►
From YouTube: School Committee Meeting of 8-2-21
Description
City of Chelsea, Chelsea Public School Dept.,
B
D
E
C
D
F
Great
and
I
will
go
ahead
and
introduce
our
equity
and
diversity,
expense
officer,
dr
aaron
jennings,
and
but
before
I
do,
I
do
want
to
acknowledge
that
today
was
our
second
day
of
school
and
we're.
We
were
just
thrilled
to
have
all
of
our
students
back
all
of
our
teachers
back
and
there
was
just
a
lot
of
excitement
in
the
air.
F
We
had
a
very
smooth
two
days
and
we're
just
thankful
and
grateful
and
we've
come
a
long
ways
and
was
a
beautiful
two
days.
Our
students
and
staff
have
tomorrow
off.
So
we
hope
that
everyone
enjoys
their
labor
day.
So
with
that,
though,
I'm
going
to
introduce
dr
aaron
jennings
and
he's
been
with
us
almost
I
don't
know
almost
a
year,
it's
been
a
fast
year
and
he's
done
amazing
work
and
he's
going
to
provide
an
update,
and
so
erin
turn
it
over
to
you.
Thanks.
G
G
G
G
The
photo
that's
embossed
on
the
back
is
the
photo
I've
had
on
my
laptop
since
I
started
as
a
professional
faces
of
black
and
brown
students
to
remind
me
of
why
I'm
doing
this
work
on
the
days
it's
great
days
and
women,
I
have
low
days,
I'm
the
bottom
picture.
That's
on
the
left
hand
side.
My
left,
your
right
is
the
backdrop.
That's
on
my
current
desktop
and,
as
I
said
on
october,
the
19th
it'll
be
one
year,
my
one
year
anniversary
here.
G
So
that
being
said,
I
wanted
to
share
with
you
our
equity
audit
journey.
This
journey
started
in
march
april
and
that's
when
we
assembled
district
leadership,
team
district
team
for
our
equity
audit
and
we
chose
our
equity
audit
focus
areas
moving
from
there
in
may.
With
the
group,
we
assembled
the
seven
focus
group
questions
and
also
the
topics
that
we're
going
to
lean
into
to
find
inside
and
data.
G
In
june,
we
captured
our
current
state
via
data
gathering,
which
was
focused
on
our
focus
groups,
surveys
and
district
data.
Moving
into
july,
we
leaned
into
our
root
cause
analysis
with
the
leadership
academy
team
that
helped
us
analyze.
The
the
current
data
from
the
focus
group
surveys,
focus
groups
and
artifact
collection.
Many
of
you
participated
in
those
focus
groups
and
surveys.
G
Our
collective
purpose
was
set,
we
developed
problem
practice
and
even
leaning
to
our
theory
of
change
and
I'd
like
to
say
the
next
frontier
on
evoking
star
trek
lovers
is
planning
a
district-wide
equity
and
excellence
plan.
Now,
please
note
that
this
plan
will
be
purely
aligned
with
dr
beta's
strategic
plan
and
other
priorities
in
our
district.
G
Now,
leaning
into
the
data
collection,
we
had
approximately
seven
focus
groups,
focus
group
for
students,
students
who
predominantly
spoke
spanish
families,
families
who
were
spanish
speaking,
teachers
and
non-instructional
staff,
school
and
district
leaders,
as
well
as
community
members
and
parents.
Roughly
about
60
individuals,
we
had
in
focus
groups.
G
G
As
you
see
theme,
one
culture,
competency,
discussion
of
race
and
you
see
theme
two
three
and
going
down
to
seven.
These
were
themes
that
resonated
within
the
data
that
I
want
to
highlight.
I
will
because
of
the
time
constraints,
I
will
only
lean
into
theme,
one
theme
two
and
theme
three
leading
to
the
data,
but
I
will
also
acknowledge
pedagogy
opportunities,
influence,
district
directions,
relationship
with
discipline
as
well
as
personnel
all
right.
