 So, just to make it easy, because Excel or Google Sheets counts numbers really well, if I thought that one of those statements related to vision or related to culture or like how a school district might go about executing an idea, I put a one in that column. So that then that makes it easy for us to sort and say, let's let's let's get everything to the top that we think relates to values, all those statements, and then we can, I can quickly do that in the spreadsheet or anybody else can. And then we can say, okay, within those, which ones, you know, transparency is coming on really strong. So which ones, which statements sort of support that there a lot. And then, you know, I think that one of the things I've been thinking about is, as we make this accessible to the public or to the board, that we making it accessible and digestible is important. Right. So, let's pick a few statements from the public that seem representative of other sentiments. We're also hearing on the topic of transparency. And then we can, we can highlight those and if we feel confident that those are representative, that's something that the community, you know, if you participated, you're looking for your voice being represented, that may not be your quote, but if it feels like similar to the sentiment you express, you want to feel that you're being heard. If you're the school board, and you're wondering, what do they mean by transparency, and we have five statements that are examples, that can be helpful, right. So that's the, that's, there are a couple of things I'm trying to do with the free answer stuff. Hi, Cal. Hi, Nancy. And hi, Orca Media. I hope. Can, Elliot, can you sort of be in charge of this and it doesn't have to face me when I'm talking, but maybe give them a view of who's here. Like just turning around. Like the production manager. Now they just got dizzy and seasick. You got to slow down. Slow. Slow. Slow. Slow. Slow. Slow. Slow. Slow. Super slow. Slow. Slow. Slow. Slow. Slow. Slow. Slow Seung. Newly. Slow. Slow. Slow. So the beauty of free answer stuff is people say compose their own thoughts and shows it. Right. And so you get this. It's instead of being prescripted and with time using all the words on be chose to use the words. Beautiful. The difficulty is, if you're trying to make something meaningful out of this you end Okay, what is this statement relate to how many statements are related to that or in the data that Joe has open. So, can you go to. Yeah, you scroll down. So one of the things I did below the separating sort of the general population from Roxbury or non college or whatever. And we each one of this is different you're welcome to grab one, but they're not not everybody has the same thing. So I just, I arbitrarily chose some keywords like support for real because we're seeing real world real life a lot for health or access or love or safe or food. So safe because of the way it's spelled. And because of the way I code it can also be safety or safely or right so it can be, it'll catch all those, and then looking through the data in the, in the survey responses including the stuff that I've been coded, looking only at the free answer areas, I asked it to look for, okay how many instances of safe came up in any of the, you know, any of the responses. And so support was the top of this other words I chose support and then real and then health and then access and then love and then safe. And there's kind of a big drop off to food connection outdoor, and then choice responsibility nature leadership accountability consequences. So, I'm just going to call that out for a second. Remember we've talked about the comments we're getting publicly about sort of around behavior, right. And so I chose those three words because I thought it'd be interesting to see, you know, I've noticed that that's coming up. We've talked about how it's coming up in different ways. Right, some, some of it seems to be sort of consequences and some of it seems to be bullets, let's inquire about why this is happening. I think we should be interested in what are the comments revealing about, you know, am I right that that's binary. What are the comments revealing about those sentiments, and we're, that's an area where I don't expect us to have a conclusion, because I do think it's split. I think we need to then deliver to the school board and extension the community to say, hey, this is a, this is a place where people in different spots. Right. And we, but it came up organically. People mentioned this in their free response. Tonight, you know, part of what I said last week was that I would want us to check for fidelity right and I are the sorting choices that I'm making resonating with you all. I think you're not all up yet, but I'll just distribute around because the structure is shared. That top, those top categories, yeah, taking pass and then. So that's okay. Oh, good. Hey, Mel. So those categories, right, one is vision and one is values. Sometimes, you know, vision is not necessarily expressed that often. And you'll see that this in some of the ones that are actually marked, some of the ones that just passed out are not marked, but vision values are categories does the statement relate to vision and values. And then I wrote the title how or delivery, as opposed to using the word execution, but it's, there's lots of community input on how they think we should go about doing education. And I'm identifying that because this is the kind of stuff that if you're Libby or Joe or Nick, and you're the one who's actually doing the thing about how to do education and delivering on a vision and values. So I'm not necessarily the community shop to figure that out. But I wanted to note which of those statements are relevant to those areas. Some of the stuff is details like, you know, we want interesting something to matter or we want history, right, history is a specific detail of a study area. So culture and experience. There's a lot of talk about some of the student experience. And then the rest of those words are categories that we talked about last week. Access support choice safety. Because what we identified last week was that the appetite in this group is to have a concise vision statement, and then acknowledge that it's more complex than that by what I was calling buckets but we'll probably I'll focus on this or something like that. So that, so that the board and the community and the administration understand what was meant by these by the vision statement. You know if we talk about, let's see, we talk about student choice. I mean, well, according to what we're hearing it means student choice in academic classes student choice and project based learning student choice in, you know, lots of lots of different things right so we want to be able to gather that these statements as evidence that supports our findings. All right, I'm going to shut up. So when you put down finally is have a one under a category. I have no idea. Yeah, I have no idea. Whether that was one person or 25. This is each one of these is a unique comment one person. So there's some, you know, like when I was explained like Yeah, good question. And how many there's a lot of specific to be going into even the ranking. So, is