►
From YouTube: School Committee Meeting of 3-16-23
Description
City of Chelsea, CPS
A
A
A
B
B
Whose
treasure
is
that
I
think
I
know
the
owner
is
smiling
at
me
as
I
wave
hello,
her
Joy
illuminates,
like
a
vivid
rainbow.
She
gives
her
treasure
a
little
Shake,
fully
aware
of
everything.
That's
at
stake.
The
treasure
is
inspirational
and
empowering
and
deep,
but
it's
always
kept
underneath
her
pillow
when
she
sleeps.
She
has
hope
she
keeps
pushing
through
Sleek
pushing
through
the
Sleek
modern
world
which
pretends
in
its
equality,
but
in
the
end,
remains
a
fallacy.
B
A
C
Miss
Velez
I
just
want
to
say
Maria
probably
doesn't
remember,
but
I
know
her
since
she's
been
in
her
mom's
womb,
and
it
makes
me
so
happy
to
see
all
the
accomplishments.
All
your
talents
keep
up
the
great
work
and
the
sky's
the
limit.
I
know
you'll,
do
great
things
and
we're
so
proud
of
you
here
in
the
community.
A
D
Just
wanted
to
say
that
every
time
I
hear
you
I'm,
inspired
and
I
know
that
there
is
such
a
bright
future
for
you,
and
we
have
our
eyes
on
you
and
Maria
will
also
be
speaking
at
our
the
Massachusetts
trial
court
event.
Next
week,
as
a
guest
student,
poetry
speaker,
so
I
told
Maria.
If
she
needs
an
agent,
I
am
her
best
agent
and
that
she
should
start
charging
and
she
you
know
I
could
go
into
business.
A
Maria,
the
sky
is
so
bright,
the
sky's
the
limit-
and
we
are
so
excited
for
all
the
things
you're
going
to
do,
make
sure
to
come
back
and
and
stand
right
here
and
and
give
back
to
the
community
we're
so
excited
for
you,
alrighty
team.
Next
up
do
I
have
a
minute
a
motion
to
approve
the
minutes.
From
the
last
meeting
on
the
2nd
of
February.
F
F
Thank
you
for
taking
the
time.
Even
today
you
started
late.
You
guys
are
like
an
hour
late
right
and
you
have
been
patient
you're
devoted
here
to
make
our
schools
a
better
place.
So,
thank
you
so
much.
Thank
you
for
the
work
that
you
do
and
may
we
continue
to
celebrate
you
and
may
we
continue
to
support
you
and
uplift.
You
happy
history
month
for
woman,
so
thank
you.
G
G
G
Tonight,
though,
I'd
like
to
address
another
topic,
this
is
my
seventh
year
teaching
and
my
fifth
year
teaching
shelter,
dla
two
multilingual
Learners
and
kotot
ell
classes
at
Chelsea,
High
School
five
years
ago.
One
of
the
primary
things
that
Drew
me
to
this
District
was
its
commitment
to
welcoming
and
educating
all
and
it's
outspoken,
promise
to
support,
multilingual
Learners
with
content
and
language
instruction.
G
I
was
encouraged
by
the
fact
that
I
would
have
access
to
language
specific
coaching
from
someone.
In
addition
to
my
evaluator,
many
districts
don't
offer
this
sort
of
support
and,
in
my
mind,
this
really
set
Chelsea
apart
in
a
way
that
would
ultimately
lead
to
the
retention
of
teachers
and
better
outcomes
for
students.
G
Unfortunately,
this
year
has
been
different.
We
have
not
had
a
coach
for
our
department
since
September
the
L
codes
typically
also
oversees
the
Arts
and
elective
teachers,
which
means
that
all
of
these
Educators,
most
of
whom
are
in
their
first
or
second
year
of
teaching,
do
not
have
support
of
an
ell
coach
to
Aid
in,
like
the
language
needs
of
their
classes.
This
is
an
equity
issue
and
one
that
is
widespread
across
the
country.
G
Like
other
departments,
we
need
the
expertise
of
a
non-evaluative
coach
to
build,
on
our
master's
degree
in
knowledge
of
language
acquisition.
