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From YouTube: School Committee Meeting 9-5-19
Description
Chelsea Public Schools
A
First
item
on
the
agenda:
approval
of
the
minutes
of
the
regular
meeting
of
June
6
2019
and
August
22nd
2019:
do
we
have
a
motion
to
accept
the
meeting
minutes
and
commend
it
to
the
record?
A
second
no
objections
motion
passes.
Next.
We
have
some
presentation,
so
I'll
turn
it
over
to
dr.
Burke.
Thank.
B
You,
madam
chair
and
for
the
school
committee
members,
we
have
been
informed
that
there's
an
extra
speaker
in
the
room
that
we'll
be
picking
up
and
that's
why
it
seems
like
it's
louder
and
clearer,
which
is
is
wonderful
but
I
just
want
to.
Let
you
know
that
you
do
have
an
extra
speaker
that
they've
installed.
B
Yes,
so
the
first
presentation
I
am
going
to
ask
the
Chelsea
opportunity
principal
the
Ron
Schmidt
to
come
forward.
He
is
going
to
actually
talk
to
us
tonight
about
the
Appalachian
Mountain
Club
and
the
youth
Opportunity
Program
that
Chelsey
opportunity
Academy
is,
is
using
and
implementing
and
thriving
with
so.
C
Thank
you
great
to
see
you
all
again
welcome
back
to
the
to
this
next
school
year.
We're
we're
really
excited
at
the
Chelsea
opportunity.
Academy
part
of
our
original
plan
way
back
when,
when
we
were
first
formulating
how
our
school
would
work,
we
had
the
privilege
of
seeing
schools
that
had
programs
that
took
their
students
into
the
wilderness
and
the
incredible
benefits
that
come
from
that
everything
from
pushing
their
comfort
zones
to
skills
that
they
would
never
acquire
in
a
classroom
to
really
exposure
to
something
that
they
don't
have.
C
C
C
The
benefits
are
accessing
knowledge
about
public
lands.
Many
people
don't
realize
how
the
public
lands
that
exists
where
they
are
and
the
kinds
of
things
that
you
can
see
and
do
when
you
have
a
chance
to
visit
them,
Appalachian,
Mountain,
Club
and
our
training.
They
really
teach
and
push
very
hard.
The
idea
of
no
or
low
impact.
What
you
take
in
you
take
out
and
on
our
experience
I,
will
share
a
brief
story
about
how
that
came
to
life
with
one
of
our
students.
C
On
that
day,
I
over
250,000
students
have
now
participated,
and
that's
just
in
the
Northeast
region,
and
mostly
in
Massachusetts,
hundreds
of
new
leaders
are
prepared
every
year.
I
am
I,
am
one
of
them.
Having
recently
gone
through
the
training,
the
benefits
our
students
have
access
to
top-of-the-line
high-quality
boots,
ten
socks,
jackets,
pants
tents,
sleeping
bags,
shirts
rain
gear.
C
Anything
you
would
need
to
be
successful
in
the
outdoors
for
those
of
you
who
have
been
shopping
at
REI,
the
outdoor
equipment
store.
It's
like
going
into
an
REI.
Only.
It's
used
high-quality
equipment
that
is
designed
for
these
programs
and
again
loan
to
our
students
at
absolutely.
No
cost
they
support
the
schools
and
students
involved
through
trip
planning,
meals,
trails.
You
might
take
the
gear
preparation,
we
simply
send
them
the
shoe
size
in
clothing
size
and
they
prepare
all
the
gear
needed
for
those
students,
and
all
we
have
to
do
is
go
pick
it
up.
C
We
need
to
bring
it
back
clean.
You
don't
have
to
clean
sleeping
bags.
They
actually
have
industrial
washers
that
all
the
sleeping
bags
go
through
each
time
they
are
loaned
out.
They
help
with
the
campsites
use
of
the
AMC
Hut's
and
lodges
to
stay
at
an
AMC
Hut
and
get
a
dinner
in
a
breakfast
in
the
evening.
A
breakfast
the
next
morning
cost
a
hundred
and
thirty
dollars
per
person.
C
C
Additionally,
our
team,
we
have
a
fly
fishing
guide,
who
works
with
US
veterans
as
a
way
for
dealing
with
post-traumatic
stress
and
teaching
them
how
to
tie
flies
for
fishing
and
taking
them
on
fishing
trip
over
50
years
of
outdoor
experience
in
backpacking
and
significant
hikes,
I
personally
had
been
on
multi
week
hikes
through
the
the
mountains
of
California,
as
well
as
the
White
Mountains.
We
are
all
first
aid
CPR
certified.
Two
of
us
are
in
the
process
of
wilderness
first-aid
training.
C
We
are
rock
climbers
winter
backpackers
cross-country
and
downhill
skiers,
canoers,
paddlers
and
all
of
us
are
lifelong
educators.
So
we
took
a
couple
of
students
on
a
wonderful
little
day,
hike
out
near
out
in
western
mass.
So
you
can
see
here
to
the
left.
That's
the
how
the
gear
shows
up
when
you
ask
for
it,
you
go
and
pick
it
up.
Like
I
say
those
are
waterproof
boots.
The
packs
had
rain
gear.
They
had
everything
we
would
need
for
this
day,
hike.
There's
one
of
our
students
practicing
using
his
gear
adjusting
his
backpack.
C
Then
we
headed
out,
and
so
we
drove
out
to
western
mass
and
they
were
given
tasks
all
right.
Here's
a
map
we
want
to
get
to
this
top
of
the
mountain
we
want
to
get
back,
but
we
don't
want
to
repeat
the
same
trail
and
so
the
students
put
together
what
they
thought
would
be
a
good
trail
plan.
They
had
to
interpret
the
topographical
lines.
Is
this
a
steep
trail?
Is
this
a
flat
trail?
How
challenging
is
it
compass
headings?
C
We
cook
lunch
on
the
trail.
There's
a
wonderful
quote:
Wow
this
tastes,
really
good
I'm
gonna
make
it
at
home.
For
my
family,
we
explained
to
Kevin
that
food
out
on
the
trail
just
simply
tastes
good,
because
you're,
hungry
and
tired,
we're
not
sure
if
this
would
be
really
good
at
home,
but
you
can
think
about
it.
So
we
had
the
experience
of
putting
together
a
meal
and
trying
it.
C
We
learned
about
wildlife
for
those
of
you
who
don't
know
I'm
a
biologist
by
by
nature
and
training
and
my
education.
So
we
saw
multiple
little
creatures
that
we
got
to
learn
about
and
get
to
know
as
we
traveled
through
the
woods
and
the
students
said
after
hiking
I
don't
want
the
life
I
have
anymore
and
to
put
that
into
context,
he
said:
I
want
to
be
able
to
do
this.
