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From YouTube: School Committee Public Hearing Meeting 3-15-19
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A
B
You,
mr.
chairman,
the
public
hearing
tonight
is
not
a
vote
on
school
choice.
However,
under
Massachusetts
general
law,
76
section
12
B
every
year,
the
district
must
decide
on
school
choice.
I
recommend
this
year
again
to
forego
school
choice
in
order
to
ensure
that
we
have
seats
in
pre-k
through
Grade
12
for
Chelsea
students.
B
B
A
A
Okay,
public
speakers
over
move
on
next
to
the
2020
budget,
I'm
gonna
ask
all
the
school
community
members
here:
I'm
gonna
go
let
your
question
say:
I
have
a
statement
and
then
after
that,
I'm
going
to
turn
it
over
to
the
public.
It's
we're
here
to
listen
to
them
tonight.
So
I'm
gonna
turn
this
right
now
over
to
talk
to
walk
again.
Mm-Hmm
Thank.
B
You
mr.
chairman,
I'm
gonna
have
a
few
brief,
framing
remarks
and
then
going
to
ask
executive
director
of
administration
and
finance
Monica
lamboy
to
come
forward
for
the
budget
presentation
and
after
the
budget
presentation,
we
will
open
it
up
for
public
comment.
Tonight
we
are
presenting
the
fiscal
20
budget
for
public
comment.
As
we've
stated,
we
have
a
two
million
dollar
gap
this
year,
a
budget
gap
that
now
is
a
fourth
year
in
a
row
for
us
in
terms
of
closing
our
gaps
and
our
financial
needs
to
educate
our
students
to
close
the
gap.
B
We
base
our
decisions
on
the
needs
of
our
students.
First,
we
use
data
to
balance
our
budget
and
to
make
objective
decisions.
We
try
as
best
we
can
to
make
changes
to
the
budget
that
enhance
our
teachers
and
if
cuts
are
to
be
made,
we
try
to
make
them
with
a
least
impact
to
our
staff
will
take
place.
B
We
look
at
hopefully
retirements
attrition
on
natural
teachers
saying
that
they
are
not
returning
because
they're
going
into
another
profession
or
they're
moving
to
another
state.
A
few
changes
that
we
have
made
since
our
last
community
meeting
are
the
following:
I
want
to
make
sure
we're
all
up
to
date
with
the
most
recent
changes
to
the
budget.
As
you
know,
we
go
through
this
budget
process.
We
collect
the
feedback
and
from
the
feedback.
B
B
Academy
still
you'll
see
tonight
that
the
overall
average
class
size
in
Bridge
Academy
will
go
from
14.5
to
16.5,
even
with
the
cuts
we
have
deferred
the
addition
of
the
Spanish
electives
to
support
our
students
obtaining
high
scores
on
the
AP
exams
and
the
sale
of
by
literate,
see
until
we
can
get
some
money
from
the
state.
We
have
taken
additional
funds
from
facilities
in
order
to
add
back
an
e
ll
position
at
the
brown
middle
school.
We
will,
however,
need
to
prioritize
adding
back
the
money
to
facilities.
B
If
we
are
successful
with
our
advocacy
in
getting
more
funds
in
the
coming
months
from
the
legislature,
we
cannot
allow
our
buildings
to
to
deteriorate.
Finally,
I
caution.
All
of
us,
this
budget
is
the
fourth
year
of
consecutive
cuts,
it's
painful,
it
hurts
and
it
hurts
all
of
us
and
it
hurts
us
personally.
B
B
We
need
to
meet
the
accountability
requirements
from
the
state
and
we
need
to
fulfill
those
unfunded
mandates
from
the
state
but
I
caution.
All
of
us.
We
can't
turn
against
one
another
or
turn
against
the
programs
that
are
meeting
the
needs
of
our
students.
We
must
and
that's
capitalized
must
direct
our
frustration
and
our
anger
and
our
advocacy
where
it
needs
to
go
our
leaders
at
the
state
level.
B
Our
legislators
are
the
ones
to
solve
this
structural
financial
problem
that
is
crushing
crushing
school
districts
across
the
state
and
I've
talked
about
it
for
four
years,
and
it
is
not
just
gel
see
legislators.
We
need
a
majority
of
legislators
from
all
over
the
state
from
communities
beyond
the
boundaries
of
Chelsea.
They
must
all
hear
our
frustrations
for
our
students
and
for
our
staff.
The
solution
must
be
now
this
year,
this
spring
for
four
years.
We
are
now
at
the
precipice,
they
have
500
million
dollars
and
they
could
use
it
and
do
something.
B
B
We
are
underfunded
by
another
eleven
point:
seven
million
in
special
education
away
from
regular
education
away
from
the
classroom
teacher
away
from
the
social
worker.
We
are
underfunded
and
economically
disadvantaged.
The
foundation
budget
Reform
Commission,
which
I
served
for
two
years,
recommends
50
to
100
percent.
Above
the
per
pupil
rate.
The
governor
has
funded
us
at
42
percent,
that's
appalling
and
they
don't
fund
homeless
students
who
are
not
on
the
database.
We
are
underfunded
in
the
English
language
learner
rates,
we're
underfunded
in
circuit
breaker
for
our
outplacement
special
ed
students.
B
We
are
underfunded
in
our
charter
school
reimbursement.
There
is
nothing
more
for
regular
education
and
public
education
to
take,
and
yet
we
are
mandated
to
balance
our
budgets.
This
is
not
a
Chelsea
schools
problem.
This
is
a
problem
across
the
state
and
it
is
only
the
state
legislature
that
can
solve
it
and
they
have
money
to
do
so
so,
rather
than
turn
against
each
other.
A
C
C
Okay,
our
topics
for
this
evening,
including
some
information
on
how
public
funding
for
schools
is
allocated
in
Massachusetts.
The
superintendent
has
very
eloquently
explained
the
situation
in
which
we
are
at.
We
want
to
offer
to
the
community
a
little
bit
of
understanding
how
the
budget
is
developed,
looking
at
our
revenues
and
expenditures
for
this
year,
what
we're
doing
with
them
the
forecast
for
fiscal
year,
2010
de
jure
forecast
and
our
budget
balancing
plan,
which
everybody
is
eager
to
hear.
C
What
we're
gonna
hear
is
that,
while
the
funding
has
gone
up
for
the
schools,
it
has
not
gone
up
to
cover
the
cost
that
every
year
go
up
our
cost
of
living.
Our
step
increases
our
health
insurances.
So,
while
we
are
having
increases,
they
are
not
keeping
up
with
the
baseline
needs
of
the
schools.
It's
put
us
in
the
fourth
year
of
a
cut
situation.
C
So
how
is
public
education
funding
in
Massachusetts
derived
the
first
thing
that
the
state
of
Massachusetts
does
is
develop,
what
they
call
the
foundation
budget?
They
look
at
all
of
the
children
in
Chelsea
and
they
say
based
on
their
profile,
whether
they're
English
language,
learners
or
whether
they're
low-income.
What
grade
they're
in
how
much
does
it
cost
to
educate
those
students?
That's
called
the
foundation
budget.
C
Following
that
they
look
at
the
local
revenue
picture.
They
look
at
property
taxes,
they
look
at
local
receipts
and
they
say
what
can
the
local
community
contribute?
They
do
this
in
cities
and
towns
and
regional
districts
across
the
state.
That's
called
the
local
contribution,
then
the
difference
between
what
they
consider
to
be
the
appropriate
local
contribution
and
what
they
consider
to
be
the
appropriate
funding
for
schools.
That
is
what
the
city
can
see.
What
the
state
contributes.
It's
called
chapter
70
funding,
so
we
often
talk
about
how
important
our
chapter
70
funding
is.
C
Once
we've
now
looked
at
all
of
the
children
that
live
in
Chelsea,
a
portion
of
those
monies
are
taken
aside
for
the
charter,
school
students
and
those
students
who
choice
out
into
other
school
districts.
Those
are
taken
off
the
top,
and
that
which
is
left
is
what
we
have
available
to
the
Chelsea
Public
Schools.
After
our
charter
school
students
and
after
our
choice,
students
are
taken
out
by
law,
there's
a
minimum
net
school
spending
that
we
have
to
spend
for
our
students.
C
If
we
ever
go
below
that
number,
we
will
have
financial
penalties
for
the
district.
This
has
happened
to
communities,
it's
I,
don't
believe.
It's
ever
happened
to
Chelsea,
but
we've
gotten
close.
So
there
are
financial
penalties.
We
have
to
be
very,
very
careful
to
make
sure
we
spend
those
dollars
that
the
school
committee
allocates
for
the
educational
purposes
and,
as
mentioned
efforts
are
underway
to
fix
the
foundation
budget.
Here's
sort
of
a
graphic
representation
of
what
I
just
said.
C
If
you
imagine
that
is
this
circle,
is
the
cost
for
educating
all
students
who
live
in
Chelsea,
the
that's
called
the
foundation.
The
first
thing
they
do
is
they
say:
what's
the
state
share
and
what's
the
local
share,
as
we
can
see,
it's
a
hundred
from
the
circle
is
taken
out
a
wedge,
which
is
the
charter
school
tuition
from
the
total,
and
we
work
with
what
is
the
remaining,
which
is
a
big
number,
but
again
it
does
not
totally
meet
the
needs.
Local
municipalities
are
allowed
to
add
additional
funds
voluntarily.
C
There's
no
maximum
spending,
that's
been
established
by
the
state.
So
what
we
see
happen
to
communities
all
over
is
there's
a
great
variation
in
the
amount
of
spending
per
pupil
that
each
community
can
and
has
allocated
for
that
purpose,
as
you
can
see,
Chelsea
is
the
bar
in
the
middle.
These
are
2017
data
points
where
we
were
spending.
C
Thirteen
thousand
eight
sixty
two
per
student,
but
you
can
see
there's
a
number
of
communities
that
are
spending
more
others,
also
spending
less,
and
there
are
some,
certainly
that
are
expending
even
less
than
those
that
are
on
there.
So
there
is
still
quite
a
bit
of
variation
looking
further
into
the
state
budget
issue.
This
is
a
graphic
that
was
prepared
by
a
nonprofit
group
advocating
for
schools
in
1992
state
budget.
State
school
reform
changed
the
way
that
school
funding
was
calculated.
The
formula
is
called
what
you
can
see
from
the
first
half
on
the
left.
C
Side
is
from
1992
to
about
2002,
even
if
you
control
for
inflation
more
dollars
or
going
into
education
each
year
since
2002,
which
is
the
right
side,
the
funding
has
been
flat
to
down
when
you
control
for
inflation.
It's
no
surprise
that
the
fourth
year
of
budget
cuts
is
before
us.
It's
no
surprise
that
it's
particularly
painful
because
it's
layered
on
top
of
prior
year's
worth
of
cutting
to
offer
detail
to
what
the
superintendent
has
spoken
about
in
terms
of
the
costs
for
health
insurance.
C
The
gaps
on
the
left-hand
side
is
what
the
state
calculated
for
us
in
2018
for
what
it
would
cost,
what
they
funded
toward
health
insurance.
That's
the
blue
bar!
If
you
look
on
the
right-hand
side,
what
did
it
actually
cost
us?
It
costs
us
15
point:
2
million
dollars
against
an
eight
million
dollar
worth
of
funding
a
gap
of
six
and
a
half
million
dollars
where
we
are
obliged
to
pay
for
health
insurance
for
our
staff,
we
were
six
and
a
half
million
dollars
less
than
we
actually
needed.
C
Now,
let's
turn
to
special
education,
similar
pattern
where
the
foundation
budget
funded
us
for
7.4
million
dollars
of
special
education
costs.
Our
total
cost
was
over
19
million
dollars
that
translates
into
a
nearly
twelve
million
dollar
gap.
Now,
when
our
students
are
in
special
education,
we
are
legally
obligated
to
provide
the
services
that
are
in
their
IEP
documents.
So
what
happens
is
when
we
have
to
spend
these
monies
on
our
special
education?
We
are
have
to
do
something
else.
C
We
have
to
do
less
of
something
else
in
order
to
meet
those
needs,
so
turning
more
toward
our
revenue
and
expenditure
for
the
current
year
that
we're
in
just
to
give
people
a
picture
of
where
the
monies
are
coming
from
for
our
school
year.
As
you
can
see
here,
the
largest
single
funding
source
that
we
have
available
is
our
chapter
7
defunding.
It's
the
red
one
on
the
right,
however,
the
city
of
Chelsea
has
really
come
forward
and
not
only
met
the
minimum
that
the
state
requires.
C
They
are
funding
us
for
items
that
do
not
count
toward
that
school
spending
such
as
school
buses,
such
as
crossing
guards,
and
they
have
offered
a
voluntarily
additional
amount
to
the
schools,
and
that
is
not
without
pain.
On
the
city
side
as
well.
We
also
have
grant
funds,
we're
always
trying
to
secure
grant
funds
and
we
have
revolving
funds,
which
largely
is
our
lunch
fund.
Now,
how
do
we
spend
these
monies?
C
We
spend
them
on
our
people,
it's
a
school
district.
We
have
many
many
people
engaged
in
educating
our
students
from
our
crossing
guards
to
our
cafeteria
workers,
to
our
teachers,
to
our
paraprofessionals
and
social
workers,
and
I
can
go
on
for
the
many
people
that
get
up
every
day
and
come
to
serve
the
children
of
Chelsea
public
schools.
We
have
employee
benefits,
we
have
the
cost
of
our
facilities
to
keep
our
buildings
in
good
shape.
C
C
Information
technology
is
the
backbone
of
learning
today
professional
development
to
make
sure
our
teachers
are
always
on
top
of
the
latest
trends
in
education,
special
education
supplies,
books
and
equipment,
transportation
and,
of
course,
our
utility
budget,
with
the
amount
of
large
buildings
that
we
have,
we
actually
spend
millions
of
dollars
on
utilities.
What
does
this
look
like
again?
