City of Portsmouth, New Hampshire School Board, 8 Mar 2022

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3.8.2022 School Board

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You're good good evening, everyone I would like to call the march 6 2022 school board meeting to order. Thank.

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You for being patient, um we had a meeting in the other room and it took us a few minutes longer.

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Than we thought, but anyway before we start the meeting, I would just like to.

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Ask everyone um my next-door neighbor is tom pifer and he is the v-lacs coordinator at the.

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High school and he was visiting the other day- and I asked him if he had any students from ukraine.

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And he said he did, he has a student that he could instantly recall. He could have others, but.

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Anyway, he said she's, just a lovely girl. She she and her family go to ukraine.

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Every summer to visit her family, so he said you know we all have to remember her and her family.

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And so I'm asking everyone here tonight, I'm sure that's not the only student we have in the.

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School system- and perhaps we have staff that have ties to the ukraine. So if we could all remember.

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The families in the ukraine and the tragedy that's going on in the world right now, so.

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I just wanted to mention that that it's affecting us, even in our own school, so um if everyone could.

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Roll call the roll call is next elizabeth. There here pip clues lisa rappaport here, ann walker,.

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Here margot peabody, here nancy klaber here hope vanessa. Here, brian french, here carrie nolte here.

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Kimberly malinchi here nick dowling here now can we all stand for the pledge of allegiance.

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

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

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Okay, the first item on the agenda are approval of a series of minutes that range from february.

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3Rd to february 15th, um can we do those all in a block? Okay, do we have a motion to approve all.

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Of those meetings move to approve and walkers approved. Second, second, brian french paulette.

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Asked me to um mention the names of the people at first and second, so she can put in the minutes.

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Okay, all those oh, do we have any discussion about any of the minutes. All in favor, aye.

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Thank you. Everyone next on the agenda is the public comment.

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Do we have anyone in the audience that would like to speak.

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Anyone on zoom that would like to speak. George, take your time, I'm just checking to sign up. Okay.

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No, and if anyone in the zoom audience, which consists of kevin our producer currently.

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uh Would like to uh engage in public comment. Please raise your virtual hand.

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Seeing none, I think we can proceed chair. Okay, thank you. um Special presentations.

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I will turn this over to a superintendent, steve yeah. Thank you so uh for the presentations tonight.

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They are related. We have our quarterly goal, reporting um to bring to you and at your table.

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Is a summary update of the um the sort of the tracking mechanism we had developed and.

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Shared in our first quarterly report, which is essentially to take all of the items offered at.

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The summer retreat for action items to keep track of throughout the course of the year.

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Sort of color code, whether they're, yellow not yet begun green in progress or blue, completed.

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So you have the updated version of that I'll go through briefly.

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But the report is really in three parts: I'll talk about that I'll turn it over to george to.

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Give you a an update of academic progress with some data. Last time we did look at some of the.

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State data that we have had and then the third section really is your whole second half report.

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Which is chris burke, our wellness coordinator is here to give you an update on wellness and so for.

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The update on goal 4 wellness, I'm just essentially going to defer to her report for you, so um so with.

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That uh and the tracking sheet that we have and the last time we had shared this with you, there.

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Were a number of items that were still in the yellow category have not yet begun, and at this.

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Point the only things that really remain. There are things that either we've intentionally said.

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Aren't going to happen right now or take certainly some additional planning to do so. The two hires.

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The um the equity diversity coordinator, as well as the communications person, and we talked about.

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That, through our budget process this year and for uh different reasons, we've we've sort of.

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Not chosen to put those out as hires right now um and besides beyond that, um there is a a component.

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That we talked about for fifth to sixth grade transition. That, of course, will be uh still to.

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Come in our planning for um this year to next year, as we get a little further in the year, but beyond.

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That everything else has sort of gotten up and off the ground. um I would um put a little special.

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Spotlight to the work around equity, you know and thanks to kim mcglinchey and the end and the whole.

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Equity council that have really given sort of taken a deep dive into this work. I know some.

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Of our board, members are also part of that work currently, and so we appreciate all of the efforts.

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We meet regularly as an equity council and there's an open invitation still for people to participate.

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And in fact, there's a meeting tomorrow afternoon at 3 30 at the high school.

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And it's really just with again, with the help of new hampshire listings, who've been helping.

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Us facilitate this. Work has really allowed us to take a much deeper dive.

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In the first instance into our our baseline, where we are around that to plan for um the future.

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Beyond that, I think the last time we did share a little bit of some of the data.

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In front of our cte programs etc around some of the early college experiences and internships.

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That continues to go very well and we are pursuing additional opportunities for students to.

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Either get early college experiences or to get community-based mentorship opportunities and.

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I think beyond that um again I will. I will pause to let chris in a moment.

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Talk about our wellness goal, um but really the second portion of this update was to be.

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um A little more data focused for you, so I'm going to turn it over to george to take you.

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Through that and then we'll let chris speak and we'll certainly pause for any questions. Sure.

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So let me just share my screen here and my focus will be on academic data snapshots tonight and.

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As I think, I've told you before there's no one true slice of academic data that.

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Can describe the totality of our student achievement and uh or even get into sort of the.

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The mindset pieces of kids, but nonetheless we can pull certain pieces and slices and I can.

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Always pull more for you if you like to get a more well-rounded picture, so I tried to get some some.

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K-12 data points that that might be useful for this group to look at at a high level. These are.

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Aggregate high-level summative data, so these are not data points that a lot of teachers would use.

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They're things that are good for reporting and reporting overall outcomes.

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But teachers usually drill down into much finer detail about what are the specifics of what each.

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Student needs and how can they get them there and that's what our plc work is about, so steve took a.

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A cute student for his cover, I took a just a cute teacher seventh grade substitute teacher for mine.

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So um they're mesmerized clearly uh so I'm gonna start with our uh sas data. So the statewide.

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This is the official standardized assessment that is used by the state for accountability purposes.

