City of Portsmouth, New Hampshire School Board, 11 Oct 2022

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From YouTube: 10.11.2022 School Board

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10.11.2022 School Board

A

And to the republic for which it stands, one nation, under god, indivisible with liberty,.

A

And justice for all foreign, the next item on the agenda is announcements and recognitions.

A

And I would just like to say that um I want to thank a new superintendent.

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Zach for being with us and with our school district.

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We're off to a great start here, zach- and I just want to thank you for your dedication, your hard.

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Work and your commitment to our school district, so I just wanted to make that announcement. I think.

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We're off to a great start: um zach has just done wonderful things so far for our school district.

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And hopefully, we'll continue to do that. You better continue to do that anyway. That was that's.

A

My announcement for tonight I don't know if any other board member has an announcement. They would.

A

Like to make, um I know, our sports are in full gear at the high school and at our all, of our schools.

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Actually, middle school, um elementary schools, um a play is underway for the fall oklahoma.

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So there's a lot of exciting things going on.

A

Okay, well, we will move on to the next item on the agenda, which is the acceptance of minutes and.

A

um Can we have a motion to accept the minutes of september 27th 2022., okay, ann walker? Second, second,.

A

Ryan, french welcome, pip. No sorry! I actually have a point of discussion on the minutes. Oh okay, okay,.

B

um It was just we're um where we added, or we created the ad hoc committee on um redistricting.

C

Yes- and I noticed there was no statement of purpose for that committee and I thought that.

B

That would be a helpful thing to clarify, because there was a little discussion about it and I think.

B

That's important at this stage yeah great, so we would add that it's basically a informational.

A

Gathering committee at this time is that right, I think they said specifically to determine whether.

B

Redistricting would be necessary, yeah, specifically for the fall of 2023., all right and so yeah is.

D

There, an immediate need to move to move in that direction in consideration of that, or um can we.

D

Wait a little bit longer so, okay, so we'll ask paulette to make that change to the minutes and.

A

Who's seconded the motion- brian okay, all in favor hi hi motion passes. Next we have presentations.

A

Oh, I'm sorry put my comments. Do we have anyone that would like to make a public.

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Comment in front of our board, you have three minutes to speak. We need your name and address.

A

um Anyone do we have anyone on zoom. uh I would like to make a public comment. No, nobody matt, okay,.

A

Thank you all right. We will close the public comment session. Now we have the presentations.

D

um Well, I would just say that we have um a group of high school students who have been.

D

Working through uh nami training uh and are here to speak to the board, uh walk the board through.

D

Some of that training, so it's always exciting- uh to have students involved in the process of.

D

Educating us about what it is that we need to be doing so, I'm happy to turn it over to them and.

D

Have them educate us.

E

Hello, thank you for having myself and these students this evening. My name is eileen marusic.

E

And I'm the outreach counselor here at portsmouth high school last year, I'd applied for a grant from.

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The foundation for seacoast health to support a program called the nami new hampshire connect.

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Suicide prevention, youth leader training program, very lengthy name. We had 22 high school students.

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Who were selected to participate along with 17 staff members who volunteered we spent the day.

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Training with anne ductless from nami um and after this training, the participants were then.

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Equipped to train other students and members of our community, the idea behind this training is.

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That friends of youth at risk are typically the ones who see warning signs or know that a friend.

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Is suicidal before adults are even aware, because youth may not know what to do about a friend at.

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Risk or feel obligated to keep a suicidal plan a secret. It's important for youth to understand.

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What their role is and in recognizing a friend at risk and seeking out an adult for help? This is a.

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Modified gatekeeper model and these eight sodens in front of you are trained as youth leaders.

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This is an exciting opportunity for you to see the hard work from these students and the.

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Strength of this program we've already trained the captains club last year at the high school.

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And we have a goal of training several other populations within our community and school.

E

I am honored to work alongside this group of young leaders and their willingness and capability of.

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Approaching complex issues that young people face, and I will now hand it over to the students.

E

F

I've never done this before all right. I've done it! Okay great! So we want to thank you.

F

Guys so much for hearing us today and hearing our presentation we're going to start with a few.

F

Introductions so my name is alice, I'm a senior at portsmouth high school and I use she her pronouns.

G

Sometimes evie I'm a sophomore in asia.

G

My name is ava, I'm a senior and I issue her product. My name is alicia, I'm a senior and I use.

H

She her pronouns, my name is leah, I'm a sophomore and I use she. They pronouns. My name is bray. I'm.

I

A senior and I use they them pronouns. My name is declan. I am a junior and I use heat in pronouns.

F

So as I'll explain to y'all, we were trained through the nami youth suicide.

F

And prevention, training and we're here now to pass on kind of a shortened version of.

F

Everything that we learned in six hours and our general goal here is.

F

To help you best communicate with your children, co-workers, family members, peers, etc. Thank you.

G

um We will also be giving you some warning signs and apple tips to look for in your day-to-day life.

G

um This is a participatory meeting, so we definitely appreciate it if.

G

You ask questions and provided feedback um and we're just here to provide information as to how y'all can create a more cohesive community.

G

um We are going to give a trigger warning for the succession um for suicide, suicidal ideation.

G

And mentions of self-harm, these are sensitive topics too. Please take space at your discretion.

A

Can you um put the microphone down a little bit, so we can hear better? Okay! Is that better? Yes,.

G

So why are you guys here? You guys are here, because you are leaders in.

G

Our community and hopefully you care about your students and the safety that we have.

H

Your input is valuable to our growth. You are in charge of policies in our school. Your children.

H

Our peers and fellow students, you are a citizen of portsmouth and you are valuable to all of us here.

G

You are people or you or people you love, may need.

G

Help or skills to better identify the warning size of suicidal ideations.

H

And you care for your community.

H

Oh isn't too far: oh no.

I

uh What will you learn, uh how to identify? What suicidal ideation may look like.

I

um Suicidal ideation is thoughts or feelings of wanting to end one's life or a sense of not wanting to be in a general sense here.

G

You will learn how to identify how you can help inform others about mental health.

I

Also learn how to find safe ways to aid your children, co-workers, peers and community.

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And how to gain more appreciation for our community and our community as a whole.

G

So we're not going to do like um an interactive activity and we're going to talk about why the.

G

Topic of suicide is avoided in everyday conversations and any stigmas that may be.

G

Around suicide in general, or just mental health and we're going to pass out candy because it.

G

Didn't work well with the students, so we're gonna do it here too. So an example, maybe embarrassment.

G

As to why someone doesn't want to talk about it, so we want to hear what you guys think.

J

Thank you judgment or, um like it's, a moral failure.

H

I didn't get a choice. I would like a choice. Okay,.

K

I'll spin off the um the moral with carrie.

K

And say that sometimes it can be uh against religion as well. Thank you.

L

I think there's a fear of being ostracized or feeling shame for expressing different opinions.

L

Thoughts, I think, besides a moral failure, it can feel like just failure at life.

M

There's also a fear of being overwhelmed with unhelpful.

M

Support and just more and more and more when you're, already feeling overwhelmed.

J

Or fear of like treatment or punishment to do with that.

J

um I would say that I think um a lot of people think that they can handle it themselves.

N

Do not need to share out.

B

I also think our society in general avoids talking about honest talking honestly about emotions.

O

People sometimes think of it as not a real medical problem, because their head.

L

Thank you. Oh we tag off that and say I think, we're we are not in a place yet, where we consider mental.

L

Health on the same level as physical health- oh thanks, sometimes the kids think they're.

H

The only one and and nobody else would have a clue what they're talking about and thank you.

A

Helplessness, kids feel totally helpless. They feel like there's no way to no place to turn to so they.

A

Consider ending their life. I think people in general care too much about what other.

K

People think versus addressing their own inner feelings thanks.

M

And the fear of what, if this is temporary and I'm drawing all.

M

This attention to myself and now I'll forever have this identity.

D

I think a lot of what we're talking about is from the perspective of someone who might be thinking.

D

In this way, but it's also the topic's not just avoided by those people, it's avoided by parents.

D

um You know leaders in churches, uh you know school leaders because sometimes people are.

D

Not sure what to do to help- and I would add to that- that it's just scary- it's scary- for anybody.

B

To think about we're also not even what to do to help, but what supports our help? Are there.

P

At the most, I also think there's an element of denial this this isn't happening this.

P

Doesn't happen here, this doesn't happen to my family, my friends, it just it's not.

P

And we cover our eyes and our ears and our mouths, and we just don't want to address it.

N

So in the second question, what can we do to break the stigma? I think we can do things like.

N

This right bring awareness, have the conversations. Let other people know that it's not so uncommon.

L

Yeah, I would add to that. I think we need to normalize the language that surrounds.

L

It and make it part of dinner table conversation, lunch table conversation conversation before and.

L

After games, it needs to be part of our everyday fabric of communication. I think we need to talk.

O

About it, just like we talked about like physical health like taking care of your brain and your.

O

Body should be the same thing. I also think it can be hard to talk about because there's.

K

Plenty of us that have had friends and family that have committed suicide, and so it can be.

K

A sad topic or triggering, should I say too thank you for all your candy away. On the first question,.

F

um Yeah, so a lot of that was just kind of to show us, like all these preconceived notions that we.

F

Have about suicide and talking about suicide and how those can be harmful. We look at a lot of these.

F

And we can tell immediately that they're not true, such as judgment from others, a lot of times, others.

F

Are here to help, and so we're not really going to face the judgment that we feel we're gonna face.

F

um And so that's something that's really important to consider when we're talking about it. The stigma.

F

Is exactly what it sounds like it's made up, so the next thing that we're going to talk about.

F

Is correct terminology um which we find really important? So there are some more correct things to.

F

Say regarding suicide, so you may describe a tragic situation as the person died by suicide rather.

F

Than the person committed suicide, this distinction is important because it avoids victim blaming. Thus.

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Focusing on the person rather than the action itself. Furthermore, words similar to committed.

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um Successful suggest almost criminal intent and place an unnecessary amount.

F

Of stigma upon the individual, so the use of correct terminology ensures total respect for.

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Everybody no matter if they may have feelings of suicide, intent or ideation themselves or if.

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They know somebody that has, and furthermore, while suicide is less commonly spoken in its.

F

Literal form you may hear often teenagers use terms such as I want to kill myself.

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It is highly advised that everyone discourage others from using this harmful language and seek.

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Aid or provide explanation to why this is harmful. These phrases may be interpreted as disrespectful.

F

By those who have tried to commit suicide, pardon sorry um end their life or have have loved ones.

F

Who have tried to end their lives as well? It is also important to remember that somebody that.

F

May be saying these words may or may not have this intent, and so it makes it really difficult.

F

To decipher who and who does not need help so when in doubt it's always best to proceed with.

F

Caution and to use correct terminology, because we never know what somebody's background could be.

G

For now, I'm going to take a few minutes to watch a video about a man named kevin hines who.

G

Attempted to take their own life some years ago. He explains the importance of showing that you care.

Q

You know thank you. I've gone through a lot in my life uh and the struggles continue every day, but.

Q

What brought me, in my opinion, to the golden gate bridge on september 25th 2008, because it wasn't.

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Because of a death in the family, it wasn't because of a breaker with my most recent girlfriend, both.

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Of which had just happened, people say you know, the person died by suicide because they their.

Q

Girlfriend broke up with them because they lost their job because they lost a failure. That's not.

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That's not how it works. I was at the golden gate bridge in so much mental emotional and physical.

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Pain because of my brain disease, bipolar disorder, I could see no other option. I never wanted to die.

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I believed I had to. I believe there wasn't a shadow of doubt in my mind that I had no other.

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Course to take so I went to that bridge. My father thought I was at school at city college after.

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Dropping me off there that morning, after trying to reach me and saying kevin, why don't you come.

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To work with me today come to the movies we'll go to the beach, and I lied to my dad because I.

Q

Was so content with the fact that I had to die because of the voices in my head and the pain? I.

Q

Was experiencing that's the common denominator of suicidal people, an epic amount of pain that.

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You can't describe to anyone and you think no one will understand and you think you're alone.

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I wasn't alone, I was surrounded by a sea of people, but I thought I was an island and I thought nobody.

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Else understood this: nobody empathized with it. I was brought to that bridge because of my brain.

Q

And I remember going over that rail, I remember having an instant regret.

Q

36 people have survived that fall of the well over 2000 that have died that took.

Q

Two percent survival rate less than five have regained full mobility. I'm one of those five.

Q

The climate of our nation, as it as it relates to brain brain health and mental and behavioral.

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Health is at a uh is that a a precipice of change, more people than ever before are.

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Reporting on suicide, suicide prevention matters and mental health in america. In that same token,.

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More people are accurately reporting it, so it's a time now in states by state has to has to step.

Q

It up for that training to occur and hell to mandate it to mandate that change even for the.

Q

People who say I don't want to do that. I know suicide prevention. I know how to take care of.

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Someone who's mentally. No, you don't, because you haven't learned the tools, tips and programs that.

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Actually are proven to save lives, to lower costs and to help people heal, because we're never going.

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To change a generation until the generations that are coming up know what to look for and how to get.

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That person to safety before the suicide attempt occurs before the mental breakdown happens and.

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When we get that training in place on a national basis and and it's mandatory, you will see someone.

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Be able to represent for a loved one and know that they've done the right thing, no matter the outcome.

Q

I'm grateful to be anywhere anytime. I mean that.

Q

I'm still going through it, that's okay, because I get to be here and I'll deal with that for the rest of my life.

Q

Because it's a disease, that's chronic and there are no cures until when that happens.

Q

Thank you. I worked tirelessly to stay alive. My product suicidal thoughts, they're not going to.

Q

Kill me, though, they'll never kill me. I have too much of a support network for them to kill me.

Q

Are you, okay is something.

I

There you go: oh, let's not look at what it's called anyways um next we're going to be talking about.

I

Who is at risk? So generally most people assume people who struggle with suicidal ideation.

I

Suicidal thoughts or um acts are only depressed people generally children generally women.

I

um The loner types, the artsy, kids, the kids, who don't really express themselves, the ones who.

I

Wear the dark clothes are like, don't try or just generally fail in school, and it's.

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Really important to know that that is not true at all. Anyone can struggle and it doesn't really.

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Discriminate because it is a mental health issue, it's a mental health crisis, so whether a person is.

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Athletic artistic or a girl, or a boy or trans or anything in between it, doesn't matter what.

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They are labeled as because the signs don't lie um just because a student is top of the class.

I

Or an athlete or someone heavily involved in their community d, it doesn't mean that.

I

There isn't something going on so the more we erase the stigma, the better we can help.

G

um So now we're going to talk about warning signs, you can look for and.

G

Just delve deeper into how those differ from person to person and.

G

Again feel free to step out if you need to, and please ask questions.

