>> 10 ITEM GREATER BOSTON.

NOMINALLY SAFE AND SUCCESSFUL REENTRY INTO SOCIETY IS PART OF THE STATE CORRECTIONS DEPARTMENT MISSION FOR THE PEOPLE THEY INCARCERATE.

MANY NEVER GET TO ACCESS THE SUPPORT THEY NEED TO SUCCEED.

I WILL TALK TO ONE OF THE REPORTERS ABOUT A NEW INVESTIGATION AND A FORMER INMATE WHO IS IN AND OUT OF MASSACHUSETTS PRISONS FOR MORE THAN 20 YEARS FOR HE GOT THE SUPPORT HE NEEDED.

A LOOK AT BOSTON PUBLIC SCHOOLS FIFTH QUARTER SUMMER PROGRAM, WHERE STUDENTS CAN CONTINUE THEIR ACADEMIC LEARNING WITH GOOD OLD SUMMER FUN.

FOR MANY OF THE NEARLY 6000 PEOPLE INCARCERATED IN MASSACHUSETTS, THE GOAL FOR THEIR TIME IN PRISON IS TO SET THEMSELVES UP FOR A BETTER LIFE WHEN THEY GET OUT.

EDUCATION CAN BE A CRUCIAL RESOURCE.

TOO OFTEN IS A NEW REPORT LAYS OUT, THE GOAL IS UNATTAINABLE.

THANKS TO LONG WAIT LIST, BUDGETS, AND RESOURCES THAT MAKE IT THAT MUCH HARDER TO REENTER SOCIETY.

>> THEY END UP DOING SUCH A LONG TIME.

AT LEAST YOU CAN LEARN SOMETHING AND HAVE A FIGHTING CHANCE, YOU CAN GET BACK OUT HERE AND YOU ARE STUCK NOT KNOWING ANYTHING SAME AS WHEN YOU WENT IN.

IT BECOMES REOCCURRING GOING BACK INTO THE PRISON SYSTEM.

>> ONE STATE PROGRAM IS WORKING TO FILL IN THE GAPS.

THE SCHOOL OF REENTRY.

A TRAINING PROGRAM WITH COURSES TO LEAD TO A HIGH SCHOOL DIPLOMA EQUIVALENT OR VOCATIONAL TRAINING, WHICH THE STATE SAYS HAS CUT THE RECIDIVISM RATE DRAMATICALLY IN THE PAST FEW YEARS.

I'’M JOINED BY A GRADUATE OF THE SCHOOL FOR REENTRY AND ONE OF THE INVESTIGATIVE REPORTERS BEHIND THE REPORT.

THE FIRST IN A NEW SERIES CALLED LIFE AFTER PRISON.

THANK YOU FOR JOINING US.

I HAVE SOME DATA FROM THE MASSACHUSETTS DEPARTMENT OF CORRECTIONS.

THE OVERALL RECIDIVISM RATE VERSUS REENTRY GRADUATES RECIDIVISM RATE, SCHOOL OF REENTRY GRADUATES 9%.

OVERALL RATE OVER THREE YEARS, 33%.

WHY IS THAT?

>> I'’M NOT SURE.

THE RATIO AND THE NUMBERS, BUT I KNOW IT HELPED ME TREMENDOUSLY.

SINCE I HAVE BEEN THROUGH THE SCHOOL, I HAVE NOT HAD ANY NEGATIVE CONTACT.

I SAY NEGATIVE BECAUSE THE WORK I DO NOW, I REACH OUT TO THE HOMELESS AND THOSE SUFFERING WITH SUBSTANCE ABUSE ISSUES.

I WORK WITH THE POLICE DEPARTMENT AND FIRE DEPARTMENT ARE CONNECTED.

MY LIFE HAS TOTALLY TURNED AROUND FOR THE BETTER.

PRIOR TO THE SCHOOL OF REENTRY, I OPENLY SAY THAT I STAYED IN TROUBLE BECAUSE I WAS SUFFERING FROM ALCOHOLISM AND SUBSTANCE ABUSE.

I STAYED IN TROUBLE AND I RETURNED BACK TO PRISON BECAUSE I GOT NO ASSISTANCE ON CHANGING IN MY ISSUES I WAS CARRYING UNTIL THE SCHOOL OF REENTRY.

