City of Portsmouth, New Hampshire School Board, 27 Sep 2022

Previous Meeting Next Meeting

⏯

youtube image

►

From YouTube: 9.27.2022 School Board

Description

9.27.2022 School Board

A

Case are you able to upgrade? Yes, there can be.

B

Elizabeth barrett may be the attendee elizabeth here we go. Thank you great. We got liz all right.

C

So liz, yes, how many more attendees remote carrie's on her way, I think correct kerry.

C

Will be joining us via zoom, okay, okay, um daniel miles here and nick dallin right here, great.

D

Okay, all right can everyone stand for the pledge of allegiance.

D

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

D

God indivisible with liberty and justice for all. Okay, again with the acceptance of minutes, we.

D

Have a motion to approve the august 22nd retreat minutes which were slightly altered and then the.

D

September 13th regular meeting minutes move to approve. Do we have a second? Second, all in favor.

D

Aye aye any imposed motion passes okay. Now we have the public comment session.

D

um We'll just state the rules quickly, you need to give us your name and address, and you have three.

D

Minutes to speak, it is not a time when we discuss a topic. You can just present your three-minute.

D

um Whatever and then we will get back to the board at a later time,.

D

Do we have anyone who would like to participate in the public comment session.

D

Do we have anyone on zoom that would like to participate in the public comment session.

D

Doesn't look like an fps, not okay, okay! Well, thank you very much now.

D

We go to special presentations and we will begin with the strategic planning.

D

I go zach exactly so I'll, just say uh broadly as we we talked about um during our retreat.

C

That the first step we are going to take is to uh before developing an rfp uh to.

C

um To try to bring in a third party who would help us through our strategic planning process,.

C

Suggested that it was probably a good move for the board to hear from some some respected.

C

Vendors already just to get a feel for for kind of the scope of what's possible in terms of the.

C

Strategic planning process and the different types of approaches that some vendors would.

C

Take so we reached out margot was unbelievably helpful in reaching out to several different.

C

Groups, we have four that are here to talk to you tonight. Basically, what each of these groups has.

C

Been told is that you know they've got eight to ten minutes to kind of talk to you a little bit.

C

About about their approach around this type of work and then as many as five minutes to take.

C

Some questions from all of you. I think the goal again remember. The goal is not to go necessarily.

C

Super duper deep on any one of these particular vendors, but to just give us a scope that, in turn,.

C

Would inform a conversation that we would have after about what are some of the elements? The.

C

Board was most interested in or would want to have explored as part of an rfp process. So so.

C

We do have folks tonight from several different groups that we we listed in your packet, we're.

C

Going to shift around the order a little bit based on availability of when some people have.

C

Some short windows about when they were going to be available, so we're going to move portrait of.

C

A graduate which is actually a a program connected with the company battelle for kids up to the front.

C

Of things and our person we have tonight is jeff jeff, I mispronounced your last name. I apologize.

C

Who's the senior thank you jeff uh senior director uh for strategic engagement.

C

And jeff, I turn it over to you.

E

D

Can you all see if I stay here, try and get it into the right road here.

E

um Do you see, are you some presentation like slime? We.

C

Can see it from your perspective and not in presentation mode? Yet, oh okay,.

E

Is that better? Yes, there, you go beautiful, beautiful! Well, thanks very much.

E

What I was told- and I want to thank you for the opportunity to not only talk to you today, but.

E

I'm out of town at our private event that we have for school districts that are working on that are.

E

Focusing on their portrait of the graduates, so we've got about 600 um educators from across the.

E

Country that are in houston this week for meetings, so I was able to break away from that and I'm able.

E

To kind of share with you a little bit about why why they're excited about the type of work that.

E

We do, I think my goal and what margo had explained to me was to talk a little bit about us, but then.

E

Talk about what it is that we do, and how do we do it so that you can get a better sense and.

E

Perspective of our approach and then you'll hear from other organizations and then you can really.

E

Get a better feel for what's going to make the most sense for yourselves in your local community.

E

So that's my goal. um uh Do I will I then have about five minutes q. A after is that correct? Yes,.

E

Yeah, okay, terrific, okay. So uh with that said, uh you know brief overview I'll talk about.

E

Our approach I'll just share a little bit of our timeline just so you can also get.

E

A sense of the timing associated with this and then I'll open it up for human. So a little bit.

E

About mattel for kids uh we're a non-profit organization uh committed to collaborating.

E

With school systems around the country and communities to realize the power across 21st.

E

For every student we are a non-profit organization, we've been in the education, we're exclusively in.

E

The education space and we've been in place for over 20 years, so uh our organization continues to.

E

Shift and evolve, however, a big focus of our effort and work has been on the portrait of a graduate in.

E

Strategic planning over the last eight, probably eight nine years, okay, um I'm going to share with.

E

You our theory of action, and I met. I showed you this really for the purpose of helping you to.

E

Understand that we work with school districts from a vision standpoint and where we define the vision.

E

As looking at, what is it that we want for our kids? What is it do we want and the promise that.

E

We as a community want to deliver back to our parents with our kids going through our school.

E

System, so that's in our opinion, is that vision, work. The strategy is how we go about doing that.

E

Do we develop plans and approaches to allow us to move the school district in closer towards.

E

That mission, and then the practice component of it is really the it's um as you have developed these.

E

Vision and the strategy do you need additional assistance and support where we can provide.

E

Some of that assistance to you- and this has been driven tremendously by other school systems who.

E

Have said, hey, we've done this work now we want to help bring this portrait to practice and we're.

E

Looking for some assistance, we're looking for some additional bandwidth, we're looking at scaling this.

E

Across and and they're looking for our support in that manner, so we've developed some professional.

E

Learning uh offerings that complement that work, so it becomes something that a school system can.

E

Utilize, if they so choose- or they can do this work themselves, but we want to be able to show.

E

That we're there for them not only short term but also long-term, and then the acceleration.

E

Piece is really our: that's that's the network that we have. This is the you know. 600 people.

E

Here talking about this work, sharing how they've enacted this work, how they've taken this and.

E

Liberated their teachers, increased student voice and given given an opportunity to really shift and.

E

Evolve and transform and ensure that they're preparing their students best for the future.

E

We talked a little bit about deeper learning and really the.

E

Concept of where we approach this work, we look at deeper learning really as purpose purposeful.

E

Integration of rigorous academic content with experiences that cultivate mindsets and literacies.

E

That are going to be best prepare our kids for our future. So we believe that when you embrace.

E

This approach of this deeper learning students get engaged, teachers are engaged they produce and.

E

Editing cults for students and for our kids. So our approach- and these are kind of the bullets.

E

That I wanted just to hone in on, so you have a perspective of the way we look at this work so.

E

um Strategic planning is the artifact of departure of the graduate, so it's not the other way around.

E

We look at looking at the vision trying to identify what is it we want for our kids and.

E

How can, and how can we work with the community into finding that so to us that helps to create.

E

That north star from that, we then look through that lens of our portrait and start to think where.

E

Are we as a school district in a school system, and not just one component, but looking at the entire.

E

School system and start to identify and assess that to help us then determine as we develop a.

E

Strategic plan- that's going to be a three to five year view of that and help move us closer to that.

E

Direction that starts to help us understand. If this vision is, you know, 13 20 years, where are we.

E

Today, how are we going to get closer to that, and that's really the work of that strategic point.

E

Okay, so that's how we look at this work? um That's not to say we don't work with school districts.

E

Who don't believe in the portrait of the graduate? However, we have typically found that if they don't.

E

Have some variation of that or some component of that that we're typically not as successful.

E

Or we don't typically see ourselves as a line as well with that school system.

E

Okay, um let me also kind of just talk a little bit about the strategic plan, so we go through.

E

The portrait of the graduate process, that's usually about a four-month process. We engage the.

E

Community we have conversations with students who incorporate the community into that process and.

E

Will then move towards our strategic planning process? That's where we'll incorporate additional.

E

Data we'll also start to look at trends and the perception data from the portrait, but then also.

E

The data that you have to help us identify some of the key learnings and key areas of focus that we.

E

Want to ensure that we're addressing through that strategic plan, so the journey is really.

E

Greater than the end result in the sense that we have found that when we do this portrait work.

E

First, we actually build a foundational support with the community, so we we look at this as an.

E

Opportunity to listen gives the leadership team it gives the the school administrators and and.

E

Principals kind of that leadership capital so that they understand what are the parameters? What is.

E

It that our students want our parents want our business community wants, and it starts to help.

E

Them understand the why? Behind this work, which, when we go through that, we have found.

E

That we're significantly more successful when we do that people then give us more. um I guess.

E

Your ability to then take the next step and the next steps are a little bit easier and that's.

E

Typically, how we found the success of this work with the strategic plan is by building.

E

That foundational support through the portrait of the graduate it is very research-based so.

E

We incorporate a lot of the the changes that are happening in society to help people understand the.

E

Why, behind this work, we incorporate students into the process, but the other part is we're not just.

E

Asking for input we're asking for the community to be part of coming forward with a solution.

E

The other piece is the uh is actually the board involvement. So what we look at is when we go.

E

Through this process, we want to ensure that the board is aligned with the school which is aligned.

E

With the community, and so we'll actually have a design team concept which we will incorporate and.

E

I'll share a little bit about that and that we're gonna or that concept is some uh is a place where.

E

There can be board involvement, but we also have a two-part board approval process both for the.

E

Portrait and then also in strategic plan as well. So really the let me know share. This is a slide.

E

That talks about the process talks about how we talked about the. Why, behind this work and build.

E

The foundation of support how we then move towards people recognizing that really things have changed.

E

Dramatically, if school, 20 30 years ago may not necessarily be the best way to to work solely with.

E

Our students to ensure that they're most ready and successful for the future, so ultimately, this.

E

Is the process that we follow? We then go through this. Is our community engagement process that, as.

E

You can see this is taking a cross-section of the community, ensuring that they all have input.

E

Heard and again this is this is not a checkbook exercise where we've already.

E

Had to be determined, we're actually going out to the community and we're talking about this.

E

And giving them an opportunity to voice their opinions and also it gives us an opportunity.

E

To start to understand the parameters around what that change might look like.

E

Moving forward, so we get an idea around some of the guard rails, the pace of change and really.

E

What ultimately, is going to be acceptable to the community and everybody at large.

E

This is an example of what one of these design team meetings might look like.

E

Okay, a lot of participation, kids at the tables parents, business leaders.

E

Non-Profit organizations uh that is this is the engagement aspect of the portrait piece.

E

Finally, we'll talk a little bit about the typical timeline, and this just gives.

E

You a kind of a reflection of the timing. We we like to make sure that people feel like they've.

E

Been heard and they have an opportunity for input, so it's not all predetermined. So we look at about.

E

A three to four month process for the portrait: it's the formulation, getting alignment making.

E

Sure that the design team is representative that they understand the. Why behind the work and then.

E

They're, what we're tasking them to do is to be involved in coming forward with a recommendation.

E

That can go to the leadership teams and ultimately to the board for approval. Once that is done, then.

E

We'll go through about another four month process through the strategic plan to the do that analysis.

E

To then ultimately come forward with these are the specific tasks and strategies and milestones that.

E

We're going to be focusing on over the next three to five years: that's going to help us get closer to that vision that we all agreed upon at the very beginning that is so important to us.

E

But with that, um I guess the last piece I would just talk about is you know we look at this and we.

E

Want to ensure that this is equity-based so that it includes- and it is not just for high school.

E

It's not just for certain select students, it's for all of the students, so it's ensuring that this is.

E

This is where it will be applicable to everybody, and everybody has an opportunity community.

E

To be best paired for the future, and the last piece is, this is not our plan. This is.

E

Your plan, our jobs, facilitate the process and make sure you feel, like you've been heard, feel.

E

This and it gives the educators the opportunity to then move forward and continue to move in.

E

The direction that the community and everybody is agreed about so without um this is just an.

E

Example of kind of that localization aspect of this is crater. Rutland is an example in vermont.

E

Of a portrait of a graduate that was completed, but we work school districts from across the country.

E

And then strategic planning, another example of just some of the work that we'll do there.

E

At this point, I'm going to open up for questions.

F

Hope, hi jeff. Thank you so much for your presentation. So I just have a couple of.

F

Quick questions, one I'm wondering what metrics or benchmarks do you put in place to measure success.

F

Against the strategy, um I I and I'm wondering if that's maybe looking at a little bit in your.

F

Acceleration piece, if you're measuring there and then secondly, can you talk a little more about how.

F

You ensure your plan gets opera operationalized. So if we were to use you in implementation or not use.

F

You in implementation, how do you tie your strategy and plan back to operations? Thank you absolutely.

E

So um several districts will actually I'm going to kind of take these in reverse order. Sure so um the.

E

The question about operation operationalizing: we again we look at this as we want you to be.

E

Responsible and following that plan, so as far as the development of that plan, we're going to.

E

Facilitate we're going to actually look at create work streams, so there's going to be an opportunity.

E

For us to work with your team to ensure that they understand the nuances of this work, the.

E

Framework we're going to introduce a framework we're going to actually have your team. Do the.

E

But we're going to work with them and provide the tools and the support as we go through this and.

E

This um ensuring that.

E

Right perspective, we're taking our kind of a broad knowledge of some of the best practices.

E

That other school districts have implemented over the years that have brought some of those results.

E

So that's a big factor actually portion of that. Will that will then share information we'll we'll.

E

Incorporate some of those best practices into this, so that, ultimately, you own this.

E

The milestones and the timelines etc some school districts. What they've done is they've.

E

Actually taken this when they've developed that strategic plan, it's kind of the three to five.

E

Year some have then taken a snapshot and said: okay, we're not going to worry about year. Two.

E

And year three we're going to worry about year, one so they take an operationalize that first.

E

Year of the street to client and they identify. This is exactly what we're going to focus on.

E

These are the specific milestones and some of the specific metrics that we're going to expand.

E

Upon to ensure that we have the proper level of bandwidth, we've got the proper level of reserve.

E

Sure that we make the progress that we need in the first year, then after.

E

The first year they will review, they will compare back to the result. You.

E

Know the results back to what they had originally set up as milestones and then.

E

The justice necessary, but then they'll, look at a year too and then they'll look at a year. Three and.

E

We find that that kind of aspect becomes extremely positive, a way to kind of break this down into cup.

E

Size pieces. The other aspect is, we provide some additional learnings and opportunities where, by.

E

Working with us we'll share additional, uh you know best practices and successes, which then gives you.

E

The opportunity to see what some other districts are doing and how they're working through this.

E

Work and- and I think that gives some of the educators an opportunities to see themselves.

E

In this work, so part of it is by incorporating that design team or having a broad design team.

E

That includes the educators. They see themselves developing this. They know that they own it. We.

E

Then ensure that they are provided with the tools and the support and we're also trying to tie back.

E

Some of the professional learnings so that it's addressing. How can we ensure that they're going.

E

To be successful moving forward, so that's one piece, the other piece as far as the metrics and.

E

um You know we've seen from some districts that they have. You know, there's an easy way to share.

E

How are you hitting your numbers based off of uh some of the specific state standards.

E

Okay and the testing scores, etc. However, what we're trying to do is we're trying to say if.

E

We can increase the engagement levels so we'll look at things like engagement level, students.

E

We'll look at opportunities of delinquency, we'll look at some of these other factors that allow.

E

People to then say you know what we're actually gaining more traction with our students by having.

E

Them more engaged more involved and now we're starting to see some of the results with their.

E

Test scores, so it's it's kind of a byproducts, a little bit of a shifting of not just focusing.

E

On the test scores exclusively, but looking at other ways that can ultimately allow you to get.

E

Sure that you know you, you adhere to some of the state standards.

E

Thank you any other questions for jeff brian yeah. Just where are you guys, physically located.

C

Like how far you are away and how would boots on the ground work, how often would you be here yep.

E

We're located in columbus ohio, however, we have uh individuals and people that.

E

Live in various different states that are working with school districts around this.

E

Work typically, what will happen is if you, if you choose to work with us,.

E

Discussion around when the timing, how we put together the team, we would have an.

E

Engagement lead- and this is an individual who's worked in school districts worked in.

E

uh You know as building leaders and they will, they have worked the school districts.

E

Around the country on this type of work, so they will be engaged with you. We'll have a.

E

Project manager that will work with them as well. We can work with you both in a in.

E

Put actually travel to your district, we would conduct these meetings. We would work with you.

E

To facilitate you through this process, or we can do it virtually we've, we've got the ability to.

E

Do both ways and what we're flexible, whatever makes the most sense for your school district.

E

Have and we work, we've worked with some school districts in new hampshire. We've done work in you.

E

Know that whole area in vermont and massachusetts- and I was actually talking to a district in.

E

Nashoba massachusetts who's here. At our event, we just helped them with some of their portrait of.

E

Graduate work uh and they've done portrait with an educator and they're part of our our network.

E

So they're here gaining added knowledge and experiences. So um our we have several professional.

E

Learning series that are done uh virtually so we will have cohorts set up and then we also have.

E

In-Person ones as well, so we we offer a variety of different options for you, depending on what.

E

Makes the most sense? Thank you. Anyone else with a question nancy. I got a question. Okay, liz go ahead.

B

Hi, thank you. I just um I wanted to follow up and there was a under.

B

You know different companies do different things. However, I guess I'm wondering within your company.

G

Are there different package levels, I guess so to speak, um what is available and what is offered and.

B

I don't know if it's appropriate to talk any sort of pause or anything at this time. But as far as.

B

um And you have time wise and then also you know, is there some sort of sort of wait list as far as.

B

However, many districts you're working with um as far as forward sure yeah great questions. Thank you.

E

um So yeah we offer we offer some different ways in which we can engage with you, so we.

E

Have with our portrait of the graduate, for instance, we have some districts that say we.

E

Want you to fully facilitate, we want to use this as an opportunity to listen to learn to be part.

E

Of the process so that we could hear and not worry about having to manage the meetings and.

E

Take the community through this process, but then there's other districts. That say you know what we.

E

Want to do some of that, but we like a little bit of your support, so we have offered a model where.

E

We can do coaching support. We will run some of the meetings because some of the meetings we want.

E

Attend but we'll coach, the individual from your team on preparing them for that meeting, we'll.

E

Meet with them after and we have discussions and support them. That way, then there's the other end.

E

Of the spectrum, as a non-profit organization, you could do all of this work yourself and we have.

E

Some tools and information that's available on our website, where you can take that information.

