rendering um >> 616. >> Okay. So, um All right. So, I would like to call our meeting to order um of the our first official ad hoc school committee uh parent engagement meeting.
Um at 6, you said 6:16. >> Yep. >> Okay. At 6:16. And we have to do the pre pledge of allegiance first. Is that right? >> Nope. Roll call. >> Roll call first and then the pledge. Okay. So, roll call.
Orlando, I mean, I'm sorry. Glattis, Lavar Martinez, >> here. Can you hear me? Here. >> Yes. >> Uh, Rosalie Tenley Williams, >> not in not today. >> Not here today. Okay. Um, so we can still proceed, right? Because Glattus
and I Okay. >> And I do want to note our guests um from the committee, Orlando Isasa and Jen Michaelelsson, >> if we could just do u the pledge of allegiance. and we can get started. All right. I
pledge >> allegiance >> pledge allegiance to the flag of the United States of America and to the republic which stands one nation under God >> indivisible liberty and justice for all.
>> All right, let's do this. Okay, so I'm almost there. I'm almost there. I got it. Got it. Got it. Okay, >> you're doing great. [laughter] So, our first >> um so also just you have to do the on your agenda today, March 29th.
>> Yes, that's what I was trying to call up because I I had that up on my other page before I had to shut down. >> Um where are we? There it is. Okay, there we go. Got it. Okay. [clears throat] So, for our agenda today, March 29th,
2025, Governor Mora Healey signed into law bodies to H.62 as amended by S.2506, which contains the final form of the bill entitled an act relative to extending certain CO 19 measures adopted
during the state of emergency um in PN's act of interest all government public bodies in Massachusetts. The act extends until June 2027 the authority for multip for meetings of multiple member bodies to be held in an entirely remote or hybrid format. All public bodies may
hold fully remote or hybrid meetings without the physical presence of a quorum of the public body as long as adequate alternative means of public access access is also provided. >> And then just let them know that attendees are hereby informed that a video and audio recording is made of the
meeting. attend. Is that on there or no? >> Um you [clears throat] no, but you just have to let people know that the meeting is being recorded >> and this meeting of course is being recorded on Zoom and uh meeting notes and uh is the recording also shared or
just the notes for the committees? >> No, it's shared. Everything is shared. >> So everything will be shared after. >> Okay. All right. Um so new business because this is our our first meeting and my opening remarks
are that I think we have an opportunity um Glattus to define more specifically what we want to do as an ad hoc committee because initially how this came about was I was focused on the CPAC
and the LPAC because they are required by law and we are required um you know from our oversight perspective to make sure that we have a robust CPAC and LPAC committee and that not only do are they functioning but that they are
functioning with parent board participation and what what we have had been boards that um have functioned in the past with parent participation but as of late there has not there has not been that or there has
been minimal um participation and recruitment has been a challenge. And so that was part of the reason why I had started the process to see like what what was happening what what was going on. As you might recall like when when we um when I when uh the superintendent
and Maryanne and Jen Jennifer Albury had come before us and one of the things that came out of that discussion um that Dr. Rivera Cologne had suggested that maybe we broaden our scope to not just include CPAC and LPAC
even though they're required by law, but to also think about um the parenting pack, for example, that is not required by law, but is also part of part of the process. And then other ways that we might be able to support um parents from a school committee perspective. Um, and
in my mind that that support meant finding ways to invite parents to the table beyond public comment, right? Like how do we get their feedback beyond kind of static survey static or that, you
know, the two minutes at public comment which serves a purpose, but it doesn't allow us to really hear or dive into things, you know, in that venue. I'm just going to stop there so you can share with me like what what what you heard as we define it.
>> Go ahead. >> Yeah. Um thank you chair. Um for the purpose of if that's this is being recorded and others may follow or ask me later that I would like for you to specify all these uh acronym that are
being used so people know what it is because >> Yes. >> And we know what they are but they may not. Okay. Thank you. >> Yes. That's a great point Glattus. Thank you for for pointing pointing that out. So, CPAC is the special education um parent committee um advisory
committee and that is um for our our special education community. >> Um and advisory meaning that they are advising from a family perspective to the school um what their needs might be or you know good, bad or indifferent,
right? um that that's something that they're bringing and then they're also bringing ideas back to in in a functioning board they would be bringing these things also to the school committee and meeting with us. So that's what CPAC is. LPAC is the um English language learner advisory committee and
uh same uh situation where they would be advising uh our English language learning department um from a parent perspective but then also coming to the committee and and sharing what they're doing with us like more of a robust in
in almost the similar way that um we have the student showcases um you know but obviously you know more in depth So, but I guess my my question which is open on this is as we define this. Go ahead. >> The other question is so this is
different from the parent uh council. >> The parent advisory council is a parent advisory council that advises the schools that um uh m uh Mr. Moguel runs. It's not a requirement by law, but it is
something that is has been put in place by our district um to do that. The three are I guess if you would say by subject are related, but they're not they don't have the same levels of requirement under
state law and governance if that makes sense. >> Thank you. Yep. That's for the clarification for the public. Thank you. >> Yep. Um but I do think I do personally think that there are some synergies there um right like between
um all of the all of the all of the the committees and certainly the idea and and many in my experience so far just being limited as as a new school committee member but in my experience going to the the parent advisory committee um CPAC uh as well um there's
a lot of crossover um in the communities right so um there's I think there's an advantage there. >> Thank you. >> Yep. So, the second part of the agenda, what I what I would really like us to talk
through or think through is what is the purpose of the ad hoc committee and and the goals honestly um not just for the first meeting but just as we want to go forward, how do how do we want to engage? Um, and I I wanted to share before we, you know, before we get into
that and and Orlando and and Jen's, we can suspend the rules so that you can also share share your feedback because I I would be interested in in hearing from both of you. Um, but my my purpose here is how do we as a governance body, you
know, how do we want to define back to the school the the school committee what what our parent engagement should look like? what are our responsibilities and then what you know what can we do from a from a purpose was I think about what Dr. Rivera Cologne said it's like it's
not just CPAC, it's not just LPAC, right? It's it's the whole that we have an opportunity to broaden more as a school committee board than than what we do. And she didn't define it for us on purpose, right? But that's I think that's something for us to to look at um
as a as a as a group. So Glattus, I know you had raised your hand to help. Do you have any comments in terms of of of what you would like the purpose to be? Because I don't I don't want I I have some some thoughts like hear from you.
