 So welcome back. I'm super excited that we're all here together. I'm also conscious of Amira's experience and Mel's and Nick's. So thanks for joining remotely and definitely speak up if you can hear or if there's anything I can do to enhance your experience. Okay. I'll ask folks here present to speak loudly so that you can hear as well as possible. Okay. So I don't see members of the public online or here. So I think we have the public comment. It's around the minutes from the previous meeting and most of you have those in your paper packet except the common. Any questions or changes to the previous minutes. What was that chat. Great. Okay. Yeah, at some point, if you read them, you'll learn I don't necessarily take that. I membership committee membership updates Caitlin and today's cigarette have stepped down from the committee, which makes me sad. Caitlin said that she does not have the time Caitlyn said this didn't feel like a fit for her. The effect of that is that our committee, our community members are Tina, Dottie. I'm sad to lose those two members. I don't think at this stage, it makes sense to add more people to the committee. We're sort of too far along. Okay. So, tonight, I just to forecast the thing I want to spend the most time talking about is our process in June, both getting the June dates firmly on the calendar but also our process of how we are going to go about taking information we've gotten, making meaning out of it and getting something to the school board that's useful to them. So I'm going to reserve the most time for that discussion because I'm sure it's going to be meeting. I have a lot of efforts. I've circulated into those of you online if you check your email. We have a, I send all the documents to you that I have been print out. I printed out the color version of this calendar. So we've had, we've had meetings with staff, we've had students at Roxbury Village School in elementary. We've had some tabling. We've had Roxbury. We've had the surveys. We've had the My Thought Exchange. We've had two community gatherings at Union Elementary. And we've had one table, well for me, one tabling interaction at the high school with students. And then the next few weeks, this week and next week are pretty stacked with engagement, especially with students and then two community gatherings this week, one in Roxbury and one in Malkilla. I would like to try to get two more community gatherings on the books, possibly for that last week of May, first week of June. I think that's sort of the last chance to get meaningful input before we go into processing. Doesn't mean we can't re-engage in the future or try to fill some holes, but to me that's the, that feels urgent. And I'm specifically concerned that we identify folks we haven't heard from. Right, that continues to be a frontier. Nick and I did some, went out into, who just showed up? Hi Nancy, how are you? Good. Nick and I went and knocked on some doors in Malkilla with some families, and that was, that was good, but it's sort of scratching the surface of getting to some of the population at the time when I was in school. I think Nick and I will do some more of that. But, and I'm also in touch with Amanda Garces, who's a member of the board who had assembled, I think Amanda had led the assembly of the community groups. And so I've been trying to get a response from her about what would work for meeting with those affinity groups to, they had already given a lot of feedback to the district. And Amanda's note to me when we went last time was that neither she nor they want to ask them to, to sort of have the same conversation again. They want that conversation to start with all the things that they've already shared and then move forward from there, which is great. And maybe on a date in time or dates and times. As far as that goes. I'm going to pause and just hear we had a lot has happened until I want to hear from, you know, Kale and Carmen and Elliott, and if you heard things, you know, what did you think about the session at the high school on Friday. Tina did you have thoughts and Tina and Susie thoughts about the gathering of the elementary. I was always looking for, I think they're ways to refine this, they're probably questions, you know, when, when Nick and I were down at Roxbury Village School meeting with the staff there, you know, we only had 35 minutes. And I know that Nick left that feeling like, I, you know, wish we'd had time to dig down deeper in this area of that area. So that's, that's what I'm interested in hearing the questions on. The first one was very quiet. We had five people. One from the Susie who's on the committee one of them was me and one of them was wrecked. So that's not a lot of public input. We didn't have a lot of time to vote that one. The second one was a little bit better. Tina, Nancy Reed, Ken Jones, Tim and Petra Newara, Susie, Brett, nine people or something like that. But really only four of them were great numbers. They were us and staff. Yeah, yeah. Yeah, so my hope is that the Roxbury one this week is stronger and that the UES one this week is stronger. We've got more advanced time. I've been doing to not reach on that. So, see what we can do. Do you two want to just report out on that? It seems like the time that we did have was productive. The first one was quiet. But that was also, I mean, maybe we didn't get as many people's interests, but it leaves us all the chance to talk a lot. And then the second one is very different for me. And so, yeah, it was an hour and a half and he talked to me in time. And I feel like we could have kept on talking. People have a lot to say when they show up, they have a lot to say. I agree. I love talking education. So it's great to have time to do that. I just think it's a very, very small collection of people. I don't know what you can gather from so few people. I also am not sure how well it would work with more people. You know, like, I feel like the amount of people that were there, I guess if you were split for more groups, you know, there was me and for my group about it. That was all that was like the top limit. My, my model would be to just have more groups because I felt, and I don't know to myself this at the end of that meeting, but there are a few participants where I feel like if there had been eight people or nine people in a group, we would have lost their voice. Yeah. And, and we would have heard definitely from others. And so the thing that I didn't do in that one that is a part of a plan that is part of a plan is to have the groups come back together. You know, maybe through do some sharing, and then either split out again or just keep that group together, but the conversations will be so productive. And the groups already had a little bit of a dynamic and I decided that was the best pass, but I don't know what you're, you know, if you had a, if that felt. I mean, it's a free wheeling conversation so I'll be very interested to see how you can, I'll be very interested to see how you can coordinate that to the things we got off the surface. Great segue. We'll get to that. Okay. Okay. Carmen Kale Elliott, Joe, talked about the high school. Small. I think it was like, three people that were different. But I think the thing was, was it in Europe, who had just like the going outside thing, not like go for a walk, which is like, I mean, each kid. Crazyness that I school is, or just like in general. So I just think, I mean, if we just, you know, I've said something, you know, so I mean, it was good. Would pizza help. I mean, seriously, you