there, do you have any rules of thumb for numbers of categories of comment within it. It's a longer comment fits in more categories or Not necessarily that, but it can cover some of them can cover multiple things. Some of them are and You'll see there somewhere left blank because I'm kind of stuck for And we I think this is an area where the perfect need not be the enemy to good. We if you read through These I mean these comments are I find them fascinating. Right. I could read this stuff all day. It's really great to see. I think it's a really great survey of our community. So what I'm hoping for from us is that we all read enough to feel like, okay, got it. I understand this landscape. Now I can go back to the top of this particular list and Sort and the discipline pieces to is to You know, somebody says It should be taught more history or US history. You know, is that a is that a vision for the future of our district, or is that a little bit more specific. Right. You could argue that that points to vision. We need to be connected to our history. Right. So how much are we going to extrapolate And use this to drive our big narrative and how much are we going to say history is a detail. Maybe within a bigger category. Right. If somebody talks about You know what what the kids need to thrive and they say Teachers who show love. Right. So that's At least culture. So like I would mark that as culture. Right. You want to be in a culture, a small culture where The love you're seeing. That might to me rank in the vision category or the values category. That's kind of a big Climate piece. Right. So those of you, you have some that are actually marked up You know So you could read through No, I would like to take 10 or 15 minutes And for those, you know, Nick has one that's marked up, which you can trade off or not And just check like, okay, Nathan's Nathan's mark these release partially Is he on the same way you see marketing the same way I would So that's the first one is fidelity. And then the other part is sort of Workgroup where, you know, if you're wet or Elliott or Emory They're not those are not coded at all. And those ones probably say You know, survey free response one so the free response one is Thinking back on my experience of education. I wish blah, blah, blah. That's the first question we had Survey response three is after Graduates should be known for that that Preloaded menu and there was tell us more. So that's Elliott's got responses that are Free answer after that question. Number five. Number five, which is after Drive with the students need to drive in our District So partly I didn't I'm okay to sort of give you the code to that But what was interesting to me is that If you think about the way people survey Some people really wanted to tell us what they're thinking. And so you get early on you get stuff responding early on much broader than Nathan's like just tell us about the brand tells about the vision right and they're just like And then you realize, oh, you know, this their answer also contains things that are relevant to these other problems they run. And so I'm finding that I care a little. I'm not attaching a whole lot of Leaks to which prompts generated this response. It's generally a free response about Education and experience in the district. One more thing, please academics content versus addict academics pedagogy pedagogy instructional choices, not Material you're learning to me pedagogy is sort of How, you know, are we doing in Montessori? Yeah, yeah, sort of like what's the what's the DNA as opposed to the expression Expression DNA is like we teach history, we teach science to teach science in the forest to teach science and I'm going to talk to now for a minute. So would you like to go through these that are not Yeah, so partly to me the value of that is you all get even if it's just 15 minutes, sort of what I'm living in. And the more the more sort of tactile your relationship is to this, the more Informed Us generating statements for the community will be So This came this great question. This came up a bunch with especially students Engagement in school in the elementary or comments like Essentially, I don't even know my way around the school or I would like to meet the teachers before I show up or So a lot of it to me started Something I haven't Even understood to be a category for marketing So I created the orientation navigation, but I do think it's expansive because it's also Right. Well, yes, it is and but the other thing that's coming up a lot is Everything from wait is everything at the school or you do towards college admission That's a lot of people lots of students saying that And it's on the dots as well. So I think you can sort of take that also Yes, right so that I have poorly chosen that anything you're saying that Those kind of questions like college path or other paths is not orientation I think you could put it in there. We're not, you know, what's the worst that happens is it ends up Representing that bucket and maybe another at the end of the day. It definitely is talking about pathway through school I mean Yeah, I was struck by that I was going to ask you one question. I'm still confused about the boxes Do I put it in there? Maybe you want to put it in there? Yeah, so I'm just going to put it in there Just to make sure Which should just be well enough Oh, that's a nice one I was going to go talk to They have the stuff Well, can you hear me? So did you hear a bunch of that spiel? Yeah, yeah Yeah, I've just been clicking through the attachments you sent You're not a little confused on one thing. Yeah, go ahead. Um, so like when I go to the 2020 feedback and I look and it says Focus on students and then it has a one near vision. What does that pertain to? So my The focus on students is a statement from, you know, a student or a community member or somebody like that And I'm marking a one which because I am I'm expressing that I think that statement relates to vision, right? I see So if we're if we're trying to write a vision statement or compose a number of sort of core attributes of our vision for education Would would definitely relate to that. That's a sentiment we're hearing, right? So it's what box it would go under when we, you know, we give, you know, things to the school board We can say that positive energy for teachers and peers goes under, you know Delivery and culture Exactly. Certainly culture. Exactly. So and obviously a statement can represent, you know, can speak to multiple categories So partly, especially the because you you and Mel are looking at the The ones, you know, the tabs that say like MHS faculty or You know fifth grade Harper, right? Those are ones where I've at least partially categorized some of those statements. So partly Test like hey is Nathan is Nathan categorizing things the same way that I would And feel free to, you know, mark them up or comment or anything you want or just immerse yourself in it and sort of think through that like, okay You know, are the anything from are these categories useful in this process to You know, how would I code this or that? I see. Yeah. Okay. I get it. I get it Hi, Mel. How you doing? Good. So so the other Attachment the district wide