►
From YouTube: C&I and P&P Sub Committee Meetings of 12-10-20
Description
Chelsea School Department
via Zoom
B
B
If
I
opened
up
the
wrong
screen,
I'd
be
sharing
private
information.
All
right,
can
you
all
see
the
homeschooling
proposal
all
right,
so
this
is
this
one
came
in
a
few
weeks
ago.
It
has
all
of
the
components
of
the
required
petitions
from
the
cadadri
family
qualifications
of
the
teachers.
B
One
of
the
parents
is
college
educated
from
north
shore,
community
college
and
boston,
architectural
college
in
2005
mountain
west
college,
in
utah
in
2003,
one
works
in
the
hospitality
industry,
the
curriculum
they
go
into
details
regarding
language
arts
they're
using
the
180
days
of
math,
which
is
a
sort
of
a
boxed
homeschooling
program.
60
minutes
five
days
a
week,
history
and
geography.
B
They
named
their
book
here,
and
these
are
the
topics
that
are
covered.
American
history
lives
of
america's
founding
fathers,
the
history
of
plymouth,
so
on
and
so
forth.
They're
also
using
the
box
science
curriculum
180
days
of
science
for
second
grade
scheduled.
Science
is
36
minutes
for
five
days
a
week,
so
that
does
meet
the
requirements.
B
B
B
Yeah
they're
currently
in
one
of
our
schools
right
now
and
waiting
for
approval.
So
if,
if
this,
if
we
get
a
motion
to
move
and
then
we
vote
for
vote
for
vote
on
this
in
january,
then
she
would
be.
We
would
technically
do
a
transfer
to
homeschooling
the
day
after
the
school
committee
meeting
in
january.
D
B
Well,
last
last
month
we
had
11
petitions
last
year.
We
I
only
had
two
starting
in
october,
and
I
think
we
had
about
three
or
four
before
that,
so
it
didn't
actually
go
up
in
a
lot
of
other
districts.
There's
a
lot
there's
a
lot
more
in
our
district.
It
didn't
go
up
that
much.
C
C
Just
wondered
it's
because
of
the
pandemic
that
they're
they
want
to
homeschool,
I'm
just
trying
to
figure
this
out.
B
Yeah,
so
I
think
the
the
there
was
some
confusion
in
the
beginning,
because
there
were
people
who
didn't
realize
that
they
could
keep
their
kids
home
and
still
attend
our
remote
learning
options,
so
they
thought
if
they
kept
their
kids
home
they'd
have
to
homeschool,
and
I
had
a
number
of
conversations
with
families
about
that.
Saying:
listen
like
if
you
want,
if
you
homeschool.
B
That
means
you
have
the
responsibility
of
planning
and
designing
all
of
the
lessons
all
of
the
curriculum
you
have
to
pay
for
it,
but
you
can
access
our
remote
learning
and
try
it
out
and
if
it
doesn't
meet
your
needs,
we
can
always
talk
and
none
of
those
people.
You
know
they
tried
out
their
remote
learning
and
none
of
them
came
back
wanting
to
come
out.
So
you
know,
I
think
we
put
a
lot
of
effort
into
our
remote
learning
plan
and
I
think
people
are
you
know.
While
it's
not
perfect,
I
think
it's.
B
You
know
letting
professional
teachers
do
the
do.
The
teaching
is
a
comfort
for
a
lot
of
people.
C
B
I
can
this
particular
family.
You
know
she
was
very
nice
and
very
respectful
and
for
her
particular
child
being
in
front
of
that
screen
all
day
isn't
really
working
for
them.
She
had
excellent
things
to
say
about
the
school
excellent
things
to
say
about
the
teacher.
She
said
the
teacher
is
very
knowledgeable
she's
doing
the
best
that
she
can,
but
she
wanted
to
be
able
to
have
like
live
in
person
instruction.
So
yeah.
D
Yeah,
that
was
actually
my
question
was
around
the
the
last
piece
I
just
wanted
to
to
know
if
we
had
an
like
any
sense
around
why
they
were
requesting
this
and
I'm
curious.