know, it's sort of, I mean, it's funny, the community one. I've brought some snacks and people barely touched them. I felt like I was eating most snacks for myself. You know, if we need to say free pizza, comma, two pizzas. Okay. That's So that's the same day that you got the Yeah, so that's Valley for the planet. Yeah. Exactly. Yeah. So what 1045 one. Yeah. Is that here? You're like in this part of our area. It's like all the clubs are going to have tables and I wonder if anything about here. Can you all hear us? Wow. Yeah. Oh yeah, I was just thinking about the timing of it. So to me, that structure is sort of like the farmer's market, sort of like the race from race against racism. It needs to be really simple engagement. Maybe one question, maybe Sage's idea of a quadrant. Go ahead. And definitely like. Yeah. Or people are standing in pizza line if you have like a support and we just went around and was like, you know, what about this and how to be a simple thing that people just do. Yeah. When we did it. When we did it here for up there, Joe. Well, also, so last year I, I hope to make it because they're ended up being all people that just were standing around. I hope to. So, if I'm here at 1020. That's time enough to set up and just be present the whole time. Yeah. So, so Carmen, you'll take the lead on contacting Sebo. Yes. I will. What am I? So is it just Chum? Is it candy? Yes. Everybody. I think every call. Every call that had. People would just walk up. I got it. I got it. Yeah. Okay. Oh yeah. Oh yeah. No, no. I voted for student. Yeah. But one hand in here and then you can have the other hand. Okay. Is it then worthwhile to come back that afternoon with maybe not pizza. Maybe. I don't know what for the salon block. Yeah. But this is better. Instead of just, you know, everything pouring through. Okay. Excellent. Thank you. Very helpful. This place. Probably could if we ask. So my approach there. Yeah. Middle school is a scary place. Well, I mean, not like there's dances coming up. Just a way to like contact more kids. Yeah. So my approach. So I think I've got. One, two. No, one, two, three. Okay. So I'm going to start with middle school teachers lined up right now. Those will be. It looks like I'm getting at least 45 minutes with each. And so, and it'll be. Not quite a circle process, but that kind of. Organized discussion. I'm going to use probably just two prompts. We'll see how it goes. I was going to come to that, but we'll talk about it right now. If anybody wants to join me for that, that would be great to have company. Maybe one to two other folks. Let me know. So it's on the back of the calendar. The dates are the 25th, 26, 27, and 31st. For MSMS. Immediately. For students that's right during school hours. Because that's going to get to there. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Wait, is. MSMS. Well, I'm not concerned that. Well, 275 survey respondents. Okay. So you're counting on the survey. Well, when these are the tools we've got. I want the community gatherings to be better populated. So I'm hoping that this week goes well. And if we can put another date or two on this calendar. You know, This is the balance between, you know, one of the things I heard earlier on, which I think is good is go to the people instead of expecting the people to come right in. No. That prophecy is coming true, which is if we set up a community gathering. And we can put a few teenagers and Nancy's and Ken's job. If we go to where other things are happening, that may be more productive. So I think that. That's okay with me. Then the question is, okay. Oh, okay. There's this, this table thing. So what else? You know, what else can I do? I'm going door to door with Nick is fine. Right? That's a, it's time consuming. But we got responses from. I think we talked with just great. So I am open to that. You know, there's drove by UES last week. I'm one of the evenings in there. So there are like three families playing cricket. On the playground in the evening. And I'm like, Oh, I am definitely coming back here. And I'm going to engage these families, which I haven't done yet. But that's, you know, to me, that's the sort of, okay. I can get like seltzer and cheese and crackers and not. You know, the, the usual suspects show up. Okay. So try something different. That's fine. Yeah. I just went to the school. Wednesday, Thursday for up for learning stuff. Which I mean the, the questions were a little different than what we're trying to figure out. But the questions were more and for like, what do you think? What was one of the best, like, what would you change up school? I mean, I know this isn't really a thing, but like middle schoolers, even seven, because they're seven eight, they want to know what their life is. Especially right now. Right. They're not. What's the vision? Exactly. Exactly. Like they're, they're wondering. What is it? I don't know. I don't know. I don't know. I don't know. But the thing is, the conversation changed extremely fast to them. Just asking me. So. I mean, I know this isn't really a thing, but like middle schoolers, even seven, they're like, they're, they're wondering, was it just the experience of having a school? So I think that, I mean, that was just something I don't know. And then like, the biggest, what's the nice deal? They're not going to be caring about what their, what they're going to get out of it yet. They're caring about like, what is scary. Yeah. Yeah. Yeah. I mean, yeah, no, I mean, it was, it was, it was, they're good things. And we're going again next Thursday. We're just getting all the, I guess they're called five. Yeah. They're like, you know, there's seven to eight, but they're like five. Yeah. Like I was like, Yeah. Yeah. Yeah. Yeah. Yeah. We were just going over there. Explain. We went over there to explain like, we're sort of practices are to them, but it kind of just, you know, you know, you know, you know, especially for them, they've not really had a normal experience of middle school since they were, right. Six. Yeah. Six. So let me just circle back. For the eight class sessions this weekend next. All right. Is anyone interested in coming along on that. From the school. It's okay. Yeah. It's, I mean, it's not going to be a little work day. So. The days that are earlier, the day that really passed the data. No, I put it to the, the teachers, there are teachers who signed up and said they'd be willing to do this. And then I find out to them and ask them for time. Okay. Great. That'd be great. So that's what I'm aware of. It's coming up. Tell me the thing on Friday. What's it called again? Pizza for people. For the people. For the people. Okay. I'm a people. I get some pizza. All right. Joe and I are working on. Meeting with. MHS faculty. Which is a group of. I haven't met with yet. I'm not. You know, I feel like I'm going to come. If we were to end this week, which we're not. We would have a lot of feedback. A decent amount of feedback from the elementary school kids. We'll have a lot from the school kids. And so far, not a lot from high school. So I'm not. I'm not yet convinced that even this Friday thing is going to sort of cover that ground for the high school students. I'm not yet convinced that even this Friday thing is going to sort of cover that ground for the high school students. So I just want to keep. Maybe it's the song block the phone. I would tell them. On the Friday. It's just the weirdest thing about Friday. It's just shorter than. So. Yeah. Yeah. Can we try the CA in the Monday after 40 minutes? That's why it