Please
do
not
leave
us
at
a
disadvantage
here.
Please
prioritize
the
hiring
of
this
position.
Ideally
within
the
month
of
March,
it
cannot
be
said
that
there's
a
dearth
of
candidates.
Last
year,
all
coaching
positions
were
filled
by
incredibly
qualified
and
committed
individuals.
G
G
She
reapplied
for
the
position
at
the
end
of
last
year.
I
personally
would
benefit
from
having
her
as
our
coach
again.
So
many
of
my
colleagues
say
the
same.
Our
district
has
promoted
culturally
responsive
teaching.
She
was
trained
under
zeretta
Hammond
herself
Chelsea
is
currently
promoting
dialogical
reasoning.
She
studied
biological
reasoning
with
leading
experts
at
Stanford
in
graduate
school.
She
is
as
talented
and
qualified
As
It
Gets.
G
A
E
H
My
name
is
Gene
Fisher
and
I
have
been
a
I'm.
Sorry,
let
me
switch
this
around
hi.
My
name
is
Gene
Fisher
and
I've
been
a
special
education
teacher
at
the
Hook
school
for
10
years.
During
this
time,
I
have
had
the
pleasure
of
working
with
multiple
students
from
the
city
who
have
Down
syndrome,
though
incredibly
different.
Each
one
has
brought
unique
value
to
my
classroom.
I
have
seen
firsthand
the
positive
impact
that
students
with
Down
Syndrome
can
have
on
the
lives
of
their
peers
and
teachers.
H
I
have
also
seen
them
make
incredible
progress
as
Scholars
friends
and
community
members.
These
students
deserve
to
be
to
be
not
only
accepted
but
loved
and
celebrated.
Our
district
has
made
great
strides
over
the
years
to
celebrate
students,
differences
and
to
become
more
inclusive.
Overall
students
with
Down
Syndrome
should
be
explicitly
included
in
this
effort.
I
look
forward
to
you
recognizing
them
officially.
Thank
you.
A
I
A
Be
it
further
resolved
that
the
Chelsea
school
committee
recognizes
World
Down
syndrome
day
on
March
21st
in
the
Chelsea
Public
Schools.
We
encourage
our
students
and
staff
to
join
the
celebration
of
the
special
observance
and
witness
whereof.
We,
the
members
of
the
Chelsea
school
committee,
have
set
our
hands
this
16th
day
of
March
2023.
E
E
A
H
C
C
D
Our
presentation,
great
so
I,
do
have
a
little
bit
of
a
superintendent's
report,
but
I'm
going
to
take
I'm
going
to
do
some
recognitions
first,
so
that
people
in
the
audience
can
go
home
as
it's
late,
so
I'm
going
to
start
off
with
our
alumni
panel.
So
this
past
Tuesday
for
Chelsea
High
School
alumni
came
together
to
give
back
to
our
community
of
the
near
capacity
Near
Field
capacity
capacity.
D
Gymnasium
that
listened
to
Joe
Resnick
was
state
representative
Judas,
Garcia,
City,
councilor
and
local
business
owner
tenery,
Garcia,
Community,
organizer
and
Chelsea
Pochi
walk
founder,
Lorenzo
recupero
spoke
about
their
time
at
Chelsea,
High
School.
They
address
how
what
they
learned
and
experienced
at
Chelsea
High
School
helped
them
in
life
and
Joe.
Resnick
gave
out
five
scholarship
Awards
and
our
students
were
given
the
opportunity
to
appear
in
his
latest
music.
Video
I
would
like
to
thank
our
alumni
for
giving
back.
D
Our
children
were
so
excited
and
we
did
send
around
the
video
Joe
that
you
made
to
all
of
Chelsea
High
School.
We
posted
it
on
our
website
and
all
our
kids
and
it's
amazing
to
hear
what
our
alumni
are
doing
and
we
need
to
do
it
more
often
so
I'd
like
to
just
say
thank
you.
Thank
you
for
starting
such
I
think
what
could
be
a
tradition
of
just
really
recognizing
the
Excellence
of
our
Chelsea
High,
School,
alumni
and
I
know.
