City of Portsmouth, New Hampshire School Board, 8 Feb 2022

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From YouTube: 2.8.2022 School Board

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2.8.2022 School Board

A

Good evening, everyone I would like to call the january 8th february.

B

February, 8th february 8 2022 meeting of the portsmouth school board to order.

A

And I just like to tell a little story before we start each meeting about how great our schools are.

A

So tonight we have a wonderful, culinary arts program at our high school and.

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On friday nights you can order dinner from the culinary arts department and the.

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Students cook it and you pick it up at the high school and it's yummy yummy delicious.

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Well, this week, their menu is what they're calling a super bowl menu. You can get bacon and.

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Cheddar potato skins with sour cream, you could get smoky southwestern dip with house tortillas.

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Or buffalo chicken dip with some chicken wings and then cookies for dessert. So I just.

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Thought that was unique. That was different and they're. A creative group of students, as well as.

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Being wonderful chefs, so I just like to tell a little story about uh schools and how great they.

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Are so you order that, through their website on vhs website yep, you can order it on the website.

A

If anybody can be on their list and they'll send it: yes, if you get on their email list, they'll send.

A

You the emails, but for the new board members, especially that might not know that um okay.

A

Okay, we have a roll call vote. Our superintendent will do that for us.

C

Sure uh liz barrett here the clues here, mr rappaport here and walker there, margot peabody.

C

Here nancy claire berg here hope they're naps here, brian french, here carrie nolte here kimberly.

C

Here, nick fallon, here, okay, can we all stand for the pledge of allegiance.

A

I pledge allegiance to the flag of the united states of america and to.

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The republic for which it stands, one nation, under god, indivisible with liberty and justice for all.

A

Okay, we will begin with acceptance. First of all, the january 24th board retreat.

A

Do I have a motion to accept those minutes move to proof? Second, all in favor.

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Do we have a motion to approve the january 25th regular meeting minutes.

A

We have moved is that all in favor, aye aye and then do we have a motion to approve the february.

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First budget workshop session minutes motion to approve okay, second uh hope, all in favor.

D

Aye aye aye roll call vote. You need a roll call vote for that, one! No! No! No! No, unless.

C

We have any remote people everybody's present right, we're all. Finally, here.

B

Okay: okay: the next item on the agenda is public comment.

A

Do we have anyone that would like to speak before our board? Do we have anybody on zoom george? We do.

E

So raise your hand if you're in our zoom audience and would like to uh address the.

E

Board, um please state your address and you have three minutes so I think first I have some kajal.

B

Excuse yourself go ahead: you can do that.

F

Hi good afternoon, council members, um I am a mother to a six-year-old and 11 year old and 16 year old.

F

And I'm here because my kids are really struggling with masking in the schools.

F

I wanted to make it known that we're really hoping that that requirement is going to be lifted.

B

um It's affecting their day, their.

G

The little ones are crying on their way to school in the morning saying they don't want.

G

To have to do it anymore, they know a lot of their friends in area. Schools are not doing it anymore.

B

That's all, thank you, I'm sorry. What was her name and address her name? My name is.

B

And my address is 61 osprey drive in portsmouth, my kids go to little harbor and the high school.

A

Thank you. Do we have another? Yes, sir, we do um shelly saunders.

A

State your name and address, please looks like she's, not in yet there she goes. Oh.

G

Okay, hello, everyone, my name is shelly saunders and I live at 15 oak street. I am a mom to a.

G

First grader and a ninth grader in portsmouth. I speak to urge this board to make a motion to.

G

End mass mandates in portsmouth schools and recommend masks be optional tonight. Firstly,.

G

I want to talk about an article that I read from the world health organization, the who.

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They firmly counsel against masking during physical activities, including running jumping.

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Playing on playgrounds so as not to compromise breathing. Currently, our kids are masked during.

G

Gym class at some sporting events and now three times that I've picked, my seven-year-old up.

G

At her after care program at new franklin, she has been masked while playing outside. When I told her.

G

That she does not have to keep her mask on outside. She says: well, the teacher didn't say so. These are.

G

Babies, these kids in grades k through two are such rule. Followers, like my daughter and now.

G

Have become so brainwashed and conditioned to be compliant with these ridiculous mask mandates. I.

G

Fear we are doing much more harm than any good. This truly hurts my heart. So does the risk.

G

Outweigh the benefits of masking kids for seven hours a day. No one really knows this is the first.

G

Time in our history, we've ever done such a thing to children. We you, the cdc and fda, have no idea.

G

The future damage done concerning learning, loss, social problems, emotional problems, etc.

G

So as a board, this masking issue, I believe, has truly unfairly been pushed on to you, but here.

G

We are, and you are the people calling the shots. You are not medical doctors.

G

You are not osha mass specialists, because, if you were, you would end this insanity right now.

G

I know this is harsh rhetoric, but I think some of you, especially who work every day inside the.

G

School system have become almost complacent to seeing kids in mass. It becomes your normal, so.

G

You don't feel the urgency or need to end this now, like myself as a parent looking on in horror.

G

From the distance in new hampshire, we currently have three doses of vaccines available for anyone.

G

Free ages, 12 and up, we have face shields, so teachers and administrators are pushing.

G

Back on lifting these masks, I urge you to ask the tough questions if you can have three vaccines to.

G

Protect you and a faith shield. What are you afraid of kids and germs? Maybe you shouldn't gotten into.

G

The educational field for real you have paris and special ed teachers, doing one-on-ones with iep.

G

Kids in math shelly, you have 30 seconds left to speak. Okay, you have k-2 grade teachers triple.

G

Jabs and double masks. What is going on these little kids need so desperately to see faces and.

G

Lips moving, while learning I know for a fact if we pulled our k through t k through two teachers.

G

And they were allowed to speak freely, they would tell you about their learning loss.

G

I guess we will have to wait a few years to see testing scores and that's really sad.

G

Let's give four some kids a leg up. Every time is the new book. Thank you very much for your comments.

E

Anyone else from the zoom audience want to raise their virtual hand and speak to the board.

E

Going once going twice.

A

The public comment session is closed. Thank you, everyone for your comments. um Now we move on.

A

To special presentations and the first item is school safety, and I will let steve introduce the.

A

um People that are going to talk about that yeah. So at the board's request, we've we've.

C

Brought a presentation together around school safety and uh what you'll hear is some general.

C

Background on the some of the considerations, we certainly keep in front of us whenever we.

C

Talk about school safety, some of our planning, as well as if there ever does become a threat.

C

That we become aware of exactly what the process is to investigate and deal with that. So.

C

Sean donovan, one of our assistant principals, at the high school, who really.

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Shares a lot of the work at the high school around the safety team is here: we've worked.

C

With our police department as well, we have a great relationship with the police department.

C

And I've worked with captain john parache to also talk around some of the sides with.

C

The um that the police and all these things, as you know, we have sros both- are middle school.

C

And high school, who are deeply involved so I'll turn it over to sean good evening.

H

Really, just looking to give a general overview of what we do, I think.

H

um You know these recent events have sort of.

H

Prompted those questions and just to maybe help put minds at ease about um the thoroughness in.

H

Which we sort of prepare for these things and how we deal with them daily. Please tell me if.

H

I need to speak louder, I'm not sure yet with the microphone and so forth how this comes across. So.

H

On a daily basis, when we become aware of an issue, let me even back up before that we're not.

H

We're not waiting for things to happen, we're not waiting for someone to come to us and say we have.

H

A concern about this, we appreciate always when those things come in, we encourage people whether.

H

It be students, parents, the community, anybody to let us know. What's going on.

H

It's easy to think well they're at school all day and they know everything. That's going on.

H

With the kids and oftentimes nature of working, especially at the high school, with teenagers.

H

Is that they try to keep things from us, so it is very helpful when we hear information from anybody.

H

um But one of the things that we do sort of proactively is we meet once a week um with our.

H

What we call our care team, where any student name any concern in the building really can be brought.

H

Up and it's a group of sort of cross-cut across the building from counselors nurses,.

H

Our school resource officer people are psychologists and we meet and sort of go through.

H

What the concerns might be, whether that comes from a teacher, an administrator, a parent, the student.

H

Themselves um and we start troubleshooting whatever you know, on a weekly basis,.

H

um And and that sort of translates into a plan each time for that student, the next step.

H

Whether that be looking at you know a referral to special education or also a counselor meeting.

H

With a parent, so we're constantly looking at what the issues are on a daily basis on a weekly basis.

H

When it gets more into something more concerning where someone brings.

H

You know an issue of a controversial statement, threatening statement, something like that.

H

It goes a little further, so if it's not uh something that gets brought to that.

H

Team then it's going to come to an administrator immediately. um We immediately start investigating.

H

We call in the school resource officer, because we've partnered for years now with the police.

H

Department, we have a great process in place to deal with these things so again, depending on.

H

The severity or the validity of the issue um we'll investigate talk with the students call parents.

H

Bring in what the supports in the building, whether it's a guidance counselor could be a special ed.

H

Case manager, I start to process through whatever the issue is and most times that's where it ends.

H

It we sort of resolve it in the building in the office with the student parents.

H

And so forth, and that's that's the majority of what we do. We do have the outlier issues that.

H

That come up and are a little more concerning at which point um in again, in conjunction with the.

H

Police department right we're planning how to how to intervene in those cases. The one thing that is.

H

Sort of new for us and just prior to covid, there was a group of us that went and did a training.

H

With an organization called nabita, the national association for behavioral intervention teams.

H

And they have a whole process and a theory about how to deal with any type of threat. In.

H

The building at any level and sort of assess where it's at the concern, the validity steps.

H

To take interventions and then even after the fact you know recovering from any issues or.

H

In in many cases you know restorative justice, or those kind of things so um covet came and it.

H

Sort of stymied what we were doing in terms of moving forward with that, but we're at a point.

H

We actually just started talking again this year about how to implement that we've been talking.

H

With steve um about maybe district wide, looking at how we can put this process in place so that.

H

We have a uniform way at every school to deal with it. I know each school has sort of their own.

H

Plan for dealing with it so just like the high school, does they're all doing their own thing very.

H

Similar but um you know age appropriate, I would say it's a little different with younger kids.

H

And so forth, but when you get a serious threat, the process tends to be the same, so something.

H

We're looking at going down the road um and again once we activate that team, um we're looking then.

H

At assessing any serious threat, the validity of it, the level at which we need to intervene, how.

H

Much the police need to be involved and so forth. They're part of that conversation so, in a nutshell,.

H

That's sort of the process there's a lot that goes into it. There's a lot of thought behind it.

H

And a lot of follow-through uh with with any of the issues that come up.

H

So, that's, I guess, we're at um rob, munson's here from the police department, I was the.

H

Sro at the high school for many years, uh lynn is when thomas currently is couldn't be here.

H

This evening, but rob can obviously speak to the police side of things. I don't know if there's more.

H

You would like me to talk about, or if it's easier just to ask answer, questions I'm wondering can.

F

You get a little more involved around what you're seeing I know you can't devote information. That's.

F

Private and I respect that, but just as far as like on the different levels, what have you seen um for.

F

Threat inquiries or incidents: do you see an incline from that in the last couple of years on.

H

Interesting, no, it's been um with covert. It decreased immensely. Okay, it all but went.

H

Away during you know times where we were remote, obviously, and then the modified.

H

Schedules and things we had very little issues. So that's an anomaly um obviously,.

H

Prior to that, I I no, I wouldn't say an increase, um it's. It seems like it's been pretty steady for.

H

For many years you know personally, I think, having a resource officer in the building. Just the.

H

Presence um not only that, but clearly you have to have the right person, so the right personalities.

H

um In all of the resource office shirts, we we have had over the years have been great. um It makes a.

H

Tremendous difference with that presence in the building, not because they're, police or.

H

In you know, but they're they're they're a resource so that students see um safety right. They know.

H

That that police officer is there to help them as well, as you know, connect with them and be.

H

Involved so, and that that's another big part of it, I would not say that there's been an increase now.

A

Other questions, please raise your hand and I'll recognize you lisa. I would love to hear.

G

A little bit more, I don't know if this is specific to the care team that you're talking about, but we.

G

Seem to anecdotally have a lot more kids that are experiencing behavioral and mental health.

G

Issues you know, and that kind of thing and I'd love to have a better understanding of. What's.

G

Your role there, you know, how do you look back to get guidance or psychologists or somebody.

G

Else involved who can help manage the mental health, and when does it become a role for the.

G

Sro, I guess I'm just trying to understand a little bit sure absolutely how that plays out.

H

With the weekly meetings, we have everybody at the table, so representative from you know, guidance or.

H

Special ed or whatever it is so we sort of have a voice from all all quadrants right to talk about.

H

Whatever the issue is, um that's not generally, if you're talking about the sort of the mental health.

H

Stuff all the anxiety things we're seeing now in in stress related things, um that's where that goes.

H

If you're talking more about threatening behaviors your concerns and we go on a different route, but.

H

um At the care team level, um we're sort of uh looking at what's happening literally daily at.

H

That moment, what's going on, what's the history of the child, it's the history of the issue.

H

What are the resources we have available? What are the resources we can connect them to outside.

H

Of the school, um including you know uh not, um it might be in that case it would be a school.

H

Resource officer as a person to sit with and talk with and get some mentorship from and that kind.

H

Of stuff, so it's not really. You know again the official sort of threatening side of things that.

H

Activates, the police. um We we obviously get into that. If there's a problem we're worried about, but.

A

Why don't we have um detective munson speak first and then we'll take more questions.

I

I am detective rob munson. I've been with the portsmouth police department since 1997. um I've.

I

Had the opportunity to be the resource officer pretty much at the high school for uh since 2005.

I

I loved working there, I'm now over at the middle school the the really great thing that that.

I

Has been beneficial for us is we have an mou, a memorandum of understanding between the police.

I

Department and the school where we can share information. So if something comes over the weekend.

I

That we deal with involving a student, we can bring that to the attention of the school. If there's a.

I

Safety concern or something else we can. We can share that information through that memorandum of.

I

Understanding which is great, this has been hands down and I've seen a lot of other schools, probably.

I

The best relationship that I have seen between a school and a police department in new hampshire.

I

That I have seen- and uh it's just been um really good to work with mr donovan and mary and and andy.

I

And now, over at the middle school, I'm working with phil and and they've just been great. So.

I

It's fantastic for us to be able to share information and to work, and we often at.

I

Times will it won't be so much like a punitive type of thing that we do we're more concerned.

I

With uh rehabilitation and what it will take and help that student to not make that mistake again.

I

So they understand that and and we work with them and we trust each other, which is.

I

Which is great, so I am very happy to be the sro. Unfortunately, this is my last year I'll.

I

Be retiring but um I have had a great opportunity to work with this administration, so thank you rob.

A

Thank you, sean okay, we'll open it up to questions kerry yeah for either of you. I first just a.

J

Comment, I I just wanted to appreciate what you said about really prevention and that we don't.

J

The public often doesn't see that part of the role, but the importance you put on that and also the.

J

Restorative justice, component of moving things along, um I just kind of wanted to put out there.

J

Because it's it's talked about and um you know I think, we'll talk. Will the board is always talking.

J

About communication, um but for me, as a parent, if I were to see something concerning on social media.

J

Like a thread or something like that, what would your recommendation be and what would the channel.

J

Be in order from your perspectives um to check that out, get resources for.

J

Whatever is going on so for for us after hours, I would, I would say, contacted the police to contact.

I

The police department and let them know, especially if there's a if there's a significant threat or a.

I

Threat towards the school or let them know, and they will start the process I'll, be notified.

I

And then we often are in direct contact. I know phil and I talk all the time and we text and.

I

And so, if we have any concerns, we are in direct communication as well as through email and.

I

And everything, so I would start there if it's after hours, if it's during the day.

I

Call the administration and let them know, and they will start that process and they'll put.

I

Me in the loop and we'll work together to to work on whatever that concern is thank you.

A

Hicko, I have a question related to communication. What um sean I appreciate you saying you know when.