felt so short. I don't know. I mean, like, is there a reason we can't do it? I mean, if you just block that door. I guess that's just. That feels easier. I mean. I know a lot of kids you don't have things to do on someone. And that's what I would get blocked out for that. Is it about that? We do multiple song blocks. Maybe that's saying if we're meeting with the teacher. I don't know. I mean, like, is there a reason we can't do it? I mean, if you just block that door, I guess that's just. That feels easier. I mean. I know a lot of kids you don't have things to do on someone. I don't know. I mean, I don't know. I mean, I would need to look at my calendar, but if that's the. If that's the week. Yeah. If that's the next week. That should work. So that's always. What time is that? One o'clock. Yeah. Like. You just give them a selection of the day or like. Oh, nice. Yeah. I mean. I'll just get on the phone with Catherine. And we'll be. And we're rich. It's a part of 205. Yeah. You signed up. Okay. That works. I have it in the. Yeah. More aware. I know we didn't announce them and like there's a sign up. But I feel like. Like. Most people weren't aware. It's going on. Yeah. Still probably. Okay. I like the survey or something. Is that something that could even if I drafted, could it come from one of you? Good. Yeah. Or do you, I mean. I think it would be best to. Send it out to like the MHS students. Like. Email. You know what I'm talking about. I don't feel like I have the authority to do that, but. I know that I. Like. Okay. So just to put this. In your heads. Maybe I would like to. Yeah. Yeah. I think it would be best to send it out to like the MHS students. Like email. Change. You know what I'm talking about. Okay. I don't feel like I have the authority to do that, but. I know that I. I think it would be best to send it out to like the MHS students. Maybe. Maybe we don't schedule two more community gatherings. And instead we pivot to. You know, I was posturing. On Sunday. And I. And I ran out because I realized I gave a bunch. I put one up in Roxbury and then I gave much direct, which I'm trusting. I don't know. Maybe you've seen posters in Roxbury, but. Yes. Not. Okay. That's good. Okay. So. You know, I put one up in the laundromat. And I just thought. I was conscious that, you know, if I just put up a code poster on the cob and shots, because those are the two places I go. That's what. So, okay. A laundromat. Okay. You know, and it may just be, you know, maybe I go sit in the laundromat for, I don't know when do people do laundry in the laundromat. Saturday morning. All the time. Yeah. 5am. You know, and what are you going to do? They're going to read people magazine. You're going to talk to me. Fantastic. I'm going to be really ill after this. So, but, but it's also. I get a little nervous piggybacking like the race against racism. We were piggybacking. That we weren't the focus. We didn't have a great response. I'm okay to, I can be pretty. Engaging. Read aggressive. Scenarios. And that's fine with me, but it's not everybody's. DNA. And I'm also, you know, if it's not really about us, then we are piggybacking. We're sort of getting the scraps, baby. Whereas, you know, what, what is, what's the equivalent of the laundromat? What else is there? Well, that's why we're, Nick and I are going. You know, okay. We're going to be a coming street at the school bus pickup time. And that worked. So yeah, Nick definitely has those ideas. That's right. Yeah. Yeah. Oh my God. It was like eight o'clock. Oh my God. I was just thinking about like, at the library, there's like story time regularly for little ones. And there's a regular Saturday. We've got Washington County. And it's just like outside kids for the ground. So like. And I mean, that's a pretty specific. Yeah. Washington. The family center that's up there. Your place. Okay. That's great. Um, coffee shops. I'm just. Yeah. Yeah. I mean, that's a pretty specific. Yeah. Washington. The family center that's up there. Your place. Okay. That's great. Um, coffee shops. I'm just. I was laughing myself because we have a ton of people who have master's degrees. Right. So. Go to go to say to the coffee shop. Do you have a master's degree? Okay. I don't want you. Yeah. We're just schooling. So. Probably. I don't want to kill. I don't want to shoot the idea. But I think that the. This is how I'm thinking. Yes. Yeah. Right. And as they're standing in line, just say, Cal slow it down. I just want to talk to this person. They're not ready yet. I don't know that what I think about you having knowledge of Charlie. Also, I don't know. I've never actually been here. But I've seen you. I've never actually had to know where it really is. I do. I say, I introduce myself. Hi, my name is Nathan. I'm here because. The school board is the school district wants to know what our community. Wants for the future of education in our district. I don't know what I think about you having knowledge of Charlie. Also, I don't know. I've never actually been here. But I've seen you. I've never actually had to know where it really is. I do. I say. I introduce myself. Hi, my name is Nathan. I'm here because the school board is the school district wants to know what the future of education in our district are. You know, can we talk about that? Or something like that. And I smile. And I open my jacket and their stickers bars. I mean, it's a good question. And I think actually, you know, I said, I. I'm happy to be engaging at events. I think part of what people get hung up on is not having a script. And so I'm happy to help with that. I can write it down. You know, if that helps. All right. Can we move on to the next topic? So. They. Kale already told this part of the story. Which I appreciate it. I want to talk about the next stage of the process, which is going to be kind of compressed because I'm going to try to get a lot done in June. We had a student at the, at the high school. I'm going to put my teacher hat on. I mean, a student at high school say that one of the things they would really like is to just have time to take a walk. Right. That was the phrase. And in that moment, I pointed out to that student in the room, the sort of. That. As in my role here. And my temptation is to translate that. Into something that's going to fit in the boxes that we have. The, the, the, the, the question is. What is the definition of a small person to speak, right? So when that student says, I want time to take a walk between classes. Is that a bid for mind mindfulness? Is it do I call that self care? Do we. Those, do I just say burnout? You know, what? Right. Because. The survey, the beauty of the survey is it's really clean. Except for the handwritten. You know, the free answer stuff. reputation, or translation. But all the community gathering stuff, right? We got great notes from that one last week that Susie and Rhett were taking to was there. Lots of good stuff was expressed. And how do we interpret some of that? Which, you know, as we're sort of coding this in our process and we're trying to come to the board, Rhett's getting on. Okay. You know, we saw that with with my thought exchange, where we had people talking about accountability in schools for students. And some of those comments were definitely what I'm describing a sort of law and order, like, damn, with those kids who get in trouble, they're being bad. And then some of it was a much more what Olivia thought, couched expertly as inquisitive, what do you call it? Shoot. You had such a great phrase. And it's a good something