If
you
have
any
insights
as
to
whether,
after
we
returned
to
full
in
person,
they
would
come
back.
B
So
we
had
two
of
the
cases
that
we
I
shouldn't
say
cases
two
of
the
students
that
we
approved
last
month
are
are
going
to
be
coming
back
next
year.
They've
already
said
that
of
the
11
that
we
approved,
I
want
to
say,
seven
of
them
are
all
like
annual
customers.
B
If
you
will
so
they've
they've
been
doing
it
every
year
we
got
one
new
one
that
is
a
first
grader
and
I'm
not
sure
she's
gonna
see
how
it
goes,
but
she's
on
the
fence
on
that
one
we'll
see,
and
then
this
one
we're
not
sure
of.
I
think
my
guess
would
be
that
once
we're
back
in
person,
she
would
be
because
her
her
main
thing
was
around
not
sitting
in
front
of
that
computer
at
home
all
day.
So
once
that
goes
away,
I
think
she'll
come
back.
A
A
Miss
garcia
are
you
on
second
okay.
Thank
you.
Okay,
now
we're
gonna
move
on
sarah,
that
you
have
a
presentation
for
us.
F
Yes,
so
the
quarter
is
just
ending,
and
I
wanted
to
give
you
an
update
on
our
standards-based
report
card
that
this
it
has
moved
forward
into
second
grade.
We
started
it
last
year
in
first
grade
and
we're
moving
it
up
with
the
children
into
second
grade.
Normally.
F
One
out
to
everybody
and
we
could
all
look
at
it
and
feel
it
so.
Instead,
I've
created
a
little
bit
of
a
presentation
with
some
screenshots
and
stuff
for
you
to
see.
But
just
you
know
it
is
a
nice
little
booklet
that
people
will
have.
Let
me
share
my
screen
and
just
a
quick
thing,
but
instead
of
you
being
able
to
hold
it,
I
figure
it
would
be
better
if
you
could
at
least
see.
F
F
So
the
quarter
has
ended
on
11
20.,
so
grades
3
through
12
are
on
still
on
quarters
and
report
cards
are
being
mailed
home
to
all
kids
middle
school
and
high
school
are
this
week
and
next
week
will
be
grades
three
and
four
and
then
grades
one
and
two
as
part
of
the
standards-based
report
card.
We
have
moved
to
trimesters
with
great
grades,
one
and
two,
which
has
been
very,
very
successful
and
very
popular
and
that
trimester
actually
ends
tomorrow.
F
F
Correct
okay,
so
the
standards-based
report
card
has
a
couple
of
key
points.
I
know
that
I've
shared
this
with
you
about
a
year
ago,
but
I
it's
been
a
long
time
and
we
have
some
new
members
and
I
just
thought
I
would
hit
the
highlights
for
you.
So
it
was
created
by
a
team
of
teachers,
coaches
and
administrators.
D
F
The
best
parts
about
it
is
that
it's
translated,
it's
color-coded,
which
I'll
show
you
some
pictures
in
a
minute.
There's
also
a
paragraph
on
the
front
down
here.
If
the
student
has
a
disability
and
has
an
iep,
it
reminds
the
teacher,
the
parent,
that
this
is
a.
This
is
a
report
card
based
on
grade
level
standards,
and
they
should
look
also
at
their
iep
progress,
notes
to
see
how,
if
this
their
student
is
progressing
on
their
goals.
F
It
also
includes
comments
as
most
do,
but
there
includes
goals,
so
it
tells
talks
about
the
child,
but
it
also
talks
about
some
things
to
work
on
and
it's
based
upon
data
right,
so
stan
we'll
talk
about
how
that
works,
but
it's
not
so
much
just
the
teacher
giving
a
grade,
but
it's
based
on
how
they're
doing
on
assessments
and
things.
G
Sarah,
can
I
ask
you
a
quick
question
for
the
the
goals
are:
are
you
referring
to
iep
goals.
G
F
So
standards
based
is
based
upon
the
curriculum
frameworks
from
you
know,
from
jesse
in
the
different
subjects,
but
it's
based
on
end
of
the
year.
So
the
idea
is
measuring
the
child's
performance
against
how
they'll
have
an
outcome
at
the
end
of
the
year.