THE SCHOOL OF REENTRY TURNED EVERYTHING AROUND FOR ME.

THEY TOOK TIME TO ESTABLISH A PLACE WHERE ONE INDIVIDUAL CAN GET THE PROPER EDUCATION.

BECAUSE I LEFT WITH MY GED, AND IT MEANT A LOT TO ME.

BEFORE I RECEIVED THAT PIECE OF PAPER, I FELT I WAS UNWORTHY.

I STAYED IN THAT LIFESTYLE.

AND I SAW NO LIGHT AT THE END OF THE TUNNEL.

I GIVE THANKS TO MY LATE WIFE, THE SCHOOL OF REENTRY, AND A MEMBER OF RECOVERY.

>> THE SCHOOL OF REENTRY PROVIDED THE SUPPORT THE DOJ IS NOT PROVIDING FOR INCARCERATED PEOPLE WHEN THEY COME OUT?

>> YES.

THE SCHOOL OF REENTRY PROVIDED 25 GENTLEMEN WITH THE SINGLE ROOM -- SALES WEEK, AND WE HAD TO GET UP AND ATTEND CLASS LIKE OUT HERE IN SOCIETY.

IT WAS GREAT.

IT WAS WONDERFUL.

I THOUGHT I WAS NOT SMART ENOUGH OR GOOD ENOUGH, BUT THAT ENVIRONMENT I WAS ABLE TO GO IN MY ROOM, STUDY, AND APPLY MYSELF .

I WAS AMAZED I LEFT WITH THAT PIECE OF PAPER.

I FELT REALLY GOOD ABOUT MYSELF AND MY ATTITUDE CHANGED AND I TOLD MYSELF I'’M GOOD ENOUGH.

I'’M DESERVING OF ANYTHING GOOD.

I DID NOT HAVE A DRIVERS LICENSE.

MY WIFE USED TO DO ALL OF THE DRIVING.

AFTER I LOST HER, I WAS CONFUSED, SCARED, AND NERVOUS.

I KNEW THAT A DRINK OR A DRUG WAS NOT THE ANSWER BECAUSE IT WOULD LEAD ME BACK MAY BE BEHIND BARS, IF NOT, DECEASED.

I KEPT IT TOGETHER.

I'’M SMART ENOUGH NOW.

I WENT FOR MY PERMIT, I GOT THAT, MY DRIVERS LICENSE.

HOLDING A JOB EVER SINCE I LEFT.

LET ME NOT FORGET THAT.

I HAVE BEEN WORKING EVER SINCE I WALKED OUT OF THAT DOOR.

BECAUSE I LEFT WITH THE JOB AND WAS WORKING EVER SINCE.

THEY SET ME UP PERFECTLY.

AND LOOK WHERE I AM AT TODAY.

>> YOU ARE HERE.

WHY IS IT SO IMPORTANT PRISONERS HAVE ACCESS TO EDUCATION AND VOCATIONAL TRAINING?

HOW DOES THAT ACCESS PROVIDE THE OUTCOME YOU ARE SHARING WITH US?

>> HIS STORY AND WE HEARD FROM FORMERLY INCARCERATED PEOPLE, DOZENS OF, HE WAS REALLY LUCKY.

THERE WERE ONLY 25 SEATS AT THE SCHOOL, WHICH IS GREATLY ARE DOING IT.

BUT THERE ARE THOUSANDS, 6000 MEN AND WOMEN INCARCERATED, AND THEY ARE NOT GETTING ALL OF THAT GREAT EDUCATION THE SCHOOL OF REENTRY IS PROVIDING.

THAT PROBABLY CONTRIBUTES TO THE RECIDIVISM RATE.

MOST OF THE PEOPLE INCARCERATED TODAY WILL GET OUT.

WHAT CONDITION WILL THEY BE IN WHEN THEY GET OUT?

WILL THEY NOT BE ABLE TO GET A JOB OR HOUSING?

GETTING BACK INTO DRUGS AND ALCOHOL, POTENTIALLY COMMITTING CRIMES.

THAT HAS A COST TO THE COMMUNITIES WHERE THAT IS HAPPENING, THE TAXPAYERS FOOTING THE BILL.