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Students are assessed in grades three through eight in english, language, arts and mathematics.

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Grades: five, eight and eleven in science and at 11th grade the accountability indicator for.

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Is uh the sat so looking at each where we are by grade level.

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um You can see this is the percent of students that are proficient in english language arts. If.

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You don't like bars, the numbers are all down here. You can see. It's always interesting to me to see.

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Where the shapes go and that it's more so in math this year, but uh the shapes of these are generally.

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Consistent while we have a pretty significant um increase over what the state averages are.

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uh The the flow between the different grade levels is fairly consistent. That's ela.

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This is math and you can see a larger differential there, um one that starts higher and sort of.

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Goes incrementally down a little bit for proficiency wise, but still there's pretty.

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Significant gaps between us and the state, as as is consistent with our data year to year, so.

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That's the math assessment and if you look at the percentages, you know on the sas assessment, they're.

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Actually, a little bit higher in in some of our mathematics areas, but our.

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Our growth, when you look at growth between us, the school and the um the state, the growth levels.

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Are what are significantly lower in math than in uh in ela this year? With this year's data.

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Looking into the middle school, so this is the star assessment and the star assessment is conducted in.

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uh Reading and mathematics as well- and they do this at the beginning of the year in the middle of.

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The year and at the end of the year- and so this is used more for more for progress, monitoring.

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At the middle school and since it starts with the sixth grade, you only see one data point for them.

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But the if you look at an eighth grader percent. If you look at an eighth grader, you get the.

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Longitudinal uh numbers of how those that cohort uh has done in a particular um over over the three.

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Years so we have three years worth of data, so that's cohort data and not different eighth.

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Grades: okay! So when you're looking at, if you look in the eighth grade or that 21 22 in the 2021 year.

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They were in 7th and the 1920 they were in six. So in this breakdown it's a little different in with.

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Star between reading and mathematics, the green is at or above the blue suggests, intervention and.

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The uh yellow percentage suggests more urgent intervention. The math breaks down.

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Into four levels, um one that's sort of a watch monitor level is what they add oops. I'm sorry.

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A watch monitor level, uh that's the blue there intervention and then urgent, urgent.

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Intervention, so if you look, if we typically when we look at com at what.

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Proficiency looks like uh we combine the top two levels off and that's the way it's done for.

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The sas assessment as well so, for instance, if I were to take.

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The 2122 eighth grade again, I would combine that 11 with the 68 of at or above.

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And probably consider that close to proficient it's a little different with the with the watch.

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Status, but the real concerns that we we look at are this dude, that 21 between the below 10.

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Percentile rank and the uh the 10 to 24 percentile rank, which is 13 percent of students.

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Okay, I'm just moving on to high school, and I've said this before. I don't think grades.

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Are the best indicator of how kids are doing, especially at the high school, because they're.

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An amalgamation of so many uh different points, they're, not just an academic indicator. They're.

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They indicate work, habits and and other skills and and other different grading mechanisms. But.

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Very consistent between this year and last year, I'd say in terms of the distribution of grades.

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These charts show the breakdown of from a plus all the way down to withdrawn or incomplete.

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And academic failure- I think this graphic will be a little better this this next one will be.

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We'll show you a little better, so here's the percentages of students.

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With each one of those grades, I take this every year after quarter two, so these are a combined.

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Combined some quarter one and quarter two at the high school, so some of those are quarter grades.

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Most of them are semester grades. So when we say quarter, two we're really talking semester, one and.

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You can see uh that is we're slightly up over this year, which, probably at the higher levels.

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Which would explain the three percent difference between the eighty three percent and 86 percent.

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Of a's and b's at the high school.

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Looking at sats, which is another another really interesting indicator ever since sat, became the.

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uh The accountability mechanism at high schools, where everyone has to take them.

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It used to be that not everyone took sats, um therefore those that elected to do it.

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Averages and means we're usually much more inflated uh now, everybody's taking them or.

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At least everyone we can force to take them and make stay as long as possible, um and you can see.

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Our our means this year, I'm sorry. This is from april of 2021.. This year's assessment is actually.

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In about two weeks on the 23rd of march, I will be testing all juniors, but uh you can see where they.

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Are an average of around five? What's that 54 in math and 555 in uh english language arts, which in.

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In college board, speak is evidence-based. Reading and writing. Excuse me, george. The is that 20.

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20 20, then 2021 is that what I'm seeing? Yes, that's! This is four years that the first year is 2018 18.

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19, you can see that big leap in 2020 um that was done, I believe, just before we left in 2020. I'll.

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Have to look at when we, when we administered that, but it must have been early march of 2020. I think.

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So I'd have to go back in the archive to see what our assessment date was for that year.

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So that's it in terms of just a quick picture of some academic pieces.

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Again, these are snapshots and I just call them that, because we look for indicators here and there.

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And I think at the board level, this is sort of the the altitude that you typically want to.

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See, whereas our teachers, what they're doing is looking at their common assessments looking at.

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All the specific end-of-unit assessments and drilling down into what the specific skills.

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And knowledge that kids need to know next and that's what they really focus on is what kids.

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Need to be able to do next versus setting up a bar saying they all have to get here.

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I think that's the general mindset of our teachers and that's just a quick overview.

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Of some data snapshots, so I'm going to turn it over to the third piece in our goals. Report.

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Chris burke, before we bring up chris's slides just anybody have questions. I'm sure to this point.

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George, I'm sorry, michael sorry, chris sorry, chris, do you mind going back to the.

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Fifth to eighth grade math.

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Okay, so, like I'm, just curious and obviously we're over performing in the state level or.

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The state consistently, but when there's sort of that gap, that sort of you see us getting closer.

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And closer to the state towards eighth grade, um I'm just curious kind of like we can't have.

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A consistent metric of like we want to achieve x, but obviously there's a trend there. That's so what.

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Kinds of efforts could be done to help address that gap, or is that really pandemic? You know.

