Okay, we are recording. >> Um, so >> first thing I wanted to say was thank you Sarah. >> Yeah, I hope that some of those edits are useful. Um, also we have to thank Betsy. >> Thank you Betsy. >> Thank you Betsy. So was this I know I
think we talked about this. This is a document that was started by Andy last year or is this something that's been floating through? >> I'm going to let Betsy answer that if you don't mind, Betsy.
>> Uh well, it Andy did not start one last year, though I know he had wanted to. Um I will just say my only um thinking is um this our this document which we're now calling the member handbook. I'll just obviously pulls from
>> section B. So we're actually to the extent we're updating it. We're actually updating section B of the policy manual. Does that make sense? you know, um, and I don't we're welcome to make what our member handbook say whatever we want,
but if it's not doesn't match section B, is that making sense? You know, >> it does make sense. I mean, it makes sense in the way that like this was the conversation last year with principles about handbooks
where Stephen wanted the handbook like some sort of cleaning up of handbooks. So the handbooks at the school level like can't be different from policy substantively but they can be like have
more operational things. So, I'm not sure that that means to take it a step further that I I don't think it means that if a handbook is created that that necessarily goes back
to the policy, but I think >> that we would like essentially B would be replaced and would say repealed for the policy. Done. That's what I was imagining would happen. >> Okay. >> Or repealed for the handbook. I'm sorry, I can't speak. And what's the title of
section B? >> Governance, >> right? School governance. >> Yes. Section B is board governance and operations. >> Can you guys see this? >> So, I'm looking at the document.
>> I'm looking at the screen and Betsy pulled it up and just showed us the Yeah. So, you know, this is >> So, Betsy, are you saying that this thing that's now being called handbook is the totality of section B or is there stuff in section B that is not also in the handbook?
>> Well, Sarah, now you pulled it over. It looked to me like you kind of brought it all over. Is that correct? >> Yeah. So, what um what it it what this document is is it's the um the text in the document that Betsy sent to me um
copied into a new document. And when I checked online, it was identical to what was posted as being our current policy. And then the change that I made to it that I didn't track is every time that there was reference to law, I made it a
live link. And then I'll ask this along the way, but then there are a few places where it says revised policy. Is that altogether new
language that is not in B of the policy manual? So no. Um, my understanding was that this that those were old notes and then I thought that that was confirmed by Betsy because she went through and
struck all of those from the, you know, you know, deleted them with tracks from the document. >> Except that one didn't get deleted where it says revised policy. So that's just a like right below that where it says revised policy in the heading though, Betsy. >> Oh, I now need to go to what you guys are looking at.
>> Yeah. So if you go back down where you were, Betsy. >> Okay. Yep. >> See how it says school committee come up conflict of that revised policy, right? It's like it was a little confusing to me and then I thought no, that's just something that didn't get scratched out when they were scratching out the policy headings. >> Okay. That doesn't mean it's something
that was just written. >> No, I I it looked like everything that was track changes like you guys were pretty good about using track changes to show the difference between >> section B and you're very careful to keep all tracked changes there. The only thing was that I did make live links out
of the law, the reference to the law, >> which I thought was handy. One of So, one of the things I also looked at, not I didn't read the whole thing, but I read Betsy, that document, um, the table of contents from the 2003 handbook that you sent us. >> Do you mind pulling that up on the
screen if you have it? >> Uh, yes. Just give me >> Not I can I think I have it open. >> Yeah, I do. If you want me to pull it up. >> Okay. >> Um, so >> I did look back. back. I know you had asked to see if I could find any notes. I couldn't find anything in the record. There was a workshop that just had like
very bare bones minutes that maybe could have covered it, but there was certainly no capturing of a conversation about why it did or didn't, you know, ever get adopted. So, this one I liked the table of contents. It has some of the same things, but it has some additional
stuff, too. And um what what I thought might be nice, I mean, some of it's the same and some of it's not. Um, but I like that it talked about like social meetings. It has the section for comportment. Um, it has some other
things that I thought were kind of cool. Um, dealing with the press. Like there's just a lot of really great stuff in here. And so, um, I haven't read what they wrote. And it's interesting. I don't even know who was on school committee in 2003. And I'm not asking you, Betsy, to look it up, but it is
curious why they didn't adopt this. Um, and anyways, I just thought that like this was a great table of contents like to think about how to chunk what's written in the policy handbook maybe into some of the structure because one of the things I find in the policy handbook, I know that it in theory has
structure, but like >> at least section B feels >> especially with redundancies that are in there currently. >> Yeah, you even pointed some out. You were like this is redundant and I just feel like that's what happened. It's been written like obviously and written and rewritten in chunks over, you know,
a long time, we'll say decades. And so maybe this is a chance to like um reorganize it too into some of that flow. Um but I liked that it talked about some of these things like again the handbook talked about like there's social events that we might go to or whatever. And so I liked that like you
would never write the fact that there's like social events into the policy manual, but that's important for people to know. Um I think that I agree that's more sort of handbooky stuff. >> Yeah. >> And yeah, some of the policy even not
that it I mind it but it not only sort of redund like redundant within but also like there's an oath and there's statute. So, I don't know that we doesn't bother me,
but I don't know that we need to then sort of like articulate all of that because it's kind of implied. >> Yeah, I agree that book is more like operational. >> I was thinking about that. >> That's how it goes. >> I was thinking about that too. Two
things I thought about that were one like if something's happening before someone joins school committee, does it belong in the handbook? Like for example, the the the oath. That's a great example. Maybe it does. It's not unreasonable, but it was just interesting that some of the things
I was like, well, that's a little blurry on like when does it become a handbook thing? Um and like one other example is like um if someone leaves the committee, how do new members get selected? I thought like well I mean I guess that's helpful for existing members to know,
but like so much >> it's not necessarily handbooky. But then the other thing I was thinking about was it was super handy Sarah that you linked the statute. And I thought to myself, but if anything's so important in the statute that we think people should know it, we should probably pull it over like
leave the reference. You're right. But also like the handbook should sort of be like I'm thinking like written from like a easily understandable perspective as opposed to like now you have to go off and look at like MGL to figure something. You know what I mean? Like >> I think in some instances that's the
case. I think that sometimes what it is is it makes reference to it as like this is where we got it from but then it talks in plain people speak >> and sometimes it does and sometimes it doesn't and I thought that was really it was like the school committee's jobs are like as outlined in MGL whatever 37A but
then wherever I was looking I don't remember it was it didn't say what those things were and I was like I was like policy and I'm not blaming you I'm just saying like cuz it was legacy like oh that would have been a really good place to articulate what those things are So
um and I guess I understand it why policy doesn't because policy gets refreshed so infrequently and has such a process that it might be more challenging to like if the MGL changed then you might not want to um it might
be more burdensome for the committee to have to go through that process but from the handbook perspective because it doesn't necessarily have the same rules about policy it might be easier to >> so let me try to say back to the two of you. What I think I'm hearing, um, I
think I'm hearing that for this first go around, you appreciated seeing all of the changes. Um, and that there were so many of them that I think that we needed to just deliver back to as it was. I think that going forward there's a bit
of rewriting that could happen and a approach that you're suggesting is to go by the table of the on the con of contents in order to organize it. But I also think that further you're suggesting that there is policy and there is handbook.
