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From YouTube: City Council - School Committee of 4-24-23
Description
City of Chelsea, City Council joint meeting with School Committee
A
A
C
B
B
B
E
Thank
you,
Dr
Roberta,
our
superintendent
has
had
an
unexpected
emergency
and
will
not
be
able
to
join
us.
My
name
is
Adam
delady,
the
deputy
superintendent
and
you're,
stuck
with
me,
I'm
here
with
Monica
lamboy,
our
executive
director
of
administration
and
finance,
and
we
are
proud
to
be
presenting
our
proposed
budget
for
Chelsea
Public
Schools
for
fiscal
year
2024..
Our
theme
for
this
proposed
budget
is
strengthen
and
supported.
E
Our
theory
of
action
is
that
if
we
improve
the
quality
of
teaching
and
learning
at
every
school,
provide,
Innovative
and
enriching
programming
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
and
access
across
the
system
for
all
students
and
every
student
will
graduate
from
high
school
on
a
path
to
College
and
Career.
Success.
G
G
G
The
difference
is
what
is
for
Chelsea
Public
Schools,
and
that's
a
number
that
we
will
see
as
we
go
through
the
presentation.
Another
very
important
number
is
What's
called
the
required
net
School
spending
NSS.
So
it's
not
enough
to
budget
the
amount
for
Education.
We
actually
have
to
prove
each
year
that
we
spend
the
money
for
educational
purposes.
If
we
ever
fall
below
the
required
net
School
spending,
there
is
ramifications
for
future
year
budgets:
fines
Etc,
so
we
pay
very
close
attention
to
the
required
net
School
spending.
G
G
The
state
share
is
shown
here
for
us
in
particular,
it's
a
very
large
number.
This
is
not
the
actual
figure
and
then
there's
the
local
share
of
the
pie.
What
the
locals
contribute
from
that
amount,
the
Charter
School
tuition
in
the
regional
is
deducted.
This
wedge
is
effectively
taken
with
the
students
to
the
educational
institution
that
they
go
to
then
within
the
local
share.
There
is
the
amount
that
is
required
to
meet
the
net
School
spending
there
is.
There
are
also
items
that
are
not
net
School
spending
eligible
for
us.
G
One
example
is
our
yellow
bus
service,
which
is
not
net
School
spending
and
then
there's
typically
an
additional
percentage
that
the
municipality
voluntarily
gives
towards
education.
So
that's
the
general
context
for
funding
looking
at
this
year
to
give
some
idea
of
how
we're
spending
and
what
the
revenues
are
this
year.
This
Pie
shows
us
for
2023,
the
Chapter
70
in
red,
the
city
share
in
green
grants,
funding
and
revolving
funds.
This
pie
includes
the
covid
grant
funding,
that's
one-time
funding,
so
this
is
not
a
normal
pie.
G
You'll
see
the
grant
share
is
very
large
if
I
show
you
the
same
information
minus
the
covid-19
monies
you'll
see
the
big
shift.
The
amount
of
State
funding,
Chapter
70
becomes
a
much
larger
percentage
of
the
total
budget
and
our
grant
becomes
a
smaller
percentage.
We
typically
are
between
six
and
eight
percent
Grant
funded,
so
this
just
sort
of
shows
that
change
and
we
will
be
coming
to
the
end
not
too
far
in
the
future
of
our
covid-19
Monies.
G
Next
I
want
to
show
you
the
general
fund
history
from
2017
to
the
current
year,
2023.
from
2021,
2022
and
2023.
We
have
begun
to
see
the
monies
set
aside
as
part
of
the
student
Opportunity
Act.
These
are
funds
that
Chelsea
other
communities
around
the
state
really
worked
hard
to
have
the
legislature
fund.
For
us,
it
more
accurately
represents
low-income
students,
the
needs
and
ell
Learners.
With
this
trend
line,
you
can
really
see
how
the
last
three
years
have
been
on
a
different
Trend
in
years.
G
G
In
addition
to
that,
we
have
significant
funding
for
special
ed
tuition
for
students
that
are
going
to
out
of
District
Schools
transportation
facilities,
information
technology
and
supplies
Etc
accomplishments
over
the
past
couple
years
have
been
significant.
Now
that
we
are
back
in
school,
we
have
added
165
positions
between
fiscal,
22
and
23..
