City of Portsmouth, New Hampshire School Board, 9 Aug 2022

Previous Meeting Next Meeting

⏯

youtube image

►

From YouTube: 8.9.2022 School Board

Description

8.9.2022 School Board

A

B

Can I have everyone's attention? Please um welcome to the august 9th 2022 school board.

B

Meeting portsmouth school board meeting it's nice and cool in here I hope you're, all cool.

B

Where you are out there and the community um okay, we will start by having the roll call.

C

Elizabeth barrett hit clues here. It's a rapper for it here, anne walker here.

C

Margot peabody, here nancy kleiberg here hope vanepps here, ryan, french.

C

Carrie nolte, here kim mcguinty here and nick darwin here great thank you.

B

Okay, would everyone like to stand and we'll do the pledge of allegiance.

B

I pledge allegiance to the fire of the united states of america.

B

And to the republic for which it stands, one nation, under god, indivisible with liberty and justice.

B

Okay, we have some announcements and recognitions that we want to start off with zach. Do you want.

B

To talk about the um cte recognition, yeah I'll just uh mention, we pushed it out to.

C

Parent square uh tonight and out to facebook for folks in the community who are interested. But.

C

Our cte director courtney richings was was awarded through, I think, is the greater.

C

The collaborative chamber of greater portsmouth in association with partners bank, she was.

C

Recognized as the collaborator of the year for that organization, and when they talk about.

C

How they identify people uh they're looking for um for individuals who help make portsmouth a better.

C

Place to live and work, and so it was quite the recognition for courtney, the work that's being.

C

Done at the cte, and I encourage people that group developed a short video about about courtney and.

C

About courtney's work that's available now online and I would encourage our community to take a look.

C

Again, it's a it's a tribute both to courtney and her leadership. What she brings to the table.

C

uh um I think, as most of you know, she had great state experience before she. uh She came.

C

To us and the cte continues to be a a really wonderful conduit of collaboration between the.

C

Business community and non-profit community uh and the school district, so I think we are.

C

Well, positioned to continue to expand those opportunities, those partnerships.

C

And we're very lucky to have courtney at the helm.

B

Thank you: does anyone else have an acknowledgement or an announcement that they would like to make.

B

Okay, do you carry? I do oh, go ahead. Well, I think it's collectively, but um I think this is will.

D

Be kim mcclinchy's last school board meeting with us, and I have only been here a short time.

D

But you know that we really appreciate all the work and her guidance for us here and.

D

We'll be sad to see you go but happy for new adventures. Well, good! Thank you! So much kim.

B

Has been with us for 15 years and she's going to marshwood high school as an assistant, principal.

B

And she will be sorely missed here. Not only was she a fabulous science teacher, as you all know, but.

B

She was in charge of many many exciting projects at portsmouth high school, like we speak, the equity.

B

Council, the environmental um efforts that the high school has done. What else kim am I forgetting.

D

I don't know a lot of things: portsmouth 400. about the student, fair and.

E

Lots of fun things I do love engaging in portsmouth and I'm going to miss it very, very much.

F

um I feel like I have like the roots of an oak tree somehow in this community and I'm trying to.

G

um Pull them out slowly but um yeah I'm going to miss it very much and you guys have been great and.

E

Like I said in my letter of recognition, um it's it's never the the you know the individual. It's.

F

It's the environment, um and so when you have an environment, you know that helps people thrive and.

E

And bring things to the next level, it's it's more about the environment than that actual person. So.

E

Thank you for the great environment. I appreciate kim's understatedness about our own value.

C

uh And simultaneously, you know one of the things that um appealed to me about coming to this.

C

This district was a clear from the board and from others, a clear sense of the importance of.

C

Social justice issues um for the community and in um you know it's become very clear to me that.

C

Kim in a variety of ways, is the torch bearer for those issues for this for the school district. So.

C

So I think, as we can be excited for her and her opportunity to to take the next step.

C

In the profession and congratulate marshwood on a great hire and at the same time, know that.

C

We've got some big shoes to fill and it might be a couple. Different people have to fill some shoes in.

C

Order to carry all the all the good stuff that kim was carrying, so thank you. Thank you and kim thank.

B

You you've been a wonderful school board. Rep kim's been on our school board for how many years now.

B

Since leslie was here, I feel like it's like almost eight years. How long has leslie been gone.

G

Yeah yeah, it's been a while now. Okay, I think aaron was our first.

B

Teacher rep on our school board- and you know you guys, contribute so much. It's wonderful.

B

To have you on the board to give the perspective that you can give us, and we appreciate that also.

B

You've been one busy woman in our school district. So thank you. Thank you. So much.

B

Okay, let's move on to accept acceptance of minutes from uh july 13 2022 board meeting. Do we have.

B

A motion to accept second and second, second lisa, all in favor, any any discussion on it all in favor.

B

Aye aye motion passes okay public comment: do we have anyone out there that would like to speak.

B

To our board- and I guess we no longer have zoom correct, so we don't have zoom okay, we.

A

Do, oh, are we okay now do not, we don't have zoom? No, we do have zoom. We sent out a zoom link. Yes,.

E

Okay, okay, do we have anyone on there nathan patty? If we have it? Where is it yeah? You know we should.

A

I am not connected so there's major issues here: okay, well, we'll work on that. Okay, let's.

B

Move on to our special presentation, we are pleased tonight to have members of.

B

Our um city here go ahead. Here. Go he's going to set up the zoom for public comment.

B

And there wasn't a link on the agenda.

B

That's why I didn't think there was one agenda. Okay, all right! Thank you for sure. Okay, we have our.

B

Wonderful city manager, karen canard and she's gonna yeah can we create some sort of decision.

H

With that to eliminate zoom from public meetings, I'm not I'm not aware. No, I'm I'm! I don't know we.

C

There hasn't been a decision on our part that, and so our decision was to keep it as an option.

H

For people, so maybe it was, an elimination, could have been an oversight and that's fine.

C

As far as I know, sorry, it's a good question. As far as I know, that was not a purposeful act.

C

um And we would try to make a remedy for the future. I just want to just for the sake of the.

D

Presenter's time, I think that this is something people will have questions for, and many people.

D

Do go back and watch the meetings I feel like it might be in the best interest to have a recording.

D

Available to put up is that a possibility to coordinate it's on youtube right now, if.

D

Anybody, okay, it's still in the city and we'll be recorded there. We just don't have the call-in.

D

Thank you. Thank you, carrie for bringing that up. Okay, I would like to introduce karen canard.

B

City manager and she is going to talk to us about the community campus good evening. Everyone thank.

G

You for having me and my colleagues uh joining me tonight. Our public works director, peter rice.

G

And recreation director todd henley and we will be walking you through a brief presentation.

G

On the acquisition of community campus and the many benefits to the city as a whole, I did that.

G

Correctly, goodness, so a brief bit of history uh back in may, of 2021, the city and um by city.

G

I say it was never a solo effort, it was always a collaborative effort that included the three.

G

Of us, along with the former superintendent and and and many times, if not every time,.

G

The wonderful business administrator nathan lonnie, we uh approached the foundation for seacoast.

G

Health, then, the owner of the community campus property to be considered. We were very active.

G

Actively engaged in a conversation to acquire the property and, from the very start and throughout.

G

The evaluation period it was clear that it was a city-wide all hands on deck effort. It wasn't one.

G

Parochial interest over another and even previous to the the city stepping up to the plate and.

G

And actively pursuing this, um I would it would be very fair to say that the school department.

G

In and of itself was interested in pursuing uh the potential use of the community campus for at least.

G

The lister academy, if not other programs, and we we we understand why the foundation for seacoast.

G

Health chose the city to um to to undertake this. Acquisition with is, is, is in the in their words,.

G

Back in the press release in september that we would ensure the legacy of the non-profits and.

G

Their accessibility to the community we shared and continue to share a similar mission and vision and.

G

We pledge to keep the current tenants and consider future like tenants for the building and for which.

G

There's lots of excitement and synergy uh not only among the folks in the building, but the folks. We.

G

Intend to move to the building, and that would include uh recreational opportunities, educational.

G

Opportunities, even other departments of the city, the library is, is one that's raised their hand.

G

And said, please, can we can we be involved and I believe former superintendent zadovik talked also.

G

About after school opportunities and potentially some cte programs, as well so fast forward to march.

G

Of this year we formally acquired the building we moved in, we realized holy cow. We now own a.

G

Really large building and 34 acres around it and, as such, it's been a massive undertaking that.

G

From which none of us are really shied away, all the current leases in the building have.

G

Been reassigned to the city, we they all end at the same time, which is the end of calendar year, 2024.

G

And uh todd henley will speak to the current use and the and the folks in the building. But I'm.

G

Going to here to just give you a sense of context and then I'll turn it over to todd. Now that the.

G

Building is formally under our control, we are studying the feasibility and the efficiency of all.

G

The space that's there who's there is is the space that they're in does it make sense for their needs.

G

We're excited at the prospect of the lister academy relocating to the former family's first.

G

Wing of the building, if you can picture that, that's about twelve thousand square feet plus.

G

Or minus there are many synergies in addition to the ones I mentioned the opportunity for.

G

The lester academy uh to use, among the other, tenants, uh the the ball fields, the trails around.

G

The property there'll be transportation to and from the building, the greenhouse, the sugar shack.

G

All of those things and what's led us to wanting to be on your agenda this evening, is a recent vote.

G

Of the city council at their june 21st meeting, which called for us to undertake a feasibility.

G

Study of potential and possible and realistic future uses of the sherburne school understanding.

G

That lister academy was in play to to relocate, so um so with that todd will walk you briefly through.

G

Current uses peter will share with you our our plan for operating and maintaining the facility.

G

And the grounds, and then why we're here is um and thank you for having them on as agenda items, we.

G

Would look for the school board to acknowledge the relocation of the lester academy to the community.

G

Campus and when that relocation is complete to acknowledge that the sherburne school is no longer.

G

Needed for educational purposes, so I know you know much of that, but I'm excited to share with.

G

You my my teammates and what they know so I'll ask todd henley to come up now, thanks. Thank you.

B

Aren't you karen hi todd good evening? uh My name is todd holly, I'm the recreation director.

I

So, um just to give you a little overview of what's happening currently at the campus.

I

um If you're familiar with the building, our department has taken over the former new.

I

Heights area of the campus, I moved all of our main offices there, so it currently houses my office. Our.

I

Office manager, and also the assistant director's office, along with that there's also a dedicated.

I

Programming space that we now have where we offer pre-k youth, adult classes and leagues.

I

It's also home to special events and meeting space as well.

I

And actually, as karen mentioned, with after school programming, we actually have put in.

I

After school programs that happen in the spring and they're scheduled for the fall as well.

I

To you know, help different parents to have different options for after-school programming.

I

Also, we are there to support the local non-profits that are in the building, which include seacoast.

I

Community school krempel center seacoast outright child advocacy center of rockingham.

I

County and the portsmouth adult education. So next I'm just going to show you a couple quick.

I

Photos here so that's the main entrance of the building and also let me just point out if, if.

I

Anyone has not been to the building, uh please feel free to contact me. I'm happy to give tours.

I

Of the building, I do it all the time I happen to show off the space, but that is the main entrance.

I

This is the uh the wing of which uh lister would be.

I

Located on the bottom floor there- and there is a dedicated uh entrance all.

I

The way to the right there that would be a secure entrance for the school.

I

Next up, this is the grass field, which is located behind the tennis courts and basketball courts.

I

Just a multi-use field: this is the cafe area.

I

This is obviously the gymnasium and also the stage area.

I

And finally, this is the greenhouse area behind the building.

I

And also, if you look to the to the right of the greenhouses, multiple agencies also use.

I

The backspace that out there for raised bed gardens for their programs as well.

I

So I'll turn this now over to peter rice. Thank you todd good evening, peter rice, director of public.

F

Works, um as you may know, uh the department of public works is responsible for the maintenance of.

F

City facilities and with the acquisition of the community campus, uh we took on the role of.

F

Maintaining this facility, along with the trails and parking lots and other uh assets and.

F

Amenities to the facility, um the the facilities uh include areas that are common and then there.

F

Are areas that the tenants occupy the tenants are responsible for their own custodial services, uh so.

F

In this case, we were anticipating that the school would have their own custodial folks in there in.

F

That section that the lister academy would be, but in the common areas we would be responsible.

F

uh For the maintenance there is a contracted custodial service that would be available if the.

F

School found that more cost effective than hiring additional staff or having spreading their staff.

F

Around so that is an option that we would work closely with nathan and his staff on.

F

The scheduling of common areas is coordinated with the recreation department, along with the.

F

Fields and outdoor spaces: this is similar to our collaborative work already undertaken at.

F

The at the connie bean center um so there's a a track record and a history of our ability to.

F

Coordinate with uh with the school, and we have a close relationship with with.

F

Your staff, so uh with that uh very brief description of our facilities, operations.

G

When we were at that slide of the gym, I I leaned over to todd and was reminded that.

G

We have a current agreement with the high school to use the gym at community campus.

G

While the high school gym is being renovated and wanted to tell you one other thing.

G

When we had our grand opening one of the tenants it was back in june and one of the tenants I.

G

Believe it was rockingham community action or child advocacy folks. She thanked the city.

G

Because she noticed and so did the other tenants, they noticed an immediate improvement in the.

G

Upkeep of the building, both inside and out and to be fair, the foundation did many things very well.

G

But they land being a landlord, may not have been one of their first priorities, and I can assure you.

G

That as the the new uh owner and operator of the facility, that is a top of mind for us, so it was.

G

Nice to hear that recognized and, and that would be our goal to maintain that kind of level of service.

G

To to the tenants of which we would be some so uh we've we've gone over the proposed action tonight.

G

Where now we're here, just to answer any questions and to thank you for the consideration, thank you.

B

Karen todd and peter um nathan did you want to say something or just came to join your office. Okay,.

B

Okay, well, why don't we open it up to board members? Do we have any board members that.

B

Have any questions any carrie just you know, I know that this has been such a rush thing and thank you.

D

For all of this, I it's an amazing resource. My off my old office was in that picture, so I have.

D

Some sentimental, I'm so glad it's staying as a facility um as intended to support nonprofits.

D

And good work, I'm just curious about the um about sort of the timeline. The next steps and um we've.

D

Had transition with zach coming in and all of that just kind of if you could walk us through.

D

What's going to happen from here with lister, what families of lister kids can.

D

Expect things like that, so nathan, I might lean on you a little bit on this one in terms of.

C

Some of the timeline on specifically lister.

C

I'll, just the quick version I'll give you from, I had the opportunity to get the tour.

C

So the tour was great um and uh the short version- and you appreciate this, having been in that.

C

Facility, if you go from where lister is now to this other facility, it's you know what we're going.

C

To be able to offer, students is it's, you know it's remarkable. What we're going to be able to do.

C

um In terms of the timeline, I think the short version would I that I can. I can take it as far.

C

As there was the conversation of january uh at one point, you know that's not realistic uh and um and.

C

Now we're in we're having some conversations about what is a realistic timeline for lister, with the.

C

Goal with the I think the initial conversation with the board has last been. I think this is my.

C

Impression was the possibility of next fall, um but I you know, I'm always conservative in the.

C

Way in which I approach these things, and I would say that even I think next fall, we have several.

C

More things to determine, um including um some fit up conversations about that space, because.

C

As it is currently designed is not you know, it's not designed to do some classroom work, so we don't.

C

We don't have all those answers, yet is the honest answer we're over there with with kenny.

C

um Exploring the space and talking about what we think we need to do, but I think what's important.

C

To know is that we are, you know, we're not. You know where we're at this point is we're not.

C

Ready to move into a finished space we've got some work to do before. That would be ready. So I don't.

C

Know if nathan would have anything I I think I would. I would make two comments one. I would.

J

Tell you that the the city took the initiative uh uh this this spring after securing and having.

J

Access to the space to engage uh the services of an architect that actually was involved in.

J

The initial design did the initial design of the building, and so has all the benefit of knowing.

J

What what the building is and how it's been used and the synergies that already have existed.

J

uh And and that team met with the folks at lister, the staff, the nancy roy, the principal.

J

They worked multiple meetings to establish what what they anticipate the space needs to be.

J

For that, for that space and then um conceptualized a fit out just to make sure that what they think.

J

They need so. You have a science teacher and a math teacher. You need classrooms, what they need.

J

Can fit in the space that we've identified for lister academy? That's really the extent of the.

J

Work, that's been done right now is to say yeah what you need can be made to fit in that space.

J

I think that the second comment I would make is that I believe that the conversation tonight and.

J

The action that's being asked of you specifically does not include dates. It's really. It's really.

J

That this board has yet to be. uh Can I say that formally informally and in a position or has not.

J

Formally stated that we intend to move- and I think the city is looking for that now so there's no.

J

Dates included. We certainly have the opportunity to do this and do this right, um but but it.

J

Was important for us now to come on the record that we agree with everything that's been said.

J

Publicly, for a long time now that we are excited to have lister have the opportunity to move there.

A

Hope so I just wanted to say thank you first, I know this has been a long and twisty road and.

A

I appreciate the city working with us to come to this conclusion. I think it's great.

A

Opportunities out there and I think, there's great space to continue to collaborate from.

A

A recreational standpoint, and so I appreciate todd that you continue to extend that invitation.

