City Council - Education Committee Hearing on Docket #0276

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I'm gaveling us in for the record. My name is Julia Mejia, at-large city councilor and I also happen to be the chair of Boston City Council's Committee on Education Today is October the 13th, 2026 and the exact time is 2 35. This hearing is being recorded it is also being live streamed at boston.gov slash city-council-tv and broadcast on Xfinity Channel 8 RCN Channel 82 and Files Channel 964. Written comments may be sent to the committee email at ccc.education at boston.gov, and will be made part of the record and available to all counselors. Public testimony will be taken at my discretion throughout this hearing. Individuals will be called in order in which they signed up I have two minutes to testify.

If you are interested in testifying in person, please add your name to the sign-up sheet near the entrance of the chamber if you're looking Please email Central Staff Liaison ron.cobb at boston.gov for the link and your name will be added to the list. Today's hearing is on docket 0276, an order for a hearing on transparency and accountability in service provisions and spending for English learners. This matter was offered and sponsored by me, yours truly, Julia Mejia, Councilor Culpepper, and Councilor Santana, and was referred to my committee February 4th, 2026. Today I am joined Flynn, and Councilor Murphy. I know that Councilor Culpepper is on his way and he'll be joining us shortly.

and before we get started I am going to ask my colleagues if, I'm gonna read mine first so that I can set the stage so that we all know why we're here today. My opening statements. Normally I don't do this, but I think it's important for me to lay down the groundwork here. So good afternoon and thank you everyone for being here. To ground everyone in the context for today, I want to share that this hearing is to continue the conversation from the first hearing We had on this docket on March the 10th. As a response to the hearing in March, this body passed a resolution supporting developing a comprehensive plan for multilingual learners, Docket 1147. Following the passage of that resolution, there was still an appetite to continue the conversation on this docket about service provision and comprehensive district-wide plan for our English language learners including those with disabilities as covered in this docket.

We need to increase equitable access to multilingual education and a comprehensive plan would mean every multilingual learner will have access to the same curricula resources and supports regardless of what school they're at. As someone who came to BPS without knowing English, and had a mother that did not speak English I know firsthand the barriers and difficulties students and families whose first language is not English face. Part of supporting our multilingual learners and caregivers is information justice, including language access in our office often manages constituent cases about student services provisions and or from constituents who do not speak English. This lived experience has highlighted the need for a comprehensive plan We acknowledge the work of BPS and the Multilingual Learners Alliance that they have done, and plan to continue to do.

And today we're bringing together all of those who are doing the work and or living the realities so that we can collaborate. I want to say that again, so that to address systemic issues to service provisions. Developing a comprehensive district-wide plan for now and into the future in partnership with all of the stakeholders will help us solidify and work towards concrete steps to best support our multilingual students, families and educators. The budget is also an important part of this plan as the comprehensive plan is being developed We need to make sure that the priorities, the action items, policies programs and staffing are more reflected in the budget. Any plan's success relies on having the proper resources to faithfully carry it out. Our dollars need to go towards supporting our highest needs students, and we look forward

to working alongside you, to do just that. And I'll just end before I send it over to my colleagues is Our vision was to have community panel alongside the administration because we need to start breaking down those barriers of communication and engagement. and in order for us to really build trust, my hope was to have a trust building exercise in which we can do just that. However logistically we weren't able to make it happen but it is our hope that this is not just one hearing, that we'll be able to work in partnership inside this chamber and outside this chamber on a plan that meets the needs of our students but it's also centered and the parents that are leading this work alongside the administration. So, that's an open invitation I am willing to facilitate in bringing people together across their differences to get this right.

So with that said, I am gonna kick it over to my colleagues for opening remarks and then we'll go to the panel. Councilor Flynn you have the floor.

Thank you Councilor Mejia for holding and sponsoring this important hearing today I'd also like to thank Councillors Culpepper, Councillor Santana, Councillor Worrell, Councillor Murphy so many other councillors for their work on this issue as well. At this time, Boston Public Schools has not publicly articulated a district-wide operational plan to implement native language access for English language learners or English learners with disabilities. I'd like to acknowledge the tremendous work of John Mudd, who has been asking important questions in providing exceptional leadership not for years but for decades.

At a recent school committee meeting, he noted the five-year long roadmap to address achievement gap for English language learners with disabilities in English language as well. does not actually have any measurable goals in addressing MCAS results, expanding bilingual education or improving literacy. English language learners services in BPS are essential to ensuring that every student has the opportunity to succeed academically, socially. ELL programs help our students develop the language skills needed to fully participate in the classroom, build confidence and engage with their peers and teachers.

Investing in these services support educational equality and ensures that all students, regardless of their language background or disability can reach their full potential. As a city council with the large population of Cantonese-speaking students and families, I recognize the critical importance of ensuring our schools have the resources and support necessary to provide English as a second language services so that every student and family can fully engage in their education and our community. I remain committed to ensuring ESL students have the resources they need to succeed. I had the opportunity just a week ago to attend St. Stephen's Youth Group listening session

and listening to parents, almost all mothers of color talking about equal access, fairness, justice, equality. And I learned more in that one hour, an hour and a half discussion with the mothers than probably eight years on the city council. This is about social economic and racial justice It's about fairness, it's about dignity and respect for our English language learners and students with disabilities. Thank you Madam Chair.

Thank You.

Councilor Murphy, you have the floor. Thank you chair, thank you to the sponsors. Thank you for the first panel who are here and also the community panel who will be up next. Thank You for your continued advocacy This is an important conversation. I was an ESL teacher in an inclusion classroom, so it can get tricky but that doesn't mean we shouldn't be getting it right and Diagnosing students who have a language barrier with special needs, which we know happens too often also. As we know, BPS serves roughly 17,000 English learners. That's about 31% of the district's students along with thousands of students who we formally classified as English Learners This hearing today, and I appreciate what the chair said.

This is, I wouldn't say the beginning but the middle of a continued conversation that we have to continue to have Not expecting to get all the answers now, but I think it's always important to be uplifting these concerns. These students and their families deserve clear information about the services available to them, whether students can access those services, and whether those services are helping them succeed. Today's hearing is about accountability and access. We need to understand how BPS decides where programs are offered How students are placed, whether families receive information in a language they understand and how the district measures academic progress. We also need a clear picture of the funding behind these services, how the money is spent and what results it is producing. I want to be clear that this discussion should recognize the value of students' home languages and the importance of strong bilingual and multilingual programs.

At the same time, we have a responsibility to ensure that every student receives the instruction and supports they are entitled to, including our students with disabilities. I hope today's testimony gives us specific answers, identifies gaps and sets out measurable next steps. Families and educators should not have to guess whether a student is receiving the right services or where to turn when they are not. So thank you for being here, I am looking forward to the conversation. Thank you, Councilor Murphy.

I want to note for the record that we have been joined by Councilor Weber. Councilor, would you like opening remarks?

No, it's okay. This is an important conversation. Thanks to the Chair for holding it and Look forward to the conversation.

Thank you. All right, and Dr. Wright because you have a hard stop I also want to make sure that my colleagues have an opportunity to ask questions. I'm going to switch things up just a little bit in the interest of time is that I'm just, if you could do your presentation and then we'll do a round of questions with my colleagues before you leave. And then I'll open it up to the rest of the folks. Is that okay? Sounds good. Okay. All right. You got a PowerPoint? No. Thank God, because you know I don't like those. Thank you. I heard your feedback last time. You heard my feedback? Great.

Yeah, I'm coachable.

Oh, I love that for you. So let's go.

Good afternoon, Chair Mejia, Councilor Flynn, Council Murphy and Council Weber. And I know Councilor Culpepper will be joining us soon. My name is Dr. Simone Wright, and I am the Deputy Superintendent of Academics for the Boston Public Schools. I'm here today with key leaders from the Office of Multilingual and Multicultural Education and Finance to discuss docket number 0276 regarding service provision and spending for English learners. And in the interest of time, I'll allow them to introduce themselves after I finish. I first want to acknowledge the hearing from this past spring regarding accountability, transparency and success of our multilingual learners. and students with disabilities.

As we reviewed docket number 0276, today feels like an opportunity to provide greater clarity as it pertains to how we support the success of multilingual learners and the interconnection to the decisions that families make regarding bilingual education, specifically the families and caretakers of our multilingual learners. In addition, I do believe that we both feel a sense of moral responsibility to ensure that each multilingual learner is provided with the tools and resources to thrive both social emotionally and academically, regardless of the programmatic choice that one's family may make. It is worth noting that most, if not all BPS classrooms facilitate learning for our multilingual learners. BPS continues to prioritize expanding access

to bilingual programming across the district. This includes sheltered English immersion, newcomer students with limited or interrupted formal education There were eight dual-language transitional bilingual education and bilingual education programs. Approximately five years ago, there were eight Dual Language Bilingual Education Programs across the district And in the beginning of this school year, the district now has 14 dual language bilingual education programs. In 2021, 1900 students had access to dual language programming. And this year, 2,337 students are currently enrolled in dual language bilingual education programming with seats that are still open and available at the majority of our schools.

With the expansion of dual language bilingual education, The Office of Multicultural and Multilingual Education worked with the Massachusetts Department of Elementary and Secondary Education to course correct practices that were countered to the success of our multilingual learners thriving. For example, grouping students by language otherwise known as BPSSEI in a classroom setting where there were no organized or structured ways to provide native language instruction but deliver English language instruction and often maintain students in the programming that impeded inclusive learning opportunities, and ensuring our students continue to be successful.

We are still on the journey to phasing out BPS SEI programs and continuously working to support educators across every school community to implement DESE approved programming. We do want to acknowledge that there's quite a bit of work for us to do as it pertains to strengthening student performance for our multilingual learners. We will continue to increase the quality of bilingual programming and strengthen the effectiveness of educator capacity to integrate academic language supports across every and all learning spaces. Thank you for creating this space for us to share how we continue to support multilingual learners and their families. We continue to be grateful for your advocacy as it pertains to ensuring each multilingual learner is successful, as a result of a high quality student experience.

Thank you.

All right. So before the rest, if you don't mind I'd like my colleagues to ask a round of questions since you have a hard stop at 3 30. Is that okay? So I know you guys are really excited to speak, but if y'all can just wait a minute. That would be great because I want to make sure that we utilize your time wisely. So I'm going to go in the order of arrival and I'm gonna give you each, because councilors you'll see there's more than one panelist but we're just going to be asking questions to Dr. Wright so I'm just gonna, you each get three minutes okay? Actually that's a long time Then I won't have any time. You each get two minutes, okay? For just questions directly for Dr. Wright. Is that fair, is that cool? All right, so we'll go first to Councilor Flynn then Councilor Murphy Weber, and then I'll ask my questions.

And that way we can all get what we need from you and we're not feeling anxious to get our questions in. Okay? Councilor Flynn, you have two minutes.

So two minutes or three minutes? Thank you. For English learners with disabilities, what additional barriers do you see when it comes to receiving both appropriate special education services and meaningful language access? Are students getting the services that they need from BPS?

Thank you. So I'll start with barriers. We never want to oversimplify what it is that our students need, right? And I think, I feel confident in articulating that there are a number of different educators across the system that are working to utilize The information and the conversations that we have with families to ensure our students are receiving necessary supports and continue to progress on their individualized I think that obviously if you're looking at a number of different measures, this is definitely an opportunity. for the system. And I think we just want to be very thoughtful about not conflating a student's language proficiency

with what may be a disability. And I think if you look back to five years ago when the district was engaging with the state, this was identified as an opportunity for us to course correct and honestly, do better. And I think this will be continued work for this team. I know the questions are directed at me but I do think it would be a missed opportunity if you're okay Chair, to not have many just weigh in as well.

Yeah, thank you Manny. And I listened to Manny closely at St. Stephen's youth group the other night and Manny, many of the mothers were saying that their children are waiting years to get an exam for the IEP. And then, the mother was saying they're requesting the exam in the first grade and they don't get it till the fourth grade in what is lost in that three years for someone that needs special education services. That's my real fundamental challenge I have, is I don't think things are going well and I just can't sit here and say things are going well, and there's nothing to worry about. After listening to these mothers, Manny what do you have thoughts? You were advocating with the mothers as well so thank you for the work you're doing.

Thank you so much for having me. Hola a todos. There's moments where you're going to hear me drop a full Anita in Spanish, because we're talking about Bellingwed. And so I just want to recognize that I am not necessarily going to speak on behalf of a collaborative department that we work with, which is the Office of Specialized Services and at the same time acknowledge that Doing things differently than we have in the past to ensure that we are assessing for the students native language and thinking about how we create that workforce of individuals who we need to assess our students. And so in the absence of individuals qualified to conduct native language assessments and to kind of address the backlog of evaluations, we're also looking at what internal metrics we can do to leverage the native languages of our current staff Those with moderate disability licenses who have demonstrable language capacity and proficiency, while also thinking about where are our opportunities to move forward. So what I can say is that That is an opportunity for us to continue to grow.

I understand that the district may have had previously failed initiatives when it comes to doing what's right for our multilingual students with disabilities, and we're at a juncture now to see how Thank you.

Murphy, then followed by Councilor Weber. Thank you. Councilor Murphy, you have the floor.

Thank You and I appreciate you trying to accommodate people's schedules it does get hard because the panel obviously has a lot to weigh in on so we probably may have to repeat these questions for others if that's fine. So one of the things I said in my opening statement was To me, the most important thing is whether these services are helping our students succeed. Because at the end of the day nothing is worth anything if our students aren't successful so And we do know that our educators are working really hard, so we want to make sure that our students are getting the results they need. But the data shows In third grade, less than 20% of our ESL students are reading on grade level. In fourth grade, 16%. Fifth grade, 16%.

