City of Portsmouth, New Hampshire School Board, 12 Sep 2023

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From YouTube: 9.12.2023 School Board

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9.12.2023 School Board

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Okay, everyone welcome to the september 12th 2023 portsmouth school board meeting.

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um Welcome everyone- and I hope everyone has had a good back to school experience.

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And I'm sure we'll be hearing about that. As the meeting goes on, okay, dr haynes can.

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You read the roll call, please liz barrett here, pip clues here, lisa rapaport, here, anne.

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Walker here margot pey, here nancy clayberg here hope van eps, brian french, here carrie.

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Noti here danielle miles here, nathan delaney here: okay, can we all stand for the pledge of.

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Allegiance I pledge aliance to the flag of the united states of america and to the republic for.

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It stands one nation, under god, indivisible with liberty and justice for all. Okay. Next, on the.

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Agenda is announcements and recognitions. I think superintendent m yeah, two, two quick ones um for me.

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uh Just uh well, first just generally, thank you to all all the staff uh and the and uh our students.

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For what's been a really good open um for us, so super appreciative super appreciative. Parents.

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And everything they've contributed to making sure that the the beginning of school has gone.

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Pretty uh pretty well, I also want to uh welcome a off now nathan right, we're official, we're legit.

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So nathan, uh the student council um officially selected nathan, as a student representative of.

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The school board uh yesterday today, yes uh and and just came in from a soccer game right now, yes, yeah.

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Came running in this is a good opening. You know official opening night uh made it in time uh for.

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Roll call and uh happy to have uh nathan on board uh the others, just in terms of a announcement.

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uh Were you know, we've reached the close of uh schoolboard uh folks to uh submit uh signatures.

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To run for schoolboard, and we will have seven uh folks from the community who are uh running for.

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Four seats and uh just want to thank those those folks for putting in their names and uh showing an.

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Interest in um in the schools and and in helping uh drive where we're going so thank you. Zach does.

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Anyone else have an announcement they would like to make. Okay, we will move on to acceptance of.

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Minutes we have minutes from the august 8th 2023, regular meeting and the august 6 I mean september.

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6Th 2023 special meeting move to approve second, second, okay, sorry pip was up to oh pip, has okay.

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I'm sorry, I'm not sure how to ask this question: could we could we uh separ separately? Okay, yes,.

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We can do that. um Let's have a motion to accept the august 8th, 2023 regular meeting minutes. Do we.

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Have a so move mago and pip: okay: pip! Do you have a question about that? One? No! I don't oh liz. I have.

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A question about that one, the august 8th meeting um the way my motion was written uh on the memo.

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Or on the excuse me on the minutes, um it should have its own letter underneath um new business.

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Shouldn't be in the policy section um also, my motion was to overrule order of the chair to.

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Add a motion um regarding size, class size, school information to the agenda. um The whole motion I.

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Don't know necessarily needs to be on there, but um I think it' be appropriate to change the language.

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Of how it's worded on the minutes there, so where is this liz under new business? It's um me see.

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Page sorry, I'm just trying to find the page on the packet here.

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Like the sixth page, maybe under nine section n page nine of the packet, so it's it got so.

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Under new business, section n there's ab and mine was put under section b, it should have.

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Its own section, um and then the motion here as it's written in the minute, says.

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Motion to overrule order of the chair for denying liz's request to add an item on the.

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Agenda by liz barrett, um but I think it should read an motion to overrule order.

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Of the chair to add a motion regarding class size, school information um to the.

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Agenda versus a a motion for the chair denying it was a motion to overrule order of the chair.

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And the motion was to add to the agenda. I know there's a whole bunch of confusion. um Obviously,.

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We have gone over this with legal and whatnot. um Maybe if we want to table this for now and.

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Get legal opinion on how to word that or get an opinion on on how to word that. I just think that.

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The wording of it isn't accurate and the um the setup of it. Okay, um our lawyer with us tonight.

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Susan morell who's, our city attorney, agrees that that's a good way to proceed. So can you repeat.

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That so paet will be able to um change it um when she listens to the tape. Yes, so it would have its.

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Own section, so maybe it would be a section c and then the next section c would move to section d.

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And then the motion would be um motion to overrule order of the chair to add a motion to the agenda.

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Regarding class size and school information um to the agenda or yeah, I don't to the end. I know the.

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End doesn't need to be on there, but um if that makes sense, okay, so would that be a motion to.

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Amend the: u meeting! Minutes yes, so I make a motion to amend the meeting minutes to to correct that.

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Section of the minutes: okay, does we do? We have a second to approve that approve that change? Okay,.

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All in favor, oh any discussion, one question: yes, I believe the procedure is to check the tape correct.

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So the wording would ultimately be like what po it hears on the tape. It would not be to create a new.

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Wording, yes, correct. Okay, yes, that's all carrie. Did you have a question? I I'm just not understanding.

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I'm liz, could you just help me understand what it would be that you what's missing from this, so the.

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Motion to overrule order of the chair, so my motion wasn't a motion to overrule order of the chair.

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For denying my request, my motion was a motion to overrule order of the chair to add the motion to.

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The agenda to add an item to add my motion to the agenda and in doing that motion I had to include.

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Information of what my motion was that I wanted to add to the agenda. I know it's confusing, but that's.

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Okay, but it will go back to the tape and then be further clarified that way: yes, okay, good, okay, oh.

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Go ahead zach, so I just want to make sure we we've got your uh request right so back to the tape and.

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Then confer with the legal department about just how to what would be the appropriate way to show.

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What we see on the tape is that correct: can we bring back a draft of that? Well, I just did.

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A motion to amend so I think, that's on the table right now. I think we can approve the minutes with.

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That motion with the understanding that it will be corrected by pette when she sees the tape so.

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We can approve the minutes tape if the tape bears out the request. That's been made. Yes, if the tape.

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Doesn't bear that out. I guess it would come back okay to be approved as written, okay. Okay, so do we.

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Have a a a vote to to approve the minutes with am with with the amendment the amendment all in favor.

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I any opposed I'd like to abstain, since I wasn't president of the meeting. Okay, one ab exstension, so.

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So that was a vote on the amendment right. Okay, I want to vote on the minutes. Okay, now we'll vote on.

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The minutes, thank you, nathan. Do we have a motion to approve the minutes with the amendment already.

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Okay, michel and pip, okay, all those in favor. I I any opposed and pip abstains: okay, okay, thank you.

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Now, let's go to the next set of minutes, which was uh september 6th. Do we have a motion to.

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Approve the minutes of september 6th motion to approve: do we have a second second brian? Second,.

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All those in favor or any discussion, I'm sorry any discussion, all those in favor. I any oppos.

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Okay, okay, thank you, everyone. Now we we will move on to public comment. We have two public comments.

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uh The first one is susan, sherman, okay, sorry um susan, if you can state your name and address.

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And you have three minutes to address the board. That's going to kill me. I didn't write anything.

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So probably be up here next time. uh My name is susan and I live at two simons road. um I've been.

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uh Living in portsmith for over 30 years in the sea coast, all my life, my kids, went through the.

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System at portsmith um my niece and nephew as well, I'm here kind of off cuff, because I don't know if.

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I'm going to be in tears or angry and upset, and I'm glad there's someone here from the high school.

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I a high school guidance counselor I've been a high school guidance counselor for over 26.

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Years in massachusetts, I'm the department shair of guidance, I'm the dual enrollment coordinator.

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Ap coordin anything anything you want to put on there. I come from a small school little less than.

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500 students- and this is where this is- why I I'm here you have no aps at asbury high scho.

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I mean at portsmouth high school, you, I think you only have one. I think you have ap site. I mean ap.

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Physics, you have dual enrollment classes. I love dual enrollment classes. I do my kids at porson.

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High they had a couple which is great, I'm the dual enrollment coordinator. I love dual enrollment. I.

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Love it, but it concerns me so much that you don't have ap classes. Actually I have to laugh. I don't.

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Know if I'm laughing or crying the rigor of an ap class, I I I just don't know what happened. I.

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Really don't I'm out of the I have to apologize, because I guess I'm I'm out of it on this whole.

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Process as to why you don't have ap classes or really don't ap kel, you don't have ap stats, ap.

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Bio and you can't compare an ap class to a dual enrollment class. There is no way a a rigor, and I.

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Know I'm talking about some elite schools and not everybody goes out of 5,000 colleges, but a.

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School would say: they'd rather see an ap than a dual enrollment, and I'm not talking all schools.

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A lot of schools take dual enrollment cl credit, although bentley just this year. Can that one, but.

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A lot of schools do a lot of colleges do, and it is a great benefit to high school students.

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To get all those college credits through dual enrollment, I love it love it. I have a kid at.

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um Syracuse right now wrote me a lovely letter, saying he's basically a first semester. Sophomore.

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Right now, but I'm going to tell you he probably didn't get there because of his dual enrollment.

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Classes he got there for a number of different things. Obviously, his service to his community.

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Service to the school and some ap classes, and so I'm just blown away. When I looked at your.

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Program at studies today and that's why I'm not really prepared, but I'm just really concerned.

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As to why? What reasoning, what re, I would like to know what research based that this portsmith high.

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School, which is an amazing high school, my kids did wonderful susan. You have 20 seconds, oh man.

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um So I just want to thank you for listening, I'm glad a high school rep is here. I would love to get.

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More information- and I did reach out out out to a guidance counselor today as to the rationale as to.

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Why your school doesn't have aps as a taxpayer, I'd like to know why. Thank you for your time. Thank you.

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Susan next we have joanie lane joanie. If you give us your name and address and again you have three.

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Minutes hi, my name is joanie lane I live at 64 hillside drive, I'm a parent to a 10th grader at.

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Phs and a fifth grader at dondo for the last 12 years, I've been working as a parent coach, so I'm.

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Here tonight, both personally and professionally, the average age that a child gets their first.

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Cell phone smartphone is 10 years old and that children are spending between 6 and 9 hours a day.

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On non-school related media childhood is changing and the negative impact of too much screen time.

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Is hitting kids hard smartphones are distracting and potentially dangerous for children, yet are.

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Widespread in schools, because of unrealistic social pressure and expectations to have one.

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Parents and those who work with children often feel powerless in this uphill battle and need.

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Community support to manage the growing existence of smartphones in the classroom in the social.

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Sphere and at even at the dinner table, so I'm here tonight to begin a conversation about how the.

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Portsmith school system can be a leader by taking a stronger role in protecting childhood by keeping.

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Cell phones, off and away during school hours, you have our kids approximately 6 hours a day.

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9 months out of the year for 12 years- and we need your help- I understand that there are cell phone.

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Policies already in place, however, in the middle and high schools, particularly teachers, don't or.

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Can't always uphold the rules, and there are many reasons for that: the presence of smartphones in.

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The classroom is just one piece of the puzzle in the social sphere: kids have an opportunity.

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To connect, but phones are always out. They come out on the school bus in the lunchroom in the bathroom.

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In between classes in the hallway in the locker rooms, I'm fully aware that changing phone access.

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In schools is a tender issue for parents, the fear of not being able to communicate with your child.

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In an emergency is what drives the resistance to this change, and I understand that as a.

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Parent, I truly do but we're facing another kind of emergency. It's no secret that the growing mental.

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Health crisis among the youth is significantly connected to smartphones and social media use.

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There are many many studies that have established this association just recently, the surgeon general.

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Has issued a statement expressing the dangers that social media impose on young people like.

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Issuing warnings about cigarettes, drinking and driving aids and other public health concerns.

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We have an opportunity to meet the moment and make changes to truly and genuinely support.

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Our children in this community susan, I mean I'm sorry joanie. You have 13 seconds left. There is a.

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Growing movement of schools standing up and making changes to keep devices off and away.

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During the school hours it was hard it took effort and courage, but in the end, students, parents and.

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Teachers and school administrators were grateful and thankful. Thank you. Thank thank you. Thank you.

L

Joanie, I didn't realize that kept buzzing like that. um Next on the agenda, we have a special.

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Presentation see if there's any zoom. Oh I see that's right. Thank you. Margo matt, toby.

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Do we have any zoom speakers, nobody with their hands up, so no no one with their hands up? Okay,.

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Thank you. Thank you margo. Next, we have a special presentation by dr haynes. Thank you very much. It.

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Is my distinct pleasure to introduce to the board the new portsmouth teachers hired this.

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Past year they have demonstrated a dedication to students, a passion for teaching and represent the.

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Best in the field of education, these teachers join a staff of amazing educators and we are.

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Proud to welcome them to our district at this time, I would ask the board members to maybe.

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Go down in front of the das so that they can greet the new teachers as I call them.

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Up. Thank you. Thank you.

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It's a lot of maneuvering. We welcome rick mattity, the director of pupil, support and instruction. We welcome.

