet the needs of students, we are ignoring reality.  Teachers cannot provide individualized support as well as meet the needs of a whole class as teachers cannot do the jobs of two people we risk undermining a reasonable vision of inclusive education. Worse, we risk failing the very students we are striving to uplift. I know we all want the same thing a system where every student can thrive, where teachers can feel empowered and where inclusion isn't just an idea but a reality.  Let's make sure that we're doing this right by giving our schools what they need to succeed. >> Thank you.  Next speakers next speakers Mary Grady, Rachelle, Julianne, Kathleen Gaffney and Grace Kelly, Mary Grady.  Good evening. My name is Mary Grady. I live in Dorchester. My children are former and current students as are my sisters and I and my mother is a proud retired teacher and Grady yes I teach ESL in history at Ruth Patterson Academy sheltered history S.I history.  This is my 25th year of teaching and baps all classes in my school are full inclusion except the classes which have yeild ones and twos are class size officially caps at twenty but we are over enrolled in the eighth grade so we have twenty one in these classes. Some students have special needs including two who have autism. They get no special services for reasons that are unclear to me it appears that the students with the greatest needs are in the largest classes with one teacher and no paraprofessional or co teacher to support. It is impossible for me to effectively teach them all and I told my principal that I feel like I teach in the Peace Corps we teachers have requested the renewal of the Rosetta Stone subscriptions which expired almost a year ago.  This is one way we can teach students who have a range of English language skills.  Another way is to have upperclassmen namely former ESL students one of whom is a junior and the other senior assistant classes as interns.  These students are very helpful, patient and caring with the middle school students . But the best solutions to meeting our students needs will will be to have a two qualified adults in the classroom for students who are ones and twos . My former student graduate of Bikila is here tonight Casarett wonderful student. She's teaching adult English learners.  She got into graduate school. Her future is bright in Boston public schools.  I have been able to see students like Isolette go from ESL two to three and attend and graduate from college some of them now teach in Boston my son hopes to teach and when he becomes a teacher after grad school thank you your time is up. So for the sake of all of us please do the right thing and give us the contract and the support that we need. >> Thank you Michelle Lian.  Good evening. My name is Rochelle Julien and this is my 11th year as a BAPS educator. I work at the Blackstone.  I started as a teacher in the Multiple Disabilities Program and then became the MD Strand specialist this year I accepted a new position as a pre-K learning specialist. I applied for this position because I was excited to be a part of the shift happening at my school to become more inclusive with my past experience and knowledge I felt they could support teachers and students in our existing inclusion concerns while also providing more inclusive opportunities for students and our sub separate classrooms. The make up at the Blackstone is as follows three inclusion classrooms one current SDI to sub separate center based and one sub separate multiple disabilities classroom.  In this new role I plan to do my best knowing the challenge of supporting several classrooms with diverse needs I'd like to share with you now what I've learned these past few months. First off to meet the needs of all students including children on IEPs and children are multilingual baps classrooms need a to educate Top Model if that's not possible we need one educator split between two classrooms I'm currently split between three and it's it's not working well I'm not able to equitably support all the students who need my support. Most importantly I can't provide enough inclusive opportunities for the students in our sub. Thirty seconds I'm not able to plan with my colleagues as a teacher would for effective instruction. I do my best but it's not a model that's right. It's disheartening that we know what needs to be done and are going about it wrong. It truly wants to create more inclusive classrooms and schools.  They need to start focusing on students and their unique needs. Stop making students settle for less BBB's needs to fund staffing models that support academic learning, language development and social emotional needs of children.  As a district we also need your time instead of students including those who are most segregated in our sub separate classrooms facing Gafney.  Good evening. My name is Caitlin Gafney and I've had the privilege of being a teacher at the Tobins school in Mission Hill Roxbury for the last twenty five years and as a professor of education North-Eastern for nearly as many I am here today with the means speaking on behalf of many educators across the district our schools have inadequate safety protocols and training especially for emergencies situations.  Educators have highlighted the need for comprehensive safety plans, better communication systems during emergencies and proper training to handle violent situations and diverse student needs. These protocols should include responses for students that are involved in impacted families the whole school community and staff. This does not always happen when we express our genuine concern for the well-being of students and staff. We have ignored GasNet and even blamed this has resulted in a toxic workplace. The district has circulars related to safety in place but they are not adhered to infidelity and have inconsistent implementation a place of students and educators at risk. We are not tracking or accurately reporting incidents of violence that are occurring in our schools on a daily basis and this suppression of data and information has led to a false narrative around the level of need.  If we are honest about the daily crises, mental health needs and social emotional support required, we would own that. We are falling short of what students deserve.  Educators are working doggedly day in and day out to triage these needs and we know what we need at the top and we need a full time school psychologist to counsel students. We need to help teachers so students go don't go from K to eight without learning vital developmental information.  We need enrichment in our late start at school where students do not have access to enough creative pursuits but have to wait in the dock for busses that don't arrive until after six p.m. Some nights we need more special education to provision the legal services required on students IEPs. We need training and systemwide full implementation of restorative justice so we can offer students more than punitive measures we know are not the primary way to shift behavior. If you cared about school safety you would make sure the doors lock windows open close shades could be pulled down during containment.  If you cared about school safety you would have a clear protocol for educators to fall when the injured on the job as they are daily. If you cared about school safety you ensure that students who are at risk have some protections put in place rather in safety plans that are not being adhered to. If you cared about safety,  listen to educators, students and families. Please don't make our educators and students settle for less. We're going to pass out our report to each you so you can learn more about what we're fighting for and why Kelly,  good evening.  My name is Grace Kelly. I'm a current resident of Boston and a K to first grade ABA classroom teacher at the Joseph Lea School.  I am here to speak in support of BTU's use contract demand to cap the abstract classes at ten students staff by one teacher and two paraprofessionals since August I have had first hand experience of the egregious decision to increase class sizes for our most vulnerable students. The staffing ratio has had detrimental impacts on student progress, safety and the overall climate of our rooms.  For a moment I want you to envision what my classroom looks like. You have 11 students with two parents. Nine of these students need one to one support with toileting. Seven of them need direct instruction on how to navigate their AC technology to communicate five of them frequently engage in behaviors directed at themselves or others including biting,  kicking, hitting, pinching and climbing. Five students engage in bolting outside the classroom or away from class staff on a daily basis.  Eight of these students require individualized assistance to transition around the school building safely. The majority of my students require one to want explicit instruction to acquire new skills. The remaining students are able to access small group instruction and adapt a general education curriculum but often miss out due to staffing shortages when staff goes on break there are no additional coverage for step in for them.  We are forced to adapt our day in the environment to focus on safety rather than learning. This is not representative of a world class innovative school as BP's claims all the results to be it is evident that those who believe our Abay class sizes should increase have not spent time one of our classrooms surely these are not the classrooms that you would send your loved ones to. I invite the school committee to come to an ABA classroom with eleven students, two pairs and one teacher.  You'll be able to see firsthand how unsafe and unproductive the staffing ratio is. In conclusion I urge you to meet the BTU's demands to keep ABA class sizes capped at ten students with one teacher in two Paris create new classrooms and reallocate students in classrooms that currently see these numbers. >> BAPS don't make our educators and students settle for less. >> Thank you.  >> Next speakers are Nicole Pak and Mandon Michael Sweeny, Allison Rigney and Claude James Nicole Parker, Mandon.  Good evening. My name is Nicole Parker Munden . I am not only a United States Army veteran but also an educator who has proudly served the city of Boston for over twenty years. Currently I work as a professional.  I will soon be transitioned out of my role around care specialist in twenty twenty five through no fault of my own because my school I was called Wetstone Early Learning Center will soon be closed. I represent two sides of this educational experience in addition to being a teacher and early education I am a proud parent of two children who have attended Boston Public Schools. Haynes Early Learning Center Blackstone Elementary the group the chanting the Mary Lyon and the Upper House I have witnessed firsthand the challenges faced by educators as they work tirelessly through time. Excuse me times of leadership changes and staff turnover these educators remain dedicated and providing healthy learning environments for all our students despite the challenges they face in order to make inclusion work, the children committee excuse me the school committee and BAPS Leadership need to listen to those of us who are doing our hardest work. We are on the front lines day in and day out.  >> We can't we can't just throw children in the classroom. They need to be or need to have sufficient number of educators for all of us sorry with come on come on.  We need to be respectfully compensated right now our paraprofessionals are being treated like they are expendable. We step in and fill gaps. The teachers are needed elsewhere and the decisions are made that impact the bottom line and we are overlooked, overworked and oh excuse me undervalued. Thank you. In conclusion I come from a long line of military personnel educators, medical professionals and when I was asked by my superiors what I wanted to be when I grew up it was an educator Michael Michael Sweeney, Michael Sweeney.  Hello everyone. Good evening. My name Mike Sweeney and I'm a proud school psychologist at English High School.  I am deeply concerned about the critical state of our special education evaluations in our district. These evaluations are not just legal requirements from the federal government. They're modified for students with disabilities ensuring they receive the support they need to thrive.  Sykes played an indispensable role in the process.  They conduct comprehensive assessments, interpret complex data and collaborate with educators and families to craft interventions tailored to each student's unique needs. But not only do we do evaluation, we complete risk assessments bullman RTI lead counseling groups respond to crises and attend meetings. >> The list goes on the loss of nine psychologists dropping from one hundred to one hundred from one to nine puts this entire system at risk without adequate staffing evaluations are delayed leaving students and families in limbo waiting longer for specialized instruction, specialized instruction and services that are given right.  We as a department are feeling the pressure and the dam's about to break. These delays could result not only a significant setback for our students academic and emotional development but also legal and financial consequences for this district. Most federal law dictates that when a valuation form is consent form is signed we as states have thirty days to complete that evaluation.  >> We are pushing that limit thirty seconds these delays.  Most importantly they represent a profound disservice to the students and families who rely on us to prioritize their needs ,uphold our commitment and acquittal to an equitable and high caliber education. This issue is urgent both students and staff cannot settle for less. >> Thank you Alison Wingding.  