City of Portsmouth, New Hampshire School Board, 24 May 2022

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From YouTube: 5.24.2022 School Board

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5.24.2022 School Board

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Hey everyone welcome to the may 24th 2022 portsmouth school board meeting.

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um Before we begin.

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Did anybody get to see it? It was absolutely outstanding. I mean I guys could go to.

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Broadway, after doing this, they were absolutely fantastic and we have our nick. Can you talk about.

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Your accomplishment recently with the granite state challenge: oh yes, well, um the 2b team was.

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Able to actually win the new hampshire granite state challenge championship so.

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So we actually yeah, we have the big banner hanging in the front all the way to the school.

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uh We've had a little bit, but you know it's still there and actually uh also.

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This week, pretending to trivia is um on what friday we're headed off to.

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Atlanta to compete in the quiz bowl world championships, so yeah more on that soon.

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We're really excited about it. Okay, congratulations! Okay, steve! We do the roller coaster.

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Elementary school today, I didn't know about it until george, just.

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I pledge allegiance to the united states of america and to the republic for which it stands.

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One nation, under god, indivisible with liberty and justice for all.

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That we would also send that to the governor's office. I just wanted that to be included. If that.

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Is correct? Okay, we will make that correction. Okay, anything else, all those in favor.

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Yes, we do, um let's start with uh lauren cook,.

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Lauren hello, this is lauren cook. um I live at 86 coakley. I have a new franklin student.

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And two on the way- and I am also a pediatric neuropsychologist, um so I'm asking to speak.

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To talk to urge the board to move into a more preventative, positive discipline, strategies.

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And away from more punitive or reactive strategies um and I'd like to really highlight.

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Two things that I frequently see in sort of southern new hampshire schools.

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The first being that um kids are losing recess when they're misbehaving and the second being.

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This sort of clip system, where there's a public display of clips in front of the room and the kids.

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Names are on these clothes pins and they sort of move up and down based on um their behaviors and.

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um You know there's two reasons why I feel like these are not appropriate for our kids, um the.

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The first being that they actually don't really work. um You know when I talk to teachers in iep.

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Meetings they'll say things like well. We need to do these because this will prevent johnny or susie.

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From acting out again, um but the reality of the situation is the research doesn't support that.

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And um you know if you have a child that um loses recess one time or goes down to red on one day.

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And then three days later is faced with they're struggling with their writing assignment.

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Or they're arguing with a peer they're, not gonna, think oh wait. I don't want my clip to move to red.

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Now I'm gonna stop. You know this fit that I'm throwing um so so. First, it doesn't really work.

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Even though you know I know, teachers mean well and I think they think it works.

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um And then, second, we know that some of these have um deleterious effects on our.

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Kids, um they increase anxiety, they damage the relationship between the kids and the teachers.

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Other students, if you know I interviewed a lot of different kiddos and they'll immediately, say.

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Like oh yeah johnny, he hangs out on on red all the time and he sort of gets identified as.

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As the problem, so um I do want to say that I don't think that this is a pervasive practice across.

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Our portsmouth schools, um but I think, there's a few hold out teachers that really believe these.

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Things work, and um you know I feel I feel like they're they're challenging um for for our kids.

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uh So so thanks hope you consider that. Thank you very much. We appreciate your comments.

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Zoom audience want to raise their hand, let's speak to the board.

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Yeah so we have with us tonight joseph marquette, who is probably known one of our world language.

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Teachers at the high school, uh in addition to being originally being hired as a latin teacher.

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uh Joseph has started a number of programs and other experiences for students at the high school.

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And first language experiences one of the more most successful I think, being italian and.

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One of the conversations that we had really is is how else can we expand world language.

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Offerings the board has talked for many years about how we make inroads world languages at the.

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Elementary level, so through joseph's health and uh um contact with the italian council of boston.

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We've actually been able to have a partnership with the italian government to defund this.

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Experience for students in our elementary schools, we look forward to continuing that partnership. We.

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Have currently an application back out with the italian government to increase that partnership.

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And I think we're waiting to hear back formally on that. But we have an opportunity to contact.

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Next week, so I invited joseph here just to speak to what this um opportunity has done for us to.

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This point, and so we're not necessarily again, I think we said this at the outset.

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With the program at the beginning of the year, we're not looking to say you know, this is.

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You know we have our complete vision of exactly what's going to.

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Happen for all three levels of the elementary level uh we need to pursue and see where this.

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Relationship may go, uh and it would also be wise to reconstitute rook to actually talk about.

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Elementary world language, in preparation for your future budget cycles, what that plan could be.

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But there's been some amazing things going on joseph is much more animated than talking about.

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It than I am so I'm gonna invite him to the table to talk to you a little bit about. What's going on.

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uh So, admittedly, I don't really know where to begin accepting from this queue. I know that we're.

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All on different pages, we have different ideas. We want to know what's going on, perhaps you've heard.

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Things that are going on, um but I'm here just to report quickly what we're seeing so we are.

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Having a blast an absolute blast uh and more than simply having fun, there is some really interesting.

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Education going on right now in the elementary schools for a time, uh one of the most exciting.

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Things that we're starting to see because we've been doing this has been going on now for a while.

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Now and we are starting to see some genuine and and excited engaged cognition happening in their.

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L2, because of a lot of that having to do with how we're doing it as an approach, so we are taking.

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A complete uh what we call comprehensible input approach, so we use tprs so uh so storytelling and.

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Physical response to story so between immersion, uh comprehensible, which is comprehensible, input.

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Is going to be immersion, that is, that is sustained through messages that the students.

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Are able to receive so it's not simply speaking out, it is bringing the messages that they can.

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That they can receive, understand and then participate with. So it is a participatory.

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Student-Involved student engaged approach to really living the language for the time that we.

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Have together and then uses questioning and sort of entering into the story to be able to promising.

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Response and induced cognition, so the important bit is that they're not doing a conjugation.

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They're not doing worksheets they're not doing these things that perhaps we remember and perhaps.

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We didn't always appreciate what they're being asked to do is enter into an italian moment.

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Be part of the language engage in the language, be transformed by the language and grow through.

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The language so uh we're seeing this at all levels, but kindergarteners are amazing. The first graders.

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Are fabulous fit all the way up through the fifth grade um high levels of engagement, a lot of use of.

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The language outside of the classroom- I actually so the fifth graders- were off in the future today.

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In the middle of the day, I got a an email from one of the fifth grade teachers she's like just so you.

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Know our fifth graders are on the bus, seeing how far they can count. They can count to up to.

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A million at this point in italian, and so they like to race, see what they can.

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They themselves are engaged one of the things that I'm starting to pick up on it as well. Is students.

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Dropping words that I have not talked about yet so, but I know that I've taught other groups which.

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Is confirming what I was just hearing from? The teacher is that it's infiltrating the culture of.

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What's going on and filming their conversation so that kids are coming up because they're into.

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The stories there's a family and they're part of what's going on, and so the kids are talking.

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Outside about what they're learning about in the story, because kids know things about the stories.

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That they haven't, you know, been introduced, which they've yet to be introduced before the class is.

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Beginning, which is only coming from outside conversation, which is a sign of investment.

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On their part and enthusiasm, so that's where we're at right now. We know that we have another teacher.

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That the grant allowed us to bring on board my understanding, she's doing an excellent job.

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And she was hired first and foremost because of her high level of italian and her ability to bring.

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Fluent near native italian to children every day without having to have recourse to english, which.

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Is really important at this level, she also, uh as a person, brings a high level of inter intra-personal.

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Understanding to her to her own world, but also to her classroom uh steve, was spacious enough to.

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Set the time a period where I was able to have her shadow and really be trained in what we're looking.

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To see and how we're looking to do it, plus, we need both weekly or bi-weekly, depending on what's going.

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On uh to go over curriculum and just help, her just continue to grow as a language uh teacher as a.

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World language teacher and really be able to shape our program, um as we pointed out at the beginning,.

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We're gonna do this: let's do it right, so we're working very hard to make sure um with that. If.

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There are any questions if there, whether it's and there are others um beyond this, there are other.

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Sort of fun victories. We have working around the telling program right now that are other benefits.

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To how we can imagine this working into the culture of our schools and being transformative.

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uh For the culture of the k-12 program, because, of course, what begins in k eventually ends up in 12.

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So as a whole we're looking at how can this impact and change the way we look at curriculum.

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In the district, because, of course anything like this, that is so transformative as language.

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Is not going to merely be contained within an inner pocket is something that can move into the.

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Rest of their academic experience and thus sort of help us consider how we can get curricular.

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Moves differently or differently um so that kids can take this and use it in a real life. Real space.

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So on that level we can look at if you have questions about community impact. What we're.

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Doing on that level, if it's about elementary language pedagogy, if you want to look at.

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What sort of the humanistic qualities? So there are humanistic benefits to language learning.

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At a young age, by which humanistic we're going to discuss things like other equity senses of.

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Personhood sense perceptions of personhood and on the outside perceptions of personhood on the.

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Inside things that are framed by language that are part of neurologists, we look at them and say: okay,.

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This is something that language like deeply impacts. On the other hand, there are academic.

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Ramifications for elementary language teaching, um and we can also work with balance if anyone has.

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Any questions there so there we go, let's go and go around this. um Well. Here's the comment, mr marquez.

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So I appreciate you being here tonight and um so I guess it was interesting, pockets and sort.

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Of spreading out the academics, but I guess I was wondering if there was there are pockets within.

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Our elementary community that are engaging in this or is it every grade, every teacher, every school. I.

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Guess my son hasn't said anything to me and part of me wonders: do I need to be asking him about.

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These things, so I guess maybe that's two questions you know. Are there pockets of kids that are doing.

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This and it's not fully widespread right now and second, you know: do we need to have some sort of.

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Communication campaign so that parents can start engaging their children and understand that this.

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Is actually happening, um my understanding I mean in reality, um for when we've worked with school.

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Schedules um over the years, it is a lot to bring something new into the middle of the school year.

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So uh the grant came in the middle of the school year. um It was very generous on on behalf of.

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The italian government we've worked together in the past. They were very happy to be able to work.

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Together again, um but it did also come in the middle of the school year and there are.

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Established rhythms and much is that we know that stability is really important, so steve offered.

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Out just a choice packet to teachers to say: hey would you like to engage? How can we engage and and.

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And really gave them a lot of control um because it was, it was a shift to their schedule.

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And the three schools came at it in the same way and in different ways. um Right now, I think.

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Almost every class of don darrow has attacked. I think there I think, there's a fourth grade.

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Because I'm not in those classrooms, I don't, but I think, there's one fourth grade and there may.

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Maybe there's a third grade, maybe, um but I think almost every class in dondero has- um and there are.

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There's well there's quite enough to keep immersive this immersive nano is the teacher.

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At new franklin and at little harbor and so she's working quite the schedule. So there are several.

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Sections, but it is not everyone, um but for clarity, it's because this was the first roll out and as we.

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Discussed what this could look like, I'm sure that we would want to see something where we're seeing.

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That equity, that equitable presentation um and and instruction at all levels in reality being.

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The first rollout in the middle of the year, I think, there's been a really strong engagement and.

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Really they started off a little bit. This is going to be like and they have. I will say that I know.

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That the administrators have been enthusiastic, the teachers have really been enthusiastic, so.

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Everything is right for development. I think that's probably the most important thing to focus on.

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In the sense that we didn't know what level of appetite I mean, teachers have been through a lot.

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And the prospect of saying hey take down something new: wasn't we knew whatever it was, wasn't going to.

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Be immediately embraced in all likelihood, but we went around each staff had some conversation.

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Made it completely invitational to if you want just a day, if you want to.

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Side by side for a unit, if you want every thursday, you know whatever that might look like and.

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The power of the flexibility there is to actually integrate in.

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With content, teachers are doing in their classroom because it wasn't like we were going to recreate.

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A schedule and say we have another unified art. Now, how would you do italian? You know in this rotation.

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So joseph has been embedding into classrooms as well as marissa on their schedules. According to.

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Their terms according to what their needs may be, uh and I think it's I mean when you talk.

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About getting the scale, it's not I mean it's a great um start to what can then become again if.

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We can continue this relationship and expand it a conversation about okay. What is that? What is.

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In these situations, when they say we want to do this, I know that there was um when we had spoke.

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Before that there was a training program through unh or something or some sort of collaborative for.

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Some teachers were actually taking, I don't know it was credentialing or classes for italian, but.

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um Is that a separate thing? That is something so, for I mean it is the broad picture. Is it just.

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Specific certifications, the world languages of certification. There are multiple paths to.

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Certification in languages, um but when, when we've discussed or talked about language in the past,.

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That is one of the side benefits, um so I reached out. We I had one of our language teachers at the.

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High school who's very dynamic, very highly skilled and interested in always doing more.

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uh We had talked about learning another language and bringing and going deeper on that level and.

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So that sort of planted the seed in my head, so I reached out to idioma consultant so.

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Anyone consulting is a company that partners with southern new hampshire university, as well as the.

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University of colorado to create courses that are tailored to the needs of teachers. Of course, one of.

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The things that teachers have is we do as we want to um to to move forward in our own education and.

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Continue our own training, it's that we're working from here to here and then their children at home.

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And this and whatnot so a lot of the scheduling of you know that happen at that university.

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Doesn't uh always fit the reality of what can be done so idioma consulting.

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Is something is a company that has really moved to bring graduate level education to teachers.

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In world language and in world language, pet coaching, and so I contacted them- and I said: hey.

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um You know blah blah. Could we work together on developing a program for teachers so that not.

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Just accessing skills they have that they could learn italian and then work towards certification.

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Italian and work towards deepening deepening their knowledge and they were really excited.

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To begin that, so starting this year, starting with september, um we did launch the program to teachers.

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This happened before the grant as well, um and so we have our first cohort of teachers.

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Currently, we have nine teachers who are enrolled through the district they're finishing their.

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Second level: um the original program is a five course program um and from there it can go on. They.

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Can move in several different directions, depending on where people would like to take it? The goal of.

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The program is to bring people to proficiency in the four skills of language, while also doing the.

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Check the boxes I did take on having done worked with new hampshire for certification, myself,.

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um I took the paperwork for the certification and developed the program so that it corresponds.

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At a point to each of which, from requirements on certification, so that teachers who are doing this.

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Can also be working towards something practical for the school district, where they could also.

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Become certified teachers of italian um as they you know, there's more. That would come with that.

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For certification, but have that it corresponds to the requirements of the state um so for on that.

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Level that is in place, yes, so something for our teachers to access and have its in-house.

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um I wanted to say first of all that I um that I'm a huge advocate of language learning in.

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General and I think that I've come across as being not so much advocate in these meetings, because.

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I was, I was concerned that we hadn't come up with a comprehensive approach when we started.

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Elementary language, um but I want to say that I'm very reassured now hearing from you um that.

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This, the approach that you guys are taking it sounds wonderful and I'm just really glad that.

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It sort of comes out organically and then it's already happening, because I think that well I.

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Know we've been working on world language for a long time and it hasn't. We haven't done that.

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Comprehensive plan yet, but um I'm excited that our kids are already getting exposure to language so.

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Thank you thank you for just making that happen. um If I may just for that, I mean one of those things.

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That can be lost, I guess, um and perhaps because of the nature of the conversation would be um to.

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Put out there so professionally, I've worked with k-12 for most of my career until I returned to.

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Public education, new hampshire, which does tend to compartmentalize, you are even the school. Are you.

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In this school, but for for most of my career, I was in private education in massachusetts, working in.

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K-12 so I have been teaching elementary education, um middle school and high school for most of them.

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To it- and I do, I think my fourth certification will be done in language at the end of this year,.

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And I have two more for which I'm pre-qualified, so I do bring a depth of.

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Knowledge in language and language, acquisition and multiple languages and multi-levels.

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The first science, the freshest science, looking at brain science, how does this language? How do we do.

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Language, what are the benefits of language doing our best to leave behind any of the old trappings.

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Of things that that perhaps were used before a lot of the new understanding of great science.

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Was established and and really working towards communicative, communicative, functional.

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Language that kids will be able to become one acquires the language one lives through a language.

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Most of us have programs that taught us to talk about a language which is very different than end.

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As a skill in and of itself and something of value, but in talking about a language, it's not the same.

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Thing as becoming a language having that language become a basis for cognition where you can live.

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Your life in here in that language, so when you see someone who actually can speak actually can.

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Read, write and listen to language is because they have thoughts in that language and that.

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Is our biggest job, which is also why it is very important if we really want the school to work.

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Let it be available to our elementary population, because what we are trying to do.

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And I said: that's why I let in with that. That is what we want to see it's when you look down.

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At a little eight-year-old who's, saying, oh andy, is responding in language without.

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Self-Monitoring without monitoring response, but is simply receiving a message while we're talking.

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About sports and so there's a lovely one of the the go today she turns around. She says.

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I do gymnastics because gymnastics is happening, the story in that moment she.

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Has like appropriation, she has a moment where this language has become a tool for her to communicate.

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And that if we foster it eventually that one sentence becomes what we call a string of.

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Sentences becomes paragraphs and then just becomes locution, and then she just is able to open her.

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Mouth and speak and that's the goal of a program that is part of the 21st century educational model,.

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Lisa, oh okay, can you finish.

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It sounds like it may be different for different classes,.

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But um how much exposure are the kids getting or how? How long are your lessons with them.

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uh Right currently right now, I'm at the narrow it is once a week.

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um And the length uh does change appropriately for the age. So when one is with a group of.

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Six-Year-Olds about the time you hit a half hour, it is time to do something new and that's that's.

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Completely developmentally appropriate, whereas in the fourth and fifth grades, a 45-minute blog.

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Is nothing as long as as long as the plans are there and the content's started to flow.

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And it's engaging they're ready to go with it and they get. They have that stamina.

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And so the scheduling does reflect that that basic um uh uh sort of new.

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That is part of the planning and curriculum at all, um but I'll speak very quickly to.

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The spanish thought, um and by actually speaking first to the italian thought.

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Lots of times- and I should say so- I've I'm a fluent speaker of spanish I've spoken to.

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Spanish, instead of for 34 years, so spanish is part of my life. I love I love being in spain very much.

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Actually, and whether it's spanish music, special literature, uh whether it's mexico, whether it's.

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Even with our dear helene, I've been added to costa rica, um I'm currently teaching spanish high school.

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And I've talked spanish for most of my career on and off, along with other languages. um Spanish is.

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A wonderful language, but if we turn to italian and we see what's going on with the town so.

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There is uh when we talk about developing curriculum, uh we're always thinking forward.

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And there's a catchphrase that we say a lot that that sort of holds and sort of cliff.

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Notes to hold a lot of, hopefully what we're all thinking about when we're looking at curricular.

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Development and I would say, college and career ready, so college and career ready. So when this.

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Person goes to college when this person goes to career now. Career with language is a study subject.

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The language that, for your career, that you want is the language that complements the career that.

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You want to develop so if you want to develop a career, that brings you frequently to pilgrim.

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Then polish is a very important language for you to learn. But what I find with with- and I say this.

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With absolute respect, but it is the reality of our country- is that most people that I've encountered.

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On this country so far are um when that happens, I find that a lot of people have ideas about.

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The value within languages, without necessarily always having experiences within those languages.

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When we look at italian and we look at college ready, I just passed for the package just look.

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At the last page, so what makes for excellence and language is lived experience in language.

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Lived experience in language so when we want our students and when we want to do it ourselves.

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Because it's never too plus, we know that language learning is one of the best ways to put off um the.

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Dementias of this world, so it is never too late and leonardo da vinci learned latin at.