R

All right, so one example of a warning sign would be dramatic mood, changes.

R

um So if your child is happy all the time, they're always out with their friends or.

R

Whatever and suddenly they start staying in their room or they it's clear that they're not happy.

R

That's the warning signs to look out for if your child is clear, that they're seeing a reason for.

R

Living or having no sense of purpose in life or acting recklessly or engaging in risky activities.

R

Without thinking not so much doing something because they expect they'll be fine and they.

R

um I just feel invincible, but just because they actually don't care.

R

About the outcome, so crossing traffic and not actually caring if they get hit.

H

um An increase or beginning substance use withdrawing from friends, family and.

H

Others increased isolation like always staying in the room or less interest in.

H

Going out with friends being able to sleep or sleeping all the time.

H

It could be feeling anxious or agitated something that may not have set off your child before.

H

May irritate them now dramatic changes in their friends, difficulties at school or work, consistency.

G

Consistently poor grades or having a hard time completing assignments, you may notice that they.

F

Neglect their appearance or hygiene, so this might be a decrease in basic self-care, such as showering.

F

Brushing your teeth or hair, um but it also might be something a little bit less obvious. Perhaps.

F

They used to put a lot of effort into their appearance, and now they go to school or work.

F

um Wearing pajamas and not seeming to care as much, furthermore dropping out of activities and then.

F

A sudden improvement in mood after being down or withdrawn, so this can indicate that the individual.

F

Has made plans to end their life or that they've made peace, that the end of their life is soon.

G

Setting calm or peace after a period of intense conflict or emotions.

G

um Giving away some of their favorite possessions or feeling hopeless and helpless.

G

They could also be feeling rage or uncontrollable anger or possibly.

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Singing revenge, even minor indiscretions, like somebody accidentally bumping into them.

G

In the hallway they may be feeling trapped like there is no way out.

H

When speaking about supporting those with suicidal ideation, the analogy of quicksand.

G

Is often used, this is to say that if an individual experienced, suicidal ideation.

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Is stuck in quicksand, the best thing for you to do as a support system is to help.

H

Them find help, otherwise you may become too involved, thus falling into quicksand yourself.

H

There are several ways that you can help these individuals that's outside of just listening.

G

When speaking to students who have expressed suicidal ideations.

G

Remain calm in body and tone support the child by going with them to seek help.

H

We encourage students to talk to teachers, adults officer, lynn,.

H

Guidance counselor or call 9-1-1 if an immediate danger or crisis you shouldn't.

H

Be the only one that knows someone is in crisis, there's strength in numbers.

I

If you are struggling or worry for a loved one or co-worker safety, you can contact the.

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National suicide prevention hotline, which is listed up here or our local seacoast mental.

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Health hotline also listed right there, a trusted person that can watch over the person dealing.

I

With this is very helpful, or even contacting a local hospital for recommended advice or.

I

Aid, adults and teens equally struggle, and it's really important to remember that the.

I

Pain, a person faces, doesn't discriminate and that you should take what they say seriously.

R

Also, if you're feeling concerned about your child or another child or a loved one, make sure to talk.

R

To a trained professional like a healthcare provider or a mental health, professional or a.

R

Doctor, when you talk to them, make sure not to underplay what you know only share the facts.

R

That you were told and don't play it off as a phase or your child being dramatic, make sure.

R

The professional knows everything that your child told you, because their mental health.

R

Is important, so it is important that they get the help they need when they need it.

G

um And especially, do not leave them alone, if you're, in a situation where you're concerned for a.

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Person's health, even if they assure you they will be all right, please do not leave them alone. Share.

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Your concerns with them and be transparent about why you have these concerns for them and that you.

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Love them and that you want to help them get the help they need, so they can um get help and just.

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Get better and make sure that you call everyone you need to and just get from the help they need.

G

It's better to be overreactive than under reactive in these situations,.

F

So at this point, that kind of marks the end of our presentation again, that was a brief summary of.

F

Everything that we learned in six hours- but we are here to accept any questions, we'll answer them to.

F

The best of our ability um or direct you somewhere, where they might have better answers than us.

A

Thank you. What a wonderful presentation um we certainly appreciate all of you coming out tonight.

A

um We know you all have a lot of homework to do and stuff, and here you are educating.

A

The school board, but um we'll open it up now, um if people will raise the hands of.

A

Pip thanks. First of all, I wanted to thank you all for being involved with us and bringing it.

B

To us, it's really important that we're all trained and I really appreciate the way you.

B

Were able to fit this all in so quickly because you gave us a lot of information.

B

um I had one question that came up. I think somebody just recently said.

B

um Only share the facts that you were told, and I think that meant from the the person who was at.

B

Risk and I'm wondering if you could say a little bit more about that and why that's important.

B

Thanks um so this is important just because a lot of times when adults are reporting on.

I

A child, especially if they are expressing thoughts of suicidal ideation, it's really important to say.

I

Only what they told you not necessarily what you are assuming they mean by what they say, because.

I

Sometimes we can assume wrong, you know, mistakes happen, and that can be a huge difference in the.

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Care that they receive, so it's really important that you make no assumptions about what the.

I

Emotions they're conveying to you, are, and you just kind of say the child conveyed to me that they.

I

Are feeling this way and that they would like to receive this type of help or whatever that.

I

Line of conversation or dialogue may be, and afterwards you could say. I feel that this is what.

I

Is needed, but just to make sure that you make the distinction between what you think is best versus.

I

What the person has conveyed to you is really important in how they get their treatment and care.

J

About it, carrie, um thank you guys, all for.

J

um Volunteering and doing this work- and it's so amazing, um I think working I work in healthcare.

J

And so just thinking about sort of the burden too, like I'm assuming that probably in serving in this.

J

Role then people come to you with questions, come to you with concerns about friends and things like.

J

That and I'm just curious kind of what support you have for one another or within your group and.

J

How you do self-care as well as care for others, emotional needs. I love.

F

I love them. I do think that's really important because it's true, while we are here trying to.

F

Help and educate others. um It's really important to take times for to take time for ourselves and.

F

I can say I'm not sure if I can really speak on the behalf of the entire group, that that can be.

F

Really difficult as we're balancing everything in our lives, um but we do have eileen who's great.

F

uh Shout out to ailey as usual, um and also each other, um of course, as an individual. I am trained.

F

But I also know that all of my friends behind me are trained and I can speak to any of them.

F

If I am in crisis, we kind of work as a web, rather than just kind of one straight line.

K

uh Liz, um I also want to write it whatever. I had said that it's I'm like so happy to see.

K

You all here and all together doing this, and so I guess I was trying to get a better idea.

K

Or I was hoping they could provide the board an understanding um a little bit more about what.

K

This looks like um I know you mentioned 2217 in a modified gatekeeper approach.

K

um And that you all have turned the captain's club, but um how often do you meet? Is this your entire.

K

Group and then how how does your training sort of play out on a you know so far this year, I guess.

K

Others, um so this is definitely not the entire group. um I want to say about 20 of us in the.

G

Like 20 students in the original training um and a couple teachers as well um and.

G

I guess um our hopes are just to train as many people as we can and get this all these resources.

G

And information out there um to as many people as possible, I guess I was curious, like how you're.

K

Doing that, so you all are meeting um on a weekly basis or a regular basis, and are you? Is it simply.

K

Going around the the school on the lunch hour and talking to people or like what is your model as.

K

Far as sharing on information further yeah, so um for this specifically, we meet um whenever needed.

G

So before this we met for a couple weeks every week just to get prepared for this. um We also.

G

Convey that a lot of this information through our wellness club, which alice and I are co-presidents.

G

Of and we use a lot of this information within that club and during the events we put on just.

G

Getting it out there, the handouts we headed out to you. We've had those at a lot of our tables.

G

So a lot of students and teachers and parents and staff have taken those and have that information.

G

um And yeah mama's club is definitely our biggest um export with them.

E

I'll chime in on the second half of that the goal is also you know within time to start training.

E

Other populations, and so obviously I'm on a little bit of a timeout coming up here soon. But when I.

E

Come back, the goal is: we've talked about reaching out to the drama department, because you've already.

E

Done the athletic department and then maybe reaching out um to freshmen and sophomores.

E

That are incoming and so slowly but surely trying to build up that population of all folks who have.

E

Been trained as well all right, thank you. I think I saw hope brian zach and then margo and nick.

N

Just a few questions, but I want to say kudos to all of you, for you know your time and your energy.

N

And not just taking the training but then taking it and pouring out that knowledge onto other.

N

People within our community that shows a lot of maturity. I think in leadership, especially around.

N

Mental health and I hope that that can spread within our district. So thank you. I'm curious.

N

um Based on reporting, because I know it is kind of.

N

Based on the data numbers, what percent of teens currently have suicide ideation.

N

um And then I'm also interested in. I know this was like just a snippet of your training, but so if, if.

N

You hold a full training. How long is that training and then, if someone wanted to be trained, how would.

N

They find out about more trainings yeah, so I don't have the specific numbers off the top of my head.

E

um In 2021 last fall, we conducted the youth risk behavior survey, a which will give us those numbers.

E

It's taking a year to get that data back, so hopefully we get it back relatively soon, which.

E

Will help kind of that's something patty and I have been working on give us some of those.

E

Numbers and then what was the second party, I was just curious if people wanted to get trained, how.

N

Long would an actual training take and how would they find out about those and what's been the.

N

Kind of feedback you're getting from students, or maybe even teachers, because you said you had.

N

Some teachers, so are you looking to train other teachers or would those teachers that got trained.

N

Trained at their teachers yeah, so the teachers are required by law to receive like a suicide.

E

Prevention, training regardless that's something that that set up um by zach and patty and so.

E

That's they get that separately. um The goal is, we've talked about having. Maybe these students.

E

Train some of the newer teachers come in. This is really more of like a train. The trainer model and.

E

Really, to kind of again get the word out to other youth about how to get an adult involved, and so I.

E

Like to emphasize that it's not their role to be doing any sort of crisis work, it's their role. If.

E

They feel comfortable, bringing a friend down to the guidance department or going to officer lynn.

E

um And so I hope that, like somewhat answered your question a little bit, thank you, prime uh yeah. I.

C

Think you know students in front of us. I mean this is a really a source of pride at portsmouth.

C

I mean some tackling such a mature and tough subject, so you know thank you for tackling it.

C

um I I am curious from the students perspective, what has been like the feedback or the response.

C

With this, this student training that you guys had done like how did that go.

F

Right so it can be pretty difficult to I'm a little bit taller than my friends here.

F

um Speak to students about this, they are our peers, our friends, our classmates. We do group projects.

F

With them present in front of them, so in seeing them in this light is a little bit more difficult.

F

um The first training that we did was certainly rocky, as the first training of anything would go.

F

um But we expect that, as we feel more confident talking about it and as the group becomes more.

F

Acclimated, the group of portsmouth high school students um in whole, of course, becomes more.

F

Acclimated to discussing these sensitive topics that they start to become easier and more natural.

F

Conversations um over time does that answer your question: yeah yeah, just curious. Thank you.

A

I think margo, oh nick yeah, um so first off a small one, um I seem to recall there being a change to.

R

Like a national suicide prevention lifeline to make it 988, is this one different or is that.

I

um Yes, so 988 is a text hotline. It's a crisis line um generally found that it's not as helpful.

I

In providing conductive care for mental health crisis as the suicide hotline would be, or even.

I

Seacoast mental health's emergency line, just because their first step is sending police and.

I

Emergency services, while that can be helpful in some situations, if it's not at a point of.

I

Physical harm or um danger, we find that it's not as helpful for that to be the first step, rather.

I

Than talking and their therapeutic type of aid yeah, that makes a lot of sense. Thank you, michael.

L

um Yes, thank you very much. I really love the train, the trainee model or train the.

L

Trainer model- and I think you were exceptionally eloquent in your presentation and informative, so.

L

I love when our high school students show off their talents and on a topic like this.

L

um Even more appreciative- and I hope our public eventually watches it- I have several questions.

L

My first is: how far back do you think we need to go in terms of our age groups here.

L

On these trainings and on raising awareness from your personal experiences and here.

F

um Right so the the training, the education ally, needs to start at a very young age.

F

um Clearly, you're not going to go up to young young elementary schoolers and talk to them.

F

About such a heavy concept in such a stark manner, um but you can begin the process of educational.

F

um Like emotional content very early, so that might even look like what do emotions look.

F

Like how to identify them, um can you feel more than one emotion at once? What's an ins, what like.

F

What is an instance in which you might feel one emotion rather than the other, and is it normal.

F

And is it healthy how to deal with your emotions that can start before elementary school even.

F

um So then, as they progress through the grades, they should can learn um more correct terminology.

F

Rather than learning it through, unfortunately, a lot of people learned it through social media.

F

um And learning how to deal with it, how to deal with hearing about it? How to deal with feeling.

F

Those emotions themselves so that, hopefully, by the time they get to high school they're.

F

Able to have these open conversations with their peers, where we're training them on.

F

These sorts of topics and discussing this heavy information with them, but.

F

If we never explain to them what a feeling is when they're six years old, it's really.

F

Hard to explain how these feelings affect and possibly end people's lives when they're 16.

L

That's thank you. I really appreciate that answer, so I guess my follow-up to that is.

L

What can we do as as a board and as as a school department to help you build that support, increase.

L

Proficiency and and normalize it, I imagine it's an incredible burden on all of you to take on.

L

The training and it's as you mentioned these- are your peers that you're presenting with there's a.

L

Vulnerability that makes the model effective and I'm wondering is it. Do we need to take a look at.

L

Our orientations do we need to look at our success block in the middle school? Where can we build in.

L

The backdrop of support so that together we can roll out that normalcy and proficiency.

G

um This is a really good question. I definitely. I definitely think that, um like you mentioned.

G

um In putting it in within the success block at the middle school is a really good idea. We.

G

um Tried to do something like that last year, timing didn't really work out, so we're hoping.

G

To do it this year or next year, um and just I guess as a school board just implementing more.

G

Policies that can help with this kind of training and making sure that all of these resources are.

G

Available to anybody who may need it and then, as parents and part of the community making.

G

Sure you have this open conversation with your children and making sure they know that whatever.

G

Feelings, they're feeling it is okay, and just they if they need help it's okay, to ask for it.

G

I

um I also think it's really important that you brought up orientations because definitely.

I

um Freshman orientation is a fantastic time for one of these trainings to possibly occur.

I

Or to even have a modified one, just they have a basic understanding going into high school.

I

And it kind of lays the groundwork for the resources that they know that they can have.

I

In the future, and also list the groundwork for us to kind of continue our program to.

I

Continue teaching and to continue aiding in our community got it. Thank you so much zach.

D

No, I um mine's a little bit of a repeat, I think. um First, it's I always find the student.