inquiry. Anyway, sort of, there are two takes on accountability, right? Is this a is a kid signaling that they need something by acting out? Or are they being bad? You know, and so as we get comments like that, as a committee, and we try to synthesize those and then bring it back to the board and say, accountability. Okay, what's the board, you know, what kind of information do we give the board to act on that? When somebody says time to take a walk, you know, in that interaction, I'm asking, is that about mindfulness? And I got sort of a half not. And I'm not sure I got a full like that's definitely what I meant. Right. But that's kind of that's really subtle. And then that puts me in a position of sort of translator who can heavily sway the direction of meaning here, right? We're getting, you know, we're going to get I'm just going to just pause to hold that in your brain from it. We've had other comments that were clearly what I would call characterizes innovation in education. And other comments about what I would characterize as sort of state standards in common core, right? We've had parents say like, school is about academics, academics, like if they don't get Shakespeare, it doesn't count, right? And we've had students and parents say, this is like the equivalent of forget Shakespeare, like we want to explore, right? So that's what those aren't always opposed. But they can be intentioned. We've heard I've heard a lot of more exploration, more self directed learning, I want that sooner, right? This is something that we aren't strongly in the high school group. You know, and we've heard we've heard what I'm going to call dethroning college prep as like the primary interest, again, from parents and from students. You know, partly partly that was pointing towards it's okay for people to learn trades or things like that. You know, college isn't the only path. But some of these things are in opposition, right? If if I'm an educator, am I really doing my job if I trust an 11 year old middle schooler to do self, you know, sort of exploration and learning and direct their own course of learning? Is that responsible? We're not answering that question. But we are going to give the board information that informs how they make those decisions and how Libby and her team make those decisions. How am I doing? Okay, jump in if I'm like, this is if I'm not a character, but I wanted to tell this story and this story because I think we all need to understand that these are the kind of questions the district struggles with all the time. And what the reason we're doing this process is to try to help them make good decisions in this. We're also getting getting all kinds of feedback, right? If each one of these points is a piece of feedback. This one's kind of small. You know, the red ones actually speak directly to vision. The black ones are about sort of how the district like, you know, we should do restorative practices. And then the blue ones are details like I want to be able to take a walk in between classes. And so I feel like our job is partly to honor that we got feedback on details. And at least hand that over to the board as like, this is what we heard. We can also do the same thing with the how, right? Like whatever restorative practices are PBIS, right? That's not going to come out of a member of the public because that's an education jargon, but it's something. But it's a PBIS is a how to manage behavior and create classroom norms, right? What we really want what we're trying to do is get division and value stuff. But it's in this cloud with all these other things, right? So the other thing I handed out is this other grid, this other black and white chart that has, you know, I'm happy in school. When I'm going to run up, I want to be a family intelligence architect, right? So that's an example of feedback we got from union elementary school students in our exercise last week, but myself and Dottie did. And again, if you look in those columns, you know, I like, I like choice time, I like art, I like, right? So if we're going to take the input from union elementary school students seriously, we do have to do some translation and some distilling of what they mean, or how to interpret that. And again, that gives us a tremendous amount of power. And I think we just need to be very careful about how we, you know, when someone says, I want time to take a walk. How much license do I or we have to say, Oh, that's about self care. We want more self care for student experience. You know, or so I think what I want to do one of our one piece of our process is if we're going to put that in a self care bucket, you saw Libby modeling this with the thought exchange report was Libby saying, Here's what we saw. We chose some buckets. She and Anna chose some buckets about what those things pointed towards. And so you've got this 25 comments that all pointed towards self care. And so Libby created a bucket that said self care. So I think our process is going to be somewhat similar where we need to decide. What are we calling those things? And then have some agreement about which pieces of this get into the self care bucket. And sometimes they're going to get into two buckets because they speak to two things at the same time. Right. And I think our job is also to be transparent so that anyone including you remember the public could just take the executive summary. Okay, that's fine. Oh, what do you mean by self care? And we can say, Oh, we had 45 comments or something that we thought pointed in that direction. And here they are. That makes sense. Just as in the interest of transparency, and because I think the granularity is important, and because I don't think even though I was sitting in the room and in the moment I said to that student, do you when you say time to take a walk, do you mean mindfulness? Even I had even though I had the presence of mind to ask that I'm not sure that I can be conclusive about what that meant. Right. So my job between our job, Red said, Red said he would transcribe some of the things. So I'm excited for that. I will. So my job slash our job is to get a bunch of the stuff that's not in the survey and easily reported out into a computer into a spreadsheet kind of like the one from UES and then start to code that into I think this point's in this direction. I think this one's in that direction. Before next meeting and then at next meeting, we're doing some sort of fidelity checking. Do we agree that these are the right buckets? Do we agree that this stuff fits in these buckets? So you're going to do that with what came from the community groups and all those written things on the survey? We'll see. I mean, the cool thing about the survey is I can can do some sort of keyword type. This this concept was mentioned a lot. So that's not it's not quite as arduous as it might sound. We'll see. But part but even if I get only a third of the way into that, that's enough that at the next meeting, we can do some group discussion about, okay, we agree that that points to this concept, right? Does that make sense? Because it's the it's me checking that the assumptions I'm making match what you are. We have some agreement with that. Libby, I was watching your face and I just want to know if you have any other thoughts. Yeah, we have the same background. Are they sort of the same sphere? I just know exactly like that. That's something I think that's interesting because like, when I talk to most students, no students really like, I just wish we could read more Shakespeare learned more about arithmetic, like, you