a more side in the targets of society fun like it's a fun to talk to end it we've been debating a lot at our leadership and you know right but we have a set of a lot of labeling of visualizations through the power we know some of the generalities within our spaces so mm-hmm mm-hmm and the best part the group and I think we're doing a lot of enabling of agility and for right now so it's a and we have some staff who push us there that's my favorite and we have some staff where I like could you stop the one that's not so it's it's just a really a little bit to meaning to be right now to me get the majors in our staff like yeah I'm wanting to see how I would bring that I'm just I'm just you know you know parents who I sort of say is you know I I want my yeah it's G8 switch yeah yeah that's the one before right so it's just a little great is that and you're going for uh cleaning I mean I'm just right right like it's just I mean I'm sure you've got lots of thoughts on that breath that's the mental health information well yeah and also like I I you know I would want to I my thing of what I I think that I think goes well and it's is not the school culture there's been a lot of the ways in which like that I'm very close to not I mean not and in the in the in the in the in the in the right allowed to you know families and engage in the in the things not not the the backings right and that's that's not the the the you know I'm not in that that's that's and I'm I'm I'm I'm I'm concerned like I don't like I'm I mean I'm I'm I'm I'm I'm I'm I'm I'm I'm I'm yes I I'm better I don't know anyway I'm I'm what about when circumstances arise I'm I don't know if that's the right way but when disruptive circumstances arise maybe the just or what about just the the the decision- the decision- the go back to the system well Tom the decision- the decision- they were but really the the student who's one of the skills to choose like we we decision- make the do what we can to them that's them to see that there to get some ways like maybe maybe maybe but you know that the the the the the to the students over over over chance I think we want families to fill them up for me agency over over the decisions it's still like going students I love having to work having to work having to work you It implies that something's hard to take in and boards, and that's not what they should be about, right? They should not dissimilar to what they should call us. Like, it's normal for them to purchase. I hope you know what I'm saying. It's not something that should be a workplace. And that they're not there. It's a muscle there, it's not there, actually, really. Right, you can't really expect it. And we need to work with it, you know. They're, yeah, they're giving it a lot of the time. I don't know, when disruptive services are around, they're just going to be right struck on us and build resilience. But I think that should be, yeah, something that should be there. I think it's fair to say they're not going to be able to get out. They're not going to be able to get out. They're going to be able to get out. Like, yes or no. Superboard news for the moment, they're... And I think if we, if that becomes our indicator, then never to be able to say anything. I think we should say... I didn't get to say that. I wasn't born with this. It's trying to sense if belonging can be the same. You could also connect as like decision makers in their career, streets, educations, right? So students would have family carriers that sort of have a strong sense of belonging, right? Like, I would like to use it a little bit. To our districts to understand how that impacts their... Strong sense of belonging, I like this change here, you know, and they often have a lot of old chairs you're not very considering. Yeah, parents as decision makers, you know. Well, I know I like kids. I like that. So I do think, not mine, you know. Yeah, you know, and that's where I feel that's why it's, it's wrong because I think there are places where physically safe, not to say that they're convenient, but they're actually not resilient enough, like, yeah, that's not good for my kid. Or, I think that's not the right choice for you to be in this. It can actually be part of the real discipline. Yeah, I don't know. I think there is something about, like... We're caring to you. This is where I sit and learn the semantics of, like, I know, because I do know what you mean. I'm not sort of worried about what people think. Yeah, but like, I mean, I don't know what we're doing. I'm like, they know that you're going to step out of the circle.  