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From YouTube: School Committee Sub Committee of 4-8-21
Description
City of Chelsea, Chelsea Public School, via Zoom
A
B
So
I
believe
that
the
reason
we
were
hoping
to
discuss
this
today
was
sort
of
in
response
to
the
public
comment
that
happened
last
meeting,
so
just
for
anybody
who
wasn't
there.
Two
students
came
and
spoke
at
public
comment,
both
female
students
who
were
talking
about
how
they
would
hope
for
some
aspect
of
consent
to
be
talked
about
in
health
curriculum.
B
Others
can
fill
me
in,
but
I
asked
you
know,
invited
amanda
here,
because
amanda
knows
the
health
curriculum
in
and
out,
and
she
said
that
we
have
revamped
it
recently,
so
I'm
gonna
let
her
speak
to
it,
but
the
idea
that
the
students
were
speaking
about
you
know
sexual
harassment,
cat
calling
those
kind
of
things
and
how
they
were
hoping
that
in
the
health
curriculum
it
could
be
talk
to
consent
could
be
talked
about,
and
privacy
and
space
and
those
kinds
of
things
so
amanda.
Can
you
just
speak
to
that.
C
Yeah
absolutely
so
we
now
have
one.
We
have
a
couple
curriculums
that
we
piece
together,
but
the
big
one
that
we
use
is
called
get
real
and
actually
the
training
for
that
the
teachers
have
to
first
go
to
a
three-day
training
called
the
cornerstone
training,
and
that's
it's
not
even
about
the
curriculum.
It's
just
learning
about
like
everything
that
would
have
to
do
with
health,
and
then
they
have
another
intense
two-day
training
about
the
curriculum
itself.
So
this
isn't
just
a
curriculum
that
we
found.
This
is
evidence-based.
C
We
did
find
it
through
where
we
were
given
grant
money,
and
this
is
how
we
found
it,
and-
and
I
like
to
say
that
our
curriculum
is
broken
up.
This
this
curriculum
is
about
is
about
sex
and
everything
leading
up
to
it
relationships
and
then
the
other
piece
of
the
curriculum.
The
other
big
piece
is
about
drugs,
so
kind
of
how
how
the
two
main
pieces
are
broken
up.
C
But
when
we
talk
about
the
get
real
curriculum,
you
know
it's
not
it's
not
just
about
sex,
it's
about
the
building
relationships
and
and
consent,
and
that
is
a
big
piece
of
the
curriculum.
It's
and
I
I
say,
unfortunately,
we
do
have
a
sign
off
on
it
and
if
parents
opt
out
of
it,
they're
not
just
opting
out
of
what
is
sex
they're,
opting
out
of
all
of
the
pieces
that
build
up
to
that.
So
the
relationship
pieces,
the
decision-making
pieces
so.
B
C
C
D
C
I
can
send
you
guys
what
I'll
put
in
the
link
here
is
information
on
the
curriculum
and
if
anyone
is
interested,
I
do
have
hard
copies
of
it.
They
don't
have
electronic
version
of
it.
We
we
picked
this
one
compared
to
the
other
one,
because
we
knew
that
a
spanish
version
was
coming
and
a
spanish
version
is
out
now
they're
on
the
second
edition,
so
we
have
purchased
the
second
edition.
We've
purchased,
the
spanish
version
and
the
teachers
really
seem
to
like
this.
C
E
C
F
C
Yeah
again
and
if
anyone's
interested
in
the
actual
curriculum,
I
do
have
it.
If
you
want
to
see
it,
I
have
workbooks.
If
you
want
to
see
what
the
student
workbooks
look
like,
that
would
be
easier
for
me
to
send
out,
but
just
let
me
know
what
you
guys
want
to
see.
I
have
it
all
in
the
office
and
happy
to
share
it
with
you
guys.
D
A
C
A
B
E
C
Yeah
so
next
year
we
are
going
to
have
a
dedicated
health
teacher
at
the
high
school,
which
is
going
to
be
I'm
not
going
to
lie
it's
going
to
be
better
than
it
has
been
in
the
last
few
years.
These
last
two
years
it
was
a
combined
health
and
pe
class,
so
you're
kind
of
trying
to
jam
everything
into
a
quarter
and
that
doesn't
really
work
they're,
both
requirements
for
graduation,
so
we
had
to
get
them
both
in
and
we
didn't
have
a
dedicated
health
teacher.
G
Yeah,
I
think
that
was
my
next
question.
It
was
like
you
know.
Is
there
the
students
that
showed
up?
You
know
I
didn't
I
didn't
grab
note.
I
do
remember
the
comment,
but
I
don't
remember
you
know
if
they
were
freshmen,
sophomore,
juniors
or
seniors,
so
that
might
be
part
of
it,
and
I
I
just
wonder
you
know
what
what
other
spaces
are
there?
You
know
I'm
thinking
immediately
of
you
know.
How
can
we
support
you
know,
and
this
is
this
probably
not
the
conversation
for
right
now,
but
is
it
like?
G
Maybe
is
it
something
that
the
students
can
and
dr,
albeit
I
don't
know
if
you
have
suggestions
or
guidance
on
what's
appropriate
here
in
terms
of
responding
to
the
students
that
attended,
but
just
wondering
like
a
response
with
an
email
like
here's,
the
curriculum,
here's
where
this
is-
and
you
know,
is
this
something
that
the
students
can
access
if
they
wanted
to.
If
there's
like
a
student
club
or
is
there
like,
you
know
another
space
for
students
outside
of
you
know
receiving
the
class?
G
If
that's
something
that
they
desire,
you
know,
and
is
that
something
that
maybe
you
know
the
student
student,
I
don't
know
some
students
would
want
to
sort
of
self-organize
around
with
support.
