City of Portsmouth, New Hampshire School Board, 22 Nov 2022

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From YouTube: 11.22.2022 School Board

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11.22.2022 School Board

A

Have the roll call liz berry here, uh fifth clues here, lisa rapaport here ian walker here.

B

Margo peabody here nancy clayberg here hope van epps, brian french, here carrie nolte here.

B

Did you have daniel miles and student rep nick dahlin there.

A

Thank you, everyone can. We all stand for the pledge of allegiance.

C

One nation, under god.

C

A

This is a portion of our agenda where we talk about announcements and recognitions.

A

um Did anyone happen to see oklahoma this weekend? It was absolutely awesome.

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Would you all agree nick, do you want to make a comment about it.

D

um Yeah, I quite liked it. um I talked to a lot of the students and it seemed pretty darn popular a.

D

Lot of the actors I talked to are very excited to be involved so yeah. I think, all around great.

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Performance- and I think our new theater director is been specifically commended for her work in it.

D

It really it makes us all proud of portsmouth high school and all the wonderful things that.

A

Happen there, so thank you nick for giving us that. Thank you. um I also um just wanted people to know.

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I picked up my two pies today at the culinary arts department at the high school for thanksgiving, so.

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um I you have to get on the email, I guess, but if anybody wants to be on the email, let me.

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Know and I'll I'll get you hooked up, but they were selling pies this year and um they look.

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Delicious so we'll let you know, um does anyone else have an announcement? They would like to make.

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About our schools, okay, we will move on to the acceptance of minutes.

A

Do we have a motion to accept the minutes of the november 8th meeting social proof.

A

Wait a second brian is the second any uh alterations. Any changes.

E

There were just two that I noticed. One was.

E

Where uh we we noted last week, an amendment that was made, uh I mean I'm sorry from our last meeting.

E

On the previous months or in previous meetings minutes, um we indicated that the redistricting.

E

Committee had decided that redistricting was not necessary and I think we just need to add to that.

E

For the upcoming school year, yeah right because it didn't specify when but but I think the committee.

E

Was very clear that that was the year that we were assessing? Yes, it wasn't in general, okay,.

E

um I'm afraid I may have forgotten my answer at this point, um my understanding when we left that.

F

Meeting was that we would revisit before the next school year um prior to school year, start.

F

I know we had talked about. You know obviously wanting to prepare for the next school year, but.

F

I thought when we were having those conversations that it was sort of left that we would revisit at.

F

The end of this school year to see, if anything, had changed. That was my understanding not from.

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The committee, not the committee's recommendation, but within the meeting I can go back through the.

F

Youtube link, but I thought within the meeting we had talked about, I don't think there was ever an.

F

Agreement because we never voted on anything, but I had thought we had talked about revisiting that.

F

um At the end of this school year, be you know during the summer I I if I recall, I think we.

G

Talked about doing that the end of the school year for the following school year, but not for the.

G

Upcoming school year does that make sense doing it earlier than fall? No, I guess my understanding was.

F

That it would be for the upcoming school year. It would be too late to figure it out by then.

A

I thought that we agreed that we would bring it up as we thought necessary if we thought.

A

It was necessary for to look at it for the next school year or the school year after.

A

That then we would do it. I think I think, okay, there just wasn't. I don't think there was any.

F

Agreement, I think there was just sort of it- was kind of left open, okay. Well. Well, then,.

A

We'll leave it like that and let zach so I would just say operationally. I worry about our ability.

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Even if we would declare you know, right after uh the holiday break, that we were.

B

Going to redistrict, I worry about our ability to operationally pull that off right now for the fall.

B

um In terms of doing it in a way that wouldn't be chaotic, upsetting, um I was looking for a.

B

Different term, but disaster could be one way of phrasing it. uh So yes, so I would be.

B

Concerned about operationalizing it, um let's just remember the numbers didn't support the need to.

H

Do it either? I want to make sure we're clear on that yeah. It didn't indicate that for next year,.

B

And I think, there's a there's a I do think, there's a conversation to be had about a deeper dive on.

B

um Distribution of students within our elementary schools, um but that you know I I had asked. I had.

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Asked the board to to examine that. uh You know for next year, and I appreciate the fact that people.

B

Would do that and coming who's in the game? So, okay, um remember the second thing, which was just that.

E

um When we decided that the um with regard to strategic planning, it's under.

E

um The superintendent superintendent's report, um the last item, just said that we agreed that the.

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Superintendent will select the vendor, I think we specifically said the superintendent and the.

E

Assistant superintendent, yes, yes, so I wanted to add that thanks, that's it! Thank you. Pip can.

A

We vote now. um Does everyone approve the minutes with those additions? Yes, all in favor any opposed.

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Motion passes. Okay. Next we have a presentation. Oh public comment session. I'm sorry um we don't.

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Have anyone that signed up for public comment? Do we have anyone on zoom? No thank you. Matt toby.

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um Okay, do we need to do that because of the new policy? Oh all right. We need a motion to come out.

A

Of public comment, do we have a motion to do that still moved? Second, am I going in? Thank you, marco.

A

You're welcome all in favor aye any opposed. Okay, we'll move on uh dondero elementary. We.

A

Have kate callahan here tonight to talk to us about dondiro, hello, happy thanksgiving.

I

Same to you um so I was told I have 10 minutes and um you obviously read my report and I'm.

I

Hoping that you read the attachment that went along with the report, and so my focus.

I

Is really going to be on our work with the plc rti component that we have put in place this year.

I

So in the powerpoint that I hit her at the beginning of the year, a big focus was on making.

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Sure that we are teaching with intention and being deliberate with our content and reflective in.

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Our practice so that every single student was being addressed in the judging-led classroom.

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And part of this came from the teachers coming to me in the past few years saying we have yet.

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Another meeting to go to kate: how are we going to streamline some of this, and so what we realized.

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Is that, through the work we did last year in our plcs, the grade level teams did an amazing job of.

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Really looking at groups of students and looking at what their needs were and what their deficits.

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Were and through that process, we were able to really determine who needed a tiered instruction.

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So, who needed either a pre-teaching or re-teaching or who really needed the pre-teaching reteaching.

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And still wasn't making the gains that they needed and the referral to special ed and so through. Our.

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Conversations around what intentional teaching was, it really became about what the teacher was going.

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To do and not look at what the students can't do, and so what we have done this year is we've.

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Combined our plc and rti work teams meet every thursday for an hour um to look at student data.

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And student outcomes, and through that process a case manager is assigned to each of the grade.

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Levels there's three teachers at each grade level, with the exception of third who has four teachers.

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There's a reading interventionist, there's a reading specialist and there's a math intervention.

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As to all attend those meetings, and so at the beginning of the year we kind of were status quo.

I

Excuse me, and we did what we had known in the past to do, and teachers finally said this- isn't making.

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Any sense- and so first grade came to me and said how about we do this? How about we restructure our.

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Instructional box for math and reading, and we have the three costume teachers- the intervention teams.

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Swoop in and really place students in the groups by necessity, so it's either extending learning.

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It's either reteaching learning and we broke down the barriers of the classroom. Walls, thinking that.

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The seven-year-olds couldn't or a six-year-old couldn't move about, and so what has happened is.

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We've created a focus lesson, that's intentional, and then these small groups, where every student.

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Is getting what they need, so it's either a case manager pushing in or pulling out depending on.

I

What that group looks like I'm an interventionist coming in and that model then has spread to second.

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Grade it's now spread to third grade and it's teachers really coming and saying: okay, where.

I

You know we at the beginning either said that we're going to teach math at 8 30, but that's not.

I

Enough time in the morning, so we're going to move it to the afternoon, and this is the reason why.

I

um And so I share that, because a big piece of I think the success that happens at dondero is.

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The voice that teachers have but that the amount of data that's being collected and.

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The reflection on their practice is really narrowing that the focus on each individual.

I

Student, be it an extension or a reteach. So I'm gonna pause here and let you ask questions.

A

About that part of hi, thank you so much for being here on tuesday before thanksgiving the.

G

Best night of school board meetings. um My question in in forgive me this being my first year having.

G

The assignments that you have like having one case manager per grade level, or it looks like you- have.

G

Four through three to five and then are those all: um are those all formal case managers or are those.

G

um Teachers who are taking on a different role- oh thank you for clarifying, so those.

I

Are special ed case managers, so what we did was we were able to add an additional case manager.

I

Especially case manager this year so there's a case manager who services kids in three four.

I

And we have a high number of students in fifth grade, so there's two case managers that the one.

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Of those case, managers is also the coordinator for special ed at dondero, so she does kind of.

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Part-Time case management, part-time coordination and then jenny berg is our new hire, so she's k12.

I

Because the numbers of special ed students were smaller at that in those three cohorts.

I

Okay, so we have to be strategic, so if first grade's talking about reading on this thursday.

I

Then that means second grade has to talk about math, and so they have to rotate so that the.

I

Person, who is the expertise, has the expertise in that area is able to attend those meetings.

A

Thanks anyone else have a question for kate. Kate is the intention to go to grade four now next year.

A

You said you went first grade second grade third degree for.

I

First grade, then, you went to second, then you went to third so fourth grade. So fifth grade's.

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Already doing this, um so we had to keep sorry so we had a case manager who was out on leave.

I

For a baby, and so she's back so fifth grade has already revamped their schedule and fourth grade.

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Is in the process of doing that, so fourth grade schedule was more. I think solid based on this.

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Model just because a case manager who is there this year was also with that team. Last year,.

I

So that collaboration, that level of trust had already existed, where the new teachers had to.

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Establish that and be able to have those um hard conversations and, I think, show vulnerability on.

I

Okay, like I need help, or this isn't working or you know, we have a new first grade to actually.

I

Two new first grade teachers- I'm really great at teaching this. So I'm going to take your kids who.

I

Are really at the higher end and then how do we rework those kids in her class who someone.

I

Else may take, who are you know, struggling or just at the beginning of a first grade level.

A

Okay, thank you welcome anyone else have a comment. Brian just a question, so um I know in your report.

J

You talked about math interventionists needed, so what it! What what are the numbers as far as.

J

Intervention like uh reading and math for for so right now I have a reading specialist for.

I

um Grades: three: through five, we have a reading specialist for k12 and then I have a title. One.

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um Tutor who's there 20 hours a week um and then there's a reading teacher. Who is there at 60 and.

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Then there's one we reworked our title work last year and so there's one non-specialist.

I

4K through five, okay yeah, that's! So when we think about how to narrow that down of where to put her.

I

It's sometimes, I feel like we're playing guacamole, because you push down here, but then something.

