City of Portsmouth, New Hampshire School Board, 12 Dec 2022

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From YouTube: 12.12.2022 School Board

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12.12.2022 School Board

A

Good evening, everyone welcome to the december 12th meeting of the portsmouth school board.

A

We welcome everyone. This holiday season hope everybody's, enjoying it.

A

um We will start with the call to water and then the roll call.

B

All right liz uh liz barrett here it clues yeah. It's a wrap report here here- ann walker here.

B

Margo peabody here nancy clayburgh, yeah, open apps, yeah ryan, french, here carrie nolte, here teacher up.

B

Danielle miles and student rep mcdowen here: okay, can we all stand for the pledge of allegiance.

A

Right down here, thank you, nathan, he's creative with our flag tonight.

A

um I pledge allegiance to the flag of the united states of america and to the.

C

Republic, for which it stands, one nation, under god, indivisible with liberty and justice for all, okay.

A

Nathan, announcements and recognition um zach. Would you like to comment about our.

A

Incident last thursday, that's sure um I guess it's also a recognition at the same time, so.

B

um I think I would assume most people at this point have heard um so I was on the news, saw.

B

The information that we put out around uh both our high school and then several other.

B

Schools around the state getting a hoax phone call about an ongoing um active shooter situation and.

B

um So I first wanted to say that I think what was what's great and we've talked about this before.

B

Is the the nature of the relationship? First of all, the the size and the quality of the police.

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Force that we have in the city is is a real asset compared to a lot of places in in new hampshire.

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And a lot of places in in northern new england. So that's huge and then the fact that within a minute.

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Or two of dispatch receiving the call they receive. I already had the deputy chief michael mooney in.

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My office saying here's what we have going on. We already have someone rushing to the scene, we're.

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Also hearing that this may be a hoax already, this is in the within the first, the first few minutes.

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um And uh and then to be in a position where I am both chief and the deputy chief in my office.

B

All of us working collaboratively on the fly really fast around this stuff was wonderful. I.

B

Also, really in in um pleased with students and staff, I think we had a lot when law enforcement.

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Went through the high school multiple folks, we had state people from the state police.

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We had people from from our force, made comments about the uh how serious students were were that.

B

They were doing what they were supposed to be doing and the staff was and they were impressed with what staff was doing now, and I want to thank staff across the districts and parents.

B

Across the district, because other thing that was crucial well, these are really tense and difficult.

B

Situations with parents, one of the things that was important was we did not have people.

B

uh Rushing the building uh and that's crucial and the waco uvalde. I know there's a lot of temptation.

B

For people to want to take things into their own hands and what we definitely got out early was.

B

Please give us space, you know law enforcement's, here we're going through our protocols. um What.

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We don't need are other people who we don't know engaging the space at the same time and uh and our.

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Parents were great about giving us space to do all this stuff now I'll also say simultaneously. Our.

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Response was not perfect, we're doing a bunch of debriefing, both the high school level and around.

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The district we've already done a series of kind of virtual debriefs around our response and where.

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Where we're strong and where we discovered holes, we have another group debrief happening later. This.

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Week with all the administrative team, and then we'll be doing one more, that is with some of our.

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Team and the folks in the pd, so so a lot more work for us to do, but overall, on a really tough.

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Day we had a lot of stakeholders who really rose up and did a great job so so more more to come and.

B

And we will just keep, we will continuously be in a in a um improvement mode on this. I think.

B

We'll never be done with this work, uh and- and I don't know if it's today is it today or tomorrow,.

B

Is the you know the sandy hook uh 10 years coming up? That's right and um you know, and it's one of.

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Those things where, uh when we know, we think about the concentric circles of of our responsibilities,.

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As the school district um at the center of that is, is safety, and when you drop your kids off.

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um Are you are we doing everything we can to keep your kids safe and then, after that comes things.

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Like education, things like that so anyways lots of, thank you. So thank you to the pd, our staff, our.

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Students and um uh and our families, and thank you to you for getting a message out to parents to the.

A

School community to the community at large, as soon as you felt, it was appropriate well, and we were.

B

Trying to move really fast in those situations and- and there were there- were some shortcomings.

B

With that um we were sitting there and I had to look at chief right after I sent out the first.

B

Message before I edited it uh and I'm like uh chief, I just got your name wrong uh and uh so.

B

uh For about 10, you know seven minutes uh there was a chief westport of uh enforcement school.

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Of portsmouth city- uh and he just you know he chuckled the newport, we fixed it, we fixed it and.

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Got it out and then we also had, and then we had some other some other stuff where sometimes we.

B

Had even though we were sitting there and they're communicating with officers on the ground with.

B

Walkies, while we're all sitting there, um we also, we also uh had at least at the middle school when.

B

We had given the all clear- or it was still we were, we knew we knew it was safe. We'd already.

B

Done a full sweep, we were right at the tail end of our second sweep, so it was like uh we could.

B

Have waited two more minutes, you know, so these are all things that we're learning as we go.

B

And uh but we're committed to you know doing the best job we can around these issues. Okay,.

D

About um talking about adding an uh resource officer, um I know that we've had discussions.

D

Around budget time around um resource officers, obviously we have budget season coming up and so.

D

um I'm just curious: I know that um the police office, the police, take on a portion of that cost.

D

And so I'm just hoping, um given the petition that went around that, maybe we can pull that.

D

Into the budget conversation um as far as what that might look like, um obviously it's a bigger.

D

Conversation about whether it's appropriate or not. But if we could put that on the agenda and.

D

Have that conversation given the interest and then um my second question or my last question.

D

Regarding this is, um I guess I wondered about aftercare because it didn't seem like my child.

D

Was as affected as a fourth grader, but it did seem like other children were, um and my understanding.

D

Was that they, you know they may have to, you, know, barricade themselves for a half hour and what.

D

Does that look like and how is that appropriate? You know: how do you deal with that appropriately.

D

um I think you know every teacher obviously did their best, but I guess I just wondered.

D

If you know, if there's kids, that had anxiety after, if there's a way to address that through.

D

um Some sort of like standard aftercare during one of like if something like this were to happen.

D

Again or whatnot, it was a communication that said there was counselors available in the schools for.

A

Students that may have had difficulty with that you must have gotten it yeah. I guess I just.

D

Wondered if there would be like more of a, I don't know like a instead of just like. Oh, you have to.

D

Raise your hand and say I need a counselor like sort of sort of thing. You know we so.

B

um My my previous uh district, we had more of these than I would than I would like.

B

um And so at the time my district psychologist had done a lot of her work in post.

B

um I suppose katrina um new orleans uh and it was was big. Like her whole background, was trauma-based.

B

Stuff and one of the things we had dissected team was that very often well-meaning schools.

B

Can activate kids when they don't need to so, and actually I just mentioned sandy hook sandy hook.

B

Was an example: we had students what we were one of the things we had to get to our staffs about.

B

Was don't when you come in the next day? uh You don't need to engage your third graders and, let's.

B

Talk about sandy hook because you don't know how many your kids actually even know about it. Yet.

B

um And you might create trauma where there is none and then the other thing was too. Is that.

B

Our well-intentioned teachers in those situations are not trained mental health professionals. One.

B

Of the things we've worked really hard at was hey. If what we want to do is triage.

B

To the people who are trained, trained mental health professionals.

B

um And so uh we did not do this here, where we we, you know after sandy hook and my other.

B

District, we had a cue card basically for people to read. We talked a lot about if you cannot read.

B

That cue card, without tearing up or getting emotional, then we we can. You can tag out and.

B

Somebody else will do that for you, because the kids need to see that you're you're, okay,.

B

um So I think in this we've we've talked about, but we have not instilled that culture as deeply where.

B

It's like that's what we want to do. We want to have teachers, be very thoughtful about identifying.

B

Who are kids that might need additional additional help and then getting them to the proper resources.

B

Within the building um that can can provide that so okay lisa hope anybody else. I don't want to go.

E

Down this whole, you know discussion tonight, but I would like to just suggest in the future that.

E

We also just think about you, know academically and in terms of extracurriculars, what do we want.

E

Intentionally to have happen, you know, after this kind of thing, because it seemed to be a.

E

Little bit all over the place across different schools and different classrooms. I don't know.

E

What the right answer is, but I think it would be nice to know like. Are we saying now you're.

E

Going to go to your math test or we're canceling all extracurriculars, because we don't want you to.

E

Be playing soccer after school and there could be good reasons for whatever the approach is.

E

But I think, having some consistency might be good for kids. Okay, we'll add that.

A

Who else hope yeah? My father was similar to lisa's of just? I do think there needs.

F

To be some either, I don't know if it's policy protocol um and buildings, but I don't think after.

F

Even if it is a hoax, um it's not the time to take tests. It may not be the time to debrief.

F

And discuss, but a child's mind is not even in its frontal lobe at that time. It's not the time to ask.

F

A kid to take a test, regardless, if you're going to give them a remake, if it's not good or not, it's.

F

I definitely think we need to revisit that as a policy or protocol yep, and I just wanted to.

C

Comment that, in terms of the children needing help most teachers know they know their kids.

C

And they can tell that this is a kid that needs something, and the same thing would be true whether.

C

You're going to give a test or not a teacher, knows whether or not that's appropriate. They just know.

B

And I would just say the other thing that we knew we knew and we again this is a culture we.

B

Needed to develop here, I think it's just happening anyways in some ways, but to reinforce it, teachers.

B

Also know the day before they arrive or the kids were most likely to be activated, who have trauma.

B

In their lives already that this might bring stuff to the surface, for uh so very often you know we're.

B

Not shocked by kids, who are going to need extra help and assistance uh in some cases, sometimes.

B

We are, um but not often, but not often, I know, yeah. Okay, let's have one more comment from kerry.

A

Just wanted to appreciate the um communication, and getting um I mean it was. There was a clear.

G

Interval for follow-up follow-up came, I think, we're all. It was just really helpful from a.

G

Parent perspective, um I was curious about two components. I um I did hear some feedback around.

G

um Confusion and one of the buildings around whether uh that the police were thought to.

G

Have been an active shooter or someone else that that caused a lot of strife, and so I I just want.

G

To make sure that's come up in the debrief of um and then my other question that it was just around.

G

You know not an opinion, but I'm just curious about the decision. If the threat was for the high school.

G

um To lock down all of the schools and wear that.

B

Sure I don't know what the nature of the specific threat was. I guess either so this so the threat.

B

Was to dispatch saying that there was an event occurring at the high school, so the decision.

B

Was jointly made with between myself and the chief and we decided that, in the light of.

B

What was going on there like, let's just it's better safe than sorry, that's where we were so.

H

Nick uh yeah just to shoot on it in a bit. um I oh yeah, whatever um you were there yeah. I was there.

I

um And I, although I think there were some concerns about miscommunications, I think, on the whole.

I

um The communications over the intercom were very effective. I thought they were timely.

I

um I felt like I was being updated as the situation developed on how it was developing.

I

um It became pretty clear that there wasn't, it was not likely that there was an immediate threat and.

I

That was communicated to us very effectively. I thought, and so I I do appreciate that. Thank.

I

You thank you nick, yes, is there a concern that this is. um I mean I don't know how to say this.

D

Lately but I mean there's, obviously cyber warfare and different types of warfare, and so I guess I.

D

Had sort of heard a little bit around it, and so I guess, is their concern that some threat like this.

D

Could be an ongoing situation where we'd have to sort of continually um do this? So it's a great.

B

Question because it's you're, not the only one who asked it, um uh mr kenosi and I after were walking.

B

The building and and so sticking our heads in some classrooms and in one of the first classes.

B

We stopped in you know, different kids had some different stuff and then one young man looked at.

B

Us and was like, so what are you guys going to do if this is like every week? You know I, I replied as.

B

Honestly, as I can, which is like I don't know, um you know, because we don't want to be constantly.

B

In and out in and out uh with this type of stuff and simultaneously, you don't want to make the you.

B

Don't want to make the wrong call uh two at the same time. So um it's a good question, um a bunch of.

B

Us who you know, depending on how long we've been in education, it was a period of time. I was early.

B

2000S late 90s, where there were like there, was this bomb for that wave yeah. It went through a lot.

B

Of places and- um and they were depending on where you were it was like here- we go again another.

B

Bomb threat and we're evacuating the building and we're going down. So um you know, hopefully that's.

B

Not that's not where we're headed, but I think it will be very difficult for us to not respond. You.

B

Know with uh a lot of vigor in those situations, because we've worried about the timeliness of.

B

The response and getting people willing to getting to locations and doing those types of things and.

B

So it's going to be a big dilemma. I think in a case like this, this is the type of stuff where.

B

We're really going to have to not just lean on um local local law enforcement, state law.

B

Enforcement, the fbi is going to have to be have a big role in, because this is disrupting as far you.

B

Know this is up and down the east coast, and so um this is a major disruption to a lot of folks.

A

Okay well, thank you. Thank you. Everyone for your comments. um Moving on to a more pleasant.

A

Why don't you start go ahead? I just want to say tomorrow night is the holiday concert.

F

At the high school at 7 pm, so, which is why we're here tonight? Okay, thank you. You want.

F

To do something with holiday cheer and it's free to everyone in the public. What.

F

Time does it start happens: okay, okay, yeah. So if anyone is looking for get into the.

A

Holiday spirit: that's a good way to do it and share it with our students.

A

Okay, well, thank you very much. We will move on to acceptance of minutes. Do we have a motion.

A

To approve the minutes of november 22nd, ian's, first uh pip, the second all in favor aye aye, any.

A

Opposed tip no corrections, this time, editor she's, very, very good. I went deep. I could find something.

A

Okay: next, we have public comment.

H

Emotion, we need a motion to go into public comment kerry who would like to second.

H

Okay, yes, every person will have three minutes. You have to state your name and address and.

A

We appreciate you coming and giving us your public comment and we also have.

A

Zoom, which we'll do the uh in person first, do we have anyone here for public comment.

A

Okay, I guess come up to the microphone a little go up to the microphone up there well yeah.

J

Please give us your name and address, and my name is keith wilkinson, wilkinson, um 62 winter street.

K

Fort smith, um I'm here [music] I sort of make you aware of my experience and um generally.

K

Ask guidance on communication with parents um tried a couple times to contact the high school.

K

I have a student two, two kids, um a daughter and a son uh freshman and junior at the high school.

K

And I've tried to use email a couple times to contact the high school and.

K

Haven't received the response and a few friends of mine have done the same thing so.

K

um I think we could use some improvement there, even if it's just.

K

It's almost like, you know how they used to do job interviews, and you used to get responses and.

K

Now we don't we kind of get ghosted. If you don't it'd, be nice to just get some kind of response. You.

K

Know hey, I received the message um it's being considered and honestly that might be it, but.

K

Something to that effect would, I think, be better for a general collaboration with the community.

K

And um just a more productive relationship, you know kind of preaching to the choir, but.

K

As parents we hear things our our kids come home, they tell us things, so um I think we can provide.

K

Some some useful insight and and even if it's uh just encouraging that I think would be helpful.

K

um It doesn't doesn't bode well when you don't get a response at all, so.

K

So if, if there's any sort of guidance to give me uh um even later, I'd appreciate.

K

It if there's a different way, I should go about it, a female's, not the best or if.

K

um If I should be going to the superintendent directly instead of going to the principals.

K

Or if I should be going to guidance, you know I don't really know to be honest, so.

K

Some kind of guidance to the parents would be helpful. I think in that, in that regard.

K

And that's it. Thank you. Thank you. Thank you, keith. Thank you.

