►
From YouTube: School Committee Meeting 10-3-19
Description
Chelsea Public School
A
A
A
B
A
Any
objections,
okay,
so
motion
to
move
out
of
order.
We're
gonna
go
down
to
new
business
consideration
and
action
to
approve
the
memorandum
of
agreement
between
the
Chelsea
School
Committee
and
United
Steel
Workers
Union,
Local,
942,
7-1
school
nurses,
a
nurse's
aide
unit,
effective
July,
1st
2019
through
June
30th
2022.
The
agreement
between
the
Chelsea
School
Committee
in
the
United
Steel
Workers
Union
Local
9:42
7-1,
was
ratified
by
the
Union.
C
C
C
B
E
F
I
get
to
share
with
you,
so
I'm
gonna
go
ahead
and
just
share
a
little
bit
of
what
I've
been
doing
so
as
part
of
my
entry,
dr.,
Burke
and
I
have
been
really
been
working
on
transition
and
what
the
organization
should
be
and
looks
like
so
right
here
on
the
first
slide,
you
can
see
the
organizational
chart
where
we
have
the
administration
and
finance
and
all
the
departments
that
come
under
the
director
administration
and
Finance.
This
superintendent
for
teaching
and
learning
still
remains
the
same.
F
The
assistant
superintendent
for
student
services
is
a
little
different
and
I'm
gonna
go
into
detail
and
the
next
slide
on
that
one
and
the
HR
director
is
now
gonna,
be
a
direct
connect
to
me
or
in
the
future.
It's
actually.
We
HR
is
already
a
direct
connect
to
dr.
Burke,
and
we
we
did
that
because
HR
needs
really.
We
believe
that
HR
needs
to
be
kind
of
close
to
us.
There's
a
lot
of
personnel
issues
that
come
up.
F
F
Superintendent
for
teaching
and
learning
you
can
see
the
superintendent
for
teaching
and
learning
so
remains
the
same,
and
then
our
assistant
superintendent
for
student
support,
I'm
gonna,
take
this
opportunity
to
introduce
Adams
a
lady
who
will
be
our
new
assistant
superintendent
for
student
support,
so
Adam
welcome
and
then
after
the
presentation,
I'll
ask
you
to
come
up
and
say
a
few
words.
So
we
are
thrilled
to
have
Adam
with
us.
F
He
is
currently
still
the
principal
at
the
Berkowitz,
but
will
be
joining
us
in
a
couple
couple
of
weeks,
so
an
animal
he'll
be
sued
over
central
office
updates,
along
with
Monica
special
education,
English
language,
learners,
federal
and
state
grants,
guidance
services,
Social,
Work,
social-emotional
learning
at
a
school
time
in
summer
school.
The
intergenerational
literacy
program,
the
parent
information
center
school
nursing,
school
attendance,
student
discipline
in
home
schooling.
So
this
is
his
portfolio.
F
G
Hi,
thank
you.
I'll.
Be
brief.
I
just
want
to
thank
everyone
for
the
opportunity
here.
I'm
gonna
put
my
heart
and
soul
into
this.
It's
gonna
be
really
important
to
me.
I,
look
forward
to
working
with
you
all
very
closely.
I
do
have
a
lot
of
learning
to
do
and
I
want
to
acknowledge.
Sara
Kent
who's
been
so
helpful
already
and
I
know
she's
going
to
continue
to
be
really
helpful.
She's
promised
me
I
also
want
to
acknowledge
dr.
Burke
I've
been
really
lucky
in
my
career.
G
It
seems
that
my
whole
career
I've
been
near
some
dynamic
leader
that
I
can
learn
from
so
coming
back
to
Chelsea
I've
had
the
opportunity
to
work
so
closely
with
dr.
Burke
and
it's
been
a
real
transformative
experience
for
me.
She
has
such
a
unique
mind
for
education
that
it's,
it's
really
helped
develop
my
leadership
skills,
but
that
said
in
my
brief
time,
knowing
dr.
G
Abeyta
I
have
a
feeling
that's
not
going
to
change,
because
she
also
has
such
a
wealth
of
experience
and
knowledge
and
somehow
in
such
a
short
time,
she
already
feels
like
part
of
the
Chelsea
public
schools
family.
It's
like
she's,
been
here
for
years,
I'd
be
remiss
if
I
didn't
acknowledge
the
difficult
transition
that
I
have
to
go
through,
leaving
the
Berkowitz
school
is
really
hard
for
me.
G
I've
had
the
pleasure
of
watching
a
really
talented
and
dedicated
staff,
get
better
and
better
each
year,
I've
gotten
to
know
lots
and
lots
of
wonderful
families,
and,
most
importantly,
you
know
I
struggle
with
knowing
that
I'm
not
going
to
be
seeing
those
kids
every
single
day
so
that
it
has
been
hard
for
me.
But
that
said,
I
also
want
to.
Let
you
guys
know
that
my
replacement
Shaun
Simpson
a
real
dynamic
leader.
We
have
a
strong
leadership
team.
Monica
Caporal
is
in
the
audience
here
and
Shaun
is
a
dynamic
leader.
G
F
Thank
You
mr.
Delaney,
its
I'm,
looking
forward
to
working
with
you
and
having
you
on
the
cabinet
team.
So
next
I
would
like
to
ask
Sean
to
come
up
and
say
a
few
words
as,
as
mr.
Delaney
said,
he
will
be
interim
principal
at
the
Berkowitz.
Sean
has
been
in
the
district
for
many
years
as
currently
the
e
L
direct
coordinator,
and
we,
of
course
look
for
talent
from
within
and
without
and
it's
nice
to
know
that
we
have
so
much
talent
in
chelsea,
public
schools
and
that's
what
I
have
seen
I
that
to
dr.
F
burke
and
her
vision
for
leadership
and
building
a
pipeline
of
leaders.
So
that
way
we
can
continue
the
work
that
is
happening
here,
because
it's
such
good
work
and
there
really
is
as
being
called
the
Chelsea
way,
which
I
have
quickly
learned,
and
we
chelsa
fight
a
lot.
And
it's
it's.
It's
solid
work.
It's
solid
work,
it's
work!
That
is
about
instruction,
and
so
so
we
don't
skip
a
beat.
We
have
mr.
Simpson
taking
over
at
the
brook
wits,
so
I'm
going
to
invite
him
up
to
say
a
few
words
as
well.
H
Good
evening,
everyone
thank
you
so
much
and
good
evening
to
everyone
at
home.
It's
a
great
honor
for
me
to
have
the
privilege
of
leading
the
Berkowitz
School.
In
my
time
there
just
this
week,
I
have
been
welcomed
and
supported
by
teachers,
students
I,
had
students.
Hugging
me
upon
meeting
me
in
the
announcement.