G
So
the
first
thing:
cultural
competency,
discussions
of
race
and
identity.
This
thing
focused
on
how
often
race
and
identity
were
discussed
in
classrooms
are
covered
in
learning
materials
below
you
see,
sub-themes
that
elevated
itself
from
the
data.
These
sub-themes
were
appreciation:
positive
coverage
of
race
and
identity
from
the
school
district
coverage
of
hardships
and
atrocities
more
need
for
more
discussions.
G
I'm
also
going
to
dive
deeper
in
the
more
systemic
focus
and
coverage
needed,
but
before
I
do
that,
I
also
want
to
elevate
desperate
racial
coverage.
Once
again,
these
were
themes
that
were
elevated,
that
from
the
data
itself
under
cultural
competency
and
discussion
of
race
and
identity,
I'm
going
to
lean
more
into
systemic
focus
and
coverage
needed,
as
you
can
see,
one
family
member
one
person
and
who
were
in
the
family
member
focus
group
said.
G
I
wish
the
whole
school
district
could
benefit
from
that
camino's
program
and
appreciate
that
our
community
is
made
up
of
so
many
different
cultures.
I
think
from
my
experience,
cps
does
a
great
job
addressing
culture
and
the
multicultural
plurality
of
our
in
our
city.
I
don't
think
cps
does
a
good
job
of
addressing
race.
G
G
Words
on
the
screen,
I'm
going
to
read
the
two
quotes
for
you.
This
is
both
of
these
quotes
are
from
students
who
are
in
the
students
focus
group.
All
right
quote
one
it's
drawn
to
me
when
I
walk
down
the
halls,
and
I
happen
to
hear
someone
who
isn't
black
use
the
n-word
so
casually
just
roses
off
the
tongue.
It
bothers
me
a
lot.
It
happens
so
often
that
it's
like
people
are
desensitized
to
it.
The
last
time
I
remember
hearing
someone
say
the
n-word
in
front
of
a
teacher.
G
G
Things
still
thing:
two,
a
teacher
or
non-instructional
staff.
Member
shared
this
in
their
focus
group,
we've
made
a
real
effort
to
make
sure
that
our
libraries
have
diverse
texts,
but
it's
not
just
about
what
books
we
have,
but
how
we
teach
them
and
I'm
afraid
that
that
won't
have
have
excuse
me
and
I'm
afraid
that
we
won't
have
more
pd
about
culturally
responsive
teaching.
G
Team
three
focus
on
pedagogy
and
what
it
is
we
lean
into
examining
data
to
inform
practice
and
support
all
students.
How
will
the
dish
how
well
the
school
and
district
is
doing
such
a
thing?
There
are
two
points
to
elevate
one
there's
room
for
improvement
and
then
also
a
critique
on
student
achievement.
G
G
Excuse
me
when
I
come
back
to
the
school
after
that,
I
don't
like
the
teachers,
and
I
have
some
friends
who
don't
even
want
to
go
home
after
somebody
calls
home
for
a
lot
of
students.
It
just
makes
things
worse.
People
just
smile,
but
you
never
know
what
they're
going
through
or
so.
I
feel
like
teachers
could
do
more
like
get
closer
to
students
and
have
a
relationship
with
them.
G
G
Continue
on
the
theme,
family
engagement
relationship
is
key.
A
school
or
district
leader
shared
this
from
the
focus
group
communication
needs
to
happen
at
all
levels.
I
see
it
happening
with
social
workers
with
social
work
assistant
principals,
principals
sitting
in
meetings.
I
see
that
there
are
many
teachers
who
are
not
comfortable
calling
parents
weren't,
they
quick
to
say
have
the
apparent
liaison,
make
the
call
or
have
the
council
make
the
call?
No,
the
parent
wants
to
hear
from
you.