D

The threat comes in first, we assess it and do the research. What are the priorities that you.

D

Consider as to when, when is the appropriate time to message out, how do you message out.

D

I guess I'm I'm always curious about that right. You always hear the story of oh. I saw there was.

D

An ambulance at you know this school today and that gets rampant. So how do we make those.

D

Decisions on what we're communicating to- I don't even know the word, I'm trying to look there to.

D

Show transparency but also respect privacy.

H

Yeah, it's a it's a tough balance. um You know.

H

Obviously, we start the guiding principles with the law and what is considered um sort.

H

Of sacrosanct in terms of not sharing information about students and so forth,.

H

uh Staff as well and and and those are things that we have to be aware of, um you know, I.

H

I um recently had uh an ambulance come to the school, had nothing to do with students, uh medical.

H

Concern you know so forth, so for us that was sort of the end of it, but people who might see that.

H

Are going to say hey what was that you know um that there's nothing we would share about that.

H

Particular issue, and- and you know we could say yes- there was a mental concern in the building. It was.

H

Worked out, and so we moved on- maybe that's as much as, but it was really related to personnel um and.

H

So it gets a little uh difficult at times to to sort of be able to convey everything we'd like to.

H

But I think your question was would be more aimed at what is the decision process there.

H

And how we do that yeah? What's that fulcrum of we know, there's a world of social spinning here.

D

We know there's facts, spinning here and there's anxiety on both sides and how do we as a district.

D

Effectively manage that push-pull and what are those decision makes.

D

What are those filters we go through as a school district as to when to decide.

D

Are we going to communicate out? What are we going to communicate out? Even if it's a there was a.

D

You know an ambulance and it has no concern to anybody else. We're aware of it. Everybody.

D

Is fine thanks for your concern, yeah! That's what I'm wondering yeah. um I guess I would say.

H

I'll speak just for a second to the elephant in the room. The recent issues sort of prompted some.

H

Response, I guess from the community that you know.

H

I think was understandable, but I think it was easy to get caught in the vortex of social media.

H

I would say the best thing to do is one alert us alert the police of any concerns you have and we.

H

Can certainly confirm that we're already dealing with it if we know about it or if we don't and.

H

You happen to be the first, then we will certainly start looking into it and we can continue to say.

H

That as people communicate with us, I would I would encourage people not to sort of contribute to.

H

The source again how to call it the vortex right and and get involved with that without checking.

H

With us first, so I would just caution there to answer your question it. It depends on the case.

H

As to what the issues are this, you know um again recent issues there were sort of three.

H

Sort of back-to-back things that happened, none of which rose to the level even of needing to.

H

Call our behavior team together, and so we sort of moved through those quickly. They were dealt with.

H

The police department worked hand-in-hand with us and were involved with all three cases, and it.

H

Was sort of put to rest, but understandably these days it got churned up in social media and nobody.

H

Really knew what the truth was, so we've been talking about how how do we do that? I don't know.

H

That we can ever get ahead of all of the social media, but we certainly can be proactive. I think in.

H

Acknowledging that you know like you say there are things that that are happening. I don't know that.

H

I don't know the right way yet. I don't know that it's a running dialogue that we always want 24 7.

H

But it might be if we activate the behavior team, we activate a.

H

More robust communication, so that people are getting correct information, it's something that.

H

We're talking about it honestly, it hasn't come up as an issue up to this um storm. There's point.

H

Of events and timing, um but it's it, it points out a concern that we should should be addressing so.

H

Okay, thank you.

A

Nancy, oh I'm sorry uh liz! You haven't gone yet. Yes, um hi um new board member, so I know we haven't met.

K

Yet um so nice to meet you- and um I guess I wanted to commend. I had spoken with phil and I was really.

K

Impressed with what the middle school has been doing at the door of the school and I'm not sure.

K

What exactly the high school is doing, so I would like you to get into that a little bit, but I guess.

K

I I've always seen obviously having a culture at the door is great for not only.

K

Mitigating behavioral issues but identity, you know reaching kids and also you know, trying to.

K

You know put a buffer there if a kid were to have a bad day or come into school. um So I guess, is it.

K

Detective munson uh detective munson. I guess I was wondering if you could speak to that at all.

K

And tell the board about any successes: you've had or just generally how that has worked out.

K

For you all, I know, maybe phil might be doing some of the greeting, but I know you're out there.

K

um With the 80s rock music, so if you could um just let the board know exactly what you've been doing.

K

In the morning um and how that's been working for you absolutely thank you. I think one thing for for.

I

Me- and I know- and I can speak for lynn too, is our ultimate goal is to make those connections with.

I

The kids, so part of it is that I like to entertain also the crossing guard out there in the mornings.

I

So we do various, uh I bring a speaker out there and we do music every morning, as we greet the kids.

I

Coming in um you know, I also make my office very accessible to the kids. I have a foosball table in.

I

There and it's uh usually pretty hectic at lunch, but we try to create that um environment to where.

I

The kids feel comfortable with if they can't find an administrator, they can come to me and.

I

I even this year it's been kind of shocking. Some of the things they've come to me with that really.

I

Are not police matters, but that's our goal is to make those connections so that they do feel.

I

Comfortable and that later on, when they're adults that they do feel comfortable with interacting.

I

With law enforcement, so that's that's kind of what we're doing I walk around all day. I keep.

I

My office open at lunch, you know and work with these guys very closely to make myself visible.

I

Lynne is a coach over at the high school she coaches, girls, basketball, I for years, coached.

I

Football over there, as well as I still coach.

I

Unified basketball and unified soccer, and on top of that I also participate in the penguin plunge.

I

With special olympics, which we're doing this saturday, so it's it's that in I gotta commend.

I

Our department, because they allow us to do those things as well as um three days a week, I'm running.

I

A uh weightlifting club in the mornings, monday, wednesdays and fridays uh and I got a fantastic.

I

Group of, like 10 kids, all over the map- boys, girls and um they come in and that's the connections.

I

We're trying to build so it's great in that aspect because they feel comfortable with bringing.

I

Anytime, they hear something like a threat or something they will. They can feel comfortable.

I

Bringing that information to me and understand that we're gonna proceed with that in a way. That's.

I

um We're going to cover the the the incident, but we're also going to do it in a manner that.

I

uh Is nice to them and, and they feel comfortable with the outcome of it,.

B

All right, sorry, uh yeah. I wanted to step back a little bit sean. You were when, when you first.

L

Were talking about like the planning and the and the training, especially when the more serious.

L

Threats you mentioned that during kovid you know this kind of stalled. This planning thing.

L

Was from what I understand, there was a plan per building right and then were you guys trying to.

L

Think about how to combine that into one plan and where's that process at that that's kind of the.

H

Thought it would it's it. It's a great uh process to look at it's. um You know, based in research and.

H

Data, it's something that's implemented at many schools in a lot of colleges around the country.

H

um And so it's a it's a great resource to to sort of deal with any type of threat or issue that.

H

Comes up at whatever level that is so a lot of that happens at the lower level stuff, and you can.

H

Still deal with that, but when it gets to that more concerning stages, it's you know. It's something.

H

That's viable all the way through. I know steve um jim sparrow, one of our school psychologists. I know.

H

Has was part of the team that went in training it and, and uh we've sort of been talking that up. I.

H

Know he's been talked talking with steve a little bit about that. I we're sort of at the beginning.

H

Stages of expanding that to other schools and so forth, and talking about that, so I don't want to.

H

Commit you know all the other schools to that. It's definitely something we should look at.

H

And talk about viewing um it's early stages, uh so that's kind of where we're at is just.

H

Discussing it and looking at that, ideally, I think next step might be to get more people trained and.

H

See what it's all about um and then look at how that would roll out in the different buildings.

H

That answer the question yeah that answers it. Thank you. Sean.

A

Has anyone else not gone yet and would like to ask a question? Okay, let me go to kerry again just.

J

A quick follow-up um when you know, because part of the discussion of the board and um asking you.

J

To come was around these concerns around school safety and making sure that we have the best plans.

J

um This when you said that the threat that had happened in kind of snowball on social media.

J

um Was really something that came up was managed not even elevated to the level of a risk.

J

I'm just curious from my perspective how many of those incidents in say a week? Would you have.

J

That don't do you know what I'm trying to say, like sure yeah, because I think on the other side.

J

That made folks appropriately anxious, but if we're messaging 10 incidents a week that also.

J

Makes folks very anxious, absolutely yeah, and you know, understandably that happened.

H

On the heels of an event in this country that was shocking and concerning and so.

H

We're not blind to that. We understand how some of that unfolded.

H

It's not measured in weeks. It's not once a week kind of thing. It's probably it's probably not months. It's you know a couple times a year. We get to that point um with things that you know.

H

It's usually rumors, it's usually blown up. It's usually exploded.

H

How often do we get a serious threat that is going to activate the team and go further and.

H

Maybe come to steve or something like that. You know once a year is pushing it. You know.

H

In a bad year, maybe two or three you're, not in a you know, if it's really things are, are.

H

Falling apart at different points, yeah, it's not it's not measured in weeks or numbers per week,.

K

um Liz um sorry, I just wanted to follow up on my last question. um I actually have two.

K

Questions for the last question I wanted to know from the high school's perspective.

K

Do you do anything similar? I know phil hasn't spoken. Maybe he could speak for himself here, but.

K

I know that he's usually greeting at the door and and making eye contact with kids as they're coming.

K

In as maybe like a first line defense, I mean in my mind, that's always been a first line yeah, so one.

H

Of the things that we um again sort of pre-covered stuff, you know school safety security. We have.

H

A system at the high school, where the doors are automatically locked and so forth at certain times.

H

So we only activate three main entrances: the main entrance, the auditorium entrance in the cafeteria.

H

And we have administrators there every morning, uh greeting kids saying good morning getting a.

H

Look at them saying hi handing out masks is a big thing right, because.

H

They know we have them, so they they don't bother to bring them so we're giving those out every day.

H

um And that happens every morning so at the the entrances that we're using primarily for kids to.

H

Access we're there every day, greeting and looking and seeing and okay um had a couple issues. This.

H

Week, where we looked, our kids were upset about something, got them right down to guidance and.

K

All right and then my follow-up, um uh the type of law. I do I work with kids. I just wanted to child.

K

Protection- and so I guess I'm just curious um a lot of these issues, you know tend to be kids, that.

K

Have behavioral issues are I'm assuming, and so I guess I'm just wondering um you know, has the.

K

Have the behavioral issues escalated like they have around the country with covid um kids having.

K

More behavioral issues, and, and also what do you see the state helping out as far as I guess, I'm.

K

Just wondering what we're looking at right now as far as chins petitions or juvenile justice issues,.

K

And whether there's been a good collaboration with the state, or do we need to advocate more, where.

K

Things stand as far as behavioral issues, I'm never going to say, don't advocate for more.

H

Resources right, um I don't. I don't think that that perception is accurate. I don't. um I can't say that.

H

We have uh more behavioral concerns in terms of any type of you know, misbehavior threatened.

H

Behavior that kind of stuff we definitely have more issues around anxiety and social, emotional.

H

Issues, you know kids being upset, um so I I look at it this way you get a certain amount of internal.

H

Resource and if covet issues max out half of that, you don't have a lot left to deal with daily stuff.

H

And so we see that sort of rise to the top, um it's not the threatened, behavior and and things like.

H

That that are we're not we're not seeing a lot of even um you know, bullying or cyber bullying.

H

um That's and that's honestly, that's primarily what we're getting when we start to investigate.

H

A student comes down parent calls and says this was on instagram right and they're upset about.

H

Their child being a target or involved or whatever it might be, and when we sort of start there. But.

H

I I would not, I would not say that we're seeing a lot of um increased.

H

Bad behavior, you think, there's a reason like that the behaviors are limited um or you know.

K

Something that you've implemented or anything that you know I'd love to say. I do believe this.

H

That it's you know the environment. We have, I think, we've over the years done surveys with students.

H

And just sort of checking in and you know our school safety surveys and you know, students are.

H

Overwhelmingly identifying that they have somebody in the building that at least one adult that they.

H

Can go to and talk to and feel comfortable seeking out. You know our teachers are phenomenal at.

H

Connecting with students and letting us know when there are issues uh making personal connections.

H

I think everyone here understands that students aren't just numbers at portsmouth high school, that.

H

Their their faces, their people, their personalities and teachers are to be commended for that. So I.

H

We definitely have a concern about the stress that covert brings and how that is playing out.

H

With students and the issues that that surface, I think you know we'd be more concerned. I guess.

H

With issues of depression or self-harm, or those kind of things right now than we would with any.

H

Kind of uh threats or overt, you know, physical aggression or anything like that. Thank you hope.

F

um Sean thank you for being here and officer donovan. It's been a long wait for me to.

F

To hear from school safety, so I really appreciate your time tonight. um I love what you're doing.

F

Proactively with the team that you're talking about- and I love that you're talking about the.

F

Care team of rolling out something district-wide because it does seem like there's a very siloed.

F

Approach when my kids went through the middle school, there were three incidences and like.

F

Clockwork, I knew how phil davis was going to respond in his protocols and there was even a.

F

Presentation that came out at the very beginning of how the middle school handled the protocols.

F

And if there was a threat, how that would be handled and I've never really seen that at.

F

The high school, so I'm wondering, can you either person whoever needs to fill the questions share.

F

What strategies are you using to be proactive about getting your protocols out to the to the.

F

Parents and and how things are handled, and I know they might be handled differently at different.

F

Levels, but I think one of the things that parents roll around in their head is well we're blessed.

F

Not to have threats at a significant level- I don't know parents really know what to do in certain.

F

Buildings if we were to have a threat at certain levels, so do you understand where I'm coming from.

H

I do sure yeah what's happening on that end from communication. I do absolutely. uh I think.

H

It's different at every school, so obviously I can't speak to some of the other schools so.

H

You know just speaking for the high school. I think that that is a process that we probably.

H

Need to do a better job, putting out there um it's something again. I don't know why it was.

H

A perfect storm of events recently and it sort of highlighted that that's an issue. People.

H

Have that concern- and I think you know letting people know what that process is- is going to.

H

Help a lot um I I hope tonight clarifies some of it for people just knowing that.

H

There's a lot more that goes into you know the daily uh feelings with all of that stuff.

H

But I don't know, I think I honestly I just feel like it's one of those. It's like watching.

H

Children go, you know, you see, your children grow and they just you, don't really notice. It then.

H

You see somebody else's children and you're. Like oh wow, you grew half a foot since I saw you last.

H

So I think incrementally we just do what we do and and weren't thinking about the fact that.

H

People watching from the outside weren't, seeing what we were seeing and.

H

So I think we can probably articulate that better and put out that process a little bit better.

H

um I I I think it would go hand in hand with if we're going to move forward with.

H

You know looking at than a bit of protocol, or there are others out there that we could consider.

H

um That that would be something that we could put out so that everybody knew exactly what it was and.

H

How that worked? Okay and I'll add to that from our perspective and a lot of times you wouldn't.

I

Know this, but we're included in that process, and we will we're we're actively meeting with you.

A

Can you speak up yep, so we're actively meeting with families um in if and warranting out that.

I

Threat as well, so we will go to residence and we'll meet with families, and we will vet that that.

I

Threat out and that's a lot of times something that people don't know that we're included in.

I

That process and that's what we're doing so in each of those cases, we were vetting out every one.

I

Of those and actually I was brought in from the middle school to assist in that, because we'd had.

I

It there were a couple involved in that, so I met with some of the families that I was familiar with.

I

That I had a relationship with with, which was great because I was able to you know, calm down.

I

And say: hey, listen! We've got to investigate this because this was said and and whatever you know.

I

In in we were able to vet that out and work with those families which was good. So that's a lot of.

I

Stuff behind the scenes that people wouldn't know that we're doing that, we are doing so from those.

F

Incidents have you since identified areas that you can improve upon that you're working on strategies.

F

To employ moving forward like protocols that you would shift or change to improve communication and.

F

Do you see if you can roll out this care team across the district, that that would be kind of.