E

And you could actually go forward and utilize. Some of this information and- and I can kind.

E

Of share with you a little bit about how that works, but I mean literally there's no.

E

Charge associated with that, however, we're not engaged by having people coming out to your.

E

Disc, that's kind of how that part works as far as the like other professional learnings uh go down.

E

That we offer again different types of ideas and offering offers well, depending on what makes the.

E

Most sense, so you know we have experience working with rural districts, suburban, suburban districts.

E

We recognize that you know in one exact same cookie, cutter approach to everyone's unique, so we.

E

Offer a variety of different, flexible options and and we're, and in some cases we work some districts.

E

When we come in and we just fully customize whole unique approach with them and that's something.

E

That they, you know specifically, are looking for because they can't get it anywhere else.

B

And then the lead time as far as yes great question, yes,.

E

um It's usually about a month approximately. So if, if you said hey, let's go forward once we have the.

E

Paperwork signed it's usually about a month for us to kick off, and that gives us enough logistic time.

E

To get the leadership team together so that we can have a meeting with them, get everybody alive.

E

Making sure answer all the questions start to talk about the design team and the formation of that.

E

Want to do, and then the next meeting would be that first design team, kickoff meeting.

E

With the community so yeah, it's usually about a month approximately and we're very flexible.

E

We've had some districts where they say we want to start in october and then something.

E

Comes up and suddenly they say: hey, can we move into january and we're like? Yes, not a problem.

D

Okay, all right, thank you very much jeff. We appreciate you taking the time to be with us.

D

Tonight, thank you. I appreciate the opportunity and if there's any questions down the road.

E

By all means, ask and uh again good luck. The process, great thanks, jeff! Thank you, bye-bye bye.

C

So next um we'll go to back in the room, since we have someone who's here with us.

C

um So um it's um dana dana brett from education elements.

H

um I have a short link. I can send you.

E

um I think the best way to do it is to go inside.

B

C

Can I ask zach a quick question? Yes, of course, um I guess I just wanted to understand because.

B

I think it's great that we're hearing about all these different things, but I guess I'm concerned.

B

And wondering when it would be appropriate to understand like price points. And what um like for.

B

Example like if we got package with the with the gentleman that just presented reading everything.

G

Cause because I think.

B

What's the difference between x and y, so to speak, and- um and so I guess I'm just curious.

B

If now is the appropriate time or if there's you know, if there's a discussion that we can have at.

I

A later date after we do this to look at numbers from these companies just to get an understanding.

B

Because I think it's great to understand what we want, but I also think we need to have an.

B

Understanding of what the cost is his leg as well sure, I think I think I think you're free.

C

To ask those questions liz tonight, if you want um and folks can decide what to what extent you know.

C

They want to, I think, what's difficult is in a lot of these operations, they're going to tailor what.

C

There's like there's like what kind of core work that they do and then a lot of it is customizing.

C

To particular operations, so I think what would probably end up happening is you can ask and.

C

Folks might give you a broad range, but I know with with with all these guys they're probably.

C

um Hesitant to give a range- it's not more closely connected to what the solution is.

C

They're proposing based on what we want so um so I think what would happen is it's really.

C

Going to be, the rfp group would have to do a little bit of additional research to try.

C

To think about what that range might look like, and then, of course, the rfp group would then be.

C

Coming back to the board, with a proposed with the proposed draft rfp, which would.

C

Probably, which would include a range based on the additional reach out, that they do.

B

Okay, that makes sense. Thank you so much yep, you see. Carrie has a hand up.

J

Carrie I just wanted to just frame um based on that question, that this is really to understand.

J

Sort of the different approaches on a broad level: yes, for what we, what will go into that rfp.

J

um And then the price point is going to be part of that proposal. Based on what we say, we want.

J

And what we need? um That's, really um where the quotes are going to be important in my mind, that's.

C

That's exactly right, kerry! That's the that's the! What we're thinking in terms of a process.

D

She's ready dana is ready.

H

Where's good to stand right over there. You have microphones so yep, oh perfect, yep, all right.

B

Hello, everyone, my name, is dana britt and I'm here representing education elements.

H

I'm out of pasadena maryland, which is if you're not familiar halfway in between baltimore and.

H

Annapolis on the chesapeake bay, but our organization is, is actually as of covid.

H

Not based anywhere, we do not any longer have a physical address, but we are all over the country.

H

So first I wanted to tell you a little bit more about our organization and then I'm going to speak.

H

More about our approach to strategic planning and then share a little bit about what I think.

H

That you, all as a board, should be thinking about at this point in your strategic planning journey.

H

So hello, we are education elements, um we are a national education, consulting organization.

H

We have supported over a million students across the country over 1700 schools and 320 districts.

H

And I have the pleasure of being here in person because I'll be going to rochester tomorrow to.

H

Support one of our districts, so a couple of local districts around bedford is another one that I.

H

Support as well, um we believe that schools grow when people grow. We have 12 years of experience.

H

And something that is special about us is that 90 of our work comes from repeat clients so year.

H

Over year, our districts continue to work with us with rochester. This is their seventh year.

H

Actually that they've been partnering with us to support their personalized learning.

H

And another thing: that's really important. I think when you're thinking about a partner for strategic.

H

Planning which has not yet showed up on the screen, oh thank you, you're, following along with me,.

H

Is that we do support our districts in a variety of different ways, so we do strategic planning, but.

H

We also really known for instructional design and implementation. We were some of the founders of the.

H

First, blended and personalized learning models it back in 2010, and so that's where most of our.

H

Districts know us, and over the years our district said hey, do you support with strategic planning.

H

Do you support with leadership development? Do you support with data collection and surveys? We really.

H

Like working with, you we'd like to continue that, and I know that personally, because I was actually.

H

A client of education elements- I am a former high school ela educator and then worked in.

H

The district office in dc public schools, and so I worked with education elements as a client in 2012.

H

And I joined the organization in 2015, so I've been supporting our districts for the past seven years.

H

Thanks matt you're doing great, so here's a little bit more about our approach.

H

I wanted to share a bit about what we believe street strategic planning is first.

H

We believe that strategic planning is looking deeply at who you are as.

H

A district what you aspire to do and how you aspire to do it and then once you've.

H

Done that co-creating, with your community, a path forward that lives in both internal and.

H

External documents and systems, and really why we do that is to build community-wide.

H

Focus and alignment about why we do what we do and what matters to us.

H

So I think that's important to really, as I think you all have started to talk about. Why are you.

H

Doing strategic planning, why are you going to invest this time and energy and resource into.

H

Doing strategic planning and agreeing as a board and agreeing as a district, if this is the right.

H

Approach for you and what strategic planning looks like for you. I really like that. You all are doing.

H

This approach to it, not many of our districts are partner. Districts have us present before.

H

You've even gotten the rfp out, so I can tell that you're already very strategic thinkers as a group.

H

So with the next slide here I wanted to be. I believe that all sessions, even if it's an.

H

Eight-Minute session should have a little bit of new learning and a little bit of.

H

Reflection and connection so- and this speaks to what we believe about strategic planning- I.

H

Want to get you to have a guess about when you think about teams and how teams work together.

H

What factor do you think contributes most to a team's success? Would any of you be willing.

H

To share communication, okay, communication trust, trust, okay, anybody else, collaboration.

H

Please, on on elizabeth.

H

Okay, if we had more time, I would let us go through this video. It's linked in my presentation here, but.

H

Actually, google did a study of all of its teams across the world to try to find out the teams.

H

That were really successful and the teams that just rose above the rest. What was that factor.

H

And this goes along with some research that amy edmondson has been doing at harvard as well to say.

H

That the thing well, it's not click on the video. These are the top five elements on this next slide.

H

That google found in their study- and one of you said, trust so trust is embedded into this number.

H

One here, psychological safety, if you've heard of this term, um what they found is that who is.

H

On a team matters less, so it doesn't matter how long how much experience the team has. It doesn't.

H

Matter their background, it doesn't matter if they know each other if they like each other.

H

It's just about that psychological safety and how they treat each other and how they interact.

H

On that team, so I think that collaboration piece really goes well to that as well.

H

And so on, the next slide here this gives you the definition of psychological safety, as I.

H

Mentioned amy edmondson is kind of the leading expert on this, but it's the belief that one will.

H

Not be punished or humiliated for speaking up with ideas, questions concerns or mistakes.

H

And I brought this to share that. I think that's that psychological safety is one.

H

Of the key pieces of strategic planning, and that, as you are thinking about what type of.

H

Process you want to engage in and what partner you want to engage in that thinking through the.

H

Psychological safety piece is so important and that the organization has this belief and is.

H

The way that they build their meetings, if they have interaction, if they have engagement, if they.

H

Make the community members feel consulted and included if they are fully a part of.

H

We have multiple teams in our the way that we approach the work. So there's not just one team.

H

But I'll speak more to that in a moment, but just having lots of different opportunities for that.

H

Psychological safety and building trust between the district, the board and the community, which.

H

In today's day and age is something that I know that we all want to continue to do.

H

So what we believe in we call our strategic planning responsive planning, because we believe.

H

That developing a plan that prioritizes process over product, we don't want a shiny, beautiful plan.

H

That goes on the website and then gets dusty or gets printed out and put onto the shelf.

H

We want something that's going to be able to pivot, so we do create a final deliverable that.

H

We're really proud of the way that they look, but we also have dynamic documents through.

H

Different dashboards and excel spreadsheets all sorts of ways that we can keep up with. What's.

H

Going on currently with, as I mentioned so many different teams that we engage in the process.

H

uh Next, to share you a little bit more about the way these teams and the feedback loop. That.

H

We create so one team that we have is called the project team. This team meets weekly or bi-weekly.

H

With us, they we often have a board member on this team, but it's usually the superintendent.

H

Or a district leader, maybe a board member, maybe another admin within the district and.

H

They're helping make all of the logistical decisions just really running the day-to-day.

H

Process with us, we have a steering team, that's about 20 ish folks. We have staff members other.

H

Community members, students, family members, all of those district team members, school leaders.

H

Would join our steering team and, as you can tell by the name, they're steering the process.

H

um We then have once the steering team has come to mission, vision, values and focus areas. We have.

H

What we call planning teams so if I'm a community member- and I am really excited about workforce.

H

Preparedness and that ends up being one of the focus areas I might not join the steering team.

H

But I could join a planning team on workforce preparedness and move that work forward and.

H

Then the last team, if you're a community member and you don't feel like you- have the opportunity.

H

To join one of these teams, that takes more of a time commitment, we have advisors who receive.

H

Frequent email updates and have different virtual touch points where they can hear. What's going on.

H

With the work they can give their thoughts, here's what I think about workforce preparedness, here's.

H

What I would like to see so we find that this feedback loop works really effectively to be.

H

Able to have a variety of different community members who are taken along through the process.

H

With us throughout it, which lasts about six to nine months, we find, with our process.

H

And we believe that your plan should represent your community identity.

H

You won't find any cookie cutter plans that we really want to make sure that and processes. We.

H

We have a standard methodology and we have two different approaches that we can take based on.

H

The capacity of the district and the resources and I'll share a little bit more about that at.

H

The end as well, because I I heard that that was something that you all were interested in.

H

And the next slide gives you a little bit of. This is something that maybe you all could print out.

H

And talk in one of your next board meetings to think about what you are hoping to have in your.

H

Plan what it answers the level of specificity and other names for it that you might hear so.

H

Some districts choose to have a portrait of a graduate or profile of a graduate. Some districts.

H

Say that's not part of our our identity, that's not something that we're going to engage in we'd.

H

Like to focus on this other piece instead, but we like to talk with the district at the beginning,.

H

To think to say which of these elements, are you hoping help hoping to have in your plan.

H

And then in practice, I'll I'll go quickly through this to delete time for questions. But we have.

H

Four phases of our process and each phase takes roughly about one to two months, which gets you to.

H

About the six to nine months there, depending on how fast or um more measured the district wants.

H

To be so, the plan in a line phase is where you are forming the teams, where you're creating the.

H

Timeline, this is where a board member might start to get involved and starting to just think about.

H

What community engagement might look like the next phase? Foundations is when we really start.

H

To get into the community, we form that steering team, we start to get feedback, we might shadow a.

H

Student with the steering team, we might do surveys, we might do focus groups so taking.

H

That looking at that information, bringing in other data sources that are important to you and.

H

Forming that mission, vision and values, those are the key elements of the foundations phase. Then, in.

H

The design phase- this is the my favorite phase. It's so much fun to get out with the community.

H

And to really think big, we use design thinking we like to get really excited about our brainstorming.

H

So if this is our vision, what are the wild ideas that you have about how it could be accomplished.

H

No idea is too big because there might be a kernel within that that we can use that we can bring back.

H

Down to reality, and then we have different tools where we help our teams to take their ideas and.

H

Put them into what we call planning canvases, which ultimately become the strategic plan.

H

And then the last phase launch is well it's another fun phase because getting to get.

H

It out with the community sharing the final external facing document like this. We often.

H

Some districts will share a dashboard or another more dynamic document. In addition,.

H

To the static document to make sure that it's constantly being updated as well.

H

And then many most of our districts choose to continue to work with us in the the first year.

H

Of their implementation and as I shared because we have background in so many different areas, so.

H

For example, if engaged learners is one of their focus areas, we're able to help them.

H

With personalized learning or if they decide that their leadership team really needs to go.

H

Through some development, we might be able to help them with that development as well.

H

This next slide is a sample timeline just to see the big pieces, the community engagement.

H

That's the most fun part, I guess they're all fun to me.

H

And the last slide here is uh the two potential approaches that I mentioned a more comprehensive.

H

Approach where we are facilitating the majority versus a more where the district is able, but both.

H

Have support from us that you can dig deeper into this? You can see on the left again when you're.

H

Talking to different providers, these are some of the things on the left that you need to decide.

H

Do I want to own this, or do I want the provider to own this um as you're making that decision.

H

And then very last I lied there's one more uh so the things that I want you to con to start.

H

To discuss are here, you know how will you all be involved in this process? How will you engage the.

H

Community, what data do you want to review? Do you want a mission vision of values, or do you want.

H

That portrait of a graduate, how much capacity do you have to run it? How will you create that.

H

Feedback loop along the way- and I should have had on here, but I didn't: how will it every engagement.

H

How will we build that psychological safety and ensure that that is a key element of the process.

H

And the last thing that we won't do now, but there is a video of one of our partner districts talking.

H

About our process and what they value in it. So, if you'd like to take a look at that another time.

H

Thank you all again for letting me nerd out about strategic.

D

Ally, thank you. Do we have any questions for dana.

D

Yes, um I'm interested to know in your shared deliverables. How do you work with.

F

Our internal team, if those deliverables are shared, when you say we would also own it yeah if people.

H

Understand you think about that feedback loop, that's usually with the project team, so we would.

H

Be having those bi-weekly meetings with them and talking through which of the elements that they're.

H

Going to work towards versus the ones that we're going to work towards okay, and then um I saw on.

F

Your launch, so you have a one-year communication strategy built into that that's automatic, so we we.

H

Want to make sure that if you work with us or you don't work with us through the next year, that you.

H

Have all the resources that you need, so we create kind of a home base that has examples of how other.

H

Districts have launched their plan, videos that they've made swag that they've done other ways.

H

That you can get the do. A road show, bringing the plan to the different schools or having community.

H

Nights to have them come in and to see the plan and to celebrate it and the companies that.

F

You're, currently are the school districts you're currently working with for ongoing implementation.

F

Work, or is that on a retainer that you're working with them, or are you doing that pricing out by.

F

Deliverables um we we usually do a one school year approach so for one school year we would do.

H

The strategic planning work and then for the next school year we would do an implementation support.

H

Which would involve uh some of the working with the project team and the steering teams to look.

H

At impact to measure effectiveness and then usually some form of implementation, support.

H

Around one of the one or more of the key pillars that you all have selected and are all your team.

F

Members, educational background or you said, there's a mix so are you coming? We are other.

H

Former educators, okay, thank you. That is one thing that I'm proud of for our our group. Thank you.

C

um Yeah thanks nancy uh on the he had mentioned, that strategic planning wasn't.

C

Sort of the initial thing is that the big thing you do now, because you talked about.

C

Leadership and all these different pieces that you're doing, I would say.

H

For the majority of our district, so I'm currently about a hundred districts and.

H

I would say that maybe 30 or 40 of them are in precise learning and then our strategic.

H

Planning is about 10 to 20 at this point, but I have to check the actual numbers. Okay, thank you.

K

Dina, did you say that, um let's say one of the um measurable objectives we come out with is one that.

K

Another district you're working with comes out. Did you say that you will often connect those two to.

K

Be learning communities for each other is that? Yes, that's really important to us as well to be.

H

Able to share with our districts what many of them will have we find similar focus areas not that we.

H

That's the way that our process ends up, but that in strategic plans there are often some key things.

H

That overlap so being able to connect you all with one of our partner districts in the region or.

H

Across the country to hear what they're trying to implement how their process is going, how they're.

H

Engaging their community how they're building psychological safety is really important to us.

K

Thank you and what are you looking at for your benchmarks and measurements we we've acquired.

H

Recently, a tripod education partners, which is a nationally known survey provider that.

H

Comes out of harvard ron ferguson, and that is one that has different metrics. But often it's.

H

Student engagement, there's a community survey, there's a teacher-based survey as well. There's.

H

A diversity, equity and inclusion based survey, so what matters most is the implementation, fidelity.

H

The effectiveness of that implementation and then the impact so first with the key initiatives that.

H

You come up with. How is the implementation going? Are you doing what you said you were going to do.

H

Effectiveness would then be are the things that you said you were going to do. Are they actually.

H

Working are they getting the results that you're hoping that they would and then impact is you're.

H

Doing you're trying those things they may be working, but are they actually reaching.

H

Students and getting those student outcomes, which is what I was speaking to about the the student.

H

Survey tool there, but as you're building your implementation dashboard. Those are the three.

H

Areas that we're going to be building with you so that you're checking on a periodic basis on all.

H

Three of those and with a 90 plus repeat rate of customers. um What results are they seeing.

H

uh I think that they're, seeing great results of I'd be happy to send you any. I just was.

F

Wondering like do you have anything off the top of the cusp of like my head of what their.

H

um Impact data effectiveness, data and feeling um the increased buy-in that they're getting.

H

From their community and being able to take this process and replicate it with their community.

H

um I think being able to I'd be happy to give any references of.