Good evening school committee members. My name is Alison Rigney and I'm history teacher at another course to college in Hyde Park we are a small full inclusion school of only two hundred and fifty students which allows students and staff to build strong and supportive relationships.  Over the past few years our number of students with IEPs has continued to grow to over forty percent of our population. My students are brilliant and capable but they are not getting the support they need to excel and thrive with BP's current inclusion model to reach their full potential.  Our students need inclusion done right. My largest class this year is twenty four students, twelve of whom have IEPs and four of whom are multilingual learners including an LG one.  Although I am licensed in history, modern disabilities and English as a second language I cannot replace the capabilities of multiple educators in a classroom and I can spend hours differentiating scaffolding and structuring my lesson so all of my students can access content but I cannot provide the individualized supports that so many students need in a scenario like this no one wins.  Teachers end up burnt out and students can become frustrated and disengaged because there is not enough support to meet their needs.  No other district uses teachers with multiple licenses to replace another adult in the classroom on the outcome of this policy is harmful for teachers, students and our community needs to stop leaving learners behind and move towards inclusion done right.  This means ending the practice of mandating a single educator meet all the second and multilingual learner needs while simultaneously delivering general education instruction in the same classroom.  >> Please don't make our educators and students settle for less lodging.  My name is Claudio Ames and I'm an ABA specialist at Fenway High School.  Before this I was a paraprofessional at Madison Park.  I've been in BAPS for five years in these remarks I'm representing thousands of other parents in Boston public schools.  Unfortunately because of low wages and challenging work conditions, parents have to make a hard decision each year to sorry each year of whether they can continue working with their students that they love or do they have to leave and disrupt the routine and relationships that their students need. Paraprofessionals play an essential role in student development and the ability for our school buildings to run smoothly. It's the time that they are valued and many parents are with their students from the time they get off the bus and are they time they get back on the bus, stay with their students after school, serve as contacts for families and as a result often understand the most about their students quirks and unique needs. >> Even with all of this paragraph, nationals are undervalued and underpaid. Our educated deserve fair pay. Our educators deserve to be valued greater as a district our educators deserve to live in the communities they serve.  >> Boston is one of the most expensive cities to live in.  The district's proposed two percent wage increase does little to ease the financial strain on our members are to you is fighting for a fair contract including better pay for our lowest paid workers while BE2 and BAPS have made progress in negotiations, key issues remain unresolved. BP's stalled talks citing disagreements over top priorities special education, inclusion, reasonable case laws for mental health, professional and fair wages for our lowest paid staff. BP's please don't make our educators and students settle for less.  >> Next speakers are Rebecca Night Julie Santos. Giovanni Burgos and Jasmine Rebecca night.  >> Hello my name is Rebecca Knight and my two kids attend the Elliot and Boston Latin. My testimony tonight is about the exam school policy that unfairly excludes many bright hardworking educated kids including my now eighth grade daughter who do not receive bonus points added to their raw scores schools who kids who attend the handful of schools that don't award bonus points are at a severe disadvantage. For example, school admission despite last fall's minor adjustment, these kids had their first shot in exam school two years ago when they were in sixth grade that year. The vast majority of kids got ten points added to their scores that year kids in Tier seven where we needed scores of above 100 to get into Boston Latin which was impossible for non bonus point kids that year. Kids with scores in the high 90s including mine were shut out of any exam school.  Now these non bonus point kids have one last shot for high school and I have very little hope. For example, based on your data Intermap we are now into six in the exact same apartment students needed a score of one hundred to get into VLS. Most kids in Tier six got eight bonus points. This period has been agonizing for my family as we navigate what my daughter's high school future will look like.  I have many questions for what lies ahead and I have some for this committee to.  Why do you feel it's appropriate to exclude kids from exam schools based on where CPS assigned them to go to school when they were four years old? Why do you feel it's acceptable to award bonus points meant to level the playing field to higher income kids who attend poorer schools while shutting out economically disadvantaged students who attend non Title one schools? How can you justify a tier map so crudely drawn and ever changing that kids who live in multimillion dollar brownstones are in tier one while across the street neighbors are placed in vastly different tiers. As I mentioned Tier six but across the street is dear to these questions weigh heavily on my mind and I implore this committee to reconsider the current policy. >> Thank you Center.  Good evening members of the school committee my name is Julie Santos and I work with Citizens for Juvenile Justice, the only independent statewide nonprofit working exclusively to reimagine the juvenile justice and other youth serving systems including our schools in Massachusetts. We've submitted a written testimony as well but wanted to show our solidarity with the Boston Teachers Union and voice of support for their contract priority to expand restorative justice in Boston public schools restorative justice, improve school climate and safety restorative practices allow for a proactive approach to student behavior and provide opportunities to intervene after a conflict has occurred seeking to heal the harm caused in a way that prevents future incidents restorative practices have been linked to reductions in school exclusion and law enforcement referrals and to improve student attendance grades and graduation rates.  Boston Public Schools has made progress in recent years in implementing restorative justice through the hiring of restorative practices safe and welcoming school specialists. However, we agree strongly with the BE2 and numerous community partners that this is just a start and there is a need to build upon this positive step through hiring additional specialists and ensuring that those specialists are able to focus exclusively on building a restorative culture in our schools should codify these positions in district policy,  making it clear that restorative justice practices are fundamental to the district's approach to school climate and safety BAPS must also enhance training opportunities for educators and school staff through ongoing professional development that ensures that year after year adults in each school building have a grounding in restorative principles. Lastly, Siegfried's strongly encourages codifying the collection and sharing of data on restorative practices,  establishing evaluation metrics to ensure that the model is being implemented equitably and with fidelity at all times. It is critical to define and measure success through data that is available to this committee and the community so that community feedback can be incorporated and needed changes can be made. We strongly request that this committee show this commitment not just through policy implementation but through the funding needed to faithfully implement restorative practices in every school in the district with a priority on schools experiencing the most challenges and student behaviors. Thank you and I ask you to deeply consider our written testimony the Ranneberger Giovanni Berghaus.  Good evening everyone. My name is Giovanni Burgos. I am the vice president for the Moneta Union and she's the president so I'm going to give her my two million and she's going to use her two minutes so we have something to let you guys know. Thank you. OK, good evening.  My name is Sady Jazzmen I am the president of the Bus Monitor Local twenty nine thirty six.  I live in Dorchester. I'm also a bus monitor and has been one since nineteen ninety nine and a bus monitor is not an easy job. Yeah now we are making nineteen seventy six and our to make forty hours you have to start at five a.m. to 10:00 a.m. and 1:00 pm to 6:00 pm in order to make over time finishing to bring a decent paycheck for two weeks we are city workers but to make it the least money we make transportation but we get no benefits, no respect.  Monitors are being hired and not getting properly trained.  >> What they call training is more like an orientation. We have more monitors on administrative suspension than we have on busses. >> Yeah, we have a large cultural diverse student population riding busses and we are the first defense in our safety for students to and from school and we also prepare them for the day in school to deal with the Paris and the teachers Wright incident report and understanding is efficiently what our students need to get through their day. We are the first people serving students in the morning and we set a place for good day in school full time. Zaken Secondly at the end of the day monitors who are not properly trained for the position are being put on administrative leave for neglect charges etc. of parents and schools complain resulting disciplinary action and termination covid place a covid workplace restriction over by Boston Public Schools cab bus monitors are still outside sitting in a tent with no heat and rats running in and out of tents when awaiting to work to transport students to and from school the work environment is causing monitus to pass away from sitting outside in the cold from four thirty a.m. to four thirty pm in a tent and not being able to afford health insurance at the pay rate of nineteen seventy six an hour from twenty seven ninety seven an hour one year ago the transportation Department is not providing monitors for each one to once that we are being forced to monitor a regular monitor requires two days plus one or maybe two one to one student on a bus beeps Hey private transportation vendors monitor twenty five dollars an hour for transporting one student that live in Boston to their school that are Boston and monitor I have only one to one each vendor each room monitors are not being trained supervisor and I'm not explaining to the monitors what students need and which is causing schools and parents so far fifty one days on monitors because we are not trained properly.  I have your time is much more I could tell but understanding this is a hearing and I will send an email and thank you for listening to my concern  and that concludes our first hour of testimony.  The remaining speakers will have an opportunity to testify at the end of the meeting.  Thank you. We're going to take a ten minute break and come back.  Oh  our first action this evening is the grants for approval totaling fifty two million six hundred fifty four thousand seven hundred and seventy two dollars.  Now I'd like to turn it over to the superintendent for any final comment.  Thank. Each year there's ten grants being presented tonight is the chair said totaling fifty two point sixty five million.  The largest part of this package are our four main entitlement grants which we call title one, two, three and four each bring the school committee votes to allow the district to start spending for these grants and then each fall we bring them back to the school committee for final approval. The bulk of tonight's package is Title one Parts A and B which is a grant for totaling forty three million. These two parts of the title one provide funds to schools, districts and schools with high numbers or high percentages of children who are disadvantaged to support a variety of services ensures that all children have a fair equal and significant opportunity to obtain a high quality education and reach at a minimum proficiency unchallenging state academic achievement standards and assessments.  A smaller portion will support supplemental resources to school districts to support teaching and learning and funds to support multilingual learners to become fluent in English. This funding will also support student achievement I'm sorry enrichment and re-engagement opportunities particularly for high school students including counseling, mentorship and employment remaining nearly one point six million of tonight's grant package represents grant support in the areas of behavioral health services extended learning opportunities, professional learning attendance initiatives and career in tech education. This time I'd like to turn to Chief Financial Officer David Bloom who's here to answer any questions the committee may have on the grants package.  Yeah, thank you. I welcome your questions just as well. Thanks Mr. Bloom, could you just help us out with difference between the actual amount that we have it from the Fed and from the state versus what had been estimated in in the budgetary presentations? Yeah, so each spring we tend to estimate our entitlement grants as flat. We consult with the Council of Great City Schools, other organizations to make sure that anything you know is changing about that that we do those estimates correctly this year. The total difference between all four of our entitlement grants was just over one hundred thousand dollars that but there was some variation within each grant I'm sorry difference between what you estimated and what the actual was. OK, we estimated just just shy of fifty million dollars between the four grants and we were within about one hundred thousand dollars of that more or less yeah it was a little bit higher than what we projected.  