[Matt Haberstroh]: Mr. Lister, this is Matt. Yes. So I thought we kind of semi-determined this. I thought you, Mr. Lister, were going to kind of lead the charge, and then the people who wrote their sections were going to present.
[Matt Haberstroh]: All right. Is my question valid then, Mr. McCabe? I thought we talked about Mr. Lister being the lead presenter, and then people were doing their sections. Maybe that's what Ron is getting to.
[Matt Haberstroh]: Mr. Lister, I just have to say I am not in a hurry. And also the fact that you're, you're describing how we're working together on each slide and stalling. It's just, I don't feel that way at all.
[Matt Haberstroh]: Well,
[Matt Haberstroh]: I think we're doing good due diligence. I agree. I think voting on it right now to just pass it all, I wouldn't mind reviewing the last couple of slides that we haven't really looked at. There's enough. I've looked at it independently.
[Matt Haberstroh]: Well, I object to this, Mr. Rustin.
[Matt Haberstroh]: So now's the time. Right. I just thought we would start where we left off last week. There's not that much more to do. It will take us longer.
[Matt Haberstroh]: I just think that's just watching things. I just want to begin where we left off. A lot of us have notes for different slides. I don't see any reason. Thank you for your report from the school committee. I didn't watch the school committee. I'm not delaying any process. I don't think you are either, Mr. Donato. And I think we should just review the slides where we left off. There's not that much more to go. Yes, I've reviewed it, but I think people want to discuss it.
[Matt Haberstroh]: I'm not sure Mr. Lister who shared her screen before and was making corrections and what slide we are stopped off. I think it was nine or 10 or something like that. And since a lot of us have looked at already, I think it's just going to go a lot faster. The last time many of us didn't even see what was there. So let me just, we can get done while you want to withdraw your motion.
[Matt Haberstroh]: You're doing a great job, Kristen. Thank you.
[Matt Haberstroh]: Well, our ships were valued over the world and how fast they moved. So I have no problem with great.
[Matt Haberstroh]: You could say great clipper ships that were renowned around the world.
[Matt Haberstroh]: Right, renowned ships around the world. And never get rid of essentials trade.
[Matt Haberstroh]: Exactly. So built great clipper ships that were renowned around the world. Maybe you have a better example, I'm not sure.
[Matt Haberstroh]: Right, that's the.
[Matt Haberstroh]: I'm fine.
[Matt Haberstroh]: Well, I did use the word renowned, but I'm okay with this sentence the way it is if it sounds.
[Matt Haberstroh]: I think this sentence is fine. I think we can, personally, I think we can move on. But this is just me and our teacher.
[Matt Haberstroh]: Next slide. Next slide.
[Matt Haberstroh]: No.
[Matt Haberstroh]: I think that's the anomaly of the software. Yeah.
[Matt Haberstroh]: If any school committee members are listening, this is not a stall tactic. Thank you, Matt.
[Matt Haberstroh]: Great idea. Absolutely.
[Matt Haberstroh]: Thank you, Brie. I like that change. I think it's great, Brie. This is Danny.
[Matt Haberstroh]: I like it. Next slide, folks.
[Matt Haberstroh]: I think the school committee can handle reading this.
[Matt Haberstroh]: This looks good. Can we move to the next one?
[Matt Haberstroh]: I thought this was, who wrote this? I thought this was a nice slide.
[Matt Haberstroh]: I think we're talking about language like that, but I think that's what also Grace warned us against spending too much time on that.
[Matt Haberstroh]: I'm fine with 12.
[Matt Haberstroh]: Yeah, there were some font and spacing issues through here, so.
[Matt Haberstroh]: You know, if we could just resolve that space issue in the last bullet between the two last bullets. I mean, is there a reason why there's a, there you go, thank you.
[Matt Haberstroh]: Did we lose Kristen? We might've, we can keep talking.
[Matt Haberstroh]: Like a horror movie here.
[Matt Haberstroh]: I'm sorry, Mr. Lister, can I speak? So I understand Maria's feelings about this kind of emotionally overly wrought thing of a person I've never met either, but I'm more questioning, maybe Ron can answer this, can you give me an example of her being an innovator for special education?
