►
From YouTube: School Committee Meeting of 8-27- 20
Description
City of Chelsea
via Zoom
Chelsea Community Cable TV
A
Thank
you
for
joining
us
today,
if
you're
watching
at
home
and
happy
thursday,
it's
a
little
gloomy
out,
but
my
mom
always
says
flowers
need
water
too.
So
it's
okay
for
rainy
days,
let's
go
ahead
and
call
this
meeting
to
order
at
6,
33
p.m,
and
let's
begin
with
our
pledge
of
allegiance,
so
school
committee
members
and
central
office
team.
Please
join
me
in
unmuting,
yourselves
and
sharing
the
pledge
of
allegiance.
A
A
G
So
that
way
we
can
move
forward
and
really
focus
in
on
remote
learning
and
improving
the
learning
experience
for
our
students
and
also
improving
professional
development
for
our
teachers
and
our
and
our
staff
in
general.
With
remote
learning,
we
learned
a
lot
about
remote
learning.
In
the
spring,
we
were
we
kind
of
were
thrust
into
remote
learning
and
there
were
so
many
takeaways
and
best
practices
that
we
did
learn
and
then,
when
we
moved
into
summer
school,
we
also
gleaned
a
lot
and
we
had
a
very
successful
summer
school
with
remote
learning.
G
So
all
of
those
best
practices
that
we
we
gathered,
we
we
can
take
those
experiences
and
really
grow
from
those
experiences,
and
so
we
have
put
together
a
a
pack,
an
approved
plan
for
remote
learning,
and
I'm
going
to
ask
sarah
kent,
our
assistant
superintendent,
to
speak
to
the
improvements
that
we
have
made
for
remote
learning.
Sarah,
I'm
going
to
go
ahead
and
stop
sharing
my
screen.
So
that
way
you
can
share
your.
G
F
We
as
dr
aveda
says
we
have
been
working
really
hard
to
improve
the
experience
in
education
for
our
chelsea
students
for
the
fall,
we're
going
to
run
through
and
show
you
a
lot
of
what
we've
been
working
on
for
the
past
few
months
and
then
very
intensely
for
the
past
few
weeks.
To
give
you
an
idea
of
what
a
kid's
experience
would
be
and
how
it
would
be
different
from
what
they
experienced
in
the
spring.
F
So
just
a
reminder.
We
talked
about
this
last
meeting,
but
what
in
our
in
our
experience,
both
through
our
surveys
and
our
focus
groups,
what
did
our
families
and
staff
say
about
remote
learning
was
that
we
needed
to
improve,
and
we
all
know
that,
and
we
all
recognized
that
there
were
some
wonderful
things
that
happened
last
spring
and
there
were
some
not
so
great
things
that
happened
last
spring
and
we're
we
are
committed
to
strategically
improving
it.
Come
the
start
of
school
this
year
so
adam.
Could
you
walk
us
through
what
summer
school.
H
We
had
a
wonderful
staff
of
teachers,
site
supervisors
and
we
had
a
district
site
supervisor
as
well,
who
really
took
it
to
heart
and
did
a
phenomenal
job.
They
thought
outside
the
box
they
experimented
and
our
site
supervisors
together
had
the
idea.
I
can't
take
credit
of
putting
together
a
survey
for
their
staff
so
that
we
could
learn
as
much
as
we
can
from
them
with
the
intention
of
all
teachers
benefiting
and
administrators
benefiting
in
the
fall.
H
If
we
were
to
be
remote,
so
it
turns
out
that
that
information
is
going
to
be
quite
valuable,
so
what
we
learned
are
sort
of
in
five
buckets.
So
the
first
thing
we
learned
is,
as
we
get
better
at
remote
teaching
and
remote
learning
are
actually
our
student
engagement
improves.
So
97
of
teachers
did
report
that
they
are
more
confident
with
remote
instruction
because
they
taught
summer
school
and
had
that
experimentation
time
where
they
could
try.
H
However,
there
are
some
other
factors
that
contribute
to
getting
older
kids
to
participate
at
higher
rates
as
well.
One
of
those
things
is
increased
accountability,
so
the
only
course
that
was
required-
and
if
you
didn't
show
up
you
didn't
get.
The
credit
was
the
high
school
credit
recovery
for
students
who
may
have
failed
classes
and
that
program
actually
had
an
87
participation
rate
so
with
the
older
kids
not
participating
at
the
same
rate
as
the
younger
kids,
the
older
kids,
taking
credit
recovery
courses
actually
out,
engaged
or
out
participated.
H
The
younger
students,
the
other
piece
that
we
found.
We
had
the
calculus
project
which,
as
we
talked
about
last
time,
you
might
remember
it
is
a
pro
pro
program-
sorry
targeted
for
for
young
students
of
color
to
get
them
on
track
to
get
to
ap
calculus.
So
it
starts
in
seventh
grade
and
that
particular
program
is
very
challenging
and
we
had
an
89
participation
rate
there.
H
H
So
when
we
intentionally
create
those
spaces
to
share
best
practices,
we're
finding
that
we're
having
much
more
success
reaching
out
to
families
and
the
last
one,
and
this
one
seems
like
a
no-brainer,
but
I
don't
know
if
we
did
a
great
job
of
it
in
the
spring
and
that
is
clearly
communicating
a
a
specific
schedule
that
goes
out
to
families.
So
they
know
that
on
this
day
and
this
time
on,
this
link,
you're
going
to
be
on
zoom
doing
a
synchronous.
Learning
lesson
slide.
Please.
H
We
also
had
some
qualitative
information
and
I'm
not
going
to
read
all
of
these
quotes,
but
these
are
all
coming
from
teachers
who
taught
in
the
in
the
program
and
things
that
we
learned
from
them
and
what
really
worked
for
them
keeping
times
consistent
every
day,
increased
conferencing,
individual
conferencing
with
students
pays
off
really
well
thoughtfully,
considering
the
lessons
and
what
are
engaging,
what's
engaging
for
students.
So
really
looking
at
your
lesson
and
saying
what
does
this?
H
What
is
this
going
to
look
like
on
the
other
side
of
the
computer
for
the
student,
and
is
this
an
engaging
lesson?
Is
it
worthwhile
for
the
student?
We
have
to
get
students
excited,
or
they
don't
log
on
thinking
about
the
slides
that
you're
making
embedding
links
to
support
literacy
development,
all
sorts
of
extra
supports
and
the
technology
really
allows
for
some
extra
things
that
in-person
learning
doesn't
actually
have
for
us.
H
Another
teacher
learned
how
to
effectively
manage
and
pace
a
live
teaching
session
in
zoom.
The
pacing
is
different
when
you're
teaching
on
zoom,
as
as
we're
all
getting
better
at
it
here
at
school
committee.
