►
From YouTube: School Committee Meeting of 2-3-22
Description
City of Chelsea, Chelsea Public School
D
D
G
G
G
G
One
student
sprained
his
ankle
and
he
lives
a
mile
from
school.
He
asked
repeatedly
for
a
bus
card
from
the
school,
but
we
didn't
have
any
left.
He
still
limped
school
each
day,
but
he
missed
the
first
period.
A
few
days
in
a
row,
one
student
had
to
help
her
family
move
on
a
moment's
notice
when
their
household
situation
became
dangerous.
G
G
I
understand
that
the
members
of
this
committee
have
heard
from
some
students
who
did
not
express
great
concern
over
the
e-policy
I'd,
be
curious
to
know
if
those
young
people
are
a
complete
representation
of
our
school's
entire
student
body.
Did
students
and
families
who
have
been
personally
affected
by
the
policy
have
a
voice?
G
People
most
positioned
to
take
advantage
of
loopholes
are
those
with
more
relative
privilege,
english-speaking
families,
families
who
understand
the
us
education
system,
better
students
and
parents
who
are
not
working
two
jobs
and
perhaps
have
the
time
to
come
in
and
talk
with
someone
in
person.
It's
incorrect
to
assume
that
loop
polls
are
equally
accessible
to
all.
The
outcome,
then,
is
an
inequitable
one.
G
D
B
B
It
is
we
really
wanted
to
talk
about
mental
student,
mental
health
and
specifically-
and
so
I
have
invited
dr
aaron
jennings
and
ellen
kocunitas
and
kim
huffer
to
speak
to
to
speak
and
present
on
student,
mental
health
and
chelsea
public
schools.
So
I'm
going
to
I'm
going
to
stop
my
share
and
share
it
with
dr
jennings
and
we'll
take
it
from
there.
F
B
H
Thank
you,
dr
beta,
truly
appreciate
this
opportunity
to
present
to
the
school
committee.
Once
again
such
delight,
I
am
so
excited
to
share
with
you
all
the
full
equity
and
wellness
department.
I
have
my
colleague
kim
huffer,
who
is
the
administrator
of
school,
of
social
work
and
sel
and
ellen
coconides
who's.
The
coordinator
of
school
counseling.
F
H
I
I
H
H
H
That
being
said,
let
me
give
us
little
a
little
level
set,
and
sometimes
we
talk
about
mental
health.
Everyone
has
a
a
different
definition
of
that,
so
I
wanted
to
offer
the
cdc's
definition
of
mental
health.
It
includes
our
emotional,
psychological
and
social
well-being.
It
affects
how
we
think
feel
and
act.
It
also
helps
determine
how
we
handle
stress,
relate
to
others
and
make
healthy
choices.
H
So
let
me
also
say
that
I
want
to
share
with
you
factors
that
are
that
impede
academic
and
academic
progress
and
success,
and
here
in
cps
they
show
up
in
three
domains:
one
emotional,
two
behavioral
and
three
social
as
it
relates
to
emotional.
It
manifests
in
sadness,
worry
anxiety,
even
loss
of
interest
in
motivation,
behavior.
It's
inconsistent
attendance,
low
energy
fatigue
and
sometimes
difficult
with
emotion,
with
emotional
regulation
shutting
down
on
verbal
outbursts.
H
I
I
It's
a
voluntary
measure.
We
offered
it
to
students
digitally
it
was
provided
in
multiple
languages
in
english,
spanish
and
portuguese,
and
we
informed
families
that
we
were
doing
this
and
giving
them
an
option
to
opt
out.
So
if
they
did
not
want
their
student
to
participate,
that
was
also
an
option,
and
while
we
administered
this
in
grades
three
to
twelve,
because
that
is
where
the
research
is
and
where
it's
evidence-based,
we
also
did
identify
an
emotional
wellness
screener
for
our
students
in
k
through
2
as
well.
I
It
means
that
there
are
some
signs.
There
are
some
symptoms
around
either
depression
and
or
anxiety.
So
it
could
be
around
sadness.
It
could
be
around
eating
sleep,
just
excessive
worry
and
then
there
are
students
kind
of
within
that
borderline
at
risk
they're
having
some
symptoms
they're
like
students
that
we
should
start
to
worry
about,
maybe
do
some
early
intervention
with
and
usually
that's
about,
a
six
percent
of
the
population
shows
up
in
that.
I
I
What
we
are
seeing
in
our
district
is
a
higher
level
for
our
middle
school,
and
so
we've
kind
of
really
tried
to
wrap
around
that
and
really
thinking
about
the
developmental
stage
that
middle
school
students
are
in
where
the
peer
group
becomes
super
important
to
them.
So
they're
in
this
middle
of
like
being
dependent
on
families
but
being
independent,
really
trying
to
achieve
their
identity,
and
so
we're
seeing
the
biggest
impact
on
them,
mostly
because
of
the
social
isolation
as
well
as
just
the
unpredictability
of
the
world.
I
So
we
looked
at
that
data
like
what
what
were
what
did
we
learn
and
and
what
can
we
use
these
results
for,
and
so
we
realized
there
were
some
strengths
with
this
data,
and
one
is
that
it
really
destigmatized
mental
health.
It
allowed
us
opportunities
to
talk
about
mental
health,
to
talk
about
the
importance,
the
impact
on
academics
on
our
social
situations
and
everything.
I
I
Some
worries
about
students
that
maybe
weren't
identified
so
some
students
that
we
still
want
to
pay
attention
to,
and
the
other
big
challenge
is
just
that,
because
of
this
large
percentage,
it
has
really
kind
of
tacked
some
of
the
capacity
of
being
able
to
kind
of
connect
families
to
resources
in
the
community.