I
want
to
be
able
to
do
this
with
my
family.
C
We
made
it
to
the
top
of
mountain,
or
we
talked
we
asked
Andy.
How
are
you
doing?
He
was
struggling
to
get
to
the
mountain.
We
thought
oh
I'm,
tired,
I'm
excited,
he
said,
I
feel
like
a
human,
so
we
actually
wrote
down
all
the
quotes.
There's
about
ten
of
them,
but
I
feel
like
a
human.
It
was
incredibly
powerful
and
I'm
gonna
read
what
he
wrote
in
our
post
debrief.
C
We
want
to
select
groups
based
on
who
will
most
benefit
early
on
potential
graduates,
so
they
have
a
chance
before
they
leave
us
student
body
leaders
and
the
most
needy
and
by
the
most
needy
I'm
talking
about
students
who
are
really
finding
a
hard
time
adapting
to
our
school,
perhaps
kids
with
conflict.
We
have
two
kids
who
had
connections
to
rival
gangs
and
they
both
talked
about
how
they
love
fishing,
we're
actually
going
to
take
the
two
of
them
fishing
next
week
nearby
on
a
Saturday
to
to
experience
something
they
both
love
together.
C
C
We
just
really
need
to
be
a
week
and
a
half
ahead
with
the
Yop
organization
for
equipment
and
and
for
our
approval
process,
asking
for
a
little
bit
of
flexibility
with
the
approval
and
occasionally
to
be
able
to
take
the
students
across
the
border
to
New
Hampshire
to
the
White
Mountains,
where
many
of
the
places
that
support
this
program
are
located
again.
Most
of
the
destinations
are
in
western
mass
and
in
the
White
House
Mountains
of
New
Hampshire
and
you
were
all
invited
to
join
us
and
all
expenses
paid
all
equipment.
C
We
hey
a
cook
that
would
be
a
luxury,
otherwise
it
would
be
just
that
one
pot
where
we
just
dump
stuff
in
and
say
it
tastes
great,
so
what
the
students
do
weeks
before
they
go
they're
planning
their
menu,
they're
learning
about
their
equipment,
they're
using
their
equipment.
We
do
this
game
called
equipment
Olympics
and
they
have
to
set
up
their
tent
and
take
it
down,
and
then
they
can
try.
It
blindfolded.
C
Just
do
really
really
exciting
things
to
learn
about
camping
gear.
They
learned
about
their
personal
gear.
They
learn
about
navigation
use
of
compass
and
GPS.
They
learn
about
safety
and
emergency
procedures
once
in
the
outdoors,
they
get
challenged
with
leadership.
You're
the
leader
for
the
day,
you're
gonna,
take
us
the
first
couple
of
hours
up
this
trail.
What
are
the
challenges?
What
do
we
need
to
do?
What
do
we
need
to
be
prepared
for
when
we
took
the
young
men
out?
C
Part
of
our
plan
was
I
stayed
behind
after
a
while
and
just
let
them
go
and
then
someone
said
hey
is
anyone
seen
mr.
Schmidt,
okay,
so
first
rule
of
the
trail?
Let's
make
sure
we
know
where
everyone
is
all
the
time
so
great
lessons
about
how
to
be
safe.
In
outdoors,
we
have
wonderful
trail
and
camp
activities
that
we've
learned
there's
a
physical
challenge.
Never
would
we
push
a
student
beyond
their
limits,
but
definitely
there's
the
physical
part
of
carrying
a
pack
and
climbing
up
challenging
trails,
but
the
daily
debrief
and
discretion.
C
So
with
that
I'd,
just
like
you
to
read
what
the
debrief
looked
like
and
what
one
students
experience
was
July
23rd
2019,
it
started
with
a
rainy
morning,
I
hopped,
in
the
shower
and
sang
throughout
that
my
shower
as
I'm
putting
my
clothes
on
I
hear
the
phone
ring,
it's
Chelsea
opportunity,
Academy,
making
sure
I
was
up.
They
had
to
be
at
school
early
that
Saturday
I
got
my
uber
ride
when
I
got
to
school,
I
noticed
classmate
Kevin
entering
the
school.
C
As
that
my
uber
pulled
in
I
hopped
out
of
the
uber
sprinted
towards
the
door
avoided
getting
soaked
by
the
rain.
You
brought
snacks
and
I
gave
him
some
chip
deluxe
cookies
to
save
the
rest
for
the
road
I
was
told
to
check
Kevin's
bag
and
make
sure
he
had
everything
they
did
checks
of
each
other's
equipment
just
prior
to
leaving
the
only
thing
we
were
missing.
Our
backpacks
were
maps,
but
these
will
be
given
to
a
later
on,
as
we
got
into
the
van
to
pick
up
mr.
C
Schmidt
about
a
mile
away
from
his
house.
We
blasted
some
music
number
six
collaborations
project
from
Edie
Sharon.
The
car
ride
was
relaxing
I
felt
so
unbothered.
We
turned
off
our
phones.
Well,
we
turned
in
our
phones
to
enjoy
the
ride
which
I
thought
was
going
to
be
torture,
but
it
was
great.
We
finally
got
to
mr.
Schmidt
and
stopped
at
the
Stowe
diner.
For
breakfast
breakfast
was
great
for
all
of
us.
It
had
such
a
homemade
taste
to
it.
I
felt
at
home.
C
We
got
back
on
the
road
and
started
studying
our
map,
trying
to
figure
out
where
we
were
going
and
how
we
were
going
to
hike
to
the
top
of
the
mountain
driving
by
lovely
waters
and
green
fields.
I
munched
on
kettle
corn
and
decided
on
what
everyone
was
going
to
bring
on
the
hike
to
maintain
our
stomachs.
C
When
we
arrived
at
the
site,
we
started
putting
on
our
boots
on
discussing
what
we
needed
to
do
in
case.
We
needed
to
use
the
bathroom
I
was
ready
to
get
started,
but
we
all
used
the
bathroom
before
we
hit
the
trail.
As
we
start
the
hike
as
we
started
the
hike
we
talked
about
the
animals
we
might
run
into.
We
ended
up
seeing
some
sort
of
a
baby
lizard
thing.
C
I
can't
quite
remember
the
name
of
it
and
a
millipede
I
got
tired
quickly,
but
I
managed
to
make
it
halfway
before
taking
a
break
mm-hmm.
The
rest
of
the
guys
were
spraying
themselves
down
with
anti
bug
spray
and
I
was
just
sipping.
My
water
I
didn't
want
lady
bug.
Spray
I
wanted
a
whole
experience.
Bug
bites
cuts
bruises
all
of
it.
We
continued
our
way
up
with
no
breaks.
I
had
already
drank
my
32
ounce,
water
bottle
I
had
one
more
left
and
made
sure
it
would.