The
pacing
is
different.
You
need
to
allow
for
a
little
bit
more
wait
time
and
some
students
are
a
little
more
hesitate,
hesitant
to
participate.
So
you
have
to
add
that
more
wait
time
in
there
and
the
last
one.
H
I
just
really
like
this
comment,
because
this
is
a
teacher
who
refers
to
herself
as
an
old
dog,
but
she
felt
that
she
became
much
more
tech
savvy
and
she
said
I
thought
this
old
dog
could
not
learn
any
new
tricks,
but
she
was
really
surprised
and
proud
of
her
ability.
So
it's
good
to
know
that
even
people
who
used
to
think
they
weren't
good
at
this
stuff.
The
idea
is
that
they're
they're
doing
it
and
they
do
get
better
at
it
slide.
Please
great.
F
So,
what
in
analyzing,
how
we
did
this
spring
and
what
were
some
of
the
barriers
and
what
were
some
of
the
things
we
could
improve
upon?
I'd
like
to
just
share
with
you
what
we've
thought
about
and
what
we've
worked
on
and
this
this
falls
into
about
12
different
buckets.
Some
of
them
are
related
to
structure
and
accountability,
and
some
are
related
to
instructional
instruction
professional
development.
F
So,
as
we
all
have
heard
and
seen
in
the
media
and
not
lots
of
articles
last
spring,
we
were
in
crisis
teaching
mode
right
and
now
for
this
school
year.
We've
had
time
to
do
research
to
try
things
out
in
summer
school
to
talk
to
other
schools,
read
articles
and
so
we're
being
much
much
more
strategic
for
remote
learning.
This
fall,
so
I'm
just
going
to
go
through
some
of
the
things
that
we
heard
and
we're
reacting
to.
F
So
we
heard
loud
and
clear
that
zoom
meetings
were
hit
or
miss.
You
know
some
teachers
were
having
regular
zoo
meetings
with
students.
Some
were
not,
it
was
hit
or
miss.
So,
as
a
result
for
school,
this
fall
they're
going
to
be
daily
schedules
in
place
for
all
students
and
teachers
and,
as
adam
just
said,
we
saw
that
in
summer
school
that
really
really
helped
participation
and
learning.
F
Also,
we
heard
that
attendance
was
sporadic,
so
we
are
going
to
be
taking
daily
attendance
by
period
at
the
middle
school
in
high
school
daily
at
the
younger
grades
and
follow-up
will
occur.
So
one
of
the
big
big
differences
in
the
plan
and
and
what
we're
trying
to
achieve
is
that
students
will
work
with
their
teachers
every
day.
F
So
we
also
heard
that
participation
was
low
and
adam
just
talked
about
some
strategies
to
increase
that,
and
we
have
also
created
participation
expectations
for
students
grades.
We
didn't
grade
anybody
with
all
good
intentions,
but
sort
of
worked
against
us
in
some
ways,
and
this
in
the
fall
grading
will
take
place
and
that
those
grades
will
be
based
upon
both
synchronous,
meaning,
live,
asynchronous
recorded
and
independent
work.
So
all
of
that
will
be
put
together
into
grades
and
kids
will
work
towards
their
grades
and
earn
them
in
the
spring.
F
Not
all
stakeholders
were
engaged.
We
were
in
crisis
mode.
We
were
trying
to
do
things
the
best
we
could
as
fast
as
we
could
and
since
then,
as
you
know,
because
you
participated
in
a
lot
of
this.
There
was
a
reopening
task
force
with
four
subcommittees
with
different
perspectives,
and
we
did
many
focus
groups
with
with
parents
and
students
to
get
lots
of
perspectives
on
and
learn
how
the
experience
was
and
to
improve
it.
F
So,
in
the
spring,
some
students
did
not
acquire
technology.
We
know
that
this
is
a
linchpin
to
success
in
remote
learning.
You
have
to
have
that
technology
in
order
to
access
the
education
and
learn.
So
we
will
continue
our
work
to
ensure
that
all
students
have
technology
and
wi-fi
access,
we're
working
on
plans
for
distribution,
for
new
kids
to
the
district
or
kids
who
didn't
have
that
in
the
spring
we're
working
about
or
grade
one
students
and
even
our
elc
kids.
F
Our
kindergartners
will
be
receiving
or
available
to
have
ipads
for
the
spring.
So
we
are
working
to
make
sure
that
all
students,
k-12
will
have
technology
and
wi-fi
access
in
the
spring.
The
school
buildings
were
closed.
We
were
in
a
state
of
emergency
and
the
buildings
were
closed
and
this
in
the
fall.
The
buildings
are
open
and
functioning,
although
kids
will
be
working.
F
And
we
are
opening
centers
for
online
learning
for
middle
and
high
school
students.
This
is
just
simply
opening
the
building
in
a
safe
social
distancing
manner,
so
that
kids
can
come
and
do
their
work
in
the
in
the
school
if
they
would,
like.
You
know,
a
quiet
place
to
work
with
good
wi-fi
and
finally,
we're
also
putting
a
plan
in
place
to
deepen
our
engagement
and
partnerships
with
families.
F
We
know
that
the
more
that
we
can
partner
with
families
and
work
together
on
remote
learning,
the
more
successful
it
will
be
so
there'll
be
more
structure
and
opportunities
for
both
support
and
collaboration
in
the
instruction
and
professional
development
realm.
You
know
in
the
spring,
in
crisis,
teaching
mode
lessons
were
retrofitted
to
the
new
learning
environment.
F
We
were
trying
to
take
what
we
know
and
change
it
really
fast
to
make
it
work.
But
this
summer
we
have
done
a
ton
of
curriculum
work
that
has
proactively
designed
lessons
and
units
for
remote
learning.
Teacher
teams
have
been
meeting
throughout
the
summer
and
vetting
each
other's
work
and
collaborating
around
designing
lessons
in
units
that
can
be
delivered
in
person
or
remotely.
So
they
have
they
can
they
can
go
back
and
forth.
F
F
So
how
are
we
going
to
do
that
in
the
spring
teachers
were
learning
on
the
fly?
I
mean
it
most
of
us
at
least.
I
know
I
had
never
been
on
a
zoom
meeting
prior
to
march
13th
last
year.
Now
I
spend
most
of
my
days
on
them
and
I'm
getting
pretty
good
at
them,
but
we
were
learning
on
the
fly.
I
mean
everything
was
new.
We
see
that
in
our
own
school
committee
meetings,
the
change
that
has
happened,
but
since
then
we've
had
organized
professional
development.
F
F
F
Things
and
then
we
got
we
whittled
it
down
and
got
down
to
the
brass
tacks
of
which
ones
are
best
and
which
ones
support
our
our
remote
instruction.