vision survey MRPS working data spreadsheet That's not not all these comments are like cross referenced like these are these are different open-ended comments Those are different open-ended comments. What's happening with these? These are fascinating Wait, are you talking about the thinking about my own schools in time or which one are you looking at? Um, the one um, yeah, yeah, yeah, that one exactly that yeah that that spreadsheet that open-ended Yep, like I went to the school in the 40s and 50s one. Yeah So that's the That whole spreadsheet is all Online or other other responses to the survey that we sent right some of them are like one-off Paper responses to one question that we used at the high school or that we used at a public gathering or whatever and I typed those in Right in sort of the appropriate categories some of them are you know Somebody took 20 minutes to fill this thing out and they wrote, you know, they wrote two paragraphs, right and they I agree Mel I mean, I think it's I think it's riveting And so, you know partly what I'm asking is let's just like let's just immerse in this a little bit and hear What what our community saying Um, and I don't know if you heard me earlier, you know, one of the things that I realized is that because Because of because the online survey especially was sequential So you would open it up you'd answer the question about your past education You do a multiple choice one and then you'd have another free answer You might have just jumped in and that first free answer and like said everything said much of what you wanted to say So which arguably relates better to categories later on the survey But who cares and so I'm not attaching a ton of weight to this was you know this free answer was a response to the branding vision question Because the free answers could be related to lots of lots of various so you know the there are roughly 180 free answer responses per thing on the survey and there are you know seven or so Free answer slots. So we're talking 1400 free answer responses. Uh-huh. Yeah, that's a lot But it's fascinating and so one of the things I've handed out to the group is I printed out essentially those responses against the grid That you see in the other spreadsheet which has the sort of vision values, you know that question about the sort of tick boxes of Which category does this relate to I don't know if we'll ultimately sort of categorize every single thing but partly what I'm interested in is ultimately what do we What do we present to the board? How do we give this back to the community? And I think one way to do it is to say okay in the category of How we deliver academics or safety or health or wellness right in the category of wellness these like 60 comments all related to that category You may not want to read all 60 so we've chosen five that we think are really right. I think that's I mean that's that's what like a Quality of research paper would do in content analysis is give you like the quotes that that illustrate The point. Yep. Exactly. I like that because this way because I think that without the actual quotes There's just so much nuance lost like when I looked at the The like pre-prepared with the charts and the graphs and like so just it's I found myself Saying well, you know really only 50% of the community thinks that we should respect one another that's interesting But it's really that it's in the context of that you were asked to choose five amongst all the things you're not saying that the other things are not important So I just like that almost sends Not the message of the people who intended it Right. Yep. You got it so And then now if you in the the one that's from the survey, there's a tab called The survey snapshot Such as a PDF There's a tab called Data digest so this is in one of the Excel sheets Do you see that got it yep data digest yep So data digest has in the left few columns Left few columns that has the response of everybody in the survey right so the master 279 responses of those a 4% want, you know, think the most important thing about vision is the ability to think and reason well And then I broke out in other columns. What do people When we separate only folks responding from Roxbury or when we separate only folks who don't have a bachelor's degree or master's degree right or only folks who are solar solo caregivers and you see those yellow highlighted cells there. Yep. So the yellow highlighted cells for example in Roxbury Roxbury respondents value Living values and living by an internal ethic or code much more highly like by six or seven points than the sort of general respondents and creativity. They also value more highly right so, you know, not sure how meaningful that is but but you get to Under values in the same two columns You get from Roxbury from the general population you get transparency scoring quite highly right 55% think that that's the most important value. Roxbury respondents put that at 43% and they think respect is the highest the most important value at 68% so I think that's interesting right. So that's that's what I'm sort of in the soup on right now. Yeah, I mean are you doing like statistical analysis like comparing means and like T test or like just to see like are we just saying like well that number is 7 percentage points different without really knowing if we have the sample size to really make those kinds of comparisons. The short answer is no I'm not a statistician but the second answer is if you look in the in the group that's BIPOC folks are the people the number of folks who responded to the really easy to sort things in the survey who identifies BIPOC is like six. So those percentages are really different, but that's not meaningful because that's not a good sample set. Right, right, right. And then I, I think it was in the other spreadsheet but they're something had caught my eye about 14 Roxbury response but now on on this view on data digest. That's not necessarily what happened like whatever I looked at that was just that one question that there were more than 14 total Roxbury respondents right. Yeah, you might have seen on the demographic stuff I think 15% of respondents to the online survey were Roxbury folks and right that's a hard number of like 48 or 50 or something like that. So it's a percentage, not not a number. Okay. And so is that like for and so that's not just people who live in Roxbury that's people who are attending Roxbury elementary school. Yes, although those are the I mean I only that and I would imagine that like there's people who live in Roxbury whose kids go to the middle school or or mhs. So that that subgroup I only sorted by what they reported as their town of residence, their kind of residents. Okay, so we can also sort, we can also do a category of we only want respondents who have a kid in the middle school. What are what are parents of middle schoolers or caregivers or middle school students think right. I haven't done that yet. Yeah, yeah. Yeah, I'm just I I just wonder if we got enough I mean like I did we really get enough rock I just worry about Roxbury, like the people who live in Roxbury I just, I, I worry that since there are not a whole lot of Roxbury participants I just worry about the