►
From YouTube: School Committee Meeting of 11-18-21
Description
City of Chelsea, Chelsea Public Schools
C
E
B
G
And
so
the
citation
was
actually
for
miss
restrepo,
our
principal
at
the
berkowitz
elementary
school
and
actually
for
me
for
the
recognition
of
latinos
in
education,
and
so
they
actually
presented
us
the
citations
yesterday
during
the
tree
planting
at
the
mary
c
burke
complex.
But
I
would
just
like
to
they
wish
us
all
the
best
and
congratulations
to
wonka.
I
Hi,
my
name
is
gretchen
barkuff.
My
address
is
41
walnut
street
apartment
1l
in
somerville
massachusetts,
and
this
is
my
sixth
year
teaching
sheltered
ela
for
bridge
academy
at
chelsea
high
school
first,
I
want
to
say
thank
you
to
the
school
committee
and
dr
abeda
for
the
work
you
have
done
and
continue
to
do
to
support
our
students,
especially
by
advocating
for
the
student
opportunity
act.
I
I
I'm
here
tonight,
to
advocate
for
the
need
to
use
student
opportunity
act,
funds
to
substantially
increase
educator
and
support
staff
salaries
so
that
our
salaries
match
those
in
nearby
districts.
To
give
context
about
this
pay
gap.
I
can
make
thirteen
thousand
dollars
more
in
revere
on
the
same
pay
step
that
I'm
currently
on
here
in
chelsea
and
everett,
that
pay
gap
increases
to
sixteen
thousand
dollars
and
in
boston
teachers
on
the
same
salary
step
as
me
make
thirty
thousand
dollars
more.
I
I
I
I
Additionally,
my
experience
in
the
district
helps
create
a
safe
learning
environment
for
our
students.
Students
are
familiar
with
me
before
they
become
my
students.
Last
year,
for
example,
a
student
on
the
first
day
said.
I
know
you.
You
always
said
hello
to
me
in
the
stairs
my
first
year
here,
these
out
of
class
positive
interactions,
while
hard
to
quantify
are
part
of
what
allows
us
to
build
a
culture
of
care
for
our
students.
I
But
neither
of
those
are
true
today
we
as
a
district
have
40
million
additional
dollars
coming
in.
Let's
make
educator
salaries,
fair
and
competitive
so
that
we
can
go
on
to
work
together
on
additional
ways
to
transform
our
schools
into
the
schools
chelsea
students
deserve.
I
would
like
to
see
our
pay
match
the
pay
scale
in
everett.
J
J
J
J
J
While,
as
a
teacher,
I
am
the
one
responsible
for
the
lesson
plans.
The
effectiveness
of
what
I
plan
is
up
to
the
paraprofessional
with
little
time
to
effectively
communicate
with
them.
In
our
classroom
schedule,
teachers
rely
on
their
paris
to
ask
the
right
questions
of
the
students
and
give
the
right
supports.
J
The
teachers
are
held
accountable
for
what
the
students
learn,
but
a
large
part
of
our
succe
in
their
participation
and
their
pushing
of
the
students.
They
support
our
students
during
small
groups,
instruction
for
literacy,
math
and
writing
in
chelsea.
Our
paris
are
extremely
dedicated.
During
coven,
I
had
excellent
attendance
on
zoom
in
a
large
part.
Due
to
my
paraprofessional,
who
went
from
house
to
house,
visiting
students
delivering
supplies,
calling
families
offering
supports
and
making
sure
that
they
were
okay
in
the
situation
and
she
wasn't
an
exception
in
our
school,
she
was
the
norm.
J
K
I'm
a
little
nervous
right
now.
I'm
sorry,
I
feel,
having
time
to
plan
a
good
curriculum
with
your
teacher
will
help
support
your
kids
and
help
us
know
the
material
used
to
teach
the
children
having
enough
time
with
your
teacher
to
prep
and
work
together
as
a
team
is
very
important
and
make
sure
that
you
are
ready
to
work
with
your
student
and
you
have
the
fundamental
of
exactly
the
curriculum
that
you're
going
to
teach
your
children.
K
L
Good
evening
my
name
is
joanna
plotz
and
I
live
at
15
gibbon
street
in
somerville.
I
have
been
a
teacher
at
the
berkowitz
school
for
eight
years
and
I
am
the
vice
president
of
the
chelsea
teachers
union.
As
you
can
see,
I
am
speaking
to
you
from
my
classroom
at
the
berkowitz
school,
where
I
have
been
since
before
8
o'clock
this
morning,
having
just
finished
parent-teacher
conferences,
because
I
feel
so
strongly
about
advocating
for
the
schools
chelsea
students
deserve,
although
I
currently
serve
as
an
english
language.
L
Educator
I'd
like
to
speak
tonight
in
support
of
our
amazing
paraprofessionals,
some
of
you,
whom
you
have
just
heard
from
prior
to
this
role,
I
taught
in
an
inclusion
classroom
and
I
could
not
have
done
it
without
the
help
of
a
paraprofessional
at
the
berkowitz
school.
We
have
two
inclusion
classrooms
per
grade,
but
only
one
special
education
liaison
per
grade,
since
a
special
educator
can
only
be
in
one
classroom
at
a
time.
Our
paraprofessionals
play
the
crucial
role
of
supporting
the
students
with
disabilities
in
the
other
classroom.
L
If
we
are
asking
paraprofessionals
to
provide
this
support,
they
should
be
adequately
prepared
to
do
so.
Currently,
peras
are
given
no
time
to
meet
with
the
special
education
liaisons,
so
they
are
delivering
instruction
using
plans
that
they
haven't
had
time
to
go
over
based
on
ieps
and
strategies.
They
may
not
be
familiar
with.
L
Our
paras
are
doing
a
great
job,
given
how
little
support
they
are
given,
so
imagine
what
they
could
do
if
they
were
given
a
prep
period
to
work
with
the
special
education
teacher,
I
asked
the
special
education
teams
at
my
school
to
imagine
that
they
had
this
prep
and
to
describe
how
they
would
use
it.
I
don't
have
time
to
list
everything
they
came
up
with
so
I'll,
just
name
a
few
go
over
the
lesson.
Plans
for
the
week
review
student,
iep
goals
and
accommodations,
discuss
student
behavior
needs
and
strategies
to
support,
struggling
students.
L
M
Evening
to
everyone,
even
those
who
I
haven't
had
a
chance
to
meet
in
person.
My
name
is
julia
basile
and
my
dress
is
29
hammond
street
cambridge
and
I've
taught
within
the
bridge
academy
at
chelsea
high
school
for
four
years
now
I
am
one
of
the
hundreds
of
highly
qualified,
immensely
driven
and
caring
educators
in
this
district.
M
M
M
Students
often
report
feeling
unseen,
smaller
classes
offer
the
space
and
time
to
build
mutual
trust
and
trust
fosters
learning
in
classes
of
20.
I
have
the
time
to
interact
with
each
student
as
the
whole
person.
Each
of
them
is
smaller
classes
mean
that
instead
of
grading
30
extra
essays,
I
can
allocate
those
hours
to
follow
up
with
a
student.
Social
worker
stay
after
school,
with
a
student
for
a
one-on-one
conference,
run
a
club
or
have
phone
conversations
with
parents.
M
M
M
M
M
M
N
Hello,
sorry,
just
getting
everything
muted,
hello,
my
name
is
nina
larry.
I
live
at
37
sixth
street
in
medford,
and
I
am
here
tonight
advocating
for
smaller
class
sizes
and
case
loads
across
the
district
chelsea.
Students
deserve
small
class
sizes
where
they
can
get
the
individualized
support.
They
need
to
succeed
at
the
high
school.
Many
classes
are
filled
and
overfilled
in
part,
because
we
did
not
hire
the
number
of
teachers
required
to
fully
staff
a
five
period
schedule.
N
N
N
N
N
Chelsea
students
deserve
a
stable
teaching
staff
from
year
to
year.
We
cannot
hire
and
retain
the
educators
students
deserve
if
we
don't
offer
the
resources.
Teachers
and
students
need
to
thrive
until
we
improve
the
conditions
in
our
schools,
including
having
reasonable
class
sizes
and
case
loads,
adequate
staffing
for
the
schedules
being
run
and
competitive
scholar,
salaries
with
neighboring
districts.
We
will
not
be
able
to
retain
educators
without
qualified
experienced
educators.
Chelsea
students
are
not
getting
the
education
they
deserve.
N
Just
yesterday,
a
student
I
have
known
only
a
short
time
asked
me
for
a
letter
of
recommendation.
I
told
her.
I
was
happy
to
write
one,
but
it
might
be
beneficial
to
think
about
teachers
who
have
known
her
longer
and
seen
her
growth
and
development
over
the
years.
Those
teachers
don't
work
here
anymore.