In sixth and seventh grade it's the same. Only 17% of our sixth and seven graders are reading on grade level In eighth grade, only 12%. And when they are tested again in 10th grade, the last round of data showed us that only 8% of our ESL learners are reading on grade level. So to me, that would tell me clearly that our ESL students aren't succeeding. They're just not, and when Councilor Flynn brought up, and he did talk to me after his visit at St. Stephen's about the amount of time our families are waiting. It's 60 days and it's a federal law, I mean if parents are waiting years we can't use an excuse that we don't have someone who can

Give a test in the native language, we can use language consultants and we can spend some of that $1.8 billion on making sure that students are tested properly And you said it, Simone. And I had also said it in my opening statement that we also don't want to overdiagnose because I have seen that happen just because a student may not be able to clearly state or do well on a test, and if it's only a language barrier we don't want that to ever label or put a child in the wrong position. But at the same time services we're providing do not show in any way that it's successful so What are we doing to make sure that... And I get room to grow, but this is generations now of families feeling that their kids are not getting the education they deserve.

Murphy, you said a number of things that I feel like I could definitely respond to. And I think where we are aligned is a sense of urgency to truly accelerate learning for our multilingual learners. I think one thing I do want to acknowledge is, I heard you use the Frank's services. I would hate to oversimplify what that means for each of our multilingual learners, but I think one thing worth acknowledging is past practice around cohorting students. and what that has meant for educator practice across the system, that we're working to course correct. I know there is great advocacy around native language instruction but I would offer that every educator in BPS needs to be prepared to utilize a student's native language as a scaffold and entry point to learning even if that educator does not speak that student's particular native language.

Can you explain concrete examples of how we're course correcting?

But you could still answer it. Remember, I'm following your rules. I know. Oh, you guys don't have to touch the mic. Ron will know to let you go through.

Yeah, I mean, I think one thing I just want to acknowledge is, you know, I was meeting with the team recently. This idea that academic language support should be happening outside of The English second language classroom space is a very concrete example, I think around course correction. We have a number of educators that have said yes this year to building their capacity to utilize a student's native language as scaffolds to ensure grade-level instruction. I think those are two very concrete examples, but if Chair feels that it's appropriate, I would invite Manny or Brittany to add.

So just fairly quickly, what I can say is we as part of a launch in many of the professional development settings that we offer educators by choice We have launched this year a translanguaging through a true DL model, so Translanguaging Plus Universal Design for Learning. We have several individuals that speak a variety of languages, myself included Spanish, Vietnamese, Haitian Creole covered in . And we have 34 educators across the district across 17 schools to have signed up for that one. And we also have another professional development sequence with 19 educators across 11 schools who've signed up That's an option, right? And it's in a line with the 12-hour inclusive PD practice. These are educators who are committing to engage in this practice and build that kind of proficiency in the pedagogical moves. Because as we know, the language is not going to be acquired within one, two or three years. It's gonna take some time for them to develop that cognitive academic language.

Thank you. I'm gonna go next to Councilor Weber and if my colleagues have one more question, I'm more than happy to just turn your light on and I'll go back to you that way no one feels Weber.

Okay, yeah thanks Dr. Wright. So we're going away from SEI sheltered English immersion to buy more And I think what we heard in the budget process was about, maybe it was like 10%, 12%. of our students who are multi-language learners were getting bilingual instruction. So what, did I have that right? 10%. So is that the goal or are we gonna expand like, no you don't have to press the buttons. No sorry . If you're training, Ron can handle it as a chair. The most frustrating thing is watching people pressing their buttons and getting turned off. So just what... Is there a goal for bilingual? And I guess if you don't have that and somebody else has the answer Do you just defer to them? It's a quick, this is a quick answer if you can.

I don't know if it's that quick because what I don' want to do is undermine the aspirations that our families have for their students when they enroll in BPS I think as the daughter of immigrants myself, my parents had very clear goals around what they wanted from my learning experience. And while I do think that a number of the families of our multilingual learners want to ensure students I'm not sure that is the case for all students.

English, I thought educating them in their native language will make sure they're learning their native languages. The idea is for all kids to be able to achieve on the same

Yeah, I think that is a family decision. Right? They're students to learn their native language and gain academic proficiency in their native languages, in addition to learning English and being able to excel at the same time. You know, since the framing bilingual.

Just from my non-expert point of view it's like if we want this student to Be able to go to an exam school if they want, if they wanted to do well in the SATs. I think the idea is early education and I'm sort of going on Mr. Mudd has told me this. Education at bilingual environment will allow them and many more. We're moving away from SEI. Is that because there was the statewide ban on bilingual education? You know, have we learned something new?

It always seems like well, if something isn't working so I mean the worry here is that we're just trying something different because we didn't succeed with the last model and now we're on Thank you so much for the question.

We are not going away from SEI. SEI is called Sheltered English Immersion and it is one of the models that the state has approved for educating students who are learning English as a second language. What we are moving away from is what BPS has called BPS SEI. And it was the practice of putting English learner students All of these programs had all students who spoke Spanish together and some of them had a Spanish proficient educator. Some of them Some of them didn't. Some had a monolingual English educator. Some were putting a whole group of English learner students together in a room that spoke many different languages, away from their English-speaking peers and peer language models. This was against DESE practice.

We were cited for being out of compliance with the state with these types of classrooms. Parents didn't know what that classroom looked like for their child, it varied greatly Some of the All of these educators had what's called the bilingual education endorsement, allowing them to teach in another language. Many of them did not. Our number one goal first is to be in compliance with DESE's programs for English learner students and we are offering a portfolio of options for families to choose. Many dual language programs, there's also transitional bilingual education programs State SEI programs, newcomer programs, SLIFE programs. The panel is happy to get into what those programs look like If there's time for that later, but I just wanted to clarify that SEI is a widely recognized and accepted model in the state.

that we have defined and spoken at length to families about, and many of them choose that for their children.

Thank you, Chair.

I'll go back if my colleagues have another round. All right, so I'm going to go to... My turn. So just for the record, if you could Dr. Wright these are just yes or no okay? No explanations please it would help me with this time keeping I don't know how to do this. Okay, so let me clear and start all over again. So what I need from you is yes or no. Is BPS serving and meeting the needs of our English language learners, yes or no? This is the question that Councilor Flynn asked but I couldn't really understand if it was yes or not. Is the district meeting the need of multilingual learners,

The district is working to meet the needs of multilingual learners. So yes or no? The district Is working to Meet the needs Of our multilingual Learners.

We're not following. Okay, how about do we know is there an impact in students with the backlog? Like if you're waiting forever to get your assessment Does that have an impact on the educational outcomes of students, yes or no?

The district For students, if we're talking about English learners with disabilities there is an IEP timeline in which students engage in the evaluation process. Families are there. I think what is misunderstood right now is whether or not all folks are in agreement with what is needed for the student. and I will acknowledge, I think part of the reason we're here is how do we work together. That's right. I will knowledge that an opportunity for us is continuing Thank you for joining us today.

So then one more follow up based on the questions that I heard here and then I'm going to go to mine is, I'm curious about native language learning. is the theory behind that if you're a native language speaker and you learn the content in your native language, then you have more of a command on the content. That you better understand the content if you are learning it in your Yes or no?

I think that is one theory. But back to this, the conversation around family choice, I know that the theory is If we are able to make connections to a student's native language, even when learning in English it serves as a scaffold and entry point to ensure a student is engaging in grade level instruction.

Is there currently a comprehensive multilingual plan underway?

Yes.

Okay, can you tell me what that looks like?

Yeah, and I will acknowledge. I think a number of our advocates were able to engage with the national organization otherwise known as the Council Great City Schools and they were interviewed, consulted about the experience of our multilingual learners in BPS. Right now we are waiting for that report to be finalized and using that report to finalize the next five-year strategic plan for our multilingual learners in BPS.

And are you working in collaboration with the Multilingual Alliance?

We are not.

And that is because?

So and I will acknowledge, I think the multi MLA is something I'm not as familiar with. I believe the group that is not a group that I have engaged with since I've been with the district. But I do, and I think Brittany can speak to this. I think a number of our advocates have been engaged in drafting the report from the Council of Great City Schools. And they've also been engaged In drafting the five year strategic plan

Okay, I guess my time is up but I will just know for the record is that that is one of the biggest concerns and red flags that I have with BPS. Is that oftentimes the people who are living these realities and doing the work and have the most historical Thank you. have not been in agreement with. And that's what trust building is all about, and that's I'm hoping to facilitate with this hearing and the series of hearings that I will continue to host regarding this particular conversation because we have an opportunity Thank you. So I just want to go back to

The IEP. Are you saying that the BPS is ensuring that a parent or a guardian is able to get that IEP Dunn working through the system for their child within the number of days, whether it's 60 or 90 days. Is that... Just give me a quick answer on that. Or would the... Mothers that were speaking the other night saying it was several years. There's a disconnect for me. If BPS is saying we can get these things done right away, and then the mothers are saying to me, Ed no it's not right away. It's two years. I have to believe the mothers. They know what's best for their child So tell me, how quick can BPS get these IEP exams done for their child?

Just give me a quick response.

Flynn, the timeline is the same for all learners. And we by law cannot conduct an IEP meeting and the caretaker of a student not be there.

OK. I'm just trying to, maybe I need to explain it a little better. No, I'm hearing from mothers and they're telling me that their child needs an IEP so that they can be a successful student They could be a healthy student, productive student. They're telling me that it's taking them several years to get this exam done so when they get the report they know exactly what their child needs But in the meantime, their child is not getting the services that they need as a student with disabilities and English language learners. I'm here to advocate for the mothers. I am here to advocacy for the students. and again, I know Councilor Mejia says we're gonna work together. And I'm going to just be respectful and kind of leave it there but that's... There's a disconnect, I feel. And i'm just going to leave it at Councilor me here and I'm gonna move on. Thank you.

Thank you, Councilor Flynn. Councilor Murphy?

You now have the floor and go ahead.

Thank you. As a coast or parent of a child who had disabilities. This matters, and Councilor Flynn your concerns are real I'm just going to spend my however many seconds I have. Anyone, and I know whatever I'm saying you all know this but i'm just saying this for the public Anyone, there is this misunderstanding that parents can't request testing themselves. We know that's against federal law. So anyone can request the testing if it's the teacher or the parent, the pediatrician, the principal, the nurse, different schools You here have different expectations but we know legally any parent can request testing for their child. And once the written request is in, the school has five school days after receiving that referral

to send written formal notice to the parent or caretaker to sign off on consent so that testing can happen. Once the parent sends back the signed consent form, which had to have been received within five days The testing must be completed within 30 school days after that signed consent form. and the team meeting has to be within 45 days after that. And then, the parent has 30 days from that team meeting when it's decided whether or not A child does qualify for IEP special ed services, the services need to be signed off within 30 days and services need start. So it should never take more than A couple months. To hear a whole school year is going by, to two school years, to three is just unacceptable and I think this happens often not just with ESL concerns or special ed concerns

Our families don't always know their rights. One of the reasons I left the classroom and came here on this body is I sat through many IEP meetings where there are many families, and good for them. They bring their advocates, they know what they need to do and everyone on the team shows up with the testing 48 hours before, translated so families don't walk into a meeting. Testing's done, forms are filled out properly, and then there are families that don't get the testing before the meeting and many more. Support given to students that isn't equal across the board.

So I'm just putting that out there It's not a question to be said But I think it's important that we acknowledge that that is happening and I think that ties back to what does it? 8% of our ESL 10th graders are reading on grade level. We need to do more than just say we need to better. Thank you.

Go ahead. And there wasn't a question there, but you are more than welcome to...

I do want to acknowledge counselors that a number of you when families come to you figure out a way to get to a member of my team and I just wanna Put that out there. As a district, we do follow federal guidelines as it pertains to the IEP process and the progress monitoring of the IAP process We ensure that there is support when translation is needed. But I do just, I think Councilor Flynn we want to support that mother as well So I think as you're engaging with folks that are flagging challenges, I do just want to put that out there. That you should feel free to contact us so we can have the conversation.

Thank you.

That wasn't one parent, was it, Councilor Flynn?

So I'm sorry. Just for the record through the chair to the colleagues just to keep the decorum here. From what I understand and I'll answer the question now, Flynn is because I'm also a citywide City Councilor and I work in the education space, so I have a lot of parents who come to me around these issues. Flynn. While Councilor Flynn was at St. Stephen's, he probably heard testimonies from a number of parents not just one and I will just note for the record as I have as well so is that okay? Great. Let me go on to my questions now because I understand that you have a hard stop at 3.30. Your light wasn't on, I'm sorry. Okay do you have another question?

It'll be quick. Thank you very much.

That's what everybody says, and then they keep talking.

Go ahead. Just in terms of I guess Dr. Wright or anyone else, in terms shifting away from BPS SEI, what are the staffing implications? Are we going to see More teachers who are certified in something? What moves are we going to see in the budget that would reflect the changes that you're talking about?

I do want to just start with acknowledging Acknowledging the need to make sure our educators are trained, right? To support with the integration of academic language support specifically in content. And as we were doing the back and forth around how you leverage a student's native language to support learning either their native language or English, I'm going to hand it over though to Deputy Chief Baguette Answer, or to provide more details.

Thank you for that question. The licenses and the qualifications that staff had to teach in BPS SEI were often an elementary license or a content license, and some of them had ESL licenses. We did the majority of our shifting away from BPS SEI over the last two school years and the teachers found positions either as classroom teachers, is that strand or that classroom was converted to and many of them also went into ESL teaching positions. So depending on what their exact license was, The school communities also worked with us to identify what course of action they wanted for that strand. And what I mean by that is some of the school communities

The McKay and the Ellis, for example have chosen to pursue transitional bilingual education that requires a different license and endorsement than A second or third grade classroom. So we're working with each of those programs to identify what the new program will be and staffing accordingly.