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Kiara connelly english teacher at the high school, william douglas adaptive, pe teacher districtwide.

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When you hear your name, you can come on up diane fay reading specialist at dandro, nicole fragala.

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Special education, teacher and coordinator at little harbor jacqueline gamh social studies.

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Teacher at the high school benera ganini technology education, wood shop teacher at the.

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Middle school, jacob lir elementary teacher, little harber, mallerie long science, teacher middle school.

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Catherine laughlin special education teacher, dondo, audrey mcbride english teacher at the high school.

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Miriam morse special education teacher at the middle school samantha ponic elementary teacher.

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Little harbor anthony peno, culinary arts teacher at cte. We did appreciate all the treats today.

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Thank you, brian ryan, special education coordinator at the high school and misha smith, english and.

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English teacher at the middle school school. Thank you for joining me in welcoming our new [applause].

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Teachers, they don't have to stay. Teachers are free to go home and to whatever it is. You need.

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To do to get ready for the morning. Thank you very thanks for coming. Thank you. Thank you. Okay. Next.

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We have um superintendent report, superintendent mcin, so I have uh in your packet um a variety of.

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uh Different uh updates and I'm happy to take any questions in relation to those updates. You.

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Have a uh information from the summer quarterly go goal uh update, so I'm happy to answer any.

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Questions folks would have in regards to any of those materials. Any questions, yes liz. um I know.

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That there was a um an update regarding um the um trainings for um emergency management. I guess.

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I don't know if this is appropriate time, but I I just wanted to ask if there was any up update on.

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The um working with um the police department, as well as maybe the legal department um regarding.

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Or the um liaison that was provided regarding restitution for um the closure of the schools.

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And the investigation and whatnot surrounding school closure for um the threat that we had. No, no.

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Additional update, uh yet um they have asked us to to um monetize to the best of our ability. U what.

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Restitution might look like, um but no additional steps have been taken up to this point. Okay, so we.

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Reached out to folks to to basically to um ask folks within uh leadership, the leadership team.

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uh What would you know, what would we identify as costs that were incurred as a result of the.

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um Of dealing with the threat and and the school closure, uh we received information and uh we're.

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In the process of trying to put a dollar figure on on um on those things and then we'll be in.

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Contact with the us attorney's office um to see what can happen from there. Okay, um I have a few.

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More questions um uh you had mentioned the busing issue. I know um it had come up as far as busing.

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To after school programs, I know that's not on this agenda, so I don't know how appropriate it.

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Is but I guess um I did want to ask about um how the buzzing after school programs worked out.

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And I know that there was I I heard sort of talk about the wreck programs not having busing. There.

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And so I'm wondering if that's something that could be revisited or what the status is. So as we.

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Moved into so I the backstory is uh last year as I came in um one of the challenges we face is we.

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Had a couple of different organizations who wanted us to provide transportation, um what we felt was.

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Because we became aware that those organizations had already communicated with parents that we were.

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Going to provide transportation, but it was not the district's intent to that. It was too late.

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In the year to um to change, so what we did is we, we were unable to fulfill our core obligation to.

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Be on time with our bus delivery for all students across the district in order to help partner with.

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Those organizations, um so we did that for the year and then notified organ notified um folks.

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That we were not going to be in a position to provide the same level of transportation. We.

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Continue to uh struggle in terms of the number of drivers that are available to us through our.

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Third- party, uh vendor and uh and our goal, and our commitment was what we put out in terms of.

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Bus times we're actually going to hit this year, uh so we communicated with those uh folks to let them.

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Know that we were not going to be in a position to um to do that to do extra uh last year that.

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Meant you know the biggest um beneficiary of that uh work last year uh was uh the ymca uh and the.

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Work that they were doing via camp gundalow for after school activities, uh we basically what we.

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Ended up doing was, we ended up re reworking all of our roots. All of our roots relate.

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And we also provided uh through a combination of esser and taxpayer funds, a parah to watch.

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Students at peverly hill until um until folks from the y could pick up. um That was only for.

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A short period of time I understanding no, that was throughout the entire year last year, the taxpayers.

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Picked that bill up, so we um we notified the um the. Why that we were no longer going to be in a.

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Position to do that coming into this school year in april, uh and- um and so then they struggled.

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Define uh transportation and then came back to us and um what we are doing at this point is we're.

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Still continuing to allow students to who are at dundo to drop off at peverly hill, but we're.

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No longer providing the par services to um help facilitate that, um so we can drop off dundo the.

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Why itself is then, has a bus that picks up from new franklin and from little harbor to transport.

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Students to uh gundalow what about wck programs on the same thing, um wre um we're still in the.

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Process right now, we've been over the course of the last couple. So we are not the question. The.

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Answer is, we are not providing wck transportation. um We may be able to do similar where we're going.

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To provide dundo uh transportation because it's on our normal routes, um but we're still in those.

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Conversations about whether or not we can do that with and still provide our core transportation.

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Mission um and we're we're uh in the middle of dialogue over the last two days uh with wreck.

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On a solution they think that will solve that problem. Okay, great and then I have um one more.

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Question about this I mean this memo is pretty long, um there's a section in the memo that talks.

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About the dondo class size concerns, um thank you for including those documents you shared to the.

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Board there um one of the documents, though it has the ieps. um I guess I wonder about the 504s too.

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And how that plays into resources um for having to do modifications for 504s and whatnot? um But I do.

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Find it alarming that um the dondo kindergarten class does have class sizes of 22 for um each of.

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The three classrooms, and then the fourth grade, has 22 to 23 in each of the classrooms um and.

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So in your memo you state that um you advise that the district should continue to closely.

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Monitor enrollment and utilization of staff and space from the ey toward equity of services. I.

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Guess I'm wondering what mechanism do you propose that the district closely monitor this issue.

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Would reestablishing the redistricting committee be the appropriate mechanism? You know? Could we.

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Include admin on that, what would be your proposal to um close closely monitor this? So first, let me.

C

Quickly, just speak to the um kindergarten class sizes, so we did so we haven't. I mean we have what.

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We have at the kindergarten at the fourth grade and I think we talked about that at a.

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Earlier meeting we were concerned where we- and we talked about the idea of you- know up through third.

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Grade you're learning to read and then you're reading, to learn and it and it transitions in.

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Terms of what we think we can adequately handle, and we didn't feel that the solutions that were.

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Being presented by some folks in the community um were um that the that the um challenges that were.

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Present in some of those solutions uh were worth the potential marginal impact on on students of.

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The fourth grade, but we were worried at the at the kindergarten level, so we repurposed money. We had.

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Money that some of the projects that we thought uh were going to go through that were going to cost.

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More connected to esser uh came in at a lower amount. We were very concerned about what we're.

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Looking at at the kindergarten level um and we've uh established a this will only deal with this for.

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One year, but we have a um a tutor position, which is through the pa contract in each classroom.

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At dundo, I think we're about to close. We have two of those positions already hired. We have.

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A third that we are on the verge of offering to a candidate, so we anticipate that, within by the.

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End of next week, every single one of the classes at dundo will have not one but two. Every single.

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Of the kindergarten classes will have not one but two certified teachers in each kindergarten. Space.

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um So that's to mitigate the concerns around the larger class sizes in the kindergarten to go to.

C

Your other question about the about the vehicle to monitor. I think there is an I think there is.

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A I think, there's a, I think it's worth continuing to explore the question of redistricting um and.

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I'm not saying that that uh that's the right definitely the right move for the upcoming.

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Year, but I think it is worth do continuing to explore uh that to have conversations with.

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The planning department about where we anticipate additional housing units being built, I think, a.

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Lot of that is going to continue to be um to the dundo portion of our community, uh and so I think.

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It's worth the board, um look, you know considering uh bringing back a group of folks to uh to work on.

C

And continue to study the long-term uh possibility of either adjusting lines or adjusting the way in.

C

Which we send students to our elementary schools? Okay and then I have one last question for the.

E

Agenda here, thanks for answering that so there's a connection with the new law firm um wadley.

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Star and peters I'm familiar I've heard of this firm, um representing schools and other um other.

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School districts um is the intent to also have an attorney present from wle, star and peters. At the.

E

Policy committee meetings: uh no at this point uh the conversation um that uh we've had with um with.

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I said feel funny seeing city legal when susan sitting right here is basically that we we we.

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Think the the policy committee can function, um our normal meetings can function without an attorney.

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Because we have in-house council available to us to to bounce questions off of. If we run into.

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Legal questions, or depending on the issue that could be inhouse legal counsel or it could be.

C

Wle star, depending on our needs, okay, I guess I just would ask I don't know um what mechanism.

E

We'd go about it, but I I do think it would be beneficial as we're going through these policies.

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To have somebody from wly starring peters, if they are, you know they're highly experienced.

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In um school law you know present, um if there is not, you know, sort of an expert in the area.

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Here present, um you know either by zoom or some other mechanism at our policy meetings. I think.

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That would be beneficial or even for a portion of the policy meeting to sort of address um potential.

E

um School legal issues, um all right, okay, thank you, liz, that's a good suggestion and I'm sure.

A

Dr mofin will look into that, for us. Does anyone thank you. Does anyone else have a comment on the.

A

Superintendent report carrie um quick question. I hope um if I I appreciate all of these updates.

H

Specific to the se, stag stag- um and this might be best for dr haynes. But if I recall when we.

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Were introduced to that, um there may be upcoming um budget considerations, for that, and I was just.

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Wondering if that you anticipate additional budget, asks related to that assessment for.

H

Upcoming budget, so I would say you jump in when I get it wrong, so no, I think I think you're you're.

B

Referencing something different: we've got a lot of we've we're alphabet soup with education, so I.

B

Think you might be thinking of something else, but because this is just part of this is training and.

B

And a methodolog, I think, you're thinking about some other acronym that isn't this, so we don't.

C

Just to be clear, we don't anticipate with se stag we we don't anticipate a a budgetary cost, a clear.

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Budgetary cost I mean this: is teams of people uh having a very specific structured thought process.

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And procedure when a student makes um a threat against another individual am so refreshed. That's.

B

Okay, okay, um so a lot of letters we we get it. Okay are we all set? Thank you carrie all right. The last.

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Item on zach's report is the 2023 um new hampshire school boards association, legislative summary, so.

A

Oh, did you want to talk you? You were going to talk about that? Okay! No! No! I thought we were only.

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Asking questions about the um memo are: we are we taking questions on the other parts of that? Okay,.

L

We can okay, I'm sorry I misunderstood on on the. um Could you just speak to how we're doing so far on.

M

Getting feedback on the portrait of a graduate, I don't know if you know those numbers yeah. I have.

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um So I do have numbers I can. I can try to pull them up in a minute. I would say we we so we we.

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Get weekly updates um from um from the folks at gsp around the survey uh and the truth is we're.

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Looking for more so, I had to I kind conversations today about more structured opportunities for.

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Staff to contribute, uh and also what are we going to do in relation to open houses, to try.

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To encourage additional uh parent input and then there are going to be structured opportunities at.

C

The middle and high for students, so it's not the truth. Is it's not as strong as I want it to be.

C

Right now, um but we still have time and the end of the month is our target, um so we still have some.

C

Time to pull that off and I think you're going to see at least one more me push districtwide.

C

um Around you know, here's what this is. Here's, why it's important really hope you participate, could.

M

We, as a suggestion, could we push it out in our um school, specific newsletters or maybe you're.

M

Getting maybe you're getting parent feedback, and not just it's. You know if so we so I did talk to.

C

Principles today, and I think in at least two of those conversations folks talked about well.

C

I'll push it out my weekly okay again uh uh this week and I'll have a link to it within my weekly.

C

um For the schools uh and als also, um I know kate callahan- and I were talking about this today- about.

C

Again, the the constant reframing of yes, I know your kids in second grade, but this isn't about.

C

High school, this is about the whole system uh and so so the opportunity to reframe one more time and.

C

Then provide people a link to then go to that uh as well. So I think that'd be another. Our hope is.

C

To have multiple more pushes to parents uh and, like I said structured, we gave uh staff. I think.

C

In all, building staff were given 15 minutes or so to to, but it wasn't, you must do this now uh and.

C

As a result, you you had people choose themselves whether or not they wanted to participate at that.

C

Point: okay, thank you y. Thank you margo. Anyone else, yes, lisa, quick, related question to that is.

G

It possible to push it out in the city newsletter. That's a great, especially this time of year, with.

G

An election coming up, you get a lot more ey people eyballs on it, a great it, get you more business.

G

Owners and other people, the community who might not see it otherwise yeah. Let me see what I can.

C

Do on that front cuz, I think, like the library survey has gone out there and I know there's a.

G

Library newsletter separately right, but they got a solid amount of response. I think, through the.

G

City like y and we'll h, different different set of eyes than who might be than some other folks.

C

Who have heard this before? That's great? Any other comments are we are we going through all of the.

