►
From YouTube: School Committee Meeting of 10-7-21
Description
City of Chelsea, Chelsea Public Schools
A
And
while
dr
beta
gets
that
up
and
running
I'd
like
to
also
share
with
the
team,
our
new
student
breakfast
with
us
valerie
craig
so
later
in
the
meeting,
we'll
have
a
nice
welcoming
message
from
her
and
yeah
so
same.
Let's
unmute
ourselves
and
let's
begin
with
our
pledge
of
allegiance.
A
D
E
We
did
not,
oh
I'm
sorry.
Yes,
we
do.
I
have
a
something
from
counselor
robinson
who
cannot
be
here
this
evening.
E
E
E
His
second
comment
is:
the
city
is
only
allowed
to
raise
under
proposition
proposition
two
and
a
half
approximately
1.7
million
in
new
property
taxes
each
year.
So
this
one
bill
from
northeast
will
exceed
the
amount.
It
means
that
for
the
next
30
years
there
will
be
no
new
tax
dollars
available
in
chelsea
for
any
other
projects
or
new
spending.
E
E
A
F
Great
well,
thank
you
and
I
am
I'm.
I
am
very
excited
for
today's
tonight's
presentation
of
our
professional
status
teacher
status,
because
this
is
this
is
so
important.
Our
teachers
who
work
in
chelsea
work
very
hard
and
we
are
working
to
retain
as
many
of
our
wonderful
teachers
as
we
can,
and
this
year
we
have
many
teachers
who
are
receiving
their
professional
teacher
status,
and
this
means
that
the
teachers
are
now
professional.
F
They've
they've
received
what
we
call
p
t
s
and
chelsea
public
schools
and
it
means
they're,
permanent
and
so
and
so
we're
we're
just
so
excited.
We
have
48
teachers
this
year
achieving
this
accomplishment,
so
I
just
want
to
say
a
huge
shout
out
to
our
our
teachers
and
they
have
worked
so
hard
during
this
pandemic
and
always
and
teaching
is,
is
it's
very
hard
job
extremely
rewarding,
and
we
we
love
our
educators
and
we're
just
so
thrilled
to
have
48
to
present
tonight.
F
So
I'm
gonna
go
through
and
we
have
certificates
for
each
teacher.
So
I'm
starting
off
with
kristen,
and
forgive
me
if
I
mispronounce
the
to
name
everyone's
name,
I'm
gonna
I'll
do
my
best.
Kristen
points
on
hershey,
congratulations.
F
And
I
believe
that
completes
our
awards
and
I
just
again
want
to
congratulate
everyone,
and
I
don't
know
if
school
committee
members
would
like
to
say
something
so
I'll
open
the
floor
to
chair
garcia.
A
Awesome,
thank
you
so
much
for
that
presentation
of
wonderful
awards
to
our
outstanding
teachers.
In
just
a
few
moments
on,
I
will
open
it
up
to
the
floor
of
our
school
committee
members,
but
from
my
heart
to
you
all
as
a
teacher
for
the
last
eight
years,
I
cannot.
A
I
cannot
thank
you
enough
for
continuing
to
to
teach
our
students
even
through
this
pandemic
and
for
not
giving
up
on
our
students.
Thank
you.
My
words.
Cannot
you
know,
I
cannot
express
my
gratitude
in
just
a
few
words
tonight,
so
I
want
to
send
you
all
a
virtual
hug
if
I
could,
because
truly
teaching
is
not
easy
and
it
takes
a
lot
of
love
and
passion
and
dedication
and
you
all
come
to
our
schools
day
in
and
day
out
and
present
your
best
selves
to
our
students.
A
So
thank
you
any
other
members.
Please
raise
your
hand,
so
I
can
see
I
see
miss
villas,
so
go
ahead
and
miss
velez
and
then,
if
any
other
members
would
like
to
speak,
go
go
right
ahead.
C
Sorry
guys
home
meetings.
First
of
all,
I
want
to
congratulate
teachers
and
dr
beta
did
you
say
the
requirements
to
get
this
high
honor
and
if
you
did
earlier,
I'm
sorry
I
missed
it.
I
just
wanted
to
know
what
the
requirement
were,
so
our
other
teachers
could
aspire
to
it.
F
Sure
we,
when
a
teacher,
comes
into
our
system
after
three
years,
we
we
make
it
the
educators,
the
principals
together
to
make
a
decision
and
and
really
say
this
is
someone
we
really
want
to
keep
in
our
system,
so
we're
going
to
grant
professional
status.
So
that's
what
this
is,
and
so
they
become
a
professional
status
teacher
in
chelsea,
public
schools.
F
I
think
what's
new
is:
is
that
we're
we
are
celebrating
our
awardees?
It's
always
happened.
It
happens
across
in
every
district
in
the
state
of
massachusetts.
After
three
years,
an
educator
within
the
system
can
receive
professional
status,
and
so
it's
it
happens
in
every
schools
in
every
school
district,
and
we
wanted
to
celebrate
our
our
teachers
who
are
receiving
this
honor
because
it
is,
it
is
an
accomplishment
and
an
educator's
career,
and
we
know
how
important
teaching
and
learning
is
so
we
just.
C
Thank
you
for
sharing
with
us,
and
I'm
glad
you
did
because
if
this
has
been
going
on,
I
would
have
loved
to
seen
over
the
years
the
teachers
who
have
accomplished
this.
So
I
again
congratulations.
C
I
know
it's
not
easy,
even
after
pandemic
coming
in
this
year,
working
in
a
school
district
myself
and
seeing
the
challenges
that
are
being
faced
in
the
classroom,
it's
not
easy.
So
thank
you
very
much
for
all
that
you
do
for
our
students.
D
Sorry,
I
was
muted,
I
just
wanted
to
say
echo
everybody's
words
of
gratitude
and
thank
you
for
being
there
for
doing
this
pandemic
to
all
of
the
teachers,
but
especially
for
those
who
are
getting
the
award
right
now,
and
thank
you
for
all
that
you
do
every
day,
waking
up
early,
managing
our
children,
chelsea
schools
are
really
in
gratitude
with
you.
Thank
you.
G
Hi
everyone,
sorry
I'm
like
transitioning
into
the
house
right
now,
I
was
walking
home
just
want
to
say
thank
you
so
much
to
all
of
the
educators
who
have
stayed
for
the
three
years.
You
know,
and
we
really
do
look
forward
to
keeping
you
and
continuing
to
work
with
you.
The
work
that
you
do
especially
this
past
year
has
not
been
easy.
G
So
so
the
fact
that
you
are
achieving
this
milestone
is
is
huge
and
we're
just
super
super
grateful
I'll
I'll
keep
it
short,
because
I
know
that
everybody
wants
to
say
a
little
bit,
but
just
know
that
I
am
deeply
grateful
for
all
the
work
that
you
do.
That's
fine!
Thank
you.
H
I'm
sorry,
I'm
late,
I'm
sorry
to
join
you
late,
but
I'm
here,
congratulations
and
thank
you
for
your
service.
I
know
it's
been
a
difficult
time
for
all
of
us,
but
congratulations
and
thank
you
for
your
service.
A
I
I
just
wanted
to
say
thank
you
to
all
of
those
educators,
not
only
the
ones
getting
the
awards
right
now,
but
like
to
all
of
you,
because
you
guys
make
learning
so
much
fun
and
we
really
appreciate
all
the
effort
every
educator
made
to
during
this
last
year
during
zoom
and
everything,
because
I
know
it
was
really
hard
and
it
was
really
hard
for
us
as
well
to
be
in
this
brutal
world
and,
like
I
know
some
of
you
never
met
your
students
and
all
of
that.
