see if >> okay we are recording now >> for the January 16th meeting of the communications working group. So >> thank you Betsy. >> Sure. >> Okay. So I apologize. Um I never think
to go to look at the um to just go look at the attachments. So I haven't read this yet. >> That's fine with me. >> Okay. Do you mind if I just if we take a minute since >> No, go ahead. And I say so my understand
so with last I don't remember all the details of our conversation last time but we agreed that I would try to sort of streamline we we we this V2 document right is now like an amalgamation of a bunch of
different stuff. So my thinking was to try to in terms of this idea of like not roles but more like norms slash code of conduct.
The Mass Municipal Association I think calls it like standards and guidelines like there's different words rights is like what you do and then conduct is more like the notion
of collegiality and sort of how we how we go about things sort of like dos and don'ts communication. So Mariah, when you just said before, and now I don't have the V2 right in front of me open, but it was just getting to where like there was a
lot smooshed into something. >> Yeah. >> So I tried to kind of parse out what I think people are interested in having some documentation on. Um >> yeah, I felt the work that you did was
really well done and excited for it. >> Okay. Thank you. cuz it was a little different. So, I wasn't sure. Okay, that's great. Thank you. >> And the part that I'm unsure, like I I want to go further in my compliment um once I figure things out. So, the part
that I'm unsure about is what I see in red isn't the only you changed, right? There's >> correct. The things in red, thank you for asking. So are more like notes and things that I was particularly unsure of um or things
to come back to. And then the part in the beginning specifically I put in red because we talked about this wording and even reworked it and I had the sense that there's like a commitment to having something about
like how the meetings go. But I don't think but to me that fits more in the section about our meetings, not about us. Right. >> So, so that's why I put that in red because I didn't want to get rid of
that. Um, and then the other things that are in red, I mean, there's one particularly in the end towards the end that just has to do with sort of um like sequence of
um communication when dealing with like a a complaint or concern that comes in that I wasn't sure was sort of um our best practice as written. Um, >> and that's what I'd like to spend some
time on today. That's the most important thing. I actually like it as it is, but I think that that that's what we want to have the discussion about. >> Um, the part that I'm having trouble with is just remembering what this replaces, what's going to be taken out,
right? Because if indeed we're in agreement that an orientation to to give get people going does need to be direct and to the point otherwise people just aren't going to make it through in one sitting. >> I need to understand in the overall
>> what's going to go you know >> so and that's a great question. Um >> I sent the link too Sarah to all to all three of you. >> Thank you. >> Yeah >> the link is in my email. It is. I sent it in the email.
>> So, I feel like I probably started with It was kind of I took copy and pasted. Let me see if I still have it. Yeah. Okay. I think I copy and pasted
kind of everything that was there was a lot of repetition. So this some of this is not necessarily replacement but it's just like repa repeating things that were already
there but in bullet points and maybe slightly edited but I think it's basically the whole Mariah you said it before. So sections 2.2 to 2.5 and I'm sorry because I have to open it
up. I don't have it. But like anything that wasn't anything that sort of fell >> Oh, that's super helpful because I because 2.1 I thought was really valuable. That's the one which is like >> advocacy school committee does this compare with superintendent which does this other thing. So I was like oh I
hope we don't lose that but you're saying keep that bit which is really good. >> I think that's roles right. >> Yes. It's illustrative of like the difference. Yeah. I think it's good. Um, >> so you're sort of rolling together the like norms um the code of conduct, the
norms and um requests for information from staff. >> Yeah. which which which sort of you know there that's a little gray but I do think it has like I think that's sort of operational but it also
just for me it has to do with like the relationship that we have with staff. So I thought it kind of makes sense to have it in there. And I think it's something that's important from what I hear like we talk