G
Theme,
seven
last
but
not
least,
personnel
which
focus
on
recruiting
hiring
retention
and
promoting
a
diverse
staff
that
is
reflective
of
the
demographic
diversity
of
chelsea.
Once
again,
four
things
elevated.
So,
yes,
a
racial
match
is
important.
Yes,
cultural
response
of
teaching
and
respect
are
more
important,
ineffective
efforts
are
being
engaged
and,
at
the
same
time,
we
do
have
positive
developments
that
are
occurring
right
now.
G
G
The
admin
team
will
get
five
two
hour
sessions
of
leadership,
academy,
equity
training,
the
admin
for
all
of
our
schools
across
our
district
will
do
the
same.
We
even
have
five
two
hour
sessions
for
our
district
leadership
team,
as
well
as
yes,
our
central
office,
so
our
entire
school
district
teachers,
social
workers
staff,
you
name
it
even
central
office
staff-
will
be
going
through
the
leadership
academy
professional
development
this
year.
G
This
is
the
common
language.
This
is
the
common
understanding.
It's
the
shared
language,
it's
your
understanding
that
we
need
as
a
district,
and
I
also
want
to
highlight
that
there
were
a
couple
of
areas
where
I
shared
from
the
quotes.
That
said,
staff
need
more
training,
we
all
need
more
training
and
we
wanted
to
honor
them
honor,
the
those
voices.
G
G
G
I
will
do
the
same
thing
for
the
strategic
plan
that
everyone
will
see
themselves
see
their
roles,
a
part
of
it
just
I
want
to
elevate
just
three
three
key
initiatives
for
this
year.
This
is
not
all
the
initiative,
but
just
three
there's
more
to
bring
to
your
attention
one
that
I
will
help
with
the
aid
of
one
bipart
group
that
we
have
created
at
the
high
school
to
help
establish
bipartisan
family
spaces
at
each
of
our
schools.
G
G
Our
second
marker
for
key
initiative
re-establish
our
relationship
and
improve
with
chelsea
public
police
department.
As
well
as
as
well
as
chelsea
public
schools
focusing
on
the
the
relatedness
relationship
of
our
sros,
I
am
a
firm
believer.
We
as
a
community
here
in
chelsea,
we're
1.2
square
miles
of
a
city.
A
A
A
H
H
I'm
gonna
be
watching
the
video
and
going
over
the
slides
later
tonight,
because
this
is
so
so
so
important
and
I
just
wanted
to
say
that
I'm
just
so
excited
to
see
the
fruits
of
this
labor
that
I
know
you've
been
working
on
for
so
long.
You
know
be
presented
to
us
so
so.
Thank
you.
Thank
you.
So
much
for
all
the
work
that
you've
been
doing.
G
Yes,
sir,
I'm
I'm
excited
to
even
share
more
of
the
work
that
we
collectively
are
doing.
I
have
to
admit
I
I
work
very
intimately
close
with
every
member
of
the
cabinet
and
it's
not
just
me
caring
carrying
this
banner.
This
is
just
not
the
thing
for
right
now,
but
this
is
the
thing
and
I'm
delighted
that
the
team
that
dr
beta
has
assembled.
We
all
understand
that
and
are
heading
the
right
direction.
Thank
you.
So
very
much
for
christmas.
Miss.
B
So
I
wanted
to
know
that
and
anything
with
my
students
that
I
hear
it
always
gets
me
and
nudges
my
heart
and
and
it's
true
right.
So
as
an
early
childhood
educator,
we're
we're
told,
oh,
you
know,
look
at
the
positive
behavior
and
ignore
the
negative,
but
then,
as
the
students
get
older,
the
teachers
are
calling
for
that
negative
behavior
and
they're
not
getting
the
positive
behavior.
So
you
know
it's
so
true.
What
that
student
says
is
like
hello.
Can
you
call
and
say
I
did
something.
You
know.