So
those
are
including
content
platforms
like
things
that
support
math
or
science
or
things
interactive
lesson.
Platforms
like
this
one,
as
well
as
digital
tools
for
expression
and
collaboration
and
then
finally,
the
twelfth
thing
we
were
making
quick
in
the
moment,
decisions
on
curriculum
in
the
spring
everything
was
moving
fast.
F
We
were
trying
to
do
the
best
we
could,
but
now
we're
being
strategic,
and
we
have
revisited
our
year-long
plans
with
an
eye
towards
the
spring,
having
been
a
bit
chaotic.
So
how
are
we
going
to
catch
kids
up
and
we've
also
identified
the
essential
understandings
and
skills
so
that
we
are
really
focusing
using
our
time
well
on
the
essential
stuff
to
plan
for
strategic
instruction?
F
So
what
does
it
look
like
right?
That's
what
everybody
is
really
asking
about.
It
include
remote
school,
isn't
is
a
mix
of
things.
It's
a
mix
of
live
lessons
on
zoom
or
google
me
with
your
teacher,
some
recorded
things
or
or
programs
that
we
use
routinely
in
school
and
independent
work
right.
So
it's
a
combination
of
all
of
that
and
actually
that's
what
happens
in
school
regularly
in
brick
and
mortar
teachers
aren't
talking
the
entire
time
in
a
school
day.
F
They
are
monitoring
and
designing
learning,
opportunities
and
activities
for
students,
and
it's
like
that,
but
it's
a
it's
at
home
through
a
screen,
so
it
is
a
full
day.
I've
put
some
times
here.
I
just
want
you
to
know.
This
is
still
a
work
in
progress.
This
is
not
set
in
stone
soon,
you'll
be
getting
some
real.
You
know
real
information
from
your
child's
school
for
exact
details,
but
I
I
know
everybody
wants
to
have
an
idea
of
what
it
would
look
like.
F
It
would
be
afternoon
or
morning
one
or
the
other,
as
well
as
remote
work.
Older
kids
can
do
more,
you
know,
can
stay
focused
on
their
own,
a
little
bit
more
at
the
high
school.
They
would
have
two
75-minute
periods
and
one
45-minute
period
as
well
as
independent
work
four
days
a
week
and
then
on
wednesdays.
F
They
would
have
one
45-minute
period
with
their
teacher
and
they
would
have
independent
work.
There's
also
time
built
into
wednesdays
for
things
like
small
group
intervention
and
support
for
kids
that
needed
that,
as
well
as
family
outreach,
time
and
collaboration
time
for
teachers
and
the
chelsea
opportunity
academy
is
keeping
the
schedule
that
it
had
last
year.
They.
F
On
the
computer,
through
their
trackers,
so
again,
this
is
just
to
give
you
an
idea
of
the
robustness
of
what
a
day
would
look
like
for
a
kid.
But
please,
you
know,
look
for
exact
details
from
your
school
and
just
a
reminder.
What
I
was
talking
about
is
how
a
lesson
is
actually
a
mixture
of
stuff
right.
F
So
it
is
a
mixture
of
synchronous,
meaning
live
things
that
could
be
these
kinds
of
activities,
asynchronous
recorded
or
independent
practice,
work
time,
as
well
as
possible,
small
group
time
and
asynchronous
work,
including
like
things
that
are
on
paper
right.
Kids.
Don't
have
to
do
everything
on
the
computer,
there's
no
reason
why
they
can't
be
doing
some
things
by
paper.
D
F
Doing
presentations
to
their
with
their
peers
and
that
kind
of
thing,
so
we
do
have
some
offline
stuff
and
then,
of
course,
it
also
has
to
be
rounded
out
with
some
independent
work
right,
and
this
is
more
than
just
what
we
call
homework.
These
would
be
read
your
chapter
so
that
we
can
talk
about
it
tomorrow.
F
Meanwhile,
teachers
on
the
other
side
are
doing
teaching
all
that
stuff,
but
also
doing
family
outreach
and
collaborating
and
having
plc,
what
we
call
professional
learning
communities,
so
the
professional
development
that
I
was
talking
about.
So
the
commissioner,
as
you
know,
has
granted
10
days
of
collaboration
and
preparation
time
to
launch
the
school
year.
So
for
us,
that's
from
next
monday
august,
31st
through
september
15th
with
because
we
have
the
long
labor
day
weekend
in
there,
and
so
kids
will
start
on
the
16th.
F
And
we
are.
We
have
a
whole
array
of
activities
planned
and
we
will
be
partnering
with
a
group
called
better
lesson
to
provide
some
best
practice
sessions
on
remote
learning.
So
all
teachers
and
administrators
will
attend
a
session
on
remote
learning
topics
to
support
this.
This
typical
lesson:
synchronous,
asynchronous
feedback
that
kind
of
thing,
and
then
we
also
as
part
of
the
partnership.
H
So
this
is
certainly
a
hot
topic
supporting
our
special
populations,
and
this
is
certainly
not
an
exhaustive
list,
but
some
of
the
concrete
things
that
we
are
doing,
particularly
with
our
english
language
learners,
is
we're
intentionally
increasing
the
frequency
of
contact
with
those
learners
and
their
families,
as
well
as
the
amount
of
communication
that
is
available
to
them.
We're
certainly
prior
across
the
board,
we're
prioritizing
social
emotional
needs
and
finding
ways
to
integrate
social
emotional
learning
into
our
lessons.
H
But
that
is
clearly
at
the
top
of
the
totem
pole,
with
our
work
with
english
language
learners,
as
well
as
developing
positive
relationships,
and
we've
invested
in
a
number
of
platforms
that
sarah
has
referred
to
in
the
previous
slides,
but
I'll
sort
of
call
them
up
here
so
for
particularly
for
our
english
learners.
Imagine
learning
in
k-8,
and
that
is
inten
intended
to
boost
literacy.
Overall,
I've
worked
with
that
program
when
I
was
a
principal
at
the
elementary
level
and
it
is
a
phenomenal
program
and
it
does
wonders
for
english
learners.
H
We've
been
invested
in
padlet,
which
focuses
particularly
on
speaking
and
listening
as
well
as
flip
grid.
Both
of
those
allow
students
to
really
practice
with
their
speaking,
particularly
which
is
one
of
our
one
of
our
struggles
with
our
english
learners
across
the
district,
also
invested
in
peer
deck,
which
provides
interactive
language
lessons
as
well
as
nearpod.
That
does
the
same
thing.
And,
lastly,
this
is
a
phenomenal
platform.