For me I I I like to understand how was ever the recruitment why you know where are so we don't repeat oursel because I need to understand how was um the parents actually invited or recruited or
outreach whatever methods they're using or terminology to understand better because then we don't repeat the same cycle that that has happened and nothing has happened right >> I um >> and that is the only thing have research understood or met with anybody to know
what was the issue or why is it people not get involved that's what I'm trying to understand since there's nothing existing correct >> yeah so so there they they are doing they are it isn't that the groups are
not doing outreach but to your point what are those things that they are doing for outreach and are those the most effective like I think that's what that's what we don't know And that can be a topic for a future meeting about like what what does that what does your recruitment look like? So when they came
to our committee meetings, our broader committee committee meetings um and this I'm speaking specifically of CPAC and ELPAC, right? Because those are the those are the folks that have come. They have done uh they have done outreach through Facebook um request and they
have sent out notices at the beginning of school um about interest to join um and then also a little bit of word of mouth um where they have where they have um made some some recruitment efforts and that's what they had reported to us. Um the other
the other item I think that we just that we just don't know is you know like how much time we don't know it like from a time stamp like how much time do you spend on that like what um because the answer back was that people um it's really hard for people to be engaged. It's hard to not um so what they've been
doing is keeping the committees alive by by driving the agendas themselves, right? So having programming and things like that which um is great but again it isn't parent driven. So what's missing in that equation
um and so I think one on from a recruitment perspective on that subject we could look at you know what are the practices and what has worked. um in my attendance and I don't know if other of you have experienced this but in my experience
when I've gone to the parent advisory council there's been um a few parents on um I think the most I saw in the meeting and I haven't gone to every single meeting but the most that I saw there were about three three parents um that'll come on and and those were
roughly around 6:00 or 6:30 at night uh that those those were held and most of the other meetings I haven't seen the the alpac ones publicized but the CPAC meetings I've gone to and again those have been heavily with heavily attended
by administration but uh and a few parents right so again like we're talking like three to four parent members um at a at a time >> and is this has happened during the day night time you said
>> these are evening meetings so they're usually um between the hours of of 6:00 and 8 you know usually ending at 8 8:00 >> and are are these pack meetings supposed to be at every school or I mean separate
where do they gather >> from the from the meetings that from the meetings that I've been to uh the the the pack meetings have talked about you know like the school calendar other things that they're having certain people will bring up uh different things that are happening in
their school or challenges that they might be seeing um in their school. And so at the at the parent meeting which is led by Mr. Moguel um they're talking about issues and dialogue and and he he usually has some takeaways on on that. Um the CPAC meetings that I've attended
this year have been primarily about uh different topics. So uh IEP rights was one of them. Another was about um different learning styles um and that and I just want to go ahead. Do you have
>> quickly I just so so I know that Jen has his hand up but I just is following to the question. Um >> what I'm trying to ask is that where are they being held because I know there's some meetings that are happening in the community during the daytime with certain providers with um Mr. Mau um at
Elas. Is that part of that for? No. >> Um, not that I am aware of, but that's certainly something that that we can in investigate with that like if that's if that's something that we want to come out of this meeting to see like where are the community connections with these
groups. Um, I think that that would be something that um, you know, would certainly be a good factf finding expedition for this committee for sure um to find out. Um, the meetings that have been publicized since I've been on the board have been in the evenings and they've all been on Zoom. They have not
been in person. >> Okay, that that answers my question. Thank you. >> Um, and just to suspend the rules, Jen's uh you had your you have your hand up, so I wanted to let you hear. >> Yeah, appreciate you uh giving me a chance to talk. So one of the one of the
questions I have right is I understand fundamentally the the idea is is to go after the legally required uh bodies that would would help us to do our governance job in addition to help the district perform their functions right
>> um I think like from from a different lens right >> do we know how many other things are happening after school where we get you know engagement Right? And do we know that those those
events are successful? I'll give you some examples. Right? So, if you had like a carnival at a school or if you had a literacy night or a math night, like what kind of what kind of crowd are you getting for that kind of stuff, >> right? Because I think I think those
opportunities >> likely lead to, right? It's because those parents and those kids, they they want to be involved in their school community, right? And I think when we see those things happen and
we have we have a an ability to engage at those events with that group of people. I think that might lead to some of that. Um, and we're going to have we're going to have another um, right? I think I think looking at like June 17th,
we're going to have a group of people that are interested in, right, filling a vacancy, right? Like, is that an opportunity to tell them about those those opportunities, too? So, I I think there's opportunities that exist outside of just those particular meetings and
the way that those are communicated. Um, and maybe the communication for those events can happen at some of those like tertiary events like the the literacy night or the carnival or whatever. >> Yeah. I mean I mean I certainly I mean
from my perspective I think that's a a a yes and approach, right? Um because I I I see that um you know we do have an obligation as a governance board by law to make sure that these that these boards are functioning in the way that
they're designed to function and that we are holding people accountable to to Glattis's earlier point about how are they recruiting to these boards. Um that's just our fiduciary obligation as committee members. But I think I don't want to speak for her because she's not here. But I will just share you know
with Dr. Rivera Cologne, why she wanted to expand into this ad hoc committee is that we has a have an opportunity to do exactly um a little bit of what you just described about like what what is working in the community? How do we scale some of those things that are
working? Um you know, who are the partners that that that we can bring in um and be supportive of of these things. I think to me as a new committee member and I I just share this broadly, you know, when you come in for public
comment, it serves a purpose, but it only serves a small purpose. We as committee members can be having that dual dialogue if we have these robust boards that are set up and designed to have people come and talk to us and have conversations with us about what they're
actually seeing. Um, versus maybe the one-off email that we might get in our inboxes. um or something that comes out of the superintendent report. So, trying to expand our the way that we're engaging with with um whether that is is
encouraging them or learning from from them about what gets what gets people in the door. As an example, um you know, speaking with Alexen, um Alex Sana, he is the face coordinator at Sullivan School. Um, Alex is is extremely engaged
and and creating programming at Sullivan. Um, and you know, he he recognizes that there there are challenges with with parents being uh pressed for time and and he's also um you know, their their school can be
hampered by um the large uh distance between some of where some of where the students live versus where Sullivan school is and having something after school. So, if you live down um in the flats and your school is at Sullivan and the bus dropped you off, the chances of
you coming back at night for a family fun night is kind of hard, right? If you don't have transportation. So, there's these little gaps that I've been learning about that impede not just engagement, but also attendance, you know, like there's all these little little things that that
happen and to and and and that's where I was interested in ter also where where Glattus was going about, you know, where where are our partnerships like in Lassay? um you know what other what other partners do we have like Lighthouse or like other other partners