D
One
of
you
said:
I
think
it
was
representative
Garcia
said
be
proud
of
where
you
come
from,
be
proud
of
being
from
Chelsea
and
so
I
just
want
to.
Thank
you
because
it
was
a
moment
that
I'll
never
forget
the
joy
that
you
brought
to
our
students
and
the
hope
that
you
give
them
and
how
you
inspire
so
I
just
wanted
to
take
this
time
to
say
thank
you.
We
have
a
small
little
certificate
for
each
of
you
and
so
come
we'll
take
a
photo
together
and
we
just
want
to
celebrate
you.
J
D
J
A
A
A
D
So
I
would
like
to
thank
all
of
our
our
head
custodians
I'd,
like
to
thank
anible
I'd,
like
to
thank
Frank
Henry
I'd
like
to
thank
Joel
Cooney,
Doug
Pena,
our
senior
custodians
and
Louis
Diaz
and
Sal
Tejeda,
Tejeda
and
I.
Don't
know
if
I,
who
I
else
I
for
if
I
forgot
anybody,
please
I.
I
would
like
to
thank
all
of
our
custodians
that
are
here.
I
do
have
a
few
certificates,
one
for
Louis
Diaz,
Sal
Tejeda.
D
J
C
C
K
C
A
D
D
The
next
event
is
exciting
we
have
are,
we
are
sponsoring
and
hosting
the
women's
history
month
and
Gloria
Simon
will
serve
as
a
featured
guest
speaker
online
at
the
third
annual
women's
History
Month
celebration,
hosted
by
the
Massachusetts
trial
courts,
women's
History
Month
planning
committee
on
Tuesday.
So
that's
this
Tuesday
March
21st
at
the
Chelsea
High
School
gym.
So
everybody
is
welcome
if
you'd
like
to
come.
The
information
is
online.
You
can
RSVP
and
or
you
can
watch
it
online
too.
D
So
if
you
can
come
and
support
our
cheerleaders,
that
would
be
greatly
appreciated
and
the
last
thing
and
we're
going
to
go
into
this
a
little
bit
more
is
we've
been
we've
been
reviewing
our
student
achievement
data
with
our
iready
data
and
we
are
it's
showing
that
our
students
are
learning
and
growing
and
Mr
Delaney
is
actually
going
to
provide
more
of
a
detailed
update
in
just
a
little
bit.
So
I
will
turn
it
over
to
our
Mr
Delaney
for
indicators
of
success
and
our
iready
data
presentation.
L
L
L
We
can
see
our
last
year's
data-
that's
just
in
there
for
you
to
see
to
compare.
So
if
you
skip
those
pages
and
go
to
page
four,
this
is
our
iready
data
in
reading
and
you
will
see
in
the
green.
Those
are
grade
levels
that
improved
over
last
year
at
this
time.
So
in
kindergarten,
kindergarten
remained
the
same.
From
last
year
grade
one
actually
went
up
seven
points
from
14
to
21
percent.
In
grade
two,
we
went
from
20
to
28.
We
went
up
eight
points
grade
three
improved
two
points
from
36
to
38..
L
We
had
a
small
dip
in
grade
four
dropped,
three
points
from
23
to
20..
In
grade
five,
we
went
up
seven
points
from
14
to
21.
grades.
Six
and
grade
seven
went
down
five
and
two
points
respectively
and
grade.
8
remained
the
same
that
is
in
reading,
and
just
so
you
know
this
is
the
percent
of
students
performing
at
grade
level
and
remember
we're
not
completed
with
the
grade
at
this
point.
L
grade,
one
went
up
10
points
from
10
to
17.
grade
2
went
up
eight
points
from
9
to
17
grade
three
one
up:
five
from
13
to
18
grade
4
went
up
seven
from
20
to
27
grade
5
went
up
10
from
9
to
19.
grade
six
and
grade
7
also
dropped
respectively.
Six
and
two
points
and
grade
eight
went
out
four
points
from
13
to
17.,
so
we
had
some
really
substantial
great
gains
in
grades,
one
two,
three
four
and
five
on
to
page
six.
