Spaces:
Sleeping
Sleeping
addng parsing scripts and website dumps
Browse filesThis view is limited to 50 files because it contains too many changes.
See raw diff
- .gitignore +74 -0
- pages/about-bps--budget--budget-office--1.txt +9 -0
- pages/about-bps--budget--budget-office.txt +9 -0
- pages/about-bps--budget--fy2023-budget-development.txt +91 -0
- pages/about-bps--budget--fy2024-budget-development.txt +96 -0
- pages/about-bps--budget--fy2025-budget-development--1.txt +67 -0
- pages/about-bps--budget--fy2025-budget-development.txt +67 -0
- pages/about-bps--budget--fy2026-budget-development--frequently-asked-questions--1.txt +54 -0
- pages/about-bps--budget--fy2026-budget-development--frequently-asked-questions.txt +54 -0
- pages/about-bps--budget--fy2026-budget-development.txt +82 -0
- pages/about-bps--budget--past-budget-developments--fy17-budget-development.txt +76 -0
- pages/about-bps--budget--past-budget-developments--fy18-budget-development.txt +62 -0
- pages/about-bps--budget--past-budget-developments--fy19-budget-development.txt +41 -0
- pages/about-bps--budget--past-budget-developments--fy20-budget-development.txt +27 -0
- pages/about-bps--budget--past-budget-developments--fy2022-bps-budget-basics.txt +36 -0
- pages/about-bps--budget--past-budget-developments--fy21-budget-development--1.txt +45 -0
- pages/about-bps--budget--past-budget-developments--fy21-budget-development.txt +45 -0
- pages/about-bps--budget--past-budget-developments--fy22-budget-development--1.txt +64 -0
- pages/about-bps--budget--past-budget-developments--fy22-budget-development.txt +64 -0
- pages/about-bps--capital-planning--capital-planning-department.txt +37 -0
- pages/about-bps--capital-planning--spring-2024-grade-reconfigurations-closures-and-consolidations--1.txt +226 -0
- pages/about-bps--capital-planning--spring-2024-grade-reconfigurations-closures-and-consolidations.txt +226 -0
- pages/about-bps--capital-planning--winter-2025--1.txt +282 -0
- pages/about-bps--capital-planning--winter-2025.txt +282 -0
- pages/about-bps--data-and-reports--1.txt +15 -0
- pages/about-bps--data-and-reports--about-oda.txt +9 -0
- pages/about-bps--data-and-reports--calendars.txt +13 -0
- pages/about-bps--data-and-reports--data-and-reports--1.txt +3 -0
- pages/about-bps--data-and-reports--data-and-reports--2016-school-performance-data.txt +36 -0
- pages/about-bps--data-and-reports--data-and-reports--2017-school-performance-data--1.txt +5 -0
- pages/about-bps--data-and-reports--data-and-reports--2017-school-performance-data.txt +5 -0
- pages/about-bps--data-and-reports--data-and-reports--2018-school-performance-data--1.txt +5 -0
- pages/about-bps--data-and-reports--data-and-reports--2018-school-performance-data.txt +5 -0
- pages/about-bps--data-and-reports--data-and-reports--dropout-rate.txt +15 -0
- pages/about-bps--data-and-reports--data-and-reports--graduation-rate.txt +20 -0
- pages/about-bps--data-and-reports--data-and-reports--massachusetts-comprehensive-assessment-system-mcas.txt +2 -0
- pages/about-bps--data-and-reports--data-and-reports--national-assessment-of-educational-progress-and-trial-urban-district-assessment--1.txt +12 -0
- pages/about-bps--data-and-reports--data-and-reports--national-assessment-of-educational-progress-and-trial-urban-district-assessment.txt +12 -0
- pages/about-bps--data-and-reports--data-and-reports--other-reports--adequate-yearly-progress-and-no-child-left-behind--1.txt +13 -0
- pages/about-bps--data-and-reports--data-and-reports--other-reports--adequate-yearly-progress-and-no-child-left-behind.txt +13 -0
- pages/about-bps--data-and-reports--data-and-reports--other-reports.txt +6 -0
- pages/about-bps--data-and-reports--data-and-reports--sat-reasoning-and-advanced-placement--1.txt +44 -0
- pages/about-bps--data-and-reports--data-and-reports--sat-reasoning-and-advanced-placement.txt +44 -0
- pages/about-bps--data-and-reports--data-and-reports--school-committee-presentations.txt +39 -0
- pages/about-bps--data-and-reports--data-and-reports.txt +3 -0
- pages/about-bps--data-and-reports--data-inquiry.txt +41 -0
- pages/about-bps--data-and-reports--facts-and-figures.txt +14 -0
- pages/about-bps--data-and-reports--formative-assessments.txt +18 -0
- pages/about-bps--data-and-reports--mcas-appeals.txt +31 -0
- pages/about-bps--data-and-reports--research--appendix-a-publicly-available-data--1.txt +33 -0
.gitignore
ADDED
|
@@ -0,0 +1,74 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
# Python
|
| 2 |
+
__pycache__/
|
| 3 |
+
*.py[cod]
|
| 4 |
+
*$py.class
|
| 5 |
+
*.so
|
| 6 |
+
.Python
|
| 7 |
+
build/
|
| 8 |
+
develop-eggs/
|
| 9 |
+
dist/
|
| 10 |
+
downloads/
|
| 11 |
+
eggs/
|
| 12 |
+
.eggs/
|
| 13 |
+
lib/
|
| 14 |
+
lib64/
|
| 15 |
+
parts/
|
| 16 |
+
sdist/
|
| 17 |
+
var/
|
| 18 |
+
wheels/
|
| 19 |
+
*.egg-info/
|
| 20 |
+
.installed.cfg
|
| 21 |
+
*.egg
|
| 22 |
+
|
| 23 |
+
# Virtual Environment
|
| 24 |
+
venv/
|
| 25 |
+
env/
|
| 26 |
+
ENV/
|
| 27 |
+
.env
|
| 28 |
+
.venv
|
| 29 |
+
.python-version
|
| 30 |
+
|
| 31 |
+
# IDE specific files
|
| 32 |
+
.idea/
|
| 33 |
+
.vscode/
|
| 34 |
+
*.swp
|
| 35 |
+
*.swo
|
| 36 |
+
.DS_Store
|
| 37 |
+
|
| 38 |
+
# Jupyter Notebook
|
| 39 |
+
.ipynb_checkpoints
|
| 40 |
+
|
| 41 |
+
# Local development
|
| 42 |
+
*.log
|
| 43 |
+
.env.local
|
| 44 |
+
.env.development.local
|
| 45 |
+
.env.test.local
|
| 46 |
+
.env.production.local
|
| 47 |
+
|
| 48 |
+
# Streamlit specific
|
| 49 |
+
.streamlit/secrets.toml
|
| 50 |
+
|
| 51 |
+
# Model files and cache
|
| 52 |
+
*.gguf
|
| 53 |
+
__pycache__/
|
| 54 |
+
.cache/
|
| 55 |
+
.pytest_cache/
|
| 56 |
+
|
| 57 |
+
# macOS specific
|
| 58 |
+
.DS_Store
|
| 59 |
+
.AppleDouble
|
| 60 |
+
.LSOverride
|
| 61 |
+
Icon
|
| 62 |
+
._*
|
| 63 |
+
.DocumentRevisions-V100
|
| 64 |
+
.fseventsd
|
| 65 |
+
.Spotlight-V100
|
| 66 |
+
.TemporaryItems
|
| 67 |
+
.Trashes
|
| 68 |
+
.VolumeIcon.icns
|
| 69 |
+
.com.apple.timemachine.donotpresent
|
| 70 |
+
.AppleDB
|
| 71 |
+
.AppleDesktop
|
| 72 |
+
Network Trash Folder
|
| 73 |
+
Temporary Items
|
| 74 |
+
.apdisk
|
pages/about-bps--budget--budget-office--1.txt
ADDED
|
@@ -0,0 +1,9 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Budget Office
|
| 2 |
+
The BPS Budget Office ensures that the $1.3 billion operating budget is equitably allocated and managed to yield the best results for our students.
|
| 3 |
+
Who We Are
|
| 4 |
+
What We Do
|
| 5 |
+
The office’s primary responsibility is to serve as stewards of public funds and to develop sound fiscal management practices. In the Boston Public Schools, we are proud to offer schools more autonomy around budgeting and hiring than any another large school district in the United States. Parents, students, school leaders and teachers help set the long-term direction for each school.We are committed to excellence in all aspects of day-to-day operations to support the district’s educational and financial goals.
|
| 6 |
+
Quick Links
|
| 7 |
+
Contact
|
| 8 |
+
Are you a BPS Budget Manager with questions?
|
| 9 |
+
Visit our Budget Resources page
|
pages/about-bps--budget--budget-office.txt
ADDED
|
@@ -0,0 +1,9 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Budget Office
|
| 2 |
+
The BPS Budget Office ensures that the $1.3 billion operating budget is equitably allocated and managed to yield the best results for our students.
|
| 3 |
+
Who We Are
|
| 4 |
+
What We Do
|
| 5 |
+
The office’s primary responsibility is to serve as stewards of public funds and to develop sound fiscal management practices. In the Boston Public Schools, we are proud to offer schools more autonomy around budgeting and hiring than any another large school district in the United States. Parents, students, school leaders and teachers help set the long-term direction for each school.We are committed to excellence in all aspects of day-to-day operations to support the district’s educational and financial goals.
|
| 6 |
+
Quick Links
|
| 7 |
+
Contact
|
| 8 |
+
Are you a BPS Budget Manager with questions?
|
| 9 |
+
Visit our Budget Resources page
|
pages/about-bps--budget--fy2023-budget-development.txt
ADDED
|
@@ -0,0 +1,91 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY2023 Budget Development
|
| 2 |
+
Written feedback may also be given at budget@bostonpublicschools.org.
|
| 3 |
+
Public Meetings
|
| 4 |
+
All meetings will be held on Zoom - the Zoom link can be accessed the day of the meeting via this page.
|
| 5 |
+
- Wednesday, February 2 at 5 p.m. — Initial Budget proposal presentation to the School Committee
|
| 6 |
+
- Thursday, February 10 at 5 p.m. — Budget hearing focused on school budgets
|
| 7 |
+
- Tuesday, March 1 at 5 p.m. — Budget hearing focused on central office budgets
|
| 8 |
+
- Wednesday, March 16 at 5 p.m. — Budget hearing for the Finance Team to address questions on final FY23 proposal
|
| 9 |
+
- Wednesday, March 23 at 5 p.m. — School Committee meeting and FY23 Budget Vote
|
| 10 |
+
- FY23 City Council Presentation ESSER II & III Update-June 22, 2022
|
| 11 |
+
- FY23 City Council Presentation: Capital Planning- May 31, 2022
|
| 12 |
+
- SpEdPAC: Finance Presentation- May 5th, 2022
|
| 13 |
+
- FY23 City Council Presentation: Operations- May 5, 2022
|
| 14 |
+
- FY23 City Council Presentations: SEL- May 2nd, 2022
|
| 15 |
+
- FY23 City Council Presentations: Enrichment- May 2nd, 2022
|
| 16 |
+
- FY23 City Council Presentation: Academics-April 28th, 2022
|
| 17 |
+
- FY23 City Council Presentation: Schools- April 28th, 2022
|
| 18 |
+
- FY23 City Council Presentation: Overview - April 26, 2022
|
| 19 |
+
- BPS: FY23 City Council Packet
|
| 20 |
+
- Final Budget Proposal - March 16, 2022
|
| 21 |
+
- Budget Hearing: Central Office Budget Reviews - March 1, 2022
|
| 22 |
+
- Budget Hearing: School Budget Reviews - February 10, 2022
|
| 23 |
+
- Initial Budget Proposal - February 2, 2022
|
| 24 |
+
FY23 City Council Presentation ESSER II & III Update-June 22, 2022
|
| 25 |
+
FY23 City Council Presentation: Capital Planning- May 31, 2022
|
| 26 |
+
SpEdPAC: Finance Presentation- May 5th, 2022
|
| 27 |
+
FY23 City Council Presentation: Operations- May 5, 2022
|
| 28 |
+
FY23 City Council Presentations: SEL- May 2nd, 2022
|
| 29 |
+
FY23 City Council Presentations: Enrichment- May 2nd, 2022
|
| 30 |
+
FY23 City Council Presentation: Academics-April 28th, 2022
|
| 31 |
+
FY23 City Council Presentation: Schools- April 28th, 2022
|
| 32 |
+
FY23 City Council Presentation: Overview - April 26, 2022
|
| 33 |
+
BPS: FY23 City Council Packet
|
| 34 |
+
Final Budget Proposal - March 16, 2022
|
| 35 |
+
I. Memo from the Superintendent
|
| 36 |
+
ا لعربية | Caboverdeano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Español | Tiếng Việt
|
| 37 |
+
II. Equity Impact Statement
|
| 38 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 39 |
+
III. FY23 Budget Recommendation (Excel Version)
|
| 40 |
+
- By Account and Fund
|
| 41 |
+
- By Program and Fund
|
| 42 |
+
- By Department and Fund
|
| 43 |
+
ا لعربية | Caboverdeano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Español | Tiếng Việt
|
| 44 |
+
IV. Weighted Student Funding (WSF)
|
| 45 |
+
- WSF: District Table
|
| 46 |
+
Caboverdeano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Español | Tiếng Việt - WSF: Reserve Table
|
| 47 |
+
Caboverdeano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Español | Tiếng Việt - WSF: School by School Comparison
|
| 48 |
+
ا لعربية | Caboverdeano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Español | Tiếng Việt - Individual School WSF Templates
|
| 49 |
+
- Caboverdeano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Español | Tiếng Việt
|
| 50 |
+
V. School Allocations
|
| 51 |
+
- Total Allocations to Schools
|
| 52 |
+
ا لعربية | Caboverdeano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Español | Tiếng Việt - Supplemental Funding to Schools
|
| 53 |
+
ا لعربية | Caboverdeano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Español | Tiếng Việt - Individual School Allocation One-Pagers
|
| 54 |
+
- لعربية | Caboverdeano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Español | Tiếng Việt
|
| 55 |
+
Budget Hearing: Central Office Budget Reviews - March 1, 2022
|
| 56 |
+
Central Office Budget Presentation
|
| 57 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 58 |
+
Soft Landing Analysis FY19 - FY23
|
| 59 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 60 |
+
Budget Hearing: School Budget Reviews - February 10, 2022
|
| 61 |
+
Initial Budget Proposal - February 2, 2022
|
| 62 |
+
I. Memo from the Superintendent
|
| 63 |
+
- Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 64 |
+
II. Presentation: FY23 Budget Overview and Equity Analysis
|
| 65 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 66 |
+
- Equity Impact Statement
|
| 67 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 68 |
+
III. FY23 Budget Recommendation (Excel Version)
|
| 69 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 70 |
+
- By Account and Fund
|
| 71 |
+
- By Program and Fund
|
| 72 |
+
- By Department and Fund
|
| 73 |
+
IV. Weighted Student Funding (WSF)
|
| 74 |
+
- WSF: District Table
|
| 75 |
+
- WSF: Reserve Table
|
| 76 |
+
- WSF: Historical Comparison of Weights FY12-FY23
|
| 77 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt - WSF: School by School Comparison
|
| 78 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt - Individual School WSF Templates
|
| 79 |
+
V. School Allocations
|
| 80 |
+
- Total Allocations to Schools
|
| 81 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt - Supplemental Funding to Schools
|
| 82 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt - Individual School Allocation One-Pagers
|
| 83 |
+
VI. Background Documents
|
| 84 |
+
- Overview of Proposed Reserve Accounts
|
| 85 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt - Grant Projections
|
| 86 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt - Overview of Title I
|
| 87 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 88 |
+
Quick Links
|
| 89 |
+
Contact
|
| 90 |
+
Are you a BPS Budget Manager with questions?
|
| 91 |
+
Visit our Budget Resources page
|
pages/about-bps--budget--fy2024-budget-development.txt
ADDED
|
@@ -0,0 +1,96 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY2024 Budget Development
|
| 2 |
+
Written feedback may also be given at budget@bostonpublicschools.org.
|
| 3 |
+
Public Meetings
|
| 4 |
+
All meetings will be held on Zoom - the Zoom link can be accessed the day of the meeting at the Boston School Committee page.
|
| 5 |
+
- Wednesday, February 1: 5 p.m. School Committee Meeting Preliminary FY24 Budget Presentation
|
| 6 |
+
- Thursday, February 16: 5 p.m. Budget Hearing School budgets review
|
| 7 |
+
- Wednesday, March 1: 5 p.m. Budget Hearing Focus on Central Budget
|
| 8 |
+
- Wednesday, March 15: 5 p.m. Budget Hearing Finance addresses questions on proposal
|
| 9 |
+
- Wednesday, March 22: School Committee meeting and FY24 Budget Vote
|
| 10 |
+
- 12.13.2023 FY23-FY25 School Committee Financial Update
|
| 11 |
+
- FY24 City Council Presentation: Academics- June 5, 2023
|
| 12 |
+
- FY24 City Council Presentation: Operations- June 5, 2023
|
| 13 |
+
- FY24 City Council Presentation: Enrichment- May 22, 2023
|
| 14 |
+
- FY24 City Council Presentation: Schools- May 15, 2023
|
| 15 |
+
- BPS: FY24 City Council Packet
|
| 16 |
+
- Final Budget Proposal - March 15, 2023
|
| 17 |
+
- Budget Hearing: Central Office Budget Reviews - March 1, 2023
|
| 18 |
+
- Budget Hearing: School Budget Reviews - February 16, 2023
|
| 19 |
+
- Initial Budget Proposal February 1, 2023
|
| 20 |
+
12.13.2023 FY23-FY25 School Committee Financial Update
|
| 21 |
+
FY24 OCTOBER BUDGET UPDATE MEMO| ARABIC/ العربية | CABOVERDEAN/CABOVERDEANO| CHINESE/中文 | FRENCH/FRANÇAIS| HAITIAN/KREYÒL AYISYEN| PORTUGUESE/PORTUGUÊS| SOMALI/SOOMAALI| SPANISH/ESPAÑOL | VIETNAMESE/TIẾNG VIỆT |
|
| 22 |
+
EQUITY IMPACT STATEMENT FY24 FINANCE UPDATE |SPANISH/ESPAÑOL
|
| 23 |
+
FY23-FY25 FINANCE UPDATE POWERPOINT | SPANISH/ESPAÑOL
|
| 24 |
+
FY24 City Council Presentation: Academics- June 5, 2023
|
| 25 |
+
FY24 City Council Presentation: Operations- June 5, 2023
|
| 26 |
+
FY24 City Council Presentation: Enrichment- May 22, 2023
|
| 27 |
+
FY24 City Council Presentation: Schools- May 15, 2023
|
| 28 |
+
BPS: FY24 City Council Packet
|
| 29 |
+
Final Budget Proposal - March 15, 2023
|
| 30 |
+
1 . Superintendent’s Final FY24 Budget Letter
|
| 31 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 32 |
+
1a. Responses to School Committee Questions during the FY24 Budget Hearings
|
| 33 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việ
|
| 34 |
+
2 . FY24 Final Budget Presentation
|
| 35 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 36 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 37 |
+
3. FY24 Budget Recommendation (PDF)
|
| 38 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 39 |
+
-
|
| 40 |
+
By Account and Fund
|
| 41 |
+
-
|
| 42 |
+
By Program and Fund
|
| 43 |
+
-
|
| 44 |
+
By Department and Fund
|
| 45 |
+
3. FY24 Budget Recommendation (Excel version)
|
| 46 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 47 |
+
3d. Account Detail for Multilingual Learning
|
| 48 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 49 |
+
3e. Account Detail for Special Education
|
| 50 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 51 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 52 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 53 |
+
4c. Individual School WSF Templates
|
| 54 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Por tuguês | Somali/ Soomaali | Spanish/español | Vietnamese/Tiến+g Việt
|
| 55 |
+
5. School Allocations
|
| 56 |
+
5a. Total Allocations to Schools
|
| 57 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 58 |
+
5b. Supplemental Funding to Schools
|
| 59 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 60 |
+
5c. Individual School Allocation One-Pagers
|
| 61 |
+
Arabic/ ا��عربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 62 |
+
Budget Hearing: Central Office Budget Reviews - March 1, 2023
|
| 63 |
+
Budget Hearing: School Budget Reviews - February 16, 2023
|
| 64 |
+
Initial Budget Proposal February 1, 2023
|
| 65 |
+
1. Memo from the Superintendent
|
| 66 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 67 |
+
2. Presentation: FY24 Budget Overview
|
| 68 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 69 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 70 |
+
3. FY24 Budget Recommendation (Excel version)
|
| 71 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 72 |
+
-
|
| 73 |
+
By Account and Fund
|
| 74 |
+
-
|
| 75 |
+
By Program and Fund
|
| 76 |
+
-
|
| 77 |
+
By Department and Fund
|
| 78 |
+
3d. Overview of Proposed Reserve Accounts
|
| 79 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 80 |
+
(Translations in progress)
|
| 81 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 82 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 83 |
+
4c. WSF: Historical Comparison of Weights FY12-FY24
|
| 84 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Por tuguês | Somali/ Soomaali | Spanish/español | Vietnamese/Tiến+g Việt
|
| 85 |
+
4d. WSF: School by School Comparison
|
| 86 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 87 |
+
4e. Individual School WSF Templates
|
| 88 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 89 |
+
5a. Total Allocations to Schools
|
| 90 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 91 |
+
5b. Supplemental Funding to Schools
|
| 92 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 93 |
+
5c. Individual School Allocation One-Pagers
|
| 94 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 95 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 96 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
pages/about-bps--budget--fy2025-budget-development--1.txt
ADDED
|
@@ -0,0 +1,67 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY2025 Budget Development
|
| 2 |
+
Written feedback may also be given at budget@bostonpublicschools.org.
|
| 3 |
+
Public Meetings
|
| 4 |
+
- Wednesday, February 7 - High Level overall FY25 Budget Presentation
|
| 5 |
+
- Thursday, February 15 - Budget Hearing: Schools
|
| 6 |
+
- Wednesday, March 4 - Budget Hearing: Central Office
|
| 7 |
+
- Wednesday, March 20 - Final Budget Review Hearing Virtual Meeting
|
| 8 |
+
- Wednesday, March 27 - FY25 Budget Vote Virtual Meeting
|
| 9 |
+
- 5.23.2024 - FY25 City Council - Capital Planning Presentation
|
| 10 |
+
- 04.30.2024 - FY25 City Council Presentation: Academics
|
| 11 |
+
- 04.30.2024 - FY25 City Council Presentation: EFCA, Operations and Student Support
|
| 12 |
+
- 04.29.24 - FY25 City Council Presentation: Overview and Inclusion
|
| 13 |
+
- 03.20.2024 - FY25 Final Budget Proposal
|
| 14 |
+
- 03.04.2024 - FY25 Central Office Budget Review
|
| 15 |
+
- 02.15.2024 - Budget Hearing: Schools
|
| 16 |
+
- 02.07.2024 - FY25 Budget Recommendation
|
| 17 |
+
5.23.2024 - FY25 City Council - Capital Planning Presentation
|
| 18 |
+
04.30.2024 - FY25 City Council Presentation: Academics
|
| 19 |
+
04.30.2024 - FY25 City Council Presentation: EFCA, Operations and Student Support
|
| 20 |
+
04.29.24 - FY25 City Council Presentation: Overview and Inclusion
|
| 21 |
+
03.20.2024 - FY25 Final Budget Proposal
|
| 22 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 23 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 24 |
+
3. School Committee Tables (PDF)
|
| 25 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 26 |
+
4. FY25 School Committee Tables_Static (Excel)
|
| 27 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 28 |
+
5a. FY25 Total Allocations to Schools
|
| 29 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 30 |
+
5b. FY25 Other District Programmatic Supports
|
| 31 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 32 |
+
5c. School Allocation One Pagers
|
| 33 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 34 |
+
6. Equity Impact Statement FY25 Budget
|
| 35 |
+
Arabic/ العربية| Caboverdean/Caboverdeano| Chinese/中文 | French/Français| Haitian/Kreyòl Ayisyen| Portuguese/Português|Somali/ Soomaali| Spanish/español | Vietnamese/Tiếng Việt
|
| 36 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Sp anish/español | Vietnamese/Tiếng Việt
|
| 37 |
+
7a. Final Budget Hearing Presentation
|
| 38 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 39 |
+
03.04.2024 - FY25 Central Office Budget Review
|
| 40 |
+
02.15.2024 - Budget Hearing: Schools
|
| 41 |
+
02.07.2024 - FY25 Budget Recommendation
|
| 42 |
+
1. FY25 Superintendent's Budget Memo to School Committee.pdf
|
| 43 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 44 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 45 |
+
2a. Equity Impact Statement FY25 Budget
|
| 46 |
+
Arabic/ العربية| Caboverdean/Caboverdeano| Chinese/中文 | French/Français| Haitian/Kreyòl Ayisyen| Portuguese/Português|Somali/ Soomaali| Spanish/español | Vietnamese/Tiếng Việt
|
| 47 |
+
3. FY25 Budget Recommendation (Excel version)
|
| 48 |
+
-
|
| 49 |
+
By Account and Fund
|
| 50 |
+
-
|
| 51 |
+
By Program and Fund
|
| 52 |
+
-
|
| 53 |
+
By Department and Fund
|
| 54 |
+
-
|
| 55 |
+
Account Detail for Multilingual Learning
|
| 56 |
+
-
|
| 57 |
+
Account Detail for Special Education
|
| 58 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 59 |
+
(Translations in progress)
|
| 60 |
+
4a. Total Allocations to Schools
|
| 61 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 62 |
+
4b. Supplemental Funding to Schools
|
| 63 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 64 |
+
4c. Individual School Allocation One-Pagers
|
| 65 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 66 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 67 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
pages/about-bps--budget--fy2025-budget-development.txt
ADDED
|
@@ -0,0 +1,67 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY2025 Budget Development
|
| 2 |
+
Written feedback may also be given at budget@bostonpublicschools.org.
|
| 3 |
+
Public Meetings
|
| 4 |
+
- Wednesday, February 7 - High Level overall FY25 Budget Presentation
|
| 5 |
+
- Thursday, February 15 - Budget Hearing: Schools
|
| 6 |
+
- Wednesday, March 4 - Budget Hearing: Central Office
|
| 7 |
+
- Wednesday, March 20 - Final Budget Review Hearing Virtual Meeting
|
| 8 |
+
- Wednesday, March 27 - FY25 Budget Vote Virtual Meeting
|
| 9 |
+
- 5.23.2024 - FY25 City Council - Capital Planning Presentation
|
| 10 |
+
- 04.30.2024 - FY25 City Council Presentation: Academics
|
| 11 |
+
- 04.30.2024 - FY25 City Council Presentation: EFCA, Operations and Student Support
|
| 12 |
+
- 04.29.24 - FY25 City Council Presentation: Overview and Inclusion
|
| 13 |
+
- 03.20.2024 - FY25 Final Budget Proposal
|
| 14 |
+
- 03.04.2024 - FY25 Central Office Budget Review
|
| 15 |
+
- 02.15.2024 - Budget Hearing: Schools
|
| 16 |
+
- 02.07.2024 - FY25 Budget Recommendation
|
| 17 |
+
5.23.2024 - FY25 City Council - Capital Planning Presentation
|
| 18 |
+
04.30.2024 - FY25 City Council Presentation: Academics
|
| 19 |
+
04.30.2024 - FY25 City Council Presentation: EFCA, Operations and Student Support
|
| 20 |
+
04.29.24 - FY25 City Council Presentation: Overview and Inclusion
|
| 21 |
+
03.20.2024 - FY25 Final Budget Proposal
|
| 22 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 23 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 24 |
+
3. School Committee Tables (PDF)
|
| 25 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 26 |
+
4. FY25 School Committee Tables_Static (Excel)
|
| 27 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 28 |
+
5a. FY25 Total Allocations to Schools
|
| 29 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 30 |
+
5b. FY25 Other District Programmatic Supports
|
| 31 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 32 |
+
5c. School Allocation One Pagers
|
| 33 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 34 |
+
6. Equity Impact Statement FY25 Budget
|
| 35 |
+
Arabic/ العربية| Caboverdean/Caboverdeano| Chinese/中文 | French/Français| Haitian/Kreyòl Ayisyen| Portuguese/Português|Somali/ Soomaali| Spanish/español | Vietnamese/Tiếng Việt
|
| 36 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Sp anish/español | Vietnamese/Tiếng Việt
|
| 37 |
+
7a. Final Budget Hearing Presentation
|
| 38 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 39 |
+
03.04.2024 - FY25 Central Office Budget Review
|
| 40 |
+
02.15.2024 - Budget Hearing: Schools
|
| 41 |
+
02.07.2024 - FY25 Budget Recommendation
|
| 42 |
+
1. FY25 Superintendent's Budget Memo to School Committee.pdf
|
| 43 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 44 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 45 |
+
2a. Equity Impact Statement FY25 Budget
|
| 46 |
+
Arabic/ العربية| Caboverdean/Caboverdeano| Chinese/中文 | French/Français| Haitian/Kreyòl Ayisyen| Portuguese/Português|Somali/ Soomaali| Spanish/español | Vietnamese/Tiếng Việt
|
| 47 |
+
3. FY25 Budget Recommendation (Excel version)
|
| 48 |
+
-
|
| 49 |
+
By Account and Fund
|
| 50 |
+
-
|
| 51 |
+
By Program and Fund
|
| 52 |
+
-
|
| 53 |
+
By Department and Fund
|
| 54 |
+
-
|
| 55 |
+
Account Detail for Multilingual Learning
|
| 56 |
+
-
|
| 57 |
+
Account Detail for Special Education
|
| 58 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 59 |
+
(Translations in progress)
|
| 60 |
+
4a. Total Allocations to Schools
|
| 61 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 62 |
+
4b. Supplemental Funding to Schools
|
| 63 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 64 |
+
4c. Individual School Allocation One-Pagers
|
| 65 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 66 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 67 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
pages/about-bps--budget--fy2026-budget-development--frequently-asked-questions--1.txt
ADDED
|
@@ -0,0 +1,54 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY26 Budget Frequently Asked Questions
|
| 2 |
+
- Q: What is the total FY26 Boston Public Schools (BPS) Budget?
|
| 3 |
+
- Q: Has the FY26 budget increased over FY25?
|
| 4 |
+
- Q: What are some of the major FY26 BPS investments?
|
| 5 |
+
- Q: What percentage of the total budget goes to schools and student supports budgeted centrally?
|
| 6 |
+
- Q: What are student services budgeted centrally and how do they benefit students?
|
| 7 |
+
- Q: What does the BPS budget planning process look like?
|
| 8 |
+
- Q: What are the biggest factors impacting this year’s budget?
|
| 9 |
+
- Q: Now that BPS has transitioned off of federal ESSER pandemic relief funds, which programs did the district retain? How were those programs selected and how are they being funded going forward?
|
| 10 |
+
- Q: How does the district's Long Term Facilities Planning and the proposed school mergers and closures impact the FY26 budget?
|
| 11 |
+
- Q: How does the FY26 budget meet the needs of students with disabilities?
|
| 12 |
+
- Q: What is the FY26 BPS transportation budget? How does this spending differ from FY25?
|
| 13 |
+
- Q: The FY26 Budget highlights a $4 million investment for Multilingual Learners, but it looks like there are other parts of the budget that cut millions of dollars for ML’s. What are the cuts and why were they made?
|
| 14 |
+
- Q: Are you cutting bilingual staff?
|
| 15 |
+
- Q: Why are there cuts to single language SEI, and SLIFE programs?
|
| 16 |
+
- Q: What new programs are proposed for Multilingual Learners in the FY26 budget?
|
| 17 |
+
- Q: How does service mapping plan for Multilingual Learners?
|
| 18 |
+
- Q: How are Title 1 funds used? Specifically, explain the breakdown of funds centrally and school-based and how that funding is allocated to support Multilingual Learners.
|
| 19 |
+
Q: What is the total FY26 Boston Public Schools (BPS) Budget?
|
| 20 |
+
Q: Has the FY26 budget increased over FY25?
|
| 21 |
+
Q: What are some of the major FY26 BPS investments?
