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From YouTube: School Committee Retreat, October 10th, 2020
Description
City of Chelsea
via Zoom
A
B
C
E
F
G
J
B
L
D
D
I
actually
spent
21
years
on
my
own
town,
school
committee
in
linfield
and
was
chair
for
12
of
those
years,
so
I
have
not
only
telling
you
about
it
from
sort
of
the
research
and
theoretical
and
best
practice
viewpoint,
but
I've
also
sat
in
the
seat
and
have
had
some
of
the
experiences
that
you
have
had.
Although
I
can
say
in
21
years,
nothing
holds
a
candle
to
what
school
committees
and
everyone
is
going
through
right
now,
so
that's
kind
of
that
kind
of
frames.
Our
work
a
little
bit
at
the
moment.
D
D
It's
something
that
you
may
all
have
heard
when
you
went
through
charting
the
course,
but
it's
always
helpful
to
hear
it
again.
I
think
and
in
addition
hearing
it
and
being
able
to
talk
about
it
in
the
context
of
your
own
district
and
your
own
committee
work,
I
think,
is
always
very
helpful
and
then
we'll
talk
a
little
bit
about
the
specifics
of
roles
and
responsibilities
according
to
how
we
work
as
school
committees
in
massachusetts.
D
So
I
would
I
often
you
know
I
I
would
rather
do
this
live.
I
would
rather
that
we
all
weren't
stuck
in
our
houses,
but
we'll
do
the
best
we
can.
I
always
like
to
engender
discussions,
so
please
feel
free
I'll,
stop
periodically
for
questions
and
discussions,
but
also,
please
feel
free
to
jump
in.
So
I'm
going
to
share
my
screen.
D
And
what
you
should
all
see
now
is
a
screen
that
says
chelsea
school
committee
workshop.
Is
that
what
you
see
yes
all
right,
then
we
should
be
just
up
and
rolling
here
and
again,
because
I'm
screen
sharing
I'm
not
necessarily
going
to
see
all
of
you
all
the
time.
So
if
you've
got
something
to
say
just
shout
it
out,
so
let's
start
with
sort
of
getting
you
thinking
a
question
in
the
big
picture.
D
B
I
think
working
with
the
superintendent
and
her
crew
is
the
main
thing
to
make
sure
a
school
committee
is
going
in
the
right
direction.
We
go
by
what
she
tells
us
is
going
on,
but
we
also
help
her
as
school
committee
members
to
project
a
positive
attitude
towards
the
students
and
the
teachers.
So
that's
what
I
think
our
role
is
to
make
sure
we're
working
together
as
a
group
to
make
sure
we're
doing
the
best
for
education
and
working
with
the
superintendent.
B
D
C
You
know
the
different
state
and
federal,
because
there's
a
lot
of
different
things
according
to
specific
grants-
and
you
know
chapter
70
title
one,
so
we
just
have
to
make
sure
that
the
superintendent
is
doing
all
that
work
and
also
about
the
relationships
between
superintendent
staff
cabinet
principals.
You
know
it's
a
whole
trickle
down
how
everything
is
working
and
also
looking
at
student
success
right.
C
D
Okay,
so
you
between
the
two
of
you
I
can
tell
this-
is
going
to
be
an
easy
morning
with
some
great
discussion
when
we
talk
about.
Oh
this
always
happens.
Sorry,
oh
there
we
go.
So
when
we
talk
about
what
is
the
overarching
mission
of
any
school
committee,
we
talk
about
according
to
the
national
school
boards
association.
The
overarching
mission
is
continuous
improvement
in
student
achievement
and
the
the
the
elements
that
you
talked
about.
D
When
we're
talking
about
student
achievement,
we're
not
limiting
it
to
mcas
scores
or
their
academic
achievement
we're
talking
about
what
do
you
want
them
to
know
be
able
to
do
the
skills
they
have
developed
at
the
time
they're
with
you,
and
they
leave
your
halls
so,
and
I
think
you
know
talking
about
student
success,
that's
exactly
what
that
is.
It's
not
just
one
element
of
student
success.
D
The
research
has
shown
that
there
are
some
attributes
and
some
practices
that
are
in
place
on
those
school
committees.
So
some
of
the
practices
are
that
those
school
committees
focus
on
student
achievement
their
meetings
to
maintain
that
focus.
So
their
meetings
aren't
just
you
know
what
are
sort
of
the
business
administrative
things
that
we
need
to
chug
through,
but
that
monitoring
and
reporting
about
how
your
students
are
are
doing.
D
They
set
goals
and
monitor
progress,
so
they
define
the
direction
of
the
district
and
they
make
sure
it
stays
on
that
path.
We'll
talk
more
about
goal
setting
because
the
school
committee
doesn't
necessarily
create
the
goals,
it's
obviously
in
partnership
with
the
superintendent
and
usually
with
the
recommendations
of
the
superintendent.
D
But
the
school
committee
needs
to
make
sure
that
those
goals
are
in
place.
They
engage
in
self-governance,
so
occasionally
stepping
back
and
saying.
Are
we
doing
what
we
said
we
would
do
and
can
we
do
a
better
job?
So,
in
essence,
that's
what
you're
doing
this
morning
right,
you're
kind
of
looking
at
your
practices
and
thinking
about
them
and
thinking
about
how
you
might
be
able
to
do
better.
D
They
engage
in
professional
development
so
again
mornings
times
like
this
morning,
so
enable
being
able
to
understand
what
your
job
is,
how
you
can
do
it
effectively
and
what's
going
on
in
the
world
of
education
that
allows
allows
you
to
be
able
to
make
good
decisions.
What
do
you
need
to
know
about
education
to
be
able
to
enable
those
good
decisions
on
behalf
of
your
students,
any
I'm
going
to
stop
and
see
if
anyone
has
any
comments
or
questions
here.
D
D
They
focus
on
accountability
for
themselves,
for
the
superintendent
and
for
others
in
the
district.
So
everyone
there
want
accountability.
So
everyone
in
the
system
is
doing
their
job
to
contribute
to
that
continuous
improvement
in
student
achievement,
they
use
data
to
monitor
progress.
I
some
of
you
have
been
on
a
long
time.
Some
of
you
have
been
on
a
shorter
time.
D
D
We
talk
about
the
governance
team
and
there's
a
being
the
school
committee
and
the
superintendent
together
as
that
team,
and
it's
important
to
understand
that
both
parties
in
that
team
have
a
leadership
role
but
leading
from
two
different
viewpoints.
The
school
committee
is
leading
from
a
governance
viewpoint
and
the
superintendent
from
a
management
viewpoint
managing
the
day-to-day
operations
of
the
schools.
D
So
the
superintendent
is
going
to
be
making
a
recommendation
to
the
school
to
the
school
committee
on
policy
on
budget
on
goals.
The
superintendent
the
school
committee
deliberates
over
those
recommendations
makes
a
decision
and
hands
it
back
to
the
superintendent
to
implement
those
recommendations.
D
B
Well,
that's
one
thing
I
do
when
I'm
talking
to
the
people
that
I
represent,
and
that
is
the
parents
and
the
students.
I
always
say
if
you
have
a
good
superintendent,
we're
going
to
make
sure
everything
gets
in
place
and
her
recommendations
are
very
important
to
us
and
you
know
you
can
agree
and
disagree,
but
most
of
the
decisions
come
from
the
superintendent
and
she
is
the
one
that
is
the
one
the
school
committee
members
should
be
listening
to,
but
we
can
also
tell
we
disagree
and
we
usually
do.
B
D
We
all-
I
think
everybody
knows
you
can
often
get
to
better
decisions
when
different
viewpoints
come
into
play
and
actually,
when
there
is
good
discussion
about
a
decision,
the
community
likes
that
goodness
they
liked
being
able
to,
in
general,
see
the
good
discussion
that
got
to
the
decision
and
understand
how
the
decision
was
reached.
So
sometimes,
even
if
a
decision
is
something
that
someone
doesn't
like
they'll
respect
the
decision
more
if
they
know
that
there
was
a
good
discussion
and
the
different
sides
of
the
decision
were
looked
at
before
it
was.
D
A
J
J
I
know
you're,
focusing
on
roles
like
the
responsibilities
clearly
on
rules,
but
for
me
from
the
advocacy
standpoint,
it's
like
I'm
always
thinking
about
what
are
the
spaces
in
which
we
can
bring
those
community
voices
so
that
we
can,
you
know,
learn
from
our
superintendent
learn
from
like
the
the
district
staff,
but
also
just
trying
to
figure
out
like
how
we're
how
we
can
be
an
effective
bridge
from
the
community
inside
that
process.
That
makes
sense.
D
So
I
you
know,
so
this
is
like
theoretical
right
and
we
all
know
it.
It
gets
more
nuanced
when
the
rubber
hits
the
road
and
you're
actually
implementing
these
things.
I'm
not
saying
that
the
the
recommendation
for
policy
for
a
policy
or
for
an
initiative
always
comes
directly
or
only
from
the
superintendent.
D
What
I
because
you're,
absolutely
right,
there's
a
lot
of
times
when
a
new
policy
being
initiated
initiated
will
come
because
of
community
input.
You
know,
I
can
think
of
there's
probably
a
lot
of
communities
that
are
looking
more
at
equity
policies
that
they
might
not
have
had
in
the
past
and
that's
from
that's
mostly
coming
from
the
community.
Just
as
a
real
simple
example,
I
can
think
of
one
district.
D
I
worked
with
where
their
the
the
idea
of
having
a
life-threatening
allergy
policy
came
from
parents
with
concerns,
as
opposed
to
coming
from
the
administration,
but
when
you're
finalizing
your
policy
and
wanting
to
know
about
its
implementation,
then
having
the
superintendent
or
the
appropriate
administrative
personnel
there
to
make
sure
that
implementing
a
policy
that's
workable
or
you
know,
and
sometimes
they'll,
come
to
you
and
say
this
policy.
Doesn't
work
anymore,
we
need
to
revise
it
so
that
that's
one
level
where
there
are
going
to
be
recommendations
that
come
from
the
administration.
D
Yes,
thank
you,
okay,
so
I
did
that.
I'm
glad
you
interrupted
me
because
I
did
want
to
point
out
one
other
thing
before
I
move
to
the
next
slide,
which
is
when
you're
thinking
about
the
work
of
the
committee
versus
the
work
of
the
superintendent,
the
committee.
Very
often
it's
just
in
its
decision
making,
is
asking
more
big
picture.
Questions
of
you
know
what
and
why
and
how
much
what
and
why
are
kind
of
policy
questions
sometimes
or
goal-setting
questions.
D
D
So
there's
also
a
difference
between
being
the
committee.
The
committee
really
only
exists
when
there's
a
properly
posted
meeting
with
a
quorum
present
and
other
than
that.
Any
member
of
the
committee
is
really
an
individual
with
no
authority
other
than
any
other
qualified
voter
unless
that
authority
has
been
specifically
granted
to
them
by
the
committee,
so
you'll
have
sub-committee
responsibilities
and
you
may
have
liaison
responsibilities,
and
the
chair
by
virtue
of
being
the
chair,
has
some
additional
responsibilities
beyond
what
the
rest
of
the
committee
may
have.