Our
largest
expenditure
is
for
our
people,
their
benefits
and
their
labor,
and
you
can
see
the
other
cost
categories
so
moving
forward.
What
have
we
done
with
our
monies
in
recent
years?
C
Among
many
many
many
accomplishments,
we
opened
the
Chelsea
opportunity
Academy
this
year
for
50
students,
they're
located
inside
of
the
Chelsea
High
School
building
at
present,
but
it's
a
very
unique
environment
for
the
Chelsea
opportunity.
Academy.
We
also
proudly
opened
the
Morris
H
Siegel
Clark,
Avenue
middle
school
and
I
kind
of
put
the
pictures
in
because
I
think
this
building
is
so
stunning
that
I
didn't
want
to
miss
the
photos
in
the
presentation.
C
Okay,
the
revenue
forecast
for
this
year,
some
of
the
positive
forces
is
that
the
governor
has
been
hearing
from
communities
and
has
made
some
changes
to
the
formula
that
calculates
funding
for
schools.
However,
there
is
a
number
of
downward
forces
on
our
revenue
as
well.
Our
charter
school
reimbursement
has
gone
down.
He
has
changed
the
way
that
charter
school
reimbursement
is
calculated.
That
was
not
in
our
favor.
C
The
number
of
English
language
learner
students
credited
in
the
budget
has
been
reduced
because
the
governor
has
changed
the
testing
threshold
at
which
students
are
considered
to
be
outside
of
the
e
ll
program,
even
though
by
law.
We
are
still
obligated
to
give
them
services
for
several
years.
After
that,
it's
a
area
of
deep
concern
to
us
and
then
neutral,
is
that
the
number
of
economically
disadvantaged
students
identified
by
the
state
which
we
do
believe
under
states,
the
number
of
economically
disadvantaged
for
the
most
part,
hasn't
changed
this
year.
D
C
In
some
detail,
changes
to
the
foundation
budget
that
the
governor
has
done-
you
can
see
on
this
chart
he's
increased
the
general
education
reimbursement.
The
out
of
district
special
education
has
gone
up
about
$2,000
per
student.
However,
that's
a
mere
fraction
of
the
gap
that
exists
in
special
education,
a
ll
for
high
schools.
He
had
committed
to
increasing
that
and
you
can
see
the
details
there.
Overall
we've
experienced
a
5.7
percent
increase
per
pupil
so
again
per
pupil,
so
that
factor
of
how
many
pupils
we
have
is
directly
related.
C
Okay,
now
here's
the
negative
trends-
and
this
is
some
serious
information.
The
changes
in
enrollment
and
the
changes
in
the
e
ll
criteria
have
reduced
our
foundation
budget
by
about
1.7
million
dollars.
If
we
had
the
exact
number
of
students
we
had
a
year
prior
with
the
funding
rate
that
the
governor
has
established,
we
would
have
1.7
million
dollars
more
to
work
with
than
we
have
right
now.
So
we
are
feeling
the
impacts
of
this
change.
C
C
What
we
can
see
here
from
this
long
graph
is
that
Chelsea
experienced
many
years
of
extremely
rapid
growth
in
our
student
body.
This
upswing
was
incredible
to
deal
with
in
everybody.
In
this
room.
That's
contributed
has
really
made
Chelsea
schools.
What
it
is,
however,
we
are
seeing
flattening
to
downturn
and
the
downturn
is
not
seeming
to
stop
just
yet
in
some
areas.
So
it's
a
pretty
dramatic
change
from
what
people
are
accustomed
to.
The
kind
of
conversation
this
table
is
a
more
detailed
breakdown.
Looking
at
the
change
in
enrollment
by
grade
this
is
October.
C
1St
is
the
official
date
for
school
enrollment
calculations,
which
you
can
see
here
at
the
Early
Learning
Center,
which
is
the
top
row.
No
change
between
2007,
the
last
column
is
2017
to
2018,
which
is
how
we
base
our
budget.
We've
had
some
reduction
at
our
elementary
school
level.
We've
had
increases
at
the
middle
school
level.
C
We
had
a
steep
decline
of
178
students
October
to
October
at
Chelsea
high
school,
the
Chelsea
Opportunity
Academy
increase
in
looking
at
where
we
are
in
March
I
want
to
say
that
the
elementary
schools
seem
to
have
stabilized
in
terms
of
enrollment,
but
we've
actually
had
an
increasing
decline
in
two
Highschool
from
October
1st
to
March.
First,
we
lost
another
55
students
at
Chelsea,
high
school,
bringing
us
down
to
one
thousand
three
hundred
and
five.
C
Maybe
a
more
tangible
example
is
just
to
look
at
our
algebra
one.
These
are
the
different
courses
that
are
offered
in
algebra
1.
The
horizontal
line
is
the
maximum.
Now
it's
not
always
good
to
be
at
the
exact
maximum,
but
the
horizontal
line
is
the
maximum
number
of
seats
that
would
be
available
in
our
algebra
classes.
What
you
can
see
for
reality
is
we
have
11
12
14
12,
and
we
only
have
one
class
that's
over
20
in
the
current
spring
semester.
C
Now,
let's
look
back
a
little
further,
because
we've
had
such
a
big
arc.
What
did
it?
What
was
it
like
before
the
arc
started?
So
if
we
go
back
to
fiscal
year,
20
2005
with
a
lifetime
ago,
you
can
see
the
student
enrollment
in
the
top
row,
the
number
of
teachers-
in
this
case
it's
teachers,
folks
that
are
in
the
teachers
bargaining
group,
so
it
could
be
teachers,
social
workers,
counselors,
the
total
number
of
teachers
and
the
number
of
students
per
teacher.
C
So
you
can
see
in
five
year
increments
we
had
13
students
per
teacher
12
point
two
students
per
teacher
2015
was
clearly
a
very
intense
year
with
staffing
and
then
now
in
fiscal
2019,
we're
down
at
11
and
a
half
so
lower
students
per
teacher
than
any
of
those
five
year
periods
before
if
I
apply
the
change
to
March.
If
I
bring
us
up
to
this
month,
we're
down
to
11
per
teacher
at
Chelsea
high
school,
that's
just
a
ratio.
So
what
do
our
revenue
picture?
C
Look
like
this
first
top
row
is
the
foundation
budget
of
the
chapter,
70
funding,
plus
the
city
funding.
To
that
we
add
the
the
funds
that
are
taken
away
or
allocated
towards
our
charter
schools
and
our
school
choice.
Here's
where
you
can
see
off
to
the
right
where
the
revenue
went
down
by
five
hundred
fifteen
thousand,
so
where
we
had
2.7
million
dollars
worth
of
revenue
for
charter
schools
that
went
down
to
2.2
million
and
our
actual
charter
school
allocation
went
up
from
fourteen
point:
eight
million
to
fifteen
point
two
million.
C
So
that's
a
substantial
impact
and
nine
hundred
twenty
two
thousand
dollar
shift
in
one
year,
then
the
city
of
Chelsea
does
allocate
funds
for
us,
and
that
was
brings
us
to
our
total
anticipated
budget
this
year
of
ninety
five
point:
five
million
or
3.2
million
above
what
we
had
last
year,
actually
the
current
year.
So
what
are
we
gonna
do
with
our
funding.
B
So
the
key
initiatives
for
this
year
in
terms
of
our
ability
in
our
desire
to
continue
to
grow,
to
continue
to
meet
the
needs
of
our
students
and
to
and
to
make
sure
that
we
are
meeting
accountability
requirements
both
academically,
but
also
you
know,
the
long
range
student
growth
goals
in
terms
of
the
deeper
learning
in
terms
of
college
and
career
readiness.
So
we
are
expanding
the
caminos
program
to
grade
6
at
the
Kelley
school
last
year.
We
expanded
it
to
grade
five.
We
are
moving
it
into
grade
six.
B
We
do
believe
for
a
number
of
reasons
that
this
is
a
is
a
strong
initiative
for
us.
It
doesn't
cost
us
much
other
than
maybe
some
professional
development
and
support,
and
we
are
going
to
provide
a
bilingual
reading
teacher
for
the
entire
Kelley
school.
At
the
same
time,
expanding
allows
our
students
and
families
to
start
to
maintain
their
home
language.
We
believe
deeply
in
multilingualism.
We
want
to
make
that
we're
building
a
continuum
of
support
and
services
from
kindergarten
through
grade
12,
for
students
to
maintain
their
home
language,
in
particular
the
Spanish
language.
B
The
Kelly
school
is
graciously
agreed
to
go
through
this
restructuring
for
to
take
on
grade
6,
as
we
move
forward
at
the
middle
school.
To
continue
that
continuum,
we
are
adding
Spanish
as
a
world
language.
At
the
brown
in
the
Clark
Avenue
School
in
the
future,
we
get
more.
Money
from
the
state
will
include
the
right.
The
brown
in
the
Clark
Avenue
School
our
prioritized,
because
we
need
to
add
a
specialist.
B
We
are
also
looking
at
continued
expansion
of
the
Chelsea
opportunity
Academy.
We
are
budgeted
this
year
for
50
students.
However
mr.
Schmidt
and
his
staff
have
actually
taken
on
sixty
students
and
we
haven't
given
them
any
extra
money,
but
in
the
three
year
plan
they
are
budgeted
to
go
forward
to
100
students.
These
are
100
students
that
we
are
meeting
their
needs
in
a
flexible
schedule
in
ass
plexippus
schedule
for
our
schools.
We
are
meeting
the
needs
of
students
who
are
over
age
under
credited.
B
We
are
also
through
the
Chelsea
opportunity,
Academy
meeting
the
needs
of
the
Department
of
Education
when
they
say
reduce
your
dropout
rate,
increase
your
graduation
rate,
and
we
are
doing
that
through
the
Chelsea
opportunity,
Academy
and
we're
very
proud
of
the
work
that
has
gone
on
there.
The
Department
of
Education
has
commended
mr.
principal
Schmidt
and
his
team,
as
well
as
they've,
come
and
visited
multiple
times,
and
we
want
to
continue
that
work
there.
We
are
also
having
a
continued
emphasis
on
our
early
college
program.
B
It's
another
area
where,
even
despite
four
years
of
budget
cuts,
we
have
been
able
to
continue
to
focus
on
our
students
first
and
to
grow
programs
that
meet
their
needs.
This
program
allows
our
students
to
take
college
classes,
get
credit
and
to
reduce
the
overall
cost
of
college
debt
by
starting
down
that
road
of
the
associate's
degree
before
they
leave
our
schools
and
they
can
leave.
Hopefully,
the
goal
is,
if
you
remember,
on
the
five-year
plan
to
leave
our
Chelsea
high
school,
with
both
an
associate's
degree
and
a
high
school
diploma.
B
The
next
initiative
that
we
are
continuing
the
expansion
of
academic
offerings
for
students
with
special
needs,
including
the
including
autism.
We
have
a
growing
student
population
of
autism
in
our
school
district,
and
so
we
need
to
open
up
additional
classrooms.
We
open
up
an
additional
classroom.
We
also
need
to
add
a
paraprofessional.
We
are
going
to
add
at
the
pre-k
a
pre
kindergarten
teacher
and
paraprofessional
at
the
for
social
communications,
which
is
our
autism
program
at
the
Early
Learning
Center.
B
Ideally,
if
we
get
more-
and
this
is
the
budget
cuts
from
two
or
three
years
ago,
where
we
had
to
cut
middle
school
inclusion
teachers-
and
we
have
seen
the
numbers
and
the
caseloads
start
to
rise
for
our
inclusion,
special
education
teachers
and
we
want
to
make
sure
we're
looking
at
parity
with
other
schools,
we
will
add
at
the
right
middle
school.
If
we
get
more
money.
This
spring,
we
will
also
be
prioritizing
adding
a
special
education
inclusion
teacher
at
the
brown
middle
school
and
the
Clark
Avenue
middle
school.
B
Please
understand
that
the
middle
schools
and
the
elementary
took
the
majority
of
the
hits
for
three
years
before
this
year,
we're
going
to
add
a
social
communication.
Again,
that's
our
autism
program
at
Chelsea,
High
School,
our
autism
program.
We
began
it
in
the
pre-k,
then
we
went
to
kindergarten.
We've
gone
up
every
year
by
another
one
or
two
grades.
So
now
our
social
communications
program
will
be
at
Chelsea
high
school
and
we
are
going
to
increase
because
the
number
of
special
education
students
is
increasing
dramatically
at
the
early
childhood
program.
B
We
will
be
adding
a
halftime
special
education
clerk
for
the
clerical
support
in
the
special
education
department.
Right
now
they
are
running
a
an
ELC
department,
special
education
department
with
just
a
half-time
clerk
and
the
numbers
are
far
to
grade
it.
Now
at
this
point,
and
then
yes,
this
is
session
planning
as
we've
talked
about
and
you've
you've.
B
You
know
heard
before
we
have
had
succession
planning
it's
a
two-year
program,
and
certainly
it
is
all
of
the
cuts,
the
retirements
at
central
office.
Currently
at
central
office.
We
do
not
have
a
business
manager,
we
do
not
have
an
HR
director
and
so
and
also
deputy
superintendent.
Lynne
Dubrow
will
be
leaving
retiring
in
September,
so
we
will
be
cutting
her
position,
not
back
filling
it.
So
that's
a
savings
of
0.75.
C
Looking
at
our
expenditures,
both
our
baseline
and
for
the
programs,
so
some
of
the
forces
that
affect
our
budget
every
year
against
the
cost
of
our
our
staffing
through
cost
of
living
agreements.
Adjustments
through
step
increases
our
health
care
and
insurance.
We
estimated
3.2
percent
increase
in
that
our
special
education
out
of
district
we're
projecting
a
5%
increase
in
those
costs.
In
addition,
we've
had
a
challenging
year
being
able
to
complete
all
the
evaluations
for
our
students
due
to
shortfalls
in
our
hiring
of
the
school
psychologists,
and
so
we've
had
to
use
outside
contact
dollars.