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Where do you think that comes from usually and and when I look at state numbers, we're typically cons.

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We're usually consistent with this, but not in this picture. We have a significant drop off in sixth.

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Grade um from fifth to sixth grade, our elementary scores are always very high, um and then we, along.

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With the state have a significant drop in six that slowly begins to creep up in seventh and.

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Eighth- and I I I can't explain that, except that most schools, I think, transition at six exactly.

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I was going to say, and I'd also say so- I carry. I think this. This year's particular snapshot is.

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Unique in in that so stark trend, we don't usually see that that look quite as drastic of a drop, but.

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But to your question about what do we do? A few years ago, we put in a position of a math.

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Interventionist at the middle school and then this past year we put in a position of a math tutor.

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And so um similar to what we do at elementary level to get uh tier two and extra supports for.

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Kids, those are things that we have been building out in the middle school um and actually we've.

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Seen pretty decent gains across some of our middle school grades and and certainly as the other data.

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May show as well. um You know when we look at the star assessment and other assessments that that.

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We are trying to find where those needs are with kids I'll, also jump in and say that, especially in.

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Science at the high school and it's the middle school participation was pretty low last year.

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With covid, and so the participation rate is a is a factor we're supposed to hit 95 percent.

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And for accountability measures, but uh at the middle school it was somewhat off and.

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It was significantly off for the high school assessment yeah. I don't want to.

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Make too light of it, but you can see the pattern as students get into adolescence.

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The less seriously they may take that assessment last particularly last year.

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No idea what you're talking about we'll go to hope next and then we'll go to the side.

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So I had two questions. One is this this data point of this chart that we're looking at here. I guess.

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When I look at this, I try not to take it in the context of isolation, but I look at this that we're.

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Trending down as we go up in grades- um and so I think about that, along with the sat scores, are.

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Trending down in math and reading, I think about the uh request. That's been brought forth to us for.

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Math intervention at the high school for more math support at the middle school, so I kind of take all.

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Those data points to look at it, and I have to also just ask myself: what are we doing to integrate our.

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Math curriculum better within our school district, because what kids get at the elementary school.

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And I could be wrong here so correct me if I am, but when my kids were at least in elementary. I.

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Think was singapore and everyday math and then you kind of go into the middle school, which is.

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A little more modern and then you go up to the high school, which is very traditional, math and so.

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I'm just wondering: are we looking at our curriculum integration and how that might be.

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Coming into play, what are we looking at beyond the supports that we're talking about for kind of more.

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I guess more overall arching k through 12 math support, not just isolated silos of math support.

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Yeah, I don't, I don't think we're in isolated silos of mass support. uh The high school is.

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Has been, and I think we saw a lot of our esser, uh our esser responses, uh looking for a math support.

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Specialist there and that that has been a need k through eight. I think we're pretty well integrated.

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And the high school is a tough tough balance between. I think what teachers.

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Want to do sometimes, which is which is more integrated and what the public expects, which is.

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Thou shalt take algebra one, then they'll shall take geometry and then algebra two and uh you.

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Will find precalc by the time you're you know, there's a lot of um conceptions about what a what.

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A rigorous mass sequence is, I would also we don't necessarily trend downward with the sats. If you.

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Look at the sats they're, not we had one year that was very high last year, but generally were sort of.

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Up um if this, when I I pulled this from a chart that went four years more back and generally, they.

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Are up so I don't know that we can say that this has a regression line, that that trends downward.

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uh Especially if I pull multiple years, we're just looking at you know we're just looking at.

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Grade levels, we're not yeah, but when we look at the request, that's being brought forward.

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It is for more; no, it makes sense. No that's why I'm just trying to understand what can we do.

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So maybe I'm not asking this to solve that problem tonight. I'm just asking is that something that.

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The administration is looking at as a whole in a more integrative and collaborative way across the.

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District because it does seem that many different data points, even the resources that are coming to.

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Us at the table asking for information is pointing to similar subjects, so that was my question.

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Math is a need. Okay, liz. Oh, I didn't have my hand. Oh I'm sorry lisa. um Some of what I wanted to ask.

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About the math scores, but I was curious about one thing within middle school george, because that was.

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One year of data has that trend across the grades been sort of a similar line over the past several.

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Years or is that sort of a pandemic blip, because my understanding was they didn't focus as much in.

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The classrooms on practicing and preparing for the tests when they were focusing on more essential.

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Lessons last year, I might have that slightly wrong, but I'm just curious.

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How representative of this is a long term versus last year, kind of sucked for everybody problem.

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Yes, sas and if you look at the sas data across the state, it's it's it's aberrant kind of data.

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From what from 2021, obviously and and it stands out as different and if I might follow up are all.

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The kids that we've identified as being in that red zone or whatever the colors were that indicate.

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That they need extra help. Are we right now in our plans with esser hiring enough bodies under.

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That plan to serve all of those kids as far as we know, I'm not sure if I'm asking that in the right.

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Way but I guess I'm wondering do we have like an alignment between how many kids we've identified.

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Here who might need support and how many bodies we're throwing at the problem to provide support.

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I I think the establishment of that math tutor position is something that directly targets.

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Those those reds and and watch students, as well as christian kressel's position at the middle school.

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Marco is next um similar. Looking at it, you know wider view. I would assume the goal is of any.

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District would want 100 at or above proficiency right. Of course, when I look at the middle school.

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It looks like that number and mind you. My eyesight is.

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Not the greatest to see the numbers, but it did look like the percentage.

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At or above proficiency isn't changing is that pretty standard practice that it? That's that what.

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I was looking primarily at that eighth grade, where we had the three years pretty much the.

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Breakdown looked right. Am I looking at that right? It looks like the green. Pretty close chunk is that.

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I guess it's improved a little bit in the bottom year, but the question that I have for that is.

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Is that is that, is it flipping? Six is at the bottom.

