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

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From YouTube: 2.10.2022 School Board (Part 1/2)

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2.10.2022 School Board (Part 1/2)

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I wanted to begin by acknowledging the acknowledging the intensive work of our 12-member.

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Search committee over the last five months that brought us here tonight, this committee has worked.

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Tirelessly since the spring to bring us to this point, so I think we, if we don't mind y'all having.

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A small round of applause volunteer, so it gives credit to our community that so many people are so.

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Interested if you were not able to attend the meeting brief last night, both candidates spoke to.

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The thoughtfulness of our process, the thoroughness and the thoughtfulness of our process, I'm very.

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Proud of that feedback- and that was the intention of the board when we created the subcommittee.

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The format for me this evening is 50 minutes of questions designed for no follow-up.

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To allow for equitable comparison between candidates, then there'll be a 5-10 minute.

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Questions from candidates, then we will switch candidates and repeat the process.

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Then we will adjourn the public session at the conclusion of the second interview. Then.

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The board will deliberate in a non-public session. Our first candidate is the current superintendent.

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Of kleinfeld school district, please give a warm welcome to dr kimberly rizzo saunders.

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I would like each of the board members to please introduce themselves to our candidates, starting with.

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Hi, I'm jerry nolte, a new board member, I'm a unh.

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Nursing, professor and a nurse practitioner and I have a daughter.

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Two three kids in elementary school fifth graders.

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Okay, hi I'm betty blutz. I have two kids.

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Thank you board members um just to let everyone know our two candidates spent the day in our.

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School district today meeting and greeting with um everyone from elementary school all the way.

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Through the high school and alistar academy, so the first question kimberly is share with us. What.

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You learned or observed about our district today: do you think you would be a good fit.

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So I actually um thought, probably after the first screening review, that based on this is.

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My enforcement folder, um it's all about you so based on the research I had done, preliminarily.

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It looked like it would be a good friend after this today spending the day um touring the.

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Schools spending the day with your incredible um one, testament to all of your students.

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That I would be an excellent fit. I think that the community itself, as well as the direction that it.

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What I learned today was that, besides, that, you have incredible students um is that the.

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Staff or particularly your administrators, so I had the opportunity to kill davis, ken nathan, george.

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Just and any other staff member I met is completely dedicated to the.

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Students and to the district.

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We heard from you last night that some of the steps you take in your early days.

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In our district would be to build a report or collaborate with stakeholders.

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Please share with us what other priorities you would have in your first semester here.

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Where do you see yourself in the district by the end of your first semester,.

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So, outside of building number four, so really um the first the first year.

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Of a superintendent's job, or today, they're coming from outside, is to learn all about the district.

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Understand district data understand the different finances, so if you really need my first semester.

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Or my first quarter would really be about building relationships about starting to put the foundation.

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In for a highly collaborative culture for building the foundation, that is already here.

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And then it would be to learn about the district um and then what I would really like to do um and.

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Honestly, but all of this instrument entry plan would be to start the strategic planning process.

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That would really, because that's actually a year-long process of itself, so that the community.

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And the staff and students have had opportunity to participate.

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In clearly outlining what the next five years are really going to look like.

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So I would keep in mind that the district that I am from is actually the largest geographic.

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District in the state of new hampshire, so being visible, is always the challenge. um When I talk.

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About visibility, first and foremost, I talk about being visible to staff and students and with.

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I think that my next question um or my question back in response to that is what does it mean to.

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You because it's one of those words that sometimes we hear when you need.

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And then, together we need to talk about why you know one of the reasons to go to athletic events.

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Is to be visible, but also to build relationships, so I think that's an important place to be.

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One of the reasons you might be at city council is also building relationships.

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But to make sure that city, council and the school department are working in pharmacy, so.

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I I I'm not trying to dodge the question, though, what you're trying to say is that is have to.

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Have a common understanding of what visibility means um and why we're being visible at different.

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At different effects, um I think it's dependent times be challenging depending.

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Is people will say you need to be visible superintendent but then there's 15 committees.

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In the community's name each night of the week, and so they missed the concert.

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And they missed the athletic event.

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It's important to us.

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What steps we take to ensure that the board goals are translating into the.

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Classroom and improving the students overall experience, so I think that.