>> And so maybe what we need to do is go a first round through all of this and that that generates the policy and then to rewrite it further to make it then kind of user friendly into the handbook and and take out the things that aren't
needed. An open question in my mind is what do we do with the things that we think are policy but are policy but should they stay in policy and not be a handbook. Can you give an example >> like the oath like should we retain
stubs >> and I was thinking like I think like open meeting law conflict of interest like I mean it's fine but like you can also just look that up >> right and maybe it is that there's like the conflict of interest policy stays in
B and we say you need to read the conflict of interest policy that's in B right like I'm just giving I don't know I'm trying I'm mulling it. >> That works for me. >> Yeah. Um, >> so how do you want to do the
intermediate step before we do the rewriting? Would you like to would you be willing to accept changes on the document? >> Um, because we can still keep the original. We can always refer back to that. >> Yeah. >> And then we'll have the start to something that then needs to be
reorganized and rewritten. In my mind, it would make sense to accept the changes. There was a couple I made comments on like but like I think you deleted Robert's rules of order and I just didn't understand why we would delete that because it's helpful for people to understand. >> The the way that the statute is written
now doesn't refer to Robert's rule of or order. It refers to parliamentary um discussion or something >> parliamentary practice. But isn't Robert's rules of order where that's articulated? Um it the statute doesn't make reference to it I don't think to
Robert's rules of order >> the statute like school committee statute in MGL >> what statute oh okay that's good to know okay so we don't need to say that at all >> that's that's what I think >> okay um anyway I I was thinking that what
might be helpful is if the next draft like if we accepted the edits and then someone went through and decided what they made recommend commendations to what they thought could be stay in policy versus live in a handbook.
>> Does that make sense? Where were you? >> It does. Although I'm going to back up a step because although all of this makes sense and is useful and I like that sort of I haven't looked at it carefully but the table of
contents you referred to from the 2003 but um there were some there's some aspects some spots that I'd want to discuss like I'm not nec I'm not necessarily agreeing to accept everything that's in this
draft. I have questions and discussion points >> and I thought that this meeting would be good for that type of thing. >> Yeah, >> that's what I thought too. >> Okay. >> But processwise, I mean assuming acceptance of changes or changes to be
discussed in terms of process. That makes sense, Mariah. >> Okay. Mariah, do we need permission from policy to be working on this? >> That was another question I just had. Yeah. like, okay, I guess because we'll propose it to them
and they could always say, "Nope, we're not interested." >> Exactly. That's the way I'm thinking about it. Although, I guess I could bring it up on we have policy on Tuesday and I could also flag it to Andy before then, but we already talked about this and Oh, go ahead, Betsy. I was just going to say it's not so much permission
but I do think that we'd want to follow you know if we're updating the policy we would want to follow that procedure which is to you know suggest the changes and if it goes to policy subcommittee or not it certainly would need a first and a second reading at school committee just to
>> yeah that part of it definitely we would need to follow but it's more like >> this is just a proposal I'll just say that like other anyone can edit can make a suggestion of any policy and make the edits and it just goes to policy for review. So, it's not like it's not like policy has to bless
someone working on this first. >> And and then I have a super basic question just rolling it all the way back. And I'm asking this not because I have a predetermined answer I'm looking for or even know myself, but I'm just to sort of reorient
us. So, the the thinking here that the is that the purpose of a handbook is like part of an orientation. >> Yes. >> Just handbook. Yep. >> Yeah. Because I think people come in and
like >> there hasn't really been orientation at least recently. >> I'm not sure there was ever an orientation. I don't know. um at least in my experience which was weird because it was co so um I won't
say it was like normal but like um Suzanne was chair and she said that she asked me at the time did I want a mentor and I said no and I don't remember that but either way I probably did say no like I don't disbelieve her but I think that like even if you you have your
mentor but no matter what your own level of comfort is with your mentor it's great to have a written resource >> right to have that standard. And I I know that also I vaguely recall, Betsy, this wasn't you at the time, it was Robin, but I think I got asked like, "Do
you want a print out of the policy handbook or something like that?" And it was like and I and I was like, "I can't process like an 800page book." And so it took me a long time to actually ever get to reading the handbook or without the
handbook, the policy manual because it's so overwhelming. So, if we could give people like that, you know what I mean? Like sort of chunking it as opposed to like it's 800 pages or nothing. Like I think that would be helpful. >> Agreed. >> Betsy, I appreciate you giggling.
>> It feels overwhelming, right? You're like, "Oh my god, I have a new email address and all of a sudden these emails are coming at me and my calendar is filled with like >> 800 meetings." Right? So, to the extent we can like >> step people in gradually, I think that's healthy. >> Yeah. And so, this is sort of like the
basic Exactly. And this might say to you like make sure you read the four policies that are related to school committee and by the way you'll probably want to read the policy manual at some point but like you know whatever however we decide to frame that but it does feel
scary and overwhelming that whole book. >> Yeah. >> Did you all get the policy manual when you >> I was just going to say I don't remember. I definitely was never sorry instructed
um like to read the whole policy manual. I just kind of know it's there and then occasionally I refer to it. >> And then what happened for me is as I was campaigning I was feeling like uhoh like just that that initial call when I
um was accepted accepted for the vacancy I kind of felt like oh no I shouldn't be promising anything that I can't actually deliver on. So, I read it prior to being on the school committee because I was like, "What is this job about? Like, what am I signing up for?"