It
was
a
great
feeling.
H
I
mean
one
of
the
most
amazing
things
that
I
was
able
to
experience
this
week
is
just
at
a
lunch
and
to
oversee
the
collection
of
teachers,
paraprofessionals
custodial
staff,
the
cafeteria
workers,
security,
administrators,
everyone
working
together.
Just
just
to
have
that
experience.
It
was
really
special
to
see
Matt
and
I
look
forward
to
being
there
every
day
and
doing
the
best
that
I
can
for
for
the
committee,
the
community
and
obviously
the
students.
Thank
you.
A
You
I
just
want
to
say
that
I'm
excited
for
you
guys,
mr.
the
lady,
mr.
Simpson,
that
you
guys
get
the
opportunity
within
the
district
to
grow
in
your
career
and
I.
Think
that
will
show
other
teachers
that
you
know
there
is
growth
within
our
district
and
that
could
be
an
incentive
to
stay
and
I'm
excited
that
dr.
Abeyta
in
her
talks
and
walking
around
that
she
saw
the
talent
that
we
do
have
and
that
she's
working
towards
growing
more
our
leadership
team.
So
again,
congratulations.
I
Welcome
now,
to
the
other
side
of
the
team
that
you're
gonna
be
working
with
this
creminis
rated
team
and
don't
feel
bad
that
you're
not
gonna,
only
gonna
be
able
to
support
Barre
chords,
now
you're
gonna
be
able
to
support
the
whole
schools.
District
and
I
know
that
we're
gonna
be
having
you
for
a
long
time.
I
J
Great
pleasure
to
vote
for
mr.
lady,
the
families
are
well
known,
family
in
the
city
of
Chelsea.
The
roots
are
here,
and
there
was
an
old
old
saying
that
I
never
forgot
about,
and
it
was
Chelsea
jobs,
but
Chelsea
qualified
people
and
you
certainly
I
qualified
I,
wish
you
nothing
but
the
best.
Thank
you.
K
Another
telling
how
many
years
I've
known
you
so,
but
we
go
back
a
long
way
from
the
Burks
school.
Even
when
you
were
in
school.
You
were
a
good
kid
and
you
knew
what
you
were
gonna
do
for
the
future.
Well,
you
were
bad
sometimes,
but
thanks
to
your
mother
and
father,
that's
why
you're
up
here
honey.
They
made
sure
they
kept
track
of
everything
you
did
and
made
sure
you
got
a
good
education
and
I'm
very
proud
of
you.
Sean
welcome
aboard
the
big
shoes
to
fill,
but
I
know
you
can
do
it.
A
E
First
of
all,
I
couldn't
be
more
pleased
with
dr.
beta's
choices
for
a
short
time.
Adam
lost
his
way
and
actually
went
to
Revere
and
worked
in
the
Revere
public
schools,
but
he
saw
the
light
and
came
back
to
Chelsea
and
we
were
very
happy
to
have
him
back
and
then,
when
he
came
back,
though,
he
brought
us
a
really
unbelievably
dedicated
and
wonderful
assistant
principal
in
Monaca,
copper
alley.
So
I
just
want
to
acknowledge
her
presence
here
today.
E
J
E
E
She
will
be
reporting
on
our
MCAS
results.
If
you
remember
at
the
retreat,
I
said
they
were
embargoed
and
we
weren't
able
to
give
you
the
results,
we're
very
pleased
in
most
places,
if
not
just
across
the
board.
We've
seen
some
really
good
strong
results.
We
still
have
some
areas
to
work
on,
but
we're
never
done
working
as
a
school
district
to
improve
so
she'll
walk
us
through
the
data
great.
L
Good
evening,
everyone
tonight
I
am
going
to
actually
hold
on
I'm
gonna
start
with
our
district
accountability
results.
We've
seen
some
growth
and
it's
gonna
be
a
pleasure
to
tell
you
about
it
this
evening.
As
you
know,
we
take
a
lot
of
standardized
tests
in
the
district
and
those
all
filter
into
our
accountability
rating.
In
the
past
we
had
ratings
of
level,
1
2,
3
4,
and
the
system
shifted
last
year
and
we've
been
talking
a
lot
in
our
retreats
and
things
about
what
the
indicators
are
that
create
that
accountability
status.
L
I
know
you've
seen
this
before,
but
just
to
remind
you.
These
are
all
the
different
indicators
that
are
used
to
that.
We
are
held
to
in
our
accountability
rating
and
they
achievement
growth,
high
school
completion,
English
language
proficiency
and
then
some
additional
ones
which
include
our
attendance
rates,
and
things
like
that
I
did
put
on
there.
The
percentages
that
those
hold
you'll
notice
that
both
high
school
completion
and
achievement
there
is
a
range
because
if
you're,
not
a
high
school,
you
don't
have
the
high
school
things
and
you
have
more
achievement.
L
There
are
two
pieces
that
are
requiring
assistance
or
intervention,
and
then
there
are
five
options
for
not
requiring
assistance
and
intervention,
and
this
year
as
a
district,
each
school
gets
a
rating
like
this,
but
as
a
district
combined,
we
are
falling
in
the
substantial
progress
towards
targets
which
actually
our
percentage,
which
I'll
talk
about
a
bit
is
63
percent,
so
we're
solidly
in
that
range
and
we
have
grown
from
last
year.
12
points.
E
So
before
we
move
on
I
want
you
to
take
a
look
at
that
screen.
On
the
right
hand,
side
is
your
lowest
score,
so
you
have
the
right
hand,
side
the
left
hand
side
way.
On
the
other
side,
the
left
schools
for
recognition,
that's
the
highest,
that
you
can
be
take
a
look
at
Chelsea
and
be
really
really
proud
of
the
work.
That's
gone
into
this
okay,
okay,.
L
So
school
by
school
you'll
see
the
district
at
the
bottom,
with
the
63%
that
I
was
just
explaining,
but
school
by
school
we've
seen
some
real
growth.
We
have
one
school
that
is
meeting
or
exceeding
targets
which
means
they're
over
here,
and
we
also
have
four
schools
that
have
substantial
progress
towards
targets
like
the
district
and
then
three
schools
that
have
moderate
progress.
So
if
you
look
back
here,
we
don't
have
any
schools
here,
lower
or
lower
right.
L
You
also
note
at
the
bottom
that
the
EEOC
and
the
Chelsea
Opportunity
Academy
have
insufficient
data
at
this
time.
The
Chelsea
opportunity
Academy
was
small
and
new,
and
the
ELC
doesn't
have
standardized
testing
that
they're
held
to
so
accountability.
Percentile
is
how
we're
doing
against
all
the
other
schools
in
our
in
the
different
buckets
in
the
state.
So
elementary
schools
and
middle
schools
are
lumped
together.