know, that's not something that comes from that this group from the people I talked to. But, you know, I totally see like, even my parents will be like, Oh, why didn't we read blah, blah, blah. So like, I just wonder where that comes from what side and I don't know if you could make guesses on it. No, I don't think again, I just was wondering privileged educated people in my office saying stop paying attention to kids who are on free regions lunch start paying attention to kids who are going to want to go to Harvard. We need more money that my kids gonna go to Harvard regardless of what you do. I want you to just I want them to be outside and create and you know, to be in and plan woods kind of thing. So it's it's really, there's no one way people think it's just So then there will be to your point, you know, again, the survey and with you know, a lot of what we're getting we are getting some extra card stuff, you know, what's your, what's your level of education, what's your state in this district. So we should not yeah, well, that's what I mean. So as we as as we enter, you know, first of all, the survey data, we can do that. Yeah. If I if I report on the survey demographics that I am that I am that I am not secure. There are people who respond to that. They might be on the 12 of the team. And we can just say, okay, that's social security, security, security, security, whatever I have, 70% of them for this. And maybe a conclusion, but there might be some So, that's I mean, so here's the other thing I want to point out. This is taking from the world to force attorneys. Actually, negotiation as well. Thanks. Thank you. Thanks. And these are these two words, one is interests, and one is positions. Because I'm just gonna illustrate it as though this is a divorce. If I'm getting divorced, and I'm saying in these processes, I want 50% of the week with my kids. Okay, right? And I think that that's like, that is the thing I'm never going to move on. I'm never going to give that point up. The people involved in this would say, that's not an interest, that's a position. And my interest is what we want to get to is that my interest is I want to have a long term meaningful relationship with my kids. Right? So that's the interest. And I haven't named that. Because I'm quite, I'm in a fight. So I'm naming a position. But in fact, we want to get back to the interest. And so if we think about this process in terms of the district, in terms of the people we're interacting with, a lot of what we're going to hear is positions, right? He tells how we're interested, what we want is we want the interest, right? That's the vision. I want, I want my kids to be socially, emotionally, I want their emotional intelligence to be, you know, the core stuff is the interest. There are lots and lots of things that we're going to hear that are positions. And so that's, that's another way of talking about how we're in the, how we need to go about distilling what we've heard into something that we can give to the board. Do we can give the board both, right? I think say, these are our positions are about how people think we should run the district. That's not what we were asked to do. And this is the evidence that supports those interests. That makes sense. Oh, no. That's why we're giving them the big bucks. But, but I need to do a bunch of it, right? It's not reasonable to think that we are going to as a committee. So but I'm partly I'm trying to forecast this is, this is, this is how I'm thinking about this. I want us to be thinking about this this way. And when I come back two weeks from now, with some draft products, I want you to have some understanding of how I got there and why, and be able to say like, you know, called, what was it, Joe's fit or Nick's fit, you know, called baloney, I'm like, I think you got that one wrong. Or when that person said that, that's not what I was hearing at all. Right? We have to be keeping each other honest, and being, you know, with as much integrity as we can possibly muster translating what we've heard in handing it to the board. But that's why I'm also saying, you know, we need to give the board. Oh, right? If somebody on the board says that doesn't smell right, they should be able to lift it up and look underneath and what came, you know, what said that. So, you know, some of it's just a data entry in me, in my so so typing, getting it all in there, and then it's sorting and recognizing that some things point to two things and some things don't. But it is, yeah, so I can help transcribe. That's great. So what I might do is hand you, like, I have one middle school session, middle school teacher session, which those teachers can write, produced a lot. So that but that's discreet. And it's all sort of organized in folders of like. So I might just handle. Yeah, that's awesome. Yeah, it's getting chilly. Folks online. I'm going to sit down and stop gaping for a minute. How are you doing? Yeah, it comes in and out a little bit. But in general, I feel like following along pretty well. Hopefully the stuff you heard was all the smart stuff. Yeah, it's mostly not from you. So it's good. Do you have an idea of buckets? I love the idea of starting this process of trying to figure out how to get things into categories or whatever we want to call it. Are you kind of suggesting some of them now or are you have you yet to sort of figure out the general realms or are you? Yeah, I mean, the short answer is no, I'm not there yet. But the longer answer is when we were at the community gathering last week, a lot of it I think becomes self evident, right? So we your group and the other group were getting into some of the nuts and bolts of of education and why like what do we want out of our schools? You know, because folks were talking about how they imagine their kids ending up or going through this experience. I trust that I trust a lot of it's going to be straightforward. And then and then some 30% is going to be very sticky. Yeah. They don't work. They don't work. But right. When after the whole community? Oh, it went out. Sorry. It went out of the school. I have you know. Just checking. Yeah. Yeah. Okay. So just to circle back to make sure that I've got what we covered today. I'm not hearing people say schedule more community gatherings. I'm hearing some enthusiasm for Laundromat Dunkin Donuts library story time that can go to where the people are. I'm all for that. I will continue to put out offers. Hey, I'm going to go do this. Anybody want to come? And it's I just will say it's really fun. Yeah. So you know, if you can make time, it's really fun. It's fun to talk to people. It's fun to hear what they have to say. I'm constantly surprised. Carmen's going to coordinate with Zebo. We're going to do solemn blocks, multiple solemn blocks next week. And Emery, do you want to just even if you just outline what you think that survey should look like? Or is it just an RSVP of like we're doing these three days? Okay, awesome. Up for learning at MSMS. Libby, you jumped on that as a possible inroad. I've got a lot going on at MSMS. Do I need to add that? Is there's Yeah, kids who know how to articulate. Okay, a lot of things. Okay, it's not a bad, it's not a bad outlet to get more. Thank you. So how, when, how often do they meet? Meet every Thursday. We go, we're going. I think we have like a larger meeting. We're going to the middle school with next Thursday. Yeah, no, I don't think it would be that we go to deal. I mean, the questions we asked last week were, what is a yes, about schedule? Like, what