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From YouTube: School Committee Meeting 3-11-21
Description
City of Chelsea, Chelsea Public Schools, Public Hearing, via Zoom
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B
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D
There
are
three
components
to
this
budget.
First,
we
want
to
reopen
our
schools,
then
we
are
going
to
restore
and
then
we're
going
to
rebuild,
and
so
the
student
opportunity
act,
mondays
that
we
will
be
receiving
will
be
about
restoring
and
rebuilding
a
beginning
of
a
rebuild
and
the
ssr2
money
that
we
are
going
to
be
receiving
will
really
be
supporting
the
reopening
of
schools.
So
we
are
really
excited
to
present
this
budget
to
you.
D
D
D
And
then
we
had
an
emergency
school
closure
on
march
12th
of
2020
and
then
soon
the
state
followed.
Afterwards.
District
revenues
were
uncertain,
so
we
we
had
to
start
all
over
with
the
zero
revenue
budget,
and
then
we
ended
up
using
the
karazak
sr1
funds
to
maintain
nurses,
social
workers
and
par
parent-related
liaisons.
D
D
D
And
so
our
development
process
for
this
year
we
had
three
community
conversations.
In
february
we
had
a
total
of
about
a
hundred
and
and
or
more
participants.
In
these
community
conversations,
all
the
schools
and
departments
presented
their
ideas,
and
so,
when
we
received
our
budget
this
year,
the
student
opportunity
act
was
blended,
together
with
our
regular
chapter,
70
annual
funding.
E
Good
evening,
everyone
funding
for
public
education
in
massachusetts
is
quite
complex.
There
are
a
number
of
factors
that
go
into
determining
how
much
monies
will
be
available
to
communities.
The
first
step
is
to
look
at
all
students
that
live
in
chelsea,
regardless
of
where
they
go
to
school
and
determine
what
their
educational
costs
will
be.
E
Then
they
look
at
local
revenues.
How
much
can
the
local
community
contribute
and
the
state
contribution
really
closes
that
gap
between
what
the
locals
can
contribute
and
what
the
total
cost
of
education
will
be,
and
that's
called
our
chapter
70
funding.
It's
literally
the
state
contribution
needed
to
reach
the
basic
minimum
educational
from
this
number,
because
it's
all
children
who
live
in
chelsea
is
taken.
The
funding
for
charter
schools,
vocational
schools
that
are
children
attend
and
also
the
city
pays
for
the
school
choice.
E
A
separate
figure
is
the
minimum
net
school
spending
that
the
state
dictates.
It
says
it's
not
enough
to
budget
for
the
students
you
actually
have
to
spend
the
moneys
on
purposes
that
count
toward
net
school
spending.
So
they
look
at
our
spending
after
the
year
has
closed
to
make
sure
that
we
comply
with
the
minimum
net
school
spending.
E
E
E
On
top
of
that,
the
city
does
contribute
to
the
school
district
for
items
that
are
not
eligible
for
net
school
spending.
This
is
our
yellow
buses,
for
example,
are
crossing
guards
because
those
are
not
required
by
the
state
to
be
offered,
and
then
the
city
of
chelsea
does
provide
us
with
a
voluntary
additional
local
contribution
to
bring
our
funding
up
to
a
higher
level
per
pupil
among
the
funding
sources.
We
have
in
addition
to
our
chapter
70
general
funds.
E
E
The
city
funding
is
in
green
23.5
percent
of
our
total
budget.
The
wedge
for
grants
this
year
is
unusually
large.
It's
increased
last
year.
This
time
was
about
eight
and
a
half
percent
of
our
budget.
This
year,
it's
twelve
and
a
half
percent
of
our
budget,
largely
due
to
the
one-time,
coveted
response,
monies.
E
How
do
we
use
those
dollars?
The
largest
share
of
our
funding
goes
to
the
people
who
are
supporting
our
students,
teachers,
paraprofessionals,
custodians
and
cafeteria
workers,
etc.
So
labor
health
insurance
are
both
have
to
do
with
people.
Then
you
can
see
additional
funding
for
special
education,
which
is
out
of
district
tuition
transportation,
which
includes
yellow
buses
and
door-to-door
our
facilities,
maintenance
utilities,
etc.
E
E
Since
then,
we've
plateaued,
largely
at
the
6300
6200,
where
the
current
year
that
we
are
in,
is
an
anomaly.
We
have
gone
down
because
the
pandemic
enrollment
this
year
is
lower.
When
you
look
at
the
data,
you'll
see
that
it
is
a
lot
in
the
pre-k
and
the
kindergarten,
and
that's
actually
visible
in
this
table
here,
where
the
early
learning
center
is
our
youngest
children,
you
can
see
they're
down
the
mary
c,
burke
elementary,
complex,
etc.
E
After
some
of
the
highlights,
we've
actually
had
an
increase
in
high
school
enrollment.
Despite
the
overall
decrease
in
city
of
chelsea,
we
have
had
an
increase
at
the
high
school
in
part
due
to
school
closures,
but
also
because
the
chelsea
opportunity
academy
is
successfully
keeping
students
in
school.
Due
to
its
great
programming.
E
We
have
under
enrollment
in
kindergarten
and
pre-k
a
one-year
influenced
by
the
pandemic,
but
we
have
had
some
declines
for
a
number
of
years,
some
declines
at
the
elementary
and
then
we
have
had
a
group
of
large
group
of
students
that
are
moving
up
that
are
currently
in
sixth
grade
and
they'll
be
moving
up.
Actually,
the
current
unions
have
been
moving
up
into
eight.
E
E
on
the
far
right.
The
overall
state
investment
is
going
up.
The
amount
that
is
expected
from
the
city
is
going
down,
which
we
believe
is
a
positive
movement
for
the
city
because
they
have
had
revenue
impacts
due
to
the
pandemic.
Again,
this
is
all
children
in
chelsea.
This
is
not
chelsea
public
schools
monies
from
this
number.
We
deduct
our
charter
school
while
also
adding
the
charter
school
revenue.
The
charter
school
revenue
did
go
up
by
a
significant
amount,
but
the
tuition
also
went
up
by
almost
the
exact
same
amount
to
the
charter
school.
E
We
add
the
contribution
from
the
city.
We
are
not
expecting
new
money,
additional
monies
beyond
what
the
city
has
already
provided
to
the
district,
but
you
can
see
the
city,
that's
not
chapter
70
eligible
the
amount
above
the
minimum
and
indirect
cost
recovery
is
just
a
grant
amount
that
we
take
from
grants.
That
goes
to
the
revenues.
E
There's
another
substantial
funding
source
that
is
available
to
us.
It's
called
easter.
Two,
that's
an
acronym,
can't
remember
what
the
words
are.
It
is
one-time
funding
that
is
available
just
in
response
to
the
pandemic
and
it's
geared
toward
helping
districts
safely,
reopen
the
schools,
social,
emotional
support,
parent
student
engagement
and,
really
importantly,
how
do
we
accelerate
learning
so
that
the
gaps
that
may
have
occurred
over
this
period
of
remote
learning
can
be
closed
to
keep
our
students
moving
forward?
E
The
this
total
funding,
which
is
for
two
fiscal
years,
is
9.225
million
dollars
over
two
years.
At
our
presentation
about
two
weeks
ago,
we
were
still
formulating
a
lot
of
the
ideas,
but
what
I
can
let
the
attendees
know
is
based
on
what
we
showed
in
the
budget
book
that
was
made
available
and
it's
online.
