Excellent. For this third presentation before going to the break, we have Fahime and Marianne. They're going to talk about growth incident curves, in allocating geometric brain and motion, and the supervisors were Alex, Jonathan, and Colin. So please go ahead. Yeah, thank you Isaac for the introduction. So this is project number four. The title of our project is growth incidence curve, in allocating geometric brain and motion. It was done by my team member Fahime, Nadiafi, and I, and it was supervised by Alex, Jonathan, and Colin. So here we would like to state the objectives of our work. The goal of this project is to study the anonymous growth incidence curve and the non-anonymous growth incidence curve, predicted by the GBM and the RGBM model. The GBM and the RGBM, they are models of evolution wealth, and the G and Nadiafi are used are measures of inequality over time. We would also like to compare these predictions to empirical evidence on growth incidence curve and study their properties. So before we get into the numerical results that we have obtained, we would like to give some basic information about the growth incidence curve, the definition, the intuition behind, and maybe some examples of how they look like. So the distributional changes of wealth are commonly represented by the growth incidence curve, the G and the Nadiafi. The anonymous growth incidence curve, they show the relative change in wealth in the same wealth quantile between the initial time and the final time. So here below, you can see the definition of the anonymous growth incidence curve, and in fact, it's not that difficult to understand. The intuition behind is pretty clear. So the F inverse of P at P, that's basically the wealth of the P quantile at time T, and as you can guess, the F inverse of P at T inverse, that will be the wealth of the P quantile at T prime, which is the end of the period. So unlike the geometric, the anonymous growth incidence curve, the non-anonymous growth incidence curve definition might be slightly confusing if you are looking a bit further first time. So the anonymous growth incidence curve that still shows the relative change in wealth between the time T and T prime of the people who were at once P at time T. So this part is important. So just to make of how the non-anonymous growth incidence curve works, we can look at this illustration here. So let's assume we have a small sample size consisting of 12 individuals, and we know their wealth at time T, which is the beginning of the time. So we can sort them, and we can group them into three groups, Q1, Q2, and Q3. Those are the quantiles in fact. And as you can see in each quantile, these people, they are labeled. So the first quantile where the people are labeled in blue, those are the foolish people in this small sample. The Q3, those are the riches for people in this sample. So now let's look for example at the Q2 where people are labeled in red. So because they are round and they are labeled, we can follow them over time, and we can identify them and get their wealth in the end of the time, which is T prime. As you can see the errors, we can identify these people clearly. And because we know them and we know their wealth, we can get the average of this wealth and compare that with the wealth average in the beginning of the time at T. So this is how the non-anonymous growth incidence curve works, and in fact it does the same thing with the other quantiles. So we can identify the people who are labeled in blue, we can identify the people who are labeled in green, and so on. But as you can assume, this was not our case. We didn't have population size of 12, and we didn't have three quantiles. In fact, we have 10,000 of them and the quantiles were hundreds. But this one was just a small illustration of how the non-anonymous growth incidence curve works. This one is an example from a literature that is mentioned below of how the growth incidence curve, the anonymous growth incidence curve, which is the blue one, and the black one, the non-anonymous growth incidence curve can look like based on real data. So this one was the data was from the United States and the time period was considered between 1980 and 1990. So now let's look at some properties of the growth incidence curve and also the non-anonymous growth incidence curve. The growth incidence curve, in general, are upward flow speeds when inequality is increasing. They ignore the identity of the individuals within quantiles. As we have seen from the very first definition of the dip, they basically take the wealth at the beginning of the time of the peak quantile and compare with the wealth of the peak quantile in the end of the time. So it does the same thing with the other quantiles. So the richest people in the beginning are compared with the richest people in the final period. The poorest people are compared with the poorest in the final period. And as you can guess, these people who were, for example, in the first quantile at the beginning of the time, they are not necessarily the same people in the end of the time. But the dip doesn't take that into account. It just compares the wealth of that quantile in the beginning