High
schools
are
on
their
own
and
you
can
see
that
we
are
in
different
ranges.
Our
elementary
schools
are
not
requiring
assistance
or
intervention.
L
L
So
a
couple
of
pieces
of
significant
data
that
you
may
enjoy
so
Chelsea
was
along
with
14.
Other
urban
districts
achieved
the
highest
categorization
of
any
urban
district,
which
was
that
substantial
progress.
Nobody
made
it
to
that
last
category
in
the
urban
urban
districts.
Also,
our
lowest
performing
student
category
grew
significantly
in
five
school
of
five
of
our
eight
schools.
It
groove
between
fifteen
and
thirty
four
percentage
points.
Two
schools
remain
the
same,
and
only
one
school
declined
slightly
and
our
English
language
learner
population
did
really
well
and
grew
thirteen
points.
L
So
everybody
likes
a
little
competition.
I
do
anyway.
So
when
comparing
us
to
the
other
districts
in
the
five
d
PE,
which
is
always
fun,
you'll
see
that
in
2018
we
were
about
nine
points
behind
the
highest.
Achieving
district,
but
in
2019
were
17
points
ahead
of
the
next
district,
so
we
had
the
most
growth
and
we
now
have
the
highest
cumulative
criterion.
Reference
percentage
of
the
five
districts,
which
is
something
to
be
very
proud
of
so
I'm
gonna,
move
on
to
M
Cass.
But
before
I
do
do
you
have
any
questions
about
accountability.
A
L
There's
two
there's
two
different
measures:
one
is
our
criterion
reference
percentile,
which
is
about
how
they
set
targets
for
us
to
grow
to
right,
so
they
set
all
these
targets
and
then
they
measure
how
much
whether
we're
growing
to
those
targets
above
those
targets
below
those
targets.
The
right
is
growing
above
their
targets.
They
are
growing
wonderfully.
L
L
L
Any
other
questions
on
accountability:
okay,
okay,
so
M
cast
as
a
district.
We
are
going
to
do
a
little
bit
of
a
deeper
dive
in
a
few
minutes
into
the
high
school,
but
just
as
a
district
I
wanted
to
give
you
some
numbers.
So
as
a
district
in
our
ela,
the
state
target
to
have
a
mean
an
average
student
growth.
Percentile
is
50
and,
as
you
can
see
in
two
of
ours
in
two
of
our
grades,
we
are
above
that
one
grade.
We
are
I'm,
gonna,
say
two
grades,
because
forty
nine
point
nine
to
me.
L
It's
close
enough
in
two
grades.
We
are
equal
to
it
and
we
are
very
close
in
the
other
two
grades.
You'll
also
notice
that
grade
10
last
year-
I-
don't
know
if
you
know,
but
last
year
I
had
to
sort
of
report
the
high
school
very
differently
because
it
was
taking
the
old
test.
Now
we
can
include
it
in
the
data
along
with
grades
three
through
eight,
because
they
are
taking
and
past
2.0
in
ela
and
math,
so
percentage
of
students
meeting
or
exceeding
expectations.
L
The
black
bar
here
is
the
state,
and
each
year
you
can
see
we
are
making
steady
gains.
We
have
a
long
way
to
go.
We
are
not
reach
even
where
the
state
is
achieving.
However,
as
you
can
see
from
green
to
yellow
to
red
from
17
18
to
19,
we
are
growing
consistently
in
all
grades
in
math.
Again,
the
target
is
50
for
growth
and
in
grade
four
we
exceeded
that
and
in
grade
10
we
were
extremely
close
as
a
district
and
in
grade
six
we're
doing
quite
well
grade
five.
L
L
L
So
some
of
my
colleagues
are
going
to
be
so.
You
know
taking
pieces
of
this
presentation,
but
I'm
gonna
start
us
off
and
then
they
will
introduce
as
we
go.
So
this
is
a
present
you
want
to
introduce
your
colleagues
before
you
start
sure
sure
Michelle
slaughter
green
is
the
human
literacy
and
humanities
coordinator
grades
5
through
12
Christina
Cardella
is
the
stem
coordinator,
meaning
science,
technology,
engineering
and
math
from
grade
7
through
12
and
Sean,
who
is
taking
on
a
new
role,
but
I
he's
gonna
still
talk.
L
El
tonight
is
the
ell
coordinator
for
the
district
for
another
few
minutes.
So
we
presented
this
as
a
team
to
the
Chelsea
High
School
admin
progress,
monitoring
team,
which
is
about
25
instructional
leaders
at
the
high
school
that
gets
together
six
times
a
year
in
order
to
see
how
we're
making
progress.
So
the
good
news
is
the
boulder
is
starting
to
roll.
L
We
a
lot
of
us
that
have
been
working
on
this
for
a
really
long
time,
have
felt
that
we've
been
pushing
against
that
rock
like
Sisyphus
for
a
really
long
time
and
it's
starting
to
move,
and
it
feels
really
good-
and
we
remember
that
this
is
a.
This-
is
a
conglomeration
of
many
years
of
work.
This
actually
started
way
back
in
2011.
When
we
had
a
Nellie
Mae
grant
and
we
had
redesign
grant,
then
we
planned
the
big
level
three
turnaround
grant
and
then
we've
implemented
it
for
two
years.
L
E
I
may
Sarah
one
of
the
things
we
said
to
the
team
at
Chelsea
High
when
we
talked
about
that
slide,
was
the
fact
that
we
stand
upon
the
shoulders
of
the
leader
that
has
come
before
us
and
so
in
2011.
That
was
the
first
grant
we
went
after
then
we
went
after
another
grant
and
another
grant
and
another
grant,
but
we
really
you
know
this
deep
transformational
change
doesn't
happen
in
one
day
one
week,
one
year
it
takes
place
over
a
stream
of
years
and
you
do
it
one
little
piece
at
a
time.
E
L
We
had
celebrations
and
so
big
picture
at
the
high
school
we
met
or
exceeded
our
targets
in
five
out
of
12
of
those
indicators
that
have
explained
to
you
as
compared
to
only
to
last
year
and
are
all
students,
our
lowest
performing
student
subgroup,
increased
15
percentage
points,
as
did
our
all
students.
So
it's
not
surprising
that
overall,
therefore,
we
increased
15
percentage
points,
which
was
a
big
wow.
It's
a
lot!
That's
that's
a
big
improvement.
L
Schools
have
had
a
year
of
hell
hold
harmless,
but
in
the
high
school
you
can't
do
that,
because
kids
need
to
graduate
and
you
need
to
say
whether
they
are
a
comp.
You
know
they
have
their
competency
determination.
So,
just
in
this
transition
time
the
state
is
messing
with
the
cut-offs
for
where
the
competency
determination
is
so
you'll
see
on.
