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From YouTube: School Subcommittee 10-8-20
Description
City of Chelsea
via Zoom
A
So,
as
you
might
recall,
we've
already
approved
one
this
year
and
that
would
be
the
the
blanco
family
down
at
the
bottom
here
that
was
approved
at
the
october
1st
school
committee
meeting.
We
have
four
families,
the
augsburgs,
the
monies,
the
gaspers
and
the
hassans
that
all
submitted
petitions
in
the
last
week
and
a
half
and
all
together
we
have
nine
students
so
two
for
augsburgs,
one
for
moani,
two
for
gaspers
and
four
for
the
hassan
family.
A
A
Yeah,
so
that
is
six
of
them
right
there,
the
hassans
and
the
gaspers,
that's
six
of
them
that
are
have
been
doing
it
for
years,
the
augsburgs.
It's
it's
a
one-year
thing.
Their
mom
is
actually
a
teacher
at
the
high
school
and
they're
just
the
screen.
Time
is
a
big
concern
with
them,
so
they
want
to
do
a
one-year
homeschool
and
then
come
back
to
the
school
the
following
year
and
the
moani.
A
This
is
a
first
grader
that
is
new
and
there's
a
lot
of
like
religious
implications
for
this
one,
so
I'm
happy
to
sort
of
run
through
them,
but
there's
a
lot
of
pages
here.
So
I
don't
know
if
anybody,
if
you
had
an
opportunity
to
go
through
them
and
you
wanted
to
have
questions
that
would
be
fine.
I
will
tell
you
that
all
four
all
four
families
petitions,
I
feel
meet
the
requirements
according
to
the
policy
for
the
most
part,
I
don't
think
any
of
them
are
perfect.
A
C
A
So
last
year
we
had
the
hassans
and
the
gaspers,
so
that
is
six
right
there.
Well,
actually,
it's
technically
one
of
the
hassans
is
hofsa,
who
is
a
kindergartner
kindergartners?
Don't
have
to
go
through
this
process,
but
that,
but
we
might
as
well
get
them
in
the
habit,
because
I
assume
she'll
be
coming
back
next
year
as
a
first
grader.
So
we
had
those
three
plus
the
two
gaspers,
which
was
five,
and
then
we
had
the
two
wongs,
which
is
seven.
A
A
So
sarah
was
taking
care
of
that
prior
to
me
getting
hired.
So
the
only
one
that
I
dealt
with
was
the
wongs
last
year
and
they
have
not
submitted
yet
but
they're
working
on
it.
The
dad
had
told
me
so
the
wongs
were
there
last
year,
so
really
the
monies
and
the
augsburgs
and
the
blanco
are
the
new
ones
and
the
augsburg
is
a
one-year
only
home
school.
C
A
Well,
what
I
can
say
is
that
the
ones
that
you're
looking
at
I
have
had
a
number
of
other
sort
of
outreach
and
questions,
and
I
know
kelly
you've
seen
a
few
of
them
so
a
lot
of
times
what
was
happening
is
there
was
some
confusion
with
families
around
the
difference
between
homeschooling
and
remote
learning.
So
I
would
say,
between
six
and
eight
families
have
called
to
inquire
because
they
didn't
feel
safe,
bringing
their
kids
into
the
school
and
they
thought
they
had
to
home
school.
A
So
you
know
in
talking
with
those
families,
I
explained
to
them
the
process
that
we
would
have
an
online
learning
academy
or
ola,
which
the
school
would
be
required
to
educate
the
child,
but
the
child
would
be
learning
from
home
and
that
is
actually
what
they
were
looking
for.
So
to
answer
your
question,
I
I
don't
think
it's
any
it's
significantly
more
than
any
other
years,
we
have
had
significant
more
inquiries
around
it,
but
not
significantly
more
petitions.
D
B
D
There
has
been
some
small
drop
off
who's
to
say
if
it's
because
of
covet
or
whatnot,
but
I
wanted
to
ask
adam
since
you
did
send
these
ahead
of
time,
and
I
do
recall
as
being
part
of
the
subcommittee
last
year,
I
do
recall
some
of
the
families.
As
you
pointed
out,
I
was
curious.
If
you
wanted
to
talk
a
little
bit
about,
I
think
it
was
the
moani
family
or
is
it
the
blanco
family,
which
you
said
you
weren't?
That
was
the
only
particular
package.
D
I
guess
that
you
looked
at
that
sort
of
you
know
I
just
I
I
just
want
to.
I
want
to
get
to
a
point
where
you
feel
comfortable
with
what
they're
presenting
you
said.
You
weren't
in
love
with
them.
So
I'm
just
curious.
If
you
had
any
observations
or
anything
that
you
think
is
is
worth
discussing
together
as
a
group
about
them.
A
Yeah
I
mean,
I
think,
the
when
I,
though
it's
the
wong
family,
that
was
from
last
year-
and
I
mean
they
had-
he
had
like
a
16
petition,
which
was
very,
very
detailed,
spelling
out
what
would
be
taught
each
week
all
the
way
through.
So
like
I'll,
give
you
an
example.
If
I
pull
up
the
gasper
petition,
can
you
all
see
that
I
just
switched.
D
A
Okay,
so
it's
really
you
know
this
is
the
educational
plan
for
catherine
who's,
a
10th
grader.
They
do
have.
You
know
some
description
about
what
they're
going
to
focus
on
there's
a
daily
schedule,
we'll
follow
an
established
routine
depending
on
coordinated
activities,
but
there's
no
like
from
eight
to
nine
we're
going
to
be
learning
math
and
from
nine
to
ten
we're
going
to
be
learning
english.
But
the
focus
areas
are
here,
but
there
is
no
schedule
there.
A
The
the
components
of
the
policy
exist
you're
supposed
to
communicate
the
qualifications
of
the
parent
as
an
educator.
So
it
says
my
husband
worked
as
an
elementary
art
teacher
in
the
public
school
system
for
nine
years
prior
to
the
birth
of
our
son.