O
O
O
In
most
of
my
time
in
this
position
I
have
been
the
only
person
in
the
entire
district
who
teaches
these
courses,
so
gretchen
speaks
very
well
to
the
potential
loss
of
institutional
memory.
I
do
first
want
to
say
I
appreciate
all
of
the
work
that
you
do
and
I
am
especially
excited
that
so
much
money
has
come
to
our
district
and
we
can
finally
use
it
to
fulfill
two
very
critical
needs
that
we
have
discussed
regularly,
which
is
class
sizes
in
foundational
ell
classes
and
school-based
mental
health
support
for
our
students.
O
So,
in
the
bridge
academy
we
work
with
nearly
400
newly
arrived
immigrant
students.
Each
year
we
help
students
adjust
to
learning
a
new
language,
a
new
culture
and,
in
some
cases,
attending
school
for
the
very
first
time
it
is
widely
accepted
by
linguists
and
educational
researchers
that,
under
ideal
conditions,
it
takes
five
to
seven
years
for
students
to
master
academic
english,
as
I'm
sure
you
can
calculate
our
high
school
students
do
not
have
this
luxury
of
time.
O
So,
in
the
absence
of
this,
we
cannot
turn
back
the
clock
for
our
students,
but
what
we
can
do
is
offer
classes
small
enough
that
they
can
receive
targeted
and
individual
support
in
growing
their
academic
english.
Since
I
am
the
only
person
who
teaches
my
classes,
I've
taught
the
same
course
to
very
varying
class
sizes.
In
one
semester,
I've
taught
a
course
to
seven
students
and
to
20
students
same
exact
course
same
material,
similar
level
of
students
and
the
difference
in
language
acquisition
between
the
two
sections.
O
It
can
be
measured
in
months
and
even
years
for
students
who
are
in
those
smaller
sections.
The
rate
at
which
they
grow
is
just
so
much
more
than
a
class
of
20
students
where
I
just
cannot
meet
their
individual
needs
where
they're
at
and
even
still.
I
am
so
fortunate
because
many
of
my
colleagues
right
now
are
teaching
classes
of
30
newcomers.
O
Even
next
semester,
which
is
three
months
away,
I'm
looking
at
classes
of
20
to
24
foundational
ells,
including
some
dual
identified,
students
with
special
needs,
and
I'm
already
anxious
thinking
about
like
am
I
going
to
be
able
to
meet
the
emotional
needs
of
these
students
and
meeting
their
linguistic
needs.
At
the
same
time,
I
think,
speaking
broadly
as
well.
It's
also
clear
to
I
think,
all
of
us
that
our
students
need
stronger
mental
health
support
than
ever.
O
However,
any
additional
support
positions
that
are
added,
such
as
social
workers,
should
be
added
as
a
union
position.
We
are
so
grateful
for
the
work
that
our
outside
counseling
agencies
do
for
us,
but
these
counselors
and
social
workers
are
not
desi
licensed
and
they
don't
have
the
same
ability
to
collaborate
with
school-based
support
teams,
as
our
school-based
social
workers
do,
and
additionally,
the
turnover
tends
to
be
higher
in
these
outside
agencies,
which
can
make
it
very
difficult
for
students
to
build
the
lasting,
trusting
relationships
that
are
critical
in
a
therapeutic
setting
like
social
work.
O
P
P
P
P
On
the
other
hand,
as
you
know,
the
cost
of
living
has
increased.
All
utility
bills
had
grown
up
all
the
water
electricity
gas
waste
structure.
Everything
has
gone
up
our
way,
however,
have
not
gone
up,
so
paraprofessional
should
be
respected
and
compensated
appropriately,
and
I
consider
myself
a
bilingual
paraprofessional,
so
it
should
be
taken
into
account
and
respected.
B
Q
Q
Q
Q
Our
district
has
received
an
additional
40
million
dollars
in
state
and
federal
funding
to
spend
in
the
next
few
school
years.
This
gives
us
an
unprecedented
opportunity
to
work
together
to
build
the
schools
chelsea
students
deserve
ctu
has
worked
to
put
together
a
set
of
proposals
that
aligns
with
the
district's
strategic
plan
and
vision
for
an
anti-racist
school
district.
Q
Q
Now
we
have
the
resources
to
concretely
and
materially
support
the
values
we
share
with
systems
that
support
our
students.
We
can
change
the
structural
barriers
to
education
that
our
district
has
had
to
face
for
far
too
long.
We
need
to
be
bold
and
confident
and
creative
as
we
use
esser
to
proactively
fund.
Our
student
opportunity
act
plans
to
give
our
kids
the
schools
chelsea
students
deserve.
Q
Our
students
deserve
abundant
and
stable
staffing
that
reflects
our
student
population.
Our
students
deserve
joyful,
responsive
classrooms,
where
their
teachers
and
parents
have
time
to
plan
together
and
unionize
student
support
staff
to
support
their
socio-emotional
needs.
Our
kids
deserve
to
learn
the
nature
of
their
own
gifts
and
how
to
use
them
for
good
in
the
world.
Q
We
need
the
school
committee
support
and
coming
to
a
contract
agreement
that
supports
these
goals.
Now
is
the
time
to
be
bold
and
follow
through
on
our
commitment
to
our
students.
We
look
forward
to
a
contract
and
to
a
district
that
gives
us
the
schools,
chelsea
students
truly
deserve.
Thank
you
have
a
good
night.
R
R
I've
been
having
issues
lately
with
dropping
off
my
son
to
school
in
the
parking
situation.
I
do
understand
that
the
schools
are
in
a
residential
area,
but
there
needs
to
be
a
better
solution
for
drop
off,
so
I've
received
messages
from
the
school
department.
The
text
messages
stating
that
cars
will
be
ticketed.
R
You
know,
as
a
parent,
I
dropped
off
my
son.
I
came
back
outside
I'm
on
my
way
to
work.
I
have
a
ticket
I
feel
like.
Instead
of
you
know,
instead
of
getting
tickets
or
getting
text
messages
like
we
need
to
come
up
with
a
solution,
I
started
calling
around
to
different
cities
just
to
see
how
how
they
do
drop
off
and
pick
up.
There's
always
like
a
cluster
of
cars.
R
You
can't
get
by
traffic
jams,
so,
after
speaking
to
different
elementary
schools
in
revere
everett,
they
have
drop
off
like
a
drive
up
drop
off,
so
there's
teachers
that
are
waiting
outside.
They
gather
a
group
of
kids,
as
the
kids
are
getting
dropped
off.
They'll.
Take
that
group
they
walk
them
in.
You
have
the
next
teacher
there
they
grab
a
group
of
kids,
they
walk
them
in.
R
I
just
feel
like
if
we're
gonna
be
taking
in
parents
and
not
addressing
the
situation,
I
don't
think
it's
fair
as
a
working
parent
to
drop
off
your
kid
and
come
out
to
a
ticket.
I
just
feel
like.
If
other
cities
are
able
to
keep
the
flow
of
traffic
going
they're
able
to
drop
off
their
kids,
we
aren't
the
only
schools
that
are
located
in
residential
areas,
so
I
just
think
going
forward
if
we
are
going
to
take
it.
R
F
S
S
My
foundational
class
this
year
is
made
up
of
26
students
so
far,
all
who
speak
spanish,
portuguese
and
swahili
and
are
at
very
different
literacy
and
academic
levels
in
our
class.
The
vast
differences
in
level
of
language
skills
means
that
there
are
simply
not
enough
adults
to
provide
differentiated
instruction
that
appropriately
challenges
each
child
and
keeps
them
engaged
on
a
continued
growth
path.
S
S
S
Most
of
our
students
have
had
significantly
interrupted
education,
meaning
that
many
need
to
learn
basic
math
literacy,
logic
and
social
skills
for
the
first
time,
even
in
their
native
language,
in
best
practices.
These
students
require
significant
small
group
and
one-on-one
support
in
highly
individualized
instruction
to
ensure
that
they
quickly
make
growth
and
make
the
leap
to
higher
degrees
of
independence
as
an
institution.
Chelsea
public
schools
has
long
stated
that
we
are
a
bridge
to
success.
S
T
T
I
am
currently
a
sixth
grade
history
and
social
studies
teacher
at
the
brown
middle
school.
This
is
my
sixth
year
working
in
chelsea
schools
and
my
fourth.
As
a
teacher
in
my
role,
I
teach
the
entire
sixth
grade,
six
classes,
mostly
alone
and
occasionally
with
a
paraprofessional
or
with
my
co-teacher
laura,
who
you
just
saw
like
most
educators
in
chelsea.
T
T
As
currently
organized
and
funded.
We
as
a
school
are
unable
to
properly
support
our
students
and
fulfill
this
legal
and
moral
obligation
that
we
have
our
foundational
teachers
for
these
students
are
currently
teaching
a
double
caseload
with
classes
that
are
two
or
three
times
greater
than
the
state's
recommended
size
and
ratio
for
teacher
to
paraprofessional
and
students
increased.