D

Leaders do a great job of pulling the adults along to where we need to be very often so.

D

I appreciate the the work that you've done and your ability to articulate your learning to us.

D

um In terms of hopefully creating some change, so my my question is, you may have already hit it in.

D

Some of your responses to challenges with peers or things that are lower grade levels, but I'm.

D

I'm curious at the high school you take all this deep knowledge and and everything you've learned.

D

What do you feel like is the biggest obstacle to creating a safer environment at phs. At this point,.

F

I may be speaking just for myself um and so I'd like to welcome my peers. Up to you know.

F

Add anything that I may have missed, but often when we speak about these subjects, people become.

F

Visibly uncomfortable almost or not necessarily almost like, actually to the point of laughter.

F

And I understand this, I understand where they're coming from I could I mean we could all choose to.

F

Take this um as an insult, but it's a difficult conversation to have and so because they're not.

F

Aware that these are necessary conversations from such a young age, now that they're starting to.

F

Hear about them they become uncomfortable, um which makes sense. um This is obviously a very difficult.

F

Conversation to have, especially with people that you are equals with um so as we're preaching this.

F

To our to our friends and the other students in the school, it becomes really difficult for them.

F

To quite grasp the severity of the issue, um which I think in turn to us, can sometimes feel almost.

F

Hurtful, but it's not it's just that we don't. Quite you know we're not all on the same page here.

F

um They might not understand that we find this issue so severe in our community.

F

um Because we're trained to look out for it and meanwhile we don't understand that they.

F

Might not find the issue as pertinent because they are not trained to look out for it. So it's.

F

Kind of, like a nice dichotomy, a split there um of like where students are with understanding.

A

I I have a couple of questions. um I'm sorry um I definitely. This is something I've seen a lot um so.

G

I may say I bring up like oh I've, been really struggling to get a lot of sleep um and I've.

G

Just been not okay, it very easily can turn into a competition of who got the least amount of sleep.

G

um Which I see almost every day um and that can definitely be detrimental and an open conversation.

G

About this um kinds of things and making sure people know that it like, if you're not getting.

G

Enough sleep and it's like repetitive that may be an issue, I'm sorry and that's just like getting.

G

Rid of that competition within students and our phs community can definitely be something we.

G

Can work on and just letting people know that, like not getting enough sleeps, not usually a good thing.

G

I just want to quickly add on um large groups can be hard to tackle at once as well, because when you.

G

Put a bunch of high schoolers or our peers into one room: um often it can cause tension almost.

G

Within the room and like she said uncomfortable in the room, and it causes jokes to be brought up and.

G

Side conversations to be brought up so I'd, say large groups as a whole can create problems so.

G

Breaking them down into smaller groups and talking to people um more one-on-one is really helpful.

D

I'm sure you guys appreciate that. That's true! Even for us, you know.

D

um You know a smaller group of uh whether it's students or adults, it's easier to have a real.

D

Conversation with than uh auditorium at you know, phs and trying to have it whether that's.

D

A conversation about athletics or uh or about anything uh it can be really challenging. So.

A

um I just have a question about the grant: will the grant continue or is it a one-time only or.

A

So it's a one-time, only grant and ideally down the line. I would apply for it once so. The youngest I.

E

Have here are sophomores when those sophomores graduate so and um have you seen an increase.

A

In depression- and I am sure you have since covid has occurred in our life, do you feel that this is.

A

More of a pressing need because of covid and the effect it's had on teens teens, I can say, without.

E

A doubt, absolutely that's had a large portion of it and I also think cove hades created some.

E

Resiliency as well in these young adults too, so I don't want it to seem like they're, showing up.

E

Every day and there's increased depression, while that may be true and they're also coming to school.

E

Every day and they're excited, but I do think this is an issue that we have to tackle as well.

A

Well, thank you any other questions. Oh lisa.

O

um I think most of my questions were asked. I did want to just share one piece of really good news.

O

For you all, maybe you already know this, but one of the single biggest protective factors against.

O

Suicide is a supportive school environment and having just one person in a school building that.

O

People feel like they can turn to which most definitely would include all of you. So on top.

O

Of just being so fabulous and talking to all of us here tonight, which I know is not easy.

O

You have to know that people, just knowing that you're out there, makes a difference.

O

um And I mean the statistics are terrible during covet, like the proportion of high.

O

School students having suicidal thoughts, went up by about 45 just last year from the year before.

O

I mean, and the protective effect of having you all available to your peers is huge. I think my.

O

One question is, if any of you have thoughts on what we do well right now in supporting kids.

O

Once they do come forward expressing concerns about having thoughts that are really disturbing.

O

How do we do a good job of supporting them and, if you think, there's anything that we can do better, where you might need more resources or help.

I

From personal experience anyways, I know that coming forward to the adults that we do have.

I

Available in the high school community is it's a really nice experience, they're very good at making.

I

Us feel very comfortable and safe when talking about what we're struggling with, which has been an.

I

Amazing thing I mean our guidance counselors and our support staff are trained very well and they.

I

Do a very good job at what they do. I think just having more of them might be helpful, or even just.

I

Giving them more time to be able to have those one-on-one conversations with students who might.

I

Be struggling or have more chances to kind of meet with students to check in if they notice hey this.

I

Student, I've noticed their grades are dropping and they're not usually like that. Maybe I should schedule meeting with them to just check in, I think giving them.

I

More opportunity for those type of things would increase our support system tenfold.

F

Say that my first black class is in the library when it gets a little noisy in.

F

There I spend the first block on my computer in guidance just so I have a quiet place to work.

F

And students are pretty much flooding down the entire time wanting to talk to ailey.

F

um Which is great because eiley's fantastic, very popular, congratulations.

E

But at the same time, there's always a line of about four students sitting there with me, as I'm.

F

Working on a college application, or my psychology course who are left sitting alone in this room.

F

um Without any support, and so eiley's great, we love her and we sometimes jerk around that. We need.

F

More than one of her, unfortunately, we can't clone her, um but that would be the best case scenario.

K

I just wanted to provide some clarity um in the work I do. I do deal with some of these phone.

K

Numbers- and so I just wanted to provide clarity- that the um the national suicide hotline that.

K

First number was actually because I know nick had asked this question, so I wanted to clarify.

K

That that number has been consolidated to 988 as of july, and so that number cannot can not.

K

Only be texted, but it could also be called the um and you will get somebody on the other end as.

K

Far as the seco's mental health emergency line, that's actually new hampshire's, rapid response.

K

Line and so that can provide more services like um new hampshire, has mobile crisis teams, which.

K

Will come out um local resources and services specific to new hampshire, so um the 9a is the.

K

New, uh the 1-800-273-8255 that that song, that we all love, um is now that 988 number and then.

K

um The new hampshire rapid response- I can't say enough about the mobile crisis team and so um so.

K

I just want to provide clarity and for you all to know that those resources are out there as well. So.

A

Thank you, liz, carrie and danielle one quick question for eilee. Sorry to put you on the spot.

J

I just remember from our budget conversations last year talking about don't do you still.

J

Serve two roles in substance use and I do- and it's probably not like the best conversation.

E

For this situation, but yes, I do serve two roles as the outreach and the sap as well.

E

um So yeah thanks daniel. I just have a quick question about if another group of teachers or.

M

Another group of students or wanted to have a training with you guys. Is there a formal way to.

M

Request that if we had a larger group that were interested, there's no formal way, um I would say.

G

Contact ailey, she is in charge of our group and she coordinates all of our trainings. Definitely.

G

Contact eilee, um you can also sorry alice. Also contact alice. um She and ily are very they work.

G

Very well together and communicate really well, and then you can't get in touch with either of.

G

Them and then you guys would possibly coordinate how that would happen and decide who and where and.

M

When and maybe come meet with a group of kids, so as I mentioned earlier, there are a lot more in our.

G

Overall group, so we may pull some of them if they feel comfortable doing it. I'm sure a lot of us.

G

Would be happy to repeat a training with another group, but there are more people. We can talk to the.

G

Other teachers, who did the training they can come teach or train if the teachers don't want to be.

G

Talked to by students, that's completely fair, um so yeah contact eileen. We want to be trained by you.

M

And I think my role is to speak on behalf of the teacher, so.

A

Okay, any other questions I think we're all set. Thank you so much.

A

Yes, okay, we will move on our agenda. Thank you again. Students go home and do your homework.

A

um Okay, we're off to the superintendent's report, so I'll keep it a pretty brief. uh I did want to.

D

Get back to the question around uh the the expectation that high schools in a district.

D

All have a student rep on the board uh and there was a question about whether or not lister academy.

D

Qualified as such, and just so in terms of the question, and then we talked about this there's.

D

A question of what do you want to do and what do you have to do, uh and so it's this is not both.

D

Through the conversations that nancy has had with the new hampshire school boards, association and.

D

Just some additional follow-up, uh including uh jeanette south or our um our uh people, support.

D

Services director uh lister, is very definitely not a in a high school. It is a program of phs.

D

um And so it doesn't meet the qualifications of the need where you would have to.

D

A lister student as a student rep, but of course you always you always can, and but that's my.

D

Understanding, I don't know, I think we had that from multiple I mean we had many different sources.

D

That confirmed that for us so great thank you for getting back to us on that you're welcome.

K

So kind just to clarify, though, is it so it technically because it's a program, it falls.

K

Under the high school, so it's a program of portsmouth high school. That's right! That's.

D

Right so moving forward. If there's ever questions about anything, then yeah people.

D

Get conf and at the at the moment, one of the things too is that um you know there are ieps.

D

Connected with that program too, so that was one of one of the challenges, one of the things that.

D

um Jeanette wanted to make sure was really clear, too. Is that it's important for people to realize.

D

um That there's a special component to that program as well, and that would put some of our.

D

um There's some potential regulatory funding issues that if, if we were to to move to.

D

Becoming an independent program that was an independent school that was not part of phs.

D

There's layers of other of a ripple effect that would have impacts on our ability to continue.

D

To provide programming the same way, it's so there's layers to it kerry. I think nick had.

J

Brought this up before and just want to so there was this conversation, but also just.

J

The idea that we have one student rep who then graduates and then there's not that continuity.

J

um So I don't know where it should be addressed, but I I would be fully supportive of adding a.

J

Student rep at a different, I think you talked about like in uh like lower than a senior.

J

Sophomore year or something like that, just to be able to stagger it, but also adding lister.

J

um A representation as well, so I think, there's kind of two issues that have come.

J

Up in different times that maybe we can, I don't know where that falls, though policy, you don't.

L

um Just to speak from the policy there's not a there, there is a council city council policy.

L

On why we have a student rep? It is not a school board policy, and not only all the policy states.

L

Is that we need a student rep? So if we would like to propose to amend or make some adjustments to.

L

That in terms of um having two one underclassmen, one upperclassmen, so that the there's consistency.

L

um A more formal application processes are all things that we could consider.

L

And um and propose, but it would go before we would be proposing that to the city, because it's their.

L

Ownership of the policy, not ours, and it's actually in the city charter. Yes, thank you interesting.

A

I guess we can put it on as an item for the future agenda. Okay, no, it doesn't contradict.

R

The school or the city council policy for us to add an additional school board representative.

R

Representing worcester academy, would it be necessary to put it before the city council.

A

Or would you be able to make it, I believe so because it's in the city charter and if we.

A

Make a change to what's in the city charter. It has to go through the city council that.

A

Would be my opinion now I don't know if that's correct, so I'm not going to challenge somebody.

D

Who's been on the city council around and- and I just showed up five minutes ago so but I but.

D

I think, like in terms of I don't believe, like the teacher rep is not part of the charter right.

D

um That's just a decision aboard made at some point uh and uh and I don't I don't know that.

D

We even have policy around it. I think it was just a decision that maybe there is um so I don't know.

D

That, if we would expand, I think we're living up to the charter by having a singular student.

D

I don't know that we would be in conflict with the charter if we were to expand to.

D

A second student, but again we've been doing this longer than me. We can get a legal opinion on that.

A

That's good, but we can I, if my suggestion would.

A

Be that we do this in the future, put it on as a future agenda item.

A

And get more information and discuss it. More fully sounds like how does that sound to everybody? Okay,.

A

Yeah: okay, we'll do that great idea. Okay! Next we have the policy committee minutes september.

A

21St 2022., I'm sorry, are we finished with this. The superintendent report, that's in the superintendent.

A

Okay: okay! Go ahead! Do you want to talk about that? I don't know if I'm going to walk through the.

D

Minutes I don't know: if okay did everybody get a chance to read them we'll touch base on them.

A

Okay, we will move on. Thank you we'll move on to the administrative report. I had a question.

N

Oh okay, I I just was wondering um if there was a little bit of it, seems and confusion around some.

N

Elementary um communication around some of the gsa, um lessons or um sill blocks or whatever you want.

N

To call them- and I was just hoping that maybe you could shed some light on that sure I know.

D

um That um at little harbor they've, this is the second. This is rolling into the.

D

Second year of them having what was originally a student requested um gsa, gay straight alliance,.

D

um The no they don't, they only refer to it through those initials gsa and I think principal.

D

Lawson, put out uh has put out two different communications about this to um to parents around.

D

The fact that there's no it's not a curricular, it's not a curricular group, it uh it's uh students.

D

In the fourth and fifth grade have the opportunity to consider being part of this during the ceo.

D

Block which we can get into it, maybe in a future presentation, but the idea behind the seal block.

D

Is around social, emotional learning uh and uh and that parents have in that when students indicated.

D

Interest parents have the ability to opt to not have those students participate. I would say that.

D

We I know that we have. I have been approached by a some parents who have a set of questions around.

D

The the gsa at little harbor was one of a of a list of questions they had that were revolved.

D

Around the topic of when we engage topics of sexuality, gender and gender identity within our.

D

Schools, and so it's it's sparked a conversation within the administrative team uh around trying.

D

To implement the board has an existing policy around gender non-conforming students and so.

D

um But policy is policy and it does not talk strictly in a lot of detail about implementation.

D

And so we have had a the beginning of a conversation at the administrative level.

D

About the need to be able to talk in a little bit more detail than we can right now about the.

D

Way in which we implement some components of that gender non-conforming policy, that's been.

D

In place by the from the board since 2016., it's not a new policy, it's it's been around for quite.

D

A while, and so that group of parents who came to talk to me included, included this gsa question as.

D

Part of their list of concerns so we're generally kind of starting to build a conversation nation.

D

That's really about implementation of these of the existing board policy. That is that, but.

D

It comes with questions of when, should we be introducing uh questions of sexual sexuality.

D

Into any of our instruction or into our clubs and those types of those types of matters, but.

D

um So this is one piece and I know there were some parents who had some questions about it at little harbor. Thank you for the clarity and that conversation at the.

N

Administrative level is at all administrative levels, not just the elementary adminster.