He
taught
reading
so
to
me
that
checks
off
that
box.
Right,
I
mean
I'm
probably
there.
There
is
no
detailed
rubric
around
whether
or
not
we
approve
someone's
qualifications
as
an
educator,
but
I'm
typically
looking
for
some
college
education,
but
that
doesn't
necessarily
mean
there
has
to
be
college
education.
A
A
As
a
former
math
teacher,
I
always
held
strong
that
I
preferred
not
to
follow
a
textbook
and
teach
directly
from
the
mass
curriculum
framework.
So
if
this
is
a
skilled,
math
teacher,
then
I
would
be
okay
with
that.
If
it's
not
it's
really
hard
to
know
what
those
for
what
the
mass
frameworks
mean.
Unless
you
have
a
real
math
background-
and
this
is
a
10th
grader.
So
this
isn't
this
isn't
exactly
easy
math.
So
that's
what
I
mean
by
I'm,
not
in
love
with
it
like
it's.
A
D
Yeah
I
mean
I
remember,
I
remember
this
and
I
and
I
wanted
to
say
I
felt
like
I
remembered
the
hassan
family-
I
don't
know,
but
so
yeah.
So
looking
at
grade,
one
which
I
I
hear
you
saying
that's
new,
I
was
just
wondering
like
if
you,
if
you
review
them
and
you
feel
confident
and
there's
some
opportunities.
D
I
know
that
you
discussed
with
us
before,
or
rather
sarah
discussed
with
us
before-
that
we
don't
really
have
much
like
you
said
ways
to
sort
of
say
that
well,
we
can
approve
this
or
can
approve
it,
but
my
question
would
be:
are
there
any
supports
that
we
could
offer
to
the
families?
You
know
like
okay,
you
you're
choosing
to
homeschool.
A
The
only
other
the
only
caveat
to
that
is
if
the
one
of
these
children
is
a
special
education
student
and
we're
in
the
process
of
researching
how
we,
because
I'm
looking
at
it
as
we
have
lawyers
looking
into
it,
to
make
sure
that
we
are
following
the
rules
around
what
we
do.
We
obviously
can't
discriminate.
A
So
if
a
family
with
a
special
education
child
wants
to
homeschool,
we
can't
discriminate,
but
we
do
want
to
make
sure
that
we're
providing
the
support.
So
I
know
like
if,
for
example,
if
you
have
when
we
had
saint
rose,
if
you
have
a
special
education
student
at
st
rose,
they
are
entitled
to
special
education
services
from
our
district.
A
E
A
So
the
hassans
are
not
in
our
enrollment
and
the
gatherers
and
the
blanco
is
not
in
our
enrollment.
At
this
point,
the
wongs
neither
are
the
wongs,
even
though
they
don't
have
a
petition
in
for
tonight.
The
only
ones
that
are
are
the
osberg's
augsburgs,
and
I
do
believe
that
they
would
count,
because
it's
the
last
I
heard
unless
they
change
it
and
ami,
I'm
not
sure
if
they
have,
but
it's
still
the
october
first
sims
collection.
There.
A
C
F
F
Yeah
see
I'm
I'm
I'm
definitely
against
homeschooling.
I
mean
there
are
some
reasons
that
they
have
to
homeschool,
but
for
me
they
to
not
just
see
a
grade
or
pass
them
on
to
the
next
year.
I
just
don't
understand
how
we
can
do
this
to
these
students.
Are
they
going
to
be
ready
for
the
next
class?
Are
they
passing
in
their
subjects?
Did
you
know
we
don't
see
anything
so.
G
A
Yeah
I
mean
I
as
a
as
a
public
school
educator
and
I
you
know
I
I
at
the
risk
of
being
political.
I
would
say
that
I
I
believe,
strongly
in
our
public
school
education
system,
and
I
believe
that
is,
I
mean
my
two.
My
two
children
are
in
public
schools
and
I
feel
like
that
is
the
that
is
the
best
route.
But
that
said,
you
know
I
can
tell
you
we
as
the
principal
of
the
berkowitz.
A
We
had
a
phenomenal
third
grade
teacher,
who
was
homeschooled
all
the
way
through
high
school,
and
she
was
absolutely
brilliant
and
was
a
phenomenal
educator.
So
I
mean
there
are
success,
success
stories
here
and
it's
really
difficult
to
it's
really
difficult
to
assess
and-
and
we
don't
have
a
lot
of
wiggle
room
to
deny
as
long
as
they're
checking
off
the
boxes
and
following
the
policy
we
we
really
don't
have
the
authority
to
deny.
F
F
I
know
I
know,
I
know
that
I
know
how
this
works.
I've
about.
I
go
along
with
the
homeschooling,
because
that's
what
the
parents
want
and
they
feel
that's,
they
know
their
children,
but
I
just
don't
feel
they're
getting
the
proper
education
being
homeschooled.
So
that's
just
my
comment.
Thank
you.
I
do.
E
I
do
I
don't
want
to
add
here
that
massachusetts
does
a
bit
of
a
better
job
than
other
states.
Sarah
was
that
my
wife
was
actually
homeschooled
through
high
school,
and
you
know
I
hear
from
her
that
there
was
very
little
oversight
up
in
new
hampshire,
so
I
know
we
do
have
a
little
more
oversight,
even
though
you
know
I
I
do
wish
that
there
could
be
stronger
safeguards
there
yeah
and
we
are
definitely
planning
on
sending
our
chat
to
public
school.
But
I
I
hear
you.
D
We
see
families
make
decisions
that
we
scratch
our
heads
about
all
the
time.
You
know
there's
a
lot
of
conversations
about
public
schools,
charter,
schools,
private
schools
and,
as
we
just
heard,
there's
excellent
success
stories.
So
I
I'm
actually
like
hey.
You
know
this
is
a
year
where
we're
doing
virtual
learning.
