City of Portsmouth, New Hampshire School Board, 10 May 2022

Previous Meeting Next Meeting

⏯

youtube image

►

From YouTube: 5.10.2022 School Board

Description

5.10.2022 School Board

A

The superintendent to take the world call please uh sure our sau 50 rep maria emery, hello,.

B

Oh hi liz barrett here pip clues here, lisa rappaport, here, ann walker here margot peabody, here.

C

Here brian french carrie nolte, here kimberly malinchi here nick dowling here.

A

Okay, can we all stand and do the pledge of allegiance? I pledge allegiance to the.

D

Blind of the united states of america and to the republic for which it stands, one nation, under god.

A

Indivisible with liberty and justice for all, we have the acceptance of the april two. I guess we.

A

Can do them both at the same time move to approve the april 12th regular? Okay, if I can, I think I was.

E

Put in, for, I believe, is the alcohol uh minutes. I mean it's the teacher representative good job. Oh.

E

Okay, that was a big promotion, I'm honored, okay, we will change that to student representative.

A

See what a good job we do at portsmouth, high school.

A

um Okay, thank you nick any other comments about the minutes. All in favor, aye aye any opposed. Okay,.

A

One obsession: oh oh, okay, thank you um steve. Can you take us into special presentations.

C

Oh, I'm sorry public comment. I believe we have one public comment. Can you give us your name.

A

And address please, and you have three minutes. Thank you. Okay. um Can I just get on my phone.

F

Because I gotta have my own timer here would be great. My name is joe kraus and I live at 56.

F

Ruby road in portsmouth stop. Okay, um thank you for having me obviously was here last week.

F

And thinking about the policy quite a bit since then, and one of the one of the things that we.

F

Really thought about was the terminology and the presence of, and it seemed like the.

F

The board was swaying toward getting rid of it, and I think that was.

F

A big mistake, so you had said that it wasn't a deterrent that there was no proof of it.

F

Being a deterrent- and I looked up- and I didn't find anything that said it was a deterrent but.

F

If we think about the basic truths, I think about drinking and kids, I think that we can.

F

Come to the conclusion that it's a deterrent for a couple of reasons, one is that if a kid is in.

F

The vicinity of alcohol they're at a much greater chance of drinking you know if a kid is going to.

F

Drink if they're sitting with their kid with friends, watching a movie they're much less.

F

Likely to drink than, if they're in a house full of alcohol, um so the other truth is that.

F

A lot of kids or probably most kids, who start drinking, don't want to um they're resistant to.

F

It they do it for because they're pressured and um when they're pressured they're. Invariably, if they.

F

Do manage to have the wherewithal to say why or to say no, then they're asked why.

F

Okay- and they might have a variety of reasons that they learn in health class or my parents.

F

Or the um I don't want to get in trouble with school or the police right, but none of us.

F

Really hold up in this: they they don't sound good in a pressure situation, but this policy.

F

Gives them a why in this situation, why don't I want to drink or go to this party.

F

Is because I want it's important to be on the soccer team, it's important to be on nhs.

F

I don't want to risk my scholarship. This is a valid reason to give to people, and so this.

F

Policy, I think, is very important because it not only keeps kids from drinking but keeps.

F

Them away from this dangerous situation that puts in a much greater risk of doing this. I think that.

F

We, the school, needs to be united with the police and with the community to really say.

F

We don't want we're going to try to help you not drink. We're going to put this in place.

F

So you can have this ammunition to say I you know I'm not going to I. I can guarantee that.

F

If there was a party this weekend that some kids would be saying, you know I'm not going.

F

To go after what happened to these kids, I'm not going to put myself at risk. I've got a lot to risk.

F

I think there are maybe some problems with the policy as far as not making it educated enough.

F

In the beginning, so it's right on the forefront, but I think the policy itself is solid and I.

F

Think it's a valuable asset to our school to be involved, and I think if we take it away.

F

It will tie the hands of the administration to say we want to hold these kids accountable and we.

F

Don't want them to drink, so, okay and um one last thing we're coming out tonight yeah. I appreciate.

F

It I appreciate you taking the time and while I say I'd be happy to come back, um you know I can't.

F

Get enough of these meetings and uh you know if anyone wants to email me and talk or whatever I'd.

F

Be happy to do I I I enjoyed the discussion. Okay, I probably won't. Thank you. Thank everyone. Thank.

F

You so much have a good night. Do we have anyone else for public comment? I don't know. Let's see.

E

One second: please uh do we have anyone in our virtual audience that would like.

E

To raise a hand and participate in public comment.

E

We have three people, so, okay,.

E

Seeing none, I think we can collect it. Okay, we will close the public comment session.

A

And now we will go to a special presentation and steve with our middle school people yeah. So I'm.

C

Coming, I will turn it over, as you had requested a presentation for each level around general.

C

Disciplinary practices, philosophy around discipline procedure, etc. I've invited phil.

C

Davis, who is here with rob munson and tim hodgson to present to you a little bit about the middle.

C

Disciplinary practices, so I'm going to turn it over to phil davis. Thank you.

A

Thank you phil for coming. Thank you for having me and I will I will share this presentation.

G

With myself assistant, principal tim, hodgson and school resource officer, excuse me detective munson.

G

And so I I want to just kind of start by you know acknowledging the fact.

G

That we do have obviously three different levels intentionally of.

G

Schools right so we have the elementary schools, we have middle schools, we have high schools.

G

And I think it's important in this discussion when you're thinking about behavior and discipline.

G

To also think about well, there are appropriately three different levels of disciplinary procedures.

G

And behavioral expectations, and as I for any folks that have been parents in the school.

G

Or if you've ever been to a presentation, I talk to parents or staff and sometimes even students.

G

We talk about brain development um and- and I think middle school is a good.

G

A good time to remind folks just of a couple things and I'm not going to go on a long spiel.

G

About brain development, that's not why we're here and I'm no neurologist, but there are really two.

G

Key areas of the brain, I think that are important to think about in this discussion.

G

And one being the prefrontal cortex, which is the front of the brain and look at my notes here. It.

G

Talks about planning, complex cognitive, cognitive, behavior, personality expression, decision making.

G

And controlling social behavior that part of the brain, a lot of studies show during middle.

G

School ages is shrinking, it's just really, maybe not a surprise and and in its absence.

G

uh An adolescent brain reverts to uh the amygdala, which is what we think of as the flight or.

G

The fight or flight response, um so that's the part of your brain that stresses senses danger it.

G

Signals your brain to pump stress hormones, prepare your body to uh enter either a fight for survival.

G

Or flee to safety, so I think when you, when you think about middle schoolers, when you think about.

G

Behavior, when you think about discipline, you have to think about. What's going on inside the brain.

G

I think, as many of you know and.

G

Certainly the folks at the middle school know we focus a lot on relationships.

G

Students to students relationships are key, they're huge. They are the the biggest and most important.

G

Thing and not relationships necessarily with teachers but or with their parents, but.

G

Relationships with their peers, but we have changed things and stressed over the last many years.

G

Ensuring that all students have at least one adult and hopefully more than one adult.

G

That they have a relationship with they have a go-to person. They have someone that they can.

G

Can get them out of a pinch when they are going to that fight-or-flight brain.

G

We've also done a lot of work over the last couple years on trauma-informed kind of schools.

G

Trauma-Informed instruction and ways that we can approach things a little bit differently when.

G

When a student or any student is um having a difficult time, uh we've done a lot of.

G

Education, and, and as we are in this point in time, where we're hiring different folks to.

G

uh You know work in different positions and we we've asked different teachers about you know.

G

What do they know about ace, scores and trauma? Informed destruction, we're a little surprised.

G

That a lot of people just it's new to them. They don't really know a whole lot of it, and so I think.

G

We feel like we're doing if that is the right direction, and I feel that it is we're doing.

G

A good job of of really thinking about brain development, about past experiences.

G

And treating every student as an individual, so I think it is important again just to remember that.

G

Elementary middle high school should likely have different approaches.

G

To discipline to meet the brain, development and and cognitive needs of that.

G

So I'm going to hand it off to tim hodgson for a minute and he's going to kind of walk.

G

Through some data, some things that we are seeing at the middle school, what some of our most common.

G

Disciplinary infractions are and break that apart and then I'll be back in a moment's time.

H

So this is my 11th year running operations in a school, and I will say that ports, middle school.

H

Is probably one of uh this year has been probably my most successful year uh in terms of data for.

H

uh For discipline and really the basis of that is our teachers, our our teachers, really choose.

H

To do a tremendous job, developing relationships with kids, uh communicating with parents setting.

H

Behavioral expectations with kids, the kind of one of the tenets of that is and phil hit on.

H

It right there is, we always ask our kids before you make a bad choice, find a trusted adult and.

H

You see examples of that all throughout our day, you you, when you walk around the hallways.

H

You'll see teachers pulling kids out, you go down to our lunchroom and you have teachers on their.

H

Lunch breaks going down and meeting with kids and all that work really helps us out because.

H

It really keeps a number of office referrals down which only allows us.

H

Allows us to kind of not be so handcuffed to the office. We can walk around the hallways patrol the.

H

Bathrooms be out there and be very visible, which again helps with our discipline numbers. So looking.

H

At this year, uh traditionally, the past four or five years, we've averaged anywhere between 110.

H

And 130ish office referrals a year currently right now we're about 67, so I'm projecting us to be sub.

H

100, unless the end of the year, it takes a really bad turn. If you look at our most common ones, that.

H

We we deal with we deal with class disruption, inappropriate behavior cell phone use is, is.

H

One that we deal with a lot because we're one of the schools. We don't allow our kids to have open.

H

Use of their cell phones, so kids on occasion will take out their cell phones when they're.

H

Not allowed to it's kind of a middle school thing and attendance concerns. Those are the ones that we.

H

Are kind of constantly working with and and those numbers tend to be, what the bulk of office.

H

Referrals are about sorry, so that was. uh Can you be class district numbers? Yes, inappropriate.

H

Behavior cell phone use and attendance concerns are kind of the top four feeling just repeating.

I

The numbers, because I couldn't get them in my head fast enough. So if you look at the average.

H

Number of office referrals per year, we're probably about 110 to 130 and this year we're at 67 as of.

H

Yesterday, when I pulled these data, thank you for being yeah, so uh trends. We don't have any major.

H

Trends, I think the the biggest thing uh every grade level uh has uh somewhat equal uh number of.

H

Office referrals sixth grade tends to be a little lower. Those kids kind of come in. I call it the.

H

Sixth grade honeymoon, they usually don't really start popping for us until columbus day weekend.

H

So we have that going for us. We have about a six-week break so that kind of skews their numbers.

H

But it's usually pretty pretty even across the board. If you look at existing discipline levels.

H

And responses we have a variety of ones that we use at pms are in the keto models. Communication.

H

Our teachers are always communicating with home with emails phone calls messages. You know, even if.

H

It's something that doesn't require discipline which again really helps out with that uh with.

H

Our numbers, but we use everything from teacher lunch detentions, teacher op, teacher after school.

H

Detentions office, lunch attentions office, regular detentions in school, suspensions, suspensions.

H

Those kind of measures are kind of the standard package that we we kind of build around.

H

If you look at what happens when a kid is sent to the office, typically, what happens? Is uh you.

H

Know we'll get a kid that shows up. They sit outside a nice little bench outside of my.

H

My office and usually what uh we ask as a teacher communicates. You know why they're there.

H

On occasion, the middle schoolers that we deal with have a different viewpoint of why they're there.

H

And they'll say: oh, I was just doing my work and they forget about exactly what the behavior was.

H

So we ask our teachers to communicate with us. We prefer them to put in writing because.

H

Sometimes we're moving around oftentimes I'll catch wind of something just because.

H

You know I'm moving around, so I already have the information when I get down there because.

H

I like knowing the answers to the questions before I ask the children. That's one of the.

H

Things that I like so once we have a conversation with a kid and kind of uh establish. You know what.

H

uh The offense was, uh then it's a you know in a conversation, sometimes phil and I will bind some.

H

Things off each other uh and kind of look at past president look at where the kids at and then we'll.

H

Assign a consequence, we are we, we do a lot of individualized consequences because again our goal.

H

Ultimately, and the goal of ultimate any behavioral system is, is to not have a repeated behavior.

H

So that's a lot of conversations. You know we try to bring the families in as quickly as possible.

H

We prefer, I know, phil and I both prefer phone calls to families rather than emails. I know.

H

That's not we're not always able to do that, just because our days do tend to get a little bit.

H

Out of control, but uh you know we do prefer to pick up the phone and have a conversation.

H

With the parent uh and ask them for explain the situation and ask them for some support in.

H

Backing us up I'll tag uh phil in now for a little bit, I'm just gonna sit next to you, sorry, okay! So.