So,
as
you
can
see,
there
are
four
different
levels
that
a
child
could
receive:
they're
working
below
the
standard,
they're
working.
D
F
F
G
Can
I
ask
you
two
follow-up
questions
one
I
really
like.
Well,
I
think
parents
are
gonna,
take
a
bit
to
get
adjusted
to
like
the
non-warm
braids
right,
yeah
letters.
However,
I
do
like
the
fact
that
there
isn't
an
f
right
like
it
that
that
really
does
something
to
kids
in
a
positive
way,
not
seeing
an
f.
So
I
I
really
appreciate
that
my
well.
I
guess
I
had
a
comment,
not
a
question,
but
my
second
question
is:
how
does
this
translate
to
gpa
like?
Is
there.
C
D
F
So
here's
an
example:
just
you
know
to
show
you
what
it
would
look
like.
This
is
math
t
one.
Two
and
three
is
trimester.
One
trimester,
two
trimester
three
you'll
notice
that
these
are
the
standards
that
kids
are
supposed
to
be
working
on
and
you'll
notice
that
some
of
the
boxes
are
grayed
out,
which
means
that,
for
example,
in
trimester.
D
F
G
Sarah,
I'm
so
sorry,
I
feel
like
I
have
a
question
for
every
freaking
thing,
I'm
so
sorry
for
each
page
will
the
key
also
follow
each
page
for
power.
He.
F
Is
actually
on
one
of
the
you
know
prominently
in
the
middle:
it's
not
on
each
side,
it's
not
on
each
page.
Now:
okay,
okay,
so
just
to
show
you.
This
is
a
growth
base
right.
So
we
want
to
see
how
kids
are
growing
over
time.
So
you
can
see
that,
for
example,
this
child
reading
informational
text
asks
and
answers
questions
about
text
trimester,
one
we're
not
in
trimester
two
yet,
but
this
is
just
showing
you
how
it
would
work
was
working
toward
the
standard.
F
Meaning
was
a
little
bit
a
little
bit,
not
progressing
as
quickly
as
we
would
have
wanted,
but
in
second
trimester
they
were
on
track
to
meet
the
standard,
so
hopefully
in
trimester
three
this
would
be
blue,
which
would
have
been
meet
the
standard
at
the
end
of
the
year.
So
that's
like
shows
the
growth
over
time
like
this
is
a
big
growth
from
below
working
below
the
standard
to
on
track,
and
you
can
see
here
they're
working
toward
the
standard
in
both
in
both
trimesters.
F
So
therefore,
one
of
the
goals
you
can
see
for
the
trimester
would
be
answer.
Questions
in
response
to
reading
which
connects
to
these
two
standards
here
that
the
student
would
want
to
improve
upon.
So
the
whole
idea
here
is
that
it's
going
to
foster
ongoing
communication
and
partnership
between
teachers
and
parents,
so
that
we
can
talk
about.
How
is
your
student
progressing?
How
what
do
they
grow?
How
are
they
growing
and
how
can
both
the
teachers
and
the
parents
work
together
to
support
the
student.
F
So
the
other
sections
I
showed
you
math,
but
the
the
other
sections
on
the
report
card
include
this
list
here
and
for
the
caminos
you'll
notice
that
there
is
in
the
english
language
arts
section
they
are
receiving
a
a
rating
for
both
in
english
and
in
spanish,
which
I
know
is
strange
because
espanol
starts
with
e,
but
we
worked
on
that
really
hard,
but
this
is
the
best
we
came
up
with
for
now
so
they're
getting
two
grades,
whereas,
if
you
look
back
here,
they
receive
the
translation
is
in
the
is,
you
know:
there's
one
grade
with
translation
on
either
side
for
caminos.
F
It
has
two
grades,
one
for
english,
one
for
spanish,
I'm
almost
done,
but
just
to
show
you
the
comments
and
the
goals.
So
this
is
just
an
example.
They
are
drop
down
menus,
but
the
teachers
created
long
lists
of
options
that
they
can
pick
from,
but
they
come
from
three
different
categories
for
the
classroom:
teacher
attitude,
work,
habits
and
effort,
which
does
also
align
you'll
notice
back
here.