L

Hi good evening my name is katrina beaupre. I live at 42, beachstone apartment six.

L

um Recently moved to the area I am from southern new hampshire, originally windham.

L

um We're military so we're new to the area, and I have some serious concerns on as we.

L

Look at real estate here and we're looking at the different siu communities, how sau 50.

L

With a smaller budget, nowhere near the 55 million dollar budget of portsmouth has the.

L

Barracud locks that, on the on the doors, why is it that we were in a meeting and our teachers in the.

L

Elementary school were trained or showed how to use a belt to lock the door stand up on a chair.

L

With 19 plus children in your room elementary and put a belt to lock the door when our budget shows.

L

No one I'm looking through the budget, I don't really see the safety where where's where's the.

L

Safety, where is the budget for a resource officer that greenland has that stratum? Has these smaller.

L

School districts have this and they made it happen. So I'm confused coming to this community.

L

When we're talking about for an improvement mode, what does improvement mode mean? What is that? How.

L

Do we reflect that? Do we do we get these locks? Do we put that in the budget and what about the.

L

Safe grant has that ever been implemented here. Has anyone tried to get the money through that.

L

It's a 2022 grant is that something that the board can look at in order to provide the proper, lock.

L

For the kids, so if we're going to talk about keeping kids safe and making it our, we don't.

L

Want to be the next sandy hook, we are making ourselves so vulnerable in this.

L

Community we're having robocalls and people are looking at our timing and that's the number one.

L

Threat in our country, if you look into any kind of statistics, is this school shootings active.

L

Shooters active shooters and malls active shooters at schools, active shooters and we're doing nothing.

L

Going you're giving a teacher a belt to lock her door or his or her door. Excuse me.

L

To save the children, no so unacceptable going forward. I think that that really needs to.

L

Be something that's put into the budget. I think the safe grant needs to be addressed.

L

And I don't know if this town has done it, but I think it should be brought up and going forward.

L

Hopefully, that would be something that this, this town with this 55 million dollar budget.

L

Could actually, if we're going to care about the kids and our police force and all that.

L

And we should have that for the children and for the teacher's safety god. I can't imagine.

L

Being a teacher putting a belt to lock a door to save the kid's life, my son was in a bathroom.

L

And kindergarten at dondero and that's where the lock store is they all line up and go in.

L

The bathroom and a little boy had to pee because he was scared and there were little girls that.

L

Were crying so no! This didn't wonderful, big group hug afterwards. This did not go.

L

As smoothly as the emails suggest, it did not go, and I appreciate you saying that the aftercare.

L

This did not go as smoothly as what everyone puts in the email the at home was not like. It was.

L

There was a lot of scared, there's a lot of worry, and that goes for, and I can't even imagine for.

L

The teachers involved in this too, that the responsibility level that they have not only.

L

To teach our children but now to protect them, so let's give them the means to protect the children.

L

That's all I have to say thank you welcome. Thank you.

M

So I'm gonna piggyback on what katrina said. My name is address. Pleaseman.

M

um I live at 1531 elwyn road. I've lived in portsmouth for most of my almost 45 years.

M

Yep and I were in school together, um my cousin kevin simprini is officer friendly, who was very.

M

Well known within the community, my daughter is now a kindergartner at dondero who went through.

M

This lockdown, which was less than lackluster for the keeping of comfort of children, in my opinion,.

M

I don't look to the cues, I'm trying to gather information. I don't think we are.

M

Doing enough, I will certainly say that in a city like portsmouth, when we are able to.

M

Find the money for pickleball courts and rearrange our bike lanes every other week.

M

But not produce it to make sure our tiniest babies are safe. It's pretty disappointing.

M

um The vice president of the pta tonight, john goldstein, john kersey goldstein, who had to be.

M

Home, unfortunately, with her sick child asked that I read a message from her: that's okay,.

M

Hello school board members, I'm writing to you on behalf of a few voices in our elementary.

M

Community in early november officer, cummings from the portsmouth police department offered.

M

Alice training information night to families of dondero students, although the main focus of the.

M

Evening was obviously the ls protocols and drills. There were some conversations about.

M

School resource officers and why we no longer have them at the elementary level in portsmouth.

M

Of course, the kids of a school resource officer role certainly extends past. The duty of alice.

M

Training it was that in part of the meeting that we got slightly off topic reflecting.

M

On the many benefits that the school resource officers bring to a community, I currently work.

M

In a school in the seacoast area that has an sro and is often chatting with students.

M

During his lunch and recess duties, offering a classroom break to those students who may be.

M

In need of, and instead of taking time to shoot hoops play cornhole or go on a walk around the.

M

School he's leading our staff and alice training, offering safety, lessons and tips to students and.

M

Holding parent information nights on various topics he's far from disciplinary figure, but.

M

Rather positive adult within the community, who offers support and guidance to all students and.

M

Just happens to be wearing a uniform from a young age. Students are building a positive.

M

Relationship with an officer and in turn, I feel we're cultivating community portsmouth ii used.

M

To offer this experience in this elementary student and I've attached an article about the.

M

Famous officer friendly and the footprints that he left on this community in this time of trying to.

M

Rebuild this community after some atypical years in education with covid, I feel bringing back the.

M

Sros to the elementary schools is another way we can grow a stronger school community and sro can.

M

Offer support to the students by being another figure who takes the time to truly connect with.

M

Them and support with them, whether it be social, emotional, mental, economic or other challenges.

M

Without a doubt that an sro needs to be selected carefully much to the school's need and students.

M

Position it goes without saying that, in addition to many of the strengths of an sro, one of the.

M

Timely importances after the last thursday is the added layer of security. I understand it's.

M

A city budget manager matter excuse me. However, I felt it was important to share my feelings on.

M

This matter with the school board as well, I hope that you'll take the time to find the article.

M

And read and reflect on the benefits of an sro that they could bring to our elementary school.

M

And she's at she's attached the position, the petition that they created about you know.

M

Adding portsmouth parents to sign on for an sro which has already received almost 200 signatures.

M

um I know that there's a lot of conflicting data. I've read it. I know that in bigger cities that.

M

It's proven and shown that they tend to roll over into a more of a disciplinary role and.

M

That there's some issues with minority kids and uh fortunately, unfortunately,.

M

Portsmouth doesn't have that issue in the numbers that other communities do.

M

I want to know all the data before we choose what's correct, but with these little kids in.

M

These little schools- I don't think we are looking at the disciplinary issues- that high schools are.

M

um I think the kids like having wrap it up, that that safety fishy issue and I think the parents.

M

Do and I think it's important in getting the locks that katrina was talking about. Why can't.

M

We find that in the budget so we're just as parents throwing it out there. We want to get.

M

The conversation going okay, thank you. Thank you for your comments. Thank you. We appreciate it.

A

Is there anyone else in the room? Okay, do we have anyone on zoom any public comment, people.

A

Okay: okay, if you're on zoom and you'd like to speak, please raise your hand.

A

No tapers, okay, okay. Thank you very much for coming and expressing your.

A

um Interests and opinions, and now we will work on all of those comments.

A

um Do we have a motion to close public comment, so moved largo and ian all in favor.

A

Aye aye aye, okay, we will move on to presentation. Would you like to introduce uh for sure so we've.

B

uh We've been moving through uh programs um and having um having um building and.

B

Department leaders come in to uh talk to the board uh around uh successes, challenges and.

B

Budgetary concerns, uh steve canosi, uh high school principal, is with us tonight to talk through.

B

Only two of those items there, you go: hey everybody, it's good to see y'all, so yeah.

N

Thank you so much for having me and I'm excited, to kind of just give a brief brief review of.

N

Some of the things we're learning, as we uh kind of launched this year, the whole new team and.

N

So first I just want to give a shout out to you know the the disruption that newness brings.

N

um You know there's a lot of turnover across the district and and just the support I've felt.

N

um Both from central offers from the board uh and from my colleagues.

N

Across the the district and in sau 50, it's been really remarkable to kind of jump in.

N

So yeah I mean I think we had a really successful launch. I'm gonna you, you had the document we put.

N

In the template and the basic report of the bullet list of things, so um really the the nuts and bolts.

N

Of this presentation is all about systems um and really focusing in on the systems that we need.

N

To strengthen that, we have to have you know kind of reimagine, sometimes recreating so it's going.

N

To be exciting, but very successful, launch a lot of hires a lot of new people across the building.

N

um Big handful of long-term subs, so it really has kind of opened up the community in the building.

N

And the culture a little bit again focus on some of the systems, improvements around advisory and.

N

Flex seem to be a lot of questions there um and then, ultimately, what we really leveraged uh was.

N

Our knee asked visit early in the fall that gave us some alignment and an ability to kind of have.

N

A language that the faculty themselves created the faculty and staff last year during the self-study.

N

So we were able to use that really as a as a guide for us this year as we went to launch um so.

N

Yeah I talked about systems nist, obviously, safety, our safety team meets twice a month. It's queued up.

N

With our care team and our our threat assessment team so again as zach said, lots of improvements.

N

In areas in really just identifying these systems in place, the ultimate goal is coherence.

N

And clarity- those are the the big buzzwords we've been using lately at the admin meetings.

N

So I'm going to jump right into some of the the work related to school board goals, goal number.

N

Two and for opportunity for personalized learning for students, both in our dual enrollment and our.

N

Extended learning opportunities, we've doubled the enrollment. I mean the numbers of participants so.

N

In 2021, we had 12 students participating and we're now well over 20 students in that area, both for.

N

Dual enrollment and we have the internships for credit. um Our plcs are opening up our.

N

Faculty-Led plc's to explore bigger integrations of pathways for students in career exploration.

N

um We're actually hosting, I think, next month, the um the district seacoast area.

N

District coordinators for elos and transitions at the high school, so that's a great community.

N

Builder as well to bring those those teams together as this evolves in our industry,.

N

um We've added a number of courses for uh 22, so we're right, as as it is right now,.

N

Money management, personal finance, western civ, through 1500 western civ 1500 to the present.

N

Spanish five and six french and italian five and six as well. We've approved calculus probability.

N

And stats english lit all at the dual enrollment level and we are currently waiting on approval.

N

Internally and that's going to lead to my next some about our own approval procedures,.

N

But environmental science, biology, u.s history, quantitative reasoning and microeconomics so.

N

Though that work is really robust when we work with our partner universities- and we.

N

Have no doubt that our our students will kind of thrive in that environment as well.

N

um I talked about the community or the goal number three building community and I think one of the.

O

Most things, the the biggest thing I'm most excited about and actually we're launching it tomorrow.

N

um Steve zajrvak is bringing you over a handful of administrators for the morning tour.

N

um So we've been really really excited about building those relationships and.

N

Talking about the principals across sau, 50 and 52. um zach and I've led a handful of.

N

The area meetings, the area sau meetings, which is wonderful- um our pack uh has been really.

N

um Working really hard to get attendance at our coffee talks, so we've made a couple.

N

There's a couple jokes right, yeah um cup of joe's and then our evening meetings at the.

N

High school too, so our attendance is increasing every meeting, which is really fun and exciting.

N

To get those diverse ideas and things that we really need to gather around um we're really.

N

Working on our newsletter and announcements, student council actually introduced to me.

N

um The kind of weekly and daily announcements, so we've been trying to consolidate that to.

N

Publish out to the public um on fridays and then my monday newsletter goes out. Another.

N

Thing that's really interesting around the community. Is our um we've actually created.

N

A series of career pathway talks, so these happen in flex, block and they're. Basically,.

N

Exploration so we've had aviation behavioral sciences. Today we had a business and finance.

N

A panel of professionals come next week, we're doing bioscience and a panel of professionals in.

N

That industry come and our kids are registering during our flex block to connect and learn and.

N

um You know kind of see where it's at so so I want to, I said earlier about really.

N

Focusing in on the systemsness of this whole thing, and and um what's interesting to me, is.

N

What I've learned now after six months is we actually have almost everything we need.

N

um We have incredible faculty incredible community, incredible students, um incredible resources and.

N

Facilities, so our job now is really to kind of start moving. All of that into a coherence plan.

N

And a clear plan- and so a few of the things that we've really started systematizing is one is, is.

N

Actually, a pretty big lift is our program of studies and master scheduling, work um that.

N

Is the bane of every school's existence trying to wrestle a master schedule into place, um and I can.

N

Only imagine, although I've had my eyes on it for a few months, the work of a high school that offers.

N

So many opportunities and the choices are really robust and remarkable, so we've created a whole new.

N

um System in a committee of faculty and staff, really the idea behind it- is it's really what.

N

The research talks about inputs, outputs and impact, so it's the ioi structure. So if we want more time.

N

Collaborative time for our faculty, that has to start now as we're building a program of studies.

N

As we're thinking about the master, scheduling and student choices, um so things like that are.

N

Really, where we're leaning out of that master schedule team is a subgroup called the academic.

N

Standards- council- this is probably one of the most exciting things for me, because the goal of it.

N

Is for faculty and staff to talk about curriculum and instruction outside of their departmental.

N

To get colleagues around the table and introduce new ideas for student experiences.

N

So we had our first meeting last week and we're starting that all up. Ultimately, this is about.

N

Clarity and direction over the last few years that I've been able to you know kind of research.

N

And understand at fort smith high there have been incredible, really meaningful curricular.

N

Programmatic initiatives, it's our job now to bring them all together and how they're going.

N

To work for our kids and our faculty again toward this goal of clarity and coherence.

N

um So that's kind of the quick review of our first few months launch and then we have some.

N

Questions are you enjoying your job? I have never been happier, it is what's remarkable about it.

N

um And I've said this: if you heard me talk to the kids or the or the parents.

N

Or anything, I'm an instructional leader, so my career has really been with kids.

N

um So maintaining that is not a challenge in portsmouth, because the kids are.

N

Flex in with me every day they have my ear any minute of the day. I think I was on more.

N

Tick-Tock videos in the fall- and I don't really know what tick tock is but [laughter].

N

um No, it's just really remarkable so that part's amazing, but the depth of learning um I've been in.

N

Schools for 25 plus years district building and teaching and um it's it is an endless competency.

N

And that's what I felt about teaching as well, but being the being the principal of portsmouth eye.

N

Is truly remarkable opportunity to grow learn work with incredible people, so yeah, okay max, is loving.

N

It well welcome. Thank you. Do we have any questions for steve kerry, see if I'm carrying I'm a college.

G

Professor, that doesn't like ap courses, and so I'm really excited to see the out of setup at all.

G

um I just I struggle with so many advisees that they took all these aps. They didn't get the score.

G

That they were supposed to so love dual enrollment and giving them credit. For often what is a bigger.

G

Lift than what we have them do in college, so I'm just curious on on those courses like what you.

G

See as sort of a goal or what you see like it seems like there's a lot of development. There.

G

Where does that go um and is there sort of a overall plan like one of the things just being in.

G

Nursing, I noticed like like where's psych where's, like some other more behavioral science stuff, but.

G

um Obviously, I'm just one opinion and a thing, so I was just curious. You could speak more to.

G

Those yeah I know what's exciting, that was actually a huge um attraction point for me.

N

uh Thinking about portsmouth, um it is actually quite advanced our dual enrollment program, our.

N

Yellows, I mean it's quite an advanced program for being really fairly young as well, and new.

N

um So you're right about the coordination, that's one of these coherence plans. I keep talking about.

N

um So as they were evolving, they evolved in a lot of ways out of the interest.

N

Of our own faculty, in connecting these dots and creating new opportunities for.