Sorry, are we adding teachers? Do we need more Teachers. From what you're saying, it sounds like no. No, yeah. Thank you very much, Chair. I appreciate the protection.

Thank you. I want to note that we have been joined by my co-sponsor, Councilor Culpepper and just so that you know because Dr. Wright has a hard stop, I'm going to ask one minute of questions and then I'm gonna let you have five minutes of questions. Don't get too excited because it's just going to be for Dr. Wright, because she has a hard stop and then the rest of the questions will be for the rest At this moment, I'm not sure who's going to be the one that's gonna answer this question but we are curious to know. What's the percent of SEI classrooms that still exist. What's the percentage?

Of BPS, SEI or SEI? BPS SEI under five. Under not 5%, under five schools.

Under five schools, but we don't have a percentage?

You don't a percentage on it, no.

And is it because the class sizes should go down to general ed without multilingual learners, so 26 and more like 20. Do you know the class size? What does that look like? What is it supposed to look like for multilingual owners?

Can you clarify your question?

You were talking about earlier, about the class sizes or maybe

So just to provide clarity there, not to interject so promptly. Every class size follows the BTU contractual classroom configuration. So in the early grades it will be 20 and then as it goes up 22 and after it goes to a certain grade it increases. So it was never like dictated by whether it was BPS, SEI. But what I can say is in our dual language bilingual education classroom that has been approved by DESE out of the Office of Language Acquisition we aim for a 50-50 of 50% English dominant students and 50% partner language-dominant students.

Because we are going to leave Dr. Wright in a second, could you tell me how often district leaders meet with the mandated parent groups such as CPC, DLAC Special, SPEDPAC. And how does the administration follow up on action items that come out of those meetings and continue involving these groups as you take action?

Well, you named a few different groups. I will start with SPEDPAC and ask a member of the team to speak to DLAC. So a number of different constituents meet with SPEDPAC. The Office of Specialized Services has a regular monthly meeting with their leadership team.

I understand that. I guess the question that I'm trying to find out is, Based on your meetings, what action plans and deliverables come out of those meetings that you actually follow through on based on the feedback that you receive from parents?

I mean, honestly, I think coming out of those meetings a lot of times those meetings are driving the continuous improvement of a number of our efforts. I think whether it's inclusion, whether it is how we are approaching bilingual programming Whether it is specific one-to-one family follow up. So I think it's just worth naming that those spaces have been very critical to us improving Both understanding and quality.

Councilor Culpepper has to ask you a question, Susan is my last question. As highlighted recently by the MCAS data English learners are struggling in their classrooms And how does the district plan on helping those students, especially English language learners with disabilities?

Yeah, we've spoken a lot around this today. But I do want to acknowledge, I think we are definitely on a journey in terms of continuing to build educator capacity some very concrete supports as it pertains to how we leverage language to support learning content. And I think, you know we have a number of different professional learning mechanisms. We have district coaches and I think that this work will continue to be a focus for us Moving into this school year and beyond.

Okay, great because my time is up I'm gonna give this mic over to council Culpepper Council Culpeper you have five minutes to ask questions specifically to Dr. Wright because she has a hard stop

Thank you, Councilman here. Thank you for holding this hearing.

I would ask all your questions first and then let her answer. Don't go back and forth because you'll use up all your time.

You're going to give me time to do my statement later?

Yeah, no opening statements.

Oh, no open statements?

Just questions. Okay, okay.

It's my time though, right? Yeah. Okay. Good afternoon, Dr. Wright. What were you trying to say? Good afternoon, Dr. Wright and good to see all of you here this afternoon. What an important hearing, very important. Does BPS have a comprehensive district-wide plan Access to bilingual and native language instruction for multilingual learners.

This question? I didn't know if you were doing a statement question. No, I'm talking to you.

Okay. We talk, right? Yeah, we do talk. Right now, I am asking questions. The question was does the BPS have a comprehensive district-wide plan To expand our question, you asked it already? Did you ask it already. I'll move on to another one. In the hearing order notes that only a small percentage of English Learners are enrolled in dual language programs. How many students currently have access to bilingual or dual language education?

2,337.

You missed my opening statement, but it's 2,337 students, but Councilor Culpepper. You know, it's important that I provide clarity. And I think it is just worth noting that every student in a dual language program is not a multilingual learner receiving services.

How many families seeking these opportunities? Do you know?

Not as many as we anticipated.

And how do you anticipate expanding this program, even though not all of them are involved programs? What plans do you have for expanding the program so that you can accommodate all of the ones that are seeking that program?

So, also said in the opening but Councilor Culpepper If a family wants to be in a dual language programming right now, I feel pretty confident saying that there is a space for that family. So there is the challenge around supply and demand.

Right. And so we know that there are disparities, persistent disparities in the MCAS proficiency and the dropout rates among English learners. What progress has BPS made? Over the last five years, in terms of the dropout rates and the MCASP efficiency?

So—and I don't have the specific numbers in front of me. But you can get them? Yes. Okay. No going? Oh, okay. I didn't know if you wanted me to keep going. I feel comfortable saying that dropout rate looks better. and I said this earlier.

You say looks better, what does look better look like?

I think dropout rate is trending to progress in a better direction. I think as it pertains to student achievement I think there is still quite a bit of work to be done.

When you say, I think, what is that based on? What is your thinking based on

Yeah, I think that there have been years where we've seen increases and there are years where And you can get those numbers for us, right?

So that we can actually see Exactly what's trending? How is it trending? If it's trending, when is it trendy?

And those numbers are available on the state website right now.

I know but right now being out there is not helping me What benchmarks, specific benchmarks is the district using to measure success?

So it's just worth naming. We're talking about multilingual learners, right? And students are required to take two state assessments. One is a measure of progress towards learning English and one is about whether students are learning content and that assessment is given in English. In terms of how we progress monitor, we have a variety of tools that we use at various points in the school year to see how students are training to perform on those state assessments. But what I would say to you, Councilor Culpepper is that there shouldn't be more than two or three days in which a student is not allowed the opportunity to demonstrate their learning. And can you talk about the variety that you use?

And then that would be the last question because Councilor Louijeune has joined us and she asked me. Okay, I got it. Thank you.

You mentioned there was a variety of ways to use the measure. Can you just talk real?

No, you can't. She has to go.

You said this is the last question?

But you already went over time. This is the question.

You say this is your last question. Can she answer this last question

Sure.

Sure.

Quickly, because Councilor Louijeune is also going to ask some questions. I just think you know what? I appreciate you being here a little bit longer only because this is a very important topic. 100%. and while I appreciate that you have other things to do, I also want to be respectful of the fact that my colleagues have questions. And they showed up to engage in a conversation so if you don't mind Answer Councillor Culpepper's final question. And that's it, Councilor Culpeper. And then I'm moving on to Councilor Louijeune.

Thank you Madam Chair. We have an assessment that supports us with how students are progressing with learning English, that is given a few different times of year. And then there is a different assessment that supports us with understanding whether or not students are acquiring the skills to perform at grade level. Fancy Edgespeak, it's called a screener. I would say that screener data is very important because it allows us to provide targeted supports to students And then there is like a different iteration of that where we progress monitor those supports.

What was that again? Fancy EduSpeak? What was it again? Screener, screener.

Say it again for education here.

Screener. We give a screener. Okay, great.

Thank you. All right. So I'm sorry, Dr. Wright, but in the interest of making sure that my colleagues who showed up get their questions asked, I am going to allow Councilor Louijeune who has just joined us to ask her five minute round of questions and then you can go. Hey, this is the work. Councilor Louijeune, you have five minutes.

I have questions that I will put on the record. I think some of them are applicable to you and others may be applicable to others. Also, Joelle Gamer is my speed dial call on all questions English Language Learners, and I wish you were here because she is someone who I really trust to really understand in BPS the needs of our English language learners. I'm sure everyone else is great but Joelle Gamer just wanted to give her a shout out and elevate the work that she's been doing her leadership in this conversation. I understand, and I heard someone mention this. There's a difference between those who need English language learners in dual-language programs. I just do want to elevate and put out there that there is a lot of unmet need in those who want to enroll in our dual-linguage program whether it's at the Mattahunt First-ever Haitian Creole Dual Language Program, where students are excelling and exceeding and doing far better in test scores when you compare them with those who are not in the dual language program. Delilah Frederick, which is going to have the first Cape Verdean one.

And I hear already from constituents who are nervous about their kids getting in, believe that their kids won't get in because of where they live. And so if we could also think about sort of how to make these dual-linked programs more accessible to those who live across the city, I think that is a major concern. And there are folks who are here who I've talked to about that as well. My last understanding is that English language learners made up 33% of our school system. Is that still correct? Because I do know that the numbers, and this is going to dovetail into my other question, that the number of English language are decreasing across the system. Is that?

Correct. I would say roughly, you said 33? Yeah, that's about right. Yes.

Are we seeing a decrease?

Yes.

And I know that a large swath of what has kept BPS stable over the past years in terms of number of students, has been our immigrant population. We've seen 2,300 students. decreased over two years which is significant and a large, I think 2 thirds of that has been our English language learners. How was that affected how we are teaching our English Language Learners? I'll put that on the record. Maybe it's not you to answer that question, because I also wanted to put on the records for our English language learners, 33% of them make up for our Boston Public Schools. When we look at our exam schools that educate a quarter of our students here in BPS, we don't see the same makeup of English language learners and we know that our exam school are schools where our students There are a lot of opportunities. There's more social capital, there's a lot more resources. What are we doing to better prepare Thank you.

Essentially, our English language learners are shut out of our exam schools. And I don't know what the percentage of our exams schools are ELLs but it's not 33%. It's much less than that, right? And you would want it or why can't it mirror the number of ELLs in our overall district. Those are some of my questions. I have more, but because you handle academics, I feel like some of these were appropriately for you Dr. Wright.

Yeah. To your first question around the teacher workforce, I think what my response to that is... If we want students to learn, the interaction between teacher and students is of the most impactful.

Which question was that? The teacher workforce?

Yeah, you asked about the impact on teaching with I think a couple of things, right? I think there is teaching and then there's programming. Right, and I think the decline in students or declining in the number of multilingual learners is impacting specific programming. I think as a district, we have work to do around how we continue to build teacher capacity effectively facilitate both culturally and linguistically affirming learning experiences for our multilingual learners. And the team, I know I'm past time but I can be coached. I think the team can expand a lot more on that. The one thing I do want to just acknowledge, specific to exam schools is

Our ESI summer programming, that is an opportunity I believe for our multilingual learners in the elementary school grade bands to get, you know. to ensure that they are ready to engage in that process. And I think we acknowledge The continued efforts around needing to increase the number and the percentage of multilingual learners in exam schools.

I would say ESI has to be specifically for our English language learners, and I don't know if that model currently exists because There's an intensive separate thing for ESI learners. And then one other question I'll just put out there is that understanding what's happening in our SEI and SLIFE classrooms, given that we see a decrease, my understanding is that there aren't any more SLIFe classrooms in the way that we understand them?

They're not as many.

Oh, and same thing with SEI?

Yeah, I mean this question was asked a few minutes ago about BPS SEI delineating between BPS and then the state-approved SEI. We are moving towards state-approved SEI. There are less than five schools that still have BPSSEI.

Do we know what the, is that Orenberg or the Taylor? Okay, thank you, those are my questions. Through the chair, if I could get the list of schools that have SEI through the chair. Thank you.

I just want to know for the record, for equity reasons what I don't want is people say oh you gave this person more time than yeah y'all can watch the tape and then You know, but I'm just trying to make it fair because I don't want to hear about it later. So Councilor Louijeune and I am going to take back the mic. All right. So what is so confusing to me, Dr. Wright, is that I don' understand I'm happy to talk more about that. Yeah, because I'd like to better understand where and how We got here, but I understand Dr. Wright you do have a hard stop and I do want to acknowledge and appreciate the fact that you did stay over And I wish that you could stay here for the entire time and I also want to know that Joelle was invited, Councilor Louijeune. She just had a different commitment so wasn't able to be here today. Yeah okay I just want you to know.

All right, so Dr. Wright you are free to go good job not bad your second time around you're getting better thank you I know we're overdue yeah that's enough from me okay Councilor Culpepper All right, all right. So I'm just joking let's go okay so let's um let's continue because it seemed like you guys got some questions answered. So what I'm gonna do is I'm going to switch things up a little bit, I'm go now to the community panel and then you guys are still here for the second part right? and have y'all come back just to switch it up a little bit. Is that okay? All right, so I'm gonna ask my community panel... Yeah. Just for my colleagues who don't know how the run of show is going to be, we have an admin panel had a hard stop.

Community wanted to speak first, but they weren't able to because of that hard stop. So what I'm doing now for the record for everybody to understand what's happening is that I'm going to ask the advocates to have their moment and then I'm gonna bring back the admin for your second round of questions. Everybody's good? Understood, great. Community advocates. Am I nice to add? That don't like me no more. It's okay. Okay, friends.

So I know my team is like what are you doing? All right so we're going to... have our community panel, and then my colleagues are gonna get to ask questions to the community panel. And then we're bringing back the admins. So I'm just going to in the interest of time, I'm gonna start here and work our way down you introduce yourself And you each have five minutes.