This
is
the
high
school
dropout
rate.
L
The
goal
is
to
decrease
by
two
point:
two
percent:
each
year,
last
year's
rate
was
5.38
percent.
Currently
we
are
at
four
point
two
five
percent
over
the
course
of
the
year
over
I'm.
Sorry,
over
the
past
month,
we've
actually
had
25
students
withdrawn
due
to
long-term
attendance
break
it
broken
down,
are
L.
Students
are
at
a
rate
of
eight
percent
and
our
non-l
students
are
at
a
rate
of
2.2
percent,
so
that
is
still
that
still
continues
to
be
a
struggle
for
us
on
to
page
seven.
L
This
is
the
Mobility
data
in
at
the
ELC,
we've
gained
two
students
and
lost
seven
at
the
elementary
level
we
have
17
gained
and
11
lost.
This
is
transfers
in
and
outs
at
middle
we've
gained
12
and
lost
13
at
the
high
school
we've
gained
31
and
lost
36.
So
that's
a
district
total
of
62
students
enrolling
and
67
students
leaving.
L
On
to
page
eight,
this
is
the
percent
of
students
with
failing
grades
grade.
Nine
students
who
are
failing
one
grade
is
nine.
We
have
95
out
of
532
students,
students
who
are
failing
two
grades
that
we
have
78
out
of
the
532
students.
Failing
three
grades,
we
have
53
and
we
have
15
students
failing
four
or
more
subjects
for
a
total
of
45
percent
of
our
freshmen
are
currently
failing
at
least
one
grade.
L
This
is
something
that
is
a
concern
to
us,
but
it
is
also
a
result
of
a
push
towards
grade
level
instruction
and
grade
level
standards
in
the
classroom
and
really
pushing
for
higher
levels
of
rigor
and
we're
finding
with
higher
levels
of
rigor.
We
need
higher
levels
of
support
for
our
grade.
10
students
we
have
out
of
445
sophomores
71
students
are
failing
one
grade,
55,
students
are
failing,
two
grades,
40
are
failing,
three
19
are
failing.
Four
for
a
total
of
41.6
percent
of
our
sophomores
are
currently
failing
at
least
one
course.
L
And
that
concludes
the
typical
indicators
for
success
and
I
have
some
slides
in
the
other
document
that
take
a
little
bit
of
a
deeper
dive
into
our
iready
data.
For
those
that
aren't
aware,
we
test
students
in
grades,
one
through
nine,
in
both
math
and
reading,
and
the
key
indicators
are
percent
of
students
scoring
on
grade
level
and
pers.
L
We
also
have
what
we
call
expected
growth,
which
is
a
Year's
worth
of
learning,
so
we
measure
the
kids
who
might
be
below
grade
level
if
you
might
be
two
or
three
grades
below
grade
level,
but
you
gain
two
years
and
then
you
kind
of
catch
up,
so
we
we
measure
how
much
learning
they
do
in
a
year
as
well.
We
use
median
for
that.
We
test
three
times
over
the
course
of
the
Year
fall
winter
spring.
So
this
is
the
mid-year
assessment
on
page
one
which
is
slide
two.
L
We
do
have
some
strengths
to
share.
We
actually
have
a
lot
our
median
progress
towards
typical
annual
growth,
which
essentially
means
that,
if
I'm
expected
to
make
a
Year's
worth
of
learning
and
I've
learned
a
half
a
year,
I've
made
50
percent
progress
towards
typical
growth.
So
when
we
use
median,
we
take
every
student's
score,
rank
them
from
least
to
greatest
and
take
the
middle
kid.
That's
our
median.
So
our
median
progress
towards
typical
annual
annual
growth
compared
to
mid-year
last
year,
math
last
year
the
median
was
57.
L
L
percent
of
students
on
grade
level.
Compared
to
last
year,
math
we
went
from
14
to
18
percent
and
in
Reading
we
went
from
22
to
26..
So
these
are
our
key
indicators
and
we're
seeing
moving
in
the
right
direction
in
all
of
those,
in
particular
in
math
grades.
Two
three
four
and
eight
had
median
progress
towards
typical
growth
above
70
percent.