B
Parents
are
tired,
they're
working
so
much
and
when
you
pick
up
the
phone
you
don't
want
to
hear
anything
and
then
they're
going
to
lash
out
at
their
at
their
child.
Most
of
them
probably
don't
want
to
do
it,
but
they're
so
tired
and
overwhelmed.
They
just
don't
know
what
to
do
so.
That
creates
you
know,
chaos
at
the
house,
because
if
that
child
says
you're
gonna
call
and
make
things
worse,
it's
like
hello,
listen,
so
teachers,
administrative
staff,
you
know.
B
Sometimes
we
have
to
take
a
step
back
and
really
listen
to
the
child
and
see
what's
going
on.
What's
behind
the
behavior,
you
know
because
a
lot
of
things
could
be
avoided
and
a
lot
of
great
relationships
could
build,
and
I
feel
that
if
we're
gonna
be
in
as
one
united
school
committee
needs
to
be
brought
into
these
trainings
as
well,
yes,
ma'am,
because
you
know
it's
not
gonna
work,
we
need
to
know.
We
need
to
see
the
vision
of
what
the
district
where
it's
going
to.
I
think
most
of
us
here.
B
We
do
support
it
and
we
love
it,
but
we
should
be
part
of
that
journey
as
well
as
far
as
the
trainings.
Maybe
during
our
retreats
have
a
little
something
for
us.
You
know
because
I
think
it
will
be
great
and
it
will
just
align
everything
to
what
we're
trying
to
do
here
and
that's
it
for
me.
Thank
you
for
all
your
work
and
all
that
you've
been
doing
to
the
district
and
all
the
awareness
that
you're
bringing
thank
you.
G
Miss
villas,
I
am
always
impressed
by
your
ability
to
have
the
heartbeat
of
our
students
and
families
so
kudos
to
you,
I'm
going
to
answer
your
question,
but
I
want
to
also
give
dr
babe.
We
need
us
to
talk
about
the
portion
that
I
saw
ms
santiago
clap
about
when
you
mentioned
about
the
training
for
school
committee
members
and
everything.
F
Dr
jennings-
and
I
just
want
to
say
thank
you
for
your
work,
I
know
you've
been.
This
is
hard
work,
because
the
way
we
had
to
organize
a
lot
of
focus
groups
and
then
you're.
Looking
at
all
this
information-
and
he
just
gave
you
highlights-
and
it's
a
glance
and
it's
not.
The
whole
report
was
they're
still
actually
working
on
it.
F
And
you
know
we
have
to
do
this
because
we
have
to
look
at
ourselves
in
the
mirror
and
say
how
do
we
improve
and
so
we're
getting
feedback
and-
and
I
think
the
most
powerful
feedback
and
miss
velez
you've
talked
about.
It
is
from
the
students-
and
you
know
their
honest
voices
and
they
tell
the
truth,
and
so
we
have
to
hear
those
voices,
and
so
we
are
looking
at
it
and
saying:
okay,
how?
How
do
we
improve
and
and
so
we
have
a
lot.
F
We
have
a
lot
of
work
to
do
and,
as
dr
jennings
said,
our
first
training
district-wide.
Everyone
received
training
on
the
31st
and
you
were,
I
know
dr
jennings
was
already
receiving
feedback
about
the
training
and
we
can
definitely
have
the
people
from
new
york
leadership,
academy
come
and
work
with
school
committee
as
well.
So
thank
you.
G
G
I
Yeah,
thank
you,
dr
jennings,
for
your
work
and,
like
dr
alberta
said
I
I
just
had
to
take
a
pause
when
you
mention
october
being
a
year.
It
does
feel
like
it's
been
here,
which
is,
which
is
great
and
really
thank
you
for
listening
and
and
taking
such
critical
issues
like
these
and
really
dedicated
to
that
and
again,
dr
abeda,
for
really
bringing
aaron.
You
know
into
our
district
and
and
this
kind
of
work,
that's
being
done.