I
just
you
know,
aside
from
the
actual
class
you
know
and
just
having
the
space
and
for
those
discussions.
C
E
I
I
know
for
a
fact
that
the
students
that
did
come
or
from
the
youth
commission-
and
so
we
can
share
that
information
with
them
and
they're
the
youth
commission,
students
they're
pretty
they're
leaders
in
their
own
right,
and
so
they
also
have
reached
out
to
to
brandon
and
so
brandon.
You
know
brad
brandon
and
he
told
them
to
come
to
us
and
to
school
committee.
So
we
can
make
sure
we
communicate
with
them.
C
G
C
You
know
yeah
and
it
was
it
was
definitely
it.
I
won't
lie.
It's
been
a
struggle
these
past
few
years
trying
to
fit
everything
in
at
the
high
school
it
was.
The
health
position
was,
was
a
budget
cut
from
two
years
ago,
so
we're
hoping
that
we'll
be
able
to
recoup
some
of
our
losses
and
kids
will
be
able
to
take
a
full
health
class
and
not
just
pe
pe
with
health.
A
A
E
H
C
C
H
H
One
is
a
teacher,
can
identify
a
need
and
there
is
actually
a
process
that
I'll
put
in
the
chat
there.
A
teacher
can
I
identify
a
need
of
a
course
that
maybe
could
or
should
be
offered
that
I'm
gonna
walk
through
a
couple
different
things
so
feel
free
feel
free
to
kind
of
like
stop
me
at
the
end
or
if
you
have
questions
so,
if
a
teacher
says
okay,
I
think
we
have
a
need
for
this
course.
H
For
example,
when
I
taught
holocaust,
I
noticed
that
students
were
very
interested
in
other
genocides
that
were
taking
place
outside
of
of
nazi
germany,
so
I
proposed
a
course
on
comparative
genocide.
I
submitted
that
to
my
lead
teacher,
who
then
would
vet
it
through
this
this
process,
where
I
actually
had
to
develop.
You
know
a
an
action
plan
based
on
this
and
I'll
share
an
example
of
one
for
next
year.
So
it
goes
to
the
lead
teacher.
H
H
Another
great
example
of
once
again
when
I
was
a
history
league
teacher,
we
had
some
courses
that
were
really
not
enrolling
too
well,
so
we
surveyed
students-
and
we
said:
okay,
we
have
these
courses,
would
you
take
them
and
what
other
courses
would
you
like
to
see?
So
through
that
process
of
student
voice,
we
were
able
to
drop
some
of
our
electives
that
had
very
low
student
interest
and
add
other
electives
that
had
higher
student
interest
and
it
resulted
in
what
we
have
today,
which
is
like
ap
world
and
latin
american
studies
and
adam
goodstone.
H
The
current
history
lead
is
actually
working
with
asmabana
right
now,
one
of
our
she's,
a
junior
one
of
our
students
to
actually
resurvey
the
student
body
to
say,
okay,
what
courses
you
know
we
want
to
keep
our
curriculum
fresh,
so
there's
a
few
different
ways
that
it
can
make
it
to
the
administrative
team
to
vet.
So
as
a
team
as
administrative
team,
we
sit
with
these
course
requests
I'll
be
honest.
Last
year
we
only
got
a
couple
because
of
you
know
covid,
and
this
year
we
won't.
H
We've
only
have
a
few
and
those
are
primarily
grant
funded.
So
that's
another
way
or
grant
attacks.
I
shouldn't
say:
grant
funded
grant
attached
where
and-
and
sarah
can
probably
speak
better
to
this-
where
courses
that
are
in
the
innovation
pathway,
for
example,
that
we
will
need
to
offer
those
courses
are
also
proposed.
H
So,
as
an
administrative
team,
we
say:
okay,
what
courses
do
we
think
really
meets
our
needs
of
the
school
and
if
we've
done
our
work
right
and
sarah,
if
you
want,
I
can
drop
a
link
to
the
a
course
in
the
chat
if
they,
if
they
followed
the
right
process,
you
know
we're
just
kind
of
saying.
Yes,
these
meet
the
needs
of
of
our
of
our
student
body,
so
that
then
the
course
ends
up
in
the
in
the
course
catalog
in
in
the
chat.
H
Sorry,
if
you
don't
mind,
sharing
is
an
example
of
a
course
that
is
proposed
for
for
next
year.
So
once-
and
you
know
it's
important
to
note
that
we
really,
we
really
focus
on
making
sure
that
these
courses
are
standards
based.
Okay,
when
when
some
teachers
come
up
with
electives
that
they
want
to
teach
us
because
they
like
teaching
it.
But
we
want
to
make
sure
that
it's
in
line
with
with
the
standards
that
are
whatever
for
whatever
subject
that,
whether
it's
ela
math
history,
science.
H
We
want
to
make
sure
that
there's
standards
based,
but
that
doesn't
necessarily
mean
that
the
course
will
run.
So
we
we
have
our
course
catalog,
which
I
meant
to
have
ready
to
go,
but
I
did
not
it's
on
our
chelsea
public
schools
website
and
chelsea
high
school
website,
so
we
have
our
course
catalog.
H
H
So
it's
a
tough
balancing
act
for
us-
and
I
was
talking
with
the
science
league
today
about
what
electives
we
want
to
have
available
in
our
course
catalog,
because
we
want
to
make
sure
that
we
are
meeting
the
student
needs,
but
also
you
know,
driving
towards
our
vision
of
a
graduate
and
making
sure
that
our
students
are
prepared
for
the
for
the
world,
awaits
them
outside
of
high
school.
So
that's
kind
of
an
overview
of
the
process.
B
H
Life's
licensure
is
important,
so
I
I'll
give
a
good
example
of
this
a
few
years
ago.
