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From YouTube: School Committee Meeting of 9-1-22
Description
City of Chelsea, Chelsea Public Schools
A
A
All
righty
good
evening,
everyone
and
welcome
to
our
first
school
committee
meeting
of
the
school
year
welcome
back
school
committee
members.
It
is
great
to
be
back
and
to
see
everyone's
faces.
I
hope
the
students
in
front
of
us
and
those
watching
at
home
had
a
delightful
first
day
of
school
yesterday,
right
already,
my
goodness
team.
I
just
want
to
remind
if
you
would
like
to
speak,
please
sign
in
in
the
clipboard
that
way
you
don't
have
to
state
your
name
and
address
at
the
beginning
of
your
speech.
A
B
Great,
I
am
so
excited
to
present
this
award
and,
first
of
all,
I
want
to
say
welcome
to
all
of
our
students
and
staff
that
are
here
tonight.
We
love
to
see
our
students
here
tonight.
I
do
get
the
honor
of
honoring
one
educator,
who
has
been
dedicated
to
chelsea
public
schools
for
many
years,
and
so
every
year,
for
this
is
our
third
year
doing
what
we
call
the
butterfly
award,
and
so
this
year's
awardee
and
winner
of
the
butterfly
award
is
emmanuel
or
manny
crespo.
B
The
butterfly
award
is
given
by
the
family
of
carolyn
arnond
and
memory
each
year
to
a
teacher
who
exemplifies
the
qualities
and
attributes
that
carolyn
brought
to
her
professional
practice,
namely
creative
ideas,
innovative
instructional
practices
and
strong
support
of
her
colleagues.
Carolyn
arnond
exemplified
the
chelsea
public,
school's
motto.
We
welcome
and
we
educate
throughout
her
professional
career,
carolyn
believed
in
creating
a
welcoming,
safe
and
nurturing
environment
for
her
students.
B
Carolyn
was
a
creative
teacher,
one
who
took
initiative
and,
as
a
result,
brought
joy
to
students
in
her
classroom
and
the
school
carolyn
was
a
nature,
enthusiast
and
integrated
her
passion
into
her
work.
She
initiated
the
idea
of
a
butterfly
garden
at
the
mary
seaburp
complex,
hence
the
name
of
her
award
the
contributions
carolyn
made
to
her
students
and
to
the
chelsea
schools.
B
Community
made
a
difference,
and
those
who
knew
carolyn
knew
this
to
be
true
and,
like
the
butterfly
effect,
carolyn
had
and
continues
to
have,
a
positive
impact
on
all
so
for
this
year's
award.
It
is
with
great
pleasure
that
I
present
the
2022
butterfly
award
to
emmanuel
manny
crespo
of
the
george
f
kennedy
elementary
school,
so
manny.
If
you
could
stand
and
then
I'll
hand
you
the
award
after
I
read.
C
B
He
is
an
avid
reader
and
lifelong
learner,
who
is
always
trying
to
better
himself,
both
as
a
professional
and
as
a
man
during
the
pandemic,
mr
crespo
dedicated
himself
to
figuring
out
how
to
use
technology
to
create
engaging
and
worthwhile
physical
education
lessons
over
a
virtual
platform.
It
is.
It
may
be
no
coincidence
that
mr
crespo
started
his
chelsea
public,
school's
teaching
career
in
1996
the
first
year
that
the
mary
c
burke
complex
and
the
kelly
school
opened
its
doors.
B
It
is
almost
as
if
mr
crespo
was
part
of
the
architectural
design
of
the
building,
as
he
has
truly
become
a
fixture
in
the
kelly
community,
a
chelsea
resident
and
his
27th
year
of
teaching
for
the
chelsea
public
schools.
Mr
cresporo
approaches
his
job
at
the
kelley
school
physical
education
teacher,
with
the
vigor
and
vim
of
a
first
year
teacher,
combined
with
the
wisdom
experience
of
someone
who
has
taught
in
four
separate
decades.
B
B
Students
have
become
accustomed
to
mr
crespo's
ability
to
create
engaging
learning
experiences
that
truly
excite
them
as
each
class
wraps
up.
Every
student
is
sweating
and
happy
while
most
take
on
leadership
roles
engaging
in
clean
up
our
cooldown
routines,
but
between
the
beginning
and
the
end
of
each
class
is
where
the
magic
happens,
whether
it
be
engaging
in
an
annual
jump.
Rope
for
heart
challenge
to
raise
funds
for
the
american
heart
association
are
a
game
that
mr
crespo
invented
to
apply
specific
skills
that
might
not
be
so
exciting
when
taught
in
isolation.
B
His
class
is
consistently
accessible
to
all
students
through
an
intentional
approach
to
planning
to
ensure
that
each
student's
individual
needs
are
met.
Mr
crespo's,
dedication
to
the
students
and
families
of
chelsea
does
not
live
within
the
bells
of
the
school
day.
He
is
a
fixture
of
both
community
at
both
family
events
at
the
school
and
the
district,
as
well
as
numerous
community
events,
he
supported
chelsea
families
during
the
pandemic
by
volunteering
regularly
to
distribute
food
and
medical
supplies.
B
He
is
an
ordained
minister
and
chose
education
as
a
career
so
that
he
could
give
back
to
his
community.
As
a
result,
mr
crespo
cannot
walk
the
streets
of
chelsea
without
running
into
a
familiar
face.
Of
course,
this
is
not
a
surprise,
as
mr
mr
crespo
has
served
over
12
000
students
during
his
time
in
chelsea
public
schools.
Mr
crespo
is
a
positive
contributor
to
the
school
climate
and
is
willing
to
lend
a
hand
to
any
of
his
colleagues
in
need.
B
D
D
A
Mr
crespo
felicidades
and
thank
you
for
all
your
years
of
commitment
to
the
city.
I
mean,
as
dr
beta
mentioned,
you've
taught
over
12
000
students.
I
mean
wow.
I've
only
been
in
that
field
for
seven
years.
I
don't
think
I
reached
that
many.
So
thank
you
so
much
for
everything
that
you've
done.
I'm
actually
texting
your
daughter
now
and
she
wishes
you.
So
many
congratulations
when
she
sees
you
so
alrighty
team.
Next,
up
on
our
agenda
is
the
public
comment.
E
My
name
is
elena
asher,
I'm
a
history
teacher
at
chelsea
high
school
for
over
15
years.
I
would
first
like
to
acknowledge
the
youth
that
are
here
tonight
and
how
they
inspire
me
every
day
at
chs,
my
students
last
year
expressed
many
concerns
with
the
e-policy
and
they
did
share
their
concerns
in
multiple
meetings
and
sadly,
there
has
been
no
change
this
school
year
to
the
e
in
attendance
policy.
E
The
e
policy
is
a
get
tough
mandate
and
does
little
to
reduce
absences
or
truancy.
I
had
a
student
that
would
skip
the
last
two
classes
about
five
times
each
quarter.
This
included
my
class,
so
the
student
would
do
enough
work
to
get
around
a
60,
but
not
any
higher.
Why
she
said
it
didn't
matter.
Her
grade
would
automatically
drop
to
a
60..
Sadly,
she
was
right,
and
that
is
exactly
what
she
got
now.
E
E
Only
if
they
fall
within
a
narrow
band
of
reasons
in
many
districts,
a
student
who
has
a
note
from
a
doctor
or
a
parent
receives
an
excused
absence,
while
a
peer
who
lacks
access
to
a
doctor
or
lives
with
a
parent
unable
to
write
a
note
in
english
receives
an
unexcused
absence.
Comparing
the
proportion
of
absences
that
are
considered
excused
unexcused
for
different
student
populations
helps
reveal
biases
that
cause
students
in
poverty
and
from
racial
minorities
to
have
a
higher
rate
of
truancy.
