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From YouTube: Community Budget Meeting of 2-25-21
Description
City of Chelsea, Chelsea Public School, School Committee, via Zoom
A
Good
evening
and
happy
thursday,
thank
you
for
those
who
are
watching
at
home.
Thank
you
to
all
of
the
team
effort
that
was
put
together
or
brought
together
to
put
this
together
tonight
tonight
we
will
be
hosting
our
community
budget
meeting
led
by
our
superintendent,
our
superintendent,
dr
amy,
and
monica
lemboy
our
monica
I
apologize.
What
is
your
director.
A
A
C
C
We
have
taken
a
lot
of
input
from
our
staff
and
from
our
community
and
as
a
result,
we
have
come
up
with
three
themes
for
our
budget:
reopen,
restore
and
rebuild,
and
that's
what
this
budget
will
do
as
we
begin
to
start
having
a
conversation
about
reopening
schools
and
then
we're
going
to
restore
years
and
years
of
cuts.
What's
the
student
opportunity
act
that
we
will
finally
receive
some
and
then
we're
going
to
start
to
rebuild
your?
C
If
we
improve
the
quality
of
teaching
and
learning
at
every
school,
and
we
provide
innovative
and
enriching
programs
for
all
recruit
support
and
retain
diverse
teachers
and
leaders
engage
families
as
our
partners
in
our
core
work
and
ensure
efficient
and
effective
operational
systems.
Then
we
will
deliver
the
high
quality
education
to
all
students
that
our
chelsea
students
deserve
and
will
improve
outcomes
and
access
across
the
system
for
all
students
and
every
student
will
graduate
from
high
school
on
a
path
to
college
and
career
success.
C
C
C
But
then
all
our
hopes
were
dashed
and
were
crap
everything
due
to
the
crisis.
We
we
had
to
make
a
huge
pivot
and
turn
we
had
an
emergency
school
closure
on
march
13th,
our
district
revenues
all
became
uncertain.
So
then
we
had
to
propose
a
zero
revenue
budget
and
then
we
used
cares,
act,
sr1
funds
to
maintain
nurses,
social
workers
and
parent
liaisons.
C
C
We
added
a
couple
of
permanent
positions.
We
added
nine
teachers
in
a
total
in
all
of
our
schools,
except
for
at
the
chelsea
opportunity
academy.
We
added
two
computer
technicians
to
support
all
the
digital
learning
happening
in
the
city
of
chelsea
and
then
one
recruitment
and
retention
specialists.
C
C
We
had
we
added
three
parent
liaisons
classroom
monitors
for
our
centers
for
remote
learning.
We
added
additional
tutor
hours,
chromebook
and
wi-fi
hotspots
for
students,
laptops
for
teachers
and
paraprofessionals
additional
software,
such
as
near
pad
near
pod,
parade
padlet
seesaw.
We
purchase
connected
classroom
studios.
C
C
So
we
continued
with
those
community
conversations,
because
we
felt
that
that
was
important,
that
we
hear
and
because
of
everything
being
virtual,
we
actually
had
more
engagement
in
our
community
conversations
this
year,
so
we
had
three.
Our
first
community
conversation
was
with
the
community
at
large.
We
had
about
20
participants
and
our
second
community
conversation
was
with
our
k-8
educators
and
staff,
teachers
and
staff.
C
C
Is
this
something
that
we
can
hold
over
and
do
even
when
we're
in
person,
and
it
was
extremely
positive.
So
we
took
all
of
that
information,
including
meeting
with
schools
and
departments.
Each
school
and
department
presented
their
thoughts
and
ideas
to
us
as
well,
and
we
listened
to
the
community,
listen
to
the
departments,
listen
to
principles
and
that's
how
we
came
up
with
this
budget
and
just
as
an
fyi,
the
student
opportunity
act.
C
B
You
superintendent,
I'm
going
to
take
a
little
step
back,
just
to
kind
of
orient
everybody
to
how
funding
for
public
education
in
massachusetts
is
allocated.