about it. It comes up a lot, right? So how is that not going to get lost if there's duplication in the document? How are you going to call attention to the part that you've just sent to us? >> I don't think there's duplication
anymore because I like just streamlined. There was just a lot of words and a lot of like the same things that were said dup multiple times but in different ways that basically come down to like be nice
to each other even though we don't always agree. >> Yep. >> A governing body works best in a cooperative and mutually supportive manner. >> Okay. So if I have time to go through the rest of the document later, I will notice that there isn't duplication like
from what you say the the piece that you've given to us is the one place where that is addressed. It's not then addressed again. >> I'm not positive of that because I didn't really go through the whole rest
of the document. >> Okay. So for today because time is short always. Um Mariah and Carolyn, what do you think if we um limit ourselves to just this part, have that big conversation about the piece that
Caroline just highlighted for us and then leave as a second step what gets taken out of the overall document? Would that be okay? >> I think it's even more simpler than that from in my mind or maybe we're saying the same thing but I'm understanding a
little bit differently which is if we look at 2.2 2 through 2.5 and say, "Okay, well, I feel like there's nothing critical that's been left out." Then we just replace it in the document with what Caroline put together. >> Okay. So, but I still have that that
thing in my head of does the rest of the document then go back and address the same later on? >> No, I don't think the whole point was 2.2 through 2.5 were duplicative in and of themselves. Yeah. Most of the rest of it, if you think about it, it's like
first there section three is first days. Section four is like what's a meeting like? Then section five was going to be like what are subcommittees like? And then the only thing that I think might be actually a little bit different is that there's a section on events which um
>> which I think has mostly is actually not duplicative of what Caroline said, but it would be like I I think it's fine actually. Um but there is a little bit in what Carolyn did I think. Yeah. You moved visiting schools and socializing >> y
>> down to um down to this section as opposed to events >> for contributions. And so I guess I'm a I'm saying yes to what both of you are saying or I think Sarah I think what Mariah
just said first does address your question. I or I just looked at the rest of the table of contents and sort of assumed that in all likelihood this stuff is not super in there. Um
and actually Mariah I think I think I request for contributions I did not deal with but I think so 6.3 is is in what I just created.
So, and then visiting the schools. I >> you have it, but it's much shorter. >> It is much shorter. And so, I'm obviously totally open to people feeling like there should be more. I guess when
I just started editing or looking at it, I just thought, does it have to be as long as 6.2 is right now? >> Um, I don't know. I'd have to sort of in a concentrated way.
I don't like so for me like this kind of commentary line visiting the schools can often close like for me that's just like >> unneeded >> that's nice but yeah >> I don't it it just becomes now we have
like a 50page document >> um you see I think that the way you shortened it. Um, the only thing I might add back is the graduation paragraph, the last one, because that one is like it's actually sort of a little more
formal. Like it's something we do as opposed to just like an event we might get invited to. That's the only exception where I'm like, "Yeah, that could be." >> And so that section is called events. So yeah, I mean maybe we could just
Does it make sense to sort of just come back to events at another time or go ahead and and change it up too? >> We could do you're both are in this section right now, right? Because I think what we could do is literally just say like we could delete out everything
else that's in visiting the schools. Just call this graduation. Um, and then we could just say something like, >> um, in addition to the like events blah blah blah, whatever described in section
two, >> um, one particular like and then just leave it at that, you know, and then we could delete out the social events bit here. >> That's fine with me. Does that work for you, Sarah? >> Yes. And I'm really happy that we have
some on the high school graduation because that was a sticking point for me. I showed up that morning not knowing how it was going to go. It's great to have a little bit of information written down. >> I don't even think there's that much. There's still not much information, but at least people know what's coming.