T
B
H
U
U
U
I'm
currently
teaching
173
students
between
six
separate
classrooms.
In
addition
to
a
win
block,
which
is
for
building
student
skills
and
enrichment,
three
classes
are
co-taught
and
three
classes.
I'm
alone
I
don't
have
any
paraprofessionals
or
support
in
those
classes.
If
I
did
have
a
paraprofessional,
there
was
probably
no
time
to
meet
and
plan
in
our
schedule.
U
U
U
B
H
H
I
am
unable
to
attend
tonight's
meeting
due
to
a
parent
teacher
conference,
but
I
want
to
share
how
I
believe
we
should
use
our
additional
40
million
coming
from
the
esther
and
soa
funds.
As
a
former
student
in
chelsea,
I
can
share
that
my
best
classroom
experiences
were
the
ones
where
teachers
had
the
resources
to
address
the
needs
of
every
student.
This
happened
when
class
sizes
were
less
than
25
students
in
a
room.
H
As
a
teacher,
I
strongly
believe
reducing
our
class
sizes
will
not
only
support
the
academic
needs
of
our
students,
but
also
address
the
sel
needs
of
our
community.
Additionally,
providing
smaller
class
sizes
will
encourage
our
current
teachers
to
stay
in
the
district
and
reduce
our
teacher
turnover.
H
Our
students
deserve
schools
that
are
fully
staffed
and
we
are
excited
for
the
opportunity.
Thank
you
second
comment.
Renee
torres
62
cook
ave
number
two
chelsea
mass.
I
request
that
the
district
offer
more
support
for
smaller
class
sizes.
My
son
studies
at
the
brown-
and
there
are
a
lot
of
kids
in
his
class.
H
I
want
more
opportunities
for
him
to
advance
in
english
third
comment:
renato
segnete,
32
and
easy
road
in
chelsea
mass,
I'm
looking
for
less
students
in
the
classrooms
at
the
brown
for
my
son,
who
is
learning
english
third
comment:
lady
rodriguez,
18
maverick
street
chelsea
mass
asking
the
district
for
smaller
class
sizes
at
the
brown.
My
son's
class
has
26
students
and
most
are
newly
arrived
students.
The
teacher
cannot
give
all
of
them
the
attention
they
need.
I'm
worried
about
his
learning.
My
son
needs
better.
H
Comment:
number
four:
anseri
natareno
34
hawthorne
street
number:
four
chelsea
mass,
my
son
jason,
is
a
student
at
the
brown
I'm
asking
that
the
district
offers
smaller
class
sizes
for
students
learning
english.
My
son's
class
has
26
students
of
where
most
students
just
arrived.
I
ask
that
they
offer
more
resources
for
students
who
are
learning
english
because
they
need
the
most
support
than
other
classes
so
that
they
get
the
support
they
deserve.
H
Comment
number
five,
elisef
domingo,
198,
sherliff
street
number:
three
chelsea
mass.
My
son
franklin
is
a
student
at
the
brown
school.
I'm
asking
the
district
to
offer
smaller
class
sizes
for
students
who
are
learning
english.
My
son's
class
currently
has
26
students.
The
class
has
students
who
just
came
to
the
united
states.
I
ask
that
you
offer
resources
to
the
students
who
are
just
learning
english.
My
son
just
came
a
few
months
ago.
He
was
shy
at
first
now
he's
making
friends
when
he
has
individual
attention
from
his
teacher.
His
marks
can
be
a
hundred.
H
D
Thank
you,
so
my
comments
will
be
brief.
We
have
settled
a
nurse
unit.
Wage
reopener,
we've
settled
a
way
to
package
with
the
nurse
unit,
which
includes
the
nurses
and
the
nurse
aides
for
school
year,
21-22.
So
from
this
school
year
we
have
ratified
this
with
well.
The
nurse
unit
has
voted
on
it,
so
that
is
what
you
will
be
voting
on
today.
D
G
V
G
W
W
All
right
so
for
tonight's
presentation
there
are
three
areas
that
we're
going
to
focus
on
the
first
one
would
be
the
district-wide
daily
attendance.
So
we'll
give
you
the
most
recent
updates
for
the
last
complete
month.
We're
also
going
to
go
over
the
mobility
rates
and
we
have
completed
our
first
quarter
at
the
high
school,
so
we
will
be
sharing
our
first
quarter
grades
as
well,
not
the
individual
grades,
but
the
number
of
failing
students
other
than
that.
W
All
the
information
that
you
guys
are
going
to
see
on
the
presentation
tonight
is
what
was
presented
the
time
before
we
went
over
this.
But
if
you
have
questions,
obviously
I'm
here
to
answer
any
questions
or
re-clarify
or
go
over
anything.
This
book
committee
would
would
like
to
begin
with
bear
with
me,
I'm
going
to
jump
right
down
so
the
district
attendance
rate.
W
I
will
point
out
some
of
the
hot
spot
areas
and
and
that's
really
looking
at
the
secondary
level
looking
at
the
high
school
on,
you
know
how
we're
working
with
them
to
improve
those
areas.
If
you
look
at
our
seniors
other
than
that,
we're
pretty
consistent
in
the
90,
we
have
some
concerns
with
both
freshmen
and
seniors,
and
I
am
working
directly
with
the
high
school
as
we
speak
as
to
how
we
are
tackling
some
of
these
challenges.
W
The
high
school
made
significant
changes
throughout
the
week
that
it
really
helped
with
kids
and
where
they
are
and
getting
to
know
them.
You
know
calling
home.
I
can
share
that.
The
high
school
has
probably
made
about
150
phone
calls
home
in
the
last
couple
of
days
for
kids
that
are
not
reporting
to
class
or
going
late
or
just
kids
that
are
not
in
attendance.
So
that's
150,
kids,
even
with
the
staff
that
are
at
the
high
school,
is
still
the
difficult
challenge.
W
B
W
W
W
We
are
still
consistently
lower
than
projected
when
we
look
at
our
our.
You
know
how
we
funded
our
schools
in
the
class
sizes.
Our
average
class
size
at
the
brown
is
still
about
18
to
22
in
the
mainstream
classroom.
So,
even
though
we're
getting
some
of
these
additional
numbers,
it's
still
remaining
pretty
low
consistently,
not
nothing
that
just
is
screaming
at
us.
So,
but
we
are
monitoring
it
closely.
W
W
55
two
f's
32
with
three
f's
and
then
students
failing
four
or
more
grades
is
11..
You
can
see
our
percentages
are
similar,
we're
about
three
percent
higher
from
the
last
quarter.
Part
of
this,
if
you
noticed
our
attendance,
it's
you
know
it's
something
that
we're
tackling
with
freshmen
as
well,
so
without
a
doubt,
there's
a
correlation
between
the
two
amongst
some
other
things
and
we're
working
with
the
high
school.
W
G
G
Priority
number
two
is
to
increase
access
and
engaging
and
enriching
opportunity
for
all
students.
Priority
number
three
is
recruit
support
and
retain
diverse
and
high
quality
teachers
and
leaders,
and
then
priority
number
four
is
to
engage
parents
and
community
organizations
and
share
decision
making
to
improve
teaching
and
learning
and
then
best
priorities
to
ensure
efficient
and
effective
systems
operations,
as
in
state-of-the-art
technology
to
support
instruction
and
student
learning,
and
then,
at
the
end
of
the
day,
we
will
ensure
that
our
students
are
college
and
career
ready.
G
If
we
improve
the
quality
of
teaching
and
learning
at
every
school,
provide
innovative
and
enriching
programs
for
all
recruit
support
and
retain
diverse
teachers
and
leaders,
engage
families
as
our
partners
in
our
core
work
and
ensure
efficient
and
effective
operational
systems.
Then
we
will
deliver
the
high
quality
education
to
all
students
that
our
chelsea
students
deserve
and
we
will
improve
outcomes
and
access
across
the
system
for
all
students
and
every
student
will
graduate
from
high
school
on
a
path
to
college
and
career
success.
X
X
So
we
use
those
overarching
principles
in
all
of
the
allocations
for
our
grants
before
moving
on
to
sr3,
just
a
quick
review
of
the
covid
relief
funds
that
we've
received
already,
there
have
been
four
tiers
of
funding
that
have
come
from
the
state
of
massachusetts
or
the
federal
government
through
the
state
of
massachusetts
they're
listed
on
the
screen
to
let
you
know
how
we
utilize
them.
The
first
funding
the
coronavirus
relief
fund,
which
came
from
the
state
of
massachusetts.
X
The
superintendent
and
the
school
committee
decided
we
needed
to
protect
vital
positions
that
we
know
were
critical
to
our
kids
during
the
pandemic.
So
at
the
time
we
moved
our
nurses,
nurses,
aides,
social
workers
and
the
four-parent
liaisons.