E
The
proposals
that
we're
highlighting
in
the
book
add
up
to
about
six
million
dollars
of
the
9.2
about
65
percent
of
the
two-year
funding,
leaving
us
with
35
percent
or
just
over
3
million
for
the
second
year
that
second
year,
funding
equals
more
or
less
the
salary
and
the
benefits
for
the
positions
that
we're
proposing
to
put
on
the
grant
so
it'll
provide
us
with
a
two-year
stability
bought
from
this
grant
funding
priorities
for
the
budget
I'll.
Let
the
superintendent
continue.
D
I
am
muted,
thank
you
monica
so,
as
we
think
about
re,
open,
restore
and
rebuilding
our
budget.
We
kind
of
looked
outside
at
city
hall
and
we're
restoring
the
tower
and
that's
exactly
what
we're
doing
with
our
schools,
we're
restoring
and
rebuilding
to
make
them
to
make
it
to
make
them
stronger
and
to
improve.
So
we
thought
this
was
a
fitting
photo
for
our
budget.
D
So
that
way
we
reduce
the
teacher
to
student
ratio
and
we're
going
to
accelerate
literacy
and
math
learning,
and
our
budget
priorities
are
we're
going
to
continue
to
extend
and
expand.
The
caminos
program,
expand
chelsea
opportunity,
academy,
strengthen
district
operations,
we're
preparing
for
a
relocation
for
coa
for
chelsea
opportunity,
academy
academy
in
the
intergenerational
literacy
program,
we'd
really
like
for
them
to
have
their
own
building
a
place
to
call
home
teacher
recruitment
and
retention.
D
And
so
I
will
let
monica
go
through
the
proposed
budget
plan
and
I'm
just
really
excited
about
what
we
have
to
share
and
just
as
an
anecdote
as
we
were,
sharing
adam
was
sharing
actually
and
I'm
I'm
paraphrasing
with
the
special
education
department,
and
they
were
just
so
excited
that
he
said
some
of
the
the
teachers
were
just
almost
in
tears
because
we
haven't
seen
increases
in
the
budget
in
so
long.
So
this
is
exciting
news.
E
E
This
table
shows
you
exactly
that
that
are
personnel
both
in
terms
of
steps
for
staff
that
staff
that
are
going
up
through
steps
plus
cost
of
living
increases
for
bargaining
agreements
that
have
already
been
signed.
Just
about
1.1
million
our
insurance
and
our
retirement
cost
is
unusually
not
going
up.
The
projection
is
despite
the
pandemic,
that
the
per
person
cost
for
health
insurance
is
not
going
to
increase
for
special
education
tuition.
E
Typically,
you
would
see
us
project
five
to
six
percent
of
growth,
but
because
the
school
committee
had
prepaid
a
portion
of
the
tuition
for
the
current
year
that
we're
in
we
think
we
can
keep
rolling
that
forward
into
next
year
and
so
we're
only
asking
for
a
two
percent
increase
in
special
education
costs,
a
minor
increase
in
transportation,
largely
for
additional
cleaning
services,
potential
increase
in
cost
due
to
the
pandemic
and
social
distancing
protocols,
and
then
a
number
of
positions
that
were
moved
on
to
the
easter.
One.
E
E
Now
we'll
move
to
a
school
by
school
review
of,
hopefully,
the
exciting
ideas
that
you'll
find
for
our
early
learning
center
key
initiatives
for
the
year
coming
up.
Student
and
family
support,
accelerated
reading
science
and
tech
and
the
positions
that
we're
posing
on
the
general
fund
include
one
coach
who
will
work
with
the
teachers
on
stem
science,
technology,
engineering
and
mathematics
even
at
the
earliest
grades.
E
Investing
in
those
areas
then
adding
a
parent
liaison
to
increase
from
one
to
two
so
that
we
can
provide
even
more
closer
coordination
with
our
families
help
address
their
needs,
help
address
the
academic
needs
of
their
children
below
this,
we're
showing
the
ideas
that
we
are
planning
on
proposing
to
the
easter
two
grant
again.
That
is
all
subject
to
approval,
but
we
wanted
to
give
the
participants
in
this
meeting
and
the
viewers
at
home
an
idea
of
the
ideas
that
we
have
for
that
grant.
E
E
Positions
proposed
on
the
general
fund.
There's
a
number
here.
First,
four
positions
are
proposed
to
support
the
growth
of
the
caminos
program
so
that
there's
a
full
cohort
of
teachers
for
caminos
that
includes
english
language,
arts,
spanish
history,
math
and
science
for
fte
we're
proposing
to
increase
the
ell
coach.
E
Increasing
the
ell
coach
from
a
third
of
a
position
to
a
full-time
position
at
clark
avenue
and
a
building
substitute
on
the
grant
one
school
counselor.
The
shared
coaches
positions
that
I
mentioned
before
for
history
and
science
and
a
half
social
worker
to
bring
the
school
up
from
one
and
a
half
shelter
workers
to
two
full
social
workers
and
two
one-year
positions
for
paraprofessionals
will
be
continued
into
next
year.
E
Two
one
year:
positions:
math
and
science
teacher
chelsea
opportunity,
academy,
one
teacher
for
science,
technology,
math
and
engineering.
A
data
analyst
to
support
with
the
operations
and
the
school
has
agreed
to
combine
two
half-time
positions
into
one
full-time
position.
At
no
additional
cost
to
the
budget
from
the
grant
we're
proposing
the
least
cost
for
a
new
site.
We
think
there's
a
very
strong
argument
why
that
is
consistent
with
coveted
response.
E
E
E
Other
district-wide
initiatives,
creative
ideas,
twilight
school.
This
would
be
late
the
evening
classes
for
students
that
perhaps
are
working
during
the
day.
It's
a
new
initiative
that
the
superintendent
has
been
wanting
to
do
for
for
a
while
our
work
on
equity
and
inclusion,
which
began
this
year,
but
we
want
to
extend
to
more
schools
to
more
staff
and
a
full-time
orchestra
teacher
that
would
be
housed
at
chelsea
high
school,
but
would
also
help
the
program
district-wide.
E
The
summary
table
here
just
shows
the
changes
in
the
general
fund
by
different
grade
level.
If
you
look
off
at
the
right
side,
we're
proposing
to
add
37.75
positions
on
the
general
fund,
it's
a
number,
possibly
unheard
of
in
chelsea,
except
last
year,
when
we
thought
we
had
the
soa
funding
when
we
bring
that
general
fund,
together
with
the
positions
that
we're
proposing
on
the
easter
two
grant
we're
even
looking
at
a
higher
number.
E
This
is
92.75
total
added
positions
to
the
district
with
them
comes
their
health
benefits
all
the
tools
that
they
need,
the
laptops.
All
of
that
we
are
also
covering
the
cost
for,
in
summary,
at
the
beginning,
the
superintendent
had
identified
our
goals,
and
I
hope
you
find
in
looking
at
these
proposed
positions
that
we
have
hit
all
of
the
goals
for
this
budget.
F
G
G
How
does
that
process
given
yeah,
I
guess.
Last
year
I
was
still
like
pretty
new,
so
I
wasn't
quite
sure
about
like
how
that
process
worked
right
like
how
would
this?
How
would
it
work
if
the
house,
let's
say,
allocates
more
money?