C
Other
forces
are
our
aging.
Buildings
require
more
maintenance.
Most
of
our
schools
are
approaching
the
twenty
year
mark
and
many
of
their
systems
are
going
to
be
either
becoming
obsolete
or
coming
down.
Succession
planning
temporarily
and
we'll
get
into
the
details
for
that,
and
then
this
year
we
do
have
a
number
of
really
tremendous
grants
where
we
made
a
lot
of
accomplishments
but
they're
coming
to
an
end.
C
Looking
at
the
numbers,
what
you
can
see
here
is
kind
of
the
breakdown
of
those
different
types
of
expenses
that
that
I
mentioned
labor
insurance,
special
education
tuition.
Succession
planning
in
this
case
is
strictly
the
fiscal
year.
2016
planning
formally
grant
funded
six
hundred
sixty
thousand
dollars.
These
are
positions
that
are
currently
on
staff
that
would
otherwise
come
to
an
end.
C
The
expansion
of
the
Chelsea
opportunity,
Academy
new
positions
at
the
high
school
school
resource
proposals,
which
are
rather
modest
compared
to
our
overall
budget
overall,
what
we're
looking
at
is
a
gap
of
1.9
million
between
the
new
monies
at
the
state
and
the
city
are
giving
us
compared
to
how
our
costs
are
going
up.
So
the
rest
of
our
presentation,
sadly,
is:
how
do
we
close
that
gap?
How
do
we
accomplish
that
without
affecting
our
programs
at
a
high
level?
How
are
we
going
to
and
exit
there's
a
number
on
the
right-hand
side?
That's
off.
C
How
are
we
going
to
close
1.9
million
dollars,
we're
posing
reductions
in
positions?
We
did
find
to
duplicate
positions
that
were
in
the
budget
that
are
not
needed.
Transferring
one
position
onto
a
grant
that
should
have
been
on
a
grant
this
year,
retirements,
where
we
know
that
some
folks
are
going
to
be
leaving
us
we're,
assuming
that
their
backfill
will
be
backfilled
at
a
lower
pay
rate
than
the
current
incumbent.
Chelsea
high
school
is
reducing
its
operating
budget
by
a
hundred
thousand
dollars,
we're
reducing
contractual
services
by
seventy
eight
four
hundred.
C
These
were
actually
monies
that
were
put
aside
for
succession
planning
in
the
current
year.
So
we
are
showing
the
school
committee
how
we're
transitioning
from
the
2019
succession
plan
into
the
2020,
so
those
dollars
that
we
don't
need
anymore
for
that
purpose,
we're
cutting
them
so
there's
two
rows,
but
with
the
contractual
services
and
the
other
one
and
sort
of
miscellaneous
savings
district-wide.
When
we
looked
at
all
the
positions.
C
Turning
to
our
schools,
our
specific
schools
at
the
Early
Learning
Center,
we
are
gonna,
continue
to
expand
our
services
for
students
with
autism,
clerical
support
for
autism,
and
we
should
have
mentioned
it
on
the
previous
slide.
The
expansion
of
the
Caminos
program
at
the
ELC,
currently
at
two
classrooms
is
going
to
change
to
four
classrooms.
Those
four
classrooms
are
then
going
to
advance
through
each
grade
so
that
we
will
have
four
caminos
classrooms
per
grade,
moving
its
way
up
through
three
wire
schools.
How
we're
going
to
do
this?
As
you
can
see
the
positions?
C
They're,
a
half,
a
teacher
to
half
professional
paraprofessionals,
which
ends
up
being
a
1.0
and
the
increase
for
the
clerk
moving
on
at
our
elementary
schools.
The
key
initiatives
are
expansion
of
the
Caminos
program
to
the
sixth
grade.
The
bilingual
reading
teacher
and
I'm,
hoping
we
can
get
it
done-
is
a
renovation
of
the
playground
this
summer.
If
it's
not
this
summer,
we're
gonna
key
it
up
as
quickly
as
we
can.
It's
gonna
be
amazing,
and
here
the
position
changes
there.
C
We
are
adding
either
a
math
or
ela
at
the
brown
or
Clark
I've,
funded
by
grants
and
right-sizing
the
e
ll
program
here
we're
proposing
to
reduce
four
foundational
ëall
classrooms
at
the
brown
and
at
the
Clark
Ave.
My
previous
slides
here
should
have
actually
said
five,
because
we
we
did
have
five
on
our
calculations.
This
is
correct
because
we've
taken
one
of
those
off
the
table
and
reinstated
one
of
the
positions
at
the
brown,
the
World
Language,
the
grant,
funded
position
and
special
education.
C
In
addition
to
outreach
workers
and
one
teacher
specialists
that
are
currently
on
grants
will
be
moved
over
on
to
the
general
fund
so
that
we
don't
lose
those
valuable
programs
at
Chelsea,
High
School
we're
gonna,
have
staff
reductions
to
align
with
projected
enrollment,
adding
the
teacher
for
autism
program
right
sizing,
the
special
education
inclusion
services
to
align
with
projected
enrollment
same
thing
for
the
e
ll
program
and
we're
going
to
add
to
building
substitutes,
to
ensure
coverage
for
teacher
absences.
So
our
largest
change
that
we're
posing
this
year
is
at
our
Chelsea
High
School.
C
On
the
left-hand
side,
you
can
see
a
series
of
cuts
that
were
hard
thought
through
are
not
easy
to
make,
but
I
will
show
you
that
we
will
still
have
very
positive
class
sizes
at
the
high
school.
On
the
right
hand,
side
we
can
see
the
social
communication
and
the
paraprofessional
I
mean,
in
addition,
coming
from
grants,
we're
retaining
the
early
college
counselor
position
and
a
teacher
for
a
ll
and
special
education
that
will
be
converted
from
grant
to
general
fund
and
to
current
classroom.
Monitors
are
going
to
be
converted
to
building
substitutes.
C
C
What
you
see
here
is
currently
our
January
2019
average
class
size
by
department,
English,
Language,
Arts,
foreign
language,
math,
phys,
ed
science,
etc,
and,
as
was
mentioned,
the
bridge
program
has
a
smaller
classroom
size
because
of
the
students
that
require
additional
services
after
we
would
make
the
cuts
that
we
are
proposing.
We
still
have
very
positive
classroom
sizes
that
are
certainly
in
the
2018
2020
range.
C
Most
of
these
areas
are
up
by
two
and
a
half
or
less
students
per
classroom,
because,
if
you
imagine
you're
now
reallocating
the
same
enrollment
across
the
other
classes
and
our
bridge
program
still
stays
at
sixteen.
Just
over
16
students
per
class
I
know
they'll,
probably
do
a
lot
of
questions
about
that.
C
Chelsey
opportunity
Academy
key
initiatives:
the
continued
expansion
from
a
hundred
from
fifty
to
one
hundred
and
heading
toward
one
hundred
fifty
over
the
next
year.
To
do
so,
we're
proposing
to
upgrade
one
of
the
teachers
to
the
coordinator
and
then
add
a
teacher,
an
e
ll
half,
which
will
be
shared
with
Chelsea
High
School,
a
special
education
half
that
will
be
shared
with
Chelsea
High
School
and,
in
addition,
we
will
be
moving
a
number
of
funds
off
of
Grants
and
on
to
the
general
fund,
as
was
conceived
of
when
the
school
was
first
planned.
C
What
does
it
look
like
per
grade
level,
so
we
are
seeing
a
reduction
of
positions
of
about
21
we're
seeing
an
addition
of
positions
of
15
and
we're
seeing
ten
and
a
half
positions
that
are
currently
grant
funded
moving
over
on
to
the
general
fund
to
be
able
to
continue
the
programs
additions
at
the
elementary
school
in
the
middle
school,
we
are
seeing
reductions
at
the
high
school
and
increases
as
Chelsea
opportunity
Camryn.
In
addition,
we
are
reducing
central
administration
by
the
Deputy.
Superintendent
position
will
not
be
filled.
C
Looking
at
it
by
type
administrative
instructional,
student
support,
paraprofessionals,
clerical
and
other,
it's
just
another
way
to
do
that.
So
just
in
conclusion,
because
I
know
you
want
to
be
done,
the
forces
that
are
affecting
our
budget
this
year,
including
the
governor's
budget,
increases,
hopefully
state
budget
reform,
continued
searching
for
grant
funds
any
way
we
can.
We
are
also
looking
at
energy
efficiency.
We
are
doing
many
things
on
energy
efficiency.
Trying
to
reduce
those
costs.
C
Budget
challenges
our
declines
in
enrollment,
the
change,
the
state
level
change
in
the
e
ll
criteria
for
funding
our
cost
of
living
and
step
increases,
healthcare
expansion,
special
education
costs,
our
aging
facilities
and
all
of
the
great
work
at
the
Caminos
is
a
cost
neutral
because
we
are
proposing
to
reallocate
existing
positions
into
the
Caminos
program
so
with
that
I.
Thank
you
for
your
time.
A
I
just
want
the
public
know
that
I
cannot
vote
on
the
28th
on
the
budget.
Neither
can
Jeanette
fellows
because
we
have
family
members
that
work
for
the
school
department
and
by
law.
We
can't
participate
in
a
vote,
so
I
wanted
to
let
everybody
know
that
now
next
next
week
school
committee
subcommittee
of
the
whole
well
we're
going
to
invite
the
teachers
union
in
at
5:30
and
after
that,
we're
going
to
invite
this
administration
in
at
6:30.
So
this
way
all
of
us
can
ask
questions
administration.
A
They're
invited
to
5:30,
but
there
it's
the
teachers
union
at
5:30,
so
the
21st,
it's
an
open
meeting
and
anybody
that's
sitting
here
right
now.
You
can
welcome
to
come.
Providing
this
room
it'll,
be
in
a
conference
room
there's
where
the
real
questions
from
the
school
community
will
be
asked,
and
will
we
be
listening
to
the
teacher
side
in
the
administration
side,
so
I
just
want
to
let
everybody
know
that
I'm
gonna
open
up
the
meeting
now
to
the
school
committee.
Members
I'm
gonna
start
with
Kelly.
A
D
D
C
You
for
asking
at
the
community
meeting
we
had
made
a
proposal
to
discontinue
the
French
classes
and
to
convert
those
dollars
into
more
Spanish
offerings.
There
was
clearly
a
lot
of
emotion
around
that
and
people
who
had
made
commitments
to
the
language.
The
students
spoke
really
eloquently
about
what
it
would
mean
for
them
and
their
aspirations.
C
So
we
rethought
that
and
we
will
not
be
reducing
the
French
teachers,
but
nor
we'll
be
adding
the
Spanish
offerings
that
we
had
hoped
to.
As
the
superintendent
said,
should
additional
dollars
come
from
the
state
that
would
be
really
high
on
our
recommended
list
would
be
to
offer
some
more
deeper
Spanish
offerings
at
the
high
school
great.
D
C
It's
no
one
can
say
exactly
what's
happening,
but
certainly
the
cost
of
housing
and
Chelsea
has
taken
a
remarkable
transformation
in
a
really
quick
time
and
maybe
not
always
apparent
or
transparent
to
most
people,
but
our
rental
housing
prices
have
nearly
doubled
and
the
the
owner-occupied
has
doubled
in
a
very,
very
short
time
period.
So
we're
assuming
that
many
of
our
households
are
having
financial
pressures
and
having
to
move
out
we're
also
just
getting
fewer
students
kind
of
coming
in.
C
D
E
I
knew
efforts
to
come
here
and
in
such
an
important
matter
for
our
students,
but
also
for
every
teacher
that
is
here.
We
do
appreciate
everything
that
you
do
to
teach
our
kids
in
our
community,
and
we
know
that
you
are
a
strong
believers
of
the
higher
education
in
the
city
of
Chelsea
Monica.
So
what
I
saw
in
the
forecast?
It
is
fine,
villians,
200
and
a
and
750
that
we
need
to
have
to
continue
to
run
the
schools
and
we
are
under
funder
by
world
we're
under
up
to
$2,000
to
millions.
B
For
this
year,
I
would
argue
that
we
are
have
been
underfunded
since
1993,
because
the
formula
hasn't
kept
up
with
inflation.
So
it's
it's
underfunding.
That
I
mean.
Certainly
we
could
go
back
on
the
major
cuts
that
have
taken
place
over
the
last
four
years,
but
in
particular
we
would.
We
would
also
like
to
have
complete
funding,
so
we
could
actually
expand
and
be
more
innovative,
more
creative
to
meet
the
needs
of
our
students
and
to
offer
more
things
for
our
students,
but
we
need
money
to
be
able
to
do
that.
Thank.
E
You
and
the
other
will
be
just
a
last
invitation,
/
common.
It
is
that
we
are
going
to
be
at
the
Statehouse
on
the
22nd
and
we
urge
every
parent
every
one
who
has
a
day
off
to
be
with
us.
There
I
know
that
it
is
really
important
for
us
to
mobilize
our
voices
in
in
one
and
to
make
sure
that
the
legislators,
not
only
our
local
legislation,
you
know,
sadly
dominicano
Danny
Ryan.
There
are
always
a
strongly
advocating
for
the
education
at
the
state
level
and
in
mrs.
Burke.
E
But
if
we
can
push
for
a
little
bit
more,
it
would
be
great
because
it
is
only
right
that
we
need
to
have
our
schools
running
and
it's
not
fair.
You
know
for
the
state
to
not
give
us
the
money
that
we
need
to
continue
there
to
run
business,
and
the
way
is
looking
to
me,
because
this
is
the
four
year
that
we
are
running
on
this
deficit.
It
is
that
the
way
it
is
going
is
like
they
trying
to
privatize
our
education,
which
is
not
right,
so
just
hope
to
see
everybody
on
the
22nd.
E
F
It
looks
like
the
state
is
told
in
the
city
of
Chelsea
and
many
other
cities
hostage,
because
they're
not
looking
at
the
budget.