E

Superintendent report items right now like um can, I should I is it dis time for me to ask a.

C

Question about the quarter goal progress, update, yeah. I I'm my impression. Any of those items are.

E

For grabs, um so I do have a few more questions um um I was noticing. As far as the communication, I.

E

Was noticing on parent square that there's not a response option, so there wasn't necessarily.

E

Like I, just to give an example, I didn't get the um the teachers email addresses when they did their.

E

Introduction because everything's coming from parents square, um so I think it was yesterday. I.

E

Got a list of all the fifth grade teacher email addresses, but before that I didn't have my my.

E

Child's teachers email, I think, they're updating the dondo teacher list on the website, but it kind.

E

Of red flagged to me that when something comes up on parents square, that may require a response.

E

To a teacher or a flag to a teacher, there's no response option and I don't know if that's.

E

Something that we can consider as far as like a package update with parents square or a feature.

E

That we can add. I was curious about that. I think my understanding is that's actually a feature.

C

That's available, um but we don't to the so for now like when we send out. You know I could set it up.

C

Where, if I set out like a districtwide thing, it would it'll allow um responses, um but we haven't.

C

I think we, I think it's a choice to not be like. This is a two-way communication tool yeah, um so.

C

And I think part of that is, you know, I know when I send out stuff. I don't necessarily want to get.

C

Into um the equivalent of like a facebook back and forth with, like and and have, the expectation from.

C

The community be, this is like this is now an open forum, uh and uh so so there is the ability to do.

C

That and I can and then um some folks have it on, and so some folks have it off so at the classroom.

C

Level and some teachers, what I don't know, is some teachers. I don't know to what extent teachers are.

C

Cognizant of they have it on or they have it off or maybe they just chose to have it off um so.

C

I'm happy to follow up, but that is a that, is we don't need to add a package? My understanding is.

C

It's already available yeah. I guess my concern is that, like the teachers are using it at the teacher.

E

Level and so therefore, there's not a reply option, um even if they were have more question yeah, I do.

E

Have a question about the email that came in about the r race and ethnicity issue, I'm wondering how.

E

That was like is that presented, you know, what is your understanding of where the issue is lying? Is.

E

That, within the um document that we have, parents fill out online for medical stuff. That requires.

E

It for the state, or so we is there, an opt out option. There is not an well here's. The here's.

C

The what I'm waiting for is um is for, um while le start to get back to me on this particular issue.

C

We know that we have to to submit to the state of new hampshire and to the federal government.

C

Under a report, it's a cdc, it's a civil rights report, so they purposefully track all kinds of.

C

Information connected to students, specifically for the purposes of in a lot of cases, to make.

C

Sure that students um of a variety of ethnicities and races are getting a fair shake in discipline.

C

In class access um all those types of things, so we do do not have a choice as a school district.

C

We must report that information to the state and federal government uh the what I'm looking for is.

C

From um from wadley and I'm hoping to get that answer soon is, is it a I refuse to? I refuse to.

C

Respond, we do not have the choice of refusing to respond, so, if that, if that was something that was.

C

An option for um for parents to say I I I refus to or choose not to uh answer this. We would then be.

C

In the really awkward position of being like what do we think this person is, and we would have to.

C

Label the person within the prescribed categories, as laid out by the feds, so um so in so instead we.

C

Just give those options and the categories that are on there in terms of that enrollment form.

C

Are specifically connected back to the federal um the federal expectations? Okay, are there any other.

A

Questions for zach, okay, uh maro zach, just to tag team on that. It's my understanding too, that we.

M

Don't that um information is not uh identified with each individual student, it's a conglomerate.

M

List that we send to state and federal, so it's not tagged in our system, correct the I.

C

Mean within I don't know, I let let me get back to you, because I because in most of my student.

C

Information systems and I need to look at ic, I feel like we have individually within the student.

C

Information system we are individually tagging um students, okay, so, um and that allows us to because.

C

In this very comprehensive civil rights report, we need to do for the us department of education. It.

C

They want to see how many of your students, who are um your students of color, your students of.

C

Certain ethnicities, what percentage of those of your suspensions are connected to each of those.

C

Groups, how big uh so you have to have it tagged. So what how many of those kids uh who's taking.

C

Your um your advanced classes, who are those kids, are they? Are they so you have to for us in order.

C

To do a reporting, we have to tag individual kids. Now we don't that's, not information. We.

C

Share publicly um and u, we don't put it out, it's not directory information um that people could.

C

Access from the the general public parents do not need to individually identify their own race or.

C

Ethnicity, but we are have a responsibility to those two government entities to do so. Thank.

M

You super helpful okay, we'll move on and I just wanted to say. The last item is the new hampshire.

A

School boards, association, 2023 legislative summary and what I'd like to do- and we discussed it in our.

A

Pre- meeting is vote on these resolutions at our next meeting. So I'd like everybody to look at this.

A

uh For the next meeting and um have any comments or um um how you feel about these resolutions, yes,.

A

Lisa, oh, I had a question before we got to that. Oh I'm, sorry, okay, go ahead! Just really quickly! If.

G

Anyone is using infinite campus, you can click into any class and when you click on it, you can see the.

G

Email address for the teacher, so I know the some the directories aren't up yet, but I just wanted to.

G

Put that out there, if anybody's, desperately trying to track down their child's teacher right now, yeah.

E

I don't know if the elementary school is use- inent, okay, okay, maybe not, but that all thank you. Lisa.

A

Krie, did you have a hand up? I think somebody over um I, I don't. I I believe what you're referencing.

H

Is under new business? What is there is the um legislative summary which was the laws relevant.

H

To education from last session from last session, and so um I wanted to clarify that. But I wanted to.

H

Ask um in general is there, do we have a process or um are are compliance with new laws being reviewed.

H

By policy or just kind of a point of information for me, the way I've always done this in the past.

A

Is we have this packet? We look at the resolutions and we just we didn't do it that way last year, but.

C

I don't know talking you say this, so this is to just to clarify, so this particular document is.

C

Not the resolutions for n uh nhsb a this is uh nhs ba's um summary of uh changes in the.

C

Law in relation to education and the resolutions are later on in the agenda, so I just wanted to.

A

Make sure I speak to the right thing all right, so this is just a legislative summary mixed up.

C

Your question we review and we also get um the um you know. We have ongoing information that comes.

C

From from the state itself um from the department of education from um the uh superintendent, the.

C

Sorry, school administrators association uh and the school boards association, uh so usually the.

C

Things, those three: if you triangulate from those three groups, you you see, you know you, you get a.

C

Pretty clear picture of where the challenging differences are uh within legislation uh and.

C

Then, and how are people uh brainstorming to create solutions to uh respond to legislation so um but.

C

We do not have like we do not hand, hand off this to um the city legal department and say what do.

C

You think uh we go through those organizations when we hit um when we hit questions that we're.

C

Not quite sure about that's when we would bring in attorneys to to give us additional information.

A

Okay, thank you. Thank you for the clarification at liz, um just a quick followup. As far as the.

E

Outside council, um how is that hitting the budget? Is that going through um the city's budget through.

E

I mean obviously it's all sort of one happy pie at the end of the day, but is that um when we're.

E

You know when, when zach thinks he has an issue and needs to call legal, it would be going through.

E

The legal department and then contacting outside counsel or is there a direct contact and is that.

E

Hitting school budget, or is that going to hit the city attorney's office budget? How is that working.

E

I mean I just foresee, obviously, this being a budet go first, first, um our contract with wadley star is.

I

For the superintendent to be able to have direct contact with a representative of wadley star on.

I

Legal issues, but also to have legal, have some oversight on a monthly basis or regular basis.

I

With the city manager to see how we're progressing with the cost, the cost of right now is going to.

I

Be um from the school department's budget, as kathleen dwi's um salary was paid through the.

I

School department, budget and part of this process we're going to assess how we should um provide.

I

Legal services going forward. Okay, thank you appreciate that. Okay, are you finished with your.

A

Report. Okay, do you want to do the um correspondence uh I think you know liz.

C

Just hit the you, have you have this? I'm sorry this one? Oh I apologize. I didn't understand.

C

What you were saying, um yes, you just have a you, have a uh resignation letter um from trca davis.

C

Who had served in a uh el roll uh through uh dundo, uh and um this is one that is just a report. You're.

C

All set you don't need to take any additional action. Thank you. The next item on the agenda is.

A

The administrative report with school opening zach- do you want to talk about that for a minute yeah? I.

C

Mean I I think the um you know the quickly I'll just say that we have had a. We feel good about.

C

The start uh that we we've had uh things have gone reasonably well, um I know that we, you know, we.

C

Had some con, you know always have on an annual basis, conversation about heat in buildings and.

C

How warm it is at the beginning of the year and at the very uh the very end of the year, uh I did want.

C

The board to know- and I'm sure some people saw we did- we did allow we'll call it the superintendent.

C

Experiment um at two, the two elementary schools that do not have uh central air conditioning and.

C

That's uh dundo and little harbor, um so we did go through that process and allowed folks to bring in.

C

uh Personal units uh as to experiment to see how that would go, um and um I think we're still. I have.

C

A survey that's going out uh to staff around that experience, but what but some of the logistical.

C

Issues that we thought would be a problem. We a problem which was our electrical capacity, isn't.

C

There to to handle uh that many acs, so we're doing a lot of running back and forth to the breaker box.

C

um And stuff but but um but there was, uh you know the folks had indicated a desire to to make an.

C

Attempt so we tried it out, um like I said I'll get feedback um from uh from staff, but I would.

C

Say the on the logistical side, not the pedagogical side and how cool it is in a room and whether or.

C

Not it makes for um how much of a difference it makes in the quality of instruction. uh You know.

C

The um stick: a unit in the window approach is not realistic. It's not an institutional response.

C

That's going to be a long-term institutional response, so uh we'll be back to you with.

C

With uh I'll I'll provide in a future report kind of what some of the feedback was that we received.

C

um But we did, you know, have some hot days there for the first couple of days uh outside of that.

C

I'll just say that I'm, you know really happy with the work that um the administrative team has done.

C

With you know, we're working through at a we have several different new things that I alluded to.

C

Here uh you know: we've got the math pilot going on, we've got new uh emergency uh procedures and.

C

Apps and stuff that we're utilizing at a couple of the buildings uh we're um we just have a variety.

C

Of different new things that people are trying to tackle simultaneously uh and in other years.

C

We might have decided to do some of these things one for this year, um but because of the I think.

C

The desire we were stress tests multiple times last year in relation to some of our um programs.

C

And procedures in relation to safety- uh and I think we just wanted to know- wanted to feel like.

C

That was locked down solidly, um and so we have a couple of different these se stag initiative and.

C

The work in connection with uh the emer emergency management suite are things that uh we felt like.

C

Couldn't wait that we needed to go ahead and get done so staff are trying to take on all those you.

C

Know several of those different things at the same time and I'm really really proud of what.

C

Staff has done to uh this point and we've, and you know in conversation with um with teachers and.

C

Administrators people feeling really good about where students are at how students are feeling.

C

As we enter uh to start the school year, everything every start of a school year has surprises. uh We, I.

C

Was laughing with someone as we walked out today and said how' it go and I'm like well, you know.

C

It's gone really really well, uh but inevitably, despite all your summer planning there's like.

C

The 15 things when you, when people walk in the door that they've been keeping in their.

C

Metaphorical junk drawer for the summer and now they're pulling it out and you got to deal with.

C

It and um uh and figure out solutions and for the most part, I feel really good about what our.

C

Team's done and- and uh I'm really excited about this year- and I think what we can do in this year.

C

Folks had to uh endure, they didn't endure patty's first year they endured my first year, uh but they.

C

uh And now you know as we each year, I think we're going to continue to gain momentum. So I'm excited.

C

About what this one's going to hold, so that's the latest very good. Thank you. Zach, okay, we'll.

A

Move on to um the school facilities, update and and nathan, can you help us with that? If you, if.

F

You, like the report, the memo was in your packet. I would highlight a couple of things. uh First, if.

F

You haven't spun through the dondo school site uh that pavement was all dug up and replaced.

F

um Another big project over the summer was the artificial turf replacement at portsmouth high.

F

School uh that was a beautiful thing to see take shape. I mean the color, the vibrancy, the uh and the.

F

Shock pad, uh which is a new ad under that turf. uh I think I've heard some I've heard. Somebody refer.

F

To it as a little bit like a trampoline, and it's certainly not to that extent, if you walk out there.

F

But but that that speaks at least a little bit to um it speaks a little bit to the safety that it'll.

F

Provide for our student athletes, um I I want to make sure I say out loud. uh We do have certified.

F

uh Record that it was hauled away all, however, many tons of material uh to be recycled, um which.

F

Was part of the specifications for that project? um All of this that was done in that list. All of that.