N

um Our uh our students, what we need to do now is really kind of map that out and really when.

N

I think about it I like to think about things like the dual enrollment elo's internships, as kind of.

N

Part of the bookends of the high school experience. So what is it we're doing to lead and prepare kids.

N

To be ready for that rigor of work right so over the course of the three years. Toward that end,.

N

um And then what initiates that, when we talk about the portrait of a learner and a graduate? What's.

N

Really landing there in the transition year from eighth grade to ninth grade, so those two bookends.

N

Are critical in order to maximize this kind of opportunity, because what happens well, we could.

N

Run the risk right of we have wonderful things, but there's a disconnect in our own program of studies.

N

In preparing kids for that dual enrollment, the great thing about the dual enrollment.

N

Is that our staff are leading the charge um our faculty, and that's really where I see.

N

Us kind of gaining some organization around the distribution of topics and subjects and classes.

N

um To really look at departmental scope and sequence to think about those bookend experiences.

N

And how do we scaffold toward that for rigor? That's really interesting! I'd love to just see.

G

I mean I'd love that would be really cool to have sort of like a half a career pathway like that.

G

There's an opportunity for everyone to take one of those based on a variety yeah and that's where.

G

The like, I mentioned, the coordination yeah, the pathway exploration series that we run on flexes.

N

um That's where those panel of professionals, the industry folks, are coming.

N

That helps us align. I saw the aviation one where, where would I go next with that.

N

um Yeah, that's a great question is: did you have a question and then yeah? I have two questions. One.

D

May be more directed towards zach, but um I guess I was curious between the interplay of n-e-a-s-c.

D

Their visit doing the portrait of the learner and then the fact that we're putting forward.

D

This rfp for um strategic plan. It sounds like um the work that naasc has done to some extent.

D

um Is a piece of that almost, and so I guess I was curious like what the interplay is, because.

D

Obviously, I don't, I don't think it'd be productive or you know financially to duplicate this. I don't.

D

Know what our investment is into any s c and what the extent is, uh but I guess I was curious at the.

D

Interplay is uh so, I think, I think, in terms of the process, so the what's the new england's.

B

Was it the association school and colleges yes, and uh so so they can. If this is repeat, I apologize.

B

They're more assuming nobody, people understand so uh so anyways they're they accredited high schools.

B

um And they have a process they go through. um Part of that is the core of it is. Is.

B

Faculties doing um self-study looking at them looking at themselves measuring against certain.

B

um Certain standards, so in that, though they have developed, they do have this report. They use.

B

Portrait of learner yeah ish, uh the new, so um so I think so I think it is. It is a similar type of.

B

Work, but it wouldn't in this process that involve a narrower set of stakeholders and will involve.

B

In the strategic planning process, so I think it will inform, I think, naturally, what came out of the.

B

High school conversation will inform kind of um the dialogue we're having with folks, but it will.

B

It will, hopefully it will be, including a broader set of people. um You know, and I would be surprised.

B

Though, if we end up in a radically different spot than what the cup, what the conversation landed.

B

um With me, ask so we'll see, but it's not. I don't think what we I think to go to the fullest extent.

B

Of your premise, I don't think we're gonna we're not gonna. Take the the finding the knee findings.

B

Around the portrait of a learner and just take that and say this is our starting point for the.

B

Whole district conversation, I'm assuming I would be concerned if they were. There was not some.

B

Significant alignment in there, um but uh but it won't be- I will just grab this and go all right.

N

Yeah, the timing is actually, if I can add, it's actually critical first yeah. So this is like.

N

An internal audit that we did on ourselves with some standards from the accrediting body so that.

N

Database now this this document, the one, the the the reflection that we'll get back from me, ask.

N

Themselves, but also the giant document that came from the self-study of our faculty and staff that.

N

Actually, absolutely to zach's point plays into a strategic plan, because we've done this internal.

N

Audit now and we have so much more data, our conclusions on the the portrait of the graduate.

N

Learner by the way were we do not have one yeah, so that was the the finding of the sales study.

N

So, just to be really clear, it's actually going to help that yeah. I want to tie these these bigger.

N

Initiatives in the self study is going to actually be a great tool for us, agree, yeah and then my.

D

um Sorry, my next question nancy, just um I didn't really think about the communication issues from.

D

A perspective of parents emailing in um until tonight, like back in my day, my mom would call.

D

Talk to the secretary and that's how things would go, um but now, obviously you have these big events.

D

um You're working in a big building, um and so I guess I was wondering if you could curious yeah.

B

Absolutely and is, is: are there better systems that we could um that need to be sort of developed as.

D

Far, as you know, forms or you know just that people are actually getting a response or emails aren't.

D

Getting lost on a teacher or lost on the principal who's, getting emails from everybody, sort of sort.

N

Of yeah, no, no, it's it's a real, a real dilemma. You know um that idea of really figuring out systems.

N

That one are automated and or controlled by more eyes. um So, just in my scenario- and I think it's.

N

Very, like others, um and no excuse by by name for missing an email, but you know by 11 a.m. um You.

N

Know in google gmail they're time stamped, so any email of that day up to 11 a.m is four pages back.

N

Of emails right so I need a better system to make sure nothing's lost in that and that's key.

N

um I do yeah, the phone calls are critical. We look at parent square replies and people chime in on.

N

A post or so we're looking at lots of ways where that's coming from and unfortunately.

N

um We do need better systems, we also need. I think your point was really critical. Was a guy.

N

What what where does the parent go? First right like step, one, a teacher issue, a lunchroom issue.

N

A bus issue right like where do you go with these things that you know our kids are dealing.

N

With constantly and our parents are trying to help navigate um so having a real communication.

N

Guide is a is an absolute, I don't want to say it's an easy fix, but it's a great start. We can.

N

Move on that really quickly and it's challenging, I would say it's challenging because it's it's.

B

um As actually what someone's talking about his experience, I was waiting for and I emailed the.

B

Superintendent, I haven't heard from him either. I was anticipating because I know.

B

um You know so, I know as I rolled into the office on monday, you know I set up one of.

B

The systems I use to say I intensely use all the filters in gmail to send things off to.

B

Different places and and I've got core stuff that I'm going to look at and so just in the.

B

Core, like things that would come from you guys, seeing them who were individually addressed.

B

To me not sales emails like whatever so I walked in on monday morning, I had 373 emails.

B

I don't want to be a desk jockey. um I could just spend all my time exclusively answering email and.

B

um But it's a challenge right because you need to be responsive um and uh and so in a day I.

B

Know these schedules like this, my schedule's like this when I walked in today, for example, my first.

B

Meeting was a budget meeting that started at 8 30. our last meeting finished at five and we ran.

B

Over here, to make sure this was going to work, we took a tour with you guys now we're sitting.

B

Here I haven't touched any emails. I touched uh three on the way from the office to here and.

B

Each of the three that I touched are all ones that are going to require an hour to an hour.

B

And a half worth of dialogue with a parent, um so um so that is so it's it's that that mix of of.

B

The need to be responsive to our constituency and to the people we, the the parents, that.

B

um And students, and you and concerned um community members, while simultaneously, if you're being able.

B

To respond to that stuff, sleep and eat and do other aspects, your job, extremely challenging.

B

Especially on the tail end of this event, but um and it's and it's and you know like I know in that.

B

373 emails. There are multiple people who are angry. I haven't responded today, hey. I got your email.

B

um And- um uh and I would just you know, I'm gonna work to get to those things and dig my way out. I.

B

Think in fact, I sent something to to principals today and said this is the situation and I will.

B

Get to even them in you know the internal queue I will get to you as soon as I possibly can, but.

B

This is where I'm at right now and I will and I'll get you soon so so it is even with systems.

B

um It is it is, it is hard to keep up with that type of volume, just as a suggestion.

N

Just in terms of the high school really, I'm call I mean our: we have a great staff.

N

You know whole team, so that's really the the best and and one of those things of.

N

Managing time uh for us is really that those partners we have in our in our clerical teams.

N

um And executive assistance is really about. They know my the calendar right. They yep we're gonna.

N

Find that half hour and that that secured and once it's on the calendar, that's really the gold.

N

um Zone for connecting um so, but yes thank you for that, because it really is critical and I.

N

Also know it's how frustrating frustrating it can be to be on the waiting end of that stuff.

A

um Lisa, did you have a question, or did you already ask it? No lisa did have a question.

E

um I have two and one is: I just wanted to follow up on what carrie said and I think at a future.

E

Date, it would be really helpful to know sort of what the approach is to dual enrollment.

E

How you're promoting it? How you're, making kids aware of these options and how you're making.

E

Parents aware, because if you're not knowing about it until junior or senior year of high school, you.

E

Haven't really had the opportunity to set in that scaffolding and building blocks to be prepared.

E

For that rigor of work to take whatever the prerequisites are, so I love that it's happening.

E

But I'm also a little nervous that I don't really know how it's happening or how. I would know about.

E

It and it may be that I missed an email too. My inbox is about two hundred thousand yeah, um so.

E

You know, I don't necessarily put that on you, but I think it would be helpful to know so. I just wanted.

E

To put that yeah, no, I I really want to address that, because I think that was the intention.

N

And is the intention of our program of studies, master's schedule team? Because you have to think.

N

Of the program studies as the one product we put to the community, this is our catalog of services.

N

This is a critical document and right now it's a scrolly pdf, that's flat and listing and numbers.

N

And things and it's standard and gets the job done, but it's not communicating our our full scope.

N

And sequence of services and supports so we're looking at a whole radical different approach.

N

To preparing that information, so that when you turn that page in the program studies digitally.

N

um The idea is really seeing that pathways emerge for students and families to make decisions. No.

E

And I guess that brings me to my other question, which is around the high school handbook, and I.

E

Know that's a little bit of a hot potato right now, but I feel like big picture, I mean if we're in the.

E

Business of educating kids on what we expect from them, I'm just curious: when are we going to have.

E

Something that's readable by somebody who has a ninth grade education, like I, don't understand it.

E

And it's written in all of the legalese of our policies, which I know are thorny.

E

And complicated and dense, but I'd love to know how we can communicate what are our rules? What.

E

Are expectations or where to go with a question about attendance or athletics or whatever, like.

E

It just feels like a missed opportunity to give people the cliff notes to high school.

E

And what to expect yeah to put you on the spot there, but no, no, I mean it's actually.

N

The handbook comes up, it's one of the first things I turn to in august, and I called them.

N

Touchstones I asked the faculty and staff show me our touchstones. What do we reference when.

N

We make decisions, what do we reference when we have challenges, um and it was clear to me the.

N

Outdated because on page 13, please leave your peepers at home. um We're gonna we're.

N

Gonna go after that stuff because we brought up people to school, but we actually want to see it.

H

N

N

Council with the idea of a student council handbook subcommittee um and that that's an.

N

Exciting thing to kind of we're: gonna it's gonna start eventually, but um yeah. The faculty are on.

N

It and we're actually just divvying up sections to say we need the one of the inspirations I got.

N

Was actually from phil davis, the middle school, his parent handbook, um which really opens up.

N

Some very specific things: we don't have one at the high school and I thought well there's something.

N

We can make this year a parent handbook. You know- and I just really want to think about.

N

That that's I'm excited about our partnership with sau52 because of that communication thread.

N

um I'd like to piggyback on it, we don't need to reinvent the wheel. There's great systems in.

N

Play across the district that the high school can absolutely leverage and build from so yeah.

E

August so we'll get one for next year. That makes sense. That's the goal. Yeah actually yeah,.

N

That is the goal: oops, that's awesome, because when you have to cut out beepers and pagers.

N

Yeah, so um I was wondering so I know we've had a kind of a move away from ap and I know.

I

We're sort of starting to see momentum go against honors class in some areas.

I

um I know we're creating a lot of new opportunities of doing this. I've I'm in.

I

The western civ class uh just about everyone, I've talked to about it, loves it and I think.

I

That is directly because of the dual enrollment, but I'm also seeing a few areas where it's not.

I

Necessarily as successful, I know in the english department reviews about the like, optional.

I

Honor system has been pretty mixed, yes, um the contract, and so I I understand that we're not.

I

Aiming that we are aiming to with two preserved opportunities as much as possible, but I've had.

I

A lot of people talk to me about the fact that they're nervous about this- and I don't really.

I

Have an answer for them as so, I guess what I'm asking you is, what measures are being taken to.

I

Ensure that we don't lose any opportunities or close any doors as we make this transition.

N

um I think what we need to do the ideas that that are in play um need structure, support techniques.

N

Tools, skills um and that's where we've we may not have done our best- is really making sure.

N

That an honors contract came with instructional pedagogical supports. It can't just be a piece of.

N

Paper that says: oh now, it's honors like if we don't have these other systems in place.

N

um And that's really what we're working on is really to make sure that those opportunities are actually done from a pedagogical perspective. That's teachers are prepared to offer.

N

Differentiated levels within one one section one course section: if that makes sense, that does it.

N

Yeah, I think margo had a question um yeah. Thank you. First of all, I really. I really appreciate.

P

Your honesty on the strengths and the obvious challenges at the high school, many of which this.

P

Board has heard before, um and I couldn't agree more as an educator- that consistency and clarity.

P

It should be the unifying theme at a place that has a lot of great things happening that have.

P

Existed in silos, I think you're right. The goal is to bring them together. So on that note, when.

P

You talk about looking at the um the program of studies in the schedule. Has it come, it's come.

P

Up to this board, historically often in the last 10 years on the lock schedule and I'm curious.

P

Whether when you look at the program of studies, are you also looking at is the actual structure.

P

Of the day, the best fit scenario to meet the needs of the students and teachers. It's a great question.

N

We will not be tackling that question this year. We do have a plc, that's looking at flex in structural.

N

Terms is it really the best fit at the end of the day, so we're looking at the resources we have.

N

Without any major disruptions, because the schedule change, as you know, is a multi-year initiative.

N

um A bell schedule, I should say about even a bell schedule: uh change is a pretty and I've.

N

Been through two or three of them in my career and they're, all multi-year five-year minimum.

N

Five-Year projects um so we're we're trying to really look at. What's what we discovered in.

N

This inquiry- and this is a really important piece- we're pretty certain that, when block.

N

Scheduling was introduced was the last time any of our faculty had training and block design.

N

So that right there we can fix, we can go after that, this winter and spring and summer.

N

um Because the block works, but it doesn't work if you haven't, had the supports to make it work.

N

um And and it went from 90 minutes to 80 something to 78, so there's been adjustments and the day has.

H

Adjusted and the the beginning and the start so we're really going to invest this year in.

N

Terms of really making sure we can maximize what we have before, we want to throw a you.

N

Know try something else, there's still a lot more. We can glean from the structure we have.

N

um And I think it's worth a go since it's been 15 years since we've had.

N

uh Block scheduling, design work right for pd, right yeah. No, I at least I think I've done scheduling.

P

I've done the master shows. I I understand that I guess then I would follow that and say would.

P

The information you gleaned from phil on the value of the parent handbook yeah as someone who does a.

P

Lot of curriculum at the high school level, I would highly recommend a parent program of study because.

P

What the student brings home from talking to the guidance counselor versus what the parent may.

P

Understand from their experience in high school or what their sisters children are doing is often not.

P

The same message and if you could have a boiled down, here's the requirements here are the paths.

P

So a parent can see it in a separate line item than a child, and I think at the high school level.

P

We do have to give the the onus to the child to start planning their course of action right.

P

But that, but to mr wilkinson's point: if we don't have all the information as parents, it's hard to.