The
way
we
do,
we
all
have
our
household
budgets
and
our
budgets
go
up
all
the
time
and
our
spending
goes
up
for
some
reason.
The
state's
not
looking
at
the
way
they're
funding
education
in
the
city
of
Chelsea,
the
city
of
Chelsea,
has
added
more
money
to
the
budget.
They've
done
the
best
they
could.
The
state
has
not
come
up
with
the
funding
we
need.
F
It
looks
like
a
couple
of
things
are
happening
here
are
years
ago.
I
fought
against
the
charter
schools
because
I
said
to
them
you're
going
to
take
money
away
from
the
public
education
and
they
said
that
wouldn't
happen.
Well,
I
guess
it
did
happen
because
I
saw
it
in
numbers.
I
need
to
have
the
state
look
at
our
medical
costs.
Going
up
to
I
mean
we
have
to
have
medical
for
the
teachers
and
the
administrators.
The
cost
have
gone
up.
Are
they
looking
at
that?
F
F
I'm
gonna
do
the
best
I
can
as
a
school
committee,
and
we
all
do
the
best.
We
can
to
make
sure
cuts,
don't
happen,
but
they
happen
and
you
have
to
go
to
the
state
and
advocate
for
the
children
and
for
your
jobs.
Thank
you
very
much
for
being
here
and
thank
you
Monica
for
a
wonderful
presentation.
You
saw
it
it
black
and
white
people.
We
need
more
money.
G
G
G
We
have
to
find
other
ways,
so
we
could
keep
departments
and
classes
our
class
sizes
honestly
are
when
I
see
these
numbers.
It's.
You
know,
I,
think
about
the
comments
that
students
have
gave
me
that
they've
been
sitting
in
classes
of
35
students,
sometimes
so
I
just
want
to
finalize
my
my
question
with
that.
Thank
you.
So
I.
B
So
if
we
look
at
2013,
when
is
when
we
had
about
the
roughly
the
same
amount
of
students
at
Chelsea
hi
compared
to
2019
20,
we
had
three
assistant
principals
than
in
2000
that
last
year
2018,
we
had
four
you're
right
overall
we're
projected
we
had
in
2013
7
administrators
2018
19.
Last
year
we
had
8
we're
back
down
to
7,
so
we're
we're
cutting
down
to
the
total
number
of
administrators
that
we
had
when
we
were
down
in
the
1,300
range,
but
I
also
want
to.
B
You
know
talk
about
the
fact
that
at
that
time,
in
2013
we
had
four
instructional
coaches
with
keeping
the
four
instructional
coaches.
In
2013
we
had
two
Dean's.
We
have
three
Dean's
today
we're
keeping
the
three
Dean's.
We
had
three
social
workers
we
have
for
social
workers
today
we're
keeping
the
for
social
workers
guidance
councils.
We
had
seven
in
2013,
we
have
eight
now
and
so,
and
we're
keeping
the
eight.
So
those
are
not
areas
that
we're
cutting.
Those
are
support,
definitely
direct
support
services
for
our
students.
B
A
B
I
A
I
Not
an
easy
job,
Thank
You
Monica
for
working
and
in
my
years
here
on
school
committee,
I,
know
budget.
It's
not
just
one
time
of
the
year.
It's
a
constant
work
in
progress
that
dr.
Burke
said
is
not
easy,
because
everybody
paid
plays
an
important
role
in
the
students.
Education,
everybody's
important,
so
I
specifically,
don't
have
any
questions
at
the
moment.
I'm
just
taken
in,
but
I
must
say
the
I'm
awful
the
expansion
of
the
Caminos
program.
I
I
know
my
kids
were
in
it
and
we
lost
a
lot
of
those
students
to
charter
schools
after
the
fourth
grade,
because
that
program
was
in
there
hoping
expanding
it
to
sixth
grade
we're,
not
gonna
lose
the
kids
to
the
charter.
School
they'll
stay
in
our
district,
nothing
against
the
French,
but
I
was
hoping
more
of
the
Spanish
I
do
have
a
lot
of
families
that
do
not
vote
because
they
can't
vote,
but
they
are
constituents
and
they
like
that.
I
I
The
we
tend
to
speak
around
here
is
more
haitian,
french
creole,
but
not
the
french
that
they
were
taking
in
the
school,
but
I'm
glad
that's
gonna,
stay
and,
of
course,
the
autism
at
the
early
at
the
ELC
and
I
work
for
copic
I,
see
the
kids
coming
in
and
I
know.
The
increase
and
I
know
that
it's
needed
so
I
fully
support
that
also-
and
that's
all
I
have
to
say
thank.
J
Orchha
day
these
days
we
have
trying
times
in
Chelsea.
Chelsea
is
the
smallest
community,
the
poorest
community,
in
the
Commonwealth,
and
yet
every
year
the
state
finds
the
way
to
give
it
to
us.
Our
principals,
our
department
heads,
need
their
crew
to
educate
our
kids.
I
will
have
more
questions
to
ask
and
more
things
to
talk
about
it
at
the
budget
meeting,
but
I
feel
for
all
the
principals
and
department
heads
and
the
superintendent
that
have
to
go
through
something
like
this.
It's
not
fair
to
our
kids.
It's
not
fair
to
our
families.
J
If
you
took
a
Chelsea,
Hyde
kid
and
move
to
another
community
in
Winchester,
they
would
not
have
no
issues
the
issues
here
in
Chelsea,
because
we
don't
have
the
cash
you
know
and
that's
the
bottom
line.
So
the
budget
meeting
I
do
have
some
things
that
I
want
to
talk
about,
that
I.
Take
a
serious
and
I'll
just
pass
on.
K
To
say
thank
you
to
all
the
students
and
parents
teachers
that
came
tonight
in
Monaca
for
these
presentations
about
the
budget.
There
is
something
like
a
really
big
concern
for
everybody,
like
that
in
terms
of
the
what's
going
on
with
the
under
funds
that
is
happening
to
many
other
Rd
in
the
school.
So
what
I
trying
to
say
right
now
is
that
I.
K
Thank
you
this
superintendent,
because
of
the
effort
that
she
has
been
doing
amongst
the
community
to
advocate
at
the
local
in
state
advocacy,
because
it
is
important
for
to
put
a
face
in
the
Statehouse
to
make
some
recommendations
about
the
importance
to
have
like
a
really
derived
funding
for
our
school.
Like
a
mr.
de
perak
said,
we
are
a
low-income
community
and
if
it
is,
students
that
we
are
serving
are
no
has
important,
like
a
for
to
be
be
having
some
funds.
K
Thus
that's
a
problem
there,
because
we
need
to
see
that
we
are
a
poor
community.
If
we
are
a
poor
community,
it
does
fund
and
can
be
there
present
all
the
time,
because
it
is
something
that
we
are
providing
for
our
student
is.
It
is
for
them
to
become
a
better
people,
so
I
think
that
I
thought
I
heard
some
also
some
questions
that
are
going
to
leave
for
the
budget
meeting
in
terms
of
the
Chelsea
Opportunity
Academy
I
really
commend
the
principal.
K
A
Well,
the
hardest
things
I
ever
had
to
do
when
I
coached
was
cut,
kids
I
got
40,
kids,
try
out
for
the
freshman
basketball
team,
I
had
to
get
down
to
15
and
to
tell
a
kid
that
he
come
play
was
the
hardest
thing.
I
probably
ever
did
and
now
we're
faced
with
the
same
thing
up
here
with
some
teachers
losing
their
jobs,
and
it's
not
easy.
You
know,
unfortunately,
the
state
with
the
formula
has
put
us
in
a
situation
where
cuts
have
to
be
made.
I
don't
agree
with
some
of
the
cuts
that
dr.
A
A
L
Excuse
me
good
evening:
my
name
is
John
davon
tango
from
Medford
I
am
a
recently
retired
teacher
from
the
Chelsea
Public
Schools
and
I'm.
Also
the
president
of
the
Chelsea
teachers
union
I,
want
to
thank
the
chairperson
superintendent,
the
rest
of
the
committee
for
allowing
so
many
of
us
to
be
his
evening
to
speak.
I
also
want
to
thank
all
of
those
who
were
involved
in
helping
to
restore
the
French
program
at
Chelsea
High
School
for
next
year,
as
we've
been
telling
our
members
and
students.
L
If
you
advocate
using
your
head
from
your
heart,
you
will
be
heard,
and
that
was
obviously
the
case
here.
Second
time
permitting
it's
the
conclusion
of
my
words.
I'll
have
three
requests,
hopefully
to
make
them.
We
all
know
that
if
the
governor's
budget
and
the
foundation
budget
were
properly
implemented
in
a
way
that
demonstrated
fairness
for
all
of
our
students
and
communities,
this
is
a
very
good
chance
that
Chelsea
would
have
adequate
funds
to
properly
educate
the
children
of
Chelsea.
Sadly,
we
know
this
is
not
the
case.
L
I
and
those
you'll
be
hearing
after
me,
especially
union
members
who
will
follow
me
know
that
the
lack
of
funding
is
neither
the
school
committees
nor
the
superintendent's
fault.
But
there
is
one
group
of
people
who
is
definitely
not
at
fault
here:
the
approximately
6,000
students
who
a
chat
who
attend
the
Chelsea
public
schools,
and
that's
why
we're
here
as
professionals?
We
want
the
very
best
for
our
students.
L
And
this
time,
when
our
budget
is
crisis,
I
only
question:
is
it
adequate
to
keep
those
levels
at
the
staffing
they
are
at
I
realize
the
way
enrollment
decreases
occur
decreases
in
the
number
of
teaching.
Positions
must
also
be
required,
but
frankly
it
appears
that
the
teaching
staff
take
the
hottest
hit
and
sometimes
the
only
head.
L
H
L
Was
very
exact
and
very
enlightening?
Well
I'm,
not
here
to
argue
about
what
position
should
be
cut,
whether
administrative
teaching
paraprofessional
or
any
other.
My
question
is
given
the
crisis
we
are
at.
Is
there
a
better
way
to
allocate
the
monies
that
we
have
and
now
my
three
requests,
since
no
one's
timing
appears
I
can
keep
going.
A
L
When
considering
approval
of
the
FY,
2008
want
to
ask
to
ensure
the
positions
are
cut
appropriately
and
consistently
throughout
second
moving
forward.
I
hope
the
timetable
of
the
budget
process
can
be
changed,
so
it
allows
an
opportunity
for
the
school
committee
to
hear
from
parents,
educators
in
stock
and
shareholders
after
the
final
budget,
which
was
presented
tonight,
it
is
presented
and
before
it
is
voted
on
and
finally
and
I
hope.
My
information
is
correct.
L
A
M
M
Some
things
might
sound
harsh,
but
I
hope
that
you
stick
with
me
until
the
end
and
really
pay
attention
to
every
single
word.
I
want
to
say
that
if
you
approve
this
budget
as
of
today,
it
will
be
one
of
the
most
careless
ways
of
dealing
with
the
f-22
FY
2020
budget.
If
you
approve
this
budget
today,
more
than
10
teachers
will
believe
in
Chelsea
public
schools.
M
If
we
approve
this
budget
today,
you
will
believe
in
hundreds
of
kids,
not
only
at
Chelsea
High
School,
but
in
other
schools
in
the
city,
without
mentors
without
advocates,
and
even
without
any
help
when
they
could
be
engaging
into
the
process
of
applying
to
colleges.
I
agree
with
the
superintendent
with
superintendent
Burke.
This
is
not
the
time
to
direct
our
anger
north
to
Chelsea
north
to
the
City
Council
north
to
the
school
board,
and
I
do
understand
that
this
is
a
statewide
problem.
This
is
the
time
in
which
we
enhance
communication.
M
This
year,
City
Council's
not
funded
for
Chelsea
public
school,
but
the
same
percent
of
its
overall
budget
as
it
did
last
year.
This
means
that
there's
money
available
money
that
should
be
invested
into
education.
All
we
have
to
do
is
ask
communicate
with
them.
Let's
not
make
hasty
decisions
that
will
dramatically
hit
the
students
of
Chelsea
the
future
of
this
city.
M
This
is
a
critical
issue
and
it
should
be
treated
as
such,
advocate
and
community
advocate
and
communicate
with
the
City
Council
officials
before
approving
the
budget,
that
of
which
we
do
not
know
how
badly
we
will
affect
our
schools.
Chelsea
High
School,
has
never
been
here
with
the
10
teacher
cut.
Do
not
tell
me
that
you
know
how
this
will
affect
the
students
after
the
students.
They
are
the
reason
why
we're
all
here.
M
If
you
approve
this
budget,
you
will
set
a
precedent,
a
precedent
that
every
time
we
Chelsea
are
hit
by
cuts,
we
will
turn
to
our
teachers
and
sacrifice
them
to
sooth
the
budget.
Is
that
the
image
of
Chelsea
that
we
want
to
portray?
Let's
really
think
about
this
and
justice
I
know
mr.
d.
He
said
that
city
of
the
City
Council
also
has
some
extra
money.
It
has
increased
by
24%
they,
yet
they
are
only
using
18%
in
our
public
schools.
M
Let's
really
ask
them
and
see
how
much
they
can
give,
how
much
they
can
fund
and
see
if
it's
enough
or
even
more,
to
keep
those
teachers
positions
you're
not
only
going
to
be
cutting
teachers
in
Chelsea,
High,
School,
you're,
gonna
be
crippling
the
future
of
students
and
Chelsea
has
called
in
the
future
of
Chelsea.
We
want
to
grow
as
a
community,
so
please
allow
us
to
do
so.
Thank
you.
A
N
Name
is
Alesia
Smith
I
live
on
140
Hyland
I,
attended,
chance'
public
schools,
my
whole
life,
starting
preschool
at
the
age
of
three
I,
went
to
the
ELC,
the
hooks,
the
brown
ending
at
CHS
graduating
this
year
at
the
age
of
18
for
15
years,
educators
and
all
the
schools
have
seen
me
grow
and
accomplish
my
goals
and
aspirations.