You
know
talk
about
innovative
and
new,
so
you
know,
I
think
we
need
to
just
be
open,
and
you
know
grateful
adam
that
you're
there
for
these
families
to
help
them.
D
You
know,
meet
the
what's
being
requested
and
that
this
is
something
that
they're
you
know
doing
if
they
choose
to
come
back
to
the
schools.
Hopefully,
then
we're
here
right,
so
we've
done.
Our
part
is
in
the
last
follow-up.
That
was
an
excellent
question
on
rosemary's
part
about
or
adam
when
you
referred
to
submitting
a
report
is
that
is
that,
like
something
that's
a
requirement
that
they
need
to
submit
these
reports
from?
D
A
Yeah
there
I
mean
there
is
language
in
the
policy
that
says
that
they
need
to
submit
the
report
or
that
that
could
be
taken
into
account
for
the
approval
for
the
following
year.
So
I
and
I
I
fully
intend
to
hold
hold
those
families
to
that.
The
problem
is
one
of
the
families
only
communicates
through
snail
mail.
So
there's
a
letter
out
to
request
that
information
and
the
problem
is
like
ultimately
the
way
I
the
way.
I
look
at
this.
A
I
know
they're
going
to
go
back
and
forth
and
eventually
meet
the
requirements,
so
I
don't
want
to
hold
up
the
process
and
meanwhile
have
the
kids
not
on
an
approved
plan,
so
I
would
like
to
get
them
educated
as
soon
as
possible
so
that
we
can
get
going
on
that,
but
it
it
will
be
yeah
they'll
have
the
they'll
have
the
reports
in
and
to
clarify
one
other
thing.
You
know
when
I
say
we
really
have
no
way
of
knowing
about
the
quality
of
the
education
that
you
know.
A
I
just
want
to
make
sure
I'm
not
misunderstood.
That
doesn't
mean
that
we
don't
think
it
is
quality.
There's
just
no
way
of
knowing
so
I
know
I
have
met.
I
have
met
the
the
dad
in
the
wong
family
and,
like
my
gut,
tells
me
that
he's
probably
doing
a
very
good
job
with
those
two
children,
but
I
you
know,
I'm
not
there,
so
I
don't
know,
there's
no
way
to
actually
know
for.
A
C
C
A
I'll
just
say
that
to
keep
you
guys
in
the
loop
the
process
now
is
tomorrow.
I
will
let
those
families
know
where
they
are
in
the
process
and
I'll
also.
Let
them
know
that
the
vote
will
happen
on
november
12th.
What
I
also
tell
the
families
in
between
the
subcommittee
meeting
and
the
full
committee
meeting
is:
I
would
encourage
you
to
start
the
process.
D
D
A
Maybe
the
problem
is
with
the
one
family
with
the
snail
mail
you
know.
So
if
they,
if
they,
they
don't
use
email
and
they
don't
have
a
phone.
So
it's
it's
a
matter
of
getting
the
snail
mail
back
and
forth,
but
this
tracker
does
see
this
this
column
here,
eoi,
that's
your
end-of-year
report
submitted.
A
C
D
B
D
D
D
A
Right
so
sharing
my
screen.
Can
you
all
see
that
so
we
yeah
we
did.
This
policy
is
new
from
last
year
and
went
through
school
committee,
so
just
to
refresh
our
memories,
you
know
the
purpose
of
the
policy
is
to
ensure
that
chelsea
public
schools,
own
schools
in
some
facilities
shall
be
identified
by
names
that
represent
a
distinguished
person,
entity
or
widely
known
and
recognized
location.
A
So
we
have
some
guidelines:
I'm
not
going
to
go
through
the
whole
policy,
but
just
point
out
some
things
really.
The
what's
informing
this
policy
is
what
we
value.
So
it's
preferred
that
school
facilities
or
portions
of
school
facilities
be
named
for
distinct,
deceased,
distinguished
persons.
So
often
people
name
facilities
after
someone
else,
and
then
they
tend
to
do
something
unsavory
after
the
fact.
So,
if
they're
deceased,
they
can't
do
that,
they
want
strong
consideration
to
be
given
to
names
of
women
and
minorities.
A
A
A
The
character
of
the
individual
must
be
considered,
and
then
this
one
so
understanding
that
ethnic
and
cultural
composition
of
a
local
community
does
change
and
that
school
and
facility
names
are
permanent.
We
want
to
be
careful
that
we,
the
name
selected,
has
a
broad
acceptance
and
a
multicultural
society
and
a
unique
association
with
that
school
community.
A
There's
a
section
on
geographic
names
like
you
can
name
it
after
it
like
it
could
be
the
mill
hill
school.
So
now
the
tricky
part
is
as
I'm
looking
at
this.
There
is
a
section
for
new
or
reopened
schools
right
so
which
we're
not
opening
any
schools
now
so
they're
current
schools
and
then
there's
a
section
for
portions
of
school
facilities.
A
But
if
we
were
looking
at
because
the
the,
if
we
were
looking
at
a
newly
reopened
school,
which
doesn't
really
apply
to
any
of
our
buildings,
the
process
would
be
that
you
know
you
have
to
appoint
a
principal
to
run
that
school.
That
principal
has
to
form
a
school
naming
committee
and
then
the
school
committee
would
then
come
up
with
three
names
for
recommendation
to
that
committee.
And
then
the
committee
has
to
be
comprised
of
a
parent.
They
would
solicit
input
from
community
from
various
entities,
neighborhood
associations,
parent
organizations.
A
The
name
that
they're
proposing
the
background
data
or
rationale
the
total
number
of
faculty
staff
at
the
school.
And
then
they
need
signatures
of
60
of
the
faculty
and
then
from
there
the
date
of
authorization
and
then
there's
an
expiration
date,
which
would
be
90
days
past
that
so
they
only
have
90
days
to
get
those
signatures
and
then
that
single
petition
would
be
circulated
for
a
period
not
to
exude
that
exceed
that
90
days
signed
by
any
faculty
or
staff,
member
and
so
on
and
so
forth
from
there.
