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BOSTOTSI
PUBLIC
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COMMONWEALTH OF MASSACHUSETTS
BOARD OF EDUCATION
BOSTON PUBUC UBRARY
GOVERNMENT DOCUMENTS DEPARTMENT
MAR 1 4 1985
REPORT NO. 4
TO THE UNITED STATES DISTRICT COURT.
DISTRICT OF MASSACHUSETTS
ON
BOSTON SCHOOL DESEGREGATION
VOLUME I
FEBRUARY 1, 1985
tat..
MASSACHUSETTS BOARD OF EDUCATION
Mr. James R. Grande, Hanover, Chairperson
Mrs. Mary C. Wright, Falmouth, Vice Chairperson
Mr. Robert A. Farmer, Brookline
Mrs. Anne C. Fox, Needham
Rev. Paul V. Garrity, Maiden
Ms. Milca R. Gonzalez, Worcester
Mr. Howard A. Greis, Holden
Mr. Gregory G. Nadeau, Marblehead
Mrs. Loretta L. Roach, Boston
Mr. Joseph C. Savery, Lee
Ms. Mary Ellen Smith, Boston
Mrs. Dorothea A. Zanetti, Wilbraham
Dr. John H. Lawson, Commissioner o/ Educaf ion. Secretory
Mr. John B. Duff, Chancellor, Board of Regents, Ex Officio
Report Coordinated by-
Franklin Banks, Special Assistant to the Commissioner on
Boston Desegregation
Joel Lidz, Editing, Proofreading
Produced by the Bureau of Operational Support
Cecilia DiBella, Director
Susan Gardner, Publications/Communications Coordinator
Susan M. Ridge, Typographist
Word Processing by—
Kathy LeBlanc, Kathy Keenan
1
TheMassachusettsDepartment of Education insuresequalemployrneiM,;uui.<iiiundiuppuriunitiesaiiumanve action regardlessof race color creed n2
ongin or sex. in compliance with Title IX, or handicap, in compliance with section 504. • • -■
PUBUCATION OF THIS DOCUMENT APPROVED BY DANIEL D. CARTER. STATE PURCHASING AGENT.
COMMONWEALTH OF MASSACHUSETTS
BOARD OF EDUCATION
REPORT NO. 4
TO THE UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
ON
BOSTON SCHOOL DESEGREGATION
VOLUME I
BOSTON
PUBLIC
LIBRARY
<-* ; / • ^
inQ
y.
TABLE OF CONTENTS
Page No.
OVERVIEW 1
I. MONITORING REPORTS
Student Assignments 7
Special Desegregation Measures ...15
Bilingual Education 21
Vocational and Occupational Education 25
School Facilities 29
Staff 31
Transportation 33
Safety and Security 35
Student Discipline 37
Parent and Student Organizations 39
II . DISPUTE RESOLUTIONS 43
III. MODIFICATIONS 45
OVERVIEW
This is the Fourth Monitoring Report on Boston Public
School Desegregation filed by the Massachusetts Board of
Education and Commissioner of Education under the Orders of
Disengagement entered by Federal District Court Judge W.
Arthur Garrity, Jr. on December 23, 1982. The report covers
Boston Public School operations from June 1984 through
November 1984, and is based upon data collected by
Massachusetts Department of Education monitors during this
period. As in the past, our data collection efforts have
been aided by the cooperation of Boston School Department
staff at the Central, Community District and individual
school level.
The format of the present report, which at first view
is similar to that used in our three previous documents,
reflects refinements intended to provide greater clarity and
focus. As in the past, the report is presented in two
volumes. Volume I contains an executive summary of findings
in each of the 10 monitoring areas (the Board and
Commissioner of Education were relieved of monitoring
responsibilities in the areas of Special Education and
Institutional Pairings in the Court's Order on Partial
Termination of Jurisdiction, dated October 31, 1984) , and is
again intended to receive wide distribution. Volume II
contains more detailed analysis of the findings, plus all
supporting documentation. Page references in Volume I again
direct the reader to the supporting materials in Volume II;
and despite the more limited distribution of Volume II, a
copy will again be made available for every elementary,
middle and high school in Boston.
Within each volume, and particularly within Volume I,
our narrative approach has been modified. Descriptions of
monitoring objectives and procedures, which were contained
in each of the previous reports, have been eliminated. This
allows for a greater emphasis upon compliance with the
specific Court orders identified at Appendix I of the 1982
Orders of Disengagement. We have also sought to focus our
findings and identify the remedial status of each order or
- 1 -
set of orders by indicating where Compliance, Partial
Compliance or Non-Compliance has been found, and in some
instances by indicating whether current findings represent
positive or negative trends.
These revisions in format have been introduced in
recognition that the first phase of the "transitional course
of disengagement" identified in the Court's 1982 Orders has
been completed. Section IX (B) of those Orders allows for
the filing of motions "(a)t any time after January 1, 1985"
so that the Court may determine "whether further judicial
withdrawal is appropriate." The Court's comments of
October 26, 1984, indicating its intent to have final orders
in place by the end of the current school year, reinforce
the need to direct current efforts toward those remedial
orders which remain to be addressed, and to identify those
areas in which remedial efforts have been satisfactory.
We therefore have chosen to provide a summary of our
monitoring findings in each of the ten areas, rather than
focusing on more specific concerns as was the case in
previous overviews. The reader will note, however, that
reference to specific problems is included below. The
critical monitoring issues identified in prior reports are
identified with an asterisk (*) .
STUDENT ASSIGNMENTS: Compliance with racial/ethnic
guidelines continues to be mixed. Improvements have
occurred in several specific schools (Burke, Dorchester and
English High School, King Middle School), as well as in a
few of the vocational clusters at the Humphrey Center. At
the same time, the effect of Examination School admissions
creates non-compliance with Middle School guidelines for
White students; elementary school non-compliance problems
are centered in Districts IV and VI; and enrollments
continue to drop in citywide vocational education
programs. * The Extended Day Kindergarten component of the
assignment process remains popular, although specific
instances of overenrollment and underenrollment are cited.
SPECIAL DESEGREGATION MEASURES: The degree to which
special measures have been implemented at schools
specifically identified in either Court orders or voluntary
agreements remains inconsistent. Several schools in which
special measures were undertaken are now in compliance with
racial/ethnic guidelines: Charlestown and Dorchester high
_ o _
schools; the Lee, Pauline Shaw and Tobin elementary
schools. Improvements are also noted at Burke High
School. Improvement of support services for Black and
Hispanic students at the Examination Schools has been
undertaken at the school level and in the Advanced Work
Classes/Academically Talented Sections program; these
efforts must be maintained and expanded. *
BILINGUAL EDUCATION: Compliance has been obtained in
the screening and assignment of bilingual students, the
provision of bilingual Extended Day Kindergartens, and the
clustering of students in order to provide sufficient
numbers for bilingual programs. Major problems remain in
these areas: the provision of vocational education programs
to bilingual students, the mainstreaming of bilingual
students through in-school transfers, and the delivery of
services and appropriate staffing for certain linguistic
groups. *
VOCATIONAL/OCCUPATIONAL EDUCATION: Despite specific
examples of compliance (programs for special needs students,
industry and community involvement) , major problems continue
to exist in the provision of exploratory programs, guidance,
bilingual services, and management support. The State
Board, through the Commissioner and Associate Commissioner
for Occupational Education, has initiated discussions with
Superintendent Spillane and his staff on the subject of
proposed modifications to the Unified Plan for Vocational
and Occupational Education. The Board intends to file its
proposed modifications, in accordance with Section VI of the
Orders of Disengagement, shortly after the filing of this
Monitoring Report. *
FACILITIES: Discussions among representatives of the
City of Boston, the Boston School Committee, and the State
Board have been held during the fall of 1984. While
completion of a Unified Facilities Plan had not taken place
by the Court's deadline of December 20, significant progress
had been made in identifying construction, renovation and
repair needs, and discussions among the joint planners
continue. *
STAFF: A modification of the Orders for screening and
rating of administrators was adopted by the Court on
November 26, 1984. * This new process is intended to
eliminate the large number of acting administrative
appointments identified in previous monitoring reports.
- 3 -
While there have been increases in the proportion of other
minority teachers and administrators within the system, the
percentage of Black teachers has declined.
TRANSPORTATION: No evidence has appeared to date to
indicate that previously identified problems of
contractor/driver accountability and complaint management
have been brought under control.
SAFETY AND SECURITY: Current safety issues are only
marginally related to specific Court orders entered at the
beginning of the remedial phase of this case. A new plan
for transportation safety has been implemented, although it
is too early to draw conclusions regarding its
effectiveness. *
STODENT DISCIPLINE: Total student suspensions have
decreased throughout the system, but the disproportionate
number of Black suspensions remains. While some schools
have taken steps to alleviate discipline problems, other
initiatives have yet to be funded, and the implementation of
a new promotion policy may raise additional discipline
issues.
PARENT & STUDENT ORGANIZATIONS The low level of parent
participation at the school level, and the fragmented parent
monitoring efforts that flow from this situation,
continue. While racially representative student councils
function in every middle and high school, there has been
neither compliance with Orders regarding Racial Ethnic
Student Councils nor the proposal of an alternative approach
within the context of the modification process.
The above findings are discussed in greater detail in
the individual sections of this volume, and are supported by
the additional analysis and data contained in Volume II.
These were developed under time constraints that were often
severe, given the production schedule of this report. Where
possible, data collection had to be completed by mid-
November, although exceptions were made where more time was
required in order to obtain accurate data. The pace of
discussion surrounding various modification proposals and
the Unified Facilities Plan has also made our task
difficult, and while we have endeavored to update our data
through early January, unavoidable inconsistencies may arise
between the date this Report is printed and the date it is
filed.
- 4 -
Notwithstanding these constraints, we believe the
present Monitoring Report contains the information necessary
to weigh proposals for further disengagement. In some
cases, these proposals should call for the narrowing of the
monitoring focus, rather than for complete disengagement.
The State Board believes such reduced monitoring is
appropriate in the areas of Bilingual Education, Safety and
Security and Student Discipline, and is filing a motion in
this regard concurrently with this Fourth Monitoring Report.
James R. Grande John H. Lawson
Chairperson, Massachusetts Commissioner, Massachusetts
Board of Education Board of Education
- 5 -
- 6 -
STUDENT ASSIGNMENTS
I. COMMUNITY DISTRICT SCHOOLS (DISTRICTS I-VIII)
ORDER Student Desegregation Plan, May 10, 1975,
esp. pp. 71-74, as amended, with particular
reference to amendment of March 24, 1982.
FINDINGS
A. HIGH SCHOOLS (Grades 9-12) Partial Compliance (Improved)
(pp. 6-7)
The eight community district high schools
met assignment guidelines, with the
following exceptions:
1. East Boston High School was above the
range for Black students, due to the
presence of the Business Magnet
program. This is a permissible
exception under Court orders. (p. 21)
2. Burke High School is one percentage
point below the range for White
students. This, however, represents an
improvement over last fall. Note also
that Brighton, Jamaica Plain and South
Boston High Schools, which were below
the permitted White enrollment range
last fall, are now in compliance,
(p. 22)
3. Jamaica Plain and South Boston High
Schools are above the range for other
minority students, by one and eight
percentage points respectively; and
East Boston High School is below the
other minority range by two percentage
points. Each of these instances
results from the clustering of
bilingual students. (p. 23)
- 7 -
B. MIDDLE SCHOOLS (Grades 6-8) Non-Compliance (Justified)
Fewer of the 20 district middle schools meet
permitted ranges, due in large measure to
the impact of Boston Latin School and Latin
Academy. Admission of white seventh graders
to these examination schools creates a
situation in which some districts are
inevitably out of compliance, since
permitted ranges are calculated on the basis
of students living within the geographic
district but attending schools anywhere
within the city. No district middle schools
are too high in white students. (p. 6, 29)
1. The Lewenberg (District III) and the
Dearborn (VI ) are above the range for
Black students, while the McCormack
(VI) and the Cheverus (VIII) are below
the range. Only in the case of the
McCormack is noncompliance created by
bilingual clustering. (p. 28)
2. Nine middle schools fall below the
permitted range for white enrollment:
the Curley and Roosevelt (II), the
Lewenberg and Shaw (III), the Thompson
(IV), the Cleveland (V), the Dearborn
(VI), and the Michaelangelo and Timilty
(VII). Bilingual clustering is a
factor in only one of these cases, the
Curley. (p. 29)
3. While a majority of middle schools fall
outside the permitted range for other
minority students (five are too high,
seven are too low), bilingual
clustering explains this result in
every case except that of the Lewis
(II), and that school is only one
percentage point below the permitted
range. (p. 30)
C. ELEMENTARY SCHOOLS (Grades 1-5) Partial Compliance
Compliance data for a number of the 62
district elementary schools are influenced
by the clustering of bilingual students.
Additional compliance problems, unrelated to
bilingual clustering, are concentrated in
Districts IV and VI. (pp. 35-40)
- 8 -
1. The Roosevelt (IV) is below the
permitted range for Black students,
while the Tynan and Winthrop (VI) are
above the Black student range. Of
these last two, the Tynan is located in
a White neighborhood. (pp. 35-36)
2. Seven district elementary schools
exceed the permitted range for White
students: the Channing, Conley, Grew,
Hemenway and Roosevelt (IV), and the
Perkins and Perry (VI) The Conley is
only one percentage point above the
permitted range. White enrollments
fall below the permitted range at the
Chittick and Taylor (IV) and the
Emerson and Russell (VI). The Chittick
shows improvement in this monitoring
period, however, and the Russell is
only one percentage point below the
permitted range. (pp. 37-38)
II. MAGNET SCHOOLS (DISTRICT IX)
ORDER Student Desegregation Plan, May 10, 1975,
pp. 74-76
A. HIGH SCHOOLS Partial Compliance
Boston High School and Copley Square High
School satisfy racial/ethnic guidelines in
all three categories. The high school
component of the Umana is two percentage
points below the range for other minority
students, a result of the clustering of
bilingual programs at other magnet high
schools.
English High School has realized marked
improvement in compliance with racial/ethnic
guidelines. The school is currently only
one percentage point below the permitted
White range, and one percentage point above
the permitted other minority range (the
latter result is explained by clustering
bilingual students at English).
Madison Park, on the other hand, has fallen
out of compliance in all categories. Black
and other minority enrollments are two and
- 9 -
one percentage point high respectively, due
in part to a large Cape Verdean bilingual
program. White enrollment is two percentage
point below the permitted range. (pp. 8-9,
21-23)
(For analysis of vocational/occupational
education assignments, see III below.
B. MIDDLE SCHOOLS Partial Compliance
All four magnet middle schools satisfy
racial/ethnic guidelines for White and other
minority students. The Wheatley and the
middle school component of the Umana are
three and two percentage points above the
Black range respectively. Middle school
results reflect improvement at the King
Middle School, which was out of compliance
in Black and White enrollments last year,
(pp. 8-9, 28-30)
C. ELEMENTARY SCHOOLS Partial Compliance
With the exception of the Hernandez School,
which operates a bilingual program with up
to 65% Hispanic students under the Court's
remedial plan, all magnet elementary schools
meet citywide guidelines for White
enrollments. Bilingual clustering explains
failure to meet Black and other minority
guidelines at the Curley, Haley and Trotter
(low other minority); the Guild, Hale and
McKay (high Black, low other minority); and
the Hennigan and Jackson/Mann (low Black,
high other minority). The Ohrenberger
satisfies racial/ethnic guidelines in all
three categories. (pp. 8-9, 35-40)
II. CITYWIDE VOCATIONAL PROGRAMS
ORDER Unified Plan for Occupational and Vocational
Education, September 8, 1975, as amended,
pp. 15-47
FINDINGS Partial Compliance
- 10 -
A. ENROLLMENTS
A major decline in vocational/occupational
education enrollments, common to all
programs and all racial/ethnic categories,
has occurred this fall. There has been a
20% decrease in skills training program
enrollment at the Humphrey Center, a 10%
decrease in citywide magnet vocational
enrollments, and a 45% drop in ninth grade
exploratory enrollments. (pp. 9-11, 54-66)
Shortfalls are also revealed when comparing
spring assignments to fall enrollments.
Eighteen programs attracted fewer than 80%
of assigned White students, and 19 programs
attracted fewer than 80% of assigned other
minority students. While 26 programs did
enroll more students overall than were
originally assigned, 14 of these instances
increased overrepresentation of a
racial/ethnic group.
B. DESEGREGATION
C. SEX EQUITY
Applying court-ordered guidelines (derived
from citywide enrollments, plus or minus
5%), only two programs at the Humphrey
Center complied in all three racial/ethnic
categories: Welding Laboratory and Nursing
Assistant. Four additional programs
(Automotive/Truck, Cosmetology, Data
Processing and Cabinetmaking) satisfied
guidelines for both Black and White
Students, and Word Processing satisfied
guidelines for White and other minority
students. Each of the magnet vocational
programs located in district high schools
was out of compliance in two or more
raeial/ethnic categories. (pp. 11-13)
Ten of the Humphrey Center programs satisfy
the guidelines for male/female enrollments,
compared to only six programs last year,
(pp. 13-14)
- 11 -
IV. EXTENDED DAY KINDERGARTENS
ORDER Memorandum and Order as to Kindergarten
Desegregation, August 12, 1977
FINDINGS Partial Compliance
The extended day kindergarten option remains
extremely popular among all racial/ethnic
groups. In most instances parent
preferences have been satisfied; but 15
programs drew an excess of White applicants,
four attracted an excess of Black
applicants, and one an excess of other
minority applicants. There has not been a
concerted effort to direct families to
under subscribed programs, and a few
instances of overenrollment (of White
students at the Eliot (VII) and Guild
(VIII)) and underenrollment (of Black
students at the Mozart (III) and Prescott
(VII), and White students at the Hennigan,
Mason, and especially the Lee (III)) remain.
Boston remains unable to capitalize on the
popularity of extended day kindergarten
programs because of the need to reassign
students at the first grade level. (pp.l5-
17, 67-70)
CONCLUS I ONS/ RECOMMENDAT I ONS
Given the constraints of White middle school
enrollments and bilingual clustering
identified above, Boston has demonstrated
general compliance with orders regarding
assignment of students to community and
citywide district schools. Specific efforts
in this regard deserve commendation: these
include the progress made at Burke and
English High Schools and the King Middle
School; the steady improvement in
eliminating racially identifiable schools at
the elementary level; and the maintenance of
successful extended day kindergarten
options. Further attention is required in
order to improve compliance, as regards both
specific schools (Madison Park High,
Hennigan and Jackson/Mann Elementary
Schools) and more general problem areas
- 12 -
(including the need to encourage alternative
assignments for White students in the
conununity districts, including extended day
kindergarten options).
The substantial enrollment decline in
vocational/occupational education programs
due to a lack of student interest in program
offerings presents a serious problem.
Regarding assignments of those students who
do choose to enroll in these programs, there
has been a limited amount of improvement in
compliance with assignment guidelines and
the reduction of sex-identifiable programs;
however, noncompliance in these areas
remains substantial, and Boston has yet to
address the situation with intensive
outreach and recruitment strategies.
In a broader sense, the results of student
assignment monitoring raise questions
regarding whether the present student
assignment system produces the desired level
of desegregation in Boston. Part of the
problem lies in specific assignment orders;
the need to reassign a majority of
kindergarten students into different schools
for first grade is clearly counterproductive
and should be replaced under any revised
student assignment orders.
Beyond such specifics, the overall approach
to student assignments contained in the
present orders should be reconsidered.
Under the present approach, in which
compliance is defined against the number of
students in each racial/ethnic category
attending school from separate districts,
schools may be in full compliance with the
enrollment ranges permitted by the Court
without achieving meaningful integration.
This situation will be exacerbated should
White enrollments in the districts continue
to decline (as is currently projected). If
White percentages plunge to single digits,
the notion of "compliance" may have little
relationship to generally accepted ideas
regarding "desegregation."
- 13 -
- 14 -
SPECIAL DESEGREGATION MEASURES
ORDERS
Orders of May 3, 1976;
March 21, 1978.
May 6, 1977;
20 schools designated by the Court for
special efforts to achieve desegregation
compliance:
Middle
R.G. Shaw
Thompson
High
East Boston
Boston Latin School
Boston Latin Academy
Boston Technical
Burke
Dorchester
Charlestown
r
Elementary
Ellis
Lee
Bradford (closed)
Hale (magnet)
P. A. Shaw
Emerson
Tuckerman (closed)
Guild (magnet)
Hennigan (magnet)
McKay (magnet)
Tobin
I . District Elementary, Middle, and High Schools
FINDINGS Partial Compliance
Elementary and Middle
The magnet elementary schools are discussed
in, the Student Assignment Report. In
general. Report Nos • 2 and 3 concluded that,
other than at the Tobin, few concerted
efforts have been made to attract and
maintain White students needed for
compliance at these elementary and middle
schools. (pp. 74-75)
- 15 -
School
1) Tobin
2) Pauline Shaw
3) Lee
Special
Desegreqation
Efforts
-restructured K-8
-better compliance
in 6-8 than K-5
-no preference
shown for in-
school 5th
graders for 6-8
seats over other
5th graders in
district
-word-of -mouth
reports among
parents
-some unique
programs
4)
Ellis
None
5)
Emerson
None
R.G. Shaw
Middle
None
Thompson
Middle
None
Compliance Status
Compliance
(pp. 74-75)
Compliance (pp. 74-75)
Compliance "
Non-compliance "
Non-compliance "
Non-compliance "
Non-compliance "
Some recent efforts at the Central Office and District levels to
improve compliance at some of these schools by using Chapter 636
funds have not yet resulted in improvement.
- 16 -
High Schools
School
1. Dorchester
2) Burke
3) East Boston
4) Charlestown
Special
Desegregation
Efforts
facilities
improvements
completed
new magnet
vocational
programs
Safety
improvements
some program
improvements
some facilities
improvement
safety
improvements
some attention
from school to
improve Business
management
program. Central
Office support
needed
improved
enrollment and
staffing of
bilingual
program as
ordered
Compliance Status
Compliance
(pp. 75-76, 86-87,
92-93, 94-95)
Partial compliance
(pp. 75-77, 84-85,
88-91)
Partial compliance
(pp.76, 124-152)
Compliance
(p. 76)
CONCLUS IONS/ RECOMMENDAT IONS
Dorchester and Burke - Commendation for
significant improvement toward compliance.
Facility improvements and program
development at . the Burke needs to be
completed. (p. 76)
East Boston - Commendation for school-
based improvement efforts, but Central
Office support has not been forthcoming.
(pp. 76-77)
- 17 -
Elementary and Middle Schools
Recruitment and outreach efforts aimed at attracting
geocoded students are needed, and these efforts should,
in large measure, be school-based and be a priority use
of Chapter 636 funds. Outreach should focus on a clear
statement of the mission and educational offerings of
each school. (pp. 74-75, 77)
II.
Examination Schools
ORDERS Student Desegregation Plan, May 10, 1975,
pages 48-49 and Memorandum and Orders
Modifying Desegregation Plan, May 3, 1976,
page 18; March 21, 1978, page 6.
FINDINGS Partial Compliance
Monitors, primarily through interviews with
administrators, other staff and students,
have focused on the problem of high rates of
non-promotion and non-retention of Black and
Hispanic students at the two Latin
Schools. (pp. 78-80)
Monitors noted a recognition by school
administrators that retention of Black and
Hispanic students in all three examination
schools was a real problem, and also noted
attempts by them to address this problem.
To date their efforts have been provisional,
supported by "soft" funds, and without
permanent allocation of funds and personnel
to bring about improvements. (pp. 96-102,
106-110, 115-123)
Similarly, some efforts have been made to
improve in the Advanced Work Classes/
Academically Talented Sections (AWC/ATS),
but major improvements in the selection
process and program implementation have not
been approved at the Central Office level.
Monitors have recommended improvements in
this program (which is the primary source of
those Boston Public School students who
attend the examination schools) because of
the relationship between poor preparation in
AWC/ATS and lack of success at the
examination schools. (pp.79, 103-105, 111-
114)
- 18 -
CONCLUS IONS/ RECOMMENDAT IONS
Administrators at the examination schools
and the Director of the AWC/ATS are to be
commended for planning and actually taking
steps to improve support and other services
to Black, Hispanic and other students.
Boston needs to: (pp. 80-81)
1. fully implement measures to improve the
selection and preparation of AWC/ATS
students so that their preparation is
equivalent to that of non-public school
students admitted to examination
schools;
2. institutionalize appropriate support
services as regular and permanant budget
items;
3. institute a systematic interview process
for students attempting to leave the
examination schools, and use information
gained from this to strengthen supports
provided;
4. recognize that the attitudes of some
staff create problems for the retention
of minority students, and make a firm
commitment to solving this problem.
- 19 -
- 20 -
BILINGUAL EDUCATION
I. ORDER Student Desegregation Plan of May 10, 1975.
This Order addressed six bilingual education
areas.
A. Kindergarten
FINDINGS Compliance
Bilingual kindergartens have been instituted
in 22 schools where 20 or more bilingual
kindergarten students attend. (pp.155, 163)
B. Assignment Responsibility
FINDINGS Compliance
The Boston Public School Bilingual
Department makes decisions to assign
students, while program location decisions
are made by the Department of
Implementation. (p. 155)
C. Orientation and Application Booklet
FINDINGS Compliance
Boston has prepared and distributed this
booklet in all needed languages. (pp.156,
167)
D. Information and Guidance Center
FINDINGS Compliance
Bilingual Community Field Coordinators,
located in district offices, provide
bilingual information and guidance in all
needed languages except Laotian. (pp. 156-
157, 168)
- 21 -
Exceptions to Assignment Limitations
FINDINGS Compliance
Exceptions have been made to assignment
limitations by race based on the need to
assign bilingual students to appropriate
programs. (p. 157)
Individual Assignment to Appropriate Program Within
District of Residence
FINDINGS Compliance
Bilingual students have been assigned to
bilingual programs within their district of
residence when possible. Some problems in
service delivery exist among Hispanic middle
and high school programs due to small
program size and the consequent need to
disperse bilingual counseling and other
services among several schools. Problems
still remain in the appropriate delivery of
services and staffing for the Haitian
program at English High School. (pp. 157-
159, 169-170, 176-178, 179, 180)
II.
ORDER
Unified Plan for Vocational and Occupational
Education in the City of Boston,
September 8, 1975.
FINDINGS Non-Compl i ance (Improvement Shown)
See Vocational/Occupational Education
Report, page 26. (pp. 187-190, 171-175)
III
ORDER
Memorandum of May 6, 1977
Screening and Classification of Bilingual Students
FINDINGS Compliance
Bilingual Master PAC and Boston Public
Schools have agreed to include information
leading to bilingual program assignment and
Lau classification in interviews between
local school staff and bilingual parents,
eliminating the need for separate mailings
providing such information. Bilingual
parents sign off on all assignments made
based on these classifications. (p. 159)
- 22 -
B. Program Transfers Within a School
FINDINGS Non-Compliance (Improvement Shown)
Boston still has not provided for the
transfer of bilingual students to regular
education programs in many schools,
primarily because of crowded regular
classrooms and lack of specific mechanisms
to facilitate mainstreaming. Some schools
have taken steps to address this problem
through sister clustering (compatible
scheduling between a regular education class
and a bilingual class allowing mainstreaming
to occur), and teacher training,
(pp. 159-160)
IV.
ORDER
Memorandum and Orders of March 21, 1978
Modifying Desegregation Plan
r
Bilingual Extended Day Kindergartens
FINDINGS Compliance
12 Bilingual Extended Day Kindergartens have
been instituted in Boston. (pp. 160-161,
165)
CONCLUSIONS/RECOMMENDATIONS
Boston is in compliance with all except two
of the major Court orders relevant to
bilingual education. The non-compliance
issues in bilingual-vocational/occupational
education are discussed in the Vocational
and Occupational Education report. Non-
compliance problems remaining in the area of
transfers of students from bilingual to
regular education programs (mainstreaming)
can be addressed by:
1. reducing regular education class size in
schools housing bilingual programs;
2. training staff ' in parallel scheduling
and sister clustering;
3. providing adequate ESL support in the
regular education program;
4. improving the effectiveness of language
assessment teams;
- 23 -
5. increasing two-way bilingual schools j
such as the Hernandez; |
I
6. educating bilingual parents on benefits |
of mainstreaming. I
(pp. 161-162) I
I
In addition, bilingual services to middle j
and high school students are in need of ;
improvement, in part through the i
consolidation of some middle and high school ]
clusters.
- 24 -
VOCATIONAL AND OCCUPATIONAL
EDUCATION
ORDER Unified Plan for Vocational and Occupational
Education, September 8, 1975, and amended
June 14, 1976 and January 28, 1978.
FINDINGS
A. RACIAL RATIOS AND ADMISSIONS CRITERIA
Partial Compliance (pp. 9-15)
(See Student Assignments Report)
B. CORE PROGRAMS Partial Compliance
Middle School Exploratory Clusters
Efforts have been made to bring all of
Boston's middle school exploratory programs
into full compliance. Notable
accomplishment has occurred particularly in
the Business-Distribution-Government related
cluster. The scheduling and instruction of
the three exploratory clusters continue to
vary among schools, and the student/ teacher
ratio is inconsistent among schools.
(pp.184)
Middle School Career Guidance
The status of supplemental career
exploratory activities in Boston's middle
schools continues to fluctuate and vary
among schools and districts. Most middle
schools discontinued or greatly reduced
their career education programs when the
priorities for Chapter 636 funding changed,
indicating a lack of school commitment.
A policy which outlines the career develop-
ment goals for students from kindergarten
through high school has finally been
completed but is awaiting school committee
approval. (p. 185)
- 25 -
High School Exploratory
The only district high school that remains
in partial compliance is W. Roxbury High
where the Food-Home-Health Services Related
Cluster is still not offered. (p. 186)
High School Employability Clusters
The employability cluster offerings in the
ten district high schools continued to be in
partial compliance with limited progress
towards full compliance since the last
reporting period. Non-compliance exists
mainly in the Food-Home-Health-Services
Related Cluster and in the Distributive-
Marketing Cluster. Full compliance exists
mainly in the Business-Office-Education
Cluster. (p. 186-187)
C. MAGNET PROGRAMS Partial Compliance
Most of the requirements for magnet programs
have been met; however, enrollment continues
to fluctuate between 50% and 71% of total
capacity. Each district, except Jamaica
Plain High, has a city-wide magnet
program. (p. 187)
D. IN-SCHOOL BILINGUAL Non-compliance (Improvement shown)
Native language bilingual vocational/
occupational programs are not provided by
Boston as specified by the Unified Plan.
All limited English-proficient students are
mainstreamed into regular vocational/
occupational programs and provided with
various instructional support services,
(pp. 187-190)
E. OUT OF SCHOOL YOUTH Compliance
Boston has provided services to out of
school youth. (pp. 190-191)
- 26 -
F. SPECIAL NEEDS STUDENTS Compliance
Boston has provided services for special
needs students and their teachers. (p. 191)
G. PROGRAM CHANGES Partial Compliance
Some incomplete program transfers as
indicated in previous reports remain
incomplete. (pp. 191-192)
H. PROGRAM SUPPORT COMPONENTS:
MANAGEMENT MODIFICATION Non-compliance
Boston has not instituted a distinctive
management structure for an effective
vocational/occupational education. (p. 192)
PUBLIC INFORMATION Partial Compliance
A variety of public information campaign
activities has failed to achieve the desired
results. Some progress has been made in
improving this situation. (p. 193)
PROFESSIONAL AND IN-SERVICE DEVELOPMENT
Partial Compliance
Participation in staff development has been
limited. (pp. 193-194)
INDUSTRY/AGENCY COMMUNITY INVOLVEMENT Compliance
(p. 194)
CURRICULUM ACQUISITION/REVISION Non-compliance
Only 20% of planned Competency Based
Vocational Education curricula have been
completed. Clear guidelines for usage of
CBVE curricula have yet to be provided,
(pp. 194-195)
COMPREHENSIVE JOB DEVELOPMENT Partial Compliance
Specific objectives for this program have
not been established for student placement
in trade and industry programs. Clerical
and business positions have been most
common. (pp. 195-197)
- 27 -
CONCLUS IONS/ RECOMMENDAT I ONS
In general, Boston must either make the
changes in the vocational and occupational
education program necessary for full
compliance with Court orders, or develop a
specific proposal to modify those orders.
Of particular concern are: appropriate
career education programs at the middle
schools; recruitment and enrollment of
students in non-traditional programs; the
development of effective bilingual/
vocational services; the development of an
effective management structure; effective
public information services; effective staff
development; and completion of "Competency-
Based Vocational Education" curricula,
(pp. 197-201)
- 28 -
SCHOOL FACILITIES
II.
II
IV.
ORDER Interlocutory Order of June 21, 1974
(prohibits construction of or changes to
school facilities without Court approval).
FINDINGS Compliance (p. 205)
ORDER Student Desegregation Plan, May 10, 1975,
pp. 6-7 (limits size of student bodies in
particular facilities and specifies which
schools are to be closed).
FINDINGS Compliance (p. 205)
ORDER Memorandum and Orders Modifying Desegrega-
tion Plan, May 6, 1977, pp. 37-40.
FINDINGS Partial Compliance
Boston has never developed a complete
facilities plan as specified under these
orders. A secondary school facilities plan
has never been submitted. (pp.206, 218-307)
ORDER Further Memorandum and Order as to Unified
Facilities Plan, August 15, 1979.
FINDINGS Partial Compliance
A School Committee approved list of schools
to be closed, and a finalized list of
projects anticipated for those schools which
are to remain open, have not been
presented. (pp. 206-207)
ORDER Orders Relating to Unified Facilities
Planning, March 21, 1980.
FINDINGS Partial Compliance
Joint planning from about 1981 was sporadic
until commencement of monitoring by the
Department of Education. (p. 207)
- 29 -
VI,
VII
VIII,
ORDER
FINDINGS
ORDER
FINDINGS
ORDER
FINDINGS
IX.
ORDER
FINDINGS
Supplemental Orders Relating to Unifiedi
Facilities Planning, April 2, 1980.;
(Requires closing of Mead School.) j
I
Compliance (pp. 207-208) |
I
Order on Joint Defendants' Motion for|
Adoption, May 11, 1981. (Requires closing
of 27 schools.) 1
I
Compliance (p. 208)
Memorandum and Supplementary Disengagement;
Orders, September 17, 1984. ;
Partial Compliance I
I
A complete Unified Facilities Plan has noti
been filed. Meetings on this matter
continue. (p. 208, 262-263, 272-274, 275-
277, 295-297)
Order to File Unified Facilities Plan,
November 2, 1984
Meetings to
a regular
monitor ing.
achieve this have taken place on
basis since commencement of
(pp. 208-209)
CONCLUS IONS/RECOMMENDATION
Boston must yet develop
long-range facilities plan
the Court, most recently
to be provided
Boston Public
1984. Still
list of all
to be closed
plan with
a comprehensive
as specified by
on November 2,
by the City is a
Schools selected
over the ten year period of the
the capacity of each and the
estimated date of closing. (pp. 209-212)
- 30 -
ORDERS
FINDINGS
STAFF
The desegregation of faculty and
administrative staff shall be implemented
according to the standards contained in the
orders of July 31, 1974, et al.
Partial Compliance
(pp. 311-312, 313)
Despite a small increase in the number of
Black teachers in the system, the percentage
of Black teachers has dropped from 20.85 to
20.24. This is the lowest percentage since
1981-82, and is moving dangerously close to
the 20% minimum and away from the 25% goal
set by the Court.
Both the number and percentage of other
minority teachers in the system have
increased during this monitoring period, the
percentage having risen from 8.42 to 8.53.
The percentage of Black administrators in
Category I (principals) has increased from
22.76 to 23.58; the percentage of Black
administrators in Category II (district and
central office staff) has decreased from
24.44 to 23.80.
The percentage of other minority
administrators in Category I increased from
3.25 to 4.88; the percentage of other
minority administrators in Category II
increased from 5.72 to 7.02.
CONCLUS lONS/RBCOMMENDATIONS
The decrease in the percentage of Black
teachers is cause for concern. Since Boston
is not now laying off teachers, the
percentage should be increasing towards the
25% goal. (p. 314)'
See Modifications Report for information on
changes in Rating and Screening Procedure
for administrators. (p. 509-541)
- 31 -
- 32 -
TRANSPORTATION
ORDER
May 10, 1975, pp. 80-83
FINDINGS Partial Compliance
The arrangements for identifying and
following up on regular (corner-to-corner)
transportation complaints by parents were
inadequate to determine the precise scope of
safety and reliability problems. Improve-
ments had been made in the contract for
transportation services and a systematic
effort had been made by the Department of
Implementation to be in daily contact with
schools to determine whether transportation
service was adequate. (pp. 343-344, 348-349)
CONCLDS lONS/RBCOMMENDATIONS
Monitors have not received evidence that
improvements have been made in the
development and implementation of a system
of contractor and driver accountability,
(pp. 344-345)
Boston should develop and implement a
complaint management procedure, and the
Transportation Unit should revise its
complaint log forms.
- 33 -
- 34 -
SAFETY AND SECURITY
I. ORDER Safety and Security Orders,
September 5, 1975
FINDINGS
A. CROWD CONTROL. Compliance (pp. 353-354)
B. AUTHORIZED ENTRY TO SCHOOL BUILDINGS AND TRESPASSING.
Partial Compliance
Not all visitors are required to have
previous appointments, although unscheduled
visits are no longer associated with
disruption of desegregation. (pp. 354-355,
372, 392)
A trespassing problem (due to multiple
unlocked entrances) continues at Madison
Park and HHORC, a fact which does little to
mitigate the perception of these schools as
unsafe.
C. ENTRY OF LAW ENFORCEMENT PERSONNEL. Compliance
Boston School Police have been very
effective in removing unauthorized persons
from schools. (pp. 355-356)
D. PARENT AND COMMUNITY MEETINGS. Partial Compliance
The need to prohibit parent and community
meetings from taking place during school
hours no longer exists. (p. 356)
E. PHOTO ID'S FOR GOVERNMENT EMPLOYEES. Non-compliance
The elimination of photo ID's occurred more
than five years ago. Their present need is
questionable. (p. 356)
- 35 -
F. DAILY REPORTS ON LAW ENFORCEMENT PERSONNEL.
Non-compliance
The Schools' Department of Safety Services
provides yearly reports on staff deployment
with updates as needed. (p. 357, 393-395)
G. OTHER SAFETY MEASURES. Compliance
Boston has gone well beyond court orders in
attempting to provide safe and secure
schools. (pp. 357-358, 364-370)
CONCLDS lONS/RBCOHMENDAT IONS
The current safety issues are only
marginally related to the specific orders.
The major concerns today are crime,
neighborhood problems, substance abuse and
disruptiveness . Boston must continue to
make schools safe, because many parents will
not send their children to schools they
perceive as unsafe. Significant safety and
discipline improvements have occurred at
English High School, which could serve as a
model for improvements at other schools.
(pp. 358-361)
- 36 -
I.
ORDER
STUDENT DISCIPLINE
Order Approving Addition to
Discipline, January 9, 1975.
racial slurs and epithets)
Code of
(prohibits
FINDINGS Compliance (p. 399)
SUSPENSIONS
A decrease in suspensions from 7012 during
the 1982-83 school year to 5707 in the 1983-
84 school year has occurred. However, many
schools continue to have suspension rates
high enough to merit concern. (pp. 399-400,
408-414)
DISPROPORTIONATE SUSPENSIONS BY RACE
Despite the suspension rate drop, the
disproportionate suspension rate of Black
students has remained the same. (pp. 400-
401, 415)
SAFETY AND DISCIPLINE PLAN
Efforts have been made to systematize
discipline procedures and develop
alternatives to suspension through the
following initiatives: (1) an increase in
support services; (2) the development of
Standards of Behavior; (3) school review
committees; (4) oversight committees;
(5) development of alternative programs;
(6) behavior management teams; (7) in-
service training on approaches to
discipline. However, behavior management
teams have not been funded; no information
has been submitted concerning oversight
committees; and in-service training has not
been scheduled. (pp. 401-404, 416-463)
- 37 -
PROGRESS REPORTS ON OTHER RECOMMENDATIONS j
Discipline problems have been alleviated byj
the following: (1) The addition ot
Directors of Instruction and Support;
Teachers to all middle schools; (2) use of;
"time-out rooms", (3) parental involvement.:
Some schools visited by monitors continue to
send home students who have violated rules|
without officially suspending them, a'
practice which denies their Consitutional;
rights. Shortages of books and materials is'
a widely cited factor in discipline;
problems. Most importantly, fears have been
expressed that a new promotion policy,
without a remediation plan, would worsen;
academic frustration for some students and
create additional discipline problems. ,
CONCLOS lONS/RBCOMMENDATIONS
Boston has gone to considerable lengths to
improve discipline in schools. In general,
Boston should continue to fund and implement
measures already initiated to reduce
discipline problems and should pay increased;
attention to the disproportionate suspension
of students by race. (p. 406)
- 38 -
ARENT AND STUDENT ORGANIZATIONS
I. PARENT ORGANIZATIONS
A. CKtOER
B . ORDER
Memorandum and Orders Establishing Racial
Parent Councils, October 4, 1974, and
subsequent modifying orders.
FINDINGS Partial Compliance
Although modifications have been made to
strengthen the operation of parent councils
at all levels, parent participation,
especially at the school level, is still
incomplete and often insufficient. (pp. 467-
468, 482-485)
Order of May 10, 1975 mandating the
establishment of a Citywide Coordinating
Council.
FINDINGS
C.
D.
ORDER
FINDINGS
ORDER
Compliance
The operations of the CCC ceased
September 1, 1978, its tasks largely
accomplished. (p. 468)
Supplemental Order of November 8, 1976,
concerning the role of the School Committee
in citizen participation groups.
Compliance (p. 469)
Memorandum and
September 1, 1977
relations among
Advisory Council,
Parent
Ethnic
Advisory Councils
Parent Councils
Further Orders of
concerning organizational
the Citywide Parents
the Community District
and the Racial
FINDINGS
Compliance (p. 469)
- 39 -
ORDER
Memorandum
and
Further
Orders
of
FINDINGS
ORDER
FINDINGS
September 15, 1978 clarifying the
responsibilities of the various citizen
participation groups as well as certain
procedural matters.
Compliance (p. 470)
Order of May 8, 1980 establishing procedural
guidelines for monitoring school
desegregation.
Partial Compliance
The Guidelines are not being followed. CPC
maintains that the Guidelines, which were
developed by the school department, are too
stringent. Boston maintains that CPC has
not carried out the staff training required
by the Guidelines. (p. 470)
ORDER
Memorandum and
reorganizing the
councils to increase
Semi-Final Orders
parent participation
their effectiveness.
FINDINGS
H.
ORDER
Partial Compliance
The goal of effective parent participation
has not been fully achieved.
Memorandum and Further Orders completing the
restructuring of the parent councils.
FINDINGS Partial Compliance
The
*w^ parent councils' monitoring is
fragmented, parents have not participated in
the screening of applicants for
administrative positions (because the
screening procedures have not been used) and
the Citywide Parents Council has not
provided adequately for staff development
and training. (p. 472)
CONCLDS lONS/RBCOMHENDAT IONS
Three major problems
functioning of the
parent participation
continuing tension
have impeded effective
parent councils: low
at the school level,
between the Citywide
- 40 -
Parents Council and the school department,
and a history of disorganization within the
Citywide Parents Council. (pp. 472-473)
We recommend the following steps:
1. The parent councils should be
as organizations independent
school department.
retained
of the
2. The election process and length of terms
to school parent councils should be
reviewed and modified to promote more
extensive and effective parent
participation.
3. The councils' monitoring responsi-
bilities should be concentrated on areas
of significant need.
4. The procedural guidelines for monitoring
should be reviewed and revised.
5. The relationship of the court-ordered
councils to other parent organizations
in Boston should be clarified.
The councils
the school
involved in
development
process .
should, with
department,
the Chapter
and program
the support of
be actively
636 proposal
implementation
II. STUDENT ORGANIZATIONS
A. ORDER Memorandum and Order of October 4, 1974
establishing racial ethnic student councils
in every middle and high school.
FINDINGS Non-Compliance
Only one school, Thompson Middle, has a
functioning racial ethnic student council.
The school department has done little to
support these councils, and very few of them
actually ever operated. (pp. 474-475, 492-
493)
- 41 -
B.
ORDER
Amalgamation Plan, which established the
system's student government organizations,
and made the racial ethnic student councils
subcommittees of racially representative
student councils.
FINDINGS Partial Compliance
Racially representative student councils
were elected in accordance with uniform
election procedures in every middle and high
school last year, but complete election
results have not been submitted this year.
No racial ethnic student council
subcommittees have been elected. No data
are available regarding the election of
student representatives to high school
parent councils. Last year only 10 of 17
high school parent councils had student
representatives; the situation is
complicated by the existence of minimally
operating parent councils at a number of
high schools. (pp. 476-477, 486-487, 488-
489)
CONCLOS I ONS/RBCOMMENDAT IONS
Racially representative student councils
have been functioning in every middle and
high school. There is only one functioning
Racial Ethnic Student Council. Boston has
not supported the RESCs, and has moved very
slowly to support a proposed modification
that would establish Communication Boards in
place of the RESCs. (p. 477)
Boston should:
1. support either the RESCs or a viable
alternative, including establishment of
a timeline for full implementation and
funding procedures; and
2. collect and submit student council
election data in a timely manner.
- 42 -
DISPUTE RESOLUTION
No disputes reached the level of State Board mediation
described at section V(D) (1) of the Orders of
Disengagement. The only correspondence regarding disputes
received by the State Board during this period were letters
sent by Plaintif f-Intervenors to the School Department,
relating to Chapter 1 and native-language remedial services,
as well as overcrowding and the shortage of aides in the
Bilingual programs at English High School. We have no
record of the School Department's response to these
matters. (pp. 497-506)
- 43 -
- 44 -
MODIFICATIONS
Negotiations concerning proposed modifications to
jrders regarding the screening and rating of administrative
ippointments continued throughout the summer of 1984. At
:he close of these discussions / the School Committee filed
its proposed modification with the Court on October 11.
This modification, with minor modifications by the Court,
vas adopted on November 26, except for the proposal to
maintain the then-current percentage of other minority
idrainistrators during periods of staff reduction. With
■egard to this last portion of the proposed modification,
:he Court directed the Boston Teachers Union to file offers
)f proof and a brief in opposition, with leave for other
sarties to respond. Both the Union and the parties
supporting the layoff proposal filed briefs in December,
(pp. 509-541)
Additional motions to modify outstanding orders were
filed on December 20, 1984. The State Board, with the
issent of both the School Defendants and the City of Boston,
requested an extension of the Unified Facilities Plan filing
leadline. The School Defendants also filed 10 numbered
issignment modification proposals, plus a more sweeping
notion to modify the assignment process on a pilot basis
:hrough the consolidation of present Districts III and IV.
vt the time this monitoring report was being printed, the
lourt had not ruled on these, motions. (pp.509, 542-580)
- 45 -
COMMONWEALTH OF MASSACHUSETTS
BOARD OF EDUCATION
. „ BOSTON PUBLIC LIBRARY '
GOVERNMENT OaaMlifs ofpffir
RECEIVED
MAR 1 4 1985
REPORT NO. 4
TO THE UNITED STATES DISTRICT COURT,
DISTRICT OF MASSACHUSETTS
ON
BOSTON SCHOOL DESEGREGATION
VOLUME II
FEBRUARY 1, 1985
5SACHUSETTS BOARD OF EDUCATION
lames R. Grande, Hanover, Chairperson
Mary C. Wright, Falmouth, Vice Chairpersorx
Robert A. Farmer, Brookline
Anne C. Fox, Needham
Paul V. Garrity, Maiden
AWca R. Gonzalez, Worcester
ioward A. Greis, Holden
jregory G. Nadeau, Marblehead
Loretta L. Roach, Boston
bseph C. Savery, Lee
4ary Ellen Smith, Boston
Dorothea A. Zanetti, Wilbraham
ohn H. Lawson, Commissioner of Education, Secretary
ohn B. Duff, Chancellor, Board of Regents, Ex Officio
rt Coordinated by-
din Banks, Special Assistant to the Commissioner on
m Desegregation
Lidz, tditmg, Proofreading
jced by the Bureau of Operational Support
a DiBclla, Director
1 Gardner, Publications/Communications Coordinator
1 M. Ridge, Typographist
i Processing bv —
» Silva, Eileen Davenport, Monica Weicn, t\athy LeBlanc, Kathy Keenan
sssachusetts Department of Education insures equal employment/educational opportunities/affirmative action regardless of race, color, creed, r
)r sex, in compliance with Title IX, or handicap, in compliance with section 504.
r>: lUI r,' ATU-.r
; DOCUMENT APPROVED BY DANtEL D CARTER, STATE PURCHASING AGENT
COMMOtWEALTH OF MASSACHUSETTS
BOARD OF EDUCATION
REPORT NO. 4
TO THE UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
ON
BOSTON SCHOOL DESEGREGATION
VOLUME II
BOSTON
PUBLIC
tlBR^RY
/^r»
' 2,3
I
I
TABLE OF CONTENTS
Page No.
INTRODUCTION 1
I. MONITORING REPORTS
Student Assignments 5
Community District Schools 5
Conclusions 7
Magnet Schools 8
Conclusions 9
Citywide Vocational Programs 9
Conclusions 14
Kindergartens 15
Conclusions 17
Attachments 19
Special Desegregation Measures 73
Schools with Special Desegregation
Measures 73
Conclusions 76
Examination Schools 77
Conclusions 80
Attachments 83
Bilingual Education 155
Report 155
Conclusions 151
Attachments 163
Vocational and Occupational Education 181
Compliance with Court Orders, etc.... 183
Core Programs 183
Magnet Programs 187
In-School Bilingual 187
Out-of-School Youth 190
Special Needs Students 191
Program Changes. . . '. 191
Program Support Components 192
Conclusions 197
School Facilities 205
Report 205
Conclusions 209
Attachments 213
- 1 -
staff 311
Report 311
Conclusions 314
Attachments 315
Transportation 343
Report 343
Conclusions 344
Attachments 347
Safety and Security 353
Report 353
Conclusions 358
Attachments 363
Student Discipline 399
Report 399
Conclusions 406
Attachments 407
Parent and Student Organizations 467
Parent Organizations 467
Conclusions 472
Student Organizations 474
Conclusions 477
Attachments 479
II. DISPUTE RESOLUTIONS 497
Report 497
Attachments 499
III. MODIFICATIONS 509
Report 509
Attachments 511
- ii -
INTRODUCTION
This is the fourth report to the Federal District Court on the
progress of desegregation in the Boston Public Schools, as mandated
by Memorandum and Orders of Disengagement/ December 23, 1982.
Volume I is a summary of the major findings, recommendations,
disputes and modifications, while Volume II contains the full
reports and supportive documentation.
Whereas Report No. 3 contained twelve monitoring areas, the present
document, in keeping with Memorandum and Order on Partial
Termination of Jurisdiction, October 31, 1984, has deleted two of
those areas (viz.. Special Education and Institutional Pairing).
Each of the ten reports in Volume II contains the following major
divisions:
I Monitoring Report
A. Orders
B. Summary
C. Findings
D. Conclusions/Recommendations
II. Support Documentation (letters, statistics, memoranda
in support of specific findings)
The following department personnel were responsible for the reports
submitted :
1.
2.
3,
Assignments
Staff
Special Desegregation
Measures
Bilingual Education
Key Monitors
Charles Glenn
James Case
Charles Glenn
Exam School Only
James Caste
5. Occupational Education David Cronin
Monitors
Judith Taylor
Nan Stein
Regina Lieb
Judith Taylor
Maureen Wark
Nan Stein
Dan French
Paula Willis
Therese Alston
Roselyn Frank
Franklin Banks
Ernest Mazzone
Oilman Hebert
Rudolf o Rodriguez
Elaine Cadigan
Naisuon Chu
Mamie Jones
Therese Alston
-1-
Key Monitor Monitors
6. Transportation Charles Glenn Judith Taylor
Regina Lieb
7. Facilities David Jones John Calabro
Samuel Pike
8. Saftey and Security Frank Banks
9. Student Dicipline James Case George Perry
Dan French
10. Parent and Student James Case (Parents) Doreen Wilkinson
Organization Marion Gillom
(Student) Dan French
Special thanks to Marlene Godfrey, the Director of the Greater
Boston Regional Center, for coordinating several components of this
report.
-2-
STUDENT ASSIGNMENTS
-?_
STUDENT ASSIGNMENTS
DESEGREGATION RANGE FOR COMMDNITY DISTRICT SCHOOLS
ORDER
SUMMARY
May 10, 1975, pages 71-74; March 24, 1982
"Each community district school shall have
assigned to it geocodes that lie within the
district, so that each school's racial and
ethnic composition generally reflects the
percentage of White, Black and other
minority students, kindergarten through
grade twelve, who reside in the
district .... Where necessary in order
to fit students assigned by geocode units to
seat capacities, to make allowance for
geographical obstacles and transportation
routes, and to minimize mandatory busing,
the composition of schools within a district
may vary within ranges to be determined by
computing the White, Black and other
minority shares of the district's student
populations and multiplying the resultant
percentages by 25 percent .... Exceptions
to these variation limits shall be permitted
where necessary to allow appropriate
bilingual assignments .... As a result,
some schools may have no other minority
students in attendance .... Students in
need, of bilingual education or special
education will be assigned individually to
appropriate programs within the district of
residence" (pages 72-74).
The only modification of this Order which is
significant for present monitoring is that
of March 24, 1982, in which the Court
allowed assignments to be made so that each
school would reflect the percentages of each
racial group in each district at the
appropriate grade level (grades 1 to 5, 6 to
8, 9 to 13) rather than for all grade
levels. The effect of this modification is
-5-
to make it more feasible to achieve
compliance. Note, however, that the
standard continues to be based upon the
number of public school students residing in
a district, so that the attendance of a
disproportionate number of students of one
racial/ethnic group in a district in magnet
schools can make it mathematically
impossible to achieve compliance in some
instances.
FINDINGS High Schools; Partial Compliance (Improved)
Of the eight district high schools subject
to the 1985 Order, four (Brighton, Jamaica
Plain, South Boston, Burke) were below the
permitted range for White enrollment in
November 1983. Only Burke remains out of
compliance, and its enrollment is improving
as a result of the special desegregation
measures undertaken over the past year.
Middle Schools; Non-compliance (Justified)
Of twenty district middle schools subject to
the 1975 Order, ten were below the permitted
range for White enrollment in November 1983;
nine remain out of compliance. The impact
of admissions to Boston Latin School and
Latin Academy at the seventh grade is such
that compliance cannot be achieved for White
enrollment in all district middle schools.
For example, the permitted range in District
II is 16%-26% White, but the actual combined
enrollment of the three middle schools is
only 14.4% White. There are no middle
schools which are too high in White
enrollment, nor are there middle schools
which are substantially further out of
compliance than others in the same
district. Thus it appears that none of the
district middle schools is racially
identifiable.
There are two middle schools below the
permitted range for Black enrollment as a
result of large bilingual programs, as
permitted by the Court. Three others are
above the permitted range for Black
enrollment as a result of large enrollment
in bilingual programs in other middle
schools in the same districts. Such
instances of non-compliance are permitted by
the Court.
—r>—
Elementary Schools; Partial Compliance
There are sixty-two elementary schools
subject to the 1975 Order. When allowances
are made for the impact of bilingual
programs in grades 1-5, there are nine
schools out of compliance. White enrollment
is above the permitted range in six schools,
and below it in three; Black enrollment is
low in one.
High Low High Low
White White Black Black
IV.
Channing
X
Chittick
X
Grew
X
Hemenway
X
F.Roosevelt
X
X
Taylor
X
Emerson
X
Perkins
X
Perry
X
VI.
CONCLDS IONS/RECOMMENDATIONS
Progress in high school compliance is
commended. while substantial non-compliance
exists in middle schools, it cannot be
remedied given present overall White
enrollments in district and citywide middle
schools. As noted in Report No.l, middle
school assignments appear to be as good as
possible under the circumstances. One third
of the district elementary schools are out
of compliance, in most cases because they
exceed the permitted range for White
enrollment. To put this in perspective,
note that only four of these are more than
1/3 White; very substantial progress has
been made since 1974 in eliminating
racially-identifiable elementary schools.
1. Continued effort to improve enrollments
at Burke High School is recommended.
2. Efforts to increase White enrollment in
Boston should include information about
opportunities available in district
middle schools.
3. Strong White enrollment in a number of
district elementary schools should
encourage efforts to improve
desegregation by voluntary transfers on
the basis of program choices.
-7-
II.
DESEGREGATION RANGE FOR MAGNET SCHOOLS
ORDER
SUMMARY
May 10,
1975,
pages 74-76
"Admission and assignment of students to
citywide schools shall be on an individual
basis, not by geocode. They shall grant
student preferences to the extent possible
while at the same time achieving a
desegregated student body . . . and
that the com-posi tions of community
schools remain within the ranges
those schools .... The
combined black and other
racially
assuring
distr ict
set for
white and
minor ity
percentages at each citywide school shall be
within five percentage points of the
systemwide percentages . . . ."
"The Hernandez School, which contains a
citywide Spanish-English bilingual program,
may enroll a student body up to 65% Hispanic
.... The examination schools are subject
to independent desegregation requirements .
n
...
The 1975 Order also discussed in some detail
the process for selecting those students who
would be admitted to over-subscribed magnet
schools. If necessary, students could be
assigned involuntarily to magnet high
schools, but not to magnet elementary and
middle schools (pages 76-78) .
The March 1982 Order modified these
requirements slightly by excluding students
residing in District VIII (East Boston) from
the computation of the assignment goals,
even though such students attend magnet
schools; the two magnet schools located in
District VIII were not affected,
of this modification was to make
easier to achieve compliance
racial/ethnic ranges.
The effect
it somewhat
with the
FINDINGS Partial Compliance (Improved)
In November 1983 one citywide high school,
English High, was out of compliance with the
permitted ranges for Black and White
enrollment. After substantial program
development and recruitment efforts, English
is in compliance for Black enrollment and
very near compliance for White enrollment.
-8-
Madison Park High has fallen out of
compliance, with Black enrollment higher and
White enrollment lower than the permitted
range. This is partly explicable by a large
Cape Verdean bilingual program.
In 1983 the King Middle School was above the
permitted range for Black students and below
that for White students; this situation has
been corrected by the new assignments.
Of ten citywide elementary schools, the Hale
is above and the Hennigan and Jackson-Mann
below the permitted range for Black
enrollment; this is attributable in part to
bilingual assignments.
Of eighteen citywide schools subject to
these strict assignment requirements, only
Madison Park High represents a real
compliance problem.
CONCLUS IONS/RECOMMENDATIONS
Magnet school assignments and enrollments
continue largely in compliance. English
High School and the King Middle School are
commended for compliance improvements.
1. Madison Park High requires attention
similar to that which English High has
been receiving and will continue to
require.
2. As recommended in Report No. 2, an
enrollment strategy is needed for long-
term stability at the Hennigan and
Jackson/Mann schools. Enrollment of the
small Hale school should also be watched
closely.
III. DESEGREGATION OF CITYWIDE VOCATIONAL PROGRAMS
ORDER September 3, 1975
SUMMARY
/
The Unified Plan includes detailed
requirements for vocational programs which
draw their enrollment citywide, including
all programs at the Humphrey Occupational
Resource Center and vocational programs at
four district high schools: Brighton, Hyde
-9-
Park, Dorchester and West Roxbury. A fifth
district high school program, at East
Boston, did not admit new students last
year.
The Unified Plan provides that:
1. students may be assigned to a program
only voluntarily;
2. oversubscribed programs will be subject
to random selection of applicants,
provided that racial and male/female
enrollment objectives are met;
3. all programs "will reflect the racial
ratios established by the Court for the
citywide schools" (this provision was
modified in March 1982 to exclude the
enrollment of the examination schools in
calculating the enrollment standard for
HHKORC programs) ;
4. "in those programs in which students of
one sex have represented less than 35%
of the enrollment of that program, the
admission (policy) . . . shall
specifically encourage a student
composition ... in keeping with the
citywide male/female ratio";
5. "insufficient applications for a
particular program from students of one
race will result in the underenrollment
of the program."
FINDINGS Partial Compliance
Total Enrollnients
The enrollment figures for students in
skills training programs supplied to the
monitors are summarized below, along with
the comparable figures from the preceding
year. They shov/ a decrease of approximately
20% from last year to this.
Total #
Students* Fall 1983 Fall 1984
Black
1
,362
1
,096
Wh i te
448
342
Other
Minor
ity
491
392
Total 2,301 1,830
♦Excludes students in special programs and
freshman exploratory.
-10-
The number of students in the freshman
exploratory has also declined, from 661 last
Fall to 362 this Fall — a decrease of 45%.
Since the exploratory program serves as a
recruiting base for the skills training
programs, it is likely that next year's
figures will be even lower.
Evidence of Recruitment
Uo information has been provided to monitors
on efforts, after assignments were made last
Spring, to recruit additional students of
the appropriate racial/ethnic groups to
programs so as to permit full enrollment and
compliance with the permitted range for
assignments.
In twenty-six instances, however, the number
of students enrolled in November is larger
than the number assigned last Spring.
Unfortunately, in 14 cases (54%) the
additional students admitted to a program
were of a racial/ethnic group already over-
represented in the program. Thus the
additional assignments did not have the
desired effect of achieving improved
desegregation compliance.
Actual Enrollment of Assigned Students
In many instances the number of students of
a racial/ethnic group enrolled in a program
is less than 80% of the number who were
assigned last Spring. Eighteen programs
failed to attract and actually enroll at
least 80% of the White students assigned,
and nineteen programs failed to attract and
enroll at least 80% of the other minority
students.
Compliance with Desegregation Requirements
Report No. 2 identified a number of programs
which were severely out of compliance with
the permitted ranges (more than 10
percentage points deviation from the
"ideal") for one or more racial/ethnic
groups. There were, in the Fall of 1983,
eleven programs substantially above the
permitted range for Black students and three
substantially below that range. The chart
below compares the current compliance with
that observed last year, using the same
standard. This year there are two below and
seven above, an improvement from last year.
-11-
Program
Word Processing
Dental Office
Heating, Air Cond.
Printing
67
Food Service
68
Health Service
68
Cabinetmaking
69
Photography
68
TV Production
70
Hotel/Hospitality
72
Fashion/Int. Design
75
Advanced Office
80
Machine Laboratory
80
Ideal: 56%
Ideal
Black
% Black
1983
Program
1984
13
Machine Drafting
38
18
Child Care
44
. 41
67
Marine & Sm Eng.
70
68
Legal Office
72
68
TV Production
72
69
Advanced Office
75
68
Health Laboratory
77
70
Machine Lab
82
72
Retailing
82
59%
Note that this standard is more generous
than that ordered by the Court, in
recognition of the difficulty of achieving
strict compliance.
Similarly, in Report No. 2 there were 13
programs identified that
the permitted range for
four substantially above
are now eight below
significant improvement.
compares both years,
standard.
were severely below
White students, and
that range. There
and two above , a
The chart below
using the same
Program
Banking
Health Aide
Fashion/Int.
Medical Office
Photography
Retailing
Kote 1/Kospi tal i ty
TV Production
Machine Lab
Nursing Assistant
Electronics
Commercial Design
Dental Office
Carpentry
Heating, Air Cond,
Word Processing
% V7hite
% White
1983
Program
1984
0
Dental Office
4
6
Machine Lab
5
7
Legal Office
5
7
Electronics
9
8
Photography
9
10
Retailing
10
10
Building Maint.
10
11
Hotel/Hospitality
10
12
12
12
12
37
Child Care
34
38
Plumbing
44
41
43
-12-
Ideal: 26%
Ideal: 21%
With regard to the other minority students.
Report No. 2 identified three programs whose
enrollment was substantially above the
permitted range and five whose enrollments
were severely below it. There are now five
programs substantially above the permitted
range and two programs below. This
indicates an increased enrollment of other
minority students in citywide vocational
programs.
Program
Fashion, Illustr
Sheet Metal
Machine Lab
Retailing
Plumbing
% Other
Minor ity
5
7
8
9
10
Program
Retailing
Plumbing
% Other
Minority
4
5
Banking
Dental Office
Word Processing
Ideal
18%
41
43
43
Ideal: 20%
Electronics 31
Medical Office 31
Banking 31
Dental Office 34
Machine Drafting 38
Female/Male Enrollments
Report No. 2 noted that six programs
complied with the standard of enrolling
female and male students so that the
proportions of both groups fell between 35%
and 65%. This year, ten programs meet this
standard: printing, food service, TV
production, commercial design, data
proce.ssing, photography, health laboratory,
retailing, fashion illustration and banking.
Recognizing the difficulties involved in
non-traditional recruiting. Report No. 2
used the much looser standard of 20% and 80%
to identify non-domplying programs. Nine
programs were identified as having
substantial over-enrollments of females
(over 80%) , and eleven as having serious
underenrollment {under 20%) . The chart
below lists the programs with substantially
disproportionate enrollments by sex from
last year and this year.
-13-
% Female
%
Female
Program
1983
Program
1984
Heating, Air Cond .
0
Auto Repair
0
Plumbing
2
Building Maint.
0
Auto Repair
2
Heating, Air Cond
0
Marine & Sm Eng .
2
Auto Body
1
Auto Body
3
Welding
2
Welding
3
Marine & Sra Eng.
2
Electrical
4
Plumbing
3
Machine
4
Electrical
4
Carpentry
4
Electronics
8
Electronics
6
Machine
12
Cabinetmaking
15
Carpentry
13
Health
31
Word Processing
81
Dental Assistant
88
Fashion/Int
32
Word Processing
88
Legal Office
83
Child Care
38
Dental Office
85
Fashion
90
Child Care
86
Legal Office
92
Nursing Assistant
88
Medical Care
94
Medical Office
95
Nursing Assistant
94
Cosmetology
97
Cosmetology
96
CONCLOS IONS/RECOMMENDATIONS
There is a serious decline in enrollments at
the Humphrey Center. The Department of
Implementation reported in May that all
eligible applicants had been assigned to the
Center. Subsequent assignments have
increased the enrollment, but it is still
far below the level of 1983-84. It seems
clear that the underenrollment is a result
of insufficient interest among Boston
students and not of the Court-ordered
assignment guidelines. Applications
continue to decline despite recommendations
since Report No.l in July 1983 that "strong
efforts (be made) to encourage students" to
apply-
There has been some reduction in the number
of programs substantially out of compliance
for racial/ethnic enrollment. However, 18
of 35 programs are substantially out of
compliance for at least one of the
racial/ethnic categories.
Boston has argued that compliance for the
Humphrey Center should be assessed by its
_TU-
total enrollment, aggregating all
programs. This is contrary to the specific
requirements of the September 8, 1975 Order,
which applies the racial ratios to
individual programs.
The number of programs meeting the 36%-65%
standard for enrollments of females and
males has increased.
The last three reports pointed out that the
problems of underutilization of citywide
vocational education capacity, and
continuing non-compliance with the
desegregation standards set by the Court
result primarily from a lack of vigorous and
effective outreach to students and their
parents. Boston has not submitted evidence
that it is prepared to undertake systematic
recruitment for occupational education
programs, despite extensive technical
assistance from the Division of Occupational
Education.
Recommendation: Efforts to recruit students
through active outreach, career education
and counseling, and encouragement at the
sending high schools should be a major
priority, as recommended in Report No. 3.
IV.
ASSIGNMENTS TO KINDERGARTENS
ORDER
SUMMARY
May 10, 1975, page 4
"If kindergarten students must be assigned
to schools outside their home neighborhoods,
the assignments shall be made in accordance
with . two principles: (1) the resulting
student bodies shall be desegregated, and
(2) the burdens of distance and
transportation shall be distributed
equitably across ethnic groups."
A "Memorandum and Orders as to Kindergarten
Desegregation" (August 12, 1977) noted that
Boston had proposed a different approach to
kindergarten assignments from that developed
by the Court's experts. The latter had
assigned students, for kindergarten, to the
same school that they would attend for first
grade, while Boston urged that a separate
-15-
set of geocodes be used for the kindergarten
of each school, thus permitting more
students to attend kindergarten near their
homes. Since this would result in less
desegregation, Boston proposed "magnet
kindergarten programs, called extended day
programs" to lessen racial segregation of
kindergarten students.
The Court noted, in this memorandum, that
"by producing a scheme in which most
kindergartens will constitute a fourth level
or separate grade structure, the defendants'
proposal does not strengthen the continuity
of enrollment of children in grades Kl
through 5 at the same schools. Thousands of
white children who attend public
kindergartens may continue to be reinforced
to switch to nonpublic schools, beginning in
grade 1, when the regular geocode
assignments become applicable" (page 2
footnote) .
The Court approved Boston's proposal of a
separate geocode structure for
kindergartens, and the use of extended day
(that is, full day) kindergarten programs to
achieve some desegregation.
In January 1983 the State reviewed and
approved an expansion of the extended day
kindergarten program to a number of new
sites, with specific provisions for the
racial makeup of each site. In September
1984 Boston reinstated pre-kindergar ten
classes (Kl) at a number of schools; the
State was not asked to approve this.
FINDINGS Partial Compliance
Parents of all racial/ethnic groups show
strong interest in extended day kindergarten
programs, and these programs have the
potential to contribute significantly to
desegregation.
Most programs enroll appropriate numbers of
students of each racial/ethnic group. As
noted in Report Nos . 2 and 3, however, there
continue to be instances in which either
more, or fewer White or minority students
have been recruited.
-16-
Monitors found no evidence of systematic
efforts to offer alternative EDP assignments
to parents who could not be given their
first choices, despite an understanding at
the time the assignments were approved, that
such efforts would be made.
The potential contribution of extended day
kindergarten programs to desegregation and
to strong public school enrollments is
seriously weakened by the lack of linkages
between kindergarten and first grade
attendance. It appears that parents are
rarely approached individually to encourage
them to keep their children in public
school.
The assignment of different geocodes for
kindergarten and for the elementary grades
works against enrollment stability,
continuity of instruction, and
desegregation.
CONCLOS IONS/RECOMMENDATIONS
Boston is commended for implementing an
extended day kindergarten program which
enjoys strong parental support, and for
recruiting and assigning students of all
racial/ethnic groups to desegregated
programs which, in most cases, meet the
Court's requirements.
1. A more effective method should be
developed of offering alternative
assignments to parents who do not
receive their first choices.
2. Programs located in predominantly White
sections of the city should not be
overenrolled with White students.
3. Parents of White children in
kindergarten should be approached and
encouraged to keep their children in
public school for first grade.
4. Consideration should be given to a
modification of the assignment plan
which would encourage students to remain
in the schools to which they are
assigned to kindergarten, if that
supports desegregation.
-17-
BOSTON DESEGREGATICN REPORT #4
ASSIGNMENTS
VOLUME II ATTACHMENTS
GENERAL
1. Explanation of 1984 Enrollment Tables (with 22 tables)
2, Special Analysis of Assignments/Enrollments (June 1984)
OCCUPATI(»JAL RESOURCE CENTER
' — }
1. Humphrey Center/Occupational Education
a. Chart: Programs and Ccxnpliance Indices
b. Chart: Success in Enrolling Students Assigned to
Programs
c. Chart: Proportional Enrollment of Females
2. Memo: Charles Glenn to John Coakley re Review of Magnet
Vocational Program Assignments
3. Memo: James Caradonio to Charles Glenn re Vocational Educa-
tion recruiting
4. Letter: Charles Glenn to James Caradonio
5. Memo: John Coakley to Charles Glenn re ORC Assignments for
1984-85
KINDERGARTEN
1. Report: Analysis of Extended Day Kindergarten Programs
2. Clipping
-19-
EXPLANATION OF 1984 ENROLLMENT TABLES
Tables have been prepared showing the November 1st 1984 enrollment
in each Boston public school, the Court-ordered racial/ethnic ranges
applicable to each school, and the proportion of students of each
of the three racial/ethnic categories who are transported to school.
The last figure provides one way of assessing the "equity of burden"
of the desegregative assignments, and has historically been used by
the Board of Education in reviewing assignment and facility plans.
Brief comments are provided in cases of non-compliance with the
permitted ranges; in most cases these point out an exception which
has been allowed by the Court in the interest of bilingual program
assignments.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Compliance of High Schools with Black Permitted Range
Compliance of High Schools with White Permitted Range
Compliance of High Schools with Other Minority Permitted
High Schools Ranked by Percent of Black Students Bused
High Schools Ranked by Percent of
High Schools Ranked by Percent of
High Schools Ranked by Percent of
Compliance of Middle Schools with
Compliance of Middle Schools with
Compliance of Middle Schools with
Middle Schools Ranked by Percent
Middle Schools Ranked by Percent
Range
Middle Schools Ranked by Percent
Middle Schools Ranked by Percent
Compliance of Elementary Schools
of Elementary Schools
of Elementary Schools
Schools Ranked by Percent
Schools Ranked by Percent
Compliance
Compliance
Elementary
Elementary
Elementary
White Students Bused
Other Minority Students Bused
All Students Bused
Black Permitted Range
White Permitted Range
Other Minority Permitted Range
of Black Students Bused
of White Students Bused
of Other Minority Students Bused
of All Students Bused
with Black Permitted Range <
with White Permitted Range i
with Other Minority Permitted Rangej
of Black Students Bused
of White Students Bused
\
Schools Ranked by Percent of Other Minority Students Bus€
Elementary Schools Ranked by Percent of All Students Bused
Enrollment of Other Schools [Examination Schools and Schools
to which students are assigned exclusively for Special Education]
[*] indicates that the school deviates from compliance primarily to
accommodate bilingual program assignments, as permitted by the
Court.
[**] Indicates that the school is in compliance; enrollment reflects
a Court-ordered magnet program.
-20-
UJU
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Bureau of Equal Educational Opportunity
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street. Quincy. Massachusetts 02169
June 18, 1984
TO: Commissioner
FROM: Charles Glenn
RE: Special Analysis of Assignments/Enrollments in Boston
The following table shows the impact of receiving first choice on
student enrollments in Boston. Whether students received their first
choice had relatively little effect on the retention of Black and
Other Minority students, but it did have a substantial impact on that
of White students.
The general rate was 86%: of the students who were assigned in May
1983 for 1983-84, 86% of them were still in the system a year later.
PERCENTAGE OF BOSTON STUDENTS REMAINING IN THE
BOSTON SYSTEM ONE YEAR AFTER RECEIVING THEIR
ASSIGNMENTS*
Black White Other Minority
ELEMENTARY
Students who received first choice 92% 84% 90%
Students who did not receive Qr>« cc<y Qo<y
first choice ^°^° ^^^ ^^^
MIDDLE
Students who received first choice 95% 89% 91%
Students who did not receive 91% 75% 89%
first choice
HIGH
Students who received first choice 91% 86% 86%
Students who did not receive 83% 71% 76%
first choice
*Data for students assigned in May 83 for 1983-84. Percentages
shown in table indicate portion of students originally assigned
who were still in the system in May 84.
-50-
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
VARIOUS ANALYSES OF FALL 1984 BOSTON ENROLLMENT DATA
December 10,1984
(1) Certain schools seem to serve primarily as kindergarten stations
for white students who go on to non-public schools (or possibly other
Boston public schools) for first grade. This was analyzed by
dividing the white enrollment in grades 1-5 by the white enrollment
in kindergarten. Schools offering kl as well as k2 are starred.
Listed below are 13 schools with more white students in kindergarten
than in grades 1-5.
District
K
1 - 5
1-5/K
■**■ 1 Lyndon
III
115
17
. 15
*<^ 10' Hearn
V
9£
££
.£4
-Vr 1 Kenny
V
106
£9
.27
♦* 1 K i 1 mer
III
77
34
.44
^ 1 Hernenway
IV
38
££
.58
f« 1 Everett
V
50
31
.6£
* 1 Beethoven
III
5£
33
.63
->*• 1 Phil brick
III
36
£5
.66
< IClap
VI
63
45
.71
** 1 Grew
IV
56
4£
.75
■^ 1 Longfellow
II
41
33
.60
X 1 Warren/PrescVII
84
75
.89
•^ IF.D. RoosevellV
55
51
.93
(2) Many schools lose a substantial proportion of the white students
assigned to them for grades 1 - 5; this is heavily affected by the
transfer of white students out of the system after kindergarten.
In the Spring of 1984 elementary schools were ranked by the percent
of white students assigned in the Spring of 1983 to grades 1-5 who
had failed to report in the Fall of 1983. Thus the white enrollment
at the Chittick school was 69% lower in grades 1-5 than had been
assigned. These percents were applied to the number of white
students assigned in the Spring of 1984 for Fall 1984 to produce a
projected white enrollment. Comparing this projection with actual
white enrollment in November 1984 shows that some schools did better
than projected, while others did worse. Listed below are the schools
whose actual enrollments were substantially lower than projected.
Assign Projected
Actual
# Below %
55
43
Tobin
I
£7
-£8 -
.51
-16
-.37
88
84
S. Greenwood
V
56
-3£ -
.36
-P8
-. 33
39
£4
Lvndon
III
17
-££ -
^f,
-7
-. 30
96
91
McKay
IX
65
-31 -
. 3£
-P6
-. £8
30
£8
Ernerson
VI
£0
-10 -.
33
-8
-. £8
39
56
Eliot
VII
40
1
03
-16
-. £8
c.'4
£9
Baldwin
I
£1
-3 -.
13
-8
-.£7
-51-
other schools had white enrollments (1-5) substantially higher
than projected; note that the Chittick showed the most marked
improvement by comparison with its loss of white assigned students
in 1983.
£9
19
Mason
VI
£5
-4
-. 14
6
.31
18
17
0' Hearn
V
££
4
.££
5
.32
79
6£
Quincy
VII
a£
3
.04
£0
.33
77
64
Tynan
VI
88
11
. 14
£4
.37
16
17
Stone
V
£4
8
.50
7
.4£
67
53
E. Greenwood
IV
79
1£
. 18
£6
.48
60
41
B lac ketone
VII
6£
c!