68
of
those
are
on
the
one-time,
covid
money
called
Esser,
Esser,
2
or
sr3
94
on
the
general
fund.
We
have
implemented
new
reading
curriculum
at
our
elementary
level.
G
We
have
new
math
curriculum
at
our
Middle
School
level,
and
additional
curriculum
selection
efforts
are
in
process.
It's
an
opportunity
using
these
one-time
Monies
to
get
state-of-the-art
curriculum,
the
best
that
there
is
on
the
market.
We
have
added
after
school
offerings,
requested
by
parents
of
almost
all
grades,
including
expanded,
our
four
kids.
Only
at
the
elementary
we're
adding
a
middle
school
program
with
them.
We
are
offering
tutoring
one-on-one
tutoring
virtual
for
students
in
the
middle
and
high
school.
G
Turning
to
the
Future
year,
fiscal
2024,
some
of
the
factors
influencing
the
revenues
and
expenditures
are,
we
have
had
an
increase
in
enrollment
between
21
and
22..
We
did
see
a
decrease,
as
many
communities
did
during
the
pandemic
years
and
the
year
right
after,
but
with
each
student
we
get
revenue
from
the
state.
G
We
have
year
three
of
the
student
Opportunity
Act.
We
have
the
sr3
funds
which
will
carry
us
through
fiscal
24
and
they'll
end
in
September.
That
year,
on
the
other
hand,
on
the
expenditure
side,
we
have
been
seeing
changes
in
student,
demographics
and
I'll
show
you
that
in
detail
in
a
little
bit,
we
always
have
step
and
cost
of
living
increases.
Health
insurance,
I
always
say
to
do
the
exact
same
thing.
You're
doing
now,
a
year
later,
costs
more
because
of
those
built-in
expense
cost
increases.
G
Transportation
costs
have
been
rising
for
outer
District
students,
utilities,
insurance
and
other
fixed
costs
which
we've
all
been
experiencing
in
our
household
budgets
and
what
we're
calling
a
potential
Esser
Cliff
for
fiscal
25,
where
our
one-time
monies
will
be
fully
utilized.
Yet
we
have
to
figure
out
how
to
accommodate.
For
that
going
forward,
I'm
in
terms
of
enrollment,
if
you
look
at
this
chart
from
2007
to
2022,
you
can
see
really
dramatic
increase
in
student
enrollment
between
2011
2013
2014..
G
G
G
Our
English
language
learner
population
has
also
been
increasing,
but
at
a
faster
rate
we
are
definitely
seeing
significant
numbers
of
newcomers
to
Chelsea
who
have
language
needs
to
learn.
English
the
yellow
line
at
the
top
is
the
low
income
percentage
and
where
you
can
see
in
2018
2019,
it's
actually
dipped.
We
don't
believe
that
the
share
of
low-income
students
has
changed
that
dramatically.
We
think
that
the
state
has
actually
listened
to
Chelsea
and
said
you
have
been
under
counting
our
low-income
students
for
a
number
of
years.
G
This
next
slide
is
a
more
detailed
look
at
enrollment
Trends
by
grade
band
and
the
forecast
for
next
year.
Our
forecast
process
is
a
three-year
forecast.
So
it's
not
it's
a
slight
downturn
from
where
we
are
today
because
we're
also
including
the
pandemic
year
and
the
forecast,
but
it's
mostly
at
the
same
level.
G
Oh
and
actually
we
are
at
6280
students
right
now
actually
last
week,
some
of
the
highlights
of
enrollment
change.
We
have
the
highest
high
school
enrollment
since
2003.
and
if
you
think
about
it,
the
high
school
opened
in
1996
the
addition
opened
in
2003-4,
so
we
have
more
students
now
than
even
when
the
blue
side
opened.
G
G
We
have
the
smallest
Middle
School
enrollment
since
2017,
but
it
was
still
larger
than
where
we
thought
we
would
be
a
year
ago
today
when
we
were
projecting
Middle
School,
and
we
have
a
large
cohort
of
students
that
are
currently
in
the
ninth
grade.
A
really
large
cohort
in
the
ninth
grade,
they're
followed
behind
with
a
very
large
eighth
grade.
So
as
I
just
said
that
the
high
school
was
at
the
largest
it
had
been
since
we've
been
tracking.
G
G
So
this
is
a
multi-part
table.
I'll
try
to
walk
through
slowly.