that work with with our students that we could find ways that can deepen that connection um and and and really um you know be be kind of a collaborative a collaborative force. I don't know if that answers your question Jensen but um
but that that was kind of what I was looking at. Um Glattus you have your hand up. >> Yeah. So that that is why I asked the questions like whether they gather now you're saying they're done by Zoom but I think what that um and understanding the way that we're you know our schools are
zoom that that if we come up with a I don't know a way that these meetings in addition to being zoom because the zoom situation this is not for everyone as you can see we were struggling oursel trying to get on [clears throat] imagine you know everybody's not in the digital
world we got to be realistic about that >> 100% % >> the one thing secondly possibly considering for example one holio host at the in the in the flats in world one which is um they host events that I've
been there myself and they pull together a lot of parents for example for other activities >> but this is an opportunity for us to you know kind of share um with them what we're doing and um and recruiting from
those you know neighborhoods And then you know something within within W 2 which is by Morgan school and so on figuring out we got to go I feel that expectations not necessarily schools but there's an expectation for people to
think that people come to that they should come to us. We should be coming to where they're at. And that's, you know, it's been my approach anyways, regardless for the work I've always done in this community of engagement to me is that you have to engage. They they feel
like, you know, they you want you want us come engage with us. So that is um my only way that I'm thinking that if anything that can change in getting people involved, we're going to have to go where they're at. So that you know if a meeting was to be held that maybe
rotating them in in in different sectors of the city so if it's Sullivan there's community centers up in Molden Village over there there's you know in different areas of the town that we can go and rotate them to get a chance for
people to speak and if and or share their ideas about how these meetings should be held. Um even if you know so that is the most closest even Dean let's say some people think that people are going to go all the way down to Dean
think about it if you don't drive if it's a bad day is you know increment weather it's raining you have other children you're not going to drag any family down there walking to one of our our even our meetings that I I've
never seen unless there's a big protest about something happening But um if you want to see people, we got to go where they're at so that you could see that they will show up. And I I've seen that at Kelly School in many events, you know, that have been communitydriven,
meaning activities that have happened um and and and they've been active. Um, I know Lawrence from whatever is set up and the way that it may be set up for whatever reason, you know, whatever the event it is and activity, parents do show up, but we have to figure out, you
know, the the the transportation consideration, not assuming that everybody's going to come on Zoom, um, and so on. So, just a thought, you know, something to think about as we're moving forward. Yeah, I I I completely um agree with
your assessment there and I think for you know for our perspective as a as a as an ad hoc committee we can define we can define that purpose like what what what are we going to do as a group to um
you know understand the recruitment process that you that you brought forward. Um and then you know also how can we expand our role into the community so that we're hearing from parents and show not and I also believe it's not just like telling or show but
it's also showing that presence like showing that we are there showing that we want want to hear um from from people as as well. Um so I kind of see it I almost I almost see our purpose as as twofold. It's it's the
the fidelity of what of what our CPAC and ELPAC are doing and calling them before the com committee and checking in on their recognition. I mean their I'm sorry, their recruitment and what they're doing, you know, as required by law. And it's also how do we define as
an ad hoc committee the steps and processes that we can contribute to improving and strengthening um in partnership parent engagement. that that's how I look at the purpose and I don't know if you if we want to define that here. Um I mean that would
be my goal for tonight is to walk out with a clear purpose that that this is what we're doing and and um what what are your thoughts on that? Cuz I I do have like I did draft a purpose but I wanted to just make sure I mean I can certainly read it and we can refine it
if you want to. Um how would you like to proceed? So the other question before we do on the purpose so once we set this up and you're saying it's driven it has to be driven by parents because I guess it's
been more driven by administration right in the past what does that mean then after what does >> so the so the CPAC and LPAC are required to be driven by parents um that is not our law that's the Massachusetts state law that and by
driven by parents what does that mean that means is that they are setting the agenda of the meeting. They are setting what types of workshops they might want to see. They are coming as a uh an not an annual but as a regular occurrence to
report to the school committee um to us to talk to the to us directly about um what they're doing. That's what a a healthy functioning CPAC board looks like. Um right now what's happening is that um
um our administration administration are playing double duty as they are they are designing the curric the the the programming they are doing all of the decision making because they don't have the parent volunteers. >> Does that make sense? >> Yeah. >> Okay.
>> Yeah. So I don't know if anyone else has anything to say. I don't want to be the one who's just tagging this, but um so you know I my mind is thinking you know how we have the student representative >> coming in and reporting on on certain
things. Yes. Of their um campus. >> Yep. >> Within this purpose um and I don't know if we would have to file an order. It will be nice because I think when we get people >> this is sort of a role over of somebody wanting to you know it's a leadership
role basically right >> so and they probably you're saying they would share they would the level of the agenda and all >> it we would have to probably I don't know say that um they're part of the
body not necessarily a voting body or something like that but that they have a chance to also report um in in the board because then if that's who would be sitting on all these meetings all the time is my
question. >> That's >> as like you mean like from a board from our board perspective? >> From our Yeah. Does the one of us have to be sitting on their meetings to be able to come back and report or they going to join us like the school um
students come in and report on the issues that they're discuss what I mean that they're concerned or they want to report us. >> Yeah. I mean I I think that that is a um that is something that we can decide like what we want to recommend back to
the full committee. Um so Mildred I know in the past um a member um Mildred Lefave she had been for many years um a sitting member on the CPAC and community members. It doesn't just have to be a parent. They want it parentled at the
top but like you could be like someone from a a director from Enasse and be on the CPAC committee and you and Mildred from the school committee many years um was a member of that and so she would go and attend those monthly meetings. Um,
but as long as I've been involved in special education in Hoyok, um, I have never seen the committee come and talk to the school committee like like you were saying, the student representative. >> Okay. Okay.
>> Um, but I I think that's a fabulous a fabulous idea worth uh bringing up um, you know, in terms of of how how to get that. I I think to me when I think about engagement, right, and I think you
said it best, Glattus, about, you know, you have to show up. You have to show up where um where people are, but you also have to invite people into the process and and be be accessible. And you know, part of our situation here as a as a
government board is it's you know, it's it's very rigid, right? We have very rigid meetings. We have very rigid time. Um, so how do we use the time where we don't have to be rigid like with a student representative where people can talk without a twominute length? You
know, we do have that opportunity with a CPAC board that was functioning or with an ELPAC because again from a governance perspective, those are designed to be that. There's no reason why we also can't recommend that the pack committee do that. Um, you know, or have that. But
right now, if we were to call CPAC back to the table as just an example, I'm not picking on CPAC, but I'm just using it as an example, you know, it would be Maryann Courier who would be talking about this, right? Not a parent representative because there is no current parent representative speaking on behalf of CPAC.