>> Right. [laughter] Right. >> Maybe there has to be a separate like chair and vice chair handbook. [laughter] >> I can't tell you how lucky I was. I had a blue dress and I put it on and Anony's like, "Yeah, right color." I was like, "Whoa, [laughter] lucky." You know,
>> just don't wear orange and black and you'll be okay. [laughter] [gasps] >> Um, okay. So, so what makes sense to me is to just maybe like scroll to through current section 2.2 through 2.5 and see if there's anything in there that we're
like, "How could we ever leave that out?" And then if there isn't, then we are good to replace it with what you put together. Caroline, >> does that work? >> Sure. Of course. I already checked it for what I wanted to make what my top priority was was in there and it it was
there. So, that's good. But yes, I'd like to have that opportunity to look more closely. >> Should we take five or 10 minutes now and just skim through? >> Yeah. >> So, sorry. Skimming through >> just looking back through 2 point the current 2.2 to 2.5. see if there's
anything that we are like desperate to um >> make sure is in there. >> Yes. Yes. >> Um did you put in something about the mentoring thing? >> No. Um,
>> I'm wondering, so if you look on um I think it's kind of it's the last bullet on the very top of section of page 10 and it's about committing to professional development and it has the orientation. It references the eight
hours orientation and through the mentoring relationship. >> Yeah, >> I'm just wondering if that might be something to include in our guidelines. >> Right. Yeah, I would like to see that codified. I think that that's important >> because um sometimes when you start you
just don't know what you don't know, you know. >> So, I'm just looking in the table of contents and I see section 3.5 is mentor assignments. So I agree it's valuable but the only question would be like
is it more procedural like operational the mentor assignments I think it says just the chair will ask you to be if you wish to be assigned a mentor and discuss that that's more like your first days on
the committee to me that section reads a little bit differently in section two as we have it now in that it essentially says is and part of this you do allude to because it basically says you have to comply with the requirements of MGL chapter 71 which you you said like make
sure you're complying but given how specific that requirement is about like the orientation I think it I personally think it might be worth retaining that that bullet um >> professional development related to res yeah compliance with the requirements
specifying [snorts] [clears throat] That makes sense. >> I'm just going to I just putting a comment on in new um in CT new guidelines, >> right? >> Okay. >> Hopefully that means it doesn't get lost. [laughter] We'll see.
I'm also going to highlight it yellow. Maybe that will also keep it visible. Okay. >> Yeah. No, that makes sense. Sorry, I'm I'm in a hotel and I'm looking for a place to sit that's not a stairway that appears now to be outside
somebody's office. [laughter] >> But there's no place good to sit. So, all right. Sorry. >> Do you talk about um the agenda setting in here? >> No. >> Okay. because I think that is probably
like meetings or role of the chair and vice chair. >> Okay. Gotcha. >> Um but I do think that's really the kind of thing for sure that we should have somewhere. [cough and clears throat]
But I like for me I would say again looking at the headings that exist >> it would be more like preparing for school committee meetings or maybe it's just school committee meetings preparation
and >> I think you're right that it's addressed [laughter] in the agenda setting like this is how we do our work is at school committee through the agenda and that is addressed elsewhere. Okay. >> Um, and I think so I think that that's fine. Just looking.
Did you have something about like um the no surprises bit, proactive communication? >> Um, I feel like I do. >> Okay. Um, communication with Yes. So, under communication with
senior leadership and staff. >> Oh, yeah. Now I see it. Okay. Thank you. >> I even used the word surprises. [laughter] >> I I didn't put it in act in full quotes because I didn't want it to sound like I
was mocking you. [laughter] >> Yeah. like >> we all know Mariah's obsessed with surprises. [laughter] But no, and I I'm really only joking there because I think this is a good point.
Um, and I think I I liked sort of putting it with like where you've talked about let's have no surprises. I feel like it's helpful to be like just
pick up the phone and call the superintendent or anybody else if you want to like you know if you think you have a concern or a disagreement that could be embarrassing or awkward like see where you can get
beforehand was sort of how I took that if and if that's not sort of the full intent of your no surprises um notion, you know, feel free to jump in. >> No, it's it captures it well. It captures it well. >> Okay.
>> Um >> there's something that I can't remember if I read. Um it is our responsibility to set the tone for the entire school system and we will make every effort to promote a positive image for our school system. We will operate transparently and respectfully, maintaining
confidentiality and respect of the open meeting laws. I'm sure that we probably have the open meeting law part in there, but do we have that idea of um of leadership, you know, and like right now when we're thinking ahead towards an
override, I think that part of our job is the relation with the public to go out and talk about our our schools. Do we have that sense in this new document? Well, specifically in terms of something like
going out and campaigning, I don't think so. And I don't think that was in my mind. Um, but we do have um Let's see.
