City of Portsmouth, New Hampshire School Board, 10 Jan 2023

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1.10.2023 School Board

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I'm ready whenever you're ready, okay, great good evening, everyone. This is.

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Coming welcome to the january 10th 2012 progress three school board good evening.

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Everyone welcome to the january 10th 2023 school board meeting happy new year. Everyone.

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um Let's some have our roll call: okay, um liz barrett.

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Hip clues lisa rapaport here, ann walker, yeah uh margot peabody, here.

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Nancy claiberg here hope van apps, brian french, here carrie nolte, here teacher rep daniel miles.

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Here student rep nick dahlin there and uh joining us tonight, our first sau 50 rep.

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John john is baldoni the correct pronunciation. Yes, great yeah welcome aboard welcome john.

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Good to be here, okay, can we all stand for the pledge of allegiance.

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I pledge allegiance to the flag of the united states.

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Okay. The next item is announcements and recognition. I want everybody to.

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Recognize the sweatshirt I have on tonight, [applause].

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Celebration of portsmouth 400, which was kicked off on january 6th of three, which is the 400th.

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Anniversary one six, two, three, sixteen twenty three, so we had a great night on friday and we.

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Are so proud of two of our portsmouth high school students and other students at the high school, but.

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um Julian richmond and milan pinto, who are heading up one of the projects that the portsmouth 400.

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Is doing their recording historical people from portsmouth and getting a good history? It's video.

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And it's going to be shown all over the city um throughout the next year, so um check the website.

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Portsmouth400.Org and you can see all the events that are happening all year long, it's going to.

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Be really cool and we're so proud of portsmouth we're 400 years old and me and we're going so.

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um Everybody look into that. We, uh I was just going to say that uh when I first came in july.

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Steve canosi and I did a zoom meeting with with the students around the 400. We just knew. We were.

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Invited to this to the thing about the 400. uh and we realized within about 20 minutes sitting.

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There it's like, oh, we don't we're, not real. We don't really need to do anything like we're.

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Not here to we're here to understand what the students are doing, we're not here to to really do.

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um Do anything on our own other than just help and advise and support if, if they want it, the students.

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Have done an amazing job so far, so so kudos to uh to those to those students very impressive.

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And my goal's work been working on it also with the sustainability for the.

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Climate day of action, kickoff and that's april april, 21st or 22nd, oh 21st 21st- is.

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Earth day kickoff and the 22nd is the city-wide climate day of action, exciting involved again.

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And we'll have a announcement in connection with that.

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um Day coming up soon in relation to students and and um some things that we think are going.

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To help students become more available for those activities, so, okay, great, do we need a.

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Float for the school board, sure overdue carrie you're in charge of that okay nominated myself.

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um Okay, uh there was a parade there. It is my code. Do we have any other announcements? Did you? uh Oh? I.

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Think new frank: the principal's gonna talk about the flood right, so we don't well I'll I'll. Just.

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Really briefly, in terms of recognitions, I just wanted to thank um kenny lynchey.

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uh At o'connell and all the all the kind of maintenance crew um you know day after christmas.

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um I think uh both uh joanne, the principal and I were both uh in warmer locations uh and uh and.

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Back here we uh realized that we had a situation where we ended up with uh um with a leak that.

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Ended up flooding a couple of classrooms at uh new franklin, and that morning we were getting.

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Pictures from our staff people, you know doing the hard stuff on the day after christmas to make sure.

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That we were going to be in a position uh to open- and I will say they were unbelievably determined.

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From the first call like we will be open for students, uh you know, unfortunately, for them.

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um Joanne and I did come back eventually and then say you know, I think teachers could use.

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One the teachers in these classrooms could use one more day uh in order to get their.

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Things uh organized properly uh but the, but I can't say enough about our crews.

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uh And what they did and their commitment to the school district and giving up time that.

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Some of them would have spent with family and then also our teachers. Just you know when we.

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Went in people had a pretty positive attitude about. You know doing what they needed to do.

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um Coming back off of a break and then having to kind of revamp their classrooms and stuff, and it.

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Was really really special to see, so I just want to thank all those folks and thanks to thank joanne.

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For her leadership through what was a difficult thing to try to manage from a distance, okay does.

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Anyone else have an announcement. No okay, we will move on the next item on the agenda agenda. Is the.

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Acceptance of the minutes from the last meeting we had, which was move to approve second, the 12th.

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And brian all those in favor- oh I'm pip's, not here right now eric, but if we have all the punctuations.

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And everything we need: okay, all in favor.

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Any opposed, okay, we will move on to public comment. Do we have a motion to.

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Go into public comment so move all in favor aye. Is there anyone here for public comment.

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Do we have anyone on zoom for public comment.

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You know: okay, no public comment. I guess we need a motion to go out of public comment, so move second.

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All the paper hi hi, okay, we have a couple of pre special presentations this evening. Do you.

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Want to introduce so uh sure um our four first uh presentation is going to be from courtney, richings.

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um As uh I think some of you know um you know, courtney was recognized uh in the summer for her.

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uh Wonderful work um as our director, and I think we I'm repeatedly as I walk through that space and.

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Understand the quality of our programs, and what we're doing uh a lot of it is a tribute to her.

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Leadership and what she brings to the table, so I'm really happy to have her come and be in a position.

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To talk to you about the uh some of the successes and challenges at ct, thank you for the kind words.

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um And thank you guys for having me here. um You know I always love to talk about cde.

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um I sent you a report that kind of summarizes doesn't summarize it probably expands and.

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Provides a lot of information about career and technical education and what's happening this.

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Year, so if you had a chance um to dig into the links, I'm not going to go into depth.

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um Tonight but I'm going to kind of go over some of our successes and some of the growth.

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That's happening in cte. You've got our goals there for the year and we've been very happily moving.

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Forward when I reported last year, we had expected and seen a slight decline in cte enrollment in.

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Programs, and not only did we recover the three percent that went down last year, but we're up.

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Another three percent, so we have a 5.6 increase in enrollment in the two-year cte programs.

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That are focused around high-wage high skill and in-demand career pathways between cte programs and.

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The elective courses that we have that are quarter long and semester long this semester we're seeing.

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About 50 percent of the high school population over in cte, so pretty fantastic just over 500.

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Students in the programs with the nine teachers there so that's been wonderful. The teachers work.

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Really hard always to look for the next way to improve their programs and to make students.

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More marketable to post-secondary partners to employment opportunities, so we've added some.

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Industry recognized credentials with the health science program running into its full first year.

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Of both health science, one and health science, two we have the students, first aid and cpr certified.

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But they're also getting trained as trainers, so they'll be able to utilize their skills to offer.

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Cpr first aid training that student led for our teachers for our emergency services and they're.

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Having great opportunities to work with portsmouth hospital, portsmouth fire department and actually.

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Been invited by the hospital to go over and train side by side with our ems folks on some of their.

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Equipment in their new training center, so that's been a wonderful opportunity. So looking at all.

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Of our industry recognized credentials between 2021 and 2022, we actually went from 263 industry.

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Recognized credentials earned by students to 556 last year, so they actually more than doubled. The.

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Amount of industry recognized credentials that the students earn to put on their resumes and.

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On their college applications, so I listed them for you and I linked to the organizations that.

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Grant each of the industry recognized credentials that we're currently offering, and there are new.

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Industry recognized credentials. Trust me in the pipeline that teachers are looking to implement.

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Moving forward, so some of the places that we're looking to go is to add a phlebotomy certification.

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In the health science program again, that's an opportunity. The hospital would really like to.

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Support and we're always focused around working with the community talking about what the labor.

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Market needs are and trying to support both interests of the students, but also our local.

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Industry with a new pipeline of students so for cte program completers, if you look at our numbers.

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From 2021 and then the end of last year, 2022, we went from 48 students, completing two-year programs.

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To 70 last year, so that's a 46 percent increase and I certainly am not going to take credit for.

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That teachers, we all have a part in it, but some of that is also given to how classes are scheduled.

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And how students have the opportunity to finish some of our component courses, but it was wonderful.

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To see that growth and, at the same time, the amount of students that qualified to meet the standards.

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Of having a 3.0 gpa in the high school in general and a 3.5 gpa in their cte programs and qualifying.

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For national technical honor society increased by 67 percent last year, so we had had in 2021.

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67 students qualify for nths, and this past year it was 112.. The process is changing a little bit.

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This year, I do expect to see that number drop we instead of cult kind of culling through all of the.

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Student records are asking the students that want to be leaders that want to apply to follow the.

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Same route as they do in national honor society, and to step up and nominate themselves and to.

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Collect their teacher nominations I'm coming out of covid. We spent a week working really hard to.

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Find all of the kids who could? Because we wanted to find anything to celebrate, to support the kids.

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Coming out of the hard work that they did, because they really in cte were successful and spent as.

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Much time in the classroom and the labs as they could through the last challenging years, so it's.

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Been great to see all of that I know everybody here is really invested in our dual enrollment.

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And running start and that's been something that we've been looking to increase every year as well.

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So we added medical terminology in the health science program last year and we just got word.

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Actually that we're adding um entrepreneurship this year, we don't usually add something mid-year.

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But that course only runs second semester, because it's the capstone of the entrepreneurship pathway.

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um So back in december, just before christmas, I got the early holiday.

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Gift from great bay community college of them saying they love our new instructor.

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um Joey lemay is our new business teacher who just started this year and that they felt like.

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The quality of his work. Finally, let us align that fifth cte business program course. So now, all five.

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Courses in the business program have running start credit, so that has been wonderful to see as well.

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Over the last year we saw the amount of students signing up for courses increased from 279 to.

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333, so that's an increase from around 729 college credits earned- and this is just in.

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The cte side of running start to a thousand, so that's um about a 37 increase and again.

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Around a quarter of a million dollars worth of tuition funds that would be saved for families.

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Which is just wonderful to see, I'm sure you've heard from the high school already. So you know.

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That running start is blowing up on that side of the house as well. So our students.

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Are going to be able to leave the high school with a year of college behind them and with.

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The stem and cte scholarships allowing them to take two courses a year at no cost um they'll.

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Have a year you know ahead of them if they take advantage of the courses, it's really exciting.

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So that's kind of a brief overview of where we've gone um with successes. We also have a great.

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Number of business partnerships that are really successful and our career in college readiness.

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Coordinator is working really hard with our new seamless, work-based learning software to get all.

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Of our industry partners built in there, the next step, for that will be to sync it with infinite.

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Campus, so that we can have teachers and students and industry meet in that software, so that we can.

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Increase the number of work based learning in elo opportunities for our students to participate in.

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So that's where all of our great news in cte stands and then as far as challenges um things.

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Are going pretty well on cte, so um we're just going to continue working to build partnerships.

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um We are facing kind of unprecedented supply costs for sure. Every time we go to make a purchase.

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If your quote expires- and you get a new quote- we're seeing increases from three to eight hundred.

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Dollars on every piece of equipment that we're trying to purchase, so I would say that that's.

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A really a huge challenge for us and being a small potato in the big scheme of things with the.

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Vendors that serve corporations and industry at large we've had a lot of vendors drop us because.

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Our purchases are too small, so that's a that's an area of challenge that we continue to deal with.

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And then we've had some amazing requests from students for attendance in our business classes.

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So right now we have two business teachers um and in april of last year, when the dust.

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Had settled and all the kids were registered, we had students requesting an additional six.

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Sections of business courses that we don't have a teacher for so that basically relates.

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To a full-time business teacher, so if that opportunity ever comes to fruition, we would.

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Be looking at potentially adding a third pathway to the business program, we do entrepreneurship and.

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Accounting pathways and we'd move into banking and finance and look to put an rfp together to.

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Potentially, have a financial institution move into the cte center that the students could.

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Actually, you know learn how to run and look at financial management mortgage brokerage.

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Career pathways, so that's been really interesting to dig into a little bit and then, as far as our.

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Major initiatives that have budget implications- you know I've. Let folks know that renovations.

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Down the road we've been pushed in the state q out to 2028. Initially, when I came on board pre-coveted.

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Impact on the legislature and that queue we were scheduled around 2025, but now our plan would be.

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Due to the state in january of 2028 so kenny- and I are talking about that nathan and I talk about.

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That um we started visiting schools with the team this year during early releases, went to look at.

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The renovation project at the credo center we want to get down to the salem center because.

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That's a beautiful project and we'll be continuing to study those, and then we did kick off also right.

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Before the holidays, a study committee to look at construction trades coming back to the high.

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School, the local labor market demand for people in the trades across you know all aspects of hvac.

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Plumbing you name, it really is pretty huge and we had a program that unfortunately, was sunset.

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I'd say three years before I came on board: we have a great space. We have interested students.

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So we'll be meeting again in february with that group, but we had 16 members of the community.

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Come flying in the door to start those conversations and we had wonderful conversations.

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And a lot of support, the chamber was there and we're going to continue that conversation and.

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Look at how we might creatively think about having industry folks come in and support teaching the.

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Program I spoke to the department of education last year and they're willing to do creative.

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Things to fast track approval of a program if we're able to bring a program to fruition.

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Because there's so much need in the trades across the state and really across the nation.

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How did I do I tried to shoot for a few minutes.

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They're great so so happy to answer any questions. Folks have thank you, courtney. That was awesome.

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um Do we have questions carrie? Thank you so much as always, it's shocking all the things that you do.

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It's amazing, um I just had a quick question on the budget implications and I just don't.

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um uh Because we're starting tonight excitingly to talk about budget, um you mentioned one fte.

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And then one unit- and I just wasn't sure what that meant. Oh as far as the one fte.

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um That would be like the six courses that were over requested by students, meaning that would fill.

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Us through the full schedule for the school year- my apologies, it was one block which equals into.

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Culinary arts, which oh that's okay, so culinary arts, is a different story. I didn't talk about that.

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um But I will briefly talk about that, um so we actually, we did have enough requests to fill so.

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That we could run the kitchen for four blocks of the day so like. If the teacher went out for her.

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Prep and we had another teacher come in for the community, we could have run the kitchen.

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Four full blocks a day, um so there's a lot of student demand in that program. There's also a.

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Lot of hazardous equipment in that space, so what you will see in the budget request for next year.

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Is to put an assistant in that program, I've done a lot of research around those programs.

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um Throughout the state and actually found that we have one of the lowest supply budgets for.

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That program in the state and we're one of the only programs that does not have another set.

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Of eyes on the students around that equipment and the space, so we can serve more students and.

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Feel like we're doing it, you know more safely. If we had a program assistant in that space.

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Thank you and and sorry just with the um the plumbing in hvac and all that.

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That's so interesting and I'm just curious for my own learning, like the.

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um Partnerships like the industry partnerships or how a cte sort of rebuilds that part.

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There's definitely a lot to it, but given that it's such an in demand, it's one of our shortage.

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Areas in the state, the five like in-demand areas that the state has focused funding on you know.

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Bringing back and rebuilding the pipeline so there's interest from the community college.

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And supporting it, there's interest through apprenticeship, new hampshire, in supporting.

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It and basically we put the word out there- we made a list of um about 35 folks in the area that are.

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From masonry to general contractors to plumbing to roofing and just sent a letter inviting them to be.

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Part of that conversation we reached out to some of the unions, and so we go through this process.

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Of looking at the labor market needs looking at student interest data and then looking at the.

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Career pathway, opportunities for students and we collect that information and we have to go.

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Through an application process to the department of education's bureau of career development, who.

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Looks at the justification of using local and federal funds for starting a new program.

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So that's what we did for health, science and yeah. Thank you so much. It's just a lot.

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Of work, just in thinking about it, it's all fun stuff. I think mr balboni has a question.

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Yeah, if I may um thank you, this cte program sounds fascinating. It starts uh freshman year.

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Or when does this start so seven of the eight programs have elective opportunities to have.

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Ninth graders that take the courses because all of the business program classes are aligned with.

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Running start, they don't start until sophomore year, because we can't give college credit below.

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Sophomore year and then students generally take the first year of the course either sophomore.

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Or junior year, if they take it sophomore year, then they can complete the program early finish.

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As a junior and then they can actually use that senior year to get out into a paid internship or.

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To get out in the real world and say, work at an automotive dealership and work towards getting.

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Their master technician, certification um and then their traditional pathway in new hampshire has.

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Been junior and senior year, but we've tried to back it up legislatively funding's been backed.

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Up for tuition and transport invitation to sophomore year, which gives students that extra.

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Year of opportunity and a lot of students find cte as their home, it's their niche. It's their.

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Happy place where they really feel like they belong so having that extra year really allows.

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Them to kind of dig in and immerse themselves in the content area that they're passionate about.

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School students to give them any kind of introduction that.

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You know this program does exist in high school and you know something to look forward to maybe.

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Maybe they could start thinking early as to what they want to concentrate on. We do we actually.

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The federal funding that supports career and technical education lets us spend money all the.

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Way down to fifth grade, so one of the things we did is purchase zello, which is career interests.

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Survey tools, so the middle school has that to utilize all the school counselors and our tech.

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Ed and facs folks have that it gives students an opportunity to kind of dig in and explore.

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Career pathways and then with opportunities like our co-curriculars on the robotics team, will go.

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Down to the middle school, to share what they're doing in robotics really trying to build more.