A
F
Well,
I
am
excited
we
have
our
new
indicators
of
success
to
go
over
and
just
for
those
who
are
watching.
We
have
every
month
we
report
on
our
indicators
of
success
in
accordance
with
our
strategic
plan,
and
so
we
have
a
new
role
of
a
strategic
plan
for
the
next
five
years,
and
so
we've
updated
our
indicators
of
success
to
align
to
the
new
strategic
plan,
and
this
will
be
the
first
time
that
mr
our
assistant,
superintendent,
for
teaching
learning,
mr
mike
lovato
will
be
be
presenting
the
indicators
of
success.
J
Thank
you,
dr
avita,
and
thank
you
school
committee.
I
will
go
ahead
and
share
my
screen
now
and
you
guys
obviously
can
ask
me
questions
throughout
I'm
not
going
to
spend
too
much
time
on
the
first
page
in
regards
to
the
monthly
biannual.
I
know
dr
beta
had
shared
that
with
the
team
on
saturday,
although
if
anybody
would
like
me
to
repeat
any
of
that
information,
just
please
let
me
know
and
I'll
go
ahead
and
do
so.
J
The
first
indicator
that
we're
going
to
look
at
is
mcas.
These
are
the
2021
mcas
and
as
dr
bait,
that
mentioned,
where
this
is
our
baseline
and
so
what
we
are
looking
at
in
ela
and
math
hooks
we're
looking
at
about
28
25
percent
proficiency.
This
is
anything
exceeding
proficiency
and
current
proficiency.
J
J
Obviously
our
goal
is
always
to
catch
up
to
the
state
of
where
we
are
with
proficiency,
the
berkowitz
about
28
reading
and
11
percent
math,
the
sokolowski
21
and
8
in
math.
The
clark
18
in
ela
9
in
math
and
12
in
science
and
just
a
reminder
to
everybody,
who's
watching
and
listening
that
science
and
mcas
is
tested
on
fifth,
eighth
and
tenth
grade,
and
that's
why
there
are
some
categories
where
it
shows
n
a
and
also
when
you're
looking
at
the
middle
schools.
There's
only
portions
of
that
that
are
tested.
J
So
we
just
include
it
as
the
whole
school.
The
brown
17
proficiency
nine
percent
in
math,
seven
percent
in
science,
the
right
26
percent
in
the
la
the
14
in
math
and
19
in
science.
I
would
like
to
point
out.
The
right
has
been
on
a
good
trajectory
of
math
throughout
this
time.
J
Prior
to
the
pandemic,
they
were
very
positive
in
their
scores,
and
so
we
are
pretty
confident
that
the
right
will
continue
that
as
soon
as
the
pandemic
is
over
as
well
chelsea
high
school
27
in
ela
15
in
math
and
43
in
science,
and
then
the
coa
does
not
have
anything
on
record
at
this
time
for
2021
and
then
the
cvla
is
a
new
school
and
that's
the
chelsea
virtual
academy.
J
Although
next
year
they
will
have
mcas
scores
the
attendance
rate
we,
what
we've
shown
right
now
is
just
for
the
month
of
september
grade
one
you
can
see
we're
at
92
percent.
The
year-to-year-to-date
totals
will
equal
the
exact
same
as
the
month.
As
that's
the
only
attendance
report
we
have
at
this
point.
We
are
averaging
90
all
the
way
up
to
about
93
from
grades,
one
through
eight
and
then
in
ninth
grade
through
high
school.
We
are
taking
a
dip.
J
This
is
something
that
was
we
are
addressing
with
the
high
school
and,
together
with
the
high
school
and
the
administrative
team,
we
are
coming
up
with
a
couple
of
initiatives
to
ensure
that
kids
are
in
class,
what
the
notification
systems
look
like
to
parents
and
then
what
the
incentives
look
like
to
ensure
that
students
are
in
class
and
not
skipping
class,
but
they
are
working
hard
to
ensure
that
students
are
remaining
in
class
and
improving
the
the
attendance
rate,
and
it
is
something
that
is
being
addressed.
J
Ninth
grade,
you
see
we're
at
about
87,
but
what's
concerning
as
well
is
our
seniors
are
at
72
percent.
So
again,
we
are
working
with
the
high
school
to
ensure
that
that's
corrected
and
and
improved
to
get
to
a
level
of
where
we
are
with
dr
avata's
expectations
and
goals
that
she
has
set
forth
with
the
district
vision.
J
And
then
we
have
postgraduate
94
percent
and
then
kindergarten
pre-k
and
the
at
pre-k.
We
have
about
an
80
percent,
88,
sorry
and
then
kindergarten
about
an
89,
so
we're
also
working
with
the
school
as
well
too,
to
find
out
what
we
need
to
do
to
bring
that
up.
J
District
total
right
now
is
about
90
percent,
so
we're
about
five
percent
that
we
need
to
work
on
to
hit
the
goal,
which
I
have
no
doubt
that
we
will
indicator
three
priority.
One.
It's
looking
at
a
lot
of
the
classes
that
we're
taking
right
now
with
algebra
one.
That
is
the
goal.
Our
baseline
is
zero,
but
we
have
put
together
plans
as
far
as
what's
needed
in
order
to
include
algebra
one
at
every
middle
school.
J
This
year,
I
am
happy
to
say,
the
right
has
already
identified
their
groups
and
I'll
be
working
with
the
brown
and
the
clark
to
also
identify
their
groups
and
make
sure
that
we're
we're
targeting
not
only
all
of
our
levels
of
students
from
tier
one,
all
the
way
to
tier
four
and
making
sure
that
all
kids
are
making
gains
regardless
of
levels
and
current
academic
status.
J
The
expectation
for
next
year,
as
well
too,
for
algebra
one
is
to
make
sure
that
we
have.
You
know
sections
in
each
one
of
those
areas
and
again
to
expand
it,
students
and
app
courses
at
this
time.
It
is
55.
just
a
reminder
that
this
is
not
total
courses
taken.
This
is
total
students
that
are
taking
it.
So
there
are
255
courses,
students
rather
that
are
taking
courses
in
ap.
J
This
can
include
this
does
not
account
for
students
who
are
taking
more
than
one
course,
because
that
would
be
it
does
not
increase
the
amount
of
students,
it's
more
the
classes,
and
this
is
tracking
students
itself
the
students
in
calculus
we
have
138
students,
students
enrolled
in
early
college,
that's
214
and
again,
this
reporting
is
the
similar
as
to
what
ap
is
its
number
of
students
that
are
taking
college
courses,
and
although
we
do
have
multiple
kids
at
the
high
school
that
are
taking
multiple
courses
at
the
college
right
now,
dual
enrollment
is
at
52
and
we
are
also
working
with
the
call
with
the
high
school
and
the
and
the
colleges
to
ensure
that
these
numbers
increase
and
what
the
increase
would
even
look
like
as
soon
as
january
of
next
year.
J
I
know
this
part's
new
to
the
school
committee.
This
is
our
I
ready
testing,
and
what
I
want
to
talk
to
you
about
here
is
this
is
our
baseline.
We
did
anticipate
as
many
other
states
and
and
across
the
nation.