Last
till
we
reach
the
top.
C
The
little
climbing
we
had
to
do
was
probably
the
hardest
thing
we
did.
It
was
wet
out,
but
I
got
it
done.
I
remember
asking
if
I
was
seeing
okay,
my
eye
I
thought
my
eyes
were
tweaking
I
was
getting
blurry
and
foggy,
but
I
realized.
We
were
in
the
clouds
that
was
one
of
the
coolest
things
I've
experienced
in
my
life.
So
far
we
were
a
couple
of
feet
away
from
the
top
I
was
out
of
breath,
but
my
group
kept
cheering
me
to
go
on.
C
The
more
I
saw
the
skyline,
the
faster
I
wanted
to
go.
I
finally
made
it
I
never
thought
I
would
get
close
to
the
top,
but
I
did
I
felt
relieved
and
happy,
but
most
importantly,
I
felt.
Human
I
did
something
I,
never
imagined
myself
doing
an
indoor
beauty
guru
made
it
to
the
top
of
a
mountain.
We
stayed
up
there
for
good
10,
15
minutes
and
then
started
to
our
way
down
literally
2
minutes
into
walking.
I
had
my
first
fall
in
the
moment,
I
didn't
feel
anything.
It
was
funny
to
me
mr.
C
Schmidt
tried
to
adjust
the
hiking
poles.
He
let
me
use
for
the
way
down,
but
that
didn't
help
another
two
minutes
go
by
and
boom
I
fell
again.
My
classmate
Kevin
tried
to
help
me
up,
but
I
said
no
I
got
it.
It's
okay,
I
wanted
to
feel
the
whole
experience
of
what
can
happen
when
you
go
hiking.
We
ended
up
stopping
near
this
big
nice
rock
to
cook
our
food.
It
took
us
20
minutes
to
decide
what
we
were
going
to
make
on
a
real
level.
C
C
Wrapping
up
our
little
cooking
site
ready
to
go,
we
waited
for
Kevin
to
come
back
from
peeing.
The
way
down
was
sure
faster
than
the
way
up.
We
ran
into
a
little
frog
that
mr.
Schmidt
tried
to
catch.
We
got
lost
a
little
at
the
end,
but
we
figured
out
how
to
get
back
to
the
car
we
made
it
back
to
the
school
van
got
some
ice
cream
at
a
local
shop.
C
D
C
Not
at
all
these,
these
kids
Frank
what
I
say
gang
people
they
a
lot
of
young
men
are
attracted
through
the
camaraderie,
and
the
friendship
that
the
gangs
can
give
but
part
of
being
with
us
is,
is
agreement
to
let
that
go
and
we've
been
very
successful
in
kids.
Putting
aside
things
that
they
realize
really
don't
matter
so
the
particular
kids
I
spoke
about
were
just
two
individuals
who
actually
now
work
together
in
school
and
do
things
together.
So
I
would.
C
These
two
young
men
were
going
for
an
afternoon
of
fishing
in
Boston
they're,
not
there
we
they're
there,
they
wouldn't
be
part
of
the
the
initial
trips
or
the
more
extended
trips.
This
is
just
a
team-building
and
camaraderie
building
that
two
adults
will
be
taking
two
young
men
fishing
on
the
river
I
think.
D
C
B
Mr.
Schmidt
is
probably
the
most
experienced
in
our
community
of
our
schools,
with
you
know,
talking
to
students
moving
them
away
from
any
type
of.
We
call
it
gang
wannabe
mentality,
and
so
many
of
these
students
are
not
actually
even
gang
members
as
much
as
they're
just
enamored,
with,
as
he
said,
the
camaraderie,
the
the
family,
what
they
perceive
as
a
family,
and
so
what
mr.
Schmidt
is
doing
with
this
program
is
actually
providing
a
substitute
and
seeing
family
and
teamwork
in
a
whole
new
light.
Whole
new
experience
marry.
C
D
C
Frank,
yes,
yes,
we're
we're
again.
Like
I
said
these
two
young
men,
their
early
education,
they
have
a
long
ways
to
go:
they're,
kids,
that
we
can
program
for
later
on
and
their
experience.
The
trip
that
they're
scheduled
for
is
a
afternoon
Saturday
afternoon
fishing
near
Boston,
just
to
do
something
together
that
is
not
connected
to
school,
but
that's
just
a
local
trip,
something
that
we've
been
planning
since
we
got
these
two
boys
together
and
again,
they
actually
work
together.
Walk
together,
talk
together,
so
they've
they
put
some
things
behind
them.
Thank
you.
E
Thank
you
so
much
for
looking
for
this
great
opportunities
for
children,
especially
like
the
program,
is
Chelsey
opportunities.
So
I
believe
this
is
a
great
opportunity.
As
you
mentioned,
white
Montagnes
I,
remember
being
there
is
beautiful.
The
scenery
but
I
will
say
also
the
opportunity
and
learning
experience
that
these
kids
are
bringing
back.
E
Thank
you
for
bringing
all
of
those
opportunity,
and
we
hope
that
I
will
commit
myself
to
prompt
you
to
promote
that
and
hoping
that
we
all
do
here
to
promote
it,
because
our
kids,
here
in
Chelsea,
don't
have
other
opportunity
than
you
know
the
ones
that
we
find,
as
as
a
committee
and
in
having
the
body
that
we
have
like
you
person
personally,
you
know
looking
for
this.
Thank
you.
Thank.
C
E
A
I
just
want
to
say
that
I
grew
up
in
the
city
of
Boston
and
they
threw
the
Appalachian
Mountain
Club
when
I
was
in
Boston
Public
Schools
I
went
skiing,
so
I'm
glad
to
see
that
this
program
is
still
available.
If
it
wasn't
for
them,
I
would
have
never
had
the
opportunity
so
I
fully
support
it.
It's
a
great
opportunity
for
all
of
our
students
and
I
definitely
will
go
on
a
hike.
We.
E
C
B
So
I
just
want
to
say
first
of
all,
thank
you.
I
am
extremely
excited
about
this
program.
I
actually
saw
this
program
presented
last
spring
over
at
Revere
high
school
I.
He
had
our
mr.
Schmidt
had
already
been
well
down
the
road
of
planning
and
and
doing
this
when
I
was
said
to
him,
we've
got
to
get
our
kids
outdoors
more
so
first,
first
of
all,
thank
you
for
bringing
the
opportunities
to
our
students.
I
think
you
know
for
what
I'm
hearing
is.
B
It
builds
their
awareness
of
a
world
beyond
the
urban
setting
beyond
Chelsea,
and
not
that
we
want
all
of
our
children
and
students
to
leave
us.