|
| 22 |
+
A: In the coming year, BPS will continue to focus on key priority areas that support students and schools including:
|
| 23 |
+
- Implementing Inclusive Education across our schools
|
| 24 |
+
- Expanding access to native language through dual language, Transitional Bilingual Education and multilingual programming
|
| 25 |
+
- Continuing long term facilities planning that will lead to important structural changes and long-term savings
|
| 26 |
+
- Strengthening the district’s secondary school ecosystem, with new and expanded early college and career pathways
|
| 27 |
+
- Growing the Hub school model
|
| 28 |
+
Q: What percentage of the total budget goes to schools and student supports budgeted centrally?
|
| 29 |
+
A: The vast majority of our funding - or 93% - is allocated directly to school budgets and student services. The remaining 7% goes to student services budgeted centrally, including transportation, specialized services, facilities and benefits as well as non-BPS student services and central administration including constituent services support. In the coming year, BPS will continue to focus on key priority areas, while continuing to identify important efficiencies and cost savings.
|
| 30 |
+
Q: What are student services budgeted centrally and how do they benefit students?
|
| 31 |
+
Q: What does the BPS budget planning process look like?
|
| 32 |
+
A: When the BPS Finance team began its FY26 planning process in December in collaboration with school leaders, they looked closely at existing investments and the outcome of that spending. They applied a zero-based budgeting approach to the districts central budgets and prioritized all available funds for schools while strategically eliminating what is not providing the desired student outcomes.
|
| 33 |
+
Q: What are the biggest factors impacting this year’s budget?
|
| 34 |
+
A: First, inflation continues to impact our maintenance costs as well as budget obligations including health insurance, collective bargaining agreements, out of district costs, and special education services. Second, after several years of decline, BPS student enrollment has stabilized. Although the district’s total enrollment is lower than it was a decade ago, the number of students with disabilities and multilingual learners has steadily increased. These factors mean that BPS needs to change the way staff and resources are allocated while continuing to consider the highest needs students first. Last, FY26 will be the first year entirely without ESSER funds.
|
| 35 |
+
Q: Now that BPS has transitioned off of federal ESSER pandemic relief funds, which programs did the district retain? How were those programs selected and how are they being funded going forward?
|
| 36 |
+
Q: How does the district's Long Term Facilities Planning and the proposed school mergers and closures impact the FY26 budget?
|
| 37 |
+
A: The district expects to see $21 million in savings through its long term facilities planning, which will go directly into schools and classrooms to benefit students. The savings has allowed us to add positions to support expanded multilingual programs, increase the number of dedicated bilingual instructional coaches and grow our secondary school programs - to name a few.
|
| 38 |
+
Q: How does the FY26 budget meet the needs of students with disabilities?
|
| 39 |
+
A: The FY26 budget supports the continuing implementation of inclusive education districtwide. In the coming fiscal year, BPS will expand the district’s inclusive programming for students with disabilities in grades 1, 2, 8 and 10 for the 2025 - 2026 academic year. In addition, the district will extend the plan slated to end in 2026-2027 by one year to ensure schools have the planning time and resources to eventually serve all grade levels.
|
| 40 |
+
This strategic expansion builds upon the historic work BPS has done and on the foundation of K0/K1/K2, 7th and 9th grades. As BPS adds grade levels, the district remains focused on enhancing student outcomes, ensuring that all students are educated in the least restrictive environment, and strengthening capacity for teachers, paras, and support staff to do this work effectively.
|
| 41 |
+
Q: What is the FY26 BPS transportation budget? How does this spending differ from FY25?
|
| 42 |
+
A: FY26 BPS transportation budget is $189 million. Last fall, the district introduced the Zum app to BPS students and families, which provides real-time transportation data including systematic tracking of student ridership across our operation for the first time. So far this school year, over 2,000 students have been identified as consistently not riding the school bus using ridership tracking in Zum. Through multiple rounds of outreach conducted throughout the year, over 1,000 of these students have been proactively opted out of the school bus. These student opt-outs are anticipated to result in over $1 million in cost savings.
|
| 43 |
+
Q: The FY26 Budget highlights a $4 million investment for Multilingual Learners, but it looks like there are other parts of the budget that cut millions of dollars for ML’s. What are the cuts and why were they made?
|
| 44 |
+
A: Over the next several years we are working to update our data systems to better reflect the staff we have. The BPS Financial system has a legacy account code titled “Bilingual Teacher”. Staff coded in this account were not required to be bilingual, but taught in a BPS SEI or Dual Language programs.
|
| 45 |
+
As we are updating our systems and adding more bilingual opportunities across our schools specific staff positions are being re-coded to better reflect requirements of their job. Currently, the majority of our positions are not required to be bilingual or multilingual so unless it is part of the job requirements we will not use the “Bilingual Teacher” code.
|
| 46 |
+
This technical change may look like cuts in the budget but the majority of changes are due to a re-coding of positions not eliminating them.
|
| 47 |
+
Q: Are you cutting bilingual staff?
|
| 48 |
+
Q: Why are there cuts to single language SEI, and SLIFE programs?
|
| 49 |
+
Q: What new programs are proposed for Multilingual Learners in the FY26 budget?
|
| 50 |
+
Q: How does service mapping plan for Multilingual Learners?
|
| 51 |
+
A: Service mapping ensures that all English learner students receive ESL direct instruction from a licensed ESL teacher for the required minutes. For students who are at the foundational stages of their English proficiency, this is 90 minutes daily. For students who are at their transitional stages of English proficiency, this is 45 minutes daily. Service mapping is a way for schools to think about which students can receive their services together AND, based on student need, the staff who will deliver the required services while following the Department of Justice successor agreement.
|
| 52 |
+
Service mapping is one tool used to plan and support our multilingual learners but it is not the only approach educators take when thinking about and planning for our students.
|
| 53 |
+
Q: How are Title 1 funds used? Specifically, explain the breakdown of funds centrally and school-based and how that funding is allocated to support Multilingual Learners.
|
| 54 |
+
A: Centrally allocated Title I funds are used to expand opportunities for students through increased capacity for central departments to support schools and direct programming for students/school communities. Examples of this programming include, but are not limited to: science materials, 5th Quarter summer programming, professional development around intensive math and literacy instruction, and technology for students with disabilities. Unused Title I funds for Multilingual Learners (MLs) at the school level are pooled at the end of the year to use for summer programming specifically for MLs. Additionally, there are $4.5M in benefits budgeted centrally for all employees in Title I funded positions.
|
pages/about-bps--budget--fy2026-budget-development--frequently-asked-questions.txt
ADDED
|
@@ -0,0 +1,54 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY26 Budget Frequently Asked Questions
|
| 2 |
+
- Q: What is the total FY26 Boston Public Schools (BPS) Budget?
|
| 3 |
+
- Q: Has the FY26 budget increased over FY25?
|
| 4 |
+
- Q: What are some of the major FY26 BPS investments?
|
| 5 |
+
- Q: What percentage of the total budget goes to schools and student supports budgeted centrally?
|
| 6 |
+
- Q: What are student services budgeted centrally and how do they benefit students?
|
| 7 |
+
- Q: What does the BPS budget planning process look like?
|
| 8 |
+
- Q: What are the biggest factors impacting this year’s budget?
|
| 9 |
+
- Q: Now that BPS has transitioned off of federal ESSER pandemic relief funds, which programs did the district retain? How were those programs selected and how are they being funded going forward?
|
| 10 |
+
- Q: How does the district's Long Term Facilities Planning and the proposed school mergers and closures impact the FY26 budget?
|
| 11 |
+
- Q: How does the FY26 budget meet the needs of students with disabilities?
|
| 12 |
+
- Q: What is the FY26 BPS transportation budget? How does this spending differ from FY25?
|
| 13 |
+
- Q: The FY26 Budget highlights a $4 million investment for Multilingual Learners, but it looks like there are other parts of the budget that cut millions of dollars for ML’s. What are the cuts and why were they made?
|
| 14 |
+
- Q: Are you cutting bilingual staff?
|
| 15 |
+
- Q: Why are there cuts to single language SEI, and SLIFE programs?
|
| 16 |
+
- Q: What new programs are proposed for Multilingual Learners in the FY26 budget?
|
| 17 |
+
- Q: How does service mapping plan for Multilingual Learners?
|
| 18 |
+
- Q: How are Title 1 funds used? Specifically, explain the breakdown of funds centrally and school-based and how that funding is allocated to support Multilingual Learners.
|
| 19 |
+
Q: What is the total FY26 Boston Public Schools (BPS) Budget?
|
| 20 |
+
Q: Has the FY26 budget increased over FY25?
|
| 21 |
+
Q: What are some of the major FY26 BPS investments?
|
| 22 |
+
A: In the coming year, BPS will continue to focus on key priority areas that support students and schools including:
|
| 23 |
+
- Implementing Inclusive Education across our schools
|
| 24 |
+
- Expanding access to native language through dual language, Transitional Bilingual Education and multilingual programming
|
| 25 |
+
- Continuing long term facilities planning that will lead to important structural changes and long-term savings
|
| 26 |
+
- Strengthening the district’s secondary school ecosystem, with new and expanded early college and career pathways
|
| 27 |
+
- Growing the Hub school model
|
| 28 |
+
Q: What percentage of the total budget goes to schools and student supports budgeted centrally?
|
| 29 |
+
A: The vast majority of our funding - or 93% - is allocated directly to school budgets and student services. The remaining 7% goes to student services budgeted centrally, including transportation, specialized services, facilities and benefits as well as non-BPS student services and central administration including constituent services support. In the coming year, BPS will continue to focus on key priority areas, while continuing to identify important efficiencies and cost savings.
|
| 30 |
+
Q: What are student services budgeted centrally and how do they benefit students?
|
| 31 |
+
Q: What does the BPS budget planning process look like?
|
| 32 |
+
A: When the BPS Finance team began its FY26 planning process in December in collaboration with school leaders, they looked closely at existing investments and the outcome of that spending. They applied a zero-based budgeting approach to the districts central budgets and prioritized all available funds for schools while strategically eliminating what is not providing the desired student outcomes.
|
| 33 |
+
Q: What are the biggest factors impacting this year’s budget?
|
| 34 |
+
A: First, inflation continues to impact our maintenance costs as well as budget obligations including health insurance, collective bargaining agreements, out of district costs, and special education services. Second, after several years of decline, BPS student enrollment has stabilized. Although the district’s total enrollment is lower than it was a decade ago, the number of students with disabilities and multilingual learners has steadily increased. These factors mean that BPS needs to change the way staff and resources are allocated while continuing to consider the highest needs students first. Last, FY26 will be the first year entirely without ESSER funds.
|
| 35 |
+
Q: Now that BPS has transitioned off of federal ESSER pandemic relief funds, which programs did the district retain? How were those programs selected and how are they being funded going forward?
|
| 36 |
+
Q: How does the district's Long Term Facilities Planning and the proposed school mergers and closures impact the FY26 budget?
|
| 37 |
+
A: The district expects to see $21 million in savings through its long term facilities planning, which will go directly into schools and classrooms to benefit students. The savings has allowed us to add positions to support expanded multilingual programs, increase the number of dedicated bilingual instructional coaches and grow our secondary school programs - to name a few.
|
| 38 |
+
Q: How does the FY26 budget meet the needs of students with disabilities?
|
| 39 |
+
A: The FY26 budget supports the continuing implementation of inclusive education districtwide. In the coming fiscal year, BPS will expand the district’s inclusive programming for students with disabilities in grades 1, 2, 8 and 10 for the 2025 - 2026 academic year. In addition, the district will extend the plan slated to end in 2026-2027 by one year to ensure schools have the planning time and resources to eventually serve all grade levels.
|
| 40 |
+
This strategic expansion builds upon the historic work BPS has done and on the foundation of K0/K1/K2, 7th and 9th grades. As BPS adds grade levels, the district remains focused on enhancing student outcomes, ensuring that all students are educated in the least restrictive environment, and strengthening capacity for teachers, paras, and support staff to do this work effectively.
|
| 41 |
+
Q: What is the FY26 BPS transportation budget? How does this spending differ from FY25?
|
| 42 |
+
A: FY26 BPS transportation budget is $189 million. Last fall, the district introduced the Zum app to BPS students and families, which provides real-time transportation data including systematic tracking of student ridership across our operation for the first time. So far this school year, over 2,000 students have been identified as consistently not riding the school bus using ridership tracking in Zum. Through multiple rounds of outreach conducted throughout the year, over 1,000 of these students have been proactively opted out of the school bus. These student opt-outs are anticipated to result in over $1 million in cost savings.
|
| 43 |
+
Q: The FY26 Budget highlights a $4 million investment for Multilingual Learners, but it looks like there are other parts of the budget that cut millions of dollars for ML’s. What are the cuts and why were they made?
|
| 44 |
+
A: Over the next several years we are working to update our data systems to better reflect the staff we have. The BPS Financial system has a legacy account code titled “Bilingual Teacher”. Staff coded in this account were not required to be bilingual, but taught in a BPS SEI or Dual Language programs.
|
| 45 |
+
As we are updating our systems and adding more bilingual opportunities across our schools specific staff positions are being re-coded to better reflect requirements of their job. Currently, the majority of our positions are not required to be bilingual or multilingual so unless it is part of the job requirements we will not use the “Bilingual Teacher” code.
|
| 46 |
+
This technical change may look like cuts in the budget but the majority of changes are due to a re-coding of positions not eliminating them.
|
| 47 |
+
Q: Are you cutting bilingual staff?
|
| 48 |
+
Q: Why are there cuts to single language SEI, and SLIFE programs?
|
| 49 |
+
Q: What new programs are proposed for Multilingual Learners in the FY26 budget?
|
| 50 |
+
Q: How does service mapping plan for Multilingual Learners?
|
| 51 |
+
A: Service mapping ensures that all English learner students receive ESL direct instruction from a licensed ESL teacher for the required minutes. For students who are at the foundational stages of their English proficiency, this is 90 minutes daily. For students who are at their transitional stages of English proficiency, this is 45 minutes daily. Service mapping is a way for schools to think about which students can receive their services together AND, based on student need, the staff who will deliver the required services while following the Department of Justice successor agreement.
|
| 52 |
+
Service mapping is one tool used to plan and support our multilingual learners but it is not the only approach educators take when thinking about and planning for our students.
|
| 53 |
+
Q: How are Title 1 funds used? Specifically, explain the breakdown of funds centrally and school-based and how that funding is allocated to support Multilingual Learners.
|
| 54 |
+
A: Centrally allocated Title I funds are used to expand opportunities for students through increased capacity for central departments to support schools and direct programming for students/school communities. Examples of this programming include, but are not limited to: science materials, 5th Quarter summer programming, professional development around intensive math and literacy instruction, and technology for students with disabilities. Unused Title I funds for Multilingual Learners (MLs) at the school level are pooled at the end of the year to use for summer programming specifically for MLs. Additionally, there are $4.5M in benefits budgeted centrally for all employees in Title I funded positions.
|
pages/about-bps--budget--fy2026-budget-development.txt
ADDED
|
@@ -0,0 +1,82 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY2026 Budget Development
|
| 2 |
+
To send us your feedback and questions please fill out our Google form.
|
| 3 |
+
Written feedback may also be given at budget@bostonpublicschools.org.
|
| 4 |
+
Please visit the Budget FAQ page for a list of frequently asked questions.
|
| 5 |
+
Public Meetings
|
| 6 |
+
All meetings will take place virtually at 5:30 pm.
|
| 7 |
+
- Wednesday, February 5 - High-Level overall FY26 Budget Presentation Virtual Meeting
|
| 8 |
+
- Thursday, February 13 - Budget Hearing: Schools Virtual Meeting
|
| 9 |
+
- Wednesday, March 5 - Budget Hearing: Central Office Virtual Meeting
|
| 10 |
+
- Wednesday, March 20 - Final Budget Review Hearing Virtual Meeting
|
| 11 |
+
- Wednesday, March 26 - FY26 Budget Vote Virtual Meeting
|
| 12 |
+
- 03.20.2025 - FY26 Final Budget Proposal
|
| 13 |
+
- 03.05.2025 - FY26 Central Office Budget Reviews
|
| 14 |
+
- 02.13.2025 - Budget Hearing: Schools
|
| 15 |
+
- 02.05.2025 - FY26 Budget Recommendation
|
| 16 |
+
03.20.2025 - FY26 Final Budget Proposal
|
| 17 |
+
1. FY26 Final Superintendent's Budget Memo to School Committee
|
| 18 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 19 |
+
(Translations in progress)
|
| 20 |
+
2. FY26 Final Budget Memo & Appendix A: School Committee Outstanding Questions with Answers
|
| 21 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 22 |
+
(Translations in progress)
|
| 23 |
+
3. FY26 School Committee Tables (PDF)
|
| 24 |
+
- By Account and Fund
|
| 25 |
+
- By Program and Fund
|
| 26 |
+
- By Department and Fund
|
| 27 |
+
- Account Detail for Multilingual Learning
|
| 28 |
+
- Account Detail for Special Education
|
| 29 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 30 |
+
(Translations in progress)
|
| 31 |
+
3a. FY26 School Committee Tables Static (Excel)
|
| 32 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 33 |
+
(Translations in progress)
|
| 34 |
+
4a. Total Allocations to Schools
|
| 35 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 36 |
+
(Translations in progress)
|
| 37 |
+
4b. Supplemental Funding to Schools (PDF)
|
| 38 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 39 |
+
(Translations in progress)
|
| 40 |
+
4c. Individual School Allocation One-Pagers
|
| 41 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 42 |
+
(Translations in progress)
|
| 43 |
+
03.05.2025 - FY26 Central Office Budget Reviews
|
| 44 |
+
FY26 Central Budget Presentation
|
| 45 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 46 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 47 |
+
(Translations in progress)
|
| 48 |
+
02.13.2025 - Budget Hearing: Schools
|
| 49 |
+
FY26 School Budget Presentation
|
| 50 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 51 |
+
(Translations in progress)
|
| 52 |
+
02.13.25- Inclusion Allocation Totals for SC
|
| 53 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 54 |
+
(Translations in progress)
|
| 55 |
+
Inclusive Practices Funding Details to SC
|
| 56 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 57 |
+
(Translations in progress)
|
| 58 |
+
02.05.2025 - FY26 Budget Recommendation
|
| 59 |
+
FY26 Superintendent's Budget Memo
|
| 60 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 61 |
+
Arabic | Caboverdean | Chinese | French | Haitian | Portuguese | Somali | Spanish | Vietnamese
|
| 62 |
+
Arabic | Caboverdean | Chinese | French | Haitian | Portuguese | Somali | Spanish | Vietnamese
|
| 63 |
+
(Translations in progress)
|
| 64 |
+
FY26 Budget Recommendation ( Excel version )
|
| 65 |
+
- By Account and Fund
|
| 66 |
+
- By Program and Fund
|
| 67 |
+
- By Department and Fund
|
| 68 |
+
- Account Detail for Multilingual Learning
|
| 69 |
+
- Account Detail for Special Education
|
| 70 |
+
Arabic | Caboverdean | Chinese | French | Haitian | Portuguese | Somali | Spanish | Vietnamese
|
| 71 |
+
(Translations in progress)
|
| 72 |
+
4a. Total Allocations to Schools
|
| 73 |
+
Arabic | Caboverdean | Chinese | French | Haitian | Portuguese | Somali | Spanish | Vietnamese
|
| 74 |
+
4b. Supplemental Funding to Schools
|
| 75 |
+
Arabic | Caboverdean | Chinese | French | Haitian | Portuguese | Somali | Spanish | Vietnamese
|
| 76 |
+
4c. Individual School Allocation One-Pagers
|
| 77 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 78 |
+
(Translations in progress)
|
| 79 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 80 |
+
(Translations in progress)
|
| 81 |
+
Arabic/ العربية |Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portuguese/Português | Somali/ Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 82 |
+
(Translations in progress)
|
pages/about-bps--budget--past-budget-developments--fy17-budget-development.txt
ADDED
|
@@ -0,0 +1,76 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY17 Budget Development
|
| 2 |
+
BPS presented the initial FY2017 budget to the Boston School Committee on February 3, 2016. The School Committee approved the budget on March 23, 2016.
|
| 3 |
+
- Wednesday, February 3
|
| 4 |
+
Preliminary FY17 Budget Presentation
|
| 5 |
+
- Tuesday, February 9
|
| 6 |
+
6 p.m. – Budget Hearing
|
| 7 |
+
Lilla G. Frederick Middle School - 270 Columbia Road, Dorchester
|
| 8 |
+
- Monday, March 7
|
| 9 |
+
6 p.m. – Budget Hearing
|
| 10 |
+
The English High School - 144 McBride Street, Jamaica Plain - Wednesday, March 16
|
| 11 |
+
5:00 p.m. Budget Hearing
|
| 12 |
+
6:00 p.m. School Committee meeting
|
| 13 |
+
2300 Washington Street, Roxbury - 2nd Floor
|
| 14 |
+
- Wednesday, March 23
|
| 15 |
+
6 p.m. - Regular meeting and FY 16 Budget vote
|
| 16 |
+
2300 Washington St, Roxbury - 2nd Floor
|
| 17 |
+
The budget is a statement of our values
|
| 18 |
+
Initial Budget Proposal
|
| 19 |
+
- Superintendent's Letter to the School Committee about the Budget Proposal
|
| 20 |
+
- FY17 Budget Recommendation Presentation to School Committee on Feb 3, 2016
|
| 21 |
+
- FY2017 Budget with Detail (Account, Program, Department)
|
| 22 |
+
- Budget Allocation Tracker
|
| 23 |
+
- Supplementals Funding Allocation Tracker
|
| 24 |
+
- Organizational Chart
|
| 25 |
+
- Weighted Student Funding Template for Schools
|
| 26 |
+
- Allocation for Each School based on Weighted Student Funding
|
| 27 |
+
- Weighted Student Funding Model and School Comparison
|
| 28 |
+
- Weighted Student Funding Yearly Comparison
|
| 29 |
+
- FY17 Grant Projections
|
| 30 |
+
Budget Hearing - February 9th, 2016
|
| 31 |
+
- FY17 Budget Recommendation Update Presentation
|
| 32 |
+
- Overview of Salary Budgeting
|
| 33 |
+
- Overview of Weighted Student Funding Changes
|
| 34 |
+
- Overview of Title I Allocations to Schools
|
| 35 |
+
- FY17 Allocation Memos to Schools
|
| 36 |
+
- FY17 Weighted Student Funding Templates for each School
|
| 37 |
+
Budget Hearing - March 7th, 2016
|
| 38 |
+
Budget Hearing - March 16th, 2016
|
| 39 |
+
- FY17 Budget Proposal Presentation
|
| 40 |
+
- FY17 Proposed Budget by Account, Program, and Department
|
| 41 |
+
- FY17 Allocation Tracker
|
| 42 |
+
- FY17 Supplemental Allocation Tracker
|
| 43 |
+
- FY17 Weighted Student Formula Templates for each Individual School
|
| 44 |
+
- FY17 Weighted Student Formula Templates for all schools
|
| 45 |
+
- FY17 Weighted Student Formula School Comparison
|
| 46 |
+
City Council Hearing - March 17th, 2016
|
| 47 |
+
School Committee Vote - March 23rd, 2016
|
| 48 |
+
Feedback Form
|
| 49 |
+
Contact Us
|
| 50 |
+
Eleanor Laurans
|
| 51 |
+
Chief Financial Officer
|
| 52 |
+
elaurans@bostonpublicschools.org
|
| 53 |
+
Nathan Kuder
|
| 54 |
+
Deputy Chief Financial Officer
|
| 55 |
+
nkuder@bostonpublicschools.org
|
| 56 |
+
David Bloom
|
| 57 |
+
Financial Analyst
|
| 58 |
+
cbeltre@bostonpublicschools.org
|
| 59 |
+
Afua Boampong
|
| 60 |
+
Financial Analyst
|
| 61 |
+
aboampong@bostonpublicschools.org
|
| 62 |
+
Benjamin Ivey
|
| 63 |
+
Senior Financial Analyst
|
| 64 |
+
bivey@bostonpublicschools.org
|
| 65 |
+
Yvonne Macrae
|
| 66 |
+
Senior Financial Analyst
|
| 67 |
+
ymacrae@bostonpublicschools.org
|
| 68 |
+
Christopher Williams
|
| 69 |
+
Financial Analyst
|
| 70 |
+
cwilliams13@bostonpublicschools.org
|
| 71 |
+
Louna Agoro
|
| 72 |
+
Financial Analyst
|
| 73 |
+
bagoro@bostonpublicschools.org
|
| 74 |
+
Ali Slate
|
| 75 |
+
Budget Coordinator
|
| 76 |
+
aslate@bostonpublicschools.org
|
pages/about-bps--budget--past-budget-developments--fy18-budget-development.txt
ADDED
|
@@ -0,0 +1,62 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY18 Budget Development
|
| 2 |
+
BPS presented the initial FY2018 budget to the Boston School Committee on February 1, 2017.
|
| 3 |
+
- Wednesday, February 1
|
| 4 |
+
Preliminary FY18 Budget Presentation
|
| 5 |
+
- Tuesday, February 28
|
| 6 |
+
6 p.m. – Budget Hearing
|
| 7 |
+
Lilla G. Frederick Middle School- 270 Columbia Rd, Dorchester
|
| 8 |
+
- Monday, March 6
|
| 9 |
+
6 p.m. – Budget Hearing
|
| 10 |
+
English High School - 144 McBride Street, Jamaica Plain - Wednesday, March 15
|
| 11 |
+
5 p.m. Budget Hearing
|
| 12 |
+
6 p.m. School Committee meeting
|
| 13 |
+
2300 Washington Street, Roxbury - 2nd Floor - Wednesday, March 22
|
| 14 |
+
6:00 p.m. Regular meeting and FY18 Budget vote
|
| 15 |
+
2300 Washington Street, Roxbury - 2nd Floor
|
| 16 |
+
The budget is a statement of our values
|
| 17 |
+
Initial Budget Proposal
|
| 18 |
+
III. FY18 Budget Recommendation
|
| 19 |
+
b. WSF: Historical Comparison of Weights FY12-FY18
|
| 20 |
+
c. WSF: School by Comparison
|
| 21 |
+
b. Sample Projections File
|
| 22 |
+
c. Sample Feedback sent to Schools
|
| 23 |
+
b. Overview of Title I
|
| 24 |
+
c. Investment to Support Students Facing Homelessness
|
| 25 |
+
d. Turnaround Schools and School Improvement Grant Funding
|
| 26 |
+
Budget Hearing - February 28th, 2017
|
| 27 |
+
Budget Hearing - March 1st, 2017
|
| 28 |
+
Documents presented at the Budget Hearing held on March 1st, 2017
|
| 29 |
+
Budget Hearing - March 6th 2017
|
| 30 |
+
Documents presented at the Budget Hearing held on March 6th, 2017
|
| 31 |
+
Documents presented at the Budget Hearing held on March 15th, 2017
|
| 32 |
+
IV. School Allocations
|
| 33 |
+
a. Total Allocations to Schools
|
| 34 |
+
b. Supplemental Funding to Schools
|
| 35 |
+
Contact Us
|
| 36 |
+
Eleanor Laurans
|
| 37 |
+
Chief Financial Officer
|
| 38 |
+
elaurans@bostonpublicschools.org
|
| 39 |
+
Nathan Kuder
|
| 40 |
+
Deputy Chief Financial Officer
|
| 41 |
+
nkuder@bostonpublicschools.org
|
| 42 |
+
David Bloom
|
| 43 |
+
Financial Analyst
|
| 44 |
+
cbeltre@bostonpublicschools.org
|
| 45 |
+
Afua Boampong
|
| 46 |
+
Financial Analyst
|
| 47 |
+
aboampong@bostonpublicschools.org
|
| 48 |
+
Benjamin Ivey
|
| 49 |
+
Senior Financial Analyst
|
| 50 |
+
bivey@bostonpublicschools.org
|
| 51 |
+
Yvonne Macrae
|
| 52 |
+
Senior Financial Analyst
|
| 53 |
+
ymacrae@bostonpublicschools.org
|
| 54 |
+
Christopher Williams
|
| 55 |
+
Financial Analyst
|
| 56 |
+
cwilliams13@bostonpublicschools.org
|
| 57 |
+
Louna Agoro
|
| 58 |
+
Financial Analyst
|
| 59 |
+
bagoro@bostonpublicschools.org
|
| 60 |
+
Ali Slate
|
| 61 |
+
Budget Coordinator
|
| 62 |
+
aslate@bostonpublicschools.org
|
pages/about-bps--budget--past-budget-developments--fy19-budget-development.txt
ADDED
|
@@ -0,0 +1,41 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY19 Budget Development
|
| 2 |
+
BPS presented the initial FY2019 budget to the Boston School Committee on February 7, 2018.
|
| 3 |
+
Budget timeline and Community Hearings
|
| 4 |
+
- Wednesday, February 7
|
| 5 |
+
Preliminary FY19 Budget Presentation
|
| 6 |
+
- Tuesday, February 13
|
| 7 |
+
6 p.m. – FY19 Budget Hearing
|
| 8 |
+
East Boston High School - 86 White Street, East Boston - Tuesday, March 6
|
| 9 |
+
6 p.m. – FY19 Budget Hearing
|
| 10 |
+
English High School - 144 McBride Street, Jamaica Plain - Wednesday, March 14
|
| 11 |
+
5 p.m. – FY19 Budget Hearing
|
| 12 |
+
6 p.m. – School Committee meeting
|
| 13 |
+
2300 Washington Street, Roxbury - 2nd Floor - Wednesday, March 28
|
| 14 |
+
6 p.m. – Regular Meeting and FY19 Budget vote
|
| 15 |
+
2300 Washington St, Roxbury - 2nd Floor
|
| 16 |
+
Written feedback may also be given at budget@bostonpublicschools.org
|
| 17 |
+
The budget is a statement of our values
|
| 18 |
+
The annual budget development process is, at its core, an exercise to help us communicate our values. This budget is a first step in a comprehensive assessment of strategies that must be considered for the long-term success of the Boston Public Schools
|
| 19 |
+
Initial Budget Proposal
|
| 20 |
+
Documents presented at the School Committee meeting on February 7th, 2018.
|
| 21 |
+
Budget Hearing- February 13th, 2018
|
| 22 |
+
Documents presented at the School Committee meeting on February 13th, 2018.
|
| 23 |
+
Budget Hearing- March 6th, 2018
|
| 24 |
+
Documents presented at the School Committee meeting on March 6th, 2018.
|
| 25 |
+
Budget Hearing- March 14th, 2018
|
| 26 |
+
Documents presented at the School Committee meeting on March 14th, 2018.
|
| 27 |
+
- List of school who have received soft landing funding
|
| 28 |
+
- Memo to School Committee for Vote on FY19 Budget
|
| 29 |
+
Budget Hearing- March 28th, 2018
|
| 30 |
+
Documents presented at the School Committee meeting on March 28th, 2018.
|
| 31 |
+
- FY19 School Committee Tables (PDF)
|
| 32 |
+
- FY19 School Committee Tables (Excel)
|
| 33 |
+
- Revised Memo to School Committee for Vote on FY19 Budget
|
| 34 |
+
FY19 Budget Book
|
| 35 |
+
Boston Public Schools 2019 Budget
|
| 36 |
+
City Council Budget Presentations
|
| 37 |
+
BPS Office of School Support & Transformation
|
| 38 |
+
Quick Links
|
| 39 |
+
Contact
|
| 40 |
+
Are you a BPS Budget Manager with questions?
|
| 41 |
+
Visit our Budget Resources page
|
pages/about-bps--budget--past-budget-developments--fy20-budget-development.txt
ADDED
|
@@ -0,0 +1,27 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY20 Budget Development
|
| 2 |
+
Budget Hearing - March 20th, 2019
|
| 3 |
+
Documents presented at the School Committee meeting on March 20th, 2019.
|
| 4 |
+
2. FY20 Budget Recommendation (PDF)
|
| 5 |
+
- FY20 Budget Recommendation (Excel)
|
| 6 |
+
3. Weighted Student Funding
|
| 7 |
+
4. School Allocations
|
| 8 |
+
Budget Hearing - February 12th, 2019
|
| 9 |
+
Documents presented at the School Committee meeting on February 12th, 2019.