The
left
here,
for
example,
in
ela
officially
from
440
to
469,
is
not
meeting
expectations.
However,
during
this
transition
time,
all
these
kids
that
get
scores
in
this
yellow
are
getting
a
competency
determination
in
math.
L
L
So
if
you
look
at
competency
determinations
and
you
look
at
our
proficiency
bands,
you'll
see
that
we
had
a
big,
a
significant
jump
in
advanced
kids
or
kids
that
are,
you
know,
exceeding
expectations
in
ela
and
we
had
a
significant
drop
in
the
number
of
kids
that
were
in
warning
or
not
meeting
expectations
in
math,
so
to
speak
about
math
speaking
is
Christina
Cardella.
Our
stem
coordinator.
M
Speak
about
math,
you're
gonna
see
a
lot
of
success
and
I'm
gonna.
Try
to
point
it
out,
I'm
so
that
it's
clear,
but,
as
you
can
see,
we
exceeded
the
target
for
achievement.
You
can
meet
targets.
We
exceeded
the
target,
so
that's
much
better
than
just
meeting.
If
you
look
at
the
CPI,
we've
been
stuck
in
the
60s
and
we
are
in
the
70s
now
and
we're
just
gonna,
hopefully
keep
climbing
up
and
then
for
our
growth.
M
M
Sorry
I
just
mentioned
to
you
and
showed
you
a
side
of
the
comparison
of
2018
and
2019.
How
you
can
compare
the
legacy
test
with
the
new
test.
This
chart
here
is
the
more
rigorous
scale.
What
would
be
reported
out
so
actually
for
math,
even
though,
if
you
remember
like
the
yellow
band,
switched
a
little
bit
in
math,
we
were
actually
able
to
with
a
more
rigorous
scale,
decrease
the
amount
of
kids
that
were
getting
not
meeting,
which
we're
very
proud
of.
M
We
want
to
keep
knocking
that
number
down,
so
our
kids
don't
have
that
obstacle
of
passing
the
Emma
cast
to
graduate
high
school
the
mandem
castle.
So
we're
continuing
to
move
forward
with
that.
So,
as
I
said,
growth
deserved
its
own
slide.
So
here
we
go.
I
thought
it
would
be
interesting
for
people
to
see
the
growth.
Many
years
back,
I
went
ten
years,
I
could
have
gone
father,
I
thought.
Maybe
that
would
be
a
little
too
much
to
go
11
or
more,
but
10.
You
could
look
at
the
numbers.
You
see
30s.
M
M
We
were
excited
because
we
moved
six
points
which
we
haven't
moved
in
so
long
and
we
then
moved
19
19
points
to
reach
50
50
is
the
target,
no
matter
where
you
start
that's
at
the
stage
size,
it's
50,
whether
you
start
at
20
or
whether
you
start
at
45
or
49.
So
this
was
a
huge
celebration
and
a
huge
breakthrough
for
math
and,
as
Mary
said,
this
is
a
breakthrough
that
happens
from
many
people,
many
years,
pre-k
all
the
way
to
12th
grade.
So
congratulating
everybody.
That's
been
part
of
that.
M
We
also
have
some
big
news
on
our
AP
calc
scores,
which
again
I'm
just
gonna
say,
is
a
pre-k
to
12th
grade.
Kids
can't
do
calculus
if
they
can't
count,
so
we
have
to
make
sure
they
have
those
mathematical
foundation
moving
up
and
if
you
just
look
really
closely
at
this
data,
because
it's
so
magnificent,
19
out
of
27
got
a
3
or
higher
that's
70%,
but
compare
it
to
Massachusetts
and
global.
Look
at
that
number.
We
are
high.
M
M
We
got
five
five,
eight
fours
and
six
threes,
so
13
out
of
our
19,
where
fours
are
fives,
so
we
killed
it
calculus
exam
now
last
year
we
did
not
offer
ap
stats
as
if
we
didn't
have
the
the
enrollment
and
this
year
we
are
offering
it
we're
excited
that
we
increased
our
enrollment
this
year.
So
last
year
we
had
20.
We
have
I
think
closer
to
30
this
year.
M
M
Stories
a
little
bit
different,
it's
more
flat,
not
declining
but
flat.
You
could
look,
there's
minimal
change
in
the
CPI
and
if
you
look
at
all
of
the
advanced
proficient
needs
improvement
warning
from
2018
to
2019.
You
want,
you,
don't
see
much
movement,
we
had
a
3%
push
in
proficient
which
well-well
take,
but
we
want
to
do
better
than
that.
M
The
thing
I
want
to
tell
you
about
Sciences.
This
is
for
students
and
it
says
on
the
bottom,
who
takes
science
in
grades
9
and
grade
10,
so
it's
2
years
of
data.
They
just
hold
the
ninth
grade
data
until
students
are
in
10th
grade
because
they
want
to
report
ela,
science
and
math
at
the
same
time.
So
it's
a
little
trickier
to
track
the
progress
of
science
and
I
can
explain
that
further
if
people
need,
but
that's
what
that
represents,
that
table.
M
Same
with
ap
biology,
we
basically
have
the
same
results
as
we
had
last
year.
So
the
story
is
the
same
in
ap,
bio
and
we're
gonna
creep
and
get
ourselves
over
that
Massachusetts
and
global
average.
We're
gonna
fight
for
that,
and
we
got
a
little
bit
more
fighting
to
do
in
AP
chem.
So
we're
we're
looking
into
that.
But
we
are
offering
both
this
year
and
we're
excited
to
have
enrollment
in
our
ap
math
and
science
courses
and.
N
So
I'm
Michelle
saw
de
Grenelle
a
and
Humanities
coordinator
for
grades
5
through
12,
and
so
you
look
at
the
ela
scores.
We
took
a
little
bit
of
a
dip
in
our
sgp
from
2018
to
19
and
the
CPI
dipped
a
little
bit
as
well
we're
just
below
target
for
2019,
but
I'm,
confident
that
this
year
we
will
do
what
math
is
doing
and
exceed
that
target.
N
You
see
that
we
have
5%
of
students
succeeding
and
25%
meeting
so
for
a
total
of
30%
of
students
successful
on
ela
I'm,
guess
one
of
the
things
that
I
did
in
looking
at
this
data
was
think
about
the
students
who
took
the
10th
grade
test
last
year.
What
were
their
scores
on
those
same
standards
while
they
were
eighth
grade
students,
and
this
is
an
important
thing
to
look
at,
because
this
is
the
first
time
the
10th
graders
are
taking
the
the
ela
test
against
the
2011
standards.
N
Middle
school
and
elementary
school
students
have
been
taking
am
cast
2.0
on
2011
standards
for
several
years.
Ok,
so
this
was
the
first
and
Mary
mentioned
2011
earlier.