J
You
know
we
had
a
gap
and
I
know
that
our
teachers
did
a
tremendous
job
over
the
time
that
the
pandemic
was
was
on
and
we
were
home
and
remote,
but
we
also
know
that
it's
not
the
same
of
being
in
person
and
some
of
our
ready
scores
and
our
baseline
scores
are
showing
us
that
we
have
some
work
to
do.
But
what
I
want
to
also
share
is.
J
We
have
no
doubt
that
the
plans
that
we
have
in
place
and
the
leaders
and
the
teachers
and
the
people
that
we
have
working
with
our
students
are
going
to
help
us
to
ensure
that
the
students
accelerate
the
students
have
made
growth
and
that
we
recuperate
these
skills
that
that
were
lost
during
the
pandemic,
so
kindergarten.
J
The
initial
test
for
iready
is
saying
right
now,
you
know
kindergarten
third
month.
These
are
the
amount
of
students
that
are
on
pace
and
on
track
with
grade
level
skills.
So
right
now
in
kindergarten,
it's
eight
percent
and
again
this
is
the
english
language.
Arts
first
grade
is
five
percent
grade.
Two
is
eight
percent
grade.
J
Three
is
twenty
four
percent,
which
is
critical
as
well
too,
that
is
the
the
year
that
you
know,
students
are
putting
all
their
reading
skills
together
and
a
very
critical
year
for
for
students
in
english
language
arts
without
question
grade
four
is
at
15
grade
five
ten
percent
grade
six,
thirteen
percent,
great
seven,
seventeen
percent
and
grade
eight
is
also
at
seventeen
percent.
J
This
test
does
not
include
for
students
who
are
grades
nine
through
twelve,
and
just
so
you
know
personally-
and
I
know
everybody
on
this
team
feels
the
same
way
as
a
team.
We
won't
be
happy
until
we're
100,
and
so
we
got
a
long
ways
to
go.
But
again
I
have
no
doubts
that
the
team
that
we
have
in
place
and
the
plans
that
we
have
in
place
will
ensure
that
we
do
have
growth
throughout
the
school
year
and
years
to
come.
J
Math
kindergarten
is
at
five
percent
grade.
One
two
percent
grade
two
is
one
percent
grade.
Three
is
four
percent
grade.
Six
is
sorry
grade.
Four
is
six
percent
grade
five
eight
percent
grade
six
ten
seven
is
ten
as
well
and
then
grade.
Eight
is
eight
percent.
J
J
Right
now,
the
only
information
that
we
have
for
indicator
seven
is
the
number
of
enrolled
students.
This
is
also
an
end
of
year
indicator
as
ap
test
and
test
board.
Percentage
of
scores
will
also
be
provided
at
the
end
of
the
school
year.
Graduation
rate
last
year
was
66
percent.
As
a
district
and
sorry
the
2021
is
68.
J
J
We
did
see
that
a
number
of
students
went
directly
under
the
workforce.
They
went
from
27
to
32
percent,
so
we
had
a
gain
of
about
five
percent.
We
see
an
increase
of
two
percent
entering
the
military.
It
does
make
me
so
excited,
I'm
a
veteran
myself.
J
So
I
see
that
as
a
plus
and
entering
certification
programs,
we
went
from
two
percent
to
six
percent
and
then,
as
far
as
a
gap
you're
enrolled
the
following
year
into
the
city,
your
program,
we
saw
an
increase
of
four
percent,
so
that's
also
a
plus
as
well
and
then
entering
a
trade
school.
J
We
saw
a
minor
increase
of
one
to
two
percent,
so
the
four-year
college
in
each
one
of
these
categories
will
continue
to
work
with
the
high
school
of
what
that
looks
like
as
well
and
how
we
can
provide
some
support
there,
the
high
school
dropout
rate.
I
know
the
dropout
rate,
the
way
we
calculate
it
is
month
to
month.
So
right
now
we
don't
have
any
indicators
of
students
who
have
dropped
out.
J
We
do
have
students
who
have
dropped
and
moved
on
to
other
places,
but
as
far
as
students
that
are
unidentified
at
this
time,
we
do
not
have
any
the
enrollment.
As
far
as
the
programmatic
breakdown
we
have
as
far
as
the
october
first
enrollment
and
what's
submitted
to
the
state,
we
have
a
little
over
a
thousand
students
and
we
have
about
541
students
that
are
identified
as
l
students
that
are
being
reported
to
the
state.
J
And
then
we
do
have
25
students
that
have
withdrawn
as
of
june,
and
then
we
have
some
numbers
there
as
well
too.
That
shows
your
data
since
june
1st
2021
kind
of
gives
you
an
idea
as
far
as
what
some
of
our
students
are
doing
and
where
they're
going,
and
we
have
had
some
mobility,
at
least
at
the
beginning
of
the
school
year,
trying
to
figure
out
where
students
are
going,
but
we
have
done
a
pretty
good
job
of
cleaning
up
the
data,
making
sure
that
the
numbers
that
we're
providing
are
accurate
priority.
J
Three
I'm
going
to
go
ahead
and
ask
that
christine
lee
take
this
portion
of
the
indicator
on
is,
I
know,
she's
pretty
excited
about
the
work
that
she's
done
with
hr,
and
I
I'm
we'll
turn
this
over
to
christine.
At
this
time.
K
Are
you
thinking,
mr
lovato,
so
the
retention
for
teachers
you'll
see
that
there's
different
buckets
that
dr
avita
has
identified
for
strategic
plan
so
for
the
first
section
for
retention
of
teachers,
you'll
see
some
movement
from
1920
to
2021
this
past
year
from
2021.
K
We,
the
total
number
of
teachers
that
we
had
was
504
and
that's
an
increase
from
the
previous
year,
which
is
476
teachers
who
left
chelsea
public
schools
last
year
was
78
teachers
total,
which
was
15.
K
K
K
We
went
from
zero
to
one
administrators
who
left
on
their
own.
We
went
to
five
and
that
does
include
the
retire
retired
administrator
for
promotions.
We
had
an
increase
from
8
to
14
and
that
is
attributed
to
our
work
with
our
pipeline
programs
for
the
peridot
teacher
pipeline
program,
we
did
have
a
teacher
moved
to
administrator
last
year
so
that
stayed
the
same.
The
administrator
to
administrative
promotion
went
from
one
to
two
and
our
substitute
perez
has
been
a
low
number
and
last
year
we
had
zero.
K
So
that
is
our
promotion.
Data
for
our
diversity
of
teachers
and
administrators
you'll
see
that
we
started
tracking
this
data
from
nineteen
to
2021,
and
so
this
past
year
we
were
able
to
compare
whether
we've
seen
some
increases
and
we
certainly
have
done
a
great
job
in
increasing
the
diversity
of
our
teacher
workforce,
and
so
the
percent
of
increase
for
our
teachers
went
up.
66
and
the
increase
for
administrators
went
up.
K
66
percent
and
for
central
office
last
year
went
up
14,
so
that
is
attributed
to
everyone's
hard
work,
including
our
school
leaders
and
everyone
involved
in
hiring
great
diverse
teachers
and
also
cultivating
their
staff
that
they
have
currently.
J
The
next
component
of
the
indicators
for
success
is
the
mobility
you
can
see
at
the
20
at
the
elc
we've
taken
in
about
25
students
we're
one
of
accidents
in
the
month
of
september,
the
elementary
as
a
whole
we've
taken
in
65
kids,
where
we've
lost
13.,
middle
school,
57
to
15
lost
and
then
at
the
high
school
10626,
and
then
the
district
total
is
253
to
35
and
then
we'll
be
able
to
provide
another
monthly
report
in
october
to
see
the
differences
and
make
some
comparisons
at
that
time.