We
had
at
that
time
on
to
the
cares
act
so
that
should
the
general
fund
budget
have
to
be
cut
and
it
didn't
end
up
having
to
be
cut.
We
knew
that
these
positions
were
protected,
no
matter
what
the
second
stream
of
esser
money
is
effective.
X
Now
we
are
using
it
and
it
was
woven
into
our
budget
plan
that
the
school
committee
approved
this
past
spring,
but
just
to
help
everybody
remember.
We
received
just
over
9.2
million
dollars
over
available
up
to
school
year
september
2023
and
it
was
focused
on
covered
relief,
addressing
learning
loss
through
acceleration,
not
remediation
social,
emotional
support,
parent
student
engagement.
These
are
all
priorities
coming
from
the
state
that
were
seconded
by
our
leadership
at
the
district.
X
Some
of
the
details
of
what
was
approved
by
deci
is
81
of
the
grant
was
set
aside
for
salaries
and
benefits
for
critical
positions
that
we
needed
and
I'll
go
into
detail.
What
those
were
the
non-salary
uses,
which
was
a
smaller
portion,
was
for
covet
pool
testing
if
we
needed
to
fund
that
temporary
nursing
services,
which
we
are
using
temporary
cleaning
services,
rent
to
relocate,
the
chelsea
opportunity,
academy
and
intergenerational
literacy
program
and
professional
development
for
equity
and
trauma,
which
is
underway.
X
Of
the
funds
we
added
67.25
positions,
which
is
a
tremendous
amount
of
positions
for
chelsea,
and
if
you
recall
there
were
other
positions
that
were
added
on
the
general
fund.
This
is
a
year
that
may
never
have
been
experienced
in
the
past,
because
chelsea
had
so
many
years
of
cuts.
It
was
a
restore
reopen
year
for
us
over
75
at
this
point
are
filled
just
to
go
through
real,
quick.
X
We
added
other
paraprofessionals
at
our
middle
schools.
We
added
coaches
counselors
to
work
directly
with
our
students,
social
workers
and
paraprofessionals
in
special
education
and
english
language
learning
at
our
high
school.
We
added
teachers,
social
worker
and
paraprofessionals
for
our
special
ed
team
and
we
created
a
whole
new
school
chelsea
virtual
learning
academy
was
created
from
whole
cloth
using
the
essar
2
funded
funding,
which
we
have
available
for
the
this
year
and
next
year,
as
well
district
wide.
X
We
heard
from
the
families
and
from
our
staff
the
need
for
interpreters
to
work
with
special
ed
staff
on
the
ieps.
We
added
speech
therapists
here
on
the
grant.
We
also
added
them
on
the
general
fund
assistant
director
of
special
ed.
We
also
added
a
covered
manager,
nurse
nurse's
aides,
and
we
had
one
communications
person
so
that
we
could
provide
messaging
much
more
effectively
to
our
families
and
a
children's
cabinet
position.
X
X
X
X
Under
the
category
of
mitigating
learning
loss,
accelerating
learning,
we
are
proposing
to
continue
all
of
those
positions
created
under
sr2
through
2024,
utilizing
the
so3
money
that
will
provide
us
with
three
years
of
stability
for
these
positions.
Three
years
of
stability,
for
our
students
to
be
able
to
have
these
resources
available
to
them.
V
X
I
want
to
point
out
if
you
had
participated
in
previous
sessions.
I
had
a
larger
number
for
that.
The
state
has
said,
because
we
don't
own
property,
that
we
can
only
use
the
grant
for
soft
costs.
So
we've
done
a
little
bit
of
recalibration
we're
not
giving
up
on
the
project.
We
have
other
ideas
that
we're
working
with
the
city
on,
but
this
720
000
represents
soft
costs
for
the
chelsea
opportunity
academy,
ilp
relocation.
X
A
new
item
that
wasn't
in
our
community
meetings
was
to
invest
250
000
in
extended
learning
ingenuity,
tutoring
resources
to
work
directly
with
our
students,
so
for
a
total
of
10.4
million
dollars
under
code
preparedness,
we're
going
to
continue
the
nurses,
the
extra
nurses,
the
nurse's
aides
and
the
cohort
manager,
the
concept
of
funding
for
temporary
nursing
services.
So
we
can
accentuate
or
add
to
our
staff,
temporary
cleaning
services
as
needed,
and
funding
for
ppe
and
other
cohort
related
supplies.
X
The
filters
for
our
air
cleaning
equipment,
the
masks,
sanitizer
all
those
types
of
things:
587,
000,
improving
indoor
air
quality.
As
we
have
said
multiple
times,
we
have
studied
our
systems.
We
are
fully
compliant
with
the
requirements
of
the
centers
for
disease
control
and
the
recommendations
from
harvard
university.
X
However,
we
need
to
recognize
that
our
buildings
were
built
in
1996
or
1997,
and
the
equipment
is
now
25
years
old.
In
speaking
with
our
architect,
he
complemented
the
district
on
its
investment
in
maintenance.
That
has
gotten
us
to
really
the
end
of
was
his
typical
lifespan
for
equipment
of
this
magnitude.
X
The
total
cost
of
that
is
8.5
million
in
technology.
We
want
to
continue
the
hot
spots
for
another
year
and
additional
equipment
and
software
for
3.75
under
student
mental
health
services.
We
want
to
include
continue
all
the
social
workers
and
the
counselors
that
are
doing
great
work
with
our
kids
right
now
and
to
that
we
want
to
add
outside
services
a
cost
of
150
000,
so
that
we
can
provide
outside
counseling
services.
For
our
students,
the
added
is
150
000
in
the
summer
school
area,
which
we
know
has
resonated
significantly
with
our
families.
V
Thank
you,
so
I
I
just
want
to
go
back
to.
I
think
it
was
the
sr1
just
wanna,
make
sure
that
I
that
I
fully
understand
this.
So
we
made
plans
to
we
moved
all
these
people
to
grant
thinking
that
we
were
gonna
have
a
drop
in
in
the
budget
because
of
the
pandemic.
That
ended
up
not
happening.
So
I
guess,
given
that
technically
we
still
used
it
for
the
grants,
but
then
like
what
is
the,
I
guess,
the
money
that
was
being
used
in
the
general
fund
for
those
positions.
X
It's
a
good
question.
I
think
this
was
the
year.
We
did
four
separate
balanced
budgets.
If
you
remember
the
final
was
in
the
fall
when
the
school
committee
adopted
the
final
final
budget,
so
we
used
those
monies
for
some
of
the
positions
that
are
now
on
esser
2.
As
the
school
said,
we
need
some
paras.
We
are
in
virtual
remote
learning.
I
need
additional
staff.
We
need
to
reduce
a
couple
of
classes
they're
too
large.
X
We
also
bought
one-time
items
such
as
the
furniture
that
we've
installed
put
into
our
middle
schools,
our
elementary
schools,
the
early
learning
center.
If
you
remember,
we
had
all
tables
that
were
very
hard
for
social
distancing
so
and
they
were
25
years
old
too,
and
so
we
use
it
for
other
one-time
costs.
V
Thank
you,
that's
helpful
and
then
so
I
guess
just
a
question
in
terms
of
kind
of
moving
forward
as
we're
thinking
about
all
these
positions
that
we've
created
thinking
about
kind
of
the
interaction
between
you
know.
The
sr
funds
running
out
and
soa
kind
of
going
up
is
the
idea
to
retain
all
of
those
positions
after
sr
runs
out
yeah.
I
guess
I
think,
that's
a
question.
G
G
So
it
was
a
total
of
about
100
fte
that
we
added-
and
we
had
always
said
when
we
were
building
our
budget
and
with
even
prior
to
srsr
funds
coming
in
that
our
goal
was
to
reopen
and
then
restore
and
so
restore
met.
For
example,
we
added
ell
teachers
to
every
school.
We
added
special
education
teachers
to
every
school
and
we
added
school
counselors.
G
So
there
was
a
slew
of
positions
that
we
added
to
restore
because
we
did
a
lot
of
community
conversations.
If
you
recall,
while
we
were
building
our
student
opportunity
act,
money
and
then,
as
you
know,
coven
came
and
then
there
was
like.
Oh
no,
are
we
even
gonna
make
it
so
we
did
level
funding
that
year
and
then
what
saved
us
was
the
two
million
dollars
that
we
received
from
sr1
that
really
helped.
G
We
put
a
lot
of
that
and
a
lot
of
that
into
the
classrooms,
and
so
we
probably
won't
be
restoring
as
much
anymore,
there's
still
positions
that
we
need
to
add,
and
there
are
because
we
don't
want
to
fall
off
the
cliff,
because
the
sr
funds
are
one-time
dollars,
they're,
not
dollars
that
are
going
to
keep
coming
in
every
single
year
in
the
years
to
come.
So
we
have
to
be
wise
and
we
have
to
be
able
to
sustain
the
fte
that
we've
added
with
our
student
opportunity
at
in
the
future
as
well.