Sorry
in
this
list,
there's
social
emotional
learning
here,
based
on
the
castle
standards
and
then
also
in
the
comments
there.
F
It's
attitude,
work,
habits
and
effort
and
then
usually
there's
some
comments
from
one
of
the
specialist
teachers.
This
one
happens
to
be
from
art
and
then
there's
a
couple
of
goals
that
the
teacher
chooses
to
say
that
this
is
what
the
child
should
really
focus
on
working
on
for
next
next
trimester.
F
F
F
We
also
have
done
some
support
for,
for
with
parents,
we
had
a
co-design
table
where
we
pulled
some
parents
and
asked
them.
What
is
the
best
way
to
help
help?
Parents
understand
this
so
they're,
working
on
creating
a
video
teachers
and
parents
together
are
going
to
create
a
little
video
that
can
go
out
when
the
report
cards
mailed
home
first
week
of
january
that
principles
and
things
will
put
on
class
dojo
and
things
it'll
be
in
both
english
and
spanish.
F
C
Rosemary
okay,
thank
you!
So
they're
not
going
to
have
pto
they're
not
going
to
be
able
to
do
it
so
they're
going
to
go
on
a
zoom,
so
they
can
talk
to
the
teacher
one
by
one
or
is
it
all
in
a
group.
F
A
F
Of
first
grade
parents,
but
also
the
the
hard
part
to
be
completely
honest,
is
that
the
first
grade
parents
last
year
and
that
are
now
second
grade
parents-
did
this
first
trimester
in
second
trimester.
We
squeaked
it
out
right
before
the
pandemic,
but
they
never
got
to
see
the
end
of
the
year
growth
right,
so
they
haven't
seen
the
whole
thing
so
we're
hoping
to
get
them.
You
know,
through
the
whole
thing
this
year.
F
So
the
plan
is
next
year,
we'll
be
doing
both
third
and
fourth
grade,
so
that
we'll
get
the
whole
elementary
school.
One
done,
then,
we'll
move
on
from
there.
A
Any
questions,
okay,
we
don't
have
any
other
questions.
Do
I
have
a
motion
to
adjourn
this
meeting.
A
B
I
am
going
to
share
my
screen
again,
so
we
have
a
need
for
a
policy
for
children
and
youth
in
foster
care.
Let
me
maximize
this,
so
this
is
a
short
policy,
but
we
currently
it
came
to
our
attention
that
this
is
their
requirement
and
we
don't
currently
have
this
policy
in
place.
So
I'll
just
simply
read
it.
It's
pretty
simple.
B
B
B
The
school
in
which
a
child
is
enrolled
at
the
time
of
placement
in
foster
care
unless
a
determination
is
made
that
is
not
in
the
child's
best
interest.
Transportation
for
such
children
will
be
provided
and
arranged
through
a
collaboration
with
child
welfare
agencies
to
ensure
that
children,
youth
in
foster
care,
have
access
to
education
and
extracurricular
activities.
B
So
to
sort
of
summarize
what
all?
That
means,
it's
sort
of
similar
to
how
we
approach
homeless
students
through
the
mckinney-vento
act.
So
we
what
the
reality
is
that
we
want
to
make
decisions
based
on
what's
best
for
kids,
so
often
times,
if
you're
moving
around
from
say,
chelsea
to
revere
to
everett
and
so
on.
All
that
movement
is
not
good
for
the
kids
education.
B
B
The
only
difference
with
this
is
they
have
a
little
bit
less
of
power
as
compared
to
mckinney-vento,
because
the
district
has
authority
to
make
a
decision
around
the
child's
best
interest,
there's
actually
a
best
interest
process
that
you
go
through
to
determine.
B
For
example,
it
could
be
that
you
know
the
the
the
the
district
that
they're
living
in
currently
is
really
far
away.
So
to
put
a
kid
through,
like
a
long
travel
each
day,
wouldn't
be
in
the
kids
best
interest.
So
if
a
kid
lived
in,
say
framingham,
we
might
say
that
it's
not
in
the
best
interest
of
the
kid
to
continue
to
come
to
school
in
chelsea.