A

To the schools, I have a few questions: um I'll try to combine them, one around tenant contracts.

A

I'm just curious how long the current tenants are contracted to be there and do we see any overturn.

A

Coming in and if so when, and what the stipulations will be for filling new contracts. Secondly, because.

A

I know you're good at remembering questions so I'll, throw them at you. um How many you got around.

G

Around the cost, um do we have an idea when we have when we have numbers for cost, for the fitting of.

A

Of uh lister academy and how those will be absorbed just I know, we've had conversations.

A

About it, but I'm not sure exactly where it landed. I just want to know for the public to.

A

Be able to hear where that has landed, um and then I do have concern about the the dire needs of the.

A

Sherburne building for another year and how we're going to be addressing maybe some of their needs.

G

I'll take the tenant question and I'll punt on the second question, to either peter or.

G

Nathan but uh all of the current tenant contracts run through the calendar year of 24. Okay and.

G

We were happy to assume and and have a sign to us, the existing contracts. It's our intention to renew.

G

With all the existing tenants should they wish to stay, I think what remains to be seen is: is there.

G

Space for other tenancies, whether they be city uses or other, and that's part of our due diligence.

G

But that would not speak to the space that would be set aside for lister. Okay. Thank you very much.

J

So I guess I'm not sure that I can I'm not sure that I can't peter might be able to help me guess.

J

Guesstimate, when we might be able to assign some level of cost to it, we are. It is clear.

J

To us that there will be cost, uh you know that we had a lengthy conversation for some number of.

J

Weeks or months about uh dollars that we might invest previously in the purchase or you know.

J

Acquisition of the space in our last iteration, uh we looked at some of the ester dollars that.

J

We might allocate to doing some of that fit out my humble opinion, walking it is that the costs may.

J

Certainly, look greater than what we had set aside in that and we were gonna. We're gonna have to be.

J

Creative to try to come up with other ways that we might secure financing and make that happen.

J

Part of that weighs on the conversation about. When can we finish this project and make the.

J

Move happen and so we'll be exploring that coming out of the visit that we had most recently, we.

J

Started to bang our heads back and forth about what are our options and, and is there a shell.

J

Game that can be made to work within the timelines that we have certain funding available to us. So.

J

We don't have any answers right now how quickly that that space needs assessment turns into.

J

Estimated dollars, can you can you guesstimate that for me, if you want it, I mean it could come.

F

Together relatively quickly, but when you do facilities planning, there's a uh what.

F

They call a um contingency which is a much higher number than when you get down into refined detail.

F

Of a design, but we could probably turn something around, I would think within.

F

A month to get at least a you know that initial level of planning number um the the potential.

F

You know having the fit out and and conceptual layout already done, uh really goes a long way.

F

uh To be able to accomplish that, so I think, having you know a clear direction from you all.

F

Was was really where we were waiting and once we have that we'll be able to come back and.

F

um You know we obviously nathan and I work closely together on a lot of stuff and we would continue.

F

To work closely on this project and then just regarding the needs of sherburne, like with.

A

Heat and other things for this year do we have the dollars to address any of their needs.

A

Where do those that I'll wait for mr linchi to text me, because normally this time this.

J

Is when the phone buzzes in the middle of a football game, I guess I'm going to tell you that.

J

Our operating budget has uh project maintenance project dollars, which are uh some of it targeted.

J

And some of the contingency anticipating in each of our buildings, the work that will have to be.

J

Done to make repairs and um and upgrades as things as things falter like they do during a year, so.

J

There are dollars that are allocated there for the work at sherburne, but let me step back and clarify.

J

That those budgeted dollars are no different this year than they have been in recent years, which are.

J

A band-aid level of budgeting really just to make sure that the place has continued to make it make.

J

Safe yeah, it's continued to be made safe so that we can have students and staff there regularly.

J

So that's it's! The continuing the boiler plant is still working, so there continues to be heat.

J

Right now, there's I don't believe anything leaking through the ceiling, but it's you know. I I'm not.

J

Going to celebrate the facility uh at this point otherwise, but we do expect that it can be kept.

J

Safe for staff and students for another cycle- okay, thank you. Does anyone else have a question.

K

Liz two two separate questions. uh First question: my biggest concern with the community campus and.

K

Lister academy, being there was exposure to the children to the outside as far as security.

K

Goes and so I was curious if there has been any more thought put into this particularly.

K

It could be totally off on this, but my understanding was that.

K

Families first may have transitioned to another location, so they can offer more services to people.

K

A wider demographic of people, including including people with criminal. You know criminal backgrounds.

K

Given that the the portsmouth rec department's using it- I don't know um you know, is there.

K

Are we now if the portion of the rec department's opening it the city owns it, are we now opening it.

K

Up to the wider, broader community and therefore the children, I guess I'm just wondering what.

K

What kind of barriers or parameters I mean? Obviously I want the kids to be able to use.

K

The whole space, if they're able to but I'm a little bit concerned with that sort of.

K

Protection piece that we have in other schools, where our other schools are sort of blocked off.

J

And I mean I know, there's probably parts of this- that maybe the police need to get into and.

K

Probably can't be discussed publicly, but I guess I just wanted to understand that a little bit and.

K

And also maybe understand: if there's, if there are barriers, are there barriers right now that need to.

K

Be addressed so I let me start with a piece of that and say that the family's first space that.

J

We expect that lister academy would occupy is on the basement of that basement. It's on the lower.

J

Level, it's a it's. It was in the picture that todd showed you and that lower level by the simple fit.

J

Out that's been identified. Right now would be a secured space, so we would have an airlocked.

J

Entrance that is pre-existing there, where our traffic would come in, go from the building.

J

The other end of our space, if you will would be, I believe that in our design we contemplated that.

J

It would be lockable in both directions, really so that it would not be. It doesn't have to serve as a.

J

Fire exit so that it can be locked from within, so that we're not we're not exiting into the building.

J

Without some intention, but also locked and secure, so that nobody from the rest of the building is.

J

Is entering the space? Having said that, there's a common space gymnasium upstairs and other areas.

J

On the campus that we expect that the students would use, but as a as a school, the expectation.

J

Was that we would have a locked exterior and so by design? We think we would I'll stop there, and I.

K

Guess to ask a clarifying question would be to the to the city. Essentially, and maybe this is a legal.

K

Question needs to be answered. Are we allowing sex offenders and folks with criminal records.

K

To come on to the community campus, given that there's the portsmouth rec department and it's now.

K

A city-owned space, I don't know, if you know, can we still block those type of folks from entering.

K

um Facilities and and provides for I don't know if you could. Maybe that could be like a follow-up if.

K

Somebody can answer for me at a later date. I guess that would be sort of my concern there. I feel like.

D

I have context that might be helpful. Do you harry? Do you want to address that? If you don't mind.

G

What I think would get to the heart of your question in the form of an answer would be.

G

The legal department's uh understanding of accessibility of municipal buildings.

G

But todd can speak briefly to the security measures that we've taken up since march.

I

So when the city took the building over, we've instituted a couple of different things. One there.

I

Was already a security camera system in the entire building, so we kept that that's all still.

I

Working one of the major things, though, was there were five different outside entrances to enter the.

I

Building um and and had been that way for quite a while, we now all all, except for one. We only have.

I

The main entrance, the picture, the first picture- I showed you that is now the only entrance to enter.

I

And exit the building, we now have staff that are at the front reception area as soon as you walk in.

I

And they they are there from pretty much the time. The building's open until the time that we close.

I

um And so you know there is, you know they become the first point of contact um for anyone that.

I

Comes into the building, and also there are panic buttons throughout the building to all.

I

The different agencies and tenants and stuff so in fact actually just about- I guess, maybe last month.

I

um I had a full walk through with rochelle jones and some of the tenants as part of an overview of.

I

All of the security for the building and it's part of the um we have tenant meetings um that will be.

I

Coming up and that will be addressed, you know from time to time just to make sure everyone's.

I

On the same page, with all that, okay, great, thank you and then uh my last question uh also to you.

K

Todd too, you had mentioned after school programs. There's talk of after school programs. Obviously,.

K

School starts in three weeks. The big issue that we had last year was everybody's back.

K

To work everybody's back in the office and what do we have for full-time programs.

K

We, the programs at each school, my understanding at least for dondero was peak, was completely full.

K

And I I assume this year is probably going to be no different. We offer gundalo, I mean gondolo has a.

K

Program with ymca in greenland that we had been bussing to you're talking about busing to your.

K

Possible after-school programs: are you talking a full-time program or are you talking.

K

um You know one day a week for a certain time, and I guess my concern would be is if we're.

K

Having busing issues, I'd prefer busing. You know it's great to have these activities, but.

K

I prefer that we focus busing in on the full-time. You know employment situation.

K

Given everybody's demographic right now with covenant, inflation and whatnot.

I

So my long-term vision for that building is yes to the wreck, for the recreation department to.

I

Work together, possibly with the seacoast community school we've already actually had these talks already to offer a citywide after-school program. However, with the city just.

I

Acquiring the building you know in march that wasn't able to happen for this fall.

I

So it's something on our radar, it's something that I really want to see happen. It's one of the.

I

Biggest things that when we were talking about acquiring the building that I you know, I.

I

Pitched the city about how it was going to help the recreation department. So you know, as a parent.

I

And someone who actually goes to the peak program, you know I do recognize and I've spoken to a lot.

I

Of the principals- and we we do recognize as a city that we need more after school help.

I

Full-Time, however, in the meantime, we we have set up. Our fall. Programming guide is going to be out.

I

Like the end of august, I'm thinking off top my head, I want to say we have stuff.

I

At least four days a week after school there- um and I I worked with nathan last spring-.

I

To be able to get transportation there um to three different programs that we had and went off.

I

Without a hitch, um at least, I hope uh and um and so we're hoping to try to get that back, this fall.

I

And make sure that um you know that we can offer that. And I a lot of the programs that I'm working.

I

With it was everyone's really excited, you know about being able to offer that new hampshire.

I

Theater project is a good example of we were doing partnering with them on classes at their theater.

I

And but they are really excited that they're like oh: no, if we can get kids there and.

I

You know like we're gonna, you know this program's gonna flourish, we're gonna be able to do all these.

I

Different things so we're you know, so I guess you know this is our short term solution, but.

I

Long term, I definitely would like to see uh more full-time child care. There k through 12.

I

For the programs now or altogether what the plan for busing over there would be k through.

K

12 or middle school focus, I know new heights obviously focused on middle school yeah. You.

I

Know, that's probably more future planning to see what we'd have to do, but um you know I would love.

I

To hit the you know, teenage middle school area, definitely so, okay before we get to lisa and anne.

B

Zach would like to so. I just want to say I appreciate that we're um I just wanted to let.

C

The board know we were just having this dialogue um within the last two days and so we've got.

C

Multiple transportation things we're trying to work through at the moment, um and so that includes.

C

Some conversation about some concerns about our our existing bus routes inside the district.

C

We're also in the midst of conversations with both gundalou and with rack, about what is also possible.

C

Come the fall so we're in a really short time frame and we've got things to print and put out.

C

And we don't have all those answers yet. I know we have some meetings coming up this week. We're.

C

Trying to resolve some of those issues, so I would just say, stay tuned um for now. We're.

C

Working on it, I think our goal is to is, of course, to have our own internal, um normal k-12 operation,.

C

Function, the way it's supposed to and then simultaneously provide as much.

C

um As you know, as much access to opportunities to as many families as we can, but we're still trying.

C

To work with the buses, we have the money we've got and um and trying to partner with, as many of these.

C

Other entities as we can and is the rec department no longer at the middle school and do we need to.

K

Fill that space, I know kids used to go to the rec department ball. You know play ball after.

K

School or whatever, and the rec would cover that versus the middle school, do we need to sort of.

K

Take that well connie bean center is still the con of bean center. um We it's just that.

I

That will be available, for um you know: sports programming and uh and after school, open gym.

I

But this is just the campus is just an additional space for us now. Okay, great, thank you lisa. I have.

H

A super simplistic question I just want to make sure I understand our goal here is just to vote.

H

On the lister move, I'm assuming we'll have an opportunity down the line to have some.

H

More conversations about some of the details in terms of what programming for the school is going.

H

To happen in that space right correct, so we don't need to solve all that right at this right moment.

C

And I think it was important what uh nathan mentioned, which is again this these motions.

C

Don't include a timeline so depending on what we need to do in terms of fit up and and what types.

C

Of dollars, we access will have an impact on what type, what what windows we have in terms of the.

C

Ability to contract to do some of that work. All those things are up in the air, but what we want.

C

To make sure is that the city is in a position to formally hear from us that we are ready to move.

C

In this direction, we have details to work out on our end in terms of some of the programming when.

C

That program will be ready to go, but it's yes, it's twofold. Yes, we are gonna move. We want to.

C

Become a tenant effectively uh and yes, we are um we're ready to turn um the sherburne school back.

C

Over the city for other purposes, so I would be prepared to make motions, but I don't wanna yeah.

B

Well, my question was I: I had been through the tour with the list of academy staff, and so I.

F

Kind of have an idea of what they were hoping for. That was before the architect was involved, but I.

F

I wondered how soon uh they would start working on that. I I realized that the immediate issue was.

F

More important well, and I so I think your emotions- your actions tonight, certainly help the council.

J

You know begin to have its conversation about what might come next uh and because we really hadn't.

J

Formally said anything, I think this is really an important step tonight we did have a great.

J

Tour, I was with you that day. Yes, I will tell you that, with all the transition that we've had what.

J

Really needs to happen next is that we reassemble the blister academy staff with their new director.

J

And dig deeper into the work. That's already been done by the architect to make sure that we give.

J

Feedback before we start talking about how we would really do it and what it would really cost.

J

The work looks like it does speak very specifically to what the staff had asked for.

J

I think that was the idea. Ultimately, I think they're uh they're a new team with.

J

New leadership and we want to actually massage that a bit and make sure that it's going to work.

J

For the near term and the longer term so that'll come next, but I expect that that will happen.

J

As we get school open and the staff make, you know, the staff are back, we'll be we'll be doing that so.

J

In the next next month or two, thank you nate. Thank you. Any other questions from board members.

B

Okay, um if anyone would like to make a motion that we move um item 10a and 10b.

B

Up so that we can vote on this now since we're talking about it, do we have a motion to do that.

K

Motion to move 10a and 10b second, okay, so the motion on the floor is consideration and.

B

Approval to move to relocate the lister academy program from sherburne school to the former.

B

Community campus building upon completion of necessary renovations to accommodate the program.

B

Move to approve second: do we have a second lisa, all in favor or discussion, any discussion.

B

Okay, the second motion consideration and approval pursuant to rsa 199.

B

411 to transfer care and control of the sherben school to the city of portsmouth by the portsmouth.

B

School department upon relocation of the lister academy program to the former community campus.

K

A quick discussion- sorry just to throw this in there- is there a way that the school board could.

K

Become be a prize of everything that's going on, I mean it seems like the rec department was able to.

K

Get over there pretty quickly, so, let's say: halfway through the year, we could get lister academy over.

K

There or something worked out like could we, you know, be part of that understanding of the.

K

Process, I know you don't want to rush it, and you know I think I mean we're talking about a whole.

C

Moving a whole school with students and staff to a location you guys are going to be in the loop.

C

As to what what we're doing with that, but I I just to be clear- there is no situation in which we're.

C

Moving in january, that's definite, uh and um so, uh but as as things evolve and as we will we'll keep.

C

In the loop, I guess, or even to use the space like if they're able to transport over there use the.

K

Space if it comes available, I don't know I just I think it's such a great space and I think that.

K

We're you know, there's areas lacking at lister and so if the rec department's able to take advantage.

K

I'd like to see us build to take advantage sooner than later, all right thanks um any other comments.

B

uh All in favor any opposed motion passes karen peter todd. Thank you. So much have a.

B

Great night, another collaboration between the city and the schools. Thank you. Okay,.

E

Said like a good former city council, okay, next on the agenda, we have the superintendent's report.

C

So you, you have a variety of um materials uh in the packet already. I will say I also hand.

C

Carried uh for you, uh you have a stapled copy of summon programming. Those were requests back at our.

C

First meeting in july, just kind of about what was going on in relation to summer programming.

C

uh This is a uh I will not accept. uh You know credit for authorship. This is a compilation of.

C

Things that were provided to me, uh but uh things that I asked people to speak to, I felt were the.

C

Were what was being uh requested, which is basically what is the programming at those.

C

Particular um connected with particular levels or departments, what were the number of students that.

C

Were involved in those programs and how were those students selected to participate in those programs.

C

So you have a variety of different staff members who contributed.

C

The information, the information that you have needless to say, there's a lot of different.

C

Opportunities that target different types of students- sometimes that's connected to.

C

Social economic status- sometimes that is connected to academic need, but it depends on the program.

C

And the funding source. Thank you. Okay. Thank you, zach. I think you have more, though I do.

C

So uh a couple of other uh things just around school opening that are just kind of quick.

C

Quick ones uh I had a meeting today and- and so we weren't able to include anything in the packet.

C

uh Karen outguard is the now I think you'll remember. I think you'll remember that chris.

C

Burke had served as someone who was overseeing our nurses as part on that part, but she was wellness.

C

Quarter coordinator and I think, as we moved into kovic, she took over some responsibilities to.