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Interest so that we can have a middle school robotics feeder team, so the kids have more.

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Practice under their belt before they step up to be part of first robotics in the high school.

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And, of course, today was our first of several eighth grade step up days at the high school, so.

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um That gives me an opportunity to see the students they get to take a tour.

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Of the high school and then they get to see a presentation about all of the cte opportunities.

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And, certainly for all of you, I would love to invite you um to come over to the high.

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School, if you haven't been into tour, just give me a call, I'm extension 2904 at the.

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High school, I would love nothing more than to let everybody see the kids in action in cte.

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Questions margo thanks. Courtney. Do we have the capacity if we have one student who has.

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An interest in a class that may be a different district offers. Is there reciprocity that we.

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Can accommodate that ever by curiosity, we haven't really utilized reciprocity, but.

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We have students either come in that are homeschooled or kids that are at kittery.

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Kittery academy that can't go all the way up to samford come to us and then we've had students.

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Interested in electrical trades not having the program here, we tuition them to dover cte. We.

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Had another student who was interested in animal science and then another that we're interested in.

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Rotc, so we've sent them to dover, which is the closest neighboring center. Okay, thank you sure.

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Anyone else I I have a question, um you talked about phlebotomy and I I did. I hear this right.

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If you take the course at the high school and you do it you, what you're training to do, you can.

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Graduate from the high school as a phlebotomist, you don't have to go to additional training if.

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We're not there yet so this year we're doing. We do stop the bleed cpr. First aid, aed certification.

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And then they're doing train the trainer cpr first aid trainer, so they're actually going to be able.

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To teach that skill to other students, but one of the things that we're exploring for next year, yes,.

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We have the phlebotomy arms, we have the tools. In november, we held a symposium where our students.

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Actually organized it with their teacher and we invited the neighboring health science classes to.

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Come and then the hospital um army, national guard air national guard portsmouth fire department. They.

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All came to teach hands-on skills lab to the kids. They even flew a blackhawk helicopter search and.

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Rescue helicopter over let the kids tour that and hear all their rescue stories, but one of the areas.

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Was phlebotomy that they studied and the kids were really passionate about that they're also.

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Looking at athletic training, so I that teacher is so incredibly passionate. I'm always trying to reel.

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Them in a little bit and say: let's perfect what we've started because really this is year, one of.

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The full program get the emt rolled out, get the l a rolled out and then we'll start to diversify.

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Which would mean like pulling back a couple of the elective sections so that the kids could.

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Double block in cte and take an extra quarter of an athletic training, focused course, and then an.

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Extra quarter of the phlebotomy course, so they could actually leave us with. You know multiple.

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Certifications and and multiple college credits in that pathway, but that's 2025, I think nancy.

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Dollar figure on how much we've saved families by having the college credits like over the years.

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Yeah I mean I try to get impressive figure: the closest guesstimate every year for our.

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um Completer ceremony, when we do that, it's a challenge because I don't have.

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Access to pull all the data from the community college system because it.

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Is credit granted by them so for the first time actually.

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um Actually, just a couple of weeks ago, our partner at great bay pulled that information. I think their.

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System is banner that they use similar to our infinite campus, and so I know who signed up. I know.

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If they passed here at portsmouth high school, I don't necessarily know if they finish the process.

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And got the credit, but so we're getting better and better with that kind of reporting, but yeah from.

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Year to year it ranges, but it's usually about a quarter of a million dollars. I think, since I've.

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Been here and like I said next year here with the academic side of the house, it is set to explode.

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It's very exciting. I mean, with the cost of college today, imagine and save that money before that.

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Child even starts college. I have two seniors this year. That's amazing, that's scary. Do you.

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Think you'll see an increase in the cpr after the tragedy that happened with that football.

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Player last week- and that was really interesting- how I mean I always- I was always taught that you.

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It was mouth to mouth: oh, the hands-free. Now it's this yeah yeah hands-only, cpr, yeah, yeah,.

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Do you think that will strike some interest, or I think everybody honestly is interested in that I.

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Mean our all of our students and careers in ed get cpr first aid trade, because they're going out to.

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Field sites in our elementary schools and working little clippers, preschool and all of the students.

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In the health science program, so that already is a huge chunk. I think our athletes are interested.

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Our pre-med students are interested and, of course, honestly all of our teachers and leadership. So.

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um I'm hoping that possibly we carve out some time for a half day of one of our pd days and.

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The students will be able to actually lead the training with their teacher, while we're training.

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Some of our staff, which would be really exciting, cool and one last question, do I have I heard that.

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You actually can witness the birth of a baby, so this is really exciting. um Yes, we have videos.

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um But we got a mannequin that is a mechanical birthing mannequin and if nothing else mr bruno is.

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A huge collaborator so he's been working with our athletic trainers, our health teachers and they've.

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Been creating educational videos, whether it's like proper, stretching and warm-up with the athletic.

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Trainer, but I believe it was liz wentworth and mr bruno went through and practiced and practice.

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And practiced and did the full simulation of the birthing unit so that she also could use.

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It in the health classes yeah come on over nancy. I think that's cool. Oh yes, and I just wanted to.

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Say that in the past you would had said that it seemed as though the word had not gotten out about.

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Everything that was happening with cte, I would say that the word is out now it's getting out.

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There I love it. The word is out so congratulations. Thank you. I think when we think about the district.

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And courtney- I have had this conversation that you know when we think about wanting to evolve.

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It's partnerships with the community. It is um real world experiences for students that are relevant.

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um It is evolving in our pedagogy and cte. Is this flash point right now in the in the field.

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Period and then particularly rct is a flash point for all those kind of change elements. It's super.

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um uh Dynamic what's happening and I think it's gonna, it's gonna have this ripple effect out into.

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The rest of the system, if we properly recognize what cte is doing, support it and harness it, it.

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Can really be something that that ripples out through the rest of the school district at the.

B

Same time and it's really exciting and you don't- I had a colleague in my last district. uh He used.

B

To joke to me all the time who's, the director and he'd say: everybody loves tech, everybody loves tech.

B

You don't see any unhappy students attack and the people aren't grinding through, particularly.

B

Because of the quality of our instructors and um and what we're doing so so yeah real testament to.

B

Courtney and her whole team, a great community down there for sure. Thank you good morning.

B

So next best joanne science from uh from new franklin school, um I would say uh really quickly.

B

As uh joanne comes up, I have, as I have come into the district and and um tried to find my footing.

B

I have relied on the council of joanna watt uh to uh to better understand, um portsmouth uh and.

B

To think about my own leadership, so I'm very appreciative of joanne and the culture she's.

B

Created uh for my own for my own uh little person who's over at new franklin uh and for all the kids.

B

At new franklin school well, thank you so much for those kind words. I feel a little lonely up.

I

Here without kate and aaron for the past seven years, we've presented together, it's been great.

I

Watching them present and hearing them be able to highlight the wonderful things happening at their.

I

School and also to take this time to highlight all things, new, franklin and and at one time I was.

I

The newbie and nancy yeah, and so and now you come to me for counsel. We call that words of.

I

The wiser, when we're talking about signposts and reading so oh that scares me I'll, take it back no.

I

Thank you, and I also do. I also want to jump in on zach's words to the amazing amazing custodial and.

I

Maintenance staff who jumped in I will jump right into my presentation. I promise, but one of the.

I

People that I am really you know part of my lead leadership team. The behind the scenes team is ed.

I

O'connell our tremendous tremendous head custodian, who stopped in for a few moments for a quick.

I

Building check before he headed out to vacation to walk into what we are calling the holiday flood of.

I

You know, 2022., all plans were immediately canceled and we were in continuous conversation, ken lynchey.

I

Wow and his crew, just all rose above and beyond and as zach said, committed to making sure that we.

I

Were ready to open for teachers and then the day later for students. But there is just a sense of.

I

Urgency a sense of importance. A sense of we need to be ready for our kids and and ed is just such.

I

An important part of that and matt and ian, and so I cannot thank my three gentlemen enough- they.

I

Really mean everything to our school and you'll, see that with the kids see these these gentlemen.

I

How important they are to our community so just shout out to everyone. Buddy can thank you, but ed.

I

O'connell, oh so so outstanding, so I am going to get to chat with you a little bit about something.

I

That is incredibly near and dear to my heart um and near and dear, to new franklin. These are words.

I

You hear a lot, but I want to dig a little deeper here and you'll often hear the principles talk.

I

About or you'll hear central office office talk about plc work. We all do. Plc work in portsmouth.

I

At new franklin, it's really at the heart of everything we do, and so I want to give you a.

I

Very very short, history lesson and tell you what it looks like at new franklin. So plc means our.

I

Professional learning communities- again you hear that I think karen just uh sorry, aaron.

I

Described that as a place where wonderful passion projects really evolve from and she shared with.

I

You, the amazing seal work that happens there. Kate talked about within their professional learning,.

I

Communities that teachers come together and they really were making some transformative shifts in.

I

The way they're delivering content in the way their literacy block was looking. So that's how.

I

They have taken that concept and evolved it to fit the needs of their school at new franklin. It looks.

I

A little bit different in 2006 new new franklin was identified as a school in need of improvement.

I

By the state, what that means is at one time and for three consecutive years, that the state testing.

I

Scores at new franklin were of concern that there was an achievement gap between our students.

I

In particular, those students that fell within the category in the lowest socioeconomic level.

I

In 2006, I had the opportunity to work with george say, along with his teachers in implementing.

I

Professional learning, communities and one of the key things that we did is we traveled to. I believe.

I

That was our chicago conference. We traveled to attend a professional learning communities.

I

Conference there were actually 22 of us across the district who attended and worked with and worked.

I

With becky dufour and her husband worked with bob eager the founders of this, this movement called.

I

All things professional learning community there we really dug deep into identifying what we felt.

I

Even in 2006 what we felt were essential standards at that time we called them power standards, so.

I

Obviously this is over 15 years, so terms change, but professional learning community work at new.

I

Franklin really has stayed core to our center, so we came together and we really talked about.

I

Looking at standards identifying what it was we wanted all not most, but what we wanted all.

I

Children to know and be able to do in core content, particularly in the areas of reading and math.

I

And coming back in working in grade level teams to assess students where.

I

They are to create what we call formative assessments that informs our instruction.

I

And then identify and set smart goals, and I reference smart goals in my in my paperwork to.

I

You goals that were strategically planned were measurable. That was a really big thing like we.

I

Weren't going to be talking about kids stories and the whys they couldn't do things anymore. We were.

I

Going to be talking about we're, setting a goal, it needs to be measurable, needs to be realistic.

I

Attainable timely and we're all going to work as a collective group at grade levels and we're.

I

Going to move our kids forward, we do that this in six week cycles and way back in 2006. I know with.

I

George, we talked about. Let's set set a goal for two six week cycles over the course of school year.

I

Let's see what happens three years later through that professional community learning work not.

I

Only were they no longer school and even need of improvement, but you started to see an entire shift.

I

In new franklin in terms of performance of their students, what we also saw within new franklin.

I

And I was able to be a part of that process and then eventually step into the role of principle.

I

Was building a culture of collaboration that was really key to the success of new franklin.

I

No longer were teachers operating in individual classrooms and when they got together, they might.

I

Talk about planning a field trip or what have you, but when they came together for their professional.

I

Learning community meeting their plc meeting each week each week they were talking about.

I

Students- and they were talking about data- and they were talking about interventions.

I

So now we keep, we jump a little bit and I can tell you some of the nuts and bolts of where we are.

I

So we have and had had plc meetings at new franklin every wednesday for over 15 years.

I

We have it each morning, teachers come in at 7 30 and we meet until 8 15 and while we have.

I

An extended morning recess, kids are outside, and teachers are working, teachers grade level.

I

Teachers all the building specialists, we have our literacy tutors. We have some of our para educators.

I

Who have teaching certification or all members of these teams? Looking at data looking at where.

I

Kids are talking about how they're going to be making some progress and what the interventions.

I

Are so that happens each and every week, then? What happens is during that six week time.

I

Period each day from 8 30 to 9 o'clock across our building, we have our intervention block for kids.

I

Everyone's moving around kids are moving around. The groups are fluid. I know somebody asked this.

I

Question at um maybe kate's presentation I might think it might have been carry asking questions.

I

About providing interventions, I know that that kate approaches us as well. These fluid groups so.

I

We don't look at children as being stagnant learners that, when we're setting a goal for.

I

Them in their six-week cycle, they may achieve that goal sooner than the six weeks and then.

I

We pop them into another teachers group, so we have intervention groups that allow for some reteaching.

I

We have some intervention groups that allow for some extension because that's a part of the core.

I

Questions, what is it we want all students to know and be able to do is the first thing: how do we.

I

Know it through formative assessments that we give them at the beginning of these cycles and then.

I

What do we do when they don't know this, and what do we do when they do, and all of that work happens.

I

Each day at new franklin, it's really it's really at the heart and the soul of everything that we do.

I

So what I wanted to do today was to take a few minutes just to highlight just a little bit about.

I

What it looks like at new franklin, it looks a little different in the other two buildings.

I

Which is fabulous because it fits them. But for us that time is a commitment for us for student.

I

Performance of keeping that achievement gap closed and through that we've achieved a number of.

I

Distinct distinctions, I don't normally like talk about this. I think we've actually removed some of.

I

These plaques from our front foyer, but in 2010 we were by the um group, all things: plc, the defore eco.

I

Group were identified as a distinguished model plc school in new hampshire and what we'll have.

I

Is schools will come to visit us to see how to implement plc's within their district? That's been.

I

Really wonderful: we've had schools come up from massachusetts. We had school from new york from.

I

From maine and through new hampshire will come and visit us to see, how does this work within our.

I

Building, how have we seen success and what have been our challenges? It's not rainbows and unicorns.

I

Don't get me wrong and it's something we've done for a long time, so you get a little bit stale and.

I

Needs a little refreshment, but we were a model school in 2010 and then we were also renominated.

I

Again in 2016 we became a title one distinguished school for closing the achievement gap and in 2020.

I

We were nominated and became a blue ribbon. A national blue ribbon school for closing that.

I

Achievement gap and I truly feel in my heart that it knew franklin it is tied to our professional.

I

Learning community work, and so that is why I wanted to highlight it for you today and let you.

I

Know how important it is, I would say, as as I threw out, we've been doing it for 15 years. I think it's.

I

Time for us to do a refresher to bring some of our newer staff to some training and for them to.

I

um To get just as excited as those of us, you know the roxanne surekia and the angie meeting.

I

Welsh- and I were so excited that first year going to those conferences that would be my.

I

Next hope and dream for my staff to um kind of revitalize and get the energy going. But you come.

I

To visit us at 8 30 in the morning- and you will be a part of an intervention group- that's what.

I

You'll see going on, that's that's a little bit about what I wanted to share today. So thank you.

A

Thank you joanne. Absolutely. That was very interesting, inspiring and wonderful to hear.

A

Do we have any questions? Oh did you want to say something? Can you talk a little bit about that.

B

Decision to send 22 people across the country to invest in those folks to and yeah do you see do.

B

You look at that as like kind of crucial moment for the for the building. Well, it was 22 actually.

I

um I'll take a step back. It was 22 across our district that attended, but it knew franklin. We.

I

Had six we were lucky, we had a nice full team that went, and I will really say it's something that I.

I

Hold on to those opportunities to get together to hear these national speakers hear these stories.

I

um And to meet with these experts and talk through what our individual programs were was really.

I

Empowering to us, and really gave us that energy to come back and and share to the rest of the school.

I

um And to you know just to talk it up share what we had seen talk about the connections but also.

I

Continue to build on connections at the conference, so I in 2006 it was honestly a time when.

I

um I now I want to say esser, but it was we had some additional federal funds and that at the time.

I

Was what the district thought to um to utilize? Those funds was to do professional development.

I

System-Wide, which I was really appreciated, and I thought it was incredibly powerful. I.

I

Will say I had this conversation with my staff yesterday and actually patty came to visit with.

I

Us, which was great during our our um our staff meeting or we call it staff collaboration time.

I

I think, especially these past couple years, teachers have been in survival mode. We've.

I

Had so many changes, so many changes to what a school day looks like post, covid and focusing.

I

On essential standards and and trying to support our students that we've hunkered in a little.

I

Bit and we haven't gone out and had as much professional development. As you know, we should.

I

Like I'm, I'm talking to staff about taking that time of finding that conference of finding those.

I

Opportunities to get out and get excited about professional development again, so that's something.

I

I I hope, that's like a personal goal. I think for the uh for the 23 24 school year for sure.

A

Any other questions for margo and then lisa um thanks joanne, um I love plc's. My question. I have.

C

A couple, but my first one is: is there a point on this intervention sort of re-teach and then.

C

Upgrade is there a point at which that you loop in the parents as a partnership on you know, this is.

C

What we're noticing we're working on sequencing so that that partnership can be supported at home or.

C

Is that would that not be appropriate in that form? I don't want to say it wouldn't be appropriate.

I

um And we have done that in the past. We have not done that in the in the past few years. We actually.

I

Had some of our primary teams would use that actually, as a professional goal a few years ago of.

I

Creating in a sense, almost parent plc, communities of inviting parents and and sharing with them, how.

I

What this process is like and what it looks like and how they could practice at home, and there.