And I think um you know, and I I it might be interesting to hear from also to bring in at you know, one of our next meetings, Mr. Moguel who could kind of talk about the challenges because he's been in this and working at this and
building relationships um and and so on and so forth and I would be interested to hear from him about you know what does he think we could do to signal to the community that their voice is important right and that's where I feel like we can also help um it's a little
bit of theater but calling a parent before the committee but it's also signaling that hey we want to hear from you your voice is important important um not just when you know you want to make a public comment but because we care about your ideas and how they're how they're being shared and
>> right >> to me we have that opportunity to to build that muscle um that we don't currently have um I'm just calling back up my Um, so what I had written down before and I I'll just I'll I'll read it to you and
you and and um feel free to um accept this and we can move off of this. that the the parent engagement ad hoc committee is charged with reviewing and strengthening the school committee's partnerships with special educa education parent advisory council CPAC
and the English learner parent advisory council LPAC as required by Massachusetts law and identifying additional ways and identifying additional ways the committee can support meaningful family engagement through policy and oversight. The committee will monitor progress on collaboration with CPAC and ELPAC,
gather input from families and district partners, and bring forward recommendations for policies, practices, and accountability structures that elevate family voice in planning, program development, and district improvement efforts. That was just focused on CPAC and ELPAC,
but we can add the parent advisory committee to that if that um sounds good. or I can we can also table this and I can send you the Britain copy and we can kind of you know noodle in that for we don't have to make
that decision today um to accept the purpose. I just wanted to come and talk about it with you since we didn't we haven't been able to meet until now. >> Okay. So the other question that brings it out is um in other communities if you have I don't know what kind of research
yet you have had a chance to do but >> how how do they have a a role like is there a chair you know you're gonna there's a person that gets voted to be a chair as a parent and etc. somebody who's going to be the secretary,
note taker, whatever, what you know, I'm just trying to get a sense. So, >> yeah, >> how how are they set up? Because if we're not supposed So, that means we're helping build a policy that would lead that to that, but then we let them we we have to allow them to lead. And my
thing is, if there's nothing um um how to say uh is there a plan? Is there I don't know plan. I don't know what they use, what setup they've used to do that once they meet and
>> and who leads it once we're not in the room for whatever reason. I I just need to know. >> Yeah. So, there there's a there is a um a leadership uh format, right? So, there's a president, a vice president, >> um a secretary, um and if they're
raising funds, um a you know, a treasurer. Um but primarily um in the meetings that I've seen also in the eastern end of the state where some programming is a little bit um more um you know advanced like you know Newton
and those areas like where they'll have like a the the president will be will will speak um or the vice president might bring in programming for example um and then the other beauty part about the strong structure is that when
members come so other people who are in the community of the the ELPAC or the CPAC, they may be bring challenges to the vice president, the parent the parent vice president and president and a lot of things can get worked out in
that meeting that don't necessarily escalate to the school. Oh, because someone didn't know about a resource, right? So, they're not calling down to Suffach Street. They're they're talking to their each other. So there's they're they're they're that leadership conduit
um you know kind of parentto parent situation. And this is something that I that I I have not seen in practice but is something that when I talked to um the the um Federation for Children with Special Needs. Um that is an
organization that we currently at least last time I checked a couple months ago we don't have a formal partnership with. Um but we um Leslie Leslie who is um a a legal advocate there and who who had
done a symposium that um I had hosted prior to taking office um had mentioned that other people in the community can also be part of the board and extend the influence of the board. So she has seen
it in her travels all around the state where um you know someone from one holio as an example might be a member on on the board because they might have some special programming that um can help shape and influence it. They typically
prefer to have a parent at the top like in that top position of president but it can it could be a teacher who um is is wants to be more invested in helping parent engagement, right? like it doesn't it doesn't just have to be all parents. And you know that was part of
my questioning about the our recruitment tactics like where are we going for for recruiting people to the to these boards and what does that what does that look like? Um and I but and I also just want to say with a caveat that I'm not looking for it this to be kind of like
this punitive situation of not doing enough because I know the schools are actively as much as they can trying to to reach out to to families. Um, but again, it's off the side of their desk. So, how do how can we step in to support those efforts or even bring them
different ideas like, "Hey, I'm making this up and don't want to speak for uh Yasara at Enlas, but you know, she has a great program, so maybe you know uh you know, someone on on her team might want to be involved, right?" like that. Those are the types of dialogue that I'm
hoping that we can bubble up on this committee and then come back with a with a plan of support. I think to to be honest with you, I I've I've known about this, but um and I didn't know honestly how anyone was ever recruited,
>> but it would be amaze and see what comes out of it. Like who once uh applied for it, try for it, understand on they once they see this that is not the school just directly going after parents that they think that they will
be um interested because you never know who would be interested unless we put it out there. >> Um >> just like somebody who you know goes after a position that may be vacant, you never know who's interested in doing that. So >> the same way I see it as this particular
pack group to be um >> to open to recruitment, you know, with definition of what we're looking it could be, you know, for example, the one with the langu language um English language learners to to say that we're
looking for parents with um dual language and whatnot so that they can see that we're really recruiting for that um and so on. Just so we have how do you say strategics about how how
is how you know how is really going how is it really promoting out there is it being promoted out there because it's not just picking anybody and saying would you like to be part of this and then leaving them there and telling them now you're sharing it and we're walking away because they need to have a format.
That's what I'm trying to get to. >> Yeah. I wonder I wonder Well, I I agree. I hear everything you're saying and I completely agree and I wonder if as a next step as a committee it would behoove us to have um Mr. Moguel in as a guest to talk about, you know, he being
head of engagement using the faith coordinators in each school, you know, what is it that what is it that they do to recruit um and where is he, you know, finding the the most of the challenges, right? So that we can understand, you know,
what what are those steps and then, you know, get get from because I I mean I don't know. I mean, I only know what the two committees that came before us said and then also what the recent follow-up letter from the superintendent um that I asked for in March that he he um and and
the folks provided um this last meeting to us in writing um you know that they you know continued to to work with families. But I I would I would make a motion, I guess, to to invite um Mr.