N

So we have a small working group from each of the different each of the different levels. We're.

D

Kind of just exploring- and a lot of this is less about it's it's. We people don't see any principles.

D

Will tell you we don't have any challenges in implementation right now, but it's more about.

D

Being I think, we've talked about before that one of the things we're trying to move towards and I.

D

Think the boards indicated in general, regardless of the topic, is being more consistent in the way.

D

In which we we do a lot of things at buildings uh and when it comes to a variety, a variety of.

D

Things- and this is another place where we should be able to articulate what it is, what it is we're.

D

Trying to do and how we make those decisions and what that looks like better than we're. Probably.

D

Able to do at the moment- and that's that's you know particularly right now. That's right! That's.

D

Rising up around this particular issue, but that's true in a variety of different fronts,.

D

um And that's not a that's necessarily a criticism. It's more just kind of the.

D

Reality of the of the organization right now and there's some strength in the fact that we've been.

D

um Kind of balkanized in the in the way in which things have operated, but I think there.

D

Is a desire? The boards indicated a desire to be more unified in our approach to a variety.

D

Of things- and this is a topic which is one that we should be more unified in. Thank you.

O

Do you hear that that working? I think it might be helpful at some point in the future when.

O

You're sort of further along whether it's part of a future superintendence report or a memo of some.

O

Kind, I would sort of love to know just where we land in terms of what the common sort of language.

O

We want to use is and what the common practices are that we are going to have. um My child was one.

O

Of the kids, who you know, started the gsa at little harbor last year, and it for them personally was a.

O

Really supportive experience, I do think it bubbled up a lot of legitimate questions about what the.

O

Age-Appropriate ways are to talk about these things, which we should be having as a district.

O

Because the kids need to know how to have these hard conversations and it's another topic that.

O

They probably need to know when teachers need to know how to handle it in a good and consistent.

O

Way so I think it would be great to hear later you know, sort of where we're landing on this yep.

D

And I would say just in terms of the timeline or my my intent is. This is not like it. You know this.

D

Is not in two weeks we're resolved? This is kind of a role because it isn't because, for the most part.

D

I mean the types of things our conversation at the administrative level was more about.

D

um Not that we had immediate concerns that we weren't sure what to do with it was well. We should.

D

Really be able to talk with more specificity in a unified way around a variety of a variety of.

D

Questions and um so our plan was to have a small working group to kind of suss that stuff out and.

D

One of the things we think might come come out of. That, too, is also some recommendations.

D

Through the policy committee around some tweaks because there's some things that.

D

um Policy doesn't always age well, and this one for the most part has, but from 2016 till today,.

D

There are some adjustments that I think we look at that both um that logistically are challenging to.

D

Live up to portions of the um of the policy, so we um so anyways. We we're we're at the infancy.

D

Of that conversation, but I think that would be our goal. If we come back and say, look here's.

D

Procedurally, how we're trying to uh try to do this, even though the volume of of things that touch.

D

This policy are still not high and, and here are some recommendations to the policy committee, where.

D

Procedurally, what we think is appropriate on the ground and the spirit of the preamble of the of.

D

The uh policy uh other aspects of the policy boxes in ways where we're not able to live up.

D

To the spirit now, uh and so that's those are the two types of conversations we're having right now,.

D

Again I this is not front burner for us right now, because the reality is we don't on a date we're.

D

Not running into issues on a daily basis, we're unable to respond, and in fact the policy speaks to.

D

um In terms of gender non-conforming, students speak specifically to the need to be case.

D

By case in the way in which we approach it, it's kind of unique and and putting that in.

D

There uh simultaneously, though, that leaves sometimes um administrators who have not.

D

Kind of have a common refined understanding of how to make some decisions around this stuff.

D

In a position where they might use a different schema to determine how to how to address an.

D

Issue connected with policy that might not reflect what happens a mile and a half away at a different.

D

School uh and we don't want that to be the case, so so anyways so so, there's a lot of talk about not a.

D

Lot of action at the moment, but we're starting to have that dialogue and thank you for pointing you.

N

Know that it anything would be an opt-in. I think that's really important for parents to hear that.

N

Nothing is embedded in a curriculum right now and that things would be certainly communicated.

N

Out to parents, and it would be an opt-in physician, so thank you for clarifying that liz. I just want.

K

To clarify, though I mean I think this should be embedded into the curriculum to some extent. I.

K

Don't know why it wouldn't be uh embedded into any curriculum and why you know. Why would we be.

K

We're talking about people, why would we need to consult with parents about.

K

um You know obviously, sharing information and understanding and having parents understand.

K

What's going on, like when haven comes in to talk about sexuality with young students, I think that's.

K

Super important, and so I would I would just say I think it's important that these, like we just heard.

K

Tonight there needs to be having everybody needs to have conversations around mental health and how.

K

People are feeling and who they are and whatnot, and I don't know that there should be an opt-in.

K

Type thing other than some sort of club after school, um so I just want to clarify that from.

K

My perspective on the school board and and our I think, our intent around these issues is to not.

D

Shut down that conversation, it's just to make sure we're being thoughtful about the way in.

D

Which we're doing it? uh And I think, because we don't institutionally, have answers to.

D

Outside of kind of sex, ed classes and and that that sort of thing where we have a formal kind of.

D

um Scope and sequence about how we're how we are formally.

D

um Introducing concepts uh we we don't have, and I don't think we're looking to like.

D

We don't have, we don't have a discussion about when is what's the time when it's appropriate.

D

And parents have questions it's like you know, I think like it. Are you going to introduce.

D

um Are you going to introduce if you're going to introduce concepts around like maybe like.

D

Let's say non-binary kind of concepts: are you doing that with my my kid in kindergarten.

D

um And if so, how are you doing it so that I'm in a position to partner with you as a parent.

D

um Around how I'm trying to address these sorts of issues with my with my child.

D

um And uh so that's not our we're not even going down that deep. Yet I just want to make sure this.

D

Is clear, we're not doing a deep curricular dive? We are right now, looking at the policy.

D

Which is really about questions like um bathroom utilization, locker, room utilization, things like.

D

That and just being able to articulate how how we go about about um about that process. Yeah.

O

Thank you. I have a quick question off of what liz said. Are we saying that the gsa membership.

O

Is only with parent permission, and is that specific to elementary or are we saying that.

O

At the other schools as well right now, that is exclusively in elementary okay, so in terms.

D

Of our practice at the moment, okay, this is little harbor is asking parents, fourth and fifth graders.

D

um That is not. I don't want to say that that's happening on the buildings, because it's not.

B

Are there other clubs that we do that with on? um I do not, I don't know the answer to that. So this.

D

This I will say that some of what I got and it's a good question, it's a great question uh and why.

D

Would we do? Why would we do that with this and not with other clubs, um and I get the core of.

D

The core of the question: I can't answer it because I don't know, which is why I think important as you.

N

Said to develop a bigger conversation with admin at a bigger level of how we operationalize that.

N

So I appreciate that. Okay, thank you. Thank you, zach. Thank you, everyone to put my. I do know that other.

M

Mental health related services and that type of thing at the elementary level are often we're at.

M

The middle school- they are not so things like when you want to do the group activities or I.

M

Think that policy, or that practice rather not policy, is related more to the mental health.

M

Side of it, but it's definitely a genuine concern and I will tell you at the high school, the film.

N

Studies club, you do have to have permission from your parents because they show rated r movies.

N

So there there are some other clubs. I know at the high school that you have to have signature on.

N

But I don't know all of them. Okay, thank you. Everyone zach will keep us.

A

um Surprised, I will and again don't expect. This is not a short-term project. So, okay.

A

Okay, yes, sir, am I correct about that? Exactly? May I just blow out first, it was a full house, a little.

S

Bit ago- and I just I just as a parent who went to a lot of functions, I just want to shout out to all.

S

The parents, because there was a there- was not a full house, but there was a there's, an audience.

O

Out there, and then I explained to the students to walk out and then when every single adult got up.

S

And went with them, I thought just how wonderful it was that not only were those, it's no wonder.

S

That our kids are are who they are with the kind of support that you just saw tonight. Thank you.

O

Nathan, I um my children, are at home right now saying dad you didn't go to as many things as.

S

So the superintendent asked, having looked at the agenda.

S

To update you again, as we have been so, we can keep continue to keep you informed.

S

About where we stand with esser funds and foster the ongoing dialogue that we've had.

S

So um let me first apologize that the work was done over this weekend to finalize some notes and.

S

So you didn't make your packet and it's on your table tonight, and that means that there will be.

S

Not as many questions, maybe as you'd like and we can follow up with those first thing, I want.

S

To just remind you, we've talked in the past, there were three esser funding rounds, yes or one two and.

S

Three, but it really come to call them that until later in the game, the first one was the cares act.

S

Which happened shortly after the declaration of a national emergency in march of 2020.

S

Portsmouth received an allocation of 286 thousand dollars out of esser. One cares act and as I've.

S

Told you before I'll remind you that we spent that 286 000, largely in fiscal 20 and 21. It was a lot.

S

On technology chromebooks and the like, remember, we all went remote, kids had to have access and we.

S

Wanted to make sure that we addressed that best we could. There was some staffing involved. There was.

S

A plethora of software solutions that still show up in our esther funds because they were very much.

S

Related to providing access on multiple platforms in multiple ways to gain the opportunity for.

S

Instruction with students today we're conducting we're putting out our final claims to the state.

S

For reimbursement of elements of that 286 000 that'll happen in the next next two or three weeks.

S

I wanted to bring your attention the white piece of paper. First with the states.

S

Co at the top, and let you know that in august, new hampshire education department was with us.

S

And they audited our sr spending specifically, in this case compliance monitoring. They did.

S

To make sure that we were complying with the terms and conditions of the esser funds and.

S

Federal law- and this came out again over the weekend, summarizing and finalizing.

S

um The report on that review I'm happy to point out just above the bold face. There are no findings.

S

No corrective actions needed this is the final report. It was certainly a pleasure to have that.

S

Delivered via email to our superintendent, congratulations! This is a big deal for you.

S

So far, we're okay and we know what we're doing we're doing at least so far. It has zach's theme.

J

But we you know, have to give you all the bulk of the credit. Listen. I um we got some great great.

S

Staff members, but I it was important to find that we were complying with all of the terms conditions.

S

um And so I wanted to share that with you. Also let you know that some elements of it.

S

um Some elements of what they were prepared to review weren't relevant to us, because we.

S

Haven't yet claimed reimbursement, yet under sr2 or three so and those add up to almost four million.

S

Dollars so we we've we've had a nice trial balloon with the with the first round and and apparently.

S

Have procedures and policies and practices that are compliant with uncle sam's expectations so.

S

Share that with you the second piece of paper, I uh somebody laughed as I was heading them out on.

S

The table and said: oh, it was at that time of year again nathan's bringing colored paper to this. So.

S

That it stands out, the green sheet is an updated copy of an esser use of funds uh listing. I guess.

S

And I think just a couple minutes and walk you through that briefly and what I wanted you to know.

S

Remind you at the top that what the yes or two and three funds add up to 1.2 million in sr2 and.

S

2.7, almost 2.8 and after three just shy of four million dollars before us. 20 percent of that extra.

S

Three must be set aside by law for um purposes of addressing learning loss. So I have not in this.

S

Analysis called those things out, but there are plenty of things here that satisfy that condition.

S

Or satisfy that definition, so we're not at risk of failing to do so. First bullet number: five: I.

S

Wanted to talk to you and a board member mentioned when we were doing summary reports for the state.

S

In our last meeting that in august, with all the transitions I didn't bring you the june 30th fund.

S

Balance, if you will to tell you how we did I'll bring that in the end of october, I want to bring.

S

You, the september financials, we'll review the uh the june 30 for for what that's worth.

S

The answer to that or the important information that is, although we spent within our means, I had.

S

Told you and I had managed an expectation right down the line through the spring, that I thought.

S

Things like the math tutor that we had said would be funded by esser and the social worker we hired.

S

Early, I thought we'd cover that in the general operating budget and ultimately substitutes cost.

S

Us nearly 300 000 more than I had anticipated and and although we were light on um on custodians for.

S

Some period in pairs, we talked about. Ultimately, our budget impact from the tax that had been taken.

S

In the process the previous cycle played out and- and I think to be fair- a lot of the small things.

S

That multiplied in number did make it in because we didn't necessarily capture them, because there.

S

Were a lot of a lot of services that provided small stipended projects uh and efforts that.

S

Some of our faculty put in with our students and those didn't those didn't get collected as though.

S

They were s or we just put those against common common budget lines and and got those things done.

S

All year long, so, ultimately, all of this is to say, item number five. These are things that we.

S

Are now pursuing the application against essers two and three to fund out of esser these things.

S

That we did at the end of fiscal 21 and in 22. predominantly continued spending on instructional.

S

Technology promethean boards and the like in classrooms, rotation of inventory and chromebooks.

S

Software that I've mentioned paired deck and panda docs and screencastify and ed puzzle and.

S

Modern teacher and some of those tools that came to us in in covid during the pandemic and continue.

S

The social worker that we picked up in the spring, the math tutor who we carried.

S

Throughout the year, the power scholars program that we did over the last couple of summers tent.

S

Rentals that we continued into this last year, as well as a small piece of student.

S

Transportation and and the smattering of other miscellaneous materials and such so there's four.

S

Hundred and fifteen thousand dollars there that that have been designated that esser.

S

There were a lot more things that we thought esther would pay for, but I really expect I'd.

S

Pick up more of this in the budget and didn't so those are against esser. Now.

S

Against this, almost four million dollars that we're talking about to give you perspective on.

S

Commitments already kind of in play the social worker position. We talked about it's funded in.

S

Esser this year, there's a projection of salary, benefits, taxes and retirement. The matthew position.

S

Again now, I'm under bullet number, six looking at the dollars in fiscal 23, the elementary.

S

The elementary ed elementary outdoor ed position that we picked up the counselor position, that was.

S

Intended to be in the general fund, but at budget time we agreed we'd, kick it back into into esser.

S

And the and the math interventionist position that last I knew we are working to hire as we speak.

S

So not filled yet so those positions in their fullness projected to be charged to esser. In this.

S

You know during this fiscal year and then you'll notice, lots of zeros. So some very round estimates.

S

Of continuing to provide some software materials to support those individuals and those programs.

S

Those initiatives, some student transportation support for some of this after school busing.

S

That was not budgeted that we're trying to do to assist the community in reaching the needs.

S

Of all our kids in the after school area period and then staff and student wellness, which are.

S

Initiatives- I know you guys have heard us talk about over the last year, where steve and george.

S

Were really empowering early on student wellness groups in the schools and the and the and the.

S

Staff wellness committee to contemplate ways that we could invest some dollars to benefit wellness.