B
There's
there's
a
long,
a
long
process,
a
long
document
on
the
deci
website
that
includes
the
the
determination
for
best
interest.
So
it's
a
you
know
unless
a
determination
is
made,
that
is
not
in
the
child's
best
interest
or
a
number
of
factors
that
might
play
in
it's,
not
just
the
location.
A
B
Yeah,
I
could,
I
could
add,
the
link
to
the
desi
site
there.
I
can
say
like
for
more
information.
A
G
Okay,
hey
adam
quick
question:
do
we
have
a
a
number
on
how
many
and
apologies,
if
you
included
this
or
had
said
this,
but
do
you
have
a
number
of
how
many
students
we
have
in
the
districts
that
are
in
foster
care.
A
But
prior
to
actually
having
a
policy
a
written
out
policy,
we
were
practicing
the
same
things
that
you're,
including
here.
B
That's
correct:
yeah
we've
been
following
this:
this
is
this
is
on
the
destiny
website
as
well.
Irasca
murillo
is
in
charge
of
all
of
the
foster
care,
as
well
as
the
students
in
mckinney-vento,
so
she
is
extremely
knowledgeable
about
all
these
processes
and
she
she's
our
dcf
contact
person
for
the
district,
so
she
has
been
working
with
all
of
these
cases.
B
We
just
just
it
just
came
to
our
attention
that
there
you
know
there
should
be
a
policy
in
place
in
full
disclosure.
I
I
went
through
about
12
different
districts
policy
books
and
there
was
only
one
district
of
those
12
that
actually
had
the
policy,
so
we're
not
the
only
we're,
not
the
only
ones
that
didn't
have
it
in
place,
and
this
was
the
policy
that
I
found.
I
just
changed
the
wording
around
a
little
bit
fixed
some
grammatical
errors.
A
G
B
No
just
I'll
get
that
link
up
there
and
that'll
be
the
only
change
so
we'll
bring
it
to
the
full
committee
from
there.
Thank
you
very
much.
A
Okay,
thank
you.
Moving
on
next
item
on
the
agenda
is
diversity
hiring.
E
So
through
listening
sessions,
we
discovered
that
staff
and
the
wider
cps
community
are
concerned
regarding
the
diversity
of
our
workforce.
Through
dr
abeda's
work
in
summerville,
we
were
able
to
develop
a
diversity,
hiring
policy
that
we
are
excited
to
share
with
you
today.
E
The
goal
of
this
policy
is
to
ultimately
further
set
in
stone
our
commitment
to
diversity,
diversifying
our
staff,
because
we
need
the
best
people
of
all
backgrounds
to
educate
our
students,
the
more
diverse
the
more
diversity
we
have,
the
more
creativity
and
ingenuity
that
will
that
we
will
gain
because
of
diverse
perspectives.
Each
person
brings
impacts
to
work.
Furthermore,
research
aligns
with
student
improvements,
improvement
of
student
outcomes.
E
This
policy
outlines
that
at
least
two
qualified
candidates
at
minimum
will
be
considered
for
each
position.
Hr
will
be
in
charge
of
monitoring
hiring
practices
at
each
school.
We
also
committing
to
provide
staff
demographic
data
to
the
school
committee
which
we
have
started
to
do
this
year
for
today's
process.
I
would
love
for
you
all
to
review
this
policy,
I'm
going
to
give
you
opportunity
to
read
it
and
then
my
one
question
for
you
all
is:
are
there
any
noticings
that
we
need
to
be
aware
of
or
any
blind
spots.
H
E
E
You
thank
you
for
that
insight,
as
as
relates
to
the
dlt.
They
gave
us
some
very
good
insight
and
feedback
that
will
all
go
in
towards
the
presentation
that
christine
and
I
will
be
delivering
in
the
spring
semester
kind
of
the
operationalizing
this
policy.
So
the
d.o.t
team
focused
on
their
feedback
focus
on
operationalizing
policy.
H
H
A
Sorry,
I've
been
rambling
and
I
was
muted
any
questions
for
dr
jennings.