Moguel to our our next meeting. >> I second that. >> Okay. Okay. >> And you said there was a letter. Is was there an attachment to our packet here? A letter? >> Um it was a link in the in the last
agenda um that came through um as a FYI to us from um Superintendent Sodto. Um, and that was an update from when they when um, Maryanne uh, Courier and
Jen Albury came in uh, to talk to us in March. >> Okay, thank you. I'll look it up. [snorts] >> Okay. Um the other thing I um just moving along and I just want to just go back if if I
can and Irene jump in if I'm doing this wrong out of order but if I could just go back to the purpose of the ad hoc committee and the goals do you want me to table that and send that to you Glattus because I can make a motion to table that and >> send you the
>> the purpose the the purpose that I read. Yeah. Um yeah, because we're gonna wait. Let's wait to see what he shares. So if in case something has to be included, I think it'll help the purpose. >> Okay. >> Once we are clear with him. >> Okay.
>> So to hold on, can I can I bump in? So you made a motion to have Mr. Yes. >> You have to now do a vote or not valid. >> I'm sorry. I have to do a what? I vote. >> You have to do the vote. It's not valid if it's not.
>> Okay. Good. Okay. So, um, can we have a vote on inviting Mr. Mogel to the next meeting? >> I second that vote. >> Okay. So, all in favor? >> I >> I
>> Okay. Awesome. >> Okay. >> And then if you made a motion to table um, which one was it? That was number >> the purpose. The purpose >> the purpose and ad hoc. Yep. Number two. >> The purpose number two. um table that
you have to take the vote also. >> Okay. All in favor of tableabling the purpose until we talk with Mr. Moguel. >> I >> I Okay. And we don't have p will we have public
comment with our members? Um is there any other any other discussion from from Mr. Isaza or Mr. Michaelelsson at this time? No. Okay. All right. So, the the next thing on the
agenda, Glattus, is the discussion. Um, so we talked about our purpose and we're we've tabled that until we talked to Mr. Mogel to refine that better, but um timeline and expected outcomes. And I I I like this because to me um I don't
know that we have like a very short timeline on if I'm being honest with you. like I and I don't I feel like this is almost like an ongoing thing not instead of um you know not like we had with the the superintendent discussion where we had a finite thing to refine
materials I feel like this is you know I don't know if we want to say 6 months a year I um but I I share that with you because I just feel like this is ongoing and this is kind of we're kind of creating new territory here and then I I from a from a terms of expected
from expected outcomes. I would to me when if I'm looking backwards expected outcomes is is seeing more involvement seeing us in the community seeing parents come and engage
with us more um you know in in that back and forth spirit that you described Glattus of someone coming to the to our meeting in the same way that a student report is given where where we have that and we know who those parent leaders are in the community. you know, right now we
we are I'm speaking from my own experience. Um we have our partnership with our administrators and and that's great. Um we might hear from a parent here or there um when we're in the in the community or or by email, but we don't have someone officially coming and
representing that parent voice um you know as as a parent voice as a body like as a parent concern like CPAC, LPAC or PAC, right? We don't we don't see that and to me that's an outcome that I would like to see. I would like to see what's happening in those meetings, you
know, come to us by the parent voice, right? Like that that to me is is is something that um I think strengthens not only for that parent that's giving that voice, not only for that body or whatever the parent group might be that is doing that. Um, but it also signals
to our community that we as a governance board, we as a school committee care about our community, care about other voices in our community and are taking in those voices as a stakeholder um into what into what we do and what decisions we make, right? Like from a signal
perspective. And so to me, those that's the outcome I'm looking for. And I would be curious to know what what you would like to see. No, you you well first of all you mentioned the timeline and I think that this is an ongoing situation. I don't
think we can come up with all the >> the the logistics of or plan of this process immediately. So I hate to see a timeline right now. Um but the the other areas have to still be defined
because like I said in order for anyone else it's like off we we understood what it was to run for office >> we in you know we look at it is it something that I am able to do um am I able to commit or whatever and that's how you come into any kind of role like
that so it's the same way we got to look at it the same way right yeah >> so I think we really have to understand what entails so that we can better recruit um the individuals. So when we're talking to them, we know what we're telling them so that it's not
considered that it's a one-time deal. You come in once and speak about an issue and you're what gone because that's that's what public comment is all about. Be a representative that I don't know if it's going to have to be kind of a decision of the whole body to decide that this person sits there and gets a
report. Is it a quarterly? Is it a monthly? All those things have to be, you know, kind of discussed. I don't know if it's a full body or it's it's this committee recommending to to to the body. >> Yeah. I mean, I think we would be recommending to the to the body and I
think you're right like that we we need to know more. But I think like for me my question or the spirit of that that agenda item is you know when you volunteered because you wanted to be on this committee. I think you you might have a certain vision of what
community parent engagement looks like and I just wonder like what what does good look like to you as as a member of the school committee? >> If I if I were if well >> like if you had a magic wand, what would it be? >> [clears throat]
>> First, like I said, I I have to as a parent have to know and understand what is the role, right, for me to say that >> I want to get involved because these parents, many of them know each other in this community, >> whoever you're speaking about and they
know how to recruit themselves, whether it be family, friends coming to to to to support events when that is happening in the community. So I think the clarification has to come first of the role of the individuals. For me, I couldn't care less if we
partner with other groups that are hosting events already. But the reality is is going where the people are at. We cannot expect them to come to us. That's the clarification for me when it comes to engagement. >> Engagement is to find them where they're
at and engage with them. Mhm. Do you do you feel that we from a a vision perspective that we have to define not the parent voice but define why the parent and voice is important? Do we
have to to for example put in not just into our purpose but into what we're doing as a committee and inviting them or whatever recommendation that we make that we codify why the parent voice is important. >> Yeah. that I'm so again and I apologize
I did not see the link so maybe you know if I would have seen what letter they were using how are they recruiting people >> that would give me a better perspective to understand why people probably not are you know replying or maybe but I I didn't see it so I can't talk about what
I would like to say but um the letter that me seeing the letter or us reviewing whatever has been said to recruit people will give me a better sense to un to think better outside the box and how to recruit. You know what I mean?