about truth? And what, what about the schedule? Would you like to change? What, if you had a button to choose anything different about your school experience? What experiences have you had outside of school that you kind of wish happened more often? Yeah, I mean, anything that like, super, like, we kind of did as like less harmful, less scary questions for the middle school, just because it was our first time open. Yeah, totally irrelevant. I mean, the biggest thing that we noticed was that, as I said earlier, every, every student was like, just what is, what is the life of a high school? And how is it different than mine? Yeah. So how did you, did you capture those things? Yeah, we do. I have a dog I can share. I'll ask on this, then I can share with you. Also, Nathan, how open to like, interpretation are we going to be? Because like, if I hear that, it's a whole room of students is like, I'm really scared about the high school. Like, one part of that could just be that there should, that we need, like, that these kids are valuing, like, smoother transitions through buildings. Like, do we make those sorts of jumps? Or is it closer? I think I love that you asked it, right? Because you're recognizing that the impulse to, to translate that. Oh, that means this. So I think in the best case, in the moment, you say, okay, wait, can we pause and can we drill down that? You know, are you concerned about transition, you know, what just get a little deeper? And that's the, that's the beauty of engagement as opposed to a survey survey, there's no, there's no follow up. So first choice, ask more. Second choice, I would say look for, are we hearing that elsewhere? Right? There's like frequency. And then there's also, you know, sort of granularity or detail. So for hearing that a lot. Sometimes we might hear a couple with another thought. And we might remember that interaction. They were definitely talking about this. It's not perfect. I still the ass is the solution money is the solution. What, like, what is like, what is the school? Like, what? I mean, I guess they don't have the problems yet. But like, is there any like, what is the? I would say they do have the problems all the time. Okay, they don't have the problems that we're about to outline. So more the interest. Yeah, they know some of the problems they're hoping from this conversation, they won't hear problems. Maybe they did. Also, like, they certainly know a lot of the problems. I think it's this is about kind of how they approach in the severity of these problems. Or I think it's more the school board to the charge of ensuring that the vision of the community for the schools is realized. And we have the programming in place. It's not about problems. It's about what's the ideal educational system for that this community needs for kids. If you are not expecting this group to tell you how to solve them, right? How to accomplish that, you're just expecting to give you information about what it is. Right, like, I mean, the time to take a walk is a really good example, right? I wouldn't say it's any of those things. I'd say it's about wellness. And wellness has many different facets that includes mental health wellness and physical wellness and financial wellness and, you know, and so on. So then if the board ultimately will create something that's called ends, and then I report out on those ends, right? Ends are like the end for you all. Oh, I was imagining a bunch of ends next to them. So if an end is that is that Montclair Roxbury students exhibit, this isn't very well particularly, but exhibit of life with evidence of wellness or confidence in their wellness. Then if that's an end goal, it's like an end goal, right? Then, they do on the board and right on the board would expect me a multiple factor of a year to report out what exactly are we doing intentional actions that we're doing to increase student and staff wellness? And how are we defining that? It's so tricky because like, we don't care about wellness and mindfulness is part of wellness. So it's, yeah, it's like the words and trying to categorize things is going to be the hardest part of our job. Yeah, and the vision piece of it is broad. Yeah, so that there should be multiple avenues for kids and staff to access that because, you know, Joe knows this about me, if somebody tells me in a group to sit and do my reading activities, nothing will make my heart beat faster and get more anxious and anxiety grow faster and deeper deeply with a group of humans, right? Whereas Joe, I think that's like, Joe is like, yes, that's common. It depends on everybody together. You know, like, that's just, but if you asked me to go and ask about a group of staff, like, oh, right, you know, that's wellness for me. So it's, there should be the theme should be brought up where the school district, the administration, staff, kids, all come into it. Let's make it work. Let's make it happen. And there are things you don't care, because nobody can solve. That's not going to be within their realm. And I think, Susie, to your, you know, let me just say, this is about wellness. Well, I, my first impulse was about mindfulness or self care. Those could just be slightly smaller concepts that fit within the broader wellness concept. And part of that's us agreeing. Okay, yeah, yeah. Wellness is the biggest bucket, but all these other things fit into that. Something you just said, Tina. They can't solve everything. Okay, it's alright. Okay, so one of the things we've asked in the survey, and then asked at staff groups and a little bit of the community gathering, which came up organically, is the question of what things might the schools hold or be a node for, right? Dental care, vision tests, direct connection to social services, you know, there's all you didn't see that Libby just demonstrated that our heart starts racing when we bring that stuff up. But, but even if that's that starts to maybe be a solution, but the fact that we're getting input about that, that we can then hand the board and say when this came up, here's what folks, here's the range of things that folks said, I think will be useful to them, because those are gigantic questions. Yeah, I think that we was that you got this result. Nathan had a sheet of questions. I don't remember specifically what they were. And it got to a free range. Yeah, we were talking about everything. You say that just seems like you had to something would have had to click to get there. I thought. Yeah, so that that question is in my mind. And it's part of it's a little bit part of the broader survey. The prompts at the community gatherings were something like imagine a student in a community. It's the same prompts we had at the high school. But I'm listening for, you know, where is this conversation going in both groups? You know, I was pointing out, we had two people in one group, one of whom was saying, damn it, we have to have Shakespeare, or it doesn't count. My group, I was like, today can set me up. There was like, there was four people, two were total opposites and the other two were total opposites. And it was sort of funny that I was trying to be neutral. But, but so that you know, there was there was that interest for that position. And then there was another. There was also the let's be responsive to high performing kids and, you know, high need kids. And, you know, at one point, I said, okay, those two things might be intention, right, if you move towards standardization, there's loss for the outliers. If you move towards serving the needs of the outliers, there's