►
From YouTube: C&I and P&P Subcommittee 3-18-21
Description
City of Chelse, Chelsea Public Schools, via Zoom
A
B
B
B
We
have
moved
the
what
we
call
professional
development
or
teacher
days
to
wednesdays
and
that's
to
fulfill
principles
requests
because
they
were.
Some
of
them
were
on
the
same
day
as
faculty
meetings
which
extended
the
time
for
professional
learning,
but
at
the
same
time
the
principals
lost
a
faculty
meeting.
So
instead,
we've
separated
those
so
you'll
see
that
the
the
yellow
triangles
are
now
on
wednesdays
instead
of
on
tuesdays.
A
B
C
B
A
D
A
B
The
agenda
is,
I
have
invited
christina
de
calagero,
who
is
here.
She
is
our
stem
coordinator
grades
5
through
12,
and
she
is
here
to
talk
about
a
new
financial
literacy
course
at
the
high
school.
So
christine
I've,
given
you
sharing
rights
and
let
me
just
frame
it
while
you
get
your
slides
up
a
couple
of
years
ago,
when
we
had
a
lot
of
budget
cuts
going
on
not
now,
but
before
we
actually.
B
If
you
remember
correctly,
we
eliminated
the
business
department,
because
the
business
department
was
teaching
some
financial
literacy
and
some
other
things,
but
it
was
really
antiquated.
We
were
using
red
pens
and
black
pens
and
balancing
checkbooks
and
things
like
that.
So
we
as
part
of
the
budget
cuts
the
business
department,
kept
a
couple
of
faculty
members
that
moved
into
other
departments,
but
the
business
department
as
an
entity
went
away.
So
I
believe
it
was
last
year
or
yeah.
I
think
it
was
last
fall
kelly.
I
think
it
was
you
who
said
hey.
B
B
Now
of
you
know
online
banking
and
all
that
kind
of
thing
and
she's
going
to
walk
you
through
it
and
we
are
going
to
be
starting
this
course
in
the
fall,
and
this
is
just
to
let
you
know,
but
this
request
actually
came
from
this
committee
and
I
just
wanted
to
follow
through
and
show
you
what
was
in
store.
Okay,.
A
C
B
Okay,
so
why
don't
you
let
christina
run
through?
She
only
has
a
few
slides
to
share
with
you,
so
let
her
run
through
her
field,
then
she'll
take
any
questions
you
may
have
perfect.
So
thank
you
for
having
me
I'm
very
excited
about
this
course,
as
sarah
mentioned
this
course
is
expected
to
begin
this
fall
it's
an
elective
course
that
will
be
taught
through
our
math
department.
It
will
be
available
to
all
students
at
every
grade
level.
B
59
of
employees
say
that
financial
matters
are
one
of
their
top
causes
of
stress,
40
adults
can't
pay
for
an
unexpected
emergency
or
expense
and
65,
and
I
think
this
is
really
telling
and
really
the
root
and
purpose
of
this
course
is
65
percent
of
recent
college
graduates
didn't
know
how
much
money
they
had
borrowed
from
college
and
50
of
them
felt
that
they
probably
would
have
made
a
different
decision
in
which
school
they
chose
to
go
to.
If.
B
B
B
So
this
course,
as
I
mentioned,
will
have
a
math
teacher.
That
is
fully
instructing
the
course,
but
it
also
will
be
embedded
with
some
online
digital
learning
platform
and
we
would
be
using
everfi.
Everfi
is
a
non-profit
organization
that
does
have
a
very
well
high
quality
learning
platform
with
interactive
lessons
that
our
students
would
be
able
to
engage
in
so
that
they
were
acquiring
these
skills
and
concepts.
B
B
B
B
They'll
also
learn
about
financing
their
higher
education.
So
they'll
have
an
opportunity
to
learn
about
what
are
some
options
and
choices
that
they
have
when
they
plan
how
they'll
pay
for
educational
costs,
how
they'll
budget
their
money
and
how
they
will
be
responsible
for
their
education
loans
as
they
move
on
in
their
careers
and
then
two
other
modules
that
students
will
engage
in,
and
these
are
just
a
few
money
moves.
B
So
that's
just
a
very
big
picture
of
what
this
course
will.
Look
like
I'm
happy
to
answer
any
questions
that
you
might
have.