F

District-Wide protocols that each building would follow, for you know doing a presentation, because.

F

I understand you're talking about the silo of this event. I'm talking about the grand scheme of the.

B

Whole picture right of, if I'm a new, if I'm a new parent coming into a district with a new student.

F

How do I learn about the safety protocols of this district and how that rolls out absolutely for my.

F

Child, um so I'm going to lean on steve just a little bit here because I haven't talked this.

H

Is again it's something that a group of us at the high school went and did and thought this is worth.

H

Pursuing okay- and here we are, you know if we can erase cobia, we probably would be.

H

Further down that road, um so I don't want to speak for other schools or.

H

Where they're at or what they're doing, but I I I guess to answer your question.

H

Having done the training having now used it, having worked the protocols, I think it's.

H

A tremendous way to go, I think it would make sense for uh all the schools to look at.

H

And it's a very um easy process to follow, and yet it's very detailed and thorough.

H

And it it's essentially there's been a lot of people out there, creating this and they've.

H

Thought about all of the aspects and they sort of hand you this this package to say here you could.

H

Do this and it walks you through everything um that you need to do or know or talk about, and so.

H

Can we improve there? Yes, is that is that something that we should be looking at? I think it is, and.

H

We were talking about that again, it's early stages and it's you know it's it's. It's a big.

H

Implementation, so it's not something that happens really quickly, but it's also not a difficult thing.

H

So, thank you, okay is. I have a couple of questions. um Sorry, I had one more nancy. Okay, um the.

K

Maybe this is a steve question, but is there a part in our budget about sro- and I I thought maybe was.

K

There a budget thing about the sro and something changing with whatever we're doing with the.

K

Police, I don't know if that's something we should address now or any budget implications or needs or.

K

Anything there's no change in your budget in terms of the sro contribution we share uh costs with the.

C

Police department around our sros, okay and then who so um have we do? We know who's going to be our.

K

Future sro and who's the sro at the high school now is it so officer parakeet? No, no! No! No! Okay!.

M

Division so rob, as he said, take the months and he's been she's school resource officer since.

B

2005. so he's going to be very tough shoes to film, um so we've already started the process of.

B

Discussing um you know replacement for him, so our goal would to be to start our promotional process.

B

Within the next month or two um interviews, that'll entail several interviews because we want to make.

B

Sure the right candidate is in that position and our goal is to have them shadow detective, monson.

B

At least two to three weeks that way when the new school year starts, they're ready to start.

B

And uh you know get running from day one and the other thing the timing's actually really.

B

Good with this, because a lot of the training for school resource officers is over the summer time.

B

So not only will they shadow and learn from tech to munson, but they're gonna attend trainings over.

B

The summer, so you know we hope to have an answer in a couple months on that, but we're definitely.

B

Going to have a transition period, so it's a smooth, you know start to the school year next year.

K

Who is at the high school uh lynn, thomas okay, she's, not going anywhere she's staying there.

B

Okay, so this is for the middle school and she's not here tonight, because.

I

They've got a playoff game, so she's coaching too, oh great, okay! Thank you. um I just have a question.

A

I ask it every year, can you comment about drugs, alcohol and vaping at the high school.

H

H

I can I don't. um It hasn't been a significant issue, I'm not going to tell you, it doesn't.

H

Exist it does it does it every high school in the country, um uh it hasn't been a huge issue. You know.

H

uh Silver lining uh covert has dealt with a lot of that stuff um for us back in school.

H

Now back this year, certainly seeing you know some of those things pop again.

H

um I would say: vaping is the biggest one. uh It's uh it's just it's popular right now. It still is.

H

It has definitely already waned from. uh I don't know five years ago, when it really.

H

Sort of hit and took with the age group, but it's not gone by any means. We see, uh we see.

H

A number of those things happening again, not measured in you know, times per week per say, but.

H

It's it's definitely not gone the drugs and alcohol as as usual.

H

Minimal incidents each year with that and again I have to commend our our staff for that. I think.

H

That students have a clear understanding that they feel respected when they come in and therefore.

H

They're very respectful about those things and for the most part they aren't going to bring those.

H

Things aren't going to do those things at school or on the property or those kind of things. So.

H

It helps to have that in place and again you know having a school resource officer in the building.

H

Makes a world of difference. I remember once talking to detective munson, and you mentioned that.

A

Many times the tips you get are from from students that have confidence in you and trust you.

A

And so someone will come into your office and and tell you whatever and then then you.

A

Can act on it, so I I never forgot when you told me that that's kind of interesting that.

A

Students will have the confidence to speak to a police officer or an assistant principal.

A

Or you know someone in the building, like you said they all have an adult. They can connect with.

A

um So I think that's that's reassuring, to hear that and- and the other thing too is we.

I

Work with the school, um we don't typically arrest anybody there at the school. We don't do that. We.

I

um Again, it's for us it's about uh rehabilitation versus punitive, so that's our focus and I think.

I

The kids understand that that we're not out to get them, which is a good thing.

I

And it's all about building that rapport with them, which is what we try to do. Okay,.

A

Oh one last question lisa, so I so appreciate all of the emphasis you put on really putting the time.

G

In with the kids, you know, I've definitely been outside the middle school and seeing the show.

G

In the morning and the kids really respect that and enjoy that a lot, I wonder if you can speak.

G

At all to elementary- because there certainly is a lot of you know, different needs at that age.

G

Level and it's an opportunity potentially to give kids those first early exposures.

G

To you so that they're not looking at it as this is something to be scared of, or this is something.

G

That only happens when you're in trouble, and I just wondered if there's anything you're doing at the elementary level to kind of foster those relationships. Unfortunately, we're not. We had.

I

uh An sro that was specifically for the elementary schools and due to budgetary.

I

Issues we removed that position, which I think to be honest with. You is unfortunate.

I

I do like I do have a connection with the principals at the at some of the elementary.

I

Schools and one in particular right now, I'm I'm. I have an active involvement with a young boy at.

I

New franklin and I go and visit him once a week, and so I wish we could do that every day.

I

I I don't like to be. I like to physically be in the middle school. I wish we had.

I

An sro that, if, if we couldn't get one in every school, I wish we had one that was able to go to.

I

All of the schools and would bounce from school to school. You know each day they might spend a.

I

Day at don darrow, they might spend the day at new franklin. They might spend a day at a little harbor.

I

I wish we had something like that. Hopefully, once at some point we get that money back in the budget.

I

Where we, we have the opportunity to do that um and uh because it's important it's it's very important.

I

And um I I know, from my perspective uh a lot of the sixth graders that are now well fifth, graders.

I

That are now sixth graders at the middle school were surprised that I was wearing a firearm and.

I

After about a month, they got used to me and they knew I was a police officer and.

I

And that went away, but initially if they had had that interaction in in the elementary schools.

I

They they wouldn't have been kind of surprised by that which I wish I wish we could do. You got.

I

To get the right person in there, don't don't um I'd, be remiss if I didn't say that, but if we did.

I

That would be that would pay dividends decades from now. So when they're adults, I will say we just.

E

It while it doesn't replace an sro at the elementaries, we do those cops and kids events.

E

At the elementaries, where there are different stations that the kids go around to and.

E

Interact with police in various aspects of their job, so I, like the canine dog a lot. Are we involved.

K

In the hiring of the new sro, is there any part that the superintendent or anybody would play in.

K

Interviewing, I guess I mean not that I don't trust the police department.

I

Yes, yes, I know, I I believe, um hopefully I'm not speaking incorrectly, but I believe phil.

I

And tim are probably going to be involved in that process. Okay, um yeah there'll be a process.

B

In place and we'll share with them, who we think our best kid is we'll certainly get the input to.

B

Make sure that's something that we know would be a good fit for the support you have to speak into.

B

The microphone can you speak into the microphone if you've got detective said having the right fit.

B

Is the most important um and he gives a police department we'll try to pick that person, but the.

B

End of the day we are going to want the input from the school to get their thoughts on it.

B

So we have that perfect fit, so it's a smooth transition. So can I ask one more follow-up? All.

K

Right: um okay, from a constitutional perspective, I mean: has there been any sort of issues I mean.

K

Is there a certain, I guess there probably is a protocol, but I'd be curious. You know if my kid.

K

Got pulled into the office or something at what point would you notify the parents? I mean, I know.

K

um You know constitutionally there's less rights within the school, but I guess I'm just wondering.

K

If we run into any issues uh at all, we have not no, the simple answer is we contact parents.

H

As soon as we can get a handle on the issue, talk to the student find out what's going on, maybe we.

H

Need to talk to some witnesses or people who are a teacher or something like that. We try to do that.

H

Right away, so we know what we're dealing with and then the very next thing is get a hold of parents.

H

So that we can start a process of involving them and figuring out what next steps are so.

H

It's it's pretty quick, okay and, and we work we work together so that um they will they do their.

I

Investigation first and then, whatever the findings are, if it reaches that level that it needs to be.

I

Brought to our attention, then it is, but they do their investigation first then we we don't.

I

Usually participate in that initially, okay, great! Thank you, okay! Well, thank you very much and.

A

Detective munson good luck on saturday when at 10 30 in the morning, you and a group of high.

A

School students are jumping into the atlantic ocean at wallace and beach. So if anyone's not.

A

Doing anything how many students do you have you have quite a few? Don't you, I think we around 20.

I

Something wow: we were supposed to keep the numbers right around there, because there's a procedure for.

I

We would have had the gun before the board, and so we had to keep it kind of small. Unfortunately, so.

I

But uh we're looking forward to that and and it looks like it's going to be about 50, which.

I

Is going to be nice because we've had it in the password, it's been about five degrees. So that's.

I

Pretty miserable well, thank you and I think we, the board, certainly treasures the relationship that.

A

The school department and the police department have with I know I've been involved for a long.

A

Time we've had it for many many years and, as you mentioned, not all communities share. That kind of.

A

Respective respectful relationship, so thank you and thank you for making that happen too, and.

A

I we trust you'll, find someone great for the middle school to replace, rob and rob best of.

A

Luck in yeah retirement and sean. Thank you for all. You do with our kids at portsmouth, high school.

H

Thank you for all your questions, I'll just throw this out to everybody at home here. If.

H

Anyone has any questions about that feel free to stop in ask any one of us uh what you know.

H

What your concerns are and we'll do, whatever we can to get to the information you need.

I

And I I do take requests of the morning if you have any requests.

J

Usually I follow with joyce the uh crossing guard she likes country on wednesday, so we'll.

I

Be playing on wednesdays, come back to the board, bring music next time just make sure.

A

Thank you. Do you want to introduce our next guest steve will introduce our next guest? Yes,.

C

I'm not sure he needs much introduction so, but just to be clear. Phil is here today to talk to.

C

You about budget, not necessarily the typical administrative report, so he'll focus in on.

C

Some of the uh specific budget considerations at the middle school.

M

Thank you. um I I'm going to start. This is the first time I've had a budgetary discussion. I.

M

Think, with the with the board a bit of a new process for me, maybe for you, um I'm assuming.

M

Going into this that you folks have seen proposed budgets, you know ahead now, it's good uh because I.

M

Wasn't prepared to go through line by line of the entire ask and how many number two pencils.

M

We're going to need next year at the middle school, although that might be replacement computers.

M

But there are, there are some specifics that are unique and different, um that that we are asking.

M

For next year- and they come on the heels of kind of current situations coming out of covid and some.

M

Asks that we've made before and I'd like to say maybe a creative solution around some of those. So.

M

There are two specific asks that I'm looking for in the budget this year.

M

um That I'm kind of addressing two items with one move or with one asked um and so I'll kind of.

M

Speak about both of those first, um the first is um quite simply a need in the counseling department.

M

When I started at portsmouth middle school, uh I believe in 2009 we had five different.

M

Counselors four and a half time release counselor and that has dwindled through.

M

A retirement and then a budget cut, I believe in 2006 to the point now where we have.

M

Two grade level counselors or two general ed counselors, and then one special education, kids.

M

Room counselor for our kids program um and coming off of cobin budgets being where they.

M

Are personnel being where they are and uh having a really difficult time finding anyone to hire.

M

In any sort of business or or model, um we made an intentional shift with one of our counselors.

M

Before the school year, so that we have taken our kids counselor and we have now grade level.

M

Counselors at the school, so we have a sixth grade seventh grade and eighth grade counselor.

M

My intention with that is to loop, the counselors um so that they will have the same students for.

M

Each of the three years, a student cycles through the middle school.

M

It is this year on the kids, counselor who's chelsea babbin. It is an additional.

M

Load on her because she did have working relationships with students.

M

Whose iep services called for a guidance counselor? I was working with students in that kids program.

M

And so she's, taking on sixth grade plus the added.

M

Load of those students who have iep counseling services.

M

So that's that's kind of one thing I'll put that aside for a second um before I.

M

Come across the solution that I am proposing, uh another need that we've had for uh many years.

M

At the middle school and it's not unique to portsmouth middle school, uh something that you.

M

See countrywide is, is in the area of reading, and it's something that is a little bit close to me.

M

I was also a reading specialist, not because I love teaching reading, because it was my weakest area of.

M

My teaching craft so went back and, and got that uh that degree and that understanding of.

M

How to teach reading, but it I do, have a depth of understanding of programmatically. What would work.

M

Best specifically at a middle school, um so once again, since I've been at the middle school, we have.

M

Had a reading specialist um and that reading specialist falls under the general portsmouth.

M

Middle school budget and traditionally has been used to service special education students, um so.

M

There's kind of a misfit of of funds and the uh budget allocation, um the pool where it comes from.

M

It is best practice 100 for those students who have the greatest need in reading to.

M

Be seen by a reading specialist, that's there's research everywhere that that says just that.

M

However, we also know that capturing students who are slightly below grade.

M

Level and offering them reading services to get them back up to reading level will prevent.

M

Some potentially an iep uh moving in you know eighth grade or going into ninth grade, which.

M

Is not necessarily when you want to be putting a student on an iep and starting.

M

Services, um so that that boost in the arm that shot in the arm, an intervention method to get.

M

Them back up to grade level uh is really a a great process and something I've helped.

M

Help several different schools build throughout my career, um so using our current resources, nathan.

M

Goating, who is our current reading specialist? We have weaned him back from doing too many.

M

Services for our students on iep and have built up our interventions, so he is now seeing.

M

59 non-iep students uh and and teaching them the skills they need in a nine-week class.

M

Hopefully, and then kind of a test in monitor and then to get them back up to grade level and back.

M

Out it's an additional course not a pull out from their english course or anything like.

M

That but a shot in the arm to get them the skills, the practice and then back to grade.

M

Level and and out of the program and for most of those students that does work to move them on.

M

We also have currently 53 students who receive iep reading services. Typically.

M

In an iep, it's going to say that that needs to be from a special education teacher as the way.

M

It's going to be written into an iep. Obviously, a reading specialist can fulfill that need.

M

We have two grade level case managers at each grade. uh One typically does the.

M

Math work with the say, the sixth graders or the seventh graders, or the eighth graders.

M

The other works on reading and writing pieces for the sixth grade seventh grade or eighth graders.

M

And so they're meeting most of those needs. Also, currently, we've got six of those students who.

M

Need one-to-one reading services and you can look at it at a number and say: okay, well, 53 students.

M

Typical classroom size, 18 students at the middle school- that's great! That's only a couple classes.

M

But that's really not the the reality of somebody that needs a reading intervention.

M

Or focused work, you're, gonna, you're, gonna group, those students, maybe in groups of three you're.

M

Gonna have them at a similar level. You have very small, intensive and purposeful work with them to.

M

Actually make real gains, so we do have a need for an additional reading specialist.

M

So what my proposal is uh is that we take the guidance, counselor piece that I spoke of first.

M

Take the position of the kids counselor, which is currently sitting in a special education budget.

M

Move that over to the general school budget, which there is as the gentleman before me.

M

Spoke certainly, a social emotional need that we're seeing coming off of covid.

M

There is more anxiety we have seen an increase in suicidal ideation, we've increased.

M

Programming that our our guidance folks are working through at grade level, trying to.