COSTING MORE THAN $100,000 A YEAR TO INCARCERATE SOMEONE IN THE STATE.

IT IS THE PEOPLE DIRECTLY IMPACTED, PEOPLE WHO ARE INCARCERATED AND IDEALLY GETTING REHABILITATED.

BUT THEY ARE SITTING ON WAITING LISTS.

SO MANY PEOPLE SAT 10 YEARS, 15 YEARS, 16 YEARS TO TAKE A CLASS.

IT COULD HAVE BEEN BASIC EDUCATION, A WELDING CLASS THAT WE HAVE SET THEM UP FOR A DECENT PAYING JOB.

OFFICIALS ADMIT, THEY KNOW IT IS A PROBLEM.

WE HAVE THE DATA.

THEY SAY THEY WANT TO EXPAND THE SCHOOL OF REENTRY, BUT IT WOULD ONLY DOUBLE TO 50 PEOPLE, SMALL GIVEN THE NEED.

3100 PEOPLE WAITING FOR A CLASS.

>> WHY AREN'’T THEY EXPANDING IT WHEN THEY SEE THE SUCCESS RATE?

>> GOOD QUESTION.

THEY SAY THERE ARE SPACE LIMITATIONS.

WHETHER IT IS AT NORFOLK, OR ANY OF THE OTHER FACILITIES, THERE IS NOT THE SPACE.

TALKING TO SENATOR ELDRIDGE, HE SAID THERE IS RESISTANCE WITHIN THE PRISON SYSTEM AND THE PRISON SUPERINTENDENTS WHO SIMPLY DON'’T REALLY WANT THAT TO HAPPEN.

THE OTHER ISSUE IS THEY ARE BUYING COMPUTER TABLETS, THEY SPENT $14 MILLION SAYING YOU CAN LEARN IN YOUR CELL.

BUT THE SUCCESS WAS THESE TEACHERS.

NOT JUST A LITTLE TABLET TO LOOK AT.

>> AND THEY TOOK THE TIME.

NOT ONLY WERE WE IN CLASS.

THEY SAT ONE-ON-ONE WITH US.

THE ONLY DIFFERENCE, THEY WERE GOING HOME AT NIGHT AND WE WERE STAYING INSIDE.

BUT THEY WERE GREAT MENTORS TO ME.

AND I'’M STILL IN CONTACT WITH THEM TODAY.

>> THE HUMAN INTERACTION IS MOST IMPORTANT.

>> EXACTLY.

I LOOK UP TO THEM AS MY ROLE MODELS.

THEY SHARE PERSONAL INFORMATION WITH ME.

I DON'’T KNOW IF I CAN TALK ABOUT THAT TODAY.

>> PROBABLY NOT.

WE HAVE SOME MORE DATA FROM A FALL OF 2020 A BOSTON FOUNDATION REPORT.

CURRENTLY 213 INCARCERATED PEOPLE ENROLLED IN TERTIARY EDUCATION ACROSS SIX DOC FACILITIES.

IN NEW YORK, MORE THAN 1400 INCARCERATED PEOPLE ENROLLED IN COLLEGE.

THAT IS A BIG DIFFERENCE.

>> NEW YORK STATE IS A WAY BIGGER PRISON SYSTEM THAN IN MASSACHUSETTS.

IT IS ABOUT DOUBLE THE RATE.

MAINE HAS ABOUT FOUR TIMES THE RATE OF COLLEGE PARTICIPATION WITHIN THEIR RESPECTIVE STATE PRISON SYSTEMS.

THERE HAS BEEN RESISTANCE WITHIN THE STATE AROUND LETTING PEOPLE ACCESS THAT.

THIS IS A STATE THAT IS WORLD-RENOWNED FOR HIGHER EDUCATION FOR COLLEGES AND UNIVERSITIES.

MANY OF THEM BOSTON UNIVERSITY, TUSTIN UNIVERSITY, EMERSON, ARE ACTIVE AND WANT MORE AXIS.

EMERSON WILL GET MORE AXIS.

APPARENTLY THE DOC HAS MADE MORE ROOM.

SO THAT IS PROMISING.

SOME STUDIES COMING OUT AND REPORTS SHOWING DOC MIGHT BE MOVING IN THAT DIRECTION.