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Goals are something that means you can usually decide upon and a lot of how we.

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See goals being translated into the classroom is going to depend on a process by which.

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We develop us so one of the reasons I said the strategic plan would be really important because.

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That is really where you should, over the next five years, take your goals from and then those goals.

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Should, of course, is what has worked for me and my member should work from the classroom.

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Up to the borders, so your your classroom goals the people that know what the greatest needs for.

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Students are have are in the classroom, they are in the buildings, they know what's happening. So if.

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Business, the school board put a goal together. That said, we want 100 um achievement on the dra, but.

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In first grade that in translating that into the classroom might be impossible.

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If, at the end of the week, you know at the beginning of first grade, the dra is only at.

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25 decisions, so you have to be careful about how you develop those goals to translate it properly.

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When you develop goals through a strategic planning process, there are community goals.

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And then we can work from the classroom and on annual goals in the classrooms with the boardroom.

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So right now the board has a goal about around equities, so what it means, how you're going to.

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See that transplant transfer into the classroom is really about getting people together, saying okay,.

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How do we define it? What does that look like to us? What's what's that outcome? What's our benchmark.

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And then, where are we right now in classrooms and now, let's start to put those together to get there.

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Moving things around, oh okay,.

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How do you assess when you need to stay the course when you need to change.

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Is there a specific example or just in general, so I think when you are.

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In any kind of situation, um you need to look at what's where you want to do so.

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If, if the goal, or whether it's long-term short-term, it's an objective, if the goal is to.

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Have everybody vaccinated here which is not reasonable, but if that is the goal and.

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You know you say we want everyone to to be in this situation by may 1st.

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And, and in september and you're at five percent, you need to look and examine okay, what's happening.

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Why are we at five percent what what's in place to incentivize this? What isn't in place, what changes.

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Do we need to make and are we doing what needs to be done to get there and what are the best.

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Parts along the way, if you continue at that level- and you start to look- you say the course until it.

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Is very clear, like there's, no way we're going to hit this market and that's when you start to say.

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Okay, why why are we not paying a target? What do we need to put in place differently? How do we change.

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How we shift in order to keep the goal and then the question the other question becomes.

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Is the goal reasonable is this? Is this something that we are truly dedicated to.

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um Here you can look at anything and in that way, so you could look at an initiative.

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Why why is this working or why isn't it can we have high volume from our community.

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From our teachers, if we have high buy-in and low results, what's what's happening,.

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If we have low results and low volume, then it's time to really change what we're doing.

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If we have high high results in low buy-in, then then that's okay. That's a.

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Communication problem and that's what a place that you can stay your course.

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You know we're getting great results from this, but we'll see down below what are you going to do here.

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Are we going to communicate? Is this a professional development piece? Is it a communication.

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Where you saw a negative impact on students and what steps to take to um basically.

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Implement change and recovery.

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So there's gonna, there's there's been a number of different clients for us. In the case we had a.

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Systematic technology issue that we were facing, um what we did is we looked at all of the pieces.

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Around that, what we found in that situation was that students were not getting access, students and.

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Staff actually were not getting the access they needed because of a belief system that was in.

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Place regarding who should have access to certain information who should have access to certain.

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Software, what they need to do in order to get that. There's other reasons that that belief was.

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Held so what we did was we went through and you looked at all of the different pieces.

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That we believe that instructional staff will leave students and staff needed to have and.

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Then we juxtaposed that next to the belief systems that were stopping that access and we.

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Really had some hard conversations about what needed to change, because.

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If it was a um access problem, but access was absolutely necessary, what do we need to do to make.

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Sure access was safe, but in in is this a. I believe that people should have to explain and see. This is.

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A belief or was there a threat to our systems and or the students themselves, because software.

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And online could be a while less situation and how do we resolve so? We basically went through.

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Almost line by line on the part of the budget each piece and we resolved those issues.

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It was arguable, it was not something that happened overnight um until we got to where we were.

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Actually right, thank goodness that was resolved before then, because it did allow us to leverage.

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Our technology, our software and our access, in a way that students and staff had what they needed.

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What does equity look like in schools to you and what have been your strategies and outcomes.

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Take the reins as a superintendent. One of the things that I was asked to do was this citizenship.