perceptions of the community about feeling like I mean, because the tension that's there already I just want to make sure that it's not like we didn't try but Let's see, let's let me pause you there and interrupt ret and Dottie and Amira. I'm over here having a side conversation with Mel, who is expressing a concern that there may not be a ton over Roxbury respondents in in Mel is concerned that community feel well represented in this process. And so, checking with you all, right now we have in the main survey, you know, 48 respondents out of 314 so far. And does that feel, you know, where do you 10% or no you're like 15 more than 10%, somehow some way of calculating 10% or a little bit more feels adequate. I think of I sort of like a benchmark when they let's me stick in here. 10%, no 10, well we're 10% of the district. Oh, you're saying, I don't know about students but 10% of the students could be. I think of it that way because we're out. It's just a rough goal I thought that and where I don't know if that feels safe there to anyone, does that feel. I don't have any idea of the number. I don't know how many people live in London or from there to live in Oxford. Roughly 8,000 residents in Montpelier. Right, so we're less than 10%. 10% was an ambitious. So in the survey, we have 48 respondents from Roxbury, which is 15% more or less so far other respondents. So that's kind of a lot. Yeah, right, I think it's outperforming. Yeah, it might just be, it might be important to describe everything you just described when this is presented to the community, because I wonder if some people might respond the way I initially did which is like 40 people and I mean just it wouldn't really have been framed the way you appropriately framed it. I was like, Oh, that's like a lot of people. Okay, just something to think about. It's not small Roxbury. Yeah, and just understand that, well, that may seem like a tiny amount of people. It's only what like 60 students in the whole elementary school. Oh my gosh, never mind, just kidding. So 40 respondents. Yeah, I started at 40. Given all that I can say, well represented as anybody in Montpelier. People with massive, a certain amount of money. Do you want to have a kitty inside? I'm going to pause for a minute to just selfishly, I'd like to talk about some things just that my age, one age out of the thousands we have here, Nathan, brought up for me. Like I was just curious, when I'm not positive as to what all these mean. So when I look at the word details, I'm really sure what that's talking about. But then some other things that may have been missing, I got one that was all about learning. Right. So I was checking a lot of academic content, but I feel like that might leave out the idea of outdoor education, which was repeated often in this particular paper, you know, like, so like I checked off that that's content. Right. However, it's not the same content as another person who put a checking account. Right. But that is also content. So it's, that's a wide bucket. So I was wondering about that. So I had outdoor education basic life skills and then like extracurriculars were up on this. So was that well is that wellness is that connection is that you know like where to extracurricular pieces come into play. And does that deserve its own bucket. So, just to respond to a few of those. The, I think a you can mark multiple columns. When I look at the outdoor education bid, right. A lot of that is in moving in the direction of either how right sort of a pedigree. Yeah, that's what I did. I did how I did all three, how content and pedagogy depending on how it was worth it. Yep, exactly. And so, and then, you know, sometimes if I feel like it's sort of strong enough abroad enough, I'll put in put a mark in the vision column because that is that person's vision for the future of education, or a component of education in our district. And so what was the other example that you're talking about content. Open a checking account. Yeah, put in there, which I thought was funny because I never write checks anymore. I do have a checking account, but it's not something. I'm just curious. So to me that that that sort of financial literacy life skills is content and its details. It's not even necessarily a broader like how to deliver education. It might be a school definition of pathways. Yeah, I just, I just wonder if we see a theme repeated over and over again, like, I don't want that to get lost. So that, that's, that's exactly what I want is your question about extracurriculars or, or look for keywords or write the same way that I sort of, I was like, Hey, I'm seeing a lot about orientation navigation. So I'm calling that out. What else deserves it, especially if I'm missing it. What else. And the extracurricular is a great example. And another one I had just that I wrote down was innovation schools being antiquated. So my assumption is that person would be looking for some innovative thoughts or innovative ways to rethink. But I'm also putting my own assumption on there. Flexibility and I'm like, it's with wellness safety navigation orientation. I'm loving that you're all doing this and struggling because I'm struggling to in really productive ways. I mean, this is, you know, I do think that. So I've, I'm now much deeper into this into the actual responses than I have been. And I'm thinking about my next two months working with school. And trying to refine this and, and distill it and make it useful. Try to recognize absence like, Oh, God, this keeps coming up and I'm not, we don't have the right column for it. You know, to Libby's point. So that's a, this is really helpful to me that you all are. Most of us, most marks. Yeah, this sounds like safe. My role for experience. So that's it. So that's a great note. I'm going to ask you to push yourself to think broadly and, you know, I think that this is the, this is a struggle of doing this kind of work. Not that I'm strictly speaking of social scientists, but right if you go into the field and you're interviewing folks, Nick and I went and interviewed folks who are, you know, where the kids are having trouble making to school. We interviewed those parents, you know, I need to be as as disassociated from any of my sort of bio season presumptions when I enter their information right as verbatim as possible. And then when I tick, you know, what does this relate to in needs to be based on what they said, not sort of my impression of sort of who that person is when I met them or, you know, right, it's got to be clean in it. So I think that check, like notice that and then slow down. I also think we're all here. You know, I mean, and the people that responded responded and there are going to be unfortunately voices that we cannot access because we couldn't get the solution that is but the fact that each one of us may have a bias towards some of these that may influence the direction that this all goes I think is okay because we're here. It's possible. And that what we're here is revealing the need to condense them and make things sort of harder choices. Especially if you want to put those buckets under. What do you feel like support safety and inclusion. Together, but to me, they feel like they like