|
| 10 |
+
Initial Budget Proposal - February 6, 2019
|
| 11 |
+
I. Memo from the Superintendent
|
| 12 |
+
II. Presentation: FY20 Budget Overview and Equity Analysis
|
| 13 |
+
III. FY20 Budget Recommendation
|
| 14 |
+
- By Account and Fund
|
| 15 |
+
- By Program and Fund
|
| 16 |
+
- By Department and Fund
|
| 17 |
+
IV. Weighted Student Funding
|
| 18 |
+
- WSF: District Table
|
| 19 |
+
- WSF: Reserve Table
|
| 20 |
+
- WSF: Historical Comparison of Weights FY12-FY20
|
| 21 |
+
- WSF: School by School Comparison
|
| 22 |
+
- Individual School Allocation WSF One-Pagers
|
| 23 |
+
V. School Allocations
|
| 24 |
+
- Total Allocations to Schools
|
| 25 |
+
- Supplemental Funding to Schools
|
| 26 |
+
- Individual School Allocation One-Pagers
|
| 27 |
+
VI. Background Documents
|
pages/about-bps--budget--past-budget-developments--fy2022-bps-budget-basics.txt
ADDED
|
@@ -0,0 +1,36 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
BPS Budget Basics
|
| 2 |
+
Building on years of record investment in Boston’s education system, the Boston Public Schools’ proposed Fiscal Year 2022 budget totals $1.3 billion, marking the largest appropriation to BPS by the City of Boston and a projected $36 million increase over last year’s adopted budget. The proposed FY22 budget is framed with the guiding principles of Return, Recover, and Reimagine. The budget is heavily focused on improving student outcomes, advancing equitable recovery, and promoting the whole school community’s health and wellness amidst the COVID-19 pandemic. It closely aligns with BPS’s newly released strategic plan, developed after an extensive community engagement effort launched last school year.
|
| 3 |
+
For FY22, 100% of investments are directly in school budgets or school services budgeted centrally. Investments support a robust reopening of schools and promote a restart of initiatives and projects paused due to the COVID-19 emergency. Investments for equitable recovery will directly support students who the pandemic has most impacted. Finally, federal funding will largely bolster our future reimagining of BPS, guide implementation of the five-year BPS Strategic Plan, support our commitment to being an antiracist district and advance equitable outcomes for all students, particularly students of color, English learners, students with disabilities, and students experiencing poverty.
|
| 4 |
+
Download and Print the FY22 Budget Fact Sheet
|
| 5 |
+
Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 6 |
+
FY22 Budget FAQ
|
| 7 |
+
- How does the BPS budget work?
|
| 8 |
+
- What is ESSER Funding?
|
| 9 |
+
- How does BPS decide how much to give to each school?
|
| 10 |
+
- How has BPS’s spending changed over time?
|
| 11 |
+
- What does BPS invest in?
|
| 12 |
+
- What are the new investments this year?
|
| 13 |
+
- How do the Student Opportunity Act and the $100 million Mayor Walsh committed to BPS during his State of the City address intersect with this proposed budget?
|
| 14 |
+
How does the BPS budget work?
|
| 15 |
+
Every school in BPS has its own budget. Almost two-thirds of BPS’s money is spent on school budgets. The majority of dollars outside of “school budgets” fund people and things you see when you walk around a school, such as custodians, buses, and Special Education staff. Those types of expenses are paid for by a central budget. The Superintendent’s team, the legal office, and other funding buckets typically associated with the “central office” portion of the budget make up 5% of the $1.3B general fund budget.
|
| 16 |
+
What is ESSER Funding?
|
| 17 |
+
The United States Congress set aside $13.2 billion of the CARES Act for the Elementary and Secondary School Emergency Relief (ESSER) Fund. This funding provides local districts with emergency relief funds to address the impact of COVID-19. BPS received $32.3M in supplemental funding; this multi-year grant can be used through FY22. We allocated approximately $5M to private and parochial schools based in Boston per federal requirements. We are utilizing CARES Act funding for summer learning opportunities and personal protective and health equipment.
|
| 18 |
+
In addition, the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSA), was signed into law on December 27, 2020, and provides an additional $54.3 billion for the Elementary and Secondary School Emergency Relief Fund (ESSER II Fund). BPS is set to receive approximately $123 million from ESSER Part 2 funding; this multi-year grant can be used through FY23.
|
| 19 |
+
How does BPS decide how much to give to each school?
|
| 20 |
+
BPS uses Weighted Student Funding to determine each school’s budget, calculated by the number of students attending each school and their individual learning needs.
|
| 21 |
+
In Boston, we believe in giving families a voice in where their students attend schools. This family choice is only possible by allowing dollars to follow students. For schools with declining enrollment, we have implemented a number of resources and supports, including “soft landings,” so there will be no impact on the school’s budget for the first 2% of enrollment decline. There is also a dedicated reserve that specifically supports lower-performing schools with larger enrollment declines.
|
| 22 |
+
This year, we have taken additional steps to support schools experiencing declining enrollment in order to mitigate the negative impacts COVID-19 has had on our school communities. We provided $18.5M to schools with declining enrollment on top of our existing soft landings and Foundation for Quality. This investment is intended to ensure that schools are able to maintain level services and supports to their students, regardless of enrollment declines.
|
| 23 |
+
How has BPS’s spending changed over time?
|
| 24 |
+
For next school year, our appropriation from the City of Boston will grow by an estimated $36 million. Under Mayor Walsh’s leadership, the City’s allocation to BPS has increased by $357 million over the last seven years. Despite a projected student enrollment decline of 2,286 students this year, the FY22 budget proposal reflects an increase in per-pupil spending from approximately $16,500 in FY14 to $23,500 in FY22 due to significant student-based investments, including extended school days, nurses in every school, and Universal Pre-Kindergarten.
|
| 25 |
+
What does BPS invest in?
|
| 26 |
+
Our goal is to ensure that every child, every classroom, in every school of the Boston Public Schools system has the same opportunity to achieve greatness within them as anybody else. Our investments are focused on strategies that positively benefit students. Strategies include prioritizing students with the highest need, supporting students by supporting families, improving instruction, closing achievement gaps by increasing the skills and support to teachers, expanding student access to technology, and shifting the way we approach literacy instruction.
|
| 27 |
+
What are the new investments this year?
|
| 28 |
+
The FY22 recovery budget proposal includes an expansion of the FY21 investment in social workers and family liaisons. Seventy-eight percent of social workers hired in FY21 were persons of color and coordinated services and support staff to serve students more effectively. Social workers contribute to the development of a whole-school approach to ensure all of the adults work together to remove barriers to student success.
|
| 29 |
+
Family liaisons help to build relationships with students, families, and school communities. Ninety-eight percent of the family liaisons hired in FY21 were persons of color, who reflect the cultures and speak the languages of the communities they serve. Family liaisons have helped parents and caregivers navigate challenges presented by the pandemic. Family liaisons reach out to families and students with inconsistent or low online attendance rates and connect families with community resources for needs like housing, food access, counseling, and more.
|
| 30 |
+
How do the Student Opportunity Act and the $100 million Mayor Walsh committed to BPS during his State of the City address intersect with this proposed budget?
|
| 31 |
+
The $36 million increase in this year’s proposed budget includes the second year allocation committed by Mayor Walsh last year. That $100 million commitment is phased in over three years to reach an annual investment of $100 million for direct classroom funding over and above cost increases.
|
| 32 |
+
This investment will expedite the benefits that Boston students will experience once the Student Opportunity Act goes into full effect in the next seven years by putting this direct investment in our school systems. Once fully implemented, the Student Opportunity Act will benefit Boston’s students with $100 million in additional funding per year.
|
| 33 |
+
Quick Links
|
| 34 |
+
Contact
|
| 35 |
+
Are you a BPS Budget Manager with questions?
|
| 36 |
+
Visit our Budget Resources page
|
pages/about-bps--budget--past-budget-developments--fy21-budget-development--1.txt
ADDED
|
@@ -0,0 +1,45 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY21 Budget Development
|
| 2 |
+
Commitment #1 Eliminate Opportunity & Achievement Gaps - May 5, 2020
|
| 3 |
+
Part I: Eliminate Opportunity & Achievement Gaps – Overall Alignment & Wraparound Supports
|
| 4 |
+
Español | Kabuverdianu | 文 | Français | Kreyòl | Português | tiếng Việt | عربى | Afsoomaali
|
| 5 |
+
Part II: Eliminate Opportunity & Achievement Gaps – Specialized Academic Supports
|
| 6 |
+
Español | Kabuverdianu | 文 | Français | Kreyòl | Português | tiếng Việt | عربى | Afsoomaali
|
| 7 |
+
BPS Overview: Strategic Plan & FY21 Budget - April 14, 2020
|
| 8 |
+
BPS Overview: Strategic Plan & FY21 Budget
|
| 9 |
+
School Committee Hearing and Vote - March 25, 2020
|
| 10 |
+
- FY21_Balanced Budget SC presentation Mar 25th
|
| 11 |
+
- Answers to School Committee Questions
|
| 12 |
+
- OI Appendix for School Committee Questions
|
| 13 |
+
- Enrollment Appendix for School Committee Questions
|
| 14 |
+
Updated Budget Proposal for School Committee Vote - March 18, 2020
|
| 15 |
+
FY21 Budget Recommendation (Excel Version)
|
| 16 |
+
- By Account and Fund
|
| 17 |
+
- By Program and Fund
|
| 18 |
+
- By Department and Fund
|
| 19 |
+
Weighted Student Funding
|
| 20 |
+
- WSF: District Table
|
| 21 |
+
- WSF: Reserve Table
|
| 22 |
+
- WSF: School by School Comparison
|
| 23 |
+
- Individual School WSF One-Pagers
|
| 24 |
+
School Allocations
|
| 25 |
+
- Total Allocations to Schools
|
| 26 |
+
- Supplemental Funding to Schools
|
| 27 |
+
- Individual School Allocation One-Pagers
|
| 28 |
+
Initial Budget Proposal - February 5, 2020
|
| 29 |
+
I. Memo from the Superintendent
|
| 30 |
+
II. Presentation: FY21 Budget Overview and Equity Analysis
|
| 31 |
+
III. FY21 Budget Recommendation (Excel Version)
|
| 32 |
+
- By Account and Fund
|
| 33 |
+
- By Program and Fund
|
| 34 |
+
- By Department and Fund
|
| 35 |
+
IV. Weighted Student Funding
|
| 36 |
+
- WSF: District Table
|
| 37 |
+
- WSF: Reserve Table
|
| 38 |
+
- WSF: Historical Comparison of Weights FY12-FY21
|
| 39 |
+
- WSF: School by School Comparison
|
| 40 |
+
- Individual School Allocation WSF One-Pagers
|
| 41 |
+
V. School Allocations
|
| 42 |
+
- Total Allocations to Schools
|
| 43 |
+
- Supplemental Funding to Schools
|
| 44 |
+
- Individual School Allocation One-Pagers
|
| 45 |
+
VI. Background Documents
|
pages/about-bps--budget--past-budget-developments--fy21-budget-development.txt
ADDED
|
@@ -0,0 +1,45 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY21 Budget Development
|
| 2 |
+
Commitment #1 Eliminate Opportunity & Achievement Gaps - May 5, 2020
|
| 3 |
+
Part I: Eliminate Opportunity & Achievement Gaps – Overall Alignment & Wraparound Supports
|
| 4 |
+
Español | Kabuverdianu | 文 | Français | Kreyòl | Português | tiếng Việt | عربى | Afsoomaali
|
| 5 |
+
Part II: Eliminate Opportunity & Achievement Gaps – Specialized Academic Supports
|
| 6 |
+
Español | Kabuverdianu | 文 | Français | Kreyòl | Português | tiếng Việt | عربى | Afsoomaali
|
| 7 |
+
BPS Overview: Strategic Plan & FY21 Budget - April 14, 2020
|
| 8 |
+
BPS Overview: Strategic Plan & FY21 Budget
|
| 9 |
+
School Committee Hearing and Vote - March 25, 2020
|
| 10 |
+
- FY21_Balanced Budget SC presentation Mar 25th
|
| 11 |
+
- Answers to School Committee Questions
|
| 12 |
+
- OI Appendix for School Committee Questions
|
| 13 |
+
- Enrollment Appendix for School Committee Questions
|
| 14 |
+
Updated Budget Proposal for School Committee Vote - March 18, 2020
|
| 15 |
+
FY21 Budget Recommendation (Excel Version)
|
| 16 |
+
- By Account and Fund
|
| 17 |
+
- By Program and Fund
|
| 18 |
+
- By Department and Fund
|
| 19 |
+
Weighted Student Funding
|
| 20 |
+
- WSF: District Table
|
| 21 |
+
- WSF: Reserve Table
|
| 22 |
+
- WSF: School by School Comparison
|
| 23 |
+
- Individual School WSF One-Pagers
|
| 24 |
+
School Allocations
|
| 25 |
+
- Total Allocations to Schools
|
| 26 |
+
- Supplemental Funding to Schools
|
| 27 |
+
- Individual School Allocation One-Pagers
|
| 28 |
+
Initial Budget Proposal - February 5, 2020
|
| 29 |
+
I. Memo from the Superintendent
|
| 30 |
+
II. Presentation: FY21 Budget Overview and Equity Analysis
|
| 31 |
+
III. FY21 Budget Recommendation (Excel Version)
|
| 32 |
+
- By Account and Fund
|
| 33 |
+
- By Program and Fund
|
| 34 |
+
- By Department and Fund
|
| 35 |
+
IV. Weighted Student Funding
|
| 36 |
+
- WSF: District Table
|
| 37 |
+
- WSF: Reserve Table
|
| 38 |
+
- WSF: Historical Comparison of Weights FY12-FY21
|
| 39 |
+
- WSF: School by School Comparison
|
| 40 |
+
- Individual School Allocation WSF One-Pagers
|
| 41 |
+
V. School Allocations
|
| 42 |
+
- Total Allocations to Schools
|
| 43 |
+
- Supplemental Funding to Schools
|
| 44 |
+
- Individual School Allocation One-Pagers
|
| 45 |
+
VI. Background Documents
|
pages/about-bps--budget--past-budget-developments--fy22-budget-development--1.txt
ADDED
|
@@ -0,0 +1,64 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY22 Budget Development
|
| 2 |
+
Written feedback may also be given at budget@bostonpublicschools.org
|
| 3 |
+
- City Council Presentation - May 25, 2021
|
| 4 |
+
- City Council Presentations - May 18, 2021
|
| 5 |
+
- School Committee Presentation - May 12, 2021
|
| 6 |
+
- City Council Presentations - May 11, 2021
|
| 7 |
+
- City Council Presentation - April 29, 2021
|
| 8 |
+
- City Council Presentations - April 27, 2021
|
| 9 |
+
- Final Budget Proposal - March 17, 2021
|
| 10 |
+
- Equity Roundtable - March 12, 2021
|
| 11 |
+
- Boston School Committee Budget Hearing - March 9, 2021
|
| 12 |
+
- Community Equity Roundtable - February 12, 2021
|
| 13 |
+
- Budget Hearing: School Budget Reviews - February 11, 2021
|
| 14 |
+
- Initial Budget Proposal - February 3, 2021
|
| 15 |
+
City Council Presentation - May 25, 2021
|
| 16 |
+
City Council Presentations - May 18, 2021
|
| 17 |
+
School Committee Presentation - May 12, 2021
|
| 18 |
+
City Council Presentations - May 11, 2021
|
| 19 |
+
City Council Presentation - April 29, 2021
|
| 20 |
+
City Council Presentations - April 27, 2021
|
| 21 |
+
Final Budget Proposal - March 17, 2021
|
| 22 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portugese/Português | Somali/Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 23 |
+
I. Memo from the Superintendent
|
| 24 |
+
II. FY22 Updated Budget Recommendation (Excel Version)
|
| 25 |
+
- By Account and Fund
|
| 26 |
+
- By Program and Fund
|
| 27 |
+
- By Department and Fund
|
| 28 |
+
III. Weighted Student Funding (WSF)
|
| 29 |
+
- WSF: District Table
|
| 30 |
+
- WSF: Reserve Table
|
| 31 |
+
- WSF: School by School Comparison
|
| 32 |
+
- Individual School WSF Templates
|
| 33 |
+
IV. School Allocations
|
| 34 |
+
Equity Roundtable - March 12, 2021
|
| 35 |
+
BuildBPS: Community Equity Round Table presentation
|
| 36 |
+
Boston School Committee Budget Hearing - March 9, 2021
|
| 37 |
+
School Committee Budget Hearing presentation
|
| 38 |
+
Community Equity Roundtable - February 12, 2021
|
| 39 |
+
FY22 Budget: Community Equity Round Table presentation
|
| 40 |
+
Budget Hearing: School Budget Reviews - February 11, 2021
|
| 41 |
+
School Budget Presentation
|
| 42 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 43 |
+
Initial Budget Proposal - February 3, 2021
|
| 44 |
+
I. Memo from the Superintendent
|
| 45 |
+
II. Presentation: FY22 Budget Overview and Equity Analysis
|
| 46 |
+
III. FY22 Budget Recommendation (Excel Version)
|
| 47 |
+
- By Account and Fund
|
| 48 |
+
- By Program and Fund
|
| 49 |
+
- By Department and Fund
|
| 50 |
+
IV. Weighted Student Funding
|
| 51 |
+
- WSF: District Table
|
| 52 |
+
- WSF: Reserve Table
|
| 53 |
+
- WSF: Historical Comparison of Weights FY12-FY22
|
| 54 |
+
- WSF: School by School Comparison
|
| 55 |
+
- Individual School Allocation WSF One-Pagers
|
| 56 |
+
V. School Allocations
|
| 57 |
+
- Total Allocations to Schools
|
| 58 |
+
- Supplemental Funding to Schools
|
| 59 |
+
- Individual School Allocation One-Pagers
|
| 60 |
+
VI. Background Documents
|
| 61 |
+
Quick Links
|
| 62 |
+
Contact
|
| 63 |
+
Are you a BPS Budget Manager with questions?
|
| 64 |
+
Visit our Budget Resources page
|
pages/about-bps--budget--past-budget-developments--fy22-budget-development.txt
ADDED
|
@@ -0,0 +1,64 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
FY22 Budget Development
|
| 2 |
+
Written feedback may also be given at budget@bostonpublicschools.org
|
| 3 |
+
- City Council Presentation - May 25, 2021
|
| 4 |
+
- City Council Presentations - May 18, 2021
|
| 5 |
+
- School Committee Presentation - May 12, 2021
|
| 6 |
+
- City Council Presentations - May 11, 2021
|
| 7 |
+
- City Council Presentation - April 29, 2021
|
| 8 |
+
- City Council Presentations - April 27, 2021
|
| 9 |
+
- Final Budget Proposal - March 17, 2021
|
| 10 |
+
- Equity Roundtable - March 12, 2021
|
| 11 |
+
- Boston School Committee Budget Hearing - March 9, 2021
|
| 12 |
+
- Community Equity Roundtable - February 12, 2021
|
| 13 |
+
- Budget Hearing: School Budget Reviews - February 11, 2021
|
| 14 |
+
- Initial Budget Proposal - February 3, 2021
|
| 15 |
+
City Council Presentation - May 25, 2021
|
| 16 |
+
City Council Presentations - May 18, 2021
|
| 17 |
+
School Committee Presentation - May 12, 2021
|
| 18 |
+
City Council Presentations - May 11, 2021
|
| 19 |
+
City Council Presentation - April 29, 2021
|
| 20 |
+
City Council Presentations - April 27, 2021
|
| 21 |
+
Final Budget Proposal - March 17, 2021
|
| 22 |
+
Arabic/ العربية | Caboverdean/Caboverdeano | Chinese/中文 | French/Français | Haitian/Kreyòl Ayisyen | Portugese/Português | Somali/Soomaali | Spanish/español | Vietnamese/Tiếng Việt
|
| 23 |
+
I. Memo from the Superintendent
|
| 24 |
+
II. FY22 Updated Budget Recommendation (Excel Version)
|
| 25 |
+
- By Account and Fund
|
| 26 |
+
- By Program and Fund
|
| 27 |
+
- By Department and Fund
|
| 28 |
+
III. Weighted Student Funding (WSF)
|
| 29 |
+
- WSF: District Table
|
| 30 |
+
- WSF: Reserve Table
|
| 31 |
+
- WSF: School by School Comparison
|
| 32 |
+
- Individual School WSF Templates
|
| 33 |
+
IV. School Allocations
|
| 34 |
+
Equity Roundtable - March 12, 2021
|
| 35 |
+
BuildBPS: Community Equity Round Table presentation
|
| 36 |
+
Boston School Committee Budget Hearing - March 9, 2021
|
| 37 |
+
School Committee Budget Hearing presentation
|
| 38 |
+
Community Equity Roundtable - February 12, 2021
|
| 39 |
+
FY22 Budget: Community Equity Round Table presentation
|
| 40 |
+
Budget Hearing: School Budget Reviews - February 11, 2021
|
| 41 |
+
School Budget Presentation
|
| 42 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 43 |
+
Initial Budget Proposal - February 3, 2021
|
| 44 |
+
I. Memo from the Superintendent
|
| 45 |
+
II. Presentation: FY22 Budget Overview and Equity Analysis
|
| 46 |
+
III. FY22 Budget Recommendation (Excel Version)
|
| 47 |
+
- By Account and Fund
|
| 48 |
+
- By Program and Fund
|
| 49 |
+
- By Department and Fund
|
| 50 |
+
IV. Weighted Student Funding
|
| 51 |
+
- WSF: District Table
|
| 52 |
+
- WSF: Reserve Table
|
| 53 |
+
- WSF: Historical Comparison of Weights FY12-FY22
|
| 54 |
+
- WSF: School by School Comparison
|
| 55 |
+
- Individual School Allocation WSF One-Pagers
|
| 56 |
+
V. School Allocations
|
| 57 |
+
- Total Allocations to Schools
|
| 58 |
+
- Supplemental Funding to Schools
|
| 59 |
+
- Individual School Allocation One-Pagers
|
| 60 |
+
VI. Background Documents
|
| 61 |
+
Quick Links
|
| 62 |
+
Contact
|
| 63 |
+
Are you a BPS Budget Manager with questions?
|
| 64 |
+
Visit our Budget Resources page
|
pages/about-bps--capital-planning--capital-planning-department.txt
ADDED
|
@@ -0,0 +1,37 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Capital Planning Department
|
| 2 |
+
The BPS Long-Term Facilities Plan is a data-driven roadmap for shifting our physical footprint to support the High-Quality Student Experience with greater urgency, transparency, and equity. For every student and family to have access to the BPS High-Quality Student Experience close to home, we need school buildings that are safe, healthy, climate-resilient, inclusive, and inspiring. Additionally, we have created a short guide to the Long-Term Facilities Plan that highlights the key aspects of the plan and is available in all major BPS languages.
|
| 3 |
+
Frequently Asked Questions
|
| 4 |
+
- What are the current Capital Planning projects?
|
| 5 |
+
- What are our current grade reconfigurations projects?
|
| 6 |
+
- Where can I get more information on the Spring 2024 proposals?
|
| 7 |
+
- Where can I get more information on the Winter 2025 proposals?
|
| 8 |
+
What are the current Capital Planning projects?
|
| 9 |
+
- Ruth Batson Academy (formerly BCLA-McCormack)
|
| 10 |
+
- Blackstone Elementary School
|
| 11 |
+
- Boston Arts Academy
|
| 12 |
+
- Carter School
|
| 13 |
+
- Cleveland Building
|
| 14 |
+
- Horace Mann School for the Deaf and Hard of Hearing
|
| 15 |
+
- New PreK-6 on Jackson Mann Campus
|
| 16 |
+
- Josiah Quincy Upper School
|
| 17 |
+
- King Elementary School
|
| 18 |
+
- Madison Park Technical Vocational High School
|
| 19 |
+
- Mel H. King South End Academies
|
| 20 |
+
- Otis School Annex
|
| 21 |
+
- Philbrick-Sumner merger and Irving renovation
|
| 22 |
+
- PJ Kennedy School
|
| 23 |
+
- New PreK-6 in Roxbury
|
| 24 |
+
- Shaw-Taylor merger and new facility design
|
| 25 |
+
- West Roxbury Educational Complex
|
| 26 |
+
- White Stadium
|
| 27 |
+
What are our current grade reconfigurations projects?
|
| 28 |
+
- Gardner Pilot Academy
|
| 29 |
+
- School Year 2025-2026: Will serve Grades K1-6 (previously served Grades K1-8).
|
| 30 |
+
- James W. Hennigan School
|
| 31 |
+
- School Year 2025-2026: Will serve Grades K0-6 (previously served Grades K2-8.
|
| 32 |
+
- Rafael Hernández Dual Language School
|
| 33 |
+
- School Year 2025-2026: Will serve Grades K1-6 (previously served Grades K1-8).
|
| 34 |
+
Where can I get more information on the Spring 2024 proposals?
|
| 35 |
+
Please navigate to the Spring 2024 Grade Reconfigurations, Closures, and Consolidations page to get more information.
|
| 36 |
+
Where can I get more information on the Winter 2025 proposals?
|
| 37 |
+
Please navigate to the Winter 2025 Proposals in the left-hand navigation menu to get more information.
|
pages/about-bps--capital-planning--spring-2024-grade-reconfigurations-closures-and-consolidations--1.txt
ADDED
|
@@ -0,0 +1,226 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Spring 2024 Grade Reconfigurations and Closures
|
| 2 |
+
The BPS Long-Term Facilities Plan is a data-driven roadmap for shifting our physical footprint to support the High-Quality Student Experience with greater urgency, transparency, and equity. For every student and family to have access to the BPS High-Quality Student Experience close to home, we need school buildings that are safe, healthy, climate-resilient, inclusive, and inspiring.
|
| 3 |
+
Overview
|
| 4 |
+
We are building a stronger school district for Boston and have been working with our school communities to develop strategies together that deliver a high-quality experience for all BPS students. We are committed to shifting our district’s physical footprint in a way that expands access to a more holistic learning experience for all students, and allows us to concentrate more resources into our classrooms. This work is about providing every student in Boston with an inclusive education and equitable access to the High-Quality Student Experience that we collectively envision (outlined in the BPS Long-Term Facilities Plan). Our goal is to expand access to rigorous and culturally affirming learning experiences, access to wellness and enrichment, a supportive network of caring adults, and the physical spaces to support all aspects of a student’s education. The Long-Term Facilities Plan outlines our commitment to utilizing data in order to develop an annual cycle of proposed shifts to our district’s building portfolio.
|
| 5 |
+
Timeline
|
| 6 |
+
-
|
| 7 |
+
-
|
| 8 |
+
Presentation to provide updates on the Long-Term Facilities Plan to the Boston School Committee
|
| 9 |
+
-
|
| 10 |
+
-
|
| 11 |
+
-
|
| 12 |
+
Presentation of Spring 2024 proposals to the Boston School Committee
|
| 13 |
+
-
|
| 14 |
+
-
|
| 15 |
+
-
|
| 16 |
+
Boston School Committee Vote on Closure Proposals
|
| 17 |
+
-
|
| 18 |
+
Materials
|
| 19 |
+
-
|
| 20 |
+
May 9, 2024 - Letter from the Superintendent to Boston Public Schools
|
| 21 |
+
-
|
| 22 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 23 |
+
-
|
| 24 |
+
-
|
| 25 |
+
June 14, 2024 - Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities
|
| 26 |
+
-
|
| 27 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 28 |
+
-
|
| 29 |
+
- LILLA G. FREDERICK PILOT MIDDLE SCHOOL
|
| 30 |
+
- WEST ZONE EARLY LEARNING CENTER
|
| 31 |
+
- GARDNER PILOT ACADEMY
|
| 32 |
+
- JAMES W. HENNIGAN SCHOOL
|
| 33 |
+
- RAFAEL HERNÁNDEZ DUAL LANGUAGE SCHOOL
|
| 34 |
+
LILLA G. FREDERICK PILOT MIDDLE SCHOOL
|
| 35 |
+
-
|
| 36 |
+
Closure of the Lilla G. Frederick Pilot Middle School
|
| 37 |
+
-
|
| 38 |
+
We presented a proposal to the Boston School Committee to close the Lilla G. Frederick Pilot Middle School beginning in the 2025-2026 school year. The Boston School Committee voteed yes on the closure proposal on June 17, 2024. Please email capitalplanning@bostonpublicschools.org if you have any questions.
|
| 39 |
+
-
|
| 40 |
+
- Materials
|
| 41 |
+
-
|
| 42 |
+
Lilla G. Frederick Pilot Middle School School Committee Vote Decision (June, 17, 2024)
|
| 43 |
+
-
|
| 44 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 45 |
+
-
|
| 46 |
+
-
|
| 47 |
+
-
|
| 48 |
+
Proposal Information (May 8, 2024)
|
| 49 |
+
-
|
| 50 |
+
Close Frederick Pilot Middle School and begin collaborative planning and relaunching the process with the Frederick community. This closure was announced on January 10, 2024 as part of the BPS phase-out of middle schools, but has not been formally approved. The Frederick is the last free-standing middle school to close following the district’s implementation of a 2019 policy to shift to a districtwide PreK-6/7-12 and PreK-8/9-12 grade configuration, thereby eliminating traditional middle schools.
|
| 51 |
+
-
|
| 52 |
+
We have implemented an assignment plan that would suspend sixth-grade enrollment at the Frederick for the SY24-25. The current 8th graders will graduate at the end of SY23-24, and current 7th graders will graduate at the end of SY24-25. This leaves 98 current 6th graders as of May 1 to be transitioned to other schools for SY25-26. Through the IEP process, the IEP team will identify the level of need and services that promote access to grade-level standards in the least restrictive learning environment. For students who are referred to specific special education programs as a result of the IEP team process, the district is exploring the below transfer options. Where possible, the whole program, including staff, will relocate to the new school option. The expansion of the Margarita Muñiz to serve grades 7-8 (already announced and beginning implementation in Fall 2024) provides an opportunity for the relocation of the Frederick’s Spanish SLIFE program.
|
| 53 |
+
-
|
| 54 |
+
Specialized Programs
|
| 55 |
+
-
|
| 56 |
+
Learning Disability: New Mission, TechBoston Academy, Albert Holland School of Technology, Charlestown, East Boston, Brighton
|
| 57 |
+
-
|
| 58 |
+
Spanish SLIFE: Margarita Muñiz Academy
|
| 59 |
+
-
|
| 60 |
+
Multilingual SLIFE: Brighton, Albert Holland School of Technology
|
| 61 |
+
-
|
| 62 |
+
Multiple Disabilities Program: Josiah Quincy Upper School
|
| 63 |
+
-
|
| 64 |
+
Moderate Intellectual Impairment: Charlestown
|
| 65 |
+
-
|
| 66 |
+
-
|
| 67 |
+
Students with disabilities and multilingual learners and their families have been provided with individual communication to address student and family concerns. Staff have been working with the Office of Human Capital (OHC) and Recruitment, Cultivation, and Diversity (RCD) to determine options for transitioning roles.
|
| 68 |
+
-
|
| 69 |
+
We are deeply committed to continuing to use the building as a school to serve Boston’s children: it is a large building with a capacity of 652 students, and the facilities are in relatively good condition. The Building Experience Score is 4, the highest possible score, and the building can provide a full continuum of services. Moving forward, we will be working with school communities and the broader Grove Hall community to identify the next use of the Frederick building as part of a collaborative planning and relaunching process, with the goal of serving a new elementary school community by SY25-26.
|
| 70 |
+
-
|
| 71 |
+
We began conversations about the future of the Frederick building with Frederick Governing Board leadership in Spring 2024 and will accelerate and broaden community conversations this spring and summer. We are grateful to the Frederick community for being active and thoughtful participants in this planning process, and we commit to meeting the following principles that the Governing Board has elevated:
|
| 72 |
+
-
|
| 73 |
+
Maintain the name of Lilla G. Frederick, a long-time advocate for education and empowerment in Grove Hall, for the school
|
| 74 |
+
-
|
| 75 |
+
Continue to use the building for community purposes during any potential transition period instead of leaving the building vacant
|
| 76 |
+
-
|
| 77 |
+
Maintain access for future generations of students in Grove Hall and the surrounding community
|
| 78 |
+
-
|
| 79 |
+
Maintain the future occupants of the building as a Community Hub PreK-6 School, with partnerships with neighborhood organizations
|
| 80 |
+
-
|
| 81 |
+
-
|
| 82 |
+
We are also committed to working with community stakeholders in Grove Hall, including the Project RIGHT and Grove Hall Alliance, to determine the school community or communities that will move into the building. The students, families, and educators represented by these coalitions have already begun meaningfully engaging in school facilities planning to identify options for merger, closure, or renovation to bring short-term and long-term benefit to the Grove Hall, Roxbury, and the wider community.
|
| 83 |
+
-
|
| 84 |
+
The district is conducting a preliminary analysis of nearby school communities that could fit in the Frederick building. We’re engaging with the community about potential configurations that will increase access to the High-Quality Student Experience, including a full continuum of services and a range of academic and enrichment programs, and expand bilingual education programming.