I
guess
there's
one
question
and
then
the
other
question
that
I
have
is:
how
is
the
new
money
that
just
I
guess
president
biden
signed
like
two
hours
ago?
How
is
that
money
like
fitting
into
all
this.
E
Thank
you
for
that
question.
So
by
the
city
charter,
we
are
required
to
balance
our
budget
to
the
governor's
budget,
which
is
what
we're
doing,
as
you
pointed
out,
that
often
changes
over
the
months
of
negotiation
at
the
state
house.
So
our
budget
will
move
forward
once
this
whole
committee
approves
it
to
the
city
council.
But
if
you
recall,
we
often
come
back
either
in
the
late
summer
or
sometimes
in
the
fall
with
additional
general
fund
monies.
E
That
represents
the
changed
budget
that
came
down
from
this
from
the
state
house
that
passed
the
government
by
through
the
governor's
signature.
So
it's
all
it's
not
unusual
for
us
to
make
modifications
in
the
early
fall,
but
that's
the
that's
the
story.
The
the
additional
federal
monies
we're
all
eagerly
watching
the
news,
as
I
think
everybody
is,
but
we
don't
have
any
detailed
information
as
yet.
B
D
B
C
And
lastly,
you
know
just
sort
of
thinking
back
in
a
little
bit
of
mr
jimenez,
that
you
know
the
various
buckets
of
funding
that
we
get.
You
know,
while
I'm
super
grateful
that
we
finally
got
us
away
past.
You
know,
there's
always
other
variables,
you
know
by
large
in
the
economy
right
and
what
the
impacts
of
this
pandemic
and
what
it's
done
for
families
in
terms
of
work
and
all
that
stuff
and
how
that
also
affects
funding
for
the
school
district.
C
So
I
would
just
love
for
us
to
continue
to
continuing
to
build
out
strength
in
terms
of
our
budget.
That's
sustainable
for
the
long
term.
That's
not
just
one
year
two
year
so
again,
dr
beta,
for
you
know
even
reminding
us
about
this
bridge
2.0
right
and
you
know
how
all
these
blocks
really
amplify
each
other
for
the
long
term.
So
just
thank
you
for
your
work.
Thank
you
for
really
incorporating
feedback
from
the
community
process
as
well
into
this
budget.
G
I
just
have
another
quick
question:
I
I
was
speaking
with
a
constituent
recently
right
and
they
they
kind
of
brought
up
some
questions
around
family
liaisons
versus
social
workers
versus
counselors,
and
I
was
kind
of
curious
as
to
how
like
that
process
of
deciding
like
which
of
the
three
right.
As
for
as
we're
trying
to
figure
out
how
to
best
support
our
students
like
how
that
how
those
three
roles
like
intersect
and
how
kind
of
how
that
decision
process
is
prioritized
and
done.
D
So
our
social
workers,
they're
they're,
licensed
social
workers,
so
they
have
licenses
to
deal
with
very
traumatic
issues
and
mental
health.
So
when
we
look
at
our
social
workers,
they
have
specialized
training,
and
so
they
they
are
looking
at
the
well-being
and
mental
health
of
all
of
our
students,
but
they're
also
licensed
clinicians
and
then
so.
The
difference
I'll
start
with
the
difference.
D
All
three
do,
and
normally
the
social
workers
and
will
a
lot
of
times
will
work
in
tandem
with
the
school
counselors
with
the
the
family
liaisons
family
liaisons
are
all
built,
are
building
bridges
with
our
families
oftentimes
meeting
the
needs
identifying
which
students
or
families
need
have
needs,
and
then
they
can
take
it
back
to
the
school,
and
sometimes
those
needs
will
go
either
to
a
social
worker.
They
could
go
to
school
counselors.
D
So
there's
there's
different
ways
of
looking
at
this
work
and
family
liaisons
will
support
schools,
for
example,
with
engaging
families
and
like
evening
activities
that
are
tied
to
teaching
and
learning.
First
for
families
organizing,
like
the
trust
visits,
so
hopefully
that
helps
kind
of
like
with
the
distinguishing
between
the
three.
But
really
it
is
it.
They
are
very
comprehensive.
D
Yeah
we
look
at
each
like
social
workers
and
school
counselors
have
what
a
quotas
per
per
school
per
school
social
worker
per
school
counselor.
So
when
we
looked
at
that,
what
we
realized
is
that,
for
example,
in
the
middle
grades,
we
only
had
one
school
counselor
per
school.
So
let's
say
we
have
700
kids
at
the
clock,
750
and
then
you
have
one
school
counselor.
D
So
you
can.
You
can
see
that
the
ratio
is
really
high,
so
at
all
of
our
middle
schools.
So
we
that's
why
we
took
the
approach
that
we're
going
to
add
school
counselors
to
our
middle
grades,
and
we
also
know
that
part
of
our
strategy
and
is
that
we
had
identified
is
that
we
need
to
work
and
shore
up
middle
grades
in
particular.
So
a
lot
of
it's
tied
to
strategy.
Our
strategy
is,
we
know
we
need
to
improve
middle
schools,
so
we
did.
D
A
Thank
you,
miss
zomboy
and
dr
beta
for
the
many
answers
you
have
provided
in
my
last
six
years
on
the
board.
This
is
the
first
time
we
are
ever
receiving
extra
funding,
so
I
end
to
crying
with
joy.
I
know
there's
a
lot
of
work
to
be
done,
but
I
do
want
to
celebrate
the
small
pieces
of
happiness
in
such
a
difficult
year.
A
I
J
G
J
J
J
B
K
B
M
M
Okay,
I
want
to
make
sure
that
people
really
understand
that
chelsea
opportunity,
academy
having
its
own
space
is
vital
for
our
student
and
our
plan.
Our
students
come
with
different
needs.
We
have
students
who
might
need
to
do
laundry
who
might
even
need
a
shower
who
might
just
need
a
space
away
from
their
home.
M
It
is
vital
that
we
have
a
space
that
they
can
call
home
as
monica
mentioned,
and
I
would
just
like
to
to
say
it's
not
only
good
for
as
monica
mentioned
for
more
space
post
covid
I
post
covid
is
all
as
we
transition
is
already
giving
coa
larger
and
larger
numbers,
and
I
think
we're
going
to
play
a
vital
role
in
the
years
to
come.
As
we
see
the
impact
of
a
year
out
of
school
on
the
chelsea
students,
is
it
fiscally
responsible?
M
If
that
gap
is
going
to
grow
even
more
so
there
we
do
bring
in
the
funds
and
we
can
self-sustain
without
grant
money
really
working
within
the
chelsea
budget
and
not
to
mention
we
are
changing
the
lives
of
20
30
students
a
year
who
are
leaving
with
diplomas
who
are
taking
that
diploma
home
to
their
family,
who
are
getting
jobs
and
it's.
I
really
believe
we
are
going
to
play
a
vital
role
going
forward
and
to
have
our
own
space
to
share
it
with
ilp,
perhaps
have
child
care
for
our
students.
A
H
N
Okay,
can
you
hear
me
or
yes,
my
name
is
michael
mccarthy.
I
live
in
cambridge
mass.
I
am
an
english
teacher
at
the
high
school
and
I've
been
teaching
at
chelsea
high
for
22
years.
I've
taught
all
levels,
I've
taught
ap
honors
general
classes,
history
and
I
was
even
first
hired
to
be
math,
but
that
is
another
crazy
story.