Hi, I'm Roseanne Tung. I led qualitative and quantitative studies on the opportunities and outcomes of multilingual learners in Boston Public Schools. I served on the BPS School Committee Appointed English Learner Task Force. I'm currently a member of the Multilingual Learner Alliance. I'm honored to be here for this conversation about how community and administration can collaborate to improve opportunities and outcomes for multilingual learners in BPS. More than half of our students speak a language other than English at home, and one third are learning English. The research evidence, the Massachusetts Department of Elementary and Secondary Education and BPS all support the same things for all of our children Learning in two languages and becoming biliterate. First, the research evidence.

The most successful program model for multilingual learners' long-term achievement is two way dual language. Any bilingual program using home language instruction has better outcomes than placing students in English-only instruction classes with ESL. And we have a handout to show you the data on that. Many types of studies contribute to this understanding of the academic benefits in reading and English proficiency. From lottery-based studies, to randomized controlled trials, to longitudinal studies to meta-analyses. Second, DESE supports the research evidence and provides guidance for dual language transitional bilingual education and other research-based bilingual education.

Third, BPS's own Office of Multilingual and Multicultural Education's vision statement aspires to bilingualism. It states that all multilingual learners have the opportunity to be academically proficient in at least two or more languages and to graduate with the seal of biliteracy." And that's a quote. In addition, BPS has recently approved opportunity and achievement gaps policy states, quote, BPS shall affirm the cultural and linguistic assets of multilingual learners and move with all deliberate speed to strengthen bilingual education. and expand access to high quality programs that develop academic English while sustaining students' home in native languages. This convergence of goals among academia and public institutions was not always a given.

In the 1960s, Latino parents organized Boston's first bilingual classes. First after school and then in-school. Massachusetts became the first state to embrace bilingual education as law. Thirty plus years later, Massachusetts voters ended bilingual education by passing the ballot question known as the UNS Initiative. which mandated an English-only environment. A majority of Boston voters and their leaders, including the mayor the Chair of the School Committee and the Superintendent all opposed to that referendum. Since then, no study has shown English-only policies resulting in better outcomes for English learners. On the contrary, as you will hear from John Mudd, outcomes for multilingual learners have suffered.

I'll close with several observations about multilingual learning. Being bilingual is good for the brain. Besides having stronger academic outcomes, research shows that compared to their monolingual peers, bilingual students are better at linguistic and cognitive tasks such as attention, metalinguistic awareness, abstract representation, theory of mind and learning new vocabulary in other languages. 2. The more and longer the home language is used in instruction, the better the academic outcomes. So it's a myth that speaking the home languages causes confusion or delays in English learning. Third, English learners who reached fluency outperformed those who were never English learners. Fourth, with the LOOK Act passed in 2017 we gained more flexibility to use home language and instruction

And with the recent Educator Diversity Act, we gain more flexibility to bring bilingual educators back after more than 20 years of reduced need. And then finally, maintaining a home language is vital to the health of our families and communities. One scholar said, The issue of heritage language disappearance continues to elude public consciousness, although this language loss is one of the most fundamental erosions of a national resource in our country. So we hope today's hearing is the start of an ongoing conversation about how we can serve our multilingual learners.

Thank you, Rosanna. Okay, John?

Thank you Chair. Members, I'm a longtime education advocate in Boston as many of you know and I'm here today as part of the Multilingual Learners Alliance. It's clear from Roseanne's testimony that bilingual education with instruction in the home language produces better student outcomes for multilingual learners. But Boston is only offering bilingual education for about 10% of the 16,000 or 17,000 multilingual learners in the district with 90% assigned to classes with English-only instruction. It isn't working. The reality is that tragically low percentages of multilingual learners are able to meet grade-level academic content standards, and I hope you have in package which was distributed a simple chart that should be there.

It shows that for English language learners in grades three to eight, 4% meet or exceed the MCAS standards. That means passing. For math, grades three to eight it's 8%. For 10th grade it's 1%, and math In 10th grade, it's 4%. This is clearly not what we want for our English learners. The outcomes decline for all measures and all of these measures Since pre-COVID, for the last year there has been little change at all, much less accelerated progress. Some BPS members say that the other members, like ML Student Success in meeting their English language targets in the ACCESS test show progress. In fact those tests show multilingual learners

We have students with reasonable scores in the early grades, but those scores drop by half from 50% to 25% in grade five and above. This shows the difference between social fluency in English, and Academic Content Proficiency in English. Those students do not meet state academic content standards in MPCAS English for equitable literacy, which is a much-touted program. For those students starting back in four years ago that are now in grade six Their result today is only 2% proficiency. In fact, they have declined after four years in equitable literacy which has not been adapted to the needs of English learners. What about other measures? Mass core. Multilingual learners have the lowest subgroup completion rate at 27%.

What about courses, passing courses versus MCAS? There is a recent study in the Ed Trust which talks about state statistics for Boston. It says that multilingual learners pass their courses at a rate of 62% But those students pass English Language Learner MCAS at 1%. So there's a huge difference between what is said People are learning in their courses and what is showing up in the content tests. What about the dropout rate? Multilingual learners have by far the highest dropout rate, at 6.5%, and graduation rate their second lowest behind students with disabilities. This outcome data

shows the challenge facing all of us who are committed to ensuring that the multilingual learners in Boston, one-third of BPS students have the opportunity to learn and succeed in life. Bilingual education that builds on the foundation of the home language to learn academic English is a proven approach. The City Council is called on BPS to expand bilingual education with instruction in the home language. It will not be easy to expand bilingual education or attract and develop bilingual teachers. It would require that we all agree that this expansion is the goal and that we all join forces to pull together to reach it. It calls for collaboration, not confrontation. That is our joint challenge. Thank you for hearing me.

I don't have time because they will do it in Spanish. Good afternoon, councillors and everyone.

My name is Suhey Rondon.

You speak a little louder.

Me? Or Gabriel? Both. Both? No, you. Hello.

It's working. Good afternoon, counselors and everyone.

I'm Suhey Rondon, and I'm representing the Multilingual Alliance.

I live in Rosindale. I'm a mother of three children, and I'm a family coordinator for St. Stephen's.

I'm also a member of the MLA

and I want to share today my experience as a mother. and as organizer. Mis dos hijos mayores comenzaron su educación pública en una de las pocas escuelas bilingües que existen en Boston, que es la Hurley.

My two elder children started their education in the Boston public schools.

When we moved to Rossinden, I had to look for another option because we didn't have access to a bilingual school.

But when we moved to Rosindale, I had to look for another option because we didn't have access to a bilingual school. And that's why I had to go with the option of putting them in Medco.

Esta experiencia me hizo comprender lo difícil que puede resultar para las familias encontrar opciones educativas que permitan a sus hijos aprender.

This experience made me realize how difficult it can be for the families to find educational options that allow their children to learn y a la vez mantener su idioma y su cultura. while they also maintain their language and culture.

In my work, I see the same thing every day. Muchas familias tienen hijos que están aprendiendo inglés y enfrentan desafíos académicos.

Many families have children who are learning English and facing academic challenges

While the parents do not speak English and they cannot help them properly. They cannot either maintain proper communication with the school. Last year at St. Stephen's, we made a petition working with the families Donde se exigía a VPS un plan firme de 10 años para estudiantes aprendices del idioma inglés.

in which we were asking BPS for a 10-year plan for the families. for multilingual learners and bilingual education.

Cuando hicimos esta petición, logramos tener más de 600 firmas que representaron más de 86 escuelas del distrito y más de 31 idiomas.

With this petition, we got over 600 signatures representing 80 schools.

86 school for the district. Entonces, estas firmas nos demostraron que las familias quieren más programas bilingües y programas que satisfagan las necesidades de la comunidad.

These numbers showed us that a lot of families, more families are looking for bilingual programs and things that satisfy the needs of the communities.

Por eso pedimos firmemente que la ciudad desarrolle y financie un plan de 10 años para ampliar estos programas.

and that's why we firmly demand that the city comes out with a plan, 10-year plan to provide this needed multilingual learning experience.

Este programa debe garantizar la educación de todos los estudiantes multilingües en especial aquellos con altas necesidades.

to make sure that all the multilingual learners can participate, especially those with special needs.

Queremos que las familias tengan opciones educativas reales y que sus hijos se gradúen con dominio de al menos dos idiomas.

We want the families have real opportunities in that their children graduate at least with two languages.

También quiero agregar que escuchando lo que se habló anteriormente como dijo el concejal en la reunión del martes pasado,

In respect to the meeting that we had last Tuesday and the councilor mentioned,

Muchas madres tienen la queja de los IP y están bien preocupadas. Algunas querían venir hoy, y como el tema era la alianza en los multilingües pero está bien pendiente del tema

Many mothers are very concerned with the problem with the IEPs.

Hay dos madres que por cierto trajeron su testimonio basado en lo que le está pasando a pesar de no ser directamente con los multilingües.

Two mothers wrote their testimonies based on what's happening to them in this matter.

En relación con lo que estamos exponiendo la necesidad para los estudiantes multilingües es una realidad que no podemos seguir ocultando.

The needs of the multilingual learners is a reality that we cannot continue hiding.

And as we were listening before, the multilingual learners are about 40%.

Thanks a lot.

I'm good? Yes, let me clear this.

Good afternoon, everyone. My name is Katie De La Rosa. I am the inclusive education liaison with the Boston Teachers Union. I'm also a co-chair of the Multilingual Learner Alliance and prior to this role I was a classroom teacher for special education and ESL for 15 years. And today, I'm going to be sharing little about the educator perspective on the current state of bilingual education in BPS. There are a variety of levels in terms of like the skills that educators have to provide strategies and access to academic content for multilingual learners. I'm just going to give you a very brief overview of the different types of credentials and what they provide for students in the classroom. So first, as you may know, All educators are required to earn the SEI endorsement, Sheltered English Immersion from DESE. And the purpose of the endorsement is to equip gen ed teachers with strategies to develop vocabulary reading and writing skills

in support of providing access to the academic content in English. Educators can also choose to earn a ESL license, the goal for that is to teach English language acquisition It's a standalone class for multilingual students. The amount of time that they're in that class each week is determined by their proficiency in English. ESL has its own content area, the purpose is not to focus on academic support for each content area. And then there's also the bilingual endorsement or education endorsement, or BEE. This allows educators to teach academics in both English and a second language It requires proficiency in a second language and also includes coursework on bilingual education teaching methods. As we heard a little bit already, BPS eliminated the classes called BPS SEI where multilingual learners were together for a good part of their day.

And now multilingual are placed in general education classrooms including those who are at the very beginning stages of learning English. Since that change, we hear from educators about their concern for the students in their class who are multilingual learners. And they share concerns about how to modify instruction appropriately for the variety of languages They also tell us that they need the materials to be able to do that effectively, and they express a lot of concern around students' physical and emotional safety without having a reliable form of two-way communication with their students. And these concerns exceed what is taught and learned in that SEI endorsement training, that again focuses on gen ed teachers providing access to academic content. Educators obviously want the best for their students, and so we agree professional learning is very important.

Educators are asking for a professional development that is differentiated and immediately applicable to the students in their classroom Educators also ask for professional development to be coupled with providing more immediate home language support in the classroom for their students at the earliest stages of learning English. We also believe very much so, as others do in culturally responsive teaching and that it is based on honoring culture heritage and language. And so this is what brings a sense of belonging and safety and joy to the classroom, and it's also what students often need first in order to be ready to learn. To achieve this, we do support the development of a long-term plan to expand bilingual education as well as developing more pathways for educators to earn their bilingual education endorsement.

and we believe that the long-term planning process is most effective if done collaboratively with partners, BPS, BTU families essentially. The MLA as well as city councilors And we know that there are previous examples of successful collaboration that we can learn from in order to do so, so that together we're able to create more success and opportunity for multilingual learners. Thank you.

Let's look at that. Good job, under five minutes.

All right so I'm going to give my colleagues each five minutes to ask questions and then If they don't have any more questions, I won't do a second round. I'm going to invite the BPS panel back.

OK?

Great. Stay right there. All right, so in order of arrival, Councilor Flynn is not here. So I'm going to go to Councilor Murphy then followed by Councilor Weber, then Councilor Culpepper and Councilor Louijeune and then myself.

Thank you. Five minutes. Thank you to this panel for sharing and for all the advocacy you continue to do for our students. I think it's important, I know Council Culpepper asked it but when the district-wide dropout rate is 3.6 and our ESL students is at 6.5 you know that's twice It's a lot more, but 254 students in that last school year they collected the data was 24-25. And that was also when MCAS graduation requirement was removed. We also know that the bar that BPS set for graduation is a D minus. So we know that if you dropped out, you definitely

are in a place where we need to find you and help give you the skills you need to succeed. But even if you stayed in BPS, and you graduated many of our students are getting a diploma A couple of the questions I have. There's this just overall question, but how do we do a better job making sure our families know their rights? What programs are out there? Which programs can their child choose? How is placement done? And then also the progress, which I did ask earlier. We know from the data that there isn't much progress being made and you shared some scary numbers there. What rights do parents have?

Like what advocacy can we support our families, our students and our parents when they see that the progress isn't being made.

I'll leave for one thing. It bothers me, this whole question of parental choice when there really isn't a choice. And at a deeper level, the Multilingual Learners Alliance has listened to a lot of parents who say they are confused about whether bilingual education is important for their children. That it may be confusing for them and inhibit their learning when the reverse is true. So one of the goals that Multilingual Learners Alliance has put forward is to have an education program for parents about the value of parents, of multilingual learners speaking and talking and reading to their children in the native language. And I think the research shows that that is valuable.

The experts say that it's important, and that can be done without a lot of money! That means changing the mindset, changing what we are projecting to change. The parents of multilingual learners. And I think there is a lot that they could do, it's not just a matter of legal rights, I mean that's a whole other issue which I'm less confident to talk about but people can work with parents to help them understand that bilingual education is important and it's important For their kids in learning academic English and in laying the foundation for those who want to get fully bilingual and biliterate. but that's not really fully understood. Where are the teachers on this, where are the school principals on this? Where are the social workers?