.03
£1
.51
29
19
Kenny
V
£9
13
.00
10
.57
65
£9
Marshall
V
5£
-13
-.£0
£3
.80
13
lei
End i cot t
V
19
6
.46
9
.95
36
11
Chittick
IV
30
-6
-. 17
19
1.67
(3) The tables in #2 are ranked by the percent change from projected
enrollment to actual enrollment in 1984. The following table
shows the schools with the highest percent of white students
assigned in Spring 1984 who did not report in Fall 1984.
DNR 1983
1984
1984 DNR 1984
#
%
Assigned
Projected
Actual
#
%
-15
-.38
39
£4
Lyndon
III
17
-££
-.56
•14
-.22
55
43
Tobin
I
£7
-£8
-.51
-36
-.51
61
30
Ellis
II
33
-£8
-.46
■42
-.38
114
71
Lee
III
67
-47
-.41
-3
-.04
86
84
S. Greenwood
V
56
-3£
-.36
£4
-. 33
62
41
P. fl. Shaw
IV
40
-££
-.35
-2
-.07
30
£8
Emerson
VI
£0
-10
-.33
-7
-.05
96
91
McKay
IX
65
-31
-. 3£
■21
-.30
59
4£
Winship
I
40
-19
-.32
-5
-. 10
42
38
Hale
IX
£9
-13
-.31
•16
-.26
55
41
Con 1 ey
IV
40
-15
-.27
10
-. 12
85
75
Gardner
I
63
-££
-.£6
-6
-. 11
62
55
Fifield
V
47
-15
-.£4
15
-.22
51
40
Guild
IX
40
-11
-. ££
-5
-. 13
39
34
Parkrnan
II
31
-a
-. £1
59
-.56
65
£9
Marshall
V
5£
-13
-. £0
■21
-. 16
127
106
Jackson-Mann IX
10£
-£5
-.20
15
-.32
41
£8
Beethoven
III
33
-8
-. £0
-52-
(4) Some schools have a persistent problem of losing white students
who are assigned for grades 1-5. The following table gives a
combined ranking for 1983 and 1984 of the percent of white students
assigned who did not report. It should be noted that, of the top
four, three are "special desegregation schools" designated by the
Court for efforts to improve desegregation compliance.
)id not report 1983
1984
Did not report 1984 1983&1984
Rank
Assigned
Actual #
Rank
Combined
Rank
-.38
-.51
-. 38
-. 33
— . 56
-. 30
-.37
-.26
-.32
-.69
-.27
~~ ■ ca
-.28
-.31
-.34
-. 18
-. 16
-. 12
-. 13
-. 11
-.26
-. 16
5 39 Lvndon III
3 61 >^Elli5 II
4 114 »*Lee III
9 62 * P.A.Shaw IV
2 65 Marshall V
13 59 Winship I
6 27 Hemenway IV
25 55 TiDbin I
17 55 Conley IV
10 41 Beethoven III
1 36 Chittick IV
15 55 Clao VI
26 51 Guild IX
14 40 Loriqfellow II
12 68 Charming IV
8 29 Mason VI
29 81 Holland V
33 127 Jackson-Mann IX
39 85 Gardner I
36 39 Parkrnan II
41 62 Fifield V
18 75 flgassiz II
35 38 J. F. Kenned 1 1
17
33
67
40
52
40
•DO
27
40
33
30
45
40
33
57
25
66
102
63
31
47
65
31
-28
-47
-19 -.
-5 -.
-28 -.
-15 -.
-8 -.
-6 -.
-10 -.
-11 -.
-7 -.
-11 -.
-4 -.
-15 -.
-25 -.
•-> •-%
-8 -,
-15 -.
-10 -,
-7 -.
46
41
35
20
32
19
51
27
20
17
. 18
22
, 18
16
, 14
19
,20
,26
,21
,24
, 13
, 18
1
3
4
6
16
9
19
C
11
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27
23
14
26
29
34
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12
15
13
36
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3
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-53-
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-55-
PAGE NO.
12/03/84
00001
The HuniDhrey Center
Proportional Enrollment of Females
Program
BUILDING MfllNTE
HEATING AIR CON
AUTQMOTIVE/TRUC
AUTOBODY REPAIR
WELDING LABORAT
MARINE & SMALL
PLUMBING
ELECTRICAL TECH
ELECTRONICS TEC
MACHINE LABORAT
CARPENTRY
MACHINE DRAFTIN
SHEET METAL LAB
CABINETMAKING
PRINTING
FOOD SERVICE
TELEVISION PROD
COMMERICAL DESI
DATA PROCESSING
PHOTOGRAPHIC TE
HEALTH LABORATO
RETAILING, MARKE
FASHION ILLUSTR
BANKING
HEALTH AIDE
HOTEL/HOSPITALI
ADVANCED OFFICE
WORD PROCESSING
FASHION/INTERIO
LEGAL OFFICE PR
DENTAL OFFICE
CHILD CARE
NURSING ASSISTA
MEDICAL OFFICE
COSMETOLOGY
# Females
% Fei
na les
Enrolled
IZI
0
1
1
1
1
£
5
g
3
11
3
A
8
£4
4£
£9
1£
56
£3
5
17
14
£3
G
£0
41
40
£8
30
£0
40
31
4G
87
Enr-
-jlled
0
0
0
1
£
S
3
4
8
1£
13
14
17
18
35
40
40
46
49
5£
55
56
56
58
66
71
75
81
8£
83
86
86
88
95
97
-56-
Bureau of Equal Educational Opportunity
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
April 23rcl 1984
TO: John Coakley
FROM: Charles Glenn
RE: Review of Magnet Vocational Program Assignments
d
Thank you for arranging a meeting last Thursday in your office to
review with Mr. Caradonio the assignment requirements related to
city-wide vocational programs.
I requested at that time that Mr. Caradonio develop an "action
plan" covering measures by the school system to encourage sufficient
applications from each racial/ethnic group to permit assignment of
and maintenance of enrollments in each program consistent with the
"admissions criteria" section of the Unified Plan. Such measures
would include participation by all middle school students and ninth
graders in exploratory cluster programs designed to expose them to
a broad range of occupations and to encourage them to consider
applying to city-wide vocational programs. It would also include
career guidance efforts tied specifically to the available programs,
vigorous outreach from the various programs to encourage applications,
follow-up on students who express interest, assignment of staff with
specific responsibility for recruitment (with an indication of what
portion of their time would be or already is devoted to it),
supplementary recruitment for programs for which (at the time of
initial assignments) an insufficient pool of applicants from any
racial/ethnic group are available, and follow-up with assigned
students to increase the likelihood of their attending in the Fall.
It was my understanding from the discussion that definite problems
exist in obtaining the cooperation of some headmasters and middle
school and high school guidance staff, and that, currently, no staff
have the primary responsibility of recruitment for city-wide
vocational programs. I understand that there was considerable
participation in a recent "career day," and that Boston staff will
be receiving training arranged by the Department of Education on
recruitment of under-represented groups to vocational programs.
I'm sure you will agree that such activities, vatuable as they are,
must be supported by a solid commitment at the sending schools, and
we will be looking for evidence of such commitment.
-57-
April 23rd 1984 page two
I agreed to state, in writing, the concerns with which we will
approach the review of proposed assignments to city-wide vocational
programs.
We expect that the proposed assignments to each city-wide program
(the Humphrey Center and the "magnet programs" at certain high
schools) will reflect the required standards. We expect that
insufficient applications for a particular program
from students of one race will result in the
underenrollment of the program
and that there will be
supplementary recruitment in the event that insufficient
applications are received from students of one race.
We also expect that admissions to these programs
shall be made on the basis of equal numbers of male
and female students, so far as the pool of applications
filed permits.
I went over these and other requirements of the "admissions criteria"
from the Unified Plan with you and Mr. Caradonio to assure that we
were all agreed about what the Court has required with respect to
city-wide vocational program assignments.
I questioned Mr. Caradonio about language in his April 6th response
to Report No. 2, which suggested that he believed that
the State also calls for the adoption of procedures
which will further decrease enrollments in vocational/
occupational programs.
I pointed out that
(a) these procedures are required by the Unified Plan and have
been since 1975; and
(b) the Court-ordered procedures are designed and intended to
assure full enrollment of each program on a desegregated
basis, as part of the remedy for previous violations of
the constitutional rights of minority students in the
vocational area in Boston. Such full enrollment depends
upon vigorous and coordinated efforts to encourage applications
from students of all racial/ethnic groups, male and female.
It is the lack of such efforts, and in particular of
cooperation on all levels of the School Department, which
would result in underenrollment of any program and thus in
denial of educational opportunities.
I believe that we reached an understanding about the source and nature
of assignment requirements, and the efforts required to achieve
compliance and full enrollment for each program. I will look forward
to receiving an "action plan" from Mr. Caradonio and the proposed
assignments - in early May - from you.
CO. Franklin Banks, Robert Blumenthal, Esq., Dr. David Cronin
Marlene Godfrey , James Caradonio, Boston Public Schools
-53-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
EDUCATION/EMPLOYMENT
JAMES A. CARADONIO, Director
84-416
September 14, 1984
Memorandum to: Dr. Charles Glenn
From: James A. Caradonio
Re: Vocational Education Recruiting
rector, Education/Employment
Prior to submitting a formal Action Plan for Vocational Education
Marketing, we have asked to meet with you in order to clarify
State monitoring criteria.
At our meeting, I hope that we will be able to clearly agree to:
a) realistic goals and operations for a systemwide marketing
program.
For example, the task to follow-up on all students
expressing interest in vocational programs requires further
discussion .
What does "fol low-up" . entai 1? Why all students?
b) an understanding of how the present assignment procedures are
often inconsistent with standard, acceptable recruitment
procedures. Professionals who recruit students, athletes,
soldiers, etc. have the ability to often immediately guarantee
placement. Our current process has too little "pay oft
potential" for both recruiters and recruitees. We wish to
make some suggestions to current assignment procedures,
especially regarding supplemental recruitment campaigns.
75 NEW DUDLEY STREET, BOSTON, MASSACHUSETTS 02119 • (6171 442-5200, x587, 588
-59-
c) The- student market. We must clarity the student market:
(1) over 50% ot all white BPS high school students are en-
rolled in schools or programs which exclude them trom
active participation in the Humphrey Center. Although
some adjustments have been made to account tor this, the
State does not seem to be cognizant ot this reality.
(2) Tne new Promotional Policy has had - and will continue
to have - a negative impact on student participation in
any extra-curricular activities or programs, including
vocational education.
(3) When enrollments decline, individual schools hold on to
their students quite tenaciously and discourage students
from participating in any external programs. State
Department reports have documented the declining
enrollment ot our school system.
(4) Vocational programs are voluntary. Students are
assigned only if they choose programs. It is quite
possible that consumers will not choose to purchase
a product - even if that product is properly packaged
and well-advertised.
(5) Adolescents make tentative career choices. Human
development research indicates that people make firm
career decisions between the ages ot 24 and 44 - not
15 - 19. For the majority of high school age vocation-
al students, their skill training programs are explora-
tory programs. We must administer our programs to
assist students to clarify their self-images and
abilities in relation to the skills required in the
world of work. We are having more ability to satisfy our
customers through more streamlined assignment procedures
which allow students to change programs during the course
of the school year.
(6) Some of our programs should have declining enrollments
because there is little potential for career growth.
(7) Vocational education has a negative image. The Humphrey
Center's location has a negative image for city residents
These are realities within which we must operate and set
realistic goals and objectives. Any marketing program is
a long-term effort - not just a one-shot blitz of in-
formation. We are utilizing our 636 funds to increase and
strengthen career education in the middle schools. Our
"career guidance efforts are tied to attracting students to
available programs".
-60-
However, it is not our goal to "attract students to avail-
able programs". It is our goal to assist students to plan
productive and satisfying lives. All our activities are
means to this end. In the process of so assisting
students, students will fill the programs - or we will
phase out underenrolled programs in order to re-allocate
funds into other high growth/high demand areas.
We ar<i required to help students and parents change
traditional viewpoints and stereotypes.
We have already completed many activities related to the
planning of a comprehensive marketing plan. Since none of
us has tormai marketing training we are learning the
trade. We also are requesting technical assistance from
business and/or university resources. Please see
enclosures .
d) It would help us if you could provide examples of what con-
stitutes "vigorous outreach from the programs themselves."
The use of teachers for recruitment could have collective
bargaining and financial implications which we need to address
prior to any implementation.
e) Time allocations
I would like to decide on procedures for responding to Court
monitors which minimizes our time pent in filing out reports
nd maximizes our limited time and resources to doing these
needed activities.
For example, the State Department will soon conduct monitor-
ing for Report #4. Staff assigned to work on marketing will
have to lessen ttiose activities to address State inquiries for
Report #4, IVe need you to be aware of the impact of the
monitoring process - while we aid the monitors we are not
achieving tasks.
I also am enclosing a copy of the l9«4-85 Key Results tor our
department. As you can see, we had already included several
activities relating to marketing and guidance. Vv'e are spending
our money and time (not enough of the former is available).
-61-
We look forward to meeting with you in order to clarity our |
concerns. ;
I.
Enclosures j
/n i
I
c: Robert Spillane . j
John Coakley I
Frank Banks j
I
-62-
DUredU UT cqud I cuuLat-iuiia 1 ujjpui cum ljt
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
October 2, 1984
Mr. James Caradonio
Director, Education-Employment
55 New Dudley Street
Boston, Massachusetts 02119
Dear Jim:
I am sorry I couldn't make the meeting on September 21st, but the new
requirements of the Court make it appropriate to postpone discussion
until we have a chance to review the forthcoming filing of the School
Department. I assume that the filing will include a plan for bringing
vocational education assignments into compliance through vigorous
outreach. I also want to be sure that Associate Commissioner Cronin
and his staff are fully involved in assessing the plan.
However, there are several points in your letter that do deserve a
prompt response. Let me start by emphasizing that we are realistic
and flexible in our monitoring. For example, our reports have called
attention only to the vocational programs that are sharply out of
compliance; nit-picking is not our purpose. I must stress neverthe-
less that the task given us by the Court is monitoring for compliance,
to identify problems as well as progress. We cannot negotiate the
terms of compliance. The Boston Public Schools must take the initiative
for any changes.
Surely the request for an effective program to increase the number of
applications from all racial/ethnic groups is not an unreasonable one.
The Unified Plan of 1975 required a public information campaign to
(1) increase awareness of vocational/occupational education goals and
programs, (2) aid parents and students to make informed choices and
(3) increase enrollments to targeted levels. Pages 53 to 56 of the
Plan identify specific audiences and recruiting procedures. Moreover,
staff from the Department of Education have provided technical
assistance to Boston. Just one example: Mimi Jones of the Greater
Boston Regional Education Center delivered two inservice training
sessions, on recruitment and retention, to HORC staff this past spring,
and supplied them with extensive materials developed by the Division
of Occupational Education. These materials, by the way, contain not
only step-by-step procedures for recruiting but also numerous
successful examples and models.
-63-
Mr. James Caradonio page two October 2, 1984
Nine years have passed since the Unified Plan was ordered. It is almost
the end of 1984, and we hope for more than "activities related to the
planning of a comprehensive marketing plan," or a litany of reasons
why you can't conduct effective recruiting.
Let me address the specific points in your letter concerning vocational
education assignments.
• assignment procedures - Suggestions for improvements in the
procedures should be proposed to the Court, not to us,
through a motion to modify existing orders. Remember that
declining applications for vocational assignments accounted
for a significant portion of the non-compliance noted in our
last report.
• enrollment goals - The enrollment goals for the HORC have been
adjusted to reflect the proportion of white students enrolled
in programs which preclude participation in the HORC.
• impact of the new promotional policy on extra-curricular
activities - Is vocational education an extra-curricular activity?
If it is true that the new policy is having a negative impact
on assignments, the Court should be alerted to a possible
conflict with its orders.
• high schools discourage students from attending the HORC -
Our reports have called attention to this problem, as you noted
in your recent circular to headmasters.
t vocational programs are voluntary, adolescents make tentative
career choices, voc ed has a^ negative image - Are you arguing
against vocational education or the HORC?
If you believe, as I assume you do, that Boston offers valuable
vocational education programs, aren't you disturbed that students
are not attracted to them? Can we agree that a positive approach
to vocational education outreach will benefit both the students
and the vocational education programs of Boston?
cc: John Coakley
David Cronin
Naisuon Chu
Franklin Banks
Charles Glenn
-6h-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF IMPLEMENTATION
John R Coakley, Senior Officer
May 25, 1984
MEMORANDUM
TO:
FROM:
Charles Glenn
John Coakley
SUBJECT: ORC Assi gnmeiiirs for 1984-85
Please find enclosed the proposed ORC assignments for 1984-85 and
other pertinent information.
1 . Exploratory
Printout #1 contains the numbers — and September schools of all
el igible applicants. We propose to assign all:
Black
587
60%
White
139
]k%
Other
261
26%
Total
987
We would monitor carefully the future applications for ORC and
would allow only White applicants to be assigned until we reach
17^. We also would join ORC's marketing effort to recruit
students.
In fairness, I wish to acknowledge that history suggests some of
the above applicants/assignees will "drop out" of ORC by October 1,
1984.
2. Ski 1 1 Development
a. The ORC tallies — first, second, third preferences — for each
skill program are enclosed. Kindly note that some students
may not have been eligible, e.g., a Music Major at Madison Park.
b. Skill codes are enclosed on a Student Application.
c. Proposed assignments - by program, by race and gender.
26 COURT STREET, BOSTON, MASSACHUSETTS 02108 • 726-6200, EXT 5500, 726-6555, EXT 5500 AREA 617
-65-
Charles Glenn 2. May 25, 198^
Please note on the printout:
Ampersand = a new program in Graphics for substantially
separate special needs students who will not
be mainstreamed
Dollar sign = students who are still carried on ORG register
but who did not return applications. ORG will
be directed to consult with such students and
ascertain their plans
Asterisk = a relatively new program in Building Maintenance
for substantially separate special needs students
who are not mainstreamed.
Kindly note the ORG goals for 198i»-85
Black White Other
High
63%
2$%
2]%
Ideal
S3%
2}%
20%
Low
55%
]e%
19%
The proposed skill development assignments, in total are
Black White Other Total
1312 396 A68 2176
60% 18% 22%
d. Proposed assignments - by September schools
The printout would appear to be self-explanatory
e. Proposed assignments - by GLUSTERS
Please note that each of the eight clusters is within the
range for White students, and six of the clusters are within
the range for Black students.
In conclusion, we have endeavored to address issues of racial isolation
and sexual stereotyping and predictable enrollment "fall-off". Our proposal
for the Exploratory Program is aimed at avoiding a common criticism that we
turn away applicants to the Occupational Resource Genter. Our proposal for
the Skill Program is consistent with the rules listed on page 3 of the
April 1983 Assignment Procedures for ORG (Attachment #3).
bmj
Enclosures
cc: Office of Superintendent
Robert Peterkin
James Garadonio
Catherine El 1 i son
John Canty
Lydia Francis
Patricia Murray-Blume _r/-
Analysis of Extended Day Kindergarten Programs
Extended day kindergarten programs are a common and effective element
in desegregation plans in Massachusetts. In addition to their
educational benefits, they allow school systems to draw students to
schools to which they are not assigned on a mandatory basis, and thus
to enhance desegregation on a voluntary basis. Such programs in
Worcester and in Springfield, for example, have made an important
contribution to desegregation.
To be effective in desegregation, extended day kindergarten programs
need to attract and enroll the appropriate numbers of students of
each racial/ethnic group, and to have an effective linkage with the
primary grades in the same school, so that parents will keep their
children in the school when they have the option of returning them
to a local school for first grade.
BOSTON
The extended day kindergarten programs (EDP's) in Boston are clearly
attractive to parents of all racial/ethnic groups. As of April 1984
there were fifteen EDP programs with more white applicants for 1984-5
(a total of 83 students) than could be accommodated. Although
Black and Hispanic parents tend to wait until Fall to register for
kindergarten, there were four programs (30 students) which could not
accommodate all of their Black applicants, and one (6 students) which
could not accommodate all of the Other Minority students who had
already applied.
Several of the programs which, last April, had an access of white
applicants are located in primarily minority areas, and one of those
with an excess of Black applicants is in South Boston.
Although there is strong parent demand for EDP's, problems arise in
two respects in the relation of these programs to desegregation.
(1) In a few cases, more students of a racial/ethnic group are
assigned to an EDP than should be, under the Court's guidelines.
Instances of concern were pointed out in Report #2, and again in a
memorandum from Charles Glenn to John Coakley dated April 28, 1984,
included in Report #3 (volume IIA, pages 104-108).
* the Guild School in East Boston enrolls fifteen white
students in its EDP, rather than the ten which would
be appropriate;
* the Eliot School in the North End enrolls seven white students
in its EDP, despite an agreement (see Report #3, IIA, 109)
that no more than four would be enrolled.
-67-
At the same time, some schools enroll fewer students of a racial /ethnic
group than would meet the desegregation standard. Concern was
expressed, in the April 28 memo, about Black enrollment at the Mozart,
which remains low by 11 students, and at the Warren Prescott, which
remains low by 7 students. Several other programs, it is fair to
add, did attract additional Black students.
The memo noted the need to recruit more white students for five
programs; four of these remain low. In one case, the Lee School,
the substantial shortfall of white EDP enrollment is a matter of
special concern, given the intended contribution of the program to
meeting special desegregation requirements for that school. Last
year the Black/white ratio in the EDP was 2.5:1; this year it is 6:1.
As noted above, tiiere were 83 white applicants who could not be
accommodated in fifteen EDP programs which were oversubscribed by
the initial applications. Monitors were informed in April and May
that a special effort would be made to reach disappointed white
applicants, to encourage enrollment in the undersubscribed EDP's.
An update on this effort was requested in August. So far as
monitors have been able to determine, however, the kindergarten
recruitment efforts which have occurred have been generalized public
information notices rather than specific approaches to parents who
did not receive their requested assignments.
In one instance in which no white applications were received initially
but four white students are not enrolled in the EDP, the principal
attributes this improvement to "word of mouth" and "networking".
Such informal efforts can be highly significant, when coordinated
with a concerted effort to target and reach potential enrol lees.
(2) Whatever the success of enrollment strategies -- and the high
level of parent demand in Boston has produced EDP enrollments which,
in most instances, are satisfactory -- the impact of extended day
programs upon desegregation in the upper grades depends upon the
encouragement of continuing enrollment in the same school. If
students leave the school and attend first grade elsewhere, especially
in a non-public school, the contribution to desegregation is minimal.
The nature of the Boston student assignment plan, with different
geocodes for kindergarten and for elementary grades, require the
reassignment of many students after kindergarten. If a student is
changing schools, there is a greater chance that he/she will attend
a non-public school for first grade. Although EDP enrollment is not
limited by geocode, EDP students are frequently reassigned for first
grade.
Several principals told monitors that they made no effort to persuade
the parents of kindergarten students to consider remaining in their
schools for first grade; one questioned whether it would be appropriate
to do so. Another principal makes a special effort, and seems
successful in retaining many students who come to his school for
kindergarten.
-68-
It is clear from the "Memorandum and Orders as to Kindergarten
Desegregation" (August 12, 1977) that the Court was not initially
in favor of different geocodes for kindergarten and first grade
assignments, and agreed to the "separate grade structure" for
kindergarten only at Boston's urging.
The Court predicted, in the memorandum, that "thousands of white
children who attend public kindergartens may continue to be
reinforced to switch to nonpublic schools, beginning in grade 1,
when the regular geocode assignments become applicable" (page 2).
Monitors have pointed out the strong pattern of "no show" assign-
ments (Report #2, volume II, pages 94-96); while some schools
have improved their ability to "hold" the students assigned to
them, the problem remains a serious one (see attachment ).
SUMMARY
Parents of all racial/ethnic groups show strong interest in
extended day kindergarten programs, and these programs have the
potential to contribute significantly to desegregation.
Most programs enroll appropriate numbers of students of each
racial/ethnic group. As noted in Report #2 and Report #3, however,
there continue to be instances in which more white students are
assigned than should be, and others in which insufficient numbers
of white or of minority students have been recruited.
Monitors found no evidence of systematic efforts to offer alternative
EDP assignments to parents who could not be given their first choices,
despite an understanding, at the time the assignments were approved,
that such efforts would be made.
The potential contribution of extended day kindergarten programs
to desegregation and to strong public school enrollments is seriously
weakened by the lack of linkages between kindergarten and first
grade attendance. Parents of kindergarten students should be
approached in an effective way to enroll their children in either
the same or another desegregated school for first grade.
The assignment of different geocodes for kindergarten than for the
elementary grades works against enrollment stability, continuity of
instruction, and desegregation.
/Charles Glenn
November 20, 1984
-69-
OCT '17 '1984
NEW ENGLAND NEWSCUP
THE DAILY NCiVS
SPRINGFiaO, MA
D. 75.559
Brightwood Draws
Kids From 'All Over'
By KAREN M. THOMAS
Some Springfield kindergartners
are traveling as far as nine miles
from Sixteen Acres to attend school
in tiie North End.
That is because Brightwood Ele-
mentary is the only school in the
city to offer full-day icindergarten,
school officials said. And the pro-
gram has become so popular a sec-
ond class has been added.
According to Superintendent
Thomas J. Donahoe, the second
class, part of the city's magnet pro-
gram to reduce Hispanic isolation in
the North End, began Monday. ,
The. magnet program, offered on
a voluntary basis, provides special
services, such as the all-day kinder-
garten, as an incentive to reduce a
high concentration of Hispanic stu-
dents currently enrolled at
Brightwood.
Kindergartners usually attend
school in their own neighborhoods.
Caoght Off Gaard
School officials were caught off
guard when a waiting list began to
grow this fall after the ^3 slots in
the first class were filled, he said.
"We were recruiting all summer
long and we didn't really know what
the total impact of our efforts
would be," Donahoe said.
Brightwood Principal Bruno Mar-
sili said 10 slots in the second class
are still open.
The classes are funded by state
Chapter 6.36 funds, said magnet pro-
gram supervisor Vivian George.
"4 Youngsters Left"
"There are four youngsters left
on the list, but to accept them we
have to enroll more white, non-His-
panic pupils," she said.
Donahoe said the all-day class
had generated a lot of interest.
"And what we find too, is that
when pupils enter the program in
kindergarten, the retention factor in
Grade 1 is about 90 percent," he
said.
George said she did not know how
many youngsters were on the wait-
ing list before a decision was made
to open another class, but "we had
enough of a waiting list for a com-
mitment to open another.".
George said several youngsters
are traveling from all over the city
to attend the all-day class. One
pupil, she said, left private school to
attend the class.
Increase Learning
A 20-member study team of the
Springfield School Committee had
recommended last year that full-
day kindergarten programs be
adopted within all the city's ele-
mentary schools to allow pupils to
increase their learning and to help
working parents who now must find
part-time babysitters.
The committee ruled in July,
however, it would be too costly for
the city to adopt the program all at
once. The program could cost the
city up to $1 million, per year and
would add about 40 teachers to the
payroll
Parents interested in enrolling
youngsters in the all-day program
should contact George or Gary
Roberts at the Springfield School
Department.
-70-
SPECIAL DESEGREGATION MEASURES
-71-
SPECIAL DESEGREGATION MEASURES
ORDERS
SUMMARY
May 3, 1976; May 6, 1977; March 21, 1978
The May 3, 1976 Order designated four
schools for special measures to bring them
into desegregation compliance; the May 6,
1977 Order designated nine additional
schools. The March 21, 1978 Order required
special support for minority students at the
three examination schools (see below). In
November 1981 the Court accepted a voluntary
compliance plan to bring Burke and
Dorchester high schools into compliance. In
April 1982 Boston was ordered to maintain a
minimum of five staff at the Spanish
bilingual program at Charlestown High
School. Finally, in May 1982 the Court
allowed the Tobin Elementary School to
extend to the middle school grades as a
pilot K-8 school.
FINDINGS
Order
May 3, 1976
Partial Compliance
There are twenty schools which have been
designated by the Court for special
desegregation measures.
Schools
Ellis
Lee
Bradford
Hale
Comments
now closed
now a magnet
school
-73-
May 6, 1977
R. G.. Shaw Middle
Thompson Middle
P. A. Shaw
Emerson
Tuckerman
Guild
Hennigan
McKay
East Boston
March 21, 1978 Boston Latin School
Boston Latin Academy
Boston Technical High
November 1981 Burke High
April 1982
May 1982
Dorchester High
Charlestown High
Tobin
now closed
a magnet school
a magnet school
a magnet school
create a
"business
education magnet"
"support" for
minority students
same
same
not issued -
voluntary
compliance
same
adequate
bilingual program
became K-8
Elementary and Middle Schools
Two of these schools have subsequently
closed, and four are magnet schools and are
discussed in the Assignments section of this
report.
The Tobin School was allowed to become a K-8
school (as an exception to the uniform grade
pattern) in May 1982. It was subjected to
an extensive enrollment analysis in Report
No. 2 (Volume II, pages 183-189); this
concluded that the K-8 structure was
generally a success from a desegregation
perspective, with minor improvement in the
overall enrollment, and desegregation
compliance in grades 6-8. Subsequent
monitoring found a problem of articulation
between the elementary and middle levels,
with students in grade 5 receiving no
preference over other District I students
for assignments to grade 6. This was
partially corrected for 1984-85
assignments. Fall 1984 enrollments show no
significant change; the upper elementary
grades are somewhat more desegregated than
-74-
in Fall 1983, but the primary grades are
less desegregated.
Four elementary and two middle schools were
designated, in 1976 and 1977, for special
desegregation measures without further
specification. These schools were monitored
extensively in Report Nos . 2 and 3. It was
concluded that there was no concerted effort
to make these schools more able to attract
and retain the White students needed, in
each case, to achieve compliance with the
permitted range. The Pauline Shaw and Lee
Schools were in compliance, in large part,
because of program factors and "word of
mouth" among parents, while the Ellis and
Emerson Elementary Schools and the Shaw and
Thompson Middle Schools were out of
compliance, with no efforts under way to
correct this.
White enrollment of the Shaw improved
substantialy in 1984; that of the Thompson
and four elementary schools worsened.
In November the Department of Implementation
proposed funding a recruitment program, on
condition that the funds not be taken out of
the 5.3 million which Boston receives
annually under Chapter 636, the States
desegregation funds. This replaced a
proposal developed in April which failed to
find a place on Boston's list of priorities
for the use of these funds. The proposal
will be funded out of the statewide Chapter
636 reserve, but Boston has been informed
that recruitment must be a priority for
funding in 1985-86. Also in November, the
District II community superintendent began a
recruitment effort which will attempt to
bring the Ellis School into compliance and
to increase White enrollment in other
schools in the district.
High Schools;
Boston gave the Court a voluntary compliance
plan for the Burke and Dorchester High
Schools in November 1981. Report Nos. 2 and
3 found substantial progress in program
improvement and recruitment at both schools,
with Dorchester ahead in facility
renovations and the development of new
vocational offerings. Current monitoring
-75-
found that all problems identified at
Dorchester High had been addressed
successfully, and the school is in
compliance with the permitted range.
Facility improvements at Burke High were
started very late, but are now under way.
Efforts are also under way to address the
need for a distinctive "magnet" offering to
increase White enrollment as well as
contribute to the educational effectiveness
of the school. Safety and security issues
are being addressed. The ninth and tenth
grades are in compliance with the permitted
range, and overall enrollment of White
students is close to it. Of 92 White
students assigned, 78 are enrolled, another
indication of progress in creating a safe
and educationally-positive environment.
Boston was ordered on May 6, 1977 to create
a "business education magnet" at East Boston
High. Past reports have shown that this
program, despite its attraction of a
substantial number of minority students, had
been implemented very inadequately. Some
signs of progress were commended in Report
No. 3. The school administration is now
moving to strengthen the program in a
coordinated way, but has not received the
systemwide resources and support which are
needed. (See attachment)
The number of students currently enrolled in
the Charlestown High Bilingual Program is
91, This represents an increase of 50% from
the 1982-83 school year, when the enrollment
was 60. There are five professional staff
assigned, as ordered.
C»NCLUS ICMS/RECOMMENDATIONS
Dorchester and Burke High Schools are
commended for significant improvements in
programs and school climate, and for efforts
to attract and retain white students to
comply with the desegregation requirements.
East Boston High School is commended for
facing the need for implementation of the
original commitment to a business education
-76-
magnet, for planning significant
improvements in the program, and for seeking
the resources to complete this task.
The Department of Implementation and
District II are commended for their plans to
begin a process of outreach to parents to
increase desegregated enrollments in
selected schools.
1. There is still a need for concerted
recruitment efforts, and they should be
a priority for the use of Chapter 636
funds allocated to Boston. Outreach to
parents should be on the basis of a
clear statement of the educational
mission and offerings of each school;
experience in other desegregating cities
in Massachusetts indicates that this
essential step should involve teachers
and parents.
2. The facility improvements at Burke
should be completed, and a distinctive
program offering developed and
supported.
3. The Central Office should provide the
resources and support necessary for full
implementation of the business education
magnet at East Boston High.
EX2^MINATIC»I SCHOOLS
ORDER
May 10, 1975, pages 48-49; May
page 18; March 21, 1978, page 6
3, 1976,
SUMMARY
"The School Department shall ... institute and
conduct programs (a) to make all students in
the system aware of the admission
requirements and type of instruction offered
at the examination schools, and (b) to
recruit black and Hispanic appli-cants to
the examination schools in future years.
Any tutorial prog^'ams given to prepare
students for entrance examinations shall be
conducted on a desegregated basis, as shall
advanced work classes (if they are to be
continued) . Any enrichment and remedial
programs for students admitted to or
enrolled in the examination schools shall be
available and conducted on a desegregated
-77-
basis. There shall be no tracking of
students within the examination schools
which results in racially segregated
classes." (May 10, 1975)
"Assignments to the examination schools
shall be made . . . exclusively from among
students ranking at or above the 50th
percentile ... on two ranked lists of
students who took the Secondary School
Admission Test .... Applicants shall be
divided into two groups: group A shall
comprise black and Hispanic students; group
B shall comprise all other students.
Students shall be accepted according to
their ranking, in the following order of
priority: (1) from group A, 35% of students
accepted at each level of admission at each
examination school . . . provided that a
lesser number of students from group A may
be accepted at any level if an insufficient
number rank at or above the 50th percentile
. . . ." (May 3, 1976)
"The superintendent of schools shall (1)
review the need for additional support
services at the examination schools,
including guidance and counseling, summer
orientation and screening, professional and
peer tutoring and remedial instruction, (2)
develop additional support services as
needed and (3) file a report with the court
and parties . . . ." (March 21, 1978)
FINDINGS Partial Compliance
The three examination schools were monitored
closely in Report Nos. 2 and 3; the
monitoring included interviews with staff,
with present and former students, and
repeated discussions with administrators.
In Report No. 3 detailed recommendations
were made for each school. The primary
focus of these recommendations was to
address the problem of high rates of non-
promotion and non-retention of Black and
Hispanic students at Boston Latin Academy
and Latin School.
Monitoring for Report No. 4 concentrated on
documenting progress in implementing the
recommendations made in Report No. 3.
-78-
Monitors noted, in all three examination
schools, a recognition by the school
administrators that retention of Black and
Hispanic students was a real problem, and
also noted attempts by them to address this
problem. To date their efforts have been
provisional, supported by "soft" funds or by
temporary reassignments, and without strong
and consistent Central Office support.
Plans have been developed for the
improvement of the preparation for
examination schools provided by the Advanced
Work Classes/Academically Talented
Sections. With the exception of a few
improvements in teacher training and
support, and a State-funded program through
the University of Massachusetts to work with
Hispanic students, these plans have not been
implemented by Boston.
Some improvements have been made by Boston
Latin and Boston Technical High Schools in
the use of summer orientation programs to
identify those students who might develop
difficulties, and to provide skills for
success. These improvements have been made
within existing resources.
There has been some improvement in
procedures for assisting and following up on
students requiring extra support at all
three schools. Technical High School has
been allocated an additional teacher to
provide English as a Second Language
support. No school has been provided
additional guidance counselors or clerical
support. Some additional tutorial services
have been planned with State funds. It is
too early to assess the effect of the new
procedures and resources.
To date there have been no fundamental or
permanent changes in the support available
to students experiencing academic failure.
The measures planned, while valuable, do not
yet constitute a / comprehensive effort
supported by the Central Office to address
this issue.
There has been no response to two
recommendations. Information should be
collected systematically on the reasons
individual students leave the school before
-79-
graduation, and used to develop effective
strategies to retain more minority students.
In addition, each school should develop a
plan to assure that all staff have positive
attitudes toward the enrollment and
retention of minority students. Monitors
were told that school administrators had
only a limited ability to deal with problems
of staff attitude. Less has been done, in
this respect, than in many desegregating
schools in Boston and elsewhere in
Massachusetts.
CONCLUS ICMS/RECOMMENDATIONS
The headmasters of the three examination
schools and the community superintendent are
commended for a frank recognition of the
problem of support and an attempt, within
the resources and authority available to
them, to address this problem. The director
of the Advanced Work Class/Academically
Talented Sections is also commended for
developing a plan to make them more
effective in preparing students for the
examination schools, and for working to
improve cooperation between staff of the
programs and of the examination schools.
1. The measures to strengthen the AWC/ATS
should be implemented in full, to assure
that students entering the examination
schools from the Boston Public Schools
have a preparation equivalent to that of
students entering from non-public
schools.
2. Support services, including tutorial and
counseling support, for students in the
examination schools should become a
regular and permanent budget item.
3. There should be systematic interviewing
of students leaving the examination
schools before graduation, and use of
this information to strengthen the
program and the support provided.
-80-
There should be -a frank recognition that
the attitudes of some staff create
problems for the retention of minority
students, as confirmed by the extensive
interviews conducted for Report No. 3,
and a commitment to find an effective
solution to this problem.
-81-
BOSTON DESEGREGATICasF REPORT #4
SPECIAL DESEGREGATIOJ MEASURES
VOLUME II ATTACHMENTS
Burke and Dorchester
1. Two Letters, one each to Schwartz, Holland
2. Two Reports to M. Griffith, one each from Schwartz and
Holland
3. One Letter from Coakley Re: Dorchester/Transportation
EXAM SCHOOLS
1. Three letters to headmasters
2. Two Reports: Tech/AWC/ATS
3. Two Charts: BLS/BLA
4. One Chart BLS drop-out rate
5. Four memos: McManus, Beat tie. Lane
EAST BOSTON BUSINESS MAGNET
1. Letter to J. Poto
2. One Action Plan
3. One CPC Report
4. Non-compliance Issues Report
5. Three letters from Poto to parents, Caradonio, Laquidara
-83-
M!
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Qiiincy, Massnclmsctts 021B9
September 25, 198A
Mr. Albert Holland
Headmaster, Burke High School
60 Washington Street
Dorchester, Massachusetts 02121
Dear Mr. Holland:
The Department of Education is commencing the fourth round of
monitoring under the Orders of Disengagement of December 23, 1982.
As you are aware, the Department is monitoring compliance at the
Burke with the plan developed in response to the Court's
requirement in November I98I of special measures "to meet the
Court's dual objective of desegregation and enhancement of
educational opportunity."
Our last report (submitted on July 15, 198^) made the following
findings regarding the Burke:
e The programs available at the Burke, while improving,
still do not constitute an effective magnet offering
which could draw students;
• facility improvement had not yet begun;
• no major recruitment efforts had yet been undertaken;
and
• the large number of LA/B students may impair the
Burke's ability to mobilize resources for educational
Improvement.
The Report made three recommendations regarding the Burke.
1. Facility improvements should proceed on a priority
basis.
2. The computer offerings should be developed into a
distinctive and attractive program.
3. There should be additional staff support if a
disproportionate number of LA/8 students with behavior
problems continues to be enrolled.
-8i|-
A fourth recommendation, that Boston should make student
recruiting efforts a clear priority, is also relevant for the
Burke.
For this monitoring period we are requesting that you develop an
"action plan" that provides details — activities, staff
responsible, timelines — for fulfilling the special court order and
the recommendations listed above. The action plan will be the
basis of any further Departmental oversight deemed necessary by
the Court.
I wi I 1 call you to schedule a visit to the Burke at a time
convenient to you. I would like to review the action plan with
you and any other school officials you believe appropriate during
that visit.
It has been a pleasure to observe the Burke's progress, and I look
forward to my next visit. Thank you for your cooperation.
Sincerely,
Judith Taylor
cc: Robert Spi 1 lane
John Coakley
Mildred Griffith
Charles Glenn
-85-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DORCHESTER HIGH SCHOOL
STANLEY SWARTZ
HEADMASTER
TO:
FROM :
DATE :
RE:
Mrs. Mildred Griffith, ComiEiinj;ty Superintendent, District V
Stanley Swartz, Headmaster, yc^ip^t^^^osr High School
October 22, 1984
Addendum to Current School Safety and Security Plan
As you are well aware approximately 95% of the student
population at Dorchester High School walk each day to and from school,
Therefore, it is appropriate, that some measures be employed to
insure their safety. The following addendum to our 1984 — I985
Safety Plan addresses measures designed to insure the safety of
those walking students.
II
Students, when crossing Roberts
;tv.'een the Kich School
;ii
and Washington Street have been instructed to:-
a. Walk together in a group (prior incidents have occurred
when students were travelling alone);
b. Walk in front of the grandstand;
c. Arrive to school on time;
d. Practice vigilance and
e. Report all incidents and suspicious persons;
School Staff
a. are assigned duty on the school grounds at the front
entrance to the school;
b. all student movement and
by the school staff;
c. the administrative staff has developed a
and concern for the walking student and m
to monitor their activities.
early dismissals are monitored
eneral awareness
kes every effort
The Department of Transportation: has assigned a vehicle to
transport students who are dismissed during the school day.
PEACEVALE ROAD • DORCHESTER f/A _g^_ ^E'TS 02' 24 • 436-2065 AREA 61 :
ADDENDUM TO CURRENT SCHOOL SAFETY AND SECURITY PLAN p. 2
IV. The Department of Safety Services have assigned :-
a. Three (3) uniformed Officers to Dorchester High School.
b. Their duty Includes monitoring student movement across
the field - - they have been strategically positioned
for high visibility.
c. A fourth Officer is available at dismissal.
d. One (1) Officer walks with the group from the school
across the field.
e. One (1) Officer is positioned at the tennis court which
provides a good vantage point.
f. One (1) Officer is stationed on Dunbar Avenue in the
vicinity of the Fifield School.
g. A marked Boston School Police cruiser is available on
regular patrol on Washington Street (Codman Sq. area).
The above provisions have been in effect since last October and
have been relatively effective in terms of substantially reducing
the number of incidents involving walking students.
SS:jmf
-87-
Septeriber 23, 1984
TO: Mildred Griffith, Conraunity Su-perintandent
FROM: Albert D. Holland, Headaaater *^
RE: September Status Report
Opening of School;
i
The opening of school this year was one of the smoothest and nioat organised
at the Burke, Students have been very cooperatiTe and well-behaved in returning
to school. All students received an orientation in their hoaerooms and a
general asseably orientation by grade on the new standards of behavior and the
school-based rules, A welcoaing letter including the school-based rules and
the standards of behavior was mailed to every parent. Essentially, a positive
and cooperative tone has been set in the building between teachers and students, j
Presently, we are in the process of student schedule changes which should
be coa-oleted by the first week in October, After this date, no program changes
will be made unless for a disci-olinary reason.
Staffing:
Staffing needs have been eoa-oleted with all pesitions filled. The new
staff have been assisted by deuartaent heads and have adjusted quite well.
Staff morale appears to be good with teachers setting higher expectations for
students ^lnder the new curriculum objectives. There has been one teacher who ^
has been on an extended absence due to a back injury. If his absence is pro-
longed, this aay have an inroact on typing and computerised accounting classes.
We have just instituted a supervisory and evaluation training workshop
for all (Apartment heads through the University of Massachusetts/Boston, Dr.
Ann DePlacido has agreed to aeet weekly with our department heads and other
administrative staff to discuss staff develoTsment, supervisory teehniques, and
curriculum develonraent. This has been most beneficial to administrators who
have requested formal supervisory training on the graduate level through the
university,
Thomas Hennessey, Senior Advisor to High Schools, has -aade two visits to
assist us and to make resources available as we need thea.
-88-
1 5-credlt (optional) graduate coaptiter cotirse is present-being offered for
staff and other aohool depsurtaent staff every Wednesday after school at the Buries,
The comptiter woricshopa will be an on-goin^ program through out the year for
District V teachers under the cooperation of the Burke, University of "Massachusetts/
and the District V Teacher Center.
Renovations t
The renovations are proceeding with the painting, plumbing and outside
landscaping underway. The delay now is with the approval process which nust be
agreed upon by the architects. Public Facilities and Planning and Engineering,
Most of the wo2^ will be coordinated at weekly aeetinga held every Tuesday
afternoon with the architects and the Headnaater,
The aajor delay was due to the City Hall Law Department which held the
contract until late July, Therefore, no work was started until August, and then
that was only the painting contract.
The delay of the contract and the approval process have not helped; however,
we are riuch more optitaistic now that the renovational project is finally underway.
Custodians;
The custodial preparation of the btiilding for the onening of school as not
conpleted until the last aonent. This has been an on-going problem here to
proTjerly clean the btiilding, suah that the suuervisor of custodians had to cone
out to the building to personally supervise.
There were unavoidable problems due to the painters working in the building
at the same time; however, there wore sections of the building that should have
been completed and were not. School was only able to open with proper maintenance
because the custodians had to work during the Labor Lay weekend,
I realize that the senior custodian is in charge; however, it an^jears that
the senior doesn't have the authority to get the job done, I tried to meet
with all the custodians, but was later informed that this violated their
contract.
All I hare requested is a clean btiilding for my students and faculty. If
this is not possible, then I 'rfould like to submit a proposal to secure an
outside cleaning fiira that would properly clean the building and would in the
long run be mor« cost effective than the present situation.
Magnet Proerams: ,
It is the feeling of the administration that the Jeremiah Burke School now
has the resources to offer our computer education iDrogram on a cityvide magnet
basis, Ve currently have tliree computer rooms in operation with another room
awaiting electrical vriring. This will total four computer rooms equipped with
Apples, Digital Rainbows, and IB'T PCs. The- teacher training workshops are
increasing the number of teachers who have been exposed to the comTJuters. Also,
TJore subject area teachers will be trained to onerate the computers and to use
-89-
the software for their olaaaea.
Our business partner, ^Tew England Life, will assist the Burice as we celebrair
our 50th year of servioe in the community and as they celebrate their 150th
anniversary. -lew England Life has planned to contribute a fully equipped high "^
tech claasroon for the training of business education students in office machine L
and computer operations. Their plans also include a modernization of the school
library on the sane wing, .'J
I
The Burke Minth Grade Cluster Prograa has now entered its third year of ;
operation, 1 full-tine cluster coordinator and seven teachers meet weekly with
the Assistant Headmaater(Curricalua), Math and English Department Heads, and
a curriculum consultant from the University d Massachusetts. Cluster teachers ;
have scheduled a weekly agenda to address implementation of the new citywide i
curriculum objectives, the new promotional policy, parental involvement, basic '
skills, testing, student discipline, and student evaluations.
The cluster has shown positive results in the areas of attendance, achieve-
ment, and discipline. At the end of the 1985-84 school yestr, it was noted that '
the non-repeating 9th grade students attained a higher average daily attendance
than any other grade. Metropolitan achievement test scores also showed a 1
significant improvement in grade 9 over the previous year. Fewer discipline
problems evolved in the cluster as a result of the structure of the program and
the regular teacher/student consultations.
Last year, the cluster was able to develoD several new projects. Through a
team leadership approach, every ninth grade student met at least twice a semeste:
with his/her subject area cluster teachers to discuss report card grades, attend-
ance, and behavior. Teachers were able to observe that this regular monitoring
served aus an early warning or as a support mechanism for students in jeopardy
of failing. The cluster coordinator and teachers have already begun to identify
repeaters who are in need of counseling or naLrental conferences. These students
will be scheduled for October meetings.
On September 27, 1984* all freshmen participated in a Higher Education
Awareness program held at the E\irke, Under the schiool plan of the Boston
ComTDact, this was the first of several seminars to be hald for freshmen or.
planning career and educaticnal goals. Interesting and informative presentations
were ^nade by guidance staff, the School Development Officer, and volunteers from
Horbury Community College, School Volunteers, and the University of Massachusetts
f
Chapter 636 Programs
The following 636 projects will be offered during the 1984-65 school year:
University of Massachusetts /Burke Computer Training Program
The third year of implementation of a staff training program in conjputers
has already begun. The project will fund a part-time coo^mter resource person,
consultants, and software to be used to enhance the quality of the computer
magnet program being offered here at the Burke,
On September 19, I984 a new graduate level course in Basic was opened to
teachers at the Burke, Dorchester High, and District 7 -aiddle schools. With the
-90-
aasistanoe of the District V Teacher Center, "Jew England Life, and other
connrater aoftvfare comDaniea, a aeries of workshops and courses in cotaputer
operations will be offered throughout the course of the year.
Universitr of Massachusetts /Burke Photography Program
Due to substantial reductions in the budget, the photography program
will no longer be considered a magnet prograra, A full-time BPS teacher will
instruct five classes in the fundamentals of black and white photography and
darkroom techniques. The university will be used to fund the program and to
provide its resources for our students.
Unity Through Creativity
This project will enter its third year at the Burke, A part-time instructor
from the company is scheduled for four clJWses in dance, movement and therapy,
and theatre arts with regular and spe cial needs students. Creative consultants
and technicians are hired through the cotapany to prepare students for two
school /community productions.
Institute of Contemporary Art
A new project for the Buike last year, the Arts in Education project was
an exciting program for five art classes and their teacher. Students participated
in a one-day a week program for twenty weeks with an instructor from the ICA.
The project also provided four artists, materials, field trips to the museum,
and a final photo-documentation of students' work. The project has been funded
for a second year at the same level,
, Parent /Community Outreach
The Burice School Parent Council held its Slections/Open House on September 20-th
in the evening. We were pleased to have ever:-- parent who attended volunteer
to serve on the SPC Executive Board or a committee.
The Burke Collaborative will meet on October 3» 1984 here at the school.
The goals of the Collaborative, this year, include strengthening parental
involvement, imuroving^the image of the school (monthly press releases), and
establishing an adjunct Human Services Collaborative,
, SuT3T)liea
There has been a :najor dealy in receiving paper sunulies for 1934-85. Out
of necessity to provide teachers with naper for clas swork, I h3:ye borrowed pauer
from other schools. We have completely run out of xerox and dunlicating pauer.
After contacting the sup-oly room at the Campbell Resource Center, we were told
that the general delivery had not yet arrived,
. Student Attendance
See attachment.
-91-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
\\ uo;>ToaiA il
\J. 1830 ^pY
BOSTON PUBLIC SCHOOLS
[;E?ARTr^/1E^iT O^ ;\IPL£M£riTiT'C'
Jcnn - Cc3K;ev. Senior C'tl cer
November 13, 1984
MEMORANDUM
TO: Joseph McDonough
FROM: John Coakley
SUBJECT: Transportat i-bn and the Magnef /'rograms at Dorchester
High School
I would like to think that a reasonable person examining this paper
would appreciate that we in the Department of Implementation have tried to
treat Dorchester High School's transportation needs evenly and fairly. The
following analysis is comparable to the one I provided in August or September
when Mr. Swartz sought yellow-bus transportation for all, most or some
students in the magnet programs at Dorchester High School.
I am particularly sensitive to the desegregat i ve needs and court orders
of Dorchester High School and would not ignore them. I also am sensitive
to the need to be fair to ALL students, ALL schools and ALL taxpayers. My
annoyance is showing because I have had to devote some of my weekend — time
I badly needed for the Long Range Plan and the Unified Facilities Plan — to
prepare an analysis no different from one of some weeks ago. (Of course,
if I were not doing this analysis, I'd probably be studying the latest
disciplinary or safety transfer request to emanate from Dorchester High School.)
Magnet School Attendees (10/25/84) - Dorchester High School
Home District V Black White Other Total
Walkers
T Passes
Ye 1 low Bus
TOTAL
Al 1 Other Districts Black White Other Total
Walkers
T Passes
Yellow Bus
TOTAL
25 CC'JRT STrtEET. aOS~GN. MASSACnUSETTS 021"" " "''e-o^CO. EXT 55CO. 726-6555. EXT 5500 AREA 6i
-92-
28
16
6
50
7
8
A
19
0
0
0
0
35
2k
10
69
15
0
5
20
38
0
3
k]
0
3
0
3
53
3
8
6k
Joseph McDonough 2. November 13, 1984
1. More than half the students in the magnet programs
at Dorchester High School reside in District V. They
are treated the way we treat the regular education and
bilingual education students at Dorchester and Burke
High Schools and at a significant number of other high
schools which are accessible to good MBTA service and
which are not racially isolated.
2. District Visa compact geographic district. Anyone
living west of the Murphy School or south of the
Cleveland and Holland Schools resides within the two mi les
1 imi t.
3. Certain parts of District 111 (near the Lee and Lewenberg
Schools) and District IV (near the Mattahunt School and
almost to the Chittick School) are within two mi les of
Dorchester High School.
^4. MBTA service to Codman Square via bus service or trolley
service from Dudley, Egleston, Mattapan and Ashmont is
very reasonable. All but nine of the Black and Other
Minority students who do not reside in District V live
within or extremely near one of the above terminal-areas.
I do not think that those students are inconvenienced (or
inhibited from attending Dorchester High School) because
they are only provided MBTA passes.
5. The three white students who reside outside District V
are a considerable distance from the school and arguably
for one reason or another might be inhibited from attending
Dorchester High School unless they were provided yellow-bus
service. They are provided yellow-bus service.
Remember, the purpose of recently-developed magnet programs at Dorchester
High School was to encourage a better racial /ethnic mix at the school. I don't
see how providing yellow-bus service to Dorchester High School to students
currently not really in need of it will enhance the racial/ethnic mix at
the school now or in the future. What it will do is begin a dramatic system-
wide increase in costly yellow bus service (and not necessarily better service
either) at a time when we must contain costs probably by shifting more high
school students to MBTA service, not away from MBTA service.
Please put this topic to bed!
bmj
cc: Office of Superintendent
Mi Idred Griffith
James Caradonio
Stanley Swartz
Robert Dentler
t Charles Glenn
-93-
Bureau of Equal t'ducational Opportunity ///j^
The Commonwealth of Massachusetis ^
Department of Edu.ation
1385 Hancock Stfect, Quincy, Massachusetts 021G9
September 25, 1984
Mr. Stanley Schwartz
Headmaster, Dorchester High School
9 Peace vale Road
Dorchester, Massachusetts 02124
Dear Mr. Schwartz:
The Department of Education is commencing the fourth round of monitoring
under the Orders of Disengagement of December 23, 1982.
As you are aware, the Department is monitoring compliance at Dorciiester
with the plan developed in response to the Court's requirement in
November 1981 of special measures "to meet the Court's dual objective
of desegregation and enhancement of educational opportunity."
Our last Report (submitted on July 15, 1984) found that most of the
previously identified problems at Dorchester are or have been resolved.
The Report did note:
e Safety problems outside the building that may deter
students from attending; and
• a small number of White applicants to Dorchester despite
an ambitious recruiting effort.
The Report made one recommendation regarding Dorchester:
6 Safety must be improved for students walking to Dorchester
High School .
For this monitoring period we are requesting that you, in conjunction
with other appropriate school officials, develop an "action plan"
that explains in detail how Dorchester (1) will maintain the improve-
ments that have already been accomplished, and (2) will remedy the
problems regarding safety and recruiting noted above. The action
plan will be the basis of any further Departmental oversight deemed
necessary by the Court.
_gi}_
Mr. Stanley Schwartz
September 25, 1984
Page two
I will call you to schedule a visit to Dorchester at a time convenient
to you. I would like to review tlie action plan with you and any other
school officials you believe appropriate during that visit.
It has been a pleasure to observe Dorchester's progress, and I look
forward to my next visit. Thank you for your cooperation.
Sincerely,
-«s^
1th Taylor
cc: Robert Spillane
John Coackley
Mildred Griffith
Charles Glenn
-95-
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
September 28, 1984
Dr. Robert Binswanger
Headmaster, Boston Latin Academy
141 Ipswitch Street
Boston, Massachusetts 02115
Dear Dr. Binswanger:
The Department of Education is commencing the fourth round of
monitoring under the Orders of Disengagement of December 23, 1982.
As you are aware, the Department is monitoring compliance with the
Order of March 21, 1978 requiring development of "additional
support services as needed." In Report #2 (February 1, 1984) the
State Board identified support for minority students at the exam
schools as one of the critical monitoring issues that will be
used to evaluate proposals for modifications from the Boston
Public Schools.
The Department was pleased to receive evidence of Boston's
commitment to improved support for minority students in the
form of "Plans for Retention of Minority Students" submitted
by Superintendent Spillane on May 29. We would like to commend
Boston Latin Academy for a comprehensive and essentially sound
plan. We have reviewed the Plan, and our review indicates the
areas in which further action by the Boston School Department
will be needed for a satisfactory response to the Department
of Education's concerns.
We would like to schedule a meeting with you to assist your
development of a plan that does address the Department's
remaining concerns. We will use this plan as the basis of
any further monitoring authorized by the Court. The attached
"Review of BLA Plan of May 29" summarizes the Department's
response, and indicates areas in which the BLA Plan will need
revision or expansion. We would also like to use this meeting
to monitor those elements of the BLA Plan that adequately
address Departmental concerns. These elements are also
identified in the attached "Review."
I will be visiting Latin Academy along with Nan Stein and
Judith Taylor. Would October 9 be convenient? I realize
-96-
Dr. Robert Binswanger
page 2
October 28, 1984
this is short notice, but believe it is important to discuss these
matters with you as soon as possible. Please call me at 770-7303
to affirm the 9th or arrange a new date.
Thank you for your cooperation.
Sincerely,
Franklin Banks
Special Assistant to the Commissioner
on Boston Desegregation
Attachment
cc: Robert Spillane
John Coakley
Roger Beattie
Charles Glenn
-Q7--
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street. Quincy, Massachusetts 02169
September 28, 1984
Mr. Michael Contompasis
Headmaster, Boston Latin School
78 Avenue Louis Pasteur
Boston, Massachusetts 02115
Dear Mr. Contompasis:
The Department of Education is commencing the fourth round of
monitoring under the Orders of Disengagement of December 23, 1982.
As you are aware, the Department is monitoring compliance with
the Order of March 21, 1978 requiring development of "additional
support services as needed." In Report #2 (February 1, 1984)
the State Board identified support for minority students at the
exam schools as one of the critical monitoring issues that will
be used to evaluate proposals for modifications from the Boston
Public Schools.
The Department was pleased to receive evidence of Boston's
commitment to improved support for minority students in the
form of "Plans for Retention of Minority Students" submitted
by Superintendent Spillane on May 29. We have reviewed the
plan for Boston Latin School, and find serious problems in it
in addressing the Department of Education's concerns.
We would like to schedule a meeting with you to assist your
development of a plan that does address the Department's
remaining concerns. We will use this plan as the basis of any
further monitoring authorized by the Court. The attached
"Review of Boston Latin School Plan of May 29" summarizes
the Department's response, and indicates areas in which the
Boston Latin School Plan will need revision or expansion.
We would also like to use this meeting to monitor those
elements of the Boston Latin School Plan that adequately
address Departmental concerns. These elements are also
identified in the attached "Review."
I will visiting Boston Latin School along with Dan French,
Maureen Wark and Paula Willis. Would October 15 be convenient?
-98-
Mr. Michael Contompasis page 2 September 28, 1984
I realize this is short notice, but believe it is important to discuss
these matters with you as soon as possible. Please call me at
770-7303 to affirm the 15th or arrange a new date.
Thank you for your cooperation.
Sincerely,
Franklin Banks
Special Assistant to the Commissioner
on Boston Desegregation
Attachment
cc: Robert Spillane
John Coakley
Roger Beattie
Charles Glenn
-no-
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
September 28, 1984
Mr. Christopher P. Lane
Headmaster, Boston Technical High School
205 Townsend Street
Dorchester, Massachusetts 02121
Dear Mr. Lane:
The Department of Education is commencing the fourth round of
monitoring under the Orders of Disengagement of December 23, 1982.
As you are aware, the Department is monitoring compliance with the
Order of March 21, 1978 requiring development of additional
support services as needed. In Report #2 (February 1, 1984) the
State Board identified support for minority students at the
examination schools at one of the critical monitoring issues that
will be used to evaluate proposals for modifications from the
Boston Public Schools.
In its last two reports, the Department has made the following
recommendations regarding Boston Technical:
1. There should be mandatory summer orientation program
with a diagnostic component or follow up of students
unable to attend.
2. There should be a systematic procedure for identifying,
referring and following up students in need of support
services. These services, especially counseling,
should be expanded, improved and provided during school
hours.
3. There should be systematic Investigation to determine
whether the attitudes of some staff discourage students
from persisting at the exam schools, and a plan
submitted describing how verified problems will be
resolved.
Regarding recommendation #1, we were pleased to learn that this
year's summer orientation was extended to five days, and included
a significant diagnostic component as well as study skills
classes. Request; Please describe your plans to identify
students in need of support services who did not attend summer
school .
-100-
We have several requests regarding recomnendation #2.
a. Please describe your plans for a systematic procedure
for identifying, referring and following up students in
need of support services.
b. Please describe the specific support services that will
be available during this school year.
c. Will there be an ESL teacher at Tech this year?
d. Will there be a peer tutoring program this year? If
so, please describe it.
e. Have you obtained the services of three additional
counselors from the Human Services Collaborative?
f. Has a study sicill curriculum been developed?
Regarding recommendation #3, we have one request. Please describe
your plans to investigate and remedy, if necessary, attitudes
among staff that discourage students from persisting at Tech.
I will be visiting Tech this fall along with Judith Taylor. Would
October 16 be convenient for you? Please call me at 770-7303 to
arrange the date.
Thank you for your cooperation.
Sincerely,
FrankI in Banks
Special Assistant to the Commissioner
on Boston Desegregation
cc: Robert Spi 1 lane
John Coakley
Roger Beattie
Charles Glenn
-101-
BOSTON TECHHICAL HIGH SCHOOL
Although Boston Technical High has never had as high an attrition
rate among Black and Hispanic students as the two Latin
schools, it is still under Court orders to recruit and provide
appropriate supports to Black and Hispanic students. It has also
suffered from some of the same problems cited for the two Latins
in providing adequate recruitment and support — lack of
financial and other resources, inadequately prepared and informed
in-coming students, poorly coordinated counseling and outside
referral services, and a weak and poorly attended summer
orientation. In addition, Boston Technical High has also had a
problem in providing adequate language support services to a
growing number of limited English proficient students.
In response to these concerns, Boston Technical High has:
1) become involved in the Direct Student Services
Collaboration which provides counseling and
referral services in conjunction with a number of
human services agencies;
2) established a peer tutoring program after school,
and some informal peer tutoring during the school
day;
3) developed a study skills component to the summer
orientation and infused study skills into the
regular curriculum;
4) developed a diagnostic procedure to be carried out
during the summer orientation to identify students
in need of remedial help, and coordinated test data
on other students not attending summer orientation
to determine remedial needs. Students are also
monitored if they receive warning notices, and are
strongly encouraged to participate in one of the
support services described above.
5) added an ESL teacher to work with limited English
proficient students.
While Boston Technical High has made significant efforts to
develop a comprehensive support procedure which will follow
students throughout their academic and other difficulties, the
success of these efforts in terras of reducing drop-outs and
increasing achievement has yet to be clearly demonstrated.
-102-
PREPARATION/RECRUnyENT
Advanced Vfoiic Class/Academically Talented Sections
In previous monitoring reports monitors have cited substantial Inadequacies
In the systemwlde AWC/ATS programs which feed students Into the examination
schools. Althougji students admitted to the examlnatlcxi schools cone from almost
all middle schools In the system, =ind many others from parochial and private
schools, the AWC/ATS program has clearly been deslgjied (with Its gr. ^,5,6
structure) as a conduit for students going to the examination schools. Monitors
lave. In the past, recommended the following Inproveipents:
1) the developmsnt of an appropriate identification and selection
process replacing the existing one vrtiich relies solely on achieve-
ment test scores.
2) the develcx)ment of a differentiated curriculum which Is appropriate
for acadendcally able students
3) the development of a training orogram for AWC/ATS teacher, who to
date have received no special preparation for teaching gifted and
academically able students , and an appropriate teacher evaluation
procedure.
1) the development of strong links between the AWC/ATS program and the
examination schools to improve curriculum and teaching strategies and
to enhance reciniitment efforts and program information flow.
5) inprovement of the poorly developed Spanish AWC/ATS conponent.
En response to these concerns Bostoi has taken the following actions to date:
1) The AWC/ATS Director has developed proposals for a new multiple-
criteria identification process, as well as a new city-wide selection
process (see appendix ) . Thou^ this proposal has been examined
and tentatively supported by representatives from the Department of
Education's Office of Tsilented and Gifted, and EEO, it has still to be
finalized and approved by Boston Itself. Monitors will continue to
look for closure on this issue.
2) While Bostcxi has taken some initial steps to identify appropriate
materials for AWC/ATS classes, a differentiated curriculum is still
not in place. Plans to hire a national authority en curriculum
development for gifted students fell throuph when funds were not
appropriated as expected. Efforts to, hire the same authority and to
continue to develop the needed curriculum are still planned. In
additlOTi, a 'Children's Literature' program, developed in conjunctlai
with Tjesley College and aporoprlate for academically able students,
has been disseminated and Is being used In several schools with AWC
programs,
3) Teacher training for AWC/ATS teachers is being conducted in several
ways:
-10 V
a) throu^ a Lesley College graduate credit seminar program in 'Children's
Literature for the Gifted'
b) through an in-service credit course caid^cted by the Director of Gifted
and Talented for Boston, entitled "Int^^ip^atinp; Thinking Across the
Curriculum"
c) throu^ several teacher in-service sessions required of all AWC/ATS
teachers
d) several AWC/ATS teachers have applied for various grants to develop
sppropriate curricula
Boston still evaluates AWC/ATS teachers along the same guidelines established
for evaluating all other teachers (as mandated by uniwi coitract).
4) Meetings continue to be held between AWC/ATS teachers and Latin School staff-
a concept initiated in the last school year. Discussions have also been held
with the Headmaster of Boston Latin Acaderry about starting a similar series
of information sharing sessions, thou^ no sessions have been held yet.
Boston is under specific Court orders to recruit and inform Black and
Hispanic students of the instructional requirements of the three examination
schools. While this has occurred to sons extent throui^ visits by examination
school staff to various middle school^ posted notifications of SSAT exams and
other admissions requirements, and various community foi'ums on high school
options- some exam school students interviewed, both minority and non-minority,
have clearly been poorly informed of what to expect when they decide on different
exam school c^tiois. Some students interviewed, especially females, attending
Boston Technical Hi^, had no idea of what a technical school was, and spec-
ifically had no idea they would be required to take drafting or wood-wor^-'ng.
Some students interviewed at Bostoi Latin School and Boston Latin Acadeny iiad
no idea of hew much homework they would be «xp3cted to do, nor that they would
be required to take four or five years of Latin. Many of these students, and
especially minorities, vrtio come to these examination schools with unrealistic
or inaccurate expectations have been virtually programmed for failure, and be-
come a part of the hi^ attrition rate at Boston Latin and Boston Latin Acadeny.
Boston must continue to address this problem by increasing the level of
conTOinications between AWC/ATS teachers, parents and students and examination
school staff and students, particularly in improving the focus and quality of
A^/ATS instruction and pix>vldlng students and their parents with realistic ex-
pectations of different exam school requirements. Some exam school teachers have
cited the better preoaration which many parochial and private school students re-
ceive and the advantage this has given them in succeeding in the exa-n schools.
Boston must take steps to insure that its own students are as well prepared and
that the exam schools are not perceived as public schools which cater primarily
to private and parochial school students. Better preparatlOTi in elementary and
middle schools and better information oti exam school requirements and expe'ctatiais
will lower the high attrition of Black and Hispanic students and will insure their
more conplete access to these valuable educational resources.
5) Steps are being taken to irrprove the Spanish conponent of the AWC/ATS program,
the ATS program at the F^ackey School has now been separated fran the regular
bilingual program there, and ATS students are taught in a self-contained unit b
-lOM-
primarily caie teacher: In addition, a preparation and support orofgrajn (funded
by Chapter 636 and the Mass. Board of Re{5ents) developed by U.Mass/Bostc»i-ILT
works with Hispanic students in (1) Suinmer enrichment program (50 students),
and (2) throu^ tutorial and counseling suoport during the school year. This
program was designed to prepaire and support Hispanic students before and after
admlsslcn to the exam schools.
-105-
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B
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF INPTPUC nONAL bEfiViCES
JOANNE M McMANUS
P'ogifin- r)"(.!or Gillnd ani Talented
TO: Franklin Banks
FROM: Joanne McManusUTkc
DATE: November 1, 1984
RE: Federal Court, Desegregation Monitoring Report-Advanced Work Program
Update
I am writing in response to your request for updated information
regarding the Advanced Work Class Program compliance report, dated April 27,
1984, This report outlined Boston's efforts to address the five problematic
areas of concern that were cited in the January, 1984 Report to the United
States District Court on Boston School Desegregation, Volume #2.
Continuous efforts are being made to implement the plans we proposed in
April. Each area of concern is listed below and is accompanied by a written
update that expresses our commitment to strengthen the Advanced Work Class
Programs in the City of Boston.
1. Progress in developing and implementing a new method of identifying
aj^ selecting academically able students for AWC/ATS ,. _This_ new
method would be culture-fair and consistent with the state-of-the-
art in the identification and selection of gifted students.
The final proposal was presented to the Superintendent for his approval
in September, 1984. He is aware of the flaws and limitations connected with
the present Court Ordered Selection Process and he supports our efforts to
improve this situation. Due to concerns voiced by the Department of Implemen-
tation, Dr. Spillane requested that the Office of Curriculum and Instruction
and the Department of Implementation work together over the next few months to
further examine the proposed modifications and to develop a plan of action
that both departments can find acceptable. Given this, the AWC selection
process for the 1984-1985 school year, will remain unchanged. William
Dandridge, the Deputy Superintendent of Curriculum and Instruction, has kept
the process moving and he has expressed hi^ desire to reach closure and be
ready to submit a Boston Advanced Work Class Identification and Selection Plan
to the Court at its next quarterly review session on December 12, 1984. Mr.
Dandridge has also requested that I:
a. Disseminate the AWC proposal to authorities in the field of
gifted/talented who have addressed the issues related to identifying
the gifted minority student. We are particularly concerned about
making sure that our identification model will be successful in
identifying our academically talented minority children.
iO COUP' ■' ■■■:■:■■ 0 • /26-b20iJ. EXT 546/ AREA (>! ;'
- 2 -
b. Request identification models from other urban cities.
I have enclosed copies of these coitmiunications.
The final AWC proposal was also submitted for review to Roselyn Frank,
Director of the Massachusetts Office of Gifted and Talented. We were
heartened by the letter of support that we received from you, Roselyn and John
Glenn. This positive response to our proposal modifications will be helpful,
as we proceed to move toward presenting our plan to the Court.
2. Prngrpfis in developing and consistently implementing a
differentiated curriculum appropriate for academically able students.
The 1984-1985 budget request, submitted by the Department of
Curriculum and Instruction, that proposed hiring Irving Sato
from the National State Leadership Training Institute on
Gifted/Talented to assist us in creating a differentiated
curriculum for the Advanced Work Program, was denied. Level
funding was imposed on our department.
Although this is a setback, we still intend to proceed with
our plans to create an AWC (grades 4-6) differentiated
curriculum. I attended Mr. Sato's Curriculum for the Gifted
Conference on October 22nd and we intend to hire him on an
advisory capacity in June, when he returns to Boston to conduct
a week-long curriculum writing conference at Emmanuel College.
I have also requested and received permission to submit a
Central Office 636 Proposal that will specifically address our
academically talented curriculum needs.
The study of Children's Literature has penetrated numerous
Advanced Work Classrooms. The Literature Resource Exchange
that was established last fall has had to grow in order to
respond to the large number of requests made by AWC teachers
this year.
The literature units that I have written to accompany these
novels emphasize and model the teaching/learning strategies
that are recommended for academically talented classrooms.
Demonstration lessons have also been a very successful method
of having teachers understand the meaning of curriculum
differentiation. These units will be bound and collectively
distributed to all AWC teachers this year.
In addition to last year's recommended textbook booklet, the
Office of Curriculum and Instruction is presently working on a
1984-1985 Textbook and Supplementary Materials Listing. This
list will be the result of a comprehensive study of those
materials that we feel best meet Boston's Curriculum
Objectives. Those materials that are most appropriate for
advanced work class instruction will be included.
3. Progress in developing and implementing both a train-tng fr;nf^T^m foy
AWC/ATS teachers and an appropr ia te evaluation procedure .
-112-
- 3 -
I conducted a three graduate credit sununer course, entitled
Children's Literature for the Gifted, in conjunction with
Lesley College for Boston's AWC teachers. Nine AWC teachers
attended. (Course evaluation sheets enclosed.)
I am currently conducting an "Integrating Thinking Across the
Curriculum" course for eighteen Boston teachers who will
receive in-service credit.
As part of Boston's citywide September 24, 1984 Inservice Plan:
All grade 4 Advanced Work. Teachers attended an inservice
session at the Hennigan School that was conducted by two fourth
grade AWC teachers. The purpose of the session was to discuss
the use of Children's Literature as a reading/thinking program
for Advanced Work students.
All grade 5, Advanced Work Teachers attended a science oriented
inservice session at the Museum of Science, under the direction
of Jack Tyrell, Senior Advisor-Science.
All grade 6 , Advanced Work teachers attended an inservice
session that I conducted at Boston Latin School. The topics of
this training (Study Skills, Test Taking Skills, Listening
Skills) were directly related to the issues that were raised
during the 1983-1984 Latin School/AWC Council meetings.
Michael Contompasis addressed the teachers and they received a
wealth of materials for use in their AWC classrooms.
Four AWC teachers received School Department Impact II grants
on October 22, 1984 to develop creative curriculum projects for
their classrooms. These teachers are presently implementing
these programs at the Quincy and Ellis Elementary Schools and
the Timilty and Holmes Middle Schools.
The Thompson Middle School had asked me to help them develop a
Commonwealth Inservice Grant proposal that will provide their
faculty with a training program on how to integrate thinking
skills into their curriculum instruction,
A thinking skills, problem solving component will also be part
of Boston's upcoming January 24th inservice plan.
Progress in the creation of curriculum and other links between the
examination schools and the AWC/ATS program feeding students into
these schools.
This process is on-going. In addition to the continuation of the
AWC/Latin School Council that was established last year, dialogue
has begun between Latin Academy and the AWC Program.
Progress in Improvement of the Spanish bilingual AWC.
-113-
- 4 -
. A Preparation and Support Program for talented and gifted
Hispanic students has been funded by the Mass. Board of Regents
and Chapter 636, This program is designed to offer support to
Hispanic students before and after they are admitted to a
Boston examination school. This support was offered last
summer to 50 students and will continue throughout this school
year. This program also is sponsoring eight days of special
S.S.A.T. preparation training for Hispanic students from
October 23rd through November 15th.
. The Bilingual Advanced Work Program at the Mackey Middle School
has changed its structure. These students are now part of an
organized, self-contained unit that is being predominately
taught by one teacher. This teacher has worked with
academically talented students before and seems very open to
learning new techniques.
1 have seen continuous Improvement and progress over this past year and I
am confident that this growth pattern will be maintained.
me
enclosure
-114-
[ THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
BOSTON TECHNICAL HIGH SCHOOL
iijTOPHER p LANE November 1, 198^
Head Master
TO: Roger Beattie, Community Superintep<i^nt
FROM: Christopher P. Lane, Headmaste;
RE: Response to State Department-'
SUPPORT SERVICES
Having been selected as a pilot school for the Direct Student Services
Collaborative, we are refining our support services with the assistance
and support from Roxbury Children's Services, Parent and Children's
Services, Chinatown YES and the Fuller Mental Health Clinic.
We have developed an inschool counseling program which is coordinated
through the guidance department. Students, teachers and parents
can make a referral for support services through the guidance department
We have had counselors, psychologists etc meet with the staff to
describe the program, referral process etc. We have also used inservice
time to discuss the types of indicators which might justify the referral
of a student to this support service program. Students referred to
this program are monitored through the guidance department.
Roxbury Children's Services - 2 social workers on site
Parent and Children's Services - 2 part time psychologists
Fuller Mental Health- consultant to peer counseling program
Chinatown YES - social workers available on call
Special Education - 1 teacher, 1 aide
ESL - 1 teacher
Guidance -3 counselors
i' Nursing Staff - 2
PEER TUTORING
We have a peer tutoring program which is •' supported through our 636
Tufts/Technical Collaborative and is a part of our after-school
program. Currently, 6 students remain after school three days per
week for the purpose of tutoring other students. Naturally informal
peer tutoring occurs throughout the school day.
STUDY SKILLS
During our summer orientation we ran a series of study skills workshops.
Currently, Department Heads are working with their staff to develop
strategies for infusing more study skills activities into the classroom.