It's
scary,
seeing
the
upcoming
budget
plan
for
the
upcoming
school
year.
It's
scary
to
think
that
this
is
now
my
fourth
year
in
a
row
that
it's
for
a
budget
cut.
How
many
more
were
there?
N
B
I
was
homeless
for
three
years,
while
attending
Chelsea
I.
My
dad
has
been
a
card
sighted
for
majority
of
my
high
school
as
well.
It
was
the
hardest
time
in
high
school
in
life,
and
it
still
affects
me
and
I.
Couldn't
imagine
not
having
the
people
I
had
around
me.
My
social
workers
there.
My
social
workers,
amazing,
had
something
honestly
same
with
my
guy.
In
ex-con,
sir
I'll
be
ending
high
school
with
three
different
guidance
counselor's
three
different
times
I
had
to
explain
my
traumas
and
pains.
N
It
was
picking
off
a
scab
over
and
over
again
expecting
it
not
to
hurt
I'm
attending
Framingham
State
University
in
the
fall
of
this
year,
I
majored
in
English.
My
main
goal
is
that
I
want
to
come
back
to
Charles,
Public
Schools
and
be
a
teacher
in
the
same
halls.
I
walk
to
the
student
teachers
are
the
most
influential
people
in
students,
lives
and
I
cannot
tell
you
how
many
teachers
have
changed
and
impacted
my
life
to
who
I
am
today
and
they're.
N
The
main
reason
why
I
want
to
become
who
I
want
to
be,
but
this
is
only
my
story.
If
you
cut
send
teachers
you'll
be
impacting
hundreds
of
students
in
Chelsea,
high
school
you'll
be
cutting
and
crumbling
the
future
I'm
fearful
that
I
decide
to
become
a
teacher
in
my
goal,
my
passions
that
I've
had
since
my
junior
will
not
come
true.
I
do
agree
with
dr.
Burke
that
we
cannot
fight
each
other,
tear
down
the
city
but
go
to
a
legislative
level
to
get
better
funding
for
our
schools.
O
Hi,
my
name
is
Catherine
Anderson
I
live
at
20
Warren
Ave
in
Somerville
and
I've,
been
to
seventh
and
eighth
grade
special
education
liaison
at
the
brown
for
six
years.
I
want
to
thank
you
for
hearing
community
concerns
and
reinstating
the
French
Department
and
one
ëall
teacher,
and
especially
for
your
transparency,
with
your
plans
for
staffing
decisions
when
we
win
at
the
State
House.
So
first
I
want
to
speak
a
bit
about
all
that
we've
done
to
work
towards
fixing
that
funding.
O
Last
year,
a
group
of
community
members
and
teachers
went
to
the
Statehouse,
bringing
over
100
youth
to
advocate
this
year,
we're
thinking
far
more
strategically
about
how
to
use
our
voice.
Teachers
have
worked
with
community
members
from
the
collaborative
and
green
roots
and
a
school
committee
member
to
develop
a
2-month
and
longer-term
plan
to
reach
out
to
our
state
legislators
and
make
sure
that
we
modernize
the
foundation
budget
with
the
promised
act.
O
Eight
teachers
and
students
advocated
with
the
City
Council
just
this
past
Monday
to
increase
the
city's
contribution
after
research
revealed
a
24%
increase
in
revenue
and
yet
only
an
18%
increase
in
education
funding.
Since
2014
we've
sent
emails
to
city
councilors,
state,
reps
and
Senators,
we
plan
to
return
to
the
Statehouse
on
April
18th
and
are
working
closely
with
Senator
Sonia
Chang
Diaz's
office
to
track
how
best
to
direct
our
advocacy.
O
We
know
these
decisions
are
difficult
and
we
have
heard
you
asking
for
our
advocacy
I
believe
that
we
have
worked
directly
with
community
members
to
deliver
this
and
will
continue
to
do
so.
It
would
be
incredible
if
we
could
bring
youth
and
teachers
along
to
advocate
at
your
side
on
the
22nd
dr.
work.
We
impress
the
governor
with
our
choir
at
his
inauguration,
so
I
hope
we
can
hold
him
accountable
for
how
his
budget
and
the
formula
are
devastating
our
community.
So
tonight
I'm
asking
for
things
that
are
budget
neutral.
O
While
we
wait
for
the
state
to
fund
our
students,
human
right
of
Education,
a
right,
many
of
our
families
have
travelled
the
length
of
continents
and
countries
to
receive
our
ll
teachers
at
the
middle
school
level
must
be
preserved.
I'm
ecstatic
that
we're
gaining
back
one
position,
I'm
asking
that,
rather
than
adding
a
new
Spanish
program
at
the
middle
school
level,
we
transfer
that
funding
to
the
existing
ALL
positions,
our
teachers
and,
more
importantly,
our
students
deserve
and
require
consistency
for
an
excellent
education.
O
Our
most
vulnerable
students
need
high
quality
teachers
who
are
able
to
target
their
specific
needs.
We
get
these
teachers
when
we
can
provide
consistency
and
structure
and
employment
from
year
to
we
need
this
consistency
more
than
we
need
another.
You,
a
teacher,
please
consider
this
budget
neutral
option
preserve
two
more
of
the
ll
positions
and
help
give
our
most
vulnerable
kids
the
schools
they
deserve.
Thank
you.
P
My
name
is
Brittany
Fitzgibbon
I'm,
a
history
teacher
at
Chelsea,
high
school
I
live
at
26,
Rand,
Street,
Malden,
Massachusetts
I
just
want
to
clarify
I
know
that
we're
all
talking
about
like
the
sadness
we
feel
for
cutting
teachers
and
this
loss
of
teachers,
jobs
I
just
want
to
clarify
that
no
teacher
is
here
tonight
because
we
care
about
ourselves.
As
mr.
Barr
said
last
week,
we
do
a
great
job
preparing
teachers
for
other
schools.
P
Every
teacher
we
cut
at
Chelsea
High
School
at
the
middle
school
at
the
elementary
school,
we'll
go
find
another
job
elsewhere.
We
are
here
tonight
only
for
our
students.
That
is
the
only
thing
that
matters
to
us
and
I
want
to
clarify
about
class
sizes.
Our
students
were
also
our
top
priority.
Two
years
ago,
when
Chelsea
high
school
teachers
voluntarily
entered
into
what
was
basically
a
de-facto
turnaround
grant
where
we
agreed
to
teach
six
classes
instead
of
five,
not
including
high
block
for
no
additional
play,
pay
adding
about
16%
more
classroom
time
into
teacher
schedules.
P
This
was
an
exhausting
change.
It
took
a
lot
of
curriculum
reconstruction.
It
took
a
lot
of
effort.
It
took
a
lot
of
exhaustion,
but
we
did
it
because
we
were
told
that
it
would
help
our
students
by
preserving
teachers
that
same
year
we
lost
a
history
teacher,
many
other
teachers,
but,
most
importantly,
we
lost
our
incredible
Latin
teacher.
P
Every
student
who
was
lucky
enough
to
have
MS
Reyes
will
be
heartbroken
to
hear
that
her
reaction
to
knowing
that
she
was
cut,
even
though
we
voted
through
this
much
more
demanding
schedule
was
I
feel
like
they
tricked
me
into
voting
against
my
own
job.
Last
year
we
got
our
library
and
the
entire
business
department
and
a
college
counselor.
My
student
and
I
have
won
a
trip
to
France
this
summer,
because
our
kids
do
amazing
things
like
win
free
trips
to
France.
P
You've
already
heard
from
two
of
our
students,
I'm
sure
you're
gonna,
hear
from
more,
but
we
care
so
deeply
about
our
students
and
I
do
believe
they
deserve
the
best
and
I
think
they
deserve
these
suburban
school
numbers.
There
has
to
be
somewhere
else
where
we
could
find
this
money.
I
agree.
We
need
to
go
advocate
at
the
state
level.
We
need
to
fight
against
this
racist
classist
system
that
denies
our
students
the
fair
share
of
education
that
they
deserve.
P
Q
Name
and
address,
my
name
is
Sarah
Lindberg.
My
address
is
47
Rosedale
Road
Roger
tongue.
My
name
is
Sarah
Lindberg
I'm,
an
AOL
teacher
at
Clark
Avenue.
This
is
my
fourth
year
in
the
district
and
my
first
year
at
Clark,
Avenue
I
was
at
the
brown
for
three
years.
I
am
proud
to
be
a
Chelsea
educator.
All
I
mean
normally
is
Sarah
Lindbergh
soy,
profesora,
the
English
and
escuela
Clark.
Si
means
it's
me.
Gordo,
no
and
Chelsea
me
premiered
on
you
and
Clark
s
to
Vienna
Brown
portray
Sonya's
is
to
argue
Rosa.
Q
They
say
only
my
yesterday,
Chelsea
that
was
hard,
but
now
and
then
I
used
Spanish.
Even
when
I
am
so
scared.
To
remember
how
hard
it
is
to
learn
a
second
language.
To
remember
how
hard
it
is
to
be
vulnerable
to
try
to
communicate
in
a
language.
That
is
not
my
first
language,
but
this
is
a
small
challenge
in
comparison
to
the
mountains
that
our
English
language
learners
face.
Every
year
we
see
countless
families
coming
to
our
district,
seeking
an
education
for
their
children.
They
come
here
hoping
to
fulfill
their
dreams.
To
them.
Q
Chelsea
can
provide
a
bridge
to
success
in
their
new
country
year
after
year,
I'm
fortunate
to
be
surrounded
by
incredible
colleagues
in
the
e
ll
department,
both
new
and
tenured
educators,
I'm
surrounded
by
language
teachers
that
spend
countless
hours
preparing
the
most
engaging
and
challenging
lessons.
I
have
faith
that,
regardless
of
the
resources
we
are
provided,
Chelsea
educators
will
always
strive
to
provide
our
children
with
a
21st
century
education.
Q
We
will
never
stop
now.
I.
Ask
you,
please
provide
us
with
a
budget
that
can
adequately
support
the
needs
of
our
students
because
of
four
years
of
budget
deficits.
The
yellow
department
in
the
middle
school
is
now
facing
a
third
program
changed
in
2015.
This
leaves
our
department
constantly
having
to
adapt
to
new
positions,
including
new
grade
levels
and
teaching
different
proficiency
levels
and
content
areas
within
the
department
and
therefore
we
must
constantly
create
new
academic
units.
Although
my
colleagues
always
rise
to
the
occasion,
these
constant
changes
are
difficult
to
adjust
to.
We
need
consistency.
Q
Our
students
need
consistency.
We
need
a
budget
that
can
support
our
teachers
and
our
English
language
learners,
a
budget
that
can
allow
teachers
to
spend
many
years
in
the
district
enabling
the
children
to
build
trusting
relationships.
We
need
children
to
be
the
main
priority
in
this
city.
They
are
a
future
whether
they
are
born
in
Chelsea,
born
in
the
US
or
born
in
a
different
country
to
quote
President
Obama.
Q
If
we
want
America
to
lead
in
the
21st
century,
nothing
is
more
important
than
giving
everyone
the
best
education
possible
from
the
day
they
start
preschool
to
the
day.
They
start
the
career,
and
if
we
want
children
to
lead
in
Chelsea,
nothing
is
more
important
than
giving
everyone
the
best
education
possible
from
the
day
they
enroll
in
our
district
to
the
day
they
graduate
from
our
district.
Thank
you.
R
Hello,
my
name
is
Katie
Hodgkins
I
am
live
at
375
Main
Street
in
Everett.
Thank
you
for
allowing
us
all
to
speak
this
evening
and
thank
you
for
all
that
you
do
to
advocate
for
our
schools.
I'm
the
foundational
ALL
teacher
for
sixth
grade
at
brown
middle
school.
As
dr.
Brooke
reminded
us
each
year
for
the
past
four
years,
we
have
cut
positions
in
our
school
and
each
year
it
has
indeed
felt
increasingly
painful
for
our
school
communities.
R
At
the
same
time,
it
seems
as
though
we've
been
investing
our
money
in
expensive
data
collection
systems
like
live
school,
mastery
connect
and
Swiss.
These
are
intended
to
improve
academic
performance
and
behavior
outcomes,
but,
quite
frankly,
neither
of
those
are
getting
better.
Because
technology,
though
helpful,
can't
do
the
work
of
teachers,
we
need
people.
We
need
to
increase
our
retention
rate
of
educators,
not
slash
it
so
that
students
can
form
trusting
relationships
over
the
course
of
their
middle
school
years.
R
Constantly
changing
the
ESL
model
eliminates
that
possibility
and
increases
instability
for
an
already
vulnerable
population
of
young
people.
Even
with
the
projected
decrease
in
class
sizes,
the
students
we
currently
have
still
matter
and
still
need
support.
Furthermore,
our
model
this
year
is
working.
We've
watched
our
students
make
incredible
growth
because
of
the
consistency
and
co-teaching
we've
worked
hard
to
shape.
It's
also
effective
because
we
began
this
year
excited
to
be
able
to
create
units
and
lessons
and
relationships
that
would
persevere
for
years
to
come.
R
Our
kids
felt
that
excitement
and
it
served
as
a
motivator
for
everybody
inside
our
classrooms.
Our
district
is
fortunate
to
have
teachers
who
want
to
stay
in
our
schools,
but
we
need
a
school
system
that
fights
for
their
ability
to
do
so,
because
the
bottom
line
is
our
kids
deserve
better
and
they
can't
afford
for
us
to
continue
to
be
reactive
in
our
budget
decisions.
Thank
you.
S
S
How
can
we
expect
our
English
language
learners
to
be
successful
if
the
environment
that
we
create
and
teach
them
in
changes
a
year
after
year,
these
students,
more
than
most
need
to
see
the
same
friendly,
encouraging
faces
in
their
school
buildings?