>> Okay. [clears throat] >> Okay. Sorry, I keep losing my agenda because it keeps going off my [laughter] um Okay. So we we'll we'll um >> we can table um
I'll make a motion to to table the timeline and expected outcomes until after our uh conversation with Mr. Mogal. >> I second that. >> I'll second that. >> Okay. Every um
we'll go for a vote. So, uh, >> yes. >> Yes. Yes. >> Yes. >> Okay. All right. Great. Um, and I would also recommend waiting on um number six, which would be the same
thing defining parent and caregiver engagement. If we're going to wait for um Mr. Mguel on these other items, I would suggest that we table this one as well. So, I make a motion to table uh number six for defining parent and caregiver engagement. second then.
>> Okay. On the motion, everyone >> I >> I >> I >> All right. Um number seven, I do want to spend a little bit of time on on this um and I know we're a little bit over our hour,
but um discussion on what is meaningful engagement to the school committee. And this is kind of in the spirit of what we talked about um just a little minute ago, but like in your mind's eye, and again, this is our first meeting, so we don't have to like set it in stone, but
like what does that look like to you? Like what does healthy functioning, meaningful engagement to the school committee look like? And you might already see it like Jen's gave some examples pre previously when he spoke. Um what what does that look
like? I think from the point of view of people in the community >> basically their connection to the school system is knowing what's working >> and telling the school commit the school
district what's not working. That's I think that's the fundamental level of engagement within is what's working what is not working. That's third perspective. Mhm. >> And I think frankly a lot of these
things should be done through some we already spoke about it someone within our own system that has engagement in his title. >> And I also believe that the best way to do it is through uh community
organizations. um they are the ones who are most immediately engaged with people in the community. They know their problems. They know their resources. They know their difficulties in life and they know
their interest as well. So collaborating with the particular community organization or several I mean we mentioned one holio and last value opportunity council for example. I think those three organization will be uh very
much interested in this kind of collaboration with us to improve engagement of the community with the school district. But fundamentally is what's working, what's not working. Okay.
>> Okay. >> I think I mean Gladis mentioned this before. For people to be involved in the two particular committees that we're talking about, they really need to know precisely their roles. Why should they participate in those committees? what is
the actual role they will uh perform in those committees? I mean I personally don't even know I mean I can imagine what the purpose of each one of them is >> in very general terms. >> Yeah.
>> If I were a parent in the community I would like to know precisely why am I involved in this thing >> with particulars specifics. Mhm. Mhm. So like almost like a a role clarity job description. >> Yep. Precisely.
>> A job description. Really? >> That's what I said. Yeah. >> Yeah. >> Yep. Yep. Yeah. Okay. Um Yeah. And I think that would be something that we can engage with. Um I think that um
I I I apologize, but I made a mistake and have to redo the vote. Um because Orlando, you seconded, but and we went ahead and because we have two people, I was so used to having that. So I I made the I made the motion. So So um we just
have to redo um redo the vote on our last the last motion. I apologize, but I was following along with the >> Will you repeat the motion? >> Yes. I'm just calling it up because I I just had it. It was It was our >> Can I ask a question? Is Orlando a
voting member? I don't know. Is he? >> No, he he's not. I And I I I thought I thought that he was. So, I'm sorry, but I think that's what clarification is. Okay. >> Yeah. So, thank you. Um about that.
Uh let's see here. >> So, I guess you would need to invite me to speak. >> Yes. Well, I did invite you to speak, but I was I was inviting you to speak, but >> probably additives because I was
thinking about >> Glass is right. >> Yeah. Okay. >> Yeah. People can speak, but they cannot vote. >> Right. >> Right. >> So, the what what we talked about was um tableabling the discussion of the committee's purpose, the timeline,
expected outcomes, as well as um we'll take one at a time. So number five was um tableabling on the purpose and timeline and expected outcomes. Um that that was um a vote that that will reduce. So the motion is to accept
tableabling the timeline and expected outcomes. >> I vote to move and table. >> Okay. All in favor? >> I. And then number six uh was defining parent and caregiver engagement
and that was um also um a table. So I make a motion to table that um until we meet with uh Mr. Moguel. >> I second that. >> All in favor? I >> I >> Okay, now we're back on track.
>> Thank you. All right. So, uh, discussion of what, um, we we were just having that discussion about what is meaningful engagement to the school committee, and I wanted to suspend the rules again just to see, um, if um, Mr. Michaelelsson had any comment about,
>> um, what he thinks is meaningful school engagement for the school committee. >> Um, appreciates the opportunity to talk about it. I I get a lot, right, when I go to pick up my kids every day, I'm I'm lucky enough to get to see parents and talk to them.
And >> I think I think generally they they know that I'm on the school committee, right? I think that gives them but I don't I don't think there's an awareness of what the school committee does. >> I think that like >> admittedly that's not a
>> very straightforward thing, right? And I think I think bringing right we're we're under a new opportunity right and we're trying to boost um parent engagement for the specific purpose of um sort of
maintaining our district's health, right? >> And from a from a sales perspective, right, the more we're able to get children into our district, the the more rich the education is going to be for our whole community. Um, so to me, parent engagement just looks
like um being able to have conversations with parents and having them feel like they matter to us or they matter to the district. And I know that the district does communicate that a lot, right? You got you got something to say, please say it to us. Um,
>> if you spend time on Facebook, you know that people don't feel that way, but you know, that's that's what people do on Facebook. So, I don't know what to to take from that, but to to me, the whole thing is making sure people feel like their opinion is valued and that that
they have something that's worth worth hearing because they do. Everybody does. >> Yeah, I would agree. Um, Glattus, and anything else that you would add in terms of what engagement looks like for you? Yeah, I
mean people want to be heard number one. Um [clears throat] and also it's it's it's a it's a um convening opportunity for parents to to to learn about things that they sometimes
only hear once and it's not clear besides, you know, being listened to to clarify. uh as as as Jen mentioned, many of them are listening or learning from the um
Facebook pages and sometimes are not the right information. >> So these are these these are are our allies in our community. Once you have a setup of parents that are really engaged and they're they're, you know, learning and understanding the truth of anything,
>> you know, it helps. Uh and I say that because when this situation we were dealing with the bargaining issue, I had parents coming with me with so very different and uh understanding of what was really going on because they were picking up on what somebody felt that it
was good to say to them and they were coming to us basically, you know, attacking or saying, "Oh, you're not doing enough or you're not doing this and this and that." And I said, "Explain to me what you mean." Because lack of information or wrong information sometimes, right?
>> Um, and I think that group would hopefully they we they're able to build strong. They have a lot of potential in a sense of helping us becoming the voice out there and the voiceless, you know, to the voiceless or the less involved
because, you know, some people have that ability to engage people in a way that many of us may not or they have the places that they be at places that we may not be. Um, and I think that is, you know, what I can say.