F

Was done this summer on top of um the refresh the cleaning that uh mr lynchy and the custodial and.

F

Maintenance crews did uh always want to take the opportunity to shout out to them for the work that.

F

They did we all take v. I say we all the schools take vacation and people get the summer off, but.

F

It is uh the it is, the biggest of their stretch, those guys uh that team working through the summer.

F

Months so we appreciate that I just want to make sure that you're aware that there's also been a.

F

Lot of work done from the spr through the spring and summer in preparing for more projects coming.

F

So there's uh ongoing roof work, that'll be done, there's a patch that needs to be repaired at new.

F

Franklin uh and there are significant sections at the pou high school uh in the capital improvement.

F

Plan of the city, the cip, we look to spend uh there's a million million three of paving and a.

F

Million something million one of roofing. I think I'm off the top of my head over the next four.

F

Years, uh additionally, and when I mentioned paving at the high school, I should tell you that we'll.

F

Do an assessment that considers the traffic flow and pays particular attention as we repave the.

F

Sections at the high school- we can't do it all in one summer, we'll tackle it over multiple summers.

F

Trying to build in pedestrian ways and apprpriate medians to make sure that that uh staff and.

F

Students walking in the lots at the high school are protected, so there's some work to be done.

F

There also tell you that uh we continue to march forward with what should be a summer project next.

F

Year, replacing the exterior windows uh at dondo with upgrades to the facade, as well as repairs to.

F

The windows at little harbor, uh the tennis courts- uh are have been a challenge. There's a challenge.

F

In that market- and we expect, though the biding has been done- the contract's been awarded and.

F

We're hopeful we. We have no expectation right now that we will complete the construction of the new.

F

Courts in time for the spring season, but it may you know, but we expect it will be done sometime.

F

Next year, um I can also tell you that we're moving ahead uh with the robert j liser academy,.

F

Renovation of space out of community campus uh so, to the extent that you haven't heard contracts are.

F

In final review right now, they expect to break ground quote unquote on that interior project.

F

The end of this month, hopefully uh they'll start with demolition and they'll work very closely with.

F

The other tenants in that building to make sure that they are respectful of the fact that there's.

F

Preschoolers upstairs napping and and and uh and learning and growing, it's a it's an exciting.

F

Building and so it's an exciting project, that project is still on target to be completed by next.

F

June, so that as school ends, we'll be able to make the move out of the old sher building and into the.

F

The new space at community campus- that's just a quick update to bring you up to speed on capital.

F

Proit. Thank you. Any questions for nathan pip. um You mentioned that the turf the the used turf was.

D

Held away certified, there was a certified record that it was haul away to be recycled. Do you have.

D

A record that it was recycled. I don't know that that uh it's a great question I'd have to. If my.

F

Phone buzzes it'll be because mr lynch is watching from home, give you the answer. I know that I saw we.

F

I know that I know that I saw the document, uh but I don't, but that spoke to that spoke to it being.

F

um It being certified the handoff to a certified recycler, but I I don't know that in that we have.

F

Any report back on um what it turned into or where, where it is right now, but it's a great question.

D

I'll follow yeah. I would love to hear if and when we can confirm that it was recycled and by maybe.

D

By what company? That's that information available? Absolutely thank you. Thank you, pip. Anyone else.

A

For nathan, okay, we'll move on and nathan, I think you're on again with the recycling of technology.

F

Really quick, uh the it department was looking to do a buyback tradein if you will or get rid.

F

Of some uh computers, some laptops that still had some residual value and when we did the homework.

F

And reviewed the policy, it was appropriate to communicate that to the superintendent and then.

F

To the board, I think the policy actually says uh property valued at 500 or more should should.

F

Be noticed to the board in this case we certainly won't see 500 out of any one of those, but we could.

F

See 10 or 10 to 14,000 15,000 total for 100 plus um units that have now been in service for over 5.

F

Years um and so wanted to make sure that we did so notifying the board of our intent to do that.

F

Buy back okay! Thank you, nathan, we'll move on to whole business draft of objectives for board goals.

A

And we're going to turn it over to advice, j, maro, um great, thank you. We received some feedback and.

M

Some great suggestions, so we compiled it into um the new board goals which, um if you recall from.

M

The minutes of the august 8th meeting we felt as though the objectives really needed to be updated.

M

To be more lock, step with what we're focusing on in 23 24, so the highlights is you'll notice that.

M

We we definitely identified, we didn't just say we will hire um a consultant. We identified, who.

M

We hired um under strategic planning and then we identified the five goals that we set and that.

M

Were loud and clear from last meeting and those that provided feedback under communication, we.

M

um The suggestion had been made when you know we had all said, set communication priorities.

M

Those priorities had been est established in a previously quarterly update by the superintendent.

M

So those you see listed under number one um and then the others are lock step with the feedback.

M

That we received or measurable um objectives for our two continuing goals of strategic planning.

M

And communication, so I can take a motion to approve motion to approve second great, any.

G

Discussion an hand, any discussion, liz yeah. um In the superintendent report. um um It stated that.

E

He wanted to um like, or his next goal is. I can scroll to see how it was worded, but basically.

E

What was the next steps under strategic planning that was proposed um under the superintendent.

E

Report that was in this packet um and there was a plan development around each pillar.

E

And so I guess I wondered you know, I I think that every everything under the strategic plan here.

E

Makes sense, but I guess I I would like to add that into the schoolboard goal. If that's the plan, the.

E

Superintendent uh intends to do um be more direct there in charge. If I could clarify, we wanted to.

M

Make sure that these were measurable and the the um build out of the plan is part of developing.

M

The strategic plan, so he so his quarterly updates, are showing where we are making progress to hit.

M

That goal of developing the strategic plan so right now we'll approve the portrait of.

M

A graduate and then we'll divide out those buckets and start building the strategic plan around those.

M

Identified buckets, so we are that quarterly update. Let us know there's where we are in the process of.

M

Developing the 3 to five- and that was the goal number one- provide the quarterly update. Okay,.

A

Any other questions lisa. um No, I was going to see if we could move the question to a vote. Oh.

G

Okay, we have, I guess I had more questions here. um That's you have to take it. You have to take the.

I

Motion to move the question: okay takes precedence. Okay, do we have a motion to approve this um board.

A

Goal school board goal the motion. A second, so was a motion to move the question two. We need a second.

C

And then a vote to close to close uh discussion. Okay, so we have a motion to move the question from.

A

Lisa carrie seconded it do we take a vote on that? Okay, let's take a vote on that. Should we move the.

A

Question all in favor any opposed one opposed, so the motion passes passes. Okay. Now we vote on the.

H

Plan or no now we vote on the goalss, okay, okay, and we have a motion for the to approve the goals.

A

Correct: okay: we have a first and a second okay, all those in favor of approving the school board goals.

A

For the next year, any opposed motion passes great thanks. Everyone for the feedback. Thank you thank.

A

You thank you that was a big job in margo. Thank you for all your help and input on this project.

A

And thank you for board members for participating and giving us your thoughts, and um that was great.

A

Okay, margot consideration and approval of policies; okay, so this is up for second reading. I we'll take.

M

Them one at a time. The first one is the field trip policy. You'll, see reflected the brief.

M

Grammatical changes that we made as well as the big change that we made remember it had said in.

M

The overnight trips it had said one month prior um and the board um had said that wasn't long.

M

Enough for the overnight trip, so remember it says a minimum of now. It says a minimum of at least two.

M

Months so there is some elastic language there, so most of ours are communicated usually a year out.

M

Sometimes a little less than that, but this just um caps it at two months. So that was that big.

M

Change and then remember, if you remember, on line 40, we had a nice discussion around the fact that.

M

Certain trips aren't necessarily um educational and objective: some might be social, so we changed.

M

That to say state the objective of the trip rather than the educational objective. The blue cross outs.

M

Were left over from the last one, so those are the changes that were made that reflected our.

M

Conversation at the last meeting and at which case I'm happy to take a motion to approve for second.

M

Reading policy ia approve carrie. Second, this first pip. Second, I'm sorry did I that up second she's.

C

Ready she's in there ready to go, come on we'll get you the next time. Man we'll get our foam.

M

Finger, so uh all the oh! You go ahead: nancy, oh okay, all those in favor any opposed; okay, okay! So thank.

M

You that's jj oa and then the academic integrity. Again remember that was first read so this comes.

M

Up for second read again, what you see in red are the changes reflected that the um that the board.

M

Acknowledg and I'm actually noticing there- I don't know how I didn't catch this line 23. I think we.

M

Had a discussion on or whatever else is deemed contrary to the rules of fairness with respect.

M

To the schoolwork or assessment, including rules developed by the instructor of the course that are.

M

Clearly communicated in the class materials, the discussion was that felt like it wasn't anchored.

M

In anything, so it's putting some ownership back on whatever those rules are. They can't be.

M

Arbitrarily decided, after the fact they need to be clearly communicated, so that was in lines. 18.

M

To 24 the um you know, minor grammatical edits are shown. There had been a discussion um about some.

M

Board members had questioned the zero as far as consequence. um The policy committee didn't change.

M

The zero simply because that's what is the that's, what the practice is at the high school right now.

M

But I think my understanding, the meaning of the conversation last time was, is that an end all be.

M

All or is there flex there that that the student has the right to sort of dig themselves back out.

M

um Was what I thought the nature I I can only say personally having done this for years and years.

M

Zero is common practice at most high schools, for a violation of ac academic integrity, but to the.

M

Point that the board was raising, it doesn't have to sync the child permanently and if we feel as.

M

Though that language isn't clear enough, there's space to add it there we can add those edits now.

M

What line are you you on? um I'm sorry, thank you. That's under consequences, section c, which is line.

M

68 to 71 specifically line 70 to 71. So can you suggest some change in the language or are you.

A

Looking for input from us, I have a question about that. We need a motion to approve first.

E

And then we go through the process of department inquiry. Okay, uh typically, yes, you do. The motion.

I

The second and then discussion, okay, do we have a motion to approve the policy, an an do? We have.

N

A second do you want to be the second to no, you can't do we have a second second pip, okay,.

A

Let's um have a discussion: okay, I had lisa brian and then an and liz. So my quick question around.

G

What margot just said was for line 70, whether sh should be may. If our intention is to give.

G

Them flexibility or, if it's supposed to say, shall because our intention is to make that set in stone.

G

And I'm not preferentially saying which it should be, but the way it's worded there's not legal room.

M

And so, and all I can say is in in the research of the handbook at the high school sh is consistent.

M

With the practice, okay is that it is a zero but okay, so there's two options here: there's a they.

M

Get the zero, but we add language, saying they can be given up other extensive opportunities.

M

For improvement, you know you know, or we can not approve the second reading and call in members of.

M

The high school to see how they feel about that, but so it's it's practice versus does that make.

M

Sense today do we know zach. Is there a preference from the leadership team at the high school on how.

C

That should be don't. I don't know on this m so for me, so I'll just say my preference, my preference, no.

C

And I don't know, but um uh I so I think we've talked about this before about prescriptive.

C

Policy there's a plus and a minus to prescriptive policy at times right, so so, most of the time, what.

C

I, in most policy, what I would love to see is give folks on the ground, give them your goals and what.

C

You want to accomplish in terms of values, but give them flexibility to be creative on the.

C

Ground in relation to that, there are times, though, uh whether there are times where, by statute, you.

C

Don't have that option, you have to do something there's other times sometimes where, as a set of.

C

Administrators and teachers and etc. You really want the support and the warm blanket that is.

C

Board policy: you know like it's, not me, I mean zero, it's zero! It's a board policy. My lean tends my my.

C

Lean tends to be give us, give us the flexibility to be creative, um express your values, give us the.

C

Flexibility to be creative and then we have to be creative and courageous in the way in which.

C

We implement those uh policies on your behalf. Okay, so may would be my preference in this one.

A

uh Bri, that was, I did not necess, articulate that at the at the pa policy committee, that's helpful.

G

So could I make a motion to amend that one word: do you want to wait till we get other feedback or you.

A

Sorry yeah, let's wait till we get other, so I mean I. I brought this up last time. This exact wording.

O

I don't even like the fact you say zero. um I do like the ability, for I mean, maybe suggestions in.

O

Here but you know, my suggestion is to have it: go back and rewritten and looked and really thought.

O

About and also bring in high school because it you know, we've talked about discipline on a number of.

O

Issues here where we we run into trouble when we say something's, black and white, when we know.

O

That's there's always differences, and so I would prefer something different here other than even.

O

um Well or shill, a shell um or will a shell, I guess um so that would be my suggestion. I'd like.

O

To see it reexamined and thought about, thank you brian um ann. I agree with much of what has been.

N

Said uh there's a difference between policy and procedure and you don't necessarily need to deal.

N

With procedure, because that's changeable, you know- oh sorry, okay um liz was next and then mago and.