[Matt Haberstroh]: Can I address Ron's comments, please? I apologize for describing these words as emotionally wrought, but they are emotionally more, you know, Cuddled in that. Passionate advocate. Most special education teacher I know are passionate about it all the time. So I don't know. And yeah, there should be some real innovation that can be really documented as far as going forward in the Medford public schools, because that's a highly controversial subject, special education.
[Matt Haberstroh]: Yes, thank you, Ron, for your flexibility. I really appreciate it.
[Matt Haberstroh]: This slide looks good. Ron, are you happy?
[Matt Haberstroh]: Actually, your question was a waste of time.
[Matt Haberstroh]: Can we scroll it down so we can see the speaker notes? I don't know. Maybe I can't.
[Matt Haberstroh]: Thank you, Christian. Mr. Lister, this is Matt Haberstow. I think this is great.
[Matt Haberstroh]: Ron, can you expand on, I don't know, I'm just having a hard time with this innovator thing.
[Matt Haberstroh]: Okay, and Ron, I'm sorry, Mr. Lister's Matt Haberstroh. Thank you, Lisa. But I don't, so was Jean Barry Sutherland a special education educator or was she just an advocate for special education, which is state law. You have to have special education in elementary schools.
[Matt Haberstroh]: Mr. Lister, just a point of information, or maybe I can ask Ron too, but special education is state law. you don't necessarily advocate it, you're told to do it.
[Matt Haberstroh]: Okay.
[Matt Haberstroh]: I'm sorry, Mr. Lister. So is the line an educator, innovator, repetitive, or just
[Matt Haberstroh]: Thank you, Kristin. Let's get rid of them if we're going to get rid of them.
[Matt Haberstroh]: Next slide, maybe.
[Matt Haberstroh]: This is Matt Haberstow. Yes, I wrongly identified a picture that was on the front page of the transcript that Ms. Fuller corrected me on. Thank you very much. So I think this is a fine picture for what we have.
[Matt Haberstroh]: So we're ready. We're like four slides short, let's go.
[Matt Haberstroh]: Mr. Lister, would Mr. Donato reconsider his motion? Because we're almost done. to redraw it. Mr. Donovan.
[Matt Haberstroh]: All right. All right. Thank you. Thank you, Paul.
[Matt Haberstroh]: Okay, move on. Next one.
[Matt Haberstroh]: But wasn't it for her public, for her labor?
[Matt Haberstroh]: So how do we rewrite this sentence?
[Matt Haberstroh]: Time for a vote. Mr. Lister, I'm wondering if Mr. Donato would not characterize what we're doing as playing around. It's just a phrase, I'm sure. All right.
[Matt Haberstroh]: We're trying to get it done, Paul. We're trying to get it done.
[Matt Haberstroh]: Can we go to 20, please? That's where we're at, right?
[Matt Haberstroh]: I like that suggestion. I'm sorry, Mr. Lister's Matt Haberster. I like that suggestion by Maria. I think that's a good idea.
[Matt Haberstroh]: Well, that's all in there, isn't it?
[Matt Haberstroh]: Oh, I see. For example, yeah, right.
[Matt Haberstroh]: OK.
[Matt Haberstroh]: That's what she's all about.
[Matt Haberstroh]: 19 is okay, right? We're okay with these long quotes?
[Matt Haberstroh]: Yeah, we went through this last time. The slide 20 is where some of us are advocating for the word reparations, which is- I don't, I think it was, oh, I'm sorry, sorry. Oh, go ahead. I'm sorry, I'm talking on my own.
[Matt Haberstroh]: Well, could you put something after rare document common seen as, however, Patrick just said, seen as the first example of reparation or something of that nature? I don't know how that's an opinion. That's, that's right. It is an opinion, but we have a lot of opinions in a lot of these slides, right? I don't know. It feels like it could go there, but I'm willing to listen to the group.
[Matt Haberstroh]: Can you put that in there, Kristen, and see how it looks behind where it documents?
[Matt Haberstroh]: I just think that this is what makes it so rare, exceedingly rare.
[Matt Haberstroh]: Thank you, Patrick.
[Matt Haberstroh]: I'm comfortable, we're moving on, right? Mr. Donahue is looking at his watch, so I gotta move on.
[Matt Haberstroh]: Thank you. Maria has her hand up.
[Matt Haberstroh]: I just want to thank the volunteers, especially Maria. I think it's great to have a young person up there presenting this important information to our city. So I think really fantastic.
[Matt Haberstroh]: Well, he may be one of the oldest persons, but I'm not either.