I'm not as afraid of it. Like, I feel like, right, and when it doesn't happen, because kids make mistakes, right? This is always a very hard thing to do. And then, it doesn't have to be a much question, but then, until they give, like, I want to be able to make the decision, if you're always preparing this a lot, so you wouldn't have to make sure that's not how it is. They're a state system maker, and so they're for every day of the process, right? Like, that's like, I'm sorry that you really have weapons, right? I'm doing it. And I don't think we need to put a point there, like, a physical line, at least. It's kind of higher to get away from that. I think it's just sort of like, what's the biggest point of the flooding? You're always going to get into more of it, right? I get it. We've done it in talking, and so how many of you know where I was going to come from, but I just feel like physically saving this. And we're going to, like, wash it, wash all the work, or have guests do it. How are the visioning committees? I could just be like, away to it, at least to know that it's right. Wash all the work. There needs to be mechanics. Like, I absolutely... Safe hands, having a strong side. And then, we're going to be so far away from work. Like, as a standpoint, is it going to ever get, and I don't, I just kind of never I think this is my important philosophy, too. Everything they do, I want to say. Yeah, yeah, yeah. Yeah, I'm thinking of the building and I'm thinking of the skills for it. So what happens with one of my staff members who has a child? I think I've worked with a child who has changed, has not been kept in the spirit, and maybe addressed, you know, your concern with the decision-makers in, by saying that the decision-makers, you know, like, there's lots of things like that. I can't ensure everything, you know, so I'm like, whether it's a worker or not, but I can't go back and say this. And then, this is kind of the acknowledging what we're as, you know, role-advising decisions for their children, some sort of advice for folks that are lost in it. It's every student getting what they need. The worker provides reports. Yes. I would be careful with, like, as appropriate here. I know. Or whether or not to put a comment. Yeah, that's a good one. Maybe we could put it here. But, I mean, as appropriate, I think goes throughout a little kind of, like, that's like what you were saying. But then we're getting sort of, like, then we're getting sort of, like, something that people will use that. Yeah. So that's a trend. Yeah. But we're placed at the other, like, I think that they still use it to kind of, like, we go in, we go in, we go in, when it's not allowed, we just parse it out and define it. Yeah. Yeah, the value, right. So that's, I think, under accountability, like, decision-making inclusion. And I just feel like, then, the bitching support is going on there. Let's talk about the outbreak of indigital care. Right. And then it needs to change more individualized, which is how you're supposed to respond. Like, every bit of research is that type of stuff. So it's just an outbreak. And I think I just get rid of it. There was just a lot to do with it. Mortar and extracurricular, as well. A lot of advocates need the stuff. Everything they continue to do with it. You know, like, this, that trickles down, kind of thing, that doesn't work. You know, like, there was no opinion. It was more of the continuing honor. And that's my family's background. You know, I've run it. Oh, so the sport in Africa does anything about this. You know, where it's like, it just, that's not an accurate statement. No. And frankly, again, the rest is like, everyone, sorry, we need to build something and see that. And we need to re-traumatize people or read, like, to continue. Sure. That way. Because to me, like, what, the word that's important to me is advocate. Like, that they should be, is a fan expected, you'll say, to enable individualized. I can't, I can't. No, it's fine. We'll get it explained. Yeah. And then that gets to volleyball. Just like, you know, you expect, like, that's what you do when you're on this position. It's with the grid, you sort of expect work to be safe. So can we go back to the sentence a little bit with our last minute? Yeah. Remind me of a story that I've heard about. Can we define inviting relationships? Personally. Or could we define that like potential students? That they'll never be out on the streets. There are caregivers. They were talking to their psychologists. And I was there. I was there to support. Or whatever. And he was talking about this. Well, we are warm. Stakeholders. We say that world at the time. It's not what we are. It's like how we decided earlier. I don't have any steering to communicate. In the video, it says, you're subtendly on the loop. To me, I see, Peter, you're telling me you're on the loop. I'm telling you on the loop. That we will repress. You go to the grocery store on your side, on your grocery, on your grocery store. Where are you? So, that's what they honor. But I think that, you know, they're honoring us. We're doing that. We're doing it first of all. How about experienced educators communicate? And it was brilliant. It was not really because it's all about. Yeah, I'm going to do this over and over again. Really, it's so brilliant. I bring that up on every orientation. Delusion, your perspective, your perception. It's an exception. Yeah, your perspective, your reality. And you got to take the granted. That gives the baggage. I can trust what you're saying.  