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42, so just just a thought and a side comment, but if you look at that last comment, that is.

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From unh today and those are their, these are branding statistics for unh unh as our flagship.

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University is a picture of the needs of the students of new hampshire, but this is globally.

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A trend, italy being italy, so I we, you know, we know that we do trips. I was in with one of our spanish.

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Teachers in italy in february and about day two she looked at me. She said I get it so italy has.

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Been the center of culture for, but we were there in april the day after its birthday, italy is just.

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Over two federal rome is just over two thousand eight hundred years old, and it has three major.

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Cultural movements where it was the center of power and its progress in the european theater.

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With that, italian is not just a language as education, italian and italy itself has been for.

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Now into the thousands of years, a platform for education in our culture. So when we're looking.

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At choosing a language um there's much to consider so the language for a school.

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District that we begin with, and I'd also like to point out as a multilingual person.

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That's both lived in france and in quebec. Andrew does often go to spanish there's, not a language at.

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This school, that I don't cherish and then and that I don't want to see flourish um and there are ways.

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To make sure that all of this actually feeds and promotes multilingualism. But when we look towards.

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A language we're saying we need to reach for a language that serves our future english majors.

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That serves our future history, majors that serves our future poli-sci majors that serves our future.

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Business leaders that serves our future and we can just keep looking at all of these different.

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And there are languages that are the basis for education and italy, as a country.

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Is strongly strongly um one of the leading countries for education.

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On this planet, so, if you look at those statistics, they showed that currently there are 138.

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Students from unh in italy, the next country close to that is australia with 87.

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So when you look across the top of that, you'll see that italy outstrips every other country of.

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Destination for the students at unh and you'll notice that only great britain ever crosses into.

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Three digits where italy is always securely in three digits, so part of it too. When we talk about.

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Student choice: it might be hard to understand what a student wants to choose when she's eight.

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But when we look forward on what we say, what's gonna happen: where are they gonna go so globally.

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This isn't just through english or through america. The two countries where people go are the uk.

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um If you're learning english, it's here and uk, if you're from here it's the uk and the first.

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Non-Language country, non-english uh country, uh throughout our entire 50 states, is italy and it's.

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Because of the richness of culture within italy, it brings us everything from history to poli-sci.

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To mythology to literature, to architecture to culinary exploits agritourism is one of the.

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Major world contenders of politics, as well as in economics. So it's one of those things that I.

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Would argue that as a first language, it is going to bring a richness to our population that it is.

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Very strong, so I would just think back and add one of the unique opportunities about italian here in.

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Addition to this partnership with the government is locally. Italian is a part of the heritage right.

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So we have a strong heritage of italian culture. Already we have an established sister scene.

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uh um But you know, and we we haven't forget really tapped into what that could.

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So I mean I do think, there's an opportunity for a real community engagement for wherever this ends up going, but really.

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Good for you, thank you. Lisa. Do you have a question? I do have touched on part of what I wanted to ask.

A

There was something I'm just looking back through my notes. I wanted to clarify what the plans are.

A

For the fall and I'm curious, it sounded like the intention is to give all of the teachers k5.

A

An opportunity to integrate italian into their instruction, if that is something that.

C

They want to do or is there a different plan as you're looking into the next school year.

C

Well, the plan is to be honest, they're at this point, they're nascent and they are in.

C

Administrators fines- and there are I'm- certainly thinking about it. There are different ways to.

C

Approach it um uh not to throw her under the bus, kate callahan has come up with some really neat.

C

Ideas and has some really strong ideas on how to promote this as well. That's a conversation to have.

C

um One of the things that is working very well, especially a bit with the younger.

C

Years is having it be, embedded in the classroom with the teachers um when we think about the.

C

Potential for more teachers to um and and there's been a some interesting level of expressed.

C

Interest for another offering another cycle of the italian for new people to join on in the fall.

C

um It is a fun way for us to start thinking about how we can bring diversity into our classrooms, so.

C

Having it be embedded in the classroom is a very valuable tool to have the teacher learn along.

C

You know the the classroom teacher learning, along with the students being present with the students.

C

um And then imagining ways where they can bring it into their classrooms.

C

But if we hold to the science, what is necessary is that it be consistent and that it be constant.

C

So, um and we want to be very honest about what has caused failure in the.

C

To past those same patterns so having it be part of a uh say,.

C

This block of time this year and then they'll have it again next year, will guarantee failure.

C

And then we will have the comments which makes sense this isn't working. Why are we doing this.

C

Okay, it needs to be constant; they need to have it all year long. So that is one thing. So as we look.

C

To how to do it, um we talked before about stamina, so there are what's good for in the kindergarten.

C

Isn't necessarily going to be what's good in the fifth grade, and and we have a lot of experts in.

C

Our schools, who are able to help that out and shape that um so we know that they all need.

C

Contact but that context might be different and it might be feasible to bring more to some.

C

Levels and maybe at first maybe a little less is available. Maybe you know there's so many ways to.

C

Think that through so trying to figure that out what I do know- and this is what the research.

C

Brings to us, but, and anyone is welcome to stop by to see what we do is we want to have this.

C

For arcade through our k-5- and it is important to think about the case and the ones and the twos.

C

Piaget is someone who talks to us a lot about learning, joy and learning and the opening and.

C

Learning and one of the things that he reminds us is after about 10 years old of.

C

Course, things like this are going to change personal biologies and what have you, but at.

C

The end of the day they do correspond also with national psychological notions of formal culture.

C

Is that our idea of other people starts after about 10, when you start to think that you've got.

C

The recipe down, and so it's really important- to bring diversity and language diversity to.

C

Children when they are very open to the idea, the world is a panoply and crayon box of possibility.

C

And I can do this too. Okay, that's so having that be, and what we're seeing on that level.

C

Is everything the research? If you look at the packet, I did sort of circle things and point.

C

Them out, um one of the things that we see with the younger children is um not only do they enter in.

C

But because nobody ever, we have a couple of italian speakers um outside of those couple.

C

Of italian speakers, um italian americans sort of reflect my own experience um to an extent.

C

How do you say everyone is leveled on the playing field, so we receive our native tongue.

C

Our community tonight in different ways, and it depends on what's happening at home- how.

C

Things are approached how what we're exposed to what we're given, and all of that is the same in.

C

Every country of the world, but when you are in school and you are brought immersion, everybody.

C

Is on the same level and advantages disadvantage? They all are brought to the same level and that.

C

Is really exciting and so kids, who perhaps didn't before maybe in an english-based moment, couldn't.

C

It is also something that is really beautiful to see with our english language learners, because.

C

We have children who do come with spanish, with portuguese, with arabic, with italian.

C

With french with korea- and we know that bilingual or multilingual people do at all.

C

Ages, do learn languages more quickly than a model person and so kids, who are often feeling that.

C

They're behind that they're, not quite careful that maybe I should sit and I should withdraw.

C

One of them she used to hide. She comes right upstairs right beside me and she's.

C

Like well in portuguese, we say this and she throws it down because she has been taught.

C

That she has a valuable skill and what she can she can be a leader in the classroom um and in.

C

The same class as the first uh in a first grade scenario, a little a young young boy who speaks.

C

Spanish comes up. He comes up to me and he whispers to me and just starts speaking to me in spanish.

C

And I'm speaking back to spanish and I said and he's been a leader all day long.

C

All that's a long day long, so it's 95 30 minutes long and then he says he says this is just like.

C

The way I say it- and I said yes and I had a time I learned spanish- now you pass spanish.

C

That moment is huge. He feels valued. He feels honored. He feels like he's a part. He feels like a.

B

Leader she feels like she can share her voice is open, it is out she's expressing herself and she's.

B

Showing kids herself uh this in language and this in the classroom, is one of those.

B

Things that we really do want to put to the form of our value system.

B

That's a question that probably you wouldn't answer right at this moment but, as you know, we.

B

Don't have italian in the middle school, so I'm very curious when you talk about brand.

B

Science and language acquisition and all of these wonderful things, which I fully support, I'm just.

B

Curious, what do we expect to happen during that three-year gap, and then what happens when they.

B

Get to high school was our hope that they would then become italian students in high school or.

B

Well, what would be the right way to? I guess, keep that momentum. There are.

C

Multiple ways whereby we can look at that I mean obviously I can. I can draw nebulous ideas too.

B

Until high school once they finish fifth grade right now, well, definitely right now it doesn't.

B

Mean it can't change? No, I understand and it's something that we can think about and we can.

C

Think within it it's a change. It's a shift. The way, if I don't know it does, if can you guide me.

C

To the middle school right now in their ua's work on an ap basis, because that was an a b day. No, yes,.

C

um So uh hopefully we have a chunk of fifth graders. um That would be ready to be part of a.

C

Next experience next year, um it would be nice to catch those kids. They have done real work.

C

And they're doing it's again, you can come to the there's a lot of fun. Having said that, looking.

C

Forward what language could look like? Well, kids. I know that we sample in sixth grade and then they.

C

Can choose right now, spanish or french, and that it meets within part of the six states.

C

So my understanding is about fifty percent of the time, so um I see forward four paths.

C

um I'm sure that and with good reason and obviously that the italian government is.

C

Going to as they their hope is to to partner with us in a meaningful way and keep contributing to.

C

Our efforts to to do this and yes they're, going to want to see that in the middle school, because.

C

Otherwise, it is well, it is money lost and that's just real life. um It is also it is language lost.

C

They will it's called fossilization, it will fossilize and it will undermine their progress.

C

um So, in a way, yes, we would have to commit towards moving toward middle school and the school program.

C

What this could look like is for potential paths for kids, especially working on this.

C

On this model of rotation, there may be students who decide and let's just deal with choice and not.

C

Obligation there may be students who um come up through, um we could have an automatic enrollment.

C

Into sixth grade at that point, italian can work within that system. Within that cycle um it would.

C

Mean adjustments um but meeting, I think, is three of the six days or, however, they build it in.

C

um And have that continuity so that the kids coming up out of our elementary schools can be.

C

In italian, while still experiencing, provide ours at seventh grade, they may choose to stop doing.

C

Language, this may not be their cup of tea. That is the way our system is set up and we need to.

C

Make sure we apply for those choices um they may continue just for the time say, time is enough for.

C

Me I'd like to do other uh other skill sets other non-language-based skill sets. um I think that.

C

Because especially another advantage to italian italian, french art twins and italian and spanish.

C

Are very, very similar sisters, so students who have had a good italian program will be able to.

C

Would be able to also then shift into or choose to add italian to french or spanish, so you can have a.

C

Student who's doing three days at the time and three days in french for the last two years of.

C

Their school- and they would be well positioned to do that, and that would be following a nordic model.

C

Which is really the global standard for how we do just about everything in schools, but certainly how.

C

We do languages, I'm starting one in k, so l2 and k and then starting l3 at about seventh grade in a.

C

In a language system that does expect children to be multilingual and and actually usefully.

C

uh Educated in those languages, uh but then you could also see kids, who just want to do one and.

C

They just want to do spanish and so they're going to end their italian time and then opt.

C

For spanish and what they will have is they will be absolutely ready to chat to dive in.

C

And they will do an a great job. It will be a major, so really, four paths. We can look forward to um it.

C

Should be that they continue in sixth grade, so they have the continuity when they get to.

C

Seventh grade they could opt out of language, they could just keep italian, they could drop italian.

C

And choose either spanish or french, or they could keep italian and choose one of the others.

C

And so we have four paths, four possibilities of choice and it should all work without.

B

Causing too much disruption and negative impact scheduling, respecting.

B

That as well, because it does a lot to change the full schedule. Okay, let's try to rewind yourself.

B

I don't actually have a question because they've been answered very very nicely. I'm very excited.

B

About all of this and my colleagues have asked my questions well answered.

B

My question is um well how lucky for our kids that had this, but.

B

That I'm hearing it and wanting to know how soon, how soon would it take to get to scale.

B

On growing the program, because my my angst is the equity issue that comes up, my teacher chose.

B

To partner and do it and I've got this awesome language experience first, but my neighbor was.

B

Also in first grade didn't choose to take it and help that so it'd be great to grow, to scale to the.

B

Point that every grade has it: how long do you foresee that process and what additional costs.

B

I know we've got the partnership, we don't know where that grant's going, but um so again nothing.

C

Can be nothing I see as an angry, binding or even totally as informed as it needs to be.

C

um But uh with that and having conversations uh in the middle in the elementary school, it would take.

C

You could do anything really at the end of the day, you can bring in this much.

C

You're not going to do longer chunks, they have the chunks that are appropriate to the age, but.

C

You can do it once a day or you can do it five times a week. We can do what what we choose to.

C

Do um so you could end up looking at having one person per language in each school, but.

C

You also have the possibility to come up with some pretty real plans where you're sharing.

C

um Instructors between schools, um really, uh if, if we can figure out, we need to be able to.

C

That the elementary school can happen, essentially, if, depending on what our budget, what we're.

C

What we're willing to invest in and to grab a bit of shakespeare opportunity, knocking.

C

Elementary, the elementary schools can be full scale, whatever that plan becomes and.

C

What people want it to be and how we see that, as quickly as next year, the middle school will come.

C

In as a sixth grade six, seven six, seven eight um and the high school is already quite well.

C

um There will be, but we have, we have skilled administrators and we have skilled ideas.

C

Of how to there there are moments where you're trying to balance personnel. It is important to get.

C

Good personnel in language um which language is a critical shortage just.

C

By not having it be an emphasized part of our national curriculum, we have fewer capable people.

C

It's just the way of things, so um you have to go, look for your teachers and you have to.

C

Get good teachers, so your app wants looking as a harder find and they have to actually.

C

Function to work with a system like this, they have to be able to open their mouths and speak.

C

Time um for that to happen, you will probably have to offer them benefits. Okay,.

C

If you're going to ask them to move if you're going to ask them to be so, really, I think is that.

C

If we can find that this is something that we'd like to do, then the next stage is going to be.

C

Getting the players around the table who are who know all of the ins and outs that.

C

Are necessary to build a strong program yeah and just to remind you, so the idea would be.

C

That, uh rather than piecing together with part of joseph parker marissa, we could actually.

C

Combine the money from the italian government with the money you've already put his budget for a half.

C

And have that full position benefited position, teaching contract position.

C

That could then be fully utilized across the we haven't even gone back to joseph or he's been very.

C

Helpful in spanning across high school guys, who've been willing to share.

C

Nicely um but you know we also have to look at opportunities for what schedule would have.

C

When you think about other um things we offer in the schools, you know picture having one.

C

Art teacher across all three elementary schools. You know you're not going to get.

C

The same level of scale, but it's it's going to be a step further next year and then.

C

Will the government give the money every year.

C

But are they very committed? Are they very excited? They are very committed and excited.

C

So I began here with um grants. Years ago I started my teaching career in this city with grants.

C

And throughout the years they have worked with me on multiple occasions, both for funding also.

C

For opportunities, so we have our sister city. We also already have a wonderful relationship.

C

um In austria, which just means latin, uh quite literally, it means all speeding.

C

And so it's the port of ancient rome, um where we've been going for multiple years and we were.

C

Just there again, um they're happy we're getting we're hoping next year, if not europe, because of.

C

All of the covenants and whatnots we're hoping next year to be able to resume um home stays again.

C

Right there in austria, um and that was that that connection was made through the italian consulate.

C

And I know that the italian consulate is, um there's will be a new consular general and.

C

Ability to celebrate our relationship and have it be rather formalized and special. So um if I very.

C

um We have several things that have we talked about the program that is established for.

C

Hopefully, as teachers decide to grow with italian, we have this um graduate opportunity. um We have.

C

The italian partnerships with um romania and with bostia and with the italian consulate.

C

um Not having to go into a human age, we just I just delivered an mlu to unh.

C

um Where we have established, I think that portsmouth is the first, I'm pretty sure portsmouth.

C

Is the first tax city now in new hampshire to have a direct relationship with the durham campus.

C

Of unh for dual enrollment, so starting next year of spanish, five, french five italian future italian.

C

Five and italian six, um each one will be at the interview so intermediate. um What's called 503 and.

C

Intermediate 504, which are the two beginning, major courses for italian, french and spanish at unh.

C

And they have been gracious to offer to our students for free. So on that level we.

C

We are also beginning, and the italian department is very important in helping that come to pass.

C

So, between all of the work that steve did working with the italian consulate to set this.

C

Up and to get that grant going and who has also submitted paperwork for future grants.

C

Looking at what we have for graduate educational pd opportunities for teachers, looking at after.

C

Graduation on those students on that list and hopefully helping to contribute to through the.

D

Unh possibilities through our new relationship with them. I would say that, yes, there's a lot to.

D

Build on- and I would say perhaps to unify us and to be celebratory something to be excited.

D

um I I was curious so right now we have a 0.5.

D

So I'm just wondering how many students.

D

Are engaged right now, would you say overall in the elementary school.

D

And what would our anticipations need to be if we were going to maybe be more formalized.

D

So I teach block one and two at portsmouth and then I leave for for at the high school and then.

D

I did for doctor um right now, looking at it and um having spoken with one administrator looking.

C

At that, to get everybody, I think you'd be looking at a time and a half. If that is the goal that that.

C

Essentially, is going to take a half a contract per school? um To do a minimum of everyone is going.

C

To be but that their their ideals and their their their things that we have to be able to. Does that.

E

Except so we would, we would need more for that. If that is the goal and then there's the question of.

C

How can we allocate? How can that happen, um but if we wanted, if we wanted to see this.

C

Equally available in all those schools, I think you're going to be looking at essentially half.

C

A contract for elementary school to do that. Okay, I I asked for the same reason.

D

We've had you know a lot of questions around equity in the buildings and so.

C

And I should say I have received emails from parents asking that question, um which is which is.

C

Clear and- and it makes sense, um I also was curious- uh the teachers that you mentioned that were.

D

Currently enrolled in the five course program, I didn't catch the number on teachers, they're.

D

Currently, nine and those are dying from our district, yes, and so would they be available for.

D

Participation next year, if we were looking to move things into the middle school or.

D

Theory of certification, readiness or interest on this curious or would we need to be looking.

D

Outside of our district or so technically speaking, so I think so technically speaking, yes,.

C

They can get something called a letter of eligibility at this point. They've had two.

C

They've had two uh college full credit college courses, so they can have something called a.

C

Letter of eligibility that launches a three-year plan and this program would satisfy any of what.

C

Is much of what is there on that plan and then would probably require a course or two or there's.

C

Some really good seminars, but a course or two in specifically language-based language, pedagogy.

C

Having said that, you also um one full year, they're doing they're doing quite well and they're having.

C

A lot of fun, one of two of the teachers at this point have plans for actually going.

C

To study in italy this summer, um another one of our teachers, who's amazingly.

C

Our librarian at the high school, if you want to look at somebody who serves sportsmen with like.

C

Her whole heart, so heatherrob is actually has made friends already, which is our way from italy and.

C

They're coming out to spend time here, so we are already seeing exchange happening just on that.

C

Level would anyone feel comfortable teaching might be another question. um It would be a beautiful.

C

Thing to see this come out of our district eventually, whether they would feel comfortable.

C

And want to do that, um depending on how my schedule can be. I need a um some sort of balance.

C

I guess on my own in my own personal world, before it sort of pulls on my time, but it's my pleasure.

C

To do this, um but I would very much be interested in and hoping to as I'm doing with. Marissa now is.

D

Working with anybody who does want to move forward as a program to make sure that we have curricular.

D

Content we can make sure that the teachers have the support. It is scary to stand up in a.

D

New language and bring the language and to make sure that they have the support that they need.

D

So my last question: I'm not sure, maybe it's for you or maybe it's for steve or maybe it's for.