of the time and the end of the time. So hence the comparison is anonymous. Well, unlike the anonymous growth incidence curve, the magic, it takes into account the wealth mobility and it takes into account that the people identity is considered. So in this case, the magic becomes more sensitive. At the same time, they are more informative of the individual experience of wealth changing. And also because people are around, people are labeled, as we have seen in that example with color, the comparison becomes non-anonymous because we can identify the people in the end of the time. So now that we have some basic understanding of the growth incidence curve that we want to study in this project, we would like to start with this simple model, geometric Brownian motion, that we look at the beginning of our project. So the GBM is a simple model for the evolution of individuals wealth. So let's assume the XIT, that's the wealth of the I person in the population of time T. So we say that the wealth follows geometric Brownian motion if it satisfies the stochastic differential equation number one. So in this GBM model, as you can see, we have two parameters, mu and sigma. Mu is the drift term and the sigma is the volatility parameter. And just by looking at this equation one, we can say that the fractional changes in wealth are composed from two components. The first one is the mu dt, which is the constant deterministic part. It corresponds to the common economic growth. And the sigma dw, that's the random part, which corresponds to the individual's wealth. And I would also like to mention that the dw, that's an infinitesimal increment of the Brownian motion or winner process. So this was the basic information about the geometric Brownian motion model that we have studied in the beginning. So here we have the GBM trajectory from our model. And everything is measured in years and the Y axis, that's the wealth, right? We said that the X is the wealth. On the right hand side, we can see the same thing basically, but in low scale. And as you can see, the trajectories are expanding. So in geometric Brownian motion, the wealth follows log normal distribution, which means we can get the one standard deviation envelope of the log wealth. And that's what you see there, the light blue or gray shaded area. So here, before in fact going into the numeric, we would like to rationalize the analytical digging GBM. Again, because we know that the wealth follows log normal distribution, we know the probability density function of that. We can get the cumulative distribution function. And if we invert that, we will get the contact. So once we have the contact, we can plug in that to the definition of the jig that we have seen in the beginning. And we will have this analytic explicit formula for the jig in GBM. And as you can see, if we have the new and the stigma, and we have taken these parameters from the papers of our supervisor, it has been estimated in real data. And if we specify the time, the beginning of the time and the end of the time, this will become a function of P, and we can float that. And also, I would like to say that a phi inverse of P, that's the standard inverse quantile. I'm sorry, the quantile of the standard normal. So once we plot, we will have this graph of the analytical jig in GBM. So I would like to observe that the jig is increasing. So let's keep this in our mind. And now let's look at the numerical results that we have obtained in the GBM. So here, we would like to present the anonymous growth incidence curve and the nonanonymous growth incidence curve between two points in time. So first of all, let's look at the blue line and the orange line. The blue line is still the analytical jig that we have to sustain in the previous slide. And the orange one is the jig in GBM that we have gotten from the simulation that we have done. So as you can see, the analytical jig and the numerical jig, they're pretty closely coincide, which means the theoretical and the empirical results are in line with each other. And in fact, we have a scheme that everyone starts with the same wealth, with 25, and then the wealth goes over time. So the population size is 10,000, and we have used the specified parameters here in sigma. In fact, there are a couple of things we can observe from this jig in GBM. For example, if you look at the quantile, 19, and 100, those are the richest people in the population. The rich is 10%. We can see that the curve there is pretty steep. And we can say that the rich people are getting richer with higher speeds, and we can do similar analysis for the other quantiles. Well, unlike the dig in GBM, the magic in GBM, as you can see, that's with crazy fluctuation. And that's simply because the magic is more sensitive. And also it's subject to the population size and also the quantiles that we have picked. So if we play with the number of the population size, and if we play with the number of quantiles, over the long period of time, we would expect the magic to be largely flat. And as you can see here, we have 600 quantiles, which means we have percentiles. And again, the y-axis, that's the relative change in wealth. And also, I would like to