S

So that adds up to another 700 and a quarter 724 000 almost and then and again, to frame this.

S

To make sure that we have some sense placeholders- and this isn't from this point forward really this.

S

Isn't it's not committed, you could make changes, you could you could dance with the budget and.

S

And you know do different things, but we had at one point made the suggestion that we would graduate.

S

um These positions from sr2 general fund, depending on whether they stick or maybe.

S

They change and again I don't want to predict for you, but I wanted to give you some numbers.

S

So half of the social worker, half of the math tutor, half of the outdoor ad half of.

S

The counselor half of math interventionist there that would be in fiscal 24, for instance, now let.

S

Me remind you, I didn't say this at the outset. Remember that the smaller piece of this sr2.

S

Has a deadline for spend of september 23 and the balance september 24. and then again some.

S

Big round numbers continued summer programming available dollars available to invest over the.

S

Next, couple of summers: some additional elementary extended day programming and some more material.

S

That first page adds up to just just to the vicinity of 1.6 million dollars of your four and.

S

So if you flip some some catch-alls, not catch-alls, but some larger, you know some larger categories.

S

For you to continue to consider infrastructure upgrades, we talked about some of those.

S

um And I didn't, I didn't dig into those right now. That's just a conversation ongoing. We have talked.

S

About outdoor activity spaces and talked about securing some space out back at the high school.

S

For open air and then technology continues to be a priority. The idea is that chromebooks would.

S

Refresh in both of the available summers to a summer 23 and then summer, 24 and.

S

And then some additional instructional technologies, more prometheans and the like.

S

Could be good investments that we could make? All of that? These are, if you notice in the language.

S

Of choice, it's for consideration, because those are really just kind of projections to continue.

S

Our ongoing conversation about this, what was most important to go back to the front page.

S

Was to brief you on fiscal 22 to let you know our essentially committed position on the things that.

S

Are in 23 and then to show you some perspective on on those things that seem to be in the offing as.

S

We continue to have this conversation and and then move ourselves ever closer to another budget cycle.

S

So again I remind you, the 286 that isn't even listed here. The cares act. It's now been month. It's.

S

Been reviewed by the state they liked it, uh we are almost done collecting a reimbursement of 415.

S

000 dollars has uh we're working on the application. Now. Remember that the way this.

S

Process works is if you're eligible the funds are eligible to be spent on anything back to.

S

March 13th of 2020, when we declared the when he they declared the national emergency. So.

S

um Most of our federal funds demand that you apply first, get approval first and then spend.

S

In this case, we're able to look back so we we are now working on an application.

S

For that first 415 and for the fy 23 elements like those positions um and uh and we'll let.

S

You know how how that application process goes and how that's received in our future updates.

A

Thank you, nathan. That was very thorough and good. Thank you very clear. I think we have.

A

um Kerry has a question and then we'll take more questions. After that I have two. um First, um the.

J

Twenty percent set aside for learning loss. These items are not necessarily out by learning loss.

J

Right, so are we in good shape with that yeah? So I think in in review of the superintendent we we.

S

Agree that there are, there are more than enough here, items that would qualify. That can be. It can.

S

Be named to serve that purpose to address that set aside, you certainly could you know you could.

S

Realign and make some additional decisions, but we can meet the set-aside expectation with the plans.

S

We have now- and I was gonna say that I mean that was as we, my previous uh gig we're, trying to make.

D

Sure that we'd leave any money on the table. We got a nasser. Three, it was okay. Let's can we address.

D

Do we have the 20 taken care of because then you knew you had freedom, more freedom with the rest of.

D

The funds so so there's there's plenty of items on the table here that would qualify under that.

D

20, so we I don't, I don't have any fear that we will be in a situation where it's like, oh geez,.

D

We didn't, we didn't think thoughtfully about what would fall into that window and the 20.

S

Is is applicable to the arpa component, which is the sr3 and the longer deadline september, 24th.

S

Just fyi yeah and then and my second question and um I'll start by saying. I don't think that.

J

Budget requests should come from board members, but then I'm going to make a budget requester.

J

um So I think in in it came up twice if I recall last year on counseling for the high school and.

J

Then we heard it again tonight with um eiley and just that that weight that need that support and.

J

That that was really important to us and we didn't get in the budget process. A formal request for.

J

Another position, but now there is new leadership and so just to think about. If you know, there's a.

J

Way that we can build and support sooner rather than later, if the principal and leadership team.

J

Feels, like that's warranted, and I would just say what I what we've some of the conversation we've.

D

Had is around trying to balance the immediate, the immediate of putting somebody on the ground, and I.

D

Get nervous about grant money for short-term money for bodies, because then you eventually.

D

Hit a cliff, and- and I know when, when you guys are going through your budget conversations, I.

D

Wasn't here yet, but I know we were having a little conversation on the side and when.

D

The decision was made to slide the counselor, whatever the other positions were. I was like.

D

Oh geez, I don't you know I I it's always with me. I'm always thinking what are one-time costs.

D

That we can cover with with short-term funds, because I worry about getting into a position.

D

Where we bring on multiple, multiple folks on like a two-year cycle, maybe it's two years.

D

We haven't before it takes them six months to figure out what the heck we're doing. They get.

D

Into a groove for the next year and they spend the last six months figuring out what the next job is.

D

um So so I would, but I also know at the same time, it's like the the acute need that we're talking.

D

About the same time- and I think we had a lot of that conversation last year- and I I guess my.

J

Summary was just that there was support for that within the board and especially in the importance.

J

Of it, so if this allows that six months to be sooner, I mean we can talk about a longer term,.

J

Commitment, but it seems like that, was important to all of us. It just didn't rise to the top need.

A

Hope and then brian and then we'll go over here. So I I had a question around infrastructure which.

N

I'll get to, but I would just want to follow up on um what carrie was talking about. We had.

N

Also had some conversations around increasing our partnerships with mental health counselors outside.

N

Of so that would we wouldn't be following on that which I know there's a significant wait list.

N

There's significant shortage of qualified staff, so I'm just curious. You know if at some point, if now.

N

Is not the time if we can get an update of where we are with some of those partnerships and those.

N

Options, if you know um hiring within is not gonna or hiring for a position within is not going to be.

N

um And then I had a question around the infrastructure for nathan, so the um bullet.

N

Eight, uh the phs secure, open airspace, that's the structure, the open structure, that's in between.

N

The two buildings correct gated off and provide open access there, and then we had talked. um I.

N

Had a few conversations around the infrastructure of expanding either outdoor seating for cafeteria.

N

Space or expanding cafeteria space, and just knowing that infrastructure is something that.

N

Can get passed? I bring this up again because we had such a difficult time going back into school.

N

Excuse me at phs, specifically because of lunches and trying to get kids.

N

On lots of schedules, and so certainly hope we have no more pandemics, but I just it's.

N

Concerning to me that we haven't solved for that, so sorry, my throat, um that's okay! After the other.

S

Side of the building outside- and I know at one point you captured it once yeah at one.

N

Point kenny was gonna, take a look and maybe get some numbers and see if, like that, was an option.

N

But I'm just kind of wondering like when I stop and think about one of our first conversations.

N

Coming if we want to say out of coven, if we're even out of coven but coming out of the pandemic,.

N

Enclosures was what have we learned and what do we need, to course correct to make sure that.

N

We're not in the same situations in the future, and it was a long time before phs seemed to.

N

Be able to work out a schedule, and it could be for many reasons besides that, but I do remember.

N

Lot was one of the biggest obstacles, so I would like to see us if we can have dollars.

N

And we have space solved for that um somewhere within the equation of of this process. Thank you.

N

Brian um yeah zach, I hear what you're saying about you know taking on a body and I'm actually I've.

C

Been very very sensitive to that since I've been on the board last five years, but I do think you.

C

Know these monies are specifically for learning loss and, for you know, I would say argue for.

C

Wellness as well, so if we need that short-term support, you know, what's the alternative just.

C

Don't spend it because we don't you know, don't want to keep on the body I just want to. I just.

C

Want to keep that in mind with the astro money, because you know we do have some things on here.

C

For math, which is, I think great, but it seems like you know as you guys as you roll in the position.

C

The more alert you know whatever those other holes are we're going to know much better, probably.

C

Soon, where the holes are especially with all the testing coming back, um you know that's.

C

What the money's for is that uh to sort of get us back to a point where we don't need them on.

C

I'm assuming right learning loss getting rid of that gap, so I just want to just be. You know, think.

C

About that too, and of course, if a position does seem like we should roll in and do the.

C

Budget you know I, like the idea of you know the 50 transitions that you, I think that seems reasonable.

C

um But I do think we should look at the acute needs with the answer money as much as we can.

A

Thank you, brian liz. um I just want to further speak to that um when we were having those.

K

Conversations I did look at some statistics that were coming out of the massachusetts schools and.

K

Massachusetts schools were showing, um I believe it was last year when everything using these funds.

K

um That boston seemed to be doing better than some of the other city areas, because they were.

K

Providing um social workers, or these in between liaisons between the school and communities.

K

That were helping identify, needs, homework needs mental health needs and whatnot, and so I know.

K

That there's um somebody working with housing, but I had sort of pointed to that. A little bit.

K

That there was these successes there with social workers that did this sort of in between and so.

K

I don't know that those people would necessarily have to be in a position where they have to get.

K

Trained and then by the time, they're trained, you know their contracts over so to speak because.

K

um You know they could be social workers and sort of transitioning into a just a similar.

K

Newer social worker type role- I guess so you know and obviously hearing you know the needs.

K

Of ailey tonight you know it'd be great to have somebody else that could meet those needs and so.

K

These students aren't falling on deaf ears here um and so yeah. I think you know so. Somebody with.

K

A social work degree could could meet those needs as well. Thank you liz with anyone else.

N

But I think it's really important for us to remember that covid's certainly magnified.

N

Mental health issues, but mental health was a significant problem before covet ever came.

N

About so it's not going away anytime soon I'd! Rather, I see a spend the money up front.

N

And figure out the problems on the back end. um You know we seem to do that pretty well here.

A

Okay, kerry. Do you want to have a closing remark? um One other thing just from those.

J

Prior discussions was that her position got combined. There was supposed to be a substance.

J

Abuse counselor and another counselor, and so that was part of that. That's all.

A

Quickly give a rack. Thank you side. Note. Can I ask what is the ymca power scholars program.

K

Because I feel like that's, maybe the first time I've heard of it, but obviously I haven't been on.

K

The board, as long as other people, so all right- I probably I may not be that that was a summer.

S

Summer initiative launched each of the last two summers. I think we or is it just this last summer.

L

Yeah, no, it was uh no it's elementary elementary middle. Maybe I think yeah. It's not high school.

L

Sorry we have to get more information. It was a great it's. A granite, ymca program.

S

um And I will tell you that I think yeah. It was a couple because we spent we spent.

S

Maybe twice that we spent that amount each summer, maybe and the other got eaten up in.

S

The operating budget, the first cycle- okay, sorry, I hadn't seen it before- and.

K

I was curious what that was so all right. Thank you. Thank you. Okay. Let's move on two.

A

um Consideration and approval of policy second reading, the first one is the extracurricular and.

A

Co-Curricular activities: okay, j, j, j- a maybe we should start off by saying. Do we have a motion.

A

To approve the um policy so moved, do we have a second thank you margo. Do we have a second.

A

Hit me: okay, okay, go ahead, so um this is coming back for a second read. You remember, it came.

L

Before the board- um and it was a lengthy conversation with some thoughts on further.

L

Edits which we brought back to the policy committee and made sure that we invited to.

L

That meeting, as your policy committee minute, show both um steve canosi and um cause to.

L

um Make sure that those that we're going to be carrying out the policy could could live with the.

L

um The edits in the direction that we were going in and so and we reached a great spot of.

L

um Of focusing on that everybody at the high school is a student first, and starting with that.

L

As our threshold of what we can um discipline so I'd say that the second reading reflects.

L

The strikeouts of lines 42 to 65, which is what we discussed at the last meeting,.

L

um And it is a clear step out: the school is stepping out of off campus out of school behavior.

L

Unless it impacts the learning environment which is clearly outlined in policies, jic and jicd, the.

L

Only thing I will say that um somehow didn't make this copy is that the policy committee discussed.

L

Cutting lines um 7 through 11, beginning where it says, on line seven at the end, where it begins.

L

With extracurricular and following two to line 11 after over academics, that should be cut because.

L

It's very um murky there on extracurricular versus co-curricular, so we thought that that didn't add.

L

Any value to the current policy, it actually made it more confusing, and so that is to be removed.

A

Okay, thank you. Margo. Do we have any discussion? Yes, lisa, one quick question that might just be a copy.

O

Edit, I did let you and margo know this question previously, but the way the policy reads now it.

O

Would seem to apply to k-12, and I believe that the bulk of this applies specifically to phs. So.

O

I would like to suggest that we consider either calling it phs, extracurricular and co-curricular.

O

In the title, or if there is some piece that applies specifically to the other schools.

O

Calling that out just for clarity's sake- and I believe you did say it was only phs- it currently.

L

It's written so the so the nhia only applies for high school because the way it's written right.

O

Now we've specifically mentioned high school in two sections, which makes it seem like only those.

O

Sections are specific to high school and the rest of it applies k-12 yeah, it's a good catch. Actually.

B

No, I believe we discussed removing high school in the first paragraph so that it said integral part.

B

Of school life that was one edit that we planned on a while. So then, if we do that in line 23 and.

O

36, we still make specific reference to high school and I don't know if that was meant to be removed.

O

Or if it's not supposed to still be there, I don't object. I just want it to be clear. The conversation.

B

About how this would apply apply at middle at the middle school level as well, and I my understanding.

B

Was that it was, it was that we were supposed to strike the word high from all of it. Yep, because.

B

There isn't a reason, but it shouldn't. I thought I I'm sorry that I didn't.

B

It's not pick up on it, yeah version, but- and it's not reflected in the minutes.

L

um So we that's, we we're at the point right now. We can just decide it's that second read. If we want.

L

To make the edit to strike any reference to high school and leave it as is or to leave the high.

L

School and put a colon after the title high school- those, I would say, are the two options on the floor.

O

I mean as a practical matter. I don't think we're going to find like third graders who.

O

Are suddenly like, embroiled with the police over, like you know, big things, so I think it would be.

O

Fine personally to just strike high school. If that's, I guess a question. I would ask zach as.

N

When this is read by your building, heads like what what's going to make the most sense for.

N

It being operationalized and to parents as well, so I think, even in I'm trying to.

D

Look, I feel this is a may statement. Anyways. I find the main statement.

D

Portsmouth high school 36., this portsmouth high school, but you could say about all.

D

Students, students who violate high federal state or municipal statutes, ordinances or.