H

We're not back and forth back and forth. You guys might want to just move the mic. A little closer.

G

Does that work maybe a little bit but yeah here you can each have one of these more for people.

J

Listening all right there, you go the four people in six months, we're on tv too. That's three.

H

It's gonna be a lot of heads right through the roof through the roof.

G

um Going viral there are six phil just so you know you can see it.

G

um So one of the questions so uh that margot had sent to us was uh she kind of said it's just some.

G

Areas you may want to hit on, but was you know what is the process for a student or a parent to appeal.

G

Any any discipline, scenarios and tim- and I were talking about- have have we had that happen and.

G

I I don't know that we have. We've had certainly had discussions with parents, and- and things are.

G

An open discussion, you know it's um again: we try to establish the relationship that we're.

G

Looking out in the best interest of your child- and this is what we're seeing, I don't think maybe but.

G

Once have, I ever had a really confrontational conversation with a parent. It has happened once.

G

But it's usually in agreement of what's in the best interest for your child and.

G

You know as long as we're all on that same page, I I think we're going to be doing all right.

G

So I don't know that we've had the situation that we've actually said. Oh no you're right. We do try.

G

To investigate pretty thoroughly so before we just you know, there's the teacher's perspective.

G

Or the adult's perspective, there's a student's perspective, but there's also about you know: 100.

G

Other eyes that probably saw this one thing and so we'll try to be pretty thorough and in making.

G

Sure we really pin down exactly what it is so so that we know and then and do it uh a fair job.

G

Of communicating that to the parents um before we really talk about what you know kind of discipline.

G

Situations there are, but we we don't have a set appeal process at the middle school. Currently.

G

We're getting crowded over here, but the next question we were really talking about was.

G

What is the school resource officer's role in discipline at fort smith, middle school and.

K

So, for the most part, um these guys handle pretty much everything. I have had two.

K

Incidents and both of them were actually outside of the school that I've done. Diversions for this.

K

Year, other than that I haven't brought anything to court whatsoever this year. Nothing has raised.

K

To the level where I would step in and again the two incidents that I had diversions with.

K

Which is what we normally go to. First is a type of diversion thing to divert things from having.

K

To go to court, those both of those incidents were things that happened outside of the school day.

K

So, for the most part, my job there is just to support these guys and provide security as well as.

K

Make relationships with the kids and provide also like phil, was talking about.

K

Somebody in the building that they can feel comfortable with coming down and and just today.

K

I had a couple hanging out in the office that were really struggling today, so they that was.

K

What I provide, I kind of provide a support role to these guys and I think that's the important thing.

G

I I have students almost on a daily basis, get mad at me. If I'm not in my office when they need to.

G

Find me, um mr hodgson has even more that are see and he's harder to find than I am because he's.

G

More often, all out and around that are looking for him to to find him. They're he's the go-to person.

G

For those people, uh detective munson has students that are seeking him out and it's it's not.

G

In an avoidance way- and I should say, our school counselors equally have students that are seeking.

G

Them out, it's kind of what we've coached them to do and say: hey, it's all right, you're having a bad.

G

Day I get it, let's not mouth off or do this or that, if you need to talk, come find me we'll talk.

G

It out- and I know it happened to me twice today- I I'm sure I know what happened to you today.

G

It has tim constantly. Excuse me every day, so again it's the relationships and building.

G

That place, it's not, you know having been once in the classroom as a teacher, it's great to.

G

Have those relationships, but you know when I was teaching social studies, I couldn't have a student.

G

Come and just and talk to me in the middle of class, there aren't as many opportunities.

G

So you get to have those the school counselors. uh We now have a social worker who's working.

G

uh Wonderfully in the system and with a lot of different families, the school resource officer.

G

You know it's not that he's there for discipline, he's there for relationships and every weekend on.

G

Monday, we check in just to say: hey anything happen in the community that we need to know about, and.

G

In about half the weekends, there is something that affected a family in the community that.

G

We didn't need to know about um so again that that communication and and working.

G

I don't know as a team, not every student surprised wants to talk to me. A lot of them are really.

G

Nervous to talk to me, but those ones that I made in connection with, do and and same with these guys.

G

We'd, rather have them uh we'd, rather catch students that way.

G

You know and I'll say the the students that I'm the go-to person for they have been in trouble.

G

Before you know, but this is their way out that they can come and find that uh ahead of time.

G

So another one of the questions is um you know what what isn't working well and why um and I.

G

Think it's it's sometimes that very same thing that doesn't seem to be working very well um for.

G

A teacher who's frustrated that a student didn't show up to class and to find out that oh they've.

G

Been hanging out with, with this guy or this guy or this guy or a guidance counselor, that's.

G

Really frustrating because, of course, my math class is the most important thing at this time.

G

And if I could lift the veil to the teachers of what we were talking about and the in the.

G

Depths of the situation they're in then they too would know, but but that's some confidential.

G

Discussion sometimes- and so we don't go into that, we say: look they needed to be out of class.

G

And for the most part, we have a trust in that that the teachers are like. Okay,.

G

You're saying it's legit, it's legit and then we start thinking about. Okay. When is the student.

G

Going to make up their work, how are they going to keep on track academically and stuff, but I.

G

Like to use the phrase- and it's not my own, but the student can't learn when the hair.

G

Is on fire right when their world has blown up, they could sit there in class, but they're doing.

G

Everything at that moment, except for learning, math or science or social studies, they've got.

G

A lot of other things going on and they're going to pop if they don't get out and talk to somebody.

G

So that that's actually one of the the issues that we have is, is that maybe we.

G

And I know the high school sees this and- and I don't want to say, complains about it.

G

But it's a struggle to transition students from I'll say our coddling. If you will to.

G

The realities of the high school- and so that's that's something that we could do better is.

G

uh Bridging that gap and getting students ready for that uh for that you know different.

G

Environment and then- and I don't say that as a slam of the high school, I say that it's a a.

G

Unique thing that perhaps we're doing and maybe embracing kids a little too much, sometimes.

G

Yeah, I'm not sure tim if you had something else to throw in at that point, yeah I'll, throw in.

H

So one of the other questions was uh you know: what do we do with uh grandkids from.

H

Who are repeat offenders and uh those are the ones that I enjoy the most, because those are.

H

Because you get a real opportunity to kind of bring everybody in you get to bring the parents in.

H

You bring in the paris the teachers and you get to kind of build a plan.

H

Around these kids to allow them to access their education, one of our big beliefs over at pms is.

H

Not every single kid fits in the same box and it's our job as educators in the community to.

H

Design a new box, so we have a variety of different kits who have a bunch of different plans.

H

And you know what it can be, something as simple uh from an attendance-based one. If you, uh I can tell.

H

You uh that uh how much a uh a grande uh caramel, coffee at starbucks and a cake pop is it's 9 44.

H

Because a kid can give if they go five days, they get one of those.

H

Phil's got deals for kids, who don't like to uh ride the bus home if they make it to all their.

H

Classes and execute their throughout their day, he'll shoot them home. You know we have a lot.

H

Of our staff that do a lot of things, um kind of incentivizing kids to to make it through their day.

H

um At the same time, we do a lot of you know: movement breaks uh if, uh if kids need it and.

H

uh Those are really kind of invaluable for uh for some of our kids, who are struggling to maintain in.

H

The uh the classroom setting uh one of the cool things now is. We now have a little workout area.

H

So you know bringing a kid down there and having them do. A challenge me to a set of pull-ups is a.

H

Good way to kind of break up the uh breakup today, um you know uh you know months and I'll bring them.

H

Down yeah, like throw on the gloves, I have some boxing gloves too that occasion the kids like to.

H

Box around, but those are all things that you know. Those repeat offenders is uh is really where we.

H

Shine the most and it's putting together those plans and and meeting those kids uh kind of where.

H

They're at and you know, and as you go through our data when you look at the number of people that.

H

We have suspended this year uh of our number of kids that we've suspended. We've only suspended two.

H

Two different kids multiple times and I think that's a testament that that process really.

H

Works and that putting that that box and redesign that box is a real strength of our of our building.

G

But I think it's the understanding that everyone's going to mess up, I mean you think about your own.

G

Middle school years, I know my middle school years. I've made plenty of plenty of mistakes, and so.

G

And also framing that for parents that is going to happen and that's okay, that's normal! That's.

G

Regular, that's human development, um but how do we react when that happens and how.

G

Do we re-educate, so you only have two repeat offenders. You only have two students who have.

G

Been suspended more than once this year, that's pretty incredible and I was an angel in middle.

H

School, so I don't know what he was talking about. The thing I had was really bad hair, so.

A

All right shall we open it up to questions and comments by board members? Does anybody have a.

A

Question or a comment who wants to start? Oh carrie, I have a lot of questions and comments, but I'm.

I

Going to stick to one for now, um so um I just I really appreciate the approach um I'm uh I joined.

I

The school board saying I had no no issues, I had no platform, but this having come up is like really.

I

Near and dear to me, um so I'm a college professor, I'm a nurse. My research is on needle exchange harm.

I

Reduction people who use drugs, and so I want students to have all those skills um I find it.

I

In in so part of in the realm that I'm in and my work with clients and things like that,.

I

Is this feeling that well one from a college, professor level, this piece of like coddled.

I

In middle school, strict, strict in high school and I'm a coddler like most of the faculty, I work with.

I

It's like it's, like things, have changed in the overall educational world like I want first-gen.

I

College students to graduate with honors I want you know what I mean like. I think it's just.

I

Changed right, so I'm a little leery about that cop, like we don't coddle people, because I think those.

I

Skills reaching out to people is really important and then on, like a clinical level and working with.

I

Drug diversion programs and police and things like that- I almost feel like those have progressed so.

I

Much over the last 10 years, like you, talk about the incidents that go to diversion.

I

But like our school policies have like stayed stagnant and I'm just curious like.

I

Detective munson, or any of you like, if there's lessons learned in that process,.

I

Where we've realized just arresting everyone, you know punished punished punish is not the approach.

I

How we extend that into kind of our overall school system? Because we have to have an.

I

Approach and a policy for all levels, even though it's going to be a little nuanced.

G

Yeah, so I will say the one cut you off. She did ask you, but I'll kind of one thing that.

G

I that I've struggled with as I was assistant, principal and and now as principal, is the.

G

Sometimes public display of what happened right. So a student did something in a very large public way.

G

And for them just to come down to the office, have a chat put them back together and say it's okay.

G

Well, it's not really! Okay, because there was that public display piece of it right. There was that.

G

That disruption of learning for the other 22 students in that class for the teacher.

G

For you, whatever the situation was, and so there does need to be an understanding and.

G

We never come out and broadcast and say: timmy was suspended for three days for that action. You know.

G

Sorry, no offense, uh we we don't ever announce, you know what it was, but at the same time, students.

G

Obviously are very aware and they believe it or not: rumor mills start, and so there is the kind.

G

Of awareness, so there there do need to be real consequences um to discourage future behaviors. You.

G

Know so, if oh gosh, if this student got away with it, well then maybe that's not a bad idea. Maybe.

G

I ought to try that too. um It's not. It doesn't speak exactly what you're talking about, but um you.

G

Know dudes, so I mean my experience before ports middle school. I worked in a couple districts that.

H

Behaviorally were a lot more challenging. This is in the heart of the opioid crisis and.

H

Dealt with uh schools that had a significant amount of physical uh violence, a significant.

H

Amount of drug use- and I will have a number of people going through the juvenile justice system.

H

As probably one of the you know, phil has been doing it and rob's doing a long time. I hear you.

H

When you say that you know, because a lot of the kids that we put through, that juvenile justice.

H

Program and in some old schools you know we would even go as far as charging kids for fights inside.

H

The schools, um you know the success rate of those were, you know when you look at repeat.

H

Offenders that was pretty common, um and you know it's been really great. Working with.

H

With rob, uh because you know he gets that and and does a really nice job, even if he hears like.

H

A rumor of something he's really good about pulling a kid down and just saying, like hey.

H

Before you get into a fight outside of school and here's, what could happen? Let's, let's talk.

H

This thing through and you know it's oftentimes he's grabbing one kid and I'm hearing the rumor.

H

About the other kid- and you know we're meeting in the hallway going like hey, did you hear this.

H

uh And I just talked to the kids, so you know what the the juvenile justice system that we're in and.

H

I'm the court liaison for the uh the school. You know it's got its plus and minuses and from the.

K

Court's perspective, they want to encourage the school to have first crack at things so.

K

I'm in the loop with what's going on, but the school usually has first crack. I think.

K

So we've been lucky this this year that um in any incident that we had, that was kind of on my radar.

K

um We didn't have repeat offenders, um and just like, like tim, was saying just today,.

K

We had a couple: we there was a little bit of a stir about with a couple of our boys and.

K

We were able to break that up before it actually turned into a fight, so we try to be pre.