So,
as
I
said
at
the
beginning,
the
first
thing
the
state
does
is
determine
the
foundation
budget
for
all
children
who
live
in
Chelsea,
that's
broken
down
into
Chapter
70
and
the
city's
required
amount
of
spending.
You
can
see
that
here
you
can
see
23
which
we're
in
24
for
the
future
and
the
difference.
G
Then,
in
terms
of
Charter
School
school
choice,
the
state
does
provide
us
with
some
additional
revenue
for
Charter
School
tuition,
but
it
is
always
woefully
lower
than
the
actual
cost
of
students
that
are
going
to
the
charter
schools.
So
we
can
see
4
million
eighty.
Eighty
nine
thousand
is
the
new
revenue
for
Charter
School
students,
but
the
actual
cost
is
over
19
million,
so
it
does
help,
but
it's
a
net
reduction
in
the
amount
of
funding
available
to
these
numbers.
G
We
add
the
city
funding
for
things
that
are
not
net
School
spending
that
includes
our
yellow
buses,
our
intergenerational
literacy
program
and
some
other
items
that
the
school
committee
has
been
funding
for
years.
Our
share
above
the
minimum
and
indirect
cost
recovery,
which
are
monies
that
come
from
Grants.
G
G
A
little
bit
on
the
one-time
monies,
the
sr2
and
sr3
at
present,
the
end
date
for
all
spending
is
September
30
2024,
so
that
will
get
us
through
all
of
next
fiscal
year
and
the
summer
the
uses
that
have
been
approved
so
far
are
68
positions,
including
the
new
Chelsea
virtual
Learning
Academy,
high
quality
instructional
materials
after
school
and
summer
school
programming,
Mental,
Health
Services
for
students
and
significant
investments
in
our
HVAC
systems.
Our
buildings
are
now
26,
27
years
old
and
major
systems
start
to
fail
at
that
point.
E
Thank
you
so
as
a
reminder,
our
budget
priorities
are
to
strengthen
and
expand
for
equity,
and
this
includes
particularly
our
special
education
students,
our
students,
learning
English
social
emotional,
supports
curriculum
development
and
support.
We're
really
trying
to
accelerate
literacy
and
math
learning
and
we're
trying
to
reduce
teacher
to
student
ratio
as
well
as
teacher
Recruitment
and
Retention,
and
with
that
I'll
turn
it
right
back
over
to
Ms
lamboy.
G
Excellent
okay,
so
the
first
thing
that
we
do
before
contemplating
any
new
additions
is
to
look
at
our
Baseline
expenditures.
In
this
case,
our
cost
of
living
and
step
increases
are
estimated
about
4.3
million
dollars,
our
health
insurance
and
our
pension
contributions
at
3.2
million
dollars.
Our
special
ed
tuition
I'm
happy
to
report.
We
are
not
anticipating
an
increase
in
that
area,
that
is
a
cost
driver
for
a
lot
of
communities,
but
we
were
able
to
during
2020
prepay
one
million
dollars
of
tuition
which
we've
actually
accelerated
to
1.5.
G
G
Transportation,
on
the
other
hand,
has
been
a
significant
driver
this
year,
no
pun
intended
and
utilities
liability
insurance
Etc.
So
overall,
that's
8.8
million
dollars
of
the
number
I
had
said
previously
in
terms
of
new
spending
and
new
ideas
by
grade
band
for
our
Early
Learning
Center.
The
key
initiatives
for
2024
are
to
strengthen
special
education
supports
to
do
so.
G
To
do
so,
we
will
be
opening
an
additional
classroom
for
social
communication
or
Autism
program
and
a
classroom
that
had
been
a
half
year
that
would
open
in
January
is
actually
opening
at
the
beginning
of
the
school
year.
So
we
are
seeing
an
increase
in
students
at
the
lowest
grades
with
special
education.
Autism
needs
we're
proposing
a
teacher
coach
for
special
ed
inclusion,
that
coach
works
with
other
teachers
to
help
move
our
students
into
general
education
settings
or
support
them
within
general
education,
settings
and
paraprofessionals
for
social
communication
autism.
G
In
addition,
we're
starting
the
process
to
move
some
of
the
positions
off
of
Esser
onto
the
general
fund.
This
includes
a
educational
team
leader
and
a
social
worker
moving
off
of
the
grant
onto
the
general
fund,
and
we
will
be
reducing
one
kindergarten,
teacher
and
paraprofessional,
because
those
rooms
will
be
used
for
autism
at
our
elementary
schools
combined.