I

Else comes up and trying to vertically align a schedule. It's easy to do k12, but then, when you.

I

Add three through five and their needs with the unified arts, lunch and recess. Sometimes the grade.

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Levels are all teaching math at the same time, and so how do we prioritize? Okay, thank you and it's.

I

Always been from a title standpoint, we've always thought about the preventative component, so math.

I

um Math title one has been really for k, one and two thinking that we could close the gap.

I

And then we would see where those students needed to be in the upper grades. Thank you.

G

Carrie, just in I, you know, I'm sure that you've thought of this I'm just curious.

G

How you addressed it is like in leveling groups and sort of organizing groups, just the risk for.

G

Like stigma or concern um about, I mean this group or that group and like how is that.

G

You know modeled and built within this great question, so um what I failed to share is our.

I

Rti cyclist six weeks, and so every six weeks we were reflecting and making those changes, and so.

I

Because there's so many adults just coming and going the students aren't, aren't recognizing that.

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They may be in a different group or a lower group and somebody in a higher group. The other piece is.

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Teachers responsible for making sure they're also teaching those students. So it's not just kate's.

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Gonna go see, um mrs mrs o'connell kate's also going to work with mrs daley to make sure that.

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She's getting the tier one instruction, which is the general classroom and the other pieces.

I

um So it's it's movement, and just because you're identified doesn't mean mrs berg's.

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Only going to teach the identified students, there are some students who aren't identified.

I

Who still could fit into that cohort of students? And we see the same instruction.

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The other person we have is our ell teacher, who is in there for our ell students, which is awesome.

I

To see just because they're sitting um part of the group, and even though they may not have the.

I

Same language, they're still able to engage in those small groups, which is it's really amazing,.

F

Liz, I'm not sure if questions are premature. If you plan on going into any of this or are you.

F

Are you done with your presence? I guess the question I would have for you if we want to.

I

Move on from this I'm willing to move on, but if there's more questions around the rti plc model.

I

At other states, okay, yeah, my questions are towards other stuff that you have in your report here. So.

F

That works, okay, go ahead, oh no! Go ahead! No! I have no. No! I didn't know if any anyone else.

I

Had questions about plcrti, I think we're all set. What was your question liz um more into the.

F

Report but I'll listen to what else. No. That was my focus. My I was focused on my 10 minutes and.

F

Where did you want to be so I'm willing to answer questions or, if there's something else you want.

I

Me to address I'm willing to address that yeah. I guess I was curious. Well, I'm looking at it, you.

F

Said there was amazing start to the school year because of the um professional days for staff. I.

F

Guess I was curious: how that you know having the kids start on a tuesday and have that monday gap.

F

um For the kids, if it made any sort of difference at all, no, I think this schedule was just chunky.

I

As it the the start of the year with three days typically, it was four days three days go time and.

I

This was three days four days three days four days it never that flow, but it didn't impact for me and.

I

I think for the teachers they would say this is that I'll be honest. We were looking at four or.

I

Full days before school like what is that going to be and four full days wasn't really enough, it was.

I

um It was a true way of bringing people together to collaborate. There was um clear intentions on.

I

What we needed to roll out for the school year, there's opportunity for teachers to have a.

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Voice and ask those questions: there was time for community building. There was time for classroom.

I

Set up, we just didn't feel rushed it just felt like we could come to school. I gave a clear agenda.

I

This is what needs to happen, um and everyone just rose to the occasion and executed in a way that.

I

Come tuesday we were ready to go. It wasn't this race to a finish line um where teachers are then.

I

In over the entire weekend trying to get ready, and then I had to follow another question about the.

F

um Substitute shortage, uh the splitting of classes and then how that sort of the interplay between.

F

The addressing the 20 to 1 ratio in kindergarten, if, if there is a pair in every kindergarten,.

F

Classroom or you know this, if you could speak to the strains there and what's you know the.

F

Creative solutions, I guess or the needs, I think a substitute shortage- isn't specific to dondero. It's.

I

Obviously, district-wide, I think it's nationally wide. um We've had to be really creative on what.

I

That looks like so I try not to split costumes and put students in from one classroom into the other.

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Two classrooms: there are times when you have six people out with flu, a and two out with strap that.

I

I can only poke the holes in so many areas um for as long as I possibly can so we have to do that. I.

I

Have to say, teachers are really willing um and supportive because they know that if they need.

I

To be out, they might have to be in that same predicament, so there's been, um there's been no.

I

I guess negativity around that. It's just not ideal, and so we sometimes if a pair of a student who has.

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A paraprofessional and that pair that student is out I'll. Ask them if they're interested in subbing.

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Most of the time they'll say yes, um and so then we just have to regroup on what that would look like.

I

um For that day, and I feel like it goes in waves, so when there's eight out there's eight.

I

Out everywhere and there's two out there's one out somewhere else um and we just have to ride it. Lisa.

K

Report that I feel like is something we're all really wrestling with a lot. I wondered if.

K

You could say a little more about it, which is the idea of how you distinguish between learning gaps.

K

That are there because of the way schooling happened during the pandemic versus whether.

K

Students may have true disabilities. Can you say a little bit more about what you're, seeing or.

K

How you're trying to tease that out sure? So um we look back to 2019 and when we shut down and where.

I

The emphasis was was really on teaching and the younger grades was teaching ela so with a heavy.

I

Emphasis on reading a heavy emphasis on math and looking at our word, work through foundations.

I

Writing was a part of that, but the emphasis and the intention of teaching students how to write.

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um Was not our focus and so what we're seeing are those gaps, and so you have students in.

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Third grade, who have never truly gone through the beginning stages of how to write so the capital.

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Letters, the punctuation, the proper spaces between words, um so you've had to go back.

I

And so we've done a really good job of reminding the special team has done a really good job of.

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Reminding teachers that that wasn't a part of our practice. Just because we had a two and a.

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Half hour school day and our focus was reading a math at the time, so we've restructured on how to.

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um And how to do that, and part of that is looking at our unit as a study prioritizing what we need.

I

To teach in writing at what grade level and then taking the time to slow down to go forward rather.

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Than just turning what I call a page in the book to get to the end result, and that really has.

I

Helped students review some of our sas modulars to look at what the sas is going. What's the testing.

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Is going to look like and how to respond to that and then almost go back to reteach? That, because.

I

Some of those fifth grade students to disorder that in third grade and they're now, fifth graders.

I

So I'm hoping as time goes on and we can close that gap but still be mindful of covid, um and I.

I

Think from a parent piece, it's explaining that and yes, we recognize your child as having a difficult.

I

Time, however, remember this is where we were um and again, how does that ela block extend to be from a.

I

45 minute block to maybe an hour and 20 minutes where some of that small group work might be.

I

Writing in response to reading so you're, embedding that writing into the reading aspect of it.

I

Thank you. Anyone else kerry. I think my question is sort of a giant, patty um zach question, so.

G

Like promethean boards is really the budget item that I was curious about, so we've had a lot of.

G

Talk like coming to the district, we're going to be going through budgeting is. Is it like? Do you.

G

Think across the school everybody's utilizing that and it okay, and so I guess part of it is just like.

G

We see I've seen ptas fundraising for them. They seem like an integral classroom supply thing. You.

G

Know and just curious, if there's some sort of like tuck assessment, that we need to do overall.

G

Because I I feel like there's all these parties popping up that are fundraising for tech when.

G

We're going to be budgeting, so I think, for at dondero level, um just like over their chromebook.

I

So we had a life of a chromebook and so now we're kind of cycling through those chromebooks we put.

I

Priority on the fifth graders, getting the new books, because they're on the chromebooks more.

I

Often than the younger students and then farming down to fourth forming down to third, so pretty.

I

Much it's one to one for three through five and then with the prometheans. It was noting, which.

I

Boards were the oldest boards, and so pta has purchased most of those boards for us and then.

I

Last year I don't know nathan, you can help me, I don't know where the money came from, but we had.

I

Boards that we purchased it wasn't actually last school year, it was a school year prior. That then.

I

Came in and then we had two additional boards that came in through funds from last year, so there's.

I

Five boards, the pta three years ago, purchased my a new one for the library and you went for art.

I

um But we still have 15 more boards that need to go so, except from what tangential. To that. I.

B

Think what's interesting and nathan, and I had this conversation as we came into the summer.

B

And we were talking about this ongoing kind of rolling conversation about equity within the.

B

Elementaries and um and how? Even when you, um you work institutionally to have equal distribution.

B

Of funds, maybe per student or equal amount of technology, what's what you can't account.

B

For what we can't account for at the moment is the positive. Thank you so much pta role.

B

But also how that creates imbalance between schools in some cases, depending on what what.

B

Is happening with those ptas and to what extent those decisions are or not reflective, let's say.

B

In technology, if a if a pta has a conversation with teachers and the pta makes uh you know, tens.

B

Of thousands of dollars, fundraising effort for certain types of equipment that may or may not.

B

Happen in a vacuum from an overall tech vision for the district, a an understanding from I.t.

B

About how those platforms need to be supported, those types of things, so it's not answering.

B

Your question, but it is this thing as we get into the budget cycle. It's this question, which.

B

We I said nathan and I discussed as a thing and that's a part of what we deal with is the how to.

B

How do you have that that fundraising effort, which is a positive dot, create imbalances and or.

B

Programmatic things that weren't necessarily reflective over an overall district vision, it's.

G

Interesting, I think just just thinking on that line, I think there's always.

G

um People are always more likely to fundraise than be donate to new, so as opposed to we.

G

Have to replace these boards, you know that's not an as exciting as an ask oftentimes yeah.

G

um But also that you know our the integration of technology during the pandemic is so important.

G

But how are we budgeting some of those items that are every three years replaced and you.

G

Know where does that sit in our annual budgets um and and as we go along and- and I think part.

G

Of the tech assessment piece is like what's here, that we're not using what did we buy thinking it.

G

Was going to be integral, and it wasn't and what's here that we need 10 more of because.

G

You know we I mean in my previous situation we had developed. You know we had a tech plan which.

B

Included that the identification of those rolling assets, what were the lifespans in those assets.

B

um You know everything you know we had you know. Laptops were on a four-year replacement cycle.

B

um And we budgeted for uh 10 to 15 loss rate based on accidents and other things.

B

um But those were all all tech purchasing went through. We had a director of technology and.

B

Then we had a tech um tech advisory board, which was really it was like me, a principal, a teacher.

B

We had a tech integrationist, a professional who worked with teachers to integrate technology into.

B

Into their stuff, because it's not an automatic that people are going to do that and that group.

B

Of people all tech, all tech purchases had to go through that group of people for approval.

B

Because we knew that supporting teachers and utilization of those resources um making sure it.