|
| 85 |
+
-
|
| 86 |
+
Other options may emerge through continued community engagement. Our goal is to make a recommendation to the School Committee in Fall 2024.
|
| 87 |
+
-
|
| 88 |
+
Cost savings associated with this closure are estimated at $6M annually.
|
| 89 |
+
-
|
| 90 |
+
-
|
| 91 |
+
Additional Information on the Lilla G. Frederick Pilot Middle School Closure Proposal
|
| 92 |
+
Appendix D: Additional Information on Closure Proposals
|
| 93 |
+
Close Frederick Pilot Middle School
|
| 94 |
+
Current Enrollment | Total: 337
|
| 95 |
+
Students with disabilities: 30% Multilingual learners: 50% |
|
| 96 |
+
||||||||||||||||
|
| 97 |
+
Administratively Assigned | 5% | ||||||||||||||||
|
| 98 |
+
Concentration of specialized programs for students with high needs | 23% of students • 15% substantially separate • 9% SLIFE |
|
| 99 |
+
||||||||||||||||
|
| 100 |
+
Students living near the school | 72% of students live within 1 mile of the school | ||||||||||||||||
|
| 101 |
+
Special Ed and ML Programs | SEI Spanish, SEI Multilingual Moderate intellectual impairment; Specific learning disability |
|
| 102 |
+
||||||||||||||||
|
| 103 |
+
Building Capacity | 652 | ||||||||||||||||
|
| 104 |
+
Facilities Condition Score | 35 out of 100 |
|
| 105 |
+
WEST ZONE EARLY LEARNING CENTER
|
| 106 |
+
-
|
| 107 |
+
Closure of the West Zone Early Learning Center
|
| 108 |
+
-
|
| 109 |
+
We presented a proposal to the Boston School Committee to close the West Zone Early Learning Center and consolidate it into the Hennigan School beginning in the 2025-2026 school year. The Boston School Committee voted “Yes” on the proposal on June 17, 2024.
|
| 110 |
+
-
|
| 111 |
+
-
|
| 112 |
+
West Zone Early Learning Center School Committee Vote Decision (June, 17, 2024)
|
| 113 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 114 |
+
-
|
| 115 |
+
Proposal Information (May 8, 2024)
|
| 116 |
+
-
|
| 117 |
+
Close West Zone ELC and consolidate with the Hennigan School. The West Zone ELC and Hennigan schools operate in the same building. Not only does this result in operational inefficiencies (e.g., both schools offer K2 and Grade 1 in the same building), but there is no guaranteed pathway for West Zone students to transfer to the Hennigan. By closing the West Zone and consolidating into the Hennigan, students will have a seamless pathway from PreK through 6th grade. Every West Zone student will have a guaranteed placement at the Hennigan School.
|
| 118 |
+
-
|
| 119 |
+
By closing and consolidating the West Zone ELC into the Hennigan and reconfiguring the Hennigan to be a PreK-6 (which is not a part of this vote), the district can expand K0/K1 seats to meet the district’s increasing demand, especially for students with disabilities. The exact number of new seats will depend on programmatic decisions, which will be made in coordination with the school community.
|
| 120 |
+
-
|
| 121 |
+
This proposal would also provide more space flexibility in the PreK-6 Hennigan School to offer expanded programming. There are 39 core classrooms in the building. Removing the 7th and 8th grades from the Hennigan and consolidating a small number of classrooms in the West Zone provides more flexible space for resource rooms, arts, science, bilingual programming and more. In essence, closing a small number of classrooms and reconfiguring the school helps us create a better student experience.
|
| 122 |
+
-
|
| 123 |
+
We commit to the following:
|
| 124 |
+
-
|
| 125 |
+
School schedule and extended day: The West Zone ELC currently runs from 7:30am - 4:30pm and the Hennigan currently runs from 9:30am - 4:10pm. The district is committed to a 7:30am - 2:10pm bell schedule with extended day opportunities until 4:30pm for K0-K2 students.
|
| 126 |
+
-
|
| 127 |
+
Partnerships & Programming: The district will collaborate with school communities and partners to develop the Hennigan School into a Community Hub School.
|
| 128 |
+
-
|
| 129 |
+
Facilities: Identify and invest in small-scale facility improvements, building on the recently renovated bathrooms and ongoing work to upgrade and re-open the BCYF pool for students in grades 1-6.
|
| 130 |
+
-
|
| 131 |
+
Support for Staff: Our goal is that affected staff feel valued, informed, and supported throughout transitions. The Office of Human Capital will provide clear communications and points of contact; weekly virtual office hours for resume, cover letter, and interview support during hiring season; recruitment job fairs and more for all staff affected by transitions.
|
| 132 |
+
-
|
| 133 |
+
-
|
| 134 |
+
This academic, enrichment, and operational work will be done in collaboration with the school leaders and school communities during the transition year (SY24-25). We will work with our labor partners to ensure staff impacted in this process are well-supported.
|
| 135 |
+
-
|
| 136 |
+
The consolidation of two schools combined with the removal of the 7th and 8th grade at the Hennigan will free up district resources to expand early childhood program at the Hennigan. Overall the budget is not likely to decline as resources that are saved in the upper grades are reinvested to expand instructional capacity in the lower grades.
|
| 137 |
+
-
|
| 138 |
+
-
|
| 139 |
+
Additional Information on the West Zone Early Learning Center Closure Proposal
|
| 140 |
+
Appendix D: Additional Information on Closure Proposals
|
| 141 |
+
Close West Zone ELC and Consolidate with Hennigan School
|
| 142 |
+
Current Enrollment |
|
| 143 |
+
West Zone: 113
|
| 144 |
+
• K0/K1: 50; K2: 33; Grade 1: 30 • Students with disabilities: 29.2% • Multilingual learners: 33.7%
|
| 145 |
+
Hennigan: 503 • K2: 27; Grade 1: 39; Grade 2: 50; Grade 3: 39; Grade 4: 57; Grade 5: 78; Grade 6: 66; Grade 7: 71; Grade 8: 76 • Students with disabilities: 29.2% • Multilingual learners: 33.7%
|
| 146 |
+
|
|
| 147 |
+
||||||||||||||||||||
|
| 148 |
+
Administratively Assigned | 0% | ||||||||||||||||||||
|
| 149 |
+
Concentration of specialized programs for students with high needs | 15% of students (Hennigan only) • 9% substantially separate • 5% SLIFE |
|
| 150 |
+
||||||||||||||||||||
|
| 151 |
+
Students living near the school | West Zone: 62% of students live within 1 mile of the school Hennigan: 52% of students live within 1 mile of the school |
|
| 152 |
+
||||||||||||||||||||
|
| 153 |
+
Special Ed and ML Programs | West Zone: No Programs Hennigan: Mild intellectual impairment, Specific learning disability; SEI Multilingual |
|
| 154 |
+
||||||||||||||||||||
|
| 155 |
+
Building Capacity | 711 - Note: The Hennigan and the West Zone were evaluated as one school community since they share a building. | ||||||||||||||||||||
|
| 156 |
+
Facilities Condition Score | 10 out of 100 |
|
| 157 |
+
-
|
| 158 |
+
MATERIALS
|
| 159 |
+
-
|
| 160 |
+
West Zone Early Learning Center Community Meeting Slidedeck (5.13.24)
|
| 161 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 162 |
+
-
|
| 163 |
+
-
|
| 164 |
+
-
|
| 165 |
+
West Zone Early Learning Center Community Meeting Slidedeck (5.30.24)
|
| 166 |
+
-
|
| 167 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 168 |
+
-
|
| 169 |
+
-
|
| 170 |
+
-
|
| 171 |
+
- Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities (6.14.24)
|
| 172 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 173 |
+
- Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities (6.14.24)
|
| 174 |
+
GARDNER PILOT ACADEMY
|
| 175 |
+
-
|
| 176 |
+
Reconfiguration Plan
|
| 177 |
+
-
|
| 178 |
+
We shared the plan with the Boston School Committee to reconfigure the Gardner Pilot Academy from a PreK-8 school to a PreK-6 school beginning in the 2025-2026 school year.
|
| 179 |
+
-
|
| 180 |
+
-
|
| 181 |
+
MATERIALS
|
| 182 |
+
-
|
| 183 |
+
Gardner Pilot Academy Community Meeting Slidedeck (5.14.24)
|
| 184 |
+
-
|
| 185 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 186 |
+
-
|
| 187 |
+
-
|
| 188 |
+
JAMES W. HENNIGAN SCHOOL
|
| 189 |
+
-
|
| 190 |
+
Reconfiguration Plan
|
| 191 |
+
-
|
| 192 |
+
We shared the plan with the Boston School Committee to reconfigure the James W. Hennigan School from a K-8 school to a PreK-6 school beginning in the 2025-2026 school year.
|
| 193 |
+
-
|
| 194 |
+
-
|
| 195 |
+
MATERIALS
|
| 196 |
+
-
|
| 197 |
+
James W. Hennigan School Community Meeting Slidedeck (5.13.24)
|
| 198 |
+
-
|
| 199 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 200 |
+
-
|
| 201 |
+
-
|
| 202 |
+
-
|
| 203 |
+
-
|
| 204 |
+
James W. Hennigan School Community Meeting Slidedeck (5.28.24)
|
| 205 |
+
-
|
| 206 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 207 |
+
-
|
| 208 |
+
-
|
| 209 |
+
-
|
| 210 |
+
- Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities (6.14.24)
|
| 211 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 212 |
+
- Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities (6.14.24)
|
| 213 |
+
RAFAEL HERNÁNDEZ DUAL LANGUAGE SCHOOL
|
| 214 |
+
-
|
| 215 |
+
Reconfiguration Plan
|
| 216 |
+
-
|
| 217 |
+
We shared the plan with the Boston School Committee to reconfigure the Rafael Hernández Dual Language School from a PreK-8 school to a PreK-6 school beginning in the 2025-2026 school year.
|
| 218 |
+
-
|
| 219 |
+
-
|
| 220 |
+
MATERIALS
|
| 221 |
+
-
|
| 222 |
+
Rafael Hernández Dual Language School Community Meeting Slidedeck (5.15.24)
|
| 223 |
+
-
|
| 224 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 225 |
+
-
|
| 226 |
+
-
|
pages/about-bps--capital-planning--spring-2024-grade-reconfigurations-closures-and-consolidations.txt
ADDED
|
@@ -0,0 +1,226 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Spring 2024 Grade Reconfigurations and Closures
|
| 2 |
+
The BPS Long-Term Facilities Plan is a data-driven roadmap for shifting our physical footprint to support the High-Quality Student Experience with greater urgency, transparency, and equity. For every student and family to have access to the BPS High-Quality Student Experience close to home, we need school buildings that are safe, healthy, climate-resilient, inclusive, and inspiring.
|
| 3 |
+
Overview
|
| 4 |
+
We are building a stronger school district for Boston and have been working with our school communities to develop strategies together that deliver a high-quality experience for all BPS students. We are committed to shifting our district’s physical footprint in a way that expands access to a more holistic learning experience for all students, and allows us to concentrate more resources into our classrooms. This work is about providing every student in Boston with an inclusive education and equitable access to the High-Quality Student Experience that we collectively envision (outlined in the BPS Long-Term Facilities Plan). Our goal is to expand access to rigorous and culturally affirming learning experiences, access to wellness and enrichment, a supportive network of caring adults, and the physical spaces to support all aspects of a student’s education. The Long-Term Facilities Plan outlines our commitment to utilizing data in order to develop an annual cycle of proposed shifts to our district’s building portfolio.
|
| 5 |
+
Timeline
|
| 6 |
+
-
|
| 7 |
+
-
|
| 8 |
+
Presentation to provide updates on the Long-Term Facilities Plan to the Boston School Committee
|
| 9 |
+
-
|
| 10 |
+
-
|
| 11 |
+
-
|
| 12 |
+
Presentation of Spring 2024 proposals to the Boston School Committee
|
| 13 |
+
-
|
| 14 |
+
-
|
| 15 |
+
-
|
| 16 |
+
Boston School Committee Vote on Closure Proposals
|
| 17 |
+
-
|
| 18 |
+
Materials
|
| 19 |
+
-
|
| 20 |
+
May 9, 2024 - Letter from the Superintendent to Boston Public Schools
|
| 21 |
+
-
|
| 22 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 23 |
+
-
|
| 24 |
+
-
|
| 25 |
+
June 14, 2024 - Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities
|
| 26 |
+
-
|
| 27 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 28 |
+
-
|
| 29 |
+
- LILLA G. FREDERICK PILOT MIDDLE SCHOOL
|
| 30 |
+
- WEST ZONE EARLY LEARNING CENTER
|
| 31 |
+
- GARDNER PILOT ACADEMY
|
| 32 |
+
- JAMES W. HENNIGAN SCHOOL
|
| 33 |
+
- RAFAEL HERNÁNDEZ DUAL LANGUAGE SCHOOL
|
| 34 |
+
LILLA G. FREDERICK PILOT MIDDLE SCHOOL
|
| 35 |
+
-
|
| 36 |
+
Closure of the Lilla G. Frederick Pilot Middle School
|
| 37 |
+
-
|
| 38 |
+
We presented a proposal to the Boston School Committee to close the Lilla G. Frederick Pilot Middle School beginning in the 2025-2026 school year. The Boston School Committee voteed yes on the closure proposal on June 17, 2024. Please email capitalplanning@bostonpublicschools.org if you have any questions.
|
| 39 |
+
-
|
| 40 |
+
- Materials
|
| 41 |
+
-
|
| 42 |
+
Lilla G. Frederick Pilot Middle School School Committee Vote Decision (June, 17, 2024)
|
| 43 |
+
-
|
| 44 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 45 |
+
-
|
| 46 |
+
-
|
| 47 |
+
-
|
| 48 |
+
Proposal Information (May 8, 2024)
|
| 49 |
+
-
|
| 50 |
+
Close Frederick Pilot Middle School and begin collaborative planning and relaunching the process with the Frederick community. This closure was announced on January 10, 2024 as part of the BPS phase-out of middle schools, but has not been formally approved. The Frederick is the last free-standing middle school to close following the district’s implementation of a 2019 policy to shift to a districtwide PreK-6/7-12 and PreK-8/9-12 grade configuration, thereby eliminating traditional middle schools.
|
| 51 |
+
-
|
| 52 |
+
We have implemented an assignment plan that would suspend sixth-grade enrollment at the Frederick for the SY24-25. The current 8th graders will graduate at the end of SY23-24, and current 7th graders will graduate at the end of SY24-25. This leaves 98 current 6th graders as of May 1 to be transitioned to other schools for SY25-26. Through the IEP process, the IEP team will identify the level of need and services that promote access to grade-level standards in the least restrictive learning environment. For students who are referred to specific special education programs as a result of the IEP team process, the district is exploring the below transfer options. Where possible, the whole program, including staff, will relocate to the new school option. The expansion of the Margarita Muñiz to serve grades 7-8 (already announced and beginning implementation in Fall 2024) provides an opportunity for the relocation of the Frederick’s Spanish SLIFE program.
|
| 53 |
+
-
|
| 54 |
+
Specialized Programs
|
| 55 |
+
-
|
| 56 |
+
Learning Disability: New Mission, TechBoston Academy, Albert Holland School of Technology, Charlestown, East Boston, Brighton
|
| 57 |
+
-
|
| 58 |
+
Spanish SLIFE: Margarita Muñiz Academy
|
| 59 |
+
-
|
| 60 |
+
Multilingual SLIFE: Brighton, Albert Holland School of Technology
|
| 61 |
+
-
|
| 62 |
+
Multiple Disabilities Program: Josiah Quincy Upper School
|
| 63 |
+
-
|
| 64 |
+
Moderate Intellectual Impairment: Charlestown
|
| 65 |
+
-
|
| 66 |
+
-
|
| 67 |
+
Students with disabilities and multilingual learners and their families have been provided with individual communication to address student and family concerns. Staff have been working with the Office of Human Capital (OHC) and Recruitment, Cultivation, and Diversity (RCD) to determine options for transitioning roles.
|
| 68 |
+
-
|
| 69 |
+
We are deeply committed to continuing to use the building as a school to serve Boston’s children: it is a large building with a capacity of 652 students, and the facilities are in relatively good condition. The Building Experience Score is 4, the highest possible score, and the building can provide a full continuum of services. Moving forward, we will be working with school communities and the broader Grove Hall community to identify the next use of the Frederick building as part of a collaborative planning and relaunching process, with the goal of serving a new elementary school community by SY25-26.
|
| 70 |
+
-
|
| 71 |
+
We began conversations about the future of the Frederick building with Frederick Governing Board leadership in Spring 2024 and will accelerate and broaden community conversations this spring and summer. We are grateful to the Frederick community for being active and thoughtful participants in this planning process, and we commit to meeting the following principles that the Governing Board has elevated:
|
| 72 |
+
-
|
| 73 |
+
Maintain the name of Lilla G. Frederick, a long-time advocate for education and empowerment in Grove Hall, for the school
|
| 74 |
+
-
|
| 75 |
+
Continue to use the building for community purposes during any potential transition period instead of leaving the building vacant
|
| 76 |
+
-
|
| 77 |
+
Maintain access for future generations of students in Grove Hall and the surrounding community
|
| 78 |
+
-
|
| 79 |
+
Maintain the future occupants of the building as a Community Hub PreK-6 School, with partnerships with neighborhood organizations
|
| 80 |
+
-
|
| 81 |
+
-
|
| 82 |
+
We are also committed to working with community stakeholders in Grove Hall, including the Project RIGHT and Grove Hall Alliance, to determine the school community or communities that will move into the building. The students, families, and educators represented by these coalitions have already begun meaningfully engaging in school facilities planning to identify options for merger, closure, or renovation to bring short-term and long-term benefit to the Grove Hall, Roxbury, and the wider community.
|
| 83 |
+
-
|
| 84 |
+
The district is conducting a preliminary analysis of nearby school communities that could fit in the Frederick building. We’re engaging with the community about potential configurations that will increase access to the High-Quality Student Experience, including a full continuum of services and a range of academic and enrichment programs, and expand bilingual education programming.
|
| 85 |
+
-
|
| 86 |
+
Other options may emerge through continued community engagement. Our goal is to make a recommendation to the School Committee in Fall 2024.
|
| 87 |
+
-
|
| 88 |
+
Cost savings associated with this closure are estimated at $6M annually.
|
| 89 |
+
-
|
| 90 |
+
-
|
| 91 |
+
Additional Information on the Lilla G. Frederick Pilot Middle School Closure Proposal
|
| 92 |
+
Appendix D: Additional Information on Closure Proposals
|
| 93 |
+
Close Frederick Pilot Middle School
|
| 94 |
+
Current Enrollment | Total: 337
|
| 95 |
+
Students with disabilities: 30% Multilingual learners: 50% |
|
| 96 |
+
||||||||||||||||
|
| 97 |
+
Administratively Assigned | 5% | ||||||||||||||||
|
| 98 |
+
Concentration of specialized programs for students with high needs | 23% of students • 15% substantially separate • 9% SLIFE |
|
| 99 |
+
||||||||||||||||
|
| 100 |
+
Students living near the school | 72% of students live within 1 mile of the school | ||||||||||||||||
|
| 101 |
+
Special Ed and ML Programs | SEI Spanish, SEI Multilingual Moderate intellectual impairment; Specific learning disability |
|
| 102 |
+
||||||||||||||||
|
| 103 |
+
Building Capacity | 652 | ||||||||||||||||
|
| 104 |
+
Facilities Condition Score | 35 out of 100 |
|
| 105 |
+
WEST ZONE EARLY LEARNING CENTER
|
| 106 |
+
-
|
| 107 |
+
Closure of the West Zone Early Learning Center
|
| 108 |
+
-
|
| 109 |
+
We presented a proposal to the Boston School Committee to close the West Zone Early Learning Center and consolidate it into the Hennigan School beginning in the 2025-2026 school year. The Boston School Committee voted “Yes” on the proposal on June 17, 2024.
|
| 110 |
+
-
|
| 111 |
+
-
|
| 112 |
+
West Zone Early Learning Center School Committee Vote Decision (June, 17, 2024)
|
| 113 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 114 |
+
-
|
| 115 |
+
Proposal Information (May 8, 2024)
|
| 116 |
+
-
|
| 117 |
+
Close West Zone ELC and consolidate with the Hennigan School. The West Zone ELC and Hennigan schools operate in the same building. Not only does this result in operational inefficiencies (e.g., both schools offer K2 and Grade 1 in the same building), but there is no guaranteed pathway for West Zone students to transfer to the Hennigan. By closing the West Zone and consolidating into the Hennigan, students will have a seamless pathway from PreK through 6th grade. Every West Zone student will have a guaranteed placement at the Hennigan School.
|
| 118 |
+
-
|
| 119 |
+
By closing and consolidating the West Zone ELC into the Hennigan and reconfiguring the Hennigan to be a PreK-6 (which is not a part of this vote), the district can expand K0/K1 seats to meet the district’s increasing demand, especially for students with disabilities. The exact number of new seats will depend on programmatic decisions, which will be made in coordination with the school community.
|
| 120 |
+
-
|
| 121 |
+
This proposal would also provide more space flexibility in the PreK-6 Hennigan School to offer expanded programming. There are 39 core classrooms in the building. Removing the 7th and 8th grades from the Hennigan and consolidating a small number of classrooms in the West Zone provides more flexible space for resource rooms, arts, science, bilingual programming and more. In essence, closing a small number of classrooms and reconfiguring the school helps us create a better student experience.
|
| 122 |
+
-
|
| 123 |
+
We commit to the following:
|
| 124 |
+
-
|
| 125 |
+
School schedule and extended day: The West Zone ELC currently runs from 7:30am - 4:30pm and the Hennigan currently runs from 9:30am - 4:10pm. The district is committed to a 7:30am - 2:10pm bell schedule with extended day opportunities until 4:30pm for K0-K2 students.
|
| 126 |
+
-
|
| 127 |
+
Partnerships & Programming: The district will collaborate with school communities and partners to develop the Hennigan School into a Community Hub School.
|
| 128 |
+
-
|
| 129 |
+
Facilities: Identify and invest in small-scale facility improvements, building on the recently renovated bathrooms and ongoing work to upgrade and re-open the BCYF pool for students in grades 1-6.
|
| 130 |
+
-
|
| 131 |
+
Support for Staff: Our goal is that affected staff feel valued, informed, and supported throughout transitions. The Office of Human Capital will provide clear communications and points of contact; weekly virtual office hours for resume, cover letter, and interview support during hiring season; recruitment job fairs and more for all staff affected by transitions.
|
| 132 |
+
-
|
| 133 |
+
-
|
| 134 |
+
This academic, enrichment, and operational work will be done in collaboration with the school leaders and school communities during the transition year (SY24-25). We will work with our labor partners to ensure staff impacted in this process are well-supported.
|
| 135 |
+
-
|
| 136 |
+
The consolidation of two schools combined with the removal of the 7th and 8th grade at the Hennigan will free up district resources to expand early childhood program at the Hennigan. Overall the budget is not likely to decline as resources that are saved in the upper grades are reinvested to expand instructional capacity in the lower grades.
|
| 137 |
+
-
|
| 138 |
+
-
|
| 139 |
+
Additional Information on the West Zone Early Learning Center Closure Proposal
|
| 140 |
+
Appendix D: Additional Information on Closure Proposals
|
| 141 |
+
Close West Zone ELC and Consolidate with Hennigan School
|
| 142 |
+
Current Enrollment |
|
| 143 |
+
West Zone: 113
|
| 144 |
+
• K0/K1: 50; K2: 33; Grade 1: 30 • Students with disabilities: 29.2% • Multilingual learners: 33.7%
|
| 145 |
+
Hennigan: 503 • K2: 27; Grade 1: 39; Grade 2: 50; Grade 3: 39; Grade 4: 57; Grade 5: 78; Grade 6: 66; Grade 7: 71; Grade 8: 76 • Students with disabilities: 29.2% • Multilingual learners: 33.7%
|
| 146 |
+
|
|
| 147 |
+
||||||||||||||||||||
|
| 148 |
+
Administratively Assigned | 0% | ||||||||||||||||||||
|
| 149 |
+
Concentration of specialized programs for students with high needs | 15% of students (Hennigan only) • 9% substantially separate • 5% SLIFE |
|
| 150 |
+
||||||||||||||||||||
|
| 151 |
+
Students living near the school | West Zone: 62% of students live within 1 mile of the school Hennigan: 52% of students live within 1 mile of the school |
|
| 152 |
+
||||||||||||||||||||
|
| 153 |
+
Special Ed and ML Programs | West Zone: No Programs Hennigan: Mild intellectual impairment, Specific learning disability; SEI Multilingual |
|
| 154 |
+
||||||||||||||||||||
|
| 155 |
+
Building Capacity | 711 - Note: The Hennigan and the West Zone were evaluated as one school community since they share a building. | ||||||||||||||||||||
|
| 156 |
+
Facilities Condition Score | 10 out of 100 |
|
| 157 |
+
-
|
| 158 |
+
MATERIALS
|
| 159 |
+
-
|
| 160 |
+
West Zone Early Learning Center Community Meeting Slidedeck (5.13.24)
|
| 161 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 162 |
+
-
|
| 163 |
+
-
|
| 164 |
+
-
|
| 165 |
+
West Zone Early Learning Center Community Meeting Slidedeck (5.30.24)
|
| 166 |
+
-
|
| 167 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 168 |
+
-
|
| 169 |
+
-
|
| 170 |
+
-
|
| 171 |
+
- Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities (6.14.24)
|
| 172 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 173 |
+
- Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities (6.14.24)
|
| 174 |
+
GARDNER PILOT ACADEMY
|
| 175 |
+
-
|
| 176 |
+
Reconfiguration Plan
|
| 177 |
+
-
|
| 178 |
+
We shared the plan with the Boston School Committee to reconfigure the Gardner Pilot Academy from a PreK-8 school to a PreK-6 school beginning in the 2025-2026 school year.
|
| 179 |
+
-
|
| 180 |
+
-
|
| 181 |
+
MATERIALS
|
| 182 |
+
-
|
| 183 |
+
Gardner Pilot Academy Community Meeting Slidedeck (5.14.24)
|
| 184 |
+
-
|
| 185 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 186 |
+
-
|
| 187 |
+
-
|
| 188 |
+
JAMES W. HENNIGAN SCHOOL
|
| 189 |
+
-
|
| 190 |
+
Reconfiguration Plan
|
| 191 |
+
-
|
| 192 |
+
We shared the plan with the Boston School Committee to reconfigure the James W. Hennigan School from a K-8 school to a PreK-6 school beginning in the 2025-2026 school year.
|
| 193 |
+
-
|
| 194 |
+
-
|
| 195 |
+
MATERIALS
|
| 196 |
+
-
|
| 197 |
+
James W. Hennigan School Community Meeting Slidedeck (5.13.24)
|
| 198 |
+
-
|
| 199 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 200 |
+
-
|
| 201 |
+
-
|
| 202 |
+
-
|
| 203 |
+
-
|
| 204 |
+
James W. Hennigan School Community Meeting Slidedeck (5.28.24)
|
| 205 |
+
-
|
| 206 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 207 |
+
-
|
| 208 |
+
-
|
| 209 |
+
-
|
| 210 |
+
- Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities (6.14.24)
|
| 211 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 212 |
+
- Update Letter and Appendix Documents for the Hennigan and West Zone ELC School Communities (6.14.24)
|
| 213 |
+
RAFAEL HERNÁNDEZ DUAL LANGUAGE SCHOOL
|
| 214 |
+
-
|
| 215 |
+
Reconfiguration Plan
|
| 216 |
+
-
|
| 217 |
+
We shared the plan with the Boston School Committee to reconfigure the Rafael Hernández Dual Language School from a PreK-8 school to a PreK-6 school beginning in the 2025-2026 school year.
|
| 218 |
+
-
|
| 219 |
+
-
|
| 220 |
+
MATERIALS
|
| 221 |
+
-
|
| 222 |
+
Rafael Hernández Dual Language School Community Meeting Slidedeck (5.15.24)
|
| 223 |
+
-
|
| 224 |
+
English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 225 |
+
-
|
| 226 |
+
-
|
pages/about-bps--capital-planning--winter-2025--1.txt
ADDED
|
@@ -0,0 +1,282 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Winter 2025 Grade Reconfigurations, Mergers and Closures
|
| 2 |
+
Overview
|
| 3 |
+
- Guided by extensive community feedback, the district developed a vision for a High-Quality Student Experience as part of our Long-Term Facilities Plan. This vision reflects our commitment to ensuring every Boston Public Schools (BPS) student has access to an educational environment that supports their growth and success, including access to rigorous and culturally affirming learning experiences, wellness and enrichment opportunities, a strong network of caring adults, and facilities that support all aspects of their education. To reach that vision, BPS must shift towards a physical footprint that has fewer and, on average, larger schools, that are fully resourced and able to provide expanded academic and enrichment opportunities for all students.
|
| 4 |
+
- Last January, in the Long-Term Facilities Plan, the District committed to establishing an annual cycle of review of the most up-to-date data on our schools. The Capital Planning team at BPS has evaluated schools in the District based on the public Decision-Making Rubric Data, grounded in the Long-Term Facilities Planning Data Framework. From this review, BPS has developed the below proposals for SY26-27, as well as the plans for the grade reconfiguration of 4 schools.
|
| 5 |
+
- Please email capitalplanning@bostonpublicschools.org if you have any questions.
|
| 6 |
+
Timeline
|
| 7 |
+
- January 6-7, 2025
|
| 8 |
+
- After consultation with school leaders, Winter 2024-2025 proposals are shared with school communities.
|
| 9 |
+
- After consultation with school leaders, Winter 2024-2025 proposals are shared with school communities.
|
| 10 |
+
- January 8 - February 6, 2025
|
| 11 |
+
- Virtual community meetings with each impacted school community. Meetings are closed to the public. If you are a member of an impacted school community, please contact Capital Planning at capitalplanning@bostonpublicschools.org for meeting information.
|
| 12 |
+
- Virtual community meetings with each impacted school community. Meetings are closed to the public. If you are a member of an impacted school community, please contact Capital Planning at capitalplanning@bostonpublicschools.org for meeting information.
|
| 13 |
+
- January 22, 2025
|
| 14 |
+
- Presentation of Winter 2025 proposals to the Boston School Committee.
|
| 15 |
+
- Presentation of Winter 2025 proposals to the Boston School Committee.
|
| 16 |
+
- January - March, 2025
|
| 17 |
+
- In-person community meetings with each impacted school community.
|
| 18 |
+
- In-person community meetings with each impacted school community.
|
| 19 |
+
- March 20, 2025
|
| 20 |
+
- Boston School Committee to vote on Winter 2025 Closure and Merger Proposals.
|
| 21 |
+
- Boston School Committee to vote on Winter 2025 Closure and Merger Proposals.
|
| 22 |
+
- Spring 2025
|
| 23 |
+
- Additional community meetings will be hosted.
|
| 24 |
+
Materials
|
| 25 |
+
- Winter 2025 - BPS Racial Equity Planning Tool - Lilla G. Frederick Building Reuse & BPS Racial Equity Planning Tool - Long-Term Facilities Planning Implementation SY25
|
| 26 |
+
- January 7, 2025 - Student and Family Transition Guide
|
| 27 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 28 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 29 |
+
- January 7, 2025 - Staff Transition Guide
|
| 30 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 31 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 32 |
+
- January 7, 2025 - Frequently Asked Questions
|
| 33 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 34 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 35 |
+
- January 7, 2025 - Letter from the Superintendent to Boston Public Schools
|
| 36 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 37 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 38 |
+
- March 2025 - Office of Specialized Services Contact List for Closures, Mergers, and Grade Reconfigurations
|
| 39 |
+
- March 20, 2025 - Vote on School Closure and Merger Proposals
|
| 40 |
+
Spring 2025 - BSC Update: SY25 Long-Term Facilities Planning Proposals - Feb/March 2025
|
| 41 |
+
Closures
|
| 42 |
+
- Community Academy
|
| 43 |
+
- Paul A. Dever Elementary School
|
| 44 |
+
- Excel High School
|
| 45 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School
|
| 46 |
+
Community Academy
|
| 47 |
+
- Closure of the Community Academy School
|
| 48 |
+
- We are presenting a proposal to the Boston School Committee to close the Community Academy School as a diploma-granting school at the end of the 2025-2026 school year, in June 2026.