G
Here
we
are
proposing
four
teachers
for
foundational
English
language
Learners.
In
the
first
grade,
these
are
students
who
are
very
new
to
English
and
who
need
a
lot
of
support.
The
transitional
teacher
who
supports
the
students
who
have
a
higher
level
of
English
for
technology
teachers
to
teach
a
class
like
we
teach
art
like
we
teach
PE,
but
this
will
be
focused
on
technology.
G
G
G
We
will
be
opening
an
additional
social
communication
class
with
a
teacher
and
a
paraprofessional,
an
ell
teacher
for
students
with
interrupted
learning,
an
assistant
principal
of
operations
and
apparent
liaison.
Who
will
help
with
the
communication
between
the
school
and
the
parents,
with
such
a
large
student
body,
transferring
from
the
grant
to
the
general
fund,
a
social
worker,
a
social
communication
teacher
and
two
paraprofessionals
for
special
education?
G
Our
instruction
and
assessment
team
who
really
drive
the
curriculum?
Key
initiatives
are
to
continue
to
accelerate
learning
and
literacy
and
math
and
culturally
responsive
and
high
quality
curriculum
here,
we're
proposing
to
add
a
coordinator
for
Visual
and
Performing
Arts.
That
would
be
our
art,
our
music,
our
band
and
a
coordinator
for
early
college
and
high
school
graduation.
G
We
will
be
reducing
one
director
and
one
coordinator,
so
this
is
and
one
position
at
the
parent
information
center.
So
this
is
all
net
neutral.
On
this
page,
I'm
close
to
the
end
in
special
education.
Key
initiatives
are
strength
and
special
education
supports
we're
proposing
one
coordinator
for
related
services
that
refers
to
our
speech-language
Pathologists,
our
otpt.
We
have
about
16
and
this
would
actually
be
a
first-time
supervisor
for
that
team
transfer
from
the
grant
to
the
general
fund.
The
assistant
director
of
special
ed
and
three
speech,
language,
pathologists,.
G
Only
at
the
elementary
level,
we
are
adding
funding
for
student
workers,
our
high
school
students
are
hungry
to
have
jobs,
and
we
will
be
offering
some
funding
for
for
student
workers
in
the
grant.
We
will
be
adding
fifth
to
six
for
kids,
only
and
tutoring
for
struggling
students,
other
district-wide
initiatives,
teacher
Recruitment
and
Retention,
and
ongoing
operations
within
our
HR
department.
We
have
started
the
teacher
to
pair
para
to
teacher
pipeline.
We
are
going
to
now
it's
really
very
robust.
G
We
have
a
lot
of
participation,
proposing
HR
Specialists
to
manage
that
program
and
a
new
HR
specialist
for
new
teachers
to
help
support
our
new
teachers
so
that
they
stay
with
Chelsea
and
the
Investments
we
make
in
year,
one
transfer
into
year,
two
and
hopefully
a
full-time
permanent
career
coordinator
for
equity
and
excellence
transfer.
The
pick
director
to
the
general
fund
and
one
building
maintenance
man
at
the
Early
Learning
Center
lots
of
little
kids
and
lots
of
furniture
to
clean.
G
Okay,
summary
on
this
table
shows
by
sort
of
grade
band,
The
additions
and
then
the
offsetting
reductions
and
then
the
movement
from
the
grant
onto
the
general
fund.
You
can
see
about
20
positions
in
this
budget
are
recommended
to
effectively
become
permanent
by
moving
them
to
the
general
fund.
That
leaves
us
with
approximately
another
40
positions
that
are
still
on
sr3.
That
will
be
a
2025
challenge
for
us
and
you
can
see
we
added
about
40
positions
new.
G
G
G
G
C
Yes,
thank
you
so
much
for
this
presentation.
I
really
appreciate
all
the
work
that
you
guys
do
and
for
putting
this
together
for
us,
my
my
thoughts
and
my
questions
are
regarding
the
classroom
size
and
your
goal
for
reducing
the
teacher
to
student
ratio.
Can
you
break
that
down
for
me
a
little
more
and
how
that
will
look
like
in
terms
of
numbers.
G
Sure
one
of
our
greatest
constraints,
right
now
is
space.
We
are
every
classroom
is
full.
We
have
converted
other
spaces
into
classrooms.