say that here, it doesn't really matter what two points in time we picked. Politically, we will have the same gig. So the shape will be the same. So here, again, because we have mentioned that in GBM, the wealth follows the normal distribution, which means we can get the moment. So we have to expect the mean and the variance. Here, we wanted to plot the simulated mean and the simulated variance against the theoretical mean and the theoretical variance. And this way, again, one more time, it confirms that the theoretical results and the empirical results that we have, they are in line and they coincide. And again, we have the same parameter that we have been using from the beginning of the time, taken from the paper support supervisor. So the second part will be introduced by Fahime. Thank you. Thank you, Maia. Okay, now that we have a good understanding of the geometric value and motion, maybe we can do some modification to this model to make it more realistic, probably. So this can be done, for example, for adding some kind of interaction between the individuals in our population.  Based on the reallocation mechanism, we have each individual paying a fixed proportion of its wealth into a central pot. Basically, they contribute to society. And then each individual gets the unequal amount of that central pot, and it will be added to their wealth. So now that look at it mathematically, we have the same equation that they had for geometric Brownian motion with the same drift term and sigma and Brownian motion terms. But also we have two other new tips. The first term, which is minus tau x times dt, shows the contribution of each person, which is proportional to its wealth. And tau is actually the reallocation rate, which shows the magnitude of reallocation mechanism. And we also have the second term, which is tau times the average of the population's wealth times dt. And this term shows how each individual takes an equal share of that central pot from the reallocation. Now we can think about what those terms mean. For the case where tau is positive, the first term is negative, and the second term would be positive. But if the wealth of an individual is larger than the average wealth of the population, basically, they would in total give money to the society. But inversely, if someone has less than the average of wealth, in total, this term would be larger, and they would gain money from this mechanism. But for the case where tau is negative, basically the size would be the other way around. And that would mean that we are getting money from the rich and from the poor and giving to the rich. Again, as we have for GBM, we can plot the trajectories for a population sample. And the parameters that are used here are similar. And you also have this new parameter tau, which is positive in this case. You can see that visually these trajectories are quite different from the GBM case. So we don't have that expanding envelope of the wealth during time. Now we want to introduce another measure of wealth, which is basically the wealth divided by the average wealth of the population. This is the rescale wealth. This rescale wealth, I actually removed the effect of the general increase in the total wealth of the population. And as you can see in the trajectories graph, we don't see that upward trend. And that has been eliminated here. And considering that we have a large number of, and like population, population is large and considering the rescale wealth, the equation for the model would be equation four that you can see here. Okay, now for the positive tau case and large and approximation that we have talked about, a stationary focal plane equation can be solved. And by doing that, we can find a stationary distribution. So that means that the distribution of wealth in this model would get to a stationary point, which the PDF would be inverse gamma distribution with the Pareto tape. Here in this distribution, as I mentioned, why is rescale wealth? And we have CFO, which is


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


really because with my company my biggest thing is community yeah so like I'm always trying to bring people together you know whether they're at the start of their career or like very well on their career even with the event that you came to the other day with just like yeah I'm just like there's a lot of stuff that I'm like pushing forward like behind closed doors of like trying to connect the community and bring people together and help people like learn the ends of the industry and people that come from like areas that aren't privileged and don't have the guidance or resources to know where to begin yeah I didn't have any of that and I know a lot of the people around me don't have that and I'm always trying to be a resource for that yeah you know not like that