|
| 49 |
+
- Office of Specialized Services Contact:
|
| 50 |
+
- Region 9: Christina Balboni Hannan, channan@bostonpublicschools.org, (978) 489-2101
|
| 51 |
+
- Region 9: Christina Balboni Hannan, channan@bostonpublicschools.org, (978) 489-2101
|
| 52 |
+
- Materials
|
| 53 |
+
- Community Academy School Community Meeting Slidedeck (January 14, 2025)
|
| 54 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 55 |
+
- Community Academy School Community Meeting Recording (January 14, 2025)
|
| 56 |
+
- Community Academy In-Person Community Meeting (February 27, 2025)
|
| 57 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 58 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 59 |
+
- Community Academy School Community Meeting Slidedeck (January 14, 2025)
|
| 60 |
+
- Proposal Information (January 7, 2025)
|
| 61 |
+
- The district is recommending closing Community Academy as a pathway to a diploma for students at the end of the 2025-2026 school year. Community Academy will instead be reimagined as a program to support students who are in need of a temporary placement due to a code-of-conduct violation or need a soft re-entry into school from the Department of Youth Services.
|
| 62 |
+
- The school will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinator will also be hired to assist with the transition process.
|
| 63 |
+
- Current eligible Community Academy 12th graders will graduate in June 2025, and current eligible Community Academy 11th graders will graduate in June 2026.
|
| 64 |
+
- The district will work hand in hand with Community Academy leadership to provide support for seamless transition for the Community Academy school community. Every impacted Community Academy student will receive individual counseling to develop a transition plan to set students up for success.
|
| 65 |
+
Appendix D: Additional Information on Closure Proposals
|
| 66 |
+
Current Enrollment | Total: 62
|
| 67 |
+
Students with disabilities: 58.1% Multilingual learners: 9.7% |
|
| 68 |
+
||||||||||||||||||||
|
| 69 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 70 |
+
Administratively Assigned | 0% *Note: Students from Community Academy are specially assigned through a process with the Re-Engagement Center.* |
|
| 71 |
+
||||||||||||||||||||
|
| 72 |
+
Concentration of specialized programs for students with high needs |
|
| 73 |
+
21% of students
|
| 74 |
+
|
|
| 75 |
+
||||||||||||||||||||
|
| 76 |
+
Students living near the school | 62.9% of students live within 2 miles of the school | ||||||||||||||||||||
|
| 77 |
+
Special Ed and ML Programs | Emotional Impairment Externalizing | ||||||||||||||||||||
|
| 78 |
+
Building Capacity | 154 | ||||||||||||||||||||
|
| 79 |
+
Facilities Condition Score | 8 out of 100 |
|
| 80 |
+
Paul A. Dever Elementary School
|
| 81 |
+
- Closure of the Paul A. Dever Elementary School
|
| 82 |
+
- We are presenting a proposal to the Boston School Committee to close the Paul A. Dever Elementary School after the end of the 2025-2026 school year, in June 2026.
|
| 83 |
+
- Office of Specialized Services Contact:
|
| 84 |
+
- Region 2: Petrina Johnson, pjohnson@bostonpublicschools.org, (617) 256-4917
|
| 85 |
+
- Region 2: Petrina Johnson, pjohnson@bostonpublicschools.org, (617) 256-4917
|
| 86 |
+
- Materials
|
| 87 |
+
- Paul A. Dever Elementary School Community Meeting Slidedeck (January 13, 2025)
|
| 88 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 89 |
+
- Paul A. Dever Elementary School Community Meeting Recording (January 13, 2025) - Zoom Link
|
| 90 |
+
- Dever Elementary School In-Person Community Meeting (February 12, 2025)
|
| 91 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 92 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 93 |
+
- Paul A. Dever Elementary School Community Meeting Slidedeck (January 13, 2025)
|
| 94 |
+
- Proposal Information (January 7, 2025)
|
| 95 |
+
- The district is recommending closing the Dever Elementary School at the end of the 2025–2026 school year. Due to the Dever being in state receivership, this recommendation was made in consultation with the Department of Elementary and Secondary Education (DESE).
|
| 96 |
+
- The recommendation to close the Dever is based on a careful review of multiple factors related to ensuring a High-Quality Student Experience, including the physical condition of the building, how it is currently being used, and its capacity to support the high quality educational opportunities all students deserve.
|
| 97 |
+
- The school will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinator will also be hired to assist with the transition process.
|
| 98 |
+
- The district will work hand in hand with Dever School leadership, as well as School & Main Institute (SMI), the Dever’s receiver, to provide support for seamless transition for the Dever School community.
|
| 99 |
+
- Current 6th graders will graduate in June 2025, and current 5th graders will move up to 6th grade and graduate in June 2026. The District will not assign any new PreK or Kindergarten students to the Dever in Fall 2025.
|
| 100 |
+
- Several elementary schools across Dorchester and nearby communities, including the reopened Lilla G. Frederick Elementary School, are being prepared to open their doors to Dever students as they transition to high-quality schools close to home. Welcome Services will work with families one-on-one to help find elementary schools close to home that best fit their students’ needs and aspirations. Every impacted student will have priority in the BPS assignment process for the 2026-2027 school year.
|
| 101 |
+
Appendix D: Additional Information on Closure Proposals
|
| 102 |
+
Current Enrollment |
|
| 103 |
+
Total: 444
|
| 104 |
+
Students with disabilities: 15.5% Multilingual learners: 56.1% |
|
| 105 |
+
||||||||||||||||||||||||||||
|
| 106 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 107 |
+
Administratively Assigned | 0% | ||||||||||||||||||||||||||||
|
| 108 |
+
Concentration of specialized programs for students with high needs |
|
| 109 |
+
0% of students - 0% substantially separate - 0% SLIFE |
|
| 110 |
+
||||||||||||||||||||||||||||
|
| 111 |
+
Students living near the school | 27.9% of students live within 1 mile of the school | ||||||||||||||||||||||||||||
|
| 112 |
+
Building Capacity | 514 | ||||||||||||||||||||||||||||
|
| 113 |
+
Facilities Condition Score | 35 out of 100 |
|
| 114 |
+
Excel High School
|
| 115 |
+
- Closure of Excel High School
|
| 116 |
+
- We are presenting a proposal to the Boston School Committee to close the Excel High School after the end of the 2025-2026 school year, in June 2026.
|
| 117 |
+
- Office of Specialized Services Contact:
|
| 118 |
+
- Region 8: Julia Pandolfi, jpandolfi@bostonpublicschools.org, (617) 510-8762
|
| 119 |
+
- Region 8: Julia Pandolfi, jpandolfi@bostonpublicschools.org, (617) 510-8762
|
| 120 |
+
- Materials
|
| 121 |
+
- Excel High School Community Meeting Slidedeck (January 9, 2025)
|
| 122 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 123 |
+
- Excel High School Community Meeting Transcript (January 9, 2025)
|
| 124 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 125 |
+
- Excel High School In-Person Community Meeting (February 11, 2025)
|
| 126 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 127 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 128 |
+
- Excel High School Community Meeting Slidedeck (January 9, 2025)
|
| 129 |
+
- Proposal Information (January 7, 2025)
|
| 130 |
+
- The district is recommending closing Excel High School at the end of the 2025-2026 school year.
|
| 131 |
+
- The recommendation is based on a careful review of multiple factors, including the physical condition of the building, its current usage, and its capacity to support the high-quality educational programming all students deserve.
|
| 132 |
+
- The school will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinator will also be hired to assist with the transition process.
|
| 133 |
+
- The district will work hand in hand with Excel High School leadership to provide support for seamless transition for the Excel High School community.
|
| 134 |
+
- Current eligible Excel 12th graders will graduate in June 2025, and current eligible Excel 11th graders will graduate in June 2026. The District will not assign 9th grade classes to Excel in Fall 2025. There will be no new students from any grade assigned to the school, with the exception of siblings in grades 10-12, in Fall 2025.
|
| 135 |
+
- The Excel High School building is currently being scoped for a decarbonization project and other upgrades to enable future use as a BPS high school, serving South Boston and the broader community.
|
| 136 |
+
Appendix D: Additional Information on Closure Proposals
|
| 137 |
+
Current Enrollment |
|
| 138 |
+
Total: 311
|
| 139 |
+
Students with disabilities: 28.0% Multilingual learners: 23.8% |
|
| 140 |
+
||||||||||||||||||||
|
| 141 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 142 |
+
Administratively Assigned | 18% | ||||||||||||||||||||
|
| 143 |
+
Concentration of specialized programs for students with high needs |
|
| 144 |
+
15.1% of students - 15.1% substantially separate - 0% SLIFE |
|
| 145 |
+
||||||||||||||||||||
|
| 146 |
+
Students living near the school | 42.4% of students live within 2 miles of the school | ||||||||||||||||||||
|
| 147 |
+
Special Ed and ML Programs |
|
| 148 |
+
Vietnamese Emotional Impairment Externalizing Specific Learning Disability Mild Intellectual Impairment |
|
| 149 |
+
||||||||||||||||||||
|
| 150 |
+
Building Capacity | 644 | ||||||||||||||||||||
|
| 151 |
+
Facilities Condition Score | 20 out of 100 |
|
| 152 |
+
Mary Lyon Pilot High School & Mary Lyon K-8 School
|
| 153 |
+
- Closure of the Mary Lyon Pilot High School and Reconfiguration of the Mary Lyon K-8 School
|
| 154 |
+
- We are presenting a proposal to the Boston School Committee to close the Mary Lyon Pilot High School after the end of the 2025-2026 school year, in June 2026.
|
| 155 |
+
- We are also sharing the plan with the Boston School Committee to reconfigure Mary Lyon K-8 School from a K-8 school to a PreK-6 school beginning in the 2026-2027 school year.
|
| 156 |
+
- Office of Specialized Services Contact:
|
| 157 |
+
- Region 7: Mery Faial Zaynoune, mfaial@bostonpublicschools.org, (351) 220-6904
|
| 158 |
+
- Region 7: Mery Faial Zaynoune, mfaial@bostonpublicschools.org, (351) 220-6904
|
| 159 |
+
- Materials
|
| 160 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School Community Meeting Slidedeck (January 21, 2025)
|
| 161 |
+
- Mary Lyon In-Person Community Meeting (February 25, 2025)
|
| 162 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 163 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 164 |
+
- Proposal Information (January 7, 2025)
|
| 165 |
+
- The district is recommending closing Mary Lyon Pilot High School at the end of the 2025-2026 school year. The district is also planning the reconfiguration of Mary Lyon K-8 School to a PreK-6 school starting in Fall 2026.
|
| 166 |
+
- The recommendation is based on a careful review of multiple factors, including the physical condition of the building, its current usage, and its capacity to support the programming all students deserve.
|
| 167 |
+
- This shift will enable students at Lyon Upper School to transition to high-quality high schools, including options close to home, that have a wider array of offerings. It will also allow the Lyon Lower School to be consolidated into one space and expand to a second strand, allowing the school to offer a wide array of programming, increasing teacher collaboration time, and providing the structure to support a full continuum of services.
|
| 168 |
+
- The school will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinator will also be hired to assist with the transition process.
|
| 169 |
+
- The district will work hand in hand with Lyon School leadership to provide support for seamless transition for the school communities.
|
| 170 |
+
- Current eligible Lyon High School 12th graders will graduate in June 2025, and current eligible Lyon High School 11th graders will graduate in June 2026. There will be no new students from any grade assigned to the school, with the exception of siblings in grades 10-12, in Fall 2025. Current 7th and 8th grade students will have the option to attend Lyon High School until June 2026.
|
| 171 |
+
Appendix D: Additional Information on Closure Proposals
|
| 172 |
+
Current Enrollment |
|
| 173 |
+
Total: 96
|
| 174 |
+
Students with disabilities: 32.3% Multilingual learners: 21.9% |
|
| 175 |
+
||||||||||||||||||||
|
| 176 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 177 |
+
Administratively Assigned | 7% | ||||||||||||||||||||
|
| 178 |
+
Concentration of specialized programs for students with high needs |
|
| 179 |
+
0% of students - 0% substantially separate - 0% SLIFE |
|
| 180 |
+
||||||||||||||||||||
|
| 181 |
+
Students living near the school | 59.4% of students live in the same neighborhood | ||||||||||||||||||||
|
| 182 |
+
Special Ed and ML Programs | N/A | ||||||||||||||||||||
|
| 183 |
+
Building Capacity | 307 | ||||||||||||||||||||
|
| 184 |
+
Facilities Condition Score | 33 out of 100 |
|
| 185 |
+
Merger
|
| 186 |
+
Roger Clap Elementary School & John Winthrop Elementary School
|
| 187 |
+
- Merger of the Roger Clap Elementary School & John Winthrop Elementary School into the Lilla G. Frederick Elementary School
|
| 188 |
+
- We are presenting a proposal to the Boston School Committee to merge the Roger Clap Elementary School & John Winthrop Elementary School into the Lilla G. Frederick PreK-6 Elementary School beginning in the 2026-2027 school year.
|
| 189 |
+
- The Frederick School is located at 270 Columbia Road.
|
| 190 |
+
- Office of Specialized Services Contacts:
|
| 191 |
+
- Region 2 (Clap): Petrina Johnson, pjohnson@bostonpublicschools.org, (617) 256-4917
|
| 192 |
+
- Region 3 (Winthrop): John Florence, jflorence@bostonpublicschools.org, (857) 200-4698
|
| 193 |
+
- Materials
|
| 194 |
+
- Roger Clap Elementary School Community Meeting Slidedeck (January 15, 2025)
|
| 195 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 196 |
+
- Roger Clap Elementary School Community Meeting Recording (January 15, 2025)
|
| 197 |
+
- John Winthrop Elementary School Community Meeting Slidedeck (January 16, 2025)
|
| 198 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 199 |
+
- John Winthrop Elementary School Community Meeting Recording (January 16, 2025)
|
| 200 |
+
- John Winthrop Elementary School In-Person Community Meeting (March 4, 2025)
|
| 201 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 202 |
+
- Roger Clap Elementary School In-Person Community Meeting (March 6, 2025)
|
| 203 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 204 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 205 |
+
- Roger Clap Elementary School Community Meeting Slidedeck (January 15, 2025)
|
| 206 |
+
- Proposal Information (January 7, 2025)
|
| 207 |
+
- The district is recommending merging the Roger Clap Elementary and John Winthrop Elementary into the new Lilla G. Frederick PreK-6 Elementary School beginning the 2026-2027 school year.
|
| 208 |
+
- The recommendation is based on a careful review of multiple factors, including the physical condition of the current buildings, their current usage, and their current capacity to support the comprehensive programming all students deserve, and students’ walkzone (whether a student lives within one mile of a school). This merger will also honor the commitments made to the Grove Hall community to maintain the Lilla G. Frederick name and ensure the new PreK-6 is a Community Hub school.
|
| 209 |
+
- Under this proposal, Winthrop Elementary and Clap Elementary would become one unified school, effective June 30, 2026. Current Winthrop and Clap 5th and 6th graders will graduate as expected from their respective schools. In the fall of 2026, the school communities will come together in the new Lilla G. Frederick Elementary School, currently the site of the Lilla G. Frederick Pilot Middle School, which will close at the end of SY24-25.
|
| 210 |
+
- Over the course of the 2025-26 school year, BPS will make minor upgrades to the Frederick building to prepare it to become a PreK-6 school.
|
| 211 |
+
- Both schools will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinators will also be hired to assist with the transition process.
|
| 212 |
+
- Current eligible Winthrop and Clap 6th graders will graduate in June 2025, and current eligible Winthrop and Clap 5th graders will graduate in June 2026. Beginning in fall 2026, Winthrop and Clap will be one school community operating out of the Lilla G. Frederick building in the Grove Hall neighborhood, pending School Committee vote.
|
| 213 |
+
- The district will work hand in hand with Clap and Winthrop School leadership to provide support for seamless transition for the school communities.
|
| 214 |
+
Appendix D: Additional Information on Merger Proposal
|
| 215 |
+
Current Enrollment (Clap Elementary School) |
|
| 216 |
+
Total: 142
|
| 217 |
+
Students with disabilities: 28.9% Multilingual learners: 31.0% |
|
| 218 |
+
|||||||||||||||||||||||||||||||
|
| 219 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 220 |
+
Current Enrollment (Winthrop Elementary School) |
|
| 221 |
+
Total: 234
|
| 222 |
+
Students with disabilities: 12% Multilingual learners: 32.9% |
|
| 223 |
+
|||||||||||||||||||||||||||||||
|
| 224 |
+
Administratively Assigned (Clap Elementary School) | 3% | |||||||||||||||||||||||||||||||
|
| 225 |
+
Administratively Assigned (Winthrop Elementary School) | 7% | |||||||||||||||||||||||||||||||
|
| 226 |
+
Concentration of specialized programs for students with high needs (Clap Elementary School) |
|
| 227 |
+
0% of students - 0% substantially separate - 0% SLIFE |
|
| 228 |
+
|||||||||||||||||||||||||||||||
|
| 229 |
+
Concentration of specialized programs for students with high needs (Winthrop Elementary School) |
|
| 230 |
+
3.4% of students - 3.4% substantially separate - 0% SLIFE |
|
| 231 |
+
|||||||||||||||||||||||||||||||
|
| 232 |
+
Students living near the school (Clap Elementary School) | 51.4% of students live within 1 mile of the school | |||||||||||||||||||||||||||||||
|
| 233 |
+
Students living near the school (Winthrop Elementary School) | 77.4% of students live within 1 mile of the school | |||||||||||||||||||||||||||||||
|
| 234 |
+
Special Ed and ML Programs (Clap Elementary School) | N/A | |||||||||||||||||||||||||||||||
|
| 235 |
+
Special Ed and ML Programs (Winthrop Elementary School) | Applied Behavioral Analysis K0/K1 only | |||||||||||||||||||||||||||||||
|
| 236 |
+
Building Capacity (Clap Elementary School) | 187 | |||||||||||||||||||||||||||||||
|
| 237 |
+
Building Capacity (Winthrop Elementary School) | 206 | |||||||||||||||||||||||||||||||
|
| 238 |
+
Facilities Condition Score (Clap Elementary School) | 24 out of 100 | |||||||||||||||||||||||||||||||
|
| 239 |
+
Facilities Condition Score (Winthrop Elementary School) | 18 out of 100 |
|
| 240 |
+
Grade Reconfigurations
|
| 241 |
+
- Boston Teachers Union Pilot K-8 School
|
| 242 |
+
- Dearborn Stem Academy
|
| 243 |
+
- Mary Lyon K-8 School
|
| 244 |
+
- Young Achievers Science and Math Pilot School
|
| 245 |
+
Boston Teachers Union Pilot K-8 School
|
| 246 |
+
- Reconfiguration Plan
|
| 247 |
+
- We are planning to reconfigure the Boston Teachers Union Pilot K-8 School from a K-8 school to a PreK-6 school beginning in the 2026-2027 school year.
|
| 248 |
+
- Office of Specialized Services Contact:
|
| 249 |
+
- Region 6: Lauren Shannon, lshannon@bostonpublicschools.org, (617) 602-5434
|
| 250 |
+
- Region 6: Lauren Shannon, lshannon@bostonpublicschools.org, (617) 602-5434
|
| 251 |
+
- Materials
|
| 252 |
+
Dearborn Stem Academy
|
| 253 |
+
- Reconfiguration Plan
|
| 254 |
+
- We are planning to reconfigure Dearborn STEM Academy from a 6-12 school to a 7-12 school beginning in the 2025-2026 school year.
|
| 255 |
+
- Office of Specialized Services Contact:
|
| 256 |
+
- Region 6: Lauren Shannon, lshannon@bostonpublicschools.org, (617) 602-5434
|
| 257 |
+
- Region 6: Lauren Shannon, lshannon@bostonpublicschools.org, (617) 602-5434
|
| 258 |
+
- Materials
|
| 259 |
+
Mary Lyon K-8 School
|
| 260 |
+
- Reconfiguration Plan
|
| 261 |
+
- We are planning to reconfigure Mary Lyon K-8 School from a K-8 school to a PreK-6 school beginning in the 2026-2027 school year.
|
| 262 |
+
- Office of Specialized Services Contact:
|
| 263 |
+
- Region 7: Mery Faial Zaynoune, mfaial@bostonpublicschools.org, (351) 220-6904
|
| 264 |
+
- Region 7: Mery Faial Zaynoune, mfaial@bostonpublicschools.org, (351) 220-6904
|
| 265 |
+
- Materials
|
| 266 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School Community Meeting Slidedeck (January 21, 2025)
|
| 267 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 268 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School Community Meeting Recording (January 21, 2025)
|
| 269 |
+
- Mary Lyon In-Person Community Meeting (February 25, 2025)
|
| 270 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 271 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School Community Meeting Slidedeck (January 21, 2025)
|
| 272 |
+
Young Achievers Science and Math Pilot School
|
| 273 |
+
- Reconfiguration Plan
|
| 274 |
+
- We are planning to reconfigure Young Achievers Science and Math Pilot School from a K-8 school to a PreK-6 school beginning in the 2026-2027 school year.
|
| 275 |
+
- Office of Specialized Services Contact:
|
| 276 |
+
- Region 5: Christopher Gusman, cgusman@bostonpublicschools.org, (508) 246-0760
|
| 277 |
+
- Region 5: Christopher Gusman, cgusman@bostonpublicschools.org, (508) 246-0760
|
| 278 |
+
- Materials
|
| 279 |
+
- Young Achievers Science and Math Pilot School Community Meeting Slidedeck (February 5, 2025)
|
| 280 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 281 |
+
- Young Achievers Science and Math Pilot School Community Meeting Recording (February 5, 2025)
|
| 282 |
+
- Young Achievers Science and Math Pilot School Community Meeting Slidedeck (February 5, 2025)
|
pages/about-bps--capital-planning--winter-2025.txt
ADDED
|
@@ -0,0 +1,282 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Winter 2025 Grade Reconfigurations, Mergers and Closures
|
| 2 |
+
Overview
|
| 3 |
+
- Guided by extensive community feedback, the district developed a vision for a High-Quality Student Experience as part of our Long-Term Facilities Plan. This vision reflects our commitment to ensuring every Boston Public Schools (BPS) student has access to an educational environment that supports their growth and success, including access to rigorous and culturally affirming learning experiences, wellness and enrichment opportunities, a strong network of caring adults, and facilities that support all aspects of their education. To reach that vision, BPS must shift towards a physical footprint that has fewer and, on average, larger schools, that are fully resourced and able to provide expanded academic and enrichment opportunities for all students.
|
| 4 |
+
- Last January, in the Long-Term Facilities Plan, the District committed to establishing an annual cycle of review of the most up-to-date data on our schools. The Capital Planning team at BPS has evaluated schools in the District based on the public Decision-Making Rubric Data, grounded in the Long-Term Facilities Planning Data Framework. From this review, BPS has developed the below proposals for SY26-27, as well as the plans for the grade reconfiguration of 4 schools.
|
| 5 |
+
- Please email capitalplanning@bostonpublicschools.org if you have any questions.
|
| 6 |
+
Timeline
|
| 7 |
+
- January 6-7, 2025
|
| 8 |
+
- After consultation with school leaders, Winter 2024-2025 proposals are shared with school communities.
|
| 9 |
+
- After consultation with school leaders, Winter 2024-2025 proposals are shared with school communities.
|
| 10 |
+
- January 8 - February 6, 2025
|
| 11 |
+
- Virtual community meetings with each impacted school community. Meetings are closed to the public. If you are a member of an impacted school community, please contact Capital Planning at capitalplanning@bostonpublicschools.org for meeting information.
|
| 12 |
+
- Virtual community meetings with each impacted school community. Meetings are closed to the public. If you are a member of an impacted school community, please contact Capital Planning at capitalplanning@bostonpublicschools.org for meeting information.
|
| 13 |
+
- January 22, 2025
|
| 14 |
+
- Presentation of Winter 2025 proposals to the Boston School Committee.
|
| 15 |
+
- Presentation of Winter 2025 proposals to the Boston School Committee.
|
| 16 |
+
- January - March, 2025
|
| 17 |
+
- In-person community meetings with each impacted school community.
|
| 18 |
+
- In-person community meetings with each impacted school community.
|
| 19 |
+
- March 20, 2025
|
| 20 |
+
- Boston School Committee to vote on Winter 2025 Closure and Merger Proposals.
|
| 21 |
+
- Boston School Committee to vote on Winter 2025 Closure and Merger Proposals.
|
| 22 |
+
- Spring 2025
|
| 23 |
+
- Additional community meetings will be hosted.
|
| 24 |
+
Materials
|
| 25 |
+
- Winter 2025 - BPS Racial Equity Planning Tool - Lilla G. Frederick Building Reuse & BPS Racial Equity Planning Tool - Long-Term Facilities Planning Implementation SY25
|
| 26 |
+
- January 7, 2025 - Student and Family Transition Guide
|
| 27 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 28 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 29 |
+
- January 7, 2025 - Staff Transition Guide
|
| 30 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 31 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 32 |
+
- January 7, 2025 - Frequently Asked Questions
|
| 33 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 34 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 35 |
+
- January 7, 2025 - Letter from the Superintendent to Boston Public Schools
|
| 36 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 37 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 38 |
+
- March 2025 - Office of Specialized Services Contact List for Closures, Mergers, and Grade Reconfigurations
|
| 39 |
+
- March 20, 2025 - Vote on School Closure and Merger Proposals
|
| 40 |
+
Spring 2025 - BSC Update: SY25 Long-Term Facilities Planning Proposals - Feb/March 2025
|
| 41 |
+
Closures
|
| 42 |
+
- Community Academy
|
| 43 |
+
- Paul A. Dever Elementary School
|
| 44 |
+
- Excel High School
|
| 45 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School
|
| 46 |
+
Community Academy
|
| 47 |
+
- Closure of the Community Academy School
|
| 48 |
+
- We are presenting a proposal to the Boston School Committee to close the Community Academy School as a diploma-granting school at the end of the 2025-2026 school year, in June 2026.
|
| 49 |
+
- Office of Specialized Services Contact:
|
| 50 |
+
- Region 9: Christina Balboni Hannan, channan@bostonpublicschools.org, (978) 489-2101
|
| 51 |
+
- Region 9: Christina Balboni Hannan, channan@bostonpublicschools.org, (978) 489-2101
|
| 52 |
+
- Materials
|
| 53 |
+
- Community Academy School Community Meeting Slidedeck (January 14, 2025)
|
| 54 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 55 |
+
- Community Academy School Community Meeting Recording (January 14, 2025)
|
| 56 |
+
- Community Academy In-Person Community Meeting (February 27, 2025)
|
| 57 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 58 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 59 |
+
- Community Academy School Community Meeting Slidedeck (January 14, 2025)
|
| 60 |
+
- Proposal Information (January 7, 2025)
|
| 61 |
+
- The district is recommending closing Community Academy as a pathway to a diploma for students at the end of the 2025-2026 school year. Community Academy will instead be reimagined as a program to support students who are in need of a temporary placement due to a code-of-conduct violation or need a soft re-entry into school from the Department of Youth Services.
|
| 62 |
+
- The school will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinator will also be hired to assist with the transition process.
|
| 63 |
+
- Current eligible Community Academy 12th graders will graduate in June 2025, and current eligible Community Academy 11th graders will graduate in June 2026.
|
| 64 |
+
- The district will work hand in hand with Community Academy leadership to provide support for seamless transition for the Community Academy school community. Every impacted Community Academy student will receive individual counseling to develop a transition plan to set students up for success.
|
| 65 |
+
Appendix D: Additional Information on Closure Proposals
|
| 66 |
+
Current Enrollment | Total: 62
|
| 67 |
+
Students with disabilities: 58.1% Multilingual learners: 9.7% |
|
| 68 |
+
||||||||||||||||||||
|
| 69 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 70 |
+
Administratively Assigned | 0% *Note: Students from Community Academy are specially assigned through a process with the Re-Engagement Center.* |
|
| 71 |
+
||||||||||||||||||||
|
| 72 |
+
Concentration of specialized programs for students with high needs |
|
| 73 |
+
21% of students
|
| 74 |
+
|
|
| 75 |
+
||||||||||||||||||||
|
| 76 |
+
Students living near the school | 62.9% of students live within 2 miles of the school | ||||||||||||||||||||
|
| 77 |
+
Special Ed and ML Programs | Emotional Impairment Externalizing | ||||||||||||||||||||
|
| 78 |
+
Building Capacity | 154 | ||||||||||||||||||||
|
| 79 |
+
Facilities Condition Score | 8 out of 100 |
|
| 80 |
+
Paul A. Dever Elementary School
|
| 81 |
+
- Closure of the Paul A. Dever Elementary School
|
| 82 |
+
- We are presenting a proposal to the Boston School Committee to close the Paul A. Dever Elementary School after the end of the 2025-2026 school year, in June 2026.
|
| 83 |
+
- Office of Specialized Services Contact:
|
| 84 |
+
- Region 2: Petrina Johnson, pjohnson@bostonpublicschools.org, (617) 256-4917
|
| 85 |
+
- Region 2: Petrina Johnson, pjohnson@bostonpublicschools.org, (617) 256-4917
|
| 86 |
+
- Materials
|
| 87 |
+
- Paul A. Dever Elementary School Community Meeting Slidedeck (January 13, 2025)
|
| 88 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 89 |
+
- Paul A. Dever Elementary School Community Meeting Recording (January 13, 2025) - Zoom Link
|
| 90 |
+
- Dever Elementary School In-Person Community Meeting (February 12, 2025)
|
| 91 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 92 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 93 |
+
- Paul A. Dever Elementary School Community Meeting Slidedeck (January 13, 2025)
|
| 94 |
+
- Proposal Information (January 7, 2025)
|
| 95 |
+
- The district is recommending closing the Dever Elementary School at the end of the 2025–2026 school year. Due to the Dever being in state receivership, this recommendation was made in consultation with the Department of Elementary and Secondary Education (DESE).
|
| 96 |
+
- The recommendation to close the Dever is based on a careful review of multiple factors related to ensuring a High-Quality Student Experience, including the physical condition of the building, how it is currently being used, and its capacity to support the high quality educational opportunities all students deserve.
|
| 97 |
+
- The school will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinator will also be hired to assist with the transition process.
|
| 98 |
+
- The district will work hand in hand with Dever School leadership, as well as School & Main Institute (SMI), the Dever’s receiver, to provide support for seamless transition for the Dever School community.
|
| 99 |
+
- Current 6th graders will graduate in June 2025, and current 5th graders will move up to 6th grade and graduate in June 2026. The District will not assign any new PreK or Kindergarten students to the Dever in Fall 2025.
|
| 100 |
+
- Several elementary schools across Dorchester and nearby communities, including the reopened Lilla G. Frederick Elementary School, are being prepared to open their doors to Dever students as they transition to high-quality schools close to home. Welcome Services will work with families one-on-one to help find elementary schools close to home that best fit their students’ needs and aspirations. Every impacted student will have priority in the BPS assignment process for the 2026-2027 school year.
|
| 101 |
+
Appendix D: Additional Information on Closure Proposals
|
| 102 |
+
Current Enrollment |
|
| 103 |
+
Total: 444
|
| 104 |
+
Students with disabilities: 15.5% Multilingual learners: 56.1% |
|
| 105 |
+
||||||||||||||||||||||||||||
|
| 106 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 107 |
+
Administratively Assigned | 0% | ||||||||||||||||||||||||||||
|
| 108 |
+
Concentration of specialized programs for students with high needs |
|
| 109 |
+
0% of students - 0% substantially separate - 0% SLIFE |
|
| 110 |
+
||||||||||||||||||||||||||||
|
| 111 |
+
Students living near the school | 27.9% of students live within 1 mile of the school | ||||||||||||||||||||||||||||
|
| 112 |
+
Building Capacity | 514 | ||||||||||||||||||||||||||||
|
| 113 |
+
Facilities Condition Score | 35 out of 100 |
|
| 114 |
+
Excel High School
|
| 115 |
+
- Closure of Excel High School
|
| 116 |
+
- We are presenting a proposal to the Boston School Committee to close the Excel High School after the end of the 2025-2026 school year, in June 2026.
|
| 117 |
+
- Office of Specialized Services Contact:
|
| 118 |
+
- Region 8: Julia Pandolfi, jpandolfi@bostonpublicschools.org, (617) 510-8762
|
| 119 |
+
- Region 8: Julia Pandolfi, jpandolfi@bostonpublicschools.org, (617) 510-8762
|
| 120 |
+
- Materials
|
| 121 |
+
- Excel High School Community Meeting Slidedeck (January 9, 2025)
|
| 122 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 123 |
+
- Excel High School Community Meeting Transcript (January 9, 2025)
|
| 124 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 125 |
+
- Excel High School In-Person Community Meeting (February 11, 2025)
|
| 126 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 127 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 128 |
+
- Excel High School Community Meeting Slidedeck (January 9, 2025)
|
| 129 |
+
- Proposal Information (January 7, 2025)
|
| 130 |
+
- The district is recommending closing Excel High School at the end of the 2025-2026 school year.