I

Really is some power to that. There absolutely is, I think, and always communicating and building.

I

Those bridges at home is so very powerful. I would say the last couple years again, as I mentioned, I.

I

Would like to jazz everybody back up and, um and those are the pieces I think that have fallen a.

I

Little bit to the wayside, yeah I mean, and I and I want to be careful to say. I also recognize that.

C

There's danger sometimes, when we communicate one thing as a parent, you want to focus down.

C

On it right so you're so sometimes overkill. So I'm not saying, but my question was based.

C

On that transparency piece, because it is helpful when you can enrich it at home and the way that.

C

We do things now is often so different than how it was done before, so that actually segues to my next.

C

Question because I see on the um improvements that you're talking about um interventions in.

C

Reading and math- and we heard from the other two principals looking at potentially the way that.

C

We've been doing math that that format isn't necessarily working or what covet showed us is.

C

That we need to be more creative about the ways that we teach writing is that. Are you.

C

Also, looking at that, in terms of those formative assessments, you're doing are, we questioning is.

C

The assessment giving us the right information in terms of early identification and reading and math.

C

So the the formative assessment that we're doing for a plc for a professional learning community.

I

Work is tied to current teaching going on within a clutch unit so or or what is, as I said, those.

I

um Those what we want our students to know and be able to do so, those definitive big ideas, the.

I

Big essential standards, we may be tying our our smart goals too. So it's not kind of well.

I

We'll just tweak what we want to do is kind of, I guess maybe say add to what we're doing so. I know.

I

This, I jokingly, will say at new franklin like we kind of follow the rules, so we have not unspirled.

I

Really yet um the the edm curriculum, because that that's our curriculum. So we use that as our as our.

I

Core, that is how we teach we do indeed supplement and our in our um plc work our intervention block.

I

Would be perhaps a unit that had been done um or a concept, let's say, might be fractions in fourth.

I

Grade that they had just taught they'll then do a formative assessment, see where everybody is see.

I

What students are ready for more see what students that need reteach so that they're secure in that.

I

Learning I get it. Thank you yeah. I think lisa had a question in over here. Brian yeah I mean.

J

The segway is nicely- and I love hearing about this because there really is from like one week to the.

J

Next, one month or to the next, we see his parents all the times that kids kind of just their focus.

J

Their abilities, their interests up and flow a lot, so I love that you're checking in so frequently. I.

J

I'm curious because we're hearing across the whole the whole district in elementary and middle.

J

School in high school about these challenges with reading and math, and I just wondered if.

J

Any data comes back down to you over time or any feedback in terms of the new franklin graduates.

J

That go off to the middle school. Do we figure out like did what we thought would work in fourth or.

J

Fifth grade or whatever actually get the result we wanted in sixth or seven I don't know, I mean I'm.

J

Not sure how much that's a fair question, but I'm just curious. No, I think it's a that's absolutely.

I

A fair question and selfishly yeah. Of course we want to know that, so what I would say is not.

I

um Not in a formal way, but I do know in terms of my intermediate reading specialist donna turco.

I

Who's just exceptional and angie manuel welch, our um our building, math specialist. I know, since we.

I

Brought nate in who's the reading specialist at the middle school and we have chrissy kressel. Oh.

I

Who's up at the the middle school as well in math that we have conversations checking to.

I

See so that we can reflect on what we're doing and how we're preparing. I think what I'm very.

I

Excited about in conversations with patty and zach is really looking at looking at at pieces.

I

More systemically so, when we're talking say about um about looking at a future, math curriculum that.

I

We're talking about doing it as a as a as three buildings and what that looks like, or I know.

I

um Aaron maybe talked about looking into looking into writing. That's an area we've also identified.

I

But don darrow's year two and I'm looking at this as a wonderful opportunity with our change. This.

I

Year to kind of recalibrate and maybe get us in in more alignment, won't look identical like you. Don't.

I

Want three identical schools, but I think what we want is three schools working with the same.

I

Thing so that when we feed up to the middle school they're coming in with similar experiences around.

I

Curriculum, what like, what does that look like yeah? Thank you sure uh brian and kerry yeah. It's.

D

uh Thanks joanne, it's a this is along the same thread as math and reading, but.

D

um I did have two questions: you have the math tutor ask or talking about math tutors and trying.

D

To I don't really piece together in my head to how that works with specialists and math specialists.

D

The other question was around: you talked about a need for consistent interventions and how? How does.

D

That have the budget application. Is that just more people or no it's not it. You know that's.

I

A great question, because sometimes the answer is no, it's not it's, not new people. That's what to.

I

Say if you you said hey, I got a math tutor back here. Do you want it I'd be like whoa, but what I.

I

Would also say is, I think it means two things of looking at the way, we're utilizing staff.

I

um And, and I also think that this is a conversation across the three buildings, I will.

I

Say that new franklin is a title, one school-wide school. What that means is, if that's a federal.

I

Designation, where we are able to use federal funds to supplement what the district provides.

I

For instruction not supplanted meaning um that the district would fund two reading specialists at.

I

um At dondero two at little harbor, but only one at new franklin because title one could pay that.

I

Second, what it means is the district would also do two two two and that I can provide supplemental.

I

Support for my students because of our free and reduced lunch numbers. So um what I would say is so.

I

Coming back to to you, brian, I think it's thinking about how are we addressing math? There are needs.

I

In math, that was the, I think really. The um the biggest hit is a strong word, but I think the area.

I

Of impact that we saw post covid because whether it was remote and then our days where we went half.

I

Days and a and b days and all sorts of different kind of days, we had to teach essential standards.

I

Meaning some were were dropped or not prioritized, and now we see that and so now it's time to clean.

I

It up so, I think systemically we have to look at math what I do want us to look at um brian, which.

I

I think is really important, and this is a great conversation um with jeanette souther as well. Our.

I

Director of pupil support is of not just guessing and piecemealing some systems in terms of tier.

I

One is, is the is your core instruction that all children get tier two is additional support that.

I

They may need some of that reteaching. I mentioned digging a little deeper, giving kids a little bit.

I

More help and then there's tier three: there are kids that really need something above and.

I

Beyond what I worry is sometimes will randomly match kids to an intervention, and I would love.

I

To have a more you know here is the menu of tier two math interventions that we can use.

I

And we're going to agree we're going to use this for six weeks, we're not going to try it for three.

I

And drop it and try something else: let's look at it and watch student growth and also for.

I

Three- and I think that sometimes it's not just a person, I think we've got great smart people.

I

um Within our buildings, I think it's how we're using how we're using them, and sometimes the tool.

I

But but I love this hope and dream, I don't think this is a next year. I would love to see a model.

I

Similar to what we do with literacy, which is we have reading specialists at the primary.

I

Until intermediate grades, primary is k to two intermediate is three through five: they work.

I

With teachers around curriculum, they also do a small group intensive pull out, but then they.

I

Also have literacy tutors underneath them. I have three within my building and those ladies either.

I

Go into classrooms and do conferencing or they pull out to do a foundations lesson. I'd love to.

I

Have something similar in in math as well, so we may be looking at how we're using existing staff.

A

Carrie, did you have a question? Yes, I'm always I'm just still in shock of this, like intervention.

F

Group and like I'm, I just can't, I just think of it in like as a nursing professor, just how much.

F

Time and energy and dining like how everyone is just so dynamic and making this happen, I'm.

F

Just like beyond impressed and shocked by um how amazing it is to hear about and wishing that we.

F

Could do it in so many other ways and in the in the world. um So thank you for that. I think with.

F

um I think my questions and I just so appreciate you know the experience that I've had as a very.

F

A new parent in the school system of like how much support and feedback is available.

F

um And I know that's not a unique experience from other parents.

F

um But um I think really just the recognition that, within both that intervention group and.

F

Everything that people are really thinking like how does this kid learn and how.

F

um Can we communicate with that with parents and things like that and I love margo's idea. You know.

F

That bringing parents peace in, but I do think as a parent, I feel like I've gotten a lot of feedback.

F

From that, um and so just really appreciate that- and I know other parents feel similarly.

F

um The so that's mostly comments and then my question is really boring.

F

um We're gonna hear a lot about promethean boards, yes, and I saw that in your implications.

F

And I know that that's a pta discussion and things like that or pto, and so I just wanted.

F

um To as we go into budget talk about that or get what's going on with them all right, what's.

I

Going on with that, so and- and I may have contributed to to some of of this bigger.

I

Conversation that's happening um and for all of that I apologize because that's never what.

I

I want to do, but what I would say is within our within our building um and again. I know that.

I

Kate really kind of chatted about this as well, because I believe you asked the same a similar.

I

Question but thus the on the wall, stagnant, big projector, promethean boards are really aging out.

I

um And replacements of them, it is just it's just not feasible they're they're, a tool that has kind.

I

Of seen its time, and so now we've moved to the activision boards, so the activision boards are.

I

Cheaper than the promethean boards are you're able to move them, which is super super cool.

I

um And and teachers are able to utilize them in a much more advanced way than those stationary.

I

Promethean boards, so within um within our budgets, we actually are able to so within.

I

Our district budgets, we are actually able to to probably purchase, I would say, maybe two or three.

I

A year I'm kind of just looking at nathan, because he'll heal nod to that. So how do we bring them in.

I

Well so two or three year happens, but then we also had esser funds come in and so last.

I

Year we were given a few more, and so we started to see them because we needed some additional.

I

Technology too, they rushed them into when we started to teach remote in 2020. In that spring.

I

um And so they start to come into your building and teachers, love them and they're gathering.

I

Around and they're sharing tools and resources and everybody carrie wants a new activision board and.

I

So we're starting to bring them we're starting to bring them in. um I did have a conversation.

I

With my pto, we were talking about some of our pto shout out to my pto. Actually, yes, I hear amazing.

I

um But we have a pto surplus right now that they were talking about the appropriate way to use them.

I

And so I had said one of my teachers actually presented on how she used it and we've talked.

I

About can we bring 3n through the pto, so that's where I think I may have caused some eggs and so.

I

My pto is going to vote. We I don't know how that will be, but I talked with them with that. Would.

I

Help us expedite because right now I think I can predict um that we would be able to have those.

I

Activision boards, within classrooms, in by the end of the 21 4 25 school year, I believe, with.

I

The funds that are in district now, I believe, at the end of that of two years, we'd- be able to to.

I

Have them in if we get these additional three, if not, then it it goes out even another year. So.

I

People are excited and it's a great tool, and and- um and so I I just want to get them in hands- and I.

I

Think I may have pushed that agenda forward, which is causing this big conversation. Apologies I'll.

B

Just say I met with the pto leadership from from franklin last week and it was good. We had a really.

B

Good conversation about I, in the short run, it's great for us to purchase technology through the.

B

Pta get in the classroom, the long run, and this was a conversation I was having with the new franklin.

B

Pto- and I want to have it with the with the ptas, uh the other schools uh is, I struggle with.

B

um Ptas in pto's funding, core instructional technology as an approach for the district.

B

Because I what I worry about- and I think when I talked with the new franklin folks, they they.

B

Echoed the sentiment was, I don't want to create a like a pto arms race for instructional tools and.

B

Equipment, and so where you know what school you go to, that core core pieces of what we're offering as.

B

An institution are different depending on what neighborhood you're in I struggle with that.

B

No, I don't have an answer to it yet um and I and the car and the conversation that we had.

B

um You know I uh we all agree that that was an issue and simultaneously people were like, but I.

B

Don't want my kid to not have a promethean board, because my kid goes to new franklin.

B

um And I said I appreciate that and I don't have a solution to the overall issue yet uh and I I'm not.

B

Telling you not to do it uh and I even uh reached out to it to get information on how how many rooms.

B

In new franklin, have it versus how many rooms at dundero versus how many rooms at little harbor.

B

um But I think there is a core. There is a core of discussion that we eventually need to have.

B

About we don't want to discourage our unbelievably active and wonderful parent-teacher organizations.

B

They're, amazing and simultaneously we don't we want. I think we need to be thoughtful about how.

B

Are we creating inequity in our schools as a result of the way in which those funds are are.

B

Utilized uh and I and I like I said I struggle with core educational technology being something.

B

That has to be raised through parent-teacher organizations and not provided by the district.

B

University so, and I that was sort of what you know what I had thought about and I think as a.

F

As a parent, you know I'd be like: oh, I want to donate to this new technology, but really when.

F

That happens and I think we have to figure out as a board how to communicate that. You know. Oh.

F

We want virtual reality at new franklin and as more and more technologies come and then you.

F

Know within that planning yes bring this on board, but then the district has to plan for that in the.

F

Replacement and- and I know nothing of what the I I know from nathan- there is a plan and I know.

F

That it's you know but in in that there's a cycle and things cycle out. But but just thinking about.

F

How that impacts and making sure that that, as a school board, we want to be supportive of those.

F

Initiatives but also um making sure we have that continuation, because people don't necessarily.

F

Aren't super jazzed to fundraise for replacements, but when new technology comes out, there's a lot.

F

More energy around bringing something new quickly into place. No, I think, that's a very valid point.

I

It's you know to get something: new is kind of super fun and sexy, but to like replace.

I

Something that's broken is like a wah wah, but um so I totally understand that you're right and.

I

um I think it's just it is that piece around it's incredibly valuable tool and trying to.

I

To get it into hands and- um and I think anyone who's worked with me on the board when we think.

I

You know, equity is a huge piece for me, um and so I would never want to be a part of kind of tipping.

I

That one way or the other- but I do look at this as a wonderful teaching tool that does provide.

I

um Just our students with a really great education, so whether they happen and whether we achieve this.

I

In 24 25 or 25 26, that remains to be seen, so it wasn't a boring question. After all, I guess it was.

F

An exciting, very exciting question: all right, we'll take two more questions: ian and lisa uh joanne.

H

Give me a ballpark figure about the the new board. Oh goodness, um I think the new boards are about 30.

I

Maybe three thousand thirty five hundred dollars a piece with the with the card with the cart yep.

I

With the card thanks absolutely lisa, I'm gonna super briefly throw nathan under the bus, but I.

J

Know you're reviewing the fundraising policy and I would just like to make a request. This is not the.

J

First or last time, this idea of equity and various fundraising groups in the community has come on.

J

Yeah, I know we have the exact same conversation when I was the co-president of the pta little.

J

Harbor about fundraising for, like I don't know, I like ipads or chromebooks, and maybe even something.

J

Else like this, so it would be good to have a policy that was maybe consistent and I believe.

J

We're reviewing that right now we are okay, that's all I mean I would say a quick price. I would say.

J

To that lisa, I think um I will. I would add to that, though, that the work that the pt does the pto does.

I

Across the across all the buildings, but at the elementary in particular there's some of the.

I

Things that make it unique, whether you know it's dondero idols, that's help. You know, that's helped.

I

Create this incredible playground that they have very different from what we have at new franklin.

I

um Over at little harbor, there was always the spaghetti dinner fundraiser that created.

I

A beautiful garden, space and and and some other outside I mean that's just some of the wonderful.

I

And unique work that everyone does so you know I just would always throw that out too that that.

I

Each pto brings something special and that changes year to year for us, we had an outdoor space. A few.

I

Years ago, and now we have a group of parents that are thinking you know what about inside.

I

The building, so I would always want to make sure that, when we're thinking about fundraising too.

I

To to always appreciate the the special gifts that our families are able to provide and and.

I

What have you but thank you and that's why I think it's not a simple solution. I you.

B

Know I think it would be it's I you have to be really careful to not. You know over legislate.

B

um Guidelines on it too, and I think that's why I I struggle with nathan- and I.

B

um When I got my original tour with with uh kenny and nathan and I went around the summer.

B

And we're going through all the buildings. This is when we first get into this promethean board.

B

Conversation in the in the um in at the time, an imbalance between buildings about what was what.

B

Technology was where, and at the time you know it was identified well part of that was.

B

Around you know, pta had done some fundraising and identified this as a need um and I've been chewing.

B

On that ever since I still don't have a simple solution, I think it's more cultural uh than it.

B

Is necessarily a strict type of guidelines, but but I do think it's a thing. We have to keep an eye on.

A

Okay, joanne. Thank you so much so much everybody. Thank you. It's good to see you.

A

Okay, I think the next item on the agenda is: are we handing it over to nathan for a budget workshop.

B

No, he hand it over to me. I think it's in this video, um so um so here's what we're.

B

uh And nathan will uh jump in uh as appropriate, so I'm gonna take you through when I came in.

B

uh To the non-public tonight, uh brian saw that we had the budget binders and was like. Oh it's.

B

Budget binder night and uh and and has a, I told him uh that having been in you know, done multiple.

B

Presentations as an adult, as in this role and also uh having been a teacher, I would never pass.

B

Out materials in advance of introducing those materials, because we know I know, as a teacher.

B

I know what happened, is students start flipping through the thing and then after I have done the.

B

Introduction and the materials, then they started asking me the questions that I just explained.

B

While they were looking for the little detail that they were interested on, you know the fourth tab, so.

B

um So what I'm gonna give you is, give you uh give you an overview.

B

um And I'll pull up some slides in just a minute, uh and what I want to walk you through is our.

B

Thought process going into budget development. What was our kind of intellectual framework around the.