H
Google
read
and
write,
which
focuses
on
speaking
and
listening,
but
it's
sort
of
embedded
into
all
of
your
documents
as
you're
working
and
you
can
click
a
sentence
and
have
them
read
it
to
you,
you
can
click
a
sentence
and,
or
you
can
speak
a
sentence
and
have
the
type
it'll
type
it
for
you.
So
it
does
text
to
speech
and
speech
to
text
slide
and
as
far
as
our
special
education
students,
the
shift
that
we
just
found
out.
H
We
were
using
what
we
called
remote
learning
plans
and
now
that
title
has
now
changed.
So
you
won't
be
hearing
about
rlps
anymore.
That
acronym
died
pretty
quickly.
We're
now
going
to
be
referring
to
those
as
it's
a
little
bit
more
of
a
mouthful
but
covid19
special
education
learning
plans
or
casselps.
If
you
will,
those
plans
will
include
four
parents,
all
of
the
staff
info,
that
you
would
need,
including
all
the
related
service
providers.
H
The
schedules
will
all
be
included
in
there,
as
well
as
other
info
on
remote
learning
and
another
piece
that
we
think
is
going
to
be
very
helpful,
because
a
lot
of
parents
have
been
asking
with
suggestions
on
how
they
can
actually
support
their
student
at
home
as
well,
and
the
other
piece
for
supporting
our
special
populations
is
that
we
really
do
encourage
families
who
have
questions
to
reach
out
to
their
special
education
liaison
with
any
questions,
concerns,
thoughts
or
ideas.
Just
call
up
that
school
and
you
can
get
your
questions
answered.
H
And,
lastly,
and
certainly
not
least
partnering
with
our
families
in
this
time
is
so
important.
Our
theory
of
action
is
that,
particularly
in
remote
learning,
if
we
focus
on
partnering
with
families
and
developing
those
positive
relationships,
it's
not
only
going
to
benefit
us
in
in
remote
learning,
but
it
will
benefit
us
throughout
and
even
beyond
this
pandemic.
H
So
what
we're
doing
here
is
we're
going
to
be
providing
professional
development
for
educators
and
I'll
call
out
a
all
bergman,
who
is
our
superintendent
resident?
Who
has
been
a
great
support
for
all
the
schools
in
working
with
schools
to
get
that
professional
development
going
to
figure
out?
What
is
the
latest
research
on?
What
is
most
effective?
H
We
have
family
outreach
time
built
into
our
educator
schedules,
as
sarah
pointed
out,
so
every
teacher
will
have
the
opportunity
and
the
time
built
in
in
their
schedule,
which
I
know
they're
very
grateful
for
because
they
all
want
to
do
this
work
anyway.
So
now
it'll
be
built
into
their
day,
so
we
know
it'll
get
done
and
then
there's
a
plan
for
supporting
parents
with
remote
learning,
because
not
everyone
is
so
good
at
it.
H
Our
plan
is
to
have
another
large-scale
chromebook
distribution
on
september
friday,
september,
11th
and
monday
september
14th.
So
information
will
be
coming
out
soon
on
that
we
do
have
enough
devices
for
every
student
to
have
one.
So
if
there
is
a
student
out
there
or
a
family
out
there
who
doesn't
have
a
device,
please
look
for
that
information
and
please
come
and
get
your
device,
and
we
also
have
wi-fi
access
for
those
that
are
in
need
of
that
as
well.
A
D
D
Do
we
have
some
way
of
keeping
attendance
to
make
sure
the
kids
are
attending
class
on
zoom
and
the
parents
are
having
a
problem
with
the
zoom
too,
and,
and
they
want
to
work
with
the
teachers
to
make
sure
they're
getting
the
right
education
for
their
students,
especially
the
non-speaking
parents,
are
having
a
problem
helping
their
children
with
homework
and
helping
them
get
through
the
day
on
this
zoom
classes.
They're
on
to
so
sarah.
Is
there
any
way
of
us
reaching
out
to
these
parents
more
get
a
phone
number
to
them?
D
So
if
they
need
to
talk
to
the
teachers
for
the
teachers
to
get
in
touch
with
parents,
so
they
can
speak
to
one
another,
not
on
zoom.
You
know
on
the
phone
I
think
it'll
be
better
for
them
and
on
the
teachers.
Are
they
going
into
the
schools
for
that
10-day
prep
time?
Are
the
teachers
going
to
be
in
in
the
schools
in
the
classroom,
so
they're
going
to
be
taught
the
prep
time
for
these
the
10
days
the
teachers
are
going
to
be
trained.
G
F
Okay,
so
as
far
as
reaching
out
to
and
connecting
with
teachers,
I
would
just
encourage
each
parent
to
call
the
school
number,
which
is
right
on
our
website.
Each
each
school
has
a
page
on
our
website,
including
the
phone
number,
and
they
can
call
the
main
office
there
and
be
connected
with
their
teacher.
F
F
We
also
will
be
when,
when
we
are
handing
out
chromebooks,
we
will
be
providing
some
written
directions
as
well,
and
kids
will
be
getting
we're,
calling
them
clever
badges
because
they
come
from
clever.
But
these
would
even
have
like
a
qr
code
that
the
kid
would
hold
up
to
the
camera
and
it
would
launch
the
launch
the
work
for
them.
F
So
we
are
doing
we're
trying
really
hard
to
provide
much
more
support
to
parents,
but
this
is
also
a
way
that
parents
could
voice
what
they
need
and
have
more
support
in
these
trust
visits
that
they're
going
to
be
having,
in
september
with
with
teachers,
and
that's
an
amazing
opportunity
to
say
hey.
I
need
support
with
this,
or
I
need
help
with
that,
and
teachers
can
also
show
parents
what
what
is
out
there
to
help
them
rosemary.
D
F
Sorry,
yes,
attendance
attendance
is
going
to
be
taken
as
usual.
In
our
information
system
student
information
system,
which
is
called
aspen
and
teachers,
will
be
recording
who
comes
to
class
each
period,
not
even
each
day,
but
each
period
in
the
middle
school
and
the
high
school,
and
so
that
that
can
be
tracked
and
when
a
kid
is
absent,
it
can
be
followed
up
on
right
and
then
in
the
elementary
and
elc
it
would
be
daily
attendance.
F
K
F
D
G
A
C
G
The
visits
will
be,
as
adam
said,
hopes
and
fears
for
you
and
dreams
for
your
children.
It's
really
an
opportunity
for
the
teacher
to
get
to
know
the
family
and
the
student
and
the
first
interaction
with
the
family
will
be
a
positive
one.
Tell
us
a
little
bit
about
your
student
and
what
are
your
dreams
for
your
child?
So
we
believe
our
theory
of
action
is.