D
But
you
do
have
a
responsibility
to
be
prepared
to
contribute
to
the
discussions
at
the
committee
table
to
ask
the
hard
questions
that
need
to
be
asked.
We,
you
know
we
just
have
that
discussion
about
asking
the
questions
having
the
discussions,
maybe
disagreeing
working
on
getting
to
a
consensus,
so
you
do
have
that
responsibility
to
be
prepared
for
those
discussions
and
ask
the
hard
questions.
D
Hopefully,
if
there
is
disagreement
and
a
vote
on
a
committee
is
not
a
unanimous
vote,
everyone
has
had
the
opportunity
to
contribute
to
have
their
voice
heard
to
ask
their
questions.
So,
even
if
the
vote
doesn't
go
their
way,
they
can
support
the
vote.
That
doesn't
mean
changing
your
mind,
but
it
does
mean
not
getting
in
the
way
of
that
decision
being
implemented.
Does
that
make
sense
to
everybody?
I
C
D
But
if
you
are
speaking
as
an
individual
you,
it's
always
important
to
be
clear
that
you
are
speaking
as
an
individual,
not
as
representing
the
committee
and
generally
even
the
chair
wouldn't
want
to
commit
or
talk
about
here's.
What
the
committee
is
going
to
be
doing
are
going
to
here's
here's,
what
we
think
the
committee
is
going
to
decide
or
here's
the
direction
we
see
it
going
in.
Those
are
always
conversations
that
should
be
limited
to
the
committee
table.
If
someone
says
what
happened
at
the
meeting,
how
did
you
vote?
D
Of
course
you
know
once
a
decision
is
made,
you
can
say
what
the
decision
was
but
try,
but
representing
the
committee
or
not
being
clear.
That
you're
represent
not
being
clear
that
you
may
only
be
re
representing
your
own
viewpoint,
rather
than
the
committee's
viewpoint,
as
always
dangerous
ground
to
tread.
Does
that
help.
E
E
B
There
was
a
problem
years
ago
about
talking
to
the
press,
and
someone
spoke
on
behalf
of
the
school
committee
and
then
other
members
got
a
phone
call
from
the
same
reporter
and
they
says
I
found
out
that
the
school
committee
feels
this
way.
Well,
I
didn't
give
my
opinion,
so
you
can't
really
tell
the
press
that
you're,
a
member
of
the
school
committee
when
you're
talking
about
an
issue
we
haven't
decided
on,
is
that
right,
dorothy.
D
D
B
J
Dorothy,
can
I
just
add
this
a
little
bit.
I
we
recently
had
a
a
meeting
with
one
of
our
attorneys
where
we
discussed
this,
and
I
think
the
way
I
think
about
it
is
if
it
makes
you
if
it
makes
you
second-guess
something.
Then
fine
like
check
in
with
someone
about
it.
But
overall,
I'm
of
the
opinion
that,
like
we
are
empowered
school
committee,
members
that
are
gonna
have
opinions
about
different
issues,
and
we
should
be
mindful
about
how
we
talk
about
those
things.
But
I
am
I'm.
Actually.
J
B
Okay,
most
of
the
time
dorothy.
If
someone
calls
me
from
the
press,
I
recommend
they
talk
to
the
superintendent
to
kelly,
who
is
the
chairperson
of
the
chelsea
school
committee
on
behalf
of
the
school
committee.
So
I
usually
don't
make
my
comments
to
this
press
until
they
spoken
to
either
superintendent
others,
chairperson.
So
that's
been
going
on
for
many
years,
because.
M
D
Okay,
so
we
were
just
talking
about
the
chair
so
a
little
bit
about
the
role
of
the
chair
in
this
whole
flow
of
information
and
work
that
you
do.
According
to
robert's
rules
straight
out
of
robert's
rules,
the
chair
is
the
servant
of
the
assembly,
not
the
master,
so
the
chair
is
the
person
that
you've
elected
to
court
in
in
many
ways
coordinate
the
work
of
the
committee
and
guide
the
work
of
the
committee.
D
D
I
don't
know
why,
particularly
at
this
moment
in
time,
we
get
a
lot
of
questions
about
the
chair
knows
more
and
yes,
the
chair
knows
more.
The
chair
has
conversations
with
the
superintendent
in
planning
for
the
work
of
the
committee,
so
there
will
be
times
when
the
chair
has
a
heads
up
before
the
rest
of
the
committee
has
something
because
the
chair
and
the
superintendent
are
sort
of
one
framing
an
issue
and
deciding
how
to
get
the
information
in
the
issue
to
the
rest
of
the
school
committee
and
the
to
me.
D
Another
role
of
the
chair.
Sometimes
I
think
of
the
role
of
the
chair
is
sometimes
a
conduit
for
information
and
sometimes
a
gatekeeper,
because
I
think
the
chair
also
has
the
responsibility
in
working
with
the
superintendent
to
help
the
superintendent
understand
where
the
committee
might
be
coming
from
on
an
issue
and
if
there's
going
to
be
a
discussion
about
a
particular
issue,
a
particular
topic,
a
goal
or
whatever
the
chair
can
represent
to
the
to
the
superintendent.
D
Here's
what
here's?
What
the
here's,
where
the
committee's
interest
is
going
to
lie,
here's
the
information
that
you
should
have
ready
when
we
talk
about
this
to
the
full
committee,
because
I
know
that
those
are
some
questions
that
are
going
to
be
asked
and
some
information.
That's
there
does
that
make
sense
to
everybody.
Anybody
have
any
questions
about
that.
C
C
D
I
can
imagine
you
know,
and
I
would
get
when
I
was
chair-
the
superintendent
would
call
sometimes
and
after
the
information
was
conveyed,
then
we'd
have
a
discussion
about
how
do
we
move
this
forward
right?
What
what
can
the
committee
know?
What
should
the
committee
know
who
calls
you
know
sometimes
if
it
was
an
issue
that
was
complex
and
we
felt
the
committee
needed
to
know.
I
would
say
I
think,
mr
superintendent,
you
should
be
the
one
making
the
calls
because
they're
just
going
to
ask
me
a
bunch
of
questions.
D
I
don't
know
the
answer
to,
but
you
do
so
so
there's
all
there's
it's
it's!
It's
a
tough
chair
to
be
in
you're
right
to
make
sure
that
you're,
balancing
that
interest
of
the
committee
and
then
for
making,
but
then
making
sure
that
things
continue
to
run
smoothly.
People
have
the
information
they
need,
but
with
the
context
and
everything
else
that
it
should
have
make
sense
to
everybody.
G
A
Hi,
sorry,
the
train
is
super
loud
and
I
just
like
to
to
thank
jeanette
for
being
such
a
role
model
for
me
as
a
chair.
What
a
year
to
be
the
chair
this
year
during
a
pandemic,
and
so
of
course
there
have
been
a
lot
of
like
learnings
and
ups
and
downs,
but
one
thing
that
has
been
very
challenging
for
me
to
navigate
is
decision
making
right.
A
So,
let's
say,
for
example,
most
recently
omi
and
I
in
discussion
about
returning
to
in-person
meetings,
was
a
topic
that
some
members
you
know
voluntarily
shared
with
me
like
I'm
ready
to
go
back
to
the
chambers,
and
I
want
to
meet
in
the
room
with
everyone
and
other
members,
you
know
did
not
voice
their
preference.
There
wasn't
a
question
posed
or
an
email
sent
until
all
me,
and
I
you
know
decided
to
okay,
the
city
council
is
is
going
in
person.
A
There
is
one
city
counselor
who
feels
uncomfortable
coming
in
and
they
have
provided
accommodations
for
her,
and
so
I'm
just
wondering
dorothy.
If
you
can
give
me
some
word
of
advice
of
making
decisions
for
the
whole.
How
often
do
I
need
to
check
in
with
each
member
to
make
a
decision?
Is
that
out
of
courtesy
or
is
there
a
procedure
that
perhaps
you
can
share
with
me,
that
involves
voices
or
some
are
more
immediate
decisions,
where
I
don't
have
time
to
check
in
with
all
school
committee
members
and
so
so
yeah?
D
D
So
some
of
it
is
knowing
your
committee,
and
some
of
it
is,
can
a
decision
can
a
decision
wait
until
the
full
committee
can
weigh
in
or
is
the
decision
needed
immediately
and
then
you
know
again,
some
of
it
is
just
being
able
to
have
a
sense
of
where
you
think
the
committee
would
fall.
If
you
have
the
chance
to
talk
to
everyone,
I
I'm
assuming
you're
talking
more
just
about
committee
operations
than
you
are
about
decisions
that
would
involve
the
entire
district
because
any
decision
that
involved
the
entire
district.
D
You
would
obviously
want
to
make
sure
that
the
committee
was
making
that
decision,
not
the
chair,
trying
to
make
it
on
behalf
of
the
committee
right
yeah.
So
you
know
off
the
top
of
my
head.
That's
probably
the
best
I
can
do.
I'm
sorry.
I
can't
I'm
sorry,
there's
not
like
here's.
Here's!
Here's!
The
template!
Here's
here's!
The
sheet
to
go
to
for
that
for
that
type
of
decision
making.
A
You
know
this
decision
that
many
school
school
committees
and
school
boards
across
the
district
across
the
nation
are
having
to
come
to
in-person
versus
virtual
or
a
hybrid
model
of
meeting
together
as
a
team,
and
how
are
they?
How
are
the
chairs
and
superintendents
making
that
decision
right?
I
wonder.
D
D
I
can't
remember
who
it
is
up.
The
top
of
my
head
with
the
board
of
health
said
no
in-person
board
meetings,
because
we
want
to
make
sure
that
there's
less
contact
with
community
people
to
keep
our
kids
safer.
So
so
the
more
we
can
isolate
in
our
house
the
safer.
The
kids
will
be.
You
know
that
was
one
board
of
health
or
board
health
agents
decision
about
in
person
versus
virtual
for
meetings,
but
you
know
my
impression
very
much
is
that
it's
a
discussion
with
committees,
that's
happening.
Does
that
help?
D
Okay,
so
you
know,
I
think,
we've
probably
talked
a
lot
about
this
already
in
the
discussion
of
being
the
chair
is
more
than
simply
presiding
over
meetings.
You
know
it
takes
extra
time
that
the
rest
of
the
committee
isn't
spending
attention
to
detail
knowledge
of
robert's
rules
and
the
legal
obligations
to
be
careful
of
so
just
also
subcommittees
as
a
element
as
a
piece
of
the
work
that
you
do
as
committees.
D
There's
one
committee
that
I
know
about
that
talks
about
their
work
for
the
year.
It
kind
of
sets
their
goals
for
what
the
committee
will
be
working
on
during
the
course
of
the
year
and
then
the
subcommittees
go
off
and
say:
okay,
our
we're
going
to
talk
about
what
our
work
is
during
the
course
of
the
year
to
support
that
work
of
the
full
committee,
so
that
there's
a
good
coordination
between
the
work
of
the
two,
the
subcommittees
and
the
full
committee.
D
It's
also
important
to
make
the
distinction
that
the
subcommittee
can't
make
any
decisions
on
its
own
on
behalf
of
the
full
committee
they're
making
recommendations
to
the
full
committee.