G
So
we're
trying
to
be
very
thoughtful
about
how
we
use
our
our
sr
dollars.
We
want
to
invest,
but
we
also
know
that
if
you
keep
hiring
on
socks
that
soft
money
and
it
goes
away,
then
you
end
up
with
cuts
and
cutting
positions
and
cutting
stuff.
And
we
don't
want
to
do
that
or
I
we
say,
fall
off
a
cliff.
You
don't
want
to
fall
off
the
cliff,
but
I'm
going
to
let
monica
answer
that
as
well.
Yeah.
X
Purely
from
a
numbers
perspective,
I
sometimes
talk
about
landing.
The
budget
right
like
landing
the
year
softly
hitting
the
target,
so
sr3
is
a
real
godsend
in
that
we
have
more
time
now
to
look
at
the
positions.
We've
added
determine
the
the
value
added
for
each
one,
and
if
it
should
be
continued,
we
have
more
budget
cycles
to
look
how
to
make
them
permanent.
Some
some
services
may
not
necessarily
be
needed
once
we
are
so
many
years
outside
of
the
pandemic,
but
it's
been
it'll.
X
X
B
C
Thank
you,
madam
president.
I
have
a
question
when
we
get
the
money
in
from
the
state,
I
don't
know
who
can
answer
it
moniker
or
the
superintendent.
When
we
get
money
from
the
state,
the
funding
we
get.
Is
it
supposed
to
be
for
the
terms
of
requirements
or
is
it
we
can
use
the
money
for
whatever
we
want
or
is
it
we
have
to
use
it
towards
certain
things
I
mean.
I
know
money
can
come
in
certain
times,
but
certain
requirements.
X
I'll
take
the
first
half
of
the
question.
All
right
go
ahead
with
any
of
the
grants
that
we
get.
They
come
with
multi-page
guidance
that
they
call
it
that
identifies
what
it
can
be
used
for.
We
fill
out
a
highly
detailed
spreadsheet
with
justifications
for
what
we're
proposing
and
then
it
all
gets
reviewed
by
the
state.
So
they
will
question
and
question
again
if
they
don't
feel
that
we
are
aligned
with
the
intent
and
the
purpose
of
the
the
funding
source.
Okay,
thank
you.
B
X
X
I
think
the
one
area
that
christine-
and
I
talked
about
yesterday-
that
we
want
to
recharge
our
outreach-
is
for
the
interpreters
for
the
ieps.
The
the
need
for
them
is
definitely
here
we're
going
to
need
to
look
at
other
ways
to
advertise
that,
but
we
think
it's
a
great
opportunity
for
people.
We
just
maybe
need
to
get
the
word
out,
but
almost
everything
else
is
full
and
really
pretty
much
from
the
first
day
of
school.
We
had
almost
all
everybody
here.
V
Ahead,
if
other
members
have
questions,
I
just
I
don't
want
to
take
up
so
my
question
is
around
the
portion
around
the
curriculum
spending
that
we're
doing
from
the
sr3.
I
just
was
wondering
if
I
could
just
get
additional
this
information
on
what
exactly
that
is,
and
what
like,
what
are
we
replacing?
G
There
I
can
loot
on
that
and
then
I'll
turn
it
over
to
mr
lalacto.
So
right
now,
since
mr
watto
has
started,
we've
been
doing
just
an
assessment
and
and
assessing
our
curriculum
and
just
looking
at
what
we
have
and
then
there
will.
We
will
have
a
curriculum
on
it
and
we'll
be
talking
to
teachers
and
focus
groups,
and
just
looking
at
is
our
curriculum.
G
Aligned
to
standards
are
the
materials
that
we're
currently
using
align
to
standards,
and
then
we
can
go
from
there,
so
we're
we're
looking
to
ensure
and
that
what
are
our,
what
we're
using
is
aligned
to
standards.
So
first
step
is
to
kind
of
assess
and
and
and
have
an
audit.
I
do.
We
have
received
feedback
when
we've
applied
for
grants
and
in
the
past
just
last
year.
G
Actually,
we
applied
for
a
grant
with
testy
called
the
gleam
grant,
and
some
of
the
feedback
that
they
did
give
us
was,
and
the
reason
why
we
didn't
get
the
grant
is
because
they
didn't
feel
like
our
curriculum
was
aligned
to
standards
as
closely
as
it.
They
should
be,
and
and
vertical
and
horizontal
alignment
as
well,
so
that
that
kind
of
gave
me
pause.
G
G
Now
that
we're
back-
and
we
have
mr
lovato
on
board
looking
into
a
lot
of
the
instruction
and
fresh
eyes,
if
you
will
so
we're
we're,
definitely
looking
at
strengthening
our
materials
and
ensuring
that
they're
rigorous
and
that
they're
aligned
to
standards.
So
I'm
going
to
turn
over
to
mr
lovato,
so
he
can
mention
a
little
bit
more.
W
Some
of
the
challenges
with
that
is
our
teachers
and
coaches
have
done
the
best
they
can
to
develop
some
of
the
curriculum
that
they're
using
and
being
that
it's
not
evidence-based.
We
do
have
challenges
with
the
state,
helping
us
to
support
that.
We
have
to
go
through
ad
reports
in
order
to
align
it
for
evidence-based,
and
so
that's
part
of
the
review
that
dr
abated
mentioned.
G
Yes,
we
are
hiring
outside
entities
to
come
in
and
do
a
curriculum
audits
for
us.
So
that's
not
our
eyes.
It's
always
good
to
have
outsiders
come
in
who
have
that
expertise
and
so
we'll
get
that
feedback,
and
then
we
can
take
a
look
at
it
with
our
leaders,
our
curriculum
department,
our
coordinators,
our
instructional
leaders,
our
coaches
and
say:
okay,
here's,
here's,
here's,
the
information
and
here's
where
we
can
go.
V
B
G
So
our
our
priority
number
one
is
is
very
explicit
in
all
of
our
priorities.
We
have
an
equity
lens
and
it
says
that
we
will
rigorous
and
culturally
relevant
instructions.
So
that's
definitely
that
is,
it
will
be
looked
at
and
built
in
it's
not
an
add-on
or
an
addition.
It's
it
is
right.
So
that's
definitely
foundational.
C
Thank
you.
I
have
a
question
for
christine
christine.
I
have
a
question
and
the
question
is:
is
there
any
way
possible?
I'm
hearing
some
problems
in
the
classroom
with
overcrowding
and
everything
and
a
lack
of
powers
in
the
classroom?
Is
there
any
way
of
us
hiring
more
or
have
we
hired
more
since
the
beginning
of
the
school
year?
D
Yes,
I
think
I
will
need
assistance
with
some
of
our
assistant
superintendents,
who
are
who
are
monitoring
the
class
sizes.
We
have
filled
most
of
our
vacancies.
There
are
still
some
paraprofessional
positions
that
we're
hoping
to
hire,
but
you
know,
ultimately
it's
a
situation
that
many
districts
across
the
country
are
facing
with
the
workers
shortage.
D
We
are
really
eager
to
you
know
with
our
pipeline
programs
that
we've
developed
we've
found
a
lot
of
great
candidates
who
are
from
chelsea,
but
it
you
know,
for
the
most
part
we
do
have
most
of
our
positions
filled.
I
think,
with
the
class
sizes
you're
hearing
today,
we
would
have
to
look
at
the
numbers
to
further
identify
what
the
core
issues
are,
but
in
chelsea
because
of
some
of
the
constraints
we
have
in
our
buildings,
we
hire
more
paras
and
other
aids
in
the
classroom
to
decrease
the
teacher
to
student
ratio.
G
Y
Yeah
sure
so
I
mean
I
think,
as
we
look
at
class
sizes
across
the
district
and
paraprofessional
support
throughout
the
grade
levels.
We
look
at
programmatic
support
and
we
look
at
age
level
support.
So
our
youngest
children
need
support
in
the
classroom,
so
our
kindergarten
classes
all
have
paraprofessionals
in
them.
Our
first
grade
classes
all
have
paraprofessionals
in
them.
When
we
look
at
our
special
education
inclusion
classes,
which
are
students
who
are
in
you
know,
mainstreamed
with
an
iep
those
classes
have
paraprofessionals
the
separate
programming
where
we
have.
You
know
smaller
class
sizes.
Y
You
know
maxed
out
typically
at
12.
You
know
for
students
with
moderate
to
severe
special
needs.
We
have
two
paras
and
a
teacher
with
class
sizes
capped
at
12.,
and
so
that's
pretty
much
where
we
stand.
We've
also
added
numerous
additional
paras
across
the
district
in
foundational
l
classrooms
at
all
levels.