THAT NUMBER SPEAKS TO SOME SORT OF RESISTANCE OR NOT REALLY WANTING TO SEE THAT.

I HAVE HEARD AND OTHERS HAVE TOLD ME THE PRISON SYSTEM IS LIKE WHY ARE THESE CRIMINALS GETTING A COLLEGE EDUCATION WHEN I DON'’T HAVE ONE OR MY KIDS DON'’T HAVE ONE?

SO THERE IS A GAP.

>> WHAT CAN BE DONE ABOUT THE GAP?

IT SEEMS THERE NEEDS TO BE A MINDSET SHIFT, REEDUCATION?

>> SENATOR ELDRIDGE AND A NUMBER OF OTHERS, THE NUMBER OF PEOPLE INCARCERATED HAS DROPPED SIGNIFICANTLY.

WE ARE AT ABOUT 6000.

10 YEARS AGO MAY HAVE BEEN 10,000 OR 11,000 PEOPLE.

THERE'’S ALL OF THESE PRISONS.

COULD THEY ADAPT SOME SPACE OR CLOSE DOWN ONE FACILITY AND SAY WE ARE GOING TO MAKE SOMETHING HAPPEN?

THAT IS ONE OF THE THINGS SENATOR ELDRIDGE WAS TALKING ABOUT.

THE BOSTON FOUNDATION PAPER ABOUT HIGHER EDUCATION REALLY TIMED IT TO MAKE A PUSH TO THE GOVERNOR TO SAY YOU ARE IN CHARGE OF THESE EXECUTIVE LEVEL POSITIONS.

IS IT SOMETHING YOU WILL PUSH FOR TO MAKE IT HAPPEN?

WHETHER EDUCATION AT THE BASIC EDUCATION LEVEL OR VOCATIONAL TRAINING, MAJOR STUDIES HAVE SHOWN THE RECIDIVISM RATE GOES DOWN AND THERE IS A DOLLAR SAVINGS.

THE MONEY INVESTED FOR SOMEBODY TO REHABILITATE WHEN INCARCERATED MEANS THEY WILL NOT COME OUT.

THE CHANCE OF THEM COMING OUT AND NOT GOING BACK TO PRISON ARE REALLY IMPROVED.

>> THANK YOU FOR JOINING US.

WOULD YOU COME BACK?

IT SEEMS LIKE A HUGE TOPIC.

>> I WOULD LOVE TO.

I TRY AND BE PROUD OF THE SOLUTION.

I TRY AND BE THE SOLUTION AND THE LONGER THE PROBLEM.

WHENEVER YOU NEED ME TO COME, IF I HAVE THE TIME, I WILL BE MORE THAN PROUD TO COME.

>> THANK YOU SO MUCH FOR JOINING US.

SCHOOL IS ALMOST OUT IN BOSTON.

WHILE KIDS ARE ON SUMMER BREAK, MANY EDUCATORS AND FAMILIES ARE THINKING ABOUT WAYS TO CLOSE OPPORTUNITY AND ACHIEVEMENT GAPS FOR STUDENTS.

BOSTON PUBLIC SCHOOLS HAVE TRIED TO HEAD THAT OFF WITH A PROGRAM CALLED THE FIFTH QUARTER.

WHEN IT STARTED IN 2010, IT SERVED 232 STUDENTS ACROSS FIVE SCHOOLS.

LAST YEAR IT REACHED MORE THAN 17,000 STUDENTS.

TO TALK ABOUT WHAT IS IN STORE, I'’M JOINED BY WILL CARDWELL.

AND ROXANNE HARVEY, THE CHAIR OF THE SPECIAL EDUCATION PARENT ADVISORY COUNCIL.

THANK YOU FOR COMING.

>> THANK YOU FOR HAVING ME.

WHAT IS THE DIFFERENCE BETWEEN FIFTH QUARTER AND BPS SUMMER CAMP OFFERINGS AND EXTENDED SCHOOL YEAR?

>> GREAT QUESTION FOLKS FIND CONFUSING.

FOLKS IN BOSTON, THE CITY IS A CLASSROOM.

WHEN WE TALK ABOUT SUMMER LEARNING, WE ARE TALKING ABOUT DIFFERENT STRUCTURED PROGRAMS.