I
think
it's
important
to
know
that
this
is
like
the
pilot
year.
This
is
our
first
year
of
having
this
course
in
the
fall,
so
we
will
certainly
be
monitoring
student
growth
and,
looking
at
you
know,
feedback
from
our
students
and
the
teacher
to
make
sure
that
this
is
a
very
engaging
course
that
meets
our
expectations
and
meets
our
student,
our
the
financial
literacy
standards
for
our
students.
D
A
Yeah
yeah
folks
have
I
actually
so
I
have
to
run
to
another
meeting
at
six,
so
I
won't
be
able
to
make
it
to
the
policy.
But
if
we
have
kind
of
quick
questions,
we
can
do
that
and
if
christina,
if
you
can
stay
a
little
bit
longer,
maybe
we
can
do
it
after
the
other
presentation
as
well
yeah,
if
folks
have
like
good
questions,
maybe
let's
do
like
one
or
two
questions
now
and
if
folks
have
more,
we
can
do
it
after.
D
Great
so
christina
hi,
I
thank
you
for
your
presentation
and
I
and
I
certainly
want
to
look
into
some
more
as
well.
It's
a
great
opportunity.
I
think,
we've
all
discussed
how
important
this
is,
especially
at
this
particular
grade
level
for
our
students
you
mentioned
that
is
it
everfi.
Forgive
me
yes,
okay.
B
Is
actually
a
very,
this
is
a
new
course
that
everfi
is
offering
to
it's
it's
a
non-profit
organization
and
they
have
different
courses
online,
like
they
have
a
lot
of
sel
courses
that
some
of
our
students
at
chelsea
harry
are
using.
Our
teachers
are
using
them
actually
during
their
wednesday
intervention
blocks.
B
This
is
the
first
time
chelsea
will
be
using
the
finance
literacy
course,
and
it
is
new
course
that
everfi
has
just
created,
and
that
is
why
they
are
offering
one
of
the
reasons
why
they're
offering
professional
development
to
whatever
teacher
will
be
using
this
resource
and
providing
that
throughout
the
course
great.
Thank.
C
E
E
I
think
that
is
awesome,
because
I
I
had
spoken
to
a
couple
of
students
not
going
to
chelsea
high,
but
they
don't
know
how
to
write
out
checks.
Okay,
so
I
think
this
is
going
to
be
an
important
aspect
of
their
lives
to
learn
how
to
write
out
checks
and
stuff
like
that.
So
I
think
this
is
good.
We
used
to
have
business
courses
years
ago
and
we
had
to
do
away
with
them,
but
I
think
this
is
going
to
be
an
awesome
thing
for
the
students.
Thank
you
very
much
for
your
presentation.
C
A
A
So
so
kind
of
just
this
idea
came
up.
You
know,
as
I've
been
thinking
about
you
know,
we've
been
talking
a
lot
about
like
culturally
responsive
curriculum
right
and
like
like
how
to
make
sure
that
we're
empowering
students,
you
know,
through
the
use
of
curriculum,
to
make
sure
that
students
see
themselves
reflected
in
in
the
curriculum.
I
have
had
a
lot
of
conversations
with
folks
in
the
you
know.
A
Previous
few
years,
especially
you
know,
even
prior
to
my
to
my
election
around
the
idea
of
ethnic
studies
as
a
way
to
empower
students
and
really
get
students
engaged
with
their
identities
and
really
thinking
more
deeply
about
it,
and
so
the
idea
of
this
advisory
committee
I'll
also
what
I'll
do
is
I'll
first
I'll
share
a
little
bit
about
what
ethnic
studies
is.
Then
I'll
talk
a
little
bit
about
kind
of
the
advisory
committee,
and
then
you
know
we'll.
A
C
A
A
So
ethnic
studies
is
so
it's
an
academic
discipline.
It
was
founded
in
the
1960s
in
san
francisco
and
it
was
really
inspired
by
the
the
civil
rights
movement
by
these.
These
ideals
of
racial
harmony,
participatory
democracy,
and
it
really
includes
the
critical
study
of
race,
ethnicity,
indigeneity
and
these
other
intersectional
identities
right
so,
including
like
gender
sexuality.