The
first
thing
the
state
does:
is
it
contemplates?
What
does
it
cost
to
educate
every
child
who
lives
in
the
city
of
chelsea,
regardless
of
what
school
they
go
to,
whether
it's
chelsea
public
schools
or
charter
school
technical
school
et
cetera?
B
B
Then
the
state
comes
forward
and
says
the
difference
between
the
total
cost
to
educate
all
children,
and
the
local
contribution
is
what
the
state
is
going
to
contribute
and
it's
called
chapter
70
funds.
That's
how
it's
termed
and
we'll
you'll
see
that
in
the
presentation
from
the
comprehensive
funding
for
all
kids
who
live
in
chelsea
is
deducted
the
cost
of
students
who
are
going
to
charter
schools,
who've
elected
vocational
schools
and
other
students
who
are
school
choice.
B
B
What
you
can
see
here
is
the
relative
share
of
these
different
funding
sources:
chapter
70
in
red,
the
city
in
green,
what's
unique
this
year
and
it's
the
pandemic
year,
is
the
share
of
grant
funding,
has
increased
from
last
year
about
eight
and
a
half
percent
this
time
to
12
and
a
half
percent
of
the
total
budget.
So
there
are
resources
that
are
coming
in
from
grant
funding.
B
How
do
we
allocate
the
funds
or
how
have
we
allocated
it
in
fiscal
2021?
The
largest
share
of
our
monies
go
to
our
personnel.
This
is
a
people-heavy
business,
educating
students
so
between
the
salaries
and
the
health
insurance,
it's
the
largest
category
of
spending,
but
we're
also
spending
on
special
ed
tuition,
transportation
facilities,
etc.
B
I
have
a
caveat
here,
which
is
that
this
is
the
budget
plan.
This
is
a
year
where
we're
having
different
spending
patterns,
so
we
were
actually
able
to
invest
a
higher
share
in
information
technology
in
terms
of
one
time
spending
this
year,
moving
toward
enrollment.
Where
are
where
we've
been,
and
where
are
we
going?
This
graphic
shows
the
enrollment
that
chelsea
has
had
over
almost
two
decades.
Now,
with
the
sharp
uptick
in
enrollment,
between
2011
and
2013.,
you
can
see
at
the
far
right
the
pandemic,
the
2020
enrollment
figure.
B
This
is
from
october
1st,
where
we
have
a
downturn.
This
is
not
unusual.
This
is
happening
across
the
country
with
school
districts
where
particularly
pre-k
and
kindergarten
enrollments
are
down,
but
other
age
brackets
are
also
down
as
well.
It
is
a
one
year,
hopefully
trend
putting
the
data
together
over
the
last
five
or
six
years.
What
does
that
lead
us
to
contemplate
for
our
enrollment
for
2022?
B
B
B
B
What
you
can
see
here
is
the
total
amount
of
monies
that
are
available
to
all
chelsea
students,
where
the
top
row
is
the
state's
chapter,
70
funding,
you
can
see
a
substantial
increase
there,
approximately
a
10
increase
and
the
city's
obligation.
The
city
share
that
the
state
is
mandating,
is
actually
going
down
by
890
000,
which
is
a
welcome
trend
for
the
city
which
is
experiencing
revenue,
challenges,
lodging
revenues
et
cetera,
so
the
city
will
be
able
to
recoup
those
dollars
for
other
purposes.
B
B
B
To
these
figures
we
add
the
city's
contribution.
We
are
currently
not
anticipating
that
the
city
will
increase
its
contribution
beyond
what
they're
giving
us
in
the
current
year,
so
the
not
eligible
and
the
city
above
the
minimum
and
indirect
cost
recovery
is
the
amount
of
grant
monies
that
we
we
capture.
I
should
point
out
that
the
column
headings
should
say
fiscal
2021
on
the
left
and
2022
in
the
middle
I'll
fix
that
online
on
the
website.