Our
mental
health
providers
have
some
long
wait
lists
so
really
kind
of
getting
that
connection
for
families
has
been
a
little
bit
slower
than
we
would
like.
F
F
So
if
we're
looking
at
this
tier
one
is
more
about
universal
supports
and
promotion
of
resources
and
skill
building
that
looks
like
building
positive
relationships
with
our
students
having
a
safe
school
environment.
This
universal
screener,
the
kim
just
talked
about
social,
emotional
learning
and
so
forth.
F
F
F
In
addition
to
us,
there
are
also
educators
that
are
supporting
with
this,
and
so,
if
we
look
at
the
first
bucket,
we
have
intervention
and
assessment
where
we
have
our
individual
meetings,
our
different
assessment
methods.
We
provide
psycho
education
to
our
students,
coping
skills
group
interventions-
those
are
some
examples:
family
and
community
involvement.
F
It's
really
important
for
us
and
it
is
a
priority
to
be
in
communication
with
the
families
of
the
students,
we're
serving
and
being
able
to
connect
them
with
services
within
the
community
and
then
social
emotional
learning,
overall,
is
the
integration
of
mental
health
into
sel
curriculum,
and
it
looks
maybe
a
little
different
at
the
different
schools
there's
advisory.
There
are
wind
blocks.
F
They
were
looking
to
promote
positive
school
climate,
social
and
emotional
learning,
mental
health
and
well-being
in
order
to
reduce
the
prevalence
and
the
severity
of
mental
health
illness,
and
there
are
multi-disciplinary
members
and
educators
on
this
team.
We
have
sel
leads
school,
counselors,
school
social
workers,
special
education
staff,
administrators
and
working
together
to
align
sort
of
a
district-wide
system
of
support
for
for
all
of
our
students
at
all
levels.
H
So
I
want
to
also
introduce
another
system
level
approach
that
we
are
have
employed
to
meet
the
needs
of
our
students.
Let's
go
through
a
model
called
trender's
cabinet
and
churches.
Cabinets
are
bodies
typically
composed
of
heads
of
government,
business,
non-profit
agencies
and
organizations
that
have
child
and
youth.
Serving
programs,
leaning,
focus
children's
cabinets,
meet
regularly
to
coordinate
services,
develop
a
common
set
of
outcomes,
collaborative
collaboratively,
decide
upon
and
implement
plans,
as
well
as
to
excuse
them
with
the
sole
focus
of
fostering
and
positively
impacting
the
well-being
of
young
people.
H
We
were
so
fortunate
to
organize
our
own
children's
cabinet
and
our
focus
is
to
improve
the
child
well-being
in
chelsea
by
strategic
collaboration
and
alignment
across
our
school
district
city,
government
and
community-based
organizations
within
the
5113
area.
So
let
me
take
back
on
the
second
step
and
say
that
these
three
areas
were
independently.
We
had
boston
college
professors
from
the
school
of
education
to
come
in
and
meet
with
and
survey.
H
I'll
say
that
our
north
star
is
to
increase
graduation
rates
two
more
things.
Let
me
also
say
that
the
children's
cabinet
is
a
authentic
and
strategic
alignment,
strategic
partnership
with
our
school
department
and
city
government.
It's
both
chaired
by
our
superintendent
as
well
as
our
city
manager
and
last.
I
want
to
say
that
children's
cabinet
is
a
network
across
the
continental
continental
u.s,
plus
canada,
and
we
here
in
chelsea
are
extremely
fortunate
to
be
a
part
of
the
local
children's
cabinet
network,
where
we
get
technical
assistance.
H
Each
subcommittee,
each
focus
of
mental
health
out
of
school
time
and
college
for
readiness
has
its
own
goals:
mental
health.
We
seek
to
improve
child
well-being
out
of
school
time,
increased
participation
of
children
and
youth
high
school
activities,
as
well
as
increase
and
broaden
post-secondary
pathways
for
students.
Let
me
say
once
again:
this
is
a
system
level
approach
for
these
three
areas
and
as
a
system-level
approach
to
addressing
mental
health
to
the
mental
health
needs
of
our
children,
particularly
for
the
mental
health
committee.
H
Let
me
highlight
that
the
mental
health
subcommittee.
We
are
authentic,
cross-sector
collaborators,
so
the
subcommittee
has
members
from
the
school
department.
The
city
community-based
organizations
such
as
north-south
mental
health,
healthy
chelsea
coalition
and
chelsea
community
connects
once
again,
we
are
true
cross-sector
system
level
approach
to
really
addressing
and
meeting
the
needs
of
our
students.
H
H
H
E
Thank
you.
Thank
you
for
such
a
great
presentation,
really
amazing,
all
the
findings
and
it
looked
like
it-
was
really
overdue,
as
we've
seen
that
you
know
it
is
not
only
with
the
curry,
but
children
that
have
been
moving
into
chelsea
have
come
with
trauma
from
other
countries,
and
you
know,
like
the
social
economic
impacts,
that
they
also
see
in
the
community
that
we
release.
E
So
this
is
such
a
great
presentation
that
you
made.
I
would
like
to
know,
since
there
is
other
collaborators
I
would
like
to
know
like
what
are
like
the
pieces
of
information
or
rather
resources
that
we
as
a
school
will
will
be
in
need
of
like
financially
so
that
we
can
start
advocating
for
that,
because
this
is.