work together, but they feel different to me. Just because you're in a situation if they do feel separate. Although I think a lot. Maybe the difference is how That's why I feel like it's okay to play four or five for one comment. I may be doing that because it doesn't matter because if it's getting in a bucket as something that's important that represents that bucket then that's kind of what we're supposed to be doing right. And I think that the what Tina you and Susie just identified is something that I I stopped myself from totaling the columns, because I'm not. I'm only somewhat interested in frequency. Right. I'm, I'm. So I guess I'm interested in what Libby pointed out which is, huh, this keeps coming up. What is this relate to. And that is frequency, right. And so that's a trigger, right. That's a, oh, so down, figure out what that is. Well, once we figured that out what that is, you know, I guess we need to be demonstrating to the board and the community. No, no, no, that wasn't just, you know, no, it wasn't just Merrick saying that that was 15 people. So I guess I do. Yeah. I have to figure out is that it's only one. It's not that that's not important to them, but in the school board realm of things are concerned about why, then why should be something on the list. You know what I'm saying is the school board, you're thinking about more. I mean, as hard as it is to feel like you're excluding people, other people's priorities, frequency. When you're talking about the school board, like, frequency is definitely like a lot of people wanted to explore interest. Oh no. No, you're not. A lot of people I saw on my list they wanted, like, outside of the classroom learning and they wanted to be more expansive and explore. And if that's coming up multiple different times. Yeah, that's obviously something that is important to not just one person in the community it's important to like, or really big people. And the other way I look at it is that are we going to have to be paying the whole program for one person chooses to go to that program whereas if there are 50 people that wanted more outdoor learning. Yeah, that's right. I think a word combined with the context of this category categorization really help out, because then you could say, well, the word inclusion might pop up 50 times, but what does that matter. And so that's the word count. That's another ask for me to for me to you tonight is No, on on the data data digest. I not arbitrarily but I chose keywords support real health access love safe food connection outdoor choice responsibility nature outdoor nature being maybe we've done it leadership accountability and consequences. And we should probably add to that list. And, you know, I noticed whole leadership. I don't think their leadership wasn't on our pre baked menus in the survey. That's a miss. That should have been there. So now we're depending upon the organic response to come up with that point us in that direction. Anyway, yeah. So if they're like Libby said, Libby basically identified, you know, extracurricular could be its own column. So could innovation. I'm, that's great. I don't. I think this is sort of usefully messy and better to sort of name, name those things, because they should be actionable by the district at some point, then failed to identify them. I would still want to push in on the pushback a little bit on again evaluating the demographics of the folks responding. If we're just looking at frequency, we could be looking to just reinforce systems that folks value based on their identities and further marginalized communities if we aren't paying attention to that. I don't know how to do that, but I just think just raw frequency. Yeah, well I think just raw frequency. I think it's very generous based on who's responding and I think that's how systems of oppression are reinforced, it's, you know, it's just white folks with masters. And we're like, this is what our everybody says that we should do, let's do it. And then any young people that aren't feeling connected to that are going to be further pushed away. So I just think it's not necessarily for us, I think it's for the board and for leadership to kind of like here's what we have in this really broad sense here so you can pull back you can disaggregate this data by this and see what specific communities are saying and naming. There's no magic way to do that really well and to not pay attention to that I think we'd miss a mark. So if we were a big school system, for example, that a lot of kids would offer five million things, a centric little, it's harder to get to the, I guess what I want to say is that one person that wants, I think in a lot of ways they should do that, but how does this guy, or five, let's be more realistic, let's say five people want something in a small school, it's really hard to do that. Yeah, I mean, I think, I guess I'll ask Libby. You said it's a lot and I was thinking about it, you talked about predictability of outcomes in our districts. Could you say what the predictability is. So what are those areas that are quite predictable? Your male qualify for free reduced lunch and have an IEP there's no chance we'll be proficient in our system. So that's what I would want to look at it's not just like one person said this from this subgroup but more so where are we not doing well where are we not performing well. And how can we lift that in some way and be mindful of that as we got as we like fear of vision, because that is crushing every time I hear. I don't know that it's going to show up. But it's, but to your comment about, you know, the one, the few, right, the frequency comment I think that what is interesting to me in here is are if you're the school board. Ideally what we hand the school board is a weighted, a weighted roadmap of. Yeah, there, everybody wants a water slide in the front yard. But if we have this, you know, 7% of our student population who is guaranteed to not be proficient. Which of those is more important, right. I mean, that that's the school, right. That's the decision making. And I think the values and the vision piece should speak to that question, that kind of question. Can I, Emory and Eric. How you doing. Yeah. Yeah, yeah. I'm just very curious to hear from you all. Anything. I agree with some of these categories to be condensed into something that that's a bit more of a catch all that like has of course the subcategories, like Brett said, but I feel like it is a little bit necessary. But I think that this is also a really, really good way to see what people are valuing and see how much of the survey is just people talking about the school and how much of it is actually them responding to the problem. So, when I went through entirely these, I put my exes in a lot of areas. So, I wasn't, I felt like a lot of the things that people said fell into so many different boxes that just kind of hard to really get one or two values out of that. So there's so many of them that come from it, which just makes it harder when we're in our process of really trying to figure out what the most important values are. So I'm not sure. I'm interested in what's not here as well. Like, I mean, this is one page out of lots, right, but there was not