A
The
principal
convenes
that
selection
committee,
if
appropriate,
to
students
to
teachers
to
parents,
three
individuals
and
the
principal
the
committee
acknowledges
receipt
of
the
petition.
The
chair
would
notify
the
organizations
the
community
then
has
30
days
in
order
to
provide
public
comment.
The
committee
should
carefully
review
all
of
the
information
either
reject
or
concur
with
the
proposal,
and
if
that
happens,
if
the
committee
rejects
the
proposal,
the
principal
would
notify
the
petitioner
that
the
name
has
been
rejected.
A
If
the
committee
concurs
with
the
name,
the
principal
would
contact
the
superintendent,
then
the
superintendent
carefully
reviews
all
the
information.
If
the
superintendent
rejects
the
proposal,
the
superintendent
notifies
the
principal
that
the
name
has
been
rejected
and
no
further
action
would
be
taken.
If
the
superintendent
concurs
with
that
name
proposal,
the
superintendent
would
notify
the
appropriate
school
committee
subcommittee
of
the
concurrence
and
the
subcommittee
will
determine
if
the
proposed
naming
should
be
brought
to
a
vote
during
a
full
school
committee
meeting.
A
D
B
B
Is
the
policy
on
our
side
with
the
school
side,
the
school
department,
but
one
school
committee?
Let's
say
school
committee
votes
to
say:
yes,
we
approve
the
name.
We
want
a
name
change
like
we
did
with
the
seagull
street
single
school.
Then
it
goes
over
to
the
city
council
and
they
have
to
vote
on
it
as
well.
C
D
D
I'm
so
sorry
to
interrupt
you.
I
tried
my
best
not
to
I
was
holding
off.
I
certainly
want
us
to
get
to
that
discussion,
but
I
just
want
to
make
sure
before
and
please
I
forgive
me
because
I
I
know
it's
important
if
anybody
had
any
follow-up
questions
just
based
off
the
policy
that
was
reviewed
prior
to
moving
on
to
the
discussion
just
want
to
make
sure
that
we
give
folks
a
moment
if
they
have
any
questions
or
follow
up
for
adam
before
we
move
on
to
that
next
item.
Yes,.
C
A
A
No
just
to
give
you
the
background
for
this
policy,
I
was
working
from,
I
think
three
or
four
different
policies
that
I
collected
and
I
tried
to
pull.
I
I
sort
of
frankenstein
them
together
to
be
honest
and
tried
to
pull
language
that
covered
sort
of
the
greatest
common
factor
of
the
four.
So
I
included
the
components
that
was
covered
in
all
four,
so
the
individual
ones
were
all
lacking
one
or
two
things,
but
between
the
four
of
them,
none
of
them
covered
renaming
and
none
of
them
covered
removal.
H
F
C
B
E
B
E
B
E
F
D
Welcome
and
I'm
particularly
struck
that
you
know
I
do
remember
when
chicago
assisted
us
with
this
with
this
policy
and
when
we
approved
it,
and
I-
and
I
think
I
recall
cheryl
pointing
to
you
know
the
fact
that
we
want
to
you
know,
have
multicultural
names
and
some
observations
that
I
think
adam
you
sort
of
went
over.
That's
in
the
policy
and
that
felt
really
important
and
really
powerful
to
acknowledge
as
a
group-
and
I
think
you
know
as
a
district.
D
You
know
for
obviously
wanting
some
I'm
assuming
it's
a
huge
honor
to
have
a
building,
name
after
you,
but
also
to
minimize
any
controversial
things
that
might
come
up,
and
so
noting
that
that's
even
within
our
policy,
but
then
to
think
that
you
know
there
is
that
occasion
where
you
know
I've
heard
of
other
districts.
I
haven't
been
around
as
long
as
other
folks,
but
I
certainly
can't
recall
the
last
time
we
went
through
something
as
a
district
where
we
had
to
remove
a
name.
D
You
know
we
have
some
historians
here,
but
you
know
I
have
followed
other
stories
from
other
districts
in
which
they
had
to
do
it,
and
so
I
think
that
that
jumps
out
at
me
you
know,
is
it
something
that
we
would
need
to
do?
Is
it
something
that
you
know
we
would
need
to
have
in
the
event
that
this
would
happen?
I'm
sure
none
of
us
ever
wanted
to
think
about
a
situation
where
we
have
to
remove
a
name,
but
it
looks
like
those
those
times
can
happen.
D
B
So
money,
so
what
we
can
do
is
we
can
look
into
it
with
legal
counsel,
go
back
to
cheryl
and
talk
to
her
and
and
and
see.
Obviously,
those
were
not
in
the
original
policy.
This
was
a
first
stab
at
a
policy
because
we
didn't
have
one
in
place,
and
so
we
can
definitely
go
back
and
revisit
if
that
were
the
case,
but
and
even
so,
if
it's
not,
we
can
still
do
it
because
we
should
probably
it's
it's.
D
F
This
gentleman
did
nothing
but
educate
children
in
the
city
of
chelsea
for
25
years.
So
I
don't
think
this
is
the
time
we
should
be
working
on
renaming
the
school.
If
you
want
to
go
along
with
renaming
it,
the
gym
after
someone
or
the
classroom
or
the
library
or
something
I
would
totally
go
along
with
it,
but
to
rename
a
school
at
this
time
is
not
the
proper
time.
Let's
work
on
what
we're
here
to
do,
get
the
kids
and
teachers
back
into
a
healthy
environment
in
the
schools.
D
Thank
you
rose
with
me.
Do
folks
have
any
other
follow-up
questions
for
adam
in
terms
of
the
review
on
the
policy
before
we.
We,
I
want
to
give
some
time
for
kelly
to
go
back
to
where
she
started,
which
she's
patiently
waiting
as
well
that
we
could
actually
talk
about.