B

Had the resources to do technical support and then budgetarily that made sense that it was something.

B

We're going to start we're going to continue that had to be institutional, uh and so that's.

B

That's the way in which we worked it. That's not the way it works um here in terms of some of the.

B

Tech stuff, and particularly because it is easier to fundraise for the for the flashy new thing.

B

um Than it is to then sometimes to raise money for other things, but I mean I could I could add. I just.

L

Want to make sure everybody knows that inside your operating budget there are, there are a series of.

L

Of capital leases for the the individual devices promethean sit in that tech plan. That inventory.

L

Turn plan we also have funds on the city side, infrastructure funds that have been chasing.

L

Wireless infrastructure, a wireless internet throughout the buildings, so there are there.

L

Are dollars and there's a plan, I'm more familiar with the inventory turn on chromebooks and the.

L

Cycle that they had worked, I would also tell you that if you went back and looked at the budget.

L

Book there's red red entries where we've done operating reductions. The last two cycles, where we.

L

Got to a certain budget point and then in order to satisfy and complete the process, we cut the first.

L

Year, 350 somewhat thousand this. Last year we cut 120 000 um after restoring the 350, we cut it 120.

L

Back and a lot of that hits technology, because we believe that we could and have shifted some.

L

Of that to esser funding to help with some of that. But so I'm not as familiar with the the promethean.

L

Turn, but I know that everything zach has said is spot on and I think we need to continue to.

L

Work on that- and I couldn't tell you off the top right now, what the inventory status is and.

L

Where the, where the hot spots are versus others, but I know that we have some on order even now,.

L

And, of course, now we're working on supply chain delivery. When I met with tom today, we did have a.

M

Conversation about prometheans and what does that look like as far as replacement cycle? How many and.

M

That's one of the things that he's planning to bring forward in the next few weeks when we talk.

M

About budget, and what that's going to look like figuring out? What kind of a replacement cycle.

M

Do those need to be on what's their lifespan that whole thing, so that is one of the considerations.

M

um He is the um network network administrator, some lots yep.

I

I think part of it from a school perspective is boards now are very different than boards.

I

Then, and so we would sometimes replace the cameras or the light bulb and then the board.

I

Would still work, and now it's just one big system um that when it goes, it goes, but the.

I

New ones are actually less money than the old one. So it's it's an interesting turnover and.

I

I think how they first were rolled out. It just became the teacher who was interested in that.

I

Tech component and then it spread through the schools, and so I think the chromebooks are a.

I

Little bit different because we know exactly we purchased them, we know when we implemented and.

I

This is it's scattered all over, like I'm like, oh, that has that speaker and that has that speaker.

I

And it thinks I'm crazy, it's been sending him pictures man. Can you give me the date for this.

I

um But that's the only way I can figure out what is old, old and what's somewhat old and what is new.

A

Any other questions, margo thanks kate. um Can you just tell me a little bit about the I love this.

H

Concept of the um extending the science curriculum outside the walls. Are you building the k-4? This.

H

Is like part of their culminating experience in leading into ecamp, or is this we're just trying.

H

This out this year, so through kovid we couldn't go to ikea, and so we couldn't go to east school.

I

So the fifth grade team was really creative in trying to replicate opportunities. That would.

I

Fill the void of going to e-school, but also have the same science, lessons that were taught at.

I

Eschool and so through that they did an eight-week every wednesday they'd go off campus and do.

I

Something for eight weeks fast forward. They went to environmental camp last year with new franklin.

I

Which is amazing, and so the teachers were able to connect and the students were able to connect.

I

um And then, this summer, new franklin's teachers and dondero teachers went back to e-school and.

I

Had an education around what they could do to bring it back to the to the schools, and so.

I

They worked in partnership, I'm with the fifth grade team at new franklin and dondero, and so.

I

My team has said you know what, let's find a way to get the kids outside of the building.

I

Heroes of science and we're going back again together in may, and so each month it's starting.

I

From the summit to go, they've incorporated farm work and then they'll get to the sea.

I

um With the idea that, especially with the number of students who have an iep of getting.

I

Them off campus, getting their hands dirty and taking the the knowledge that they have and.

I

Extending it into real life application yeah awesome, it's awesome. It's awesome.

I

It's really neat and the excitement like every kid is at school. For that day, yeah.

I

And they're there they're ready, even if we have to leave at 7, 45 they're ready it'd be great. If each.

H

Year prior, you could roll a little bit in so that by the fifth grade you know the fifth grade isn't.

H

Their first chance of extending it beyond the walls, so we've been able to get the students off.

I

Campus so like just even with mandias or outdoor educators, so today fifth uh for kindergarten was.

I

Outside the entire day, so they had lunch outside they had hot chocolate outside. They did all of.

I

Their work outside um it was counted as just a regular field trip and each of those grade.

I

Levels will do that and then tie in that science strand we're using our b work to really look at.

I

The strand of science from kindergarten to fifth, so that the conversation on that b work starts.

I

When they're little and then ends when there be to hopefully have a b club, where they're beekeepers.

I

Yep great thanks, you're welcome. I have a question: um are you experiencing difficulties with buses.

A

Like we've heard so many yeah, if I say yes, you're allowed to say yes, if I say I'm not.

I

Though so, if I say no, I feel like my hands are gonna sweat. I'm gonna have bus issues come monday.

I

um We aren't, we are, I think, there's a good balance of students who um are walkers and car pick up.

I

um And then our bus, our buses, are at school at 7, 43 they're, delivered.

I

um We really, I kind of rode parents on the sense of like I need your kid at the bus. Stop at this.

I

Time and then we've had to adjust the dismissal in a different way, so our bus students are off first.

I

Or dismissed first and then they're off, they go off the school grounds and it's it's working well,.

I

That's good to hear good, yeah sort of not not to extend the conversation, but the elementary school.

L

Should be should generally express that things are okay, because they're the early cycle and.

L

So the buses have plenty of time to get out and get out get out and do the routes and get there.

L

The problem that we have faced with this tiered system continues to be the gap between dropping.

L

At the elementary and then dropping at midland high, so I'm glad to hear it. Thank you that things.

L

um And then all the after school stuff we've added in trying to meet the additional needs. That's.

L

That's more centered at the elementary level, so that just adds to the shrinking in our location.

I

Though I think for supporting um personal threat like it's right there, that's already.

I

On the route so to say so, it's not having to drive across town, it's just another.

I

Group of kids getting onto that bus to go over there yeah. Thank you, hey! Well, kate. Thank you.

A

Goes off to a good start, thank you for being the helm and making that happen. I think thank you.

A

Okay: next, we have a wellness report.

A

N

Let me just get myself.

N

N

N

Well, I didn't go the way it was supposed to go.

N

Foreign. Thank you again for um having me back again and I have to say I'm.

N

Thrilled to be here and not talking about covid, so it's a nice change.

N

um Okay, so what I want to do is, um for the sake of time, I'm going to go through the.

N

Different grade levels um give one example of a successful initiative. That's underway.

N

And then I want to talk about a community initiative and then we can answer questions so.

N

um Starting with the high school, the initiative that I I want to talk to you a little about is.

N

The getting to why initiative getting to- why is a program that has been successful in vermont.

N

To many many schools, I don't know zach if you're familiar with anyone over there haven't used it.

N

um But it's a program that actually takes the youth risk, behavior survey, data which every high.

N

School across the country takes it every other year and, unfortunately, a lot of times. The data.

N

Doesn't go anywhere and it doesn't ever get really used. It's kind of like okay, piece of information.

N

But what this program does, is it actually by identifying six to eight high school students.

N

They train the students on how to interpret data, and then the students come back and engage with.

N

Another 20 students, students on figuring out the data related to the portsmouth high school and.

N

So it's really students looking at their own data and coming to an understanding of why they need to.

N

Take the survey and what that information actually means, and then they go out and similar to the nami.

N

Youth training that came here to do a suicide training the getting to why group would then.

N

Hold the different community forums to talk about the data and a big part of this analysis is also.

N

Helping the students identify what's going well at the high school, as opposed to just necessarily.

N

Focusing on the problems so at this point was set we're looking to do the initial training.

N

With the six to eight students in early february with a bigger group sometime in march and then.

N

Go from there as far as our community outreach for that initiative, so that actually is really.

N

Exciting and connects directly to our community initiative so I'll circle back to that in a minute.

N

um From the do I have the power to move this. There we go from the middle school, I would say.

N

um Our greatest um success this year has been our integration of our school social school, social.

N

Worker, um it is by far just an amazing resource to to the to the building to the administration and.

N

To the counseling staff and to the students and to the teachers and to the students so.

N

um That position has allowed us to actually do the bridge between community and and school and.

N

Help negate and take out some of the obstacles that keeps kids from progressing um academically.

N

So, whether it's getting to school lots of work with kids that are struggling in attendance to.

N

um Looking to implement a therapy dog program that once a policy is approved, uh the social worker.

N

The middle school will be integrating her dog into the work that she does with students in the social.

N

Work arena and the argument and the rationale behind that is that many of these students who.

N

Are coming across the plate, as students of concern are also students who have experienced trauma and.

N

Many times that trauma connects to some experience with the social worker at some level, whether it be.

N

With the court system, whether it be in a hospital setting or community setting- and sometimes it's.

N

Not a positive experience for the students so for them to you know, get more comfortable with the.

N

Social worker is there for them, and incorporating the dog into her practice is has been shown to be.

N

An effective way to kind of bridge over that for any students who have concern uh from the.

N

Elementary, I think our obviously our biggest focus right now has been uh getting over the finish line.

N

With our new social, emotional curriculum, so the program that is being piloted in the fall by 16.

N

Teachers across all three schools, every grade level has somebody implementing. It is a program.

N

Called character, strong um character, strong program for elementary school is called purposeful.

N

People and what has been proven to be- uh and we looked at, I think, eight to ten different programs.

N

The smaller group of people evaluating it among the staff at the elementary and this by far came.

N

Out above and beyond, it was, it was interesting because in august we met the day before school.

N

Started and we had three programs we're reviewing and it literally felt like goldilocks and the.

N

Three bears like the first one was like too big and it's minimal almost too small, and we.

N

Hit character, strong and literally excitement among the teachers are like this is it. This is.

N

The one we need, because everything that they had on their list, the character, strong, checked off.

N

So it it is, probably it is a um computer-based technology-based program, but it is built with.

N

An infrastructure of activity, so it's really the content for the teachers is on, is online.

N

um And then that also allows when they do updates to the curriculum it automatically becomes an.

N

Update within our system, so that program pilot is set to finish december 8th and uh at that point we.