H

Of our districts about the process, but no that's a good one. I should definitely.

H

um Get that okay, thank you, liz. Do you have a question and then lisa.

B

Congratulations you I mean this is all new to me, so I guess I was curious. If you could talk more.

B

About what other options the size portrait of the current graduate that you know, districts have gone.

B

It talked about this being a working document, so I guess I was curious. How.

H

Oops, I think I got the question yep. So a portrait of a graduate is going to give you it's going to.

H

Give you the the learner that you are hoping to graduate and oftentimes that's going to be your.

H

12Th grader some districts will do different grade bands. They'll say what is what are the.

H

Skills, the habits, the attributes that I want my learner to have at the end of 12th grade when.

H

They leave us at the end of eighth grade at the end of fifth grade at the end of third grade, so.

H

That is something that you could decide that you'd like to work on, that we do support our.

H

Districts and have examples: that is something that does take time and energy, and often we.

H

Have districts that say we create a mission, vision and values and we'd like to just go forward with.

H

That we don't feel that we need to necessarily align right now on this. This journey, through our.

H

School system, we know that what we're doing here at our alternative high school might be a little.

H

Bit different than what we have going on here, so that's not necessarily the way that they end up.

H

Going because that does take your time and your resources to go in that direction. So we have some.

H

Who do and some who don't lisa? I have a quick follow-up on the benchmarks question, but I'm.

B

Curious, if we have you for a year under contract, how we're measuring over time, you know if we set.

B

The right goal: did we get the right result? Does it align back to whatever our original purpose.

B

Was for a setting it I mean: do you leave us with sort of a dashboard that has built-in tools that.

B

We can then assess how we're doing over the next two years or three years or do we have to continue.

B

To work with you, if you say I want one of our focused areas, is our community engagement, our.

H

Community doesn't feel engaged, so we say we're going to an implementation. Metric is how many.

H

Community nights we hold or how many visits, how many times we let the community visit our schools.

H

So that's something that you could track in your dashboard. Are we doing that effectiveness? Would.

H

Be at those events are, maybe you have a three question survey to your people who come? Did you.

H

Enjoy this, do you feel like you, um we're able to engage with our school today and then impact.

H

Would be a yearly survey? Usually that is going to get you. How do you feel about the culture of.

H

Our district do you feel welcomed, do you feel belonging at our school or at our district and.

H

Asking the students as well so that's kind of how that implementation fidelity would work. Okay, thank.

H

You, okay, well dana! Thank you very much, dana you're being here enjoy your time in portsmouth. Thank you.

D

Yes, yes, yes, okay, next sex, all right! So uh next uh we have. I listed it as as parent consulting.

C

But it's it's actually student education, which is part of hearing consulting, and we.

C

Have two gentlemen with us tonight: ryan, hess and michael priority, so I'll turn it over to you guys.

L

Thanks so much, thank you all for the opportunity to be with you today. I've been looking forward to.

L

The time together and like others I'll I'll, share some slides related to potential ways. The work.

L

That moved forward, as we had the opportunity to partner with you in that way and our organization.

L

Through on student education and works with about 130 different school districts across the country,.

L

Currently, and primarily in this area, strategic planning and then also an implementation processes.

L

Confirm been engaged in this work for as a larger organization over 20 years, like.

L

Many others that you've heard from our experts have deep rich background as educators and in.

L

Education, leadership and then also with strategic planning and also the implementation processes to.

L

We serve the school districts in a variety of ways and- and you see them here on this continuum,.

L

A depth of expertise everywhere from teacher preparation certification to on the right, the.

L

Areas that we'll talk about really strategic planning is used to be kind of in the center.

L

Of that right side section, and it also informed by the feedback processes surveys as part of.

L

That and then many of the districts that we work with, in fact, most of them continue with this in.

L

Implementation, which you see represented there by that organizational excellence, model and approach.

L

And so I'll spend time really kind of on the right side of this area and, of course, taking questions.

L

From you all one of the things that that I think positions us particularly well with being a good.

L

Strategic planning partner is most of the time we're a partner in implementation. So I mentioned.

L

There's about 130 different school districts and some higher ed institutions that we currently.

L

Serve in this way, the vast majority of those are are not just strategic planning, but but actually.

L

um Like I mentioned a partner in the implementation approach, the work that.

L

We do is evidence and research things and we also have a model in terms of implementation.

L

That at a high level, is represented here with this evidence-based leadership framework. So what do you.

L

See on the left side of the framework is really that grounding in your strategic priorities and.

L

Goals as you're talking about dealing with the strategic planning process, but even that process.

L

Aside, I know right now, you're grounding into a school year having conversations around what.

L

Does success, look like how we know if we get there, what does it look like measurably and clearly so.

L

We can communicate that well across the system and achieve the results that are most important.

L

With those that we serve, and so that's the context where we're operating with districts.

L

And is a good partner and with great expertise in that area. And so when we're a partner in.

L

Facilitating with strategic planning process we're, naturally thinking about how to operationalize and.

L

Implement because that's that's that the bulk of what we do day in and day out in the center of the.

L

Framework, you really see people represented there, developing leaders to develop people.

L

Alignment with, what's most important to you, of what you've identified in the strategic plan to.

L

Achieve really advancing and moving the whole system forward and we recognize this school.

L

Systems are really complex and so having a system to advance the system, and that could be repetitive.

L

In that way, it is really key and important to do. Lastly, on the right, you see this idea of.

L

Accelerators or initiatives, or you know the things that we're going to put in place to help us you.

L

Know really go to the next level and that really is intentionally on the right. Because sometimes.

L

What we found in in my own personal experience previously in school districts- and it wasn't out.

L

Of intent, but sometimes what we found is, if we're not careful our goal, statements or our strategic.

L

Plan can be kind of a line should be list of a lot of actions and things that we'll do without story.

L

First on, how will we know if we're successful, and so this is intentionally to say what will.

L

Success look like and how we know do we want to develop our people as the priority and then really.

L

um As few as few so-called initiatives is possible at any given time over a period of five years,.

L

There'll be a lot of things that you put in place, but trying to be very strategic. You know knowing.

L

That a lot of times in education people can feel like there's a little bit of an initial overload.

L

Of fatigue in the system, which can really kind of hurt, engagement and have the opposite effect.

L

Of what we want, as we move our districts forward so again, being really key with the working highly.

L

Strategic and then being a good partner in terms of standing out of that implementation process.

L

That you see represented here, we're just you know some key components of this strategic.

L

Plan is these can be in a rebranded or land in different ways, but I think, what's most significant.

L

Is that we're really working to ensure the alignment between these components.

L

You may already have certain things in place that you want to see represented in your final.

L

Strategic plan, and so part of what we do is really just on the front and understand and.

L

Learn that from you, so, for example, some districts have a mission statement that really resonates.

L

With people, it will note very well, it's it's current and drives to work, and they say you.

L

Know the mission statement is going to stay the same results so we'll move forward in that way.

L

Other council will say gosh. I don't even know what our mission statement is or when it was.

L

Last updated or where it's come along again, you know we'd like to redevelop it and make sure it.

L

Resonates or you know less than people might just want to do a check on it and here's our.

L

Current mission on vision is this still resonate with people, or should we tweak it as part of the.

L

Process but we'll have that conversation with you all to be aligned in terms of what is what.

L

Names are existing if you want to make sure that you honor what things do you want to read about.

L

The new and it can be all redeveloped anew as well, but either way really that sense of.

L

What purpose for the school district? In terms of that mission statement and your service to.

L

The community and stakeholders, this idea of a vision which doesn't have to be this way.

L

But we kind of like to challenge people to think about that vision. As what will success.

L

Look like at the end of the implementation of this strategic plan. So if it's a three-year.

L

Plan a five-year plan- you know be visionary but a little time-bound in that nature, to help anchor us.

L

uh Core values and beliefs, developing those or updating those are often a part of the process.

L

Which really helps us from a closer perspective? What does it look like the portsmouth way to.

L

Really live and serve and teach and work um in in portsmouth, in alignment with the values and.

L

Beliefs that we've identified are important to the community we serve into ourselves and.

L

Then, of course, the goals and strategies that are really going to be key to moving the work forward.

L

In terms of the actual process, we don't bring, you know like a one-size-fits-all approach to.

L

This and as you'll see kind of on the left side, this customization and refinement of the process.

L

Is one of the things that we always do early on to make sure that we're aligned with your.

L

Timeline, your expectations, the level of community engagement from the depth of that and I'm bringing.

L

All of those things together, and so, rather than it being a formulaic process that we imposed you.

L

Know kind of on you. We really work to make sure that we understand your priorities and then we.

L

Have significant experience in doing this and resources and tools and best practices and build.

L

Those designed around you, rather than designing you around kind of our way of doing things.

L

So a few things that I'll just call out from our process perspective the the board's role.

L

Of forces is highly significant to this work. We often will treat the board almost like its.

L

Own focus group or even have one-on-one interviews with the board members to make.

L

Sure that we really understand your perspectives and the stakeholders and constituents that you.

L

Represent because we know that you're in the world you're in because of your ear to the grounds in.

L

Terms of the community and your connection to to your your stakeholders in that way,.

L

We'll form a steering committee work with you on all on that the steering committee is is a.

L

Representative group and it looks different in different districts. We don't really see a one.

L

Right way to do that, but in the conversations with you early on we'll help, you all make the.

L

Best decisions about who's, the best situated to be on the steering committee. In short, the the.

L

Steering committee isn't the only group that provides input yeah. In fact, we'll have input.

L

Very broadly, throughout the community, but rather that steering committee is, is a group of you know.

L

Highly invested people who have the ability to meet multiple times throughout the process to to.

L

Hear the feedback that we're collecting through surveys and focus groups and all type sessions.

L

To to then begin to design and and put the draft components of the plan development, so focus groups.

L

Surveys, town hall forums, are some key ways that we get input really broadly within that process and.

L

Typically, do that fairly early on in the process and then again uh we own the lift. uh It's a heavy.

L

Lift throughout the process that we don't want you to feel as it is a heavy look to you so we're.

L

Very full service and the work that we do and we know that each of you have significant roles.

L

And responsibilities and day jobs, uh whether it's in the district or otherwise, in addition.

L

To your responsibilities on the board, for example, in that through voice and providing the leadership.

L

And insight and direction is really important, as opposed to you know you having a new job as you.

L

Know facilitating facilitator or focus groups or or those kinds of things. We understand that that's.

L

That's the expectation our clients have of us in terms of that live, so so we do all of the analysis.

L

How of all of the ways that that data is collected that I mentioned, we did a heavy lift on that come.

L

Back and present that back to the steering committee and work with you all to begin to.

L

Develop draft components of this playing and then when we get to a point where we've got some solid.

L

Drafts we'd like to go back to the community again and message back and say you know, thank you for.

L

Those of you whether it was completing one of the earlier surveys or participating in a focus group.

L

In town hall, for your input into the process based on the feedback, we've gotten so far, here are the.

L

Draft core components of the strategic plan that we've put together but before the board considers.

L

This for finalization and adoption, we want to hear from you all one last time to make sure.

L

We're getting that right so again, we're opening up the process for feedback back to the community.

L

At large to provide that input, we own the analysis of the data. We come back to the steering committee.

L

Any any changes that may need to be made based on the feedback. We've facilitate that process and.

L

Then also work with you all on that final adoption: presentation of the board and adoption process.

L

So that's some of the big picture pieces and I've also put together just the sample.

L

Timeline- and you know it's been a little time- you know learning as much as I could from you.

L

All and was able to connect them to run a little bit from some of you. Recent sessions.

L

As well because we're just publicly available, so I think it's fine, I don't know the exact timeline.

L

Like that, I think I I know that you're willing to have it done by the end of this year and time to.

L

Leverage the planning into next school year- and so I feel like this is just an example. We would.

L

And finalize the timeline would be, but I wanted to share- and this is the same information on that.

L

Past slide just laid out over time in a particular way of how it could be sequenced. But again we.

L

Would make that decision together? I wanted to share just some examples of some components.

L

Of strategic plans that we've worked with from from other districts just to give some visuals.

L

Here this is a kentucky school district, meade county schools. You see their mission guidance.

L

This is kind of the plan on the page version of it. I've just taken some.

L

Snippets of some different things and and some key initiatives that they identified are key.

L

Strategies that they identified uh aligned to those those priority areas in those statements.

L

um This is one of the districts that I mentioned, that we are also working with.

L

In the implementation process, and so as you can see as part of their actual strategic.

L

Plan they even put this visual together to to assure the community like this, wasn't just a.

L

Really great planning process, but we also have an eye towards how we're going to implement to.

L

Make sure that we're honoring and the work we do to realize results that are most important.

L

Based on you know the feedback you provided us, so um we leverage a balanced organizational.

L

Scorecard or a strategic scorecard process I'll share a little bit more about that.

L

In just a moment, but as a way to annualize and deploy and implement the strategic plan.

L

So that strategic plan will be multi-years that should be envisioned and spoon and that support.

L

Process really helps us say what does success look like for this first year and how will we action.

L

Plan communicate and implement related to that. So you see a little bit of that on this visual.

L

uh This is another district, a california school district. They identified four pillar or priority.

L

Areas as part of their strategic plan, along with their mission and vision, we also do this work in.

L

Higher education, so this is the university of west georgia. There's strategic plan excerpts from that.

L

Process some summaries of the engagement process they're at the reach strategic priority areas.

L

Relevance, competitiveness and place making were theirs and just keep in mind. You know.

L

Higher ed is a a little bit of. I think I think we all are an education aware of some changes.

L

Going on, but higher ed's been just bluntly, facing some really significant disruptions.

L

To people kind of questioning the traditional value proposition and so.

L

They have an eye towards that they're wanting to make sure that they're highly relevant in the.

L

Way that they're serving students in the future, so that's a little bit of a lens that you see.

L

That you see from their strategic plan and their thinking in that way we're also working with them.

L

Through the implementation process at shelby, county schools and other school district, this.

L

Is just again a piece of it: the core values that they develop as part of their overall arching plan.

L

Which I really highly recommend as part of this process, because you'll want to move into deploying.

L

Towards achieving those strategic results and you'll also want to be culture building.

L

Alongside that, and so this core values are core beliefs processed alongside is really significant.

L

um And then you know, lastly, by the way of just examples of x excerpts. This is point park.

L

University there in the pittsburgh area, a private institute institution in downtown pittsburgh.

L

We're doing the process with a nail, so, of course we're. You know communicating well with them.

L

Around communications, so they've got a web page up right now. That is a way of how they're constantly.

L

Communicating back with the community in terms of process timeline, ways to be involved, and so those.

L

Are the kinds of things that we do as well? I'll also mention fortune undergraduate has come up.

L

Some some too, that doesn't have to be part of your process. It can be. We do that with high frequency.

L

As well, so all of those things can be part of a conversation of you know. What's most significant.

L

For you all in terms of the process and then that final product so kind of summarizing here, a little.

L

Bit, um we have expertise beyond just strategic planning, but of course we wanted to focus on that.

L

And then, most of the time we're an implementation partner in that way too, and many of our partners.

L

That we work with in implementation have been nations nationally, spotlighted and in fact, as as.

L

Recently, as last month's asa school administrator magazine, a couple of the districts we serve were.

L

Highlighted this was a 2021 edition. If you see picture here for the different school districts.

L

That we work with, and this edition focused on district-wide organizational excellence- were.

L

Featured- and this is this- is the superintendent national superintendent association's publication.

L

School administrator in 2019 there was an addition around district-wide, continuous improvement. The.

L

Majority of the articles throughout this edition actually happened to feature different school.

L

Districts across the country who have just gained not only states but national renowned related to.

L

The outcomes that they're, seeing based on the work that they're doing and would just proud.

L

To have been a partner with them in that way. So, briefly, speaking to the implementation component,.

L

Because, because I know that the planning process is important, the plan is important.

L

And then the results really come. You know with that implementation approach and that that's.

L

What we're we're very well known for in terms of what I've been speaking to of the partners.

L

We really recognize the outsized role, that leaders and we're talking about district leaders, school.

L

Leaders and board members and their governance role as leaders and and really just building that.

L

Overall sense of uh you know leadership with everybody in the organization, but in terms of.

L

Formal leaders, we recognize the outsized role at impact that we, as leaders can play in advancing.

L

Both your your culture and your strategy, alongside and so in addition to that evidence-based.

L

Leadership framework that I shared briefly earlier. We also leverage these nine principles for.

L

Organizational excellence, and so often- and I work today for time's sake. But often I love to ask the.

L

Question of just you know what are points of pride as you as you look at these. You know, principles.

L

Related to the district work so far, and also what are priorities for you all, as you see, moving.

L

Forward, but we find that this helps us, along with the other framework, give kind of a compass.

L

For ensuring that we're continuing to advance- and it's just a high performing organization overall.

L

The piece of line with the bell church, national, excellent, the budget excellence.

L

Framework which is uh education, health care, growth, sector, heavily evidence and research.

L

Based around common characteristics of high performing organizations, our organization.

L

Student group, you know part of huron- is also a 2010 recipient of that vultures award, which.

L

Is a u.s presidential level award and honor to I mentioned earlier that sport card framework, this.

L

Is example, language from from another district, so the burton school district in california was.

L

One of the school districts that I just shared an excerpt when we're working in implementation.

L

As well, we use this organizational scorecard structure to really say align to the priority.

L

Areas that you've identified in your plan and again these aren't yours these these are in.

L

Other districts, so it's just a sample language here. This is anchored in what you identified.

L

And what are a small number of high-level manual goals at the district level that represent success?.

L

Sometimes we do this and they recently had a couple of board superintendent leadership, team.

L

Retreats often we're embedding into those kinds of structures and facilitating that, as you have.

L

Your any strategic plan, you're planning into the new year and then we're really facilitating how.

L

Do we move from visionary to those clear goals that are measurable and definable, and so we're.

L

A facilitator with you all on that process, so defining the success measures together and align.

L

With your strategic plan this this next component, are these progress, monitoring or lead measures? How.

L

Will we know if we're on track throughout the year? Just like we asked teachers with student.

L

Data, you know even before the end of the chapter or being a test, so to speak. We want them to kind.

L

Of formatively assess what do students need? Do we need to adjust so they'll do as well.

L

As they possibly can, certainly we want them to do that before the end of the year. So this is.

L

That same level of maturity and that systems and leadership level of saying, if these are our annual.

L

Success measures, then, how do we know if we're turning in the right direction, because, lastly,.