Not
decisions
having
subcommittees
can
allow
committee
members
to
either
use
an
expertise
that
they
have
to
benefit
the
full
committee
or
help
committee
members
develop
an
expertise.
D
For
instance,
you
know
many
of
you
stepping
into
the
role
of
school
committee
probably
didn't
have
a
lot
of
experience
with
school
budgeting,
so
at
some
point
being
able
to
participate
on
a
budget
subcommittee
kind
of
helps
you
to
develop
that
knowledge
a
bit
more
and
then
also,
as
I'm
sure,
you're
aware,
a
subcommittee
is
considered
a
public
body.
So
any
of
the
work
of
the
subcommittee
needs
to
comply
with
the
open
meeting
law
questions.
E
Comments,
I
have
a
quick
question
about
that.
So
when
you
say
the
work
of
the
subcommittee
should
be
defined
by
the
full
committee.
Is
that
so
there
are
certain
things
that
right
now
we
do.
You
know
directly
in
the
subcommittee
right,
such
as,
if
there's
like
a
homeschool
petition
like
that,
doesn't
go
through
the
full
committee
until
after
it's
been
interviewed
by
the
the
subcommittee,
and
you
know,
budgetary
changes
go
provided
first
and
then
on.
E
D
Importance
of
the
work
or
the
how
big
it
is.
You
know,
for
instance,
just
to
give
like
a
crazy
example
right.
If,
if
there's
a
need
for
a
new
school,
it
wouldn't
be
the
subcommittee
that
started
out
the
whole
process
of
going
through
msba
and
you
know
determining
yes,
there's
a
need
for
a
new
school.
It
would
be
the
full
committee
who
was
starting
to
make
that
discussion
about
a
building
project
and
then
funnel
the
appropriate
responsibility
off
to
the
subcommittee.
D
Yeah,
you
know
that
one
of
the
dangers
of
you
know.
Sometimes
I
see
policies
that
say
well,
we
have
these
subcommittees,
but
they
don't
really
define
like
the
mission
of
the
or
the
role
of
the
subcommittee
and
subcommittees
if
they,
if
they
don't
have
a
good
idea
of
what
their
role
is,
can
sometimes
wander
off
in
directions.
D
H
Can
I
chime
in
on
an
example
so
like
we
have
the
goal
of
equity
right
now
and
I've
been
presenting
equity
presentations
and
updates,
and
so
one
of
the
part
of
one
of
the
the
goals
that
we
have
is
we
want
to
and
improve?
You
know,
equity
in
our
hiring,
and
so
we've
been
doing
it
in
practice,
but
we
don't
have
a
solid
equity
hiring
policy,
and
so
that's
something
that
I've
asked
like.
H
For
example
the
hr,
even
that's
like
a
broad
goal,
but
now
I
have
hr
director
and
we're
hiring
an
equity
officer
and
they're
going
to
be
working
on
an
equity,
hiring
policy
and
we'll
take
that
our
first
step
will
be
for
them
to
kind
of
do
some
drafting
and
then
they'll.
Take
that
immediately
to
subcommittee
for
policy.
D
Yep
so-
and
it's
funny
you
say
something
about
policy
because
as
I
was
giving
roberto
the
big
picture
example,
I
was
about
to
say
a
good
small
picture
example
might
be.
If
there's
a
need
for
a
new
policy,
you
wouldn't
necessarily
that
could
come
directly
from
the
subcommittee,
because
you
pretty
well
defined
that
the
work
of
the
subcommittee
is
to
make
sure
that
you
have
the
appropriate
policies
and
the
appropriate,
updated
policies.
So
that's
a
good
example
of
something
that
wouldn't
necessarily
have
to
have
to
start
with
the
full
committee,
but
the
the.
D
If,
if
the
subcommittee
was
saying
well
we're
gonna
develop
a
whole
set
of
equity
policies
on
our
own
without
ever
having
the
discussion
with
the
full
committee
about
you
know.
Equity
is
an
important
goal
mission
value
for
us.
Then
that
might
be
an
example
of
the
subcommittee,
maybe
going
a
little
rogue.
J
Well,
dorothy.
I
wanted
to
follow
up
on
this
as
the
chair
of
the
policy
and
procedure
subcommittee,
because
these
things
are
relevant,
they're
super
relevant
on
how
we're
putting
them
into
practice.
So
I
was
telling
roberto
that
I
was
really
gonna.
I
really
appreciate
this
training
and
thank
you
elmi
for,
like
you
know,
making
it
happen
for
us
again.
J
Is
there
any
rule
or
is
this
sort
of
like
if
you
see
this
like
a
cultural
practice
but
like
who
calls
special
subcommittees?
Is
any
school
committee
member
able
to
request
the
subcommittee
of
the
whole?
Is
that
something
only
under
the
chair
that
I
wanted
to
ask
you
about
just
sort
of
coming
in
between
the
relationships
between
subcommittees
and
chairs.
J
That
would
that's
okay,
so
then
that
would
come
out
of
a
full
school
committee
meeting
discussion
in
which
someone
brings
it
up
and
requests
it.
It's
done
that
way,
as
opposed
to
that.
That
needs
to
like
sort
of
come
from
a
different
place,
you're
saying
that
that
it's
clear
that
that's
requested
through
from
the
whole
group,
I'm
just
thinking
about
the
relationship
of
the
chair,
yeah,
yeah
and.
D
So
yeah
so
in
in
in
an
ideal
world
right
we
have
a
reorg
meeting
at
some
point
and
we
go
through
all
the
who's.
The
chair,
who
are
the
officers
and
you
know
what
are
our
subcommittee
assignments
for
the
year
and
that
would
be
the
point
where
you
might
want
to
look
at
are
the
subcommittees
that
you
have
appropriate.
Do
you
want
to
add
subtract
redefine
whatever,
but
the
world's
not
ideal
right,
and
sometimes
things
come
up,
which
might
say?
D
Well,
you
know
maybe
it's
time
for
us
to
have
a
subcommittee
on
xyz,
which
may
be
a
limited
time
to
deal
with
an
issue
or
maybe
something
that
you
want
to
adopt
permanently.
That
could
come
from
the
chair
saying
I
see
this
need.
It
could
come
from
a
committee
member
asking
for
an
agenda
item
to
discuss
the
possibility
of
establishing
a
subcommittee
and
pers
through
that
discussion.
A
majority
of
school
committee
members
agree,
and
I
guess
there's
no
and
there.
G
D
Then
you
can
have
an
advisory
committee
which
is
made
up
of
people
added
to
the
school
committee
members
people
outside
the
school
committee,
so
you
might
have
community
members
there
for
a
particular
purpose
if
you're
looking
at
equity
or
if
you're.
Looking
at
the
example
that
I
before
the
pandemic,
I
used
to
give
all
the
time
was,
if
you
happen
to
be
looking
at
later
start
time
for
your
schools
based
on.
You
know,
research
about
sleep
which
can
bring
up
a
myriad
of
issues
that
affect
the
community.
D
You
know
traffic
transportation,
scheduling
for
parents
all
kinds
of
things
and
you
know
and
how
the
staff
would
also
work.
You
might
have
actually
an
advisory
committee
composed
of
more
than
the
school
committee,
with
a
defined
task
and
a
defined
timeline
for
their
work.
That
would
bring
a
recommendation
to
the
school
committee
and
then
all
the
members
of
that
advisory
committee
would
obviously
have
a
vote
on
the
recommendation
or
anything
you
voted
on.
J
Yes
very
helpful
and
then
the
last
the
last
question
on
chairs
and
subcommittees
pardon,
and
this
is
really
helpful.
Thank
you
setting
agenda
items
so
so
I'm
I,
when
I
think
of
a
chair,
I'm
thinking
a
most
effective
chair
in
my
humble
opinion,
is
one
that
is
communicating
with
the
school
committee
members
seeking
feedback
seeking
input
and
helping
that
drive.
J
You
know
the
planning,
the
setting
of
agendas,
and
you
know
the
check-ins
that
I
think
some
ways
real
in
a
realistic,
reasonable
fashion
right,
but
ultimately
the
decisions
of
setting
the
monthly
school
committee
meeting
agenda.
Obviously
totally
saying
this,
like
you
know
as
our
superintendent,
she
should
you
know
dr
albeda
is
gonna,
be
like
guys.
We
have
this.
We
have
deadlines
with
budget
approvals
right.
We
have
this
before
us
for
sure
like
that.
J
How
does
that?
How
does
that?
Really?
In
your
experience
like
when
your
school
committee
member
you
bring
that
forward
to
the
chair,
do
you
send
that
to
if
you
have
an
agenda
item
for
that
monthly
meeting?
Do
you
send
that
to
the
clerk
like
how
I
know
that
the
key
here
is
developing
relationships
and
and
trust
and
for
sure,
but
like
if
there's
something
pressing
in
and
we
need,
we
feel
like
it
should
be
discussed
as
a
body.
Because
that's
my
thing
I
feel
like
the
school.
J
We
get
a
we're
trying
to
navigate
so
many
different
rules,
but
like.
Ultimately,
this
is
our
space,
and
so
I
I'm
I'm
a
fan
of
being
mindful
of
roles
and
for
sure,
respectful,
but
also
like
it
isn't.
A
matter
of
like
black
lives
matter
happened
right,
there's
like
movements
and
marches
happening,
and
I
I
might
as
well
as
an
example
say
I
want
to
bring
this
forward
for
a
discussion
or
a
member
has
a
resolution,
hypothetical.
Whatever
it
happens.
D
Yeah,
so
it
happens
differently
on
different
committees
and
one
of
the
things
hopefully
we'll
get
a
chance
to
talk
about
a
little
bit
is
establishing
some
operating
protocols
for
yourself.
So
there's
a
clear
understanding
amongst
this
committee
about
how
items
get
on
the
agenda.
So
I'm
going
to
take
it
a
couple
different
ways.
D
So
I
think,
excuse
me.
I
think
it's
a
lot
more
common
now
to
sort
of
have
that
year-long
agenda,
ideally
tied
to
the
goals
that
you
have
for
the
year,
so
you're
getting
that
monitoring
function
and
that
update
on
the
goals
as
the
year
goes
on.
However,
things
come
up
right.
There
are
things
that
come
up
that
seem
that
are
important
things
to
add
to
the
agenda.
C
So
if
when
you
said
the
person
could
make
a
motion
to
get
something
added
to
the
agenda,
so
will
it
be
added
to
the
agenda.
So
if
we're
we're
at
a
meeting,
I
make
a
motion.
I
want
this
on
the
agenda,
it
will
be
added
and
if
it
passes,
will
it
be
added
to
that
meeting
we're
currently
in
or
would
it
be
added
to
the
next
meeting?
Well.
D
That
is
a
part
of
part
of
what
you
would
want
to
discuss.
So
so
the
open
meeting
law
says
that
that
the
agenda
has
what
the
chair
reasonably
reasonably
believes
will
be
discussed
at
the
meeting.
So
there
there
is
an
there
is
a
an
out.
I
guess,
for
lack
of
a
better
way.
To
put
it
to
add
an
item
to
the
agenda.