ONCE FAMILIES ARE AWARE OF IS THE FIFTH QUARTER SUMMER LEARNING COMBINING ACADEMICS WITH ENRICHMENT ACTIVITIES FOR YOUNG PEOPLE TO ADDRESS THE ACADEMIC AND ACHIEVEMENT CAP AND OPPORTUNITIES FOR YOUNG PEOPLE TO ENGAGE IN FUN THINGS AFTER NINE LONG MONTHS OF SCHOOL.

EXTENDED SCHOOL YEAR IS MORE SPECIFIC WITH IEP'’S WHO NEED SPECIALIZED ATTENTION.

THE DIFFERENCE IS STAFFING.

STUDENTS HAVE ACADEMICS AND ENRICHMENT EMBEDDED.

WE ARE LOOKING AT A MORE INCLUSIVE MODEL TO MAKE SURE THESE PROGRAMS DON'’T HAVE LINES IN THE SAND.

TALKING ABOUT SUMMER IN BOSTON, WE ARE TALKING ALL FOR ALL.

>> YOU HAD A PARTNERSHIP THIS YEAR WITH THE OFFICE OF SPECIAL EDUCATION.

TALK A LITTLE BIT ABOUT THAT.

>> IT WAS ONE WE WANTED TO DO FOR A LONG TIME.

WE NOTICED WE HAD STUDENTS WITH SPECIAL EDUCATION PLANS IN FOR THE QUARTER PROGRAMS BUT WANTED THEM TO HAVE THE RESOURCES TO BE MOST SUCCESSFUL.

WE SPOKE WITH THE SPECIAL EDUCATION OFFICE TO UNDERSTAND THE PROGRAM STRUCTURES AND THE NEEDS TO SUPPORT LEARNERS IN THE PROGRAMS.

ANY WORD SCHOOL YEAR TEACHERS AND PROVIDERS WERE ENRICHMENT PROVIDERS.

WE WANTED TO MAKE SURE EVERY YOUNG PERSON WAS ABLE TO BE SUCCESSFUL AND HAD TOOLS TO BE SO.

WE ARE PROUD OF OUR PARTNERSHIP WITH FAMILIES WHO ARE ALSO HELPING PAVE THE WAY TO HAVE MORE INCLUSIVITY.

>> WHAT WERE SOME OF THE CHALLENGES AND CONCERNS WITH PARTNERING WITH FIFTH QUARTER PROGRAMS?

>> I THINK SOME OF THE CHALLENGES MANY FAMILIES EXPRESSED WAS THE CONFUSION.

A LOT CAME FROM THE PERSPECTIVE OF THINKING A LOT OF THE PARTNER ORGANIZATIONS MANY OF OUR FAMILIES WORKED WITH IN THE PAST OR TRIED AND SAID THEY CAN SERVICE OUR STUDENTS BECAUSE OF DIFFERENT ABILITIES.

MAYBE THEY DON'’T HAVE THE STAFFING, TRAINING, OR OTHER REASONS.

OUR STUDENTS ARE STILL BOSTON STUDENTS WHO NEED TO BE SERVICED AND WANT A GREAT SUMMER.

THE CONCERN CAME FROM ASKING US TO ENTRUST CHILDREN TO PROGRAMS WHERE THEY TOLD US WE CAN HANDLE , SERVICE, OR YOUR CHILD IS NOT WELCOME.

THERE WAS CONCERNS FROM FAMILIES, WHAT WILL HAPPEN TO CHILDREN WHEN THESE ARE SOME OF THE PAIN FOR -- SAME PROGRAMS WHERE WE CANNOT SERVICE.

THE HARDEST CHALLENGE IS BUILDING THE TRUST.

UNDERSTANDING CHILDREN ARE NONVERBAL, HAVE DIFFERENT ABILITIES THAT CAN BE LOOKED AT DIFFERENT YOU DON'’T UNDERSTAND THEIR UNIQUE NEEDS AND CONCERN OF WHETHER PEOPLE WOULD HAVE THE RIGHT STAFFING, TRAINING, AND WOULD BE ABLE TO PROVIDE SERVICES STUDENTS NEEDED.

A LOT OF THE CHALLENGES WERE THE HISTORIC CHALLENGES WHILE WANTING EXCLUSIVE ACCESS.

WE WANTED OUR CHILDREN TO BE INCLUDED.