C

Help out the nursing staff that has now moved to karen who's, the nurse at new franklin, karen and.

C

I had an opportunity to sit down today talk about what adjustments, if any, were coming in for covid.

C

Policies and procedures coming down from the new hampshire department of health and human.

C

Services, uh nurses were told point people around the state were told. I think it was.

C

Yesterday, today that there will be no, they don't anticipate any changes coming um prior to the.

C

Start of the school year now that is all subject to what happens right, um but at the moment that's.

C

What we're building towards is that for and it's important for our staff and our parents to.

C

Understand that we would basically be in a status quo for where we were in the spring and um and.

C

We'll do we'll be doing some communication on that karen and her group are working on some documents.

C

For me, and we anticipate probably about the week before school would start, we would push that out.

C

On a variety of different platforms, to just remind people we're in the same situation as we were when.

C

We left so that's where we're at in relation to that um I'll mention one. That's an older one.

C

Just to repeat, um I do anticipate at one of the or probably in one of the september meetings. We'll do.

C

We'll do some group of us will talk a little bit about uh emergency plans within the district and.

C

Some of the security issues, I'm in the process of going through my review of those things and.

C

Then hope to be meeting before that before I come back to you meeting with um with pd around.

C

Some of the work that they've done uh and um have some folks present to you kind of a.

C

Review of where we're at um what are the things um that could uh you know? Where are we strong.

C

What are some things we intend to work on so that is coming. I anticipate that would be in september.

C

The other one I want to mention is that this was something that um it's a beauty of this.

C

Time of year july was great, very calm, lots of people on vacation, uh nothing happening.

C

When you get into august and then stuff starts popping, so I yesterday I received a email from.

C

The city clerk to let me know uh to in to reach out, because on september, 13th is the primary.

C

uh And um when she checked out our calendar, she said: hey, you look like you're in school and.

C

My understanding is that uh that, for a variety of reasons, around security, that the board in the.

C

Past and the superintendent's office has moved to close schools where voting was going to take place.

C

And I believe that's what the three elementaries and portsmouth middle school the high school is.

C

Not affected, so um I took that information and said: okay, great we're only a couple weeks away.

C

From that having an impact on people uh and uh and then sat down today, we had a meeting with.

C

Principals around a variety of issues, one of the and in that you know, brought this to their.

C

Attention and said well talk to me about what you know what you think about this and to a person.

C

They were like yeah, but we don't have choice. You have to you can't be open on those days so.

C

um I have not yet had an opportunity, because this is all happening pretty fast- to engage uh our our.

C

Various unions to uh talk about any potential impact on the on the contracts and how we could.

C

Structure, something that would fit within the contracts and simultaneously make sure that we are.

C

Not open in those buildings for that day, so I don't have a solution for you yet that is coming.

C

Soon but I would appreciate because we don't have another board meeting until uh that night.

C

Actually right are we gonna need to move that too. uh What's that I guess my question to that.

K

Would be we're scheduled to be in chambers that night? I don't know how primary goes as.

K

Far as the city collecting data, if they use this location at all, I don't know no, they don't have to.

C

um So what I mean, but it is somebody's birthday right yeah, that's why I heard somebody's birthday.

B

Okay, all right so um so the um so anyways would. I would appreciate, because we're in.

C

The awkward situation of not being probably not reconvening prior to that time and very often a.

C

Calendar decision would be a board uh decision uh if you had the ability to empower me within the to.

C

Make an adjustment that one aligns with your: what has been your practice to not have those.

C

Buildings open due to security concerns uh and um that I would do it in consultation with.

C

With our associations and make sure it's communicated properly to parents, I would.

C

Greatly appreciate it would save you from having a special meeting to come back to consider it.

A

And for the record, can you just state which buildings those are for those that might be new.

A

To our community, so I believe yeah, so I believe so as somebody's new to the community I'll say I.

C

Believe that is uh each of the three elementary schools and then portsmouth medical school.

E

Would you like a motion for that, or that would be good if you would be one to do it? Yes, [ __, ].

E

I would like to make a motion to provide the superintendent with the power to alter the school.

E

Calendar to reflect the no school being held at our elementary schools in portsmouth middle school.

E

On election day, in the absence of a board meeting and the elementaries middle school and elementary.

A

School, okay, second and second, michael first and second, all in favor, discussion, real quick.

B

Discussion, yeah, I'm just a little bit concerned. I mean I for as a from a working parent standpoint.

K

You know I was trying to push for the first day of school to start on the 29th instead of the 30th.

K

Because of school contracts, for whatever reason or you know just generally.

K

So we start on tuesday so and then there's no school friday and then there's no school monday.

K

And then so, then, so so that first week of school we're missing two days. The second week of school.

K

A day and then the third week of school a day- and I guess I'm just concerned about coverage.

K

And communicating with after-school programs to be able to have those days open. I mean obviously.

K

I understand that there's this this piece here, but I'm just a little bit concerned with.

K

You know three weeks out and I'm not sure that we have all the after school programs lined up and.

K

All this, I obviously don't want to throw it all on your plate, but I don't want to be put parenting.

C

So uh so I would say I had the same concern so I originally had to reach out from the yeah from the.

C

City, it was like, oh, we are really close and um you know, as people try to learn, line up, work schedules.

C

And we and um you know after school uh care situations and whatnot, I haven't had any of those.

C

Dialogues yet- and this is on me, so I will say you know what was clear to me in both conversations on.

C

The municipal side and within the school system was, you know the fact that people can open carry.

C

During voting yeah yeah, it's like it's, it was like, and it's like, okay, that pretty much.

C

Ends that conversation so now I got to go figure out the other part. Unfortunately, so I was. I was.

C

Very much in that, in that same spot, and I I want to do everything I can to try to solve.

C

Those issues but the yeah, the um the potential for weapons in our buildings, you know yeah. I guess I.

K

Just I guess I just wanted to say that out loud just to sort of say you know, is it if if these.

K

After-School programs cannot pick up the slack in covering that day or any of the days. I don't know.

K

If we can get creative to offer after you know some sort of programming for kids, that don't.

K

Have a place to go would be yep, and I I I will accept more what's possible, what's hard for me, is.

C

Yeah, I don't know within our existing staffing patterns, our existing collective bargaining.

C

Agreements, what will or will not be possible? Like I said I don't have a solution tonight.

C

um But I we would work to do what we can to try to alleviate as much of that strain as we can.

C

Because the window is so short, we'll see what we're able to do all right. Thank you. Zachary.

D

um Just as just specifics, um similar concern to liz with school coverage.

D

You know ymca peak community and also maybe rack like just giving even a heads up for that, because.

D

um All of those have covered school out days um in the past and just making sure they have time too.

A

So my concern is around communication, because that reward comes up a lot and this district and the.

C

Lack of yes enough notice, so I understand you, don't have a date tonight or solution.

A

But when can you expect to get communication out to people once you have and where should.

A

They be looking for so we had an inter. We had a conversation. um That kind of I think we mentioned.

C

Some of this, the retreat the other night, the pa that sometimes putting out partial information.

F

Before you have perfect information is, is the way to go so so I don't anticipate in the next couple.

C

Within the next 48 hours, or so once I have my initial quick dialogues with folks, even.

C

If I don't have the perfect solutions yet I'll be announcing their parents that this was, you know, this is something that uh that was. We need to correct um and then we're.

C

Trying to work with partners to find solutions, but we need to be aware right now that, as of now.

C

We know this, would you know, we know the schools will be closed and we're working on what else.

C

Would would happen, but here's that information so any other- um and I just wanted to mention.

B

For zach that parents will be most they'll, be very understanding, because when we have a regular.

F

Election in november that we always have parent conference day so that there are no children in.

F

The school so right, they were aware of that. So I think ann just offered to take my kid for the day.

A

Just just to clarify when we say the schools were very close, the buildings will be closed, but is.

A

Remote an option is that on the table, so I just want to clarify that yep nick no day would remote.

I

Be possible because isn't there a state law that says you can't do remote unless it's a snow day.

A

Or, and have it count or would that not matter that was the sununu proclamation last year.

G

I like, on august, 9th dealing with snow day like scenarios, uh so uh so I don't know the answer to.

B

Your question, but it's a good: it's a good inquiry and I'll see what I can find out. Anyone else.

B

All in favor of the motion, hi hi any opposed motion passes. Okay, thank you. Zach.

B

And are you finished, did you talk about that? I mean the letter letter. I think we put the letter.

C

Back in because I think we referenced it at a previous meeting around uh safety concerns, so I.

C

Think there was a desire to include the letter again just as a refresher for people um around.

C

The statement from the city and schools, okay- and it shows the cooperation we have with our police.

B

Department, I think, which um we're fortunate to have that many communities, don't so okay on to old.

B

Business uh second board retreat is august 22nd from five to eight in the school board conference.

B

I'm sorry I had a question for the super after the superintendent's report. Okay, um so uh maybe just.

K

uh I just want to comment and just say thank you for this summer programming and I honestly like.

K

Think this would be great just to continue to use year after year, to sort of now you already.

K

Have a model of what we do, I guess um so this is great and then so my my question, though, was.

K

You had mentioned that dhhs and covid policies. Things were going to stay. The same was there any.

K

Clarification about this bit and I don't know if you need to get back to me as far as um because we.

K

Received feedback about it, but towards the end of last year there was an email that came out.

K

I don't know that the board was ever really flagged to the the instance of it, but it basically.

K

Said something like if you were fully vaccinated, you could return to school. If you weren't fully.

K

Vaccinated you had to stay out of school for 10 days or something to that effect per state.

K

Guidelines or whatever so when you're saying that nothing's changing is that? Are you saying that.

K

That um that is going to still stay in effect, or what do you know what the what that sort.

K

Of guideline might be, I don't know around that specific issue, but I can definitely inform them.

C

I think that's going to inform everybody in the community, but I think that's going to be a huge.

K

Question: okay, all right I mean our goal is to be will be to be as specific in what we communicate.

C

As possible, while not overwhelming people with what we communicate at the same time, so um so.

C

Like I said, karen and her crew are working on some documents and then um I think anyways we'll try.

C

To be as clear as we possibly can and I'll I'll make sure we're clear about that. Okay, thank you.

B

Okay, so the board retreat august 22nd 5-8. I think everyone knows about that. um We move on to.

B

Consideration and approval pursuant to rsa, oh no. We already did that. No, we haven't done it yeah. We.

B

Did yeah we did b we're on to c um consideration and approval of policies the single reading. It's.

B

Respect bca respect, g-b-e-b-e and respect j-I-c-d, and we have those all in our packets.

B

So so what I can say from the policy committee is there: we have them for single reading, um because.

E

They how it appeared in our policy handbook was. It was the same policy in all three sections and the.

E

um The language didn't match necessarily the um cohort that the policy was applying towards so.

E

um The edits that were done, as you can see in the transcript that you're provided with.

E

Was to clean up the language so that it was more delineated as to who the policy was referring to.

E

You also got from me when we walked into meeting today, and I don't know where I put it.

E

It has highlights on it, which were the suggested um proposed. Thank you to our new editing process.

E

It has really helped reset. Thank you received information um before we get to the meetings.

E

So that I highlighted for you some of the language changes that we can consider tonight for bca.

E

G-B-E-B-E and j-I-c-d-e in case folks, don't know all of our policies are coded. The letter code.

E

Refers to the group that the policies are referring to so anything in the b is always.

E

Referring to the board, anything in the g is always referring to personnel and anything in the j or.

E

Student related policies, so when you see that first proposed change under each one, there was.

E

Feedback that it's not always clear, if you don't know those codes who the policy is relating to so.

E

When it says respect they're all code, they're, all titled respect, could we consider saying respect.

E

Colon school board, respect colon personnel, respect colon students and then the second um comments.

E

That are in there and then I'll stay quiet. I had to do the semantics of the way in which that first.

E

Paragraph read: ultimately, these policies are to say that we expect respectful behavior from all.

E

Members that are interacting in our schools and it clarifies what respectful behavior is.

E

It then would say that under each group it is that group we expect students to be respectful.

E

To teachers, parents, guardians, community, members, etc, we expect board members to be respectful too.

E

And we would expect staff members to be respectful too. So that is the first change that you're seeing.

E

And then the second proposed change had to do with the way that we worded um not that we the way that.

E

The work the wording was done for reporting the procedure for reporting. The language was a bit.

E

Vague and so what you're seeing and the highlighted changes there would be in like step.

E

With the policy bca under procedure, so g b, e b e lines, 10 and 11 would be changed to say any person.

E

Who alleges a violation of this policy is asked to immediately report any violation of this policy by.

E

An employee to the assistant, superintendent or the superintendent, um and so on and so forth. You can. I.

E

Don't need to read them verbatim, but um so that's that set of policies. There was um the only thing.

E

As I said, we did was clean up that the language coordinated with the cohort it represented.

B

Okay, do we have any questions comments? Lisa, one quick comment: I love putting who the policy.

H

Applies to on the top, because I do think if you don't know that alphabet soup of letters like.

H

Just as a community member or somebody coming in, it is very hard to know what you're looking.

H

At so, I think that's a great thing, and I would love you to consider doing that. For.

H

All of the policies as they come up if that's possible and appropriate, because it's great.

H

And I have just a quick question about the bca, the school board one and it may be a later discussion.

H

But I wondered first of all: would we want to have any question of um an issue be reviewed by both.

H

The chair and the vice chair, just so there's two people at the table and it potentially could just.

H

Be like a little bit more, I mean I don't know it just sounds a little better to me. That way,.

H

And then also, I don't believe that this is referring to ethics violations, because that's a.

H

Separate city issue, so that does not need to be in this policy. That's correct! Okay, that was discussed.

E

So are you just just so I have it clear from my notes. So I'm just asking to say, chair and under.

E

Line 18., I don't have the whole policy in front of me. I thought I did, but I don't see it got it.

H

Because it happened, I think it would be line 17. Sorry, thank you meeting with the chairperson and.

F

Vice chair, yes, thank you. If we're formalizing the language and like that, should we have a specific.

I

uh Policy for if the chairperson, or vice chairperson, are the ones.

K

Yeah, that's in there substantiate claims in question. That's in there that's the last line, but.

I

But in the event that, because we need two people at the table or we're looking to have two people.

I

At the table, if, if the vice chairperson is um meeting with the chairperson, then.

I

That's only one person great idea, any suggestions on who that [, __ ].

D

That's how we do our ethics committee appointee thanks.

D

For the big winner here, yeah, that's brian right, you're, just gonna go in there. Yeah.

B

Ethics board: okay, the representative okay, so it's just for a year.

B

Did everyone get those two changes on line 17? It's going to say.

B

Chairperson and vice chairperson and then on line uh 18, it will say vice.

B

Vice chairperson, slash selected uh board member selected at random.

A

Excuse me morgan, yes, um so just to clarify to lisa's point that this is responding to respect.

A

And not the ethics, our ethics policy is where can I um no? No? No. No. She asks [ __ ] to address okay.

E

Liz is on the policy committee. She can yeah. I was going to vote before lisa had I was going to make.

K

The comment about the ethics part- I think that was a big part of our conversation and the ethics.

K

Guidelines that apply to the school board members are in the city charter.

K

um And it's the same or similar the same as it would apply elsewhere. So any sort of any sort.

K

Of uh ethics, specific violation should be going through that process. This is more respect and.

K

So it's so I'm sorry, I understand no need to say more, I get it! Thank you and it actually. It.

E

Brought up the point that I forgot to mention that this co, this policy bca, why we have it.

E

In front of us does need to be recoded because the school board association, bca.

E

Is the school board code of ethics uh or code norms, and so that is not bca so.

E

It will be recoded, it'll still be in the b's. We have to look at all the other letters to.

E

Make sure there's not a conflict just know that it will be recoded because there's a conflict.

E

Of coding, but it will begin with a b. It will begin with a b. Okay. Okay, should we vote on these.

H

Oh one more question and I'm sorry: I'm just trying to understand the mechanics.

F

But we have the board norms. Is there a reason that we're not referencing them in this policy.

K

I think that I'm sorry followed, I think. Well, I think the discussion that we had was basically.

K

What are we getting at with this policy, and what did we get at with the ethics policy, and I think.

K

Anything that's substantiated or that's like a serious concern should be run through the ethics.

K

Process, this is more of a um which it seems like semantics to some extent, but this is more of a.

K

I'm trying to figure out the for lack of better terms. If you know a conversation about respect.

K

You know if there was really any line crossed then it would go towards that. I think it's some.

K

Of the policy in creating policy and limiting the policy and not adding in extra policy, is to sort.

K

Of make it clear that you know if somebody felt like there was a lack of respect or a lack of.

K

Courteous regard or treatment, I think, is the legal term. um Then it would go through this process and.

K

The chair would have a meeting, so it essentially wouldn't. This is more a requirement. I believe.

K

Under um I don't know if it's a requirement under the statute or requirement under um this, the state.

K

uh School board association recommends it, but it may be a statutory requirement, and so um I would.

K

Just hesitate to add, I think the hesitation would be to add more to it in reality. um It's you know.

K

I think it covers um that piece lisa, so I think that I let zach speak first. I want to speak to I.

C

Your know we both jumped sorry. It's quick, though I think my question is just I understand what you're.

H

Saying liz, but I believe if there was a specific state statute, it would be referenced in here and.