So, um, do you guys want to go through? So, I'm not super coordinated here because, so I downloaded the tracked changes so that I could make my own
comments for myself if I had them. Mhm. >> Um Mariah like and so Sarah is it safe to assume that what's here is all you favor everything that's on the page. You don't have further comments. And
then Mariah, did you have places? >> Yeah, I did have a couple places where I >> And it's not to say I caught them all because I had a crazy week. So I um >> yeah, >> literally looked at this 15 minutes ago. So, >> I think I still probably have further
things, but um it it got to be kind of f full at one point and so I stopped there. >> Okay, good. So, I think we're all sort of on the same page because I did sort of some but not all. Like I'm sure there's more. >> Are we comfortable with like accepting
some of these like we'll add Brookline school committee and member to this? Like can I just go through and accept some of them like as we're going like >> Yep. or like show you what's up on the screen and then we can comment on it. Like I'm just thinking there's 23 pages. If we can go like, okay, does anyone
have any issues with what's shown here? And then we can keep going. >> That's fine with me. >> Okay. >> I kind of know the first place I have. >> Yeah. Okay. >> Okay. I'm okay with everything that's I'm just going to accept them now. And
of course, I can always undo uh let me see. check language around hiring. Um I was just going to check um and I haven't yet. The I I think the school
committee has authority to hire the school business officer and the top special education staff person, you know. So, it's >> it's not this was what the wording that's here. This is not right. >> Right. You've got >> the business officer, the business off
the business manager and the um the special the student services um director. It's not >> what's the language again? It's like >> isn't it right there at 59? >> If you click on 59, >> let's see what it says. And I think
section 41 is the school business administrator and then section 3A is the administrator of special education. Then the others are back to section 59 which is the recommendation of um
>> there's so many section. So which one is um business administrator 41? >> 41. >> Oh my god there's so many. >> So you've got a little bit more authority than the current wording shows there. I think again the school business officer is your domain the administration
>> well let's not let's not dwell on it I think it's just we'll leave this comment for now >> and we'll keep going and get that sorted out >> might be easier to find in mask >> yeah and I and I want to I think that's a great point because I'm sure that there's I was thinking about this exact
thing is like does did you ever check Sarah does mask have a draft handbook oh maybe she's on a call Betsy do you know if she did. >> Uh, no, I don't know. Um, >> okay. >> Good question. >> Yeah. Um,
>> so, and sorry because I have my I'm just >> Yeah, I'm just stopping at this page. Go ahead. >> Sorry for a second. >> That's okay. My first comment comes after replacement of officers. So, okay, we're I'm I'm the same place you are.
>> So, um, this one I flagged because I don't think this is true. at least currently. I filed a recall warrant article um several years ago that I ended up withdrawing. Um but I'm pretty sure that there never came up and as far
as I know is not has no legal basis. So that might have been true pre um ed reform, but I don't think it's true now. So I think we should >> Can it be resolved by deleting that sentence or does it need to be rewritten?
>> It could be deleted. Um, I just was like surprised to read it. If it's true, I would love to know it. That's all I just wrote. What's the legal justification? I think we can look it up a little bit more later on. >> Um, >> okay. So, just flag that for now. >> Yeah, I just flagged it for D. And yours was
>> replacemented. Well, if you recall, I'll just reme remind Well, I don't know if all of you recall, but there was a select board member who ended up resigning from office. And it's not that he was convicted, but certainly there was a question about like what was going on or
resigned as chair, did not resign from office. So there's like anyways, and there's a lot of case law about some of this stuff. So I'm surprised to hear it written here. Anyways, doesn't matter. We'll come back to it and figure it out later. You had replacement of officers um as a question.
>> No, no, >> below this. >> Yeah. >> Okay, let me keep going then. So, >> and just to be clear, just because we're not like all we're doing now is accepting changes, but we'll have we can always of course tweak wording or add stuff or whatever later on, too.
>> So, do you want to only accept changes or if people have like I have a few questions and comments in this whole section. So, do you guys want to >> That's fine, too. I guess my point was just that like this isn't the like speak now or forever hold your peace moment. We're going to get lots of other bites
at the apple. Okay. Go ahead. Is now here or somewhere else? >> Yeah. So, school committee member code of conduct new policy. So, I think because of sort of the there's the
wording in here. Some of it is like this is an overall. Some of it is like you don't do this and don't do that which is always sort of maybe tricky way to >> frame things in a handbook and then but
my sort of overall question is like what is trying to be accomplished here and then and then this is where my first like the oath of office of a school committee member binds the individual I don't know
this was one where I was like that like >> where's that part the oath of office bit >> the second sentence the acceptance of a code of conduct implies the understanding of the basic organization of school committees under the laws of
the I'm a little lost here sort of what's what is someone trying to accomplish >> I'm not sure the organization of school committees statutoily does it have code of conduct stuff and
then is the oath of office redundant? >> This is pretty standard. Um it's it's written from the MASC and it's a lot of different school committees um lifted completely. Um so to me this is something that you would want in your handbook. >> Well, and I remember Demetri rewrote
something else a couple years ago. Betsy, do you remember what I'm talking about? That was a code of conduct that we had adopted. >> Oh, I remember that. >> Yeah. So Sarah, while you were gone for a minute, Mariah asked
about mask. So it sounds So now you're you weren't here for that question, but it sounds like you just answered it. >> Yeah. So Maria, what was your question? >> My question was just did does MS does MASC have a draft handbook and did you get the like do you know if they have a draft handbook we could essentially
adopt? >> Yeah. So the for the code of conduct they have exactly what this is. Um, and you're, you know, allowed to lift it. And many school communities do. They do have this, >> but they don't have a whole um
thing. >> Um, you you know what for Friday afternoon brain, just so you know, >> for policy, of course, you have to, you know, pay to get, you know, everything if you want to change your policy. But for the the handbook, this is kind of
what they're offering. this section that's on code of conduct. Why don't we go there right now to that that website so you can see exactly where it's from. >> Sure. >> I'm going to just stay here cuz this is us. >> I mean,
>> well, I'm just seeing like >> Yeah. >> So, it says, oh, member handbook introduction >> challenging >> challenge areas of responsibility. Oh, so this is kind of interesting. Sorry, this is this is meant to be a a
school committee member handbook. >> Yeah. Yeah. I mean, some of it like historical background. I'm not sure we need to go all the way back to the Mass Bay colony. like we might be able to stop more recently in time. But um but I think I like the ch I like the
challenge and think about the areas of responsibility and visits to school, citizen complaints, legal requirements for meetings, the roles. >> You're a fast reader. >> I'm not. I'm just skimming the headlines. Sorry. I'm just Yeah. looking at if it's big. If it's big and
>> what's nice about it is it's it's um all updated. You know, whereas some of our stuff is uh is outdated at this point, which we could update ourselves, >> what they have here is all current. >> So, did you read through this and take
some of this and put it into the new thing or you weren't going that far? Um, I've read through all of this and I didn't include everything. I just noted where so I was kind of trying to stay true to the writers who had had made the
handbook in the past or the section >> they call code of ethics. Ours says code of conduct. >> Yeah. Which is different for sure. >> Yeah.