|
| 131 |
+
- The recommendation is based on a careful review of multiple factors, including the physical condition of the building, its current usage, and its capacity to support the high-quality educational programming all students deserve.
|
| 132 |
+
- The school will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinator will also be hired to assist with the transition process.
|
| 133 |
+
- The district will work hand in hand with Excel High School leadership to provide support for seamless transition for the Excel High School community.
|
| 134 |
+
- Current eligible Excel 12th graders will graduate in June 2025, and current eligible Excel 11th graders will graduate in June 2026. The District will not assign 9th grade classes to Excel in Fall 2025. There will be no new students from any grade assigned to the school, with the exception of siblings in grades 10-12, in Fall 2025.
|
| 135 |
+
- The Excel High School building is currently being scoped for a decarbonization project and other upgrades to enable future use as a BPS high school, serving South Boston and the broader community.
|
| 136 |
+
Appendix D: Additional Information on Closure Proposals
|
| 137 |
+
Current Enrollment |
|
| 138 |
+
Total: 311
|
| 139 |
+
Students with disabilities: 28.0% Multilingual learners: 23.8% |
|
| 140 |
+
||||||||||||||||||||
|
| 141 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 142 |
+
Administratively Assigned | 18% | ||||||||||||||||||||
|
| 143 |
+
Concentration of specialized programs for students with high needs |
|
| 144 |
+
15.1% of students - 15.1% substantially separate - 0% SLIFE |
|
| 145 |
+
||||||||||||||||||||
|
| 146 |
+
Students living near the school | 42.4% of students live within 2 miles of the school | ||||||||||||||||||||
|
| 147 |
+
Special Ed and ML Programs |
|
| 148 |
+
Vietnamese Emotional Impairment Externalizing Specific Learning Disability Mild Intellectual Impairment |
|
| 149 |
+
||||||||||||||||||||
|
| 150 |
+
Building Capacity | 644 | ||||||||||||||||||||
|
| 151 |
+
Facilities Condition Score | 20 out of 100 |
|
| 152 |
+
Mary Lyon Pilot High School & Mary Lyon K-8 School
|
| 153 |
+
- Closure of the Mary Lyon Pilot High School and Reconfiguration of the Mary Lyon K-8 School
|
| 154 |
+
- We are presenting a proposal to the Boston School Committee to close the Mary Lyon Pilot High School after the end of the 2025-2026 school year, in June 2026.
|
| 155 |
+
- We are also sharing the plan with the Boston School Committee to reconfigure Mary Lyon K-8 School from a K-8 school to a PreK-6 school beginning in the 2026-2027 school year.
|
| 156 |
+
- Office of Specialized Services Contact:
|
| 157 |
+
- Region 7: Mery Faial Zaynoune, mfaial@bostonpublicschools.org, (351) 220-6904
|
| 158 |
+
- Region 7: Mery Faial Zaynoune, mfaial@bostonpublicschools.org, (351) 220-6904
|
| 159 |
+
- Materials
|
| 160 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School Community Meeting Slidedeck (January 21, 2025)
|
| 161 |
+
- Mary Lyon In-Person Community Meeting (February 25, 2025)
|
| 162 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 163 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 164 |
+
- Proposal Information (January 7, 2025)
|
| 165 |
+
- The district is recommending closing Mary Lyon Pilot High School at the end of the 2025-2026 school year. The district is also planning the reconfiguration of Mary Lyon K-8 School to a PreK-6 school starting in Fall 2026.
|
| 166 |
+
- The recommendation is based on a careful review of multiple factors, including the physical condition of the building, its current usage, and its capacity to support the programming all students deserve.
|
| 167 |
+
- This shift will enable students at Lyon Upper School to transition to high-quality high schools, including options close to home, that have a wider array of offerings. It will also allow the Lyon Lower School to be consolidated into one space and expand to a second strand, allowing the school to offer a wide array of programming, increasing teacher collaboration time, and providing the structure to support a full continuum of services.
|
| 168 |
+
- The school will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinator will also be hired to assist with the transition process.
|
| 169 |
+
- The district will work hand in hand with Lyon School leadership to provide support for seamless transition for the school communities.
|
| 170 |
+
- Current eligible Lyon High School 12th graders will graduate in June 2025, and current eligible Lyon High School 11th graders will graduate in June 2026. There will be no new students from any grade assigned to the school, with the exception of siblings in grades 10-12, in Fall 2025. Current 7th and 8th grade students will have the option to attend Lyon High School until June 2026.
|
| 171 |
+
Appendix D: Additional Information on Closure Proposals
|
| 172 |
+
Current Enrollment |
|
| 173 |
+
Total: 96
|
| 174 |
+
Students with disabilities: 32.3% Multilingual learners: 21.9% |
|
| 175 |
+
||||||||||||||||||||
|
| 176 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 177 |
+
Administratively Assigned | 7% | ||||||||||||||||||||
|
| 178 |
+
Concentration of specialized programs for students with high needs |
|
| 179 |
+
0% of students - 0% substantially separate - 0% SLIFE |
|
| 180 |
+
||||||||||||||||||||
|
| 181 |
+
Students living near the school | 59.4% of students live in the same neighborhood | ||||||||||||||||||||
|
| 182 |
+
Special Ed and ML Programs | N/A | ||||||||||||||||||||
|
| 183 |
+
Building Capacity | 307 | ||||||||||||||||||||
|
| 184 |
+
Facilities Condition Score | 33 out of 100 |
|
| 185 |
+
Merger
|
| 186 |
+
Roger Clap Elementary School & John Winthrop Elementary School
|
| 187 |
+
- Merger of the Roger Clap Elementary School & John Winthrop Elementary School into the Lilla G. Frederick Elementary School
|
| 188 |
+
- We are presenting a proposal to the Boston School Committee to merge the Roger Clap Elementary School & John Winthrop Elementary School into the Lilla G. Frederick PreK-6 Elementary School beginning in the 2026-2027 school year.
|
| 189 |
+
- The Frederick School is located at 270 Columbia Road.
|
| 190 |
+
- Office of Specialized Services Contacts:
|
| 191 |
+
- Region 2 (Clap): Petrina Johnson, pjohnson@bostonpublicschools.org, (617) 256-4917
|
| 192 |
+
- Region 3 (Winthrop): John Florence, jflorence@bostonpublicschools.org, (857) 200-4698
|
| 193 |
+
- Materials
|
| 194 |
+
- Roger Clap Elementary School Community Meeting Slidedeck (January 15, 2025)
|
| 195 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 196 |
+
- Roger Clap Elementary School Community Meeting Recording (January 15, 2025)
|
| 197 |
+
- John Winthrop Elementary School Community Meeting Slidedeck (January 16, 2025)
|
| 198 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 199 |
+
- John Winthrop Elementary School Community Meeting Recording (January 16, 2025)
|
| 200 |
+
- John Winthrop Elementary School In-Person Community Meeting (March 4, 2025)
|
| 201 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 202 |
+
- Roger Clap Elementary School In-Person Community Meeting (March 6, 2025)
|
| 203 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 204 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 205 |
+
- Roger Clap Elementary School Community Meeting Slidedeck (January 15, 2025)
|
| 206 |
+
- Proposal Information (January 7, 2025)
|
| 207 |
+
- The district is recommending merging the Roger Clap Elementary and John Winthrop Elementary into the new Lilla G. Frederick PreK-6 Elementary School beginning the 2026-2027 school year.
|
| 208 |
+
- The recommendation is based on a careful review of multiple factors, including the physical condition of the current buildings, their current usage, and their current capacity to support the comprehensive programming all students deserve, and students’ walkzone (whether a student lives within one mile of a school). This merger will also honor the commitments made to the Grove Hall community to maintain the Lilla G. Frederick name and ensure the new PreK-6 is a Community Hub school.
|
| 209 |
+
- Under this proposal, Winthrop Elementary and Clap Elementary would become one unified school, effective June 30, 2026. Current Winthrop and Clap 5th and 6th graders will graduate as expected from their respective schools. In the fall of 2026, the school communities will come together in the new Lilla G. Frederick Elementary School, currently the site of the Lilla G. Frederick Pilot Middle School, which will close at the end of SY24-25.
|
| 210 |
+
- Over the course of the 2025-26 school year, BPS will make minor upgrades to the Frederick building to prepare it to become a PreK-6 school.
|
| 211 |
+
- Both schools will be assigned a Senior Project Manager from the Capital Planning Team to help respond to the day-to-day needs of the school community in anticipation of this change. Stipended school-based Transition Support Coordinators will also be hired to assist with the transition process.
|
| 212 |
+
- Current eligible Winthrop and Clap 6th graders will graduate in June 2025, and current eligible Winthrop and Clap 5th graders will graduate in June 2026. Beginning in fall 2026, Winthrop and Clap will be one school community operating out of the Lilla G. Frederick building in the Grove Hall neighborhood, pending School Committee vote.
|
| 213 |
+
- The district will work hand in hand with Clap and Winthrop School leadership to provide support for seamless transition for the school communities.
|
| 214 |
+
Appendix D: Additional Information on Merger Proposal
|
| 215 |
+
Current Enrollment (Clap Elementary School) |
|
| 216 |
+
Total: 142
|
| 217 |
+
Students with disabilities: 28.9% Multilingual learners: 31.0% |
|
| 218 |
+
|||||||||||||||||||||||||||||||
|
| 219 |
+
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| 220 |
+
Current Enrollment (Winthrop Elementary School) |
|
| 221 |
+
Total: 234
|
| 222 |
+
Students with disabilities: 12% Multilingual learners: 32.9% |
|
| 223 |
+
|||||||||||||||||||||||||||||||
|
| 224 |
+
Administratively Assigned (Clap Elementary School) | 3% | |||||||||||||||||||||||||||||||
|
| 225 |
+
Administratively Assigned (Winthrop Elementary School) | 7% | |||||||||||||||||||||||||||||||
|
| 226 |
+
Concentration of specialized programs for students with high needs (Clap Elementary School) |
|
| 227 |
+
0% of students - 0% substantially separate - 0% SLIFE |
|
| 228 |
+
|||||||||||||||||||||||||||||||
|
| 229 |
+
Concentration of specialized programs for students with high needs (Winthrop Elementary School) |
|
| 230 |
+
3.4% of students - 3.4% substantially separate - 0% SLIFE |
|
| 231 |
+
|||||||||||||||||||||||||||||||
|
| 232 |
+
Students living near the school (Clap Elementary School) | 51.4% of students live within 1 mile of the school | |||||||||||||||||||||||||||||||
|
| 233 |
+
Students living near the school (Winthrop Elementary School) | 77.4% of students live within 1 mile of the school | |||||||||||||||||||||||||||||||
|
| 234 |
+
Special Ed and ML Programs (Clap Elementary School) | N/A | |||||||||||||||||||||||||||||||
|
| 235 |
+
Special Ed and ML Programs (Winthrop Elementary School) | Applied Behavioral Analysis K0/K1 only | |||||||||||||||||||||||||||||||
|
| 236 |
+
Building Capacity (Clap Elementary School) | 187 | |||||||||||||||||||||||||||||||
|
| 237 |
+
Building Capacity (Winthrop Elementary School) | 206 | |||||||||||||||||||||||||||||||
|
| 238 |
+
Facilities Condition Score (Clap Elementary School) | 24 out of 100 | |||||||||||||||||||||||||||||||
|
| 239 |
+
Facilities Condition Score (Winthrop Elementary School) | 18 out of 100 |
|
| 240 |
+
Grade Reconfigurations
|
| 241 |
+
- Boston Teachers Union Pilot K-8 School
|
| 242 |
+
- Dearborn Stem Academy
|
| 243 |
+
- Mary Lyon K-8 School
|
| 244 |
+
- Young Achievers Science and Math Pilot School
|
| 245 |
+
Boston Teachers Union Pilot K-8 School
|
| 246 |
+
- Reconfiguration Plan
|
| 247 |
+
- We are planning to reconfigure the Boston Teachers Union Pilot K-8 School from a K-8 school to a PreK-6 school beginning in the 2026-2027 school year.
|
| 248 |
+
- Office of Specialized Services Contact:
|
| 249 |
+
- Region 6: Lauren Shannon, lshannon@bostonpublicschools.org, (617) 602-5434
|
| 250 |
+
- Region 6: Lauren Shannon, lshannon@bostonpublicschools.org, (617) 602-5434
|
| 251 |
+
- Materials
|
| 252 |
+
Dearborn Stem Academy
|
| 253 |
+
- Reconfiguration Plan
|
| 254 |
+
- We are planning to reconfigure Dearborn STEM Academy from a 6-12 school to a 7-12 school beginning in the 2025-2026 school year.
|
| 255 |
+
- Office of Specialized Services Contact:
|
| 256 |
+
- Region 6: Lauren Shannon, lshannon@bostonpublicschools.org, (617) 602-5434
|
| 257 |
+
- Region 6: Lauren Shannon, lshannon@bostonpublicschools.org, (617) 602-5434
|
| 258 |
+
- Materials
|
| 259 |
+
Mary Lyon K-8 School
|
| 260 |
+
- Reconfiguration Plan
|
| 261 |
+
- We are planning to reconfigure Mary Lyon K-8 School from a K-8 school to a PreK-6 school beginning in the 2026-2027 school year.
|
| 262 |
+
- Office of Specialized Services Contact:
|
| 263 |
+
- Region 7: Mery Faial Zaynoune, mfaial@bostonpublicschools.org, (351) 220-6904
|
| 264 |
+
- Region 7: Mery Faial Zaynoune, mfaial@bostonpublicschools.org, (351) 220-6904
|
| 265 |
+
- Materials
|
| 266 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School Community Meeting Slidedeck (January 21, 2025)
|
| 267 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 268 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School Community Meeting Recording (January 21, 2025)
|
| 269 |
+
- Mary Lyon In-Person Community Meeting (February 25, 2025)
|
| 270 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 271 |
+
- Mary Lyon Pilot High School & Mary Lyon K-8 School Community Meeting Slidedeck (January 21, 2025)
|
| 272 |
+
Young Achievers Science and Math Pilot School
|
| 273 |
+
- Reconfiguration Plan
|
| 274 |
+
- We are planning to reconfigure Young Achievers Science and Math Pilot School from a K-8 school to a PreK-6 school beginning in the 2026-2027 school year.
|
| 275 |
+
- Office of Specialized Services Contact:
|
| 276 |
+
- Region 5: Christopher Gusman, cgusman@bostonpublicschools.org, (508) 246-0760
|
| 277 |
+
- Region 5: Christopher Gusman, cgusman@bostonpublicschools.org, (508) 246-0760
|
| 278 |
+
- Materials
|
| 279 |
+
- Young Achievers Science and Math Pilot School Community Meeting Slidedeck (February 5, 2025)
|
| 280 |
+
- English | Español | العربية | Cabo-Verdiano | 中文 | Français | Kreyòl Ayisyen | Português | Soomaali | Tiếng Việt
|
| 281 |
+
- Young Achievers Science and Math Pilot School Community Meeting Recording (February 5, 2025)
|
| 282 |
+
- Young Achievers Science and Math Pilot School Community Meeting Slidedeck (February 5, 2025)
|
pages/about-bps--data-and-reports--1.txt
ADDED
|
@@ -0,0 +1,15 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Data and Reports
|
| 2 |
+
Facts and Figures
|
| 3 |
+
Over the past twenty years, the Boston Public Schools (BPS) has been transformed from a failing school district to one of the most renowned urban public school systems in the country. We educate more than 54,000 students in 125 schools - 74 percent of the school-age children who live in Boston.
|
| 4 |
+
We are proud to be one of the most diverse school districts in the nation. Nearly one in every two students speaks a language other than English at home, and our students come from 139 different countries. One in five BPS students has a disability, and half are economically disadvantaged.
|
| 5 |
+
On the National Assessment of Educational Progress (NAEP) – also known as the “Nation’s Report Card” – Boston students’ performance is on par with the national average for all public schools, including suburban schools, in grade 4 Reading and in grade 8 Mathematics. This is the first time since measurements began that any urban school district has met this mark in two subjects and grades. Since 2007, the BPS four-year graduation rate has steadily increased, reaching its highest rate ever in 2018 despite more demanding standards required by the state for graduation; and the percentage of ninth-graders who dropped out before graduation decreased to its lowest point ever for the 2018 Cohort.
|
| 6 |
+
BPS is the home of many firsts in the nation: first public school (Boston Latin School, 1635), first public elementary school (Mather Elementary School, 1639), first public school system (1647), first public high school (English High School, 1821).
|
| 7 |
+
- Our 2018 4-year graduation rate of 75.1 percent was the highest it has ever been—up 17.2 points since 2007.
|
| 8 |
+
- 4-year graduation rates for Black students have risen from 54.2 percent in 2007 to 76.4 percent in 2018, out-pacing the district's increase for all students by 5 percentage points.
|
| 9 |
+
- BPS offers pathways to graduation to students who may have dropped out through our Re-Engagement Center, one of the first of these centers in the nation, and our summer graduation programs. The Re-Engagement Center, a joint initiative between the Boston Public Schools and the Boston Private Industry Council, re-enrolls more than 400 dropouts annually, and has helped to cut the number of dropouts in half since 2005.
|
| 10 |
+
- The number of students taking an AP exam has nearly doubled in the past 10 years, increasing from 1,666 students in 2008 to 3,100 students in 2018. Along with greater access to AP courses and exams, 51.3% of students receive a qualifying score of 3 or higher.
|
| 11 |
+
- Nearly 17,000 additional students now have access to arts learning opportunities during the school year, compared to nine years ago. 96 percent of students in grades pre-kindergarten through eighth receive at least weekly, year-long arts instruction—up from 67 percent in 2009. The number of high school students receiving any arts instruction has more than doubled from 2009 to 2018—from 26 to 63 percent, respectively. The district has seen even greater gains in the percentage of pre-kindergarten through eighth grade students receiving arts instruction two or more times per week, from less than 10% in 2009 to 65% in 2018. High school students meeting the MassCore graduation requirement in the Arts has increased to 61%.
|
| 12 |
+
- The percent of students who pass all grade 10 MCAS tests on the first attempt has risen from 39 percent in 2007 to 58 percent in 2018. Passing all grade 10 MCAS tests is part of the state graduation requirements, known as the Competency Determination.
|
| 13 |
+
- In the 2018-2019 school year, we will offer full-day pre-kindergarten education for over 2,500 four-year-olds, up from 700 seats in 2005.
|
| 14 |
+
- Expanded Learning Time (ELT) is one of the key ways in which the district hopes to provide a high-quality education for all. Schools in BPS can expand the day though the Schedule A initiative, having turnaround status, or becoming an autonomous school. In the 2019-2020 school year, BPS will be implementing ELT in a total of 62 schools serving over 25,000 students since the Schedule A ELT agreement was implemented in Fall 2015.
|
| 15 |
+
- One in five students attends one of our award-winning summer learning initiatives -- nationally recognized for excellence in summer learning in 2013.
|
pages/about-bps--data-and-reports--about-oda.txt
ADDED
|
@@ -0,0 +1,9 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Office of Data and Accountability
|
| 2 |
+
Mission Statement
|
| 3 |
+
We serve the BPS community by facilitating access to quality information and building capacity to make data-driven decisions that advance educational equity, opportunity, and achievement for all students.
|
| 4 |
+
Department Priorities
|
| 5 |
+
- Provide high-quality, relevant, and timely data and reports to all stakeholders in BPS.
|
| 6 |
+
- Lead an ambitious research agenda that advances educational equity, opportunity, and achievement for all students.
|
| 7 |
+
- Define, articulate, and support a comprehensive assessment strategy for BPS.
|
| 8 |
+
- Provide differentiated data inquiry support to schools districtwide.
|
| 9 |
+
- Build and foster the necessary culture for a performance management system in BPS.
|
pages/about-bps--data-and-reports--calendars.txt
ADDED
|
@@ -0,0 +1,13 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
School Year Calendars
|
| 2 |
+
2020-2021
|
| 3 |
+
2020-2021 Calendar
|
| 4 |
+
2020-2021 Assessment Calendar
|
| 5 |
+
2019-2020
|
| 6 |
+
2019-2020 Calendar
|
| 7 |
+
2019-2020 Assessment Calendar
|
| 8 |
+
2018-2019
|
| 9 |
+
2018-2019 Calendar
|
| 10 |
+
2018-2019 Assessment Calendar
|
| 11 |
+
2017-2018
|
| 12 |
+
2017-2018 Calendar
|
| 13 |
+
2017-2018 Assessment Calendar
|
pages/about-bps--data-and-reports--data-and-reports--1.txt
ADDED
|
@@ -0,0 +1,3 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Data and Reports
|
| 2 |
+
Transparency and accountability are critical parts of our mission as a school system. By identifying what's working and our areas for improvement, we can work together to find solutions.
|
| 3 |
+
Student and school achievement data includes:
|
pages/about-bps--data-and-reports--data-and-reports--2016-school-performance-data.txt
ADDED
|
@@ -0,0 +1,36 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
The Boston Red Sox, in partnership with JetBlue, distributed over 40,000 Red Sox hats to Boston Public Schools (BPS) students and staff at 104 K-8 schools across the city. The 2025 hat giveaway launched with an event at Gardner Pilot Academy in Allston. The hat giveaway to BPS students began in 2017 to connect baseball to the next generation of fans.
|
| 2 |
+
BOSTON, MA – April 7, 2025 - The Boston Red Sox, in partnership with JetBlue, distributed over 40,000 Red Sox hats to Boston Public Schools (BPS) students and staff at 104 K-8 schools across the city. This year’s hat giveaway launched with an event at Gardner Pilot Academy in Allston that included City of Boston Mayor Michelle Wu, Red Sox President and CEO Sam Kennedy, Red Sox Partner and Foundation Board Member Linda Henry, and JetBlue Director of Airport Operations Dan Blake. The hat giveaway to Boston Public Schools students began in 2017 in partnership with JetBlue, the official airline of the Boston Red Sox, to connect baseball to the next generation of fans.
|
| 3 |
+
“Hat Day has grown into something special,” said Sam Kennedy, Red Sox President & CEO. “What started as a simple idea – getting a Red Sox hat on every kid in the city – has turned into one of our favorite traditions. It’s a day that brings smiles, pride, and a little extra joy to schools across Boston. We’re so lucky to have a partner like JetBlue that shares our commitment to this community. And we’re especially thankful to Mayor Wu – her support and focus on young people have helped make this day what it is. There’s nothing better than giving kids a reason to feel connected to their city and their team.”
|
| 4 |
+
“The energy around Hat Day is electric – it brings joy, pride, and reinforces a sense of unity within our schools across BPS,” said Boston Public Schools Superintendent Mary Skipper. “When our students put on these hats, they’re not just wearing Red Sox colors—they’re wearing a symbol of community and connection. All of us at BPS appreciate the Red Sox and JetBlue for their continued commitment to supporting our students and staff, not just today, but all year long.”
|
| 5 |
+
The club also filled Gardner Pilot Academy’s Catie’s Closet with hundreds of articles of Red Sox apparel. Catie’s Closet is a nonprofit providing access to clothing and basic necessities for students to discreetly shop, free of charge. The organization operates at various schools throughout the city and region.
|
| 6 |
+
April is National School Library Month!
|
| 7 |
+
In celebration, Boston Public Schools is highlighting a few great school libraries across the District.
|
| 8 |
+
Boston Public Schools (BPS) recognizes the essential role school libraries and librarians play in empowering students with knowledge, fostering their love of reading, and supporting their academic success. School-library programs provide equitable access to resources, technology, information – literacy skills that prepare students for lifelong learning.
|
| 9 |
+
In celebration of School Library Month, BPS is highlighting a few great school libraries across the District. Be sure to check back here every Tuesday in April for photos and information about a great school library!
|
| 10 |
+
The Charlestown High School Library is a welcoming hub where students come to read, explore, create, and connect. From book tastings that spark curiosity to collaborative projects with teachers that deepen learning, the Charlestown High School librarian aims to foster a joyful reading culture and a strong sense of community.
|
| 11 |
+
One recent moment stands out: A student proudly shared that he had just finished his first book ever and he genuinely loved it. He talked with the librarian about the cliffhanger ending and his favorite parts, and he told them he wants to read more books in verse. He left that day with “The Crossover” by Kwame Alexander in hand and a new sense of excitement about reading. Moments that serve as a reminder about why this work matters so much.
|
| 12 |
+
Self-taught musician Mendez Pierre, an eighth grader at the Curley K-8 School, and Miguel Gonzalez, a Mattapan resident and Holmes Innovation School 6th grader with a love for aviation, were recognized during the Mayor’s annual speech at Fenway’s MGM Music Hall on Thursday, March 19, before a packed audience.
|
| 13 |
+
The brilliance of Boston Public Schools’(BPS) students was featured at Mayor Michelle Wu’s 2025 State of the City Address as the passion and determination of a budding composer and aspiring pilot were celebrated as part of the event program.
|
| 14 |
+
Self-taught musician Mendez Pierre, an eighth grader at the Curley K-8 School, and Miguel Gonzalez, a Mattapan resident and Holmes Innovation School 6th grader with a love for aviation, were recognized during the Mayor’s annual speech at Fenway’s MGM Music Hall on Thursday, March 19, before a packed audience.
|
| 15 |
+
“It was a thrill to see Mendez and Miguel included in the State of the City program,” said Superintendent Mary Skipper. “The entire audience was deeply touched by Mendez’s performance and Miguel’s enthusiasm and joy. They exemplify the curiosity and love of learning that we see in our students everyday. I am so proud that Mendez and Miguel were chosen to represent the Boston Public Schools at this historic event.”
|
| 16 |
+
Mendez Pierre
|
| 17 |
+
Without the benefit of sheet music, Mendez performed his original piano piece entitled “Dream,” as part of the opening ceremony to rousing applause and a standing ovation from elected officials, civic leaders, city residents, and many others.
|
| 18 |
+
“I was moved to tears last night watching Mendez on stage in front of 3,500 Bostonians,” said Curley K-8 School Principal Dr. Katie Grassa. “Mendez’s future is bright and I am confident that he will be playing for larger audiences in the future. He is not only talented, he is an amazing human being”
|
| 19 |
+
Mendez, who is trilingual in Haitian Creole, Spanish, and English, emigrated from Haiti two years ago around the time he discovered his love for the piano. His church provided a nurturing environment that allowed him to develop and hone his musical ability. In fact, Dream emerged when he accidentally hit the wrong notes while playing the piano at church. Rather than dwell on his mistake, Mendez shaped the off-key notes into a new piece of music.
|
| 20 |
+
Mendez shares his talents with his peers and formed a “lunchtime band” with a group of musically inclined middle schoolers who practiced during lunch and recess later performing at concerts and the annual BPS Citywide Arts Festival. When he is not teaching other students piano or supporting as an accompanist, Mendez is learning guitar, bass, and drums or composing songs to teach to his peers.
|
| 21 |
+
Miguel Gonzalez
|
| 22 |
+
A dedicated honor roll student, Miguel was recently named Junior Division Promising Scientist at the citywide science fair securing first place in his division. Despite his interest and curiosity, Miguel does not have access to the advanced math he needs to support his dream of becoming a pilot.
|
| 23 |
+
During the speech, Mayor Wu announced a new advanced math program designed to help students like Miguel achieve his goal. As he excitedly waved to the crowd from the balcony, Mayor Wu noted that Miguel will need math to calculate flight plans and emergency landings. Through a partnership with the Young People’s Project and the Calculus Project, BPS will launch after-school math programs, clubs, and competitions providing students with access to more challenging subject matter and an opportunity to learn together.
|
| 24 |
+
“Our students are the next generation of leaders, and it is truly an honor to witness their achievements firsthand,” said Holmes School Principal Dr. Lianne Hughes-Odom. “As a proud BPS alumna and school leader, I am thrilled to be part of an organization that is creating limitless opportunities for students, and empowering them to shape their futures with confidence and purpose.”
|
| 25 |
+
Boston Public Schools (BPS) celebrated the creativity, innovation, and passion of our students at the 79th annual Region VI STEM Fair!
|
| 26 |
+
Students presented projects that spoke to the social and scientific issues currently impacting them and their communities.
|
| 27 |
+
Boston Public Schools (BPS) celebrated the creativity, innovation, and passion of our students at the 79th annual Region VI STEM Fair! The Region VI STEM Fair is a wonderful opportunity for students to develop skills, such as collaboration, problem-solving, critical thinking, developing and testing hypotheses, and data analysis, which all play an important role in our students’ overall success.
|
| 28 |
+
STEM is all around us in nearly every aspect of our lives. The City of Boston is home to pioneers in the fields of robotics, biotech, and medicine. Our young people should be immersed in all that our great city has to offer and the Region VI Boston STEM Fair allows our students to express their creativity and learning of key science concepts outside of the classroom.
|
| 29 |
+
Students presented projects that spoke to the social and scientific issues currently impacting them and their communities. Among the projects were Planetary Lunar Landing Devices, Wastewater Treatment, Color Choice & Identity, Fire Alarm Safety, Academic Stress & Mindfulness in Seniors, Light Pollution in East Boston, and Cuffless Blood Pressure Devices.
|
| 30 |
+
This year, the STEM Fair included:
|
| 31 |
+
BPS is grateful to all of our STEM educators who are working every day to foster critical STEM skills in our students and inspire them to apply those learned skills to classroom work and to real-world situations. The STEM Department is committed to continuing to provide programming opportunities for our K-12 students and families throughout the district.
|
| 32 |
+
The Region VI Boston STEM Fair Awards Ceremony took place on March 11 at Madison Park Technical Vocational High School. The ceremony featured musical performances from students at the O’Bryant School of Math & Science along with a Presentation of Colors by the Community Academy of Science and Health (CASH) JROTC program.
|
| 33 |
+
Matolah Dankoff, a Grade 7 Student at Boston Latin School won the Christa McAuliffe Grand Prize for the Junior Division & Cabot Corporation Grand Prize for her project: An Introduction to Hand-Eye Coordination.
|
| 34 |
+
Shuting Zhu and Louis Chiu, Juniors at the John D. O’Bryant School of Math & Science won the Christa McAuliffe Grand Prize for the Senior Division, and Sanofi Specialty Care Grand Prize for their project: Cuffless Blood Pressure Measurement Monitor via Pulse Transit Time Analysis and Arduino. They will now represent BPS as the Nominees for the Massachusetts State Delegation for the International Science and Engineering Fair in Columbus Ohio in May.
|
| 35 |
+
BPS will also have 23 Middle School projects that will move on to compete at the Massachusetts Science and Engineering Fair in May at Clark University, and 14 High School projects will move on to the Massachusetts Science and Engineering Fair at Gillette Stadium in April.
|
| 36 |
+
The Boston STEM Fair team is grateful to the Reggie Lewis Track and Athletic Center for hosting the 79th Region VI STEM Fair, to the Madison Park Community for hosting the STEM Fair Awards Ceremony, and to the Madison Park Culinary Arts and Hospitality programs, which helped to cater and set up the ceremony.
|
pages/about-bps--data-and-reports--data-and-reports--2017-school-performance-data--1.txt
ADDED
|
@@ -0,0 +1,5 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
2017 School Performance Data
|
| 2 |
+
The Office of Data and Accountability has designed school-level data workbooks to allow members of the larger BPS community to explore performance by subgroups in specific data sources over time. A selection of data points from these workbooks have been made available below in PDF format. The district version can be found here.
|
| 3 |
+
Data Included
|
| 4 |
+
Depending on the grade levels served, the following data points are included for school years 2014-2015, 2015-2016 and 2016-2017:
|
| 5 |
+
**BPS administered a new climate survey for students in 2017, so longitudinal data are not available.
|
pages/about-bps--data-and-reports--data-and-reports--2017-school-performance-data.txt
ADDED
|
@@ -0,0 +1,5 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
2017 School Performance Data
|
| 2 |
+
The Office of Data and Accountability has designed school-level data workbooks to allow members of the larger BPS community to explore performance by subgroups in specific data sources over time. A selection of data points from these workbooks have been made available below in PDF format. The district version can be found here.