They
need
a
curriculum
that
grows
on
what
they've
learned
before
they
need
prepared
and
understanding
teachers
in
a
small
classroom
setting,
in
addition
to
the
stress
on
students,
every
one
of
the
teachers
had
to
adapt
to
a
whole
new
system
last
year.
S
We
will
again
be
inexperienced
and
underprepared
for
our
roles
and
the
most
vulnerable
population
will
again
pay
the
highest
price.
Teacher
turnover
undermines
student
achievement.
The
dropout
rate
for
Els
at
the
high
school
is
thirty
two
point:
six
percent
yearly
cuts
to
the
e
ll
Department
are
failing
our
students.
Please
reconsider
changing
our
program
for
the
third
year
in
a
row.
Thank
you.
T
Good
evening
my
name
is
Vanessa
Mercado
I
am
a
resident
of
Chelsea.
I
live
at
shake
318
Chestnut
Street
I'm.
Currently,
a
teacher
at
the
brown
middle
school
and
I
am
a
former
student
of
the
Chelsea
school
system.
Although
this
is
my
own,
this
is
only
my
third
year
teaching
at
the
Brown.
I
am
well
aware
of
the
changes
in
our
school
system,
as
many
other
teachers
have
already
mentioned.
The
budget
has
caused
significant
changes
in
our
ell
staff.
T
Ll
staff
I'm
here
asking
the
city
to
be
considered
the
amount
of
money
we
are
investing
in
our
students,
education,
because
we
are
not
supporting
our
most
vulnerable
populations.
We
are
not
providing
equitable
opportunities.
We
are
not
preparing
our
students
to
compete
with
students
of
neighboring
communities.
We
all
want
what
is
best
for
our
students,
so
they
can
grow
into
the
leaders.
We
know
they
are
destined
to
be.
Please
give
our
students
the
education
they
deserve.
Thank
you.
U
Hi,
my
name
is
Kate
vigil
I
live
on
Franklin
Ave,
here
in
Chelsea
and
I'm.
Here
today,
with
Anita
Mercado,
we
are
two
social
workers.
They
work
at
Chelsea,
High,
School,
we're
in
our
eighth
year
we're
also
residents
of
Chelsea.
We
love
our
district,
we
love
our
community,
we
love
our
students,
we
love
the
families
of
our
students.
This
isn't
just
our
job.
This
is
our
community.
This
is
our
home.
These
are
our
neighbors.
This
is
where
our
families
are.
U
Also,
here
are
many
other
social
workers,
Julie
4e
from
the
Berkowitz
Megan
Murphy
from
the
Kelly
Luz
Portnoy
from
Chelsea
high
school
outreach
worker
lots
of
support
staff
are
here.
Lots
of
people
are
here
because
we
love
our
community
we're
here,
also
because
we
feel
compelled
to
remind
the
Chelsea
community,
our
community,
of
the
important
and
critical
role
that
our
social
workers
and
outreach
workers
and
support
staff
members
play
in
supporting
our
students
in
schools.
We
want
to
thank
the
school
committee,
of
course,
and
dr.
U
Burke
and
a
central
office
team
for
the
hard
work
you're
doing
on
the
budget.
We
know
that
making
cuts
is
not
easy.
We
know
that
you
do
not
want
to
make
cuts.
I
agree
with
really
everything
that
Brittany
said
earlier.
Something
has
to
be
done.
These
cuts
can't
continue
to
happen.
That
said,
we
also
know
that
there
is
no
proposal
to
make
cuts
to
support
staff,
and
we
are
here
as
support
staff
to
endorse
that
portion
that
that
part
of
things,
social
workers,
outreach
workers,
guidance
counselors.
U
We
are
the
support
in
the
quiet
backbone
for
this
district.
We
serve
students
in
crisis.
We
build
really
really
deeper
relationships
with
students
and
families.
We
make
critical
assessments
for
safety
issues.
We
provide
deep
interventions
that
help
Center
and
ground
our
students
and
families,
and
we
make
it
possible
for
our
students
and
families
to
stay
here
in
Chelsea
and
then,
when
they're,
having
issues
to
return
to
the
class
and
to
learn.
U
Our
district
plans
and
our
initiatives
to
strive
to
be
trauma-sensitive,
to
provide
trauma-sensitive
environments
to
our
students,
to
increase
social-emotional
learning,
to
increase
social
emotional
competencies
within
our
students,
part
of
being
trauma,
sensitive
and
prioritizing.
Social-Emotional
learning
is
ensuring
that
students
have
access
to
social
workers,
guidance,
counselors
outreach
workers
that
can
help
them
to
address
the
trauma.
The
toxic
stress
and
the
many
many
social
emotional
struggles
that
families
and
children
face.
We
are
really
proud
to
work
in
a
district
whose
plans
focus
on
educating
the
whole
child.
U
You
know
if
you
want
to
walk
the
walk
and
not
just
talk
the
talk,
then
I
think
adding
the
positions
of
outreach
worker,
adding
the
CEO
a
social
worker.
That's
the
right
thing
to
do
by
our
students
and
families.
You
know
Chelsea
opportunity,
Academy,
it's
it's
been
an
amazing
addition
and
really
it's
where,
where
students
are
who
are
the
most,
maybe
you
could
argue
the
most
at
risk
of
not
graduating,
adding
outreach
workers
to
the
middle
school
where
many
social,
emotional
and
academic
issues
are
like
gripping.
U
Our
kids
and
families
like
that
is
the
and
that's
developmentally
appropriate
but
like
that
is
the
right
thing
to
do
for
our
students
and
families.
So
there
are
pieces
of
this
budget.
That
really
are
the
right
thing.
There's
definitely
pieces
that
need
work
and
need
support
and
we'll
see
you
next
week,
but
I
do
want
to
say
thank
you
for
adding
to
the
budget
the
very
positions
that
provide
the
most
critical
services
that
directly
address
the
trauma
that
directly
address
students,
mental
health
and
welfare.
U
Many
of
our
students
and
families
don't
have
access
to
health
care
that
provides
suitable
access
to
therapy
community
services.
Family
supports
your
district.
Social
workers
are
providing
those
services.
Many
of
our
students
have
emotional
support
services
that
are
written
to
their
IEP
s.
Your
social
workers
are
providing
those
services,
so
they
can
remain
in
district
and
remain
obtaining
their
their
access
to
education.
U
We
are
the
ones
who
are
reaching
out
to
community
agencies
and
services
when
there's
no
food
in
the
home,
where
parents
are
struggling
where
there's
addiction
issues
where
there's
homelessness,
we
are
the
ones
working
late
nights
to
protect
and
ensure
safety
and
stability
of
our
kids
and
families.
We
are
the
ones
that
are
assessing
students
who
are
feeling
hopeless
and
even
suicidal.
U
We
are
the
ones
that
are
helping
kids
return
from
hospitalizations
and
engage
again
in
learning
and
make
it
through
towards
graduation
we're
the
ones
providing
the
interventions
that
help
kids
and
families
turn
things
around
so
that
they
can
re-engage
in
learning
so
that
they
can
stay
in
the
classroom.
We
are
supporting
the
work
that
the
teachers
do
and
we
are
equally
as
important,
I
think
as
teachers
when
there's
community
violence
when
there's
community
loss
when
there's
fires
in
the
community,
when
there's
homelessness,
we're
the
ones
going
out
into
the
community.
A
U
V
W
W
W
W
W
V
W
W
W
X
Good
evening
my
name
is
Lisa.
Lineweaver
I
live
at
18
Franklin
Street
here
in
Chelsea,
I've
got
a
4th
grader
and
a
sixth
grader
and
Chelsea
public
schools
at
the
brown
and
the
Kelly
and
I'm.
Also
the
principal
here
at
the
Kelly
school
I'm
really
proud
to
be
part
of
this
group
here
tonight
and
proud
of
all
of
us,
because
when
I
listen
first
to
dr.
Bork's
exhortation
to
all
of
us
to
not
be
fighting
amongst
ourselves,
but
fighting
against
the
problem.
X
X
It's
something
I
want
our
governor
to
hear,
and
so
thanks.
Everybody
I'm,
proud
to
be
part
of
you
here
on
a
slightly
lighter
note.
I
do
want
to
bring
some
good
news
back
to
the
school
committee,
because
the
last
time
I
stood
here
speaking
to
you
a
few
weeks
ago,
was
to
present
about
the
Caminos
expansion
and
I
just
wanted
to
bring
back
to
you
the
feedback
that
I
have
gotten
from
lots
and
lots
of
families,
as
we've
been
sharing
the
news
of
the
sort
of
public
support
that
you
gave
that
evening.
X
For
that
plan,
we've
had
since
that
time
we've
taken
steps
to
in
begin
the
enrollment
process
for
more
of
the
fourth-grade
students
on
the
waitlist
from
all
four
schools
in
the
complex
who
may
be
interested
in
joining
Caminos
we've
begun
the
the
information
sharing
and
assessment
process
for
those
kids
I've
also
been
fielding.
Lots
of
calls
from
families
who
are
like
I,
hear
you'll,
see
you
next
year.
Can
we
get
on
the
waitlist
in
our
beginning
that
process?
The
reason
I
want
to
come
back
and
share
that
with
you
is
just
to
emphasize.
X
This
is
a
program
that
is
one
our
families
believe
in
our
families
are
committed
in
and
appreciate
your
public
support
for
I
think.
It's
also
part
of
this
larger
solution
of
how
do
we
keep
more
kids
in
Chelsea,
rather
than
losing
them
at
that
critical
gap
between
fourth
grade
and
fifth
grade
right,
we've
got
families
saying
well
I'd
really
like
to
stay.
X
This
is
something
that's
gonna,
keep
me
and
then
being
able
to
move
straight
into
a
pathway
where
they
can
continue
that
that
dual
language
skills,
all
the
way
towards
towards
the
syllabi
literacy
I
think,
is
a
real,
unique
selling
point.
There's
not
something
like
that
at
our
charter
school
competitors
there
not
something
like
that
in
any
of
our
neighboring
districts,
and
it's
something
that
I
think
builds
a
strong
sense
of
what
is
this
community
for
and
what
is
this
community
value?
So
thank
you
and
thank
you
all.
Y
My
name
is
Joseph
Sorrell
I've
owned
149
straight
loop,
Street
I'm,
a
little
sick
I'm,
also
a
little
nervous,
so
you
know
stick
with
me
through
it.
So
I'm,
a
junior
at
Chelsea,
I
I've,
been
I'm
fairly
involved.
I.
Think
in
a
lot
of
things,
I
mean
class
office
have
been
a
class
officer
for
three
years.
My
I'm
part
of
Chelsea
Youth,
Commission
I've,
been
a
part
of
Chelsea
track
and
field
for
three
years
and
I've
been
a
part
of
Chelsea
public
schools.
Y
My
whole
life
and
I've
seen
the
amazing
things
that
I've
received
through
you
know,
meeting
teachers
I've
had
the
pleasure
of
meeting
people
like
coach
Martin,
oh
behind
me,
and
him
being
such
a
good
support
for
me
in
the
sense
that
you
know
he
was
always
there
for
me.
As
a
teacher
and
then
I've
had
the
pleasure
of
having
my
advisor
and
now
my
teacher
Miss
Fitzgibbon
with
me,
giving
me
amazing.
Y
You
know
like
teaching
me
a
ways
that
I've
never
I've,
never
experienced
in
Chelsea
I,
but
also
I've
experienced
to
see
like
my
teachers
leave
me
and
my
teachers
look
for
better
jobs
use.
Obviously,
the
second
that
someone
hears-
oh,
you
might
be
cut.
An
intelligent
person
will
obviously
look
for
a
plan
B
because
that's
what
you're
taught
growing
up
to
always
look
for
a
plan
B.
So
of
course
we're
gonna
lose
these
amazing
teachers
that
have
you
know
I
feel
like
I'm,
a
fairly
educated
student.
Y
Honorable,
like
you
know,
like
yeah,
like
I
cover
rot.
So
you
know
I
not
to
give
myself
a
pat
on
the
back.
But,
like
you
know,
I
see
these
teachers
walk
away,
not
because
of
course
like
not
because
they
don't
love
the
students,
like
I,
appreciate
what
miss
Fitzgibbon
just
said:
she's
not
she'll
find
a
job
elsewhere.
What
she
cares
about
is
as
soon
as
like
I
don't
care
if
she
finds
a
job
elsewhere.
I
care
about
my
teachers,
I
care
about
where
they
are
I
want
them
to
see
me
walk
across.
Y
You
know
the
stage
I
want
them
to
see
me
receive
my
diploma.
I
want
Miss
Fitzgibbon
I
want
Miss,
Ashley
I
want
coach,
Martineau
I
want
you
know
like
coach
Alpert,
to
see
all
these
amazing
things
like
I
want
them
to.
You
know.
Ask
me:
can
I
write
your
recommendation?
I
want
them
to.
You
know,
be
able
to
be
like
I'm
excited
that
you're
going
to
your
Green
College
I'm
excited
that
you're
gonna.
Y
Do
these
amazing
things
and
I
think
it's
very
it's
very
it's
very
difficult
for
me
to
see
the
position
that
my
teachers
are
put
in,
especially
now
that
you
know
not
to
come
like
administration
anything
but
like
how
many
like
positions
for
superintendent.
Do
we
have
we're
like
five
last
time,
I
checked
like
I
think
when
I
was
like
in
fifth
grade,
we
had
like
one
superintendent
and
one
assistant,
and
that
was
it.
That
was
it.
Y
You
know
correct
me
if
I'm
wrong,
but
that's
all
I
heard
you
know
I'm
finally
excited
and
I'm
happy
to
see
a
principal
that
I
actually
see
every
day
and
looks
at
me
anything
howdy,
Joseph
how's
your
day.
How
are
you
doing
I'm
happy
to
see
you
know
my
my
own
vice
principal,
miss
Murphy,
look
at
me
and
she's
like
hello
Joseph.