Title one came in about one hundred and twenty thousand dollars higher and Title four actually came in significantly higher three hundred eleven thousand dollars higher which is about 10 percent increase in Title four which is a lot of fifty to a million total for the four. You had your estimate within one hundred thousand that and yes on the conservative side yes.  It's not that that's that's pretty down. Yeah we were a little bit yeah. So sort of title to came in a bit under title three came in a bit under and basically what we do because there was sort of one grant was up one hundred thousand one grant was down three hundred thousand and there was up two hundred thousand is we basically look for ways to rebalance.  Yeah across grants we have eligible expenses on the general fund that we can swap back and forth so title two which came in eight percent or two hundred and forty thousand dollars below that meant we had to cover some of those planning professional development expenses with general funds. But since Title four came in three hundred and eleven thousand above we had some new programing we had already been planning to spend general funds on that were Title four eligible so we used to have a four for that. So as a result of that we got we have one hundred thousand dollars of sort of new stuff we can do scrape on the general fund. So I'm not right essentially now because these grants netting out positive. So that's good news for us and well we'll spend that hundred thousand dollars I promise.  But in terms of the actual impact on the programing, very minimal because the changes were sort of so pretty much exactly as you predicted which is based on the census. So I did yeah. Yeah.  >> And Title one is the largest it's the significant majority of it and that one is much more predictable year to year because it is based on our low income counts which have been pretty stable. Yeah.  For the last few years. Right. Thank you. Thank you manager yeah. I have two quick questions I'm curious about the Indian education formula Grant because it says it would serve up to fourteen students is do we have fourteen hundred Native American students in our district? How does that work? We don't have that number.  I think it's up to the Seventh District. Why so yes, I'll have to double where that fourteen hundred came from. Um I was going to ask this for a specific grade and that's why the number is so small for a small number. Yes I think it's you know it's it would be a formulaic grant because the federal grant it's basically a grant that passes through the state to us. So the state has our enrollment information and they sort of told us OK, this is what you're eligible for which would only be of four thousand dollars.  I can get you that information . >> I was just I was just curious about it seems I imagine it's a little bit different but can I add to the chair's question? Um, if it's for a specific grade level because I just I know on the summary and just the overview it doesn't speak specifically like who are the students like how or is it like sixth graders?  Just curious. Yeah but your your explanation about the fourteen hundred I can get them I can get a more detailed summary for and I had the question was about I'm reading it from the summary that's in the that we got around the title to part a grant and part of the outcomes talked about increase the number of teachers, principals and school leaders who are more effective in improving student academic achievement in schools . And I guess the question is how are we evaluating that to actually that whole piece is all about teacher basically and it's two million six hundred and fifty six thousand.  Yeah. So um these funds pay for a number of our professional development initiatives.  So I think you know, we're measuring I think attendance at those initiatives and looking at to identify specific schools that need that sort of targeted professional development work. >> Yeah, I mean these are the federal grants have generally have type rubrics that we then respond to. So there's particular questions and you know, some of this is going to be the number of students served in X types of schools with leaders X number of years. So they have kind of a rubric of student outcome that they want attached to it which we can share. >> OK, any other questions?  All right. I'm a quick question on the focus areas for the Innovation Pathways Implementation and Support Grant.  I was just wondering, uh, how and what schools these these pathways are being implemented and like what specific specifically what specifically what type of Hathaways are being provided to the students? So, um, the pathways are going into so Dearborne STEM um um the Holon School of Technology bright in the high school and Excel these particular categories innovation pathways that the state has sort of sanctioned and so we have um certain high schools that offer that particular pathway and so this is to develop the pathway out into help kind of get it started so the it comes from the state is to which innovation pathways they'll support.  A lot of it is based in technology.  Um I don't know my the here I'm trying Englis uh for me please in my question is the title one the money the title one part a in the right they say the initial annual fee called twenty twenty five twenty twenty five a fiscal year yeah quarante the middle of a siento and this quarante Quarante only Jonie and 22nd Melosi sace where summary data can narrow the Toynbee endo kdc Cabaser algorithm focus at Oportunidad Reparatory Yantis e participants' familial edi's like I said in total Ristretto C Katahdin busser Allocca Pyra A is to Yantis Perra Oportunidad but I still yantis familiar like three million one hundred sixty one so that's for the whole district for the um for the social emotional wellness exactly what an elaborate Karkare Raquela Martinel allocated to each school district wide so how.  >> Oh yes so the title for funding which I believe is what you were referring to no title one title one part A Oh sorry part D the we have a per student allocated based on the number of low income students that the state gives us a number per school that they use our ASP and data to sort of match the data and then we allocate a dollar per pupil to those schools. I think it was five hundred and eighty three dollars I can double check that exact number so they then get those funds and they set up sort of the budgets for that.  And then we also guarantee that at least one percent of the money is going specifically for family engagement. So each school builds a family engagement budget based on their specific allocation.  And then the other thing we do is each school reserves a percentage of the funding that is equal to the percentage of English learners in the building to support those English learners specific but English learner, right? Yeah. Oh, you either can come about there is a monetary also specific specific into but English learning in colloquial so the question is how is it that you guys are going to monitor that this money will be allocated for that particular population appropriately so what we do is so there's a coordinator in my office who works between my office and the office of Multilingual Multicultural Education.  Every school has to submit a plan to her for approval for how they're going to spend their allocation so we determine the amount they have to spend.  They then submit a plan and then over the course of the year we monitor their spending against the plan and at the end of the year they have to submit sort of summary of what their spending was on. >> Um, OK, thank you of anymore happened the other collected thank you for the questions I'm out to entertain a motion to approve the grants as presented in the motion so move. Thank you. Is there a second. Thank you. Any discussion objection to the motion. Is there any objection to approving the motion by unanimous hearing none of the grants are approved. Thank thank you. Our first presentation will cover the tentative collective bargaining agreements between Transdev in the United Steel Workers Local eight seven five one I now we'll invite executive Director of Transportation in Rosengard step forward and present as he get settled. I'd like to invite the superintendent to offer opening remarks and reminder to our presenters to speak slowly to assist our interpreters. Thank you Chair.  So tonight we'll ask the school committee to take action on three items regarding the bus drivers union at the next meeting on Wednesday December 18th in their role as the current school bus vendor for the BAPS Transdev employees school bus drivers who are members of the United Steelworkers Local eighty seven fifty one union under the contract between Boston Public Schools and Transdev Transdev is reimbursed for all unionized personnel wages and fringe benefit costs as approved by the city and payroll taxes on November 2nd Transdev and the School Bus Drivers Union reached agreement on a successor collective bargaining agreement for a four year contract through NY twenty eight.  The agreement was ratified on November 15th.  We are asking the committee to request an FBI twenty five supplemental appropriation from the Boston City Council in the amount of six point six million to support the cost of this contract. In addition we are asking members to approve two side letters of agreement between BPs the city of Boston and the school bus drivers union United Steelworkers Local eighty seven fifty one. These letters are continuations of letters that are currently in effect and have been shared for your consideration. The first letter specifies that EPS would include in any new bus school bus vendor procurement a specification that the current school bus drivers union will continue to be employed by any new vendor under the same collective bargaining agreement. The second letter states that if the city or school committee provide school bus services with its own employees rather than through a vendor, the city and BPs would continue to employ the current school bus drivers union under the same collective bargaining agreement in both letters the union agrees to no strikes work stoppages or slowdowns through June 30th of twenty twenty nine one year past the expiration of the collective bargaining agreements, the school committee members have been updated on the recent agreement in its financial impact. The letters of agreement and the actions requested of the school committee. This is outlined in a memo that was shared with you prior to this meeting. The memo was also posted publicly on the school committee's website.  With us tonight BAPS Executive Director of Transportation and Rosengard and deputy director Jackie Hayes.  They're here tonight to share additional information and they're here to answer any questions. >> So with that turn it over to the both of you. Thank you. Superintend uh, again, my name is Dan Rosengard, executive director of Transportation joined here by uh, Deputy Director Jackie Hayes. So as the superintendent said tonight we'll ask the school committee to take action on three items regarding the school bus drivers union contract at the next meeting on Wednesday, December 18th. Uh, again just to to reiterate the superintendent Transdev who's our current bus vendor employee school bus drivers who are members of the United Steelworkers Local eighty seven fifty one union and under the contract between BAPS and Transdev BAPS reimburses Transdev for all union all unionized personnel wages and fringe benefits as well as payroll taxes. And so the the wages and benefits under this contract the Quba between Transdev in the school bus drivers would be reimbursable to the previous collective bargaining agreement between Transdev and the bus drivers expired on June 30th of this year and after more than six months of negotiations on November 2nd, Transdev in the bus drivers union reached agreement on a successor collective bargaining agreement . That agreement was ratified on November 15th and each of the components of that contract that have a financial impact on BAPS was approved by BAPS Transportation and BAPS Finance prior to the proposals being made again a memo was shared with the school committee prior to this presentation which details the components of the agreement between Transdev and the bus drivers union and their financial impact on BAPS. And just to summarize quickly, the highlights of that agreement include the following first it is a four year deal through June 30th of twenty twenty eight. This provides us with additional stability compared to a three year agreement which is typically what we've had in the past which again provides us with that stability and time as we continue working to implement reforms and improvements across all aspects of our operation.  Second, the the contract includes a market wage adjustment in the first year while Transdev has introduced new CDL training opportunities and hiring pipelines over the past several years. And we in Boston have been fully staffed with bus drivers. We know that bus driver and transportation provider staffing shortages remain a significant challenge in many school districts both in our state and nationwide. And this wage adjustment ensures that Boston will continue to offer a competitive market rate so that we don't fall behind and we can continue to attract and retain, attract and retain drivers to stay fully staffed.  