|
| 3 |
+
Data Included
|
| 4 |
+
Depending on the grade levels served, the following data points are included for school years 2014-2015, 2015-2016 and 2016-2017:
|
| 5 |
+
**BPS administered a new climate survey for students in 2017, so longitudinal data are not available.
|
pages/about-bps--data-and-reports--data-and-reports--2018-school-performance-data--1.txt
ADDED
|
@@ -0,0 +1,5 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
2018 School Performance Data
|
| 2 |
+
The Office of Data and Accountability has designed school-level data workbooks to allow members of the larger BPS community to explore performance by subgroups in specific data sources over time. A selection of data points from these workbooks have been made available below in PDF format.
|
| 3 |
+
Data Included
|
| 4 |
+
Depending on the grade levels served, the following data points are included for school years 2015-2016, 2016-2017 and 2017-2018:
|
| 5 |
+
**BPS administered a new climate survey for students in 2017, so only two years of data are available.
|
pages/about-bps--data-and-reports--data-and-reports--2018-school-performance-data.txt
ADDED
|
@@ -0,0 +1,5 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
2018 School Performance Data
|
| 2 |
+
The Office of Data and Accountability has designed school-level data workbooks to allow members of the larger BPS community to explore performance by subgroups in specific data sources over time. A selection of data points from these workbooks have been made available below in PDF format.
|
| 3 |
+
Data Included
|
| 4 |
+
Depending on the grade levels served, the following data points are included for school years 2015-2016, 2016-2017 and 2017-2018:
|
| 5 |
+
**BPS administered a new climate survey for students in 2017, so only two years of data are available.
|
pages/about-bps--data-and-reports--data-and-reports--dropout-rate.txt
ADDED
|
@@ -0,0 +1,15 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Dropout Rate
|
| 2 |
+
BPS continues to focus on supporting students on the verge of dropping out through dropout prevention initiatives and partnerships, as well as credit recovery programs throughout the school district.
|
| 3 |
+
Read the full reports
|
| 4 |
+
- Dropout rate: 2018-19 school year
|
| 5 |
+
- Dropout rate: 2017-18 school year
|
| 6 |
+
- Dropout rate: 2016-17 school year
|
| 7 |
+
- Dropout rate: 2015-16 school year
|
| 8 |
+
- Dropout rate: 2014-15 school year
|
| 9 |
+
- Dropout rate: 2013-14 school year
|
| 10 |
+
- Dropout rate: 2012-13 school year
|
| 11 |
+
- Dropout rate: 2011-12 school year
|
| 12 |
+
- Dropout rate: 2010-11 school year
|
| 13 |
+
- Dropout rate: 2009-10 school year
|
| 14 |
+
- Dropout rate: 2008-09 school year
|
| 15 |
+
- Dropout rate: 2007-08 school year
|
pages/about-bps--data-and-reports--data-and-reports--graduation-rate.txt
ADDED
|
@@ -0,0 +1,20 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Graduation Rate
|
| 2 |
+
Read the full reports
|
| 3 |
+
- Four-year high school graduation rate: 2019 cohort
|
| 4 |
+
- Four-year high school graduation rate: 2018 cohort
|
| 5 |
+
- Four-year high school graduation rate: 2017 cohort
|
| 6 |
+
- Four-year high school graduation rate: 2016 cohort
|
| 7 |
+
- Four-year vs. five-year high school graduation rate: 2016 cohort
|
| 8 |
+
- Four-year high school graduation rate: 2015 cohort
|
| 9 |
+
- Four-year vs. five-year high school graduation rate: 2014 cohort
|
| 10 |
+
- Four-year high school graduation rate: 2014 cohort
|
| 11 |
+
- Four-year high school graduation rate: 2013 cohort
|
| 12 |
+
- Four-year vs. five-year high school graduation rate: 2012 cohort
|
| 13 |
+
- Four-year high school graduation rate: 2012 cohort
|
| 14 |
+
- Impact of credit recovery on 2012 cohort four-year graduation rate
|
| 15 |
+
- Four-year high school graduation rate: 2011 cohort
|
| 16 |
+
- Four-year vs five-year high school graduation rate: 2010 cohort
|
| 17 |
+
- Four-year vs five-year high school graduation rate: 2009 cohort
|
| 18 |
+
- Four-year high school graduation rate: 2008 cohort
|
| 19 |
+
- Four-year vs five-year high school graduation rate: 2008 cohort
|
| 20 |
+
- Four-year vs five-year high school graduation rate: 2007 cohort
|
pages/about-bps--data-and-reports--data-and-reports--massachusetts-comprehensive-assessment-system-mcas.txt
ADDED
|
@@ -0,0 +1,2 @@
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Massachusetts Comprehensive Assessment System (MCAS)
|
| 2 |
+
The Massachusetts Comprehensive Assessment System (MCAS) is designed to meet the requirements of the Education Reform Law of 1993. This law specifies that the testing program must test all public school students in Massachusetts, including students with disabilities and English Language Learner students; measure performance based on the Massachusetts Curriculum Framework learning standards; report on the performance of individual students, schools, and districts.
|
pages/about-bps--data-and-reports--data-and-reports--national-assessment-of-educational-progress-and-trial-urban-district-assessment--1.txt
ADDED
|
@@ -0,0 +1,12 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
National Assessment of Educational Progress (NAEP) and Trial Urban District Assessment (TUDA)
|
| 2 |
+
The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and beginning in 2014, in Technology and Engineering Literacy.
|
| 3 |
+
Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time.
|
| 4 |
+
The Trial Urban District Assessment (TUDA) is designed to explore the feasibility of using National Assessment of Educational Progress (NAEP) to report on the performance of public school students at the district level. As authorized by federal law, NAEP has administered the mathematics, reading, science, and writing assessments to samples of students in selected urban districts public schools.
|
| 5 |
+
- NAEP / TUDA 2017 results: Grades 4 & 8, Reading/Mathematics
|
| 6 |
+
- NAEP / TUDA 2015 results: Grades 4 & 8, Reading/Mathematics
|
| 7 |
+
- NAEP / TUDA 2013 results: Grades 4 & 8, Reading/Mathematics
|
| 8 |
+
- NAEP / TUDA 2011 results: Grades 4 & 8, Reading/Mathematics
|
| 9 |
+
- NAEP / TUDA 2009 results: Grades 4 & 8, Reading
|
| 10 |
+
- NAEP / TUDA 2009 results: Grades 4 & 8, Mathematics
|
| 11 |
+
- NAEP / TUDA 2007 results: Grades 4 & 8, Reading/Mathematics
|
| 12 |
+
- NAEP / TUDA 2007 results: Grade 8, Writing
|
pages/about-bps--data-and-reports--data-and-reports--national-assessment-of-educational-progress-and-trial-urban-district-assessment.txt
ADDED
|
@@ -0,0 +1,12 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
National Assessment of Educational Progress (NAEP) and Trial Urban District Assessment (TUDA)
|
| 2 |
+
The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and beginning in 2014, in Technology and Engineering Literacy.
|
| 3 |
+
Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time.
|
| 4 |
+
The Trial Urban District Assessment (TUDA) is designed to explore the feasibility of using National Assessment of Educational Progress (NAEP) to report on the performance of public school students at the district level. As authorized by federal law, NAEP has administered the mathematics, reading, science, and writing assessments to samples of students in selected urban districts public schools.
|
| 5 |
+
- NAEP / TUDA 2017 results: Grades 4 & 8, Reading/Mathematics
|
| 6 |
+
- NAEP / TUDA 2015 results: Grades 4 & 8, Reading/Mathematics
|
| 7 |
+
- NAEP / TUDA 2013 results: Grades 4 & 8, Reading/Mathematics
|
| 8 |
+
- NAEP / TUDA 2011 results: Grades 4 & 8, Reading/Mathematics
|
| 9 |
+
- NAEP / TUDA 2009 results: Grades 4 & 8, Reading
|
| 10 |
+
- NAEP / TUDA 2009 results: Grades 4 & 8, Mathematics
|
| 11 |
+
- NAEP / TUDA 2007 results: Grades 4 & 8, Reading/Mathematics
|
| 12 |
+
- NAEP / TUDA 2007 results: Grade 8, Writing
|
pages/about-bps--data-and-reports--data-and-reports--other-reports--adequate-yearly-progress-and-no-child-left-behind--1.txt
ADDED
|
@@ -0,0 +1,13 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Adequate Yearly Progress and No Child Left Behind
|
| 2 |
+
Based on their MCAS results, districts and schools in Massachusetts are placed in one of five "accountability and assistance" levels.
|
| 3 |
+
Level 1 schools are the highest performing schools. Level 3 and 4 schools are in the bottom 20% in school performance. These schools receive additional supports. Level 5 schools are "chronically underperforming" schools. These have been taken over by the Mass. Department of Elementary & Secondary Education because they have not improved sufficiently even after receiving extensive resources.
|
| 4 |
+
- Adequate Yearly Progress and NCLB status 2008
|
| 5 |
+
- NCLB Accountability status changes, 2007 to 2008
|
| 6 |
+
- NCLB Accountability status changes, 2009 to 2010
|
| 7 |
+
- NCLB Accountability status changes, 2010 to 2011
|
| 8 |
+
- NCLB Accountability status changes, 2013 to 2014
|
| 9 |
+
- NCLB Accountability status changes, 2014 to 2015
|
| 10 |
+
- NCLB Accountability status changes, 2015 to 2016 - last updated December 28, 2016
|
| 11 |
+
- AYP History, 2001-2008
|
| 12 |
+
- AYP History, 2003-2010
|
| 13 |
+
- AYP History, 2003-2011
|
pages/about-bps--data-and-reports--data-and-reports--other-reports--adequate-yearly-progress-and-no-child-left-behind.txt
ADDED
|
@@ -0,0 +1,13 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Adequate Yearly Progress and No Child Left Behind
|
| 2 |
+
Based on their MCAS results, districts and schools in Massachusetts are placed in one of five "accountability and assistance" levels.
|
| 3 |
+
Level 1 schools are the highest performing schools. Level 3 and 4 schools are in the bottom 20% in school performance. These schools receive additional supports. Level 5 schools are "chronically underperforming" schools. These have been taken over by the Mass. Department of Elementary & Secondary Education because they have not improved sufficiently even after receiving extensive resources.
|
| 4 |
+
- Adequate Yearly Progress and NCLB status 2008
|
| 5 |
+
- NCLB Accountability status changes, 2007 to 2008
|
| 6 |
+
- NCLB Accountability status changes, 2009 to 2010
|
| 7 |
+
- NCLB Accountability status changes, 2010 to 2011
|
| 8 |
+
- NCLB Accountability status changes, 2013 to 2014
|
| 9 |
+
- NCLB Accountability status changes, 2014 to 2015
|
| 10 |
+
- NCLB Accountability status changes, 2015 to 2016 - last updated December 28, 2016
|
| 11 |
+
- AYP History, 2001-2008
|
| 12 |
+
- AYP History, 2003-2010
|
| 13 |
+
- AYP History, 2003-2011
|
pages/about-bps--data-and-reports--data-and-reports--other-reports.txt
ADDED
|
@@ -0,0 +1,6 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Other Reports
|
| 2 |
+
BPS occasionally releases studies demonstrating trends within specific programs.
|
| 3 |
+
- Measuring the effectiveness of BPS K1 programs using DIBELS: Fall 2013 assessment
|
| 4 |
+
- Review of BPS Academic Direction: May, 2014 update by BPS and the Council of the Great City Schools
|
| 5 |
+
- The Path Forward: School Autonomy and its Implications for Boston Public Schools: June, 2014 report by BPS, the Center for Collaborative Education and Education Resources Strategies and supported by the Boston Foundation
|
| 6 |
+
- 2013 Greening Boston Public Schools Report on resource management and sustainability
|
pages/about-bps--data-and-reports--data-and-reports--sat-reasoning-and-advanced-placement--1.txt
ADDED
|
@@ -0,0 +1,44 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
SAT Reasoning and Advanced Placement
|
| 2 |
+
SAT Reasoning Test
|
| 3 |
+
- 2019 SAT results
|
| 4 |
+
- 2016 SAT results
|
| 5 |
+
- 2015 SAT results
|
| 6 |
+
- 2014 SAT results
|
| 7 |
+
- 2011 SAT results
|
| 8 |
+
- 2008 SAT results
|
| 9 |
+
The Boston Red Sox, in partnership with JetBlue, distributed over 40,000 Red Sox hats to Boston Public Schools (BPS) students and staff at 104 K-8 schools across the city. The 2025 hat giveaway launched with an event at Gardner Pilot Academy in Allston. The hat giveaway to BPS students began in 2017 to connect baseball to the next generation of fans.
|
| 10 |
+
BOSTON, MA – April 7, 2025 - The Boston Red Sox, in partnership with JetBlue, distributed over 40,000 Red Sox hats to Boston Public Schools (BPS) students and staff at 104 K-8 schools across the city. This year’s hat giveaway launched with an event at Gardner Pilot Academy in Allston that included City of Boston Mayor Michelle Wu, Red Sox President and CEO Sam Kennedy, Red Sox Partner and Foundation Board Member Linda Henry, and JetBlue Director of Airport Operations Dan Blake. The hat giveaway to Boston Public Schools students began in 2017 in partnership with JetBlue, the official airline of the Boston Red Sox, to connect baseball to the next generation of fans.
|
| 11 |
+
“Hat Day has grown into something special,” said Sam Kennedy, Red Sox President & CEO. “What started as a simple idea – getting a Red Sox hat on every kid in the city – has turned into one of our favorite traditions. It’s a day that brings smiles, pride, and a little extra joy to schools across Boston. We’re so lucky to have a partner like JetBlue that shares our commitment to this community. And we’re especially thankful to Mayor Wu – her support and focus on young people have helped make this day what it is. There’s nothing better than giving kids a reason to feel connected to their city and their team.”
|
| 12 |
+
“The energy around Hat Day is electric – it brings joy, pride, and reinforces a sense of unity within our schools across BPS,” said Boston Public Schools Superintendent Mary Skipper. “When our students put on these hats, they’re not just wearing Red Sox colors—they’re wearing a symbol of community and connection. All of us at BPS appreciate the Red Sox and JetBlue for their continued commitment to supporting our students and staff, not just today, but all year long.”
|
| 13 |
+
The club also filled Gardner Pilot Academy’s Catie’s Closet with hundreds of articles of Red Sox apparel. Catie’s Closet is a nonprofit providing access to clothing and basic necessities for students to discreetly shop, free of charge. The organization operates at various schools throughout the city and region.
|
| 14 |
+
April is National School Library Month!
|
| 15 |
+
In celebration, Boston Public Schools is highlighting a few great school libraries across the District.
|
| 16 |
+
Boston Public Schools (BPS) recognizes the essential role school libraries and librarians play in empowering students with knowledge, fostering their love of reading, and supporting their academic success. School-library programs provide equitable access to resources, technology, information – literacy skills that prepare students for lifelong learning.
|
| 17 |
+
In celebration of School Library Month, BPS is highlighting a few great school libraries across the District. Be sure to check back here every Tuesday in April for photos and information about a great school library!
|
| 18 |
+
The Charlestown High School Library is a welcoming hub where students come to read, explore, create, and connect. From book tastings that spark curiosity to collaborative projects with teachers that deepen learning, the Charlestown High School librarian aims to foster a joyful reading culture and a strong sense of community.
|
| 19 |
+
One recent moment stands out: A student proudly shared that he had just finished his first book ever and he genuinely loved it. He talked with the librarian about the cliffhanger ending and his favorite parts, and he told them he wants to read more books in verse. He left that day with “The Crossover” by Kwame Alexander in hand and a new sense of excitement about reading. Moments that serve as a reminder about why this work matters so much.
|
| 20 |
+
Self-taught musician Mendez Pierre, an eighth grader at the Curley K-8 School, and Miguel Gonzalez, a Mattapan resident and Holmes Innovation School 6th grader with a love for aviation, were recognized during the Mayor’s annual speech at Fenway’s MGM Music Hall on Thursday, March 19, before a packed audience.
|
| 21 |
+
The brilliance of Boston Public Schools’(BPS) students was featured at Mayor Michelle Wu’s 2025 State of the City Address as the passion and determination of a budding composer and aspiring pilot were celebrated as part of the event program.
|
| 22 |
+
Self-taught musician Mendez Pierre, an eighth grader at the Curley K-8 School, and Miguel Gonzalez, a Mattapan resident and Holmes Innovation School 6th grader with a love for aviation, were recognized during the Mayor’s annual speech at Fenway’s MGM Music Hall on Thursday, March 19, before a packed audience.
|
| 23 |
+
“It was a thrill to see Mendez and Miguel included in the State of the City program,” said Superintendent Mary Skipper. “The entire audience was deeply touched by Mendez’s performance and Miguel’s enthusiasm and joy. They exemplify the curiosity and love of learning that we see in our students everyday. I am so proud that Mendez and Miguel were chosen to represent the Boston Public Schools at this historic event.”
|
| 24 |
+
Mendez Pierre
|
| 25 |
+
Without the benefit of sheet music, Mendez performed his original piano piece entitled “Dream,” as part of the opening ceremony to rousing applause and a standing ovation from elected officials, civic leaders, city residents, and many others.
|
| 26 |
+
“I was moved to tears last night watching Mendez on stage in front of 3,500 Bostonians,” said Curley K-8 School Principal Dr. Katie Grassa. “Mendez’s future is bright and I am confident that he will be playing for larger audiences in the future. He is not only talented, he is an amazing human being”
|
| 27 |
+
Mendez, who is trilingual in Haitian Creole, Spanish, and English, emigrated from Haiti two years ago around the time he discovered his love for the piano. His church provided a nurturing environment that allowed him to develop and hone his musical ability. In fact, Dream emerged when he accidentally hit the wrong notes while playing the piano at church. Rather than dwell on his mistake, Mendez shaped the off-key notes into a new piece of music.
|
| 28 |
+
Mendez shares his talents with his peers and formed a “lunchtime band” with a group of musically inclined middle schoolers who practiced during lunch and recess later performing at concerts and the annual BPS Citywide Arts Festival. When he is not teaching other students piano or supporting as an accompanist, Mendez is learning guitar, bass, and drums or composing songs to teach to his peers.
|
| 29 |
+
Miguel Gonzalez
|
| 30 |
+
A dedicated honor roll student, Miguel was recently named Junior Division Promising Scientist at the citywide science fair securing first place in his division. Despite his interest and curiosity, Miguel does not have access to the advanced math he needs to support his dream of becoming a pilot.
|
| 31 |
+
During the speech, Mayor Wu announced a new advanced math program designed to help students like Miguel achieve his goal. As he excitedly waved to the crowd from the balcony, Mayor Wu noted that Miguel will need math to calculate flight plans and emergency landings. Through a partnership with the Young People’s Project and the Calculus Project, BPS will launch after-school math programs, clubs, and competitions providing students with access to more challenging subject matter and an opportunity to learn together.
|
| 32 |
+
“Our students are the next generation of leaders, and it is truly an honor to witness their achievements firsthand,” said Holmes School Principal Dr. Lianne Hughes-Odom. “As a proud BPS alumna and school leader, I am thrilled to be part of an organization that is creating limitless opportunities for students, and empowering them to shape their futures with confidence and purpose.”
|
| 33 |
+
Boston Public Schools (BPS) celebrated the creativity, innovation, and passion of our students at the 79th annual Region VI STEM Fair!
|
| 34 |
+
Students presented projects that spoke to the social and scientific issues currently impacting them and their communities.
|
| 35 |
+
Boston Public Schools (BPS) celebrated the creativity, innovation, and passion of our students at the 79th annual Region VI STEM Fair! The Region VI STEM Fair is a wonderful opportunity for students to develop skills, such as collaboration, problem-solving, critical thinking, developing and testing hypotheses, and data analysis, which all play an important role in our students’ overall success.
|
| 36 |
+
STEM is all around us in nearly every aspect of our lives. The City of Boston is home to pioneers in the fields of robotics, biotech, and medicine. Our young people should be immersed in all that our great city has to offer and the Region VI Boston STEM Fair allows our students to express their creativity and learning of key science concepts outside of the classroom.
|
| 37 |
+
Students presented projects that spoke to the social and scientific issues currently impacting them and their communities. Among the projects were Planetary Lunar Landing Devices, Wastewater Treatment, Color Choice & Identity, Fire Alarm Safety, Academic Stress & Mindfulness in Seniors, Light Pollution in East Boston, and Cuffless Blood Pressure Devices.
|
| 38 |
+
This year, the STEM Fair included:
|
| 39 |
+
BPS is grateful to all of our STEM educators who are working every day to foster critical STEM skills in our students and inspire them to apply those learned skills to classroom work and to real-world situations. The STEM Department is committed to continuing to provide programming opportunities for our K-12 students and families throughout the district.
|
| 40 |
+
The Region VI Boston STEM Fair Awards Ceremony took place on March 11 at Madison Park Technical Vocational High School. The ceremony featured musical performances from students at the O’Bryant School of Math & Science along with a Presentation of Colors by the Community Academy of Science and Health (CASH) JROTC program.
|
| 41 |
+
Matolah Dankoff, a Grade 7 Student at Boston Latin School won the Christa McAuliffe Grand Prize for the Junior Division & Cabot Corporation Grand Prize for her project: An Introduction to Hand-Eye Coordination.
|
| 42 |
+
Shuting Zhu and Louis Chiu, Juniors at the John D. O’Bryant School of Math & Science won the Christa McAuliffe Grand Prize for the Senior Division, and Sanofi Specialty Care Grand Prize for their project: Cuffless Blood Pressure Measurement Monitor via Pulse Transit Time Analysis and Arduino. They will now represent BPS as the Nominees for the Massachusetts State Delegation for the International Science and Engineering Fair in Columbus Ohio in May.
|
| 43 |
+
BPS will also have 23 Middle School projects that will move on to compete at the Massachusetts Science and Engineering Fair in May at Clark University, and 14 High School projects will move on to the Massachusetts Science and Engineering Fair at Gillette Stadium in April.
|
| 44 |
+
The Boston STEM Fair team is grateful to the Reggie Lewis Track and Athletic Center for hosting the 79th Region VI STEM Fair, to the Madison Park Community for hosting the STEM Fair Awards Ceremony, and to the Madison Park Culinary Arts and Hospitality programs, which helped to cater and set up the ceremony.
|
pages/about-bps--data-and-reports--data-and-reports--sat-reasoning-and-advanced-placement.txt
ADDED
|
@@ -0,0 +1,44 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
SAT Reasoning and Advanced Placement
|
| 2 |
+
SAT Reasoning Test
|
| 3 |
+
- 2019 SAT results
|
| 4 |
+
- 2016 SAT results
|
| 5 |
+
- 2015 SAT results
|
| 6 |
+
- 2014 SAT results
|
| 7 |
+
- 2011 SAT results
|
| 8 |
+
- 2008 SAT results
|
| 9 |
+
The Boston Red Sox, in partnership with JetBlue, distributed over 40,000 Red Sox hats to Boston Public Schools (BPS) students and staff at 104 K-8 schools across the city. The 2025 hat giveaway launched with an event at Gardner Pilot Academy in Allston. The hat giveaway to BPS students began in 2017 to connect baseball to the next generation of fans.
|
| 10 |
+
BOSTON, MA – April 7, 2025 - The Boston Red Sox, in partnership with JetBlue, distributed over 40,000 Red Sox hats to Boston Public Schools (BPS) students and staff at 104 K-8 schools across the city. This year’s hat giveaway launched with an event at Gardner Pilot Academy in Allston that included City of Boston Mayor Michelle Wu, Red Sox President and CEO Sam Kennedy, Red Sox Partner and Foundation Board Member Linda Henry, and JetBlue Director of Airport Operations Dan Blake. The hat giveaway to Boston Public Schools students began in 2017 in partnership with JetBlue, the official airline of the Boston Red Sox, to connect baseball to the next generation of fans.
|
| 11 |
+
“Hat Day has grown into something special,” said Sam Kennedy, Red Sox President & CEO. “What started as a simple idea – getting a Red Sox hat on every kid in the city – has turned into one of our favorite traditions. It’s a day that brings smiles, pride, and a little extra joy to schools across Boston. We’re so lucky to have a partner like JetBlue that shares our commitment to this community. And we’re especially thankful to Mayor Wu – her support and focus on young people have helped make this day what it is. There’s nothing better than giving kids a reason to feel connected to their city and their team.”
|
| 12 |
+
“The energy around Hat Day is electric – it brings joy, pride, and reinforces a sense of unity within our schools across BPS,” said Boston Public Schools Superintendent Mary Skipper. “When our students put on these hats, they’re not just wearing Red Sox colors—they’re wearing a symbol of community and connection. All of us at BPS appreciate the Red Sox and JetBlue for their continued commitment to supporting our students and staff, not just today, but all year long.”
|
| 13 |
+
The club also filled Gardner Pilot Academy’s Catie’s Closet with hundreds of articles of Red Sox apparel. Catie’s Closet is a nonprofit providing access to clothing and basic necessities for students to discreetly shop, free of charge. The organization operates at various schools throughout the city and region.
|
| 14 |
+
April is National School Library Month!
|
| 15 |
+
In celebration, Boston Public Schools is highlighting a few great school libraries across the District.
|
| 16 |
+
Boston Public Schools (BPS) recognizes the essential role school libraries and librarians play in empowering students with knowledge, fostering their love of reading, and supporting their academic success. School-library programs provide equitable access to resources, technology, information – literacy skills that prepare students for lifelong learning.
|
| 17 |
+
In celebration of School Library Month, BPS is highlighting a few great school libraries across the District. Be sure to check back here every Tuesday in April for photos and information about a great school library!
|
| 18 |
+
The Charlestown High School Library is a welcoming hub where students come to read, explore, create, and connect. From book tastings that spark curiosity to collaborative projects with teachers that deepen learning, the Charlestown High School librarian aims to foster a joyful reading culture and a strong sense of community.
|
| 19 |
+
One recent moment stands out: A student proudly shared that he had just finished his first book ever and he genuinely loved it. He talked with the librarian about the cliffhanger ending and his favorite parts, and he told them he wants to read more books in verse. He left that day with “The Crossover” by Kwame Alexander in hand and a new sense of excitement about reading. Moments that serve as a reminder about why this work matters so much.
|
| 20 |
+
Self-taught musician Mendez Pierre, an eighth grader at the Curley K-8 School, and Miguel Gonzalez, a Mattapan resident and Holmes Innovation School 6th grader with a love for aviation, were recognized during the Mayor’s annual speech at Fenway’s MGM Music Hall on Thursday, March 19, before a packed audience.
|
| 21 |
+
The brilliance of Boston Public Schools’(BPS) students was featured at Mayor Michelle Wu’s 2025 State of the City Address as the passion and determination of a budding composer and aspiring pilot were celebrated as part of the event program.
|
| 22 |
+
Self-taught musician Mendez Pierre, an eighth grader at the Curley K-8 School, and Miguel Gonzalez, a Mattapan resident and Holmes Innovation School 6th grader with a love for aviation, were recognized during the Mayor’s annual speech at Fenway’s MGM Music Hall on Thursday, March 19, before a packed audience.
|
| 23 |
+
“It was a thrill to see Mendez and Miguel included in the State of the City program,” said Superintendent Mary Skipper. “The entire audience was deeply touched by Mendez’s performance and Miguel’s enthusiasm and joy. They exemplify the curiosity and love of learning that we see in our students everyday. I am so proud that Mendez and Miguel were chosen to represent the Boston Public Schools at this historic event.”
|
| 24 |
+
Mendez Pierre
|
| 25 |
+
Without the benefit of sheet music, Mendez performed his original piano piece entitled “Dream,” as part of the opening ceremony to rousing applause and a standing ovation from elected officials, civic leaders, city residents, and many others.
|
| 26 |
+
“I was moved to tears last night watching Mendez on stage in front of 3,500 Bostonians,” said Curley K-8 School Principal Dr. Katie Grassa. “Mendez’s future is bright and I am confident that he will be playing for larger audiences in the future. He is not only talented, he is an amazing human being”
|
| 27 |
+
Mendez, who is trilingual in Haitian Creole, Spanish, and English, emigrated from Haiti two years ago around the time he discovered his love for the piano. His church provided a nurturing environment that allowed him to develop and hone his musical ability. In fact, Dream emerged when he accidentally hit the wrong notes while playing the piano at church. Rather than dwell on his mistake, Mendez shaped the off-key notes into a new piece of music.
|
| 28 |
+
Mendez shares his talents with his peers and formed a “lunchtime band” with a group of musically inclined middle schoolers who practiced during lunch and recess later performing at concerts and the annual BPS Citywide Arts Festival. When he is not teaching other students piano or supporting as an accompanist, Mendez is learning guitar, bass, and drums or composing songs to teach to his peers.
|
| 29 |
+
Miguel Gonzalez
|
| 30 |
+
A dedicated honor roll student, Miguel was recently named Junior Division Promising Scientist at the citywide science fair securing first place in his division. Despite his interest and curiosity, Miguel does not have access to the advanced math he needs to support his dream of becoming a pilot.
|
| 31 |
+
During the speech, Mayor Wu announced a new advanced math program designed to help students like Miguel achieve his goal. As he excitedly waved to the crowd from the balcony, Mayor Wu noted that Miguel will need math to calculate flight plans and emergency landings. Through a partnership with the Young People’s Project and the Calculus Project, BPS will launch after-school math programs, clubs, and competitions providing students with access to more challenging subject matter and an opportunity to learn together.
|
| 32 |
+
“Our students are the next generation of leaders, and it is truly an honor to witness their achievements firsthand,” said Holmes School Principal Dr. Lianne Hughes-Odom. “As a proud BPS alumna and school leader, I am thrilled to be part of an organization that is creating limitless opportunities for students, and empowering them to shape their futures with confidence and purpose.”
|
| 33 |
+
Boston Public Schools (BPS) celebrated the creativity, innovation, and passion of our students at the 79th annual Region VI STEM Fair!
|
| 34 |
+
Students presented projects that spoke to the social and scientific issues currently impacting them and their communities.
|
| 35 |
+
Boston Public Schools (BPS) celebrated the creativity, innovation, and passion of our students at the 79th annual Region VI STEM Fair! The Region VI STEM Fair is a wonderful opportunity for students to develop skills, such as collaboration, problem-solving, critical thinking, developing and testing hypotheses, and data analysis, which all play an important role in our students’ overall success.
|
| 36 |
+
STEM is all around us in nearly every aspect of our lives. The City of Boston is home to pioneers in the fields of robotics, biotech, and medicine. Our young people should be immersed in all that our great city has to offer and the Region VI Boston STEM Fair allows our students to express their creativity and learning of key science concepts outside of the classroom.
|
| 37 |
+
Students presented projects that spoke to the social and scientific issues currently impacting them and their communities. Among the projects were Planetary Lunar Landing Devices, Wastewater Treatment, Color Choice & Identity, Fire Alarm Safety, Academic Stress & Mindfulness in Seniors, Light Pollution in East Boston, and Cuffless Blood Pressure Devices.
|
| 38 |
+
This year, the STEM Fair included:
|
| 39 |
+
BPS is grateful to all of our STEM educators who are working every day to foster critical STEM skills in our students and inspire them to apply those learned skills to classroom work and to real-world situations. The STEM Department is committed to continuing to provide programming opportunities for our K-12 students and families throughout the district.
|
| 40 |
+
The Region VI Boston STEM Fair Awards Ceremony took place on March 11 at Madison Park Technical Vocational High School. The ceremony featured musical performances from students at the O’Bryant School of Math & Science along with a Presentation of Colors by the Community Academy of Science and Health (CASH) JROTC program.
|
| 41 |
+
Matolah Dankoff, a Grade 7 Student at Boston Latin School won the Christa McAuliffe Grand Prize for the Junior Division & Cabot Corporation Grand Prize for her project: An Introduction to Hand-Eye Coordination.
|
| 42 |
+
Shuting Zhu and Louis Chiu, Juniors at the John D. O’Bryant School of Math & Science won the Christa McAuliffe Grand Prize for the Senior Division, and Sanofi Specialty Care Grand Prize for their project: Cuffless Blood Pressure Measurement Monitor via Pulse Transit Time Analysis and Arduino. They will now represent BPS as the Nominees for the Massachusetts State Delegation for the International Science and Engineering Fair in Columbus Ohio in May.
|
| 43 |
+
BPS will also have 23 Middle School projects that will move on to compete at the Massachusetts Science and Engineering Fair in May at Clark University, and 14 High School projects will move on to the Massachusetts Science and Engineering Fair at Gillette Stadium in April.
|
| 44 |
+
The Boston STEM Fair team is grateful to the Reggie Lewis Track and Athletic Center for hosting the 79th Region VI STEM Fair, to the Madison Park Community for hosting the STEM Fair Awards Ceremony, and to the Madison Park Culinary Arts and Hospitality programs, which helped to cater and set up the ceremony.