L

We want the data, the strategic plan and the data to really inform how we're implementing.

L

The strategic priorities and the right way at the right time and then scaffolding that process as.

L

Well, so so that last strategic actions is kind of like that 2080 or pareto principle. What are the 20.

L

Of actions at this point in time, at any point in time you know maybe the beginning of your.

L

Strategic plan implementation, then we're going to be highly committed to with our teams in terms.

L

Of implementing, because we believe, if we do those well we'll get 80 of the outcomes and results from.

L

Those key actions as this process cascades over time. You know the strategic planning process that.

L

We've talked about that. No is an immediate term priority for you. We talked a little bit about how.

L

We build that definition of that annual district scorecard or strategic scorecard that annual kind.

L

Of plan and then over time, working with department and school leaders to bring that cascading of that.

L

Process and that alignment to really truly advance the system in that comprehensive way, while, while.

L

Simultaneously working with leaders around culture too, and so we're really working with.

L

Culture and strategy in terms of the engagement and development with leaders as we're moving the.

L

System for more and not culture, because it's a bad culture, but it's culture because we want to.

L

Be really intentional about a best. You know best place to work best place, to teach to learn, to send.

L

Send my children as a parent of your district to it and so simultaneously doing those two.

L

Things together, which is also really honoring. The commitment that we're making to the community and.

L

To our internal stakeholders through this process as we're developing those measures of success,.

L

So I mentioned surveys as part of the planning process, though we also have these. These surveys.

I

That most of our partners annually administer as are implemented, and so, as you think about.

L

The implementation process and that balanced way align the student achievement outcomes, but also.

L

Aligned with how we make ensure we're a great place to work for employees. And what are the.

L

Personal perceptions of families and parents and students, and how are we continuously improving.

L

Based on that, the surveys naturally help us to identify those other measures that help us move.

L

Along the right track and to continue to advance the overall system, so at the end of the day, this.

L

War is is not an initiative of itself; it's not anything new. It's really taking like, for example,.

L

On the left, all of those things that you have in place or we're putting in place- and you know that.

L

Are important and and advancing your schools and district and an integrated, systematic way with.

L

With some of the examples of what you see on the right, I also kind of make some of the left.

L

Languages a little bit more noun oriented where a lot of what you see on the right is action or road.

L

Oriented so how we're moving those great things that you're doing and putting in place to action.

L

In that integrated way moving forward, so so that that's a little bit of you know one of the ways.

L

We could serve you on that right side. We could teach a strategic planning or that kind of all.

L

And integrated approach, which is the way most of the districts we serve, engage with us. It's really.

L

Good work, it's meaningful work, it is hard work, but it's hard to work for the right reasons. As.

L

We just reflect on the great community, you have the trust they've placed in you and and and your.

L

Commitment to good quality outcomes for them as you move forward, so with that we'd love to take.

L

Your questions and be responsive to anything, that's special. Thank you, ryan. Do we have any.

D

Questions liz, I guess I so I just want to clarify, and um it seems to me that what your offering.

G

As far as a strategic plan is no longer some sort of you know, plan document and then your company.

G

Walks away from it's essentially you're saying the more progressive approach or the approach that.

G

Your company is taking, essentially, is to redefine what strategic planning is and have it be. This.

G

Ongoing scorecard and assessment um model, am I wrong in saying that, or is that sort of? In summary,.

G

Where you would start- and I guess in saying that too we've heard from other companies.

G

That have this portrait of a graduate, or you know, education, elements that they hit.

G

To start off, I guess it's not clear to me what exactly your starting point is. um I know you.

G

Probably mentioned in the beginning, but is it is it always these the scorecard approach.

G

It's a great question so so the quick answer to your question is is: is both? It is really.

L

Our recommendation, uh but the strategic plan is a standalone process and product right. So.

L

um The there there would be that formal strategic plan that you're used to and then.

L

um And you could stop there or our engagement put into there and, and that would be you'd, have.

L

A really high quality product that would exceed your expectations and the ways that that you know.

L

Of that process and outcome, um and then that school product right is, is what we recommend.

L

For the implementation process, and- and we really- it also makes that strategic plan a little bit.

L

More of a living document, if that makes sense, so it's not in either home the strategic plan.

L

Is is absolutely a core deliverable and um you know that would be. That would be what you would.

L

Have as an outcome of the process and then you'd have the option of you know that implementation.

L

Framework which is really ridiculous for future plan and we really kind of annualize it and say.

L

This is what we said was important over a three or five year term, and so now you know what does.

L

It look like for this first year and how do we move forward with agility in terms of achieving.

L

The results that it were identified there is that helpful in terms of your question.

G

Yeah and I guess but I guess it's not exactly clear to me, like your version of the strategic.

G

Pen that we've sort of focused in on, I think it you've, given us a lot of perspective that there's.

G

These other options once we have it or to create it more of a working document, um but I think it.

G

What wasn't clear to me is sort of what is your starting point in creating a strategic plan? Do.

G

You take this portrait of a graduate approach. Do you take this ed elements, uh type of approach.

G

um Or it was more of a your company would get a census of the community.

G

Through surveys is, I guess, that's that's really what I'm trying to understand.

L

So so we would start the bridge, um you know really engaging with you all and your community.

L

Stakeholders with the focus groups um the the surveys to really get the input into. What's most.

L

Important here and what develop the strategic plan you know with you and based on that, so a.

L

Lot of the districts we work with, you know, I don't know the ratio, but um many of them do a portrait.

L

Of a graduate as well, but we don't see it as a linear thing to where it could be. So I'm not I'm.

L

Not saying that just our personal view is that one doesn't have to start with the portion of a grad.

L

To it, but rather we would just we would start with the conversations in the community engagement and.

L

And that that outcome staying centered in another one of your presenters mentioned that design.

L

Thinking element, and so that design thinking lens is, is a key component of this as well. It's just.

L

Really simply means whoever we're engaging with in terms of the stakeholders is their connection.

L

And what's most important to them for any of it's going to be parents and students or employees, you.

L

Know: parents and their children or employees and teachers and students. Clearly, student outcomes is.

L

The centerpiece of that, but the the story from the process would would really be the community.

L

Engagement elements, the portion of upper graduate can be part of it. It doesn't have to be that would.

L

Be up to you all if it is part of it, we personally recommend doing the strategic planning and the.

L

Portrait of a graduate development integrated as opposed to one and then the other one of.

L

The reasons for that is is the stem group of stakeholders that were convenient to get input.

L

For the design of both of those products so to speak, and so rather than starting with one and.

L

Then going to the other, we have that integrated conversation together, so it doesn't feel siled.

L

Or like two different things hope um thank you ryan for taking that time. So what I'm hearing you.

F

Say is that? Because you mentioned, how will we know where we're successful that's it sounds like where.

F

You guys really start right and how our board our community, our faculty, defines that really.

F

Kind of defines where we go out from there versus pegging ourselves in any one particular approach.

F

Of uh k-12 where's the graduate or anything like that. That's what I'm hearing you say.

L

You know I mean it really does start aspirational and visionary right. So what's most important in.

L

Terms of the students and community we serve um and then, as we get closer to implementation, that's.

L

Where we really go to how we know right, what does success? Look like um really kind of push.

L

Ourselves to take that visionary and aspirational element that's important in a plan. It is a good.

L

Starting point to really say how we know, as we get closer to realizing that. So we know if the stress.

L

Has been putting them, flows are actually making the impact. So my actual um question you you had.

F

Mentioned I appreciate that you mentioned the culture and strategy advancement going.

F

Hand in hand, because really, if you don't align those two you're not going to have much success.

F

um And you also mention closing the feedback loop, which I also highly appreciated. Going back to the.

F

Steering committee making adjustments, those things can be a heavy left in a.

F

Consulting engagement, so I'm wondering, can you speak a little bit about your.

F

Makeup of your team and the expectations of integration with our internal team.

L

So yeah I represent a team of people who can just you know honestly and bluntly, have even.

L

Deeper expertise than me so so I hope mine is good and sufficient, though theirs is even deeper.

L

They they have been in roles like superintendency, district level, school level, leadership. You know.

L

Many of them started their career in teaching and then um day to day and the work they do now.

L

To be honest, with you day to day, they're working with boards and leaders around achieving results,.

L

From the strategic plan you know they're doing that more often than strategic planning excuse.

F

Me ryan, just to interject, I'm looking more for like what what what's the makeup of your team.

F

Not their background, I'm looking for. Are you how many people are you talking about doing.

F

This work, what what's the team looking like and then how are you going to integrate with our team.

L

Thank you thank you for that, so so, for each plant that we serve, we have one. We have a key.

L

Person who is, is that consistent coach that that is working with you all and there's a team behind.

L

Them, but rather than you all feeling like you've got to know who does what or liaison with multiple.

L

People we have ap individuals who works directly with you, and then we have some behind the scenes.

L

Sometimes you might be with that person or other we might be literally behind the scenes so for.

L

Example, we have both the leader and a team that does research survey, analysis and research and.

L

Development work and so um they're they're behind the scenes key part of what's making a lot of the.

L

Work occur when we're on site. You know, as we schedule focus groups and sessions like that.

L

There may be times where that that main coach who's dedicated with you all may want to bring.

L

A colleague from extra hands as we're as we're managing through, if there's a need to do like.

L

Concurrent focus groups or whatnot and in term in terms of the integration with your team, we.

L

Work very closely with the superintendent or the superintendents designee or designs both around.

L

And with you all too right, but but a key person who who is is communicating you know internally.

L

As well so we know we're consistently staying aligned with your expectations.

L

There may be someone else who you or the superintendent might designate for us to.

L

Work with the rim, logistics scheduling and then also you know, typically, maybe somebody who worked.

L

Lessons related to um communication and that community piece that may be the superintendent.

L

Or you may have somebody else who is kind of that communications type person on the.

L

District who's, consulting with some of those processes, we take the lift, though so you all.

L

Are participants I I don't want. I don't want it to sound like we. Don't have a lip but you're you're.

L

Really valuable in terms of your perspective and the input and direction that you provide.

L

um And, and we're not really taxing you, as as carrying a lift, our goal is to not tax you in.

L

Terms of carrying a heavy lift individually, if it yes, it does. Thank you, brian. The last.

F

Question my question was answered, so thank you great. Thank you. Ryan thanks, michael.

C

Okay, so um when we originally uh talked to people, we talked about uh 10 minutes so bear christina.

C

From the new hampshire school boards association, we're almost on time, barry.

B

So, hey everyone nice to sort of see everybody again. Thank you for the invitation.

I

um The presentation um I'm actually going to hand over to.

E

uh Salt and markdolin to uh provide uh the bulk of the uh of our presentation and.

F

Thanks barrett thanks barrett.

D

C

We make you guys, wait to the end and then we mute you barrett. That's the deal.

M

Hello, everyone can you hear me? Yes, yeah.

M

Great nice to speak to all of you, I'm happy to share some information with you tonight.

M

On the strategic planning service that.

M

Nh sba has been providing to school, so let me get my slideshow up there. Can you all see that yes,.

M

Okay, great okay, my name is mark dolan. I'm a strategic planning process consultant.

M

And facilitator or nhsba former school board, member of stratford new hampshire.

M

So I applaud the work, you're doing very important work and I also applaud you.

M

Taking this initial effort in shopping around for what is available, what help is out there.

M

So, at its core, strategic planning is really a process to begin a dialogue to start talking.

M

About the desired future state, many schools get get wrapped up in the day-to-day running.

M

Of the school district, which is normal, they very rarely take the time to pause.

M

And talk about what's working, what is our desired future state in what is happening outside of these.

M

Walls of our school that is impacting education, so part of the process, is we. We assess the.

M

Current direction that the school is going in in relation to what's happening in the world.

M

And begin to set priorities and really emphasize focusing energy and resources.

M

On supporting student learning, so I'll talk a little bit later on on how this.

M

This plan has to be manageable and it has to be, it has to be manageable, and it has.

M

To be something that is understood by the larger community, because it's competing.

M

Plan is going to be competing with, as I mentioned before, the day-to-day running of the school.

M

And stuff, and when, when new things are present in new innovative ideas or put in place, they.

M

Frequently will lose out to the day-to-day things because of lack of priority lack of resources.

M

So talking a little bit about who I am, I am a strategic planning facilitator.

M

I will be working with you: I've been working with new hampshire school districts since 2007.

M

Doing strategic planning, so this is a service that new hampshire school boards association provides.

M

I've been working since then helping them do that. My process is to design.

M

And facilitate the the process for the school district using a planning committee.

M

And I'm not going to stay neutral on content, I'm not going to tell you what you need to be.

M

Doing I help you develop your own solutions in a way that meets the district specific needs.

M

Now, over the years working with school districts, we've been hearing more and more about.

M

Can you help us with implementing the plan and that's not something nhsba has been providing? I.

M

Would help the school build a plan, and that would be the extent of the service most recently. I've.

M

Been talking to bill bryan with the brian group and nhsba will be partnering with with bill and.

M

His group to provide that support after the plan to really help leaders build capacity to.

M

Help support change that is going to be required and to sustain that change, and we really look at.

M

That our bill's group really looks at that under these three different lenses that I've mentioned.

M

Here, culture, you know: what is our existing culture? What are our values and guiding beliefs.

M

What is our ability currently to innovate? To do so do things that are different and we that may.

M

Require skills and capabilities to be to be built and improved upon use a portrait of a.

M

Graduate as well, which I'll talk about in a minute and then process improvement. What are the policies.

M

Processes and procedures that that we need to change in order to support the goals in the plan.

M

And it goes to have also looks at talent, management and things like performance management.

M

So we're really trying to expand the scope of this service using the help of.

M

Bill bryan in his team mark I apologize for interrupting. I was curious. Are you moving.

C

Through slides right now, are you still on your first slide now moving two slides we're so we're.

C

We're actually what we're seeing is your your kind of presenter mode, your side and we're not we're.

C

Seeing your initial slide inside of the um there you go perfect. Thank you. Oh apologize for that.

M

I was in live presentation, so that's okay, we're we're with you now. Thank you all right. Thank you.

M

So uh the process of thinking strategically about your district, okay, not something that.

M

You do very often because you're you're, very tactical schools, are very tactical. So in order.

M

To move to a more strategic approach, I I like to look at these questions and.

M

Ensure that we get agreement throughout the process on these basic questions.

M

Starting off with okay: where are we? What is our current state and I'll talk about the different.

M

Tools that I use to help answer these questions in a follow-on slide. What is that the current.

M

Environment that we're working in both internal you know inside our schools, as well as external.

M

What is at stake? If we don't do anything, we stay right where we are, what is at stake.

M

And I found that that's an important conversation to have people have different opinions of what it.

M

What does at stake and what we should focus on, so that is an important area to get agreement on.

M

Amongst leadership within the school district, and certainly what are we trying to create.

M

What are we trying to build using the strategic planning process and a very important component.

M

Is what are those vital few areas that we need to focus on? Give our energy towards.

M

We we think our students need so part of these things that we consider doing.

M

This is what is the role of technology? What will it play? What is it playing currently.

M

Where does learning occur? Where can it occur? Where should it occur?.

M

You're learning the cars everywhere, and so we start to ask that question to get the.

M

To get the committee to think a little bit broader than what we're used to.

M

How can we help educators deploy unique tools to help pathways of learning.

M

And then a simple question but a but an interesting one to ponder what is the.

M

Student's role in their own education are they, are they actively participating in it or are they.

M

Just a passive spectator who really try to bring the students perspective into the process.

M

As we go through this and that will involve bringing the students in surveying the students.

M

So some of the tools I've been using and I'm currently working with the auburn school district.

M

And the raymond school district, so these are some of the tools that we've been using.

M

I've been using with them. I use a global best practices assessment tool to help to help them.

M

Assess initially, where they're at as opposed or as a comparison to these best practices and then.

M

For years, I've been using, what's called a swot analysis, I'm sure many of you have heard of that.

M

Migrated to a more appreciative inquiry approach, more positive folks that that.

M

Is called a soar approach which stands for strengths, opportunities aspirations and results.

M

So it builds on the strengths that are currently existing within the school district, rather than focusing on the weaknesses.

M

I found it to be a much more uplifting process. How can we build on what's.

M

Working rather than how do we fix what's broken now, we don't ignore things that are.

M

Not working well, we just don't make it a focus of the effort. We try to focus on on.

M

Building on what's working currently that's been a shift in the process that I've used over the years.

M

And you've heard some of these from from some of the other companies, a community engagement.

M

Plan is very important. I found that people will support things that they are able to help create.

M

So we use a community engagement plan very similar to what you've heard previously on.

M

Getting the community involved and what I like to call community listening sessions.

M

And the listening is the planning committee listening to the community.

M

Student surveys focus groups, things like that as well.

M

Quite a bit of research in education, and I I bring up something called innovation.

M

Educational insight cards, which it's based on a theory of innovation, really only exists.

M

Where, with things we don't understand, we try to innovate just within our own.

M

Understanding and our own knowledge we're not likely to be very innovative. So, let's.

M

Look: let's look broader and see what else is happening within the education space.

M

So I capture these research information on inside cards and and the planning committee will.

M

Use those as part of their process to help them think broader about about some of the challenges.

M

And I use methods from the student design, thinking student-centered design, thinking which really is.

M

Is based on human-centered design and the goal is to shift the paradigm of how we think about.

M

Building schools and changing schools, rather than just trying to improve what we currently have.

M

Try to shift to what do our children need and how do we build the school to meet that need.

M

And all starts with the strategic planet, so some of the basic components of the strategic.

M

Plan you've heard these before mission statement, portrait of a graduate, so I've used a lot of the.

M

Work that patel has has presented to you. I used to do vision, statements, they're still, fine schools.

M

May want them, but they don't do a lot. I don't see a vision statement to driving a lot of change and.

M

Behavior changes within the school, it was a portrait of a graduate, allows a different way.

M

Of defining student success and it really asked a different question, which I think is helpful.

M

What do we want our students to be able to do and know and be competent in when they leave.

M

Our school district so that that's a helpful exercise creating the portrait of a graduate.

M

And, as I said before, few focus areas, a plan is managed managing some plans that they can get.

M

Out of control, if they're, just too big, there's a lot of great ideas and what's difficult in.

M

This process is deciding what good idea we're not going to do to deciding what.

M

Not to do can be a challenge that gets to the prioritization of what's really most important.

M

And then we develop goals and strategies to support those goals.