D
D
C
Yes-
and
I
just
wanted
to
add
to
what
you
were
saying
about
planning
for
the
year
in
my
years
of
experience,
so
I
pretty
much
know
from
month
to
month,
while
we'll
be
at
the
agenda
right,
because
we
know
certain
times
a
year,
there's
some
grants
that
need
to
be
approved.
We
know
we
start
planning
budget,
so
I
kind
of
know
because
they
do
keep
kind
of
the
same
style
also
a
few
years
back.
C
But
you
know
we
did
have
change
in
admin
and
I'm
not
saying
they're
not
doing
a
great
job
because
they
are
but
years
back.
I
remember
in
curriculum
and
instruction
at
the
first
initial
meeting
of
the
school
year,
we
will
set
up
an
agenda
for
the
year
like
we
knew
once
grades
came
out
and
we
always
had
issues
with
grade
9
and
10
grades.
C
M
C
So
and
always
there
was
always
room
to
add
something.
You
know
like
you
said
things
come
up
and
it
needs
to
be
added.
There
was
always
added
yeah
and
the
approach
we
did.
I
just
want
to
make
sure
we're
doing
it
the
right
way.
We
will
contact
the
chair
of
the
whole
school
committee,
the
chair
of
that
subcommittee
and
the
clerk
just
to
make
sure
that
everybody
knew
what
we
were
asking
for:
yeah
yeah
yeah.
We.
D
A
Right,
yes,
I'd
like
to
just
remind
the
community
that
a
couple
of
months
ago,
ami
and
I
shared
out
the
plan
for
from
that
moment
up
until
december.
Given
that
things
are
constantly
changing
in
this
pandemic,
we've
decided
to
only
send
out
up
until
december
transparently,
because
again,
things
are
are
changing,
there's
a
lot
of
deadlines
that
have
shifted
because
of
kovid,
and
so
we
try
our
very
best
to
have
an
open
line
of
communication,
and
I
always
try
to
make
myself
available
via
text
and
phone.
H
I
feel
like
there
was
times
when
we
were
meeting
every
week
or
once
we
had
to
call
an
emergency
meeting,
and
then
we
had
to
call
exact
sessions
for
for
bargaining,
so
we
have
met
more
frequently
than
what
what
we
normally
would,
I
believe,
as
a
result
of
this
pandemic,
and
as
we
we
only
worked
on
remote
learning.
So
when
we
shift
into
in-person
learning,
there's
going
to
be
more
meetings
again,
that
will
be
unpredictable,
probably
because,
as
as
we
begin
to
whenever
that
time
comes
because
we're
still
in
the
red
zone.
H
But
I
can
imagine
it's
going
to
be
bumpy
a
little
bit
like
it
was
earlier
this
summer,
but
the
it's.
We
still
have,
our
our
real.
I
say
the
real
work,
the
the
meat
and
the
potatoes,
but
then
the
reopening
work,
too
is
gonna,
be
coming
up
whenever
our
whenever
the
virus
dictates
and
tells
us.
So
just
just
know
that
that's
coming.
B
Well,
just
to
comment
I
can,
I
can
say
honestly
the
chairpersons
that
we've
been
working
with
on
the
school
committee
for
many
years
has
a
good
communication
with
the
superintendent.
So
we
we
trust
the
superintendent
and
and
the
chairperson
to
work
together
to
get
us
the
information
which
they
always
do.
B
H
J
Dorothy,
I
know
that
you're
trying
to
keep
us
moving
along
too
and
you're
very
gracious
with
allowing
us
to
time
in
on
this
piece.
It's
clear
that
it's
important
to
all
of
us,
but
you
know,
I
think,
that's,
I
think,
that's
what
I'm
getting
at
that
there's
roles
and
responsibilities
as
a
chair,
there's
roles
and
responsibilities
as
a
superintendent
and
then
there's
roles
and
responsibilities
of
the
body
and
so
finding
ways
to
communicate
what
comes
out
of
a
one-on-one
conversation
or
finding
the
spaces
in
which
that
information
needs
to
be
delivered
to
the
school
committee.
J
I
think
is
like
something
that
I
see
that's
happening.
You
know
fairly
well,
but
I
think
all
of
us
bring
in
different
perspectives
and
define
things
a
little
bit.
You
know
what
what
we
define
as
like
being
the
bridge
and
where
those
opportunities
are,
I
think,
is
like
part
of
the
job
right.
It's
about
learning
through
this
through
remote
learning
and
dealing
with
a
pandemic
and
all
of
those
things.
J
D
D
Good
relationship
is
continuing
to
nurture
that
relationship
and
not
take
it
for
granted.
So
a
couple
other
things
that
we
know
about
the
effective
you
know
an
effective
governance
team
is
that
there
is
that
focus
on
the
work
of
governance
on
the
team
that
focus
on
district
goals
and
policy.
Everyone
willing
to
do
the
job.
D
The
fact
that
you're
here
on
a
saturday
that
someone's
in
the
car
driving
and
is
still
tuning
into
the
meeting,
certainly
says
that
there's
a
willingness
of
the
time-
and
you
know
having
a
baby
on
your
chest-
to
take
a
nap,
so
you
can
participate
in
the
meeting.
All
that
says
yeah,
you
guys
are
willing
to
do
the
job,
and
you
know
having
these
informal
workshops
and
and
talking
about
the
art.
D
That
they'd
be
a
lot
of
the
way
down
the
road,
and
I
think
that's
true,
because
when
you
have
those
discussions
about
how
you
work
together,
then
you
get
past
that
you've
got
that
agreement
and
then
you
can
really
concentrate
on
what
the
work
is
that
you
need
to
be
doing
and
just.
Lastly,
again
an
emphasis
on
that
presence
of
trust
and
mutual
respect
is
an
important
part
of
being
able
to
work
together
effectively
so
and
when
those
are
in
place.
D
D
One
of
the
interesting
facts
that
I
read
a
while
ago
in
all
the
research
that's
done,
is
that
particularly
for
members
of
the
community
who
don't
have
a
connection
to
the
schools,
they
believe
the
schools
are
being
run
the
way
they
see
the
the
committee
operating.
So
if
the
committee
is
in
turmoil,
they're
not
thinking
the
schools
are
running.
D
Very
well,
but
if
the
committee
is
working
well
together
that
governance
team
is
working
well
together,
then
they
have
confidence
that
the
schools
also
are
are
working
well
in
delivering
a
good
education
to
the
students
if
you're
in
conflict
you're
concentrating
your
energy
on
the
conflict,
not
on
the
work.
So
again,
the
message
is
when
you
have
that
good
relationship
make
sure
to
continue
to
nurture
it
and
do
what
you
can
to
keep
it
in
place.
That
makes
sense
to
everybody.
A
There,
okay,
yes
and
dorothy,
can
I
just
quickly
jump
in
here?
I
know
I've
taken
a
lot
of
time,
but
absolutely-
and
this
is
my
first
year-
I'm
very
humble
in
the
sense
that
if
there
is
something
that
you
would
like
to
see
or
something
that
you
did
not
like
or
something
that
again,
that
you
would
like
to
see
more
of,
please
feel
free
to
give
me
a
call
and
not
and
not
wait
for
a
public
meeting
and
a
month
later
to
announce
your
discomfort.
A
Just
let
me
know
how
you're
feeling
you
know,
we
don't
need
to
prolong
issues
or
you
know
make
issues
larger
than
they
actually
are.
I'm
very
easy
to
talk
to
feel
free.
To
give
me
a
call
or
email
me,
I'm
very
open
to
to
dialogue,
and
that
is
part
of
leadership
right,
it's
being
able
to
talk
things
through
and
and
and
work
as
a
collaborative
team,
and
so
I
just
wanted
to
throw
that
in
there.
I
want
us
to
be
a
successful
committee
that
works
together.
A
I
mean
I
take
pride
in
that
we
are
the
most
diverse
committee
in
the
in
across
massachusetts.
If
you
really
think
about
it-
and
so
the
thing
I
want
is
for
us
to
have
a
negative
reputation
as
well
and
so
so
yeah
just
again,
I'm
available,
I
love
writing
emails,
I'm
always
on
my
email,
so
just
reach
out.
If
you
have
any
any
concerns.
A
J
May
I
just
add
to
this.
Thank
you
kelly
for
saying
that
I
I
think
that's
conveyed
really
well
and-
and
I
know
that
you,
you
also
clearly
demonstrate
like
that.
You
can
handle
feedback
and
you
take
that
and
that's
part
of
your
leadership
and
without
a
doubt,
but
I
think
this
touches
on
the
point
why
I
I've?
J
I
know
all
of
you
really
probably
roll
your
eyes
when
I
bring
up
this
point
about
why
process
and
having
clear
a
clear
process
is
always
helpful
for
us
so
that
there
there
there
are
going
to
be
opportunities
where
one
person
is
going
to
feel
pretty
strongly
about
something
that
somebody
else
doesn't
necessarily
feel
that's
important
and
vice
versa
and
making
room
for
different
perspectives
is
not
not
easy
whatsoever.
So,
like
I,
we
definitely
appreciate
you
sharing
and
especially
in
this
time.
J
I
know
it's
not
easy,
and
you
know
I'm
of
the
mindset
that
the
same
as
dorothy
and
others
have
said
like
when
we
demonstrate
that
we
can
sort
of
model
what
are
effective
ways
to
discuss
things
as
a
body.
It
installs
confidence
in
the
community
and
it
installs
confidence.
You
know
in
the
district,
and
so
you
know
always
I'm
always
thinking
of
ways
that
we
can
improve
individually.
J
You
know,
but
also
like
how
we
can
continue
to
grow
together
through
the
process
you
know,
but
for
me
I
think
you
know
and
I'll
end
with
that
is
that
I'm
hearing
the
words,
respect
and
trust
a
lot
and
that's
like
at
the
core
of
it,
and
it's
essence
of
what
makes
good
collaboration
happen,
and
you
know
I
know
that
we
just
went
through.
This
is
the
first
aomi's
first
year
as
a
new
superintendent.
J
You
know
in
the
district
for
a
big
change
for
for
the
community
as
a
whole,
because
it's
we've
had
a
previous
superintendent.
That
was
here
for
quite
some
time,
and
in
that
you
know
we
have
a
lot
of
excitement
of
wanting
to
support
almi
and
a
lot
of
the
the
kia.
As
someone
who
was,
I
think,
jeannie,
and
I
were
part
of
the
screening
committee
that
brought
on
you
know
before
I
transitioned
actually
to
a
school
committee
member
and
so
like
there's
a
lot
of
wonderful
things
that
we're
excited
to.
J
You
know
support
almi
and
delivering
in
the
district
and
all
that
and
all
that
sort
of
thing,
but
you
know
I
I
think
it's
important
to
just
remember
that
what
people
define
as
conflict
could
another
person
could
be
seeing
it
as
an
opportunity,
and
you
know
looking
for
ways
to
do
that
in
the
most
respectful
manner
in
which
we
honor
our
process,
and
you
know,
don't
don't
don't
overstep
boundaries
or
rules,
but
just
wanting
to
get
a
better
understanding
of
how
to
be
effective
in
ourselves.
You
know.
H
I
don't
know
how
to
do
this
and
he's
like.
We
can
do
this
and
I'm
like,
but
I
don't
know
how
roberto
and
so
he's
like,
but
I
just
everyone
all
these
adapted
all
these
changes
that
we've
had
to
make.