That
means
in
those
grades
at
least
half
of
all
of
those
grades
are
above
70
or
at
or
above
70..
The
mid-year
expectation
is
50.
L
L
We
know
that
in
in
that
subgroup
those
students
are
typically
scoring
below
the
their
non-l
counterparts,
but
we
were
also
seeing
that
their
growth
was
lower
as
well.
This
is
the
first
time
since
I've
been
working
in
Chelsea
that
we've
flipped
that
and
now
we
have
our
subgroup
scoring
growing
at
a
faster
rate
than
their
non-subgroup
counterparts.
So
L
progress
towards
typical
growth
in
Reading
matches
their
non-l
counterparts
and
their
median
progress
towards
stretch
growth
is
slightly
higher
than
their
non-l
counterparts.
L
So
if
you
turn
that
page
to
page
three,
which
is
Slide
Five,
it's
more
information
about
the
mle
department
initiatives,
but
the
coordinator
and
assistant
coordinator,
they
are
collaborating
with
building
leaders
to
support
programming
and
understanding
building
specific
needs.
Another
key
piece
that
is
not
in
the
slides
is
that
I
know
you're
all
familiar
with
the
Dual
language
program,
the
Caminos
program.
This
is
the
first
year,
I'm
almost
embarrassed
to
admit
it,
but
it's
progress.
It's
the
first
year
that
they've
taken
foundational
L
Learners
into
the
Caminos
program.
A
L
So
we're
really
happy
with
that.
The
next
few
slides
are
just
graphs.
So
if
you
have
questions
about
those
I
can
go
through
them.
We
do
have
some
areas
of
growth
and
I'll
wrap
it
up.
After
this
we
do.
We
do
know
that
in
math,
36
percent
of
students
are
scoring
two
or
more
grade
levels
below
their
current
grade.
That
is
a
concerning
Trend
and
in
Reading
we
have
43
percent
of
our
students
are
still
two
or
more
grade
levels
below
sixth
grade,
as
you
heard
from
the
previous
slide.
L
However,
that
means
that
all
the
other
grades
did
so
please
keep
that
in
mind
and,
lastly,
our
students
with
disabilities
do
continue
to
achieve
at
lower
levels
than
students
without
disabilities
and
in
some
metrics
they're
growing
at
a
slower
Pace,
but
that
Gap
is
also
decreasing
as
the
years
go
on
and
lastly,
on
the
last
page,
just
to
end
on
a
solid
note,
we
have
four
schools
that
we'd
like
to
call
out
the
Hook
school.
Has
a
median
of
89
progress
towards
typical
growth
in
math?
L
That
means
at
the
point
that
we
gave
the
assessment,
which
was
right.
At
the
middle
of
the
year,
half
of
the
students
have
had
89
percent
of
a
Year's
worth
of
learning
at
the
mid-year.
So
half
of
those
students
have
already
almost
had
a
full
year
of
learning.
The
sokolowski
school
had
a
median
of
88
progress
towards
typical
growth
and
reading,
so
similar
results
for
sokolowski,
but
in
reading
the
brown
middle
school-
and
this
is
a
really
impressive
metric
here-
they
had
a
median
progress
towards
typical
growth
in
reading
of
100.
L
That
means
that
half
of
the
brown
middle
school
students
got
a
Year's
worth
of
learning
and
reading
by
the
middle
of
the
year
and,
lastly,
our
virtual
Learning
Academy
cvla.
They
had
a
median
progress
towards
typical
growth
and
reading
of
101
percent.
Now
it's
a
smaller
cohort
of
only
16
students.
However,
at
least
eight
of
those
students
already
got
a
Year's
worth
of
learning
at
the
middle
of
the
year.
A
Lady
I
just
want
I've
sat
in
the
sea
for
the
last
eight
years
and
I
was
just
telling
Dr
Urbana.
This
is
some
super
honest
data
that
we
needed
to
see.
There's
work
to
be
done,
but
there's
also
growth
to
celebrate,
and
that
is
I
want
to
applaud
all
of
the
teachers,
all
of
the
administrators,
all
of
the
central
office
team
members
who
are
truly
working
their
butts
off
to
support
our
students
across
every
single
grade
level.