G
C
L
L
G
L
M
Looking
at
the
information
that
we
receive
a
couple
weeks
ago,
it
shows
everyone
started
on
the
16th,
but
I
guess
when
they
called
the
superintendent's
office,
they
was
told
twice
by
two
different
people
that
the
pre-kindergartens
were
starting
on
the
23rd.
Is
there
any
clarification
there
that
someone
can
share
with
us
tonight.
G
J
N
So,
having
said
all
that,
has
there
been,
do
you
foresee,
like
the
programming
for
students
with
ieps,
and
I
know
that
might
vary
based
on
school,
but
have
you
gotten
a
sense
of
like
other
students
that
receive
services
from
the
high
from
the
district,
like
the
north
shore
collaborative
and
other
students
that
might
have
other
needs?
That
might
be
a
little
bit
different
than
than
this
particular
programming
is.
H
Your
question
is
a
great
one,
but
it's
also.
It
also
requires
a
good
90
minutes
of
a
response,
but
so
the
things
that
we
listed
on
that
slide
are
the
things
that
we
have
newly
invested
in
for
this
coming
year
and,
as
you
know,
you
mentioned
class
dojo,
that's
not
on
that
list,
but
I
I
schools
will
continue
to
use
that
if
they've
been
using
it.
So
these
are.
H
N
Thank
you
adam,
and
I
and
I
really
appreciate
the
trust
visits.
I
think
that
whole
idea
of
just
welcoming
the
student
and
starting
one-on-one
and
getting
a
better
understanding
is
just
really
gonna,
make
us
more
prepared
to
meet
those
students
wherever
they
are
and
do
the
best
that
we
can
but
agreed.
Thank
you.
Thank
you.
Adam.
A
A
D
Question:
oh:
go
ahead,
miss
carlyle!
Thank
you
very
much.
I
guess
this
would
be
for
the
superintendent
superintendent.
There
are
other
people,
jobs
related
to
this
coronavirus.
What
is
happening
with
the
paras
and
the
crossing
gods,
because
I
know
a
couple
of
people
had
asked
me
what
happens
with
their
jobs?
Are
they
going
to
be
working
what's
going
to
be
happening
with
them?
Is
there
any
way,
you're
telling
me
what's
going
to
happen
with
the
crossing
guards
in
the
paris
sure.
G
I
can
speak
to
the
paras.
Our
paraprofessionals
will
be
supporting
learning
in
the
classroom
like
they
normally
do.
So
when
we're
that
the,
as
you
heard
from
sarah
sarah
students,
when
they're
in
small
groups,
the
pairs
will
be
taking
small
groups
and
working
with
them
online,
just
like
they
would
in
the
normal
classroom,
and
so
they
will
be
supporting
virtually
like
they
do
in
the
normal
classroom.
G
K
K
Some
are
starting
on
monday
to
help
us
on
august
31st,
with
a
five-day
boxes
that
we're
giving
out
so
we've
got
about.
15
have
have
agreed
to
work
those
days,
so
they
only
get
paid
if
they
work
so
we're
trying
to
come
up
with
opportunities
for
them
to
help
us,
and
there
is
certainly
quite
a
bit
of
work
that
they
can
help
us
to
do
right
now.
The
meals
program
is
the
first
thing
top
of
mind.
K
D
A
And
so
I
just
wanted
to
share
this
story
of
you
know
our
little
achilles
learning
all
by
himself
on
the
ipad,
and
so
I
just
wanted
to
take
a
moment
to
just
thank
the
team
for
creating
such
beautiful
packets
and
such
a
fun
backpack.
It
was
so
fun
to
see
his
face,
light
up
with
the
play-doh
and
all
of
these
things.
A
So
thank
you,
miss
b
and
thank
you
to
the
early
learning
center.
Okay.
So
now
I
have
three
quick
questions.
First,
question
is
grading
policy.
So
will
we
be
using
the
same
grading
policy
as
we
were
prior
to
school
closure,
or
will
it
look
a
little
differently
in
the
virtual
world
like?
Will
there
be
a
grading
floor,
yeah.
F
So
the
grading
policies
will,
of
course,
the
sort
of
the
components
of
what
goes
into
a
grade
has
changed
slightly,
but
that
is
in
teachers,
discretion
to
create
grades,
though
I
think
what
you
may
be
just
thinking
of
chairwoman
is
the
grading
floor
at
the
high
school.
So
we
had
a
grading
floor
in
place
for
grade
nine
at
the
high
school
and
we
were
about
to
expand
it
into
other
grade
levels.
F
This
year
we
have
decided
to
pump
the
brakes
on
that
a
little
bit
and
not
try
we're
doing
so
many
new
things
as
it
is
we're
trying
to
reduce
the
newness
of
newness.
So
we
will
continue
it
in
grade
nine,
but
we
will
not
be
expanding
the
grading
floor
in
grades
10,
11
and
12
this
year.
It
is
something
we
hope
to
do
in
the
future
when
there's
a
bit
more
bandwidth
and
and
there's
there's
more
opportunity
for
experimentation,
we're
trying
to
keep
as
much
things
the
same
as
we
can
for
for
everyone.
A
Thank
you.
My
next
question
is,
I
know
some
students
who
have
an
iep
have
an
accommodation
of
having
a
physical
copy
of
a
textbook
or
a
chapter,
and
I'm
wondering
how
will
we
support
students
that
learn
better
with
a
physical
copy
of
their
english
book
or
their
history
textbook
yeah
like?
Could
we
possibly
add
books
to
their
to
the
chromebook
distribution
day
for
students
that
would
like
to
have
a
physical
copy
instead
of
an
electronic
copy.
G
That's
a
really
good
question:
chairwoman,
garcia.
I
know
our
teaching
and
learning
staff
has
thought
deeply
about
it.
They
are
creating
out
of
I'll.
Let
sarah
speak
to
some
some
bags
and
some
material
materials
for
students
to
take
home
just
like
we
are
with
our
athletics,
because
we
realize
that
our
kids
are
sitting
and
doing
remote
learning.
So
sarah,
you
can
go
ahead
and
share
some
specific
some
of
what
we're
letting
the
kids
take
home.
F
F
I
you
know
the
smell
and
the
feel
I
don't
know,
but
anyway,
people
different
schools
are
creating
bags
of
things
for
kids
and,
to
be
honest,
they're
working
hard
to
create
bags
of
materials
that
kids
would
need
at
home
in
order
to
be
successful,
and
I
am
100
sure
that
if
a
kid
needs
a
true
book
in
their
bag,
they
can
have
that,
like.
I
am
saying
to
schools
that
we
should
think
about.
F
This
is
not
a
bag
for
the
whole
year
right
like
there's,
you
know
this
is
we
can
do
this
on
a
routine
basis
and
just
ask
parents
to
stop
by
and
pick
something
up
outside
or
whatever,
but
we
are.