I
I
really
wanted
just
to
say
that
I
sort
of
held
back
when
I
heard
that
you
were
when
you
shared
you
know,
being
a
ferguson
lifting
up
missouri.
That
really
touched
my
heart,
and
I
think
that
you
know
just
the
fact
that
we're
as
a
district,
you
know
really
putting
forward
a
plan
that
we're
going
to
implement
and
that
there
is,
you
know,
leadership
all
around
to
really
dive
in
further
gives
me
a
lot
of
hope.
You
know
that
that
we're
leading
in
the
right
direction.
So
thank
you
again.
I
I
I
just
in
the
midst
of
a
lot
that's
happening.
There's
there's
a
lot
of
good
work
like
this,
that
that
we
need
to
continue.
You
know
prioritizing
and
in
addition
to
that,
I
just
was
really
struck
by
the
quote
of
somebody
that
talked
about
books
and
you
know
being
able
to
teach
them,
and
it
just
reminded
me
of
you
know
mr
jimenez
proposed
ethnic
studies
and
something
that
you
know
we
feel
very
strongly
about.
I
C
C
12
years
ago,
when,
when
I
came
into
the
school
committee
as
a
representative,
this
looked
very
different
from
how
it
looks
right
now,
there's
been
so
many
advances,
so
many
changes,
so
many
steps
forward
still
so
many
to
go
and
to
finally
see
this
type
of
work
being
done
is
spectacular
and
it
makes
me
it
touches.
My
heart
makes
me
very
happy
and
I'm
dying
to
see
all
the
all
that's
yet
to
come.
C
F
F
F
This
personnel
report-
I
just
want
to
make
the
connection
ties
back
to
the
student
opportunity
act,
so
we
hired
an
extra
110
employees
this
year
and
thanks
to
the
great
work
of
all
of
our
staff,
our
principals,
our
assistant
principals,
our
hr
department,
we
started
the
school
year
about
90
percent
filled
and
with
all
the
additional
hires
and
we've
been
working
all
summer.
So
I'm
pleased
to
commend
this
personnel
report
for
the
record
and
the
demographic
data
in
all
of
the
hundred
and
there's
reflected
about
160
hires
in
this
report.
F
Of
course,
there's
the
natural
turnover
retirement
that
we
had
to
replace
and
people
leaving.
But
then
there
was
about
a
hundred
and
ten.
There
was
a
hundred
and
ten
new
positions
that
we
had
to
fill
so
and
of
that
of
all
of
those
positions.
The
demographic
data
for
our
hires
was
the
sixty
percent
caucasian.
Twenty.
Eight
percent
hispanic
eight
percent
black
and
four
percent
asian
pacific
islander.
F
So
there's
that
part
of
the
report.
Then
we
have
our
resignations
and
retirements,
as
you
can
see,
they're
normal
resignations,
retirements
and
terminations
that
we
have
at
the
end
of
the
year
into
the
summer.
So
here's
this
report
as
well
so
with
that
said,
I'd
like
to
commend
this
report
to
the
for
the
record
and
then
the
second
report
that
I
we
normally
go
over
is
enrollment
and
this
one
is
exciting
because
last
year,
as
we
ended
the
year,
we
had
5
850
students
and
remember.
F
I
Yes,
elmi,
thank
you,
so
I
wanted
this
a
perfect
opportunity
just
to
one.
I
wanted
to
really
highlight
the
work.
I
think
that
I've
had
the
opportunity
to
witness
of
christine
and
under
the
leadership
of
the
team.
Clearly,
all
of
you,
I
keep
echoing
how
proud
I
am
about
you
know
our
paraprofessional
program
that
was
implemented.
I
You
know
having
our
own
paris
from
the
community
a
lot
of
them
right,
not
saying
exclusively,
but
when
we
do
have
paris
that
are
from
the
community,
you
know
thinking
that
they're
going
to
become
teachers
and
stay
in
our
in
our
district
is
is
a
real
big
blessing,
and
I
would
hope
that
we
continue
to
do
that
in
the
last
couple
of
weeks.