N

Will be having conversation making recommendation to the superintendent as to whether or not that's.

N

The program we want to move forward on and then at that point I think the administration will.

N

Be looking at what is the best time frame as far as implementation on a larger scale,.

N

Character, strong also does have a middle school program, which will be the next focus that I'll.

N

Be trying to work on is trying to move it up. So, as the kids move up, the messages are.

N

The same, the language is the same. It's all continuous as they get through eighth grade.

N

And the last, oh, I guess maybe that's here. We go. Okay, um the community engagement.

N

um This year I was fortunate enough with a two two of my colleagues that I've connected with.

N

um Over the past year, one is a woman from a pine tree institute. Pine tree institute is a facility.

N

In maine that provides substance abuse treatment, but it also provides a very strong element of.

N

Preventative education and part of the big of one of their big missions is around trauma informed.

N

Care, one of which I became you might remember the master trainer for them around trauma, but.

N

They also have done a ton of work on looking at positive childhood experiences and data.

N

That actually helps to negate some of the aces, so it actually has been shown to decrease if we.

N

Have enough positive childhood experiences and those positive childhood experiences are built.

N

On relationships so, um and the other person is a is a woman from the seacoast ymca and.

N

So, through a lot of uh talking conversation last year, it became really clear that we had a lot of.

N

Resources in in portsmouth, and many of them were not either aware of what everyone else was doing.

N

They didn't have the time to figure out how to collaborate, but we were doing a lot of the same.

N

Things and nobody was doing cross-pollination, so the three of us, along with some administrative.

N

Support from the pine tree launched this, this fall the greater portsmouth youth wellness coalition.

N

And that coalition currently involves 25 different community agencies who are focused on youth, so.

N

Their all of their work is, is k-12 and it involves whatever communities feed into our district. So it.

N

Involves greenland rye, newcastle and newington, and so those agencies have come together and.

N

We have lit we've literally just had three meetings, but we have already begun the work of.

N

um Divvying up tasks, creating tasks for us, one of the task force was, is focused on and just about.

N

Complete with a mission and vision statement for the coalition another another task which.

N

Which is the one that I am heading up is the data, a collection and analysis um um task force and the.

N

Third, one is going to be focused on the coalition setting itself up to apply for a community drug.

N

Free grant uh through the federal government, which is a huge grant because it it provides a.

N

Hundred thousand dollars a year for five years and then you can apply one more time, so you can get a.

N

Lot of money over a 10-year period, and so part of the requirement of the drug free grant is that we.

N

Have an existing coalition with agencies working together in a joint mission and a joint vision.

N

um I bring it back so already: we've um established fifty thousand dollars in.

N

Contributions to a budget for this coalition that came from um the foundation for seacoast.

N

Health um part of that money is actually being used to fund the getting to wide.

N

Program so we're already getting community money coming into the schools to support that.

N

um And I think that, as we move forward, we're going to see more and more collaboration um among the.

N

People that are part of this organization, part of the drug free grant, has 12 different sectors. That.

N

We have to have represented on the coalition, which is everything from business leaders to parents, to.

N

Students we currently have two students citizens driving on the coalition, but I'm hoping with the.

N

Getting to y initiative we'll drum up a little bit more interesting, a little bit more participation.

N

um And then, from from a data collection, we will be looking at first, the youth risk behavior.

N

Survey data for portsmouth, which we actually have just received, so it's kind of hot off the.

N

Press, even though it was two years ago that we took the survey, but that's okay, no, actually it.

N

Was only a year, wasn't it um but we're going to start with that data and then we're going.

N

To figure out from there what other data we need in order to come together and identify.

N

The real goal is to celebrate our successes and, what's working but most importantly, find out.

N

Where what we're missing, and what we're lacking and figure out strategies to fill those gaps.

N

Got that well, thank you very much. um Do we have any questions for um brian.

J

Yeah, I'd be very interested, I'm sure other members of the board when you start collecting that data.

J

And come up with strategies it'd be great to hear those uh in the future. Absolutely.

N

Yeah, it's going to be fun. I think margo yeah I'll, follow right on that. um When you look at that data.

H

Do also compare it to the last time we took a survey, even though I know not all those kids.

H

Overlap, but are we looking at yeah, so what the state provides to us is our data and currently.

N

It's looking at our data from 2019 and the state data from 2019 because they haven't yet got all.

N

Of that information, together with the 2021 data, but generally our report comes with a comparison.

N

Of us to our previous year into the states, yes, so we do have that data and some you know some.

N

Of the stuff that I just glanced at, it would be what we expected. The mental health stuff is up.

N

um Concerningly up and but some of the higher risk, some of the high-risk stuff like around.

N

Substance use is actually down which I think has to do with the fact of covet.

N

And there was not a lot of socializing and hanging out with one another, so.

N

But yes we'll we look at that, we compare it and then we try to figure out the best way forward.

K

School social work model um you raise that as an opportunity based on the success in.

K

The middle school I've certainly heard great things about that. You know from a lot of folks.

K

Around that community, from a budget standpoint, do you think that we need additional social.

K

Workers in the schools that would be out of positions or do you think that we have.

K

Other people that are going to fill that role, I'm just trying to understand how that would expand if.

K

You're thinking about that, my belief is that it would be added an added position, whether it be a.

N

One for the middle elementary schools together and one at the high school. I think that what it it's.

N

A different it's a different training that comes with social work than what other positions have.

N

And what their backgrounds are, and I do believe for the cost that would correlate with removing.

N

These obstacles that are keeping you under the you know the gap of learning these obstacles that keep.

N

Kids from succeeding and moving forward in school when you've got someone who's trained on quick.

N

Interventions, quick outcomes, you know get them over the finish line then, and you have the right.

N

Person, I think it's well worth the investment, because this is the stuff that ends up on the.

N

Principal's desk, that isn't really meant to be on the principal's desk, but um so I think that that.

N

Is what's really helped move things along at the middle school? Thank you liz and then carrie. I have.

F

Two questions, and just first like a clarifying question, you talked about the pine tree institute.

F

um And but then you talked about the getting to. Why can you explain the interplay between this.

F

Wellness coalition, the pine tree institute and the getting to. Why is the beginning to why the.

F

Edu like the curriculum that would be used or what I guess, what is the interplay there? Okay.

N

The pine tree institute is a representative of the executive committee of the coalition, so out of the.

N

Three three facets that pulled this together: it was the schools, my position, pine tree institute.

N

One of their community educators and the uh well, it was the executive director of the seacoast y.

N

So those those are the three executives that pulled this coalition of 25 agencies together.

N

Getting to why is an initiative, so it's actually a program that we.

N

Will be implementing with funds from the coalition into the high school.

F

um Last meeting there was discussion from new franklin about the um the excuse me little.

F

Harbor about this sel type, I'm not quite sure what they called it. The sealed seal block seal block.

F

um And it seemed like that was a big sel piece for um little harbor, and so I guess I'm I'm wondering.

F

What's the interplay between that and this new sel curriculum like if there is a rollout, will.

F

Some like how how can the little harbor you know success in what they're doing either.

F

Take president or have an interplay between the two I mean, is there a way to co-mingle? Are they.

F

One in the same or how, how does that going to work um they're, not one and the same, I think.

N

That what, when we talk about an sel curriculum- and we talk about that being implemented in the.

N

Classrooms there, that is by far not the only sel initiative happening within the schools, so there.

N

Are different things so, for example, the school counselors in each of the elementary schools.

N

Do different programmatic um initiatives at their own schools, based on whatever is going on whatever.

N

The needs are so there were complements csel curriculum in the classroom. I I would, I would.

N

Expect, although I'm not that familiar with the little harbor program, but I would expect it would.

N

Be the same thing so we'll we'll always have programs that are supplementing the sel in the.

N

In the classroom, okay, thank you. I think kerry had her hand up. So you know that substance use we've.

G

Talked about substance, use and all of the kind of the things around that before together. And I just.

G

um And it's such a like soapbox and near and dear to my heart for me too, um so I just want.

G

To make sure that this, the initiatives that are like the drug-free communities.

G

um We've in order to sort of acknowledge that, like drugs are within our community, it's really.

G

Important that that's not distance, am I one big worry and just that framing for right now. Is we.

G

With the opioid epidemic, we have so many students, parents who use drugs who are in recovery, who are.

G

In in so just really trying to balance your expertise in aces and supporting students.

G

Through that and not perpetuating, and and I know you know this- I know- we've talked about this in.

G

The past one-on-one, but that's just like the first impression that I got was like. Oh, we got.

G

To be really careful in balancing the trauma and the aces that people have, but also in their home.

G

Environments in that they live with, are have loved ones who use drugs and are very likely.

G

To in new hampshire and in our community right and and part of one uh one or two or three of the.

N

Ace scores are related to substitutes of the home mental health illness in the home. Incarceration of.

N

Family members in the home, those are three of the ten questions that determine a person's a score. So.

N

The substance use mental health, all integrated, you can't separate them apart from one another and the.

N

um The drug free grant is actually very focused on substance, so as much as our coalition is wellness.

N

And it's not exclusive to substance use if it funded a big chunk of that money is going to be.

N

Focused entirely on substances right and I sort of and not sorry I'll, try to be more specific.

G

But the like, I mean more if we come in and yeah yes, drugs are bad and we don't want our students.

G

Using drugs absolutely but the way that we frame that and approach that has to be really sensitive.

G

To not, you know, to give resilience to kids who are in that exposure as opposed to the good and.

G

Bad of you know that not everyone does it, and it comes up for me because I had done like the.

G

Cdc doesn't open discussion where high school students can write in whatever they want to.

G

Ask, and so we looked at an analysis of what, in of what was within that content in most of the.

G

Things that prevention curriculums were missing was around. How do I help someone who is struggling.

G

So in villainizing and talking about how terrible and bad it is really what people wanted and were.

G

Missing was, but I know someone that is affected by this and I want to be a help to them. So very much.

G

Like that peer, the suicide prevention, the nami and things like that, and that work is like starting to.

G

Trickle into substance use, but isn't quite as well developed yeah. I I can see where you're.

N

Coming from, but I also think that, even if you go back to the kindergarten social emotional, like the.

N

Whole infrastructure there of developing those skills of communication and and understanding.

N

And support and that it that is a prevention that leads to hopefully healthier decisions so, and I.

N

Think anybody within that within I I don't know anybody within our district. Quite honestly who.

N

Would go with the scare tactic around substance like it's bad? We don't want you to do that as.

N

Opposed to, let's talk about your ability to make choices and what what's best connected.

N

To where you see yourself going where what you want in your future, so really really empowering.