B
In
addition,
we're
expecting
a
substantial
grant
funding
as
part
of
the
pandemic
response
called
they're,
calling
it
easter
two.
These
are
one-time
monies
to
be
used
by
september,
30
2023.
So
this
is
just
over
two
years
worth
of
funding.
That's
a
limited
duration
funding
source
and
it's
dedicated
to
particular
purposes
to
help
schools
safely.
Reopen
items
such
as
social,
emotional,
supports
parent
and
student
engagement
and
importantly,
how
to
address
learning
loss
among
students
with
a
focus
on
acceleration
and
not
remediation.
B
So
how
do
we
identify
where
our
students
may
have
missed
due
to
the
pandemic?
And
how
do
we
help
accelerate
to
move
them
forward
to
stay
on
grade?
The
application
for
this
funds
is
not
open
as
yet.
So
when
we
talk
in
this
budget
later,
these
are
just
concepts
that
we're
working
on
proposals
that
we're
working
on
and
everything
we
propose
under
the
easter
two
does
have
to
be
approved
by
department
of
education.
C
So
our
budget
priorities
for
the
fiscal
for
fiscal
year
2020
are
to
strengthen
and
expand
for
equity.
Special
education,
ell
supports
curriculum
development
and
support
social,
emotional,
supports
and
family
community
engagements,
and
then
we're
going
to
restore
and
add
general
education
positions,
we're
going
to
accelerate
literacy
and
math.
We
know
that
our
students,
when
they
come
back,
there's
going
to
be
loss
of
learning,
and
so
we've
invested
heavily
in
the
early
early
literacy,
because
we
know
that
if
we
can
close
those
gaps
early,
then
students
will
be
successful
down
the
road,
so
we're
gonna.
C
B
B
B
The
next
line,
which
is
usually
a
pretty
substantial
cost
driver,
is
our
health
insurance
and
our
retirement
costs.
I'm
happy
to
say
that
the
forecast
in
terms
of
health
insurance
from
the
city
manager's
office
is
a
zero
percent
increase
in
health
insurance
costs,
so
that
is
not
going
to
be
an
added
cost
for
fiscal
22,
except,
as
we
add
people,
of
course,
in
terms
of
special
education
tuition.
B
This
current
year,
the
school
committee
authorized
a
prepayment
of
a
million
dollars
which
is
helping
us
with
our
special
ed
tuition
budget.
This
year,
we
anticipate
that
we
will
be
able
to
do
a
similar
action
this
year
going
into
next
year,
so
that
the
increase
in
special
ed
tuition,
which
sometimes
can
be
five
percent
or
higher,
we're
only
planning
for
a
two
percent
increase
in
tuition
transportation.
A
modest
increase
increase
in
transportation
costs,
largely
anticipating
that
we'll
have
increased
cleaning
costs
for
the
vehicles
as
we
move
back
into
transportation.
B
In
addition,
the
last
line
are
positions
that,
as
was
mentioned
before
by
the
superintendent
which
were
moved
on
to
cares,
act
funding
our
nurses,
our
social
workers,
some
of
our
parent
liaisons,
we're
now
moving
them
back
onto
the
base
general
fund
budget.
So
that's
about
1.9
million
now
moving
into
the
fun
part
of
the
presentation
school
by
school.
B
These
are
the
limited
duration
positions
that
are
supposed
to
be
targeted
toward
closing
gaps,
an
education
team
leader
which
will
work
with
the
families
who
have
students
on
ieps,
a
reading
specialist,
a
social
worker
and
we're
proposing
to
continue
four
of
the
one-year
positions
we
created
this
year
to
become
extended.
So
what
we
had
to
do
because
of
the
changes
in
the
classroom,
sizes
and
structures
under
remote
learning
is,
we
did
have
to
add
personnel,
limited
duration
by
putting
them
onto
the
new
grant.
B
This
creates
some
stability
at
the
schools,
even
as
they're
still
coming
off
of
the
pandemic.