I tried to sort of wrap some of that stuff up. Transparency I think is probably a different I mean transparency I that's a whole other issue. Maybe I tried to kind of wrap
some of what I think you're saying up in the notion of collegiality and what that means. like some of which I think, you know, is kind of self-explanatory. Um, but members are expected to treat
fellow members, PSB staff, town staff, and the public with courtesy and professionalism even during disagreements. >> Um, I think this I think that that's good. I think the side of that that I'm getting at is when somebody comes on to
the school committee, they need to like in a way kind of own it like right like like be the the leader that is like oh all of the decisions that we make do lead up to the school system as a whole. So like they have to kind of own it as
in this is a system that we're proud of and that we think has merit to it. And maybe those words didn't ring the same way for you when you read them. Um, but that's kind of like the idea that I like I don't mean that everybody um and I'm
not talking about campaigning for a yes for the override, but I'm talking about more that that public relations part that school committee does that we're you know we we have gone about about this to make the best decisions we can to try to make a a great school system
and we're the leaders in the face of the school system in a way. Maybe you don't see that the issue the same way I do though. >> Um, yeah. I mean, I don't know if you have something.
Yeah. Uh, to me, I guess. Yeah. I don't know. Maybe I don't see it the same or or understand if there's something you're sort of driving at. We do have which I think is important. Members may vote
against any motion are are entitled to descent from any action. Once a decision is formally adopted, individual members should not actively inhibit or obstruct the implementation of that decision. >> Y >> I don't know how I mean I don't know how
you would express what you're thinking about. Um, so the mutual first sentence I like, it is our responsibility to set this tone for the entire school system and we will make every effort to promote a positive image for our school system.
Um, but you know, I'm I'm okay to agree to disagree with you on that. That to me was a is a thought the way that it's worded here that I would bring forward. And for me, I think those those kinds of
sections are what I actually more struggled with when things are sort of theoretical and not concrete. Um, for me that just is sort of like gray area. I don't really know what it
means. It's open to interpretation. Um, it just seems more I don't know >> which section are you both talking about? I got >> I guess Sarah's talking about something that's in the existing. What page are
you on, Sarah? In the existing. Sorry, there's a lot of people talking here, so I keep on going on mute. Page 11 at the bottom. >> Page 11 at the bottom. Is this about the setting the tone bit?
>> Yes. So, um it's the last bullet and I like the first sentence of that last bullet. >> Yeah. And so what I was saying, Mariah, is like so for me setting a tone is a really um that's sort of nebulous and um and more
um I can't think of the word right now and I'm trying I was trying to sort of be more concrete. Um, >> do you think that you could maybe rather than just say setting the tone, I think
what you're saying is that part is but like a tone of professional um, courtesy, professional behavior, respect, like sort of being explicit that like because I like that sentence too and I think that people sort of think of them
they might think of themselves as one of 7,000 or you know not nec necessarily and maybe people underappreciate how visible the role is and so it is worth keeping that sentence.
Um I mean Bella even alluded to it at one of our at our workshop right at our workshop the most recent one that um that sort of idea. So I do think it's worth keeping
somewhere. It's handinhand with some sort of leadership for me that you >> Yes. >> that you take on the decisions that happened before and instead of seeing yourself as sort of like um
outside of the system, you see yourself as part of the govern the ongoing governance of the system. >> That's nice, too. And I don't really know what you guys are talking about when you say stuff like that like that just then to me.