So
that
way
we
can
be
more
successful
and
accessible
to
our
families
with
having.
Even
now
we
have
ritual
meetings,
public
comment
live
and
live
translation
and
it's
often
it's
all
been
a
growth
process
for
us
and
our
team
who's
supporting
it.
D
So
I
did,
you
know
way
back
in
the
spring.
Someone
made
the
comment,
and
I
think
it's
absolutely
true-
that
some
of
the
progress
that
we've
made
in
the
world
of
education
and
using
new
tools
would
have
taken
years
without
the
pandemic
and
took
weeks
because
we
had
the
pandemic
and
had
to
deal
with
it.
D
So
it
sounds
like
it
sounds
like
you
have
come
a
a
good
ways
in
leveraging
what's
available
to
you
to
do
the
work
that
needs
to
be
done
in
an
open
way,
so
kudos
yeah.
It's
been
a
lot,
though
undoubtedly,
undoubtedly
anything
else,
I'm
I'm
want
to
be
very.
I
know
it's
a
sunny
saturday,
so
I
want
to
be
very
mindful
of
the
time
and
finishing
up
so
there's
elements
that-
and
I
I
also
I.
G
D
Do
not
like
to
cut
off
good
discussion,
so
I
would
rather
have
you
guys
talking
than
my
presenting
every
little
last
piece
of
material
that
I
had
for
you.
So
I'm
gonna
pick
and
choose
a
little
bit
about
what
I
talk
about
for
the
rest
of
the
time
and
and
try
and
get
as
close
to
that
one
o'clock
ending
as
I
can
so
we
talk
about.
D
D
You
could
say
now
that
we've
hired
the
superintendent
we've
done
our
job
superintendent
will
will
go
off
and
do
her
work
come
to
us
when
she
needs
a
decision,
we'll
support
that
decision
and
on
will
go
or
you
could
be
too
much
in
the
weeds
and
trying
to
deal
too
much
with
conversations
that
are
part
of
what
is
really
operations,
as
opposed
to
as
opposed
to
governance.
If
there's
someone
and
who
wants
to
get
into
the
waiting
room,
I'm
not
sure
homie,
can
you
look
at
the
phone
number?
It's.
H
D
D
So
I'm
going
to
go
over
some
of
this
relatively
quickly
because
I
think
you
guys
have
a
good
idea
of
it.
It
sounds
like
anyway,
so
everything
we've
been
talking
to
up
until
this
point
is
really
more
the
big
picture,
not
necessarily
theoretical,
but
the
big
picture
way
of
how
school
committees
run
and
operate,
but
also
that
there's
massachusetts
law
and
regulation
in
the
way
we
work
in
massachusetts.
D
So
in
massachusetts
you
are
the
municipal
legislature
for
schools
and
you
have
certain
responsibilities
that
come
out
of
education,
legislation
and
regulation.
So
the
school
committee
is
is
supposed
to
establish
educational
goals.
And
again
this
doesn't
mean
that
you
create
the
goals,
means
that
you
work
with
the
superintendent
to
make
sure
there
are
goals
and
a
plan
in
place
for
that
continuous
improvement
in
student
achievement.
D
We
talked
about
your
enacting
policy
approving
and
monitoring
the
budget.
You
hire
and
evaluate
the
superintendent
and
certain
other
positions
where
you
have
advice
and
consent
authority
which
I'll
talk
about
briefly
in
a
minute
and
you're
the
employer
of
record
on
any
of
the
collective
bargaining
agreements
that
exist
in
the
district.
D
When
those
goals
are
in
place,
then
everybody
has
a
good
idea
of
staying
on
that
track
of
continuous
improvement.
Your
when
there
are
when
there
are
goals
in
place,
then
you
the
the
community.
First
of
all,
you
have
a
story
to
tell
your
community
about
the
resources
that
you're
asking
for
for
the
schools.
You
not
only
have
a
story
to
say
this
is
why
we're
asking
for
this.
It's
to
help
us
implement
these
goals
that
we
have
for
our
students,
and
you
can
also
say
and
to
support
our
request.
D
Let
us
show
you
how
we've
effectively
used
the
resources
you've
given
us
in
the
past
to
further
that
student
achievement
to
further
that
service
to
our
students
and
when
the
staff
knows
what
the
goals
are,
then
they
can
make
sure
that
their
the
work
that
they
do
is
supporting
those
goals.
They
understand
why
certain
initiatives
may
be
in
place
and
they
understand
how
the
work
that
they
do
supports
that
the
goals
on
behalf
of
students
does
that
make
sense
to
everybody.
D
This
gets
a
little
bit
into
that
idea
of
a
year-long
agenda,
so,
first
of
all,
you're
making
sure
as
you're
doing
your
monitoring
that
there's
an
alignment
of
the
goals
that
the
goals
you're
setting
for
the
superintendent
align
back
to
the
goals
for
the
district,
that
the
goals
that
you're
looking
at
in
school
improvement
plans
align
back
to
the
work
of
the
district
and
a
lot
of
the
presentations
that
you
get
and
the
agenda
that
you're
looking
at
at
school
committee
meetings
is
monitoring
the
progress
we
set.
These
goals:
are
they
being
implemented?
D
Are
they
working?
Are
they
in
place
when
I
was
doing
some
work
on
strategic
planning?
One
of
the
things
that
I
read
was
most
strategic
plans
fail
because
of
a
fail
to
monitor
the
plan.
The
beautiful
plan
gets
set,
put
on
a
shelf
and
nobody's
really
monitoring
to
make
sure
that
the
goals
are
in
place
and
working
effectively
and
that
the
work
is
done
effectively
to
actually
make
sure
that
the
goals
get
implemented.
D
As
I
said
before,
budget
support
the
budget's
the
biggest
resource
that
you
have
to
make
sure
that
those
goals
get
implemented.
So
when
you're,
making
budget
decisions
making
them
with
a
framework
of
how?
How
are
we
using
the
resources
to
support
the
goals
and
move
the
district
forward
and
move
the
work
for
our
students
forward?
D
Sometimes
school
committees
set
their
own
goals,
not
all
school
committees
do
it,
but
the
ones
that
do
the
question
to
be
asking
yourself
as
you
set.
Those
goals
is:
what
is
our
work
as
a
school
committee
in
this
time
frame
to
support
the
goals
of
the
entire
district?
Does
anybody
have
any
questions
and
comments
on
that.
H
I
do
have
a
comment
so
every
month
we
have
a
monitoring,
we,
we
progress,
monitor
our
goals,
our
our
academic
goals
and
everything
is
tied
to
our
whole,
our
district
improvement
goals,
and
so
that's
why
we
have
a
report
from
our
assistant,
superintendent,
sarah
and
she
goes
over
all
the
the
monitoring
and
achievement
goals
and
we
have
our
attendance
goals.
We
have
our
our
formative
assessment
goals,
we
go
over
our
like
who's,
past
ap
classes
and
how
many
so
we're
tracking
that
data
and
monthly.
H
H
H
H
I
was
really
going
to
hit
it
hard
and
then
the
pandemic
hit
us.
So
I
could
do
another
like
early,
but
I
still,
I
still
have
all
we're
we're
going
to
be
working
on
a
new
strategic
plan
soon,
but
I
have
most
of
it
already
set
in
place
as
part
of
my
entry,
but
it's
dovetailing.
What's
the
current
five-year
strategic
plan,
there's
a
really
good
place
for
that,
and
that's
why
you
see
I
was
trying
to
explain
to
everyone.
Maybe
I
was
too
long-winded
the
the
monitoring
progress,
the
progress
monitoring.
H
D
D
They
may
it
may
be.
This
is
a
you
know,
a
chunk
of
policy
work
that
we
need
to
know
gets
done
this
year
related
to
the
goals
of
the
committee.
Some
excuse
me
sometimes
it's
around
improving
communication
with
the
community,
so
things
that
fall
under
the
umbrella
of
the
school
committee
that
if
they
work
on
improving
some
aspect,
they
feel
they
can
better
support.
The
work
of
the
district.
Does
that
make
sense.
J
Yeah
dorothy
this
is
marissa.
I
wanted
to
follow
up
on
that
because
I
was
actually
the
example
I
was
thinking
of
like
in,
and
this
is
what
my
earlier
question
was
in
reference
to
about
subcommittees
when
we
were
discussing.
You
know,
for
example,
when
the
pandemic
hit,
and
there
was
conversations
that
army
was
leading
on,
you
know
on
how
to
engage
the
community
around
these
conversations
and
decisions.
J
You
know
I
was
thinking
like
yeah.
How
do
we
engage?
What
does
the
engagement
look
like
you
know,
and
the
district
took
the
lead
and
brilliantly
put
forward
a
survey
in
which
we
were
communicating
with
parents,
you
know
and
to
my
my
thoughts
were
like.
Could
this
be?
Should
we
and
thank
you
for
clarifying
about
the
ad
ad
hoc
committee
and
and
things
like
that,
because
that
was
sort
of
like
what
I
wasn't
sure
was
like?
Is
this
a
subcommittee
on
communication?
Is
this
a
subcommittee
on
community
engagement?
J
J
Like
why
I'm
always
looking
for
those
spaces
and
why
I'm
always
asking
questions
about
the
roles
of
subcommittees
and
all
that
stuff,
because
I'm
I'm
always
like
how
do
we
allow
for
the
sharing
of
information
in
a
way,
that's
helpful
and
also
like
lets
the
community
know
like
we're
on
a
plan.
We
have
a
plan,
and
this
is
how
we're
marching
towards
that.
This
is
like
helpful
to
discuss
together
and
look
at
together.
It's
pretty.
D
So
I
I
went
over
this
briefly,
this
idea
of
goal
alignment
that
you
have
your
district
goals.
You
have
your
strategic
plan
and
when
you're
looking
at
the
superintendent's
goals,
your
own
goals,
if
you
have
them
in
school
improvement
plans
you're
looking
at
how
do
they
align
back?
How
do
they
support
the
work
of
the
district?
D
Then
administrators
goals
are
going
to
tie
back
to
that
two
teachers
goals.
So
when
you're
thinking
about
it
from
that
big
picture,
strategic
plan
right
down
into
the
classroom
is
there
alignment
is
everyone
is?
Is
the
work
going
on
in
the
classroom,
supporting
the
supporting
the
plan
and
again
all
in
that
desire
for
that
continuous
improvement
in
student
achievement?
H
Yeah
absolutely
so
we
do
have.
I
called
it
the
nestled
approach,
and
so
everything
is
aligned.
So
each
school
has
their
whole
school
improvement
plan.
If
you
will
and
they
have
their
goals
and
then
those
goals
diminish,
are
tied
to
the
administrator
evaluation
goals
and
then
those
roll
up
into
that's
the
deck.
The
the
monitoring
progress,
monitoring
that
we
do
so
everything
is
nestled
like
it's
like.
I
see
it
like
russian
machuska
dolls
and
so
that's
kind
of
we're
very
aligned
district-wide.
H
So
when
we
tell,
I
told
the
principles,
I'm
going
to
be
meeting
with
you
free
for
your
evaluations,
have
your
goals
and
your
self-assessment
and
those
goals
are
all
tied
to
their
whole.