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In conjunction with um dr anne forrest, who is the.

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Assistant, the vision that we presented at the time um was really to become a model of.

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Educational excellence: we defined that by saying that all students would have access and be in high.

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Quality learning environments and have opportunities for high or high levels of learning.

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So that is how we started our journey towards what we call reviewing and examining.

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Educational equity in our school district, we then took the system, my approach and.

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And said, based on our definition of equity, almost any audit based on our definition of.

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Equity and these data points is this: where we want to so we did a gap, analysis of that information.

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Based on that gap, analysis, he then said these are just these are the demographics.

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Of students who want to move these, this is the way that we're going to move down.

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And I can say that right right before it quoted, we were starting to see movement in that area. You.

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Should know, though, that wasn't just one of the things that we actually feel about the layer of.

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That we found out is that everybody didn't just.

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Impact our students, but it also impacted our staff and for us that was something that was.

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More surprising, so, in order to address that one of the things we needed to do is we went.

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Through our budgets- and here we really did go line by line to really examine how we were.

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Powering funds in specific buildings, so across the 11 buildings, where were we allocating funds.

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Why are we allocating them that way and were there different ways you needed to hardly believe, and I.

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Do think I used this example a little last night, so I apologize for the redundancy, but acne does.

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Not at least in condolence we defined, it does not necessarily mean people into middle schools.

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One of the things that we looked at pretty deeply are co-curriculars and extracurriculars, and.

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Mathematics and what we found out was that there were equities. But that didn't mean that all of a.

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Sudden, you said oh you're going to spend this much per student at gradebook school and this month or.

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Student at south middle school, what we said was: what do the students need in order to close that.

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Background quickly and so we've spent the last three budget cycles working on that equitable fund.

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Piece and really fine-tuning how we shift dollars shift resources to provide equitable environments.

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As we talk a little more about issues.

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So then, after we have done that um over the last few years, people that we've gone.

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Back and we examined that and made sure that here were the benchmarks that we talked about.

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Regarding equity and are we needing those benchmarks and in a couple places you haven't.

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Been so right now, what we're doing is we're really getting into that and saying? Okay, what what did we.

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Miss what this we believed, as we were doing all of this work, that this should have moved.

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You know why isn't it so what else is under here that isn't? Maybe it's not an equity issue, maybe.

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For your budget.

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And would you mind just repeating the question swimming shark at hp's sure.

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Is so um first of all, I should explain for us: my advocacy begins with the budget process.

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Itself um we begin our budget process, which is a little different from our schools, where.

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Process actually in july and that by their process, is directly related to our goals. So for.

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Our strategic plan, so one of our strategic plan goals over the last five years outside of equity.

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And actually inclusive of equity has been around preschool opportunities, so in 2016.

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We noticed that there was significant decline um and students coming to kindergarten in their.

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Letter recognition, they're understanding that letters represents representative sounds and in.

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Their color recognition, so probably for us that was actually the it was the first time any of us.

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Had ever experienced students, not knowing the difference between colors.

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So we decided as part of that, that we were going to start the steps towards.

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So our budget process starts in july. It's tied directly to our long and short-term goals and.

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We meet first, we start when we say this is a board where we're going to get started. What what is the.

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Guidance so, based on that guidance, I then go back to the administrative teams, so together.

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And they start to prepare their budgets and we start right then say: okay, these are the goals.

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You know the board is saying x: how are we going to meet that or if we exceeded our to explain it.

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So then, principals, building and building bases start with their buildings.

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They create their budget, then they sit with myself and the sau team and we go through.

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Literally line by line with everybody, where we check everything and then we actually stop there.

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For pause there we bring all of the administrators together and we look at where we are aligned with.

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The guidance and our goals: how far off, are we? How far over are we? I would love to see how far.

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As entire administrators say, based on our goals, based on what no students need and based on the.

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Guidance we have been given, we now are going to say here is our priority list of what.

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We then go in to an all day session on november 2nd. So it's always the first saturday in november.

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And we then paid the boards through the budget. Our proposed budget line by the time object by object.

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We talked about what's going on, we talked about what's going down and we explained about the.

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Process that we went through and the priorities we established and why we established those.

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Each as part of the budget book, which is strategistic um for each thing, that.