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So actually, oh, so it's so it's not it's getting.

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What can we be doing to um improve proficiency? No, and I know this is like one, you know one.

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Tiny temperature, but and like because every time phil davis comes in, he talks about those.

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Transition years is that we have we end up with a group in six that are at or below.

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Reading level and need extra math is there something we can be doing to besides the.

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Summer enrichment that we're putting in place that would narrow that gap and then move them forward.

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Because I noticed an eighth to ninth transition as well- and I know that's historically been the.

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Problem in our district, I'm just curious: what can we, what what can we be looking at to better.

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Bridge that gap yeah, I mean, I think it's everything when we talk about the esser.

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Fundings and the additional supports and the additional tutorials and and those pieces.

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I think therein lies the the answer is: is pushing additional resources towards kids and.

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Trying to find um you know, phil's done a good bit of a philanthropy. I've done a nice bit of.

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Adjustment in the day to find pieces, but I think you know we also need to look at extended day.

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Opportunities for kids um in in providing those okay. I hope I just had one quick question. um I.

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Think at some point we had asked, can we take an account of looking at these numbers, along with.

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Absentees are we taking record of how absentees might be impacting some of these numbers yeah.

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In fact, that's what our our administrative plc professional learning community looks at.

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What are our goals for certain pieces and then what are other? What are indicators towards those.

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Goals, what are our benchmarks and absenteeism is a key one of the middle school absenteeism.

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uh They track participation in extracurriculars is another sort of indicator bellwether that.

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They look at and, and yes, as you would expect, absenteeism has a positive correlation with lower.

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Academic performance numbers with you tonight I do not have those numbers. Is that something we can.

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Have in the future sure great any other questions I just have one question: um does: does everyone.

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Take the sat, I know I've asked this before every single student has to take the s.a.t. We try. Yes,.

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So how much sense does that make for students that don't have plans so the here's the deal is? Is it.

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Is it harms us if they do not? um So because this is the federal accountability measure that the.

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The s.a.t for all juniors 11th grade is the is the dipstick that the federal government takes.

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Accountability of schools, for if we don't have 95 percent of our students, participate in that.

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uh Anything below the 90 percent counts as a zero. So if we have ninety four percent of our students.

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uh Participate and at the high school say that leaves thirty students uh that.

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Didn't take it those all count as zeros and and go into our average. That way, if we have 95 percent.

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Then that 25 kids say whatever is left to five percent uh that doesn't count as a zero.

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It's a pretty harsh penalty. So um for practical reasons, uh chairman clayberg, I think you're you.

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May be correct, however: we take a hit if they do not. um Thank you, though, thank you.

A

Okay, any other questions can we move on to chris. Our wellness director.

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Good evening, um I'm going to go through some points that uh if george would [ __ ].

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I'm getting there um talk about the main points of what's been happening around.

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Wellness initiatives and then um once I break that down I'll, be happy to answer questions.

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So, as I'm sure it does not come as a shock to any of you that the majority of our wellness focus for.

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The last two years has been covered and I have served as the chair of the nurse department as.

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They whittled their way through trying to manage and keep kids in school and keep kids healthy and.

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So I would like to begin by first acknowledging the work of the school nurses, because they are six.

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Extraordinary professionals who have gone above and beyond right up until one of our snow days, we.

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Spent the whole day on a zoom called just trying to figure out how to interpret the new regulations.

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How to communicate that out to families and how to prepare for people that weren't happy with that.

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Outcome so um I I wanted to make sure that it was clear that that um covet has derailed many things.

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But it has also derailed a lot of our progress around promoting student well-being. That being.

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Said I think that once we returned to school last spring in a more full-time capacity, two things.

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Were evident, one was that the social emotional needs of students, the mental health needs of.

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Students had had become very, very, very significant um and that we needed to somehow figure out a way.

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To connect with our students, get them acclimated back into being in in-person learning and and.

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Connecting with each other, because that lack of connection was leading to some significant mental.

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Health uh challenges, so that's kind of where we started with the ground running last spring.

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um Pulling together our wellness initiatives in our wellness committee and breaking off.

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Into elementary middle and high school, looking at as well as employee well-being, I don't want.

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To miss that one um just looking at okay, so what are we seeing and what can we do right now.

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To try to mitigate some of these challenges for our students and then we moved that into this year.

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With more long-term um kind of initiatives, as far as that goes, so um I think when we talk about.

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Well, starting at the high school I I would like to acknowledge ailee one of the two people in our.

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Audience morale sec, who is our new sap counselor and outreach counselor at the high school um ailee.

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Was nice enough to join us, and I and I wanted to recognize her because the work that she has.

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Accomplished in her short tenure in the district is remarkable, so she has made great efforts along.

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With the rest of the school counselor staff at the high school, so one of a couple of things with the.

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High school was recognizing that we had a lot of first-year and second-year students who had not.

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Been in the building and had not had opportunities to connect with one another, they they offered last.

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Spring at the end of the school year, a social carnival type of event where students came in.

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Student organizations were present, so students could get an idea of what are the things we can.

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Do at school, how can we get connected with people that was really well attended and very popular.

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And then moving on into other elements of the high school was the hiring of ailey and kind.

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Of shifting the focus a little bit into more of outreach and connecting students with services.

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As as with everywhere, we are challenged in this city with access to enough mental health services.

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um In the community, so when the need goes up and the resources don't go up to match it, it's.

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Been very challenging to try to figure out how to get the students students the care that they need.

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So all three levels of school can have continued to work with seacoast mental health.

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And trade port of coming in to the school and providing services to students who specifically.

I

I'm sorry my phone is being in my hearing aid. I'm going to ignore it.

I

It's very strange, but um so the trade, port and seacoast mental health have been able to come in.

I

And provide one-on-one counseling for students who who, by not being able to get to counseling.

I

Meetings that benchmark or that obstacle was getting them from not getting care.

I

So at the middle school we have increased that so we have gone from one day to two days of.