N

um The students, with with the right information I mean they have to have the right information.

N

Right they can't they have to know what the data is about. Substance use, but they also need to.

N

Understand it's just one piece of the information and it's not a the nancy reagan, just say no era.

N

Has gone away? Thank the lord, um but that's that's not where it is anymore. Well and I think, but but.

G

The terminology just of the program, drug free, is that same error. So that's just and you and.

G

I could talk about this for hours, so I won't, you know, keep it keep on it, but that was my.

G

First, yeah in moving that, I think we'll see that terminology go away, but when we call it that grant.

G

um It's not acknowledging all the factors, I guess right. Unfortunately, the feds. Yes, you guys decide.

N

What the grand dreams understood at some point, hopefully it will progress. I agree with you.

A

Anyone else oh liz. I guess I just briefly want to speak to what kerry said, because I totally agree.

F

And I see where you're going there and I I do want to express a little bit of concern because I think.

F

From a standpoint of working with substance, use, um we've started to get it. We've started to get away.

F

From saying substance use versus substance misuse, because so many people are prescribed substances.

F

For their mental health, you know children, adults, and so you know, I understand the stigmatism, so I.

F

Guess I just want to point to astigmatism too, for people that are actually prescribed substances. You.

F

Know so being able to understand prescriptions and um you know, use versus actual misuse so.

F

um I think it's super important that kerry brought that up, and so I would I'd love to.

F

See or understand more, I guess about what this curriculum is: the prevention curriculum.

F

um The getting to the why initiative so I'd love, to hear more from you all, as the coalition moves.

F

Forward word definitely, and they have videos of students who have done the program as well, that.

N

Might I could forward as an example of hearing from students as to what it was like to do, the.

N

Program as well- and I think your your point of misuse is really important because when we get.

N

Into when you get into talking about substances, you're going to talk about misuse by anyone who.

N

Either isn't prescribed the medication or is not legally allowed or should be legally.

N

Using the substance, so alcohol for a a high school student is misused because they're not.

N

Of legal age to drink so it is, it is important to separate out those issues chris and are you.

B

Under the impression we had a similar grant in springfield and the kerry's concerned about the.

B

The moniker, the name of the program I mean, there's still, flexibility underneath that.

B

Umbrella of doing the type of work, that's more reflective of the spirit of what kerry's talking.

B

About right, yeah, absolutely yeah! Absolutely absolutely! I think where we want to like.

N

Brand it out a little bit more to bring in as much of the wellness component as well.

N

um But there is a certain there is definitely parameters about the grant being around substances.

N

um But where? Because we're already broader and we're looking for funding at different places,.

N

That allows us to be able to fund some of the work in the coalition through that grant. I would.

B

Say our experience was that it also wasn't like when the things we were funding that grant with.

B

Were not uh when you showed up it wasn't like uh I handed out the drug-free communities card and.

B

My drug free communities hat and like you know what I mean like yeah and I guess personally.

G

I've just seen it done both ways like where it's been flexible and I've seen other places be like.

G

We're the town of you know, bennett, and we are not going to have any drugs here and we're going to be.

G

Drug free and like really hold into that term, and so I think it's just totally different approaches.

B

So it almost feels- and we were joking about the nancy reagan and nobody feels nancy reagan asks.

G

Oh, absolutely, if you call it drug-free portsmouth that communicates a very different thing than.

G

Healthy portsmouth, right and so just thinking about there's one thing about the grant and.

G

There's another thing about how the project and program are framed and put out right and that's.

N

Why the title is portsmouth youth, wellness coalition and and it really it's been a big.

N

Conversation at the coalition about how beneficial these funds would be, but that that is not all. We.

N

Are that we're going to exist, whether or not that we get the grant or not so? And the work is still.

N

Going to be there down, okay, are we all set, I think we're all set. Thank you chris. Thank you. Thanks.

N

Have a nice time presentation happy thanksgiving, happy thanksgiving thanks for coming! Okay! Next.

A

Week our go to the section of the superintendent's report items of information student uh community.

A

Campus update, so you you want me to actually go to the memo. Okay, well, I'll use my umbrella. Yes, zach.

A

And I met with the city manager and the mayor and uh two representatives from the finance department.

A

And peter um rice who's, the public works director has been working really hard um on the community.

A

Campus project and, of course nathan, um couldn't couldn't make that meeting, but he's been obviously.

A

Very involved with kenny lynchey and um steve from lister academy and the staff, okay, steve, steve and.

A

um The staff at um uh community at lister academy and they've been meeting since the spring and.

A

They've come up with um uh the you saw. The um on the second page is a plan for how the space will.

A

Be used at the community campus, so this has had input from staff peter peter rice, nathan, kenny.

A

And steve k so um we're moving ahead, the big question uh and please chime in if you would.

A

Like is funding, so um we zach- and I taught in our conversation with the mayor and the.

A

City manager talked about how we have 1.5 million dollars, and we've talked about this before on the.

A

Board from esser funds to um I'm sorry, we have 1.5 million dollars in the cip to repair the windows.

A

At dondero and little harbor what we would like to do in nathan fields, this is a really good prospect.

A

Is move that money from the cip to esser so that esser can fund the replacement of those windows.

A

And we can use this 1.5 million dollars toward the renovation of the community campus felicitor.

A

Academy, however, we're going to need probably three million dollars to do this 3.5 million to do the.

A

Renovation so um nathan, um very smartly, put in the cip for cip 24, two million dollars to complete the.

A

Project moving lister academy to community campus. The city council obviously has to approve that new.

A

Addition to the cip, but everyone feels confident that they will approve that, because you know the.

A

City obviously has a deep interest in the sherman school building. The plan is to make it affordable.

A

Housing, so we feel that these funds are all going to be there for us to make this project.

A

Happen time timeline it as soon as we can get the funding in place. We can make the renovations and.

A

Move the program, it probably will not move well, we talked about possibly january of 2024., so not.

A

January 2023 january 2024., um so it may be another year or so before we get to move the program just.

A

Because of you know, getting the money getting the renovations materials and people materials right.

A

um Nathan, zach did I yeah, so let me just clarify what because, like I think, visuals.

B

Are really powerful sometimes, and so I want to make sure it's clear what this visual is and.

B

What it is not so, this visual was created um with jsa who's, the architectural firm.

B

Architectural firm right was connected with the original construction of community campus and.

B

They worked with the staff in the spring, the staff at lister academy to do to sit down and.

B

Have conversations about what do you need? What are the things you would need in a new space.

B

um And they knew what the basic existing kind of shell of the footprint would be. That would.

B

Potentially be available for us at community campus and then those folks basically took.

B

That shell and then started plunking kind of square, footages and spaces connected to what.

B

uh Listerfelt worth needs, and really what you see is it's basically, if you've been in you've.

B

Been in lister it more or less reproduces a lot of the space. That's already existing in lister.

B

There's not a lot of new in here there's a lot of recreation of what they already have, but in.

B

Nicer facilities so now what this is not because this was just a rough conversation. This is not.

B

Something which comes with it comes with a price tag to what to do what the fit up would be in.

B

Order to accomplish this, this is just like. Okay, here's the square footage. It didn't include what.

B

Electrical, do you need to move around? What plumbing do you need to do all the other fit up.

B

Stuff so you'll remember if we go back one two, I don't know three meetings ago, we're in conference.

B

Room a and we talked that we asked for the ability to repurpose funds that had been it was left over.

B

From the new franklin project right, so it was left over funds from the new franklin project to.

B

Then go out and ask the same firm to now give us what is the estimate to reproduce this in reality,.

B

um On the ground, so the the that three and a half to four million dollar figure total. That is a.

B

Combination of of funds that we're moving around and then cip funds um is an estimate based on.

B

Square footage and other kind of um similar space. And if you took that square, that estimated square.

B

Footage amount cost and then spread it out, it'd be somewhere between three and a half and four.

B

Million this is what js8 we're asking jsa to do and they're starting to roll in that work. Right.

B

Now is to give us us and the city an actual figure in reality of what it would cost um and move us.

L

Forward with all of the documentation, we would need to go to bid that's correct too, so that if.

B

We, when we go to bed, there's a portion of what would normally kind of the administrative work.

B

That would be on the front end of the construction process that we would normally build into a bid.

B

Will already be accomplished as a result of the of the money you already put aside for jsa to do.

B

This work, so that's um that's what this is and what it's not uh at the moment. So I don't know.

B

If there's other nathan are there other other pieces to that story that we should no, I think.

L

No only that this was uh there's a three-page spreadsheet that goes along with this graphic.

L

Which was the needs analysis, and so this was a fit test really as much as can we fit everything you.

L

Need into this space to duplicate the program, uh I would tell you that the conversation also.

L

Included with staff, the greenhouses that are out behind community campus and the possibility of.

L

Using that space, where they might relocate some of their exterior resources, like the sugar shack.

L

Etc so they've been involved in that conversation, and I expected what's coming in the next couple of.

L

Weeks is some additional follow-up conversations, so if they can drill down on some of the some.

L

Of the nuance now that they've had a chance to see this one other thing I would suggest for a.

B

Future meeting is it: might we keep talking about community campus in the space, and some people have.

B

Been in it through previous work and some people haven't, we were talking about the possibility of.

B

um Of a meeting field trip uh in order to just walk, have you all kind of walk? What the existing.

B

Space is so you can kind of see what it is at the moment like. Oh, okay, right, I see why this.

B

There's going to be some work here in order to accomplish this and what what that might entail.

B

Because it's one thing to look at it on this: it's another thing to actually be in the physical.

B

Space and try to conceptualize everything yeah, it's very chopped up right now, yeah.

A

uh Lisa and then kerry. So I think I have a question for nathan and if you need to bring.

K

This back at a future meeting: that's okay! But I'm trying to go back to when we were talking about.

K

Esser the last time- and I believe it was ballpark about 2.1 million that you had from october for.

K

Infrastructure upgrades so when you're talking about the windows is that part of that bucket.

K

Of money, I'm just trying to understand what we're not doing with us or what we are doing with us or.

K

Based on this, actually I guess I would take you back. Go back, go back a couple of couple of steps.

L

Before that we had a placeholder in one of our in our ongoing astro conversation that included two.

L

Million dollars to contribute to potential purchase what we never never ratified, that.

L

But that was a placeholder that we had in some of the notes that you'll go back and see as we moved.

L

Moved away from that and came to this conversation, you I've got this. I keep the sheet in my book so.

L

I could refer back to it that was contemplating uh air conditioning projects, air quality, other.

L

Things that would be consistent with the mission of a vesser and arpa, so I would yes suggest that.