N
I
won't
go
into
I'm
very
bad
at
math,
but
anyway,
I'm
here
to
advocate
for
some
needed
changes
at
the
high
school,
and
I
imagine
these
are
the
same
changes
at
all
the
other
schools.
Now
that
I
hear
we're
getting
new
revenue
streams,
I
would
like
three
areas
to
be
seriously
addressed
and
I
also
forgot
a
good
evening,
school
committee
and
also
good
evening
other
participants
whereby
banners.
The
first
area
I
would
like
to
address
are
smaller
classes.
N
I
think
you
know
a
a
class
that
will
be
productive,
a
class
that
will
the
teacher
will
be
able
to
manage
and
make
connections
to
her
students
or
his
students
is
the
average
should
be
22
over
the
years
of
teaching
at
chelsea.
I
find
that
is
a
perfect
number.
Anything
that
get
close
to
25
and
definitely
30
is
again
a
recipe
for
not
being
able
to
connect
to
the
class
by
the
teacher
or
the
students
there.
Just
isn't
enough
time
to
get
to
everyone,
so
definitely
smaller
classes.
N
Another
important
thing
that
I
think
impacts,
classes
and
again
helping
our
students,
our
competitive
teaching
salaries.
We
only
need
to
visit
all
our
surrounding
schools,
everett,
revere
or
winthrop
just
find
many
of
our
teachers
who
have
migrated
to
those
schools
because
they
pay
higher
salaries
or
simply
again,
the
idea
of
maintaining
good
teachers.
N
Teacher
retention,
because
young
teachers
cannot
afford
to
remain
in
our
neighborhood
our
community,
because
it's
so
expensive,
so
they
simply
stay
for
a
couple
years
and
then
they
migrate
away
many
times
not
wanting
to,
but
again
just
out
of
necessity,
so
teacher
salaries,
I
think,
should
be
again
something
that
should
be
seriously
considered
another
area.
I
think
that
our
community
needs,
especially
at
the
high
school,
are
expanded
support
systems
more
counselors,
definitely
more
social
workers,
but
also
again
programs
that
will
enhance
the
lives
of
our
students.
N
Little
things
I
think
we
can
do.
I
know
boston
public
schools
during
the
pandemic
sent
art
packets
to
all
their
students
in
all
their
communities.
Again
it
wasn't
something
that
was
really
expensive,
really
expensive,
but
it's
something
that
brought
the
community
together.
I
was
talking
to
amanda
albert
and
I
I
would
like
to
see
that
you
know
again.
This
might
be
kind
of
crazy.
N
We
send
every
student,
a
yoga
mat
and
we
actually
over
zoom
or
have
a
community
where
we
have
these
yoga
sessions,
where
we
have
high
school
students,
conduct
these
yoga
sessions
or
other
again
exercising
or
other
type
of
group
get-togethers,
where
we
have
these
older
mentors
again
influencing
our
younger
members
of
our
community
again
to
see
what
leadership
is
all
about
and
again
that
life
again
can
be
again
the
mind
and
body
bringing
it
together.
So
again,
whether
it's
and
also,
I
would
like
to
see
our
students
paid
for
their
services.
N
Again,
nothing
is
going
to
get
to
students
feeling
more
involved.
More
taken
seriously
is
some
type
of
stipend
that
shows
their
worth
and
again
keeps
them
into
you
know
what
we
want
them
to
be.
I
mean
engaged
in
community
engaged
in
finding
a
purpose
with
their
lives,
some
type
of
career
path,
and
so
I
think
we
need
more
mentoring
programs
for
older
students
with
younger
students,
and
I
think
a
paid
stipend
would
really
interest
most
of
the
students
and
get
it
a
little
competitive.
N
So
again
also,
I
started
out
at
chelsea
as
an
evening
teacher
in
a
pathway
program,
and
I
would
like
to
see
for
many
of
our
students
who
work
40
hours
a
week
that
they
could
find
alternative
times
to
come
to
the
high
school
and
take
classes,
and
that
would
even
mean
again
the
idea
of
if
the
kids
are
working
late
at
night,
asking
that
same
student
to
come
to
an
eight
o'clock
classroom,
I
think,
is
just
a
recipe
for
disaster.
So
again,
I
think.
P
P
Q
Q
I'm
here
you
know,
michael,
is
a
hard
act
to
follow.
Mr
mccarthy
is
a
hard
act
to
follow
and
I'm
gonna
touch
on
a
few
of
the
points
that
he
touched
on,
and
I
want
to
say
also
that
I
I
made
my
home
in
chelsea
before
I
even
started
teaching
here.
I
moved
here
and
I
was
so
glad
to
get
a
job
in
town
so
that
I
could
stay
here.
I
see
my
kids
in
the
park.
I
see
them
at
the
supermarket.
Q
I
see
them
on
the
streets,
they
see
them
when
they're
moving
their
car
in
the
morning
for
their
mom
before
school,
and
I
like
living
here
for
that
reason-
and
I
really
love
being
a
part
of
this
community,
my
daughter's
four
she's
going
to
be
going
to
pre-k,
hopefully
at
the
elc
next
year,
she's
going
to
be
starting
school
in
chelsea.
So
I'm
invested
in
this
on
a
number
of
levels.
Q
I
am
in
favor
of
a
school
culture,
and
I
know
we
all
are
where
students
feel
safe
and
valued
and
they
can
grow
in
as
a
teacher,
we're
taught
that
a
best
practice
is
making
a
ubd
which
is
backward
design.
We
start
with
the
goal.
What
do
we
want
students
to
be
able
to
do
at
the
end,
and
we
work
back
from
it
and
and
to
make
our
plans
right
and
to
get
all
the
way
back
to
like
our
goals
and
standards
for
the
unit?
Q
We
start
with
what
we
want
to
end
up
with,
and
we
want
to
end
up
with
students
who
have
grown
and
fulfilled
their
potential
and
not
only
survived
but
succeeded
in
school
from
pre-k.
All
the
way
up
to
12th
grade,
so
we
want
a
school
culture
where
students
feel
safe
and
valued
and
they
can
grow,
and
the
thing
that
I
want
to
speak
to
today
on
that
note,
so
there's
like
tons
of
ways
that
we
can
achieve
this.
Q
But
the
thing
I
want
to
speak
to
today
is
teacher
retention
and
teacher
attention
brings
experience
and
consistency
to
a
school
to
a
district
which
is
essential
to
support
rigorous
engaged,
supportive
and
compassionate
educating,
so
educating,
I
think
of
it
as
an
act
rather
than
just
a
noun
right,
rather
than
just
the
noun
of
education.
The
act
of
educating
is
super.
Important
and
teacher
retention
is
essential
to
making
that
act
of
educating
a
strong
and
a
growth
act.
Q
So
one
way
that
we
can
improve
teacher
retention.
I
agree
with
what
mr
mccarthy
said:
class
sizes
we,
I
love
the
commitment
that
I
see
in
this
budget
to
reducing
class
sizes
and
to
changing
those
ratios
into
something
that
has,
in
the
past
been
an
average
of
23
students
per
class.
According
to
the
deci
report
card
for
chelsea
versus
the
state
average
of
18
students
per
class,
so
let's
keep
going
right,
18
versus
23
there's.
That
makes
a
pretty
big
difference.
Q
When
you're
in
the
class
and
like
I
said,
I
appreciate
the
commitment
that
this
budget
makes
to
reducing
that
ratio.