E
This
is
amazing
if
we
can
get
implement
implemented
in
our
system
with
the
collaborators
that
you
put
there
and
and
more
to
come,
because
there
is
like
a
really
big
component
that
you
want
we're
gonna
need,
and
with
that
said
also
I
would
like
to
have.
A
copy
of
that
is
is
incredible
presentations.
It
was
overdue.
Thank
you.
B
Thank
you,
ms
altaro.
We
have.
We
have
sent
the
email
to
the
presentation
to
everyone,
so
everyone
on
school
committee
does
have
it
and
then,
as
far
as
resources,
we
continue
to
as
we
do
our
budget
right
now
we're
continuing
to
look
at
this
data
and
everything
that
we
use.
We
align
our
data
and
our
budget
to
our
what
what
the
needs
are.
B
So
if
the
needs
are
showing
us
that
we
have
a
lot
of
mental
health
needs,
then
our
budget
will
align
to
that
we're
fortunate
to
have
sr3
funding
and
soa
funding,
and
so
it
looks
like
an
area
that
we
still
need
to
continue
to
shore
up
we're
very
fortunate.
As
you
can
see
in
the
slideshow
the
many
staff
that
we
do
have
we've.
B
We
added
social
workers
this
year
we
added
school
counselors
this
year
and
we
still
are,
there
was
so
much
there's
so
much
need
as
a
result
already
to
begin
with,
as
ms
alfaro
said,
and
then
put
the
pandemic
on
top
of
that.
So
we
definitely
are
looking
at
that
right
now
and
in
terms
of
aligning
our
budget
with
our
needs
and
dr
jennings,
did
you
want
to
comment
on
that?
D
So
I
just
want
to
say,
and
like
dr
jennings,
I
don't
want
to
age,
miss
cronkite
or
miss
hoffer,
but
they
all
both
worked
with
my
children
and
my
baby
just
turned
21
on
monday,
so
yeah,
but
I'm
always
happy
to
see
you
guys
and
happy
that
you're
still
part
of
our
district,
and
you
have
been
here
for
so
long
and
given
so
much
to
our
students.
So
I
appreciate
that
also
I'm
very
happy
to
see
that
we
have
a
the
multi-chair
support
system
in
place
as
I'm
currently
working
on
one.
D
But
my
biggest
thing
is
again-
and
I
probably
bring
this
up.
A
lot
is
yes,
we
call
our
parents
and
we
tell
them,
but
I
feel
that
we
need
to
have
a
group
for
them.
Culturally,
we
don't
believe
in
depression.
We
don't
want
to
hear
it.
You
know
you
just
have
to
keep
working
and
doing
what
you're
doing
in
the
fall.
I
met
a
mom
of
a
senior
there
at
chelsea
high,
the
senior
does
ap
classes,
she's
been
doing
wonderful,
she's
on
track
to
graduate
a
lot
of
absences.
D
Mom
was
saying:
oh,
she
said
she's
depressed.
I
don't
believe
it
because
one
day,
she's
fine,
the
other
day
she's,
not,
I
said
that's
how
it
works.
You're,
not
gonna,
see
her
every
day.
Looking
sad,
I
said,
there's
good
and
bad
days
and
mom
just
didn't
want
to
hear
it,
and
I'm
here
just
trying
to
tell
her.
You
know,
keep
an
open
mind.
Talk
to
your
daughter.
I
said
it's
there.
You
have
an
ap
student
who's
on
track
to
graduate
and
now
you're,
seeing
things
that
are
not
normal
for
her.
D
D
Yes,
that
will
work,
but
there's
also
other
supports
there
for
the
families
and
most
of
the
time
I
find
that
the
parents
are
gone
through
trauma
themselves.
They
never
dealt
with
it.
So
this
is
how
they're
just
teaching
their
students,
but
I'm
happy
to
see
what's
in
place,
and
I
would
love
to
see
more
parent
support
groups.
You
know
every
quarter
or
so
just
something
to
to
bring
to
them.
I
don't
know
before
they
used
to
do
the
second
step
parent.
D
D
B
J
Thank
you,
dr
abeda,
so
I
will
humbly
try
to
fill
mr
lovato's
shoes
here,
just
a
couple
of
quick
slides
with
some
new
information.
The
first
one-
and
I
think
maybe
this
is
why
mr
lovato
is
not
here,
so
he
doesn't
have
to
share
this
bad
news.
He
did
warn
us
last
month
that
we
would
expect
some
drops
in
attendance
and
you'll
see
in
my
next
presentation
why
this
is
so
omicron
hit
our
students
pretty
hard
and
it
hit
our
staff
pretty
hard
late
december
first
couple
of
weeks
in
january.
J
So
you
can
definitely
some
see
some
dips
in
attendance
and
it
correlates
with
the
absences
and
the
cases
that
we
dealt
with.
We
did
have
far
more
cases
at
the
high
school
level
than
any
other
area
and
that,
as
you
can
see,
goes
right
along
with
the
attendance
we're
seeing
up
until
grade
8
you're,
seeing
percentages
in
the
80s
right
around
85
across
the
board,
and
then
once
you
hit
the
high
school
they
start
to
dip
under
under
80.,
so
we're
hoping
to
bounce
back.
J
K
Just
ask
a
question
before
we
move
on
to
the
next,
since
we're
already
at
the
attendance
I'm
just
curious:
is
there
a
way
of
calculating
like
a
covet,
adjusted
rate
right?
Because
we
know
that
a
lot
of
these
folks
were
missing
school?
It's
because
of
covid
right,
so
we
don't
necessarily
want
to
like.
I
guess
how
are
we
doing
with
the
folks
who
are
able
to
come
because
they're
they're
healthy.