H

I'm not seeing it and my understanding of the new hampshire school board policies is. There are.

H

Suggestions that we should certainly consider and understand, but we don't have to follow verbatim.

H

And I would like us to consider having our board norms have some sort of force so that, if they're.

H

Not followed there's at least a conversation about it doesn't mean, like you know, we're being punitive.

H

Or whatever, but I guess like for the student respect policy for the staff, respect policy.

H

There's some sort of mention of what happens and we don't have that, and so I guess I'm curious.

H

About even if we just add not to list every single norm and codify it, so we have to change it.

H

Whenever we have different people come on and off, but just to say that there's an expectation that.

H

You would follow the norms that are agreed upon by the board yep. I guess I would say I.

C

Think your last for me, your last point is the most important one, which is it's the um once you codify.

C

It it rolls on beyond, and I don't want to list every single thing, so I mean my thing is when I.

C

Think about norms, and we were we were just norm. We were norming uh the other day with principals and.

C

One of the things we talked about was uh with a well with your paid leadership. People uh was that.

C

Every time if at any year we have one different person join the group, we should really renorm.

C

Because it's now we're a different group and we're all gonna, you know we're all gonna kind of pinball.

C

Off each other in different ways, um and we might need different things and so for me, the norms are.

C

More about a agreements between all of you about the way in which you agree.

C

And their informal agreements about how you agree to operate with one another, um as opposed to.

C

Something you would clarify, but I hear I also hear the desire and maybe the city council. They don't.

C

Call them norms, they have rules and regulations, rules and regulations. This page is long, so so.

C

They have very, they have codified like this is how you will behave yourself and here's how you want.

C

um That wasn't necessarily, I think, what we were trying to do in the retreat. The other night. That's.

A

Just my opinion hope, so I I just want to make a comment about that um for a couple of reasons. One.

A

I think if you look at this respect, policy number one. It's policy, I am in agreement.

A

With zach that when I look at the norms, I think that's more of a procedural agreement between us.

A

And that can change a lot, so it would mean that, depending on how we word it, you'd have to.

A

Change the policy language a lot too, but this policy, if you look at the procedures, is not around.

A

How just the board is interacting with one another: it's the board, interacting with employees, students.

A

Parents, guardians and members of the public that is outside of our board norms, and so I don't feel.

A

That the board norms that are between the nine of us procedurally of how we will operate, need.

A

To be included in something, that's really when you look at walking through the procedure, anyone who.

A

Has allegations of violation of this policy to ask to immediately report any violation of this policy.

A

By a school board member, I could make a violent violation as a school board. Member to anyone in.

A

Our community that could be alleged against me and then that would be reported to the assistant.

A

Superintendent or superintendent, so those are very separate components of operation. If you look at it.

F

Pip and then carry I'm good. I agree with hope that that they are um separate. However, I don't.

F

Agree that we couldn't list that we couldn't include just even just the phrase, including the.

F

Norms established by the board for interaction within the board or where would you put that.

F

um Maybe where it says, respectful behavior is defined as courteous regard.

F

I'm not actually sure where exactly where I'd put it yet, but maybe.

B

One another: it defines what what the behaviors are, that we're expecting, because that way, the.

F

The board norms could change every year, but but I think that respecting the board norms is sort of a.

F

Key aspect of whether we all respect each other in our interactions, so it does feel like it belongs.

F

Here in terms of board member behavior, well you're right, pip that it could possibly be.

A

Slipped up civil, I have my hand up, I'm sorry, carrie was going first. I called on kerry first.

B

So I I hear the discussion in the norming piece, but I I don't. I think that any member.

D

Could say that a violation of a norm was part of violation of respect, so I don't. I don't see that.

D

I would be in favor of stopping discussion on that and just acknowledging that consensus.

D

Of like that might be the approach you take if you feel like there is a lack of respect.

D

But I don't think we need to spell it out in here. That's my opinion. Liz. um I think that the.

K

The policy is really geared towards um school board members and how they're interacting.

K

With the public or how those schools, so I think that's really where we're getting at. I understand.

K

You know, obviously we all want to be respectful of each other, but we're all in elected positions to.

K

Sort of speak our mind, and so you know if I say something that somebody else doesn't agree with.

K

Does it go against uh respect it? You know, I think, and I think part of this conversation is like well.

K

What is respect you know because I didn't hold the door for you. Am I being disrespectful, so I guess.

K

My for lack of better terms, I think this policy is a little bit fluffy and I and I guess I would.

K

Hesitate to sort of expand it on beyond anything else. If somebody had a serious ethics concern with.

K

How somebody was acting that would go through the ethics policy. Obviously I want to take the policy.

K

Seriously, but I I I hesitate to sort of expand it any further than where it's at and that's.

K

What I recommend? Okay, if we finish the discussion um all right, can I just clear.

E

Can I just clarify that um when we take our vote on the respect policies that we are.

E

Also voting to the highlighted changes I have presented to you in yellow, which appear in.

E

This copy, but not in the copy you received in your packet, I just that's why they're in type.

E

The highlighted section shows the proposed change to what is in the um what your packet.

E

Shows as the policy and could you just clarify the additional changes, so we added school board.

D

Chairperson and vice chair, yes or blah blah blah, plus the highlighted change, was there any others.

D

Yes, correct, I have in bca, there was no other as well. Those are the ones, but the other two were.

A

Changed to mirror the language of the bca for any person who alleges a violation of this policy.

A

Is asked to immediately report any violation of this policy by a, and it would be whichever body.

A

So if it's the student, it would be student there if it's an employee of the employee.

A

There, if it's school board, it'd, be school board there, whichever body the policy is referring to.

A

Does that make sense? I'm not sure I think my question was answered, though I don't know.

D

What okay, so the only change to the bca is the chairperson vice chairperson and then the vice.

B

Chairperson and a board member selected at random um and then we're we're changing line. Three.

B

Treated with respect by school board, members and they're working, so those are the three changes to.

B

That one more policy you're gonna need to put the vice chair yeah for the. um So if the vice chair is.

K

The respect issue, then it would be the chair and second person right right right, so that is line.

E

17 18. right, yes, okay, okay and then we're also changing the title and the code that the code.

E

Will get changed which we don't know, but it will include b and the title will say, respect.

E

Colon school board, I wonder if we should vote on this right now, while it's fresh in our minds.

B

Okay, do we have a motion to approve bca respect? We have referrals together right now, we're just.

E

Doing this one? Yes, this is for first reading, it's actually technically listed as a single reading.

E

Because um it was recently approved, this was just our teasing out the language, so it does not have.

E

To go through a second reading: okay, thank you for the clarification move to approve with the changes.

B

Thank you pip. Second, second: okay, all in favor, aye, aye, aye, aye, okay, let's move on to g b e b e.

B

Margo, do you want to start just to clarify again the title would say, respect colon employees.

E

And then lines 567 to be in lockstep with the others, it would read in order to ensure a.

E

Climate, characterized by mutual respect, employees will practice common courtesy and civil behavior.

E

Towards students, parents, guardians, community members and elected officials in all situations.

E

So that yellow is just reworking that initial blurb to appropriately tied to the group for.

E

Which coding g applies and then um lines 10 11 under um procedures would read instead of what.

E

You have in front of you would read any person who alleges a violation of this policy is asked.

E

To immediately report, any violation of this policy by an employee to the assistant, superintendent.

E

Or the superintendent and I'm noticing an error. There should also say to an administrator the.

E

Assistant superintendent or the superintendent, so there's three people, there's three people.

B

There administrator assistant superintendent, that's a typo okay, any discussion on this.

B

Pip, um it seems to me that in the proposed change number two, which is in lines five, six and seven.

F

um That it should include the words.

F

um To each other, I think because um I think that our last one.

E

Right, the school board, one included that, but the employees should um practice mutual.

F

Respect common courtesy toward each other and then comma students, parents guardians. I.

D

Yeah kerry think it's covered, though, in toward one another does it say toward one.

F

Another yeah it lines up: seven: oh okay! I'm only looking at the proposed changes. I'm sorry! Okay,.

B

Did you get that I have it yeah? Okay? Okay, any other comments about we're after guardians.

B

Yes, we have yeah yeah. That's highlighted got that in okay, everyone in favor of this g b.

B

You know, I'm sorry, I think pip was right, though I mean it didn't translate into number two.

K

Yeah um looking at that right, okay, so just read it to me: it should say practice common.

E

Courtesy and civil behavior towards ensure climate characterization, community members.

E

One another has to be in the beginning, and elected officials will practice.

E

Toward one another students- parents, that's it got dropped. Thank you. I'm I'm with you now.

D

Kudos to the policy committee and this one yeah uh one last small thing.

I

um It seems like the j-I-c-d-e didn't have guardians added to the list.

E

uh Proposed change number two for gi cde: are we doing both of them? The other two together.

D

um Or why don't we vote on this one and we'll move on we'll make it easier for everyone? I'm sorry.

D

I may have been on the wrong one which we're on okay good. Do we have an emotion? Do we have.

B

A motion to approve approve, and yes, second pip, all in favor all right. Any opposed okay motion passes.

B

Now we move on to students j-I-c-d-e so again same changes, except for, as nick just pointed.

E

Out guardians was accidentally left off. I will make sure it says one another for the lines 678.

E

And the um additional line comment: number five was that, since this was a student and.

E

We wanted to make sure that students were never silenced if they were experiencing.

E

Mistreatment, oftentimes, that would re they will feel most comfortable reporting to a.

E

Teacher, but um that additional line is to make sure that the teacher.

E

Takes it takes it up the line um and and passes the concern forward, so that second sentence there.

E

Of if the violation is first reported to a teacher or counselor, it is then their responsibility to.

E

Report the violation to an administrator assistant, superintendent or superintendent.

B

Okay, any comments, that's good. Does that mean do we have a motion to approve jc icde, so moved.

B

Okay, endless um all in favor aye any opposed. Thank you. Everyone motion passes we'll move on to.

E

J, I see okay, extracurricular and co-curricular activities. I think emotion on this one, I'm passing.

E

Out the um one second list, the cleaned up version, a lot of you. It was very difficult to read the.

E

um The policy committee is trying to show you the evolution of the policies as the recommendations.

E

Come about but because there was a lot of recommended changes to igd. Did you guys get.

E

Enough down there, um this is a this is this is the cleaned version of um the one that you read.

E

With the minor change, the policy committee was able to meet on friday, but the packet had already.

E

Gone out- and we acknowledged in that meeting that we recognized it used the term high school when.

E

In fact, this policy would apply to both the middle school and the high school, since those are our two.

E

Schools that have extracurricular co-curricular activities and school athletics, so we took out.

E

Where any reference to high school and put in students, or instead of high school principal, it.

E

Says building principal so that that was the policy committee was able to meet on friday.

E

um So this is the clean version. Here's what I I would say to um set the stage for our conversation.

E

It has been a very long um process of review for the policy committee and one that we.

E

We really appreciated doing. I think this policy to my understanding, having having only been on.

E

The policy committee two years this has frequently come up over the last decade. This policy idg, which.

E

Is being recoded as jja and I think one of the themes the policy committee continued to hear by.

E

Any party involved admin coaches students, parents was, it was almost impossible to find a way to make.

E

The policy equitable there was there was problems on all sides of it and the intention.

E

Of the policy from the get-go was with the wellness of our students in mind that we.

E

Did not want students to be involved in breaking the law right, obviously, drinking.

E

Vaping using drugs, those are against the law and when we took a step back at the policy.

E

And the conversations we heard related to discipline, what we really heard was.

E

The need to be thoughtful and intentional about how we set our students up for success as it.

E

Relates to wellness and then the blurb in the beginning of the policy talks about the value.

E

Of extracurriculars- and I think we can all agree that extracurriculars build our students and and.

E

Make them better citizens and more well-rounded, and what was what came out of our conversations.

E

Was the need to take a larger role in ensuring that we accurately communicate to our students.

E

The dangers of drinking alcohol, drug use on how that can impact their performance. How that can.

E

Impact their team, and so what you're noticing in the change is that we have taken. We have aligned.

E

It with our former jicd policy, which is our main discipline policy in terms of how we respond to.

E

Situations relate related to conduct, and that also refers us to jic. If you read jic.

E

You'll notice that the first line is always a restorative response, where they try to identify.

E

The needs and and repair and get the child back as it was a large common theme that.

E

It was a concern that if extracurriculars were healthy, the removal of extracurriculars.

E

Might um lead us down a path of more behavior problems, so this was an effort to.

E

Be more clear in how we respond and.

E

Also re-emphasize when we are talking about extracurriculars, is to build up the value we place.

E

In them and the the shared responsibility, both the organizers and the participants have and.

E

Understanding when it says good citizen and in good academic standings, we have a.

E

Shared responsibility of openly and continuously renewing what that means, and what that means is.

E

Drinking and doing drugs and those sorts are still against the law um and there are consequences. The.

E

Other change that you will see is. It was not necessarily clear in the first policy that.

E

Extracurriculars and co-curricular activities are privileges, they are not rights, which is why.

E

When a violation comes up, it's the privileges that are the first thing that can be removed.

E

It is not a right, so it was it. Was the policy committee heard often that it was confusing? Why.

E

Certain students were impacted by the previous policy and others were not, and that comes back.

E

Down to what your privilege is that if you are involved in an extracurricular, it's a privilege.

E

And it can be taken away if you are not involved, there's nothing to take away.

E

And I will stop at that and see if the other policy members had anything they wanted to.

E

Add before we delve into a conversation on it, I also placed in that edit form that you just.

E

Got the feedback that I received just so that you have all the comments that member shared with me.

E

To inform the dialogue that we have going forward, do you need here lisa? Do you need that? I think I'm.

H

Trying to share this, do we have pieces of paper? Do other policy committee members would like they.

B

Like to comment first and then we'll open it up to the board yeah I mean I so I in my request to make.

K

A motion was to uh to be a motion to suspend the rules to approve this on a single reading.

K

The reason being, obviously, is that we're starting the school year in three weeks, I think we need to.

K

Have a clear policy going into the school year um as I'm sort of looking at this right now.

K

I see kind of where there might have been some confusion at the policy committee.

K

Meeting about this ineligibility from participation, it still is essentially.

K

Providing some space for the school to act on out-of-school statute violations. The reason why I.

K

Advocated and continue to advocate for.

K

A change in this policy is the fact that, when a child is.

K

Has police involvement or gets busted at a party or something happens outside of school.

K

The police in our portsmouth police department have a great setup to handle that.

K

Interaction as through diversion and other programs which actually encourage extracurricular.

K

Activities to divert kids from using substances or seeking entertainment in other ways should I say.

K

But also our state statutes provide that the are criminals.

K

They're they're, not criminal statutes. The juvenile statutes are supposed to be therapeutic.

K

And not punitive, so it was very concerning to me that um the school takes a punitive approach.

K

Through taking away, um obviously if a child is not being safe towards other students, I understand.

K

Having to remove them from an extracurricular, but I guess I would employ the school and employ the.

K

Superintendent through the principle to create other avenues for addressing through using jic.

K

Jicd and jicdd to have a first line therapeutic approach to any incident that may be brought.

K

To their attention, however, I do not believe that the school should be getting involved in.

K

The out-of-school activities of students, unless they do come in and affect the school day, so we.

K

Did give some examples, or we tried to talk through some examples of what that might look like. Let's.

K

Say there was a party, the party was busted and next thing you know one kid in class everybody's.

K

Talking about him or something's happening, then you know: could the school then bring that child in.

K

um You know talk to the child. Have them go to counseling? It's my understanding right now that.

K

um That the school may employ a method of having each child go to the counselor for 20 minutes.

K

To talk through what's going on, but you know, I really do think that we should have a late act on.

K

Campus at the high school, I think that there needs to be a better approach and.

K

I would employ both the you know: employer both the superintendent and the school board to really.

K

You know think about this, and if we have to create some sort of policy surrounding.

K

What is the next step, if you know if this is too vague and and and sort of assigning a policy that.

K

Provides for that late act, you know or that next step in these situations, but it it was really.

K

The policy committee's understanding when, when this was edited, that we were removing the in the.

K

Presence of language- and we were removing language that would provide particular consequences for.

K

Out-Of-School activities and instead referring to the jic, jicd and jscdd policy policies which.

K

Provide the principle, I believe, the principal, maybe the superintendent, with the sort of.

K

Steps and approach to addressing any concerns that may come in and affect the school day.

K

I am, I guess I am a little bit concerned, though, with this ineligibility from participation bit.

K

And how it's still in there, but.

K

But I do think that we need to. I would implore the board to to approve this policy tonight.

K

uh In motion to spend the rules to approve on the single reading so that we can get this off to the.

K

High school and middle school um in our policy uh into our policies before the school year starts.

B

Anyone else like to comment pip. I would.

F

I have to say well first, I want to echo what margot said, which is that.

F

It was, um it was a significant undertaking to take this policy on, but I'm really glad we've done it.

F

And unfortunately, I agree completely with liz that we've missed the mark with this edit of it, because.

F

You're right, it was the intention of the policy committee not to allow for.

F

Allow for disciplining for outside behavior, unless it impacted the learning environment.

F

Or the safety of kids in school, and I don't think that we've arrived at that.

F

I think that that that paragraph does suggest that there is room for um room for doing just that and.

F

I think the intention was that it should only be there should only be an impact if it affected.