maybe got to be flexibility or loss in standardization. That's why I love the community gatherings. Those conversations are really powerful. And there was a big conversation with me about why you need a good teacher. Oh, yeah. Which we knew. Well, so that was also some bias, though. And yeah, what you just say, a kid who's eligible for this lunch, very well be a high performer, like there's a bias in our language that people need to recognize as well. Well, the good teacher can lead to it. Well, but it led me to ask both groups to think about it sort of through that lens. What is the criteria for that? No, what are the critical elements to success? I don't know quite how I asked it, but there seem to be broad agreement like great teacher is a key thing. Okay, what else is it? Is it, you know, student shows up able to or ready to learn, which points to like I had breakfast and I got to sleep last night and I didn't, you know, I don't come from a house with trauma or whatever. Right? That was what I was gonna say. I have a lot of teachers that don't like that. Because the specific person that was really cheering on the good teachers, the super teachers of the world should be capable of everything by themselves in the classroom. Which what they were saying or that's what that's a joke. Hello, superhero. Yes, the greatest grading system ever one knew something would happen today. So that is like the same issue. The only place we send our kid every morning is the school. And so because we don't have anything else that we send our kids to, we often expect schools are going to solve anything that involves our kids. And we can't do it all. Sorry, or they can. Yeah, maybe Joe could, but the rest couldn't do it. And even really great teachers can't do it all. Okay. This is a little bit, I don't know if you remember early meetings when there were a lot of questions about what's our product can be, what's our final product can be like? And I wasn't answering it very specifically then and this is kind of why I think Mel, Mel wanted to say something. Oh, good. Oh, thanks. Thanks, Red. I just wanted to say that, you know, I like in hearing what's come up at all of the community gatherings and like the the points that conflict with another like it just paints the picture of what we've been talking about this full time, which is that we all have different brains. And so maybe if you like, I mean, so in interpreting people's comments is one thing, but like, maybe it's actually about zooming way out and saying, the community wants different things, kids need different things. Maybe that's the end of giving people giving options. I don't know. But like, if you don't zoom out far enough, you end up maybe interpreting something that misses the big picture. We definitely talked a lot about it kind of came down to like, there are people that want very different things and do we can the school offer very different things in the same building? Can the school offer very different things in the same classroom structure? Like, is that even possible? You know, do we have one type of school that you want your kid to do and then one other type? That's it's like, what is possible? Because people do want very different things. No, you would have loved it. There was a one of the people at that community gathering talked about teaching in the classroom of grades one through six. And another person in the same group said, really, in this country? And and so there was, you know, clearly, for some people that sounded revolutionary, even though other people might say that sounds like a one room schoolhouse from back in the day. So there was there was that range. And I asked, you know, would you would you all ask the district to make sort of a school within the school where you have one cohort that's Montessori approach or something? Use that word because it's easy. And then another that's more, more traditional schooling approach, and you've got some very strong reactions right away. I think I was right, though, that the overall broadness of the idea, and then it's up to that's up to me to present some ideas in school board, based on what staff is saying, and this administration saying students are saying the school board saying, Yeah, that's the right direction. I know you need to change the direction. That's more information. Yeah, so the themes have to be brought. Yep. Even the very opposite, right at the end, not exactly, but like, get down to or up to a broad enough picture that it's all kind of the same. And they have. Yeah, if you have to. Wish I could. Done. I think I think that they're, they're, they're ultimately inevitably there are going to be times when not everyone gets what they want. And I think that if we don't have this process, we can't say this is why we made the choices that we made, because they're ultimately because there are limitations to what can be offered. And there are limitations to how high up you can go when you're looking down. There are limitations to the availability of staff. And there are just going to be limitations. And I think that if we don't have a way to say why we made the choices, then we're, we're not, we're not able to move forward in a way that that works best for the most people that possibly can. Right. Did I tell you I met a gentleman named Eric, somebody other in Roxbury that day. Home schools, both of his kids. No. Like the car, I can't remember, I see, but I've got it. We had a driver Mercedes. He was wagon. No, I think, no, okay. Like a Lexus or a Toyota, Toyota, you know, Sequoia, like all wheel drives. There's, there's one, there's one gentleman that has this really old Mercedes wagon. And it's, it's, it's just, it's really, it's really awesome. He really, I see him put himself on top of it. He's just really, really ingenuitive in how he uses it. It's, he's made it go a long way. But my point was that the, this, this guy was clearly homeless. I'm homeschooling my kids, you know, they don't need to, they don't need to be having social media. They don't need to be near phones. And, you know, there were sort of the, you had described before that there were some, some people with strongly held opinions in Roxbury. And I, it was nice to see that up close. And the sort of, right, sometimes the sort of the broad edges of the, the far ends of the spectrum help you understand how wide our district ranges in terms of what people wish for. And I've had those conversations with not with families from Roxbury, but with families from earlier. Oh, sure. Which then, whoever's saying, just take your phone. All right. Can I ask one more question that just occurred to me that I don't know that we've necessarily talked about. So we're talking with all these people. And I mean, most people don't necessarily distinguish between wants and needs. There's lots of people who think they have needs, but they're really talking about wants. How do we actually figure out what aspects of vision relate to needs? Like we're trying to meet the majority of people's input, but we're really talking about the needs. But like the people aren't necessarily telling us about their needs. You're telling us about their wants. But there are people that that gets kind of muddy because we have people whose needs are not being met. And they may not be able to necessarily articulate it that way. But how do you sort that out? Or how do we sort that out? And how do we ask people to sort that out? A swimming pool. That was my very first meeting. Yeah. Are you joking about that? So when I took over on July 2, my first