Y
So
the
ones
where
we
don't
have
them
it's,
because
we
haven't
hired
them
yet
and
there's
only
a
few
as
far
as
class
sizes,
it
does
span
from
anywhere
from
12
up
into
30,
but
there
are
only
a
handful
of
classes
across
the
district
that
are
pushing
30.
There
might
be
two
or
three
that
are
above
that
at
31
or
32.,
but
the
vast
majority
98
99
of
our
classes
are
under
30.
B
A
A
We
know
that
a
lot
of
you
know
what's
going
on
in
most
of
the
schools
and
obviously
we
have
a
specifically
about
chelsea
high
school,
and
I
know
you
all
are
trying
your
best
to
like
do
everything
to
help
the
students
right
now
and
how
everything
is
going.
So
I,
like
you,
heard
before
we
have
a
bunch
of
problems.
I
don't
want
to
say
problems,
but
we
have
a
bunch
of
stuff
going
on
starting
with
the
class
sizes,
and
you
heard
the
teachers
before
you
know.
A
And
not
a
lot
of
less
teachers
and
really
not
going
to
touch
a
lot
of
the
on
that,
because
we
heard
a
lot
of
teachers,
educators
and
staff
members
talking
about
it
as
well,
and
we
something
I
wanted
to
add.
Based
on
what
mr
lovato
was
talking
before
about
attendance
and
failing
grades.
So
during
the
pandemic.
I
know
that
a
lot
of
us,
including
myself.
A
We
went
through
a
lot
of
lack
of
motivation
during
the
school
year
last
year,
which
will
be
my
junior
year,
and
I
know
that
going
back
to
in-person
learning
after
being
away
from
a
lot
of
people,
a
lot
of
teachers
and
a
lot
of
how
the
school
works
for
a
year.
It's
been
such
challenges,
not
only
for
me,
but
for
other
students
in
chelsea,
high
and
other
schools
to
like
actually
go
back
again
with
the
you
know,
with
the
flow
in
a
way
so
and
something
that
I've
been
noticing.
A
A
lot
is
that
our
school
and
are
going
so
fast
with
a
bunch
of
like
information,
and
they
want
us
to
go
just
join
again.
The
classes
and
like
we
never
like
nothing,
never
happened
and
online
school
never
happened,
and
I
get
it
it's
their
job.
But
it's
also
like
really
important
to
take
a
little
bit
of
time
to
like
talk
to
students
communicate
with
people
to
like
see
what
happened
and
why
they're
struggling
so
about
failing
and
absences,
and
a
lot
of
that.
A
We
have
to
keep
in
mind
that
I
know
a
lot
of
attendance
is
bad
of
seniors
and
I
have
a
lot
of
seniors
that
are
my
friends
that
I've
seen
that
they
have
to
work
even
more
now,
because
you
know
this.
The
pandemic
and
most
of
their
parents
stop
working
and
the
only
help
they
have
are
those
students
that
are
older,
kids,
including
12th,
graders,
11th,
graders,
even
freshmen.
A
So
I
know
that
it's
really
challenging
for
us
to
see
the
attendance
and
to
see
who
is
actually
failing,
because
you
know
there
is
a
lot
of
stuff
going
on,
and
we
also
have
to
take
in
mind
that
it's
not
only
about
like.
Oh
students,
don't
want
to
like
learn,
but
also
like
to
see
the
other.
The
other
way
of
it.
Like.
Okay,
like
us,
you
know
what
is
happening
like
what
is
happening,
not
only
call
like
home
and
be
like
okay,
your
student
was
like
not
absent,
like
he
was
not
in
class
today.
A
What
what's
going
on
like
to
instead
like
have
that
talk
with
the
student?
Try
to
understand,
like
students
better
and
like
it's
really
important,
that
we
have
that
communication
with
the
students
with
the
educators
because,
like
I
said
there
was
a
lot
of
stuff
that
went
on
on
a
lot
of
lives
over
there
and
it's
not
only
about
like
school,
but
it's
about
like
personal
stuff.
A
lot
of
them
are
struggling
with.
You
know
at
home.
A
A
They
have
lack
of
motivation
because
of
how
the
pandemic
went
and
how
fast
they
want
them
to
like
be
in
class
to
actually
be
paying
attention
to
actually
do
great
and
test
to
actually
do
all
the
work
and
to
actually
do
everything
right,
because
that's
some
sometimes
the
mindset
a
lot
of
people
have
and-
and
I
think
that
another
like
another
way
that
we
can
help.
This
problem
is,
like
I
said,
having
communication
with
students.
A
You
know
having
that
relationship,
build
that
relationship
with
students
and
instead
of,
like
you,
know,
thinking
of
them
in
a
negative
way
of
everything
that
that's
happening.
Think
about
like
the
other
way
you
know
what's
going
on
with
their
personal
lives,
because
I
know
school
is
only
about
education
and
everything,
but
if
we
actually
try
to
include
understanding
students
better,
it
will
also
help
not
only
educators,
but
it
will
help
the
students
and
their
future
in
a
way,
and
I
wanted
to
talk
about
something.
A
That's
going
on,
that
a
lot
of
people
in
chelsea
height
are
not
liking,
and
you
know,
like
I've.
I've
been
seeing
superintendent
and
mr
lovato
and
dr
aveda
a
lot
in
school
lately
and
I'm
really
glad
to
see
them
because
it's
really
important
that
they
see
what's
going
on
in
the
school
and
a
lot
of
the
complaints
we
received
because
we
had
feedback
from
students.
A
We
have
feedback
from
nhs
students
and
we
are
hearing
that
I
don't
know
if
you
guys
knew,
but
we
some
bathrooms
were
closed
in
the
school
due
to
some
problems
that
was
going
on
and
a
lot
of
students
seem
to
have
negative
responses
about
that.
But
the
only
reasons
why
the
school
like
the
school
bathrooms
were
closed
was
because
of
the
skipping
problems
and
because
of
everything
that
was
going
on
with
students,
and
I
get
that
for
them.
The
only
option
was
closing
a
bunch
of
bathrooms
and
leaving
some
open.
A
Seen
that
a
lot
of
students
have
put
posters
in
that
and
the
doors
of
the
bathroom
saying
is.
We
need
our
bathrooms
open,
and
I
see
that
it's
not
not
only
about
like.
Oh,
you
know
like
it's
not
just
about
like
you
know
escaping
and
all
of
that,
but
it's
like
about
like
bathrooms,
like
it's
really
hard
to
get
a
bathroom
in
here
in
the
school,
and
it's
really
bad
for
us
to
keep
waiting
and
everything.
And
we
feel,
like
you
know
so,
like
closing.
A
A
I
can
be
like
them
one
day
because,
like
seeing,
why
why
educators
all
over
the
schools,
all
the
time
just
makes
us
think
like.
Okay,
like
you
know,
they
have
privileges
and
we
don't
and
how
we're
gonna
do
that,
like
we
don't
get
the
help
we
need.
How
do
can
we
make
ourselves
feel
comfortable
in
a
way?
How
can
we
feel
connected
if
we
don't
have
those
like
people
that
are
like
the
same
race
as
us?
A
Z
Hello,
my
name
is
valerie
creighton.
I
am
a
senior
at
chelsea
high
school,
so
I
wanted
to
start
off
with
a
while
ago.
I
attended
a
rally
to
bring
awareness
to
the
fact
that
chelsea
high
school
teachers
are
not
being
paid
enough
or
paid
as
much
as
other
teachers
in
other
schools,
and
I
can't
imagine
how
they
stay,
motivated
through
the
lack
of
motivation
from
students
and
the
low
wages.
Z
Z
We
received
their
insight
on
what
would
motivate
them
to
stay
in
class
and
one
of
the
most
popular
responses
was
having
more
variety
of
electives.
We
want
things
like
life,
skill
courses
where
we
can
learn
about
things
that
are
relevant
to
our
day-to-day
lives.
We
want
to
know
more
about
business,
managing
money,
child
care,
cosmetology,
psychology
and
culinary
the
list
of
interests
of
students
goes
on.
Z
Reinforcement
is
a
great
way
to
teach
students.
It
gives
them
a
desirable
goal,
which
is
why
students
who
are
putting
in
the
extra
effort
should
be
celebrated.
Not
only
will
they
make
it
make
them
feel
like
their
hard
work
is
being
appreciated,
but
it
will
also
motivate
other
students
to
work
towards
those
goals.
Z
Lastly,
another
concern
from
students
is
that
we
want
to
be
heard
a
great,
a
great
way
to
get
students
motivated
is
by
motivating
them.
I
mean
by
involving
them.
We
hear
that
our
concerns
are
listened
to,
but
we
don't
actually
see
the
change.
We
want
to
be
a
part
of
the
process,
which
is
why
we
would
love
to
be
updated
on
the
changes
being
made.
B
C
I
just
have
one
question
kelly
good,
we're
good.
Mr
manaya,
that's
okay!
I
have
a
question
who
was
talking
about
the
restrooms
I'd
like
to
know
what's
going
on?