We
are
working
hard
to
think
about
what
are
the
tangible
things
that
kids
need
to
be
successful.
So,
as
dr
abeda
mentioned,
you
know
the
phys
ed
department
is
working
hard
to
get
kits
of
physics
stuff,
and
you
know
there
might
be
math
manipulatives
or
books.
F
F
A
G
G
That
prepares
our
students
to
be
successful
in
college
and
there's
been
some
recent
studies
by
mass
insight
sharing
that
students
who
engaged
in
early
college
were
actually
more
successful
in
college,
so
we
still
have
all
of
that
partnership
everything's
still
going
full
speed.
We
have
our
our
guidance
support.
Our
school
support,
our
school
counselors
all
intact,
our
social
workers
all
intact.
So
just
as
we
are,
we
are
having
our
school
committee
meeting.
Virtually
services
will
be
provided
virtually
as
well.
A
G
So
miss
villas.
That
is
a
complicated
question
because
of
the
structures
that
we
are
putting
in
place.
So
we
are,
even
though
we
we
are
in
starting
in
remote
learning,
with
the
hopes
that
someday
this
this
year
that
we'll
be
able
to
go
into
in-person
learning.
So
that
said,
we're
actually
having
to
prepare
and
plan
for
in-person
learning
right
now
and
group
students
according
to
according
to
that
and
the
choices
that
parents
have
chosen.
G
So
that
way,
when
it's
time
to
switch
into
in-person
learning.
Whenever
that
happens,
our
students
and
teachers
stay
with
each
other
and
that
it's
seamless
and
so
we're
having
to
do
all
that
work
up
front
now.
It
is
a
lot
of
work,
but
we
figure.
Let's
do
the
work
now
bill
and
that
way
we
don't
disrupt
us,
it's
all
about
the
children
and
it's
all
about
what's
doing
right
for
our
students.
G
F
F
You
know
to
senor
lopez
right,
so
you
want
to
be
as
consistent
for
kids
there's
going
to
be
so
much
going
on
that
we
want
those
relationships
to
really
be
strong
and
get
to
know
those
kids
and
give
them
the
best
education
possible.
So
that
said,
in
the
hybrid,
as
you
can,
as
you
know,
we
have
committed
to
six
feet
of
distancing
in
the
classroom
which
right
now
doesn't
matter
because
we're
all
remote,
but
it
does
matter
if
we
come
back
in
the
school
building.
F
Therefore,
our
hybrid
classes
need
to
be
a
size
that
can
be
accommodated
in
our
classrooms.
So
in
most
cases
that
is
15
and
in
some
cases
that's
14,
literally
based
on
square
footage
and
distance
between
people.
So
our
hybrid
classes
are
going
to
be
pretty
small
so
that
when
they
come
back,
they
can
be
socially
distanced.
C
J
N
N
Let's
say
that
for
students
that
have
chose
a
hybrid
model
and
where
we
chose
ola,
let's
say
in
february
march
folks
start
to
phase
back
into
the
schools
with
the
option
for
jeremy
or
other
students
that
chose
ola.
Would
the
expectation
be
that
they
remain
online
for
the
full
school
year
or
would
that
be
sort
of
like
a
period
a
waiting
period,
or
some
sort
of
you
know
list
as
to
how
you
would
face
all
students
back
in
or
was
that
ultimately
something
that
you're
like
saying?
G
G
N
Thank
you.
That
was
a
question
that
came
up
in
the
last
couple
of
weeks,
and
you
know
I
I
keep
reiterating
that
we
were
in
the
process
of
you,
know,
fine-tuning
a
lot
of
things
and
I
didn't
want
to
give
away
the
answer.
But
appreciating
the
effort
to
you
know
the
whole
concept
of
like
having
these
two
models
right
and
making
them
work
for
all
the
students
in
both.
So
just
being
mindful
about
it.
G
Yeah-
and
we
will
get
you-
I
will
send
you
the
powerpoint
later
on
tonight
and
we'll
get
so
that
way.
Everybody
has
this
powerpoint,
because
I
know
there
are
a
lot
of
questions
out
there
and
that's
why
we
felt
it
was
important
that
we
go
through
this
in
a
bit
more
detail
now
that
we
know
what
we're
doing-
and
I
I
just
thank
you
for
that
opportunity.
A
A
You
have
worked
so
so
hard,
so
we
just
thank
you.
Our
families
are
so
appreciative.
Our
teachers
are
appreciative.
Our
students
are
so
grateful
to
have
a
team
that
supports
every
single
one
of
them
on
their
side
and
with
that,
let's
get
back
right
on
to
the
agenda.
I
believe
we
are
in
the
new
business
section,
given
that
we
don't
have
any
reports
to
share
just
yet
okay.
G
A
A
A
Alrighty
team
first
item
under
new
business
is
consideration
and
action
to
accept
a
gift
of
20
american
girl
dolls
from
dr
jerry
robinson
at
an
estimated
value
of
two
thousand
two
hundred
dollars.
Explanation,
dr
jerry
robinson,
former
president
of
the
children's
museum
of
boston
and
current
member
of
the
school
committee
of
boston.
Public
schools
has
generously
donated
20
american
girl
dolls
to
the
chelsea
public
schools
at
an
estimated
value
of,
I
think,
that's
supposed
to
be
2
200.
A
N
It's
so
interesting
and
kind
to
hear
that
we
have
a
donation
of
american
dolls.
I
was
just
wondering:
where
are
they
going
towards
our
our
schools,
like
the
purpose
for
these
dolls
it'd
be
nice
to
see
an
image?
It
doesn't
need
to
happen
right
now,
but
I'm
just
really
interested
in
and
it
sounds
like
a
sweet
gift,
but
just
just
curious.
If
anybody
has
any
information
about
the
dolls.
G
I
can
provide
some
information:
they
they
did
donate
the
american
girl,
dolls,
they're
going
to
middle
middle
school
and
they
are
of
different
race
and
diversities
and
with
the
girl,
dolls
comes
the
book,
and
so
the
the
books
are
all
it's
all
about
diversity,
and
so
this
is
going
with
the
literacy
it's
about
teaching
about
diversity,
because,
as
you
know,
each
girl
doll
comes
from
different
parts
and
has
a
different
history,
so
that
it's
just
something
it's
going
to
be
a
literacy
lesson
with
a
doll
for
middle
grade.
I
believe
it's
grade
5..
A
B
A
Consideration
and
action
to
accept
a
gift
from
christmas
ed
to
provide
18
professional
development
sessions
for
450
teachers
at
an
estimated.
I'm
sorry
last
number
at
an
estimated
value
of
18
000
explanation.