That
was
the
year
that
we
got
the
grand
finale
migrant
that
was
also
the
year
that,
as
a
state,
we
switched
to
common
core
standards
and
the
state
revised
our
own
standards
to
align
with
that.
So
2011
was
an
important
year.
So
when
you
look
at
the
standards
the
standards
report,
there
are
categories
for
ela,
so
you
have
reading
writing
and
language.
N
And
so,
when
you
look
at
the
reading
standards,
you
see
that
number
of
possible
points
of
32
well
in
2019,
the
10th
graders
scored
62%
and
the
reading
standards
that
same
cohort
of
students
give
a
take.
A
few
in
eighth
grade
were
scoring
53%,
so
you
see
that
there
is
growth
in
every
category
on
ela
standards
from
this
same
cohort
of
students
that
took
the
test
in
grade
8
and
then
took
it
in
grade
10,
so
we're
making
progress
this
and
again.
N
N
The
average
score
for
language
and
Composition
is
slightly
lower
than
the
average
score
for
literature
and
Composition
history.
This
was
the
first
year
that
10th
graders
took
AP
World
History,
yet
4022
students
tested
27
of
those
students,
scored
three
fours
and
fives
and
US
history
is
a
climb
and
AP
exam
at
the
high
school
level,
and
this
year
last
year
we
had
25
students
tested
and
9
scored,
threes,
fours
and
fives.
So
we're
on
the
move.
H
So
I'll
talk
about
the
English
language,
learners
subgroup,
so
these
are
our
students
that
are
learning
English
as
a
second
or
third
language
and
as
we
know,
this
means
that
they're
learning
language,
English,
language
content,
math,
science,
history
and
then
culture
simultaneously,
so
they're
doing
three
things
at
once.
Every
day
and
the
other
nice
thing
about
English
language
learner
data,
similar
to
as
Christina
framed,
is
it's
a
celebration
for
everyone.
H
It's
a
celebration
for
all
teachers
at
all
levels
and
all
departments,
because
collectively
everyone
is
working
together
to
support
our
English
learners,
regardless
of
what
subject
that
you
teach
so
our
2019
target
for
English
language
proficiency
was
thirty
two
point
four
and
we're
happy
to
say
that
we
exceeded
that
greatly
at
the
high
school.
So
each
student
is
given
a
growth
target
based
on
how
many
years
they've
been
here
in
the
country,
their
current
English
proficiency
level.
H
So
based
on
that
those
that
information
they
are
given
a
target
and
our
students
are
exceeding
what
we
were
expected
in
2019.
So
the
high
school
is
very
proud
of
that
we
broke
down
some
of
the
data
by
grade
and
then
also
by
gender,
just
to
take
a
deeper
dive
and
see
did
it
matter
based
on
which
grade
you
were
in
and
then
potentially
which
gender
you
identified
with.
H
Did
that
impact
your
your
your
ability
to
make
a
proficiency,
and
so
one
of
the
things
that
the
high
schools
they've
noticed
that
there's
something
occurring
grade
10
and
particularly
with
female
students
in
grade
10.
So
it's
something
that
we're
invest
getting
more
and
we
want
to
figure
out
how
we
can
support
those
students.
H
So
when
English
learners
grow
in
achieve
Chelsea,
high
school
grows
and
achieves,
and
so
one
of
the
things
that
we
can
see
in
2018,
this
is
just
the
L
subgroup.
So
this
is
based
on
a
combination
of
all
of
the
different
targets
for
different
subject
areas.
This
was
our
weight
in
2018,
33%
and
40%,
and
then
in
2019
you
can
see
the
substantial
growth
to
75%
in
60%,
so
tremendous
growth
across
all
content
areas,
both
an
achievement
and
growth
for
English
learners,
something
we're
very
pleased
to
convey.
H
H
L
So,
as
you
know,
there
are
those
in
additional
indicators
and
just
in
us.
In
summary,
we
talked
a
lot
about
our
absenteeism
here,
especially
every
month
when
we
do
our
indicators
of
success,
but
we
actually
for
chronic
absenteeism.
We
are
not
where
we
want
to
be,
but
we
exceeded
that
the
target
that
the
state
set
for
us
at
the
high
school
also
with
advanced
coursework
completion.
That's
our
early
college
ap,
dual
enrollment
courses
we
improve,
but
we're
below
the
target
on
our
four-year
graduation
rate.
L
That
does
lag
a
year
and
I'm
just
for
the
data
to
catch
up
and
we
actually
declined
a
little
bit
in
our
extended
engagement
rate,
which
means
our
five-year
graduation
rate
and
our
dropout
rate.
So,
as
Sean
explains,
you
get
different
points
based
on
how
you
do
and
they
put
it
into
this
big
formula
and
we
come
out
with
our
37%
and
our
growth
so
just
to
revisit
big
picture.
As
dr.
L
Burke
explained,
and
as
everybody
has
talked
about
this
takes
years,
it
takes
a
village,
actually
takes
a
city,
but
it
takes
a
lot
of
time.
It
also
takes
curriculum
work
all
the
way
up
through
the
grades
and
as
well
as
all
the
work
at
the
high
school
and,
as
you
know,
because
we've
been
reporting
to
you
over
time.
We
have
put
a
lot
of
new
things
in
at
the
high
school.
With
all
these
grants.
You
know
I
block
and
we
extended
the
learning
time
in
core
courses
for
ninth
and
10th
graders.
L
L
And
I
just
like
to
thank
the
curriculum
coordinators,
who
came
to
share
their
happiness
with
you
in
on
your
desks.
You
also
have
a
booklet.
This
does
outline
all
of
the
different
student
outcomes
for
all
ten
schools,
some
of
the
high
school
data
that
we
shared
with
you
is
there
the
district
data
that
I
shared
with
you
is
in
the
front,
but
if
you're
looking
for
any,
you
know
specifics
on
any
school
or
indicator.
You
can
find
it
here
and
then
finally,
indicators
of
success.
First,
do
we
want,
is
Hernandez.
F
J
E
Did
you
look
at
the
last
week?
Last
week
it's
not
been
updated,
so
that's
last
year's
MCAT
scores
that
you
were
looking
at
and
last
year's
accountability.
Okay,
yep,
so
I
think
if
you
give
them
another
week,
because
if
you
remember
well,
you
weren't
there,
but
at
the
retreat
we
couldn't
speak
about
the
scores
or
the
accountability,
because
everything
was
still
embargoed.
It's
only
been
recently
released.
Okay
sounds
good.
P
E
Sarah,
thank
you
so
much.
Thank
you
to
the
team.
We
definitely
have
deep
transformational
change
taking
place
and
you
know
it.
It
takes
a
long
time,
and
so
one
of
the
things
too
that
I
want
Dessie
to
understand
is
you
know
they
give
these
three
year
grants
and
they
expect
things
to
turn
around
in
three
years.