205 TOWNSE'.? STREET, DORCHESTi-115- i.'--':!SfTTS Ol':' • ■:-■■. 43B: A^EA 617
I
IDENTIFYING STUDENTS IN NEED OF SUPPORT
During our 5 day, summer orientation, we administered a series of
diagnostic tests in order to identify those students in need of
remedial and support services. This Included; math, reading psychologic.
and career Interests tests/surveys. The results of these tests
have been recorded. For those students who did not attend orientation,
we have recorded the results of their reading and math scores from
middle school. At this point, we have attendance and reading and
math scores on all students. Any student whose score indicated a
possible need for remediation ( 2 or more years below grade level ) i
has been notified in writing and has been interviewed by the
Development Officer. Warning notices have also been recorded alongside
student test information so that we are able to monitor the progress
of students throughout the school year.
Department Heads have lists of those students who received warning cards
as well as lists of students targetted for remediation. We have made
considerable efforts to encourage these students to participate in
our after-school program. See previous page for information
regarding peer tutoring and other support services.
i
-116^
October 2, IsSk
IMPORTANT INFORMATION FOR TEACHERS AND STUDENTS
ESTQN TECHNICAL HIGH SCHOOL HUMAN SERVICE COLLABORATIVE
lis year we are Implementing a pilot, In-school human service program
wth the assistance of the following agencies: Parent and Children's
Srvlces, Roxbury Children's Services, Fuller Mental Health and Chinatown YES.
Sclal workers and psychologists will be on site Tuesdays, Wednesdays and
lusdays ( and are available to us on an on-call basis ) and will provide the
fllowlng services: Individual, group and family counseling, crisis interventlc
sd teacher consultations. Collaborative staff will have offices on the
Ibrary balcony.
Rl'ERRALS: A student, teacher, parent or outreacher worker can make a referre
b completing a short form which Is obtainable through the Development Office.
ftl referrals and consultations are confidential. Once the referral form Is
cmpleted. It should be placed In the mailbox assigned to the collaborative.
S^dents and staff members are encouraged to utilize these services. If a
Budent must be released from class In order to see a counselor, the classrooa
tacher will be given prior notice. ( whenever possible. ) We hope you will
icommodate these requests. '^ ^ t- j ^
tlOJECT GOAL: The primary goal of this project is prevention. Our intent is
t, prevent social and academic problems experienced by TECH students from
scalating to severe levels thus preventing the student from successfully
C'mpleting his/her high school education. Students who seem depressed or
ider stress, students whose attendance or grades are poor - students
speriencing home problems etc. can and should be referred.
ITER SCHOOL TUTORING PROGRAM
lie after-school program will begin on October 9 and will run Tuesday-
rdnesday - Thursday, from 2-3:00 until May. A late bus will transport
E.udents at 3:00 from TECH to Forest Hills and Fields Corner. Ruthe L'Esperanc
til be the coordinator and any student in need of help should be referred to
:'r. In addition to after-school instruction and tutorials in math, science,
l.nguage arts and study skills, we will be running special SAT preparation
nrkshops and various other activites. These will be announced in the
tilletin. Students interested in participating in the after-school
lisic progran ( Tuesdays and Thursdays ) should sign up with Ms. L'Esperance.
DMPUTER CENTER: Any students interested in utilizing the computer center afte
i'.hool should sign up with Ms. L'Esperance.
iJPPLEMENTARY PROGRAMS ACTIVITIES
\
;?sources are available to teachers Interested in planning field trips,
Decial activities , guest lecture programs etc.
I '
JISON GRANT FOR STAFF DEVELOPMENT
;iere are still funds available to reimburse teachers for the cost of staff
(jvelopment programs or activities. A request for reimbursement form must
I; completed and approved before the start of the semester/course/activity.
i)R MORE INFORMATION ON ANY OF THESE PROGRAMS - SEE JANE MACDONALD ^
|)pies of the 636 Proposal, SBM-MOA, Compact Plan, Annual Report, Collaborative
i;reement and Carnegie Grant are available for review in the Development
I "f 1 ceT ~~~
-117-
TnE SCHOOL COMMITTEE OF THE CITY OF BOSTON
',! ATrit
TO:
FROM:
DATE:
RE:
MEMORANDUM
Franklin Banks, Special Assistant to the Commissioner on Desegregation
Roger M. Beattie, Community Superintendent /^nK- C/*^. Al^iScXZSC— -
October 30, 1984
Desegregation Monitor Report No. 3, Examination Schools
The three examination school, Boston Latin, Boston Latin Academy and
Boston Technical provided students with a comprehansive Summer orientation
program. The following are some specific areas that the three Headmasters
will address during the present academic year relative to foUow-up and the systemizatic
of providing adequate support services.
Boston Technical High;
Please refer to the comprehensive report submitted by Headmaster, Christopher Lane
relative to your concerns stated in the Monitor Report and letter to him dated Septembc
28, 1984.
The Headmaster will address the area of tutorial services by applying for additonal
Chapter 636 funding for after school tutorial services, Tuesday, Wednesday and
Thursday for those students in need. The systematic procedures for referral and
providing of educational resources will be strengthened. The Headmaster is attempting
to expand counseling services by the re-organization of the guidance department.
The one area that remains a problem is the promotion policy that requires students
not promoted to repeat those courses they have successfully completed.
Boston Latin Academy:
The last two reports focussed on the need for early counseling especially in the
academic area. Because of the high caseload of guidance counselors of more than
500 students it is indeed not possible to adequately identify or diagnose c£ises in time
to truly help students new to the Academy who may be having academic difficulties.
Therefore, the Headmaster Dr. Robert Binswanger, has developed the following plan.
H SCrC
-118-
,:..'.-.bAC:r'uSETTS 021 It) • 4-12-1396 AREA 617
-2-
Memorandum (continued)
Franklin Banks
Special Assistant to the
Commissioner on Desegregation
October 30, 1984
CLASS Vn ACADEMIC ADVISING PROGRAM
Despite the positive efforts of faculty and staff it is a fact that the
first three of four weeks of school are particularly demanding for
the in-coming class VI and IV-B. The adjustment from being the#l or 2
student in the sending school to membership in a group of over 300 students,
all of whom were considered top students, causes fears, worries, loss of self-
confidence and like problems.
One approach to a smoother adjustment was the visits by in-coming students
to the Academy last spring. Another was to increase attendance in the summer
preparatory program. A third will be the assignment of 4-5 pupils to each faculty
and staff member for the first marking period. Each faculty member is asked to
contact the student, check to see if his/her program is correct, if the adjustment
is developing smoothly and to let the students know if they have questions about
the courses or schedules, they should come to them. It is expected that these
conversations wiU take time. If the faculty member senses a problem or identifies
academic difficulties he/she should send a note the guidance counselor with the
student's name and the nature of the problem. No further record may be
necessary. At that point it becomes a guidance issue. It is hoped that their contact
with these students will ease their adjustment to the Academy and the school
year will result in improved academic performance and early warning of
academic problems. This type of activity is very important in preventing
the first time grade repeaters and will assist an already overburdened guidance
department.
The recently implemented Bilingual Talented and Gifted Program assisted
by the Institute of Teaching and Learning, University of Massachusetts will
contribute to the adequate preparation of Spanish students to take the
S.S.A.T. examination and provide follow-up once they have been accepted into
and examination school.
The following schools are involved in this program, Boston Latin, Boston Latin
Academy, Boston Technical and the Charles E. Mackey Middle School.
Activities: '
Workshops with bilingual advanced work class at the Chalres E. Mackey Middle
School in preparation for the S.S.A.T. with eighty (80) 6 & 8th grade bilingual
students interested in takeing the test. The locations for the workshops are the
Mackey Middle School, Cleveland Middle School, Jamaica Plain High Library,
Conley Library, and University of Massachusetts Campus.
-IT)-
-3-
Memorandum (continued)
Franklin Banks
Special Assistant to the
Commissioner on Desegregation
October 30, 1984
In the three examination schools the group works with the School Development
Officer in Counselling students, and providing peer-tutoring, tmd locating
appropriate resources for 7th and 9th grade bilingual students.
The purpose of this effort is to attempt to adequately prepare Spanish students
by providing follow-up services in order to prevent retention in the critical entry
grades of 7 and 9, which consequently results in drop-out of Spanish students.
The three Headmasters wiU investigate any attitudinal discouragement
by faculty against minority students that may eventually result in the parent
and student requesting a transfer to a non-examination school.
It is strongly recommended that the Boston Summer Review School be more
adaptable to the examination school curriculum content or a separate Summer
School for examination school students be planned and developed.
My final recommendation and one that 1 mentioned on several occassions is to inclu
the District IX office as part of the exit interview process before a student is refer
to the Department of Implementation for transfer. I present this recommendation *
because of the reasons for transfers are in many cases multi-dimensional rather th<
a simple case of academic failure.
Please call me if you have any questions or additional concerns.
/pmm
Enclosures:
c.c. Joseph McDonough
-120-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
.^^
BOSTON PUBLIC SCHOOLS
BOSTON TECHNICAL HIGH SCHOOL
RISTOPHER P LANE
Head Master
TO: THE STATE BOARD OP EDUCATION
PROM: CHRISTOPHER P. l^^^^'^y^ (/-^ L(l_
KE: SUMMER ORIENTATION,"
Boston Technical High School's Summer Orientation for incoming students
was a tremendous success. Orientation ran for 5 days, from August
20-2^ and students were in attendance from 9:00am until 12^00 pm.
each day.
9 Teachers were hired as instructors for orientation and they worked from
8:00am - 1:00 each day. The hour before and after student activities occured
teachers were responsible for correcting tests, developing curriculum
and discussing educational issues and concerns with consultants and
members of the Technical administration
This year, the five day orientation focused upon the testing of students
so that we would be able to identify those students in need of remediation
prior to the opening of school. Additionally, study skills workshops for
content classes were held to better prepare the students for the rigorous
academic program of Boston Technical High School.
The follov/ing tests were administred and results were placed on a student
card which will be available for guidance personnel, support staff
etc. We hope to use much of this information to monitor student
progress and prevent academic failures by referring students to remedial
and after-school programs.
Stanford Diagnostic - Reading Comprehension and Word Parts
Stanford Diagnostic -Math Applications and Basic Computation
Writing Diagnosis
Kuder Career Interest Survey
Preliminary Psychological Survey ( a sentence completion model )
Additional information, regarding attendance and activity schedules
are attached.
205 TOWNSCfJD STREET, DORCHESTER. MASSACHUSETTS 02121 • 445-433' AREA 617
-121-
230 Students Attended Orientation
103 Males
127 Females
125 Black Students
52 White Students
53 Others
-122-
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The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
September 25, 1984
Mr. John Poto
Headmaster, East Boston High School
86 White Street
East Boston, Massachusetts 02128
Dear Mr. Poto:
The Department of Education Is commencing the fourth round of
monitoring under the Orders of Disengagement of December 23, 1982.
As you are aware, the Department is monitoring compliance with the
plans submitted by the Boston School Department to the Court for
desegregating East Boston High School.
Our last Report (submitted on July 15, ^^Sk) made the following
findings regarding EBHS.
■ • EBHS officials demonstrated commitment to improving the
quality of education at their school.
• There is little evidence that Central Office officials
have made an effort to promote compliance with the court
orders relevant to EBHS, or to support the positive
efforts of EBHS officials.
• School officials are developing a long-range Improvement
plan for EBHS.
• There is a need to strengthen the Business Magnet in
three areas:
1) Support services for students, especially
freshmen;
2) placement services for students; and
3) opportunities for higher education.
• The Headmaster has taken steps to Improve record keeping
for the Business Magnet, Including requests for
transfers, but require additional staffing support.
-124-
The Report made the following recommendations regarding EBHS:
• Boston should support development of the East Boston
Business Magnet along the lines originally submitted to
the Court, with a well-structured course of studies,
appropriate staffing, learning objectives for each
student, work-site experience and employment counseling,
college preparatory opportunities, and coordination with
other programs in the school.
' • More support should be provided to freshmen and other
minority students in the Business Magnet.
• Records should be kept of all transfers requested and
their disposition.
For this monitoring period we are requesting that you, in
conjunction with other appropriate School Department officials,
develop an "action plan." The action plan should provide detailed
proposals for bringing East Boston High School into compliance
with federal court orders. The action plan will be the basis for
any further Department of Education oversight deemed necessary by
the Court.
I will call you to schedule a visit to EBHS at a time convenient
to you. I would like to review the action plan with you and any
other officials you believe appropriate during that visit.
The renewed commitment to the Business Magnet at EBHS is
encouraging, and deserves the support of the School Department. I
look forward to returning to East Boston High School.
Sincerely,
ucRth Taylor
Taylor
cc: Robert Spillane'
John Coakley
Peter Ingeneri
James Caradonio
Luci 1 le Koch
Charles Glenn
-125-
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-132-
iywide Parents Council
smplePlace Boston.Mass. 02111 (617)426-2450
October 15, 1984
Mr. John Poto, Headmaster
East Boston High School
86 White Street
East Boston, Mass. 02128
Dear Mr. Poto:
Please find attached the results of the survey of your Business
Magnet parents and Business Magnet drop-outs that was conducted last
June by the Citywide Parents Council
Our recommendations, together with a list of the Business Magnet
Program parents who signed the survey responses, is enclosed.
It is hoped that the survey results will help you and the pro-
gram's director in your efforts to improve the program. The list
of parents can serve as a preliminary contact list for developing a
monitoring/ advocacy group for the Business Magnet Program.
Our new field specialist for the high school, Ms. Greta Cameron,
will be contacting you in early November to assist in efforts to
develop the program's monitoring/ advocacy group.
Every best wish for a successful school year.
Sin^rely _ ,^
Ludille M.
Koch
Executive Director
Citywide Parents Council
Elizabeth Wood
CPC Members
cc: Judith Taylor ir
Joseph McDonough
Peter Ingeneri
Anne Fisher
Greta Cameron
East Boston High School Par---^ Council
-133-
A multi-cuttural parents organization monitoring qualty, desegregated education
City wide Parents Council
»9Temple Place Boston,Mass. 021TI (617)426-2450
SAST BOSTON HIGH SCHOOL BUSINESS MAGNET PROGRAM SURVEY REPORT - OCTOBER, 1984
In May/ June 1984, the Citywide Parents Council surveyed 252 parents of
students enrolled in the Business Magnet Program at East Boston High School ;
.n an attempt to identify problems with the program as viewed from a student/j
>arent perspective.
Concurrently, a second survey (B) was distributed to 23 parents of I
students who had dropped out of the program during the 1983-84 school year to
letermine if there was a coimnon cause for this 9% drop-out rate. j
The latter survey (B) did not meet with any success. No returns were j
received from any of the addressees. Four (4) survey forms were returned to
:he offices of the Citywide Parents Council as undeliverable: address unknown
Thirty-seven (37) responses representing a 15% response rate were re-
:eived by the Citywide Parents Council from the first survey (A) which had
)een sent to parents of students currently enrolled in the Business Magnet
>rogram at East Boston High School. It was clear from the parental/student
responses to survey (A) that:
o little information had been shared with the respondents about the
goals and objectives of the Business Magnet Program at East Boston
High School
o little information had been shared with the respondents concerning
the curriculum of the Business Magnet Program at East Boston High
School
o little was offered to students in the Business Magnet Program that
the respondents could identify as clearly distinguishable from the
regular business program at the school
The Citywide Parents Council concurs with the recommendations made by
:he State Department of Education in its Monitoring Report of December, 1983
It page 208, regarding the Business Magnet Program at East Boston High School
'urther, the Citywide Parents Council recommends that a monitoring/ advocacy
rroup of parents of students currently enrolled in the Business Magnet Progrsj
)e established as a sub-committee of the East Boston High School Parent Coun-i'
:il to work with school authorities to:
o improve the content of the Business Magnet Program
o enhance the administrative structure of the progrcim
o insure that job site placements appropriate to the goals and
objectives of the Business Magnet Program are developed
Amulti-culturalparentsorganizationm- iigqualty. desegregated education
2
Boston High Business Magnet Program Survey Report - October 1984
o insure that appropriate school department support/resources are
developed to upgrade the Business Magnet Program to bring it
into compliance with the court-approved plan.
-135-
age 3
DLLATED RESULTS OF RESPONSES TO SURVEYS A AND B ON THE BUSINESS MAGNET
^OGRAM AT EAST BOSTON HIGH SCHOOL - OCTOBER, 1984
xrvey A was sent to 252 parents of students enrolled in the East Boston '
isiness Magnet Program as of June, 1984. Thirty-seven (37) completed ^
jsponses were received by the Citywide Parent Council from parent res- \
indents. The response rate for Survey A was 15%. ]
I
irvey B was sent to the parents of 23 students identified as drop-outs from j
le Business Magnet Program at East Boston High School through the monthly i
rop-out statistics covering the period from October, 1983 through May, 1984. \
) completed survey responses were returned to the offices of the Citywide j
irents Council by parent respondents. The post-office did return four (4) ,
irveys because they were undeliverable: address unknown. j
le collated responses represented below are the answers to the questions
icluded on Survey A only.
lESTION 1: Did you know that your child is enrolled in the Business Magnet
Program at East Boston High School?
JSPONSES;
YES - 31
NO - 2
NO ANSWER - 4
TOTAL: 37
IESTION 2:
;SP0NSES :
Have you received information about the curriculum?
YES - 14 NO - 16 NO ANSWER - 7 TOTAL: 37
In what form?
WRITTEN - 13
STUDENT - 7
PHONE CONTACT - 0
OTHER - o
CONFERENCE - 1
TOTAL:
21
ESTION 3;
Do you understand what the Business Education Program is
supposed to teach?
SPONSES;
YES - 15
NO - 3
NOT SURE - 13
NO ANSWER - 6
TOTAL: 37
ESTION 4: Are you satisfied your child is learning special skills that
he/she would not be able to get if not enrolled in the Business
Education Magnet Program?
SPONSES;
YES - 19
NO - 1
NOT SURE - 9
NO ANSWER - 8
TOTAL: 37
What special Skills?
Typing - 8 Stenography - 1 Business Terminology - 1
-136-
age 4
JUESTION 4 (continued)
What special skills?
Legal Terminology - 1
Accounting - 2
Clerical Skills - 1
Bookeeping - 1
Word processing - 1 Calculators - 1
Office machines - 1 Shorthand - 1
Computer training - 1 Business - 1
lUESTION 5: Does your child seem satisfied with the Business Education
Magnet Program?
:ESP0NSES: yes - 25
NO - 2
NOT SURE - 5
NO ANSWER - 5
TOTAL: 37
lUESTION 6: Why did your child enroll in this program?
ESPONSES;
To learn office practices - 1
To acquire skills of technical training - 5
Wanted the program - 5
Nothing else being offered - 1
Better job after high school - 10
Put into program unwillingly - 1
Accidental - 1
Feels she can handle it - 1
Given course when she entered high school and has to keep
it until graduation - 1
I don ' t know - 1
No answer - 6
To learn more about the business world - 3
Transferred out - 1
TOTAL: 37
UESTION 7
ESPONSES:
If your child is no longer enrolled in program, why did he/she
withdraw?
No answer - 32
Still enrolled - 1
Transfer - 1
So she can go to the ORC in the afternoon - 1
Graduating - 1
At East Boston High , viien ypu hit a certain age, they don't
care about you - 1
TOTAL: 37
UESTION 8: Would you like more information on the Business Education
Program?
ESPONSES: YES - 26
NO - 7
NO ANSWER - 4
TOTAL: 37
■■ -137-'
Page 5
CONTACT LIST OF PARENT RESPONDENTS ^-'THO SIGNED SURVEY FORMS
*^rs. Fisher
35 Banfield Ave.
yiattaoan. Ma. 02126
296-0664
Ella Mae Jackson
48 Bellevue St.
Boston, Ma. 02125
B25-6697
yiargaret Gittens
36 Nightingale St.
Dorchester, Ma. 02124
265-2888
Paul Lyons Jr.
402 Meridian St.
East Boston, Ma. 02128
561-0389
barmen Pinto
122 Summer St.
East Boston, Ma. 02128
569-3897
STellie Nance
43 Bowdoin St.
Dorchester, Ma. 02122
B25-7617
^aria Tilichicchia
31 Doris St.
Dorchester, Ma. 02122
436-3169
Linda Roberts
P.O. Box 277
Dorchester, Ma. 02122
Florence Grieco
99 Bennington St.
East Boston, Ma. 02128
569-6756
Clara Holloway
51 Armandine St.
Dorchester, Ma. 0212 4
282-4095
Mildred Cody
110 Brookway Rd.
P.oslindale, Ma. 02131
522-2344
Eileen Ashob
3 Arcadia St.
Dorchester, Ma. 02122
825-6196
Susan Medina
93 Bowdoin Ave.
Dorchester Ma. 02122
825-6876
Katie Jones
608 Park St.
Dorchester , Ma. 02124
265-4818
Janet More land Ames
14 Cluney Ct.
Roxbury, Ma. 02119
445-0790
Sophia Morris
50 School St.
Boston, Ma.
524-0962
Esther Sargeant
70 Harvard St.
Dorchester, Ma. 02124
825-2045
Jadwiga Gentek
16 Crescent Ave.
Boston, Ma. 02125
Pierre Moody
5 Codman Park
Roxbury, Ma. 02119
427-6879
Ollie Tyra
166 Seaver St.
Roxbury, Ma. 02119
445-8797
Dolores Finklia
272 Geneva Ave.
Dorchester, Ma. 02124
265-7256
Minnie McFayden
38 Millet St.
Dorchester, Ma. 02124
Ellen Reed
11 St. William St
Boston, Ma. 02125
825-4675
i
Mrs. Blackmore
21 Taft St.
Dorchester, Ma. 0
Elena DeMeo
1060 Saratoga St.
East Boston, Ma.
569-8645
Pearlita Gilpin
27 Gayiand St.
Dorchester, Ma. 021
445-5569
Zainaol Ali ■
10 Emmons St.
P.O. Box 289
East Boston, Ma. 02
Dora Daley
20 Carmen St.
Roxbury, Ma. 02121
436-0341
Patricia Cotter
10 Ashmont Ct.
Dorchester, Ma. 021
825-9668 |
Mary Medeinoa
240 Waldemar Ave.
East Boston, Ma.
Anne Brongiluke
84 West Eagle St.
East Boston, Ma.
569-8948
Carmine lanochini
161 Adams St. I
Dorchester, Ma. 02
265-8712
-138-
ge
ATT A CHMENTS
Survey A with Cover Letter
Survey B with Cover Letter
-139-
Feel free to attach any
additional comments
Jity wide Parents Council
JTemple Place Boston,Mass. 02111 (617)426-2450
A.
II
May 15, 1984
Dear Parent
We are studying the Business Education Magnet Program at East
Boston High School to ensure that the program is fulfilling its
potential to educate enrolled students for the business world.
As the parent of a student in this program, please take a minute
answer the questions below and return in the enclosed envelope,
as soon as possible. If your child is no longer in the program,
skip ahead and respond to the last question only.
I
I
to
pie.
Thank you very much. If you have any questions, call me at 426-2450.
-Kathi Barat, District 8 field specialist
****************************************************************** *^
I
1. Did you know that your child is enrolled in the Business magnet
program at E.B. High?
yes
D
no O
yesj
2. Have you received information about the curriculum?
If yes, in what form? written conference
phone contact student
other
3. Do you feel that you understand what the Business Education
Program is supposed to teach? yesO noO not sure^
4. Are you satisfied that your child is learning special skills that
he/she would not be able to get if not enrolled in the Business
Education Magnet program? yes D no Q not surel
If yes, what special skills?
5. Does your child seem satisfied with the Bus-iness Education
Magnet program? yes Q no Q not surep
6. Why did your child enroll in this program?
7. If your child is no longer enrolled in program, why did he/she
withdraw?
OPTIONAL INFORMATION: Name
^
Address _mo-_
Phone
M
.l°l'il?ij-i^«^^^^jx,z„ffi„»^tfj?4.js«»?^i^^ n „o □,
3.
ty wide Parents Council
Temple Place Boston,Mass. 02111 (617)426-2450
May 29, 1984
Dear Parent and Student:
A review of the 1983-84 East Bostcxi High School matrix of forner stixients
has revealed that your child has left the Magnet Biisiness Education
Program In vMch he/she had been enrolled earlier in this school year.
Please take a moment of your valuable Hmo to conplete this questionnaire
about the East Boston Business Magnet Program, about your reasons for
choosing the program, and your reasons for leaving the program.
The in£3rmation gathered from this survey will be used to make recoomen-
dations to the Boston Public School administration for inprovenents in
the program, its operation, and its services to students.
Thank you for your assistance in this survey.
Citywide Parents Council
Monitoring Office
rr
-141-
A multi-cultural oarents or qanization monitofinq oualtv. deaeqroqated education
CrnWIDE PARENT COUNCIL SURVEY
EAST BOSTCN BUSINESS MAQET reOOlAM
Please circle the vunber next to the appropriate answer to each question. Please
feel free to coament after any question.
A. When did you begin your studies in the East Boston Business Magnet Program?
1 Grade 9 . Freshman Year
2 Grade 10, Sophomore Year
3 Grade 11, Jxaiior Year i
4 Grade 12, Senior Year
Ccmments, if any:
B. Why did you select the East Boston Business Magnet Program?
1 Wanted legal office work pr^aration
2 Wanted medical office work preparation
3 Wanted business office work preparation
4 None of the above
Gooments, if any:
C. Did the East Boston Business Magnet Program meet your expectaticxisl
1 Yes
2 No
3 Sometimes
4 Never
Comments, if any:
I
-lil2-
Page 2
D. Wtty did you withdraw from the East Boston Business Magnet Program?
1 Personal reasons
2 Academic reasons
3 Program not meeting ny expectations
4 Other reasons
Please specify other reasons:
E. If you could inprove the East Boston Business Magnet Program for future
students, what one suggestion would you make?
Signature (optional)
Race (optional)
Date
-1^3-
EAST BOSTON HIGH SCHOOL BUSINESS MAGNET: Non-compliance Issues
Non-compliance Issue: failure to implement the plan ordered by the
Court on May 3, 1976 and submitted by Boston in 1977 to create
a business magnet. Specifically:
1. business magnet not unique or "magnetic"
2. program offerings of questionable quality
3. business magnet students have no access to a college-
oriented business program
4. no special guidance or other support for entering (9th
grade) minority students
5. lacks placement staff
6. poor record-keeping (no retention rates, placement
rates, etc. )
7. program director has no administrative assistance and must
also teach.
Issue Suggested Uses of Funds
1 - 3
6 - 7
Support collaboration with
Salem State College (higher
education partner), and
development of other pairings
Provide support to new and
minority students: guidance
counselor, minority aide,
multicultural materials, etc.
Placement officer
Clerical assistance
Expected Outcomes
0 Curriculum revision
• Upgrading teachers' skills
f Develop program with college
link
• Develop program to make
business magnet unique
• Improve retention of
minority students
• Develop job placements
for students and graduates,
and higher education place-
ment for graduates
• Improved record-keeping
• Free up time of program
director for program
improvement
-1^^-
I
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
30ST0N PUBLIC SCHOOLS
EAST BOSTON HIGH SCHOOL
:n\^.^0-C November 29, 1984
Dear
As you recall last Spring, the Citywlde Parents Council sent to you a survey
questionnaire in an attempt to identify any problems with the Business Magnet
Program at East Boston High School as viewed from a student/parent perspective.
I want to take this opportunity to personally thank you for your response to
that questionnaire.
The Business Magnet is a court-ordered program to desegregate East Boston High
School. It has been in operation for over 7 years. Through internal — within
the school itself — and external monitoring by the State Department, we are
constantly looking for ways to improve the quality and attractiveness of the
program. However, we are in need of parental input in order to strengthen our
search for financial and other forms of support of this program.
United parents has always been a highly successful means to a desired end in
educational endeavors. Ic is with this in mind that we urge you to become
actively involved with the progress of the Business Magnet aspect of our school.
We invite you to attend our Open House on Thursday, December 6 from 7-9 p.m.
and to see our facilities and meet our Business Department staff members.
Then we would hope that you will contact our Business Department Head,
Mrs. Ann Fisher, either before or after the Open House meeting to let her
know of your interest and availability to help imnrove the Magnet Program.
Mrs. Fisher can be reached by telephoning 569-7739 between 7:30 a.m. and 2 p.m.
We look forward to seeing you on December 6.
Sincerely yours,
John A. Poto
Headmaster
Enclosure: Business Dept. Newslettei-
Copy to: Cit:A.-ide Parents Council -l45-
State Deot. of Education
ilovenber, 1984
BUSINESS /BUSINESS MAGNET DEPARTMENT
From Che Deoartment Head's Desk
[H^
ibcai;!
East Boston High School
East Boston. MA 02128 , j
TELEPHONE: 567-2140 |
John A. Poto, Headmaster]
I
The Business Department wishes to take this opportunity to welcome to its staff two
new teachers, Mrs. Ingram and Mrs. Sanders, both of whom come from the former Boston
Business School.
The 1984-85 school year got off to a good start. After the Headnaster and his adninis-
crative staff and teacher assistants spent many hours last school year reviewing the
curriculum, the result was a revised curriculum. Major revisions include:
1. All courses required for graduation have been placed in the 9th
and 10th grades. It is felt that with the fulfillment of gradua-
tion requirements in the first two years, students will be better
prepared to select a major area of learning for the remaining two
years.
2. All 9th-grade students are required to take:
1 semester of Computer Literacy
1 semester of Personal Keyboarding (typing)
1 full year of Occupational Information which consists of
4 segments (one quarter each segment) of exploring Careers
in Business Education, Wholesaling and Retailing; Foods and
Health and the Machine Shop area.
A further note of interest is the fact that after testing, all Grade 9 students are
placed in an appropriate level of English and Math which will enhance their oppor-
tunity for making the proper Individual progress.
The Business Department is now offering a full-year course in Wordp recessing (on
the newly-acquired IBM Personal Computers) as well as Wordprocessing on the Wang
Wordprocessors . Accounting continues to make use of the Apple computers for the
time being but expects to transfer to the IBM PC's next school year.
This year, as in the past, the school will continue to work with local institutions
of higher learning (Fisher Jr. College, Boston University, Salem State College) and
with the business community (Massport Authority and The Boston Compact) in order to
continue to upgrade the quality of education for our students.
Finally, through the Private Industry Council (PIC), Ms. Paula Kelley has recently
joined "Eastie's" staff as a Career Specialist to assist students in their job
search, on the job and other career related aspects.
SLIMMER HAS GOfIE...But the memories linger on in the following ways:
Mrs. Alberghini enjoyed summer gardening
Mrs. Bryant, gardening and redecorating
Mrs. Fisher, that 6-day drive to and from Los Angeles
Mr. Gallo, home remodeling at his leisure
Mr. Green, His home on The Cape
Mr. Hardv, his 8 days spent in Chicago for the VFW (Veterans of Foreign Wars) conver.tlot
Ms. Henr^.-, her family
Mrs. Ingram, her trips to Disney World; Atlantic City and North Carolina
Mr. Mlraglia, his trip to California
Mr. Rucnick. his hone on The Cape and especially his golfing and gardening
Mrs. Sanders, trios to Disney World and Hershey Park in Pennsylvania
_ia6-
-2-
OPEN HOUSE, a successful event! (NEXT ONE: Thurs . , DECEMBER 6, 7-9 p.m. ac
East Boston High School)
On Thursday, September 20, Open House for parents and students was held at East Boston
High School. Following the Headmaster's welcome, Parent Council elections were held.
This was followed by a building tour and coffee and refreshments.
Although the parental response was good, we all are hoping that more of our parents
will take the time to become MORE INTERESTED and ACTIVELY INVOLVED in the educational
progress of their children and the goals of East Boston High to give their children
the best education has to offer. WE LOOK FORI^ARD TO SEEING YOU ON DECEMBER 6.
: : : help : : :
The Business Magnet Program of East Boston High is a racially-integrated component
of the Business Education program. After students have completed their graduation
requirements in Grades 9 and 10, they may select from the following major areas of
interest in this program for their 11th and 12th years:
Legal-Medical Office Clerical
Secretarial — Court /Legal-Medical
Computer-Oriented Accounting
Because the Business Magnet Program is a special program under Court order, it is
continuously monitored by both the State Department of Education and by the Citywide
Parents Council. Through this monitoring process, and with the cooperation of East
Boston High School, ways are continuously being sought to improve and upgrade the
program. INTERESTED PARENTS OF MAGNET STUDENTS are needed in this program to provide
input into the reviewing and updating process. We not only invite you but strongly
urge you to come visit our school and see the wealth of modem office equipment and
instructional materials which are being used to educate your children; then to take
an ACTIVE INTEREST in making the Business Magnet a better program.
Please feel free at any time to contact: Mrs. Ann Fisher
Business/Business Magnet Dept. Head
TELEPHONE: 569-7739 or 567-2140
Mr. Donald Coverdale
Guidance Counselor
TELEPHONE: 567-3601 or 567-6073
A "Word to the Wise"
As of this school year, both the students' subject teacher and the homeroom teacher
will complete a warning notice approximately midway each quarterly marking period.
Please understand that a prophesied failure in a subject does not necessarily indicate
that a student will actually fail. It serves only to warn students to be on guard
against such negative factors as the following which can cause failure:
Excessive absence-^Students must be in school attendance at least 852 of the
total number of days for the marking period.
Failure to do homework — Homework is an extension of the education process and
is therefore important to complete the prescribed amount
and quality of work for a particular subject.
Poor test results — Keeping up with diss assignments, participating In classrooo
discussions, taking advantage of test reviews — all serve to
help alleviate the possibility of getting poor test results.
Failure to make up work missed — Teaching and learning go on even while a student
Is absent. This work must be made up in order not to miss
important elements of learning.
Continued on next page
-m7-
-3-
I
Poor class work tlncluding oral participation) --Class work provides an opportunity
for students to seek assistance from the teacher. It also
provides an opportunity for students to learn from each other.
Failure to participate in class work is denying oneself an
important segment of the teaching /learning process.
Parents are asked to assist their children in every way possible to overcome any of
the above negative factors which threaten the student's successful completion of a
course.
TO ALL BOSUJESS/BUSINZSS MAGNET SENIORS— C ONGRATnLATI_ONS:
You deserve applause for "hanging in there". This year will go by so swiftly you'll
look back and wonder where it went.' So make the most of your last year of public
education — good attendance prepares you for the work world; good grades prepare you
to go on to higher education or to get a job in your chosen field. Don't forget
either during this brief, last year to enjoy your extra-curricular activities and
to enjoy your classmates from whom you may soon be separated as you go your separate
ways in pursuit of your individual careers.
In this same vein, following are the senior, business job placements for 1984-85:
Zafrlen All — Woolworth's Vicki Halsell — Sheraton Hotel Headqusri
Rosalind Braithwalte — -McDonald's Nicole Jones — Coopers and Lybrand
Ethel Brown — Bradlees Maureen Johns — Winthrop Hospital
Sally Bynoe — Liberty Mutual Insurance Company ■ Michelle McDonald — Brooks Fashions
Sandra Cappuccio — Jlmbo's Pierre Moody — Army Materials and
Anita Donaldson — Woolworth's Mechanical Research Center
Rosemary Grasso — Coopers and Lybrand Cheryl Othner — Sandwich World
Doreen Gleeson — Atlas Bedding Corporation Lisa Peterson — Woolworth's
Mario Rocha — Dunkin' Donuts
Marco Watkins — Brigham and Women's Hospital
United States Business Education Awards
East Boston High School has been invited to nominate students for the U.S. Business
Education Awards. This is an opportunity to give a few accolades to our worthy
business students. The honor of being selected as one of America's most outstanding
business education students is indeed a tribute to leadership, hard work and achieve-
ment. Furthermore, It can possibly provide future scholarship opportunities for our
business students.
TEACHER/ADMINISTRATOR PROFILES
eli
With our first Business Education Newsletter of the year, we are initiating this seclis
on staff -background. We hope it will ser'/e not only to inform you of the educational
qualifications of our staff members in this department but also to provide a little
human interest by letting you know of some of our non-school related interests and
activities. The result, hopefully, will be better knowledge and understanding of
each other.
.Ann L. Fisher (Fh) —Department Chairperson
Bom and reared in Columbus, Ohio, Mrs. Fisher is currently a resident of Lexington,
MA. She attended school at New York University (B.S.); Boston University (M.S.);
Boston State College and Salem State College for Certification in Guidance and School
Administration. She has been in the field of education for 25 years — 21 years of
which have been with the Boston Public School System (and at East Boston High); other
years were in New Jersey.
Mrs. Fisher is married and has one daughter, 21 years of age and an 81-year old
mother who resides with her. Her hobbles are: music, writing, flower gardening.
Interior decorating and fashion consulting. She is an active member of the Pilgrim
Congregational Church of Lexington and of the Boston Chapter of Lambda Kappa Mu
Sorority which is a national business and professional women's organization whose
primary interest Is promoting the educational growth of women.
,i.Q Continued on next page
-4-
Donald Coverdale(Cv) — Guidance Counselor (and Track Coach)
Bom and reared in New York Clcy, Mr. Coverdale is a product of the New York City public
schools. He currently resides in Dorchester. Mr. Coverdale attended Bluefield State
College in West Virginia and the University of Mass. at Amherst for graduate work. He
has completed all course work for his doctorate which he is seeking in counseling and
school administration. He has over 20 years experience in the field of education with
previous experience in the state of New York and in western Massachusetts.
Mr. Coverdale is also an ordained Baptist minister and a member of the Concord
Baptist Church in the South End. He is married and the father of two children.
His hobbies, as an active fitness enthusiast, Include marathon running, cycling,
swimming and winter sports such as skiing and ice skating.
Peter Gallo (Ga) — Teacher of Business Law, Consumer Education, Legal and Medical
Office Practice and Legal and Medical Terminology
Mr. Gallo was reared in East Boston and is a product of the Boston Public Schools
(East Boston High, 1961). He attended Mas.s. Bay Community College (A.S.); Suffolk
University (B.S.); Suffolk University's Graduate School of Business Administration
(M.B.A. ) and Boston State College for certification in Educational Administration.
Mr. Gallo has taught in both summer and evening schools, culminating in the appoint-
ment as Principal of the East Boston Evening School, a position which he held for
three years. He has been in the field of education for 18 years — 16 of which have
been at East Boston High School. Mr. Gallo pioneered the course in Consumer Education
at East Boston High in 1971. He is an advisor to the Mock Trial Competition Team, a
position which he enjoys a great deal.
Mr. Gallo is married and the father of three children. His hobbies include physical
fitness, reading, home repair, music and swimming.
Wardrobe Tips for "The Girls — Young and Old"
Did you know that :
...prints and bright colors (especially pastelles) expose the quality of a garment
more than solid, darker colors do. So choose darker, solid colors in less expensive wear.
...simple, clear-cut lines (as opposed to extensive detail in styling) are less likely
to show flaws in workmanship in garments which are less expensive.
...you can wear those colors you like but find unflattering to your hair or facial
coloring. Simply wear them on the lower part of your body (skirts and pants) and
coordinate with an upper garment (blouse, sweater, jacket) in a color which you feel
confident looks well on you.
...the length of your shoulder-strap bag should be governed by your height. Most are
adjustable; so try adjusting it to your height to make it more flattering.
POETRY COBNER
A Friend
Take time to love
And time to care.
Take time to feel
For others' fare.
Just let them know
That even when
Their world goes wrong
You'll be 'a friend.
Thomas C. Gallagher
HONOR ROLL —CONGRATULATIONS
Names of honorees will appear next issue of newsletter.
-149-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
EAST BOSTON HIGH SCHOOL
joMMA porn October 24, 1984
Headmaster
Mr. Frank A. Laquidara
Boston Public Schools
Dept. Of Education/Employment
75 New Dudley Street
Boston, MA 02119
Dear Frank,
In our telephone conversation today I stated our desire
to update our vooaLioiicil Li-cilnlng facilities here at East
Boston High School. CVIA PL 94-4821 There are numerous
necessary improvroents needed to make our machine technology
center comparable to other similar facilities around the
state. We are requesting your involvement in our planning
because of your expertise and knowledge of funding sources
and our'-ehared responsibilities for the vocational training
received by our students.
As you are aware, the State Department of .Education has
indicated the need for magnet upgrading at East Boston High
School be it Vocational or Business entitling- us to
PL 94-482 consideration.
Please advise me of your availability so that I may
make plans with John Poto for our meeting. It should also
be noted that I have scheduled our Vocational Advisory Committee
meeting for November 30, 1984. I would like to have something
to report to them at that time.
Sincerely yours
Max R. Corbett
Dept^ Head Career Preparation
MRC/pc ffo^n A. Poto, Headmaster
cc: J. McDonough
J. Walsh
W. Dandridge
P. Ingeneri
D. Cronin
J. Caradonio
C. Glenn ,
J. Taylor v/ -150-
86 WHITE STREET, EAST BOSTON, MASSACHUSETTS „.'128 • 567-21'n3 AREA 617
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
EAST BOSTON HIGH SCHOOL
N fCTC • October 31, 19 84
anaster
ear Mr. Caradonio:
s you are already aware, the East Boston High School's Business
agnet Program has been and continues to be reviewed by the State
epartment of Education. Through that monitoring process, the
rogram has been found to fall short of both its purpose as
pproved by the Court in 1976 as well as its potential .
n Jrs Report No. 3 to the U.S. District Court. District of Mass.
n Boston School Desegregation (July 15, 1984, Vol. 1), the
epartment of Education found the Business Magnet Program to be
... a v/eak program that suffered from neglect by the School
epartment..." Among the areas pinpointed for attention were the
ollowing :
1. No teaching or adminstrative staff assigned full time —
Director of the program is also Chair of Business Depart.ment.
2. Business Magnet teachers are also Business Department
teachers.
3. No special support services for students in the program
(especially freshman) , mostly minority from outside
District 8.
4. No staff specially assigned to develop cooperative
(work-site) experience or job placement.
5. \'o seats reserved in post-secondary business education
institutions.
n addition to the above-mentioned report by the State Department,
he Citywide Parents Council has reached similar conclusions which
ere further enhanced as a result of Business Magnet students.
t
s a result of this external, constructive criticism, it is more than
bvious that something must be done to insure the uniqueness of this
rogram in order that it may be in conformity with the Court order
s well as to continue to attract students.
86 -A-.Tt STREE' EAST BOSTON. MAG -151- VS CZ^lIS • 567-2i'20 AREA 617
- 2 -
We already have the rudiments of what could be an excellent program
but financial assistance is an absolute essential. For example,
we are currently considering an Office Simulation Program for
seniors (and possible juniors) who either do not feel educationally
ready for outside work experience or for some other reason choose
to remain in school all day. We envision this program as being
a well-developed plan, but the need for equipment and staff support
are prerequisites to initiate such a piar..
With P.L. 94-482 funds in mind.- T will te1*=phone ynu soon to
arrange a mutually convenient time to discuss this further,
including format of proposal, time deadlines, etc.
erely,^^ — .
I {y/if
n A. Poto
eadmaster
JAP/mr
cc: Mr. Joseph McDonough, Deputy Supt.
Mr. James Walsh, Deputy Supt.
Mr. William Dandridge, Deputy Supt.
Ms. Joyce Malyn- Smith, Manager Occup. Ins true,
Mr. Charles Glenn, State Dept.
Mr. David Crcnir. , State Dept.
Ms. Judy Taylor, State Dept.
Mr. Peter Ingeneri, Comm. Supt.
Ms. Ann Fisher, Dept. Head
Design
-152-
BILINGUAL EDUCATION
-153-
BILINGUAL EDUCATION
I.
ORDER
Student Desegregation Plan of May 10, 1975
This Order addressed six bilingual education
areas.
SUMMARY
FINDINGS
"Where 20 or more kindergarten students
attend a school and are found to be in need
of bilingual instruction, the School
Department shall provide it." (Page 4)
Compliance
Throughout the years the Boston Public
Schools have made an effort to develop
bilingual kindergarten programs for limited
English proficient students. There are
Kindergarten-1 programs in 17 schools and
Kindergarten-2 programs in 25 schools.
(Appendix A)
B.
SUMMARY
"The School Bilingual Department staff shall
make the decision to assign students to
programs, but not to specific schools within
community districts. Bilingual program
assignments will be made first by the
Assignment Unit". (Page 5)
FINDINGS Compliance
An agreement reached between the Master
Parent Advisory Council and the Boston
Public Schools, approved by the Department
of Education, and incorporated into the
Voluntary Lau Plan, stating that the
Department of Implementation would assign
students to programs as well as to specific
schools within community districts has been
implemented. Bilingual program assignments
are the first ones made by the Assignment
Unit of the Department of Implementation.
-155^
SUMMARY
"The School Department shall, under the
court's supervision, prepare an 'Orientation
and Application Booklet.' This booklet
shall be printed for mailing in English,
Spanish, and Chinese versions.
Translations into French, Greek, Italian and
Portuguese shall be printed for distribution
and copies of the booklet in these languages
as well as in English-Spanish and Chinese
shall be made available at local schools,
community school district offices and at
other municipal locations. A statement in
each language shall appear in
Spanish booklet mailed to
students informing them of the
and location of copies in these
the English-
parents and
availability
languages.
SUMMARY
The orientation section of the booklet shall
present brief but cogent descriptions of all
of the schools and their programs within
Citywide District 9 and shall orient readers
accurately to school resources and to the
range of options and restrictions governing
final assignments." (Page 44-45)
FINDINGS Compliance
Boston has prepared, printed and distributed
thousands of copies of the "Orientation and
Application Booklet" in the language of all
students in bilingual programs. The booklet
complies, in all respects, with the
specifications of the order. (Appendix B)
"After the booklets have been mailed, there
shall be an information and guidance center
located in each community school district
office to which parents and students may
direct inquiries. The address and telephone
number of each center shall be printed in
the booklet." (Page 45)
FINDINGS Compliance
Bilingual Community Field Coordinators have
been assigned to provide information and
guidance in most district offices for all
language groups except for Laotians. Even
though the Laotian position has been
-156-
E.
SUMMARY
budgeted and advertised, and candidates have
been interviewed, no one has yet accepted
the position. (See Appendix C - List of
Community Field Coordinators and Appendix D
- Letter from Dr. Spillane to Ms. Marlene
Godfrey. )
"Exceptions to variation limits shall be
permitted where necesary to allow
appropriate bilingual assignments or to
allow students in any racial or ethnic group
to be assigned to a particular school in
groups of at least twenty." (Page 73)
FINDINGS Compliance
Limited English proficient students have
been assigned according to the Order.
Exceptions have been made throughout the
years to allow for the assignment of limited
English proficient students of all
ethnic/language groups to particular schools
in groups of at least 20.
SUMMARY
"Students in need of bilingual education
will be assigned individually to
appropriate programs within the district of
residence." (Page 74)
FINDINGS Compliance
of
all
Boston is in full compliance with this
order. Exceptions have been made thoughout
the years to allow for the assignment
limited English proficient students of
ethnic/ language groups to particular
schools. However, the dispersal of Hispanic
middle and high school students in all the
district high and middle schools, as
reported in Report No. 3, remains a problem.
Because of that dispersal, bilingual
services have been inadequate or
inappropriate. For example, Hispanic
guidance counselors are assigned to three
schools rather than one or two. This means
that they can be at certain schools only one
day of the week. During critical periods
such as the first days of school, this
-157-
creates problems such as those documented at
English High School. (See Appendix F) For
a more complete picture of the inadequacy of
counseling services, in spite of actual
compliance with Court orders and the Lau
Plan, refer to Appendix G. For more
information about non-compliance with state
regulations related to course offerings,
refer to Appendix H.
The following illustrates the above
findings:
Last year's visits to the Chinese Program at
Charlestown High and the Spanish Program at
Dorchester High highlighted two contrasting
situations. On the one hand, the
Charlestown High School Chinese bilingual
program, with 11 Chinese bilingual teachers
and a full-time Chinese bilingual counselor,
had achieved high standards of academic
excellence and was in compliance with all
state regulations relative to pupil/teacher
ratios and course requirements. Students in
the program received not only required
courses but also "extras" such as calculus
and physics. This was, in part, made
possible because 219 limited English
proficient Chinese students from throughout
the city had been assigned to the program.
In contrast, the Spanish bilingual program
at Dorchester High, with only 83 students
and five bilingual teachers, did not offer
the minimum number of courses required by
state law. For example, 24 limited English
proficient students, grades 9 through 12,
were taking the same science class and using
a Spanish First Aid Handbook as a text.
Some of these students had already studied
biology and chemistry in Puerto Rican and
Dominican Republic high schools.
Last year this situation was repeatedly
documented in most middle and high school
Hispanic bilingual programs with the
exception of Jamaica Plain High. This year,
the Assignment Unit of the Department of
Implementation assigned some Hispanic
bilingual students from the Jamaica Plain
cluster to other high schools, thus reducing
the cluster's size and quality.
-158-
Despite some efforts to improve the
situation, the English High School Haitian
bilingual program — a program of large
cluster size — remains without appropriate
and adequate staff, materials and other
resources necessary for compliance with
state regulations.
II.
ORDER
Unified Plan
Education in
the Court on
for Vocational and Occupational
the City of Boston, filed with
September 8, 1975
For a report on
Vocational/Occupational
pp. 187-190.
this order, see
Education Report
III.
ORDER
Memorandum of May 6, 1977
Modifying Desegregation Plan
SUMMARY
"Screening and classification of the
prospective student shall be presented by
the bilingual department prior to final
assignment, however, in accordance with
state law. As part of the orientation and
assignment process, direct mailings shall be
made in appropriate languages to all parents
explaining the rights of their children
under M.G.L., c. 71A, to enroll in or
transfer into such classes." (Page 23)
FINDINGS Compliance
An agreement between the Master PAC and the
Boston Public Schools, approved by the
Department- of Education and incorporated
into the Voluntary Lau Plan states that
mailings to inform parents of their
chidren's enrollment status are no longer
necesary. Parents have the opportunity in
the parent-school personnel interview to
agree or disagree with the school
department's decision to enroll a child in a
TEE program, according to c. 71A regulation
#45. A signed statement from the parent is
kept on f ile .
B.
SUr^lMARY
"Transfers ... to or from a bilin-
gual . . . class may be made at any time.
Other transfers may be made only at the
beginning of the second half of the school
year." (Page 27)
-159-
FINDINGS Non-Compliance (Some Improvement)
Boston has taken steps to facilitate partial
and full mainstreaming . Boston has offered
training in parallel scheduling and sister
clustering to schools where parallel
scheduling had not been used. Boston has
also made efforts to improve the physical
conditions in schools such as Dorchester
High where space limitations caused over-
crowding in non-bilingual classes and thus
made mainstreaming difficult. The staff of
the Lau Unit and the Bilingual Department
have also taken steps to develop language
assessment teams in schools such as the
Ohrenberger Elementary which previously did
not have them. These teams monitor the
students' progress in the acquisition of
English as well as their native language.
Based on the testing done by the language
assessment teams, students are either
retained in bilingual classes or transferred
to non-bilingual ones.
Boston needs to explore effective methods of
mainstreaming for bilingual students
including :
1. reducing the student/teacher ratios for
non-bilingual classes in schools that
have bilingual programs;
2. providing sufficient and adequate
language support services in the non-
bilingual program as recommended in
Report Nos. 2 and 3 ;
3. educating parents about the benefits of
mainstreaming students into non-
bilingual programs; and
4. creating "two way'
like the Hernandez.
bilingual schools
IV.
ORDER
Memorandum and Orders of March
Modifying Desegregation Plan
21, 1978
SUMMARY
Section 2(c) of the kindergarten plan,
approved with modifications on August 12,
1977, is amended by adding thereto the
following sentence: "Bilingual Extended Day
-160-
Kindergarten Programs may be organized
separately from regular Extended Day
Programs." (Page 5)
FINDINGS Compliance
Boston has complied with this order; there
are 12 Bilingual Extended Day Kindergarten
Programs in existence. {Appendix A)
CONCLUS IONS/RECOMMENDATIONS
Boston has fully complied with orders
related to:
1. the provision of bilingual instruction
for limited English proficient (L.E.P.)
kindergarten students;
2. the organization of Bilingual Extended
Day Kindergarten Programs;
3. the assignment of L.E.P. students to
programs and schools;
4. the preparation and distribution of the
"Orientation and Application Booklet" in
all languages, the establishment of
information and guidance centers located
in each Community School District
Office;
5. the allowance of exceptions to variation
limits;
6. the assignment of L.E.P. students to
programs within their district of
residence; and
7. the classification of prospective
students by the Bilingual Department
prior to final assignment.
While Boston has made some efforts to comply
with the orde.r regarding in-school
transfers, it has yet to implement our
recommendations or to reduce student/teacher
ratios and provide sufficient and adequate
native language support services in the non-
bilingual program.
Serious questions and concerns about the
adequacy and appropriateness of bilingual
-161-
services in most Hispanic middle and high
school clusters due to clustering problems
also remain.
Non-compliance issues still remain in the
provision of appropriate administrative,
counseling and instructional support
services in the native language to L.E.P.
students in the bilingual
vocational/occupational programs. For
specific recommendations regarding bilingual
services to vocational/occupational
programs, consult the
Vocational/Occupational section pp. 198-199.
In order to enhance mainstreaming :
1. the Department of Implementation must
reduce the student/teacher ratios for
non-bilingual classes in those schools
which house bilingual education
programs;
2. the Bilingual Office must continue to
train school personnel in the areas of
parallel scheduling and sister
clustering;
3. Boston must provide sufficient an
adequate native language support
services in the non-bilingual program;
4. the Lau Unit must help organize and
improve the effectiveness of language
assessment teams;
5. Boston should create more "two-way"
bilingual schools like the Hernandez;
6. Boston should educate parents about the
benefits of mainstreaming students into
non-bilingual programs;
7. the adequacy and appropriateness of
bilingual services in the Hispanic
middle and high school clusters must
also be addressed. Boston must involve
all relevant parent organizations,
plantiff interveners, the Bilingual
Department's staff, leaders of the
Hispanic community in Boston, and
others, in the development of a plan to
consolidate some of the high and middle
school clusters.
-162-
BOSTON DESEGREGATION REPORT #4
BILINGUAL EDUCATION
VOLUME II ATTACHMENTS
1. Appendix A: Bilingual Kindergarten Programs
2. Appendix B: Table of Contents from 1984-85 Student
Assignment Handbook
3. Appendix C: Community Field Coordinators
4. Appendix D: Letter, Robert Spillane to Marlene Godfrey
Re: Non-Compliance Issues at English High
School
5. Appendix E: Questionnaire for Vocational/Occupational Educa-
tional Programs
6. Appendix F: Marlene Godfrey to Robert Spillane
Re: Bilingual Non-Compliance Issue
7. Appendix G: Hispanic Guidance Counsellors
8. Appendix H: Regional Courses Offered and Access to Extra
Curricula Activities
-163-
i Page 7
APPENDIX A
-BILINGUAL KINDERGARTEN PROGRAMS*
District Schools
Baldwin
Hamil ton
Tobin
Winship
Language
Chinese
Cambod ian
Spanish
Spanish
Programs
Kl K2 E.D.P
t-r
XX-
XX-
X X EDP
XX-
Agassiz
Kennedy
Spanish
Spanish
X
X
X
X
EDP
EDP
Lee
Mattahunt
Spanish
Greek
X
X
EDP
EDP
Shaw
Haitian
EDP
S. Greenwood
Holland
Marshall
Spanish
Spanish
Spanish
X
X
X
X
X
EDP
Dever
Emerson
Winthrop
Spanish - x EDP
Cape Verdean x x EDP
Spanish x x -
Blackstone
Hurley
Qu incy
Spanish
Spanish
Chinese
X
X
X
X EDP
X -
X EDP
Otis
Italian
Portugese
Spanish
X X
- X
- X
Hennigan
Hernandez
Jackson Mann
Ohrenberger
Spanish
Spanish
Vietnamese
Laotian
X EDP
XX-
XX-
*Refer to Court Orders of May 10, 1975 (p. 4) and March 21, 1978
(p. 5).
**
Schools with Bilingual Extended Day Kindergarten Programs
-165-
APPENDIX B
TABLE OF CONTENTS FROM THE 1984-85 STUDENT ASSIGNMENTS HANDBOOK
TABLE OF CONTENTS
INTRODUCTION 4
COMMON QUESTIONS ABOUT:
DEFINITIONS 4
ASSIGNMENTS:
Bilingual Assignments 7
Special Education Assignments 7
Advanced Work Assignments 8
Kindergarten Assignments 8
Transportation 9
Change of Address 9
PARENT/STUDENT PARTICIPATION 10
COMMUNITY DISTRICT SCHOOLS— DISTRICTS I THRU VIII 10
MAGNET SCHOOLS— DISTRICT IX (City-wide) 11
MAGNET PROGRAMS AND SPECIAL PROGRAMS:
KINDERGARTEN 12
ADVANCED WORKyACADEMICALLY TALENTED 13
TOBIN SCHOOL PERFORMING ARTS PROGRAM 13
HIGH SCHOOL PROGRAMS 13
Vocational/Occupational 13
Health Careers Magnets 14
Special Business Education Program 14
Boston International Studies and Language High School Program 14
Hubert H. Humphrey Occupational Resource Center 14
Music Magnet 15
AnotherCourse to College 15
Boston Preparatory 16
Fenway School/English High School 16
Magnet Art Program/English High School 16
BOSTON EXAMINATION SCHOOLS 16
SCHOOL OF SCIENCE & TECHNOLOGY 16
BILINGUAL EDUCATION SERVICES 17
SPECIAL EDUCATION SERVICES 17
OTHER CITY-WIDE PROGRAMS 18
DIRECTORY: 20
<^4f(*vju-i<^.«r^*5^«« ,,.''''v'« C7U-fi«-o • -167- "*
1
APPENDIX C
Community Field Coordinators
1
Name Languace District office P, Phom
Ramonita Diaz Spanish
Sophy Seng Cambodian
Anh Iran Vietnamese
Vacant Laotian
Ana Rodrfguet Spanish
Pauline Tsoumis Greek
Evelio Rodriguel- Spanish
Raymond George Haitian
Manuela Costa Cape Verdean /Portuguese VI
Norma. Rodri9ue: Spanish VI "
Isabel Yee Chinese VII 426-5552
Amelia Manana Spanish it
Rosario Cascio Italian VIII 569-2959
Felix Ibanez Spanish IX 442-1397
I
783-1195
1
I
It
!
1
I
II
I •
II
II
522-7100
III
323-6020
V
283-6068
V
It "*
;i>?-i
VI
282-5440
-16^.-
APPENDIX D
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
^
BOSTON PUBLIC SCHOOLS
OrF'CE OF THE SUPERlN'^ENOENT
ROBERT R SPILLAN6
October 11, 1984
Ms. Marlene Godfrey, Director
GBREC
27 Cedar Street
Vellesley, Massachusetts 02181
Dear Ms. Godfrey:
RE: Non-Compliance Issues at English High School
There has been a steady increase of bilingual Haitian and Spanish
students at English High School since the beginning of school in
September. We made allowances in our projections last spring for
a normal increase; however, the summer months brought many new
families into Boston.
We have adjusted our original and new projections and have
increased the number of teachers to address the current staffing
problem. All positions have been budgeted and teachers are being
interviewed to fill needed slots. This includes the numbers you
mentioned in your October 1st letter. Aides will also be
assigned as needed.
We have also interviewed candidates for the Laotian Community
Field Coordinator position and offers have been made, however, to
date no one has accepted. We have also assessed the need for an
additional Guidance Counselor slot for the Hispanic students;
however, we do have a person covering the school one and one-half
days each week which is adequate for the number of students
assigned. This is probably more of a scheduling problem than an
unmet service. We do follow the 250:1 student/counselor ratio as
outlined in the Lau Plan for bilingual students.
It usually takes two to three weeks for bilingual students to be
tested and leveled each year; consequently, there is a scheduling
delay which is unavoidable, especially when new students enter
during the month. Every effort is being made to remedy this
situation presently.
-169-
Ma. Marlene Godfrey " -2- October 11, 1984
English High School this year is undergoing " major changes in
programming. The school currently has a bilingual population
which is more than 30X of the enrollment and growing. In a
situation like this, it is important that bilingual students are
mainstreamel as soon as possitsle so that they can be integrated
into the standard curriculum classes.
Mr. Sidney Smith, the new Headmaster, is well aware of the
complexities of his task and needs our support. I would
appreciate it if Mr. Rodriguez wduld meet with him on a regular
basis and discuss the issues.
Sincerely,
Robert R. Spillane
Superintendent of Schools
mc
-170-
APPENDIX E
iJut-iiiUiNNAi^.!:. rUrw vUC/\i iO.VfVL/ uci^uf Ai IUNAjl
EDUCATION PROGRAMS - SPRING 198A
Leoond
X = yes
- = does not exist
Are there written procedures to en-
courage LZ? students to enroll in
Occ/Voc Ed. program
letters in native lang. to parent
other
Do written prccadurea exist to dotor-
mina LE? szudents?
3.
What kind of services are offered to
LEP students in the native lang.
voc/occ ed. in native lang.
other
Staffing mfor-ation
native lancuace teachers -
ESL teacner
aices
counselors *
3.
3.
What are the numbers of LE? studencs
enrolled m this school? **
w'hat is the teacher/student ratio?
How do you teach LEP students?
teach nionolingually
teach monolmgually v;ith a bil.
student translating
teach nonolingually with some
native lang. materials
teach monolingually with a native
language speaking aide,
teach bilingually - in English
and the targeted native lang.
Are aides available to work with
your students
Are aides used in the voc/occ educa-
tion classes to help the LEP students
* represents the number of days/weekly
** Lau Categories A&B only
93. h9
X I X X X
lo:
lo:
-171-
-> I _
6R ^3
93
175
X X
on
What proRraraa are available
automative
foods
clothing
electronic
woods
drafting
metal
data processing
printing
business
computer education
child care
nachine technology
Curricular materials are available
in the following native lang.
Cape Verdean
Portuguese
Haitian
CamDodian
Laotian
Vietnamese
Chinese
Italian
Greek
Czechoslavakian
Spanish
Other
are used in the
Curricular materials
following language.
Cape Verdean
Portuguese
Haitian
Cambodian
Laotian
Vietnamese
Chinese
Italian
Greek
Czechoslavakian
Spanish
Other
■hat kind of native language mater-
ials do you use?
X
X
X
X
X
X
X
X
X
X
X
^
X
X
X
X
X
V
X
X
X
X
X
X
X
X
X
:c
V
X
X
X
'
V
X
X
V
X
X
X
X
X
X
X
X
X
X
= r
^ av
:r> \
l.^<.r»
^,
sr><>
, ■; c.
n " in"
I'.
■iiL,-
hilitv -f -.Tn."--:,<ls -
.' -rCT.TT .:r»!
nr
d ^v
i ^W.
^U.Tu-
t '^rrjuD'^. .
1
1
i 1
1
t
1
i
M-
ceri
-lis
In t
-t> n:
civ.
Ian
"iia''
2S ^1
•? nK
u^^
«d.
1
.
1
i
172-
1
--■ -
^ —
-
i
Does coordination exist between the
voc/occ education teachers and the
bilinqual teachers in:
automocive
*
•
r
*
foods
clothing
c
^
electronic
c
c
woods
—
. drafting
(t:
r:
metal
-
. data processing
u
u-
printing
c
business
coriputer education
c
c
I
. other
c-
'J'.
Does coordination exist between the
voc/occ education teac;:ers ana tne
ESL teachers m
automotive
*
n
'A
foods
—
clothing
1 - 1 -
electronic
1 ?
=
woods
t ■ ■
1
—
drafting
I
1 :-
-:
netal
1 1
i =
—
data processing
1
i r
'•:
\
printing
-
■~
business
( ■
,
. computer education
i i
1 g
^
;■ other
'JZ
(.'.
Is this administration/teaching
peers receptive to bilingual educa-
tion services to the LEP students?
•
* ":o '-ocrdln.Ttipn oxisr«;
-r
n-^
I
1
t
I
AVAILABLE NATTVE lANOTACE CXHRIOnAR MATtRIALS VOCATIONAL/OCCJPATIONAL EDUCATION ^^
PROGRAM
Food Service
Retailing, Marketing and
Management.
Cabinetniaking_
Carpentry
PliCTibing.
Building Hiintenance
and Repair_
Autobody Repair
Laboratory
Machine Laboratory
Sheet Metal Laboratory
Welding Laboratorv
Advanced Office dnc
Manaoenent
Leaal Office
Procedures
Medical Office Assistant
Word Process inc
Banking
Child Care
Cosmetology
Fashion/Interior Design_
Hotel Hospital itj;j
Data Processing
Health Aide
Health Laboratory Skills
Medical Office Assistant-
Clinical
Nursing Assistant
Electrical Technoloav
Electronics Tecnnoloov
Heating. Air Conditioning,
Refrigeration
Co.Tinercial Design
fashion niustration_
Machine .Drafting
X}
! ( I M M ■ M I I M I M I ! .XI I I I I
k
I xj
1 1
II
x|
r I • I
Mil!
k
M i M I i i ! ) ! I i i ' ' ! ! f< I ! I I I
! i I
I I I I I I I I I M I I I t I TTT
I Ixl
IX
K
X
j I I .
" -174-*
I'M I
I M I III I I
//Lg?!:';5I'. H ^ccnt )/
LANGUAGE
PROGRAM
Photographic Technology
Printing
Television Production
Automotive/Truck Repair
Marine and Small Engine
Repair
-175-'
APPENDIX F
Greater Boston Regional Education Center
The Commonwealth of Massachusetts
Department of Education
27 Cedar Street. Weilesley. Massachusetts 02i8l 431-7825
OctcDer i, 1984 ,
I,
ji
Superintenaent Koberc S. Spiliano l'
Boston Public Schools i
26 Court Street
boston, MA 02106
1
Re: Bilingual (Chapter 71A) Non-
Compliance Issues at English
Higp. School
Dear Superintendent Spillane:
On September 19, 1984 Mr. Rodolfo Rodriguez conducted a
nionitcring visic at the English High ScnooL. He tound that the
enrollment in the Haitian and the Hispanic clusters had
increased. As of that date, two hunared fifty-five (255) Haitian
and seventy (70) Hispanic students had been assigned to the
bilingual program by the Department of Implementation. Vvith
those figures and regulation #14.05 of the Massachusetts
Transitional Bilingual Education Act (Cnapter 71A) as a point of
reference, Mr. Gary Daphnes, the Bilingual Department Head,
reported to Mr. Rodriguez the following statting needs:
1. One Haitian bilingual teacher.
2. One ESL teacher.
3. One Spanish bilingual teacher.
4. Two bilingual aides.
Mr. Rodriguez also learned that a Laotian community field
coordinator had not been assigned to assist Laotian parents even
though that need had been identified in previous reports. In
addition, there were no guidance counselors or teachers available
to help Hispanic students with registration and scneduling .
problems. It was also learned that the guidance counselor can be
at English only one and a half days a week; a guidance counselor
should be available at least three days a week. This situation
at English was previously reported (Report Number 3, Volume 2).
To document the teaching staff needs reported by Mr. Daphnes, our
monitor provided 25 -copies of a Bilingual & ESL teachers
questionnaire to be completed by all teachers in the program.
Mr. Rodriguez agreed to visit the English High School again on
Tuesday, September 25, 1984 to pick up the forms and evaluate the
reported staffing needs.
-176-
Superintendent Spillane
Page 2
October 1, 1984
On September 25, 1984 Mr.- Rodriguez returned to English High
School and reported the following: Sixty-nine (69) of the
seventy-eight (78) Hispanic students were sitting in class
without schedules or materials. A new bilingual Spanish teacher
had arrived that morning. Mr. Seda, the bilingual teacher was
attempting to figure schedules tor the students. When Mr.
Rodriguez noticed that only two teachers were scheduled for the
classes, he asked why the five teachers required under regulation
#14.05 of Chapter 71A were not in place. He was told that a
third bilingual teaching position was being used to offer college
preparatory courses for both limited English proficient and
mainstreamed bilingual students. Therefore, this teacher could
not be scheduled to assist the other two teachers. Mr. Rodriguez
informed Raffael DeGruttola about this situation.
Further inquiry into this matter at the central office that same
afternoon disclosed that by September 4, 1984 the Department of
Implementation had projected sixty-five (65) students for the
Hispanic cluster. Eighteen (18) more students had been assigned
to the program. In all likelihood at least twenty-two (22) more
students will be assigned there during tne next few days. After
conversing with Mr. Daphnes, Mr. Sid Smith (headmaster), Ms.
Ivonne Iturrino of the Personnel Department, Mr. Dana Rizzotti of
the Budget Office, Ms. Georgette Gonsalves (bilingual
coordinator), Mr. Raffael DeGruttola and Mr. Carl Nickerson
( Deparcment of Implemencation ) , it is our understanding tnat :
1. The ESL position was budgeted but has not been filled yet.
2. The bilingual teacher who had been teaching College prep
courses will be included with the other two Spanish bilingual
teacher when scheduling the seventy-eight (78) new students.
3. There is need for a Hispanic bilingual counselor at least
three days of the week.
4. There is need for a Laotioan community field coordinator
citywide.
5. In order to teach the seventy-eight (78) Hispanic students at
the English High School, at least one more Spanish bilingual
teacher should be budgeted and assigned to the school. If
the cluster increases to one hundred (100) students, as Mr.
Nickerson expected, then another teacher would have to be
budgeted and hired to comply with regulation #14.05 of
Chapter 71A requirements.
-177-
Superintendent Spillane
Page 3
October 1, 1984
6. To serve the two hundred eighty-one (281) Haitian students
assigned to the school, at least one more Haitian bilingual
teacher and two more aides are needed. Once the forms
completed by the teachers are analyzed by our monitor, it
will be possible to determine whether another teacher is
needed .
Given the seriousness of this situation, we expect the needs
identified above to be satisfied within the next few days so
students will not have to lose additional days of class. I would
appreciate hearing from you regarding the resolution of these
issues .
Sincerely,
Marlene Godfrey ^*^
Regional Director
MG/mw
cc: Raphael DeGruttola
Jim Case
Rod o 1 f o Rod r i g ue z
Frank Banks
Ernie Mazzone
Sid Smith
-178-
APPENDIX G
HISPANIC GUIDANCE COUNSELORS AND SCHOOLS TO
IffllCH THEY HAVE BEEN OR WILL BE ASSIGNED
1. Carmen Janda
2„ Margarita Perez
3. Luis Torres
4. Juana Flores
5. Ana Bunker
Brighton High, Taft Middle, Edison Middle
J. P. High, Mary Curley Middle
Dorchester High and Cleveland Middle. Will
pick up the McCormack Middle.
Charles town High and Timilty Middle. Will
pick up Martin Luther King Middle
English High, Madison Park High, Mackey Middle
NO HISPANIC GUIDANCE COUNSELORS ARE AVAILABLE FOR
HISPANIC STUDENTS ATTENDING CLASSES AT
1. South Boston High
2. Mario Uraana High
3. H.H.O.R.C.
4. Boston High
-179-
APPENDIX H
- .REQUIRED COURSES OFFERED AND ACCESS TO EXTRA-CURRICULu\R ACTIVITIES
SCHOOLS
All Chapter 71A mandated
courses offered? '
YES
NO
English Hi^h
Haitians
Laotians
HisDanics
Dorchester High
X
South Boston High
X •
Jamaica Plain High
X
Boston High
N/A
H.H.O.R.C.
N/A
Madison Park High
X
Mario Umana High *
X
Cleveland Middle
X
M. L. King Middle
X
Dearborn Middle
X
Taft Middle
N/D
Mackev Middle
X
Boston Tech
N/A
Blackstone Elementarv
N/D
N/A - Does not apply
N/D - No data
* Umana offers two years of TBE (7th and 8th grades) to a Chinese and a Hispan;
cluster limited in size to 30 students per cluster. This does not allow for
full TBE program.
-180-
VOCATIONAL AND OCCUPATIONAL
EDUCATION
-181-
VOCATIONAL AND OCCUPATIONAL
EDUCATION
I. ORDER Unified Plan for Vocational and Occupational
Education in the City of Boston, filed with
the Court on September 8, 1975, and amended
on June 14, 1976 and January 28, 1978.
A. COMPLIANCE WITH RELEVANT COURT ORDERS, STATE LAWS AND
REGULATIONS (pp. 8-11)
SUMMARY
All vocational/occupational education
programs are required to be in compliance
with (1) racial ratios established by the
Court and (2) the admissions criteria
specified by the Unified Plan, including
proportional enrollment representation by
sex.
FINDINGS Partial Compliance
(The findings of the implementation of this
requirement are incorporated in the STUDENT
ASSIGNMENTS report. See pages
B. CORE PROGRMIS (pp. 15-17)
SUMMARY
Boston is required to provide all middle
school students in exploratory programs with
a strong career guidance emphasis in three
major cluster areas: Industry Related,
Food-Home-Health Services Related, and
Business-Distribution-Government Related.
In addition, supplemental career exploratory
activities are required to introduce
students to a broad range of career choices
free of race or sex sterotypes. The
Cleveland School is required to have a full
-183-
time Career Education Coordinator
position. High school exploratory clusters
are required for grades 9-12; the ninth
grade cluster is mandatory for all
students. Boston is also required to offer
employability skill programs for grades 10-
12 in Business-Office Education, Food-Home-
Services-Health Education, and Distributive-
Marketing Education.
FINDINGS Partial Compliance
Middle School Exploratory Clusters
Significant efforts have been made to bring
all of Boston's middle school exploratory
programs into full compliance. Notable
accomplishment has occurred particularly in
the Business-Distribution-Government related
cluster through the implementation of
extensive computer education programs. Two
schools (Cheverus and Tobin) with small
enrollments, however, remain in non-
compliance. The Cheverus Middle School does
not offer the Industry Related Cluster. The
Tobin with grades K-8 has a middle school
enrollment of 85 students and does not offer
the Industry Related Cluster and the Food-
Home-Health-Services Related Cluster.
The scheduling and instruction of the three
exploratory clusters continue to vary among
schools. Some offer two to three double
periods per week while others offer one or
two single periods per week. The length of
time that a student may remain in any
specific program ranges from 5 to 14
weeks. In addition, some schools offer
three or four different Industry Related
shops while others offer only one. The
student/teacher ratio is inconsistent among
schools, particularly in the Food-Home-
Health-Services Related Cluster. In some
cases there is only one teacher for 500
students or more, twice the preferred
ratio. Some instructors expressed concerns
about reduction in the quality and amount of
supplies; however, others felt that they had
ample materials for instruction. (See pages
560 and 561 in Report No. 3 for middle
school program distribution, scheduling
process and enrollment data.)
-184-
Middle School Career Guidance
The status of supplemental career
exploratory activities in Boston's middle
schools continues to fluctuate and vary
among schools and districts. Several years
ago, full-time career education coordinators
existed in all middle schools. After
Proposition 2 1/2, these full-time positions
were eliminated except for the full time
coordinator at the Cleveland Middle
School. The Cleveland School position was
eliminated during the last school year but
was reinstituted as a part-time position
this year. In most districts, career
education activities were carried out
through the use of Chapter 636 funds. Most
middle schools discontinued or greatly
reduced their career education programs when
the priorities for Chapter 636 funding
changed, indicating a lack of school
commitment. Project Business in a few
classrooms in some schools, annual career
fairs, and some assistance from school
volunteers currently substitute for previous
comprehensive programs. Most guidance
counselors are reluctant to assume the re-
sponsibilities for implementing career
education activities because each has
guidance responsibilities for more than 400
students. To a degree, some schools provide
career education, but a comprehensive
program does not exist. As a result, many
8th graders continue to enter high schools
without adequate information, guidance,
preparation, or decision-making skills for
making high school choices.
This year, 4 middle schools (Taft,
Lewenberg, Cleveland and Barnes) and the
middle school component of the Tobin through
a Commonwealth In-Service Institute Grant
will adapt a career education model. Project
BICEP (Barnstable Instructional Career
Education Project) , in targeted program
areas.
A policy which outlines the career develop-
ment goals for students from kindergarten
through high school has finally been
completed but is currently awaiting school
committee approval.
-I85-
High School Exploratory
The high school exploratory programs have
been in partial-compliance throughout the
last three reporting periods. Initially,
only 5 district high schools were in full-
compliance. As of the last reporting
period, 10 district high schools (Brighton
High, Jamaica Plain High, Hyde Park High,
Jeremiah E. Burke and Dorchester Highs,
South Boston High, Charlestown High, East
Boston High, English High and Madison Park
High) were in full compliance with the
exploratory offerings. The only remaining
district high school. West Roxbury High, is
now also in full compliance with the
offering of the Food-Home-Health-Services
Related Cluster this year. The exam,
technical and other specialized schools such
as Copley High and Boston High do not offer
vocational exploratory clusters. However,
all of these schools, with the exception of
the exam schools, have 9th graders attending
exploratory clusters at the HHORC.
Other supportive exploratory activities
provided through school, business and
university partnerships are offered in many
high schools and at the HHORC.
High School Employability Clusters
The employability cluster offerings in the
10 district high schools continue to be in
partial-compliance with limited progress
towards full compliance since the last
reporting period. Non-compliance exists
mainly in the Food-Home-Health-Services
Related Cluster and in the Distributive-
Marketing Cluster. Full compliance exists
mainly in the Business-Office Education
Cluster.
The Food-Home-Health-Services Related
Cluster is offered in the high schools
primarily as an exploratory program as
opposed to an employability program. The
number of Distributive Education/Marketing
programs has continued to decrease over the
past two years and the four schools
(Brighton, Burke, Dorchester and Madison
Park) which still have Distributive
Education programs have low enrollments. In
addition, the HHORC only offers one program
-186-
in this cluster area. The Business-Office
Education Cluster continues not only to be
in compliance but also to expand and improve
citywide because of the purchase of computer
hardware.
C. MAGNET PROGRAMS (pp. 18-24)
SUMMARY
This provision delineates specific program
and capacity requirements for the HHORC,
lists specific district programs to be
transferred or phased out, and requires
specific magnet programs to be established
in each district.
FINDINGS Partial Compliance
Most of the requirements for magnet programs
have been met. The HHORC is operational;
however, enrollment continues to fluctuate
between 50% and 71% of the total capacity.