The
item
number
three,
which
is
exploration,
discussion
of
renaming
eos,
the
john
silver
elc.
If
there's
not
any
more
questions
or
feedback
for
adam
about
the
actual
policy.
H
I
just
want
to
make
a
comment:
if
it's
okay,
yeah,
please
I
just
wanna,
if
I
only
if
you
could
get
legal
console
on
this,
I
would
greatly
appreciate
it.
So
just
what
we
know.
What's
within
our
power
to
change
the
policy
like
I
said
we
didn't
have
anything
in
place
and
adam
worked
hard
to
get
something
together,
but
obviously
that
we
weren't
thinking
about
that.
So
I
think,
if
we're
going
to
redo
the
policy
that
we
have
everything
covered,
you
know
just
for
future,
so
that
was
it.
E
E
You
know
really
focused
on
right
now,
so
I'm
just
I'm
trying
to
figure
out
if
there's
any
way
to
kind
of
have
this
conversation
without
adding
to
the
central
office
staff,
and
that
could
be
by
us
forming
a
special
subcommittee
to
talk
about
this
or
or
having
it
done
here
right.
You
know
whatever
that
might
be,
but
essentially
having
school
committee
members
have
this
conversation
with
legal
counsel
to
to,
and
I
don't
know
if
that's
possible
or
what
we
would
want
to
do,
but
I'm
just
throwing
the
idea
out
there.
D
Yeah,
I
actually,
I
actually
appreciate
that
roberto,
because
you
know
this
is
what
cheryl
did
in
the
past.
You
know
where
cheryl
came
and
spoke
to
us
on
occasion
here
specifically
about
this
particular
policy,
so
I
know
amy.
I
appreciate
you,
you
know
saying
that
you
know
you
reached
out
to
the
council.
D
I
absolutely
think
that's
the
way
to
go
anyway,
but
I
also
agree
with
roberto
that
not
to
over
task,
and
it
might
be
good,
for
you
know
an
opportunity
for
us
to
have
a
little
bit
of
a
conversation
with
cheryl
as
well
and-
and
you
know,
get
a
more
understanding,
but
that
could
be
another
option
is
to
you
know,
have
cheryl
attend
the
policy
and
procedures
of
committee
meeting
on
this
to
follow
up
with
this
item,
but
that's
all
yeah.
Thank
you.
D
D
C
Joey,
thank
you
so
so,
as
I
began
to
share
the
framing
of
this
agenda
item
is
that
we
have
worked
so
hard
to
really
bring
in
a
racial
justice
lens
and
really
work
hard
to
undo
some
of
these
infrastructures
that
further
marginalize
our
students
of
color
and,
while
rosemary.
I
totally
agree
with
you
that
john
silver
has
done
great
things
in
our
city.
C
He
has
also
done
really
crappy
things,
and-
and
I
want
to
be
mindful
of
that-
and
I
want
to
bring
that
to
the
conversation
and
to
the
table
so
that
we
can
start
the
conversation.
I
do
not
expect
this
to
happen
like
tomorrow
right.
I'm
no
rush
to
do
this,
but
I
thought
it
would
be
a
really
really
important
conversation
to
have
during
this
time
right,
like
monday,
we're
celebrating
the
indigenous
people's
day,
it's
our
first
time
right
and
and
that
that
was
a
huge
honor
to
many
of
our
students
and
teachers.
C
C
As
I
said,
I
only
want
to
bring
it
to
the
table
as
a
discussion
and
to
talk
about
and
really
to
hear
from
other
community
members
where
they
feel
about
this
and
and
perhaps
during
the
next
policy
and
procedures.
I
can
bring
evidence
that
has
been
shared
with
me
from
former
school
committee
members,
the
former
first
latina
school
committee
chairwoman,
marta
rosa
and
former
committee
members
or
community
members
that
have
lived
through
john
silver's
leadership
in
this
city
that
can
attest
to
to
his
ways
of
leading
the
city.
F
I'm
proud
to
say
that
I
was
on
the
school
committee
after
it
was
voted
in
and
john
silver
brought
in
so
many
great
things
and
more
programs
than
you
can
believe
in
when
he
made
his
statement.
Sometimes
he
opened
his
mouth
and
put
his
big
foot
in
it.
But
let
me
tell
you
what
ended
up
was
the
hispanic
and
everybody
in
this
community
benefited
from
what
john
silber
did
for
these
children
and
they
brought
in
more
programs.
They
he
brought
in
so
many
things.
F
I
could
give
you
a
list
of
things
that
john
silva,
because
he
put
he
said
some
things
that
weren't
right.
I
can
agree
with
you.
He
wasn't
right,
but
what
he
did
in
the
end
benefited
all
the
children
in
the
city
of
chelsea,
especially
the
hispanic
children,
and
I
would
never
have
voted
the
several
times
that
I
had
a
chance
to
keep
renewing
boston
universities
to
keep
going
on
what
they
were
doing
for
us.
They
brought
in
a
music
program
they
brought
in
the
dental
program.
F
They
brought
a
lot
of
things
in
because
of
a
man
made
once
one
or
two
statements
that
were
wrong,
and
I
told
him
that
and
when
I
met
with
him
I
says
john,
that's
not
right,
it
wasn't
the
right
thing
to
say,
and
he
says
I'm
sorry,
I
shouldn't
have
said
it
and
he
he
agreed
with
me.
He
was
wrong,
but
in
the
end
the
children
and
the
hispanic
children
in
the
community
benefited
from
all
the
things
boston
university
did.
F
So
my
point
of
view
is
name
something
else:
don't
rename
a
school
after
a
gentleman
like
john
silva,
what
he
did
for
the
students
and
the
community
in
the
city
of
chelsea
remember.
He
gave
out
four
scholarships
to
the
city
of
chelsea
for
the
seniors
in
the
high
school
for
many
years,
and
I
think
a
lot
of
the
things
that
he
did.