E
E
Is
this
fair
that
the
student
showed
complete
mastery
of
my
class
and
her
grade
and
gpa
drops
this
drastically
due
to
only
being
absent
six
days
in
a
90-day
schedule
because
of
the
e-policy,
the
current
attendance
policy
on
page
18
that
you
have
been
given
says,
students
can
buy
back
their
grade
any
quarter
but
reading
further.
It
says
that
in
semester
classes
they
cannot
buy
back
the
grade
quarter
two
and
quarter
four.
So
why
does
the
attendance
poly
policy
say
these
two
different
things?
E
Listening
to
my
students
last
year
about
attendance,
they
told
me
it
was
difficult
for
them
to
figure
out
how
to
find
if
they
had
three
or
more
unexcused
absences
in
quarter,
two
three
or
four.
They
showed
their
view
in
aspen
to
me,
and
I
struggled
on
how
I
could
track
their
excused
or
unexcused
absences
for
a
specific
quarter.
E
The
current
attendance
policy
is
pushing
for
parents
to
use
the
google
form
to
alert
the
school
when
a
student
is
absent
as
of
right
now
the
form
is
only
in
spanish
and
english,
and
this
is
true
for
the
student
handbook.
I
found
that
malden
and
rivera's
attendance
policy
is
translated
into
many
more
multiple
languages.
It
also
states
on
page
18
and
20
that
parents
and
guardians
can
appeal
to
the
attendance
peel
board,
but
it
just
is
for
them
to
contact
the
attendance
office.
E
Do
we
even
know
who
is
on
that
attendance
board?
I
don't
and
how
to
contact
them.
I
don't
as
a
teacher.
It
is
not
clear
what
I'm
supposed
to
do
if
a
student
is
with
a
support
staff
for
the
entire
period
or
comes
back
with
just
a
few
minutes
left
without
a
note.
Sometimes
they
come
with
a
note
and
there's
no
other
explanation,
sometimes
not
a
time.
What
am
I
supposed
to
do
concerning
marking
them
present
or
absent
in
these
cases?
Additionally,
boston,
revere
and
malden
do
not
automatically
lower
students
grades
because
of
unexcused
absences.
E
They
also
have
a
system
in
place
to
talk
to
students
and
families
before
they
become
chronic.
Revere
said
this
july
at
a
school
board
meeting
that
they
need
to
rethink
at
automatically
failing
students
in
their
classes
and
boston
also
has
adjusted
their
policy
of
lowering
students
grades
because
of
absences
manitoba
district
minnesota
states.
We
need
to
show
that
we
care
about
students
and
their
attendance
in
minnesota,
we're
not
eliminating
consequences
for
absences
and
tardiness,
but
rather
finding
the
right
consequences
under
their
school's
new
policy.
E
When
a
student
misses
a
single
class
within
36
hours,
a
staff
member
meets
with
the
students
to
inquire
about
the
absence.
Every
unexcused
absence
results
in
after-school
detention.
The
responsive
students
showed
that
they
take
these
consequences
more
seriously
than
they
took
a
change
in
their
grades.
In
the
words
of
one
last
year,
I
could
skip
and
nobody
cared
this
year.
If
I
skip
once
I'm
taken
to
the
woodshed,
this
is
the
type
of
action
that
we
should
be
taking
at
chs.
E
I
would
like
to
acknowledge
that
the
district
has
done
a
lot
to
help
students
be
successful
in
the
classroom
and
support
student
voice.
They
have
added
an
equity
officer
who
is
here
tonight.
Suspension
rates
are
have
been
much
lower.
Educators,
like
myself
now
use
remind
to
text
families
and
students
on
a
regular
basis
to
just
name
a
few
things.
E
I
am
now
asking
the
school
board
members
to
revisit
the
attendance
policy,
and
this
includes
the
e-policy-
I'm
not
asking
for
you
to
get
rid
of
it,
but
to
make
it
more
flexible,
equitable
and
come
up
with
alternative
consequences
for
students.
Many
states
and
districts
like
minnetonka
are
leading
the
charge
of
having
mental
health
days
be
excused
and
reforming
their
attendance
policies.
Our
students
deserve
the
best,
and
this
attendance
policy
is
no
longer
equitable
or
fair
for
our
students.
Thank
you.
So
much.
F
Hey
everyone,
my
name
is
sean
perez,
I'm
currently
a
junior
and
I
attend
chelsea
high
school.
I
like
to
talk
about
my
sophomore
year
as
it
was
the
hardest
year
I
have
possibly
been
through.
I
struggled
with
my
mental
health,
which
caused
me
to
struggle
in
school,
which
also
led
me.
You
know
led
me
to
being
affected
by
the
e
policy
and
it
was
my
biggest
fear
considering
I
knew
what
it
could
do
to
my
gpa.
F
I
heard
that
it
could
literally
bring
it
down
from
a
four
to
like
a
one
or
two,
and
I
didn't
want
that.
I
ended
up
getting
frustrated.
I
wasn't
you
know
I
wasn't
able
to.
I
ended
up
getting
one
and
I
wasn't
able
to
appeal
it
because
I
didn't
know
how
to
or
didn't
you
know
they
didn't
give
enough
information
about
the
policy
and.
F
F
I
do
believe
that
the
policy
should
cover
students
that
have
mental
health
problems,
as
through
my
experience,
it
was
very
hard
for
me
to
attend
school.
Even
when
I
did,
it
was
very
hard
for
me
to
even
do
my
work
because
one
I
would
always
doze
off
and
you
know,
thoughts
would
get
better.
The
thoughts
would
get
better,
thus
would
get
the
better
of
me
and
well.
F
I
just
wasn't
able
to
do
my
work
and
I
wasn't
able
to
concentrate,
to
my
full
extent,
showing
you
know
my
true
showing
my
true
effort
and
my
schoolwork.
I
needed
some
time
off
of
school.
That
way,
I
could
do
my
schoolwork
and
actually
concentrate,
but
you
know
school
didn't
really
take
fun
of
that.
So
I
ended
up
getting
an
e,
even
though
they
revoked
it.
F
No
student
should
be
punished
due
to
them
having
mental
health
problems.
It's
a
serious
issue
nowadays,
since
you
know,
quarantine
is
over
and
everyone's
coming
back
to
school,
and
you
know,
a
lot
of
people
are
having
mental
health
issues
and
I
think
the
policy
should
really
cover
kids
with
mental
health
problems.
Thank
you
for
your
time.
G
Good
evening,
everyone,
I'm
javin
diaz,
I'm
a
junior
at
chelsea,
high
school
and
I'd
like
to
describe
my
experience
with
the
epolicy
as
a
roller
coaster,
because
you'll
never
know
what
you'll
expect.
My
personal
experience
with
the
epolicy
started
my
sophomore
year
in
the
first
quarter.
When
I
had
received
my
report
card,
and
that
was
the
first
time
I
was
notified
that
I
had
received
an
e.
My
teacher
did
not
tell
me
I
I
was
unsure
of
how
many
unexcused
absences
we
were
supposed
to
have.
G
My
I
had
talked
to
my
counselor
and
he
said
I
have
received
an
e
because
the
decision
on
it
was
not
made
yet,
and
I
obviously
met
the
criteria
for
the
e.
So
I
received
an
e
on
that
report
card,
but
it
may
be
removed
due
to
the
fact
that
the
decision
on
it
was
not
made
yet
me
personally,
I
thought
that
was
wrong
because
I'm
not
getting
a
definitive
answer
and
I'm
left
with
questions.