K

Preemptive, if we can- and it's usually, we usually catch wind of things, as as things are going down.

K

The kids feel comfortable enough with bringing things to our attention so in that, in that regard,.

K

We try to we try to the next step, for us would be diversion where I enter into a contract with.

K

The parents and the student, and we would set a a series of goals and I've been very fortunate. Like.

K

I said the two that I've got active right now, no issues and usually, for the most part, every.

K

Diversion that I've had has gone very well, um but they enter into that contract, knowing full.

K

And well that if they violate what the guidelines that we've set, it's going to end up going to court.

K

That's the next step, but especially at this stage, we're geared more towards.

K

A support role and a role to build relationships with kids. So I kind of I know what's going on, but.

K

I'm kind of hands on unless you know something's going on and I can kind of interact a little bit.

K

With it and our age group is really they talk all the time which makes our job a lot easier.

E

And they're so bad at social media, which again it makes our job really easy, because.

H

It's often times it's like play so and even in my office, the police officer's office. They uh I.

K

Am amazed at some of the things that they open up and talk about so which is really good mango.

E

Thank you very helpful. Can you talk a little bit more about the? um I guess the touch points on how.

E

You're communicating out behavior expectations like, as you said, it is age appropriate and it's.

E

A little different of expectations in elementary versus middle. So how do you.

E

How do you set the tone? How often do you revisit it? How do you check in to see that it's being.

E

Understood because it is that communication is so critical. I'd just be curious to hear.

E

Those strategies yeah sure so um our our handbook, I review it every summer, um and you know it's.

G

Printed in the student agenda book at the beginning of the year, we meet uh by team, which is.

G

80 to 90 students and the three of us will actually be there and go through.

G

Kind of a slideshow of the the major expectations open up for questions make sure they have it.

G

Kind of the large picture, understanding of of what the expectations are.

G

Oftentimes the teachers will then the next day follow up in the success block, which is again.

G

That small group of about 12 students that's the same as homeroom, but at the end of the day.

G

To just kind of go over and clarify any points, ask for any questions.

G

And that that's kind of it at the start, and then we address things as they as they may blow up so.

G

It's not uncommon at some point uh during the year. uh Cope would be the exception to.

G

Call together and say: okay, we're gonna talk to the entire quest eight team and pull them out to.

G

The breakout space and just say, hey, look, you guys have been playing this game and whatever it is, and.

G

It's not cool here's. The reason why I mean it's happened before we said: okay, we're we're pulling.

G

All seventh grade boys and we're gonna talk to you guys all at once and again it's it's addressing it.

G

Head-On and just saying this: isn't this isn't what happens here and here's? Why and here's.

G

What's going to happen, if it does happen here, um which is you know when you think about the.

G

uh The what was it called the tick-tock damage to schools. They had a more crafty name than that.

G

But we did have in one day we had a phone taken off the wall in a classroom and a mouse taken.

G

So I got on the pa system, the name of it whatever that was uh and just said, it's not going to happen.

G

Here and if it does happen here, you are going to be responsible for the full cost of replacement.

G

And the police are going to be involved, it didn't happen again now you know. Would it have come down.

G

That hard and fast on a kid probably not, but did they need to understand that this isn't going to.

G

Happen at portsmouth middle school yeah, because schools were being destroyed, and this was just the.

G

Tip of it, it was right away, it was immediate, it was timely and just we're not going to do it and.

G

I don't think we had a single other incident after that that day.

G

So again, it's just that I guess quick decision points and and jumping on some things. Thank you.

A

Anyone else liz, um I have a small handful of questions, so I'll try to be.

D

To the point um I was hoping uh officer, munson could sort of expand on diversion um what kinds.

D

Of things sort of end up in diversion I mean obviously, you've only had two um and.

D

What what does diversion entail? I know you had talked about a contract and that they.

D

Set goals, but um does that are those things like community service? Are they like? So I guess I just.

D

Was hoping that you could sort of expand on what diversion is and how that entails? Specifically.

K

Sure so, um basically we are diverting some type of criminal act from going to juvenile court.

K

So I will meet with the parents and they have input on it as well. As I have input.

K

Usually there is some community service aspect to it, which I have a lot. I do a lot with special.

K

Olympics and some other things, so I try to encourage them to help out with that. So that's.

K

An aspect of it, and usually I try to do about you- know with the ones that I have right now. I try to.

K

Get us through the school year, if not the summer, of being of good behavior at school and at home.

K

The parents may say: well, I would like them to have good grades, so we may put that in there, but they.

K

They have input and say so on what goes into that contract? Can you expand, though? Is there.

D

Any sort of like discipline so to speak, like um you, have to sit out or you have to.

D

You can't do this or um like uh we want you to join a sport, or we want you to do this, or it means.

K

If, if the parents would want that, I don't normally put that into my contract, but if the parents are.

K

Like well, I want them to attend such and such on the weekends we can put that in there. So we.

K

Work with the parents in conjunction to set the guidelines for those contracts and they again, they.

K

Have say so, I I flat out tell the young individual that they really don't have much say-so in it.

K

But uh so, but again we work with the family to you know they and they have put stuff like that in the.

K

Past and some of the ones that I used to do in the high school, the parents would say hey. I want.

K

Them to attend counseling or whatever it is, and they would have to attend those.

K

Counseling sessions in in regards to more of the middle school level, it's pretty much.

K

Let's just make sure this doesn't happen again, um you know one was one one of the two that I.

K

Have was a fight, uh you know, I I put in there. No contact between the um that individual and and the.

K

Other individual that the fight was with- and um you know again haven't- had any problems with that.

K

You know and what's good is we build these relationships with these kids.

K

That um I can constantly check in with that young individual and make sure you know they're.

K

Doing good and encourage when they do do good things like, I think we had an incident regarding.

K

One of the contracts where the individual did very well and avoided a potential interaction and phil.

K

And I, when we saw him when we saw that individual come in that morning, we praised them for what they.

K

Had done so, we try, to, you, know, encourage that stuff, and why is there so few? Is there so few.

D

Because things have to rise to a certain level in order to I mean so, there has to be some sort of.

D

Element that would actually go to court, but then you're not going to court. So I guess I'm wondering.

D

Why there's so few? Is it because things don't rise to that level or things maybe rise beyond.

D

That level and you're, not there yeah so so it would have to rise to a serious enough security.

K

uh Issue um or be like a repeat offender type thing: if we caught somebody um vaping a couple.

K

Of times that may rise to the level where I need to step in, but most of the time we're able to.

K

The school's able to handle that on the first level, I'm involved in I you know, I especially.

K

If I know the individual that's involved, I can have a conversation with them and.

K

But, for the most part the school gets first crack. It's either got to be a serious safety issue or.

K

It's got to be like a repeat offender type thing: okay and then um can you talk more.

D

About this, so just a couple more questions I had. I don't want to take up too much time. I.

D

I wanted to know more about the confidentiality piece, because there's this.

D

Interesting interplay and it sort of was brought to our attention last time that there is this.

D

Ro sign between the police department and the schools, and it gives you guys a good talk. You.

D

Know a good point to be able to sort of check in in case, like maybe a parent was arrested over the.

D

Weekend and so to know that there's sort of this trauma going on at home, but but then but then you.

D

Said that the kids sort of come talk to you, and then you can't tell the teachers what's going on.

D

So I guess I'm just wondering if you could sort of talk to that confidentiality piece, because I.

D

Think that that's something that maybe the school board will need to wrestle with at some point.

D

Within maybe it's more relevant at the high school, where things are sort of broadcasted where you're.

D

Saying, like hey you're, if you're, not you're, saying hey you're suspended, but um we want to make set.

D

Of an example of the situation, um so I guess I just I'm wondering what your thoughts are on this.

D

Confidentiality sure so the confidentiality that I'm speaking of is you know the progression.

G

Through the school, as you go from uh maybe paraprofessional to teacher to uh assistant.

G

Principal and principal, or even guidance, counselor somewhere in their school counselor in there.

G

The veil is lifted right. I will sometimes tell students, even though I haven't spoken.

G

To them directly about their home life and their situation or what happened to them in third grade.

G

When we get down to it, I say: look, I I understand, and I know the story we don't have to talk about.

G

That, but I I do know that, because I'm privy to that information, that's the information that.

G

You know their math teacher doesn't need to know, and so that's the confidentiality that.

G

I'm talking about, I don't need to go and say: oh well, this you know, god-awful story happened.

G

Early in this child's life, I can say this is a trauma. Student and they've had some things happen.

G

And so you know, and maybe even say these are some events or things, topics that might trigger this.

G

Student, but that's the confidentiality of the confidentiality that I'm speaking of.

G

Is kind of the home life past experience type things and yes, there is a confidentiality when.

G

You're talking about specific disciplinary measures, I don't have the right to discuss.

G

Any students, specific disciplinary measures with anyone, but that child and their parent.

G

You know if there's ever say a fight. The student wants to whoa what happened to him, you know is.

G

He also going to be suspended. Well, that's not what's important right now. What you need to know.

G

What what your piece of it is and that's where it ends it's between you me and your parents.

G

At that time, not everybody else because well, of course, everybody wants to know everybody else's.

G

Business they're middle schoolers, um but that's kind of what I'm saying, I'm not sure about fully.

G

Addressing from a policy standpoint, obviously there's ferpa, but I feel like there's other things.

D

That would fall like outside of ferpa that you know wouldn't be disciplined like the student may.

D

Be coming to chit chat with you about something at home or whatever, and and so I guess I was when.

D

I was reading through some of these policies. I was kind of just trying to wrap my head around.

D

You know what what do we have in policy and then what is actually able to just sort of.

D

Do and whether you're sort of just taking that stance like I understand that, like a social worker.

D

Has a certain level of confidentiality that maybe another school employee wouldn't have to a student.

D

In sharing information just because of that, their role as a social worker, but I.

D

Don't know that that's necessarily in a policy other than our ferpa policy.

D

um Regarding like discipline in in school records and stuff, so I think that's something that I've.

D

Been trying to wrap my head around a little bit and I think it's obviously I think it's a national.

D

You know, I don't know if it came into some of these um some of the stuff. That's in the house.

D

Right now about um student records and whatnot and sharing of information, and so just sort of you.

D

Know as far as discipline and and communication with students, I was trying to understand that and.

D

I'll pass it on the only other question I had and was hoping that you'd expand on was.

D

Social media and bullying and whatnot, because I think that's something that happens outside.

D

Of school that probably comes more to school and middle, I imagine middle schoolers are probably.

D

Heavily using social media in ways that you know they're saying a lot and doing a lot and I've.

D

Seen some middle school social media instagrams of things that may not have been appropriate before.

D

So um I guess I'm just wondering like how does that end up coming into the school day and.

D

And I think because we have a social media policy, I believe or a um bullying policy. And so I guess.

D

I'm wondering you know, I don't obviously once we look at that we might want to go into that.

D

A little bit more in social media and whatnot, I'm just wondering if you can expand on your.

D

Experience with uh social media and bullying tim's our house expert. So again when you're looking at.

H

Bullying you're looking at the displacement of power. So that's one of the things that you know we we use the term bullying often uh and if I tell uh robbie, stinks and then he says you stake.

H

More, I can't then claim you're bullying me. I mean that so what you're looking for is you're. Looking.

H

For that displacement of power in every case, so bullying and that's those social media violations.

H

Are two different things we're constantly giving, uh unfortunately, because all our parents gave.

H

Their kids cell phones we're constantly getting hammered with social media stuff because our kids.

H

Unfortunately, they make mistakes on social media and we're pretty proactive in contacting parents.

H

uh Even outside of uh school hours, so the three of us are always monitoring and kind of going back.

H

And forth, uh at all hours of the uh the day uh I mean it was a christmas eve this year and I was on.

H

The phone with a parent about something that was on there, uh uh unfortunately, the job I think.

H

Our job has kind of turned into a 365 day a year job with that, because we tend to be a lot of that.

H

That negative stuff kind of goes through the school. um You know we're pretty open about.

H

If we see something and something gets reported to us, which happens all the time, because.

H

Kids talk, you know we're pretty pretty great about uh contacting parents and just saying hey.

H

Here's the screenshot- and this is what your kids doing- uh take your uh take your kid off social.

H

Media take their device and you know we'll touch base with them. The next time we're in person.

H

You know those conversations happen a lot. um You know what our parents I'll say in the community.

H

Are really great when uh it's not a pleasant phone call to hear my voice at 9 30 at night on a friday.

H

And our parents that I would say that we work with are really great about listening and saying.

H

Hey this is what your kid's doing- here's the screenshots- I don't have all the details, but.

H

I need you to to intervene until we can touch base with the kid on on monday, when they're in person.

H

um And often times it's the issue stops right then, and there so and that's really helpful.