J
Yeah,
so
the
answer
to
your
first
question
is
yes
and
terry
young.
Actually
I
worked
with
her
to
build
a
system
to
do
that.
So
when
we
have
a
covid
it's
tricky
because
we
can't
share
a
personal
identifiable
health
information
through
our
system,
so
we
have
a
code
that
basically
says
this
absence
is
related
to
covet,
but
we
haven't
used
that
to
pull
out.
So
it's
a
clever
idea
roberto
because
we
haven't
actually
used
that
to
pull
out
the
covert
related
absences
to
see
what
the
attendance
rate
is
aside
of
that.
K
Yeah,
I
know
that's
great
and
you
know
because,
as
we're
looking
for
you
know,
95
rate
we're
clearly
not
going
to
be
hitting
that
because
people
are
absent
but
they're
absent
for
a
good
reason
right.
So
I
I
would
love
to
you
know
just
make
sure
that
we,
you
know
if
we
have,
if
we
have
some
wins
there
in
that
we
are
able
to
to
have
the
folks
who
are
able
to
be
in
school
attending
school.
Then
you
know,
I
think.
J
Yeah
and
it's
a
tricky
year
because
you
know
when
there's
a
borderline
case,
where
often
you
know
kids
and
staff,
would
you
know
if
it's
sort
of
a
borderline
case
of
the
sniffles?
We
would
want
people
to
you
know
sort
of
plow
through
and
and
work
through
it,
but
we
are
advising
people
not
to
do
that
now.
J
J
Overall,
we
had
67
students
transfer
in
41
students
transfer
out
at
the
elementary
level.
The
biggest
difference
exists
where
we
had
twice
as
many
coming
in
as
out
and
also
at
the
high
school
we
had
26
in
and
11
00.,
and
so
that
pretty
much
concludes
the
updated
indicators
of
success.
Everything
else
there's
nothing
new
to
add,
based
on
the
measures.
J
Absolutely
so
this
is
some
good
news,
as
well
as
some
positive,
effective
changes.
So
we're
going
to
talk
about
three
things
here:
one
I'm
going
to
provide
an
overview
on
desi's
new
testing
options
and
they're
drastically
different,
but
there
are
some
still
some
similarities
as
to
what
we've
been
doing
I'll.
J
So
we
have
some
new
options
around
testing
in
our
school,
so
first
off
the
things
that
we're
going
to
continue
with
we've
been
having
a
system
for
symptomatic
testing,
meaning
if
someone
comes
on
campus
begins
to
exhibit
symptoms
as
long
as
they
have
consented
into
this
program,
they
can
take
a
rapid
test
at
the
health
office,
and
you
know
that
would
say
you
know.
If
it
comes
up
positive.
Obviously
the
adult
or
student
would
need
to
go
home
and
if
it's
negative,
they
can
remain
in
school.
J
We're
also
continuing
with
our
pooled
testing
program,
also
requiring
a
a
digital
consent.
So
you
know
we're
not
stopping
that
and
that's
the
program
where
people
can
submit
a
sample.
We
get
a
pcr
test
weekly
for
anyone
who's
interested
what's
new
is
we
are
now
beginning
weekly
at
home,
rapid
testing
for
anyone
who
opts
in
now.
This
is
different
than
providing
digital
consent
because
you're
taking
the
test
kit
home
and
doing
it
at
home,
it's
free
of
charge
to
any
student
or
staff
member
that
opts
in
it's
essentially
no
strings
attached.
J
So
all
you
have
to
do
is
say
you
know,
here's
here's,
my
my
name,
my
child's
name.
Yes,
I
would
like
my
child
to
participate
in
the
at-home
testing
and
then
what
happens
is
they
will
get
take-home
tests
sent
home
with
them
throughout
the
length
of
the
program
which
will
last
through
april
vacation
at
least
and
deci
may
continue
that
beyond
that
date,
so
they
are
providing
weekly
tests.
So
basically
you'll
get
a
box
which
has
two
tests.
You
know
you'll
use
one
each
week
prior
to
returning
to
school
after
a
weekend.
J
What
we're
discontinuing
as
a
result
of
this-
and
I
think
for
those
of
you
that
remember
last
time
we-
I
talked
a
little
bit
about
the
efficacy
of
contact
tracing
and
it
really
had
become
an
ineffective
practice,
and
I
have
that
little
image
down
at
the
bottom,
and
those
are
the
phrase
that
I've
heard
in
terms
of
contact
tracing
is
contact.
Tracing
during
omicron
is
like
chasing
a
bullet
train
with
the
bicycle.
J
It
just
doesn't
work,
you
can't
keep
up
with
it
and
it
ends
up.
You
know
taking
away
the
efforts
to
be
more
effective
with
dealing
with
symptomatic
cases,
which
is
what
we
really
need
to
be
doing,
and
so
what
will?
What
we're
doing
as
a
result
of
this
at
home,
rapid
testing
program
is,
we
will
be
discontinuing
individualized
contact
tracing,
which
means
if
we
have
a
positive
student
in
school,
that
student
will
go
home,
but
we
will
not
be
contact,
tracing
and
identifying
close
contacts
and
some
of
the
reasoning
for
that
most
close
contacts.
J
We
spend
all
this
time
identifying
who
they
are.
You
might
have
15
or
16
close
contacts,
the
majority
of
them
after
we've
looked
up
their
vaccination
status,
made
a
bunch
of
phone
calls
we
find
out.
Most
of
them
are
exempt
anyway,
and
then
the
ones
that
aren't
they
can
opt
in
to
a
test
and
stay
program.