G
I
had
went
to
the
chelsea
high
website
to
see
if
there
was
information
on
there
as
well
on
the
e-policy.
There
was
not.
My
counselor
had
also
said
that
for
full
year
classes
you
will
not
receive
any
ease
for
quarter
two,
but
could
for
quarter
three.
If
you
have
two
unexcused
absences
so
there
you
can
see
that
it's
inconsistent,
sometimes
we're
told
three
unexcused
absences,
sometimes
we're
told
two
and
it's
from
different
people
in
power
at
our
schools.
So
you
don't
know
really
who
to
trust.
G
The
policy
just
creates
confusion.
In
my
opinion,
especially
when
the
information
is
inconsistent,
I
think
that
the
educators
and
administrative
staff
needs
to
come
together
and
have
an
agreement
on
how
many
absences
there
are
what's
the
criteria
for
it
and
if
they
should
even
continue
doing
it
or
change
it
so
that
there's
a
structured
system,
so
we
can
look
at
our
unexcused
absences.
We
could
look
at
our
e
see
if
we
could
fix
it
and
not
just
buy
it
back.
Thank
you
for
your
time.
H
You
have
four
minutes.
Okay,
thank
you.
I
will
be
speaking
on
behalf
of
one
of
the
students
who
couldn't
attend.
Unfortunately,
hello.
My
name
is
bella
chavez.
I
am
a
junior
at
chelsea
high.
I
was
affected
by
the
e-policy
because
I
was
late
to
school
a
couple
of
times,
due
to
personal
reasons,
I
attempted
to
appeal
the
e,
but
I
was
uncomfortable
to
speak
with
the
attendance
officer.
When
I
spoke
to
the
attendance
officer.
H
H
Also
chelsea
high
has
no
clear
ways
on
appealing
de
so
I
was
unable
to
do
so
in
time.
There
was
no
information
anywhere.
I
could
find
it
was
very
difficult
to
make
an
appointment
with
the
attendance
officer
because
of
this
issue.
My
grades
were
dropped,
my
gpa
dropped.
This
is
something
I'm
unable
to
make
up,
and
I
ask
for
your
help
to
fix
this
issue.
Please
listen
to
us.
H
H
H
H
H
H
A
I
I
I'm
here
on
the
behalf
of
my
granddaughter,
but
not
just
my
granddaughter
all
these
students
in
this
room
and
at
the
high
school
deserve
to
be
heard,
and
I
am
very
sympathetic
to
what
they're
going
through,
because
I
know
they've
had
a
rough
time
during
covet.
The
pandemic
has
set
a
mental
health
crisis
with
the
youth
that
are
extremely
high,
but
I
want
to
start
off
by
saying
again
I'm
here
on
her
behalf.
I
I
I
I
I
I
How
do
we
find
a
way
to
revise
this
policy?
There's
got
to
be
a
better
way
that
these
children
could
get
better
fair
treatment.
They
shouldn't
be
penalized
for
quarantine.
You
know
for
clover.
What
do
they
do
come
to
covey
with
the
the
test,
or
do
they
come
to
school,
affect
it
with
covet
and
give
it
to
everyone
else?
I
mean
we
have
to
find
a
better.
We
can
do
better.
Chelsea.
I
I
J
Hello
good
evening
my
name
is
rayna
marrero.
I
am
a
junior
at
chelsea
high
school
in
the
school
year,
2021
to
2022
covert
was
still
an
issue
at
chelsea,
chelsea
public
schools.
However,
we
had
an
unorganized
attendance
policy
that
was
implemented
in
the
beginning
of
the
school
year.
I
tested
positive
for
coping
19.
Therefore
I
couldn't
go
to
school
for
five
days,
with
the
lack
of
information
being
spread
about
the
e
policy.
I
got
an
e
for
my
first
quarter.
J
J
Eventually,
it
was
fixed
up,
but
it
could
have
been
prevented.
I
didn't
know
that
we
had
an
attendance
counselor,
but
nobody
told
me
that
the
school
and
my
teachers
knew
that
I
had
covered
since
the
school
was
aware
that
I
had
covered.
Why
did
I
end
up
with
an
e
by
me
getting
an
e?
It
shows
how
disorganized
this
system
is.
It
proves
that
this
system
is
just
hurting
students
like
me
who
have
no
control
over
this
virus.
J
K
I'm
gonna
be
reading
two
testimonies,
one
is
from
my
cousin
during
my
time
at
chelsea
high
school.
I
realized
how
important
mental
health
is.
I've
been
surrounded
by
people
who
don't
believe
in
mental
health
who
ignore
it
and
who
hate
on
people
who
struggle
with
it
I
would
about.
I
would
miss
about
one
day
per
week
and
it
added
up.
I
ended
up
with
a
lot
of
absences
and
it
affected
my
grade
tremendously.
K
I
could
I
could
say
that
not
coming
to
school
is
not
because
I'm
lazy,
but
because
of
lack
of
motivation
and
needing
extra
time
to
myself,
I
had
always
had
permission
to
stay
home
by
my
guardian
as
well.
He
was
very
much
informed
about
my
mental
health.
This
is
why
we
should
change
the
e-policy
completely
to
cover
mental
health
as
a
reason
for
us
students
to
miss
class.
Thank
you
for
your
time.
K
My
name
is
valerie
ramirez,
I'm
a
sophomore
attending
chelsea
high
school.
One
of
the
many
things
that
has
affected
me
during
my
time
in
chs
is
e-policy.
I've
always
had
a
problem
with
my
mental
health
there's
points
in
my
school
day,
usually
about
mid-week,
where
I
feel
mentally
drained
due
to
the
fact
that,
due
to
that,
I
don't
go
to
one
of
my
classes.
To
give
me
a
break,
I
prioritize
my
mental
health
and
the
chelsea
high
school
administrator
showed
me
that
I
shouldn't
have.
By
prioritizing
my
mental
health.
K
I
had
to
ease
my
first
quarter
of
high
school.
I
had
always
been
a
good
student,
just
not
a
mentally
stable
one.
This
brought
my
gpa
down
and
it
made
me
upset.
I
then
asked
many
people
how
to
get
rid
of
these
ease.
I
was
told
to
have
my
parents
write
me
a
note.
I'm
not
very
open
about
my
mental
health
as
it
is
something
that
is
very
personal
to
me.
K
So
when
my
mom
was
writing
the
note,
I
didn't
want
her
to
say
anything
about
my
mental
health
history,
because
I
was
afraid
the
school
would
make
me
miss
class
to
see
a
social
worker.
So
when
so,
I
went
to
my
guidance
counselor,
who
was
very
understanding
of
everything.
He
told
me
to
just
talk
to
my
teachers
and
have
him
sign
it.
The
teacher
was
also
very
understanding
with
this
whole
process
that
took
me
about
two
weeks
to
fully
appeal
my
ease.
It
was
successful.
It
brought
my
gpa
back
up
to
an
above
4.0
gpa.
K
What
I
want
out
of
this
is
a
system
where
I
don't
feel
like
my
mental
health
is
a
burden,
a
system
that
makes
me
feel
comfortable
enough
to
share
personal
stuff.
To
me,
a
system
where
I
don't
need
to
spend
two
weeks
wondering
what
my
grade
is
a
system
that
is
overall
good
for
my
mental
health
and
my
education.
My
name
is
valerie
ramirez,
I'm
a
sophomore
attending
chelsea
high
school
and
I
have
been
negatively
affected
by
the
e-policy.
Thank
you.
L
I
spent
my
freshman
year
when
I
wasn't
very
comfortable
with
a
new
environment
coming
back
from
the
pandemic.
I
didn't
start
with
a
group
of
friends
or
my
way
around
the
building
making
sure
I
was
safe
at
all
times.