School
improvement
plans,
their
personal
one
of
their
achievement
goals.
So
everything
is,
is
nestled
if
you
will
and
aligned.
D
The
school
committee
has
a
role,
obviously
in
hiring
contracting
and
evaluating
the
superintendent
hires
and
retains
legal
counsel.
So
there's
going
to
be
a
lot
of
times
when
the
superintendent
needs
to
speak
with
legal
counsel
confidentially,
particularly
in
issues
that
are
involving
staff
or
students,
but
who
that
counsel
is
is
the
decision
of
the
committee.
D
You
have
advice
and
consent
on
the
the
positions
listed
here,
usually
in
really
almost
any
district.
That
means
the
superintendent
runs.
The
hiring
process
brings
a
qualified
candidate
to
you
for
your
approval.
As
long
as
that
person
is
qualified,
you
can't
unduly
withhold
your
approval,
so
you
can't
know
your
cousin
wanted
the
job
and
decide.
Well
your
cousin's,
not
getting
the
job.
So
you
don't
like
the
person
in
front
of
you
and
then
once
that
person
is
hot.
D
D
You
establish
the
compensation
for
people
that
are
not
part
of
a
collective
bargaining
agreement.
Usually
that
means
that
there's
a
like
sort
of
a
slate
of
benefits
that,
if
that
the
superintendent
can
use
in
those
individual
contracts
as
long
as
she's
not
going
outside
of
that
slate
of
benefits,
that's
fine!
D
D
Okay
and
then
the
superintendent
is
hired
by
the
school
committee
and
is
managing
the
district
for
you.
That's
the
easiest
way
to
say
it
and
is
making
recommendations
to
you
about
budget
managing
the
budget
once
you
approve
it
and
is
implementing
the
policy
that
you
have
approved
that
you've
developed
in
order
to
run
the
district
effectively
according
to
the
parameters
that
you've
said
in
policy.
D
Budget,
you
have
the
responsibility
to
have
an
enough
of
an
understanding
of
school
finance.
To
be
able
to
make
decisions
doesn't
mean
you
need
to
know
every
little
in
and
out
of
school
finance,
but
at
least
have
a
good
idea
of
where
the
money
comes
from
and
where
it
goes
fiscal
policy
again
section
in
the
policy
manual
on
fiscal
policy.
The
appointments
that
you
make
of
the
superintendent
and
the
business
manager
are
actually
part
of
your
fiduciary
responsibility,
because
your
you're
they're,
the
ones
that
are
managing
the
budget
that
you
approve.
D
D
So
what
I
want
you
to
think
about
is
I'm
going
to
give
you
a
scenario
it
going
to
build
a
little
bit,
but
if
you
want
to
think
about
what
what
you
see
on
the
screen
and
is
that
going
to
be
appropriate
oversight?
Is
it
overstepping
or
it
doesn't
really
matter
or
you
have
some
questions
so
normally
what
I
would
do
with
in
a
room
is:
have
you
sort
of
you
know,
stand
on
one
side
of
the
room
or
the
other?
D
What
I
might
do
here
is
just
we'll
have
a
quick
discussion
to
be
able
to
to
sort
of
tease
out
a
couple
of
these
things.
So
there's
an
opening
for
an
elementary
teacher
in
your
district
and
a
graduate
of
your
district
has
recently
received
their
teaching
agree.
Degree
and
has
applied
for
a
position
so
with
that
with
that
set,
many
of
your
constituents
have
come
to
you,
hoping
you
can
help
get
this
former
student
hired.
Do
you
see
that
as
appropriate
inappropriate
or
it
doesn't
matter
or
you
have
questions
so?
C
Well,
I
see
it's
inappropriate
because
we
don't
hire
the
teachers,
it's
the
superintendent
and
then,
if
the
constituents
are
coming
to
me,
they're
asking
me
to
make
a
personal
recommendation.
So
I
I
don't
know
the
student,
even
though
she
graduated
and
she's
an
alumni
of
our
school
district.
I
still
wouldn't
recommend
her.
Would
it
be
nice
to
have
her
as
part
of
the
team?
Yes
because
she
came
back
and
she
wants
to
be
part,
but
I
find
it
inappropriate
because
it's
not
our
job,
so
how
about
suffering?
Besides
superintendent.
C
I
would
explain
it,
as
is
that
you
know
the
hiring
of
teachers.
Principals
administrators
is
beyond
our
control,
you
know,
but
I
would
tell
the
constituents
to
yes,
please
have
her
apply
and
it's
great
that
she
wants
to
apply,
but
I
wouldn't
give
my
word
that,
oh
yes,
let's
make
this
happen,
because
I
have
no
power
in
this
and
no
say
yeah
ro.
B
Yep
go
ahead,
I
think
it's
inappropriate
to
it.
I
agree
with
jeanette.
I
think
the
decision-making
and
the
qualifications
of
a
person
go
to
the
superintendent,
and
that
is
their
job
to
hire
qualified
person
to
do
it.
I
mean
I
will
listen
to
my
fellow
members
of
the
school
committee,
but
I
I
just
feel
that
it's
the
superintendent's
job
to
hire
the
qualified
person.
D
B
G
A
Yeah
dorothy
jump
in
here
too.
I'd
share
that
you
know.
Our
role
is,
as
you
mentioned
in
the
beginning,
is
the
bridge
to
the
community
or
from
the
community
to
the
superintendent,
and
so
I
would
forward
the
communication
along
and
make
sure
that
the
the
voices
of
the
constituents
are
still
being
heard
and
share
that
I
myself
do
not
make
the
final
decision,
but
your
recommendation
will
be
communicated
with
the
appropriate
team
that
will,
that
is
in
charge
of
hiring.
J
Yeah,
I
actually
think
it
was
marcel.
I
was
gonna
just
echo.
What
actually,
what
kelly
said
that
you
know.
I
think
it
would
be
important
just
to
go
over
what
the
hiring
process
is
or
just
sort
of
point
them
in
the
right
direction.
If
they
have
questions
just
to
put
some
space
and
let
them
know
like
those
there's
boundaries
there
right,
like
that's,
not
my
role,
and
that
I
could.
J
I
think
this
is
like
a
very
interesting
example,
because
I
I
was
already
thinking
like
well,
you
know
back
to
goals
right,
like
the
superintendent
has
discussed,
that
she
is
in
an
active
search
in
diversity
and
inclusion
and
has
done
some
amazing
work
there.
Like
is
this
something
that
helps
fulfill?
J
You
know
the
superintendent's
goal,
or
something
like
that,
so
my
initial
instinct
would
be
to
communicate
to
the
superintendent
that
this
is
that
I
received
you
know
this
this
feedback
from
people,
but
to
let
her
know
that
right
that
that
is
within
her
authority.
You
know
in
in
the
team
that's
responsible
for
overseeing
that
process.
D
J
D
So
sort
of
your
constituents
have
a
right
to
talk
to
you
right,
but
letting
them
know.
This
is
a
decision,
that's
not
within
the
purview
of
the
school
committee,
so
heading
them
off
in
the
direction
where
they
can
voice
their
opinion
or
voice.
Their
desire
would
be
an
appropriate
path
to
follow,
so
I
think,
we've
kind
of
actually
gotten
to
the
end
of
it,
because
you've
already
answered
the
third
part
of
the
question
which
is
letting
the
superintendent
know
and
encouraging.
D
C
Sorry
can
I
just
say
something:
I'm
just
thinking
of
my
experience
on
school
committee.
We
did
have
somebody
who
who
wanted
a
position.
It
was
one
of
the
higher
positions
within
the
district
and
they
reached
out.
We
had
just
had
an
election
so
that
we
had
new
members,
so
they
reached
out
to
those
new
members
and
it
got
quite
interesting
because
then,
if
they
weren't
going
to
get
hired,
they
were
going
to
come
out
with
some
information,
and
this
turned
out
very
ugly.
C
C
Sometimes
we
think
here
in
chelsea
such
a
small
town,
we're
not
going
to
get
stuff
like
that,
but
things
like
that
do
happen,
and
I
know
in
in
the
past,
I've
been
part
again,
we
don't
hire
principals,
but
I've
been
part
of
committees
where
they
do
screenings
and
that's
the
way
that
school
committee
has
been
kind
of
active
in
that.
But
it's
in
the
discretion
of
the
superintendent.
They
always
don't
need
to
have
us
there.
You
know
they
do.
C
D
Yeah
yeah
yeah:
it's
not
uncommon
for
a
superintendent
to
have
a
screening
committee
to
hire
a
principal
and
sometimes
school
committee.
Members
are
members
of
the
screening
committee,
but
it's
an
advisory
committee
right
there.
They
advise
they.
Don't
they
don't
make
the
decision
that
the
superintendent
ultimately
makes
that
decision,
but
it's
you
know
so
again,
sometimes
helpful
to
have
those
other
opinions,
other
voices,
other
observations
come
in
in
interviews
and
so
forth
and
making
those
decisions,
roberto.
E
D
G
J
Sorry
I
was
just
going
to
say
that
that
was
the
big
takeaway.
For
me,
the
distinction
is
like
encouraging
or
having
an
opinion,
rather
than
conveying
information,
it's
more
about
like
being
mindful
that
we're
not
encouraging
or
stating
an
opinion,
because
that
is
within
the
discussion
of
the
superintendent
yeah.
D
This,
the
you
you
put
it
in
place
and
you
see,
is
the
plan
we
put
in
place
getting
us
the
results
we
want
and
and
making
sure
that
that's
happening,
and
then,
if
not
saying
okay,
what
needs
to
change
in
order
for
us
to
get
the
results
that
we
want.
I
know
I
spent
like
a
prime
example.
I
spent
a
lot
of
time
last
spring
talking
to
people
saying
we
had
to
flip
to
remote
without
anticipating
it.
It's
part
part
of
it
is
ready
fire
aim.
We
get
it
in
place.
D
We
find
out
what
needs
to
change,
to
make
it
better
and
we
make
it
better,
but
we
had
to
do
it.
We
had
to
do
the
the
ready
fire
part
and
then
get
back
to
the.
How
do
we
improve
makes
sense
and
then
then,
what's
oversight
right,
what
we
talked
about
before
making
sure
that
there
are
desired
results
and
that
they
are
clearly
defined
that
they're,
not
so
vague?
D
You
know
I
was
talking
with
a
committee
yesterday.
That
said
you
know
our
results
is
all
students
will
be
engaged
well,
yeah,
that's
a
good
idea,
but
have
we
defined
engagement
right
so
going
further
and
making
sure
that
the
results
you
are
looking
for
are
defined
enough,
that
you
can
know
with
whether,
whether
you
met
them
and
making
sure
that
there
are
plans
to
achieve
the
results
and
making
sure
they're
monitored
make
sense
to
everybody?
D
Okay,
I
have
about,
I
think
about
six
minutes
left.
So
so,
in
all
this
discussion,
part
of
what
we're
trying
to
get
to
is
the
idea
of
developing
a
set
of
norms
or
protocols
that
will
help
you
that
will
be
understood
by
everybody
agreed
to
by
everybody
and
becomes
sort
of
the
way
that
you
work
together
with
the
same
understanding,
we
talk
about
operating
protocols
as
a
set
of
ground
rules
that
is
is
made
by
this.