As of November 2, 1984, the enrollment at
the HHORC reported as 2,256 (however, this
includes approximately 400 students who Did
Not Report-DNR) . The program offerings at
the HHORC emphasize the trade and industry
area. However, certain major occupational
clusters are not offered, including
Agriculture, Natural Resources and Environ-
ment, Transportation, Fine Arts and
Humanities, and Public Service. Instead,
all of these clusters, with the exception of
Public Service is offered as district magnet
programs.
Jamaica Plain High in District II does not
offer a citywide magnet program. To date no
active efforts have been taken to establish
the magnet program. Information Management
System, in this school as recommended in the
Unified Plan.
D. IN-SCHOOL BILINGUAL (pp. 24-30)
SUMMARY
The Unified Plan stipulates that selected
bilingual vocational/ occupational programs,
with appropriate administrative, counseling
and instructional support services, would be
established to serve limited English
proficient (LEP) students. These bilingual
-187-
vocational/occupational education programs
would utilize the native language of the LEP
students as the primary medium of
instruction.
FINDINGS Non-Compliance (Improvements)
Monitors have found that native language
bilingual vocational/occupational programs
are not provided by Boston Public Schools as
specified by the Unified Plan. All limited
English proficient students are mainstreamed
into regular vocational/occupational
education programs and provided various
instructional support services. The policy
directive and operational guide for the
delivery of these services is the Bilingual
Vocational Education Policy Manual. This
document outlines the fundamental approach,
strategies and procedures for instructional
and pupil personnel support services to LEP
students enrolled in vocational/occupational
programs. The major emphasis of the
monitoring efforts has been to assess the
progress in implementing the provision of
support services.
The following findings have emerged:
1. Bilingual Vocational Education Policy
The focus of this monitoring period has
been to assess the degree to which the
Bilingual Vocational Education Policy
Manual is undergoing revisions and
modifications within the Boston Public
Schools. The revisions and
modifications are intended to provide
greater clarity of definitions, to
broaden the scope of the policy, and to
develop individual student service plans
based upon identified needs.
The Humphrey Occupational Resource
Center, 4 high schools (Boston, Jamaica
Plain, Dorchester and Brighton) and 2
middle schools (McCormack and Martin
Luther King) are using the policy in a
limited way. These efforts were
initiated very recently. The impact and
results, therefore, cannot be adequately
measured.
-138-
2. Bilingual Staffing
The absence of bilingual aides available
to limited English proficient students
enrolled in occupational education
programs, particularly at the middle
school level, continues to be an out-
standing concern. Bilingual aides are
not available to LEP students enrolled
in middle school exploratory programs.
Bilingual aide staffing at the high
school level has improved since the
previous reporting period. For example,
Boston has utilized federal vocational
education funds to hire a Cambodian aide
for the Humphrey Occupational Resource
Center and South Boston High, and a
Hispanic aide each for Jamaica Plain and
Dorchester High Schools, who are
scheduled to work in the first week of
December, 1984.
The lack of adequate bilingual
counseling services remains a serious
concern. Although bilingual guidance
counselors are available in some
schools, these services are
inadequate. The bilingual counselors
are available at schools on a limited
basis, ranging from full-time to one to
two days per week or month. The
Humphrey Occupational Resource Center
presently has no bilingual counselor on
staff. Supplemental vocational guidance
is provided to a limited number of
Hispanic students (40) at the Humphrey
Occupational Resource Center by 2
Hispanic community based organizations.
Talent Search and the Ecumenical Social
Action Council.
3. LEP Student Recruitment and Referral
Recruitment of limited English
proficient students is conducted in some
native languages. Informational
bulletins describing
vocational/occupational programs in
Boston are disseminated to LEP students
and parents in their native languages.
Information has been disseminated
through television programs and
announcements and other available print
media. The Bilingual Field Coordinators
-189-
have contributed significantly to these
efforts. Results indicate that these
strategies have been successful in
attracting and increasing the enrollment
of limited English proficient students
in vocational/occupational programs in
Boston. Enrollment data indicate that
LEP students enrollment in
vocational/occupational programs has
increased from a total of 2,919 for
school year 1983-84 to 3,022 for the
current school year.
4. Availability
Materials
of
Native
Language
E.
Substantial efforts have been devoted to
adapting curricular materials for
limited English proficient students.
Native language instructional materials
(primarily Spanish) also are available
in several occupational/vocational
program areas from the HHORC through the
Coordinator of Bilingual Vocational
Services. These materials are utilized
by instructors to a very limited
degree. Coordination among the
bilingual, E.S.L., vocational English as
a second language (V.E.S.L.) and
vocational/ occupational teachers is
also very limited.
OUT-OF-SCHOOL YOUTH, AGES 16-21 (pp. 31-3 5)
SUMMARY
Boston is required to cooperate
agencies to provide vocational
services
21.
for out-of-school
with city
education
youth, ages 16-
FINDINGS Compliance
The previous report indicated that the City
of Boston is providing a wide range of
services to out-of-school youth through the
joint efforts of the Neighborhood
Development and Employment Agency and the
Boston Private Industry Council. Many are
alternative education programs linked with
Boston Public Schools and lead to credit
toward a high school diploma and entrance
into skills training programs. With the
implementation of the provisions of the Job
-190-
Training Partnership Act, these programs are
continuing to serve out-of-school youth.
The Boston Neighborhood Development and
Employment Agency reported that a total of
1,383 out-of-school youth between the ages
of 16-21 were served during the 1983-84
program year. An approximate number is
projected to be served during the current
1984-85 program year.
VOCATIONAL/OCCUPATIONAL
STUDENTS (pp. 36-3 9)
EDUCATION FOR SPECIAL NEEDS
SUMMARY
FINDINGS
Boston is required to maintain
vocational/occupational education services
for special needs students and to provide
training for vocational/occupational
instructors in this area.
Compliance
Boston has been providing a comprehensive
range of vocational/occupational education
services for special needs students.
The provision of in-service training for all
vocational/occupational instructors on
strategies to instruct special needs
students remains an outstanding concern.
PROGRAM CHANGES AND DELETIONS (pp. 47-48)
SUMMARY
FINDINGS
Boston is required to transfer certain
programs as specified.
Partial Compliance
Some incomplete program transfers as
indicated in previous reports remain
incomplete. The Cabinet Making
(Architectural Woodworking) and Upholstery
(Interior Design) programs at Dorchester
High have not been transferred to the
HKORC. The Machinist program at East Boston
High is being phased out at the site.
Boston has no plans for transferring these
programs to the HHORC.
-191-
other required program transfers are
completed. Vocational programs formerly at
Boston Trade High and the Pilot Occupational
Resource Center were phased into the
HHORC. The Horticultural/Animal Husbandry
program at Jamaica Plain High also was
transferred into the Agri-Business and
Natural Resource program at West Roxbury
High.
H. PROGRAM SUPPORT COMPONENTS
SUMMARY
1. Management iModif ication (pp. 48-52)
Boston is required to establish a
distinctive management structure which
defines clear lines of authority and
responsibility over fiscal control and
program operation of vocational/occupational
education programs.
FINDINGS Non compliance
As indicated in every previous monitoring
report Boston has not instituted a
distinctive management structure for an
effective vocational/occupational education
as specified by the Unified Plan. Although
the Department of Education and Employment
drafted a modified management structure
plan, this plan has not been filed with the
Court for review and approval.
Report No. 3 identified three areas that had
not been systematically or effectively
managed. These remain unchanged: (1) the
current management structure does not
provide firm fiscal control and supervisory
authority over all citywide occupational
education programs by the Director of
Education and Employment; (2) Boston's
Department of Education and Employment is
not organized to manage and evaluate the
effectiveness of all vocational/occupational
education programs, or to assess outcomes of
outreach efforts involving school personnel,
students, parents and communities; (3) the
annual systemwide program operational plan
and the annual accountability report with
measurable outcomes are not submitted to the
State Department of Education.
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SUMMARY
2. Public Information (pp. 53-56)
This section of the Unified Plan requires
Boston to institute an aggressive and
systematic public information system. This
system should include a pervasive media
component directed toward the entire
population in Boston.
FINDINGS
Partial Compliance
SUMMARY
Boston has undertaken a variety of public
information campaign activities; however,
these efforts have not had the thrust, scope
and impact defined in the Unified Plan.
Some progress has been made in improving
these efforts. An ad hoc marketing team was
convened to develop and implement a
comprehensive and systematic marketing plan
that mobilizes all facets of the school
system and utilizes community, governmental
and business resources. The plan was
developed and the marketing committee has
since disbanded. The Assistant to the
Director of Education and Employment and the
Officer at the HHORC have been
to coordinate marketing
on a part-time basis. The
implementation of a campaign of
requires a full-time experienced
and, in addition, a budget to
the operational costs.
Development
designated
activities
successful
this nature
manager
support
3. Professional and
Development (pp. 57-63)
In-Service
Boston is required to establish and
implement comprehensive in-service training
for all systemwide vocational/occupational
education instructors in the areas of equal
educational opportunity, bilingual
vocational education, and special education.
FINDINGS
Partial Compliance
Since September of 1982, numerous in-service
training activities have taken place at the
HHORC. Most of the in-service training is
incorporated within the regular program
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activities at the HHORC. Frequent workshops
or conferences were conducted on topics such
as curriculum development, shop safety,
instruction for special needs students,
instruction for limited English proficient
students, and equity issues.
In-service training was also provided for
vocational/occupational staff at other
schools, but the scope of offerings was not
as extensive as that at the HHORC.
Selective vocational/occupational staff have
participated in workshops, conferences, or
seminars on topics such as curriculum
development, shop safety, career education
and updatings on Industrial Arts, Home
Economics and Business Education.
Although numerous in-service programs have
been offered (some mandated, some
voluntary) , evidence suggests actual
participation varies considerably; it has
not been assured that teachers in need of
specific areas of training actually receive
it. The Department of Education and
Employment is currently surveying individual
vocational/ occupational staff members.
After this survey, some remedies will be
developed to ensure full participation.
SUMMARY
4. Industry/Agency
(pp. 67-72)
Community Involvement
Boston is required to establish an Advisory
Council for Career Vocational/Occupational
Education (ACCVOE) with specific target
group representation.
FINDINGS Compliance
The previous reports to the Court indicated
that the membership of the ACCVOE is in full
compliance with the stipulations of the
Unified Plan.
SUMMARY
5. Curriculum Acquisition/Revision (pp.
64-67)
Boston is required to develop and implement
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full-scale Competency-Based Vocational
Education (CBVE) curricula for all programs
at the HHORC and other schools.
FINDINGS Non Compliance
The development of CBVE curricula at the
HHORC has not been completed as planned.
With four years of extensive efforts, the
development of CBVE curricula for all forty-
seven programs at the HHORC was scheduled to
be completed by June 1984. Although half of
the total number of learning guides of the
CBVE curriculum were developed by the staff,
only 20% (10 programs) were completed by
that date. Three program curricula were
also purchased for adaptation. The previous
report recommended that by June 30, 1984 the
total curricula for all programs should be
made available for instructional use. The
development of CBVE curricula is continuing
through Fiscal Year 1985 with a new target
completion date of June 1985.
The effective implementation of CBVE
curricula for classroom instruction has not
been clearly demonstrated. Curriculum is
meaningful only when effectively used. To
date, the curriculum focus has been on the
development of learning guides. Other
components such as learning styles,
classroom management, audio-visual equipment
usage, and computer-assisted instruction
have not yet been incorporated into the
total curriculum package. Clear guidelines
for usage of CBVE curricula have yet to be
defined.
SUMMARY
6. Comprehensive Job
Placement (pp. 69-70)
Development and
Boston is
acomprehensive
development and
required to institute
and responsive job
placement system based upon
current manpov^er
capabilities,
capability/interest,
required to develop
design employability
counseling teams, (c)
demands, system
and student
The school system is
the capacity to: (a)
plans, (b) establish
plan and implement a
job development system and, (d) maintain
three-year statistical follow-up of
graduates.
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FINDINGS Partial Compliance
The previous reports indicated that although
activities for job development and placement
were ongoing, a comprehensive job
development and placement system was not
fully in place. While a system does exist
for the HHORC, a similar system does not
effectively extend to all citywide magnet
and vocational programs. Although Boston
Compact and Private Industry Council
(P. I.e.) activities include job development,
placement, and follow up studies, specific
objectives have not been established for
placement of vocational students in trade
and industry programs. Placement services
have mainly involved clerical or business
positions.
According to the recent placement report on
the Summer Jobs Program sponsored by Boston
Public Schools and the Private Industry
Council, summer placements continue to
increase. A total of 1,766 students were
placed in jobs this past summer compared to
1,181 students placed in summer jobs the
previous year. Those high schools which
have P. I.e. career specialists had the
highest placement rates. The majority of
these summer jobs were clerical positions.
The HHORC reported a placement rate of 90.5%
for the 1983-84 school year, 55% of whom
were placed in jobs related to their
training, 20.3% in non-related jobs, 11.6%
in further education and 3.4% military. The
five (5) Job Development Specialists based
at the HHORC are also responsible for
providing job development, placement and
follow-up services to students attending
district magnet vocational programs. As a
result of the heavy work load very limited
impact is made upon the placement and
follow-up of students in the district magnet
programs. In most instances, the
instructors or career preparation department
coordinators assume job development and
placement responsibilities for those
programs. For the school year 1983-84,
there were a total of 85 program completers
in the 5 district magnet vocational programs
(57 were reportedly placed in related jobs
and 10 in non-related jobs) . A
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comprehensive job development and placement
system is needed for district high school
magnet vocational programs.
Since Report No. 3, a job circular
announcing an acting position for a Citywide
Job Placement Specialist has been posted.
CONCLUS I ONS/RECOMMENDAT I ONS
A. ASSIGNMENTS
(See the section for Student Assignments)
B. CORE PROGRAMS
1. Middle School Exploratory Clusters
Alternative methods of providing
exploratory clusters such as
participating in district high schools
and HHORC exploratory program offerings
should be explored.
Currently, there are no specific
requirements for exploratory program
scheduling. Systemwide standards should
be established for exploratory offerings
and scheduling to reduce the current
disparites among school programs.
2. Middle School Career Guidance
Appropriate administrative commitment
and support must be forthcoming at the
school building level in order to insure
the effective and successful
implementation of career education
initiatives.
The roles and responsibilities of
guidance counselors and other school
personnel for the implementation of
career education activities should be
established.
Career guidance for 8th graders entering
9th grade should be strengthened to
assist students in making appropriate
career program choices.
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3. High School Exploratory
A more concerted effort needs to be made
citywide to expose and encourage
students to enroll in non-traditional
occupational training.
4. High School Employability
All district high schools should provide
program offerings in Distributive
Marketing Clusters.
C. MAGNET PROGRAMS
A motion should be filed with the Court to
modify the existing order if certain
district programs will not be transferred or
phased out.
The school system should make an active
effort to establish a magnet vocational
program at Jamaica Plain High that meets the
demands of job market as well as the needs
of the school system.
D. IN-SCHOOL BILINGUAL
If the provision of native language
instruction in selective vocational programs
is no longer viable, Boston must take
appropriate action to modify the
requirements of the Unified Plan.
The development of a Bilingual Vocational
Education Policy, while not consistent with
the Unified Plan, provides a conceptual
framework for delivering a comprehensive and
coordinated system of
vocational/occupational education support
services to limited English proficient
students. The ultimate value of this
concept paper, however, lies in its
implementation. The procedures and
strategies outlined in the policy have been
implemented on a limited basis. Appropriate
administrative procedures and policy
directives should be forthcoming in order to
further its implementation.
Appropriate supportive services should be
provided through native language speaking
counselors, aides and native language
instructional materials.
-IQfl-
Policies of bilingual language instruction
in the vocational/occupational programs
should be implemented by building
administrators.
The vocational/occupational bilingual and
ESL teachers must coordinate the teaching of
the content of the vocational/occupational
program in order to ensure that the L.E.P.
students achieve the same level of concept
development as the English proficient
students.
OUT OF SCHOOL YOUTH
In compliance,
necessary.
No recommendation is
VOCATIONAL /OCCUPATIONAL EDUCATION FOR SPECIAL NEEDS
STUDENTS
In-service training for all vocational/
occupational instructors on strategies to
instruct special needs students should be
incorporated into a comprehensive staff
development plan.
PROGRAM CHANGES AND DELETIONS
If the required program transfers are no
longer desirable, a motion must be filed
with the Court to modify the existing order.
H,
PROGRAM SUPPORT COMPONENTS
Management Modification
Boston should file a motion with the
Court to modify the organizational and
management structure specified by the
Unified Plan.
Evaluations for all vocational and
occupational education programs and for
out-reach efforts involving a public
information campaign and student
recruitment should be systematically
organized and effectively implemented.
Program operational plans and
accountability reports should be
annually submitted for review to the
Division of Occupational Education,
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state Department of Education.
2. Public Information
The need for a full-time experienced
Public Information Manager to coordinate
and direct the implementation of the
various marketing activities continues
to be an outstanding concern. In
addition, unless the necessary financial
resources are forthcoming these efforts
will remain fragmented in approach and
will achieve minimal results.
3. Professional and In-Service Development
An accountability report for the
implementation of the comprehensive
staff development plan for all
vocational/ occupational instructors
should be submitted for review to the
Division of Occupational Education,
State Department of Education.
4. Industry/Agency Community Involvement
Effective measures should continue to
insure the active participation of all
members of the Council in improving
vocational/occupational education in
Boston.
5. Curriculum Acquisition/Revision
The incomplete learning guides of the
CBVE curricula should be developed as
soon as possible. If necessary,
available materials should be
immediately purchased for adaptation.
CBVE curricula completed at the HHORC
should be thoroughly implemented with
clear guidelines for all instructors.
The completed CBVE curricula should be
disseminated citywide to relevant
programs for adaptation and
instructional use.
6. Comprehensive Job Development and
Placement
Boston should re-examine the effects of
its current mechanism for the job
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placement of students at the HHORC and
other district vocational/occupational
education programs and devise ways to
improve and strengthen its
effectiveness, particularly for the
district programs. The appointment of a
person to coordinate and implement a
comprehensive job development system
citywide should be forthcoming.
Documentation (On file)
B. - List of Boston Public Schools Computer
Inventory
- Career Development Model and Policy K-
12, 1984
- Chapter 636 Career Education Grants
November 2, 1984 HHORC Cluster Tally
- K-12 Boston Computer Education
Curriculum
ORC 1983-84 job placement statistics
Magnet program 1983-84 job placement
statistics
C. - November 2, 1984 HHORC Cluster Tally
D. - Limited English Proficient Students
Enrollments in Occupational Education
Programs.
E. 1. - Comprehensive Staff Development Plan,
1984-1985
Summary of In-Service Training, 1983-
1984
Summary of In-Service Training, 1982-
1983
E 6. - 1984 Boston Summer Jobs Program
Placement List
- Personnel Circular for Citywide Job
Placement Specialist
Job Placement Report 1983-1984 - HHORC
Boston Chapter 74 Completer Leaver
Student Follow-up Report, June 30, 1984
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SCHOOL FACILITIES
-203-
SCHOOL FACILITIES
Construction, renovation and closing of school facilities shall
occur according to the standards contained in the following
orders:
I.
ORDER
SUMMARY
Interlocutory Order of June 21, 1974
FINDINGS
II.
ORDER
This order prohibits the construction of new
buildings, expansion of existing ones, or
placement of portable buildings without the
specific approval of the Court.
Full Compliance
Monitors have found Boston
compliance with this order.
in
full
Student Desegregation Plan, May 10, 1975 pp.
6-7
SUMMARY
FINDINGS
to remain
closed by
This order (1) requires that each school
facility which is to remain open will house
a student body that does not exceed the
tables in the plan (though these capacities
need' not be met to determine internal
distributions by programs) and (2) lists
schools which are closed and are
closed and those which are to be
August, 1975.
Full Compliance
Monitors have found that no school has
exceeded the capacity ceiling ordered by the
Court and all schools ordered closed have
been closed. This was initially reported in
the first monitoring report.
-P05-
Ill,
ORDER
Memorandum and Orders Modifying
Desegregation Plan, May 6, 1977, pp. 37-40
SUMMARY
FINDINGS
This order spells out the long-range
construction and repair programs filed
November 1976 and modified in December,
1976. For example, it establishes
timetables for the building of Charlestown
High and the ORG. It establishes the joint
planning process (city, state, school
department) to be carried out in developing
the Unified Facilities Plan due September,
1977 and specifies what the plan shall
include. It also requires state defendants
to report to the Court any problems with
specific financing commitments already made
as well as commitments hereafter made by the
state for construction and renovation
projects.
Partial Compliance
Many aspects of the Unified Facilities
Planning process relating to elementary
schools were carried out as ordered.
Boston, however, has never developed a
complete facilities plan as specified under
these orders. A sum of money for
unspecified heating system and school
improvement projects is contained in the
Department's FY 1986 budget request. Some
of this money may be used for smaller Boston
projects, if appropriate. The estimated
first annual payment for a Latin Schools
Complex project is not presently included
in the Grant Budget Request of the
Department of Education for Account 7052-
0004 for FY 1986. The Secretary of
Administration and Finance has assured that
funding will be restored if such project is
entitled to a first annual payment in FY
1986.
IV.
ORDER
SUMMARY
Further Memorandum and Order as
Facilities Plan, August 15, 1979
to Unified
These orders establish the December 1979
deadline for filing the revised joint UFP.
It specifies a ten-year period to be covered
and calls for the elimination of no fewer
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than half of the excess seats at the
elementary level, requiring, as well, the
names of schools to be closed. It also
requires a revised assignment plan based on
the closings.
FINDINGS Partial Compliance
While the school closings were reported
carried out in accordance with the Court
orders and a revised assignment plan
developed, a 10-year facilities use plan,
including use of secondary facilities, a
list of schools to be closed, and a list of
projects anticipated for those schools which
are to remain open has not been presented.
V.
ORDER
Orders Relating to Unified
Planning, March 21, 1980
Facilities
SUMMARY
These orders adopted proposals of the joint
planners insofar as they proposed the
closing of ten elementary schools beginning
with the school year 1980-1981, ordered the
closing or retention of various schools,
rejected proposals to establish linkage and
beacon schools, ordered the filing of an
elementary student assignment plan, and
required the joint planners to resume
unified facilities planning and to file
further proposals.
FINDINGS Partial Compliance
Although the Conley School was ordered
closed, the order in this respect was
subsequently rescinded. Joint planning from
about 1981 was sporadic until commencement
of monitoring by the Department of
Education.
VI,
ORDER
Supplemental Order Relating to Unified
Facilities Planning, April 2, 1980
SUMMARY
This Order requires the closing of the Mead
School and states that the Court's failure
to comment on the content
schools space matrix filed
and dated March 6, 1980, not
approval of changes in
of a secondary
with the Court
be construed as
court-ordered
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VII.
capacities. It specifically orders that
such changes be denied but that they may be
approved later after appropriate discussions
between specific appropriate parties.
FINDINGS Compliance
The Mead School is closed.
ORDER Order on Joint Defendants' Motion for
Adoption, May 11, 1981
SUMMARY
This order requires the closing of 27
schools and denies the request to create a
kindergarten program at the Robert Gould
Shaw Middle School as inconsistent with the
Court's orders with respect to uniform grade
structure. It forbids in
modifications of this type.
general all such
FINDINGS
VIII.
ORDER
Compliance
All twenty-seven schools have been closed as
ordered.
Memorandum And Supplementary Disengagement
Orders, September 17, 1984
SUMMARY
These orders identify several earlier orders
which have not been carried out, including
filing of a complete Unified Facilities
Plan, and present a draft order. Partial
Termination of Jurisdiction, to be discussed
in Court on October 12, 1984.
FINDINGS
IX.
ORDER
Partial Compliance
These orders make clear the Court's
recognition and displeasure that a complete
Unified Facilities Plan has not been
filed. Meetings on this matter continue.
Order to File Unified
November 2, 1984
Facilities Plan,
SUMMARY
This order requires that a unified
facilities plan be filed on or before
December 15, 1984, requires that the plan be
-20ft-
FINDINGS
authored and filed jointly by the school
defendants, the state defendants, and the
city defendants, and requires that it
address among other things the Court orders
of May 6, 1977, and August 15, 1979. This
plan must be filed regardless of whether a
modified student assignment plan has been
negotiated.
Meetings to achieve this end have taken
place on a regular basis since commencement
of monitoring, and a large volume of
material has been filed. A series of weekly
meetings was scheduled through the first
week in December to meet the filing date.
The following section. Conclusions and
Recommendations, contains specific comment
on this matter.
CONCLUS IONS/RECOMMENDATIONS
Boston has complied with most aspects of the
Court orders relating to the construction,
renovation, and closing of schools, but it
must yet develop a comprehensive long-range
facilities plan as specified by the Court,
most recently on November 2, 1984. Much of
the data to be refined for inclusion in such
a plan has been provided to the Department
of Education by the Boston defendants. The
major task at this time (December 3, 1984)
is to organize and reduce this material to
address the specific requirements for the
plan. Still to be provided by the City is a
list of all Boston Public Schools selected
to be closed over the ten-year period of the
plan with the capacity of each and the
estimated date of closing.
With this major piece of information in
hand, the Department of Education staff will
be able to proceed jointly to draft a
focussed plan dasigned to meet the Court's
requirements.
The next steps are to develop a document
containing the following information:
1. An agreed upon estimated student
enrollment to be housed over a future
ten-year period.
-209-
2. A list of all Boston Public Schools
selected to remain open for the same
ten-year period, with
a. capacities for each school
b. a list of projects, both capital and
so-called major maintenance (such as
boiler and burner replacements) for
each school, showing estimated costs
and start dates, and any planned
change in capacity as a result of
such projects.
3. A list of Boston Public Schools selected
to be closed together with the capacity
of each and the estimated date of each
closing.
4. A mechanism for providing for agreed
upon changes to the plan necessitated by
changes in enrollment, unforeseen
changes in buildings, financial or
economic conditions, and other major
factors whichnormally impact upon
facilities planning, consistent with the
intent of the Court ordered plan.
5. "A statement of opinion by the D.I.
(Director of the Department of
Implementation) regarding the likely
effect upon desegregation of any
developments in implementing the UFP"
(Unified Facilities Plan) , as required
by the Court order of May 6, 1977.
6. A statement which describes the manner
in which the mayoral defendant,
(including the Boston Department of
Capital Planning and the Public
Facilities Department) will interface
with the Boston Public Schools and the
School Committee to coordinate
applications for and funding of projects
as they relate to the types of projects
identified at page 39, item (d)(3) of
the May 6, 1977, order. This concern
has been addressed in discussions with
Boston. It is reflected in
correspondence to Boston dated September
7, 1984, and is needed to produce an
orderly and harmonious resolution of
school facilities problems in the
system, so that projects funded by the
public schools and by the City will
-210-
coincide, be complementary, and reflect
the educational needs of the system.
The status of two major proposals
introduced by the City of Boston must
also be included in this report. These
are 1) a proposed enlargement and
renovation project designed to produce a
Latin Schools Complex to include a
Boston Latin School and a Boston Latin
Academy, and 2) a request by the City
for the Commonwealth to share
financially in the renovation of the
George Robert White Schoolboy Stadium
under the provisions of the School
Building Assistance Act, Chapter 645 of
the Acts of 1948, as amended.
The City of Boston has submitted
sufficient documentation relative to an
application for a Boston Latin School (s)
project to satisfy the requirements of
Section 4 of Chapter 515 of the Acts of
1983 which authorizes ninety percent
state financial assistance for racial
balance/desegregation projects approved
or submitted by June 30, 1984. The
status of this proposal is as shown in
letters in the appendix of this
report. The filing of the Board of
Education on October 22, 1984, further
explains this matter; "Legislation
enacted by the Massachusetts General
Court provides increased State
assistance up to ninety percent of
approved cost for construction projects
intended to reduce or eliminate racial
imbalance, or imbalance of minority
students, if such projects were
'submitted or approved' after December
31, 1981 and before July 1, 1984 . . . .
The State Board took pains to stress
that receipt of these 'submissions' in
no way committed the State Board to
either support of these projects as part
of a Unified Facilities Plan or the
awarding of School Building Assistance
funds for the specific projects in
question. "
Staff of the Department of Education
have consistently advised the
representatives of the City of Boston
that the proposed renovation project for
-211-
the George Robert White Stadium is not
an approvable project under the current
provisions of Chapter 645 of the Acts of
1948, as amended, the School Building
Assistance Act. The reasons for this
position are contained in a letter dated
November 20, 1984, filed in the appendix
of this report.
-212-
BOSTON DESEGREGATION REPORT # 4
SCHOOL FACILITIES
VOLUME II ATTACHMENTS
April 30, 1984 Memo from John R. Coakley to Boston
School Committee
May 4, 1984 School List
May 14, 1984 Letter from Commissioner John H.
Lawson to Superintendent Robert
Spillane regarding joint response
to May 2, 1984 correspondence.
May 15, 1984 Long Range Facilities Plan, May
1984 pages F-1, F-2 and H 1.
May 15, 1984 Letter from Robert Roy, Mechanical
Engineer to James Hart, Director of
Public Facilities Department.
May 30, 1985 Letter from Commissioner John H.
Lawson from Superintendent
Robert R. Spillane with regard to
Boston School Committee approval of
Long Range Facilities Plan.
June 5, 1984 Letter to Commissioner Lawson From
James F. Hart, Director, Public
Facilities Department re the City
of Boston's support for Long-Range
Facilities Plan.
-213-
June 6, 1984
Letter to Commissioner Lawson from
Robert R. Spillane, re school
closings (with attachment of May 7,
1984) .
June 12, 1984
Memorandum to Commissioner Lawson,
from Robert H. Blumenthal, Esq. re
proposed Boston Latin School/Latin
Academy construction.
June 27, 1984
Memorandum to Commissioner Lawson
from David A. Jones, Associate
Commissioner re Boston Facilities
Plan project submittals. (See
attached correspondence dated
May 15, 1984 and June 26, 1984).
July 5, 1984
Letter to Dr. John A. Calabro from
James F. Hart, Director of Public
Facilities. A follow-up to the
June 28, 1984 meeting regarding
submitted school applications.
August 10, 1984
Memorandum to Mayor Raymond L.
Flynn to City of Boston Department
heads re Office of Capital
Planning .
August 22, 1984
Letter from John A. Calabro to
Messrs. Robert Murray, and Peter
Scarpignato. A summary of the
status of our joint activities re
Long-Range Facilities Plan.
September 7, 1984
Letter from Dr. John A. Calabro to
Mr. Robert Roy, Mechanical Engineer
re heating system approvals.
-2m-
September 12, 1984
Letter from John A. Calabro to
Messrs. Robert Murray and Peter
Scarpignato re the proposed Latin
School complex.
September 14, 1984
Letter from Superintendent Spillane
to Dr. John Lawson. A review of
the MA Board of Education's
Monitoring Report #3 dated July 15,
1984. (Facilities pages 18 and
19.)
September 24, 1984
Letter to Governor Michael Dukakis
from Mayor Flynn re White Stadium
Complex (received November 16,
1984) .
September 26, 1984
Letter to Stephen A. Moynahan, Jr.
Esq., Deputy Clerk, U.S. District
Court from Robert H. Blumenthal,
Esq., Counsel, State Board of
Education. The State Board's
supplement to the 3rd
Report. (See pages 6
Monitoring
and 7.)
September 28, 1984
Letter from Robert L. Murray to
John A. Calabro re proposed Latin
Schools project — response to
September 12, 1984 correspondence.
October 2, 1984
Letter from John A. Calabro to
Peter Scarpignato, re confirmation
of Long-Range Facilities plan
status.
October 11, 1984
Memorandum from John R. Coakley,
Senior Officer, Boston School
Committee, to Robert R. Spillane re
Report #1 Unified Facilities Plan.
-215-
October 11, 1984
Letter to Stephen A. Moynahan, Esq.
from Michael J. Betcher, General
Counsel, Boston School Committee,
re School Defendants' Status
Reports.
October 12, 1984
Letter to David A. Jones from
Robert L. Murray - a follow-up to
the October 5th meeting.
October 17, 1984
Memorandum from David A. Jones to
Robert Blumenthal re Boston Public
Schools Status Report (Octover 11,
1984).
October 22, 1984
Letter to Stephen A. Moynahan, Jr.,
Esq. from Robert H. Blumenthal,
Esq. re State Board of Education's
Comments on October 11, 1984
Filings of the Parties. (Unified
Facilities Plan pages 4-7) .
October 22, 1984
Letter from James F. Hart to David
A. Jones re Project Milestone
Chart.
October 23, 1984
Morgan v. McKeigue — City
Defendants' Comments on Unified
Facilities Plan.
October 24, 1984
Letter to David A. Jones from
Michael J. Smith re Auditor's
certification. (See attached
certification from Leon Stamps,
Auditor, City of Boston).
October 25, 1984
Letter to James R. Grande, Chairman
of the Massachusetts Board of
Education from Mayor Raymond Flynn
re Financial Commitment for School
Repairs and Renovations.
-216-
November 1, 1984
Letter from John A. Calabro to
Michael Smith, Director, Capital
Planning, Public Facilities
Department re response to
October 24th correspondence.
November 19, 1984
Letter from John A. Calabro to
Messrs. Murray and Smith — summary
of Joint Planning Meeting
November 16, 1984.
November 19, 1984
Letter to Robert Murray from
John A. Calabro re Latin School
Projects.
November 20, 1984
Letter from John A. Calabro to
Robert Murray and Michael Smith re
White Stadium.
November 21, 1984
Letter to Robert Murray from
David A. Jones in response to
October 12, 1984 correspondence and
comments on October 11th, BPS Court
Filing.
November 21, 1984
Letter to David A. Jones from
Michael J. Smith re Proposed
Schedule of Long-Range Facilities
Plan.
November 23, 1984
Letter to Michael J. Smith from
David A. Jones in response to
proposed schedule of November 21,
1984.
-217-
-5 ■=:;-! COL CC.MMITTEZ OF T.-.l OiTY OF BOSTON
'S." ST*' > '-i il !'~ »^. ^-•. ^
April 30, 1984
MEMORANDUM
I
To: Robert Spillanj
From: •• John Coakley ^"^Vl \i'^ltl2i^
Subject: Response to ^hool' CommitJ^ Request of April 26, 1984
My March 13, 1984 paper, entitled Facility Renewal and Utilizatior'
identified 73 school buildings which "comprise an unarguable core of
our facility needs for the next twenty-five years." That paper also
referred to. 47 other schools (and other school department facilities)
which were placed in some one of three categories: "most probably
needed," "probably to possibly needed" and "of uncertain need." I
did not deem it strategically advisable to specify which of the 47
schools were in such categories. For one thing, the final form of
Section IV of the Long Range Plan (i.e., districting, K-8 schools,
magnet schools and student assignments) will influence considerably
our facility needs. Also, there are other policies and commitments
which may influence our facility needs. For example, a re-instating -
of a full Kindergarten I Program would call for 3000 kindergarten P
spaces , and a successful retention of those secondary school students
who otherwise might become school "drop-outs" would require the
maintenance of nearly the present numbers of high school seats.
The School Committee, nonetheless, has requested my enumeration
of the three categories noted above. I offer you my enumeration with
the assertion that the listing is not casually offered. If necessary,
I can prepare for you a very detailed report touching on BPS and non-
3PS enrollment history, enrollment projections, residential trends and
facility potential. I do not claim that. the listings are unassailable
but I do believe them to be reflective of one person's thorough and
comprehensive knowledge of the school system and city. On that humble
note, I provide the following assessment of schools and other.
facilities which were not listed by name in the March 13th paper.
-218-
Boston School Committee
-1-
May A, 1984
Most Probably Needed
Probably to Possibly
Needed
Of Uncertain Need
ist Boston
Adams
Guild
Barnes*
Cheverus*
Otis
Alighieri
larlestown
Edwards
Duth Boston
South Boston High
Perkins
Perry
;ntral
Michelangelo*
Boston High
Copley High
Eliot
2nway
Farragut
Llston, Bright!
on Baldwin
Taft*
V7inship
amaica Plain
T. Roosevelt
Fuller*
Manning
Dxbury
Lewis
Dickerman*
Higginson
Drchester
Emerson
Hernandez
Kenny
O'Hearn
Holmes
Everett
Mason
Winthrop*
Clap*
Endicott
Stone
attapan
Thompson
Dslindale
Conley
Mozart
Parkman*
Philbrick
Longfellow*
est Roxbury
Beethoven
Kilmer
Lyndon
fde Park
Channing
Grew
Hemenway '
* Recommended for closing, in part or in entirety, in Sargent
Report of 1962, in some cases to be replaced by new schools
which were never built.
In addition, it is my view that we should make determinations about
th lonq-term needs of all other buildings under our jurisdiction. I
offer the following for consideration:
Building
Central Headquarters
Need
Probably long-term.
-219-
Boston School Committee
-2-
May 4, 1984
Building
Campbell Resource Center
Faneuil School
McKinley and Milmore
District One Office
District Three Office
District Five Office
Tileston School
Need
Obviously long-term
Probable long-term need
as an elementary school
or for alternative school us€
Consider vacating one or botf
in order listed
Vacate
Vacate
Vacate
Consider vacating
-220-
The Commonwealth of Massachusetts
Department of Education
4 2 Qo 'f
'■-.' i^
1385 Hancack Street. Quincy. Massachusetts 02169
o
May lA, 1984
Dr. Robert R. Splllane
Superintendent of Schools '
26 Court Street
Boston, MA 02108'
Dear Superintendent Spillane:
This is in response to your letter to me dated Hey 2, 1984, fn which you
refer to Boston's long-range planning efforts and in winch you make particular
reference to school facilities projects. You refer specifically to the
Interest of the City In qualifying for additional state aid related to
projects that contribute to desegregation.
Representatives of our School Building Assistance Bureau have met three
times with representatives of the Public Schools and the Public Facilities
Department to develop a long-range facilities plan. On May 3, the Department
received the initial segment of the planning document, including enrollment
projections, capacities, and a list of schools which the School Committee has
determined will remain open over the foreseeable future. The Boston
representatives promised that a second segment would be presented v/Ithin two
to three weeks. Indicating which schools on the Hay 3 submission v/ould be
proposed for school construction/renovation/ Improvement projects together with
estimated costs. We currently await this report.
Recent unverified news stories Indicate that the City of Boston has also
developed a list of school buildings to be closed. This Information would
also be of assistance to the planners.
As you know, by court order, all Boston projects to be approved must be
consistent with a long-range facilities plan. This is also required by state
practice.
Projects to reduce or eliminate racial imbalance or segregation must be
approved or submitted by June 30, 1984, in order to be considered eligible for
funding at 90 percent of costs. On that date, the section of Chapter 515 of
the Acts of 1983 which authorizes this percentage terminates. The Board of
Education's H.63, If enacted, will make permanent this level of aid.
-221-
h.
Fiscal. Commitment - City of Boston
Boston School Facility Plan
May 1984
-223-
Boston Latin School/Boston Latin Academy
Construction Project
May 15, 1984
Need |
The need for major renovation at Latin School is unarguable; for i
more than 60 years no significant upgrading of the building has been
made. Indeed in 1980, following a comprehensive facility planning I
effort, the Board of Education of the Commonwealth of Massachusetts I
endorsed the renovation of the Latin School as a priority need of the
Boston Public Schools. The City of Boston, acting through its Public
Facilities Department^ also endorsed the renovation of Latin School as
one of the School Departments greatest facility needs.
The need for a new facility for Boston Latin Academy is equally
great. The present facility is one leased from the State. The terms
of the lease are precarious; the school system has already received
notices to vacate but has fore-stalled that notice pending acquisition
of better quarters. The facility is inadequate; built as a garage it
lacks many of the proper educational spaces for a secondary school.
There is no facility to which this program can be relocated. Only two
other BPS facilities have sufficient capacity to house the program.
English High and Madison Park High are presently well enrolled and
these schools will retain their purpose and identity over the long
term. A recent plan for English High School has been approved and
the Boston Public Schools are committed to the success and continuance
of this facility as English High. Madison Park High is presently well
enrolled and any prospective change in its long term philosophy will
clearly relate to the Humphrey Occupational Resource Center which
is part of the same complex of buildings.
Project Description
The plan to construct a new Boston Latin Academy and to return
Boston Latin to new condition will combine on one site these two
compatible but distinct and highly acclaimed secondary schools. It
will provide modern and appropriate facilities for approximately
thrity-five hundred students, 1500 students in Boston Latin Academy
-224-
in grades 7 through 12 and 2200 students in Boston Latin also in
grades 7 through 12. '
i Each school will offer a college preparatory program with emphasis
on a classical curriculum stressing languages, science, mathematics,
humanities and computer science. Students will also be encouraged
to develop skills in self study, self expression, research and
communication. They will have opportunities to develop individual
talents and interests in music, art, physical development and emerging
technologies.
I
' The site is presently occupied by the Boston Latin School building
which is to be extensively renovated to a condition "equal to new".
The resultant new and renovated facilities will contain approximately
400,000 square feet. In addition to the school facility, the site
must accomodate customary support services for a secondary school
including a bus access system which will serve vitually all of the
students in the school.
The facilities are to be designed and constructed to assure a
separate identity for each school. The design should also assure
equal access by students and faculty to unique and specialized
facilities and resources that can be mutually and beneficially shared
in both school programs .
The school construction schedule must be carefully arranged and
coordinated to assure minimum disruption to the students in Boston
Latin School and Boston Latin Academy.
-225-
Fiscal Commitment - City of Boston
The Public Facilities Department will provide a total of $4 million a year
for each of the next five years for school renovation expenditures. In addi-
tion, the Public Facilities Department will provide $35 million for the reno-
vation and construction of the Boston Latin and Boston Latin Academy High
Schools and ip to $3 million for the rehabilitation of White Statium.
This commitment by the Public Facilities Department is contingent on the
City of Boston's ability to raise the specified funds in the bond market
and on 90% relnibursement from the State.
On May 11, 1984, Mayor Raymond Flynn approved a contract for development of
architectural plans for the Boston Latin/Boston Latin Academy project. A
copy of the award letter to the firm of Shepley, Bulfinch, Richardson and
Abbott is attached.
-226-
HOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT Of PLANNING AND ENGIN6EF1ING
ROBERT R HOY
Mechanical Enginee'. P.E
May 15, 1984
ames Hart, Director
ublic Facilities Department
ity of Boston
6 Court Street
oston, MA 02108
^ear Mr. Hart:
his is to certify that, after investigation, the vork listed in
>ur letter dated May 4, 1984 - First Year -
Dearborn
Hyde Park High
Phillis Wheatley
Boston Technical
Solomon Lewenberg
Jeremiah E. Burke
Dennis C. Haley
Patrick F. Gavin
James Hennigan
Modernization of Heating
If If n
n
II
It
It
II-
ti
it
It
II
ft
It
II
It
It
II
II
tt
If
New Roof, including Vents,
Hoods and Penthouse
New Roofs, Bldgs. 5 and 6
$4,090,000,
is necessary to prolong the life of these buildings for educational
purposes .
Madison Park High
450
,000.--
275
,000.1^
450
.000..
450
.OOO.u-
450
,000. c
650,
,000.-
100,
,000.-
500,
.000. •
365,
,000.:
400
,000.^
Very t;ruly yours
T P E
■ ♦ri'L-x"* ■
Raymond T. Regan Director of Facilities Management
-227-
25 COURT STREET. BOSTON. MASSACHUSEl I cj 021Ca • 726-64CX) AREA 617
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE SUP6RINTEN0ENT
ROBERT R. SPILL4NE
May 30, 1984
Coomissioner John H. Lawson
{•lassachusetts Department of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear Goamlssijoner Lawson:
The Boston School Cocmittee recently approved a Long Range Facilities Plan
CLRFP) for the Boston Public Schools. The LRFP is the first stq) in what 'vill
ultimately be a comprehensive Facilities Modernization and Utilisation Plan
which will reflect the resolution of the organizational and programnatic
issues contained in tire Long Range Plan submitted to the School Coomittee by
the Sqperintendent on February 15, 1984. You were furnished a copy of the
LRFP on May 2, 1984.
Among other things, the LRFP identifies seventy-three schools which the School
Department can say with certainty will be in use in Boston for the long term.
It also directs that priorities for facility iaprovement projects be focused
on these seventy-three schools.
The City of Boston and the Boston Public Schools have now formulated a
five-year program of capital improvements. Enclosed with this letU<ir you will
find a description of this program and other pertinent data requested by tiie
School Building Assistance Bureau in support of those school p^rojects for
which Boston is now seeking state relmb'jrsements . Tliis sifantssion, in
conjunction '^ith previoiisly forwarded docunentation relating to the Long Range
Facility Plan, constitute ti^ basis of Boston's request for approval by the
Board of Education of the work program specified in the attachment.
We are seekirig maximum 90Z reimbursement for all rehabilitation and
modernization projects (first throLgh fifth year) and for the proposed Boston
Latin School/Boston Latin Academy con struct ion- renovation project as described
in this submission. We are also seeking state assistance for rehabilitation
of our White Stadium athletic cooplex in Franklin Park. We believe that these
projects further the purpose of reducing or eliminating racial imbalance.
26 COURT STREET. BOSTON. MAS' '•'^TTS 02108 • 726-6200 AREA 61 7
-228-
Connissioner Jcfaa H. Lawson
-2-
May 30, 1984
^fuch of tie infoEnacica Inclxjded in this attachnent has been shared in
ccafaretxrss with repreaeacativHS of t±ia Sc±col Btjilding Assiscanca Bureau. We
ara prepared to forward any fltidifrinnal. reports and studies on individual
projects as required to cacpleta each project application. It also goes
witTiOuc saying that thie United States District Court's approval will be sought
for the renovation of Boston Latin School ard the construction of a new Boston
Latin .Academy. We also intend to submit the LSFP and the other proposals to
the court for its information.
We are pleased with recant progress toward bringing needed pt^rsical
improvements to Boston's school bvdJLdings and appreciate th.a assistance we
have received from the "Departaent of Education in this effsrt.
Please advise as to ary otinar steps we aiight take to expedite approval cf this
request.
Superintendeiat
Boston Public Schools
-2?Q-
City of Boston
Public Facilities Department
26 Coun St/6th Floor
Boston. Musacbuxns 02 lOS
James F.Han "J^e 5, 1984
Direnor
Victor E. Hagan
Aisociate Direaor
Conmissioner John H. Laws on
Massachusetts Department of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear Commissioner Lawson:
The Public Facilities Department of the City of Boston
is pleased to be able to support the request for repairs of
school facilities designated by the School Committee. We have
worked with the Department to prepare a plan for capital im-
provements to these schools over a five year period. This plan,
combined with the construction of a new Latin Academy, and
the rehabilitation of White Stadium, will be a major step for-
ward in solving the problem with facilities that have plagued
the schools for so many years.
The administration of Mayor Flynn is committed to pro-
viding quality education to students in all neighborhoods
across the city. We see these physical improvements to the
school buildings as integral to that education process,
I look forward to your support of this facilities im-
provement plan. If I can be of further assistance, do not
iiesitate to call on me.
Sincerely,
7 M^
iS F. Hart, Director
jrH/td (/f>ublic Facilities Dept.
-230-
UUO
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE SUPERINTENDENT
ROBERT R. SPILLANE
June 6, 1984
John H. LavTson, Ccxtimissioner of Education
CarrnTDnwealth of Massachusetts
Department of Education
1365 Hancock Street
Quincy, Mi\ 02169
Dear Dr. Lawson:
In correspondence of !^y 14, 1984 you referenced news reports
about a list of Boston Public School buildings to be closed- Attached
you will find a communication that I recently forwarded at the request
of the Boston School Comntdttee and that relates to the possible status
of facilities not among the 73 schools specifically designated for long
term use in the liDnq Range Facilities Plan.
VJhile this report to the School Corrndttee is probably the source
for recent news stories, it is not, as explained in my comnunication,
a list of schools proposed for closing at this time. I trust that the
attached memorandum vdll put this matter in proper perspective.
I believe all other information that you have requested relating
to Boston's long Range Facilities Plan and to the ntent and scope of
the construction/rehabilitation program, for which Boston requests
state reiinbursement, has been incorporated in the recent submission of
Boston's long Range Facilities Plan.
c c
(■/."7/ri
Pbbert R.
Superintendent o
Schools
RRS:ls
Attachment
-231-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
, Uii:iT:>niA M
'■^ X.IJ ,y:j
BOSTON PUBLIC SCHOOLS
OFFICE OF THE SUPERINTENDENT
ROBERT R SPILLANE
May 1, 1984
TO: President and Members, Boston School
FROM: Robert R. Spillane, Superintend?
SUBJECT: Response to School Ccmmittee Request of April 26, 1984
When John Coakley's March 13, 1984 paper entitled Facility Renewal
and Utilization was discussed at the School Committee meeting of
April 26, 1984, members of the Committee asked for further delineation
of the 47 schools (and other School Department facilities) which
were placed in one of three categories: "most probably needed,"
"probably to possibly needed," and "of uncertain need."
I must emphasize that no school is under consideration for closing
during the 1984-85 school year. Clearly, most of these schools
will be needed in the long term to satisfy enrollment needs.
Further, as Mr. Coakley stated, there are no final determinations
or firm conclusions about any of the 47 schools at this time. Sub-
sequent decisions on Section IV of the Long Range Plan (i.e.,
changes in districts, student assignments, magnet school organization,
K-8 schools and other new programs) will influence our facility
needs. There are other policies and commitments which will also
influence our facility needs. For example, a reinstating of a full
kindergarten I program will call for 3000 kindergarten spaces, and
a successful retention of those secondary school students who
otherwise might be school "drop-outs" would require the maintenance
of nearly the present number of high school seats. Therefore, taking
these contingencies into consideration, a present view of the other
4 7 facilities is attached.
I would advise the School Committee that, upon resolution of the
issues in Section IV of the Long Range Plan, staff then develop
specific school utilization proposals identifying for my consideration
and yours which geographic areas would be assigned to which schools.
Then, and only then, would all of us be able to determine which of the
47 schools would be needed for the forseeable future. It is almost
certain, therefore, that the listing contained herein, even schools
identified as "of uncertain need" would be somewhat modified. At best
then, the attached can only be considered an estimate. Until the Long
Range Plan is adopted, all facil'^'^s discussed will be in the specu-
lative realm. -232-
The Commonwealth of Massachusetts
Department of Education
^^r
1385 Hancock Street Quincy. Massachusetts 02169
il A ^ £ A A ii 2. £ H
June 12, 1984
TO:
FROM:
RE:
John H. Lawson
Commissioner of Education
Robert H. Blumenthal, Esq.'^Q|g
Legal Office -^
Morgan v. Walsh-Tomasini - Proposed Boston Latin School/
Latin Academy Construction
This memorandum has been prepared in response to questions the Board of
Education raised during the Executive Session on May 30, 1984, regarding the
proposed Boston Latin Schools construction.
1) Recent SBAB grants to Boston - From FY 1979 to date, the Board has
granted School Building Assistance funds to two Boston projects, Dorchester
High School (project 83-10, $111,562) and Burke High School (project 84-27,
$92,259 - to be increased)*
2) Other construction needs in Boston - The attached memorandum from
Edward Nicolas in SBAB lists other construction projects for which Boston has
indicated an intent to seek state funds. The list is subject to change, based
upon the outcome of Boston's effort to generate a long range plan and joint
facilities planning negotiations.
3) Exam school students who previously attended private schools - The
following chart, prepared by Charles Glenn, breaks down the current year's
entering classes at both Latin schools by race and previously attended school:
-233-
John H. Lawson
Page 2
June 12, 198A
7th Grade Entrants 1983
Black
White
Asian
Hispaaic
Indian
TOTAL
From Boston Public
From Non-Public
154
59
28Z
135
221
62%
55
11
17%
33
8
20%
1
0
0%
378
299
44%
4) budget process for repairs and mainteaance in Boston - Unlike every
other school district in the Commonwealth, Boston generates funds through a
special otatutory mechanism that guarantees, as a minimum appropriation, the
figure approved in the previous fiscal year by the Mayor and City Council.
The process for arriving at this "charter iipprcpriation" is described at
St. 1936, c. 224, § 2, as most recently amended by St. 1982, c. 190 ("the
Tregor bill"), § 21.
The charter appropriation is actually two discrete budgets, one for
operating expenses and one for alteration and repair. The relevant statutory
language regarding the latter, as most recently amended, is as follows:
Section 2. (1) The scnool committee, by vote of -at
least two-thirds of all oi its members, taken by yeas
and nays, may make appropriations as follows:
(A) For the alteration and repair of school buildings
and for furniture, fixtures, and means of escape in thp.
case of fire, and for fire protection of existing
buildings and for improving existing school yards: :.or
the fiscal year beginning July first, nineteen hundred
and eighty-two:- six million dollars.
(i) For subsequent fiscal years, the school
committee, by a like vote, may appropriate up to the
same amount as was appropriated by a the school
committee for the immediately preceding fiscal year for
such purposes, plus an amount equal to amounts, if any,
appropriated for the immediately preceding fiscal year
by the city council with the approval of the mayor for
such purposes, unless such appropriation is by its terms
excluded from the calculation established herein.
-23^^-
John H. Lawson
Page 3
June 12, 1984
In addition, Che Boston School Department has often been given access to
the City of Boston capital budget for specific capital improvement projects.
During the current school year (1983-84), $6,000,000 was appropriated for
alteration and repair. As in prior years, however, all of these funds were
not available for actual school improvement. Under an arrangement of long
standing with the City of Boston, salaries and benefits for 45 Planning and
Engineering Supervisors are paid out of this appropriation. These Supervisors
inspect buildings and equipment in need of repair, contract for necessary
services (with money for the contracted services coming out of the remainder
of the appropriation), and give final approval for all contracted work. The
current Boston Schools budget shows an expenditure of $2,400,000 (or 40% of
the appropriation) for Planning and Engineering Supervisors, with the
remaining $3,600,000 allocated for contracted alteration and repair services.
RHB/kal
Enclosure:
cc: John Calabro
Charles Glenn
David Jones
-235-
.^fe4v
5i
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy. Massachusetts 02169
MEMORANDUM
TO:
FROM:
DATE:
SUBJECT:
Commissioner Lawson -j
David A. Jones ''
June 27,' 1984
Boston Facility Plan Project Submittals
As a follow up to our meeting a week ago with Superintendent Spillane and
other Boston officials, we agreed to monitor the project submission process
in order to verify eligibility for 90% reimbursement prior to July 1, 1984,
at which time that section of Chapter 515 of the Acts of 1983 expires. If
H.63 is favorably enacted, the 90% funding eligibility will be extended.
I am pleased to inform you that material submissions have been received for
renovation of Boston Latin School and construction of a building for Latin
Academy, We have received a copy of a City Council Order for $35 million
for tht Latin School's project. Submissions have also been received for the
first year projects listed in the attached May 15, 1984, correspondence.
At this time we are av/aiting additional information, however, I have been
assured that SBAB staff are working with Boston officials to complete the
submission of material by June 30.
At our meeting with Superintendent Spillane, I questioned Boston's intent
relative to seeking state assistance for rehabilitation of White Stadium in
Franklin Park. As this project cannot be considered a school house, it is
unlikely that Chapter 545 funds could be used to support this rehabilitation
work in the absence of special legislation. This information has been
conveyed to representatives of the Boston School Department and Public
Facilities Department.
Attachment
cc: Fred Williams
Bob Blumenthal
John Calabro
Charles Glenn
-23^-
Patrick Gavin
The plans and specifications for this project
will be completed by 2/1/85.
Denais C. Haley /Jeremiah £. Burke
The plans and specifications for the above schools
will be completed by 2/1/85.
Technical Audits
The Technical Audits for the schools listed below
will be completed on the following dates:
Schools Completion of Technical Audit
Boston Technical 9/1/84
Phillis Wheatley 9/1/84
Dearborn 9/1/84
Hyde Park High 9/1/84
Solomon Lewenberg 9/1/84
Patrick F. Gavin 9/1/84
Dennis C.Haley 12/1/84
Jeremiah E. Burke 12/1/84
V7e look forward to v/orking with you and your staff on
these facilities. If I can be of further assistance, please
call me.
Sincerely,
J^es F. Hart, Director
JFH/td /Public Facilities Dept.
-2?7-
v.v-i j;o.vr()XiA. •s/^'
•'.V-i. rOMIITAAII ^/'^
C.'iC} of Boston
PuW'C ?ucilities Department
26Ci>urlSi./6lh l-loor
Bo^roii. Massachusetts 02 1 OS
James F.Han July 5, 1984
Director
Peter Scarpignato
Pl'jnning/Dcvcldpiiicnt
John A. Calabro, Administrator
School Building Assistance Bureau
1381 Hancock Street
Quincy, Massachusetts 02169
Dear Mr. Calabro:
As a follow up to the meeting on 6/28/84 at which we
discussed th*- school applications submitted to your office on
6/25/84, please be advised of the following:
SCHEDULE FOR 515 PROJECTS
Boston Latin Academy /Bos ton Latin School
As you know, this project is very complex and we
appreciate the concerns your department has expressed
regarding adjustments that must be made to the documents
we submitted to your office. Once the architect has
further developed the plans we will meet with your staff,
Madison Park High School/ James Hennigan
We expect to complete the plans and specif ication^
for these projects by 2/1/85.
SCHEDULE FOR 613 PROJECTS
Boston Technical/Phillis I-Jheatley/Dearborn/
Hyde Park High/ Solomon Lewenberg
The plans and specifications for the above schools
will be completed by 10/1/84.
-238-
Patrick Gavin
The plans and specifications for this project
will he completed by 2/1/85.
Dennis C. Haley/ Jeremiah E. Burke
The plans and specifications for the above schools
vrill be completed by 2/1/85.
Technical Audits
The Technical Audits for the schools listed below
v/ill be completed on the following dates.-
Schools Completion of Technical Audit
Boston Technical 9/1/84
Phillis Wheatley 9/1/84
Dearborn 9/1/84
Hyde Park High 9/1/84
Solomon Lev7enberg 9/1/84
Patrick F. Gavin 9/1/84
Dennis C.Haley 12/1/84
Jeremiah E. Burke 12/1/84
We look forv7ard to vrorking with you and your staff on
these facilities. If I can be of further assistance, please
call me.
Sincerely,
„ 7. //^
?mes F. Hart, Director
JFH/td (public Facilities Dept,
-239-
r?^^ BO-VfO.VIA. sj
CITY OF BOSTON • MASSACHUSETTS
OFnCE OF THE MAYOR
RAYMONTJ L. H-YMN
TO: DEPARTMENT HEADS
FROM: MAYOR RAYMOND L. FLYNN
RE: OFFICE OF CAPITAL PLANNING
DATE: AUGUST 10, 1984
I would like to introduce Mary Nee, the Director
of Capital Planning, who began work July 9, 1984.
This office has been established to develop a
long-range capital budget and to monitor on going
capital improvement projects. The deteriorated condi-
tion of far too many of Boston's streets, parks, bridges,
and municipal buildings demand a comprehensive and carefully
planned response from my administration. I am confident
that Mary will bring to city government the experience
and energy necessary to meet this challenge.
Ms. Nee has left a position as a senior budget analyst
for the Massachusetts Senate Committee on .'ays and Means
where she was responsible for the preparation of budgets
for five state agencies as well as involved in policy re-
search and financial analysis of legislation before the
Committee. Prior to her work for the state legislature,
Mary worked for over eight years in social service agencies
in Boston.
I look forward to working with Ms. Nee in developing
a capital improvements plan which will address the substan-
tial back log of infrastructure projects facing the City
of Boston. Your cooperation is essential to the success
of this effort.
BOSTON cm" HALL • ONE CITY HALL ^' •■•■ BOSTON • MASSACHUSETTS 02201 • 6l7/725-}OCO
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THE OFFICE Or CAPITAL PLANNING
THE OFFICE OF CAPITAL PLANNING (OCP), WILL ADDRESS THE
OUTSTANDING NEED FOR THE ADMINISTRATION TO COORDINATE THE
PLANNING, FINANCING AND MONITORING OF CAPITAL PROJECTS.
THE ESTABLISHMENT OF OCP IS INTENDED TO FACILITATE THE DEV-
ELOPMENT OF AN OVERALL CAPITAL INVESTMENT PLAN FOR BOSTON.
OCP WILL NOT SUPPLANT THE EXISTING CAPITAL PLANNING FUNCTIONS
OF CITY AGENCIES BUT RATHER WILL ESTABLISH A PROCESS BY WHICH
CAPITAL PROJECTS IDENTIFIED BY INDIVIDUAL CITY DEPARTMENTS WILL
BE ANALYZED ON A COMPARATIVE BASIS. THE CITY'S ABILITY TO RAISE
FUNDS FOR CAPITAL PROJECTS, AND THE CAPITAL INVESTMENT ACTIVI-
TIES OF THE STATE AND FEDERAL GOVERNMENTS. AS THEY PERTAIN TO
BOSTON WILL BE ASSESSED AS WELL.
OCP WILL BE A MAYORAL AGENCY. THE DIRECTOR OF OCP WILL
REPORT TO THE MAYOR. CRITICAL TO THE SUCCESS OF A LONG-TERM
CAPITAL PLANNING PROGRAM FOR BOSTON IS THE CLEAR ARTICULATION
OF MAYORAL PRIORITIES AND THE CITY'S CAPITAL INVESTMENT POLICY.
THE DEVELOPMENT OF A COMPREHENSIVE CAPITAL PLAN FOR BOSTON
WILL REQUIRE SUBSTANTIAL INPUT AND TECHNICAL SUPPORT FROM
EXISTING CITY AGENCIES. CONSULTATION AND STAFF SUPPORT WILL
BE SOUGHT FROM -- THE PUBLIC FACILITIES DEPARTMENT AND THE
DIVISION OF ADMINISTRATIVE SERVICES.
THE MAJOR RESPONSIBILITIES OF OCP WILL INCLUDE:
* COMPILING A COMPREHENSIVE INVENTORY OF
CURRENT AND FUTURE CAPITAL PROJECTS.
* ESTABLISHMENT OF PROCEDURES FOR THE PRE-
PARATION OF CAPITAL BUDGETS INCLUDING A
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-2-
STANDARDIZED BUDGET FORMAT AND DATA COLLECTION
SYSTEM FOR ALL CITY DEPARTMENTS.
* PREPARATION OF MULTI-YEAR CAPITAL BUDGETS TO
BE ISSUED ANNUALLY, WITH PLANNING HORIZONS OF
FIVE YEARS.
* COORDINATION OF LOAN ORDERS SUBMISSION PROCEDURES
* ANALYZE THE IMPACT OF PROPOSED STATE AND FEDERAL
FUNDING PLANS ON BOSTON'S CAPITAL PROJECTS.
* ESTABLISH A PROCESS FOR NEIGHBORHOOD INVOLVEMENT
IN THE PLANNING AND IMPLEMENTATION OF BOSTON'S
CAPITAL PROGRAM.
* ANALYZE THE CAPACITY OF THE CAPITAL IMPROVEMENTS
PROGRAM MANAGEMENT INFORMATION SYSTEM (CIPMIS)
TO PROVIDE AN INTERDEPARTMENTAL DATA BASE FOR
CAPITAL PROJECTS.
OCP BEGAN OPERATIONS JULY 9, 1984.
-2^12-
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street. Quincy, Massachusetts 02169
August 22, 1984
Mr. Robert Murray
Boston Public Schools
and
Mr. Peter Scarpignato
Boston Public Facilities Department
26 Court Street
Boston, MA 02108
Dear Mr. Murray and Mr. Scarpignato:
This is to summarize the status of our joint activities to date on the
matter of the Boston Long-Range Facilities Plan.
We Kave reviev/ed and compared the two lists which you have submitted on
behalf of the City: the list of schools to remain open over a long-range
period, and the list of schools for which facilities projects of some kind are
planned, together with estimates of costs and a general timetable. We await a
list of schools to be closed or otherwise dealt with.
Our comparison reveals that the Agassiz Elementary School is listed for a
$50,000 renovation in the physical education area. This school, however, does
not appear on the list of those to remain open.
At present I understand that Superintendent Spi I lane's Long-Range Plan is
not finally adopted by the Boston School CoTimittee. In any case, all
facilities planning must be consistent with the final approved version of this
plan.
t
Initial analysis of your proposed renovation schedule suggests that some
of the proposed work will require the closing of certain schools. This and
related scheduling matters should be discussed in a future meeting.
Becnuse the Boston plan includes the creation of certain K-8 schools,
planning for renovations should also include provisions for creation of needed
spaces riiich as industrial arts shops, home arts spaces, etc. as found in
schools containing grades 7 and 8 elsewhere in the Commonwealth and the City.
-2^3-
Page Two
Messrs. Murray and Scarpignato
August 22, igS^t
The Boston Facilities Plan should also Include specific provision for the
Boston Latin proposal. All project proposals must be compatible with the
Long-Range Facilities Plan.
You have submitted a proposal for a Boston Latin School project under the
provisions of Section A of Chapter 515 of the Acts of 1983. This section
requires that all racial balance or desegregation projects to be considered
for eligibility for. state aid at ninety percent of cost must be submitted or
approved by June 30, 198^. Consultant staff of the Bureau have advised me
that sufficient basic material has been submitted to satisfy Bureau
requirements for submission of this proposal. A number of items related to
this proposal must be discussed and agreed upon, however, or amended before
staff approval is given.
Educational specification worl<sheets for the combined Latin Schools
proposal show a combined planned enrollment of 3700 pupils in grades 7-12.
This represents an increase in enrollments while City-wide enrollments are
declining. How this planned increased enrollment is consistent both with the
nature of the Latin Schools and current trends is an example of one item which
must be discussed.
It Is our opinion that projects to Improve the condition of school
buildings in Boston will contribute to racial balance and desegregation and
may therefore be considered for increased funding under Chapter 15 of the
General Laws or under other provisions of law v;hen In effect, in this
connection, the City of Boston has submitted material for Board approval
covering the first year of the long-range plan. These are proposals to be
considered under Chapter 613 of the Acts of 1982 and Chapter 515 of the Acts
of 1983. This material is subject to amplification and amendment. The
schools affected by this material are;
Chapter 613 Section h Proposals
'i^KBoston Technical High
'i/>-Phyl I Is Wheat ley
«i/j-Oearborn
'j'^cHyde Park High
Solomon Lewenberg
Patrick Gavin
Dennis C. Haley
Jeremiah E. Burke
Chapter 515 Section 1 Proposals -
Madison Park High
James Hennigan
Other
Boston Latin Academy/School Project
Page Three
Messrs. Murray and Scarpignato
August 22, 1984
As we all know, any proposals which impinge upon or are not consistent
with court orders must be approved by Judge Garrity. In addition, all of the
foregoing is subject to successful staff review and subsequent Board of
Education approval before any grant funding is approved.
With surmier nearly over, I look forward to working with you again on
these matters. , ..
Sincerely,
John A. Calabro, Ph.D.
Administrator
School Building Assistance
Bureau
(617) 770-7238
JAC:hh
cc: Commissioner Lawson
Super i ntendent Sp i 1 lane
Associate Commissioner Jones
•Frank Banks
-245-
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169'
,i>'eptemier 7 , 1984
Mr, Pob Roy, M.F..
Boston Public Schools .
DepavLment of Planning and
Eo'j.ineering
26 Court Street
Boston, MA 02108 " -
Dear tlr. Roy; •
This is in response to your memorandum dated August 24, 1984, in
which you request reiicibursement for certain heating system projects in
the Boston Public Schools under provisions of Chapter 613 of the Acts of
1982. It appears from your memorandum that work on these projects has
-already been completed .
Chapter 613 of the Acts of 1982 was approved on December 29, 1982,
and became effective 90 days thereafter^ On May 10, 1983, all superin-
tendents of schools were notified by the Commissioner of Education of
procedures to be followed in- applying for approval of proposed beating
System projects under Chapter 613.
Applications for approval under the provisions of Chapter 613 must
be received before commencement of the work Involved. There is no pro-
vision for retroactive approval. Therefore, these may not be procesed.
In the interest of streamlining communication on school facilities/
construction related matters between the City of Boston and the Department
of E(hi(:atlon, may I suggest that all facilities related material, regard-
less aC funding source, be forwarded via the team of Robert Murray and
Peter Scarpignato who represent the City on facilities matters and who will
intcti ntte ail requests with other proposed projects and assure their com-
pabil H.y with the Boston Long - Range Facilities Plan, currently in de-
veJo/'iirjnt. '.
JAC: •
cc: 'lunissioner Lawson
•rerintendent Spillane
'tiert Murray
'. -tor Scarpignato
i'.iinuei Pike -2HS-
Sincerely yours,
'john A. Calabro, Ph.D.
■^--— — — — — J j-^— — — ,
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169'
September 12, \3Bh
Mr. Robert Murray
Boston Public Schools
and
Mr. Peter Scarpigriatb
Boston Public Facilities Department
26 Court Street
Boston, MA 02108
Dear Mr. Murray and Mr. Scarpignato:
This letter is in regard to the proposed project to create a Latin
Schools Complex through renovation and enlargement of the existing Boston
Latin School.
Educational specifications, preliminary plans, and related documents In
support of this proposal were submitted prior to June 30, ISS't, in order to
make the proposal eligible for state aid at ninety percent of approved
construction and interest costs under provisions of Section k of Chapter 515
of the Acts of 1983, once the project has received staff and Board of
Education Approval.
Before this proposal may proceed further, agreement must be reached on
the planned enrollment of the complex and the planned grade range. These
matters must be discussed in the very near future, in light of the following
questions, some of which have been raised in earlier meetings and/or
correspondence:
1. How Is a proposed enrollment of 3700 students 7-12 to be justified?
This planned enrollment Is larger than the existing reported
enrollment. As the Latin Schools traditionally have offered highly
selective academic programs for college preparatory students, why has
the planned enrollment for this multi-million dollar proposal
Increased while the student enrollment system wide has markedly
declined and perhaps continues to defcline?
2. Will the proposed project perpetuate two Latin Schools or Is it
designed to create a single unified school? If the former, why
should this be so and why should the tv/o schools with their large
proposed enrollment be located on the same restricted site In an area
already noted for its high student density with its concomitant
impact upon public transportation capacity? Why could not an
-247-
Mr. iii.:rr;.v/ and Mr. Sccirpignato
oltcrrative site, possibly using an extsCiny city-owned building, be
co.i^;Jared for developi.-.^nt?
3. Is it important to the nature of the Latin Schoo1(s} to retain a
grade range of 7-12 or is It possible to consider a plan of grades 9-
12 v/ith grades 7-8 (or 6-8) located elsewhere In one or more
bui Idings?
h. If the proposed Increase In enrollment In comparison to current
system-wide enrollments Is to be upheld^ can one conclude that the
nature of the programs offered in the Latin School (s) will change and
that curricular offerings will Include general and remedial
courses? If so, these should be included In the educational
specifications.
5< in addition, the proposed size of spaces In the facility must be
discussed.
Hay I suggest that these and related questions be discussed and resolved
as soon as possible so that whatever proposal Is agreed upon, consistent with
the Boston Long Range Facilities Plan now In planning, It may go forward
without serious delay later. Until such plan is approved, however, no
projects may be approved.
Sincerely yours,
A. Calabro, Ph.D.
JACtcc
cc: Commissioner Lawson
Superintendent Splllane
Robert Murray
Peter Scarp ignato . '
Samuel Pike
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•i.i-
SCHOOL COMMITTEE OF THE CiTY OF BOSTON
BOSTON r'JBuC SCHOOLS
CPrlCE 0? THE 3i-PER;NT£NCEN7
flOSEST R. SPILLANE
Septarber 14, 1984
Dr. Jcim Lawson > .. ,.
Gcmnissioner of Education
Massachusetts Department of Education
1385 Hancock Street
Quincy, MA 02169
Dear CarroLssicner Lawson: ■
School Departitent staff have revie/^ed carefully the Beard of
Education's Monitoring Report No. 3 dated July 15, 1984. Weview
the monitoring reports- and our responses to then as opportunities
for further assessing the progress we have irade in a nunfcer of im-
portant areas, enhancing understandings between the School Departient
and the Department of Education, and most importantly, providing doc-
rassntation to support our position that the court and state should
disengage thsnselves fran the School Department's operational respon-
sibilities. The School Department has demonstrated, we believe, that
it has the will, the resources and the competencies to ccmply with
desegregation, equal opportunity and quality of education requirements.
CXir response to Monitoring Report No. 3 will:
1. offer carments including, when appropriate, areas of
disagreettsnt of specific monitoring reports based on
review and analysis by relevant School Department staff,
and
2. provide you. Department of Education staff and the Heard
of Education with additional inforrtation on those steps
^.^ch ha^/e been or will be taken in' 1984-1985 in each of
the areas to address concerns raised in the report.
Meaningful dialogue has been initiated between Schcol Department
and Department of Education staff. We look to a continuation of this
dialogue; it can only strengthen our institutional and progranrratic
responsiveness to issues of critical importance to both our departnents .
-2^9-
- 2 -
Dr. John Lawson Septarber 14 , 1984
Ccmnissioner of Bdiacation
Pesponses ta each of the ncniiMring reports contained in
Monitoring Report No- 3 are enclosed with the exception of those
for stLident assignments, special desegregation measures and trans-
portation. Responses to those sections of the monitoring report will
follow. Itiese responses will offer you both a general reaction to
the particular section as well as specific catinents on progress which
has been or is expected to be made in the particular substantive area.
I believe it important that at this tine we bring together key
personnel from the Depsrtnent of Education and the School Cepartrent
to discuss our positions and concerns, suggest future direction for
our staffs and set a tone for continuing cooperation. By convening
key staff responsible for those areas addressed in the ixonitoring re-
port, we shall enhance a sensitivity to each Etepartment's needs, re-
sources and constraints and pronote a convergence of our efforts toward
the achievenisnt of amtual goals.
Please have your secretary call Mary Caton in my office to schedule
a meeting at a time convenient to both of us.
^sincerely
Spillane
Si:5!erintendKit of Schools
RRS:ls
Attachment
-250-
FACILmES
GENERAL OCiMMEyiS
In its Monitoring Report It3 to tha Uoited States Listxijzz
Court on Boston School Des^pcegatLon dated July 15, 1984, the
Board of Education of the ConxEOOwaaltii of Massachusetts issued
a number of findings and approved one reccnsEendation aa the
siibject oi "Facilities" in the Boston Public Schools.
The Boston Public Schools etdorses the reconireririan'.na of
Report //3 to continue joint development of an educationally
and financially sound long range facilities plan. All parties
axe pT^sently engaged in just such a cooperative effort to ccmplete
and Inclement a facilities plan.
In addition, the Boston Public Schools can agree that the
findings of Report tf3 are accurate as of the time that the report
was written, probably about mid-May of 1984.
SCHOOL DEPARIMEiNT RESPONSIVE MEASURES
It is iiqjortant to note, however , that significant progress
has been made in Long Range Facilities planning between the tinse
that the report likely was written and June 30, 1984, a pivotal
date with r^ard to the determination of State binding for con-
struction and rehabilitation projects. The following develop-
ments are wortiy of note:
-251-
-19-
. On June 5, 1984, a Long Range FacilitdBS Plan and
Iiq?leiceatatrLon Progr=ni was suboiittsd to Che Department
of Education by t±e Boston Public Schools and the City
of Eoston Public F:;cilities Department.
. Throughout June, 1984, tbere were a nuoiber of joint
meetings of Department of EducatLoa officials and
representatives of the Boston Public Schools and die
City of iksston Public Facilities Department.
. In late June, 1984, the City of Boston and the Bostca .
Public Schools si±cd.tted significant data and svjpportive
technical studies in support of:
- a renovation/construction project for Boston
Latin School az3d Boston Latin Academy
- ten (10) rehabilitation projects relating to
roofing, heating and energy conservation
- one pttysical education site improvement project
(White Stadium).
. On June 13, 1984, the Boston Sctool Coccmittee held public
hearings in Faneuil Hall as a step in tl"ie development of
a long range plan to restructmre facility utilization,
district organization and assignment procedures in the
Boston Public Schjools.
. As of July 1, 1984, the finance problems delaying the
Burke renovations project were resolved. A construction
contract has been executed and actual construction at the
Burke High School began on August 6, 1984.
-252-
'31
CITY OF BOSTON • MASSACHUSETTS
OFFICE OF Tl-IE MAYOR
RAYMON D L. FLYf-rN
Governor Michael S. Dukakis
The Commonwealth of Massachusetts
Executive Departmentj Room 360
September 24, 1984
State House
Boston MA 02133
Dear Governor Dukakis:
My purpose in writing this letter is to request your support £or
the rehabilitation of the White Stadium athletic complex. At my
recommendation, the proposed renovation of the White Stadium
athletic complex, estimated to cost three million dollars, was
included in the $23 million five-year program of capital
improvements to schools that was submitted to the Massachusetts
Department of Education by the City of Boston and the Boston Public
Schools- I hope that with your support the Commonwealth of
Massachusetts, Departraent of Education School Building Assistance
Bureau will approve the maximum 901 reimbursement for this project.
»
As you know. White Stadium was once one ot the premier
school-boy sports complexes in the country. Constant use and lack
of funds for proper maintenance have contributed to the present
deplorable state of the facility. The condition of the fields and
the stadium have created an increasingly unattractive and
debilitating environment for athletes and spectators. Even Special
Education events, always held at White Stadium, have been
temporarily moved to other less hazardous facilities. —
Despite these problems, the V/hite Stadium athletic complex
continues to serve as the principal school athletic facility for
Boston Public High School students. Many of these high schools
consider White Stadium to be their home field. While other
municipalities may have offset the cost of maintaining their school
athletic facilities by generating re.venue through rental agreements
BOSTON' CITY HA±L • ONE Cm" HALL TLAZA • ^OSIC.X • VASSACHUSETTS 0 ZZ:! • 617/ 725-4X0
-253-
Page Two
and volleyball practices and competitions scheduled to take place at
the facility. In addition to its primary use as an athletic
complex, White Stadium is the service facility for upkeep and
maintenance of other high school athletic facilities.