How
are
you,
how
are
you
doing
and
genuinely
care
about
my
well-being
along
you
know,
with
the
support
staff.
Y
I've
had
three
different
guidance
counselor's
in
my
time
at
Chelsea,
Public,
Schools,
Chelsea,
I
write,
you
know
not
a
single
one
has
been
truly
connected
with
me
until
the
one
this
year
is
Padilla
and
she's
been
a
great
help
and
you
know
she's
helping
me
with
a
lot
of
things
and
you
know
I
think
it's
it's
something
that
you
know
we,
my
parents
vote
for
you
guys
to
lead
us
and
to
protect
us,
and
you
know
to
speak
for
us,
as
representatives
and
I
think
you
know
you
guys
should
go
and
talk
to
the
the
City
Council,
because
I
know,
there's
money
and
there
I've
gone
to
the
meetings.
Y
I
know
there's
money
in
the
city
that
can
be
used
instead
of
you
know,
building
up
a
condominium
setting
up
basically
gentrification,
allowing
all
these
things
to
happen.
So
you
know
like
the
community
and
Chelsea.
You
know
because
what
is
Chelsea
Chelsea's,
a
group
of
minorities,
you
know
and
what
it
seems
to
be
like
happening,
is
that
you
know
we're
kind
of
like
gentrifying
into
this
place
and
creating
you
like
a
suburb.
We're
not
suburbs.
Were
urban,
we're
a
city
we're
full
of
like
bright.
Y
You
know
young
different
eye,
diverse
people,
you
know
Chelsea
should
be
this.
We
should
embody
this
I.
Don't
I
wanted
to
be
a
teacher.
My
whole
life,
but
now
looking
out
like
what's
happening
to
my
own
teachers,
I,
don't
even
know.
If
that's
a
good
thing
for
me
to
want,
because
maybe
by
the
time
I
come
back
here,
there
won't
be
anything
for
me
to
teach.
There
won't
be
anyone
for
me
to
teach.
You
know
I!
Thank
you
for
your
time.
I.
Thank
you
for
all
your
hard
work,
but
I.
Y
Z
Ron
Schmidt
principal
Chelsea
opportunity,
Academy
I,
live
at
orchard,
forty
torture,
drive-in
still
Massachusetts
Oh
to
follow
a
student
I
can't
say
how
amazing
it
is
to
be
here
and
see.
Students
see
the
some
family
members,
teachers
and
the
administration
here,
advocating
for
having
better
financial
circumstances
for
our
schools
and
I
can't
begin
without
thanking
the
school
committee.
Mr.
chairman
Mary
Burke
and
the
school
committee
for
the
support
of
Chelsea
Opportunity
Academy.
Z
Z
It's
a
job.
We
have
job
descriptions,
but
there
really
isn't
a
job
description
because,
whatever
comes
at
an
administrator
simply
needs
to
be
taken
on
and
that's
what
they
do
day
in
and
day
out
the
when
issues
come
up
when
crises
come
up,
that's
who
you
see
taking
action
and
immediate
action
and
providing
that
support
and
getting
our
school
back
together
with
support
staff
with
teachers
so
that
we
can
be
whole
again.
Many
of
you
were
witness
to
that.
Z
Sacrifice
a
tremendous
amount
when
it
comes
to
time
with
our
families
and
others.
We
are
often
in
school
events.
We
are
often
at
working
late
and
I
know.
Personally,
it
has
created
challenges
in
my
life
with
the
amount
of
time
I've
been
able
to
spend
with
my
wife
and
kids.
But,
like
my
wife
says
you
don't
have
two
kids,
you
have
all
the
kids
that
you
work
with
every
day
and
that
is
truly
what
it
feels
like.
Z
I'm,
probably
not
telling
you
anything,
you
don't
know,
but
this
the
possibility
of
cutting
an
additional
administrative
position
at
this
time
at
Chelsea.
High
school
is
a
personal
concern
for
me
and
that
I
still
feel
a
tremendous
connection
and
support
as
students
transfer
in
and
out
of
Chelsea
Opportunity
Academy.
Z
When
the
Chelsea
high
school
administrative
team
was
experienced
and
we
had
been
working
together
for
years,
we
could
understand
each
other's
role.
We
could
cover
for
each
other.
Miss
Alma
Quist
knew
what
I
was
doing.
I
knew
what
she
was
doing.
We
could
support
each
other.
Today
we
have
an
administrative
team
of
which
four
are
experiencing
their
first
year,
and
that
is
a
huge
challenge
and
that
we
need
to
be
careful
to
cut
an
additional
position.
We
would
have
to
redefine
what
it
means
to
say,
overwhelmed
and
challenged.
Z
AA
Good
evening
superintendent,
mr.
chairman,
honorable
members
of
the
committee,
my
name
is
Adam
well
die.
I
live
at
97,
Hill,
Street
and
Mauldin,
although
I
feel
like
most
of
my
time
except
sleeping,
is
at
180
Walnut
Street
I'm,
the
assistant
principal
at
Wright
Academy,
and
the
presidents
of
the
Chelsea
administrators,
Association
and
I
really
would
like
to
give
just
a
quick
shout
out
to
the
other
members
who
are
here.
AA
AA
The
Association
is
made
up
of
some
truly
dedicated
individuals
who
are
all
we're
all
behind-the-scenes
workers.
We
do
things
that
no
one
really
will
ever
see
and
no
one
will
really
fully
ever
understand.
Besides
our
principles
that
ranges
from
relationship
development,
both
with
students
and
staff,
supporting
our
principals
and
running
the
buildings,
managing
student
issues,
writing
and
revising
curriculum
units
of
instruction,
acting
as
both
culture,
builders
and
academic
leaders
and
schools
across
the
district
and
in
many
ways
the
folks
who
make
up
the
CAA.
AA
The
coordinators,
the
assistant
principals
in
particular,
have
a
little
bit
of
everything
on
their
plate.
I
had
a
student
who
left
left
us
in
eighth
grade
last
year
and
despite
the
fact,
went
up
to
Chelsea
high,
despite
the
fact
that
my
name
played
on
the
door
says
assistant
principal
said
to
me
on
the
way
out:
you're
the
best
guidance
counselor,
I
ever
had
and
I
still
to
this
day.
Don't
think
he
knows
that
I
was
as
assistant
principal,
because
we
we
were
the
catch-all.
AA
You
know
we
take
when
our
social
workers
and
guidance
counselors
are
incredibly
overworked
because
of
their
their
own
caseload.
You
know
we'd
take
a
lot
of
those
issues
and
we
make
sure
that
we
can
keep
everyone
doing
what
they
need
to
be
doing
so
with
that
incredible
increase
in
social-emotional,
traumatic,
even
political
issues
in
our
world.
We're
constantly
doing
a
little
bit
more
with
less
and
I'm
happy
to
be
here
representing
our
membership
of
about
28.
At
one
time
our
membership
was
a
little
closer
to
35.
We
love
what
we
do
and
I
can
say.
AA
As
a
former
school
committee
member
in
Malden
myself
for
a
number
of
years,
I
know
how
hard
and
how
emotional
I
think
budget
time
is,
especially
when
you're
asked
to
make
any
cuts,
and
it
pretty
much
every
here
has
to
make
some
kind
of
cut.
So
our
reason
for
being
here
today
is
not
to
say
you
should
cut
one
position
over
another
or
to
prioritize
one
over
another.
AA
AA
The
role
in
the
duties
of
an
assistant
principal
which
was
written
in
HR,
speak
for
the
posting
and
the
next
nine
pages
are
the
ever-growing
list
of
what
assistant
principals
do
on
a
daily,
weekly
and
yearly
basis,
as
told
through
the
anecdotal
evidence
that
they
provided,
but
also
the
things
that
teachers
have
contributed.
Students
have
contributed
they've
seen
us
do
on
a
daily,
weekly
and
yearly
basis,
so
we
hope
that
our
assistant,
principal
teams
will
continue
to
stay
strong
for
years
to
come
and
continue
to
do
the
work
for
the
community
that
we
love.
AB
AB
Budget
cuts
and
people's
livelihoods
and
talking
about
people's
livelihoods
are
never
comfortable
to
talk
about,
and
you
have
a
very
difficult
decision
to
make
in
front
of
you
but
I.
Oh
I
didn't
I've
been
in
Chelsea
public
schools.
Now
this
is
my
eighth
year.
My
first
seven
years,
I
was
a
teacher.
I
taught
history
and
it's
great
to
see
so
much
of
the
history
department
is
is
represented
here.
I
was
also
a
three
season
coach
at
Chelsea,
High,
School,
I,
coached,
cross-country
and
track
and
field
where
we
had
quite
a
few
wins.
AB
Coming
into
this
role,
I
didn't
I,
couldn't
have
dreamed
of
the
amount
of
interpersonal
relationships
and
conversations
that
I
would
have
on
a
single
day.
One
day
I
tried
to
count
it
and
I
got
somewhere
near
100.
I
talked
to
over
a
hundred
people
in
one
day,
and
none
of
that
was
on
my
agenda
for
the
day
and
my
agenda
is
full.
AB
Just
ask
anybody
who
tries
to
grab
a
meeting
with
me
right
where
you
got
a
plan
two
weeks
out,
because
we're
doing
so
many
wonderful
things
at
Chelsea,
High
School,
so
to
be
fair,
I.
Think
it's
important
that
you
understand
what
goes
into
our
role.
We
know
what
teachers
do.
Every
every
student
has
a
teacher.
I
love
my
teachers,
but
not
every
student
has
any
idea.
AB
Some
of
them
do
and
teachers
are
amazing,
but
we
are
there
to
support
them,
which
Joseph
talked
about
teacher
retention.
We
need
time
to
establish
relationships
with
our
teachers.
Okay,
we
do
that
with
more,
not
less
people
quit
bosses,
they
don't
quit
jobs
and
if
you
cut
the
amount
of
bosses,
sorry
bad
language,
but
your
count
you're
cutting
those
bonds
as
we're
trying
desperately
to
hold
on
to
teachers.
Teacher
retention
has
always
been
something
that
I
deeply
cared
about
as
a
teacher
at
Chelsea,
High
School.
Here's
my
chance
to
do
something
about
it.
AB
Give
me
a
chance.
Freshman
retention
is,
is
something
that
I've
always
cared
about
as
a
freshman
teacher
seven
years
at
Chelsea,
High
School
will
make
what
we
were,
showing
some
success,
we're
doing
some
things
that
we've
never
done.
Okay,
but
we're
sorry
get
back.
I
said
I
was
told
not
to
go
off-script,
but.
AB
You
have
a
list
of
everything
that
we
do
and
none
of
what
you
got
has
anything
to
do
with
establishing
relationships
with
teachers
and
students.
That
is
the
number
one
thing
that
we
should
be
doing
so
please,
when
you're
making
your
decision
understand
what
could
happen
if
we
go
a
different
direction.
Okay,
I
love
our
students.
No
one
can
know
in
here
can
say:
I,
don't
love
our
students,
I
love
our
teachers.
Okay,
I
want
the
best
for
everybody.
Thank
you.
AC
Good
evening
my
name
is
Adela:
Barsky
I
live
at
20
Eisenhower
road
in
Peabody.
However,
just
like
a
Don,
my
family
thinks
I
live
at
300
Crescent
Avenue
I
am
the
principal
of
the
Hookes
elementary
school
I'm,
a
graduate
of
the
Chelsea
public
schools
and
I'm,
proud
to
say
that
my
entire
teaching
administration
Korea
has
been
in
Chelsea.
AC
You
don't
want
to
know
how
many
years
it's
been
a
lot
of
years.
My
journey
as
an
administrator
began
in
the
late
1990s.
Although
I
love
my
career
as
a
bilingual
teacher,
I
want
to
make
more
of
a
difference
in
the
lives
of
more
children,
and
so
after
much
encouragement,
I
applied
for
the
position
at
the
as
the
assistant
principal
of
the
sokolovsky
school
I,
never
really
understood
how
much
time
I
would
devote
to
my
position.
AC
Luckily,
my
children
were
older,
and
so
it
wasn't
like
they
missed
me
at
all,
but
I
thought
that,
as
an
assistant,
pretty
vanilla,
sistent
principal
I
was
doing
things
that
I
never
imagined
doing.
I
was
playing
nurse
I
was
playing
counselor
I
was
playing
counsel
for
teachers
for
students.
I
was
talking
to
parents
all
the
time.
It
was
just
something
that
was
that
I
loved
administrators,
like
many
staff
members
to
vote
so
many
hours,
it's
not
just
an
8
to
2
or
an
8
to
3
job
I
applaud.
AC
AC
As
an
administrator,
many
difficult
decisions
need
to
be
made.
I.
Imagine
dr.
Burke
and
the
members
of
the
central
office
team
face
many
hard
decisions,
as
they
attempted
to
balance
the
budget,
hoping
for
the
smallest
impact
on
our
students.
So
we
could
go
on
and
I
could
repeat
everything
that
everyone
said
tonight
about.
You
know
we
need
our
teachers,
we
need
our
administrators,
we
need
our
social
workers,
we
need
our
support
staff,
we
need
everything,
but
instead
I
found
a
story
to
tell
you.
AC
This
story
is
about
perspective
and
adversity
and
how
you
view
the
things
that
are
happening
in
your
life.
There
are
two
sides
to
every
coin
that
everyone
has
a
story
to
tell
that
your
perception
is
your
reality.
So
many
times
we
get
caught
up
in
our
own
dilemmas
and
drama
that
we
forget
many
of
our
own
truths
that
we
subscribe
to
our
based.
On
our
point
of
view,
our
perspective,
a
young
woman,
went
to
her
mother
and
told
her
mother
about
her
life
and
how
things
were
hard
for
her.
AC
It
seemed
as
one
problem
was
solved.
A
new
one
arose.
Her
mother
filled
three
pots
of
water
and
placed
carrots
and
one
eggs
in
the
second
and
coffee
beans
in
the
third.