Um, and we going to have to go in many places to start off to help the process of what engagement is for me. You know, for me, engagement right now, I'm doing a research and I've been in the churches from Holio, Chikop, and Springfield. I'm involved in all C3 networks in the
cities of Springfield, Holio, and Chikopi. I'm involved everywhere where I want to get that message out. And now I because of the work that I've done almost a year now, I don't have to. They're calling me, they're emailing me, they saw something, they heard something. >> Um, so I'm being invited to go because
>> the the the engagement happened and it's still working. I'm still working on it. It's not over. The courts, the judges, I've met with the chief of police and so on. I'm just saying so that that it depends what is the the the uh freedom
also we give the parent to do. So that's why I said is there guidance? is their limitations so that they can understand what a role is because knowing a role gives you more of that autonomy to take over, you know, and do what we got to get done. That is helpful even if we
don't like to hear what is happening, right? Because it's going to be times you're not going to hear the best, but this is where we're going to fix what is not working. Um, and that is what, you know, for me engagement is. So I defined it that it's a listening strategy
giving people autonomy to to discuss what they feel like they need to talk about and then you know we either bring them to understand the policies that are existing if they have to be changed they have to be changed >> but um there's policies that let's say I
don't I'm just using scenarios if people are not happy with this phone um situation of the cell phones the children not >> that's a topic that it's a policy. People need to understand there is a policy but then how and if we can
consider changing policies that will still benefit both. Um >> yeah so just you know throwing I things that out there that that are that that at one point were very touchy and people calling me or emailing me about the issue. Lunches is a topic that that I
get over and over. people are not happy with the lunches that childrens are getting in our school system >> and and I think you know it gives us a freedom to understand and and and understanding that we don't choose is
this is a contract it's a process I think once people start understanding what it takes for us to do how we have to govern certain things then they can understand that it is how we then if we have to change a a a decision or or even a subcontract it can happen, but that
there's a process, you know. >> Yes. >> Let me just say that I've always seen anything that has to do with policy, just like when I was in council, people thought that you bring an issue about a sidewalk uh to me and then next week is
going to be repaired. And I had to be clear to them, listen, this is a process. This is going to go to this committee who's going to now tell me if there's available funding. and I may have to be put on the list of the ones that I requested for uh street repairs, sidewalk repairs so that we can take it,
you know, we could take it on and they thought it was going to be overnight and then, you know, years later they saw what happened in certain neighborhoods where side streets and things are happening. But it's it's a policy. But people, you know, we have to educate certain people in the community who may
not be as involved or knowledgeable of what the process is like to to to getting them engaged. And I think the engagement, it's about education as well. Yeah, I I I I hear what you're saying and I all valid point and I appreciate
the discussion on this like just to get get clear and I I'm in alignment with everything that everyone has has said about you know what what that good engagement looks like where I wonder you know just in terms of what would be meaningful for us as a school committee
and I think Glattus you you started to talk about this at the very beginning which is like how are we meeting people where are we going to where people are at and is there an opportunity to consider that I'm not trying to make, you know, additional work for people in terms of like like on top of everything
else that's happening, but maybe something like rotating or or using this committee as a vehicle, right, to um invite a certain ward um you know, in to talk about what engagement looks like there or um you know, Orlando, you had
also mentioned um things about you know, different community partners and and having them come in and kind of talk to us about what they see because they're, you know, they are that that handtohand with with families um outside
of school. Um and so how are we leaning on those partners and that might be an opportunity to kind of um bring those voices into the committee um that we haven't maybe had an opportunity to have. So just kind of reimagining um what that might look for. And Jensen, I
don't know if your hand is up or >> It is. >> Okay, I will send spend the rules and have you talk. >> Oh, thank you. Um, one of one of the things that um got brought up uh forever ago was that Okay, so uh Linda Vacant
does a she does like a word update, right? >> I've been to a few of them. There's probably, you know, like a dozen people that that show up to it. Um >> Yeah. But also, our schools are doing events where,
you know, families come in after school. Uh, you have a PTO meeting, you have, uh, maybe you have a town hall. Uh, I know that the Ian White principal does town hall meetings. Um, I wonder if it would be I mean, granted, this is like the end of
the year, so the the action for this is like September, right? But I wonder if it would make sense to have somebody [clears throat] present for all of those events, right?
>> Just as a just as just as a presence, right? Hey, this person's here to hear you and talk to you and want to want to be available, right? Because to me, it's it's all about trying to be available. Obviously, we want the parent engagement part of it, but if a parent's going to
engage you at one of those events, it's your opportunity to like like Glattus say, you're meeting you're meeting them where they're at. They were there. Can we can we engage you in one of these committees? >> Yeah. I wonder I I like what you're
saying there and I and I wonder if it's like in the same way that for example we had um all the graduations on our calendar that we could choose but we don't necessarily see those things bubbled up like I like I'll just give you an example like for me on Sullivan
school like I have a list of their days some of that some of that I can't go to because it's during school hours and of course I'm working but there was a Saturday event and then there was a time where I had I had carved off some volunteer time to have a pizza party um up there as an extended day from you
know April 22nd and that was a way I didn't get to engage with parents but I did get to engage with kids um in that way and I think like but but some it seems like a few schools are very um are very a few schools are very
successful at publicizing those moments >> and other schools don't get elevated Like I have to think about Morgan. Morgan um I often see, you know, Morgan is having the family fun night. Morgan is doing this, Morgan is doing that, which is awesome, but how do
we elevate what the other schools are doing in that same in that same way? You know, like how do we scale what Morgan is doing across these other >> But do you see they partner they are partner when you look at what happened at Morgan, they're partnered with the
Holiosafe neighborhood with a Casey So the partnership, they're really the ones the mobilizing the people to come out. >> They come with strategies that that attracts people to come out. >> Uh the same thing that when it happens in Kelly, there's other groups such as
when Holio gets involved, >> they help mobilize there. Um where else can I think about? Yeah. >> Whatever there's an additional support because then you know, let me just be honest. the the school as it is, they're
stretched out with the the I don't know what's the role, the community engager person there. I'm quite sure they're doing activities to >> Oh yeah. >> keep the the families internal the youth and the children and the students engaged at that level >> and I don't know have watched the
extended time and time for them ends at 3:33. You know what I mean? >> Yep. >> Yep. And and one of the things that I've always I've been mindboggled about realities as a woman who quirked all my life too just recently four children's