P

Be that support system and hard to know that, and so I I think this is a great opportunity.

P

Both the same time to really think about how are we communicating expectations, outcomes.

P

Possibilities so that everybody's informed and can make the best informed decisions, fantastic yeah,.

N

Sure, first real quick. I just wanted to follow up on the additional courses. The money management.

F

Course that you have listed here yeah, so the money management we had in 2021 was with mr goldenberg.

F

Is this a build off of that class or is it a separate class from his money management? This is.

N

I think the class okay, because that class actually started in 2021, but now it's moving into dual.

F

Enrollment is that why it's listed yeah, these were yeah. These were added as dual enrollment courses.

N

In this year, okay, so that's a change of how the class originally ran. Thank you, um and I appreciate.

F

The time that you've been carving out for parents at the pack meetings, um I appreciate the time.

F

You've been carving out for the coffees, um I think those are all really good avenues and the.

F

Changes, it's they're very informative. It's a very informative time. I think for parents to hear me.

N

Too, and for you to hear from parents for sure and for us to hear how you're hearing from students.

F

And I encourage parents to come. No, I I do want to follow up on the communication piece. Yeah.

F

um With the newsletter I'm just wondering, I know that you're still trying to figure out.

F

The recipe for that, but there's been some feedback that sometimes it reads more like.

F

A blog yeah, an informative information, yeah, um and so I'm wondering is there a way to siphon.

F

Out some of that weekly announcement that we link to at the bottom but put that in yeah.

H

Very great idea, you don't necessarily see it at the bottom all the time and and then give.

F

A feedback loop individually to those things that you know people can link back to. Okay, if.

F

You need questions about the choir or whatever. This is the person you go to, or this is the you.

F

Know to have a feedback loop there, um because one of the things that concerns me I hear everyone's.

F

Emails are full, my emails are full, that's a given for the life and society that we live in.

F

I want to caution us from laughing it off or excusing it away. We gotta have some short gaps.

F

You know until we can come up with the bigger plan for communication and how we're going to.

F

Improve things and you're still in evaluation mode, there has to be short gaps. We can't expect parents.

F

To show up at coffee houses or at pac meetings, if they're not even getting a response that they're.

F

Important and- and I feel that as a board member, sometimes when I put stuff out and it doesn't get.

F

Responded to as well so when we're talking about things that I guess strategic planning, I think.

F

About zach's video: what do we want to keep? What do we not want to keep this district, I think, has been.

F

Very transparent about our communication problems, but it's also been really transparent about our.

F

Communication expectations and and we had parents- and we have a community that has always kind of.

F

Expected a 48 72 hour, you know response, even if it's just a thanks for your message. You know.

F

I'll forward this to the right person or we'll get back with you, I don't have an answer right now and.

F

I think that's been very clear from the get-go of our powering practices and that I don't see.

F

Ever changing in portsmouth community, it's what has one of the things to me that has built our.

F

Community is being able to respond to one another and just say: hey I see you, I hear you, I can't get.

F

To you right now, but I see you and hear you and we've done things on the board to try to. I think.

F

Improve that so so I'm just I'm sorry to say all that, but to just wonder with your 400 emails. What.

F

Are you guys doing for maybe looking at some shortcuts of like if it's your assistant, that.

F

Those emails go into a folder of looking at or if it's yeah, that's right or if it's literally like.

F

You know improving partnerships with department head yeah, I don't know, but um no it absolutely is.

N

Having some more eyes on this on the machine right, um so deb mccann my my partner in that.

N

um Getting her access to those emails too in the in the executive award kind of thing.

N

um Yeah, that's critical because that's that's it! You know by yourself it's and like I said earlier.

N

I I think, you're right to expect that response and I'm going to put a phone call in the mix.

N

The dependency on email is already something that we might be beyond. I don't know right. I.

H

Would agree as a tool right? It's that's why these other tools are in place, but a good old telephone.

N

Call and connecting with humans is still a great thing, so I'm gonna put that out. There too, like.

N

That actually would speed all of this up, because we have better systems with humans. Other humans.

N

On yeah, um you know our our main office is seven strong. You call the main office and I will say.

F

Your admin is phenomenal, yes, she is amazing and we are another new uh member of the team, so uh yeah.

H

No and learning together and creating systems together. So it's it's been amazing, but yeah.

N

I'll absolutely I agree 100. Even these feedback loops are great ideas and, let's add pick up the.

N

Phone and call- um and you will- and I just had one more thing, I'm wondering about talking about our.

F

Our portrait that we don't have yeah, we we've talked a lot on this board about k-12. Where are.

F

We taking our kids right, so I'm curious. um Are you looking at ways to to partner more with the middle.

F

School, even even in I don't know who mentioned it about class election, but like even that has.

F

Been something that's been brought up so much with parents about trying to understand that process in.

F

Middle school way earlier than when they get down the road at uh you know high school level. So I'm.

F

Just curious are: are there opportunities or are there things happening that can help with that.

F

Partnership with the middle school as kids come up or is it kind of starting when they do their.

F

Mentor connection with the high schoolers: no, no, no even last month's uh eighth grade parent night.

N

Is a is really the kickstart of that framing um having parents kind of wander. You know explore.

N

The schools or services talk with kids talk with teachers, department, heads that really starts.

N

A cycle or a season of onboarding, um so you know that's last month and in january we do our another.

N

8Th grade open house, steve z, bringing over all of the sau administrators to kind of build that.

N

Through I know, patty's working with sau as well or 50 and 52. phil, and I we have a whole plc team.

N

That's kind of dedicated on those transitional years, so a 9th grade plc team, that's focused.

N

On what's happening for eighth and 9th grade, so that team of faculty staff are actually designing.

N

Systems that will improve that onboarding and that the longevity of it right so that it is, it doesn't.

N

Feel like a truncated spring course selection and then suddenly it's august and you're, showing up at.

N

School, it's it's a much more long relationship, our partnerships across um our students that.

N

Are interning at the elementary's, and I mean these are all little little pits that again come back to.

N

This coherence plan: how do we bring these because there's a lot of fun right? You know when you hear.

N

A principal say: are we doing that open house again, I go oh right. They should know that right.

N

But we need to be better about really organizing a tight plan and kind of living by it. And if I.

F

May because I think that might be the caboose just ask one more question. um I'm curious around. I know.

F

You've been in evaluation mode and you're not coming here to like change everything overnight.

F

um But I know you have some really great ideas and the feedback has been very positive around.

F

Those ideas that you've shared with with parents, so I'm curious once you start getting in more of.

F

Shifting mode, how can parents expect to be communicated out to around changes that might.

F

Be having at the high school I'm not talking about every minute change. No! No! I think that I I really.

N

Am going to rely on the program of studies that is our product catalog? It is a really important.

N

Document and if it's done right and designed well, which is our goal this year, you'll see.

N

I think a lot of those insights as to vision or planning or north star like zach, and I talk about.

N

um You know: that's really, if we're not going to have all the answers in this round, but we want.

N

To start planting those seeds and those ideas, so that more ideas can come back to us it's you know.

N

Zach told me today: if we, if we build it, they'll come kind of model, I mean that's really. That's.

N

Inspiring, it's also helpful because it's about uh it's not about holding too much, you know close to.

N

The chest it's really about sharing, like we do in our pack meetings or stuff, there's a lot out.

N

There so I would, I would absolutely say that program of study's goal of that is to be our a.

N

Real robust, not only product catalog, but a catalog and a magazine of our of our vision and our work.

N

Where we want to go so when that's pushed out, it'll have a feedback loop. If people have yeah.

N

Actually, one of the cool things about going to this digital magazine model is the analytics.

N

So we'll be able to see where parents are hovering where they spend more time.

N

um So then we talk about data sets on choice and as parents and families and we go nobody.

N

Even looked at that page for more than a second what's going on right, so these that that's the.

N

Level of data that the digital tools will give us to really start reimagining our services as well.

N

um And we can just suppose that data set against actual enrollment numbers. You say: oh yeah, nobody.

N

Looked at it, but everyone signed up for it. What happened or the advice? Nobody looked at it and.

N

Nobody signed before anyway, hey what's going on so yeah that digital tool is has a fairly robust.

N

um Infrastructure behind it um and if we get it right, we won't get it I'll write this first round.

N

But we're going for it because I think it's too important to set that tone right off the.

N

Bat one in terms of data driving our our decisions, because often it's a lot of these decisions around.

N

Programs and studies are driven by the feet of the students where they're voting they're voting with.

N

Their feet, brilliant data set by the way, but there's more to it, and it leaves the parent in.

N

This magazine, you'll, probably see, has a lot more audience in its design for guardians and parents.

A

Super helpful yeah. Thank you. No great questions. Thank you. Lisa did you have another question. I.

E

Think we forgot one thing. I thought somebody else would ask this, but we do have budgeting coming up.

E

Yeah from us, what's your you know for all these big things that you want to do you have so much.

N

Fun with the budget conversation you know in like three months: no, it's uh email manager, yeah, no.

N

um You know I I listed some things that had some budget implications in the in.

N

The you know the report, um you know a lot of the stuff there's again: systems systems, work and and.

N

That we're all working on um this year, you know, there's a we have. We have. We really have a lot.

N

um And I'm much more uh interested in designing with the resources at hand right off the bat I.

N

Think we have more to learn from that model than bringing stuff into quickly and then not really.

N

Even seeing where our roots are and how strong they are, so um the little things are here. This.

N

Little idea of design engineering- it's a big one. For me, I spent most of my career in that world.

N

um You know we were just talking about it outside. You know. It's you're only.

N

Going to be 2023 and we need a robust design engineering program at portsmouth, high school.

N

And and it's in design engineering is, is specific um to tie in a lot of other things.

N

um And that's the beauty of the work, so um our global citizen, scholar work, I mean we're.

N

We're there we have these, we have the parts and pieces for most of this stuff. Again coherence.

N

And clarity and bringing people together around some good work. So I I have a question.

A

um Paraprofessionals and substitutes yeah you're telling me you have 30., I'm just tired.

N

Evan, um you know uh this is a national industry issue. um I don't even know uh it's.

N

It I think we have to reimagine the experience. Ultimately, I don't know if the future of education.

N

Is going to be uh or could be dependent on one adult and 20 kids in a classroom? We're.

N

Gonna have to get way more creative about these staffing shortages. um I don't know if we'll ever.

N

Come then, I would love it. You know these. These roles are critical and they play such a valuable.

N

Partnership for our teachers and our kids, the role even our regular subs and our paris is.

N

Beautiful I mean they are, they are part of the teaching staff. It's really amazing opportunity.

N

But it's just not an option for a lot of people anymore. It's just a different industry and so.

N

um I think portsmouth is doing everything it can. I mean we had the same issues in andover and.

N

We weren't, I don't, I think, portsmouth pays better, you know for powers and subs and um other.

N

Districts, so it's not a money issue, then right, so where are we at and so no, I think we have to.

N

Get really creative with again that's why I keep going back to that. The more time we spend with.

N

The resources we have and really understanding will enable us to really kind of be selective.

N

And and very intentional about the budget choices and the staffing choices we make. My dear friend.

A

John bohenko is a substitute at the high school once a week every friday, and he was our city.

A

Manager for many years you all know and every time he substitutes he sends me text messages.

F

He says the kids are just fabulous: they're focused they're, behaving they're, but the last time he.

A

Subbed and I sent it to zach, he went to get a drink and he was in the foreign language wing and.

A

The bubbler is that the curve yeah sure yeah it is brazil- has the garbage bag around it during covid.

A

We covered all the bubblers, and so he couldn't get his drink, and then he sent me a picture of.

A

The refrigerator and it had it was empty where you could buy a water bottle, so I sent it to zach.

A

And said, can you fix it? Yes, but that's that's the most serious thing he just loves subbing at.

A

The high school- he really does it's a remarkable that this one of the things I really appreciate.

N

The most is that um it's student leadership, and that is not a um it's- not an easy culture.

N

To cultivate, there are students that focus. There are high performing schools that, where students.

N

Are very assertive and confident and successful what is unique to portsmouth after five minute.

N

Five high schools uh in 25 years and um is the compassionate leadership. Our students show our.

N

Students think about the system of portsmouth high school that I've never seen at the depth.

N

Level and care that our students take here, it's it is, it absolutely is a blessing to work there.

F

So off that, can I just ask a quick question around um service because I know I know margo hammer said.

H

All the time- and I know we have service learning, I know I mean my kid just went out and did a service.

F

Project for um global studies, you know, I know some classes do it, but are we looking at at service as.

F

A kind of a bigger character component of being well, I can't say, clipper because not everyone's.

F

Clippers summer skills, but being a portsmith student. Yes, yes, we have a plc for project-based.

N

Learning and service learning is an absolute critical and essential element in project-based.

N

Learning um so yeah we have a whole team spending a whole year digging in on that topic alone,.

N

um Yeah so yeah we're uh yeah, we're there. It's really exciting for us. I think kerry.

A

Did you have one more question I just wanted to um suggest maybe using a beeper okay.

G

The idea should come from from you, and um but I mean is there something that we can.

G

Do just the leadership piece of this of like why aren't those students writing.

G

These handbooks and these resources- and these guides- and these like- is there some sort of.

G

um You know leader like opportunity where we can pay these students over the summer for.

G

um Getting some of this logistics and the work and things like that because we don't have.

G

um And have a president of the group that has a salary around now well yeah the student council.

N

Subcommittee for the handbook is a critical yeah yeah I mean, I guess, I'm just thinking.

G

Like we know the staffing shortages, we know the email crunch, the communication crunch.

G

Like and with that recognized leadership, um is there something that we could paid.

G

The students to fix the system or not fix it's not broken, improve the system.

H

um Yeah, it's a great automatically. It's a great idea: the advisory role, the consultancy.

N

Role- I talked about this, you know in my interviews as well, and I talk about it now.

N

um It's really a valuable piece and and for me, actually more important.

N

um The consultants are our families, our students, to a certain degree.

N

um That's a critical part of this management. You know, so um all of that insight is critical, so the.

N

Ideas are great and share them and send them our way and um yeah. I know I think that's a great idea.

A

Steve. Thank you all right. Thank you. All the good work. Good luck! Zach! Can you get him a new bed.

H

S yeah, you need to update, I got so much swag and I apologize for not working.

Q

Okay, I just wanted to make sure you had one I will represent next year.

H

Okay, we're about to move on yes to the superintendent's report. The first item.

A

Is the nasdaq report yep, so you just have the um we included. I know when you did the redistricting.

B

Conversation um that group had looked at um annual projections from nazbear nasdaq.

B

So we're awaiting this round of stuff that came out of october, looking at october, 1st data and.

B

This just gives you an update, I think the I mean I think the key the key takeaway is just looking at.

B

Over you know a new 10-year projection. I think the number was 275. yep. So you know yeah we're.

B

Losing now that's not any particular the other. If we mentioned this the other night, but some some.

B

Contacts, you know I was with some people and said: well, you know I've had you know, uh 275 students.

B

Is like in elementary school? No, of course it's not centered in any one particular location. It.

B

Is not at any one great level uh those types of things, but this does have um we'll have a.

B

Long-Term impact, if we continue to decline in that way, I think we need to be thoughtful about.

B

um I've said this before about economies of scale and as we lose if we lose students, it becomes.

B

Harder, the number of rich options are available at the high school, for example, becomes harder to have.

B

Enough students to run some of those courses and it starts to impact our ability to do you.

B

Know some of the things I think that we're all really proud of so um so it is just something to.