We
do
like
them
to
stay
and
live
their
life
and
make
their
life
here,
but
we
do
want
to
make
sure
that
they
are
becoming
global
citizens
and-
and
this
is
a
start
towards
that,
I
also
think
the
skill
sets
that
you
are.
You
know,
building
in
a
very
organic
exponential
learning
way.
Are
you
know,
they're
priceless
the
determination,
the
teamwork
and
the
relationship
building.
B
Just
did
you
speak
of
the
two
young
men
you're
taking
fish
fishing,
its
relationship
building
and
relationships
is
what
is
the
world
has
peace
when
you
build
relationships,
so
I
absolutely
support
this.
This
is
one
of
the
occasions,
however,
and
it's
not
for
a
vote
tonight,
certainly,
but
we
are
going
to
I
and
I
will
probably
ask
for
a
formal
vote
in
the
it
in
October,
but
the
flexibility
that
mr.
Schmidt
is
going
to
need
is
is
the
following
and
I
want
to
put
this
under
the
concept
of
policy.
B
We
write
policy,
but
we
also
don't
want
policy
to
become
the
obstacle
that
denies
opportunities
to
our
students,
and
so,
when
you
know
the
policy
of
out-of-state
field
trips
need
to
be
approved
by
the
School
Committee.
In
this
case,
there
are
times
when
mr.
Schmidt
is
going
to
have
to
change
the
date
of
the
field
trip
approval
form,
whether
it's
due
to
weather,
and
you
listed
them
in
an
earlier
slide.
It
will
probably
be
a
week
later
if
you
cancel,
because
of
a
hurricane
coming
in
or
something
like
that.
B
When
that
happens,
what
I
would
like
for
mr.
Schmidt?
Only
not
for
the
entire
district
is
to
be
able
to
give
the
permission
that
he
would
call
Veronica
or
Terry,
and
they
would
call
you
on
the
phone
for
the
verbal
okay
of
something
you've
already
approved,
and
it's
just
your
reassuming
it
because
the
date
had
to
change.
Does
that
make
it
clear?
So
that's
the
flexibility
that
he
would
be
looking
for.
C
G
A
B
The
next
presentation
I'd
like
to
call
our
human
resources
director
christine
lee
to
come
forward.
You
know
that
we
have
been
working
for
a
number
of
years
to
increase
the
diversity
of
our
teaching
force,
our
as
our
whole
school
system,
our
staffing
force,
as
well
as
the
stability
and
certainly
you
know
christine-
has
come
on
board.
B
As
of
July
1st,
she
has
done
a
great
deal
of
work
already
in
terms
of
collecting
data
and
seeing
where
we
are
at
in
terms
of
the
human
resources
department,
what
she's
doing
in
there
the
vision
and
goals
she'll
talk
about
in
a
moment,
but
also
she's
going
to
give
you
some
teacher
turnover
data,
which
I
think
is
important,
as
we
continue
to
try
to
find
the
solutions
to
number
one,
retaining
our
teachers,
but
also
number
two
increasing
the
diversity
of
our
workforce.
Christine.
Thank
you.
H
Good
evening,
everybody
I'm
excited
to
be
here
tonight.
My
first
time
in
school
committee,
so
bear
with
me
if
I
fumble,
over
my
words,
I
joined
Chelsea
public
schools,
as
dr.
Burke
mentioned
about
two
months
ago,
and
I
am
already
very
much
loving
my
time
here
and
I'm
really
growing
very
fond
of
this
community.
You
have
a
very
special
City
and
community
and
I'm
very
excited
to
be
a
small
part
of
the
school
district
and
the
amazing
work
that's
already
happening
here.
I
previously
was
in
Boston
Public
Schools
I
was
a
staffing
manager.
H
So
I
wanted
to
kind
of
outline
my
vision
and
mission
for
the
HR
department.
Specifically,
the
human
resources
department
interacts
with
every
single
individual
that
walks
through
our
school
doors,
our
buildings,
everybody.
So
it's
an
icky
part
of
our
organization
and
the
vision
that
I
have
for
the
department
is
that
there
be.
There
will
be
an
effective
teacher
in
every
classroom
and
an
effective
principal
in
every
school,
because
the
best
people
will
drive
the
best
results
for
our
students
and
that's
something
that
I
know
we
all
share.
H
So,
ultimately,
in
order
to
develop
people
in
every
stage
of
their
career,
that's
going
to
help
develop
a
retention
strategy
for
our
district
for
people
to
see
a
growth,
trajectory
and
every
stage
of
the
career
in
our
district.
So
that's
something
that
we're
focusing
on
as
a
department
as
a
district
to
ensure
that
everybody
feels
that
there
is
a
place
for
them
here
and
that
every
effective,
highly
qualified
individual
is
really
making
a
difference
for
our
students
and
Families
on
behalf
of
our
community.
H
Secondly,
it's
important
to
have
resources
available
online
so
that
it's
easily
accessible
and
that
people
can
refer
to
any
documents
at
any
given
moment.
So
I've
begun
starting
to
develop
some
online
resources
for
staff
members
and
for
our
school
leaders
and
as
we
develop
our
website,
all
of
that
will
be
available
on
our
school
website.
H
Another
thing
that
I've
been
working
on
is
to
develop
some
trainings
for
employees,
and
so
it's
important
to
have
training
for
all
of
our
staff
members,
not
just
educators
or
teachers
and
principals.
So
one
of
the
groups
that
we've
already
had
a
training
for
with
the
business
administration
office
and
the
payroll
team
is
with
our
clerical
staff.
H
So,
at
the
beginning,
before
the
start
of
the
school
year,
we
had
a
training
with
our
clerks
just
around
all
of
logistical
information
that
our
clerks
are
responsible
for,
just
to
make
sure
we're
on
the
same
page
and
to
hear
feedback
from
them
on
how
we
can
improve
and
how
we
can
better
support
them.
So
that's
something
that
we've
already
started
to
do.
H
Turning
to
some
of
the
current
data
around
our
teacher
workforce,
I'm
excited
to
let
you
know
about
our
43
educators
who
reached
received
permanent
status
this
year,
so
that
means
that
they
have
been
in
the
district
for
three
years.
They've
received
strong
performance
evaluations
and
they
are
all
licensed,
and
so
it's
exciting
to
know
that
we
have
43
teachers
that
are
now
tenured
in
our
district.
I
also
wanted
to
point
out
our
annual
staffing
data,
which
is
highlighted
in
the
indicators
of
success,
which
I
think
Sarah
will
be
talking
about
shortly.
H
The
indicator
10
stated
that
annual
staffing
data
will
show
improved
teacher
retention,
so
you'll
see
here
that
since
2015,
you
have
will
have
been
tracking
some
data
around
teacher
retention.