WE KNOW IT MEANS THE PROGRAMS HAVE TO BE READY.

THEY WERE NOT READY TO ANSWER A LOT OF QUESTIONS ON HOW TO SERVICE OUR STUDENTS DIFFERENTLY WHEN THEY COULD NOT PREVIOUSLY.

>> WITH YOUR PROGRAM AND DPS PUSHING FOR A FULLY INCLUDED MODEL, HOW DID YOUR PROGRAM ADDRESS THESE CONCERNS?

>> RIGHTFULLY PUT, CONCERNS.

DEALING WITH HISTORICAL CONNOTATIONS AROUND WHAT A PROGRAM WAS ABLE TO DO AND WERE NOT ABLE TO DO.

WORKING WITH THE SPECIAL EDUCATION DEPARTMENT, WE STRIVED FOR HAVING OUR TEAMS UNDERSTAND BETTER WHAT THE NEEDS OF YOUNG PEOPLE WERE THAT COME INTO THE PROGRAMS WITH SPECIALIZED NEEDS, AND THE RESOURCES THEY MIGHT PREDICT THEY WILL NEED, AND SHARING IT WITH THE SPECIAL EDUCATION DEPARTMENT LET THEM KNOW IF WE NEED A SPEECH, ADDITIONAL PAIRS, HAD TO MAKE SURE PROGRAMS AND BUILDINGS ARE ACCESSIBLE FOR YOUNG PEOPLE WHO HAVE MOVEMENT CHALLENGES, THAT WE ARE MINDFUL OF ALL OF THOSE.

NOT THAT WE HAVE NOT IN THE PAST, BUT IT HAS NOT ALWAYS BEEN ON THE FOREFRONT OF OUR MIND.

WORKING TOWARDS A MORE INCLUSIVE MODEL AND ENSURING YOUNG PEOPLE HAVE ACCESS, PEOPLE MAKING SURE WE INCORPORATE THE FEEDBACK AND WORKING WITH FOLKS WHO HAVE THE EXPERTISE IN THAT FIELD TO BETTER GUIDE OUR TEAM AND PARTNERS AND STRUCTURE EXPERIENCES FOR YOUNG PEOPLE SO WE CAN MOVE FORWARD WITH A NEW PATHWAY AND HEAL FROM THE JARRING CONVERSATIONS AROUND IN ABILITY AND ACCESSIBILITY TO SUPPORT YOUNG PEOPLE.

>> ONE OF THE THINGS I'’VE NOTICED SPEAKING ABOUT INCLUSION.

BPS IS MOVING TOWARDS FULL INCLUSION MODEL.

WHEN WE SPEAK ABOUT INCLUSION, PEOPLE BELIEVE INCLUSION IS JUST FOR SPECIAL EDUCATION STUDENTS.

INCLUSION IS FOR ALL STUDENTS.

EVERY STUDENT IS INCLUDED IN THE INCLUSIVE MODEL.

HOW ARE YOU AND YOUR ORGANIZATION MOVING FORWARD WITH SHIFTING OF THE MINDSET?

>> I THINK THAT HAS ALWAYS BEEN OUR MINDSET WITH OUR PARTNERS.

WE MEAN ALL.

WHETHER IT BE SUMMER, OUT OF SCHOOL TIME LEARNING, KNOWING THE NATURE OF WHERE YOUNG PEOPLE ARE, WHERE 80% OF THE TIME IS NOT IN A SCHOOL BUILDING.

WE HAVE TRIED TO DO IS MAKE SURE WE ARE IDENTIFYING THE PRIORITY GROUPS.

TALKING ABOUT INCLUSION, WE TALK ABOUT YOUNG PEOPLE WHO EXPERIENCED HOMELESSNESS, ENGLISH-LANGUAGE LEARNERS, PEOPLE FROM SOCIOECONOMICALLY DISENFRANCHISED COMMUNITIES AND BACKGROUNDS, AND YOUNG PEOPLE WHO HAVE IEP'’S AND TRYING TO BE MINDFUL OF ENSURING THEY HAVE GIVEN PRIORITY ACCESS AND EQUAL FOCUS TO MAKE SURE THEY HAVE A SEAT AT THE TABLE AND ARE PRIORITIZED FOR ACCESS AS SOME OF OUR MOST NEEDING SERVICE POPULATIONS IN TERMS OF SUMMER LEARNING AND OUT OF SCHOOL TIME EXPERIENCES.