A
This
isn't
as
much
content
as
it
is
pedagogy,
which
is
how
we
actually
teach
so
it's
geared
towards
making
school
really
relevant
and
engaging
to
students
by
challenging
them
to
think
about
themselves
right
and
their
identities
and
then
through
that
process,
helping
them
think
about
understanding,
not
just
themselves,
but
how
society
sees
them
right.
So
helping
them
really
understand
all
the
all
these
different
things,
and
you
know,
even
though
race
is
at
the
forefront
like
I
mentioned
people
come
at
this
with
their.
A
You
know
all
the
intersections
of
identity
right,
so
it's
really
about
recognizing
the
humanity
and
everyone
which
also
then
helps
to
elevate
the
relationship
between
the
educator
and
the
student.
So
so
the
ethnic
studies
has
really
been
really
great
for
developing
stronger
student-teacher
relationships
from
the
conversations
that
I've
had
and
ultimately
it's
about
like
it.
It's
about
your
collective
story,
so
part
of
the
part
of
the
ethnic
studies
work.
A
So
it
doesn't
look
the
same
if
it's
taught
in
california,
where
it
started
or
in
arizona
where
they've
had
it
for
a
few
years
or
in
massachusetts,
where
right
now
we
have
it
in
boston
and
in
holyoke,
and
what
you're
really
doing
is
connecting
your
story
to
the
broader
story
of
where
you
are
and
how
your
people
came
to
be
in
this
place.
Right
now
today-
and
before
I
talk
about
the
next
part,
I
wanted
to
highlight
this
quote
from
mlk.
A
An
individual
has
not
started
living
until
he
or
she
can
rise
above
the
narrow
confines
of
his
individualistic
concerns.
The
broader
concerns
of
all
humanity
right.
So
it's
not
about
like
the
individual.
It's
about,
then,
connecting
it
to
the
story
and
the
change
that
we
want
to
create
as
a
society.
So
once
you
understand
this
collective
narrative
right
students
then
realize
that
oh
you're,
not
alone
right.
This
is
you're
part
of
a
bigger
thing
and
then
the
question
becomes
so
what
now?
What
can
you
do
with
this
collective
understanding?
A
And
so
ethnic
studies
really
tries
to
engage
students
to
get
them
to
think
about
what
is
normal?
Why
is
it
normal
and
then
that
way,
you
can
really
challenge
the
notion
of
having
to
accept
your
lot
in
life
right
and
instead
we
empower
students
to
be
a
force
for
change
in
our
community
right.
So
a
key
component
is
really
activating
youth
to
use
their
voice,
empowering
them
to
create
change
in
their
communities
by
getting
involved.
A
So
that
was
a
lot
of
you
know
kind
of
aspirational
words
right,
but
I
really
deeply
believe
that
one
of
the
most
basic
purposes
of
education
is
to
prepare
our
students
to
be
engaged
citizens
in
our
society
and
that's
why
I
really
believe
this
is
such
an
important
discipline
to
engage
our
students
in.
But
let's
actually
talk
about
you
know
what
are
the
benefits
of
this,
because
I
think
that's
really
really
important.
A
Improved
outcomes
were
particularly
good
for
boys
and
latinx
students
and
in
terms
of
gpa,
also
really
good
for
math
and
for
science,
and
the
courses
also
really
promote
social
emotional
learning
and
they
help
students
and
communities
to
recognize
and
celebrate
their
diversity
right.
So
as
we're
thinking
about
the
diversity
within
our
community
right,
these
courses
really
help
to
foster
pride
and
dignity,
mutual
respect
and
understanding
and
collaboration
across
cultures.
A
So
that's
kind
of
the
the
kind
of
the
quick
overview
of
ethnic
studies
so
now
I'll
just
mention
quickly
about
the
advisory
committee.
So
the
advisory
committee-
they
kind
of
do
four
things
right.
The
first
thing
is,
they
would
kind
of
review
the
relevant
research
on
ethnic
studies
to
get
a
better
understanding
of
what
it
is
and
how
it
works.
A
A
And
then,
ultimately,
the
committee
will
come
up
with
recommendations
to
the
school
committee
about
whether
we
should
pursue
a
pilot
program.
At
some
point
number
two
would
be
a
timeline
for
the
implementation
of
that
program
right
and
like
what
folks
think
would
be
a
good
timeline
and
then
three
would
be
any
additional
considerations
that
we
should
take
into
account
in
order
for
the
project
to
be
successful,
and
so
as
we're
thinking
through
the
timeline,
the
idea
would
be.