So
thank
you.
A
I
At
risk
of
drawing
the
ire
of
our
chair
for
keeping
us
here
too
long,
I
have
three
questions
and
you
don't
need
to
answer
them
tonight.
If
you
don't
necessarily
have
the
data
I'm
happy
to
get
it
by
email
later
in
terms
of
the
you
know,
the
growth,
the
annual
growth
I'm,
just
curious
kind
of
where
this
would
land
in
comparison
to
other
districts
like
Chelsea,
you
know,
are
we
doing
better
as
expected?
I
L
You
yeah
for
the
third
one.
We
we
don't
have
a
structure
to
measure
the
correlation
between
how
long
the
students
have
been
in
the
district
I
do
know
years
ago.
That
study
was
done.
That's
a
pretty
big
study
and
I'm
going
back
to
when
bu
was
here.
They
did
that
study
and
actually
found
that
students
who
were
in
Chelsea
Public
Schools
from
K
to
12.
There
was
a
substantial
difference
between
kids,
who
are
not
in
that
in
that
same
range.
For
the
entire
time.
L
And
rather
than
you
know
in
in
the
interest
of
time,
it
is
in
there
somewhere
and
I,
don't
want
to
skim
through
all
the
slides,
but
we
are
pretty
substantially
ahead
in
growth
as
compared
to
other
districts
who
are
using
I-Ready
and
there's
a
pretty
big
sample
across
the
country.
That's
the
beauty
of
I-Ready
is
we
have
a
large
sample,
but
the
growth
is
particularly
in
the
students
who
are
multiple
grades
below
grade
level.
Our
growth
is
higher
than
the
median
across
the
country.
M
Following
Roberto
suit,
thank
you
and
then
it's
kind
of
like
a
two-part
question.
I
wanted
to
know
if,
for
the
failing
grades
in
at
the
high
school
level,
I'm
gonna
not
necessarily
automatically
assume
that
absences
have
anything
to
do
with
that,
but
if
it
did
I,
how
is
the
like
when
they
get
to
like
work
their
way
back
into
like
the
good
grace
period
get
into
you
know,
factor
into
into
this
and
then
also
because
of
health
issues.
M
As
far
as
the
other
grade
levels,
I'm
sure
that
that's
going
to
also
make
a
dent
into
you
know
the
the
learning
curve
of
other
students.
How?
How
are
we
providing
some
sort
of
support
on
on
the
classroom
level?
I
know
that
we
are
getting
tutors
and
after
school
help,
but
obviously
not
every
family
does
have
after
school
additional
support.
So
you
know
if
if
a
student
does
Miss
like
you
know
five
days
because
of
covet,
or
they
do
have
Health
days
that
they're
absent
like
how
is
that
teacher?
M
Getting
that
additional
support
on
you
know
different
grade
levels
and
then
so
that
that
student
with
different
needs
or
different
attention
spans?
Could
get
back,
you
know
up
to
speed
and,
lastly,
for
the
reading
specifically
I
know
that
they're
going
to
be
potentially
screening
for
like
making
sure
that
children
are
just
like
you
know,
are
don't
have
any
type
of
reading
disabilities
or
anything
that's
going
to
be
potentially
setting
them
back
further.
Are
we
already
doing
that
within
our
district
or
or
is
that
something
that
we're
still
in
the
works
for
so.
L
As
far
as
your
question
around
attendance
and
the
impact
on
on
achievement,
we
know
that
there's
a
negative
correlation
there,
the
the
higher
your
absentee
rate,
the
lower
your
grades,
are
going
to
be
I.
Do
want
to
point
out
that
these
grades
were
for
a
quarter,
two,
which
we
were
still
in
the
attendance
policy
being
waived.
So
there's
no
mathematical
automatic
impact
to
those
grades,
starting
in
this
quarter.
We
have
our
new
policy
in
place.
L
So
if
you,
if
you
don't
meet
the
attendance
requirements,
your
grade
would
drop
by
10
points,
but
with
a
ceiling
with
a
floor
of
60..