M

Really build that up so that we're meeting all students needs. But if we're able to take that.

M

Full-Time position set it over here, so we've got now an opening in our special ed budget.

M

My idea would be, then: we use that special ed budget to or opening to hire a reading specialist.

M

um So two birds with one stone type scenario where I've got the social emotional needs met.

M

Or better met, I don't know that we're ever gonna fully meet with grade level guidance, counselors.

M

Who would then, I should say, pick up and service each of the students who have.

M

Counseling or therapy in their counseling in their iep would then be done by each of those.

M

Three counselors at that grade level, so they would continue to work with them for three years.

M

And then also meet our reading needs. I should also mention on that that we currently are not.

M

Self-Sufficient meeting our own reading needs, we are contracting out. We have several students that.

M

Are meeting with a contracted reading specialist that comes over to work in the district that cost.

M

Roughly four thousand dollars a month currently for this outside provider to come in uh so.

M

You know we are we're bleeding money a little bit in that direction. Anyhow,.

M

So before I go to other directions, I think it makes more sense, maybe to ask if there's any.

M

Questions along that shift in that proposal liz. Maybe we need some clarity from nathan or steve.

K

On this one, so um I just want to be clear that I know what's going on so from the special education.

K

Budget- which I don't have my tabby here, but the special education budget, we're taking.

K

A special ed counselor moving that counselor into a sixth grader uh grade position.

K

As a counselor at the middle school, and then that frees up one space. But then we're also adding in.

K

This point four four or is: are they already half time right now and we're bumping them up.

N

The net right now is that you're picking up in in phil's budget of um you're picking up a guidance.

N

Counselor position and that's what you'll see in your notes and that's what you'll see in your budget so he's talking about faces and names because of the people and the roles that they're.

N

Going to serve but budgetarily you're you're, adding in his guidance line a full-time equivalent.

N

Position so it's that .44 is in a different building, not related to this conversation.

K

Okay, so the 0.44 for a reading teacher is not for the middle school. It's not about this, not.

N

That's at dondero, okay, um and so I just want to be clear, though so um as far as this reading position.

K

um You're saying that this this so you're we're adding a counselor position. We still.

K

Have a special ed position and that special ed position would now be able to focus more on.

K

Reading or we would be hiring for that position and looking for somebody that has some sort of.

K

Reading specialty first, it would be somebody with a reading background to service students.

C

And that position comes as nathan says, comes. The effect on your operating budget is the.

C

Guidance position, the budget that the reading or the special ed was in was 207, and so that.

C

Doesn't fall into your budget, but that's phil is saying that's where we're going to fill.

C

In that budget, okay, I just hope. Do I have a question, but I have a question for you so so I see.

F

On here, pms has the guidance position and pms has the math tutor position, but that we don't have a.

F

Reading and that's because that's already built in for basically is there a placement of transition.

B

Okay, um so phil you to the information you just covered. You said: there's 53 iep reading services.

M

53 students currently with reading goals in their iep okay and there's 59. I believe I said.

M

uh Students who are do not have an iep who are uh taking greetings, okay, and can you give a little.

F

Bit of a breakdown by grade level, what that looks like and how? What trends you might be.

F

Seeing in regards to reading or any other areas in the middle school that you just discussed, yeah.

M

I don't have it broken down by grade, but but I will say that it's not a large bump in any one.

J

Grade so it's not like, we have a tremendous need in sixth grade um it's, it's pretty well split.

M

I I I don't so what was this, and I was just wondering just in regards to that anything else.

F

That you had just spoken about if you're, seeing any particular trends, um not necessarily just.

F

This year, but just within that yeah I don't know that we're seeing any trends I think. What's what's.

M

Happened is we we're taking a harder look at a closer look? We use star testing three times a year.

M

To get data points for all students and we've reworked our intervention strategies.

M

So that we have these nine week, classes uh very intentional steps and buttons and uh and.

M

Prior to that had reworked our special education services, so there was a reading specific.

M

Literacy, specific person and a math uh specific person, and so in doing so it it kind of started.

M

To highlight, we have a lot of regular education students who have slight reading issues um and so.

M

To not address that would be wrong, and just one just one more question. I know that you guys were.

F

Doing a high focus on math of like piloting a math enrichment programs, when my kids were.

F

There and then you you've got math tutoring in here, and so I'm just wondering are you seeing.

F

Maybe my kids are older enough that they've been gone long enough. Are you seeing a positive outcome.

F

From those interventions um in math, or are you still seen and it's kind of plateaued and.

F

For improvements of the math grade, um I I think it's really hard to tell the last couple years.

M

Yeah, um what are what our data is? What's normal, particularly given state testing, as it was last.

M

Year is kind of a mandated thing that we're off a year that, in my opinion, we shouldn't in fact.

M

Necessarily test it and and had to show that data because it was a messy year, it's not comparable.

M

To any other data before that, um I can speak anecdotally to the math program and maybe kind of.

M

Shift there's: that is another uh current position that we have and we're asking to to be sustained.

M

And so we do have a math coach position that we've had for several years, and that is.

M

Chrissy question who teaches a math works class, which again is a class for students that come in.

M

And they are maybe slightly behind in math, so it's a shot in the arm class again so they're.

M

Taking their regular math class, it could be some identified students, but it's mostly.

M

Non-Identified students, as far as ieps, typically not students with ieps in the in those classes.

M

And again, a nine week class with mathworks it's a class, that's fantastic! Both nathan goading.

M

And mrs quessel's classes having the right person in the right program in the right spot is huge.

M

uh Because you you're talking about middle school students, number one uh and then you're talking.

M

About somebody who's, not maybe as proficient or at grade level, so they have a weakness in a.

M

Certain area and then you're saying guess what we're going to do this twice in a day now.

M

And we have kids that really enjoy those classes, which is a true testament to the teacher and the.

M

Environment that they're creating in there we have kids that are asking to stay in math works.

M

All year long or coming and say hey can I add that math class to my schedule and that's.

M

Just kind of unheard of in middle schools to have kids asking for that additional.

M

Painful class, you know painful for them, because they're not successful in this too.

M

So this year we added looking at cobin and imagining you know I had like these. We had.

M

Kids, who were out for almost a month on quarantine, we had students who were not checking in regularly.

M

Who were remote? We had people that missed a whole unit of study and, while that might be okay and.

M

No offense use social studies because I used to teach that as well. It might be okay in a social.

M

Studies class to miss this whole unit of study, but if you're missing um you know solving some.

M

Sort of equation in math class- well that spirals and that goes on and now you've missed that so.

M

We have um a math tutor position now, um where, if a student is struggling in a specific or unit or.

M

Missing a skill they can in several different ways. We can.

M

Text our math tutor and they can go if he's available and the teacher can text him and.

M

They can go and work in his space. Sometimes it's a single day. Sometimes it's three days.

M

Sometimes it's a full week we have students that'll go often to work with him just to take.

M

A test, an assessment or finding that kids again they're wanting this space, a quiet space to work.

M

Very high energy, positive, uh individual, steve, mcmanus who's working in that role.

M

And so we're seeing students who may be reluctant learners seeking out can I go.

M

Work with mr mcmanus on this. It's tricky, though, because he's working across three grade levels.

M

So he intentionally pushes into each teacher's class. So we have six different math teachers. He.

M

Pushes into each of their classes and what we've we've molded, this position.

M

To be throughout the year is, there are certain classes and we've: we've shifted some student.

M

Schedules around knowing that hey, if he's in fourth period, mrs dickey's math class, there's.

M

Some kids that he can work with every day in that class, so they're in regular education classes. They.

M

Struggle a little bit with math he's able to take that lesson. Give them the individualized attention.

M

And and make some gains and again having the right people in the right places. You've got kids who.

M

Really enjoy working with math really enjoy working with mr mcmanus really.

M

And moving forward, so we would love to see that that position continue just because we're seeing.

M

Kids excited to utilize, it so happy to speak down here. Take any questions that.

M

It's hard to capture data again at this point on that.

A

Ann has a question and then pip I'm glad to hear that the math is working out so well. I think the.

B

Last time you spoke with us, you mentioned, because the kids would just knew me back in school.

B

That the eighth graders were behaving like sixth graders. I I assume that's back to.

B

Normal now nothing's ever normal in middle school, but um yeah it's it's strange shortly.

M

It was almost, I don't know, I'd, say, probably early to mid november, when there was just the calming.

M

Things things kind of fell back into place. uh We were running around pulling our hair out every day.

M

Just wondering about why are they acting like this? What is this going uh just a lot of strange, not.

M

Not over escalated behaviors but just atypical for grade level, behaviors um and.

M

Things just calm down kind of all at once um to the point where you know, there's.

M

There's a normal norming of socialization. Again, I think, is what I would say you had students who.

M

Were not used to being with peers, they didn't choose to be with or in large groups of people.

M

Or you know potentially wearing masks in indoors for long periods of time. So a lot of shifts.

M

Not being able to play xbox whenever I want to play xbox during the day, because.

E

Every other day, I'm at home, um so a lot of different shifts and it's kind of like okay.

M

uh There is an acceptance, I I think, there's a few good things that have come out of the last.

M

Couple years, kids- and maybe nick, I think you could say this too kids want to be in school now, like.

M

They enjoy and they appreciate the normalcy and regularity and like yes, we're going into school.

M

So that's a huge win. Yeah! That's great! I'm especially glad to hear about the math being.

B

Because that's been an issue for a long time, so that's very positive. It has thanks.

B

um Yeah thanks. I um I really appreciate your ability to kind of shuffle things around to to.

B

Make the budget work and and also get what you need out of it? I'm curious: um are there.

B

Things that you would like to see that that weren't able to fit into the budget or that you.

B

Would would ask for next if you were given something sure, there's always gonna, be a.

M

Little bit more right, um I guess the better way to ask it is: is there anything else that you do.

B

I don't right now one step at a time. I don't have any other really unmet needs. um You know I.

M

I think the the tricky things are usually around jeanette salter's budget in special education when.

M

You have a student move in that needs a one-to-one that needs specific programming that maybe you.

M

You don't have currently those things are hard to see coming and to program for, and it kind of.

M

Creates a changing of momentum and gears for a lot of staffing all at.

M

Once and we've had a couple of those in the last couple weeks.

M

I think staffing, wise programmatically, I mean we've been looking for this kind.

M

Of reading help for a couple years, the math tutor is something that.

M

Only was envisioned and imagined because of the copic situation and it's it's been working, so it's.

M

Great um but I I don't have any other grand visions at this time, I'm sure there will be.

M

Coming but you mentioned that um that you're contracting for reading services right now.

B

Yes, is that? Because the need is higher than what we can accommodate it is, it is in its specific.

M

Need um we have students who are coming in with ieps that are very specific to uh not exactly.

M

Program but the language um that's in the iep. We don't have staffing with the skills to meet that.

M

Unless I were to take nathan, goating and say, okay you're going to work with this student one-to-one.

M

But then that takes away, and now you have many other students who aren't getting reading services.

M

At all, so, um are you hoping that that this new reading specialist would be able to cover that.

M

Absolutely it would, it would eliminate that need great thanks, lisa and margo. You know I am.

G

Curious about the counselor position, if you feel like, based on the amount of anxiety and suicidal.

G

Ideation and just kind of other just mental health issues. Do you feel like, after that staff that you.

G

Have enough capacity to really address or screen kids or meet them where they might need support.

G

During the school day, or do you think you'll still need more around that um you know a piece that.

M

That we interviewed a second individual today for is, is a social worker that.

M

You know you're talking about a position that the schools haven't had and that we.

M

We have have said okay, this is something that is probably needed.

M

And so I believe, we're using some asset funds to try to fund this currently, uh and the question has.

M

Become uh well what does this position look like and it's there's I do a lot assistant.

M

Principal hodgson does a lot each of the guidance counselors does a lot chris burke, our wellness.

M

Coordinator kari buna, our nurse are all doing a lot of things outside of our lane. If you will.

M

To meet the needs of the community, and so having someone in that role that can.

M

um You know coordinate the opportunity fund. Can uh you know meet just a lot of these.

M

Extra things uh help a family connect with seacoast mental health, uh and so.

M

The social emotional needs are great, they really are. um I do believe that, having that.

M

Additional counselor will help. um Could we use three additional counselors, probably.

M

But that's not not a very realistic ask.

A

Margo, um I just lost my thought. Sorry, I'm back at you um the intervention strategies for both math.

D

And reading are we at capacity with those and if we are and we need more, what how do we build that.

D

Back out because I think it's a brilliant idea- and I think you know we hear the term learning.

D

Loss thrown around with cobia you're you're going to see a group of kids coming up. How can we best.

D

Address the need, it sounds like the nine week. Courses are working.

D

So yeah, I guess I'll start with that. If we're at capacity is there space for wanting more than that.

M

So are we at capacity yes kind of, but that's because we're building.

M

We're building off of the needs that we see right so when we take those when we take.

M

Those measures, those dipstick measures with the star test- and we say: okay, we know that.

M

This class has this many spots which students are going to be best served to get into those spots.

M

I don't think we have the need for an additional full math.

M

Works class or, in a you know, a whole another reading section. I think that would be while that'd.

M

Be really nice and we'd be operating with classes of of two or three? um I don't think we have that.

M

Great need and I'm I guess I worked in many other districts that were uh budgetarily stingy. I guess.

M

I'd say, and so I'm I'm used to not having, uh and so you know that's an interesting position.

M

To be in as a teacher where you're counting copies and uh never doing a project being.

M

Mindful and cognizant of what it's going to cost for families or the district um really.

M

Fortunate to not be there, but I guess that's kind of where my mindset always is like well. Schools.

M

Don't have a ton of money to do things, so how do you get things done um with what you have.

M

That fully answers your question. Yes, you know this is such a unique year in that we.

D

Are looking at a budget, but we also have esser and esser can address issues caused by covit and.

D

Early intervention and being slightly below grade level for me falls right into that, so I I'm always.

D

Thinking of what are the needs now, how is it going to bubble up and and always backing that, to how.

D

Do we get those interventions in early right so that when we lift that class from eighth to ninth.

D

That's a smooth transition, we've caught them all and I'm just curious whether we we need to be as.

D

We look at our esser. Do we need to be cognizant of okay, we're we're filling those classes, man, if that.

D

Number increases so that I I was thinking of it in that, so I I got my answer. I'm yeah and I guess.

M

You know I could I could go back and and talk to my folks and it wasn't a question. I asked them.

M

Do we need more? Do we need a a third person or whatever, um then? What would our ideal be?.

M

But I can certainly ask that question. um Let you know yeah. I appreciate that. Thank you. Phil did you.

A

Have more you wanted to talk about wyoming? I think those were those are my really the the primary.

M

Areas: okay, okay, so we will take more questions, more questions, hope. So I have a follow-up kind.

F

Of offer more goes um when we think about there's always the balance right of making up the gaps.

F

In middle school or catching them earlier with early intervention, so I'm wondering when you're.

F

And maybe you'll have to go back and ask this question and I can appreciate that. But when we're.

F

Seeing the math issues or we're seeing the reading issues, are we seeing that they're just missing the.

F

Foundation, I know a lot of research shows that you know if kids don't grasp their multiplication.

F

Their addition right, like how can you build from that foundation right and so what you're seeing in.

F

Middle school is that, is it informing us that we need to go back to really put early interventions.

F

In fourth and fifth grade, are we really needing to go back further than that? um I'm just wondering.

F

Where is the best early intervention, catch nets? Sure, and I think it's it's tricky- that it depends.

M

Potentially, on content, when you look at reading again an area that I'm more familiar with there.

M

Are certain disabilities? The student has that they're not just going to suddenly.

M

Overcome because we over program reading and we put them in more reading classes,.

M

And in a regular english class and suddenly by the time they're in eighth grade they're.

M

Going to be at grade level and move on, they may legitimately always be slightly behind, and so it's.

M

Not increasing that gap, but keeping them going at a a pace that they can manage. um Intellectually,.

M

But what we see in and I'm imagining you know most of you have children. As do I and there's.