L

This 1.5 we're talking about that, would we would move the repair and replace placement of windows.

L

It's uh it's going to be some energy efficiency at dondero, because we've got some single pane.

L

There there's going to be some great thermal work that goes on when we do the replacement of dondero.

L

There's some really important functionality upgrades that need to happen at little harbor.

L

I quite confident that that's going to pass most of the state it'll fit inside esser and.

L

Yes, I would suggest that that fits inside that infrastructure we had never really earmarked, but.

L

We continued to roll some infrastructure, part of it because it would be very difficult. I say this.

L

Very carefully, but it would be very difficult to spend that kind of money very quickly in just a.

L

Couple cycles and not have a huge budget impact in the subsequent periods. You know you could a.

L

Couple million dollars worth of people would be in and out fast, and so we've contemplated right.

L

From the very beginning that some large chunk of that should be to the benefit of infrastructure, so.

L

um Specifically, what what doesn't happen or what, how we displace that? That's all a conversation.

L

For the future, but that's the location for it, yeah in that kind of placeholder foreign.

K

Math, if it costs up to 4 million, it doesn't sound like we're asking for the whole amount.

K

In the cip, so what I would tell you is three and a half was the number I had in my head and.

L

And and to make sense of this at 12 000 square feet roughly and not all of that is the same.

L

Not every square foot costs as much as every other square foot, but not all a kitchen and a bath. So.

L

But but they're talking about comparables that have been done of late, even work, the city has done.

L

And they're chasing now up against 300 ish per square foot, so 3.6 is a rough number. I really feel.

L

Like there are, I'm I'm resolved that we should make sure we move our students into a great place.

L

Like we did when we moved kids back into bandero and little harbor and the like, uh it should be.

L

uh The contemporary learning space, and so but I think, I'm not convinced we need four million. I'm.

L

Still, holding hope that some of these things we don't need, we don't need the cadillac. We you know.

L

Some of these things we can, we can adjust and we could phase a couple of things if we need to so.

L

um That's what uh jsa will help us fair it out now and move ourselves towards something. That's very.

L

Practical and then obviously in the final analysis, if that number looks like it has to be more than 2.

L

Million in the cip, there are opportunities still for us to update that with the with the planning.

L

Board in their process and then the city council carrie, did you have your hand up yeah at our.

G

um In hearing from lister before we had um sort of heard, um mentionings of expansion or increase.

G

And so the visual is really helpful to see that this is barely what they have now really for space.

G

um But the one thing I was just curious about is like the shared resources and a note and again.

G

I know the space, so maybe these are like really nitpicky questions but, like I see the emergency.

G

Exit only, but that is sort of a spot that goes out to the cafe area, to the gym to all of those things.

G

And also- and I don't know, what's there right now, but there was art rooms there, there was.

G

A teaching kitchen on campus, and so I'm curious if, um if there is room for expansion within this in.

G

Increasing enrollment, maybe if things are shared resources on community like or is this everything.

G

Has to be contained in this one space and we don't. We want to minimally use community campus.

B

So I would go, you want to go first I'll jump in just a part of what I would say is that goes back.

L

To this was a fit out space test, so maybe there doesn't need to be a teaching kitchen here, because.

L

There's a resource that's upstairs above all of that will be part of the ongoing conversation. This.

L

Was not a floor plan that we are committed to this was everything you've got and say you need? Would.

L

It fit here so there's not necessary and it was more of a question of like. Is there a need to have.

G

The resources all in this space, but it doesn't sound like.

B

That's a great question: I mean all the dialogue after this that I've been involved in has been.

B

I would say the thing that has been constant is the black outline has been a constant like.

B

This is the space that we could afford you for that purpose. um There has not been to.

B

This point, because it's just just trying to get everything in motion to make this happen.

B

Has been the challenge, there hasn't been a conversation of well. If we had additional.

B

um We had additional need. Could we bleed out further in terms of the you know in terms of.

B

Our footprint there hasn't been any dialogue. I think about that um and I don't, but I don't know.

B

In all honesty, I'm not looking at the rest of the plans for the rest of the campus. So this.

B

Is our dialogue, primarily with the city, has been limited to this particular space? um I don't know.

B

That that yeah and I can't speak to the rest of it- I guess yeah yeah, I think I mean- and in.

G

Some places, like obviously a multi-purpose room, can be multi-purpose and you know moved around.

G

um But especially just investment on things that would that are costly and.

G

Then need to be replaced removed, um and so I think probably just.

G

Within the process, if it's not with the other tenants just having a meeting.

G

Because previously the teaching question was used very rarely. It was used only monday, wednesday.

G

Friday, like things like that, where you know there's certain things that might be programmatic.

G

Changes like yeah, we can just use it tuesday, thursday and we're all good, or you know I mean, and.

G

That's a huge expense in my mind, because plumbing costs money um um that maybe could be helpful.

A

J

Just gonna do all the plumbing too yeah and it's liz. um I guess I'm trying to.

C

uh I know this is an awful question, but I'm just gonna throw it out there.

F

um So we're talking three to four million. I think 2 million buy-in situation- and you know I think.

F

There was a conversation in the beginning of all this that you know this was going to be.

F

Less expensive than building a whole new facility a whole new facility. However, you know we heard.

F

Tonight or uh that you know the last meeting about um you know from the principle of lister.

F

And- and you know, I guess I was curious- he if he was actually included in the conversations of.

F

The new space and then also the challenges of not having lister so close to the high school.

F

Obviously, this may make transportation a little bit easier from the high school and obviously have.

F

A ton of resources uh hopefully available at the community campus as well, but I guess I'm wondering.

F

Could something you know, given that we've spent the money and seen the layout seen.

F

What the space is is this: is this our best option, or you know, would 4 million and the.

F

2 million buy-in- or you know that those funds be better used in creating a place from scratch.

B

So I would say the two, so the two so one the figure. So while one is the the what if you.

B

Stayed now said he wants sherburne for other purposes, which I think are good purposes and.

B

I think we've committed to the idea that we're gonna eventually be exiting property and going.

B

But the number that was thrown around in order to get the not patchwork, sherburne but actually get.

B

It up the code and have it be like a real school. Maybe it was eight eight million uh to do that. So.

B

um And I know that because I think I think every time we have these conversations when.

B

Peter rice is at the table. He reminds us 8 million yeah, eight million eight million.

B

That's what you were talking about before now we're talking about three and a half. You know.

B

um And so so that's one, I would say that I don't know about a building from scratch scenario. I.

B

Can't speak to that because we have, I don't I don't have a snare. I know there have been.

B

Some people who kicked around at one point another like: can we just it's a program of the high school.

B

Can't we fold it back into the high school and I think you know what we've heard across the board.

B

From staff from students who are part of the program um and not me directly but indirectly,.

B

Through parents who are connected to the program, um the reason why that program works is because.

B

It is out of the high school. These are students. This is less. I think, a lot of people in their.

B

Minds, I think, equate uh lister with exclusively kind of behavior problem kids and what the staff.

B

Will tell you I wish danielle was here because she'd do a great job of articulating. It is that.

B

There's been a kind of there are behavioral issues, but you're kind of your. uh Your quintessential.

B

Lister kid in a lot of situations is really about anxiety of the high school in too big.

B

A space and too much going on- and I don't know that I can be I'm comfortable or successful here-.

B

um And that's the kind of shifting face of lister uh is that group. So I think you would hear roundly.

B

From the people who are on the ground at lister and connected with lester, you cannot roll this.

B

Back into the high school, it will it'll cease being what it is. If you were to do that, I can't.

B

Speak to the never I've never been involved in a conversation about building a brand new building.

B

Or purchasing property and building a building or doing that, so it's like, I can't speak to that. The.

H

Distance to didn't steve answer last week, they're almost equally distant yeah we're not going.

B

Further away, this new location is as close to the high school as the current location. Yes, okay,.

F

And then I, uh my other um sort of sub question was whether the new principle was included in.

F

The conversation because there was a mention of spring, and so I guess I wondered you know.

F

Including his perspective, you know, I understand that this is just sort of an outline of the of the.

F

Current space and how that might fit in, but from his perspective, if there's other, you know ways.

F

To utilize, as well as utilizing the cafeteria, if there are cafeteria issues between the high school.

F

Being able to bring that in-house would be uh great, so um I guess I'm just wondering if there's.

F

Any more conversation to be had before you know a commitment, and then what is the timeline as far as.

F

You know breaking the ground so to speak on these renovations. We don't have that specific date. Yet.

A

But the hope is that we are in there by january of 2024, so we'll just have to keep the board.

A

um Updated on when we're going to break ground- and you know right because they'll be definitely.

A

Future conversations about this with all of us on the board, and I would just say my understanding.

B

Is the reason for that the shift become, at least in part, we're already going to be heading this.

B

Direction, anyways, but because of the cip process for the city, that's not going to be completed.

B

Until until much later than we could be involved with a contractor, so that would then move us into.

B

The fall period to actually do the work, with the hope of being able to put kids in there in january.

B

And as far as a january date, I guess I'm just thinking about kids that would be going to lister.

F

And kids, you know kids, who do better with routines. I guess I would also want to include the principal.

F

In that conversation of whether january is even appropriate, you know, kids have established their.

F

Routines they're established their school and then are they going to be starting from scratch and then having to establish new routines, and then you know, then they're not making progress.

F

um So I don't, I don't know that we want to commit. The principle has been extremely involved with.

A

This so we'll definitely have his input. If that's going to be a problem, we will definitely listen to.

A

Him and put that into the plan, if that's going to be an obstacle, as I, as I said earlier, we.

L

um uh They'll be meeting again he's already been. I, when I met steve, welcome, aboard welcome.

L

To portsmouth here's your budget and here's here's this information that jsa had done.

L

Their first blush I gave it to him, he's had multiple conversations with his staff and and.

L

They're gearing up now to get deep into this with this team again to make sure that they contribute.

L

To the final conversation so but nathan he was not involved. He wasn't involved in this initial.

B

Conversation that created this kind of rough idea of could the space work it was nancy roy was with.

B

That team, the team is the same team, same team. He had been hyped but then, like I said it was the. I.

L

Handed him his budget and that and uh and I know that he and his team have had conversations about.

L

It um based on um based on their expectation that we're going to move and so and now we're moving so.

A

And just wanted to comment that the kids will be so thrilled to go to a new space they'll adjust.

H

Easily yeah and I I understand that the idea about.

B

About routines and all that, I think we just yeah, I think we just need.

B

To thoughtfully think about those three things in balance and balance them again.

A

From jsa correct nathan and we'll share that with the board, obviously, as soon as we have that and.