one mention of music in here, right, and it was all about extracurricular stuff. I would say music in our community would say music is not important to somebody's education, but it was not represented. I saw one. So it's just interesting to me, right? Yeah, I saw one, but it was focused. It would have like music. It was like the arts. It was the only one I saw. So Nick is my, Nick is my data buddy so far and is trying to help with making this digestible. It's similar ways to what we're just talking about, right? Oh, how many times does music come up? No, we can figure that. Or how many times does nature come up or wait, what about, what about respondents who are 50 and older? Surprisingly, I was thinking of the demographics. There was a lot of the big chunk of people that were in like their fifties, like sixties that responded. Tina, the workforce over there. Right. Well, not only that, which I said to Nathan earlier, who's going to answer a very long survey with lots of words. Beautiful 60 and over people who have been educated to do that because we're the masters of whatever. And so, and the, you know, a 30 year old with three kids working two jobs then is not going to answer that. And when, you know, when I came to the pizza for the people, high school event with one off questions, and I'll trade you an answer for a candy. So you've got, you know, free answer responses. Remember that when I monitor about the wellness policy. I was heavily coached by these folks specifically Carmen and Amelia. Anyway, you know, I'm now wishing I had made them check the like choose five, because it's way more quantifiable to say these high school students identify as blah, said this, well, instead I get free answer and so then we're in interpretation territory instead of, you know, is what it is. And this is the thing that's, that's that I'm still not happy about is the representation, whether it's BIPOC folks or younger folks or, you know, in the really quantifiable data, which is not the end all be all, but it's, it's something lots of people look at is, we're still not there yet. And so, I think there's a point though Nathan that you have to say, okay, we tried, we made a valiant effort and when you present the information the full board you say these, this is the all the effort that was made. This is the representation we have. And this is what we recognize what's not here. And we tried. I think there's a point where you have to just cut off and say, you've tried. I think that's partially the work of the board. Right. I mean that is part of our work. What's missing, and, and, and how can we address it and make progress towards that thing. You know, it's like, there's a lot of work that we do trying to discuss like our questions that we don't have the answers to. I think it's, this isn't, it's going to help to lean on this, but it's not going to determine the individual votes of individual board members. I think it's going to move the whole group, but I think individual people have to move. You'll also have to try to take credit for hired somebody specifically, or to tell you something about what those people are. That's a good one. someday when I'm through this. So, just pause we're at seven. What I didn't get to do was draft a vision statement which you could all then react to because that was another goal. Just didn't get to it. But that's next right is sort of something succinct that captures where we think we want to go and then. I, where are you getting that before you go on, where are you getting that from. Yeah, right. That's the question. Exactly. I don't know if that's the role. I go, but we talked about it a little bit this morning in our group. I don't know what words in your mouth, but we did talk about how the world this group was not to crack division statement, but it was to gather like I think the word count idea that Seiji had earlier, or whether or not that was talked about before I'm sorry, because it sounds like some work has been done around that that outdoor education was mentioned 120 times foreign language. World language but world language was mentioned 55 times, you know that's helpful and from that's data that can be shown on a, in a public presentation. And it's quick and easy and digestible for, I think it's the board's responsibility to craft a vision statement. Using this information. That's what we were talking about earlier today. We want to add to that. It was a brief conversation. Since you read most of it, gone through your head to your fingers into the computer. You know, it'd be useful not to not necessarily have a policy of what you thought really stood out. But then, yeah. I think we all seem to understand that we're not the only people that have to draft this vision statement. Yeah, we're helping but like we're not the sole proprietors of who's trying to figure out what our vision is and what this is going to be. We're just helping so we don't have to get all the bases covered and have everything done. I think we talked a lot about that last time. And that's why I decided that having the more detailed, longer messy thing was more important. That was really what we've been working so hard on stuff. That might not be what the board ends up with as a vision stage, but it's very informative to their discussion. And if that's the direction of the board. That was not my mental model right my mental model was no we need to draft something that's pretty good and get it to the board and the board can respond and change it. Which I think I can still do some of that because I think there's a lot of it's easier to react to draft. That's great if the board is up for authoring that in a more active way. We can help feed that. Yeah, I think I think, and please correct me, my fellow, my board members here. I think they want the messy data, they want the amount of time somebody said something. And because those are the things that shout what's what's rising to the top for the community. And this is the amount of people we heard from and these are the amount of comments we received to be able to see that. The academics are so important. The next person says, academics are not important. You know, and there's that there's differences I think that's really important, because that's often times and conversation in Montpelier Roxbury and I don't think we're unique ignored that we, we believe that our friendship. Whoever our friendship group is and the neighbors on our street, who tend to share similar ideology are like most people, most people think that right where it's a hard statement to make. I'd like to say something that's only out of the realm of what we're proposing to do with the information, but I would like to see this kind of information go to all of the teaching staff so they could understand how they could enrich their curriculum. You know, or include or remove things from their specific curriculum. And I'm sure that no teacher at this point in the year wants to read. I don't know how many pages, but I think it would be, it would be enlightening to many people who are not used to doing, you know, this is what I do in September, October, November, December. I just see, you know, which things could be added or included in their