J
J
In
regards
to
the
chs
failing
grades,
we'll
be
able
to
provide
our
next
report
at
the
quarter,
and
we
are
monitoring
very
closely
the
number
of
grade
nine
total
number
of
students
that
are
failing.
437
is
too
many.
You
know
we
we
we
don't
have
we
have
about
450
students,
so
that
means
that
they're
failing
at
least
one
class,
which
is
unacceptable.
J
We
have
one
failing
grade
of
92
percent,
sorry
92,
two
failing
grades,
38
three
failing
grades,
nine
and
then
four
more.
So
we
have
a
significant
problem
that
we
need
to
address
and
we
are
working
with
the
high
school
in
order
to
ensure
that
that's
not
the
case
total
failing
grades.
Again,
these
are
classes.
J
You
have
411
at
the
high
school
one
failing
grade,
94
two
failing
grades,
39
three
failing
grades
in
16
and
then
four
or
more
of
five
with
37
failure
rate
of
sophomores,
and
then
we
do
have
the
high
school
tracking
not
only
grades,
but
credits
earned
at
the
high
school
as
a
as
a
requirement
on
their
side
from
their
counselors,
and
they
are
meeting
with
kids
right
now,
as
we
speak
to
discuss
where
they
are
on
their
current
status
and
they've
started
with
their
seniors
and
they've
been
working.
Their
way
down
to
freshmen.
J
And
then,
in
regards
to
retention
last
year,
was
a
24
for
freshmen
and
as
sophomores,
it's
a
26
percent
and
we're
also
working
obviously
working
with
the
high
school
to
see
how
we
can
improve
that
and
ensure
that
classes
are
more
relevant
for
students
and
that
we
have
ensured
that
they
are
engaged
and
interested
in
being
in
class
as
well
and
at
this
time
dr
avatar
school
committee.
I
stand
for
questions
or
any
comments.
C
You
made
a
chair,
I
just
I'm
going
to
start
with
the
lace
to
the
most
that
I
have.
I
just
wanted
to
comment
on
the
eye
ready
and
mr
lovato
said
it's
a
low
percentage
and,
of
course
we
want
more.
But
when
I'm
thinking
of
our
second
graders
they're,
really
the
first
two
years
of
experience
in
school
was
remote.
C
C
What
is
really
bothering
me
is
seeing
the
attendance
rates
at
the
high
school,
especially
the
seniors,
and
then
now,
when
you're
talking
about
failing
grades
in
ninth
and
tenth
grade,
it's
all
related
to
attendance.
If
they're
not
showing
up,
are
they
going
to
learn
the
material
and
make
the
grades?
So
I
just
want
to
know,
then
what
steps
are
being
taken
at
the
high
school
to
improve
that
attendance
rate
and
also
are
they
being
marked
absent
the
whole
day?
C
Because
you
said
some
skipping
class,
so
can
you
explain
the
whole
attendance
if
they
skip
class
if
they
were
just
not
in
and
also
then
what
steps
are
being
taken
to
fix
the
problem
or
you're
working
closely
with
families?
You
know
I
just
feel
the
district
has
added
so
many
great
people
we're
really
working
hard
on
equity
diversity.
And
yet,
when
you
see
these
outcomes,
it's
pretty
sad.
C
So
I
don't
want
to
just
say
we
put
all
these
things
in
place,
checking
out
the
box,
but
are
we
really
doing
the
work?
Are
we
really
working
with
our
students
and
our
families
to
make
our
attendance
better
our
grades?
To
look
better,
you
know
and
also
coming
back
from
the
pandemic.
I
don't
think
you
know.
C
Desi
gave
a
guidance,
but
it
wasn't
really
the
best
guidance,
because
I
don't
think
none
of
us
were
prepared
to
face
what
we're
facing
dealing
with
the
students
as
well
they're
coming
back
with
so
much
from
home,
and
if
we
didn't
have
a
high
rate
of
or
seniors
last
year
going
to
college
and
they
entered
the
workforce
because
they
were
forced
to
go
back
to
work.
They
had
to
go
and
help
their
families
to
try
to
recover
from
this
pandemic.
C
So
yeah,
I
I
ramble,
and
you
guys
know
I'm
here
for
my
families,
I
want
the
best
for
them
and
I
just
want
to
make
sure
that,
as
a
district,
dr
beta
has
worked
hard
christine
lee
to
bring
diversity
in
so
much
and
equity
that
we're
really
doing
the
work
and
thinking
of
our
students
and
families.
First.
C
F
I'm
going
to
start,
but
then
I'm
going
to
toss
it
to
mr
lalato
so
velez.
I
agree
100
with
you
and
when
we
look
at
our
data,
it's
it's
we
we
know
we
have
to
do
better
and
then
so
we
are,
we
call
it
out
here.
It
is,
and
we
know
that
we're
going
to
see
growth
and,
like
the
I
ready,
it's
baseline
and
so
we're
already
meeting
with
principals
and
talking
about
our
data.
What
are
our
next
steps?
F
And
so
we
have
the
data
which
is
huge
and
so
we're
going
to
we're
going
to
move
that
data
because
we
are
committed,
and
mr
lovato
and
mr
delaney
and
myself
are
committed
to
being
in
schools
and
to
really
support
principals
with
the
sport,
because
it
takes
the
entire
team
to
move
a
district
and
we
will
we.
We
will
do
this
and
as
far
as
the
high
school
we
are
putting
assistance
in
place.
F
Mr
lovato
is
at
the
high
school
a
lot,
and
working
and
mentoring
are
and
really
working
with
the
high
school
team,
and
I'm
going
to
turn
it
over
to
him
to
talk
about
what
he
has
already
put
in
place
as
far
as
and
mike.
If
you
could
go
over
even
with
the
guidance
counselors,
what
you've
been
working
on,
how
we're
really
identifying
kids
that
are
falling
through
the
cracks.
So
that
way,
we
can
intervene
immediately.
J
Yes,
doctor
so
I'll
start
here,
miss
vales,
if
you
don't
mind
well
so
one
of
the
first
things
that
we
did
at
the
high
school-
and
this
is
coming
from
my
own
experience
too.
I
I
came
in
and
I
asked
questions
you
know
how
many
kids
are
on
track.
How
many
seniors
are
on
track?
How
many
kids,
how
many
credits
we
missing?
J
J
So
now
one
of
the
things
that
I'm
very
proud
of
the
counselors
on
is,
I
asked
I
challenged
the
counselors
to
be
able
to
express
exactly
where
students
were
in
regards
to
credits
not
only
their
seniors,
but
at
any
given
time.
If
a
school
committee
member
doctor
beta
parent
anybody
involved,
they
should
be
able
to
walk
into
the
high
school
and
say
all
right
of
sophomores.
How
many
are
on
track
as
of
today,
and
it
shouldn't
be
a
number
that
we
research?
J
That
should
be
a
number
that
we're
ready
for
and
prepared
for
at
all
times,
and
so
what
I
am
proud
to
say
is
that
our
counselors
did
take
care
of
it
and
they
immediately
started
they're,
not
there
with
freshmen
and
sophomores.
Yet
it
is
a
lot
of
work,
but
they
are
there
with
seniors
and
they
are
there
with
juniors.
So
what's
happening
right
now,
with
with
seniors
and
actually
they've
met
with
most
of
them.
I
think
there's
still
a
few
left.
What
they
did
is
they
went
through
each
one
of
the
seniors.