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We are adding to the budget, we actually create a justification and that justification talks about.

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What the present situation is, what is the present state? How does this request move our rules forward.

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How does it um align with the strategic plan? What is the cost estimate of it.

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And basically, what's the priority, um this is preschool. This year was the number one priority.

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For us um we take that and then that becomes the board's budget and then they go through and.

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They and find out, then it comes to advocate for those priorities and so.

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What happens sometimes is they will say well what about it, and I will have to say to the court.

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That I was not identified as a priority this year, and this is why- and we spent from november to.

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In december, going through that, we have our budget bearing in january and then what.

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Happens is once the budget is proposed to the greater community. I then work to communicate.

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Introduction of the board to communicate and on the page for each piece of that budget.

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And then we send videos out, we do.

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All sorts of things they're online- I guess you know, there's a great one about preschool.

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um Could you share with us.

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Hope as long as it foreign voted on the last three class items for preschool, um it will allow us to.

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Have our strategic 20 preschool spots, um beginning in september so yeah some lots of positive.

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um I apologize for being late and I went to my uncle's week um so.

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So yeah I and I don't know what the introductions were, but I'm an attorney. I do child protection.

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Work now and listen to family law, and so this is my first year on the board.

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Something new, and so I guess my question is: what are your expectations of the board.

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So my expectations of the board are to um work in conjunction with me um to leave the district in a.

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Positive direction and to again my expectations are always around children and should remember.

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That our work has to be child focused that it can sometimes get get caught up and controversy.

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Whether that's about masks or whether that's about vaccinations or or whether that's about.

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Technology um we can get caught up in that back and forth with parents um and sometimes or whether.

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Or not, someone's taxable is searched too high, but ultimately the school board's responsibility is to.

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The stewards of the dry schools and the children in them and make sure they are receiving the.

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Best education possibly perform, so that's that's position number one in this specific situation as.

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An abuse is an incoming new superintendent. I would be looking towards the board and expect the lord.

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To help build relationships across the community and to be able to help me better understand.

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When the problems are going to arise and what those problems could be.

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Is to reach your statutory obligation.

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So the board has multiple statutory obligations. Top three being set policy choose that budget.

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So obviously I want to make sure that we're meeting those and then finally.

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um To have a clear, transparent relationship with this.

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Don't always have to be wonderful and friendly to one another, but we should be civil.

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We should communicate well. We should make sure that we have a thorough understanding.

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Of what we're saying about our work and why we're saying it it doesn't, it doesn't have to be.

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Supposed to be my expectations, just little ones.

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um She just mentioned.

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And I I want to ask: um what's your: what is your turnaround time.

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With communication you receive from staff and parents, and how do you deal with managing.

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Incoming communication sure um so my rule of thumb is outside emergencies, 24 to 48 hours.

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So obviously, as a parent is falling and they're saying something happens to their child, about the.

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Playground that emerges- and I need to take that call or I need to answer that- email right away.

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My feeling is, if a staff, member or a parent emailing you as a superintendent, if you have an.

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Obligation to give back to them, because whether or not you're required for you, it is a priority.

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For that person and they have to take a risk to reach out to you as a superintendent and.

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Disciple of that risk and say: okay, how can I help you.

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What what's what's happening and is there an issue I need to resolve.

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Recently, my my sau staff was trying to convince me um that one of the ways that I could.

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Maybe get something off my place because it's kind of a little hectic right. um You don't need.

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To answer 24 to 14 hours: well, wouldn't you know that that we had a community forum that about two.

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Or three days later- and I said: okay, okay, you're right, you know I I constructed three four days and.

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A week my parents got up, and she said one of the things that that resonated so well with her was.

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That she emailed me- and I had gotten back to her and in this case it was like 25 minutes.

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And that was it, it did so much for her. When I said we don't agree on a lot of traits.

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Myself and this parent, you don't agree on a whole lot of things, but that was so important to her and.

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It did so much to build that relationship of trust and respect that I have now gone back to.

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24 to 48 hours, for staff and for parents and if you're taking this time to write school.

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And you need to be respectful and write back, even if all you're writing back so.

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Even if, on a snow day, I get a lot of emotions um or sometimes on non-snow days, it's sewing.

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um Even if it's just thank you so much for your feedback, I'll consider that.