So what I did when I was updating was I tried to stay true to what was already there and um we could decide that it doesn't matter to us the different pieces that were voted in and we want to make a new suggestion and if we do that
we could use the MASC words. Can I ask a question for my own understanding? So this section was not marked as new only this bit is. Was it here in the section? Was it in policy B
before or was it new when you added it without marking it up? >> I'm so sorry. Something else is going on. Could you say that again? >> Yep. So, this section was in here and it was not um it's not marked as a change. Like you hadn't used track changes for
it. Was that because >> it was there prior? >> Okay. It was there prior. That's what I was just wanting to clarify. Thank you. And this code of conduct, just looking back at section B, was um from, let me
just look here, um from 2005. >> So the school member code of conduct was parenthesis new policy in 2005. So, >> okay. >> But, but sorry, put And is this part of B or this is only part of the draft
handbook? >> B. Okay. >> Copied over from B as again part of the as our part of our policy manual. >> Betsy, do you have the wording that Demetri did for us a while ago? >> No, that's why I was looking at I thought, was there something new?
Definitely nothing was ever voted. >> It was not voted into policy. If I can find it in my email. Um, I see Val is on to >> with a little I can't find it now, but with a little digging, I'm sure I can find it. >> So, do you think Demetri worked on some code of contract?
>> We worked on a wording and it was um and it was adopted by the committee. >> Demetri is before my time, Mariah. >> Was he okay? My god. Um, >> do you remember liking it?
>> Yeah, we voted for it. It was good. Um, >> the school committee voted for it. >> Mhm. >> Dimmitri left in 2021. >> And he started I think >> I only have emails from him starting in September of 2020.
>> He wasn't on the school committee very long. No, >> it really pays to save all your emails, Mariah. This comes up again and again. >> It does. I don't delete anything unless it's spam. >> I pay my money for my private Google
account, too, just so I can send you all Andrew Bots missives from 2018. >> I appreciate it. So this section and sorry Mariah I know you're looking for something but saying so um so mask calls it ethics and I'd have
to sort of look at what they have there. So I didn't fully understand this like maybe someone can explain the acceptance of a code of conduct implies the understanding of the basic organization
>> of school committees like I'm a little lost. >> Me too. >> Okay, good. Not just me. >> No. um code of conduct delineates three areas of responsibility.
That just seems like three I don't know like why don't aren't we just saying there are three areas of re I don't quite get that either like a code of conduct to me is like behave a certain way which is I mean respons that's like
part of responsibility in a general way but I think of responsibility as sort of an operational thing. So the wording here confused me. I think that um sorry to interrupt I think his norms might have made it into our communication document. Um
Betsy we look at norms goals and resources. Is it this? No. Sorry to interrupt. I was just excited but I'm wrong. >> That's okay. Robin was very careful about anything
that got approved putting it in the manual. So, and even by year she >> it was not for the manual. It was not a manual document. >> I see. >> Yeah. I'm just looking I will I'm looking for it. I know it exists somewhere.
Um okay. So, I'm just noting Val sent us an email in May. Um and it was from you Betsy Norm's goals. the most recent or norms. It says Dr. Lou shared the draft Brooklyn school committee norms and blah blah roles and norms attachment J. This is draft is
based on the current school committee roles and norms approved in January 2021. That's the ones that we're talking about. So, and it would be folded in. So, now I want to go back to January 2021. Bear with me here. Okay.
January 2021 and it was on our agenda for January 21st, 2021. Is that helping you, Betsy? Are we getting are we going to find this? >> Uh, yes. So, let me um January
draft 121 record. Um, I'm going back to my archive in my Google Drive. Jane 2021 2022 school committee me meetings. >> What was the date again? Right. January
21st, 2020, >> I think. So yeah, it's not there. Shared with me. All right. So I think I found it. Can you see this now? >> Yes, that's it. >> Yep.
>> Brava. >> So, it was voted that night, uh, January 21st, 2021. >> So, what's hard though because this was a standalone, right? Like, we've sort of lost >> I'm sorry, Rita's losing a tooth right now. I need to step away for a minute. I'll be right back. >> Mhm.
>> Betsy, would you go on to say what you have to say? >> Just because it's not in the manual. Um, you know, it's a standalone. It's almost like a little orphan, right? Loose. We to the extent we do something new, we want to, I think, fold it into the manual so that we don't lose track of it.
>> Fold it into policy into section B >> pot. I mean, potentially if you want, right? I mean, otherwise, >> I mean, I guess I what I feel like I'm hearing from Carolyn and Mariah is that there's two separate
um reasons to have a handbook and to have a policy >> and they read differently. So, there's some things that are connected in each of them. So, I could see that rules and norms could be language for a handbook.
Was there a second part of that? >> Um, yeah, that this No, sorry. That rules and norms could be a section in the handbook and not appear in policy, >> right? >> That's probably fine too if we do have a handbook at least it would be sitting somewhere where we wouldn't lose track
of it. That's all. And that was the original idea again like last year when we talked about this this document was sort of we had this then we started creating the communication norms then the idea was there was going to be a handbook that was going to bring this all together and didn't have the chance >> to do the handbook
>> right >> um >> so I'm sorry because while people were looking for things that I didn't know what they were looking for >> my mind went away so >> this document that's now on Bets's screen on our screen Yeah.
>> What's this document? >> So, this was voted in January 2021. Um, there was there was at the time just sort of no we had no norms about how we should all work together. >> Like I think there's a lot of
>> but this is not if I go onto like our Google drive where there's some like communication norms. This is yet a different >> that's the communication norms is about how not how we talk with each other but we were really talking about email and
like not overstepping in our roles and that sort of thing. >> This is something yet again >> this is about internal communication um among the committee and all this other stuff. But this is the point is to like I think the point you're making is it's a little bit scattered and we are trying to pull things together.