But
98
of
those
people
end
up
being
negative
anyway,
so
we're
spending
hours
and
hours
and
hours
with
fruitless
efforts.
J
So
the
other
idea
is
the
likelihood
of
contact
off
of
campus
is
just
as
likely
as
on
campus,
actually
more
likely.
So
just
because
you
are
identified
as
a
close
contact
doesn't
mean
that
you
didn't
get
it
somewhere
else
as
well,
and
so
as
a
result
of
that,
if
we're
discontinuing
individualized
contact
tracing,
that's
where
we're
primarily
getting
our
test
and
stay
people.
So
we
won't
have
any
test
and
state
people,
so
the
test
and
state
program
would
be
discontinued
as
well.
J
So
we
are
pretty
excited
about
this,
because
essentially
every
one
of
our
staff
and
students
have
the
ability
to
get
free,
weekly,
rapid,
take-home
tests,
and
we
know
those
have
been
very
difficult
to
find
and
they're
also
not
not
very
inexpensive.
You
know
they
can
be
25
dollars
a
kit
in
most
stores
and
we're
able
to
provide
those
to
every
single
student
who
opts
in
so
with
that
the
participation
as
of
probably
yesterday
morning
we
had
836
of
our
staff
members
have
opted
in.
J
There
was
a
google
form
that
went
out
to
all
of
our
staff
and
all
of
our
families,
so
we
have
about
70
percent
opt-in.
Our
students
are
lagging
a
little
bit
behind
that
rate.
Right
now
we
had
1600.
Students
have
opted
in
thus
far,
which
were
only
around
26
percent,
but
our
our
principals
and
our
our
health
department
are
working
really
hard
to
push
this.
This
is
the
first
week
students
will
be
receiving
tests
actually
tomorrow
before
they
go
home,
so
we're
all
equipped
to
get
those
out
a
little
one.
J
J
I
do
want
to
pause
and
thank
michael
sullivan
for
all
of
his
work
with
the
communication
we
have
communicated
through
so
many
modalities
to
try
to
reach
as
many
people
as
we
can.
The
opt-in
form
is
really
simple.
The
links
are
here
in
front
of
you
and
for
anyone
listening
at
home,
who
wants
to
opt
in
give
your
school
a
call
and
say
hey,
I
want
to
opt
in
and
we
can
send
a
hard
copy
with
a
qr
code
and
a
hard
copy
of
the
form.
J
So
you
can
fill
it
out
with
a
pencil
and
paper
you
can
fill
it
out
with
your
phone.
However,
however,
is
easier
for
you,
but
just
give
your
school
a
call
and
they
will
make
sure
you
get
opted
in
and
all
they
really
need
is
your
name,
the
school.
You
attend
the
grade
level
and
you
basically
just
click
yes
to
agree
to
use
the
test
each
week
and
report
your
positive
case
to
the
school.
J
J
The
staff
has
had
a
more
drastic
jump.
Staff
is,
has
always
been
a
little
bit
ahead
of
the
trend
with
the
students
for
some
reason-
and
I
don't
know
why,
but
the
staff
has
dropped
faster
than
the
students,
so
that
leads
me
to
believe
that
we're
going
to
see
further
drops
with
students
moving
forward.
L
I
have
heard
from
some
of
them
whenever
it's
gonna
happen
again,
so
I
don't
know
if
there
was
another
clinic
going
to
happen
again
in
schools
and
stuff
like
that,
because
I
know
there's
some
students
that
missed
it
or
weren't
really
informed
about
it
and
because
it
was
too
quick
and
stuff
like
that.
So
I
just
wanted
to
ask
if
there
is
a
planning
on
future
clinics
at
the
schools.
J
J
J
We
do
have
really
high
vaccination
rates
at
the
high
school,
really
proud
of
our
kids,
but
the
ones
who
haven't,
I
would
say
I
think
we
did
80
kids
that
day
and
about
half
of
them
were
first
timers,
which
means
they
weren't
there
for
a
booster.
They
were
there
to
get
their
first,
very
first
vaccine.
So
to
answer
your
question:
absolutely
it
will
probably
be
happening
around
mid-march
because
we
have
february
break
coming
up
very
quickly
and
then,
when
we
come
back
it's
already
going
to
be
march.
J
I
think
we
have
two
weeks
left
before
break,
so
we
are
planning
on
arranging
some
in
march
and
what's
up
in
the
air,
see-
and
maybe
I
can
get
your
feedback
here-
it
was
a
challenge
to
do
it
during
the
school
day.
But
I
know
that
made
it
easier
for
some
kids,
but
it
does
take
kids
away
from
learning.
So
I'm
curious
what
your
take
is
on
whether
it
makes
more
sense
to
have
it
during
school
or
maybe
after
school.
L
J
K
I
just
wanted
to
quickly
just
say
you
know
I
it's
not
been
easy
to
have
to
change
from
one
method
to
another
to
another
to
another,
so
I
just
want
to
say
thank
you
for
all
the
work
that
you've
been
doing.
I
know
that
it's
been
a
lot
more
than
you
probably
ever
expected
to
do
when
you
signed
up
to
become
an
administrator
or
a
teacher.
K
J
B
We
do
have
a
wonderful
team
and
can
think
of
a
better
team
to
go
through
all
of
this
with
and
just
a
really
strong
team,
so
we're
we
take
it
as
it
comes
and
we're
like
we'll
just
get
through
this
and
that's
what
mr
the
lady
and
his
team
have
done,
and
this
entire
cabinet.
So
I'm
just
I'm
fortunate
to
work
with
the
people
that
I
work
with.