You
know
between
an
open
house
and
just
really
seeing
everybody
in
action,
which
was
a
lot
of
work
preparing
for
our
reopening
here.
I
A
couple
of
teachers
mentioned
to
me:
hey
we're,
hiring
para's,
you
know
anikaras
and
I've
been
also
hearing
how
we're
getting
you
know
a
ton
of
more
students
which
again
is
a
blessing
welcoming
all
and
really
grateful
to
be
part
of
this
district.
But
that
also
brings
up
to
me.
You
know
just
thinking
about
trends,
usually
between
september
november,
we
still
see
those
numbers
climb.
I
I
feel
like
this
year.
I
don't
know
if
it's
just
because
of
covid
right
and
remote,
and
you
know
certain
grade
levels
that
weren't
available
last
year,
the
program
that
we
had
in
place
now
that
shift,
but
you
know
thinking
about
going
into
the
future
and
class
sizes.
I
just
have
to
bring
that
up
that
we
have
to
really
watch
that
closely.
I
You
know
it
would
just
with
covert
alone
thinking
of
big
classrooms.
It's
it's
a
challenge
for
for
our
students,
for
the
teachers
and
for
parents,
but
also
if
we
continue
to
see
that
trend.
You
know
that
we're
we're
taking
that
into
consideration
in
our
planning.
You
know-
and
I
know
that
a
lot
of
us
have
talked
about
buildings.
I
I
So
we
could
be
helpful
because
you
guys
have
clearly
been
doing
a
lot
and
yeah
it's
just.
I
always
think
about
like
how
are
we
not
just
hiring
but
attracting
and
recruiting
talent
right
and
then
ultimately,
plugging
them
in
and
onboarding?
So
so
a
lot
to
say
for
a
short
presentation,
but
it
falls
under
this
umbrella.
H
The
legislature
should
have
probably
foreseen
this
and
given
us
kind
of
a
way
to
make
up
some
of
that
in
funding,
given
that
our
budget
is
now
essentially
missing,
these
200
students
that
we
four
saw
coming
and
many
of
us
advocated
to
the
legislature
to
let
them
know
that
they
should
take
them
into
account.
So
we
will
see
what
the
final
numbers
are,
but
it's
really
shameful
that
you
know
we
are
kind
of
missing
that
funding
for
those
students
that
we're
really
missing
dudakova
and
not
due
to
any
other
reason.
I
I
I
just
would
add
that
I
don't
think
it's
just
because
of
colvade.
You
know
we're
seeing
a
lot
of
disruption
with
climate
change
around
the
world
right
now
we're
seeing
a
lot
of
disruption.
You
know
from
countries
that
are
really
facing
some
serious
challenges
and,
like
I've
said
in
previous
meetings,
I
think
this
is
a
beautiful
thing
that
we
have
that
when
people
do,
you
know
want
to
reach
out
and
see
where
they
have
community
that
they're
choosing
chelsea.
I
just
think
for
the
long
term
planning.
I
These
are
right
trends.
You
know
that
that,
from
what
my
understanding
we
look
at,
I
look
at
mobility,
all
the
time
missing
sour
again
bringing
her
into
the
space,
but
you
know
looking
at
mobility
and
looking
at
the
jumps
and
when
they
occur,
I
I'm
just.
I
really
feel
strongly
that
it's
something
that
we
have
to
watch
and
I
think
that
goes
into
our
planning.
You
know
for
the
long
term,
which
I
know
dr
abira
here
like
always
eyes
on
that.
I
But
you
know
here
we
are
talking
about
equity
and
inclusion,
and
I
think
this
is
going
to
be.
You
know
a
big
part
of
that
in
the
future.
You
know
we
have
a
growing.