And third, the contract agreement increases the guaranteed minimum weekly hours that drivers receive from thirty one hours per week to thirty five hours per week upon adoption of language by the parties about work as directed with work protections in this work as directed will provide us with additional operational flexibility and capacity for instance to cover athletics trips and field trips that are not covered through existing driver selection and daily standby bid assignment processes. And as as we all know,  athletics transportation coverage has been a challenge at times although we have covered more than ninety six percent of trips so far this fall every time that an athletics trip does not get covered that has a really significant negative impact on the teams and the student athletes and this component of the contract should help us to address that challenge going forward. So again tonight we're asking the school committee to take action on three items at the next meeting. >> First we're asking the school committee to approve two side letters of agreement between BPs the city of Boston and the bus drivers union United Steelworkers Local eight seven five one. These letters again are continuation of letters that are currently in effect and have been shared with the School Committee for your consideration, the first letter specifies that BAPS would include in any new school bus vendor procurement a specification that the current bus drivers union would continue to be employed by any new vendor under the same collective bargaining agreement and the second letter states that if the city or school committee were to provide school bus services with its own employees rather than through a vendor, the city and BAPS would continue to employ under the same collective bargaining agreement the current school bus drivers union.  In both letters the union agrees to no strikes, no work stoppages or slowdowns through June 30th twenty twenty nine which is one year past the expiration of the collective bargaining agreement that they just agreed to with Transdev.  And then lastly we're asking the school committee to request an FBI twenty five supplemental appropriation from the Boston City Council in the amount of six point six million to support the increased five twenty five costs associated with the new contract. So thank you and we're happy to take any questions you might have. >> Thank you, Mr. Rosen. Got to open it up to questions from members.  I'll just quickly say this is an important deal to get done and thank you. I love that it's four years love at its market rate for the drivers so we can remain fully staffed because we've had your decision in the past that has really impacted and particularly appreciate you calling out flexibility that you feel it gives about taking care of our athletic teams and field trips and students that are traveling outside of the regular.  Do you think it will have any impact on the regular performance of busses as well or is fully staff the you know, the most important component to improving the regular daytime transportation? >> Yeah, no, I think I think it will help us to continue to improve operations.  I think the four years in a number of ways is really important here. One of the the key ways it gives us that that runway and that stability and flex over the next few years. You know, we got a roadmap from the Council of Great City Schools I guess about a year and a half ago now for a whole menu of systemic reforms that need to be implemented in transportation. We've made really significant progress on that. But having this stability now of knowing both our bus vendor contract and the school bus drivers union contract over the next four years will allow us that that stability to make sure that we have the time to implement some of these other reforms. So I think that's one area and that I do think that the work as directed you know, in as well, you know, there's flexibility with athletics,  with field trips also you know, other areas of just normal operations whether it's you know, backup busses are covering busses that need to be sent having that that just increased flexibility in our operation will be helpful. Thank you for focusing oh, I'm sorry, please. >> I was just going to add that the the benefit of being able to recruit and then retain drivers is incredibly important to we invest tremendously in the training of our drivers and we're increasing that investment. So being able to make that investment and then see that investment pay dividends back does improve operations long term especially as we're rolling out new technologies. We really hope the drivers that are driving to Boston stay with Boston and continue improving how they operate every day on the road.  Thank you and thank you for particular for hearing what we had heard as a committee often about the concerns about the athletic teams as you said. Ninety six percent of time. Ninety six percent of trips being covered but that four percent creates such havoc for our student athletes.  I'm really glad that you've figured out how to help incorporate in that contract. Thank you for your work. Thank you. You were lucky.  Thank you all. And the committee looks forward to taking action on this request and our next meal. Thank you.  Our next report is the Human Resources Update and now invite Chief of Human Resources Francis Kanti to step forward with the presentation to get settled. I'd like to invite the superintendent to offer opening remarks.  We're going to aim to keep the presentation under 20 minutes and will now turn it over to the superintendent to wonderful and thank you to the transportation team and Jackie for just continuing to push innovation and make our transportation safe, reliable, efficient. Thank you. Tonight my team will give the district's annual Hiring and Workforce Diversity Update and report on our progress since last presentation to the school committee which is a little more than a year ago on November 1st twenty twenty three I'm joined tonight by Chief of Human Resources Francis Ganti and Sean Martin, managing director of Recruitment Cultivation and Diversity Programs who give the presentation and help to answer any of your questions. We are committed to hiring a workforce that reflects the students in this district and in the city we all serve diversity, equity and inclusion continues to be at the forefront of our work. Tonight's report will include several things an update on the district's workforce diversity and some of the trends we're seeing in the data. An update on our efforts to support a workforce that is representative of our students and families that we serve our efforts to expand our workforce language diversity is growing and the district's work on strategies to enhance hiring and retention practices and I'm very proud of the progress that we're making but we know that we have more work to do. Our team will say that every day right in every area of our organization.  Overall the district's workforce diversity increased by a full percentage point from fifty six point five percent in school year twenty three twenty four to fifty seven point five percent in the current school year. And while the diversity of our Gerti educators has remained stable at forty two point one percent, educators of color we saw a small increase in our next educators from twelve point one percent in twenty twenty three to twelve point four percent in twenty twenty four. This is of course all as of October 1st as a reminder to those listening Garretti educators of those hired under the Garity court order requires BAPS to maintain a desegregated faculty and staff of teachers and guidance counselors in addition, the districts are one point three percent increase in Garity hires that self reported fluency in one of eleven BAPS languages in school year twenty twenty three twenty four. This is a four point increase from twenty twenty two so we really start to see the traction that we're getting in making sure that we're we're paying attention to fluency among educators. Educators are being hired earlier at the transformation schools and we're closely monitoring the positive impact that that's having on teacher diversity and quality as well as on job vacancies. The team will also given into an overview of the diversity of our one hundred and eighteen school leaders and our more than 2000 paraprofessionals as well as proposed changes designed to increase workforce diversity in the upcoming hiring season. So at this point I'll turn it over to our team to achieve GANTI in managing director Martin good evening.  Members of the Can you hear me now? Yes OK good evening. Members of the School Community Committee Madame Chair I am Francis Jay Cantin, the proud chief of the Office of Human Resources for Boston Public Schools and joining me is Richard Martin, managing director of Recruitment Cultivation and Diversity. We are grateful for the opportunity to share how BAPS continues to commit to building a diverse and inclusive workforce that reflects the diversity of our students and our families throughout this annual report will explore three key areas prematurely where we explore three key areas.  First, we'll review workforce diversity data and identify trends that show where we stand today. Next we will highlight initiatives designed to promote inclusiveness and ensure representation within our workforce and finally will outline targeted strategies aimed at improving hiring practices and remaining talent . BP's is proud to be the leader in educate and educator racial diversity across Massachusetts we are home to twenty five percent of all educators of color in the state. More specifically forty one percent of the state black educators eighteen percent of Latino teachers and twenty two percent of Asian teachers. This number reflects the district's vital role in creating a diverse workforce. This data is is on the state's underseas report for the twenty three twenty four school year this evening you'll hear me speak about about Gerti educators to provide context.  The Garrity rule establishes employment guidelines for the specific roles primarily teachers and guidance counselors to ensure the teaching workforce reflects the diversity of our student body. It requires that at least twenty five percent of teachers and guidance counselors are black with an additional 10 from other educators of color.  >> What you are looking at is a snapshot of our Gary educators in the district.  Over the past five years we've seen a positive trend and the diversity of Gary Gary educators despite challenges such as a pandemic and fiscal constraints, we've successfully maintain and even increase the representation of educators of color while the number of black educators slightly decreased due to retirement resignation and licensure challenges this year we remain dedicated advancing this workforce.  We are happy to report that the district workforce has become more diverse with more than 750 seven percent of them identifying as people of color. We reflecting a one percent increase over the previous year non-linearity school budgets staff make up a significant portion of our workforce. These represent the most diverse group of employees with nearly 68 percent identifying as people of color. This category of employees are paraprofessionals are social workers in our nurses.  This highlights our success in building diverse teams at the school level. Central office is notably diverse with 60 percent identifying as people of color descenders or as the district focused and inclusive leadership and representation and administrative role 70 percent of the superintendents cabinet are also people of color.  BAPS is proud of its diverse and experienced school leadership team DECIR We have one hundred and eighteen school leaders serving our students of these leaders sixty six identify as people of color.  40 are fluent in at least one of BP's official language and forty one hold advanced degrees. Additionally, twenty seven of our leaders have dedicated Overdeck of service to BP's. We should be extremely proud of that.  BP has greatly values that two two thousand one hundred and fifty five paraprofessional who are currently supporting our students in schools of these nearly six hundred identify as people of color and more than 50 percent are fluent in at least one of BP's official languages.  We are incredibly proud of the twenty five paraprofessionals currently enrolled in our teacher pipeline programs actively pursuing teaching careers on average this experience has served BP's for more than nine years,  demonstrating their lasting impact on our schools and communities.  The following three slides focus on our collaboration with the transformation schools and teams, the Transformation in Schools team to support schools needing significant improvement. We are extremely proud of the work we did with the transformation School this year and that is why it's very important to us that we highlight this transformation. Schools face unique challenges particularly in hiring to address these challenges this year we accelerate the hiring timeline for the twenty four twenty five school year posting vacancies for transformation schools two weeks earlier Denine Transformation Schools.  This adjustment allowed us to better meet the needs of these schools by attracting a large larger pool of diverse and highly qualified candidates by prioritizing transformation schools, the district is achieve measurable progress,  increasing diversity among the educated workforce and these schools throughout the hiring season these schools consistently hired at a higher percentage of educators of color compared to non transformation schools particularly during the early hiring months does data highlight how early hiring efforts have been instrumental in advancing workforce diversity and our most challenging schools?  This slide illustrates our progress in addressing vacancies and specific schools at the start of the twenty four twenty five school year ninety three percent of Garretti position in these schools are filled and improvement from eighty nine percent the previous year.  