own. That's, that's our job. Yeah, as an administration to, to bring to bring the data in a way that's digestible for our teaching staff forward and in how we offer professional learning and how we design district and service days and I mean and that's a long term process. And it shouldn't be part of the final decision. You know, if I were doing it, I would at least have a chance to reach. Yeah, they're not going to reach. Maybe some kind of a summarizing report at some point would be that is available and, you know, or documents or something. And that I can see our teaching staff being very interested in. On the other hand, I think about the board seeing what people have said because there are a certain set of people that say, let's say, as a matter of fact, to show you the point. I mean, it's not clear believe that you. Now, neither of those is true, but the point is, we have that in our head so it's good for the board to see that some people want the academic some people or some people want this. Dottie that one of the parts of this that I've really loved is meeting with popular mainstream school Roxbury Village School and in high school, not all faculty from each but I think probably almost all from from Roxbury. I mean, should I be worried about that? Two meetings with the middle school faculty, sort of one, and maybe a little bit more with the high school, you know, I think so hard about this stuff and for example in the high school I have I have a follow up prompt which is, okay, if you could, if you could redesign, if you could redesign education or the district or the school buildings, you know, prep launch. Well, what would you do. And, you know, one teacher immediately said, I don't like your question because it implies that the current system is broken. Which, you know, okay, so I said okay then talk about the pieces you think could be better because it's a fun critique, but those conversations were fascinating in the commentary only only some of it is somebody here probably has mhs faculty. I just said and I drew an ostrich with it said in the ground. Well, back to sort of say you sort of started it I'm curious what reinforced your expectations and what surprised you and all the trends that you've seen just from your cursory. So, I want to think I didn't have too many preconceptions. I did have misses like I sort of, I'm just going to keep hitting that the navigation orientation piece from students, clearly feeling like I don't, I don't have a clear map of what's what's ahead for me. I'm, I'm learning this anxiety producing for that stressful when I don't know what teachers I'm going to have I haven't met them. So that was a and also very typical at certain times in the year probably true. Right. And so, but that theme I thought was interesting in there. What else, you know, I think that the, I didn't anticipate the responsibility accountability. Consequences continue. And, and what that points to is, there's a lot of stress around behavior and how that affects. You know, if you're a parent who perceives your kid is behaving normally and ready to learn, you see, you see divergent behavior as a threat is one way to see that. And how you, if, if that statement is true, then how does, as a parent, are your expectations that the school bends a little bit more law and order and protects your kids interest in learning. Are you, you know, or if you're a parent of a kid who is struggling behaviorally. What are your expectations for the school response to that, etc. So, not all that's a surprise, but some of it was hadn't anticipated that. And I really, I don't know, this is a silly analogy, but when, when I go on a trip of vacation. I'm the kind of person who like, get the tickets, we know where we're staying. I'm sure it'll be interesting. That's sort of my approach. But that's my approach to something like this is like, you know, I came in with an agenda or with a lot of preconceptions, it's not very helpful. I think. But I think that you raised a point of like, what, what, what would be the data that's much helpful to the board. It might be the amount of times things were mentioned. So a bucket list of some sort. The divergence of opinion, because I think that behavior one is an excellent one. Right. We saw friends of Montpelier today talking about wanting to teach meditation for kids who are struggling with behavior. There'll be a set of people who will, you know, all the way over to, you know, suspension expulsion kind of things. So there, that's a wide range. And I think it might be equally represent, you know, so, so showing difference would be something that might be really helpful for the board and how often was that difference represented I think the world, word count would show real strong similarities like these things were very much mentioned quite a bit. And these are the themes where there's a wide range of what people want academics, the content of academics and Susie pointed out earlier might be one of those things. Big time. Oh, Mel's got her hand out. And now you can look at you can look at us. Yeah. I think that's really important what you just said. I think that it's, but I would take it a step further. It's not just that there is a variety in community perceptions. I think that if the community is demonstrating widespread ableism. The board needs to know that, because that means the curriculum might need to account for that. Like if we have sweet little loves growing up in a community, where we have their parents who are like, yeah, expel the people who are with invisible disabilities. They are their, their, their nervous systems are responding the way that their invisible disabilities are making them respond. Like that's something that as like civic minded humans like we need to probably do something about. People don't talk about invisible disability like even in my own house we have these dialogues of like, well, you know, like, my husband who doesn't do what I do for a living, like attributes like willfulness to something that relates to my child's disability. Like, no, that's like, anyway, so don't take us into your marriage. That's that's just like an example. I got that is every day all day where it's on it's like the brain rules that that we as adults grew up with that like the brain rule is that everyone should be able to do the thing and we think it's superior to be able to do the thing. That's called ableism. Right, some of us will never be able to do that. That's right. We'll never be able to do that thing in that way. The other thing that I think when I was looking at the data and looked at what came up a lot I think the board should be a that you know I've got a list of like teamwork and collaboration respect and dignity. And I think that's an additional stability ability to think and reason, kindness and caring, there were certain things that were up at the top, that a lot of people said and that's important. I think. Okay, so. And we're just going to stop it all. We lose Libby on Friday. Libby's got a plane ticket somewhere. She's taking a break. We aren't losing her. You're losing me too. Yeah, it doesn't help. So we could, we could meet once more a week from now and try to sort of push further forward. We can disperse