I
got
very
lonely
and
depressed
right
when
the
e-policy
was
introduced
when
the
school
found
out
about
my
absences
that
was
caused
by
my
mental
health.
I
was
very
nervous
because
I
did
it
because
I
knew
that
it
would
affected
me
in
school
and
at
home.
L
L
M
M
M
My
gpa,
I
do
not
find
it
to
be
fair
at
all,
because
I
have
worked
extremely
hard
for
my
grades,
but
this
is
this
policy
makes
it
seem
like
my
work
is
not
value
very
valid,
valued,
valued
like
why
put
in
the
effort,
if
you,
if
it's
not
going
to
benefit
me
in
the
future,
my
future
education
is
important
to
me,
which
is
why
I
fear
that
colleges
may
think
I
intentionally
didn't
put
effort
in
in
my
classes,
which
is
not
the
case,
ask
any
of
my
teachers.
They
will
tell
you
the
truth.
M
As
someone
who
who
struggles
with
mental
health,
my
mental
health
shouldn't
be
taken
out
against
me.
I
find
my
mental
health
very
important
to
me.
No
other
student
should
have
to
go
through
the
choice
of
of
choosing
school
over
their
mental
health.
This
policy
has
made
my
anxiety
and
depression
worse.
Thank
you.
O
Hello,
my
name
is
isis
henderson,
I'm
a
current
junior
at
chs.
I
worked
hard
all
quarter
to
get
the
work
done
while
being
outside
the
classroom.
I'm
still
working
hard
to
keep
up
and
turn
in
the
work,
so
me
doing
the
work
and
earning
a
grade
for
it
as
if
I
didn't
do.
It
is
just
unfair.
It
shouldn't
matter
when
or
where
the
work
is
done.
It
should
matter
how
much
I've
learned.
O
So
please
grade
me
on
my
actual
work
performance
and
quarter.
Four
was
I
wasn't
able
to
appeal
the
e
it
had
been
too
late
to
mention
it
to
someone
higher
authorities
to
fix
it.
With
this
I
made
it
made
me
feel,
like
all
my
hard
work
had
gone
to
waste.
All
my
stress
and
motivation
basically
went
straight
to
nothing
a
waste
of
time.
O
Q
Good
evening,
good
evening,
everyone,
my
name,
is
anjali
romero
and
I
am
a
senior
at
chelsea
high
school
and
since
the
beginning
of
the
height
of
my
high
school
life,
I
went
over
the
policy
with
my
attenti
with
the
attendance
officer,
but
he
did
explain
to
me
very
briefly
that
if
I
were
to
try
to
excuse
any
of
my
absences,
there
would
be
a
limit
to
it,
and
I
believe
that
that
is
still
a
thing
to
this
day.
So
from
that
day
on,
I
have
been
very
anxious
about
showing
up
tardy
to
school.
Q
Q
R
Hello,
I
am
thankful
to
speak
for
the
for
the
opportunity
to
speak
here
about
the
e
policy.
My
name
is
aj
singh
and
I
am
a
senior
at
chelsea
high
school.
I
would
like
to
talk
about
a
specific
way
that
I
think
this
e-policy
feels
to
address
the
needs
of
students
in
the
way
that,
if
forgiveness
for
an
e
is
given
concerning
the
e
policy
at
face
value,
I
understand
that
there's
a
perceived
value
behind
having
disciplinary
action
behind
missing
school.
R
I
can
also
understand
where
that
perceived
value
potentially
comes
from,
as
there
is
definitely
a
problem
to
be
found
with
students
either
missing
school
or
missing
classes
in
particular,
however,
a
specific
way
that
I
think
this
policy
as
written
fails
to
fulfill
its
motivation
is
in
the
second
half
of
semester
classes
and
in
the
fourth
quarter.
E-Grades
are
final.
This
legit
logistical
decision
of
this
policy
seems
to
miss
the
point
of
being
able
to
forgive
absences
and
the
e-grades
in
the
first
place.
R
Students
lives
are
very
complicated
in
complications
that
can
affect
their
school
time
related
to
mental
health,
home
and
whatever
case
by
case
situation.
May
it
could
be
for
them
to
miss
school
at
any
point
exist
at
any
point
in
the
year
in
chelsea,
high
school,
no
matter
what
grade
they're
in
this
lack
of
leniency
and
in
this
fashion
is
thus
a
contradiction
to
the
policy's
goal
of
getting
students
back
in
school
and
on
track
because
of
the
arbitrary
way
forgiveness
for
ease
can
even
be
granted.
R
S
S
The
e-policy
is
a
topic.
All
of
us
are
passionate
about
reforming,
thank
you
for
having
us
and
giving
us
a
voice.
There
are
many
problems
regarding
the
e-policy,
I'm
going
to
focus
on
one
of
the
most
fundamental
parts
of
the
attendance
method,
and
that
is
the
problem
with
how
attendance
is
getting
taken
every
day
by
teachers.
Attendance
is
an
indicator
of
a
student
engagement
and
academic
success.
Therefore,
higher
education
institutions
should
track
absences
in
real
time.
However,
there
is
no
current
clear
system
for
teachers
to
take
attendance
every
day.
S
Sometimes
there
are
students
who
are
with
a
counselor
or
social
worker
at
school,
regarding
mental
health,
family
problems,
etc.
However,
there
is
no
communication
with
the
student's
current
class
teacher
to
tell
them
that
they
are
absent
for
a
valid
reason,
so
their
absent
is
not
excused
and
will
not
be
further
excused.
S
S
So
the
student
missed
a
whole
month
of
a
required
class.
In
addition,
when
teachers
are
absent
and
there
are
substitutes
present,
it
is
clear-
it
is
not
clear
who
put
attendance
that
day
as
a
result
of
this,
it
is
unclear
if
the
attendance
for
a
certain
day
is
actually
accurate
or
if
it
is
credible,
because
the
system
doesn't
say
who
put
the
attendance
in
or
if
a
student
was
with
a
counselor
or
social
worker.
S
S
We
propose
a
system
for
school
staff
to
put
in
accurate
attendance
communication
between
staff
members
when
students
are
at
a
counselor
or
social
worker's
office
and
an
easier
way
for
students
to
locate
their
current
absences.
As
we
look
into
reforming
this
policy,
we
need
to
look
at
the
crucial
first
steps,
and
it
is
this.
Thank
you.
S
I
would
also
like
to
read
on
behalf
of
a
student
who
couldn't
make
it
hello.
My
name
is
lamari
davis.
I
would
like
to
tell
you
a
little
part
about
how
the
e-policy
affected
me
and
why
it
should
be
changed
back
in
2015,
my
mother
had
a
stroke,
and
my
sister
took
guardianship
of
me
during
the
weekday
on
special
occasions.
My
sister
sometimes
takes
me
to
go
visit
her
and
from
those
days
that
I've
missed
to
go
see
my
mother,
I've
gotten
the
e-policy,
which
is
very
infuriating.
S
Undoubtedly,
of
course,
this
is
upsetting.
I'm
getting
my
grades
shipped
away
because
I'm
going
to
visit
my
mom,
not
because
I'm
skipping
class
or
anything
apart
from
this,
the
e-policy
isn't
just
punishing
troubled
kids,
but
punishing
people
who
work
hard
for
the
grade
and
just
isn't
fair
and
that's
why
the
policy
should
be
changed.
Thank
you.
T
So
I'm
here,
because
I
will
always
continue
to
support
them.
I
am
inspired
by
them.
I've
had
the
opportunity
to
work
alongside
them
and
hear
them
notice
an
injustice
and
actually
take
action.
So
we
applaud
you.