M

A reluctance by some to read, you know some kids love it and they'll. Do it and they'll do it to.

M

No end other kids, you put a book in their hands and it's the worst thing you could do to them.

M

Middle school might be the worst for that for that age group right, um it's just it's not always.

M

Exciting and something they want to be doing, and so those are the kids that this regular education.

M

um If you will classes will will catch, because that is the shot in the arm. That is the practice.

M

Makes perfect, that's yup, you can read, you can get by you've stopped reading two years ago. So.

M

Let's get you reading again and as with anything confidence brings me back to you, know full circle.

M

So you get somebody back in that habit feeling like oh yeah, I can do it then they're going to.

M

Start doing it again, they may not be walking around with a book 100 of the time, but you.

M

Know, there's always hope any other questions from anyone liz. um Can you talk about any initiatives.

K

You're doing right now at the middle school or new things that you have or up and coming things.

K

You know, I know italian was sort of trickling down through the schools and the teachers.

K

Learning that, but I guess I just wondered if there was any sort of.

K

Out of the box new things going on that you'd like to share with us. Well, our most recent, you know.

M

Class shift has been with bringing on stem uh stem classes and that's been an exciting and successful.

M

uh Rollout, where kids are investigating different things, we've got. You know, trout,.

M

In the classroom, now at the middle school, a lot of different investigations, she's going to take a.

M

Robotics course a drone building a drone course uh soon so exciting things in that realm. um We are.

M

Really uh liz still digging out from copenhagen um and trying to keep you know it's been, it's been a.

M

Really a varying feeling, and so there hasn't been as many forward thinking, advancements and more of.

M

How are we managing this, and how are we going to put that fire out and then still move forward and.

M

What is what is next month going to look like and and managing those covered numbers? I mean, as you.

M

Know uh the last month or so very difficult um with all of a sudden huge numbers uh of covet so.

M

Unfortunately, that's really stymied a lot of professional time and and growth.

M

And forward-thinking attitudes really all right. Thank you, okay. Phil. Thank you.

A

You've been a principal at the middle school for several years now, and you do an awesome.

A

Job, thank you. Thank you for working with our kids. So well, absolutely. Thank you all.

A

Okay, next up is the superintendence report. Let's turn it over to steve. So in your packet, you have.

C

uh The email, correspondence and email summary since our last meeting the board administrator.

C

Edition february uh the policy committee minutes or most recent policy committee meeting, another.

C

One is coming up uh and I did want to uh make you um aware that you know we well you already.

C

Are aware, we have two right now: administrative openings, um nancy roy when she was here last had.

C

Mentioned her retirement this year and earlier in the week we found mary lyons announced her.

C

Retirement uh from the school district as well, both long-serving administrators, who I'm sure.

C

We'll talk more about as we go through the rest of the year, but it does present um the process.

C

Point of advertising of building a committee, a search process for those two particular openings.

C

So I wanted to make you aware of that, because we don't have another meeting before and.

C

We get back in march and you would likely want to get some advertisements out.

C

For uh for those openings, and so at this point we would just be posting, uh of course, for a principal.

C

Position at portsmouth high school and we will also tap in as we go through, that to the community.

C

For representation on a search committee that would involve students that would involve teachers.

C

Of course, um parents, uh etc and we'll work through a process, as we have done before. Typically george.

C

Shepherd's, the administrative openings search process goes through a very inclusive process and.

C

And once we again get to a finalist stage with that process also involves.

C

Public forums, parent meet and greets, etc, and really get them embedded in the community.

C

The other position- nancy roy's position at lister academy- is technically it is a principleship of.

C

The lister academy program, as I think you know the listener academy program- is a special education.

C

Program and uh when, as we look at that program, moving forward and again with the likely move.

C

Of that program over the community campus we're looking at some opportunity there primarily.

C

uh Around the possibility of jeanette salzer's office itself being co-located at community campus.

C

With that program, there would be some great synergy in that, and also with that, we would.

C

Still anticipate posting and filling nancy's position, but that position might be tethered a.

C

Little more closely to what jeanette's position is and so to maximize again some efficiencies.

C

When we talk about out-of-district placements in general, when we talk about other special ed.

C

Needs and so that's important, because when we post that position, you're really posting for a.

C

Different pool whether you're calling something a principal ship or something more tightly connected.

C

To special education, so what we would propose is posting the position as an assistant director.

C

That director would be directly underneath jeanette and that person would um this would.

C

Be very clear in what we advertised their primary role and we've met with the lister staff to talk.

C

Through this would absolutely be oversight of the lister academy program, they would be there.

C

On a daily basis, they would still serve the same functions that nancy does in terms of the school.

C

But also being co-located with jeanette may be able to have some efficiencies for some.

C

Of the other pieces across the district that we would, we would want to look to so sort of an eye.

C

Also out there, um and so when we're filling that position, because it's a special ed.

C

Placement we would, we feel we would get the more appropriate pool of candidates if we were.

C

If we were advertising as a special education administrator rather than a principal, because.

C

The process to become certified in both of those leads you in different paths of expertise and.

C

We certainly again given that program and the special expertise that's going to be necessary.

C

That's that's what we would propose advertising, so I wanted to make sure you are aware.

C

Of where we are, can I just ask a question so do we need a search committee for that? Do we.

A

Need to go through the same process that we would for the high school principal we.

C

Would do the same thing and of course you know the worcester academy staff is a small group.

C

And we would involve all of them as well as some students and parents again in that process.

F

Yes, pope um is that recommendation based on and informed um by nancy roy's opinion as well.

F

Was that how did you arrive yeah, so jeanette and I went over to lister academy last week.

C

We met at length with the staff talked about the needs, because it also um there's a lot of teacher.

C

Leadership on that stuff, you may know I mean there's, there's longevity in that staff that.

C

You just don't see in an alternative, school and um and a lot of institutional knowledge.

C

So tapping into that, we wanted to have that conversation with them and wanted to stress.

C

And this is what they were reassured by is not this isn't a district position outside.

C

Of listener academy, this is a daily uh presence at lister academy itself. If anything, maybe some.

C

Of the off school hours would be something that would be a little more district-like.

A

Kerry, I just wanted to check on we and it was really just the idea that was mentioned. It wasn't.

J

A plan but about you know, tutoring services being looped in and I know, there's all sorts of things.

J

So I'm just curious if that role might would also direct that or if that would be a separate role.

J

If we went in that direction or if that was, I guess part of your conversation.

C

Yeah, no that's a great question. So, yes, it is a part of our conversation and that still would.

C

Be our intent to staff with right now we would just say maybe two positions.

C

That would be located at community campus with the lister academy, but serve as a more of a site-based.

C

Tutoring model servicing lister academy students who needed that one-on-one support.

C

As well as perhaps other students in the district that could use.

C

The one-on-one support, and typically that is for a shorter duration or a period rather than send them.

C

Out of district, we can keep them in district, so we're talking about high intense needs, and so the.

C

Position that we're talking about would sort of oversee that piece of it. But there's going to be.

C

Some staff sharing involved with that, because they're not going to be every day with kids.

C

Coming from other schools, and so we have ability to utilize that staff within the lister academy.

J

Thank you. I just want to make sure that I understand the structure that that you're.

B

Suggesting we would switch to so I imagine that nancy roy reported to you before and now what.

B

You're, saying is that this person would report to jeanette as an assistant and then yes to be.

C

Specific, they would be a direct report to jeanette but of course, part of the full administrative team.

D

Monaco, um uh how are we gonna go about crafting the job description of both to make sure that.

D

It's evolved with how the schools have evolved and evolved as this, because it sounds like this new.

D

Restructuring of lister you'd want to make sure that, even though their certification to go.

D

The assistant director of pupil support is a different certification. Then, as you said, goes.

D

Down a different path of principle, you do want to see those leadership, qualifications.

D

Because they will be in so, the question is: how are we going to craft the job description, yeah.

C

Well, one of the big fears, honestly that the staff expressed too was having somebody who really has.

C

Background experience and knowledge of their particular population and their particular types.

C

Of programming, so um so we told them, we would work with them to craft that job description.

C

And again, to really highlight and make very clear the the candidates we're trying to.

C

Attract are those who would basically have the strongest connection with the programmer.

D

Thank you, so your opinion. We should post these positions by say what date. So I would.

C

I would think we would like to post these before february vacation to allow ample.

C

Time to get candidates in post them widely and develop search committees in march, typically.

C

You know an appointment of a principalship would come late april. You know early may the latest.

A

Okay, is everybody finished with their questions? I just have one more link.

F

So I'm wondering, since um this person would be a part of the admin team, but they would no longer.

F

Be reporting directly into you, um they would be an assistant director. How does that shift.

F

Their bottom line that we would be building in for the budget uh what it was we would.

C

See it as a comparable salary to what exists in the administrator's contract to what means.

K

Liz is there ever a point where we would consider an interim or consider hiring within and reach.

K

Down or reach sideways, to grab people for this position that may want the position.

K

To be qualified, or would we still need to open that up? Is there you know any sort of.

K

What's the process there and you know, is you know if you can expand? Is there? Are there.

K

Anybody that's ruined to go to those positions at all, yeah, a great question: we we certainly invite.

C

All interest we would intend to have it be a public process and post it, but um but your.

C

Point is well taken. We also have aspiring leaders, I mean you know. You just had an example in front.

C

Of you of somebody who was a teacher with us and making a principle, um so we we build that capacity.

C

But we also want to make sure that we're reaching far for every position. So we wouldn't. We wouldn't.

C

Not do a search process to do something else, but that may be some of one of the options.

C

That comes through the process. Okay, thank you. Okay, let's move on uh administrative report. You.

A

Did the correspondence from um um principal roy and principal lionsground, oh yeah, okay,.

L

Okay, I guess we move on to nathan, so I've been with you and reviewed this. It feels like.

N

Three meetings in a row: that's right because of the way the timing ended. So I can't tell.

N

You that there's much news in the january financials based on yeah timing, time and timing.

N

Channeling channeling, mr bartlett, you know the big numbers that pop out are the same as what I've.

N

Described there, I don't see any new news: uh the vacancies are driving some of those hits and.

N

There's a couple of lines there that specifically speak to covid and those are dollars that we've.

N

Included in the ongoing conversation about esser, so I would I've called out for you.

N

The couple of lines where there's actually any long-term overage, like in the case of.

N

The search that we initiated under the school board line and that's going to throw that.

N

You know over by a few dollars, but uh no big, uh no big, swings or news at this point.

N

Happen to take any questions, though you might have.

A

Any questions for nathan- yes lisa, I feel like you would have said this, but have we.

G

Heard anything from the city yet on what sort of increase they're eager to receive from us eager.

N

I don't I don't have anything I I asked and yeah you didn't get anything.

A

I don't have any additional guidance. I know that in in the initial meeting that we had.

N

uh The the, uh if you will operational guidance that we were given, was prepare, prepare your status.

N

Quo kind of needs, your status quo budget and then identify for consideration those new things.

N

That need to be added and when city manager and finance director presented to the council in their.

N

Their first budget work session kind of it was the same night. We were in the conference room next.

N

Door having our meeting um that's what the slides! That's, what the presentation kind of spoke to was.

N

We recognize that there are these kinds of needs and these kinds of budget drivers so um so so far.

N

We're on the right path, I guess we're ready to do just that. So thank you. Nathan we'll be calling.

A

On you, a little later in a few more minutes, okay, the next item on the agenda is: oh, it's right away.

A

We have to reopen the public hearing on the fy 23 budget. When we have our budget, we have.

A

Two public hearings, so this is the second of our public hearing. Now, when you have a public hearing.

A

A resident can speak for as long as they want. There's not a three minute limit, correct.

A

So sometimes that can become very tedious when someone gets up there and walks and talks, but.

A

Anyway, um that's the difference between a hearing and a public comment session.

A

um Do we have anybody that would like to speak about the uh budget? We don't.

A

Have anyone in the audience so if anyone is in the virtual audience, would like to speak.

E

To the budget, please raise your hand and we will allow you to speak at the public hearing.

L

If I might be a public speaker, I could sure, let me just please go around there all right, we're.

E

Good with zoom, okay, all right; okay, we don't have any on zoom, but nick our student representative.

A

Would like to speak about our fy 23 budgeted? Yes! Well, um we were speaking about this during the.

L

Student council senate meetings, um it was brought up that a lot of our competitive clubs have had.

L

Considerable amounts of success, I know we've seen that with trivia team yeah. In addition to the.

K

Granite state challenge: we were also able to win the quiz bowl which allowed us to qualify for.

L

The nationals in georgia, um and also as well as the debate team and, I believe, also the model un.

L

Possibly, among others have seen stuff like this, and uh one problem we're running into is that a.

L

Lot of the time these clubs, although we're able to fundraise for our normal operation,.

L

Like normal costs of entering debates or events, uh we often have a lot of trouble. Raising funds for.

L

uh More immediate things like, for instance, if we qualify for a national tournament, um obviously.

L

It's not something that we can really turn down, uh but if we end up having to pay for it, because we.

L

Only have say two or three months to actually turn around and fundraise for it uh that can become a.

L

Real equity issue, because then people have to pay for their own passage and that's always.

L

A real problem, um so I was wondering if there would be any possibility of including some kind.

L

Of fun to address this, um I don't think it would necessarily require but require budgeting for any.

L

Particular club, but if we had some kind of blanket fund for any time a club had some exceptional.

L

Circumstance that will add for this. I think that could be very helpful to address the situation.

A

Nathan, steve: can you speak to that or do you want to think about it and get back.

J

To us, do we end public comment technically and then uh well, we don't have anybody else.

F

Is the opportunity fund not available for something like this and circumstances when.

F

It's like nick said it's not that they can really turn it down, but then there's also the equity.

F

Piece of right so yeah to speak directly to the equity issue. uh We have, as you know,.

C

Establish an opportunity fund that we seed with money a smaller amount of money each year.

C

But also has received generous donations from the community and and that fund is fairly fairly.

C

Stable the parameters around that, of course, were specific to equity and families in need, and so we.

C

Would so in nick's example, if there were a student who was who qualified on the team to go and they.

C

Were on say, free and reduced lunch, that fund could be tapped to help that family pay. For, for that.

C

Meeting a little bit in the next request, also, obviously, that draws a pretty stark line.

C

And a pretty high bar for families to qualify for that assistance, and would there be some other.

C

Pool of assistance that could be tapped into to help at least maybe mitigate the cost.

C

Of uh some of these uh experiences, students have- and I know this board has talked about that.

C

uh In field trips and other things in the past, so it's certainly worth a conversation that.

C

You know could be at least some element of funds uh in but yeah the opportunity.

C

Fund exists and in fact I was meeting with a group of high school counselors today, they're.

C

Taking the equity course and, and that course everybody sort of chooses their own project.

C

To work on and their their project is: how do we make the opportunity fund even more.

C

Accessible to folks, how do we advertise it better? How do we let people know what it does.

C

Which, I think is a great idea, because I think it will we'll have input into this.

C

So anyway, I would say the opportunity fund is there to address the hardest issues around equity.

C

But doesn't preclude this board from having a conversation about other monies. You might.

C

Include for that so steve, I'm wondering if, like um nick, can work with whomever.

F

At clubs level, mary lyons, you, whoever the people, need to be to see if we can come up with like what.

F

Kind of numbers we're talking about nick um that these these exceptions come up because certainly.

F

To nick's point you, you uh pointed out, you guys are doing awesome at the high school winning.

F

Everything and getting invited to everything, so we certainly want to encourage our kids to.

F

Continue. Excuse me our students to move forward with that kind of accolades back to our high.

F

School, so I'm just wondering if we can maybe get some better numbers around what this might.

F

Look like and then we could talk about how we can move forward yeah. We could, I mean again, we have.

C

And we'll talk about in a minute, you have your your final meeting next tuesday. We can certainly.

C

Gather some more information to better inform any recommendation that might come with this.

C

And- um and it's one of those things where we also benefit greatly from community partnerships, I mean.