H

For us to kind of work together in those regards, but it does sometimes bleed into monday tuesday.

G

Wednesday, too, and that's when we have the right to to intervene because it's affecting the other.

G

Students learning day it's affecting their school day because of what was said over the weekend.

G

And it's a it's a pull, your hair out scenario for us, because it means that the school day never.

G

Really ends, it means our job does not just have the boundaries of the the wall. The brick walls of.

G

Portsmouth middle school, it goes beyond and things that, of course, things that happen on social media.

G

Bleed right into the school day, so again, it's that up front trying to get on top of it and.

G

Then again explaining this happened. It's gonna stop right now. This is the end of it.

G

uh Otherwise we are in this situation and maybe it is bullying. Maybe it is harassment um and if it.

G

Doesn't then that's when you go down those paths, I think lisa had a question and then ann in pip.

L

I feel like there's been so many questions and um one thing big picture. I was curious.

L

To get your perspective on is there's a few things I very clearly have not heard.

L

You say in what you're talking about I haven't heard. You say that you remove kids from sports.

L

Or that you take kids out of clubs or that they're you know removed from any extracurriculars, is that.

L

Something that doesn't happen in your approach to discipline, or did you just not share with.

L

Us that piece of it so we'll use we'll use sports as a carrot, uh sometimes for some of our kids, who.

H

Are repeat offenders like I'm just thinking this week we had a kid that was kind of struggling and.

H

Played on our baseball team and phil's, like look hey, I need you in class and I need you.

H

Engaged from here on out, because you have a game tonight and I don't want that to impact it.

H

And because he didn't want the to send the kid home and obviously, if you send him home, he can't play so to which he said: don't take away baseball and with glasses.

H

So, that's you know we, we do work uh a lot with our our kids and our student athletes to you.

H

Know maintain uh good behavior, it's not a perfect uh system, because sometimes you know what we you.

H

Know, there's there's occasionally we'll be like. ah Should we be so this could be playing or not.

H

Playing um it's something I think with our new athletic director coming on that this would be.

H

A conversation you know that we'll be having with uh with cause um and talking a little bit about.

H

Hey you know: how can we do this better? Because I think you know what there are some some ways and.

H

Some some ways that we can kind of tighten that up and still have some flexibility that we enjoy.

L

So I want to just follow up on that, because I think one thing we're wrestling with is a.

L

Board big picture is if we want to think about discipline k-12, so we teach them the right things.

L

In kindergarten, so then they come to you ready for your expectations and then you send them to the.

L

High school ready for those expectations does it feel consistent to you and if it doesn't, you know.

L

What do we do? Because I feel like as a board we're not trying to tell you how to run the school, but.

L

We're trying to create policies that put a good structure in place. That's consistent, k-12 and I.

L

Don't feel like when we're talking about it right now that that's what we're hearing from people.

L

And it could be our fault terrible policies. Well, you do have a better view of it than.

G

We do it, you know in the middle, we know what we do with the students that we have.

G

I wouldn't say that I have a great view or opinion of what happens at elementary schools.

G

And I know you know some students that we send to portsmouth high school. We hear stories but.

G

Not to say we forget about them when they leave, but but we're busy with the.

G

Students in front of us on a day-to-day, and so I I don't know that I would say.

G

um It's consistent or inconsistent, I would imagine there are some inconsistencies.

G

um As you go k-12 for sure, and I would say you know getting the the operational.

H

Administrators and all the buildings together and having a conversation about discipline, I think, is.

H

Something that would be uh valuable, uh you know, um I, I think you know oftentimes, and this is just the.

H

Unfortunate thing of education, you end up working in a silo and you know to be honest, I don't really.

H

Know much about the other buildings. I can barely find dondero when I drive there, so I get lost in.

H

That neighborhood every time it's like one time, um but uh I guess we could fix that. But you know it.

H

Is something that I think you know? We've talked as an admin team of trying to find more time and then.

H

It's one of the unfortunate things is, you know we finding those those moments and finding that time.

H

To all get together is is a real challenge for us, but it would be really valuable and I think we've.

H

Talked about that in our plc's often fair enough, and I just wondered whether or not uh there was.

E

One grade or another that had more more incidents. I know you mentioned the the honeymoon at the.

E

Beginning of sixth grade, but I didn't know what this six seven or eight was there's not one.

H

Grade that does is, is worse than the other. I mean we'll have little. You know again, depending on the.

H

Every every couple years we tend to have a class that tends to be a little bit more.

H

Than others, um but for the most part it's it's pretty pretty consistent. You know it's not like.

H

I sit there and go. Oh man here comes the the eighth graders or here come the seventh graders.

H

For the most part, they're all a little different but they're again, we have really good kids and.

H

The majority of them make the right decisions and that's really uh uh really helps us and makes our.

H

Job easy in that regard and have they worked back after I remember phil when you came to the board.

E

Meeting one time saying that that the uh the eighth graders were acting like sixth graders.

E

And then the sixth grade teachers were saying: well now you know what we're dealing with. I forgot.

E

That has that changed back to what it was free. Yes, uh you know, I would say, probably mid-november.

G

To december students were better socially integrated. If you will into.

G

The school there's still sometimes regressive, behaviors. You know you still think wow. That's.

G

Not quite the way, I remember other classes of 8th graders 7th grade 6th graders.

G

Behaving interacting socially, but the figuring out how to behave within a school building when.

G

There's so many other people around, that's that has smoothed out a great deal. We've seen a lot of.

H

Growth with our our kids uh this year and again you look at our our eighth graders, our eighth.

H

Grade classes is like their first really normal year that they've had so the growth that they've.

H

Had you know our seventh graders have really grown? Are they where they would traditionally.

H

Be, I would say, I would say, probably not, but we've seen a lot of growth when they are catching up and.

H

Figuring out how to act like students and again, that's not us, that's our staff that are doing.

H

The bulk of that work we're just we're just there great, probably glad you are pip thanks. um I have.

E

Two questions for you, but um I also want to say that I very much appreciate your efforts.

E

To sort of preempt issues before they happen, I think, by building the trust and relationships.

E

I think that seems to work really well, um I'm just glad for the students that they have that.

E

One question is: do you.

E

Ever get into a situation where you're disciplining kids for things that happen.

E

Outside of school, or do you only have do you work with them on issues that occur in school? I.

G

Think the only issues that we discipline for that happen outside of school are those social media.

G

Bullying type or or uh mean behaviors that happen, and then that's an intervention that we have.

G

Immediately on monday or tuesday, whenever you know they're in school next, um but no.

G

If, if something has happened outside of school, that would be, you know illegal, we catch wind of it.

G

We'll let this guy know um in which he'll then reach out to parents and see if there's you know,.

G

A way forward or if they wants to be reported, um I mean that actually has been a really tricky point.

G

To be having the connie bean center right, there is because that is technically not the school at 3 15.

G

But a lot of stuff happens there every day and so constantly drawing those lines and of course,.

G

Who controls the cameras that can see what happened there? It's the the three of us.

G

And so we've had some actually great conversations with todd henley about how we can move forward and.

G

Maybe restructure things over there with the opening of community campus and and.

G

Better supervision, but that's a different discussion.

G

So yeah not that we don't typically get involved with what happened outside unless they're of.

G

A dangerous nature, obviously you know something that's going to put some danger at risk and we'll.

G

Intervene: yeah, okay, I do but a lot of times I'll, take those things, because I know the families and.

K

I know that the kids involved anyway, so it's easy for me to kind of make that transition to work.

K

Through that, so I so I will like I was saying earlier the two diversion issues that I have.

K

Right now were outside, um they were from incidents that happen outside of the school.

E

But they don't, then have consequences, no, no, no, no, no yeah! um So and then my other question was.

E

um Are there any restorative elements that you use in your discipline, bless you, god bless. You.

G

Yeah, I I think, there's uh there's not a.

G

Restorative justice program say, um but there are, there are certainly elements.

G

That exists, whether it's building up the you know rewarding positive behavior, whether it's.

G

There are sometimes instances of hey you wronged this in this way. So now we are going to work back.

G

uh And do uh some you're, gonna rake leaves in front of the school or come out and pick up trash.

G

And for the you know those those types of things um I have worked in a school in the past that had.

G

You know real programs around that and we don't okay and I would say we probably lean more towards.

H

The restorative side than the punitive side, you know I've, I've run both systems uh in my career.

H

And again, a lot of it a lot of what we do at ports. Middle school is.

H

Relationships and communication, which I think probably leads more towards that restorative.

H

Side and that individualized plan with the kids to make sure that we're not seeing repeated behaviors.

E

Yeah- and I will just note that something I want us to keep in mind when we're talking.

E

About the policy is that it seems like the individualized approach, really works. Well,.

E

um And so I want to be cognizant that we're not creating a policy that limits you from.

E

Being able to make individualized choices and possible detroit, I I think very similarly on.

G

That, because you get policy black and white, that hamstrings the ability to work with an.

G

Individual, sometimes on the exact situation that happens. It's very nuanced and you know.

A

Okay, um hope, yes and then we'll do kerry, and I have a few questions too and hopefully.

A

Then we can sum this all up, so I have a handful of questions, but I just wanted to.

J

Validate a few things that I heard you guys say: first um because phil I heard you say.

J

Like it is important to have room for different disciplinary approaches in different buildings,.

J

You know as far as policy goes, there might need to be modifications, but one of the things that I.

J

Noted because I think there there can be systems put in place that can draw across buildings.

J

And I think what I've heard from you guys is communications with parents and staff proactively.

J

Relationships you've only said that word, probably at least 30 times with kids proactive in educating.

J

Kids and making a plan with students for a go-to person before they need that go-to person.

J

Positive discipline and also very clear boundaries which you've repeated multiple times.

J

And I think those things are all all components that could work in any building and I think.

J

Not to say that that's not happening in our district, but I do think there's some.

J

Inconsistencies so I I would just ask that we take note, as as a board on those things um and.

J

Think about that as we're framing systems to go out to the community. It's almost more of.

G

A philosophy than it is exactly yes, um and so in the spirit of that um some of the questions.

J

That I had for you is um in the relationships you have with kids, I'm wondering: do you find yourself.

J

Really, building those proactively across the entire school, or do you find that you're really.

J

Building up relationships with the kids that are coming in for disciplinary problems, because I.

J

Know that's a struggle at the high school and I know that there's also been times that you know.

J

We've talked about well, the high school is bigger, but there's also more staff. So you know we could.

J

Probably revamp some things in every building, but I'm just curious where you see those relationships.

G

We've pushed it's falling. We've we've pushed folks to the homeroom. That's what what it's there for.

G

To notice and connect with students, success block at the end of the same student same.

G

Teacher, that's what it's there for! Not everybody fits into that mold, so the relationships that.

G

The three of us have, or particularly maybe tim and I have are sometimes more behavioral.

G

Situational and it built up over sometimes three years to really have that go-to person so.

G

It would be fantastic if, if I could have more of those relationships with students, it's not.

G

Really possible in my day, um but so it sometimes is, are those students who need that that need that.

G

That go-to person outside of the system that's already been created, okay and um and then I'm.

J

Curious also, uh you talked about the cuddling, the coddling at pms. um I I would agree with you. There.

J

That having three kids that have struggled going from pms to phs, I think there's some give and.

J

Take that could happen both ways there. In just my observation, a little less coddling a little.

J

More preparation for the reality of high school, but but again it goes back to those relationships.

J

I don't think it's just the codling that gets, I think it's the relationships, they're. You know that.

J

Get lost going up to the high school, so I just made note of that, um but I'm curious around policy.

J

In listening to a lot of the high school presenters in our last workshop, it really.

J

Occurred to me that I think we have written some policies that have tied the hands from procedural.

J

Execution and I think, as a board member, I have to be really thoughtful about. You know.

J

It's kind of like working at headquarters and then sending down something having no idea how.

J

It plays out for the soldiers or going to play out in the operation room.

J

I'm just curious what you guys have seen in your standpoint around are there times you've bumped.

J

Up against policy that you feel like geez, I wish this was looked at differently or the approach was.

J

Differently, how do you feel our school policies play out right now in procedural execution, for you.

G

You know, I think the the more serious offenses are when, honestly, when we take a deep look.

G

At what is the board policy on a weapons violation on a drug or alcohol violation?.

G

On some of those serious matters that that consistency is paramount right, we.

G

We're not going to say, oh well, this kid was treated this way and did this the.

G

Same offense as this kid, so um it's it's, those more serious ones that you rely on board policy.

G

On what exactly is written in that handbook and and the letter of the law, it's you know.

G

It just makes a lot more sense to be consistent, fair, and this is what you get have we run in.

G

The face of that not that I can not that I can necessarily recall um those are kind of those are.

G

The set operational procedures and that's the way we're going to do it when it comes to those things.