As
again,
we
all
agree
that
that
that
teachers
are
a
key
agent
of
change
and
ensuring
student
success
this
year,
or
this
past
year
before
I
arrived
in
2018-19
we've
seen
a
decrease
in
the
number
of
teachers
that
have
left
the
district
in
previous
years.
H
If
you
look
at
our
promotion
rate,
we
have.
Last
year
we
promoted
three
paraprofessionals
to
teachers
and
three
teachers
to
administrators
and
one
paraprofessional
or
one
substitute
teacher
to
a
paraprofessional.
So
some
of
these
data
points
just
reflect
some
of
the
trends
that
we've
seen
from
year
to
year,
around
teacher
retention
and
and
thinking
about
how
people
are
moving
through
our
pipelines,
a.
H
H
I
also
wanted
to
highlight
that
94%
of
classroom
teacher
positions
were
filled
filled
by
the
start
of
the
school
year,
and
that
is
a
increase
from
every
other
school
year,
because
we've
so
that
94%
reflects
for
teacher
positions
that
we
currently
have
vacant,
that
our
schools
are
working
to
fill.
But
that's
down
from
from
what
I've
heard
is
that
it's
been
about
a
little
over
10
positions
per
year.
H
One
of
the
things
that
I've
been
wanting
to
really
highlight
and
work
on
is
teacher
retention,
but
a
starting
point
is
to
understand
the
data
of
why
people
are
leaving,
and
so
we
were
able
to.
I
was
able
to
administer
the
first
exit
survey
for
teachers
as
to
understand
why
what
motivations
that'll
leave.
H
So
we
sent
this
survey
to
43
teachers
who
had
left
the
district
voluntarily
and
we
had
21
teachers
respond
to
our
survey,
which
reflects
44%
over
60%
of
our
respondents
stated
that
personal
reasons
were
why
they
left
the
district
and
20
percent
of
the
respondents
stated
that
compensation
was
one
of
the
reasons
that
might
have
caused
them
to
stay.
So
what's
interesting
about
this,
is
that
a
lot
of
what
I've
heard?
Is
that
why
people
are
leaving
one
of
the
big
reasons
why
people
were
leaving
is
because
of
salaries
and
so
forth?
H
So
this
is
a
small
sample
size
I
recognize,
but
it
shows
that
that
compensation
isn't
the
number
one
indicator
of
why
people
are
leaving.
So
that's
something
to
know.
While
it
is
something
that
we
do
need
to
address
and
think
through
to
attract
and
retain
our
educators
long
term,
but
it
does
give
us
some
interesting
data
points
to
reflect
on
and
build
upon,
as
we
think
about
our
retention
strategies.
I
wanted
to
highlight
a
few
quotes
that
we
received
from
the
teacher
exit
survey.
H
One
of
the
teachers
indicated
I
love,
my
instructional
coach
and
the
experiences
I
had
being
coached
in
PLC,
a
professional
learning
community
I
think
it
was
transformational
to
my
practice.
It
just
highlights
the
coaching
and
the
support
that
the
teachers
are
receiving
in
Chelsea
Public
Schools.
Another
quote:
I
have
loved
my
12
years,
working
in
Chelsea
and
I'm
sad
to
leave
such
a
warm
and
welcoming
community.
H
Some
of
the
work
that
we've
begun
to
do
to
address
our
retention
challenges
is
to
really
focus
on
our
pipelines.
So
there
are
two
grants
that
one
we
have
received
and
one
that
we're
working
on
is
as
follows.
So
the
dusty
diversification
grant
is
for
teachers
and
does
the
award
at
us
this
grant
to
help
diversify
our
teacher
workforce.
H
So
some
things
that
we
were
able
to
provide
as
a
result
of
this
grant
is
that
we
awarded
four
paraprofessionals
to
pursue
their
master's
degrees
with
Salem
State
to
become
a
teacher,
and
we
also
were
able
to
award
three
high
school
students
to
receive
a
scholarship
to
pursue
education
as
their
degree
and
they
have
committed
to
coming
back
to
Chelsea's.
So
that's
something
that
we're
gonna
be
working
with
in
order
to
bring
back
to
our
district.
H
Lastly,
we
were
able
to
secure
two
hundred
and
twelve
ouch
errs
to
support
teachers
or
people
who
would
like
to
either
add
a
license
or
obtain
a
license.
This
these
vouchers
will
help
them
obtain
that
and
to
remove
that
barrier
of
cost
that
sometimes
get
and
gets
in
the
way
of
some
of
our
educators
becoming
or
some
of
our
staff
becoming
educators.
H
One
exciting
grant
that
we're
working
on
is
on
our
leadership
pipeline,
so
the
five
district
partnership
is
working
together
to
go
for
a
bar
grant
that
will
help
strengthen
our
leadership
pipelines,
so
that's
in
process
and
hopefully
will
be
awarded
this
opportunity,
but
these
two
grant
opportunities
really
reflect
the
way
that
we've
been
kind
of
thinking
about
Howard.
Looking
about
retention,
ultimately,
in
the
career
trajectory
of
an
educator,
you
know
our
support
staff
paraprofessionals
substitutes.
H
G
G
I
You
shared
that
you
started
on
July
1st
right.
Yes,
all
right
so
with
this.
Has
this
been
like
sort
of
part
of
your
focused
work
and
making
some
proposed
ideas
and
in
some
ways
to
sort
of
help
the
HR
part
of
our
school?
So
that's
pretty
impressive,
too
I'm.
Looking
specifically
and
the
reason
why
I
asked
about
the
date,
it
says
here
that
sixty
three
vacant
teacher
positions
as
of
June
27th
and
then
by
August
26
94%,
were
filled.
Yes,
yes,.
H
Effort
truly,
but
definitely
towards
the
finish
line.
There
was
a
big
push
to
get
all
of
our
teachers
in
and
I
can't
really
think
enough
for
how
hard
they
work
to
process
everybody's
that
they
have
email
access.
You
know
we're
on
payroll
on
time.
You
know
everyone
receive
their
paychecks
that
were
supposed
to
receive
one
maria
and
that's
really
his
team
effort.
I
A
A
A
B
J
Good
evening,
madam
chair
superintendent,
School
Committee,
it's
a
pleasure
to
be
here.
My
report
will
be
short
and
I
will
be
updating
as
I
as
this
transition
goes
along.
So
this
is
the
first
of
many
updates.
Dr.
Burke
and
I
have
been
working
together
to
transition
and
it
has
been
a
wonderful
transition
of
all
of
20
days
right
now.
I
have
learned
so
much
I'm
so
grateful
and
want
to
thank
you
for
the
opportunity
to
work
with
dr.
J
Burke
and
have
this
overlap,
because
I'm
learning
so
much
and
I'm
just
so
grateful
for
this
unique,
very
unique
opportunity
for
succession
planning
and
thank
you
for
your
vision
and
allowing
this
to
happen
so
that
I
can
on
board
and
I'm.