Catalyst,
ed
is
a
501c3
organization
that
matches
school
systems
with
donors
to
fulfill
projects,
providing
expertise
and
education.
A
They
will
be
providing
cps
with
18
professional
development
sessions
through
a
better
lesson
available
to
all
district
teachers
and
to
access
to
it
and
to
access
to
a
bank
of
resources
for
the
2021
2020-2021
school
year
at
no
cost
to
the
district.
Their
total
donation
is
valued
at
eighteen
thousand
dollars.
A
B
B
A
Explanation,
beth,
israel,
deaconess
medical
center
has
generously
donated
250
to
chelsea
public
schools
for
the
purchase
of
a
home
physical
education
appointment
massachusetts,
general
chapter
71
37a
provides
for
the
acceptance
of
gifts,
the
approval
of
the
chelsea
school
committee
mr
has
made.
We
have
a
roll
call.
B
A
A
A
B
A
M
A
Yes,
I
did
with
yep
alrighty
so
chelsea
public
schools
resolution
to
declare
that
black
lives
matter
introduction
throughout
our
nation's
history.
Institutional
and
structural
racism
and
injustice
have
led
to
deepening
racial
disparities
across
all
sectors
of
society
and
have
had
lasting
negative
consequences
for
our
community
cities
and
nation.
A
A
Now,
therefore,
be
it
resolved
that
the
delta
committee
stands
firmly
against
bigotry,
prejudice,
discrimination
and
equity
in
all
forms,
both
institutional
and
individual,
and
declares
that
black
lives
matter
and
joins
the
movement
to
fight
for
freedom,
liberation,
justice
and
democracy.
My
best
friend
and.
I
A
As
protests
surge
in
our
local
community
and
beyond,
the
chelsea
school
committee
wishes
to
affirm
its
commitment
to
the
well-being
and
safety
of
black
and
brown
community
members
and
let
them
know
they
are
not
alone
one.
The
chelsea
school
committee
denounces
discrimination,
racism
and
sentiments
against
black
and
round
people.
We
will
not
tolerate
racist
treatment
of
any
members
of
our
community
and
we
will
speak
out
against
racism
and
systemic
oppression
in
our
society
to
help
stop
the
spread
of
bigotry.
I
I
just
want
to
say
I'm
glad
that
this
topic
is
being
brought
up
again
to
the
committee,
and
I
just
want
to
bring
up
that
since
the
last
time
we
spoke
about
this
issue.
The
city
council
has
declared
racism
to
be
a
public
health
crisis
in
the
city
of
chelsea
and
that,
thanks
to
the
efforts
of
leaders
from
the
chelsea
youth,
adult
alliance,
there's
now
a
concrete
set
of
measures
of
black
youth
from
our
community
are
asking
us
to
take.
Now.
I
But
given
the
work
that
this
resolution
is
calling
us
to
do,
I
wonder
if
it
might
be
proper
to
amend
the
resolution
to
include
a
commitment
to
engaging
with
these
recommendations
as
a
school
committee,
perhaps
through
a
special
subcommittee
of
the
whole
or
at
our
next
meeting.
I
would
just
like
to
see
us
add
to
our
next
agenda
or
to
an
additional
meeting
a
presentation
of
these
requests
so
that
we
can
engage
with
the
youth
leaders
about
these
issues
and
how
we
could
approach
them
as
a
school
committee.
I
No,
I'm
I'm
not
I'm
not
making
the
motion
yet
I'm
kind
of
just
curious
that
what
would
be
open
to
the
idea?
I'm
not
you
know
if
if
there
isn't,
you
know
an
interest,
I
we
can
make
a
motion,
I'm
just
kind
of
curious
that
people
might
be
interested
in
adding
that
you
know,
as
I
know
that
this
this
resolution
has
been
passed
in
other
cities,
but
this
would
be
a
nice
way
to
like
make
it
a
little
more
chelsea
like
specific
and
add
some
specific
commitments
to
our
community.
N
Yeah,
I
I
actually
agree,
but
am
also
in
this
of
the
mindset
that
I
wanted
to
hear
more
feedback
from
others
and
and
what
their
thoughts
were.
I
think
specifically,
that
you
know
I
shared
at
the
last
meeting
that
I
I
had
a
heartache
about
the
school
committee,
not
supporting
the
first
resolution
that
was
initially
proposed
during
the
time
where
we
had
students
teachers
in
our
community
coming
to
speak
to
us
about
this,
where
I
think
there
was
an
opportunity
to
take.
N
You
know
clear
action
and
and
and
be
unequivocal
with
our
support
and
in
a
united
front
as
a
city,
you
know
the
city
council
had
already
passed
their
resolution.
As
I
stated,
and
then
the
city
declared
racism,
a
public
health
crisis
with
various
steps
for
for
different
parts,
different
departments
of
the
city,
to
sort
of
take
an
approach
and
another
look
at
where
we
could
improve.
N
And
again
I
just
want
to
thank
almi
for
being
there
at
that
meeting
and
clearly,
you
know
taking
note
of
what
was
shared
and
and
figuring
out
next
steps.
And
so
I
know
that
there's,
like
that's
a
whole
other
layer
there,
but
the
individuals
that
are
leaning
on
those
efforts
are
actually
the
the
the
group
that
roberto
referenced,
and
specifically,
I
want
to
thank
you,
know
jade
and
kyle
yumemba,
who
have
been
leading
on
those
efforts
in
the
community
level
and
also
doing
a
lot
of
organizing
around
this
specific
issue.
N
N
You
know
around
those
topics
and
whether
that's
having
more
community
dialogues
or,
if
that's
just
to
have
you
know,
be
able
to
listen
more
and
actually
the
committee
as
a
whole
to
be
educated
about
the
black
experience,
I
think,
is
critical.
So
I
I
would
I
do
support
what
roberto
mr
jimenez
is
sharing,
but
just
wanted
to
to
share
my
perspective
as
to
why
and
certainly
wanted
to
hear
other
other
feedback
from
others
about
it.
D
I
understand
the
city
already:
has
a
subcommittee
and
they've
been
meeting
regular
on
the
subject,
and
maybe
if
you
want
to
call
someone
who's
running
these
meetings,
you
could
be
part
of
the
committee
as
a
school
committee
member
and
I
don't
think
we
need
another
subcommittee
to
go
as
long
as
the
city
has
one
going
and
they've
been
meeting
regularly.
I
understand
too,
so
I
think
it's
something
we
should
look
into.
D
I
Just
have
a
quick,
you
know,
I
I
think
it's
I'm
not
quite
sure
if
the,
if
that
committee
from
the
city
is
engaging
with
the
education
specific
recommendations,
because,
ultimately
any
changes
in
in
the
recommendations
would
have
to
be
approved
by
us
and
would
have
to
be
discussed
by
us.