Where are family liaisons in every one of our schools? It's great. We've fought for years, right Reverend? to get family liaisons. But are they relating to the multilingual learner parent and telling them about the value of native language? I'm sorry to ramble on.

That's fine. And I did see that often also with IEPs where families felt like, I don't want to label my child or if I put my child in this ESL path or this type of support or intervention that The other part though is, and I feel like you may know more then BPS will tell us, but what interventions are triggered? What do we have in the system to make sure when the progress is showing us that our students aren't getting the education, the support they need.

I wish you could tell us. Sometimes these questions we ask are rhetorical, right? Exactly. I think I wish I knew the answer and I hope you continue to ask that question personally.

I can add that so multi-tiered systems of support which has been called a number of things over the decades, is definitely something that is a priority in schools and every grade level has options to talk about students and bring them to a team. Every school has a coordinator It's one step. Obviously, it's not a complete remedy but it's like a step in the process of saying I have concerns about progress here and so here's what we're gonna do to discuss this student I think one piece that probably is missed often is like the family involvement in that process to talk about what are the things that are happening and what can we do together.

Okay, great thank you Katie and again just for the record if you have a second follow-up question we'll do a second round but for now I'm going to keep it moving. Councilor Louijeune has a hard stop so you want to go next? Councilor

Thank you, Madam Chair. And thank you to Councillor Ortega for letting me take his spot in line. I think BPS we have a lot of work to do to improve Our education for our English language learners. I do want to ask a question about what it is we are currently doing well and our Boston public schools for English language learners. And I don't ask this question in a silo, because very clearly on the previous panel asked questions more critical like what are we doing well right now with this population especially when it comes to You know, Mr. Mudd you were talking about, I think someone was talking about graduation rates. They're still not where we want them to be but we have seen improvements in every category including with English language learners when we were talking about our graduation rate. Not where we wanted to be by far, but still year over year seeing some

and this is not just BPS cropping for itself, it's recognition from the state that that ELL, that the graduation rates are tending to improve. So I'm wondering like what is it we can say that is currently happening and that is happening well for English language learners population within BPS? And I'm asking the question in part to get it on the record, but also to say like these are areas which we need to do more of and improve on. And I'll say it as many times as I need to say it, we need more dual language programs right? And I don't know if that's what you mean I know I misremember you're often talking about native language instruction. I don't know if the dual-language program model is sufficient or if you're talking about other models, but just wanted to put that out there for really anyone to answer. Directed at you, Mr. Mudford.

Okay, all right, if you want me to. Look, I think that BPS has begun to develop a few new dual language programs, and that is progress. And that is helpful but it is in my view Much too limited, much too slow and is not really meeting the needs. You know, it sounds when you say 14 programs. When you say how many kids are in there 10%, that's less wonderful. If you ask about what is the quality of those programs and what do those programs think they need in terms of support from the system, I can't really answer that question.

I know there was a report in Washington Agency some years ago which talked about dual language programs and it was suppressed, frankly. and I think that report talked a lot about how BPS needed to do more to support those dual language programs. But, I think overall the key is There needs to be this change of the mindset about the value of native language and then some rigorous effort to develop plans, and I hate to use the jargon but with SMART goals. What is our commitment? And what is the budget going to be? And how many teachers are we going to develop? And not just so that we can talk about a few examples, which may divert us. And graduation rates, yes there was one when I looked at it, I think there was a .1% increase from last year.

There's still huge, 6.5% dropout rate for ELs. That's one of the reasons that the graduation rate is higher. Kids are dropping out. You know, but I don't want to get...

They're not dropping out at higher rates.

No, no, I understand, but it's still very high.

No, I just think it's important. I'm a very facts-based person. Yes. And I just want to make sure that the record is clear on what the facts are. I am all for—and I've been saying this since I got on the council. This is a reminder that there's a parent who calls me because their kid year after year has not been able to get into a dual immersion program. And they need that, and we need to create more seats for the students who want to be and who excel, and who do better like you stated Mr. Mudd in these programs so I agree with you there I just wanna be yeah fair Thank you.

Thank you, Councilor Flynn and Councilor Weber. Councilor Culpepper has a hard stop and he asked if he can go before you both so out of respect I'm giving you the opportunity. Sorry for starting as you know me. Okay, so Councilor Culpepper you have five minutes.

Thank you Madam Chair. One of the questions I think Katie talked about the emotional and physical support What do they need and what's not happening in terms of their physical and emotional support?

I mean, things physically as simple as knowing how to get to the bathroom. To ask where it is, to tell a teacher I need to use it, things like that and then there's also... I've heard from PE teachers to say There's things I want to do to make sure every student is safe, and I'm struggling to use my Google Translate to work with all of my students with their variety of languages that they speak.

So what do they need to do better? The BPS.

I think we needed to focus more on what are the supports in the classroom for when we put some more students in. And so granted, we don't have probably enough educators that are able to speak every language that we need and so forth. I think it's important to be more thoughtful in the process at which we make sure These concerns are being heard before they're actually happening.

So one of the keys, though, is more educators that speak dual language. The other thing you mentioned was their safety. What do we need to do in terms of ensuring They're safer in the school environment.

So I have one example that came to mind about when a student was newly arrived and didn't know how to take and so like that's one example of safety that I think if We have more of a case management approach to like ensure that the families have the things that they need or can ask the questions. We have the Welcome Center and people there are wonderful But like there's, there is a gap between you are welcomed to the district and then also like you're going to this school. So what are the things in between that families will need? I think that's the biggest thing for ensuring safety.

When you say case management, for that student that didn't know how to take the bus and a parent who didn't help them. What do you recommend?

I think ideally That would have been a conversation before the start of school to make sure that everyone understood. And also like a handoff, I'm not saying that a hand off didn't happen, I am not sure but that you clearly understand this is your contact at school and that the student knows who they can communicate with, um, and the parent as well.

Sure. I'm coming back to Roseanne after this

Thank you. Thanks. I just, you asked about socio-emotional support? Yeah. And I just wanted to make a distinction around language ability of the adults in the building So yes, we want bilingual education which means we want educators who have that endorsement. But there is another level of having language and culture access in a school So there are plenty of adults, paraeducators, parents and others in the buildings who have what we call social language I guess. And we want A lot of attention paid to that as well so that kids don't get into the problem where they have a stomach ache and they don't know how to communicate that.

Thank you for that. I want to ask about absenteeism Can you talk a little bit about the impact of absenteeism? Because it hasn't been mentioned at all. And I know these students are not going to school every day, all year long. Tell me about the problem with absentees and how it's being approached.

I'm not an expert on chronic absenteeism. Sorry.

I'm not gonna claim to be an expert either, but in the district we have supervisors of attendance. That's more like a tier three need at that school level. There's also attendance teams and so there's steps to a process of when you start to notice trends, when a student is missing days of school. There's triggers like okay this warrants a letter home or this is a phone call and then at the district level there are supervisors of attendance that also support.

My final question to you is out of the seven demands in the sheet that you provided to us, give us a priority of what's one two three In the learner's BPS, the demands you gave us of the seven, what are their priorities?

I mean, John? Katie, yeah. Katie could answer as co-chair but I would say clearly as we said in and the resolution actually that you passed, that the development of a long-term plan to expand bilingual education which goes beyond its dual language and TBE and any programs that use instruction in the native language and expand bilingual staff, teachers Paraprofessionals, and others in the building. Those are the absolute priorities to move ahead.

Thank you. And Madam Chair, thank you. Thank you all for the information. If there's more information, I'll submit it through the chair of the other questions that I have. Thank you.

Culpepper. I'm going to go back to the order in which was the arrival, Councillor Flynn then Councillor Webber. Councillor Flynn you have five minutes.

Thank you Madam Chair. I also want to recognise Ari from the St. Stephen's Youth Group for the important work Ari does every day for our young people, as well as Johnny from the Teachers Union as well, exceptional leader. for students with disabilities. Mr. Mudd, I was listening closely to your opening comments and listened to the academic, the struggling academic and basically report card we have for multilingual learners and students with disabilities. And I agree with everything you said,

I also listened to the Boston School Department personnel that painted a very positive picture, so it's thoroughly confusing for people that are watching that you have The school department is saying things are going very well, and advocates and parents are saying we're struggling here. And I listen to the parents. That's who I listen too. Especially the mothers, and they know exactly what's happening. And they are not happy with the progress or the education their child is receiving. So my question Mr. Mudd is, and I have tremendous respect for you on what you've done, but is there a disconnect

From what I'm hearing earlier to now, but don't we really have to acknowledge that there's a problem? And then when we acknowledge that this is a problem Let's put the necessary resources there so we can address the problem. But if we don't even acknowledge that there is a problem, we continue this argument back and forth and then it does impact the funding because if there is no problem, why do we need to continue spending money on something that's going well? And I don't think it's going. That's why I advocated for more money for paraprofessionals I do think paraprofessionals play a critical role in supporting students with disabilities, English language learners. I think that was a mistake. Letting them go, but just want to hear what your thoughts are John.

Okay two very separate things Councilor you know and I appreciate your focus for years on English learners with disabilities And my statistics are just on English learners. The statistics and data on English Learners with disabilities are even worse So that you are talking a few percent of those kids meeting grade level standards. And that data, BPS has put out at times but it's not readily available on the state. But the problem is Desperate. There was mention about the Council of Great Cities report, which is overdue on English learners. Some of us a year ago were in focus groups. But the Council on Great City Schools did a report on special education probably, what? Four or five years ago.

And that called for a standalone plant or 10 pages in that report that talked about students with disabilities who are English learners, and it called for a stand-alone plan to deal with the unique needs of that population We have yet to see anything like a plan. Finally, I couldn't agree with you more that we need to face these facts together We want to. We want the work. I know Councilor Mejia has been trying to get us to, how should I put it? Maybe tone down our language but deeper than that. She wants us to collaborate. We want to collaborate And we want to have working groups, and I hope that she's been able to establish a new kind of way forward for us. I mean, I participated where counselors In this chamber, you know, developed around the issue of teacher diversity.

Working groups and we met in that... What is it? The Curly or whatever? The room back there. And there was... BPS staff, counselors, advocates like me and we had discussions. We recognized there was a problem together and we tried to resolve it not that we did but At least we were working together, and so I take your comment to heart. And I take the chair's comments about trying to get us into a different place.

It's hard to run on so long. No, thank you John. I just will end and well may I finish my comment? Okay. My final comment is not really a question is when we go into the budget season I do think it's critical that we listen to parents. We listen to advocates, we listen people that are advocating for English language learners, multilingual learners Students with Disabilities. They have to be heard during this budget debate, and that's a critical part is listening to them and then the city council advocating for the necessary resources in the budget. One parent was telling me, John, the other day that their child doesn't have the paraprofessional in their class

and they said when, They said that because the paraprofessional is not there, it does take away from the classroom management but also some of the one-on-one time that the para is able to dedicate a child in need. That was a mistake. That was the mistake cutting those jobs and I think it and again, I wanna be collaborative. I want to work with everybody but I think we lost a little bit of our heart and soul when we cut jobs for people that are making $30,000 a year and that's how we balance the budget. No, I'm just being honest Madam Chair. Okay, I thought you wanted me to wrap it up.

Yeah, I did want to finish because time has already expired and I still got Councilor Weber and myself and I need to bring the admin panel back here so I'm trying to contain the situation so that we can keep Asking questions to the administration so we can get things on the record. So thank you. Councilor Weber, you have five minutes.

Okay and maybe this question is for Roseanne and Kate but In terms of the immersion model that we're supposedly moving toward, I guess what are you seeing on the impacts on English language learners and our ability to meet their needs if anything?

That was part of my opening statement, which is the research is very clear. And it's like a dose response. So the more home language that's used in instruction The better the long-term outcomes for multilingual learners. So dual language has the most, Transitional Bilingual Education has next.

Yeah, I'm sorry did I say immersion? I meant inclusion. Oh. It's the inclusion model so we're sort of as a district moving toward inclusion

Oh, you mean multilingual learners in general education with ESL?

Yeah. My kids went to an inclusion school at Mission Hill and there were issues there so I'm just wondering on what the impacts are. Maybe we're not really moving toward full inclusion, or maybe we are? Just sort of what we're seeing in the classrooms if we are moving toward inclusion

So inclusion for multilingual learners is a very different thing than inclusion for students with special needs. So if we're talking about inclusion for multi-lingual learners, that means that there are a few multilingual learners in a general education classroom with the teacher who has SEI. And the outcomes are at the very bottom of all the different kinds of ways to educate multilingual learners. And John brought handouts to show you that.

Yes, I have the handout. The chart. Yes. The famous one.

No, it's a... I'm sorry to leave. I started at Mac and negotiated an end to a lawsuit, as you probably have heard me say in the 1990s. And we pushed toward inclusion then but it was inclusion for students with special needs Inclusion has never been applied in might. Advocacy History, to English learners. It's a misnomer and it's the wrong direction. It is question two on steroids. It is taking what a guy from California foisted on this state in opposition to the mayor, the school committee and I think the city council at that time and the superintendent. And it's the wrong course for multilingual learners

Sorry to leap, but it's... No, no. My question is I understand in theory it's not good. I'm just trying to figure out what's actually happening across BPS today because we've heard about this last couple years moving toward

Inclusion, and so I'm just sort of... Statistically, the English language... Roseanne and I were on the English Language Learners Task Force for years. and we watched the data showing BPS moving away from programs The BPS-SEI, the SEI single language was a way that the administration here tried to put in place to get around question two. To move away from that and gradually shift from single language SEI to multi-language, to gen ed with ESL. So they've been moving in that direction for years.