Our
psychology
teacher
left
and
psychology
is
not
something
that
you
can
easily
find
an
educator
for,
and
we
were
interviewing.
We
couldn't
find
a
psychology
teacher
and
it
didn't
make
sense
to
run
that
we
ran
that
class
that
following
year,
but
after
that,
it
didn't
make
sense
to
run
that
class,
because
we
couldn't
find
an
educator
to
to
teach
that.
B
But
we
also
do
educate
educators.
You
know
we
do
like.
So
if
they've
got
the
right
certification,
but
it's
not
their
expertise,
we
do
offer,
you
know
they
can
go,
take
a
course
over
the
summer
or
they
can
go
to
a
conference
or
those
kinds
of
things.
So
we
do
prepare,
especially
for
ap
courses
that
they've
never
taught
before
we
send
them
to
summer
institutes.
Actually
this
summer,
I
believe,
isn't
physics,
one
of
my
teachers
going
to
teach
chemistry
or
something
what
what
is
it.
B
Yeah,
so
he's
gonna
go
this
summer
to
a
two-week
institute
that
will
pay
for
the
institute
for
him
to
be
prepared
in
order
to
teach
that
course
he's
certified,
but
he
has
never
taught
it
before
and
and
needs
needs
support
in
getting
ap
ready
to
go.
So
we
just
wanted
to
like
let
you
know
those
procedures
and
how
that
works.
Any
questions
from
mark
on
how
it
all
works.
A
Yeah,
I
just
want
to
say
that
that's
really
helpful
to
like
understand
that
process,
and
I
think
that
you
know,
as
I
have
been
you
know,
proposing
this
advisory
committee.
I'm
kind
of
I've
been
thinking
about
it
as
like
kind
of
the
step
that
we
take
before
we
even
think
about
proposing
something
right.
A
So
I
think
it's,
I
think
what
I
what
I
envision
with
this
committee,
is
essentially
doing
that
work
beforehand,
right
like
and
essentially
using
the
the
school
committee
as
like,
a
way
to
engage
people
in
the
community
on
what
this
is,
why
it's
helpful
and
then
from
there
building
something
like
a
proposal
to
go
through
this
process
that
you
just
explained.
Does
that
make
sense.
H
E
Yeah
yeah,
my
understanding
is
it
wouldn't
be
for
this
this
coming
school
year
and
then
okay,
so
I
I
I
know,
sarah,
I'm
I'm
glad
you
know
the
the
process
is.
I
guess
that's
good
clarification
roberto,
because
I
was
trying
to
figure
out
how
this
committee
would
come
into
play
and
I
wasn't
sure
so.
This
is
a
pre-planning
to
see
if
it's
just
kind
of
just
kind
of
like
here's,
what
we're
doing
and
then
preparing
the
pokemon.
A
Yeah
the
way
that
I
see
it,
it's
like
the
first
step
that
we
have
to
do
before.
We
even
think
about
having
a
class
is
like
getting
the
community
to
know
what
this
is
and
why
it's
good
right
and
like
like
the
benefits
that
I
could
potentially
offer
and
then
from
there
seeing
who
is
interested
is
there
interest
in
the
community
and
then
the
third
thing
is:
do
we
have
the
resources
within
our
schools
to
actually
make
it
happen
right
like
do
we
have
educators?
Who
might
you
know,
have
the
license?
A
We
don't
have
the
license
right
like
what
are
what
are
the
things
that
we
might
need
and
then,
from
there
we
kind
of
make
a
proposal
on
how
we
would
get
there
with.
I
think
the
ultimate
idea,
the
idea
being
that
I
wouldn't
want
to
like,
come
up
with
something
that
then
kind
of
dies
out
in
a
couple
of
years.
You
know
I
wha.
What
I
would
like
to
see
is
something
that
is
no
more.
A
You
know
like,
like
one
of
the
one
of
the
ones
that
you
mentioned,
that
consistently
has
400
500
kids,
you
know
so
so
I
I
was
in
a
presentation
with
some
of
the
folks
from
from
holyoke
public
schools
and
one
of
the
things
that
they
mentioned.
Let
me
see
if
I
have
it
here,
it's
they
had,
I
think,
and
they're
like
roughly
the
same
size
as
us,
and
they
had
430
high
school
students
taking
ethnic
studies
and
about
350
middle
school
students
taking
it
right.
H
Yeah,
I
think
student,
you
know,
student
interest
is
the
driving
factor.
You
know
a
few
years
ago
someone
had
a
great
idea
of
like
we
should
offer
a
leadership
course,
because
our
students
need
that,
particularly
our
student
leaders
and
that
course
quietly
died,
because
the
students,
the
students
that
were
in
that
course
were
forced
into
that
course
for
the
most
part,
not
all
of
them,
and
that's
that
that
organic
student
interest
just
wasn't
there
so
that
I,
I
think
you
know
trying
to
build.
That
is
the
best
way
to
keep
it
sustainable.
B
Similarly,
there
may
or
may
not
be
budget
implications
so,
for
example,
that
financial
literacy
course
that
we've
been
you
know
you
saw
last
time
and
mark
used
randomly.
As
an
example
was
you
know,
we
have
a
new
math
teacher
coming
on
board,
but
we
know
we
can
handle
at
least
one
period
of
financial
literacy,
because
we
have
that
new
position
right.
So
there
also
could
be
budgeting
implications.
A
Got
it
got
it
and
like,
for
example,
you
know
if
we
wanted
to
do
something
like
this,
we
could,
as
we're
looking
for
say
like
a
new
history
teacher
or
a
new
social
studies.
Teacher
just
make
sure
that
they
are
somebody
who
is
you
know
has
has
done
work
in
ethnic
studies
or
something
like
that
and
got
it
okay.
That
makes
sense.