>> But Caroline, do you consider do you consider yourself to be like a a PSB leader? >> Um I'm in on a leadership body. >> Yeah. But like as opposed to um as opposed to someone who is there as
like a auditor because I think that people could think about this job in two ways and one of them is allied and one of them is um in opposition to right and so I think part of this is thinking about a lot of the outside people
are or I'll say most outside people are thinking of us as leaders and representatives of the system. >> Yeah. >> But many of us came to this position often being in conflict with the people who were now sitting around the table with or in conflict with the positions
of the system. And so it's important that there's like this there's this I don't even want to say it's a toggle, but it's like this understanding that this thing that you you care so deeply about that you were deeply invested in before you have now a different
fundamental relationship with. And so that's what I think of it as like setting the tone and not just as a one person but as you say you were a member of a body >> right it's really powerful >> so
um so sure I mean if you guys want to try and put a bullet maybe it's under the sort of collegiality thing >> I think it might go as part of a
governing body that works best in a cooperative and mutually supportive manner, etc., etc. >> I almost think it goes right up at the beginning of what you included, like the bullets, which are the guiding
principles bullets. >> Uhhuh. Um, well, go ahead and add something in if you want. >> I'll flag it in the text as another one to keep. [clears throat and cough] >> I still I'm I'm probably going to still
continue to try to see if people can be more concrete. >> Sure. Because my concern is just that when something is sort of esoteric that it's kind of, you know,
can be a a just a setup for interpretation in terms of like you don't want to get into like personality. or like do you know what I mean? Like splitting hairs over. I guess cuz I don't quite know what it
means but >> sure. >> But yeah, throw it in. Um, one thing I wanted to mention actually was I'm rethinking what I said about adding in that mentoring and professional
development because it's actually in even though I said oh it's it's the mentor assignments um is not necessarily directly addressed 3.9 the required training is in certification it does address it there. >> Okay. So I don't think we need to add it
into the u other section. >> And I actually think I do think that's better. >> Yeah. >> Right. Because again what you just said it's more of like it's an operational requirement not a sort of like
>> principle. >> Yep. Um so >> I wanted to go on to another thing. Um, >> yeah, >> it was something that I had written myself and so I guess I I felt um like I wanted to keep it in there. >> So, will you remind me if we have
something about this? Um, it's about interactions when it has to do with the specific child. And I added a sentence that said good practice is that if we u if that if a del delicate issue impacts
a small group of children five or less then would be bit better not to discuss it publicly because individuals of such a small group are easy to identify like that comes that's coming up right now when we're talking about um >> where are you looking I'm sorry do you
>> all right on page 12 okay 2.5 general principles >> in all interactions Third bullet in all interactions with or regarding children always be mindful of their safety, privacy and welfare. And I put in um good practice is that if
a delicate issue impacts a small group of children, five or less, then it would be better not to discuss it publicly because individuals of such a small group are easy to identify. This issue comes up sometimes when we are talking about um out of district placement when
we get too involved in you know where a child went or what a subspare program is you know it's kind of easy to think of like what specific family we're talking about you know and so I just want to make sure that somebody that's new to
these discussions realizes that once we're talking about something that impacts a very specific situation it's easy for that to be identified. >> So in the bullets
um in the document I created we have members must be mindful of the privacy and welfare of students and families in all interactions with the public and during public discussions. Um,
and so with respect for your specific concern, Sarah, like so like that level of like additional words was what I was aiming to
have less of because I think it's just um becomes cumbersome. So, and um I don't I'm >> and I guess I figured something would
come I mean even as you're giving the example of out of district placements. I don't know what you're talking about in terms of like that a conversation about I don't know if you're talking I don't know what you're talking about and I
can't think of a time where I could would be identifying a particular student right I don't I don't think you've done it I don't think that you would be in danger of doing it I'm wondering do you think that it's an obvious concept that
um when something is so particular particular to five or fewer students that it isn't a great topic to have an an open meeting. >> But like what would be I guess it's hard for me to answer that without knowing
what when could that happen like what would what would that be? Um if >> what would we be talking about in open session? >> If we talk like it's even if we talk
about a new person coming in uh an an additional person has just been added into um out of district placement numbers and that costs this then that's almost traceable to people who are in the know
back to how much that child's placement is costing the district. I think some of our conversation at finance sort of bordered on this a little bit the other day. Caroline, were you listening? I don't remember if you were listening. >> Um I was listening,
>> but part of it like for example, oh like um why would someone choose this school versus that school? And like and it was it's so innocuous and yet like imagine you have a friend Caroline I'm making this up and like you're a member of the public and you have a friend whose child
goes to one of the schools that is listed on that list and maybe you didn't even realize that it was an outofd district school and all of a sudden you're realizing oh they go to that school and the district pays um like does the district pay $130,000 for their
school? Whoa. So it like some of this stuff starts to get very specific to people, you know, and so to the extent that committee members are bringing up details about this in relation to like like oh a student goes here, it it could
just get I think and I think it's almost a unique thing but it can sometimes not be like imagine um I'll give another example of like oh a third grader um
got hurt at school like because they tripped on the field and like and so all of a sudden like people might know about this and oh they heard about the third grader but then like they put together oh a third grader left early that they heard about from their kid cuz their
kid's in third grade with like they had to go to the hospital. like you start to put together private information with public information and all of the sudden the public has private information about people that they know >> and it's totally innocent on the school
committee members part. They didn't mean to do that. So what I want to somehow say is just to say something that makes people aware of how that is an issue because I think that if you haven't worked in schools, you don't always have that fil that immediate filter that
those of us who've been at this for a while have because you don't think about it in that way. >> I guess I'm not sure how how some of what you guys just mentioned could be avoided.