So now I think everything you said. But those values that our educators are honoring are infused in the way that they. And that, imagine you had that conversation. It was a stroke scene. Yeah, and then it's like a phase. I'm actually trying to continue. It's happened 90% of all for me. But we don't want to ever read that. I love it in the end. Like, it's just like, I don't know if we read it in the end. The faith for this or for something, I don't know. I'm not like, but I think agility. But like, that kind of reads us to 70% and 70% of it. So anyway, what's really interesting in the end is the character. Like, I'm right. It's two. Yeah, we're just in the middle of something. Yeah. It needs to be a couple. It's very cool. I think it's a supervisor, too, right? Like, you know, like more, there's, yeah. So I guess the way I saw that, you know, the indicators would be kind of less true, specific. Yeah. So we would get into that. Yeah. All right. So we're going to move these. Okay. So you go down here. Oh. All right. It's actually, how's it going, everybody? It's about mental health. Oh, So this last part of the sentence was very last. And then we're not wise, you know, abroad and the first bit of the story. Community. And do we separate these? And decisions that are transparent. Are transparent. You know what I'm saying. The book stakeholders. Decisions that are transparent. And it comes in. To make sense. Kind of. When they're separated out. Yeah. Okay. Yeah. Okay. I'm getting a little like. I already have summer brain. Yeah. And then it's like flood brain. At the last key. But decisions that are made with transparency and accountability. Or no, just let fewer words, the better. Right. So. Yeah. I think. And then we come back in. We will do a. Final read out. Where they stand right now. And talk about next steps. It seems. That's super. It's this idea that we teach kids. Right. Right. Alright. So we are. Reporting out where we've landed. And I think. It's time for group three to kick us off. Even though you weren't. Anyway, yes. Community engagement and accountability. How's it looking? That's here. Oh yeah. That's you. Sorry. Nope. That's facilitator error. We talked about. Just sort of trying to. Trying to. Round the language. In the work that was done with the visioning committee. And make sure that we're staying true to like keep anchoring back to. What our community is asking. From us in this community engagement and accountability. Peace. So. So we're. On board and Scott the words in a third we were able to change a little bit when we felt like brought it back to that. So I'll just read it. For the sake of people who aren't on the live document. Our students are more likely to be successful when our whole school community is engaged in their education. Our educators communicate effectively in a manner that honors and recognizes family's backgrounds and connects family to each other. And that's what we're trying to do. We're trying to make sure that our students are valued collaborators partners. Monitors advocates and decision makers in their children's education. Success looks like a broad and diverse group of stakeholders who contribute to the school community and decisions that are transparent and accountable. Awesome. I just want to air just for. Aware. I like the intent behind. Saying that. Families are. I think we need to acknowledge if they're not decision makers and all things. There are places where I think they should be decision makers. I mean like things that specifically in fact. Their child and maybe not all things specifically. The job is certainly decisions about their child's education. They're not going to be decision makers and who would be high. I mean just so I could be decision makers and I mean they can. Give input to the decision making process and we value their partnership as part of that. But. They're not ultimately going to be decision makers and probably most of the decisions that the school administration makes. So. I just want to be careful about the expectation. We might set up with that indicator. I think most. Community members are going to realize that there's a. As appropriate. In there, but. There are going to be community members that. May not. Jim did type as appropriate.  We're hoping that our community can be reasonable when reading this. And if we just go into like lawyer mode and make sure that. Perfect. Then it's going to read like a legal policy. Right. Right. We wanted to be accessible. Yes. Yeah. And so. Yeah. And we also circled back to the potential for using the. The value. Section as a way to flesh out some of these definitions around expectations that the community may have. Yeah. If we say, you know, we value you as a decision maker. What does that learn? It sort of goes back to transparent as well. Right. As appropriate. Right. Yeah. Here are some. Here's, here's the parameters within which these things apply. Or the appropriate roles. And why. I have a. So. I know you all talked a lot about the word transparent. Do you feel like transparent is enough to, to include that whole, like we, we look back on decisions that we've made. Or should we put that, that wording in there where the board. Is like. Loops back out on decisions or anything or something like that. I, I think I said this last time. And so I'm, I hesitated to say it again, but I. Like accountability to me includes. Great. Okay. So I don't think it needs to be spelled out. Okay. And I'll give it. Yeah. I do think it's possible that the second bullet point, instead of saying, our educators, right? That could be all of us. And instead of specifically calling out educators. Who I think people maybe are just thinking are the classroom teachers. Right. Yeah. So I wonder if we could make a little list there that includes the board, you know, educators. Yeah. Yeah. Yeah. I think it's possible that this second bullet point, instead of saying our educators, right? That