J
They
determined
what
was
missing
and
we
created
tears.
The
first
here
is
anybody
who's
on
track.
If
you're
on
track,
you
know
we
still
want
to
meet
with
you.
We
still
want
to
make
sure
that
the
supports
are
in
place.
We
still
want
to
make
sure
that
we're
validating
it.
We
want
to
make
sure
that
we
recognize
you
and
then
there's
a
second
tier
where
we're
only
about
a
credit
or
too
short
as
far
as
classes.
J
Sorry
and
then
we
know
that
there
has
to
be
some
intervention,
but
we
also
know
that
it's
very
doable
we
put
together
a
tier
three,
which
we
know
that
kids
have
to
fight
to
graduate
in
order
to
stay
on
track,
and
then
we
have,
you
know
another
tier
which
is
you
know
we
everything
has
to
go
right
for
these
kids
to
be
successful
and
it's
a
long
shot.
J
J
They
put
together
credit
recovery
plans,
they
developed
a
couple
of
forms
and
a
contract
that
they're
working
with
the
students
that
need
to
do
the
credit
recovery
that
need
to
have
intervention
in
order
to
graduate,
and
then
they
will
be
having
a
second
meeting
with
those
kids
come
quarter,
and
so
what
I've
also
challenged
the
high
school
to
do
too?
Is
it's
not
just
about
having
the
meeting?
What
are
you
going
to
do
to
recognize
these
kids
and
it
doesn't
always
have
to
be
tangible?
J
J
Unfortunately,
these
are
some
of
the
kids
that
you
know
they
have
had
the
pairing
the
parent
phone
calls,
but
it's
not
always
for
the
good
things,
and
I
remember
myself
as
a
principal,
you
know
I
was
able
to
call
these
kids
into
our
office
and,
I
would
say,
hey
call
your
mom
and
dad
and
they're
like
well
mister
they.
This
would
be
the
first
time,
and
I
said
I
know,
let's
continue
doing
it.
Let's
do
it
two
or
three
more
times
and
just
the
pride
that
we
saw
with
the
kids.
J
In
regards
to
attendance,
ms
velez
and
school
committee
is
we
did.
I
did
a
walk
through
just
a
couple
of
days
ago,
and
one
of
the
things
that
I
noticed
is
I
encountered
students
in
classroom
when
I'm
there.
I
noticed
mobility
in
the
school.
I
noticed
movement
in
the
school,
and
so
as
of
today
I
had
a
meeting
with
the
high
school
and
I
let
them
I
gave
them
some
ideas
on
what
I
wanted
to
see.
I
let
them
know
what
I
expected
and
what
I
did
expect
is.
J
You
should
be
able
to
walk
down
the
hallways
of
the
high
school,
and
the
only
kids
that
are
in
the
hallway
are
the
kids
that
have
business
in
the
hallway,
whether
that
would
be
going
from
one
class
to
the
principal's
office
to
the
nurse's
office
counselor's
office.
But
it's
not
a
place
to
hang
out,
and
so
I
gave
him
some
ideas
and
if
you
don't
mind,
I
I'd
rather
not
share
the
ideas.
J
At
this
point,
I
would
like
mark
the
opportunity
to
be
able
to
speak
to
his
team,
because
I
know
he
was
going
to
speak
to
his
team
today
and
they
were
going
to
give
me
a
proposal,
but
I
as
soon
as
that's
done,
if
the
school
committee
allows
and
doctor
bake
the
request
I'll
share
that
with
the
next
school
committee,
but
I
did
give
him
about
four
different
ideas.
I
also
suggested
you
know
some
ideas
for
what
we're
doing
with
staff
during
those
times
how
we're
monitoring
it.
J
You
know
whether
it's
a
drop
in
to
class,
whether
it's
a
you
know,
kind
of
a
roundup
and
and
here's
what
we're
doing
with
the
kids.
So
we
have
about
four
different
ideas
that
we're
working
with
the
high
school.
I
do
have
a
standing
meeting
with
the
high
school
on
thursdays,
and
I
do
have
a
meeting
next
week
to
discuss
a
couple
of
things
with
the
high
school,
this
being
one
of
them
pathways,
making
sure
that
every
class
is
on
grade
level.
J
So
multiple
things
there's
probably
about
10
different
subjects
that
we
talked
to
and
then
obviously
the
high
school's
able
to
give
me
an
agenda
for
what
they
want
to
talk
to
me
about
where
they
want
support.
So
I
can
tell
you
that
the
concerns
that
you
raised
are
being
addressed.
They
are
being
they
are
recognized.
They
are
nothing
that
are
acceptable,
kids
need
to
be
in
school
and
we
obviously
need
to
tackle
each
one
of
our
our
areas
of
need.
J
J
Dr
blake
canty
she's,
also
a
partner
in
mind
and
doing
this
work
and
she's
very
active
with
me
in
the
decision
making
that's
taking
place
and
how
we're
supporting.
But
the
data
teams
are
positive.
We
have
schools
that
are
running
with
it
already.
J
We
have
schools
that
are
providing
intervention
from
the
the
bottom
tier
all
the
way
to
the
top
tier,
and
I
guarantee
they'll
be
growth,
and
I
could
say
that
with
confidence,
I'm
proud
of
what
the
principals
and
the
teachers
and
the
coaches
are
trying
to
accomplish
with
the
work
at
this
point,
and
it's
nothing
to
be
proud
of
at
this
point
with
the
scores.
But
I
can
tell
you,
and
by
january
it'll
be
a
different
conversation.
That's
occurring.
C
Thank
you,
mr
lovato,
so
I
just
another
question
for
the
credit
recovery.
Is
that
something
that's
going
to
happen
out
of
the
regular
school
day
for
them
to
do
that
or
is
something
within
the
school
data?
What's
the
opportunity.
J
Oh
sorry,
I
didn't
mean
to
interrupt
yeah.
No.
That
was
my
question
a
little
bit
of
both.
So
what
we
do
have
is
we
have
multiple
sections
throughout
the
school
day
that
we're
providing
credit
recovery
options
and
then
the
high
school
hasn't.
We've
asked
him
to
hold
off
until
they
get
things
steady,
but
they
will
be
providing
an
after-school
option
for
kids.
One
of
the
things
that
I
did
share
with
the
high
school
is
we
can't
just
provide
after
school.
J
Not
all
kids
can
stay,
that's
not
easy
for
everybody,
so
we
have
to
do
both
and
I
don't
have
the
exact
number
of
the
students
that
are
in
credit
recovery
at
this
time,
but
that's
also
something
that
I
could
gather
up.
Pretty
quick.
K
C
I'm
not
mistaken
within
that
I
ready
program.
Do
they
provide
materials
and
curriculums
to
the
teachers.
J
J
We
need
to
teach
them
the
academic
language,
that's
on
mcas,
so
we're
also
using
I
ready
for
that
as
well
and
again,
if
a
teacher
wants
to
use
the
lesson,
plans
that
are
created
with
ireti
and
some
of
the
progress
monitoring
and
growth
tools,
we're
going
to
encourage
that
as
well.
We
have
had
multiple
trainings
with
our
coordinators.
G
Hi
everyone
yeah,
I
just
want
to
say
I
I
I
I
you
know,
agree
and
echo
miss
fellas.
You
know
statement
that
we
have
to
do
better.
I
just
want
to
just.
I
think
I
think
we're
in
agreement
here
like
we're
still
fighting
against
a
pandemic
that
has
affected
all
of
us
and
so
much
of
what
we
do.