I

uh Seacoast mental health uh services in at the building. I think that ailey has met sammy there.

I

With some groups at the high school on anxiety, depression, um substance use that type of thing. The.

I

High school has also increased, with the webinar for um they've, been sponsoring a webinar with.

I

Seacoast mental health services so they've been initially it was a webinar for people to come.

I

Synchronous like right at the time for this, the webinar, but they have now switched to.

I

To taping it and putting it out on the website for parents to be able to access at any point.

I

That they might and they and the topics vary from things like healthy relationships to.

I

uh Dealing with stress and anxiety to depression, etc,.

I

Finally, at the high school, the ailey has been specifically strong at working on mental health.

I

Awareness campaign in the building and had was successful in securing a grant.

I

From nami, which is a mental health institute to provide training for up to 40 individuals, uh 25.

I

Students and 15 staff that took place right before um vacation february vacation, so they are now.

I

Trained to go out and train so this afternoon I uh met with eileen a few of students uh who are.

I

Now, planning that have taken this training and are now looking to connect with uh the.

I

uh Captains of all the athletic teams and they're to go in and meet with them and and.

I

Do some training around? How do you identify people at risk for for suicide? How do you talk about that.

I

Conversation and be able to get them connected to resources. So so that's been really nice progress.

I

Moving to the middle school, we started last spring again with this real need for people.

I

To connect socially by implementing a program during success block that was really managed by.

I

The phys ed staff, and so they um through the three of them they kind of tallied out and.

I

Created a curriculum where um I believe it's twice a month, the students meet with.

I

With their cohort in success block so with their teacher and with the other students.

I

And they spend that that cohort of time doing team building social activities outside just.

I

Really an opportunity to get to know one another, and it has really really built um a connection.

I

Which was very needed between the students and the success block teachers so um that.

I

Had such high success and high feedback from teachers that it was continued on into this year,.

I

It has a little bit different. Look to it, because matt mitchell has taken the sole responsibility.

I

For implementing that program during success blocks, so he no longer carries his own success.

I

But he works with the teachers and he's had a very high success rate of having teachers participate.

I

Because sometimes you know it's kind of their time to hand over the kids to somebody else and it's.

I

Really been a group connection and everybody's reporting, uh the positive side of that experience.

I

um We also have just thanks to the support of of the board.

I

Have I I don't know if we've finalized the hiring of a social worker, um but I believe.

I

That we are very close to that, if not and and that having been on the um search uh committee.

I

For that position, I can tell you that we have nailed a really good person, like surprisingly.

I

Amazing so she's, I'm sure she's going to be doing a lot of work. I'm going to be actually.

I

Working directly with her and just getting up to speed on things like community resources,.

I

And working on group stuff and trying to get some of that stuff off the ground.

I

From the elementary level, our focus really this year has been looking at um exploring a different.

I

Option for our social, emotional curriculum and unfortunately it's taken longer than I would.

I

Have liked to get off the ground and that's on me, but I think that we are now in a place where.

I

We have 19 members of the elementary school community teachers and administrators who.

I

Are now meeting to evaluate we're going to start with six different curriculums.

I

All of those curriculums have been cleared by castle, which is the the the benchmark of the.

I

Of uh social, emotional learning and curriculum, so they have all earned the select status.

I

From castle, so that already gives us an indicator that the data showing the effectiveness of these.

I

Programs is already proven, and so we are dividing that out among the team coming back together.

I

Hopefully, to make a recommendation to the superintendent, obviously this this spring.

I

For what our, what our plan would be to go forward as far as for curriculum for them.

I

I do want to talk for a minute about staff well-being, because I think this is a really.

I

Important piece I and- and um you know I think we all have to I know- we've done a lot of work around.

I

Trauma informed care and practices, and we've done a lot of training of our teachers around that.

I

But I I think it's really important that we stop and make and recognize that covert. 19 has been a.

I

Traumatic experience for all of us, and so for, even if we had children in the district who had never.

I

Experienced anything traumatic in their life, they have now so, given that recognition, I think that.

I

It's really important, and I can I plan to continue to work on this on how we can provide more support.

I

For our teachers, in the classroom and in the in the recovery process of just being to rebuild in.

I

Their level of resilience and and because, in order for a new curriculum to be launched around social.

I

And emotional learning individuals who are doing that work need to feel like they're in in the.

I

Right place as well, so that's that's a piece that I will continue to be working on um in connection.

I

With human resources and the other programs that they offer around employee well-being,.

I

um So I think the last thing I wanted to mention was that we continue. I, the other part of my job.

I

Is connecting in with community resources so that work continues on, I still serve as.

I

A master trainer for trauma informed care for pine tree institute. I participated a couple.

I

Weeks ago, in training, the library of portsmouth library, staff on trauma-informed strategies.

I

And I continue to serve on the board of the seacoast ymca, one of those um an initiative.

I

That came out of that collaboration was today. I I facilitated a zoom call with 16 different.

I

Agencies within the portsmouth area, we came together for a conversation over zoom to just.

I

Simply identify what are the, what are the services you're, providing around mental health for our k to.

I

12 and where do you see the needs still being there, because what we were finding is there's a.

I

Lot of work going on, but it's going on in silos and there's not enough of cross pollination.

I

And not enough of coordinated work to save resources and be more effective, so that was.

I

A really successful meeting eilee was on that trial as well and we'll be moving forward with.

I

Some strategies on how to improve the resources that we have in the community and meeting.

I

Our students needs- and I think the last thing I would say is that looking forward, I would say that.

I

We need to continue to focus very much on the mental health piece of all of this and to and.

I

To provide the resources and to continue it's, the esser funds are a great asset to be able to have.

I

Some resources, but um you know, I think, that on all levels, we're going to see an increase in need.

I

And in order to meet that need, there'll have to be resources aligned to it, and if we don't meet that.