D

Can you just say what those were you said? Those are weapons.

G

Drugs and alcohol- okay, I haven't, had I mean we haven't- had a possession of drugs on our.

H

Campus in three years, weapons- none I mean I have to fill out a survey at the end of every year and.

H

In my old districts used to be a lot of a lot of data and in portsmouth it's a lot of zeros about.

H

You know we just we just don't have those issues, I mean, we've never had alcohol in our building.

H

That you know that we know of them yeah, I mean again things. I I'm, I'm not naive. I'm.

H

Sure things things happen, but yeah we just don't have those those situations. So just last question.

J

um I I'm curious you mentioned about the counselors and social workers, you know and.

J

I know that that's on our agenda on our budget for more at the middle school. Can you just talk.

J

A little bit about their role and when they come in and how you use them to kind of support.

J

If it is disciplinary or otherwise, especially in plans.

G

The counselors aren't used a whole lot in in disciplinary measures, maybe as a if there's.

G

Someone that's got a close relationship and they've they've run, you know, run aground and.

G

They're bumped up against some trouble. Then we may call a school counselor and to be.

G

That person of support, uh while we're you know talking our way through a situation.

G

They are more the social, emotional go-to folks for students, and so they will.

G

Work with individuals um really heavily with individuals who are going through, you name, it.

G

And as teachers and students know that they can come to uh school counselors for any variety.

G

Of reasons that we've got an online format that students all are aware of that they can.

G

Alert that hey, I need to talk to one of you. They could also just drop in, but you know.

G

That's sometimes it's difficult to ask a teacher say: hey, can I go speak to mr beamon or whomever.

G

So they can, they can do that online and then rate a severity of you know what.

G

What is the weight of what I really need to speak to you about and that'll kind of.

G

Drive the immediacy of that attention, um but we we don't typically involve you know a run-of-the-mill.

G

Behavior situation, we will bring those behaviors back to the team meeting and the school counselors.

G

Are in those team meetings too so that to say you know this person was out or this person is really.

G

Struggling right now with that person, so let's just keep an eye on this and keep them away or.

G

Or help them guide through and so last question so I'll just do a quick plug for our social worker.

H

uh Because having that position has been a tremendous help for.

H

Me personally, one of the things that was really unique about my position before.

H

Lisa came on was, I was constantly getting pulled out to the community.

H

To handle a wide variety of things that I'm never taking a class in.

H

And having lease having a social worker there and just having somebody who I can.

H

Bring into a house and knows the resources is trained, and I mean it's been a huge help to me.

H

um Just because that tends to kind of fall under on my shoulders. It's it's really freed me up about.

H

You know what this kid needs glasses and what would also not focus on that for two hours. She.

H

Can take it and run and just be like hey glasses, already go pick them up. It's like those instances.

H

It's just been a huge asset uh to our building and to our kids. That's super helpful to know, as.

J

We advocate for that social worker position, for you guys, oh last question, because I want to pass.

J

It on to whoever's next um is I'm I'm just curious around um sorry. I just lost my train of thought.

J

What were we talking about before you mentioned? I just totally lost my worker.

J

Yeah um just go ahead. It'll pop back up to me go ahead! I'm sorry! Just um I in I had.

I

Seven questions I'm down to two, so everyone answered all of them um and I think just.

I

Just in hearing what you're saying I just appreciate so much your approach and I and I think.

I

Part of what the board, and my view is struggling with, is that um that individualization and.

I

There's a hard balance that we have to set with a policy in enabling that to happen.

I

um But then, on the converse side, if I come in I'm the new principal and I say every time, an eighth.

I

Grader drinks they're going to become an alcoholic they're out of school for a month like I know.

I

That's you know what I mean like, so it's like this hard. I'm making up. That's not going to happen.

I

You know but like I saw a concerned look but I mean I think it's just this piece of.

I

When individualization um is in disagreement from the parents from prior, you know punishments for.

I

Other students, so anyway, I think that's part of what we're grappling with and I think part of what.

I

We're hearing is, that's a bigger. You know a work group, that's a that's like a year-long discussion.

I

On how we do that um and I'd say, that's hiring practices I mean really in yeah. I I I put a lot.

G

Of weight on on hiring at the middle school and to get the right people with the right attitudes in.

G

And you know, should you be looking for another uh leadership position in in any of the schools or.

G

I think that hiring the right people is paramount right. You you want them. That's part of the.

G

Vetting process, you want them to have the right attitudes so they're going to fit the culture.

G

That is desired by the community and even to play off of that, we have changed our policy with the.

K

Police department, to where we have a process where you have individuals that go through and.

K

Phil and I were in on the oral board and it's somebody who wants to be there.

K

Somebody who their hearts in the right place and they want to make a difference with kids.

K

So, even in that regard we're on board with that as well, and so I think, with.

I

What liz was talking about, and just one of the concerns is so there's one way where you.

I

Get information and you and your team reach out proactively: hey how's it going. Do you want to.

I

Talk when you know that a parent's been arrested over the weekend or whatever happened, but then.

I

In, in other circumstances, that communication with the police department is being used by.

I

The high school for discipline of its students, and so that's part of that confidentiality.

I

And so I just put it out there for like the context and and if you have any suggestions.

I

On how to manage that, I I don't I I personally um years we've worked together, so we built that.

K

Trust to where we could share that information back and forth and maintain that confidentiality.

K

I know that if something happens over the weekend, I'll grab phil or tim, and I will tell them hey.

K

Listen, this happened and that we may not approach that student, but at least we'll have it on.

K

If they start to, there starts to be a crisis type situation. We know what's going on, and so we don't.

K

We may not proactively seek out that student, but we have that on our radar. So if something starts.

K

Happening, we know why that's going on um so from. I can't speak for the high school and I and I know.

K

What you're talking about, but for us, it's more of sharing stuff for the safety and well-being of the.

K

Children versus trying to seek disciplinary action because the stuff that I that I deal with that's.

K

Disciplinary action does not. It does not impact stuff that we do with the school. You know even.

K

Those the two incidents uh one was after school at the connie bean and one was not anywhere near.

K

The school, so they they weren't related, but the main thing that I do is I share information for.

K

uh Sorry, can I remember my question all right. We have to sum this up so and I have questions so.

A

Okay, I just remembered my question from earlier: um I'm just curious in your time in the district.

J

Where have you been um engaged in the policy making before it get hits the handbook.

J

uh I know we have first and second readings you know like have you? Have you ever been.

J

Part of say, summoned but invited to a policy committee meeting to review something. I'm just.

J

Curious like, and would that be helpful if you haven't been a part or would it.

J

Be helpful to know what policies are under review when they're actually under review.

G

So I have been a piece of part of uh one of the policies uh several years ago that came into place.

G

And I think steve does on occasion highlight the policies that are under review.

G

And seek out kind of the stakeholders that might have the the most input you know or the the most.

G

Impact I'd say not, you know and oftentimes it's not going to be the middle school. um So.

J

Okay, that's helpful to understand thanks. I appreciate it phil. Can you make a quick one.

D

Question I didn't know um if you could expand on two. Whichever one have you has chin's done.

D

Anything or voluntary services like have you been able to work with voluntary services. I guess we.

D

Probably all will laugh at this to some extent, but I don't know if the board knows what chins is.

D

Or what voluntary services are and that those are generally implemented um in maybe more.

D

In rob munson's world or the jppo world, or if the division gets involved before.

D

um Things sort of escalate hopefully, so I guess I just wonder if, um if you could sort of just.

D

Give the board a brief description of what that is and if it's actually being used and then my other.

D

Question was: where do you pull best practice from as far as how you guide and use brand development.

D

I mean obviously you've had years of training, but I don't know if you could spit out to the board.

D

Like some sort of place that you've done trainings with or some sort of, um I don't know if there's a.

D

Place that offers you know who's like who is there somebody you look at for.

D

How you guys pulled things together or anything, I think so I'll. Let tim speak.

G

On the on the chins piece, a lot, because I it's not necessarily my world as much as it is his.

G

Yeah so uh I mean uh how long do we want to talk, so I can talk about juvenile justice system for.

H

A long time um yeah, so the the chin system, you know we sometimes will you know, make referrals.

H

um Encourage parents to make referrals on their own their own child's behalf. We work with.

H

The jppos that system changes all the time. It's going over a pretty fundamental change right now,.

H

I am usually typically at court because usually the school gets linked to any.

H

Any uh chin's petition so as that, so I'm a court liaison. So I get linked to a lot of those cases.

H

So usually, once or twice a week, I'm over at the court to report on a kid's progress in school.

H

You know it's a system that needs help. I think even you talk to the people that who work in there.

H

um It's a it's a system that you know they feel uh overwhelmed. They you know.

H

There's a lack of resources for for kids, but it does seem like they're having some pretty.

H

Clear conversations there's some new positions that I know that a couple of our jpos are.

H

Interviewing for as they kind of restructure it but yeah I'd say we talk. I work often with parents.

H

As they go through the process because what they hear when they hear referrals.

H

And they hear chins and they hear dcaf is dcyf is always negative and I try to say okay here. This is.

H

One avenue towards resources that can help your family. It's it's not uh just because a referral.

H

Or a call was made doesn't mean that people are gonna, be coming into your home and and grabbing.

H

Your children, here's some options for you. uh This is a great way for us to get help inside your home.

H

Can you explain, though, that, like the spectrum of like so like you just said, you were in court.

D

Twice a week for chin so like how many sort of like we have kids coming to the office, then we.

D

Sort of have chins and then we have jppo the two cases, and then we have core contraband.

K

Is that they're totally totally separate juvenile justice is totally separate from the chance he's.

K

Not involved in that yeah okay, but I guess I'm saying as far as like a spectrum of uh discipline.

D

And behavior right like would you sort of like things start escalating? So then you sort of.

D

Provide I just I kind of get it a little bit, but I think the board might not understand this or maybe.

D

Clarify how is this relative? How is this really yeah? How is this relevant to the conversation.

J

I just want to respect their yeah, so I guess so. How are you linking this to what we're doing.

J

What I'm thinking is like um chins can be put in place or voluntary services can be put in place.

D

When kids have behaviors or disciplinary behaviors to sort of wrap them around and help the family.

D

And whatnot, so what I was trying to understand is sort of we. You know we have a officer munson.

D

Here that says, you know we only have two cases that have sort of rise to this.

D

Divergent piece or um juvenile diversions, but what I wanted to understand was like.

D

Are there are we sort of wrapping kids around with voluntary services, or these other things that are.

D

Sort of happening, disciplinary-wise, two separate things, not a school board policy, so I understand.

D

That but I guess it sounds like they have control of those programs in our middle school. So I don't.

A

Know if we need to have more of an explanation, it sounds like these three gentlemen know how.

A

To work with that system, chins and the juvenile justice system, that's not what I was asking. What.

D

I was trying to get at is like. Is that being used as part of this disciplinary behavior.

G

Is typically dcyf involvement and or truancy issues, and that drives that and it's a separate.

G

From a behavior or discipline issue, and so that's a dcyf matter, court joins uh the school.

G

And tim uh will happily walk. So that's just.

G

That's like from disciplinary standpoint, that's just attendance and um and what.

D

Else like what issues at home like if they good stuff, that's not all. We are the part that we're.

H

They join the schools to that because in a typical, most jpos will put in parts about attendance and.

H

Good behavior and maintaining um you know, solid academics. So that's the reason. That's just my.

H

Role as the court liaison is, I'm, unfortunately linked over there and get to go. Hang out with.

D

Okay, all right, thank you. Okay, I just haven't actually, unfortunately yeah I mean unfortunately,.

H

I get to go over there once twice a week because it operates right on time. That's just court days.

K

Yeah, you all know the way the school board works is we have a policy committee that establishes.

A

The policies and then the school board votes on the policies. Is there any policy disciplinary.

A

Connected that you wish you had at the middle school that our policy committee could work on.

A

I guess you don't have to answer that question now. You could let steve know yeah, but is there any.

A

Policy that you wish you had at the middle school regarding discipline that you don't have or wish.

J

You didn't have, I wish you didn't, have that's a deeper, that's a deeper thought than I have.

G

It's something she didn't have something to contemplate: probably yeah yeah, something to.

A

Think about be helpful and the other I just wanted to my question was about drugs, alcohol, vaping and.

A

Weapons and you you addressed that, but I just have to tell you this one story. One day I was.

A

At the middle school years ago, with john stokel, what year was the middle school built, 1933 1930.

A

1930 he took out a picture and it was dated 1930 and it was a kid holding a.

A

Rifle you know this high. He was going into the middle school he put into his locker.

A

Kept it there all day, because his grandfather would pick him up to go hunting after school.

A

Can you believe that that was pretty common? If you look at new hampshire, pre-co.