With limited funds available, I have already directed the City's
Public Facilities Department to immediately schedule the repainting
of the facility and the replacement of stadium seats. The School
Pepartment, fot its part, will repair the score board. However,
there is much more to be done to renew this stadium. Your support
for this project will iielp ensure that this school facility is
properly restored and will meet the needs of the students of Boston.
Sincerely.
7//'
Raymond L. Flynn
Mayor
RLF/aracd
-254-
■irk
The Commonwealth of Massachusetts
Department of Education
13S5 Hancock Street. Quincy, Massachu^^ttts 02169
September 26, 19S4
Stephen A. Moynahan, Jr., Esq.
Deputy Clerk
U.S. District Court
1525 U.S. Post Office and Courthouse
Boston, Massachusetts 02109
Dear Mr. Moynahan:
Morgan v. Walsh-Tomasini
C.A. 72-911-G
Enclosed please find for filing in the above action the
State Board's Supplement to Third Monitoring Report Under Orders
of Disengagement.
Thank you.
Counsel, Stat^J
Education
RHB/kal
Enclosures:
cc: Parties of Record
-255-
If modification proposals are developed. Section VI(3)(5) of
the Orders of Disengagement reguries that the proposed
modifications be filed no later than December 15, 1984 in order
to affect student assignments for 1985-1986. When and if this
filing is made, the State Board will evaluate any proposed
modifications to the student assignment plan by the same
stanaards it applies to plans formulated by other Massachusetts
communities; the equitable spreading of transportation and
reassignment burdens among all racial/ethnic groups; the adoption
of clear, consistent guidelines with minimum potential for
manipulation; the inclusion and encouragement of options leading
to voluntary desegregation; the accommodation of special needs
and transitional bilingual programs; and the indication of
prospects for improvement over current desegregation efforts.
FACILITIES
Regardless of whether the assignment orders are ultimately
modified, a comprehensive, long-range Unified Facilities Plan
remains to be produced. To date, individual proposals concerning
the examination schools and various renovation projects involving
roof repairs and heating systems have been generated by City and
School Defendants. These proposals cannot be considered for
state assistance, however, until a long-range facilities plan is
adopted by City, School and State officials and approved by the
Court. In our view, such a plan must address the facilities
.-2^-"^-
needs of the entire school system; cover an extended period; be
clear as to timetable, purpose and mechanism for revisions;
contain a prioritized list of construction and renovation
projects with specific starting dates and financial commitments;
and reflect the student assignment process.
While any .effort to.modify the student assignment orders
will delay the production of a facilities plan, the State Board
is aware ct the crucial relationship between student assignment
and facilities planning. In the interim, the State Board cannot
consider proposals for the funding of projects in the absence of
a coordinated student assignment plan and facilities plan.
VOCATIONAL EDUCATION
In the area of vocational education, two types of efforts
are required. The Unified Vocational Plan is in need of
substantial modification, so that it may reflect with greater
accuracy the occupational education needs of Boston students.
The State Board has called this situation to School Defendants*
attention in the past and, here again, appreciates the crucial
link betv/een student assignments, facilities planning and
vocational planning. At the same time, the decline in
applications for assignment to the Humphrey Occupational Resource
Center is a problem too serious tp await possible modification.
School Defendants should immediately address this situation, with
a focus on recruitment efforts at the individual high school
-257--
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF liMPLEMENTATlOM
John R Coakloy. 3an;or Officer
September 28, 1984
Dr. John A. Calabro"
School Building Assistance Bureau
Massachusetts Department of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear John:
Your letter of September 12, 1984 regarding the proposed Latin
Schools project gives me occasion to set down the positions we
have expressed on the issues raised in your correspondence.
1. Long Range Plan Including a Secondary Facilities Plan
We are mindful of the obligation of the Boston Public
Schools to submit a Long Range Secondary Facilities Plan
that incorporates both Boston Latin School and Boston Latin
Academy. A preview of the program recommendations upon
which the Secondary Facilities Plan will be based are
included in a Long Range Plan (Draft) which was under public
discussion in May and June of this year. A more detailed
and specific plan is expected by October 1, 1984. Recent
determinations to seek out the views of plaintiffs and
others nay delay this schedule. The only policy regarding
the Latins that may be subject to further review in the Long
Range Plan is the 7-12 §rade structure insofar as a "6-12"
structure was proposed m the May draft.
2. Planned Enrollment at the Latins
The proposed program enrollment of 3700 students at the
Latin schools compares with the present assigned enrollment
of 3821 students. Both schools are attractive magnet
schools which annually have many more aspirants than can be
admitted. Each year, there are 4000 or more applicants to
Boston examination schools for some 1600 seats. The dual
thrust for the Latins - to provide preserc level of access
to students and to carry out plans for higher retention of
students - does not argue for a reduction in numbers of
enrolled students.
26 COURT STHEET, BOSrO.M. MASJAC-iiJ'iF.rrs OJiOS • r^'6'.200. cXT 5i->0 72')-o555. EXr b?0OAnEA6I7
0' '"". : r^- -258-
John A. Calabro -2- September 28, 1984
3. Grade Structure
The 7-12 grade structure at both schools is the policy o£
the Boston Public Schools until or unless changed. A
division into upper (9-12) and middle (7-8) schools is not
under consideration. Such a proposal has not been
enthusiastically received in many quarters. The tradition
of a combined middle and high school is 106 years old in one
school and, at ,_least 264 years old in the other. Given the
excellent history of these schools in meeting the needs of
students and producing some of the nation's finest citizens,
the traditions of the schools cannot be treated lightly.
4. Two Schools
The Long Range Plan (Draft) proposes that "each Latin would
maintain its separate identity. There has been little
evidence of support for a change in this policy. Graduates,
students, parents, staff and administrators have given
testimony to their preference for a distinct and separate
identity for each school, and educational sense suggests
that combining these schools administratively is not sound
from a management or educational perspective.
5. Shared Site
The shared occupancy of the two Latins on the same site is
timely in that it provides an available site in a desirable
area of the City for Boston Latin Academy which presently is
without a permanent home, and it is functional since the
physical and human resources gathered on site will benefit
students at both schools. Proximity of these schools is
historic since in past decades, these schools were located
on adjacent sites in the Fenway.
In the event that an alternative site in the Fenway might
become available, the relative benefits of having two
schools on two sites would be measured against those of a
single site.
6- Transportation Requirements
The transportation requirements for the proposed project
have been estimated based on present service, and they will
be reflected in architectural plans for development of the
site. Alternate combinations of public (MBTA) and
yellow-bus transportation will also be studied to address
student access to site.
-259-*
Dr. John A. Calabro -3- September 28, 1984
7. Alternative Facilities for Boston Latin Academy
In recent years, all attempts to Identify an existing
city-owned building for Latin Academy have been
unsuccessful. Of the school facilities in the Boston Public
School system, none, with the exception of English High,
Madison Park High and possibly new district high schools in
West Roxb.ury,.. Jamaica Plain and Charles town, are
sufficiently sized to accomcaodate the Latin Academy
program. To date, none of the Long Range Plan proposals
make any of these schools available for use, but instead
reflect a commitment to the availability of K-12 education
in major neighborhoods of the city and to continuance of
citywide options at English and Madison Park high schools.
8." Nature of Program Offerings
Changes in program and service offerings at the two schools
are specified to some degree in a recent submission to the
Department of Education - "Plans for Retention of Minority
Students at Boston Latin School and Boston Latin Academy.
In general, our proposed educational program and related
space requirements will accommodate these and other program
changes that will take place from time to time. I do
believe we should strive for flexibility in the design of a
number of instructional spaces that will respond efficiently
to smaller class groupings.
9. Proposed Size of Spaces
In general, programmed space sizes were formulated to give
some flexibility in the choice of an overall architectural
design that efficiently incorporates the existent Latin
School building. We expect they are open to discussion and
to modification and view the standard space allocations
outlined in your regulations to be the norm. I believe that
the educational program under discussion fully reflects what
the City of Boston and the Boston Public Schools plan for
Boston Latin School and Boston Academy and that we can
maintain progress in planning and design even as decisions
that effect final approval by the School Building Assistance
Bureau and the Board of Education are being made.
-260-
Dr. John A. Calabro -4- September 28, 1984
My purpose in correspondence is as yours, to expedite this
project; to identify, clarify and close on the issues and to
create a climate for agreement on funding and construction of the
project.
Sincerely,
Robert L. Murray
RLM:mc
cc: Peter Scarpignato
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¥
vv^;;
Diviiion of School Facilities and Related Services
The Commonwealth of Massachusetts
Department of Education
1385 Hantotk Street, Quincy, Massachusetts 02169
October 2, 198A
Mr. Peter Scarp ignato
Public Facilities Department
26 Court Street
Boston, MA 02108
Dear Mr. Scarp ignato:
This is a suninary of the salient points of our meeting of Friday,
September 28, 198A, at School Building Assistance Bureau in Quincy during
which you, Public Facilities Department Capital Planning Director
Michael Smith, Associate Commissioner David Jones, Educational Coordinator
Edward Nicolas, Engineer Louis Cogliano, Specialist Samuel Pike, and I
discussed the status of Boston's long-range plan and facilities plan and
individual proposed projects to be keyed to it.
You indicated that Michael Smith would be replacing you at future
meetings between School Building Assistance Bureau and the City of Boston.
t indicated that all applications for projects and all facilities related
correspondence should flow from Boston to School Building Assistance Bureau
through Robert Murray and you or Michael Smith.
No school construction projects will be approved for the City of Boston
until a long-range facilities plan has been approved by the Board and the
Court, and no grant funds will flow to the City of Boston until such plan Is
approved and projects voted. No Chapter 515 funds requested in the FY I986
budget are earmarked for Boston at this time. An estimated amount for the
first annual payment for a to-be-resolved Latin Schools proposal included In
the FY 1986 grant budget request will be reviewed on December 15, 198'j, as
will our entire FY I986 grant budget request, and a decision made at that time
3^^o whether this amount should be retained, deleted, or placed in the FY
1987 (or later) budget request.
Architect's and engineer's fees are Includable in the estimated costs of
approved projects.
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Mr. Peter Scarplgnato Page Tv/o October 2, 1984
You or Hike Smith and Robert I'urray will respond by letter to the issues
raised in my letters to you and Mr. Murray dated August ?-2, 1984, and
September 12, 1934, and to any Issues raised in my letter to Engineer Rob Roy
dated September 7, 1984. It Is assumed that all correspondence from you or
Mr. Smith and Mr. Hurray reflect the position of the City of Boston, that Is
Public Fac i 1 it les Department and the Boston Public Schools.
Mr. Edward Nicolas of this office :ind Mr. Samuel Pike of our Greater
Boston Regional Office are available to plan jointly with the City of Bo.ston
team.
You Indicated at this time that planning for the Latin Schools proposal
presently includes a review of the possible use of the Massachusetts College
of Art building on Brookline Avenue.
If there are any questions relative to this memorandum, please contact
me.
Sincerely
A. Calabro, Ph.D.
Administrator
School Building Assistance Bureau
(617) 770-7238
JAC:hh
cc: Commissioner Lawson
Superintendent Splllane
Robert Murray
David Jones
Michael Smith
Samuel Pike
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HE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
JOf"! p. CCaK.iV. StffOr ^ " -if
October 11 , 1984
To:
From:
Subject:
Robert P. Spilla
John R. Coakley ^^O.' I\j^^-^^
Report #1 (Unified Facilities Plan) of the
Federal Court's Order of September 17, 1984
Item #1 (Unified Facilities Plan) of the Federal
Court's Order of September 17, 1984 reads as follows:
(1)
a status report regarding their compliance
and plans for compliance with the court's
orders, including an estimated
in the areas of ...unified
Tzimetable ,
facilities plan.
The attached document was prepared by Robert Murray who
has been the school system's primary contact with appropriate
staff in city government and in the department of education.
An examination of the State Board's Report No. 3 on
Boston School Desearegation (Volume IIB, July 15, 1984
pp 639 to 709) does give ind'ication of our good-faith efforts
to comply with the subtle and challenging orders on the Unified
Facilities Plan. In particular, the State Board (see Objective
4, page 641) acknowledged that meetings of joint planners had
resumed. The document which follows describes facility planning
in two phases, one phase which has begun and is directed at
seventy-three school facilities, a second phase which is
dependent on the development and approvals of the Long Range
Plan. It is our intent to open phase two discussions with the
joint planners immediately upon our filing the Long Range Plan
in accordance with the requirements of Section VI of the
December 23, 1982 Orders of Disengagement. We are confident
of our ability to move rapidly to complete phase two proposals
and will do so on or after December 15, 1984, our goal for
filing the Long Range Plan.
-26^1-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE GENERAL COUNSEL
MICHAEL J BETCHER
Gene's' Coonse;
VARY JO HOLLENOER
Associate Genj-al Cpv,^'?!
October 11, 1984
Stephen A. Moynahan, Esquire
Deputy Clerk
United States District Court
1525 U.S. Post Office and Courthouse
Boston, Massachusetts 02108
Re: Tallulah Morgan, Et Al . v. Rita Walsh-Toniaslni , Et Al
Civil Action No. 72-911-G
Dear Mr. Moynahan:
Enclosed please find for filing School Defendants' Status
Reports and School Defendants' Motion to Modify Administrator
Rating and Screening Procedures.
Please note that there is no Attachment E to the Status
Reports. That material is reproduced in the Board of
Education's Report No. 3, Vol. 2A at pp. 18-41, and is the
subject of comment in Mr. Coakley's Attachment F.
Three separate copies are included for distribution to the
Judge's chambers.
Very truly yours,
^:>:V
Michael J. Fetcher
General Counsel
Enclosures
-265-
2f. COuKI CTPETT . BOSTON V.ASbA,..,. iT7502IOS • ^^^ ^ ^ 7j?(^ ■ ^ 3 S-T
UNITED STATES DISTRICT COURT
DISTRICT OF fl^SSACHUSETTS
•k-k'k'k-k-k-k-kie-kic-k-k'ie-k-k-k
•k
TALLULAH MORGAN, ET AL., *
.... *• ■
Plaintiffs, *
*
V. * CIVIL ACTION
* NO. 72-911-G
RITA WALSH -TO MAS INI, ETAL., *
*
Defendants. *
*
SCHOOL DEFENDANTS' STATUS REPORTS
The School Defendants respectfully submit herewith the
status reports required by the Court's September 17, 198A orders
as follows:
1(a). Desegregation of Administrative Staff
As of August 31, 1984, the School Department had achieved
near total compliance with the desegregation goals of the
February 24, 1976 orders concerning Category I and II
administrative staff. As can be seen from Attachment A, 23.76%
of the total administrative workforce was Black, just 1.24%
short of the court-ordered 25% goal. For a variety of reasons,
however, a substantial backlog of acting administrative
appointments has evolved over the past several years. As of
August 31, 1984, 402 out of 707 administrators were in an acting
status.
On May 2, 1984 ^ the School Department commenced the process
prescribed in the December 23, 1982 Orders of Disengagement to
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seek the consensus of all parties regarding modifications to the
screening and rating procedures. These modifications are
designed to permit a prompt eradication of this backlog, and to
avoid its reccurrence, without sacrificing the essential
objectives of the original court-ordered procedures. After two
plenary negotiating sessions, and numerous bilateral exchanges,
under the leadership of the Senior Officer for Equal Opportunity
Barbara Fields, a consensus was forged. The proposed
modifications, which include further affirmative action
assurances with respect to Black staff, and significantly
accelerated affirmative action undertakings with respect to
Other Minority staff, were approved by the School Committee on
October 9, 1984. Filed contemporaneously herewith is the School
Defendancs' "Motion to Modify Administrative Rating and
Screening Procedures" detailing these proposals. Since the
proposed modifications have been the subject of extensive
discussion among the parties, the School Defendants request that
the Motion be considered by the Court at the hearing scheduled
for October 26, 1984.
While the modifications proposed in the above-mentioned
Motion will facilitate the achievement of full compliance with
the requirement that administrative positions be filled on a
permanent basis as soon as administratively feasible, the School
Department has developed a schedule to make permanent
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appoincments, using current screening and rating procedures, for
approximately one hundred positions during the current school
year. In addition, the School Committee on October 9, 1984,
ordered that no new acting appointment to a permanent vacancy
last for more than six months. Toward ubat end, the School
Committee further directed that, «^.ithin ten school days of
approval, each such acting appointment must be posted for
permanent appointment.
A timetable for the elimination of acting appointments can
be developed after the Court's disposition of the pending
Motion. It should be noted, as the parties are already aware,
that of the approximate 400 acting positions, approximately 170
positions are being maintained in an acting status pending the
adjudication by the State Labor Relations Commission of a
bargaining unit placement dispute between and among the BTU,
BASAS and the School Department. In fairness to potential
applicants for such contested positions, permanent appointments
ought to await resolution of that dispute. Hereafter, these
contested positions will be reported as such, in order better to
assess progress in eradicating the acting backlog where feasible
1(b). Unified Facilities Plan
On April 26, 1984, the School Committee approved key
elements of a long-range facilities plan. The City, State and
School Committee have joined in the commitment to retain for
~2GS^
-4-
long-term use seventy-three (73) specified schools. VJhile luch
progress has been made in identifying certain capital
improvement projects, a tripartite consensus has not yet been
achieved, and., perhaps cannot be achieved, until closure is-
reached cq proposed modifications to the student assignment
plan. The status and contents of the School Committee's
long-range facilities plan are described in Attachment B.
2. The School Defendants submit as Attachment C a progress
report prepared by Senior Officer John R. Coakley regarding the
formulation of the Long Range Plan for student assignments.
3. The School Defendants respond to the six critical areas
of concern identified by the State Board of Education in its
Monitoring Report No. 3 as follows:
(l.)(A) Bilingual Education. Senior Officer John R.
Coakley has reviewed the Court's orders pertaining to Bilingual
Education and has concluded that the School Department has
achieved substantial compliance with these orders. Accordingly,
the School Defendants intend to petition that the Court
terminate active jurisdiction, and the State Board's
extraordinary monitoring responsibility, with respect to the^
orders enumerated in Paragraph 5 of Appendix I to the Memorandum
and Orders of Disengagement dated December 23, 1982. A
compendium of the orders enumerated in Paragraph 5, with Mr.
Coakley 's assessment, is included as Attachment D.
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-5-
(l.)(B) Examination Schools. The School Department's Plan
for the retention of minority students at the Boston Latin
School and the Boston Latin Academy is attached as Attachment E.
(2.) [The issue of acting administrators has been
addressed above.]
(3.) Racial/Ethnic Guidelines. Senior Officer John R,
Coakley's report on the Department's special desegregation
measures and recruitment efforts is attached as Attachment F.
(4.) Unified Plan for Vocational and Occupational
Education.
Both the School Department and the State Department of
Education agree that the Unified Plan for Vocational and
Occupational Education should be subject to extensive review. A
summary of the School Department's compliance with that Plan is
contained in a report from Director James A. Garadonio included
herewith as Attachment G. The School Defendants intend to
propose a substantial modification to the oi:tstanding orders in
this area. It will be the contention of the School Defendants
that issues such as curriculum development, specific management
titles and structures, program content, size and location, and
the like, ought to be the subject of an Annual Program Plan to
be reviewed and approved by the State Department of Education,
and not specifically prescribed by court order. Instead, the
i
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-6-
Court's orders in this area ought to be focused on the
desegregative aspects of the student assignments plan for these
programs, much as the Court has treated bilingual and special
education. Further consultation with the State Department. ?nd
the parties will be pursued prior to proposing such a
re-focusing of the court orders.
(5.) [The issue of a long-range facilities plan has been
addressed above.]
(6.) In light of the Court's proposed disengagement vith
respect to issues of safety and security except with respect to
transportation to and from school, the School Defendants submit
the Plan for Student Transportation Safety developed by Acting
Deputy Superintendent Joseph M. McDonough, which plan is
attached hereto as Attachment H. Implementation of this Plan
has already commenced.
Respectfully submitted,
THE SCHOOL DEFENDANTS
By their attorneys.
I^liil7'i
Date i^ "Marshall SimSnds, P.C.
Henry Ci Dinger
GOODWIN, PROCTER k HOAR
28 State Street
Boston, Massachusetts 02109
(617) 523-5700
-271-
THE SCHOOL COMMITTEE OP I Hfc CI I Y Oh bOb i UN
BOSTON PUBLIC SCHOOLS
OFFICE OF THE SUPERiNTENDENT
ROBERT R SPILLANE
October 12, 1984
Mr. David Jones, Associate Coramissioner
School Facilities and Related Services
Massachusetts Departrccat of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear Mr. Jones:
As a follow up to the productive meeting of October 5, 1984 of
administrators and staff of the Department of Education and of
the Boston Public Schools to discuss the issues of the Third
Monitoring Report, I am prompted to again state my views on the
subject of School Facilities Planning.
As I expressed at that meeting, I hope for a reconsideration of
the provision in the Board of Education's filing of September 26,
"Supplement to Third Monitoring Report Under Orders of
Disengagement," that proposals contained in the Boston Facilities
Plan of June 5, 1984 "cannot be considered for state assistance,
however, until a lon^ range facilities plan is adopted by city,
school and state officials and approved by the Court."
We know that many Boston school facilities need immediate
attention. Basically, it is my view that any action that
threatens to impede or delay progress in addressing these
physical needs, whatever its interest or purpose, is not in the
best interests of Boston's school children.
I believe that in recent months, the Boston Public Schools has
taken significant steps toward the completion of a Long Range
Facilities Plan. With the cooperation and assistance of the City
of Boston and its Public Facilities Department and of the
Department of Education and its School Building Assistance
Bureau, facility improvements of high-priority need are close to
a state of implementation in a number of Boston Public Schools.
I recognize that the Long Range Facilities Plan is incomplete in
certain details and that the final elements of this facilities
plan are dependent on approval of a long range educational plan.
26 COUnT STREET. BOSTO'J. iV 'Z-z'^TS C2103 • 726-5200 AREA 617
-272-
Mr. David Jones -2- October 12, 198-^
The Bof.ton Public Schools have been developing recommendations
for such an education plan that are comprehensive and systemwids
in nature and address significant aspects of the present student
assignment and districting plan. A draft plan has been
prepared, widely disseminated and publicly discussed. Boston
Public School officials are meeting with parties to the court
case about the elements of the plan. However, the process and
schedule of approval of such a plan is uncertain at present.
Linking state reimbursements to this schedule introduces a risk
that the completed applications for school improvement might be
put on hold. This possibility acts as a disincentive to facility
planning and particularly to developing detailed specifications
for facility improvements.
The Boston School Committee has made a commitment to long-term
use of a significant number of key school facilities and has set
out a five-year plan of improvements focused on these schools.
These facilities will be part of Boston's Long Range Plan and of
its Long Range Facilities Plan, and students will be assigned to
these facilities for many years in the future. Some need
immediate and, in some cases, substantial improvement. The
nature of these improvements, certainly those that address
heating, energy conseirvation, roofing, etc., are not related to
the assignment plan for the school. They should proceed as
quickly as possible.
The Boston Public Schools has demonstrated not only its intent to
complete a long range educational plan d.nd to set in place a
complete school facilities plan, but it has also been active in
detailed planning for school facility improvements, a task that
will take many years to complete and which can no longer be
deferred. It is possible to make progress on educational
planning and facilities improvement simultaneously and without
contradiction as the June 5, 1984 submission proposes.
The City of Boston has made a commitment to address the physical
needs of Boston school facilities. But the ability of the city
to maintain this commitment and to continue to expend funds for
planning, development and construction contracts is related to
some expectancy that the reimbursements that accrue to other
cities and towns in the Commonwealth under state statutes will
not be withheld from Boston. And with certainty, we need the
continued assistance of the city as a partner in our joint
planning efforts.
I believe that the Board and Department of Education share with
the City of Boston and the Boston Public Schools the common goal
of making Boston school facilities safe, environmentally sound
and equal in quality to those . throughout the state. To this
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Mr. David Jones -3- October 12, 1984
point in time, the Board and Department of Education have
provided assistance and guidance in our facilities planning
efforts. I urge the Board of Education and ths Department of
Education to continue that role, to make appropriate and
equitable provisions for the funding of Boston school projects,
to expedite the completion of projects now well into planning and
to continue with the Boston Public Schools and the City of Boston
the joint facilities planning process.
On Thursday, October 11, the Boston Public Schools filed a
progress report ori' Facilities Planning. I am enclosing a copy
for your review and information.
Sincerely,
Robert L. Murray ^
Boston Public Schools
RLMrmc
Enclosure
cc: Robert R. Spillane
Superintendent, Boston Public Schools
James Hart
Director, Public Facilities Department
John R. Coakley
Senior Officer, Department of Implementation,
Boston Public Schools
-27^-
ill
y'f.
DWision of School Faciliti«9 snd Related S'irviess .
Tha Commcnvvealth of Massachusstts
Department of Education
1385 Hancock Street, Quiiicy. Massachusetts 02189
M E M 0 R A N D U M
TO:
EROM:
DATE:
SUBJECT:
Pobert-BlUiitenthal . I
David A. Jones /(^■\^
October 17, 1984
Boston Public Schools Status Report (10/11/84)
Unified Facilities Plan
Tha Long-Rangs Facilities Planning Progress Report described in Attachment B
of the status report submitted to the U.S. District Court on October 11, 1984
indicates that:
A. Status of Lonq-Ranqe Facilities Planning
As of October 1, 1984, the Boston Public Schools has developed and
with the cooperation and assistance of the City of Bostcn ard the
Massachusetts Department of Education is participating in the
implementation of a first phase of a Long-Range Facilities Plan,
which is directed at a nucleus of seventy-three school facilities
whose utilization is guaranteed over the long term.
The Department of Education has not joined with the City or School Committee
in any conmitraent at this time to retain for long-term use the seventy-three
(73) specified schools.
There is scsne questions relative to the status of any tripartite consensus
discussed at a SBAB meeting held on 9/28/84 vAich referenced a new Office pf
Capital Planning (OCP) established by Mayor Flynn on July 9, 1984 (see
Attachment #1) . The Department of Education will continue to encourage
cooperation and open coRrounication with all parties as we move into
discussions on phase toira of the Facilities Plafi.
The second phase of this Facilities Plan mentioned in Superintendent
Spillane's May 2, 1984 correspondence and in Mr. Coakley's October 11, 1984
memorandum is dependent on the developnent and approval of a Long-Range Plan
which includes a student assignment plan cind other educational requirem.ents.
Mr. Coakley states, "We are confident of our ability to move rapidly to
caitplete phase two proposals and will do so on or after Deceiuber 15, 1984, our
goal for filing the Long-Pange Plan."
-275-
Robert Blumenthal
Pag 3 T-.o
October 17, 1984
On April 26, 1984, the Boston School Conmttee approved Phase I of a Long-
Range Facilities Plan and indicated that specific projects, nainely Hyde Park
High, Boston Technical, Burke High, Lewenburg, and Dearborn Schools should be
advcinced with all due speed. These schools were incorporated as part of a
list of ten (10) schools listed in the First Year of a five-year plan (1985-
1939) listing the priorities of proposed Major Alterations and Repairs (see
AttachiTier.t t2) GStiinated to cost $20 million. At this time we have only
receiv.ad partial submittals on four (4) of the t?n (10) first Year proposed
projects. Lev7snbutg arid Burke High are not included in tliese recent partial
submittals transmitted to GERBC on 9/23/84.
It has been pointed out that this proposed list of five-year priorities varies
substantially in scope and funding com.Tiitments fron the Status Report on
Ravisad U.F.P. for Construction and Renovation Projects filed with the Court
in January of 1980.
The planning of the Boston Latin School/Boston Latin Academy
renovation/construction project is underway. An architectural firm has been
engaged and preliminary schematic drawings have been submitted. At the S3AB
meeting held with the Boston Public Facilities Department on September 28,
1984, they indicated that an alternate site location at the I-Iassachu setts
College of Art was being considered by the architects and hopefully a decision
vould be forthcoming by Mbvercber 1st. This project is estimated to cost $35
irdllicxi with an estimated schedule of 1984-1988. As you know, funds are
extranely limited for SBAB projects, and cannot acconmodate a project of this
magnitude which is eligible for 90% reimbursement. Separate additional
appropriations would have to be authorized prior to the Board of Education
considering the Boston Latin School/Boston Latin Academy for approval. The
rehabilitation of the school athletics complex at White Stadium is not
considered eligible for reimbursement under the SBAB Program.
The specifics of the development and implementation of a Phase II Facilities
Plan have not been submitted for consideration at this time. We have not been
e:<posed to the details of estimated costs ($13.5 million) and schedules
itemized in the October 11, 1984 Long-Range Facilities Progress Report on
pages 6-8, C.l - C.3. Judgment will have to be reserved on these
recommendations until phase tv\ra proposal are finalized.
The alteration and repair program outlined on page 4, item F of the
October 11, 1984 Progress Report are substantially understated. On site
inspections during this past suitmer confirm Mr. Scagnoli's concerns "that
because of financial neglect, the structures have deteriorated and the
environment for pupils and teachers is not conducive to good education"
(letter from Boston Public Schools to Public Facilities Department 5/4/84).
Although ordinary maintenance and ongoing day-to-day repairs are not eligible
for reimbursement, we strongly urge that relief be sought through Mayor
Flynn's Office and the courts if necessary from the limitations on school
building maintenance imposed by the so-called Tregor Bill.
-276-
! Robert B lumen thai
Page Three
October 17, 1934
The Board and the Deparbnent of Education is coratdtted to assisting tlie City
of Boston ard the Boston Public Schools to making Boston school facilities
safe, environmentally sound, and equal in quality to those throughout the
state. Boston has in the last six months made a good faith effort to
ai::celerate their long-range facilities planning process. It would seem
reasonable that if their goal of filing a Long-Range Plan is acconplishad by
December 15, 1S84,. that the ten (10) heating and roofing projects proposed for
sa-nmer vv-ork in 1985 could be recornmended to the Board as .^con as their
applications are ccanplete in every aspect. These projects, if approved by tlie
Board, would be eligible for furding within the present constraints of FYSS
authorization for Chapter 515 and 613 projects both in Bo:-.ton and elsewhere
throughout the CamTonvrealth. So as not to ii^pede progress, we v/ill continue
to encourage Boston to subiciit applications for their individual first year
projects and assist than in any way to insure these projects move through the
approval process smoothly.
cc: Commissioner Lawson
Frank Banks
Charles Glenn
-217-
5^1 S'^,
1
5 H/
itW-,
I he Lommonwealth ot iviassacnusetts
Department of Education
1385 Hancock Street. Quinc/. Massachusetts 02169
October 22, 1984
Stephen A. Moynahan, Jr., Esq.
Deputy Clerk
U.S. District Court
1525 U.S. Post Office and Courthouse
Boston, Massachusetts 02109
Morgan v. VZalsh-Tonasini
C.A. 72-911-G
Dear Mr. Moynahan:
Enclosed please find for filing in the above action the
State Board of Education's Comments on October 11, 1984 Filings
of the Parties.
Thank you.
1 nee rely.
Hcbert H.' blum'ef
Counsel, State Board of
Education
RHB/kal
Enclosures:
cc: Parties of Record
-273-
II. MOTION TO MODIFY ADMINISTRATOR RATIKG /ilTD SCREENIiTG
PROCEDURES
The State Board supports the Motion to Mo^.lfy Administrator
Screening and Rating Procedures, filed by School Defendants on
October 11, 1984. It supports this motion because it offers' a
method for eliminating the excessive number of acting
administrative 'appointments on an expedited basis, and because
the proposal is the result of extensive negotiations conducted by
School Defendants v/ith Plaintiffs, Plaintif f-Intervenors, and the
Cityv7ide Parents Council. The motion represents the first
product of the modification process described at Section VI of
the Court's December 23, 1982 Orders of Disengagement. As such,
it should serve the parties as a model for the resolution of the
remaining issues in this litigation.
III. SCaOOL DEFENDANTS* STATUS .REPORTS
A. Unified Facilities Plan: The State Board wishes to
note for the record the follov'ing information, j'.n order to
clariliy statements made in School Defendants' status report On
facilities:
As the State Board has noted on several occasions, most
recently in its Supplement to Third Monitoring Report filed on
SeptfMnber 26, 1984, it cannot consider proposals for funding of
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school con.ot ruction projects in the absence of z coordinated
student c»ssignnient and facilities plan. At the same time,
levjislation enacted by the Massachusetts General Court provides
increased State assistance up to ninety percent of approved cost;
for consMuction. projects intended to reduce or eliminate racial
imbalance, or imbalance of jninority students, if such projects
were "submitted or approved" after December 31, 1981 and before
July 1, 1984. Massachusetts Statutes of 1983, Chapter 515,.
Section 4. The State Board therefore advised City and School
Defendants to submit any projects that might ultimately be
contained in the Unified Facilities Plan within the statutory
time frame, so that should these projects become approved as part
of a Unified Facilities Plaii, they would be eligible for the
additional State funding provisions of Chapter 515. The State
Board took pains to stress that receipt of these "submissions" in
no v;ay committed the State Board to either support of these
projects as part of a Unified Facilities Plan or the awarding of
School Building Assistance funds for the specific projects in
question.
City and School Defendants proceeded to submit a variety of
materials to the School Building Assistance Bureau of the
Massachusetts Department of Education. Among these was a list of
73 schools proposed for retention and long-term use. Contrary to
-280-
ij School Defendants' status report, however, at no tine h--c the
State Board "joined in the commitment" to retain these icesicified
facilities. It has simply' received the list, together v;ith o'.her
submissions regarding specific construction projects at specific
, schools, as documents for discussion in negotiations toward the
development of a comprehensive Unified Facilities Plan. In this
regard, the State Board also v;ishes to note that, while it has'
received materials identifying the projects listed at sections
IIA and IIB of School Defendants' Long Range Facilities Planning
Progress Report (pages 5-6) , it only learned of the proposed
projects listed at section IIC of said report (pp. 6-8) when the
document was filed with the Court.
The best evidence of the need for a comprehensive facilities
plan, which is required. by Court order and has been repeatedly
requested by the State Board, is School Defendants' own status
report. In 1980, City Defendants were prepared to commit only
§40,000,000 over a five-year period for school construction.
School Defendants' latest progress report identifies at least
$68,500,000 in construction needs over a six-year period; yet the
list of specific projects omits many of the priority projects
identified by School Defendants and the State Beard in 1S30, and
the $5,000,000 identified at section IIC2 of the progress report
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for programmatic modifications may prove to be inadequate to
address the structural changes required if a long-range plan
necessitating conversion of middle schools to high schools, or of
elementary schools to K-8 schools, is ultimately adopted and
approved by the Court. Again, a complete plan, including
priorities, timetables and funding commitments, is essential to""-
the resolution yof ..this aspect of the desegregation case.
B. Student Assigmaents: State Board Monitors are unable
to comment at this time on the assertion contained in School
Defendants' Attachment F that "only seven of 123 schools have
racial/ethnic percentages of major concern." As was the case
during the State Board's second monitoring period, monitors
prefer to await more reliable enrollment data, which will be
available in November. An analysis of current enrollments will
be included in the State Board's Fourth Monitoring Report.
The State Board has no comment on the de</-elopment of a Long
Range Plan, and reserves comments on specific planning proposals
currently under consideration until modifications to current
assignment orders are formally adopted by School Defendants and
presented to the Court and parties in a motion for modification.
C. Transitional Bilingual Education: While School
Defendants state that they "intend to petition that the Court
terminate active jurisdiction" in the area of Bilingual
-282-
City of Boston
c Facilities Department
26 Coun St./6th Floor
ston. Massachusetts 02 108
October 22, 1984
James F. Han
Director
Peter Scaipignato
Planning/ Development
Dr. David A. Jones
Associate Commissioner
Division of School Facilities and
Related Services
Massachusetts Department of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear Dr. Jones :
Attached, per your conversation of October 12,1984
with Mike Smith, are several pieces of information that
the staff of the School Building Assistance Bureau (SBAB)
recently requested.
Some of this information was requested by your staff
to complete the review of four Chapter 613 boiler replace-
ment projects -- Boston Technical High, Hyde Park High,
Dearborn and VTheatley Schools. Specifically, we have en-
closed a Chapter 766 compliance statement, certification
from the City Auditor that fijnds are available under a
loan order and a copy of the loan order for these pro-
jects.
In addition, your staff requested copies of the
design specifications for the four school boiler projects
pending review. As I indicated to you earlier, the plans
and specifications for these projects will not be complete
until the end of January , 1985 . To expedite your review
I suggest that your staff direct, questions regarding the
plans and specifications to the engineers selected by my
Department to design these projects. A list of their names
is attached.
Finally, we have enclosed a plan and specification
milestone chart for all projects included in the first year
-283-
of the City's United Facility Plan. This operating plan
updates the schedule sent to your office on July 5, 19S4.
If you have any questions regarding this material or
the applications submitted thus far, do not hesitate to
contact us.
Sincerely,
;'^-\
^^mes F. Hart, Director
MS/td (public Facilities Dept.
cc : Sam Pike
-284-
Contac
ts for Plan & Specification Information
HYDE PARK & DEARBORN SCHOOLS
R.D. Kimball Inc.
Chris Cummings - - 942-0130
WHEATLEY SCHOOL
Schneider Inc.
Joe Schneider - - 742-4090
BOSTON TECHNICAL HIGH SCHOOL
Rear don & Turner
Al Reardon - " 523-2iZJ
-385-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTOr
STUDENT SUPPORT SERVICES
October 16, 1984
Mr. Samuel Pike
School Plan Specialist
Greater Boston Regional Education Center
27 Cedar Street
Wellesley, MA 02181
Dear Mr. Pike:
This is to certify that the Special Education programs
in the following schools are in compliance with provisions
of Chapter 766:
Dearborn
Hyde Park High
Wheatley
Boston Technical High
Solomon Lewenberg
Jeremiah E. Burke High
Dennis Haley
Patrick Gavin
James Hennigan
Madison Park High
Sincerely,
Thomas Hehir, Manager
Student Support Services
TH:th
20 COURT STREET • BOSTON, WAS -286-TTS 02108 • 726-6200 AREA 51 7
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-287-
UXITED STATES DISTFICT COURT
DISTRICT OF MASSACHUSETTS
,ok
/r
TALLULAH MORGAN, et al..
Plaintiff
V.
JEAN McKEIGUE, et al..
Defendants
C. A. No. 72-911-G
\
CITY DEFENDANTS' COMMENTS ON
UNIFIED FACILITIES PLAN
The City Defendants report that they have been v;orking
with the School Defendants in an attempt to determine which
school facilities v.'ill be maintained in the future and to
establish a plan for the maintenance, repair, alteration,
rehabilitation and construction of school facilities in the
future. In this regard, the City Defendants and the School
Defendants have submitted to the State Board of Education a
five year $23,000,000.00 plan for capital improvements to 52
schools and the White Stadium facility, and a $35,000,000.00
plan for the renovation of the Boston Latin School/Boston
Latin Academy. The City Defendants strongly urge the State
Board to approve these proposals forthwith.
V7ith the exception of the omission of the White
Stadium project, the targeted facilities and estin^ited costs
arc identified on pages 5 and 6 {paragreiphs A and B) of the
Boston Public Schools Long Range Facilities Planning
Progress Report dated October 11, 1984.
-288-
with regard tc the maintenance, repair, alteration,
rehabilitation and construction to facilities not included
in the five year plan or the Latin schools project, the City
Defendants are waiting for the School Defendants to finalize
the so-called Long Range Plan which will identify the school
facilities the School Defendants intend tc maintain in the
future in addition to the facilities included in the pro-
posals presently before the State Board. The City Defen-
dants strongly urge that the School Defendants to make this
decision forthwith.
The City Defendants also wish to report to the court
that the extent of future school facility maintenance,
repair, alteration, rehabilitation and construction will
depend upon the City of Boston's overall financial situa-
tion, including its position in the bond market, and the
participation of the State Board of Education in making
substantial state funds available for such projects.
Finally, the defendants Mayor and the Public Facilities
Commission wish to emphasize to the court that they are
committed to ensuring that future school maintenance,
repair, alteration, rehabilitation and construction is dene
in accordance with the continued desegregation of the Boston
Public Schools.
-239-
City of Boston
liblic Facilities Department
26 Court St. /bih Floor
Boston. Massachusetts 02108
James F. Hart
Director
Peter Scarpignato
Planning/ De'slopmen;
October 24, 1984
Dr. David Jones, Associate Comraissioner
Division of School Facilities and
Related Services
Massachusetts Department of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear Dt~r--jQnes :
Enclosed is the Auditor's certification regarding
the availability of funds for the Chapter 613 reimburse-
ment applications for school boiler replacement projects
in the City of Boston.
With this transmittal you have received all of the
additional information that your staff requested to
complete the application review process, I have sent
Sam Pike a complete set of this material under separate
cover.
If you or your staff need additional information,
do not hesitate to contact me.
bUS/td
Attachment
Sincerely,
Michael J. Smith, Director
Capital Planning
Public Facilities Department
-290-
I
■sii^^d vJi^'jJ 24 October 1984
I certify that the amount of unencumbered funds in account 669-80-710
is $3,701,373.36.
I have earmarked $1/757,678 for the projects named below.
Wheatley School: $ 496,655
Dearborn School: 496,655
Tech High School: 460,241
Hyde Park High School: 304,127
TOTAL $1,757,678
Stamps,
Auditor
City of Boston
-291-
"^r^j Raymond L. Fiynn, MayorMUDITlNG DEPARTMENT /Boston City Hall/City Hail Plaza 02201
CITY OF BOSTON • MASSACHUSETTS
OFFICE OF THE MAYOR
RAYMOND L. FLYNN
October 25, 1984
Mr. Jerries R. Grandfe
Chairperson of the Board of Education
Massachusetts Department of Education
1385 Hancock Street
Quincy, MA 02169
Dear Mr. Grande:
I was pleased to hear that the Board of Education had filed comments in support
of termination of the court's jurisdiction over the four areas as proposed by Judge
Garrity. I believe that the City of Boston h iJ reached a stay-- where it is
eppropriate that the City resume full responsibility for all of its departments.
My interest in education has rem'.'Iiied unabated sin ; "^ my election ay Mayor,
and my goals unchanged. I bel'Ave that quality education in <j*ir City is essential to
its growth and development. !• vestment in Boston, hence jo' ., depends greatly upon
the quality of the workforce inat the City can provide. In tun, educated and
productive citizens are the mainstay of stable and secure nei'jhoorhoods.
A stab*- school sytrtf^it; with predictable assignments for teachers and students
is just the bii'jinning of a ••:'ices3 of insuring quality e'/ .cation. For this reason, I
became personally involv-?'; In facilitating the agreernynt between the Boston
Teachers Union and ttje Si;;::.ol Department and per- nnully lobbied the City Council
to support the agreement. Personal negotiations wich the Schoul Department
resulted in a v^nsensus b' . get for this year that permitted stntiility of programs and
staff, and restoration of I'i-ne programs lost due to budget cut - Despite the fiscal
con traints fo'tod by the City, the School Department was perr.iitted the largest
Increase in ev.-enditure level of all City departments. In fact, the budgets for
nearly all departments were reduced.
My administration has already committed $58 million to repairs and renovations
of school facilities. In my recent visit to Dorchester High School, it was very
satisfying to see the v/ork done on this school and the difference it has made in the
atmosphere in the building. Our students deserve schools that are physically
appealing and conducive to learning.
-^.'92-
BOSTON CFTY HALL • ONE CffY HALL TLAZA • BOSTON • MASSACHUSETTS 02201 • 617 '7i>KY0
Letter to Mr. James R. Grande
Page Two
October 25, 1904
In general, I believe that we have established a true spirit of cooperation
between the School Department and the City that has not existed for some time. In
part, this has been accomplished through the School Comcnittee's gracious offer to
me to serve as ex-officio member of that body. Equally as important, however, has
been my stated desire to return education in Boston to its rightful priority.
The chief executive of Boston, I believe, has the obligation to exercise political
leadership in all areas affecting the quality of life in this City. I recognize that the
restoration of programmatic control to the City carries with it the restoration of
accountability as well. -This administration will not avoid its responsibility to
provide quality de^^iigregatEr-; education in the City of Boston nor to enforce relevant
state and federal laws. /
Be assured that I and rv.-j administration desire to v/ork with the Board of
Education in resolving Boston's educational problems. "
rely,
RaVYnond L. F'lynn
la/mond L. F'lynn
Mayor
cc: Members of the Board of Education
-293-
^^ The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quiney, Massachusetts 02169
November 7, 1984
Michael J. Smith, 01 rector
Capital Planning
Public Facilities' Jepartment
26 Court Street
Boston, MA 02108
Dear Mr. Smith:
This Is In response to /our letter dated October 24, 1984, In which you
write that the School Building Assistance Bureau has received all additional
Information to complete the application of the City of Boston for boiler
replacements In schools.
The School Building Assistance Bureau has received only the Technical
Audits. We await plans and specifications for the Wheatly, Dearborn, Boston
Technical, and Hyde Park High Schools.
In your letter of October 22, 1984, you Indicate that these plans and
specifications will be completed at the end of January I985. When the School
Building Assistance Bureau receives these plans and specifications, your
applications will be considered for action by the Board of Education, provided
that approval Is consistent with the approved facilities plan which Is still
In development.
If you have any questions regarding this letter, do not hesitate to
contact Edward Nicolas or Louis Cogllano of the School Building Assistance
Bureau.
Sincerely,
ohn A. Calabro, Ph.D.
Administrator
School Building Assistance Bureau
(617) 770-7238
JAC:hh
cc: David A. Jones -29^-
F. Edward Nicolas
I
The Commonwealth of Massachusatts
Department of Education
1385 Hancock Strset. Quincy. Massachusetts 02169
November 19, 1981}
Mr. Robert L. Hurray
and
Mr. Michael J. Smith
City of Boston
26 Court Street
Boston, m 02103
Dear Mr. Murray and Mr. Smith:
This will sunmarize some of the main points of our joint planning nieeting
held at Public Facilities Department in Boston on Fridcy, November 16, 1984,
during which both of you, John Coakley, Robert Consalvo. Anthony Artuso, Peter
Scarpigndto, Ray Regan, Henry Scagnol i , Associate Comtnlsilonsr David A. Jones,
and I discussed the Boston Unified Facilities P]an and related matlrers. Major
points are as follows:
1. The Facilities Plan should cover a ten- year period.
2.
3.
The plan should show proposed capital expenditures.
Beyond five years, the proposed plan may be less concrete.
The plan should contain a mechanism for changes not inconsistent
with the Court order which forbids filing of an incremental plan.
You Indicated that the "assignable capacities" contained in some
documents filed by Boston are familiar to rl.e Court and are smaller
than the "Court assigned capacities" of 1975.
You indicated that the decline In Boston School enrollment has
ceased. Part of this change Is attributable to the re-
establishment of the K-1 program, authorized by Boston in July
198**. Nevertheless, you indicated a significant number of K-2
pupils transfer to non-public schools.
Boston will solidify its first five-year plan. Michael Smith plans
to convene a meeting during the week of November 19/ 1984, to
determine substitutions in the five-year plan on v.hich the Boston
Public Schools and the Boston Public Facilities Department must
agree.
-295-
Messrs. Murray and Smith
Page Two
November 19, 1984
8. Michael Smith and Peter Scarpignato v;il 1 dsvelop a calendar by
Wednesday, November 21, ]SBk, showing a schedule for development of
UFP-related material pertaining to the Court-ordered filing date of
December 15, 1984.
9. Henry Scagnol i agreed to develop a comprehensive facilities plan
for all buildings, including the seventy-three previously
Identified to remain open for the foreseeable future. This plan
would also identify the scope of capita! projects with estimated
costs for 'the next ten-year period and be presenr.id at our sheduled
meeting on November 30, 1984, at 1:30 p.rn. in Boston. The plan
should also forecast school closings where pcssible.
10. The Boston Public Schools maintenance budget should be doubled.
11. The City of Boston is interested in developing a bonding system for
projects, the effect of which would permit the City to pay only ten
percent and the state ninety percent of construction costs.
12. The first annual payment for the Latin Schooi proposal (s) is not
presently In the FY 1986 grant budget request of the Department of
Education. The Secretary of Administration and Finance has assured
the Commissioner of Education that a supplementary appropriation
would be forthcoming if Boston Latin became eligible for payment in
FY 1986. It shouM be noted that this action In no way reflects
upon the merits of the Latin School proposal (s) but only on the
uncertainty of when funds for such proposal (s) might be payable to
the City.
13. You gave us a copy of a letter dated September 24, 1984, from
Mayor Flynn to Governor Dukakis, in which Mayor Flynn asks the
Governor to support a renovation project for George Robert White
Schoolboy Stadium to be funded by the Board of Education under
Chapter 645 of the Acts of 1948, as amended. This is the same
letter you initially advised us of on November 9, 1984, when you
notified us that an application for such project was being
developed. Mr. Consalvo indicated that the content of the Mayor's
letter adequately and fully reflected the concerns of the City on
this matter. We restated our position, originally made in June
1984 and frequently thereafter, that approval of this project is
not consistent with existing statutes. This matter will be dealt
with in a separate letter.
-296-
Msssrs. Hurray and Smith
Paga Two
Novembar 19, 19S^
If this letter contains any errors or omissions, please let me know by
letter or memorandum.
Sincerely,
^/-^a^^4:5
Oohn A. Calabro, Ph.D.
Administrator
School Building Assistance Bureau
(617) 770-7238
JAC:hh
cc:
Frank F. Banks
Robert H. Blumenthal
Charles L. Glenn
David A. Jones
F. Edward Nicolas
Samuel P. Pike
Peter W. Scarpignato
Michael J. Smith
Robert R. Spillane
-?97-
School Building Assistance Bureau ii
Division of School Fjciliiia) sn6 Rabtsd Services { ^
The Commonwealth of Massachusetts
Department of Education
13S5 Hancock Street, Ouincy. Massachusstts 02169
November 19, 198^
Mr. Robert L. Murray'
Boston Public Schoo)
26 Court Street
Boston, MA 02108
Dear Mr, Murray;
.. This is in response to your letter to me dated September 28, 19S4, In
which you respond to issues concerning the Boston Latin Schools proposal
raised :n my letter to you and Peter Scarpignato dated Septe.Tiber 12, 198^.
My responses are as follows:
1. As I understand it, the grade range is yet to be decided, that is,
whether the schools will include grades 6-12 or 7-12.
2. We will accept for consideration by the Board of Education, a
proposal for a combined enrollment of 3,700 students in two
separate and identifiable schools.
Your letter indicates that the site(s) of the complex has not been
determined. Your argument for two schools on the site of the
present Latin School on Avenue Louis Pasteur may be approvable if
there will be sufficient site to ecccmmodate the needs of both
schools. (The proximity of both schools in past years was not a
problem since the former Girls* Latin School was housed in a
building on Huntington Avenue, later acquired by the Commonvi'ealth ■
for the use of Boston State College.)
It is my sense that acquisition of the old Massachusetts College of
Art building on Brookline Avenue as a site for the Latin Academy is
improbable.
Has this site situation been resolved?
-2Q8-
Mr. Robert L. Hurray Page Two Hove.-nber 19, 153^*
J am asking S-vn Pike and Ed Nicolas to proceed with reviev;. anai/sis, and
discussion of the proposad educational specifications. Please bs ad.-ised,
however, tiiat staff review and .'pproval in r.o v/ay indicate future .-pprc /al of
this proposal by the Board of Education. As wa are all av/are, approval of all
project proposals by the Board must take place within the framework of a yet-
to-bs coiTipleted and approved Unified Facilities Plan (UFP). The
desegregation/racial imbalance implications of this proposal v/ithin the
framework of the. pi an rr.ust also ba quite clear.
ily,
C /John A. Calabro, Ph.D-
^— ^ Administrator
School Building Assistance Bureau
(617) m-m^
JAC:hh
cc: Frank F. Banks
Robert H. Blu.T.snthal
Charles L. Glenn
David A. Jones
F. Edward Nicolas
Samuel P. Pike
Peter W. Scarpignato
Michael J. Smith
Robert R. Spll lane
-299-
Division of School Facilitin and Ralatad Sarvicss
The Commonwealth of Massachusetts
Deoartmant of Education
1385 Hancock Street. Q-jincy, Massachusetts 02163
November 20, 198^
Mr. Flobert L. Hurray . __
and
Mr. Michael J. Smith
City of Boston
26 Court Street
Boston, MA 0?J08
Dear Mr. Murray and Mr. Smith:
This letter Is in formal response to your notification to me on
November 9, ^SBk, that the City of Boston was in the process of developing an
application for state assistance under Chapter 6^5 of the Acts of 19^8, as
amended, for a project to rehabilitate the George Robert White athletic
complex.
Since May of 198^ when the issue of a George Robert White proposal was
first advanced, the consistent position of the Department of Education has
been that such project is not eligible for state financial assistance under
the provisions of Chapter 6^5 of the Acts of 19't8, as amended, the School
Building Assistance Act, at any rate of assistance. I must restate this
position at this time.
In approving school projects under Chapter 645, the Board has
consistently required that applicants provide adequate spaces to support
modern physical education programs.
The basic criteria for such spaces has been that they be needed for use
in the physical education program, that they be supported by the approved
educational specifications for the school, that they be so located that they
can be scheduled as an integral part of the school, and that they be located
on site.
All Boston Public Schools construction projects approved by the Board of
Education at least since 1970 have had more than adequate physical education
spaces contained within them. Not all school projects contain outside
physical education teaching stations, nor are they required to.
-300-
/3/r
Messrs. Murray and Smith
Page Tv/o
November 20, 198'+
in practice, the Schooi Building Assistance Bureau has distinguished
between physical education and athletics. It has been the consistent practice
of the Department of Education not to aoprov;? the construction or
rehabilitation oF separate athletic stadiums as approved r.chool project;: under
Chapter 6^15. This position was taken, for example, with respect to stadlci
proposals for the Manning Bowl in Lynn and the MacDonald Stadium in Maiden.
When Chapter 6h5 was extensively revised in 1976, legislators working on
the task under the leadership of then Representative Rfchc^rd Kendall expressed*'
concern that In the future, school building assistance funds should not be
expended for large athletic facilities 3uch as hockey rinks which were not
directly related to needed basic physical education st-:t(ons.
If the V/nite Stadium project is seen by Boston as one necessary to the
well-being of the City, a clear legal mandate with appropriate financial
support should be sought from the legislature. It remains my position that
the Intent of Chapter 6kS is not to fund stadium projects, however desirable
they may otherwise be, but to provide needed technical and financial aid for
safe and adequate school buildings.
Sincerely,
/^ /John A. Calabro, Ph.D.
^- — ^ Administrator
School Building Assistance Bureau
(617) 770-7238
JAC:hh
cc: Frank F. Banks
Robert H. Slumenthai
Charles L. Glenn
David A. Jones
F. Edward Nicolas
Samuel P. Pike
Peter W. Scarpignato
Michael J. Smith
Robert R. Spl 1 1 ane
-301-
Division of Scnool FacilitiBs and Rzlated S^rvicas
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street. Quincy. Massachusetts 02169
November 21, 198^
Hr. Robert L. Murray
Boston Public Schools
26 Court Street ' ' "
Boston. HA 021 08
Dear Mr. Murray:
I appreciate the issuss raised in your letter of October 12, ]^Sk and ths
enclosed copy of ths October 1 1th Boston Public Schools progress report on
Facilities Planning filed with ths court. We have had several meetings since
then and I'd like to take this opportunity to respond to your comments and
concerns.
As you know, Boston Public Facilities Department submitted a milestone chart
on October 22, 1S8^ for all projects included in the first year of the City's
Unified Facilities Plan. None of these projects are scheduled to start
construction prior to the Spring of 1985* At this tims we have only received
partial submittal on four (4) of ths proposed projects. The court order of
November 2, ISS'f requires a Unified Facilities Plan (UFP) lo bs filed on or
before December 15, 198'f. If everything goes smoothly bet'ween now and then,
the progress on these projects should not be impeded or delayed.
I indicated at our meeting last Friday that the estimated first annual payment
for the Latin School Complex Projec is not presently includr.d in ths
Department of Education's FYI986 grant budget request. The Secretary of
Administration and Finance has assured Commissioner Lawson tiiat a
supplementary appropriation would be forthcoming if Boston Latin becomes
eligible for payment in FYI986. This appears to bs consistent with the
estimated schedule set forth in the Boston Public Schools progress report of >
October 11, 198^ and Boston should expect that the payments due to other
cities and towns under state statutes will not be withheld.
We do share your concern that many Boston school facilities need imnediate
attention. On-site inspections during this past summer indicate a pattern of
deferred maintenance with widespread vandalism and deterioration which is not
conducive to a sound educational environment. I call your attention to ItemF
on page 6 of the October 11 th progress report indicating the annual
maintenance and repair budget is substantially undarfunded. The Boston Public
Schools must seek relief from this budgetary inequity.
-302-
Mr. Robert L, Murray
Page Two
Nov amber 21, 198^
The Board end the Department of Education look forward to working very closely
In the months ahead with the City of Boston and the Boston Public Schools to
ensure we reach our common goal of making Boston school facilities safe,
environmentally sound, and at least equal In quality to those throughout the
stste.
Sincerely, .' " "'
David A. Jones
Associate Commissioner
DAJ/!b
cc: Commissioner John H. Lawson
" Superintendent Robert Spillane
John Hart, Public Facilities
John A. Calabro, S8AB
-303-
■JAVA UO.'iiO.'.LA. 5/-^'
City of Boston
Public Facilities Department
26 Court St. /6th Floor
Boston. Massachusetts 02 108 •
James F. Hart
Director
Peter Scarpignato
Pldnnin; 'Developnicnt
November 21 , 1984
Dr. David Jones
Associate Commissioner of Education
Division of School Facilities and
Related Services
Massachusetts Dept. of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear Dr . Jones :
Attached, per our discussion of November 20,1984,
is the School Department's schedule regarding prepara-
tion of the Long Range and United Facilities Plans.
Under the schedule, the next meeting of the work-
ing group would be on December 5,1984. At that time,
we can present detailed information and preliminary
decisions regarding the scope of the facility plan.
Please contact me to arrange a time and location for
that meeting.
If you have any questions regarding the schedule,
do not hesitate to contact me.
Sincerely,
lUS/td
cc : Bob Consalvo
Bob Murray
Mary Nee
Michael JT Smith, Director
Capital Planning
-30^-
SCHEDULE: LONG RANGE & UNITED FACILITIES PLAN
lates
Long Range Plan
United Facilities Plan
ov. 1-28
Discussion & Negotia-
tions among :
. School Department
Personnel
. Plaintiffs
; 'Parent Groups
. El Comite
, City Representatives
(11/20)
. Dept. of Education
Representatives (11/20)
Discussion & Negotiations
re: components of the plan:
. capacities ,
. enrollment projections,
. funding considerations
. phase I plan and
first year projects,
and
. secondary
facilities plan.
Participants
. School Department
Personnel
, Dept. of Education
. City Departments
Meeting dates: Nov. 9, 16 & 20,
lov. 29 -Dec. 7
Preparation of Negotiated
Plan by Boston Public
Schools
Presentation of Facility Needs
and Identification of eligible
projects for reimbursement.
Review and comments bv P'P'D
and the Office of Capital
Planning. Discussion with
School Department personnel
on Dec. 3 and 4.
Discussion with SBAB proposed
for Dec. 5.
)ec. 7-14
Deliberations by Negotiat-
ing parties and decision-'
making bodies .
Completion of UFP (by Dec. 12)
based on Long Range Plan,
utilization by District, by
level and by program.
Final deliberations by City
parties and decision making
bodies .
Proposed meeting date with
SBAB, Dec. 12.
-305-
Dates
Long Range Plan United Facilities Plan
Dec 14 Long Range plan submitted United Facilities Plan
to Federal District Court submitted to Federal
with comments of parties. District Court with comm
of parties .
-306-
Division oi School Facilitifis and Relaied Ssrvices
The Commonwaalth of Massachusetts
Department of Education
1385 Hancock Street, Quincy. Massachusetts 02159
i.^enbsr 23, !93U
t. Michael J. Smith
;ty of Boston
•blic Facilities Department
i Court Street
Iston, MA 02108
lar Mr. Smi th:
'rsuant to our discussion this morning and as a follow up to our msstings of November 9th
id loth, I £.11 in receipt of your November 21st correspondence and the attached Long-Range
id Unified Facilities Planning Schedule.
I were tentatively scheduled to meet on Friday, November 30th in your office to review a
-year proposed facilities plan that would clearly identify capital improvemsnt projects
.-orporarlng all of the schools that will remain open for the foreseeable future. At our
!dtir.g on Nove.'iibsr l6th, it was agreed by Messrs. Regan and Scagnolt that this lO-year
'cilities plan would be ready for review in two weeks. Your suggestion that wa move this
Ite off to December 5th is unacceptable. As time is of the essence, we must continue to
ist as previously scheduled and review whatever information, schedules, plans, or
injections that are available.
. you know, a Unified Facilities Plan requires a tripartite agreement and unless we are
iforded sufficient time to review your proposals, we will not be able to join in any
rllity recofTxtiendations scheduled to be presented to the Court on December i5th.
is again essential to recognize that a complete facilities plan covering a projected
-year timeframe must include priorities, timetables, funding commitments, and identify
:ilities to be closed, all of which are necessary for the resolution of this aspect of
i Desecjregation Case.
iook forward to hearing from you in anticipation of maintaining the previously agreed
I3n meeting schedule.
icerely,
'id A. Jones
iociate Commissioner
'.I/lb
Commissioner John H. Lawson,
Superintendent Robert Spillane
James Hart, Director, Public Facilities
John Calabro, Director, S3A3
-307-
STAFF
-309-
STAFF
ORDERS
The desegregation of faculty and
administrative staff shall be implemented
according to the standards contained in the
orders of July 31, 1974; January 28, 1975;
the amended Order of August 30, 1975; the
Order of February 24, 1976; the Special
Order of July 7, 1977; the Further Order of
July 5, 1978; the Modification of
January 27, 1981; the Conditional Order of
June 2, 1981; and the Bench Order of July 9,
1981.
SUMMARY
These orders: (1) require the Boston
schools to achieve and maintain at least 20%
black teaching staff, and spell out some of
the procedures to be used to attain this
level; (2) require the Boston schools to
achieve and maintain at least 20% black
administrative staff in two categories
(building level; district and central
offices) and spell out some procedures,
including a promotional rating system, to be
used to attain this level; (3) require the
Boston schools to adopt an affirmative
action plan and actively to recruit black
administrators and teachers until the level
has reached 25%; (4) require the Boston
schools to use their best efforts to
increase the number of other minority
teachers and administrators; and
(5) require the Boston Schools to file semi-
annual personnel reports by position
category and race. Certain modifications to
these orders deal with maintaining the
required levels of minority staffing during
periods of staff reduction.
-311-
FINDINGS Partial Compliance
Despite a small increase in the number of
black teachers in the system, the percentage
of black teachers has dropped to 20.24 from
20.85. This is the lowest percentage since
1981-82, and is dangerously close to the 20%
minimum required by the court. (See table)
Both the number and percentage of other
minority teachers in the system have
increased during this monitoring period, the
percentage has risen from 8.42 to 8.53.
(See table)
The percentage of Black administrators in
Category I (principals) has increased from
22.76 to 23.58; the percentage of black
administrators in Category II (district and
central office staff) has decreased from
24.44 to 23.80. (See table)
The percentage of other minority
administrators in Category I increased from
3.25 to 4.88; the percentage of other
minority administrators in Category II
increased from 5.72 to 7.02 (See table)
The increase in percentages of Black and
other minority administrators has been
achieved largely through the use of acting
appointments. The court-ordered promotional
rating system for permanent appointments has
essentially not been used. Two promotional
ratings have been completed during this
monitoring period, and although nineteen
permanent positions were posted this fall,
no screening committee meetings have been
scheduled. (See memo from Victor Mclnnis to
Jim Walsh, October 4, 1984)
Under the current orders, there are 707
administrative positions subject to
promotional rating. Of these, 402 were
filled on an acting basis as of August 31,
1984. (Out of the 402 acting appointments,
approximately 150 could not be rated now
since they are the subject of legal
proceedings to determine their bargaining
unit.) (See School Defendants Status
Reports, October 11, 1984, and letter from
Jim Walsh to Nan Stein, November 7, 1984.)
-312-
PERCENTAGE OF BLACK AND OTHER MINORITY
TEACHERS AND ADMINISTRATORS
Teachers
Black
#1 (6/83)
20.46
#2 (2/84)
20.30
#3 (7/84) Current Finding
20.85
20.24
Other
8.25
Category I
Administration
Category II
Administration
Black
Other
21.76
4.01
8.54
not
monitored
not
monitored
8.42
24.44
5.72
8.53
Black
21.14
21.14
22.76
23.58
Other
1.63
2.44
3.25
4.88
23.80
7.02
i
-313-
CONCLUS IONS/RECX}MMENEATIONS
The decrease in the percentage of black teachers
is cause for serious concern. Since Boston is
not now laying off teachers, but is in fact
hiring new teachers, the percentage should be
increasing towards the 25% goal.
Recommendations t The Boston schools should (1)
analyze the reasons for this decrease; (2) expand
the current recruitment efforts and increase the
funds available for advertisements, travel, etc.;
(3) move more expeditiously to sign contracts
with identified minority candidates; and (4) work
more closely with the state Bureau of Teacher
Certification to assure that minority candidates
are certified or eligible.
The over-all increase in the percentage of black
and other minority administrators is a
significant and positive step even though not
accomplished through the promotional rating
process .
Since acting appointments continue to be the rule
and have in fact increased since the last
reporting period, parents and teachers remain in
effect excluded from the process by which
administrators in Boston — including building
principals — are chosen. A new school committee
policy (October 9, 1984) orders a promotional
rating to be "put forward" no more than ten days
after the committee has approved an acting
appointment. This policy does not take into
account the dormant condition of the promotional
rating process.
Recommendations ; If the recently modified
promotional rating system is to work as
envisioned by the court and as now ordered by the
school committee, it will require a greater
allocation of staff time and resources, and a
greater system commitment, than is now evident.
The Boston schools should make this commitment
immediately.
-31^-
/'
BOSTON DESEGREGATICW REPORT #4
STAFF
VOLUME II ATTACHMENTS
1. Tallulah Morgan, et al. Plaintiff v. Rita Walsh-Tomasini, et
al. Defendant (Civil Action No. 72-711-6)
2. Administrative Positions as of August 31, 1984
3. Tallulah Morgan, et al. Plaintiff, v. Kevin McCloskey, et al.
Defendants (Civil Action No. 72-911-6)
4. Certificate of Service, signed, Henry Dinger
5. Number and Percent of White, Black and Other Minority
Teachers
6. Letter: James Walsh to Nan Stein
7. Memo: V. Mclnnis to James Walsh
8. Order concerning permanent vacancies (October 9, 1984)
9. Memo: Carlo Abrams to Ida White (re; Progress Report)
-315-
UNITED STATES DISTRICT COURT .
• * * DISTRICT OF MASSACHUSETTS
*****************
*
TALLULAH MORGAN, ET AL.-, *
.- - • • * •■ • *•■•■• • >
Plaintiffs, *' .
*
V. * CIVIL ACTION
* NO. 72-911-G
RITA WALSH-TO MAS INI, ETAL., *
*
Defendants. *
*
*****************
SCHOOL DEFENDAN":S' STATUS REPORTS \
The School Defendants respectfully submit herewith the
status reports required by the Court's September 17, 1984 orders,
■,:!
as follows:
1(a). Desegregation of Administrative Staff
■ As of August 31, 1984, the School Department had achieved
near total compliance with the desegregation goals of the
February 24, 1976 orders concerning Category I and II
administrative staff. As can be seen from Attachment A, 23.76%
of the total administrativ.. workforce was Black, just 1.24%
I
short of the court-ordered 25% goal. For a variety of reasons,
however, a substantial backlog of acting administrative
appointments has evolved over the past several years. As of
August 31, 1984, 402 out of 707 administrators were in an acting
status .
On May 2, 1984, the School Department commenced the process
prescribed in the December 23, 1982 Orders of Disengagement to
-?16-
-3-
appointments, using current screening and rating procedures, for
approximately one hundred positions during the current school
year. In addition, the School Committee on October 9, 1984,
ordered that no new acting appointment to a permanent vacancy
last for more than six months. Toward that end, the School
Committee further directed that, within ten school days of
r
approval, each such acting appointment must be posted for
permanent appointment.
A timetable for the elimination of acting appointments can
be developed after the Court's disposition of the pending
Motion. It should be noted, as the parties are already aware,
that of the approximate 400 acting positions, approximately 170
positions are being maintained in an acting status pending the
adjudication by the State Labor Relations Commission of a
bargaining unit placement dispute between and among the BTU, ■
BASAS and the School Department. In fairness to potential
applicants for such contested positions, permanent: appointments
ought to await resolution of that dispute. Hereafter, these
contested positions will be reported as such, in order better to
assess progress in eradicating the acting backlog where feasible.
1(b). Unified Facilities Plan
On April 26, 1984, the School Committee approved key
elements of a long-range facilities plan. The City, State and
School Committee have joined in the commitment to retain for
-317-
-5-
(l.)(B)' Examination Schools. The School Department's Plan
for the retenliion of minority students at the Boston Latin
School and the Boston Latin Academy is attached as Attachment E.i,
(2.) [The issue of acting administrators has been
I
addressed above.]
(3.) Racial/Ethnic Guidelines. Senior Officer John R.
Coakley's report on the Department's special desegregation
measures and recruitment efforts is attached as Attachment F.
(4.) Unified Plan for Vocational and Occupational 1
Education.
Both the School Department and the State Department of i
Education agree that the Unified Plan for Vocational and '
Occupational Edur :tion should be subject to extensive review. A
summary of the School Dc-oartment ' s compliance with that Plan is
contained in a report from Director James A. Caradonio included 1
herewith as Attachment G. The School Defendants intend to
propose a substantial modification to the outstanding orders in
this area. It will be the contention of the School Defendants
that issues such as curriculum development, specific management
titles and structures, program content, size and location, and
the like, ought to be the subject of an Annual Program Plan to
be reviewed and approved by the State Department of Education,
and not specifically prescribed by court order. Instead, the
-318-
ft
/)fxnyr''^^^^ ''
iJEGORY I
AEMINISTRATrVE POSITIONS AS OF AUGUST 31 , 1984
BLACK
WHITE
HISPANIC
ASIAN AMER.
AMER. INDIAH
TOTAL
.irting
2nnanent
8
21
6
82
3
1
1
1
0
0
18
(14.63%)
105
(85.37%)
(
29
(23.58%)
88
(71.54%)
4
(3.25%)
2
(1.63%)
•
0
(0%)
123
(100%)
(
ymfR MiAK.jRj'j'ii-i;
)
6 (4.88%)
Total
J^llX^Ry II
BLACK
WHITE
HISPAKEC
ASIAN AMER.
AMER. D©IAN
TOTAL
rting
erinanent
101
38
250
154
20
7
12
1
'
1
0
384
(65.75%)
200
(34.25%)
139
(23.80%)
404
(69.18%)
27
(4.62%)
13
(2.23%)
1
(.17%)
584
(100%)
(
OTHKR ^fTNORTTTF.«;
)
OTAL ADMINibTKATORS
41 (7.02%)
Tot^il
BLACK
WHi'lK
HISPANIC
ASIAN ANER.
AMER. INDIAN
TOTAL
-Cat. I
29
88
4
2
0
123
(17.40%)
-Cat. II
139
i£J
27
13
1
584 (82.60%)
168
(23.76%)
492
(69.59%)
31
■ (4.39%)
(
15
(2.12%)
OTHER MINOr- '
PTK*;
1
(.14%)
707
. (100%) .
47 (6.65%> Total
-319-
UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
*****************
*
TALLULAH MORGAN, ET AL. , *
*
Plaintiffs, *
*
V. *
*
KEVIN McCLUSKEY, ET AL. , *
*
Defendants *
*
*****************
CIVIL ACTION NO. 72-911-G
REPORT OF THE NUT-!?,ER OF WHITE, BLACK AND OTHER MINORITY
PERMANENT AND ACTING TEACHERS
REPORT ON FACULTY RECRUITING AND HIRING
The School Defendants file herewith the report of the
number of white, black and other minority permanent and acting
and teachers and the Report on Faculty Recruiting and Hiring.
Respectfully submitted,
^e-VL1^'^ jC i'^ t^(L L/.:. ,^,^.
Henry Dinger, Esquire
Goodwin, Procter ic Hoar
28 State Street
Boston, Massachusetts 02109
Tel. (617) 523-5700
Dated: October 15, 1984
-320-
CERTIFICATE OF SERVICE
I, Henry Dinger, hereby certify that I have this day served
the attached documents upon the parties by causing to be
delivered in hand or by causing to be mailed, postage prepaid, a
copy thereof to counsel of record:
See attached list
Dated Henry Dinger, Esquire
Goodwin, Procter and Hoar
28 State Street
Boston, Massachusetts
Tel. (617) 726-6320
-321-
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-322-
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THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPERINTENDENT
FINANCE AND ADMINISTRATlOri
JAMES F WALSH
November 7, 1984
Ms . Nan Stein
Civil Rights Specialist
GBRAC ^
27 Cedar S.treet^x^'^^
We 1 les l^i| M^r-<J2 181
Dear Miss-^tein:
Attached per our previous discussion, please find a master
schedule for Promotional Ratings to be conducted by the
Recruitment and Evaluation Unit in 1984-1985 and 1985-1986.
(In response to your inquiry about promotional ratings from
April 15, 1984 to September 1, 1984, please be advised that
only two positions, the Headmaster of Boston Latin Academy
and the Media Specialist of the Audio Visual Department were
fully screened and rated) .
Please be advised that the School Committee recently passed
an order which mandates any acting position approved by the
School Committee be posted for promotional rating within ten
(10) days. Therefore, there will be adjustments within this
master schedule.
You will note on page 2 of Victor Mclnnis' memorandum that
the rating of Department Heads, Development Officers, and
Registrars is contingent upon legal proceedings identifying
their bargaining unit. If such information is not available
the positions would be bypassed temporarily. Thus, we would
begin with some of the positions under Section G on page 3 -
positions initially scheduled for 1985-1986.
If you have any questions in this regard, please feel free to call.
Sincerely,
HfrttA^
i2S F. Walsh
ipJaty Superintendent
(ance and Administration
em
attachment
-323-
26COUPTSTPEET BOSTON tvliSSACh, _ j2-0.i. 726-62C: ?/• =500 -.RrAP.t?
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON Fl3^:C schools
1 .1! • if; •> ■>■
October 4, 1984
MEMORANDUM |
TO: Dr. James Walsh, Deputy Superintendent
Finance and Administration
FROM: V. Mclnnis
/^^
A
SUBJECT: Master Schedule for Promotional Ratings to be conducted
by the Recruitment and Evaluation Unit
Current Status and Recommended Order for Conducting Ratings
A. The following nineteen (19) promgtional ratings are currently
posted via Personnel Circulars (applications for these ratings
are arriving at the Recruitment and Evaluation Unit):
Senior Program Director - Computer Technology Development
Manager - Department of Student Support Services
Senior Level Advisor - Early Childhood/Elementary SPED Programs
Senior Level Advisor - High School SPED Programs
Senior Level Advisor - Interdistrlct Collaborative Programs
Coordinator, Impact II Teacher Networking Program
Teacher Specialist - Elementary Physical Education
Health Education Coordinator
Assistant Business Manager - Expenditures
Alternative School Coordinator - Madison Park High School
Project Director - Alternative Programs
Materials Support Specialist/Teacher
Clinical Coordinator - Cluster Program
Senior Coordinator - Cluster Program
■i-: C: .= • ■•-•:■•:' iCSrOfv M/-'>SAC'-..iET-i xji-^S, • •'. ■• 726-6600
-2-
Program Director - Social Studies
Coordinator - External Grants
Senior Coordinator - External Grants
Occupational Development Specialist
Coordinator - Bilingual/Multicultural Education Resources
B. Obviously, additional staff members are required to bring these
ratings to conclusion. Up to now, none of the internal work
required has been performed on these nineteen(19) ratings since
an additional forty-four (44) Personnel Circulars for other non-
rated positions have been developed since September 1, 1984 —
total 63 (19 + 44) circulars with myself and one secretary (full
time) and one secretary (part time).
C. After these nineteen ratings are consummated it is recommended
that the ratings for Principalship in approximately thirteen
(13) middle and elementary schools and Headmaster in five (5)
high schools be conducted.
D. Then ratings for fifteen (15) Assistant Principalships would
be conducted.
E. Other school-based ratings would then follow:
(1) 28 Assistant Headmasters
(2) 13 Guidance Counselors
(3) 99 Department Heads
(4) 14 Developmental Officers (2 in special schools)
(5) 15 Registrars
(6) 20 Directors of Instruction
NOTE: Positions next to (3), (4), and (5) above will be rated in
this order contingent upon identification of their bargain-
ing unit status. If such information is not available at
the scheduled time of rating, these positions will be
bypassed temporarily until bargaining unit status is deter-
mined.
(7) 1 Clinical Coordinator - Burke High School
(8) 3 Administrative Assistants - East Boston High
Madison Park High
Latin Academy
(9) 1 Coordinator/Director - South Boston High
(10) 1 SecuLity Coordinator - South Boston High
(11) 2 Coordinators - Copley Square iligh
Madison Park High
(12) 1 Student Affairs Coordinator - English High
(13) 1 Assistant Director - Madison Park High
(14) 1 Business Agent - HHHORC
(15) 1 Cluster Administrator - HHHORC
(16) 2 Program Directors - HHHORC
-325-
- 3 -
(17) 1 Specialist - HHHORC
(18) 2 Job Supervisors - Boston High School
(19) 1 Project Director - King Middle School
(20) 1 Assistant/Elementary - Agassiz School
(21) 1 Teacher-in-Charge - Carter 'School
(22) 1 Senior Program Director - McKinley School
(23) 7 Assistant Program Directors - McKinley School
(24) 1 Project Director - Boston Prep
(25) 1 Program Advisor - Tileston School
F. The following District Office positions would be rated (may vary
as a result of possible consolidation of districts).