I
didn't
understand
it
because
I
wasn't
on.
I
lost
connection
or
something
and
I'm
back,
but
someone
mentioned
something
about
the
restrooms.
Could
you
speak
a
little
bit
about
that?
Who
was
it
cecilia?
Yes,
I.
A
Can
talk
about
a
little
a
little
bit
about
it
more
so,
basically,
recently
like
about
some
weeks
ago,
the
school
bathrooms
were
closed
and
we
noticed
that
there
were
some
signs
that
says
this
bathroom
has
been
closed.
Please
go
to
the
nearest
bathroom
that
is
in
the
third
or
first
floor,
and
they
like
tell
us
where
to
go,
and
we
were.
We
are
still
not
like.
A
We
don't
know
what
was
the
reason
that
the
bathrooms
were
closed,
but
our
guesses
was
like
the
people
that
were
skipping,
sometimes
in
classes
and
all
of
that,
and
instead
of
making
the
problem
like
the
problem,
like
you
know,
be
solved.
It
made
it
worse
because
in
a
way,
every
bathroom
that
is
open
is
so
crowded.
A
Excuse
me,
our
clothes,
because
you
know
sometimes
you
have
to
go
all
the
way
to
school,
to
actually
look
for
a
bathroom
that
is
not
crowded
that
is
empty
and
that
is
actually
you
know,
being
able
to
be
used.
So
that's
something
that
it's
happening
and
that's
something
like
we
want
to
fix.
Like
you
know,
we
want
to
feel
like
we
can
actually
make
a
change
and
feel
included
and
everything
that
happens
and
like
valerie
was
saying
we
really
like
to
like
know
like
what's
happening
around
us.
A
Not
only
like
you
know,
you
know
we
don't
only
want
to
like
care
about
our
like.
We
do
care
about
our
education,
but
we
also
like
care
about
what's
going
on
around
us,
because
in
a
way
it
people
might
not
think
about
it,
but
like
it
impacts
us
on
the
way
other
like
how
like
everything
is
going
on
or.
A
C
A
Sorry,
go
ahead,
go
ahead
and
I
was
saying
I
know
that,
like
a
lot
of
you
when
the
school
is
trying
to
do
their
best
to
help
all
the
students,
but
they
have
to
like
understand
of
like
you
know
how
it's
affecting
the
other
students
as
well
and
not
only
the
ones
that
are
actually
doing
it.
So
that's
what
I
wanted
to
bring
up.
G
You
cece
and
and
cece
is
correct:
we've
seen
each
other.
I
think
every
day
this
week
and
I
love
going
to
the
high
school
and
seeing
our
students
and
getting
great
big
smiles
from
them
and
part
of
the
reason
why
I've
been
there.
Why.
Mr
lavato
has
been
there
why
dr
blake
canty's
been
there
is
because
we
really
are
trying
to
make
sure
we're
doing
the
best
thing
for
our
students
at
the
high
school.
G
W
Okay,
mr
thank
you,
dr
avita,
cecilia,
yeah,
you're,
correct.
The
bathrooms
were
were
closed.
They
were
closed
for
what
I
was
informed
for
behaviors
such
as
vandalization
ditching,
different
things
like
that
in
the
bathroom
I
can
tell
you
know
the
school
committee,
and
I
know
I've
worked
with
dr
beta
on
this.
Is
I
made
it
very
clear
to
to
the
school
that
the
idea
of
shutting
down
the
bathrooms
is
not
acceptable.
W
So
as
of
tomorrow,
I've
gave
them
a
directive
that
the
bathrooms
will
be
reopened.
I
did
work
with
them
on
what
the
interventions
looked
like
and
the
supervision
and
monitoring
of
bathrooms.
I
think
I
I
had
to
put
in
if,
if
I
was
step
counting
at
the
high
school,
I
probably
put
in
about
15
000
steps
from
8
to
11
on
each
one
of
those
days.
W
I
know
cecilia
saw
me
walking
with
the
administrators
and
and
going
around,
and
so
that's
part
of
what
we
were
doing
as
I
was
helping
to
coach
and
provide
some
mentorship
as
to
how
to
work
with
our
students.
What
that
looked
like
for
different
areas
where
you
know
where
we
were
not
aware
of
what
was
going
on,
how
do
we
make
sure
we
were?
We
are
aware,
how
do
we
make
sure
we're
present?
And
then
one
thing,
cecilia
mentioned
the
relationships.
W
Part
of
the
intervention
is
the
relationships
you
know
when
I've
asked
you
know,
staff
that
it's
not
about
walking
around
and
and
necessarily
being
punitive
about
anything.
It's
about,
saying,
hi,
it's
about
talking
to
our
kids.
You
know
we
can
hold
kids
accountable
with
having
positive
and
appropriate
relationships
with
students.
And,
again
you
know,
kids,
kids
are
kids
right.
We
they
without
our
presence.
Without
our
guidance,
you
know,
they'll
continue
to
push
the
limits.
W
That's
what
kids
are
supposed
to
do
so
reminding
staff
about
that
as
well,
but
yeah,
cecilia,
kids,
shouldn't
have
to
go
up
and
down
the
the
school
to
go
to
a
bathroom.
I
can
say
that,
and
I
know
I
don't
speak
for
dr
avata,
but
I
know
she
agrees
with
me
on
this.
You
know
we
we
100
agree.
We
need
to
treat
our
students
with
the
highest
respect
and
regard
and
expect
the
best
of
you
guys,
which
we
know
all
of
you
guys
are
capable
of
so
as
of
tomorrow.
W
B
V
Yeah,
just
thank
you
for
the
update
on
the
bathrooms.
I
100
agree
that
it's
the
right
decision,
so
thank
you
for
that.
I
just
I
just
wanted
to
just
an
additional
comment
for
the
students
for
ccn
to
valerie.
You
know
I
just
want
to
encourage
you
if
you
have
a
thought
on
what's
being
discussed
at
the
time
like
you,
don't
have
to
wait
until
a
student
grab
update
to
talk
about
it
like
you're
like
we,
we
should
be
encouraging
you
to
be
part
of
the
meeting.
V
So
you
know
if
you
want
to
say
something
about
the
attendance
when
it's
being
discussed
right
and
when
we're
asking
questions
you
know
feel
free
to
bring
it
up
then,
and
there
instead
of
you,
know
waiting
until
later.
Just
because
you
know,
if
we,
if
you
do
your
update
and
then
we
talk
about
something
that
you
want
to
talk
about,
then
you
won't
have
the
chance
to
do
it
either.
So
just
want
to
make
sure
you
know
you're
part
of
this
team,
and
we
want
to
make
sure
that
you
you.
V
B
G
K
Z
G
Here
are
your
enclosures
b,
our
personnel
changes,
so
these
are
all
of
our
new
hires,
so
you
can
see,
as
we
talked
about
we
added
all
these
all
the
positions
and
we've
been
filling
a
lot
of
positions,
so
you
can
see
all
of
our
new
hires
and
then
our
demographic
data
we're
really
working
hard
to
recruit
as
cc
mentions.
I
love
it
when
our
students
talk
and
share
they're
so
wise.
G
G
So
you
can
see
this
is
all
within
the
district
and
then
so
that
is
our
personnel
report
and
then
I'll
head
into
our
enrollment,
and
you
can
see
a
steady
enrollment
in
our
schools
and
by
grade
level-
and
I
know
right
now,
oops
can
I
skip
our
enrollment.
We
are
at
a
total
of
six
thousand
one
hundred
and
fifty
three.
So
we
are
almost
back,
and
I
know
mr
jimenez
had
asked
me
about
this.
That's
a
veteran's
day
celebration,
but
we're
almost
back
at
pre-pandemic
numbers,
our
pre-pandemic
numbers
in
2020.
V
G
G
X
V
B
B
Great
alrighty
team,
the
next
we
have
the
next
item
we
have
is
consideration
action
to
accept
thirty,
two
thousand
dollars
from
deci
for
the
systems
for
student
success
initiative
grant
explanation.
The
continuation
grant
supports
districts
that
want
strengthen
systems
and
core
practices
to
help
students
thrive
in
and
outside
of
school.
The
funds
will
be
used
for
stipends,
consult
consultants
for
professional
development
and
other
expenses.
In
support
of
the
program.
H
Consideration
and
action
to
vote
on
the
memorandum.
Oh
I'm
sorry!
I'm
reading
the
last
one
we
voted
consideration
in
action
to
accept
32
000
from
the
department
of
elementary
and
secondary
education
for
the
systems
for
student
success
initiative
grant
ms
santiago!
Yes,
mr
jimenez,
yes,
miss
hernandez.
B
Tag
in
the
affirmative
absence
the
motion
carries
next.
We
have
the
continuation,
nope,
sorry,
consideration
and
action
to
accept
120
000
from
destiny
for
the
targeted
assistant
grant
explanation.