|
pages/about-bps--data-and-reports--data-and-reports--school-committee-presentations.txt
ADDED
|
@@ -0,0 +1,39 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
School Committee Presentations
|
| 2 |
+
The Office of Data and Accountability makes regular presentations to the Boston School Committee on student outcomes. Past presentations to the School Committee are linked below.
|
| 3 |
+
The Boston Red Sox, in partnership with JetBlue, distributed over 40,000 Red Sox hats to Boston Public Schools (BPS) students and staff at 104 K-8 schools across the city. The 2025 hat giveaway launched with an event at Gardner Pilot Academy in Allston. The hat giveaway to BPS students began in 2017 to connect baseball to the next generation of fans.
|
| 4 |
+
BOSTON, MA – April 7, 2025 - The Boston Red Sox, in partnership with JetBlue, distributed over 40,000 Red Sox hats to Boston Public Schools (BPS) students and staff at 104 K-8 schools across the city. This year’s hat giveaway launched with an event at Gardner Pilot Academy in Allston that included City of Boston Mayor Michelle Wu, Red Sox President and CEO Sam Kennedy, Red Sox Partner and Foundation Board Member Linda Henry, and JetBlue Director of Airport Operations Dan Blake. The hat giveaway to Boston Public Schools students began in 2017 in partnership with JetBlue, the official airline of the Boston Red Sox, to connect baseball to the next generation of fans.
|
| 5 |
+
“Hat Day has grown into something special,” said Sam Kennedy, Red Sox President & CEO. “What started as a simple idea – getting a Red Sox hat on every kid in the city – has turned into one of our favorite traditions. It’s a day that brings smiles, pride, and a little extra joy to schools across Boston. We’re so lucky to have a partner like JetBlue that shares our commitment to this community. And we’re especially thankful to Mayor Wu – her support and focus on young people have helped make this day what it is. There’s nothing better than giving kids a reason to feel connected to their city and their team.”
|
| 6 |
+
“The energy around Hat Day is electric – it brings joy, pride, and reinforces a sense of unity within our schools across BPS,” said Boston Public Schools Superintendent Mary Skipper. “When our students put on these hats, they’re not just wearing Red Sox colors—they’re wearing a symbol of community and connection. All of us at BPS appreciate the Red Sox and JetBlue for their continued commitment to supporting our students and staff, not just today, but all year long.”
|
| 7 |
+
The club also filled Gardner Pilot Academy’s Catie’s Closet with hundreds of articles of Red Sox apparel. Catie’s Closet is a nonprofit providing access to clothing and basic necessities for students to discreetly shop, free of charge. The organization operates at various schools throughout the city and region.
|
| 8 |
+
April is National School Library Month!
|
| 9 |
+
In celebration, Boston Public Schools is highlighting a few great school libraries across the District.
|
| 10 |
+
Boston Public Schools (BPS) recognizes the essential role school libraries and librarians play in empowering students with knowledge, fostering their love of reading, and supporting their academic success. School-library programs provide equitable access to resources, technology, information – literacy skills that prepare students for lifelong learning.
|
| 11 |
+
In celebration of School Library Month, BPS is highlighting a few great school libraries across the District. Be sure to check back here every Tuesday in April for photos and information about a great school library!
|
| 12 |
+
The Charlestown High School Library is a welcoming hub where students come to read, explore, create, and connect. From book tastings that spark curiosity to collaborative projects with teachers that deepen learning, the Charlestown High School librarian aims to foster a joyful reading culture and a strong sense of community.
|
| 13 |
+
One recent moment stands out: A student proudly shared that he had just finished his first book ever and he genuinely loved it. He talked with the librarian about the cliffhanger ending and his favorite parts, and he told them he wants to read more books in verse. He left that day with “The Crossover” by Kwame Alexander in hand and a new sense of excitement about reading. Moments that serve as a reminder about why this work matters so much.
|
| 14 |
+
Self-taught musician Mendez Pierre, an eighth grader at the Curley K-8 School, and Miguel Gonzalez, a Mattapan resident and Holmes Innovation School 6th grader with a love for aviation, were recognized during the Mayor’s annual speech at Fenway’s MGM Music Hall on Thursday, March 19, before a packed audience.
|
| 15 |
+
The brilliance of Boston Public Schools’(BPS) students was featured at Mayor Michelle Wu’s 2025 State of the City Address as the passion and determination of a budding composer and aspiring pilot were celebrated as part of the event program.
|
| 16 |
+
Self-taught musician Mendez Pierre, an eighth grader at the Curley K-8 School, and Miguel Gonzalez, a Mattapan resident and Holmes Innovation School 6th grader with a love for aviation, were recognized during the Mayor’s annual speech at Fenway’s MGM Music Hall on Thursday, March 19, before a packed audience.
|
| 17 |
+
“It was a thrill to see Mendez and Miguel included in the State of the City program,” said Superintendent Mary Skipper. “The entire audience was deeply touched by Mendez’s performance and Miguel’s enthusiasm and joy. They exemplify the curiosity and love of learning that we see in our students everyday. I am so proud that Mendez and Miguel were chosen to represent the Boston Public Schools at this historic event.”
|
| 18 |
+
Mendez Pierre
|
| 19 |
+
Without the benefit of sheet music, Mendez performed his original piano piece entitled “Dream,” as part of the opening ceremony to rousing applause and a standing ovation from elected officials, civic leaders, city residents, and many others.
|
| 20 |
+
“I was moved to tears last night watching Mendez on stage in front of 3,500 Bostonians,” said Curley K-8 School Principal Dr. Katie Grassa. “Mendez’s future is bright and I am confident that he will be playing for larger audiences in the future. He is not only talented, he is an amazing human being”
|
| 21 |
+
Mendez, who is trilingual in Haitian Creole, Spanish, and English, emigrated from Haiti two years ago around the time he discovered his love for the piano. His church provided a nurturing environment that allowed him to develop and hone his musical ability. In fact, Dream emerged when he accidentally hit the wrong notes while playing the piano at church. Rather than dwell on his mistake, Mendez shaped the off-key notes into a new piece of music.
|
| 22 |
+
Mendez shares his talents with his peers and formed a “lunchtime band” with a group of musically inclined middle schoolers who practiced during lunch and recess later performing at concerts and the annual BPS Citywide Arts Festival. When he is not teaching other students piano or supporting as an accompanist, Mendez is learning guitar, bass, and drums or composing songs to teach to his peers.
|
| 23 |
+
Miguel Gonzalez
|
| 24 |
+
A dedicated honor roll student, Miguel was recently named Junior Division Promising Scientist at the citywide science fair securing first place in his division. Despite his interest and curiosity, Miguel does not have access to the advanced math he needs to support his dream of becoming a pilot.
|
| 25 |
+
During the speech, Mayor Wu announced a new advanced math program designed to help students like Miguel achieve his goal. As he excitedly waved to the crowd from the balcony, Mayor Wu noted that Miguel will need math to calculate flight plans and emergency landings. Through a partnership with the Young People’s Project and the Calculus Project, BPS will launch after-school math programs, clubs, and competitions providing students with access to more challenging subject matter and an opportunity to learn together.
|
| 26 |
+
“Our students are the next generation of leaders, and it is truly an honor to witness their achievements firsthand,” said Holmes School Principal Dr. Lianne Hughes-Odom. “As a proud BPS alumna and school leader, I am thrilled to be part of an organization that is creating limitless opportunities for students, and empowering them to shape their futures with confidence and purpose.”
|
| 27 |
+
Boston Public Schools (BPS) celebrated the creativity, innovation, and passion of our students at the 79th annual Region VI STEM Fair!
|
| 28 |
+
Students presented projects that spoke to the social and scientific issues currently impacting them and their communities.
|
| 29 |
+
Boston Public Schools (BPS) celebrated the creativity, innovation, and passion of our students at the 79th annual Region VI STEM Fair! The Region VI STEM Fair is a wonderful opportunity for students to develop skills, such as collaboration, problem-solving, critical thinking, developing and testing hypotheses, and data analysis, which all play an important role in our students’ overall success.
|
| 30 |
+
STEM is all around us in nearly every aspect of our lives. The City of Boston is home to pioneers in the fields of robotics, biotech, and medicine. Our young people should be immersed in all that our great city has to offer and the Region VI Boston STEM Fair allows our students to express their creativity and learning of key science concepts outside of the classroom.
|
| 31 |
+
Students presented projects that spoke to the social and scientific issues currently impacting them and their communities. Among the projects were Planetary Lunar Landing Devices, Wastewater Treatment, Color Choice & Identity, Fire Alarm Safety, Academic Stress & Mindfulness in Seniors, Light Pollution in East Boston, and Cuffless Blood Pressure Devices.
|
| 32 |
+
This year, the STEM Fair included:
|
| 33 |
+
BPS is grateful to all of our STEM educators who are working every day to foster critical STEM skills in our students and inspire them to apply those learned skills to classroom work and to real-world situations. The STEM Department is committed to continuing to provide programming opportunities for our K-12 students and families throughout the district.
|
| 34 |
+
The Region VI Boston STEM Fair Awards Ceremony took place on March 11 at Madison Park Technical Vocational High School. The ceremony featured musical performances from students at the O’Bryant School of Math & Science along with a Presentation of Colors by the Community Academy of Science and Health (CASH) JROTC program.
|
| 35 |
+
Matolah Dankoff, a Grade 7 Student at Boston Latin School won the Christa McAuliffe Grand Prize for the Junior Division & Cabot Corporation Grand Prize for her project: An Introduction to Hand-Eye Coordination.
|
| 36 |
+
Shuting Zhu and Louis Chiu, Juniors at the John D. O’Bryant School of Math & Science won the Christa McAuliffe Grand Prize for the Senior Division, and Sanofi Specialty Care Grand Prize for their project: Cuffless Blood Pressure Measurement Monitor via Pulse Transit Time Analysis and Arduino. They will now represent BPS as the Nominees for the Massachusetts State Delegation for the International Science and Engineering Fair in Columbus Ohio in May.
|
| 37 |
+
BPS will also have 23 Middle School projects that will move on to compete at the Massachusetts Science and Engineering Fair in May at Clark University, and 14 High School projects will move on to the Massachusetts Science and Engineering Fair at Gillette Stadium in April.
|
| 38 |
+
The Boston STEM Fair team is grateful to the Reggie Lewis Track and Athletic Center for hosting the 79th Region VI STEM Fair, to the Madison Park Community for hosting the STEM Fair Awards Ceremony, and to the Madison Park Culinary Arts and Hospitality programs, which helped to cater and set up the ceremony.
|
| 39 |
+
The Office of Data and Accountability makes regular presentations to the Boston School Committee on student outcomes. Past presentations to the School Committee are linked below.
|
pages/about-bps--data-and-reports--data-and-reports.txt
ADDED
|
@@ -0,0 +1,3 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Data and Reports
|
| 2 |
+
Transparency and accountability are critical parts of our mission as a school system. By identifying what's working and our areas for improvement, we can work together to find solutions.
|
| 3 |
+
Student and school achievement data includes:
|
pages/about-bps--data-and-reports--data-inquiry.txt
ADDED
|
@@ -0,0 +1,41 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Data Inquiry
|
| 2 |
+
What is Data Inquiry?
|
| 3 |
+
Inquiry is a scaffolded process that guides teams of teachers and school leaders to:
|
| 4 |
+
- Identify student learning challenges based on data
|
| 5 |
+
- Examine instruction to understand how teaching impacts learning
|
| 6 |
+
- Design high-leverage instructional strategies
|
| 7 |
+
- Assess progress in student learning and teacher practice
|
| 8 |
+
- Refine and adjust practice until student learning improves
|
| 9 |
+
- Discover their own professional learning needs
|
| 10 |
+
Every school has a “sphere of success” – a group of students with whom the school is currently successful. The challenge is to continually expand that sphere to include all students. Inquiry teams iteratively drill down to increasingly specific and immediate data in order to hone understanding of the learning challenges students face and increase the specificity and alignment of their response. Engaging in collaborative inquiry increases teacher efficacy as teams see the direct impact their teaching has on student learning and their collective capacity to expand the sphere of success.
|
| 11 |
+
In order to expand each school’s sphere of success, we utilize the Data Wise Improvement Process from the Harvard Graduate School of Education to lead schools through cycles of collaborative inquiry. The Data Wise Improvement Process develops the practices and habits of mind necessary for continuous improvement through three phases: Prepare, Inquire, and Act. As described by authors Kathy Boudett, Elizabeth City, and Richard Murnane, during the Data Wise Improvement Process:
|
| 12 |
+
- Initially, teams "prepare" for work by establishing team structures and expectations, and learning principles of responsible data use.
|
| 13 |
+
- Teams then "inquire" by looking for patterns in data that indicate areas for improving teaching and learning.
|
| 14 |
+
- Finally, teams "act" on what they learn by designing and implementing instructional improvements.
|
| 15 |
+
Data Inquiry Website and Ready-to-use Materials
|
| 16 |
+
The Data Inquiry website offers resources and materials to support schools with the implementation of inquiry best practices. These resources include professional development sessions, videos of teams presenting their inquiry work, templates and ready-to-use agendas for a step-by-step approach to collaborative teacher inquiry based on the Data Wise Improvement Process.
|
| 17 |
+
These materials are designed to provide facilitators and participants who may be new to Data Wise (and inquiry) with the tools, resources and guidance they will need to launch an inquiry journey, though experienced teams may also draw upon these materials to support their inquiry work.
|
| 18 |
+
Please note that a BPS email address is required to access these materials.
|
| 19 |
+
Twitter and Instagram: @BPSInquiryTeam
|
| 20 |
+
Our Coaching Model and Framework
|
| 21 |
+
Building Teacher Skill and Team Capacity
|
| 22 |
+
Collaborative inquiry is a vehicle for distributing school leadership and augmenting the capacity of individual teachers and teams of teachers to understand and resolve student learning challenges. By focusing on increasing the autonomy and mastery of school team members, Boston can achieve sustainable and scalable school improvement.
|
| 23 |
+
The Role of Inquiry Facilitators
|
| 24 |
+
The BPS Data Inquiry Team will coach teams at more than 30 schools for the 2017-2018 school year, all of whom applied for inquiry coaching support. Each school will be matched with a particular Inquiry Facilitator, who will coach team facilitators to lead collaborative inquiry cycles, facilitate adult learning, and utilize practical tools for identifying and addressing student learning challenges. Inquiry Facilitators differentiate support within the school by providing intensive coaching to the Principal and, depending on coaching model, the Instructional Leadership Team (ILT) and select staff members.
|
| 25 |
+
Model 1: School-Wide Inquiry Coaching
|
| 26 |
+
The Principal, ILT, and Teacher Facilitators receive coaching from an Inquiry Facilitator to lead collaborative inquiry cycles. As part of this coaching, the Inquiry Facilitator supports planning and facilitation of the ILT and 3–5 teacher teams. In addition, the Inquiry Facilitator supports the design of a cohesive model to implement inquiry, which also includes school-wide professional development.
|
| 27 |
+
Model 2: School Leadership Coaching
|
| 28 |
+
The Principal, ILT, and Admin Team receive coaching from an Inquiry Facilitator on key leadership practices to build and sustain data-driven instruction school-wide. As part of this coaching, the Inquiry Facilitator supports planning and facilitation of the Instructional Leadership Team (ILT) and periodically joins Admin Team Meetings. In addition, the Inquiry Facilitator supports the design of a cohesive model to sustain continuous improvements to teaching and learning.
|
| 29 |
+
Model 3: Observation and Feedback Coaching
|
| 30 |
+
The Principal and Admin Team receive coaching from an Inquiry Facilitator on leading observation and feedback cycles. As part of this coaching, the Inquiry Facilitator supports planning and facilitation of instructionally-focused Admin Team meetings, as well as a prioritized group of individual teachers with follow up actions from observation-debrief cycles. In addition, the Inquiry Facilitator supports the design of a cohesive model for curriculum and lesson planning.
|
| 31 |
+
Professional Development Modules for SY17-18
|
| 32 |
+
The BPS Inquiry Team will offer several professional development modules in SY 2017-18, to be offered either at the school level for an entire school staff, or at the district level with educators from across the district enrolling.
|
| 33 |
+
Each module, aligned with the BPS Leadership competencies and Essentials for Instruction, will include 6 sessions. In addition to enrolling teachers in district-wide modules, schools interested in having their full staff participate in a PD module may request to have a module facilitated at their school during school PD hours. The BPS Inquiry Team will seek to accommodate school-based requests to the extent possible based on availability and capacity.
|
| 34 |
+
PD Modules
|
| 35 |
+
MODULE 1: Introduction to the Data Wise Improvement Process
|
| 36 |
+
MODULE 2: Applying Reflective Teaching Practices to Unit Planning
|
| 37 |
+
MODULE 3: Effective meeting planning and facilitation
|
| 38 |
+
MODULE 4: Formative Assessment that Advances Learning
|
| 39 |
+
MODULE 5: BPS Interim Assessments - To Illuminate and Beyond!
|
| 40 |
+
How to Apply
|
| 41 |
+
School leader application to request a school-based PD module.
|
pages/about-bps--data-and-reports--facts-and-figures.txt
ADDED
|
@@ -0,0 +1,14 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Facts and Figures
|
| 2 |
+
Over the past twenty years, the Boston Public Schools (BPS) has been transformed from a failing school district to one of the most renowned urban public school systems in the country. We educate more than 54,000 students in 125 schools - 74 percent of the school-age children who live in Boston.
|
| 3 |
+
We are proud to be one of the most diverse school districts in the nation. Nearly one in every two students speaks a language other than English at home, and our students come from 139 different countries. One in five BPS students has a disability, and half are economically disadvantaged.
|
| 4 |
+
On the National Assessment of Educational Progress (NAEP) – also known as the “Nation’s Report Card” – Boston students’ performance is on par with the national average for all public schools, including suburban schools, in grade 4 Reading and in grade 8 Mathematics. This is the first time since measurements began that any urban school district has met this mark in two subjects and grades. Since 2007, the BPS four-year graduation rate has steadily increased, reaching its highest rate ever in 2018 despite more demanding standards required by the state for graduation; and the percentage of ninth-graders who dropped out before graduation decreased to its lowest point ever for the 2018 Cohort.
|
| 5 |
+
BPS is the home of many firsts in the nation: first public school (Boston Latin School, 1635), first public elementary school (Mather Elementary School, 1639), first public school system (1647), first public high school (English High School, 1821).
|
| 6 |
+
- Our 2018 4-year graduation rate of 75.1 percent was the highest it has ever been—up 17.2 points since 2007.
|
| 7 |
+
- 4-year graduation rates for Black students have risen from 54.2 percent in 2007 to 76.4 percent in 2018, out-pacing the district's increase for all students by 5 percentage points.
|
| 8 |
+
- BPS offers pathways to graduation to students who may have dropped out through our Re-Engagement Center, one of the first of these centers in the nation, and our summer graduation programs. The Re-Engagement Center, a joint initiative between the Boston Public Schools and the Boston Private Industry Council, re-enrolls more than 400 dropouts annually, and has helped to cut the number of dropouts in half since 2005.
|
| 9 |
+
- The number of students taking an AP exam has nearly doubled in the past 10 years, increasing from 1,666 students in 2008 to 3,100 students in 2018. Along with greater access to AP courses and exams, 51.3% of students receive a qualifying score of 3 or higher.
|
| 10 |
+
- Nearly 17,000 additional students now have access to arts learning opportunities during the school year, compared to nine years ago. 96 percent of students in grades pre-kindergarten through eighth receive at least weekly, year-long arts instruction—up from 67 percent in 2009. The number of high school students receiving any arts instruction has more than doubled from 2009 to 2018—from 26 to 63 percent, respectively. The district has seen even greater gains in the percentage of pre-kindergarten through eighth grade students receiving arts instruction two or more times per week, from less than 10% in 2009 to 65% in 2018. High school students meeting the MassCore graduation requirement in the Arts has increased to 61%.
|
| 11 |
+
- The percent of students who pass all grade 10 MCAS tests on the first attempt has risen from 39 percent in 2007 to 58 percent in 2018. Passing all grade 10 MCAS tests is part of the state graduation requirements, known as the Competency Determination.
|
| 12 |
+
- In the 2018-2019 school year, we will offer full-day pre-kindergarten education for over 2,500 four-year-olds, up from 700 seats in 2005.
|
| 13 |
+
- Expanded Learning Time (ELT) is one of the key ways in which the district hopes to provide a high-quality education for all. Schools in BPS can expand the day though the Schedule A initiative, having turnaround status, or becoming an autonomous school. In the 2019-2020 school year, BPS will be implementing ELT in a total of 62 schools serving over 25,000 students since the Schedule A ELT agreement was implemented in Fall 2015.
|
| 14 |
+
- One in five students attends one of our award-winning summer learning initiatives -- nationally recognized for excellence in summer learning in 2013.
|
pages/about-bps--data-and-reports--formative-assessments.txt
ADDED
|
@@ -0,0 +1,18 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Formative Assessments
|
| 2 |
+
Building a Comprehensive Assessment System
|
| 3 |
+
To help educators transform teaching and to ensure students are on track to succeed, every district needs a clear, coherent, and aligned system of high-quality assessments. A comprehensive assessment system has the fewest assessments possible, but still has multiple assessments, each with a clearly defined and understood purpose. Depending on the time of administration and intention of the teacher, assessments can serve different purposes.
|
| 4 |
+
The primary emphasis should be on utilizing assessments in a formative manner. Formative assessment is assessment for student learning, rather than assessment of student learning. Assessments that are used for formative purposes are intended to help students and teachers make adjustments during the lesson cycle to increase student learning. Ultimately, assessments that are used formatively are "no stakes" assessments that are intended to facilitate continued learning and growth.
|
| 5 |
+
BPS Interim Assessments
|
| 6 |
+
Interim assessments are formative assessments that are standards-aligned, rigorous, and paced throughout a given grade level or course curriculum. An interim is a standardized, fixed-form assessment that measures what a student knows relative to a specific set of academic goals, and what concepts teachers should focus on to ensure grade-level performance. Interim assessment data provides insight as to how a student is progressing toward end-of-year mastery and guides the teacher's plan for instruction for an entire class as well as individual students. BPS interim assessments are intended as "no stakes" assessments that may be utilized to help students and teachers make adjustments during the lesson cycle.
|
| 7 |
+
BPS has partnered with Measured Progress and BPS teachers to design our interim assessments. BPS interims are available in ELA and Math for grades 2–11 and in Science for grades 3–8 as well as HS Physics and HS Biology. Check out the case study published by Measured Progress on the BPS partnership here.
|
| 8 |
+
BPS interim assessments are administered using the Illuminate Education online platform for easy administration and immediate access to data reports. Teachers and students can access Illuminate through the Clever Digital Backpack.
|
| 9 |
+
Reading Screen Assessments
|
| 10 |
+
This school year the district is partnering with NWEA to offer the MAP Reading Fluency and MAP Reading Growth assessments for grades K2–12. The purpose of a reading screen assessment is to identify a student’s individual reading abilities—in oral reading and comprehension—to provide personalized support that meets each student’s unique needs. Both MAP Reading assessments are administered online, typically three times per year (Fall, Winter, and Spring). Assessments are computer adaptive, meaning the item difficulty adjusts based on the student’s responses in order to precisely measure individual abilities. Additional information about each assessment is listed below:
|
| 11 |
+
MAP Fluency is a computer adaptive assessment that measures oral reading fluency, foundational literacy skills such as phonological awareness and word recognition, and basic reading comprehension. It is available for grades K–3. MAP Reading Fluency is administered in Fall, Winter, and Spring. Schools may also choose to administer monthly Fluency progress monitoring assessments for students receiving supplemental or intensive reading support.
|
| 12 |
+
MAP Growth is a computer adaptive assessment that thoroughly measures reading comprehension. It assesses where a student is on a long-term trajectory of growth in reading achievement and provides learning statements on what a student is ready to learn next. It is available for grades K–12. MAP Reading Growth is administered in Fall, Winter, and Spring. Schools may also choose to administer MAP Growth Skills Checklist assessments to progress monitor foundational literacy skills aligned to the Reading Foundational standards.
|
| 13 |
+
Early Childhood Assessments
|
| 14 |
+
- Learning Accomplishment Profile Diagnostic (LAP-D)
|
| 15 |
+
- Phonological Awareness Literacy Screening (PALS)
|
| 16 |
+
- Expressive Vocabulary Test (EVT)
|
| 17 |
+
- Work Sampling System
|
| 18 |
+
For more information about the above assessments, please visit the BPS Early Childhood Education Assessment Site.
|
pages/about-bps--data-and-reports--mcas-appeals.txt
ADDED
|
@@ -0,0 +1,31 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
MCAS Performance Appeals: A Guide for BPS Students, Parents/Guardians, and Staff
|
| 2 |
+
High school students who meet certain criteria may be eligible for an English Language Arts (ELA), Mathematics, and/or Science and Technology / Engineering (STE) MCAS Performance Appeal.
|
| 3 |
+
The appeals process established by the Massachusetts Department of Elementary and Secondary Education (MA DESE) provides eligible high school students who have been unable to pass the required MCAS tests with an additional opportunity to demonstrate through their course work that they meet or exceed the state's Competency Determination (CD) standard in order to earn a diploma.
|
| 4 |
+
For an MCAS Appeal to be granted, a student must meet two sets of criteria:
|
| 5 |
+
FIRST, to be eligible for an MCAS Appeal, a student must:
|
| 6 |
+
- FOR ELA, have taken the Grade 10 MCAS ELA test at least 3 times (or an MCAS Alternate Assessment twice);
|
| 7 |
+
- FOR Mathematics, have taken the Grade 10 MCAS Math test at least 3 times (or an MCAS Alternate Assessment twice);
|
| 8 |
+
- FOR Science (STE), have taken the MCAS high school STE test (or an MCAS Alternate Assessment) at least once and is currently enrolled in a high school STE course or has completed grade 12. The appeal must be in the same STE discipline as the STE MCAS test taken by the student;
|
| 9 |
+
- have at least 95% attendance in this school year and the previous school year (e.g., no more than 9 days absent from school during a 180-day school year); AND
|
| 10 |
+
- have participated in school-sponsored tutoring or other academic support services in the subject area of the appeal.
|
| 11 |
+
The State Commissioner of Elementary and Secondary Education has the authority to waive any of these eligibility requirements, if there are extenuating circumstances such as serious illness, childcare commitments, hardship, or disability.
|
| 12 |
+
SECOND, BPS must show that the student has demonstrated academic performance through their coursework, at or above the Competency Determination passing level on the grade 10 or high school MCAS test in the subject of appeal.
|
| 13 |
+
Types of Appeals
|
| 14 |
+
A cohort appeal is based on a comparison of the grade point average (GPA) and MCAS scores of a student for whom the appeal is filed and those of at least 6 other students in the school who were enrolled in the same courses at the same time as the student in the subject of the appeal.
|
| 15 |
+
A transcript appeal is intended only for students who transfer into BPS in mid-March or later of their senior year (i.e., after the MCAS retest in that subject has been administered). In these cases, the student’s transcript, GPA, standardized test scores (e.g., SAT, ACT, if available), college acceptance letters, and other relevant academic evidence are submitted to the MA DESE to demonstrate that the student has the equivalent knowledge and skills to a student who has earned the MCAS score required to earn a CD. Students who transfer into BPS between September and March of their senior year must participate at least once in the MCAS retest and/or February Biology or June high school Science test before an appeal will be considered.
|
| 16 |
+
The portfolio appeal must include specific student work samples collected/created in high school that attempt to demonstrate that the appellant meets a comparable level of academic performance at or above the Competency Determination passing level on the grade 10 or high school MCAS test in the subject of appeal.
|
| 17 |
+
If a high school student in an active military family moves from another state and enrolls in BPS in grade 11 or later, the district may, in lieu of having the student participate in MCAS retests, submit to the MA DESE alternative evidence or information that demonstrates that the student has met the Massachusetts CD graduation standard in the required content areas—ELA, Mathematics, and Science.
|
| 18 |
+
MCAS Appeals may be submitted for the same student in ELA, Mathematics, and Science but a separate application must be completed in each subject area.
|
| 19 |
+
Application Timelines and Procedures
|
| 20 |
+
Cohort and transcript appeals as well as appeals for high school students in military families are reviewed monthly during the school year (October through June) by the MA DESE. To meet the MA DESE’s schedule, schools should submit appeals to the BPS Office of Data & Accountability a month prior to the MA DESE review.
|
| 21 |
+
Portfolio appeals are reviewed three times a year (November, May, and July).
|
| 22 |
+
Applications that meet the eligibility requirements are reviewed by the state's MCAS Performance Appeals Board. The MCAS Appeals Board consists of a panel of educators who meet monthly during the school year to review appeals and make recommendations to the Commissioner about the outcome of each appeal.
|
| 23 |
+
Generally, the MA DESE rules on each appeal (granted, denied, or no determination / insufficient evidence) prior to the end of the month that the appeal was submitted to the state.
|
| 24 |
+
ELA and Math appeals that are not granted may be re-submitted if new information arises (such as higher grades, improved attendance, etc.) to strengthen the application. Please note that in order to be eligible for a subsequent appeal in cases where a Science appeal was denied, the student must take another high school MCAS Science (STE) test in either the same or a different discipline (Biology, Chemistry, Physics, or Technology/Engineering).
|
| 25 |
+
For more information:
|
| 26 |
+
Massachusetts Department of Elementary and Secondary Education
|
| 27 |
+
781-338-3333
|
| 28 |
+
mcasappeals@doe.mass.edu
|
| 29 |
+
Boston Public Schools
|
| 30 |
+
Office of Data & Accountability
|
| 31 |
+
617-635-9554
|
pages/about-bps--data-and-reports--research--appendix-a-publicly-available-data--1.txt
ADDED
|
@@ -0,0 +1,33 @@
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 1 |
+
Appendix A: Publicly Available Data
|
| 2 |
+
Overview of Boston Public Schools
|
| 3 |
+
- BPS At a Glance
|
| 4 |
+
- Facts and Figures
|
| 5 |
+
- Boston District Profile
|
| 6 |
+
- BPS School Profiles
|
| 7 |
+
- School Performance Data Overviews
|
| 8 |
+
- Data and Reports produced by the Office of Data and Accountability
|
| 9 |
+
Standardized test results
|
| 10 |
+
- MCAS results by school and district, with options to disaggregate by subgroup and grade level
|
| 11 |
+
- PARCC results by school and district, with options to disaggregate by subgroup
|
| 12 |
+
- NAEP results
|
| 13 |
+
Student Enrollment and Indicators
|
| 14 |
+
- Attrition
|
| 15 |
+
- Enrollment by Grade - Number of students by grade
|
| 16 |
+
- Enrollment by Kindergarten - Enrollment by Kindergarten
|
| 17 |
+
- Enrollment by Race/Gender - Percent of public school students by race and gender.
|
| 18 |
+
- Enrollment by Selected Population - Number and percent of public school students in subgroups: First Language Not English (FLNE), English Language Learners (ELL),Students with Disabilities, Economically Disadvantaged, High needs, and Free Lunch and Reduced Lunch
|
| 19 |
+
- Mobility Rate Report - Students transferring into or out of public schools, districts or the state.
|
| 20 |
+
- Student Attendance and Retention
|
| 21 |
+
- Student Discipline - Student Discipline data is reported from the Student Safety and Discipline Report (SSDR)
|
| 22 |
+
- Student Discipline Days Missed Report - Student Discipline Days Missed Report
|
| 23 |
+
School Climate
|
| 24 |
+
- School-specific reports can be found on a school’s profile page within the BPS School Directory.
|
| 25 |
+
High School and Postsecondary Data
|
| 26 |
+
- Advanced Placement Participation - Number of students who took one or more an Advanced Placement exams for each subject.
|
| 27 |
+
- Advanced Placement Performance - Number of students who received each possible score on the Advanced Placement exam for each subject.
|
| 28 |
+
- Dropout Report - This report provides the percentage of Massachusetts public high school graduates who drop out of high school.
|
| 29 |
+
- Graduates Attending Higher Ed. - Graduates Attending Higher Ed.
|
| 30 |
+
- Graduation Rates - Percent of students who graduate with a regular high school diploma within 4 or 5 years by student group.
|
| 31 |
+
- MassCore - The Massachusetts High School Program of Studies (MassCore) is intended to help our state's high school graduates arrive at college or the workplace well prepared and reduce the number of students taking remedial courses in college.
|
| 32 |
+
- Plans of High School Grads
|
| 33 |
+
- SAT Performance
|