It
doesn't
take
three
years
we're
actually
proving
that
it
takes
8
to
9
to
10
years
before
you
start
to
see
that
huge
cultural
and
deep
shift
that
becomes
institutionalized.
So
this
is,
as
dr.
E
bethe
said,
this
is
the
Chelsea
way
of
doing
education
and
it's
good
work
and
it's
work
that
teachers
have
been.
You
know
with
us,
for
you
know
three
years,
two
years
ten
years,
they're
all
a
part
of
it,
and
certainly
our
students,
as
you
know,
in
2011
Brianna.
You
were
in
at
Chelsea
High
School
at
that
point,
but
we
were
getting
ready
for
you.
We.
E
It
for
you
to
come
so
so
it's
deep
transformational
change
and
we're
really
proud
of
it.
So
thank
you.
Everyone.
Thank
you.
Madam
chair.
Moving
on
I
would
like
to
commend
to
the
personnel
update
enclosure
B.
We
have
18
new
hires,
three
resignations
retirements
terminations,
one
promotion
and
transfer
the
enrollment
report.
I
would
also
like
to
come
into
the
record,
that
is
in
closure
C,
and
we
have
six
thousand
two
hundred
and
eighty-eight
student
in
the
district.
E
To
a
few
updates,
and
certainly
some
notices-
you
have
you
I'm
sure
everyone
must
be
aware
of,
because
I
keep
sending
you
the
emails
and
the
updates
on
the
student
Opportunity
Act.
So
the
acronym
is
SOA
I
I
believe
the
Senate
is
probably
still
debating
it.
I
live
streamed
it
in
my
office
today
and
every
time
I
left
and
came
back.
They
were
still
debating
and
but
they're
debating
all
good
things.
It's.
They
want
to
put
a
few
amendments
in
not
to
take
the
funding
away.
E
If
anything,
the
amendments
are
to
put
more
funding
in
I'm,
not
sure
how
much,
how
successful
that
more
funding
in
is
going
to
to
be,
but
I
ask
that
you
continue
to
send
your
emails
and
your
phone
calls
to
your
representatives
and
to
your
Senators.
We
want
to
get
this
pushed
down
the
the
goal
to
the
goal
line.
It's
it's
very
fast.
It
came
out
of
Senate,
Ways
and
Means.
Last
week
the
Senate
is
debating
it
today.
They
actually
they
intend
to
have
a
vote
tonight.
E
So
I
don't
know
how
late
they'll
go
it
may
be.
The
vote
will
be
tomorrow
once
the
vote
is
taken
which
they
do
believe
it
will
pass.
It
will
go
to
the
House,
Ways
and
Means.
Then
it
will
be
reported
out
of
that
committee.
It
will
go
to
the
house
for
debate,
then
it
will
go
for
a
full
legislative
vote
and
they
will
move
on
to
the
governor's
desk.
E
The
governor
is
not
completely
thrilled
with
the
student
Opportunity
Act,
so
we
also
need
to
make
sure
that
the
governor's
office
is
hearing
our
advocacy
as
well
and
in
terms
of
communication
of
events.
October
8th.
There
is
no
school
for
the
school
district
for
the
students
there
is
for
the
for
the
staff.
It
is
a
teacher
professional
development
day.
E
We
also
have
on
October
14th
no
school
for
Columbus
Day,
that's
everybody's
staff
and
students
on
October
19th,
it's
a
Saturday
and
it
is
called
Chelsea
day.
It's
a
it's.
Basically,
a
huge
block
party.
That's
going
to
take
place
down
in
Broadway,
and
it's
going
to
be
from
12
noon
to
4
p.m.
it
will
be
from
5th
Street
to
4th
Street
will
be
blocked
off
and
it'll
be
a
lot
of
fun.
So
come
on
down
and
and
enjoy
the
day
with
us
and
pray
for
good
weather.
E
E
Our
next
school
committee
meeting
is
November
14th.
It's
not.
This
is
where
every
November
we
actually
do
this
second
Thursday
of
the
month,
not
the
first
Thursday
of
the
month
and
I
would
also
want
to
give
a
shout
out
for
the
community
conversations
with
dr.
a
betta,
and
so
we
have
community
conversations
on
October,
8th
4:00
to
6:00
p.m.
E
betta
from
6:30
to
8:30
at
the
Clark
Avenue
School
on
October
28th,
and
so
those
will
be
four
wonderful
times
that
the
community,
the
staff,
the
students
Briana,
make
sure
you
get
the
students
out
there
on
some
of
them
to
hear
where
you
want
to
be
five
years
from
now,
but
also
where
you
want
to
be
a
year
from
now.
If,
if
we
receive
some
funding,
so
what
are
your
priorities?
And
where
do
you
want
to
go
with
the
with
the
school
department?
E
Q
Be
enough
for
creating
the
community
conversations
I
know
that
everybody
is
really
eager
in
the
community
to
meet
you
outside
of
the
schools,
which
is
why
I
wanted
to
ask.
Are
these
dates
specifically
focused
for
the
schools?
Are
they
open
for
anyone
that
wants
to
attend?
Should
they
miss
one?
They
could
attend
the
other
you'll.
F
Are
open
for
anyone
who
wants
to
attend
the
ones
at
four
were
more
designed
for
our
staff,
so
they
don't
have
to
stay
late
and
they
can
go
home.
The
ones
in
the
later
evening
are
for
parents,
because
we
know
that
parents
work
and
it's
harder.
So
we
designed
some
at
6:30
six
o'clock.
So
we
welcome
everybody.
Q
F
A
little
bit
of
both
so
I'm
just
gonna
share
a
little
bit
of
who
I
am
what's
my
story.
Why
do
I
do
this
work
and
then
I'm
gonna
invite
people
to
answer?
There's
three
questions
on
the
flyer:
we're
gonna
invite
people
to
answer
those
questions
and
small
groups,
so
we
can
hear
from
the
community
and
the
questions
that
are
actually
on
the
flyer
are
the
same
questions,
three
of
the
same
questions
that
I've
been
asking
everybody
in
my
one-on-one
meetings,
and
so
what
do
we
love
about?
Chelsea,
Public
Schools?
What
are
our
strengths?
F
What
are
the
areas
we
need
to
shore
up
and
how
ways?
Where
did
we
put
our
resources
and
what
do
we
value
as
a
community?
So
those
are
the
conversations
that
will
give
me
an
opportunity
to
get
to
know
what
the
community
values,
as
we
even
plan
for
the
future,
so
I'm
axel
I'm,
getting
to
know
the
community
and
I'm
getting
to
know
what
we
value.
P
I
Is
sort
of
community
conversations?