As the chart demonstrates we've we've significantly we significantly reduce the number of the start of school vacancies across transformation schools. The success again reflects the impact of accelerating our hiring timeline and our focus on prioritizing the needs of the school by continuing these efforts we can further support these schools and ensure stability for our students and our staff.  Linguistic diversity is a critical priority of of BP's because it directly impacts our ability to meet the needs of our students and families a staff member who is fluent and more and in our in one or more of our official languages enhances communication, builds trust and strength, relationship with families and communities particularly in bilingual settings the twenty seven the twenty seventeen language opportunity for our kids reinforces this need by requiring us to hire more educators who are who are fluent in languages other than English and are also capable of teaching and students primary languages.  This year we've seen an important this year we've taken an important step of introducing a self reporting feature to our employee self-service and online platform that allows employees to manage personal employment related information.  Staff can now use this tool to update their language proficiency, providing valuable insight into the linguistic strength of our workforce and the near future will be analyzing the data and sharing our findings with you.  Our efforts to increase linguistic diversity among educators are showing strong, meaningful results this year.  Six hundred and seventy seven educators reported fluency in a language as a superintendent stated a one point three increase from last year and close to four percent point gain since twenty twenty two.  The variety of language spoken are Spanish Haitian Creole meandering Portuguese which demonstrate a rich linguistic resources within our workforce. This growth supports our mission to provide culturally and linguistically responsible education ensuring students can connect with educators who understand our language and culture.  While we understand we've made notable progress in building a strong and more diverse educated workforce, we recognize that we have not fully achieve our goals to ensure to ensure the start of the twenty five twenty six school year strong and and in working towards our meeting our Garity requirements will be implemented in three we'll be implementing several key strategies one primary focus that we want to go back to is the introduction of early contract.  This initiative reintroduced commitment letters earlier the hiring process particularly for hard to fill positions such as ESL and special education. Another critical strategy is tailored licensure support.  The licensure team has identified one hundred eighteen priority schools within the highest number with the highest number of waivers in emergency licensed educators to date we have conducted close to 140 on site visits to ensure educators receive the support they need to meet licensure requirements . On the recruitment side we aim to expand the early hiring pool by increasing the number of applicants from three from three hundred thirty seven to four hundred.  This will be achieved through partnership with diverse educators preparation Program.  We are also vetting we are also enhancing the vetting process to ensure candidates are fully prepared and ready to meet the needs of school teams earlier in the hiring process. And finally we are reimagining our retention efforts and transform how we approach recruitment guided by feedback from the Council of Great City School and alignment with best practices among our efforts will be to launch to to launch a campaign to promote the teaching of the teaching profession as a meaningful and impactful career choice.  This campaign will highlight the vital role educators play in shaping students' lives and showcasing all that our district has to offer including competitive salaries,  comprehensive health benefits and opportunity for professional growth. This campaign we hope will be part of this this campaign. We hope everyone will be part of it including you, our school committee members, your involvement in promoting this initiative will be key to our success, to our success.  By prioritizing this initiative we aim to track retain a diverse and highly qualified workforce that will positively impact student learning. Thank you for your time. I hope I didn't talk too fast.  Thank you. Um I opened it up to members for questions. >> Uh, thank you so much for the update. A lot of um progress and a lot of areas. I just had a couple of questions.  Some of them will prior will probably require like a follow up uh if you don't have like the numbers in front of you um ,I think his grades are going to showcase D in terms of personnel um folks of color ,whatever and all of that I think for transparency just given all the stories that we've heard today, not only how many have we hired but what is the actual breakdown of salary rate it's great to hire keeping folks in the city but just in terms of OK, we hire them but this is what the salary looks like. I know some of them is you know ,standard but just curious like what that actually looks like for D I wanted to go on the linguistic uh in terms of proficiency if uh staff speaks in Creole how are you actually like looking at the proficiency when it's keyboarding you so two things there is there's self-willed self reporting is like for example you speak we don't we don't for people who who are just saying that they speak Havering unfortunately there is not we we don't like test for that specifically but if in fact you are saying that you if we have a dual language program where you are teaching Cape Verdean Creole then we would have a proficiency test for that.  So there's there's two there's two two things there's I'm proficient but like I'm proficient in Haitian Creole but I teach someone in Haitian Creole so the proficiency only comes when we're talking about if we had a dual language program that would play a part. So in the event though we have a dual language program and that's come up in some conversations as we're discussing that particular program. How are we going to do that?  And one of the suggestions in the room is that we shouldn't reinvent the wheel that's already has some guidelines there. So if we need to translate and translate that, let's do that. So just putting a suggestion there but it just trigger because I can understand the proficiency needs to be when it comes to educators but I actually like think it should be in every position because just because I can speak Cape Verdean Creole it doesn't mean that I welcome Senator you know what I mean? Like it's just something that we should think of not only for keyboarding but any of the other languages but yeah so what I would really like just for follow up if it's via email a memo the breakdown of salaries for all this progress that we've done and then would love to be part of any conversation and even though we have a dual language program specifically and in Creole how we're going to make sure that we're hiring folks and how we're educating the community and folks that are interested in being hired in this position is that there's a Clearlake if you if you need to showcase proficiency, this is where you go because we want to do that community engagement as well. But thank you so much. We will certainly keep your mind on the proficiency and helping in the dual language as well.  Thank you.  I might be asking the obvious question but what are the reasons that we're not necessarily seeing greater numbers on the external from external candidates as compared to internal candidates?  So if I'm looking at the appendix correctly across all educator of color demographics ,what we seem to be struggling with is sort of bringing in external hires.  What are the at least from your documentation what's the biggest challenge in that or for educators of color one of our biggest challenges is licensure, licensure has proven to be extremely difficult for our educators of color to pass. One of the things that we would love for you guys to advocate for us on behalf of us is the is talking to DC about the prospect of like there are other ways to become licensed that doesn't have to necessarily be a test like there there are other pathways to becoming licensed and that is that is something that we've you know, we've talked about we've we've advocated on behalf of we haven't made much leeway on that. But licensure has proven to be one of our biggest one of our biggest barriers and there was a pilot it was done I think was with UMass.  But the the challenge was only educators enrolled in Mass where they could then do like almost like a portfolio to be able to show proficiency as opposed to sitting through the exam.  We want to see if there's alternatives to the test because we find that the test and particularly from early for for anybody English as a second language it is much harder to pass the test.  I think that Director Martin has done a lot to support MTel and test prep and really help educators be aware of all the supports we have and because of that we've actually had a lot of our internal candidates who are already here take advantage of that. But when they're external they're not they're not programed to be able to do that. So I think it's it's going to be working with it's working with our pipeline programs for that and if I could just add some context for you, Dr. Hawkins, in terms of the internal candidates. You know, it's it's teacher conversion.  Right? So you're looking at Parris who became teachers. You are looking at our provisional staff that we work hard to retain.  You know, those who were in their first, second and third year, you know, here in the district now that 63 percent is not nearly as high as I needed to be but we need to you know but we need to keep our young educators around you mean to get them to permanent status and then there are subs, you know that you know that we're supporting through our programs to also have them become you know, become teachers. So there is a significant investment on the district to take the people that you know that that are currently employed who want to become educators and make sure they become you know, you know, make sure they become educators.  It is licensure also the biggest barrier to nonrenewable ? Yes, it is.  It's also very much so on the vocational side. This is another area that we keep trying to work with DC but it creates a revolving door in Madison Park because it's actually increased the rigor of the test. And so we just we find that our educators can in the one year especially if they're industry changers and they're going into education, they don't have the academic skill of the test. They have the vocational side. So it remains a problem. We've raised it with Dasi.  Thank Mylanta. Thank you for the presentation went the though I took time off Sandover inclusive on the salon inclusive of the Pacific the parallels to the Antaeus multilingual so looking broadly at all the information we're talking about the inclusion we're talking about different initiatives of the multilingual students considering this I don't want to especially if we come into elaborate exeunt at the end a contractor muss Meister's guess bilingual government capwell on this important dynamo's like tantalized Mitrovic English If you could provide a timeline a projection on how are you going to quantify how many bilingual students are we going to have? If you can elaborate on that projection a little bit they'll be beneficial but she wants to know the projection of bilingual educators or bilingual teachers that we would essentially have educable building was not built a vocabulary bilingual though going to have landlordism planned inclusive better than in the system and we're going to complete the alphabet. These are Ciongoli, the woman at the buzzer.  >> The bilingual educators say specifically what I'm talking about. We're talking about the inclusion plan and we're talking about the hiring of bilingual personnel will be a priority. So I'm talking about the bilingual educators specifically.  Yes. As we as we do more inclusive education, we do project that we're going to need more bilingual educators and we are actually developing developing a pipeline to make sure that we can produce those educators.  We the district received a six million dollar grant from the Department of Education to do that training specifically for bilingual educators. We have a pipeline program right now that we started where we are taking our paraprofessionals and we're partnering with one of our organizations so that we can expand those needs as they become available.  >> I would I would also add that in the nine in eight hope to be nine programs that have been approved for bilingual do language and then the C plus that's where we'll be increasing over the next several years. Our demand for bilingual educators.  So this will be a population that's going to grow I think to chief at this point putting the pipeline in place now.  And I also think working with the communities like to to Muslimov our voices point you know, as we work with the Cape Verdean community to help recruit from within the community so that we can find folks that want to be educators and are bilingual already. So we're going to be working hand in hand with the community on this. Yeah, they can be an important plan whether they're the seating plan. But they plan by contractor my building I that I'm in the same building so it is important to have a plan, a specific plan that will allow us to say we are going to hire this amount of bilingual educators that are really bilingual to be able to trace that on a specific plan that is very important. >> Yes. And we we agree with you again. That's why we have these pipelines that we are developing.  