And
you
know
schools
are
already
expected
to
do
so
much
more
than
just
educating
our
kids,
and
you
know
we
in
this
room
can't
solve
housing
and
stability.
G
We
can't
solve
food
insecurity,
economic
instability
right,
there's
only
so
much
that
we
can
do
without
support
coming
from
beyond
our
school.
So
I
I
know
that
there's
going
to
be
growth
in
these
numbers,
I
I'm
looking
forward
to
seeing
this
work
continue
because
I
believe
in
the
work
that
we're
doing
and
the
people
who
are
doing
it.
So
I
just
you
know
just
want
to
just
want
to
say
that
I
I
you
know
we're
seeing
numbers
that
are
affected
by
the
pandemic
and
we
will
overcome
the
pandemic.
We
will.
G
We
will
overcome
these
numbers
and
we
will
do
better.
So
I
you
know.
Thank
you
for
all
of
you
for
the
work
that
you're
doing
and,
for
you
know,
continuing
to
do
this
work,
even
though,
as
we
all
know,
we
don't
have
the
full
set
of
resources
that
we
need
to
do
the
work.
So
thank
you.
G
J
A
And
I
echo
mr
jimenez,
I
fully
believe
in
our
team
and
with
the
support
and
and
continued
work
this
year
we
will.
I
know
I
have
full
hope
that
our
numbers
will
rise.
So
thank
you.
A
L
A
Awesome
mallory.
Thank
you
so
much
for
the
lovely
introduction
we
are
so
excited
to
have
you
join
our
team.
Would
any
other
school
committee
members
like
to
welcome
valerie
to
our
meeting.
G
Just
just
always
super
super
excited
to
have
students
join
us
just
want
to
make
sure
that
you
know
like
if,
like
you
are
a
non-voting
member
of
the
school
committee,
but
like
you
are
a
member,
you
know,
and
and
if
you
have
questions,
if
you
have
comments
in
any
of
the
discussions
that
we're
having
please
just
jump
in
you
know,
like
you,
just
raise
your
hand
and
kelly
will
call
on
you
or
your
woman.
G
Garcia
will
call
on
you
and
you
know
just
ask
questions
and-
and
you
know
please,
please
just
be
be
as
much
a
part
of
this
as
you
want
to
to
be
yeah
like
these
schools
are
for
you
and,
and
we
want
to
make
sure
that
your
voices
are
are
heard
and
they're
important
to
to
me-
and
I
know
I
don't
want
to
speak
for
everybody
else,
but
they're
important
to
me
and
so
a
lot
of
us.
So
so
I
I
I
appreciate
you
for
being
here.
L
A
I
Hi,
well,
I
know
I
know
most
of
you
already
know
me
and
I
already
work
with
some
of
you
guys.
So
my
name
is
cecilia.
D
Thank
you,
miss
garcia.
I
just
like
to
welcome
all
of
you.
The
students
is
always
a
joy
to
have
you
here,
because
you
are
the
voices
who
represent
and
feel
free,
like
mr
jimenez
says,
to
ask
any
questions
and
looking
forward
to
hear
from
you
all
the
comments
that
you
are
representing
for
all
the
schools
in
chelsea.
Thank
you.
H
You
well
girls,
welcome
aboard
you're
gonna,
find
out
what
the
school
committee
really
does
and
how
hard
we're
working
to
make
sure
you,
students
are
getting
educated.
I
just
want
to
let
you
know
that
our
phone
numbers
are
public.
So
if
you
have
anything
or
any
questions,
you
can
call
any
of
us
on
our
phones,
we'll
be
glad
to
help
you
just
don't
ask
for
any
more
money.
We
put
enough
money
into
your
education.
A
F
F
Okay,
so,
as
you
can
see
here
here
are
personnel
changes
since
august
27th
and
you
can
see
so
at
the
end
here.
Our
demographic
data
with
our
hires
is
38
caucasian
49,
hispanic,
9,
black
and
4
asian
pacific
islander,
and
then
you
can
see
we
have
our
resignations
retirements
termination
and
I'll.
Let
you
just
take
a
look
through
there.
F
So
that
is
our
personnel
report
and
then
I
will
go
on
to
our
enrollment
and
we
always
share
our
enrollment
at
each
school
committee.
A
meeting
enrollment
is
particularly
important
on
october
1st,
because
that's
how
we
are
funded
for
the
following
year.
Our
enrollment
has
increased.
Since
last
year
we
had
pre
pandemic.
F
We
were
at
6
200
students
and
then
we
had
dropped
to
about
5
900
during
the
pandemic
year
and
we
are
back
up
at
6103
students,
so
we're
slowly
rising
back
up
to
our
numbers,
pre-pandemic,
which
we
thought
would
happen
so
we're
definitely
almost
there,
and
so
I
would
like
to
commend
these
two
reports
to
the
record.
A
F
A
A
Great
moving
right
along
to
new
business,
alrighty
consideration
and
action
to
support
a
no
vote
on
the
construction
of
the
new
northeast
metropolitan
regional
vocational
high
school
due
to
the
cost
and
formula
by
which
the
cost
of
new
construction
will
be
appropriated.
I'm
sorry
apportioned
among
the
member
communities.
This
project
results
in
an
annual
cost
to
chelsea
residents
that
is
inequitable
explanation.
Northeast
metropolitan
regional
vocational
high
school
is
proposing
317
million
dollars
for
construction.
Having
no
facility
action
is
required
by
the
city
of
chelsea
is
to
determine
its
position
on
this
extraordinary
expense
facility.
H
F
Sure
I'll
I'll
go
through.
Let
me
give
you
some
context.
This
was
discussed
in
subcommittee,
but
in
the
packet
there
was
a
letter
from
our
city
manager
explaining
that
very,
very
well
outlined
information
about
this,
the
new
building
and
the
construction
of
the
new
building
at
northeast,
and
so,
at
the
end
of
the
day,
what
it
amounts
to
is
like
due
to
the
cost
and
the
formula
the
new
construction
is,
is
split
amongst
the
communities
based
on
enrollment
and
chelsea.
F
We
have
the
second
highest
enrollment
at
northeast,
vo
tech
of
all
of
the
surrounding
communities
and
communities
that
send
students
to
northeast
bow
tech.
So
the
way
the
formula
works
is
the
formula
is
just
saying:
okay,
chelsea.
You
have,
for
example,
238
students
at
northeast
vo
tech,
so
we're
gonna
basically
charge
you
that
x
amount
on
taxes
for
that
amount
of
students.
F
So,
at
the
end
of
the
day,
chelsea
gets
charged,
gets
more
an
increase
in
taxes
because
we
have
more
students
enrolled
and,
and
so
and
then
next
to
the
highest
amount
is
actually
revere
and
so
in.
In
essence,
what
we're
saying
here
is
that
the
formula
is
inequitable
because
it's
charging
the
city
of
chelsea
more
than
the
other
communities,
and
so
the
results
is
an
annual
cost
of
the
chelsea
residents.
That's
inequitable,
the
exact
amount
of
the
building
is
going
to
be
317
million
and
basically
it's
going
to
tax.