B
L
L
You
know
people
coming
to
the
high
school
because
you
know
sophomores
were
caught
their
freshman
year
because
online
learning
and
stuff
like
that,
so
I
take
sophomores
and
freshmen
as
both
freshmen,
just
because
you
know
it's
their
first
year
in
high
school
and
everything
like
that.
So
one
of
the
questions
we
asked
was
what's
working
well
in
your
classroom.
L
Clubs
on
everything
and
that
the
top
ideas
that
we
got
from
students
was
that
the
classroom
environment
was
really
great
and
they
felt
like
really
comfortable
and
they
just
felt
like
they
loved
the
creations
and
stuff
like
that.
So
it
was
really
positive.
Most
of
the
information
we
got
and
including
bridge
academy
students
were
also
participating
in
this,
which
makes
me
really
happy
to
see
all
the
feedback
in
spanish
and
everything
I
got
because
that's
what
we
were
trying
to
do
to
improve.
L
So
I'm
really
happy
with
that,
and
I
I'm
really
happy
to
say
just
because
I'm
a
former
esl
student,
I'm
happy
to
know
that
I
got
a
lot
of
feedback
from
students
that
are
learning
english,
that
they
said
that
they
are
have
been
really
comfortable
about
learning
english
in
the
school
and
they
were
actually
learning
english
and
everything
like
that.
And
you
know
their
teachers,
which
academy
teachers
are
actually
doing
anything
they
can
to
help
them.
L
So
that
really
made
my
heart
really
happy
because,
like
I
said,
I'm
a
former
esl
student,
so
I
know
the
struggle
that
is
to
come
to
a
new
country
with
new
people
with
a
new
language
and
with
a
thousand
of
different
things.
And
the
second
question
we
asked
was:
what
has
your
school
or
classroom
done
to
make?
You
feel
successful,
and
a
lot
of
them
were
saying
that
fur
grading
was
one
of
the
biggest
one
we
had.
L
L
L
That
was
culture.
Career
like
creates
safe
and
comfortable
learning
environment,
that
a
lot
of
teachers
have
been
really
understandable
about
all
their
students,
backgrounds,
cultures
and
you
know,
life
experiences,
and
these
relationships
are
critical,
as
students
are
able
to
see
their
teachers
not
only
as
an
authority
figure
but
as
a
human
who
respects
them
back.
Our
teachers
are
special
as
they
don't
have
used
their
authority
when
authority
is
used
to
help
students
rather
than
using
it
because
of
the
power
is
there
and
it
is
easy
to
build
this
strong
relationship.
L
M
Hello,
my
name
is
valeria
curtin.
I
am
a
senior
I'm
really
happy
that
we
were
able
to
do
this
survey
for
the
students,
because
we
were
able
to
get
responses
from
so
many
different
students,
which
is
what
we
need
to
present
to
you
all.
So,
a
question
that
we
asked
just
for
the
athletes
was:
do
you
think
the
school
provides
you
with
adequate
sport
facilities?
Equipments
many
athletes
spoke
about
wanting
better
equipment
in
uniforms.
One
student
said:
when
we
go
to
other
schools.
M
There
is
a
major
difference
between
their
weight
room
and
ours,
a
track
member
said
we
don't
always
have
spikes,
warm-ups,
etc.
Another
point
that
was
brought
up
by
the
athletes
was
there's
an
unfairness
between
the
different
sports,
for
example.
Some
believe
that
there
are
more
there
should
be
more
attention,
slash
funding
to
the
track
and
baseball
teams
as
much
as
most
of
the
attention
is
on
the
football
team,
in
other
words,
make
sure
that
the
budget
goes
towards
all
teams.
Equally,
not
one
over
the
other.
M
Next
question
was:
what
do
you?
What
would
you
like
to
see
improved
at
your
school?
We
had
three
main
points
for
this:
one,
the
first
one
being
crowded
hallway
situation
during
class
change.
There
are
a
few
hot
spots
where
the
hallways
are
very
crowded.
This
is
a
concern
since
covet
19
has
been
spreading
like
crazy.
The
next
point
is
more
staff,
specifically
counselors,
so
scheduling
meetings
isn't
as
difficult.
The
third
point
is
the
bathroom
situation.
M
M
Some
students
are
not
considering
the
backgrounds
of
the
words
that
they're
using
or
they're,
not
considering
the
people
around
them,
who
it
may
be
negatively
affecting.
With
that.
I
wanted
to
end
with
this
response
from
one
student
where
they
said
thanks
for
making
this
survey.
Hopefully
some
changes
happen
that
can
improve
this
school
and
its
students.
L
And
before
we
go
on,
I
just
wanted
to
acknowledge
that
I
know
dr
jennings
team
and
every
everyone
is
really
working
towards
fixing
a
lot
of
this
already,
because
we
have
shared
information
with
them
already,
because
you
know
they're
always
at
the
school.
So
we
are
really
glad
to
see
that
all
of
the
students
are
really
glad
to
see
that
a
lot
of
changes
are
happening
already.
L
So
I'm
really
happy
to
say
that
there
is
the
the
work
that
has
been
done
in
the
last
months
because
it
hasn't
been
in
the
whole
year.
It
started
like
some
if
I'm
correct
two
months
ago
or
three
months
ago,
we
have
seen
big
changes
and
we
are
really
glad
and
really
thankful.
This
is
happening
not
just
because
we're
seniors,
but
I'm
really
glad
this
is
going
to
help
the
future
generations
that
are
going
to
come
to
chelsea
public
schools.