>> Yeah. Well this we talked about this last year. >> Yeah. for debate where because um the the a school committee meeting is a meeting that is held in public not a public meeting. I remember some response to
that last year. >> So I think um again I find this very valuable. We did vote it in 2021. And I just want to highlight like that no matter like that that the current composition of the committee and communication
challenges or successes that we have. None of that is particularly new or old. In my opinion, there's a lot of like right this is like a legacy issue of how do we talk to each other? How does the superintendent engage with the committee and the committee with the superintendent and with staff? Like there's lots of different stuff. So you can see like like literally there that
although paragraph >> it's not new about us funneling it directly to the superintendent subs. >> This is stuff. >> Although I can't read the because I can't control this document right now just as it's being skimmed what I see on
the page and this is not definitive. I'm just kind of like shooting from the hip here. But I think that kind of language and especially given that it's already been adopted, I think I'm guessing is going to end up
making more sense for me than at least some of if not all of what's in and sort of the approach or what's covered or tried to be covered in this section. school committee code of
conduct where sort of in in each section I had questions. So, and it felt a little I don't know like I feel like the language in the our document that this
roles and norms >> a little more handbooky but but I'm just or maybe it ends up being you know there may be pieces of this code of conduct that people feel strongly about that they're committed to
>> I think it's helpful to provide the code of conduct as almost a reference of MASC like we've drafted it this way. I'm not saying that this is going to remain intact the 2021 >> and MASC provides this and like some some people may >> resonate with one the other both like I
think there's something there in both of them. So I don't know that it has to be one or the other. >> No and I'm not saying like strike all of this. It just given that I have like I'm not even I don't even fully
understand like his her responsibility primary responsibility is to all the children. I don't know to me I'm just like all the children who and and then I think I don't really and then it goes on to say
represents the entire Brooklyn community at all times. So I don't know it's sort of philosophical. >> I don't know. So, I mean that to me seems pretty those ones seem pretty straightforward, right? Like we can't be in operating in our small group of
self-interest or, you know, some some niche group self-interest. >> Is that what you read by all the children? >> That's what I read by all the children and that's what I read by the entire Brookline community. I don't know, Sarah, is that how you read that too? >> I do and I think it's an important um
point. Can you send this to us or post it somewhere? I'll send it to everybody uh right after the meeting. Is that okay? >> Maybe it's just the sort of all the children. It sounds a little sort of like feed the childrenish to me. Like I
I guess it's just like does that mean all students in the district? >> I think so. >> Yeah. Like so all the children does that include? >> So it I I think you pointed out sort of funny wording both on this one and on
the MASC version of this. Um, so, um, I I could go with us or me editing this document or editing the other one, but I would keep that idea, right, is that the school committee is here to look at is
to here to serve students. >> And that's actually the very first bullet in ours as you see too. We're representing the needs and interests of all students in the district. >> All students in the district is language that makes more sense to me than all the children. That's >> Yes. I totally agree. I think that
that's a I don't know if that's an more modern thing because there's a lot of older stuff in policy I've seen which refers to children which I've also replaced with students because I'm like it's just I don't know like they're students in this context I guess is the way >> and actually some of our students are
adults. >> There you go. That's right. >> Um >> good point >> because we serve through 21 22 >> 22. Yeah, it's a great point. And my child will always tell you as of her bach mitzvah, she was an adult.
>> There you go. >> Um, >> so do we want to go back to the working document? Uh, I can pull it back up again. Thank you so much, Betsy, for finding it. I liked how we um tag teamed into figuring out where it was.
>> Oh, I know. I can reach out to you for my archiving needs. >> Yeah, I think I want your emails, too. That's actually crazy because it's one of the things that like worries me in some way. Betsy, do they save our emails anywhere? Because there's a lot of good stuff there.
>> I think they're all searchable. Yes. Um >> Okay. But like how how could anyone find them? How would anyone be able to search them like a normal school committee member? Like after the fact if someone was like, "Mariah, where's blah blah blah?" I wouldn't be able to access it anymore. >> That's a good point. >> Right. could do a public records
request, >> I guess, but that seems inefficient for for another member of school committee to have a public records request, especially when I would give it to you freely. And actually, Helen kept her email because she's still a member of the building committee. And I thought that's so smart because there was something I needed and she was able to
get it for me. >> Um, okay. So, we're going to put, I think, this whole session aside for now in that like, yes, there's funky wording. Sarah, you're going to adjust this wording.
>> Sure. >> Okay. >> I didn't really know if I was able to do that before. I I would have liked to have already done it. >> Yeah. >> So, I can update the wording, but the ideas in this section are very important to me. >> Okay. So the final bullet in the first
one, accept the office of committee member as a means of unselfish service with no intent to play politics in any sense of the word or to benefit personally from committee activities.
Sarah, is that something you wrote new? >> No, that was something that was left off of the from the MASC language and I didn't know why we didn't include it. probably it was added later maybe. >> I guess this one too like I I'm just
being on like some of these are just sort of vexing and perplexing to me. Like I don't really know. Whoever wrote that I'm sort of like what are you driving at? Like it it strikes me as something especially where it's written
in a like don't do something. It it strikes me or feels to me like someone has something specific in mind that they're trying to prevent or control or refer to and I don't know what it is and
I don't really I don't really understand what the term play politics means. I think there's a lot of interpretation in this one and the language is very is is pretty strong. So do you guys
>> Well, I think that for people and again thinking about this as written for an entire state 20 years ago. >> Yeah. >> Um I think that my interpretation of this is that there are people who um would could come onto a committee with the idea of wheeling and dealing or
somehow as it being a stepping stone to a larger thing. They're there to sort of do a you know to grandstand on things and perhaps to make points that maybe aren't relevant to school committee but they're looking for a larger platform. term and this is a way to get a message out about something else. >> Oh, >> and as part of a larger political career
and that's how I interpret this about playing politics and benefiting personally. >> Um, as well as for example, say you're like, you know, I think that benefiting personally to me specifically, there's another context of it of conflict of interest which is already addressed separately. So that's why I presume it
has to with political aspirations and career. I don't know, Sarah, is that your interpretation of that as well? Yeah, that's really well said and it does tie into the idea of the school committee being there for all students. So, it it kind of goes back to our prior conversation about it. Um, you know, if
if every decision that the school committee makes is in service to student outcomes to, you know, students being able to improve their educational outcomes, make progress over time, then that really, you know, uh, and it's not special interests that really focuses
the school committee work. And so I guess that's why I stand by this so much is that it's really important that the conversation um is put to new members so they kind of understand their role. Um I guess what we're afraid of is people could be very
um aligned with specific groups. You know they could have special interests in spec specific groups that they were trying to represent. And the way that MASC described the school committee role is you're voted in
by constituents, but you're voted for your ability to look at issues and evaluate things for the student. So at the point that you show up to school committee, the work that you're doing is in service to student education. >> Sure. But of course people I mean you've
talked about that you ran because of world language, right? So that was an interest of your >> that Andy like >> interest >> that Andy hammered out of me as soon as I showed up. The very first time I met with Andy he was like this is >> my point is just that we all have things
that we're interested in and things that we know about. And I don't I don't know it just this wording here like unselfish service. It just seems a little open to interpretation and >> but it's super important that everybody
leaves those things at the door you know in order to be in service to the education of students. >> Yes. And I assume, again, this goes back to my notion of colleial colleiality, like I assume we're all grown-ups and
we're colleagues and give each other the benefit of the doubt. So, I guess this wording sort of goes against my interest in giving colleagues the benefit of the doubt that like it would never occur to me to sort of