F
F
The
concern
is
that
it's
going
to
we're
going
to
be
taxing,
and
this
is
really
it's:
it's
going
to
hit
the
community
residents,
and
so
that's
that's
what
we're
not
in
support
of
there's
a
detailed
memo
that
we
sent
to
you
and
when
we
sent
out
the
information
and
there's
also
going
to
be
a
meeting
at
a
subcommittee
meeting
with
city
council
on
october
18th
that
every
school
committee
member
is
invited
to
attend
the
superintendent
of
northeast
wiltep
will
be
there,
and
so
what
we're
doing
here
as
a
school
committee
and
what
we're
asking
you
to
vote
on
is
just
in
support
of
a
no
vote
and
it
goes
it
it.
F
The
school.
The
city
council
will
vote
on
this
in
at
the
end
of
the
day,
but
they
we
really
want
to
be
in
inten,
and
we
we
want
to
support.
F
A
M
So,
as
dr
abeda
said,
I
certainly
am
not
opposed
to
a
new
facility
for
northeast
regional.
That
school
is
inadequate.
They
need,
they
desperately
need
a
new
high
school
there.
I'm
opposed
to
the
formula
for
how
it's
being
assessed
against
the
communities.
The
only
factor
being
considered
is
enrollment
and
it
means
that
the
school,
a
huge
amount
of
the
burden
of
this
school,
is
falling
on
the
city
of
chelsea
and
it's
really
simply
unaffordable
for
the
city.
M
The
cost
of
the
city
annually
is
going
to
be
an
additional
over
and
above
what
we
already
paid
in
northeast
an
additional
1.9
million
dollars
for
each
of
the
next
30
years,
and
that's
that's
more
than
the
city
can
raise
every
year
in
proposition
two
and
a
half
it
can.
You
know
our
proposition
to
an
f
limit
every
year
is
about
1.7
million
dollars
so
to
ask
us
to
come
up
with
another
1.9
million
more
than
I
can
raise
in
proposition
two
and
a
half.
M
G
I
I
I'm
curious,
I
I
I
agree
with
mr
ambrosino.
I
I
guess
I'm
just
curious
like
what
are
we
voting
on?
I
don't
see
a
resolution,
so
are
we
just
voting
in
support
of
mr
ambrosino's
letter?
Are
we
voting
in
disapproval
of
I'm?
Looking
I'm
looking
right
now
and
there's
a
there's.
A
pc
city
council
expressly
disapproves
of
the
borrowing
of
the
debt
and
does
not
authorize
it
right,
but
we
don't
have
that
type
of
authorization.
H
Okay,
I'm
here
I
was
at
the
city
council
meeting
the
other
night,
because
I'm
the
delegate
to
the
city
council
and
I
show
up
at
the
meetings
and
I
think
we're
going
to
be
meeting
with
the
city
council
on
the
18th.
H
I
think
they're
going
to
set
up
a
joint
meeting
with
us
to
have
a
meeting
with
them,
so
they
can
discuss
it.
But
tonight
we
have
to
vote
on
saying
a
no
to
this
resolution
right.
G
So
I
guess,
if
there's
going
to
be
a
joint
meeting,
what
is
that
meeting
going
to
be
like?
Are
we
just
being?
Is
that
going
to
be
an
official
meeting
of
the
school
committee?
Are
we
going
to
be
presented
something
there?
Should
we
take
this
boat
together?
I
I
don't
I
I
guess
I
I
don't
understand
what
the
how
those
two
things
will
be
like
what
is
what
is
going
to
be
the
purpose
of
that
meeting.
H
H
So
right
now
we
have
to
vote
to
say
no
to
the
consideration
for
not
to
each
vocational.
I
think
that's
how
we're
going
to
do
it,
but
it
was
nice
them
to
say
they
don't
have
a
joint
meeting
with
us
to
discuss
it
so
we'll
know
more.
G
H
E
Consideration
and
action
to
support
a
no
vote
on
the
construction
of
the
new
northeast
metropolitan
regional
vocational
high
school,
due
to
the
cost
and
formula
by
which
the
cost
of
new
construction
will
be
apportioned
among
the
member
communities.
This
project
results
in
an
annual
cost
to
chelsea
residence
that
is
inequitable
mr
jimenez,
yes,
ms
alfaro.
A
Four
in
the
affirmative,
three
absence
motion
carries
next.
We
have
consideration
and
action
to
authorize
the
district
to
enter
an
agreement
of
up
to
six
years
for
duplicating
and
printing
services,
including
equipment
leases,
copy
center
management,
other
duplicating
and
copying
related
services
explanation.
The
district
is
currently
in
the
fourth
year
of
a
contract
for
printing
and
duplicating
services,
including
the
management
of
the
copy
center
located
at
chelsea
high
school
staff
is
requesting.
A
Sorry
staff
is
requesting
authorization
to
enter
into
a
six-year
agreement
where
the
selected
vendor
would
replace
the
entire
district
inventory
in
year,
one
of
the
contract
and
if
the
district
decided
to
exercise
option
for
years,
four
to
six
place
it
in
beginning
year,
four
services
provided
would
include
management
of
the
copy
center
pursuant
to
state
law.
The
school
committee
must
authorize
any
contracts
in
excess
of
three
years.
E
D
Yeah,
sorry,
it's
just
that
it's
a
new
device,
it's
a
mac
air
and
a
pc
girl
and
on
the
previous
one
it
was
suggest,
and
then
this
one
is
just.
I
call
thanks
guys
that
I
have
a
young
student
here
that
know
how
to
use
this
technical
stuff.
A
Five
in
the
affirmative
absence,
the
motion
carries
team.
Do
I
have
a
motion
to
go
quickly
out
of
order
to
vote
on
the
afscme
contract,
which
is.
G
Supposed
to
go
out
of
order
to
do
this,
that's
cme
contract.
Thank.
A
A
Consideration
and
action
to
vote
on
the
collective
bargaining
agreement
between
the
chelsea
school
committee
and
the
american
federation
of
state
county
and
employees,
afl
cio,
state
council,
93,
local
708
custodial
and
maintenance
workers,
cafeteria
workers
and
security
monitors
union
for
the
period
of
july
1st
2021
to
june
30th
2024
explanation.
The
chelsea
school
committee
approves
the
collective
bargaining
agreement
between
the
chelsea
school
committee
and
afscme
the
period
of
july
1st
2021
through
june
30
2024,
ratified
by
the
afscme
union.
As
september
23
2021.
K
K
K
We
engaged
in
a
series
of
negotiation
sessions
and
we
are
very
excited
to
present
a
contract
that
has
been
voted
on
and
ratified
by
the
unit,
and
the
district
is
excited
to
present
this
information
to
you.
K
K
K
We
also
increased
the
sick
day
buyback
upon
retirement
to
65.
We
also
have
increased
the
six
day
buyback
at
the
end
of
the
school
year
to
75
dollars
and
for
the
increases
overall
for
every
custodial
unit.
Member
for
year,
one
we
agreed
to
a
four
percent
increase
and
year
two
and
three
three
percent
increase.
K
For
our
cafeteria
and
security
monitors
tentative
agreement,
the
key
points
for
the
three-year
agreement
from
2021
to
2024
include
some
housekeeping
items
again.
Language
updates
and
a
few
language
changes
that
we
made
include
the
bereavement
leave.
We
added
some
language
to
allow
for
additional
family
members
to
be
included.
K
We
also
made
the
clothing
allowance
the
same
across
all
of
the
afscme
unit
members.
We
noticed
that
there
were
some
differences
between
the
cafeteria
custodial
and
and
security
staff,
and
so
we
have
increased
the
allowances
we
to
total
eleven
hundred
dollars.
K
We
also
allowed
for
vacation
eligibility
to
be
updated
for
those
who
have
one
to
four
years
of
service
to
receive
two
weeks.