We
have
converted
storage,
closets
into
offices.
We
are
really
maximized
on
space
so,
where
other
districts
might
talk
about
class
size
reduction
because
they
may
have
an
extra
room,
so
they
can
split
a
class
in
half.
We
don't
have
the
ability
to
do
that.
So
what
we
do
is
offer
additional
adults
in
the
classroom
so
that
they
can
break
them
out
into
small
groups
within
the
classroom.
G
So
in
a
classroom,
let's
say
the
elementary
you'll
have
the
classroom
teacher.
You
may
also
have
an
inclusion
teacher
who's
pushing
in
to
help
the
students
who
have
IEPs.
You
may
also
see
an
ell
teacher
also
pushing
in
to
work
with
the
students
that
have
are
learning
English,
plus
a
paraprofessional
Etc,
so
we're
able
to
quote
reduce
class
size
by
having
additional
adults
in
the
classroom.
G
It
varies,
I
would
say
at
the
elementary
we've
got
about
22
to
24
per
classroom
right
now.
The
middles
in
the
low
20s,
the
high
school
is
larger,
partially
to
make
sure
kids
can
get
all
the
credits
that
they
need.
They
can
go
up
to
25
28,
but
we
have
a
contractual
maximum
with
the
teachers
union
that
we
can't
exceed.
C
What
does
that
look
like
in
terms
of
Middle
School,
in
particular
I
know
that
there
have
been
a
lot
of
parent
concerns
around
fight
and
what
happens
after
school,
but
I'm.
Wondering
then
like.
Does
that
also
translate
into
the
school
during
the
day?
Do
you
are
you
seeing
these
behaviors
and
how
are
you
guys
dealing
with
the
social
emotional
support
services
to
tackle
on
that
stuff?.
G
G
So
we
have
more
staff
now
to
support
our
kids
than
we
did
and
and
it's
needed
right,
they're
they're,
coming
back
with
heavy
emotional
loads
that
they're
they're
grappling
with
this
budget
makes
those
all
of
the
social
workers
permanent
and
all
of
the
counselors
permanent
I
think
really
showing
her
investment
in
making
sure
we're
we're
addressing
the
social
emotional.
But
I
will
turn
over
to
you.
E
Yeah
in
terms
of
what
it
looks
like
so
in
order
to
provide
those
Services,
you
need
the
people
first
and
foremost,
but
you
also
need
structures
in
the
buildings
to
to
be
able
to
provide
that
support
So
in
terms
of
like
when
we
have
kids
doing
things
that
we'd
prefer
them
not
to
be
doing
like
fights
after
school.
We
do
try
to
take
a
restorative
approach,
so
in
order
to
do
that,
we
need
people
trained
in
in
that
field.
E
So
what
will
happen
is
if
we,
if
we
have
a
fight
after
school,
that
we
find
out
about
and
we've
had
a
few,
unfortunately,
usually
the
principals
will
catch.
Wind
they'll,
take
the
kids
in
in
the
morning
and
then
find
out
what
happened
turn
it
over
to
the
support
people
so
that
they
can
go
into
various
approaches
to
dealing
with
this.
Ultimately,
we
always
try
to
get
to
the
point
where
we
can
restore
the
damage
that
we've,
that
that
has
been
done
by
doing
mediation,
some
restorative
circles.
E
Sometimes
it's
having
the
kid
be
able
to
just
have
someone
to
talk
to
off
to
the
side,
and
then
we
also,
we
have
some
kids
who
have
educational
plans
that
require
these
Services
as
well.
So
if
it's
written
into
their
individualized
education
plan
or
IEP,
it
might
say
that
they
see
the
social
worker
once
a
week
for
30
minutes
and
that's
a
little
bit
more
of
a
formalized
process.
So
we
have
a
wide
spectrum
of
services
and
how
we
use
those
people.
The.
H
H
G
So
I
heard
two
questions.
First,
I
would
say
that
all
of
the
positions
that
we're
proposing
do
reflect
the
Strategic
action
plan
in
terms
of
supports
for
equity,
for
students
with
special
needs
and
students
with
English
language
learning
needs.
We
are
in
that
continuing
to
expand
after
school
offerings,
more
seats
and
more
offerings
themselves.
That's
another
way
to
help
reduce
the
the
fights
as
well.