They are truly bilingual educators that are going through these these programs so that we can make sure that they have the skill sets when they're ready and so we've trained them. We're doing a residency program where they will be with at some of our partner schools that are in the district that are Duolingo language schools where these individuals will do a one year residency when they're ready to be educated, after they're ready to be after they finished the completed program, then we'll we'll work with them to becoming educators so we have a plan in place that we have actually been working on for the last is going on a year now since we've gotten this grant to make sure that we can increase that pipeline low loan market obviously carefully the traditional department though you'll have someone trabajo increasingly a preparation L'Opera paraprofessional economic team which are say to NASA your important killer policy on say back to this say trabajo, magnifico prepare and persona kerensa paraprofessionals you're so important to me so this very first of all I would like to congratulate the team that teamwork because you do an exceptional work and congratulations for that.  It is important to know as well that you are doing an incredible job in preparing the paraprofessionals and providing the training that is necessary. That is very critical as well and I would like to commend you for what you're doing. You let us auto market, the people, the program, our activity and anything. I'm Mutemath promotion forget the name of politics is Tadeusz Kitahara Lakeway like I said Majura Pottawatomie into I hate to bother a case basis on bilingually or Blankest Binyon EP with appropriate attractant but self promotion magicka so I will encourage you to make this a little more publicly because we have a population of parin sometimes a volunteer for years at schools that could be active in this regard.  It provides some work but the lack of knowledge in this particular regard prevents them from actively participating so it could be they could be very proactive in this and participate and help the process. >> And thank you for mentioning that. That is that is one thing I talk to my team about. We do such great work and that is one thing we are working on and publicizing a lot of the marketing the marketing of the work that we do, especially these programs is pipeline programs that we have that is that is on our bucket list of this year. One thing that we are working on is the publicizing of these of these amazing thing that does district have that's available for the community and our families to check it out Ebola we repeat those important personas.  People balk at the cost of a sentence, a promotion the important like I said Bugaldie three quarters in the bottom half must paraprofessional.  >> It is very, very critical that this type of work and the incredible work that you're doing is promoted that people are aware of what we do doing that people know what the district is doing.  And once again I would like to congratulate and commend for the excellent job that you're doing in this regard. Yeah. Well thank you so much for that. And I'll just add that in addition to increasing our you our capacity to, you know, advertise our our programs, you know, we're also continuing to be or seek to be in the spaces where our community is. You know, we certainly have visited St. Stephen's, you know, many times and we'll come any time that we're wherever that were invited and we plan to also be at the showcase, you know, because we know a lot of our parents as they're coming to visit the schools can also stop by the ICD table and and get information about about the you know, the programs that they can also participate and if they're interested in and join in the district. Yes. Thank so one of the things that I'm curious about because historically we have had relationships with programs like Boston Teacher Residency and so I'm very curious as to now what colleges and universities in the area are particularly doing or any collaborations that new collaborations might be on deck or anything like that that we can hope to see or maybe things that we can think to foster in the future.  We're obviously we're in a wealth of educational capital of the world like practically and so how are we taking advantage of that so I can speak to that. So we have a new number of so the two things sort of you know, degree completion partners, you know of all of our local higher ed colleges and universities, you know, from BYU and Northeastern you know, to as far as Merrimack who are assisting our staff and getting the credentials that they need and offering, you know, significant discounts and scholarships for our employees . And at the same time we're also using them as a resource, you know, to directly send us, you know, the candidates that they have in their educator preparation programs.  You know, we were just that Emmanuel at Emmanuel College today, you know, talking to all of their all of their students where we're going to Harvard tomorrow. They're hosting a huge well they're doing it virtually but we're participating you know, and there which I think they're actually touting as a national career fair because Harvard has big has big reach and then in terms of our partners, you know, we are we are partnering with them directly meaning like the Boston teachers residency, the the Teach next Year program at UMass Boston, the Donovans program up it up ABC to be sure that we you know, we always had relations with them but we know that they need to be tighter and we know that we need to be more connected with the candidates that they currently have in the program. So we have already actually been given access, you know, to the candidates that they are currently cultivating.  And so we're going to do our due diligence to make sure that, you know, everybody applies, you know, to our to our early hiring pool and gets cultivate and is ready to be to be seen, you know, by our school leaders, you know that they get to Demo Day, you know, all those types of you know, all those types of things. >> I also think I think Rashawn in the team, you know, have done a good job at what we call the pre service which is getting social workers like folks getting to be a social worker and doing those partnerships with us with Simmons or with Becky and then reaching out to them as they're working in our schools when it comes time for them to graduate to make sure that you know where we're offering BAPS is their first choice and part of them spending time in our schools is falling in love with our kids and our schools so that they'll want to do that in the several schools that are actually will be you right is just comes to mind PC with Masina College is a two year program for our students.  We actually have forty of our students from the city there and it's a two year for education so that's like another example where we can go back to our own kids because we always say our own kids are actually our best pipeline um as a way. So I just I applaud the team because I think they're being super creative in thinking on all avenues of of how to be able to improve. Yeah. So Will and I will send you the whole list of all of the schools that we have agreements with because I think the agreement is important because then I know that they're specifically looking out for us, you know and then just as an example when you asked a question about what may be new, you know, we just you know, we just we we just renegotiated with with B.C. the Wood School of Advanced Studies, you know, to actually increase their tuition discount for APS employees. So that should be coming which I'm thrilled about and I have Leslie and I have Leslie College and I just spoke to maybe last just add to that conversation can you clarify if the pipeline programs that we've been referring to is it only for staff or do you have any pipelines there like for senior OK so I suggestion and I'm sure you know about this because I know you've your partnership with duet as well but I just wanted to highlight that my time there having conversations with our seniors that unfortunately their GPA was low, their S.A.T. scores were low free community college there's a lot of barriers for them to even really get to that if you're seventeen eighteen year you just graduated from BAPS and this is coming from someone who graduated from APS and has one hundred thousand dollars worth of student debt. I speak about it publicly everywhere so I'm not afraid of seeing that. But when you think about programs like Duet which is project based because we just spoke about black you know our black staff our educators are now able to pass licensors.  So let's talk about our upperclassmen. There are great you know they're about to graduate and they have all these issues we're accessing schools like Bew or Alousi or whatever that is. So I'm a huge promoter of do I not to be biased but because of how accessible and affordable it is and it's super accelerated where a student can get their bachelor's degree and two terms for twenty six hundred dollars or if they're eligible for Pell Grant they're not paying a penny because it's project based. So thinking about the students that there may learn differently.  It's now with standardized testing is now exams now writing you know, multiple pages of essays but that is one audience even when I was working there I was like we need to talk to the students. I feel like college is not for them because there's another way now a very unique way of you getting your degree, especially Massachusetts where you do not is not required for you to have a bachelor's in education. So if you're 20 years old, you got your bachelor's degree now you just got to worry about getting licenses and everything else. So I'm very much interested in how we can make that work because we're talking about seven oh my God. But we have a lot of students that we love to be teachers especially our students are representing a community that we constantly talk about. So that is one suggestion to sit at the table to make that happen. But I think we should look to institutions not just duet but that offer a different learning style or module to earn that whatever certificate degree for positions not only as educators but just overall offering a positions district school. >> Let me just respond to that real quick. Santoso Yes.  Because in fact, you know, duet is really one of my leading you know, our leading you know, bachelor's completion partners and partly because we know that you just need a bachelor's degree right. To get started as opposed to you not solely want an education. And I think they've actually helped me push to negotiate.  We have to negotiate with some of the other colleges who have bachelor's completion programs because of the popularity of the dual program and a lot of our central office staff have gone to do that which is which is great because you know, I have a central office colleagues who are looking to complete their degrees so they can you know, so they can do other opportunities here in the district.  And I've been thrilled to go to assassinate you and watch all the duet, you know, staff,  colleagues, you know, go you know, go across the stage. And I was just asked is that we also just this week now that the list there is official have have looked at the at the Free Community College program and that whole list some are going to be sort of you know, vetting that and taking a look to see which of the institutions you know, can you strategically help us lose in terms of , you know, getting you know, getting some non you know, some nontraditional pipelines, you know, you know, pipelines going and we want to take advantage of you know, of that group of that group of schools to it's definitely a program that works for working adults but it works for students that do not have the money to go to the traditional institutions or that get played by these loans and then you're stuck. You can't afford to live here so thank you for all the work that you've already been doing there with dual enrollment as well.  I think that's a good way but I just wanted to highlight that in partnership these you have classes. Oh no.  >> So thank you.  Appreciate the presentation and all the work you're doing on this topic.  I find it fascinating the night that this room was absolutely filled with teachers.  Right. And it's a great opportunity for us to hear from them and yes, the numbers we're talking about inclusion and they were talking about pay for Paris and they were talking about pay for teachers as well. But we also heard some other issues and I'm bringing this up in the context of thinking about retention rate retention is so important and I know you focus in on it. We about safety in classrooms and concerns about that. We've heard about professional development and I know this is all part of the contract as well but I just wanted to make sure to give voice to that when I think about retention as well . I know a big piece is a commitment on our part that every employee is entitled to a good evaluation. Right. Everyone needs to know each year what are the three things you're doing right.  What are your areas for improvement? How can we help you with it? And if you don't improve then you know things need to change and and I know the district has made a commitment to that and it's not part of this presentation.  But I just I want to make sure to give voice to how important that is, particularly at every level.  So not just teachers but our school leaders, district staff, our regional superintendents, the superintendents or report we do the evaluation of the superintendent. We talked as a committee how to a self-evaluation ourselves. So everyone's entitled to that. But I think that's an important piece of retention as well. What I did want to ask about is some of my fellow colleagues have gone into as well is about the pipeline programs because the more we have the better.  