F

Those two things: the learning environment or the safety of that student or another.

F

At school zach, do you want to comment? That's also, I would say simultaneously I'll confirm.

C

That's my my understanding of the intent of the majority of the committee and thus the committee.

C

uh I think that's right that that would that would that would be removed. um I would for the.

C

Whole board respectfully just reiterate what I said: the policy committee, which is, as I you know,.

C

Have concerns on the operational side about um about the impact um and I think when I talk to.

C

Administrators, I think there is there is a belief that this does change behavior um in a way that.

C

Creates safer environment for some of our kids when they're off campus. I understand the equity.

C

Concern that this only only addresses students who are engaged in extracurricular activities, because.

C

Education is right and extracurricular activities are a privilege, um so I will respect the process.

C

And simultaneously and say that I believe that as true, that is the intent of the of the committee.

C

Is that that would go away and that we would effectively um not be engaged in any activity that.

C

Was off campus um and I am concerned about that approach. But I respect the will of the committee.

B

Lisa, so I'm really deeply conflicted on sort of where we've arrived with this, I.

H

Agree with the idea that we want students to have a very clear mandate of what's expected.

H

When they show up for their activities and when they show up for school and the clock is ticking.

H

I also see just some lack of clarity in the language as it is drafted right now and I did send.

H

You guys a bunch of copy edits which did not make the list here. I don't want to like bother everyone.

H

With all of them, but I think many of them change the meaning or leave it open for interpretation in.

H

Ways that could be potentially disruptive and counter to what we're hoping to accomplish.

H

And one of my big picture concerns with this: if we are considering how we want to structure.

H

It beyond just the who we're punishing and why is to be really intentionally.

H

Delineating the difference between extracurricular.

H

And co-curricular- and we do not do that here- we muddle them up together. Quite a lot.

H

Like you can't kick somebody out of band because they're failing math, because band is a class.

H

So- and I don't want us to micromanage exactly how all the things are handled, but I just want to.

H

Make sure that, as we're cleaning up the language that we're super clear when we're talking about.

H

Things that are academic and when we're not- and I don't think we've quite done that so I don't know.

H

As a matter of procedure, if it is possible for us to arrive at some version tonight and then.

H

Take another whack at it, but I feel like that would be disruptive to kids. So I guess I'd like.

H

To hear from zach, I guess I'd like to ask zach the question. As you know, the guy who's talking to the.

H

Principals about what they have to give marching orders to people on you know: when do they need.

H

To have a sort of drop dead, this is your marching orders for fall because we're coming really can it.

H

Close, can I just clarify from the policy committee? Let us know, but we we have a few people in line.

A

From the policy committee standpoint, you asked me to wait. You need to respect this thing. First,.

B

Of all zach is going to speak, so give me the question one more time. I'm sorry! I just want to.

H

Understand practically speaking like we're here in august, school is starting soon sure you know.

H

We have a drop dead of giving people like instructions like we're, going to sit kids in rooms.

H

And tell them what they have to do and what they can't do and we're telling teachers and coaches.

H

And advisors what they have to do, you know broadly right, when's the drop dead on that, I guess like.

C

My impression was, it was this: was the target date right right and it's what people have students and.

C

What's the sport august 20th as well as meetings? Okay, thank you. So that's that's the time when.

C

You have a captive audience to discuss parents, students, coaches, um what the expectations are: okay,.

A

Hope so I have a little laundry list here that I'd like to walk through. um I too am.

A

Not comfortable with where we landed, I applaud the policy committee because I think we've made.

A

Improvements and we're moving in the right direction.

A

But I have a lot of concerns still left with what I see this policy. We have for um eligibility.

A

Very loose words like behavioral expectations, requirements of this and other school board.

A

Policies that we're placing on our students shoulders and yet we underwhelmingly communicate.

A

Those expectations and requirements out- and so I I really have problems with holding students.

A

Accountable, any more than I would an employee or a board member accountable for things that.

A

Are not being clearly communicated out to them? I mean we jumped around a lot with policies tonight.

A

In our own confusion, imagine a student and- and I know that it has been said to me- well all students.

A

Get the handbook they know that's old, school thinking and just to be frank, very narrow-minded.

A

All students do not get the handbook. Our handbook is now digitally online and it is still outdated.

A

So, let's just be clear about what students have access to as well as the parents, um and we still.

A

Have not addressed esl students, you know other links, students coming in from other languages.

A

I'm hosting a student myself this year and I had to send them the very specific link of information.

A

To look at because they wouldn't have been able to navigate it themselves, so I don't think we need to.

A

Make the assumption that this information is out there and it's the student's responsibility to.

A

Access it when parents themselves, when we went through this past process, were very surprised.

A

By a lot of the information they received and didn't know how to access it themselves,.

A

Secondly, I I am concerned about we we jump around in in like line 60 talking about reference to jicd.

A

Then, if you go to jicd, if it references you to jic, the language is not consistent in jicd and jic.

A

Based on some of the things that I've looked at and how the groups that we're referencing and even.

A

The disciplinary components of the language, so I would put a request forward that this go back.

A

To the policy committee to look at the reference policies of jicd and jic and mirror the language.

A

Throughout each of the policies um also, I I do have concern that we're talking about it was.

A

It was very clear in many of the presentations made by employees and administrators as well as.

A

Students and teachers- I mean students and parents that the process in which they went through.

A

There was a burden upon the athletic director and principal with it being such a small committee.

A

We specifically came to a conclusion that we wanted restorative measures and yet the procedure.

A

Is still the same, I don't even see that a been added to the disciplinary committee and that.

A

Is something that we had discussed that if it was going to be a restorative, there was going to be a.

A

Consideration of mental health and the capacities for solutions to minimize intimate mental health.

A

Impact upon students that counselors should be involved in those discussions. There's many things.

A

That I felt were productive and a restorative approach by the presentations of our counselors.

A

That, just quite frankly, probably would not come to an a.d or a principal's mind in the same way as it.

A

Would a trained, counselor or professional mental health representative being sitting at the table.

A

So I don't feel I feel that fall short of um of a restorative approach, so I would like to see that.

A

Expanded um as well as I have concerns around the co-curricular activities, um wording and.

A

And peace, so I'm not prepared tonight to pass this as a first first reading, fine, but as a complete. I.

A

Understand the need or a procedure, but the need for speed has gotten us in trouble. In the past.

A

Here and I think, if we're really looking for supportive and I do agree with lisa and pat and.

A

Liz around if a police officer is on site and that police officer has handled the situation. I do not.

A

Feel that as a school board member, I have the right to impose a policy that goes above the law.

A

So I I do feel like if it's an off-campus situation, that police officers have.

A

Intervened and they have set the tone, that's the tone that should be followed by the school.

B

And you had your hand up. I did uh first of all, I I agree with with hope about the restorative.

F

Plan because I think I think that could be a real learning experience for a lot of students, but most.

F

Especially, I am very much in favor of leaving in in the presence of, because I think it's the only.

F

Way that stops the drinking if a student knows that he is in the presence of drugs or alcohol.

F

Then he needs to get out of there plain and simple, and- and we heard in our previous discussion about.

F

Having designated drivers well, if you have a designated driver, you're planning to drink.

F

Simple as that, so so that's that's my major thing.

F

I, like the aspect of the student conduct committee instead of uh discipline.

F

And I've, I don't believe this is punishment. I believe there are consequences.

F

And I think all behavior needs to have logical consequences. So those are my major points. Kerry.

D

Thank you, so I I see the components and, in you know, opportunities for improvement, but.

D

I mean this is such a huge shift from where we were at and addressed. Let's say, 95 of you know.

D

The goals that the school board set to the policy committee- um the one thing that I just wanted to.

D

Point out that I think, is sort of a discrepancy and and just to openly acknowledge that there was.

D

Incident that prompted this deep dive right and so our share, many of our concerns are coming from.

D

Parents affected and parents not affected that are petrified of their athlete, losing their.

D

Scholarship and things like that because of what happened before and so in currently I'm in favor.

D

Of moving forward with this, as is, um and and and would consider doing, a single reading too, in order.

D

To give parents the response they've been asking for for months, and I know our process is different.

D

We have to follow process, but the one thing I I just wanted to one of the concerns and I'm.

D

Just curious if this came up in the policy committee discussion was that um you know.

D

There was sort of a phenomenon, so, um for instance, portsmouth police use a very restorative approach.

D

There's not students aren't going to be charged on a first offense or anything like that.

D

And so there's a discrepancy to me in that approach and their supportive approach. Let me.

D

Get you connected to programs? Here's these things um suspended. You know, charges things like that.

D

And in the terminology of under ineligible line, 50 students who violate federal state.

D

Or municipal, because in the situations that were brought to us in the spring, it was very clear to.

D

Me that these students that were were not charged with anything, they were not the the school made.

D

Maybe even research, these activities to get this information, it wasn't actively provided.

D

To them they actively sought it out, and so I think that another opportunity to clarify is.

D

What we mean by violate law is, and to me that would be up to our criminal justice systems.

D

And to acknowledge that there's a huge delay in that. So if someone is charged with possession of.

D

Fentanyl then, that's going to be a nine month plus thing until they're, charged until those.

D

Charges are found, so I mean I I don't know I just wanted to provide that contact see if that violate.

D

Came up in whose decision-making that is nick did you want to say something? Thank you. Carrie yeah.

I

So, first off I actually, I appreciate a few of the edits farther up on the document. um I think.

I

There are, there is some good clarity added there, because there were a few things that were just.

I

Randomly ambiguous that I appreciate cleaning up. So what I'm curious about is kind of the.

I

Teeth of the bill or the policy regards that you can be suspended from eligibility for a.

I

Extracurricular cochrane killer activity for violating a law, but the old policy had like.

I

A pretty specific framework for how that was to be implemented. Like you know, you have you missed.

I

50 of your games, unless you do this or that, but that's all been removed. As far as I can discern.

I

Which leaves me with the definition ineligibility from participation as a result of a violation for.

I

The foregoing will be effective during the time the student is involved in the activity.

I

During which the violation occurred, what does that mean? I'm having a very hard time, wrapping.

I

My head around that I can clarify that if you need it so yes, please yeah. The former policy.

E

um So we can talk about the situation that it came up with. Those were all students that.

E

Were actually not in their current sport and they were suspended from their sport when it.

E

Started up so the violation happened in february. The sport hadn't started yet so the former policy.

E

Read that it was continuous for the whole year. So if I'm a soccer player- and I get the policy handed.

E

To me in september, but then that's the only sport I play and then I'm caught at a party in february.

E

Then I would lose 50 of my soccer games because that's the next sport that I applied to so it was.

B

Continuous, so this would only say it would only impact the activity you're in if you.

E

Violate it when you're involved in the activity, if you're not in an activity.

E

And you're found of a violation, there's nothing to remove you from okay. Can I clarify from the policy.

K

Committee, like what our process was a little bit more liz, not everyone has had a chance to speak so.

B

I just think it'd be good for us to clarify how we got to here, because I don't think I gave a good.

K

Enough clarification: um there is meeting minutes within our agenda that sort of lays out some.

K

Of the discussion, but obviously not all the discussion when we got to the policy committee.

K

Meeting not this past friday, but on july 15th we had policies j-I-c-j-I-c-d and j-I-c-d-d in.

K

Front of us and those policies actually cover out of school activities. They cover the process for.

K

The principal and I will say that the high school principal was supportive of the jic.

K

Jicd and jicdd and the ability to work with them, and so the real question was: why do we even have.

K

This idg policy, because the model policies within the new hampshire school boards association does.

K

Not have an idg policy, so you know: do we just do away with it and does jic and jicd and jicdd.

K

Cover everything probably, um but I think the the reality was, is that maybe there was something.

K

For extracurricular with nhiaa that we sort of needed to cover having something um that sort.

K

Of refers back to, and and so I guess my ad would be to see- also jic and jicd and in jicdd to clean.

K

That up a little bit, um but I mean you know this was a meeting that was supposed to be an hour.

K

And I think we were there for three hours um and then we also had a meeting on friday and we got.

K

The edits back on friday from kathleen and we had sort of questions- and I mean zach posed to us well.

K

How am I supposed to do this and we're like? Well? Actually we don't want you to do that, so I think.

K

um I think that some of the language is still off. I think the reason why we had.

K

So I think we should probably remove the the ineligibility from participation, but I think.

K

Part of maybe keeping that was in case somebody did have a major violation of a statute and.

K

You know, but I would think police you know.

K

What would that look like you know, um would they be suspended from school.

K

And I think the jic jicd and jicdd would cover you know somebody doing something.

K

You know heinous, and I would hope that the criminal justice system would cover that too.

K

As far as the student conduct committee goes, um I think that there was discussion around that in.

K

In what would that look like, but essentially we're still looking at j, I c d and j, I c d d for the.

K

The um the uh principle and what not to sort of direct it. I think the student conduct committee.

K

May still be in there and again I you know, we don't have detailed minutes on this, but I think.

K

It may still be in there, because if the principal were to decide that maybe this was a consequence.

K

Then there would need to be some sort of meeting between the athletic director and the coach and.

K

Whatnot to to sort of understand what that is, but I think that would be like a third line. Fourth,.

K

Line consequence or or source or so to speak. You know a restorative piece if it were to be um after.

K

The after the restorative pieces, so um you know we also, I had brought into question you know.

K

Folks that have uh behavioral uh ieps, um you know, and what would that look like there? That's sort of.

K

Covered under something else, um and so really the the I think, the purpose or what we were trying to.

K

Get at was to try to gut out some of that stuff. That's just not in best practice model policies.

K

Although it may be in every city in new hampshire to to have this um policy of in the presence of.

K

It's not a model or best practice policy within the new hampshire school boards, association and.

K

And I think that with that being said,.

K

You know I it's not what our state statutes geared towards when children get in trouble. It's supposed.

K

To be restorative, so I think the issue that maybe everyone at this table may be running into.

K

Is that you haven't looked at jic, you haven't looked at jicd and you haven't looked at jicdd.

K

Or you have, I understand that this. This just seems odd in in the in the first instance,.

K

But I guess you know short of getting rid of it. I would. I would like to approve.

K

Something tonight on a first reading so that we can get rid of some of it and then go back and.

K

And try to link the jic jicd jicdd together and figure out if we even need this new jja idg policy.

E

Margo I can address you know only since we've been more in the weeds with researching this a couple.

E

Of things, I can say, um hope I totally agree with you about communication, but that is considered.

E

Procedural, not policy, so I agree with you. It feels uncomfortable to say.

E

We're referring to these things, but it wouldn't be the proper place to spell out them in a policy.

E

It goes down to how is the policy enforced, so I agree, but that's why it's not stated in the policy.

E

Of what exactly is communicated, but just that behavioral academic board policies, so that's.

E

Why it's not spelled out? Because that question was raised in multiple policy meetings with regards to.

E

Concerns raised about jic and jicd. Those were approved by the board on january 11th of 2022.

E

So they literally just went through an edit. I don't think we can request for those to go.

E

Back, I mean we can request, but they were just just passed by this entire board in front of us.

E

On january 11th so that they do read a little bit differently, but they read differently in terms of.

E

The infraction and the process that you follow and, and I will say that.

E

The the principal was comfortable with working within the confines of those policies and then.

E

When kerry, that was a great question you asked about this ineligibility and.

E

Here's what I can say, um I think I think I wasn't on the board, but I think what we tried to do as a.

E

Previous board is take the um what most schools have it as an athletic code of conduct and what.

E

The school board has as an extracurricular policy, and we lumped those in and then threw.

E

In co-curricular and we tried to make our own hybrid version so jja, which is the new coding.

E

Is what the board the new hampshire school board association, identifies as their extracurricular.

E

Most of the language that we had that we cut out was in what other schools have.

E

Specifically in their athletic handbook, not their school board policy book under code of conduct and.

E

So, to go back to you carrie that last piece about ineligibility that is a carryover from what's in.

E

The nhiaa, so if you're in a sport- and you are busted by the law, you would you're, you would.

E

Be removed and that in that that is a continue over, but it is a fair conversation to have as.

E

To whether it belongs with the edits we've made, because we're trying to merge several um and hope.

E

Great catch, that was an oversight not to have the counselor on the committee that would review.

E

A restorative plan, thank you, yeah, which, again, this is where it goes into. Sometimes, the danger.

E

Of spelling things out too much in a policy is that locks us into a hole that isn't really.

E

The one that we wanted to go down if you follow jic and jicd, it just basically says.

E

uh It's the building principle and his designees to determine so sometimes the danger of spelling.

E

This out here makes it look like we're going to hold ourselves to this very narrow process.

E

That may not get out intended outcomes. So it's a great question to raise and don't have the answer.

E

For it, but I do see how that reads: strange and moves away from the intent of those discussions.

E

I hope in follow-up to that. Is that not do we not have the availability to then put in.

A

Consistent language in this policy saying the s 80, this assistant principal, I'm sorry.

A

I don't have that policy in front of me right now. um The jsc yeah and.

A

Designated uh appointees by the principal, be that a counselor or be that whomever else he feels.

A

Needs to be at the table for that particular disciplinary committee and restorative plan.

A

Because that would be consistent and that's where I have problems with we reference. We we tell.

A

Parents and students- again you need to reference jicd, you need to reference jic, but then, when you.