B

Keep an eye on, uh and I think you know I'm I feel like I'm having this conversation of a parallel.

B

Conversation when I talk with um people in the municipal government and the business community.

B

About um yeah, I see a lot of this connected to housing costs, and so I I worry- and you guys have.

B

Heard me before talk about our our employees, that we have a lot of employees who you know um moved.

B

To the community 20 years ago, uh when you could be a teacher and afford to live in this community,.

B

uh And um that time is if it can continues where we're at that time has passed, uh and so, when this.

B

Round of of staff or tires uh you potentially, if things don't change, you will have a group of.

B

Commuters, who are now working with your students that doesn't mean they're going to be bad people.

B

Doesn't mean whatever it just means that they're not going to be their personal lives are not going.

B

To be as intertwined with their work here in the schools, as it might be, if they actually lived.

B

In this community, so that's an issue and then- and then I see this as a parallel thing is- is.

B

Families there are only certain types of families that can afford to come and move to our community.

B

uh And um so that is going to create an issue as well. I also worry about over time the um uh and.

B

Well, the demographic information done here, I think, anecdotally. We know too, we worry about a growing.

B

uh Gap between the haves and the have-nots and not a lot in the middle and again that also ends.

B

Up having um impact on programming, how do we staff what are the needs of our student body.

B

um What decisions about open genius versus heterogeneous groupings within programs all.

B

Those types of things, what additional support services are needed or not. um These are all all.

B

Things that we'll need to consider as we as we move ahead, but it's I would say that you know I.

B

Mean I think, it's pretty clear, what's happening in the community and how it will be interesting.

B

And how does that change the character of the community and the characters in schools.

A

Hope brian go ahead. I was just commenting that I'm sure this will be part of the strategy. Strategic.

O

Planning as well excuse me, so you know because it is, does seem like it's changing and you know.

O

You know populations going down, so how does that feed in the strategic plan over the next.

O

Whatever a couple years yeah so oh, I just was going to say in looking at all the numbers. I.

F

Mean I think it's important to point out like new hampshire was almost two and a half to three times.

F

The drop in rate as any other new england state, and so um you know that's to me, they're writing.

F

I've been saying it since I was on the board of the board writing's kind of on the wall. I.

F

Think of that you know our population of um 12 is declining, and so I do think as we walk.

F

Through strategic planning, but even through this budget cycle and looking out, um are we thinking.

F

About you know that building plan, because if, if things continue to project these numbers show.

F

We are going to be a community, that's not in need of housing, three infrastructure, schools right and.

F

And having it just wouldn't make sense budgetarily to pay for the infrastructure of three buildings.

F

But we don't really have a building that can house our schools, so I'm just wondering: are we.

F

Having those conversations to kind of look into the future, sorry patty, I shouldn't be.

F

um To look in the future beyond just staffing, because I certainly think staffing is is.

F

Something we have to consider why there might be immediate needs now. You know what does that look.

F

Like on the books, when most people stick around in portsmouth for 20 years or more.

F

um So I'm just kind of wondering are those conversations happening or do we need to.

F

Because this is a 10-year plan projection, but but if you look when it started it's three years ago,.

F

Almost so we're we're three years then to the so we're really looking at a seven year plan here. So.

F

It's a little concerning how quickly the numbers are dropping right. I think, if you've looked at.

B

Right, if you look at, I think that I don't know. Mario and I were talking about it's like oh well,.

B

It's not that much different than it was somewhat different than the last projection, but it's like.

B

If you extrapolate, if the next project, it goes down a little bit more a little bit more a little.

B

Bit more, you know are, we is that you know. Is this going to accelerate right? You know and that's.

B

And that's the concern, so I answer your question. There isn't like at the moment this year from july.

B

Till now there hasn't been deep planning around like what does that mean? um You know I. I keep.

B

Bringing it up in different things saying this is something we need to think about in a serious way.

B

um But- and I think with brian's point, I think the strategic plan is the vehicle to to start to kind.

B

Of put some some strategy on the bones around around this concern, um because it's real well.

F

Do you see this sack as a simply just because housing costs are so high that we just accept.

F

These numbers, or is this a conversation we need to really be digging in with city council members to.

F

Say how can we attract families so to portsmouth, even with the cost of living? Are we going to just.

F

Be a community that accepts this is where we're headed. So is it so it's interesting.

B

And I I think one of the um as uh because I was in the real estate exploring my own options.

B

I started trying to understand where you know some things that were happening in the community around.

B

Building, for example, uh and I ended up going back and watching old planning board meetings.

B

Around particular projects- and it was like oh there's- some interesting choices being made about.

B

How I mean there are, there are reasons why, when we build, we approve certain things as a.

B

Community about that that are designed for certain groups of people uh or not, and sometimes it's more.

B

Open-Ended but builders are reasonably open about like this is what I'm trying. Here's who I'm trying.

B

To market to uh and here's what I'm trying to do in order to make that happen, and um if and in that.

B

Conversation where a couple of recent projects- and some of these are a couple of years old, when the.

B

Approval process happened um what was happening in really only time. Schools came up in the ones that.

B

I watched were oh this. This particular project won't put any additional strain on the schools.

B

That was the perspective, we're not going to put strain on the systems and the taxpayers around.

B

Making sure you know they're going to have to deal with all these new kids that are going to be in.

B

These buildings, because we really designed this to really not have many kids in these buildings, yeah.

B

uh And so, but that was the pitch. So when schools came up it was really around we're not going to.

B

Burden the schools with any kids, because we've kind of anti-kid you know designed the project.

B

um And there'll be some flukes, but it really isn't designed around that group of people and.

B

um So so I think I think your point's good, which is not just here. It's like.

B

How are we engaging our municipal partners around community design.

B

um With with at least being eyes wide open on it, what is the impact of the way in which we.

B

Think about developing as a community and what is that going to do to the schools and don't assume.

B

At the schools you have that are in a certain place in time, where there's a lot of good.

B

Things going on, but those those will be able to continue in exactly the same way at the same cost.

B

um You know you need to think about that, as you think about how you develop as a community uh and.

B

um And anyway, so so for me, it's just like well, we we have a role. I think we need to continue.

B

To to first of all ring the bell a little bit to be like this is happening, um and this is going to.

B

Have a real impact and then I think we also need to be in a position to be able to communicate.

B

With the community at large in the city government, about um what are ways that we think that we could.

B

um We could think about some of these other other issues that are beyond our scope of control.

B

um That could positively influence the ongoing health of the school district, so these numbers.

F

Shared with cities, so I'm city manager, uh this set, has not been been passed over. Okay.

F

But we've done some pass in conversation, but it might be, but I can't pass it along.

A

I um I know that in massachusetts, if you're a developer and you're building a housing project.

A

You have to have x number of units go to a lower income. We do not have that law in the state of.

A

New hampshire, so that is a that puts a thorn in the side of trying to develop, affordable housing.

A

For a certain population um now we all know that the city is concerned. They would like the.

A

um Serving school to my community, they just built the one downtown next to the fire station.

A

You know we have the portsmouth housing authority that obviously tries to develop.

A

um Income housing um for the you know, um so we work on it in portsmouth but yeah. I.

A

Mean I think the state law inhibits us from developing that even further. My question is.

A

What are the numbers for, and maybe you know the answer to this greenland ryan- doing to newcastle.

A

Fascinating and some of it, if you look at the.

P

Data carefully is due to attrition to non-public schooling, but our high school seems to be hit.

P

The hardest and that is fed by those two, those towns, so they would be considering that data.

P

So I it looks like from the numbers most of that was from families choosing non non-public.

P

But um I noticed that two more ago, in some years, the middle school even gained exactly.

F

But it's definitely hit elementary and then the high school has consistently declined. Yeah over.

F

The period of time, but I I think this information would be imperative to share to the city side yeah.

A

We'll do that and then we'll try to get some numbers. It will be interesting in some of the.

B

Bleed to private is, as we move as we move out of the code out of covet some of that recede and come.

B

Back we'll see, uh but it also goes to some of the communication stuff we were talking about before.

B

Is I think, for the high school to continue to do some of what it has to do? We also have to be in we.

B

Have to be in more of a sales mode than we've been before the high school, uh where it's just kind.

B

Of like yeah as we do, we do come if you want. You know, you know whatever we're portsmouth here we go.

B

um But I think that it's, I think we need to be thinking about our partners in sau50.

B

And and be making a pitch about why it makes sense to send your kids here and.

B

um And or be responsive to them as a constituency as well gary, it was just, and you sort of mentioned.

G

This, but I just it's so interesting to me to think about that planning, board piece and that that has.

G

Always been the narrative at the planning board, or at least since I've lived in town um and really.

G

I'm so I feel like it might be a rumor thing like it might just be like this is what the.

G

Planning board did before so. This is what we need to do now. um I don't know if it was data.

G

Driven but like I'd, love to see that circulated soon and then sort of that larger meeting of.

G

Meeting of the minds on visioning of what the community looks like, but I just think about some.

G

Of those neighborhoods that like been built that explicitly don't or like not set up for.

G

Children and they think that's a big concern for us. I mean for as community members and as.

G

So those contingencies are were already there. This okay, yes over here liz, um I just went to nancy's.

D

Point I know that um just um for so you're aware. I know that my understanding is that greenland has.

D

Had an influx but obviously rye has gone down, and I think that some they've sent some kids.

D

To newington but I'd be curious because obviously there's a lot of developmental um area there uh in.

D

Greenland- and I guess I also um with having steve kenosi here and talking about the opportunities as.

D

Far as college and whatnot, I know that we had pulled um from phillips exeter's um and their.

D

What am I trying to think of the equity council? We had a representative from.

D

Phillips exeter, so I guess I just wondered if there'd be more opportunity for collaboration.

D

um To pull folks or to give a draw more to the high school, given all these different.

D

Opportunities for collaboration and acceleration, um that would be the the sales pitch to go to.

D

Private school essentially lisa did you have something. Oh ian was first yeah. Sorry I I was.

C

Just going to comment, the information that we were looking at at the redistricting subcommittee, that.

C

That so many of the the new places that were being built were built for young professionals.

C

And that they were not being built for families yeah and the price tag is high too yeah.

A

Okay, lisa. I just wanted to toss in one more piece to this conversation as we're speaking to the.

E

City as we're doing our strategic planning around these numbers is there's other levers that we can.

E

Pull as a school district and as a community to address affordability, you know we can always try.

E

To revisit things like head start and pre-k, we can try to address things like universal after.

E

School programming that runs until a lot of families are done with work, and I'm not saying.

E

That's easy conversation, but if your housing is going to eat up, you know 60 of your budget.

E

There's not money left over to also pay for all of these other things, and so, if we're looking for.

E

Other ways to attract and retain families. I just think that should be part of the conversation. I.

E

Don't know that I have a perfect answer, but a lot of other communities. Look at that too.

A

Okay, let's oh hope you can sum it up. Just one more thing, all right um well to lisa's point. I think.

F

Going back to zach, um it really will come down to staffing, though I mean yeah. We saw the same thing.

F

Happen in silicon valley and they they couldn't staff, they were getting staff from overseas and.

F

Then literally, private companies had to start subsidizing teachers housing to be able to have.

F

Teachers be able to live in the area, and so I I just wanted to point out, you were saying we need.

F

To advertise the high school, I agree with you, but I think we need to go broader and advertise our.

F

District to our taxpayers, we get a lot of feedback around. Why are my tax dollars going through this.

F

But I can see the bridges being built of where my tax dollars are going for that and I'm ever so.

F

Grateful that they're not letting their rest away and that they're doing the work. I think we need.

F

To advertise, what we're doing in our educational system to make us one of the best in the state and.

F

Let people know where their tax dollars are really going and how that's driving you know return.

F

Back to our our community- and so I think, that's something we we need to do now, but we certainly.

F

Will need to do as numbers drop and and taxpayers uh demographic shifts from what it is now.

A

Okay, thank you. Next, on the agenda, we have school board meeting. Oh did somebody else have a question.

A

Here comment: oh okay, school board meeting locations. I believe we've determined. We are.

A

Staying at city hall, until we can develop the technology at our schools, correct, yes, okay are.

D

We going to come here because it looks pretty good yeah. We uh for some reason can't do it at.

A

City hall, we, I guess we could yeah um okay, so for now, from now on, we'll either be in the city.

A

Hall chambers or conference room a we're trying to get the school board conference room rigged up so.

A

That we could meet in there, but so far we haven't been able to get that done, but we're working on it.

A

Correct correct- and uh I was gonna say um I think, if, if as long as we're doing this, then paulette.

B

Has all we have almost every budget meeting now booked either between between the chambers.

B

Or coffee survey, I think we have one date we're still we're still working on okay, but otherwise.

B

Would be would be totally taken care of a bunch of seasons great. Do we have that calendar yeah.

B

Calendar, but are we going to have added dates in for budget stuff as well? We got that a while ago.

B

We couldn't get it back out; no, it's all. It should be all posted and everything right now right. So I.

D

Mean yeah, I think I I'll I'll check. We definitely have the calendar developed okay, so I'm gonna.

B

Get you one way or the other linked or exactly okay. Zach. Can you talk about uh correspondence.

F

The letter of resignation yeah, but yes, so you have a letter of resignation from uh gina patch.

B

Who's working as a as a reading specialist at um interventionist at ontundero school.

B

um And uh should we uh taking a position at uh rochester full-time position as opposed.

B

To part-time she had with us, uh and um so we wish her the best in that opportunity, and I encourage.

B

You to allow her to pursue that that chance. Okay. Thank you. The question about just correspondence.

I

In general, um is it that we haven't been getting any emails addressed to the board recently, because.

I

I seem to recall that we had those as an item pretty consistently in reports and I'm yeah. I'm.

I

Not sure if they aren't here anymore, but did we make a decision to remove them or.

I

Is it just I don't know, we were definitely having a conversation about.

B

That, at one point I remember, we had a conversation about this in july.

B

When I first came- and I don't in all honestly nick- I don't recall totally where we landed.

B

um On that um we recently my impression is we we just got post this being developed. We just got.

B

A wave of some emails that came to the board that we're connected with of the sro request.

B

um And a couple other things that were connected to thursday.

B

um But I don't don't I'll be honest, I don't recall yeah we haven't been getting any lately.

F

I don't recall us taking it out it just no, no to your point, but there was a summary that was.

F

Just put in so that public could also see like two emails on sro or whatever. It was, and then.

F

Those correspondence were being put in the past. Oh definitely be interested in seeing this returned.

I

If that was distracted, yeah, I think one I think, they're interesting. The question I had in july was.

B

Whether it was appropriate to have people be able to email in and.

B

um Individually criticize it's one thing to criticize me of a superdome schools. It's.

B

Fine but the individual to criticize individual staff members in a thing that we then publish to.

B

The community, without a vetting of, is that even accurate uh and so then we're recreating a public.

B

Document that we never would necessarily go back to where we put out it goes on to. It goes on to.

B

The internet, and now you have a claim that may or may not be accurate about one of our staff members.

B

um And if we so that was in july, that was the concern that I brought up.

B

um Was you know where, and I think what we got is we went back and forth with with legal counsel.

B

About whether or not we were legally obligated to put the things into the packet and the conclusion.

B

We ultimately came to was not. We were not legally obligated to put the things into the packet, um but.

B

I don't know since then I don't know that we ever came to an ultimate conclusion. What conversation.

F

Are you referring to? Because we didn't have that as a topic on the retreat um that wasn't a board.