C

Many of these situations can call on a few where we have uh community entities that want to sponsor.

C

A trip or something uh for a particular club or particular organization, so.

C

You know, I think it's a multi-pronged strategy. I wouldn't necessarily think it would be.

C

Required for you to try to budget to the dollar, what the maximum.

C

Exposure could be in these things, but maybe some money that could help to fray.

A

Thank you nick and thank you for the success of the tibet debate. Club. That's wonderful! I.

G

Asked one quick follow-up very proud, no, that's fantastic and I definitely don't want to have.

G

Money be a barrier for anybody or necessarily make the free lunch application. The bar that.

G

People have to pass if they need support. I would be curious as you're talking to people if there.

G

Are other sort of broader needs that we should be aware of? Because I do think these things kind of.

G

Keep coming up on one-off basis of there's a boss that people can't afford for a particular club.

G

Or you know, there's something that they might have done if they could enter a competition if they had.

G

More money and didn't have to ask everybody to pony up so as you're talking to folks. It would.

G

Definitely be nice to know for the future. You know what are the broader needs where people don't.

G

Have enough money to necessarily support all the students who might want to participate.

L

Yeah well as it stands, I think it is usually the one-off situations that are the problem.

L

That's fair, I think generally clubs are able to fundraise for their own consistent needs, um so.

L

That would be, I think, lots of the priority on our ends. I have a couple follow-ups um so model.

K

U.N and some of these debate, leagues are any of them. Maybe this is steve. Question too: is there.

K

Any opportunity to make them like a one credit class and provide I mean I don't know if that.

K

Would provide funding but um provide some sort of credit, but also you know potentially like school.

K

Time or anything for I know in college, sometimes they do model, you know un or debate sometimes.

K

Can be a one credit to credit, um so I guess I was curious how that works in the high school yeah and.

C

Just to be clear, I mean that would be a totally different conversation from the funding piece.

K

Yeah, we have an effect, but uh we have what we encourage students to take an extra learning.

C

Extended learning opportunities, elo's et cetera, I don't think we have clubs for credit. Anything.

C

We don't have it's not a bad thought to think of those experiences that might be intense enough to.

K

Okay and then the plug I have is that I received an email from a committee of a new hampshire bar.

K

Attorney committee that I'm on, and so this saturday, the 12th um these guys have a.

K

uh Debate, public uh you're you're on the team as well. Yes, um so it's starting at 9am and they.

K

I don't think I can sign myself up for it because I might be a little biased, but um they are looking.

K

For professionals, um you know attorneys and folks that are into debate, I guess to judge these events.

K

And apparently you know, other states like maine and massachusetts have large programs and in our.

K

State, unfortunately, there's only four schools and we're lucky enough to be one of those schools, so.

K

I really enjoyed seeing that we were part of that.

K

But um they are looking for judges, and so it says uh if you go to their website, nh debate.org.

K

About um you can reach out to any of the teachers for judges. I don't know if um I don't know when I.

K

I got this email in the second, so maybe they found judge some more judges, but it looks like a great.

K

Fun opportunity, um and so I'm looking forward to learning more about it as well and seeing how you.

K

Guys do yeah um one thing I will say to address uh your earlier point. uh I believe there is an.

L

Existing debate class and well, I'm definitely not the guy to ask about credits for clubs. I.

L

Think the one issue I see in that is that it might require some more rigid consistency in terms of.

L

uh Maybe attendance and requirements on that front uh and I think a lot of the clubs sort of benefit.

L

From somewhat more of a casual culture, I know debate doesn't do that quite as much, but I think.

L

Preventing that from going away might be a priority on that problem. I think that would.

L

Definitely be a thing worth looking into that, I wouldn't mind getting a credit for either.

L

Or any of this, but yeah, okay, thank you very much. Thank you and I think um if our attorney kathleen.

A

Dwyer is watching this meeting, I'm, I think, I'm highly out of water by allowing conversation.

A

During a public hearing, um so kathleen, please forgive me, I'm still learning the.

A

The rules of being the chair of the school board, but nick, thank you. We're happy to respond to one.

A

Of our fellow members here so, but I don't think we were supposed to anyway. Thank you very much.

A

I believe there's no one else for the public hearing correct. I call the public hearing closed.

A

Okay, um we move on to nathan we're reopening the uh oh. No, our budget work session will now begin.

A

Am I right, you are right, so um just two things I'll hand it over to nathan, so I.

C

Put in your packet a memo and again we're coming down to decision points, so I wanted to at least.

C

Try to frame where we are summarize uh the conversations that we've had.

C

And at the end of the day, uh next tuesday, you vote a dollar figure, a number that will go in.

C

uh To the city uh presented to the city manager as the proposed school department budget, you retain.

C

Line item authority to shift whatever it may be, so our conversations around each of the three.

C

Elementary schools, for example, should we move a teacher from x over to y? We can still have those.

C

Conversations, that's certainly within the scope of what we're. What we're proposing in a budget and.

C

We actually have done that quite a bit, even after budgets have been adopted, um and so the important.

C

Thing is to focus in on you know the positions that we've talked about. We haven't heard from.

C

You take things off honestly, so we've presented to you tonight everything you've already seen.

C

As well as what came up in your last budget session, which was an esl resource to go across.

C

Schools for newcomers coming into the district uh and- uh and you know and other than that I think.

C

Nathan has also eyed up some sr funds that might be able to be used for I know we talked about.

C

Audits and strategic planning kind of stuff. So so you have then the the full bottom line budget as.

C

We would propose it and just to review that sits at 4.8 percent, above with an additional 9.44 ftes.

C

uh At a figure of 56 million dollars, 122 105 and when you get to next tuesday you're going.

C

To have either that or whatever dollar figure we come back in on and that's the important thing I.

C

Know, there's also this conversation around esser fund, so I don't want to confuse the two. We do have.

C

uh Town hall forums now scheduled for monday and tuesday, the 21st and 22nd. I think it is that's it.

B

One in person- one virtual, will get word about that out and invite feedback on our essa funds with the.

C

Community, remember you don't have to appropriate or spend those monies for considerable time.

C

And in fact, we have eyed up some of the budget that we've talked about that could be covered with.

C

Ether but that's a minute piece of what you have in funding there. So there's a lot of conversation.

C

Still to be had around esser around, how do we leverage it for learning loss or how do we do.

C

Some of those other things, so I don't want to confuse those two pots for you. The important thing.

C

Would be to decide what's your palatable operating budget request of the city the next two days, so.

C

I'll, let nathan go through your most recent sheets that he's prepared for you and then we can start.

C

A discussion so really steve steve hit the high point. So this is uh I'm looking at the summary.

N

Page, which is narrative that has the the little pink highlight on the date two two I I updated.

N

This following your last meeting and the change that I made is, if you look down line number 21.

N

I added in the paraprofessional support for our newcomers in the english language learning.

N

Community, so that's there with salary and related uh payroll expenses, taxes, retirement.

N

And so that brings brings you with all of the other items and we focused in in the time we spent.

N

With jeanette souther and tonight, with phil from the middle school, additionally, the support from.

N

The principal at the high school and your cte director.

N

If you flip your page, it brings you to a 4.8 increase that number 56 million.

N

122. um I continue to be mindful of, and I said earlier, the best guidance that we've been given.

N

So far is be prepared to speak to your status quo and then your needs. So if you go to the very end.

N

Line 26, which should be 27 that whoops anyway, if you go to that very last section, you can see.

N

The costs that that I would clump into our status quo our continuum, services, effort.

N

And then those things that we've added in our proposed budget to bring us to the 4.8 percent.

N

um Logistically, let me say in a couple of years that I've been here with you doing this: we haven't.

N

Gone back in at this point and remade the books, we wait for the city manager to take the budget.

N

That you adopt or that you that you, you yeah you adopt, we forward that the city manager.

N

uh Finesses, that in through the finance department, with police and fire and the.

N

General government, the rest of the city budget into a budget that will be presented.

N

Later, in the spring to the city council, after the fact we go back and make adjustments if there are.

N

Any so we can deliver that to administrators and like if there's a need here, certainly.

N

If I show you this piece of paper right this, this spreadsheet, all of those cost centers are.

N

Tied into this, so I only got there by going back in and updating every one of the cross center. So.

N

Certainly, if you had me at some point in this process, hey, I want my binder to be updated.

N

You can do that might be easier. I don't want to. I want to take my.

N

Aggression out on the trees, but it might be easier to make a new one than to try to go back in.

N

But let me know what your particular needs are as we kind of go forward, but.

N

This is where we'd be tonight and, as steve said I I would invite further conversation with certainly.

N

I have a uh have marching orders about uh cost related to some of our exceptional club work.

N

um But be curious about from our other conversations, things that you might want to.

N

Address adding or deleting from this, as you mark your way to next week, thank you, nathan, liz.

K

So I guess I just wanted to follow up about the para position. A couple questions surrounding that.

K

um I think that this may is this going to be. Maybe a handful of questions um is the idea that this.

K

Would be across district or um uh condensed to the elementary schools? uh Second question would be.

K

Is the amount that is listed there? Is that going to be enough to find somebody that has.

K

The professional qualifications to to work with folks um and then my third question would be.

K

You know when we were looking at the guidance positions at the elementary school um dondera was.

K

Has one guidance counselor compared to the other elementary schools, and I think you know they are.

K

One of the schools that's getting over. You know a variety of children from other countries coming in.

K

You know new new students there, and so I guess I wondered if there's space still to add a guidance.

K

Counselor position for don darrow and where that might go, is that falling on esser. At this point.

K

um I would assume it's more of a permanent position if we added a guidance counselor.

K

So I guess I I don't you know I, I guess a guidance, counselor question kind of goes with this. You know.

K

Esl idea, because I think the idea would be that a guidance counselor can help out with a lot of.

K

These new students that are coming in um yeah so so, first of all, with a para position. This would.

C

Be uh targeted to the greatest area of need across the district, and so this isn't a steady flow. But.

C

Whenever we have a high impact um student who, by that meaning little or absolutely no english.

C

Trying to make sure that there is a smoother transition in so this would essentially be a.

C

Paraprofessional position that would go based on where that need is, in the absence of a newcomer on.

C

You know a particular month: there are always needs around esl and tutoring services, etc. The.

C

Figure for the salary we use a plug number for any position that we, we don't know who we're.

C

Hiring, and so that would be a typical plug number, we would use for a paraprofessional's position.

C

And we would go out there with that, the guidance position you could certainly contemplate esser.

C

Funds for that, as we already have for the social worker position, and I would just say- and I think.

C

Nathan, hit this a little bit last time, the the constellation of positions and needs at.

C

Each school is different, and so we do uh want to be responsive to that and- and you know, don.

C

Darrow, while only one counselor, they have two ftes that service within the counseling office and we.

C

Have not heard that request necessarily from the principal to say that's my highest priority as a.

C

Counselor, that's not to negate the potential need, and so I think that may be a conversation we would.

C

Pursue and at least as a way to if we wanted to later, to consider that esser funds to transition.

C

A position in the budget could be a possibility, all right, lisa ian and then do we have anybody.

A

Over here carrie hope I have a follow-up to liz's question about the ell para. I guess I'm curious.

G

First of all, is there a specific certification for ell that you would be looking for in that.

G

Circumstance because it is a little bit different from special ed and then I'm also sort of curious.

G

How do we envision this person providing support? Is it really just the push in for the first few.

G

Weeks or whatever the building team determines, is the greatest need and who has the greatest.

G

Need, or would it be, a longer term more of a special ed support for children who are not.

G

English speaking, because I'm just sort of curious, if you're talking about the shift at lister and.

G

Who this new person is, who might be coming in to nancy roy's job? If this is somebody who would sort.

G

Of fit into that bucket or if it's or somebody who'd be on staff and kind of rotating just.

G

Between the buildings as part of a pair of, but I'm just trying to have an idea of where this was.

C

Yeah and again we're going off to remembering what the principles had echoed when they were.

C

In the elementary principles uh and that need you know, typically a paraprofessional's role.

C

Is a somebody who's working underneath the uh the professional certified person, whoever that may be.

C

In the case of special ed, it's a case manager in the case of the sol would be one of our esol.

C

Teachers- and so this would be somebody who would work closely with that teacher.

C

Of whatever building it is, and whatever supports are necessary for that student, so yes, it could be.

C

I'm going to be with with so and so throughout the day in in classes just to get them oriented.

C

um And to help them through uh the needs are different from a special ed need. So.

C

It would be somebody who we would either hope to come in with that kind of background, or we.

C

Would provide training? Okay, I don't know of any paraeducator certification at freya at that level.

A

I think ann was next. My comment really was it's fine and dandy to have it in the budget? It's.

B

Another thing to find somebody to hire because we didn't, we have positions left from this year in.

B

The budget that that are left open because nobody could be hired, true kerry and then hope, may ask a.

J

Few questions interesting, um so I just was looking at the the positions that were here and I just.

J

Want to reiterate between all of us so was had. Was there a request for two elementary case managers.

C

Initially, yes, we paired that request back to one which was done with uh jeanette yeah, okay, so one.

J

So this adds one case manager and that would be it's not specified elementary, but based on.

J

Our discussions is that a safe assumption, okay and then um you know, I think we had discussed.

J

Holding the world language piece, seeing the new opportunity um and then the two positions that.

J

Had been previously discussed, diversity, equity communications that comes under, maybe some funds.

J

To search about what we need right, the only other one and feel free to jump in yeah, which we thought.

N

From the conversation last time reasonably might be priorities, we'd line up under the esser column.

K

Initial audits, those initial requests, for you know, exploration to identify. It doesn't have to.

N

Go there, but we didn't add any here, because I had noted that the requested operating increases was.

N

That we have dollars there already for strategic planning, certainly to the extent that there are.

N

Dollars there that could address other other priorities as well. Absolutely so.

J

um If, from the things that we had previously discussed, then I think the only one that.

J

Is not has not fully been addressed, in my mind, is the outdoor ed and where it seems like a.

J

Longer term commitment of three to five years, we still have sr up in the air and we have some.

J

Different great things we could do with it, but I I feel like it's in our best interest to put.

J

That in the position, it's to me a big um growth opportunity from kovid as opposed to a risk.

J

Or uh you know all the risk medication we did and it doesn't mean that that won't get.

J

Funded under sir, but I think it's important to put it in as a long-term commitment as an ft.

J

And I think we talked about it as an outdoor ed specialist, as opposed to a teacher whatever that.

J

Means we have it now under esther correct it is it is there it is uh proposed to be funded.

C

Under esser it is, you know, one of those positions that that reasonably would be.

C

Certainly defensible in terms of the nature of capacity building.

C

Under esther, so it would be the will of the board, but I would say, with the time we have planned to.

C

Have esser it certainly would be a good kind of position to put in there. Okay, can you make that.

A

Adjustment for tuesday night to put it in in this budget. Well, I think what he's saying yeah again.

C

I mean we would certainly take the will of the board, but I I would again if there isn't reason.

C

To need to add to this budget right now I mean, I would say it's certainly fine to be where it is.

C

um In that, and and again I guess, one of the things is just what is our overall half of the request so.

C

The idea is, but I want to follow up on that. Can I follow up on that please and then ask my questions.

K

Because I don't feel that's the will of the board, if I'm part of the board, I don't will that.

F

um I would like to know: can it go into esser and can we roll it off the way that we're doing.

F

Some of the other positions, if we're going to continue to have it as a permanent, and when I.

F

Say: roll it off we're we're slowly, bringing it on to the permanent budget. The way that we're doing.

F

That just seems like a better use of spreading funds and and preparing for it over time than.

F

Just throwing it in here, but I'm also a little confused. We keep talking about the position of.

F

Three to five three to five, so I think I've missed something. um Are we not committing? We are not.

F

Saying the outdoor program and bringing someone in is for three to five years. Correct, because why.

F

Would we put something on permanently on the books? That's three to five years. That's been.

F

Gonna permanently be on the books and from what it sounded like to me from the elementary school.

F

Teachers is that needs to be a very specific position, which brings me concern of how easy.