A

Go to those policies, I'm happy that the principal can work in the compounds of those policies.

A

Even though the language isn't consistent but but but he's a principal, he does that every day he.

A

Makes adjustments a parent and a student working in those compounds of understanding the language.

A

Is a little different when we're looking at the comments of restrictions for extracurricular.

A

Activities but then in the other policy, we're trying to fold in co-curricular activities, but.

A

There's no mention of correct co-curricular activities in the other two policies at all.

A

So I I just think that, again for communication and consistency state, we need to be a little more.

A

Thoughtful about mirroring our language, if we're going to be referencing, other policies to support.

A

A current policy that we're passing through this was one of the biggest problems we had around the.

A

Confusion of this policy, besides the point being in the presence of, and I will remind people that.

A

Being in the presence of does not always mean being in the knowledge of the presence of either.

A

So I I know people say well: students go to parties, they know there's alcohol and drugs. But I I don't.

A

Necessarily agree with that, so there's there's knowledge of that and there's presence of the.

A

Knowledge of that those are those are different things. I did have a question around the language.

A

Of free um in 76, the committee is free to consider input from the student or their representatives.

A

Because I know a lot of students and parents did express that they felt like they just told.

A

Their story- and that was it and then the sentence was brought down again, I feel like free is loose.

A

If, if I'm a committee member that gives me the opportunity to say well, I'm free to consider.

A

But I'm also free to not consider, and so I'm just wondering if we can have a little more definitive.

A

Around are we saying that they will have the opportunity, and that is to be expected or.

A

If the committee is just able to loosely decide that what is to.

H

Two, I think, sort of quick language questions here. um One is, I do wonder I mean I was at only one of.

H

The policy committee meetings around this and steve kenosi was there and one of the things.

H

That he said that really struck me was that he doesn't want this to get so prescriptive.

H

That he can't respond to the situation in a way that's flexible and takes into account.

H

You know takes into account a lot of the things that we're talking about, like whether kids have.

H

Language issues or behavior issues or any other things that are going on and.

H

I'm concerned, as I'm reading through this again, that we really do still prescribe quite a lot.

H

Which people are going to be in the room? You know, I wonder whether students should be able to say.

H

Hey but wait, maybe my math teacher is who really knows my life and could speak for me and that's. I.

H

Don't want to dictate that that's who should be there, but I'm also concerned if we're dictating.

H

Exactly who's sitting there that we may not always be creating the best process for each kid or for.

H

Each set of circumstances, so I wonder if we can leave that just at the principal's discretion.

H

And I'm also curious, because we did do this with one other policy earlier in the year where we.

H

Thought that communication was a huge problem, whether it would be permissible to consider.

H

Adding language simply that directs the building principle or directs the superintendent to create.

H

A simple language handbook for kids. Before the start I mean, or would I don't want to overly.

H

Like get bogged down, but in these places, where we think that the kids and the parents who have.

H

To follow this have no clue whatsoever what it's about. I don't think it would be terrible to say.

H

As a board that we want somebody in leadership to take ownership of that and communicate it like not.

H

To say what they have to say or like what format it could be, it could be one of your videos or it.

H

Could be, you know like a fact sheet, but I just we truly suck at telling kids what to expect when it.

H

Comes to discipline and we've been bad at it for quite a while, and it's not a problem just in one.

H

Building, so I don't think it's a blame situation, it's just that we need to shift that culture, so I.

H

Don't want to overly dictate that, but I do wonder if it would be reasonable to consider just saying.

H

That somebody does need to own that as a piece of what happens with this, like. If the students are.

H

Obligated to follow the rules, then we need to be obligated to tell them what the rules are and not.

H

Citing code and like 40 000, like words that are in a you, know, oxford english dictionary somewhere.

B

Okay, I think I said carrie next and then pip, you said me and then I just have a sentence. I.

K

Just want to clarify that um j-I-c-d-d, I'm sorry, it's just one sentence, so jicdd basically says.

K

Disciple, it says discipline may be imposed if such out-of-school conduct causes a significant.

K

Disruption or substantial interference with the school's educational mission purpose.

K

And objectives, so jicdd is what lists off these things that these out-of-school activities like.

K

Using alcohol and tobacco products if it creates this substantial disruption, so that's really what.

K

I was falling back on. I think the committee was falling back on in how we talk about out of school.

K

Activities moving forward kerry. um I appreciate that clarification and also margo's clarification.

D

And then also rereading and getting focused on the violation piece just seeing that it may be.

D

Determined and not eligible I'm like good with that now, so thank you um and I think that I and.

D

I was looking back to our list of topics for zach for upcoming meetings, which is already long and.

D

One that we talked about um prior to this um with lisa's, you know really initiation was really like.

D

A full disciplined policy look and as um as we as hope, has brought up and other folks there's.

D

Lots of tweaks and changes and inconsistencies, and so I just want to- I think, it's worthwhile.

D

In this discussion to maybe bracket some of those to we've already acknowledged, we need to do this.

D

Discipline, our disciplinary policy and all of the alphabets that go under that and so really.

D

Our decision tonight is on this, um and then I because of the the this is the issue that I have.

D

By far and large heard the most from parents and folks in the community and concerns and.

D

People, I I think something needs to be done, so I would just implore us to um despite some.

D

Minor concerns that I think this is address addresses all of the major.

D

Concerns that were brought up in our previous discussion, so I'd like to see us move forward.

D

With voting on this or want to say something, I did and I'd like to say something um exactly nick, I.

F

I I like where you landed carrie. I think that's a good way to go forward. I think um one thing that.

F

I wanted to note is that I do think. To be honest, I do think this policy has been rushed. A little.

F

Even though we've been talking about it for many months now and we've had all sorts of input.

F

Which was necessary, I think it was really good that we've had such a broad conversation about.

F

It, um but I think that we were all eager to get it out before the athletic contracts were signed and.

F

um But I don't want to see us land. I like I like some of the adjustments and I think I could.

F

I could move forward gladly with it um as the first reading tonight, um but I don't.

F

Think that um I think we have to remember that our policies are always changing and until a new.

F

Policy replaces another one or until a policy is updated, we abide by the previous policy. So even if.

F

We had to go in and sign the existing policy for this fall for the beginning of school. This fall.

F

It doesn't mean that we can't still work with this policy and make the changes that we.

F

Really want to see, because I don't I don't want to stop short of getting to.

F

Something that we're all really satisfied with um and that that also brings up.

F

The process that we're working to change- and um I think we've had a good start with that. But.

F

I will and I and I'm really appreciating this opportunity to have a conversation tonight because.

F

It is sort of the first opportunity we've had since we've updated it, but I also am disappointed.

F

That the new process invited members of the board to give input, and we only received before.

F

Between the two meetings, where we discussed this, we only received input from one board. Member.

F

um So I wish that we had been able to incorporate feedback from other board members into this draft.

F

So that we could be voting on a more finalized draft at this point, so I would just encourage.

F

People um to to send their feedback, and I think that there may have been an issue of timing.

F

Here because I think we're still not getting the time, we need to be able to review and send.

F

Feedback and then incorporate that feedback and then send it back for people to look at again.

F

So I guess I would just remind people that that that process is still in the works and we're still.

F

Trying to figure out the best way to do it, but we certainly want to take everybody's feedback into.

F

Account excuse me just for the record I'd like to say. I think the timing of feedback is not fair to.

A

The other board members because it landed in the middle of summer, and so you know, people were off.

A

I know I was not even available on wi-fi at times so and was not. It wasn't clear when always that.

A

The community 12 months a year, remember that I know I understand. I understand that, but it's not.

A

Always clear when the policy committee is meeting on what, and so I think well, I think you're still.

B

Working and you would know that if you read the communication, I do read my communications.

A

It's a matter of process, though I do think that I mean I went home after the retreat and spent like.

H

Several hours at my computer, going line by line and doing copy edits and sending them through.

H

And they did not make it into the dress they're. In there now the school, high school all removed.

H

The high school middle school pieces- some of it, was but not all of it, and I get that it was.

K

Quick, we did. We were I'm sorry, but I think that all right, I think we don't have to quabble about.

B

That I think zach has something he would like to say. I think lisa. I would like to.

H

Finish that I just have one, oh all right if lisa you're not finished, I'm sorry, I thought you were.

B

Just talking so I think that that policy is that process is a great start and it can be tweaked.

H

In the future, because I really appreciated the chance to be able to do those line items, but I.

H

Don't think there was enough turnaround time for people to really double check things and collate.

H

And so we just need to build that in and then I have one big picture question.

H

Which is when we started this many months ago. Many of us wondered why we needed this policy at all.

H

And I am fundamentally unclear what its purpose is or whether we need it.

H

And so I appreciate that this version is far superior to the version we started with many.

H

Months ago, in my opinion I know anne may have a different opinion about that answer.

H

And I just want to make sure that there's a clear reason that we need this that's separate from.

H

Those other policies which I did read and do seem to say that there can be discipline if there's a.

H

Legal issue this is and like, if there's bullying that happens, it impacts what's going on in the.

H

Building it happened at a party, we have action for that and other policies, and so I'm just not clear.

H

At the end of the day, do we need to fix this, or can we ditch it? Okay, I think I'm going to take.

B

A minute here, sorry, I'm I'm. I appreciate and I absolutely respect all the hard work that you.

B

All put into this- and I ask you to respect me at this point- I don't agree with it at all. I think we.

B

Should keep the old policy or the existing policy? For many many many reasons, I think. First of all,.

B

It's worked well for 10 years, 12 years. Whatever it is, we had one party in greenland. We had three.

B

Parents come to our policy committee meeting. We had three parents come to our board meeting.

B

I heard I heard from um the music department or the the performing arts. There was one.

B

Phone call into the performing arts that they didn't like the way the policy was implemented.

B

It was one party, and all of this happened because of one party okay in the past. The reason why we.

B

Created that original policy that we're dealing with now 10 years ago, I chaired the committee.

B

That wrote the policy we had parents from sau 50 sou-52. We had the athletic director the.

B

Superintendent, the principal we, the committee was huge and when they first told me, I had to.

B

Be the chair I was like this committee is too big. Well, we did a really good job.

B

Of communicating with each other of respecting each other and we wrote that policy, the situation.

B

With underage drinking parties had gotten out of control, and I honestly believe that if we.

B

Lessen the consequences we're going to see that again we're going to be revisiting this in a.

B

Year or two, that's just my opinion and it's just based on what I lived through in the past. I.

B

We've researched what other school districts do they all have similar kinds of policies that we.

B

Have um I think, to not spell out exactly what the penalty is? Isn't fair to the athletic director.

B

To steve kenosi to the coach that are going to sit on this committee, the student conduct.

B

Committee there's no guidelines for them. Talk about equity, one kid's going to lose two games.

B

Another kid's going to lose five games and then the parents are going to say well how come.

B

Why did my child lose two games and that child lost five games? There's no talk about equity.

B

There's no equity in this. The mistake we made when we wrote the policy ten years ago is we.

B

Didn't have a consequence for kids that weren't in an extracurricular activity, so we could have said.

B

Make make that student go to detention for a month? You know that we that totally went over our heads.

B

We didn't get that at all. um I think another way. We know that this policy works is we've never had.

B

A second offense, if you look at the policy, there's a first offense consequence, a second offense.

B

Consequence and a third offense consequence I was told by cause and years ago, russ wilson.

B

We never had a second offense, which means the first offense worked. Kids know that if they go.

B

To an underage drinking party, or they whatever that they're gonna, have that consequence. They're.

B

Gonna lose games, um and I know I I you know my kids are. My youngest is 31 so she's, not that old.

B

I remember kids that lost the entire season. They lost their entire sports season and.

B

That was it, that was the penalty. They hosted an underage drinking party.

B

Like 100 kids showed up because the police came and they got involved so it was, it worked. You.

B

Know those kids learned and it's funny I bumped into one of these kids last weekend at a wedding.

B

And I said to him: what did you think of that? And he said you know what it's the best lesson.

B

I ever learned in my life, he said I disobeyed the law, I paid a penalty and then I never. I.

B

I knew I could never disobey the law again. He was a junior in high school when this happened.

B

So I'm not in favor of lessening the rule, I think it works. I think it's worked for 10 to 12 years.

B

It's prevented repetitive behavior in the presence of so you go to the party and you say to yourself.

B

Well, I'm not gonna drink. Well, it's like somebody said you know, there's gonna be alcohol there. What.

B

So either you go and you suffer the consequence. If you get caught or you don't go, you know so I I.

B

Can't support it and I really think it's going to put too much pressure and I don't think it's fair.

B

On the athletic director, steve kenosi and whoever the coaches, because you don't have a defined.

B

Consequence for those people and that's not fair, why should they have to endure that.

B

That responsibility- it's not fair to them. um I don't know. I think we should move on with.

B

This I'm obviously not in favor of it, but we have to decide what we're going to do because.

B

Obviously the consensus is you're in favor of this, so we have to decide what we're going to.

B

Do I mean, should we have a policy committee go back and put these revisions in before.

B

The 20th can we meet before the 20th or you know, I think, it's time to kind of wrap up the discussion.

B

um What are we going to do? What is the suggestion? I don't you don't have to comment on my comments.

B

If you don't, you know, I think, that's a waste of time at this point, um but I think we need.

B

To decide what we're going to do, I made a motion initially to suspend the rules to approve this.

K

On single reading, um if we wanted to do it with an amendment to eliminate a couple of the sections.

K

But I would break the amendments from the motion- okay, so but my first, the first motion would be.

K

That I had talked to kathleen about my would be the motion to spend the rules to approve this.

K

um On a single reading, I think marco's hand was up. Can we hear from her since she said.

B

A second no wait a minute. Let's, let's let mago talk, she did have her hand up before you liz.

B

I needed our superintendent well, I think, there's a motion. The superintendent wants.

E

To talk, I would just say two things: lisa asked a great question because I I it.

E

It is, it was the policy committee originally did ask: can we just get rid of the whole policy that.

E

Was very much a question, um particularly because we have the jse dd, which allows the school a place.

E

To step in to off-campus things when it impacts what we do as a school learning right, the jja.

E

Is a school board policy and the important thing that it outlines, which does link back to jicd, is.

E

It outlines that extracurriculars are privileged and they can be removed and that's the value and.

E

It also outlines, for example, homeschool and students that are independent schools.

E

That don't offer it they can participate. So it does outline some key components.

E

Of extracurricular so to answer: why do we have jja? Well sorry, what it's now being coded as jja.

E

Or why does the school board have jja it's to define extracurriculars who can participate.

E

When they meet that, you have to have certain eligibility requirements which would be a physical.

E

Academic experience, so that's why it's there um we have adopted more to it than what is in the school.

E

Board jja, I will say that is there a statute that requires us to have a policy that spells out that.

H

Somebody who's like homeschooled or charter school or whatever is allowed to participate.

H

Okay, oh yeah, so that needs to be censored because of that and they're in those policies. They're.

E

In the home schools which links to those policies- okay, the other thing I would say.

E

The former policy that we had- I know it has been mentioned, and I just have to clear for the public.

E

Yes, other schools have similar policies, but no other school that I have researched. Has it as a.

E

Board policy: they have it as an athletic code of conduct in their athletic handbook and it falls.

E

Solely on the athletic director and the coaches to hand down, and the policy that we had is word.

E

For word, the exact policy that the new hampshire nhiaa has listed under life of an athlete. It's not.

E

Unique to portsmouth, um but it is very unique as a board policy. It is all found and that's why what's.

E

Unique about ours is that we have interwoven a bunch of things, but the way that ours was written.

E

Was how every other district? Because I've looked for it and I went district by district and the.

E

Only place you can find it after calling new hampshire school board association.

E

Is through an athletic handbook under the code of ethics, so that is a huge difference between.

E

How we're presenting it and how every other school is acting on it, and I do think that's worth noting.

E

And I would also say I do I hear the data that we haven't had a second violation.

E

And I'm respecting our board norms that we're not to talk.

E

About our experiences, but I would say, being in a generation that has teens and tweens.

E

My experience is that our policy has just made kids sneakier at partying. I don't. I honestly, and I.

E

Wish that weren't the case, I honestly don't think our kids are sitting around saying what would.

E

Let's you know, let's not do that, because we have policy idg, because the kids that get half the kids.

E

That the parents are angry are because those kids weren't drinking they were there and their parents.

E

Thought there was nothing wrong with it, or maybe they were, and the burn of proof again is where we.

E

Fall short, but I I go back to what I kept saying at the policy meeting in my mind, what I've learned.

E

From all of this is that we, as a district, have to do a better job of teaching, wellness and and.

E

Parting on our students, the knowledge of that choices have consequences that choices related.

E

To substance, abuse can um affect performance both in the classroom and on the fields and and more so.

E

I would love to see us be the district that leads the state in. Let's have robust social.

E

Planning for these kids because they want to socialize, they want to be somewhere.

E

And this is what they know to do and that's been generations of partying. So I wish.

E

That what we learned from this is- wouldn't it be great if we've got coffee houses and air bands.

E

Concerts and those are things that kids want to do and if we are the ones providing the opportunity.

E

In a safe space, they'll come and they'll make the good choice. So I I think there's.

E

There's a values behind all this that were that we're learning I wouldn't be comfortable.

E

Going back to the old policy, I just I can't, um but that may not be the vote of the board and.