[Matt Haberstroh]: Okay.
[Matt Haberstroh]: Aren't they going to have that information anyway? Right. Be a top 18. Right. So I get rid of additional recommendations.
[Matt Haberstroh]: Sorry, this is Matt Amherstro. Thanks, Matt.
[Matt Haberstroh]: So this is Matt Haberstrom. I'm assuming Grace is going to explain this rubric to the school committee.
[Matt Haberstroh]: Since she created it and they can get a good handle on what the scoring is all about.
[Matt Haberstroh]: Yeah, I feel like there should be some mention that there was more than 66 names. This is Matt again.
[Matt Haberstroh]: And that didn't we vote? I mean, I don't know if we want to put this in there, but didn't we vote to take off the living members of this list?
[Matt Haberstroh]: Yes. I don't know if we want to mention that to let people know that that's one reason why that's one reason where a lot of them got knocked off.
[Matt Haberstroh]: Mr. LaFleur, very good.
[Matt Haberstroh]: This is Matt. On this slide, should we name, should we put Dela Russa's name in there so people aren't wondering who was that name that was accidentally left off?
[Matt Haberstroh]: Yeah. Yeah. Yes.
[Matt Haberstroh]: I think we should. There are still a lot of hands up for discussion, Jim. Thank you.
[Matt Haberstroh]: Can we can we see the slide before? So I understand the public.
[Matt Haberstroh]: I think you mean slide seven. Slide seven.
[Matt Haberstroh]: There's a line about participation that maybe could just be expanded.
[Matt Haberstroh]: point of information, Mr. Lister, I don't see why we don't list the names without the submission numbers and or the top 18 that we were discussing. Here are the top 18 that we discussed. Why do we need the submission numbers? And, you know, I feel strongly that we do not put this in as a submission because it does look like votes. Some of our committee members are saying the word vote, and I find it really I don't know, awful to hear that all the time. So there's some confusion over submissions and votes.
[Matt Haberstroh]: Yes, there was a motion before Matt's. I simply, you know, somebody can help me with procedure. I would just suggesting we list all 18, top 18, without the numbers, because the numbers You know, they make you interpret it as voting. And as Mr. McCabe said, a lot of these submissions weren't verifiable, okay? So putting all these numbers up there makes it look like a winner and a loser. And we don't wanna do that. We wanna put all 18. These are the ones we discussed. In other words, number of submissions provided by the community, 1,200, 1,300. And these are the top 13 we discussed.
[Matt Haberstroh]: That was my idea, to keep this slide, but eliminate the numbers and put all 18.
[Matt Haberstroh]: That's correct, Ron. That makes the most sense. All 18 names, no submissions under that next slide. Are we voting?
[Matt Haberstroh]: Somebody can wordsmith that fairly easily. That's on the subcommittee, I would imagine.
[Matt Haberstroh]: So all this discussion could be- We have to vote on the up or down on this slide.
[Matt Haberstroh]: Information through the chair, Mr. Lister? Go ahead. Thank you. This is Matt Haberstroh, just so you guys know. The point of this slide It's not to slant the numbers that were thought of as votes, which people on this committee actually refer to as votes. So for the community, which I'm a part of, and I feel strongly about representing all those voices in Medford, that now they can see all 18 of these.
[Matt Haberstroh]: I am just saying that this is the slide that shows you all the information that the community put in. And I see that as not a problem. I see it as a focus rather than a rating system. And that's the point of it.
[Matt Haberstroh]: Point of order, Mr. Lister. Yes. So this is transparency, Danny. These are all the names that the community put feedback in. This is transparency. It is transparency. Why don't we put some numbers next to all those names?
[Matt Haberstroh]: Somebody went through all the feedback and made some assumptions about ratings and things of that nature, which construes in a wrong way what the community feedback really is.
[Matt Haberstroh]: I know you don't feel that way personally.
[Matt Haberstroh]: I eliminated the last slide of the, so.
[Matt Haberstroh]: This is Matt. I like the spirit of that, Ron. I really do.
[Matt Haberstroh]: Point of order, Mr. Lister. Yes, Matt. Matt Haverstroh, I have no problem with putting, Blueness Sutton received 12 votes, Gene Berry received, I think, seven, right? And Mr., two.
[Matt Haberstroh]: Danny, you have to go through the chair.