B

No, I'm sorry so it might have been a conversation with myself in with margo yeah, so conversation.

Q

um I'm I just wanted to say that I think I agree with you in terms of publishing the risk.

Q

Of publishing um information that we don't know that we can't it isn't well documented, or we can't.

Q

um It sure is true, um but I I think maybe a compromise could be this. At least the.

Q

Email summary because I think that's helpful for the community to know and.

Q

um Just so that there's some general if there are general themes that we're getting a lot of emails.

Q

About or people to know the number of emails received we've received, I think that's really.

Q

Helpful yeah, so I wonder if we could go back to at least doing that. No, I think I think now I.

B

I don't know when that was going back to so going back to is not so that's a practice.

B

I wasn't a part of so I'm happy to do it, I'm happy to do it and I'm happy to get the board.

B

Also decides you want to throw things you want to just just put everything in there.

B

um I just have concerns about it. I just think it's unfair, it's unfair. It can be.

B

Unfair to staff and it could cost a staff. It was also a student privacy question because yeah.

Q

It's writing in with like very personal details about their kids or johnny johnson right and.

B

Other people's kids, but I agree, I think, a summary so that people have an idea of what.

E

Are the general concerns or ideas being raised in the community like that, can be beneficial.

E

Without violating people's privacy, well, I think we have not been as many recently now.

A

Yeah we don't get as many as we, but it used to be. I think it's important to look at. Why.

F

We started it so we started it because there's confusion with the last administration around.

F

Who is responding back like every board? Member has the right to respond back, but then that can.

F

Also bring confusion if people get nine different responses and then the superintendent's responding.

F

Back in another different context, and so even doing the summary was a chance for the.

F

Administration to give some feedback and say this has been resolved. You know, there's no need for the.

F

Board to follow up on it or whatever, so I just don't want to see us go back to the gap where.

F

Parents, teachers, students whomever it is that is writing in, is not getting any feedback so.

F

If that's going to happen from our chairs or if that's going to happen from our superintendent, you.

F

Know we need to revisit how that communication is going to happen versus no communication happening.

F

Well, I think we've all understood in the past that we don't respond with our opinion, because if you.

A

Get five opinions that constitutes a meeting that hasn't been posted, so what I've always.

A

Advised people to do is thank you for your email. I appreciate your comment. We will discuss it at a.

A

Future school board meeting or it that's what I do I mean I always say thank you for taking the.

A

Time to email me, I appreciate your comment and that's it. You cannot respond with your opinion.

A

Because if you get five of those opinions, it's a meeting or even if you don't get five of the.

A

Same opinions, it constitutes a meeting and that's that's illegal, having the knowledge as a board.

E

That you know maybe zach or patty or nathan or somebody else. Let's do the answer and say: oh yes,.

E

This person had a question about bus stops. That was a legitimate issue. We are working on it and we.

E

Have gotten back to all of the people who reached out to us or something or just just to know that.

E

It didn't fall through the cracks not to be like. I personally need to email, a bunch of people who are.

E

Unhappy about like a bus route that my child isn't on like but more to know that you're on it and.

E

To convey that to people carrie had her hand up and nick had us kerry. More sorry for the summary.

G

Closes the loop, I think also there are some. I think we also need a clarification on the.

G

Submission portal of how it will be used, because sometimes parents were to close.

G

Disclosing things about their children like anxiety, disorder, this mental health struggle.

G

That probably that child doesn't want there so at least something updating on the website. So.

G

There's transparency and like how this may be used that it is there's a disclaimer on there.

D

There's a disclaimer, but I mean I: if people actually read those things, I'm not sure.

A

Carrie you finished yeah nick, um it seems like this summary would be an effective way.

I

Of conveying the information um one other thing I would say is that we could also just have like.

I

A thing at the top- it just says: if you include personal details about another person, we won't.

I

Published it so like that, but that's yeah, I think the summary is a pretty viable solution to it.

A

Okay, I think, is that kind of agreement of everybody that a general summary of without.

A

Getting specifics in there would be helpful. I think I agree with how it's being resolved or.

E

Like followed up, I would like to go back to the request, though, because I just looked at.

G

It to make sure, but it's it's legally, it's not understandable. It's yeah, you know, so I think I.

G

Think it just needs to be up much simpler and like this is how we use it. This is how we won't lose. It.

G

um I mean you can keep the legalese, but okay zach you got all of that. I do write my homework done.

A

Okay, thank you, everyone, let's move on to um wait. We didn't we did. We take action on the.

B

Resignation, sorry, I think nick's question was on the heels of reading the uh yeah. Well, we.

C

Don't need any action, we need to approve it. Don't we usually, we just move straight up.

F

Yeah, usually, I think, a professional employee. I think I thought I'm a professional employees. We.

A

Usually vote those we just all right. Do we have a motion to approve the letter approved okay.

A

Let's move on to the administrative report financial report in the interest of getting.

J

You out of here before the alarms go off putting stuff in the memo. I'm hoping that that's helpful.

J

I just think that the most important takeaway from your fans right now is, is that remember.

J

We approved a bunch of uh collective bargaining agreements. Dollars are about to flow in we're.

J

Finalizing the analysis to make sure that we split it out into every appropriate account, not.

J

Only salaries but taxes and retirement, and when that happens, you'll start to see some of these.

J

These lines in the salary range and in taxes are trying to go back to being predictable. Instead of.

J

Looking like given deficits, okay, any questions for nathan kerry. um The summary is wonderful. That's.

G

Very helpful, um I think, just sparked by this other conversation around enrollment and stuff, like that.

G

um I would be curious during budget trying to look at find some way to balance confidentiality and.

G

Student needs with these external placements, these out of district placements um and specifically.

G

For ones that we do like elementary across the because is there a way that, in balancing all of.

G

This there's um keeping more students in districts is a possibility to something I think you normally.

J

See miss souther as a part of your budget process, so when she's here, I think in very general terms.

J

She can talk to you about the steps that they are taking and the analysis that they do and I will.

J

Tell you I know that every cycle there's analysis done on, do we have uh do we have um what's the.

J

Phrase I want to use, do we have sufficient similarity to have a program? Your cluster.

B

Of students or clusters, or something we could do, that we could keep them in so she's chasing.

J

That I think she'll speak to that unfortunate project and when we have a cluster do we have.

B

The ability to hire a specialized staff necessary to meet the students needs in relation to their to.

B

um You know to special education law. My recollection, and this is from last year, was more.

G

That it was like this is a confidentiality and we can't talk about these specific issues, so I don't.

G

I think it would be good not for next year, but to think about this 10-year piece for the board.

G

To get more detail on that in some ways, my my more specific request, yeah and it's challenging because.

B

It's I'm sure she. I wasn't there for your last cycle, but the but it's when you have a certain.

B

X, number of students, small, you know I have a handful of students where I at some of these.

B

Placements then people just get worried about you know and I've seen it in some communities.

B

Where it's like, oh, I know that your kid is 150 000 kid, I'm not happy about it. So that's part of it. So.

B

There's also so there's a disability piece and and revealing things about people's disabilities. It's.

B

Also, you don't want a student with a disability to end up being part of a political conversation too.

B

um And so hopefully that's never happened here, um but that's I've seen it happen in other places.

B

uh Where people start to identify, why are we paying two hundred thousand dollars for a kid.

B

At xyz residential placement, that's ridiculous and I've had so much stand up at a town meeting.

B

And say I know that kid and it's like whoa whoa whoa, stop, stop stop uh and that kid doesn't need.

B

200 000 worth of resident needs, kicking butts and it's like okay, great thank you. You know now we're.

B

Gonna move on, but um so that's part of the two. uh So everybody hear what you're saying, which is.

B

You need appropriate information to understand the trends and the um that level of investment.

B

That we're making the appropriateness of that level investment and whether or not we should.

B

Be looking at ways to bring those things back in the house and for us to articulate why we can or.

B

Cannot do that, it makes total sense and remember some of those are court ordered some of them. You.

A

Don't have any control over well, you know the course. The external placement right right, yeah.

G

So those are, those can be the expensive ones. I guess it's really just thinking about like.

G

Moving from this identity of of maybe three elementaries or even long long term way off.

G

um Stuff, um but just about kind of having that information like is that a possibility to balance.

G

The desire to keep certain things the same and change other things yep, I think, does somebody.

A

Have the hand up over here margo and I think, cope on the future. I know because I didn't ask it today.

P

But because it was mentioned tonight, can you give an update on where we are with the application of.

P

The safe grant- I know you talked a lot about um updating some cameras, glass and double doors at.

P

Some schools, but if you could just sort us an update on it yeah, my quick update is that.

J

um We we succeeded in the first round, uh 27 650, I think at the high school and 76.50 7650 at the.

J

Middle school, those were access, control upgrades that we maybe had talked briefly about those are.

J

Almost done so that was approved in round one, which came out of leftover state monies. That.

J

They pushed out round two was announced and, uh of course, these are competitive. Remember and.

J

We didn't receive any in that second round, so that was uh three million dollars came out in.

J

The first round- and we got a small piece of that- uh 10 million dollars- came out this definitely or.

J

Seven came out in the second round, and those were announced a week ago, a week and a half ago and.

J

um And there were some of the predictable. You know, um programs that really had need uh it kind of.

J

Felt like some of those that are targeted, targeted identified, maybe as the more affluent communities.

J

um Didn't didn't make their way on the list, so we were looking there for a a lot of surveillance.

J

Upgrades um and of course, you know as soon as you're out of the gate and the applications.

J

Are in you think of three more things that we could maybe do and uh what we've lived through.

J

Here last week uh adds more attention to some, but we're already working to try to identify.

J

Ways that we can address some of them, so, okay, thanks can you just translate for people at home.

B

um Access controls, so the safe grants really spoke to uh surveillance.

J

Emergency alerting or communication like like alarms or notifications, etc, and access control.

J

And access control is building security if you will in terms of envelope. So in this case it's.

J

Door, hardware and electronic access so that you can have doors that are accessible with your fob.

J

Like the front door is uh so that you have access from the outside as a as an appropriate staff.

J

Member with the appropriate security, et cetera, um allowing allowing building access without.

J

Ever having a situation where somebody pops a door opens it. Okay can we address the issue of the belt.

C

Belt and narrow, my understanding was that when we renovated the schools, especially at little harbor,.

C

When, when we built walls and doors and that doors had had locks right, yeah, I you know- and I made all.

J

The notes- and I looked up the barracuda by the way too, just to make sure I knew what it was.

J

I had no idea what the belt around, but so I'll tell you as we did the walk at the high school.

B

um So steve and I after settled and we were just walking through I mean that was a conversation we.

B

Debriefed the high school staff, it was one of the conversations it's like. Why don't we have.

B

Some type of technology that allows us to quickly not just lock but secure spaces. It was twofold.

B

One is, and I in the same thing I think the parent we had um you know came through who said you know.

B

We have, I use the exact same quote: we're like a 50 million operation. We can't we can't afford.

B

To buy something to lock the door like come on, um so I had the same. I had said the same thing.

B

um One of the things that we will run up against is the way in which high school.

B

um It's it's around fire fire um code and it's so you have the exterior doors that go out to.

B

The hallway in between classrooms, you have doors, and you have to have a second a second.

B

um Spot of egress, and so this is where you get into very difficult conversations between safety.

B

Concerns on that end and fire marshals being like you are now potentially blocking the egress in a.

B

Veteran fire and then been in these conversations where it's like well we're worried about shooting.

B

It's like what, if a fire breaks out in the middle of the shooting situation, now, people.

B

Are trapped in there you know, um so what we'll have to explore in those doors that go between.

B

Classrooms are what are devices or approaches that will also pass fire code. At the same time,.

B

um And so, um but I I share the the parents um thought process, which is, we should not be.

B

um We should be, we should be able to afford, not to rely on improv approach to secondarily not.

B

Just lock, but also then having a secondary means of securing doors in these situations. Basically,.

B

You know if what I said before is true, which is our first responsibility is safety. Then we should.

B

As the parent asks us to do, we shouldn't be able to budget around those particular types of items.

B

To reflect that being true, okay, so so we do have locks on doors. Can you get us a quote for the.

D

When we come to budget season, no, I think so yeah, so we nathan said we're exploring some other.

B

Approaches I mean I will let you know that um one of the conversations I had in the last this last.

B

Week pre thursday was talking to some colleagues in vermont who, who the state the state department.

B

Of education has, you know, put out guidance. They believe that safety improvements are are.

B

Potentially sr eligible, and so one of the things we started talking about is we are compared to.

B

Compared to the district in which I was operating, which is a much less well-funded district, there.

B

Are some things that we could do radios our radio situation? Walkie-Talkie situation is, is.

B

um Not as good as what I'm used to um there's some other equipment things we like to do, that could be.

B

One-Time one-time money that would significantly upgrade some of the things that we're doing around.

B

School safety- we're still, we haven't had that conversation with the the department here in.

B

New hampshire, but we nathan, I have gone back and forth on a couple times. The last couple of days.

B

About the fact that we need to, we need to explore that with the state of new hampshire and it might.

B

Put us in a position to do some significant safety upgrades in a short period of time.

H

You're talking about local fire code right, not states, I mean because because there's other.

F

Schools that have I know, but I'm thinking like portsmouth, might be more rigid in some.

F

Areas around it, but other schools have as far as maybe not exactly. I think it's pretty similar. My.

B

Impression is it's a pretty similar thing, like probably you were doing that in san diego and I.

H

Was dealing with it in a different state um that that um there's always a conflict between what the.

R

Police want for hardening and what the fire will allow as far as creating fire traps. So there's.

R

Always this tug of war and you have to kind of find the sweet spot between what the police will.

R

Allow what the police recommended what the fire will allow. So it's just a matter of having those.

R

Conversations so that everybody understands that we're not trying to create fire traps and there's.

R

Other ways to go about that, but it's it's a lot of conversation that has to happen and just to.

B

Be clear: we've had no conversations you want to make sure before people started, fire marshals.

B

Or anybody else we've had no cars. This is all previous experience. We have had no conversations.

B

With our local officials around those issues, just we've had previous experience between.

B

Indicates that is going to be something we need to figure out what a question for nathan, nathan.

F

It's this is not a hard question um so as we're entering into the budget yeah, I know for last.

F

Couple years should be in here you're like oh I'm going to change this and then there's I used.

F

To do this in my old district and there's more efficient ways, so I'm curious, like okay, you've.

F

Been here long enough now your evaluation period's over are there things you're going to do yeah.

F

But I I would like to get a better understanding of you know. Some of our line items are very.

F

Self-Explanatory, but I just wonder, are we? Are we just kind of head nodding and operating off of.

F

What really still works best for our district or are there other line items that we need.

F

um You know, in a conversation with zach one of the things that I was scratching my head.

F

About is that we have all these these updates. We really need to do from a technical standpoint.

F

Around communication, but there's not really any line item for communication so like would that.

F

Go in media does that go in technology. We don't really have a line item for school safety. Is that.

F

Fall under 111 under security, you know, do we need some of these and how do you get a line item so.

F

How can I get a new line item you know nathan, but um I'm just wondering like. Is there a review that.

F

Well, just you and your small staff, okay and say: hey, do we. We have everything this still.

F

Makes sense this is the recipe we still need to be using, so the detail that we use to collect.

J

Our expenditures essentially and our revenues, really that's driven it's driven more by our.

J

Behavior and our actions over time. So if if it becomes clear that we are now spending dollars.

J

In the area of safety, security, communications- and we don't have detailed lines to collect it, then.

