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  "documentTitle": "April 2015 Preliminary Draft Early Insights On BPS",
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  "presentationDate": "2015-04-01 00:00:00",
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      "text": "Pre-Decisional - Proprietary and Confidential. This document contains confidential and proprietary information that is exempt from disclosure. Any use or distribution of this material without specific permission is strictly prohibited.",
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      "text": "Preliminary Draft",
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      "text": "Over the next few weeks, we will round out our broad review across the 20+ dimensions outlined by the city, narrow the work’s focus with the guidance of the Steering Committee, and develop a short list of high-impact areas of improvement to guide the system as it moves forward.",
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      "text": "Another theme that has emerged from conversations is the need for more effective and efficient “business” operations for the system. While the intense focus on academics is critical, some worry that it has meant an inattention to system operations and controls. We heard examples of funds for a given student being allocated to two schools, of positions being posted without confirming room in the budget for the new hire, and processes that were so confusing (or non-existent) that outside help was needed to both map the processes and accelerate the navigation of those processes. “Back office” inefficiencies and lack of controls can become a real drag on the system, tying up people and resources that would be better dedicated to improving outcomes for students. At the same time, some observed that the system is too operationally driven, with the calendar being driven by budgeting and other operational requirements. The contours of this challenge will need to be better understood over the coming weeks.",
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      "text": "overall). However, special education often does not adequately address the issue and instead often provides a lower quality of instruction and less opportunity for students to interact with their typically developing peers. (In Boston, 43% of students with disabilities are in separate classrooms4, 3-4 times the rate of a typical urban district.) There is an opportunity strengthen core instruction, and educators’ ability to differentiate instruction for all students, so as to support struggling readers (with and without IEPs), reduce referrals to special education, and include more students with disabilities in the general education classroom with a clearer model of inclusion support.",
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      "text": "Interviews also suggested an opportunity to improve support for English Language Learners, indicating that ELL support operates in parallel, almost separate from the overall academic strategy. By bringing consistency to these supports aligned to existing research, BPS can accelerate progress.",
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      "text": "The emerging portrait of BPS is that of a solid system with a track record of success, a growing reputation for engaging and building trust in the community, and a talented group of hardworking people at every level. This is a great foundation from which to build, and one that many urban systems would envy. At the same time, the system’s high aspirations for the children of Boston, continuing financial pressures, and a likely increase in pressure from a high-performing charter sector mean that there is much work to do.",
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      "text": "4 http://www.bostonpublicschools.org/cms/lib07/MA01906464/Centricity/Domain/249/2013-06-20%20Inclusion%20plan%20FINAL.pdf",
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      "text": "Building a sharper and more connected linkage to the operational side",
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      "text": "NEXT STEPS",
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