So
I
think
you
know
it
would
just
start
the
process
earlier.
If
we
actually,
you
know,
wanted
to
engage
with
with
these
recommendations,
and
it
would
actually
make
it
more
specific
towards
towards
education.
I
That's
that's
why
I
think
you
know,
even
though
the
city
is
doing,
you
know
work
with
with
some
of
the
other
non-education
recommendations
that
I
think
this
group
may
have
proposed.
I'm
not
sure
if
that's
what
the
fact
that
they're
doing
you
know,
I
think
that
as
a
school
committee,
it
would
be
good
to
to
have
us
engage
specifically
with
those
education,
specific
recommendations.
M
M
M
I
No
just
just
want
to
make
sure
I
clarify
like
that.
What
you
just
said
is
basically
like
what
I
what
I
would
like
to
just
add
to
the
resolution
to
make
sure
that,
like
we're
like
probably
committing
to
do
so,
that's
that's
it
and
we
don't
have
to
add
it
on.
You
know
to
the
resolution
itself
as
long
as
we're
actually
going
to
to
do
so,
which
I
appreciate
what
you
just
said
around
making
sure
that
we
give
them
some
space
to
propose
something
to
discuss
this
with
the
school
committee.
So.
C
A
N
Yes,
pardon
so
I
just
wanted
to
follow
up,
but
I
really
appreciated
what
mr
wilson
said
and-
and
I
think
that's
sort
of
my
angle-
that
you
know.
I
really
think
that
it
is
our
you
know
where,
where
possible,
as
individual
school
committee
members
for
those
that
have
willingness
to
do
more
or
less
given
our
capacity.
N
I
think
that
it
is
important
to
to
show
leadership.
You
know
within
the
school
district
and
that
you
know
we're
making
a
commitment
and
again
just
echoing
what
roberto
had
shared
about
you
know
for
us
to
really
look
at
the
education
specific
recommendations,
but
I
think
here
what
the
key
word
is:
engage
right
like
having
them
come
and
present,
I
think,
is
a
fabulous
next
step
for
us
to
really
hear
directly
from
them
and
and
really
put
it
put
an
ear
to
their
experience
and
what
what
their,
what
their
concerns
are.
A
G
Chairwoman,
garcia
and
school
committee
members
they
have
reached
out
to
me.
I
am,
I
have
said,
we're
working
on
a
mutual
date
where
they
can
come
in.
They
wanted
to
actually
officially
come
in
and
share
their
recommendations
because
they
haven't
done
that,
and
so
what
I
will
do
is
I'm
going
to
rope
in
chairwoman
garcia
into
that
conversation.
So
we
have
not
the
last
email
communication
did
have
with
this
group.
I
said
yes,
let's
set
it
up
and
we're.
G
We
were
working
on
a
date,
so
we'll
work
on
that
and
then
we
can
go
from
there.
I
have
talked
to
the
city
what
the
subcommittee
cheryl
our
city
solicitor
has.
I've
said.
I'm
women
happy
to
share
a
presentation
of
the
work
that
the
school
and
the
school
department
has
done
in
this
in
particular
area,
and
so
she
said
that
here's
as
she
explained
there.
G
The
process-
and
I
know
mr
robinson
is
on
the
call-
and
he
could
probably
explain
it
better
than
me,
but
they
were
going
to
go
through
certain
sections
of
the
process
and
then
when
they
got
to
the
educational
section,
they
would
ask
me
to
present
to
the
city
subcommittee.
So
I'm
happy
I'm
already
offered
to
do
that
as
well.
I
do
I
really
like
the
idea
of
the
city
as
a
whole
coming
together
and
all
the
departments
working
together
as
a
whole
city
of
chelsea,
where
we
believe
that
and
declare
that
black
lives
matter.
G
A
I
A
My
apologies,
let
me
do
the
whole
language.
Sorry,
all
right
consideration.
Actually
the
resolution
to
declare
that
black
lives
matter
explanation.
The
school
committee
stands
firmly
against
bigotry,
prejudice,
discrimination
in
all
forms,
both
institutional
and
individual,
and
declares
that
lives
matter
and
joins
the
movement
to
fight
for
freedom,
liberation,
justice
and
democracy.
E
E
E
C
B
Consideration
and
action
to
accept
the
resolution
to
declare
that
black
lives
matter.
Mr
jimenez,
yes,
miss
carlill!
Yes,
ms
garcia,
yes,
miss
henriquez!
Yes,
miss
velez!
Yes,
miss
hernandez,
yeah,
miss
santiago;
yes,
miss
alfaro!
Yes,
mr
wilson,
yes,
nine
votes
on
the
affirmative.
The
motion
carries.
A
M
Early
voting,
so
please
go
out
there.
We
have
some
wonderful
people
in
our
community
running
for
so
many
great
offices
here
in
our
state
go
out
there
support
them,
whoever
you
support
your
support,
but
also
make
sure
we
go
into
the
census.
It
has
been
extended,
so
we
have
a
little
bit
more
time.
Chelsea
chelsea
just
make
those
senses
count.
Thank
you.
A
M
M
N
You
know,
I
know
that
a
lot
of
folks
see
that
the
numbers
have
jumped
and
there's
neighboring
communities
that
are
starting
to
see
numbers
jump.
There
is
conversations
about
you
know
the
the
actual
task
force
meets
now
once
a
week
as
opposed
to
before
where
it
was
a
lot
more
frequent,
and
I
know
that
mimi
is
always
looking
for
feedback
and
for
anybody
that
has
questions
or
wants
to
volunteer
or
support
in
any
way.
N
I
haven't
been
part
of
the
pandemic
task
force
now,
for
probably
a
good
solid,
two
months
initially
was
involved
with
some
communications
that
I'm
going
to
be
looking
to
tap
roseanne
giovanni
who's,
leading
that
effort
and
also
circling
back
with
me
just
a
shout
out
to
all
of
you
that
have
been
volunteering,
that
you
know
that
that
continuously
in
a
pandemic
or
not,
are
always
doing
everything
you
can
for
families
in
the
city.
And
specifically,
you
know,
I
don't
I
don't
like
to
name
anybody.
N
N
So
just
having
received
that
communication
today,
just
wanted
to
say,
like
you
know,
even
though
we're
starting
the
new
school
year
with
with
a
lot
of
good
hope
and
strength
that
we're
still
in
the
midst
of
something
that
we
have
to
try
to
do
our
best
collectively
to
contain
so
that
all
that
good
work
continues
to
you
know
we
honor
that
good
work.
That's
that's
already
happened
in
the
city,
yeah.