That
was
benefiting
the
children,
I'm
sorry
to
say
that
I'm
not
going
to
vote
for
renaming
your
school.
F
Like
I
said,
I'm
not
going
to
repeat
it
myself,
we
would
not
have
that
early
learning
center
for
the
kids,
the
three
and
four-year-olds
to
go
to
if
it
wasn't
for
john
silva
bringing
in
the
money
and
the
finances
that
boston
university
did
so
at
this
time
I'm
not
going
to
be,
I
will
not
vote
for
j
renaming
the
school,
but
I
will
go
along
with
anything
else.
You
want
to
name
after
a
person
who
did
something
else,
like
john
sober
did.
Thank
you.
C
C
What
he
actually
did
was
place
latino
and
spanish-speaking
students
in
a
classroom
and
kept
english-speaking
students
in
a
separate
classroom
and
the
english
students
received
a
better
higher
quality
education.
That
is
not
a
bilingual
that
that's
what
he
perceived
as
bilingual
education
and,
quite
frankly,
it
was
unsuccessful.
C
D
D
We
should
be
able
to
have
conversations
together
that
you
know
in
the
midst
of
this
time
that
these
are
very
important
and
close
to
our
heart,
especially
with
the
racial
justice
movements
that
that
are
happening
across
the
country
and
conversations
that
we
have
had
and
the
commitment
from
the
city
to
tackle
racism
as
a
public
health
crisis
that
I
keep
echoing
and
echoing
so
like.
I
really
acknowledge
and
appreciate
that
you're
bringing
this
forward
and
I
think,
looking
at
it
from
the
policy
perspective
as
to
what's
within
our
control.
D
What
are
the
things
that
we
can
do
and
what
is
the
process
to
open
up
a
conversation,
whether
it's
here
and
you
know
just
listening
to
adam
about
the
community
and
all
the
stakeholders
that
are
involved
with
that
conversation,
I
feel
like
is
the
focus
of
this
conversation
and
how
we
feel
about
it
right
and
and
just
listening
to
perspectives
of
people
just
like
rosemary
and
anybody
else.
That's
you
know,
has
feedback
to
speak.
We
want
to
make
sure
that
we
we
make
space
for
that.
But
you
know
even
just
the
agenda
itself.
D
G
G
G
I
the
things
that
I'm
hearing
both
from
from
kelly
and
from
rosemarie
I
I
I
appreciate
both
sides
of
the
conversation
but
conversation
that
I've
that
I
heard
from
kelly.
I
can
honestly
say
from
the
bottom
of
my
heart:
I've
never
heard
anything
or
sorry
anything,
because
my
tongue
has
no
fur
on
it.
You
know
I'm
saying
so.
If
I
heard
something
that
I
didn't
like
or
saw
somebody
agree
with,
I
would
definitely
speak
out
on
it.
G
I
appreciate
both
rosemary
and
you
kelly
for
bringing
this
up
to
to
to
the
group.
I
sit
back.
I
did
some
research
on
my
own
as
well.
I
spoke
to
other
people
in
the
community
as
well
to
see
how
they
feel
about
the
change,
how
they
feel
about
the
late
john
silva,
dr
silver,
and
some
students
who
started
at
the
early
learning
center
with
the
college
and
came
back
to
the
city.
G
G
There's
no
disrespect
on
anyone's
part
at
all,
but
our
main
focus
right
now
is
to
educate
our
kids.
I
have
nieces
and
nephews
that
are
in
this
age
group
and
the
mighty
nephews
on
a
weekly
basis.
We
talked
about
the
type
of
education
they're
getting
on
zoom
and
they're,
not
happy
with
it.
Their
parents
aren't
happy
with
it
they're
not
receiving
the
proper
education.
I
have
neighbors
next
door.
Her
daughter
is
going
to
k1
right
now
and
the
same
thing.
G
So
we
need
to
figure
out
a
way
to
get
the
teachers
and
the
students
back
in
school
first,
and
then
we
have
this
big
old
discussion,
that's
very
deep
and
very
passionate
on
both
sides.
I
heard
the
emotions
on
kelly's
side
as
well
as
rosemary's
side.
It's
a
very
deep
raw
conversation
that
we
already
need
to
be
having.
Unfortunately,
it's
not
the
right
time
right
now,
it's
a
great
thought.
G
Whatever
you
have
to
do,
let's
work
on
this
first
and
once
this
is
resolved,
we
can
come
back
and
say:
okay,
let's
talk
about
name
rename,
the
school
or
whatever
else
we
need
to
talk
about.
That
is
passion
to
all
of
us,
but
I
really
think
we
need
to
get
the
kids
back
in
school
with
the
teachers,
because
our
kids
are
failing
and
we
as
leaders
on
the
school
committee.
We
have
truly,
I
believe,
failing
our
students
by
not
trying
to
find
out
ways
to
get
them
back
in
class.
H
I
have
a
comment
so,
like
kelly,
said
she's
not
asking
to
do
this
right
away
right,
so
I
think
our
first
focus
is
getting
legal
counsel
and
if
we
could
change
our
our
draft
for
what
we
have
on
renaming
schools,
so
I
think
that's.
The
first
thing
that
we
have
to
do.
Are
we
going
on
tomorrow
going
crazy?
Let
me
call
the
council
and
see
what's
going
on?
No,
that's
not
gonna
happen
because
we
know
what
priorities
are.
H
This
is
just
something
that's
being
brought
up
and
we're
not
forgetting
that
we're
in
a
pandemic
and
that
stuff
is
going
on
and
that
the
kids
need
support.
So
you
know,
of
course
we
we
have
our
priorities,
so
I
firmly
believe
that
our
first
thing
is:
what
can
we
do
with
the
policy
we
have
and
can
we
amend
it?
And
can
we
add
that
I
think
that's
the
first
step
I
wasn't
around
for
the
john
silver
days,
but
I've
had
constituents
reach
out
to
me
with
strong
words
about
mr
silver.