(1) 3 vJommunity Superintendents - Districts 1, 3, 4
(2/ / Administrative Assistants - Districts 1, 2, 2, j, 6, 9
(3) 1 Coordinator - District 4
G. Central Administrative positions would be rated in the following
order during the 1985-1986 school year:
Office of Deputy Superintendent/Curriculum and Instruction
1 Program Director - Title VII
1 Specialist - Title VII
1 Senior Advisor - High Schools
Department of Chapter I Programs
5 Assistant Directors
Institute for Professional Development
1 Manager
1 Senior Coordinator
1 Coordinator
Office of Instructional Services
1 Senior Curriculum Advisor
4 Program Directors
1 Senior Advisor
1 Coordinator
Bilingual Department
4 Bilingual Coordinators
1 Administrative Assistant
1 Junior Specialist
1 Lau Coordinator
2 Lau Specialists
-326-
- 4 -
Testing and Evaluation Unit
1 Manager
1 Junior Analyst
1 Systems Specialist
1 Evaluation Specialist
Adult Education and Recreational Activities
1 Director
1 Coordinating Supervisor
1 Junior Coordinator
Office of Senior Officer-Student Support Services
1 Staff Assistant
2 Special Education Monitors
1 Project Director
4 Program Advisors
1 Referral and Assessment Coordinator
Middle School Student Support Services
1 Program Advisor
Early Childhood/Elementary Student Support Program
2 Program Advisors
Secondary School Student Support Services
1 Program Advisor
Compliance/Placement Student Support Services
1 Assistant Manager
5 Program Advisors
1 Senior Coordinator
Contracted Education Student Support Services
2 Program Advisors
1 Junior Specialist
Education and Employment Services
1 Transitional Associate
2 Transitional Assistants
1 Coordinator
-327-
-5-
Offlce of Deputy Superintendent/School Operations
1 Senior Program Director
1 Director of Attendance Services
1 Coordinator
1 Staff Assistant
Facilities Management
2 Assistant Managers - Dield Operations
1 Chief Structural Engineer
1 Assistant Manager
1 Senior Engineer
1 Specialist
1 Project Director
1 Program Director
School Safety Services
1 Safety Chief
1 Administrative Assistant
1 Coordinator of Investigation and Discipline
1 Senior Safety Coordinator
Office of Superintendent
1 Senior Program Coordinator
1 Coordinator
Office of Senior Officer - Implementation
External Liaison Unit
1 Director
1 Junior Specialist
1 Monitoring Information Specialist
2 Information Officers
Student Services Unit
1 Director
1 Operations Assignment Coordinator
4 Assignment/Transfer Specialists
-328-
-6-
Transportation Unit
1 Director
1 Assistant Director
6 Transportation Officers
Records Management Unit
1 Director
1 Systems Analyst
1 Programmer/Analyst
1 Data Control Specialist
Office of Deputy Superintendent/Finance and Administration
1 Senior Program Director
2 Junior Specialists
Office of the Business Manager
2 Assistant Business Managers
3 Coordinators
Department of Information Systems Development
1 Manager
1 Assistant Manager
2 Project Leaders
2 Unit Leaders
1 Senior Coordinator
1 Junior Analyst
1 Program Director
1 Analyst
Department of Personnel and Labor Relations
3 Junior Specialists
4 Unit Leaders
1 Senior Specialist
1 Specialist
1 Junior An ■ lyst
2 Senior Coordinators
-329-
- 7 -
Office of Budget Management
1 Budget Chief
2 Program Analysts
1 Senior External Funds Coordinator'
1 External Funds Coordinator
2 Senior Coordinators
1 Coordinator
1 Junior Specialist
II TENTATIVE SCHEDULE 1984-1985
October - November - December 1984
Senior Program Director - Computer Technology Development
Manager - Department of Student Support Services
Senior Level Advisor - Early Childhood/Elementary SPED Programs
Senior Level Advisor - High School SPED Programs
Senior Level Advisor - Interdistrict Collaborative Programs.
Coordinator, Impact II Teacher Networking Program
Teacher Specialist - Elementary Physical Education
Health Education Coordinator
Assistant Business Manager - Expenditures
Alternative School Coordinator - Madison Park High School
Project Director - Alternative Programs
Materials Support Specialist/Teacher
Clinical Coordinator - Cluster Program
Senior Coordinator - Cluster Program
Program Director - Social Studies
Coordinator - External Grants
Senior Coordinator - External Grants
Occupational Development Specialist
Coordinator - Bilingual/Multicultural Education Resources
5 Headmasters
13 Principals
December - January - February 1984-85
13 Assistant Principals
20 Directors of Instruction
28 Assistant Headmasters
13 Guidance Counselors
1 Clinical Coordinator - Burke High School
3 Administrative Assistants — East Boston High
Madison Park High
Latin Academy
1 Coordinator/Director - South Boston High
1 Security Coordinator - South Boston High
2 Coordinators - Copley Square High
Madison Park High
-330-
- 8 -
February - March - April 1985
99 Department Heads
1 Student Affairs Coordinator - fenglish High
1 Assistant Director - Madison P^rk High
1 Business Agent - HHHORC
1 Cluster Administrator - HHHORC
2 Program Directors - HHHORC
1 Specialist - HHHORC
4 Community Superintendents
7 Administrative Assistants
1 Coordinator
April - May - June 1985
14 Development Officers
15 Registrars
2 Job Supervisors - Boston High School
1 Project Director - King Middle School
1 Assistant/Elementary - Agassiz School
1 Teacher-in-Charge - Carter School
1 Senior Program Director - McKinley School
7 Assistant Program Directors - McKinley School
1 Project Director - Boston Prep
1 Program Advisor - Tileston School
III Requirements
A. In order to conduct promotional ratings according to the above
schedule additional resources (personnel and space) will be required
as follows:
1. Personnel:
a. Fill current professional vacancy
b. One additional person experienced in the conduct of
promotional ratings should be assigned to this unit.
Experienced persons and current assignments are as
follows:
Nancy Dickerson - Ass't. Principal, John Marshall
John Grasso - Ass't Headmaster, Boston Latin School
John Young - Ass't Principal, Holland School
Joseph Carey - Retired
c. Two additional professional staff who can be trained to
perform the following necessary functions:
-331-
- 9 -
1. reviewing transcripts
2. preparing checklists
3. checking resumes
4. assisting screening committees
5. learning the prerequisite qualifications for each position
6. explaining prerequisite qualifications to interested
parties
7. preparation of Personnel Circulars
8. determining eligible candidates
9. notifying appropriate candidates of their ineligibility
and reasons therefor
10. handling letters of appeal from ineligible candidates
11. responding to inquiries (oral and written) regarding the
rating process
12. counselling applicants
13. assisting the Recruitment Specialist with the advertizing
process (i.e. qualifications, job descriptions and salaries
of positions).
14. identifying collective bargaining unit or managerial
placement including groups, classes, steps, etc.
15. preparing packets of application materials to each candidate*
16. determining certif lability of out-of-state applicants
17. preparing letters of regret
18. cross referencing files of applicants for multiple positions
19. adhering to strict timelines for dissemination of all
pertinent information to screening committee chairpersons
20. reference checking
d. Two additional clerks who have good typing and filing skills
as well as human relations skills.
2. Adherence to this schedule will be an enormous operation
especially because numerous ratings for different positions
will be carried on simultaneously. Therefore, there is the
basic need for additional space if only to maintain order,
reduce confusion, keep applicants' credentials separate, etc.
in addition to accomodating the additional staff.
It is requested that the two offices currently adjoining the
Recruitment and Evaluation Unit be utilized by Recruitment and
Evaluation for these ratings. Desks would be removed and re-
placed by tables to provide staff with the necessary additional
working space.
-332-
- 10 -
'IV
Implementation of this 1984-85 rating schedule (275 positions) will
be a massive, unprecedented undertaking which will assuredly require
future refinement and ongoing adjustments.. Again, to ensure success-
ful implementation of this operation, staff and space needs as expressed
above are basic and absolutely essential.
rt
-333-
October 9, 1984
ORDERED, That no acting appointments to permanent vacancies
shall be made except for compelling reasons.
No permanent vacancy shall be filled on an acting basis
for a period exceeding six months. Any such acting
appointment approved by the School Committee shall be put
forward for promotional rating not longer than 10 school days
following School Committee approval.
The order was approved by general consent, the follov/ing-
na'med members indicating their approval:
Ms. Browne, Mr. Burke, Mr. Casper, Mr. Grady, Mr. Marchione,
Mr. McCluskey, Mrs. McGuire, Mr. Nucci, Mr. O'Bryant, Mr. O'Reilly,
Mrs. Owens-Hicks, Mrs. Romero and Mrs. Walsh-Tomasini
lAttest
-33^-
. > ; 1 71
bh U
r- 1
i 1 I
c Cii / Ur BUCDlON
\\3, DOSTorf lA #/
\V 1930. ^V^'
BOSTON -USLiC SCHOOLS
DEPAaiMtiNT OF PERSONN'EL A\D LA30=
ViANAGEP
IDA WHITE
^El-::o;^s
October 10, 1984
MEMORANDUM
TO: Ida White, Manager
FROM: Carlo Abrams, Recruitment Specialist
SUBJECT: Progress Report
l^
I. Reviewed recruitment procedure, identified two (2) major
areas since the previous progress report dated April l8,
1984 for additional improvement in the Recruitment func-
tion.
A. Development of Source indicator
A form that indicates the source of referral
of the applicant (See attachment A)
B. Affinnative Action Referral Form
Designed to track the results of Minorities
recommended by the recruiter for administra-
tive positions. (This form will be used for
the current year I984-85 upon departmental
approval). (See attachment B)
II. Analysis of Recruitment Data
A. Breakdown of teachers interviewed
A total of one hundred and seventy-two (172)
candidates were interviewed between August 1,
1984 and October 10 for teaching positions
within the Boston Public Schools.
-??^-
Analysis of Recruitment Data C continued;
The breakd(
Dwn
is
as follows:
B) AREA I
RACE
CATEGORY
POSITION
BLACK
WHITE
ASIAN
HISPANIC
AMERICAN INDIAN
TOTAL
Vocational
Education
1
in
1
0
. 0
16
Reading
3
7
0
•
0
0
10
Science
5
7
0
1
0
13
Math
4
6
0
1
0
11
Bilingual
17
2
16
11
0
46
Mono-SPED
8
21
0
0
0
29
Bll-SPED
2
0
2
23
0
27
Elem.Ed.
20
0
0
_0
0
20
TOTAL
60
57
19
36
0
172
Total number of applicants interviewed = 172
-316-
C. Loss of Potential Teachers in the Special Education
Subject Area
Prom March, I984 to August, 1984 the recruiter had on file
a total of one hundred (100) applications of prospective
Special Education teachers interested in employment within
the Boston Public Schools. However, due to the inability
to offer the candidates reasonable assurance of employment
the entire one hundred (100) prospective candidates took
Jobs with other school systems.
It was reported that we had approximately eighty-six (86)
vacancies in the Special Education area.
The breakdown of candidates lost is as follows:
SPECIAL EDUCATION
BILINGUAL SPANISH BLACK WHITE
6 13 81
Based upon the inability to offer employment assurance to
the above candidates the recruiter interviewed and referred
fifty-six (56) new candidates to the Special Education Depart-
ment between August, 1984 and October, 1984.
D. Current Applicant Statur;
To date there are seventeen (17) resumes on file in the
Special Education subject area.
Pour (4) of whom are minorities and will be recommended
for employment pending existing vacancies.
Pifteen (15) resumes are on file for candidates that are
seeking employment as Bilingual Education teachers.
The breakdown is as follows :
(3) Spanish Teacher Total; 1 Elementary, 2 Social Studies
(7) ESL Teachers Seven (7) Science resumes are
on file; five (5) of whom have
been interviewed
4 Spanish /
1 Haitian Twelve (12) Reading resumes are
1 Cambodian on file; four (4) of whom have
1 Chinese been interviewed
(1) Laotian Teacher
-337-
(2)
Aides
(1)
Cape Verdean
(1)
Chinese
D. Ciirrent Applicant Status (continued)
Seven (7) Math resximes are on file;
two (2) of whom have been Interviewed
The candidates above that have been
Interviewed pending existing vacancies
The above applicants will be interviewed in conjunction with the
Bilingual Education Department.
Interview and Counseling j
To date a total of one hundred and one (101) prospective candidates
have been interviewed and advised of employment opportunities with-
in the Boston Public Schools. These candidates were screened for
administrative professional positions and Para-Professional positions
and referred to the proper departments for interviews.
III. Recruitment Activities to Date
A. Advertising
To date recruitment efforts for identifying staff have been
as follows:
-Advertising In fifteen (15) local newspapers
(see attachment C of local newspapers used)
-Advertising in the Boston Globe
-Advertising with the Massachusetts Division of
Employment Security
-The Bilingual Job-line
-The New Boston Herald
-PSA on Radio Stations (WBZ, WHDH, WMDO, WZIO(Hispanic Radio
Station)
In addition, contact has been made with approximately sixty (60)
colleges, and one hundred (100) professional community organiza-
tions.
B. Authorized Travel
To date, the recruiter attended nine (9) conventions
for recruitment purposes.
-338-
B. Authorized Travel (continued)
The breakdown is as follows:
DATES
March 1^
April 18, 19
April 23, 2^,
26, 27
April 25
May 24
June 19
June 21
June 28
Jlily 25
NAMES
Harvard University
Job Pair
State Wide Conference
for Teachers
Council for Exceptional
Children (CEC)
Howard University
Job Fair
Minority Network
Convention
Spanish Public Affair
Networking Meeting
Association of
Minorities & Adminis-
tration Convention
Bilingual Programs
Information Meeting
Job Fair for Substitute
Teachers in con nction
with the Mass. Division
of Employment
LOCATIONS
Harvard University
Emmanuel College
Convention Center
Washington, D. C.
Howard University
Washington, D. C.
Roxbury Community College
Boston, MA
1 Beacon Street
Boston, MA
Massachusetts Institute
of Technology
University of Massachusetl
Boston, MA
Harriet Tubman House
Boston, MA
-^?q-
-5-
IV. Recruitment Activities for the Current Academic Year
19«^ "1905
It Is the recruiter's Intention pending departmental
approval to be Involved in the following activities
to Increase the pool of qualified candidates for em-
ployment opportunities within the Boston Public Schools,
A. -Attend Campus career days in and out of the
Greater Boston area
-Set-up csireer days in targeted areas In and out
of the Boston area
-Interface and network with other school systems.
V. Advertising for Academic Year igB^t -1985
A. -Pending departmental approval the following
publications will be used for positions that
require aggressive minority recruitment or
for positions that need specialized skills.
-Education Week
-Computer World
-Hispanic Times
-Black Enterprise
-Black Collegian
-Chronicle for Higher Education
-Affirmative Action Register
-3^0-
TRANSPORTATION
-3^1-
TRANSPORTATION
ORDER May 10, 1975, pages 80-83
SUMMARY
FINDINGS
The May 10, 1975 Order includes general
remarks about the provision of
transportation. These remarks are more in
the nature of an explanation of the need for
transportation than of specific instructions
to Boston.
Monitoring has concentrated on concerns
about the adequacy, reliability, and safety
of transportation services, as these
concerns have emerged during implementation
rather than as the Orders have addressed
them.
Partial Compliance
A series of recommendations were made in
Report No. 3 (Volume I, pages 96-97). These
recommendations addressed problems related
to the safety and reliability of the
transportation (excluding special needs)
provided to desegregated schools.
Monitoring had determined that the
arrangements for identifying and following-
up on complaints by parents were inadequate
to determine the precise scope of safety and
reliability problems, and the extent to
which they were addressed.
Monitoring also foupd that improvements had
been made in the contract for transportation
services and that a systematic effort had
been made, by the Department of
Implementation, to be in daily contact with
schools to determine whether transportation
service was adequate.
-3^3-
An attempt was made in September to
determine whether the recommendations made
in Report No. 3 had been addressed. To date
we have received no further information (see
attachment) .
Related issues for the use of safety
personnel on selected bus runs are covered
in the section on Safety and Security.
(Report No. 3, Recommendation 6).
OONCLUS IONS/RECOMMENDATIC»IS
An ongoing effort has been made, by the
Department of Implementation, to improve
transportation services. This is commended.
Monitors have not been able to determine
whether improvements have been made in the
development and implementation of a system
of contractor and driver accountability.
Recommendations 1-5 from Report No. 3 are
repeated below:
1. Boston should develop and implement a
complaint management precedure to:
a. identify trouble spots, and
b. identify and follow up inadequate
responses from the contractor.
2. The Transportation Unit should revise
its complaint log forms to require the
contractor to:
a. identify by name the driver involved
in the alleged infraction;
b. identify the bus run by name;
c. indicate whether substantiated
infractions involved a recent change
in route assignment and/or
tardiness/ absentee ism;
d. Develop a standardized list of
complaints and responses on the log,
for better accounting and
accountability.
-3^^-
3. Boston should continue to press the bus
contractor to make complaint
investigation and management a full-time
staff responsibility with significant
authority.
4. Boston should undertake, in conjunction
with parents, a study to determine what,
if any, liabilities are associated with
MBTA and school bus transportation and
recommend solutions.
5. Boston should ensure that bus drivers
receive training in the laws that define
and prohibit child abuse and sexual
harassment. It should revise its
complaint procedures to ensure that
educational administrators and other
mandated reporters comply with Section
51a of Chapter 119 of the Massachusetts
General Laws ("child abuse law").
-3^5-
BOSTON DESEGREGATIC»J REPORT #4
TRANSPORTATION
VOLUME II ATTACHMENTS
1. Letter from Judith Taylor to Arthur Gilbert
-347-
Bureau of Equal Educational Opportunity h -^
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
September 26, 198^
o -'^H
Mr. Arthur Gilbert
Director, Transportation Unit
Boston Public Schools
26 Court Street
Boston, Massachusetts 02108
Dear Mr. Gi Ibert:
The Department of Education is commencing the fourth round of
monitoring under the Orders of Disengagement of December 23, 1982.
As you are aware, the Department is monitoring compliance with the
standards set forth in pages 80-83 of the Student Desegregation
Plan, dated May 10, 1975-
Our last report (submitted on July 15, 198'») made several findings
regarding transportation.
• The School Department still does not have a formal
procedure for tracking complaints and identifying
inadequate responses from the contractor.
• The School Department did not yet have a report from
the contractor regarding its efforts to reduce changes
of route assignments.
•• Contractor-related problems such as driver absenteeism
and tardiness appear to be increasing, but there is
little the School Department can do without the
contractor's coordination.
• The School Department has made a commitment to a bus
safety program for those safety problems resulting from
lacl< of student discipline, etc.
• There are several instances of alleged sexual abuse on
r schoolbuses.
-^ijR-
The report made a number of recommendations regarding
transportation.
1. The School Department should develop and implement a
complaint management procedure to (a) identify trouble
spots, and (b) identify and follow up inadequate
responses from the contractor.
2. The Transportation Unit should revise its complaint log
form to require the contractor to (a) identify by name
the driver Involved in the alleged infraction, (b)
identify the bus run by name, (c) indicate whether
substantiated infractions involved a recent change in
route assignment and/or tardiness/absenteeism, and (d)
develop a standardized list of complaints and
responses.
3. Boston should continue to press the contractor to make
complaint investigation and management a full-time
staff responsibility with significant authority.
k. Boston should ensure that bus drivers receive training
in the laws that define and prohibit child abuse and
sexual harassment. It should revise its complaint
procedures to ensure that educational administrators
and other mandated reporters comply with Section 51a of
Chapter 119 of the Massachusetts General Laws ("child
abuse law")*
5. Boston should implement a plan for student safety.
For this monitoring period we are requesting that you develop an
"action plan" with activities, responsible staff and timelines for
fulfilling the recommendations listed above. The action plan will
be the basis of any further monitoring deemed necessary by the
Court.
I will call you to schedule a visit to review the action plan.
Thank you for your cooperation.
Sincerely,
cc: Robert Spi I lane
John Coakley
Charles Glenn
-3^9-
SAFETY AND SECURITY
-351-
SAFETY AND SECURITY
A.
ORDER
SUMMARY
FINDINGS
Safety and Security orders are
"Further Order Concerning
September 5, 1975. (Pages 1-5)
contained in
Security" ,
City defendants (Mayor School
Superintendent) must use law
officers (State, City of Boston,
S. Marshals) to prevent
Committee,
enforcement
M.D.C., U.
1. crowds of three or more from gathering
within 100 feet of any public school;
no threatening or noisy conduct.
2. crowds of three or more on or adjacent
to school bus pick-up or drop-off sites
or M.B.T.A. stops, in a threatening
manner. (Pages 1-2)
Compliance
The efficient service and comprehensive
coverage provided by the Boston Public
School Department of Safety Services through
the Boston School Police has obviated the
need for the Boston Police or others to
in Schools to maintain safety and
While there have been two
in May, 1984, in which small
crowds have gathered within 100 feet of a
school, the combined efforts of school
administrators and Boston School Police have
dispersed these groups quickly and without
further incident. Other than these two
incidents, there have been no other reported
incidents in nearl^ two years of monitoring
of hostile crowds gathering outside of
schools to threaten the safety of students
or staff. The two incidents in question
involved (1) a small crowd gathering at the
McKay School in East Boston over an incident
intervene
security,
instances
-3^; 3-
B.
SUMMARY
which occurred involving a White student and
a Black student, and (2) a group of White
parochial school males using racial slurs
and throwing rocks at students in the
playground of the Rogers Middle School,
after some name calling between Rogers'
students and the parochial students.
School Bus Safety
Because of some reported problems both on
school buses and at school bus pick-up
sites, Boston has instituted a new program
of bus safety which, among other things,
provides for bus attendants to board the bus
at the first pick-up stop for some
elementary and middle school bus runs which
have had a history of problems. The Boston
School Police mobile units have also been
deployed to monitor many pick-up sites where
problems have occurred, and have the
capacity to respond rapidly to other
problems reported along school bus routes.
All school bus drivers are instructed to
stop their buses and call the safety service
emergency line in the event of specific
kinds of problems and disruptions. While
there have been some problems at school bus
stops involving trespassing on school buses,
or neighborhood arguments boiling over into
fights, there have been no reported
incidents of hostile, racially motivated
disruptive crowds gathering at bus stops
during nearly two years of monitoring.
City defendants shall exclude from school
buildings all except assigned students,
teachers, governmental employees conducting
business, and persons authorized by U.S.
District Court including CCC (CPC) and Home
and School Association officers, unless a
prior appointment has been authorized by the
building administrator (or his/her
designee). (Pages 2-3)
FINDINGS Partial Compliance
While most schools carefully monitor all
people entering schools by posting
attendants with sign-in books at main
entrances, not all visitors are required to
have previous appointments. In most cases
non-parent visitors must follow a protocol
-35V
C. SUMMARY
for entering schools which requires that
they get specific permission to enter a
school from the Deputy Superintendent for
school operations. However, some parents
visit schools without a specific appointment
and some schools encourage parents to "drop
in" when they wish. However, these
unscheduled visits are no longer associated
with disruption of desegregation within
schools; this has been virtually non-
existent during the entire monitoring
period.
Trespassing
In this regard the safety issue of primary
concern is trespassing by non-students (or
students attending other schools) at certain
schools. Some schools such as Madison Park,
English High and HHORC, have a continuing
problem with trespassers, despite
substantial School Police coverage. The
major problem, especially at Madison Park is
the number of doors to the outside (the open
campus idea) which cannot be locked because
of fire code regulations. Although the
reported incidents of trespassing at all
three schools are low, there is strong
reason to believe that at Madison Park, at
least, many trespassing incidents are not
reported. According to one Boston School
Police Officer trespassing at Madison Park
is an "everyday occurrence," and, because of
the number of outside doors, almost
impossible to completely control. Most
trespassers, when discovered, are simply
escorted off the premises; others may be
arrested if they refuse to leave, disrupt or
have been caught before. However, the
continuation of the trespassing problem at
schools such as Madison Park, does little to
mitigate the perception of these schools as
unsafe, especially to students attending
them who are aware of the constant
trespassing problem.
If law enforcement personnel enter a
building, persons in groups, except CCC
(CPC) monitors, shall leave. City
defendants shall arrange for removal of
unauthorized people.
-355-
FINDINGS Compliance
Organized groups who come to schools to
disrupt or who are associated with school
disruptions, has not been a problem during
the 2-year monitoring period. Boston School
Police have been very effective and
efficient in removing unauthorized people
from schools, and because of their rapid
response capacity, would be effective in
cases of crowd control and dispersal, should
they occur. (Page 3)
D.
SUMMARY
Parent and community meetings shall be
scheduled only outside normal school
hours. A draft of rules governing use of
school buildings after school hours shall be
filed September 16, 1975. (Pages 3-4)
FINDINGS Partial Compliance
Most parent and community meetings occur
after school hours. However, some meetings
of parents occur during school hours. The
need to exclude such meetings because of
their tendency to disrupt or incite
disruption no longer appears to exist.
E.
SUMMARY
City defendants shall issue photo I.D.'s for
governmental employees who, in performing
their jobs, enter Boston Public Schools and
persons authorized by the U. S. District
Court including CCC (CPC) and officers of
the Home and School Association. The people
shall only be admitted upon showing photo
I.D. 's. (Page 4)
FINDINGS Non-Compliance
While Boston did issue the photo I.D.'s
described above, this is no longer a
practice. The elimination of photo I.D.'s
occurred more than five years ago. State
and other agencies are still required to
clear visits through the Deputy
Superintendent for school operations, but no
photo I.D.'s are issued. The present need
for such I.D.'s for government employees is
questionable.
-356-
SUMMARY
The mayor shall submit daily reports on the
number and deployment of law enforcement
personnel. (Pages 4-5)
FINDINGS Non-Compliance
Although the City of Boston neither deploys
Police Officers to cover public schools nor
submits daily reports on deployment of
Police Officers, the Boston Public Schools'
Department of Safety Services provides
yearly reports on staff deployment with
updates as needed (see page 393). There
are now 91 officers employed in the
department of Safety Services police
force. Each officer has a primary
assignment to a school or cruiser, and many
have secondary or back-up assignments as
needed.
The Department of Safety Services maintains
open lines of communication and cooperation
with the Boston Police Department, the MDC
Police and the MBTA Police. In fact, Boston
School Police receive their training at the
Boston Police Academy, and the ties between
these two organizations are strong.
G.
SUMMARY
City defendants are not prohibited from
taking other measures to ensure the safety
of students and staff. (Page 5)
FINDINGS Compliance
A review of the present safety and security
practices and procedures enacted by Boston
clearly indicates that Boston has gone well
beyond the Court Orders in trying to
maintain safe and secure schools. In
particular:
1. They have developed their own Department
of Safety Services employing 91 school
police officers;
2. They have recently re-established school
bus attendants on many elementary and
middle school buses;
-357-
3. They have set up many alternative
education programs in an attempt to
serve better those students who are
having academic and/or other problems
and are more likely to be disruptive;
4. They have attempted to strengthen the
Code of Discipline by enacting
"Standards of Behavior" — which
establishes a stronger policy on weapons
and violent acts and a more stringent
policy on suspensions and expulsions.
Boston appears to be implementing: (1)
the new "Standards of Behavior," (2)
the new Bus Safety Plan, and (3) the
expansion of alternative education
progreims, in good faith and with
reasonable effectiveness.
1 1 . OONCLUS IONS/RECOMMENDATI (XIS
As was reported in Report No. 1, most of the
specific orders relating to safety and
security, have a marginal relationship with
the safety and security issues of prime
importance to Boston today. Rather than
disruptive anti-desegregation forces being
the prime desegregation safety concern, the
major concerns for safety and security
involve issues of crimes (robbery, theft,
assaults), the spilling over of neighborhood
problems into schools (altercations),
substance abuse, and disruptiveness among
students who appear not be be benefiting
from traditional academic programs. While
these safety concerns are characteristic of
many large urban school systems, there is a
clear relationship between these problems
and desegregation. Many parents,
particularly middle class White and Black
parents who have other educational options
will not send their children to schools
which they perceive as unsafe, regardless of
the impact of their absence on school
desegregation. Boston, therefore, has the
responsibility to make all schools safe and
secure to insure the highest level of
desegregation achievable in each school.
There is compelling evidence that Boston is
beginning to seriously address this
responsibility. The number of reported
incidents for September-October 1984 as
-358-
compared to September-October 1983 indicates
an almost equal number of reported
incidents.
Total Reported Incidents
High 213
September-October 1983 = 283 - Middle 50
Elementary 7
Other 13
High 197
September-October 1984 = 286 - Middle 74
Elementary 17
The major beneficiary of any improvment in
school safety climate is the high school
level. English High School, while it is
still first among high schools in reported
incidents, is down from 97 incidents
reported for September-October, 1983, to 39
reported for September-October, 1984. This
represents a major change from previous
safety patterns there, and appears to be an
indication that the recent reorganization of
that school is having a positive impact on
school climate and safety. On the other
hand Madison Park High has almost doubled
its reported incidents when comparing the
same time span.
Madison Park
September-October 1983 = 18 incidents
September-October 1984 = 33 incidents
Incidents reported at the middle school level
have increased:
September-October 1983 = 50 incidents
September-October 1984 = 74 incidents
Some of these increases may be indicative of
the strong emphasis being placed on safety
issues and reporting responsibilities by the
Superintendent and Deputy Superintendent for
school operations. A workshop was held
(August 15-17) for school administrators
covering, among other things, the new
"Standards of Behavior" and the new school
bus safety procedures (see page 367 ).
Numerous memos on proper incident reporting
and other safety procedures have been
circulated for more than a year.
In addition, Boston is beginning to
seriously address the need for alternative
education programs for students who are not
achieving in regular education programs, and
to provide increased security on school
buses through the addition of bus attendants
and other safety procedures. The fruits of
those efforts are not yet fully apparent,
but in the schools visited by this monitor,
administrators seem very pleased with the
new bus safety procedures, especially the
bus attendants; some have even expressed a
desire for additional attendants.
Boston also seems to be making an impact on
the problem of weapons in schools. The new
"Standards of Behavior", which were
disseminated to all students and their
parents (to be signed and returned) and
explained in assemblies and other meetings,
has very strong and specific language on the
possession and use of weapons. While 27% of
the September-October 1984 incidents
reported involve weapons as compared to 30%
reported for November 1983 through March
1984, Boston appears to be going through a
transition period as more students begin to
take seriously the new policy or face long-
term suspensions or expulsion. It is vital
that Boston continue to press for the
exclusion of weapons from schools if the
safety climate within schools is to
improve. One very positive sign in this
regard, is that administrators and Boston
School Police report that most of the tips
which they receive about weapons in schools
come from students — most of whom do not
want weapons in their schools and are
willing to report them when they see or know
about them.
While Boston has yet to achieve an
acceptable level of safety and security in
all of its schools, improvements have begun
through the initiation of new safety and
discipline policies and procedures, and
through examples such as English High
School. Boston needs to continue work on
the improvement of safety and discipline at
specific schools such as English High,
Madison Park High, Brighton High, Hyde Park
High, the HHORC, Cleveland Middle, Mary
Curley Middle, King Middle and others. Some
of these schools need to develop and
institute school safety plans; these plans
-360-
wUhitaischool ^""^ development of school-
alternlMvSo . Programs and other
alternatives to suspension, preventative
deployment of staff, increased "^couSSetlinl
and referral services for troubled «n^
unresponsive students and m^5? • !"
attention t.« o^^iJuents and more specific
attention to improving the quality and
appropriateness of instruction.
-361-
BOSTON DESEGREGATICW REPORT #4
SAFETY AND SECURITY
VOLUME II ATTACHMENTS
1. Letter (11/02/84) Joseph McDonough to Franklin Banks
2. One List: School Incidents, September to October, 1984
3. One List: School Incidents, By Offense
4. Seventeen Charts: Boston School Incidents on School Property
and Enroute to and from Schools.
5. Two Lists: School Incidents, May-June 1984
6. One List: Department of Safety Services, Staffing 1984-1985
-363-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPER. NTENDENT
SCHOOL OPERATIONS
JOSEPH M MCDONOUGH
November 2, 1984
Mr, Franklin F. Banks
Boston Desegregation Monitor
Department of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear Mr. Banks:
In response to your letter dated September 6, 1984, I am enclosing
the information you requested in regards to the monitoring of
safety and security and student discipline for the school year.
I have attempted to respond to your requests in the same format
as they were presented.
Please call me at 726-6200 x5331 if I can be of further assistance.
Sincerely,
«^ ^' 9^1/Ja-^^.^ L
Josepfi M. McDonough
DefKity Superintendent
School Operations
JMMrhkl
Enclosure
-364-
?6COURTSIRt-ET BO^'JOK MASSACHU'ih i ^lOPKj^ . .':'6 6?00 f X I 5330 ARf A u 1 7
11/1/84
1. School Incident Reports
Enclosed is a copy of all school incident reports from September 6
to October 25 , 1984 (Attachment I) . The Department of Records Management
and Department of Safety Services have developed a comprehensive program
which permits the recording of incidents and provides the capability
analysis of incidents by type and location. (Attachment I)
2. School Bus Safety
In August, the Boston School Committee approved a Student
Transportation Safety Plan for the students of tl^ Boston Public
Schools. The plan provides for the assignment of Transportation
Attendants to troubled buses at the elementary and middle schx)l levels,
the determination of safe pick-up and drop-off locations, the training of
Transportation Attendants, and a bus safety education program for
students .
Transportation Attendants are responsible for the maintenance of
order and safety on the bus to which they are assigned. Attendants are
selected from the existing school staff i.e. teachers, paraprofessionals,
lunch monitors. The selection of Transportation Attendants is done l)y
the principal of the school they will serve.
Orientation sessions ' for Transportation Attendants have been planned
for the school year 1984-85. All Transportation Attendants are required
to attend orientation sessions for training in student management, crisis
intervention, emergency first aid, and policies and procedures. "IVfo
sessions have already been completed: the first was held on August 27,
28, 29, 1984, and the second, held on Oct'.:.>er 20, 1984. In
-2-
the event that new Transportation Attendants are hired, orientation sessions
are planned for their training, as well. These sessions are jointly
coordinated by the Transportation Unit and the Department of Safety Services
with the cooperation of ARA Transportation Compary. See Attachment II for
Student Transportation Safety Plan.
3. The Alternative Education Programs, designed to encourage students to
attend school regularly and raise achievement levels have been established in
the following schools: English, Jamaica Plain, Dorchester, Madison Park,
South Boston and Charlestown High Schools as well as at Another Course to
Collie (A.C.C.) and Boston Prep. Alternative Education Programs have also
been established in the Grover Cleveland and Martin Luther King Jr. Middle
Schools. In addition to the programs in these schools, middle school students
of District V may be referred to the Log School, an alternative program housed
at a separate site.
The success of the ReCap program at middle school level is evident in the
increase in the number of middle schools adopting this program during the
84-85 academic year.
The primary goal of the Alternative Education Department is to increase
the participation in programs at all levels. Currently, plans are being made
to involve such schools as Hyde Park High, East Boston High, Boston Technical
High in the School-Within-School/Cluster concept. Participation of Timilty
Middle School, Thompson Middle School and further expansion of the Alternative
Education program at the Martin Luther King Jr. Middle School is currently
being explored. The Director of Alternative Education will continue to enlist
other schools to participate in these and other programs of alternative
education.
A written up-date on the expansion of alternative education programs
serving disruptive students is found in Attachment III.
-366-
-3-
4. Safety, Security, and Discipline
Orientation sessions dealing with student needs and problems and
resources available to assist teachers in helping students were held for
conmunity superintendents , principals Aieadmasters , teachers and staff before
the opening of school.
A three day workshop for administrators was held on August 15, 16, 17,
1984.
The areas covered during these sessions included: Code of
Discipline/standards of Behavior; Safety Procedures in School and on Buses;
Promotion Policy; Curriculum and Instructional Issues; Legal and Human
Mandates; School Climate; Effective Use of Test Data; Bilingual Issues;
Special Education; Effective Use of Parent Councils.
Orientation of teachers and staff is an on-going process throughout the
school year. The first of these sessions was held on September 5th and 6th,
and dealt with: student safety, classroom management, student problems and
resources available to assist teachers in helping them, the Standards of
Behavior and its presentation to students and parents.
On the first d^ of school all students were given a copy of the
Standards of Behavior. Every regulation was explained to the students in
every classroom. Students were, also, made aware of the differences in
language and regulations of the Code of Discipline and the Standards of ^
0->
Behavior. These oral presentations and discussions were held in all schools
between Septeniber 6th and September 14, 1984, Xsee Attachment TV, pp. 1 - 5).
The process for disseminating the Standards of Behavior demanded that
every teacher personally contact the home of every student in his/her class to
inform parents not only of the Standards of Behavior but to introduce
himself /herself as the child's teacher and encourage each parent to maintain
contact with the teacher. The success of this procedure can be measured in
-367-
part by the response of parents to the Superintendent's letter which
-4-
The Standards of Behavior for the Boston Public Schools was approved by
the SchDol Committee in July, 1984. In order to inform all parents,
regardless of their primary language, of these rules, the Standards of
Behavior was translated into ten languages including Spanish, French/Haitian,
Chinese, Vietnamese, Portuguese, Italian, Cambodian, Cape Verdean, Laotion,
and Greek.
The orientation of all students in all schools was held from September 6
through 14. These sessions included an explanation of the rules and
regulations of the Standards of Behavior, the consequences for violation, and
the right of students and parents. It was enphasized that these procedures
were mandated, in order to provide the safety and security of the student
body, (see Attaclment IV , Appendix IV and V).
Prior to the distribution of the Standards of Behavior parents were
notified by telephone by teachers and told of the Standards and were asked to
read them carefully, encouraged to call the schools if they had questions, and
asked to tBad, sign, and return the Suerintendent's letter.
The names of students who had not returned the signed letter were
fon^arded to Principals/lfeadmasters on September 14, so that the school office
could make a personal contact with homes to remind parents of the Standards of
Behavior and the Superintendent's letter. On Septeniber 28 the name of any
student who still had not returned the Superintendent's letter was fon^arded
to the respective Community District Office for her/har action. As of this
date approximately 97% of the city's entire student body has returned the
signed letters. Through telephone contact and/or written communication,
efforts continue to retrieve all signed acknowledgments of the Standards of
Behavior.
5. V7eapons Policy
The Standards of Behavior contain very explicit rules and regulations
regardmg the possession of weapons and/or controlled substances.
E>cpulsion is mandatory in cases of possession of firearms, harming another
person with a weapon, and using a mock gun in a threatening manner. The
effect of these provisions is the nuniber evident in the significant and
continuous decline in incidents involving dangerous weapons when conpared to
this same period last year. Personnel of the Department of Safety are
currently being instructed in weapon detection and confiscation. See
Attachment VI for Standards of Behavior and Superintendent's letter.
To assist school personnel in identifying student needs and problems and
contribute to their solution, a program of pairing Schools and Human Service
Agencies has been established in seventeen schools, five elementary schools,
five middle schools, and seven high schools. The status report on the Boston
Student Rjman Services Collaboative is found in Attachment VI.
6. Parental Involvement
Besides the initial contact made with every home in regards to the
Standards of Behavior, parents are notified of any incident involving their
children and are invited to attend informal conferences to assist in the
resolution of both academic and behavioral prx3bleras that may arise.
T-fenbers of the School Parent Council serve on the committee which drafts
and publishes the school based-rules in each school. The goal of all school
rules is self-discipline which is the most effective control in learning and
behavior. Ttese rules are designed, in part, to establish a positive climate
where learning can take place in a relaxed, safe atmosl^ere \(/hich will make
schools a desirable place to be.
The Promotion Policy approved by School Comoiittee on rtovember 29, 1983
will be implemented this year. Parent workshops are being planned for each
school in order to explain the standards set forth in this policy and to
answer any questions parents may have.
-369-
7. Incident Reports
Directions regarding the reporting of school incidents were issued prior
to the opening of school to all administrators and to all staff during
in-service sessions on September 5 and 6. All incidents must be reported in a
timely manner to the Department of Safety Services. Weekly reports of all
incidents are submitted to the Deputy Superintendent /School Operations.
Any report of an incident involving disciplinary /administrative action is
available to authorized School Parent Council representatives.
See Attachment VIII for Deputy Superintendent's Circular //40, Reporting and
Release of Incident Data.
8. Department of Safety Services - Staffing
In order to assist in the maintenance of safety and security in all
schools, a staffing plan has been inpleraented by the Department of Safety
Services and the Deputy Superintendent/School Operations. Eighty schools are
staffed on a daily basis by safety services personnel. In order to respond to
needs in schools which do not have a daily need for safety services personnel,
menbers assigned to a particular school also have contingent assignments in
neighboring ischools. For detailed pattern of deployment see Attachment IX.
-370-
SCHOOL INCIDENTS Septeiriber - October 1984
(Crimes Against Person and Safety Related)
HIGH SCHOOLS
MIDDLE SCHOOLS
ETfPIFOTARY
English
39
Mary Curley
16
Trotter
3
Macilscn Park
33
King
12
McKay
1
Brixton
26
Cleveland
8
Blackstone
1
HHORC
17
Ihonpson
7
O'Heam
1
Hyde Park
16
Lewenberg
5
Wlnshlp
1
Dorchester
10
McKlnley Middle
3
Agasslz
1
Jamaica Plain
9
Holmes
3
Hamilton
1
Charlestown
9
Gavin
3
Harvard-Kent
1
West Ro;d3ury
8
Irving
2
Hennlgan
1
South Boston
7
R. Shaw
2
Mather
1
Boston Technical
5
Rogers
2
Parragut
1
McKlnley
5
DeartDom
2
Jackscai-^^lann
1
Bostcn Latin Acad.
k
Taft
2
Puller
1
Boston T-atln
2
Wheat ley
Taylor
1
Kast Boston
2
2
MacKey
T. Roosevelt
Everett
1
Copley
Unana
2
Edlsc»i
Boston Hl^
1
Tlrallty
Levd.s
Wilson
Total
197 Total
vr
Total
17
Total Incidents: 288
-371-
SCHOOL INCIDEWrS BY OPPENSE
SEPIE74EER - OCTOBER ISS^I
1) Racial
2) Weapons Poasdaslon or Use
3) a) Incidents occurring on ARA
School Busses or at school
bus stops
b) Incidents occurring oiroute
to and from schools
(not on ARA school busses)
13 CJ.S*)
77 (26.7$)
2M (8.3«)
?f
(8.7«)
(170 Total Incidents
occurring enroute I
to and from schools I
(Including ARA '*
busses)
k) Assaults (verbal and physical)
5) Robbery
6) Altercations (fl^ts)
7) Drug or alcohol use or possession
8) Trespassing
9) Other (Including harassment,
threats, arson, disrupt Iveness)
97 (33.7«)
26 (9«)
^ (13.9$)
^ (15.9«)
U (3.8«
25 is. 7%)
Total Incidents . . . 288
-372-
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3: Oh CD
lementary
Schools
(I)
rH -390-
O
rH
OO 3
^ Cd
in >
rH fe
rHEH
rH W
w
SCHOOL INCIDEMTS: May - June 1984
(Crimes Against Persons and Safety Related)
Hi^ Schools
Middle Schools
Elementary Schools
Ehgllsh
38
Cleveland
26
McKay 5
Hyde Park
2l\
Mary Curley
13
Pifield 1
Brixton
12
Rogers
11
Baldwin 1
HHORC
11
Irving
7
Dever 1
Dorchester
9
Edwards
H
S. Greenwood 1
Madison Parte
7
Taft
H
O'Heam 1
Jamaica Plain
5
Roosevelt
3
Jackson-Mann 1
Boston T.atin
5
R. Shaw
2
Kilirer 1
Charlestovm
h
Lewenberg
2
Trotter 1
BostOTi Technical
3
Lewis
2
Hale 1
South Boston
2
Ihonpson
2
Quincy 1
McKinley
2
Dearborn
2
Hamilton 1
Umana
2
Timilty
1
HigglnsOTi 1
West Roxbury
2
Edison
1
East BostOTi
1
Michelangelo
1
Boston Hi^
1
1
Holmes
1
Tileston
Total
129
Total
82
Total
17
Total Incidents: 2Z8
-391-
SCHOOL INCIDEMS EY (FftUSE
May - June 1981
1) Racial
2) Weapons Possession or Use
3) a) Incidents occurring on ARA
School Busses or at school
bus stops
b) Incidents occurring enroute
to and from schools
(not on ARA school busses)
11 (l».8U)
66 (28.*?!t)
17 ilM)
I
I
20 (8.7|{) !
37 (16 .ZJ) Itotal incidents
occun?lng enroute |
to and ft^xn schools
(Including ARA
busses)
i|) Assaults (verbal and physical) 80 (35 %)
5) Robbery 28 (12.25?)
6) Altercations (fl^ts) 32 (IW)
7) Drug or alcohol use or possession 11 (6.1<)
8) Trespassing 12 (5.2<)
9) Other (includlnp; harrassment,
threats, arson, disruptlveness ) ..... 28 (12. 2<)
Total Incidents . . . 229
-392-
DEPARTMENT OF SAFETY SERVICES
10-23-84
STAFFING 198A-85
DUBS
UNIT
OFFICER
PRIMARY
SECONDARY
ORANGE ZONE
;:15-3
:15
201
Sgt.
W.
Smith
Dorchester High
;:30-3
:30
30
C.
Calloway
Dorchester High
S . Greenwood
:30-3
!30
.31
J.
Lay ton
Dorchester High
Fifield
:;15-3
!l5
32
J.
Gutierrez
Wilson Middle
Flfleld
130-3
!30
33
T.
Sanabria
Marshall
Mather
;i30-3
30
34
P.
Foley
Holland
;:15-3
!l5
35
J.
Oliver
Cleveland
;i30-3
i30
36
K.
Winn
Cleveland
Holland
iOO-3:00
202
Sgt.
S.
Bell
Hyde Park High
District IV
II30-3'
30
54
s.
Annnidown
Hyde Park High
Chittlck
30-3
30
• 38
G.
Williams
Hyde Park High
Thompson/Taylo
:30-3!
30
■ 88
J.
Fortes
Hyde Park High
Rogers/Channin
:15-3!
15
40
Tileston
Lee
00-4!
00
41
G.
Dias
Thompson Middle
District IV
;00-4!
00
42
A.
Hardaway
Mattahunt •
130-3:
30
43
V.
Younger
Lewenberg
BLUE ZONE
100-3:00
203
Sgt.
M.
Hennessey
English High
:15-3:15
61
M.
Davis
English High
130-3:30
62
C.
Wheeler
English High
Mac key
115-3:15
63
H.
Waller
English High
Tobin
: 30-3: 30
64
L.
Jeanetti
English High
Latin School
!30-3:30
65
L.
Pilet
English High
Hurley
! 00-3: 00
66
J.
Giardina
Latin High
Farragut
[30-3:30
67
J.
Retequiz
Tobin
130-3 J 30
68
W.
Partello
McKinley/Peterboro
100-3; 00
204
Sgt.
J.
Cronin
Brighton High
s 30-3:30
57
T.
0' Toole '
Brighton High
Taft
[30-3:30
45
L.
Catron
Brighton High
Jackson-Harm
t 30-3: 30
46
M.
Johnson
Brighton High
Hennigan
: 30-3: 30
47
S.
Rogers
Latin Academy
Mac key
100-4 1
00
48
J.
Harris
Hennigan
-393-
STAFFING 1984-83
UOUBS
UNIT
OFFICER
PRIMARZ
SECONDAJOr
BROWN ZONE
6:00-2:00
205
Sgt.
L. Allen
Technical High
7:00-3:00
49
N. Gamby
Technical High
Mendell
7:00-3:00
50
U. Kelley
Technical High
Higginson
8:00-4:00
79
M. Harrell
Trotter
81 00-41 do
75
K. Baker
Dearborn/ Wheatley
7:00-3:00
206
Sgt.
J. Dupree
Burke High
7:00-3:00
53
J. Finn
Burke High
G'Heam
7:30-3:30
Burke High
Hernandez
7:30-3:30
60
P. Wlnbush
Gavin
Trotter
7:30-3:30
69
I. Thibodeaux
McCormack
Hurley
8:00-4:00
,52
•
L. Tate
RED ZONE
King Middle
7:00-3:00
5
Lt.
D. Rorie
Complex
7:00-3:00
207
Sgt.
U. Baker
Madison Park
7:30-3:30
70
J. LaSelva
Madison Park
Hernandez
7:30-3:30
71
K. Partello
Madison Park
Blackstoni
7:00-3:00
72
K. Jackson
Madison Park
7:30-3:30
73
A. Skrine
Madison Park
Timilty 1
7:30-3:30
74
J. Love
Timilty
7:00-3:00
7:15-3:15
7:00-3:00
6:00-2:00
7: 00-3: 00
208
76
51
78
'44
Sgt.
w.
s.
w.
E.
P.
Hlckey
Hlckey
Fredericks
Knowlton
Egan
HHORC
HHORC
HHORC
HHORC
HHORC
3:00-11:00
3:00-11:00
3:00-11:00
87
77
89
OIC
J.
N.
P.
Jones
Sabater
Shaughnessy
HHORC (Night Shift)
HHORC (Night Shift)
Night Radio Dispatcher
Waekend
.
P.
Janey
Safety Department
7 1 30-3: 30
7 1 30-3: 30
C.
B.
McDonough
Jeanetti
Safety Department
Safety Department
10
11
12
Sgt.
Sgt.
D.
R.
E.
Johnson
Durkin
Conlin
Crulset
Cruiset
Crulset
• Patrol
• Patrol
■ Patrol
-39^-
DEPARTMENT OF 3APETy SERVICES
1
1
STAFFING 1984-65
f
.OURS
UNIT
OFFICER
PRIMARY
SECONDARY
i
GREEN ZONE
UJ Ui UJ Ui
Ui O UJ o
o o o o
dl
55
56
OIC.
W«
S.
B.
Murphy
Graham
Butler
West Roxbury High
West Roxbury High
West Roxbury High
Wash. Irving Middle
R. G. Shaw
r:15-3:15
f:15-3:15
rH5-3U5
r 100-3: 00
't 15-31 15
f 115-3: 15
210
82
86
58
85
83
Sgt.
H.
J.
J.
P.
D.
J.
Strickland
Vasquez
Wallace
Mclrney
Howell
fbane
Jamaica Plain High
Jamaica Plain High
Jamaica Plain High
Jamaica Plain High
Curley Middle
Roosevelt
Kennedy
Agassiz
Agassiz
Fuller
YELLOW ZONE
f; 00-3: 00
f 100-3: 00
7:15-3:15
7:15-3:15
7:15-3:15
J:00-A:00
211
90
91
40
98
99
Sgt.
T.
J.
J.
J.
H.
J.
Gomperts
Coleman
Turner
DePinho
Dea
Humey
Charlestotm High
Charlestown High
Charlestown High
Charlestown High
Charlestown High
Edwards
Blackstone
Edwards
Quindy
Eliot
7:30-3:30
7:15-3:15
7:00-3:00
7:30-3:30
209
59
80
39
Sgt.
D.
D.
A;
J.
Bilotas
Flakes
Albano
Cohen
Umana
Umana
East Boston High
East Boston High
McKay
Prescott
Barnes
Guild
DRIVERS
7:00-3:00
2:00-10:00
19
18
Sgt.
Sgt.
J.
A.
Di Reeno
Almeida
lAFETY OFFICE
7:00-3:00
7:00-3:00
7:00-3:00
7:00-3:00
15
16
17
37
T.
K.
S.
T.
Giannino
Devlin
Williams
Clements
N. Devlin - Ma
temity Leave
Val Shelley -" Charlestown High
Francis Coughlin - English Higli
Ralph Trotman - Cleveland Middle
-395-
I
STUDENT DISCIPLINE
-397-
il
STUDENT DISCIPLINE
I.
PROHIBITKW OF RACIAL SLUKS
ORDERS
Order Approving Addition
Discipline, January 9, 1975
to
Code of
SUMMARY
FINDINGS
An addition to the Code of Discipline was
approved that prohibits all students from
addressing racial slurs or epithets to other
persons "in a manner likely to provoke
violence or to incite an immediate breach of
the peace or to provoke retaliation."
Compliance
Section 7.7 of the Code of Discipline cites
the use of racial slurs as a suspendable
offense. Last school year, 28 student were
suspended for the use of racial slurs,
indicating that school administrators are
enforcing this section of the Code.
Monitors have received no complaints about
the lack of enforcement of this Order.
CXWCLUS IONS/RE COMMENDATI CMS
Boston has attained full compliance with the
Order prohibiting use of racial slurs.
SUSPENSI(»fS
During the 2-year monitoring period,
monitors have also examined suspension
statistics and explored causes of suspension
both in individual schools and system-
wide. The overall administration of
discipline has markedly improved, including
employing suspension only as a last resort
and implementing alternatives to suspension.
This is evidenced by the decrease in
suspensions from 7012 during the 1982-1983
-399-
school year to 5707 in the 1983-1984 school
year, a net drop of 1305 suspensions.
However, many schools continue to have rates
of suspension high enough to merit concern
(See Appendix A).
At the high school level, Charlestown,
Jamaica Plain and Brighton High Schools have
had consistently high suspension rates over
the 2 year monitoring period. English High
substantially reduced their suspensions this
past year.
On the middle school level, the Mackey,
Cheverus, Timilty, Roosevelt, and Curley
Middle Schools suspended students at rates
significantly higher than average. Both the
Roosevelt and Mackey Middle Schools had high
suspension rates for the second consecutive
year .
On the elementary school level, the McKay
and Beethoven Elementary Schools had
significantly high suspension rates; the
McKay Elementary School had the highest
suspension rate for elementary schools for
the second consecutive year.
The suspension rate at the four McKinley
schools is of concern. These 4 schools
serve K-12 special needs students who have
multiple learning and behavior problems.
Alternative program options meet the
students' specific behavioral and academic
needs. The suspension rate at these schools
was 9 times that of the school with the
second highest suspension rate (1090
suspensions for a total enrollment of 240
students). 39 students were suspended 10 or
more times during the school year. Although
monitors commend the McKinley' s programs,
this excessive suspension rate merits
scrutiny.
DISPROPORTICXIATE SUSPENSIONS BY RACE
Although the overall suspension rate has
significantly dropped, the disproportionate
suspension rate of Black students has
remained the same (See Appendix B) . In the
1982-1983 school year. Black students
comprised 47.5% of the total enrollment
while they constituted 69% of the total
suspensions. In the 1983-1984 school year.
~H00-
Black students comprised 48.4% of the total
enrollment while they constituted 67% of the
total suspensions, an insignificant change
in suspension rates. On the high school and
middle school levels, Boston Latin School,
Charlestown High, Brighton High, East Boston
High, Irving Middle, Edwards Middle,
Roosevelt Middle and Michelangelo Middle
have suspended Black students at
disproportionately high rates for the past
two years. Some schools that have small
numbers of Hispanic or Black students tend
to suspend these students at
disproportionately high rates (Rogers,
Thompson, Shaw and Cheverus Middle Schools).
As an incentive to reduce multiple
suspensions, Boston's Department of School
Operations will be providing all school
administrators with regular printouts of
suspensions. Administrators have been
reminded that multiple suspensions should be
avoided, and attempts should be made to
provide additional services to these
students.
SAFETY AND DISCIPLINE PLAN
Boston's Department of School Operations has
made considerable effort over the past two
years to systematize discipline procedures
and develop alternatives to suspension. As
reported in Report No. 3, Boston developed a
comprehensive plan for improving school
discipline.
The following is a progress report on each
initiative contained in the plan:
Increase Support Services
Seventeen schools were targeted by the
Boston Human Services Collaborative to
receive services for the 1984-1985 school
year (See Appendix E) . Needs assessments
have been completed in eight of these
schools; assessments in the other nine
schools are underway. Memoranda of
agreement and training schedules for each
school are being developed. Based on the
success of this year's efforts, other
schools will be targeted to receive services
next year. The Private Industry Council has
initiated programs designed to increase
-^01-
services to 9th graders at Dorchester High
and English High.
Increased support services for students with
discipline problems are vital to addressing
their academic and social problems. Stable
funding of these services is essential (as
evidenced by the cancelling of an extremely
successful counseling program at Charlestown
High this year because of a lack of funds to
pay the Boston University interns).
Standards of Behavior
In response to the Safe Schools Commission
Report and Report No. 2, an abbreviated set
of rules, the Standards of Behavior, was
developed this summer (See Appendix D).
These rules summarize the Code of Discipline
and strengthen the penalties (suspension or
exclusion) for possession of dangerous
objects or drugs and threatening or harming
another person. This document is not
intended to replace the Code, but rather to
augment it.
An extensive orientation to the Standards of
Behavior was conducted for all staff and all
students at the beginning of the school
year. Parents were requested to sign a
letter stating they had read the new rules,
and 97% of these letters have been returned.
Many administrators interviewed by monitors
expressed their support for the new rules,
but adopted a wait-and-see attitude about
whether the Department of School Operations
would follow through in administering a
stricter expulsion policy. The Boston
Student Advisory Council expressed their
concerns that students had little or no
input into the new rules. Although the
Standards of Behavior has been translated
into all languages, the 1983 Code of
Discipline is available only in English.
School Review Committees
Boston's Department of School Operations has
indicated that review committees representa-
tive of administrators, teachers, students
and parents exist in most schools and that
school-based rules have been developed by
all schools (See Appendix D). (Boston is in
-'402-
the process of submitting all school-based
rules to the Department of Education
consistent with requirements in M.G.L.
Chapter 71, Section 37H). The timeline for
the development of these rules has been
changed (in response to recommendations in
Monitoring Report No. 2) so that all rules
must be completed and posted by the first
day of each school year. In addition, the
Department of School Operations has mandated
that all school-based rules include rules in
areas that have traditionally resulted in
discipline infractions — locker policies,
students' presence in unauthorized areas,
the wearing of hats, possession of
unauthorized items, and food outside the
cafeteria. These rules should help to
resolve discipline problems.
Oversight Committees
The Deputy Superintendent of School
Operations has indicated that these
committees, intended to oversee the
consistent implementation of school
discipline policies, are in the process of
development. No information about them has
been submitted from his office.
Development of Alternative Programs
Boston has committed considerable resources
in the past two years to developing and
supporting alternative school programs (See
Appendix C). Ninth grade Cluster Programs
have been implemented at English,
Charlestown, Dorchester and Hyde Park High
Schools to address the excessive discipline
problems and the high drop-out and repeater
rates at grade 9. Existing alternative
programs — Boston Prep, Home Base School
and Sahool-Within-a-School at South Boston
High — have been strengthened.
An alternative middle school program. New
Horizons Academy within King Middle, has
been created, and English High has been
restructured into iour alternative school-
within-a-school programs. All of these
programs have helped reduce school
discipline problems and have increased
services to problem students. Initial data
indicate that these alternative programs are
desegregated (See Appendix F).
-M03-
Boston has developed a plan for the
continued development of alternative
programs over the next two years. This plan
outlines the creation of additional school-
within-a-school, in-school suspension and
ReCap programs at the middle and high school
levels/ an expansion of current separate
facility high school alternative progrcuns;
and the initiation of an exploratory ReCap
program at the elementary level. Although
sketchy, if implemented on schedule, this
plan would vastly increase alternative
program opportunities and help to reduce
discipline problems. Future plans also
should include the development of procedures
designed to accelerate the referral process
to these programs (as recommended in Report
No. 3).
Behavior Management Teams
Money was not allocated for this program
and, therefore, it was cancelled.
In-Service Training on Approaches to
Discipline
All staff received an orientation to the new
Standards of Behavior at the beginning of
the school year. However, no system-wide
training on non-confrontation approaches to
discipline has been planned or conducted.
PROGRESS REPORTS OS OTHER RECOMMENDATI(»fS
In addition to the components of Boston's
safety and discipline plan, Boston has
responded to other recommendations as
outlined in Monitoring Reports No. 2 and
3. Boston should again be commended for the
appointment over the past two years of
effective administrators, particularly Black
and Hispanic administrators, to schools with
discipline problems. For example, adminis-
trators at the Timilty and Thompson Middle
Schools and English High School have taken
steps to improve discipline policies. Also,
the addition of Directors of Instruction and
Instructional Support Teachers to all middle
schools appears to be improving discipline
policies and educational offerings at that
level.
-mh-
Boston has continued to respond to the need
for additional alternatives to suspension.
Time-out rooms at English High have been
instrumental in reducing discipline
problems. Many schools are now expressing
a need for either time-out rooms or in-
school suspension programs (Thompson,
Timilty and Mackey Middle Schools and
Brighton High School). Several schools are
also in need of support services (e.g.,
counseling, tutoring) or outreach workers
(Mackey and Thompson Middle).
Parental involvement with students with
discipline problems has also increased.
More schools now request parent conferences
after suspensions. All parents were
contacted by telephone and sent a letter
regarding the new Standards of Behavior.
And parent workshops are planned to discuss
the new promotional policies.
Several recommendations from Reports No. 2
and 3 remain unaddressed. Schools that
monitors visited (Burke High, Timilty
Middle) continue to send students who have
violated rules home to "cool off" without
officially suspending them. Several
administrators cited this as "common
practice" throughout the school system,
despite directions from the Department of
School Operations to log, record accurately
and report all suspensions. Boston should
be reminded that such practices deny a
student his/her due process rights as
guaranteed by the Constitution.
Shortages of textbooks and materials
continue to be cited by most administrators
as a factor in discipline problems.
Most importantly, administrators continued
to express their fears that a new promotion
policy, without a comprehensive remediation
plan, would result in a significant increase
in students who are repeating a grade and
thus would create additional discipline
problems. Boston has not yet outlined such
a remediation plan. The number of
discipline problems related to repeaters
should be examined.
-405-
CONCLUSION
In conclusion, Boston has taken considerable
steps to improve discipline in schools.
Alternative programs, alternatives to
suspension, the Boston Human Services
Collaborative, the Standards of Behavior,
and concrete guidelines for the development
of school-based rules have all been
developed within the last two years. The
appointment of effective Black and Hispanic
administrators has helped alleviate
discipline problems at some schools;
however, some concerns regarding school
discipline remain. It is recommended that
Boston:
1. explore the causes for disproportionate
suspensions of Black students and take
steps to lower these rates;
2. continue to develop alternative programs
for those students who have attendance
and/ or discipline problems, and
alternatives to suspension for those
schools with excessive discipline
problems;
3. continue to support the Boston Human
Services Collaborative;
4. translate the Code of Discipline into
Spanish and Chinese;
5. ensure that all suspensions are
recorded, and that the practice of
sending students home to "cool-off"
without suspending them is discontinued;
6. develop a comprehensive remediation plan
to address the new promotion policy;
7. continue to appoint Black and Hispanic
administrators to schools where needed,
particularly to the Cheverus Middle
School;
8. continue to stress improving the quality
of instruction, including allocating
adequate funds for the purchase of
textbooks and other educational
materials, system-wide and especially in
those schools with excessive discipline
problems.
-k06-
BOSTON DESEGREGATICXJ REPORT #4
STUDENT DISCIPLINE
VOLUME II ATTACHMENTS
1. Appendix A: Suspension Rate Charts (with explanation)
2. Appendix B: Boston Public School Suspensions
3. Appendix C: Alternative Education Action Plan
4. Appendix D: Code of Discipline
5. Standards of Behavior in the Boston Public Schools
6. Letter to Parent Re Standards of Behavior
7. Memo: Robert Peterkin to Community Superintendents
Re School Based Rules
8. Key Activities and Dates for Stcindards cind School Based Rules
9. Orientation and Dissemination of Standard of Behavior
10. School Based Rules
11. Appendix E: Boston Student Humein Services Collaborative
Update
12. Appendix F: Enrollment of Boston's Alternative Schools
-^07-
Greater Boston Regional Education Center
The Commonwealth of Massachusetts
Department of Education
27 Cedar Street, Wellesley, Massachusetts 02181 431-7825
APPENDIX A
November 9, 1984
EXPLANATION OF SUSPENSION RATES CHARTS
The chart prepared for this analysis includes the following
information:
Column:
A All Boston schools at that particular level {Latin
Academy, Latin School, and Umana include grades 7-12; the
others grades 9-12).
B Number of Black students, followed by Black percent of
total enrollment.
C Number of suspensions of Black students, followed by Black
percent of all suspensions.
D Percent of Black suspensions divided by percent of Black
students (1.00 would indicate that Black students are
suspended at exactly the rate that their proportion of
total enrollment would predict, while 2.00 would indicate
suspensions at double the expected rate, and .5, at half
the expected rate).
E-G Same information as B-D, for white students.
H-J Same information as B-D, for other minority students..
K Total enrollment for each school.
L Total suspensions for each school.
M Total suspensions divided by total enrollment; this is a
measure of how frequently suspensions are necessary or
resorted to (only closer analysis can determine whether
suspensions are resorted to with excessive - or
insufficient - frequency) .
All suspension data was for the 1983-1984 school year.
-408-
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APPTJNDIX B
YEAR
BOSTON PUBLIC SCHOOLS SUSPENSIONS
PERCENT ENROLLMENT
BLACK WHITE OTHER
PERCENT SUSPENSIONS
BLACK
raiTE OTHER
TOTAL SUSPENSIONS
BLACK WHITE OTHEM
TOTAL
1982-198-3
1983-1984
47.6
48.4
30.5
27.9
21.9
23.7
69
67
19
20
12
13
4812
3840
1359
1160
841
707
7012
5707
-ill5-
APPENDIX C
ATTACHMENT III
ALTERNATIVE EDUCATION ACTION PLAN
-i^ie-
Introduction
The Traditional Method Of Developing Effective Learning
has historically been and continues to be the primary
curriculum, instructional style and organizational structure
of regular school programs. Alternative education programs
are options to the curriculum, instructional style and
organizational structures of the regular education program.
These options are designed for a diverse student population
with equally diverse educational needs, abilities and
aspirations.
A.E.P.'s within the Boston Public Schools
have generally been created to increase the level and rate of a
student's academic achievement, enhance a student's feeling
of worth and self-esteem, expand a student's horizons,
provide enrichment and unique learning opportunities,
increase the holding power of schools and decrease
disciplinary and absenteeism problems.
Present A.E.P. Methods Of Developing effective Learning
within the Boston Public Schools provide choices to students
in several categories: 1) classroom/program 2)
schools-within-schoolsclusters 3) separate site:
district/citywide.
These H.O.D.E.L.s generally are characterized by a
number of common features: They are generally small,
voluntary, credit generating, flexible, have strong
administrative leadership, involve parents and students in
decision making and are usually distinguished by a theme or
pedagogic style.
Goals
Tl.c piin.aiv ocals cf the Alternative Education
Department of the Boston Public Schools are the same as
those for the regular education programs as reflected in the
curriculum objective gu^ides published by the Department of
Curriculum and Instruction, Additional programmatic goals of
the Alternative Education Department are:
1. To raise students' achievement levels in the basic curri-
culum areas, with a special emphasis on improving
reading, writing and computation skills.
2. To develop to the fullest the cognitive, social, affec-
tive, physical and creative potentialities of all
students.
-^17-
3. To decrease incidences of absenteeism, truancy and
school-withdrawals, to increase the holding power of
schools, on students, who might otherwise leave the
system, and to attract students to (or back to) the
Boston Public Schools.
4. To create a variety of educational programs conducive to
effective learning, by encouraging the active participa-
tion of administrators, teachers and parents as well as
businesses, colleges, universities and community agencies
in the initiation, development, implementation and
evaluation of Alternative Education Programs.
5. To develop a central support system to coordinate the
initiation, development, certification, funding,
management and evaluation of alternative schools and
programs.
III. High School
Category 1 - Classroom/Prooram
English and Jar^.aica Plain Hioh School - CSAPP - All CSAPP
students participate in psychosocial counseling and group
counseling. All students matriculate in ongoing courses
offered at their respective school sites. In addition,
students receive tutorial services, information referral,
advocacy services and outreach and follow up services
are likewise provided.
Dorchester Hiah - Health Magnet - The program provides
credits, gives a broad and general background for a career in
health services, provides a behind the scenes look at
hospitals and other health agencies and emphasizes skill
ceveioL-er.t ana ir.cernsr.ir 5 c= vifzi.:ax.icr. fc-i eriLiy Icvel
health careers.
Jamaica Plain Hiah - The In House Suspension Program provides
both a short term and long term program. In the short term
program a student reports to a designated room each morning
for 3 to 5 days. There they are monitored and assisted by a
teacher-in-charge and also receive counseling and tutorial
assistance. The long term program is a six to eight week
program for students with severe academic and social
adjustments including chronic behavioral and class attendance
problems.
Category 7 Srhools-Within-School s/CI usters
School s-wi thin-Schools
English High - There are approximately 1636 students, the
school is composed of three SWS's 1) Freshmen cluster -
-Ml8-
basic skills orientation, block of 5 periods 2) Fenway -
grades 10-12, college preparatory through non-traditional
methods such as interdisciplinary instruction and self
initiated learning 3) Traditional/Maonet Arts - grades 10-12
basic skills, college preparatory - academic course
requirements are in excess of system vide requirements and
students select classes and activities in the case of the
Magnet Arts that provide a concentration in the Arts.
Madison Park - Home Base School - An SWS with an enrollment
of approximately 125 students - grades 10-12. A variety of
full and part time support staff work in the areas of
counseling, career guidance, computer documentation and
training and business agencies. The curriculum combines a
core of required major subject courses and the following
options. Study Skills/Writing, Communications, Computer
Literacy and Instruction, Workshop Internship and Academic
Tutorials.
South Boston Hioh - SWS - a self contained program of
approximately 75-80 students - any student is eligible-they
can be recommended or referred by counselors, social workers,
teachers or community workers. They utilize a block of five
periods with flexible scheduling and independent and small
group work.
These are SWS;s specifically geared to the ninth grade in
order to: facilitate improved services for all ability
levels, improve communications and cooperation among
teachers, better utilize and adapt material resources. These
SWS's are designed to ease the students' transition to high
school. Clusters currently operate at: English High School
Hyde Park High School
Dorchester High School
Charlestown High School
Category 3 Separate Site
Citvvide
Another Course to College fA.C.C.) - a joint transitional
studies program in collaboration with the U of Mass., Boston
Harbor Campus two years of traditional and intensive college
preparatory work covering a student's junior and senior high
school years. There are approx. 200 students in Grades 11.
and 12 whose applications are made through hon-e high school
or directly to A.C.C.
Boston Prpp - grades 11 and 12 competency based, masterj*
learning curriculurr. with graduation determined by a student's
-^19-
successful demonstration of competency in a variety of
disciplines. The program is designed for overaged high
school students at least sixteen years of age and at least
two years behind grade level,
IV. Middle Schools
rateoorv One - Classroom/Proorams
rieveland Middle School - CSAPP - all CSAPP students
participate in psycho social counseling and group
counseling. All students' matriculate in ongoing courses
offered at their respective school sites. In addition,
students receive tutorial services, information referral and
advocacy services, outreach and follow-up services are also
provided.
rateaorv Two - Schools-Within-Schools
M.L. Kino Middle School - New Horizons Academy - this program
emphasizes the mastery of communication, computation and
critical thinking skills across the content areas. In
addition to this, the school places an emphasis on
experiential learning projects interdisciplinary instruction
and community building activities, to enhance school climate
and support basic skill development.
Category Three - Seoaratg Sites
Pistcic;: -
Log School - students from District V Middle Schools are
referred to this program. The program concentrates on the
development of basic skills and community involvement.
Educational goals and objectives focus on the strengths of
each student's learning ability. Teaching strategies and
presentations utilize multi method approach.
Citvwide
RE CAP - school based dropout prevention and outreach program
concentrating on students who are one or more years behind
their appropriate chronological grade level. Through a
written contract students agree to perform at a specific
level of academic competence, attendance and behavior.
Students meeting these contract conditions are advanced to
the next grade level at mid year and again at the end of the
school year. Students attend regularly scheduled classes,
V. Action Plan Recommendations FY' 85 - FY' 86
Hiah School
Category One - Classroom/Prooram
1984-85 - A. Present programs will be stabilized and
evaluated.
B. A minimum of one new In House
Intervention Program should be initiated.
1985-86 - A, minimum of one new In House Intervention
Program should be implemented.
Category Two - Schools-within-Schools/Clusters
1984-85 - A. Present SWS/clusters should be stabilized
and e*7aluated.
B. A minimum of two new SWS/Clusters should
be initiated.
1985-86 - A. A minimum of two new SWS/Clusters should
be implemented.
Category Three - Separate Site
Citywi'^g -
A.C.C.
1984-85 - investigation of viability of possible expansion of
A.C.C. to include a tenth crade conponent should be
initiated.
Bost<?n Prep
1984-85 - initiation of discussions on changing focus of
Boston Prep to include an experiental/work study
skills component. This program would be greatly"
strengthened by such a modification. Thought
should be given to restructuring Boston Prep to
include an A.M. Boston Prep I and a P.M. Boston
Prep II with a portion of the day spent at
H.H.O.R.C. or, on work study. This would double
the capacity of the program, strengthen the skills
c-ieiei ani ir.crecie ut iiiz?.t:cr. oi tr.t K.H.C.E.C.
site.
1985-86 - implementation of a modified Boston Prep Program
RgCAP
1984-85 - an investigation of the feasibility of initiating a
pilot program at the high school level utilizing
the administration structure organization and
structure of the Re Cap Program.
1985-86 - If feasible the implementation of a pilot High
School RECAP program.
-421-
Middle Scb?<?Is
Category One - Classroom/Program
QSME
1984-85 - stabilization and evaluation of CSAAP program at
Cleveland Middle School.
1985-86 - continuation of program contingent on evaluation
and availability of funding.
Category Two - Schools-within-Schools Clusters
1984-85 - A. investigation of feasibility of
expanding schools-within-Schools Program
at the M.L. King Middle School.
B. identification of a second middle school
site for a SWS similar to the New
Horizons Academy model.
1985-86 - The initiation and implementation of a
minimum of two SWS's at the Middle School
level.
Category Three - Separate Site
District
1984-85 - feasibility study on the implementation of a
new district alternative program modeled on
the Log School/Boston Prep Program.
Citywide
1984-85 - stabilization and evaluation of Re Cap
hi Ogi oai.
1985-86 - expansion of Re Cap program to all Middle
Schools.
Elementary
Category 3 - Separate Site
Re Cap
1984-85 - feasibility study on introducing a pilot
fourth grade Re Cap program at one
elementary school utilizing the
administration, organization and structure
of the Middel School Re Cap program.
-422-
fji .
APPENDIX D
ATTACHMENT IV
CODE OF DISCIPLINE
STANDARDS OF BEHAVIOR IN THE BOSTON PUBLIC SCHOOLS
-U23-
CIRCULAR
Robert R. Splllane, Superintendent of Public Schools
No. 4, 1984-85
September 1, 1984
ODDE OF DISCIPLINE
STANDARDS OF BEHAVIOR IN THE BOSTON PUBLIC SCHOOLS
To Coomunity SuperlnCendenCs, Headmasters, Principals and Other
Administrative Heads:
Headmasters, Principals and Other Administrative Heads are requested to keep
on file a DATED CHEG^ LIST signed by all personnel under their jurisdiction,
as evidence t±iat each nas read this memorandum.
In July, 1984, the Boston School Committee revised the Boston Public Schools
1980 Code of Discipline. The revision is in the form of a one-sheet, two-page
flyer titled, STATxIi^RDS OF BEHAVIOR IN THE BOSTON PUBLIC SCHOOLS. This
statement of behavioral expectations will be t±ie primary tool in monitoring
student conduct in all public schools.
The 1982 Code of Discipline will continue to be of use in the following areas:
A. Section 7.0 offers additional grounds for student discipline.
B- All due process procedures detailed in the 1982 Code of Discipline
remain in effect in order to guarantee a fair hearing for those
charged with violation of the system's Standards of Behavior.
The intent of this circiilar is to provide information which will assist
headmasters and principals in planning axid organizing for the eff.'=;ctive
implementacion of the Standards of Behavior. Contained herein are directives
and recoomendations relative to (1) distribution of tte Standards of Behavior
and related materials to staff, students and parents; (2) orientation and
training of staff and students; (3) development of School-Based Rules on
disciplinary problems; and (4) records, reports and notices.
!• Dlstxibution of the Standards of Behavior and Related Materials
(A) Standards of Behavior
Sufficient copies of tiie Standards of Behavior (Attachment I),
will be provided to all schools so that one copy may be given
to every student and every staff member. Each copy will be
accompanied by a cover letter from the Superintendent of
Schools to each parent. The cover letter will contain a
parental signature section that is to be signed by the
parent/guardian and the signed letter is to be returned to the
school. Each school is to make a determined effort to see that
every parent/guardian has acknowledged receipt of tte Standards
of Behavior. A file of such returns is to be maintained in
each school.
iSuperinrendent ' a Circular No. 4, 1984-85
Septedber 1, 1984
- 2 -
Every staff member is also to be provided with a copy of tte
Standards of Behavior and each classroom is to have the
document posted in an appropriate place.
The Standards of Behavior will be made available in all
appropriate languages. Distribution" of the Standards of
B^aa'\^or and its attached letter to parents should be carried
out aa soon as possible before Septenber 14, 1984. This
distribution should be a part of the orientation and training
process described below.
(B) 1982 Code of DLscipline
Sufficient copies of the 1982 Code of Discipline (Orange Bock)
will be provided so that each classroom, school office, and
district office will have at least one copy available upon
request by any studeitt, parent, or other interested party.