[Matt Haberstroh]: Listen, we have a motion.
[Matt Haberstroh]: The slide, so.
[Matt Haberstroh]: Point of order, Mr. Lister, reporting information. I kind of agree with Maria Roach. This is Matt Haberstroh. It just sounds like all three of these people got first place votes and there was a tie at the finish line. That's clearly not the case. Linda Sutton got 12, which is kind of blows away everyone else, in my opinion. So there should be some reference to that in this last one.
[Matt Haberstroh]: I thought we were talking about the language in the slide.
[Matt Haberstroh]: It does help. Thank you, Grace.
[Matt Haberstroh]: Well, it says the first round here. After the first round of votes, only three candidates have received and it says a first place vote. So I think Grace's idea of just eliminating that, can also receive a vote.
[Matt Haberstroh]: No, because some didn't have a majority, so.
[Matt Haberstroh]: Right, because we, okay.
[Matt Haberstroh]: We got 10-10.
[Matt Haberstroh]: It looks like it's from the Royal House.
[Matt Haberstroh]: PB, Harmon Zuckerman. PB, David Ensign — Herndon, he's on mute. PB, Harmon Zuckerman. PB, David Ensign — Herndon, he's on mute. PB, Harmon Zuckerman.
[Matt Haberstroh]: Are there a couple of slides? I'm sorry, this isn't... Yeah, yeah. Okay, okay.
[Matt Haberstroh]: Oh, okay.
[Matt Haberstroh]: Sure, sure. Mr. Lister? Yes. Order of information, whatever. Brie, would you be OK with acknowledging, well, maybe not acknowledging, but inserting a line that the blended sentence story in the royal house is part of the curriculum of Medford schools?
[Matt Haberstroh]: Already in the slide. Okay, thank you. Already in the next slide.
[Matt Haberstroh]: Mr. Lister. Go ahead. Thank you. I certainly wouldn't want to put her in Broadway lights. I would just simply mention that as part of the curriculum, the royal house is toured by fifth graders and blend this story.
[Matt Haberstroh]: Okay. Well, you interrupted me. So thank you.
[Matt Haberstroh]: Yeah, and Grace did mention, other people mentioned, I think a week or so ago, that we might have to ask for another extension. I don't think we should rush this. As I tell my art students, don't rush.
[Matt Haberstroh]: Can we ask Mr. Cushing to hire somebody for us for Friday? That seems like the only option to me.
[Matt Haberstroh]: Yeah, I would propose we try to meet on Friday and Mr. Lister, if you can try to find somebody for through Mr. Cushing.
[Matt Haberstroh]: Here.
[Matt Haberstroh]: I thought it was the top three.
[Matt Haberstroh]: If the name is wed and their top three, you're voting affirmatively, correct, Patrick?
[Matt Haberstroh]: Matt Haberstroh.
[Matt Haberstroh]: How long are we going to wait?
[Matt Haberstroh]: And Seth Hill.
[Matt Haberstroh]: And Matt Haberstroh.
[Matt Haberstroh]: And Kathy K. Matt have her stroke. And Seth help.
[Matt Haberstroh]: Thank you.
[Matt Haberstroh]: Who's speaking?
[Matt Haberstroh]: Yeah, I would say to this and that list of people that you named, does it overcome the mural in the post office?
[Matt Haberstroh]: I wrote some notes and now I've been tearing them all up because of what everyone's been talking about. But I basically wanted to talk about how, when considering renaming Columbus, I want it to be a name that kids experience as aspiring. There are well-known national and international names on our list, some of which are risen to the top of our choices. These names, all of us in Medford should be proud of. Some grew up in Medford, some lived here for a few years, but it was their accomplishments, accomplishments, not time spent in Medford that will inspire great aspirations in the young people of the Columbus. You know, I tend to call how we do things in Medford as systemic parochialism. We generally speaking don't reach for the stars. We settle for good enough. We look in for what we know and who we know. I encourage you not to let systemic parochialism sway you from a truly aspirational name, an aspiring name that represents breaking barriers of gender, race, and yes, accomplishment. Don't let systemic parochialism sway you from choosing an aspiring name that represents exploration, bravery, or daring. I encourage you not to let systemic parochialism sway you is an inspiring Medford person who demanded an historical wrong to be righted. Great people have lived here. Great people will continue to live here. As a teacher of those people, those young kids, I want the name to be truly inspiring and an aspirational name, whatever that may be. I also agree with Kathy Kay about Ms. Tewick. Native American name for the river, but really my first choice would be Belinda Sutton, for all the reasons previous speakers have spoken to about. A strong contender for me also is Lydia Maria Child, who was also a teacher, a writer, and a well-known international person. Thank you.