H

The pre-columbine that was very common, I worked in rural schools and we we had similar yeah. We.

H

Had some guns in the you know, he would just bring his loaded gun to school every friday, because his.

A

Grandfather would pick him up to go hunting and my last question is equity. You know that's one of our.

A

uh Important goals for the school, but do you feel that students are treated equitably.

A

With discipline at the middle school I mean is: is every student treated the same? I think so.

G

I do think so um and I think, given a lot of the opportunities and chances and that's been a it's.

G

Been a kind of a key word and something we've been pushing uh for a number of years and and again you.

G

Remind people why they got into education in the first place, and it's it's not a hard.

G

Push to get teachers on board with that and that's a goal for both him and I.

H

We try to make sure that kids who either go to him or I for discipline that it's it's similar.

H

I mean it's not just like we dressed the same, which I look up. There.

E

But often times the memo this morning, we do laugh because our subscribers really yeah.

H

Right now, my mom's trying to figure out who's who, um but uh you know, oftentimes our sixth graders.

H

Will come in and they'll confuse us and that's kind of great because they're getting the same.

H

Experience from both of us, so um you know I can't remember how many times I've been called the.

H

The principal uh principal davis and like any good, you know, community, they try to play one against.

G

The other and then find out wait you've got the same answers. Yeah. Okay, please tell me your mom's.

I

Really on, I hope so, but we need to see this and I'll say hi, you're, gonna, say hi to her. I don't.

H

Know she said I told her: it's only gonna be 10 minutes, I'm not sure she went for the whole hour.

H

But I was told I was still 10 minutes, so if I could do a shout out to rob, I believe you're.

A

Retiring after this year is that correct, rob's been around for a long time in our high school and.

A

Our middle school and your service to our school community has just been exemplary. Thank you. So.

A

Much thank you. We're going to miss you I'll still be around yeah. I'm going to uh staying around here.

K

Yeah, I'm going to be working with a young man with autism so and these guys are great he's able to.

K

Come in twice a week and work with our custodians, god bless our custodians, because they're awesome.

K

And they take him on and he works with them for a couple hours, tuesdays and thursdays.

K

And I'm very fortunate that I'll be working with them. Okay,.

A

And you do wonderful work with special olympics and friends in action.

A

um Which are organizations I'm familiar with? Obviously, so. Thank you. Thank you for your many.

A

Years of service, and thank you to phil and tim too, I you guys are too young to be in his shoes right.

G

I think she just called you old. I did we're the same age.

E

He's just much better looking.

A

Well, thank you very much for coming. Thank you, gentlemen. Thank you. Thank you.

J

And your patience, okay, we will move on to um superintendent's report.

C

All right well, first off, I have to say I'm jealous about diffusing between the two of.

C

Them because the only comment I've ever gotten was from a student who said: are you, mr shea's, dad.

C

So so, yeah in your in your report, you have the email correspondence summary for the email that.

C

You've received again not a ton there, but you can see the email still trailing. Some of the.

C

Themes that you've heard from about the discipline policies in the committee.

C

Also, some feedback on the math tutor position at the middle school and the high school principal.

C

Search something to talk about in a little bit, and then you have the may edition of the.

C

Board and administrator, as well as the policy committee minutes for april 13th. um I would.

C

Share with you and under correspondence, we have a letter of retirement from one of our science.

C

Teachers, jeff gardner and uh personally very sad to see. But yes, resignation from my younger sister.

C

So you have that in your packet as well.

A

George, we're sorry to see you go. We wish you the best of luck. You've been a wonderful.

A

Wonderful assistant, superintendent for us and a heist and an elementary school principal and.

A

What else were you computer teacher computer teachers? Okay, so we we wish you the very best.

A

We think you're going to be the next steve jobs or something yeah. I mean he's going to get into that.

A

Computer stuff and keep working from sau 15 george. Thank you for working so closely with kelly killen.

E

Our assistant, superintendent and aligning um you know, sort of how we look at the high school data.

E

And our districts, so thank you great! Thank you. That was very nice. Okay. uh What else do you have.

C

So uh well on the old business, I suppose you have the consideration approval for the board.

C

Meeting dates, these dates are, as they have been for multiple years. Of course, you are you, you do.

C

Meet the second and fourth tuesday of the month, and so this is the schedule, as would follow that.

C

um The question, probably for a later time, historically, you have had meetings at the school.

C

Buildings, which I I do think, has a certain benefit, especially when you're there seeing certain things.

C

But we also have had this dual platform: zoom interface, that has been important in the last.

C

Year plus, uh since we've come back to in-person meetings. So if the intent is to keep that hybrid.

C

Format with zoom, as we've seen already, it can present a challenge moving around location, so.

C

A conversation you'll probably want to have this summer and setting up the.

C

Locations for the meetings next year would be to how much you want to continue this dual.

C

Platform but you're not voting on the law. You don't have to worry about the locations. That's.

C

A conversation you can continue to have. You have just traditionally voted the dates for.

C

The meeting so they can be publicized and put out and communicated to the community, so you.

A

Want us to vote on this, so yes, okay, do we have a motion to approve the proposed meeting dates for.

A

Two thousand twenty two twenty three and I just have a quick. Oh sorry, okay, do we have a? We have.

A

A motion: do we have a second second? Okay, yes, question so remind me, please. This is june. 13Th.

J

Which is a, I feel like a little late in june. um What's our last day of school, just just there's.

J

Like end of year business, or are you doing for next june? Yes, um because I think this year we.

J

Were june 9th and which is almost a week and a half or two weeks before the end of school,.

C

So yeah, so you have you're talking about the difference between graduation. I'm talking about.

J

Our board our june 13th meeting yeah- that would probably be that seems late today for june, for.

C

I'm not sure that would be a tuesday. You probably would run into that following week with students.

C

I think I think the student day is a little bit later next year, so you're still well within the.

C

School year, that's not after students, I knew it wasn't after students. I just don't want it to be.

J

The last week of school yeah right sometimes there are issues that we need to adjust and once people.

J

Are out for the summer it's very difficult to have if we need staff for someone to be at that meeting.

J

Or something so that's what I was thinking about yeah now, that's likely to be the tuesday after the.

C

Friday, graduation, which I think traditionally is what okay and we do the second tuesday.

A

And that's the second tuesday that just happens to be the latest second tuesday. You can possibly.

A

Have yeah yeah, but it is the second tuesday, okay, okay, okay, any other discussion, yes, liz. um The only.

D

I mean obviously I mentioned valentine's day, but I don't care because I'm very single but.

D

The november 8th meeting um that I think that's a no school day, because it's an election day right.

D

So I guess um my only concern with that. You know not that I care to you know be here on election.

D

Night I'll be fine being here on election night, but I guess I'm wondering about having some of our.

D

Admin come in when they've had the day off, they can just go ahead and have the day off. I guess.

D

Unless they plan on, maybe you work that day yeah, I wouldn't say they would enjoy the day off liz, but.

C

That actually is a work day: yeah, okay, um so yeah. As long as it's not going to be a conflict, I guess.

L

I thought we talked about moving that off of election day when we last saw the.

L

Calendar on the agenda, I don't think we want to encourage people to miss voting to come to.

L

The school board meeting mm-hmm, we didn't talk about it. The polls ended up yeah, but.

A

We're meeting 6 30, I mean how I don't know that only affects people who are working in the polls.

D

I mean nobody's gonna, be taking up the city election right. It obviously has happened before.

J

No problem, we can shift our time start time as well. We usually start at seven yeah. We start.

A

At seven, so in the polls close at seven right well, we have a shorter meeting now.

A

I don't know how do people feel about that? Do we want to change november 8th when, when would.

J

You want to change it too. I mean november 22nd thanksgiving so call it our fall break.

A

Well, I was supposed to meet twice a month. Is there a holiday that week is that.

A

Week, one vacation months: I think we just look at shifting the time. Can we pass it for now.

L

And then just look at amending it later. If we need to yeah, I was gonna, say yeah.

A

All right so we'll pass this as it is, and then, if that comes up again, we'll discuss it. Okay,.

A

All those in favor aye any opposed motion passes. Okay, we'll keep that november 8th in mind. Okay,.

A

Next consideration and approval of employment, new business uh yeah. Thank you. We are pleased.

C

To be nominating to you tonight, the next portsmouth high school principal.

C

We're very pleased to be nominating stephen kenosi to you. Stephen comes to us most recently from.

C

Andover public schools in andover massachusetts as the director of strategic innovation.

C

He served in a similar central capacity as chief innovation officer for the newton public schools.

C

And has a long history of teaching in various capacities at the high school.

C

Level comes to us with a master's in english, from university of wyoming and a bachelor's in english.

C

From plymouth state university and as I think you all know, but for the benefit of the community.

C

This is the culmination of a pretty intensive and lengthy search process that began with canvassing.

C

The community of leadership qualities and a profile to guide the search committee's.

C

Initial efforts that search committee was made up of various stakeholders and went through the.

C

Process of reviewing all of the applications for the position to eventually whittle down to two.

C

Finalists and those two finalists going through a process of site visits, both in their place of work.

C

As well as having them come to our high school and go through again, a process involving multiple.

C

Stakeholders zoom opportunities for parents and community meeting with students meeting with staff.

C

And then the search committee gaining all of that feedback back and so the search committee had met.

C

Again, at the end of last week to review all of the feedback offer their last pieces of input.

C

And from there, george, myself and zach have been going through a process of sifting through all of.

C

That feedback certainly going through and digging even further into references and in the case of.

C

Steve talking to more people in his place of work, and we just came away with a lot of resounding.

C

Positives for steve's candidacy, the site visit down. There was very, very impressive, and we we.

C

Do look forward to his leadership at portsmouth high school again, I think with. uh I think he he.

C

Had a good frame of thinking around innovation, of how to incrementally, improve and also to.

C

Acknowledge the many great things that already exist at portsmouth, high school and the strength.

C

And potential of the staff there, so a lot of that I know, is going to feed into some revisioning.

C

Processes with the high school and and we're excited to bring forward his nomination to you.

A

Thank you. Do we have a motion to um accept steve's nomination, so move seconds, any comments, questions.

A

All those in favor aye aye any opposed and thank you for sau 50's participation.

A

In that process, thank you. Okay, welcome, steve to our high school, very good. Yes, another steve.

C

So we have a two leave of absences requests for you. The first uh request uh for you is.

C

Actually, from ann dicky and for the the balance of this year uh and right now,.

C

And then the second request and you're free to take them together. I suppose.

C

Is a request from caitlin moore cusack for next year of absence.

J

um This sounds very typical of the sabbatical, and I know that we previously had seen the.

I

Sabbatical, I was just curious what the if this didn't qualify, or I I'm very supportive. I just.

I

Yeah no you're right on point. I thought this is. This is a one. When we looked at this proposal, we.

C

Realized that her experience with this leave of absence will come back with great benefit for us.

C

And what she would be bringing back, because it is very sabbatical-ish, in fact, it would probably fit.

C

Pretty well into that frame, I don't think it was an application for this year and she's, not she'd.

C

Had no expectation of asking for that, but but I do think it's fortuitous to have a leave of.

C

Absence that's going to come back, particularly with the area of outdoor ed experience. Awesome.

A

Do we have emotion? Oh so I I'm curious, what's in conversation had with her.

J

Currently, she's social studies, science, yes, science from middle school, around.

J

If her interests will stay science, when she returns or um is she interested in transitioning.

J

To outdoor ed, as we have that kind of on our future agenda, so I'm just wondering how that.

J

Might play out yeah so great question. uh As you know, we have uh right now teed up in using esser.

C

Funds, an outdoor ed position, focused primarily at the elementary level. I think a conversation.

C

For subsequent budgets, for this board would be, is this a structure where you want to expand and if.

C

Your contemplation was an outdoor ed person for the middle school. Obviously, she'd be a wonderful.

C

Candidate, if that were something that were available, but but it is, I guess, the basic.

C

Point is this: is an area of initiative to the district, so it's going to contribute.

C

Okay, great thank you. Do we have a motion to accept these two? um Second? Second? Okay, all in favor.

A

Aye any opposed motion passes. Okay, thank you. Do we have any committee updates.

A

Nope from the updates, we had an sau 50.

A

What do we call that secondary advisory meeting slash area meeting, so um we met with sal for.

A

The last time is that the last time yeah, it will be the last time he's the superintendent.

A

Of sau 50 and he will be retiring and um what's the man's name, that's taking this moment.

A

Anyway, that it's really a nice meeting, I you know being on the school board for so long. I already.

A

Always knew that committee existed but never participated in it, and it really is a wonderful.

A

Exchange of ideas and thoughts about what's going on at sau, 50 and um they're productive meetings.

A

I think mary lyons makes a big presentation about what's going on at portsmouth high school, so steve.