D
Excuse
me
not
be
part
of
the
manual,
but
something
that's
just
hopefully
keep
to
a
page,
more
front
and
center
of
some
agreements
on
how
you
work
together.
How
does
an
item
get
on
the
agenda?
How
do
we,
how
do
we
run
our
meetings?
How
do
we
make
sure
we
have
respectful
dis,
respectful
and
productive
discussion,
so
it's
that
set
of
common
preconditions
that
enables
people
to
work
together.
My
guess
is
because
I've
never
found
anything
different.
D
That
almi
and
the
administrators
that
are
on
today
have
some
sort
of
meeting
norms
for
when
they
get
together
as
an
administrative
team
or
a
leadership
team.
It's
a
document
that
can
be
used
also
as
some
self-evaluation
so
occasionally
taking
it
out
and
saying.
Are
we
doing
what
we
said
we
would
do?
Are
we
working
the
way
we
said
we
would
work
together
and
can
we
do
a
better
job?
D
My
kids
never
were
that
quiet
roberto,
my
kids
would
never
have
been
so
calm
and
patient
for
a
whole
two
hours.
So
one
of
the
things
that
sometimes
comes
up
in
developing
operating
protocols
is
oh
you're,
just
doing
it
to
make
sure
the
minority
or
the
majority
always
rules
or
you're
just
doing
it,
because
I'm
a
problem
and
people
want
me
to
be
sidelined.
D
That
is
not
the
case
at
all.
When
operating
protocols
work
well,
they
actually
facilitate
the
flow
of
information.
They
facilitate
good
discussion
and
certainly
we're
not
trying
to
stifle
any
sort
of
communication
or
working
together
beyond
the
complications
of
the
open
meeting
law,
sometimes
the
frustrations
that
it
sometimes
causes
people.
D
So
here
are
some
things
that
protocols
cover
and
again,
if
we
were
together,
I
would
be
showing
you
some
examples
and
I
will
send
the
examples
along
afterwards,
so
you
can
see
what
some
other
committees
have
developed
for
protocols
that
they
work
with,
but
it's
basically
who
the
committee
represents
something
like
you
know.
We
represent
all
students
or
something
about
students
and
community,
how
you
conduct
business.
D
So
a
few
things
about
how
meetings
are
run,
how
you
communicate
both,
maybe
at
meetings
and
between
meetings,
so
that
it's
clear
when
you
have
questions
who
do
things
go
to
or
it's
clear
how
the
committee
has
a
flow
of
communication
with
the
administration
in
a
way
that
it
doesn't
get
in
the
way
of
administrations,
operations
or
or
working
how
you
can
improve
and
what
happens
when
things
go
wrong.
So
everyone,
you
know
we
ask
people
to
to
look
at
these
protocols
and
agree
to
them
with
the
best
of
intentions.
D
D
Okay,
so,
ideally,
when
the
using
protocols
effectively
is
announcing
to
the
community
that
you've
adopted
this
as
a
best
practice,
putting
the
protocols
that
you've
adopted
on
your
website
that
occasional
check-in
that
I
talked
about
and
that
recommitment
to
the
protocols
and
then
reminding
each
other.
When
you
get
off
track
of
the
protocols,
we
actually
suggest
as
a
best
practice
that
you
vote
to
adopt
them
and
actually
sign
them
so
that
there
is
that
commitment
that
you've
made
to
the
protocols.
D
So
that's
the
end
of
what
I
have
I'll
note.
It's
exactly
one
o'clock
on
my
computer,
but
any
questions
that
that
last
part
was,
I
know
fast.
But
I
felt
like
the
discussion
we
were
having
more
at
the
beginning
was
as
productive
as
it
could
possibly
be
in
getting
to
some
of
those
understandings
and
getting
questions
answered
and
getting
perhaps
to
the
protocols.
D
So,
ideally,
if
I
send
some
example
protocols,
maybe
the
the
policy
subcommittee,
the
chair
and
vice
chair
or
a
couple
interested
people
can
kind
of
put
something
together
that
you
think
would
work
for
the
committee,
and
I
can
always
be
here
to
be
a
guide
or
a
help
or
answer
any
questions
about
that.
But
how
do
people
feel.
B
Well,
that's
a
lot
of
information
and
thank
you
very
much.
I
think
it's
going
to
help
the
members
of
the
school
committee
move
forward
in
a
productive,
productive
way
and
working
with
the
superintendent,
and
I
think
this
committee
does
that
they
work
very
well
with
the
superintendent
and
the
superintendent
works
well
with
the
school
committee.
So
I
think
they
know
right
right.
D
Yeah,
I
you
know,
I
think
that
one
of
the
things
that
I
really
emphasize-
maybe
I
said
it
before
about
protocols-
is
when
things
are
going.
Well,
just
articulate
them.
You
know
it's
not
it's
not
just
to
correct
things
that
may
not
be
going
well.
It
sounds
like
there's
a
lot.
That's
going
well
here,
a
good
working
relationship,
a
good
understanding
of
roles
and
responsibilities,
a
desire
to
communicate
together
so
articulate
some
of
that,
so
that
you
make
sure
that
you
continue
to
do
it.
C
No,
I
just
want
to
thank
you,
dorothy
and
just
remind
the
members,
because
it
is
a
lot
of
information
and
I
know
as
chair,
I
used
to
get
questions
that
I
wasn't
clear
of
and
I
would
make
a
phone
call
to
mask
and
there
was
always
somebody
there
to
guide
me.
So
I
encourage
all
members,
you
know
if
there's
really
something
that
you
can
get
an
answer
to
from
the
chair.
Maybe
other
school
committee,
members
or
superintendent
to
reach
out
to
mass.
D
J
Yeah
dorothy,
this
is
marissa.
I
wanted
to
say
thank
you
as
well.
This
is
super
helpful.
This
to
me
is,
like
you
know,
in
my
experience
prior
to
being
on
the
school
committee.
As
a
over,
I
don't
know
doing
community
organizing
electoral
organizing
for
over
20
years,
like
this
is
at
the
heart
of
what
I
think
is
the
best
we
can
do.
J
B
You
have
a
question:
is
there
anything
we
as
school
committee
members
I
mean?
I
know
the
superintendent
has
a
lot
on
her
plate
to
help
to
get
the
children
and
the
teachers
back
into
the
classroom.
I
know
we
have
to
go
by
the
red
zone
and
the
green
zone,
the
purple
zone
and
all
that,
but
I
just
wanna:
what's
what
can
we
do
as
a
school
committee
group?
B
I
know
the
state
has
its
by-laws
and
all
the
laws,
all
the
teachers,
unions
and
us
is
there
anything
else
we
can
be
doing
as
a
school
committee
member
to
take
some
of
the
stuff
off
of
her
plate.
You
know
to
get
the
students
back
into
the
classroom,
at
least
the
teachers
back
into
the
classroom
and
and
continue
to
zoom.
You
know.
Is
there
anything
else
we
can
be
doing
as
a
school
committee
you.
D
D
And
excuse
me
and
the
the
you
know,
then
you've
got
the
other
side
of
people
who
aren't
happy
with
the
current
state,
but
that
can
that
to
me,
the
best
thing
you
can
do
is
continue
that
partnership
with
the
superintendent
and
the
administration
to
make
sure
that
things
are
moving
as
expeditiously
but
cautiously.
At
the
same
time,
if
that
kind
of
makes
sense
to
to
get
kids
and
and
staff
back
into
the
buildings.
B
Yeah,
thank
you
yeah.
I
know
I
know
the
superintendent's
doing
the
best
she's
working
with
the
unions
and
it's
been
tough
on
her
and
I
I
didn't
know
if
there's
something
that
we
can
do
as
school
committee
members
to
help
her
along,
but
you
know
she's
doing
what
she's
supposed
to
do.
She
keeps
us
in
contact
what's
happening
and
everything.
So
that's
a
good
thing,
but
you
know
this
is
a
sad
situation,
we're
all
in
the
united
states.
You
know,
as
far
as
that,
you
know
my
concern.
B
A
H
H
F
F
F
F
D
D
H
H
Oh,
it's
henry
okay,
so
we
can
still
talk
about
it.
Then
I
just
kelly-
and
I,
when
we
had
put
this
on
the
agenda,
I
thought
it
would
be
nice
to
have
a
conversation
because
we
didn't
have
a
conversation
about
it,
and
so
we
just
wanted
to
hear
what
everybody
was
thinking,
whether
when
we
should
go
in
person
or
stay
virtual.
I
know
the
city
council
has
moved
to
in
person
and
doing
a
little
bit
of
a
hybrid,
but
it
could
be
different
for
us,
so
I
just
wanted.
B
H
It
would
be
open,
I
wouldn't
imagine
they
would
still
have
to
sign
up,
but
then
some
people
would
probably
be
hesitant
to
come
to
city
hall
too,
because
a
lot
of
our
constituents,
like
our
teachers,
they
may
want
to
stay
home,
still
our
stay
in
their
communities
and
coming
so
it's
we'd
have
to
think
through
all
of
the
logistics.
I
know.
B
H
B
Because
I
know
they
have
one
person
on
zoom
during
their
meeting,
so
I
figured
if
they
have
public
comments.
I
mean
I'm
for
the
safety
of
all
of
us
and
that's
what
my
concern
is.
Is
it
safe
enough
to
go
back
to
city
hall
would
be
much
better
to
be
having
our
meetings
in
city
hall?
Definitely,
but
is
it
safe
enough
for
all
of
us
to
go
back
in
that
environment
because
we
we
have
our
family
to
go
home
to
too
you
know
what
I
mean,
but
I'd
I'd
love
to
be
back
in
city
hall.
C
I
just
feel
if
you
know,
there's
the
option
right,
so
I'm
going
to
be
in
person
and
then
the
option
of
those
who
still
want
to
zoom
in
you
know
that
it's
given
so
that
way,
everybody
feels
that
it's
we're
being
fair
and
you
know
we're
respecting
each
other's
wishes
as
well.
I
really
haven't
seen
I
quickly
saw
a
council
meeting,
so
I
know
there
was
some
plexiglass,
but
I
don't
know
if
this
plexiglass
between
each
seat,
because
it
was
a
tight,
sit
anyways
when
we
sat
next
to
each
other.
C
H
C
Okay,
well,
my
take
is,
I
am
back
teaching
my
dad.
So
if
I
could
go
into
this
dance
studio
and
teach
dance
which
I
only
have
five
students,
I'm
not
to
the
capacity
that
I
have,
I
don't
mind
going
into
city
hall.
But
again
you
know
by
making
sure
that
everybody
gets
to
decide
whether
they
want
to
be
there
and
or
zooming
from
home.
So.
C
E
Yeah,
I
just
you
know,
I
I
think,
as
things
continue
to
open
up,
we
will
all
individually
be
doing
slightly
more
than
we've
been
doing,
and
so
it
just
it.
It
exponentially
increases
the
risk
right
if,
like,
if
genie's
going
to
like
one
thing
and
rosemary's
going
to
another
thing
and
then
he's
doing
to
you
know
it
just
increases
the
risk,
and
I
personally
don't
feel
you
know
like
we
should
be
opening
up
if
a
number
of
people
want
to
be
in
person.