E

I know by the norms what decision we go with we stay with, so I am we're bored of the whole.

E

We are bored of the hole, zach wait, a minute. Zach would like to see. So just I mean quick uh just I.

C

Think, there's a clear there's, a there's, a value judgment conversation. I think that that is.

C

The importance of extracurricular activities in the lives of our of our students and what.

C

That does for wellness and what the threat of the removal of extracurricular activities.

C

Can do in terms of behavioral change that may or may not affect wellness, and I would say the.

C

Old model for this was that the threat of the loss of that activity was worth the potential.

C

Behavior change of parties of kids, not being president parties. um I would say that I respect.

C

The what sounds like the majority of the board feeling like extracurriculars, have been.

C

Undervalued and the impact on student behavior as a result of the leverage of potentially losing.

C

Extracurricular activities has been overvalued. I disagree with that judgment, but I respect the.

C

Fact that that's the will of what sounds like the majority of the board, uh the um in terms of.

C

I think I, I think, margo's making a really good point about the fact that this.

C

When you, if you look at this and you have a there's, some of these that happen.

C

Where you have policies, if you start looking at them, really look like procedures.

C

And they're not policies very often that's, because boards make choices that there are certain things.

C

That are so hot that you need to build in policies to build in what is kind of procedural type stuff.

C

To be very specific, to protect your employees, who are trying to navigate very difficult situations.

C

And think about in terms of that hotness, the best example I give you is, I haven't even been around.

C

For the greenland party, but the greenland party was hot enough with three. It sounds like three.

C

Vocal here parents, and then other parents who are probably talking to you to have you completely.

C

Reconsider all your disciplinary policies across the entire district as a result of.

C

The outcome of one party so think about that and laser focus that now take you out of the equation.

C

And now put that on a high school principal and an athletic director, and that take that and put that.

C

On those couple of people to then interpret in each situation, unique sets of consequences, and I.

C

Think you're going to get what nancy's um talking about again, I respect the will of board. I think.

C

If you're, if the desire is, I also think when people are saying that, if you don't.

C

Want any of that stuff, I think it sounded like the will. The committee was just throw.

C

This stuff out, whatever happens off of campus, happens off the campus. I do think that that is.

C

Not reflective of what most schools in the region do because they made a different value judgment.

C

About that extracurricular value versus the potential to curb dangerous behavior amongst.

C

Students, if all that's going to happen, anyways, I would ask, I know, kerry was talking about like.

C

Let's have the version that we've got now and let's pass something and move forward and- and I.

C

Heard that? Because that will be responsive to what people politically were asking us to do.

C

My concern is, if it's kind of a half-baked thing that is politically expedient but is is like it is.

C

Like a really difficult to implement for people on the ground, then it's going to be a mess and so I'd.

C

Rather, have you slow down, even if the inevitable direction of the board is to remove some of these.

C

Things that I would disagree with to do it at least well uh and then to have those other pieces.

C

I think cop is talking about you know, look at jicd, look at jicde. Look at all these things within.

C

A context to make sure that it all makes it's intellectually coherent from one place to another.

B

So should we keep the existing policy for now and ask the policy committee to work on this.

K

There's a motion on the table that I was looking first. Well, nobody got a second. So if you don't.

B

Have a second, I would like to comment please for a moment. Yes, I just since zach with all due.

A

Respect absolutely you are new to the table here. I just want to clarify that this board has been.

A

Moving and having discussions about moving towards restorative approach and policies across the board.

A

Long before this policy came up or before the greenland party and and the greenland party is.

A

Not the only party in our history that has brought about this, I can think of at least four in the.

A

Time that my kids have been at the high school in six years, so I just want to to say that for the.

A

Record, I do want to say nancy. I am willing to meet again in august, as you threw that out. If, if that.

A

Is an option for other people? You you toss that out as meeting again. I would be willing to do that.

A

As well, I just wanted to to respond to your your thought about that, and I I also wanted to respond.

A

Around just reminding us that every year we have celebration graduation in our district, which is.

A

A non-alcoholic graduation celebration, that is an opt-in, it is not mandatory. It is an opt-in.

A

Event in our district and it has the highest participation of our seniors.

A

Every single year, so our students are not just looking to go out and get trashed on the weekends.

A

They could choose to go out every graduation and host parties all over our seacoast area.

A

And they don't so, I think when we give them the education around drinking and the opportunities.

A

To have other situations to choose from they make the right choice. They do agree with margot. We did.

A

Suicide training for our athletes this year have we done alcohol and drug training. You know for our.

A

Extracurriculars for for our co-curriculars for our sports, whatever language we want to use it.

A

Around we are in the business of educating, we have to do a better job of educating um when, when I was.

A

In sports a gazillion years ago, this was housed under athletics and I do think personally, it's.

A

Better housed under athletics than it is under the board. I do want to respond to nick's point around.

A

The eligibility piece I and- and I think, nancy you brought this up as well. I I do think it's.

A

To the benefit, to spell out what that looks like a bit more than what we have, and I think.

A

This policy and the policy committee attempted to do that in the participation piece of this policy.

A

Of talking about, you can participate in practices, but not games, but I think we need to be a little.

A

More specific about what that looks like to give a little more guidance to the committee.

B

All right so margo seems to feel we should vote on this. um Why don't we have a motion? Can we have a.

B

Motion motion to suspend the rules and approve on a single reading. I know, but we have to approve the.

B

Policies, I recommend doing the policy first, but no right now it's up for two readings, so I'm asking.

B

The rules first and then we'll say we want a single reading.

B

Margaret, were you recommending yeah michael, why don't you take it over? We? I don't think we can.

E

I don't think we can leave the conversation here, nor do I think this group is clear.

E

To leave the police, I don't think there's unanimous choice to leave the policy as it.

E

Stands in the policy book right now, so I think there's two options that stand before us. It's.

E

We can either, as a board vote to send it back to the policy committee for immediate.

E

um Whatever you want to call immediate um edits and changes, and then we can have a.

E

um Short meeting of the board prior to august 20th to vote on it or we can.

E

Make some um motions right now for suggested, edits and vote on it, as is the policy committee meeting.

K

Is not meeting until what september we'd have to request an earlier meeting, yeah.

K

I just don't think it's going to be turned around like that. I agree. That's the challenge of the way.

E

It works so I think we've gotta. I have a question of clarification please. um So if we vote on this.

A

Policy and pass it as it stands tonight or as it stands with the future of future edits. Will that.

A

Be able to be the guidance that will cause can use on the 20th? Yes wait. I have a question about that.

H

So if it's only based on a first reading, policy stands until we vote second reading right. Yes,.

H

I can't hear two people just nancy or margot. The rule would be if we vote tonight on the.

H

First reading without another motion, it would have to come back to another board.

H

Vote for a second reading, so if we don't do that before the start of school, then.

H

The policy in place at the start of school is the old ig date. Okay, wait and now I'm confused.

H

I thought you just said: if we vote tonight as a single reading with amendments, it can be approved.

A

With amendments and that can go through as a single reading and then those amendments can be.

A

Made and then you have to prove the single reading first right now. Second, my motion, second readings.

E

If we do a single reading right right, which which we've done before that's how we used to do it so.

A

We used to do okay because the board had so many new members. We went back to two readings, so this.

E

One is up for two readings: there's a motion on the floor, which I think got a second. Yes,.

E

To suspend the practice and move this to single reading, yes, then we can have a discussion on edits.

E

To um accept prior to approving, to accept with approval now this is the discussion of whether to.

K

Suspend the rules or not. No, it's not a discussion. We have to vote on your second, you, you haven't.

A

Made a motion she made a second, we have this discussion, then there's a single reading, we're.

B

Discussing that until midnight, if we do that, I I I don't think that's a good idea simply because.

B

We'll be here till midnight to do that right, there's a second! What I would rather see us do is.

B

Is ask the policy committee to try to do all this before august 20th we'll have a meeting to.

B

Approve the changes before before then, I think we need to vote on the motion. That's on the floor.

D

Yeah and there should be space for discussion in between, but I think we've already discussed it.

K

Enough, well, I would like to discuss a bit, which is that I would I support the motion that I seconded.

F

With the um with the specification that that this will go that the policy.

F

Committee will review and uh this policy again and bring it back to the board. However,.

F

If we're approving it as a single reading, it would be in place immediately if I'm not mistaken,.

F

That's right, yeah, so I'd like to do both of those things. That would be my recommendation. Well, you're.

F

Contradictory your motion, then, if no, I don't think I would like to go to the board for approval.

F

I would like to approve it as a single reading for tonight and then I would also like to refer.

F

To the policy committee to re review and update it, so second motion: yeah, I see what you're saying.

K

Because I think we need both, I think we need something immediately, and I also think it needs.

F

Work but I understand that, but then, if once they update it, if they bring it back, are you.

A

Saying then bring it back just for us to see it or to approve it, because if it's a pre-approval.

D

Review can that all be done by august 20th? No, no! That's why I'm suggesting both right. So what's.

E

What pip is saying is that currently, what's in place is idg, we can tonight approve this as a.

E

Single reading, which then this swaps out idg. But then we can also make the recommendation that this.

E

Gets sent back to the policy committee for edits, which then they edit send back, and then we could.

E

Approve that so there would be like a two rounds of approval. Is it do I hear you correctly exactly.

F

Does everybody agree that that's a good way to proceed all in favor? No, I think that we need to.

D

Just vote on the motion to do a single reading and that's it have a question about that. Still.

H

Anyway, we weren't given an opportunity to discuss it, but I'm uncomfortable approving a single.

H

Reading without understanding what the amendment process will be and what the timeline will be.

H

For bringing back a cleaner version of the policy, because I think whatever our position is we're in.

H

Agreement that this is not prime time it's a great effort and there's a lot of aspects of this that.

H

I like, but there's language issues, there's like a lot of structural questions that we all have.

H

So if we're getting rid of the second read, I don't want to vote yes on that without knowing then.

H

What I'm getting in terms of an amendment process and bringing it back to the board process? Well,.

H

I think we're ourselves, I feel like we have an order of operations problem here, because.

H

Like if I'm just voting for this and then nobody agrees to amend it or bring it back and we got.

H

Garbage then, we've got this thing that makes no sense that we just implemented. Can I can I.

K

Answer that still better than that, so the policy committee is meeting on september 21st at 8 45.

K

um I we we were kind of you know. At the policy committee meeting on friday, we were sort of.

K

Left stuck to say what are we doing because we received lisa's comments. um We had gone through.

K

Them some of them seemed like they weren't substantive, maybe tweaks that we could make.

K

um But needless to say, I don't think that what we had and the the confusion that the superintendent.

K

Will gotham brought towards us in the paul you know brought forward? I I don't think that.

K

We were all on the same page. I think we had similar confusion as to how to move forward.

K

um And so that was when I sort of clarified that you know obviously, we needed to. I felt like we.

K

Needed to do something and that something was to what kathleen had suggested of doing.

K

A motion to suspend the rules to do a single or you know we could do a single reading.

K

um And so I guess you know the the the concern, though, is that coming you know we could make.

K

Minor tweaks tonight, if there was some verbiage, that's not going to be substantial and we can.

K

Make amendments right now to sort of eliminate like if we wanted to eliminate the ineligibility.

K

From participation section, if this, if the student conduct committee piece, is enough based on jicd.

K

We could sort of get do an amendment to get rid of that tonight um and do that. But.

K

I you know my understanding is that the first thing or the next meeting of.

K

The policy committee, where kathleen will be there and everybody's going to be there and.

K

Everybody's available is september 21st. So then, the next school board meeting after that would be.

K

The 27th, so there would be a meeting on the 21st which is a wednesday, and then there would be a.

K

School board meeting the following tuesday. I there was question at the policy committee.

K

About how are we going to turn around a packet, or how are we going to return around updates.

K

Before that tuesday meeting, but I guess the hope would be that if we did.

K

Do a meeting on the 21st or we have our meeting on the 21st- that things could go into the packet and.

K

You know or up the packet could be updated. You know, thursday friday. Some.

K

Sort of turnaround- but I know uh superintendent mclaughlin- expressed some concern too. I think.

K

At the meeting of as far as turn around goes, but as far as schedules lining up the next.

K

Policy committee meeting is september: 21st, okay, let's let's schedule this, I think my question was.

H

To I don't want to do away with second read without knowing how we're going to.

H

Have an opportunity to amend it because I just passed something that's implemented. If I did.

H

Away with second reading, I'm not comfortable with that sorry. I love your description of.

C

Kind of like we're, spiritually heading in the direction we want to go, but this is not really for prime time. So what my concern is is I take the not ready for prime time thing.

C

I hand it to cause and I say, go out in front of a couple hundred people. I agree with you.

C

Explain this not ready for prime time thing in an environment where people are hot and it's like.

B

Yeah and we're going to change it again, shall we continue with the policy we have until the.

B

Policy committee can make the amendments come back to the board and we vote on it. I think we.

D

Need to do one motion at a time and I think it needs to be with the one on the table all right.

B

All right, let's vote on the one on the table. Do we want to approve this as a single reading.

B

Tonight, right now, and and can I and just one more comment before we close out the comments on this.

K

Section sorry nancy is I just sort of want to respond to lisa as far as why I think one reading.

K

Is and just overall why, I think one reading is important. I think one reading is important, so.

K

That we have something in place that eliminates the in the presence of language eliminates the.

K

um uh Losing uh extracurricular activities, um if you were to have.

K

Via out of school things, if the out of school things are not substantially disruptive under the.

K

Jicd so essentially removing the um out of school activities and, having you know, having the school.

K

Be in the business of investigating all these out of school activities unless they're coming.

K

Into the school and and creating conflict in the classroom, essentially so I understand I understood.

K

All of that I just want to clarify, I mean I think, that's very important. So again, can we just clarify.

A

If you are looking at a single reading of this and that passes through, where does that stand for.

A

Causes august 20th meeting and communicating out to parents, because my confidence he's got this.

B

And why don't we vote and then we can move on nick? Can you make it brief yeah? It's I don't know it's.

I

What we're looking at here is, I don't think anyone thinks what we're the this bill. We're looking.

I

At jja is perfect, I think I igd. I have problems with it. I think a lot of us have problems with it.

I

But it it's standing, legislation like it has been in place for over a decade according to kleberg.

I

uh I believe that, um but people aren't gonna be as mad about something that's been in place for a.

I

Really long time as something that's changed so just from a simple what we are going to.

I

Immediately have to deal with from passing this standpoint, it's going to be a problem.

I

Additionally, even if you don't like the igd policy this, I I've really not seen a convincing argument.

I

That the current um the the current actual penalty with baked into this is a good system.

I

And broadly like, if we assume that that's a problem or that that's like a problem with.

I

The build, then really the only things we're getting out of. It are a few clarifications and.

I

The removal of in the presence of which aren't I I really just don't see how that's worth.

I

The issues associated with passing it now and then having to then scramble to.

I

Adjust it well, I think we need to or even passing, consideration or expectation. We.

A

Placed with parents as well, though, because cause did make a referendum to the forms.

A

Based on what this board was going to do, and so, while you may think parents may not get mad.

A

They don't like in the presence of right now, and they do have a set expectation coming forward to.

A

That august 20th meeting well, we we weren't able to come to a conclusion, so parents, if they don't.

B

Mind they're just going to have to wait until we have to vote on the motion nancy. I know I'm.

B

I'm trying to get people to vote on it. Okay, let's vote on the motion all in favor and.

D

I would wait: are we doing a voice vote or uh we're doing uh all in favor of the motion.

K

Suspend the rules to prove on a single reading that doesn't mean we're approving it. That means.

K

We're suspending the rules to approve on a single reading. All in favor raise your hand, wait and.

A

With it being pended review and do we need a wrong saying no, the motion is just about whether.

D

If it passes or not, is it if it passes? Is it a single reading? Yes, but if it's a single.

A

Reading then, this is what causes given. Yes, yes, correct. Is that the expectation that we laid out.

A

To pause, you have to vote again all in favor. All right are we doing something. Are we going to.

K

Do a roll call, let's do a roll call vote. I think this is getting confusing. I think we need to roll.

C

Right so the motion on the tape, my understanding of the motion on the table.

C

Is that there was a motion on the table not about approval yet about the process by which we.

C

Would consider approval yeah and the motion is to suspend the normal process of doing two readings.

C

But to have a singular reading tonight and based on that singular reading that, if you were.

C

To confirm the policy, there would be no second reading. That would become the policy yes and we.

K

Can do amendments as well, so it's not just after he says that just suspending the rules. Yes, so for.

C

Now we're just suspending the rules, it would be a consideration with the singular vote tonight that.

C

Would that's the first thing: that's on the team? Yeah? Okay, all right so uh and there was a sec- is.

C

That still a second for you based on me, restating it or no, um yes, okay, all right before we take a.

A

Vote, can I please understand what the expectation is with the athletic director as it stands.

B

We're just voting on a single reading, we're not voting on the problem so, depending on what.

C

Happens with the so, whatever the the by the time we hit that date, the athletic director.

C

And I'll have to get involved to help uh we'll have to whatever is eventually passed by the board.

C

Would have to explain at the fall meeting what the new expectation is of the board.

C

As a result of the new policy, but I feel as a board member to for me to give an accurate vote.

A

I need to understand if we are committing for our policy committee to make the changes in due time.

A

That that we can meet those expectations of august 20th with our athletic director, we can make the.