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Follow online that we asked right now before um good questions for us and for our district. I.

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Just wanted to touch on that and if you want a reminder, we have questions related to do.

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What would that first semester look like for you? What is being visible, pain,.

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How do you ensure that the four goals go all the way down to the student experience.

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How do you determine when to stay in partnership.

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How do you deal with the challenge situation in which the student outcomes you can correct that.

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Just want to give you a chance.

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um What your expectations, particularly around communication, are because that's a.

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Variety of times.

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With the superintendent to the board for the superintendent to staff.

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In the superintendent to the superintendent to parents at the greater.

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One of the issues that I'm sure all school districts face today.

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Is social media and how um word gets out in various avenues on social media and.

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What not just the superintendent! But what we all do to ensure that accuracy and facts.

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And valid information is getting out to our parents, our students, our staff, our faculty.

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um To everyone that's involved in the school um community and the community at large, you know.

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um If it's something drastic and the newspaper- and you know how exactly can we handle that kind of.

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Communication with that community, um when I first were in school, you know we didn't have facebook.

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We didn't have phones and all that, um so it was different. You know you could just either call or.

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Write a letter or but it's different today, so with this expansion of how people communicate.

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With each other, um so not only saying the superintendent should do it, but how can we.

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All do it um to ensure that valid accurate information is getting out of the example.

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Yes sure I can tell you that.

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We had about two weeks ago, because three days right now, um timelines are just changing.

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um We had a situation actually blow up on facebook. It was a situation that had.

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Actually been resolved um out of high school in the fall, so we were, it was blindsided too.

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But what happened as it was resolved with high school parents? It kind of trickled.

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Into the community and kind of things of his own over christmas, so what what I did was.

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I took, I basically went over social media and I went 0.5.1 because it was about students so.

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It hadn't been about, like I, don't know the art classroom tables I may not have taken such a.

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What was purpling up or social media? I sent out a very thorough communication and I basically went.

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One two and I said: let's talk about safety, this was the situation. This was when it was reported.

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This is what actually happened in situations like this. You know this would typically be our response.

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One of the other things that I did in this communication was really try to thoroughly explain.

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Because what was happening is people wanted to know that that child was not going to be in shape.

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And I'm simply trying to end by saying here's her. What I can tell you is in situations like this.

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This would normally be how most schools, including ours, would react. I cannot tell you.

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What happened to this individual child? What I can tell you is 13 years.

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And that student safety is all a student and staff is always the most important part of my job.

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So that's that's how I have responded to situations like that they are one of the most.

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Challenging situations we have um in this case one of the.

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People that was following us team on facebook referred to our lovely high school principal.

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As he and heather did not think that that was necessarily an accurate description of or that.

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That person's opinion wasn't probably an accurate description to realize that other was heading back.

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So my question was your expectations about.

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Communication from the superintendent to you, the superintendent to staff, the.

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Community students, parents, that's the follow-up to which I said well. I guess I was just curious.

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It's similar to parents, where it's a messenger out. He sent it to all parents from five to twelve.

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Posted it first, um I think they've posted it on the website for a little while I've sent it out to.

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The best communicators we have, and always your best cheerleaders with the staff.

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Especially- and I also made sure that I sent it to some few people in the community.

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So that they would have that too, um I don't. I would. I actually actually also.

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When I send anything out via.

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Our school messenger, um I will also do a post on. We have a weird compound facebook, twitter.

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And something called compound news, um so we will close things on those for a certain amount of time.

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um But in the emails here one of the things they said was we can't. We don't have a staffing.

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Available to um respond to social media across you know all the different social media platforms.

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That exist across nine communities, um so I did try to say if you have a question or you have.

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Answer your question.

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So I think we're definitely looking forward to the opportunity to work with our next superintendent.

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To identify how we can career more transparent, we've been working to try to develop strategies so.

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Figuring out the best way to reach out to people so that it gets them the right.

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Information would be needed. You should be the right person to communicate those messages.

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And to try to deal better with exactly what you're talking about in terms of.

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Protecting student privacy and still getting people, you know the clear information that they.

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Need so they know their kids are safe and then you feel, like their questions, are being answered. So.

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If you come forward- and I just wanted to sponsor your questions,.