B

Way in which we were going to do it, what was our process that we've gone through up to this point?.

B

um What were kind of a menu of choices that we had to make in terms of what we were going to.

B

Present to you um definitely going to include it's both in the binder we're going to give.

B

You and in the presentation I'll include all the positions that were requested from.

B

Department, heads and principles and and then tell you what our suggestion is at the moment.

B

The intent is to not um is to just frame this thing: you're gonna get to not dig deep into a.

B

Bunch of questions tonight, but to just frame the the bigger binder you're going to get so that it.

B

Has some our broader context and then we look forward to having a bigger conversation about.

B

You know about this over the next month and a half or so so let me pull up those slides, real, quick.

B

B

There's only 73 slides, so, okay.

K

It's not the whole binder.

B

um Can you just give me my binder nope, you do not get your binder until after you've. Please.

B

All right so- and I apologize we'll see if this is too and I that we don't have paper copies of.

B

um These slides for you tonight, but um hopefully this will this will work. So, let's first talk.

B

Through kind of the the framework um yeah, I'm sorry ann, I apologize um so in terms of thinking.

B

About the tenants upon which we were going to build this, we looked at uh four different tenets.

B

That of how we were thinking about our process, uh one was we wanted to rely on the professional.

B

Expertise of the people that you have hired um to come forward with the the most um thoughtful.

B

um uh Proposal they could, that was that was trying to deliver on the long term, not just this year.

B

But thinking of over a multi-year period of time, with this being one piece, uh what the long-term.

B

Outcomes we're looking for for students. We wanted to make sure that we maintained a high degree of.

B

Trust and transparency with the board about the. uh Why we made the decisions we made and why we're.

B

Suggesting what we're suggesting uh we wanted to make sure that we're advocates for proper funding.

B

But that in that we're trying to balance if we're thinking about long term, we're trying to balance.

B

Two things, those two things we're trying to balance. Are you know getting enough funds.

B

To do what it is, we need to do for kids, but also being respectful of the taxpayer. At the same time,.

B

And what we're asking and the last was having a or organizational discipline and how we approached it.

B

um And having, I think, we talked about this a shortly quickly in another board meeting about.

B

Having an opportunity for internal stakeholders to make uh to be part of the process to make.

B

Suggestions but ultimately trying to have one process and not one formal process and a couple of.

B

Kind of side processes going on at the same time we'll see how that goes uh uh like the you, those.

B

Of you who have done this for a while, you know this so for people at home. This is more for, for.

B

Them you know in terms of what we've been doing. uh We you know nathan and I sat down in october.

B

uh With the city manager in the city, finance team, they have a conversation, try to forecast what what.

B

Was a reasonable kind of target for what we might request and what they uh thought might.

B

Be something um uh palatable to the city council, uh so we had some of those conversations. We tried.

B

To get some try to get kind of a feel for what that was going to look like the the three of us.

B

At central office sat down, talked about digested that stuff and came to uh some a possible target.

B

And then we gave all the different cost center managers throughout the district, marching orders.

B

um Based on what we thought, where we were trying to be uh and nathan sent out a memo to all those.

B

Folks- and that includes principles, but also includes there. We have uh department heads that.

B

Are different depending on what department you're in uh you cross different grade lines and those.

B

Folks were involved as well. We then um sat down as a group of three. We had all those folks come.

B

Through during december, uh we would have you know, meetings that would run most of the time a half an.

B

Hour, sometimes an hour to walk through their uh suggestions. What they would like to see in their.

B

Particular budgets uh and then once we finish that work, then we sat back down and talked about kind.

B

Of what were our big rock takeaways from those conversations, uh and what do we think about that?.

B

We came back from uh christmas uh holiday. Break uh nathan had done a whole bunch of uh work, while we.

B

Were uh some of us were away uh crunching numbers and putting us in a position to do something that.

B

Was new for our admin team? The former process folks, would come in and do the things we just.

B

Talked about, then, when that was over, it would go into the magic box and steve and george and and.

B

Nathan would then produce a document and would come back and then principals would become aware.

B

Of what the initial proposal was at the same time, the board was aware meetings yeah. They.

L

Find out did my stuff get into my stuff, knock it in what we did is we sat back down and then.

B

Had a conversation uh with administrators about look, this is what we went through. This is what.

B

We were trying to do. These are the things you guys asked from us. Here's where we're at and here's. Why.

B

um And here's what we intend to put in the proposal and I think our the feedback- we've gotten.

B

So far from administrators are really they're thankful, like anybody, if you you contribute.

B

Something you want to hear like: what's the story, what's what did you think about what I said and.

B

What's going to happen, recording in progress and it's from now we're recording right uh so.

B

um So then we put together the uh we really nathan and his team put together the budget. The budget.

B

Binder that that uh brian will get soon uh and um and then we're gonna go through that process. That.

B

You know you've been on the board. We're gonna go through the four budget workshops, at least.

B

You know the two public hearings in january and february uh end of february we're we're.

B

Trying to wrap things up in order to turn turn our department over to the city manager uh for.

B

Part of the city manager's work and then we'll be part of the review sessions uh with the city.

B

Council in may, when is the giant all day with the city council, I think so what they've done in years.

L

Past is there was a week in may in the teens, when police and fire and school and general government.

L

And dbw and water store, they were bang, bang bang over the course of a week and a half or so there.

L

Was a motion made by councilor debt uh denton that I believe was accepted ultimately and I'm not sure.

L

How it would flesh out, but they're, looking to have like they used to have super saturdays.

L

On a super monday or friday, so in that let's hope it's a super monday, I think it's a super monday, so.

K

They're talking about having a day-long a day-long budget work session to work through each of the.

L

Departments of the city- and I think I'm not looking at my calendar, but I think it's may.

L

15Th, what's the date they are uh fyi. There was a conversation briefly at the meeting last night.

L

They were, they are meeting on january 25th in a budget workshop. If you will, where the council will.

L

Be it's late, it's late for us because here we're going to give you the book right now. The council.

L

Will be considering the guidance they'd like to give on the 25th, and so we will in our process.

L

Try to be respectful and responsive when those comments come out. You know which is late in our.

L

Process but uh but before we finish, I would say that's part of the reason why we had some of the.

B

Initial conversations we had with the municipal team was because we knew we couldn't wait. All the.

B

Way until that last moment to try to respond to what was going to be the reality on the city side,.

B

um Yeah, so we won't get a budget number from the city council until january 25th, I'm I don't know.

L

Even if you'll have final guidance that night, but I think um what the council tabor asked.

L

For in his motion last night was that the city be prepared to report out the city manager bring to.

L

The council for that night uh feedback on major budget drivers trends concerns uh things that.

L

Will reasonably drive the budget, we're not alone, I think, of being early in this or had police and.

L

Fire commissions are also working through their process. It's general government. I think that works.

L

On the city's timeline that is looking for us to bring ours, we're actually going to be a couple of.

L

Weeks, late again this year, by the time you finish up and resolve right before february, break they're.

L

They're looking early february for our budget, but because they know, I think we communicate.

L

Right up front when it's coming they'll take that, but uh it will be, it will be interesting.

L

To see yeah, we say think we have some sense and obviously we're being as prudent as we can we'll.

L

Talk to you more about it, but uh this is your: you have in your packet, your regular board packet, the.

B

List of meetings- and this is just those those meetings and when those were will be occurring.

B

um And then, just in terms of our thought process that includes these dialogues is.

B

The context we feel like we're in is that there's potentially due to inflationary.

B

Increases across the city and a whole bunch of new cbas that have been negotiated. This has the.

B

Potential for a lot of increases from a lot of departments all happening at the same time.

B

um So we're trying to be cognizant of that. um We know we have education friendly.

B

um City council, uh at the moment, but also one that wants to be good fiscal stewards.

B

Of the taxpayers dollar, we want to make sure that I think when we talk about long-term.

B

um Trajectory and that I think for me, I'm always looking at wanting to have a steady, long-term.

B

Stream and of resources we can uh anticipate and not this. This is hard to plan when joanne talks.

B

About some of the work at new franklin she's talking about a 15-year process of what they're.

B

Doing with professional learning communities, this doesn't allow that type of work to occur.

B

So that's what we're trying to do and we're trying to in terms of some of that long game focus. We are.

B

Really concerned, we have real concerns about next year's budget cycle because we'll be coming at.

B

The we'll be considering a post esser universe as we're having this conversation next year, so.

B

We have some concerns about that in terms of our conversation with um folks. You know in terms of.

B

Something that we think is is passable uh by city council. I mean we definitely got the impression if.

B

We could come in around four percent that we'd be in a position to have something that was a.

B

Reasonable consideration from city council- perhaps you know the board- might want to go more, but.

B

We initially were coming in where we thought was like we think we can get this through. So let me go.

L

Ahead well, I was gonna, say one more piece that we didn't put in the slides, but I want to make sure.

L

You're sensitive to city council will be talking about it. So when you key in on some of their.

L

Dialogue you'll hear about that. We experienced as a city some some key one-time revenues. This cycle.

L

That softened the impact of some of the budgetary growth that we that we proposed and was we being.

L

The whole city- I I was counseled early on that I'm just one small department, big department,.

L

Maybe, but I don't want to, I don't want to chase tax impact kind of conversations, but but there are.

L

Some one-time revenues that helped soften the hit and, as a result, your tax rate was relatively flat.

L

Right, the cycle, so we we don't see a replacement for those revenues so part of the restraint I.

L

Think is focused on recognizing that we're going to have to replace those revenues and then start.

L

Thinking about budgetary growth and new ideas and such so, the target that we came up with was in.

L

Large part, due to a realization that that revenue piece is going to be a challenge faced by the city.

B

So um so, in terms of where we were building from so again we're talking about that as a.

B

Four percent increase you're first, going to start with where we were so you at the end of the last.

B

Cycle you collectively approved um well, the city council eventually approved of 55 and a half.

B

Million dollar budget, but over the past period of time since that was passed, there's been new cba.

B

um Agreements and the cba agreements have pushed that number from 55 and a half million to 58.

B

Million and in that money comes from just in terms of where that comes from, it comes from.

B

The city's negotiation contingency and it moves over to covert. So it's not something. It's not.

B

New stuff that we necessarily we had to cover this year, because the contingency from the city covered.

B

It, but it does puts us in a position where we started: 58 million. Could you just repeat those.

F

Numbers again 50, so 55 and a half million was originally what was originally proposed.

B

58 million is what it came up to and that's 2.2 million dollar difference all right.

L

um Can I just make sure everybody's on the same page, because the public will watch this and those.

L

Dollars that's two million dollars that was in the city's budget, so the city maintains each.

L

Cycle- and uh uh I don't want to it's- not fair for me to characterize, but I would say it seems.

L

Reasonable that you keep it as nebulous as you can, because you don't want to tip your hand in.

L

Terms of the negotiating plans that you have, but I I worked with the city, finance department uh and.

L

City manager's office to to offer up suggestions about where we thought things might go uh and what.

L

And provided data to them and then they prepare a contingency like zach described those dollars get.

L

Transferred from the city side into our budget and grow our total appropriation authority, so that's.

L

Not that's not something you had to argue for, or fight for that was, you know you worked through.

L

The negotiations process and those dollars not all of those dollars have come because we.

L

Haven't finished yet with paraprofessionals and with custodians, um but um but when those things.

L

Are executed, that's the total amount that that would benefit the budget and where you'd land.

L

I did that because, without that 2 million, some of the increases would make your increase. Look.

L

Gigantic significantly larger right to be fair to the process, so we're starting at.

B

The 58 million spot, as opposed to the 55 and a half um for four and so we're trying to in terms.

B

Of hitting the four we're trying to come in at an increase of around 2, you know 2.3 million dollars.

B

um So that's what we have to spend 10.3 and that includes all of the health care raises and all.

B

Those things we're trying to and we'll talk about, like how tight that gets. um So so we talked about.

B

With the the administrative team around all right, let's start with the conversation around. What's a.

B

Continuing service budget look like so if we provide the same things that we're providing.

B

Today, what you know, what would that cost us um in order to do and there's a whole bunch.

B

Of these adjustments, um I won't read all of them, but basically you have the cba differences. uh You.

B

Have some adjustments uh around really properly reflecting how we're actually using some people.

B

um On the margins and making sure that you know um that that was that was really um that we recorded.

B

That in the right way and had it as part of what we were doing, uh then some increases you.

B

Can anticipate inflationary increases around transportation energy? You know all the stuff.

B

That you, you know, is going to come and then around special education uh and particularly.

B

Out of district tuitions, so in terms of the budget drivers, you know this uh three main budget drivers.

B

The first is around benefits, uh and, and again this is looking at- that continuing service budget.

B

um You know we and they can probably do a better job of talking about this than me.

B

Around the health, how the city sets up health insurance if you want to take a run at it, yeah.

L

So so, in the category of benefits, the biggest one is health, insurance and and the city some number.

L

Of years back established a stabilization fund, it started with, I believe it started. In the same same.

L

Time frame as uh the the argument over the the risk pools that we're managing health around the.

L

State and the returns that or the reserves they were holding on to and refunding some of those.

L

Because health insurance, or especially over the last 20 years, was so volatile that somebody very.

L

Was with great insight suggested that we build and establish a stabilization fund so every year.

L

Instead of budgeting for our rate increase, we budget an increase in our contribution to the.

L

Pool or to the fund we budget, based on the 10-year rolling average of our rate increases with that.

L

Provider, so my calculation and city finance will still review this and make their final.

L

Determination for us, but I look at- and I put it in your it's in the binder for you- the 10-year number.

L

Is on average 5.3 our actual rates this year for portsmouth school department with school care.

L

Are going up three and a half percent, but given the fact that we've had some greater increases.

L

Over those years the average right now is 5.3. It was 5.4 last year, you'll remember so. That's 456.

L

Thousand dollars go beyond that in the benefits. Dental insurance this year is up 1.9. That's the.

L

Actual rates, that's only about 11, 000 uh or 12 in that packet, um long-term, disability insurance.

L

Well, that rises based upon uh salaries because of the way the insurance is structured. So, as your.

L

Salaries go up by 60 percent up goes long-term disability rates because of that life is a very.

L

Tiny increase- and I made a couple of adjustments, in course, reimbursements, because when we looked.

L

At the collective bargaining agreements there were a couple of adjustments to the set aside.

L

That the budget should contain to provide, for course, reimbursements for our for our staff.

L

In in nearly all of our collective marketing agreements, that's maybe in those all of those.

L

Accounts combined, maybe 2.9 percent growth, but it collectively with the dental. It's another 38.

L

000., so those are that's the benefit area, so this is like the one in the in the driver, news.

B

This is like the one bright one. This is like you know the good one to talk about uh the you know.

B

Based the new hampshire retirement um fund um basically looked at where, where it felt it was.

B

um And, and was able to reduce the the contribution of of teachers and employees from around the state.

B

So we see um you know, we see the benefit of that to the tune of you know close to 400 000. So you.

L

Remember two years ago we sat here those of you that were with me right. You were sitting at this.

L

Table we were talking about a 20, something that was insane. The increase on the teacher side was.

L

Significant here at softening by six and a half percent, the employee side goes down by a little so.

L

In your budget book, as you look line by line the 24, the fy24 budget simply has the new rates. I just.

L

Worked because I knew the city would ask me this when they pulled their books together. I teased out.

L

Before I do anything else, what's the reduction worth and then add it in.

L

So we can, we can attribute 387 000 to that rate change, but then, of course you.

L

Increase salaries and your your new hampshire retirement costs rise as a result of those, but.

L

But that is a good it's a good metric in there, so uh good segue in the salaries. um You know the.

B

Second driver for us outside of benefit is uh salaries, and, like we've been talking about you.

B

Know we've come to several new agreements uh with associations that have pushed pushed up where we.

B

Are most of the associations are 10-year rolling average with the cola which I think folks are.

B

Familiar with um in in several bargaining units have moved up to it to a floor of uh three percent.

B

So the you know what we're seeing in terms of the that impact is, you know, in combination between the.

B

The salaries themselves and the related taxes I mean now you're pushing up to 1.3, um and then we.

B

Did talk on the one of the previous slides? We did mention that we had added an additional special ed.

B

Case manager uh in the summer, based on need and uh and another 86 000 total, um covering that as well.

B

uh Operating expenses, uh so you know this is where uh nathan you want to walk through.

B

Workers, comp yeah so workers comp we're a we're a it's so funny, because sometimes we stand alone.

L

And send our stand on our own and sometimes we're a city partner in this category workers comp. We.

L

Are one of the departments and that increase? I budgeted the increase just over eight thousand.

L

Dollars based on uh history, I I got. I got an email this morning from city finance, because.

L

Their timeline is working its way through uh their increase is twice that for us, it's a.

L

Very small number- and I didn't want to make any changes now I I think it may actually go away.

L

These are these are estimates, and I think I think we're fine with this number, but I just tell you it.

L

Was interesting because I had a rate in mind now I found out that the rate for the city is different.

L

In the case of property liability, which we had the primex program here on your on your agenda,.

L

Being voted a couple of months ago, three four five months ago, that rating increases twelve.

L

Thousand, that's us alone. We have a standalone there. So that's twenty thousand dollars.

L

And then the other significant operating changes in the area of transportation so.