A
E
So
roberto,
I'm
thinking
of
making
sure
that
we
don't
duplicate
our
efforts,
because
we
also
have
a
team
for
the
equity
audit
that
is
forming,
and
I'm
wondering
if
this
would
be
part
could
be
like
something
that
that
team,
like
you
can
talk
about
a
group
and
it
is
repre-
has
a
community
members
and
a
lot
of
school
people
from
the
school
department
on
there.
But
it's
it's
for
the
equity
task
force,
but
because
this
kind
of
falls
under
equity
too.
E
E
Idea
yeah,
so
I'm
just
wondering
because
part
of
the
equity
work
that
we're
doing
is
that
and
one
of
I'm
preparing
a
strategic
plan
for
the
next
five
years
is
that
we
have
rigorous
and
culturally
relevant
instruction
for
all
students,
that's
a
pillar,
and
so
that
comes
under
equity,
and
so
I'm
wondering
if
we
can
somehow
align
and
make
it
coherent
into
the
equity
vision
as
well,
so
that
we
were
not
like
doing
and
like
piece.
You
know
what
I'm
saying.
So
it's
a
lie.
I'm
trying
to
make
it
coherent.
E
G
Yeah
I
I
actually-
and
I
know
those
questions
being
posted
roberto,
but
I
think
as
us
as
having
this
discussion
as
a
whole
group
today,
I
really.
I
really
think
that
there's
benefits
to
this
equity
task
force
and
the
work
that
you
know
the
district
is
doing
on
that.
I
see
it
as
a
parallel
and
sort
of
like,
in
addition
to,
because
I
think
when
we
discussed
creation
of
the
committee
there
was,
you
know
some
some
thoughts
about
like
having
aaron
sit
on
this
committee,
because.
G
And,
and,
and
also
like,
how
does
that
inform
like
what
the
committee
is
doing
or
the
conversations
information
sharing
and
vice
versa?
I
feel
like
it
adds
more
capacity
to
that
into
the
efforts,
and
I
think
there
would
be
alignment
you
know
regardless,
which
is
actually
something
I
think
we're
all.
G
About
yeah
yeah
definitely-
and
I
and
I
think
again
back
to
you-
know
adding
capacity
I
think
in
support,
so
there's
additional
information
sharing
and
there's
ways
to
really
just
have
spaces
in
which
we're
all
sort
of
highlighting
the
importance
of
this,
but
also
like
all
the
extreme
benefits
you
know
and
all
the
different
sort
of
like
that,
hitting
that
checklist
right
like
meeting
all
these
different
goals
in
all
these
different
ways.
This
particular
committee
is
about
ethnic
studies,
curriculum
right
and
opening
up
and
starting
that
process.
G
I
feel,
like
the
equity
task
force,
has
other
things
sort
of
on
there
to
do
so.
I
think
this
is
just
gonna
like
amplify,
what's
happening
there
and
then
by
having
aaron
sitting
on
boaz,
it's
just
like
a,
I
think,
more
of
an
integration
of
like
how
we're
expanding
upon
that's
that
broader
strategic
vision.
You
know
yeah.
E
So
you
have
yeah,
so
you
have
the
strategic
goal
of
rigorous
and
culturally
relevant
instruction,
and
then
you
have
all
these
initiatives
that
hang
and
one
of
those
it
falls
into.
This
is
part
of
making
one
of
the
goals
of
the
new
strategic
plan
that
I
will
be
presenting
soon
is
that
our
students
see
themselves
in
the
curriculum
that
we
have,
and
so
this
course
falls
into
that
actually
is
a
it's:
it's
it's
a
beautiful
fit
because
kids
will
see
themselves
in
the
curriculum
in
this
course.
E
So
so
it
does
align
perfectly
my
my
point
of
just
trying
to
marry.
The
two
is
that
our
resources
and
our
time
we're
so
limited
and
often
times
we're
gonna
call
we're
gonna
call,
probably
on
many
of
the
same
people,
and
so
you
so
that's
that's
part
part
of
my
trying
to
be
efficient
with
time
and
resources.
G
Yeah-
and
I
I
hear
that
I
hear
that,
and
I
and
I
I
think
it's
something
to
be
mindful
about
you
know,
especially
I'm
a
stickler
for
like
effective
meetings
and
strong
agendas,
and
you
know,
but
you
know
hopefully
we
can.
We
can
hold
that
you
know
we
can
hold
that
responsibility
and
sort
of
that
commitment
with
you
almi.
You
know
to
to
hopefully
have
this
committee
just
really
honor
the
time
and
that
we
have
like
really
good
working
right
like
meetings
or
whoever
gets
selected
right.
G
A
A
Yeah
and
to
go
off,
I
I'm
kind
of
I'm
I'm
trying
to
figure
out
like
because
my
my
concern
with
that
is
that,
like
how
do
we
make
sure
that
this
doesn't
get
lost
among
the
many
things
that
the
equity
task
force
is
going
to
be
looking
at?
And
I
I
wonder
you
know
just
listening
to
what
you're
saying
around
tapping
people
for
a
lot
of
time
right.
A
I
would
probably
still
be
having
conversations
with
people
in
the
community
about
this
anyway,
and
I'm
trying
to
figure
out
what
the
best
way
to
make
sure
that
there's
like
communication,
like
two-way
communication
between
you,
know
the
people
that
I
that
I
engage
with
on
on
this
topic
and
the
district
right,
so
that
it's
not
just
like
you
know
kind
of
some
people
going
off
on
the
side
and,
like
you
know,
talking
about
stuff,
instead
of
actually
having
conversations
with
the
district.
So
I'm
just
kind
of
curious
on
like
yeah.
A
How
do
we
kind
of
make
sure
that
it
it
can
be
its
own
topic?
That's
that's
discussed
as
like
a
as
a
separate
thing.