have to look at someone and say like you should you're too selfish or you should be unself I just it's not how I think it's confusing to me. So Mariah, your explanation of like the idea that someone would
run as a stepping stone makes sense. Um I don't know. It just feels a bit pedantic. >> I think sometimes things feel pedantic, but they need to be said because we're not all operating under the same >> Yeah. >> You know, sort of like I'll give another
example. There was um and this is like completely different, but it was really interesting to me that the enrollment report when there was like a gray box on this was the last year one about like a gray box about um you know, oh this class only had this grade in whatever
school only had three sections and then there was two sections in a gray box. There were people who read that and thought it meant there was an empty classroom sitting there because there was only two sections of whatever class in in grade whatever at whatever school. And what was really interesting to me is that never would have occurred to me and
it just re like it exposed to me where my own assumptions and blind spots were, right, of like, oh, that doesn't mean that, but but they didn't realize that. And like now I'm like, oh yeah, I can see how they thought that because there it wasn't explicit. To the extent we can make things explicit and help make sure
we're not assuming anyone understands that, I think it's really important. Um, and for people who do want to, there could be people who legitimately want a political career and are starting at school committee. Rock on, but like your
work on the school committee isn't going to be like exclusively focused on this, you know, playing politics thing, right? Like, you know, they they might do that, but like keep the school committee work clean, so to speak, you know? So I think that that's um I think it's valuable to
not to not think to identify where we we may not all have the same underlying assumptions and try and be explicit. >> Um >> but I totally agree with you just to finalize that that some of the wording here is odd and and we could probably
tweak it and make it better. And I appreciate Sarah you thinking about what that could be. Um, and segueing from that, the section responsibilities to school administration. I feel like there's places here where does it mean
so chief administrator would that be superintendent of schools? That's a good question. I think it is the superintendent of schools, but I don't know what the rest of that means. When when I read that, I was thinking of our little chart where we have like if
the issue is about this, go to this person, key administrator being the the person that corresponds, >> but like act only on the recommendation. Like what would that mean in matters of employment? Because we don't employ or dismiss people um except for the two people who are
under our um purview and we don't dismiss them. We just hire them. But if that person, let's say we wanted to hire someone and Bella said no, does this line mean we could never, you know, we have to absolutely like go along with
what Bella says. I just don't quite I don't understand if that's what it means. >> Elsewhere when that's referred to, it says, you know, with reasonable support to the superintendent. I think that I think that the document is trying to say that you know certainly there will be times when um the school committee needs
to not agree with the superintendent but in order to get the whole system to work well if to the extent possible we can support the will of the superintendent that's when it functions well. >> But that's the next bullet down to me.
The third bullet is is a weird way of saying the fourth bullet. So that seems like a redundancy to you. >> It does a little bit. Like >> can you flag that? >> Yeah. >> Thanks. >> Do you agree Caroline that it's sort of like the next one down is that it's tell saying they're supposed to do their job
and we hold them responsible for it which is like our number one responsibility. Caroline, are you talking because you're on mute? >> That's okay. >> Uh, generally, yes. I think three is
implied in four. >> I don't also understand necessarily what um the second half of two means. >> I was just going to say the same thing. And again, it might just be that the language is sort of
refuse to act upon complaints as an individual. Yeah. I I'm kind of like all these sort of don't things make me go like >> what I what I what I the f the um the
one that I like is the fifth one. It says refer all complaints to the administrative staff for a solution. Like yes, I'm not even sure about the only discuss them at committee meetings if fail like to me it should just be the first half of five and can too. >> I agree. >> Okay. Do you what do you think about
that Sarah? >> Yeah. Um you know I I I don't want when we were discussing before you know whether this whether this is kind of needed information. I wanted to mention that different people have different styles and I and I feel a little bit guilty doing this to Donna because um
she's not here to say what she feels herself, but she always says to to us like make sure that when you have messages, they're direct and they tell me what you want without any hidden. And I think that trying to spell it out in
multiple bullet points was trying to get at that style of communication is to get to all of it. But I think the two of you have a a style of communication where you're like, "Got it already, you know, don't need anything more on that." >> I just But I really don't know what some of this means.
>> I also actually some of them I think that they mean that they counteract each other in a little bit. Um like this idea of the second half there only discuss them at committee meetings if such solutions fail like well but that's going against the first half of that.
Like if the administrative staff are supposed to come up with it for a solution, then it's not our job to bring it up at a committee meeting. Like because we're not going to come up with the solution because we're not staff or our solutions may be based only partially in the reality of the
administration of a school district. I mean to me it all comes down to the responsibility to the school administration is like we are supposed to hold it's the third bullet. She's supposed to sort it all out. Superintendent is supposed to sort it all out and we are supposed to hold her
responsible. >> Okay, definitely flag that. Say um third bullet, you know, says what's needed here. >> But I also I mean, don't get me wrong, the first one, too. I just don't like I think that the things we said already are what I like. So, I don't like I
don't think we should do this. And this one, um, I don't even know what an individual outside the administration means because depending on whose definition you're talking about, we are in the administration and that we are a an an official of the like we're an elected
official who is a part of the agency. So to me, >> yeah, you know, that wording is confusing. That's why we get rid of it. I think that that tries to get at the idea of operating on one's own accord as
opposed to working with others. >> I think so. But that is also already addressed in referring it to the administrative staff for a solution and having Bella do it. Like that's that to me and that's why I just find it
confusing. refuse like if someone comes up to me and says PSB has done blah blah blah I'm not going to say to them I refuse to act upon this I'm going to say to them like you should talk to your have you talked to your teacher you should talk to you
know I'm going to sort of hear it and say like this is where it goes I'm not going to say I refuse right like to me that's what I don't like it's like the refusing language like I I'm my action will be appropriate but it's not going to be a refusal because then I wouldn't be doing my job.
I like it's sort of like we have this public service job too that um I think is important but like that and that that is recognizing supporting the administrative chain of command but it's not refusing like that's there's different things there.
>> You make me want to go to the other document now the Dimmitri document >> and um see if there's something some wording there. So I'll do that. We don't. >> Yeah. Well, and yeah, and again, these might not be they were both drafted in their own ways and they can speak to different people. I you know, so I don't think we need to necessarily merge them,
but like >> um >> yeah, I just can't do this here with that at that um small of a font. I have to >> I can make it bigger, too. Yes, Rita, did it fall out? >> Emergency both of the bathrooms are occupied and I
need to poop. >> Oh, sorry. Um, ask dad. Sorry, Rita hasn't had a a moment on the on the recorded Zooms for a while. So, now we
got one. Um, okay. So, did you have anything under this third area? >> Um, let's see. Recognize Oh, yeah.
recognize that action at official meetings is binding and that she alone cannot bind the committee outside of such meetings. Again, this one I'm just like what would that be? I don't I don't
it's like I'm not sure I'm offended by it. I just don't even understand what that means. I felt like I needed that message a little bit when I started answering emails is, you know, just make sure not to promise anything because you're one
person. >> Oh, I think that too. And not only that, even if even if the committee >> um even if you're at like a meeting of the committee and even if the subcommittee votes something, it hasn't
binded it hasn't bounded bound the whole committee. I actually would um I would even say like that's really what it is which is like one member cannot act unilaterally and even if one member
like talks to staff like their word is only it's like it's it's not the committee's word it's one individual's word. >> Sure. >> Yeah. So, I guess this is just another one where for me it's sort of like well yeah, >> but um
>> um I mean again this doesn't sort of like offend me. I just didn't I don't didn't understand it. And then again this too I'm I'm highlighted these and I have to think back to what it was I was thinking when I highlighted them.