could be all of us. Yeah. Yeah. I really like that at it because I think that we also want to state an expectation that our families communicate effectively too. Yes. And in a way that honors. The backgrounds and expertise of. Everybody in the district. So I know that I like that. And I do feel like I like the communication loop because that's been sort of a theme that's been arising is like us reporting back to people on, because it's not that things aren't being done. It's that sometimes they're just not hearing about the stuff that's being done. So I like. Capturing that it's still in there as a comment, right? I just cleaned it out because we were saying accountability. Encompass. Closing the loop. Yeah. And I also feel like it could be, it could be fleshed out more specifically in some of the goals. Yeah. When we define what accountability looks like as a value. Yeah. I feel really uncomfortable about families being decision makers and their children's education because my kids are in your classroom. And what if I don't like your decisions. All the time. You know what I mean? Like it's, it's a collaborative effort. And so when any individual family. Is under the impression that they decide what their children will be taught, it affects everyone. That's around their children, their child. And I don't, I might not want that. I trust living. I don't trust. I completely agree. And the way I see this is we are valuing that parents make decisions in their children's education. We are not valuing that parents make all of the decisions that affect their children. Right. But the reality is that parents make countless decisions that affect their children. And we value that in our district. And that's only because we are happy. She says, I'm happy. I'm happy.  I have an example. I have decided that I will enforce. That there's 30 minutes of reading every day after school in my house. That's a decision I've made. Based on what I want from my, from my kids education. It doesn't necessarily impact what happens in the classroom, going into his junior year of high school and I feel valued as a decision maker at the table when decisions are being made about what classes he's choosing for the next year by hit the guidance counselor. His guidance counselor has been very mindful to be inclusive of me and my husband like in emails and decisions that are being made you know like should he take a pee for this class or should he get the grade as part of his transcript. Should he move into Spanish three or should he stop his second language journey you know and and I'm a voice at the table of that decision making process and I want to be valued but in that way. So I don't think it's I don't this is where this is this is where the conversation came from it's like how literal do we take every word out of context in the in this in the language and there are probably going to be people and I like the way Scott put it he's like those people are always going to lose both no matter how you word it where they're going to come and expect to be able to make like the ultimate decision maybe and then it's about how do we manage those expectations when they arise but I don't feel that the way it's worded you know reasonably and to be interpreted that way. I think when I put when I connect value to decision maker value decision maker it makes more sense there's a lot of words in between. Well let's leave it like that for now so that we can move on to the next. Yeah I mean you know I mean in a situation though where you've got like the you know like open 24 hours and someone comes as you're closing and they're like since that says open 24 hours they're like well it will not go up. I mean it's like so let's go to academic a cheap and gap. Kristen and I just did a tiny bit of refining here we left some of it in so you all can see the changes we made but some of it we felt pretty good about. The first one is every student has the confidence and skills to achieve excellence and to support continuous growth along their learning journey so we just slotted in achieving excellence there but leaving the continuous growth along their learning journey. Systems are in place to measure monitor and support students on their unique path towards meeting or exceeding grade level expectations. We left that one the same I think and then we wanted to put a little bit more of the onus on I think the onus was already there on the district but this I think we shifted it just slightly more by adding by switching up this language a little bit. There are no barriers to academic success based on identity or socioeconomic status for MRPS students. All students have the access they need to opportunities that will help them succeed and that in the second sentence that edit there is a is our way of trying to take equitable which is a little bit of a jargony word in education and other sort of core industries these days but make it a little bit more of like this is what we need by equitable is that they have the access they need and having it be more just like plain speak which I think does it and then our graduates envision a limitless path to their futures and chosen pursuits of continued learning that benefits them and their communities that one we left the same and then we had at the very end of small conversation about though all those that like A through H