I was also going to follow up about because we had a particular program for students who may be interested in going in. Did you teach Future Cadet right. >> How is that going? We still have we still have it. So we actually now in collaboration with the with the Center for Klaber Education have transitioned the program to pilot A as a as a high school pathway program. So right now we're we're piloting at Brighton High School and where the idea where we have students there who's self selected to to take basically you know, a teacher apprentice elective, you know and they're working with some members of the S.S. who were there at the school, a member of my own staff who's you know, who's who was a part of that. It was actually an alum of the teacher of the teacher cadet program and we're really thinking of one hand around workforce development.  Right. You know, for you know, for our high school kids and I with with the goal of then also having them understand well, you know I mean what does that you know what is the life of being an educator and also what are the steps to become an educator, the things that you can do now, you know, as a junior and you know and a senior, you know, to get yourself on the road. So we're thrilled. I mean I think there are about now there about twenty to twenty five kids who are in the who are in the class and we look forward to hopefully able to grow and you know I mean for all purposes if it works because we know that you know and we're going to be committed to make it work because we know how we feel about high school pathways, you know, around this district, you know, we would be looking to try to replicate and expand it into into other high schools in the district. You know, who would like who would like to offer that, you know, as one of their programs ,those of us that have been around a long time remember teach Boston. Yeah. Um, right. And teach Boston was just that was a pathway program in the high schools. Uh and you that certainly produced an interest in students that as they went on to their undergraduate would go on and further explore education. So it was not binding but you that idea certainly in CTY and Madison that's like another place as city vocational the big focus has been early and that's where you'll hear about the pipeline. You know the evoked kind of programs. But it'll be really interesting to see like we were at well when we went to the Perry today ,the governor actually asked the question like how many of you are thinking about being a teacher and doing like probably like fifteen kids that raise their hand right out of it and so, you know, I mean there weren't a lot wanting to be governor or superintendent so um but I think we definitely with our kids if we expose them early enough and like give them those opportunities just like paraprofessionals we can create our own internal pipelines. >> It's interesting read to a bunch of these postcards that the PTA folks dropped off.  One of them mentioned came from Teach Boston. Yeah, yeah. Three quick numbers jumped out at me looking at this profession. So at this presentation. So I just want to ask this one question then I'll stop twenty anyone 55 paraprofessionals we heard a lot tonight about paraprofessionals struggling financially, many who have been with the district for a while looking for a path up. I see LARC year when you talk about internal high as 69 paraprofessionals now hired as teachers and I see twenty five enrolled and a teacher pipeline program I would have expected that number would be higher. Paraprofessionals enrolled in teacher pipeline program isn't that a natural pathway.  Well is yes but you know it's it's happens to be the number of parents who are interested in doing that specific program and many of them are also the bilingual educator para's you know that we're trying to feed and you know, through the the long game of our of our pipeline development. You know, I'm I'm big on I'm big on options. Right. And so and so when we hear from our powers in terms of expressing interest in becoming a licensed educator,  well we tell them OK, well you can do this program or you can do you know this this program with this program this program they're all partnered and supported by the district and right. So so let's find out I mean you know what pace you want to go at, right? Because that that the one that has a twenty five it's an excellent rated, you know, community to teach a program so I mean so so so so we're getting these people coached up and licensed and prepared in very short order like you know in a year basically and so and so you might have people who who might decide they want to do a two year program or they want to do an extended you know, an extended program. >> But we do have coordinated to to provide a pathway for Paris. >> Oh yes.  >> Absolutely. Mm hmm. OK and we agree with you. We this is one of the things that we are working on. We want to increase the numbers of these programs. That's why we're doing several programs at the same time to make sure that we can increase that number. It having a home grown program is important to us actually BAPS is known for creating these great pipeline programs.  So this is a concerted effort that we want to make where we're putting a lot of effort and time into and increasing those numbers because we we agree with you that those numbers need to be higher and those in those are efforts that we're putting putting stock into to make sure that happens. >> Right. Thank you. Thank you. And then lastly, just add Michael, just like with our students we are we are conscious of , you know, sort of a class size right. And cohort side because we're talking about, you know, instructional coaching licensors support and so and so and so a program and given cohort in a single year it looks different if there's seventy five people in it versus you know let's say 35 in terms of you what that's the type of supports that we can give you you know to help you know, get to where we need you to be. >> Thank you. Thank you for your presentation . Thank you. A couple of questions.  Thing that always sticks out to me is the issue around the Garrity rule guarantee rule is fifty years ago basically but we still hold on to those percentages but we are very different looking district in terms of who we are serving, particularly students who are not black but we need teachers who are Asian and et cetera. How do we hold ourselves to a more updated view of what our teaching workforce needs to look like as it reflects our student body and how do we hold schools and ourselves accountable? I mean what is our goal in terms of you know, if we have the ideal teaching population, what would that look like and then how do we strive to get there so yes.  Are the demographics of Boston looks different and it used to look fifty years ago and we recognize that that we we understand majority of our students have now become white in next and as you can see we have been there has pushed on our on our behalf to like get more like next educators into the classrooms as well. So as the demographics change, we are putting stock into that. We're putting efforts in making sure that that that it is a reflection of the student body. We we understand it's hard work. It's it requires a lot of planning on our part and we're doing some of that planning so that it can reflect the demographics as it changes . Are we able to I mean I would say do creative hiring etc. particularly when I'm thinking about language issues or particularly, you know, high school Spanish speaking chemistry teacher, you know things that may not be in our general pool. How can we go outside of traditional hiring practices to recruit out of the country to get part time professor from, you know, Harvard to come ? I mean, you know, what other ways can we meet students need by getting the high quality educators with the skills they have. That's that's a great that's a great thing you mentioned because I've been doing some some historical analysis of BPs and what we've used to do. One of the things I found out is that for years actually used to recruit in Puerto Rico and that is something that we are considering how do we bring these educators back to the state, especially Puerto Rico is is it's part of the United States. So we are exploring some of these things. These are things like you I'm thinking about how do I diversify this workforce for the long run so we those are those things are not lost on us. We are thinking about how do we make this happen? What are some of the pathways to get to the workforce to make it look like the student body? So I want you to know that I am thinking about those things. I am talking to people who were here before who have done this work and how do we get back to that?  Have we written the job description differently?  BP today is not BP's ten years ago we are significantly have many more multilingual learners and with inclusion moving forward classroom teacher today is not teaching the kind of class.  How do we help both our current teachers shift their mentalities around what a classroom may look like today and how do we recruit new students and work with the universities to help them help us develop the educators who come in understanding they're going to have a range of you know, students needs within a classroom.  I know years ago when I was an early childhood educator all of a sudden they decided our licensing should be early childhood special ed not so much that I would become a special ed teacher but the issue is that we get to we get to understand better the needs of children coming in to flag it so that we can get the support staff and so it was knowledge I needed not that I was going to have to go and now we all things to all children but it's that kind of issue of how do we make sure the knowledge base our educators have allows them to do better teaching of the actual children that we have. >> Yeah, so those are complex questions of course as you know there's a lot that goes into that you know the changing of the job description. You know that that's something that you and I both know that that's complicated in so many ways to change the job description. Yes. And we we recognize that's why our teaching preparation programs are very important to so that you know, schools know what BP is looking for is one of the things that we are thinking about with and the way we hire and who is like working with our school leaders so we can build up strategic staffing like what does what does a school look needs and what can we do as essential to make sure that we bring those type of educators to the to the classroom? So we are thinking about like how does strategic staffing look look like what are the schools what are the school leaders are seen on the ground to inform us of the best practices that we we can employ in our hiring practice so that we can make sure the people we're bringing in are are suitable in most importantly ready to be in front of students.  We we want to we we are thinking about these education, these teaching programs and what they can assist us with building up those capacities. Those are things that like again that we're thinking about they they are going to be a lot of work for the district because they're not easy to navigate. It requires changing practices that are that have that are old and like people are not people don't love change as you know and having getting people to understand that this is going to be hard. It is going to be hard work.  I mean our goal here as we say every meeting is to improve student outcomes.  The number one thing that we have to work with improved student outcomes are our teachers, our staff. That's the critical issue if they don't possess the skills,  the language, the desire, the willingness for the changes, then we have no hope of changing student outcomes. And so when you say writing a new job description is difficult, I can't have a job description for a 30 year old classroom today and expect that things are going to improve. And so when I hear teacher frustration as we heard much tonight about what isn't happening, just putting another teacher in the mix as another body without the right skills partnerships, all of those things is not going to improve our outcomes. So how do we talk to this massive group of humanity to say what we're doing right now is not giving our kids what they need? I hear you not know. I mean it's definitely a combination of you know, developing in investment and developing time relative to planning and addressing the students that are in front of you. But it's also, you know, to your point here that the higher ed has a really critical role in this and you know, so we we certainly as we were preparing to do inclusion for instance and certainly now as we're ramping up with more bilingual and do language, we're reaching out to our higher ed partners to be able to try to address where the growing need is.  And you know what? You know what we can partner around because we have so many per capita higher ed in Boston . It's one of our greatest assets and so we have to really be leveraging that, you know, and if our teacher corps is not coming out in that first year with a sense of how to be able to do universal design for instance, then that's not something they're going to learn on the fly. And so it's you know that those are the those are the kinds of conversations that we're trying to trying to have with higher ed.  Thank you.  Are there any other questions? We look forward to having you come back or update us particularly on what are your next steps as we look at this report and see where we are now, what will change for the fall? Where will you have to push hard with schools? You have to push back out to get them to hire and support to keep yeah. I always worry about teachers who come with great gusto three years later and then all of a sudden they call you and say guess what?  The school leader decided to go in another direction and it didn't include me.  