F

Is that position going to be transferable in our district for other things, if we roll out of this.

F

Program, and so I'm I just feel like there needs to be more discussion around the outdoor and what.

F

That's going to look like and what the position is really going to what the background is going to be.

C

We haven't sunseted this position in our mind anyway, for when it would end, if anything, I think.

C

You learn from what you have next year to figure out. What is the long-term need, so the three to.

F

Five that keeps getting brought up is more around the context of the grant and the current program.

B

Of the funding available, currently, okay, I just wanted so then now can I ask my questions? Okay,.

F

Another strict policies and protocols I'm trying to follow them, um so I'm just curious.

F

Regarding the increased reading teacher position, which I fully support, any reading, I mean we.

F

Had we're taking that out last year's budget we asked for it to stay in, but it seems like it keeps.

F

Ticking up each year now it's at donderos! So I'm wondering if you can speak to what's the driving.

F

Need of that and do between phil's presentation and this constant ticking of reading? Do we just.

F

Need to bring in an fte full time that we can continue to spread out in the district instead.

F

Of this kind of trickling to to build more continuity and consistency for these reading needs.

C

Yeah, uh it may very well be a need that continues to grow um just to be clear about this .44. It's.

C

Not working we're trying to go out there and find point four of a person right. It's actually making.

C

Somebody whole who already is with us, and so um so it would end up being a full position uh with.

C

Okay, that's much and without offering well, I don't mean to condescend at all. If this is.

N

Simple to everybody, but somebody back along said this person is going to work. This number of days.

N

At this number of hours and the math bore up to 56. we're just making that person whole because.

F

For the needs that we've currently addressed so 0.44, I have to tell you this conversation is.

N

Is calm compared to the one that I have with finance office because they think about people.

N

In terms of full-time or part-time, so every time I come in with a 0.44 or something like this, they.

N

Wonder what are you people doing in the schools? But that really is just the rest of the hours.

N

For a position that they really needed to make full time in the cycle, we're in that makes sense.

F

Just two more quick questions so on the 80 position, I'm wondering do is this I assume, but I.

F

Hate to assume things is this salary competitive to what we're seeing in the area with other ads.

F

Okay, yeah yeah, when we we um surveyed areas, they were all near the hundred thousand dollars. Okay,.

F

And then my last um question is just regarding I'm just curious about the sro that officer munson was.

F

Talking about that, you know the money he had said hopefully will eventually get back in the budget.

F

So can you just give me a little history on? Why was it in the budget? Why did it get removed and.

F

Why isn't it being brought up in any of our budget conversations to to put it back in I'm just.

F

Curious yeah uh we we haven't had that request brought to us for this current uh budget proposal.

C

For you, so that was new. um I mean again something if you, if you wish to consider it a little bit of.

C

The history george, maybe know the history better than that, because he was at the elementary level.

C

um You know at one point: there was an sro that was able to uh sort of be at the elementary.

C

Level uh that hasn't existed for uh all of my experience here, but should you make yeah? I want.

E

To say it's been gone for at least 10 years it was, it was a budget cut at the elementary level.

E

um I think at the time the middle school may have also lost it, and I was add it back in.

E

Later um so it was, it was during budgetary time, so the middle school was an expansion. I believe.

E

It was a little tricky because it was one sro per all three elementary schools, so there was.

E

A schedule of days when they were there and things right yeah, he said that rotates between. So I just.

F

Was wondering if the esser funds is anyway, um and it may not be a direct line, so I can understand.

F

That, um but if there's any way that we could start having a conversation about how to bring it back,.

F

In because it was very clear and evident from their presentation that the payoff might take.

F

Time, but that the investment now would certainly be worth the return on investment on the back.

F

End long term, for our district, so yeah and what you heard was clearly. The purpose is different.

C

Right so the middle school in high school is an actual security presence day in and day out.

C

If we're talking about how do I get elementary kids, more comfortable with seeing a police.

C

Officer there are a lot of ways to do that, and not necessarily just an sro at the elementary level.

A

Okay, um can you just tell us what time in place those sr, the um yes town meetings so.

C

Monday february 21st, I think they're both at 6 30 at the high school, so.

C

The in person will be monday at the high school tuesday will be same time, but on zoom.

C

And we'll get all of that out communicated, I think we put that out in our last newsletter. I think.

C

That went out last friday and we will reiterate that we also said we would be teeing that up with.

C

At least some summary of the conversation so far uh that the public can at least start to weigh in.

A

Okay, so 6 30 on the 21st of the high school and 6 30 on tuesday, the 22nd and zoom okay, brian uh yeah,.

L

I just wanted to make an observation. I I think overall, I think this is pretty a good budget and.

L

um It's still only 1.24 really percent increase when you look at it in the context of it, because.

L

You know the continuing you know, services that is at 3.56. So to me I think it's very reasonable.

L

um And we don't have the you know this is the year to. You know, make sure that we can.

L

Take care of the kids, I think this is uh you know. A lot of these line items are great.

L

You know, in my opinion, so um just an observation. It really is only with a 1.24.

L

um When you look at it that way, if I can pick you back brian just so everybody hears.

N

It so if you look at that sheep with a little pink swoosh at the top right.

N

We've had this conversation and again depending what room you're sitting in having this.

N

Conversation, it may carry more or less weight. If you know this is money, regardless of what.

N

The percentages look like etcetera and I respect all that. But if you consider that in that top.

N

Half of your document, the continuing services, which is just keeping going the status quo, the.

N

Programs, you have the people you have, as brian just said, is 3.56 down below what he's saying is.

N

The 1.24 percent of additional ask is 666 000 and last year at the direction of the council.

N

We cut 1.5 plus million out of your proposed budget. To whittle back, don't get me wrong. It.

N

Was still by when it's when we were all said and done, it was still a 2.8 or 2.9 percent increase. So.

N

It still had real money attached in increase, but when you take into account health insurance rose.

N

New hampshire retirement hit us with an incredibly significant increase in costs against all of our.

N

Full-Time salaries in the district, et cetera, et cetera it was, it- was great to have gotten there so.

N

Part of that 666 thousand dollar ask I'm trying to gear myself up for the conversation that will.

N

Come over the next three months right, but part of that that's a fraction compared to.

N

What we cut last year, out of right out of what you really would have liked to.

N

Have had so, I appreciate his. I appreciate that perspective because I I would agree.

A

um Who else carrie um you're? Next? After that? My apologies? I was, I totally forgot about our sr.

J

Conversation and that outdoor ed is already there and I withdraw my request to have it added to this.

J

Budget, unless anyone else wants to push me, there's been a lot of meetings.

J

And it was on paper 42 instead of 41.. Are you not on the green purple, sheep yeah yeah, exactly.

J

We've gone through the rainbow of colors. Here um I ran out so I had to do the swoosh tonight.

J

By all the other, my only last question knock on what promise um the reduced salaries for.

J

Anticipated retirements is that just like a number? How is that number computing here, and so literally.

N

I've buried that different lines throughout the budget, not to hide it just because if you have a.

N

Teacher who's retiring- and we know that we have a stated retirement right now and that salary is at.

N

95 000 and we have a reasonable expectation that when we hire in that position, we probably.

N

Will get somebody with a few uh fewer years of experience or fewer? You know: lower education.

N

Still still experienced and educated and ready uh the best candidate that we'll find in that pool.

N

Frequently, we can see savings, and so I have five retirements that are in this budget and so I've.

N

Recognized roughly twenty thousand dollars on each and you can see that the other number represents.

N

On the 20 000 per position, there's also some taxes and retirement costs that you've saved.

N

Along with that, so that's just essentially an actualizing of what next year should look like.

N

After we get done filling those positions with your folks, thank you, okay, liz. um I just wanted.

K

To follow up with some of the special ed funding or just um funding in general, I guess I mean.

K

We're talking guidance, we're talking social work sort of, and and so I guess this is my question.

K

um You know we heard we heard phil tonight talk about um services being used to meet iep needs.

K

Reading specialists we've received an email that you know. Reading specialists are being used.

K

To meet uh iep uh needs, and so I and I guess I've also heard it too um in some of these positions.

K

I I want to make sure that we're meeting our needs so we're not running into any.

K

Illegal issues of meeting these kids needs, and I also want to be able to offer kids services.

K

That they need that we may be trying to pull back on because we feel like we don't have the funding.

K

And I also want to, I also would want to make sure that we're addressing you know are there these in.

K

Between kids, you know like big phil was talking about that need reading services, but then they're.

K

Not able to get them or maybe they're we're cutting back on them, because um those services.

K

Are going to kids with ieps and these people are strung out, I guess to for lack of a better term, so.

K

I guess I'm wondering is there a way that we can kind of address all that is, that is that gonna be.

K

This budget, or um do we need to add another, is a case manager. The solution is more reading or more.

K

Like designated special ed person, I guess I'm just wondering if there's I'm wondering if this.

K

Is going to meet the need, I'm concerned that maybe it's not maybe that we're still kind of.

K

Teetering the line here and how do we not teeter that line and how do we maybe get.

K

Ahead of it, if we could and and what would that, what exactly would that look like.

C

Yeah, so to answer your first part, um we absolutely build a budget to make sure we're meeting all.

C

Of our legal obligations- and I think jeanette jeanette told you that and making sure that when.

C

It comes to service delivery, whether it be reading support occupational therapy or whatever it is.

C

That we are staffed to meet the requirements now those those needs change, as you heard tonight, as.

C

You get some new students and we we always have to reassess the needs, and sometimes that creates.

C

Situations where, as phil mentioned, we have to move a few pieces around to make sure we're doing that.

C

But the increases you have in your budget in the area of reading specifically are to.

C

Make sure that we we can go above and beyond just the basic legal requirement needs and so.

C

We feel comfortable with the with the place that we're at around those things um and and.

C

Are always assessing you know, as you heard phil tonight, can? Can I just follow up on that, because.

F

I think what I'm hearing you ask liz is I I just was jotting down a note that jeanette had said.

F

um Multiple times, and that is that we need to think about the iep needs in the whole.

F

Child across the district, not just in ieps and and so I'm just wondering like what approach.

F

Are we taking because I fully support these needs, but these needs are very specific to ieps.

F

um Some of them go over and beyond a cross section of non-iep children too, but I I just.

F

Maybe it's not even around the budget question right now, steve. I think it's just a broader, bigger.

F

Maybe strategic question around: how? How are we going to approach or what is your suggestion.

F

Towards approaching what jeanette's getting to and the fact that that we have to start thinking.

F

About these needs not being iep kids but being kids at large, because there's so many kids that.

F

That have the same needs as iep kids that don't necessarily meet iep requirements, and so that's.

F

The bigger concern to me, and so how do we look at positions and where we allocate our dollars to.

F

Start drilling down towards the whole child across the district yeah, I would say well, first of all, a.

C

Lot of the positions that we're talking about have talked about touch students iep non-iep, regardless.

C

And so, when we're talking about specific needs and I'll keep coming back to the example of.

C

Reading because phil gave it tonight, um you know you have a reading specialist there's 53 students.

C

On iep 59, not I mean you have somebody who's who's working that balance and I think that's a constant.

C

Peace, you know, but again we feel right now that the level of service can both meet the basic.

C

Bottom line absolute minimal needs, as well as provide service to students who are not on an.

C

Iep who may need reading the math tutor position would be another good example of that: okay.

A

Yes, margo, um I know I struggle with this. I have such a hard time looking at the budget.

D

As one year, because my mind is thinking where are we gonna be with that in three.

D

Years, we're gonna be in five, so my biggest question is, I guess it's an esser request is.

D

Can we be super aggressive with the esser on intervention and identifying learning loss so.

D

That, as the esser fades out, if done properly right, it's no new gain. No new load on the.

D

System if we identify early so so I guess my question is directly related to essers.

D

Are we making sure we are putting out the most aggressive ask for addressing as much possible.

D

Intervention that we can provide, be it academic, be it social emotional, is that built into our esser.

D

And rolled out, because when I think of these other asks, for example, outdoor ed, this was my.

D

Concern with when we brought up farm to school, I don't want it to be that we're a district that we.

D

Only do it in the elementary school so as we start to bring up these elementary school kids embracing.

D

The need and the crossover we need to be thinking about how we can then roll that into our middle.

D

School and how we're going to roll that into our high school? Because we're making a commitment to.

D

It so I just want us to. I know, that's not for this year's budget, but I can't stop but ask myself that.

D

Question is: how are we thinking about laying the plans for that yeah and then I'll? Let george speak.

C

To the learning loss piece of the esser funding, that is absolutely a piece of that conversation.

C

And a great, as you suggest, a great opportunity to have uh robust, I mean again in the draft. We.

C

Have for you uh extended day, programming, summer, programming etc, but sure it's I mean and I think a.

E

Lot of it is hardwiring our intervention systems during the day and and that's where uh finding.

E

Those supports has been a totally appropriate use of sr funds and that 20 learning law set aside.

E

We do the supplemental summer work as well as extended day programming, but.

E

You know those are often invitational um and you you know you can't do intervention by invitation.

E

Holistically, it has to be sort of something that's ingrained in what you do on a daily basis, and so.

E

It's it's really about setting up the structures and we have some really successful structures.

E

In our buildings about how we look at students and and develop common assessments and.

E

Look for gaps and target humans and kids target our resources towards those kids that need the.

E

Most and looking at the data that we have now with the learning loss- and there is some especially.

E

I know we've been talking a lot about reading, but.

E

The numbers really point more towards math nationwide everywhere, as a result of covid.

E

Somehow the reading growth has not been as stunted as math and and dramatically too and.

E

The difference between the two so um we're going to need to identify where those needs are.

E

Be able to we have the money, but I'll go back to ann finding. Those resources has been a real.

E

Challenge finding qualified resources, but the biggest part, I think, is having structures in.

E

Our buildings that happen during the day that um that actually intervene on time in real time.

D

And that's sorry to interrupt that number that you've put in there for esser, you think, will meet.

D

That ability to put those structures in place, I think the money is there. Okay, we have a lot.

E

Of the structures, it's it's also bulking up on our humans right right, okay, understood.

A

Okay, lisa, I think I'd like to piggyback on what margot was asking about. Esser a little.

G

Bit because I have a similar question around that, and also just around sort of social, emotional and.

G

Mental health and wellness is a big goal of the district and the board, and I'm not really.

G

Seeing that and what I've seen so far put forward for how we're spending the sr funds.

G

And there certainly could be other needs and many ways to do it. But I'm just curious during.

G

The town halls I mean, I feel like that's going to come up, I mean I think people are constantly.

G

Worried for their kids, behavior and social, emotional well-being and I'm just curious.

G

If you have any thoughts, kind of big picture on where you see the role of esther for that yeah.

C

So uh well, first of all, it's it's an absolute need. I mean you heard, you know everything from greeting.

C

Kids into the door to um to really building out partnerships with uh entities like seacoast mental.

C

Health, um so so yeah. I think we'll probably hear some of that in the town hall and I think.

C

How do we assess those needs and move them forward is work? That's already ongoing. The the whole.

C

Revamp of our social emotional curriculum, we have extended partnerships with seacoast mental health.

C

And so there are some things that we're doing that aren't necessarily a huge hit on the budget.

C

But may have real strong partnerships in this area, as well as a lot of teacher and student.

C

Leadership, the wellness club etc, which is why we kind of put a set aside in there, which was.

C

Bent, I forget what exactly what we put in there, but um around supporting the activities and the.

C

Ideas that are going to come up and be generated by our wellness committees and etc. um So I do.

C

Think you know the question will be well. Is it enough and I guess that's that's something we'll.

C

Have to continue to talk about um because again the esser funds. I think what you're going to find.

C

If I could predict is that, at the end of this fiscal year, the things that we may have said, we.

C

Would spend we may find room that in our operating budget? You know what we covered that position. We.

C

Didn't need esther for that. That's going to happen again next year, you're going to revisit this.

C

Conversation annually to how do we reevaluate our priorities with the remaining ester funds that we.