L

uh We're budgeting for the second year of our of our five-year extension with uh sta budgeting that.

L

At four and a half percent and we're budgeting a special uh specialized transportation with durham.

L

um Although we only get a one-year agreement with them, their rates came back uh 28. I think.

L

Was the was the delta? It was an enormous, huge yeah, which was part and parcel of two things. One.

L

We had some below market rates that we have been enjoying for some number of years and two they're.

L

Suffering the same kind of challenges we all are in terms of staffing and trying to raise rates.

L

Etc, and in the midst of all of that that was going on their rates bumped up a bunch.

L

uh We anticipate looking competitively to find alternatives. We think sta, for instance, might.

L

Actually be interested in taking on that book of business, we talked about it last year and uh they.

L

They do specialized transportation in other areas in in the region. uh Just this, this office, hadn't.

L

So we'll be talking about that and for now we've left about five percent in there, but our renewals.

L

Coming into this year were greater than what we had budgeted, and so this is really pegged at the.

L

Four and a half and the five percent, as I show on the slide, but it catches up some from last year, so.

L

It's 116 000 of new money there and that continues to keep 13 buses for sta. Even though we've run.

L

Nine or ten this year off and on and uh where I'm hopeful that we'll see at least a dozen as we get.

L

Into the the second half of this year and then next year, so budgeting for 13 there wow energy.

L

Want me to yeah yeah: god bless department of public works, so uh peter rice and roberta orsini.

L

In his office, are uh they tackle this uh routinely? uh Our electric supply and natural gas supply were.

L

Both bid out competitively earlier this year, I may have made a comment offhand one night in one of.

L

Our meetings, but the electric supply supply rates are bumping up from 6.86 cents, uh starting with.

L

The october read we'll go to 11 hours uh at 40 cents as opposed to uh sorry 11.4 cents, as opposed.

L

To 6.86 cents, it's a 66 increase. Thankfully, the distribution side of the bill from your local.

L

um Utility that isn't changing significantly so, but 66 percent there and gas is up 41, starting.

L

uh For the next heating season, so all in it's a 228 000 almost, which is about 21 increase.

L

In that area, you'll remember we were looking at our financials. We had shaved the budget a bit. The.

L

Last three cycles, because the budget and energy had kind of been inflated, which was okay because.

L

Kenny was running out of money in his maintenance budget, his facilities every year, and so he was.

L

Drawing down on the excess in energy, we're trying to right size, those two against each other, but we.

L

Over we over did it we're over zealous in energy. So now, not only did we miss by about 50 000 in the.

L

Last cycle, um what we're trying to make up for those and then if I swing fit this last big one.

L

um You've got jeanette souther, our director of pupil services coming up in two or three weeks.

L

She'll be with you, I'm sure, like every year to offer you some insight in the area of out.

L

Of district tuitions and transportation services, we just continue to see rise in costs. I won't say.

L

I don't know that she will tell you that it's double the number of students, it's just again.

L

As I said a minute ago about the bus, you know the bus companies, the placements have their costs, have.

L

Risen, um some of the some of our placements have moved from lesser to more expensive sites, because.

L

Of the programming needs, but in this area it's just under 500 000 in placement and transportation.

L

Increases so you can see, I mean any so anyone who's offering us specialized services they're all.

B

Struggling with staffing, they're all struggling with those types of things, and so that's you.

B

Know we're feeling the brunt of it, but you know you've seen her come before she's been in front.

L

Of you and presented- and she will do it again this year and she'll- remind you if you do, if you don't.

L

Ask that she's, mindful she and her team working every cycle to try to identify the opportunities.

L

To to establish programming internally so that we can return students back in house.

L

But for those for those that we don't have appropriate programming that really meets their.

L

Needs we seek the best placement and that's what that's what we are facing this year. So as we were.

B

Sharing this stuff with the administrative team I mean this, is you know you, you know, you see how we.

B

Framed it and you've seen the conversation and, and so you know as you go, you know you go from your 58.

B

Million to your you know, looking at an increase where you're trying to target close to uh 2.3.

B

um You have the things that added up and you know now we're you know, we're we're pushing.

B

That pushing that we're over that number um already just in continuing services, so.

B

Really quickly, this is just this is just I'll make sure you all get this side by side from fy 23 to.

B

24- and you know each of these different categories- um you know the percentages can throw you off. You.

B

Know three: you look at three percent um compared to ten percent in operating uh salaries to.

B

Operating but the you know, the big, the big whack is in salaries and that's where the the pain is.

B

And then nathan's already talked about, you know the benefit change. We had the we had the.

B

Advantages of the teacher retirement and in a very similar increase in terms of what's going on with.

B

Health, you know so so then we got the conversation we had already gone through. Just when we got to.

B

This review process with the administrators we had already had all those dialogues with them.

B

About things that they were hoping hoping to do, um and um and this was that list and again I'll make.

B

Sure you have it and you're going to be in your binder green sheet. Green page, special green page.

B

um But a variety of different uh different positions: uh some small uh increases in the.

B

Amount of times some staff are with us, we were looking to coming in. We were hoping to to step out.

B

Of the sr positions and step down, so the idea was, you know: can we do 50? Take the extra physicians.

B

Which we believe in that's the reason why we put them in master to begin with, and can we do a 50.

B

Slide out of the federal money and into our local budget, to try to step down to avoid the cliff.

B

um Increases in art, um para educator, some of the things that courtney talked about around cte. You.

B

Know long-term cte interests around culinary and business. It was interested in uh some assistance.

B

Around our database work and assisting mike parr, who does amazing work for us um and making sure.

B

He had some assistance. Those are some of the things that people were hoping to add.

B

If we added those things um to what the continuing services, the increase.

B

For us would be 3.5 million dollars and we're up to six percent. um At that point,.

B

um And we'd be adding, uh you know adding an additional uh nine and change in terms.

B

Of ftes, which I think nathan has indicated before, that is definitely something that has driven some.

B

Of the city conversation ftes has been something that's been a real focus for city council at times.

B

So and then, if we took those extra positions I talked about before at the 50 mark and said no.

B

We really believe in these, and we don't want to be in a situation where, potentially we don't know.

B

What's going to happen to those positions next cycle, let's just push them into the local budget,.

B

Fully uh this time around, that would move us up to 3.8 uh and 6.6 in terms of the total increase.

B

Oh, yes, nurse increases in the equity increase. Could you just.

K

You talked about some of those things specifically in that one yeah, the bottom one.

B

There was a suggestion that we increased the high school second high school nurse from 60 to.

L

100, but there was also- um and maybe I've- maybe I've labeled this incorrectly or inappropriate.

L

Not inappropriately but misleading, uh we talked about adding another 40 nurse to work across the.

L

District and I don't I'm not sure if it's equity equity orifice is equitably uh serving coverage.

L

um Providing coverage in and out of all of it, because I believe right that was, it was a.

B

I don't know floating nurse almost yes, it could be the first first line of defense.

L

You mean like not the principles being the nurse yeah, that's you know or yeah. That would be an.

B

Example having one of us right correct so um so this is where you know, as we kind of dissected.

B

Where we're at or what you're going to see in the proposal we're going to give you is we're we're.

B

Trying to return to that four percent target uh in what, in our initial proposal uh in order to do.

B

That we have to take all those built-in increases from contracts stipends. All these inflationary.

B

Increases and then once we've absorbed that, then we have to find a way to call back twenty uh two.

B

Hundred thousand dollars so the way in which, in this proposal, the way in which we get there.

B

uh Is that we've had a half time family outreach position, that's been unoccupied um for a period of.

B

Time for a while and we've just decided to take, take that back, it's not one that we have full.

B

um We're going to take that take that back and take that off the table. uh I think when we had.

B

A presentation from aaron lawson at one point and when she talked about- and it is great it was.

B

A great thing to have that there was, as they went through, multiple maternity leaves at little harbor.

B

They had the capacity to have those teachers come in and out of, an intervention position.

B

um And uh and in the environment, where we're trying to find stuff, we just felt like that.

B

Was a luxury item, so we would be calling that back and then you know, then I I basically had to look.

B

At nathan and say discretionary lines which, for us, when we say discretionary lines, we're.

B

Talking about non-people so get in there with your whittling knife and start finding, where we.

B

Can carve off a little bit here a lot a little bit there in order to get us to get us the rest of the.

B

Way, so that's what you're gonna! That's what you're gonna see in your in your binders, which we'll hand.

B

Out in just a second- uh and let me do that right now and dave, and I will do that and then nathan.

B

Can kind of give you the quick orientation of the binder, and I got one more thing for you in fact,.

C

These pages are the pages that you just presented. Are they in the bible not in the binder, but I will.

B

Share it out and then I'll make sure: okay I'll try it out via google mm-hmm. Thank you very much. I was.

D

Really sad, I didn't get mine first, but go ahead. I'm gonna get you you're a champion. What he asked.

B

Thank you. Thank you.

L

So you want me to let me: can you do a little.

K

A couple of new things.

L

Let me just say this and I won't eat up a ton of time, but uh I have a new.

L

Superintendent assistant superintendent and I was eager to make a couple of changes and.

L

And yet, with all the newness and all of the challenges and everything we've been facing, the.

L

Agreement was uh how have you characterized this drive, the train that you inherited or let's do.

L

This, like we've done it so that you can experience it as I have, and then we can talk collectively.

L

About ways that we can improve this process and communication of it, etc. So this year I've made.

L

Some minor changes, but nothing significant first thing is that in the very beginning of your book.

L

The first few pages you will see I do these budget summaries. I did it with you. The last.

L

Couple of years I tried really hard. I number the lines so that you can so that when we're asking.

L

Questions we can all follow along where we are where we're at, but this walks you through from.

L

The propos everything that you just saw on the screen is essentially driven by this spreadsheet.

L

So we walk you through the continuing service changes and the proposed changes and then there's.

L

Some analysis that offers you insight into how salaries, benefits and operating lines are impacted.

L

The purple sheet, I will continue to maintain it documents it documents, what we've done in terms.

L

Of staffing changes in the proposal, the green sheet zach just mentioned a few minutes ago,.

L

This is where all of the requests- and I I use that I should disclaim just a bit all of the.

L

Requests, although there was inevitably in the course of our conversation, some pie in the sky.

L

You know if I had, if I had my brother someday down the line. I'd have another one of these.

L

All right, you know what I mean. There were some things that I didn't include in this spreadsheet.

L

But anything that was nameable you know and and possible and realistic in the near term, it was.

L

Included there on that list, can I add one more thing to that? I think it's an important thing.

B

um To point out what we're giving you is, so in our process, our expectation is that department.

B

Heads principals are having conversations with people to develop their budgets and.

B

Then they're coming to us having already made a set of choices before they come to us, so.

B

There may be items where somebody, a staff member somewhere in the district, had a conversation with.

B

Their principal about something that they were interested in doing that did not filter up to us.

B

um And uh and so we did, and we did not ask people to come to us with what is anything.

B

That anyone asked you for uh at any point, so we assume so I if that was a misinterpretation of.

B

um Of what the board request was I apologize, but I felt like it was like I'm trusting my managers.

B

To make their decisions and then bring it up to us, but we're going to share in our on our.

B

Level, these are things that your your people, you manage as your cost centers. This is what.

B

They they uh were telling us, they thought was appropriate and we still might not be able to.

L

Thanks dave, the last page that you hit before you get to that. First: tab is the side by side.

L

Summary- and I shouldn't call that the summary- because the very first page is, I guess, really.

L

My summary, but this is uh the capstone page of this bridge, the workbook that that pulls.

L

All of the totals from the different cost centers and aggregates it for you and what.

L

You'll see is on the third on this. On the back side of that, you will see that the combination.

L

Of what zach- and I just did in the slides is that, ultimately, we landed at 3.99 we're hitting.

L

That target of getting to or getting just under four percent and ultimately it's a reduction of.

L

34 100th of a of an fte okay, what's a skinny person, what's new, oh here's, the video.

L

See you see the red yep yeah, what's new, I guess one thing is new. Is this reference tab so under.

L

The reference tab there's a gray memo that I would invite you to take a few minutes with just skim.

L

Through it gives you a couple of suggestions, it offers some definitions on the back side of it.

L

It offers a bit of a table of contents of things that are included in the reference section and.

L

Then, based on some of the feedback, I've gotten over the last couple of cycles, the first piece.

L

In the reference is a classification guide to walk through the elements of the chart of accounts, give.

L

You some sense what those numbers all mean them, so you can go through. I didn't, I didn't add a bunch.

L

Of narrative, I stole a couple of pieces from. Let me go back it just it's worth saying this since.

L

I've got your attention that the state manages the chart of accounts through what they call handbook.

L

2R, it's a prescribed directory of accounting um standards and expectations which, by the way.

L

Hasn't been revised since 1999 and there's a move afoot to try to do another revision soon, because.

L

Things like um online subscriptions and and even softer was only an inkling in 99. It wasn't like it.

L

Is today and so being able to capture some of the detail and have some account numbers that.

L

Help help really do this and manage this. This information is something that should change.

L

But I stole some stuff there, but the first page is very much specific to us all of it is, but I.

L

I wanted you to have that to explain the chart of accounts and then there's supporting documentation.

L

That speaks to the health insurance rate increases the new hampshire retirement system rate changes.

L

As well as our cola calculation, that zach mentioned earlier at 2.55 and then the 10 tabs.

L

Are like you've seen in the past cost center by cost center side by side the current year.

L

Versus next year, please don't please don't fester on salaries.

L

um So so the left hand side is your fy 23. Currently what I haven't completed is taking that.

L

Two million dollars that 2.2 million dollars that was on the screen earlier, that is coming over for.

L

Negotiations and spreading it account by account to everybody, pretty much everybody in the book.

L

In the book is affected, so those still look like they did at the beginning of the year. They haven't.

L

Been adjusted line by line, it would be a great opportunity for me to segue and introduce you to.

L

Andrew wenger, he enters our the new accountant in our office and central federal office.

L

um I told andrew he should come and hear some of what goes on as a result of the work that we've.

L

Been doing andrew is one of andrew's capstone projects here. The last couple of months is that.

L

He's been working through line by line to do that work. It just didn't come around fast enough to.

L

Make the book adjustment but we'll get there and then in the back of the book. The very last tab is.

L

Your capital improvement plan submission the cip, it isn't part of this budget, but it is part of the.

L

Budget when the city meets, but that's that's the six-year plan that zach and ken lynchey and I have.

L

Put forward to the city was approved as a part of the plan by the planning board will be considered.

L

By the city council, starting next week on the 18th, when we present that and will ultimately be voted.

L

I think, on march 6th at least I have one question, if possible, at a future budget hearing, if we could.

J

Get some sort of breakdown of what we've spent so far from esser and the in the various buckets.

J

And what's earmarked and maybe a refresher course because at the end of the budget cycle last year,.

J

Based on feedback from the council and how that all went, we did take some positions out of our.

J

Budget shift them to esser and now we're looking at the potential of putting them back into the.

J

Budget- and it would just help me to have those numbers at some point so so yeah, so I've done I've.

L

I've taken the crack of that already. The agenda tonight was full enough so that I didn't think.

L

We'd take the time, but in one of the next couple by this friday we have to submit back to the state.

L

An updated use of funds plan, which is what has been at the heart of the not only reporting to.

L

You repeatedly, but it's also been making sure that we keep somewhat consistent or updated a document.

L

That can feed that spreadsheet, for the state that'll have to be submitted by the end of this.

L

Week and then uh what I will tell you just quickly because again I just did it one. We continue to.

L

Look at 1.5 million for the window project that helps us do the shift of the shells to help tackle.

L

uh The uh the work at lister out of capital improvement plan money, the work at community.

L

Campus for lister academy, so the 1.5 million of window work at dondero in little harbor will.

L

Go into esser, as will, uh as will some upgrades to safety communication. The more time we spend.

L

Outside and the further away from the buildings we get the more we realize how much it would be.

L

Helpful to have some advanced communication devices that we can use in the building and.

L

Outside the building, all across the district, we're talking about that kenny was not able to get me.

L

Numbers today, but he expects to have them in the next few days we've been working on that for over.

L

A month so coming up with the strategy and making it fly is uh it will be a great conquest when he.

L

Is actually able to deliver that to zach and me so those two things: the other thing that I've.

L

Done and will do for friday simply to make sure that we've noticed it and talked or that that.

L

It looks like we've talked about it or been aware of it. We had you know all of the reports that you.

L

Guys have gotten in the last year talked about a hundred percent of those positions this year and.

L

50 of them next year, I've, I've bumped them up and said, looks like maybe all 100 of them will have to.

L

Stay for the second year, so I've adjusted those costs and that's reflected in there. Otherwise,.

L

We continue to just kind of whittle away or chip away at some of the wellness programming and some.

L

Of the after school work the summer work, we did some small spend this summer, and so we try to get.

L

To more information, but that's a great question and again in this case we're not whittling. Oh yes,.

B

You're doing we're spending down the balance right, we're different than this little. Okay, reverse. Okay,.

L

Yes, so that's basically your binder, which is not hugely unchanged, not hugely changed from.

L

Last year, but any questions yeah, thank you, nathan and zach. Thank you. Yes, any questions we're there.