But you asked the right question Basically, what are the outcomes by program for multilingual learners? And I would say at least 80% of our multilingual learner's are in general ed with ESL.

I would just add that with special education, inclusion has been part of the IDEA for a very long time. And so there's a lot more protections in place and Things that schools and unions talk about in terms of parameters for how many students with disabilities should be in a classroom for inclusion, as well as how the services will be delivered. and those things are not existing for multilingual learners. And so you can have any classroom with the majority of students who are multilingual learner where that cannot be the case for inclusion of students with disabilities, and that is often what happens.

Okay, one more quick one before the buzzer goes off. So for each panelist just in terms of what you want to see the city do and if it's, hold on Mr. Monk. So if its add more bilingual instruction can you also that may be the number one thing but can you just tell me something else whether it's I'm not sure. So when we come back here after The next budget cycle we're talking in the budgets like what you want to see more of In this budget and I understand and it could number one could be More, you know We want to get to 20% for bilingual instruction or whatever it is but if I assume everyone here favors more bilingual instruction. There's something else that you want to see more, the SLIFE program come back, whatever it is so I'm just interested in everyone's thoughts.

Well, just quickly in addition to having more bilingual programs make them accessible to kids who don't live in the neighborhood of that bilingual program. So citywide access. Okay.

Yeah, I would probably come back to the parent education to working with parents to help them understand That building on their home language is a better way for their kids to make it in learning academic English. And that's not going to cost a lot of money.

OK.

What does BPS want to do?

More bilingual education, more access for multilingual students with disabilities. More support services and resources for multi

Lingual Learners with Disabilities.

And in making sure that we're including families when it's time to negotiate so they also have a seat at the table. Thank you.

Yeah, I would say that all of these things are not necessarily budget related and don't have to cost money. And so I would that the biggest thing is for us to be able to sit down at the table together, have these conversations because it An initiative that everyone does agree on, the value. So for me it would be let's work on it together having the concerns and needs be heard and also work on

Thank you, thank you Chair.

Thank you Councilor Weber I want to note that just as Dr. Wright had a hard stop we have parents here for who are here for public testimony and they have to go pick up their children So I'm going to tell the administration to hold on a little bit longer. I do have two questions for the panelists and then I'm gonna Make sure that the parents who are here to sign up and speak. But I'm curious, what recommendations does the Multilingual Learners Alliance have for the comprehensive plan? Can you share what that looks like in the ideal world? How would the alliance prefer the district work alongside you all for a comprehensive plan. And what does learning strategies for multilingual learners, does the district currently employ that you all think

work well for those students, and which practices could be improved? Those are the three questions that I have for you all. And I'll go to whoever wants to start first.

I can very quickly speak about the strategies that you asked about. And so, you heard Manny talk about the true UDL, the Universal Design for Learning and Translanguaging together That's definitely a promising practice. I think also there are multiple ways in which the telescope network has different opportunities for educators to participate and learn from one another There are a lot of things I think out there. It's just we have to maybe be better coordinated about them

In terms of developing the long-term plan, just to take one small aspect of it. I'd like to have year by year goals around how we make use of the Educator Diversity Act to increase the numbers of educators who are working with our multilingual learners.

You normally have something to say, John. Let's say it.

I wish as you have been pushing us toward that we could work, the BPS would face with us jointly. The problems that we see. That what we are doing is not working, and that we could work together to join parents, teachers, principals, counselors behind something that could really bring about change. It's not gonna be easy. None of us are... We're not glib advocates. We're fearing, we're trying to face the facts as we see them and we want to face them together.

Thank you. I'm going to transition to the public testimony, but if you are more than welcome to stay, I may invite you to come back for closing remarks just because that's just who I am. but I'm gonna go next to public testimony. And I wanna just thank you all for your fierce advocacy and I am definitely working towards the goal of collaboration I love this whole idea of collaboration, not confrontation. And we're going to have to figure out how we do this together. So John, I'm with you all the way and I look forward to having those working sessions alongside BPS to do just that. You're welcome. So we're going to move on to public testimony. Podemos comenzar como tu esta mi amor. Okay, dos minutos. Two minutes

Hello? Hello. Good evening, honorable members of the Boston City Council. My name is Jasmine A. Wesley and I am a mother of three children who have attended Boston Public Schools and I've spent years advocating for their education, growth and well-being. Today I stand before you to speak about something I believe every child deserves, the opportunity to learn, communicate and feel included regardless of their language or disability. My youngest son has autism and was once nonverbal. As his mother, I understand how frustrating it can be when a child has so much to express but struggles to communicate with others. That experience taught me that communication is not just about speaking, it's about being understood. Imagine being a child entering the classroom where nobody understands your language or

Being a child who communicates through signs or other methods but has no one to communicate back. How would a child feel? Confused? Frustrated? Left out? No child should feel invisible in a classroom where they are supported and supposed to be, where they're supposed to belong. I believe Boston Public Schools should expand access to multilingual educators, qualified interpreters, sign language support and communication tools for children with different learning and communication needs.

should also receive training and resources to better support students who are learning English, children who are deaf or hard of hearing, and children who nonverbal or communicate differently. I'm asking city leaders to support classrooms where language differences are not barriers to learning, friendships or opportunities. Because every child deserves more than a seat in the classroom, they deserve a voice and understanding and a chance to succeed. Education should bring children together not leave them behind. Thank you

No clapping in the chamber.

Okay, buenas tardes. Mi nombre es Maoli. Saludo al concejal de Boston. Mi petición es en el nombre de las madres que tenemos los niños a pie pero también con el lenguaje Soy una madre afectada por dos años escolar con un niño de I.P. que no... He bebido a Mon Randall y los trasladé a Boston, y tiene 2 años asistiendo en la escuela de Boston y no he podido conseguir el I. P. para él

Greetings to the councilors and everybody. My name is Maoli, and I'm a mother of two children, I transitioned from Randolph to Boston and in two years, I haven't been able to get the IEP assessment for my children. For one of my children?

Okay, so

My problem is that he came with his IEP from Randolph and they're telling me that they need the assessment from his doctor.

So, until they don't have the doctor's evaluation, they won't put him in the IP program. But he comes with Randall's evaluation. He comes here with his transfer thinking that he will already have his IP Entonces, pasó el año pasado. No se lo pusieron nunca y ya este año comenzó la escuela y tampoco se lo han adoptado.

So the problem is that since it was a transfer, we were supposed to get it automatically and last year he didn't get it. And this school year has already started and he hasn't got it.

Mi mayor deseo es que él mantenga su lengua materna, pero obstante que tiene que aprender el inglés, pero por su incapacidad que él tiene del IP, él lo habla. But he can't read, so he's two years late because he doesn't know how to read. He can't do the homework and I don't speak English, so I can't help him.

I want my child to keep his native language, but I don't know English and I don' t know how to help him. falling behind because he cannot succeed. He can understand it, but he cannot read it.

So my question is, am I going to spend another year so that the child has the program until he sees a doctor? Can't the child start moving forward?

My question is, do I have to wait for another school year for my child to get the doctor's assessment and he can advance?

Como madre me siento preocupada porque he visto y estado en reuniones que no solamente soy yo, que estoy pasando por eso. Veo muchas madres que estamos pasando por la misma situación

As a mother, I'm concerned because I see that I am not the only one in meetings. A lot of people are expressing the same concerns

Now, last year I filmed all the documents and gave them authorization but they sent it to me almost two months before the end of the school year. y la evaluación con el doctor de la escuela también. Y ahora lo cambiaron de escuela porque aquella actual alerta la cerraron, y tampoco se lo han implementado por la evaluacion del doctor.

Last year, I signed all the authorizations and all the required things for him to get the IEP. And I didn't get anything started until two months prior to the end of the school year. And now they changed him to another school because they closed the school where he used to go. So now I'm again back to zero.

Well, what I definitely want is that they do their best to help me as much as possible. If you can help me, please help other mothers. Pienso y tengo la certeza de que ustedes pueden hacer algo por nuestros hijos para uno ser, porque ellos son el futuro de Massachusetts de mañana. Gracias.

What school are you in?

I truly believe that you can help me and if you can't help me, you're gonna be helping a lot of other families. Thank you.

And I've just been advised that there's no one waiting for testimony on Zoom, so this will be our last public testimony. Okay.

Buenas tardes.

Good afternoon, my name is Celia Garcia. I'm Dominican. I live in Dorchester and I am Okay. Tengo cuatro hijos, dos de ellos estudian en la Blackstone, ambos son autista I have four children. Two of them attend the Blackstone, and two of them have autism.

I'm here to talk about the importance of bilingualism in the education of my children. Mi hijo de cinco años es autista no verbal. Está recibiendo clases actualmente un 95% en inglés, un 5% en español.

My five-year-old son is an artist nonverbal, and he's taking 95% of his classes in English and only 5% in Spanish.

I think that this program is not enough because at home we just speak Spanish. Mi hijo de nueve años es autista pero puede hablar. Aún no le han dado los servicios de educación especial.

My nine year old son has also autism, but he can talk. But he has not received yet the services, the special education services that he needs.

No recibe las instrucciones y las clases en su idioma nativo, solo en inglés. Me ayudaría mucho tener acceso a educación bilingüe como madre sé que entiende más el idioma español.

He doesn't receive instructions or classes in his native language, so it would help me a lot for him to receive bilingual education

Entiendo que sería de mucha ayuda para mis hijos y para otros niños en la misma situación, que agilizaran un poquito el apoyo que necesitan

I think that it would be very helpful for my children to get bilingual education and also more help with the IEPs.

También me gustaría que tomaran en cuenta que en cada escuela pueda tener al menos un aula con maestros calificados para trabajar con niños de necesidades especiales.

It would be also very appreciated to have at every school, at least one classroom with teacher's license for working with special needs students.

Ya que la disponibilidad en los centros educativos es limitada, según lo que me han dicho. No hay espacio para nuevos estudiantes con capacidad

Because at the centers, educational centers, their capacity is very limited. They don't have enough people to take care of all the needs.

Como madre, esto me preocupa porque quiero que mis hijos tengan las mismas oportunidades que otros niños. Gracias por escucharme.

As a mom, this worries me and frustrates me because I want that my children have the same opportunities as everybody else. Thank you for listening to me

Audrey? Audrey?

Yes, okay.

Two minutes

Good evening, honorable members of the City Council. I ask that you read carefully the letter that I submitted last night I am testifying because the current process for navigating the Individualized Education Plan is too complicated and burdensome, especially for our multilingual Bostonian families. As a BPS parent, I know many families from several schools across Boston who are currently navigating this IEP process. Many are low-income single parents who are multilingual working multiple jobs. It's unfair that they are not given any support. This is a structural issue in which incentives work against families to ensure free appropriate public education. I strongly urge our city and school district to do several things that are in my letter, but two of them I want to mention here.

One is that similar to immigration clinics, the city should provide free legal assistance in multiple languages to low-income families. Help them understand and ensure that their children are properly diagnosed. IEPs are properly written, accommodations and goals are properly aligned with the diagnosis and that parents fully understand how it will be implemented. Number two, diagnose and treat multilingual children differently from a monolingual child. If a child learns science in a second language then unless they learn the science terms in their native language to communicate what they're learning in their native language. How much less would our city spend on tackling issues of unemployment, crime, drug abuse and low-income housing if instead we invest in training teachers and families to assess and accommodate special education needs at an early age.

And I just want to add that, I think parents are critical if instead of Trying to make this an issue of just one, of just some children but all children. Teach all parents to support special education. Thank you.

Okay, so I'm going to ask the admin panel to come back down. You don't want to ask a question before you go? Because we're just gonna ask questions now and I know you do. We all do. So sorry, so if the admin panel can come down and as you make your way down Oh, ya se me fueron todas las mujeres. Yo soy madre soltera. Vine a este país y tuve que aprender a hablar inglés Y yo sé lo difícil que es porque mi mamá no sabía hablar inglés y tuve que abogar por mí misma. y por eso que yo entiendo el labor de que ustedes están haciendo aquí cuando vienen aquí a abogar por lo demás. Sinceramente, les doy la gracia porque no es fácil venir tan lejos aquí nada más para que nos hagan caso.

Okay, so I'm going to go to Councilor Weber. You're gonna go straight to you for questions and then I get the rest of my time with y'all.

Okay, thank you very much Chair. Thanks for sticking around. So I guess if we have finite resources, The money to fund everything, I guess. What have we prioritized the extent? We do any prioritization using our finite resources to help English language learners. I guess what would you... I'll start and then I will pass it off to my colleague to continue.

My name is Brittany Baggett. I'm deputy chief of operations for the office, so it's very nice to see you all and thank you for the question We are Investing in bilingual education, we are investing in expanding our dual language programs. Each of our dual-language programs rolls up year after year This year we added a new language offering for our families, our Cape Verdean Creole program at the Frederick which will roll up year after year. Some of our initiatives also includes our professional development offerings for educators Serena, do you want to continue?

So for us we think about it on like the central side of what we're doing within that part for resources and then the second part is like what do we get to schools directly. and so this year was the first time that we funded by program versus just student enrollment as part of our new funding formula. So if you remember, it was like there's not enough students now we have like they can't afford a teacher right? It led to whole round of inequity so in terms of specific to bilingual we fund The SLIFE classroom directly with some educators and teachers in support, we make sure that each classroom has that bilingual teacher. Hold on, give me one second I'm pulling up everything here. One second. Okay, great.

And so we have the... One second There's also like in the case where there is a social worker in the school that's needed, we give schools funding for that too in terms of the program. There is, as we mentioned like there's the ESL and then We do provide funding for dual language programming, so we do provide both of that. So we work with school leaders as part and looking at the students that they have in their ELD levels. And then we fund schools based off of that. In short, there are available on our website of like what the rules are and how schools get funding for bilingual teachers, for dual language. And then also for ESL requirements.