And sometimes and and I'm also not sure I don't know does like a third is a third grader went to the hospital >> right I think viol likeing a purse like I'm not sure I think that in privacy violation
>> I think in the examples it gets hard but when the reality like because we're just trying to do generic examples examples. But the types of things that happen is like somebody says that and somebody else says, "Oh no, we can't talk about that because there might be a lawsuit,
you know, or like, "Oops, we can't talk about that." Then suddenly somebody knows that the parents are are are going to, you know, try to sue the the district. Like there's there's just like little things that you happen into once you start talking about specific
children. So, so then what are you looking for a bullet point in this guideline? >> I'm looking for like if somebody's new to coming on to the um school committee, how can we get them to really understand
the issues of privacy when that school new school committee members like of course I would never talk about somebody by name. We need them to understand the concept that it's in the details. Once you're talking about anything that involves five or fewer kids, you might
be giving privacy details about specific people out. >> And why would it be five or less? >> Because that's when it gets to be easy to identify like who's in it. If you have a program, a subsparate program at
one of the schools that only has four kids in the classroom, at that point we can pretty much know who we're like everybody knows who you're talking about. >> But I think you could say that for 10 or 12 or like I'm I don't know. Is five
just a sort of arbitrary range? You mean >> it's sort of a rule of thumb among educators? I also think I'm not I mean I think it might be a rule of thumb among educators but I agree with Carolyn that it's not like a holy number right like it it but it also could be like I'm
giving this I'll give one more example um and this one like imagine someone says you were to say oh well um an educator has recently taken leave due to illness and all that school heard was
that so and so is out on leave but they don't know why. Right? Maybe someone they're out on leave for whatever reason, right? They're out this week, right? Oh, so and so's out this week, but you know, and then it's like, oh, we had an educator leave recently during illness. It's really easy to put together one and oneonone that like so
and so is sick. And that's a that's private information. You know, it might not be legally classified as protected, but none of us necessarily we don't want other to accidentally expose people's information that's up to them to res to reveal or not. So, I think that maybe
there is maybe a different way to frame it. I don't know that it necessarily has to be specifically about five, specifically about children, but just like being really mindful that you don't have to say someone's name for people to figure out who it is. >> So, I guess my question is is does Caroline already have that in what she
said and so nothing more needs to be added. I personally think that more could be added to what Carolyn wrote. Like uh she wrote members must be private mindful of the privacy and welfare of students and families in all interactions with the
public. I think we could go further in a couple ways. One by saying it's not just students and families. It's like educators as well, right? Or staff. There's a whole bunch of people who all deserve privacy. And that um and sort of what I was just I was trying to get to
like what did I actually mean and just say it's really easy for and I'm not going to say it gracefully right now but basically this idea of it's really easy for someone to take what you have said and add it up with other things they know to to reveal more information.