A
A
A
C
A
Absolutely
so
two
quick
things
about
that.
One!
That's
part
of
what
the
committee
would
be
trying
to
figure
out
right
like
what
is
the
right
timeline
to
make
sure
that
we
implement
this,
and
we
do
it
correctly
right
and
like
to
make
sure
that
we
we
can
do
it
in
a
way
that
accomplishes
all
the
things
that
you
just
mentioned
right
and
making
sure
that
we
have
good.
You
know,
educators,
who
know
how
to
do
this
and
are
prepared
to
do
this
and
then
the
other
pieces
right.
A
We
have
the
ability
also,
we
are
hiring
like
we're
gonna,
be
hiring
a
lot
of
folks
right
if
we
hopefully
continue
to
get
this
money
from
the
soa
and
kind
of
growing
numbers
each
year.
So
that
would
kind
of
give
us
more
flexibility
to.
If
we
need
to
hire
folks
to
to
be
part
of
this
right,
we
could
do
so.
A
Down
to
right
is
this
committee
is
not
making
decisions.
It's
really
just
like
getting
an
understanding
of
what
this
all
is
and
how
it
could
work
and
then
making
recommendations
to
us
to
then
figure
out
how
we're
actually
going
to
implement
it
right
and-
and
we
would
kind
of
the
committee
would
deliberate
and
then
we
would
then
next
year
talk
about
this
more
with
the
superintendent
with
you
know
the
rest
of
central
office
with
the
rest
of
the
community
as
well.
C
A
D
A
A
A
D
D
F
F
D
D
D
A
F
All
right,
so
the
first
one
is
the
foster
care
policy.
Then
we
have
a
homeless
student's
policy
and
a
military
military
students
policy.
All
three
of
those
policies
fall
under
the
umbrella
of
educational
stability,
so
we
have
recently
been
in
the
process
of
undergoing
an
educational
stability,
tiered
focus
monitoring
review
and
as
part
of
that
review
from
deci,
it
has
been
determined
that
we
needed
to
update
these
three
policies.
F
F
Basically
all
trying
to
do
is
ensure
the
stability
of
education
for
these
three
types
of
students
that
we
have
so
students
in
foster
care
students
without
stable
housing
and
students,
who
might
be
the
children
of
parents
who
are
deployed
in
the
military
and
all
three
of
those
students
without
these
policies
could
possibly
result
in
changing
schools
left
and
right,
which
is
never
good
for
anybody.
So
this
gives
them
lots
of
rights
in
terms
of
remaining.
F
In
their
home
a
home
school
of
origin,
very
similar
to
the
mckinney-venti
mckinney-vento
policy
that
we've
had
in
place,
so
I'm
I
can
go
through
them
one
by
one,
with
a
little
bit
more
detail
and
before
I
do
that
I'll
just
mention
what
the
fourth
policy
is.
It's
a
very
brief
one
for
our
student
athletes
participating
in
our
pooled
testing.
F
Many
districts
are
utilizing
the
same
idea
and
the
idea
is
basically
that
any
students
playing
sports
for
chelsea
high
school
would
need
to
be
required
to
participate
in
our
pooled
covet
19
testing
program
and
if
they
weren't,
if
they
did
not
participate,
they
wouldn't
be
able
to
participate
in
the
pool
testing
program.
They
would
not
be
able
to
participate
on
the
team.
F
D
Adam,
would
there
be
a
way?
I
don't
know
that
you
would
need
to
take
us
through
all
of
them,
but
is
there
a
way
that
you
want
to
unless
folks
absolutely
think
we
need
to,
but
I
I
think
most
of
the
stuff
we've.
You
know
folks
have
seen
before
unless
it's
there's
something
like
critically
different
that
you
think
that
would
be
a
good
highlight
under
each,
I
think,
safe
to
say
a
lot
of
us
went
through
the
attachments,
so
yeah.
F
I
mean
I'm
certainly
happy
to
certainly
happy
to
take
the
lead
of
the
subcommittee.
I
know
you
all
received
these
in
advance
and
you
know
so.
I
gave
a
little
brief
summary
overall
of
what
what
they
mean
and
essentially
they
do
say
the
same
things,
but
they
get
into
definition.