Okay, and then I don't know if anyone knows the answer. In the budget, there's some classifications. We talked to like the CFO about old classifications or duplicates Are we going to see any of that in the next budget cycle? Because then it gets confusing. Are we cutting people or are we just getting rid of, like we're talking about BPS SEI, I think there's Lots of different SEI classifications for line items. Are you going through how we classify these different line items and any impact on Funding, or what we're going to see in the budget.

Yes, so I think you're referring to is like when we started coding teachers and it was like two years ago of inclusion and bilingual. Yeah, so we did a large I know that we are looking more closely to ensure and so forth. So the co-lab, the codes are being used correctly but the large changes I think are mostly addressed from what you're seeing in the budget tables.

Okay. What you're doing and what BPS is doing, I mean, what are things that we should be looking at to measure if this is working or not?

Yes, . What we're hoping to do this year is to look at how we are measuring partner language proficiency for students in bilingual programs. and map that to English language outcomes, historically for better or worse. There has been a default premise to, we're gonna look at the students or as I like to say, Fulanito's English language proficiency and not kind of look at bilingual effects. Or if I'm speaking in Creole or Crayolu or Vietnamese And so what we're hoping to see from that is with an additional investment that we made into bilingual classrooms in first and second grade, we provide an additional paraprofessional which to Serena's point, was an investment that was provided this year. That was more programmatic because we know that foundational literacy is such an important It's such an important step in Fulanito or Fulanita journey. And so that investment is there.

So the hope is that we'll see students achieving both partner language proficiency progress targets in addition to their English language proficiency progress targets.

Okay, I'll figure that out later but So just a last question, Chair, for me is I tried to discuss the inclusion model. I refer to it as the immersion model, But how are just general inclusion goals for kids of all different abilities Is that negatively impacting our ability to just serve English language learners? How does that... I feel like at a common sense level, it seems like it would be hard to do both at the same time. But how are you navigating that? Is it a challenge in addressing English language learners' needs? Or is it yes or no and why not, or why? And what are we doing about it?

So I think this is a little bit of a complex answer, but the point that I really would like to land is that most current research shows that there's no benefit I think that is something we should be talking about a lot more. Students want to be included with their grade level peers, they need access to grade level content that we need to be investing in teachers so they know how to do that, absolutely. But this idea that we are taking Six-year-old kindergartners and placing them in separate learning spaces away from their peers. This is what the research is telling us overwhelmingly Thank you.

Yes, there is English as a second language direct instruction. And then it is classroom and content teachers truly knowing how to educate any student that walks in their door. Yes, there will be support from social workers, ESL teachers and special education teachers. But the one thing I hope we walk away with today in terms of where we stand is that we firmly believe in dual language education and are working year by year to expand those options for families. and we have many, many different languages here in the city of Boston. And there will be children where we don't have a dual language program for tomorrow right? And that child is going to be in a state SCI classroom and that being with peers is incredibly important to their overall success and well-being.

Okay, yeah okay thank you very much thanks for that thank you chair for the time I appreciate it Like my colleagues, I have to go. Thank you very much.

So thank you all for staying. I am of the school of thought that when we're in community and we're listening to the people We always learn something, so I really do appreciate you all staying here to do just that. So I have a few questions. You know, I'm just curious what progress can BPS report in developing a long-term plan for expanding Bilingual Education with budget investments in response to the City Council's resolution that we passed on this issue. The St. Stephen's parents petition signed by over 600 Parents also calls for this expansion, as does the recent school committee approved 2026 policy to advance academic excellence and eliminate opportunity in achievement gaps. So I'm curious what's the progress?

So before we start, we're at a significant disadvantage because we didn't get a chance to introduce ourselves before. So if we could just do like a quick 10-second round without taking too much of your time?

Yeah you can say who you are when you answer the question.

Yes I'll start on that so Manuel Ramirez Manny I also happen to have the privilege and honor of being Boston Public Schools Executive Director of Bilingual Education, so that's pretty much why I'm seated here. And what we have been doing is working with perhaps members of MLA but not exclusively MLA So that we can advance bilingual programming and look at the necessary investments that are required to engage in the process that DESE has us go through year after year, and add an accelerated timeline. I mentioned that we work with members of MLA, but maybe not MLA exclusively. So we've worked with John Mudd. We've had conversations with John Mudd. We have conversations with Paolo de Barros. We had conversations of Rose Antung. We'd had conversations other folks who might have also been part of the EL task force to advance and be at the current state where exclusively working with St. Stephen's as well, so that we can open up the Blackstone Elementary dual language program that now has K-1 and K-2. We know we're not done. We know there's further work to do.

And so part of that in my response here is we are making sure that we are looking at what we can do strategically, so that we can also sustain the investments that we're putting in because Maybe previously it was stated, we'll have 25 programs. That was not necessarily a strategic move to put forward because that takes time and there are so many levels to it, so we have to go through an audit. We have to see the feasibility of putting a program in the facilities capacity, the educator pipeline which I would also add Boston Public Schools out of the Office of Multilingual and Multicultural Education provides educators at least 20 a year for the past three years so we've kind of gone through several cohorts simultaneously to get our educators equipped to have the bilingual ed endorsement and no cost to them. I'll start it there if any one of my colleagues wants to chime in.

I just wanted to add on the St. Stephen's funding source. Hi, Serena LaRock, budget director. So schools get additional funds called their partnership funds, and it's allocated through what we call an opportunity index score looking at a number of things. And so the St. Stephen's Partnership is like One of those pieces that that fund can help support, it's like a value to their community and then that's how they fund that. I know that we're working, as you know the budget season is starting to kick off for us and so for FY28.

And so how much money are we setting aside? for Multilingual Learner Support Services.

Like all of multilingual support services?

Can you give me a moment and then I can... And so, I'm just curious similarly what progress can BPS report on the development of a long-term plan and budget, this is why I'm asking for expanding the number of bilingual teachers in accordance to the resolution that we filed. And then I'm just gonna ramble along on my questions so that way you could think about them What are the FY 2027-2028 budget projections for expanding the dual language and other bilingual education programs? Are there any plans for a significant shift in the proportion of BPS funding learners into bilingual education and away from SEI classrooms. I'm curious for transparency and accountability, when can we expect an annual report of numbers and changes in multilingual enrollment?

Bilingual Educators Placement and SPED AP IB Exam Schools Grade Level Retention English Acquisition Partner Language Acquisitions Access Results The MCAS Proficiency for your cohort graduation, for each outcome in order to paint a full picture of multilingual strength and challenges that we can see. We have to disaggregate the data. And I'd like to see the data disaggregated by school by multilingual program, by home language, by grade level, by ELD level. Because I think that once we know, we can do better and I'd love to know At what point can we see an annual report with that data broken down in that way? And then how is BPS implementing the new flexibilities and hiring or developing bilingual teachers that are contained in the Educator Diversity Act.

Are there similar plans to expand bilingual plans? I mean, PARAs, excuse me. Are they alternatives Parapro tests that BPS could be utilizing. Multilingual learners with disabilities, one third of all students with disabilities need to receive necessary home language assessments and classroom instruction In order to thrive, what is BPS's plan for the expansion of bilingual education and home language instruction for these MLD students? And that's multilingual learners with disabilities. The new BPS opportunity and achievement gap policy approved by the school committee calls for educating the parents of multilingual students about the value of talking and reading to their children in their home language. What plans does BPS have to implement the school committee policy? And then one more.

Title I funds must be spent equitably for multilingual students with families of multilingual students involved in decision making for these funds, with annual accountability reports. How will BPS fulfill this responsibility? And then I do have additional questions but for now let's start with those.

I'll start us off with the bilingual ed educator pipeline piece. So we currently have a submitted grant proposal to the Department of Elementary and Secondary Ed to figure out ways to get our individual educators currently on pipelines to become moderate disability licensed and bilingual ed endorsed in a way that would allow them to strategically provide the native language resources for the students who are multilingual learners with disabilities.

What's the goal? How many?

in that pipeline, at least 20 from that. And then an additional 20 from our partnership with Boston College who have for individuals who may or may not currently have their licensure and require it to teach in a content other than English.

So 40?

At least.

And that will fulfill the need?

Based off what we're seeing and based off the existing capacity of educators who may or may not have their transitional bilingual ed or their bilingual ed endorsement, that would meet the need but we're also trying to anticipate for future years So this has been an investment that has been put in place through Boston College since before I came on board. And then the Power Pro piece, I just wanted to say so we currently also accept work keys as an alternative to Power Pro assessment We also are now a particular site over at Bowling so folks don't have to kind of go out of their way to go get assessed and determine whether or not they have the kind of most basic or foundational workplace skill sets to be in the classroom. And we're continuing to expand on the bilingual power piece, not only through our partnerships with St. Stephen's but also through our BIAC program over at out of OHR.

Can you, because not everyone is like OHR, Office of Human Resources.

Sure, yeah.

And the PROPAC, what was that?

BEACT. So it is the bilingual ed accelerated teacher pipeline program that we have. And so folks who are either career changers or would like to become classroom teachers go through a program that is fully funded and administered The Office of Human Resources and collaboration with other departments.

And how many of those folks are you looking to?

At least yearly as well, like between 20-25 educators to keep the cohort in a model where everyone can be successful.

Would that meet the need?

Currently, from what we're seeing at least through that three-pronged approach it's addressing it long term also anticipating for what we see in the classrooms.

Okay great and who's gonna talk to me about the annual report?

just to verify, it's actually 40 in this year's cohort MB act. So that's the 40 on top of the 20 that we wanna go through with the DESE grant in addition to the 20 we have at Boston College so about 80.

and the annual report. Who can share?

I can speak to that a little bit. A number of the measures that you are speaking of are available online, but we're happy to get you this information disaggregated. are really striving to ensure that when we look at our data for multilingual learners, that it's in all of the spaces that are the initiatives in the Boston Public Schools. So when you look at the opportunity and achievement gap when we look at MCAS data for the district. So, we have our strategic plan for OMME that we're going to be releasing later this year that will talk about our specific initiatives and many more.

No, so I'm just trying to understand. You're saying that all this information already lives on your website?

The majority of the information that you named is available through DESE, yes.

But it's not desegregated?

No, we can... I don't know if all of it is disaggregated in the way that you are looking for.

Because what we're trying to do is get a full picture of kind of like what our strengths are and what are some of the challenges. And I think if we can have a dashboard that we can look at maybe quarterly, that we could see how things are coming, what's progressing, what changes we need to make and that information is shared then it's more transparent. and desegregated is better because then you can get really into the weeds of it.

Okay, thank you that's helpful.

Thank you So I'm curious about the budget. There you go, tell me how much?

Yes, so looking it's $126,741,000 and then on our BPS budget public website We have the tables and breakdown there as well that we can give you the link to the website so that people can see the breakdown. And what are you projecting for next year's budget? We just kicked off the process, so it would be part of the FY28 budget process there.

And the reason why I ask is because this hearing and the resolution and the work that we're trying to do, our hope is that there's going to be some investments in getting us to where we need to be. So if you have to put a The little fairy godmother came down here with a magic wand and said, you get this. How much would it take for us to be able to deliver on this vision?

You're asking me how much would I take total? I don't want to give a quick answer off the top of my head. I would give a thoughtful answer, so I don' have that at this moment.

So let's talk about the parent programs, right? What I'm trying to do is—I'm not the chair of Ways and Means, I'm the chair But we hear from a lot of parents and advocates and educators about what they need in the classroom to be able to succeed. And this is your opportunity to help inform us as we enter the budget season so that we can advocate fiercely for the things that are gonna get us to where we need to be. And if we wanna work in collaboration with community, then we have to set you up for success and so what does that look like? Where are you falling short in terms of the budget to be able to meet the needs and demands of our multilingual learners.

So what I can just add to in what my colleague Serena said is that we are currently in the stages of forecasting those needs. And so, like just before coming here, we were diligently figuring out current state to sustain, to maintain and to expand And so while we don't want to give you a number off the top of our heads, we can share that. We can have this conversation with more explicit numbers As we get into the budget development season because we do a lot of pre-work as the coming months come about. But what I did want to echo here is that Our goal is not only to expand, but also to maintain and sustain our existing portfolio of options so that in enriching and really enhancing the quality experience that students are supposed to get in those programs, that we're also having that same mindset as we expand. because we have to keep them both and that full portfolio to continue expand.

And what about the progress in developing the long-term plan? I mean, can you just talk to us like what have you been doing? What does that look like? How often do you meet? What do you do with what you learn? How do you develop your plan? How are you sharing your plan. What is the plan?

I'll start us off and my colleague Deputy Chief Baggett will chime in. What i can say here is that we routinely, anytime we're invited or sometimes in creating like the collaborations like to what we said before right collaboration not confrontation but that's like coordinated and calibrated So we make sure that we are sharing with those what our plans are to also solicit input so during our strategic plan creation and development we did call community members families teachers students even to make sure that they had input into that along with being present out in the streets like in community-based organizations to collect some of that input and inform the practice. So, which is why you had heard earlier Councilmember Flynn and John Mudd at the St. Stephen's meeting I've made it a commitment to make sure in spaces that are not just necessarily Spanish dominant, but on advisory boards like at the Josiah Quincy working with the Massachusetts Association of Haitian Parents working with the Cabo Verdean Association for Families so that we're constantly getting that input and thinking about a targeted way to put it into practice. I'm going to pass it to my colleague.