and I can bunker and and just continue cogitating on this and, you know, get some help from Nick on visualizing data and what, you know, what's, what would you all like to be going forward. Here's, here's my here's what I think is likely to happen. There will be, I will, the board has got pretty much what you got today. And I may set up a little bit, but they've got a little bit of a time capsule and they've got plenty to read if they want to read it. I would like to further organize it so that it's more meaningful for the board. So that's the kind of work that I can do in, you know, in June when other people are flying off somewhere fun. There will be no flying. What we talked about today is that the, the is the, what, first or second board meeting in August because that's not looking at me. The first August, that there would be some sort of presentation to report. Do we remember which one we saw. Or do we just leave it as the first or second. There aren't any meetings in July. Yeah, so, so the board was talking about goal setting today and Kristen, the board member quite rightly said, I feel like we're putting the cart before the force because we need to hear what the vision committee in the process is. And the climate survey from the teachers, we need to digest that data. And so I think the board is looking for a presentation of the data. I would say the first one or the first meeting in August. That's probably best. I forgot the second one. And you are you confident that we'll have good attendance on the third of August. And they're getting July. Okay. That's the time when you get less people at board meetings because that's when most people take a vacation in July. So I think that the August meetings will be really will be better attended. I was going to be out of the country. Well, if you've already bought that ticket. It's driving not flying. Okay, to be, to be, you know, to be explored, but for sure. So if we do meet again next week, what would we be doing? Well, that's, I mean, I just felt like you. Yeah, I mean, I think it, I think it would be, it would be coming back with the kind of observations that Libby was making sort of, well, should these be categories also and or to Emory's point, you know, could we do a little distilling where some of these fit under others and and they're still eliminating. I really think that's the, you know, you'll have more I continue to enter like we have. I still have a lot more information to enter in. You know, the community gathering stuff where we're taking notes on notepads and that's also, it's the same kind of messy. So yeah, I mean, I think this I've, I thought today's discussion was really good. This is, I think we're all grappling at the same level right now. We've seen the stuff understand the questions. So maybe this is enough. I didn't come into today with a position like I want us to meet and I want us to accomplish this, especially because we're not maybe being asked to draft concrete statements that that would have been the answer prior to hearing what the board discussed today. So I can tell you that my wish is go do it. And when you're ready to present to the board, I'd love to know what to present, whether that means you sent me something or you told me when the meeting is so I can show up. If I wanted to. I promise not to make a fuss. That that would be my way. I'm off all July so I can just work on this. Every first and third Wednesday. I'm open to meeting again if it's helpful. Me too. I'm not going to be productive. I'm going to help. Every one of our meetings to me has been productive. Well, yeah, but is it going to help you in the process of like, Like, lessening the categories. I'm asking you a question. So. Here's how I would use it. Just off the cuff. It would be previewing how this might look in a report to a board, even though we don't have all the information, it wouldn't be totally comprehensive with that sort of here are some focus areas here. Three to five really representative statements, which could mean that they're in the spectrum, which is broad, or it could be there's a lot of alignment in this area. Right. And which points a little bit to what Tina's asking sort of what's this going to look like and what are we presenting. And then the question, you know, I've done, I have started to sketch out, but CG was asking, which is, are you read through a bunch of stuff with, you know, what are the core concerns of the core interests of the vision statement. And I, I don't have an answer right now, but I have a bunch of notes to myself. So that could all be more baked. You know, like, Yep, this shape is, you know, I don't think that's useful to the board. That's my answer. It doesn't have to be everybody. You know, I know it's schools winding down, some people are fried, etc. I find this really helpful. If you think it's, if there is any reduction or merging of some of these categories or other sort of broad dramatic changes that it would need to be there near to be some kind of consensus, which would mean that we'd have to be warned. And there would have to be some sort of summary to the group. So the warning is important. This consensus is important. consensus. Anything that's merged mean anything beyond this raw data form right here any kind of themes that are ways in which there's something missing or these might merge into smaller groups or that I would hope that there would be multiple people involved in that decision and that would be warned, which is always on my mind how to do things legally transparent. He's literally. Yeah, he's. Yeah, I got I was following. Because I don't, I expect myself. So, so let's do. I'm, let me just check. I will make sure I can keep that promise. Yeah. So, you know, I'll be here at six o'clock, six to seven 30 next Monday evening. Don't expect everybody to show up, but the more of you, the merrier, and the more, you know, Nick will maybe make some progress on data visualization. I'll make some progress on, okay, you know, let me name two things from the one sheet she's looking at that might be other areas to call out. Send that stuff to me. If, if you think it's useful to me, so that to me, handing these out had two purposes one was to sort of get everybody in the same sort of headspace I'm in. And the other is giving me feedback on, you know, how's are we all sorting in ways that are similar. There's lots more Tina. I just said, so we're going to do, right, it's going to be a digest of. So how would this look when we present it to the board. Based on information we've got. So what that means is you would have something that you're going to do that. So that would be one of what the eventual board presentation would look like based on discussions we've just had, and also a draft or a few drafts of vision statements. And then we can sort of, oh yeah, I think you're missing this or that sounds right on or right. So for the next meeting you have a rough draft. All right. Thank you. What about proper etiquette where would I put that. I'm still responsible. All right, thank you. If folks can give a hand by stacking blue chairs or folding tables and putting them on table Dolly, that's awesome. Okay, I'll take care of what's that. I'm closing the meeting.