L

And I'm moving ahead now with uh applications to the state concerning the window project.

L

um Through esser and I'll update on that, when we're, when we have action items, okay and as far.

A

As us taking a tour of the community campus, do we want to do that before at um december 20th meeting.

A

No lisa's shaking her head if people want to wait till do that in january, would that be better to do.

A

The first meeting in january that starts budget weekly meetings. Maybe what's the date, we thought.

A

We would go to lister, like you know, a half hour or so before our meeting starts okay and then.

A

Come here for our meeting, so it would be a little before our regular schedule. It sounds great lisa.

G

Likes that idea, the first meeting in january then or do you think the 20th, the 20th okay.

J

Let's do december 20th what time do you think we could be at the community campus? I figure.

B

What the whole, we think nathan whole show the walk through community campus. The whole show for that.

B

Half an hour yeah 5, 45., okay, meet at the community, can't we'll remind everybody, 5.

A

45 on december 20th at community campus, we could not have a meeting there. Could we, I don't know.

A

I was just thinking that I'm almost it would be wonderful if we could have a meeting there.

A

um Yeah, it would be hard to be hard to televise it from there. Okay, we can explore all right, we'll.

A

Explore that we'll let everybody know but plan on a tour of uh community campus on uh 12 20.

A

um I just happened to be there last week for that recreation survey, needs study um and that building.

A

Is magnificent, it's gorgeous. I had been there when my kids were at new heights when they were.

A

In middle school, I hadn't been in that building for a few years and it's a magnificent building so.

A

When I was in there, I thought well we'll just have to work with the city to make use of other rooms.

A

That are in there that, for instance, we were in the movie room, and you know this huge projector, the.

A

Way they watch movies. So if their lister wanted to show the kids a movie, you know we could ask to.

A

Use that room, so I think those possibilities are there too? Okay, are we all set with this.

A

Okay, let's move on to uh new business; oh I'm sorry old business, the communications committee, uh the.

A

Administration, I'm sorry administrator report. I do my best in that memo and the memo will start.

L

To sound redundant month after month, because some of the realities don't change over time. But.

L

um It's timing. I learned that for mr bartlett but I'll take any questions. If you have any okay.

A

Does anyone have any questions about the financial report, the memo that that zach put out and then.

A

Nathan's without the memo yeah exactly okay, okay, so everything seems to be on track. Correct.

A

Okay, well done go ahead. Gary new franklin, uh I've been advised the new franklin holiday.

G

Concert is on the 20th when we're um just scheduled. Oh the new franklin, one is yes, it.

G

Is I'm just saying it's like zach's child and my child? Thank you, lisa touching yeah. I tried.

K

Not to do it then, well, I think well, can we is it possible to ask for a request to not have it on a.

H

Tuesday, like can we shift our board meeting to the 14th? To avoid all scheduling is that.

H

I ask out of ignorance, I don't know if it's on a tuesday for a particular reason do we.

B

Have some type of fiery legal reason why it has to be a tuesday, because I know we could.

H

Make a special request to host on a wednesday that might be our option, because it sounds like.

H

And then going forward, I think this goes to the larger scheduling. Challenge is just like: we've.

H

Asked teachers like this is a test day. This is a paper day. Maybe we need to do the same thing.

H

With events, where are these yeah so that we can be a little bit more, not stepping on toes is everyone.

A

Available to meet on december 14th, so instead of the 13th we meet on the 14th, are we sure there's.

F

No concerts, I know it might be hard to know on the calendar they're a middle school one. Oh that's why.

L

I think there is something on the 14th, I think when we were having this conversation, I talked.

B

To steve it sounded like cirillo sounded like thursday. The 15th was, maybe the only, and I doubt.

L

That the chamber will be available well, the whole month is yeah. He's got something negative tonight.

H

So then, that what and that's that week is the other option is: do we shift the week before we.

H

Don't that's our only meeting in december. I I I personally don't want to shift earlier because.

H

I really would like a strategic plan update so um which I think makes sense closer to the end of the.

H

Month, yeah, so maybe what we need to do is somebody has to find out. When can the school board meet on.

H

The week of the 12th, we need the remote, though now to change it. Do you want me to send a doodle? It's.

H

Not about us it's we have to get all the events in the city that aren't on the calendar figure out.

H

That's what we don't know, there's a district-wide fifth grade band.

F

Performance four to fourth third, or it says four to four thirty. I assume it's longer than that, but.

F

When is that that's on the 14th? That's when the middle school plan goes to the elementary schools.

K

The summer is hard, it is hard, it's really hard that is earlier yeah. Does anybody see anything.

A

On the 15th, which is the thursday that's, I think that was the only one that was free, so.

A

Saying it there's a sustainability committee meeting, but that's in conference for may so.

H

Okay, if the council's, if the chambers aren't open we'd, have a conflict there.

A

What about the school board conference room, though? No filming? Oh, that's! Right! Okay, let's say the 15th.

A

Right now and we'll get back to everyone, apologies! Thank you, lisa! No, that's all right! We have to go.

A

I don't know how you know that, and I don't save good save if I subscribe to all 47 of.

K

Our district calendars, okay, all right. Okay, so is it still plan on the tour of the community.

A

Campus before that meeting so we'll get back to everybody as soon as we can so you can all.

A

Put it on your calendar, the 15th instead of the 2015 possible right, is now it okay, okay, moving on.

A

um Old business communications committee pope put together this memo about the history of.

A

The communications committee, so everyone has it in that packet, so I think if anyone has any questions.

A

About it and they want to get to either mago on me, please do that. Okay, so we'll um thank hope.

A

For putting that together for us and I and just to refresh um this, was the next step and then there's.

G

Going to be later, zach is going to bring a another plan, and that's when we're going to discuss. Yes.

G

Got it okay. The next order is new business in the safe water advisory group. um I guess margo and I.

A

Got an email from hope saying she could no longer serve on the committee um uh due to you know other.

A

Items she has on her agenda, so we would like to have a new representative to the.

A

Safe water advisory group from the school board, I did hear from um the people that run it and.

A

They would like to have a school board member and I'm just trying to read here. They meet.

H

By zoom, which they must have different requirements than we do, but they don't.

A

Meet all that often, but just a minute, it says it in here somewhere, I should have had it appropriate.

A

Oh, we had to reschedule a new swag meeting is december 7th 2022.. It will be held at the new.

A

Peas, water treatment facility to allow attendees the opportunity to see the pfas treatment systems.

A

Itching close to draft agenda, but um it's six to eight pm on wednesday december 7th.

A

So they found monthly. Just so you know is that what it is monthly field trip right.

B

At the beginning, if you get on and they they like, the um involvement of the school board.

A

Because you know, obviously we have water available to students in our schools and.

A

um They found that the school board has been very um important to this committee invaluable.

A

In their topics and discussions, so would anybody like to be on the safe water advisory.

A

Group from the board liz yeah- I can do this. Okay. Okay, can you mark that down december 7th 6 to 8 pm.

A

At the I can give you a copy of this memo at the peas drinking water plant. It doesn't tell us where.

A

It is and we'll reply to them with the proper email and contact information. I'm on the website.

F

Right now, so what did you say? I'm on the um the website for the committee here? Okay, so you have.

A

All that information yeah, but we'll contact them that you're our new representative, okay, thank you.

A

It sounds like it's interesting. Okay, next, on the um agenda, is the consideration and.

A

Approval of the leave request and then consideration approval of employment.

A

And the math interventionalist and the science teachers I'll just seem to religion, okay, so the.

B

First, the first of those um is a leave request from uh emma newman who's, a elementary teacher.

B

At near franklin school, you have her letter. uh She will be going out on maternity leave her her.

B

Leave around maternity, including fmla and other time, that's available to her exclusively through.

B

That maternity process would come to a close um late may early june and she's requesting.

B

The ability to kind of pre-plan now and say hey do I can. um Can I have a discretionary.

B

Leave that would continue through the end of the school year, uh both the joanne simons, the.

B

Principal and myself are both in agreement. That's in the best interest of students to.

B

Have the continuation of a singular person that would start on the beginning of ms newman's.

B

Fraternity, that would continue through the year, so we think it's good for her and good for kids.

B

The board to approve it okay, can we do these all in at once or should we do this sure, uh then you.

B

Have two um considerations for uh uh approval of employment? uh Both are from high school.

B

One is a math interventionist position that was approved. The position was approved by the board.

B

Last spring, as part of the budget conversation, the position is just now uh being hired.

B

um And we have a veteran math teacher who has spent time in somersworth, epping and exeter.

B

Coming to work as that math interventionist in a combination of student support and then.

B

Teacher collaboration would be the way in which that role is structured and then the last of the.

B

uh Of those is a another long-term um subbing position. Oh actually, I'm sorry. This would be.

B

The fulfillment of a position that was left open at the beginning of the year we had two of late.

B

Openings in science, one we've already filled one from from a teacher who um left us close.

B

To the start of the year and the other was kim mcglinchey who you remember, took a a position at.

B

Marshwood high school as an administrator, so we allowed her to leave as part of a vertical move.

B

That left two open science positions. We filled one of those positions, the other with the other.

B

We redistributed those students to other science teachers and basically created a heavier load for.

B

Those folks they have done a good job toughing us out. This position will be set up to align.

B

With the beginning of the second semester, uh and then would carry us out through the.

B

Rest of the school year, so basically it gets us back to to full strength in high school science.

D

If I'm noticing that these are like 93 126 day contracts, are these going to be turned.

D

Into like full year contracts going to next year, then- or so uh it's a good my- I think these would.

B

Initially, in both cases would initially, I think the 126 contract depends on the cba neck. I know.

B

On the on the 93, this would initially be just for this year and then there would be a reposting.

B

That's my understanding be a reposting of the position. The position would continue.

B

Would exist, it would not necessarily be filled by that exact person, because we would have a.

B

New process around what would become an empty full-time position, so the 126- I'm not I'm not.

B

Totally sure about whether that would roll or that would again reopen and then be possibly filled.

G

Like a one-year contract, but it's a partial year is what correct, because it would be renewed unless.

G

Well- and it's also- I mean these- are you know with any positions too? This is also you know. These are.

B

Budget time, conversations too about whether or not those you know in any position, they're open.

B

To budget conversations about whether or not they would continue to exist, good enough, thank you. Okay,.

A

Any other questions can we have a motion to approve these three items. Motion to approve.

H

Second, okay, kerry and then lisa all in favor, aye aye any opposed motion passes. Thank you. Thank you.

A

Okay, next, we have committee updates. Has anyone gone to a committee? Yes kerry? I miss the futures.

G

Meeting um my committee, but um they had reach out and really wanted to make sure that they were.