A

Pip, so I I would propose that we get rid of the whole sentence from 69 to 71. I brought this up.

E

Before the minimum consequence shall be a zero and keep the sentence to two sentences before that, the.

E

Sentence before two, the two sentences or the one sentence: sorry before that that has two policies.

E

In it, um those policies give the discretion to the school, so I don't think this needs to be a.

E

Big workup, where we need to sort of go back and forth or you know bring people in. I would think.

E

And maybe zach could speak to this too. I would think that ji and jcd, um like ann said, gives that.

E

um uh Procedure to the teachers, um it says you know, student rules of conduct under jic that.

E

The school board delegates, the superintendent constition of the principales and counselors.

E

Responsibility of adopting and implementing age, appropriate rules and regulations for each school as they deem necessary to implement the objectives of this policy and reflective system.

E

Of behavior and intervention support systems and that would be conveyed in the handbook. So I.

E

Think that covers what brian's trying to get at. As far as um you know- and I think others are trying.

E

To get at, as far as um having the procedure versus you know, and the policy would really.

E

Be jic and jcd that would do the discipline, so I would propose that we do a motion to.

E

um Approve this with an amendment to eliminate the the from line 69 and eliminate line 70 and.

E

71, do we have a second to that motion? Second, okay, do we have any discussion on that motion? Can you.

A

Just okay, so what we're going to do is keep the first sentence line 68 and take out the second.

A

Sentence if the motion is if the motion pass, if the motion is approved, can I discuss the motion.

A

Yes, margot and then pim. um I totally understand that reasoning. I can just say, having dealt with.

M

Academic integrity in a school for years and years, it's so nuanced, like there can be a student who.

M

Truly doesn't understand that they haven't properly cited or that they've plagiarized.

M

And yet, if you send it through these two policies, you're looking at suspension in school suspension.

M

Detention, when what might be better is that a mentorship and a chance to redo the assignment.

M

So uh I worry if we leave it as just that, we're sending it down one specific track. um I again, I.

M

Agree with an, I don't think it's the place of the policy to get into procedure, but it's it's not.

M

Always quite so so clear, we also have students who sometimes wrote an essay in one class. It's.

M

Their work, they submit it in another class and they don't think there's anything wrong with.

M

It cuz it's their work and technically that's a breach of academic integrity. Are we saying that.

M

In that situation, we're going to send them down the same student conduct path, so I think we have.

M

To be really thoughtful on how we consider these and the role that we as a school district play in.

M

Having them reach clearness on what is academic integrity, and how do I avoid it in the future.

M

And and that's that's got to be part of that discussion. Thank you, marco. um I think I maybe.

D

Maybe misunderstood what you had said to begin with, because I thought we were only considering.

D

Leaving those two lines and changing the uh the the shell to a may, so, oh so I'm I'm sorry.

D

If I misunderstood that, so were you suggesting that we we change the entire uh wording under.

D

All under consequences, the am amendment that liz has on that she suggested was remove moving lines.

M

70 and 71 right, whether if we do that, whether we do that or not, we would still be referring.

D

To the other two policies right, yes, so I guess I'm unclear about why you're specifying what you.

D

Just did because I completely understand I mean I completely agree with you that we would prefer to.

D

Have more flexibility, and- and I agree with what ann said about the procedure, I think we want to.

D

Allow um kids to, I think we want to allow the the teacher to handle it appropriately, based on what.

D

They know of the students experience and I and I wanted to um echo what brian said about uh the.

D

Zero as well, I don't feel comfortable with that in there because of the same reasons, he said that I.

D

Think that um in some cases it may be better for the child to repeat the the um assignment. Rather.

D

Than just get a zero and move on, I don't think that's a helpful way to teach a kid how to do.

D

It right so think, I'm misunderstanding what our options are now so right now you have a motion on.

I

The no, no I'm sorry, I understand parliament which what our options are, but I don't I don't. I haven't.

D

Based on everything, I've heard, I haven't heard a good solution for this. um This part, this piece, the.

D

Consequences to this policy, so we can decide as a board to kick it back to policy and it's not ready.

M

For second reading or we can amend the language here, those are our options, one, the amendment on.

M

The table currently, we could take more than one amendment after that is the elimination of line.

M

70 and 71 um well, in that case, for me, I prefer to kick it back to policy to do some more work.

D

On that over here I have danielle l, lisa and then liz um just as an outsider's point of view and.

P

From a classroom point of view, um I understand that policy is supposed to guide procedure right.

P

And I heard loud and clear that the values of the board speak kind of loudly as we're talking here.

P

But don't necessarily get reflected in this, and it sounds like a lot of what you guys are.

P

Saying is restorative work, and yet we come down to this thing that is like okay, but but consequence.

P

Consequence consequence um and, and so for me as a teacher- well, no for me as a parent, let me say.

P

That, depending on whatever teacher my child, it is in front of having no guidance allows a lot.

P

Of room and a lot of changes, and so you're relying really heavily on the administrator of a specific.

P

Building to set a culture and then the trust in each individual to fall into that which is going.

P

To come, procedurally, that's part of the trust that we have to have, but it sounds to me like if your.

P

Values are all so much different than the zero, and this this very cut and dry consequence. It would.

P

Be helpful as a teacher to have more guidance to align with what my classroom procedures are going.

P

To look like to fall in line right like that push back and forth, so you would like to see.

A

That second sentence stay in the policy. No, I would actually love to hear more about this other piece.

A

Options the option, if we're looking to have this, be a learning moment to have some sort of language.

P

That the the restorative piece of this engages the kid back into the learning around why this was an.

P

Issue of integrity, and how do I get the learning out of the assignment that I was accidentally or.

P

Intentionally trying to avoid okay, okay, danielle, thank you. Next we have lisa. Then we have liz and.

A

Now I see carrie anybody over here: okay yeah. As I'm hearing what everybody else is saying, I really.

G

Agree with danielle and I'm also just reflecting on as a parent. On the one hand, I want to know.

G

You know kind of what's going on also, so I can reinforce that with my child at home. If something.

G

Comes up, but that may not be the best response for every single kid. So I'm also just not totally.

G

Sure, if we want to you, know, legislate that so that it's a requirement where there's no wiggle room so.

G

I guess my preference would be either to send it back to policy or to consider a work session if we.

G

Have the opportunity to speak or hear the feedback from the people in the middle school or the high.

G

School, who are most likely to be implementing this so that we're not making unintentional decisions.

G

About it, liz go next, uh yes, thank you, lis, sir. I guess I would still like to keep the amendment.

E

uh Just to speak to in response to margot and in the jic policy, um we've left a lot to the school.

E

And the ministrators in the jic policy, but we gave guidance in that policy um to do a graduate, an age.

E

Appropriate system supports and interventions and strategies, such as parent conferences, counseling.

E

Peer mediation instruction and conflict um parent, counseling and training, um so this all seems.

E

Appropriate to be in the um policy as it is right now, my concern is, I don't want to move forward.

E

With this policy and continue to have this, be the policy on the books for teachers to give a zero.

E

um That they shall so I I would like to today um have the board take a vote and, and- um and I would.

E

Encourage the board to accept this, a policy as amended. I guess I'm I'm hesitating a little bit.

E

To understand why we need to go back to policy on this when we do have jic and jic does give that.

E

Discretion I understand that what margot is saying is that you know it's nice to have something in.

E

Writing so that there's not so much leeway by the principles or their superintendence to you know.

E

That there's more direction given to teachers within the policy itself, but there seems to be.

E

Pretty clear directions to the admin in jic, so I would I I guess I would like to make an amendment.

E

To my amendment, um okay, you can't do that, yet we have to vote on the first amendment. I guess before.

A

We vote on the first amendment. I just would add that I I would like to send this back to policy.

E

But I would like us to today approve this with the amendment getting rid of that zero um consequence.

E

Okay, that's what we're discussing liz, so you don't have to repeat it: okay! No! But what I'm saying is.

E

My my proposed amendment going forward would be to also send this back to policy so to approve it.

E

Today, but have it go back to policy? That would be a separate amendment to the motion. So, let's, let's.

A

Settle this one first, but carrie has a comment, um comment and then question um the: where does.

H

This factor in mgo on the templates this like nhba, so this one is locks. This is the nhsp okay.

M

Interesting, ours was very, if you remember, which we eliminated. Ours was thin, um so I think similar.

H

To lisa and probably danielle um and liz as well's recommendations, I think I would like.

H

To hear administrative feedback on this, so whether that happens at a policy committee meeting or it.

H

Happens in one of your admin meetings, but I think, as this conversation has just come up.

H

Again and again, it would be really helpful to me to have a either statement or policy guidance on.

H

Resor of approaches and then be able to refer back to that, because I want that to come from.

H

The admin, and so maybe that's a bigger topic, but for the immediate thing on the table, I.

H

Would say whatever makes sense, to refer back to policy or to get admin feedback. Okay, thank.

A

You carrie anyone else all right. We have an. We have a mo to amend um which takes out that.

A

Second sentence: all those in favor I like to do a roll call, yeah roll call. Okay, we'll do a roll.

O

Call can you restate the motion, please, I'm sorry. Can I ask one more question before we.

B

Yes, um will this this mo? This is a motion to pass this. No, no. This is a motion to take out.

A

That second sentence and then and then we'll make another motion to either send it back to policy.

A

Or if somebody has another suggestion, okay, so the motion is to remove the final sentence in.

B

Section c consequences: correct roll call vote liz, barrett, yes, pip clues; yes, lisa rapaport, yes, anne.

B

Walker, yes, margot peid, obain, nancy, clayberg, no hope vans, absent, brian french, no carrie nti. Yes,.

B

Passes so the second sentence is now out of the policy, but you still have a motion. Don't you, let's.

O

Yes, yeah, so I think so so the draft, so we, the draft on the table at this point, has remove delet.

G

The sentence those deleted two lines: yes, you want to pass it motion to send it back. So that's the.

M

Clarifying question right now is, and I and it's a challenging one, because I guarantee, if it if it.

M

Gets kicked around at admin you're going to hear a wide range of answers, um and I know that again.

M

I don't mean to keep representing my personal experience, but I've spent a lot of time with.

M

This, so if I try to cipher down what this board is saying, where we we, we have to have a consequence.

M

Because we've laid out that it's a violation, but we don't want to be so narrow that it um is.

M

Restrictive it feels like, rather than kick it back to policy, the better solution would be to draft a.

M

Sentence now that says um restorative something in the in the lines of restorative um work will.

M

Be done with all students, in violation of this policy with with frequent check-ins or something.

M

Of that nature, to ensure that understanding has been reached because our these policies, jsc and.

M

Jsc, if you remember they're elevated, so they list first defense, second offense, so we don't.

M

Have to say, you know restorative justice after the first defense, we're saying that we that some.

M

Sort of restorative work will happen to educate on the parameters listed above, to avoid uh future.

M

Violation that are you, can you make a motion? Can you I have def find better language that sounded.

E

Good to me I know, but we to write it down p. Do you have an idea of what the motion would say? No, I.

E

Have a parliamentary inquiry, though, if pip's turn let let pip speak, please um I I would support the.

D

Idea what you're you're trying to achieve there, but um I also wonder if, um after hearing what I.

D

Have heard tonight and I really appreciated danielle's feedback. As a teacher, um I wonder.

D

If the policy committee could be charged with developing a policy around restorative philosophy,.

D

Or, if that's not, if that's not, if that doesn't um if that shouldn't live within the policy, that.

D

That's fine too, but it does seem as though these same conversations keep coming up where we have.

D

A challenge that we generally seem to have the same goals around restorative practices, but we.

D

Don't have uh guide, we don't have guidelines for them and we don't have we're trying to work them.

D

Into our pro into each policy individually, but I know from the policy committee work that we do.

D

It would be very helpful if we had a statement about how we were how we approached um how we.

D

Would like to use restorative practices in our approach to um consequences and discipline so.

D

I guess I'm wondering what what avenue we could use for that. I don't think it. I don't think that.

D

Going to the individual um um administrators or teacher, I think, certainly we would want input from.

D

The the administr administrators, but I think that is actually a board sort of vision um and general.

D

uh Philosophy that we should that we should that the board should develop in um working with the.

D

Administration, so I guess I might turn to zach to ask where do that, but it feels like something.

D

We need that we that we don't have so questions around punitive versus restorative approaches, to.

C

A variety of different things like those that that that spectrum of kind of philosophy um is.

C

Embedded in a whole bunch of different policies, right there's- and it tends to lean on a lot of.

C

Especially older policies, a lot of our policies lean more towards a description, a punitive. What.

C

The punitive kind of angle is, I would say that, and I think I think, generally we're trying to grow.

C

Within the field, people are trying to grow more and more towards restor, a restorative approach.