I
know
that
folks
have
said
that
in
the
past,
for
folks
that
have
been
here
longer
than
me,
we've
seen
you
know,
we
heard
concerns
from
people
in
the
community.
That
would
say
what
is
it
that
our
kids
are
in
elementary
school
and
then
we
get
to
middle
school?
I
We
see
a
drop-off,
you
know
those
are
things
that
I
look
at
right.
That
tells
us
like.
What
does
the
five-year
plan
look
like
and
also
how
can
we
advocate?
You
know
to
the
state
to
roberto's
point
right,
not
just
for
funding,
but
also
thinking
about.
Is
this
a
building
right
that
needs
to
come
into
existence
a
lot
sooner
than
than
we
thought
you
know.
E
F
So
we,
you
know,
we
have
made
a
lot
of
strides
and
hr
is
small
department
but
mighty,
and
that's
where
it's
part
of
our
equity
work
and
our
new
indicators.
Success
indicators
that
we
will
be
tied
to
the
strategic
plan
will
have
the
hr
indicators
as
well
into
it.
In
so
I
will
introduce
that
to
you
at
our
school
committee
retreat
and
then
we'll
start
off
with
our
new
indicators
and
marshall.
You
will
get
mobility
rates
as
before
and
so
starting
in
october.
A
C
D
D
C
These
grants
are
distributed
to
the
students
and
then
by
the
states
to
the
eligible
districts.
Funding
is
provided
for
the
cost
of
staff
benefits,
professional
development,
grant,
specific
school
activities,
supplies
materials,
technology
and
indirect
costs
and
other
costs.
In
support
of
the
program.
Massachusetts
general
law,
chapter
71,
section
37a,
provides
for
the
acceptance
of
grants
for
educational
purposes
only
with
the
approval
of
the
chelsea
school
committee,
roll
call,
vertica.
D
H
C
Okay
school
year
for
for
grades
k
through
eight,
the
computer-based
programs
will
deepen
students,
conceptual
understanding
of
mathematical
mathematics
through
a
visually
based
a
approval
approach,
utilizing
interactive,
engaging
in
age-appropriate
activities,
funds
will
be
used
for
contracted
services,
licenses,
material
and
professional
development
and
other
expenses
in
support
of
the
program
from
desi
approved
vendors
massachusetts,
general
law,
chapter
71,
section
37a
provides
for
the
acceptance
of
grants
for
the
educational
purposes
only
with
the
approval
of
the
chelsea
school
committee.
Roll
call.
D
H
D
D
C
I
know
I
must
be
killing
this
name
rocheski
foundation
to
support
the
inter-generational
literacy
program.
Funds
will
be
used
for
stipend,
stipend
student
assistance
assistants
what's
wrong
with
me
now
supplies
and
other
expenses
in
support
of
the
program.
Massachusetts
state
general
laws,
chapter
71,
section
37-8-
provides
for
the
acceptance
of
grants
for
the
educational
purposes
only
with
the
approval
of
the
chelsea
school
committee,
roll
call,
veronica.
C
Consideration
and
action
to
accept
the
recognition
of
superintendent
to
approve
a
series
of
field
trips
to
moan
cardigan
in
new
hampshire
for
eight
chelsea
opportunities,
academy
students
and
two
chaperones
on
september
30th
october
6
october
13th
and
october
20th,
item
number
22sc
10
explanation.
This
year
the
chelsea
opportunities
academy
is
offering
the
opportunity
for
students
to
participate
in
the
outdoor
experience
course,
which
provides
students
with
the
chance
to
learn
more
about
hiking
and
camping
out-of-state
field.
Trips
must
be
approved
by
the
school
committee.
Roll
call,
veronica.
D
I
It's
a
yes,
but
I
just
wanted
to
ask
a
quick
question.
I
remember
when
I
remember
one
year:
they
did
a
presentation
about
this
program
and
it's
a
wonderful
program
and
the
students
came
and
spoke
about
how
meaningful
it
was.