So
what
does
it
mean
to
be
a
military
student?
You
know
and
it
gets
into
the
legal
definitions
of
you
know
you
would
need
to
be
the
child
of
someone
in
deployed
in
active
duty.
F
F
Yeah,
so
really,
what
this
says
is
it's
only
in
place
in
law?
As
long
as
we
have
our
testing
program,
and
basically
it
says
if
you,
if
you
wish
to
participate
on
an
athletic
team,
you
have
to
sign
a
consent
form
or
your.
If
you're
under
18,
your
parent
has
to
sign
the
consent
form
that
shows
permission
for
the
student
to
participate
in
the
testing
program.
F
In
order
for
the
student
to
maintain
membership
on
the
team,
that
student
must
participate
in
the
program,
including
submitting
samples
via
nasal
swab
saliva
or
whichever
test
type
the
district
may
adopt,
because
it
is
possible
that
we
shift
our
our
testing
type
as
we
move
along
in
this
testing
should
occur
no
more
than
weekly,
but
in
the
instance
of
pool
testing.
The
student,
if
identified
in
a
positive
pool,
would
then
have
to
participate
in
reflex
testing
because
pool
testing
tests
a
whole
bunch
of
people
at
once.
F
It
is
highly
likely
through
contact
tracing,
that
the
entire
team
would
need
to
quarantine
according
to
whatever
the
most
recent
deci
or
dph
guidelines
are
at
the
time,
and
that
student
athlete
that
is
positive
would
also
need
to
isolate.
According
to
the
most
recent
destiny
and
dph
guidelines,
it
is
limited
to
the
beginning
and
end
of
the
season.
D
C
C
F
F
D
Well,
I
wanted
to
ask,
I
think
it
was
sort
of
just
on
that
on
that
question
very
similar
kelly,
I
think
immediately.
I
was
thinking
about
the
actual
sports
program
and
what
that
might
look
like.
I
know
that
we're
in
conversations
about
reopening
and
also
the
phase-in
of
all
our
students-
or
you
know
what
that
pro
the
plan
will
actually
look
like.
D
So
I'm
also
curious
to
hear
more
on
how
this
this
relates
to
the
sports
programs,
and
so
for
me,
it's
hard
to
wrap
my
head
around
this,
but
even
even
trying
to
visualize
and
think
like
if
all
our
programs
are
up
and
running.
This
is
specifically
about
the
testing
policy,
so
I
appreciate
that
there's
some
measures
in
there.
I
think
that
it's
good
to
hear
you
know
that
we're
thinking
about
these
things.
D
Just
for
me,
it's
hard
to
sort
of
you
know
think
about
it
all
without
knowing
what
the
sports
program
is.
Actually
gonna
look
like,
but
all
that
said,
I
think
it's
a
great
effort.
I
think
it's
great
that
we're
planning
ahead.
You
know,
and
I
think
that
having
some
testing
available
and
a
commitment
from
students
that,
in
order
to
be
able
to
have
the
privilege
to
play
that
you
know
we
have
to
think
about,
you
know,
share
responsibility
and
caring
for
each
other.
D
F
Yeah,
I
think
our
kids,
our
kids,
want
to
play
sports
and
they've
been
really
robbed
of
that,
and
there
is
some
inherent
risk,
which
is
why
we
want
to
put
the
testing
in
place,
and
the
miaa
has
also
put
a
number
of
rule
changes
in
place
to
minimize
spread
as
well.
Personally,
I
can
tell
you
I
I
coach,
and
in
my
own
town,
I
coach,
a
baseball
team
and
a
basketball
team
currently
both
running
at
the
same
time.
D
D
D
Thank
you.
Welcome
mr
wilson.
Okay,
great,
thank
you
so
much
adam
for
your
presentation
and
your
work
on
these
and
for
taking
the
time
to
review
the
updates
to
the
policies
for
us.
You
know
I'd
just
say
for
all
of
us
to
do
our
due
diligence
and
you
know
take
another
look
at
it.
You
know
more
thoroughly
if
we
have
any
other
questions
to
bring
them
forward,
but
it
sounds
like,
as
you
mentioned
it's
coming
from.
You
know
the
massachusetts
msac
here,
so
it
sounds
like
it's.