C

But there are also simultaneously limits to some. So let's say in the I was just thinking about as.

C

We were trying to word um this thing about you know, uh taking restorative action to make sure.

C

Students understand there are actually situations where students totally understood there wasn't a.

C

Lack of understanding they made a choice uh and the choice was the the system b darned, the um the.

C

Impact the negative impact it might have on the community. Of course, this falls into restorative.

C

Stuff, but the negative impact I'm having on the on the teacher on the other students in the class who.

C

Did it with integrity? um I I understand it and I don't care um and so there's. So I think there is.

C

I think all I'm saying is: there is also a place within our system for v ev al. There is punitive.

C

Action sometimes- uh and it's not you know uh most of the time. I think we want to have a a learning.

C

Stance and everything that we do, um but, but I think to go to where we ended all punitive.

C

Stuff, I think, has some consequences as well. If students knows so, it knows there is not a back.

C

Stop at some point to so that doesn't answer it all. I you don't think that I don't think that.

D

You're saying that's not at all what I'm saying I just think as a um as a board. It would be very.

D

Helpful if we had some guiding principles to work from yeah um that we had all agreed to ahead of.

D

Time so that each time these questions come up in policy, we can just point to hey. This fits our.

D

This fits our philosophy, or this doesn't whatever it is. Wherever we fall on that sort of spectrum.

C

And and- and I think that's good- that statement of value about we value- you know the we we we.

C

We always seek the learning opportunity in in every uh situation um and- um and we always work.

C

With students to try to increase understanding- and you know and approach it from that angle, whenever.

C

Possible that type of statement and of itself as a value statement is important and then you're right.

C

Can then be the prism through which we talk about a lot of other things, y parliamentary.

E

Inquiry to the parliamentarian, I called on brian the parliamentary inquiry presidence. Yes, um can't.

E

We both approve this policy today and motion to send the policy back to committee, meaning.

E

Can we both approve this policy so now the policy in the books changes takes off that last sentence.

E

And then the policy also goes back to committee to discuss some of these other issues. Can't we do.

E

Both of those things, those are two motions that you could someone could make second and and pass.

I

One at a time: okay, okay, thank you, liz um brian. Can we have brian speak first yeah I was just going to.

O

Say what pep basically said so she she basically said what I was going to say. I just I don't think.

O

Anybody was saying take away punitive. Just simply, you know giving the latitude to understand you.

O

Know, like you said situation on the ground that you're that the particular child is dealing with.

O

I'd love to see some guidance around that or philosophy, because we do talk about it. A lot.

O

And that's why reason I vote no on it be on this on this, because I want to make another motion to.

O

um After after everything's voted, I'm try to make it clean to have it sent back and uh looked at so.

A

Are you making a motion that it gets sent? The things are voted on committee. Think you, okay,.

E

Well, I I'll make the motion to send no, no, no, no wait. Liz wait. Mago was about to make a motion.

A

No danielle had her hand up oh danielle, if I could, just in the development of this conversation, which.

P

Is so fun to to listen to um because restorative restorative practice and restorative work is so.

P

Challenging to nail down to a policy or procedure, because the whole premise behind it is that it's.

P

Individualistic that you're looking for where is the gap in learning and and you know, as zach.

P

Said it's not always in the. Why is it right or wrong it? The learning could be in the. How does.

P

This really feel to somebody else, or how do I own the consequence and and move forward? How do I come.

P

Back from the label that this just got me for doing this, so so it is so individualistic that.

P

To try and write anything into here's! What want you to do with kids when they do what? Because it's.

P

Never the same, no kids do the same thing, um so I do think having a general set of values around the.

P

Work is important, but I think what you guys are doing of like we need to just give the wording.

P

For the values so that the teachers know what to expect so that we can be guided, we don't you know.

P

We don't need to be rubber, stamped and put into this square, but at the same time it would be nice.

P

If one of my peers, maybe isn't in line to be able to say hey, do you know that we're supposed to be.

P

Getting into this shaped peg over here, okay, margot, did you have a a motion that you want to propose.

M

No, it feels like we've moved away from that, so I'm I'm make sure we're ready for that. Okay do.

A

We have a motion that we want to send it back to the policy committee. Can I make one last comment.

E

Nancy please on this motion right here. Yes, we don't have a motion right now. We have a motion to.

E

Approve this policy on the table right now, that's right um with the amendment to the line, and so I I.

E

Would encourage the board to improve this approve this policy, because this policy ikl is not on the.

E

Books currently, this would put a policy on the books eliminating line, giving some guidance that.

E

Allows the administration to go to jic and jcd so approve this policy, as is right now and then.

E

Make a separate motion to um bring this policy back for further reworking. So at least we have.

E

Something on the books all right. The original motion that we had was to approve this policy.

A

And we had a second, so, let's vote on that. Okay, with the amendment with yeah, the amendment went.

A

Through so right now, um the second sentence is in there: no right now line 70, 7; okay, I'm sorry. Okay,.

A

That's right, I'm sorry, it's very confusing. It is okay, so we're voting for the mo the um policy is.

A

Is with the exclusion of 70 and 71, because that was in the amended motion which passed okay do.

A

You want a roll call vote, or can we just do all in favor call please: okay, liz barrett, yes, pip.

B

Clues no lisa rapaport, no ann walker, no margot pey, yes, nancy, clayberg, no brian, french, no car.

B

Nti pressure, the second sentence is gone yeah. I think I need to abstain.

H

Okay: okay: the motion does not pass correct. Yep failed! Okay. How about if we have a motion to.

A

Send it back to the policy committee, that's good, so moved. Is that what you were gonna say.

A

Second, I was going to ask margaret to bring back her motion, but I'm happy with that that.

D

I I will second brian's motion to do that. Okay, brian wants us to send it back to the.

A

Policy committee pip seconded it do we need a roll call vote or do we have any discussion.

E

Yes, discussion, I mean: is it required that we have this policy mark? Where did this? I guess.

E

I'm trying to understand why this policy is in front of us in the first place. I know I was part.

E

Of the policy committee, but is this something mandatory that we need to have, and I guess that.

E

Maybe that should have been brought up before the vote previously. I I don't have my book in.

M

Front of me on their, but I believe it is, and it's our previous one was so dated inaccurate.

E

I don't see in here better version. No ours wasn't listed as ikl. Ours was we we eliminated it, but.

E

So it's already eliminated. Oh no, sorry, it is j. I'm sorry! I just had it jic b, correct, cheating,.

D

And going to replace that so this was is to replace that which is so currently we have.

E

Jcb, which is quite vague, and not um the the biggest update of the ik, as I said last time,.

M

When we presented this is the the clarification of terms right that cheating plagiarism, those.

M

Are separate terms, academic collusion, that's not included in our past policy, um dishonesty.

M

And paper, so it it was trying to get to the point of better clearness for students trying.

M

To provide more space for teachers on what are the areas of my class, I need to make make sure.

M

I'm hitting and clarifying in those um in those discussions around assignments, a parliamentary.

E

Inquiry to the parliamentarian, I guess, is there: is it appropriate that we give a directive to.

E

The superintendent that it's the school board's, intent that jic b be administered under the jic.

E

And jcd policies, because those aren't listed in jcb um I mean, I think it does say: administration.

E

um I guess I'm just, I guess part of me is concerned about what's the current practice.

E

What's the current policy and you know how long is this going to live in policy before it comes.

E

Back and you know what is the director- that's all questions that the policy committee will.

A

Handle when it goes back to the policy committee, so let's move the question all those in favor of.

A

Moving this back to the policy committee, do we want a roll call or all in favor? I any.

A

Opposed, oh margo, I think ikl is better than jic b, but it is it is. It is well motion passes to.

D

Recall I ac okay, thank you for your feedback. Thank you. Everyone, particularly those on the.

A

Policy committee that work so hard on this um in mago is the chair, um so we will hear back from.

A

You all okay, next next item on the agenda is the proposed 2023 23 24 school board work plan. I know.

C

Zach is I included a memo um to talk about the fact that this was a had been a work in progress.

C

Around a certain set of tenants uh and then on the heels of our uh meeting uh with um with legal.

C

Department talking about robert's rules talking about how to run more efficient and effective.

C

Meetings it through the tenants upon which this was built into question for me, but simultaneously.

C

The work had been done. I had told the board that we, we would bring the work to you. We had gone.

C

Through a process of of g, getting information from you of talking to administrators thinking,.

C

About the things that we must do over the course of a year um and having those things uh but but.

C

I would say the question that we dealt with the other night when we thinking about the role of the.

C

Board and the efficiency and effectiveness of our meetings, I multiple some of you um talked about.

C

Presentations that were not tethered to action uh in the meeting we had the other night. That was.

C

Discussed by maybe three members and two other members in the response I had asked for people.

C

About what do you need from us reference? The same concept? So I had a majority of the board saying in.

C

Different settings, I don't know, presentations that feel, like are general edification of the board in.

C

Relation to the operation of the school district that are not directly connected to action, um get.

C

Us into situations where we, where we're we go, we we go, we go down rabbit holes uh effectively, they.

C

Don't actually lead to action lead to additional kind of ultimately lead to additional confusion.

C

We get into weird grain sizes in terms of the the roles and responsibilities of the people involved.

C

So part of me wanted to just like not give this to you, based on the where we were based on the.

C

Conversation, the other night and move back towards this was a good exercise. Some of these things that.

C

Are in here are required things that we must do at certain times, but the presentations for.

C

U themselves are things that I feel like would. I would now, at this point, pull back uh and say: let's.

C

Be let's work from what we talked about the other night, let's be very precise about the about the.

C

Things we're bringing to you um that if we want to do the the core missions of the board budget.

C

Policy supervision of the superintendent um and then quasi judicial functions of the board. Those.

C

Are really hard and require a lot of in-depth information, but it's very specific types of.

C

Information um and some of the information we give you is like good for context and good to.

C

Kind of generally know, I think about it as a reporter, like you go and you get information.

C

On background, um and sometimes we're giving you a bunch of background information that then you're.

C

Like what am I supposed to do with this, um and so anyway, so that's my introduction to the dilemma.

C

That I had, I did, provide it to you: anyways love, to get feedback and and more direction from the.

C

Board around my existential crisis and um and what provided to you so okay, we will.

A

Do that any questions krie lisa liz? I am on team action items only. um I think that I, I think one.

H

Of the challenges, in addition to what you how you described it, I think one of the challenges is that.

H

Because of the scheduled presentations, I would rather see us do informational presentations that.

H

Are timely and for issues that come up um so yes, I would I I. I think that I am in more favor of those.

H

Being special requests and that we say I come with a motion that I would like a presentation on the.

H

Color of tiles in the district and then everyone on the board says. Yes, we want this because I think.

H

That, even just organizing what is in here for the board is not. How is, is not always valuable.

H

For your time right, and so there are other things that you can be doing with that, so I don't know.

H

Where that lands, I think we did it a little bit last year with the budget presentations and that.

H

Felt much better uh still, maybe a little more, but um I don't. I also think, though, I'm curious for.

H

Your opinion on it's helpful to have a place where things can be presented if it's coming up, so that.

H

People in the districts can look back on. You know the update on alice training or the update and is.

H

That something that is of value and could that be done in a different way. An informational present.

H

Video out to parents or in your weekly updates or wherever it is, you think it fits sorry that was a.

H

Lot m yeah, um so I'm g. So let me take a step back in terms of thinking about I'm g to break off what.

C

You're saying a little bit and just say so: let's take for example tonight this evening. So if we had.

C

This question, rather than having like the high school, do a pres come and do a presentation on.

C

Generally, here's the guidance, this counseling department to talk about what do we do with.

C

Seniors in their senior year and the broadly talk about it, um I'd rather be in a position where, in.

C

Talking about policy, which is a core function of the board, that's really important, like that.

C

Decision about are we going to stay with zeros or not, is a really important decision that should be.

C

Well informed um when you make that decision and I'd rather have people come and talk about that.

C

Core function of the board around that particular question: give them the opportunity to be prepared.

C

To come in talk about it in an organized way, give you materials in advance. We talk about.

C

No hand carry um give you materials in advance that they, then they come and we do less. I think.

C

I talked about this, our our last meeting about it less being like a like the feeling of like.

C

A book report and more here's what you need to know to make a judgment about the language.

C

In this particular policy- um and uh so you know that's where I'd rather see the time devoted the.

C

Challenge in that I'll tell you the the challenge in that is that it can be difficult, sometimes to.

C

Turn around people that quickly for for so tonight, two weeks from tonight am I going to be in a spot.

C

Where, in the midst of everything else that's going on, I can pull exactly the right three.

C

Or four people in to be well prepared and give you something in advance by next. You know really.

C

We're talking about the end of next week have something in writing. That's thorough! That would.

C

Give you uh advice, that's the thing I worry about a little bit, but I still think it would make for.