I

Need then, we're not going to see changes in the academic progress, so it's all tied into one um and.

I

So I just would advocate for as we as I return to the original work of building the infrastructure.

I

And student well-being, with strategic goals and planning and multi-tiered systems of support.

I

And all that language that that I would ask for your ongoing continued support with that effort.

A

Thank you, chris. Do we have any questions from board members we'll start on this side? This.

A

Time so we have liz lisa and margo liz. Yes, thank you for being here tonight um and.

J

You know thank you to all the nurses and all the work you guys have done to coordinate over.

J

The you know last several years now um I I guess I just the only thing I wanted to touch on.

J

On this and sort of had a question about is it it did come to my attention that.

J

um When ceco's mental health is coming into our schools and offering counseling sessions.

J

And this might not be applicable to middle or high school, but it may be applicable.

J

That you know it's obviously great to be able to get these kids counseling if they're not.

J

Able to get over to a facility for counseling, although I know that telehealth is, is still.

J

Still alive and well, thankfully, a concern that when a mental health professional comes into.

J

The school and has a meeting with a child for a half hour- let's say an elementary school child.

J

And then that child is then sent back to class that you're asking the child to basically.

J

Dig into familiar relationships, tough subjects, things that are really causing the child grief and.

J

Then you're sending them back to class and then asking them to pull it together and and forget.

J

About what just happened, sort of thing and do their math and do their reading and do everything.

J

And you know, coordinate with you know, cooperate with their friends and whatnot and so that this.

J

Actually may be disruptive, and, and so I guess I wondered if there was any talk around that and and.

J

Whether you know having these that these sessions happen towards the end of the day, I know for me.

J

I'll you know just a little personal blip. I was part of a group at the high school when I was at.

J

The high school that met, it was a group of girls and we were pulled out by a counselor and it was.

J

Towards I, I believe it was towards the end of the day. Maybe one two o'clock and we'd meet. You know.

J

Maybe once a month or um you know every other week and it was really beneficial, I thought, but.

J

The thought of having to go back to class right afterwards seems to be a lot. um Yes, I can hear.

I

That concern, I guess, let me be clear that I'm not the spokesperson for ceco's mental health or or.

I

Even that program, but I can share with you what my initial thoughts are. One is that if a student has.

I

Been referred for that level of counseling, then the need is, is as significant as not greater than.

I

What's going on for them academically? Secondly, my experience has been. Is that therapeutically a good.

I

Therapist follows the lead of the client, and so they wouldn't necessarily take that opportunity to.

I

Jump into something really personal and deep, that would rattle a student to the point where they.

I

Couldn't return to school, I think a lot of what they do. Working with students is just trying to.

I

Help them feel connected help them feel supported, give them some tools in their toolbox to deal with.

I

When they're getting anxious in class, so that would be my general experience. But I can't speak.

I

Directly for that and that's why I wouldn't think it to be that problematic, but I could be wrong, but.

I

That's my response. Yeah, I guess is there somebody that I mean as the wellness coordinator? Is it your.

J

Role to sort of oversee these folks coming into the schools and doing these programs. No, it's.

I

Completely coordinated by the the administration in the building- okay, all right! Thank you. Lisa.

G

Well, I would just also echo what liz said: our nurses have been absolutely phenomenal over.

G

The last few years- and we really can't thank them enough for all of that- um I have one question that.

G

I don't need you to answer now, but I would just like to maybe follow up on later. I had the chance.

G

To work with you on a couple of parenting seminars, we got fantastic feedback on that and I just would.

G

Like to put out there hypothetically that there might be some support in the future wellness plans.

G

To also wrap in families, because these kids do go home to people who are strung out from.

G

The pandemic, like our teachers and everybody else, absolutely and my question- is around screening. You.

G

Know because I think at one point there had been some conversations around whether we could do any.

G

Sort of universal screening just to get snapshots of how are our kids or our staff doing for that.

G

Matter just so that we can see over time is what we perceive to be a challenge getting better or.

G

Worse and I just wondered if you have anything in progress or you have any thoughts around that.

G

We have not implemented any screening tools at this I mean. I am aware that we have the capability.

I

To do that, um but I it has not come up on my radar as something so certainly could something we could.

I

Discuss going forward, but we haven't as of yet okay thank you and I I just wanted to echo what.

E

What uh my colleagues were commenting about, the nurses doing yeoman's work as well as the teachers.

E

As well- and I I really just wanted to say how much I appreciate the fact that you're aware at all.

E

Great levels about what's going on and and you're dealing with all those issues, so thank you. You're.

E

Welcome hey chris, uh I have a couple questions and I guess because ailee's here do we have a sense of.

H

um The traction on those webinars that we're recording are, we are we getting enough people.

H

To watch so that, because it sound they sound great, I love that you're recording it now so.

H

You can watch in your own time. Do we do we know what those numbers look like of usage.

K

Our first recorded webinar was february, and so I don't know if we have those numbers, um I did.

K

The january one and that was live and miss lyons and had my mom come and those were like. The only.

K

Two folks that were in that so but I do know it is uploaded to um the the what guidance website and.

K

So under there that's where parents can watch it, um but I can see how many folks have watched it so.

K

We are recording a webinar this friday and it will be hopefully uploaded next week and we can.

K

See what that looks like as well, I think, to be honest, a large part of it was just there.

K

Wasn't great, probably communication and like we would put it out in our monthly letter and then.

K

Three weeks from then, would be the seminar or the webinar and it'd be hard to follow up with that. So.

K

I think that was a concern too, is how can we get this out to folks so leaning back on the recorded.

K

Webinar so we'll see yeah I'd love to see how those numbers- and I would suggest, maybe using.

H

Social um to get it to the students, because I think it's it's so valuable to both those.

H

Cohorts at that level, you need the parent piece and and the student piece, so that was.

H

My first question, thank you and I think it's a great effort and I hope that it continues.

H

My second question was: I know that you've been doing some affinity groups at the high school and.