D

Zach, I'm not really sure, but um you've mentioned a lot around.

D

The kind of opting in at the elementaries and that kate had some really great ideas for.

D

Rolling out some things that don darrow or maybe throughout the elementary school programs.

D

You mentioned some needs at pms, so I'm just curious like where are the discussions with.

E

Building heads and kind of the expectations for next year, considering we're close to the end of.

E

The year and moving towards, or is that a rollover yeah it's going to be a carryover we've learned.

C

About joseph says, we've learned a lot from this experience. We've learned some great things that.

C

Work both you know from a language delivery model, as well as how to integrate in the classrooms.

C

And what hasn't happened yet is a meeting with all three elementary schools to say: okay, what.

C

What are some ways we could look at this into uh next year, so the next steps would be to get that.

F

Group together and look specifically at what we will have available, which will lie soon.

F

Soon from the italian government to say you could deliver on this much staffing now.

F

Has there been any initial conversations with bill to catch those fifth graders coming up.

C

Initial conversations, yes, but that would be that's a whole other scheduling conversation to say and.

B

Anyone else brian does brian, have a question brian. If you want to um do you have any questions.

E

No, I think most of them have been asked. So that's I'm just listening in but yeah. I basically.

C

You know echo a lot of the things that I hear. I think you know I come from. You know business.

E

Background and actually one of the guys I work very closely with um you- know his primary language.

A

Is italian but he also speaks french and german and you know- and it's just surprising how all you.

E

Know many europeans are just multilingual bilingual. That's just not as common here.

C

um But yeah, no, it's great to hear that this is um you know. The pilot uh sounds like in dondero. Is.

C

um Working I know my son personally has come home and said a few italian words.

C

It's pretty pretty cute and he's you know just trying to show off what he's learned and it's.

C

It's great to see: okay, joseph thank you for the oh nick yeah. That's my question.

D

I know what we're doing is pretty new, but I also know that what we're doing is.

C

Pretty is also fairly unique in new hampshire, and so I was wondering what the procedure would be.

C

For kids, who are transferring in during the school year, because obviously they're not likely to have.

C

That experience going in with italian, so what's the plan for integration, so that is actually one.

C

Of this and it's a very important question, uh something that we've talked about right from the.

C

Start that's one of the places where you can get if you're, if you're, not thinking about it ahead,.

C

Of time you can get kind of a hook so right now, um I'm even working on it in the high school on in my.

C

Classes is in the first level right now, everything is verbal, so there's no reading and there's no.

C

Writing- and that is important- the second you start to read and write. You start to establish level.

C

So when things are horrible and uh so we're just speaking and listening and.

C

Prompting and listening, I can instantly turn to this student and I have the picture of maria and.

C

And the little kids can do this now, the new kid comes in, I can instantly just sit there and just.

C

Say maria and we can just start with one word and those one words to make two words: we're not.

C

Doing any grading that is important to maintain that this maintains that this be humanistically.

C

That we assess it humanistically not through grading, because grading will bring shame the.

C

Immediate approach of effective shame is to bring silence and diversion of the eyes to things that.

C

Will shut down any language learning experience, so it will also create strata. So right now.

C

To your question is up until if we have this move into sixth grade um conveniently it was actually.

C

The superintendent of sau 50 hired me when I was quite fresh out of college. So when we look at our.

C

Schools who come out of sau 50 when we look at when is the point, and I think the point is going.

C

To be seventh grade um is at that point we can start to be doing lots of reading and writing, but.

B

Right now, it is just about constant communication that way it can be tailored instantly to the.

B

Needs of the person with whom you're speaking and a new person who joins the group um can.

B

Just jump in and do their best and the teacher just takes them under their wing. But there's.

B

No, this is the worksheet we're doing, and I'm sitting here doing this trying to tailor the.

B

Teacher panicking trying to tailor new worksheets. How are you ever going to do three years of.

B

Worksheets after two years of worksheets- and you cannot do it- that's why it does need to be oral.

B

It does need to be fluent, it needs to be someone who feels that they can do that. However, it allows.

B

You to reach every student where they're at um it also allows our kids to move inside of the city.

B

And change school and it won't really matter at all, so it takes care of the outside and your.

B

Site motherboard, okay, liz. I'm going to ask you to ask a question because we really need to move on.

A

Can you wrap it up with it, though, because I think so my question was.

A

First, I wanted to make a comment that I think I transitioned that I was in 6th or 7th grade.

A

Italian and I transitioned to spanish, and so I'm glad you spoke to that because.

A

I think italian taught me more about the english language too, like prefixes and suffixes, and in.

A

That aspect of italian as well um and my important question is: are you guys ever going to get your.

A

Italian trip your trip to italy that was cancelled because they are actually both now done. So I just.

A

Need two groups um to that, and I'll close just with that. um Yes, italian, is modern and everything.

C

That latin does to promote literacy. Italian is also able to do to democracy. I know that we're.

C

Constantly looking at tests and standardized testing read the packet that I've left you with.

C

um There's a lot to be said for language learning when you do language learning this way, instead of.

C

Being a linguistic measure, it is a problem-solving measure, so math scores tend to jump. Literacy tends.

C

To jump you level the playing field between economic differentiators, you level the language.

C

Field between language-based differentiators, so this is the glaring element in the american school.

C

System that is absent. So, as we talk about this, if you look forward, I will leave it at that. There is.

F

Thank you very much.

C

Transition, that's a conversation.

C

About disciplinary philosophies and practices at the elementary.

D

Level, I know they experienced things.

D

So thank you for this invitation to come in and talk to you. I have to say you know. I know.

D

Conversation this month from the boys around discipline- and I wanted to we all in agreement- we.

D

Kind of don't use that focus when we talk at the elementary schools. We really want to talk to you.

D

About our elementary systems of behavioral support, so while indeed there are certainly consequences.

D

Tied to behaviors, it really is when we're talking about five to ten-year-olds, a really different.

D

Approach and a systemic approach, so, mr shea, if you could hit that first line, thank you so much so. The.

D

First slide here, you see, is a very familiar image in education circles, that pyramid and we approach.

D

A response to behaviors, in the same way that we approach a response to instruction in three tiers.

D

And so we're going to go a little bit more into more detail there, but the tears really.

D

Feed into one another and they're fluid, so we'll talk a little bit about that tier 1.

D

Behavioral support system, which is to the benefit of all children, and it applies to all of our staff.

D

Children who need a little bit more shift up to tier 2, and then we have a small percentage.

D

Of students that we would put at the very top of the pyramid, who really need a comprehensive.

D

Support team around their behaviors, so it's really important to understand that it's not one-stop.

D

Shopping that it really is, how are we supporting giving students the tools, the strategies, the.

D

Instructions around their behaviors how to make really great choices: how the adults in the school.

D

In our building- and that's all adults we were talking actually about kate- was mentioning her.

D

Cafeteria staff and some of the training that they've had and the language that they used.

D

Are custodians who are paraprofessionals? It's the front office that everyone uses a language.

D

Is consistent in support and that students look at all the adults as resources to support their.

D

Behavior, so we want to um just kind of walk you through and so sushi is going to take us to that.

D

Next slide, which is the tier one, so tier one, which is the bottom of the pyramid, is for all.

D

Of our students, so when we look at tier one, we're talking about our social, emotional curriculum and.

D

That certainly has been a hot topic, but not one. That's a new topic to us, one that we've.

D

Known is so so important for all of our students. It's that conversation around instructing students.

D

Around how to navigate their behaviors, it's around, providing them with strategies to self-regulate.

D

Those tools and and tips and tricks that we give them to problem solve with their friends with.

D

Their peers, what we also talk about at the tier one, is really clear expectations. So each building.

D

May have slightly different expectations, but at each building we've worked really hard to identify.

D

Clear expectations around behavior at new franklin: we call those the gold standard expectations. We.

D

Actually, utilize a grid of sorts with our students, where they're going for the goals.

D

And so we talk about that, and I know that the other studies have somewhat similar systems where.

D

We're just really explicit around what it means to be a new franklin, dondero or a little harbor.

D

Student, so that's so so important because they need to know what's expected of them and we.

D

Instruct and we teach um those expectations, so we oftentimes will be problem solving with our.

D

Students within our open circle, curriculum sel curriculum which we're using right. Now there is a.

D

Whole um there's a whole toolkit and strategies to design around problem solving where students stop.

D

And they think- and they explain their feelings and talk about strategies around that. What's done.

D

With our guidance team, your classroom teacher with your principal another huge piece of this tier one.

D

Is around growth mindset? This has been such an important part across all of our buildings that.

D

Idea of helping students to really think about the world around them as an opportunity to persevere.

D

To work hard to process through to be flexible in their thinking, you know that can be hard, whether.

D

That you're five years old or 55 years old, but that idea around flexible thinking and optimism.

D

We do that through a lot of positive self-talk. We use strategies like some students will have.

D

Prompts on their desk for positive self-talk, with some of our littles we've used everything.

D

From years where kids go and give themselves an affirmation each day, because that's really a part.

D

Of our behavioral system, how we're getting kids the we're building on that mindset.

D

To be positive members of their school community and a huge piece, I know for all of us too,.

D

And talking about what our expectations are talking about, the celebration of our learning.

D

Is those celebrations around behavior? So how are we acknowledging when things are going really well.

D

And I know we do things like positive phone calls home. We have positive uh postcards that.

D

Are mailed out, we are again individual buildings. Do it differently, I'm so, just speaking about new.

D

Franklin, we give kids gold tickets for those gold standard behaviors and we every friday.

D

We draw the names of five students from our gold ticket box to celebrate and acknowledge the great.

D

Behavior that we have, but those are all parts of that tier one system that impacts every single.

D

Child and sometimes there are students that have behaviors or are really just trying to navigate.

D

Those social constructs and sometimes we'll move them up to tier two where they get a little bit.

D

Of extra and kate's going to talk about that. Oh I'm sorry aaron's going to talk about that.

E

So we're thinking about these tiers um we're thinking about not only kind of moving up the.

E

Tiers in terms of what students need, but also how many people are involved. So, as joanne mentioned.

E

These are definitely multi-tiered systems of support. Thinking about who those support, people.

E

Are so typically at the first tier that really is classroom teacher, it might be some guidance.

E

Instruction but it's something that's available to everybody when we're thinking about these.

E

Kids, who really need tier 2 interventions, we're talking about about 10 to 15 of the population.

E

Some of these kids are going to be consistent, tier 2 children who need specific teams or need.

E

Specific plans around them for the school year and other students are going to have periods of.

E

Time where maybe these things pop up so when we're talking about tier 2 students or students that are.

E

In need of that support, we're really thinking about what are those goals or expectations.

E

One of the things that we talked about is what are the lagging skills that a student needs to learn.

E

So, in that same way that we intervene in academics, we're thinking about that with behavior.

E

Is a student having a hard time playing fairly is a student having a hard time.

E

Kind of flexing their thinking to see another person's perspective and really trying to make.

E

Sure that we are not just addressing the behavior that we're seeing, but also filling that gap.

E

What is that need that? The student has so thinking about that referral might be for specific guidance.

E

Interventions or groups, um so it might be a social group, that's targeted towards a specific skill.

E

It might be setting up some goal, setting with the guidance counselor and the parent and the.

E

Teacher to be able to say this is something that we're really going to focus on and be able to.

E

Kind of work towards so involving the student at this level is really important.

E

um Anytime, a student is struggling with behavior behavior is communication. It's telling us.

E

Something about that student and what they need. So we need to be able to figure out how to address.

E

That need not just the problem, so thinking about how we're going to do that and bring.

E

In often more supports, so that's where it might be thinking about who a mentor.

E

Could be within a school might be connecting that person uh with another adult that they feel.

E

Comfortable with to bring into that team, often it's going to be guidance, um but sometimes there's.

E

A student who we may say this is a student who really loves art. How can we bring the art teacher.

E

Into this experience to be able to reinforce that um at little harbor, we do have a specific.

E

Check-In and check-out program that sometimes we will set kids up with so kids, who are in that need.

E

Of another clock or another adult in the building to have that daily check-in with and that's done,.

E

Kind of informally, for some kids and very formally for others. um It's also thinking about how we look.

E

At the data that we collect, so all three of us were talking about the idea that um when we see.

E

Behaviors that are coming up. We need to look at that as information, so what's happening across a.

E

Grade level, are we seeing a particular need arise at recess in third grade, and maybe we've got to.

E

Have a plan for how we're going to approach third grade recess or meet those teachers to be able to.

E

Problem solve maybe foursquare and fourth grade is a really big issue. I'll tell you it is, um and so.

E

Reviewing those expectations bringing in maybe the gym teacher to review rules setting up some ways.

E

To do that so sometimes we're looking at that data. It gives us information into what we need to do.

E

That might become a universal support. It might become something that we need to address with.

E

A larger group of students- and sometimes it gives us information about how behaviors are changing or.

E

Trending for a particular student at tier two, it's also important to note that we have a higher level.

E

Of collaboration with family um that certainly at the elementary level, parents need to be partners.

E

With us- and we work hard at that, but I think that if the tier one that's kind of looked at as.

E

The classroom teacher primarily is that contact and at tier two oftentimes. That's when we need.

E

To to connect the parent to those other people that the student may be having interaction with.

E

So connecting with the teacher with the guidance counselor connecting that teacher with one of us.

E

um So that we are starting to build that network of support, as opposed to just that connection or.

E

That expectation around classroom, behavior and students again where those documented needs are.

E

Not being met through that may need more, they may need a tier three instruction and so kate's.

E

Going to talk a little bit about what that looks like so, if you look at tier three.

A

And most of these students are already working with a system of people.

A

So that might include errors just describe this because the counselors, the principals.

A

Another big, I think factor into this would be some of our specialized teams um and also our vcba and.

A

So there's usually at this level of a very clear behavior plan in place, so those expectations for.

A

What the expected behavior should look like, as well as the consequences are already knocked out.

A

And that's mapped out not only for the internal team but also for the external team, so that the.

A

Parent needs to be notified of a behavior they've, already seen the agreement that we have in place.

A

For those those levels of support, there's intensive level of instruction- and that might mean.

A

A co-treatment, so it might be the counselor working with a speech path and so that we're.

A

Teaching the skills and talents, but we're applying them in a speech with a speech and language.

A

Pathologist or working with a case manager and a teacher again going in and working in partnership.

A

To make sure that strategies are implemented, but also supports for the unwanted behavior, that we.

A

Are seeing um behavior plans are monitored? They're tracked, like aaron, had described.

A

It gives us insight into what is working. Do we as adults do differently? What do we keep the same?.

A

Are we looking at it from a two-week standpoint? Are we looking at it from things are working in.

A

A classroom but they're not working at lunch or they're working in the lunchroom but they're not.

A

Working at recess um so again that data really helps us inform our decision-making process.

A

But it also lets us track some of the information with vcpa to also make adjustments.

A

To her or his work, counseling is a huge focus. I think that also, when I think about the kids.

A

At dondera we have the counseling through zika's mental health, that most of those kids.

A

Are working with at a different capacity, and so um for us our nurse. Sarah has been a huge part.

A

Of that piece, and so what we're realizing is in the counseling session, some of those tough.

A

Conversations are happening, but then the nurse has become their go-to as their mentor and their.

A

Safe person, and so those conversations continue to happen, um the coping studies.

A

And then, like I said, the outside providers, it's finding that balance between what we do in-house.

A

And then, how do we support them outside of school? And I think a big piece of this is a parental.

A

Engagement and helping them understand these are systems within a six and a half hour day. We know.

A

That when they leave school, it's going to look very different. um Partnering with housing has been.

A

A huge success for us at doctor of extending the work that we do internally to their after school.

A

Program and showing them okay: this is what this student needs and kind of coming full circle, and I.

A

Would say when a parent is not as ready to engage in this process, there's enough data that we've.

A

Collected that we can still show the growth and show the areas that we need to continue to work on.

A

And I really look at it as like, aaron and joe both I said, the behavior is telling something. So how do.

A

We get deeper to do better or right by the student. So as we move into um collecting data and why.

A

Yeah, this is absolutely a summary. um You keep hearing the three of us kind of mention the.

D

Word data it's so important. As I mentioned this parallels, it's a parallel track to our instruction.

D

um We're always collecting data to inform our instructional.

D

Practice and we do the same as well around behaviors, so we've aged within our buildings.

D

Have talked about and defined what we might refer to as major and minor behaviors. Those.

D

We've also referred to them as dangerous destructive behaviors for some of those major.

D

Behaviors and so when we defined it now, we can collect the data around it and we do that through.

D

Our different behavioral systems, our reports, that we have and we use that- and we share that with our.

D

Teacher teams: we look at that with our supports our guidance, our special ed education departments,.

D

All of those people we look at those various those various tiers of data. Our building-wide data might.

D

Be student-specific data and we use that to make improvements and to refine the instruction that.

D

And supports that we need to um to give george to our students. I think the other piece just a.

A

Piggyback that isn't out here, um some of the state is also used to as a collection when we think of.

A

Replacement, and so we as as the outsider may say, oh you know, aaron and joanna are really great.

A

From an academic perspective that, from a behavior standpoint, when you start to track some of those.

B

Instances of where those behaviors are coming from it's easier to say, okay, you know we just.

A

Need to break that they've been together for two years in a separation in class, so they.

A

Can see to their recess is a part of that, but maybe that's also still happening differently.

A

Or even I think sometimes when I engage with the family, so you know there's constantly having the.

A

Same values with the same student, all those those behaviors at home are coming into the.

A

School, so how do we help from a friendship standpoint make some decisions around friends.

A

um I think the other big piece that jodeck said is reflecting upon systems within and.

A

So what as the adults need to do to change some of our systems, so we can better meet.

A

The needs that are where their behaviors are being presented so horsepower is a great example of wall.

A

Ball, for us is one of those pieces that we've had to reteach and model and use the language.

A

How do we use strategies and have conversations to help a student uh make theirs for their own self.

E

Just to think about that, I think the other piece of that is when we're thinking about students.

E

We know that we're dealing with elementary school students right, and so we also know that sometimes.

E

The expectations in a playdate are different than an expectation at recess. um You know one.

E

Of the conversations I find myself having about soccer is that there's a time for tactical soccer.

E

And it's not recess, you know or thinking about what actually tag looks like might be different.

E

When you're playing in your neighborhood than when you're playing at recess and so helping kids to.

E

Navigate those social parameters of where you are and what the expectations are really is something.

E

That, I think, starts with that tier one instruction and some kids and they understand. I don't talk.

E

That way, when my mom's standing with me, even if I might talk that way to my friend or you know,.

E

Things that you might do you wouldn't do in class, but you would do something else and.

E

It doesn't mean it's inappropriate someplace else. It's not appropriate for class, so helping kids to.

E

Navigate that, I think, is one of our biggest jobs as elementary school educators that we have to.

E

Think about time and place, and so something that is funny at recess. It's not funny in math class.

E

And you know really thinking about that and so having those conversations with kids.

E

So that the conversation is certainly about the behavior, but also about the.

E

Teaching- and I think that that's the piece that that is really important to us as.

E

People dealing with these things is that I never want a student to walk out of my office.

E

Feeling like it's, that this is going to define them, the opportunity is there for you to take.

E

Responsibility for what happened to understand what happened so that you can learn from that.

E

And that we're here to support you so that you can make better decisions in the future. So I think.

E

That all of that comes into kind of our philosophy of what we're doing and why we're talking about.

E

The supports and systems that are in place, as opposed to about just that four squared incident.

B

Well, thank you that was really interesting.

B

Okay, I guess we'll open it up for questions. Why do we start on.