Moving
to
our
berkowitz
elementary
school
key
initiatives,
student
family
support,
english
language
learners,
special
education,
accelerated
reading
from
the
general
fund,
an
ell
teacher
to
work
with
our
english
language
learners,
we're
proposing
to
increase.
B
What's
currently
a
half
time
position
working
with
families
on
ieps,
increase
it
from
half
to
a
full
time
position
and
increase
what
is
now
a
half-time
parent
liaison
to
a
full-time
parent
liaison
and
for
those
of
our
parents
who
may
remember
we
previously
had
one
liaison
for
four
elementary
schools.
This
year
we
have
two
for
two
two
elementary
schools,
each
and
with
this
budget,
we're
posing
one
per
elementary
school
from
the
easter
two
grant
a
reading
specialist
and
two
paraprofessionals
for
the
first
grade
classrooms.
These
are
our
general
ed
classrooms.
B
Currently
we
have
paraprofessionals
that
are
split,
so
each
hera
has
two
classrooms.
With
this,
we
will
be
able
to
have
one
dedicated
paraprofessional
for
each
of
the
first
grade
general
ed
classrooms
to
provide
that
support
to
some
of
our
first
graders
may
not
have
been
in
a
classroom
because
their
kindergarten
year
was
spent
working
remotely
at
the
hooks
elementary
school
same
goals
that
we
have
adding
an
english
language.
B
We're
proposing
a
reading
specialist
two
paraprofessionals
for
the
first
grade
and
continuing
one
teacher
position
that
was
added
this
year
on
a
limited
duration
from
our
sokolovsky
elementary
school,
the
same
goals.
It
doesn't
have
a
communist
program.
I
should
take
that
out,
adding
one
special
education
teacher,
because
the
sociology
added
an
ell
teacher
this
year,
the
increase
in
the
halftime
positions
and
the
librarian
for
the
entire
complex
sits
within
the
socolowski
school
budget.
B
Caminos
students
this
current
year,
they
will
be
those
students
will
be
moving
up
into
the
eighth
grade.
So
they'll
have
a
seventh
grade
and
eighth
grade
band
of
students
in
the
caminos
program,
we're
adding
four
teachers
proposing
to
add
four
teachers
that
will
work
with
those
students
in
the
specialty
areas
of
english,
language,
ela,
spanish,
history,
math
and
science.
So
they
have
a
full
cohort
of
teachers
to
work
with
the
camino
students,
we're
proposing
to
increase
the
coach.
B
The
ell
coach,
that's
there
from
a
.33
to
a
half
time
position
to
give
more
time
to
them
and
a
building
substitute
for
when
we
have
teacher
absences
from
the
easter
grant
a
school
counselor,
formerly
called
guidance
counselors,
but
a
school
counselor
added,
and
then
shared
history,
coach
and
a
shared
science
coach
among
the
three
middle
schools
to
provide
those
content.
Teachers
with
additional
coaching
support
for
our
middle
school
students
and
to
continue
three
positions
that
were
conceived
of
as
one
year.
B
Positions
for
stability
and
those
are
three
paraprofessionals
at
the
clark
act:
middle
school,
the
same
set
of
goals,
including
middle
school,
acceleration
for
clark,
ave,
we're
proposing
one
ell
teacher.
One
special
education
teacher,
a
student
support
specialist,
which
is
a
new
position
to
work
with
students
who
might
be
struggling
with
absences,
who
might
have
a
difficulty
remaining
in
the
classroom
to
help
those
students
really
fully
engage
in
learning.
B
In
addition
to
continue
to
paraprofessionals
that
are
currently
there
on
limited
duration
at
the
wright
academy
same
goals.
Here
we
have
a
slightly
different
class
configuration
as
requested
by
the
position
of
configuration,
as
requested
by
the
principal,
a
coach
for
special
education.
Inclusion
to
help
our
students,
who
may
be
in
some
separate
part
of
the
day,
also
be
included
in
classes.