Thank you. I just want to add that when we think about planning the spaces in which where we're expanding bilingual education, in addition to what Manny said around community and family input, we also really wanna think about access. We want, wherever you live in the city, we want you to have access to a dual language program. So several years ago it was only the Hernandez. The Hernandez was the only school for elementary Spanish and now wherever you live, we've got one neighborhood left. We have the Brighton neighborhood that does not have its own Spanish dual language program In every other cluster of the city, there is access to in addition to the Hernandez. There's access to a dual language Spanish speaking program Now the next question that we're asking ourselves is, not all of our families speak Spanish.

So we're looking at how to add programs of other languages, how to increase Access to families, two, the programs that do exist. We're also thinking about secondary pathways. So we are thinking about access no matter where you live or what language you speak to dual-language programs.

And what actionable plans does the district have to help teachers increase their capacity to help English learners?

So I'll jump in on that one as well. So earlier we mentioned two pathways, translanguaging through UDL, so Trudy L coined by Dr. Maria Choy-Pena and then we also have building biliteracy systems for folks who want exposure. In addition there was previously a collaboration which were hoping to We're still in the preliminary stages, where the Office of World Languages out of Teaching and Learning had a Spanish for Educators course to ensure that educators would at least be equipped with basic interpersonal communication skills. Still looking to see how else we can support our educators and going through those mechanisms. And also making sure that we have bilingual educators equipped, right? So like I just wanted to add here earlier there was mention of the Educator Diversity Act We have had preliminary conversations with Secretary of Education Steven Joyk. with the Office of Language Acquisition around what can we do at the state level to provide alternative pathways through portfolios, through language-based assessments as we're trying to deliver on this.

So like all that in coordination is really trying to figure out, OK, where are we? How can we deliver? It's just your point on investment so we can put an earmarked dollar to it.

Thank you. So this is my last three questions. At the top of the list of what the multilingual Learners Alliance is recommending to improve education outcomes for MLs, is the development of a city-wide assessment based mindset on multilingualism. with the mayor, the school committee superintendent all the central and school staff projecting a commitment to multilingualism as an asset along with the internal professional development plan for all BPS employees. How does BPS respond to this overarching recommendation by the Multilingual Alliance?

I think we welcome it.

Okay, and when we say we welcome What will we do to help support that vision in implementing it?

I think you started today's meeting with talking about collaboration and working together, Absolutely on board with doing that. I think that sometimes in these spaces, it feels like we're really far apart from each other when I think all of us do want the same thing which is best for our students and families and I think that we believe that we are working really hard towards that. And I know that the The advocates also believe that they're working really hard towards that. And I sometimes feel like we think that we're at odds with each other when, really, we are closer than we think.

That's right. That is the best answer because a lot of my colleagues don't think it's possible and I have a can-do attitude, and I've been one of the biggest agitators of BPS. And if I can get this right working alongside this alliance in creating a different dynamic, a healthier way of working Thank you. Thank you very much. and then what we'd like to do is have a series of ongoing quarterly conversations with BPS, with the advocates and the council very similar to how we created the diversity initiative that John You heard that, y'all.

Councilmember Mejia, I just wanted to add one thing if it's okay. When we're thinking about expansion and we're thinkin' about seats, we also just wanna keep in mind for better or worse as we are ensuring that our multilingual learners have access students who may not necessarily be grade eligible because the program is just starting rolling out, may not benefit in the ways that they would have had the programs existed prior. So while we are mission driven to ensure that we have bilingual outcomes and bilingual expansion opportunities just being cognizant of the fact that

Yeah, so for those folks who are tuning in you get your Google Translate out and I'm not translating that one. So BPS needs to meaningfully engage parents as partners in decision making at the school and district level. So I'm just curious what new family and community engagement strategies are there in development of plans for multilingual learners, in particular that community? For example, what is the plan to sustain and or expand the parent mentor program at St. Stephen's? I'd like to know kind of what investments are we thinking up for next year's budget and to support that expansion And then in his memo, in March 5th, 2026, Councilor Weber who's the chair of the Committee on Ways and Means David Bloom, the Chief Financial Officer wrote that outside of the dual language programs BPS educators encourage the use of native language through scaffolding

Instruction, clarifying instruction, encouraging peer support, providing culturally responsive connections, supporting social and emotional needs. Bilingual glossaries and dictionaries and strategic code switching That encourages students to use their native language when brainstorming or organizing their thoughts. What is the professional development program for educators that gives them the skills to provide this We have piloted one out of our language acquisition team facilitator meetings, for short LATF.

And so we've highlighted it for these language acquisition team facilitators who are educators, a part of Boston Public Schools, who are receiving information and training through a train-the-trainer model. So they can bring it back to their school communities whether it's through instruction aisle leadership team structures, common planning time. And through that launch this past year then that's what informed the professional development offering through translanguaging and building bilingual systems. So to the point I mentioned earlier 34 educators who chose to go on that pathway Cross, let me just put it here. across 17 schools in the district and 19 educators across 11 schools, so not just exclusive to bilingual-based schools. However... What we're hoping to do is also foster the mindset that if we are gonna leverage the native language, we're doing so with intention and not just like a lo loco translating. Right, because it's not just translating.

It's understanding that there are nuances in the linguistic systems and they are cognate transfers cross-linguistic transfer and sometimes that might not exist in a non romance language

And then you asked about the next school year, FY28. So just in terms of timeline schools enrollments are being released November in terms of like what students will have. Budgets get released to schools in December and then we have the, which part of that they'll understand their partnership dollars and all about there. And then we had what we call budget collab meetings. Essentially, multilingual special ed budget school leaders come together to start planning their budget and that happens in the month of January of 2027.

and then community.

and then we have our Ways and Means meeting that happens in December, I'm sorry. And then we had our school committee meetings that happen starting in February through March that are public and then our city council meetings in April.

So let me ask you, and I think you... I'm not sure who's been around the longest so but I'm curious because as a parent, as a BPS graduate and as a bps parent still and as someone who still is deeply connected to community, I've been to lots of school committee hearings and meetings. And parents have specifically asked for certain earmarks Thank you very much. Honoring Community Voice. Because there seems to be a disconnect with that.

Can I take one part of the question and turn it over to you? One of the things I think what resonated with me when I was listening to people speak is that sometimes the things we advocate for benefit the next group of children, not ours immediately. And that is especially true when it comes When you add a dual language strand, you have to add it in K1 and then it rolls up year after year. So I'm listening to... Families talk about their wish for this for their fourth grader, their second grader. And unfortunately while we do have open seats in our dual language programs across the district and we can speak more about that if you'd like The new programs that we've added are going to benefit the third, fourth fifth graders in a few years. So I think sometimes when Not to say that these things take time, right? But it's not an immediate turnkey.

There is going to be a dual language program through grade 12 You have to start them in grade one in order for the language allocation to roll up year by year and for families to benefit from that. So I just wanted to address that piece because I really appreciate The families that are out here advocating for things that their child might not benefit from immediately, and that many, many children in the Boston public schools will benefit from this expansion. But it doesn't happen overnight. It starts year by year.

And Serena, before you go real quick I just want to note that sometimes it's just really basic stuff. Just fill out my IEP. You know, these are not things around... There's certain things that I heard during public testimony that make absolutely no sense to me as to why some of these families are still waiting for services. Yes. There is a disconnect here, and there's things that we are mandated to do by law that we're not doing for families. And that is part of us getting things on the record in terms of things that were not doing. I do appreciate that these things are forward thinking Some folks will benefit, but there are right now families and students who are struggling and need us to step up for them by any means necessary just to get them to the finish line. And I think those are the sort of conversations that we want to continue to have because it has to be both.

It can't be one or the other, because all of our students need support and it's challenging to come to terms with the fact that they're gonna have to wait another five to ten years for some justice, if you will. But I do understand that the rollout. Yeah, the roll out.

I could say what is and I'm open to hearing more, but in terms of community engagement or a community feedback There are a couple of things that happen, like so for example the city-wide parent council we just got asked to present with them on a budget. Got asked to work with them October 27th and then there's the meetings that we have with a group of the school site council members outside of the schools. So, there is that part where budget also joins those meetings too That happens in December. I have to double check the date, so that's another piece. I think the ways and means is another place where we hear from you guys, from your constituents Right, at least at the moment. And so and then I would say the other mechanism is what school leaders working with their own school site council to and so forth.

And then we also get feedback for their individual schools as So that's what I would say in addition to the other points that I've mentioned. I think those are the additional pieces that I would add that currently exist.

And Serena, I know all of those spaces and places but my question was it's like when we hear Parents advocating in all of the spaces that you have just identified. How does what you hear translate into the action that the school takes in terms The budgetary asks. That's the question that feels to me disconnected. How do we in good conscious hear what people are advocating for, but then don't see those things reflected in the final budget?

Um, I would have to go back. One wondering I have is like how do we present the budget in a way that shows that because I do think there's some ways we have been responsive and so how do It shows those pieces. I think that's the big piece that I would say there. You know, I know we're at time but my parents were immigrants as well and like I was pulled out separately from a classroom too so this is really passionate. Like I'm passionate about it as well And so I would just say that, um, I think maybe that's an opportunity where we can say like here's what we've heard and here's What we've done. Um, and as we do that too.

Thank you for that. Thank All right, so I am not one to hold people hostage for the sake of holding. Y'all already took a lot of your time and just wanted to know if you had any closing remarks and if you don't that's fine too but I want to thank you all for staying as long as you did and for remaining here with your hearts open. It is not easy to sit through and feel like you're on the stand, and that we're judging your work John made reference so I was trying to tell him to tone it down a little bit because it is hard to change systems that have never really were intended for our kids to succeed, right? and we have to assume best intentions on behalf of everyone. And I think my hope is that you all are gonna walk into these conversations ready to work alongside the Alliance to get this right.

And if we could model what that looks like and create a blueprint for real meaningful engagement, even when there's tension then I think we can turn the system around in a positive way. But you have to be ready, willing and able to do that hard work. And the advocates need to understand that not everything is going to change right away and that you have listen to the people who have literally been dying out here trying to make a difference Those two things are equally important and I want to help facilitate in my time here that type of collaboration because we don't see it. We only see this, and we only see people throwing daggers at BPS all the time and I am one, I actually have the biggest sword when it comes to BPS because I am just as you very passionate about this. So looking forward to continuing this partnership alongside the Alliance to get this right and committed working with the administration and you all to do it.

Are we on board?

Thank you, thank you for facilitating the dialogue.

Are were on board, was it bad, was is scary? Y'all survived it right? It was good. This was collaborative It felt collaborative. Can you tell IGR that? Because they were scared to send y'all down here to me. but not you Denise, it was Anne. Anna White that was scared, not you. Denise, you know me, we good. It was Anna they were scared But anyways, y'all survived it. Thank you. No, thank you. And I want to end with my esteemed advocates. Any last closing remarks? Roseanne? Now, I do things differently now, yeah? Now I'm going to let the other folks come in and say their last closing remarks, and that's just how I do things. Muy bien trabajo. Nice meeting you. I look forward to working alongside y'all. Y'all were great. All right, John. This is your last... I'm non-traditional.

I'm gonna end with community and John you don't have 20 minutes okay? Don't be trying to... You got one minute each of you. One minute. To say your last, now that you heard from the administration, this is your final round of closing remarks. And we'll start with Roseanne.

I'll start with one question. Could we please see the research or the evidence or the study that shows that DESE SEI is good or better for students since the vast majority of our multilingual learners will be in this program for the foreseeable future. And then I just want to say two main points, add languages don't lose them So this applies not only to English learners, but also to native English speakers. Everything follows from that vision. We know that it will take time to increase access to home language We advocate for a long-term plan with year by year measurable goals in, for example, language and disability assessment procedures, bilingual programs offered, bilingual educators endorsed. Bilingual paraprofessionals licensed.

And then my second point is just that it means less siloing. I think there are a whole lot of programs and services, but they're also breakdowns between departments like partner language speaking families who don't know about existing bilingual programs or they don't show up on their list of schools, or as you heard multilingual families who struggle getting their kids assessed. So we need a seamless flow for families provided in multiple languages.

Okay, great thank you I'll let you go longer but

Thank you so much for this space, here in the family community. All together, I use my English now a little bit. And to say it's important to understand how frustrated feel the family when they go A school can hear the culture, the language, the ethnic. It's important to know The family want to be with the teacher and in the authority, con las autoridades y con la escuela. We want to work together. We want

Collaborate, but we want to receive support. And you understand? We are in the same way. Thank you everybody.

Thank you, Chair. With your encouragement we're now all in favor of collaboration. So I would encourage you to not wait for a quarterly meeting but to try and get us going on the collaboration as soon as possible and as frequently as possible because we've got a lot to do, and if we're all committed to improving it for the thousands of kids we care about, let's get on with it. Thank you.

Yeah, I want to clear the record straight is that we're going to meet regularly and then quarterly I'm gonna host this hearing to check in on how we're doing and get things on the record.

Great.

Yeah real accountability here

Yeah, I also would just like to echo what John said that we have collectively so much experience and expertise that we can solve problems and share best practices together. But we definitely just need the space to do it I also would want to just say thank you to you of course for hosting this today and that Chair Robinson has said many times at school committee that we would all agree students can't wait like They're in school now, and so we have to act now. They need us now. And then one final thing is life deserves its own hearing because it is a program that serves the most vulnerable students. So hopefully that can happen in the future.

Great, look at you advocating for more.

Thank you Chair.

No thank you I mean like we did this and I want to thank you all for walking in the spirit of collaboration because i know it's people get discouraged and we are not gonna do that. So thank you to the Multilingual Alliance for showing up the way that you have, and for helping us get to this point so we continue to work alongside you. This hearing will stay in committee, and this hearing on Docket 0276 is now adjourned