B

So I assume, like tier 2, is subject to the like treatment of tier 1, but do tier 2 and.

E

Tier 3 directly overlap normally or are they like distinctly separate structure.

E

Because they're fluid in it, can you say that it's not that you're necessarily in a tear.

E

It's what do you need in that moment, and so tier one is kind of a little bit separate.

E

Because it's something that's available for everybody, but tier two and tier three might.

E

Depend on what it is we're talking about in that moment, or what situation is going on in that.

A

I think my tier three kids are my two or three kids for an extended period of time.

A

And so I think that's where the multi-faceted team comes into play, it's not something that we're.

A

Going to look at from a two-week three-week period, it seems to be a pattern of behavior.

F

uh Yeah, I have a couple questions. um Okay, so I think you already answered.

F

So when you're in these tiers um so you're in tier one, that's in the classroom, something goes wrong.

F

um You handle it as a community event or a way to work around it, um but the way it was.

F

Presented you go to tier two and then you know you could end up in tier three. So I guess my question.

F

Was you may not know the answer? How do you know the interventions that you're doing say that.

F

Tier two or two three: you can migrate that student back to tier one. Is that possible or.

F

Did they end up with the bcpa or like? What's your research on that not research but you're.

D

So great question, so um what I would say is think of maybe there's a girl.

D

Group issue- maybe we've been noticing that some of the girls have not been kind in.

D

But what I would say is if we see that, then we may start pulling. You know a small group.

D

Together with one of our guidance counselors- um and they might have a group for say.

D

You know four weeks, four or six weeks, we, you know, try to give them better strategies to navigate.

D

um To navigate friendships, and so then that group banned and then the guidance counselor is always.

D

Available for them to check in, but it's like. Let's take that and they'll you know go forth.

D

Go go back and we usually see some really nice things around that you know just sometimes people.

D

Might need a smaller group and more intensive instruction around a particular behavior, so you.

D

Know they're not when you're into your tube you're, not always in tier two. It's kind of a short-term.

D

Quick fix, we hope, um and then you know if you're you're back within the tears and the tears are.

D

For us, like a child is not defined by their two, they don't know I'm tier two or three or one. They.

D

Have no idea around that, but for us as a system, we think we have to have a solid base on our pyramid.

D

That tier one, we need to make sure just like we do with our instructional practice that we're clear.

D

That we um have defined what we need to do to find our expectations around behavior just.

D

Like we define our instructional standards that we're teaching explicitly, which we do through our.

D

Various seo lessons through open circles, so that's like tier one everybody's going to get that then.

A

It's best practice, that's what they're currently doing in their classroom and so many times we.

A

Don't even hear about it, it's when okay, I've done all these things, and now I need to put the health.

A

Like who can I reach out to you to say, but all of these systems have been placed but joanne's still.

A

Not understanding that and then it kind of goes to that piece and I think then tier three becomes.

A

Okay, we have this team and now it's okay. It really means we are tracking this. The behavior is not.

A

Changing sometimes it's getting worse, sometimes it's bringing somebody else in and now how do we.

D

Come together with a larger team and say: okay, like the behavior, is telling us something what.

E

Do we need to do how do we execute and then how do you track that so there's mobility um and then the.

F

Other piece um aaron, you had some great things to say in our meeting the other day um on restorative.

F

Justice and um you presented it very nicely, so I don't know you guys again um come well. Thank.

F

Yeah so the aspects of when something was done to the community.

F

um How you treated it- and I thought it was really nice.

F

Yeah so just in terms of problem solving with kids- and we had been having this conversation.

E

About how do we repair things when something goes wrong? Certainly, there are situations where.

E

You might know that students make mistakes and they might make a poor choice and, like I said, we.

E

Don't want that to define students, how do we help them be able to figure out how to make that right?.

E

And so we've been talking about the idea of um kind of how do you repair that, and so one of the.

E

Conversations that I often have with students is when something bad happens in our world or happens.

E

In our community it- that is our fault, we kind of have part of taking responsibility, is thinking.

E

About how you make amends and amends sometimes are simple and that's about saying sorry, but it's also.

E

About putting good back into the to our community, so if we harmed our community in some way.

E

How can we make sure that we're putting some food back into that and so really working with.

E

Students to be able to have them be a part of the problem-solving process, and so I was telling these.

E

Guys, foursquare and fourth grade has been a number of conversations for us, and so one of the things.

E

In that conversation with this group of kids that were really having a hard time with this, and it.

E

Was causing other issues that were carrying over into the classroom, and I said how do we make this.

E

Right you guys like what are we gonna do about this, and their idea was that they were going to.

E

Make a slideshow of directions so that everybody played by the same rules. Because we all agree on.

E

The rules, then maybe we won't fight over the rules, great idea. So how can we make this right.

E

Becomes something that is: how do we put that good back into the community? We're.

E

Doing something that serves others, while also taking responsibility for our own behavior.

E

And so it is that idea of how do we restore things and restore balance within our community.

E

And I probably said it better, the first time, maybe that was even better this time.

D

Why not just I'm I'm curious to hear more about the data that you guys can talk about.

D

Like how that's collected, what what are you.

D

What trends are you seeing or just what is your data really telling you.

A

So years ago we had a behavior where we called behavior forms, and so that was simply in-house.

A

And what we realized is that, so, if you start to see patterns of behavior, we want a pretty good.

A

Job of communicating our family, so we switched it to called the communication. So if I was the.

A

One who was making a poor choice and needed to be redirected, um then there's a area where the.

A

Incident is described and then um what strategies you put in place? What conversation looks like.

A

And then that would go to the classroom teacher, the guidance counselor to name the parent and.

A

Sometimes there's a spot for the student there's a lot of reflection where they would have to write.

A

Like how are we going to find this right, so we had a student, for example, hormone all over the.

A

Table so his decision was I'm going to help mr o'neal, because I wasted his time to clean up.

A

When I was frustrated at someone's own, and so that is stapled together, all of that data is collected.

A

Each I'd say every six to eight weeks. uh This is a challenge school council.

A

Look through that we organize it is it the same. Students are there patterns at the same.

A

A

Hey these are some of the behaviors that steve and I have sat in on and have conversations and.

A

Here's what worked and here's, what didn't work, here's what you might need to know about you.

A

Know how to respond, like my whole thing is every day you know it's the first time we're gonna hit.

A

The restart button, so you may have had a difficult time today. If you expect a lot of disrespectfully.

A

Usually but tomorrow's a new day- um and so that's been super helpful to have those connections.

A

Through google now I can communicate with those kids and so for me, it's not helpful for them to.

A

Say, okay, can you just send your message just check in and then it becomes this online base.

A

um I think, as you see, some of its trends are those trends. Just is it you know. Is it just a square.

A

Is it just a group of kids? Is it a cohort, or is this something that we really need to be mindful.

A

That we're seeing a pattern in elementary school, social media, fourth and fifth grade.

A

And how that has continued, and then we can, I can have conversations around. This is how we've.

A

Engaged parents- this is what we've done. That was kind of what I tagged. One year we brought my cat.

A

Into elementary just because so many parents I need help, I don't know how to navigate through.

A

Text, I don't know how to do this and I was able to look at our behavior communication forms and what.

A

Was coming into the sponsor here's, where we're going to pitch all this and really bring problems.

A

To help me and to help teachers and help families.

D

So you're each collecting data differently. So we don't have data. That's a district on.

D

Those patterns of fourth grade or we really have them as fourth graders. I think it's the.

D

Value of data, it's just not the same tool. Okay, so I might. I don't use google forms.

B

So you're collecting the same information.

D

And then I'm curious if you can talk a little bit more about like I really.

D

Appreciate you laid out the tears, um so I'm I'm curious to hear a little more about.

D

How that plays out day to day at the moment,.

D

There used to be star charts, fighting charts. You mentioned the golden tickets. um I have.

D

Mixed feelings, I'll be honest about that, because I do think in today's world versus.

D

Kids, elementary school generation there's a little more around labeling kids. Kids are very.

B

um Much more observational, sometimes about you, know, who's getting the golden tickets.

D

We have to put our chairs together and clean up, and she always reminds me that I'm second.

D

And I'm not fast enough and I'm not as good as she does and I don't get the same awards.

D

That she gets in class, so I'm going to do thank kids for different things like that. So.

D

I just wonder on how you're defining positive behavior and, if you're, taking into consideration.

D

Kids limitations- some kids are more organized than others. Some kids understand english, better.

D

Some kids have better management, and you know if we're defining it by things that.

D

May be limiting to some kids or, if we're defining it by.

D

Respect or I'm just curious, how are you defining positive behavior that kids are expected to.

D

um The standards are being set by yep, so I'll give you a little bit of what we do within our building.

D

And again, I know it's very much an alignment, but we have basically followed a modified. What we call.

D

A pbis system, a positive behavioral intervention system, which is research based and a huge piece of.

D

That is around the celebrations of behavior, so I mentioned to you our gold standard behavior at new.

D

Franklin and we talk about giving respect obeying safety rules, leading by example and demonstrating.

D

Responsibility, and so we flood all of our students with opportunities just constantly letting them.

D

With I really love what you know, what a great job that you're doing here, I love whether it's walking.

D

Through the hallway, whether it's just being a kind friend whether it's you know um making sure that.

D

You know outside of play that you know, maybe you let somebody go in front of you and so it's.

D

Just fun so there are thousands and thousands and thousands of tickets that are in a box. So.

D

uh We are not a district that has clip, charts or highlights you know: red green behaviors for kids.

D

We are a district that celebrates when we see children really being respectful and kind to.

D

Each other, and so that is just something that we all want to highlight, and we do it in just.

D

Various different ways, I think the key language is expected behaviors. I think we all have.

A

This is expected, it's except you're expected to be kind. You expect it to be respectful. There's an.

A

Expectation for walking the halls on the right hand, side and um staying in a straight line.

A

And so getting caught. So just like doing that and acknowledging that is just as powerful as getting.

A

The ticket- and so I came into dondera, where responsive classroom was a huge piece, so it was.

A

Much more intrinsically motivated and from my own background, coming from honestly, it was intrinsic.

A

But not every kid can do it, not even my own kid isn't an enemy motivator. So finding that balance.

A

Of of acknowledging what they're doing right um is really embedded in our everyday practices.

A

It caused everybody to go to lunch. Mrs keller, has this little.

A

How we address that is just really embedded in everyday practices.

A

Student leadership, assemblies and sometimes we have to put more effort into aspects of the day.

A

To make sure the expected behaviors are exactly what we want them. I think the other piece of your.

E

Question that I'm kind of inferring is really what about those students who aren't feeling successful.

E

With that- and I think that that is where we would consider those kids to be maybe tier two.

E

Or tier three and some of those kids do have very distinct behavior plans. What they're working on.

E

So if, if a student is having a really hard time with peer interactions- and we want to work on kind.

E

Words, safe body, and I might say you got to put one more thing on there- that you're already doing.

E

Eighty percent- that's always my rule with making your plan um because you've got to be able to earn.

E

Something every single time. So, if you're working on those three things and you're getting feedback.

E

On that, on a regular basis, then our goal still is to reward the positive. So it's not you're, not.

E

Being confident, I love that you were oh, my gosh. You problem solved that with your friend, you were.

E

Frustrated and you were able to use kind words, I'm so proud of you, and so there are students who are.

E

Working on that in a different kind of way, but we try to do that in a positive way and we try.

E

To do it in a very specific way, it's also not. You can't work on everything at one time right and so.

E

There are students who are having a hard time with several things and we need to hone in and be able.

E

To say what is that targeted, specific goal that we're going to teach that we're going to reinforce.

E

And that we're going to model, and so how are we going to do that and that's where some of those.

E

Systems of support might be in part, that might be a paraprofessional. That's with that student.

E

At recess really reinforcing exactly what it is, it might be a student who's having a hard.

E

Time at the lunchroom you know staying in their seat and using a safe body and they're up and.

E

They're ramming into each other, and so that's a plan with the person in the cafeteria to say.

E

Every time he comes in, I want you to run remind him what the rules are and then the first time he.

E

Does it I want you to catch him, doing it so that you can say? Oh my gosh, you remembered, I told you.

E

You're gonna stay in your seat. Today. Look at you you're right here: you're, not bringing into.

E

People you're respecting personal space, so that really we're reinforcing that. And I think that.

E

That's that piece where what we're doing is trying to recognize.

E

That growth piece of things and really recognize kids working on what they need at that time,.

B

Okay got it, I have um several. um Thank you. Always mine is in collecting a lot of looking.

B

To the email support has gotten over the year, we continue to get um the concern that we have a.

B

Board policy of recess can't be taken away for behavior and we continue to get the feedback.

B

That it is being taken away, so I would like to just get some clarity on where's the disconnect.

B

Happening um so that we as a board, can better communicate our policies out and change our.

B

Handbooks and how it goes out, so that's my first question sure so I reach out to the parents who.

A

Send emails to the board, um I would guess a little bit surprised, and so my understanding was that.

A

Feedback was solicited from members of the board to say, tell me what isn't, working and.

A

So one parent, I'm sure that there was a substitute teacher last year who um at the time didn't really.

A

Understand the outdoor ed piece, and so she was quite upset that her student wasn't going outdoors.

A

And so we addressed that and then the next piece of that was she had threatened to take resistance.

A

And my feedback to you is that um substitutes need to be told that this is a protocol. Like that's old.

A

School- and this is newspaper- so I hear that I'm clear- it's definitely great feedback to have. um We.

A

Have a substitute teacher this year, long term kind of similar they're both coming at the same time.

A

From another district, very close to us and so same type of piece that erased the behaviors.

A

That happened, she asked students to sit against the wall for two minutes so that they could see.

A

How the others were engaging a parent was quite upset, um an email that came to you was from that.

A

Communication between the parents, your two kids- are not in either of these classes like no. This is.

A

A conversation last night: this is through text. I'm sorry that I just come to you so again: we've had.

A

Those conversations we talked about expectations at school, so for me my takeaway was that.

A

People who are just part embedded in our culture, I feel like, are all doing.

A

The same thing, because it's not something like I have a student who starts his name at least.

A

He can't be with his um forward a kid just because he's using he's very angry, so he can invite two.

A

Friends, we have basketball that happens, so he has three basketball breaks. That's his.

A

Sort of choice right now he's still getting this 30 minutes outside it just is at a different time.

A

And so for me, my piece is: I need to do a better job of engaging with those substitutes.

A

For coming in, say, okay, this is the five second or yes or the outdoor piece. Yes, we have recess.

A

I've got 30 minute recess, it's something that I feel it's sacred.

A

So that's kind of where we're at I was surprised by.

A

The emails that were both that I built that I received.

E

When a student is dangerous or destructive and recess that they may be set inside.

E

That they need to be separated from the group if they may be asked to step aside.

E

And and like I said, that's not necessarily something that we would do all the time. But.

E

When there's a safety concern, we feel, like that's, gotta, be the primary piece of that, and so it.

E

For instance, if there's a physical altercation between two kids at recess, that's not something.

E

That I expect recess duty people to be able to handle, while also monitoring everybody else.

E

And so there are times where that may be a response. um It is certainly not something that.

E

We, you know, if you don't do your homework. That is not a recess duty. You know, that's not a takeaway.

E

Recess kind of thing, which, as kate's talking about old school, you know, I can remember, being.

E

In fear, in second grade that I was not going to be able to go to recess, if I didn't get my logs.

E

For reading um we also don't do that anymore, so you know, um but there are those pieces where.

E

It's about what is the behavior that we're trying to think for being.

E

And, like I said, safety is one of those things that we do sometimes have to remove a student.

E

From that experience or from that group to be able to problem solve that, um thank you and then.

B

You guidance parents is that it always because we we have received some feedback, that.

B

There are certain behavior patterns that sometimes the parent feels like wish. I had been brought into.

B

The conversation earlier and that's always being a positive teacher. It's always a hard thing to.

B

Determine when is it more when is it a pattern toward and when do, I think, I'm handling it on my.

B

Own one of the things that's become clear with all of our disciplines. Each level is, there is.

B

Key element of communication on and not just what are, our expectations, which are classroom level and.

B

Sometimes it doesn't happen until back to school night, which we've been in school for a month.

B

And there might be a key expectation that I have no clue about right. So how could you tell me more.

B

About how that communication piece happens, when is the parent looped in, and I respect that I'm.

B

Not saying, apparently, I'm just asking what are the efforts we make to be transparent in? What's.

B

Happening and how we're communicating and how the message is being received, so it can be supported.

A

I think that when it becomes a behavior that they need, whatever.

A

Goes into that tier 2 form comes into place um for some students. We need to scan it and send it.

D

Or the parent will say like we'll, send something over someone.

A

I need your help, so she sent a long email. So parents understood what led up to this.

A

um What happened at the moment, and that I was able to follow through.

A

Through that ongoing um just face to face, and then a lot of times I'll just send an email.

A

Side, I think the teachers out there saying okay, I'm trying to do all these pieces.

A

And asking for your help, not.

A

Do you know that extra layer after school.

A

A

A

Those partnerships so that it's not coming from.

A

um You have those strategies and so that.

E

I would say the tier two and tier three: I think that's a given margo. I think that tier one is that.

E

Pieces, kate saying it's a little bit more uh gray, because a lot of it is if I'm working with you and.

E

I'm teaching you this skill, it's not a behavioral incident. It's a problem that we're trying to solve.

E

Right and when you realize that that problem isn't able to be solved easily is when we.

E

Definitely want to make sure that we're reaching out to parents, so you know no teacher wants to.

E

Send a list of things that a student did wrong every day um and no parent wants to receive that.

E

And so if there was a problem at recess and we've been able to problem solve it, and sometimes that's.

E

That's great and sometimes I'll even say the kids. You might want to talk to mom and dad about this.

E

Tonight um and I may even send an email to say he tells you about this because we talked about.

E

It today, um but if it's becoming a problem or if there are things that are a pattern, that's when we.

E

Do make sure that we're reaching out to parents, but I do think there is that piece where some.

E

Parents would like to know sooner, and some parents are relieved not to have known about it until then,.

E

So it's always kind of looking at that student to be able to say um you know: when does it become.

E

Something where we need that support, and sometimes where is it a benefit to have that support.

A

I think the other piece marker was when we triaged with outside agencies, especially for those.

A

Students with behaviors um some of those parents or therapists want a bulletin of this okay. Well,.

A

Today, what are we working on and most of the time? That is a true wonderful partnership, but there are.

F

Times when those emails just become flooded, and so even though we're seeing it as growth.

F

The parents looking at it and saying: okay, but we're not making growth and so.

F

It's trying to walk that by line again of the balance between how you want to give.

B

One last very small question that comes up all the time is.

B

And you know you mentioned id by before very close to my heart. How much training are we doing.

B

With the teachers in the sel on recognizing what a movement break is necessary, you've got you.

B

Know maybe the class is 17, but there are three kids whose behaviors are rising, where a simple.

B

Five minute movement break would benefit the whole or modeling sounds like we all could.

B

You know get the wiggles out after lunch, because our schedule is stuck. We go recess straight into.

B

Lunch very hard to sit still and then into an academic. So I guess that's a roundabout way of.

B

Saying how often are we talking about group strategies for responding that involvement.

B

D

I think that that's something that we had a great deal of conversation with, especially the last.

D

Couple of years and around that importance and you'll see throughout the day whether there are.

D

Scheduled group body breaks which are throughout k through 5, but there also are those opportunities.

D

For kids to ask and request a break, especially those students that you just kind of mentioned,.

D

That maybe to move some extra wiggles out there are so many alternatives. You'll see.