I
applaud
you
and
I
hope
that
you
all
take
action,
because
this
is
a
failed
policy.
That's
having
a
direct
impact,
so
look
at
different
holistic
measures
of
how
you
can
improve
something
to
make
sure
that
our
students
are
really
thriving
in
their
education
and
that
we're
not
punishing
them.
So,
thank
you
so
much.
U
U
Marino,
I'm
a
junior
at
chelsea,
high
school
and
the
president
of
the
class
of
2024,
I'm
also
a
member
of
national
honor
society.
I
am
here
today
to
ask
for
your
help.
Over
the
past
few
years,
the
e-policy
has
been
in
place
to
maintain
and
increase
student
attendance
at
chelsea
high
school.
The
policy
is
exclusive
to
only
chelsea
high
school.
However,
this
policy
has
brought
many
challenges
for
our
classmates.
Your
students,
the
e-policy,
is
a
system
put
in
place
to
penalize
a
student
who
accrues
three
or
more
absences.
U
The
consequences
of
accruing
three
absences
results
in
an
e
equivalent
to
a
60
as
a
grade.
This
is
the
case
even
for
students
who
turned
in
all
their
work
and
probably
secured
innate.
Despite
the
absences,
the
policy
does
not
motivate
students
to
miss
less
classes,
but
instead
discouraging
them
from
even
trying
not
to
mention
this
policy
is
not
accounting
for
kovit,
which
we
all
know
can
put
anybody
out
of
it
for
more
than
three
days.
We
know
that
kovit
can
still
claim
the
lives
of
loved
ones
requiring
immediate
response
for
wakes
and
bureaus.
U
These
are
the
things
that
our
high-risk
population
of
students
have
to
deal
with.
On
top
of
being
a
student,
the
e-policy
should
be
restructured
to
meet
the
needs
of
students,
parents
and
faculty
members.
Some
schools,
such
as
malden
and
boston,
prioritize
the
student
well-being
by
excusing
mental
health
days
and
having
more
than
three
unexcused
absences.
For
example,
malden
high
has
five
unexcused
absence,
while
public
boston,
public
schools
has
eight
per
quarter.
U
They
also
have
more
flexibility
in
regards
to
lowering
student
grades
due
to
the
high
unexcused
absences
in
malden
high,
the
school
notifies
parents
and
guardians,
whether
there's
an
excess
absences
of
a
student
and
makes
reasonable
effort
to
meet
with
them
to
develop
action
plans
to
improve
student
attendance,
I
have
passed
on
a
petition.
There
are
over
230
signatures
on
this
petition,
calling
for
the
e-policy
to
be
revised
and
more
equitable
to
all
students.
This
petition
has
been
signed
by
students,
parents,
faculty
alumni
and
members
of
the
community.
U
U
We
want
to
prioritize
our
education
if
changes
aren't
made
within
the
first
quarter,
the
e-policy
should
be
paused
until
there
is
an
adequate
time
to
review
and
revise
this
policy.
We
all
agree
coming
to
school
is
important,
but
we
shouldn't
ruin
students,
dreams
by
punitive
policies
by
this
punitive
e-policy.
V
Read
I
have
a
statement
from
manuel
tesh
from
175
washington,
ave
letter
in
support
of
pausing
reviewing
and
updating
the
e-policy
as
an
alumni
of
chelsea
high
school
and
a
member
of
this
community.
I
am
writing
in
support
of
reviewing
the
e-policy
and
updating
it
to
better
serve
our
community.
Although
the
purpose
of
the
e-policy
is
to
increase
attendance
and
student
overall
engagement,
there
needs
to
be
a
system
in
place
for
the
policy
to
be
reviewed
periodically,
with
the
input
of
students,
parents
and
teachers.
V
Chelsea
is
a
community
made
up
of
so
many
different
cultures
and
languages,
as
well
as
a
variety
of
different
families,
family
structures
that
can
sometimes
have
an
effect
on
a
child's
learning.
For
instance,
responsibilities
outside
of
school
can
really
take
a
toll
on
the
ability
of
a
student
to
attend
class
as
a
community
community
with
a
high
population
and
the
lower
socioeconomic
status
students
face
more
responsibilities
than
school
alone.
I
remember
myself,
I
had
multiple
jobs
outside
of
school
and
I
did
my
best
to
be
involved
in
extracurriculars.
V
However,
school
was
also
my
only
opportunity
to
overcome
those
financial
burdens
and
give
my
family
better
living
conditions.
It
is
for
this
reason
that
they
that
the
way
we
operate
schools
is
the
most
crucial
as
we
are
in
fact,
in
fact
structuring
success
for
our
future
chelsea
leaders.
We
must
all
come
together
in
larger
conversations
that
take
serious,
take
seriously
the
input
of
students
who
are
being
affected
by
policies
that
affect
their
future
opportunities.
A
To
the
members
of
the
audience
we
see
you
and
we
hear
you
time
and
time
again.
You
know
I've
been
on
the
board
for
eight
years
now,
and
the
most
drastic
changes
that
have
occurred
were
because
of
their
of
our
youth,
and
while
many
of
you
may
not
remember
the
classes
before
you,
I
do
because
they
stood
right
before
me
in
this
very
room
and
advocated
for
change,
and
so
I
want
you,
I
want
to
ensure
each
and
every
one
of
you
that
we
appear.
A
We
see
you
and
we
hear
you
and
we
will
work
alongside
you
to
make
amends
and
make
amendments
to
make
the
changes
that
we
need
to
make
sure
that
you
all
feel
successful.
You
feel
heard
and
you
find
comfort
in
the
school
that
you
attend
before
I
continue.
I
want
to
go
over
a
list
of
changes
that
we've
done
that
has
been
brought
by
classes
before
you.
A
A
The
youth
advocated
for
outdoor
graduation
and
we
got
it.
We
did
it
right.
Why?
Because
the
class
before
the
classes,
before
you
advocated
for
that
and
attended
meetings
after
meeting
advocated
and
went
to
city
council
meetings
and
again
advocated
for
more
funding
the
saving
of
the
french
department.
A
For
those
of
you
who
remember
back
in
the
day
every
year,
we
would
experience
budget
cuts
and
youth.
Before
you
came
to
our
meeting
at
the
williams
band
room
and
and
went
on
the
mic
and
shared,
we
need
to
have
more
language
language
departments
right
aside
from
spanish
and
guess
what
we
did.
We
saved
the
french
department
because
of
your
advocacy
and
the
classes
before
you
replacing
columbus
day
with
indigenous
peoples
day
was
a
humongous
change
that
we
did
here,
and
that
is
because
of
your
advocacy.
A
Many
students
came
up
here,
multiple
years
after
years
and
advocated
for
a
more
diverse
staff.
So
what
did
we
do?
We
started
being
innovative
and
created
ways
to
increase
our
staff,
not
only
in
the
classroom
but
as
administrators
and
I'm
proud
to
say
that
we
went
from
a
school
district
that
had
zero
percent
admin
of
color
to
now
30
and
miss
lee.
If
you're
in
the
room
is
that
still
correct
30?
A
A
So
thank
you
for
being
courageous.
What
I
see
in
front
of
me
are
is
a
group
of
courageous
leaders,
fierce
advocates
agents
of
change,
and
we
welcome
that.
We
love
that
right.
We
are
so
excited
to
work
with
you.
This
is
our
first
meeting
and
it's
already
like
my
adrenaline
is
like
yes.
This
is
what
I'm
here,
for
this
is
what
we
are
here
for.
We
are
here
to
serve
you.