WE HAVE MADE A LOT OF PROGRESS BUT A LOT OF WORK IS TO BE DONE, ESPECIALLY WORKING WITH OUR FAMILIES AND HAVING THEM UNDERSTAND THE PROCESS AND WHAT THEY HAVE ACCESS TO IN THE CITY.

>> TELL US ABOUT THE PROCESS.

>> IT IS OPEN TO ALL DPS STUDENTS.

WE WANT TO SIGN OUR KIDS UP FOR FIFTH QUARTER.

>> WE ARE USING THE SYSTEM, WE ARE IN OUR SECOND OR THIRD YEAR.

IT IS INTERESTING.

AN ONLINE ENROLLMENT MANAGEMENT SYSTEM.

IF FAMILIES REALLY WANTED TO START, THEY HAVE TO TAKE A LOOK AT THE SUMMER STUFF WEBSITE TO GET A SENSE OF WHAT IS OUT THERE.

BOSTON AFTER SCHOOL OR BEYOND WEBSITE WITH A LIST OF EVERY PROGRAM AND OUR NETWORK.

AND THEY CAN CONTACT ME OR REACH OUT TO US AT SUMMER LEARNING AT BOSTON PUBLIC SCHOOLS.

WE WILL WORK WITH THEM TO WALK THEM THROUGH THE PROCESS TO ALLEVIATE THE CUMBERSOME NATURE AND MAKE SURE THESE PROCESSES ARE SUPPORTING EQUITY AND ACCESS AND NOT HINDERING IT BY MAKING FAMILIES JUMP THROUGH HOOPS.

>> HAVE YOU CHECKED OUT ANY OF THE PROGRAMS?

DO ANY JUMP OUT AT YOU?

>> I HAVE CHECKED OUT SOME PROGRAMS.

A LOT OF THEM JUMP OUT AT ME.

I WANT TO BE MINDFUL OF BEING TRANSPARENT WITH WHAT FAMILIES HAVE EXPERIENCED THIS YEAR, INCLUDING THE PROGRAMS THAT LOOK AMAZING.

I THINK WE ARE HEADING IN THE RIGHT DIRECTION MAKING SURE ALL YOUNG PEOPLE CAN ACCESS THE PROGRAMS.

THERE ARE PROGRAMS I THINK THAT LOOK AMAZING.

OTHER PARENTS HAVE BEEN TOLD YOUR CHILD CANNOT COME HERE, THEY NEED THIS OR THAT.

SOME OF YOUR PARTNERS WERE GOOD AT THIS FOR YEARS, THE BOSTON NATURE CENTER.

EVEN THOUGH THAT IS NOT THEIR PROGRAMMING.

THAT IS WHAT MY CHILD NEEDS AND THAT IS WHAT THEY HAVE DONE.

ALSO RESPECTING THE FACT SOME ARE EXPERIENCING NOT JUST NOT KNOWING ABOUT THE OPPORTUNITIES BOSTON HAS, BUT SOME OF US WHO DO KNOW ABOUT THEM, SOME CHILDREN CANNOT ACCESS THEM BECAUSE OF THEIR UNIQUE NEEDS.

YOU ARE HEADING IN THE RIGHT DIRECTION HAVING THE CONVERSATION ABOUT MEETING THEIR NEEDS AND HOW WE PARTNER.

EVEN THE OFFICE OF SPECIAL ED AND SUPERINTENDENT WILL TELL YOU WE ARE NOT FULLY INCLUSIVE YET.

IT IS A SLOW PROGRESS, SO YOU GET SOME STUDENTS WHO MAY HAVE INDIVIDUALIZED EDUCATION PLANS AND SPECIALIZED NEEDS CAN ATTEND, BUT A LOT OF THEM CANNOT BECAUSE SUPPORT IS NOT THERE TO MAKE IT A SUCCESSFUL PROGRAM.

I THINK THEY ARE WONDERFUL SPORTS, ARTS, ACADEMICS.

WONDERFUL PROGRAMS THAT ARE THERE.