A
literacy
coach
to
help
focus
on
science,
technology,
math
and
humanities
student
support,
specialist,
increasing
the
coach
for
ell
and
a
building
substitute
from
the
grant
funding
a
school
counselor.
B
A
social
worker
specifically
working
with
our
english
language
learning
students
at
the
high
school
and
two
positions
that
were
intended
to
be
one-year
positions.
We
were
going
to
continue
them.
That's
a
math
position
and
a
science
position
resulting
in
you
know,
ability
to
work
with
those
classes
have
more
teachers
for
those
classes,
chelsea
opportunity,
academy.
B
Key
initiatives
are
science,
accelerating
general
ed,
identifying
space
and
enrollment
increases
so
for
chelsea
opportunity,
academy,
one
teacher
for
science,
technology
engineering
and
math
a
data
analyst,
which
is
a
position
that
will
assist
with
administratively,
but
also
to
be
able
to
do
some
deep
dives
into
data
about
the
students.
What's
working,
what's
not
working
in
terms
of
their
their
forward,
progress
and
they're
going
to
combine
two
half-time
positions
into
a
whole
from
the
grant
we're
proposing
to
fund
the
lease
costs
for
a
new
site.
B
We
do
believe
it
is
related
to
pandemic,
in
that
it
will
allow
us
increase
social
distancing
at
the
high
school
if
we're
able
to
utilize
those
classes
recapturing
all
of
the
students
keeping
them
in
the
school.
We
think
it's
very
eligible
for
the
easter
two
and
we
would
need
staffing
for
a
new
space
when
we
identify
it
in
our
special
education,
district-wide,
extended
learning
and
health
student
support.
Interpretation
extended
learning
here
we're
proposing
a
full-time
board,
certified
behavioral
analyst,
who
can
work
with
our
special
needs.
B
We
believe
that
offers
up
time
for
our
parent
liaisons
to
do
that
really
important
work
of
working
with
families
directly
five
nurse
positions
to
help
us
return
from
the
pandemic
and
to
nurses,
aids,
both
of
which
will
be
limited
duration,
other
district-wide
positions,
creative
new
ideas
that
have
come
up
from
our
discussions,
twilight
school
stipends.
This
is
something
that
the
superintendent
had
been
working
on.
Last
year,
the
idea
to
offer
later
in
the
evening
classes
for
our
students,
perhaps
who
are
working
during
the
day
but
still
want
to
keep
moving
forward
with
their
degree.
B
B
So
we
are
not
in
a
in
a
position
where
we're
proposing
to
reduce
any
of
the
existing
positions,
and
we
are
proposing
to
add
a
large
number
of
positions
on
our
general
fund,
which
again
is
the
funding
that
will
be
continuing
when
we
put
this
together
with
the
grant
monies,
the
two-year
grant
monies
we're
really
looking
at
a
substantial
increase
in
staffing
at
the
elementary
middle
high
school
and
district-wide
positions,
the
district-wide
positions
are
noted
at
the
bottom.
There
special
ed
parent,
liaisons
nurses,
interpreters
and
assistant
director
of
special
ed.
B
In
summary,
following
on
the
superintendent's
comments
of
all
the
budget
priority
areas,
we
do
feel
that
this
proposal
has
hit
all
of
the
key
areas
that
we
outlined
for
the
school
committee
and
the
community,
and
we
look
forward
to
answering
any
questions
that
you
all
may
have.
Thank
you.
I'm
gonna
stop.
A
C
At
this
time,
I
just
want
to
say
I
am
thrilled
at
the
community
participation
again,
I'm
so
thankful
for
the
teachers
that
came
and
in
the
evenings
and
provided
input.
I
hope
that
they
see
that.
I
hope
that
there's
not
that
they
see
that
we
really
did
listen
and
I'm
just
excited
about
this
budget.
We
have
waited
a
whole
year
for
student
opportunity
act
and
you
know
we
were
so
excited
last
year
and
then
the
crisis
came
and
to
be
able
to.