Hi, good morning, cyber traders. Welcome. Happy Friday, by the way, everyone. Look good to see you all. Very excited, get ready for the weekend, getting a nice little run on this PIK.  Nice little move. Kind of point this out really quick to you right here, but you can see right here, we had some really nice iceberg orders that showed up right down around there. You guys see that? Once he showed up right around that, what time is that? Little bit before, around 840, around that dollar move, because dollar is a very, very big, big price point, but once you got past that dollar move, that thing just really took off. So we're gonna keep an eye on this stock. Very, very interesting stock right there. Really like that PIK trade. So, but anyway, there's a couple of stocks that traded yesterday. It was a really interesting day. By the way, did you guys have a chance to watch me on NASDAQ yesterday? Anyone here was able to watch me on the show? It's been recorded. You can watch it on our Twitter feed, but I was going over a couple of stocks. One of them I was really excited about was the Amazon trade. Well, we'll go through the watch list in a minute and we'll go out there and share what was trading and what's moving this morning, but obviously, we always like to talk about what happened yesterday. And what was really cool about this Amazon trade, I just wanna bring this up to you right here. So Amazon, there was, and you know, we don't really trade expensive brand name stocks like this, but once in a while we do. But this Amazon trade had a 330,000 share seller at 130, and you could see it right here how it had major, major resistance levels. I'm just, well, you probably, hold on, you probably won't show up yet. Obviously, he's got a little bit here. Let me just bring up the level four. He might show up a little bit later, but it was pretty cool on the book viewer how you saw that, and I had those examples. And when I came on, I think it was right around one o'clock, you could see it never got past that. But the reason why I'm kind of stressing this and talking about is because yesterday, being on NASDAQ and you could see how the exchanges really want you to learn how to use their software, very importantly, how much it really can make a big difference. And that stock, you could see it, had a beautiful run, it ran from 124 to 130, which was awesome. Okay, it looks like I got some data here. So is he out there? Not really, not really. You could see it right here. We got some buyers right here showing up at 129. So the 130s are not there yet. We'll see what happens when the market opens up. All right, so let's go over a couple of things right here and see what else is going on. We got a couple of the stocks that are moving too. We got this, see, oh, there was a couple of stocks yesterday we traded too. So let me just X add to something really quick right here. Okay, so this VCIG was actually a pretty good moving stock yesterday. This one, you could see it right here. Kind of did a couple of big blow-ups right here. Look at this thing. Went from 480 up into, within 30 minutes, great run up to 760. And then you could see it once again, everyone doesn't have it, the mouse pad, right? Beautiful, everyone tells you the best times to trade, worst times to trade, did exactly what it's supposed to do. Same thing like Amazon. You could see it right there, did a nice little pop, and then it kind of retraced right around that 10, 10 o'clock, came down, 1030 made a pop and pretty much done from there. Very, very nice move. Moving stock yesterday that we traded. And also a couple of other ones. NGOL, nice little early runner, kind of pushed going into the close. You could see how long-term it's been doing pretty nicely too. Meds, this one just got halted left and right, left and right, big, big pop right there. And this was pretty wacky too. This one too, crazy stock in pre-market. This thing ran from $9 all the way up to $22.  So anyway, that's what you guys missed yesterday. And that's okay. Don't worry about it. There's plenty of the stocks out there and we're gonna see what's gonna be moving out there. But just remember, we are into the, now we're getting into the keep of the summer here in the United States and all over the world. And what happens especially here, and you probably, some of you students, I've kind of mentioned this last year, I'm gonna mention it to you again. But when it comes into this time of the year, people have where I live here on Long Island, you've probably heard the Hamptons, where they got those multi-million dollar homes, people pay two, three million dollars just to rent a home for the summer there. You got a hundred million dollar homes there. Listen, all these big shots here in New York, that's where they go and they leave early. Now I'm just gonna let you know, the weather is gonna stink this weekend, okay? But I did hear that was supposed to have the hottest summer going to July, August and September. So I'm not anticipating a lot of them are gonna run there too quickly, especially traffic's been horrendously. I don't know what's going on. But the reason why I bring that up, I'm not here to be the weather person, but the reason why is because if they don't take off, that means trading my pickup. Now the market is down right now about 190. We, you know, you could see, we've been having a really good rally lately, but now things are starting to back off. We're back down from that 1500, from that highs of 34,500 S&P also, you could see it same thing. You know, we really kind of backed off