J

We'll create them in the most appropriate area. Some of it, though, goes back to the fact that, from.

J

The state perspective, what you do in security when you do access control, for instance, is not security.

J

It's including renovation, because I'm making a change to the physical plant, so uh communication.

J

Is a contracted service and in let's say it's a contracted service and not a salary. Maybe.

J

That contracted service line probably already exists. It just isn't labeled as communication.

J

But we what we certainly can create nuances of accounts so that we can call things out. So we.

J

Can see them better? It's really about collecting the amount of data that you'll want to report.

J

On so we build those largely on the fly I mean and- and I think my behavior generally, my choice has.

J

Been if it belongs somewhere and that somewhere doesn't exist what's created, even in this case.

J

If it doesn't have a budget attached to it, I'd rather create it and be able to label it and.

J

Find it later for what it really is and then we can say wow, that's a recurring expense. We should.

J

Put a budget on that and we should flame for it moving forward um so yeah. I think that one.

J

Of the things that I was going back over my notes um in your budget book this year, we'll call out a.

J

A key, an index that will give you a sense of the chart of accounts, make you you have some.

J

Some notes that you can go back to so you can understand some of some of what isn't.

J

Self-Explanatory and it can be cryptic on some of those accounts, but the key will go back or.

J

I guess the index is probably better you'll be able to go back and say: oh, okay, that's a salary.

J

Line for uh administrator, that's a salary line for it um and we'll put that on the front end.

J

They were, they don't come to me. I was there are three or four other notes that I took over. That.

J

Last couple of cycles that we need to add to the book to make it more useful and give you an easy.

J

Reference so, but I think for the question not quite asked, but is there yeah I I don't. I don't.

J

Personally, love this process, or this some of the documentation we use but right on the uh right on.

J

The edge the precipice of oh, let's make change, was we have plenty of change right and so zach.

J

And I agree that we just say the course: we've applied the same kind of process and brought.

J

In the budget makers looking at this the same way we have and with his eyes and patties on it.

J

With me we'll be able to look at things for the future, so I'm hearing you say if, if there's a.

F

Request for school safety or communication that request can be put in yeah, you'll figure it out.

J

Hey that's building maintenance really or whatever. Okay! Absolutely thank you.

G

Kerry there's a follow-up to that. I'm really thinking big picture tonight. I'm sorry, but I think.

G

There's a piece of optics that, like we've gotten as board members and we've talked about before.

G

um That maybe there's a piece to re-envision like when we say when we get these things, that.

G

Are like you know, dondero has a has this many has this amount of money in counseling and new.

G

Franklin only has this or like these things and just thinking about how, in that revision process,.

G

There's some things that have been lumped because, as we've learned, people feel you know the balance.

G

Of staff is what's important, so it doesn't matter if there's two social workers and two.

G

Counselors here, but really that bucket um and so similarly there's some things that I think could.

G

Our discussion of them could be better if they were bucketed in one in in separate.

G

Things and then things like school safety like when people are saying, there's nothing.

G

In your budget on school safety- it's in there and now we need to like pull it out.

G

um I think that just thinking back in the elementary's is the one big thing, the other.

G

Big thing that we constantly have this this decision about, but yeah there's like two more.

G

Weeks left in december, I'm sure by january 1st you'll have that. Well I mean one thing that I've.

F

Asked for is like transportation to carrie's point it's like. We talk about transportation.

F

And you and I have had the conversation offline of like oh well. No, that's not in.

F

The transportation line item that's actually over here, even though it pertains to transportation so.

F

For me, as a board member, I can only speak for myself. It would be helpful to understand. Okay.

F

School safety: where is that bucketed, you know um and transportation? Where are those things.

F

Hitting transportation when we're discussing them, because it's not just in the transportation line.

C

Do you have all that nathan sure, okay next year, okay, let's move on? Thank you.

A

Everyone. uh The next item is the strategic plan update so quickly, just in terms of.

B

So it's been on uh on the site you pushed out, in addition to being on the site and pushed out.

B

Directly to I think it was 10, maybe 10 vendors as well. um We also change. We change the date once we.

B

Knew the board meeting changed, we pushed the date till monday or deadline. Originally, it had been.

B

um So we um so we pushed out the deadline to the 19th, so we knew we were gonna. Have we're not going.

B

To have the opportunity to come back to the board anyway, so, let's just let's push it out of the time.

B

um That's happening, we've done some nathan two rounds of addendums. We confined them actually.

J

So the first first addendum out there uh changes the delivery time to uh 2 p.m. On.

J

Monday, the 19th, it also puts a stop date, the traditional. What this initial delivery date.

J

Or deadline had been of the afternoon of the 14th. That's now the deadline for questions I.

J

Think there are a dozen questions and answers in addendum too, that we pushed out and we'll collect.

J

The rest, by the end of the day, wednesday and post those sometime thursday afternoon,.

J

So that folks have that, I will tell you, though, there's already there's already some number of.

J

um Responses that have been received and just to clarify on the addendum the reason basically.

B

In consultation with the city, the idea was when we got questions to be fair to all vendors. We.

B

Would take those questions we would create? um We would answer those questions and then make them an.

B

Addendum to the original rfp, so all vendors can see the same can see the same responses.

B

So where we are right now we are looking at spending a good chunk of the day on the 20th.

B

um Sitting down and going through, and I think we will have a better.

B

Idea, my hope is that we know who we want to approach before we leave for christmas break.

B

um The um but I I'll know I'll have a better idea after the tour, because I I don't know.

B

What he's in, though? It's I don't know what is in those proposals I mean, so we might walk out.

B

Of that with we have to do some additional follow-up. We might walk out of that with.

B

Yeah but or we might end up with we're, really unhappy with all of what we got.

B

So um so the 20th will be a big day um in terms of knowing, when that, next, our deadline that, uh like.

B

The heart decision did, my hope is that it's before we walk out the door for christmas. Yes, margo has.

A

A question: can we, uh you know my anxiety about timeline. um I know you do so. Could we because.

P

You've done such a great job of communicating to our community that this is coming. This is coming.

P

Could we put some of the dates for focus, groups and stuff on the calendar? It doesn't do any of.

B

That stuff, until we have event until we have a vendor, really, okay, you know I'm just I'm getting.

P

I know what january and february is look like in schools with schedules, so I just would ask that.

P

Once we choose, we, we be very transparent with our timeline to everyone and and we hold strong.

P

Strong to it right, yeah, it's going to be, I think it's, I think, because of the timeline.

B

We're trying to fit it in it's going to be fast and furious, for I mean I think it's we're going.

B

To have to look at multiple opportunities in a short period of time, you know, and a lot of.

B

Some other work is going to go to the side, we're going to intensely kind of work on this yeah.

B

It's reality: if we're going to try to get the timeline, yep, lisa and liz.

E

So, along with, I guess, I'm not naturally understood apologize if I'm spacing out tonight, but what is.

E

The timeline for you to notify the board in terms of the vendor selection. What is our hope for when.

E

They're, starting and when are we selecting a committee because it feels like those pieces.

E

Would need to happen before we get to the point where we can set our schedule for the.

E

Focus groups- and I don't understand when that's so happening, so the my walk away from the last.

B

Conversation we had was that I'm not coming back to the I'm, just notifying you yeah, the selection.

B

um And uh in terms of a committee, a committee with the construction of what we would do around.

B

A steering committee would be in part driven by the vendor, uh and so so I don't have answers.

B

Either one of those things yet because I don't know what the committee would look like um and.

B

um And I just the notification would come. um I mean the official notification will happen. There.

B

You know, hopefully at our first, hopefully our first primary tent board meeting in um in january.

D

Maybe I just went like over my head, but um I guess I'm a little bit concerned with the fact aren't we.

D

In these rfps asking for folks to put a price on their services, and so aren't we running into.

D

Budget implications, and I guess I just wonder you know, depending on the numbers like I I don't know,.

D

What the ballpark, or you know, general range, is for something like this, but depending on the numbers.

D

And the scale and what we all you know had thrown in for ideas. I think some of us wanted to see.

D

Something a little bit more long-term than others. Possibly there was that sort of option out there.

D

um And so I guess I'm wondering because you know my concern is that the community is going to look.

D

At this you know there might be a question of. Why are we spending all this for this consulting.

D

Service right, that's usually the consulting service right. So so I guess I'm wondering you.

D

Know we don't have a meeting on the 20th anymore. Our next meeting, I think, is in january right in.

D

Mid-January, um and so I guess I'm, I guess I'm wondering if there is going to be a piece where.

D

The board will be able to have a conversation and be part of some sort of budget implication.

D

Or selection once maybe narrowed, or you know something to that effect, because I do worry that.

D

um You know it's going to come back on us are going to fall back on you that you've, you've.

D

Got this consulting company and now we're over a year down the line, and why did we spend all.

D

This money- and you know I don't know so I just I'd rather get ahead of it and be part of the process.

A

Figure for this we do that was that's been discussed all along yeah yeah. We we have.

P

Finished this school year yeah, I guess my concern is: is there a rate like in the rfp.

D

We threw on what we're willing to pay and, like I mean so, there's I guess I'm concerned because I.

D

Don't know that we ever took a vote as to certain particulars about around that piece. So the last.

B

Time I came back to have a conversation about this. I thought the board was pretty definitive.

B

About go, do it yeah and um and here's the here are the elements for you to consider.

B

um But just take those elements and balance those things and come back to us with the recommendation.

B

So that's why impression as to where we were at last time we last time we talked right, so I.

F

Have a question um since you feel that you'll have more information on the 20th. I guess I I.

F

Wonder do we need to set for a meeting if you feel like you need to come back or, at the very least.

F

I would appreciate if we could have an update, um it's gonna have to be on the 20th. You know.

F

But okay, patty and I have set with these- we feel like there's adequate choices here. These are our.

F

Next steps, and then by january 10th: this is what the board will have. The update will be.

F

Here's our selection, because the board did empower you and patty to make that selection.

F

um And here's the next steps of forming a committee because we do have a deadline. We.

F

Know of the end of the year. Yes, for having a plan, a walking, marching orders into 2022 2023.

F

So, let's work backwards, because if we're going to make that that's an aggressive timeline, it.

C

Is we all agreed at it? If we're going to make that timeline, then we need to be very efficient.

F

About how we're going to start off 2023, okay, so a good point does that make sense to at.

F

Least, get an update of like what we can expect. I just wonder: how do we officially do we, I mean so.

B

I guess I mean I can I'm just trying to think about how to do that, because it's an open meeting.

B

Can you just official communication with the whole board? Isn't it is an open meeting? We we've gotten.

F

Updates from steve a thousand times sober that was, that was always okay. So, okay, as long as we're not.

F

Responding to you, there's no money and you can do it in blind cc as quickly to paulette. That's how.

P

It was always done, that's how it was always done before so we'll. So I will provide something before.

B

I walk out the door for christmas, but it might be again, you know here's four more steps so, but.

B

um Okay, well, I'm gonna just push a little bit more because I feel by january 10th. We should be able.

F

To if you don't have a vendor selected it that process? If today, if you're, looking at the 19th as.

F

The close yeah that's adequate amount of time to review. I understand proposals and at least have a.

F

Narrow we'll have something for me, which is either here's the vendor or income. You know it's done.

B

We're not taking any of these people or we're in ongoing negotiation by the 10th. Okay.

A

Thank you, you're welcome, okay, thank you um that we have to be out here at 10 o'clock, so we need.

M

To be out of the building yeah, so I did not know that yeah. I did not know that. Okay moving out.

H

District assessment overview in the spirit of brevity, since we've got less than a half hour.

R

um You have in front of you the statewide assessment results for last year, which was.

R

uh Calendar is this 2022 and in all of the areas for mathematics and english language.

R

Arts ela uh from grades 3 through 11 for students tested in the statewide assessments.

R

Portsmouth scored above the state average, the state averages were just shared with me on.

R

Friday, so those are the state averages with the comparison with with how we did science.

R

A slightly different story: we are above the state average in grades five and eight. uh We.

R

Are slightly below the state average in grade 11. that, even though it looks completely off.

R

With everything else that's on here is something that they see in a lot of different districts.

R

um For a lot of reasons, uh among them, some students don't have science in 11th grade.

R

Anymore, 10th grade is the last year taking science the 11th grade. Science test is really disconnected.

R

From the sat and all those other sort of assessments, we are working, I've already met with.

R

um St laurent, the director of curriculum at the high school, to talk about how we can work.

R

On getting some prep together for that, so that students are a little bit more attentive to it.

R

But overall we are extremely thrilled with these results being above, the state average.

R

So, thank you patty, you won't cry and did you have a question I just put it in context said.

O

It like it'd, be great to see year to year, yep and that's going to be coming out. I'm working on that.

R

For the budget booklet that you that everybody gets so you're going to have a year-to-year.

R

Comparison but comparing quickly just in memory from past years, you're not off that much okay, so.

A

Okay, yep, I hope yeah, um I'm just curious. How does new hampshire's number compare to the rest of the.

F

Region, so it's a different test completely. So it's it's new hampshire's own test. Okay, a few years.

R

Back they pulled out of smarter bounce, so it's no longer anything. That's comparable, regionally or.

R

Across the nation, so it's okay. Anyone else have a question margo. I was just going to say that in the.

P

Last three years of look anthis, I agree patty, it's not that different. I guess the one thing I just.

P

Want to put out there and steve addressed it today is those transition years are still our greatest.

P

Drop years of 56 and um eighth to ninth- I guess we can't see eighth and 9th on here, but I just.

P

um I would hope us yeah, it's there's transit, so just hope that we continue to mark that.

P

I have lots of thoughts on the science, but I'm not going to share them tonight. I know.

P

You have to be out of here. I yeah yep, I know very quickly so question. uh Is it third or.

I

Fifth grade that the science has taken, because it says third on the top and then fifth on the table.

R

Oh, that's a typo at the top should be students in grades. Five, eight and eleven.

R

Okay, so yeah five, eight eleven, thank you for catching that pat okay. Can we move on yeah.

A

uh Consideration: approval for employment, the dondero reading teacher any questions.

A

About do, we have to present um motion to approve both new business, a and b together. Second, yes, we.

A

Can do that? Yes, we can do that. Do we have a second okay, liz? Okay, everyone in favor.

H

Aye okay motion passes; okay, let's move on to the consideration approval of policies.

A

Yes, I'm happy to um I'm gonna. Do them out of order just because it makes more sense. So.

P

um As you know, in the fall, the new hampshire school board association releases, the latest.

P

Out of required policies and one that came with that was jlc, which you see I I under d.

P

um Which really that policy defines the role of um school nurses and and the job that they serve.

P

Is previously a policy that we did not have, as is normal policy committee practice, we ran that model.

P

Policy through our nurses first, they all really liked this policy. They made some the model policy.

P

They made a couple minor tweaks, so this policy here jlc, is the first time we are seeing it. It.

P

Is essentially the same as the new hampshire school board association model policy with.

P

Maybe two or three changed words, but it is it's a really helpful policy in clearly defining the.

P

Rules and responsibilities that the school nurses play in each of our buildings, um so this is jlc.

P

Jlc first reading so um we can have, I can take a motion to approve and then we can have questions.

P

Move to approve is that second carry a second great. Anybody have any questions on jlc.

P

All those in favor of jlc.

P

Great so following that, and it makes sense to go to jlcd, which is the administration of medication.

P

To students we currently this is we had that so when jlc came before the policy committee, it was.