So
if
you
have
a
64,
it's
only
going
to
drop
to
a
60.,
so
no
one's
ever
going
to
fail
as
a
result
of
attendance.
They
would
lose
some
points,
though,
if
you
have
an
84,
it
drops
to
a
74..
As
far
as
supporting
students
with
their
absences,
we
do
have
a
a
variety
of
options
in
place.
L
We
have
after-school
Credit
Recovery,
we
have
malachausen
in
the
audience
who
does
oversee
all
of
all
of
that.
So
there's
a
a
long
list
of
supports
that
are
in
place
for
students,
but
they
do
have
to
take
part
in
them.
In
order
to
you
know,
get
that
get
those
scores
back
up.
Students
are
able
to
make
up
any
work
that
they
miss,
but
when
you
miss
class
time
it
is,
it
is
really
difficult
to
make
it
up.
We
do
have
Google
classroom,
so
you
have
the
ability
to
go
back
and
see
the
assignments.
L
J
D
A
D
Okay,
so
for
our
Personnel
updates
there
hasn't
there
haven't
been
too
many
changes.
You
can
see
our
new
hires
there's
been
more
hiring
with
our
security
guards.
You
can
see
where
they're
assigned
and
then
our
demographic
data
for
hiring
again
is
50
Caucasian,
33,
Hispanic,
16,
black
and
Asian
Pacific
Islander.
D
On
our
diverse
diversifying
our
staff.
We
are
actually
diversifying
our
staff
a
lot
higher
than
all
the
other
five
district
partnership
districts.
So
I'm
we're
very
proud
of
that
and
then
I'll
have
I'm
going
to
be
having
Christine
Lee
do
a
HR
report
on
our
diversification
very
soon,
and
then
you
can
see
our
resignations
and
retirements
and
then
I
also
would
like
to
make
mention
that
we
have
nine
teachers
who
are
now
professional
status
teachers
and
those
are
it's
Kelly
Murray
Anthony,
Neyland,
Julian
Burke,
who
Patrick
O'donnell,
Trenton
bordock.
D
Christina
Russo
and
Regan
Von
Wilderness
and
Beth
Crawley,
so
these
are
all
of
our
teachers
who
have
reached
professional
status
as
well.
So
I'd
like
to
say
thank
you
congratulate
our
teachers
because
they
are
now
professional.
Statuses
is
a
huge
accomplishment
and
so
we'd
just
like
to
congratulate
the
nine
teachers
that
we
have
and
then
for
our
enrollment
report.
D
As
you
can
see
we're
growing,
but
as
Mr
Mr
Delaney
mentioned,
we
have
just
as
many
students
coming
in
as
we
have
going
out.
So
we
have
a
total
right
now,
as
of
as
of
this
month,
6
260
students
in
our
district.
So
that
is
a
good
60
students
post
pre-pandemic.
We
were
at
6
200
students.
Now
we
are
at
6200
in
60
students,
so
I'd
like
to
come
in
these
two
reports
for
the
record
awesome.
C
A
Team
already
moving
on
to
unfinished
business,
I'd
like
to
commentary
to
the
record
that
we
had
eight
votes
in
the
affirmative
for
the
field
trip
to
NYC
Armory
for
the
indoor
track
and
field
Nationals
from
March
9th
through
the
12th
just
wanted
to
assure
that
this
vote
took
place
via
email.
But
I
wanted
to
come
into
the
report
that
the
motion
carried
alrighty.
No
business
recommendation
for
appointment
to
Miss
Laurie
get
out
there.
A
C
N
A
N
H
C
C
A
H
N
H
A
K
H
A
H
K
C
H
C
C
A
K
H
N
H
A
N
C
C
A
K
C
A
H
A
K
C
C
A
A
I
N
Good
quick
reminder
for
our
Educators
there's
a
lot
of
different
opportunities
that
I'm
seeing
go
out
in
the
weekly
update
to
get
licensed,
take
until
like
Intel
support,
and
so
I
just
wanted
to
remind
all
of
our
educators
of
these
resources
check
that
weekly
update.
That's
the
only
up.
They
add
thanks.
Awesome.