My
mcas
core
class
that
I
am
currently
teaching
remotely
has
29
and
one
section
31
in
another
section
and
26..
So
a
lot
of
our
classes
still
aren't
anywhere
near
that,
but,
like
I
said
that,
I'm
eager
to
see
those
numbers
continue
to
go
down
with
the
with
the
commitment,
supportive
and
safe
schools
with
more
student,
supports.
Q
Dean's,
counselors
and
also
social
workers
help
us
to
accomplish
a
safe,
shared
space
where
teachers
want
to
stay
and
salaries.
I
make
a
third
less
than
I
would
make
in
boston,
public
schools,
and
I'm
amazed
at
the
brilliance
of
my
colleagues
and
I
don't
want
to
lose
them
because
they
have
to
feed
a
family
or
save
for
a
child
to
go
to
college.
So,
in
sum,
safe
and
valued
teachers,
equal
teachers
who
want
to
make
a
home
here.
Thank
you
and
those
are
the
best
teachers
for
students.
That
was
my
last
point.
L
Thank
you
very
much
and
I
apologize
first.
I
want
to
extend
my
condolences
to
the
hernandez
flores
family
and
to
the
coa
staff
and
that
in
the
young
man's
classmates,
I
can
only
imagine
what
the
family
and
friends
are
going
through
and
thank
you
to
the
committee
for
allowing
me
to
speak,
especially
out
of
water,
like
it
happened
to
be
I'm
not
going
to
get
into
particulars
like
so
many
of
my
colleagues
are
going
to.
But
I
wanted
to
address
two
overarching
ideas
for
the
committee.
L
L
L
L
L
Popular
and
very
potentially
potent
program,
I've
seen
it
in
action.
One
of
my
students
was
one
of
the
one
of
my
former
students
was
one
of
the
first
people
who
walked
across
the
stage
a
few
years
ago.
Won't
mention
his
name
live
because
they
don't
want
to
embarrass
him
if
it
gets
back
to
them,
but
it's
a
fact
that
the
coh
opened
three
short
years
ago.
It
presently
does
have
you
know,
123
students
and
it's
going
through
growing
pains,
and
it
presently
has
a
monthly
attendance
rate
of
35
percent.
L
I'm
not
going
to
argue
the
potential
merits
of
the
program.
I
think
the
potential
merits
are
outstanding
and
what
it
can
potentially
do
to.
Students
is
one
much
more
elegantly
elegantly
pointed
out
that
I
could
possibly
do
justice
to
I'm
here
to
question,
though,
is
it
time
to
make
this
large
expense
at
this
time,
when
I
question
whether
it's
truly
proven
itself
to
be
ready?
L
O
O
O
O
H
H
Our
students
will
need
as
much
classroom
support
as
possible,
which
is
why
I
strongly
believe
we
must
decrease
our
classroom
sizes.
We
will
also
need
an
increase
of
staff,
specifically
social
workers,
esl
and
special
educators
with
small
classroom
sizes.
We
can
ease
our
transition
by
creating
a
strong
and
safe
classroom
culture.
H
Every
student
will
receive
the
attention
and
care
they
deserve
in
small
spaces.
The
staffing
in
our
school
staffing,
our
school
with
more
special,
ed
and
esl
educators,
will
also
ensure
that
our
students
receive
the
services
they
require.
We
know
this
year
has
been
a
challenge
for
our
community,
and
our
social
workers
have
been
stretched
in.
H
H
R
R
The
soa
funding
is
long
overdue
for
our
district,
but
it's
coming
at
the
moment
when
we
need
it,
possibly
the
most,
I
hope,
to
see
the
district
focusing
on
smaller
class
sizes,
individualized
supports
and
competitive
wages.
A
lot
of
this
is
already
represented
in
the
budget
that
was
presented
this
evening.
I
think
there
are
places
we
can
go
to
push.
These
three
needs
even
further.
R
We've
known
for
years
that
our
class
sizes
are
large.
This
budget
goes
a
long
way
towards
addressing
ratios
at
many
levels,
but
it
doesn't
go
towards
addressing
the
class
sizes
at
some
levels.
It's
critical
that
we
seize
this
opportunity
to
lower
both
the
size
and
the
ratio.
This
year,
my
7th
grade
classes
are
34
and
32
students.
R
We
have
three
teachers
with
a
pair
two
teachers
and
a
paraprofessional
at
times,
but
those
still
create
large
small
groups
having
well
smaller
class
sizes
overall
will
go
a
long
way
towards
students.
Academic
success
compared
to
just
smaller
ratios,
additionally,
individualized
supports
need
to
be
doubled.
R
We
also
need
increased
support
for
our
dually
identified
students
at
the
middle
school
and
high
school
levels
again,
there's
beginnings
and
mentions
towards
these
supports
in
the
budget,
and
I
believe
that
using
the
sr2
money
more
aggressively
this
year
and
then
relying
on
the
soa
funding,
that's
still
to
come
in
years
to
come
to
continue
funding.
Those
positions
will
help
our
students
the
most
and
finally,
we
need
competitive
wages.
R
R
R
A
S
S
Circle
what
I've
learned
from
watching
these
cycles
is
the
hook
school
staff
makes
do
and
sets
the
bar
high
for
students
achievement
with
that
said,
can
you
imagine
what
wonders
would
come
of
an
increased
staff
level?
I
can.
I
can
see
an
etl
at
each
elementary
school,
doing
real
coaching
with
teachers
and
developing
real
relationships
with
students
and
families.
S
S
I
can
see
families
becoming
more
active
in
schools
because
we
have
a
parent
liaison
that
can
help
build
those
bridges
with
us.
I
can
see
inclusion
classrooms
using
a
co-top
model,
because
there
are
enough
special
education
liaisons
for
each
grade.
I
can
see
all
of
this
because,
through
the
years
we've
all
seen
the
hook
school's
success,
the
sky's
the
limit
for
our
school
communities.
If
we
choose
to
give
our
schools
what
they
need,
retain
our
staff
members
who
want
to
stay
and
make
a
difference
by
competitively
paying
them.
S
S
Second
comment:
they're
school
committee
members:
I
would
like
to
stress
the
importance
of
having
funds
designed
to
ensure
smaller
classes,
with
special
attention
to
providing
specialized
services
in
areas
of
social
and
emotional
needs,
english,
language,
development
and
special
education.
These
must
be
a
priority
in
our
budget
so
that
our
students
are
offered
an
education
they
deserve.
S
S
S
S
Comment
number
four:
it
has
never
been
more
clear
that
our
students
at
chelsea
are
in
need
for
socio-emotional
and
academic
support.
Our
current
student
support
system
support
teams
are
not
only
running
at
full
capacity,
but
they
are
over
extending
themselves
in
order
to
support
each
and
every
student.
The
caseload
for
members
of
our
support
team
makes
it
all
but
impossible
to
lend
individualized
and
group
support
not
only
for
our
students
but
for
our
teachers
as
well.
S
The
recommended
ratio
for
student
to
school
counselor
is
250
to
one
according
to
the
american
school
counselor
association.
Currently,
our
ratios
are
two
to
three
times
that
recommended
ratio
at
the
middle
schools.
Our
elementary
schools
don't
employ
any
school
counselors.
If
we
are
to
set
our
students
up
for
success,
it
is
vital
to
seek
these
positions.
S
This
has
been
important
every
year
in
chelsea,
but
it
is
especially
important
during
a
tumultuous
and
transitional
time
where
we
can
expect
additional
seo
and
academic
needs
for
our
students
upon
reopening.