H. Orientation and Training of Staff and Students
(A) Standards of Behavior* in the Boston Public Schools
Oral presentations of the highlights of the Standards of
Behavior must be nwde to stvidents on or before Septerher 14,
1984. Such oral presentations may be made at an assembly,
conducted for that, purpose, by homeroom teachers,
administrators, the student govemnent leaders, or in any other
manner designed to provide effective oral notice and discussion
for all students.
Staff orientation to the Standards of Behavior and School Based
Rules should be made during the in-service session of
Septedber 5, 1984, and at appropriate released- tiaie sessions
throughout the school year.
Orientation and training sessions for both staff and students
should include the following:
Detailed analysis and discxission of the new document, THE
STANDARDS OF BEHAVIOR
Discxjssion of its relationship to the 1982 Code of
Discipline. (It should be noted that Section 7.0
describes grotmds for suspension in addition to those
listed in tl:^ Standards of Behavior, and that the 1982
Code still serves as a manual on due process procedures) .
The following changes in the rules and regulations should
be stressed:
-^25-
superxntenaenc s v-ixcuiar I'w. •♦, a. 70^-0 j
Sepcember 1, 1984
- 3 -
II. (A) Standards of Behavior in the Boston Public Schools (Cont'd.)
STUDENTS WHO VIOLATE THE PXLOWING RULES MAY BE SUSPQTOED OR,
IN SOME CASES, EXPELLED. EXPULSION IS EXCLUSICN WCbl SCBOOL
EDR UP TO ONE CALENDAR YEAR. STUDENTS ARE NOT ALLaTED:
To bring to school dangerous objects of no reasonable use
to a student in sclwol, such as knives, guns, mock guns,
studded belts or bracelets, or other weapons prohibited by
state law. POSSESSION OF FIREARMS WILL RESULT IN EmJLSION.
POSSESSION OF A DANGEROUS OBJECT WILL RESULT IN SUSPE^r,T.CN.
THE SECOND POSSESSION OF ANY DANGEROUS OBJECT MAY RESULT IN
EXPULSION.
To threaten or to harm another person. HARMING ANOTHEPv
PERSON WITH A WEAPON WILL RESULT IN EXPULSION. THE USE OF A
MOCK GUN IN A THREATEIOTSG MA^;NER imi. RESULT IN EXPULSiai.
To bring nonprescribed drugs, marijuana, narcotics or
alcohol to school, or to use, sell or distribute such drugs or
alcohol in school. SELLING OR DISTRIBUITNG DRUGS MAY RESULT IN
EXPULSION. (Attachment V)
In addition, a student may be expelled under Section 12.2 of
the Code for inflicting serious injury on a student or staff
menber or for repeatedly and flagrantly violating Section 7.0,
or if the student's continued presence in school should
constitute an ongoing threat to the physical safety of others
or to the normal functioning of the school.
The Standards of Behavior differ from the Code of Discipline in
that mandatory expulsion and suspension is clearly prescribed
for those oftenses below. According to the Standards of
Behavior, expulsion from school may be up to one calendar year.
Ekpulsion is mandatory when a student:
possesses any firearm
harms another person with a weapon
uses a mock gun in a threatening manner.
Expulsion is discretionary when a student :
possesses any dangerous object for the second time
sells or distributes drugs
Suspension is mandatory when a student possesses a
dangenxis object.
-^26-
tjerintendeot's Circular Ito. 4, 1984-85
Septenijer 1, 1984
- 4 -
II. (A) Standards of Behavior in the Boston Public Schools (Cont'd.)
In the event that a student possesses a vnsapon, or possesses a
controlled substance which is clearly against the law, or
engages in any act depmpfi criminal, Headmasters/Principals must
inrnpd-ifltely notify the Community IJistrict Superintendent, the
Boston Police, and Jdtm Qustolini, Departmeait of Safety
Services. If a student is believed to have comoiitted a
criminal offense, he or she may be entitled to receive Miranda
warnings by a medber of the Department of Safety Services
before beir^ questioned by a school administrator.
(B) Development of School-Based Rales on Disciplinary Problems
The Standards of Behavior establishes uniform rules and
procedures to be followed in disciplinary actions that could
result in suspension, transfer or expulsion. However, the
Boston Public Schools require the establi.si-ment of school-based
rules for nonsuspendable offenses and the development and
consideration of nonexclusionary solutions to violations of
school-based rules and where possible violations of Section 7.0
of the Code (Suspendable Offenses). The rules shall not
diminish or conflict with any procedures or rights described by
the Standards of Behavior and the 1982 Code of Discipline.
Description of disciplinary rules shall be clear and precise.
Undefined terms must be avoided and no rules shall be provided
for any demeaning, degrading or physical punishment.
Althoijgh the official Standards of Behavior is the primary
source for rules and regulations governing student behavior, it
is recognized that the best school discipline arises from the
self -motivation of the students. In order to encourage
students to be responsible for their own behavior in their own
school, the development of School-Based Rules is essential.
The school-based rules on disciplinary problems shall be
developed in accordance with the procedxires detailed in Section
4.0 of the Code and re-evaluated each year, in accordance with
the same procedures. The Headmaster or Principal of each
school has convened a committee as indicated in Section 4.3 for
the purpose of re-evaluating his Aier, school -based rules.
The committees are conducting their meetings, and are allowing
time for representatives of parents, teachers and students to
involve their constituencies in the development of rules during
ttte period from June 1984 to September 1 1984. All
appropriate constituencies must be represented. Each school's
rules, re-evaluated or revised, shall be sent upon approval by
the Atni nis trat ive Head and a majority of the committee, on the
enclosed Form CD-4 , to the appropriate Community
Superintendent on or before August ^, 1984.
-427-
Superintendent's Circular No. 4, 1984-85
September 1, 1984
- 5 -
II. Otlentation and Training of Staff and Students (Cont'd.)
"(S) Development of School-Based Rules on Disciplinary~Problems
The involvement of Comnunity Superintendents in the ongoing
process of developing School-Based Rules should expedite
district level review. Form CD-4 must be completed and signed
by the Conrnmity District Superintendent and
Pxrincipal/Headmaster. Please note that Form CD-4 should be
used for school-based rules only and is not Intended to replace
liandbooks or other materials to be disseminated within a given"
school building. All School-Based Rules shall be re-evaluated,
subject to approval by the Community Superintendent and tite
Deputy Superintervdent for School Operations. Until such time as
the new rules are adopted, or previous rules have been
re-evaluated and approved, the previous School-Based Rules and
regulations, provided they do not diminish or conflict with airy
procedures or rights described in t±ie Standards of Behavior,
will be in effect. The attached memorandum (Attachnent III)
outlines tine requirements and principles governing School Based
Rules_development. .
In addition to the changes mentioned above, t±ie following should be
addressed:
-De'/eloping activities for students that will result in the
grow til of self -discipline.
-Developing a system of progressive disciplinary'' measures to be
used in regard to referrals, parental conferences, suspensions,
and other penalties.
-Reviewing the school's prtx:ess for the timely reporting of
incidents .
-Clarifying for students the ways in which they may r. rt an
incident which violates their rights to a peaceful, Sca.j
education.
-Identifying the person and his/her position who has the
autiiority to suspend a student.
-Reviewing t±ie School Safety Plan with students and staff.
-Reviewing Section 16.0 of the 1982 Code which addresses
Teacher Appeal Rights in disciplinary cases.
Each Headmaster and Principal shall develop a summary of plans for
orientation of all staff and students. That stmmary shall be
submitted to the respective Cooraunity Superintendent on or before
August 29, 1984. Community Superintendents will certify in writing
on or before October 3, 1984 to the Office of the Deputy
Superintendent/ School Operations that this orientation has been
completed in each school. Any school seeking assistance in
developing an orientation plan should consult with the Office of tive
Deputy Si^erintendent.
-i\2B-
jiperlntendent's Circular No. 4, 1984-85
Septeniber 1, 1984
- 6 -
III. Records, Reports, Notices
A) Records — Administration and staff are responsible for
logging details, phone calls and mailings wherever required
in regard to conferences, referrals, use of alternative
solutions, suspensions, transfers and expulsions noted
vldiln Code of Discipline.
Acblnlstrators and staff should state specific acts,
avoiding vague generalities such as "unsatisfactory
conduct." They should keep parents and guardians i- -brmed
at appropriate steps of all disciplinary procedures.
(B) Reports — Administrators shall continue to use the forms for
naxjt t: I ng of incidents and suspensions vhlch have been used
over the past couple of years. The forms (attached) include:
Form A — Report of School Incidents
Form B — Witness Reports
Form C — Monthly Suspension Reports (note
changes)
Form D — Monthly Assault Reports
Administrators shall keep an accurate record of all of these
reports and shall continue to be responsible for forwarding
copies of these forms to the Department of School Safety
Services, and to the Office of the Conrmmlty
Superintendent. Forms A and B should be forwarded as soon
as possible after an Incident. Forms C and D should be sent
within five days of the end of each month. Please note
changes in the information required on Form C. The need for
pxjnctuality in the sijbmission of these forms cannot be
overemphasized.
(C) Principal/Headmasters will be provided with printouts
IdendLfTing students suspended and the offenses for which
suspension was imposed. This information is intended as an
aid to reduce cumulative suspensions, is confidential, and
not to be shared with other agencies.
(D) Notices — ^All writrten and oral notices required by the
Standards of Behavior shall be in English and the primary
language of the home. All notices shall be in simple and
commonly understood words to the extent possible, and shall
inform parents of the right to an interpreter of their
primary language upon request-
-^29-
Superintendent's Circular
No. 4, 1984-85
Septeaber 1, 1984
- 7 -
IV. Cuniulative Suspensions
As Building Administrators you are aware of the fact that many of
our suspensions are for repeat violations. In order to document our
efforts to avoid inappropriate multiple sxaspensions , and to comply
with the 1982 Code of Discipline, your attention is directed to
Section 11.0 CUMULATIVE SUSPENSIONS, which states, in part:
" after a student has been subjected to suspension or
long-term suspension twice in a marking period, or a total of
fifteen days, or four times in a school year, wtSchever occurs
first, the AdirSirustrative Head of the school building (this
duty may not be delegated) shall conduct a meeting to explore
non-punitive solutions to tiie problems resulting in
suspension. No furtiier suspensions except emergency
suspensions m^ be authorized until this meeting is held or
refused."
Please see the 1982 Code of Discipline for the coaplete text of
Section 11.0.
Headmasters and Principals are requested to submit to their
respective Community Superintendent, on the attached form,
information tinat certifies the fact tiiat tine meetings have been
teld, or documents tdheir efforts to hold such a meeting. The Report
to Community Superintendents shoxild include the names of all
students who have been subjected to multiple suspensions through
February 1, 1985, and the date that the cumulative suspension
meeting was held or irefused. The purpose of ti^ meeting regarding
cumulative suspensions is to explore non-punitLve means of avoiding
future multiple suspensions. This meeting differs from an informal
hearing..
If there have been no cases of multiple suspension at a school, then
Principals/Headmasters must certify NONE and sign the attached
form. In order to provide you with sufficient time to offer and
conduct these meetings, I ask that you submit your report to your
Community Superintendent no later tiien February 8, 1985. Community
Superintendents are asked to forward all reports to the Deputy
Superintendent/School Operations with their commpnts no later than
March 1, 1985.
V. Minimum Attendance Rules:
Staff is advised that minimum attendance rules will be enforced
according to the Promotion Policy of the Boston Public Schools
(i.e., more tiian 15X absenc:a mandates failure); however, time absent
due to suspension may not be included in counting absences towards
tile maximum allowable days. See D^uty Superintendent's Memorandan
regarding Attendance Rules and Waiver Policy.
I
StperlntBodent's Circular Ho. 4, 1984-85
Septenijer 1, 1984
- 8 -
gMlARY— It is isportanC to note tiiaC the Staodords of Behavior and ds 1982
Code ot Discipline are conecdve instruoeats and noC punitive ones.
Orientation, training and impleasntatlon o£ tliese documents must be doae in a
positive manner.
ALL INqgiRIES CaXESNnC THIS CIRCULAR SHXJLD BE AOXESSED TO THE QFEICE OF
THE DEEVTY SUFEXUNQUDENT/saCOL QPBRATiaG, 26 COUBJ STREET, BOSTGN,
MASSACUUSETIS 02108, TELEPHONE N3. 726-6200, EXT. 5330.
Robert R. Splllane
Superintendent o£ Public Schools
Attachments ;
I. Standards o£ Behavior
II. Letter to Parent or Guardian
III. Memorandun - School Based Rules - Modification of Approval Process
17. SuBsnary of Key Activities and Dates For Code of Discipline
V. Dates for Oin^tatlon and Dissemination of Standards of Behavior
VI. Form CD 4 - Sdxol-Based Rules
VII. Foxan CD 1 - ^illtlple Suspensions
VIII. Form CD 3 - Students Who Have Not Returned fron Suspension
DC Form A ^Eleport of School Incidents
X. Form B Witoess R^xjrts
XI. Form C Monthly Suspension Repoirt
XII. Form D Monthly Assault Report
RSP/jMc
-^31-
July 24, 1984
STANDARDS OF BEHAVIOR IN THE BOSTON PUBLIC SCHOOLS
Students have the right to an education and to all rights
guaranteed by the Constitution, including the right to personal
safety. In return, they oust respect the rights of other students,
teachers, and staff. To protect these rights, rules have been writtei
for all students in Boston's public schools.
Learning and teaching can take place only when everyone behaves
with care and respect for everyone else. Students and teachers camioi'
work together where there is fear, disorder or violence. The rules
below will be enforced in all public schools.
STUDENTS FROM KINDERGARTEN THROUGH GRADE 12 ARE EXPECTED:
- TO COME TO SCHOOL EVERY DAY, ON TIME, TO LEARN AND
TO WORK. THEY ARE ENCOURAGED TO TAKE AN ACTIVE PART IN
ALL SCHOOL ACTIVITIES.
- TO BEHAVE RESPECTFULLY TOWARDS PEOPLE OF ALL AGES
RACES, ETHNIC GROUPS, RELIGIONS AND OF BOTH SEXES.
STUDENTS WHO VIOLATE THE FOLLOWING RULES MAY BE SUSPENDED OR, IN
SOME CASES, EXPELLED. ETCPULSION IS EXCLUSION FROM SCHOOL FOR UP TO
ONE CALENDAR YEAR. STUDENTS ARE NOT ALLOWED:
- To bring to school dangerous objects of no reasonable
use to a student in school, such as knives, guns, mock
guns, studded belts or bracelets, or other weapons
prohibited by state law. POSSESSION OF FIREARMS WILL
RESULT IN EXPULSION. POSSESSION OF A DANGEROUS OBJECT
WILL RESULT IN SUSPENSION. THE SECOND POSSESSION OF
ANY DANGEROUS OBJECT MAY RESLTT IN EXPULSION.
- To threaten or to harm anoch'e'r person. HAR.MING
ANOTHER PERSON WITH A WEAPON WILL RESULT IN
EXPLOSION., THE USE OF A MOCK GUN IN A THREATENING
MANNER WILL RESULT IN EXPULSION.
- To bring nonprescribed drugs, marijuana, narcotics or
alcohol to school, or to use, sell or distribute such
drugs or alcohol in school. SELLING OR DISTRIBUTING
DRUGS MAY RESULT IN EXPULSION.
STUDENTS WHO VIOLATE THE FOLLOWING RULES MAY BE SUSPENDED.
STUDENTS ARE NOT ALLOWED:
- To take by force things that belong to other people.
- To steal.
- To damage or to deface (graffiti) property that
belongs to other people or to the school.
-'13?-
Page Two July 24, 1984
- To b«hav« on school buses or «c bus stops In ways that
puc other people in danger.
- To disrupt school, classrooms, or school-'sponsored
activities.
- To Interfere with other students' learning — for
example, by continuously and purposefully making noise.
- To use sexually offensive or intifflidating language,
obscena gestures or body contact.
- To be in places in school vhere they should not be.
- To refuse to leave an area when requested.
Additional grounds for discipline are listed in Section 7.0 of
the 1982 Code of Discipline and in each school's School-Based Rules.
Students may be removed to another classroom or school where thej
will continue to receive instruction and where they will be asked co
examine their behavior and the problems it is causing ocher people anc
themselves. In the most serious cases, the Boston School Police and
the courts will be. Involved. In addition, students nay be expelled
from school.
SPECIAL EDUCATION STAFF MUST BE DIRECTLY INVOLVED WHEN
EXCLUSIONARY DISCIPLINE IS BEING CONSIDERED FOR SPECIAL EDUCATION
STUDENTS .
In a democracy, everyone has the right to be creaced fairly, ever
when It seems that he or she has violated rules or lavs. Students are
entitled to a fair hearing with notice of the time and place, under
procedures outlined in the 1982 Code-of Discipline. At the hearing,
students and parents must be told what »he charge is. They have the
right to tell their side of the story.
The purpose of these standards and rules is to develop
self-discipline; to prevent trouble from arising; and to make our
schools safe and wholesome places in which to learn.
A COPY OF THE 1982 CODE OF DISCIPLINE IS AVAILABLE UPON REQUEST
AT YOUR SCHOOL OR DISTRICT SUPERINTENDENT'S OFFICE.
Additional Information and assistance may be obtained by calling
STUDENTS, PARENTS AND STAFF, as follows:
STUDENTS STAFF PARENTS
boston Student 6f f ice of School Monitoring Departmer.
Advisory Council Operations Citywide Parents
726-6200, Ext. 5333 Boston Public Schools Council
726-6200, Ext. 5330 426-2450
-^33-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF TH£ SOPERiNTENOENT
ROBERT R SPILLANE
Dear Parent or Guardian:
The St:andards o£ Behavior in the Boston Public Schools describes the
behavioral expectations for our students. In addition to these expectations,
the Standards o€ Behavior descrilse the procedures and hearing rights that must
be fiallowed to assure students, parents, teachers, and administrators that
schools will maintain a safe and nondlsruptlve atmosphere essential to tine
teaching and learning process. Please note that the Standards of Behavior
place great emphasis on the safety of every student.
It Is the policy of the Boston Public Schools to attempt to resolve
disciplinary problems by every means short of suspension from school. Fair
and reasonable procedures will be followed to assure students of their
rights. St\^ents may, according to established rules, regulations and
procedures, request and receive a fair hearing in any instance in which they
feel they have been unfairly treated. In turn, students must recognize that,
to maintain an atmosphere condvicive to learning, the reasonable exercise of
authority by school officials .is necessary.
Parents are vital to the sviccess of any school. Me welcome and encoxnrage
parents to confer with teachers regarding the progress of their children.
Their assistance is essential to the teaching and learning process.
Reinforcing at home the academic and behavioral expectations of stxxJents Is an
invaluable contribution to the child's success at school. The active
invDlvemsnt of parents with the school helps to insure that their children
will achieve their highest potential. Adherence to the rules and regulations
in the Standards of Behavior is one way in which students can guarantee their
success in school. Read the Standards of Behavior which accompanies this
letter and become familiar with its contents. Please discuss ttese behavioral
expectations with your children. If you have questions or need assistance in
interpreting ar^ portion of this document, please call your school.
It is very Important that we know that each parent has received a copy of
the Standards of Behavior. After signing below, have your child return this
letter to hisAier school.
With every good wish,
Robert R. Splllane
Superintendent of Schools
This is to acknowledge that I have received, read and understand the Standards
of B^iavior of the Boston Public Schools.
Nanie of Student (s) "^ Signature ot ParentyOuardian
Name ot SdEoI
MEM3RANDIH
To: Ccjonamity Superlntendeats , Principals and Headmasters /\
From: Fobert S. Feterkln, Deputy Superlnteadent/School Operations d
Re: School Based Rules - ModificatijsQ of Approval Process
Date: May 15, 1984
Please be advised that I have incorporated yoiir comments into this
memorandum. The result of my final review of the School Based Rules
submissions fbr school year 1983->84) is that I have detennined some changes
must be made in the process. As noted before, Principals , Headmasters and
Connunity Superintendents are responsible for the much improv&d School Based
Rules for school year 1983-84. As a result of ny review of these rules I have
learned much .about the d^-to-day administration of the various levels of
schools. It is this learning which I apply in tht- following changes and
modifications of the School Based Rules:
1. School Based Rules must be developed, reviewed, and approved locally
during the August workshop period anid approved centrally rio later
tiian Septesiber 10 of a given sctxxsl year. I believe appropriate
student, staff and parent input can be garnered.
2. Subsequent to the approval of School Based Rules they should be
POSTED.
3. Administrators MUST indicate, by name and position, who in their
schools has been dpsi.gnafpd to suspend.
4. Ifo School Based Rules or otiiier regulations may indicate that a
certain nuaber of tardiea equals an absence. Such indications would
violate X±^ Code of Discipline and render fair application of the
Promotion Policy impossible.
-il35-
To: ConxEunity Superintendents, PirLncipals and Headmasters May 14, 1984
- 2 -
5. Posting of School Based Rules in each school should be as set out
below:
a. Entire rules should be posted in the following areas:
Main Office
Trophy Area
Teacher Launge
b. Applicable sections only should be posted in:
Cafeteria
Gymnasium
SPC Bulletin Board
Industrial Arts and other shops
and, where possible, in classrooms
Provided to each student.
Tte change in thinking here is to note that a major purpose of School Based
Rales is their posting and dissemination.
6. Although we will continue to use the same basic fiarm for School
Based Rules as used during school year 1983-84, particular types of
offenses lEList be address^ within School Based Rules. The purpose
of this manaatory inclusion of issues is not to direct specific
responses to offenses, but to delineate a range of offenses that are
covered by t±& progressive responses to offenses. I agree that a
list of 1-100 offenses with responses would not be help&il.
These offenses are listed by level and are th£ result of a survey of
School Based Rules submitted by the variot:is schools by level during
sctKJol year 1983-84; i.e. ,
a. - all middle and high schools must have School Based Rules which
relate to student locker policy;
- all middle and high schools must have School Based Rules that
determine and specify unauthorized areas of the building
clearly;
- all middle and high schools must specify the consequences, if
any, for the wearing of hats either in school or in individuaT
classes.
- all middle and high schools using a detention program should
include a general description in School Based Rules.
- all middle and high schools must include a section on shop
safety rules.
•
b. - all elementary schools must have School Based Rules that
respond to the issue of misbehavior or inappropriate behavior
such as wrestling A^arate at recess, running (when not involved
in organized games) , leaving the yard-reserved areas at recess
for specific activities.
- all elementary schools must have a policy for early arrivals to
school property. (See comments section below.)
-k36-
Cbanunity Superintendents, Principals and Headmasters Mardi 27, 1984
* . • 3 -
6. (Cont'd.)
c. - all schools at all levels must have School Based Rules that
respond to the eating of &od la unauthorized areas of the
building; i.e., confiscation, etc.;
- all sdcols ac all levels cust have School Based Rules that
respond to the possession of unauthorized, inappropriate but
not dangerous items, such as radios, waUoien, in the school
building;
all schools at all levels should respond to issue of vandalism
and defacement of school property.
7. As during school year. 1983-84, elempnfary schools will be asked to
specify those concerns which will require adadnistrative
intervention and those concerns th.at are e:q>ected to be resolved by
classroom teachers.
8. All elementary schools will be asked to specify the use of in-school
suspension; i.e. , detaining a student outside of his/her own
classroom. (For exnrple, students nnjst be under adult supervision
at all tiny 3, therefore students should not be sent to sit outside
in the corridor for any offense.) I vinderstand the need for
assistance to elementary schools in this area. I have been working
with staff to try to develop scheduling options and other variations
on positive approaches to discipline.
9. I Have provided a structure far stiident bdiisvlor on buses
(AttachnKit 1) , but I do request Lhat Principals/Hetniuasters
prescribe in tbzix School Based Rules what non-exclusionary
\ alternatives they might use to respond to inappropriate bus
behavior. In response to your very constructive conments, I don't
believe t±iat all bus rules necessarily require daily enforcement as
much as they require teachli^ of appropriate behavior. We will
provide some form of bus "monftorLng for school year 1984-85.
Finally, Administrators may respond to bus misbehavior by suspending
or expelling students from buses AFTER A HEARING. Remember that
while suspension from the bus is an "alternative to suspension" fron
school, it could be viewed as tantamount to suspensixsn from school
for students traveling across the city. Hence, the hearing
requirement. Community Superintendents ONLY may suspaid from buses
lor^er than 5 days AFTER a hearing. ■ The same applies to permanent
exclusion from buses.
OIHER CCMMEOTS;
1. Early arrivals - Elementary schools should inform parents of the
\jnflvailability of supervision at schools prior
to specified times in the morning. Unless
specific prior arrangements have been made, we
bear no legal responsibility for early arrivals.
-^37-
To: Cbmnunity Superintendents March 27, 1984
-4 -
OTHER OCMMEmS (Cbnt'd.)
2. Restitution - Restitution enforcement is a function of either
court complaints or use of restitution as an
alternative to suspension, disciplinary transfer
or expulsion. Restitution nay be in the farm of
services such as erasing graffiti.
3. Refusal of parents to cooperate -Parental refusal to coooerate
(i£tSi3~Beirings , evali:ations , etc.} should be
documented thoroughly. . Students should be kept
out far the mtrHmm perlod of suspension.
Safety Services and Attendance Officers vdJ.1
assist In notifying parents, etc. After
reasonable effcirt. Form 51A Qanplaints nay be
sought. Comnunity Superintendents can be very
supportive and help&il en this issue by
escalating the level and seriousness of hearings.
I hope that the above changes will allow Principals/Headaasters the
flexibility to respond to indr/idual needs within thjair school buildings, and
provide students with an awareness of exactly what rules apply within their
given school building. In order to have School Based Rules approved centrally
by Septenier 10, 1984, they should be subadtted to the Conrminity
Superintendent by Auigust 29, 1984, then transmitted to the Deputy
Superintendent of Schx)l Operations no later th-^a August 31, 1984.
Particularly important is the inclusion of the appropriate- ^-articipancs in the
School Based Rules development, review and approval process.
Please contact me or Ronald Spratling if there are any questions.
Thank you for your continued cooperation.
RSP/jMc
Encl.
-^38-
ATEAOMENT IV
SUMMARY OF KEY ACi'iVlTiES AND DATES P3R STANDARDS and SCHDCL BASH) RULES
EATES AcnvmEs
August 29. 1984
Septenber 5. 1984
Septenfcer" 5. 1984
Orientation and training plans
for Standards of Bdnavior due to
Conxnunity Superintendents
Copies of Standards of Bdnavior
for middle and high school
students
School Based Rules coinpleted and
posted
Septenfcer 5-14, 1984
Septenfcer 14, 1984
Septedber 24, 1984
October 3, 1984
At the end of each month
Vfi.thin five days of the
end of each month
As soon as possible
end of each month
va.thin five days of
the end of each month
F^TViary 8, 1985
Febtuary 15, 1985
Orientation and Training of staJEf
and Students should be completed
Form CD-4 School Based Rules due
from Principals /Headmasters to
Conmunity Superintendent
Form CD-4 School Based Rules dvie
from Community Superintendents to
Deputy Superiiitendent of School
Operations
Certification of the completion
of Orientation and Training
Program due from Community
Superintendent to Deputy .
Superintendent/School Operations
Form CD-3, Students \v1to Have Not
Returned Fiom Suspension, due to
Conmunity Superintendent
Form CD-3 due from Community
Superintendent to Deputy
Superintendent/School Operations
Form A and B forwarded to
Department of Safety Services
FoTjm C and D sent to
Department of Safety Services
Cumulative Suspension reports ,
Form CD-I, due to Community
Superintendent
Cumulative Suspensions reports ,
Form CD-I, due from Conmunity
Superintendent to Deputy
Superintendent/School Operations
-^39-
ATTAQWDrr V
ORIINrAnON AND DISSE>fINATION OF STANDARES OF BEHAVIOR
I. Orientation of Administrators and Teachers
8-10-84 Orientation of Coonunity District Superintendents by the Deputy
Superintendent/School Operations
8-15-8A Orientation of t^admasters /principals by Deputy
Superintendent/School Operations
9-5-84 Orientation of teachers and staff by headmasters /principals
9-6-84- Orientation of students by teachers, administrators, and other
9-14-84 staff members.
II. Activities
9-5-84 - Teachers and staff call parents or guardians of all students in
9-6-84 homeroom to tell them of the Standards of Behavior and urge
them to read the document and return the Superintendent's
letter signed. Teachers oust make every effort to have each
student ratiim the signed letter. Before Septeni>er 14, 1984
every student should have returned the signed letter to his/her
homeroom teacher.
This personal contact with the home also affords each teacher
the opportunity to introduce himself/herself to the parents of
his/her students.
9»14-84 Teachers submit a list of those students who have not returned
the signed letter to the headmaster /principal . The list should
Include th.e student's name, room nuncer, address, and telephone.
9-21-84 Headmasters /principals will establish and carry out a procedure
9-28-84 Co contact parents of students who have not returned th^ signed
letter and urge them to do so.
9-28"84 Headmasters /principals submit a list of those students who have
not returned the signed letter to the Community District
Superintendent. The list should include the name of school,
student's name, room number, address, and telephone.
9-28-84 Community District Superintendents will establish and carry
10-19-84 out a procedure to contact parents of students who have not
returned the signed letter and urge them to do so.
10-19-84 Cotitaunity District Superintendents submit a list of those
students who have not returned the signed letter to Deputy
Superintendent /School Operations. List should be separated' by
schools and should include student's name, room number,
address, and telephone.
-kHO-
.Form CD-4 School-Based Rules
(1)
SOffiCL-BASZD RULES
'i SCaDGL
KLINnPAL
Section I
Members of t±ie School-Based Rules Committee
DATE
fiAmlMtitzzaitars (2)
Students (Middle and High S<±50ols only) (6)
B, Wi 0
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Parents
(4)
B
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1 1 i
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! B' W
-nm-
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Section II
Dates of Meetings
BULL
OOtSEqUENCES FCR VIOIAnON
KULZ
CD^c^JE^CI2 KR vioiAna;
RULZ
OONSEqUENCES FTP. VIOLATiaN
-^^2-
Form CD-4 Sciwol Based Rules (3)
«
RULE
OOCgEgJElKSS PJl VIQU^TION
RULE
OavtSHj:jLJElC£S FIR yiOLATIQM
RUIZ
ODiHSfigUENCE^ KK VIOLATIQ^
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-^^3-
Fom CD-4 School Based Rules
RULE
g^SEXjLJEHCES EtR VIDLATION
.hl\^.
Fom CD-4 Sctaool-Based Rules - (5)
I. Please provide general scaceoenc o£ offenses
whi.cn ceechers axe generally expected co resolve
wlchia Che classiocm. (Elemencary Schools only)
Please provide general scacemenc of offenses
for which admlniscracive Incervendon is likely.
(Elemencaxy Schools only)
3. Please provide general scaceoenc of class cucdng
policy, (middle and high schools only)
4. Please provide general scateaenc of tardiness-
policy (middle and high schools only)
Signacure
Principai/HpflciiTwscar
Siitfiacure
(■nrnmiiTTi ry Superincendenc
-^^5-
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I I
APPENDIX E
ATTACHMENT V
BOSTON STUDENT HUMAN SERVICES COLLABORATIVE UP-OATE
^^52-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
r'i«- I. \ I ■ t»l :• . \ 'i- •-. I s
MEMORANDUM
TO: President anrl Members, Boston School,
FROM: Robert R. Splllane, Superintardent
DATE: September 19, 1984
RE: Update Report on the Boston Student Mun-an Services Colloixirati-.G
Attached is a status report on the dev-clcpiTent and activities of
the Boston Student Human Services ColialX3rati\T3.
Staff will be available at the School Ccmnittce rreeting of
September 25, 1934 to rerponJ to questions re'^jvxrdinq this report.
RS/em
Attachment
-M53-
. '. I • .1.1- 1 .. ■ I
•1. •< . .« riX\? AiiEA „
BOSTON STUDENT HUMAN SERVICES COLLABORATIVE
Status Report - September 1984
Introduction
In September, 1983, all Boston schools were invited to
apply to participate in the Boston Student Human Services
Collaborative.
The purpose of the Collaborative is to facilitate the
development of a more coordinated, effective and preventive
human service delivery system to students and their families
through the Boston Public Schools.
Seventeen schools are participating in the Collaborative
and over forty public and private human service agencies are
working with the Collaborative.
To date, agency committments have been demonstrated by the
reallocation of agency resources, identification of new service
dollars, provision of technical assistance with needs assessment/
planning activities to the Collaborative schools and development
of a cooperative spirit on the part of agencies and schools
towards the continued development of the Collaborative.
The Collaborative is administered by an independent Board
of Directors (see Attachment "1) consisting of representatives
from state agencies and private agencies, and Boston Public
Schools parents, students, teachers and administrators.
This report covers the following significant developments
and activities of the Collaborative for the period of May 18, 1984
to September 19, 1984.
I. Needs Assessment/Program Implementation status
II. Resource development
III. Training
IV, Funding
V. Committees of the Board of Directors
I. NEEDS ASSESSMENT/PROGRAM IMPLEMENTATION STATUS
Eight (8) schools have completed the needs assessment/
planning phase which was initiated at the April 13, 1984 Workshop
on Conducting a Needs Assessment and are ready to implement
programs by October 1, 19 84. The schools are:
-H5il_
Page 2
P. J, Kennedy Elementary
Timilty Middle
M. E. Curley Middle
Irving Middle
Boston Technical High
South Boston High
Madison Park High
Boston Prep High
Seven (7) schools are engaged in the final stages of the
assessment/planning process. They are:
Grew Elementary
Higginson Elementary
Tobin Elementary
Trotter Elementary
Rogers Middle
Cleveland Middle
Dorchester High
Two (2) other schools are just beginning the assessment/
planning process. They are:
West Roxbury High
English High
The Collaborative will continue to provide technical
assistance to those schools still engaged in needs assessment/
planning process. The following major student service needs
have been identified through the Collaborative schools' needs
assessment process:
- individual, group and family counseling
- services for teen parents
- drug and alcohol education
- crisis intervention services
- information and referral services
- consultation to school staff around issues of child abuse
and neglect (identifying it and reporting it)
The next stage in the development of the Collaborative is
the signing of a formal "Memorandum of Agreement" between the
school and each collaborating agency. The Memorandum of Agreement
is a unique feature of the Collaborative and is designed to prevent
misxinderstanding and miscommunication and to ensure that expectations
are clear between schools and agencies and that there is follow-
through on the responsibilities of each party.
The Memorandum of Agreement is not a legally binding
contract and should be viewed as a document which can be re-
negotiated as needed to accommodate the changing needs of schools
and agencies.
A (draft) plan has been developed to manage the process of
negotiating Memoranda of Agreements. This process will begin in
October, 1984.
ray<
II. RESOURCE DEVELOPMENT
The Collaborative is in the process of identifying and
developing a comprehensive file on agency resources. A Human
Services Resource Directory will be disseminated to schools
and agencies by the end of the calendar year.
III. TRAINING
A plan for addressing on-going in-service training needs
of Collaborative school/agency participants will be operational
by late October 1984. Workshops for the fall will address topics
of general concern such as the Memorandum of Agreement process,
financial issues such as agency billing systems, state service
contracts, foundation money and local fundraising strategies and
in-school referral systems.
IV. FUNDING
Service Delivery Costs
As previously reported, in the May 16th report to the
School Committee, the Department of Social Services in February,
1984 earmarked $200,000.00 in funding for private agencies to
delivery direct individual group and family counseling services
in the Collaborative schools (Attachment #2) . Five (5)
Collaborative school/agency projects have been funded through
this first of its kind, funding allocation from a public agency.
The Collaborative is actively discussing with the Executive
Office of Human Services, how to increase State monies for
school level service delivery. EOHS has expressed a strong
interest in working with the Collaborative to develop concrete
proposals that will address service needs of students through
greater public agency, participation. In addition, the
Coilborative is exploring potential foundation and corporate
support for school-based services. Obtaining funds to support
service delivery costs is an urgent priority for the Collaborative,
as the school year begins.
Operational/Administrative
Over the next few months the Collaborative will identify
additional potential foundation and corporate support for
operational costs of the Collaborative.
V. COMMITTEES OF THE BOARD OF DIRECTORS
Long Range Planning Committee
The Planning Committee completed in August 1984, a long
range plan to guide the Collaborative 's activities including
its mission, goals and objectives. Attachment #3 is a copy
of the BSHSC mission and goals statement voted on by the
Board on September 19 .
Page 4
Evaluation Committee
The Evaluation Committee developed an RFP for an independent
evaluation of the Collaborative. It has reviewed proposals
submitted and will soon enter into discussions to contract for
a 1984-85 CollaUaorative evaluation. This committee will be
responsible for monitoring the evaluation process.
Training Committee
It is recognized that school and agency personnel will
need support to carry out the goals of the Collaborative. The
Training Committee is responsible for identifying and developing
in-service/staff development resources for Collaborative schools
and agency personnel.
School/Agency Pairings Committee
This committee pairs schools and agencies for needs
assessment/planning and service delivery purposes. In addition,
it will oversee the "Memorandum of Agreement" process.
Finance Committee
The Finance Committee will develop public and private
sector • funding to support operational school based service
programs costs of the Collaborative.
-^57-
BOSTON STUDENT HUMi\N SEHVICHU CUl.l.ADi)»AT IVL'
BOARD OF DIHfclCTOU'S ( !'.» ti-J-85)
Executive CotrjnitteG
NAME
Robert Gass-Chairpcrson
Donna Makin-Vico Chairperson
Robert Hayden-VicG Chairperson
Bonnie France-Vice Presidunt
Arnita Cooper-Vico President
Janes Walsh-Vice President
Peter Post-Vice President
Robert Chandler-Treasurer
Ronald Young-Secretary
Erline Shearer-Member at Lanju
Janet Short
AGENCY /SCHOOL /C.Wu'JP
Family & ChlMiciv's' Agency Executivi!
Dcpt. of Social Services
Brs/oe.x-.-e of the Superintendent'
Dopt. of Mental He.ilth
Parent
DPS/Or'ficu of Fin.-ince & Adniinistrat|
noston Panel of *\qoacy Executives
United Wviy
Boy's & Girl's Clubn of Boston
OCtice Col; ChildriM;
lloiiron i"''ihlic Schools/Principal
MC'ivJbcrn
Chela Tawa
John Palladino
Bonnie Purnell
Lynn Seal
Nancy Kaufman
Karen Kane
Joan Tighe '
John Bartholomew
Richard Peters
Roseanna Philliponi
To Be Filled
Hubie Jones
William Dandridge
Joyce Grant
Kenneth Caldwell
Janet Short
Charles Ray
To Be Filled
Callie Smith
Paula Johnson
Ben Siegel, M.D.
Althca Jones
Maureen Walker
Victoria Ko
Sabrina Ware
George Lamb, M.D.
Arr.ando Martinez
To Be Filled
Uc{ t. o: i'ublic W«:l.-'iro
n«.;pt . ct Youth ScrvLcei; ,|l
Depr. . or Public Health I!
Dcpt. or Kducation
Kxccuti.*/' Office o. :l'>--!.-n Services
Dcpt. <jt iieuLth f. liospitals
Ailianof for Youn.j Tar^ilies •
r.'eiqf'jDoi-.-.ood C-ntors for Youth
Federati'-a of Eil.K.'r: Agency Directors
Council oL Adiiiini.straLocs of Hispani
Acjenciea wl
Ur;ivorn if.y CorCTutiity
lU'tv'Of f ICO. of Curri :ulu:ii & Instructi
Drs/Coumiunity Dir.crict Superintenden
DPiJ/Oftico of f^cticoL Oti-^rnticns
BPS/SLiuirnt !'u[)forf. Services
nrs/Kloin*.-ntary iic'.K^el iTincipals
DPS/Middlo School :-i.-*.;.cipals
BPS/!li»3h School Hea.lmusters
nrs/Teacher
UPS/Teachor
Paront.'C 1 tyvvido Parent" Council
Paient/'Ci tj'^ide rai-«.rnts Council
Parent/H'Mue & Sv?hool Ar.sociation
Student
Student
Dept. of Heal t-h !. t-osp-tals
Mayor 'li Off ice 'City of ^.oston
Bo 3 to n C ..ii/jnun i. !: y S ohoo 1 s
-^58-
••:e sg^:". :v* . If ;•• !• i: of mr < i(: c-. "iosro
BOSTON STUDEOT HUMAN SERVICES OOLLABORATIVE
TO: President and ^^e^i>e^3, Boston School Co(ntiiittt.H»
FROM: Anna Williams, Director, Boston Student Human Services Collntxjratlve ^~^
DATC: October 5, 1984
RE: Addetvlum to the September 19 IJSIISC Import
Mar;garet Janey has been hired as Deputy Director I"jy the Board of Directors
effective Septeniser 4, 1984.
Under the supervision of the Director die Deptity's job g<vil is to Implement
t^e objectives of the Collaborative with particular cinphnsls on ccxardlnatlon,
supervision and evalu'itlon of agency services, prngrnins, anfl personnel as tbey
interface with ti>c Boston Public Schools.
In addition, Elaine McClothin has hcMn hlretl as .Aflmuilstratlvi* Socrotiry
effective August 6, 1984. Sal.irlcs for both jvxsltlons art» su(ij>ortc<} by
private foundation ''jnints which are Mflmlnlsten^l by the Hnltt'fi Vny of
Massachusetts.
Department of Social Services (DSS) Counselint^ Conr.ricts
Attached please fiml a revised Att^ichmcnt If 2 wtilch delineates dv oxt-.'mal
agencies wI>d were awarded contracts, tlie schools wlio will receive services and
the dollar amount for each contract.
The contracts were awarded by DSS utilizing tJv^lr departments standards and
criteria. Agency proposals were required by DSS to demonstrate ovideni:e that
the school admlnistrntor trad approwd the agency's intent to dellvt-r services
to the school.
cc Robert Splllane
Robert iiayden
Kenneth Caldwell
-i]59_
DSS Pimded Collaborative Programs - 1984-85
' (PuDiic-Privace Paccnersnip Program)
Counseling Services
Agency
Project Place
South Cove Qmunity Health Center
Roxbury Childrens' Services
Ecimenical Social Action Center
N. E. Home for Little Waixiers
School
Tijnilty Middle
South Boston High
Madison Park High
Boston Technical High
M. E. Cur ley Middle
Collaborative Programs Provided Through Agency Re-allocation - 1983-34
Aaenc/
Ciinese Cultural Center
Family Services Association
Peoples' Task Force
Boston Childrens' Services
Association
Family Boston Youth Program
Ecur:«nical Social Action
Committee
N. E. Home for Little
Wanders
Services
Instructional Physical
Education
Group Therapy
Individual/Group Therapy
Crisis Intervention and
placement in temporary
shelter career education
curriculum
School
P. J. Kennedy Ele.
Rogers Middle
Boston Prepatory High
Alcohol/drug education;
recreational program; seminar
on health issues
Individual/group therapy M. E. Curley Middle
Individual/group therapy
~H6o-
Revised Actach. 92
DSS FVjraied Collaborative Pro^rans - 19.y»-85
(Public-Private Paraiersnip lYosram)
Counseling Services
Agency
Project Place
South Cove Comrunity Henlth Ctr.
Roxbury Childrens' Services
Ecumenical Social Action Ctr.
N. E. Home for Little V/anders
ScJwol
nollnr
Arrexiht
Tlxallty Middle
$ 30,949.33
10,316.^6
- DSS
- Partner*
- TOTAL
South ncrst;i>n llli;h
$ 17,993.10
5^997.70
$ 23,W.?0
- DSS
- Partner*
- lUl■.^L
Miidlson Pnrk HLi-h
IV>ston Tochinical High
$ 99,996.00
33,332.00
$133,323.00
- OSS
- Partner*
- TOTAL
M. K. Curlcy Middle
$ 5^1,923.92
19,974.r-4
- DSS
- Partner*
$ 79,8^.36
- TOTAL
DSS Total
Partner Total
$208,862.40
69,^320.50
C3<AND lUT-NL
$278,483.00
School A^c Parentins Services 1984-85
(tton-Collaborativu Schi>>l.s ill i;^lblo)
Baston Y. W, C. A.
^-^Dcjrchcrster Htj'.h
Ikjrkc I Ugh
Cooprehensive School Age Parenting **English High
Program
$136,724.00
50,000.00
- DSS
- DSS
■*Represent3 a 25o/o dontatloo from tht? City of noston's Nci<>,hN>d-u>xl fVvelopncnt
i Frnploynent Agency
**Collaborativc Schools
-^61-
->
Revised Actach. S2
Second page
Collatorative Prograna Provided through Agency Re-allocntton - 1983-84
Agency
Chinese Culturnl Center
Family Services /Vssocincion
Peoples'. Task Force
Boston Childrens' Services
Association
Faicily Boston Youth Program
Zciraenical SocLil Action
Comuittee
N. K. Hotre for Little
WancJers
Sorviccs S<-i»'^'l
IiistnictiotvU Pliyslcnl Kd.
Cr(>«i[> Thtrr.ipy
Iiv.lividual/Crouii TIu:rapy
Crisis Intervyntlon and
plncc:ntint in tcmixirary
shflter carcor c'<ivuMtion
curriculijm
Alcolxjl/drug education:
reoroation.ll pro^^rain;
seminar on htialtli issues
P. .1. iCfiinc-Jy n:ie.
r. .1. Vcnnf'.v ^le.
R»>',ers '-ILddle
iV->ston Prep. High
Btxston Prep. High
Individifil/grou}i tl-it.'rav"'y M- ^. Curley Middle
Individiujl/v'/AJUf) t^vrnpy ^t. K. Curley Middle
-H62-
APPENDIX F
ENROLLEMENT AT BOSTON'S ALTERNATIVE SCHOOLS
SCHOOL
TOTAL
Black
ENROLLMENT
White Other
Boston Prep
38
42 2
Fenway Program
(English High)
77
63 44
PERCENT ENROLLMENT
Black White Other
46
42
51
34 24
TOTAL
82
184
Home Base School
(Madison Park High)
70
15 15
70
15 15
100
?^ew Horizons Academy
(King Middle)
70
40 18
55
31 14
128
3chool-Wi thin-School
(South Boston High)
20
38
11
29
55 16
69
Traditional Program
(English High)
564
156 147
65
18 17
867
-463-
PARENT AND STUDENT ORGANIZATIONS
-1*^5-
PARENT AND STUDENT ORGANIZATIONS
P7VRENT 0RG2^NIZATI0NS
ORDER
Memorandum and Orders Establishing Racial
Ethnic Councils, October 4, 1974.
SUMMARY
FINDINGS
In this order the Court mandated the
establishment of a three-tiered structure of
citizen participation in the desegregation
process. Racial Ethnic Parent Councilis
(REPCs) , Community District Advisory
Councils (CDACs) , and a Citywide Parents
Advisory Council (CPAC) were organized at
local schools, in each of the city's nine
school districts, and citywide,
respectively. The Court defined the
purposes of these councils as to insure
adequate and impartial investigation and
responsible recommendations on racially and
ethnically oriented problems arising in the
school; to create a means of communication
among parents, students and school personnel
regarding the solution of such problems; and
to promote an environment of understanding
among the various elements of the
community. In addition, the Court outlined
specific guidelines for the composition of
the councils, elections of members,
vacancies in membership, meetings' schedules
and agendas, the incurrence and
reimbursement of expenses, and the training
and assistance of council members.
Partial Compliance
Although the basic organization and purposes
of the councils have remained the same over
the years, their structure and functions
have been modified by subsequent orders. In
general, such modifications have been
-467-
II.
ORDER
designed to strengthen council operations in
light of actual experience or in response to
changing circumstances.
Further modifications in the structure and
purposes of the councils are necessary to
insure more and meaningful parent
participation on the school level, to
redefine the councils' desegregation
monitoring responsibilities and to guarantee
parent participation in meaningful decision-
making and planning with the school
department.
(See recommendations 2, 3 and 5 at the end
of this report) .
Student Desegregation Plan, May 10, 1975,
pages 86-100.
SUMMARY
FINDINGS
In this order the Court mandated the
establishment of a Citywide Coordinating
Council (CCC) with approximately 40 members
appointed by the court. The purpose of the
CCC was defined by the Court as to foster
public awareness of and involvement in the
process of implementation of the Court's
desegregation orders, with the primary
responsibility for monitoring implementation
on behalf of the court. The order outlined
the organizational structure of the CCC,
meetings' schedules and agendas, and the
powers and authority of the council. In
addition, it mandated the continuation of
the REPCs, CDACs and CPAC as well as defined
the relationship among the CCC and the other
court-ordered parent organizations.
Compliance
The CCC went out of business on September 1,
1978. This ended an organization whose
members and staff contributed enormously to
the implementation of the Court's orders.
The two main reasons for the termination of
the CCC were: (1) other agencies had
developed to a point where they could carry
on most of the activities of the CCC and (2)
the funds required by the CCC for its
operations were needed more urgently
elsewhere.
i
-hm-
Ill
ORDER
SUMMARY
IV.
ORDER
Supplemental Order to August 24 Order
Regarding Citizen Participation Groups,
November 8, 1976.
All functions of the District Council
Liaison Committee of the CCC, especially
those enumerated in the Court's order of
August 24, 1976, were transferred to the
CPAC and CDACs. This supplemental order
addressed a question raised regarding the
role of the School Committee in the
selection and appointment of CDAC
coordinators. The order limited the School
Committee's role to compensating
coordinators selected by the various
CDACs. Accordingly, the Court ordered that
those persons whose names were submitted for
districts 3 and 5 coordinators be approved
by the School Committee.
FINDINGS Compliance
Monitors have found Boston is in full
compliance with this order.
Memorandum and Further Orders as to Citizen
Participation Groups, September 1, 1977.
SUMMARY
FINDINGS
These orders and memorandum respond to
recommendations for modifications in the
court-ordered parent organizations filed
jointly by CPAC and the CDACs. Two of the
joint recommendations were emphasized as
"critical" and these Court orders adopted
both by (1) establishing a formal link
between CPAC and the CDACs and (2)
decentralizing the support and assistance to
the REPCs from CPAC to the CDACs, except the
CPAC would continue to supervise
elections. A third recommendation was for
increased staff, and the Court made no new
rulings in this area. Also, other
recommendations t'hat the word "Advisory" be
dropped from the titles of CPAC and the
CDACs and that the Court specify 14 rights
of REPCs were rejected.
Compliance
Boston is in full compliance with this
order.
-M69-
V.
ORDER
Memorandum and Further Orders as to Citizen
Participation Groups (III), September 15,
1978.
SUMMARY
FINDINGS
VI,
ORDER
These orders and memorandum regarding the
functions and responsibilities of citizen
participation groups at the school, district
and citywide levels are based for the most
part on a joint motion filed by the
plaintiffs and school defendants on March
13, 1978. Essentially, these orders
clarified the distinction among CPAC, CDACs
and REPCs responsibilities as well as the
procedure for evaluating the performance of
members of the staffs of the various
councils and for terminating staff members
whose performance is unsatisfactory.
Compliance
Boston is in full compliance with this
order.
Order as to Monitoring Guidelines, May 8,
1980.
SUMMARY
Generally, this ruling approved and adopted
as orders of the Court with minor
modification, the Procedural Guidelines for
Monitoring filed by the school defendants on
March 17, 1980.
FINDINGS Partial Compliance
While the CPC reports that The Procedural
Guidelines for Monitoring should be modified
to make them less stringent, Boston, on the
other hand, maintains that the specific
mandates of the guidelines, e.g., advance
notice to school administrators are
necessary. Monitors have found that
existing guidelines make on-going monitoring
of classroom activities difficult if not
virtually impossible. (See recommendation 4
at the end of this report).
-470-
VII.
ORDER
Memorandum and Semi-Final Orders on the
Structure of Citizen Participation in the
Desegregation Process, July 20, 1982
SUMMARY
In preparation for the termination of its
direct supervision of the desegregation
process, the Court entered these orders and
memorandum to insure the continued vitality
of the parent councils. They constitute the
Court's preliminary rulings on the merits of
CPAC's Self-Evaluation Task Force's
recommendations for modifications in the
form or structure of the parent councils.
The orders are designed to: (1) increase
the level of parent participation in the
parent councils; (2) enhance the
effectiveness of the parent councils by
directing their main attention to those
levels of school department operations at
which decisions affecting the quality and
equality of education in Boston are most
often made; (3) encourage the most
efficient use of limited staff and financial
resources available to the parent councils;
and (4) simplify the structure of parent
councils, restricting membership to parents
of students currently enrolled.
Essentially, these orders change the old
REPC/CDAC/CPAC structure of parent and
community participation established pursuant
to prior orders to the new SPC/DPC/CPC
structure. The original purpose and basic
structure of the parent councils are not
changed by these orders. In addition, these
orders establish a transition committee to
manage the transition from the old structure
to the new one .
FINDINGS Partial Compliance
Overall, there are three major problems with
the present structure and functions of the
parent councils: (1) parent participation
on the local school level is extremely low;
(2) tensions between the CPC and the school
department have impeded effective parent
participation in school department
operations and decision-making affecting the
quality and equality of education in
Boston; and (3) even though the CPC is
-^71-
VIII.
ORDER
experiencing a period of relative stability,
it has been in the recent and distant past
riddled with organizational problems.
Memorandum and Further Orders as
to Parent Councils, August 25, 1982.
SUMMARY
FINDINGS
These Orders reaffirmed the Court's semi-
final orders on the structure of citizen
participation in the desegregation process
with minor modifications. Also, they:
transferred the responsibility for
monitoring implementation of the student
desegregation plan at the local school level
from the CDACs to the SPCs; made the CDACs
advisory committees to community
superintendents; delegated to the CPC the
responsibility for coordinating and
assisting the SPCs in their monitoring
efforts; and gave the parent councils the
right to participate in the screening of
applicants for administrative positions in
the Boston Public Schools. In addition,
these orders allocated an annual budget of
approximately $500,000 for parent councils'
operations, and directed the CPC to hire and
train staff.
Partial Compliance
There is not compliance in three areas of
this order: (1) parent councils' monitoring
is fragmented, leaving some monitoring areas
uncovered; (2) parents have not participated
in the screening of applicants for
administrative positions because the school
department has continued to postpone the
screening and rating for permanent community
superintendent positions and central office
administrative postions; and (3) the CPC has
not provided adequate staff development
activities and training.
OONCLUS I(»IS /RECOMIffiNDATI ONS
1. Provisions should be made to maintain
the parent councils as independent of
the school department.
2. The election process and the length of
the term of membership to SPCs should be
-^72-
reviewed and modified to increase the
level of parent participation.
3. The monitoring responsibilities of CPC
and SPCs should be reviewed and modified
to concentrate on areas of pressing
need.
4. The procedural guidelines for the
councils' monitoring of implementation
of desegregation should be reviewed and
updated in light of actual experience
and changing circumstances.
5. The Court-ordered parent organizations'
relationship with other parent
organizations in the schools should be
reviewed and clarified.
6. The CPC and local SPCs (with the support
of the school department) should become
more actively involved in Chapter 636
proposal development and program
implementation.
-^73-
The following orders
Public Schools.
STUDENT ORGANIZATIOHS
cover student organizations in the Boston
I.
RACIAL-ETHNIC STUDENT COUNCILS
ORDERS
Memoranda and Order Establishing Racial-
Ethnic Councils, October 4, 1974
SUMMARY
Every middle and high school shall elect a
Racial-Ethnic Student Council that is
composed of students from all racial and
ethnic groups represented in the school.
This body shall meet not less than once a
month during the school year with the
expressed purposes of "investigating . .
racially and ethnically oriented problems
arising at the school . . . and creating a
means of communication between parents,
students, teachers and administrators."
FINDINGS Non-Compliance
No Racial-Ethnic Student Council (RESC)
currently exists in any of the 13 high
schools (out of a total of 16) that monitors
have visited, and only one middle school
visited had a functioning RESC (Thompson
Middle School). The Student Affairs
Director has confirmed these observations.
Further, RESCs have not been in operation in
most schools for a number of years, and
little support has been provided by the
school department to support the operation
of these councils.
The Student Affairs Director has stated that
because the "racial climate in our schools
has shown a marked improvement" there may
not exist the same need for RESCs that
-Hjl].
precipitated their formation. Therefore,
Boston is considering initiating a
modification to the Amalgamation Plan to
replace the RESCs with Communication Boards
in all high schools (See Monitoring Report
No. 3). These Boards would be composed of
students from all racial and ethnic groups
in the school and would serve to mediate
resolutions to school grievances and improve
school-wide communication, school climate,
and racial harmony. Communication Boards
already existed in some form (prior to this
plan) at Boston Latin School and Boston
Latin Academy, while another Board was begun
at Charlestown High last year.
Currently, the Student Affairs Director has
met with a subcommittee of the Headmasters
Association. This group has agreed on the
wording to a proposed modification of the
orders and this amendment is now on the
November agenda of the Headmasters
Association (See Appendix B). If it is
agreed upon, the amendment will then be
submitted to the School Committee for
approval. A modification to the Orders
would then be initiated and training for the
implementation of Communication Boards in
several high schools would be planned for
January 1985. A timeline has not yet been
established for implementation in all high
schools.
El Comite de Padres previously expressed
their concern that RESCs were sabotaged by
the "deliberate" lack of support from the
School Department and questioned whether
Communication Boards would be treated in the
same manner. It must be noted that, despite
the efforts of the Student Affairs Office,
Boston has been very slow to initiate the
modification process, to designate funds for
training and to decide on a process of
implementation for Communication Boards.
For example, initial funds for training of
staff in 3 schools (which have yet to be
identified) were targeted in April 1984, but
have yet to be allocated.
Boston must decide by the end of this school
year whether they will support the formation
of RESCs or Communication Boards in all high
schools. In either case, Boston must
develop an implementation plan, training
-^75-
schedule, and orientation for students,
faculty and administrators and allocate
funds for operational support.
I. STUDENT GOVERNMENT
ORDERS
SUMMARY
Amalgamation Plan
This plan establishes the school system's
student government organizations, all of
which are to be racially representative. It
orders the formation of student councils and
Racial-Ethnic Student Council subcommittees
in all middle and high schools, the
elections of students from each high school
to serve on a city-wide student organization
(Boston Student Advisory Council), the
formation of a BSAC Executive Committee, and
student representation on all high school
School Parent Councils.
FINDINGS Partial Compliance
Boston has employed uniform student council
election procedures in all middle and high
schools for the past two years. The
majority of schools have submitted election
data to the Student Affairs Office, and all
of these schools have elected racially
representative councils (See Appendix A).
However, at the time of this report, 13 out
of 45 schools (the same number as last year
although not all of them are the same
schools) had not submitted any election data
for this school year. In addition, as
stated previously, no data has been
submitted on the election of Racial-Ethnic
Student Councils.
The Boston Student Advisory Council (BSAC)
and BSAC Executive Committee have been
racially representative and have met
regularly during the entire 2-year
monitoring period.
Last year, 10 out of 17 high schools elected
student representatives to School Parent
Councils. At the time of this report, no
data was available on this year's
representatives. This Order is problematic
for those schools that have minimally
operating SPCs. However, the Student
-i<76-
Affairs Director has met with
representatives of the Citywide Parent
Council to explore ways of increasing
student representation to these councils.
CX)NCLUS KXl/RECXMMENDATICHilS
Boston has operating student councils in
most middle and high schools and has a
functioning city-wide student
organization. All of these organizations
comply with racial and ethnic representation
guidelines. RESCs exist in very few of the
middle and high schools, and the School
Department has been slow in initiating a
modification to replace the RESCs with
Communication Boards.
Before the Board can recommend that the
Court disengage from this area, Boston
should demonstrate progress in the following
areas:
1. Boston must decide whether to support
the implementation of RESCs in all high
schools or initiate a modification to
replace the RESCs with Communication
Boards in all high schools.
2. A procedure, timeline and funding for
training for the implementation of
Communication Boards or RESCs must be
identified.
3. All middle and high schools must submit
yearly election data on student councils
by November 1 of each school year.
-^77-
BOSTOil DESEGREGATICW REPORT #4
STUDENT AND PARENT ORGANIZATIONS
VOLUME II ATTACHMENT
PARENT ORGANIZATIONS
1. Citywide Parents Council: Tentative Monitoring Program
2. Citywide Parents Council: Update on Elected Councils
STUDENT ORGANIZATIONS
1. Memo: Vivian Carlo to Dem French re Date Report
2. Boston Student Advisory Council
3. Memo: Vivian Carlo to Headmaster Subcomittee or Support
Services Re Proposed Implementation of Communication
Board/Fairness Committee
-i|79-
City wide Parents Council
59TempiePiace Boston,Mass. 02111 (617)426-2450
TENIA TIVE MONITORING PROGRAM (CITYWIDE) 1984-1985 CITYMIDE PARENTS COUNCIL
TRANSPORTATION SAFETY
To monitor training and deployment of transportation attendants and numbers of
safety incidents during year #1 of transportation attendant program on school buses.
METHODS: Attend transportation attendant training sessions
Survey parents regarding transportation services
Investigate individual transportation complaints
PROMOTIONAL POLICY
To monitor the first year of implementation of the BPS Promotional Policy to determine
- How is the BPS informing parents of the new policy and the gradual implementa-
tion schedule? ,
- What efforts is the BPS undertaking to promote its 85% attendance requirement ||
among students in 1984-85?
- Whether parents are being notified of student academic problems before ^^
December 15th? WM
- Are schools providing on-going remediation for students in danger of being ™
retained?
- Are Individ 1 Review Teams established and meeting in all schools?
- What are the numbers of retentions in grade in the Boston Public Schools based
on attendance failure?
- What are the numbers of retentions in grade in the Boston Public Schools based
on academic failure?
- How will summer school assignments and remediation be implemented during 1984-
85?
CODE OF DISCIPLINE
To monitor the 1984-85 modified Code of Discipline of the Boston Public Schools to
determine:
- Whether numbers of children are being excluded from public education for
one calendar year?
- To determine whether suspensions increase signifigantly during the 1984-85
school year under the modified code?
- To review whether black and hispanic students are excluded longer and more
frequently than other students?
Amulti-cultural parents organization nw^'^*^ quality, desegregated education
-480-
I
Page Two " TENTATIVE MONITORING PLANS 1984-85 CPC
!
0 SCREENING COMMITTEES
To monitor and insure that parents are involved and trained to serve on local,
district, and citywide screening coirmittees to select appropriate school, district,
and central personnel.
METHODS: Identify parents to serve on screening committees
Provide training for screening committee parents
Survey screening committee parents randomly regarding their participatory
experiance on screening committees
-U81-
City wide Parents Council
59 Tempie Place Boston.Mass. 02111 (617)426-2450
DEPARTMENT OF FIELD SPECIALISTS
TO
FROM
SUB J
DATE
Claire Crayton, Assistant Director
Mattleen;'Karris-Wright, Supv. , Field Specialist
Update on Elected Councils
October 31, 1984
Attached, you will find a tentative report on
the status of the elected school parent councils
by school, by district.
I have not included the racial breakdown and other
data, which will not be ready until mid to
late November. As you know, collection of data
is slow, but steady. I hope this serves to
help you make a report to your immediate super-
visor, and the CPC .
If you need additional information, feel free
to contact me.
Also, some schools are still in the process
of electing councils. I have noted the dates
of those elections as much as the specialists
were able to procure dates and ccmjnittments
from che school staffs.
Thank you .
-i<82-
^'•^^ ^^.^^:*f\j,in^ Ml i>tl;»., WA«>A<-«»AMO^n/-< aAi i.^'Sfl/'
SCHOOL
NUMBER ELECTED
OTHER ELECTION PLANS
Citywide
High
Schools
Brighton
10
Jamaica Plain
6
"■■■
W. Roxbury
4
Hyde Park
7
Dorchester
1
Burke
8
S. Boston
6
HHORC
1-
Total
42
One
Baldwin
13
Farragut
26
Gardner
12
Garfield
7
Hamilton
9
Tobin
15
Winship
5
Edison
10
Taft
8
Total
105
Two
Agassiz
4
Ellis
9
Fuller
6
Kigginson
4
Kennedy
6
Longfellow
0
Manning
7
Mendell
11
Parkman
7
Curley
5
Lev; is
0
Roosevelt
0
to be rescheduled
to be rescheduled
Total
59
Three
Bates
0
Beethoven
10
Kilmer
7
Lee
16
Lyndon
8
Mattahunt
13
Mozart
8
Philbrick
9
Sunner
9
Irving
0
Lewenberg
12
R.G. Shaw
9
Total
100
to be scheduled
to be scheduled
-^83-
Four
Channmg
4
Chittick"
10
Conley
8
Greenwood
12
Grew
6
Hemenway
8
Roosevelt
3
P. A. Shaw
2
Taylor
9
Rogers
5
Thompson
5-
Total
76
Five
Dickerman 11
Endicott 0
Everett 0
Fifield 8
S. Greenwood 2
Kenny 7
Mather 8
O'Hearn 0
Stone 8
ACC 9
Boston Prep 5
Holland 2
Marshall 5
Murphy 7
Cleveland 12
Holmes 3
Wilson 4
McKinley 8
election 11/27
election 11/13
election 11/26
Total
100
Six
Clap
5
Condon
4
Dever
12
Emerson
0
Mason
10
Perkins
17
Perry
9
Russell
5
Tynan
5
Winthrop
5
Dearborn
0
Gavin
7
McCormack
8
to be scheduled
to be scheduled
Total
97
-H8H-
Seven
Blackstone
6
Eliot
5
Harvard-Kent
10
Hurley
8
Quincy
0
Warren Pres
10
Edwards
0
Michangelo
6
Timilty
10
Charlestown
6
to be scheduled
Total
60
Eight
Adams
11
Alighieri
6
Bradley
0
P . Kennedy
1
0' Donne 11
6
Otis
9
Barnes
0
Cheverus
0
East Boston
5
to be scheduled
second election 11/9
election 11/7
Total
51"
Nine
Curley
12
Guild
11
Hale
13
Haley
15
Hennigan
6
Hernandez
11
Jackson Mann
15
Mann Unit
4
McKay
9
Ohrenberger
10
Trotter
13
King
7
Mackey
6
Wheatley
9
Boston High
0
Latin Academy
8
Latin School
21
Technical
16
Copley
17
English
7
Madison
0
L'irana
4
election not set
ejection 11/8
4
Tctal
214
Citywide effective 10/31
904 -i485-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
RE:
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPERINTENDENT
SCHOOL OPERATIONS
Joseph M. McDonough
APPENDIX A
MEMORANDUM
TO: Dan French
FROM: Vivian D, Carlo, Director Student Affairs
Data Report
DATE: November 5, 1984
1) Student representatives to School Parent Council: I have
not received specific information from schools listing
student reps to SPC's. I have spoken with Geraldine
David and Michael Kozu at the CPC who said they would
generate a memorandum to all high schools and high school
programs encouraging that a student rep to the SPC be
selected.
2) Student Council Data reports for high schools and middle
schools are attached. Where no data has been provided
memoranda have been sent to those schools encouraging
compliance.
3) The BSAC and the School Committee have met once this year
in October. At that time the Agreement between BSAC and
the School Committee was discussed. The School Committee
was still in agreement to the specifics. However, BSAC
students decided on their own to re-write the agreement
in language that the current BSAC can grasp as their own.
They have also decided to re-work the Course Evaluation
Section, directing it move toward curriculum and less
specifically toward the teacher. Sub-committees on re-
writing the Agreement and the Course Evaluation, in-
cluding implementing have been set up. I will inform you
as to the progress of both sub-committees.
4) Communication Boards/RESC's:
On October 30, 1984 I met with Tom Hennessey, Senior
Advisor, High Schools; and the Headmasters Sub-committee
on Support Services to discuss the amendment to the
:6 :CU=?T STREET, BOSTON \;aSSACwU?='^'^'~ "'03
-U86-
• "'26-6200 9At 5330 AREA 617
Amalgamation Plan and the Implementation of Communication
Boards to replace RESC's in all high schools. After much
discussion r agreement was reached. Attached you will
find the most current amendment agreed upon by the sub-
committee. The amendment will be placed on the Head-
masters Association meeting agenda in November and along
with their recommendation, will be submitted to the
School Committee meeting agenda in December. With agree-
ment a possibility at this time, training and implementa-
tion should begin in several schools no later than
January, 1985. From the October 30th meeting, I believe
the School Department will be committed to Comnunication
Board implementation.
/bab
-H87-
HIGH SCHOOL STUDENT COUNCIL DATA REPORT
1984-1985 SCHOOL YEAR
Black White
A.C.C.
8
7
Boston High School
5
4
Boston Latin' Academy
38
47
Boston Latin School *
Brighton High
12
6
Boston Technical*
Charlestown High
17
7
Copley Square*
Dorchester High
19
5
East Boston
19
21
English High*
H.H.H.O.R.C. *
Hyde Park
58
9
Horace Mann
3
2
Jamaica Plain
15
4
J.E. Burke High
40
5
Madison Park '
\H
a
McKinley Technical
13
4
McKinley Voc.
10
6
Mario Umana
6
6
West Roxbury
24
12
Hispanic Asian Other Male Female Total
2
2
2
13
4
2
0
1
10
1
0
3
6
0
0
0
6
16
0
1
0
1
0
1
0
0
0
6
0
1
0
0
7 11
1 10
27 66
12
16
18
11
93
28
n Data not provided 53
0 13 15 28
1 8 36 44
3
36
34-
70
4
3
7
0
10
19
29
0
22
25
47
i
a
HI
Xh
0
12
5
17
0
17
2
19
0
9
15
24
0
15
21
36
* NO DATA SUBMITTED. Memo has been sent to these schools.
-J^BB-
MIDDLE SCHOOLS STUDENT COUNCIL DATA REPORT
Black
White
Hispanic
Asian Other
Total
DISTRICT I
Edison
Taft
Tobin
9
6
8
4
6
6
10
6
6
12
4
0
0
0
0
35
22
20
DISTRICT
MTT
II
Curley
Lewis *
T. Roosevelt *
DISTRICT III
Irving *
Lewenberg
R. Shaw
DISTRICT IV
Rogers
Thompson
DISTRICT V
Cleveland
Holmes *
Wilson *
DISTRICT VI
Dearborn *
Garvin *
McCormack *
DISTRICT yil
Edwards
Michelangelo
Timilty
DISTRICT VIII
Barnes
Cheverus
DISTRICT IX
M.L. King
Mac key *
Wheat ley
10
19
31
7
12
5
16
3
5
28
2
1
15
26
7
5
5
2
4
5
4
21
9
4
9
0
1
0
0
5
3
8
0
1
0
0
0
0
10
6
5
4
0
1
1
4
0
0
0
0
0
0
0
0
0
1
0
14
18
10
18
15
18
18
44
23
12
25
49
►DATA NOT SUBMITTED
-m-
BOSTON glUDENT AEVISag COUNCIL
1984 - 1985
Anot±er Course to College (ACC)
Wendy Danielson
^achelle Doyle
Walter Sargent
Boston High School
Dertell Green
(lb other nflmes siibmitted)
Boston Latin Academy
(Ns names svibmitted)
Boston Latin School
Vivian Newdick
Izi Stahle
Erik Know
Peter Leon
Jayne Floras
Boston Technical High
Daniel Dussor
Diane Mastrangelo
Victoria Ko
Robert D. Jones
Brighton High School
Betty Tien
Leslie Ross
Ann Nbsewortity
Peter Leon
Jayne Floras
Charlestown High
«
Pedro Ort^a
Patricia Jackson
Luis Ruiz
Lisa M^es
Dorchester High School
Paul Bleckley
Robert Chancholo
E&vid Williams
Stephanie Martin
East Boston High
Jeannette M. Hixon
Luisa Ravida
Donna Townsend
Lynneann Hilton
English High Schaol
Gail Giesher
Tanya Grs^
Horace ^lann School for the
Deaf Si Hearing Impaired
Walter Long
Rickey Tom
Jamie Skocik
Tuong Truong
Vanessa Smith
Hiun|-)hrey Occupational Center
Edward Mattison
Melissa Clare
Hyde Park High
Daphne Edge
Bemice Canpbell
Naveed Ashraf
William Lew
-IQO-
Copley Square High
KiinMslle
Sabrlna Ware
Bernard Young
Kristen Cl^^ton
Rubea Ortiz
SoLoarla Gascott
Madison Park High
Melody Karp
Qiristen Jadcson
Jewell Norville
Maria OePina .
McKinley School (Vocational)
Peter Gibbons
Senoeth Harvi^
South Boston High
Maria Mantanl^
I^reg Burton
Maria Colon
Sharon Wiard
Sopl:^ Keo
Jaim-frn Plain High
Jose Berrios
Joseph Fergusen
Komaell Flunder
MetClnley Terhn-fcal School
Dwalla Pendarvis
O^sora Beliin
Joseph (tetranga
David White
Mario JYmrw School
Karen Benjamin
Ernest Hill
Pel Lee Szeto
Trtishflnrn Freeman
West Porfaury High
Cynthia Dixon
Marsha White
-H91-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPERINTENDENT
SCHOOL OPERATIONS
Joseph M. McDonough
APPENDIX B
MEMORANDUM
TO: Headmastfiffi Sub-Committee on Support Services
FROM: Vivian orXa'rlo, Director Student Affairs
RE: Proposed Implementation of Communication Board/Fairness
Committees
DATE: November 1, 1984
The Amalgamation Plan for Student Government mandates that each
high school elect a Racial Ethnic Student Council (RESC) to serve
as a subcommittee of the general Student Council. The purpose
for which RESC's were proposed is to have students deal
specifically with incidents of racial conflict in their schools.
The racial climate in our schools has shown a marked improvement
in the ten years that desegregation has been in effect. However,
problems do arise in our schools over a variety of issues. And
the premise that students could and should assist in the
mediation of solutions to problems is a sound one. Because of
this the following amendment to the Amalgamation Plan has been
Under the supervision of the Headmaster a Communication
Board as a sub-committee to the Student Council will be
formed. Either by school-wide election, volunteer basis, or
both, at least 10 students who racially/ethnically represent
the student population will be selected. The Headmaster
will appoint an individual from the staff to act as Advisor
to the Board. The Board will meet on a regular basis.
The purpose of the Communication Board shall be to receive and
review any complaints, or issues from any student or faculty
or administrative member of the school, with the stated goal
of mediating a mutual resolution between the disputant
parties, promoting greater school-wide communication, and
improving school climate and racial harmony through
increased student participation in decision making.
-^92-
The Headmaster will decide the scope of issues that the
Communication Board would deal with and will have final say
over all recommendations made by the Board
In order to assure student participation, transportation for
involved students shall be provided in the form of monthly
bus passes, wherever necessary. In addition, all
Communication Boards in all high schools shall be provided
with the initial training to implement the Board, and shall
receive on-going assistance to maintain them. Both the bus
passes and the assistance will be provided by the Office of
Student Affairs, Office of School Operations, 26 Court
Street, Boston, MA 02108.
/bab
xc: Joseph HcDonough
_!n?-
DISPUTE RESOLUTION
-495-
DISPUTE RESOLUTION
No disputes reached the level of State Board mediation
described at section V(0) (1) of the Orders of
Disengagement. The only correspondence regarding disputes
received by the State Board during this period were letters
sent by Plaint if f-Intervenors to the School Department,
relating to Chapter 1 and native-language remedial services,
as well as overcrowding and the shortage of aides in the
Bilingual programs at English High School. We have no
record of the School Department's response to these matters.
-ii97_
BCSTCN DESEGREGATI(»I REPORT #4
DISPUTE RESOLUTION
VOLUME II ATTACHMENT
1. Letter: C. Playter to R. Spillane (8/17)
2. Letter: C. Playter to M. Betcher (9/13)
3. Letter: C. Playter to M. Betcher (9/19)
4. Letter: C. Playter to M. Betcher (9/24)
_H99-
LAW OFFICES OF
KEHOE, DOYLE, PLAYTER & NOVICK
NINE HAMILTON PLACE
BOSTON, MASSACHUSETTS 02108
(617)338-0070
113 BROAD STREET
LYNN, MASSACHUSETTS 01902
(617)599-8188
August 17, 1984
Frank Banks
Tin '"^ ri s p
Mar|^,^gg|Tey;
EDWARD BERKIN
CAROLINE B. PLAYTER
EMU-Y I. NOVICK
ELIZABETH A. RODCERS
JOAN LENINCTON
MARX BRONSTEIN
Dr. Robert Spillane
26 Court St.
Boston, MA 02108
RE: Disputes: English High School
Provision of Remedial Services in Native Language
Dear Dr. Spillane:
Please take notice that we have to date not received
sufficient information from school defendants regarding
remediation actions for the English High School dispute.
I would request that school defendant's forthwith provide
the names, language and class assignments for bilingual
teaching staff and bilingual guidance personnel at English
High for 1984-85; that budgetary and ordering information
be provided to show remediation for the failure to provide
books to bilingual children; and that information regarding
remedial services for bilingual children which will be avail-
able for 1984-85 be provided, giving name of teacher or tutor,,
remedial subject and language in which instruction will pro-
vided. If satisfactory information is not provided promptly,
we will plan to take this dispute to the State Board level
based on the information given to you and to Dr. Oliver
Lancaster in 1984.
Secondly, I have been informed that school defendants have
failed to budget and hire teachers to provide remedial services
in the native language to bilingual students in need of such
services under Chapter 1 and under regularly budgeted funds.
Dr. Lancaster received direct evidence of the discrimination
and denial of an equal educational opportunity to bilingual
children from this practice of school defendants on monitoring
visits to the Blackstone and Cleveland Schools. The State
Board has also reported on tbis to the United States District
Court and the parties. As a result of the failure to provide
native language remediation services bilingual children are
being held back and/or placed improperly in Special Education
classes. This is an issue that has been raised repeatedly by
El Comite de Padres and by the Master PAC over the past years.
The issue becomes even more serious this year with the apparent
adoption of the Promotional Standards Policy.