That's
not
quite
yet
part
of
the
district,
because,
because
we
haven't
actually
done
anything
about
it,
but
also
like
making
sure
that
we're
not
overtapping
people,
I'm
curious
and
also
on
kind
of.
In
addition
to
that,
I,
I
guess
I'm
not
sure
what
the
role
of
the
school
committee
and
our
members
is
within
that
equity
task
force
right.
E
D
Dr
jennings,
and
I
we
have
a
team,
we're
so
excited
to
get
going.
We
have
more
information
coming.
We
know
that
school
committee
members
are
eager
to
hear
more
about
it.
We
are
working
on
that
on
communication
and
talking
points.
So
all
I
ask
is
for
patients
and
the
communication
and
transparency
will
come
and
and
ways
for
school
committee
members
to
be
involved
will
also
be
shared
and
so
so
yeah.
I
just
wanted
to
provide
that
little
detail
if
that's
helpful.
F
E
Yeah
so
well
I,
this
is
what
I'm
thinking,
so
this
falls
right
in
line
with
our
strategic
plan
beautifully.
It's
it's
really.
It's
gonna
meet
one
of
our
goals
and
making
sure
that
our
students
see
themselves
in
the
coursework,
and
maybe
you
have
separate
people,
then
that
are
not
already
taxed
out
and
you
different
people,
and
I
would
prefer
it
to
be
school-based
people
too,
because
the
school
school
is
the
are
the
people
that
have
to
actually
implement
the
coursework.
E
I
mean
with
a
school
committee
and
even
superintendent,
what
kind
of
advisory
we're
not
the
ones
having
to
teach
and
having
to
actually
plan
the
curriculum
that
happens
at
the
school
level.
So
I
would
want
to
make
us
the
committee
to
be
more
of
an
advisory
committee.
I'm
not
sure
you
know
what
the
process
is
like.
What
like
what
this
committee
will
be
doing.
As
far
as
I
mean
convincing
the
public
that
we
need
to
have
this
course
when
it's.
E
It's
truly
is
part
of
our
it's
part
of
the
work
of
equity,
but
I
I
would
suggest
that
we
try
to
really
focus
it
on
the
people
who
are
actually
going
to
be
implementing
and
and
not
make
it
so
that
the
same
people
doing
some
of
the
other
work.
Because
I
my
fear,
is
that
there's
a
lot
there
could
be
a
lot
of
duplication.
G
Yeah-
and
I
I
I
think,
one
of
the
things
that
I'll
use
the
eye
here,
you
know
I
can't
speak
for
anybody
else's
experience,
but
you
know,
I
think
one
of
the
biggest
things
that
is
important
to
me
is
community
engagement
and
how
we're
engaging
you
know:
families,
parents
and
students
around
these.
These
topics-
and
I
think,
that's
well.
I
totally
totally
100
percent.
I'm
hearing
you
about
like
implementation,
which
is
you
know,
the
the
role
of
the
schools
right
in
administration
and
central
office
in
your
leadership.
You
know
almighty.
G
I
certainly,
I
think,
that's
part
of
what
you
know.
Roberto
was
trying
to
do
with
the
suggestion
of
the
creation
of
a
committee
like
this,
where
there
would
be
different
representatives
in
that,
and
I
think
he
even
named
it
like
you
know,
an
advisory
you
know
serving
as
an
advisory
function,
understanding
that
this
is
just
like
to
start
the
discussion
to
start
the
process
of
like
actually
assessing
you
know.
G
Where
are
we
as
a
district
in
our
readiness
to
implement
something
like
this,
and
then
you
know
being
that
you
know
the
superintendent
would
be
the
person
appointing.
You
know.
Members
to
this
committee
and
then
having
school
chair
those
in
this
case.
You
know
you
know
kelly,
appointing
members
of
the
school
committee
and
I
think
there
was
two
parents
or
something
like
that.
G
You
know
whether
that's
the
the
formation,
I
think,
with
the
intent
that
there's
different
voices
that
are
part
of
this
community
right
that
can
be
part
of
shaping
and
being
part
of
the
vision,
but
there's
such
so
many
steps
right
after
that
that
I
think
you
know
any.
I
think
we
can
all
safely
say
like
it's
not
like
we're
all
gonna
come
to
the
drawing
board
and
say
this
is
what
we
want
and
that's
it.
I
think
it's
like
you
know
having
the
space
to
really
talk
about
this
and
understand.
G
G
We
have
experienced
budget
cuts
to
the
point
where
you
know,
students
were
like.
I
was
supposed
to
take
english
in
the
second
year
and
I
couldn't,
and
it
was
kind
of
you
know
or
completely
things
switch
around,
so
I
feel
like
in
this
case
we
can
be
part
of
like
holding
that
conversation,
and
you
know
really
shaping
the
sort
of
like
being
helpful
in
that
part
of
that
process
of
shaping
that
vision
together.
G
We
could
work.
You
know
with
something
you
know
that's
proposed
or
something
like
that.
I
think
it
even
helps
that
process
because
then
folks
have
been
part
of
it
from
the
beginning,
as
opposed
to
being
like.
We
can't
do
this,
we
can
do
this,
and
this
is
what
we're
gonna
do
it
just.
I
just
think
it
brings
people
in
it
brings
people
in
in
a
different
way.
F
Go
ahead,
I
want
to
thank
the
superintendent
and
her
staff
to
get
the
ball
rolling
on
this.
If
they
they
do
have
a
committee.
Maybe
one
of
these
can
sit
on
the
committee,
but
I
think
she's
doing
an
ample
job
of
getting
the
ball
rolling
on
this.
So
we,
as
members
of
the
school
committee,
can
put
our
four
cents
in
when
we
want
to,
and
if
you
want
to
be
on
the
committee,
I'm
sure
she'll
be
glad
to
have
when
he's
on
the
committee.