A
We
are
a
school
board
that
listens
and
engages
in
conversations,
and
so
with
that
before
I
move
on
to
the
next
agenda
item,
I
want
you
to
know
that
the
administration
at
here
on
the
school
board
and
at
chelsea
high,
will
be
holding
focus
groups
and
will
be
working
with
you
to
again
listen
and
to
amend.
This
policy
sounds
good.
Yes,.
C
W
W
I
forget
exactly
when
it
was
you
know,
and
those
conversations
the
concerns
were
brought
forward
and
kind
of
my
opinion
of
the
situation
was
that
it
wasn't
actually
discussed
as
much
as
we
should
have,
and-
and
I
think
that
it
is
it's
clear
that
we
should
have
discussed
it
further
back
then.
So
I
I
think
that
I
I
agree
with
the
idea
of
moving
into
a
subcommittee.
I
want
to
make
sure
that
when
we
have
that
subcommittee,
we
actually
have
data
on
the
e-policy
who
is
being
affected,
how
many
people?
W
What
are
the
alternatives
as
miss
asher
outlined
right?
We
know
that
there
are
districts
that
are
doing
this
differently.
I
don't
want
to
just
have
a
focus
group
and
listen
to
the
students
right.
They
already
came
and
they
they've
told
us
right,
like
focus
groups
are
just
going
to
show
more
of
this.
W
I
want
to
make
sure
that
we're
actually
having
conversations
around
what
are
the
alternatives
to
make
sure
that
we
actually
can
come
up
with
solutions
and
make
sure
that
we
can
move
something
forward,
because
you
know
this
is
not
to
be
not
supposed
to
be
a
punitive
policy,
but
it's
being
punitive
right.
We
can
see
the
damage
that's
being
done
on
students
and-
and
I
want
to
make
sure
that
we're
exploring.
W
How
can
we
allow
educators
to
use
their
expertise
to
support
students
to
make
sure
that
there's
flexibility,
because
if
you
know
the
students
themselves
don't
know
whether
they
have
an
e?
The
educators,
don't
know
right?
Who
knows
how
do
we
make
sure
that
we
have
an
integrated
system
so
that
everybody
can
support
attendance
being
transparent
and
accurate
and
then,
on
top
of
that,
making
sure
that
we're
not
harming
students
who
are
otherwise
doing
perfectly
well
in
school
because
of
the
impact
of
this
policy?
Thank
you.
A
I
do
want
to
remind
those
who
are
present
that,
even
though
we
did
have
a
subcommittee
on
it,
we
did
respond
and
we
did
waive
the
e-policy
and
ms,
dr
abeda
can
speak
on
that
and
so
again
to
reiterate,
even
though
we
have
talked
about
it,
we
did
respond
and
clearly
it
wasn't
enough
and
that's
and
that's
what
this
meeting
these
meetings
are
for
is
for
us
to
listen
and
to
hear
and
to
respond.
And
so
we
are
responding
awesome
see.
I
make
a
motion
to
close
up
our
public
comment.
Section
awesome.
A
A
B
Good
evening,
everyone,
thank
you
so
much
for
all
that
are
here
and
all
that
are
listening.
We
started
school
on
wednesday
and
it
was
a
fabulous
start.
Our
students
in
grades,
1
through
12,
came
to
school
and
we
had
over
six
thousand.
We
have
six
thousand
one
hundred
and
thirty
one
students
enrolled
in
our
chelsea
public
schools
and
so
we're
excited
to
be
full.
B
We
welcomed
many
students
and
many
new
staff
and
administrators,
and
so
with
that,
what
I
would
like
to
do
is
introduce
some
of
our
new
staff
that
we
have
here
at
central
office
and
at
our
schools,
because
I
just
want
everyone
to
know
who
we
have
on
our
staff.
So
I'm
going
to
go
ahead
and
start
off
with
central
office
new
to
our
central
office.
B
B
She
is
not
able
to
be
with
us
tonight,
but
maureen
joins
chelsea
public
schools,
with
the
commitment
to
improving
educational
outcomes
for
students
and
multilingual
learners
and
as
a
multilingual
learner,
herself
maureen
grew
up
in
europe
and
in
the
united
states
and
the
fresh
and
then
the
past
five
years.
She
has
been
the
uninos
dual
language
development
specialist
in
the
summerville
public
school.
So
we
welcome
maureen
and
then
we
have
miss
alexandra
sanchez.
She
is
a
boston
native
and
alex
is
here
tonight.
B
She
attended
boston,
public
schools
until
the
age
of
eight
and
her
family
then
relocated
to
brookline
massachusetts.
This
change
of
environment
would
later
fuel
her
desire
to
pursue
a
career
in
education,
specifically
urban
education.
She
earned
her
undergraduate
degree
from
boston
college
and
applied
psychology
and
human
development.
B
She
minored
in
philosophy
and
sociology
and
immediate
after
she
became
a
donovan
urban
teacher
scholar
at
boston
college
to
earn
her
master's
in
early
childhood
education.
She
worked
at
the
williams
russell
elementary
in
multiple
early
childhood
classrooms.
She
her
most
fulfilling
role,
has
been
teaching
and
sheltered.
English
immersion
so
alex
also
attended,
is
a
graduate
of
the
pro-ciser
institute
of
creative
leadership,
and
her
goal
is
to
create
a
vision
for
education
in
which
all
students
are
given
equal
access
to
learning
opportunities,
so
welcome
alex,
and
our
next
person
is
our
director
of
the
reach
program.
B
Yanaris
collago
and
she
is
oh
there
she
is
so
miss
collado
will
serve
as
our
director
of
the
reach
program
she
was
born
and
raised
in
lawrence
massachusetts.
She
holds
a
bachelor's
degree
in
science,
with
a
concentration
in
public
relations
and
sociology
from
salem
state
university
and
a
masters
in
english
from
the
bread
low
school
of
english.
At
middlebury
college
janadis
identifies
as
a
poet
and
believes
in
spoken
word,
poetry
that
has
led
her
professional
journey.
B
She
is
the
former
network
coordinator
of
phillips
academy,
andover
bred
lope,
where
she
organized
social
justice
and
literacy
programming
for
the
city
of
lawrence
and
the
greater
boston
area.
She
works
closely
with
the
national
network,
such
as
the
bread
love
teacher
network
and
the
middlebury
college.
Next
gen
youth
advisory
yananyes
has
worked
for
the
city
of
chelsea
since
2014,
where
she
started
as
a
reach
group
leader
in
ninth
grade.
She
has
served
as
a
paraprofessional
at
the
sokolovsky
and
created
the
literacy
through
hip-hop
curriculum
for
reach.
B
She
helped
publish,
listen
a
book
of
poems
from
the
reach
program
in
2019.,
so
welcome
we're
grateful
to
have
you
and
then
we
have
our
lead.
Our
social
work
coordinator,
brenda
pena,
who
was
with
us
tonight,
welcome
miss
pena
brenda
began
her
career
in
chelsea
in
the
field
of
human
services
working
at
roca
and
the
chelsea
collaborative
she
transferred
to
education
in
2006
and
began
her
career
as
a
school
adjustment
counselor.
B
B
B
B
She
has
several
years
of
experience,
creating
and
directing
programs
around
creating
access
and
unique
opportunities
for
students
to
experience
all
of
the
amazing
resources.
Boston
has
to
offer
rest
ran
a
summer
academy
for
several
years
where
students
took
daily
field
trips
and
engaged
in
rigorous
project-based
learning
around
her
experiences.
B
Most
recently
west
served
as
an
instructional
coach,
supporting
teachers
in
boston
and
everett
public
schools
and
as
an
instructional
coach,
wes,
prioritized
forming
thoughtful
partnerships
and
making
connections
within
and
across
communities
to
assure
students
and
teachers
had
equitable
access
to
resources
to
support
their
growth
and
development.