And you're thinking I thought we needed teachers of I thought we needed teachers who spoke languages but somehow we are not supporting them from the day they get here. So that they will be here in year four and that's what our kids need.  I mean, you know, we will rule the day when our teaching force looks like our student force and are all being successful. So thank you for continued.  >> We will continue to fight awesome job and I would suggest that BP's staff at home yes.  It's been a long day. Yes. I appreciate my staff for sticking around including the deputies. Yeah. Thank.  >> Does she have to the superintendent have to say it twice. >> You can miss we have 16 people signed up but I'm not sure if everyone is ready. We're going to turn to public comment. Yeah. Yeah I'm going to call out the names that we have in person but OK, David Lewis Heidi Winston, Vicky Vale, Lauren OMalley Saing Benkert Asani OK so now uh yes. Um we will now transition to virtual testimonies. Yeah please make sure you're signed into them with the same name you used to sign up for public comment and be prepared to mute yourself and turn on your camera when it's your testifying.  Please raise your virtual hand when I call your name.  So uh, the next speakers would be Julie Holbrook. Mike Harrison Rasi Haskayne and Minah Feroze meet Julie Halbrook is not in the meeting . Um, next speaker will be Kaseman so mansard my Kargman Dorchester Bija thank you for your wonderful and powerful testimony.  Harmful policies are often chosen because they are cheaper providing additional funds for successful policies.  Your practice of choosing inclusion JANTSCH cheaply and poorly instead of inclusion done right is an accurate metaphor for other policies. This must change negotiations with the BTU and the common good proposed rules are providing you with many opportunities to improve teaching and learning.  Recently three suburban communities to our North went out on strike for over ten days they stood up for their members and advocated for improvements in teaching conditions.  The media always reminds the public that their actions were legal and the judges levied heavy fines. I applaud reunion's for courageously defying an unjust law and the strong support that all of them received from their communities.  Teaching conditions in our schools are substantially inferior to the other striking communities. Thus the BTU has a far greater responsibility for our children. The ineffective management of the BAPS is harmful to many of our children. It is permissible illegal withholding of labor in order to pressure the system to be more effective and humane would be obedience to a higher authority. When I was a teacher in Chelsea thirty second it was the right thing to do for ourselves and a gift of positive and powerful teaching moment for our children and community superintendent skippering IPSC members I urge you to do the right thing and embrace the opportunity just to our educators and improve teaching and learning conditions if not ,I urge the community support to be to you and for the union to shut the system down.  Thank you Mr. Heisman. Our next speaker, Mr. Harrison is not in the meeting Rothesay Haskayne.  Thank you.  I am a parent at the Sumner Elementary School in Roslindale which will be merging with the Philbrook Elementary School and moving into the renovated Irving building in September twenty twenty five I and other parents from the Sumner have testified at school committee a number of times to request better engagement from BAPS with our families as we navigate the merger process. We are very good at letting you when we are not happy and I wanted to let you know tonight that we are very happy to report that the reason my team has been very communicative with the Sumner Philbrick Family Councils this fall and I want to recognize them in the same forum in which we've made our complaints and that we would now like to appreciate them publicly.  I would like to recognize Region five Superintendent Dr. Kristen Weeks and her team including Kathryn Connie, Anna Tavares, Magalie Sanchez, Manny Ramirez, Barry Kaufman, Katherine Santiago and from Capital Planning Del Stanislaus and many others behind the scenes, Dr. Weeks and her team have been meeting with regularly in a variety of forums and we feel heard and respected as a result the parent community has been able to contribute to the school choice process by championing our school community is a great choice of families 30 seconds.  There is still much more to do before the merger is successfully completed.  Our staff at the seminar in the Philbrick are anxious and have out. We want to retain as many of the wonderful teachers at our schools as possible but doing this by having single teachers hold multiple licenses as we roll out inclusion and a dual language program which is very exciting is not the way to reduce burnout. I urge Doug to skip and the school committee to respond to the Beatles contract negotiations with that request we look forward to continue.  Thank you.  Next speaker is has Mina Federal's Omid and then we are going to have a group of Spanish speakers that would need support.  Maryam here Maria Gomez, Paola Lugo and Marta are also Hajj Mina Rostami please listen meet your son. >> Yes, thank you. Yeah. Uh hello. So that uh the process for the getting an exam schools and changing the year for the neighborhood was very complicated and difficult for our family to understand. We rented an apartment over and liquor store and in a lower income part of Boston and it makes no sense that our tier is the same as Back Bay across the street was to two tiers lower when I sixty seventy six seventy six composite score was the low cutoff to receive a C and my daughter's score was ninety six point six eight nine which was not the enough school to receive Seip at the bill as our daughter also had a higher grade than our seventh but my son got to see that the list last year when our street when our neighborhood here was six and my son and my daughter they are both hard working and smart they should be able to attend at the same school and in the process and change so much. Thank you.  Thank you very much. Um thank you. Thank you.  Um the next group of speakers will need uh Spanish support. Maria here but I'm not Maria I'm here for your father. I will leave the microphone our interpreter when I'm not in Maria I'm here. Good evening. My name is Maria Maria we just bury me my student Escuela I live in Roxbury and my son goes to the Boston Public Schools and the school I've lost them at the Boston school.  >> It's Daiki commodity. I am here as a mother or a struggle.  I handle this. Then we set a precedent and will contract them. I have been very working very closely with all the demands that we present the new agreement with the teachers agreement. >> What is the reason being social committee we are providing so leader for this particular reason? I do believe that the school committee should approve in full completely less than mandatory standing in the demands that they are looking for is Maestro Pylorus Estudiantes on teacher side of the children side of the student side I'm being called Estrellita contract. They must personal especially it is important that the district hires more specialized personnel but I said I want to study students to be able to work on they want to want to customize type of education with the students. >> Ah they must must personally do it but I said when I see them being a teacher moreover and more personnel is needed to be able to do the inclusion in a proper manner appropriately lown young maestro not to write your own units columnist equals politics. >> So we have to point out as well that the BPU Teachers Union had a different opinion. Not only were the teachers but with the parents as well as with the artist in in either with the students as with and with members of the community itself they experienced how they throw the insult on the classroom. >> I speak from my own experience because I do have the privilege of working in a classroom. They are important the case the Norelco personal capacity is sufficient so it is critical to have the specialized personnel that the sufficient the right amount of personnel and stop required Baracoa it's that's all that's necessary. That is to be able to satisfy all the high demands that we have and especially the students multilingual and in particular we're talking about the multilingual students kept with increasing intrusiveness into the Oma not so they able to receive the inclusion itself in their role in native language moderate they only complain individually.  >> So I'm speaking as well as ambassador I you have a sound that has an individualized education plan appeal you like Lucy being a chocolate Eppridge sister I do support inclusion worldone inclusion that is clear at inclusion that is precise in all its aspects.  MUJAO Graziano Note Thank you very much for the opportunity and good night everybody. >> Singer Maria Maria Gomez is not in the meeting next speaker Paola Lugo showed up our logo for the General Paola logo.  >> Si acknowledges misfortune good evening can you hear me? She showed up at the Commissario about interpretation Netherland's OK Salento well I know just me no Paola logo Yuri bewildered Paola Adelante ok me no Paola Lovo one Dorchester.  My name is Paola Lugo I live in Dorchester say mother Quatro Menials I am a mother of four children that as the user thing I like square Roger Clan Elementary three of them they go to the Roger Elementary School yellow Marguerita my niece and my other ashot goes to the Marguerita Union School is about Handal.  Then they will settle cosmopolitan minthorn and I have to point out as well that I am working inside of a classroom as a mentor parent must go testimonial then I woke I don't stay this more than a testimonial.  >> You have a question for you . It's laughable sympathy and they like they like to all I have to say that I am in favor hundred percent regarding the inclusion for your and supercollider and I do support that hundred percent completely the inclusion that is whatever you have to be therriault I will davis this Jonas Luitel however and based on your criteria my question to you is are we fitting they all trusted these three to the Massachusett so there is a difference and when we compare us without districts in Massachusetts is that Lassus what is Thallus as well as bootlickers? They've unstable some us but I like to see all the question becomes are schools prepared for the inclusion itself or could yo this destroy the Yandle because in particular I am personally dealing with continuous consistency especially with children with special needs male nofollow Mrs. C bouncier included or so I see based on my observations is not only that they have to be included but they know I'm being necesito but also they do need sillies from a they need that the proper that is provided to them. >> I'm that's necessary as almost that it is very logical that they are they get the proper tools such strength as I want of getting it right that is so not especially Satyal personalized stuff people's I what I was wondering why not thiebaud equipment proper access to their native language that also Schepper made that they made CEOs and other resources that will allow us to get from our kids ogwyn razzle dazzle doodle we'll just get ourselves very good results that translate into a brighter future.  >> Thank you very much. Thank you very much. Our next our last Spanish speaker is Marta Arcel MARTA our support of our Parcell microfilming interpreter when I'm not sure I agree then I want to arm in numbers matters to agreement MARTA are still at assoon we and so in I live in the Sultan the Madrid donors to the is that they will not go public either. >> Boston I'm a mother of one of the students that attends the Boston Public School Blackwall Le Blackstone which is the Blackstone is the proposed contract though I am here to support the contract Delamare in the classroom with the teachers in relation to their master building and because bilingual teachers but I inclusion being a teacher or a well done inclusion is no more important than this is. >> This is a very important point but I'd rather like Mosfilm because he has to do with inclusion. Gulangyu as young as Alucard coming down which inclusion is to educate each child to improve products or services to get them there because those for that service we need to have resources necessary because that are necessary potential part of the familiar the importance of us the parents of the family so well contractor maestro bilingual over contract and bilingual teachers to be more familiar because there are many parents of families get no idea most English that does not speak English you to know Maestro Espanol and to have a teacher to speak Spanish then those was a poor communication. >> It facilitates for us to communicate with them. >> As I recall this Aurelio Escalada academical administrative costs which has to do with the development of academics and school of our children and then maestro bilingual then the impact of more positive having bilingual teachers would have a very positive impact. >> Your boy I would like to see on being a teacher I support an inclusion that is well done Maestro.  The public will check it assist just like the teachers of the past in public schools asking for.  >> Thank you very much. Thank you.  Well our next speaker The Mydans is not in the meeting like a photo. OK, so like a soda it's not in the meeting either. I'm sure that the public comment great. Thank you. Any new business?  No, no right.  That concludes our business for this evening. Our next hybrid school committee meeting will take place in person on Wednesday, December 18th, 6:00 pm at the Bowling Building.  Is there a motion to end the meeting?  Some then gives there a second. Is there any discussion or objection to the motion hearing?