G
F
G
Yeah
rosemary,
I
think
the
process
is
that
the
superintendent
so
roberto
proposed
this
to
have
a
creation
of
a
committee
where
the
chair
of
our
school
committee,
as
in
ms
garcia,
would
appoint
school
committee
members.
The
superintendent
would
appoint
members
to
this
committee
and
that
it
would
serve
as
an
advisory
for
the
process.
This
would
it
be
like
this
is
not
a
school.
This
is
not
like
a
chelsea
public
schools
task
force
or
you
know
any
other
force
or
committee.
This
is
coming
from
us
as
a
school
committee.
G
A
So
all
those
things
now
yeah,
so
I
guess
just
I
guess
going
back
to
what
will
be
coming
out
of
the
equity
audit.
So
I
guess
I
could.
Could
I
get
some
someone?
So
could
we
get
some
additional
clarification?
So
it's
the
idea
that,
from
that
equity
audit
we
will
have
different
working
groups
working
on
different.
D
E
E
E
That's
that's
what
this
conversation
is
about.
It's
not
the
actual
course,
because
I
think
it's
I
I'm
like.
Let's
start
it
tomorrow,
that's
not
it!
You
don't
have
to
convince
me
of
this
or
anybody
and
this
zoom.
What
we're
trying
to
figure
out
is
the
actual
process,
because
it's
different
than
what
we
use
does
that.
E
G
A
You
know,
organizations
directly,
you
know
direct
service
to
to
community
right.
So
so
I
think,
like
that,
that
connection
to
the
community,
which
is,
I
think,
the
role
that
the
school
committee
you
know
plays
right
is
that
connection
to
the
people
in
the
in
the
city
as
well.
Right,
not
not
the
only
one
right,
but
but
one
of
one.
D
G
I
want
to
make
sure
that
yeah,
so
I
think
sorry-
and
even
even
looking
at
mr
martin
knows
when
he,
when
I
looked
at
that
doc
in
terms
of
protocol
and
processing
steps,
to
add
a
course
I
mean.
Could
it
be
almy
that,
like
yeah,
that
that
we
would
use
that
or
we
could
be
still
following
that
protocol
when
the
time
comes
to
introduce
it?
I
think
what
I
how
I've
understood
it
and
correct
me
from
wrong.
G
You
know,
but
how
about
how
I've
understood
it
is
that
this
was
to
create
a
committee
in
which
we
could
have
the
space
to
talk
about
it
further
to
do
a
little
more
research.
I
remember
there
were
still
questions,
sorry
little
ones.
In
fact,
there
are
some
questions
about.
You
know
all
the
things
that
we're
talking
about
right,
like
if
it's
budgetary
there's
budget
situations
in
terms
of
preparation,
I
remember
miss
garcia,
was
saying
from
the
beginning
teachers
being
prepared.
You
know
and
obviously
sarah's
sharing
that
today
again
too.
A
H
All
right
so
so
I
think
you
know
part
of
it
might
be
a
part
of
whatever
may
come
out
of
school
committee.
Maybe
we
want
to
ensure
that
we
have
a
a
clear
line
or
communication
with
the
curriculum
that's
happening
in
the
high
school,
because
some
of
what
you're,
you're
talking
about
roberto
is
tied
to
the
new
civics
project.
That's
going
to
be
launched
and
we
talk
about
the
community
engagement.
H
You
know
that's
at
the
heart
of
the
new
civics
program
that
that
deci
has
launched
that
you
know
coveted
interrupted,
so
we'll
want
to
make
sure
that
we're
in
alignment
as
as
as
much
as
possible-
and
you
know
the
the
the
ethnic
studies
course
I
mean.
I
think
that's
right
up
our
alley
and
you
know
so
like
how
we
can
work
together
is
is
kind
of.
H
I
think
that
you
know
you
can
have
a
committee,
but
I
don't
want
you
to
waste
your
time
or
energy
when
it's
like
everybody's
already
on
board
in
certain
areas.
So
I
I
think
just
having
some
sort
of
connection,
whether
that's
you
know
a
I
I
don't
know
someone
from
someone
from
our
school
to
be
there
or
sarah
may
have
a
better
idea
of
like
what
level,
but
I
think,
like
you
know,
because
you're
you're
talking
about
a
lot
of
like
justifying
a
lot
that
we've
already,
we
know
we're
ready
to
go.
B
But
I
think,
as
omi
was
saying,
having
the
building-based
people
involved
is
so
crucial
and
that,
like
what
department
is
this
in
what
standards
is
this
aligned
to
right?
So
if
you
look
at
the
protocol,
that
mark
said
you
know,
there's
there
needs
to
be
need,
interest
and
alignment
right
so
figuring
that
out,
I
would
leave
you
know
to
the
ex
the
curriculum
experts
at
the
school
too
yeah.
A
Okay,
so
I
guess
like
maybe
the
idea
that
I
have
in
my
head
now
is
running
it
through
this
and
then,
if
we
need
something
more
specific
to
roll
out
ethnic
studies,
specifically
after
we've
had
conversations
right,
then
maybe
we
can
revisit
this
idea
in
the
future
and
think
through
about
maybe
a
group
that
could
be
you
know,
kind
of
more
specific,
around
implementation
and
like
long-term,
long-term
sustainability
of
ethnic
studies.
I
I
guess,
if
we're
not
going
to
move
forward
with
the
committee,
I
just
want
to
be
just
like.
A
A
I
I
I
don't
want
to
be
involved
in
things
directly
with
like
administration
right
because,
like
I
know
that
that
is
different
right,
which
is
why
I
I
I
initially
considered
this,
as
you
know,
following
this
path,
instead
of
the
the
traditional
way
right,
because
I
I
am
not
a
staff
of
the
school
that
therefore
I
don't
want
to
be
kind
of
pushing
things
that
way,
because
then
I'd
be
stepping
on
a
thousand
people's
toes,
but
you
know
as
long
as
we
can
be
involved
in
that
way.