D
I
just
want
to
commend
both
you
and
valerie,
and
the
amazing
work
you're
doing
and
reporting
to
us
right,
because
the
cabinet
team
could
come
and
report
to
us
of
the
work
that's
going
on.
But
what
is
most
meaningful
is
hearing
it
from
the
students
because,
if
we're
hearing
it
from
you
guys,
then
we
know
it's
happening
and
cecilia.
I
love
your
energy
and
that
you're
loving
everything
they're
doing
at
the
high
school.
D
Those
are
great
signs
and
I
hope
your
energy
is
contagious
to
the
other
students
and
everybody
feels
the
same
way
because
that's
how
the
change
will
be
and
thank
you
for
letting
us
know
that
at
such
a
short
time
period
they
are
changing
and
listening
to
the
student
voice.
You
know
it's
a
process,
it
takes
time,
but
I'm
glad
that
it's
already
going
in
the
right
direction.
So
thank
you
very
much
for
your
report.
Those
are
the
best
ones.
The
highlight
of
the
meeting
is
listening
to
you,
guys,
your
senior.
B
Okay,
this
is
our
personnel
report,
so
you
can
see
here
with
our
personnel
report
from
january
all
of
our
new
hires
again
we've
hired
70
percent
caucasian
15
hispanic
15
black
and
then
our
resignations.
We've
had
and
retirements
we've
had
three,
so
not
very
many
and
then
one
promotion
transfer
and
then,
as
far
as
inc
enrollment,
as
you
heard
from
mr
delaney
earlier
we're
holding
pretty
steady
at
6157
students,
which
is
pretty
steady.
So
I
would
like
to
commend
the
these
two.
D
Second,
thank
you,
mr
o'regan.
Okay,
we're
gonna
move
along
there's,
no
unfinished
business.
I
mean
you
could
pull
it
up
on
the
screen,
but
I'm
trying
to
also
see
it
on
my
end,
closer
okay,
you
know
keep
yours
up,
I'm
going
to
be
referencing
both
you
know.
I
need
glasses
now.
This
is
what
happens
after
doing
remote
work.
D
Okay,
so
we're
going
to
move
on
to
new
business
consideration
and
action
to
accept
104
million
600
104
650
for
fy22
from
the
department
of
elementary
and
education
secondary
education
for
the
american
rescue
plan,
homeless,
children
and
youth.
To
grant
this
grant
is
intended
to
ensure
that
students
who
are
homeless
enroll
in
and
attend
school
and
have
racially
equitable
and
culturally
responsive
opportunities
to
succeed.
D
The
funds
will
be
used
for
backpacks
filled
with
school
supplies
and
hygiene
supplies,
school
uniforms,
debit
cards
for
families
to
provide
needed
items
for
students
in
short-term
mental
health
services
for
students
in
need
of
additional
support.
So
under
mass
general
laws,
chapter
71,
section
37a,
provides
for
the
acceptance
of
grants
for
educational
purposes
only
with
the
approval
of
the
chelsea
school
committee.
Roll
call.
C
D
This
grant
is
intended
to
adapt,
expand
or
strengthen
systems
that
respond
to
the
social,
emotional
and
behavioral
health
needs
of
students
and
families.
The
funds
will
be
used
for
mental
health
services,
students
and
families,
including
group
counseling,
related
to
grief,
loss,
trauma,
anxiety
and
depression.
It
will
also
support
staff,
professional
development,
software
for
case
management
and
other
expenses
in
support
of
the
program
under
master
law.
Chapter
71,
section
37
a
provides
acceptance
of
grants
for
educational
purposes
only
with
the
approval
of
the
chelsea
school
committee,
roll
call.
C
Consideration
and
action
to
accept
a
hundred
thousand
dollars
from
the
department
of
edu
of
elementary
and
secondary
education
for
the
supporting
students,
social,
emotional
learning,
behavioral
and
mental
health
and
wellness
through
multi-tier
systems
of
support.
Scl,
a
mental
health
grant
miss
alfaro.
Yes,
mr
o'regan.
Yes,
mr
jimenez,
yes,
ms
velez,
yes,
we're
in
the
affirmative
and
three
when.
D
The
funds
will
be
divided
evenly
between
la
collaborativa
and
cps
and
will
be
paid
over
three
years
extending
to
november
thirtieth.
Twenty
twenty
four
la
colobarativa
will
offer
wraparound
supports
and
community
touch
points
for
high
school
students
participating
in
the
chelsea
virtual
learning
academy.
D
Cvla
will
use
the
funds
to
create
family
outreach
and
administrative
position,
statements
for
education,
specialists
after
school
programs
and
curriculum
work.
The
funds
will
be
will
also
be
used
for
professional
development
supplies
and
other
expenses
in
support
of
the
program
under
mass
general
laws.
Chapter
71,
section
37a,
provides
acceptance
of
grants
for
educational
purposes
only
with
the
approval
of
the
chelsea
school
committee.
Roll
call
please
consideration
before
we
do.
The
roll
call.
K
Mr,
I
just
want
to
just
wanted
to
ask
so
it
says
it's
a
subgrant
from
does
that
mean
that
was
the
one
that
proposed
the
grant
and
then
wrote
the
grant
and
then
or
how
can
you
just
explain
that
I
think
it's
the
first
time
that
we've
done
a
subgrant
since
I've
been
here?
I
just
want
to
make
sure
that
I
understand
it
sure.
B
So
the
lack
of
alcohol
and
chelsea
public
schools-
we
came
together
and
there
was
this
grant
opportunity
from
the
nellie
mae
foundation,
and
so
we
partnered
together
worked
on
the
grant
applied
for
the
grant
together.