C

Our process to be a more effective process, so so we, I figure it out. Basically, okay, thank you. Carrie.

A

Lisa you're next I agree with carrie and I like the way that you're describing this I mean when.

G

I look at all the stuff you laid out, except for the acronyms I don't understand. um I still don't.

E

Know what is but um I these are things I think I want to know about, but I'm not sure that there are.

G

Things that I need to talk about or have people do a long powerpoint about if we're not voting.

G

On them, so I like the idea of where appropriate, maybe there's a superintendent memo where you.

G

Wrap up just hypothetically okay, so these are the things that admins want to highlight. Just for you.

G

To know cool things going on in our building, we're not voting on it. I'm not saying this is a thing.

G

That has to happen, but just is an example or if we're concerned about the impact of zeros, maybe.

G

In the future, someone could say gee. How often are we giving zeros, because I have no idea- are.

G

We worried about a thing that happens all the time and many kids are being negatively impacted. Is it.

G

Happening in targeted situ situations where people could say I defend this- that kid intended to cheat.

G

They planed to cheat and then they got the result of cheating. I don't know the difference, so I think.

G

I'd love to have a way to receive some of this information so that it doesn't have to take up.

G

People's time coming before us to do these really long presentations when we're not voting on it, but.

G

There are situations like I'd love to know how the ninth grade transition is going because it's been.

G

Changing and it changes in a way that impacts a lot of kids, a lot of teachers, a lot of families.

G

But it's not a board decision right exactly how that works right. um So I think using more memos.

G

Or maybe making a decision, as you think, through with the admin team, what stuff could be shared.

G

Just so, we have a better understanding of the big changes that are going on in the building.

G

Like ap is another example that could we at some point in time just have a memo that says this is.

G

The thinking now and how we're going to do the rigorous classes or how we're going to choose just.

G

So we know yep, um but I agree with carrie having the presentations when it's not a policy issue and.

G

It's not a budget issue, I don't feel like it's. The best use of our time agreed and then we end.

G

Up just only tying up more of your time, because then we have 40 questions right that ultimately.

G

May not lead to anything anything right, and so we could be at it for two hours and not have.

C

Action that comes out of it, um the and I think my shift in my thinking. I think tonight's an example.

C

Of rather than me, verbalizing a lot of what was in my report, it's just in writing here. It is and.

C

If you like, and if you want you have additional questions, it great and the same thing instead of.

C

Necessarily doing now, I think, there's a public function which I'll come back to in a second.

C

But, rather than when we do supply information, it always having to be in a powerpoint with a couple.

C

People talking for what we always intend is going to be 10 minutes and ends up being 45 um instead,.

C

How much of that can be submitted and well written material? That gives you an opportunity to read in.

C

Advance before you walk in the room um and then maybe those people just similar to this they're.

C

Available for questions- um and I like it being in the packet, though, so that people in the community.

G

Who might be curious can have the opportunity to read that's all okay, lisa, thank you and liz, and.

A

Pip uh yeah, so I think this is still beneficial um for your process of creating the agenda. I think.

E

This is beneficial when we're talking budget season, because that really gets busy um with.

E

Hearing updates and where the budget presentations, um so I I like this for that- um you know following.

E

Redistricting following the nhba meetings and uh resolutions and required things at certain times,.

E

um Also strategic planning updates, so I think what you have here, I wouldn't throw totally just.

E

Throw it out, um I think this is super helpful for you and the chair and planning um agendas.

E

Going forward um just to give you an idea, I I know like, for example, in the state, um the legislature.

E

Requires like the head of a department to not only give the the presentation of what they're doing to.

E

The legislature but they'll require the department to also give the presentation to all the staff and.

E

Whatnot too so it with with that thinking, I guess I'm I'm wondering like I'm looking at this alice.

E

Training, for example. So if there's somebody coming in and there's somebody training all of your staff.

E

And whatnot and law, like a law enforcement, you have something set up. That might be a perfect.

E

Time to you know if it's appropriate, maybe having a non-public based on the conversations that are.

E

Being had in the trainings to inform the board of those things too, so if it sort of lines up with.

E

You're training, all of your staff, and you have this special person coming in like such, you know.

E

Like the strategic planning person's here that day doing something- and it just so happens to line up.

E

Those things might you might continue to consider so that we can get those updates from the person.

E

You know from the horse's mouth um versus sort of hearing about it later, um so I think they would.

E

Still be appropriate to kind of have presentations in that way from those types of people, um but I do.

E

Agree with carrie and lisa, I think it might be beneficial to have a list of these things like I.

E

Don't know what some of this stuff is of things that might benefit us to know more about um and.

E

You know, for example, like the ap classes, um as lisa mentioned, but maybe like at the end of the.

E

Year or at the end of beginning of semester like these are the classes that are being offered. You.

E

Know this is what we're targeting for ap and dual enrollment um this semester. You know if you have.

E

Any questions so to speak, so it kind of just stays on top of those things um and continues. You know.

E

Having a process that you just continue to roll out, so I do think this is beneficial still thank.

E

You liz pip. um I uh echo the sentiment about the um presentations that having them be specific to.

D

Action items- um and I also wanted to thank you for sharing this whole document with us, because.

D

It's really helpful for me to see sort of the the full year plan um in this format, um and I.

B

I I I think this has sort of been said, but I I think that, having um just very brief memos from.

D

Principles or um the different departments are extremely brief um in writing would be wonderful.

D

um Or from you, or just to keep us up on, whatever is going on um the kinds of things that we get.

D

From the the presentations, but that could be done much more efficiently, um but on that same note, I.

D

Think maybe you were about to speak to this too, but um I think that it's wonderful that your memo.

D

Comes in our packet for us to read it ahead of time um and that we have an opportunity to ask.

D

Questions but I wonder if um for the public, if it would be helpful for you to read through that.

D

Not read through sorry, I shouldn't say it like that, but um to just give bullet points from yeah.

D

Exactly to paraphrase that, because I think there are a lot of people who watch these meetings, that.

D

Don't get the packet, they don't read through it. um So just as a matter of updating the public, I.

D

Think that would be helpful um and then to shift gears a little bit. I'm wondering um I was looking.

D

Through your list of policies- and I think we spoke about this a bit at the policy meeting.

D

But um is this the list that kathleen passed on to you of what we needed to look at when or is this.

D

Something you've developed, so we took so paulette and I looked at based on um basically what's the.

C

Most out ofd stuff, okay, so we took the most out of dat stuff. um She put that together, organized.

C

It for me in a spreadsheet and then I went through it and looked. How could I, how could I chunk with.

C

An emphasis on chronology, but also like when possible, thematic. How could I chunk it uh and.

C

What se this is always dangerous, but seam pro forma uh and so you'll see like towards the end.

C

In the spring, there's a there's, a section where it's like eight different policies, but they I.

C

Mean some of these are very I'm, not sure how we could disagree with them, but you just we. Can it.

D

Off I'm sure we can pull it off, um so they group, so so um so anyway, so that was kind of the that's.

C

That was the approach uh and then I have for. um I think I can't remember if I shared with at policy.

C

Committee, the last time, maybe I didn't, if I won't, I will the next time kind of the sequencing of of.

C

Each of those things when the policy committee would hear it when I'm putting out something.

C

To staff to give us any input they would have and what that sequence looks like I did. I give that to.

C

You guys last time I feel like a policy you did. I don't know if the rest, I didn't do, for the rest of.

C

The board, but I can bring it at a future board yeah. I think that would be helpful to share.

D

And I also just want to make sure that, given that we have this laid out um for the whole year, that.

D

There will be room and time to bring up policies if they are if they come up due to some event or.

D

um Some other need to update them it, and I would say yes and that goes back to then the need to.

C

Again, go back to the core functions of the board, which are super valuable super important super.

C

Powerful, which is the budget policy uh supervision stuff, so you know when things will arise, that.

C

Will that will have you as a legislative body contemplating whether or not the legislation.

C

For the district needs to change um and we need to have space to do that and if we're doing a whole.

C

Bunch of kind of side, things that are not really core functions of the board, then it squeezes out.

C

Those things that we could we should be doing in a really thoughtful way, so I I totally agree and.

C

I think some of streamlining what we're doing allows more robust conversation and flexibility.

C

Around those core functions, thank you, okay, susan. Well, I apologize for your existential crisis for.

I

Causing that, but I have a suggestion- hopefully um maybe- and this is something that you can all.

I

Think about when you look at your board rules um is that um the city council has, uh at the very end.

I

Of the agenda, every agenda is the city manager, informational items yep, and uh it could be the.

I

Superintendent, same informational items, yeah! Thank you, susan. Okay, do we lisa you have something else.

G

You want to say a quick comment that popped up that I wanted to follow up, but one thing I think.

G

That I would love to consider, especially as we're thinking about policies, is to just have like a two.

G

Or three sentence: what was the feedback from the people? Who would be most tasked with implementing.

G

These yep, so I know my vote tonight very much- was influenced by not being sure what folks.

G

In the buildings would want to do and if I knew for sure that they had a specific opinion about.

G

It I might have voted differently, and I know that doesn't apply to every single policy. Some of them.

G

Are not that specific specific, but when we know that it could be changing things on the ground? I.

G

Think it might accelerate our deliberations, or at least for me it would. If you said you know what.

G

I talked to the people who are going to have to spread this out into the world, and this is what.

G

They think yeah yeah. um If there's a way, I agree, I think we we ran so we we did some of this. This.

C

Summer with some of the most the latest policies that we just dealt with and it was- and we in all.

C

Honesty we struggle, we, we went to the right people, we said these are the policies we're considering.

C

um And if you have feedback or concerns, you know give it to us in a google doc and here's the stuff.

C

And we didn't get a lot and I think there was intentions that people were going to do that. So.

C

I think some of that, though, is work. We have to do in terms of bringing as a conduit of the board to.

C

The staff of of structuring those conversations in a different way that that just uses time that we.

C

Might be using for other things, then I don't think this is bad um to make sure that we are properly.

C

Engaging the board in a conversation about how the district should be run. Yes, okay, margo, carri, margo,.

M

And then carrie, I would just say, um you'll see this reflected in the policy minutes too, um with.

M

The board, knowing what policies are rolling down, it's really helpful to the policy committee. If.

M

Questions like zero come up before we review the policy, because then we can give those questions to.

M

The people we draw in um cuz, sometimes it's it's hard to know what the push pull is going to be and.

M

What to have them zero in on so knowing they're coming down the pipe. I know there's a lot of.

M

Work to do, but it would be really helpful if that serious, quick read, could lead to a two- sentence.

M

Question to the board to the policy committee on: can you make sure this is asked? Okay, good.

A

Point are we all set? Oh, I was going to say that so, for example, this evening it could have been.

C

If, as opposed to me saying during the summer, hey hey certain administrators here are four policies.

C

That we'll be considering the next month uh take a look at these. If, instead, I was able to say, hey.

C

Look at these four sentences that include the zero piece. What is your bel, you know, how do you.

C

Feel about the the possibility of zero of zero being pulled out um or having some language that.

C

Mitigates the shall, where, where do you want to be on that particular question? So if I had that.

C

But that requires pre-loading right. But if I had that tonight and I could turn that around to you.

C

I think that would have been super valuable right to say this is what administrator said. I we also.

C

Talked to a couple here are some ways in which we got some teacher additional teacher input separate.

C

From administrators- and this is what we heard um that would have really for I'm sure you would have.

C

Been like yep, I'm ready to vote one way or the other tonight, totally yeah. So, okay, can we sum it.

A

Up with carrie good luck, um were you planning to sum up or were you I was going to throw another.

H

Wrench in it, but you know um no, I think I because I was just looking at the so one thought and if.

H

If we are going to move away from like more informational presentations is to flip the flip.

H

The policy piece to say, like you know, I don't know interdisciplinary credit and earning like kind of.

H

How you have some of them that are like topically, grouped in that we identify a staff member, that.

H

We would love to have here for the meeting to be able to ask questions of in that way, because I.

H

Think some of the point of the presentations from my understanding was like a touch point.

H

With the different administrators and the board- and I don't think it was a very effective one, but.

H

Maybe understanding this having them here to educate us about about how this policy might.

H

Affect their role just an idea, not a summary. Thank you. Okay, danielle two seconds, just real, I'm just.

P

Again, just listening to all of this, it seems like there's two points. It's to kind of inform you guys.

P

Of some of the stuff that's going on and then have these conversations, but I'm wondering if they are.

P

More informational- and I looked at a couple of them on here that it could be. I love your video.

P

Chats um but this quick and it would hold the staff member to really think about whatever or.

P

The administrator to really think about what do they want to present when you have those videos.

P

Then they could be shared out in the newsletter of like look. What dan dondo is doing or check.

P

Out what lisst is doing and here's the big move that they're making this year and and so it would.