A

Ryan kerry, so just a couple questions on the big big buckets, so you have like the added.

D

um Special ed case manager position as part of continuing services versus.

D

You know proposed budget changes. Was that just because? um Because it's already here, okay.

L

So that no that position identifying, I get two things one last cycle when uh jenna came forward.

L

To the team she was looking for two new case managers. You'll remember. We were also looking.

L

At swapping some contract money and getting a bcba- and we got some more ot and some more speech.

L

She was looking for two case managers and zach zach, steve and george, and I collectively agreed.

L

We just couldn't do that. There were too many other things on the list and pushed back and said no just one, but as we as as we launched through the transition and hit uh summertime.

L

And the realities of delivering in the fall. Ultimately, they went ahead and got another one and.

L

um When we didn't panic, because we have all the savings that we've continued to amass from.

L

Missing, paras and to be fair, a little bit of it a little bit of it was. I wasn't really in.

L

The loop, so I couldn't have told you that we had the extra but as we prepared and ramped up for.

L

The budget I realized- I got a body here that I, why don't I don't have an extra body. I shouldn't.

L

Have this extra body- and I actually called steve, zadrovec and and and then spoke to jeanette and.

L

Others and and was able to close the loop that we ultimately did that because we thought it was a.

L

Good risk- and it was much needed so that position is in continuing services, because it is continuing.

A

Did you have another question brian? I thought.

A

You said two questions. Oh I I didn't have two questions.

F

um I just I I think it's answered in the sip notes that you put here about lister, move to.

F

um Community campus, but I just want.

F

To overall ask is there adjustments for operating costs in that move within the regular budgets.

F

I.E new supplies, new things, or do you expect that all of that is going to be covered under the sip.

L

Right now we have the shell game that we just described the 1.5 million that we expect to ask.

L

The council to to reauthorize for a different purpose instead of windows, it's going to be for.

L

Community campus fit out, and the cip holds another two million dollars even to add to that. To do.

L

The work so we have a previously authorized and approved 1.5 million for a different purpose and.

L

And the expectation through cip is up to another 2 million. I've already said out loud to the city.

L

Council and to the manager in the process we picked 2 million because we took roughly 12.

L

000 square feet at community campus at a figure offered up to us by others: 300 bucks, a square foot.

L

Is 3.6 million somewhere in that range, so one and a half and two is 3.5, but we're hopeful because.

L

We're already finding that some of the mechanical systems are in place and there may be some.

L

Upgrades, but not a not a complete replacement. It's not like I'm. It's not like the work we'd have had.

L

To do at sherburne school if we were going to gut the place and bring in new service new electric.

L

Service and water service etc. So we're hopeful that that number can soften uh and and and yet.

L

Still leave dollars for uh outfitting the teaching kitchen providing furnishings in the building.

L

Etc, so I'm right now hopeful that that will cover that, because the operating budget that.

L

Lister maintains, which is funded by tuitions uh and uh and a transfer that this general.

L

Fund offers to it as a self-sustaining entity that budget will provide for its portion of operating.

L

Costs, electric and gas etc to heat, but it doesn't have enough to outfit six classrooms or you know.

L

Anything like that, it's so hopefully it comes out of the cip uh funds, at least some chunk of.

B

It we're getting ever closer to uh hard er number. We got a great architect and engineering partner.

L

And they've done their mechanical review now and we're meeting uh next week to go over that.

L

Look at the latest version of the plans. Staff have been involved and we've appreciated their.

L

Feedback- and we all have some homework right now- to provide them with some additional insight to.

L

Things that we want so that we can figure out what's up next is uh I need to talk to the city.

L

About the process by which we find a construction partner, construction manager, general contractor.

L

Type, who can get on board to help us with the estimating and then the process moving forward so.

L

Anything else about your budget process. That was a great question. I'm just going to say we oh yeah,.

B

um There's some things that are pre-loaded, so we want to be responsive to the board about things.

B

The board is interested in delving in deeper uh about, but we've already, we wanted to make sure our.

B

Folks were lined up and ready to go for some stuff that we felt was going to be automatic in terms of.

B

um Some conversations so right now on this a week from today, we have kenny lynchie, ready to.

B

Come in and talk about, plant needs and how that what that budget, how that budget was.

B

Constructed what you know what is moving ahead and what is on the cutting room floor right now,.

B

um Tom lotz from I.t uh is playing is we're planning to have been on the 31st and then.

B

um And then jeanette souther would be in on the seventh, but we are, that is the baseline and we.

B

Want to be responsive to other people you want to hear from and talk to, um but we release got those.

B

People lined up to to be part of the program in each of those things and draw your attention back.

L

To that, the knights of the public hearings are also the knights of your regular board.

L

Meeting right, so you have a full agenda. Each of those nights. The workshops are just budget yep.

A

Yep, okay, kerry and within technology we um you or will, can we just include sort of like a little.

F

Board learning on the cycling and how that gets. I think we can definitely push ask tom to focus.

B

On what is our, what does our replacement cycle look like how we think about that? How it's all.

B

Laid out, we can do that for sure, and I also just wanted to clarify in in this is this was one of.

F

My desires in our conversation about the budget thing, so I don't, but we will not necessarily see.

F

Every principle for budget discussion, as we may have previously, we are only seeing those.

F

People that have changes or have things coming up uh we're we're. I mean this: is your budget.

B

And we will, we will respond to your needs so so we'll we're not trying to hide anybody from you.

F

um That was my. My intention was more that it it felt to me before, like we would bring people up.

F

And there would be next to no changes in their budget and then we would say why are you spending.

F

On this, why are you- and I didn't want that to happen- got it so it's desired like if that is the.

F

Change that's desired and I'm not accusing you of hiding people from oh, no, okay, just my budget book.

B

And it was just that yeah. Does that make sense yeah I mean I think so I do think a thing we.

B

We were thought I mean, I think we thoughtfully tried to hit something that we thought was.

B

Achievable in terms of a number- and it's like okay, if this is an achievable number and the.

B

Board might want to push beyond that, but if this is the number what's our best offering of what.

B

We would do with that number um and to have some things you know into and then to be ready to think.

B

About, if we're going to push beyond now, what what I would tell you is we're going to push beyond.

B

Our first request would be: we need to look at those ester positions and partially finding those.

B

That's our positions so that we're not we're not irresponsible for a year from now, um but um so so.

B

I think what we, what we didn't want to do and is come forward with like here's, this eight percent.

B

Number of all the things that we would like um and then put you in a really really difficult position.

B

Trying to then you know if it's a chunk of granite. What are you gonna pull away to make this like.

B

Complete thing and we wanted to make as many of the hard decisions as possible ourselves. First.

B

um And then um and then, if this thing's, the board still wants to pursue that's great.

B

But we wanted to like I said we wanted to do as much of the heavy lifting as we could ourselves.

B

That was you, I would give you send you home with one nugget cost center 177 the technology plan.

L

Down in the operating you'll find some of what uh tom will speak to in terms of the leasing.

L

That he does uh for uh student and teacher devices. uh But when you, when you're doing.

L

Your review 177 is a good place to chase some of the technology and then, of course,.

L

There are some technology purchases spread throughout the buildings, so some other cost.

L

Centers will have it in their operating lines as well, but that's where the heart of it is.

L

Any other questions for me: please larger font. Next time. Those of us in the cheap seats are.

B

Like my apologies, we we were at there was this debate, there's a debate and what what.

B

Should have happened was because it works out for people at home really well, because they.

B

Get it on their screens, um but um what we would do in the future, we'll make sure it happens, is.

B

You uh have both the digital share and uh and a photocopy at your desk. While this is going.

B

On and we will make sure you get those things we'll send you a pdf tonight and then we'll do.

B

um We'll do copies for people as needed, so.

A

Okay, thank you all right. Everyone take your budget book home and study it and have it.

A

Tested our next meeting, students put it off your desk, so you can focus on the next items.

A

Going away, thank you, nathan and zach, and now we move on to zach.

B

So um I just included uh um a written report um to to speak to a couple of the items that people had.

B

Asked about in the past, I don't know if anyone has any questions about those items. I do want to note.

B

um I did have a reach out uh from board member uh around a concern around outdoor education and.

B

That these goodwin had indicated in the initial draft I had given you. Actually I kept it the same.

B

And I just added a note in the updated copy about doing some uh professional development.

B

Opportunities for people while on leave and, of course, if you're on leave you're on leave.

B

uh So so I appreciate the enthusiasm around that, but that that portion of the plan is not.

B

Something would be able to execute it's just a heads up any questions on the superintendent's.

A

Report, yes, uh margot, no go ahead, I'm formulating mine! I had one question about outdoor ed, which.

J

Is partly a budget question maybe which we can get into later, but as we've discussed this over.

J

The last few years there's been a question about: what's the intention in terms of who's going to.

J

Have access to it and where does it fit into the curriculum and at least anecdotally, from what I'm.

J

Hearing from the three different schools there's some teachers that are all in and there's some.

J

Teachers that are less enthusiastic and they're, not all students in all grades, getting it so.

J

There might be like say one class that does and two classes that don't or whatever and if we're.

J

Looking at this maternity leave coverage and then we're thinking about where the budget goes, I guess.

J

I'm wondering if we can at some point during the budget process, get a little bit more clarity about.

J

What the long-term plan is for this, so so I will tell you that in this, because it just seems all.

J

Over the world, so this is the thing- and I think this I I'll I'll- take two two attacks on this.

B

um One is that that the budget is um there's a couple of a couple of programming questions that.

B

This budget does not decide for the long term, so one is so, and part of that is as we're kind.

B

Of going through, I don't think we've come to a conclusion about what is the future about of.

B

Outdoor ed, we we punt, you know we more or less point on the question of um italian long term.

B

We it continues in the same in the proposal. It continues in the same form which exists right now.

B

uh So it's not so we're not making a decision to end it. We're also not at at a point where I think.

B

We're institutionally at a point where we're ready to endorse it in terms of what the full term, the.

B

Long-Term vision is for it, so we're it is a tread water. Those are those are definitely like. Tread.

B

Water decisions uh on this you know, and I also think you know too it's it's in some of these.

B

So I I just know what I've been told about the evolution of these, of these things being added to.

B

The to the budget that some of those things were not necessarily from within, I guess, sounds like.

B

I mean maybe that's wrong, but but what I, when I think what happens is when we don't develop.

B

Things that have a clear vision for exactly what they are and we kind of try stuff. Then you get.

B

Stuck in these situations where it's like, what is it exactly? What are we trying to do and what's.

B

The law and and if we're trying to prioritize that against other things, how do we make those.

B

Choices, but we're not really exactly we kind of like this, we're not exactly sure how it all fits.

B

Together and how we want to support it and what we want to give up in order to do something you.

B

Know in order to do this, so I think that's another them thing when I talk about kind of that, like a.

B

Singular process- um and I might have some of my history wrong and I'll apologize. If I do.

B

um But uh that's like when we, if we add in things um outside of the normal process, sometimes it's.

B

An institution we're not sure what to do with them, and uh so anyway, so on those two issues, those are.

B

They're both tread water, okay. So far in terms of what we're proposing, can I just tack on to.

C

That, though, I understand from a budget standpoint, the tread water, but can there be to lisa's point.

C

um A programmatic discussion that's happening about the program and where it's going to lisa's.

C

Point my greatest concern- and I know many parents have expressed this- is there's a possibility. Your.

C

Child could go through our elementary schools and have no outdoor head and and your neighbor.

C

Could have it every year right so like? How are we asking those basic questions and if it is budget.

C

Then maybe we say it's a unit that all first graders get and it rotates like, but those are.

C

That's separate from budget, I would love to see that as a as a discussion at the admin level of.

C

Where are we building up and then the follow-up question is so what's the budget that supports.

C

That I hear you saying it's not for next year, but let's at least, if there's some things, we.

C

Could fine-tune and then build out? I think that conversation. My impression is that conversation.

B

um There has not been consensus reached within the leadership group about what the future of.

B

Either of those programs are right, so um so, and I and I think, but it also because of the.

B

Transition all the different transitions we had. We were not in a position within.

B

A thoughtful with a thoughtful consideration of all the different contexts for either one.

B

Of those to say we're all a head full on either one of these programs or we're done.

B

um And so I agree with you like you know, I had a conversation around. I met with.

B

The long-term vision for this I'm, like I can't tell you I don't know uh so.

B

um But I do agree that you know we have to decide on a lot of these things. Is this a core.

B

Part of what we're doing, and if so then there should be equity in how we're doing it. And I.

C

Guess- and I won't I'll raise my hand, but I guess the follow-up to that is: what can we learn as a.

C

Board, because this exact question was asked when that was proposed last year we said this is not.

C

A good plan, it won't flush out right and then it went ahead. So I would love for you to think about.

C

How can we best serve as a board to when we identify those concerns like what? What should.

C

Be the right process right, it was red flagged and then the italian came up after budget season. So I.

C

I think I don't mean it as a no one was transparent, I mean it has, there's a breakdown.

C

In process, let's try to figure out and move forward with it. I think I yeah no. I agree.

K

I'll just make a comment. I think the strategic plan will also help us kind of make those north.

D

Stars or whatever we want them to be and yep good point all that stuff will start connecting.

D

The dots, I hope agreed, I mean if we you know, depending on where we land with the vendor. You.

B

Know we have a portrait of a graduate we're saying this is what we want to have well, that will inform.

B

What are we doing with outdoor education? What are we dealing with italian? What are we doing.

B

What what is cte a lot of these questions start to get answered by us determining what is the.

B

End product that we're trying to produce in terms of our students, I totally agree.

A

Since one more sorry communication plan be presented at the next meeting, is that.

C

A fair timeline yeah, that's my that's! What I'm just the nest? Okay, regular board meeting.

C

Yeah, that's why that's totally what I anticipated follow up on that okay.

A

School board emails. I guess we'd had no emails, this cycle correct. No, we did not, and I but I I I.

B

Think this is reflective of conversations we've had going back to to early in the time that I.

B

Arrived and just we'll do the summaries you as individual board members will continue to get.

B

Things you can see what people are saying and then you'll have the summary. So you have a you also put.

B

You in a position where you are um people can see whether or not you're being responsive to what.

A

Okay, thank you and then the budget meeting.

A

Schedule you've given us so we're all set with that.

A

So we hand it over to mago with the policies. Yes, we can do that um so on the old business.

C

These are the two policies that we passed for our first reading and our december 12th meeting.

C

There's only one word change that um thank you to carrie, but it was called healthcare provider.

C

Was the change as opposed to now? I can't now I'm having a brain freeze. I just sat on the tip of my.

A

Head but the suggestion that you made in mind 25 about physician versus healthcare provider.

C

That was the change to policy jlc there's been no change to policy imgaa. Those were both new. This.

C

Is why their second read to follow up to imgaa? um If you do not read your newsletters, you would.

C

Not have seen that at portsmouth middle school gracie, the therapy dog will start joining the.

C

Middle school on january, 19th so great that we could already have some action or traction on on.

C

A policy so we can approve these as a group, so I'm happy to take a motion to approve together.

A

No go ahead. Are you doing all in favor discussion? Sorry, question! Yes, you're right! Any discussion.

A

All in favor any posts passes right.

C

um Nancy and I put together I'll go backwards and say we take ownership that at the conclusion of.

C

Our retreat, when our school board goals were made for 22-23, they were not typed up and.

C

um Were flushed out in writing and thus they are not on our website or any of our um locations so.

C

um That was an error on our part, and so this this language there. These are the two goals.

C

That we identified for school year, 22 23 strategic planning and communication, the.

C

Language, the preamble for the strategic planning. We thought it was good to be.

C

Consistent with the materials we've already put out related to strategic planning, so this was.

C

um Straight up from our rfp, we didn't want to miss, communicate two different messages.

C

And then those objectives below it were the ones they're directly taken from the minutes.

C

Of our 822 board retreat, if you remember, we said we not only needed the goal, but we need.

C

Measurable objectives, so we could measure progress to date. That's for the strategic planning for the.

C

um Communication: this was a summary of the minutes as to why we wanted to focus on communication.

C

um And those were not the so these four bullet points underneath were not the.

C

Brain freeze for a second back at you. They were not the exact objectives that we had.

C

Written down, if you remember that was when we did the breakout groups, we had identified.

C

Communication, we did the breakout groups and we talked about. How are we going to move on that.

C

um We ran out of time of coming back on all of those to narrow down the objectives, so this was.

C

A summary of basic concepts, so we do need to move. These are rough. This is draft form.

C

But it would be great to open a discussion on them, gather some edits and and present them for next.

C

Formal approval at the next meeting so that they can get updated on the website, etc, etc.

J

I just have a question about that.

J

At the next meeting and then after he presents the plan, then we're going to put out the goals.

J

For the plan right well, no, not the goals for the plan; okay, one of the objectives. Okay, we.

C

Had said, we were going to identify best practice. We are going to gather data we've done that we're.

C

Going to develop a communication plan, then we were going to measure against benchmarks and.

C

Assess those are the six that we put, which I we can address those um I can add those in and we.

C

Can clarify, but that was a good question. I did have some dates around the communication plan.

J

From the retreat, I could check my minutes, but I don't have them in front of me. We did the.