in the school system. The assumption that I'm at home during the day I'm a working parent. I don't expect me to be at an event during the daytime and I look like I never showed up for my kids events. >> Yeah. you know, I have to make sacrifices that either whether it be,
you know, food on the table or what the other option may be. But I think we this is also consideration. This is where I would love to hear from parents. What would bage you to come to an event or an activity? Is it a nighttime even the
daytime, morning time, um um uh Saturday? I don't know. I mean, and again, it's another another situation. It could be a union bargaining issue that we can even work with, right? >> Yeah. >> But um I don't know if if Orlando
remember back in the 90s there was an issue about ESL in that community and and we partner with different groups of ways that when parents were dropping off the children, they were also receiving ESL classes for those who had the you know they had the ability to to they
didn't couldn't work because they the English was an issue. So the community partner to help break the barriers of lack of education of learning you know English and obtaining jobs and in order for them to obtain jobs they had to do ESL classes and some parents what they
were doing and some schools set it up I remember Morgan being one of them the parents will set up the the the I mean I'm sorry drop off the kid and they will go into the classroom to learn English. Okay, just you know we have to become
other sourc recre how do you say creating other opportunities so that it can attract them to come and even participate in addition to only thinking that it's just for the ones that are available to come in the morning or say in the evening so reconsidering that I
think even an assessment has to be done to understand what works certain neighborhoods may work and certain neighborhoods may not work even that that may not work in every neighborhood. I know parents who are working two jobs, you know. So,
>> um that is something to to even consider as we're thinking about that. And maybe that's part of the group who's run who who who becomes the president to figure out what's the best timing. We we how do you say we doodle everything. We send uh
invites to determine who can attend which meeting. That's the same philosophy for for parents. So, we would have to do the same thing to try to determine and just not assuming that they're not wanting to be engaged. It's just that it may not work for some of them because of what their schedule may
be and we don't know it. >> Yeah. >> So, >> yeah. And I think I mean that segus perfectly to our next our discussion topic on strengths, gaps, and barriers because I think we identified a lot in our conversation which is you know we from a strength perspective we we do
have active organizations on the ground in the community right like that is a a clear strength we we have um the willingness of our school district to want to engage right we have even though we don't have volunteers in the CPAC and Elpac we have an administration who is
willing to continued to do programming and put things out for them and to continue to recruit. So that to me those are strengths um that I would say. Um but I do think some of the gaps are you know we don't know what the recruiting schedule looks like which we already
talked about like what does that outreach look like for some of these groups? How are we talking to people? How are we interacting with those agencies that um you know I mentioned the children for uh federation for special needs for children with special needs. I mean that is a resource they
speak um they have automatic translation in I think 24 different languages right they they are offering a lot of things but but that is not something that as far as I'm aware of as last time I checked that we have an active relationship with you know why not right
like that's um that to me that's um that's a gap and then we have barriers right we have um zoning issues um where that predate at least predate me on on the uh on the committee and I know maybe
some of you where where um you know engagement can't happen if you go home and you don't have a vehicle and you live in the flats and your community night is at Sullivan school right unless we are providing transportation or we are finding ways to do that or think
outside of the box I mean that prohibits you know more than you know you know more than 30% of of of some of the eighth grade at Sullivan, right? Like that that um that can't come or or don't
maybe have the luxury like you were saying, Glattus, where people might work two jobs. So, you know, mom or dad can come home and cook dinner, but then they're off to work their their second part-time job. So, that vehicle means that they're not going to that event, right? Like, so I think those are real
barriers to to engagement. And so, how do we how do we rethink that? And I think I I I'm really interested in what Mr. Mogel has to see because he's been doing this work for some time and I think he might be able to tell us more more about that. Um, but I also think we
might want to also invite some community members to to this ad hoc committee to talk about about that um as as well. Um because I think hearing their voice because they have also been working with
with parents would would be valuable. Um I don't know if anyone has anything to say about about that or any discussion or strengths. Glattus if you have more to add there. >> No I I think personally when I think when Mr. McGall comes in, he can share
what have been their challenges and stuff and we can then figure out >> gaps and if we have to do a listening we could go out in the community have a meeting and and invite people to come out and see what they're thinking or what they're saying that has been challenges because and then and also
open up. This is the opportunity with you know to to to join us by you know submitting your name if you're interested in chairing or facilitating whatever the term we're going to use for the roles that we would have that that
that can help shape the the the committee or the ad hoc um for that particular group. >> Yeah. for the purposes of this discussion, you know, just this this part like I just I love what you just said about that and I just wonder if there's if and I don't know and and
maybe I'll I'll talk with um Dr. Rivera Cologne um in terms of what we're allowed to do but I mean could we have a traveling committee me meeting like you know for example like at lassi or something you know could we do that or
does it have to be in a certain >> I think I think the the the the um what we need to understand is is it remember we have to have it that is access available for people that zoom and all of that as I think as Don't quote me on
it, but maybe because they have to be aired and and it's written that it's a policy >> that people chance to >> participate or hear it either way. It has to be um recorded. It's all other words recorded. It doesn't necessarily
have to be shown, but recorded. >> Okay. Well, um I I will take that as a way as a as a next step for me to find out, you know, like more parameters around that. Um let me just go back to my document
here just to keep us on schedule. So >> I got to run, guys. >> Yep. >> I'm going to Good night. >> Um so in terms of next steps, um we, you know, we're going to ask Mr. Mogel to come. I'm I'm wondering if there I know
calendars are busy. um for you know right now with the summer Glattus is there any um any dates that look available for you towards the end of the month or >> I'm out I I sent you an a text an email I think I was sharing I'm going to be
away from the 17th all the way to the 30th. >> Okay. >> Then then that week when I come in is actually July 4th. It's that weekend. So maybe the week and a week after. I don't know what day you're considering for a date.
>> Um I mean I'm I mean I I can throw out some dates. We don't have to decide today but like I I can throw out some dates for July if that's the next best opportunity. >> And that's to invite Mr. Miguel, right? >> Yeah. >> Yep. So, um,
so I can re I can reach out on on on that. >> Okay. >> And then in addition, I just I'll I'll do some more um, you know, more research on on some of the things that we talked about um, just to get some clarification on that.
>> And once and I think once we talk with Mr. Moguel will be able to refine that purpose statement that I um revi that and revise it and then vote on it at the [clears throat] next meeting as well. >> Okay, sounds good.
>> Okay, so I think we're good. So I I'm going to make a motion um to to adjurnn. >> I'll second that. >> All in favor? I >> thank you volunteer.