D

School board policies maybe may be determined and eligible, so I don't think it locks anybody.

D

In I think it's just as easy to have it be consistent. um I don't know if you've.

D

Got the may language, then you strike you strike high school from all the places and applies to.

D

All students, knowing that we're most likely to run into it in a high school situation,.

A

Can we still discuss here yeah, I'm just asking- I mean if the first and the second agree to that.

A

Change to that amendment, yep yep, I'm not going to agree to that. Okay liz! I guess I'm just trying to.

K

Understand um in the committee meeting minutes it states and I apologize- I wasn't able to make this.

K

Meeting um as far as scheduling- and I don't know if we have a date for the next meeting.

K

um To be able to understand when we're doing this again, um so I'm able to attend, but I'm.

K

It says kathleen summarize for the committee where she believed the changes stand and ask.

K

For any corrections, if she misunderstood- and she made three points upon a finding that.

K

There was an impact on education, school setting conduct occurring only during the season in an.

K

Athletic contract signed by the participant in their parent guardian. Where are my finding that.

K

It's upon a finding that there was an impact on education and school setting, because that's jic.

L

And jscd: that's when the school can get involved, so jja is saying that the school can get involved.

K

For any violation of a federal state or municipal statute, so I mean it's not cross-referencing any.

K

Sort of disruption to the school environment in doing so so, essentially because this policy liz.

L

Is stepping out of off campus the only situation that we would get back involved and off campus.

L

Is if the actions at off-campus impacted the learning environment, which is clearly that's.

L

Not what this policy, not in jja, it's not meant to be in jja it's in jic and jicp. But if that's your.

K

Intent and it needs to be in jja, because jja is saying, portsmouth high school students who.

K

Violate federal state or municipal statutes and ordinances or portsmouth school board.

K

Policies may be determined in knowledgeable from participation in extracurricular activities, so.

K

Then it should say per whatever you're just saying, per whatever, like perfect, did, discuss, removing.

B

That ineligibility paragraph altogether in my in my memory, because for that reason exactly because.

B

What liz is saying is if you don't reference that policy, this does state that violating a federal.

B

Or state law, or a municipal that your board policy exactly what we were trying to get away from doing.

A

So the paragraph eligibility, so I think it needs to be there- needs to be a detriment that and a.

K

Detriment in the classroom or, however, you had were that. We had worded that the right well or.

B

It just needs to reference that other policy, but I do think that if it's, if it's ingrained in this.

K

Policy that the intent is to have a finding that there was an impact on that on education or the.

K

School setting, then that should be ingrained in this policy too, because it, if we're sort.

B

Of redundant with the other policy, though so no I get that stuff. So, let's raise hands please so.

K

Strong in this policy, then, I think that you have, if that's your intent of this policy, is that if.

K

A kid violates a board policy or municipal statute or anything. Then uh it's only if it.

K

Disrupts the classroom, I think no, that's not true. That's not what the intent of this policy is so.

K

Why does it say that in the committee meeting minutes, I I mean if the intent of this policy.

K

Is to regulate so you're, basically saying in this policy. If a kid does something outside of school.

K

Then they can be in trouble for in school and it doesn't have to affect. We are not saying that in.

H

This policy and the minutes are not well that's what this policy reads is what I'm telling you.

K

Know minutes are confusing right, not so much the minutes, it's the policy. No. Actually, I would.

L

Disagree that we've had hours of conversation on that. The first part of this policy sets that.

L

Extracurriculars are privilege and can be taken away when things are thrown. Rules are broken. That.

L

Is very outlined in the first and follows suit with eligibility and with ineligibility of saying.

L

If you break that, the first thing that's going to go, is your privilege, not your right to school.

L

So those are supported there. What is mentioned in the minutes, which does not need reference in.

L

This policy, because it's in a separate policy, is that if you have a situation off campus.

L

Where the behavior impacts the learning environment of the school, that is the place.

L

Where the school can get involved in discipline, jja is removed. The discipline consciously.

L

That's what we that's the change we've made, the discipline resides in jic and jicd. The only thing.

L

That's in jja is participation, not discipline, and what would result in lack of participation, potato.

K

Potato though you know that's what I mean, that's why I still have concern for this policy. Okay, lisa.

O

I think pip had her hand up, and I also want to hear from nick just to make sure that our one.

O

Student here is heard on this. I didn't actually have anything to add. Do you want to talk first or.

B

um I think that the last distinction that was made was very important, which is that this is not.

B

um That that under ineligibility, uh we are not suggesting that that there can be um that that we.

B

Will be uh uh having uh you know what I'm sorry, I'm contradicting myself as I speak, I I think.

B

um That I I can see that we have land where I can see why we've landed where we have.

B

um But I can also see liz's argument that if you read the ineligibility policy, I'm.

B

I'm sorry the paragraph um just the first three lines of it. It suggests that suggests.

B

That we are allowed to do exactly what we were trying to move away from so can.

A

You explain, we have nick comment nick. Would you like to comment yeah? I think I think I'm more.

R

Or less in agreement it I'm not seeing anywhere in the policy where it specifies that it has to.

R

That, like the break of the law or policy, has to occur on or related to school, and it does.

R

Seem to imply that any student who violates any federal state or municipal statute or ordinance.

R

Or reports with school board policy can, on the strength of this, be determined and eligible.

R

From participation, extracurricular activities with no other conditions, that is the condition.

L

So that's so remember: extracurriculars are a privilege, not a right. So our goal is the student.

L

Violates that what the school can do is take away extracurricular participation, we cannot take away.

L

Classroom participation, so the whole point of this policy is about participation in extracurriculars.

L

That's what this policy is doing, who can participate when can they participate, and when can.

L

They not that's, that's what the policy were it's getting convoluted is that we had a policy that.

L

Gave us the right to step in in a very carved out section and we've taken that out, because it was.

L

Confusing- and it was not consistent- does that make sense yeah? I think I misinterpreted the intention.

J

Kerry hope question margot does removal of the like, because we have the eligibility statement.

J

Do you think removal of ineligibility which is where pip was going helps us to address that.

L

um That the change that's reflected in that that's different from the previous policy is that.

L

um If you remember correctly, the previous policy applied for 365 days and we've gone back to it,.

L

Only applying during a season so one of the changes there is it's trying to bring that back.

L

um Could you strike it and and not change the meaning of the policy um foreign.

J

That I think that answers my question and yeah. To summarize, I think I'm in favor of moving this.

J

Forward, I and I appreciate all of the work- that's been done together. No, this is a second no, no.

A

There's no comments on oh yeah, okay, hope.

N

So I my understanding of the policy is that though we can remove, there are other steps.

N

That can be put in place. That's not just the first go-to. Is that correct margo, that's true.

N

Okay and then I also just I guess I would ask, because it has been brought to my attention by.

N

By audiences that do actually watch us that this is the most confusing section and I get policy can.

N

Be confusing, but it just seems that, like, as our chair was just saying, does it need to go back and.

N

I I would like to move forward on it tonight, but I would ask whatever is happening in the.

N

Policy committee, it seems like we're still doing policy committee work. A lot of policy committee.

N

Works sometimes and in our board meeting, and so I don't know if that's because people can't be.

N

There and there's discussions that need to be had or whatever, but I would appreciate that that get.

N

Resolved so that when things get brought forward, there can be minor edits to it and that it's not.

N

So confusing not only to other board members that haven't been part of those discussions.

N

But to our audience- and that's what's been voiced to me by constituents so that it's it's not too.

N

At all, say, I understand the blood, sweat and tears that have gone into this and and the frustration.

N

That can come with the confusion of sitting at the table tonight, but I just want to bring that up.

N

Because it's been brought up to me multiple times by viewers, so lisa pip liz. I have a question about.

O

That same paragraph, because I hear the idea that the second sentence with the intention to only if.

O

We do take action, have it apply to the existing sports season? That's the intent of that second.

O

Sentence the first sentence- maybe we don't need all of that I mean. Maybe we say if a student is.

O

Determined to have violated school board policy, they will and they are removed from participation.

O

It will only apply to the current season and then we don't need the whole thing and I'm not sure if.

O

There's a bigger piece that I'm missing that we're trying to get at with the first sentence. There.

L

I think it's consistency because it mirrors the eligibility language. Okay, if you're going.

L

To define eligibility that they have to be compliant with the law, then, when they're not.

L

Compliant with the law, they're ineligible, it's it's black! If they're black and white.

O

And this is very few students we're waiting until they are actually found guilty right.

O

We are not doing this off of police reports or you know, sro conversations with a precinct. We.

O

Are doing this based on a legal process? That concludes so it's like yeah. We have very rare.

O

There'll be very few okay, I would anticipate that we would have very few situations that.

D

Actually come to fruition on the legal side, while kids still are with us at the high school most of.

D

Those will stretch out beyond and any conclusion that happens in the legal system will happen and.

O

We would have to remove them from participation, while a legal process or investigation was pending.

O

Or in semi-uncluded that's what our due process policy states: okay, pip! We may want to um change.

B

Students who violate to students who are found guilty of violating just to clarify that matter.

B

But I just want to clarify my position and I'm sorry that I've added confusion to this discussion.

B

um I think that, ultimately, the reason that that section has stayed is because.

B

What we've decided is to hand over the uh the responsibility of teaching students.

B

Appropriate behavior around, as as participants in extracurriculars to the people who supervise those.

B

Extracurriculars, so what we've taken out is all of the ways that the school would discipline a child.

B

And instead we're saying we're saying if that, if you are found by your team or I'm sorry, your.

B

Your coach or your the athletic department to have had in inappropriate behavior then.

B

Then that would allow that uh that allowed them to be deemed ineligible to participate.

B

So, okay, I am in favor of keeping it as it is at this point, but I do think we should specify.

B

That they are found guilty of violating. It is not looking for people who are about 14.

O

Students who are found guilty of violating yeah is that what you're saying yes yeah okay, then.

A

Make over the motion agree to that amendment yeah, just a second, yes and proposing itself.

A

I would just ask it's my turn.

K

It's not done. Oh, there was just one other thing that I believe was should have been.

B

Made here where it said um uh it was a may. That should be so. Let's see that they may have.

B

Something uh it's in co-curricular activities where it says, students may uh sorry line 69.

B

um Students may be determined.

B

Sorry sorry line 70. students may not have their grades affected. It.

B

Should have been shall not, I believe, have their grades affected, because yeah that may gives the option of having them affected so.

B

Okay, does the maker of the motion agree to that edit yeah and the second obviously does okay.

A

Hoped, oh, this was next sorry yeah. I guess I just.

K

um Do you guys have a lot of issues with this trying to encompass somebody, that's guilty in.

K

A a juvenile case: um first off there has been and just zack so you're aware there has been concerns.

K

Raised by some attorneys um in our community about the fact that there is this memorandum.

K

Of understanding between the police officers and the high school and sharing juvenile information.

K

Juvenile information is highly confidential, um so unless the school is joined because.

K

The child has an iep or 504 or needs residential placement. um There's not going to be the school.

K

Will likely not be a party to the to the some of the juvenile actions? um And so therefore.

K

Would never um have a right essentially to understand what the finding was on the child.

K

um And so I just that's why I think that this like this is why I've advocated for changing.

K

This policy altogether and I think, to hope's point as far as there being confusion, my understanding.

K

About why we're having these conversations is because we're taking a policy, and not only.

K

Changing a section of it per the motion last time or the time prior here, but we're taking a policy.

K

And really trying to revamp it, and what we heard from the um juvenile police officer was that, when.

K

A child comes into a delinquency, through violation of a municipal or federal or or state statute. The.

K

Diversion is to get them into extracurricular activities, and so I still think that this policy.

K

Is is garbage to be honest with you, because I understand that there's some need to deter.

K

Children from doing wrong, but I think we can do it in other ways in in how we word our other policies.

K

um I just I if, if we're really putting this policy on the police to investigate and having a guilty.

K

Of finding on a child um that they've uh the child is determined delinquent, then I mean we're.

K

Not even using the proper language, so I it's just you're and you might never get that information so.

K

And for the school to continue to try to get that information, I would be concerned about that too.

K

So I think, there's some legalities here that um maybe everybody doesn't fully appreciate and I and.

K

I understand that um you know that this is sort of a historic thing and we're kind of breaking.

K

This historic tie to these kind of disciplinary practices and that's what the hope I thought was.

K

And in doing some of this, um so I'm just a little bit concerned with you know. I don't want to have.

K

A policy just to have a policy that we're not going to use, um and so I would suggest this go.

K

Back to committee, yet again and and continue to have these conversations continue to bring it.

K

Back and you know maybe not at the next meeting, but you know a meeting after we have another.

K

Conversation about it and you know maybe we get more feedback from the community. I don't know.

K

um Okay, thank you be ongoing. Thank you. Okay. I see lisa liz and kerry. I'm sorry, lisa, hope and kerry.

O

Hey I'm trying to take this all in. I think I want to just echo what hope said. um I feel strongly at.

O

This point that we need to have a policy committee with three board members who can attend all of the.

O

Policy committee meetings and who can meet on a regular schedule because I fully understand.

O

That this are tough conversations, but you know it's really hard to process and come to a really.

O

Reasonable and thoughtful conclusion about policy when the committee is not able to meet regularly.

O

And kind of keep us updated, so I don't know if that needs to be a future agenda conversation, but.

O

I just feel like you know, we talked about during our retreat about having committee members present.

O

At committees, as a requirement of being on the committees- and I just feel like that's not what's.

O

Happening- and I don't know why, but well it's because of scheduling, okay hope so.

N

um To liz's point I don't want to have a policy, that's just a policy, but I also don't want to.

N

Have a policy that can't be operationalized by our superintendents assistant, superintendent,.

N

And building heads because it may be confusing to them if they weren't part of the process or.

N

If we're doing this between us so again, I I would love to move forward, but I also don't.

N

Want to move forward if I don't have a solid, confident understanding from our superintendent.

N

And assistant superintendent that they feel yes, I can see how this can be operationalized.

N

Right now between the different buildings, heads and the language is clear, and it will.

N

Be clear so again it's it's no disrespect to. I know the hours and work that's been put in and.

N

To those that have been regularly meeting and putting their time regularly towards this, I just.

N

Want to make sure we have something that is clear in in being executed, because that's where we have.

N

Gotten in the most trouble with our policies in this district is we have policies and then.

N

They're very vague or loose, or uh just not just not implemented well kerry. Thank you hope. Kerry.

J

um Although I appreciate just the practicality that um liz raised and wanting you know this to.

J

Be usable there are legal references like this is part of compliance with rsas and.

J

um I think where I I just recommend that we move to vote on this and um I'm in favor of passing. It.

J

Because I think it does a huge leap towards what we were trying to accomplish, and I think that in.

J

In our prior discussions about disciplinary policy and diversion, and things like that, that is so much.