I
mean
I
just
wasn't
sure
is
this:
is
this
those
eight
students
would
go
on
all
these
weekends?
Does
the
program
run
for
a
month
or
is
it
like
a
weekly
thing,
but
it's
an
absolute
guess
for
me.
H
I
Yeah
things
sana
and
I
probably
should
have
waited
till
the
end,
but
I
I
was.
I
was
just
saying
that
I
remembered
when
they
presented
on
this
before
and
how
exciting
it
is
to
hear
about
this
program
and
the
experience
our
students
are
getting
from
this.
I
was
just
curious
to
know
if
it's
the
same
eight
students
that
go
or
is
this-
you
know
a
rotation
like
different
needs
students
each
weekend
or
does
the
program
run
about
a
month?
F
He
didn't
assure
me,
because
the
concern
I
had
was
about
was
regarding
covet
that
they're
following
all
protocols
and
code
protocols
and
safety,
and
so
this
is
throughout
the
year
and
the
students
it's
if
they
they
often
will
take
this
a
group
of
students.
That's
that
can
go
that
are
able
to
go
a
lot
of
coa
students
work,
so
it
depends
on
who's
available
to
go
on
the
weekends.
So
it's
not
the
same
kids
going
all
the
time
or
it's
not.
F
C
C
I
I
I
Ask
questions
share.
You
know
their
experiences
so
that
you
know
we
can
help
support
parents
in
their
transition.
You
know
and
bringing
our
kids
the
kids
back
to
school,
so
yeah.
I
just
really
wanted
to
say
that
I
know
it
was
a
emotional
wonderful
day
seeing
pictures
per
usual
but
understanding
the
tenderness
around
it
as
parents
and
what
that
means
for
us.
So
you
know
this
is
a
space,
our
monthly
meetings
where
parents
can
come
in
and
share
so
just
wanted
to
say
that.
B
C
B
Dr
arbeit
and
the
team
have
made
it
very
clear
that
their
support
within
the
schools
for
everything
that's
been
going
on.
You
know,
like
always,
we
are
resilient
community
and
faced
with
stuff,
we
overcome
it,
but
sometimes
it's
just
too
much
at
times,
but
just
remember
that
we're
here
for
you
we're
all
in
this
together
wishing
everybody
a
safe
and
happy
new
school
year.
Let's
take
it
one
day
at
a
time
right
now.
B
C
I
E
I
There's
a
little
lag,
I'm
realizing!
I
don't
know
if
it's
me,
my
apologies,
that
might
have
been
tricky
earlier
too.
I
just
wanted
to
to
ask
if
mr
robinson
counselor
robinson
would
share.
I
know
we
got
an
email
about
an
event
that
the
vladimir
society
was
hosting
and
I
unfortunately
had
a
little
trouble,
opening
it
and
seeing
it
in
the
attachments.
So
I
was
hoping
if
we
could,
just
if
he
would
be
willing
to
share
about
that
event
as
well.
The
invitation.
J
Be
happy
to
first
I'd
like
to
thank
veronica
for
getting
the
information
out
for
us.
We're
celebrating
will
vladimir's
173rd
birthday
with
two
exhibits.
The
first
one
is
at
the
broadway
gallery,
it's
about
louis
vladimir
and
thomas
edison,
about
the
light
bulb
and
their
connection
to
the
city
of
chelsea.
J
The
second
exhibit
will
be
at
port
five
on
september
10th.
It
will
go
up,
it'll
be
up
until
october.
10Th,
the
one
at
the
gallery
actually
will
be,
is
actually
up
and
it'll
stay
up
until
the
end
of
september,
we'd
like
to
encourage
everybody
to
get
by
and
take
a
look
at
the
exhibit.
I
think
you'll
be
very
impressed
by
what
information
is
put
out
there
in
regards
to
lost
vladimir
thomas
edison.