H
E
E
Given
the
priorities
and-
and
I
I
I
believe
that
we
have
reached
a
point
where
we
all
agree
that
this
shouldn't
like
even
if
we
move
forward
with
this,
this
shouldn't
happen
right
this
instant
and-
and
I
think
that
is
fair.
I
I
do
want
to
say
in
a
city
where
our
student
body
is
87,
plus
percent
latinx.
E
That
is
not
okay,
and
so
I
think
that
we
need
to
have
this
conversation
around.
You
know
how
are
we
as
a
community
going
to
move
forward
in
ensuring
that
our
buildings
are
representative
of
the
community
that
we
serve
to
rosemary's
point
around
around
you
know.
John
silver
did
a
great
many
things
for
our
community.
E
People
are
not
all
good
or
all
bad
right.
We
can
have
individuals
who
have
done
good
things
for
our
community,
but
have
also
hurt
our
community,
and
that
is
something
that
we
have
to
hold,
because
it
is
just
humanity
like
we're.
Not
we're
not
perfect
right
and
we're
also
not
100
evil.
You
know
somebody
is
is
a
bad
person,
so
I
think
we
need
to
hold
those
things
and
also
understand
that
having
a
building
named
after
you
is
not
something
that
anybody
deserves
automatically.
F
I'd
like
to
make
a
comment,
roberto
the
reason
they're
all
white
men
is
because
we
named
the
schools
after
veterans
who
died
in
different
wars.
So
that's
the
reason
they're
all
white
men
and
they
died.
We
didn't
look
at
the
color
of
the
skin
or
everything
if
it
was
a
black
gentleman
or
a
hispanic
gentleman.
We
would
have
named
him
after,
but
these
are
the
people
who
lived
in
the
city
of
chelsea,
most
of
them
down
at
the
brook
school
and
they
died
for
keeping
us
free.
F
D
I
think
that,
if
we're
moving
forward
as
a
city
with
different
priorities
that
are,
science
informed,
prioritizing
the
safety
of
our
students
and
teachers
and
delivering
you
know,
learning
curriculum,
which
you
know
we're
doing.
You
know
the
whole
evaluation
of
that
subject
that
henry
brought
forward,
I
think
you
know,
definitely
was
important
to
hear
from
you
henry,
but
I
know
that's
like
a
a
conversation
for
a
different
space,
but
you
know
in
terms
of
prioritizing
our
time.
D
I
think
that
I
really
honor
the
fact
that
this
is
the
space
in
which
we're
supposed
to
have
those
conversations.
As
a
body,
we
have
policies
and
procedures
for
a
reason,
and
for
me,
I'm
just
more
interested
in
that.
We
have
a
process
that
if
any
member
comes
forward
one
day
with
a
similar
question
or
a
request
that
they
will
be
honored
with
the
same
treatment
right
and
that's
why
policies
exist.
It's
to
have
a
body,
an
agreement
about
a
way
they're
gonna
move
forward
on
something
that
this
isn't
like.
D
Well
we're
in
the
mood
to
do
it
or
we're
not
in
the
mood.
So
I
agree
with
jeannie
that,
like
the
first
step
is
really
looking
at
what
is
the
renaming
or
removal
of
a
name
policy,
and
I
think
actually
to
strengthen
that
to
roberto's
point
that
if
it
is
forever
and
given
the
diversity
and
change
of
our
city
and
even
the
history
of
it,
that
this
feels
like
it's
even
more
important
to
have
in
the
school
committee's
toolbox.
D
And
the
second
thing
I'll
say
is
that
in
terms
of
history
and
in
terms
of
our
policies,
policies
and
procedures
or
laws
as
a
criminal
justice
student
that
didn't
go
to
law
school,
you
know
they
are
to
be
amended.
They
rules,
policies
and
procedures
are
created;
they
are
often
a
reflection
of
a
definition
of
a
society
and
the
values
that
they
want
to
embody.
D
You
know
black
lives
matter
movement
happening
in
our
country.
You
know
why
not
now,
why
not
look
at
these
things
now,
together
as
a
body
and
who
are
the
stakeholders
in
the
community
that
should
be
part
of
that
conversation
as
school
committee
members
we're
here
to
be
a
voice
to
advocate
to
bring
things
forward,
and
I
think
that
kelly
you're
doing
your
role
by
bringing
this
forward
from
what
the
feedback
you
heard
you
know,
but
I
think
timing
timing
is
always
going
to
be
tricky
for
these
things.
D
So
you
know
I
do.
I
do
appreciate
the
fact
that
you
brought
this
forward.
I
think
it
is
something
worthy
for
us
to
continue
to
discuss,
and
I
think
that
you
know
this
process
just
like
any
other
process.
We
should
have
something
to
refer
to,
and
you
know
I
appreciate
almy
you
bringing
in
you
know
whether,
having
cheryl
to
come
in
as
a
legal
counsel,
to
discuss
this
further
with
her
and
with
adam
or
you
know,
if,
whatever
next
steps
we
could
take
for
that.
But
ultimately
it's
hard.
D
You
know
like
we're
here,
we're
it
we're
in
the
middle
of
an
unprecedented
historic
global
pandemic
where
it
you
know
like
so
there's.
This
is
part
of
our
leadership
as
well
as
to
to
bring
up
these
issues
and
look
at
them
carefully
and-
and
you
know,
hopefully,
you
have
a
transparent
process
that
the
community
in
the
city,
the
district,
could
feel
proud
of.
That's
our
job,
you
know,
so
I
don't
I
don't.
D
I'm
not
gonna
sit
here
and
say
that
I
believe
everything
that
I
hear
from
the
the
this
side
or
that
side
at
the
end,
it's
about
having
a
process
that
stakeholders
can
have
a
voice
in.
So
that's
where
I
kind
of
land
on
it
and
I
do
think
it's
relevant
to
our
times,
and
I
think
it
also
shows
that
you
know
almi's
out
there
fighting
the
good
fights-
and
you
know,
like
I
mentioned
a
few
months
back.