If
we
have
the
kids
occupied
in
the
afternoon,
so
I
do
feel
like
I
would
be
hard-pressed
to
find
something
that
wasn't
like
right
on
the
plan
and
that's
been
Dr.
G
Beta's
focus
is
to
implement
the
Strategic
plan,
then.
The
second
question
was:
apologies
related
to
social
emotional.
So,
in
addition
to
the
Staffing,
which
we
talked
about
the
counselors
and
the
social
workers,
we
also
have
Telehealth
offerings
where
students
can
be
assigned
to
work
with
a
counselor
remotely.
It's
been
a
big
hit.
We
have
some
arpa
money
that
the
city
has
granted
us
that
will
be
for
additional
Telehealth
and
just
trying
to
wrap
these
kids
around
with
adults
that
care
about
them.
G
H
I
I
I
Comments
so
so
my
question
has
to
do
with
your
statement
that
somehow
we're
getting
the
more
funding
from
the
state
on
the
low
income
people.
Can
you
just
please
explain
that
because
I
know
that
you
know
you're
talking
about
us
being
under
counted,
but
can
you
just?
Can
you
just
explain
how
that
happens,
and
is
that
the
part
of
the
Chapter
70.
G
Certainly,
the
legislation
changed
the
state's
formula
to
acknowledge
that
students
who
have
are
low
income
and
who
are
English
language
Learners
and
who
have
special
needs,
have
additional
needs
than
other
students
that
may
just
be
in
general
education
that
was
adopted
by
the
legislature,
with
advocacy
for
Chelsea
we're
now
seeing
really
the
fruit
of
that.
Where,
for
each
student
that
is
identified
in
these
categories,
there
is
a
little
supplement
that
is
built
into
the
budget
that
the
state
gives
us.
So.
G
In
years
prior,
there
was
a
supplement
for
low
income.
However,
the
way
that
the
state
did
the
matching
was
exclusively
on
the
Mass
health
database
and
a
number
of
our
families
may
have
maths
health
for
one
to
two
years
and
then
fall
off,
and
so
we
also
advocated
on
that
to
say:
can
you
not
look
at
other
measures
to
identify
low-income
and
they
have
implemented
that.
I
Do
you
understand
what
I'm
saying
I
mean
we
we
get
short
Changed
by
the
state,
because
we
have
more
people
that
are
actually
counted
in
in
in
in
Chelsea.
So
this
was
a
way
for
them
to
to
give
us
extra
money
to
try
to
make
up
for
that,
because
there's
no
way
to
be
precise
about
that.
Is
that
correct,
I.
I
G
Well,
I
do
know
it
was
before
my
time
and
speaking
to
some
of
the
staff
that
2014-2015
there
was
a
huge
in
migration,
a
lot
of
unaccompanied
minors
and
that
has
sort
of
lifted
the
floor,
I.
Think
of
where
Chelsea
is
at
and
now
we're
sort
of
at
this
different
level.
That
is
sustaining
itself
in
terms
of
newcomers.
I
E
J
J
Yeah
everybody
else
talks
here
to
Mike
too
I.
Guess,
okay
good
evening,
I
have
a
couple
of
questions.
I
would
like
to
begin
by
saying:
I
am
a
supporter
of
your
school
system
I'm,
a
supporter
of
everything
you
do
for
the
children,
but
I'm.
Also
a
supporter
of
the
people
that
live
in
our
city.
How
about
your
budget
is
more
than
a
city
budget
that
has
to
be
I
know.
Chapter
70
gives
you
money,
we
have
from
what
I
see
here.
The
attendance
of
the
children
has
gone
down.
It
hasn't
increased
the
school.
J
G
A
couple
of
points
so
one
the
snapshot
that
the
state
uses
to
determine
enrollment
is
always
October
1st
or
the
closest
school
day.
October
1st
Chelsea,
historically
has
enrollment
increases
all
the
way
through
to
the
end
of
the
year,
which
is
why
today
we
are
more
than
120
students
higher
than
the
October
figure.
Yet
that's
what
they
do
for
the
money.
So
that's
the
number
that
we
use,
but
we
are
actually
on
up
turn
after
the
kind
of
little
toggle
during
the
pandemic.
G
We
are
definitely
seeing
an
increase
whether
it's
going
to
continue
as
an
increase
or
level
off
is
yet
to
be
certain,
but
at
least
at
the
moment
we
are
not
at
risk
of
having
a
significant
decrease
in
students,
so
that
gives
us.