Do
you
think
we
can
have
some
in
November
to
like
in
the
because
I
see
that
we
already
had
said
that
4
p.m.
and
the
6
p.m.
I'm,
just
thinking
for
the
parents
that
work
part
time,
because
I
were
really
closely
with
the
community?
So
I
know
that
some
of
them
are
available
like
in
the
morning.
So.
O
E
D
I
really
wish
them
the
best.
Our
amazing
students.
Last
week,
football
and
volleyball
teams
that
Chelsea
High
School
won
their
first
game
and
this
Sunday
Chelsea
high
school
students
were
participate
in
the
ALS
ALS
walk
and
for
those
who
would
like
to
come,
it's
a
165,
captain's
row,
and
this
month
we
are
looking
forward
to
participating
in
Sparrow
week
and
showing
our
Chelsea
High
School
fight.
That's
it
Thank.
A
D
A
A
A
The
title
1
grant
is
3.3
million
150,000
104
title
to
a
three
hundred
and
eighteen
thousand
136
title
three:
three
hundred
and
seventeen
thousand
two
hundred
and
forty
two
title
for
two
hundred
and
twelve
thousand
six
hundred
and
thirty-nine
idea:
1
million
five
hundred
and
eighteen
thousand
forty
nine
early
childhood
special
education,
fourteen
thousand
five
hundred
and
ninety
teen
pregnancy
prevention,
ten
thousand
three
hundred
and
fourteen
level.
Three
turn
around
four
hundred
and
thirty-five
thousand
Chelsey
public
schools
are
eligible
for
certain
federal
grants
available
to
provide
support
and
supplemental
services
for
certain
school
populations.
A
These
grants
are
distributed
to
the
states
and
then
by
the
states
to
the
eligible
districts.
Each
year
the
district's
adopted
budget
includes
an
anticipated
amount
for
each
grant.
This
is
included
in
the
annual
budget
book
together
when
an
explanation
of
each
grant
purpose.
In
allowed
users,
however,
the
exact
amount
awarded
is
not
known
typically
into
the
fall.
R
I
J
A
Eating
the
affirmative,
1
absent
motion
passes
next.
Miss
Enrique
moves
to
accept
the
awarded
allocations
for
the
below
listed
grants
for
school
year.
2019
2020
and
these
are
state
grant,
awards
early
grades,
literacy,
7,000,
primary
violence,
prevention,
DPH
for
reach,
37,000,
safe
and
supportive
schools
up
to
10,000
special
support
Airmen
to
75,000
chest
public
schools
are
eligible
for
certain
state
grants
available
to
provide
support
and
supplemental
services
for
certain
school
population.
These
grants
are
distributed
by
the
Commonwealth
to
eligible
districts.
Each
year
the
district
adopted
budget
includes
an
anticipated
amount
for
each
grant.
A
This
is
included
in
the
annual
budget
book
together
with
an
explanation
of
each
grants,
purpose
and
allowed
users.
However,
the
exact
amount
awarded
is
not
known
typically
into
the
fall.
The
purpose
of
this
action
is
for
the
school
committee
to
accept
those
award
amounts
that
vary
from
the
adopted
budget
funding
is
provided
for
the
cost
of
staff,
professional
development,
grant
specific
school
activity,
supplies,
materials
and
technology
under
Mass
General,
Laws
chapter
71,
section
37
a
provides
for
the
acceptance
of
grants
for
educational
purposes
only
with
the
approval
of
the
Chelsea
school
committee,
roll
call
to.
R
B
R
B
J
A
The
affirmative
one
of
some
motion,
passes
miss
Enrique
moves
to
accept
the
award
allocations
for
the
below
listed
private
grants
for
school
year.
2019
2020
private
grant
awards
Chelsea
Education
Foundation
for
reach.
Sixty
thousand
three
hundred
Chelsea
Education
Foundation
for
the
IOP
program,
fifteen
thousand
Chelsea
Education
Foundation
for
butterfly
award,
ten
thousand
Sylvia
Sara
Family
Foundation,
three
thousand
show-up
charity
foundation
for
Chelsea
opportunity,
Academy,
four
thousand
H
each
year,
Chelsea
public
school,
six,
private,
grant,
funding
and
support
of
the
district's
mission.
Where
funding
is
already
anticipated.
A
It
is
included
in
the
annual
budget
book
together,
one
explanation
of
allowed
uses
and
projected
funding
for
school
year
2020.
The
district
has
received
additional
grants
from
private
institutions.
The
purpose
of
this
action
is
for
the
school
committee
to
accept
the
private
grant
awards.
These
private
grant
Awards
can
be
used
for
the
cost
of
staff,
PD,
grant
specific
school
activity,
supplies,
materials
and
technology
under
Mass
General,
Laws,
chapter
71,
section
37
a
provides
acceptance
of
grants
for
educational
purpose
only
with
the
approval
of
the
Chelsea
school
committee
roko
on.
K
K
R
A
In
the
affirmative,
1
absent
motion
passes
Miss
America
moves
to
approve
additional
chapter,
7
d,
transitional
relief
for
impact
of
change
and
low-income
measure
appropriation
for
the
2019
2020
budget
in
the
amount
of
three
hundred
and
sixty
six
thousand
eight
hundred
and
forty-one.
At
the
conclusion
of
the
state's
budget
process,
Chelsea
Public
Schools
has
an
additional
three
hundred
and
sixty
six
thousand
eight
hundred
and
forty
one
in
Chapter
70
transitional
relief
funds
for
impact
of
change,
a
low
income
to
appropriate
to
the
FY
2020
budget.
A
This
figure
acknowledges
that
there
is
a
difference
between
the
amount
of
funding
granted
to
the
district
based
upon
two
different
funding
formulas
used
by
the
state
example:
low
income
approach
versus
the
economically
disadvantaged
approach.
Chelsea
is
one
of
the
eleven
districts
receiving
this
additional
pothole
funding
in
FY
2020.
A
The
superintendent
recommends
that
these
funds
be
appropriated
as
follows:
district
administration
for
the
parent
information
center
salaries
at
one
data
management
specialist
in
a
line
budget
to
existing
salaries,
amounts
of
sixty
eight
thousand
eight
hundred
and
forty
one
technology
services
at
one
data
specialist
and
a
line
budget.
Existing
salary,
sixty
six
thousand
four
hundred
facilities
management,
allocate
funding
for
lease
and
tenant
improvements
to
relocate
programs.
Two
hundred
thousand
benefits
and
payroll
allocate
health
insurance
costs
for
new
positions.
R
I
A
A
And
move
funds
to
the
following
accounts:
the
right,
Science
and
Technology
Academy
aroma
over
the
summer
has
increased
the
number
of
special
education
students
at
the
right
science
at
Technology,
Academy
and
two
sub
separate
classrooms
have
increased
to
contain
14
students
each
per
state
law.