G

um Maybe on this deering committee for strategic planning or maybe um in representing equity or.

G

Some involvement and apparently previously hadn't been so I just wanted to relay that.

C

You always have a lot. Yes, so um we've had a. I was just looking through the senate meeting.

D

Minutes because uh the student council has had its first senate meeting for the year, uh we.

D

Kind of got set back between all of the chaos of trying to appoint a new lead, advisor and working.

D

With freshman advisors but we're pretty much back on track now, and so we were able to get a.

D

Senate meeting going at all the normal lovely arguments about parking spaces and off-campus.

D

Privileges and whatnot, but in general it was actually a very productive discussion.

D

um We are looking at planning a winter dance. No, I believe it's called the winter semifinal.

D

um So I think dates are still tentative on that, but it's moving along nicely. Otherwise, the holiday.

D

Raffle is we're still gearing up we're looking at beginning to sell tickets around early december.

D

I think our tentative date is the seventh, but that may change, but right now we're accepting.

D

Donations and uh to the giving tree, and also of like items and projects for the raffle. So that's.

D

All been going along very nicely: will that be put in the parent newsletter that principal chanosi.

A

Puts out so that we'll we will all know about that yeah we've been communicating with them.

D

um I yeah, I I'm very confident we'll be able to I'll put it in with communications, though.

D

Other than that um chariot race update we're moving, we've moved it back yeah uh we were. We.

D

Were the original plan was to have it actually this week, but we're moving it back likely two.

D

Weeks now, just because of the realities that we had to build them, we're working on actually.

D

Nailing down the track and everything, um but uh the chariots are I've now actually chariot shaped.

D

um uh We're going to be painting them over the next weekend, yeah we're really excited.

D

Wait are the chariot's gonna be outside? Yes, what about are the chariots still worthy.

B

Bring a shovel okay, yeah, yeah, well worst case scenario: I mean we're: gonna have them be pulled.

D

By people, so they could just have like a shovel okay, okay, fair enough! Fair enough! I don't know.

B

There's snow worthy as you make them: okay, um I I I'm planning on sending out an email to all of.

D

You, though, if anybody's interested in coming it's going to be during flex time so right around 2, 30.

D

To 3 15., okay, greatest honor, oh my god, I had another sustainable sustainability practices.

H

Committee meeting and we had a presentation from a subcommittee of that group, which is called.

H

Tcag, which stands for transportation and climate action and they broke down the areas they looked.

H

At which, as we try to improve our carbon footprint and improve our transportation strategies, they.

H

Looked at shared mobility, biking, e-vehicles, land use and community engagement and we got into a.

H

Really interesting conversation, we came up to biking that for a city like portsmouth right.

H

There's this there's this goal of. If everything can be attainable either you know by bus or by.

H

Bike within 15 minutes and were a very bikable city. But we have almost no bike racks anywhere and.

H

Particularly, our schools are really limited in how many bikes they can store, and so I suggested that.

H

I would speak with the cte about the welding kids partnering, just like they did with the planters.

H

um About designing some more bike racks as the first start of initiative to.

H

um Encourage more biking, um they're still going to have the mayor's bike day or, if that's not.

H

The right title, but something like that um and they're gonna, speak with the garages about more.

H

Bike storage there, but the access point to the school boards was that it was noted and were.

H

Aware that we don't have enough bike space at our schools and so we're trying to figure out.

H

How to implement more, particularly at the high school, not enough, and what's the name.

A

Of that committee well, the subcommittee of the sustainable practice. They have a lot of.

H

Subcommittees and this one that presented was the tcag, the transportation and climate action group.

H

Yes, it was a very great they're going to have a longer presentation right as they.

H

um City and goes into our climate action plan, but it'll all feed into that work.

A

I wonder if we could apply for a grant to have more bike racks put in our schools.

H

Well see and that could come out of the climate action plan right and yes and looking for, but.

H

um It was, it was just nice to hear that they weren't just looking at it from an.

H

Adult perspective of what are the habits? We're encouraging to be more carbon, conscious citizens.

H

It was how do you start those habits and education at the youngest level, we've got kids that want a.

H

Bike but there's no place to put it, and and we've got to be, also realistic- that bike theft is up.

H

So not only to they have, to put it in a place that they can walk it, and so we can't just keep.

H

Leaning them against trees, and so I I thought it was great that we're looking at it from.

H

How do you change the mentality in a way that will have long-term benefits to the whole.

H

There's a lot of other information, but the one that I thought was most helpful to us.

B

Well, you're not alone. There are many members of that committee that just bought one there we go.

A

um Zach and I just attended the area meeting before this meeting, we met with steve zedroveg.

A

And members of sau50 we do that what four times a year, I think four times a year.

A

um So you know we have to remember that our high school has almost 40 percent of students.

A

From greenland rye newington newcastle, so it's great that we meet with them um and you know they.

A

Have questions about what's going on at the high school and suggestions of things that we might.

A

Want to think about, and do you want to comment on that it was a very productive meeting yeah it.

B

Was good, it was an interesting conversation. um A lot of things we've talked about in the past.

B

um We talked about um curricular vertical articulation, so the extent to which uh how to.

B

What extent can we be more planned out in some of our curricular work so that it's easier for.

B

The other towns to kind of feed in at the right at the same place, so we had some good dialogue.

B

About that and some things that, where we are and things we need, we should start looking at doing.

B

um There's some good conversations about mental health with students we got into some dialogue. There were some questions about you know, kind of broadly or.

B

Some observations that uh patty and I had based on the beginnings of our time here.

B

um Steve kind of steve's observations is he's starting to you know, kind of go through the.

B

High school- and we had some interesting talk about, we talked a little bit about.

B

um Enrollment numbers and what was happening in regards to enrollment, and I think one thing.

B

That will be interesting to see. Yet is we you know we we have the new. um The committee used.

B

The previous year's uh nasdaq projections we just got on friday, the new ones which projects.

B

You know over a 10-year period that the enrollment in the district would go down. 275 students.

B

um Over a 10-year period based on current trends, so what would be? What would be interesting is to.

B

See- and I was mentioning this to the folks from the other communities as to what extent.

B

That 40 number may climb, you know, will will the non-portsmouth. You know population of portsmouth.

B

High school continue to will it grow to be a larger portion of our of our students and then.

B

What does that mean to our relationship with sau50? If that was to be the case, um and that was just it.

B

Was a quick conversation but it'll be interesting to see as we as we look at those enrollment trends.

B

And we've talked repeatedly about not just the enrollment trends with students, but what is it.

B

Going to mean too, for our staff are we going to as portsmouth becomes increasingly more expensive.

B

To live in, are you know, they're not going to newcastle, but are they you know are, can are.

B

Folks, going to buy in greenland or folks going to buy in other places and then be coming into.

B

Those communities to work in our schools, so those are all you know things we'll we'll need to look.

B

At over the long term, but it was a good good conversation, it's always a good conversation.

B

um With those members of our you know, an important part of rsa rsau system.

B

So, okay um future agenda items. We have emotional social screener.

H

What was that? That's the one that getting a conversation about yeah? Oh yeah, you used it.

H

In your old district that gathers that data, do you want to talk about that at our next meeting.

A

Or I don't know at some time on the horizon in the future: okay and then school gardens. I know.

A

That's something margo was particularly interested in. Do we have a report on that? Coming? We don't.

H

Here's what I would say as I start to just look at it. A lot of other states are making.

H

Big pushes one as we've seen in the news for free meals for all, but two healthier meals and rooting.

H

Back to local grown, you know, so so there's a lot going on with it. We had a lot started. I.

E

Just want to make sure we don't lose that line of what we have the infrastructure for, as as.

C

We just we want, there is no plan, but I'd love to make sure that we don't drop that plan. Okay.

A

So we'll certainly keep that on the um back burner for now. Okay, is there anything else.

A

Anyone would like to add for a future agenda item. No, I don't know it's a future agenda. If.

B

The strategic just the strategic plan was posted. It's uh it's uh available on the city website.

B

It's put, it will be if not it'll be pushed out the newspaper, and then we will also be targeting.

B

um Both you know the vendors that we already saw we'll be letting them know, hey it's out there and.

B

It's available and then we'll also be targeting other folks that we know um tend to do this type.

B

Of work and directly sending stuff out to them as well, um I did want to mention I was taking.

B

Advantage of the fact that I thought we were moving to the 20th, so I slid the date in the.

B

Draft to the 14th as the cutoff, where before I'd had it a little bit earlier. So so because I was.

B

Thinking I've got more time to come back and still get the board an update just before christmas.

B

um So anyways, I just wanted people to know that date slid a little bit and now vendors would have.

B

um The 14th at 2 p.m, to turn in yeah um stuff, so just have an awareness that that changed a.

B

Little bit, and so if we move back in the other direction, we might still be willing to close out.

B

um And there'll still be a certain number of days after that. I think on that final draft. I think we, I don't know if I said the 20, it was the 22nd or the 20th.

B

First, that we would inform vendors of who they pick was.

A

Brian yeah, I just signed a future agenda, I said earlier, but the risk behavior.

J

um Yes, thing would be great to have um just to see where, where things were at and then I said it.

J

Before but I want to just put it back at the top of the list, just the you know um all the testing.

J

That we've been doing at some point getting that in front of us. I think we're that's next time.

B

Next time yeah so we've gone through like what are those tests and then what are those scores.

B

Are coming up next time that was our plan. It's probably in december, yes uh december, meeting, okay.

A

Okay, which we look, it looks like it's going to be on the 15th, but we'll get back to everyone.

A

About that, as soon as we can I'll call 24 hours to choose the vendor well, if we stay up all night.

M

Long, we actually, it depends on how many yeah yeah block it out and then at the community campus.

F

um I guess I just as far as future agenda items. I don't know, I'm just thinking like.

F

That we're you know coming into winter. I don't know if there's anything, we need to discuss as.

F

Far as winter goes, I mean the only thing that I can think of right now is the you.

F

Know always uh fun idea of remote versus snow day and how that sort of interplayed so yeah.

F

Sorry I I shut off my devices.

C

um So um so watch the video did you lose. I watched the.

F

Video of the last meeting that I missed for being sick, so.

B

So basically, basically, what I put out is the first up through at least the first.

B

Four days would be traditional snow days um this year that we wouldn't go remote.

B

And they had some rationales but okay um and um yeah, and then we and then we'd see after that.

F

Okay, I just want to make sure you know whatever we need to do for winter. If we need to, I don't know.

A

Yeah salt piles were also, oh goodness. Okay, do we have a.

C

Motion to adjourn yes, a second michael and brian, all in favor.