a little bit regarding about those highs that we had. But there are a couple of stocks that are moving and we'll keep an eye on it. One thing I want to point out is Boyle did a reverse stock split, okay? So just so everybody know that the reason why a lot of companies do reverse stock splits, I don't know if you guys know this, but what ends up happening, companies, especially major hedge funds and so on, can't trade stocks under $5, so they'll do a reverse stock split. Now that's not a good thing. When they do a reverse stock split, that's not a very good thing to happen in a stock. It's always nice to do splits, not reverse splits, but if we're at a normal price range, we'll see how it goes. Now to see people jump into it, but I actually didn't even know it was doing a reverse stock split, but now you can see it and now you want to know how does a stock go from like 350 to 60 bucks? So there's your answer. Now a couple of stocks I want to keep an eye on, let's get right to the action. So we got this stock, PIX.  I don't like stocks that are up 150%. Granted the market's not open, you've seen some of these stocks, if you've been here for the past week, we've had some of these stocks like this make these big pops, and then all of a sudden when the market opens up, they crash down. You know, listen, we saw that yesterday with, was it with this stock right here with LCFY, okay? This is what I'm talking about, but it wasn't more of a penny stock. It was under penny stocks. Anything, to me, a penny stock is anything under a dollar. That's really, because now you're in the pennies, not in the dollars. But we'll keep an eye on the PIK and we'll see how that runs out. There's a couple of buyouts right here. You can see the CFMSS, second biggest percentage gainer. It's crap, it's done. There's another stock that we found this morning that did move this morning. I know a lot of you here at 730, who came in a little bit early, did catch on to this K-I-T-T. Now listen, K-I-T-T reminds me of a couple of stocks. Also we traded last week that had this big pop and then they started coming down when the market, you know, right around this time and then all of a sudden the market opened up and about 10, 15 minutes later, we've seen the stock go from 230, it'll go back to $3. We saw it this week with a couple of stocks and I'm gonna put this back on our watch list. Now, as orders go, okay, so it was a big iceberg order around 260. He did get filled, okay, which is right around here. You can see that right there and I'll show you that order I'm talking about. You can see that right there. That was a 20,000, 26,000, 6,000, previous order right there. You can see a little red right there and you can see that little volume bar. It looks like the person did get executed. Here's another order right here. So I'm a little skeptical on it. As I zoom out, I'm looking at some of the orders everywhere else, but listen, it looks like they came out with some decent news of 20%, almost 6 million shares trade and pre-market. And that's only people like you and I that have access to direct access to trade and pre-market. Imagine some of you right now listening in have no access to this stuff. So KITT, anyway, on the watch list, number three. Stock, here's stock, Trump that's moving, not the Trump you're thinking of, not Donald President Trump, but we trade this stock, Trump a few times. Stock's been pretty fun. We did pretty well with this stock. Volume not too impressed, okay, in pre-market. It had that, obviously it looks like it had some good earnings yesterday because it popped right after four o'clock. But when you look over the intraday, look at the chart, very spotty. So listen, not only I'm here to tell you and focus on what's tradable and what's not, but some of these stocks, not really, just because they're all big doesn't mean you can get in and out of it. ABCM, not really, even though it's big up, garbage, not really moving too much right now. APLD, now this one right here has got some good volatility. We had a couple of, the issue with this stock right here is we had a lot of iceberg orders that did show up right around here, right around this 1180, you see it right there and that once that started kicking in, you could see how the good pre-market from eight to about 830 where it ran from like 960 to 1180 and now it's just starting to come back down, order starts showing up right now around 1080, starting to push it down. But I like the volume, I like the trend. We've been trading the stock for the past month. So if you remember the stock, we had that nice day back on May 16th when the stock ran from 430 to 625. Stock did a nice little channel right here, almost looks like a day trade, right? Remember we were talking about channeling and I knew Josh is doing phase two today. So once again, if you're a student of cyber trading, don't miss that class, but here you had a good movement, that stock had a nice pop right there. So putting that one on our watch list, APLD, breaking a yearly high, which is what we like. Now we're already down to 7%, so we're already scratched that and typically on a Friday, I'm not that shocked that we're seeing that. On the New York Stock