Thank
you.
Lauren
gorgensen
school
concert
at
the
wright
middle
school
557
salem
street
in
malden
comment
number
five
good
evening.
I
am
writing
to
the
school
committee
to
talk
about
issues
that
have
significantly
impacted
my
students,
specifically
first
improvement
in
engagement
and
student
progress
with
smaller
class
sizes
and
supports.
S
S
S
Students
are
more
engaged,
they're
asking
questions,
raising
their
hands
and
help
and
help
others
being
accountable
for
themselves
and
learning
tasks.
Now
I
know
you
must
be
thinking
it's
remote
learning.
It
is
different
in
the
classroom,
but
imagine
the
barriers
we
could
move
if
we
had
smaller
classrooms
in
person
too,
meet
with
that
group
that
little
that
needed
a
little
extra
practice
on
math
problem.
S
S
Imagine
the
progress
we
could
help
our
students
strive
towards
if
we
had
more
staff
trained
and
ell
and
sped
supports
to
create
an
opportune
learning
environment
for
all
learners.
Imagine
the
progress
we
could
make
towards
helping
all
students
and
staff
overcome
this
new
normal,
with
the
support
of
a
highly
trained
of
highly
trained
professionals
that
have
the
knowledge
of
house
in
corporate
social,
emotional
learning
into
every
curriculum.
S
Imagine
what
we
could
do
for
our
district
if
we
continue
to
grow
together,
which
is
why
we
should
strongly
think
about
the
value
of
the
value
we
hold
on
our
members
here
at
chelsea,
public
schools,
members
of
the
chelsea
public
schools
deserve
the
same
competitive
rate
as
its
counterparts,
such
as
boston,
public
schools,
members
in
cps
go
above
and
beyond
the
mark
to
make
students
and
staff
alike
achieve
their
personal
best.
Each
and
every
day,
when
you
look
at
chelsea
public
schools
staff,
you
see
dedicated,
hard-working
and
determined
team
members.
S
Comment:
number
six:
dear
school
committee
members,
my
name
is
joel
vagerberg.
I
am
a
third
grade
teacher
at
the
sokolov
ski
school.
I
am
very
excited
to
hear
that,
after
years
of
chronic
underfunding,
the
state
is
finally
taking
steps
to
equitably
fund
districts
like
ours,
based
on
my
experience
teaching
day
in
and
day
out.
These
are
some
areas
of
focus
that
I
know
will
make
learning
more
meaningful,
equitable
and
joyful
for
all
students,
one
smaller
class
sizes.
This
of
course
means
budgeting
to
hire
more
teachers.
S
It
also
means
potentially
purchasing
another
building
to
have
adequate
space.
This
is
especially
a
problem
at
the
elementary
level
where
we
have
been
struggling
to
fit
25
to
30
kids
in
one
classroom
since
before
coping
19
hit.
Whatever
steps
need
to
be
taken,
this
has
to
be
a
step
number
one.
Student
learning
depends
on
relationships
and
feedback.
Those
are
both
enhanced
dramatically
with
smaller
class
sizes.
S
Two
staffing
increases
must
also
include
enhanced
speed
and
ell,
and
sel
supports
this
means
more
special
education
teachers,
ells
teachers,
social
workers,
restorative
justice,
specialists,
etc.
Our
kids
deserve
these
supports,
especially
after
the
incredibly
traumatic
year.
They've
just
experienced.
Furthermore,
if
we
are
serious
about
anti-racist,
culturally,
responsive
teaching,
these
supports
must
be
in
place.
S
If
we
want
to
hire
more
qualified
three,
if
we
want
to
help
hire
more
qualified
staff,
we
also
need
competitive
wages
with
surrounding
districts.
Not
only
will
this
empower
our
district
to
hire
qualified
staff
for
the
aforementioned
positions,
it
will
also
allow
the
district
to
retain
teachers
more
effectively.
S
S
Comments:
number
seven,
dear
school
board
members,
I
have
been
a
teacher
at
chelsea
high
school
for
nearly
20
years
throughout
my
throughout
most
of
my
tenure
struggles
with
class
sizes
and
competitive
salaries
for
teachers
have
come
up
for
discussion
time
and
time
again.
The
current
teacher
contract,
with
its
minuscule
salary
bump,
has
done
little
to
help
me
increase
the
cost
of
living
in
the
in
light
of
the
funds
that
are
expected
from
the
state
and
other
sources.
Teacher
salaries
should
be
in
the
forefront
to
help
attract
and
retain
quality
teachers.
S
S
Furthermore,
my
classroom
sizes
for
much
of
the
school
year
were
nearly
double
of
that.
When
I
started
and
boston
university
was
still
involved,
our
children
deserve
smaller
classes
that
will
provide
them
with
more
individual
support
time
from
their
teachers.
Smaller
classes
will
hopefully
help
students
to
focus
on
their
learning
and
productivity.
S
Many
of
our
students
are
in
need
of
support
services.
Many
frequent
appointments
with
school
counselors
to
help
them
navigate
through
high
school
and
beyond
is
important
social
workers
in
all
school
to
support
mental
health
is
needed.
Additionally,
staff
to
enrich
programs
such
as
librarians
elective
teachers
and
coaches
will
most
certainly
add
to
the
quality
of
education
our
students
deserve.
S
S
S
So
I
am
thrilled
that
the
proposed
budget
for
the
21-22
school
year
prioritizes
these
critical
needs
in
our
schools
by
increasing
student
faith
student
facing
staff
members
in
these
roles.
This
will
allow
students
to
get
more
of
the
individualized
time
and
attention
they
need
to
support
their
academic
and
social
emotional
growth
across
the
district.
Any
effort
to
reduce
overall
class
sizes
will
also
ensure
that
students
who
do
not
receive
any
specialized
services
also
get
the
time
and
attention
from
their
general
education
teachers
that
they
deserve
to
support
their
academic
and
social
emotional
growth.
S
S
Comment:
number
nine,
dear
chelsea
school
committee
members,
my
name
is
katie
devoe
and
I'm
cur
currently
teach
second
grade.
As
an
english
language
teacher
at
the
books,
I
have
had
the
pleasure
of
teaching
in
chelsea
for
the
past
seven
years.
I
am
proud
of
our
work,
but
I
have
bigger
dreams
for
us
as
a
district.
S
The
proposed
budget
provides
much
needed
reading
teachers,
etls
and
parent
liaisons,
but
we
must
go
further
to
ensure
student
success.
We
know
that
the
pandemic
has
had
a
disproportionate
impact
on
chelsea,
which,
with
second
order,
impacts
on
student
learning,
particularly
during
the
coming
year.
Our
students
will
need
enhanced
special
education,
english
language
and
social
emotional
supports.
S
We
should.
We
should
use
more
of
the
ether2
funds
to
hire
additional
social
workers
so
that
we
can
finally
achieve
the
1
to
250
ratio
that
is
recommended.
This
would
increase
student
and
family
access
to
essential
social
emotional
supports.
As
we
return
to
our
school
buildings.
We
also
need
to
use
the
funds
to
hire
more
teachers
in
paris
to
decrease
class
sizes.
S
Our
student
does:
our
students
deserve
the
attention
and
feedback
that
comes
from
smaller
classes
and,
finally,
we
need
to
retain
and
recruit
highly
qualified
and
diverse
teachers
by
offering
salaries
that
can
be
effectively
that
can
be
more
effectively
competitive
with
surrounding
districts.