A

Will obviously steve chinozzi will take over that role um when, uh when, when he comes so it's it's.

A

An informative meeting and it's uh we have a good chemistry. We have a nice rapport going so so thank.

A

You for coming tonight do you have anything to report from sau 50? I don't. We are looking forward.

E

To continuing the relationship, yes hope, could you just give a quick update on lister's position.

J

Yeah, thank you um so just quickly, so we are about a week behind the high school in finding our next.

C

Lister academy program, director again, a multi-stakeholder committee, has done the work of.

C

Initial screening applicants interviews had chosen three finalists for that position. Three strong.

C

Finalists one of those finalists has accepted an offer somewhere else, so we have two finalists now.

C

And we will be visiting uh one of their places of work. uh One site visit tomorrow.

C

In sanborn and another site visit up in south portland on thursday, so we do hope to have some.

C

Closure to that in the next few days, thank you, kerry um from the futures board. um Just thinking.

I

Or advisory board new hampshire gives us coming up in june and they are interested in matching donors.

I

To help boost funds, so if any board members know of any opportunities or donors that would like.

I

To do that and then I'll circulate to board members to get the word out when that comes.

A

Thank you. Thank you, carrie. Anyone else for committee updates, okay, um future agenda.

A

What do we have future agenda items? um We're gonna talk about field trips, policy, changes.

A

Creation of redistricting committee, the k-12 disciplinary procedures, our next meeting will.

A

Have the elementary school stakeholders talk about discipline at the elementary school so.

A

That will happen on may 24th, the superintendent superintendent transition. Are you going to talk.

A

About that, it's that our next meeting- oh yeah, we can- we can update how we can do it right now.

L

See I do still have new business as well. Oh okay, can I just finish this well, an esser funds usage.

A

Nathan is that why you put this in our packets, do you want us, you know what there's just an.

A

Old one, two of the chats, an old one, two of you had two of you were remote. Then I threw that.

C

In your box, so that you'd have that to replace whatever we did that night before. Okay, sorry,.

C

Okay, what about this? Yes, I wanted to add the language um hope requested a long time ago and.

A

uh We need to um put it in the um language us uh language in the starting in the elementary schools.

A

So can we add that to our um future agenda items consulate, yes with our italian.

A

Elementary world language is another future agenda item and we should get that on soon.

A

Yeah, maybe we can get it on at the next meeting and then the field trips, I'm sorry. What is that.

J

About why is that brian had asked for that? He just wanted an explanation of.

A

How the field trips come to be how kids are chosen to go on the field trips? If you don't have money.

A

To pay for the field trip what happens so he just wanted some background information about.

A

Field trips, okay, lisa and ann. You can go ahead and well. I was looking for information about.

E

Graduation events I had the uh jack mcgee is usually gives out the the yale book award and.

E

He wondered if there was to having baccalaureate. I said I'm assuming they are, but I haven't heard.

E

Anything about it yeah you got a whole big yeah. It should be coming in your next packet for sure, mary.

C

Has had that at their secondary advisory meeting, and so we can get that out to you and the.

E

Graduation is outside correct. uh We, that is the plan um we we are looking at. Obviously, we have.

C

Want to have multiple contingencies, but so it's not set right. Is there a data plan b if it rains.

A

Well, that's just yeah! You have to have a plan b that is a complication of outside right right.

E

But the date is set, the date is uh yes, lisa did you have something I did have new business? Oh yes,.

L

Yes, yes, I'm sorry, sorry, um I had wanted to make a motion to address something. That's moving through.

L

The new hampshire legislature at this time I know that this board, as a general rule, does.

L

Not get involved in politics, but this particular piece of legislation I think, runs very counter to.

L

Our district policies and all of our goals, around equity and wellness and opportunity and community.

L

The bill is house bill 1431, which establishes a parental bill of rights. It has passed the.

L

State senate, with some amendments and been kicked back to the house where it's up for.

L

A vote this thursday and if it passes it goes to the government governor's desk for signature.

L

There are many many many problematic aspects of this bill. In my point of view, it would restrict.

L

A lot what our teachers are allowed to teach and discuss it would remove any right to privacy for.

L

Any student who goes to the nurse or a guidance counselor to disclose anything about their health.

L

It's particularly damaging to lgbtq kids, who would be outed to their parents if they disclose their.

L

Sexual orientation or gender identity in school and any number of other things that are pretty.

L

Problematic ending with- and we can have anybody in the community, parent or not sue people if they.

L

Don't like whatever they think is going on in our schools. So it's pretty divisive and damaging, and I.

L

Would like to propose that we as a board pretty quickly, throw together a letter that we send.

L

To our portsmouth representatives in the house stating our opposition, if people in the board feel.

L

That that's something we can unanimously support. Obviously, if we can't so be it, but can you talk.

A

About how the school board association and the school board association opposes it, the nea new.

L

Hampshire opposes it, the aclu opposes it. You know I was notified of it from a sea coast outright.

L

Let's serve any number of education, medical community groups who support students, teachers.

L

You know health care in the state oppose this bill. I mean the list is all public. I did email.

L

You earlier in the day, just a link to the bill, a link to just what any any nh has to say about it.

L

Obviously, you can all make up your own minds, but my recommendation would be that we draft.

L

A very short letter that follows pretty closely the very simple reasons that the teachers union.

L

Has already laid out for why this is a pretty terrible idea for our schools and perhaps just.

L

Add a sentence or two to note that this is very much in opposition to our district policies. Our.

L

Goals and our values here in portsmouth, because I just think this is one situation where we should.

L

Really stand up for our teachers and our kids as a board, so we did do that as a board of discord on.

J

I remember that this is really a broadening of development. This is even worse.

L

It like takes that and just kind of makes it like a more nuclear weapon. It's I'm just saying.

J

It's consistent with our last four yeah decision around. I know time when I was on the city council.

A

Several times we wrote letters to concord opposing some. I don't remember what it was now, but we've.

A

We did it several times, so I don't know if this is policy for how we've done this in the past.

L

But given this is going to a vote on thursday and we don't want to sit here until midnight.

L

Writing three paragraphs. As a group, I would like to make a motion that I can just draft a.

L

Few quick sentences and email it out to the board for people to review and weigh in and approve and.

L

Then I don't know if it would be signed by all of us or if certain people don't want to sign it.

L

And want to do their own letters, that's fine! I don't know how we did the divisive concepts. One.

L

We signed off as the superintendent and the chair as representative okay. So then we would have to.

L

Take a vote, I guess in concept, if everybody is comfortable with the board signing off on that.

L

And it would be to go to all of our portsmouth representatives, while it's pending in the house.

L

And if it passes the house, it would also be to send a letter immediately to sununu's office.

A

Can we send it to the entire house yeah I mean you can if you want. Yes, I think yeah, that's fine.

L

I think we should, it doesn't cost anything, and it's already written I mean we have the.

A

Largest state legislature in the country, don't we we do so it's a lot of it's kind of insane.

J

I would just ask that the letter b included in our next packet, so the public can be aware of.

J

What was sent a good idea, that's a great idea. Okay, so lisa. Can you um draft the letter yeah.

L

And I mean I don't want to take it. I did email everybody with the union road. I mean. I don't want.

L

To take up too much time tonight over yes, but no, why don't you draft something and get it to us and.

A

It sounds like everyone is pretty much in agreement with this, so we would still need.

L

To put it to a vote yeah we had a first from pip. Do we have a second she's, the first time.

A

Oh okay, that's right! I'm sorry! Okay, all in favor any opposed! Okay! The motion passes.

A

So you'll get to us as soon as you can and then we'll just authorize you to send it out.

L

You wouldn't want to come from the chairs or our superintendent superintendent. I believe.

A

All right, so you can get it out for us. Then! Okay, okay, yes liz! um I had a motion that I had.

D

uh Asked about last week, but I just wanted to touch on a point um or sort of ask uh steve to.

D

Sort of expand on it, so I don't know if I should make the motion see if there's a second and then.

D

Discuss or if we could just discuss prior to whether I'd make the motion or not my question.

D

Really lies in wanting to eliminate the sentence in the igd policy surrounding, in the presence of.

D

um And what that effect? If you know if we were to eliminate that today, would that have a positive.

D

Effect so that um going into graduation season and everything else, there's not these discrepancies.

D

And issues that can that could potentially continue to arise throughout graduation season.

D

um You know, or would it it or would doing that right now cause more questions than.

D

Addressing issues and in if that's the case, is there another way that we could motion or do.

D

Something so that maybe we're not eliminating the policy now, maybe we sort of rework or look.

D

At things that are in our retreat- and you know, have something in the handbook and maybe have.

D

A handbook that doesn't have this language in it for next year, but you know something to the.

D

Effect of not enforcing this versus removing the policy or something that I guess, I'm just I'm a.

D

Little bit concerned that obviously we're covets- you know. Unfortunately it hasn't moved past us, but.

D

It's kind of passed and we're having in-person graduation in person, things and and.

D

Kids haven't had that for a long time, so I I wonder if this is this, you know maybe that.

D

Maybe this set the tone, as the speaker said tonight, that you know people saw this happen.

D

Other kids and they're not going to do xyz, but the reality is, I think, kids are hanging out more.

D

We may see more of this and I guess I just wonder, because what I want to eliminate is not so much.

D

The kids doing you know, obviously don't want kids doing these things, but what I want to eliminate.

D

Is all this sort of discrepancy and back and forth about what this means and- and you know basically.

D

The issues that sort of came up at the last meeting, and- and so I I'm wondering if you could.

D

Speak to any of that, yeah thanks. So I I, if you're looking for a recommendation from me, I would say.

C

Don't just take one piece of that policy in isolation and just remove that particular language.

C

I think we need to look at that policy in its full context and to think through different scenarios.

C

That could come from a change, so um so I would suggest your latter, which is to say, let's do a.

C

Retreat or whatever it might be yeah. I think we should look at the whole policy.

D

As a whole, regardless of whether we eliminate this sentence or not, but I also want to clarify.

C

Something so not it's not misunderstood, so even the um the behavior contemplated in that policy.

C

Which again affects their participation in things like sports, has no bearing on being able to go to.

C

Graduation, for example, so when you say graduate we're coming up to graduation week, activities.

D

Oh not the other day I don't want to have there be an impression out there that that would have.

D

Been effective, that's good to clarify, I guess I was more thinking of like people are spending more.

D

Time together, kids are getting together again, not that they weren't getting together before. But I.

D

Think you know maybe getting together in larger groups and home. You know families are having.

D

Get-Togethers and families are having parties with the kids there and all this sort of stuff. So.

D

There's a lot more that could happen and then, if we did decide to change the policy for next year,.

D

I guess my question my next question to you is: if you did decide to change the policy for next year,.

D

If kids got wrapped up in this language or in this policy- and we ended up changing it,.

D

They would still would they still be affected next year. Come sports season or whatnot.

D

Because, essentially, this policy rolls over right yeah, so we would- and this could this would be a.

C

Discussion of the board, obviously, but in terms of how it takes effect. But in the last iteration of.

C

Change, we did, we applied it to s, to students who were even for an infraction prior, so under the old.

C

Policies so, for example, the new policy, as we've talked about, had a little more restorative element.

C

You could reduce your suspension if you did this this and this, that applied even to students who.

C

Were caught under the previous policy, so I would assume that would be similar okay. So it's not.

D

Like set in stone and we could sort of decide if we were going to change how we deal with.

D

Prior incidents, essentially, all right, if I can, I could just say something as the chair of the board.

A

We have a process, we have a procedure, we always go through our policy committee. Okay,.

A

So for liz, if you, if you don't mind me saying I think it's inappropriate to make a.

A

Motion trying to eliminate a policy without it going through our policy committee first.

A

That's the practice that we've always had now: it's not copped in stone. We don't have to do it.

A

But that's the procedure in the in the way that this board operates so we're doing all this study.

A

Now about our discipline policies, the next step is to have a go to the policy committee and have.

A

The policy committee make a recommendation to the board. The board has the final vote.

A

So to make a motion like that, in my opinion, is inappropriate. It's not the way the process has.

A

Gone for decades, it's not carved in stone anywhere, so I suppose somebody could make a motion like.

A

That, if they wanted to- but it certainly isn't why do we have a policy committee if we're going.

A

To make motions during meetings eliminating policies, why do we have a policy committee.

A

That's part of the structure of the school board, so that's just my two cents worth of.

A

That lisa, nick and hope I'm going to let nick go first because he hasn't talked at all tonight.

E

Sorry but don't be sorry yeah and even setting aside the policy committee aspect of it. I just.

E

I also feel like it sets something of a poor precedent if we make a motion.

E

Before having completed the process as we perceive it, I mean we obviously do have at least one more.

E

Informational meeting on this, and I also think that.

E

It doesn't look great for us if we just kind of change the policy as a direct result of.