You
know
through
that
process.
E
H
We
knew
there
was
a
strong
interest
in
latin
american
studies
and
that's
why
we
brought
that
course
on
and
we're
actually
looking
at,
like
maybe
a
part
b,
and
also
teaching
that
course
in
spanish,
not
just
having
the
english
version
of
that
in
the
future.
So
that's
something
that
adam
and
I
can
certainly
discuss.
Yes,
yeah.
G
A
Yeah,
so
I
think
the
idea
right
now
is
we'll
kind
of
table.
The
committee
will
work
within
the
the
like
equity
audit
and
the
what
I
assume
will
be
a
working
group
from
there.
I'm
not
sure
if
this
working
group
that
that
mark
just
mentioned
is
would
kind
of
be
within
that
equity
audit
framework
or,
if
we
might
be
separate,
don't
know
but
but
essentially
bring
together
folks
in
the
high
school
to
have
a
conversation
around
this
and
we
can
kind
of
see
from
there
how
it
would
move
forward.
A
I,
the
idea
of
like
latin
american
studies-
I
think
I
think
is
it
would
be
especially
if
we're
thinking
about
doing
like
a
part
b
to
that
course.
I
think
it
could
be
really
interesting
to
look
at
it
from
an
ethnic
studies
perspective
and,
and
maybe
as
we're
thinking
about
who
might
who
might
be
leading.
That
course-
and
you
know
the
curriculum
for
that-
making
sure
that
they're,
you
know
trained
in
like
ethnic
studies.
You
know
pedagogy
and
that
kind
of
thing
yeah.
A
I
I
would
love
to
to
to
have
more
conversations
with
folks
around
that.
So
I
think,
maybe
yeah
we
can
put
that
work,
that
working
group
together
in
the
high
school
and
then
kind
of
make
it
available
to
any
school
committee
members
that
want
to
attend
as
well.
In
case
you
know,
marisol.
If
you
want
to
be
involved
as
well.
G
While
I
know
that
the
school
committee
represents
the
community
parents
and
families
like
that's,
that's
amazing,
right,
like
to
have
the
school
committee
be
more
involved
with
that,
but
I
in
communication
space
intentional
space
made
for
for
these
conversations,
but
you
know
just
senior
I
even
added
in
the
chat
that
you
know:
students
and
parents
that
would
benefit
from
this
and
from
what
I've
learned.
You
know
briefly
about
ethnic
studies
and
the
powerful
way
that
I've
seen
people
respond
to
this.
That
goes
beyond
just
the
curriculum,
as
you've
shared
roberto.
G
D
G
Right
so
it's
it's
broader,
and
so
I
would
just
say
that
if
there
is
going
to
be
a
change
of
a
structure
that
you
know,
maybe
some
thought
goes
into
that
that
it's
you
know
listed
out
or
written
out
for
us
as
opposed
to
just
like
waiting.
You
know,
I
don't
mean
to
sit
about
right.
I'm
saying,
like
another
invitation
for
a
conversation
I
would.
G
I
would
want
us
to
have
structure
and
commitment
like
this
is
what
that's
going
to
look
like,
because
I
think
what
gave
me
a
lot
of
joy
was
that
the
superintendent
would
be
able
to
point
people,
and
I
automatically
assume
that
you
know-
and
I
don't
mean
to
assume
but
like
you
know,
that
almighty
would
be
like
okay.
This
would
be
the
the
folks
appropriate
whether
it's
mr
martin,
oh
and
mr
martin,
oh,
can
have
a
conversation
and
figure
out.
Okay,
I
can
you
know
this.
G
You
know
setting
some
time
aside
that
again
that
we're
bringing
people
along
from
the
very
beginning
that
there's
a
structure
that
there's
clarity
around
that
in
terms
of
the
commitment
in
the
timeline,
because
that's
part
of
the
process
here,
the
outcome
is
to
have
ethnic
studies
in
curriculum,
but
the
process
is
actually
where
I
think
a
lot
of
this
excitement
is
coming
from.
So
I
just
would.
I
wouldn't
want
us
to
just
completely
dive
in
without
having
clarity
around
structure,
and
you
know
what
what
that
space
could
be
and
also
like.
G
What
does
that
mean
for
parents,
you
know
and
what
parents
could
be
involved
in.
You
know.
I
don't
know
if
we
have
the
time
to
go
any
further
on
this
today,
but
maybe
something
to
bring
up
with
another.
If
it's
a
follow-up
in
the
subcommittee,
you
know,
could
we
come
back
to
this?
You
know
schedule
the
next
subcommittee
meeting
and
have
some
form
of
structure
in
place.
You
know
and
give
folks
time.
I
don't
know
that's
up
to
you
guys.
I
just
don't.
G
A
A
You
know
for
it
being
an
easier
place
for
it
to
be
implemented.
I
think
that
this
you
know
it
can.
It
can
definitely
be
something
that,
as
long
as
we
can
ensure
that
the
process
that
we're
doing
within
you
know
that
this
working
group
involves
students
and
involves
parents
and
involves
educators,
right
and
admin
and
everybody
everybody
needs
to
be
involved
right
as
long
as
as
long
as
that
process
does
that
I,
I
think
it's
okay
and.
E
Some
people
have
really
dived
in
and
some
champions
and
I
think
mark
you
could
probably
put
a
nice
committee
together
to
work
on
this
and
to
get
word
out
and
to
work
with
roberto
and
any
other
school
committee
and
just
kind
of
because
roberto
has
I
like
people
who
he'd
like
to
bring
in
to
share
about
the
curriculum
or
share
about
their
experience
and
doing
this
and
other
districts
and
stuff
like
that,
so
that
you
could.