You
know
a
sense
that
we'll
have
a
level
Level,
Playing,
Field
or
a
level
Revenue
stream
going
forward
with
maybe
some
minor
adjustments,
but
it
it
appears
to
be
pretty
level
now
at
the
6200
Plus
numbers
of
students.
J
G
That
are
working
in
after
school
programming
in
the
reach
program,
different
activities,
they're
working
with
some
of
our
elementary
kids
after
school.
So
it's
it's
a
way
for
them
to
get
job
training
it's
a
way
for
them
to
get
a
little
bit
of
money.
We
have
historically
gotten
Grant
funds
for
that,
but
that
seems
to
have
largely
dried
up,
so
we're
putting
a
little
bit
of
general
fund
into
that.
It's
not
a
significant
amount.
G
F
G
So,
thank
you.
That's
a
really
fundamental
question
that
we
have
been
talking
with
Dr
abata
about
which
is:
how
do
we
avoid
this
Cliff
right?
We've
added
reading,
Specialists
and
math
Specialists
and
other
you
know
important
positions
and
we
don't
necessarily
want
to
lose
all
of
them.
So
this
year
expenditure
recommendations
are
taking
into
account
that
next
year
we
are,
we
are
going
to
have
an
additional,
probably
40,
positions
that
we're
going
to
have
to
figure.
F
Next
year,
okay
and
the
other
question
I
had
is-
was
related
to
the
virtual
Learning.
Academy
I
was
working
with
a
couple
of
the
councils,
with
some
middle
schoolers
over
at
the
brown
school
and
some
of
the
girls
that
I
was
working
with
I
realized
that
I
was
meeting
with
them.
Getting
to
know,
I
realized
that
they'd
have
like
these
small
behavioral
issues
and
they
were
automatically
transported
over
to
the
virtual
Learning,
Academy
and
I'm
curious.
We
know
that
we
have
a
huge
Mental
Health
crisis
going
on
this
community.
F
We
know
that
our
young
people
have
suffered
significantly
I'm
very
concerned
about
us
them
falling
through
the
cracks,
because
we
know
that
kids
are
not
learning
the
same
through
virtual
as
much
as
we
wanted.
We
know
we
want
to
try
to
meet
their
needs.
They're,
not
really
learning,
to
the
same
extent
that
they
would
in
the
classroom
so
I'm
a
little
concerned
about
those
kids
and
I
would
like
some
data
around
that
and
I
recognize.
E
So
first
off
I'll,
say:
I
spoke
to
a
student
this
morning
at
the
Virtual
Academy
and
she
is
actually
completing
her
high
school
credits
simultaneously
with
completing
early
college
credits
and
by
the
end
of
this
semester.
She's
in
her
junior
year,
she
will
have
completed
her
full
freshman
credits
in
college
by
the
end
of
this
year.
So
we're
super
excited
about
that.
E
F
I
understand
that,
but
I
think
sometimes
parents
feel,
like
they're
hand
retired,
and
so
it
when
it
becomes
too
much
of
a
handful
in
the
regular
school
setting,
because
I'm
telling
you
I'm
working
with
a
group
of
young
girls
within
your
schools
and
when
I
go
there's
at
least
five
of
them
that
are
no
longer
in
the
school,
because
they're
in
a
virtual
program.
So
I
just
I
just
want
to
make
sure
that
look
things
happen,
and
sometimes
I
was
one
of
those
kids
that
had
to
try
all
those
alternative
schools.
F
I
get
it
I
just
want
to
make
sure
that
they're
not
falling
through
the
crack
that,
with
all
these
Mental
Health
Counselors
and
all
the
Investments
we're
making
in
the
school
that
we're
not
forgetting
that
we're
not
allowing
those
kids
to
fall
through
the
crack.
I
was
one
of
the
kids
that
fell
to
the
cracks.
E
Okay,
I
I
would
say
I'm
confident
that
we're
not
letting
them
fall
through
the
cracks.
We
actually
have
the
smallest
teacher
to
student
ratio
in
our
whole
District
at
the
Virtual
Academy
it's
about
10
students
per
class
and
they
have
plenty
of
opportunities
to
come
in
in
person.
The
principal
is
very
Hands-On
I
recognized
at
the
time,
so
I
would
say
we're
really
proud
of.
What's
going
on
there,
I
can
talk
to
you
further.