Academically
and
social
emotionally
west
believes
that
all
students
with
the
right
supports,
can
and
learn.
B
Confidence
can
impact
spaces
well
beyond
the
boundaries
of
their
own
neighborhoods
wes
attended
emmanuel
college
where
she
received
a
bachelor's
in
psychology,
followed
by
a
masters
of
curriculum
and
teaching
from
boston
university,
welcome
wes.
So
that
is
our
new
district
central
office
administrator.
So
welcome.
If
you
guys
don't
want
to
stand,
want
to
stand.
We.
B
B
This
is
his
24th
year
in
the
field
of
education
and
fourth
year
as
a
principal
prior
to
somerville.
He
served
as
assistant
principal
for
nine
years
in
several
schools.
He
also
has
12
years
of
teaching
experience
in
math
and
middle
grade
at
high
school
level.
He
earned
a
master's
of
education
with
a
major
in
educational
leadership
from
the
florida
gulf
coast
university
and
a
bachelor
of
science
in
mathematics
and
computer
science
on
st
peter's
college.
In
new
jersey
on
a
personal
level.
He
is
he's
most
proud
of
his
family.
B
He
and
his
wife
have
been
married
for
30
years.
They
are
proud
parents
of
two
amazing
adults.
Similarly,
his
family
is
the
center
of
his
life
and
he
will
work
to
continue.
The
legacy
of
success
established
at
chelsea
high
school
by
building
strong
relationships
with
teachers,
staff,
students,
families
and
community
partners.
So
welcome
mr
morales,
and
then
we
have
our
brown
middle
school
principal,
mr
adam
will
die.
Welcome
mr
wildai
principal
will
die
now
mr
wildai
will
serve
as
principal
of
the
brown
middle
school.
B
He
was
an
assistant
principal
and
interim
principal
at
the
wright
middle
school
since
he
joined
chelsea
public
schools
as
part
of
the
right
team.
He
has
led
many
initiatives
that
have
helped
contribute
to
the
school's
growth,
both
academically
and
culturally.
He
leads
by
centering
relationships
and
connections
in
his
work,
truly
valuing
every
student
and
staff
members,
name,
strength
and
story.
B
B
He
earned
his
bachelor's
of
arts
in
history
in
american
studies
and
a
master's
of
arts
in
teaching
from
tufts
university
and
a
certificate
of
advanced
graduate
study
and
educational
leadership.
From
the
massachusetts
college
of
liberal
arts
as
a
malden,
a
malden
resident
adam
is
passed
as
a
passionate
advocate
for
public
education,
an
active
member
of
his
community,
serving
in
his
fifth
term.
As
an
elected
member
of
the
malden
school
committee,
so
welcome
mr
wild
eye
to
to
the
brown
you
are
now
a
bulldog.
B
And
so
I'm
going
to
go
ahead.
Other
other
assistant
principals
are
not
here
tonight,
but
we
welcome
christine
keenan
to
chelsea
high
school
as
a
the
new
assistant
principal
at
the
right,
and
we've
also
are
welcoming
perturbation
iravalo
as
a
new
assistant
principal
at
chelsea,
high
school
and
we've
welcomed
ellen
bowsley
as
the
chelsea
high
school
assistant
principal
and
crystal
dixon,
as
the
evaluation
team
lead
so
as
our
special
in
special
education.
B
X
Thank
you,
dr
avita,
and
thank
you
school
committee,
so
we're
going
to
go
over
the
end
of
the
year
updates
and
then
also
the
annual
updates,
and
there
is
one
piece
of
data
that
the
state
has
still
not
released.
The
state
has
still
not
released
the
final
results
for
the
mcas,
so
the
only
thing
we
do
have
is
the
item
analysis.
X
So
we
will
not
be
prepared
to
be
able
to
present
that,
but
as
they'll
release,
I'm
sure
I'll
follow
dr
vatha's
guidance
and
we'll
update
it
as
we
have
so
I'm
going
to
jump
ahead
so
the
end
of
the
year
on
priority
one.
I
do
want
to
point
out
ap
courses.
We
had
a
small
dip
beginning
of
the
year
we
started
at
about
2
55
ended
at
the
end
of
the
year
at
236.
X
That's
not
uncommon,
although
we
need
to
continue
to
monitor
to
ensure
that
we're
not
losing
any
of
our
kids
calculus
courses,
we
went
from
138
to
121..
We
had
significant
increases
in
the
students
entering
early
college
courses.
We
started
at
2
14.
At
the
end
of
the
year
we
increased
almost
about
100
students,
so
we
went
from
214
to
303
big
changes.
C
X
X
I
ready
progress
monitoring.
I
want
to
be
able
to
point
out
that
just
so
nobody's
getting
confused
on
it,
the
what
we're
showing
is
grade
level,
and
so
we
had
significant
growth
across
the
district
in
regards
to
level
changes.
But
what
we're
showing
here
is
only
at
achieving
that
grade
level
kindergarten.
X
We
started
the
year
at
eight
percent.
By
the
end
of
the
year,
we
were
at
47
grade
levels,
so
significant
growth
grade,
one
we
started
at
five
percent,
ended
at
32
percent
grade
two.
We
started
at
eight
percent
34
percent
grade
3.
We
went
from
24
to
46
grade
4
15
to
29
grade
5,
10
to
17
6th
grade
13
to
21
7,
7th
grade
17-22,
eighth
grade
17-25
and
again
this
is
an
ela
and
once
again
this
is
students
meeting
grade
level
with
the
standards,
not
students,
growth.
X
We
had
significant
growth
across
the
board
as
well.
But
again,
this
is
grade
level
achievement
in
the
area
of
math
5
to
32
for
kindergarten.
First
grade
is
2
to
25
grade
2,
one
to
twenty
grade.
Three:
three:
four:
two:
thirty
grade:
four:
six
through
thirty
six
grade
five,
eight
to
sixteen
grade:
six,
ten
to
twenty
six,
seven,
ten
to
twenty
eight
to
sixteen
and
again
just
to
point
it
out.
X
X
X
X
N
N
We
saw
that
people
coming
out
of
the
pandemic.
They
were
more
likely
to
stay,
and
so
our
retention
rates
were
a
little
much
more
stable,
but
this
past
year
we
saw
a
lot
of
movement
due
to
personal
reasons
and
very
a
variety
of
reasons.
So
we
had
about
21
percent
of
staff
leave
cps,
and
you
could
see
the
other
data
on
this
chart
right
here
in
terms
of
our
school-based
administrators.
N
We
did
add
a
new
administrator
at
cvla,
with
our
virtual
school
opening
and
you
could
see
we
did
have
a
little
movement
in
our
administrators
as
well.
We
had
the
same
percentage:
six
administrators,
leaving
chelsea
public
schools
and
in
terms
of
promotions,
we
are
continuing
to
work
on
promoting
our
paraprofessional
staff
in
our
tpp
program,
and
so
you
could
see
that
we've
had
an
additional
eight
teachers
who
were
promoted
to
paraprofessionals
who
are
promoted
to
teachers.
We
had
two
teachers
promoted
to
administrators.
N
C
B
Thank
you
so
much.
I
would
like
to
say
that
we
started
off
this
school
year
with
90
of
our
position.
94
of
our
teacher
and
educator
positions
filled.
So
that
means
that,
for
the
almost
the
majority
of
all
of
our
students
started
off
the
school
year
with
a
teacher
in
front
of
them.
So
despite
the
worker
shortages
and
the
competition,
our
administrators,
our
hr
department
payroll
worked
extremely
hard
to
fill
all
summer
long.