H

I'm wondering whether there's plans to roll into that at the middle school. I know they've got the.

H

Gsa group, but banana splits is often a common one that you see in some of the anxiety and.

H

It feels like it's the right age for them to begin. We call them affinity, groups, schools.

H

I've worked at, I don't know what you're calling them just groups groups. I guess okay.

I

Not affinity groups. Yes, I think that again it has been a demand of resources initially for the.

I

School counselors managing all of the individual stuff and then trying to get groups off the ground.

I

But it definitely is a goal for the social worker um and and my goal personally, to assist with.

I

Making those groups happen because um definitely the benefit is, is insignificant and it's just a.

I

Matter of getting them lined up and getting them launched and offering them out to the students.

H

Yeah because it sounds like that's where the that connection piece, that you're talking about we're.

H

Seeing a high involvement in extracurriculars if we could connect kids, that may not know they share.

H

A similar you know, students of divorce or whatever it is, but it does help form that.

H

Networking that continues back in overnight, so that was my. My last question was simply on the.

H

Elementary group- that's looking at the sel. Are we talking to sau 50 and are we involving maybe some.

H

Older students to give feedback as to what what like, I would be curious to hear from an eighth.

H

Grader or what they wish they, what they feel they were lacking or need more of, or is a pressing.

H

Issue, I feel, like a student's perspective, would be really timely to reflect back on. We haven't, but we.

I

Certainly, can I mean, I think it was interesting because again when eileen and I were meeting with.

I

Those two students at the high school today I was talking about the social, emotional curriculum and.

I

I said, you know, do you remember open circle and, and they all remembered open circle and one said.

I

It's my favorite part of the day, so um I do think that there is an impact, and so that's.

I

Certainly something [ __ ]. I could uh pursue in getting some feedback from the students. Okay,.

I

The the challenge with with the sel is there is so number one. So much has changed since open circle.

I

First came, and there was so much out there to read through and try to figure out, okay. So what is.

I

Our best and that's why I've really moved back towards castle and moved back to their gold.

I

Standards to kind of eliminate and wasting time on things that are not going to meet the needs that.

I

We have so okay, but thank you sorry for something: okay, let's go to this side, we'll start with kim.

A

Hope anybody else over there kerry okay. So I was curious at your community meeting that you.

K

Just had what were the identified needs, that is there any that you could highlight that.

K

You picked up on well, um one significant thing across the board was increase in substance, abuse.

I

Among the students that they're working with the families they're working with.

I

An increased number of students who are now being cared for by grandparents or other family members.

I

So, there's a great need for training and support for that cohort of people which, fortunately, right.

I

In that core time we could, we could connect two resources that says: well, we have this program.

I

Over here we can, we can offer it to your people over there, so that was that was really good.

I

um And again, I think highly was it any just some mental health right? The substance abuse was a big.

I

And then um employee employee support was another thing that had come across.

I

Yeah all right and then I had one more question so being a teacher um and seeing symptoms of you know.

K

Mental health and um other problems- and this connects a little bit to um I think, what liz.

K

Was saying about the trauma of being maybe in a meeting and then going back to class so.

K

Knowing number one that you see, students that are having problems and wanting to be a sensitive.

K

Individual and also thinking about the transition, as students do you know, go seek counseling and.

K

Come back, um I'm wondering if there's anything, we should do for our teachers to kind of learn.

K

The most sensitive ways to work with students and maybe think about some of those transitions.

K

Because liz, to be honest, if you hadn't brought that up, I might not have actually thought about.

K

It so um just that idea, because we do I mean I can think of many cases right off the top of my head.

K

Of things I see, you know yeah um and wanting to be a sensitive, individual and support them.

K

And knowing how do I do that in a very sensitive way, so you don't bring up trust.

K

You know what I mean like well as a teacher. I do think that a lot of the work that we.

I

Had been able to do before the pandemic, around trauma-informed care, trauma-informed classrooms.

I

If, if it truly is implemented, it would be implemented in the idea that that a teacher.

I

Would automatically assume that a child coming back might need some additional support if they're.

I

Aware that a child is up and and again I think you know for a long time- we're talking about this.

I

Teachers would say: well how do I know who's had adverse childhood experiences.

I

Am I like, how am I going to know who that student is and- and my response always was.

I

There isn't a person on the face of the earth who won't benefit from a trauma-sensitive environment.

I

So I think the answer to that is truly in the environment of the classroom.

I

And so I think we need to continue our work in that area and supporting teachers in helping them.

I

Understand that it's not so much what's wrong with you, but it's more about. What's going on.

I

With what's happened to you, so I think I think we have more work to do in that area kim great.

D

So I have a few questions, well hope go ahead and then we'll do kerry. Okay, um I had a few questions.

D

And some of them have been touched on: okay, so going off of what um kim was just talking about.

D

I know you had done some trauma-informed work. I would like to know specifically. Are you going.

D

To revisit that, and is that being offered in our professional development for this fall.

D

And is it going to be offered across the board chris because I mean, I think, a lot of a lot of.

D

Times we don't even know our own a scores right, let alone paying attention and some.

D

People may not even know what an a score is, so I shouldn't assume that, um but so I'm just wondering.

D

Because, even if you have done that work, I just feel like when it was introduced, then the pandemic.

D

Hit that it's having done the work myself, it's so informative um to just keep repeating it so.

D

Can you give an example of what you have planned coming forth for pd for staff, um george and.

I

I have always consistently worked together in keeping trauma-informed professional development.

I

Opportunities current on our professional development website, so teachers can access that.

I

Material on their own for professional development points as far as revisiting some of where we are.

I

With our teachers and their sensitivity to trauma, I think we need to. I think I think.

I

We need to go back again and and take it from the point of view of saying. Okay, now that we, it.

I

Appears as though we've come through covert to a certain extent, and and what is the outcome of that.

I

And how do we now support and enable teachers to understand because it it's a it's a very different.