C
C
A
C
C
She
was
down
at
the
cafeteria
making
food
and
sandwiches
and
and
and
just
helping
distribute
out,
because
we
were
short
on
staff
during
the
height
of
the
pandemic
and
that's
what
we
have
in
our
operational
staff
as
a
leader.
So
she
leads
by
example,
and
she
also
does
the
numbers
and
I'm
just
fortunate
to
have
monica
on
our
side
with
us.
C
Yeah
extra
kudos
but
anyways
what
we
can
do
is
we
have
a
couple
of
community
members
that
have
written
letters.
I
know
we
have
another.
Mr
lundqvist
is
on
the
is
on
and
he
would
like
to
make
a
comment.
So
perhaps
we
should
take
the
let
read
the
letters
and
let
call
share
and
and
then
we
can
answer
questions
after
that.
D
Absolutely
thank
you
so
much
dr
abeyta.
Thank
you
very
much
committee
members.
Bravo
monica
that
that's
exceptional
work
and
it's
it
must
be
incredibly
hard.
So
from
all
of
us.
Thank
you
very
much.
I
just
wanted
to
take
this
opportunity
to
touch
base
on
the
concept
of
an
orchestra
program
here
at
chelsea
public
schools
really
here
to
advocate
for
the
future
of
our
performing
artists,
not
just
at
chelsea
high,
where
I
teach
I'm
the
guitari
director
there
at
chelsea
high,
but
also
for
all
of
our
young
artists.
D
I
don't
know
if
any
of
you
remember
our
district
concerts,
I
do
it's
been
a
while,
since
we've
had
an
opportunity
to
have
one,
but
I
think
one
of
my
favorite
one
of
my
favorites
performances
every
year
was
to
see
our
little
our
little
first,
a
little
tiny,
first
and
second
graders,
sawing
away
on
their
violins
to
twinkle
twinkle
little
star
or
what's
what
song?
You
know
that
our
string
specialists
had
had
prepared
for
them.
D
If
you
look
around
us
you,
you
can
find
a
number
of
similar
programs,
for
example
at
everett
and
at
somerville
several
of
my
colleagues,
good
friends
of
mine
work
in
the
summerville
christian
program
and
they
work
hand
in
hand
with
longi
with
elsa
stemma
and
creating
truly
unique
experiences
for
their
students.
I
think
there's
no
reason
we
can't
bring
said
experiences
to
our
to
our
population,
to
our
students
here
at
chelsea
public
schools.
D
E
I
have
I
have
one
statement
that
I
can
read
now,
so
I
have
a
statement
from
claudia
lowry.
She
is
an
el
history
teacher
at
chelsea
high
school
good
evening
to
the
chelsea
school
committee.
My
name
is
claudia
lowry
and
I
am
one
of
the
ell
history
teachers
in
the
bridge
academy
at
chelsea
high
school.
First,
I
would
like
to
comment
on
the
overall
budget
process.
I
participated
in
the
budget
workshop
last
year
and
again
this
year
with
central
office
leadership,
and
I
look
forward
to
the
community
meeting
on
march
11th.
E
I
am
grateful
for
the
opportunity
to
hear
from
my
colleagues
and
community
and
I
and
to
be
heard
in
turn.
I
am
also
excited
excited
that
one
of
the
district's
top
priorities
is
to
reduce
class
sizes,
though
a
concrete
number
has
not
been
proposed.
I
would
like
to
again
voice
my
support
for
class
sizes
differentiated
by
type
of
course,
which
currently
does
not
exist
in
cps.
E
I
will
note
that
this
year's
e1
classes
are
smaller
as
a
result
of
the
former
presidents
limiting
the
entry
of
immigrants
across
the
southern
border,
but
this
is
an
anomaly
and
should
be
considered
in
this
year's
budgeting.
Additionally,
lower
student
participation
in
this
year's
access
testing
will
also
result
in
fewer
l's
exiting
ell
status
across
the
district.