-500-
- 2 -
If we cannot receive a prompt resolution of this dispute,
we will be required to request detailed budgetary information
regarding the provision of Chapter I and other remedial
services including subjects offered, location of classes,
racial/national origin breakdown of staff, racial/national
origin, bilingual step category, grade and school of students
receiving any remedial services for the past 5 school years,
and all class proposals, budgets and staffing for the current
school year.
Thank you in advance for your prompt attention to these
matters.
Very truly yours,
Caroline B. Playter
CBP/jlw
cc: Judge Garrity
M. Bet Cher
H. Dinger
L. Johnson
Bil. MP AC
CPC
R. Blumenthal
-501-
LAW OFFICES OF
KEHOE, DOYLE, PLAYTER & NOVICK
NINE HAMILTON PLACE
BOSTON, MASSACHUSETTS 02108
(617)338-0070
113 BROAD STREET
LYNN, MASSACHUSETTS 0 1 902
1617)599-8188
FraSk Banks
Jim Case
Marlene Godfrey:
FYI
ROBERT |. DOYLE /Bob
STEPHEN I KEHOE
EDWARD BERKEM
CAROUNE B PLAYTER
EMILY I NOVICK
ELIZABETH A. RODCERS
lOAN LENINGTON
MARK BRONSTEIiN
September 13, 1984
Michael Betcher, Esq.
26 Court St.
Boston, MA 02108
RE;
Disputes: English High, Title I and Remedial
Dear Mr. Betcher:
We have had no response from school defendants regarding
disputes on English High School Bilingual Services and the
failure to provide LES students access to remedial services as
set forth in my letter of August 17, 1984. Not only have the
rights of Hispanic and other bilingual children to equal access
and an equal educational opportunity now been denied, but your
failure to respond is in violation of Section V. C (1) of the
Orders of December 23, 1982.
If the dispute procedure is to be ignored by your clients,
we will be required to seek direct action from the court.
I will look forward
important matters.
to an immediate response on these
CBP/jlw
Very truly yours,
Caroline B. Playter
cc: Judge Garrity
M. Simonds
L. Johnson
R. Blumenthal
S. Perlmulter
CPC
Bil MPAC
R. Spillane
Boston School Committee
-502-
LAW OFFICES OF
KEHOE, DOYLE, PLAYTER & NOVICK
NLNE HAMILTON PLACE
BOSTON, MASSACHUSETTS 02108
(617)338-0070
Prank Banks
Jim Case
Marlene Godfrey:
FYI
/Bc^
IIJ BROAD STREET
LYNN, MASSACHUSETTS 01902
1617)599-8133
ROBERT r DOYLE
STEPHEiNI KEHOE
IWARDBERJUN
OUNi B. PIAYTER
EM n.rl. NOVICK
EUZABETH A. ROOCERS
lOAN LENTNCTON
MARX BRONSTtIN
September 19, 1984
Michael Betcher, Esq.
26 Court St.
Boston, MA 02108
RE: Remedial Services Dispute
Dear Mr. Betcher:
Your response regarding remedial services for limited
English speaking children particularly Title I services is not
acceptable to plaintiff - interveners. There is no reason why
Title I services can not be provided in the native language to
the many eligible children as they were in the past. We have
provided specific evidence of the adverse and even illegal
impact on non-English speaking children from this discriminatory
pol icy.
«
We call for a meeting pursuant to Section V, C, 2 on this
matter.
Thank you for your time and consideration.
Very truly yours,
5 ^
Caroline B. Playter
CBP/jlw
cc: Judge Garrity
L. Johnson
R. Blumenthal
M. Simonds
CPC
Bil MP AC
R. Spillane
School Committee
-503-
LAW OFFICES OF
KEHOE, DOYLE, PLAYTER & NOVICK
NINE HAMILTON PLACE
BOSTON, MASSACHUSETTS 02108
(617)338-0070
Frank Banks
Jim Case
Marlene Godfrey
FYI
/Bob
113 BROAD STREET
LYNN, MASSACHUSETTS 01902
(617)599-8188
ROBERT I DOYLE
STEPHEN I KEHOE
EDWARD 8ERX IN
CAROLINES PLAYTER
LMaY I NOVICK
ELIZ.\flETHA RODCERS
JOAN LENLNCTON
M.ARK BRONSTEIN
September 24, 1984
Michael Betcher, Esq.
Boston School Department
5th Floor
Boston, MA
RE: ENGLISH HIGH SCHOOL -
AND LACK OF BOOKS
BILINGUAL OVERCROWDING
Dear Mr. Betcher:
The information I have received from English High School
shows both consistent violation in class sizes (18:1 with no
aide and there are no aides at English High) . We have already
discussed the inadequacies of the Spanish program in terms of
insufficient teachers. We will expect within the next week that
a total of four certified Spanish bilingual teachers and an
additional E.S.L. teacher will be in place as an interim step
to compliance for the Spanish program. The Haitian program
is understaffed (apparently more so than the end of last year)
and new students are entering in a daily basis. (I have attached
figures in the over crowding as of September 20, 1984).
We call for a meeting regarding the understaf fing and failure
to provide books for the bilingual children. The failure to order
books is inexcuseable on the part of the regular education
administrators involved. The continued ignorance of or disregard
for bilingual students is manifest in this "bureaucratic" error.
We will expect to hear from you promptly pursuant to
Section V, C, 2 of the Court Order.
Very truly yours,
Caroline B. Playter
/km
cc: Judge Garrity
M. Simonds
L. Johnson
CPC
BilmPAC
R. Blumenthal
S. Perlmutter
R. Spillane
Boston School Committee
-5on-
r
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.^V506-(^,
<1 ' C
MODIFICATIONS
-507-
MODIFICATIONS
Negotiations concerning proposed modifications to
orders regarding the screening and rating of administrative
appointments continued throughout the summer of 1984. At
the close of these discussions/ the School Committee filed
its proposed modification with the Court on October 11.
This modification, with minor modifications by the Court,
was adopted on November 26, except for the proposal to
maintain the then-current percentage of other minority
administrators during periods of staff reduction. With
regard to this last portion of the proposed modification,
the Court directed the Boston Teachers Union to file offers
of proof and a brief in opposition, with leave for other
parties to respond. Both the Union and the parties
supporting the layoff proposal filed briefs in December.
Additional motions to modify outstanding orders were
filed on December 20, 1984. The State Board, with the
assent of both the School Defendants and the City of Boston,
requested an extension of the Unified Facilities Plan filing
deadline. The School Defendants also filed 10 numbered
assignment modification proposals, plus a more sweeping
motion to modify the assignment process on a pilot basis
through the consolidation of present Districts III and IV.
At the time this monitoring report was being printed, the
Court had not ruled on these motions.
-509-
BOSTON DESEGREGATION REPORT #4
MODIFICATIONS
VOLUME II ATTACHMENT
1. Motion to Modify Administrative Rating and Screening
Procedures
2. Support Data for Administrative Rating and Screening Proposal
for Modification
a. Memo: R. Spillane to School Committee
b. Memo: B. Fields to R. Spillane (8/21)
c. Memo: B. Fields to R. Spillane (8/29)
d. Letter: C. Playter to M. Betcher (7/26)
e. Letter: Lucille Koch to M. Betcher (8/28)
f . Chart: Administrative Positions as of June 26
g. Ruling: Judge A. Garrity on Administrative Rating and
Screening Procedure (11/26)
h. Procedural Order: Judge A. Garrity on Administrative
and Rating Procedure (11/26)
3. State Defendants' Motion to Modify Order, U.F.P.
4. Memo: I support of Modifications to U.F.P.
5. School Defendants' Motion to Modify School Assignment Plan
6. Boston Public School Proposal to Revised Assignment Standards
for Consolidated Districts III and IV (including support
data)
-511-
UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
******************
*
TALLULAH MORGAN, ET AL., *
Plaintiffs, *
*
V. * CIVIL ACTION
* NO. 72-911-G
RITA WALSH -TO MAS INI, ET AL., *
*
Defendants. *
*
SCHOOL DEFENDANTS MOTION TO MODIFY
ADMINISTRATOR RATING AND SCREENING PROCEDURES
The School Defendants move this Court to modify this
Court's orders of February 24, 1976, as amended, to permit the
implementation of a proposal set forth in the memorandum dated
August 29, 198A from Senior Officer Barbara E. Fields to
Superintendent Robert R. Spillane. ("Fields Mem.") This
proposal is amended by memoranda dated September 21, 1984 from
Senior Officer Fields to Superintendent Spillane and from
Superintendent Spillane to the Boston School Committee. This
proposal, as amended, is attached as Exhibit A. Specifically,
this motion seeks to modify the outstanding orders in three
respects: ,
1. It seeks the exemption of certain non-academic
administrative positions from the full rating and screening
procedures. Fields Mem. at 2-3, 5-6, and proposes to substitute
-c;
513-
-2-
the streamlined procedure described in the Superintendent's
Memorandum at page 2.
2. It seeks approval of a one-time expedited procedure for]
making permanent appointments to certain administrative
positions where the incumbent receives the approval of the.^
appropriate parent group and supervisors. Fields Mem. at 3-4.
3. It seeks permanent modifications to the existing rating
and screening procedures:
(a) reducing the number of screening committees;
(b) reducing the membership on the screening committees,
and
(c) eliminating the Councils of Senior Officers and the
Community Superintendents Screening Committees. Fields Mem. at
4-5, 7-9.
Pursuant to section VI of the Memorandum and Orders of
Disengagement (December 23, 1982), these modifications proposed
have previously been presented to all other parties, the limited
interveners, and the CPC and have been the subject of
negotiations under the auspices of the State Board. Attached to
the Fields Mem. are written statements of the positions of
plaintiffs. El Comite and the CPC. The final version of the
School Defendants' proposal has been drafted to accommodate most
of the concerns articulated.
-514-
-3-
The rationale for this proposal is set forth in the Fields
Mem. In the short run, it will serve to reduce substantially
the considerable backlog of administrators serving in acting
positions. In addition, by streamlining the existing
procedures, the proposal will reduce the likelihood of future
backlogs. The proposal will have no negative impact on the
rights of minority students since it will have no effect on the
affirmative action goals set forth in this Court's outstanding
orders. Indeed, the School Committee proposes to undertake even
more aggressive affirmative action measures than currently are
required by the outstanding orders. See Fields Mem. at 5, as
modified by Field's 9/21/84 Memorandum.
The proposal is timely filed and ripe for decision. It can
be implemented immediately.
The filing of this motion is not intended to affect the
outcome of a proceeding currently pending before the State Labor
Relations Commission regarding the bargaining unit placement of
six job titles: department head, program advisor, development
officer, school registrar, clinical coordinator, and academic
coordinator. The Boston Teachers Union ("BTU") contends that
these positions (other than department head) are essentially
identical to positions which have never been subject to rating
and screening. If the Labor Relations Commission accepts the
-515-
-4-
BTU position with respect to any of these five positions, the
School Defendants will not, unless ordered to do so by the
Court, subject such positions to the rating and screening
procedures without first satisfying any bargaining obligation
with the BTU. The position of department head will be subject
to rating and screening regardless of the outcome of the Labor!
Relations Commission proceedings.
Respectfully submitted,
THE SCHOOL DEFENDANTS
By their attorneys.
Date
{^ojii/f^
P.C.
Henry C. Dinger
GOODWIN, PROCTER k HOAR
28 State Street
Boston, Massachusetts 02109
(617) 523-5700
-516-
zcmnu /f
SEP 2 5 1984
September 21, 1984
MEMORANDUM
TO: President and Members,
Boston School Committee
FROM: Robert R. Spillane, Superintenden
SUBJECT: Amendment to Proposed Modifications to
Administrative Desegregation Order
Attached you will find a revision regarding Che attainment of
ten percent total Other Minority administrators by January,
1986, which was worked out between our staff and Attorney
Caroline Playter.
My staff has spent considerable time working toward the
agreement with lawyers for the plaintiff classes, intervenors
and the Department of Education, and the Citywide Parents
Council .
I recommend approval of this proposed modification to the Court
Order as I believe it represents a beginning step toward
disengagement from the Court as the result of consensus between
the parties.
I recommend, however, that the Committee approve one additional
change to the proposed modification, a change which I believe
all parties would support.
Part A. seeks to exempt non-academic administrators from the
full screening process. However, it is essential that there be
established in its place a standard, open and fair process.
Accordingly, I recommend that you approve and Che Court adopt
the following sel'->cCion procedure for filling new non-academic
administrative 'v.cancies:
-517-
President and Members,
Boston School Committee
Page Two
September 21, 1984
1. All nonracademic administrative
positions shall be posted and advertised in
accordance with School Committee policy.
2. The Department of Personnel and Labor
Relations shall review all applications and
make a determination of eligibility.
Adverse determinations of eligibility may
be appealed within five (5) working days to
the Deputy Superintendent/Senior Officer
responsible for the position, who shall
confer with the Office for Equal
Opportunity.
3. The Deputy Superintendent /Senior Officer
shall convene and chair a panel consisting
of at least three relevant administrators
or other appropriate individuals, at least
one VThite, one Black and one Other
Minority, to review the applications of
each eligible candidate. The panel shall
forward to the Superintendent the names and
rankings of at least four finalists, one of
whom must be Black and one Other Minority
(unless there are no applicants from the
racial group after extensive documented
recruiting efforts) .
If the Court were to order such a selection process for
non-academic administrators , I am confident that the School
Department will have sufficient flexibility to fill such,
positions promptly, consistent with adequate safeguards for an
open and fair process.
ctm
Attachments
-518^
/^^-
BOSTON PUBLIC SCHOOLS
September 21, 1984
TO: Robert R. Spillane, Superintendent
FROM: Barbara E. Fields, Setf^o;^^^€icer
Equal Opportunity ^^^^
RE: Amendment to Language in Modifications to Promotional Rating Process
To address concerns expressed regarding possible budgetary constraints, a
possible decrease in the number of future administrative vacancies, and the impact
this will have on the proposed goal for attaining 10% total Other Minority adminis-
trators by January 1986, I recommend the following language revision in the pro-
posal.
On page 5 line 20, after....
"It is further recommended that the School Commit tee' commit itself to
the attainment of 10% total Other Minority administrators by January 1986".
add ....
"In order to attain this goal the appointnient of Other Minorities will be
made at the rate of at least one out of three. If there is a reduction
in force or layoffs, the percentage attained will be maintained. If this
goal cannot be reached by January 1986, the one to three hiring rate will
continue until the goal has been met".
-519-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
- »-. -M a4
aCS'CN =",3LC 3C-CCL3
MEMORANDUM
TO:
FROM:
DATE:
RE:
Robert R. Spillane, Superintendent
Barbara E. Fields, ^^rjipc Officer
Equal Opportunity ^^^^3^
August 29, 1984
Proposal CO Eliminace Backlog of Acciag Positions and
Modification to the Promotional Rating Process
As a result of your reconmendacion and che School Cocmittee's
approval to proceed with the proposed aodification to the Promotional
Rating Process, Attorney Betcher, Robert Hayden, and I have been
meeting with the parties on record to che desegregation case. Ve; have
had productive and helpful meetings and have reached a basic con. -nsus
on a fair and equitaMe process to eliminate the backlog of acti. ^
positions and a proposal to modify the Promotional Rating Process.
As you are aware, there were 372 acting
1984. They include 11 Headmasters/Principals
Headmaster/Assistant Principals, 137 Departme
Officers and Registrars, most of whom were ap
year due to reorganization and strengthening
Also included are 147 central administrative
38 positions are school-based and district ot
to make permanent appointments to che posicio
pronocionally rated. The. extraordinarily lar
be rated and the amount of time consumed in c
would remove, the Deputy Superintendents, Seni
Superintendents from their daily responsibili
time as chey muse serve as chairpersons of ch
under the present orders. Many parents, ceac
level adminiscracors , as well as scudencs wou
concinuous basis in screening and incerviewin
chis demand on che aforemencioned parties co
hundreds of screening coramiccees given cheir
impraccical ac chis cime and in my ooinion, n
of che intent of ^he Federal Court Order. If
-520-
positions as of June 26,
, 40 Assistant
nt Heads, Development
pointed within che lasc
of che high schools,
posicions. The remaininj
nice positions. In order
ns, chey r.'jsc be
ge -u.-ber of posicicns cc
onduccing these racings
or Officers and Communic;.
cies for an ir.decinlce
e screening c one ic tees
hers, .7.iddle and upper
Id be involved on a
g candidates. To place
escablish and conduce ch:
ocher respons ibilicies i-
oc in che besc inceresc
we were co crv co race
. : »znx 62Q0 X3650
Robert R. Spillane, Superintendent
Page Two
August 29, 1984
all or most of these posicions according to present court -ordered
procedures or even a modification of present procedures, we would be
unable to reduce significantly the tremendous backlog. The Evaluation
Unit, responsible for determining the eligibility of applicants, just
is not staffed to pre-screen the resumes of thousands of applicants in
a short period of time.
Due to these factors and a desire by the parties to avoid a
recurrence of a backlog in the future, the parties have agreed to: a)
exempt non-academic positions from the promotional rating process, b)
expedite on a one time basis only the conversion of certain positions
where incumbents were in olace as of the March 15, 1984 Court Report,
to permanent status and c) streamline the promotional rating process
to be used for all future screenings.
A. Exemption of Non-Academic Positions
These positions do not directly impact academically
on the educational process. They are technical,
management positions. Positions in this category are:
(a) all positions under the Deputy Superintendent/
Finance and Administration; (b) Facilities Management,
and Food Services; (c) Transportation and Records
Management Units in the Departrnent of Inplenentation and
(d) the Business Agent and Specialist/Occupational
Grants Manager at the HHORC. For the long term, we
recommend that the above-stated positions not be
included in the formal procotional rating procedure.
For the interim exemption procedure (one cir.e only) we
recommend utilization of the following steps:
• Where there has previously been a posting and
selection process, the appropriate Deputy
Superintendent/Senior Officer, upon
recommendation on the Responsibility Center
Manager', will review past perfcrr.ar.ee ic.d deciia
upon making recoccendac ior.s for per-anent status
to the Superintendent. "'re Superintendent would
then decide upon aaking reccr.riercac ions for
approval by the School Ccr.rr. ictee .
• Where there has not been a previous posting and
selection process, the pcsiiicns will be
advertised and the select icn ^recess will occur
-521-
Robert R. Spillane, Superintendent
Page Thre«
August 29, 1984
prior to the review and recommendations of Che
Responsibility Center Manager and Deputy
Superintendenc/Senior Officer.
• The Affirmative Action Policy Statement's I
guidelines adopted by cne School Commicte'e on
December 13, 1983 will be followed to ensure '
racial/ethnic representation. The Staffing
goals set by the Committee are 251 Black and 10
Other Minority.
B. Exuedited Process
For school-based positions, other than Headmaster/
Principal and Assistant Headmaster/Assistant Principal,
the Headmaster and the School Parent Council, acting by
a majority of its duly elected co-chairs, will determin
whether incumbents will be recommended to the Community
Superintendent, the Deputy Superintendent/School
Operations, and the Superintendent for permanent
appointment. If an incumbent does not receive the
approval of the aforementioned parties, the position
will be posted for the full racing process. Appoint-
ments within each category will be reviewed carefully c
make progress Coward che 25% Black and 10% Ocher
Minority staffing goals of the Boston Public School's
Affirmative Action Policy Statement guidelines. If it
should appear that any position has been filled without
a posting, then that position will be subjected to che
full rating process.
For central academic positions noc exempced from
promotional rating, the Responsibility Center Managers
and three parents designated by CPC and one parent
designace from MascerPAC will decerniine whecher
incumbencs will be reccnmended co che apprcpriace Oeput
Superincendent/Senior Officer and to che Suoerincencenc
for peraanenc appointrient by che School Cocmiccee. I:
an incumbent does not receive the approval of che
aforemencioned parties, che posicion will be posced for
a full racing process. Vhere chere has noc been a
previous poscing and seleccion process, che postcions
will be advertised and che seleccion process will occjr
prior CO che review and recoaciendac ions of che
Responsibilicy Cencer Manager and Depucy Scperincender.c
Senior Officer.
-522-
Robert R. Sptllane, Superintendent
Page Four
August 29, 1984
If we are able Co address Che above postcions by exempcion or an
expediced process, we will be able Co reduce che "accing posicions"
backlog from 372 co approximacely 9L posicions. The remaining
posicions are made up mostly of Headmascer/Principals , Assiscant
Headmascer/Assiscanc Principals, and che posicions in Scudenc Support
Services. These posicions are of such a sensicive nacure chac chey do
noc lend chemselves Co exempcion or expediced process. We have
cherefore begun co pose and race chese posicions by che currenc ■
process. However, ic is our hope and expeccacion chac che Court will
approve Che modif icacions Co che promocional racing process outlined
below which could Chen be utilized in eradicacing che remaining
backlog .
C. Modif icacions Co Che Oucscanding Court Order
on Promocional Racings
The proposed procedure for all fucure racings
includes some of che besc feacures of che currenc
court -ordered process, while screamlining che amounc of
cime and bureaucracic layers involved in chac process.
The proposal differs from che presenc promocional
racing process in chac ic:
• reduces che number of screening commiccees from five
Co Cwo.
• exempcs mosc non-academic adminiscracive posicions.
• decreases che membership on che screening commiccees
Co a more workable number.
• eliminaces che Councils of Senior Officers and
CommuniCy Superincendencs Screening Commiccees co
screamline che process and avoid duplicacion of
.efforcs.
The proposed codificaclon adheres Co che incenc of
che Promocional Racing /Process as Lc:
• maincains maximum parencal Involvemenc in che process.
• ensures parcicipacion of all racial/echnic groups.
• requires posCing and, if necessary, advercising and
-523-
Robert R. Spillane, Superintendent
Page Five
August 29, 1984
recruicment in order Co solicic a pool of qualified
racially representative candidates for all positions.
allows student participation for secondary
school-based positions.
provides the opportunity for community input in the
central and district office ratings.
«
I
Although the non-academic administrative positions have been
exempted from promotional rating in this proposal, it is still the
expressed intent of this proposal that all positions will be posted.
Departments in need of desegregation efforts must comply with the
provisions of the Affirmative Action Policy Statement and recruit and
recommend Blacks and Other Minorities where they are underutilized or
not represented. It is recommendec^ tihat the School Comnittee accept
the inclusion of non-academic admi';.i.strators of comparaale status as
part of the so-called Category III administrators. The School
Committee should reaffirm its intent to make permanent appointments -
whether by the exempt process, the expedited process or the full
rating process -- at the rate of 25% Black for Category I and II
administrators, and at the rate of 20Z Black for Category III
administrators. It is further recommended chat the School Committee
commit itself to the attainment of 107, total Other Minority
ac^-inistrators by January 1986. Through the procedures outlined in
t.-.-i document and through the filling of future vacancies, this goal
seems feasible.
Following is the Proposed Modification to the outstanding orders'
of the Federal Court Order on Promotional Ratings. I have also
attached copies of correspondence from the parties outlining cheir
support for the proposals as well as their last positions which have
in almost all cases been incorporated into this document.
PROPOSED MODIFICATIONS TO THE PROMCTICMAL R-\TI::G PROCESS
Aoolicabilitv
Academic administrative positions vhich provide or i=:pact: heavll
on direct services to students will be covered by che Promotional
Rating Process. Specifically, these positions are chose Lisced below
and any comparable positions.
-5?M-
Robert R. Sptllane, Superintendent
■Page Six
August 29, 1984
School-Based
Headmaster/ Principal
Assistant Headmaster /Assistant Principal
Director of Instruction
Guidance Counselor
Cluster Administrator (Humphrey Center)
Department Head
Development Officer
School Registrar
Special Schools/Programs (Special/Alternative Education)
Program Director
Assistant Program Director
Clinical Coordinator
Program Advisor
Coord inacor
Project Director
Senior Coordinators
District Office
Community Superintendent
Administrative Assistant
Pupil Adjustment Counselor
School Psychologist
Supervisors of Attendance
Central Office
Positions within - Curriculum and Instruccicn
Student Support Services
School Safety (Excluding school police officers)
Department of Implementation (Excluding the Transportation and
Records Management Units)
and the
Senior Officer for Equal Opportunity
Positions previously covered by the Promotional Rating Process
but now exempted will continue to be filled on a desegregated basis
conformance with the Affirmative Action Plan.
-525-
Robert R. Spillane, Superintendent
Page Seven
August 29, 1984
Promotional Rating Procedures
A. All positions to be promotionally raced shall be posted in
all schools and departments by way of Personnel Circular.
Extra efforts, such as recruicaent, newspaper advertisement,
etc., shall be undertaken to ensure a pool of qualified, blac
and other minority candidates.
B. The Department of Personnel Management shall be the recipien
of all applications. >
I
C. The Department of Personnel Management shall determine !
eligibility of all candidates. Adverse determinations of
eligibility may be appealed in writing to the Manager of
Personnel by an applicant within five (5) working days of
such notification. The appeal must be reviewed by the
Manager of Personnel in consultation with the Office of Equa
Opportunity and decided within five (S)" working days after
receipt of the appeal.
D. CPC and MasterPAC shall receive a copy of the announcement c
the promotional rating at least twelve (12) working days
prior to. convening of this committee as written notice of
intent to form a screening committee. CPC and MasterPAC
shall within five (5) working days after receipt of the
announcement submit to the Department of Personnel Managemen
the names, addresses and telephone numbers of the parent
participants. Upon receipt of such incornacion, the
Department of Personnel Management shall give seven (7)
working days written notice to each screening committee
member prior to the first meeting.
E. The names and applications of all eligible candidates will b
forwarded to the appropriate screeni.-.^ cotnmiccee. If the
screening committee is dissatisfied virh the rrir.oricy
applicant pool, additional cecruicmer.c efforts viLl be =ade.
before the process continues.
F. The members of the screening comciccee shall interview
candidates, select finalists, and sub-.ic a ranked list in
order of preference to the appropriate Ccr.t:unif/
Superintendent, Deputy Superintendent cr Senior Officer who
may, at his or her discretion, interview one or -^ore of the
finalists and/or comment on anv oartic-lar candidate.
-526-
Robert R. Splllane, Superintendent
Page Eight
August 29, 1984
G. The Deputy Superintendent/Senior Officer shall forward che
list of finalists, inclusive of che comments, co the
Superintendent for consideration for nomination to the School
Committee.
H. The Superintendent will notify the screening committee of the
decision in writing within four (4) weeks. The
Superintendent maintains the option to select a candidate
from the ranked list or to reject all of the finalists.
Interview
Members of the screening committee shall evaluate che candidate's
knowledge in the job area, interpersonal skills, commicment, interesc
in che position, and managerial or supervisory skills.
Individual members of the screening committee shall use scoring
sheets to assist them in rank ordering candidates. All members are
equal in status and shall have one vote.
The ranked list of finalists must include at least four (4)
candidates, one of whom must be black and one other minority (unless
there are no applicants from the racial group afcer extensive
documenced recruiting efforts) .
Screening Committees
There will be two (2) screening commiccee procedures. One for
school-based administrative positions and one for district and cencral
office administrative pos.itions. They differ in chat scudencs will
play a greater role in the selection process for che school-based
posicions. The Councils of Senior Officers and Corcnunicy
Superintendents have been eliminated and cheir involvesenc ic che
process will be in an- advisory capacicy co che Superincendenc .
-527-
Robert R. Spillane, Superintendent
Page Nine
August 29, 1984
Composicion o£ Screening Commictees
Screening Coamittee for School«Ba3ed Positions
Membership shall include:
1 Headmaster/Principal (Chairperson)
*1 Teacher selected by the Boston Teachers' Union
*2 Additional School Department Employees selected by the Communit
Superintendent
3 Parents (IBlack, 1 White, 1 Other Minority) selected by the
School Parent Council
1 Bilingual parent chosen by the MasterPAC or SubPAC in
consultation with the School Parent Council
2 Students (1 Black, 1 White or from any racial ethnic group
entitled to full membership on the Racial Ethnic Student
Council) selected by the Racial Ethnic Student Council.
Applies to high school level only
1 Community Superintendent (Chairperson for Headmaster/Principal
rating only)
Screening Committee for Central and Districc Office Positions
Membership shall include: '
The Responsibility Center Manager for position being screened
(Chairperson)
*1 Teacher selected by Boston Teachers' Union
*2 Additional School Department Employees of vhich one will be
selected by BASAS and the other selected by the appropriate
Deputy Superintendent or Senior Officer
3 Parents (iBlack, 1 White, 1 Other Minority) selected by the
Citywide Parents Council
1 Bilingual parent chosen by the MasterPAC in consultation with
the Citywide Parents Council
*1 Non-School "Department person with expertise in the area select
by the Superintendent in consultation vi:h the chairperson
1 Deputy Superintendent (Chairperson for Community Superintencen
ratings only) selected by the Superintendent
(* The chairperson :iust ensure that those selections enhance the
racial composition of the Screening Committee.)
-528-
S-CIN 1 Ll\ r\Ji\ L-AVV /MNL^ CL>UV_/\ 1 IVJIN, IHC.
JUL 2 5 1984
July 23. 1984
Cutman Lbrary. .'rd Floor
* AppMn Wiy
Cjmbndge. M JSMchuvera 01 1 J8
Re: Morgan v. Valsh-Tomasini
Michael Beccher
General Counsel
Boscon Public Schools
26 Court Street, 5th Floor
Boston, MA 02108
Dear Mr. Betcher:
I am agreed to the School Department's proposed modifications of che
Order for Desegre;ation of Administrative Staff, as amended, (see Attachment A),
if the goal to increase and stabilize permanent employment is joined co che
desegregation goal of accomplishing 252 Black, Category I and II administrators
and 202 Black Category III administrators, as set out in Judge Garricy's
orders of February 24, 1976.
I would submit chat both goals could be compatibly -reached, if the
future employment of Black administrators under the proposed modifications
were at the following races:
1. 252 of the permanent appointments to Category I positions, i.e.,
headmaster and principals.
252 of the permanent appointments to Category II positions, i.e.,
all other administrative positions.
3. 202 of permanent appointments to Category III positions, i.e.,
directors, associate directors, assistant directors, supervisors, division
heads, coordinators, directors, and any newly est-ablished equivalent position,
whether "academic" or "non-academic".
Further, all appointments should be T.ade in the spirit jf Judge Carrity's
prohibition against segregating Black administrators vichin the School
Deoartment.
Finally, I would require timely notice 'of the race, position and p
ment of ail emplovees hired pursuant to che proposed modifications.
' • - ^ —
cc: Parties of Record
-529-
UW OFHCES OF
KIHOE, DOYLE, PLAY12K & NOVICK
NINE HAMILTON PLACE
BOSTON. MASSACHUSETTS 021M
16171338-OO70
1 1 J BROAD STTlilT
LYNN. MASSACHUSETTS 0l90a
,617)399-8188
July 26, 1984
ROBUTt OOYU
tnrHtNr xwoi
tOWAitO lUUN
CAJ»OUM» ?LArTW
LMItYl NOVICX
tUZAUTHA KOOCIM
lOAN LtNINCTON
MAM BRONSTUN
Michael Betcher,
General Counsel
26 Court St.
Boston, MA 02108
Esq.
RE; Modification of Administrator Desegregation Order
Dear Michael:
I would be agreeable to school defendant's proposed modifi-
cation to exempt certain positions and expedite the filling of
others, including certain central administrative positions on
the following conditions:
1. That an expedited procedure including parent and
Bilingual parent representation is developed for the expedited
procedure for central administrative staff similar to that
proposed for school based;
2.
1, 1985
achieve
administ
17 addit
of 372 a
1986 the
administ
of the a
there is
in the o
That
by wh
at le
rativ
ional
ct ing
y wi 1
rator
dmini
a se
f flee
school
atever
ast a t
e staff
Hispan
positi
1 achie
s in ea
strativ
rious 1
s of:
def
mean
otal
(th
ic a
ons
ve a
ch o
e St
ack
endants a
s permane
of 10% H
is means
nd other
to be fil
t least 1
f Categor
aff and a
of desegr
gree
nt h
ispa
the
mino
ed)
0% H
y I
ct in
egat
that on
iring is
nic and o
hiring of
rity admi
and that
ispanic a
and Categ
g appoint
ion progr
or before January
done they will
ther minority
approximately
nistracors out
by January 1 ,
nd other minority
ory II. A review
.Tents shows
ess for Hispanics
Business Manager
Information Systems Development
Budget
Facilities
Record Management '"• '**
Transportation ^l, i ..•
Safety
Curriculum and Instruction " • —
Chapter I
Instructional Services
Testing and Evaluation
Department of Educational Employment Services
And of course, Special Education
-530-
- 2 -
ia your proposed
concerns raised in
e. that the EEO officer
procedure; that more
There appears to be ample room for desegregation progress
, at this time.
I will also expect some adjustments
I Promotional Sating Procedures to reflect
the most recent meeting of the parties i,
will be involved in the candidate appeal
advance notice of screenings will be given to parent organizations;
and that there will be bilingual parent representation chosen
by the Master PAC or Sub PAC in consultation with the CPC or
SPC, as appropriate, for bilingual positions and for school
based positions such as Community District Superintendent
Headmaster/Principal, Assistant Headmaster/Assistant Principal,
ORG positions where there are bilingual programs or bilingual
students. (This would best be accomplished by having 4 parents
on all screening committees (1 Black, 1 White, 1 Hispanic and
1 Asian.)
Thank you for your time and consideration.
Very truly yours,
CBP/jlw
cc: Counsel of Record
-531-
REC'O OFFICE OF GENERAL COUNSE!:
City wide Parents Council
59TemptePlac8 Boston,Mass. 02111 (617)426-2450
Ai:gu3t 28, 1984
htr. Michael Beccher
General Ccuisel
Boston Public Schsola
26 Court Street, 5th Floor
Boston, MA 02108
Dear Mr. Betcher:
The Citywida Parents CoiJicil at its regularly scheduled inonthly meeting en
August 27, 1984, considered and discussed the School Department's proposed
mcdlfications of the Order for Desegregation of Administrative Staff (Draft
II).
A.) The Council noted and approved the following: ,
The Citywide Parents Council supports the scateoents of
Attorneys Johnson and Playter concerning desegration goals
for black and other minority pemanent employees, hired
pursuant to the prqjosed modifications.
B.) The Citywide Parents Council agrees to the school
defendant's proposed modification to exesipt certain
positions, and expedite the filling of others on the
following conditions:
1). that peraanent positions be awarded subject to the
Boston residency requirements of the Tregor
legislation
2). that the CPC be given vrlcten notice of intent to
fora a screening ccraoictee at least 12 '■.orking days
prior to the convening of chat cccmiccee. {jnLs
time line would allow 5 days for identification of
parents and coordination -^ch MASTERPAC and other
agencies) . It would accotnnodate the 7 days written
notice requirecaent to screening corciictee mesbers
incorporated in the proposed modifications subaitted
by the school deparcnent
-532-
A rruttJ«cuituraJ parwrta or ganizatjcn meiritohng quaflty, cJd««^«gat«<l «ducaticn
Page 3
Letter to Michael Betcher
8/28/1984
3) . tha CPC Inslata that four (4) parents be inclvjded
as part or any screening coozilttee ascdbershlp. In
screenings for bilingual poaitions, one of the fiovir
pareata oust be bilingual and approved by tis
MASTESPAC.
Sincerely,
Lucille M. Koch
Ebcecutlve Director
LK:rs
xc: CPC hfeobers
Counsel of Record
Marty Walsh
-533-
AS OF JUNE 26 , 1984
ADMINISTRATIVE POSITIONS
White
249
66.93%
251
76.29%
Blac)(
96
25.81%
66
20.06%
Hispanic
18
4.84%
9
2.74%
27
3.85%
Asian American
American Indiar.
ACTING
PERMANENT
8
2.15%
3
.91%
1
.27%
0
0%
TOTAL
500
71.33%
162
23.11%
11
1.57%
1
.14%
39
5.56%
ACTING POSITIONS
White Black Hispanic Asian American American Indian
:entral
93
63.70%
40
27.40%
8
5.48%
5
3.42%
0
0%
)ept. Heads/Reg.
)evelop.Off icers 109
School-Based) 79.56%
22
16.06%
2
1.46%
3
2.19%
1
.73%
ruidance Coun-
selors
4
.36.36%
5
45.46%
2
18.18%
t
0
0%
0
0%
eadmasters/
Principals
5
45.46%
5
45.46%
1
' 9,08%
0
<3« '
c
c%
sst.Hdmstrs./
Asst.Princ.
18
45%
17
42.50%
5
12.50%
0
0%
0
0%
ther Admin-
istrators
Program Dir.
Clinical Co-
ordinators,
etc.)
20
74.07%
7
25.93%
0
0%
0
0%
0
c%
249
66.93%
96
25.81%
18 8
4.84% 2.15%
-53^-
1
.27%
137
4 3
CERTIFICATE OF SERVICE
I, Henry Dinger, hereby certify that I have this date
served the attached document upon the parties by causing to be
delivered in hand or by causing to be mailed, postage prepaid, a
copy thereof to Counsel of Record:
See attached list
Date Henry Drnger *^ '
Goodwin, Procter and Hoar
28 State Street
Boston, Massachusetts 02108
Tel. (617) 523-5700
-535-
UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
TALLULAH MORGAN ET AL . ,
Plaintiffs,
CIVIL ACTION
V. NO. 72-911-G
RITA WALSH-TOMASINI ET AL.,
Defendants .
MEMORANDUM AND ORDER ON ADMINISTRATOR
SCREENING AND RATING PROCEDURES
November 26, 1984
GARRITY, J.
Upon consideration of the "School Defendants* Motion to
Modify Administrator Rating and Screening Procedures" filed
October 11, 1984 with the consent of the plaintiffs and
plaintiff -intervener, and the comments of Boston Teachers Union
filed October 19, 1984, and after hearing on October 26, 1984, it
is ORDERED that the school defendants' proposal, to the extent
that it is contained in a memorandum from Equal Opportunity
Senior Officer Barbara E. Fields to Superintendent Spillane dated
August 29, 1984 ("Fields memorandum") as amended by a memorandum
from Spillane to the Boston School Committee dated September 21,
1984, and as further amended by the provisions of this order, be
adopted as an order of the court.
The proposal of the school defendants is hereby modified in
the following manner:
-536-
(1) The nuniber of "non-academic" positions exempted in
Section A of the Fields memorandum from the screening and rating
process shall be reduced by deleting from that category those
listed as "(b) Facilities Management and Food Services and (c)
Transportation and Records Management Units in the Department of
Implementation." These positions shall be included in the list
of positions on page 6 of the Fields memorandum which are subject
to the full screening and rating process and shall in all ways be
treated identically with comparable "academic" positions.
(2) The number of teachers on both the School-Based
Screening Committee and the Central/District Screening CoiTiraittee,
as shown on page 9 of the Fields memorandum, shall be increased
from one to two. The teachers shall be selected by the Boston
Teachers Union ("BTU") in such a way as to enhance the racial
composition of the Screening Committee.
(3) The headmaster or principal position on the School-
Based Committee shall be filled by a person selected by the
Boston Association of School Administrators and Supervisors in
such a way as to enhance the racial composition of the Screening
Committee.
(4) Add the following on page 5, at the end of the first
full paragraph:
In order to attain this goal the appointment of Other
Minorities will be made at the rate of at least one out
of three. If this goal cannot be reached by January
1986, the one to three hiring ratio will continue until
the goal has been met.
-537-
The first modification, concerning the elimination of the
exemption for certain "non-academic" positions is necessary to
preserve open parent and community participation in the selection
of administrators whose responsibilities, contrary to the
assertions of the school defendants, substantially and directly
affect the quality and equality of services to the students in
the Boston public schools. Conversely, the relatively small
number of positions hereby added to the process will not
significantly increase the likelihood of a recurrence of a
backlog in the future.
The second modification concerning the number of teachers on
the committees was urged by the Boston Teachers Union. The court
agrees that two teacher-members are necessary to preserve the
balance of representation among the various parties which has
existed since the court adopted the "Leftwich Plan" by its order
of February 24, 1976. The third modification merely incorporates
an uncontested clarification of the proposal to which the parties
agreed in open court.
The final modification represents the first and third
sentences of the amendment proposed in the second memorandum from
Fields to Spillane dated September 21, 1984, to which no party
has objected. The BTU objected to the adoption of the second
sentence of the second Fields memorandum concerning the
maintenance of the percentage of other minority administrators in
the event of layoffs as being unsupported by findings of
discrimination against other minorities and therefore
-538-
impermissible under the holding of Firefighters Local #1784 v.
Stotts, 1984, 104 S.Ct. 2576. Accordingly, as stated in open
court, a decision on this issue will be deferred until the court
can consider the arguments and offer of proof to be submitted by
the Boston Teachers Union pursuant to a separate order issued
concurrently herewith.
United States District .Iddge
-539-'
UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
TALLULAH MORGAN ET AL . ,
Plaintiffs,
RITA WALSH-TOMASINI ET AL . ,
Defendants .
CIVIL ACTION
NO. 72-911-G
PROCEDURAL ORDER
No vembe r 2 6,1984 .^j ■■"'"w \
GARRITY, J. -^-^
The Boston Teachers Union ("BTU") has objected to an
amendment to the modifications of the administrator screening and
rating procedure proposed by the school defendants, which would
require that "[i]f there is a reduction in force or layoffs, the
percentage [of administrative positions held by other minorities]
attained will be maintained." At the hearing the BTU requested
that it be allowed to offer evidence and argue that the proposed
amendment is prohibited by the Supreme Court's recent decision in
Firefighters Local #1784 v. Stotts, 1984, 104 S.Ct. 2576.
Therefore it is ordered that the BTU make an offer of proof
by way of affidavits and exhibits and submit a brief in support
of its objection on or -before December 5, 1984. Other parties
may respond on or before December 19, 1984.
")tates Distriort/ Judge
United SI
-540-
[JAMES T. GRAOY
GABRIEL O. DUMONT, JR.
MATTHEW E. DWYER
KEVIN HERN, JR.
MARY A. DUFFEY
GRAOY, DUMONT AND OWYER
ATTORNEYS AT LAW. P.C.
75 FEDERAL STREET
P.O. BOX 1SSB
BOSTON. MASSACHUSETTS 03205
TELEPHONE (SI 7) 42e-»450
December A, 1984
HAND FILED
Mr. George F. McGrath, Clerk
United States District Court
U.S. Post Office & Court House
Room 1525
Boston, MA 02109
Re: Tallulah Morgan, et al.
vs: Rita Walsh-Tanas ini, et al.
Civil Action No. 72-911-G
Dear Mr. McGrath:
Enclosed for filing in the above-entitled matter
please find the Memorandum In Support Of The Objection
Of The Boston Teachers Union To The School Defendants '
Motion To Modify Administrator Rating And Screening
Procedures and Affidavit of Edward J. Doherty In Support
Of Intervener Boston Teachers Union Local 66 AFT, AFL-
CIO's Opposition To Proposed Amendment Concerning Lay-
offs Of Other Minority Adninistrators.
Your cooperation in this matter is appreciated.
Very truly yours.
fames T. Grady
JTG/RLH
Enclosures
cc: Robert Blunenthal, Esquire ^
Steven Perlmutter, Esquire
Caroline Playter, Esquire
Robert Bohn, Esquire
Marshall Simonds, Esquire
Richard W. Coleman, Esquire
Larry L. Johnson, Esquire
-f;
541.
UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
TALLULAH MORGAN, et al..
Plaintiffs
V.
RITA WALSH-TOMASINI, et al.
Defendants
C.A. 72-911-G
STATE DEFENDANTS' MOTION TO MODIFY
ORDER TO FILE UNIFIED FACILITIES PLAN
Defendant Massachusetts Board of Education ("the State
Board") moves this Court to modify its Order to File Unified
Facilities Plan of November 2, 1984 by deleting the first
and last sentence in paragraph one of said Order, and
inserting in place of the first sentence the following:
A Unified Facilities Plan (UFP) shall be
filed no later than thirty days after the
court has ruled on (a) any motions to
modify outstanding assignment orders that
the parties may file, and (b) any
proposals to modify outstanding
assignment orders that may be presented
by the court.
-542-
School defendants and city defendants, who together
with the State Board are charged with the development and
filing of the UFP, have assented to the above motion.
In support of said motion, the State Board files the
attached Memorandum.
Respectfull
itte
Robejrt H. Bldmenthal, Esq.
Counsel/ State Board of
Education
1385 Hancock Street
Quincy, Massachusetts 02169
(617) 770-7315
Robert H. Bohn, Jr., Esq.
Gitlin, Emmer , Kaplan & Bohn
160 Milk Street
Boston, Massachusetts 02109
(617) 451-6970
DATE: December 20, 1984
-543-
UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
TALLULAH MORGAN, et al..
Plaintiffs
V.
RITA WALSH-TOMASINI, et al.
Defendants
C.A. 72-911-G
MEMORANDUM IN SUPPORT OF MOTION TO
MODIFY ORDER TO FILE UNIFIED FACILITIES PLAN
In its Memorandum and Orders Modifying Desegregation
Plan of May 6, 1977, and in subsequent orders, most recently
its Order to File Unified Facilities Plan of November 2,
1984, the Court has directed school defendants, city
defendants and the State Board (the Joint Planners) to
prepare and file a document that addresses long-range
proposals for the construction, renovation and closing of
school buildings in the Boston Public School system. This
document is referred to as the Unified Facilities Plan, or
UFP. While some progress has been made in past years toward
satisfying the Court's facilities orders, such as the joint
submission and approval of a school closings proposal in the
■544-
Spring of 1981, the Court's requirement that the UFP be
"entire", contained in its Further Memorandum and Order as
to Unified Facilities of August 15, 1979, has not been
satisfied.
In May of 1984, the Joint Planners initiated a new
effort to reach agreement on a comprehensive facilities plan
that would satisfy outstanding Court orders. This effort
was intensified after the hearing of October 26, 1984, at
which the Court ordered the Joint Planners to file a
completed plan by December 15, 1984. (The filing date was
later changed to December 20.) Progress has been
substantial over the past weeks, and the Joint Planners
continue to meet in an effort to produce a UFP. The Court's
deadline has arrived, however, and we roust report that final
agreement has not been reached.
The present motion, which seeks postponement of the UFP
deadline until thirty days after the Court has ruled upon
assignment modification proposals that either it or the
parties may offer, attempts to sustain the momentum of
current negotiations, and to allow for critical facilities
decisions to be made in the appropriate sequence.
This motion should be considered in the context of both
the real progress toward completion of a UFP that has been
made to date, and the significant issues yet to be
resolved. Negotiations to date have resulted in the
following essential elements of the ultimate plan:
-545-
1) A building profile has been completed of every
Boston Public School facility currently in
operation, identifying the alteration and repair
needs of each building and the cost of each
project.
2) A preliminary analysis of this profile has
indicated that the total cost of all such projects
is approximately $55 million, of which
approximately $30 million is eligible for
reimbursement under the Massachusetts School
Building Assistance program, Mass. St. 1948, c.
645, as amended.
3) City defendants have made a commitment to
subsidize those projects eligible for state
reimbursement over an eight-year period.
4) Negotiations have commenced around the creation
of an eight to ten-year schedule for school
improvement projects that will identify, on an
annual basis, the order in v;hich projects are
undertaken.
-546-
At the same time, the following issues have yet to be
addressed:
1) The mechanism for funding those projects
estimated to cost a total of $25 million, that are
not eligible for state reimbursement.
2} The mechanism for funding the removal and
replacement of asbestos materials in all school
facilities, estimated to cost up to $40 million.
3) The mechanism for funding the provision of
barrier-free access for handicapped persons to all
school facilities, estimated to cost up to $25
million.
4) An expansion of school defendants* annual
alteration and repair budget, currently set in
accordance with Mass. St. 1982, c. 190, §2.
5) The appropriate method for funding renovations
of the White Stadium athletic facility, estimated
to cost $3 million.
•547-
6} The preparation of a conprehensive schedule of
new construction projects. To date, school and
city defendants have proposed only the construction
of a new Latin School/Latin Academy facility, for
which city defendants have committed $35 million.
A justification of this project in terms of its
impact on desegregation has yet to be provided.
7) The preparation of a comprehensive schedule of
renovation projects necessitated by any changes in
facilities use required by proposals to modify the
student assignment process that are ultimately
adopted by the Court.
8} The preparation of a comprehensive list of
school closings that eliminates unnecessary excess
capacity at all levels of the school system.
9) An analysis of all facilities proposals that
insures both the enhancement of desegregation and
an equitable spreading of benefits and burdens
among all members of the Boston Public School
community.
Each of the above nine items must be addressed before
any facilities plan can be considered "entire". At the same
-548-
time, closure cannot be reached on these items, particularly
the final four, until proposals for modifying the student
assignment process have been acted upon by the Court. The
relation of possible assignment modifications to school
closings is especially critical, since school improvement
budget projections will be reduced, and school improvement
schedules will be revised, once school closing proposals
have been made.
The State Board shares the Court's disappointment that
these issues have not been resolved to date. It is
especially disappointing that school defendants have waited
until the eleventh hour to propose modifications in the
assignment process, particularly in light of the clear
directives contained at Sections VI (B)(5) and IX(B) of the
December 23, 1982 Orders of Disengagement. We agree,
however, with the intentions of school defendants to provide
for public hearings before proposals to close specific
schools are finally adopted.
The motion for modification that the State Board has
presented will allow for an orderly and expeditious
resolution of these outstanding issues. It will permit the
school defendants to hold public hearings on school closings
within the next few weeks. It will allow all parties to be
heard on proposed assignment modifications, and for the
-549-
Court to rule on said proposals. And it will maintain an
appropriate deadline within which the Joint Planners must
conclude their negotiations.
Adoption of the present motion would be consistent with
the Court's longstanding concern for ensuring that parents
have the opportunity to be heard during the process of
developing school closing proposals. The State Board notes
in this regard that the original UFP submission was rejected
by the Court in 1978 in part to allow for such input, and
that public hearings preceded the filing of proposals to
close schools in December 1979 and March 1981. Further, the
granting of this motion, together with timely action upon
proposals for assignment modifications, will in no way delay
the implementation of the UFP finally adopted by the parties
and approved by the Court. Evidence on this last point is
provided by the process of identifying and implementing
school closings during the Spring and Fall of 1981.
Finally, action upon proposals for modifications in the
student assignment process, followed within thirty days by
the filing of a UFP, will permit the Department of
Implementation to provide the most accurate analysis of the
anticipated impact of the UFP, as called for at section
9(d)(4) of the Memorandum and Orders Modifying Desegregation
Plan dated May 6, 1977.
By its comments at the hearing of October 26, 1984, the
Court made it clear that proposals for modifying the student
-55C-
assignment process would be forthcoming, from the bench if
not from the parties. The anticipation of these proposals,
and the impact that they might have upon facilities
planning, have not inhibited the Joint Planners in their
efforts to achieve as much progress on the DFP as
possible. The filing of the present motion similarly will
not impede ongoing discussions. For its part, the State
Board is prepared to see the UFP negotiating process through
to completion. Without intending to delay the Court's plan
to have final facility orders in place by June 1985, and in
the hopes of guaranteeing the most appropriate sequence for
concluding present negotiations, the State Board urges the
adoption of its motion.
Robert H. BlUmeMhal, Esq.
Counsel, State Board of
Education
1385 Hancock Street
Quincy, Massachusetts 02169
(63/7) 770-731;
Robert H. Bohn, Jr., Esq.
Gitlin, Emmer , Kaplan & Bohn
160 Milk Street
Boston, Massachusetts 02109
(617) 451-6970
DATE: December 20, 1984
■551--
UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
****************
*
TALLULAH MORGAN, ET AL., *
*
Plaintiffs, *
*
V. *
* CIVIL ACTION
RITA WALSH-TOMASINI, ET AL. , * NO. 72-911-G
*
Defendants. *
*
****************
SCHOOL DEFENDANTS' MOTION TO
MODIFY STUDENT ASSIGNMENT PLAN
The School Defendants move this Court to approve the follow-
ing proposed modifications to the outstanding student assignment
orders.
1. The May 10, 1975 Student Assignment Plan shall be
amended by adding the following language after the first sentence
of the first full paragraph on page 2: "provided, however, that
beginning with the 1985-1986 school year the city defendants
shall be permitted to consolidate school districts for adminis-
trative purposes and to designate a single Community Superinten-
dent to be the chief school officer for each consolidated dis-
trict."
Rationale: The substantial enrollment decline in the Boston
Public Schools has brought about the situation where a single
administrator can effectively manage more than one community
district. The School Defendants seek leave to consolidate
-552-
districts for administrative purpose. This request does not seek
to consolidate districts for student assignment purposes, except
to the extent that (i) other proposals seek to create an experi-
mental district for assignment purposes in districts 3 and 4, and
(ii) School Defendants seek to make cross-district desegregative
assignments to a middle school in East Boston, if the Court
approves the transfer of such a School to the facility currently
housing the Umana School.
2. The August 12, 1977 Memorandum and Orders as to Kinder-
garten Desegregation shall be amended to include a new paragraph
3(c) on p. 9 to read: "Any kindergarten student may, at the
election of such student's parents, attend kindergarten at that
student's geocoded school for grades 1-5."
Rationale; Under current assignment orders, children are
frequently assigned to one school for kindergarten and another
for grades 1-5. For reasons of educational continuity, the
School Defendants believe that kindergarten students should have
the option of attending their 1-5 school for kindergarten as
well. This proposal will have a positive, albeit modest, effect
on desegregation, since the typical child in this situation will
be of an overrepresented race in the sending school and an
underrepresented race in the receiving school.
3. The May 10, 1975 Student besegregation Plan shall be
amended by adding at the end of the paragraph carrying over from
page 46 to page 47 the following sentence: "No regular education
student applying for a seat in a community district high school
.50J-
may be assigned to a magnet high school, unless the student's
parents (or the student him or herself, if over 18) agree to
such assignment."
Rationale; The overenrollment in the community district
high schools which in 1975 necessitated the paradox of forced
magnet assignments is no longer as significant in 1984 and can be
expected to diminish further over the next five years. In light
of this trend, the School Defendants believe that it is possible
to maintain enrollments at the magnet high schools within the
constraints set forth in the outstanding orders without such
involuntary assignments. Increasing the voluntary enrollment at
district high schools will operate to strengthen those schools.
Increasing the number of students permitted to attend the school
of their choice can only serve to stabilize the system and to
increase student and parental satisfaction with the system.
Allowing this modification will further one of the principal
purposes of the district schools to "enable parents and students
to plan a coherent sequence of learning experiences within an
identifiable series of schools that culminate in Community
District High Schools," Student Desegregation Plan, May 10,
1975, at p. 1.
4. The rules governing computation of desegregation
standards and the determination of compliance shall be modified
by adding the following language at the end of page 78 of the
May 10, 1975 Student Assignment Plan:
In computing the applicable citywide and
district racial percentages, the following
students will not be counted:
-554-
i
(a) bilingual students,
(b) substantially separate special needs
students,
(c) examination school students,
(d) students attending the Hernandez School
or any comparable school.
In determining applicable district racial
percentages, students attending magnet
schools shall not be counted. In computing
whether a particular school complies with
applicable numerical standards, neither
bilingual students nor substantially separate
special needs students shall be counted.
Rationale : Logically, the racial percentages set forth in a
desegregation plan should reflect the demographics of the popula-
tion of students whose assignments are made primarily for purposes
of desegregation. This proposal makes the counting rules consis-
tent with this premise by excluding from the computation: those
students whose assignments are governed less by desegregation
factors and more by program location factors, those students who
will not, for the most part, be available for desegragative
assignments because of special programatic needs and those
students who attend schools subject to special compliance
standards.
Bilingual and substantially separate special education
students have been individually assigned since 1975. It does
not make sense to count them eithet in computing desegregation
standards or in determining compliance. The examination schools
and the Hernandez School operate under different numerical
standards for desegregation from other schools. Counting students
-555-
attending these schools in computing citywide and district
percentages skews the standard for the other schools because
those students are disproportionately unavailable for assignment
to those other schools. Accordingly, they should not be counted
in determining the desegregation standards applicable for such
other schools.
The determination of district percentages has always been
skewed by counting students attending magnet schools even though
those students are unavailable for assignment to the district
schools. Again, since the applicable percentages for magnet
schools necessarily differ from the district percentages, magnet
students are disproportionately unavailable for district assign-
ments. As a result, these students should not be included in
computing district percentages.
5. The School Defendants shall be permitted to make
Madison Park High School the primary academic home for students
wishing to pursue vocational education offering at the Humphrey
Occupational Resource Center. The half -day program currently in
effect will be phased out. The major thrust, on a phased-in
basis of Madison Park High School shall be vocational education.
Students presently utilizing the half -day program at the Humphrey
Center may continue to do so from their present high schools or
they may transfer to Madison Park High School in September 1986.
Nonvocational education students at Madison Park High School
may continue at the school or may apply for other high schools on
a first priority (but not absolute priority) basis. The Music
-'■,'•,6-
Magnet Program shall continue at Madison Park High School.
Further, Madison Park High School may recruit nonvocational
education students to the school whose presence would bring the
school closer to compliance with desegregation standards. The
school system shall have the right, however, to reconsider the
maintenance of a comprehensive high school component at Madison
Park High School in future years.
Rationale; The half-day linkages between the ORG and all
other schools have not been successful. The reasons for this
lack of success have been the programmatic contortions imposed
upon both the student's home school and the students themselves
from the daily commute to the ORG and from the logistical diffi-
culties and daily disruptions involved in transporting students
to the ORG. This proposal remedies this situation by making
nearby Madison Park High School the academic home for students
enrolled in programs at the Humphrey Center.
6. The May 10, 1975 Student Desegregation Plan shall be
amended by adding at the end of page 49 the following language:
"Beginning in the 1986 school year the School Defendants may make
grade six an entrance level to the three examination schools and
beginning in the 1987 school year the School Defendants may
eliminate grade seven as an entrance level to the three examina-
tion schools and grade ten as an entrance level to Boston Tech-
nical High School."
Rationale: Under current rules, Boston Public School
students must make the transition from elementary to middle
■^';7-
■j^/
school before applying to the examination schools and must take
the SSAT, obtain a satisfactory grade point average, and go
through the application procedures during that often difficult
transitional period. Private school students, who are typically
enrolled in K-6 or K-8 programs, do not face these disadvantages.
This proposal is designed to remove this disadvantage of public
school students while, in the process, conforming the examination
school grade structure in at least one important respect to the
grade structure in the rest of the system.
The impact of this proposal on desegregation will be small
but positive. By reducing the number of high school seats in the
examination schools, the disproportionate desegregation standards
which operate in the examination schools will have a correspond-
ingly reduced impact on desegregation at the high school level.
In theory at least, this proposal will also increase the pool of
students available for district and other magnet high school
assignments.
7. Students currently enrolled at the Umana School will be
permitted to transfer to Technical High School without reference
to an examination or ranking. The Umana School shall become the
site for a middle school in District 8. The School Defendants
shall be permitted to make desegregative assignments to the
middle school to be located at the Umana School without regard to
district boundaries. The McKay School will become a K-5 school
beginning September 1986.
■55&-
Rationale: This proposal consolidates the enrollments of
the Umana School and Technical High School. This consolidation
will enhance the system's ability to provide an advanced science-
oriented program to qualified students. This proposal also
results in a suitable (and larger) facility being available for a
middle school in East Boston. Since the transfer of Umana
students will result in a loss of a group of minority students
currently attending school in East Boston, the School Defendants
seek leave to assign out-of -district students to the middle
school to be located at the Umana School to maintain a comparable
level of desegregation in that part of the City.
8. The School Defendants may expand the program currently
at the Hernandez School, and may further expand the program by
the addition of a suitable middle school component. Such expan-
sions may be in languages other than Spanish.
Rationale ; There is a general sense that the bilingual/
bicultural model in effect at the Hernandez School is worthy of
expansion, including a possible expansion to the secondary school
level. At the same time, the School Defendants recognize the
concern that extensive replication of that program in a large
number of schools creates the risk of an essentially separate
sub-system within the Boston Public Schools. This proposal seeks
to balance these two perspectives by requesting leave for a
modest expansion of the Hernandez School program, possibly by
transferring it to a larger school and/or by adding a middle school
component. The School Defendants seek leave to explore intro-
'559-
ducing bilingual/bicultural programs in languages other than
Spanish.
9. The May 10, 1975 Student Desegregation Plan shall be
amended by adding at the bottom of p. 79 two new paragraphs:
Notwithstanding the foregoing, each school
may fill a small number of reserved seats (with
the number determined by school capacity. as set
forth below) with students whose presence in the
school enhances or brings the school closer to
compliance with the applicable racial/ethnic
percentages. Students may be assigned to fill
such seats without regard to their geocode or
district, provided, however, that the transfer of
any student currently enrolled in a Boston Public
School shall not have a negative impact on the
compliance of the sending school with numerical
desegregation standards. All such assignments
shall be subject to approval by the Senior Officer
for Desegregation.
The number of seats which a particular school
can fill in accordance with the previous paragraph
is determined as follows: Schools with capacities
under 200 may reserve 10 seats. Schools with
capacities between 200 and 500 may reserve 20 seats.
Schools with capacities between 501 and 1000 may
reserve 40 seats. Schools with capacities above
1000 may reserve 60 seats. Elementary schools may
reserve an additional 5 kindergarten seats. The
Senior Officer for Desegregation may permit the
designation of additional reserve seats in Dis-
trict 8.
Rationale: This proposal is intended to encourage princi-
pals, faculty and parent councils to seek out students whose
enrollment would enhance desegregation, and, in furtherance of
that end, to develop innovative educational programs designed to
attract those students. One hope is that these incentives will
promote the development of innovative educational programs which
will (i) promote desegregative transfers across geocode and
560-
district lines and (ii) encourage parents of non-public school
children to try the Boston Public Schools. In addition, the
School Defendants believe that the internal competition among
public schools may be healthy and will provide useful information
pertinent to future facilities decisions.
10. The May 10, 1975 Student Assignment Plan shall be
amended by adding a new paragraph after the first paragraph on
p. 72:
In order to preserve ethnically integrated
neighborhoods, the following special assignment
rules shall apply. The Department of Implementa-
tion, after consultation with the other parties,
shall designate those schools which are located in
ethnically diverse areas of the city. For each
such school, the Department of Implementation
shall identify a racially mixed contiguous re-
cruitment area. The staff at such schools may
recruit students from such area and such students
may be assigned to the school, subject, however,
to capacity constraints and to the numerical
desegregation standards. The Senior Officer for
Desegregation must approve any such assignment.
Rationale: One of the stated goals of the May 10, 1975
Student Assignment Plan was to avoid "dividing neighborhoods that
are ethnically integrated." 2^. at 72. This- proposal seeks to
enhance the possibility for families living in integrated neigh-
borhoods to utilize local schools for their children. The
desirability of integrated neighborhood schools seems self-
evident. They not only respond to the desire of parents for
local schools; they may also help stabilize those neighborhoods
which are ethnically mixed.
-561-
The proposal would permit schools located in integrated
areas to use available space for local children, subject, of
course, to the racial percentage requirements of outstanding
court orders applicable to that school. In addition, this
proposal is similar to the previous one insofar as it fosters a
healthy competition among the Boston Public Schools by rewarding
success in attracting a racially diverse student body.
Respectfully submitted,
THE SCHOOL DEFENDANTS
By their attorneys.
Dated: December 20, 1984
L125/I
12/20/84
Marshall Simonds, P.C.
Henry C. Dinger
GOODWIN, PROCTER & HOAR
28 State Street
Boston, MA 02109
(617) 523-5700
-562-
UNITED STATES DISTRICT COURT
DISTRICT OF MASSACHUSETTS
****************
*
TALLULAH MORGAN ET AL . , *
*
Plaintiffs, *
*
V. * CIVIL ACTION
* NO. 72-911-G
RITA WALSH-TOMASINI ET AL., *
*
Defendants. *
*
****************
SCHOOL DEFENDANTS' PROPOSAL FOR REVISED
STUDENT ASSIGNMENT STANDARDS AND PROCEDURES
IN A CONSOLIDATION OF CURRENT DISTRICTS
THREE AND FOUR
The School Defendants hereby submit to the Court a
proposal (attached to this motion as Exhibit A) for a
revised student assignment procedure to take place in a
consolidation of community districts three and four (the
"Consolidated District"). They move this court to adopt
this proposal/ subject, however, to two qualifications
which may prompt the School Defendants to submit revisions
to the attached version of the proposal.
The first qualification pertains to school closings
in the Consolidated District. At its meeting last night,
the School Committee voted to approve a system-wide reduc-
tion of 1,000 seats. However, the School Committee is com-
mitted to holding public hearings prior to approving the
closing of any particular school. The Committee intends to
identify whatever schools are to be closed by the end of
January. Since there is currently no authorization for school
■563-
-2-
closings, the precise delineation of enrollment areas is not
possible. The attached proposal is offered with no school
closings. However, the School Coitunittee has approved the
contiguous enrollment area approach in principle and the
School Defendants will present a revised list of schools in
the Consolidated District, together with their enrollment
areas, by the end of January.
The second qualification stems from uncertainties
regarding the impact of this proposal on desegregation in the
Consolidated District. Whatever schools are included in the
District, a number of enrollment areas will be racially
identifiable. The success of this proposal in maintaining
an acceptable degree of desegregation in the District depends
on the efforts of principals, faculties and parent councils —
with the aggressive support of the Superintendent and the
Central Staff — to encourage a racially mixed group of students
to attend their schools. The School Defendants believe that
the credible threat of closing schools which are unsuccessful in
these efforts will provide a sufficient incentive for these ef-
forts.
The School Committee believes, however, that before it
gives its unqualified approval to this proposal, the School
Department staff should generate information, by means of
computer simulations and survey techniques, which would
permit the conclusion that success in avoiding substantial
resegregation is possible. The staff has been directed to
-564-
-3-
generate this information during the month of January. If the
results raise serious doubts about the possibility of success,
the Committee reserves the right to propose modifications
designed to guard against substantial resegregation or to
withdraw the proposal altogether. These modifications may
include special desegregation measures at problematic schools,
special non-contiguous assignments to particular schools, and
other techniques.
Attached to this motion as Exhibit B is a race by grade
simulation of the system. The elementary school simulations
in the Consolidated District (designated as "District 0")
represents the racial composition of the enrollment areas as-
suming no intradistrict transfers of regular education students.
Attached as Exhibit C is a geocode matrix with explanatory tables.
Subject to the qualifications set forth in this motion, the
School Defendants submit the attached proposal for the Court's
approval.
Respectfully submitted,
THE SCHOOL DEFENDANTS
By their attorneys.
Marshall Simonds, P.C.
Henry C. Dinger
GOODWIN., PROCTER & HOAR
28 State Street
Boston, MA 02109
(617) 523-5700
PROPOSAL FOR EXPERIMENTAL REVISION IN STUDENT
ASSIGNMENT PROCEDURES IN CONSOLIDATED DISTRICTS 3 AND 4
I. Re-alignment of Districts
The Boston Public Schools will be divided for student
assignment purposes into seven geographic districts and one
citywide district. The composition of districts 1, 2 and 5-9
will remain as they are currently.
Current districts 3 and 4 (i.e. West Roxbury, Roslindale,
Dorchester, Mattapan, Hyde Park) shall be consolidated for
student assignment purposes (the "Consolidated District"). It
shall be composed of the following schools.
High Schools: Hyde Park, West Roxbury
Middle Schools: Irving, Lewenberg, R.G. Shaw,
Rogers, Thompson
Elementary Schools: P. Bates, Beethoven, Hemenway, Kilmer,
Lee, Lyndon, Mattahunt, Mozart,
Parkman, Philbrick, Sumner, Channing,
Chittick, Conley, E. Greenwood,
Grew, F. Roosevelt, P. A. Shaw,
Taylor
II. Student Assignment Standards in the Consolidated District
A. Statement of Purpose. The purpose of these assignment
procedures is to achieve a stable, desegregated assignment of
students to non-magnet schools within the Consolidated District
which, to the greatest extent consistent with the desegregation
goals set forth herein, permits parents to choose the school
which their children will attend.
B. Desegregation Standards. The desegregation standards
set forth below shall constitute the goals to be attained by
-566-
means of the assignment procedures and other methods identified
in this proposal. A school which fails to comply with these
standards shall have seats reserved for students of the under-
represented race(s), as set forth below. It shall be the obli-
gation of the faculty, staff and parent council at any such
school to take steps (such as recrxiitment and the development of
"magnetic" programs) to attract students of the underrepresented
race(s). This ability to do so successfully will be a major
factor in the future of such a school, particularly if that
school is located in a predominantly white neighborhood. The
School Department shall devote reasonable available funds to
support the efforts of such schools to achieve compliance with
these standards. The applicable desegregation standards are as
follows:
1. The desegregation standards for elementary schools
within the Consolidated District shall be based on the students
in grades 1-5 residing in the Consolidated District and attending
District elementary schools.
2. The desegregation standards for middle schools
within the Consolidated District are based on the students in
grades 6-8 residing within the Consolidated District in which the
school is located and attending District middle schools.
3. The desegregation sl^andards for high schools
within the Consolidated District are based on the students in
grade 9-12 residing within the Consolidated District and attend-
ing District high schools.
•567-
4. A school within the Consolidated District contain-
ing a bilingual program may achieve compliance with desegregation
standards if it would achieve compliance by not counting students
enrolled in the bilingual program.
- 5. A school within the Consolidated District enroll-
ing substantially separate special needs students may achieve
compliance with desegregation standards if it would achieve
compliance by not counting such special needs students.
6. A school within the Consolidated District achieves
compliance with desegregation standards if the percentage of
students of each race in the school equals the applicable stan-
dards percentage plus or minus 25%. Where appropriate, black and
other minority percentages may be combined. Desegregation
standards may be computed by excluding bilingual students,
substantially separate special needs students and students
attending citywide schools.
7. The desegregation standards for a given school
year will be computed as late as possible in the spring of the
prior school year. The enrollment at that time shall form the
basis for that computation.
Ill . Student Assignment Procedures for the Consolidated District
A. Elementary Schools.
1. Enrollment Areas. Each elementary school will
have a contiguous enrollment area. Every effort will be made to
create enrollment areas which are racially and ethnically mixed,
and compactness will be sacrificed to achieve this end. Schools
■563-
with enrollment areas which are not racially mixed will be given
sufficiently small enrollment areas to permit reservation of
seats for the underrepresented race(s), as set forth below.
2. Reservation of Seats. Elementary schools which
have not yet achieved compliance with applicable desegregation
standards shall reserve seats for students of the underrepresented
race(s).
3. .Application and Assignment Process. Parents of
children entering the Boston Public Schools at the elementary
level and living within the Consolidated District will be permitted
to express their choice for either any elementary school in the
District or a magnet elementary school. The following rules
govern action on such applications.
a. A child is guaranteed a seat in his or her enroll-
ment area school from kindergarten through grade
five. However, such a child is not guaranteed
transportation to the contiguum school if he or
she moves out of the enrollment area, unless such
child's presence is racially beneficial.
b. A child is guaranteed a seat (with transportation
if the child is otherwise eligible) in any other
school within the Consolidated District if, but
only if, the presence of that child brings the
receiving school closer to compliance with applic-
able desegregation standards.
-5G9-
c. A child who fails to make a timely application or
who applies for a school for which he or she is
ineligible will be assigned to the enrollment area
school, unless the parents of such child agree to
a more desegregative assignment.
d. School officials shall encourage parents to accept
desegregative assignments in the Consolidated
District and shall cooperate with individual
schools in efforts to recruit students for such
assignments.
e. If any school within the Consolidated District is
oversubscribed, selection of students shall be
made by computerized lottery subject to the
applicable desegregation standards. Siblings of
existing students of the appropriate racial/ethnic
group will be given first preference. Students of
the appropriate racial/ethnic group residing in
the same district as the school will be given
second preference. All other students will be
given third preference.
f. The Consolidated District may designate one school
as a district magnet which will be open to all
residents of the Consolidated District.
4. Transfers of non-entry level students. A non-entry
level elementary school child may apply to attend any elementary •
school within the Consolidated District in addition to his or her
■570-
enrollment area school and will be assigned to that school (with
transportation if the child is otherwise eligible) if, but only
if: (i) the presence of that child brings the receiving school
closer to compliance with applicable desegregation standards, and
(ii) there is a seat available in the receiving school.
B. Middle Schools
1. Enrollment Areas. The enrollment area of each
middle school shall be a combination of elementary school enroll-
ment areas within the Consolidated District selected to provide a
diverse racial/ethnic student body.
2- Reservation of Seats. Middle schools which have
not yet achieved compliance with applicable desegregation standards
shall reserve seats for students of the underrepresented race(s).
3. Application and Assignment Process. Parents of
children entering grade six and living within the Consolidated
District will be permitted to express their choice for either any
middle school within the Consolidated District or a magnet middle
school. ^ The following rules govern action on such applications:
a. A child is guaranteed a seat through grade eight
in the middle school for the enrollment area in
which he or she resides. However, such a child is
not guaranteed transportation to that school if he
or she moves out of that enrollment area unless
such child's presence is racially beneficial.
b. A child is guaranteed a seat through grade eight
(with transportation, if the child is otherwise
-571
eligible) in any other middle school within the
Consolidated District if, but only if, the presence
of that child brings the receiving school closer
to compliance with applicable desegregation
standards.
c. A child who fails to make a timely application or
applies for a school for which he or she is
ineligible will be assigned to the middle school
for his or her enrollment area, unless the parents
of such child agree to a more desegregative
assignment.
d. School officials shall encourage parents to accept
desegregative assignments and shall cooperate with
individual schools in efforts to recruit students
for such assignments.
e. If any school is oversubscribed, the procedures
set forth in section 111(A)(3)(e) shall apply.
4. Transfers of Non-Entry Level Students. A non-entry
level middle school student may apply to attend any middle school
within the Consolidated District in addition to the school for
his or her enrollment area and will be assigned to that school
(with transportation if the student is otherwise eligible) if,
but only if: (i) the presence of that student brings the re-
ceiving school closer to compliance with applicable desegregation
standards, and (ii) there is a seat available at the receiving
school.
■572-
C. High Schools.
1. Enrollment Areas. The enrollment areas for high
schools within the Consolidated District shall consist of combi-
nations of middle school enrollment areas from the District,
selected to provide a diverse racial/ethnic student body.
2. Reservation of Seats. If either high school
within the Consolidated District has not yet achieved compliance
with applicable desegregation standards, it shall reserve seats
for students of the underrepresented race(s).
3. Application and Assignment Process. Parents of
children entering the Boston Public Schools in the ninth grade
and living within the Consolidated District will be permitted to
apply for either one of the District high schools or a magnet
high school. The following rules govern action on such applica-
tions.
a. A child is guaranteed a seat through grade twelve
in the high school for the enrollment area in
which he or she resides. However, such a child is
not guaranteed transportation to this school if he
or she moves out of the enrollment area unless
such child's presence is racially beneficial.
b. A child is guaranteed a seat (with transportation
if the child is otherwise eligible) in the other
high school within the Consolidated District if,
but only if, the presence of that child brings the
-573-
receiving school closer to compliance with the
applicable desegregation standards.
c. A child who fails to make a timely application or
who applies for a school for which he or she is
ineligible will be assigned to the school for his
or her enrollment area, unless the parents of such
child agree to a more desegregative assignment.
d. School officials shall encourage parents to accept
desegregative assignments and shall cooperate with
individual schools in efforts to recruit students
for such assignments.
e. If any high school is oversubscribed, the proce-
dures set forth in section 111(A)(3)(e) shall
apply.
4. Transfers of non-entry level students. A non- entry
level high school student may apply to attend either of the
Consolidated District high schools that school if, but only if:
(i) the presence of that student bring the receiving school
closer to compliance with applicable desegregation standards, and
(ii) there is a seat available in the receiving school.
L125/J
12/20/84
-574-
Ccnaolidacad Oistric-; 3 and ^ - Asaicmenc ?3CtsrrT
Lawenberg
Grew
Mattahunt
Phllbrick
Hyde Park
j^cgsrs
Chlttick
E. Greenwood
Channing
Taylor
F. D.. Roosevelt
Hemenway
Wesc Raxbury
R, G. Shaw
3eechoven
:<i Imer
Mozart
Lae
Lyndon
3aC3S
?. A. Shaw
Sumner
Note: The Conley School is a District Magnet School
-575-
Recerve Seats for Consolidated District 3 and 4
Available Seats
■ School
Hyde Park High
West Roxbury High
Irving Middle
Lewenberg Middle
Rogers Middle
RG Shaw Middle .
Thompson Middle
Bates Elementary • ■
Beethoven Elementary
Channing Elementary
Chit tick
E. Greenwood Elementary
Grew Elementary
Hemenway
Kilmer Elementary
Lee Elementary
Lyndon Elementary
Mattahunt Elementary
Mozart Elementary
Philbr ick Elementary
F. Roosevelt Elementary
PA Shaw Elementary
Sumner Elementary
Taylor Elementary
Conley District Magnet
50
250
50
200
25
50
TOO
50
100
150
50
75
150
50
50
100
75
75
75
50
50
50
200
50
250
Sub Total - High 300
Sub Total - Middle 425
Sub Total - Elementary 14 00
Sub Total - Magnet 250
Total Available Seats 2375
-576-
Analysis of 198^-85 Appl feat I on Process
Cttywtda
1. Potential Applicants
Black
White-
Other
Total
25584
15790
13627
55001
2.
First Preference Requests*
Black
White
Other
Total
...
12326
3042
. 4122
19490
a-
Percent Seeking Magnet Schools/P
Black
rograms
White
Other
Total
k8t
\3Z
Consolidated District 3 and 4
1. Potential Applicants
Black
7677
2. First Preference Requests*-
Black
White
3918
White
3346 711
3. Percent Seeking Magnet Schools /Programs
Black' White
30^
44^
]S%
Other
832
Other
334
Other
'fO^
25%
Total
12427
Total
4391
Total
353;
Note: Excludes Sub. Sep. Students, Students Asking for "Present Schools,"
Students Not Replying
-577-
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