M

You know go fairly quickly through these, so my timeline, the level of effort, is, is.

M

We start the process off with a one to two day: leadership retreat, that's typically the board.

M

And school leadership building administrators and we work on assessing the current state.

M

Sore exercise as a group, strengths, opportunities aspirations and results.

M

And then a strategic planning committee will be formed where we bring in other stakeholders.

M

Parents, community students to to do most of the work so I'll be facilitating. My most of my.

M

Time is with the planning committee we'll meet twice a week, each meeting's about two or three.

M

Hours at a time I like to use a six month target once we get beyond six seven, eight.

M

Months, people get burned out, they want to get the plan done. So I like to keep it around six months.

M

Certainly, that's flexible any any shorter than that seem rushed much longer than that and seeing.

M

Wow, this is a long process. You really want to get it done so I'll leave you with some philosophy.

M

That I have the process of doing this and you may know this because you're being very proactive and.

M

Developing this information opportunity here tonight the process of doing this sometimes is.

M

More effective in creating a change than the actual plan itself, because you're.

M

Talking to people about things are important, you're getting alignment on what's important.

M

Another point is this: plan has to be understood by everyone. You have to watch.

M

Out for the educational jargon, when trying to communicate this plan to the community.

M

We don't do this once and and forget about it. It's really part of a a long term, as we heard.

M

A living document- it's not an isolated event, and it really needs to be the plan for the district.

M

Some schools, I've worked with the school board goals.

M

There's all kinds of different goals and then there's a strategic plan. It really needs to be.

M

The plan has to drive other plans within in the district. It has to be the primary focus.

M

That's it that's all I have well thank you mark, let's open it to questions from the board, do.

D

We have any questions. Liz, oh and marco, uh go if you want to go ahead and repress my other friend.

K

Thanks mark we've um in doing our research to bring companies in to help educate the board. We.

K

Heard the two terms talked about that you know so: post covered some strategic plans are taking more.

K

Of a um sprint approach to the plan, as opposed to the traditional 10-year goal setting and had you.

K

Made that pivot, as well in a lot of the outcome, plans that you're designing. Are you seeing that.

K

Transform here in new hampshire, yeah pre-covered, it was a five-year plan with a 10-year vision. Most.

M

Covered people want, they want something, that's much more short-term, so the the I mean I I usually.

M

Would love to be able to develop, but I never seem to come out once we get the plan in place. Oh one.

M

Year, one page strategic plan: what are we going to do for a year and then reassess? You know and.

M

It sounds it sounds like the bar is low when I say that, but you'd be surprised how much work it takes.

M

Three year planning. So what do we want to do in one year and if we're really good and the.

M

Information is there, we may develop strategies for plan two, but we spend a lot of time on what.

M

Are the strategies in year one that we want to go work on one of the things we want to do to move.

M

Towards our goals and then, if you build in a really effective monitoring and assessment process,.

M

Then you'll know: okay, what's working what's not working and then you adjust after year.

M

One susceptibility or two I found that to be successful. Thanks super helpful good question.

M

Thank you liz. I have a few questions. um I guess first off. I just want to understand that you're.

G

The strategic planning consultant for new hampshire, school board association so is.

G

That some sort of benefit that is built into our membership- or this is an added. This is.

G

Just an x, this is sort of like a side piece to it's, a four piece: okay, yeah and then.

G

I guess I'm trying to understand and what I kind of.

G

Wish I could have everybody that just presented in front of me to ask is what it like: what are people.

G

Doing what is most popular, and so I hear that you're saying that this shorter model. But I guess.

G

I didn't really hear you say any, I maybe I missed it, but you know we're hearing about these like.

G

um Face of a graduate or whatever the uh portrait of a graduate education elements, a broader picture.

G

From the community, is there some sort of version that you take in doing um your approach and.

G

And you know: is there what are like? What's the most popular pick, I guess uh if, amongst districts.

M

Well, puerto graduate is fairly new um is something that I'm working on with with auburn support.

M

Driven educator is something they're interested in, so these things called portraits are a redefining.

M

What success is so it's becoming very popular vision, savings there's, nothing.

M

Wrong with vision statements, but portrait of a graduate is, is something that I'm recommending.

M

Schools, I think the process of developing that is very important.

M

Because, like I said before the question you're asking, we don't ask we care about.

M

Epa's and there's a lot of things test scores, but we very rarely say what are the skills they need.

M

To to go out of the world and either go to college, get a job being an active participant in life.

M

Those are skills we all need. We all need them and they'll work, they'll work in any path. The student.

M

Takes but schools don't tend to think that broadly, our success may be defined in going to secondary.

M

Going to college higher education, so if it really changes what student success looks like and.

M

Then you take that, and you say: okay, if that's what our students are supposed to leave our school with.

M

What do the educators need to do? What are what are the competitions and skills that they should be.

M

Bringing forward to support that, how do they need to change? So it's really changed. The conversation.

M

You know it lands on a plan, but but implementing it is, is, I think, still new.

M

uh What I'm going to be doing with with raymond is I'm asking another sau that has.

M

A portrait of a graduate I've had it for a while they're in new hampshire. I won't.

M

Mention their name, but they have a quadrant graduate and they've had it for a while. I'm.

M

Going to ask the superintendent to speak to the to the raymond strategic planning committee and.

M

Say: okay, we have had appointment what has changed in your school because you've had.

M

This portrait, what are some of the things that have changed because it really is supposed to.

M

Be a driver of change, so I found that to be a a best practice in today's strategic planning.

M

One year, two year, three years: well, no you had mentioned that, but I guess I.

G

Just was curious and I wish I were able to ask everybody. You know: what's your top seller here.

G

As far as what are what are most people leaning towards, I guess I'm curious. You.

G

Know are like, what's the latest and greatest and what is you know, what are most districts.

G

Jumping on, and maybe this is a question we could find in a magazine or something.

G

Association magazine, but maybe you know the answer as well.

D

Do we have another question, any other questions.

D

We're all set, thank you guys for hanging in there.

K

So um I'll just no go ahead. Yes, so what um these? What we thought would be helpful is giving people.

K

Time to marinate, with a lot of the information we took on and then provide your thoughts to nancy.

K

And I that we can then direct to the rfp group. You know maybe after hearing all of this, it's.

K

More clear: what would work in our district for you versus what would not that's the feedback we need.

K

The purpose of tonight was to get a sense of the scope and spectrum of out there and then for us.

K

To think about, okay, we've heard a lot about the needs in portsmouth which of those strategies do.

K

We think would best access those and come up with a dynamic plan that would lead to implementation.

K

And improvement, so I don't think it's valuable to have that conversation right now. I think we all.

K

Need time to really take it in and and personalize it and then offer offer feedback and and ideally.

K

um I think that should be about a one-week turnaround so that the rfp group has time.

K

To gather and sit with it and give us a draft and stay on target, we're right on target with.

K

Our timeline so I'd like to stay on target, so if you could get feedback within a week sorry, so I.

C

Was just gonna say, don't um I would encourage in terms of what will be helpful to the rfp group. Is.

C

Don't think of like well, this was the menu and I want option one. um I think one of the things you.

C

Heard from several of the groups, some more so than others, I think you kind of heard there's a sliding scale around customization, um and so you know, I think what would be helpful is some.

C

Of the feedback just be like these are some of the elements that I thought were intriguing like.

C

I really am very interested, I think focus groups of the community would be very important. I think.

C

um I'd like to see us do heavy survey work. I really would like a company somebody. That's.

C

Going to do um has a background and data analysis I really want like and will then, because I think.

C

What I heard from hope when you were talking about the rfp the last time the draft it was like it was.

C

Really really broad, so we don't want to be so narrow that we squeeze out everybody, except for.

C

Like one vendor, but if there are elements that we think are really important, there might be.

C

Some vendors who are like, but we don't do that, you know we really don't do. We can't do community-wide.

C

Focus groups on a large scale: we can't do whatever we don't really do the data analysis piece. One key.

C

Element, I think that you can tell in a couple of different groups, is this idea of groups who are.

C

Interested in not just the development, the plan, but then working with us around implementation.

C

And that's like that's a big tipping point and that's also a price tag. Change um too. So there.

C

Are some groups who are like? No, we get you to the plan. Awesome go, do it, it's you. You got the plan.

C

And there are other groups who are like: we are we'll help you develop the plan and then we're.

C

Going to work with your leadership teams and other stuff and you as a board to help kind of.

C

Move that along that's a big decision point uh and it's also increases cost. So just something.

C

To think about can can I just add to the point of like a company also that does developmental.

F

Work but doesn't do implementation that will drive the difference and how they develop a plan if they.

F

Have not had the experience of execution and and thinking about how is this going to be implemented.

F

Operationalized, while you're developing the plan- so it's not so much just thinking about it as oh.

F

They design and they implement it's also in their design work. How are they thinking about the design.

F

Is it from the start to the finish of operation liz? I have questions for zach and I don't, I think.

G

Now might be the time to pose them and maybe get answers back. If you don't have an answer now so.

G

I have a few and I guess maybe like I'm kind of kicking myself in the butt, because I wish I had.

G

The whole panel here to say you know, I'm gonna, ask everybody, give me an answer. You know, but.

G

um I think I guess I'm curious like what's popular across the nation as far as what.

G

People are doing with these and there's all these pitches about, like these ideas of portrait of a.

G

Graduate but it's there's, it's not clear to me what actually has worked or what um people are.

G

Finding successes with- and I don't know if covet has thrown a wrench into those things so basically.

G

What's popular, what's working and also cost points of these things, because if we're talking.

G

um The only way that they're gonna, like the only way, we're gonna sort of get engagement on this or.

G

Get the end result is to buy into this five-year payment plan with a company. Then maybe that's.

G

Something we all need to consider up front because that's going to give us the best end result.

G

um And so I have those questions and then I guess I also wonder like what is our district's capacity.

G

So, are we really like? Are we really gearing towards getting some sort of strategic plan.

G

And having a company help us along the way for the next three to five years, because that's really the.

G

Best way to do this with a partner in that way or and that's like the most progressive new way.

G

Of doing this, or is our is our district, you know so well, positioned in in our staff, so engaged that.

G

We could take all these website links that they're giving us for free, take the strategic plan and do.

G

Our own thing with it- and I don't know, if that's a determination we make now or up front when we do.

G

This rfp or something to consider later so I don't know if you want to come back with answers or if.

G

You haven't understanding now, just the interest of time I'll, give you two quick, quick responses.

C

um So the first is just in terms of trends. The portrait of graduate thing is, is the.

C

Trendy thing, so um you know five years ago I don't know, I mean the first time I started. I.

C

Was at a presentation where- and it was patel who's initially introduced this as a concept.

C

And now everyone else is gobbling up and copying. Basically, um I remember the first time I saw her.

C

It was, maybe I don't know. Five. Six years ago I was at a conference and there was a there was.

C

A presentation from from patel and I'm like well, it's interesting concept and and basically all it.

C

Did it took the we talked about before it's kind of like the coke classic model which they talked.

C

About which is like you have mission, a vision, a core values and then like five or six core.

C

Goals and then you would develop some type of um depending on how far you went. Then you developed.

C

Some action steps underneath those goals, the the big change, which I think has been part of.

C

The reason why it's trendy is people have liked it in communities has been that talking about.

C

Basically describe the kid who walks across the stage at phs at the end, if we were successful.

C

People can engage that conversation at a bunch of different levels, and so it's been a decent.

C

Amount of community engagement- I think- and people have seen some success and engagement in their.

C

Communities beyond what was there before through this concept, which is really it's not just like.

C

Unbelievably mind-blowing concept, but it's just like you're putting this into like a vessel that.

C

People can talk about, so that's the trend, I would say, and uh and it was right, it was initially a.

C

Patel project it was patel everybody else, and the other piece of the portrait of a graduate.

A

That you're, starting to see this in in other places, sort of show up like in the knee ask.

A

Re-Accreditation process, it's coming up like what. What is your vision for the the student.

A

That you produce in in terms of thinking about it like if this was a manufacturing like what is.

A

The widget coming off the line. What is what are you promising? What are you saying is going to be.

A

Your product, your your graduate, what are they and how do you define that, and how do you know that.

A

They're ready for the world of work out there or whatever their future, might be knowing full well.

A

That right now we don't. We don't even know what the world's going to look like in two years, yeah.

A

Because things are changing so quickly so yeah, it was definitely battelle and I would say the.

C

Other thing in terms of district capacity is totally depends. I think what I've seen.

C

In my own experience and then and other as I've watched, colleagues go through strategic.

C

Planning process stuff it. What ends up? The breakdown happens in implementation.

C

Most of the time you get a you go through this process. I think marked only did a good job at.

C

The end of articulating it everybody's exhausted at the end, because it's been hard, you've had a.

C

Lot of hard conversations you've done a lot of prioritizing it's a lot of aspirational.

C

Statements, you put it on the paid piece of paper or you put it up on the website and then it's like.

C

Great we're done, and then he did a great job of talking about the d, how it has to be the plan.

C

And not like hey here's, a strategic plan and this year as a board, we're gonna have.

C

Four other goals, and it's like we're gonna, implement the thing that we just spent a year.

C

Developing saying that what so so in terms of our the bandwidth, I think is determined.

C

By two things is how much day-to-day stuff is going on, and I think, as you have new leadership.

C

We're still learning the day-to-day operations, so it's so um so I think the bandwidth is limited.

C

Compared to having, if we had 10-year veterans in both of these roles um and the bandwidth.

C

Is also determined by the board in terms of how focused the board is or is not, so we can.

C

Spend all kinds of time creating a great plan about these couple of things. We're going to do.

C

And you can have four things you're trying to do over three years and there are huge lifts to do.

C

And they take all kinds of institutional focus and energy and people easily get bored and say.

C

I don't really want to talk about the three goals I want to talk about. Why doesn't everybody have.

C

The same number of cubbies between little harbor and new franklin and it's like boom, you just blew.

C

Three nights on cubbies and, instead of being like what really is core to what we're trying to do so.

C

For for me, my my hope and is that- and this was exciting about coming here- is you actually go.

C

Through a process that creates the plan that is focused with a bunch of community input and then.

C

We can hold together as much of the board as possible, because then elections happen too, and.

C

We hang together as long as possible on a plan where we actually have focused time to implement.

C

And the board stays on the board and leadership stays on point around those things, because then.

C

Then I'm really interested in what happens when that occur, because I've seen it when you just.

C

Develop a nice plan that goes in the website, so anyways, that's a long answer to the thing yeah.

F

I think it rate that they provided some examples, but I think it's really important as a district.

F

That we recognize we don't want to wear someone else's plan, so you know what what code works in.

F

One place is not going to necessarily be what fits on us, so you know as we're thinking about.

F

People, and not necessarily, as you said, that these are the these are the four or five or whatever.

F

Right like as we're thinking about an rfp and how we write that and um looking at the consult any.

F

Really solid skilled consultant should be able to come in and help us get to the point of like.

F

What is the core of us and what is the values of us and what is going to look for success for us.

F

And then how are we going to measure that out? So I think it's really important that while things can.

F

Be trendy you also and and trendy can have like innovation to it. Right like I understand that.

F

um But you also you want someone that may look at that and say: okay, we can invite some of those new.

F

Innovative ideas in, but we don't have to just wear that cap. We can also look at these things.

F

Because these other things fit your district really well, so I just want to caution us about.

F

You know taking on yeah, I would say by trendy is not an endorsement of trend. It's just that's.

F

What no, no I hear you, I'm I'm just I'm not even talking about that particular I'm just saying.

F

In general, like you know, as we're looking at what's working, what's not working just because.

F

Something's working in one district doesn't mean that it's necessarily going to work here.

F

Again, if we're not, if we're not behind it, to execute it anyway,.

F

Or or change the culture carries hands up and down? Did you still approach? Oh yeah danielle.

D

Okay, I just wanted to add two points into. First of all, I love this conversation. That's happening.

A

um From a staff point of view- and I think what you said is correct- is that this is going to guide.

F

Everything else, and you have an entire staff body that is itching for that focus. That goal.

F

um You know we're all tired, you're all tired, but at the same time when this is really what.

F

Puts purpose and vision, vision and you know, and it aligns with that mission, then it it helps us.

F

As a staff to get together and carry out what you, but what we are all saying, is important for.

F

Our kids and I think the wording on it, mission, vision and goals is really the same as portrait.

F

When both are done well- and we see that in the classroom a lot that the the language changes.

F

On it, but if we're doing it to the heart, which is like absolutely what it sounds like we're.

F

Trying to do it is the same, it's about aligning. Who are we? What do we want for our children and.

B

How do we get there and what our students want for themselves? I have a question: oh kerry, kerry.

D

I just wanted to add that um I think it would be. um I I think, just to go back to what work outside.

J

um Getting the feedback to nancy, um as you reflect on this experience on hearing these presentations.

J

um And then getting that to the rfp committee so that we can guide that and there may be another.

J

Sort of feedback mechanism we haven't met as a group we're meeting after this um that we'll put.

J

In there, um a survey or something to go out, um but just get that feedback so that we can have.

J

That for our conversation soon very soon, thank you carrie. um What is the budget for this evening?.

D

Did I miss that we approved it last year yeah, it was like 40.

I

000. yeah, we added we added dollars to the budget. Okay, that's what I thought.

I

But it doesn't have to be held at that number. You know, I think it's so fluid.

B

30. we have clients 30 and for this purpose um or these related purposes, but you know obviously.

I

um Pope's point is good, but yeah I got clients online yeah. Can we can we get like documents back.

G

um That have sort of uh like from these companies will they supply us anything? I guess this is.

C

Most of the time, most of the time. No so it's not like you go, and I think this is this. Is I.

C

Mean this is why you do rfp process, because, most it's not like um it's not. um I don't know it's not.

C

Going and doing the menu and I'll take two of these and three of those, and each of these are.

C

Eight bucks and it's it's frustrating that it's not that way, because sometimes you want it that.

C

Way, you want to be able to be like. I want an a la carte this and I want to know exactly what's going.

C

To cost so instead we'll develop the rp, mostly most the time people will create. If we're smart.

C

And I think this wasn't part of the process last time right. It wasn't like a range of it was like.

C

This is the dollar amount, it must be between blank and blank right and and between blank and blank, we.

C

Want your proposal to include at least x amount of elements, um this type of timeline? What is.

C

The out the end product look like those types of things and we can be as vague or as narrow.