C

Problem was because we did it as breakout groups. The dates were not consistent, but yes, we're well.

C

Off of that, at that point the communication plan we had put down as november um and gather data.

C

We had put as october, which we hit that benchmark when we gathered that so we're off and you'll see.

C

That we're off in our strategic planning as well, so we need to auto correct there a little bit.

C

But this was the first stab at what did we say back in august? What our marching orders for this.

C

Year, how are we going to measure where we're going with them, so our goal for next time is.

J

To look at this and provide feedback in advance of the meeting so that we can try to accept it.

C

Next meeting, but right now, let's flush out the major questions concerns I will take notes on.

F

um One for each sort of section, but for strategic planning. I know um that you know.

F

I guess my question would be if these were the dates. This was sort of our goal right.

F

um I don't necessarily feel like those need to be modified. I think that it would be part.

F

Of our part of the school board's evaluation to say were those achieved to the best extent.

F

Or not, so I don't because this was done six months ago and and I'm glad to see it here.

F

But I don't feel as a board member that I need to be updated with every with date changes if we.

F

Collectively think things are reasonable. Does that make sense yeah I hear that and then the.

F

Only other thing I wanted to just throw out for the communication thing is: I think that.

F

I think I recall conversation on just really wanting it very clear, and I think that this is.

F

And I do think this has happened, but that it's not just from the superintendent and assistant.

F

Superintendent, but that leadership throughout the district um is, is providing regular communication.

F

Which has definitely improved the piece I recall that isn't quite in here is.

F

um A wanting like a process of feedback or a supportive something supportive development. I.

F

Don't know whether it's professional development or feedback to leadership or whatever, and so.

F

That's the only part from the communication that I don't see and but recall from the commitment. Okay,.

A

Okay, well we'll talk about that in our next meeting. So uh lisa did you want to.

J

Say something yeah, um I think just pivoting off what carrie said. I think we did discuss.

J

The idea of when we were thinking about sunset in the communications committee that we would.

J

Try to come up with what would be the right way to allow for staff students. Parents like.

J

Everybody to have some sort of mechanism for feedback- it's not necessarily go straight to.

J

The superintendent, every time I don't like an email or something but just some way, that's more.

J

Sort of constructive and can help us to think big picture about what training we might need.

C

So I'm clarifying I'll pull those eight 22 minutes and I'll resend them to everybody just, but did we.

C

Have that down, I I believe that we have that down as part of those measurable objectives or as part.

C

Of the communication plan, if there's a feedback component, the feedback like from zach patty to.

C

Is that what you mean to us? Is that what you're, talking about or or no I'm we're.

C

Saying two different things: I think. Okay, that's what I'm trying. I wanted an opportunity for input.

J

So somebody who is an end user of all of this information or lack thereof, has the opportunity.

J

To sort of like be like I'm confused about this, or I think this is working better just.

J

Because we've changed a lot: yeah, okay and there hasn't been a lot of ways for people to say. Oh, I.

J

Think this thing your parents wear, is great or I'm confused about where to find this information. Okay,.

F

And I think that connects to what I was saying, but more mine was about that.

F

District admin are providing feedback and have a plan for whatever these criteria are, that they're.

F

Workable tuesday, no uh to the people sending mass emails.

A

So how do you, how do you respond to those if you have a concern.

A

Okay, the only word I can come up with is remediation and that's not the right word.

C

No, I know what you're talking about if there are concerns about carrying ulti.

F

Principles: communication: how is that managed and what is zach and patty's plan to do that.

C

So everybody understands what we're working on towards the research that we wanted to be.

C

Completely transparent, this is the rough draft stage taken from the minutes, we'll all work on.

C

This generate comments edits and we will be hopefully prepared. If you send me comments, I.

C

Can send us like we do with policy red lines of changes, suggested changes I'll number the lines.

C

So that we can move to a vote next meeting everybody's clear everybody got that right.

A

Go yep yep business um consideration and approval of custodial supervisors, memo of understanding.

A

Do you want to talk about that, or should we just uh oh tracy, if I have a takeout vote.

A

B

And non-public we discussed with tom clawson, um who was the point person on negotiations around.

B

uh Two different memorandums of understanding, one with the um school school custodian supervisors.

B

And the other, with the para, um the para union, uh in the in one, we were raising the floor of uh the.

B

Cola for the supervisors to um to three percent uh and then in the other, on the uh para side of.

B

Things we were adding. We were going to do a four percent uh increase. That would start the next pay.

B

Cycle four pairs as part of an mou to try to get them up to a competent where we could compete with.

B

A variety of other opportunity: uh you know job opportunities in the community. uh Excuse me and.

B

As part of that, we also are not done negotiating with them. This would be kind of a a first step.

B

As part of our negotiations, that would continue, um but this would be would basically take effect.

B

Almost immediately so those are the two um we had conversation with the with our.

B

Attorney in non-public uh about it and I'd entertain a vote on those two things. Second,.

A

Ann and brian, thank you now we're doing both of them correct discussion, oh discussion,.

F

um So I have received the I have received the custodial piece I have not. I know we've heard.

F

Report of that one, I don't feel comfortable voting on the second without a company.

C

Prepare them, we don't have repair, we won't have in the packet in the folders yeah. We weren't.

F

Provided with it yeah that's right, clawson did not provide us a paper, a paper copy for that.

H

So I would you trust us yeah. Well, if you're not comfortable voting, uh please don't you know.

A

um Yeah- I guess I just it's just for consideration. I don't think that we should be voting on. uh I.

F

Mean the mou for the paras for the custodial supervisors does have clear terms, and I think.

F

Without seeing those written, I don't think the board should vote on that one, although.

F

I support it fully. I just think we need to see what we're voting on. Could we um could we zach.

C

I know you want to act on this right away, but we have a budget meeting next week. Could we have a.

C

um That budget workshop is public right. Could we have the vote at the beginning of the budget.

C

Workshop, if we have the paperwork by then are you saying we won't have? I.

B

I would assume that we should be able to have something in paper, so would it be yeah? I think.

B

Clearness nathan, what's the what's the ability to to it's more about so that our conversation with.

B

The association was that we were. Our goal was to try to implement this prior to the next payroll.

B

Cycle- and I think I don't know- I think with that in order to meet that and as I recall from the.

F

Conversation, it would be effective from the day that it was enacted. I would be comfortable with.

F

That being acted january 10th, if we take a vote on it next, I cannot meet the mistakes because the.

L

Ultimate decision to act on, isn't you it's the city, council, and so the council won't act on it.

L

Until they're monday the 23rd meeting, so we have time so may I say I would say yes if you wanted to.

L

Wait and look for paper yeah and take a vote next tuesday. It's reasonable, that's reasonable. I mean.

L

And it would still be able to. I mean I think tom tom would give guidance as a result of that we and.

L

We could give assurance that there was support for the vote and if we have paper on this on the.

C

17 17 sorry paper on the 17th. They can go ahead and move it forward to the city council's agenda.

L

On the 23rd- and I and I understand- and I agree with the concern I mean, if you're going to make.

B

A significant move, it makes sense to happen. I mean, I think, the other option if there are benefits to.

F

Moving it up would be if someone wants to mock up a copy. You know based on this and just change. It.

F

Or have something just so we can have a visual. We can turf that to the end of the very full agenda.

F

Still you're part of the team, though I appreciate it. You're proud of the team piece of paper.

H

Negotiations there is no paper, yes, it's not a what you understand it. Yes, I understand it, but this.

F

Receiving this is different and so we're voting on an mou, but we have not seen the mou, so we just.

F

I'm just saying I'm fine with it. I just need the writing of what I understand. Well, let me ask you.

A

This question: uh why don't we decide, I frankly am comfortable taking a vote right now without.

A

Having it on paper, I don't know if, if we have a majority of people that feel that way, we can still.

A

Have the paper on j on the next budget meeting, but I'm I trust tom. I trust our negotiating team.

A

I certainly would vote yes right now and I would like to see the piece of paper eventually. You know.

A

As soon as it can be provided to us, I would like to see it, but I would vote yes right now.

A

Could we maybe separate the votes, then, would that be yep? That sounds fair. What do you mean.

A

Take a vote now and then vote on this supervisor vote on the custodial ones. Yes, oh, we definitely.

A

Will have to do that: okay, okay, all right! Let's vote on the custodial one, all those in favor.

A

Any opposed, okay, all right does somebody want to make a motion about the let's make a motion.

A

First, we'll uh make a motion to approve the mou for the paraprofessionals. Do we have a motion.

A

Make that motion again? Okay, do we have a second I'll? Second, it okay, discussion.

A

Lisa, I would be comfortable moving forward with that, but I would like to not set a precedent of.

J

Any future mous or contractual matters being done without paper, because I do agree with carrie fully.

J

Support and principle the intention of this okay well said good point. Anyone else for discussion.

A

Okay, let's vote all those in favor.

A

I really really love you, paris, like so much.

A

Who's got the hat: okay, yeah who's got the hat with all that. Oh yes,.

B

This is like the hogwarts sorting, hat right.

A

And it says right on it: ethics, so very efficient.

M

You get to do it.

K

And this person, who we call is on the ethics board for the next hour forever.

K

To you guys all right, the winner is uh ann walker,.

H

M

J

No, all members are supposed to be here. Are you declining.

A

Are you declining? Yes, do you prefer not to do it.

A

You can decline. Will you accept the position and you are the historian here by the rules.

A

And I don't know if you can do that, you can't and they better not need it. That's right. Okay,.

B

We're all going to be very ethical morning.

H

I'll never pull again 30 years: okay, okay,.

K

So you have um bad decision, you have the detailed policy minutes and I hope.

C

You're appreciating the new format that we're using and finding them more informative. Yes,.

C

um So, with regards to the first one, this was a new hampshire school board association recommendation.

C

That most school districts had a possession of tobacco and e-products in the personnel.

C

As well as in the student section, and it was the recommendation of the new hampshire school.

C

Board association that those be combined into one policy that would fall under section a which is.

C

Usually labeled, um I think it's foundations in basic commitments or something like that.

C

um So the policy committee discussed it agreed with that recommendation and also agreed with.

C

The updated language that the new hampshire school boards association was proposing, which.

C

Are reflected like um liquid nicotine wasn't in existence when we wrote the policy previously so.

C

If you look at policy adc, the definitions are updated and consistent with that model policy.

C

And what the recommendation would be for the next board meeting would be. We would.

C

Eliminate our current policies that fall under the personnel section and the student section.

C

So, just to summarize, the changes are we are moving it to a new location. Thus it's recoded.

C

As a, we would then at next meeting, eliminate the student and personnel one in terms of how does.

C

This adc differ from the one we previously had. The definitions are modernized to clearly define.

C

The products that would be defined as tobacco and e devices or products, and it defines since you're.

C

Combining student and personnel it defines who are students and who this applies to if anybody.

C

Is on school grounds, this would apply to them what school grounds are to find us. So it's just.

C

More clear definitions and merges all into one lisa. I had two questions about this, and one is.

J

Just maybe a wordsmithing thing and I'll try to email something to you later, but I do think from.

J

You know I've been covering all the moves. If this was a journalist at the fda, like the devices are.

J

Changing by the hour yeah, so if there's any way to include any language where possible that just.

J

Says or other products to determine- and I don't know who would be in charge of deciding. But if.

J

You get so specific like this and then the kid comes in and says: oh, but this thing over here is.

J

It doesn't have a battery, you know, yeah fair, it's solar, you know, I mean I don't know so I just want.

J

To think about that, and then I also solar powered yeah, it could be I've seen them. Kids are inventive.

J

um And I also do just wonder when we're talking about referral to juvenile and criminal.

J

um Proceedings, if there's any way to think about like if there's a bar for that- and I know we don't.

J

Want to be overly prescriptive in the policy, but I'm always concerned. If we're talking about a kid.

J

Who's got like an e-cigarette and then we're like. I know that's not really what we're doing, but I'm.

J

Always concerned about where's the line, and that was a and we don't like to draw the line.

J

Because if we do, then the kids will go all the way up to it without going over, and it's like a.

C

And there you know, as you saw from the minutes, there was a fruitful conversation of that and and.

C

um And it's I, I don't think it's it's a clear answer yet: okay, because.

C

um We, the policy, needs to map out that a violation has to be referred right, but so then it's to your.

C

Point, what are those levels of referral and what's our responsibility on the other side of.

C

It to educate, rehabilitate and and work with our students. It was made clear in the policy meeting.

C

That and we've heard it in this board many times that we want to move in, that restorative direction.

C

We really want to, and- um and we've also heard from our administrators- that we don't want to.

J

Tie their hands or be so prescriptive that they can't respond based on their knowledge of the.

J

Situation exactly either, so I appreciate that I just wanted to flag that as an area. It's a great.

C

Common question yep any other questions about this policy. I wanted to comment, but I think it was.

F

um More around your minutes and the alcohol policy, although it's related, but I don't.

C

Oh, the alcohol policy is just still under discussion, yeah and so well I'll just bring it so.

F

I have agreement here. I think one of the issues is just understanding, so we've talked about. We want.

F

We want students to feel comfortable, disclosing their use in order to seek support and services.

F

And yet we have punitive measures that involve the police or criminal justice system and so.

F

um I just I just had in reviewing that kind of reached out to the.

F

um Doorway in new hampshire, which is the substance, use treatment, central spot located in dover.

F

um To sort of ask kind of what they do for preventative efforts and whatnot.

F

um And um learns of I'm blanking on the name of it right now, but I will find it um um youth.

F

Treatment based in seabrook that does a lot of this preventative work and especially with.

F

And has mousse with [music] um exeter and win a comment connect, and um I just think it's something.

F

Based on all of our discussions, we should be considering it requires students a four hour.

F

Course, with an agency that specials specializes in substance use treatment of adolescence. That course.

F

Is both discussion discussing what happened but also substance use in general and preventing that.

F

um And so I just went a little down the rabbit hole because, as you know, substance use is near.

F

And dear to my heart, but I don't know: if that's something that would be a a presentation to the.

F

Policy committee, because I think it may and it doesn't have to be seacoast youth services. It.

F

Doesn't have to be that organization in particular, but just learning of programs like that and in one.

F

Of the in one of the cases- and I think this is kind of our ideal- you know having to go through.

F

This program, this restorative program, education, they also offer intensive, outpatient programs and.

F

Other treatment programs and then they have students who self-select and enroll in those.

F

Longer term treatment programs, so we're never going to get bats if the intervention is only with.

F

The portsmouth school district, employee and although it's another place, so it's almost like.

F

A warm referral to a center that if they are truly struggling with abuse, they can connect.

F

Yeah, I think it's a good conversation. I think there's two things that came up in.

B

Our dialogue, one well one I'll, say one's on a dialogue base. One is and my prior experience. We.

B

Had provisions like that in policy and what we found is that those partners would come and go.

B

And then you would have something in policy that says we are going to do x, but the partner, no.

B

Longer existed, and it wasn't even that specific, it wasn't even a partner by name. It was like.

B

A this type of service, a student will access in order to have some type of conditional.

B

Whatever and at the time the policy was written, there was this non-profit that did this work, that.

B

Was available but then three years down the road they were gone um anyway, so that was one of the.

B

Challenges and the other, I think that kathleen dwyer brought up as part of our conversation too.

B

Is once we get into that we get into conversations about if we're mandating certain things that are.

B

Then, as a school district, are we paying for those programs, and are we ready to do that.

B

um And if we're going to do that, then are we then are we then trying to create? Is the right move.

B

Then, to create some additional in-house capacity, and do we have enough of a core a critical mass.

B

Of students who would use the in-house capacity to make it worth the investment, so those are the.

B

Dialogues that we're flying around uh it's part of, I think it's part of that conversation. Yep.

F

And it just just didn't follow up to that I mean, I think. I think, though there are ways around that.

F

So I don't necessarily feel like that should be a it could be or approved program by the or district.

F

Approved program for acts and broad, as opposed to a specific partner, um but I think it comes back.

F

To the messaging and the discipline in discipline policy that we've talked about a lot and it's you.

F

Know there are policies to deter substance use and I think our policies do a good job of that.

F

There are don't think our policies have gotten to the point where they support people who use.

F

Drugs or substances and need that support, so my fear is not that you know someone is on campus.

F

After having a beer, my fear is that they'll be in problematic use and not feel comfortable going to.

F

The school counselor because they know about our punitive policy, so a relationship with.

F

An organization or referral to these confidential services outside of the school district I want to.

F

Be students to be aware of and if we work with them, that improves awareness across the board.

C

Thank you. Are there any? Are there questions regarding adc? I will be where okay, no, I'm.

J

Sorry I got confused so they listened to that conversation and wasn't part of the committee.

J

So I didn't say anything, um but it did strike me along with what kerry is saying that I would.

J

Like to see some distinction between a kid who comes to us for help right and a kid who.

J

Was doing something that we would objectively say is inappropriate behavior in our buildings right.

J

Right, like I, don't want a beer in my math class to be okay, but if I come to somebody, I trust in.

J

The building to say I have a problem with alcohol. I don't want their first stop to be.

J

Did you drink on campus? Well, all right, sorry, yeah! No! But yeah I mean I'm agreeing with you.

J

But I think that was when I was listening to the conversation. I didn't see a distinction in the policy between those two things and I know that's a hard line to walk, but that was so quite.