This
targeted
assistance
grant
provides
funding
to
schools
districts
to
support
the
development
and
implementation
of
sustainable
improvement
plan
renewals.
B
The
funds
will
be
used
for
stipends
contractual
services,
supplies
and
materials
conferences,
indirect
costs
and
other
expenses
to
support
the
implementation
of
key
improvement
plan
strategies
at
the
three
middle
schools
in
chelsea
and
chelsea
high
school
massachusetts,
general
laws,
chapter
71,
section
37a
provides
for
the
exemptions
of
grants
for
educational
purposes
only
with
the
approval
of
the
chosen
school
committee.
Real
call
please.
H
B
Five
in
the
affirmative
to
abstinence
the
motion
carries
next.
We
have
consideration
and
action
to
accept
up
to
20
240
000
from
desi
for
the
teacher
diversification
pilot
pilot
program
grant
explanation.
The
competitive
teacher
diversification
pilot
program
is
designed
to
support
local
school
and
district
efforts
to
strengthen
and
diversify
existing
teacher
recruitment
and
retention
programs.
B
This
is
the
third
year
that
chelsea
public
schools
is
receiving
these
funds.
The
funds
will
be
used
to
provide
tuition
assistance
for
up
to
20
participants,
twelve
thousand
dollars
each
and
other
expenses.
In
support
of
the
program
for
school
year,
2021
2022
massachusetts,
journalist,
chapter
71,
section
37a,
provides
for
the
acceptance
of
grants
for
education
approved
versus
only
with
the
approval
of
vhl
school
committee.
Roll
call
please.
H
B
Five
in
the
affirmative
to
absence
the
motion
carries
next.
We
have
consideration
and
action
to
accept
it
up
to
95
000
from
jesse
for
the
mass
grad
promising
practices
grant
explanation.
The
federally
funded
grant
provides
supplementary
support
to
school
districts
with
high
concentrations
of
students
at
risk
for
not
graduating
from
high
school.
B
H
V
H
B
B
Explanation,
the
education
portion
of
the
american
rescue
plan
act,
known
as
esther
ester
iii,
is
intended
to
help
schools
and
districts
safely
reopen
and
sustain
the
safe
operation
of
schools.
Expenditures
must
respond
to
the
academic,
social
and
emotional
and
mental
health
needs
of
all
students,
and
particularly
those
disproportionately
impacted
by
the
copic
pandemic.
Funds
will
be
used
to
continue.
Staff
positions
began
on
sr2
funds
through
the
end
of
school
year.
2024
purchase
new
reading
and
math
curriculum
for
all
grades.
B
Relocate
coa
in
the
intergenerational
literacy
program
continue
club
testing,
temporary
nursing
services
and
different
temporary
cleaning
services
as
needed,
design
and
install
new
hvac
systems
at
the
elc
mary
super
complex,
chelsea
high
school
continue
extended
summer
school
offerings
and
increase
after
school
program
programming
and
provide
funding
for
outside
counseling
services
for
students
in
purchasing
technology,
such
as
hot
spots
for
students
among
other
expenses,
massachusetts,
general
laws,
chapter
71,
section
37a
prize
for
the
acceptance
of
grants
for
educational
purposes
only
with
the
approval
of
the
chelsea
school
committee.
Real
call
please.
H
B
I've
been
there
for
a
moment
of
two
absence
of
motion
carries
next.
We
have
consideration
and
action
to
accept
a
gift
up
to
79
820
from
harvard
university
for
the
placement
of
teaching
fellows
at
chelsea
school
during
school
year,
2021-2022
explanation,
chelsea
public
schools
has
had
a
multi-year
partnership
with
the
harvard
graduate
school
of
education
to
place
teaching
fellows
in
chelsea
schools,
while
they
complete
their
residency
program
for
a
school
year.
B
2022
harvard
university
has
agreed
to
fund
two
fellows
during
the
school
year,
10
mentor
teachers
to
work
with
the
entire
group
of
fellows
and
is
providing
funding
for
10
mentor
teachers
who
worked
with
harvard
university
students.
This
past
summer,
massachusetts
general
lost
chapter
71,
section
37
immigrants
for
the
exemplars
for
educational
purposes.
Only
with
the
approval
of
the
church
school
committee,
roll.
H
H
B
I've
been
the
affirmative
absence
of
motion
carries
next.
We
have
consideration
and
actions
to
accept
a
gift
of
seven
tests
and
seven
bookshelves
from
restream
inc,
with
an
estimated
value
of
two
thousand
four
hundred
and
fifty
dollars.
Explanation:
restream
inc,
a
technology
firm
in
waltham
massachusetts
has
generally
donated
seven
desks
and
seven
bookshelves
to
chelsea
public
schools.
B
According
to
the
company,
the
furniture
has
a
combined
value
of
two
thousand
four
hundred
and
fifty
dollars
because
it
was
used
massachusetts,
general
chapter,
71,
section
37a
provides
for
the
acceptance
of
gifts
for
educational
purposes,
only
with
approval
of
the
chosen
school
committee.
Roll
call,
please
consideration.
H
B
I've
been
the
affirmative
to
absence
of
motion
carries.
Lastly,
we
have
consideration
actually
to
approve
a
home
fueling
petition
for
two
chelsea
families,
two
students
in
total
explanation.
The
curriculum
and
instruction
subcommittee
has
reviewed
the
proposals
and
has
determined
that
the
petitions
have
met
the
requirements
of
the
chelsea
public
schools,
homeschooling
policy.
All
homeschooling
petitions
must
be
approved
by
the
chelsea
school
committee.
H
V
B
F
Well,
thank
you.
I
just
wanted
to
really
also
just
as
part
of
the
ongoing
negotiations
with
contracts
want
to
thank
the
folks
that
came
tonight
to
speak,
and
also
you
know
just
to
echo
something
that
I
think
is
important
for
us
to
keep
in
mind
as
we
go
forward.
You
know,
chelsea
is
one
of
the
only
six
districts
in
the
state
that
has
a
virtual
learning
academy,
and
you
know
I
think
this
district.
I
think
what
we've
done.
F
But
I
just
really
want
us
to
continue
to
work
together
as
a
community
to
make
sure
that
we're
strengthening
our
community.
You
know
our
school
district,
but
obviously
you
know
our
families
at
home.
As
we
heard
from
one
of
our
students
tonight,
you
know
they're
still,
students
that
have
a
lot
of
need
and
there
are
families
that
are
still
experiencing
a
lot
of
loss.
F
This
friday,
the
students
were
able
to
go
to
the
boys
and
girls
club,
which
is
very
thoughtful.
The
kids
had
a
great
time.
It
was
so
important,
so
we're
we're
very
fortunate
to
have
her
and
dr
abeda.
Thank
you
for
really
making
sure
that
you
know
families
have
this
opportunity
in
our
city,
it's
just
it.
F
It
was
great
to
see
them
gather
and
and
also
to
see
the
team
in
action
and
with
that,
yes,
for
those
that
celebrate
thanksgiving,
may
it
be
a
nice
holiday
and
for
those
who
also
honor
the
day
of
mourning,
sending
a
lot
of
love
to
our
families
and
yeah
look
forward
to
our
next
meeting
in
december.
So
thank
you
guys.
E
Hi,
everyone
just
wanted
to
send
out
a
message
and
say
that
I'm
sorry
for
for
my
absence
in
a
lot
of
these
last
few
months
and
not
being
able
to
participate
as
much
as
I
would
like
to
my
health
has
not
accompanied
me
in
these
last
few
months,
but
hopefully
this
coming
year.
I
plan
on
being
in
a
lot
of
better
shape
and
wanting
to
be
able
to
schedule
some
visits
to
the
schools
and
meet
some
of
the
new
people
that
I
have
not
met
in
the
past.
E
But
I
want
to
wish
everybody
a
very
happy
thanksgiving
and
all
my
colleagues
thank
you
for
participating
for
me
and
for
yourself
and
what's
needed
to
be
done
and
for
all
the
staff
at
the
schools,
every
single
one
from
the
cleaning
staff
to
the
security
to
the
teachers
and
every
other
staff
member.
That
has
worked
so
hard
to
make
our
kids
here
as
helpful
as
possible,
and
I
know
that
it
will
be
with
the
with
the
group
we
have
now.
E
C
Z
Z
B
All
righty
team,
as
the
2021
year
is
ending.
I've
been
in
a
very
reflective
space
and
I'm
just
it's
internal
eternal
grateful
for
this
team.
We
have
done
the
impossible
right.
We
are
coming
back
from
a
pandemic,
we're
still
facing
many
long-term
effects,
but
I
know
that
together
we
will
overcome
anything
that
comes
our
way,
because
that
is
who
we
are.
That
is
this
is
chelsea,
and
so
with
that,
thank
you
so
much
for
everything
that
each
and
every
one
of
you
do
whether
you're
watching
at
home.