Other
teachers
in
the
bridge
academy
are
co-teachers
in
the
sei.
E
Specifically,
I
want
to
highlight
that
many
of
our
students
present
with
limited
or
interrupted
schooling,
but
this
is
not
the
case
for
all,
as
we
do
not
have
specific
slife
program,
worst
life
strand
for
these
students,
an
area
of
future
discussion.
I
hope
ell
teachers,
particularly
at
the
foundational
e1
level,
can
at
times
feel
like
they
are
teaching
two
totally
different
classes
within
which
there
are.
There
is
still
a
wide
spectrum
of
students.
E
This
description
does
not
take
into
consideration
our
students,
who
are
dually
identified
as
having
special
needs,
regardless
of
prior
education.
History
of
all
of
our
students
deserve
to
progress
as
quickly
as
their
english
proficiency
as
they
are
able,
and
this
is
impossible
to
facilitate
well
in
classes
of
25,
30
or
more
students,
as
the
school
committee
considers
this
request,
I
would
like
to
point
to
to
other
districts
that
differentiate
class
cap
sizes
and
waltham,
esl
and
sci
classes
are
capped
at
15
students
and
boston
schools
designated
as
level
3
in
the
state.
E
Accountability
system
have
a
class
cap
of
26
across
the
board,
but
have
further
caps
for
eld
courses.
20
students
without
a
paraprofessional
25,
with
a
paraprofessional
watertown
caps,
ells
courses
at
20
and
foundational
courses
at
15
students
for
any
smaller
cap
to
be
implemented.
We
require
more
bridge
academy
educators
across
multiple
subject
areas.
Thank
you
for
your
consideration.
C
C
F
All
right,
hi,
everyone,
sorry,
I
hope
he
is
good.
He
just
stood
up
on
me
during
the
first
comment.
So
you
know
it's
been.
It's
been
a
great
five
minutes
over
here,
so
what
I
had
is
more
of
a
more
of
a
comment
than
the
question.
First
thing
I
wanna
do
is
just
thank
dr
abeda
and
monica
for
the
great
work
that
you've
been
doing
for
this
budget
right.
Seeing
no
reductions
is
amazing,
so
I
just
wanna
make
sure
that
the
next.
F
F
So
I
just
there's
two
things
in
particular
that
I
want
people
to
know
about
and
really
help
us
advocate
right,
make
sure
that
it's
not
just
the
school
committee
advocating
for
this,
but
really
people
in
the
in
the
community
as
well.
The
first
part
is
the
the
enrollments
being
down
right.
Monica
mentioned
right
that
this
is
hopefully
a
one-year
blip
and
that
those
students
will
come
back.
However,
next
year's
budget
is
based
on
the
numbers
for
this
year,
and
so,
if
we
get
all
those
kids
back,
we
would
then
be
doing
next
year's.
F
You
know
work
with
the
number
of
students
that
were
calculated
this
year,
so
I
think
you
know
we
really
need
the
state
legislature
to
make
sure
that
they
count
the
number
of
students
that
are
going
to
be
in
the
classrooms.
Now
that
is
kind
of
very
challenging
right.
So
what
what
I
believe
should
happen
is
we
should
use
last
year's
numbers
which
are
higher
than
the
ones
that
we
have
right
now.
So
that
way
our
budget
isn't
impacted
because
some
parents
chose
to
stay
away.
F
You
know
and
not
enroll
their
kids
for
kindergarten
or
pre-k
because
of
the
pandemic.
Right
second,
is
the
soa
money
right.
It's
really
great
that
we're
getting
year
one
of
the
soa
this
year,
but
that
money
really
should
have
come
last
year
and
we
should
be
getting
year
two
this
year
right,
so
we
should
be
getting
two
years
of
funding
right.
Unfortunately,
you
know
the
our
legislators
chose
not
to
fund
our
schools
and
last
year
because
they
didn't
want
to.
You
know,
raise
taxes
on
the
wealthiest
folks.