C

I don't know that, well, all I can say is, um and I don't want to get distracted because that's.

C

Not on the agenda, but I will say this: the policy as it stands right now, which is under revision.

C

Does there is no part of the policy? Actually, there is no policy for portrait that I'm aware of that.

C

Are around creating a safe space for students that seek help with with any problem? We don't, I think.

C

I don't that's not in our policy manual that might be under our guidance procedures and processes, but.

C

But it's you've flushed out a question of there's this area here. That's unclear. Is this covered on.

C

This policy, or where? Where do we, respond, and I think that we can bring that back to the to the.

C

Policy and ask kathleen and figure out where it belongs, wait and I don't. I don't know that policy.

B

Precludes my students from coming forward saying: that's a problem right. I think it's. The policy.

B

Speaks to actions on campus right where substances are being used or being distributed right. It's.

C

Very black and white, and so I think, that's what it speaks to indirectly you could have students.

B

Who are, of course, dealing with addiction, as part of as part of that sorry um and having punitive.

B

Stuff for those activities on campus could create a barrier, so I don't know so I'll. Take this back.

C

I was seeing if people have suggestions of we've already had one round of visitors on that policy.

H

um But that's required policy uh adc or the um the you know this one, the adc we already had it.

C

um And all we're doing it is not I actually I don't know if it's required. I don't have that.

H

List of something recommended this wasn't, this was just we were. We were in that section of updating.

C

And the recommendation that came down from the school board was to combine and place it here.

C

um But I don't know whether the policy in and of itself, I think because it requires refers to.

C

Rsa, it isn't required, but I I don't have my policy book with me, so I can I'll find that.

C

Out, that's usually, that's that's yes! With that information, um I'll go through all the policies.

C

And then we can? Oh, yes, sorry denise! I don't know if this is the appropriate time or place.

N

um But just from teachers perspective and from a teenage parent perspective, I think.

N

It's worth throwing out there to you, while this discussion about this specific policy is underway.

N

um The creativity of kids is, is amazing, um just to throw in, and I don't even know how to begin this.

N

But powderized, caffeine and concentrated caffeine are now coming into use by kids and I don't even.

N

Know how you begin to think about policies without taking the coffee cup out of my hand, which is why.

N

I didn't want to bring this up, but you know just to put that discussion on. It is creating major.

N

Medical issues um I have seen it firsthand in the school where we had to call in help because the.

N

Child was in like cardiac distress right right, um so it I just don't wear it, but where that.

N

Where this policy might address those issues, and that's funny, you say that, because that the.

C

Challenge and and zach highlighted it is and and lisa asks. The same question is sadly what's out.

C

There continues to add more right, so our policies are always playing catch-up. So what's the right.

C

Umbrella language that covers us, we will never know what two years from now is going to be. The.

C

Hot item right: that's what happened! That's why vaping became so. No one saw that coming.

C

um And and that the school lawyer has asked that question is like: what's the appropriate.

C

Language that covers up just for the next thing. So that's that's helpful and I, like.

C

Lisa's suggestion I wrote that down it's like: where is there a place to say or other product.

C

Or something to that nature so I'll bring that back and the understanding that the policy is.

N

There as this line- and it doesn't mean that your administration, your nurses, your supportive staff.

N

Aren't going above and beyond that because we have referred to seacoast new services and that those.

N

Kind of things, but it would be nice for you guys, and you know that partnership and then to build.

C

Out the back education in our health classes, preventative because it would be driven exactly.

C

um Okay, we'll take this back to the policy. Well, this is that that was a segue. In fact,.

C

Unfortunately, we got off track and that was where comments related to the policy minutes. So adc.

C

Is what I just prevent presented? I will so. This is just a first reading of adc. I explained that.

C

One jjj is a new policy for us. um Jeanette souther actually brought it to our attention. um It just.

C

Defines that when you have homeschool students or students that want access to a a certain class or.

C

A sports program or a band program, this policy defines who has access to the opportunities that.

C

We have, and it shows you online 42 to 44 what the updated language was, that included participation.

C

By resident non-enrolled students, which are usually your home school students or sometimes.

C

They're at a different school that doesn't provide the program in district courses and programs.

C

Is not intended to provide fate, nor is it an entitlement to special education, related services.

C

So, just to clarify that, if you are not within our school systems that this policy, which states.

C

Access to public school programs does not include our special ed programs if you are not in enrolled.

C

Student, so that's what's being added to jjj we're adapting jjj and adding that language to clarify.

C

Who has access to that? Are there any questions on jjj, yes, kerry? um That makes sense. I was just.

F

Curious in thinking about not like rye and tuition students, do they too do the town's tuition in, for.

F

Those services or for those so if I want to play football and I'm homeschooleds and I live in rye.

A

That would be a decision of the rise school board. We only have at our high school.

C

Which so a rise student could attend our high school but you're saying the rise student is.

C

Registered as a homeschool student who wants to play football yeah, they would be able to play.

C

Football under this policy. That's what that's talking about! Okay! Yes, a good clarification.

A

If there were any costs involved, the school district would pay. For that correct I mean.

A

I would pay for it, I I don't I don't. I don't know that for sure I mean some of the sports.

C

Have different fees and stuff? I don't know that is so straight and narrow, but it wouldn't be any.

C

Different than any other student involved in that program right, it was a full-time student.

F

I think it's just very specific to residents in the district in this policy, and so that was.

F

Really, what were my questions? We are a combined high school because we have multiple districts.

F

Are we what the residency covers, but it says resident district students. So if you.

C

Are in rye, if you're a resident of ride that is part of the portsmouth school district, so.

C

You are covered under that homeschooled for high school for high school yeah.

F

So yes, but so let's, let's take something more costly, so cte. So if primarily, I am homeschooled.

F

And I live in rye and I enroll in business classes at cte is: do we collect tuition from rye.

F

No, yes, we do. Yes, we collect tuition for high school, not for cte. That's.

L

Just a program, but if they are enrolled in high school, all of it.

F

We collect tuition if they enroll in part of high school. We do not collect anything.

L

Sorry, nathan and there's uh uh it's a very murky space where a student says I'm homeschooled, but.

L

I want to come back and take art class and on off the top, I guess I can't tell you that I've.

L

Had enough experience in my short time here in other districts, I would say: yes, it was uh there's.

L

A a a uh an fte, a probated tuition tuition is a calculation that can be made about about the.

L

Impact of the student or the footprint of the student in the student day in the school day.

L

But I I will tell you that after school stuff, like playing a football team, that I don't know.

L

That we've ever captured that that's right and it's just like a perfect timing, because I did.

F

Notice on the report from cte there's quite a few non-enrolled students taking those courses and so.

F

It's not for this watch it season, but it would be great to think about whether it's at a point.

F

Where it's it's important for our district to be charging for those non-enrolled student courses.

L

So I'm not sure that what we're talking about with that regard is a home home school student.

L

Living in the district or districts, but she made reference to, we have kittery students who, under.

L

Separate agreement are paying tuition to come across because of one convenience or another. One.

L

Need or another and and among the the cte centers of the region, there are instances where tuition.

L

Is paid she met, she made reference to a small number of tuitions students being tuitioned to.

L

Dover cte for programs we don't have, but that happens in other directions at times as well.

L

Says so I don't know if that I don't know if the lion's share of what she was describing were.

L

Homeschool students yeah, there was just a point in if you can just look into it or if, if margot, you.

F

Can consider a margo and nancy if you can consider having them look into it, but it's fine right now.

F

I just want to. I would want to know that, based on that report, there seemed to be.

F

A lot of non-enrolled students in cte, and so I just would like to know if those districts.

F

That tuition into the high school are paying tuition partial tuition for those students.

C

Okay, we can get that's a good, fair question, don't know who we carry that to.

L

um No, I I can nathan yeah, I mean we just identify all those tuition. All the billings.

B

Are there any questions on after that fruitful conversation, not questions just a couple of.

M

Things, I don't know if it's, because it's getting late and my eyes are going crossed line. 42 looks like there's an extra in in this. The line there's an extra in into the line. Yes,.

M

Participation in by resident non-enrolled students in that first right, the first in oh.

M

Yeah, okay and then, and then line 46, even though that wasn't edited there's an extra t. So just.

M

Thank you yes award. Thank you. I will send those back and then lastly, for first reading is the.

C

Special physical health needs to students. We had this really old policy. Hadn't been.

C

Updated and we, as a policy committee like what's shown in blue, I don't know why it's not in red.

C

um Is the new language in the updated new hampshire school board, which we like that.

C

Language better, where it talks about why kids need special, why kids need physical um movement so that.

C

Was the it we haven't taken anything out of the policy? We just thought that that new modernized.

C

Language was better written and expressed, so that would be a um that is jlck. Can we approve.

A

First reading for all of these, and then make the changes, was the second reading approval um you can.

C

Do first reading for adc in jjj jlck, since we had it it's just a single all. We've done is modernize.

C

The language so I'll do it. Whatever order you want, did you have a question lisa? I do I'm sorry.

J

um But when we remove reference to compliance with iep and 504 plans which do cover these students.

J

It makes me immediately wonder if they have the same access to those activities waiting which.

J

um Appreciate the modernized language, no, no, we're not removing. What's in black yeah yeah.

C

Yeah, no, you can't change, never mind. Okay, gotcha, no strikes, no more, no strikes just.

C

Additions, I'm being quiet, okay, to approve those three as presented first two. Well, I.

F

Was gonna put all three okay, so may I have a motion for first readings of policy, adc and jjj.

C

Great all those in favor.

C

Hi hi you're great. Do I have a motion for a single reading to approve the single reading of j-l-c-k.

D

Move to approve second great brian and kerry, did you get those? I did yeah all those in favor.

C

Aye, okay, perfect! We done, we are done. No okay never seems to be as speedy as I intend.

A

Okay, now we go to lisa with the ad hoc legislative committee that she's been working so hard on, so.

A

Lisa you have before I I feel like at some point. I can't be presenting the 10 o'clock. I can't even.

J

Read my notes anymore, but um I did at the last board meeting let everybody on the board know.

J

That in the committee we were working on a draft list of legislative principles. That would be our.

J

Compass for how we decide which bills to track and then down the line, if we want to take positions.

J

Which types of things we might want to consider- and I did as we discussed at the last meeting.

J

Send all of that out in writing to the board, um to let people express their support or opposition.

J

To each of the nine items on that list, the draft list is in the packet um and the vote was we agree.

J

That it would be approved by a super majority of at least seven of nine members of the board.

J

um Eight of the items on the list were approved by all eight people who voted. We had one person.

J

Who abstained from voting list did not choose to vote, and then there was one item where we.

J

Had seven members and ryan chose to vote no, and that was item number six, which was language around.

J

Teachers being able to discuss various issues in the classroom, so um I apologize there committee.

J

Justnet yesterday so at the next board meeting, so that I can put it in writing in the packet.

J

I'm going to have a presentation to show you all for your consideration and approval and discussion.

J

um A four-step process for how we would try to go about tracking bills, deciding whether we.

J

Want to go on to the legislative website and lodge simply we oppose or support this bill.

J

um And then, when we might want to decide to send written testimony and when we might want to decide.

J

To do oral testimony and the intention with that four-step process is the only way you'd get to.

J

Step two is, after we've, already done, step one and the only way you'd get to step. Four is if we'd.

J

Already gone through all of the steps, so I want to make sure that at every point, along the way.

J

These would come back to the board. We could have a discussion, we would have to decide by a super.

J

Majority vote to approve before it moves forward um and then the bill tracking I had hoped to have.

J

More to give you a more detailed rundown tonight, but most of the bills still don't have text which.

J

Is not super unusual in new hampshire, um there are a few hearings that are happening this week that.

J

I just wanted to call out to people in case you're personally interested in watching or.

J

um Weighing in on any of them- and I'm just I'm sorry, I'm scrolling down really quickly. But if.

J

You don't read the nhsba emails that we get every week, they're pretty good about calling out which.

J

Bills are coming up that week and it often doesn't come out till friday and then it'll be a surprise.

J

Hearing on a monday at nine, um but tomorrow there is a hearing on hb 103, which may be of interest to.

J

Some of us in the future, this is relative to qualifying to run for school board. Oh um and.

J

I don't I was not familiar with this until they call this out to me, but their description was that.

J

It would basically look at whether eligibility for school board member ownership should exclude.

J

People who are employees of a city, government or employees of a school district or relatives of one.

J

Of those types of people and that's the summary from nhsba, I haven't seen the whole language yet.

J

um Thursday, this week the house is hearing a bill that came around last year. That was a proposal.

J

To repeal the divisive concepts law in new hampshire, um and that is coming up on thursday and.

J

um That one is hb61 and would potentially replace that entire divisive concepts law with different.

J

Language, which would empower teachers to basically talk about any current or historical situations.

J

Involving people who may be a discriminated class by any definition, so it's pretty broad all the way.

J

On the other side of the spectrum- and it didn't succeed last year, but it's back this year um and.

J

Also on thursday is hp 131, which is um something related to reporting on school policies on.

J

Classroom recordings and when we have in-classroom observers and I apologize- I have not had time to.

J

Read that bill, so my hope in future meetings is that, because there will be text, we will go through.

J

Them we will discuss them in our committee and then we'll be able to bring you all a rational.

J

Group of bills that we can describe with some knowledge but for tonight, just because there's.

J

Been so much changing so quickly, I do not have so. I would say that next meeting I hope to have in.

J

The packet a proposed process for tracking bills and taking positions, and hopefully some summary.

J

Of some of the bills that have tax that we know we may want to keep an eye on over the session.

A

Very good, thank you. I just like to clarify my you know, because I voted a certain way and and.

D

um In general, I believed all the principles were fine. I just felt number six was far too specific.

D

That was it um otherwise in general number six. I would support it, but when we talked about.

D

Principles I wanted to be a little more general and that that did seem very pointed, and that was.

D

The only reason so it wasn't against the idea of sex, um as I clarified with you and I think brian.

J

When we get to the retreat in the summer and we're talking about how to consider, if we do bring this.

J

Committee again into future years, I'd love to come up with a better way, so that, if you think.

J

The language should be broader, this was all you know. We emailed it out, and people sent suggestions.

J

And then we figured that, but maybe next year we can have a process for if we want to revise any.

J

Of these principles, because we like the idea that we don't like the wording that should be baked in.

A

Thank you, brian kerry um was in a, and I know that we had talked and just one thing, that I helped me.

F

To understand it was that these are really legislative tracking principles in or that.

F

Their principles that are guiding the tracking and everything would come back to the board. I.

F

Just wanted to understand what your goal did. You want us to have consensus on this or vote on these.

J

They've already been voted on. Okay, we voted too, you did you didn't even yeah. No, I did you did. I.

F

I thought it was more the okay great well. No, what was I don't know? What was your question.

J

I thought you were going to take that input and then we were voting.

F

On I, I thought that you wanted a vote tonight. Do we need a vote again? No, okay,.

A

Nope we um we have approved the method that you're using which.

A

Is the method that kerry used when we did the.

F

um New hampshire school board, I think that's why I'm confused, because it's different that it wasn't.

F

A vote, it was like positions and then we discussed them and then you approved by vote. My positions.

F

So now I understand okay and that's also something that we can talk about at the retreat. If we decide.

J

To keep this going, I think the thought around this committee is that if we don't have an efficient.

J

Way to get to our just starting compass of what we want to focus on, we would lose the.

J

Legislative session, but I'm certainly open to suggestions for a more transparent way to do.

J

It or a more efficient way to do it, certainly, if we're going to take a position on a bill.

J

That's going to be in the packet it's going to be public, it's going to be transparent, there'd, be.

J

A recommendation from the committee if it comes unanimously with zach thinking, it's a good idea.

J

The teacher wraps providing their input that it's a good idea, and hopefully my guess best guess that.

J

Some number of people on the board think it's a good idea and then there will be a vote in.

J

The meeting and discussion and it can get kicked back to the committee, and I mean the reality- is.

J

Just with the way the legislative session moves, if we're not sure- or we want more time to think.

J

About it, there's always a possibility that we can lose our window to make a difference, but that can.

J

Also be okay, I mean I'd. Much rather have us agree and have consensus, and if it slows us.

J

Down a little bit, I mean practically speaking and I'll have this in the pocket next week. um I think.

J

We're probably not going to weigh in on anything very much until things start to move to the other.

J

House of the legislature, so the bills that start in the house cross over to the senate, the bills.

J

That started and the senate cross over the house. I think we're going to need that time to kind of.

J

Get up and running and then in the future years we might want to weigh in sooner because you can.

J

End things, you think, are nutty or really support things that you care about a lot really well, if.

J

You can get into the first committee hearings, but we're just not ready for that tomorrow.

A

Okay, I think we're all set on that. Do we have any other committee reports we have.

A

The policy committee we already went through that we talked about that any other committee.

A

Reports, I guess committees haven't started up yet in the new year right. Okay, I think.

A

We're all set, does anyone else have anything else they would like to bring before the board.

A

Do we have a motion to adjourn? Oh sorry, do you have something? No, I said everyone's looking at me.

A

Endurance, some of second second, all in favor, aye aye. Thank you. Everybody.