D

Kids, whether they're you know out just taking a loop to in the gym playing basketball.

D

To maybe outside just getting some fresh air, but I know that our teachers are very understanding and.

D

Very informed about how a child can successfully participate with their peers and in their.

D

Classroom and oftentimes that it means having that opportunity to work throughout, including.

D

The the general population, including that class of 17, you know we want to make sure that you know.

D

Throughout after long extended, instructional periods that there's time to stop reflect.

D

And move yeah those little brain breaks very funny. You ask because joe's been at school for italian.

D

After 20 minutes like they can't sit, what else.

A

And like trying to find that balance between her needs a bit and having him accessible as.

A

A fidget basket or she's passing him out to everybody and so again a strategy and what.

A

Do I need what does kate need to be successful? That's a big part of what we're doing every day.

A

And that's a partnership with ot with speech, with the bands on the chairs about these new bucket.

A

Seats again looking at going like and that's like the individual things that they just do and.

A

Sometimes the thing.

E

um That we do have a great deal of appreciation for the fact that sitting.

E

And listening is not what any of us were made for, um and so how do we make sure that we're.

E

Moving kids that we're engaging kids, but also, how do we normalize the need that.

E

You know I might fidget with my ring, um so maybe that's why I'm wearing it. You know, but.

E

A second grader doesn't have something like that. So how do we teach them? Some of those strategies.

E

You know you might get up and go get a drink of water, even though you don't really need a drink.

E

Of water for some of those kids, we have to teach that so really just making sure that we're kind.

E

Of normalizing the need to be able to get up to be able to have a great break. You know if you need to.

E

Doodle for a minute, while the teacher is reading aloud, really making sure that that's something.

E

That people are aware of, and thinking about that strategy, as opposed to distraction. Thank you.

B

I have no questions, however, I'd just like to comment. uh I'm very.

E

Impressed with your positivity all three of you great job, getting up before trying.

E

Lisa ask only one question: you know I mean um had kids go through and I've seen the very difference.

B

Is how it works very differently for them as including polar opposite creatures, and you know.

B

I really appreciate how much thought you put into trying to create a system that can wrap around.

B

Everybody where they're at I guess my question is this: isn't a specific elementary question.

B

Exactly but we're trying as before, to sort of think through. What's the right approach to k-12.

B

To providing behavior supports and having sort of consistent messaging for kids so that when.

B

You send them out the door after fifth grade that they get to the middle school and they aren't just.

B

Like phil's problem, but there's like a sort of like transition, and I just wonder if you.

B

Have any thoughts on what you see is the most important pieces for them to leave you with.

B

And what are the most important pieces that we should be trying to think about k-12, and I know.

B

That's very open-ended, but it doesn't work if they learn one thing in kindergarten and then.

C

Like a totally different thing in sixth grade and a totally different thing in ninth grade.

A

I don't have the answer to that, but I will say our transition meanings are super helpful.

A

The language that we're using.

A

Is just might think of brain development? What a little has to what a big has.

A

Is so drastically different, so I always look at this. What can we put in place.

A

To give them the strategy to advocate for themselves.

A

I think we're all on that same page of just we all are transitioning.

E

One other thing that comes to mind for me: lisa is really just the idea that.

E

We're developing humans- we're not just you know, we're not just elementary administrators, so we're.

E

Taking these five-year-olds and we're watching them grow until they're 10 and yes, we're gonna.

E

Hand them off, and I I think that kind of preparing them for those changing expectations is something.

E

That I always think about it, as I said before, you know, understanding what's what's acceptable.

E

In one environment may not be accessible in, the other is the first way to do that, and also to.

E

Understand that, as you grow expectations change, and so you know we want to do that gradually and.

E

Incrementally so they're not like slapped in the face with like oh my gosh, I can't believe I'm not.

E

Ready to handle this kind of thing, but also the idea that it's expected that things are going to.

E

Get a little bit harder. It's expected that you're going to have higher expectations. It's expected.

E

That, if you push a student in kindergarten, there's a different response to that than if you do that.

E

In fifth grade because you're at a different level and there's different expectations for that, and so.

E

Really? Thinking about that, from the standpoint of having those conversations with kids along the way.

E

About growing up is also about changing responsibility and different expectations and.

E

When we're sending them off to middle school, it is what I hope they feel like as they leave this like.

E

Place where they feel like they're, the king of the world and they're going in.

E

To a place where they're one of many and they're going to meet new friends and explore different.

E

Things, but also that they understand that that comes with different expectations.

B

Oh, are you finished lisa? I said one one.

B

A

So let's see, um I guess my first question is: can you maybe each of you or.

B

I don't know a couple of you just give us um some examples of what consequences kids do.

B

Experience at school and explain kind of how those fundamentals are determined.

B

Both either by teachers and then on to the next level, what do you do.

E

Or something what I would just say is the huge piece about you know. If there's an issue comes.

D

Down to conversation, so you know we were saying earlier: there are oftentimes for.

D

An elementary school school student in you know it could even be in a whether it's kindergarten.

D

You've got a class of 15., it's not like. If this happens, then this happens.

D

But because each child, we really do try to support them in their unique in their unique stance.

D

Who they are, but what I will say is if there's an issue say we talked about foursquare and that's.

D

Something we're joking about it, but it's absolutely something: it's a competitive game and.

D

Oftentimes we're seeing outward competitive games that there can be issues that kids have. So if.

F

There's an issue it may be that they take a break from that game for a period of time. So you know.

D

The first time it may be just for for today that you weren't successful, so you know we're going to.

D

Ask you to take a break from foursquare today. Well, you go back tomorrow and you have another another.

D

Really difficult time or you're yelling at a kid or you target them or you do whatever.

D

And then we'll say where to take we're going to take a break.

D

But it's not, you know I. What I would say is that's not the exact same case for the fourth graders.

D

From kindergarten, what we try to do is is really talk to them through they might have to take a.

D

Break for a while, and we have them reapply, we have them talk about the recess rules, so.

D

You know I'm not sure if you're going to get the exact answer from everything. If you hurt somebody.

D

That's a major that's a dangerous and destructive behavior across the three buildings.

D

Then you're going to come and see the principal and you're going to you.

D

Or whatever that's a phone call home, that's where we talk about the, why behind it and our hope is as.

D

We talked about, we tell kids we're going to make a fix, we're going to have a fresh start tomorrow.

D

um But it's not if this happens, then this happens each and every time like it's just not as clean as.

D

That, if that makes sense, it was quite a convoluted answer and I think one of the things that.

E

I always try to think about is: what's the problem, we're trying to solve right and that might lead.

E

To what that, what that consequence is, but also what that problem solving is because.

E

I will say for any of the three of us: it's not that a student comes in and we hand them their.

E

Their punishment right, it's really that we're thinking about how do we solve this problem so.

E

One of the strategies that I use is, I always talk with kids about problems, reviewing problems.

E

For others, so what was going on? Maybe you were really frustrated because you felt like they were.

E

Targeting you and foursquare, that's frustrating and so you lashed out and you yelled at people.

E

And so yelling at people made other people feel disrespected that's a problem with that.

E

So thinking about where that problem becomes and again some of that might be, what do you think is.

E

A reasonable consequence, or how are we going to make this right and a student may say, I'm not.

E

Apologizing anything wrong, okay! Well, then, how are we going to think about how you're going.

E

To put some good back into the community with that? Well, maybe I can't play foursquare until I'm ready.

E

To follow the rules? Okay, you know so sometimes that's a conversation that might lead to that.

E

And it might be that they aren't able to come up with that and I'm kind of deciding that for them.

E

So to speak, but I think so much of that is also about. What's the actual thing that we're trying to.

E

Address here, so is this a pattern of disrespectful engagement with a certain group of kids.

E

Well now we gotta have a conversation about that social dynamic and what we're gonna do about that.

E

Right and it might be that we're having a problem that somebody is, has a really low tolerance and.

E

Uses physical aggression to solve a problem. Well now, we've got a different problem to solve.

E

Right, so it's really thinking about what that problem is that we're going to solve and then.

E

How we're going to address it? So I do think that sometimes removal from the group is something that.

E

That will happen, and that serves as a place for that student to step back.

E

But also for the rest of the community to kind of understand that that problem is being addressed.

E

So I think that that you know if your question is kind of what does that look like.

E

I think often it looks like removal from your group in one way or another.

E

And it might be for five minutes to problem solve and it might be like I said it may be.

E

That that student said I'm not gonna play foursquare for the week or I might say it.

E

Seems like one day isn't enough for you. Maybe we gotta talk about trying to get on monday.

A

Then navigating the waters, I think for some of those kids, that's their go to.

A

And so they don't know what to do when you remove them from that situation.

A

And so we had so he.

A

Now all of these kids are thinking it's towards them when they're really bystanders- and this is.

A

What was inappropriate isn't acceptable. So how are we going to make this right tomorrow um and going.

A

Through that process, so he- and his fixation was on that communication, like I don't want.

A

You to settle so I said to him: let's write this together, so by the end of the day I wrote it. He.

A

Approved it, and he said I will bring this home because they have to get something to the parent.

A

He understands how this impacted him um and his friends, and thanks for having me so he's.

A

Going to choose to not be part of manhunt because he's like I just go from zero to 100. Mrs gallia.

A

Which is harder than language in the classroom? um I think the other piece is sometimes teachers.

A

Will say these are the things that we're seeing. I need help and I'll go into the room and we.

A

Just do like an open circle conversation, and so it's just a conversation. So I'm not the bad guy.

A

But I'm there to help facilitate, um because that's one of the things I really try to do. I don't want.

A

To be the principal, I have a job, um obviously a whole kid's accountable, but I also want to problem.

A

I'm not coming out just because you're in charge doesn't mean I can come out.

A

To working through that- and it doesn't happen often, but it does and so walking that fine line.

A

Of showing support, um but also having to hold them accountable, so the others feel.

A

Safe because that's another piece, I don't think, we've talked as much about is they're one member.

A

Of a larger community, so it could be a costume, it could be a great level, it could be a smoker.

A

So I love everything I've heard from you guys tonight and um but I want to go back to.

B

Something that's more relevant because it does feel a bit like there's a disconnect between.

B

The philosophies that you are describing and um and what we're hearing from parents and.

B

And it made, I don't believe that it's just um you know when there's a substitute in the classroom. I.

E

Know from my own experience, but it's not what I was and that was only a few years ago. um So.

B

So what I guess I want to understand is how do you know what's happening.

B

In tier one in the classroom, when you haven't been broken,.

B

And how do you ensure that your philosophies are being carried out in the classroom.

A

Well, for me, some of its walk-throughs, some of it.

A

um Sometimes the pta meetings or conversations are being had among parents. I know this is what my kid.

A

Is doing, and so I feel like rpga has turned into kind of a social norm of parenting, and so there's.

A

The pta aspect of it, but it's also just moms and some dads coming together to talk about some of.

A

The things that you're dealing with um and then I think, there's just those pieces like my ua team- is.

A

Really, I feel like they're they're, the heart and soul, they see every single student, and so they.

A

So that there's a level of respect- and so there's can be conversations.

A

um The rti process isn't always academics. So when the teacher's asking for help or they've you know.

A

A

So a lot of the information goes out for me via email, but those staff meetings are just a way.

A

For teachers to express and have conversations, and so then you start to see those patterns.

A

I guess I'm still I'm struggling because even when you're out at recess.

A

For me this year for many years, and so um I don't, I don't know why I don't know if it's.

A

Just for teaching more on those graceful racing, courtesy and that level of respect.

A

Or if it's just embedded in what they've known for so long and some of it was only.

A

On half days it was the best thing because in a smaller group and then they've all come together.

E

They will say, I think that sometimes the thing that happened maybe two years ago.

E

You know a one-off, I'm I'm just gonna say as a parent. Sometimes I threaten things that I would.

E

Never really take away, um you know, and you know, and as a parent I might sometimes um forget that.

E

My philosophy is to grow my own children and um you know, make a bad choice myself, and so I'm not.

E

Gonna say that that never happens with a teacher where a teacher says that's it. You know you're.

E

Gonna owe me five minutes at recess and then they're like, oh my god, I can't believe I said.

E

That right, and so I do think that sometimes that happens, I think that that's about conversation and.

E

About that idea of sometimes there are things that go against our philosophy. It might be a signal.

E

That you're asking for help, and so that is something that one of the things that I.

E

Started to kind of keep track of in our behavior reports and we do use google forms, so it makes.

E

It really easy is that every month I run a new spreadsheet because when I'm looking at them.

E

Individually, I may not pick up on patterns, but I might notice that third grade recess.

E

Is coming up all of the time so then we're going to have a child study team meeting where we focus.

E

Not on a particular student, but that we talk about third grade recess and start saying so.

E

It sounds like you guys are getting frustrated with. What's going on out there, it's not going well.

E

What supports can we put in place? How can we do this, but the other piece that you may start to see.

E

Is who are those teachers who are writing behavior reports more often, and why is that.

E

Is that, because of the dynamic in the classroom, is it because of the needs in the classroom.

E

We need to be supporting things differently, or is it because that teacher needs something else.

E

And so starting to figure out those pieces of it and that's where the data gives us more than just.

E

How many instances of physical aggression right it gives us more about? What's the.

E

Tenor of that- and why are these things coming across or by the way are they not coming across.

E

And yet you're really frustrated and you're telling me that you're frustrated, I'm saying.

E

How am I supposed to know that right and so then we can have those conversations about that and so.

E

I do think that part of that is making sure that we're available and that we're in classrooms. I.

E

Think that tier one isn't necessarily where it breaks down. I think it's, the tier two I'll say.

E

That sometimes those universal supports are the part that people are doing a really good job with.

E

But when it gets to tier two, sometimes that's where frustration sets it and that's where, as.

E

Administrators we've got to make sure that we're supporting our staff, as well as our students.

E

um And I think we've tried to be really reflective of that, um but, like I said, I do think that.

E

Mistakes happen, and I think that that is where we need to continue to have conversation about it.

E

And, um and I also think that sometimes parents don't necessarily feel like they can express that.

E

To the teacher or express that to us and as a board, I would just ask if you're hearing those.

E

Things that you ask people, because sometimes they're situational and sometimes they become.

E

Bigger because you've thought about it and you're frustrated by it and so the next time it might.

E

Even make sense, you might even be on board with it, but you're like this is happening all the time.

E

Right so I think that that's the piece that we need to make sure that.

E

The community feels like they're involved in those conversations, and that goes back to what.

E

Margot was saying about communication: how do we make sure that we're involved.

A

Even understanding language, like especially.

A

You know those little pieces that you forget is just part of what we do.

A

But then, when you start using the teacher who's always having to take a break to me, that's when.

A

It's like okay, how can we help you or we have a field trip to get that the anxiety around.

A

So once you always come into a runner, so let's just start to feel that so I think going back.

A

To maybe not knowing what's happening all the time in the classroom that things kind of come.

A

To the surface- and we can say okay so like give me the pattern, and how can we help you.

A

Now, at the end of the year,.

A

I have a couple of specific questions and then I have a sort of broader question.

A

So specific I'll, just sort of rattle them up but um part of your tears. You talked about.

A

Social groups, and so I guess I'm wondering you know, I think there was an issue.

A

Or maybe franklin has some social groups after school and he had some sort of issues with.

A

Hiring people to do after school programs- and I guess I'm wondering um besides a lunch brunch- are.

A

There any other options, opportunities for social groups to happen within the school day or out.

A

Of the school day, and is there something that we can do to sort of expand on that to help address.

A

That sort of need- I guess, because I think that was part of your peers with the social.

A

Part of it, so I can speak um specific to new franklin, so we're actually pretty lucky in a sense.

D

Of we use the the data that we're collecting from whether it's our teachers or from the behavior.

D

Forms that our two guidance counselors are able to conduct. There are a couple different types of.

D

Social groups- I will say: there's these tier two um informal. You might see a six.

D

Week, kind of gathering of kids during lunch and activity they're also within the special.

D

Education realm of what they call social skills groups, which are very specific and tied to work.

D

With perhaps our behaviorist our speech and language, pathologist and guidance, counselor.

D

As well and those are groups that are done all year, long, probably once or even twice.

D

That the child is producing, so we don't hold those we hold those during the daytime and so.

D

At this point right now, you know we're able to kind of meet the needs within the school day.

D

That that we felt that we'd be able to address, because we try to keep them kind of short-term.

D

And rotate kids kind of rotate kids through so that kind of answered your question.

A

And that's the other school similar in that way, or I mean, is there, I guess you know we're.

A

Sort of talking about these kids that are being full in the office, I guess sort of my follow-up.

A

Question was that my son's in third grade he was about narrow. He sort of provided me input.

A

I don't get a lot of input from him these days, but um he did provide me that a lot of some of.

A

The interactions that he's witnessing are happening at lunch. I think this time of year.

A

Is obviously very different than maybe a few months ago, but um it's very clear to him. You.

A

Know who ends up in the office who ends up with lunch bunch? He also mentioned that there was a.

A

Table or a seat that was separated from the rest of the kids in the lunchroom um he's mentioned.

A

A table getting in trouble that or maybe getting in trouble at recess or something and the whole.

A

Table somebody at the table got troublesome full of trouble and then, instead of sitting at their.

A

Lunch on the risers, um and so I guess you know, I don't know if this is a lunch monitors issue.

A

Where you're retiring people or work, you know the district's hiring people for low pay and there's.

A

Not this sort of you know, there's only so much a lunch monitor can do so. I've always kind of had.

A

This concern that there's such an opportunity at recess- and I think they talked about addressing.

A

It you know, I know it was on there. They were addressing. Having that naturalist person come.

A

In from white pine and sort of interact, you know facilitating interactions at recess, but I always.

A

Sort of viewed recess and even the lunchroom as a missed opportunity to really engage kids.

A

Especially coming from um my son, coming from the unh child study center, where that's a huge piece.

A

Of their curriculum is that outside piece and that social interaction piece, so I guess I wondered if.

A

You could sort of speak to that and um you know I think my concern with it really wholeheartedly is.

A

That my son doesn't really have a lot of things to identify other kids as and so when he identifies.

A

Them as a problem kid it's because he sees them as separated at lunch when he sees them.

A

He doesn't want to sit with them because they don't want to get in trouble at the table again sort of thing, and so you know maybe, as the school year's going on he's had a lot better bonds with.

A

Some of these kids, but I think for the beginning of school year, is there a way that we can make the.

A

School year, easier, better or establish these relationships quicker um in that way, we're.

A

Helping to facilitate the social interaction or providing some sort of other mechanism.

A

Other than a lunch monitor, I guess you know, I think, there's a lot there, but I don't know.

A

Sure so um there is lunch mentions uh the counselors said uh at the beginning of the.

A

Year so there are some students who have a lunch bunch, because you're teaching the strategy during.

A

That time, when they can invite a friend, so that's it's not just one-on-one um and so.

A

Sometimes that is the student leaving the lunch room three or four months to go with them down to.

A

Lisa library, to engage in those conversations um as far as lunch monitors, I feel like we've spent.

A

A lot of time with them, my perspective has been really smooth here. To put some of those behaviors.

A

I think, in fairness from a nine-year-old's perspective, there are some students who are.

A

At the tier three level whose lunch is really difficult, and so our ultimate goal is to have.

A

Them be part of the social network of lunch, but it does not waste work, and so we want to give them.

A

The benefit of the doubt that those strategies can be put into place, but there are times so they.

A

Definitely want to stand out because they're being dismissed for inappropriate, behavior being rude.

A

um And then there is a table where we have a table with red chairs, where those sets of.