It
previously
was
one
to
five
weeks
and
those
who
have
been
working
four
or
more
years
will
receive
all
of
the
scheduled
days
off
on
the
school
calendar,
which
is
unique
because
in
some
districts,
some
other
cafeterians
and
securities
staff,
they
aren't
paid
for
the
days
that
they
do
not
work,
and
so
this
is
a
benefit
that
extends
for
all
of
our
of
our
cafeteria
security
monitors
for
cafeteria.
K
If
they
are
absent,
then
they
will
have
to
skip
a
rotation
and
they
will
receive
strict
pay
for
extra
assignments.
So
that
was
an
addition,
or
that
was
language
that
was
part
of
some
of
the
language
changes
in
terms
of
additions.
Again,
we
added
the
maternity,
paternity
adaptive
lead
to
up
to
12
weeks,
the
domestic
violence,
language
and
the
juneteenth
being
added
in
terms
of
salaries.
K
We
again
increase
the
longevity
by
a
hundred
dollars
per
segment
for
year
segment
and
we
increase
the
buyback
for
sick
days
upon
retirement
to
fifty
dollars
per
day,
and
we
also
for
security
for
the
salary
increases
similar
to
the
custodians
year.
One
we
did,
four
percent
of
their
salary
will
be
increased
and
then
year
two
and
you're
three
they
will
receive
a
three
percent
increase
in
their
salary
and
then
for
a
cafeteria
we
in
year
one.
K
We
did
a
significant
increase,
we
did
a
12
increase
for
cafeteria
workers
because
we
noticed
that
their
salary
rates
were
much
lower
than
their
colleagues,
and
so
we
did
make
a
market
adjustment
for
our
cafeteria
workers,
which
is
why
the
percentage
is
is
higher
than
the
other
units
and
then
in
year
two
and
three.
We
will
continue
with
the
three
percent.
B
Thank
you.
We
have
talked
about
these
team
members
a
lot
during
the
pandemic
and
the
commitment
they've
shown
to
the
district
feeding
our
children,
making
sure
our
buildings
are
clean
and
safe
for
the
return
and
as
well
as
when
we
were
closed,
doing
many
many
projects
in
our
buildings
so
and
even
in
non-pandemic
times.
These
team
members
are
really
committed
to
the
children
of
chelsea
and
it's
a
pleasure
to
work
with
them
and
in
terms
of
the
process.
B
K
A
K
E
A
A
B
This
is
monica,
thank
you.
That's
a
typo,
it
should
say
one
base
year
and
four
renewal
years
for
a
total
of
five
got
it.
Thank.
C
Chair
before
we
do
the
roll
call,
so
the
rfp
is
going
to
go
out
as
a
five-year.
Is
that
how
we're
putting
it
out.
B
G
So
all
right,
sorry,
just
a
quick
question,
so
district
discretion
would
mean
we
are
not
involved
in
whether
we
renew
or
not
right.
B
Or
where
we
are,
it
becomes
an
administrative
determination
to
to
continue
based
upon
performance
during
the
prior
year.
That's
got
it.
A
E
A
Five
in
the
affirmative,
two
absence
motion
carries
next
up.
We
have
consideration
and
action
to
authorize
the
the
district
to
enter
an
agreement
of
up
to
five
years
for
school
transportation
services,
including
in
district
and
additive
districts,
special
education,
transportation,
homeless
and
essa
student
transportation,
yellow
bus
transportation
and
after
school,
athletics
field,
trips,
transportation
and
other
transportation
related
services.
A
Explanation
in
2017
the
district
issued
invitations
for
bids
for
an
array
of
transportation
services
to
meet
school
needs.
Multiple
companies
were
selected
and
have
been
working
with
the
district.
Since
then,
the
current
contracts
will
expire
at
the
end
of
the
current
school
year,
so
new
competitive
processes
will
need
to
take
place
this
winter
spring.
Given
the
complexity
of
the
process
and
the
need
for
stability
and
transportation,
staff
is
requesting
authorization
to
enter
contracts
up
to
five
years
in
length
pursuant
to
state.
E
Consideration
and
action
to
authorize
the
district
to
enter
into
an
agreement
of
up
to
five
years
of
school
transportation
services,
including
in
district
and
out
of
district
special
education,
transportation,
homeless
and
essa
student
transportation,
yellow
bus
transportation
and
after
school,
athletic
field,
trips,
transportation
and
other
transportation
related
services.
Mr
jimenez
alfaro.
A
Five
in
the
affirmative
motion
carries
next
step.
We
have
consideration
and
action
to
accept
a
state
year
mark
in
the
amount
of
twenty-five
thousand
dollars
for
the
chelsea
high
school
music
department.
Explanation
as
part
of
the
fiscal
year
2022
budget,
the
state
legislator
approved
a
25
000
year
mark
for
the
chelsea
high
school
music
department.
The
music
department
will
use
the
funds
for
needed
equipment
and
instruments.
A
E
A
Five
in
the
affirmative
to
absence
motion
carries
next.
We
have
consideration
and
action
to
approve
a
homeschooling
petition
for
three
chelsea
families:
five
students
in
total
explanation,
the
curriculum
and
instruction
subcommittee-
has
reviewed
the
proposals
and
has
determined
that
the
petition
these
petitions
have
met
the
requirements
of
the
chelsea
public
schools,
homeschooling
policy.
All
homeschooling
petitions
must
be
approved
by
the
chelsea
school
committee.
E
A
Five
in
the
firm
and
it's
absence-
the
motion
carries
next
up.
We
have
this
year,
I'm
sorry
consideration
and
action
to
accept
the
recommendation
of
the
superintendent
to
approve
a
field
trip
to
spooky
world
in
litchfield,
new
hampshire
for
the
chelsea
high
school
volleyball
team
and
their
coaches
chaperones
on
october
23
2021
explanation.
This
year
the
chelsea
high
school
volleyball
team
would
like
to
host
this
trip
for
their
team
banquet
out
of
state
field.
Trips
must
be
approved
by
the
chelsea
school
committee.
Roll
call
please.
E
A
I
have
an
affirmative
two
absent
small
motion
carries
enjoy
spooky
world
volleyball
team
alrighty
team-
that
is
it
for
voting.
Are
there
any
communications
that
we
would
like
to
share
with
our
community?
Our
team.
G
Actually,
I
think
this
is
our
last.
This
is
our
last
meeting
prior
to
election
day.
So
just
want
to
remind
everybody
go
vote
next
month.
It's
important
yeah
just
participate
in
our
democracy.
It's
really
important
for
us
to
make
sure
that
we
hear
from
our
community.
A
I
have
one
I
am
hosting
my
sister
and
I
are
hosting
a
a
little
free
library.
We
have
built,
we
put
on
our
carpenter,
hats
and
we
built
a
a
wooden
library,
a
wooden
house
for
next
to
the
generators
park
or
inside
the
john
races
park,
and
we
will
be
inaugurating
it
on
monday
at
3
p.m.
It
is
open
to
everyone
and
we
are
hoping
to
provide
books
to
students
in
the
district
all
year
and
so
all
are
welcome.
A
Alrighty
wonderful
great
next
step.
We
have
consideration
and
action
to
enter
into
executive
session
without
returning
to
open
session
pursuant
to
mgl
chapter
38,
section
21a
for
purpose
three
explanation:
executive
session
to
discuss
strategy
with
respect
to
collective
bargaining,
bargaining
with
respect
to
all
bargaining
units
without
returning
to
open
session.