E
J
Yeah,
I
I'm
just
of
the
mindset.
I've
been
I've,
been
watching
all
these
various
meetings,
and
you
know
the
charter
review
some
council
meetings
and
looking
at
the
ways
some
of
them
are
being
run,
and
I
find
that
there's
not
like
a
uniformity
in
any
of
them.
I
think
the
council
meetings
in
particular
as
an
example
with
the
plexiglas,
was
something
new,
I'm
even
recalling
when
we
were
present
together
in
the
spring.
I
believe
when
cheryl
did,
we
did
some
rules
and
procedures.
J
I
don't
know
if
it
was
a
parliamentary
procedures
or
what
it
was.
We
were
there
and
I
was
a
little
uncomfortable,
I'm
probably
a
lot
more
comfortable
now,
just
I'll
own
it
that's.
That's
me.
I
did
share
just
for
full
disclosure
without
me
that
my
aunt
is
recently
was
hospitalized
for
three
weeks
and
we
had
a
very
significant
scare.
J
It
wasn't
covered
related,
but
you
know
she
is
a
cancer
survivor,
lung
cancer
survivor
and
there's
been
some
complications
and
with
that
there
are
some
rules,
some
delegating
of
rules
here
for
me
and
how
managing
my
time
and
the
needs
of
my
family
there
and
also
supporting
joey
who's
full-time
virtually
and
my
daughter,
who's.
Also,
you
know
yeah
so
where
I
land
is
that
I
I'm
just
gonna
say
it
like.
I
feel
like
today's
conversation
was
about.
You
know
I'll,
be
the
training
about.
J
You
know,
roles,
responsibilities
which
is
excellent
and
awesome,
but
you
know
I
feel,
like
I'm
just
gonna
say
like
we,
we
keep
going
back
and
forth
about,
like
you
know,
what's
reopening
and
wanting
different
things,
I
think
it's
important
to
hear
and
honor
those
perspectives,
but
you
know
every
time
I'm
looking
at
the
news,
I'm
not
seeing
anything
promising.
That
tells
us
that,
like
you
know,
these
numbers
are
going
down
and
down.
It
feels
like
it's
always
like
up
down
up
down
and
then
boston.
J
You
know
just
reported
that
there's
a
bunch
of
city,
I'm
sorry
school
staff
and
students
who
are
also
testing
positive
because
of
some
minor
openings.
So
I'm
all
for
like
how
can
we
do
it
with
the
minimal
risk?
I'm
not
gonna
oppose
if
anybody
wants
to
have
the
school
committee
meeting
in
person.
For
sure
I
mean
to
get
at
your
answer,
but
I
just
think
that
we
still
have
to
be
really
really
guarded
in
how
we
do
it
and
that
there
needs
to
be
strong.
J
J
You
know,
if
I
you
know,
we
have
a
school
committee
meeting
and
then
there's
like
two
weeks
and
then
I
can
go
see
my
aunt.
Maybe
it's
just
a
question
of
me:
planning
a
little
better
I'll
make
my
maximum
effort,
but
I
just
want
to
share
that
with
all
of
you
that
those
are
sort
of
my
reasons
as
to
why
you
know
if
I'm,
if
I'm
not
jumping
out
to
say
yes,
it's
just
a
little
complication
of
layers
here
and
different
responsibilities.
You
know
I
will
try
yeah.
C
C
We
don't
know
exactly
the
disease
right
because
it
changes.
It
could
be
this
and
that,
but
I
think
I've
learned
a
little
bit
more
about
it.
So
I
am
more
cautious,
but
you
know
I
have
family
members
who
feel
like
you
might
as
well
they're
like
no.
They
don't
want
to.
You
know.
We
want
to
see
my
mother-in-law
because
she
is
very
you
know,
paranoid
with
this
and
she
wasn't
going
anywhere
and
she's
not
doing
this
and
she's
all
alone.
C
But
the
fact
that
she
would
travel
to
us
really
scares
her
that
she
could
catch
something
you
know.
So
it's
all
about
respecting
each
other
and
how
we
feel
right
and,
of
course,
there's
our
family
members.
We've
got
to
think
of
them
first,
so
you
know,
like
I
said,
and
we're
all
agreeing
here
too.
If
I'm
not
mistaking
is
as
long
as
there's
an
option
and
everybody's
at
their
comfort
level,
I
think
you
know
it
will
be
fine.
G
H
H
G
H
Okay,
so
we'll
put
this
on
our
agenda
for
november
as
a
as
a
and
we
can,
you
can
talk
more
we'll
have
everybody
there,
but
it's
really.
This
is
really
helpful.
So
and
I
agree
with
you
jeanette
we
we
want
to
meet
the
needs
of
all
of
our
we're
a
team
and
we're
all
in
different
places,
and
we
have
different
circumstances,
and
so
that's
that's
why
we
we
have
to
have
this
conversation
is
important
and
it
is
like,
with
our
staff
and
everybody's,
got
different
comfort
levels.
H
H
B
A
G
E
A
C
H
We
talked
about
our
meaning
being
in
person
versus
virtual,
and
I
think
we
have.
We
were
gonna.
We
were
listening
to
everybody
and
as
long
as
we
could
do
in
person,
but
if
we
do
in
person,
we
also
have
to
make
it
available
for
people
to
to
do
remote
as
well,
because
everybody's
in
a
different
level
and
has
different
circumstances
at
home
as
what
the
consensus
was
and
but
because
we
didn't
have
quorum,
we
were
going
to
put
it
on
november,
meet
on
the
november
agenda
and
vote.
A
J
Good,
I
would,
I
would
just
offer
up
that,
because
the
majority
consensus
was
gathered
here
today.
I
don't
know
if
it's
worth
you
know
kelly.
This
could
be
an
option
that
I'm
I'm
all
down
for
what
you're
suggesting
but
like
another
option,
could
be
just
having
like
a
one-on-one
call
with
both
just
the
two
of
them
that
doesn't
violate
open,
meaningless
right
and
then,
like
maybe
see
if.
E
J
Okay,
okay,
cool
all
right
got
it
sorry,
no
good,
but
yeah.
If
it's
kelly,
if
you
feel
up
for
it,
you
know
like
if
you
want
to
have
a
combo
with
them
one-on-one
and
then
bring
that
information
back
to
almy,
because
then
maybe
our
meeting
for
november
could
have
you
know
I
wouldn't
want
to.
Basically
it
wouldn't
stall
if
folks
want
to
come
in
in
person,
there's
a
group
that
could
come
into
person
and
it'll
allow
for
more
planning
time.
C
H
B
H
Whether
you
can
feel
so
so
when
we
do
this
survey,
we'll
definitely
we
can
have
cabinet
members
on
there.
All
of
us
have
been
coming
into
city
hall.
All
five
of
us
we've
been
there
every
day
since
honestly
june.
We
actually
have
our
meetings
at
in
the
chambers.
We
go
upstairs
and
have
our
cabinet
meetings
in
the
chambers,
so
we
can
be
in
person
because
we're
kind
of
like
it's
easier
to
communicate
in
person.
So
we've
been
meeting
as
a
cabinet
in
the
chambers.
B
Up
in
the
chambers
with
their
masks
on,
do
you
email
me?
Well,
that's
that's
the
other
thing
too.
We
if
we
go
on,
if
we're
in
the
city
hall,
we
have
to
still
wear
your
masks
yeah.
I
know
we
had
to
talk
with
the
mask
on,
and
people
understand
us
too.
So
you
know
there's
a
lot
of
thoughts
we
have
to
put
into
it.
You
know
I'd
love
to
be
back
at
city
hall,
just
to
get
out
of
the
house.
M
J
J
J
So
what
I
used
to
think
was
that
I
was
a
pain
in
the
butt
about
this
stuff
and
now
I
think
that
it's
important
to
continue
to
my
voice
heard
within
this
body
that
these
are
important
things
that
is
going
to
make
our
life
easier
with
a
lot
of
love
for
each
other.
So
I'm
just
really
happy
that
we
were
able
to
answer
this.
E
I
used
to
think
that
the
only
way
to
get
things
on
the
agenda
for
the
full
meeting
was
actually
to
go
through
subcommittee,
but
now
you
know
it's
like
there's
both
ways,
and
you
know
that's
it's
interesting
to
think
about.
You
know
what
should
go
up
one
way
versus
what
should
come
the
other
way.
So
that
was
just
an
interesting
part
of
the
conversation
to.
C
You
know
and
use
your
title
as
well
right,
because
sometimes
you
dig
you
do
get
a
call
to
be
part
of
a
presentation
or
something-
and
you
know
maybe
they
they
called
you
instead
of
the
chair,
because
you
have
maybe
a
better
rapport
with
them.
But
you
know
just
making
it
very
clear
that
you
are
there
as
an
individual,
not
as
a
body.
G
A
One
takeaway
is
one
thing
I'm
leaving
this
meeting
with
is
the
power
of
unity
and
the
power
of
a
collective
voice
and
working
together
as
one
team
which
includes
forming
ways
to
have
an
inclusive
voice,
whether
it's
sending
out
more
google
voice.
I'm
sorry,
google
surveys
or
sending
a
mass
email
to
the
committee
and
just
really
practicing.
You
know
more
open
ways
of
having
more
ways
of
having
an
open
communication.
H
I'll
do
mine!
I
what
I
really
appreciated
about
dorothy's
presentation
with
the
piece
on
unity
and
just
like
how,
if
we're
functioning
out
at
a
high
level,
it
really
does
help
the
district
and
kind
of
the
the
coherence
and
the
the
the
calm.
The
schools,
especially
in
this
time,
that
we're
living
in.
So
as
we
have
that
trust
in
that
relationship
somewhere
in
one
accord,
then
that
that
kind
of
sets
the
tone
for
the
entire
district
and
that's
something
that
a
goal
now
I
have
as
as
your
superintendent.
So
I
really
appreciated
that.
I
I
used
to
think
that
the
school
committee
rules
and
regulations
were
a
lot
of
disconnected.
You
know
you
need
to
abide
by
all
these
things
in
order
to
be
a
successful
school
committee,
but
now
I
think
that
it's
really
centered
around
relationships
and
people,
communicating
and,
as
others
have
mentioned,
being
unified,
but
you
can't
do
that
unless
you
all
have
a
relationship
to
work
as
a
team
on
behalf
of
students.
M
Yeah
this
is
adam
for
me,
almi
pretty
much
summed
up
what
I
was
sort
of
thinking
around
my
takeaways
around
the
concept
of
unity.
So
I
guess
the
other
thing
that
you
know
I
walk
away
from
is
the
really
the
value
of
having
goals
that
are
driving
the
actions
that
we're
doing
as
a
team.
So
I
think
that
is
something
that
we
should
continue
to.
H
E
H
Just
when
my
phone
thing
on
mariana
mariana
is
leaving
us
she's,
not
leaving
city
hall
or
the
school
district,
but
she
is
leaving
school
committee
in
her
stead.
Veronica
is
going
to
be
working
with
us
during
the
transition
and
and
doing
all
that
marianne
has
been
doing
and
and
veronica
said.
She
would
gladly
do
it
so.