A

Country table and then there's another table where they um sometimes it's the behavior. So just not.

A

Being able to be redirected, it doesn't want to come to me, but it's like basically take a break.

A

Bring your lunch have a seat, engage in a conversation for some students that needs.

A

To be at the end of lunch, when they finish their lunch and the behavior of the board.

A

And they want to get outside, they want to go back to class, and so they start going from the bears.

A

Sometimes it's like remove them from the situation, since the other kids can have a civil engineer.

A

As far as after school activities, I don't know we don't have the same systems that joanne has.

A

In place um social cases, I do have teachers who have students who stay after with them and engage.

A

In some of those conversations again depending on the student, depending on the situation depending.

E

I mean I would say I think your question has a lot of players there liz, but I think that.

E

There's a lot of similarities with the little harbor as well. I do think that we find.

E

Opportunities to pull those groups together, we do use sometimes intervention time, depending on what.

E

That dynamic looks like we do use. um We have a couple of programs that meet in the morning.

E

That kind of start at breakfast time and move through the start of the day. So finding those.

E

Pockets of time, because we do value it so making sure that that becomes a priority.

E

Just like we would want to intervene if the student is learning to read. We want to intervene.

E

And the student is struggling socially and so that's the piece where it really comes down to.

E

What's that grade level, look like what's that student need look like: where can we make it fit.

E

um But it is very much on our mind, and so it's something that um you know it makes it. It becomes.

E

Another teaching opportunity so we're not thinking this as an extra we're thinking of it as a need.

E

And really trying to make sure that we're fine and is there still recess.

A

Like do we still have white pine, or did we still have people facilitating.

A

Interactive work as well as we.

A

Where does the line fall for big body play? So I mean big body play is a huge part of sel.

A

uh Earlier levels, but then we're saying as soon as you get to public school do not touch each.

A

Other, but you can touch each other uh big body play at home is that is that for every greater.

A

Are we allowing kindergartners a big body plan I mean when I went to donal we used.

A

To play rugby at recess and lunch monitors were there watching us, so we would tackle each other.

B

So I guess I I think that's a hard thing. We don't do that yeah, but I guess my concern.

A

Though, is that we're sort of missing this piece, I think the nature playground sort of pulls this.

A

Climbing and body play into it, but I guess part of learning your boundaries and learning your.

A

Each other I mean some kids are obviously safer than others, and some kids have more experience.

A

With this than others, but is there like? Is it just across the board or is there ever an opportunity.

A

And why, and why are we drawing that line? Is that best practice, or is that because, legally.

A

We're sort of the state says: don't do it and so we're not doing it. We don't need liability. I think.

E

It comes down to safety, I mean I'll, be honest. I mean when you're talking about you have typically.

E

Two, maybe three recess monitors outside and you've got 80 kids that you can't safely watch.

E

A broken game and the rest of the kids can't problem-solve yeah, and so it comes down to.

E

What's the resource that's available and how do we make sure they're, recessed and saved.

E

And so that comes down to one of the boundaries physically, but also what are the boundaries.

E

So one of the rules that we have is that you're allowed to play tag, but tag is.

E

Always too big or touch that's something. That's reinforced in the gym. It's reinforced at recess,.

E

And so you're, not tackling some people. You know you're allowed to play.

E

um Soccer but you're not allowed to buy czech people, you can play football, but we don't play.

E

We don't play tackle football, um so there are definitely boundaries drawn with that that we.

E

Are not being physical um and when you think about the difference between kind of a coaching.

E

Opportunity, where kids might be playing that where you've got level of skill and materials and things.

E

Like that, but also coaches, that are telling you how to do that safely. A second grade teacher.

E

Does not have that same um standpoint, and so what they're doing is they're monitoring play outside.

A

um And we also take the lead like our fifth grade soccer, so my fifth grade group is very athletic.

A

But there's rules in a second and there's rules in football you're in pat. Do you have all these.

A

Systems we don't have a different example same with lacrosse. If you don't want to go across texas.

A

It's different okay and then our suspension still thing at the elementary level, and where are we seeing those happening.

E

I would say that they're rare, but they do happen um and really it comes down to safety concerns.

E

um You know I can think of one student this year that I have suspended and it was so that we could.

E

Train a team, um and so it was a student that was having extreme behaviors and we needed to be able.

E

To put the right pieces in place for that student to be successful at school, occasionally there are.

E

What I would call interventions that last for a longer period of time, which might be known as.

E

In-School suspension where a student has been unsafe and I would say that safe is definitely.

E

The boundary there um and you know, but I think when we think about that as a disciplined class.

E

Once again, I want to. I want to reiterate the idea that it might be the time away from the class, but.

E

It's the part of the public consequence, but that there's teaching and opportunity for.

E

Men's is that as a part of that, so it's not, as you know, um I always think of breakfast club.

E

But you know saturday, detention of sitting in the library by yourself getting your work done.

E

um Or writing a letter of apology. I do love that movie, but um but don't subscribe to the discipline.

E

Philosophy around it, um you know, but I think that there is this piece of it where you know.

E

It's not about the it's not about the suspension liz, it's about what happens while a student is out.

E

Of class- and what's our purpose for that and like I said it really comes down to safety, I would say.

E

And then my last sort of overarching question- and I know that folks probably know I have a.

A

Little bit of a passion behind this is is just a concern. I know it's across the state, probably.

A

Across the country that kids, with behavioral health issues, often oftentimes children with.

A

Behavioral health issues are undiagnosed or they can't be diagnosed in elementary schools.

A

And oftentimes what happens, what the trends have been or what I've seen and what the work.

A

I've done is that it starts in elementary school. Elementary will kind of kick the can.

A

Maybe not provide all the services that really could address it right away. Then the child gets to.

A

Middle school and now they're almost a full grown adult, and we have some full-blown basic experience.

A

And I don't know that that we have that issue in portsmouth. I think it's you know, but it's it isn't.

A

I think it's a national issue, and so I guess um I'm sort of wondering if you could speak to.

A

You know you talk about these behavioral plans um and I understand not wanting to.

D

Push a kid into an iep or a 504 if, if some of the concerns can be addressed in other ways,.

A

But um you know there is a child, the child find a requirement and these children, um the.

A

Behavioral health issues can qualify under other behavioral health and condition or impairment.

A

I can't quote the language right off the bat here, so I guess I'm just wondering and again.

E

Is a this: is a state issue, a national issue um across the board? So I guess I'm just wondering.

A

You know when things are escalating and these kids are getting tier, three or even tier two.

A

Is there a conversation or should we be having more conversations.

A

You know, is there more than the board can do and I'd like to think that portsmouth's not in.

A

A place where we'd say we want to limit services to a kid, um but could we better position, kids by.

A

Identifying through a child requirement and offering a 504 providing a 504 and doing that and.

A

Wrapping them around with those services- I don't know if we receive extra federal funding from.

A

um That sort of identification, um but there is, if you see a little bit concerned where.

A

You know where there's kids, rising to a tier three, two or especially tier three.

A

And we're continuing to do behavior behavior plans and then come middle school, maybe they're actually.

B

Identified and then they're diagnosed with autism or adhd or whatever, and then they have an iep.

A

So I guess I'm just wondering if you could speak to that at all, and you know is there, you know, are.

A

We, you know, are we as a community getting better about that? Is it? uh You know? I don't know if it's.

A

Sort of highlighted you know these things are we doing better than other towns are doing these.

A

I think, when I think about our tier three and just the amount of people who are.

A

On the table to have conversations, sometimes it is working for special ed testing, sometimes.

A

But we also have the support of the district to be able to see if they're getting their needs. But.

A

The news are being better met in a out of district placement, for whatever reason I've been in other.

A

Situations where it's very very different, it's a constant fight to support the student and liz. I.

E

Just want to clarify that, as as kate talks about these systems of support from these teams of kids.

E

Which you know sometimes they happen. Sometimes they know and I think that's your question about.

E

Diagnosis as well, I think one of the things that we've really tried to build with our staff.

E

As well um is with the community is that access to mental health support, and so that's where the.

E

Partnerships with seacoast mental health in the past has been great for it as well.

E

Really making sure that we have that mental health resource, because we can't diagnose, um we.

E

Can certainly triage, we can certainly put plans in place and we can work with outside providers.

E

But having the access to them be able to refer to an agency that can happen right in school.

E

Has been huge for us, um but I think that that it is that it's not tier three and then special ed.

E

Or it's not tier three and then a referral to a 504. It says we're looking at that one of the.

E

Considerations that those teams may be making is to refer and to evaluate or to collect specific.

E

Data and part of what a behavior plan allows you to do is to collect data around what works and.

E

What doesn't so, if you're writing a 504 plan, for instance now you know what kind of accommodations.

E

Are successful, um and so it is a process that goes hand in hand. It's not either one okay, just.

A

You know I get a little bit concerned. I think the overall issue is that you don't need a diagnosis.

A

For a 504- and I think, kids that are having adhd or pediatric type issues that they're.

A

Falling for their facts, or they just sort of you know kick the can, and I guess I just wondered if.

A

If us as a district, if we're addressing it soon enough, like should you know, could we be.

A

Addressing it sooner, do you feel that you're supported to you know to provide that service.

B

Thank you so much for being with me for being with us tonight.

B

um Our policy committee continues to study the disciplinary policies.

B

Of five districts, so your input is very valuable for that. So we really appreciate you taking the.

B

Time to be with us tonight, thank you. Thank you. So much and next time can we go before.

B

C

Correspondence a couple of emails to you.

C

You have that draft letter that was voted for last meeting for to the new hampshire.

C

House of representatives- and it did go to the governor's office- I will say when that became.

C

um You have um the policy committee uh minutes from the last policy committee meeting.

C

um Also, it's not you don't have a document for it, but I would just make mention that paulette.

C

And I think argo has been involved. I've been talking about a process for revising policies.

C

That can be more inclusive before uh and also limit the time necessary to go into grade level.

C

Be ready for that next time we have policies in front of you.

C

um And then you have a notice of the retiree reception, which is always a nice event june.

C

14Th at our meeting, 6 30 we'll have a reception uh for all of our retirees.

C

uh I would call your attention to one letter of resignation. You have uh in your packet.

C

From maryland, from uh one of our middle school math teachers who is going to take a break and.

C

Pursue an opportunity abroad for a year, and we certainly wish her well her application again.

B

And I would just like to say that retirement reception we're having at our next meeting.

B

We're going to honor, steve and george: um that's going to be our opportunity.

B

To honor them and thank them for their many years of service to our district.

B

So we've talked about what kind of um send off we would do, and everyone thought oh well.

B

Principals thought that that would be the best um way to honor um george there's more meaning.

D

Actually for people that may not um have heard the news about uh how things went down.

D

With the house of the parental bill of rights, can you just give a quick update.

D

uh I'm I'm being optimistic people's gonna watch this right right, so I um I don't know if I can.

C

Adequately explain the maneuvering that went on, but essentially where it did appear to be defeated.

C

In the house uh it ended up at the 11th hour being passed. We are hopeful we have heard uh anyway. The.

C

That the governor would intend to veto and that's where it stands.

B

Okay, administrators talk.

B

What steve money about in his newsletter to the district on friday yeah? I was.

C

Gonna do that lisa at the committee meetings committee. Well I mean okay.

C

Thank you very much. The financials, the financials look good. You know that.

C

That our bottom line has been supported by a series of vacancies, our inability to hire some.

C

Of the ranks like paris, but more specifically, uh clerical custodial maintenance, we've had.

C

We've had vacancies, uh there are, you are seeing overages chasing up against.

C

The budgets in substitute, but again we've had a lot of need for substitutes. We raise the rates.

C

For the students to try to draw in more more interested parties to support us as subs.

C

So that was an expected uh area of variance. I guess I I've tried the last couple of months.

C

To remind you about things that are going to definitely be over budget, that's one of them. We.

C

Talked early on this year about the psychologist line being over budget because we simply had to do.

C

Some evaluations that requires third party support and that was beyond what had been anticipated. I.

C

Will tell you in the special ed section of your budget, uh which is the 150 cross center 150s.

C

We've got a we'll, have a significant surplus only because some of the contracting services that were.

C

Anticipated there were not needed because of the population, but at both elementary middle.

C

Level, it looks like our operating lines will go over, but the whole area is really doing well.

C

Other than uh you know, we've been projecting right along and out of basic tuitions and costs.

C

We'll probably go over budget by the measurable amount, we saw that and we talked about raising.

C

An extra almost four hundred thousand dollars in the proposed budget the next year.

C

Because of costs in this area talk about school board costs related to our search.

C

We continue to think things are going to be okay and balance out. Our maintenance and energy costs.

C

And I think we're going to do okay in transportation, so.

C

All in I, I think we're doing well and right now, I'm getting closer and closer to uh cleaner.

C

Projection which I normally like to have by the first of may, but I hope they have it here.

C

But yeah by the time, we're talking that you want to have some sense of where we're going to land.

C

And again, one of the targets, one of the challenges of trying to accomplish, is to address some of the.

C

Costs that we have borne this year related to government things that we had in some of our.

C

Early analysis, back in january, for instance, talked about these are eligible for uh uh applications of.

C

Care for each other funds, but like the math tutor math tutors here, but I don't expect, will shift.

C

That answer, because this year we have developed, they can compare positions, etc. It's plenty of.

C

Salary money to cover the math too right, so things like that we'll eat as much of that as we can here.

C

uh To create additional flexibility for you with the estrogen, so that's the financial.

C

And the justice you raise the amount of money is that still up.

B

Originally, the memo I saw said it was going to be temporary. I mean, I think, we've left it.

C

Through the end of the school year and we'll have to talk about where we'll set it for the falls.

B

It has helped get substitutes, correct, yeah, so all right. Keep that in mind.

B

um Quick question on: um do we anticipate the cost of gas going to cause us problems with.

B

Transportation or the big envy of field trip events that are happening.

B

I mean all of that stuff. All of that stuff has a cost, but I think relative to the.

C

Relative to the scale of our budget, you know I, I don't know that. I don't know that the overages.

C

That we will see coming in, we have a in our transportation contract with the bus company.

C

We do have a surcharge that can be applied. The costs are out of a certain range, so we're seeing.

C

Some of that, I don't think it's enough to it's not enough to sink us. You know all by itself um in the.

C

Particular account where you're you know, when you see some of those costs hit we'll piece them over.

C

Just put in the grand scheme uh we're there. I know the question has been asked at city council, but.

C

You're talking about budget, how are these impact? How these uh in these costs going to impact us.

C

Going forward and again, even as I look to next year, we're still working to negotiate with west.

C

Temple conditions will look like, as we start this new cycle this school year, working really hard to.

C

Make sure that this doesn't become an issue but again, if you think about the cost of velocity and.

C

60, plus thousand dollar range every year. This is real as costco, but it it's not another.

C

Bus it doesn't it's not an impact, it's that great okay. Thank you. Thank you very much. So.

C

While I'm talking about the financials, let me some of you got this kind of 50 million.

C

It's real simple: it's real, simple information based on what we've already been talking.

C

About but there were multiple times the question you've been asked about: timing.

C

Or timeline for esser spending, so this will look somewhat familiar to you. I took a document that.

C

I shared with you over the last couple of times. You talked about yes, sir, and I just played with it.

C

And tried to group these things and give you some sense and what I'm trying to addre or I'm trying.

C

To communicate here is that if you look at the green starting with line four, we have imminently.

C

Some spending um uh out of esser funds- and I just kind of I'm looking to make sure there's so there.

C

Isn't some great objection but when folks have asked me about the timeline uh in the process of.

C

Saying to you, no I'm not I'm not asking anybody to contract for an air conditioning project right now,.

C

What I do want you to know is, I think, we've we're gonna you're gonna talk about the outdoor.

C

Education position tonight in the next few minutes and the social worker will be hired.

C

Already this spring and the interventionist is coming elementary extended day. Programming is.

C

Being planned now for the fall to start, there will be some spending on software and materials.

C

But you had dollars on the last report that I just pulled this from. I could come up with those.

C

Numbers I pushed them off to the side, because I was really trying to communicate more that.

C

High school units of study planning is coming up here at the end of this school year and.

C

There will be programming this summer we're working on wellness, but I think uh if you ask.

C

More specific questions, it looks like the wellness activities that might come out of the dialogue.

C

With students and the work of staff will be in the new school year when we really see that yeah.

C

So those things are happening. um I think it's important. I I created a new category here.

C

I would remind you all that it is didn't peekaboo and some of the budget conversations we've been.

C

Having from the city council, it's important to know that there will be, we will feel some.

C

Pressure, I think, to make some reductions to our budget and among the possibilities, are to take.

C

Some of the positions that are being or that are included in our proposal and shift them into cares.

C

Excuse me lesser funding, for instance, if I named them out, we have a guidance position at the middle.

C

School that we're talking about that's a position that clearly addresses mental health could be tied.

C

Through the litmus test about essa funding to esser the math tutor that I just mentioned, that.

C

We've had at the middle school certainly is, as is the high school interventions. We just talked about.

C

Another round of replacement of chromebooks is something that we have used. Astro funds.

C

Before we could use it this time and that would pull 75 000, for instance, out of our.

C

Operating budget as proposed for next year, so there's a whole category here in terms of timing.

C

You may consider funding some of those things to rest, or so as to relieve them from the operating.

C

Budget and try to to try to meet some of the requests that are going to come from the council.

C

Or the manager I I would, if I put words into some of your models, because I've already had.

C

Some individual conversations, I would suggest you that I think it's really important, that.

C

We be clear with ourselves and with the council and the community that.

C

Making a transition like that is not because we think that they're short-term only that it would.

C

Help with the immediate funding concerns, but these are, for instance, the guidance notes of.

C

Middle school and that math tour position, I don't think those are things that we have at any point.

C

In our conversation, talk about being temporary or short term in nature. These are these are fixed.

C

Costs that have become a part of our and really are already becoming a part of our uh our program.

C

So I included that because that's another near term.

C

That's to get me, I think, to the blue, the blue bar, which is there's a whole lot of bigger.

C

Projects and additional dollars that I really think we need to involve our superintendent.

C

uh In the conversation about- and uh one of the questions that's been asked, for instance, is when.

C

Would you women do your job that day, whether you have to really make this stuff happen.

C

And I think that some of the dollars that we might spend on the bigger projects here.

C

Will become a very real challenge by the time we chase up against christmas, if we want to make sure.

C

That that work is done this next summer. Having said that, I don't think: there's any guarantee.

C

Right now that you can get somebody to do the work or bring in the material by next summer anyway,.

C

Because everybody in the country is spending dollars on many of the same effects, projects.

C

We have to test that a bit and kenny can do that for us and give us some sense.

C

um And if it's going to be for the following summer, I think that if we are talking about it by.

C

This winter will really be set up better because we'll be talking about engaging work that could.

C

Be happening preliminarily at school in 23 4 is coming to a close done by august 24.. That.

C

Money, a big chunk of that money becoming the deadline for teams being september 30th, so.

C

Again, just real quick within the hour, but wanted to make sure I gave you some sense of.

C

When is this happening, what are the timelines? There's a template.

B

um It just popped into my mind. I guess I haven't asked you this before and obviously I'm new.

A

We're at what point do we start looking at the budget for 23.44 24.25, I mean obviously.

A

We're comparing it to our budget, but you know if we're sort of rolling along with the same budget.

A

Who's to say some of these you know big, you know, big ticket items are actually going to be.

B

About it, is there a way to sort of have a commitment from the council now.

A

That you know that they would make maintain our budget um so that we could sort of integrate.

A

Some of these other things, if we're going to pull them back now so again,.