I don't know if that's more clarifying, but I think that's where we are constantly talking about this is like someone knows something, you say something, and then they put two and two together and have more information than is perhaps appropriate. >> It's not coming to me right now. Good
wording for that. Um, >> so what about putting a pin in? So, I I understand what you guys are driving at and I do I appreciate that you're listening that like and hopefully it's helpful that I'm saying to you, I don't
really understand what you mean because we want it to be understandable, right? So, >> yes. >> And but I also think we don't want to bog the thing down with sort of illustrations in each point. So maybe
um maybe this conversation can help us think about in a more concrete way. Um or maybe you want to have stronger language or a second sentence
even >> I don't for now we just flag this bit that's in >> okay >> and come back to it because um I think if we were to get this so I'm just gonna if we were to get as far as to having everything else in a couple of hotspots for us to talk through with the
committee that would be an amazing Um, >> yeah. >> Um, >> yeah, we do have to move more quickly. You're right. So, let's flag it and keep going. >> The one thing that was making me think about Well, I have because I have one more comment about a section that I think we should add more of the original
back, which is the media relations. And what what it made me think of is what are the things that members are going to be most unfamiliar with? And my guess is that media relations is one of those areas where probably more is more in this case. And this and this area that
we're talking about now, which is essentially how to deal with the fact that you're like being recorded, unlike most [laughter] of the time in our lives, like your your words are being recorded, like disseminated and posted online in a way that they never have been before. And so, and people like are
are examining them and dissecting them and hearing them in ways that probably your words haven't been before. So to the extent that like we can tip people off about this issue of like being careful about um what you say not only because of the
media relations side. So I liked I personally would advocate for leaving more of the media relation sort of like there was like tips from previous members. I I think that there was a lot of good stuff in there. >> I would probably >> uh it's the
it's page tw 13. Hold on. Sorry. Oh, yeah. Keep going. >> Yes. 14. I'm sorry. But also, this idea of people being able to take what you say in public and combine it with something they know in private to make 2
plus 2= 4 is probably new for a lot of people, too. So, just something to think about. Um, there. Um, and I think that's fine with me to sort of add more back on the media relations part of the cleanup I was
trying to do. I if I remember correctly, this part I think was clearly like a a mash of different like the like the voice changed and even like the like it
went from like where other things were like members will to then it was like you. So I just was trying to kind of streamline it. Um, >> I think most of that section was exactly
from the from the handbook that wasn't published. um except which doesn't mean it wasn't a mash then, but I took it and and in sort of wholesale from that old section except for the last bit which um which I
think you incorporated elsewhere in your document like the context of um >> Oh yeah, >> you you added that in somewhere else and I think it's good where you added it, >> but just a lot of like this idea of like the things that I thought were valuable were like don't answer if you're not
ready, ask him if like there was a whole bunch of sort of helpful tips there which people who like haven't had media training cuz this is all media training stuff and if you haven't had that you don't you don't know it and so um I
think there is value to providing this in written format. >> Sure. >> Like at work we give literally like bulleted lists like this to faculty because they don't have media training but often they're being called on as experts in the news. Um, and so it's
it's I think there is value to this. >> That's very relatable for me because I don't have the media training and it's um interesting that reading through this is helpful. And then recently, which I can't repeat here because we're being recorded, Bella has given a little bit
of advice that for me has gone a long way with recent things. So you're right that I think people can be coached. >> Yes. But I think we also can't assume that other members can coach them, right? Like or even anyone in the district. So
having this sort of um passed down lore is is I think good. >> Great. >> Does that seem okay to you too, Caroline, to like add some of that back? >> Sure. >> Okay. Other than that, I have nothing else to um add. like I think what you
did is great and there's just these couple minor things. >> Do you want to add back yourself the things that you want added back? Uh why don't do can you send me the word doc and then I can drop it in and then um
and then we can I'm happy to add them back and then just flag the I think it's now just the one thing which is the sentence we're talking about um that um that you flagged Sarah sort of just this question of how to deal with sensitive
small group stuff. >> I'm very close to being able to sign off on this document. I the work that both of you have done it is really good. I did think that at some point I was going to get a bit of time with the full document um to to to go through it. Um
so I'd still like to ask to get that. >> Yeah, you can go next. >> Great. >> Yeah, as far as I'm concerned if that's okay with you, Caroline. >> Go next. just like you had done a deep dive on section two and if Sarah wants to go through and and
>> Sarah had originally put together the reddraft then I said wait let me like I thought we were going to do that but when I then I rewrote it then you've done the deep dive on section two if Sarah takes the next look through and u make suggestions then at that point I feel like all three of us have gotten a
good chance to look and contribute bits and it could hopefully at that point go to the full committee for consideration. What do you think? Sure. >> And um I'm just trying to see if Okay,
Betsy didn't post this draft, which is fine. So I'll I mean I can I can send you this word doc. Um, it's 3:52, but Sarah, you had talked about wanting
to talk about stuff at the sort of responding to emails from the community section. Oh, I um I thought that it was good. I didn't
have any notes for that. >> Oh, okay. That was like that to me is really meaty stuff and I wanted to make sure that if you guys had more to say on that because Caroline had you know because Caroline had you like written a couple of red things there. I thought that that would be a really useful
conversation for us to have but it's not because I had edits for that. >> I'll tell you as I'm looking at it now where I was confused. So this is emails that we receive with questions about specific students
should be referred in the following order to students, educators, building principles, and then to the superintendent. So, the reason I'm confused about that is that my understanding is that we are encouraged
I and I feel like we it says this elsewhere. If you get concerns or complaints in an email about building level issues, refer them to the superintendent and also elsewhere. Stay away. >> I'm realizing that's poorly written.