Uphold the intent of evictive sessions. To me, that goes without saying. That's part of open meeting law. I don't care if it's here, but it seems sort of like, of course. Likewise,
not withhold pertinent information. This one I have questions about. >> Sorry. because um school committee like personnel problems is a very broad subject that we cannot talk about as a
group under like open meeting law and executive sessions. There's so many rules about this. >> To me there could be pertinent information about personnel problems for example that we cannot discuss with other committees that we cannot discuss
within our own committee because of the case of them. So to me it should be not withholding this really to me goes to our responsibility to the superintendent and it should be not withholding pertinent matters to the superintendent but our own committee this is quite
fraught due to open meeting law not withhold pertinent information on school matters. Yeah maybe seeking help and information. Yeah. And also I guess again maybe
because this is sort of mask language so maybe it's just maybe what I'm seeing is this the language is kind of different from the kind of language we typically use. um like not withhold information
who may be seeking help and information on school problems and yet like we're typically supposed to refer stuff and not get involved in stuff. But like if somebody came with something egregious,
some kind of civil rights violation or other Yeah. I guess >> what if we were to rephrase this as like district matters rather than school or personnel because like I'm I'm just give me like one sec. district matters
either from members of their own committee or members of other committee who may be seeking help in information about district help or like on district matters. I didn't spell district right here, but I'm just thinking like it can be top level stuff. We're just not
waiting into like school operational issues and like staff stuff. >> So, what do you think this sort of refers to again? So I become like not withhold is a very broad like it just so these
these instructions make me feel like I'm got to look around and be like how broad is not withhold like that's that's a tall order >> but just work into the idea of like the >> they're relevant
>> right when I say not withhold pertinent information I think about the idea of like no surprises right you know When people come to school committee member meetings, they need to be versed in what the issues are. Not having deliberated, you know, but should there be something
that you need to know in order to participate that evening, you should have that information. >> I also I was reading this >> the Warriors. >> Sorry. Sorry. >> As they are >> soccer.
>> Wait, who's playing? This is soccer, right? Okay. >> Yeah. >> My daughter is at conquered Carile. She drove out with >> Yeah. Yeah. So, they just Brooklyn just scored. >> Oh, good. >> Um early on. >> Um Okay. Thank you, Sarah. So, definitely
for me, provide pertinent is more helpful than not withhold. Maybe this says something about my character. All of these sort of don't things. I'm like, am I doing that? it um from memory
>> I think to me the provide pertinent information as opposed to with not withhold it is like imagine somebody I don't know like if you get an inkling of it it's like you have this obligation to immediately give them like this data download of everything you know whereas providing it is more I don't know to me
it feels a little bit different it does feel affirmative too so like >> what would be an example and again I don't I'm perfectly happy to leave it. But like like
>> you know like if I walk into a situation of the nine members and people have a way that they're going to vote about something because they have a way of thinking about it that they've discussed with each other, they can't share that with me because, you know, we can't
deliberate. But if I, you know, if I, if everything isn't straightforward when I'm making the decision with the group, I'm at a disadvantage to making the best decision. >> Okay. So that's and that's super like when I'm reading this, I was reading it
as like I guess because it did say No, this one did. Yeah, it did say personnel like someone tells me about something that happened at a school like a parent tells me and
then it becomes an issue that the super I know the superintendent is looking at like I was reading it not as like committee deliberations but just like when do you sort of >> well and that's the way it was
originally written. I think that's what's throwing was throwing me off too. I was like, this gets so messy so quickly. We're not supposed to talk about this stuff. So why is it, you know, being telling us that we're supposed to tell each other? I think the things I was thinking about is like imagine
I um this is like maybe a dumb example but this the way it's written now is like we're considering some sort of policy and one of us happens to know that like there's about to be a a bill filed in the legislature that would do the same thing or that would
supersede what we're doing. >> That would be pretty pertinent information for us to share with each other to make sure that we're like so that kind of thing. Mhm. >> Um, and there could that seems like a very obvious example, but there could be some that are more subtle that's like, I don't know, imagine
someone talked to, I don't know, Anthony Meyer, and he was like, you know, at the high school we were thinking about X, but we decided it wasn't feasible because of Y. Well, then we shouldn't do a policy that says to do X because, and obviously we would
consult with Anthony anyway. I'm trying to like but like you know that kind of thing like if we know that there's some sort of issue here or some sort of context that would be important we should provide it rather than having the committee do something that then looks foolish or ill- advised in retrospect. Uhhuh.
Um and similarly for other committees, right? Like if advisory or something is asking for some sort of >> or thinking about something, we should reach out and say you should know blah blah blah, right? So that's what I'm thinking about it. >> And so and all of this is fine and I
don't want to I don't we don't need to belabor this too much. I mean that's >> too late. I'm not It was not you individually. It was all of us. Okay. So, committee conflict of interest. We'll >> let me go back to my
>> read that later on. Um, >> I gotta go back to my >> Betsy just deleted out some of the policy language. >> Let me just >> um supplemental pre I had this. What did
I have here? Sorry. In school committee member conflict of interest. Oh, I think I was wondering. So in the fir end of the first paragraph, school committee member conflict of interest. Um school committee specifically recognizes and
endorses the following supplemental provisions. Are those I'm assuming those are supplemental in statute to 268A. I was just wondering sort of where these
came from, what these are. Are these like Rs or are these Shall we go to um >> No, let's not do it now. We're never going to end and I've got to hang up in like 15 minutes. >> I know these are really hard parenting hours. I keep on getting distracted by
things. >> Um double check if this is already incorporated. Yeah, the wording is a little confusing of like you're endorsing it. It's like but is it already there? In which case, whatever. Yeah, >> it's just like
the Massachusetts conflict of interest law and its supplemental provisions governs the contract of school committee members might be sufficient. I just was wondering. >> I'll take a look at that. >> One of the things I'm really intrigued about is this here. The school committees speaking of like this is an archaeological expedition into school
committee activities. It says these policies are based on the document rules of the school committee. So did they have a uh Betsy? Did they have a prior rules of the school committee that then turned into policy? >> You know, I would have to check 1960.