L

Give those key highlights that puts it out to all your stakeholders and then, if you needed to.

P

Have a bigger group conversation of a work like something you need to talk about, then that's.

P

Different okay, thank you. Thank you. Everyone do you have enough information to work with.

A

M, I I never have a lack of information at the end excited about the okay. Okay, let's move on.

A

Appointment for the delegate assembly and then we have the resolutions to talk about so who would.

A

Like to go to the delegate assembly of the new hampshire school boards association on october.

A

14Th, am I correct saturday october 14th pardon me, I would say, k nominating carrie. We nominating.

E

Carri carrie went last year; it is very fun. It was an interesting experience. I I I really enjoyed my.

H

Time but I such a great opportunity, I would love to offer it to others so that everyone.

E

Could have the same experience ni? Is there anyone that is able to attend this year? On behalf of our.

A

Board, I think, the leader of our legislative um committee. It might be a great opportunity to.

H

Really get so you're taking over the legislative committee, um I I will be, I can make it work, but.

H

I will be traveling for a long period of time right after that, and so it's the last weekend.

H

With my family, so if someone else can make the sacrifice of time, I would appreciate it. I guess.

E

I have some questions about this. If I could, um um I know there was a previous um part of the.

E

Agenda that brought up some new hampshire um sba things and in that memo from the nh sbca, it talked.

E

About um trainings and it looks like there's a legislative summary and recap um webinar on.

E

September 15th that they referenced. So that's this week um from 1200 to 1:30 and it says $30 are free.

E

For workshop subscribers so um and there's also another one schoolboard policies in response to.

E

Recent legislation, a training on september, 19th and there's also um on october, 6th there's how.

E

The delicate assembly works that one is free, the other one. Can I interrupt you? We are members so.

A

It's free for us no, but I think it's for workshop subscribers, so it sounds like that's an extra fee.

A

That's us, that's us sub. Everything for us is free, we're we're full bodied um tuition, king, whatever.

A

You call it members of the new hampshire school board, okay, so there's a training for the. How does.

E

The delegate assembly work on there, and so I guess I just wonder. I think people looked at that people.

A

People looked at that, so thank thank you. um Okay, so, let's get back to the delegate, I nominate lisa.

H

Rapaport, as our delegate for 2023 thanks carrie, I can go yes, any wants to yeah. We second that.

A

Nomination, okay, it doesn't have to be just. I am again. They came out too late for me to send this.

H

Around but I'm happy to work with lisa andor send them out uh for so that we have some feedback for.

H

Discussion and then that we'll just share that in the meeting I nominate carrie to do the magic.

G

Thing she did last year where she organized so that people could quickly weigh in do that, for.

A

The next meeting, which is the 26th of september, because then the then the uh assembly is two.

A

Weeks after that, so okay, good- that would be great. I thank you and the resolutions are in our packet.

A

So we can look at them everyone, so that could help krie um and lisa make their presentation.

A

On the 26, just if I may say one thing about those last, we I I had a misunderstanding when putting.

H

It together last year, so the proposed resolutions are new resolutions, the continuing resolutions we.

H

Do still have to vote on, they need to be voted yay three times in a row for them to become permanent.

H

In the advocacy strategy of the nhsp does anyone so when you see them come out, I just wanted to.

H

Say that out loud, so people could make sure make sure we in favor color, coordinate them continuing.

M

Versus proposed, oh okay, all right! Thank you! So much carrie and lisa. That's a very nice commitment.

A

That you're making on behalf of our board, we appreciate it saving me from a spreadsheet okay.

A

Moving on um consideration and approval for the creation of a scholarship in the names of alice.

A

G flynn and thomas flynn move to approve second uh any discussion. It looks like it's pretty.

A

Cut and dry we got cut and dry, so I think, does anybody have any question carrie? I I'm just really.

H

Appreciated it I'm just curious if we have any context for um the donation and from the estate.

H

Or if anyone has recall this is all done through kathleen, so I don't. I don't, have the specifics.

C

Okay, um but I think we have a couple polyi people around the around the room so go polyi and and.

C

uh And- and thank thank you very much to the the flynn family for the generosity. Okay. Do do we need.

A

Is this a motion? Do we need to approve this okay? Yes, we do. Okay. Did somebody make a motion? Can we.

F

Have a second, we got it all those in favor. I any opposed. Okay! Thank you, mr and mrs flynn. Next, we.

A

Have uh a report of new employment and those are just uh notifications, um those a part, those were.

C

Completed during the summer process- uh and uh I think you met mr uh douglas- was in the uh wasn't.

C

With us for the introduction- the the board? U but it was out at the reception and then um fragar.

C

uh Also was the same, so those are just those are just report outs, not anything that requires any.

C

Action. Okay! Thank you! uh What's next adaptive p, oh no, that was the that. Was it last wait. What was.

C

The last of that stuff, I meant to go to this page policy committee minutes policy committee minutes.

A

Are in the packet, so everyone please take a moment to read. Those um now is our opportunity to reopen.

A

The public comment session, um no we're not. We are we doing a motion to approve those minutes.

E

Because I have edits to those minutes, I'd like to say we never we don't. We don't approve those.

A

Minutes: okay, cu: I just wondered who writes those minutes because it's completely inaccurate and I'm.

E

Honestly, a little offended um on one of the pages of the minute. So I'd like those to go back and be.

E

Edited regarding that liz said that she reads the book. It is it we go back to the policy committee.

M

You don't have to report it yet, but I think we as a as a committee, you can figure it out.

A

We can take a look at it: okay, yeah we can do it, make adjustments to the minutes. If we had to we.

C

Thought was appropriate within the committee. Okay, I believe: okay, yes, okay, now's the time to reopen.

A

The public comment we do not have anyone present here in the chamber, um matt. Is there anyone on.

A

Zoom there is not okay, all right. We will close the public comment section two. I guess you could call.

A

It- and we can adjourn our meeting- um I guess we would yeah mag has something. I'm sorry should I.

M

Speak, I should have done this at the announcements but, as you know, we've been working on getting the.

M

List of the pta pto pack meeting, so we can have a board member present um at the moment. The next.

M

Coming board meetings uh or sorry pta pto pack meetings, uh new franklin: they are trying a new.

M

Format this year, they're going to be quarterly. So the first of the quarterly meetings is september.

M

19Th that's next week at 6:30, um dondo will be meeting september 21st at 6:30 14th they're.

E

Meeting this thursday right b, not in the list they provide to me that could be a new update.

E

I'm pretty sure it's I have it on my calendar. I the we reached out to all the presidents and got.

M

The list, but they might have added one last minute. What time did you say? 6 30 is september 21st and.

M

That's in the library believe the new franklin one is also in the library I plan to to new franklin.

H

If that's helpit, that's helpful y and um you can okay good. Thank you. Carrie uh portsmouth middle.

M

School is tuesday the 19th as well. So obviously, if you're at the new franklin 1, you cannot attend.

M

And that's at 600 p.m. we have um the there was some coid amongst the leaders of the high school.

M

So we're getting those dates out and um little is organizing their dates as well. So I will send out.

M

An informational email, those two when we hear them to make sure we have coverage, it sounds like we've.

M

Got someone at new franklin I'll be at the middle school? We've got someone at the middle school. Oh.

M

S there: okay, okay, so we're all set. So when we get high school in little haror, we can have people go.

A

To those- and let's, let's just remind you so some of you weren't on the board when we did this, the.

M

The role of the board member at that meeting is is, um is a board member, so it's a conduit.

M

Of information, um so if you want to be there as a parent, let us know and we'll put another member.

M

There so that you can participate as a parent, but the board member's role is clarify questions that.

M

Might come up related to policy or timeline and um share information back to the board of h. You.

M

Know middle school is really concerned about dismissal time. We thought about that. So just.

M

To clarify our role, there is that effective. Now it's like I'm on the middle school pta like I'm.

G

Just organizing a big sale- oh no! Just in these in these meetings, when you're the board rep at.

G

The meeting just at the meeting when you are the volunteered board rep there, where is that.

E

Guidance coming from because it doesn't seem like I honestly feel like you- could wear two hats at.

E

A meeting you could say in my board capacity, you know um it's always been the um the way the board.

A

Operates if you go, don't you're a board member, if you're representing the board, if you prefer to go.

A

As a parent, then we'll have somebody else go and represent the I know, but I think that's like we.

E

All have kids in this. The most of us have kids in the school right, um we're all not going to be.

E

Able to two of us aren't going to be able to go to every meeting. I'm a member I paid to be a member.

E

Of the pta, um I think it would be appropriate for me to to listen, um and you know if there.

E

Were something board related? I mean, I don't know what brian's done in the past. I know he's gone.

E

To meetings and listened, um and so I think that there's like everybody knows I'm on the board so.

E

I think there's an ability to wear two hats, so I I guess I don't agree with that guidance and.

E

I would I would like to actually get like legal guidance if possible, to build to to be. Why don't.

A

We let zach speak for a minute, I just say so, just in terms of operational, so I wasn't around for.

C

Whenever the last time you guys did this is, but I think it's a good approach and here's why.

C

It is sta people who work in school systems very often do not understand what a bo does and doesn't.

C

Do so um and I think having I think it is a good approach, not everybody does it, but I think it's.

C

A good approach to be like, yes, I have two roles. I am a parent in this particular school and I serve.

C

My constituents as a member of a n member body, um it has an impact on people in the room, principles.

C

Teachers, whoever when they're, not sure in what capacity you're speaking um and so it changes.

C

The way in which they approach, because and and also I will tell you that with staff there's also.

C

Confusion about if this, this person who's the board member who's, part of a group who's part.

C

Of the boss of my boss, if they make a statement, that's like a declarative statement about what.

C

Should happen, am I supposed to do what they say? Am I not supposed to do what I say so that is.

C

Confusing that can be really confusing for staff and put them in situations where, in a moment, in a.

C

Public conversation with their parents they're not sure what to do with what you just said, um and so.

C

I appreciate it and I'm sure legally, you can do whatever you want, but so what would you propose.

E

Just like just listening or are we providing like if they start talking about strategic planning.

E

For example- and maybe I have in my notes- okay, our next step with strategic planning- is that.

E

We're trying to you know at our last meeting we talked about maybe pushing this out a little bit.

E

More and getting more feedback do that like are we like? So are we just listening and reporting.

E

Back to the board, or are we providing feedback on little areas like that like? How do you foresee.

E

This playing out, as I said sorry as I said, it's I don't know brian you did it before. We all did.

M

We always had two at it. I will say that um it was, as I said, it's a conduit of information so so can.

E

You elaborate what you foresee that looking like what is the conduit of information, you interrupt.

M

Me so I was, I was gna clarify right that that can go both ways if they say: what's the status of the.

M

Of the strategic plan, the board member can say: oh if you reference the last board meeting you'll, see.

M

A quarterly update was given here's where we're at in that process, there's an opportunity to do.

M

A survey if a question comes up like do. We have a policy related to how many tardies or whatever.

M

Making that up one the board member may not know, but they can say I can direct that to the policy.

M

Committee or the superintendent, or they can just note, you know that the question has been heard.

M

They're not to be an expert but they're they're there simply to be. It helps with transparency of.

M

Communication and and it worked really well- I mean you can comment brian bri, I mean many times when.

O

I would go, I would wear my parent hat and most of the time we're not talking about policies or.

O

Anything, it's me listening to you know, what's cool going on and nice activities for the kids.

O

And so most of the time I listen. That's what I do um and I'll ask. Maybe a clarifying question about.

O

Who you know um what grades is for whatever you know, but other than that I I try to when I when.

O

I'm there I act as a parent, because I am trying to be a parent and for my kid, um when we have.

O

Done that in the past we've let everybody know up front, that's the key is like saying yes right, he's.

O

Showing up- and this is his role in this meeting- he'll listen, you can ask direct questions, but.

O

Most of the time they don't really want to talk about policy or right. You know so y okay, lisa.

G

And I would just add to that I mean I resigned as president in the little harbor pca. As soon as I.

G

Decided to run for the school board and I still helped at events and volunteered and did things.

G

But I was no longer an officer or anyone making any sort of decisions for that group, because I.

G

Just felt like that way, we're not bluring the lines. You know, and I know when I got involved.

G

In the middle school, pta hope was on the board and she would come to the meeting and she'd sit in the.

G

Back and she say: hey, I'm hope, I'm on the school board and yes, she had a parent. I believe in eth.

G

Grade at the time, I'm sorry she had a kid in eth grade at the time like what am I doing, um and so.

G

It was very clear to people in the room, because I just think it just it makes it easier for people.

G

To know what to expect, that's all okay, thank you for all your comments. um I am looking for a motion.

A

To adjourn yes want to leave and and we'll see everybody on september 26. Thank you. Thank you.

C