C

As we want just knowing that, you know, if we're too vague, we're going to get stuff all over the.

C

Place that might not reflect our core concepts of what we would like if we're too narrow. We.

C

Might not get we might get one or no people to bid on our proposal, so I mean those are and if.

C

It is too narrow and certain people know that the only people will do it also might increase cost.

C

So I mean those are all the things that go into it and it can be frustrating and that's the you know.

C

That's the beauty of a skillfully crafted rfp, you know, is that hopefully you you know the.

C

Field well enough to try to pick that sweet spot and are there companies who are missing.

G

Though from tonight that is first, this is maybe a question for zach and patty that we could address.

B

Later, but I just want to put out there, it would be helpful for me to understand your thinking.

B

In terms of with all of the stuff that has to happen in the district, all at once, right now.

B

You know how much time you know how much resources like how many people you know kind of across the.

B

District, do you envision committing to this, because I just feel like that could shape.

B

How we approach it I mean more feedback is always better and more voices is always.

B

Better but people have a lot on them, so it would just help me to sort of think through.

B

You know how big a sort of tent do we want. You know just in terms of all the other demands on.

B

People does that make sense, and I don't know if you need to answer that on the spot, but it would.

B

Just help me, I think, as we're thinking about it, we're going to have to gauge that, like what yeah.

C

So I think there were some questions about and brian asked about boots in the ground. I'm sorry.

C

How many people are going to be on the ground hope was talking about, was really pushing the studer.

C

Ryan about like, what's your actual makeup routine, going to be so that I can analyze whether how much.

C

Lifting you're actually going to do because you're talking like you're doing the lifting. So is it how.

C

Many people were talking about doing this right, um you know so so I think in some cases it's like.

C

We're not gonna totally know until we have the thing in hand. I will say that if I really feel.

C

Like we should devote, this is something you guys had as a priority before I came in. I think it's.

C

A huge priority in terms of, if you want your your really good district, it does a lot of things well,.

C

um But you'll also my impression so far- is there's a lot of people acting independently under this.

C

Big umbrella called portsmouth school department and there's some amazing things happening.

C

Independently inside underneath that umbrella, but they're not necessarily they don't necessarily all.

C

Dovetail with one another and part of that is because there's not some clear kind of here's.

C

The north star of what it is we're trying to do clearly articulated in a vision that that that.

C

People have bought into that says: okay, here's how we get to the next, the next place um and.

C

And I'm, so I'm really really hopeful that this is the way to do this and it has to be done to.

C

Danielle's point it has to be done in conjunction with staff. Staff have to be at the table because.

C

Staff have had a lot of autonomy in this district for a long time, so it can't just be from upon high.

C

The board- and I know you're not going to do this, but if, if the board the superintendent, the new.

C

Superintendent was just throw a lightning bolt down and say this is what it is. It's not going.

C

To happen, or uh so it's if lots of people have to be the table to help crash something just just to.

A

Follow up on that too, knowing having gone through this in a previous district and having done the.

A

Lift it's a lot and knowing and knowing that there would be a team whether it's one with background.

A

People two with other, however, knowing that you could bring the team and knowing from just being.

A

Here for a few months, knowing the community that you've gotten how involved everybody is being able.

A

To give people the opportunity to weigh in on and to give voice to in conversations not just.

A

In surveys, because it's almost death by survey- sometimes it's like, oh god, another one like even.

A

On the bottom of your receipts now you're getting them, nobody wants to do surveys having those.

A

Conversations is important, so I think thinking about. What's what's going to balance all of all.

A

Of the things that you've got right now, where you've got new leadership, you've got people who.

A

Want to contribute you've got a plan that you want to put together. You really are sort of in.

A

Almost like a synchronous spot right now where everything could come together: okay, coke, let's.

D

Have the last question I I just wanted to follow up that it seems that we are at a crossroads.

F

um You know to say: okay, we're we're going to either continue operating. Where we're you know.

F

Going to the fire hose every day and and being in a reactive mode or we're going to be intentional.

F

And purposeful and I have faith in our community when we went through the superintendent search to.

F

Danielle's point: we did get people coming around the table and I think we did also hear a lot from.

F

Staff of being hungry for a direction, so I I don't think it's a matter of for this board to say how.

F

Much people in time it's a matter of saying, are we going to prioritize our people in time.

K

Okay, so, just to summarize, what we're saying can I find out the next one? Can I find out, though, are.

G

There more businesses that didn't show up gonna answer tonight. There's this one, that's wondering.

G

Though, there's people that weren't, like um other categories, that weren't you know that weren't.

G

Expressed tonight I guess I'm wondering if you could email us discussion is a list of some of.

K

These I could see into hundreds the point of tonight. We we suss through hundreds and tried.

K

To give you the widest scope and spectrum? Okay, that's what I needed to know so, there's a lot out.

K

There, but, and to summarize this board, has already made some decisions in our board goals. We said we.

K

Need a plan completed by the end of this year, so that is going to be in our rfp. Let's not rehash.

K

That we've set aside budget and money comes out in the rfp that we can go back and forth on. So that's.

K

Also, not something we have to hash out. What we really need to think about right now is. We are.

K

Perfectly poised, with new leadership, to figure out. What's our marching orders going forward.

K

That has the most amount of community buy-in and the most amount of success, and so the the point.

K

Of tonight was realizing, there's multiple ways of accessing it, but only we know our district.

K

Better than anyone up there so think about what works best. How does our community engage? It is.

K

Likely not surveys, we know what works for us. We know what doesn't work for us and we know what.

K

They're thirsty for so that's the feedback that the rfp group needs when you ciph through all the.

K

Information that was given to you of, like oh yeah, that would portsmouth could really benefit from.

K

That or you know that whole process that that was mentioned, I don't we we've been there done.

K

That so that's the point of the feedback, so you can play it again if you want to re-watch it if.

K

You've forgotten it or didn't, take good notes, um but it's really just give a good thought process.

K

To what's going to be successful in portsmouth because we all want to get to in june, what's the.

K

Product that we can implement starting 20 20 20 23 2024 school year that we all have agreed on that.

K

So, let's think about what process works for us and give that feedback to nancy everyone's going.

D

To margot and myself email us your thoughts, what company you? No! No! No! No, not what company.

K

What processes do we need for our district? Okay, it doesn't have to be associated with any like.

K

You've seen the cafeteria style of what's out there pick and choose what do we need? Okay and.

K

The rfp we'll put together, we will review a draft before it goes public. Then, as the vendors come in.

K

We'll choose that there's there's so many more steps to go, but let's get to a successful rfp.

K

Go ahead and transition, so if everybody emails says tomorrow me and what should we email zach to.

D

Put zach on the email uh weekend: yeah! Okay, excuse me carries up oh carrie, I'm so sorry. um I don't.

J

Even know if this is um appropriate, and so that's why I just wanted to ask it here in the group.

J

um Would it be possible to um ask our teacher representative to join the rfp.

J

Committee, or is that you'd like to your she's, welcome too, would you like to do that daniel sure.

D

Yes, no, I really would okay all right great idea, carrie. We have to end this just what I.

D

Guess maybe on no right we're moving on? When are we going to decide whether we're going to do the.

G

Strategic plan- and this extra part, is that part of the rfp group is going to decide that. I think.

G

That's more of like a board decision because I think that's a big commitment. Obviously we put.

G

Money aside for the strategic plan, but um this seems like it might be an ongoing thing that.

G

We may need- and so I think, that's important, then you should put that in that's what I'm.

G

Asking everybody here, because I think when's the appropriate time to to make that decision.

B

You should put that in your feedback, if you feel like hey implementation's important, put.

F

That in your feedback, together, okay, we are moving on, but lisa did you have something.

D

I know I was just making sure you saw carrie's hands behind you. Thank you. Thank you. Sorry. Okay,.

D

C

um Sure it was a point of water. Do we feel like we're gonna? Are we in so we, uh let's see 10 minutes per person would have got us to about 742.

K

Plus five minutes of questions plus five minutes of questions so 802.802, so it's.

C

9 26. yeah, I'm just just checking around I want because I definitely want to make sure.

C

If we have time, maybe we're going to be fine, but I want to make sure we get the carry stuff for.

C

Sure and then climax for nathan's really important too on some of this stuff, so anyways I'll. Just so.

C

Maybe I'll just say on super tennis report there is written information there. I tried to respond to.

C

Some of the things that people had some questions about uh in the last meeting. uh Let you know that.

C

I had we've gone a little bit further than we needed to on process in terms of the resignation.

C

um And I'll say quickly, because I think we could go, we could go way down in the weeds tonight on.

C

Parking but I don't know if that's really worth our time at the moment- we're happy to come back.

C

To it, I think the very quick version is there's a paragraph in there included that, basically, it.

C

Originally, it goes back to one of those weird things where it was. It was to offset the cost.

C

Of busing, which wasn't necessarily going to be provided, and it was, but it really has drifted.

C

Away from that over time- and it's just kind of a thing that is at least in part not based on dollar.

C

Amount in part due to a lack of available slots, it can't be. Anybody who wants to come can get a.

C

Slot, instead, there's been a dollar amount attached to it. Whether a great question as we reconnect to.

C

This, which is partially sparked by people in the community is, is the dollar amount, the right dollar.

C

Amount or not, and what is it, what does that do, or not do in terms of accessibility to all students.

C

um And um and that's something: we're happy to reconsider and look at more deeply as an.

C

Administrative group, but but the community question led to a deeper exploration of that.

C

Sort of being pretty good, all right can, I just say something: this is not a board decision. This.

D

Is a decision of the administration of the high school in the superintendent in these.

D

You know it meant, so I think we can have all the discussion we want, but the bottom line is it's.

D

Not a broad decision, it's not a board discussion, but it will be something the other opportunity.

C

For the board to engage it in some way would be during the budget season. We would come back. It's.

C

A it's a it's a that what is now generating thirty two thousand dollars in front of me.

C

um Is a revenue stream that does not go roll back specifically back into the parking lot, but.

C

As a general revenue stream that goes back into the general fund market is at busing right now,.

C

Because of the backstory, so there's an opportunity when we come back to budget to talk about that.

C

Particular source of revenue and whether or not it should be reallocated in some other way or.

C

It should be less revenue, so, okay, can we move on to the next item? Do you want to talk about any of.

D

These other items that are on your list here, it's pretty cool, shall we should we move on I'm happy.

C

In my list of moving okay, I appreciate these memos they're super helpful. Yes, I agree. It's wonderful.

D

That you give us that feedback. Okay, one comment on this: uh no we're moving on, but I mean are we like.

G

Is it supposed to be open? Is this for a comment? I mean what discussion? I just have one comment.

G

That came to my attention from a community member, and the one comment is that, given the.

G

Discussion about the parking fees and busing and whatnot it's coming to my attention that there's.

G

um No after school bus for extracurriculars, so there's a lot of kids in low-income communities.

G

That are doing sports and whatnot that are having hard times and people are having.

G

To coordinate to carpool and try to get these kids home after school, so there's.

G

um And so I guess I'm just wondering if that could be look into you know sooner than later, if we're.

G

Able to provide that, especially as winter's coming. Thank you. Okay. Let's move on financial.

I

Nathan, the financial report was in your packet. I just tell you remember it's really early in the.

I

Year, none of these areas are challenging the budget. Yet, as we project there's going to be.

I

Over the next two or three months, areas that will show ugly and they're in the salary realm and let.

I

Me back you up and remind you. We successfully negotiated a teacher contract, but the impact.

I

Of that, the dollar impact of that has yet to be finalized and transferred from the city's.

I

I'm gonna uh contingency for negotiations, which is a budget line item that the city carries and.

I

Ultimately, they'll transfer and increase our budget by that amount. They'll do so for teachers.

I

Whom you've already voted and passed, and so is the council they'll do so for admin and clerical.

I

Contracts, I mean the teachers and custodian supervisors who you and the council have already.

I

Ratified you've seen admin and clerical, they will be in front of the council in the next three weeks.

I

Month and behind that is coming custodians and and cafeteria workers all of those not cafeteria.

I

Workers, because that's funded self-funded by the fees that people pay for the lunch. But.

I

All of those will see dollars transferred in so, for instance, the biggest the biggest uh red red.

I

Number that sticks out will be in the teacher line right now and that's simply because we're paying.

I

Teachers against the new collective bargaining rate scale, but that budget doesn't reflect those.

I

Dollars yet because we haven't done that job so I'll, let you know when those come, because.

I

Then you'll see a correction in this, but it's a lengthy process to decide that and then to.

I

Spread the dollars out appropriately throughout the budget for all the lines that are impacted so.

I

Otherwise, the financials are fairly straightforward. I'm happy to take any questions.

I

But it's still early in the year to see much coming out of that. What I will remind you or ask.

I

You is for those that are new to the board. This might look new, but for many of you that have been.

I

Here we go through a lengthy budget process. You guys would bring it to you just after the first.

I

Of the year- and that goes all the way through june in the in the traditional setting around the state.

I

The state has a bunch of posting requirements of documents that you complete, that post.

I

We do it all right before we get ready to set the tax rate, so I've heard from the city finance.

I

Office and they're looking for me to finish all these reports, so here are four documents.

I

That speak to the process and they they need to be signed. And then I upload them to the portal of the.

I

State and then judy belanger gets what she needs, so she can move forward with senate tax rate, but.

I

um There isn't really anything controversial in that uh it's, um but but but the documents are.

I

There there's a couple that I may yeah tweak there are: there are lines for nancy designing for the.

I

Superintendent, but I would invite you to go ahead and take a look at that if anybody wants these, I.

I

Can get copies I can share with them. We can talk about them. I'm happy to review that, but it's.

I

um It's one of the budget look before it got voted on, and what did the budget look like it after.

I

um They don't really pay much attention to the city process, because the city side is.

I

Doing what matters most, but I have to comply with some of the process.

I

I wanted to take just a minute and tell you, because I know there have been questions.

I

I had a conversation with nicole owens over at sta our bus company. She will.

I

She would share good news that they have hired a licensed driver who is into the mix and getting.

I

Her off the road so that she can go back to managing from the from the phone as opposed to.

I

From the road we have, another in training started today uh already licensed, so you have to have a cd.

I

Of a commercial driver's license already licensed, but you have to go through the sta training.

I

Process and and make sure you're certified. We expect her to be added soon and she wasn't able.

I

To give me a timeline right now, but that will be another route back in our favor. That will help.

I

Address some of the time concerns and challenges we've had she has another licensed candidate for.

I

Whom she's waiting on a motor vehicle registration check and a background check? And then she was.

I

Looking at three interviews this week for at least one of them looked really promising, she.

I

Wanted to remind she wanted me to remind all of us that it takes at least three months roughly.

I

For a cdl driver to get through the process to become cdl licensed and they have a certified.

I

Trainer in-house that manages all of their side of the decision in support of that effort.

I

If you haven't seen the signs up on some of the most visible buses they're, putting the signs up.

I

There are lawn signs out, anybody want one, I'm sure nicole will be happy to offer. They are recruiting.

I

Indeed, and facebook and other social media and recruiting options and uh and even went to the.

I

Touch of truck event at peas, the other day so that they get out and it was a real success. They.

I

Generated they think some interest and enthusiasm. They are offering sign-on and recruiting bonuses.

I

In the two thousand dollar range wow and anything that you can anything that we can do to help.

I

Promote- and we will continue to do that internally, to try to help as we message the community but.

I

Remember we had 12 buses. Last year we asked in the budget to add one because they're trying to.

I

Chase some of the concerns that we knew we had because of some driver departures we opened with.

I

Nine and so we're going to climb our way back, hopefully to the 13 that we had anticipated.

I

But I wanted to give you that update and then I guess because in the interest of time, what.

I

They just say about primex when you get to that in your agenda. Primex is our insurance.

I

Provider, if you will it's not really, it's not really assurance classically. It's a risk pool.

I

So we make member contributions to the pool of the pool resources cover all of us and primex.

I

Helps coordinate the administration of claims and the payment of claims, as well as secure's.

I

Coinsurance and reinsurance to cover the pool for catastrophic loss. They do so for property.

I

Liability, they do so for workers, compensation and, and so we participate in, that pool p. L.

I

We're a direct member and workers comp we're a member of the city for that pool, resource.

I

The document that I put in there is a three-year membership commitment and they asked me to go.

I

Way further than most things and ask you for a resolution essentially to make your commitment.

I

To stay with them for three years, and for that they limit the increases that we might suffer.

I

Regardless of what happens to us, you know claims history between now and then so. It caps us at a.

I

Nine percent maximum increase in any given year, but it essentially requires us to admit that we.

I

Will stay with them? What I would say to you is there, isn't any other game that is competitive.

I

And I have worked with a number of a number of commercial insurers problem. Is they oh yeah.

I

Is structured as a member organization to serve us public schools, municipalities, counties.

I

Etc in the state they essentially carry whatever statute demands and they cover us. What happens.

I

With commercial insurers that they come in and talk about pages and pages of inventory, they fill.

I

Out to figure out what will be excluded, what won't be covered and it's difficult. I'm not a specialist.

I

In this, but we have plenty of risk, so I mix in my 20 years has always been really good at they cover.

I

You we don't cover bouncy houses anymore. First time there was a real loss with bouncy houses.

I

They covered it and they told us all can't cover that anymore. That's out, but generally primex is.

I

Always there to cover the first one for teachers off. So when you get there, it's a motion to accept.

I

Essentially, solution through them, so that we can commit to that three and you'd be asking zach to.

I

Sign on me, whichever to sign on on your behalf to that commitment, and I would just say you know in.

C

Vermont we have something similar to the vermont school board's, insurance trust and it's a very.

C

Similar arrangement and, of course, the tri, the um the pool is just trying to cover itself so that if.

C

We get into one year, you know we don't like we're not in and out when it's convenient for us we're.

C

Going to stay long enough, where they're able to look the pool is able to stay robust enough to.

C

Cover everybody, but in the end it's not it's. You know it's. It's a very good deal for schools, so.

D

The city uses it also correct, in this case this one's on our own, so we have to confess.

I

And I definitely I definitely would tell you that in the three years that I'm looking at.

I

There's no other place. I'd want to go for a property and and liability coverage, so.

D

Can we have a motion to um approve this primex some agreement? A second second.

D

Any discussion liz um what like what's the past cap's been as far as percentages go and.

G

um I mean: is there any sort of negotiation on this or like what has it been previously.

I

uh I mean in 20 years- I I don't remember the caps in the first handful of years, but the caps have.