C

I think by design there's, there is not really a great way to have a commitment into future.

C

Periods, not I mean not, the least of which is you have every two years you have an election.

C

And you have different different bodies, different cases, really that would remain withdrawn. So I.

C

Think some of this is to establish our own best path. Some of the biggest projects um are capital.

C

And we do have a capital plan that I think has a track record of being reasonably supported year.

C

Over year, given that it's been vetted because you kick out six years and start talking about.

C

Things, and so you, you hone some of the pricing estimates you own, some of the needs that justify.

C

Them, and so I think in the capital realm, it's a little easier to say, that's part of the plan.

C

In the budget, I think it's it's reasonable or fair to say we will make our best decisions and we'll.

C

We'll work hard with the city manager and representatives of the council to try to deter.

C

The mayor to try to appreciate that psychological, we we intend that this is going to be supported. We.

C

Intend to disappoint like these positions if we pull these out of the budget, put them in esther.

C

The idea is, we are bringing those back in the next period, the next cycle and the cycle after.

C

um If I say that, there's no guarantee the reality is, there's really a guarantee for anything.

C

And yes, I think we do what we can to try to communicate about that and plan for it uh and.

C

We'll start the next budget cycle conversation, this fall as soon as school gets underway, we'll.

A

Be into the throes of that again and given that the capital plan is sort of six years.

A

Or you know is a substantial period of time. Is there any opportunity to.

A

Roll any of this air conditioning or some of these bigger items into a capital plan.

A

I know we haven't really discussed that before we talked about esther funds for them, but I guess.

C

I'm wondering if there's any flexibility with a capital plan I mean I guess it could be. I think.

C

In the so he was asked at the city council. If this esther funds could be effectively used to try to.

C

Offset things already on the deck of the plant and, if we're proposing to use it for air conditioning.

C

But air conditioning hasn't been in the capital recruitment plan. Why, then, is this a priority if.

C

It wasn't a priority for the capital plan. Couldn't we instead forego the air conditioning and spend.

C

It on things that are already in the plan and and my answer to that was- was a passing.

C

Answer I think that night, but I think a better a better attempt to answer the question is to say.

C

This is one-time money that can benefit us from a capital perspective in a way.

C

That we might not make a priority of in the routine, but it will benefit their school community.

C

And those facilities for 30 40 years, it's a it's a big thing that it would be really good to have.

C

And it certainly gets to air handling and air quality and things that have been a concern.

C

Through the government payment, but it's true- they haven't been in the capital plan because.

C

For these other buildings, for in franklin, it's better priority and we're doing it this summer.

C

But in franklin's landlock to a couple of highways and air quality and sound concerns all justified.

C

Making that move not so much the case in the other buildings, and so this is an opportunity.

C

To do something that really will advance our capital and our facilities for many many years.

C

And because it's one time, money that cometh isn't going to, you know he's going to come again.

C

This hit it hit the list of things that are really synonymous with the goals of the yes or funds, and.

C

Really would address them so so when we said, could this go on the capital plan? I guess it could, but.

C

The reality is, the suggestion was at least made at the meeting. Maybe this shouldn't happen and things.

C

That are already on the capital plan should be used for assets that would reduce the tax burden.

A

uh Overall, not just not the enough time. Can you give us a brief summary of like what's on.

A

The capital plan right now that they're trying to sort of move over to esser and dirty bigger.

C

There wasn't anything specific about things that we might be able to do.

D

Something hopefully can you make it quick sure. I I appreciate that you brought up. You know.

D

But this is, this, is the positions that's being asked, are for permanent positions and long term.

D

And I don't have your little peach sheet in front of me that showed all the other.

D

Positions I'll have that next time you know where we can go back. I just want to say for the record.

D

um And I'll go back to my city council members, I'm very concerned about moving mental health.

D

In to esther, if it's not, it does not allow us a guaranteed path that those things will continue.

D

And and I understand that esther dollars can be used for those things.

D

But the fact that we do have a rollover every two years, the fact that they may be continued.

D

Or they may not, or it may count against us in our future ftes when we're talking about mental health.

D

For kids um and suicide rates are skyrocketing amongst kids right now,.

D

It you know we're we can put off air handling if we need to a little bit or I would challenge.

D

Our city councilors to come back and say: okay, you know what maybe we have to. We have to be a.

D

Little more forgiving and graceful to the school community this year, because mental health has to.

D

Outweigh some of the things that maybe we need in our city right now or in other agencies, I.

D

Don't know I don't look at the totality of the budget, but I I just want us as a board.

D

To think about the discussions we need to have with our council members and not just not our.

D

Heads politely and move if we need to scrape the barrel somewhere else, um because we don't have any.

D

Guarantee, if we move it to roll off that these things will continue and there's serious need.

D

For these two positions that we're being asked to cut down seriously okay, thank you.

B

Okay, let's move on we're on to old business. The only thing I'd like to ask is retreat dates.

B

It seems like the google docs is all over the place. People available the first the last week.

B

In august I talked to zach and he is available the last week in august. It would be at night.

B

It would probably be two nights. It could possibly be two nights this weekend.

B

So we can't do unless we do it without those people by nancy. What dates are you talking.

B

Well, we we're asking them every every night and that last week in august is available. Sometimes.

A

Yeah, so that's why we want to do it because everybody's going to be here because they.

B

Get to go back to school, which wait. Are you talking about the terminal.

B

Available at night that week, which weekends against the week of the 29th of august.

D

No, I would be there, I will be in person, but I will be on soon. I will commit my two nights on vacation.

B

And it would be nice to have every board member. I'm really sorry.

D

I think the first few days of school not being home for our kids.

D

On the first week of school, okay, back to the first week in august.

B

Last week of august, first.

B

I don't know it's gonna be two nights: okay,.

B

Okay, it could be two nights. Hopefully we start to put together independent.

B

um Put together a really good job, so we don't know which two nights.

B

Didn't realize that right now.

B

Does everybody get the emails from the um new hampshire school boards association.

B

Okay, everybody, if you don't please go on the website and sign yourself up.

B

So you'll get the new hampshire school board association, emails.

B

um On october, 1st at 10 a.m: pony conference center in concord, the new hampshire school.

B

Boards association adopts a really thick packet of resolutions. They do it every year.

B

um If we want to submit a resolution, um we have to do it by july. 15Th.

B

um Which is a friday, so if everybody could look at that email um from the new hampshire school boards.

B

Association- it's quite lengthy if you can look through it and see if there are any resolutions.

B

That you want to draft, and it could come from a school board- would have to vote on it. It would.

B

Come from our school board, I don't recall us ever making a resolution in the past yeah.

B

Yes, so what I guess we've never done this, but I would hate to think that we would spend an entire.

B

Board meeting type of festival talking about this- is there a potential avenue to have that dialogue.

B

That wouldn't be, you know three hours one more day, one more meeting before it would be right.

A

We actually go through the we go through the packet as a board.

B

We have not passed, that's how we do it, we go through the pack and we vote.

B

On which resolutions we want to support, in which we don't so we have one we want to introduce.

B

um I guess if you want to do that, if you do it by.

B

Our next meeting, because you're right, we don't need one meeting in june.

B

What's the meaning of.

B

Do that we also will go through all the resolutions that they present and we will.

B

Vote on it, we do that correct. um I don't. I haven't voted each individual thing suddenly, but as as a.

C

Document you can make any suggested change. Okay, we're not spending time during the meeting. Yeah.

A

Every day, no, we don't go through everything. We just have to use it ahead of time right and then.

B

If you have a real problem with something we can take it out.

B

Okay um or if we want to add something we can designate tentative retreat rates uh seconds.

B

B

All right, it's not as pretty as easy, as you know, as I can see.

B

Okay, okay and now the only other thing michael and I are working on school board norms. So we'll.

B

Present those as soon as we get them finished um city council has norms so.

B

uh It would be a good idea for school board to happen. Should we do that at the retreat.

B

Yes, it's on the agenda. Yes, okay, that's all! I have for old business, new business.

C

So uh new business uh you have uh the annual sort of uh allowance fuel or to vote to authorize the.

C

Superintendent to be able to hire and like issue contracts, finding the contracts in between school.

C

Board meetings as you'll see in a moment, we have a large slate of hires this week. George and I are.

C

Busy with interviews throughout this week and next week, and it would certainly be important.

C

For us to be able to secure people, because we're at that time of year, where people are looking at.

C

What their options are, so you want to be able to offer and secure. So this uh this you can see is is.

C

Really written to transition from me to zach in that authority, as we get past july.

C

I can't do that sorry.

E

This is just for right now. This is not necessarily moving forward. Yeah you, you.

C

Do it every beginning of every summer, because you don't need as much this summer? Okay! Yes, because I.

C

Would like to put hiring practices on the future agenda items. I just want to make sure.

A

C

Yeah, I think it's it would be easy enough to take these as a block, so I'll go through each of.

C

The nominations and seek your approval for our new hires I'll start with uh alexandra crawley.

C

As a new special education case manager at porch middle school, coming to us most recently from.

C

Harrison high school of coast in new york um also highlight krzanowski our new program director.

C

Already for the lister academy very excited to have steve coming into the.

C

Blister academy currently he's an assistant principal at sanborn regional, high school.

C

Physical education, health teacher at sportsman, middle school.

C

And comes to us most recently from wounded high school.

C

We have andrew hinker a social studies teacher.

C

For the portsmouth high school comes to us most recently, also from high school.

C

We have susan moore, occupational, therapist.

C

Susan uh comes across the district. Susan comes to us most recently.

C

We have robert hofstra science teacher portsmouth high school.

C

And robert comes to us most recently from brunswick high school in human county, georgia.

C

We have amanda gubralt a science, physical, uh physical science teacher at preston, high.

C

School amanda comes to us most recently from our intern experience at exeter high school.

C

Laura thomas speech, language, pathologists,.

C

Across the district, laura comes to us most recently for a new field.

C

Elizabeth science teacher at portsmouth, high school.

C

Elizabeth comes to us uh most recently from trait academy in kittery, uh lindsey williams,.

C

Elementary teacher at don darrow lindsay comes to us from birth charter school and his foster pastor.

C

And mariah circle circle bach, our student support teacher at portsmouth, high school.

C

And mariah comes to us middle school down west palm beach, florida.

B

C

uh To come together, uh as you know, the equity council had been meeting all.

C

Year under kim's leadership, primarily with uh help and assistance from new hampshire, listens.

C

uh And really sort of growing into what the role, what the responsibilities, what the opportunities.

C

Are for the equity council to move our our initiatives around equity? Our conversation.

C

Around equity inclusion, diversity forward in the district uh and at that most recent meeting.

C

The conversation really was around: how do we engage the community.

C

In conversation about things that happen in this case, of course, with high school, but that for black.

C

Are things peop students experience that um that they they come together and talk about.

C

Oftentimes, as you know, you've heard through our discipline presentations at all levels.

C

There are those conversations, reparations, etc between students etc, uh but yet um students.

C

Students on the equity council were looking for a larger conversation, a more community-wide.

C

Conversation about these things, so they drafted primarily the students, drafted a statement to be.

C

Represented as equity council to say, hey, you know, you know we have things that go on that.

C

We want to engage the community and talk about, uh and in that was an opportunity. This thursday.

C

Afternoon at the high school to come and engage in a conversation so that we can actually, um you know.

C

Again, come to how do we have uh conversations that can help us raise awareness and move our.

C

Understanding of our practice around equity, uh so we're looking forward to that conversation.

C

Honestly, this is something um it's a bumpy process and we struggle with, I believe.

C

uh Which is when do we engage a larger community conversation, um and how do we do that so again,.

C

uh Kudos to students who want to help lead some of this conversation um and I think.

C

It will help all of us sort of you know, look forward to what that process could look like.

C

Going forward, uh the equity council itself may indeed play a role, and you know, as things come.

C

Up and we want to make sure we're trying to have a conversation with the community about.

C

That they can play a connecting role for that work, um so I don't know if there's yeah, I sure, do.

F

So, first of all, I have a handout for you guys that kind of outlines the work that we've done.

F

This year, so, as you know, we started in october and um we've been continuing with our momentum.

F

um We have come up with a a sort of tentative plan of how we'll proceed forward and one of.

F

Those pieces um is this idea of how we're having a retreat on june 1st, um it's a four-hour retreat.

F

And we've kind of established- and you can read this- some focus um groups that came out of like.

F

The one big equity council, um so those include like curriculum, review and development policy.

F

um Education pieces for teachers and students, student advisory board and a data team. That's.

F

Looking at inclusion and exclusion, which the discipline uh conversation we had tonight is very.

F

Much a part of that. How do we include people and exclude people um in ways that we don't recognize.

F

um So I do have a handout on that and we can give you more updates on that, because I know it's late.

F

There's also a timeline in here, and I guess what I want to mention is in may. We had this month.

F

That just went by our original plan um was to have uh we've been having, like students, do a dialogue.

F

um And we were going to have educators do a bit of a dialogue with students, so this whole year has.

F

Been informative um but we did get distracted or, I shouldn't say, distracted. We were pulled.

F

To um thinking about our role as an equity council, when it comes to things that happen.

F

Within our community- um and we had, there was one meeting on zoom where the students didn't happen.

F

To be present, and it was adults- and that was when um aaron was talking about the uh restorative.

F

um Piece to it that she spoke about tonight um and we thought we need. We need a way for the equity.

F

Council to number one make a statement that um we know these issues occur um and that we want.

F

To recognize them and and not sweep them under their carpet um and then the other piece to it was.

F

Well, we can, we will respond to the community and we will we will. You know, try to try to make.

F

Amends and make things better whether it's having this open meeting we're having or whether we look.

F

At um how the person who perhaps committed the injury, what are our restorative justice practices.

F

And at the high school um mrs lyons was invited to this special meeting.

F

And we don't really have a restorative justice program at this moment in time.

F

And so the students were very concerned about that because you have you know a community.

F

Acknowledgement and a recognition that these things don't happen in isolation.

F

um And that there was community injury through something, um and how do we make certain.

F

That the student who you know did deed if you will or make a mistake, um is cared for.

F

um And learns from the situation, so those were the two things that came out of our conversations.

F

There were two meetings, one was a zoo and the other one we were at, which was in person um and so.

F

We did draft that letter that was sent out um and we're hoping it was clear in our pillar, one that.

F

We do want to acknowledge that incident, an incident occurred and the incident was.

F

Pretty widespread, like it wasn't in a classroom, it was throughout the hallways of the school or.

F

A video was communicated to the sophomore class, and so these were larger issues that really.

F

We felt like we couldn't turn our backs on, so we did utilize our time in may to work on that and.

F

Bring focus to it um and, like steve, was saying it's messy and all communities are learning this.

F

Right now, so it's it's not just portsmouth school district or portsmouth high school.

F

We're all trying to figure out a way to move forward um in our liaison the.

F

New hampshire listens, uh kevin who works at phillips exeter in the dei role um was very.

F

He he's confided that you know the restorative justice aspect is not something you do.

F

And snap your fingers and it's done um and he he said you know. Obviously we are going.

F

To work on it, but how we work on it could take some time. So do we have any yeah lisa.

B

So many questions, but given the time- and I don't think that these are really so much.

B

Questions for you over the equity council and then to as many videos as I can for that. I think.

B

Students are phenomenal, they're great advocates, I think, they're really bringing forward so many.

B

Issues that we really do need to take a hard look at as a district. But I will say, as a board member.

B

And as a parent, I am absolutely flabbergasted that that letter was buried in the link in a district.

B

Newsletter at 3 o'clock on a friday to detail any number of homophobic and racist incidents at the.

B

School that have been going on for months. I just don't think that's. Okay, I think if we care about.

B

Speaking up to really have equity as a front-line value, when we care about diversity and inclusion.

B

I have to have a fundamental right as a parent and know that the grown-ups in the building.

B

Are going to make my kids safe and if my child is going to walk into those hallways.

B

Next year and see things in those hallways that are attacking them as an individual.

B

Whether that's the intention or not, I don't need to know four months later like. I need to know that.

B

Day so that I can help my child work through that around my kitchen table at night, and you don't.

B

Need to tell me, like the names of the kids or exactly what they did or violate their privacy, but.

B

We can't be hearing about this months later, so I guess my question, and this is more of a question.

B

Maybe for stephen george, but this came up with the crisis communications policy and my intention.

B

In trying to talk about that, language was to have a provision in there for there to be protocols in.

B

Our response plans in each of the schools so that there would be timely and clear and transparent.

B

Communication and I'm not aware of any of those things happening with these incidents and that's.

B

A huge concern to me, and I'm not sure if it's because people didn't think that that crisis.

B

Communications policy applied in this situation, so we need to look at another policy or, if there's.

B

Something else going on, but I feel like the police were there, like my neighbors, you know on my block.

B

Like knew about videos of things happening in vandalism, so it wasn't contained in high school.

B

And we need to be able to make our community aware that we care about these issues, we're taking them.

B

Head on and we're confronting them for handling them, and I guess I'm just not seeing how any of.

B

Those pieces are being communicated and I'm sorry I don't mean to sound harsh, but I'm feeling very.

B

Emotional, because, like my kid heard about this- and it's not like- I don't want to go to high school.

B

So do you feel, like hypothetical police can respond to that yeah? So, okay, so number one.

F

Ryan's communicating to our sentiment is the same and there was actually a little bit of a tension.

F

Between this is a bit late, and we know that yeah.

F

Was we still have to do it, and so um it's not perfect.

F

We we did our best to get the letter out there efficiently. um It did take a couple meetings.

F

um But we wanted it to be thoughtful. Now: here's the gig! Now we have sort of a.

F

Protocol a way to take this and be when an incident does happen. Now we have sort of an.

F

Idea of what we should shoot for, um and so there was a space in there.

F

We're talking and you know, february and then some nebulous stuff in the middle and then the event in.

F

April um and then school vacation happened and then we came back and we had a speaker come in.

F

um Reverend thompson from the naacp came in and he spoke to the students and he was quite powerful.

F

um And and then we said: okay, we're gonna, be brave and we're gonna we're gonna.

F

Do this and it might not seem like bravery, but it it wasn't a big step for us. No, I think I'm.

F

Asking the question the wrong way: I love the work of the equity council. I think the letter.

B

Is a great thing to put out there? My concern is, why didn't we hear from mary lyons or why did.

B

We hear from the district immediately I'm sorry I just I feel like we keep having this conversation.

B

It's a question: if we need to change our policy so that they're clearer that this is our intention.

B

To communicate with people, then we need to do that and if it's a question, the policies.

B

Aren't being followed, then that's a separate issue that I think that we need to address.

B

Like I expect my building principle to own, it communicate it and explain it.

B

Immediately and I'm sorry, I don't mean to be so upset, but I'm just really upset.

C

Sure- and I get that lisa so first of all, mary lynes has been involved with the equity council.

C

On this issue alone, no, but but it is really it's because after the fact fine, but when you're.

B

Telling kids that this has happened and they've gotten these emails? It's not like an abstract.

B

Thing so so the work and then again I I I'll own that you know if you know the facts of the case.

C

Didn't get out, I know mary lions put something out about the video immediately. That was just to say.

C

We're aware of it, there is something I was going to pull it out. There wasn't. There was something.

C

So my only point is, I think um these are complex conversations for sure and- and we want to you know.

C

That we're we're leveraging as much guidance as we can. We know that that these are conversations.

C

That have to happen. We want to make sure we're as inclusive as possible when we do it um to kim's.

C

Point for for harm that needs to be repaired. We want to be thoughtful and deliberate about that.

C

Which, which again I hear what you're saying about hey, I want to know that day what happened.