C

Have and so um so yeah I think it's going to be an ongoing ongoing conversation, but I think we'll be.

A

Liz one last question: um I guess I I guess I just um you know brian made a good point that this is.

K

Really only you know a 1.24 increase based on you know the increase that we have, and I guess.

K

I'm just I feel like we're in a good position in an opportune position to potentially increase this.

K

A little bit more and not fall back on esser. On some of these things, I mean if the city council.

K

Comes back and they want us to drop it down, so be it. But I guess I'm concerned that in two years.

K

We're going to take another hit if we get the you know a different council, so I guess I'm wondering.

K

You know, I don't have all my notes in front of me because I unfortunately ran out without my.

K

Binder tonight, um but I I believe there was an ask for two case managers, and so I guess.

K

I'm just wondering if we can add a little bit more to this bottom line of the proposed budget.

K

With positions that would provide further support to go above and beyond or or just.

K

Really make sure we're not scraping by um in some of these situations, whether that's.

K

um Making sure all of our elementary schools have two social workers or two guidance, counselors type.

K

Positions or making sure that you know or increasing reading specialists or you know, adding.

K

That second case manager that was requested- I guess I would ask the board to consider.

K

Maybe putting moving a few things from esser or allowing for those asks to be in this bottom line.

K

And doing it now versus having to wait on it, and you know, run into a position where we have to do a.

K

Decrease later so, I guess you know um maybe go a little bit higher with these positions. Is.

K

um And so I don't you know, I don't know from steve what what additions you might suggest.

K

For this, if that second case manager or something else would be a good place to to put in here.

K

But I guess I'd like to see a little bit more there from.

K

Me and ask the board if maybe they'd, consider that as well.

C

So and again, I think part of this is where is that palatable number request for this board um and.

C

I I would say, um process wise because now we're thinking about what we'll do next week.

C

What I, what I think the city council might do in this kind of situation, is you're going to make a.

C

Proposal to add or subtract and then you will have to take some kind of vote of the will of the board.

C

And then move forward to a final number next week. So I don't know if we have all of those prepared.

C

Now to discuss, but certainly would invite you to and it's good if you send them to nathan,.

C

George and I just so, we can feed that proposal up. um You know this is a this. Is a budget we're.

C

Comfortable with uh to recommend to you, um I would you know and again as nathan says, it's.

C

Going to depend on who's in the room, so I know if people are looking at comparing numbers to.

C

Numbers uh a 4.8 percent increase is, is going to be sizeable to some, but probably more striking is.

C

Is almost 10 new positions in the district? We've never asked for that kind of increase to our.

C

Staffing- and that is, as you know, the biggest driver in future budgets, so I would I would I.

C

Guess put just a little caution to let's just try to add more and more, uh but there you know again.

C

This is going to be where, wherever we're going to end up, in your conversation, we're happy to.

C

Move forward, whatever this board will vote on tuesday, um and if you need more back information.

C

On any of the positions we've talked about, we can get that and get jeanette back too, to talk more.

C

About special ed, if you need, I guess steve, um can I suggest that if again, if you have suggestions.

A

um Send them to steve on nathan and we can discuss them tuesday night at our final.

A

Budget meeting, when we'll take a vote. Okay, so I think that's the way we should um proceed.

A

At this point, okay, so if you have suggestions, make sure you send them to steve on nathan and nathan,.

A

Okay, does that sound good? Okay? Thank you nathan. Thank you, steve. Let's move on to.

A

The school calendar school calendar in your packet is the proposed calendar for next school year as.

C

You, as you know, well, I think most of you know this is a process where, by a teacher's contract.

C

They get to suggest some things, not binding, not requiring you a vote, but we try to honor that.

C

By bringing forward to you whatever may have been presented to us, so this is pretty close to it.

C

In terms of school calendar, there is always talk about the vacation weeks of february and april.

C

I would in full disclosure say there are some districts in new hampshire in our area that are.

C

Moving to the third week of february, for that february break, we have always held it as the.

C

Fourth week there are certain advantages, I suppose, if you're a big skier to that, and it's just never.

C

Been a huge, a huge ask on our part now that being said now that we have some regional districts.

C

That have moved and not not by any means all teachers who live in some of those districts.

C

Would be particularly burdened to say, hey could we switch so our lineup there wherever we end up.

C

We always do try to stay pretty close with our obviously with sau 50, because we have to be.

C

On the same weeks, for uh the high school etc, and they would also be proposing the fourth week which.

C

Is the traditional uh ask we would have in a uh in a calendar not so much conversation about the.

C

April week that doesn't tend to be in much debate uh and then the other change we made um was the.

C

um Well, the change we made was to move the teacher workshop days. Front load them a little bit more so.

C

You see there that there are actually four teacher work days at the beginning of the year. George.

C

Could go through in great detail all of the things that now are we not only required by law to make.

C

Sure we're preparing teachers for, but also just giving them time to um to make sure that we're in.

C

The best position to start the school year so so we're a little front loaded there, but that doesn't.

C

Take away from a whole lot, we moved one of those days out of october, where it had previously been.

C

And then the only other point I'd make and then open to discussion is we have not yet.

C

Inserted the early release days into this calendar that does typically come after, but it's it would.

C

Be um seven or so we typically do as wednesdays. We try to avoid weeks where there's some other.

C

Break in the action so avoid columbus day week, where columbus day is etc, but we would spurs them.

C

Out throughout the year, and we could certainly bring back a proposal that includes those.

A

So steve the calendar is proposed by the union but approved by the board right, correct questions.

A

Does anybody have a question liz um a couple things um first off as far as the start date.

K

I mean we usually are starting on monday. I know kindergartners usually start on.

K

Tuesday type of thing, and so I guess I wondered if we could.

K

Go back to monday, I just um you know. Obviously we were trying to front load these, um but I just you.

K

Know, I'd love to sort of make sure we're on a good schedule for working parents if they're paying for.

K

You know child care that prior week, then you have to figure out how to cover monday sort of thing.

K

You know obviously there's probably peak in other programs, but I I'd like to see us to continue to.

K

Monday start and then my next point is: I see that there's a day off on november 1st, but or a teacher.

K

Workshop day but november 8th is election day, and so I guess I wondered why it's on the 1st.

K

And not the 8th and are we going to need to do it on the 8th because we're going to need the.

K

Schools for election day, yeah liz- that could be an oversight. I think that's a mistake: yeah, okay,.

E

That w should be on the agent um and then just to quickly answer your other question, so we.

K

Can it is election day? Oh sorry, okay is that my bed, then first tuesday, number first yeah.

C

So but yeah anyway, it will be on election day that we have today.

C

Yeah yeah, that's clear. um The monday start um honestly is maybe a conversation we.

C

Would we would come back to with the high school the value, uh obviously in starting.

C

That the high school has seen great value in is having a freshman orientation. That first day.

C

So not having sophomores through seniors generally, in which would therefore result.

C

In a short week um on that first week, so we can go back and see if the value add is really there.

K

Election day is the eighth it's uh well. It's on my google calendar. I didn't just seem to read it.

K

I guess yeah so on google, it's showing november 8th is election day for uh the 2021st tuesday.

E

Yeah- and we have it it'll be on election day, and we haven't even brought this to our.

C

Full administrative team yet and that's uh this thursday, so we'll get some more feedback so steve.

F

I was all excited I was like wow. They they finally took out the early release days that are right in.

F

The front of our face, so I'm curious because we've gone back and forth to where those are.

F

Going to land, do you know, are we still thinking like the we moved it? I think last year was more.

F

Towards the end of september, or was it the first part of oct, I can't remember, um but where do you.

F

See that first one landing so that we could have maybe some continuity of being in school for a.

F

Little bit of actual- and we do that, we avoid and we avoid we've moved it everywhere possible. So.

E

You know we'd probably have a late september, a later october, no november, okay,.

E

December's tbd january's always tricky because of mlk and that mid-semester break. So I think we did.

E

Not have one this year because they don't really get a full week of school until the third week.

F

Of school right um yeah, so we could definitely please maybe put it towards the end at least yeah.

C

So and again you're not voting this tonight, but we'll take this feedback, bring you back.

C

Another draft and talk with the administrators, can you just remind me why they hope? Can you.

F

Raise your hand, I'm sorry yes go ahead. Can you remind me please, by the 28th? um What is that.

F

First, early release used for normally the first month of school they're all generally focused on.

E

Professional learning community work so usually that's the development of common assessments.

E

That they're going to administer to their group of their initial group of students even for the.

E

First one: okay, I mean it varies by grade span, but that's it's all. It's all professional learning.

D

um With regards to the considering that monday, I hear the perspective from child care, but I'm going.

D

To get on my soapbox again about orientations, I believe that we've seen great success at.

D

The high school, why can't we? If the sophomores, juniors and seniors are out? Why can't we use them.

D

To help develop some robust orientations that are other levels where it's not a school day, we're not.

D

Necessarily tapping into our faculty, but that we set the tone for the year on. Why are we all here.

D

What are we doing what's the mission, what's the vision, behavior setting, I would be a big fan if.

D

That monday, before school started, was focused on orientation work, and so I would propose that.

D

We keep that as a workshop day, but really think thoughtfully and intentionally about orientation.

D

Work that day, so in this proposal, monday is the workshop day. The first day with students would be.

C

The 30th, so that would be a day where sophomores, juniors and seniors may not be in school.

D

Oh so that might I thought you were saying that that monday is the ninth grade orientation. Oh.

C

Sorry ah I mean in this proposal this would suggest it's a teacher workshop day, which is.

C

Is a little different um because in k through eight, um we have to decide what's the first.

C

Day of school for them, okay, but to your point I mean I think, uh and I and again I would say.

C

Schools do this a lot? How do we handle behavior setting building culture building community.

C

And utilizing high school kids in that effort isn't a bad idea at all.

B

Okay, any other questions pip. I don't have a question about any dates, but um I thought that we.

B

Had arrived at using the term indigenous people's day rather than columbus day, and I noticed they're.

B

Both on their um that's what the city council voted on slash, I misunderstood that. Okay, yes, thank.

B

You that was the decision made by the previous by this last council. Okay, yes, liz! um I know there was.

K

uh Quite a few issues this year, obviously with the with some schools shifting vacation weeks.

K

Because it created child care issues uh or just off issues for teachers and other that had kids.

K

In other districts or taught in other districts and had kids here- and I guess I just wondered.

K

um Is are we just still completely off right now, as far as surrounding districts deciding.

K

On what which direction they're going in no, um I can't speak to all of them. Like I said.

C

Our surrounding districts, sa50, would be following the same calendar. We have I've heard rumors that.

C

Over rochester area might be going through the other week uh and unfortunately, it's a departure.

C

From what has always sort of been a lockstep standard in new hampshire um and we're the.

C

Ones who haven't break in ranks at this point, uh but I do think you know you're going to see this.

C

Inconsistency because you know exeter is going to be doing something different than dover, et cetera.

G

Yes, lisa well, first, I totally stand corrected. Liz is apparently the first.

G

Tuesday, after the first monday in november, so this is totally right about the calendar.

B

um I know right, um I guess I'm just curious in terms of the approach to remote.

G

Snow days so to speak, that seems to be a point of a great amount of conversation, and I just wondered.

G

How are you baking that into this calendar yeah, that's a great question lisa. So um what we.

C

As I think you know what we did this year, we said we could tolerate a maximum of two.

C

Real actual snow days fairly arbitrary number we've had one so far and then one remote day.

C

The value in using remote days, if we were to continue with a policy such as that is, we can.

C

Have some assurance of what the absolute last day would be? In fact, you can make high school.

C

People really happy and say you know what graduation is june 9th you can plan on it.

C

Because we could actually utilize remote days to limit the number of days out, we would have to go.

C

um So so, that's generally how we would view it in light of the calendar, is to pick some.

C

Tolerable amount of regular snow days and then try to get everything else remote, so there's not.

G

Like a number baked into this in terms of okay, so if we didn't use those two snow days which I know.

F

Doesn't always happen, but we seem sometimes to have years where we're having less snow.

F

Can we take those days off at the end of the school year or how does that? We just don't add.

C

Them on yeah I mean so the calendar is still set at the 180 days. Oh okay, so you know I see so you.

F

Didn't bake in the two you're just okay, I see we so if we had, if we give the two right now for this.

F

Calendar it would be june, 17th would be the date that would move right. So the last student day here.

C

Is june 15th you could tolerate certainly one day and still stay in that week, but if you really want.

C

To save the kids from coming back on monday, then you know it's remote, but I okay, you know.

C

I I'm sensing this as superintendent that there is a balance in all of this.

C

And some people love the remote days. Some people want the regular snow day. We try to appease a bit.

C

Hopefully, we have no more at all for the rest of the winter and we'll just sail right through.

A

Okay, I think we're finished with this discussion.

A

The next is committee updates. Does anyone have any committee updates.

A

Okay, follow-up items: oh um I did have a conversation or an email from the city clerk about.

A

Adopting city council policy around public meetings during religious holidays, they are.

A

Still compiling the list and it she indicated to me that all of our boards and commissions and.

A

Committees will abide by this new, um whatever the city council decides. So I think we actually won't.

A

Have to vote on it, it will just be given to us um so we're waiting for that. Okay, future agenda items.

A

Oh marco has one um I would love if we could have an update on wellness. Please, okay,.

A

Presentation, however, you call it um does anyone else have a suggestion.

A

For an upcoming, you can always let me in my go or I know if you have a suggestion. Yes, lisa.

A

I feel like world languages is going to be a future anyway. Yes, that's going to be down the line.

A

A

And kim you usually have something to tell us. Well, it's going to remind you that we are.

B

Meeting for the portsmouth 400 next tuesday, um I mean we had something really exciting. Last night.

B

We presented for the new hampshire network, which was a presentation of a tool kit for.

B

Reducing plastics in your town, but they highlighted portsmouth high school eco club.

B

um And they just were really floored by everything that portsmouth did to the point where they were.

B

Calling chronicle today, because they wanted um portsmouth high school students to be highlighted.

B

So it was it was, it was really informative. My students learned a lot. We had alumni come back and.

B

Tell their story, um but but that was really exciting um and we have a dialogue at the school.

B

um That's engaging people discussing black history month on thursday. I have that nick, how about you.

A

How are the students at portsmouth high school, um I think, generally speaking, things are going about.

L

As normal, a new term seems to be going pretty well um trying to think if there's anything.

L

Of district significance being discussed in student council cause, we had a senate meeting.

L

Yeah, honestly, the only thing that comes to mind was the budget thing. We brought up a minute: okay,.

L

uh The rest of it's more just high school-centric. Well, thank you for bringing that up. Thank you very.

L

Much okay- and I just want to thank everyone- oh liz- um should we share shares right now? What.

K

The schedule is going to be like this week for upcoming um superintendent circle. I think we.

A

Have the emails we all have that information. The next meeting will meet the next time. We'll meet is.

A

Tuesday, in our final budget, no I'm saying to the public tonight to let them know about everything.

K

Going on this week, if they haven't received the email or update already um that we are meeting.

K

um Or that there's going to be a zoom tomorrow night um and the times of that and the I cannot.

D

Update there sure we have um the meet and greet with our two candidates online, which the link is.

D

Available one it was blasted out, but two when in doubt go to the search committee website on.

D

Within the school board website and you can find the registration for the webinars there, there is.

D

One at 5 p.m, and one at 6 p.m. Wednesday. That's tomorrow, thursday night are the public board.

D

Interviews of the candidates, one is at 5 30. You can attend in public at the portsmouth.

D

Middle school, stokel, commons or it'll be also live streamed, and the second interview is at.

D

6 30 also public same location, you can attend in person or observe online and those are the.

D

Dates for the week and then tuesday we have a budget meeting at 6 30 is that.

A

Correct that be 6, 30 tuesdays check it out I'll actually go back to see what it is. I think it.

A

Is 6 30.? Okay? Okay, do we have a motion to adjourn.

A

I'll move, second, all in favor, oh, we have em and pope all in favor.

A

Thank you, everyone. Thank you board. Members.