BUT THEY ARE NOT SET UP FULLY IN THE INCLUSIVE MANNER THAT CAN INCLUDE ALL CHILDREN SO THEY CAN HAVE THAT SENSE OF BELONGING.

I DON'’T WANT TO SEND MY CHILD TO A PROGRAM WHERE THEY WILL BE IN THE ROOM WHILE EVERYONE IS EXPERIENCING THE JOY OF SUMMER.

I JUST SAY THAT BECAUSE IT IS NOT JUST HISTORICAL INFORMATION.

MANY FAMILIES ARE GENUINELY EXPERIENCING IT.

BUT FOR THE PROGRAMS THAT ARE THERE, THERE ARE WONDERFUL ONES THAT I THINK AS WE PUSH FORWARD, MANY STUDENTS WHERE THE ONLY OPTION WAS THE EXTENDED SCHOOL YEAR MIGHT GO BEYOND I CAN GET MY SPEECH, MY READING SERVICES, BUT I CAN HAVE MUSIC CLASS, PLAY SPORTS AND ENJOY THAT EXPERIENCE, WHATEVER THE CHILD'’S INTEREST IS, TO HAVE THAT INCLUSIVE PROGRAM.

THE ORIGINAL QUESTION WAS ARE THERE ANY THAT I LIKE?

THERE ARE TONS, BUT NOT INCLUSIVE ENOUGH FOR MY CHILDREN JUST YET.

>> IT SOUNDS LIKE THE COMMITMENT TO ENSURING THAT ALL OF THESE PROGRAMS AT SOME POINT ARE FULLY INCLUSIVE OF ALL STUDENTS.

IF A FAMILY IS EXPERIENCING CHALLENGES, I KNOW YOU GAVE YOUR EMAIL, IS IT WHO TO TURN TO, REACH OUT TO YOU?

>> THERE ARE SEVERAL OF US THAT WORK ON IT.

I'’M MOST COMFORTABLE BEING THE DIRECTOR.

THE ONE TO PUT PEOPLE IN COMMUNICATION WITH OTHERS TO RECTIFY AND ADDRESS THE CHALLENGES AND CONCERNS.

WE ARE A SMALL TEAM AND THERE IS NEED THROUGH THE CITY.

WHAT I WANT TO OFFER IS I WILL BE THE CONNECTOR, I WILL ANSWER ANYTHING AND FIND THE FOLKS WHO CAN.

IT IS A GROWING PROCESS.

MANY FOLKS HAVE MISCONCEPTIONS ON WHAT IT MEANS AND WHAT IT ENTAILS.

IT IS NOT A LOT OF THE INFORMATION THAT THEY ARE PRIVY TO THAT IS SHARED.

FOLKS ARE SOMETIMES MORE CONCERNED ABOUT DOING WHAT THEY CAN WITHOUT DOING HARM AND IT RESULTS IN HARM BEING DONE.

MY INFORMATION AS WELL AS THE SUMMER LEARNING EMAIL ADDRESS ARE THE BEST WAY TO REACH US.

I'’M DEFINITELY COMMITTING MY WORK TO PUT FOLKS AT THE TABLE TO CREATE A PLAN AND PROVIDE SOLUTIONS FOR FAMILIES THROUGH THE CITY OF BOSTON.

>> SOUNDS GREAT, IT IS A WONDERFUL PARTNERSHIP AND BEGINNING TO THE OFFICE OF EDUCATION BEYOND BOSTON.

I'’M LOOKING FORWARD TO SEEING THIS PROGRAM GROW.

THANK YOU FOR SPENDING TIME WITH US.

>> MY PLEASURE.

I'’M EXCITED TO HEAR ABOUT AND CONTINUE TO GROW, THAT IS THE LONG-TERM GOAL, REGARDLESS OF SPECIALIZED NEEDS, YOU CAN CHOOSE WHATEVER PROGRAM YOU WANT AND FULLY PARTICIPATE AND BELONG WITH IT.

I'’M EXCITED ABOUT CONTINUING THE ADVOCACY.

THANK YOU.

>> PARTNERSHIP AND COMMUNICATION.

>> ADVOCACY MAKES PROGRESS.

>> THANK YOU SO MUCH.

WE WILL BE BACK TOMORROW.

THANK YOU FOR WATCHING.

GOOD NIGHT.