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And they have had that for years. So, while I appreciate that you come from a larger district.

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Where your time is part of processing buildings and you're, trying to start against buildings,.

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Here I think you've heard from the search committee and other interviews with you that.

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In our focus groups and our surveys, communications come up time and time again. I know that our.

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Teachers, association president, has.

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A very timely response, and so I think that that's what you would need to set the expectation for.

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It's pretty eyebar here, um I'm not saying that 24 to 48 hours. It's not, and I know that you.

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Have gotten back in a very timely manner with us, but just to be very candid and honest with you.

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I think your staff, if they're, reaching out to the superintendent, there's a good reason for that and.

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I'm not sure that two days is for no time to be waiting around to hear back from their support.

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Do you have another question, how did you define the facility disability.

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I think I hear what you're saying that it does depend upon expectations.

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And goals and hearing the voices of everyone what that looks like for me.

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Talk about a school district, the heart and soul, are the students and so visibility to me.

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Means being a genuine human presence in their being experiences at the door as they enter.

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Attending sporting events sentencing steam days sitting in on classes, but showing them that.

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You've got the fact that your eyes are focused on intent, which is graduating kids that are ready.

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For the next step- and I think that when I think about visibility, think about making sure that.

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Students know where superintendent is and that they know that there is a team of people.

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Along with them and teachers who are talking and making decisions in the best interests.

A

Of their experiences in the district, so visibility is very much tightly interfering.

A

Another question.

A

Covered in mental health, um we've all seen a situation where our students.

A

Have suffered because of the effects of covert being home in remote learning.

A

um What have you done, and what would you do here if, um if you were here so.

B

So social emotional learning has really um come to the forefront, as is a result of some of the.

B

um All of our students suffer somehow some of them suffer significantly more.

B

Through the pentagon, so what we have done um and we have.

B

Created multiple systems of support. Prior to this, that we have created a true multimedia system.

B

Of support around social, emotional learning and mental health. That starts with big speech for all.

B

Students, much of that is around self-regulation and self-reflection and having students understand.

B

Where they're situated in the moment, so how we can do that developmentally, so I don't know.

B

In our classrooms, what it looks like is, we have um charts for.

B

Students in elementary school um and there's there's different scriptures, I'm sure you've.

B

Received this before, and we really work with students to say: okay, where are you.

B

And are only regulated enough to participate in your part, I would say that to an elementary.

B

Student is a little different than how we say it's what high schools do, um so we do that for.

B

All of our students um kind of that second tier is we've been doing a lot of.

B

We have been doing for our little our littlest.

B

Students or number students people have been doing um like groups and really.

B

And talking to them feeling about what it takes to be a member of a community, because some of these.

B

Children, so our students, at some great some of them, haven't actually been in a school building.

B

Without their children before they're, exactly great, they don't know how to be a member of a.

A

Classroom community, um the elementary level two is kind of our tier one. We also use responsive class.

B

Start today and the days together- um and we are actually.

B

Bringing that response across the middle school.

B

And that is actually our wraparound familiar. That is a wrap around service. We are very fortunate.

B

That we are part of a plant, um because what we have found, because, particularly after furbid.

B

Is that those students have the greatest need, but they also seem to have these in multitude of areas.

B

Not just mental health and balance self-regulation, um but they are what they really need is almost.

B

They oftentimes have additional medical needs, um but there are often times.

B

Additional um food and nutrition needs. um They often have some housing.

A

Works with a case manager for um students and we work in conduction, so the school is at the table.

A

And all of the different services are on the table for this student and area. So that is what we.

B

Have started to put together it's not that sounds so wonderful, but it's not all perfect. It's not.

B

All together perfectly aligned k-12 at this point, but that is the direction of that world.

A

Kimberly, thank you so much. Thank you. We really appreciate meeting you and having the opportunity.

A

To listen to your very, very well, um honest, very, very well researched and obviously a lot of.

A

Experience- and um we just want to thank you for this process well, thank you so much. It really.

B

Has been an incredible process, I really appreciate the time and the attention that you're giving us.

B

um Hiring a superintendent is challenged in the best of times.

B

And right now we all know that these are not necessarily the best times.

B

Do you think I'll be a great fit look forward to hearing from you and.

B