[Matt Haberstroh]: Isn't this a quorum?
[Matt Haberstroh]: Anybody else? I think we should follow the process.
[Matt Haberstroh]: Point of information, Mr. Lister? Yes. I just want to clarify. You're saying was left off on the final? Was mistakenly taken off as living. OK, I understand. But are you saying that he actually made this list of top 15, a.k.a. 17? Did he make that list, that top list?
[Matt Haberstroh]: Oh, I just wanted to mention that we didn't get our list of names to research anyway until what, Friday or something like that. So we met Tuesday, we didn't get to Friday. I'm sure Laura or whatever people are assigned to this name, it can happen in 48 hours and we can have it in the group of 17 or 18 people. I don't see it really delaying the process much at all. Yeah, so that's all I really want to say. I don't think it would delay much. I think it's a good idea. But I also have to say that I feel a little uneasy about people who do the riskless family buying from them, with all due respect. There's nobody here talking about Bloomberg. So I just want to make sure that we understand that some people are uncomfortable about people who know people really well in those families, regardless of how important they are to the history of America.
[Matt Haberstroh]: I have a question, sorry.
[Matt Haberstroh]: I just, I just want to ask one. So, The third line, I moved that each committee member submit up the three top names from the entire list of citizens. So that's kind of superseding the rubric we voted on, correct?
[Matt Haberstroh]: Correct. So in other words, all members of the advisory committee evaluate the remaining submissions, 17 or 18, according to the rubric. So if we pass this resolution, we're not doing that anymore, which is why Ron was saying, you know, this resolution will take care of Ron's.
[Matt Haberstroh]: It's going the other direction if we vote on Ron's resolution in the affirmative.
[Matt Haberstroh]: Jim Lister, may I? Yes. So I just want to make a point on what you just said. So there's a lot of people in the city that knew a certain person that's topless, a lot of family members, a lot of co-workers and stuff. One wonders, for me anyway, like people who are deceased and their families are a long time ago, maybe like some past person who lived here a couple hundred years ago. So we're going to get a lot of people that comment on a certain candidate that knew that person. And so when you're saying that, that has to be considered the number of times that they're submitted is directly relational to how the people are living here right now. But we're trying to do something about the past as well.
[Matt Haberstroh]: Thank you. Point of information that just. Yes, Tom. Matt, sorry. That's okay. So we're talking about Hendrick's resolution, which is actually just clarifying the rubrics number six public input comment, correct? So we're just getting down to the nitty gritty, how are we gonna get the public input from the rubric?
[Matt Haberstroh]: So, you know, when you say that, Mr. Lister, I'm just wondering what the other ways are gonna be, are they listed somewhere?
[Matt Haberstroh]: Okay, so I just wanna make sure that what Hendrick is proposing is that really this is a definition of how we're gonna get public input to our rubric, correct?
[Matt Haberstroh]: Thank you. Go ahead, Matt. I just wanted to ask how the names are actually put on the form. I'm hoping alphabetically and not a ranking system, i.e. not. Not in order of how they fell. Right. But alphabetically does.
[Matt Haberstroh]: Am I missing any hands? Yeah, I just, I don't know if this is new business or resolution, but can you Mr. Lister explain to me where this new, this resolution of the Columbus students having a vote, where did that come from?
[Matt Haberstroh]: Where did this originate from? I understand what you're saying, but where did the idea originate from?
[Matt Haberstroh]: Yeah. Point of information. I agree with Mr. Leflore. I mean, if we had a smaller set of numbers, has more information down the road. Okay.
[Matt Haberstroh]: Is it a person that's on the top 18, Ron?
[Matt Haberstroh]: I think when we get down to three names, that's when we should present to the kids, the three names. And then present that information to the school committee saying here are three names that the committee came up with. And by the way, here's what the kids voted on. It's one of our three names or it's a fourth you might want to consider. I don't know.
[Matt Haberstroh]: Okay, Mr. Mr. I'm assuming that after this meeting we start to that top 18 correct and get our in our numbers to Miss Weiss.