P

The perfect time since we were asking our nurses to review policies to take a look at that at the.

P

Same time since, as you saw in jlc, it talks about a play, a role and it references jlcd in red is.

P

Showing you the minor adjustments we made where we felt it was really clear. If we made headlines.

P

For the various administration of meds, given by nurses, so those headlines that you're seeing in.

P

Red, that's a new change and um we have added under the administration of meds that you can provide.

P

Written instructions or verbal permission um just because we have some people are not looking at the.

B

Electronic version- oh, I was wondering- maybe we just hit the line like always. This is a few yes.

P

At the lines, yes, sorry, thank you so um line six. We have added the headline administering medications.

P

By school nurse or staff that that headline had not been there and under line 13, we added that you.

P

The school nurse may administer non-prescription medication during the school day with written or.

P

Verbal, so if they call home and receive permission, they can um that's a change. It was previously.

P

Just written permission line 14, we added the headline self-administered medications because.

P

That those paragraphs that were there previously referred to self-administered medications, so it.

P

Made it clear for someone reading the policy to understand line 29, we added the headline records.

P

And in line 36 under records, we um referenced that the procedures for keeping records would be.

P

Found in the school nursing guidelines which we keep line 37, we added the headline prohibitions.

P

And then we took out lines 47 through 47., I'm sorry 45 through 47, because it talks about.

P

Inoculations, which is in which we don't do dated term so other than that that we brought it up to.

P

um Bring it up to speed with jlc at the same time,.

P

So we need to move before we ask questions. This is a second reading. I believe, because.

P

We already had the policy we're the first yeah single rating yeah single reading. Thank you. Yeah.

P

So does anybody have a motion motion? I did okay, great and carrie any questions hope so in line.

F

39, it says notice that this um prohibition will be provided in student handbooks. We have a lot.

F

Of policies that refer back to the student handbook, that's outdated, um so I'm wondering.

F

Like are we we, as being the policy committee? Are they circling back to see that when we put.

F

Hey this is in the handbook that it's really in the handbook, our school, that's great question.

P

School lawyer is currently going through that right now and making a list and checking and then.

P

The ones that's supposed to be in the handbook, if they're not that's, going to the handbooks, which.

P

Are all being updated, so yeah? We are well aware of that. Thank you carry one typo that I would.

G

Recommend a different correction to um on on 20 line. 25, it's meant to be physician, must authorize.

G

Self, oh yeah, I would I would recommend changing that to healthcare provider as half of the.

G

um Primary care in new hampshire is provided by nurse practitioners, health care provider yeah. So.

H

I care, thank you, sorry, any other yep lisa. I was going to say that, but I just have two questions.

E

For later that, I don't think we would resolve tonight, but one is sort of going along with the.

E

Handbook again, this is another area where it is woefully and dangerously puzzling how all of this.

E

Is handled- and I you know have personally called the nurse I have spoken to people. I have not been.

E

Able to get like clarity around very basic, simple medical questions, or you know, issues.

E

That should be easy to understand, so I would just like to maybe consider a communication.

E

Component of this, that is not in legalese and is more practical around how kids actually manage.

E

Medical conditions, by the time they are in high school, so for is that just so I'm clear.

P

Of that, I'm not opposing what it's written here, but I just think that as we're looking.

P

At it down the line, I think it could use a scrub in the future. Okay, and I'm also just.

E

Curious around one issue, which is a little bit thorny, but I want to raise it, which is narcan.

E

Which you know is an overdose reversal, medication that is legal to carry and should be used and for.

E

Better or worse, there are situations where it might be necessary and I wouldn't want to.

E

Create a policy that puts a student in trouble for using it if they in that rare situation ever do.

E

I mean it is not legally a situation where they would be in trouble with law enforcement for.

E

Doing that and again I don't want to tie this up now, but I just think for a future conversation.

F

If they administer it, because this policy says, if you're carrying something and you.

E

Give it to another kid you're in trouble right, but I just don't know either handing it out or.

E

Administering it yeah right, but legally I mean it's a whole other conversation. I don't want to.

E

Go down that rabbit hole, but I just want to put that out there for consideration in the future.

D

um I I apologize. This was the november meeting and I tried to log in about halfway through. I.

D

Had some uh technical issues, so I wasn't in the meeting, but I guess line 26 27 28. As far.

D

As self-administered medication, that paragraph seems to indicate that there is an opportunity.

D

For other self-administ administered medication, besides an inhaler and epipen.

D

um And so I guess I'd want to make it clear that there is. There are other medications.

D

So I mean I'm fine with approving this tonight, but I guess I I would.

D

um Suggest adding something in, for you know the possibility of self-administered medication.

D

You know such as a child, that's managing their own insulin, pump or just anything. We wouldn't think of.

D

Sort of indicating that and for uh recording medication to mr students or no home and parents.

D

And legal guardians are required to fragment proof of students, diagnosis and verification.

D

The student has the knowledge and skills safely, self-administer the student's medication. So I.

D

Guess I would just want to um put a sentence before that that you know this. This list of.

D

Medications that can be self-administered is not exhaustive and um that the school.

D

Would be open to the opportunity of a child administering their own medication.

F

I know for ninth grade, I didn't go. I will be honest. I didn't go with my third child. They.

F

Raised themselves pretty much fine, then, but um we were handed for my other two children.

F

We were given the procedure, and the procedure said, like students couldn't even take cough drops like.

F

That was received as medication and they could not administer that if they wanted to cough.

F

Drop, they had to go, get it from the nurse, so he's not was never in our policy right. I can't answer.

P

um All I can say is this went through every school nurse who wrote this and said this is good. This.

P

Is accurate? What I think you're referring to the procedure is: what's in the school.

P

Nursing guidelines, which they also indicated that meeting, have been updated and are up to.

P

Date today, and they are up to date and also if you read the policy committee notes, we then got into a.

P

Whole long discussion on some of the so a lot of this now we collect online. All of that, but all of.

P

Those medications are listed in parent sign off on it, so we do get permission from them on that.

P

um Which, I think, is why that lines 26 to 28 are written as a separate there's a there's.

P

A space between it because I think that's opening it up liz to um so long as there's.

P

Proof that they've got a diagnosis that they need medication, for they can safely self-admit.

P

I think it opens it up to not restricting, but I see how you it's reading that way, but.

P

um So the nurses did read this, they did say it's accurate and it's accurate to our procedures, but.

P

The policy won't discuss the procedures, that's all I can say and and the nurses are looking into.

P

um How would you use the words and better ways of collecting the information in our new.

P

um Online but they're they're constantly looking at the way. We gather the health health data that.

P

Makes their life easier and the family's life easier, and that includes those things.

P

And like so, your recommendation is that we approve this. My the policy committee's recommendation is.

P

That we approve this, I think the questions that the board has posed. I would be happy to take.

P

Back to the nurses, because I think they're more related to communication and procedure than the.

P

Actual and that we can ask the legality question around narcan. I don't know that. To be honest, so I.

P

Will they do have knocking at the high school? They do right, yeah so that the nurse can administer it.

P

But to lisa's point of can a student who sees a friend overdosing, administer it to them and.

P

Not be in trouble, that's the question right. It's it's a deeper dive! Actually, because it's a bigger.

G

New hampshire statues are have some adult language of 18 and up so I would. I can look into that. Okay.

P

So I'll look back with the nurses with all this feedback, but I my request would be we move to.

P

Approve all those in favor any opposed. Okay. The last policy is a new policy therapy dogs.

P

um Brief history, why we have a policy? We have a policy about um jobs, that a student would require.

P

For their anxiety or things like that, but over the last several years we have seen the success.

P

Of therapy dogs at new franklin school and there was interest in growing that at portsmouth middle.

P

School and so when we started thinking about the fact that we were going to have therapy dogs at.

P

More than one school, it seemed prudent to have a policy in place that supports the training.

P

And the certification that the jobs need to go to the permissions that we need to get from families.

P

Regarding around allergies or discomfort and the communication we provide and the purpose.

P

That the dog serves and how often the dog it can work as you will. um So the policy was written.

P

In for that, the um I think the hope is once we grow it at the middle school. It will organically.

P

Continue to grow across all the buildings um and it has been approved. The process has been approved.

P

Through primex, which is our insurance carrier, so that just outlines the training they need to.

P

Get how often the dog can work the purpose the dog works, how frequently we need to communicate.

P

With families proper hand, washing technique for students that have been exposed to a therapy dog.

P

Etc, do I have them? Yes, that's a second any questions, uh all those in favor.

P

And other than that, you have a copy of the policy committee minutes. Thank you. Morgan.

R

Okay, let's move on. Thank you margo. um The next thing we have is lisa with the ad hoc legislative.

A

Committee, okay! Well, I'm looking at the time the committee minutes we're in the board packet.

E

um The quick update is, we have a meeting a week from tonight where we are hoping to work as a.

E

Committee to develop a list of priorities or themes that we'll focus on for tracking.

E

Legislation there could be some 300 400 odd bills in any given session that all touch on some aspect.

E

Of education, we don't have the bandwidth or the interest and staring at every single one of those.

E

Through the entire process, so the first goal of the committee is to come up with a list of 10.

E

Or so priorities that would be the themes that we would focus on and I'm going to shoot. You.

E

All an email, probably sometime, midday tomorrow, to give you all an opportunity to see what the.

E

Draft list is of things that our teachers, that zach and that I've sort of called from some of.

E

Our board conversations in terms of potential priorities for that list and then, if any of you.

E

You have any others that you'd like us to talk about and consider adding you can send those.

E

Back to me so that we can talk about them at the meeting and then I'm going to bring that.

E

List back to the full board for a vote and then we'll just kind of do what. I think. The way that.

E

Kerry teed up the nhsda resolutions so that everybody will have an opportunity in advance.

E

Of a board meeting in january to see what the proposed list is and vote yes or no on hiv items.

E

So you know it would be done, and the idea is to make sure that anything that we're focusing on is.

E

Something that again, would be having the support of our superintendent, the support of our teachers.

E

And the support of this board, um so I mean not to sort of prejudge exactly what that list would say.

E

But it was looking at things like you know. We've talked as a board about the idea periodically.

E

Of supporting healthy and free meals in our schools, or you know, stay you know supporting.

E

Legislation that improves school safety- you might be something that might come up on people's mind.

E

Right now you know nancy mentioned the idea of supporting funding for school construction and.

E

Renovation, which used to be the case and is no longer the case, so things like that could be.

E

um Added to the list, I think zach sent me a few ideas today and one was around supporting efforts.

E

To help it be easier for districts to address staffing shortages, so I don't know exactly what.

E

Those bills will look like yet, but that was one thing that zach put on the list for us to.

E

Consider so I am happy to email you all what that draft list looks like and give you the.

E

Opportunity to weigh in on it and then I think we can discuss it um in january. If that makes sense.

F

And you're proposing um like not to have a 5-4 split as well right, if I recall well so.

E

That's like a next level of work in january, so for these items, um this is just to pick some.

E

Broad themes for legislation that we're going to track so we're not doing anything with this list.

E

Initially, except these are the things we're going to focus on so stuff that is outside.

E

Of that scope, we're not going to look at stuff that is within that scope. We will look at and.

E

Then I think where the next discussion was is, if we're going to come back to the board down the.

E

Line and say: okay, let's just say, for example, we had on the list to support free meals and.

E

There's a bill that is going to magically expand free lunches to every kid in new hampshire, which.

E

Is not happening but wouldn't object to that personally, but if that was something that was.

E

There then we could come back to the board as a committee. If we agreed and say we think that the.

E

Board should consider supporting legislation that would expand free meals and then, if there was a.

E

Board vote on that what our committee was talking about is having, that vote, be a super majority vote.

E

And I don't know that we landed on exactly how many yes votes we made, but we do not want that.

E

To be a 5-4 split decision, we wanted to represent the overwhelming majority of people on the board.

E

And we want anything that comes before the board for a vote to be something where zach has weighed.

E

In where our teachers believe that it's a good idea and that I've taken my best guess, I hope.

E

That it's something that people on the board would be in favor of so, if it's a 5-4 vote, I think that.

E

Should be the end of the discussion, we don't want this to become a partisan or divisive process.

E

Any questions felisa lisa, thank you. You've worked real hard on this and done a lot of.

A

Research and we had the people from the new hampshire school boards association there at.

A

That first meeting and they were very helpful, um so thank you. um I chose how our board, if someone.

A

Has an idea- and they want to do something- how it can develop into a working committee.

A

You know: okay, okay, are we pretty much finished committee updates? Do we have any other committees.

A

That we um I um I was the new member of the safe water advisory group, swag at a tour of.

D

Peas, uh just briefly for the board to know that um there is a lead uh testing program that this.

D

Run through the state um and that tests all the uh water locations within the schools.

D

um This is a big initiative as far as a getting more information out to the community about lead.

D

Testing there's 164 seacoast kids that had tested positive for um amounts of lead of those that.

D

Were tested, there's, obviously kids out there that haven't been tested, so 25 of those kids were from.

D

Portsmouth so there's an initiative with swag and the city to get more folks testing their.

D

Water supplies for lead, and so I just wanted to make everybody aware- and um you know zach.

D

Maybe could speak to this a a different date, but that our schools are also tested for lead in each.

D

Of the water sources within each school, it's my understanding so can I just add to that. Thank you.

F

Liz first for stepping up on that, as I'm rolling off of swag, um we have about two minutes. I just.

D

Want to throw that out there! Okay, I am still sitting on the lead committee, make it moved.

F

Outside of swag, because the city is looking at it from a much broader view than just water, and so.

F

There may be some ass to the school department at some point, so I'll keep people posted as I serve.

F

On that part of the committee, thank you yes, in my other work, there's a committee that I learned.

G

About and that, I think that we should be involved with, or the school department should be involved.

G

With around substance use disorder- and I didn't in talking to a few folks that are on the committee.

G

um Part of what they're pursuing is a recovery ready community and that would include supporting.

G

Teachers in recovery and school department, stuff and things like that, it has some implications so.

G

I just wanted to put a recommendation to have school departments. Is that the point.

A

Institute run one because we are involved with the pine tree institute. Already we have students on.

A

The on the committee yeah- I don't, I think this might be a new. I think it's a new part of that.

G

Okay, maybe yeah well we'll look into that. um Okay, can I jump on the water I just want to? I want to.

J

Validate we do tests in all of the schools at every at every source. Every faucet is tested.

J

um So and kenny actually presented to swag good okay, they have all our numbers perfect.

F

Okay, we have future agenda items and what we can do is margo, and I can talk to zach about these in.

A

Our pre-meeting and uh if you have anything else, you'd like to add to that, let us know so I added.

F

School safety, but I still don't see it on the list, always seems to trail a year to get it on.

F

Last time, so I'm hoping that with new faces and that's been meeting much more frequently with.

F

The police chief that I would love to have an updated presentation around school safety.

F

And what that's looking like and and the crisis plan that didn't really seem to exist last time.

F

They've presented to us that was, I think, free for you as well. If we didn't really have a.

F

Crisis plan is what was determined. I would just add to that conversation. um I know there's some.

G

Other publications and I'm all for school safety, but about the anxiety response of students and.

G

Having drills and um that sort of component of how much is too much, and what are we doing um to.

G

Traumatize our students in the name of preparation, and so I would just like to make sure that that.

G

Is a a conversation that includes that aspect: okay, yeah! I'm sure you guys need time to clean all this.

D

Stuff up right, the camera stuff. Are you leaving it here motion to adjourn, [laughter], [applause].

A