She
let
them
boil
for
20
minutes
and
she
took
out
the
carrots,
eggs
and
coffee.
She
asked
your
daughter
to
look
closely.
She
felt
the
soft
carrots
pulled,
the
shell
off
the
hard
boiled
egg
and
sipped
the
coffee.
The
mother
explained
that
eat
herbs
each
object
faced
the
same
adversity,
boiling
water,
but
each
reacted
differently.
AC
The
carrot
went
and
strong
and
hard
but
softened
and
became
weak.
The
eggwin
in
fragile,
but
the
inside
became
hard.
The
ground
coffee
beans
were
unique.
They
had
changed
the
boiling
water.
Are
you
a
carrot?
An
egg
or
coffee
bean.
The
carrot
seems
strong,
but
with
pain
and
adversary,
adversity
becomes
soft
and
loses
its
strength.
The
egg
starts
soft
inside
but
changes
with
heat
after
a
difficult
financial
decision.
Do
you
become
hardened
and
stiff
where
you
have
the
same?
Look
on
the
outside,
but
are
tough
with
this
spirit
ago.
AC
You
a
coffee
bean,
the
bean
that
changed
the
water,
the
very
sort
of
set
that
that
brought
the
change
and
the
pain
when
the
water
got
hot.
It
released
fragrance
and
flavor
I
believe
that
all
of
our
administrators,
all
of
our
teachers,
everyone
in
the
Chelsea
Public
Schools,
are
coffee
beans.
Thank
you.
AD
AD
Here
there
are
dozens
out
there
working
not
being
able
to
voice
their
opinions,
students,
teachers,
the
citizens
of
Chelsea
I'm,
here
to
speak
for
our
biggest
supporters,
the
teachers,
the
ones
we
build
strong
connections
with
throw
all
of
our
years
at
Chelsea,
public
schools,
I
have
grown
to
build
a
trusting
relationship
with
every
teacher
I've
ever
had
mr.
Ricca,
some
first
grade
to
Miss
Webb
in
eighth
grade
to
miss
alline.
AD
It
is
shocking
to
me
that
cuts
are
being
made
to
the
exact
areas
that
we
and
you
are
all
trying
to
improve,
whether
we
like
it
or
not,
our
needs
are
different
than
other
cities.
Chelsea
is
a
refugee
city
and
a
safe
haven.
So
as
so,
it
is
inevitable
that
we
are
going
to
have
an
influx
of
new
citizens.
We
have
to
prioritize
the
needs
of
our
city
without
comparing
ourselves
to
other
places.
We
cannot
expect
to
create
an
atmosphere
where
students
feel
comfortable
to
excel
when
cuts
are
being
made
to
those
exact
areas.
AD
AD
Students
are
here
at
all
the
meetings
to
not
only
help
ourselves
but
our
teachers
so
that
they
can
witness
the
success
that
they
have
been
a
huge
help
in,
and
we
know
it's
not
your
fault
that
there
isn't
money
to
put
into
the
budget,
but
you
know
we
are
here
to
help
you
find
other
ways
with
the
City
Council
and
advocating
at
the
state
level.
Thank
you.
H
Good
evening
my
name
is
Lex
Matthews
I'm,
the
principal
of
Chelsea
high
school
I,
live
at
42
Chesley
Road
in
Newton
Massachusetts.
Thank
you
very
much
for
the
opportunity
to
talk
tonight.
It
has
been
a
tremendous
pleasure
this
year
to
work
in
Chelsea.
That's
the
first
thing,
I
want
to
say
I'm
here
this
evening,
also
to
state
that
any
budget
cuts
to
a
school
system
are
hard,
and
this
is
the
fourth
consecutive
year
of
cuts
and
Chelsea
public
schools
significant
cuts.
H
H
Nonetheless,
you
charged
me
with
leading
and
running
my
school
Chelsea
high
school,
and
these
the
cuts
I
feel
we
can
live
with
and
still
provide
the
highest
quality
education
for
our
students.
I
do
believe
most.
The
cuts
will
be
naturally
absorbed
due
to
non-renewals
retirements
and
teachers,
making
life
choices
not
to
return
to
teaching
I'll,
also
state
that
my
administrative
team
will
be
already
reduced
by
one
position.
H
I
understand
the
need
due
to
decreasing
enrollment,
but
as
a
first
year
principal
learning,
the
high
school
learning,
the
Chelsea
way
of
doing
things
I
ask
that
we
only
take
one
administrative
position
this
year.
I
really
need
my
administrative
staff
to
be
able
to
do
the
multitude
of
things
of
requirements
from
the
federal
state
and
local
governments.
The
demands
on
administrators
are
huge.
The
hours
are
very
long
and
I
want
to
remind
the
school
committee
that
these
all
these
administrators
are
year-round.
H
Employees
I've
also
benefitted
tremendously
from
the
support
I've
received
from
central
office
as
a
first-year
principal,
and
it
did
want
to
say.
Schools
have
changed
a
lot
in
the
lot
in
the
last
five
or
ten
years
and
without
administrators
to
run
coordinate
all
the
extra
services,
the
extra
things
that
benefit
our
school
and
our
students
without
administrators.
Those
things
go
away.
Administrators
are
critical
for
making
sure
we
get
and
we
keep
getting
things
like
the
sonntag
partnership.
H
Where
we're
running
through
this
partnership
we
have
acceleration
academies
during
February,
February
and
April
vacation
for
English
and
math,
and
this
boosts
students
to
proficiency
on
the
MCAT,
which
is
a
huge
achievement.
It
opens
up
scholarship
opportunities
for
students,
also
Bunker
Hill,
Community
College,
without
administrators
to
run
the
program
that
goes
away.
We
have
hundreds
of
students
who
now
get
a
leg
up
on
college,
reduce
their
college
debt
and
become
aware,
even
while
in
high
school,
that
they
can
be
college
students
so
very
important.
H
It
was
out
administrators
that
program
doesn't
run
Upward
Bound
without
an
administrator
it
doesn't
run.
This
is
a
partnership
with
bu
provides
students
with
the
opportunity
to
further
grow
in
science
and
summer
search.
We
all
know
30
to
40
CHS
students
every
summer
they
travel
throughout
the
u.s..
They
have
mentoring
opportunities,
they
get
college
application,
assistance
and
other
ongoing
support
for
college,
and
these
are
just
some
of
the
examples
of
how
administrators
bring
in
opportunities
to
the
high
school
that
wouldn't
be
there
without
administrators.
H
AE
Hi,
my
name
is
Omri
careto
and
I
reside
at
834
Broadway
here
in
Chelsea
before
giving
my
little
speech.
I
have
a
request
today,
and
my
request
is
that
if
there
is
a
parent
or
somebody
speaking,
that
does
that
English
is
not
the
first
language
that
we
give
them
twice
the
time.
It's
a
suggestion
for
the
future.
I
know
that
I.
AE
AF
AF
AE
AE
Thank
you.
Cutting
teachers
is
our
decision,
but
I
urged
you
to
work
together
and
find
other
ways,
because
at
the
end
of
the
day,
they
are
what
determines
our
future.
I,
currently
have
a
sister
at
the
high
school,
who
is
a
junior
and
a
six
year
old
brother
at
the
EOC
and
I
call
them
my
kids.
You
know
they're,
not
my
kids
at
the
hood
I
go
to
the
Buddy
Program
and
I
have
kids
in
third
and
fourth
grade
who
I
get
to
tutor
and
they
are
also
English
learning.
AE
Students
and
I
know
that
they
are
the
future
of
Chelsea,
along
with
my
own
family
members
and
friends
who
have
a
lot
of
students
on
within
Chelsea,
so
I
urge
you
guys
to
work
with
us
and
help
other
ways
that
you
know
doesn't
necessarily
revolve
around
cutting
teachers.
So
thank
you
to
the
20-plus
teachers
that
helped
me
get
to
where
I
am
today.
Thank
you.
AE
AG
As
you
just
saw,
we
have
students
who
have
the
power
of
communication,
and
it's
for
that
reason
that
I
want
to
speak
tonight.
As
you
heard
from
my
colleagues,
specifically
our
foundational
teachers
at
the
brown.
There
is
a
need
for
consistency
and
expertise
in
our
foundational
ESL
teaching
staff,
and
that
need
is
huge.
We
see
it
every
day
in
every
foundational
classroom,
but
that
need
does
not
stop
at
the
foundational
classrooms.
AG
As
a
member
of
the
Chelsea
community
and
that
they
can
one
day
use
to
share
their
opinions,
like
we've
heard
so
many
do
tonight,
I
teach
78
students
and
54
of
them
are
designated
as
level
two
through
five
English
language,
learners
and
another
handful
are
former
language
learners
who
I
monitor
cutting
teachers
in
the
ESL
Department
at
the
brown
middle
school
does
not
stop
at
the
foundational
teachers.
That
effect
does
not
stop
at
our
foundational
students
it
ripples
out
and
affects
every
student
at
the
brown,
especially
our
transitional
students.
AG
These
are
students
who
have
overcome
some
of
the
most
difficult
challenges
and
learned
a
language
while
doing
so,
they
have
acquired
their
basic
skills,
but
they
need
more
support.
They
need
that
consistency
and
they
need
that
expertise
to
these
cuts
will
affect
our
transitional
students
and
if
we
don't
think
about
all
students
at
the
brown
at
all
of
our
middle
schools
and
throughout
Chelsea
and
their
needs,
we
are
not
going
to
help
them
continue
the
incredible
growth
that
they
have
made
and
help
them
overcome
even
more
challenges
that
they
will
face.
AG
AH
AH
Presenting
an
argument
to
also
present
a
counter-argument
at
this
and
other
public
meetings,
you
have
shown
evidence
for
why
we
need
we
must
to
cut
teachers
such
as
this,
like.
What
are
we
with
reduced
teacher-student
ratios?
We
heard
today
for
why
we
need
administrators
at
this
school.
We
have
asked
to
share
with
us
other
examples
of
cuss
pockets
cost
pockets
that
were
considered
for
cuts,
but
have
not.
We
have
not
seen
this
addressed
again
in
today's
presentation.
AH
What
was
the
rationale
for
not
presenting
other
ratios
such
as
central
administration
and
other
variable
non-personnel
cost
budget
line
items?
What
can
we
do
to
receive
this
information
and
have
the
other
non
personal
cost
buckets
discussed,
so
we
can
be
comfortable
with
the
decisions
being
made.
Thank
you.
A
Is
there
any
money?
I
would
like
to
speak.
Okay,
the
public
speaking
is
closed.
I
just
want
to
say
before
we
adjourn
thank
you
to
all
who
showed
up
tonight
a
lot
of
administration,
the
students
you
know
what
I
did
recognize
tonight
is
that
you've
got
seniors
that
are
leaving
and
get
up
there
and
smoke
for
the
kids
that
are
coming
behind
them.
You
know,
I
want
to
thank
to
the
teachers
came
in
from
Charlestown
moving
and
Watertown.
A
You
guys
have
in
the
trenches
every
day
dealing
with
the
kids.
You
know
it's
a
thankless
job,
but
the
school
committee
thanks
you
very
much
because
it's
not
easy
teaching
here.
We
understand
that
we
know
the
with
the
administration
to
your
days
are
very
long
and
they're
hard.
I
tell
you
the
truth:
I
would
never
go
into
teaching
today
times
have
changed
so
much.
You
know.
A
D
Tonight
I
observed
a
few
things:
agreement,
disagreement,
tears,
courage,
passion
and
so
much
advocacy
and
I
think
everyone
here
in
the
room
for
sharing
your
concerns,
your
questions
and
your
comments
now,
whether
well
there
are
differences
in
the
room.
There
are
a
few
things
we
also
have
in
common.
We
love
Chelsea,
we
believe
in
our
students
and
we
will
continue
the
fight
for
our
students.
D
A
E
Always
had
a
hard
time
pronouncing
your
name,
but
I
can
say
that,
yes,
because
of
you
and
many
other
teachers
in
this
room,
Kimberly
Alvarez
went
to
high
school.
You
was
very
disciplined
in
keeping
her
in
the
cross
country
and
now
I
see
what
she
get
all
the
talkative,
not
only
from
me,
but
from
your
auntie,
but
I
would
say
just
like
my
colleagues.
E
E
We're
gonna
continue
of
you
know
like
it's
gonna,
be
hard
and
all
the
recommendations
that
we
get
from
the
administration
of
the
recommendations
that
are,
you
know
it
breaks
our
heart
and
thank
you
so
much
for
all
the
efforts
that
you
make
to
teach
our
students,
my
kids,
because
I
know
that
you
have
a
lot
to
do
in
what
they
are
right
now.
Thank
you.
So
much.
B
I've
got
the
timer,
no
I
will
make
it
very
brief.
So
I
just
want
to
make
sure
that
we
understand
one
thing:
you
know,
because
I
am
the
one
bringing
the
recommendations
on
the
cuts.
Don't
misinterpret.
You
know,
I'm
cutting
an
administrator,
don't
misinterpret.
That
means
that
I'm
against
my
administrators
don't
misinterpret
because
I'm
bringing
teachers
forward
on
a
cut
that
I'm
against
my
teachers
very
much
like
mr.
Martin.
Oh
I
love.
We
love
our
teachers,
I
love.
We
love
our
students,
I
love.
B
We
love
our
administrators
we're
in
this
together,
but
this
is
a
difficult,
difficult
lift
and
it
is
the
fourth
year
so
I
can't
emphasize
it
enough.
I
was
at
the
State
House
today
with
Alice
pice
she's,
one
of
the
co-chairs
representative
PI
one
of
the
co-chairs
on
the
joint
education
committee.
They
are
listening,
but
they've
got
to
hear
it
more
because
it's
almost
like
we've
gone
into
a
spring
apathy
or
almost
spring,
you
can't
be
apathetic.
You've
got
to
keep
those
emails
and
those
calls
going
weekly.
Thank
you.