B

So please let him finish: does that not fall under our policy to communicate that when.

B

The police are involved, and it's like a hate message that went out to like a huge part of.

B

The student body on our school email system so so and again as george mentioned, that it was.

C

Brought awareness with fraud that there was a video or email out there, but but I think that's.

C

You know that is what I think is. The opportunity here is to try to figure out. How do we and.

C

And I think you know this is it's one thing to make a public statement, it's another to actually.

C

Engage the community in a conversation, that's that we actually grow as a community, for it.

C

uh And that's where I feel like the equity council should play the world.

B

So do you think the policy that we have in place requires communication when an email goes out to.

B

Be a huge chunk of the student body on school email and it's hate speech and there's a police.

B

Investigation, do you think that our school board policy that we have in place for communication.

B

Requires communication: because that's what I'm trying to understand here, because there wasn't.

C

Yeah so again the communication may not have have been sufficient. I don't know, but that there was.

C

Something sent out on parent square, so I I just as a phs parent. I can tell you it was not so [ __ ].

D

And it did go out well beyond sophomores, and my ninth grader brought it to me and was very upset.

D

Mainly because there was not a space to discuss it and it was hate and targeted hate message.

D

um As well as it was not denounced, it was not immediately denounced at the high school. It was.

D

Not immediately denounced by central office, it was not immediately denounced by our school board.

D

In the feedback that I got from students and my own students that received the message, it was.

D

We speak of equity, we speak a conclusion and yet this can be sent out using our public, our email.

D

To many many many students um and the leaders of this district do not speak up to denounce it.

D

So for me lisa I hear where you're coming from around communication. I hear where you're.

D

Coming from around making schools safe in the hallways, I think we can always try to do that.

D

As much as we possibly can, and sadly we also see with school, shootings and other things that.

D

There are going to be choices that that administration and faculty just can't control so.

D

What I want to make sure is happening is that we are being transparent, that we are communicating.

D

And that we are doing everything we can do in our power to make things safe, but when choices.

D

Are made that completely go against what I feel as a parent as a school board member and as a.

D

Member of this community just completely goes against the pride of portsmouth of.

D

Hate messages and targeting specific groups of people- that is not what this community is about.

D

And it it has upset me as a school board member to have to bite my tongue since february. When my.

D

Child brought me the information um to see that we haven't just. It has not been a discussion.

D

Here around this table, it has not been denounced in the most it should be. It should not be very.

D

Literally, I am so grateful to kim and their team on the equity council, and I agree with you steve.

D

That it's not an either or it has to be an ant vote. It has to be responsibility of the leaders.

D

Of this district and the support of this council and other spaces to have these conversations and.

D

I am so grateful for the work the equity council did because I felt like no one else was stepping.

D

Up to do that, work in this district, so what should the next step be? How can what sounds like.

B

Meetings happening yeah. Well, if it says, may 26 from 3 30 to 5. an hour and a half meeting the.

A

Phs library for students and staff, students and staff will be separated in this meeting to talk.

A

Openly about their experience regarding the events from february and april and any other incidents.

A

Regarding social justice at phn I mean this sounds like we're going to need damage, control.

A

After this, in a couple days, because I assume that there's going to be an open discussion about.

A

A lot of re-events that I'm just hearing about today I mean not that I don't.

A

Read through every email I get, but I don't read through every email I get and I didn't. I.

B

Okay, um I I just have to say that I'm.

B

Very frustrated and embarrassed frankly that I'm this is the first time hearing.

B

Of this as a school board member and it started in february- that's that's really upsetting to me.

A

How are you learning about these things? Steve? Are you learning about them through the equity council.

A

Or are these getting reported to the like? Is there not.

A

Is it not coming to you like, I guess, I'm sort of wondering what the first thing I was saying.

C

The first one is phs offensive standards.

F

I think there's a problem there, because it wasn't spammed.

C

I'm just telling you when the communications.

C

Yeah, uh I think part of this I think we are gonna- have to talk about this in the communications.

C

Committee as well, because it seems like this is pointing again at the overarching issue that.

C

The district needs to get better at responding to things um yeah I mean and a lot of the time again.

C

I would kind of encourage us to maybe look more to what we want to do about this going forward.

C

As a board, if we want to actually like make any resolutions tonight or if we want to bring it to.

C

The communications committee, because it is 10 42. um but yeah- uh I I guess that's actually what that.

A

Thanks to communications, you should take this off, though, because it is a serious issue, but I guess.

A

I guess I'm wondering if there's gonna need to be a damage controller. What is gonna be the product.

A

Not so much damage control because I don't think that's. We need to obviously address the issue.

A

uh At hand- and you know from the committee perspective equity committee perspective,.

A

What is the next step after this meeting in a couple days between just the students.

A

Teachers is there opportunities for parents to speak, um and I guess I didn't have my question.

A

Answered sort of: how are we finding out this? Is it coming from these equity council meetings or is.

A

It all these incidences are sort of compiling and now we're saying, there's this long span of issues.

A

um And so I guess so, two parts: what do we plan to do like? What's the plan after this meeting and two.

A

Are we finding out more of these things through the equity council, because I envisioned the.

A

Equity council would be a place to discover some greater issues yeah. So um the plan is we're taking.

F

Action so yes, I 100 agree. It does seem that it's you know. It's been a few weeks, but again.

F

We said to ourselves, we will take action, um and so the idea is at the um the discussion we have.

F

It's not a dialogue. um We wanted teachers and students to be separated so that they could.

F

Process together and then there's going to be an opportunity at the end for people to share as one.

F

Big group, so that is sort of a piece to this community healing or community voice from that.

F

Meeting um if there is a piece in there that we're going to take suggestions on what actionable steps.

F

You know should happen or in retrospect what should have happened um and how do we.

F

Go forward with that is that we'll go back to the equity council and, as I said, the equity council.

F

Realized that we have two pillars that we really need. One is that communication aspect saying.

F

We're sorry, our community was injured um and not pointing fingers necessarily and shaming people.

F

But being like as a community, we don't stand for that, um and this is what we stand for. That.

F

Healing piece and then the other piece where the student needs to be cared for, because truthfully.

F

I'm not none of us know like how is that person being cared for in the community? Are they getting.

F

Help are they being able to understand why this was not a good choice or how it hurt. People.

F

um I don't know if that's happening, I'm not privy to that information. um So that's repeat: that's.

F

A mystery piece so that I don't know if that's equity, council's work or equity council's work.

F

To say: here's a beautiful restorative plan that we've been working on with other people.

F

When something goes wrong, that's what is needs to happen, or is that you know something we all work.

F

On together, as a community, um do we agree that that would be a good way to proceed? Is to let the.

B

Equity council come up with a restorative plan. They can be supported by the board.

B

I think yeah, you know, is there a board member on the equity council lisa? Okay, this is there.

F

Jeffrey comes and you wanted to come, I wonder if we should have another board member.

B

um On that committee that can commit to it. You know I've discussed that with cam. I can get talk.

B

Okay, so hope and lisa will be our representatives to the committee. The equity equity committee will.

B

Come up with a plan that you guys can present to the board, and we can agree that that will.

B

Be the procedure that we will follow from now on nancy, it sounds like it's a situation.

B

And with full respect for the work, that's being done by the equity council, which I think is extremely important and needs to be continued.

B

And supported by the board and supported by our communities they're having really.

B

Important conversations that need to happen, but I also agree with hope, like we need to have those.

B

Long and thoughtful conversations, but we also need to have an immediate, no messing around.

B

We do not tolerate hate speech period both stop. I don't care about anything other than hearing that.

B

Right away immediately loud and clear and shouted from the rooftops: okay, like if the email goes out.

B

There should be like no delay in something going out not just to the high school, but to the entire.

B

District so you're going to hear about this, like my kids in the middle school heard about it,.

B

And you know what then they talk to the kids in the elementary school and they hear about it. So.

B

These things ripple through our district have really damaging effects on our kids.

B

To say that well.

B

Then it wasn't communicated, so I guess what I'm asking is.

B

If the policy in question doesn't cover this incident, then we need a new policy. If the policy.

B

We have covers this and it just didn't click in this situation and that's a separate conversation.

D

For administrators to have well, I don't know which is you, and I have brought up many times too- that.

D

We need to look. We don't have communication, clear communication policies, that's not even a tab.

D

In our policy- and so I think we have a communications committee on this board, we.

B

B

We do have clear: we updated the crisis, uh prevention and response plan that has.

B

Communication, I think, in light of you, know a agreed. I share the sentiments that it was.

B

Very hard, as a board member, to hear about a lot of this three months after the fact and looking over.

B

All of our policies, um respect, which is the general one that all this would fall under, has.

B

No communication plan to it and I think one thing that we're learning is that we need to implement.

B

Communication into these plans- we've heard it- we've heard it loud and clear that communication.

B

Is our district's challenge, and so I would. I would like to respectfully request that the.

B

Policy committee look into adding communication language to that. Second, to the reason which is.

B

I really do appreciate the work of the equity council and I think it's extremely important.

B

In my experience in schools, when something like this bubbles up.

B

My concern is when the meeting is held after school. It doesn't send the message that this is.

B

So important to us- and our community has been so damaged that we are pausing the business of.

B

School to repair it, and so I'm wondering if that was part of the conversation, because thursday.

B

Afternoon in the middle of playoffs and aps you're not going to cast all members who need to be there.

B

Particularly those that have been silenced, and so I wonder, how are we going to do that? Because.

B

I think it's urgent and not- and I think this plan is great- I I do not want to sound like I'm, but I'm.

B

Very concerned that we are still not sending a loud and clear message as a district that.

B

We do not tolerate this here. Damage has been done and it's been done to the degree that it's.

B

It has to be fixed now, and that was my question of how we need to do that. We need to cause.

B

Cause and build- and maybe there was a reason why we couldn't do it during the school day, whether.

B

That was discussed in equity or with admin, but I do think there's a different message. That's.

B

Sent just like one that's sent as an embedded link as to how serious we take this and now how.

B

Widespread the damage has become, um I think, number one bringing focus to. It was our main point um and.

F

One of our students was very articulate in saying what some of the words you just said like we say.

F

We don't tolerate stuff, but when we don't take action we really do tolerate it, and so those.

F

Words have rang in our ears in terms of how we respond. We did choose after school simply because.

F

It seems like a normal thing to do. I guess but you're now thinking about what you're saying.

F

We, we probably should have said you know what let's blow the whistle and let's just have some.

F

Community conversations about this um during flex in small groups or, however, we want to do.

F

It because you are right, people have busy lives and they may not be able to come and they may.

F

Be the ones that really need to communicate, and I mean, as we move forward and think about these.

F

Things and then you retrospect look at them. You can be like okay. This is what we did. This first.

F

Time we were just learning, but here's a better plan um and I think that makes perfect sense.

F

um Again, we were, we were just making sure that we didn't let it drift into the archives, um and it's.

F

A remember when it would be more of a this is not going to go away and we are going to approach it.

F

um In a respectful way, okay, so can we need it or can we decide that the policy committee.

B

And the communications committee are going to meet and talk about this. The equity committee.

B

Is still going to go forward with its plan to strategize and try to come up with how you handle.

B

These situations, and because we have two board members on that committee, they can communicate.

B

With policy and communications, so hopefully we can. um We can make this so that it doesn't happen.

B

Again and remember we have we, you know we have new administrators coming in, so we can um talk about.

B

That, with our new with our new superintendent on new um principal about high school.

A

The letter that went out that I just read, um lisa was talking about and folks talk about.

A

Specific incidents of the spam email or, however, you want to classify it.

A

But the letter that just went out talked about ongoing overtime.

A

Incidents not just from february to april that this was an ongoing issue.

A

So I guess I'm wondering, can you elaborate? Is that just the fact that the council is saying that you.

A

Know that people are making racist and homophobic comments all the time and- and you know some issue.

A

Across the board or like, why is that part of this letter? If there's just these specific incidences.

A

Why the letter to me seems like this is this is an ongoing issue and not just specific emails that.

A

Were being sent out or one kid in particular, we did talk about that a little bit in the.

C

In the meeting to draft it, and and there was some debate over that particular language- just because.

C

Yes, we're talking about a couple of particular instances and there are students who feel.

C

Like they've run into these things more frequently, I mean it's not it's not a an instance of a large.

C

Proportion in terms of the scale, but they feel in their in their own experience. Something and.

C

So um wanting to again make sure all voices are heard, particularly with students, is to have that.

C

Again, let's have that venue to have that conversation for what that lived experience is we.

C

Certainly, learn a lot in listening to the students on the equity council for what their experiences.

C

Are- and I think it helps us reflect on how we can be better as a community. Okay, so I mean, I guess, is.

A

There a way we should clarify whether in these meetings, we're having whether we're addressing.

A

These specific incidents or addressing both that and the systemic issue, maybe there needs to be.

A

Two parts of how you know their interplay between the committee's policy and equity council and how.

A

These things are managing, I guess yeah. So I would just add that that policy that um equity policy af.

B

Also does not have a community, it says, support, communicate and model, but I think we need to.

B

Be in policy need with the communication committee and come up with what does that.

B

Communication look like under that plan yeah in the respect you're going to put that yeah.

D

Okay, so nancy! Yes, I know we can't put out an email right now, but.

D

And I can only speak for myself, but I do want to say that.

D

Phil davis's words are ringing in my head when he was here and talking about discipline.

D

And talking about you have to dip it in the body immediately and say we will not tolerate this and.

D

So I just want to say, as a board member, I do not tolerate what went out on a video of hate language.

D

Targeting any particular groups- and I don't believe our district does- whether that was.

D

Explicitly communicated out or not, and I do want to give steve the opportunity.

D

Because I know you can't provide details and we have to think about privacy. But once there.

D

Was identifications made? I do want people to understand that there was swiftly absolutely.

C

Yes, whether that was communicated out or could be at all, so I don't want people to think that.

D

That action has not been taken and that tolerance has been allowed right, yeah and again that might.

C

Take away you know, we want to make sure this is clearly understood in that particular instance.

C

Thoroughly investigated and dealt with absolutely and that communication piece is.

C

Is critical and it's not I mean I think it's a both hand, I would say.

C

uh But I think the more important conversation is the thoughtful deliberate conversation with.

C

Facilitation as we'll have on thursday, out of that become some other planes of action that can help. I.

C

Mean this is um this is both a communication issue, but it's also a problem-solving issue.

C

Right and that's not going to be solid with any statement, that's going to be.

B

Together in conversation, okay, um I wonder if we should go one step further than folks.

B

Denouncing the uh this type of behavior, and given that the school board is just learning.

B

About this and talking about it for the first time tonight, um should we as a school board, consider.

B

Denouncing it publicly so that at least there is a message from someone doing that. Yes, yes,.

B

Okay, steve and I will work on states.

A

Can we just make sure that it's any acts, because I think that I think the focus.

A

Is on these specific things but, like steve, said, there's people that are experiencing.

A

Instances day in and day out, most likely, and so we could just announce any specific.

B

B

If the board wants to see it before it goes out and I'd like to add.

B

Kim's name to it, I would like to enter as one of the authors so it'll be the school board.

B

All right, what does everybody agree with that? We won't push him.

B

Something we'll send it to all of you and we'll put it out as soon as we can. I think.

B

It's a good message to give in this day and age of well, there's a lot of rice and hate language.

D

Going on in society to it's very important that we talk about the efforts of the effectiveness.

B

B

B

To make sure that the student body knows that it exists, I think that this letter is kind of best spent. Just simply saying this is.

A

You know, I think we could include a paragraph that says says that we're committed to equity.

A

And the efforts that it takes to get there and part of that you know through equity,.

A

Council and anything else that we're open as a board to any community feedback of other ways.

A

We could do that. I agree with you. Well, let's do it we'll send out the message and if five people.

B

Agree that we shouldn't put the equity council in the message, then we'll take it out before people.

B

Is brian still with us.

C

He's here I'm still here: yes, yes, ryan, he's there he doesn't know he's there.

A

June 7th is uh new, hampshire gives um and uh futures.

A

Here it is um uh june, 7th, uh is uh natural games will start june 7th at 5 00 pm two weeks from.

A

Today, um so futures has some matching donations generously for members of the community. If there's.

A

Any other members in the community that want to provide matching donations, please reach out.

A

To jenny, tyburski the teachers coordinator at high school or reach out to steve or any one of.

A

Us we'll get you in touch, um and I would just like support for the teachers program as part.

A

Of nhg gifts and folks are considering donating. Thank you liz. Anyone else. Can you ask me uh yeah.

A

Just a couple things from school, so obviously uh that was a big success. I saw myself very good.

C

Yeah, I was particularly impressed with how many just individual acting parts there were and how.

C

I think everyone really was education, so yeah. It was a great show, uh oh, that um student council.

C

Has passed its? uh What my knowledge is the first ever student council uh constitutional amendment.

C

uh Which allowed the student council to vote to directly change the rules.

C

Of conduct for the meeting, rather than having the adult mentors management.

C

And then uh we use that power immediately to.

C

Really, to allow ourselves to uh create exploratory committees to more efficiently.

C

Kind of investigate issues as a council without actually circumventing the uh democratic process.

C

By um acting putting anything on it, so um that's that and then also.

C

uh Just in today, the debate team uh apparently got our school onto the national speech and.

A

Debate associations charter school list, which makes us one of 22 schools in new hampshire.

A

In new hampshire and that america had that distinction and the only school in the manchester.

C

B

Agenda, you will see the new format of providing effective communication questions to the policy.

B

Committee, which I will be the receiver of information, I will disseminate it to the.

B

Whole community trying to streamline so that, as you see things on the agenda, it would be helpful.

B

To hear in advance of the meeting the questions you might have with it, the intent of the policy.

B

Your goals for it that can be taken to the policy committee meeting and then with regards to edits.

B

You'll see a new thing that we're trying that we think will um make the editing process more.

B

Successful for everyone so pay attention and we're trying to get the agenda out earlier. So yes, people.

B

Thursday, the latest correct um that's for school board agendas.

B

Okay for policy committee agents, we're trying.

F

Spending a little bit of conversation with councilmember denton, um trying to.

F

Reinvigorate our farm to school program, um we have a plan that we're working on in terms of.

F

Leadership at different buildings um and how we can sort of stipend them.

F

And talk to mr xavier about that, um so I wanted to let you know that and we did harvest our first.

F

Lettuce, we had a leaf party today from the garden, so that was fun. um Recycling reduction.

F

Has happened at the high school we've moved from dasani product to a rain product which comes in.

F

Reusable and recyclable, aluminum bottles, so that's kind of fun, and then we had the spring market.

F

Which was really really well attended and our student artists, as usual, stole the show um and and.

F

People that you might not could like consider as a artist like museum of fine arts, but um students.

F

Who baked goods and um make jury yeah like he's like sixth graders, like really nice stuff? Oh yeah,.

D

A lot of talented kids in our history yeah, and I think I think they did what's fun: yeah yeah.

B

um Okay, uh before we adjourn- and you have a question about pam square.

B

How do you you don't get parents with? Is there anybody else that doesn't get pants for you? Okay,.

C

A

Do they need to create their own account, though, and then you add them to it.

A

No, no! No, not for email! Okay, if you want all the full and if you want all the full.

C

Capabilities of parent square, getting in your own language and things like that, then you need to.

C

Create an account, but you just want to get notifications. I agree. I'm just.

B

Getting a schoolboard report in the past and I thought that yeah, the individual school reports.

C

B

Okay, we have the future agenda items if anybody sees any. I.

B

Have the world language committee reviving that for the elementary schools.

B

So uh if anybody has anything else, they want to add to that. Let me know.