What we're supposed to do is write back to the individual and say, "You should talk to their educator. If you've tried the educator and you're not getting satisfied, you should talk to their building principal and then if that doesn't work for you. Yeah. It's not that we're supposed to send it, but you're right. It's written. >> I would say I I will give it generously.
I'll say it's written ambiguously, but I think it's just not written right. [laughter] Yeah. >> Okay. >> Yes. >> Um >> does that make more sense? Like really saying to them, have you talked to the educator >> or their teacher? Yeah. And do you feel like is it your experience that even
that level of writing back to somebody is appropriate to say you need to talk to the principal or is that or could somebody then say that's too much you getting involved to
even >> No, I think that that's what we've said before and we've had conversations Like you're literally supposed to say to them, you know, you can be empathetic or whatever and say like that, you know, whatever. Like you said earlier, that sounds hard. I think you wrote that somewhere like, you know,
>> um, have you spoken to your students teacher? If not, you should start there. If you're not satisfied, you you can go to the principal and then the superintendent if you're still not satisfied. So, you basically explain to them that like it's an escalation thing. And also, you're supposed to say like school committee doesn't get involved in
individual student issues. It should be addressed through the superintendent or through that chain. >> Okay. >> Yeah. >> Okay. I'm making some edits. Okay. Thank you. That makes >> that's really helpful to have in in our
policy. That's good. >> Yeah, it is. Okay. I'll look at that some more. And then senior staff community member. And then if a community member reaches out after not having received a response
from the relevant authority after a reasonable period of time and or followup, a school committee member may choose to reach out on the community members's behalf. So I guess I have the same sort
of question concern when we say reach out. >> Maybe it should say forward it to the s to the superintendent. >> Okay. Thank you. >> Yeah, I agree. because we don't want a school committee member to like >> email a specific teacher >> or even the principal, but I would be it
would be less worse to email the principal than to email teacher. >> Okay, great. That answers that. >> Do you agree, Sarah? That's what it really should have meant >> completely. Yeah, I I hadn't gotten there to really spend enough time with that yet.
>> Okay, >> that's much clearer. So, it sounds like I should send this. Should I send this word document to both of you or to just you? >> You can send it to just me and I can drop it in. Yeah. And then Sarah, I'll
let you or I mean, feel free to send it to both and I can reply all once it's uh once it's swapped out and the format. >> That's really great. >> Yeah. That way we're all in the same. >> Just remind everybody, we were trying not to all be doing edits at the same time on the same document. So, that's really good. Well, I mean it's okay if
we do as long as we're actually using like a single document, right? It's when we start to have multiple edits happening in other places, too. But yeah, this will work. >> Okay. >> Are we done for today? >> I'm done.
>> Maybe >> send over the document and then um and I'll try and do that soon. >> Okay, cool. Great. Thank you. >> Yeah, thanks. Thanks Carolyn for that work. Appreciate it. >> You're welcome. >> Bye. Thank you Betsy. Have a good weekend. >> Bye everybody. Have a nice weekend.
>> Bye.