So
when
nellie
may
funded,
the
grant,
one
of
us
had
to
be
the
receiver
of
the
funds,
and
so
that
collaborative
is
going
to
be
the
receiver
of
the
funds
and
then
funds
will
go
through
them
to
us.
But
we
we
worked
and
we
worked
together
on
the
grant
and
the
initial
grant
and
submitted
it
together
as
a
partnership.
C
Consideration
and
action
to
accept
three
hundred
thousand
dollars
from
the
nellie
mae
education
foundation
via
sub
grant
from
la
collaborativa
for
the
chelsea
virtual
learning
academy
for
s
school
year,
2021
to
2022.;
miss
alfaro;
yes,
mr
oregon.
Yes,
mr
jimenez,
yes,
mrs,
yes,
that's
four
in
the
affirmative
and
three
absent
four
in.
D
The
affirmative
three
apps
and
motion
passes
consideration
and
action
to
accept
two
private
grants
for
school
year.
2122
include
including
25
000
from
the
boston
foundation
for
the
chelsea
opportunity
academy
and
15
000
from
the
anna
b
stearns
charitable
foundation
for
the
intergenerational
literacy
program.
D
Funds
from
the
boston
foundation
will
be
used
to
support
the
work
to
credit
program
that
chelsea
opportunity
academy
is
developing,
and
funds
from
the
annaby
stearns
charitable
foundation
will
be
used
by
the
intergenerational
literacy
program
for
stipend
student
assistance
supplies
and
other
expenses
and
supports
of
the
program
under
mass
general
laws.
Chapter
71,
section
37a,
provides
for
the
acceptance
of
grants
for
educational
purposes
only
with
the
approval
of
the
chelsea
school
committee.
Roll
call
please.
C
Consideration
and
action
to
accept
two
private
grants
for
school
year,
2021
to
2022,
including
25,
000
from
the
boston
foundation
for
the
chelsea
opportunity,
academy
and
15
000
from
the
anna
b
stearns
charitable
foundation
for
the
intergenerational
literacy
program.
Miss
alfaro,
yes,
mr
rieger.
Yes,
mr
mr
jimenez,
yes,
miss
villas.
D
D
These
funds
have
been
provided
to
empower
schools
which
have
been
purchasing
target
gift
cards
for
25
that
chelsea
public
schools
can
award
to
students
with
perfect
attendance
under
mass
general
ross
chapter
71
section
37a
provides
the
acceptance
of
gifts
for
educational
purposes
only
with
the
approval
of
the
school
committee.
Roll
call.
C
Consideration
and
action
to
accept
a
gift
of
up
to
350
gift
certificates,
to
target
stores
at
twenty
five
dollars
per
gift
certificate
for
a
total
of
eight
thousand
seven
hundred
fifty
dollars
donated
by
the
wellington
management
foundation
and
empowers
schools
to
be
distributed
to
students
attending
upcoming
acceleration
academies
who
have
perfect
attendance.
Ms
alfaro,
yes,
mr
o'regan.
J
C
D
In
addition
to
the
professional
development
at
an
estimated
value
of
1
200.,
this
curriculum
will
be
a
key
component
of
a
new
after
school
activities
being
offered
to
students
in
grades
one
through
four
under
mass
general
laws.
Chapter
71
37a
provides
the
acceptance
of
any
gifts
for
educational
purposes
only
with
the
approval
of
the
school
committee.
Roll
call.
C
D
D
Acceleration
academies
will
take
place
this
year
during
the
february
and
april
school
vacation
weeks,
and
it
will
be
held
in
person
at
chelsea,
high
school
and
at
the
clark
middle
school
and
the
williams
middle
school
conference
and
the
mass
general
laws
chapter
71
provides
acceptance
of
grants
for
educational
purposes
only
when
approved
by
the
school
committee.
Roll
call.
C
D
D
C
Call
consideration
and
action
to
accept
a
gift
of
eleven
thousand
surgical
masks
and
four
thousand
kn
95
mask
with
an
estimated
value
of
13870
donated
by
anonymous
to
be
distributed
to
staff
and
students.
Ms
alfaro?
Yes,
mr
o'regan.
Yes,
mr
jimenez,
yes,
miss
villas.
Yes,
that's
four
in
the
affirmative
and
three
absent.
D
In
january,
the
city
of
chelsea
has
amended
its
living
wage
from
1485
to
1586,
an
unusually
large
one-year
increase.
That
was
not
anticipated
when
the
district
amended
hourly
rates
in
june
2021.
The
district
is
proposing
to
increase
the
hourly
rates
for
several
positions
in
response
to
this
change.
In
addition,
this
action
will
increase
the
upper
end
of
the
pay
for
the
translator
interpreter
position
in
the
hopes
to
attract
more
candidates,
roll.
C
Call
consideration
and
action
to
amend
the
non-bargaining
salary
and
wage
schedules
for
2021
to
2022
for
specified
hourly
positions
to
comply
with
the
city
of
chelsea's
living
wage
ordinance,
ms
alfaro?
Yes,
mr
o'regan.
Yes,
mr
jimenez,
yes,
ms
velez,
yes,
let's
foreign,
the
affirmative
and
three
absent
when.
D
The
affirmative
three
absent
motion
passes
consideration
and
action
to
approve
a
homeschooling
petition
for
chelsea
family.
The
curriculum
and
instruction
subcommittee
has
reviewed
the
proposals
and
has
determined
that
the
petition
has
met
the
requirements
of
the
chelsea
public
schools,
homeschooling
policy.
All
homeschooling
petitions
must
be
approved
by
the
chelsea
school
committee,
roll
home.