F
So,
while
the
kids
in
the
wealthy
communities
have
plenty
of
resources
to
go
around,
our
kids
are
the
ones
who
are
continuing
to
bear
the
burden
of
this
pandemic.
So
we
really
really
need
them
to
do
better
than
what
they
are
choosing
to
do
right
now.
So
I
just
would
encourage
all
of
you
to
to
call
your
legislators.
You
know
I
know
especially
senator
d
domenico
is
on
top
of
this.
F
If
there's
anything
that
you
you
know
want
to
discuss,
please
please
reach
out
to
us.
You
know
it
is.
It
is
part
of
what
we
really
need
to
be
doing,
as,
as
you
know,
leaders
in
this
district.
So
thank
you
all
again,
so
much
for
all
the
work
that
you're
doing
and
for
all
the
work
that
you
do
for
our
kids
and
I'm
looking
forward
to
continuing
to
work
with
you
on.
You
know
getting
everything
that
we
can
out
of
the
money
that
we
are
given.
G
G
Given
the
priorities
before
us,
two
things
jumped
out
at
me,
one
is
the
high
school
so
in
our
previous
budget
conversations
it
it
sounded
like
you
know,
given
the
student
population,
that
we
have
the
total
amount
of
students
in
the
high
school
and
and
different
needs
that
have
presented
themselves
over
the
years
it
you
know
right
off
the
bat
I
want
to
say.
Thank
you.
G
It's
noted
there
that
there
was
a
lot
of
thought
and
a
lot
of
listening,
that
that
did
that
did
occur
and
some
feedback
there
from
the
community
that
was
implemented,
and
I
also
just
feel
that
one
thing
that
really
struck
me
as
an
opportunity.
I
think
that
we
should
continue
to
look
at,
is
the
amount
of
special
education
students
that
that
we
have
here
in
our
district,
and
I
think
it's
something
that
we're
seeing
not
just
in
chelsea
but
in
other
areas
across
the
country.
G
You
know
the
increase
with
children
that
have
all
different
kinds
of
learning
needs
that,
ultimately,
when
they
get
to
high
school,
the
amount
of
support
in
programming
is
less.
And
so,
when
I
see
that
in
this
proposed
budget,
we
have
right
up
right
out
right
off
the
bat.
I
see
that
the
district
is
adding
new
positions
to
help
the
district
as
a
whole.
That
is
like
a
big
plus
right.
G
So
there's
like
support,
there's
coaching
and
there's
direction,
there's
guidance
and
there's
just
like
a
real,
clear
intent
to
make
our
program
stronger
all
across
the
board,
and
I
think
that's
brilliant.
And
so
I
just
want
to
really
commend
you
guys
for
doing
that,
and
also
just
having
witnessed
the
process
that
we've
had
before
in
which
you're
implementing
a
lot
of
the
things
that
we
said.
We
could
try
to
do
under
sla.
G
G
I
think
it's
just
something
that
we
should
continue
to
watch
and
and
do
the
best
we
can
there
and
keep
those
things
in
mind.
Lastly,
as
a
mom
of
some
amazing
of
an
amazing
artist
son
who
attended
chelsea
high
school,
I
am
just
so
pleased
and
and
almi
thank
you
for
your
leadership
around
the
orchestra
and
thinking
about
ways
that
we
continue
to
lift
arts,
music
and
programming
in
our
schools.
G
That's
not
just
conducive
to
a
better
learning
experience
for
students,
but
also
in
this
from
a
socio-emotional
perspective,
especially
in
these
times
and
as
I've
shared
before
as
an
adult.
It's
something
that
I'm
leaning
into
more,
so
I
just
really
appreciate
mr
lundqvist
being
here
today
and
thank
you
for
sharing
and
for
all
the
teachers
out
there
that
are
that
are
supporting
our
kids
with
this
kind
of
programming
as
well.
So
and
that's
all
I
have
to
say
thank
you
so
much
for
a
great
presentation
and
your.