B
So
we
have
teachers
in
front
of
our
students
day
one,
and
we
know
that
when
we
have
a
highly
qualified
teacher
in
front
of
our
students,
that
means
that
they're
going
to
be
receiving
a
high
standard
of
education.
So
we're
excited
about
that.
But
I
want
to
thank
all
of
our
administrators,
our
hr
department,
our
business
department
for
their
efforts
this
summer
because
they
worked
all
summer
and
so
a
huge
applause
to
you.
B
B
B
I'm
used
to
doing
this
over
the
computer
and
you
can
just
scroll
down
okay,
so
with
you
can
see
and
enclosure
be
our
personal
changes,
our
personnel
changes,
and
we
had
a
lot
because
it
was
summer
time.
So
our
demographic
data
is
we
hired
60
percent
caucasian
32
percent
hispanic,
six
percent
black
and
two
percent
asian
pacific
islander
for
our
resignations
and
retirements.
B
So
I
would
like
to
commend
that
report
for
the
record
and
then
for
enrollment-
and
I
know
mr
jimenez-
I
always
think
of
you
when,
when
I
do
this
report,
but
we
are
starting
the
school
year
with
6131
students,
this
can
move
a
little
bit
this
month,
so
we'll
in
october,
we'll
really
get
a
true
number,
so
we're
in
a
really
good
place.
So
I'd
like
to
commend
this
report
for
the
record
as
well.
A
A
Explanation.
Cps
is
eligible
for
certain
federal
grants
available
to
provide
support
and
supplemental
services
for
certain
school
populations.
Each
year
the
district's
adopted
budget
includes
an
anticipated
amount
for
each
grant.
However,
the
exact
amount
awarded
is
not
known,
typically
until
the
fall.
V
Roll
call,
please
consideration
and
action
to
accept
the
award
awarded
allocations
for
multiple
annual
federal
grants
for
a
school
year,
2022
to
2023
in
the
amount
of
five
million
six
hundred
and
one
thousand
one
hundred
and
forty
eight
dollars
miss
cabral.
Yes,
miss
covas
carabao.
Yes,
mr
o'regan,
yes,
miss
hernandez!
Yes,
ms
abbott,
yes,
ms
garcia!
Yes,
mr
jimenez,
yes,
yes,
it's
eight
in
the
affirmative
and
one
absent
the.
A
A
835
sorry
team:
I'm
a
bit
rusty.
It's
our
first
meeting
explanation.
The
district
has
received
continued
funding
for
adult
education
services,
sel
and
mental
health.
In
the
fourth
and
final
year
of
the
comprehensive
school
health
services
grant,
funding
is
provided
for
the
cost
of
staff,
professional
development,
grant
specific
school
activities,
supplies
materials
and
technology.
V
Roll
call,
please
consideration
and
action
to
accept
awarded
allocations
for
the
adult
education
services,
scl
and
mental
health
and
comprehensive
school
health
services,
state
grants
for
school
year,
22
to
23
and
a
total
of
945
835
dollars.
Ms
cabral,
yes,
ms
kovas
karabaya.
Yes,
mr
o'regan,
yes,
miss
hernandez.
Yes,
ms
zabit,
yes,
miss
garcia!
W
A
Carries
next
up,
we
have
consideration
and
action
to
accept
the
awarded
allocation
from
tessie
for
the
civics
teaching
and
learning
grants
for
school
year,
2022
2023
explanation:
this
competitive
grant
supports
civics
teaching
and
learning,
including
implementation
of
grade
8
and
high
school
civics
projects
which
are
required
by
law.
The
funds
can
be
used
to
pay
stipends
for
professional
development
and
costs
associated
with
civics
learning
experiences
such
as
field
trips
that
are
designed
to
enrich
core
curricular
learning
in
any
grade
level.
V
Consideration
and
action
to
accept
the
awarded
allocation
from
the
department
of
elementary
and
secondary
education
for
the
civics
teaching
and
learning
grants
for
school
year.
22-23
miss
cabral,
yes,
ms
cuovas
caravallo.
Yes,
mr
o'regan,
yes,
ms
hernandez,
yes,
miss
abbott,
yes,
miss
garcia!
Yes,
mr
jimenez.
W
A
A
Explanation
this
year
the
district
has
received
a
new
three-year
grant
award
from
the
bar
foundation
for
the
chelsea
opportunity
academy.
The
funds
will
be
used
to
create
a
new
coach
teacher
position,
as
well
as
for
stipends
contract
services,
travel
supplies
and
other
expenses.
In
support
of
the
program.
The
ilp
has
received
funds
for
the
rcsk
foundation,
sorry
that
would
be
used
for
stipends
student
assistance
supplies
and
other
expenses
in
support
of
the
program.
Massachusetts
general
laws,
chapter
71,
section
370-
provides
for
the
grants
for
educational
purposes
only
with
approval
of
the
chelsea
school
committee.
V
Consideration
and
action
to
accept
private
private
grant
awards
from
the
bar
foundation
and
chelsea
education
foundation
in
the
amount
of
465
000
for
school
year,
22
to
23.,
miss
cabral.
Yes,
ms
covas
caravallo.
Yes,
mr
o'regan,
yes,
miss
hernandez!
Yes,
ms
abbott,
yes,
ms
garcia,
yes,
mr
jimenez,
yes,
miss
villas.
C
V
Roll
call,
consideration
and
action
to
accept
a
grant
in
the
amount
of
four
thousand
seven
hundred
and
fourteen
dollars
and
twenty
nine
cents
from
cast
to
support
early
adopters
teams
engaged
in
implementing
universal
design
for
learning.
Ms
cabral,
yes,
miss
culves.
Yes,
mr
o'regan,
yes,
miss
hernandez.
Yes,
ms
abbott,
yes,
miss
garcia!
Yes,
mr
jimenez,
yes,.
W
A
Lastly,
we
have
consideration
and
action
to
accept
the
recommendation
of
the
superintendent
and
amend
the
2022-2023
school
budget
to
increase
funding
from
118
million
thirty
six
thousand
six
hundred
and
seventeen
dollars
to
one
hundred
and
eighteen
million
three
hundred
and
seventy
five
thousand
three
hundred
and
thirty
three
dollars
and
amend
the
program
budgets
as
identified
explanation
per
the
city
charter.
Each
year
the
school
committee
must
submit
to
the
city
council
a
budget
based
upon
the
governor's
proposal
prepared
in
january.
A
V
Real
call,
please
consideration
and
action
to
accept
the
recommendation
of
the
superintendent
and
amend
the
2022-2023
school
budget
to
increase
funding
from
118
million
236
000
to
118
million
three
hundred
and
seventy
five
thousand
three
hundred
and
thirty
three
dollars
and
amend
the
program
budgets
as
identified.
Miss
cabral,
yes,
miss
covas
caravallo,
yes,
mr
regan,
yes,.
Y
J
Y
Y
Z
Thank
you
to
all
the
students
and
community
members
that
shared
their
artwork
and
their
writing
at
the
poetry
walk
this
past
week.
I
think
it's
important
to
continue
to
showcase
the
artists
that
we
have
within
our
district,
and
so
I
just
want
to
highlight
if
anybody
didn't
get
the
chance
to
check
out
the
poetry
walk
this
past
weekend,
I
encourage
you
to
check
it
out
next
year
as
well.
W
Thank
all
of
the
staff,
both
the
ones
present
here,
as
well
as
everybody
else
who
helped
with
all
the
back-to-school
events.
They
were
all
the
pictures
looked
amazing.
I
heard
really
great
things
from
all
the
folks
who
attended.
So
thank
you
all
so
much
for
all
the
great
work
you
did
and
best
of
luck
with
the
rest
of
the
school
year.