E

A meeting where I, although I agree, I think the general agreement was against the policy.

E

I don't think there was by any means, a consensus. I don't think there was an any real agreement as.

E

To what part of the policy exactly a majority of people were against, it seemed like there were a.

E

Lot of different complaints about it, and so I think getting rid of one piece of it based on.

E

What feels to me, like questionable evidence, feels like it's setting a really bad precedent for.

E

Potential future policy discussions as well as also just not necessarily being a well-advised.

E

Decision on this one so nick you teamed me up really well, because it was kind of a question for.

L

Steve, I really agree with liz that there are many problems with this policy. I mean I really feel for.

L

The kids and the teachers, who would maybe have to contend with it if we make an abrupt change.

L

A couple weeks before the end of school, so that's a little concerning to me, but I think we should.

L

Not kick the can down the road, and we really should put it on the agenda for the retreat.

L

And we should think very seriously about what are any substantial but thoughtful steps that we might.

L

Take over the summer, if we think it's correct and we have buy-in from the administrators to.

L

Make some changes my question for you steve, though, is I don't see anything in a lot of.

L

These policies that spells out that this is a high school policy or a middle school policy or.

L

An elementary school policy- and we haven't heard from elementary yet but we've clearly heard very.

L

Different perspectives from high school and middle school in terms of how these policies affect them.

L

So I'm wondering if you can just speak to that a little bit, because if we're talking about changing.

L

These, I don't want to change a policy with a high school in mind that makes you know life harder for.

L

Phil, I don't want to try to impose something that he's doing on the high school if they don't think.

L

That makes sense for their situation, but it seems really confusing to me from the outside. Looking in.

L

To go, wait, it's the same policy. Why are we hearing very different things about how it's playing out.

L

Yeah, so does that make any sense? It does so just to be clear. We've been focused primarily.

C

On that one policy for extracurriculars, we have other discipline, related policies.

C

That we haven't put on the table yet, which would probably speak even more to your point, which.

C

Is what's the consistency factor, whereas this policy is by its nature? Thankfully,.

C

Primarily a high school policy which we don't have in the middle sixth graders generally, hopefully,.

C

Right and the question that phil and tim referred to around well, do we have disciplinary.

C

Consequences in school for things that kids do out of school, it was. It was certainly an.

C

Important question, but I just want to be clear for the things they were talking about, that they don't.

C

Discipline in school generally, the high school doesn't either right. So we're again talking about.

C

This policy that's very specific to underage drinking, it's there, so um so I I don't think I.

C

Guess it's a long way saying I don't think there's as much inconsistency as you're you're, seeing in.

C

That but it's a fair question, I think putting all of the disciplinary policies on the table together.

C

Probably would be a helpful component in this conversation, rather than keep coming back to.

C

That one very high school focused policy here right hope. um So I I I just want to say I do.

J

Appreciate liz bringing it up, and I didn't feel that she's just trying to push through emotion. I.

J

Did hear you liz say that you're welcome to put a discussion on the table, so I appreciate you.

J

Putting it out there for discussion, um I I do understand your concerns around you know. I feel.

J

Kind of both sides of the coin, if you will, on one side we've seen how this directly and.

J

Negatively can impact our students, so we can't unknow what we know, and so I think we do have.

J

To ask ourselves and steve: I know I've spoken to you about this after our last high school meeting.

J

um You know, is there a way to suspend the enforcement of the language? I don't think you can.

J

Suspend the enforcement of a language of in the presence of, if you, if we don't know.

J

Then what are we going to enforce? Are we going to enforce intoxication? You know and and other.

J

Components very specifically, so if we don't know what we're going to enforce.

J

Then I would caution us of suspending anything at this moment, but certainly I would use the.

J

Word, suspend versus complete elimination of, I also don't know legally. If we can just suspend.

J

One component of it that would be a question for kathleen, but I do have concern around listening.

J

To our disciplinary committee, I do not want to see another event come up at the high school and.

J

I think that's what I hear liz say: there's there's a road ahead of us where that could.

J

Happen- and we know the outcome of that and we've already done a lot of work. I think in looking at.

J

The negative components and the positive components of the outcomes, so I I would.

J

Like to see from a superintendent standpoint um coming alongside our disciplinary committee,.

J

Around this policy at the high school till the end of the year, um so that they can know they.

J

They have where the wiggle room is. I guess- and I don't want to see our disciplinary committee faced.

J

With another incident where they feel like this is the policy my hands are tied, I feel like there's.

J

Some components here that could be- I would rather see that be a discussion with our superintendent.

J

And then, just in terms of the policy committee, you know we haven't had workshops like this.

J

Around disciplining, you know: we've had blue ribbon set aside committees, but not like this with the.

J

So I want to just caution us that we've been doing it this way forever.

J

Just because something's done forever doesn't mean that it has to continue to be done. That way, so.

J

You know- and this district has seen, that more and more in new innovative ways, so I just want.

J

To keep an open mind as we approach it, but I do agree that it's helpful to go through.

J

The whole process and um and look at it from a broader standpoint of discipline, our approach to.

J

Discipline because, in my personal opinion, I have a lot of problems with icd beyond just the substance.

J

Components and the responsibility that kids are being held to that may not be drinking because I.

J

Think it's. It goes against um our student wellness goal. It goes against our equity goal. I mean we are.

J

Targeting a specific number of students, because it's with athletes and clubs, and so if you're not.

J

In those things, we're basically saying to those students you're at a different set of standards,.

J

And I don't think that's what we want to set. I think we want to look at a policy. It may mean.

J

Wiping this one in a different way and drafting something new, but we want to look at a policy that.

J

Says if you're a clipper, these are the standards and it doesn't really matter what you belong to.

J

You know what you're participating in these are the standards, if you're a portsmouth, clipper.

J

I don't think we should get into a discussion about the policy now I think we've made the.

A

Decision we're not going to eliminate that particular phrase right now. At this time,.

A

We're going to continue with our disciplinary process, where we have the meeting in may.

A

With the elementary schools, my recommendation is going to be that it go back to the policy.

A

Committee, but if the board decides they don't want to do it that way, then I guess we don't have to do.

A

It that way, that's the way we've always done it, but and then the policy committee will come back.

A

To the board and will deliberate, so that's. I think that if this pertains to the policy I'd like to.

A

End the discussion. One follow-up question, I think, is important for steve. uh My question is that.

D

As we go into a school year that starts in august and we print handbooks that would start for that.

D

School year, um the reality may be that we're not going to be able to revamp the entire these entire.

D

Policies prior to implementing into the handbook, and so my question to you is um maybe you can come.

D

Back to us with more information about this, but like by what date is, does the handbook.

D

Go to printing and by what date would we need to sort of finalize this? So therefore, maybe we.

D

Could actually get on a timeline? You know if we're meeting with the elementary schools. Next, you know.

D

Is there an opportunity like what is the timeline we're looking at and like? Are we if we don't have.

D

Time to revamp everything, then maybe we decided to go for sections and then whatever it had like.

D

What's the timeline, I guess yeah so well I mean there's the old timeline in a new timeline. The old.

C

Timeline is hard prints. When does it go out and we get the prints back. We have always had policies.

C

That change somewhere mid-stream and so then it's about re-education and again most of our handbooks.

C

Now that they're in an online format, it's just to change the link kind of thing. So so I don't see a.

C

Problem with being a with the handbook and being able to make sure the policy is well communicated.

A

Carrie, can you make a quick because I'd like to end this discussion, I see two separate issues.

I

With this policy and then the overall, I think we talked about the disciplinary piece before.

I

I don't know that anything is going to change in our opinions about icd.

E

I

I I would recommend that this be on the agenda for the may 17th policy committee meeting.

I

To address yeah it is, it already is ideally with recommendations. I think the disciplinary.

I

Philosophy is a longer process, but I don't see any reason why a discussion with elementary.

I

Needs to wait for the policy committee to make it they could come back at a next meeting with.

A

A recommendation the policy committee could their meeting is the 17th. So, yes, it's been.

A

On there for some time, I believe right, it just got moved to the 20th now at 8 00 a.m. That's it.

A

That's before our next school board meeting yeah, I can't make that one. That's why I'm hoping.

E

B

It's in its influx, okay- and it will it'll happen before before our next board meeting.

E

So put that on the agenda regardless it'll be updated online and when it, when are we having.

J

The next presentation for may 24th- it's the 24th at elementary school elementary.

J

School, okay, so then we'll be able to have a follow-up conversation as a board. Would that.

J

Be well, let's see what the policy committee might come back with something so well. Those are two.

E

Separate, I think, hope's asking about discipline in general and you're speaking to the igd in specific.

E

In particular, I think it all depends upon how much progress is made in the policy committee meeting.

E

I I don't want to make any promises, because I'm not sure clearness will be reached and.

A

We'll discuss it at the may 24th board meeting then about what the next step will be as far as.

A

The discipline policy goes, but maybe the policy committee will have a recommendation by our next.

A

Meeting right, okay, very good kim. Would you like to say anything about? What's going on at the high.

A

School as the teacher representative, well, let's see couple things may 21st is the seacoast spring.

B

Market so um there'll be lots of artisans um vending outside at fritz smith high school. I think.

B

We have over 50 vendors. um There are a ton of students, though, so, if you want to support um our.

B

Students, we have amazing artists, as you all know, some of them going to risd and, like really amazing,.

B

Places so uh they will be there. That's the 21st at what time came uh it's 10 to 2., okay, um juneteenth.

B

Is um going to be on a monday this year, which is our last day of school for teachers? I just want.

B

To put a little blurb out there, that it is now a national holiday, as well as a state, recognized.

B

Holiday, so I did have a couple teachers ask me if um how that was going to work so obviously.

B

That wasn't on our school calendar this year, but perhaps we could somehow think about that next.

B

Year last year was on a saturday, so I think we're out of school by then I know we were, um but anyway.

B

So that's a thing. Secondly, on the um I'm not going to bring the policy back up, but just for a second.

B

In that seniors, have a ton of meetings so in terms of those parties, um if we could, you know just have.

B

Our admin make it clear to the students that this policy is still in existence. It's not going away.

B

And, yes, you might be impacted in your fall sport um and just really hammer that in it might take.

B

You know several announcements to to really make those students know and responsible for each.

B

Other um when you talk about, you know shoulder to shoulder and just being like not a good idea. Let's.

B

Not do that, you have a contract, you have this with athletics. You have this with nhs, so um I think.

B

They would do it anyway, but maybe it just needs to be said every every time they walk around a corner.

B

um But yeah and you're going to speak about the play right. Oh yes, uh so uh the school play.

E

Coming up has been announced to be uh sondheim on sondheim. um It seems like we've got a lot of.

E

uh Very excited people working on it uh and uh yeah it's may 21st. When is that, may 21st.

A

Friday, it'll be a busy day over there at the high school. Is it at night? uh I believe yeah that they.

E

Generally have the shows on events: okay, seven p.m. I think say: er thanks, you wouldn't say: yeah inform.

A

We got an email about the portsmouth 400, the education group that the two two high school.

A

Students are working on yeah, it's coming along, very well. It's coming along. The interviews are.

B

Going great, um we we're still we're still working with the arborist um he's going to be around. I.

B

Think he didn't show up for the last meeting but um yeah. So that's that's one of the other.

B

Things is planting the 400, trees um and site for doing our uh video production of the oil histories.

A

That trying our table a stable site instead of going to people's houses, although.

H

Some of these people have trouble getting around, so we might have to go to something. What about the.

B

Library, uh do they have a video video all right, that's good! We had great luck with it earlier.

E

um You can do it in 11.. No, I get the names confused, I'll email, you, okay! Thank you.

J

Downstairs, that's the lord downstairs. It's the hilton upstairs in the clock, isn't mcleod.

A

Upstairs too, there are two of them, but I don't think there's the library owns one yeah yeah.

A

Okay, do you have anything else, um not not really. I guess um we do have some environmental students.

B

Who are working on some things and um we went to the big town, no big oil, small town. I don't know.

B

If you guys heard about that presentation, but um it was really good um and they did bring up.

B

That a similar incident might be happening at the peas trade port in terms of a cargo center.

B

um So you might see some environmental activism with trying to get in touch.

B

With dougly dudley um and just have her come to the school and maybe redo her presentation and.

B

Yeah this that will create quite a few um problems in terms of noise pollution. Does everyone know.

A

Dudley dudley is she's, the one that prevented aristotle, onassis from building an oil, so good.

A

Right off of durham's shore, that's going back many years. The presentation was fast. If she comes yeah.

A

I would like to be honest: you can hop on over and and see what she has to say well, thank you.

A

You're welcome all right. Oh do we have a motion to adjourn yes, so moved. Second, all in favor, aye, aye.

A

We'll see everybody on may 24th time flies.