Just
I
feel
so
grateful.
So
thank
you.
So
I
have
been
here
since
August,
12th,
physically
I
counted
the
days.
It
is
20
days.
I
have
spoken
and
had
one-on-ones
with
many
people
so
far,
but
I,
just
I
haven't
really
presented.
J
J
It
takes
a
lot
of
work
to
just
listen
and
I
have
listened
to
all
the
staff
in
the
business
office
and
what
wonderful
people
and
employees
we
have
in
Chelsea,
Public
Schools,
and
if
there's
one
thing
I
could
say
about
listening
to
the
business
staff
is
the
one
word
that
comes
to
mind.
Is
we
are
family
and
that's
what
I
heard
from
every
single
person
there's
a
culture
of
care
in
this
and
the
organization?
J
And
it's
it's
it's
something
that
just
resonates
with
every
single
person
that
I
have
interviewed
in
the
business
office
and
I've
interviewed
seven
principles:
I'm
not
quite
done,
and
what
fabulous
leaders
Chelsea
public
schools
has,
and
they
are
so
committed
to
the
students
and
to
the
teachers
in
this
district
I
feel
so
honored
to
work
with
people
who
have
such
integrity
and
who
really
care
about
this
work.
So
that's
kind
of
where
I'm
at
right
now
so
I've
completed
about
17
interview,
one-on-one
interviews
hour
long
and
it
has
been
a
blast.
I
have
I
love.
J
This
work,
I
think
right
now,
I
feel
like
I'm,
an
anthropologist
because
I'm
studying
I'm
learning
and
it's
just
what
an
opportunity
and
I
can
honestly
say
that
if
I
had
had
to
start
like
any
other
district
without
dr.
Burke
being
here,
I
wouldn't
have
this
rich
opportunity
to
get
to
know
everybody
and
Bill
trust
and
build
relationships.
So
again,
thank
you
for
the
gift
and
I'll
continue
to
update
you.
J
F
Good
evening,
I
am
here
with
our
annual
data
report.
This
will
actually
be
data
from
June.
It's
the
end
of
the
year
data
from
the
indicators
of
success,
I'm
going
to
fill
in
many
of
the
holes
that
we
had
in
the
report
in
June,
some
of
which
I
have
already
told
you
about
in
June
I'll
skip
over
those.
But
you
do
have
the
complete
report
here,
but
if
we
could
start
on
page
three
with
attendance,
you'll
see
that
our
goal
for
the
year
was
to
hit
95
percent.
F
Overall,
we
ended
up
at
ninety
two
point:
seven
close,
but
not
quite
there,
but
we
are
0.3
ahead
of
where
we
were
last
year.
So
we
are
improving.
We
met
our
goal
in
grades
two
through
five,
we
were
very
close
in
grades
1
and
6
through
8.
We
were
close
in
pre-k
and
K
and
we
still
are
working
in
the
high
school.
However,
I
would
like
to
point
out
in
both
grade
9
and
grade
10,
especially
grade
9.
We
saw
some
real
gains
in
the
percentage
of
attendance
this
year
versus
last
year.
F
If
you
could
turn
to
a
page
4.
We
talked
about
indicator
3
in
in
June,
but
indicator
for
our
grades.
You
know
grades
for
grade
4
students.
We
did
hit
our
goal
in
science
with
85.7
with
a
goal
of
85
and
we
increased
from
last
year
in
all
of
the
subject
from
if
you
can
look,
you
know
to
the
second
column
from
the
left.
From
last
year,
we
increased
in
all
subjects.
On
page
five,
looking
at
eighth
grade,
we
came
close
in
ela
to
our
goal
of
85%
and
we
it
was
a
mixed
bag.
F
F
If
you,
if
you
remember
when
we
started
the
level
3
grant
one
of
the
things
that
we
did
is
we
made
the
AP
courses
year-long
every
day,
and
this
was
a
bet
that
we
made
in
order
to
try
to
increase
proficiency
on
the
AP
tests.
So,
since
there
are
year-long
and
every
day
we
do
have
less
students
taking
them,
but
the
ones
who
are
taking
them
are
having
more
success.
F
As
you
can
see,
the
percentage
of
tests
that
scored
a
three
four
or
five
went
from
34%
and
it
had
been
hovering
there
for
about
three
years
and
it
went
all
the
way
up
to
fifty
fifty
percent.
So
this
is
especially
in
math.
Our
AP
calc
really
saw
a
huge
jump
this
year.
If
you
could
turn
to
page
six
indicator,
seven
will
find
will
get
later
in
the
year,
but
dropout
rate.
F
You
will
see
that
we
had
26
less
students
drop
out
than
last
year,
but
that
also
plays
out
to
about
1%
drop
in
the
dropout
rate,
we're
still
above
where
we
want
to
be,
but
we
made
half
of
our
goal.
We
dropped
by
1%
instead
of
the
two
we
were
we
were
hoping
for
and
when
you
break
down
who
that
is,
you
will
see
that
in
our
regular
education
students,
which
is
our
largest
population,
we
dropped
almost
the
2%
we're
at
1.96.
F
Students
with
disabilities
dropped
slightly,
but
are
we
still
struggle
with
our
English
language
learners,
both
our
regular
English
language,
learners
and
especially
our
duly
identified?
You
will
notice
that
that
is
the
smallest
group.
We
only
have
had
32
students,
but
with
12
of
them
dropping
out
that's
a
large
percentage.
If
you
can.
This
is
also
an
indicator.
That's
newly
truly
tracked
this
year
per
your
request,
so
I
don't
have
anything
to
compare
it
to
last
year.
F
If
you
look
at
page
7,
there's
some
detail
on
those
dropouts
in
the
month
of
June
8
students
withdrew
and
you
can
see
that
on
unusually
most
of
them
were
from
grade
9,
which
we
don't
see
very
often
when
you
look
at
the
plans
of
the
college
of
the
class
of
2019
you'll,
see
that
the
percentage
of
kids
that
were
planning
to
attend
a
two-year
or
four-year
college
increased
12%
back
to
the
levels.
It
was
back
in
2016
and
17
that
sort
of
evened
out
directly
into
the
workforce.
F
F
This
is
the
data
that
Christine
shared
with
you
on
indicator,
10
around
staff
retention
and,
as
you
mentioned,
we've
seen
quite
a
drop
in
the
number,
the
percentage
of
teachers
who
left
CPS
and
we
had
half
as
about
half
as
many
promotions
as
last
year
on
page
9,
our
mobility.
This
is
interesting.
Actually,
our
overall
mobility
rate
last
year
was
24%
that
plays
out.
As
you
know,
we
can
see
in
the
bottom
we
had
760
kids
move
out,
move
in
and
about
709
move
out.