We
should
jump
on
the
opportunity
to
provide
more
supports
for
our
students.
Chelsea
deserves
that.
S
S
S
S
There's
such
a
diverse
mix
of
learning
needs
in
one
classroom
and
it
feels
challengingly
to
it
to
effectively
meet
all
of
those
needs
when
there
are
too
many
students
in
the
class
having
smaller
class
sizes
will
enable
us
to
modify
our
curriculum
to
greater
to
the
a
greater
extent
and
to
spend
more
time
and
focus
with
students
who
need
it
most
more
student,
more
sped
staffing
during
a
typical
year.
I
am
one
of
four
special
education
teachers
at
the
kelly
school,
which
has
six
grades.
S
This
means
that
since
there
are
more
grades
than
there
are
sped
teachers,
I
am
typically
split
between
grades
to
provide
services.
This
means
that
I
might
spend
half
of
my
time
in
third
grade
and
the
other
half
of
my
time
in
another
group
when
I
am
pulled
for
a
meeting
or
for
students
to
receive
testing
accommodations.
S
Other
students
do
not
get
their
services
from
a
special
education
teacher.
Having
more
spread
funding
could
allow
for
true
inclusion
to
support
our
students
with
special
needs
number
three
competitive
wages
with
surrounding
districts,
teachers
in
chelsea
work
extremely
hard
and
are
very
dedicated
to
their
students.
The
population
that
we
work
with
requires
lots
of
care
attentiveness
and
attention.
I
am
typically
working
long
beyond
my
scheduled
contracted
hours.
Teachers
are
highly
trained
professionals
who
pour
their
heart
and
soul
into
their
work
and
deserve
competitive
pay
towards
that
of
the
surrounding
districts
in
the
boston
area.
S
Sincerely
samantha
giangrasso
third
grade
teacher
at
the
kelly
school
comments:
number
eleven
fellow
school
committee,
members,
educators
and
parents.
My
name
is
liliana
feliz
and
I
am
a
school
adjustment.
Counselor
select
social
worker
at
the
brown
middle
school.
I
have
worked
at
the
brown
middle
school
for
about
16
years
and
have
seen
our
student
population
evolve
from
having
students
from
central
south
america,
europe,
africa,
asia,
to
having
students
that
experience,
extensive
trauma
and
loss.
S
I
have
noticed
many
positive
changes
in
our
schools,
specifically
around
social,
emotional
learning
and
trauma,
but
I
feel
that
we
need
to
improve
to
provide
more
the
year.
2020
has
been
very
difficult
year
for
all
of
us,
but
in
particular
to
our
for
our
students,
cps
adjustment,
counselors
and
social
workers
provide,
and
continue
to
provide
support
for
all
our
families,
who
experience,
grief,
loss,
depression
and
trauma
during
this
awful
pandemic.
S
The
hard
work
of
cps
social
workers
and
adjustment
counselors
continues
to
amaze
me.
We
have
a
great
team
of
supporting
social
workers
and
adjustment
counselors,
who,
like
many
educators,
go
above
and
beyond
for
our
students,
realizing
all
that
we
do.
I
still
see
what
we
need
more.
Our
students
need
more,
we
need
more
social
workers
and
adjustment
counselors
to
provide
trauma-enforced
services.
We
need
more
funding
to
provide
parent
and
student
groups.
We
need
more
funding
for
more
trainings
for
all
staff.
S
S
S
I
have
worked
as
a
building
sub
paraprofessional
classroom
teacher
and
currently,
as
a
reading
specialist
through
those
years,
I
have
witnessed
a
slow
deterioration
of
teaching
and
support
positions
to
aid
our
students
in
1997.
When
I
first
started
teaching,
we
had
one
pair
for
each
first
and
second
grade
classroom.
S
We
had
a
speech
and
language
pathologist
for
each
building.
Four
throughout
the
mercy
burke
complex,
we
had
anywhere
from
four
to
six
readings.
Reading
teachers
for
each
building
in
the
complex,
as
well
as
two
esl
teachers.
Each
bilingual
classroom
has
had
a
full-time
power
to
support
them.
At
the
time
we
still
had
bilingual
education.
S
We
had
additional
support
for
special
education.
We
had
several
student
support
classes
as
well
to
help
with
students
who
needed
behavioral
support.
We
have
lost
so
many
positions
throughout
the
years
as
money
tightened
up
and
are
currently
working
with
a
skeleton
crew.
So
to
speak,
this
is
not
fair
to
our
students
who
need
to
our
support
more
than
ever.
Please
consider
our
request.
Thank
you.
Joanne
jackman,
140
river
road
winthrop
comment
number
13,
dear
school
committee.
My
name
is
cindy
rosenberg,
the
administrator
of
special
education
and
people
personnel.
S
Thank
you
for
the
approval
of
all
the
special
education
proposals
for
positions
in
our
department.
The
additional
positions
were
strategically
requested,
based
on
the
district's
needs
to
meet
our
students
needs,
as
we
have
expanded
sub
separate
programming
for
students
with
significant
needs
in
district.
Over
the
past
few
years,
we
have
not
been
able
to
increase
related
service
provider
staffing.
However,
this
approval
of
this
proposal
reflects
on
an
important
change,
most
positively
for
all
students
requiring
speech
and
language
services
across
the
continuum
of
cps
programs.
S
An
additional
board
certified
behavioral
analyst
bcba,
will
support
our
expanded
student
behavioral
difficulties
and
work
primarily
with
students
suspected
of
disabilities
and
on
iep,
including,
but
not
limited,
to
behavioral
and
emotionally
disabled.
This
second
bcba
will
provide
supports
to
all
other
students
in
grades
pre-k
to
12
and
all
other
programs.
S
The
floating
one-to-one
paraprofessional
will
support
a
student
who
was
identified
using
the
rubric
while
the
posting
interviewing
and
hiring
process
occurs.
I
only
mentioned
some
of
the
proposed
positions,
but
thank
you
on
behalf
of
them
all.
I
value
and
respect
your
thoughtfulness
and
considerations.
S
We
all
have
our
perspectives
to
share,
to
improve
special
education
and
improve
our
children's
lives
with
special
needs.
One
of
the
most
vulnerable
groups,
who
deserve
the
very
best
formally
cindy
rosenberg,
administrator
of
special
education
and
people,
personnel
for
chelsea
public
schools,
comments
number
14
to
the
chelsea
school
committee.
My
name
is
darby
dress.
S
S
I
look
forward
to
the
possibility
of
reinstating
a
librarian
at
the
elementary
level,
or
maybe
more
than
one
so
that
this
beautiful
resource
can
be
used
to
its
full
advantage.
I
also
would
like
to
see
changes
made
to
the
teacher's
salary
structure
to
make
it
more
competitive
with
surrounding
districts.
It
makes
me
sad
to
see
talented
teachers
leave
every
year
because
they
can
get
a
higher
salary
right
next
door
in
a
similar
district.
S
S
S
In
the
proposed
budget,
we
are
gaining
el
teachers
at
every
grade
band,
which
will
help
us
to
address
the
needs
of
our
l
students,
which
includes
more
supports
for
classroom
instruction,
as
well
as
intervention
practices
which
are
needed
after
this
year.