J

Bigger than this one policy, and should be part of our strategic planning should be part of the.

J

District vision and goals, and things like that- it's not going to be that conversation is not.

J

Going to happen by talking about this policy one more time: okay, okay, I have a comment and then I.

A

Think we'll have a vote. You all know that I'm not in favor of this. I truly believe that the policy.

A

That we've had in place for the past 10 years has worked successfully. I think the proof of.

A

That is that we've we don't have second offenders. Students learn at the first offense that they have.

A

A consequence they abide by the consequence and they don't come back. They learn their lesson. I.

A

Don't think we should change this at all, and I know you all have most of you have very.

A

Strong feelings about this and I I respect that- I absolutely respect that, but I vehemently disagree.

A

That what we've had in place for the past 10 years and the reason why we put it in place 10 years ago.

A

Was because the behavior was out of control or getting out of control, so I will not support.

A

This but again I respectfully you know, respect what you people all have to say about this. So.

A

um uh Yes, margo, I just want to clarify a couple of things. I've been thrown around for starters,.

L

um In terms of this, the original policy we had came out of the life of the athlete which.

L

Is on nhia, which recently they did change to reflect very clearly that they want to emphasize.

L

Restorative practice, and that, like the direction that we've taken, is that it needs to go back to.

L

The athletic department and it's the behavior that is established by the coaches and if you.

L

Read the life of an athlete that is exactly what they're saying is that there needs to be preseason.

L

Meetings there needs to be training for coaches. Youth leadership needs to be trained on what to.

L

Do and encourage healthy and that there needs to be stakeholder unity, which is that signature that.

L

We've required so in the conversation to the other point of. Can it be operationalized? That's exactly.

L

Why steve and cause were at the last meeting, we invited them back and that's what the minutes if.

L

Everybody read the policy minutes, so the minutes clearly say it's. The question we had to them is.

L

Can this be operationalized? Does this work and and steve canosi said yeah the threshold is.

L

We can do what we can do for our students. We can't get into this business of, did they or did they not.

L

Do this, which cause said they want to step out of the police, doesn't step into, but we step into so.

L

It was to actually make things clearer and I would just make sure in that light of restorative. We are.

L

Not taking away practices, so it's not, it is not a disciplinary. I know that was stated earlier. They.

L

They may still practice they lose participation to, depending on the circumstance, in a game right or.

H

Beyonce, I just want to be clear on that, because I think it was said that they that were discouraging.

L

Participation in extracurriculars, even though we know this with science, supports no that's.

L

The life of an athlete supports is to encourage extracurricular and that's what this policy is.

L

um Stating I I don't feel like we need more time. I will say, and I appreciate.

L

The feedback from the public we've gotten the packets out earlier. All the policies are in.

L

There- and I only heard from one board member with comments on the policy you've had the packet for.

L

Five days with the minutes, I I don't want to be having these conversations at the board meeting.

L

That's why the packets are going out early, and I said it last meeting. If you have questions.

L

On the policies, those should happen before the board meeting, so I don't know any other way to.

L

Do it totally open to a new process agree that the policy committee should meet more often, but we are.

L

We're trying our best to get him out early with the minute so that you have the opportunity to.

L

Comment, so we don't have to spend this much time on it. I want to thank margo for her hard work on.

A

This, I know the policy committee is working really hard, but margo's kind of spearheaded.

A

This whole thing, and um I think we need to say thank you to margo. It has been a full group effort.

L

I don't want to take ownership, but I do think we're ready for yeah we're ready for a vote and.

A

We're going to have a roll call vote and with the amendments that we thought yes, yes, the amendments.

A

Have all been approved by the maker promotion? Can you state the amendments? Please? Yes, any reference.

L

The word high school will be removed, so it'll just say: portsmouth students lines, seven starts.

L

At extracurricular, through 11, ending at academics will be removed, line 36 after students who will.

L

Say are found guilty of violating it's adjudicated delinquent for most things, so I don't know the set.

L

Of students say portsmouth adjudicated delinquents, that's what you'd like it to read. Well, it's in.

K

A juvenile case you're, not del you're, not guilty. You would be adjudicated delinquent.

A

um I don't like that word. I want to keep it all students, so there's there's a finding there's a.

K

Delinquency, finding is what it would be. So there's some terminology, so I would just make sure you're.

N

Different, though, wasn't there legal, so if they're, if that legal terminology was needed, wouldn't she.

N

Have added it or changing that here it's not guilty because it's not a criminal. It's not a.

K

Criminal right would it be okay to say, found delinquent or just fine, okay found delinquent.

O

Then it doesn't apply to students, 18. yeah, I guess you could say or guilty. So then we.

R

Leave it at violate, I think we leave it where it stands yeah. I agree with you, keep it where it is.

L

Jordan's to violate, and then then the only other um edit is line 70 instead of may be.

A

Okay, does everybody understand, though? Yes? Okay, let's have the roll call.

A

Please so we did say we did add, found guilty to specifically make it so that it had to be.

R

Like found by a court, whereas violite kind of implies that the school can determine that on its.

R

Own, so should we say like found legally to have violated or in some way that that's a good idea.

R

I think the issue you run into is you're also including portsmouth school policies.

K

So who's going to be the adjudicator of that so you're running into a little bit of a riff there.

O

By state federal municipal official I mean I just feel like it's getting.

O

Overly wordy we're talking about in the context of laws passed by governments.

A

I could say: portsmouth high school students found guilty of violation of federal state and municipal.

A

Statutes originally, what we said is how I think we should keep it do. What do does everyone agree.

K

I would just keep it as is for now take the word. Yeah just leave it at 36.. Okay, we can.

L

Run it back to kathleen to make sure that it wasn't a mess and add it to 2023s with you.

K

What was that, or also just understand like how it ends up applying later on? I guess.

K

We'll deal with it, then okay, so let's have our roll call vote all right, so um so this would be.

D

On the amended um version of the policy, with the amendments of the versions that were just laid out.

D

um Liz barrett yay the clues uh at least rapport yes and walker. No.

D

Margaret peabody, yes, nancy claiberg now, hopefully in epps, yes, brian, french, yes, carrie nolte, yes,.

C

Okay motion passes seven to two okay. The next one is suicide prevention in response.

A

Jldbb, okay, that's coming back for two reasons, so we have to take him as separate pieces so.

L

From a policy perspective um jay, let me find it sorry. I had it in front of me, j l, d, b b.

L

Okay, we there's two reasons: it's coming back, one. There is mention to a plan that we didn't.

L

Previously have so, we now have the plan which, in new business, we need to approve seeing that.

L

There is now a plan and making the edit of the dates, which were meant to be withdrawn from jldbb.

L

um So the only change, as you know, the the reason why this first came before the board was the new.

L

State requirement of putting the suicide hotline on student id cards when that came back to the.

L

Board we identified that we needed plan and um the plan is here tonight. This was originally.

L

A state statute in 2020 covid um blurred that so the correction should stay in line nine. It.

L

Should just start take out no later, it should just start with the superintendent shell in line 16.

L

um Again, you remove on or before may 31st 2020. and then in line 53.

L

Right at the beginning should say, after approval of the plan comma, the superintendent shall assure.

L

That beginning with the 2022-2023 school year, so you're updating the date on the school year. You're.

L

Assuring that the approval has happened before the superintendent can implement the training.

L

So that's the policy piece of it that needs approving the second half.

L

Confusing because the policy refers to a plan, is that later.

L

And new business we need to approve the plan, but there is now a plan. No, we need to approve.

L

You want us to approve this. We need to prove the policy first now that the policy contains a plan.

L

And what we're approving on the policy for second read is the that it has plan yes and that those.

L

Edits I mentioned of the removal of the dates that statute has passed. Well, I'm 53 again what.

H

Should it be line, 53 should read, it should start with after approval of the plan, comma.

L

The superintendent shall assure that, beginning with the 2022-23 school year, so updating the.

L

Year and circling back to the beginning portion of the plan policy, which requires board approval.

L

It's tying those two pieces together which was lacking in the previous version. Okay, do we have.

A

A motion to let's do the motion. First, do we have a motion to approve this uh policy? Hip says yes,.

A

Second, brian: okay go ahead, lisa, quick question, and this is also about the chronology. um The earlier.

O

Draft of the policy made reference to this suicide prevention plan that we'll see later tonight, being.

O

Updated every two years from a specific date, we've removed the date. So I just want to clarify if, for.

O

Example, we approve that plan now, when is the next deadline for the district to revise and resubmit.

O

The plan to the board, because that was in the original policy and we've removed that timing and.

L

That got removed because the status I understand kathleen said 2024. and what I have to understand.

L

Is because 2022 now, what I have to understand is is that by the date of today's meeting.

L

But it is two years it's still two years. It's that part hasn't changed. Would I be able to.

O

Suggest an amendment where we just put october 31st of 22 in there instead of may of 2020. So.

O

Then it would be two years from now or is that not our intention here? All um all I that's a.

L

Fair question kathleen's edit, which didn't come before the board, was to just strike the dates.

L

Yeah, I think it's a great point, but is the statue? I wonder if statute refers to the made the may day.

D

And getting just getting on a may cycle, I'm fine with the may cycle as well. I just like the idea of.

O

There being specificity around when we expect the plan to come back for review. So it's me so maybe.

D

It's may 31st, 2024 would be the next yeah kathleen said, since the plan will be approved in 2022. The.

L

Bi-Annual review need not happen until 2024., so we can just amend unless you use the date that you.

P

Approve the policy as the last updated date and go two years from that, whatever that date should.

P

Be and then you just reference the bottom of the policy, so whether it's october 11th november 17th.

P

May 3rd you just know it's two years from that yep. So could we just say this policy will be updated.

A

Every two years it does say that right so yeah, we have to say any more than that line. 16 reads:.

L

It just I will say this to lisa's question. Thank you for watching sitting here for several years.

O

And we've had a little going on. So one thing that the policy committee is working on with.

L

Kathleen dwyer is that there we, the this district, owns several policies that refer to mandatory.

L

Trainings or certification, and so we are in the process of making a spreadsheet on what those.

L

Are so that we can make sure we are compliant with the policy because we own the policies so.

L

We need to make sure of the trainings that are required in the policies that we're compliant.

L

With when those trainings are happening, um so that is going to happen, that's that's a process.

L

Thing related to a policy, but um so that's all I can say so. If I'm understanding you correctly.

O

You're proposing that we just strike in line nine, the phrase no later than may 31st. 2020 start the.

O

Sentence after that yep and then patty you're saying that from the time stamp of whenever we.

O

Approve it then there's an understanding, yep, that's how we look at our policies currently.

L

By that date on the bottom, so that would be consistent with our normal review. Totally fair.

A

Okay, any other comments. Questions can we vote on this? Yes, can we have a voice vote.

A

I think all those in favor aye any opposed okay motion passes. Okay great now we go to.

A

The consideration and approval of the first reading of policies- and that is the sexual.

A

Harassment policy is first okay, so everybody this is coming before you week. We previously had.

L

um A sexual harassment policy, one that was in our employees, section and one that was in our student.

L

Section which the new hampshire school board association had as well, what they have done is.

L

They have made a much more thorough, in-depth policy with updated language and um updated.

L

Steps for investigating versus disciplining that they are replacing, which will replace our current.

L

Gbab and jbe, so our this acac will replace our current sexuality policies. How is it different.

L

Than our current sexual harassment policy, it has it's more detailed with more modern language.

L

The big biggest difference is what the previous policy didn't state was that the person doing the.

L

Investigation cannot be the person handing out the discipline so the greatest change you're, seeing in.

L

This policy, from what we previously had, was that, furthermore, also states that, when a grievance is.

L

First reported it does not have to be in writing. It's trying to encourage that the report happens.

L

The previous policy was a written report was the first step. Now you can go to an adult verbally and.

L

Set your agreements: there will be a place where in the process it has to be written. So it's just more.

L

Layers to the process to um encourage the right people doing the right reporting it's flushed out.

L

A more detailed investigation and it's updated the language, and so if we pass this tonight, we would.

L

Then remove our gbab, which is our employee, sexual harassment policy and our jbe, which is our student.

L

We are not removing our reporting forms which still sit in our handbooks, because we felt, as.

L

A policy committee we still wanted very open and easy access to the reporting forums for.

L

That but this new policy states that the first report does not have to be written.

A

That's clear enough any questions lisa. We have separate policies that also tie into title ix.

O

um Are those also needing changes to make it possible to report without a written report or is.

O

That separate from this that's a great question, so this change came down from new hampshire. So that's.

L

This is a required change, okay, but but that those policies are on our docket of things that we also.

L

Need to look at okay and I don't to be honest, I don't know what those require right now. Yeah.

A

Any other questions. Okay, did we take a motion to no, we didn't did we do? We have.

A

A motion to approve the sexual harassment and grievance policy, the move and second.

C

All in favor aye, any opposed okay motion passes my go again. Thank you. Thank you. I'm passionate okay.

L

The next one is the consideration and approval of the suicide prevention plan, and we have that.

A

Excellent presentation from our students and patty- I guess we're handing it to you, okay, so this is.

P

The plan that goes to the previously mentioned policy um that we just talked about and what you.

P

Had in your packet, in addition to the plan that was drafted up was the list of the components.

P

That were provided as part of the model policy by the nhsba, and there were a through. I believe, j.

P

Items on there that they basically wanted the plan to include terms or.

P

Reference to or discussion about how those certain components would be included in the plan.

P

The plan that you have in front of you is a pdf of a plan. That's actually going to be a.

P

Google docs, so all the different components are linked and we went through chris burke really.

P

Did a lot of work with this with amy donovan and I helped to wordsmith and clean up some of.

P

This but they went through and they identified each of the a through j sections either in the.

P

Table of contents, which you'll note or in the appendices, are actually in the actual wording.

P

Of the plan- and it includes the components that are required per the new hampshire state school.

P

Board school board association model policy list that was given to you. So hopefully you had a.

P

Chance to review that, obviously today's training went into a lot more depth than this, and this is.

P

A plan that is meant to be a district-wide plan for folks to follow elementary through secondary.

A

Thank you, patty. Do we have any questions kerry, um just a suggestion. um The mental illness is viewed.

J

As a stigmatizing term um and so mental health problems, just because it um distinguishes that.

J

Their problems, it's not a illness, is thought to be defining yep, so just a minor change and then one.

J

Other question and I'm sorry I didn't review this until today- um the um there's a distinction around.

J

um Self-Harm and suicidal ideation, and it there was just- and I know that this.

J

Is coming from a sample policy, but under we don't have a line but under like roles.

J

And responsibilities all school personnel I'm on page- I don't know- is it page six.

P

Eight, six, yes um and then it's a suicidal ideation may include the following and then.