F
So
this
is
exciting,
as
you
can
see,
the
9th
graders
had
a
22%,
almost
23
percent
drop
from
last
year's
final
grades.
That
plays
out
as
there's
80
less
children
that
failed
than
last
year,
the
biggest
drop
was
in
kids,
failing
to
grades
two
classes
that
saw
the
largest
decrease
and
then
in
the
tenth
grade.
We
also
had
9%
drop
over
last
year,
which
is
wonderful.
F
Finally,
at
the
very
bottom
of
page
10,
our
retention
rates,
both
9th
grade
and
tenth
grade,
as
you
can
imagine,
if
they're
not
failing
as
much
they're,
not
retained
as
much
so.
The
9th
grade
retention
rate
dropped
about
three
and
a
half
percent
and
the
10th
grade
about
4
percent
I
do
have
one
other
data
point
for
you
today,
which
is
separate
on
a
separate
page.
This
is
our
annual
graduation
rate,
so
this
is
different
than
what
deci
reports
in
that
dusty
has
a
four
year
or
five
year.
F
Graduation
rate,
this
is
a
1
year,
graduation
rate,
so
this
is
students
who
started
with
us
on
August
26
last
year
and
got
to
graduation,
so
our
senior
class-
and
you
can
see
at
the
bottom
that
98.7
percent
of
kids
that
started
with
us
in
August
made
it
to
graduation.
We
had
more
kids
receiving
a
full
diploma.
We
had
about
half
as
many
receiving
a
certificate
of
attainment
as
the
previous
year,
less
receiving
a
certificate
of
attendance
and
the
first
year
that
we've
had
zero
senior
passing
em
castes,
but
not
meeting
local
requirements.
F
G
Listening
to
us
and
saying
why
are
these
kids
dropping
out
of
school
I
want
them
to
know
it
they're
not
dropping
out
of
school?
There's
many
reasons
why
they're
leaving
the
Chelsea
Public
Schools
and
some
of
them
are
moving
back
home
to
their
country.
Some
of
them
are
moving
and
going
to
different
cities.
It's
not
a
dropout
rate.
G
To
me,
a
dropout
raise
is
when
a
kid
feels
and
he's
dropping
out
of
the
classes,
and
he
can't
make
it
so
I
wish
there
was
some
way
of
threaten
the
public
know
that
we
don't
have
a
high
dropout
rate.
It's
just
people
leaving
the
city
of
Chelsea
and
going
to
other
schools
or
other
communities.
So
the.
B
Thus,
asset
number
will
actually
pop
up
from
Jesse
and
deci
will
will
not
count
it
as
a
dropout,
but
out
of
state
out
of
country
it
does
get
counted
as
a
dropout,
but
that
doesn't
also
explain
all
of
the
the
students
choosing
to
drop
out.
You
know,
certainly
we
we
absolutely
do
our
best.
We
try
to
have
many
different
programs
and
pathways
and
opportunities
for
our
students
to
be
able
to
meet
their
needs,
whether
or
not
they're
working
etc.
B
You
know
that's
one
of
the
reasons
we
opened
up.
Chelsea
Opportunity
Academy
to
really
intervene
and
support
our
students.
I
will
say
that
we
always
deeply
believe
one
student
there's
one
student
to
me,
and
so
our
job
and
we're
committed
to
that
is
making
sure
that
every
student
is
on
a
success
path
for
life.
F
D
Like
20%,
but
then
we
gone
out
to
us
off
to
our
juniors,
which
is
less
than
the
freshmen
and
sophomores
classes,
and
then
I
seen
just
get
bumped
up
again
to
eighty
six
point:
nine.
So
it's
a
stupid
question,
I'm
gonna,
ask
but
I'm
gonna:
ask
it
anyways.
Are
we
doing
everything
in
our
power
to
see
if
we
get
a
better
attendance
since
Chelsea
high
school,
because
all
the
other
numbers
are
fantastic?
It's
until
they
hit
the
ninth
grade
at
Chelsea
high
school,
their
five
points
lower
than
all
the
other
grades.
So.
D
F
You
know
we
to
be
honest,
one
of
the
things
that
the
Chelsea
high
school
principal
has
been
working
hard
on
his
attendance
and
he's
been
working
on
having
text
messages
instead
of
phone
calls,
and
we
also
have
our
attendance
officer
working
really
hard
and
trying
to
get
him
some
help
and
we
are
we're
calling
they
don't.
You
know
we're
doing
the
best.
We
can
we're.
D
B
D
E
F
Most
of
these
MCATs
appeals
actually
were
legacy
tests,
not
the
new
tests
and
that
they
were
taking
retests
and
right
now,
I
you're
right
we're
in
that
transition
between
tests
and
it's
messy,
but
the
the
students
here
would
have
taken
the
legacy
tests
and
then
taken
retests
that
were
legacy
as
well.
So
it's
mostly
about
it's
an
appeal
saying:
we've
met
all
the
requirements
of
our
school
or
trying
you
know
we
want
to
graduate.
What
can
we
do.
B
So
deci
does
allow
if
a
student
takes
the
MCATs
four
times
and
they
haven't
three
times.
Thank
you
three
times
and
they
haven't
passed
but
they're
within
a
band.
That
is
very
close
that
you
can
and
mr.
Schmidt
is
like
the
expert
on
the
appeals
process
with
deci.
He
trains,
everybody,
but
you
can
up.
You
can
do
an
appeal.
B
B
E
We
can
find
other
ways
to
support
our
students,
because
I
know
there
is
some
like
myself
when
I
first
came
and
I
was
sort
of
different
and
we
have
a
lot
of
new
arriving
students
that
I
know
that
will
need
support
and
I
comment.
All
of
this
support
that
yet
that
you
all
get
to
our
students
and
just
finding
a
way
how
we
can
continue
to
support
them,
because
all
of
the
transition
on
the
new
MCAT
that
is
I
forgot
the
name
of
the
new
one.
Now
MCATs.
F
G
I
The
first
one
is
short
peep
seven,
when
you
talked
about
it,
was
really
great
to
see
an
increase
in
students
overall
plans,
and
you
know
wanting
to
attend
college
that
you
know
72%
of
you
know
from
last
year.
My
question
on
that
was:
when
how
does
how
does
the
school
assess
this?
Is
this
assess
like
and
from
a
freshman
when
they're
entering
high
school,
or
is
this
something
that's
done
in
the
middle
of
the
school
year?
Like
just
curious.
B
So
it
is
actually
it's
a.
They
sit.
It's
a
survey
given
by
the
guidance
Department.
It's
usually
done,
probably
within
the
last
month
of
school.
All
of
the
seniors
seniors
sit
down
and
have
to
fill
out
these
questions.