that were the much more quantitative things and we moved them to goals for the conversation at the next part of the retreat thoughts I I struggle a little bit with this rewording here of the there are no barriers to academic success based on identity and socioeconomic status the way that it was worded before the way I'm reading it are not predictive of academic success it's sort of like we want to make sure that we are doing everything we can to for kids who come from lower socioeconomic status or have certain barriers you know the opportunity gap that we were talking about barriers to their learning that we want to provide enough support in within the school environment that they have that you can't take out the free and reduced lunch students and see a clear correlation to their you know uh test scores yeah and so to me like that's the that's the goal is that we don't and maybe it is a goal and not an indicator but to say there are no barriers it's like by their very nature like that is a barrier you know like if I'm coming from a family that nobody in my family has ever been to college you know all of my ancestors right that's a barrier and I think it can be named as such like it's you know I'm working at a distinct disadvantage to the kid whose parents have been talking about college since birth and dressing them in a little harvard onesie or whatever like there is a that is what the opportunity gap is like if my parents don't have money to pay for an outside tutor and another family's parent does that's a barrier yeah like and and it can be named like it's like that is what we're talking about when we're talking about and what we're doing is working against those barriers right but I heard it as there are no barriers to academic success based on identity and so like that is just wrong like there are barriers it's such a difficult barrier to overcome and that's why pretty much every school across the nation if you look at their free and reduced lunch population before later you know so and that's why I said in a meeting a long time ago I was like if we can if we can make this happen like we're going to be like getting national news attention you know like you know because it is such a barrier yeah yeah no I I completely agree so it's a very well I mean not just aren't there there are barriers and I think our jobs are recognized as barriers and that do we can to give students school to overcome and I think yeah kind of what you were getting at right in this provision was also that MRPS will work to eliminate those barriers to the extent that we can right that there is a limit that there are these kind of pre-conditioned culturally informed system induced you know barriers that know we as a district are left with to try and do our best to solve and reduce and I know we're going to like eliminate them I think it's a given students who have been overcome it I mean for instance like you can't eliminate the fact that someone might not live in a household that values a college education and can never get the process but you can instill in students that they're you know that they have the tools to succeed in college and then giving them counseling that can guide them through the college process in a way that some families might be able to guide their own children through the college process you can do things like that Scott are you trying to edit it so that yeah I'm trying to thread the needle over combining the two and what if it's the barriers to academic success based on identity and socioeconomic status don't predict you know that's like making it a longer sentence maybe that it needs to be the thing that thing that I was trying to get at is that someone's identity might actually be a predictor in as a benefit to their academic success there could be strengths and or there are strengths and and benefits that come with you know being a gay black kid and we want to make sure that that is celebrated as well as recognize that there are also things in your education that are harder about that anyway so but that might be just like a too small of a head of a needle to thread with these indicators of success so I think I did what you just said and I'm not involved no you did do what I just said but now we have academic success twice which I think is easy enough to yeah I think it's easy enough to clean up but yeah you did do what I said why don't we just say any barriers based on identity and socioeconomic status students don't predict academic success Jim you started to sort of board it in a way that like MRPS recognizes the barriers and actively works to you know and so some something like that I like to you know like if we don't want to just because I think I think the it not being predictive of academic success could easily be moved into like the goal category so if we want to be more like evergreen about it we could talk about like our it's part of our mission and vision to work to could we say eliminate but serve any barriers based on identity and socioeconomic status students let's say are recognized and I think it's enough to just say it's not going to predict their yeah I think so too and then and then we can get to the I think implicit in that is the in order for it not to predict we have to recognize that exactly and give the tool and work exactly what do folks think about the edits in the second sentence