J

There it says, gestures that indicate possibility of self-harm, which I know is concerning on its.

J

Own but isn't necessarily a concern for suicide and then in appendix a it does appropriately.

J

Have self-harm as associated with depression, and not with suicide, which is more typical.

J

Clinically so I mean, I know that we're using a sample policy, I don't want to like nitpick the.

J

Things that was just one inconsistency I noticed and wanted to point out. Okay,.

A

Any other comments, lisa one question just for clarification: the plan details for elementary.

O

And middle school sort of what sort of dosage of education students will receive and then.

O

It's not as clear to me what's going to happen in the high school. Can you just talk me through.

O

What you know right now in terms of like, is it only like some sort of ninth or 10th grade.

O

Health class that they have my kids in nine, so I just don't know how it so currently so the whole.

P

Elementary piece that it's also piggybacked on the sel pilot, that's sort of going on so.

P

We didn't want to get into too much detail there, because we don't have that nailed down just yet.

P

But there's these signs and symptoms of suicide, the sos training that's going on in the high.

P

School you heard from the group this evening and then there's the 10th grade health components in.

P

The curriculum so there's all of that going on at the high school between 10th grade.

O

At the high school, so there's not just a 10th grade thing. There's another thing: that's happening.

O

Education of signs and symptoms of suicide risk is a work in progress. Oh okay! So, right now it's.

P

10Th grade is solid. How that's going to splay out going down to nine and up through 12, and you heard.

P

Them speaking tonight, even about the desire to have something done at freshman orientation and.

P

You don't want it to be a one-off either. So that's still a work in progress. Gotcha, okay,.

A

Any other comments we need to vote on this correct yep. Okay, do we have? Did we get a.

A

First, do we have a motion to approve mago? Second, do we have a second okay pip, all those in favor.

A

Aye any opposed okay motion passes.

L

Thank you and thank you patty for all your hard work on this too. It sounds like you've.

A

Been really involved with it, so thank you. Thank you. Okay. Now we flip the page of our agenda and.

A

Spirit, yes, we did that. Okay, the delegate assembly summary. We want to thank kerry.

A

For attending the forum on october 1st- and we heard from you that it was a a.

A

Good day it was a productive day. I thank you for being able to represent towards.

J

The school board I really enjoyed it, which means I'm a school board geek. Officially, the.

J

um There were, I think it was 161 um possible delegates that could go and there were 49 there.

J

Which, I guess is about status quo about a third of folks, but was very interesting to me that a.

J

Few votes came down to two or three votes, so it was really important. I think that we make.

J

Sure we maintain that um also, interestingly, so I apparently typically that new hampshire, the sba.

J

Recommendations for support not support um if it's, if the that nhsba doesn't support it, it often just.

J

Goes like it's done, it's gone. We don't do anything, so it was unique that um two of them that were not.

J

Recommended to be supported did actually pass by a vote um so, and I found it very interesting.

J

That all of our positions were what the final votes came out to be, so we were eight for eight.

J

um So I did, I did speak about um the no-cost school lunches and and pieces like that when.

J

That was appropriate from our conversation um it I did want to mention um the dues to the.

J

National school board association conversation, because that was a very interesting conversation.

J

um So, as you know, there was sort of the national organization we had been a member of.

J

um Had some what was deemed to be kind of politically charged statements around.

J

Education and then a lot of the school board state school board associations were pulling.

J

Out and going to another organization- or you know doing all different things, and so.

J

um The the emotion that did not pass was that there had to be a majority vote for what nhsba.

J

Joined at this meeting every year in really the conversation from nhsba was that it really.

J

That decision to pull out really split the the membership up. Some people were happy about it.

J

Some people are upset about it, but that it was really important for them to try to align with.

J

um An organization that was going to consider all its members and try not to do things that.

J

Didn't divide its members so anyway, just something that may come up again: um the organ, the national.

J

Organization that nhsba is a part of doesn't have a lot of infrastructure or um or written. This is.

J

What we believe, it's all a work in progress, but they seem to be happy with that membership. um The.

J

Other thing which did go out to, uh I think, all of you if you're on the nhsba and I'm happy to resend.

J

It was a presentation from um monandok school board, which was the school board of the year.

J

um And I found a lot of the things that they did in initiatives that they had um really interesting.

J

And they were also happy to share any of their infrastructure surveys. They've developed all.

J

Sorts of things for kind of board development work. um So if you take a look at that, um we and have.

J

Anything that I'm happy to reach out and connect and get some of those resources. Any questions.

A

Thank you carrie. um Could you send that? I know I got them yeah well, I'll highlight it all of us.

A

And we can look just came out on friday, yeah yeah. It recently came out, yeah, okay, zach, so.

D

So two things one. I think I already know the answer too. So you feel like it was.

D

What we took in terms of this first step was value in terms of our contribution to.

D

That, yes, conversation, what's the? What was your walk away on if we were going to take.

D

um Take that to the next step for us, um what would that next step? Be I'm glad you asked that question.

J

Because I completely forgot something important um so one thing that I learned so we um we voted.

J

On new resolutions in our um in in our meeting those eight ones, we were provided the continuing.

J

Resolutions, but in order for resolutions to make it into these are the things nhsba advocates for.

J

um Continuing resolutions have to be passed three times so that list of resolutions we should have.

J

At least discussed and made sure we were in support of all of those, it ended up passing.

J

um And I just abstained. um I think that I I think it was, I think, there's a lot of support in the.

J

Room around the school lunches and the so I I hope that that was. I think that was heard.

J

um And is something that maybe we could provide some advocacy around.

J

um Or things like that, but I do think that it was very. I think that when we look legislatively.

J

Our first priority needs to be nhsba because they have the lobbyists on the ground and they.

J

Are doing the work, and so I think that we can think we can think about resolutions I'll try.

J

To remind you of this conversation when that time comes in like april may, um and so um I think that.

J

Should probably be the main focus, um because the it's very strategic, their advocacy for.

J

The things they get involved with and how you determine that is through resolutions.

J

No totally- and I think that's I think it's a smart, it is you're right. I mean we're you're.

D

You have the ability to to as a board here to influence. You know lobbyists on the ground on.

D

Behalf of new hampshire education, in a way that we as a board individually, cannot do so.

D

um So I think that's a good, it's a good, it's good insight, and it's also, I think we it's hopefully.

D

We're not going to lose sight of when that cycle is coming back up again, not just like. What's the.

D

Date but like yeah, what's our kind of trajectory in terms of trying to think about resolutions, we.

D

Might want to propose, it was discussed that there, um the call usually goes out in june or.

J

July and so that's when people are out of pause so boards that have done, resolutions often have it as.

J

A standing agenda in april to start a discussion made to sort of finish it up, so we should probably.

J

Add that to kind of our standard agenda um and yeah, I think the they talked about sort.

J

Of changing the cycle a little bit, but I think it's probably going to be date. Changes not yep.

A

Kerry, I know they're always looking for board members on them. They already asked me.

J

I'm practicing saying no, I said no so keep that in mind board members. If anybody wants to become a.

A

Board, maybe you have to go to concord, I believe for the meetings. Well, maybe they.

A

Do it on zoom? Now too, I don't know in person for the full board and remote for the remote for the.

J

Subcommittees because we passed a resolution about it is the only reason I know that is.

A

Okay, well, thank you kerry. We really appreciate you representing us and it sounds like it was.

A

A good day, okay, do we have any other committee updates? Yes ian, uh I'm your representative on the.

H

Library board of trustees and a number of people have asked about- uh does our portsmouth public.

H

Library banned books and the answer is they do not ban books, but if people want to be in a book they.

H

Don't ban it, they challenge it and in order to challenge it, they have to fill out a report and, as.

H

A result of that they don't they don't challenge and they don't have any challenges yet anyway,.

A

Brian uh yeah on the rec board, um there's a couple of things that are going on there.

C

One of the uh one of the big things that they're looking for community participation in is they're.

C

They're been conducting a rex, need study, so sort of they've been looking at it from the ground up.

C

And comparing us to other cities and like how many parks you have how accessible are they to.

C

People- and you know how many arenas do you have? Do you have an ice rink all those kinds of things.

C

um So there's been a couple surveys that have gone out.

C

um Over the last few months, but they are looking to get schedule a workshop. That has been a time to.

C

Be determined, but the idea is to talk about a few of these things like ice rink in portsmouth and.

C

Additional fields and stuff like that, so I think you know I think todd is going to.

C

Continue to reach out to paulette to make sure that that stuff gets channeled into. Hopefully,.

C

Parent square, so we can get it out a little bit because I think it really does need some public.

C

Participation in those workshops to make sure we just don't get you know whatever it is the.

C

Pickleball, you know craze, that's going on, that's it, which we are supporting quite a bit by the way.

C

um The other actually really cool thing is uh the assistant. I believe it's assistant, mayor.

C

uh Put out a request for disc golf and they were.

C

Going to the city's gonna pay for it, and we, you know supported that move.

C

So it's to be determined where it's actually going to be built, but there's a couple of ideas but yeah.

C

um Disc golf I haven't played it, but it it sounds interesting. It sounds low impact.

C

And uh last thing I just wanted to promote, is you know the rec center is doing a big halloween.

C

Weak thing, and you should definitely look on the um you know if you're curious, look on the.

C

Rec recreation department and anything that we can put out on parents square be helpful, but they have.

C

um Everything from pumpkin decorating the spooky story, walk and community campus halloween craft.

C

Night and then they have uh culminating a family fun fest that they have where it's a.

C

Touch of traffic and games and and all that kind of stuff, and that's on that's the 29th.

C

So again, look at the website all that stuff's on there.

A

And, of course, the halloween parade is always on halloween parade and halloween itself.

C

Yeah, the halloween parade is the 31st and which is the day after.

C

Day after we're trick-or-treating, I don't know.

A

um Yes, um well, I guess I just um I can talk further, obviously, um but I know that they're.

K

We obviously have the new community campus fields, they're going to be incorporating.

K

Those into lister, I know that they just switched the lights on. I had a big thing with the football.

K

My son was there for that, um and so that's great. I think that there is some parking needs in that.

K

Area, it gets a little dicey, with kids coming and going right in front of the storage unit.

K

There, so I don't know if you guys can address that within your meeting as far as sharing that.

K

Information- I also guess I was wondering, um as you know, when I was younger a lot of the rec programs.

K

um uh Taught kids sports, but now it's more privatized or ever not so much private, but.

K

um I'm sorry club, yeah club sort of and so they're using our like they're using the school fields as.

K

Well, as the rec fields- and I guess I was concerned because sometimes like first like certain sports.

K

Like football, you have to have a medic there to run the game per. You know, whoever's running you.

K

Know the nhia or what or whatever is coming down from, but I guess I was curious like sometimes I.

K

Just wonder if there should be like if there is training like if people are using our fields, that.

K

There has to be some sort of training across the board because I'm a little bit concerned.

K

With that, our club teams how effective they are at conveying to all the coaches or conveying to.

K

Everybody, you know certain safety standards or whatnot um when kid gets hurt or something's.

K

Happening, I don't know I just it's the mom and me the child protected person and me um sort of sees.

K

That- and I think maybe is a place for improvement at some point, um so I would say that rec needs.

C

Study is a lot bigger than I sort of alluded to it's sort of like their strategic plan and.

C

That's one of the things they're talking about is the policies and how to communication and all the.

C

Other things that go along with making sure that you know fields get you know not overused and and.

C

um How? Even when rain, delays or rain events, how the communication would roll out and how.

C

Do people know what the rules are so yeah? That's it's part of a bigger discussion. Is there a way.

K

That we could help disseminate that more like that. Could we like include that, in one of our letters.

K

um And maybe one of your announcements to also encourage our community further to? Because I.

K

Feel, like a lot of our students, are playing sports or club teams or whatnot, and I think they're you.

K

Know, there's a lot to be said there so I'll just say as people are we have, um and this has been.

D

Conversation with people about communication- and I think it um we talked about this a little bit.

D

Even at the board retreat level about the the number of flyer requests we get is is huge and.

D

Right now we're going through the process based on board feedback of scaling, like I don't attach.

D

Any flyers to my stuff, uh and that was based on board feedback we have um based on you, know what.

D

People would like us to do. We we could put out 10 flyers a day from the school department. That's not.

D

The school department, uh so we're still sorting through that a little bit, um but I just want to.

D

Make sure that you're aware there's a there's a there's, a choice right now in terms of how we're.

D

Doing it, which is trying to respond to feedback we received from the board, as we were coming in.

D

And um so and that's and that's you know, that's some of those are with queer partners, so we could.

D

Do stuff from the wreck on an every other day basis, the stuff we could do from peak on every.

D

Other day basis, um and then you start to expand out beyond to anybody who would like to have us.

D

As a distribution channel um for communication, so we're still working through kind of how to.

D

Yeah how to do that in a way where it's not the feedback that you receive, that you related to.

D

Us that we've heard as well, which is like if, if you're sending me 15 flyers, I'm not I'm no longer.

D

Looking at that stuff, um and uh so um so anyway, so so we'll uh continue to try to be good good.

D

Partners with the wreck and try to sort through that communications issue as we go. Okay, thank you.

A

Okay, anything else, any other committee reports kerry may just follow up and.

J

Just say I really appreciate the communication with the video with the.

J

um The links and usually like one clear, ask or one clear resource. I think that is.

J

Like I engage with them every time personally and I didn't prior with all of the things so.

J

I completely hear what you're saying thank you nick um student council's gotten up and started.

R

We finally managed to get all the advisors and everyone in line so we're doing senate.

R

Meetings now I have officially been re-elected or the school board representative, not member.

R

um And uh yeah we're basically ready to go into spirit week now as well. We've voted on.

R

All the days we've got, preparations in place, the committee's been doing a great job so great it.

R

Seems like things are going pretty well, is that next week nick, I believe so. Yes, okay, it is yeah.

K

Policy committee.

D

I'm not in a position to give you a date right now. I canceled it and then hasn't offered a new date.

K

Okay, I guess in the email I had mentioned, that she was going to speak with you and another.

D

Right now, but it hasn't been a hasn't, been a new right. It hasn't been a new date set, but.

D

I can work on getting a new date set: okay, okay. um I just want to thank the subcommittees that.

A

We have going now, we have legislative subcommittee, we have the redistricting.

A

Subcommittee and we have the rfp subcommittee, so thank you board members for working.

A

um In addition to what we do regularly on our board, um so thank you for the time and effort that.

A

You're all putting into making those committees work and making us a more effective board. So.

A

Thank you and we'll. We look forward to reports from all of you it when you're ready. Let us know.

A

um So I think we're all set. Do we have anything else that anybody.

A

Would like to say, do we have a motion to adjourn.

A

So moved second, okay, everybody. Thank you very much. Everybody vote for that. Yeah, okay,.