K

Changes right now, amendments can may I respond because I think I understand go ahead, so we can't.

D

Nothing can go to for referral and then back we can't say make these changes. Policy committee.

D

And you have our pre-approval no, but we can say that right here and now that we are looking for.

A

The policy committee to make the changes prior to august 20th and as a board just as pip said.

A

We can approve those changes before the 20th. Well, I think we need to vote on one. Can we have time.

B

Yeah all right, let's just vote on this- is this: this policy will have a single reading.

C

Right when we're here tonight to make this so.

C

So right, so that's this does not to confirm the policy at this point. It's just to confirm.

C

A process by which to come to consider all right, so uh liz barrett. I made the motion. Yes, yes, yep.

F

No okay, ann walker; no margaret peepee, yes, nancy, no open ups.

A

Yes, ryan, isn't that with us carrie? Yes, okay,.

B

So it passes, motion passes so this this policy will be dealt with in a single reading.

B

Okay. Okay, now I have a motion. Yes, um I would like to make a motion to consider striking just the.

H

Phrase in the presence of from igd and then send this back to the policy committee for further.

H

Amendments and return it to the board. Do we have a second second? Okay, any discussion, so we have a.

B

Oh liz come on liz, keep it free. Well I mean if we followed the motions from the beginning. It.

K

Would have been brief, but you know the thing. The thing is. Is that the reason why it's not.

K

Just in the presence of language there's, there's all this business of out-of-school activities.

K

And out-of-school things and and the police, involvement and out-of-school, and I think that.

K

I think we need to get out of the business and I think that's what I've we've heard, that we.

K

Need to get out of the business of of providing punitive, so I think we need to do more than just.

K

um In the presence of I understand the concern, I understand that this policy.

K

Is not perfect and I understand that there's still edits to be needed that are needed.

K

But I don't think that this. What we have right here is completely off, because we have j. I c d.

K

D and we have the j which covers the the uh discipline- may be imposed out of school conduct.

K

Causes significant disruption or substantial interference in the school's educational mission.

K

Personal objectives, so I think that provides some context if it were to come into school.

K

But I don't think the school should continue to be in the business of working, counterproductive.

K

With the with the state and the state statutes which are supposed to be uh restorative and not.

K

Punitive, so I mean I would suggest, instead of instead of going that direction, what I would.

K

Suggest, or employ the board to do, is to take a look at this there's the second one we have.

K

Continue with this policy but amend this policy and remove what you don't like from it.

K

For the time being like, if you don't, you know, if there's a couple sections like the ineligibility.

K

From student the student conduct committee, I mean jicdd jicd and jic. They all cover everything that.

K

Needs to be covered, the only purpose of this policy really is to say who's who's eligible.

K

To participate to, you know, help include the homeschoolers and and whatnot, but those other.

K

Jic policies are the ones that cover our students within our school. Do we have more discussion on.

B

The motion, and, if not we'll vote, sounds like all that can be discussed in the policy committee.

B

Committee meeting, yes, terry, what would you like to say I we were here three months ago in my mind,.

D

Where we propose that or discuss that eliminating that- and I don't recall all the specifics, but I.

D

Remember getting to the point of understanding that didn't solve the problem and didn't address.

D

Things so I just want to point that out that to me, I'm not in favor of this, because the process.

D

At that discussion, where we came to consensus on striking that one statement was a bad idea.

D

Was to refer to the policy committee. Have this and now we're here, and I am in in favor of voting.

D

On this policy, as is um because I'm it's a little deja vu for me from a few months ago,.

D

And carrie, I agree with you. I think that we did go back and forth on that phrase. Quite a lot, but.

H

I also believe fundamentally that we have no way of knowing whether those kids were drinking. They.

H

Were not in trouble with the police, we don't know they weren't drinking, but we don't know they were.

H

And I think that there are many fundamental problems with both the original policy.

H

And there's a lot of things we need to clean up in this before it's really ready to be.

H

Ruled out- and so I feel like in terms of where our administrators are coming from and wanting a clear.

H

Mandate to give the kids and the coaches and the advisors in three weeks, they know the old policy.

H

In my mind, the biggest problem with that policy was the in the presence of, and we heard that from.

H

A lot of people in our community, not just at that one party but in many other circumstances.

H

So that is the spirit of this motion not to stop the process, but just to perhaps try to correct one.

H

Problem, if we're in agreement with the old policy, while we continue to work on this draft, which is I.

H

Think has a lot of good elements and kick it back to policy and then bring it back to the board. So.

H

That was my thinking. Okay, there's emotion on the table. Lisa. Can you repeat that motion no boy.

H

Motion to strike the phrase in the presence of from igd and direct the policy committee.

H

To continue making revisions to twitter are we now calling this policy ajay.

B

Jja and to get back to the board so that we can vote on it and then get it to the.

B

Community by august 20th can't do that. I would put a period where I don't know. What's on the.

K

Table the motion- that's on the table is to apply this policy that we have in front of us.

K

Lisa talk it's her motion. I already created the motion to spend the rules to vote on this. I know.

K

No, you didn't she actually com. She actually brought her motion forward.

A

You brought your information forward in discussion liz, it's on record that you even said that we were.

A

In discussion, promotion is on the table. Can you repeat that motion please? I can try. I mean I.

H

I believe it was, I think it was to strike in the presence of from igd and to direct.

H

The policy committee to continue working on a new draft of what we're now calling j-a-a.

A

J-J-A, yes, we're going to do it on the fifth time, which means on august 20th cause would.

A

Have a policy that he can stand by that they are familiar with with one removal of edit as well as.

A

Inform parents that this policy is still in review for changes and will be looked at in our fall.

B

And did we get a second? Thank you hope. Did we get a second can't remember all right. I guess.

B

We need a roll call. Is that okay? Zach? Are we still doing comment? Because I have a comment.

K

I just don't think this is appropriate because I think the process no. Can I speak because I'm just.

K

Gonna no liz, no, but I think the process, though I suspended the rules to do one reading of what we.

K

Have in front of us today, not what lisa just did, but what we have in front of us today. That is what.

K

Is on the table? That was what was on the agenda. This was on the agenda, no, not at least what we.

B

Voted on was that a single reading would pass this policy eventually to approve that this policy that.

K

Was in front of us in the agenda we approved that one reading would be enough for this policy. That's.

B

What we voted on? Okay, let's vote on this one. I think we have to do that first and say whether.

K

We're going to go with this or not first before we go to another, like version of, what's going to.

B

Vote on this motion that lisa just made- and this is what's in front of us nancy- I think this one.

K

Thinks that's that wasn't in the packet, though I think this is the same thing. I think we are voting.

F

On this policy, that's right, but we're voting with the new based on the motion that she has just made.

F

But I'm already voted on your emotion. I understand that proved it and now we're voting on her motion.

F

Which does impact the reports pointing out? I get that, but I think the thing is is that we.

K

Have to vote on this version of the policy first, as far as this is what was in the past, we don't.

B

We don't we don't. We just voted that, whatever policy we pass is going to be a severance rules.

B

That's what we voted on so, let's have a roll call on what on lisa's have her hand up over there.

B

Oh, who does hannah carey? Sorry I just see I see I I see liz's point on that we're not usually.

D

A first reading second reading is to enact a policy, and the motion that lisa made is not to.

D

Enact a policy it's to modify one, so I don't I I don't know it's my understanding that the policy.

B

We vote on will have a single reading. It's not this policy, it's whatever policy is eventually.

B

Put together, we will vote on on a single reading. Oh, I see what you're saying so in future tense.

D

Right so when this, so when this comes back, okay, it's all the same policy. It's just that.

A

The policy is changing right. Hopefully it will be a single future, not a double technically so.

I

Okay, let's vote on lisa's nick had his hand up. Oh nick um I I was just trying to get clarification.

I

I think I understand now. Thank you. Okay, nobody does so do. We need a roll call, vote or a hand.

B

Well, all right: let's do all in favor of taking of lisa's uh motion point of clarification on.

C

On the on the motion, so the motion is the because I heard two different things being discussed or.

C

Maybe two different things so lisa. Your emotion is the existing igd, as proposed by the committee or.

C

The existing igg as it is on the books right now, so my cross out the one to which of the two is.

C

Take the igd on the books, yeah, okay, that is in full force right now and just strike that one.

H

Clause while we direct the policy committee to continue working on the revised version of the.

H

Policy and what's the donation otherwise known as jja, what is a jj? You still, second, that, based on.

C

That understanding of yes, I do. Okay, all right go ahead, zach, okay, all right! So so anybody have any.

C

Need any clarification, no original igd. The motion is original. Okay got it here. We go sorry. Yes, one.

C

Clarification, yes, when and if uh jja replaces igd, how will we ensure that that new amended thing.

E

Is then re-educated to athletes students, parents because they're going to sign one? So then do we.

E

Need to resubmit sign again have another meeting to go through it. I just want to make sure on.

E

The record that that will be the process because that's inherent to my vote, I I feel uncomfortable.

E

That if we approve this removal, an athlete sign it and then three weeks later, a change is made.

A

That's an active then we'd not then need to resign and re-educate.

C

I think anytime, you change, I think, any time we change a policy. We should be cognizant of.

C

Who are the people it is affecting, and how are we communicating that the policy has changed so if.

C

That's a anytime, you change a policy that affects staff. We should have a process by which staff are.

C

Very clearly educated as to what that is happening um same thing with other folks. So now what whether.

C

Or not the logistics? What I can't what's hard for me to commit to right now or what are the.

C

Logistics of taking and the way it was described to me, was a 300 people and getting those 300.

C

People back together again in a singular space to do it in exactly the same way. It's probably going.

C

To be difficult because we're in season people are going different places, we've got things going on.

C

But the same, you know the same veracity of the way in which we would try to communicate it, as we did.

C

I mean my understanding of the meeting has been described. To me. Is this the initial.

C

Cause portion of the show a little bit of prince, I think, there's gonna be a little bit of principle, a.

C

Little bit of me and then it's out with your teams and you're having the conversation with your teams.

C

So we would not be able to I, I think we would struggle to replicate the exact same thing.

C

Or three six weeks into a season uh in the exact same way. So if that's your question, I would say.

C

Probably no we would struggle, um can we can we try, to kind of you know, do something that spiritually.

C

Is in line with the same level of multimedia way to try to educate people, I think we can.

C

Find a way to do that yeah, and can I just um say that when I met with high school.

A

Administration, one of the things that was discussed and actually received very well.

A

By them, um at their invitation, was us being able to earmark policies that were under review so.

A

That they were aware of which policies were under review and aware of the language of the police. So.

A

I think again going back to we can't communicate everything out. Right now is that, but what can we.

A

Communicate out, we can communicate out august 20th that this is still under review, that you can see.

A

The revisions that are being considered wherever the policy committee puts those.

A

And that's also an opportunity for the policy committee to receive feedback from administration.

A

And parents, as well before anything, is fully submitted. Okay, okay, are we ready for the vote? Liz.

B

um So I mean coming from the policy committee- I'm just concerned with this because um we're still.

B

You don't have to vote for nancy, listen, but I need to be able to save my piece to this because.

K

We spent a lot of time in policy committee three hours and then we spent several hours.

K

On friday- and we came to this okay, no, I haven't, though, I wanted to respond and what my response.

K

Is is that if we do that, we're still giving our kids a punitive approach when the police.

K

And anybody that's getting involved with them outside of school is trying to do a therapeutic.

K

Approach so we're not taking that therapeutic and restorative approach, that's in jic, jicd and.

K

It's counterproductive, so we came to this. This is what the policy committee came to. We worked on it.

K

Still needs work, but given what zack is saying as far as getting everybody back together and.

K

I think that we owe it to our kids, and we owe it to our families to give them a therapeutic.

K

Approach give the high school principal some leeway to be able to come up with consequences and.

K

Whatnot, because the old policy lays out punitive consequences to her kids and I don't think we.

K

Should still be doing that, but I think we need to get away and that's why this is on the table.

B

Thank you, liz. Okay. Let's have a roll call vote. Okay, um uh liz barrett; no, we have clues. Yes,.

C

He's a rapport: yes, anne walker! No argo, peabody abstain. Okay, all right! I thought that.

C

Was a really low? No, I said no, I said, abstain, all right uh uh nancy. No, I hope yes, uh carrie.

D

C

So four, uh four in favor one uh abstention. uh Three opposed.

C

So passes: okay! So we're going back to the policy committee now margo. What is.

B

The timeline for the policy committee- it it'll, be a while that what so eloquently.

E

Pointed out is that it is. You will not see this policy again if I'm going back to our.

E

Calendar until our october meeting, but why can we not as a board request that this policy.

A

Get reviewed, it is our next post that the next availability for the policy committee meeting.

E

Policy team to meet that we could find with all of those moving parts, is the 21st of september.

F

We've already set our next meeting. That was the earliest. We could all settle on okay. So that's.

E

Not a r being difficult! That is that's the reality of when that entire group of players can get back.

E

Together, I would like to take a look at some point of our policy committee schedule and our.

A

Board meeting schedules because it does seem like we keep bumping up against this of a huge.

A

Delays and we've ran into this around this policy multiple times that the delay is the I'll say this.

E

The practice is that policies are supposed to come up to the board at the first meeting of the month.

E

So the policy committee tries to meet in the middle, so there's ample time to get it.

E

Revise it and get it in the board packet before the first meeting of the month. But to your point.

E

It hasn't always it doesn't matter, it hasn't always played out and.

A

That's what it was supposed to be, and while I appreciate that this particular policy.

A

Move through a motion of not following that schedule of following a schedule of workshops.

A

Like our budget workshop and operating outside of those normalcies, so I just want to point that out.

B

Okay, I think we can move on to the next item on the agenda. Now I lost my agenda.

E

That means you had it right there. No, I think, that's an old one. I would like to make a motion.

D

Together all right, thank you, everyone that was a spirited, passionate discussion and I think.

B

You'll all work well I'll work real hard to have the final resolution. um Thank you.

B

Everyone, okay, the next like to make a motion. Oh I'm sorry go ahead! Oh can we we're gonna, go.

B

Moving on to the next item, I think that's what her emotions are. Yeah. Oh, it's! Oh, okay! Okay! I.

A

Think she just wants it back. Can we do a batch? Yes, consideration, an approval of employment.

B

um Zach, do you want to easily review these yeah? I would you know we uh had an opportunity.

C

um And non-public to uh to some of these folks, but you have.

C

Several different positions across the district, um the all, have gone through typical processes.

C

And our final final recommendations from principals and uh we'd, like your approval,.

C

For the batch, do we have a motion to approve the news? Do we have a second second? Yes, okay, thank.

B

You liz all in favor aye aye. Thank you passes. uh Thank you, committee updates. We have policy.

B

Kim, do you want to talk about that? I well. I wanted to give you an update on the portsmouth 400.

F

um They're going to be meeting august 15th if anybody wants to attend, it will be.

E

On zoom and their I lost my post post-it. There are um three interviews that were done. You were.

G

Asking me about that: oh yes, um ruth griffin, oh white house and a ted ted. I lost my post-it.

E

Marlon sent me a beautiful update, um no, not that those are the um interviews.

B

That the students are doing with prominent portsmouth residents did they talk to whitey.

B

um Dr whitey, yes, they talked to harold. So what do you mean? Whitey, vulture.

E

Oh sorry, he's in jail, isn't he yeah? No one knows all right hold up hold up, I'm going to find.

B

Be ted connors, he was a former mayor, that's it ted, connors um and they're, trying to get the.

E

Portsmouth public television equipment so that they can do more and the the interviewings were.

E

Suspended for the summer just because it was really hard to meet with people, um so the oral.

E

Histories will pick back up and the meeting is the 15th on zoom and you've probably got the link yeah.

F

I have that um okay, so I did have that update and um we'll look into why our meeting wasn't on zoom.

B

Tonight, lisa good point you brought up, I don't know how that happened, but again wasn't purposeful.

C

Right we'll be sure to make sure that comes back. um Does anyone else have anything yes hope, so I.

A

Just wanted to do an update and people's going to be like the. What um on the swag committee, which is.

A

Actually, a city council committee, it's the safe advisory water group, but I sit on the committee.

A

As a school board representative- and we did have dhhs, come and present to us and they presented.

A

Some interesting information around new hampshire students and lead poisoning, I'm not trying to send.

A

A psa out that there's lead poisoning amongst our students. So please don't write in about that.

A

But um there are a lot of opportunities that were brought up from dhhs.

A

In their lead poisoning department and just around lead education and water sampling opportunities, as.

A

Well, as some led certifications that our school may be able to partner with they've done, some.

A

Serious work with claremont schools, and so I just want to throw that out there. It's just in early.

A

Stages of discussion, it's something that we'll be talking with our good superintendent and assistant.

G

Superintendent, more about and a lot of other parties that might be able to come into play, but.

A

um It may be something that we might be bringing back um for a presentation opportunity as they.

A

Did present to the city council, as well as the school board of claremont and helping pass some.

A

Lead testing policies, opt-in, led testing policies for their school district. Thank you. Thank you for.

B

Sitting on that committee, that sounds interesting any other. Yes, I think. Procedurally, we have to do a.

K

Motion to send id2b back or whatever jja back to the policy committee, because I don't you know, we.

B

Thank you, everyone. It was a good.

B