of that like it go for it okay yeah it's good so then let's keep it moving now and I like how you guys really tighten the indicators and get us to wrap it up with the longing safety wellness do we summarize the changes or read the whole thing again let's read the whole thing again in the interest of time because I do want to have a little bit of time closing that's probably that's that so there are five bullets now we added one all students staff and families caregivers feel welcomed in our schools and valued for the unique history identity and beliefs that they bring to the school community the environment systems and opportunities that foster student and staff wellness are present successful and thriving in our schools students staff and family families caregivers can expect to feel safe and have a strong sense of belonging and healthy connections to our school district when disruptive circumstances arise the district provides structures and systems so they'll resiliency resources are available to staff students families caregivers that enable them to access their education and school community members feel those resources are accessible for that so we pointed out that when it was believed that there was a potential shooter in school kids did not feel safe more short period of time and we can't always control that whether or not people didn't say but certainly provide supports as needed when those circumstances come up so that was kind of we kind of we kind of landed on can't expect to feel safe and so we'll be safe because that's not entirely in our control and also just ensuring we're embedding that resiliency because part of safety and wellness is also you know sort of that resiliency it's a skill for you know these other to continue on the theme of where kids go after they're done at MRPS that resiliency is an important skill that's part of being part of a safe community really and then there thoughts or feedback from this one I wonder if just adding on that new bullet when disruptive circumstances arise that jeopardize the wanting safety and wellness just to I don't know it feels like a disruptive circumstance it feels it could feel out of context at folks don't really understand you're obviously not going to name a specific incident but it could be a microaggression or it could be like right catastrophic right could be yeah so then maybe not have the word disruptive and have what you said circumstances arise that correct me I like jeopardize yeah feeling of well sure I think these are good yeah and I think I'll kind of take out all three of these are kind of quite solid really solid yeah nice work strong work team yeah no I'm thinking me up for guy even through this team really team effort you know like reminding the brown dusting what the what came out of the visioning study small the prep work ahead of time all this really got us to where we are with some very solid indicators of success good work everyone so the board meeting next Wednesday yeah we'll be starting to work on the more specific areas correct no that's on the six that's on the six yes okay so this next Wednesday was just to reserve we need the more time here for this yeah so maybe words are getting it on one sheet and yeah giving some time for just to make sure I yeah I think that makes sense I can do so I can do the cleanup of it beforehand I won't be at next week's board meeting because I am on vacation but I can do the cleanup of it beforehand and I think it's a good idea to kind of like present it and maybe I don't know if we're gonna vote on it necessarily but just codify it in a board meeting so that yeah community the community can see it done I mean I know this was all public meeting and everything but not in our regular schedule so I think it's a good idea to do what would be just recommended and then I don't know yeah and then on the sixth we'll move on to setting goals yeah and I think we can put a little side aside just for you know and how it was actually so yeah right thoughts right so that's next week's board meeting and then looking ahead to the meeting on the six which is going to be part two of this retreat is where we will be getting concrete with goals and so the question that I'm posing to all of us is what do you feel like you need in order to set goals is there any information that you don't have at your fingertips or questions that you and you know you might not know those questions at this very moment but that's sort of our homework for the next two to three weeks is to think about that and you know put yourself in the space of okay in that meeting I'm going to need to say what I think a goal should be for belonging safety and wellness for the next one to two years let's just say could I do that right now or is there is a drive missing information and then if the answer is more I have missing information try and think about what that is and you know suddenly an email like can I get something can I get x y or z from Jess Murray or Mike Berry or whatever in that lead up time and the more time they have to do it like our administrators can't just pull that necessarily out in 24 hours notice so um you'll probably need a bit of time for that that might be actually worthwhile part of the conversation next week is okay this is what it is we've sat on it for a week these are um what information is there anything