D
You
know,
I
don't
want
helmet
going
into
meetings
all
by
herself,
all
the
time
and
she's
doing
so
much
just
along
with
this
pandemic
and
coming
up
with
all
these
different
ways
to
to
to
show
that
you
know
we
mean
we
mean
business,
that
we're
gonna
support
wherever
it
makes
sense.
So
I
think
hearing
from
from
all
of
you
and
us
being
able
to
have
these
conversations
is
important
and
I
think
it's
a
process
so
kelly.
I
just
wanted
to
like
really
acknowledge
you.
D
You
know,
and
also
bravely
to
name
the
things
that
you
named,
because,
typically
in
marginalized
communities,
voices
don't
feel
empowered
to
speak
out,
and
so,
given
that
we're
still
celebrating
you
know
our
hispanic
heritage
month,
like
it's
important,
even
more
that
you
know
when
we
have
leaders
who
are
people
of
color,
that
we
we
hear
them,
and
so
I
just
really
want
to
commend
you
for
bringing
it
forward,
and
you
know
almi.
I
don't
know
if
you
want
to
give
us
some
feedback.
D
B
If
you
want
one
of
us
to
do
it,
I
can
ask
staff
to
look
into
it
as
well.
So
I
I
leave
that
with
you
as
a
next
step
and
then
what
we
could
do
at
our
next
policy
meeting
is
invite
cheryl
to
talk
to
us
as
well
after
she's.
I
could
ask
her
to
do
some
research,
so
just
those
are
some
next
steps.
I
maybe
could
work
with
cheryl.
D
B
C
E
B
B
E
F
E
Advocating
for
that
just
so
you
know
we,
we
can
kind
of
drive
this
until
you
know
the
situation
with
the
pandemic
or
the
covet
pandemic
dies
down
right
and
then
we're
able
to
be
at
a
more
stable
place
where
we
can
have
a
little
bit
more
of
the
of
the
time
of
central
office
to
focus
on
this
issue.
That
is,
you
know,
definitely
less
urgent.
So
I
wonder
if
maybe
you
know
I
don't
know
a
subcommittee
of
like
four
of
us.
You
know
kelly
and
three
others
might
be.
C
Yeah,
I'm
happy
to
do
that.
I'm
thinking
perhaps
marisol
and
I
marissa
is
the
chair
of
this
subcommittee.
Perhaps
we
can
collaborate
and
anyone
else
who
would
like
to
join.
We
can
perhaps
set
up
a
call
with
cheryl
or
just
invite
her
to
our
next
subcommittee
meeting
and
see
if
she
has
the
capacity
to
to
join
us.
A
E
D
D
You
know
in
terms
of
policy-wise
and
also
I
would
just
strongly
recommend
that
that
that
conversation
be
brought
back
to
the
subcommittee.
I
think
that
if
there's
other
agenda
items
that
become
pressing,
you
know
for
sure,
like
I'm
not
saying
this
should
be
the
sole
place
for
that,
but
it
does
fall
under
the
policy
and
in
honor
of
not
trying
to
violate
any
violating
any
open
meeting
laws.
D
I
just
want
to
flag
that,
like
following
up
with
policy
and
following
up
with
you
know,
whatever
our,
what
are
our
opportunities
or
what
our
options
is
not
like
saying
that
we're
pushing
something
forward
in
a
time
frame.
That
goes
either
way.
I
think
that
it's
clear
that
we
just
we
need
to
have
this,
and
it
might
be
an
opportunity
to
develop
additional
policy
that
that
protects
us
when
it
comes
to
these
situations.
D
So
I
I
see
this
as
a
gain,
no
matter
what,
and
that
also
that
I
think
center
to
this
process
is
that
I
don't
know
that
we're
at
liberty
of
you
know
when
we
bring
in
stakeholders
or
when
we're.
We
need
to
speak
with
stakeholders
involved
with
this
process.
It's
clear
that
this
goes
all
the
way
to
city
council.
If
we
were
to
ever
to
pursue
something
like
this,
so
what
I'm
trying
to
say
is
that
you
know
I
don't
wanna.
D
I
don't
want
people
to
be
dissuaded
from
doing
what's
in
their
right
to
to
explore
right
that,
like
this
is
policy
and
procedure
discussion.
So
I
don't
want
anyone
to
feel
bad
about
exploring
these
things
or
bringing
them
forward.
This
is
this
is
what
we're
we're
here
for
so
I
get
that
we're
in
the
middle
of
pandemic
and
education
is
important
in
all
of
that,
but
it
seems
like
if
there's
folks
that
could
take
the
lead
and
for
us
to
do
a
little
homework
and
to
continue
to
bring
back
information.
D
So
the
subcommittee
around
this
feels
necessary
and
feels
important.
You
know.
So
what
remains
to
unfold,
I
think
we
just
have
to
you-
know,
sticks
our
integrity
of
the
process
and
we're
doing
our
job
and
we'll
see
what
what
develops
you
know,
but
there's
no
sen,
there's
no
saying
or
telling
what
that
timeline
could
look
like
so
we're
just
we
just
got
to
honor
that
that
that
would
be
my
my
only
thing
so,
but
it's
seven
o'clock,
you
know
kelly,
I
don't
know
if
you
have
anything
to
add
or
anybody
else.
E
D
D
Okay,
so
just
thank
you
again.
Thank
you,
adam
for
bringing
the
reviewing
that
with
us,
and
you
know
I
I
will
say
my
heart.
You
know
agrees
that
this
is
a
we're
in
a
very
unprecedented
time,
but
I
think
this
is
important
for
us
to
also
you
know.
We
learn
as
we
go
and
sometimes
policies
are
created
because
of
these
situations,
so
it
just
shows
a
need
for
us.
You
know
and
something
that
we
can
continue
to
work
on,
as
we
continue
to
have
this
conversation.