I

Grown over time, as all of us have seen, planes change in their scope and expand. You know the.

I

The extent of some of the costs damage now damage is more expensive. So right now it's a nine percent.

I

Cap in any in each of the three years, I think the first time I saw them come out. It was a seven.

I

Percent cap, so it's climbed. I will also tell you that not every member is invited to participate in.

I

The cap, because some members have claims history that makes them too great a risk for we, the pool.

I

To provide them an artificial cap on what their increases might be, and I I don't want to belabor.

I

This but I've argued with primex in the past because they do what they can to be competitive.

I

Try to bring in members and then retain members and I've said how can you say that he'll cap me at.

I

Nine percent, if my losses suggest that I should be 10 or 20, the pool demands that you should charge.

I

Me an appropriate contribution rate, but again, as zach was just saying, the cost of people coming.

I

And going and leaving the pool uncovered and without the without the corpus of the you know, the.

I

Funds that they expect they are better off making arrangements or offering programs that keep us.

I

All in so this um nine percent is higher than I had hoped it would be, but- and it's not just.

I

For us, the nine percent is a pervasive document, a pervasive offer that was offered to those who.

I

Participate in the cap and something that's based on economic conditions, not just us, so is there a.

G

Way to commit to a year or two versus the three year: nine percent cap, if there's like a no but you.

I

Don't have to but they come, would they come back with a different offer at any point? No, I don't. I.

I

Mean I think this is as good as it gets yeah. Well, this is the offer and the reality is. You can still.

I

Be insured by them and not participate in the cap, but you you won't, have the protection of if.

I

Something happened: our rates would not necessarily climb. The industry rates have been going up a lot.

B

Lately, given where we're at with inflation, just the size of claims is becoming rapidly higher, so I.

B

Mean I can't speak to whether nine percent is the right number, but it's definitely been escalating.

B

Very quickly and I've only been with you two or three years, let me tell you in the last dozen.

I

Dozen or so years about half the time the cap is applied and the other half the time the rates have.

I

Been marginally increased but they never hit the cap. The cap is a the cap is a is a protection so.

G

Can we take a vote we're committing to staying in for three years, though, if we do this? Oh yeah, okay,.

B

um I do have a quick question, oh for sure, okay, you don't need to do it right now. Okay,.

F

Anything a question for you please. um I just was curious nathan on the financial report. You gave.

F

um It's this: it's just this life drive of coaching and athletics and then a little bit bigger jump.

F

With technology, can you tell me what's driving those overages and do we expect a correction so.

I

If you look at coaching um coaching uh coaching is showing okay. Let me back up this. I mean we.

I

Did this last year, but let's take just one second, even though it's late remember that this report.

I

Considers the actual spending, in your first column, to a calculated plan, which is based on historical.

I

Averages at this point in the year, what percentage of the budget? What amount should you have spent.

I

If you were consistent with the average and so the plan column, is that if you look at coaching.

I

Coaching's plan is zero because normally at this point in the year we haven't yet paid.

I

A coaching stipend anybody because they just started the season so 1780 bucks is ahead of.

I

Plan because we actually paid somebody that we didn't pay in june, when we were supposed to do.

F

It yeah okay. So that's what happened there and in the area of technology, they're ahead of plan.

I

Because- and I think another year or two and we're going to see that adjust in the averages.

I

We've been buying things up front and taking better use of opportunities in the summer, so.

I

We're spending our money, we're front loading and spending it up front so we'll see the corrections.

I

It's not going to be over budget in the long run right. Okay! Thank you. Okay! Thank you. Nathan,.

D

um Let's move on to proposed resolutions and continuing resolutions and that's the.

D

New hampshire school boards association and kerry, thank you for being our delegate to attend october.

D

1St in concord, oh yeah, continue you're, muted, you're, muted you're, not the delegate anymore. I.

J

Don't have the best um internet connection here so I'll switch off video when I'm sharing but.

J

um I just wanted to sort of frame this, so all of these topics are ones that we could.

J

Probably discuss and debate all night, and so we wanted to stay focused on the fact that.

J

um This is going, this is whether or what our vote will be as a single delegate of all of.

J

The new hampshire school board association, so I think probably the best strategy is to.

J

um Is to sort of limit conversation um to a certain time frame? I was thinking seven minutes.

J

um And if we can't come to consensus or we can't, um we don't think we're going to reach it. Then we.

J

um Collectively, agree to abstain, kind of talk about that. I think that's a good you're saying.

F

Seven minutes total right carrie, not seven minutes. Please, seven minutes for two two.

J

Okay, um I think it's a great yeah good good plan. Thank you.

I

You were first on it. So um greenville's are we all agreed um each all. Nine numbers did give.

J

Me responses, um yellow are the there's one clear direction um and then the orange are um have a bit.

J

Of discussion needed so um my suggestion: can you see this forward? Okay in the projector yeah? Yes,.

L

Do we need emotion or is it consensus yeah.

A

Incentives is shown through the document yeah. Well. I would recommend emotion um to.

J

um For uh resolution one and five and not support resolution three, because we're all in agreement.

J

Okay, so moved. Second, all in favor any post motion passes and then I recommend that we tackle our.

J

uh um And so what I have done is I've kept track of um sort of the support and other options.

J

um So I'm, if it's already folks I'll specifically call on those who are.

J

In sort of the minority of sorts on this, um so that they can speak to it,.

J

And during that time, I'll have the bill up so um resolution number six.

J

Resolution number six was about retirement contribution.

J

um And the um majority were to not support it. There were six, not support.

J

um And the um the three that were in the um and recommended to support it in heaven.

J

Hope recommended to abstain. The board of directors recommendation was to not support.

J

um So I think anne um have been hope if you wanna say a little bit about this.

F

Sure I'd love to hear from nathan on this I didn't feel like I had enough information and.

F

Had been part of the conversations enough six number six, so I wanted more information states.

F

Should pay their share? They, the ones who created the retirement system and they paid a share of.

D

It teaches paid a share of it, everyone else paid a share and, and the state just opted out.

D

A third, a third, a third and now they're, totally out and they're wrong, in my view, so I wouldn't.

I

um I gave this a curfew, look and I'm so sorry, but I what I would I would tell you that when.

I

Speaker uh then, speaker of the house, doug, scam and answered this question. In my presence he.

I

Said I was there when we created this and it was never the state's intent to pay 35 of the.

I

Teacher contribution forever and only no one knew that only no one I mean so he was there.

F

He was a figure again, and so I heard that and I understand that the state felt like that was.

I

A an intended to be sunseted reality, but it was enormous when they dumped it. um I I guess I would.

I

Tend to agree with the school boards association that they have positions that have spoken to this.

I

um All along so I'm not sure that this particular resolution proposed by chester.

I

Academy is necessary, although it would be difficult for me to suggest that you oppose.

I

It because I think that it's fair and reasonable that the state who has should support they have.

F

Positions, but have they, those positions are fairly old, so have they been raising the.

F

Issue I mean 2019 is the most current. Have they been advocating or raising the issue to fight.

I

To the front, but they are they honor their resolutions and support when legislation.

I

Is proposed by whomever in the legislation my understanding- and this is different- this is a.

C

New state mechanism for me- and maybe you guys all know this so once they support these resolutions.

C

Like they hold on to them until they are out so even though it says 2010, it's still like here.

C

The stated positions of the new hampshire school boards association and it's not out it's still.

C

In there just rolling saying you still should do this, you still should, I think, hope points at a. I.

I

Mean I'll I'll extend and suggest, I'm not sure that a school board association can't introduce.

I

Legislation but school boards association, as well as other agencies in the state they work with. They.

I

Work with interested members of the legislature as they come to they come to office or, while they're.

I

In office and encourage them to tackle these kinds of topics, this is one that comes up almost.

I

Each session some sessions, it gets more legs and some sessions, it gets less and I don't know until.

I

Recently that they've got enough leagues to become anything other than you know, a whipping cry that.

I

You know you took it away and you shouldn't know that we, you know, we've hurt sins. It's unfortunate.

I

That the funding that the state's contribution to the funding ended in the same generation that.

I

We were dealing with the absolute mismanagement of the fund and we have three billion dollars.

I

Underfunded for the liabilities that exist, and so the employer rates, employee rates went up.

I

And the employer rates are climbed as well to try to catch up to and stabilize the fund and.

I

And so this only made it more difficult on employers, it's costing the city a lot of.

B

Money yeah, so I guess I would support the state of paying, but I thought that that first 2010.

B

Resolution covered the idea that they should be making their contribution, so I wasn't sure.

B

How this added to it? So that was where my idea came from yeah. I would do the same, but.

G

Now, looking at it, it looks like there, it has sort of been renewed, almost 2010 2011.

G

2019 similar sentiments, so I don't know you know I guess maybe I would change my position.

G

um From if, if this is something that we need to renew and restate essentially, but I mean.

G

I guess, if we're renewing everything, so I guess if somebody could explain to me with what we're.

G

Doing here with these resolutions, are we going to renew all of these resolutions stated by new.

I

Hampshire, we just gotta add another one. Well I wish I wish, and I wish barrett was here to.

C

Confirm this, but I would guess if I'm the new hampshire school boards association.

C

I don't want five different resolutions to say the same thing: yeah, that's what I end up with.

C

Is a cluttery document right and instead, as we were talking about strategic planning and being.

C

Focused yeah, it's like zero. Let's get in if, as a school boards association, you can crunch it.

C

Down to like these are the 10 things that we're gonna pound on all the time. um That's probably.

C

Where they want to be so, I would guess I know you and you can see it. The school boards association.

C

The board of directors is like. Yes, we were fully on board if this is a concept just mechanically.

C

You don't need to we've already got it three times. We don't need it a fourth time. uh What's happened.

I

In the past is in 2019, they probably said the exact same thing and the membership still voted.

I

Yes, anyways right and that's where we're at now we can add one on for 2022, but I I think the board is.

I

Saying it's it's redundant. We already have that position right right right, but that's up to you.

I

Guys because you won't be the only one supporting it or is it because I mean it looks like they've.

G

Done it, you know three three separate years, they were renewed sort of statements, essentially.

G

I don't know, I think we need to wrap conversation on this one up. The one thing I would say that I.

J

Noticed in just as um nathan had said that the board cannot introduce legislation and.

J

To me, this was so limiting on a very explicit bill that this school board wanted introduced. um That.

J

That's that's not how legislation usually comes about, so I I that was also my. What part of why.

J

I agreed with the amount support, um so I think, to move forward um and heaven hope I can. I can move.

F

My vote to and not support now that I have more information: carrie. Okay, I can too yeah same here.

K

So can I make a motion that we vote to not support? um Second, all in favor aye aye. It.

I

Feels like you're, taking the alternative position by saying not supported. That's probably what has.

I

Happened in past years, yes, so I guarantee this would happen: okay, okay, carrie! Thank you. What's.

D

The next one, the next one is resolution saturn, which is around compliance with federal firearms.

J

um This one was very split: five supported it. uh Five did not support it. I'm sorry, five and four.

J

um The school board association recommendation was to not support this, um and then this really called.

J

For compliance and all I don't know what most helpful thing is that I'll just put up the um the.

B

um Number seven and nhsba recommendation.

G

Well, you're gonna go up carrie wrong way.

G

Well, no we're talking about number seven right, yeah! That's the wrong one! Yeah you're on number eight go up more.

B

There we go and so similar to the other one. The not support was around.

J

um The not support was around this other resolution that you need to cover it.

J

um Although clearly this, the proposed resolution is much more specific.

J

um Thank you, so the minority was um which was so five people said to support it. Four of us.

J

Said to not support it, and that was myself, nancy, ann and brian on and so I'll just say. First that.

J

My rationale was that these resolutions all sort of read this generic typically.

J

um And that this is something they are very actively advocating for already.

J

um In their work and in their reports from barrett, and so I I just didn't think that this was.

J

um Was specific it just is. It seems duplicative to me that it's advocate for legislative action.

J

That ensures local school boards can fly with her, which they that just seems like.

J

Do it's not asking for before so then we'll go to nancy, ann and brian.

I

So hi boy, I would very carefully I will say I I believe, just to make sure we're on the same page.

I

Federal law, safe schools, new hampshire law, prohibits federal law, prohibits um other than.

I

You know a a licensed law enforcement agency prohibits firearms, for instance, on campus and.

I

New hampshire law now precludes the application of or the enforcement of, those federal laws in.

I

Our local properties, that is correct, so I think, isn't that the biggest piece of what they're.

I

Saying is, we should comply with federal because it would be yes and I and they're being very explicit.

F

In it as nhsba, while I support the work that I've seen, barrett do on the hill, their their.

F

Board of directors are not always as explicit in their um in my being up there at times they have.

F

Not always been as explicit in their advocacy or towards it as they are not in this current.

F

Statement that they have on it, I can tell you I put support, because when lisa and I as school.

K

Board reps attended the vigil in prescott park last year, both the mayor and some of our state.

K

Reps this came up and how they were determined that the city of portsmouth was going to take a.

K

Strong stand so for me, this felt very political to align with our city and what they're fighting.

K

For was a great place for us as a school district to be locked step so that that was my reasoning.

G

um My reasoning for supporting uh was the fact that I think, like what nathan said, that the.

G

Request to follow the federal federal firearms laws and policies is different than what the.

G

School board association already has, because I felt like it was more specific as to what the ask.

G

Was so that's why I supported it? Yeah yeah. I know you were asking carrie why people didn't support.

F

But I supported it because I I again with mom's demand action and other advocacy organizations.

F

That that I've seen and been a part of, I I feel like there's much more specific language here, that.

F

That the nhsba's current language does not address or they're, not necessarily explicitly.

F

Advocating for that aligns with our city brian, what was your thing that makes total sense.

J

um Could I ask them nancy, ann and brian for you to speak to that after the conversation about.

J

Supporting yeah, I think, for me it was just it seemed like they already had a resolution, uh but.

C

Hearing the specifics that you guys are calling out, I mean generally, I see them as very broad, but.

C

um I wouldn't be opposed to sporting something specific either. I agree. I changed my vote and.

D

I'll abstain and is abstaining, and I would I would just say operationally right now. This is a big.

C

Stressor, for what are we going to do and we have an understanding with our local law enforcement.

C

That we're going to do what we need to do to keep the kids safe. But that puts us all in legal.

C

Jeopardy right in order to do that, and so um so I appreciate broadly the school boards association.

C

Having something say, we should be compliant with federal law, but I think there is a need for.

C

Specificity around this specific thing, which again puts law enforcement and the school district and.

C

Very in a very difficult situation where we don't know that we have legal support to do the things.

C

We feel we need to do to keep kids safe, so motion to support resolute proposed resolution. Seven.

B

All in favor any post.

D

Motion passes; okay. What's next, thank you, carrie! Thank you carrie. That was great carrie.

J

um So so I think that the other ones have a.

J

Few them, um but you know in general, there was just some um some not uh there was a clear majority.

J

um So we'll go back up to two, which is the state assessment full cc. um Seven of us agreed with the.

J

Nhsda recommendation um and then two were divergent um liz recommended supporting in.

J

Recommended abstaining, so if you two could speak to that yeah, so I I figured that the.

G

Resolution was more specific um in uh in what the request was for um threat safety and so.

G

I know the the general resolution from the new hampshire school board association talks about.

G

um Prioritizing uh collaboration and work together, but this resolution actually goes in to a little.

G

Bit more detail about having a comprehensive threat, assessment and response plans and also.

G

um The physical that there's a physical structure review recommendations and that the state of.

G

New hampshire actually dedicate an appropriate amount of funding. In addition to funding already.

G

Provided to assist local school districts in developing deploying and revising these plans on.

G

A regular basis and um and test the protocols for effectiveness- and I just felt like with everything.

G

In the country going on and everything that's that's happened. I understand that there's you.

G

Know different product calls out there that you know, after sandy hook, that you know our police.

G

Department has worked with and there's and there's you know different um ways to go about it, but I.

G

Really um I support this because of the specific ask to the state to provide these funds and to.

G

Really think about this as more of a comprehensive approach that starts, you know that the state does.

G

Something as well to help in that collaboration and an assessment. I assume that you know.

G

Regionally, we have the cat vehicles, we have bomb squad, we have a lot of collaboration, but I guess.

G

um I support this because I think it would provide a greater risk management and tools.

G

To our district and a con more of a comprehensive approach to prevention, excuse me: yes, I just wanna.

F

um While I appreciate okay- oh just one minute carrie, I I just want oh thank you.

F

um While I well, I appreciate that this resolution is asking for the state to provide funding. I I.

F

Unless I am was reading it incorrectly, um I took caution that it's also calling up on the state.

F

To develop a plan that would be comprehensive for state public schools, and so that would take.

F

To me, take the authority out of the hands of our local. What's going to work for nash was not going.

F

To work for us, I I feel like it's much more important, that our local team has the ability.

F

To make the plans that are going to work for our school district and make it safe for, do you see.

G

That and the resolution because it says that to assist local school districts in developing.

G

Deploying and revising these plans everyone's just a minute. I guess I'm wondering where do.

F

You find I'm trying to tell you just a second. If you go up, I I could have, um but it does say that.

F

uh The new hampshire state, in cooperation with new hampshire, school board association, new.

F

Hampshire administration associates and federal law enforcement to develop a comprehensive threat.

F

um It's there, it's the first piece, yeah yeah, but it's not the state of new hampshire, develop a.

F

Manner to test these protocols as well, so that would be again the execution would come from.

F

The state of new hampshire, but it was in there I think at the beginning, the first resolved it.

G

Says develop a comprehensive third assessment response plan for new hampshire public schools.

G

But then it does get more specific about providing funds, and I appreciate that it gets more specific.

F

Around the funds, but am I I don't, I can't see the whole thing right now. It's the first resolved is.

G

What you're talking about? Yes, no you that was my reading as well. Hopefully I was letting the.

B

State take control of the local threat assessment and the local execution of those plans, and I have.

F

Maybe paved stream caution about that, like giving funds great, you want to provide some.

F

Funds to our local, you can provide funds all day long, but the retirement yeah exactly or.

F

Just fully fund our state education either one I would take please okay, I think so. I think with.

J

With these ones, um these last three, because there was a clear majority.

J

um I think we maybe can hear from kev and then see if anyone wants to change their position.

J

But otherwise I think that would be. We can go with yeah. We can go with the majority. I can.

H

Respond quickly, yet I I didn't mean to suggest that I supported an abstention. I meant I was.