It's really a >> I'm just curious like what else was that if if it's even findable. Um, but I'm just curious about like >> what was in that and did they then decide that should be policy and if so, why?
>> It definitely needs to be taken out though in any case because it's so far from what we're doing now. >> Yes, exactly. Okay. And it sounds like you think this is duplicative and that's fine. And and I do think it makes sense to just talk generally about how we're organized and um you have agenda. I'm sure that's
fine. Do you not want to keep the word docket, Betsy, or like teach people sometimes referred to as the docket? >> Well, you know, it's funny. We always called it the docket. And um before we had our new system of posting through the town's site, um we would create the it was just a word document and it was
called a docket. when I post them now, it just spits out as an agenda. So, I feel funny calling it a docket when it says right at the top agenda. I love the word docket. So, I feel like it's getting lost, but it just makes it look like I don't know what I'm talking about. Like, what is she talking about? It's, you know, like, but it used to be
a docket, >> but we still call it And you call it docket docket prep or whatever, right? Docket meeting. >> Yeah. But, you know, I it's it's now when it again, it just fits out of the town system, which is great, but that's the one thing. It's just called an agenda. But I do feel like we're losing a little bit of something that made it
feel special. I don't know like >> what >> um um this is handy. >> I think I stopped at a certain point near here. I'll admit. >> Okay.
>> Sorry. I'm becoming a little uncomfortable. >> Well, we can wrap this up in like two seconds. I think we need to do that. >> Yeah, I'm constantly uncomfortable. So, >> yeah. >> So, sorry to hear. >> I think I really have gotten what I need um though from both of you. So, it's
very helpful. And should we need to, we could end now, Mariah? >> Okay. Is most most of the rest of it's just like clean up, right? I mean, that's what it's >> This was very productive for for even start.
>> This is a good start. It is a good start. And I think um again most of this like you're saying it's deleted. It's just like some word cleanup and and like modernizing it to whatever is actually happening right now which is great. Um, so are you going so just so I'm
confir confirming you're going to go through Sarah and or Carolyn who was going to go through and decide what should be policy and what should be >> I'm I'm going to go through and do the edit because what I thought would be the first step would be to contain this
document and then the second step is to separate out what makes sense in a handbook. >> Okay. So, I think the rewriting happens as a first step >> and then there's the sort of folding in.
I'm thinking about the Shitz Creek. Did you guys watch Shitz Creek? The fold in the cheese. >> Yes. >> Folding. >> I don't know how to fold. What does folding mean? The whole scene. Sarah, you need to fold it in. >> Fold it in. >> Fold in the cheese.
>> They don't know how to cook at all. um holding in the the one that you brought up during this meeting. >> That's
>> in a lot of ways. I feel like >> um it would be helpful actually to put styles into the documents. Sarah, I don't know if you know how to do that, but like part of it is like chunking it in. if we were to use the 2003 through table of contents as a starter. Like
here's what I'm wondering. Um would it be helpful if I went through re-chunked everything and then Sarah you say and then that like sort of leaves a whole bunch of stuff where you confirm if you think it should be policy and then we can rewrite it. >> Yeah. I mean it's very helpful if you do
that because if I'm trying to do what you've assigned me to do. >> Yeah. I will spend a lot of time on it only for you to later on say, "Nope, that's not what I meant." You know, so I think that if you want to do the organization piece, um, that would be helpful.
>> Okay, that's >> I'm happy to be helpful if I can, but at the same time, I sticking with the folding in the cheese metaphor. I don't want there to be too many cooks in the kitchen, but feel free to tell me if you
want me to. No, I think it would be helpful because maybe what I'll do, what I'm thinking is, this is this is what I'm thinking. 2003 handbook. Use that. I can drag this stuff up. There's going to be leftovers and then we can look at those leftovers and say, is this a leftover because it's really a policy or
>> really sticking with the now are we going to throw them out or put them in? >> Exactly. Like what do we is or does, you know, should we add this? Is this a policy or is this not belong anywhere? And then we can go through it from there. And then um and then there'll be like a rewriting process I think after
that to really clean up like what do we mean and what's missing, right? >> Um and Betsy, you're going to send that norms document, too. >> Yes, I will. Yep. >> Okay. So, that could be a next step and I'm okay with doing that um in the next Well, I'm presuming we're not going to meet until after
Thanksgiving anyway. For sure. Right. >> Oh, yeah. >> Okay, good. So, it's like I could totally like take a crack at this during Thanksgiving, but it's not going to happen before then. >> Okay. So, I will wait to until I get that from you. And then when do we think we will meet again? Do you think it'll be in the new year? >> No, I think we should do it before like
sometime during December before the new year. >> Okay. >> Yeah. Don't you think like we could do maybe that first week of December? >> If you give me a a week with a document prior to the meeting. Sure. >> Okay. Yeah. Well, let's like let's sort of put a Should we put a a tentative pin
in a time like put a hold on a time so it doesn't get blocked by other stuff? Yeah, that's like a month. A month a month from today is December 12th. >> What if we did the 5th or should we stick with the 12th? Both
are okay with me. >> I'm 12th doesn't work for me. >> Okay. What about the fifth? Does that work for both of you? >> Works for me. >> Okay, Betsy. Is that okay with you? >> Yep. Fifth is fine. >> Okay, perfect. So, let's do the fifth at
three again. and Betsy, you'll send the hold and then we'll go from there. >> Okay. Yeah. >> And then just if either of you want me to do anything, you'll tell me. >> Yeah, >> absolutely. >> That's great. >> Yeah, >> I think it's easier once you start doing
styles because then it lets you drag whole sections around like really easily and rearrange them. Um, which might be helpful. And to that point again, I just want to make sure that we don't spend a lot of time on undocumented that to then find out that the rest of our committee isn't willing
to accept it. So, you know, >> yeah, >> you think that we need to >> I know you said no already, so I'm asking the same question again, but um is there a chance that we might >> remember this was something that we had agreed to as part of our goals last year. We voted this and then Andy just
did ran out of time. So this is not like some secret project that no one has has bought into. So I'm not concerned about it from that perspective. And I did ask Andy before we got into this like hey did you do anything and he said he just didn't have time to with everything that
happened last spring. So okay like I don't there and there was no like wait I need to be involved. So I wouldn't worry about that. >> Right. >> Yeah. I even said like do you want to come to the meeting or something? And he was like no. So um he didn't have the time to do it. So that's fine.
>> Great. >> Okay, cool. Thank you both so much. Talk to you soon. Have a good weekend. Thank you, Betsy. >> Good night, everyone. Bye.