A
I
have
a
I
was
thinking
because
before
we
always
used
to
hear
that
minorities
were
not
applying
for
like
teacher
positions
in
higher
positions,
is
that
what
is
what
are
you
seeing
now
as
far
as
applications
coming
into
the
district?
Are
you
seeing
more
diverse
applicants.
E
I
am
not
privy
to
that
right
now,
chris,
you
know
obviously
christine
couldn't
make
it
to
be
here
today.
What
I,
what
I
can
say
is
that
the
pipeline
program
that
she
that
was
direct
developed
under
her
auspices
has
increased,
and
I
will
say
that
myself,
christine,
along
with
three
other
colleagues,
are
working
on
teacher
recruitment
and
retention
for
teachers
of
co,
for
teachers
of
color.
H
Thank
you
doc.
I
can
add
to
that.
Thank
you,
dr
jennings.
I
think
dr
jennings
is
absolutely
right.
We
through
our
recruitment
efforts,
we've
definitely
been
able
to
increase
our
teaching
cadre
and
diversify
and
we're
continuing
to
reach
out,
but
we
are
seeing
through
our
recruitment
and
our
programs
more
diverse
candidates
coming
through,
but
it's
been
very
intentional
outreach
and.
E
And
so
my
question
to
you
all:
do
you
notice
anything
is
anything
missing
from
this
or
do
we
have
any
blind
spots.
C
I
think
it
looks
good
I'm
just
trying
to
figure
out
do
we
need
to
talk
to
christine
about
how
we're
reaching
out
to
the
community,
the
black
community
and
latino
community?
Do
we
go
to
colleges
and
find
out
who's
graduating
from
teaching
you
know
and
see
if
they
want
to
come
into
chelsea?
How
do
you
do
this
yeah.
E
Yeah,
well
all
great
statements.
I
actually
have
on
my
roster
right
now,
a
listing
of
historically
black
college
universities
in
the
northeast,
as
well
as
historically
as
well
as
well
as
hispanic
service
institutions,
where
I
want
to
see
above
all
possible
that
we
can
jump
into
some
of
their
virtual
career
hiring
sessions,
and
I
will
also
say
that
I
think
it
was
just
today
that
I
wasn't
able
to
attend
that
christine
and
three
other
colleagues.
E
One
did
one
other
district
leader
and
two
leaders
at
the
respective
school
had
a
meeting
on
today.
So
I
don't
know
the
ending
of
that
meeting.
Yet.
C
A
So,
are
we
also
moving
this
policy
for
vote?
Full
school
committee
vote?
Yes,
okay,
can
I
make
one
request?
Can.
G
A
Get
both
this
policy
and
the
foster
care
policy
emailed
to
us,
but
within
this
week
or
next
week,
and
not
right
before
the
school
committee,
because
I
know
some
members
they're
not
here,
I
think
they
would
be
very
interested
just
to
look
it
over
before
and
not
get
it
a
few
days
right
before
the
meeting,
if
possible.
A
Okay,
so
do
we
have
a
motion
to
move
forward
diversity
policy
to
the
full
school
committee
for
a
vote
motion?
Second,.
C
A
I
have
a
comment
that
marisol
wanted
me
to
share
with
you
guys.
A
I'm
so
in
the
last
subcommittee
meeting
kelly
brought
up
on
renaming
the
elc
building,
so
marissa
did
talk
to
cheryl
the
city
solicitor
and
she
said
we
need
to
coordinate
a
new
date
with
the
subcommittee
to
review
the
remaining
policy
and
allow
all
members
to
ask
questions.
A
G
G
Thanks
so
much
miss
fellas,
I'd
like
before
before
leaving
dr
j.
Thank
you
for
all
of
your
energy
and
positive
energy
that
you've
been
putting
towards
this
diversity
policy.
I
really
really
appreciate
you
and
your
work.
It
is
needed
our
students
need
to
see
more
representation,
and
so
I
just
wanted
to
just
thank
you
for
all
that
you're
doing
and
for
miss
santiago.
Thank
you
for
bringing
that
up
to
the
table
again
and
I
look
forward
to
having
those
conversations.