Exchange, anything moving there, we're at 6%, really nothing there. So that pretty much scratches everything out there. As brand name goes, you could see a lot of bleeding going on on my watch list, not really that much out there, on all my watch list. We got a lot of red going on. So we're probably, you know, this is typically normal for a Friday, but one thing I like about a Friday, we will see something that will pop up when the market opens up. So if you are part of our cyber group room or whatever it is, and if you want to come and join us, it's more than welcome to, let me just go here and put that QR code to do a trial for anyone that's watching on YouTube or Facebook, you can just click on, just grab your phone and just scan that QR code, we'll get you in that room. But as of right now, it's pretty quiet, going into this morning. So we'll see how things are paying out when the market opens up. Anything on missing cyber traders before we go? Anyone else see anything out there that we're missing?  And like, you know, we'll see if we can make something. But listen, if nothing's going on, you better not trading on daylight today if there's nothing happening. You know, it's better breaking even than being down. All right, cyber traders, don't forget, Josh has class today, phase two, we're starting phase two. We'll see you all in there. In the meantime, cyber traders and anyone on social media, if you want to come and join us, click on that link right there, we'll get you in there.  Happy trading everyone. We'll see you back here at 2.30 and for everybody else in the retreat room, we'll start commentaring exactly when the market opens up. We'll see you then.


Hey there guys it's me looking today we are finally going to be doing the third video for the SF9 something fun 9 video what now I know I was supposed to do these yesterday it's just that I kind of was just not in the mood I was like ah ah ah I was basically like that if I wanted to actually record the video I was like oh do I actually want to because like usually when I question myself if I actually want to do a video it usually comes out that I actually won't do a video because I'm not I just am not 100% feeling doing the video and all that stuff so just I don't know it's just I like to record videos when I'm 100% right in the zone and all that stuff so I am sorry that I did not do to the two videos yesterday and I was also supposed to do one-on-one is a mess reaction but I'll also do that later on tonight so there's gonna be free videos coming out tonight because I am absolutely sorry but yeah that's basically all so there's just straight into this I'm being excited to see all the women ones these Tiffany to her and yet it's just getting straight into this I know I just love this intro I love this sound like the sound of music oh yeah I'm a frowning as well since we're in time I couldn't read it oh god it's going too fast but if you get out of control you'll be asked to leave oh come up with the individual might seem tired to succeed wait yeah they won what would they do? what was he doing? what was he doing? I love Suryo so much man Suryo's always good God damn it J yeah tell ya young did I get cheated in young young bin mixed up just before? wait did I? cannot understand straight face it's your first little enjoyer oh can't read just brought into this okay now it's Cheney vs young bin so I did get cheney and young bin mixed up before young bin was the rooster or chicken I'm joining in okay it's okay my bro's my freak I was talking about it after this actually I'll talk about it after I watch this it's a nice thing it's really cool do you think it'll be cool? if you visit Singapore it feels so bad wait I forgot who was at the bottom god damn man I feel so bad for whoever was at the bottom of that pile I can't believe I forgot who it was but like I just feel so bad like having that many people on tour with you it felt like that long yeah that's been so freaking painful okay so the thing I was going to talk about was actually actually freaking SF9 and KCON LA like I've been watching all the clips there and it's so amazing like just seeing them perform it's just amazing I want to go to freaking KCON Australia just to see them it'll be absolutely amazing but man they have gained so many new fans and fantasies since KCON they legit have just been actually growing quite fast and it's so nice like it's so nice seeing them grow because they're really good like SF9 is a really thumped group and it's nice seeing them grow so I can't wait for the future to see SF9 be all the way up there man all the way up there but you guys who are supposed to be all for this video I hope you guys did and enjoyed it if you guys did then definitely show some support by leaving a like and also comment down below if you've been watching KCON LA for SF9 and for any other groups as well because I'm very interested so comment down below and also subscribe to guys on YouTube channel because there will be more SF9 reactions coming to you guys because SF9 is my favourite bi-group out there and yeah that's where it's going to be so I hope you guys have a great day and just keep on smiling adios amigos I hiccuped