we feel like we need to know that we don't already know in order to be able to set goals I think would be a good board discussion next Wednesday and also just um people just gather email uh due to due to something like very understandable personal and professional changes uh Seiji has resigned from the board sadly um so one uh I just want to publicly thank Seiji for all this great work uh but also uh we will be looking for a new board member um that's probably all that we've experienced it takes a little while to get up to speed uh so if we can you know give some thought to uh folks who might be interested and you know reach out to them we'll uh be putting something out publicly um but if we could get a new board member in place to kind of be an effective in terms of the budget process so I think great I think that's very doable given our time is going to play um and people who are interested should just email you exactly yeah yeah yeah and if we could ideally we could get that appointed by I think the six might be too early but we'll be looking after that from just to give plenty of time if you want a new board member to be part of the fun budget since then yeah that's that should be enough time to you know make sure people have time to give the word out think about it and um and that also you know the important thing about the budget process is the is there a new agenda planning calendar I'm making it right now I was waiting until this work is done because I want to I want to plan the board presentations based on this work based on yeah and the goals that we set so what are our next meetings 16 that 16 6 and then the meeting calendar is available online now still it's just not in the you know planning document but there is a meeting calendar for 2020 okay I am on vacation next week same I'm here what's four so oh but Lynn we might have Lynn so you need to know you know Lynn what do you mean four five five there are nine board members when we have a vacancy does that reduce the number he didn't work one no so sorry parliamentarian a form is needed only for a vote no decisions that are made so no decisions are made but consent agenda is a decision yeah consent but that could potentially be pushed out or is how important is it for it to happen on that day those are warrants yeah okay okay so it's very many years we could move it I could log on for the I was gonna say we could go ahead and log out online or if we yeah I mean let's see how much we have it sounds like if we have Lynn we'll be good we're good we don't have Lynn we'll have Jill log on to vote for the consent agenda yeah and then the rest could be a brief discussion about anything you need in order to set goals yeah and we'll see how ambitious the agenda is because you know Brett and Kristen it might not be worth it I mean you flood in from Roxbury if it's going to be a short meeting we could join virtually too we could make it a virtual meeting if it's general because mhs is still oh yeah because mhs is still going to be next appointment yeah we have to find the alternative location anyways okay let's let's do that let's just make it virtual given given the limited attendance the limited agenda and the budget is still okay it's still a lot of places we want to get the point out or invite the public to come too or invite the public to come to help me okay I had two thoughts um the board vacancy we're in we'll have people email you but that will that be publicly shared noted via various yeah we'll get we'll get something out um we'll work with that I think it's a bit imagining right now she's at her desk already for me some sort of yes why are you knowing this yeah i'm saying if she's feeling happy right now thank you Anna and then two in terms of thinking about goals and the continuation of this work are we gonna kind of pre-organize into groups just um it seems like anybody could suggest anything and any of the priority areas in terms of goals and data needed but I'm just like it was helpful to kind of have a specific priority area to sort of focus on what you're going into so I'm curious if we're gonna follow a similar suit would others be interested in doing that it'll happen some time before the sixth the idea of people staying in their original groups to focus on that but the and then doing kind of the world's happy that you did today was I think probably really helpful to get their brains on I think that was really helpful yeah okay okay so you want to make any changes knowing that sagey is not on the belonging safety and wellness committee anymore or I mean any any one of them is going to be and have just two people are there folks that would rather be in a different group than the one they were previously in for the prep work did you want to go to communication I don't have strong feelings but I'm happy to shift if you want me to I'll keep you where you are it's keep it simple okay so then that'll just be each group should self-organize the way that we did leading up to part one of the retreat because that seemed to work for giving people schedules and things like that and if you do end up having a meeting of two or three people you should warn it because it'll be discussing for business okay I guess maybe three people should we adjourn yeah we have to adjourn yeah I've actually adjourned so moved uh second second all those favor bye