When
a
separate
classroom
increases
to
14
students,
a
second
paraprofessional
is
required
for
the
classroom.
This
transfer
will
not
affect
the
operations
of
the
special
education
program
and
will
bring
the
district
into
compliance
with
state
requirements.
Roll
call
on.
R
R
A
And
affirmative
to
absent
motion
passes.
Miss
arecas
moves
to
authorize
the
district
to
enter
into
a
contractual
agreement
of
up
to
five
years
with
a
vendor
to
remove
food
waste
from
chelsea
public
schools,
facilities
and
process
the
waste
in
an
environmentally
sustainable
manner
to
produce
compost,
a
portion
of
which
can
be
utilized
by
teachers,
public
schools.
The
district
will
seek
to
find
a
vendor
that
will
offer
an
educational
component
along
with
food
waste
removal
services
and
in
order
to
complete
the
cycle
of
returning
nutrients
to
the
soil,
will
actively
purchase.
A
Compost
from
the
same
vendor
that
can
be
used
in
the
school
gardens
elapsed.
10
years
will
be
at
the
discretion
of
the
district,
so
the
vendor
or
the
effort
are
not
successful.
Successful
the
contract
can
be
discontinued.
The
school
committee
must
vote
to
authorize
agreements
over
three
years
in
duration,
roll
call
on.
I
A
A
J
R
A
R
R
J
A
In
the
affirmative,
1
up
some
motion
passes.
Miss
Fernanda
moves
to
accept
the
terms
and
conditions
in
the
memo
in
the
memorandum
of
agreement
between
the
Chelsea
public
school
district
and
the
AFSCME
AFL
Oh
Seaton's.
They
can't
so
93
local
700,
a
custodial
and
maintenance
workers
union.
The
School
Committee
sets
compensation
per
MGO,
c71
section
59
roll
call
on.
R
I
K
R
R
A
R
A
The
affirmative,
1
I,
have
some
motion
passes,
miss
Fernanda
moves
to
set
the
candidate
as
clerk
to
the
school
committee.
Mariana
says:
pending
a
vote
by
the
Chelsea
City
Council
on
October
7,
2000
19
explanation,
the
current
school
committee
clerk
position
is
vacant.
The
position
is
a
stipend
position
for
part-time
work
at
five
thousand
per
year.
Their
responsibilities
are
to
schedule
impulse
for
both
school
committee
and
subcommittee
meetings
and
to
keep
a
full
and
accurate
record
of
its
regular
meetings,
conferences
and
proceedings,
including
names
of
the
members
present
at
each
meeting.
K
K
R
R
R
A
The
affirmative
one
add
some
motion
passes.
Next
myself
removes
to
a
set
the
homeschooling
petition
of
the
Dolloff
Gratton
for
their
child
panther
Dolloff
grant
petition
was
reviewed
by
the
curriculum
and
instruction
subcommittee
and
found
to
have
met
all
approval
factors.
We
don't
do
a
roll
call.
We
just
make
a
motion.
So
do
we
have
a
motion
to
accept
the
homeschooling
petition
of
the
dole
of
grant
and
family?
A
Any
objections
motion
passes
next.
Mr.
frohm
moves
to
a
set
the
homeschooling
petition
of
the
Gasper
family
for
their
children,
Chloe
Gasper
in
Michael
Gasper
petitions
were
reviewed
by
the
curriculum
and
instruction
subcommittee
in
front
to
have
met
approval
factors.
Do
we
have
a
motion
to
accept
the
homeschooling
petition
for
the
Gasper
family.
P
A
Miss
offer
moves
to
accept
the
homeschooling
petition
of
the
Hassan
family
for
their
children's.
I
nap
Osman,
Ayesha
and
Sofia.
Go
petitions
were
reviewed
by
the
curriculum
and
instruction
subcommittee
in
front
will
have
met
all
approve
of
actors.
Do
we
have
a
motion
to
accept
the
homeschooling
petition
of
the
Hasan
family?
A
A
Consideration
and
action
to
accept
the
recommendation
of
the
superintendent
to
approve
a
filter
to
mount
cardigan
in
New
Hampshire
for
six
students
and
two
chaplains
on
October
10th
and
11th
2019
this
year.
The
Chelsea
opportunity
Academy
is
offering
the
opportunity
for
students
to
participate
in
the
new
outdoor
experience
course,
which
provides
students
with
the
chance
to
learn
more
about
hiking
and
camping.
Our
state
field
trips
must
be
approved
by
the
school
committee.
A
Do
we
have
a
motion
to
accept
the
recommendation
and
approve
this
other
state
field
trip?
Any
objections
motion
passes
consideration
and
action
to
accept
the
recommendation
of
the
superintendent
to
approve
a
field
trip
to
Mount
Monadnock
in
New
Hampshire
for
six
students
and
teacher
chaperones
on
October
16
through
17
of
2019
this
year.
That
shows
the
opportunity
Academy
is
offering
the
opportunity
for
students
to
participate
in
the
new
outdoor
experience
course,
which
provides
students
with
the
chance
to
learn
more
about
hiking
and
camping.
A
Other
still
other
state
field
trips
must
be
approved
by
the
school
committee.
Do
we
have
a
motion
to
assert
to
approve
this
field
trip?
Any
objections?
No
motion
passes
consideration
and
action
to
accept
the
recommendation
of
the
superintendent
to
approve
a
field
trip
to
Mount
cardigan
in
New
Hampshire,
for
six
students
and
to
chatrooms
on
October
22nd
through
the
23rd
2019
this
year.
That
shows
the
opportunity
Academy
is
offering
the
opportunity
for
students
to
participate
in
the
new
outdoor
experience
course,
which
provides
students
with
in
the
chance
to
learn
more
about
hiking
and
camping.
A
Our
state
filters
must
be
approved
by
the
school
committee.
So
do
we
have
a
motion
to
approve
second
objection
motion
passes?
Do
we
have
a
motion
to
accept
the
communications
and
come
in
to
the
rec
room?
Any
objections?
Okay,
I,
want
to
make
sure
that
we
do
read
our
letters
from
the
Berkowitz
students
they're
very
concerned,
so
it
take
time
to
read
and
we
go
we
get
back
to
them.
E
So,
just
so
that
everybody
in
the
audience
knows,
and
everybody
at
home,
one
of
the
initiatives
this
this
year
is
to
to
have
your
favorite
inspirational
quote
and
to
make
sure
that
you're
posting
it
because
it
falls
under
the
theme
for
this
year
is.
This
is
us
from
now
on
so
at
the
retreat
on
October
14th
I
gave
it
as
a
homework
assignment
to
everybody
at
the
retreat
that
you
would
have
to
come
with
your
favorite
inspirational
quote.