We
could
do
that
and
then
engage
families.
H
H
I'm
just
just
want
to
put
that
in
the
back
of
our
mind
as
we
think
of
other
courses
that
I
mean,
because
we
have
changes
that
happen
to
our
course
catalog
every
single
year-
and
you
know
this
one
may
be
different
as
an
outlier
and
more
significant
in
a
lot
of
ways
which
is
cool,
and
I
think
it's
awesome
for
our
school.
So
I
just
wanted
people
to
know
that
that's
not
business
as
usual.
It
can
be,
but
it
would
be
a
little
more
challenging.
H
A
Yeah-
and
I
think
I
think
that
the
nature
of
the
the
discipline
is
is
what
makes
it
like
require
more
engagement
with
all
the
different
populations
like.
I
would
not
expect
us
to
be
doing
this
if
we
were,
you
know
just
bringing
french
or
something
like
that.
You
know
like
I.
I
do
not
expect
you
to
do
this
for
every
course
I
just
just
you
know.
I
know
that
something
that
people
in
multiple
cities
have
told
me
that
is
really
important
for
the
long-term
sustainability.
A
F
E
E
G
This
is
why
I'm
sort
of
I'm
not
being
a
fickler
at
all
here
on
this,
but
just
being
like,
I
want
to
make
sure
that
right
we
we
do
it
as
best
as
we
can
from
the
very
beginning,
so
that
it's
small
sailing
going
forward
as
best
as
possible
and
and
and
keeping
the
considerations
on
me
of
staffing
and
all
that
other
stuff,
of
course,
and
also
gratitude.
Mr
martino,
that
I
also
I
always
get
nervous
about
like
setting
precedence
right
like
that.
We
did
this
this
time
you
know.
Does
it?
G
Is
this
the
expectation
that
now
every
time
there's
of
course
proposal
right
that
we
have
to
do
this,
so
I
just
wanna,
I
wanna
be
mindful
about
that
too.
You
know
and
take
that
seriously,
but
I
again
I
just
I
and
maybe
almy,
like
you
just
said
right
like
if
the
working
group
kicks
off
and
then
like,
we
can
have
some
sort
of
community.
G
You
know,
engage
families
around
it.
You
know,
or
maybe
even
honestly
roberto
knows
this
we've
talked
about
this-
the
movie
that
they
have
around
it,
maybe
doing
a
family
movie
night
and
having
a
movie
night
about
it.
You
know
and
the
impacts
that
it's
had
in
other
places.
You
know
so
there's
there
is
create.
There
are
creative
ways
to
engage
that
might
not
just
be
strictly
through.
G
You
know
what
would
have
been
the
formation
of
a
committee
on
this
for
sure,
but
I,
if,
if
you
guys
remember
anything
of
this
call,
it's
like
if
there's
something
around
community
engagement,
I
want
to
know-
and
I
want
to
be
part
of
that-
and
I
want
to
be
helpful,
making
sure
that
you
know
we
do
the
best
we
can
on
that
on
that
front.
So
a
lot
of
gratitude
for
for
what
everybody
shared
tonight.
You
know
about
about
this.
A
Yeah
and
just
want
to
point
out
when
I
just
just
mentioned
in
the
chat
that
that
is
hard
with
covid.
I
agree.
The
event
that
we
did
was
actually
during
the
the
event
that
marisol
keeps
referring
to
about
the
movie
watching
it
was
actually
done
virtually
during
the
pandemic.
It
was
really
great.
The
movie
was
streamed
to
people
through
a
zoom,
and
then
there
was
a
panel
of
folks.
It
was
really
really
well
done
by
boston
folks,
and
I
think
something
like
that
could
be.
A
E
A
A
A
H
I
would
ask
that
if
you
have
any
like
curriculum,
that
you
have
preconceived
that
you
share
that
with
me
before
monday
adam
and
I
meet
with
tamara,
who
is
our
humanities
coordinator
on
mondays,
and
I
just
asked
him
to
add
it
to
our
agenda
for
for
monday.
So
if
there's
anything,
that's
already
out
there,
because
when
these
things
happen,
you
know
your
your
interpretation
of
ethnic
studies
is
different
than
in
educators
and
then
it's
like
what
are
we
doing
right
so
yeah,
whatever
you
have,
would
be
helpful
for
us
to
get
started.
E
B
A
D
A
A
E
A
E
And
then,
and
then
we,
what
we
can
do
roberto
too,
is
update
school
committee
on
the
progress
of
this
like
so
definitely
so.
The
world
like,
like
the
people
watching
facebook,
can
hear
about
it
too.
That's
why
I
like
to
use
our
presentation
time
to
get
critical
information
out,
so
we
can
do
that
too.
A
Definitely
all
right
sounds
good,
and
actually
I
remember
the
one
thing
that
I
that
I
wanted
to
say
about
the
the
curriculum.
A
lot
of
districts
will
end
up
kind
of
what
they've
done
in
boston,
in
particular,
is
they've
essentially
had
to
create
their
own
curriculum,
because
there's
not
a
whole
lot
of
like
curriculum,
but
I'll.
A
Actually,
one
thing
that
they
do
have
is
a
a
circle
of
teachers
and
educators
who
who
are
welcome
to
any
any
teacher
from
any
district
that
wants
to
join
them,
they're
more
than
welcome
to
to
join
in
like
the
professional
development
stuff,
but
I'll
ask
them
if
they
have
actual
curriculum
that
they
can
share
with
us,
which
I
think
they
should
be
able
to
share.
So
I
will
share
that
with
mark
anyway.
That
said,
motion
to
adjourn
has
been
made
and
seconded
seeing
no
discussion.