Where
you
know
what
schools
were
you
accepted
to
what
awards
and
monies
did
you
get
so
usually
on
graduation
I've,
always
given
the
amount
of
money
and
scholarships
and
things
on
that
nature?
B
I
B
I
The
end
of
the
stretch,
but
that's
great,
to
see
that
and
then
the
second
question
I
has
about
page
six,
so
Yale
students
with
disabilities
and
the
dropout
rate
makes
me
think
about.
You
know
the
large
percentage
of
students.
You
know,
of
course,
that
Chelsea's
not
an
exception,
but
you
know
always
thinking
about
how
we're
caring
for
and
providing
an
excellent
education
for
all
our
students
and
thinking
about
how
they
all
learn
differently.
Yes,.
F
This
is
a
this
sort
of.
We
call
it
the
overlap
of
the
Venn
diagram,
those
kids
that
are
duly
identified
and
have
both
disabilities
and
our
English
language
learners
is
a
nut
that
we've
been
trying
to
crack
for
a
really
long
time,
but
in
the
new
accountability
system
as
well.
As
you
know,
just
wanting
to
do
best
for
kids,
we
are
actually
have
been
talking
about
that
a
lot
on
our
teams
about
how
are
those
services
happening?
You
know
what
is
the
best.
We
also
don't
want
some
of
our
neediest
kids
to
see
six
adults.
J
F
I
Of
two
things
that
come
to
my
mind
very
quickly
is
one
parent
engagement
and
obviously
you
know
I
offer
myself.
You
know
as
needed
when
needed,
but
you
know
I
know
that
increasing
it's
an
effort
in
every
school
in
every
community,
right,
like
in
understanding
how
we
can
be
supportive
on
that
ends,
and
you
know
I
know
that
there's
a
parent
organizing
group
in
Chelsea-
yes,
I,
don't
know
that
includes.
We.
I
F
I
B
B
G
B
It's
not
a
license,
but
every
educator
in
the
state
of
Massachusetts
has
to
have
what
is
called
the
sei
endorsement
and
I
think
it
was
like
45
hours.
We
all
had
to
go
through.
It's
still
not
enough,
but
every
educator
in
order
to
be
employed
in
Massachusetts
must
have
it
now
and
they
actually
start
them
when
they
first
started.
This
I
think
it
was
in
2014
or
15.
They.
They
now
mandate
that
all
schools
of
education
that
the
teacher
before
they
graduate
actually
get
the
endorsement
before
they
leave
the
Massachusetts
higher
ed
institutions.
B
The
problem
we
have
is,
if
a
teacher
is
coming
from
out
of
state
school
of
education,
they
don't
have
the
endorsement,
so
they
have
to
now
go
get
it.
It
isn't
enough,
though
I
mean
it's,
it's
good
and
it's
solid,
but
one
of
the
things
that
we're
talking
with
the
superintendent's
are
talking
with
the
Commissioner
about,
is
you
know
some
type
of
incentive
program
where
we
can.
We
can
more
easily
get
dual
licensed
teachers
who
have
both
the
special
education
so
I
think
that's
the
next
level
of
depth
go
yeah.
I
Thank
you
for
sharing
that
information
and
dr.
Burke
for
that
extra
explanation.
The
last
thing
I
wanted
to
say
on
that
is
you
know
looking
at
what
other
cities
might
be
doing,
I'm
sure,
there's
state
resources,
for
you
know
our
districts
but
yeah.
It's
it's
just
preparing
us,
for
you
know
looking
ahead
for
the
future
and
if
there's
increase
in
students
and
trying
to
get
ahead
of
that
yeah.
Thank
you.
B
Madam
chair,
moving
on
I
commend
to
the
record
the
personnel
update,
which
is
enclosure,
B
and
certainly
the
September
personnel
update,
is
always
lengthier
than
other
times
so
enclosure
B.
You
will
see
that
we
have
98
new
hires.
We
had
108
retirements,
resignations
terminations,
we
had
17
promotions
transfers
and
we
have
two
leaves
of
absence.
B
B
I
just
want
to
call
to
your
attention
that
everyone
received
their
annual
copy
of
the
Massachusetts
General
Laws
I
suggest
you
put
last
year's
edition
in
the
recycling,
and
you
have
this.
One.
I
also
would
like
to
mention
a
few
updates
at
two
weeks
ago,
when
we
met
as
a
school
committee,
and
we
asked
you
to
endorse
the
supplemental
budget
that
we
received
from
the
governor
I
mentioned
to
you
that
we
were
still
waiting
for
the
pothole
amount
and
so
Tuesday
night
we
received
an
email
from
deci.
B
We
did
receive
our
pothole
I
told
you
that
we
anticipated
it
would
be
about
the
about
the
same
amount.
As
we
got
last
year.
We
actually
got
a
little
bit
more
so
last
year
it
was
296
thousand
dollars
this
year,
we're
receiving
336
thousand
eight
hundred
and
forty-one
dollars.
So
we
will
be
bringing
this
Monica
will
be,
bringing
it
to
the
budget
and
finance
subcommittee,
and
then
we
will
ask
and
move
it
forward
to
the
October
meeting
and
we'll
have
to
still
move
it
forward
and
through
the
City
Council
the
month
of
October.
B
So
I
just
want
to
give
you
a
heads-up
on
that
we're
actually
where
we
are
encouraged
again.
This
pothole
is
due
to
the
advocacy
on
the
low
income
and
the
accurate
count.
At
the
same
time,
it's
still
not
accurate,
so
we
continue
to
advocate.
I
also
want
to
mention
thank
you
for
those
of
you
that
were
able
to
attend
the
convocation.
B
The
theme
for
this
year
is
this:
is
us
from
now
on
and
just
moving
to
few
announcements,
a
reminder:
Saturday
September,
12.
Sorry,
no
September
12
is
the
Chelsea
high
school
school
site
council
meeting
at
5:15,
Saturday
September
14
school
committee
retreat
at
the
Clark
Avenue
school
breakfast
is
served
at
8:00
a.m.
B
September
25th.
We
have
the
right
science
and
technology
school
site
council
meeting
at
9
a.m.
and
then
September
26
is
Chelsea
high
school
family
night
parent-teacher
conferences
at
5
p.m.
and
September
26.
The
burkowitz
open
house
at
5
p.m.
and
October
3rd
we're
back
here
for
a
school
committee
meeting.
Madam
chair.
That
concludes
my
report.
Thank.
A
A
A
D
B
B
I
have
been
in
communication
via
email
with
J
Siegel
of
the
family.
We
have
run
into
some
glitches
with
the
timing
of
this.
We
did
actually
want.
Originally,
our
date
was
tentatively
for
August
20th
we've
had
some
difficulty
in
terms
of
getting
the
signage
completed
and
actually
through
various
offices.