B

Personally, abstaining from responding from having a position on that so, but now that I've now that.

B

I think I'm understanding a little bit more. I would be happy to go with the majority. Okay.

F

Do we need emotion or do we need a motion to approve that emotions um not support.

J

Resolution two so moved. Second, all in favor aye. Anybody against uh one person against okay.

D

Thank you and so we're finished correct. uh There's a couple more. I thought you said we would no.

D

Lunches, we have two more um and I think maybe um we'll just see so um four I think, could be fit.

J

um It's on no possible lunches and continuing to pursue that um nancy. You are the only not.

J

Support in that group, their strength support. I thought I supported that one. I'm sorry.

D

You've been with the nhsba recommendation- oh oh, oh, oh I did. I did you're right.

D

I did and they recommended not supporting it, um and I can pull up.

J

um They um really, their rationality to me was weak, where they just said.

J

We already have 18 resolutions, we don't want another one, but I think.

J

And really highlighted how printful this is okay and.

D

um You know to be con to to be in agreement with the board. I will change my vote to support.

D

All in favor aye any opposed okay passes.

B

Are we under seven minutes.

J

um So the last one is deuce: the national school board association.

J

um The nhsda recommendation was to not support, um and seven of us will do not support uh the.

J

One support was made and the one I've seen was lisa and lisa. I don't know I was thinking you.

J

Meant you thought our vote should be insane, but no, I was like pip like I don't know the whole.

B

Back story and I'm happy to roll with the group on this one, I'm happy to provide a backstory.

G

I mean I you know, I honestly would prefer that we take no position on this if we're like, if.

G

We're not gonna go one way or the other. I my the whole reason why I voted the way I did was.

G

Obviously this was a national issue. New hampshire was one of the first people to withdraw from the.

G

National school boards association, without any consideration about how local districts felt about.

G

That or what their position was, and they kind of took a drastic. They were one of the first ones.

G

Really to make a drastic move against the national organization and now they're, supposedly joining.

G

Another organization, um and so I guess I would say that if we're gonna pay dues for membership, that.

G

Whatever national organization we're receiving benefits from or associated with, I would think.

G

That we would have some sort of say and it wouldn't just be- the new hampshire school board.

G

Association, you know a handful of folks making the decision one way or the other. So that's why.

G

I voted what did I say to support it um because you know, I think they they really took a drastic.

G

um Stance, uh national, you know nationally, and I didn't support that stance initially so.

D

Okay, so uh liz you're, not you, you prefer not to change a vote. No, I'm not changing.

G

My vote, okay, so carrie. We just keep it the way it is, then I think it would be. Oh.

J

I I think personally, I just felt like this benefit worker like was sort of it, that it's still the.

J

Organization to gather resources from um so I guess does anyone else want to change their vote.

B

I mean I can go with the group on this one.

G

Ever an opportunity for us to just abstain versus taking a position one way or the other right, but.

D

The group there is, but right now it's eight to one right now. I would be content to abstain.

D

Okay, so we have all these promotions.

D

All in favor aye aye any opposed. No, it's not mine too yeah.

D

Okay resolution passes. Well, that's really going to be mad that I didn't keep that in minutes.

J

Sure take her who's taking minutes.

J

Votes for everything, but oh voice voice votes. So I will email her mid position.

J

So it's clear: she can't hear me on the audio okay, great. Thank you. Okay,.

F

And can you just email that oh well, never mind it's a dot week? It's live forget it.

D

Thank you carrie that you did a lot of work on this and we all appreciate it. Yes, thank you. Carrie.

D

Thank you also for representing yes, thank you for representing us. Okay, I think we have only one.

D

Item left on the agenda, consideration or approval. Oh, oh, are you gonna, say something? Well, I was gonna.

C

Say is one thing we might want to think about when we're talking about like legislative impact? Is.

C

Us being more aware of our ability to proactively offer resolutions to all of the school boards in.

C

The in the state- so this is this- is good. This is a good first step for us to get on and and have.

C

Someone go and weigh in on behalf of us, but it'd be good in the next cycle. For us to be part of.

C

That natural legislative kind of cycle and to have have some things from us that we're throwing out.

C

To other school boards around the state saying this is what we think we'd like you to get on.

C

Board and support it as when is the next cycle. Is it yearly, it's always august or due okay yeah, so.

K

I would say that maybe retreat time retreat or our june meeting is it. We should put it on the.

K

Agenda put it on the committee agenda for their legislative committee that we've established they.

G

Can spearhead good idea, like it, okay, consideration, approval of ad hoc redistricting committee, we're.

D

Looking for three volunteers to be on the redistricting committee, we already had a.

D

Interested board member ann walker: do we have one or two uh when would we meet? Is the I mean I guess.

G

Is that so it's a short term, so really just to be clear. The purpose of this ad hoc committee.

K

Is, rather than the whole board, kick around all the numbers that nasdaq is going to release for.

K

Enrollment and that we have from realtors- and we have from our current schools, take a small working.

K

Group who's going to look at all the numbers and determine: are we in need of redistricting for next.

K

Year so the turnaround time is three weeks because nasdaq will release the date. We have.

K

Our enrollment data nestec is going to release their data in about two weeks, so um very short,.

K

Turnaround time do we do this every year, an ad hoc group or what is the protocol, but every year we.

D

Get those numbers every year we get the numbers, we don't have a redistricting committee. This is the.

D

First time we've I'm sorry, okay, so you said it's a three-week commitment to the the the decision.

K

It's it's in three weeks, they're going to report at the second october meeting they'll report back.

K

To the board- and they won't start meeting until that nasdaq numbers come out, which is ideally.

K

In two weeks, and it's likely two meetings, one to two one long meeting or two meetings, we've already.

K

Done some field work on a lot of the data's and numbers, and it's really just making sure we're.

K

Taking a close look and being intentional about looking at the numbers and asking the questions.

K

And looking at the trends to see it's been kicked around at our meetings for six months now. Do we.

K

Need to consider redistricting, so the point was: let's really take a hard look at the numbers.

K

Rather than throw it around and then so in serving on that committee does, that is that.

F

Automatically the meetings keep us from serving on another committee. No, no because it's more like.

F

A working group- okay, then I I'm happy to give my time because I did roll off with some people.

G

A bunch of us have our hands up here. Zach has a comments, so I just want to be really clear about.

C

Scope so the purpose I want to know so the scope of this is not, and it's important for the public.

C

To really hear this too, because this you know um is the because I think what I think what my.

C

Understanding is from from the conversations I've had with leadership. Is that it's um the concern.

C

Is this is kind of informally been kicked around like do we need to redistrict? Maybe we need to.

C

Redistrict, what do the class sizes look like, um but I think you know nancy's experience with what.

C

How thorough this community process this was the last time around is. The concern is, let's make sure.

C

I think it's going to be very difficult for the board to have the ability to do the.

C

Strategic planning process and simultaneously doing a full-scale redistricting conversation.

C

Simultaneously so- and I think, we've kind of agreed that that might be challenging in the same year.

C

um And so it's well, but so I think it's. The scope of this is just that group of.

C

People looking at is it clear that it's urgent enough that it has to be changed for the fall.

C

um That that should become the kind of the priority which may or may not affect strategic planning. The producing planning couldn't also strategic planning.

F

um Incorporate some elements form the process of that probably could yeah yeah.

K

It's just the timeline issue. If, if the, if it's determined we have to redistrict.

K

For next year, waiting until the strategic plan ends in june july is a really tight turnaround.

K

For informing families that they, so we didn't have a motion to establish a committee. First.

G

And then we can discuss, no, we don't have to have a motion to. We can just establish.

D

A committee, but we also wouldn't necessarily have to wait to the full development of a plan.

F

To for it to perform it brian, what would you like to say? I I just want to understand so.

B

um Let's say this particular committee decides that, yes, this is urgent. That's what it sounds like.

B

Urgent or not right, and then if it is, is that the same committee, that's going to be part of that or.

B

Sounds like we're going to be a bigger committee formed right exactly if, if it was decided, yeah.

C

Right: okay, so this community is just going to decide whether we need to redistrict or not based.

D

On the numbers that we have in the facts that we get okay, do we have three volunteers? We have ian.

D

Hope liz, okay! um Margo! Would you like to be on this too? You've kind of I can share the data or.

K

I can join it yeah, let's, let's margo's done a lot of work on this so far, so let's have marco kind of.

D

um Be involved too yeah. You could be the chair of that committee. Okay,.

F

Thank you, liz and and margo professional staff for help well, zach, of course,.

D

um All right, thank you. Thank you very much. Do we have any committee updates? Oh no look at my phone.

K

um I just a reminder about the new process we're working on with the policy committee.

K

We did meet and I just want to remind you- we're trying to get the board packets out.

K

Early, so you have time to read both the policy committee minutes and the policies if the policy.

K

Is on there and you don't understand the history of the policy or what the change is.

K

The policy committee would appreciate that you reach out prior to the board meeting, so we can.

K

Iron, that out before the board meeting the board meetings, discussion of policy is really just. Do we.

K

Support the change, or do we not support the change so anything related to why the policy exists or.

K

Etc, if you could channel that to the policy committee members in advance, I think that would.

K

Lead to a more fruitful conversation of the policy change, you want to say something: uh it's it's a.

C

Committee- that's not listed on the committee list because the city-wide committee, looking at arp and.

C

Esser funds utilization, and so I had outreach from um from from one of our teachers who sits.

C

On on the committee about how the committee was interested in finding out about ester process,.

C

And how maybe the committee could help some input on how that money should be utilized.

C

um And I think, what's important what was clear to me in that conversation and we've had some.

C

Dialogue about it is this that we are in a really tight window around lister and community campus.

C

um And we have, I think, we've had some conversation um on the margins about the fact that we we might.

C

Need to not use the escort money directly for the reaper for the uh the fit up of lister, but.

C

There's a chunk of the money that might need to be repurposed to other projects, so we can.

C

Free up money to do the put up for lister, and so I just want to make sure the board knew that I had.

C

Communicated back to this representative, I said I don't know how much sr money there is left so.

C

If you guys have grand plans about what you would like to ask us to do with esser funds, I'm not sure.

C

What what's going to happen with that? Because I think there's a chunk of that that is going to.

C

Be is going to have to go to lists or fed up if we're going to get it in the list or by the fall.

C

But the board has not decided on those things. We've had some passing conversations about it.

C

I know nathan and I are both so I just want to make sure this stayed on the front burner.

C

Because the timeline for us to make a decision to make sure that we're involved in a decision.

C

To have the architectural firm do a rework around some stuff and to um and to whether or not we're.

C

Going to be in the cip stuff for the for the city or, what's going on with the answer, funds.

C

The window is really actually pretty short, it's the next like month and a half or so for us, or it.

C

Might even it's not even a month and a half might be generous in terms of what we're talking about.

I

But it's they're starting to clamor now about getting the design architectural engineering.

I

Work done so that then you can get to the bid so get the street and get bids so that you can.

I

Actually get the work done before we open school in the fall um cip launches with the planning the.

I

Planning board they're, proud of the process of cip that launches in october, um so yeah there's it's.

I

Definitely I mean, I think, right now, the press the biggest press has been has been from the.

I

Our friends at the department of public works that are working on the building and are aware.

I

Of the renovations that we'll need to do and encouraging us that the firm jsa that.

I

Helped us do a space assessment to figure out if everything the lister needs can fit in the.

I

Space that we've been, I we've been assigned that architect is actually architect that designed the.

I

Building in the first place back in the 90s, but still on the staff, and we really suggest that.

I

We continue to work with him. He's got the insight and can and work with the staff. So.

I

Kind of a I know we're all going to do it. We all say we're going to do it where the money.

I

Comes from, we still have to figure out, but we're bucking up against now really got to.

I

Just engage that firm, so they can get to work and we have dollars in capital that we could.

I

Spend to do that, but I've just been trying to get to a point where there was some some.

I

Consensus or some agreement that I wasn't going out on my own to to do this, so we need a vote to.

G

Shift funds well just to consensus: do we have a consensus that zach and nathan can continue.

D

To do this um so that lister can get uh well where's carrie there, oh carrie did you want.

D

To say something I I wanted to say something you can come back to me if we go back to the.

J

um Redistricting cover because this came out of redistricting right. No, no, no committees.

J

Sorry, my audio is nothing oh, okay, okay hope. So um I would support that that consensus, though okay.

F

So I I did have some questions around answer funds I, and I was hoping that we were going to be.

F

Getting to that conversation as we're entering the budget, it sounds like. Maybe we need to have more.

F

Urgency to that um and I'm happy to, but I don't want- I definitely don't want to get into it.

F

Tonight, but I'm happy you know to send: do it seven minutes my questions and to you and with the copy.

F

But um I just I, I want to put a pin in it, but I do have concerns around like we identified some very.

F

Specific things during covid that were challenges for us and I hope we never have another pandemic.

F

But I'm concerned that we are not addressing those things and as their dollars is a chance to do that.

F

So I I just want to kind of know: where are we with the dollars? Obviously, this obviously is an.

F

Important- I am not saying I don't support that, but I also want to understand a couple of other.

F

Things that were present, so I guess I think, maybe take zach off the hot seat a little bit trying to.

I

Help me because I've been hitting him up with. What can I do? What can I do, what here's we have.

I

We have a proposal that is before us from this firm that the city has brought to us department.

I

Of public works has that would commit just under 149 000. I didn't bring it with me just under 150.

I

000, which would be architectural engineering design work to um to have buildable documents.

I

That could go to bid for blister academy's use of the family's first space at community campus.

I

And the suggestion has been made multiple times now you need to come, you need to you, need to move.

I

Forward with these guys that have already done the preliminary work for you and did the building and.

I

Have them work with the team at lister to figure out what it is we're going to do with that space.

I

So we can get it on the street and get first estimates to really understand the scope of the.

I

Work and how much money we're talking about and then get to bed doing it financing and whether it.

I

Comes from this bucket or that bucket, or we put it into the cip and has to wait for another year, all.

I

Of that comes later, but we kind of have to do this, and so I think that's where if there's one thing.

I

I'm not suggesting right now that we need to spend all this money or that we need to spend any of the.

I

Extra money- and I agree with you that esther's coming they have a bigger issue right now is we.

I

Won't be spending anything on lister academy's work this year. If we don't get the design work.

I

Done up front and we have capital dollars, I can do it in and so okay probably could have and should.

I

Have a month ago just signed it and done it yeah. Let's do it right, my god, it felt like you, lied. No.

C

No- and I think that, but I appreciate we had this conversation yeah I was like well, we shouldn't.

C

Shouldn't really, if we're going to make this type of commitment from the broadway in just to make.

C

Sure to be sure, and although we need to I have no problems just clarify. Thank you just to clarify.

G

um You said that they had already gone in and said that we can fit in the space, or is this going to.

G

Assess whether we can actually you had mentions uh briefly something about whether we could even.

G

Fit in the space, so are you saying that they've already preliminaries said that we've already.

G

Met all these elements with the city finance that was, I want to say it was on the order of.

I

Seven thousand dollars and and this team came and met multiple times with a list of representatives.

I

The staff in full- and they did an inventory of everything you need. You need a science classroom.

I

You need a math classroom, you need, you need an office for this. Oh my god danielle's here she was.

I

In it again, we have a new, so they've done all of that preliminarily. What do you mean conceptually.

I

Don't hold back whatever it is, you think you might want or need, and they put together a narrative, a.

I

Narrative assessment and then the architect went and put reasonably sized rooms and stuff in the.

I

Space and provided a floor plan not a proposed floor plan, just a can, it be made to fit safely and.

I

Reasonably and I would argue that there was plenty of space for what they need to be accommodated in.

I

That space, that's a space, needs assessment, and so that's done now. They want to come back and revisit.

I

And figure out what we really need and- and I I'm proposing that what they might have to do, is they.

I

Might have to phase the approach we're going to do all of this and that's not space. We need.

I

Right now we might have to wait because it's more money than we can afford, but I don't know.

I

That until we get to doing it, so this is just architectural engineering work to get us to the.

I

Point of being able to say this is what it would be, is 150 just for lister. Is that, like a portion.

G

Of the the total that the city's paying like, are we paying our first percentage of the total.

I

Separate proposal they have drafted for just us for just for space in the lower level of community.

C

Just the design work is just the architecture, it sounds like you can sign a check and not be alone.

F

Okay, do we have a consensus? Yeah? Yes? Yes, yes, yes, okay! Thank you. Thank you.

B

Everybody thank you zach, thank you. So can we put on a future agenda items.

D

Before budget, yes, okay, and also on the next agenda, we're having the suicide training which ali foley.

D

Is no and herself is going to do and I believe it's about 35 minutes long. Is that correct? You.

D

Think so, okay so, and it will involve our students who have been trained dynamics yeah so actually.

F

She'll be supporting the students will be doing leading the training. Thank you. That's correct.

D

Okay, upcoming events- um I I don't know why, but I it skipped over the announcements and recognitions.

D

And I um learned tonight that um oklahoma is the play in this fall at fort smith. High school, yes,.

D

Lisa sorry, I have a question about this. Suicide presentation dovetail with the suicide policy.

B

Coming back, that's a great question, so part of that is too is to inform the board so that when.

K

We have to sign off on the policy we're educated on so that so okay, so so it's a great the timing.

K

Actually, I would like to say we planned it, but we didn't it worked out nicely, but I I personally.

K

Speaking only for myself, I think that training is a great chance for us to put our values into.

K

Practice and it'll be recorded, so it's a great resource for our community of access to then that.

K

Gives us the language that we need to understand when the suicide plan comes to us for us to be.

K

Able to evaluate does it makes, does it make? Does this to approve a plan that it tags at some of the.

K

Things we've learned and the plan is done done. We have, we have a done, a finished plan. That's.

A

Got all the essential elements that need to be in the plan um and then obviously it can be refined.

A

Or whatever, as we go on, but we've got a complete plan, so maybe we bring it the same night. Yes, okay,.

D

um For helping me out so much some of you may know, I had a medical emergency in my family.

D

Which has resolved itself very nicely, but margot thank you. I stepped in and just did.

D

Everything, so thank you, thank you. So um with that does anyone have anything else.

D

Okay motion to adjourn move. Second, all in favor, bye.

B

You're, a wonderful you get a sign everybody's gonna.

I

Sign that nathan, what are we signing here? What is this give me 30 seconds.

I

I assume it's just something: fancy grace.