day as superintendent, my very first meeting was somebody walking in my office and saying, stop messing around. Just put a swimming pool at the high school. On the roof. That one's come a long way. Now from behind the screen, I think I think that's a good question. And that's to me related to the sort of interests and positions. They articulated earlier. And I think to to the good for us, we don't necessarily have to make all that all those sorting choices, right? We do need to sort between the things that are definitely pointing towards vision and the things that are pointing, trying to tell the administrators out of one of the schools kind of thing. I think the school board, you know, Kale was asking earlier, what's the solution? Is it just more money? And I think the school board is does face the question you asked Mal all the time, right? And even between needs, then maybe some that aren't met, because we don't have resources in that resources can be time, people, money. So I think it's good for us to recognize, you know, if we want to do that as part of our sorting, we can do that. But we don't have to make those hard decisions. The school board gets to make those for Libby. And maybe hard for us to I mean, for everybody to determine, but like, I'm just like speaking, just as someone who like, professionally, mostly works with people with visible and invisible disabilities, I just, we also really want to be thinking about that. And we're not necessarily collecting that kind of demographic data, I just want us to be sensitive to like, when we're talking about various aspects of the environment, some of these things are needs and not wants for some people. Mel, I think it'll be interesting. I partly I hear your comment and think through the lens of access. And I think it'll be interesting as we as we are sorting things into buckets. There will be I think a lot of examples where contributions people have made fit into multiple things. And I could see access as a theme affecting a lot of the input, or being relevant to a lot of the input. Is that resonate with you? Okay, great. I'll try to be there we go. Now I can see your thumb. All right. They don't show up ready to like absorb anything. So they're not accessing any times that might be obvious. In a person that they're really struggling, what are what do they need? Other times like Mel said, it's invisible and maybe not known as much. So do we just assume that there's people that aren't having their decent whether they say it or not or whether we see it or not, and build in things to make sure that being important. Well, because we've got a few minutes left, and it's fun to see Libby, Libby's heart race. Can I ask you about group breathing? I want to ask you to do group breathing. You know, but to your point, Susie, if if we end up with one of the vision statements saying something to the effect of all mobular students, all mobular RACP students are available for learning or something very broad like that, the implications, the cascade of implications from that are that or could be read to be we're feeding these students, we are connecting them with therapy, we're, you know, all these things, right? It's like like Mel, are there specific things that you think of that seem just like so obvious that are totally missed and not talked about by anybody? Yes. There's only four minutes left to the meeting. Better start start now. Well, I'd like, you know, I, I, this is, this is bigger than just summarizing, but it was so so my nonprofit organization, we hosted UVM from the Center on Disability and Community Inclusion last week, they did an event on what do kids wish school was like? It was fascinating. So we had kids live, talking, using Jamboard, typing in the chat box, having their parents as their proxy, but they were there. We had kids who like interviewed other kids and shared their perspectives were now about to send out their recording or can send it to all of you. And it's still open for input. It's not going to be like if they're not all MRPS people. So we can't necessarily abstract out our community's values from this, but the themes were really interesting. And they have a lot in common with the themes that kids have given us. And when I think about access, I think that there are so many of my patients that are in a state of fight, flight, freeze on fatigue, like they are dysregulated, like all day, they cannot access their education. So many of them. And it's going to be very individual about what that is. But there are some pretty common themes of their sensory processing experience of the way directions and instructions are given of the way that behavior is managed. These are really important themes. And I that's why I find it so interesting to ask kids because they all they said this stuff. They said that the kids I didn't know said the same things that the kids I do know said, which I found very interesting. Now, I think that what I was listening to what you just said and thinking about the buckets that you're on the board, you know, the vision versus the how we go about making schools happen in the details. And in the comments you just describing them, you know, if you back up to 10,000 feet, what what are the vision? What's the vision or what are the visions or or the values that then will help a school or help a school board think through the lenses you described about, you know, the sort of universal design for learning type stuff, right? How do we how do we evolve schools so that more teachers are responsive to the question of how instructions are given and how that affects learning? Right. So what I want to do is just keep pushing to back up to the 10,000 foot. What are the what are them? What are the sort of powerful vision pieces that lead us to being more responsive to some things you just articulated? I think Mel's professional point of view is super important because I know personally two kids who went through the school system that just utterly failed. And they're brilliant. And I love them both. They just did not have what they needed. And their parents won't fill out a survey or pride and they don't even want to have anything to do with it anymore. And so I think that if, you know, your voice and the voices that aren't being heard, I think that's helpful. All right. Mira, how you doing? I did. I do to people that I found for that could are interested in helping with the childcare at RVS. So email. See them in an email after this meeting. That is awesome. Thank you. Before I lose everybody in the negative one minute we have left. All right, we have scheduled meetings in June with the sixth and the 20th, but we need to go with sixth and 13th. The same still on Monday. Yeah, still on Monday. Whatever. I'm not even going to ask if that works for people. It's just it's the best date we've got because it's before school ends. After that we lose Libby to, you know, Tahiti or wherever Libby's going. And I suspect we will the students will be on to other things as well. Six and 13. Oh, cool. We will not have your input. Yes, you got to go. No, it would have been this June 6 or the 13th. Do we do we do we already try to find another? Okay. You had me scared there for a minute. We've had all the all the turnover we can handle in admin. Please don't wish for more. All right. So June 30, I will just reinforce the June 13th new date via email. And thank you all for showing up tonight. Sorry for the people who are chilly, including me. It's great to see you. I'm really appreciating the input. Good night, y'all. Thanks, Rhett.