The
addition
of
the
l
coach
at
the
middle
school
level
will
serve
to
effectively
distribute
the
work
to
support
teachers
and
students
with
some
of
the
largest
learning
gaps
in
our
district.
S
Lastly,
the
addition
of
the
reading
features
in
the
at
the
elementary
level
level
will
also
support
the
development
of
literacy
for
all
students,
but
also
some
of
our
transitional
elves
who
who
greatly
need
it.
The
focus
of
the
2
200
plus
l's
of
cps
that
is
evident
in
this
budget
proposal,
could
not
have
come
and
more
at
a
more
necessary
time.
Thank
you,
victoria
barbado,
the
ele
pronator
24
cleveland
street
arlington.
A
That
wraps
up
our
public
comments
section
for
the
budget
hearing
be
on
the
lookout
for
agendas
and
future
meetings
where
we
get
to
vote
on,
or
we
will
vote
on
the
reopening
plans
and
our
budget
lots
of
information
to
come.
Thank
you
for
your
patience
and
yes,
dr
beta,
monica
any
last
comments
before
we
after
the
night.
D
A
T
No,
I
just
want
to
say
thank
you
to
everybody,
teachers
for
parents,
some
committee
members,
as
well
as
the
administration
for
letting
everyone
know
the
great
budget
that
we
put
together,
that
they
put
together,
and
hopefully
it
will
continue
to
benefit
our
students
and
in
the
future,
as
well
as
the
next
fiscal
year.
Thank
you.
A
F
I
would
like
to
say
the
same
thing.
Henry
said.
I
want
to
thank
the
staff,
the
teachers
members
of
the
community
who
spoke
on
the
budget.
We
have
a
good
budget
going,
I'm
hoping
we
can
do
more
to
help
the
children
and
that's
what
we
have
to
aim
for
to
make
sure
that
students
in
the
city
of
chelsea
are
getting
a
proper
education.
F
If
we
could
pull
the
money
out
of
a
hat,
I
would
because
that
would
help
the
kids,
but
right
now
we
have
a
good
budget
going
and
we'll
do
the
best
what
we
can
under
the
circumstances.
Thank
you
very
much
for
all
the
participation
tonight.
I'd
like
to
hear
the
comments
and
listen
to
everybody
with
their
ideas.
Thank
you
all
very
much.
God
bless
you
all.
C
Thank
you.
I
wanted
to
extend
my
gratitude
as
well
to
everybody
who
spoke
tonight
and
shared
their
feedback.
You
know
the
participation
and
and
suggestions
and
their
personal
experiences.
You
know,
needless
to
say,
as
others
have
said,
you
know
during
this
type
of
pandemic.
You
know
everything
that
we've
been
witnessing
you've
been
figuring
it
out
and
being
creative
through
virtual
and
all
the
other,
all
the
other
ways
in
which
learning
can
happen
during
such
a
challenging
time.
C
I'm
also
feeling
a
lot
of
tenderness
right
now,
because
we
continue,
in
my
personal
opinion,
to
have
a
state
administration
that
doesn't
understand
or
willfully
ignores.
You
know
the
plight
that
this
community
has
experienced
in
terms
of
you
know
having
the
highest
death
rate
to
have
the
highest
spread
rate,
and
you
know,
quite
frankly,
with
the
population
of
families
and
residents
who
are
keeping
the
economy
running
frontline
workers
essential
workers.
C
C
In
terms
of
how
chapter
70
funds
schools
across
the
state-
and
so
you
know,
this
budget
process
allows
us
to
talk
to
each
other,
continue
these
conversations
figure
out
how
we
can
improve
and
and
have
a
district
that
we
all
can
be
proud
of,
while
equally
understanding
that
chelsea
is
unique,
like
other
similar
gateway
cities
in
that
our
budget
process
and
and
what
we
can
count
on.
When
has
always
been
a
little
bit
tricky.
So
you
know,
I'm
proud
that
we
have
soa
and
it
gives
us
a
moment
to
breathe
plan
forward.
C
A
G
Mr
aminus
yeah
first
thing
I
want
to
get
on
the
thank
you
train,
thank
all
the
staff
for
all
their
hard
work.
Thank
all
the
community
members,
both
residents
and
staff
who
participated
in
you,
know
the
process
and,
and
today
as
well.
I
want
to
second
what
ms
santiago
said
about
the
state
deci
in
particular.
I
believe
that
throughout
this
year,
jesse
has
continued
to
fail
us
in
many
many
ways
making
our
reopening
more
difficult
than
it
should
have
been.
So
those
are
two
quick
things.
G
The
other
thing
is,
I
just
had
a
quick
question
going
back
to
what
we
well.
We
talked
about
earlier
about
the
timeline
I
just
wanted
to
to
get
a
just
like
a
professional
opinion
from
miss
lamboy
and
dr
abeda,
given
that
we
are
currently
in
the
charter
review
process,
I'm
curious,
you
know
what
you
think.
You
know
if
you
could
have
a
magic
wand
and
change
our
charter
right.
What
should
that
timeline
look
like?
G
Would
it
be
more
helpful
to
have
a
timeline
that
kind
of
has
us
having
a
final
vote
later
on
when
we
have
more
information,
yeah,
just
kind
of
curious?
What
what
you
would
do,
given
that
we
know
we
have
some
school
committee
members
in
the
in
the
commission
as
well.
As
you
know,
we
will
be
able
to
to
speak
about
that
at
any
future
meetings.
D
I
can
give
you
my
two
cents,
my
two
cents
is:
it's,
I'm
actually
used
to
an
earlier
budget
season
coming
from
boston
and
a
part
of
it
is
the
earlier
you
get
for
your
budget
season.
The
earlier
you
can
sometimes
in
a
good
year,
start
hiring,
and
so
the
research
shows
us
that
when
you
hire
earlier,
you
actually
get
higher
quality
candidates.
So,
in
a
way
the
sooner
we
can
go
through
our
process,
then
we
can
start
thinking
about
okay.
D
G
D
We
do
this
every
time
at
this
year
and
it's
for
school
choice
and
every
year
the
district
must
decide
on
whether
or
not
we're
going
to
opt
in
or
opt
out
of
school
choice.
I
recommend
for
going
school
choice
in
order
to
have
seats
for
chelsea
students.
In
other
words,
do
we
want
to
be
a
district
that
accepts
students
from
other
areas,
and
we
are
already
quite
at
capacity
as
you
just
heard,
from
all
of
our
the
conversations
about
class
sizes,
so
we'd
like
to
continue
and
forego
the
school
choice
process.
B
Awesome,
oh
yeah,
just
to
make
sure
we
do
before
we
do
that
vote.
We
clarify
because
it
is
confusing
between
the
novo
in
the
yes
vote.
So
I
think
if
we
say
yes,
it's
really
saying
that
we
don't
want
it
so,
just
before
we
do
the
actual
vote
that
there's
clarification
on
it.
That's
all
I'm
asking
for.
A
Yes,
thank
you
in
advance
for
clarifying
it
year
after
year
for
us
double
negative,
alrighty
team.
Thank
you
so
much
stay
safe
for
those
of
you
watching
at
home.
Thank
you
again
for
participating
in
tonight's
meeting
and
to
the
hernandez
flores
family,
my
condolences
to
you
and
your
family
during
this
time
reminder
that
tomorrow,
students
and
staff
are
welcome
to
join
us
at
the
chelsea
high
school
field
from
10
to
2
pm.
I
believe
to
pay
our
respects
for
jonathan.