I

Mindset to think in a trauma-informed way- and you know I I was even speaking to our school physician.

I

Dr colella and she talked about families first, the training that they get as providers and how.

I

She always has to stop herself from, like you know, getting aggravated with somebody who continually.

I

Misses appointments as opposed to thinking, what's the obstacle that keeps them from getting to these.

I

Appointments so so it takes a lot of constant reminders, and- and so I think the work is ongoing.

I

And it will be ongoing and I think, what's going to be offered, has not yet been determined from this.

I

Point, but it's definitely on my radar, so I am, I understanding you to say that it will be an opt-in.

D

Versus are we thinking about it from a district perspective that we want to design our classrooms.

D

To be trauma-informed classrooms so that it's not an opt-in, it's a we're going to continue to.

D

Integrate that into the training as a requirement, it's not been opt-ins. It has not so okay, so.

C

They've been part of our sort of universal strategy for, um and we've done them at the.

C

Beginning of school, the last two years, I'm trying to think of the exact ones we've.

C

We've used both pine tree institute, we've done two revs and we've also have opportunities for.

C

Teachers to want to go deeper, but the baseline has been something that all teachers, all staff.

C

uh Take and that's that's what I meant, but to the idea of multitude system of support and that model.

I

Yes, I'm going back to. We were at the beginning structure of that uh when the pandemic hit.

I

Working with new franklin staff- and so I am going back to bringing that back up on the ground and do.

D

We currently have any type of support unit for staff to be able to check, in with guidance with.

D

Counselors with a group for not just no not for themselves but to kind of come together and say.

D

Okay, let's share ideas of how I've implemented trauma informed in my classroom this week or.

D

Like you know, kim was saying: oh that wouldn't have occurred to me. If someone hadn't said it so.

D

It have we thought about implementing something that we can revisit it, not just at the beginning.

D

Of the year, but maybe on a quarterly basis or such that it it's just more in the front forward.

D

Thinking um and and then as I mean because I I think one thing we do well in this district.

D

Is integrating and sharing ideas across the board? So I just I'm thinking about it from.

D

More grassroots perspective of of informing teachers across the district with one another.

D

Well, I think it depends on what school you're talking about, but for the middle school I I know.

I

That the teams who meet as a team do all of that conversation and collaborating and discussing and.

I

You know identifying students of concern. How do we want to meet that need and.

I

So I think that is the model that I can speak to at the middle school. But.

I

um You know, I I think I'd be hard-pressed to think that there isn't that the teachers that.

I

Don't understand the significance of the trauma, and so I just think it's a matter of continuing to.

I

Offer that professional development refreshing it reminding people, because.

I

It does it you, you lose it if you're not practicing or if you're, not thinking about it.

D

Or perhaps modeling that team model and other I mean not, that we can set up teams, but you know.

D

What I'm saying and, as I say chris chris, I don't know whatever slides, I don't know if she spoke to.

C

It, but also the realignment of how counselors are organized at the middle school, so that.

C

They're so that they're on each team and they're assigned it. So we used to have some that were not.

C

Not team assigned, and now they are just- are we aligning that way at the high school? Yes,.

I

We're doing that we're now doing the same as the high school, so the sixth graders will have.

I

The same counselor, seventh and eighth grade the councils will meet with grow with them. So I think.

I

That has enabled a lot more team collaboration around students of concern of students at risk.

D

And so I just had a quick question around the um curriculum standpoint. I I too was wondering.

D

As margo was about student input, you said that you would have six curriculums that you would be.

D

Looking at so besides bringing students and even from a higher level, can you test drive any of that.

D

Material before you select one on the elementary students yeah, I think how we implement. It is still.

I

Not to be determined yet I think we have to get to the point of identifying the top two or three and.

I

Then creating an implementation plan among the schools and, what's the best way to do that, no, I.

D

Mean even before you select one, I'm just wondering it would it be helpful if we can have some.

D

Input from elementary school teachers actually using the curriculum or even having a little.

D

Focus group with you know elementary school kids, or it would be great before we pick a curriculum.

D

To be able to see, how is it really working with our students? I don't know if that was something.

D

You could do before you selected. I would imagine that that would recommend one as as we vet the.

I

Different curriculums, I think that we can ask for whatever we want as far as presentations or.

I

Sharing or allowing us to um implement on a draft or whatever method we want to do that so.

I

Certainly, that's it's not going to be just okay, we're going to pick a curriculum and go forward.

I

It's going to be a lot of input and feedback on deciding what, which is the rest, the best one.

C

Most have pieces you can use to try them on for size, for proprietary reasons that you typically.

C

Will not give you everything, um but there are. There are modules that they'll, let you use.

D

And then just lastly, I wanted to applaud if it was you or counselors or whoever brought.

D

The suicide training, um because I do think that grassroots of training, the teachers training the.

D

Students and then having them integrate into other students is an excellent model. I would love to see.

D

Us use that in other capacities, even for our own pd and training trainers of of our staff.

D

Because, just in my work of doing mental health, I mean it's all about blowing out the myths. It's all.

D

About the grassroots, so I I definitely applied to you, I'm not that model bringing that to the.

D

For that one area, but I can see it being used in many ways.

F

So my apologies you have been on. I have wanted to meet you for many months now, um but I'm a.

F

Nurse practitioner at families first and also a researcher at unh and work on substance use.

F

And resilience and all of these things I don't know how we have not met yet I know I know, and so.

F

I'll try to be brief and we'll follow up and I'd love to connect more. But um I'm feeling a little.

F

um Like deja vu in the health care sector around the screening piece and so there's one thing: I.

F

Wanted to just like put out there that, like you know, 10 years ago, we really felt like let's screen.

F

Everyone for aces everyone for this everyone for that, and it was a terrible idea and so.

F

Part of it is that that is not done in a standardized assessment. It's done like you.

F

Said in the classroom by teachers, and so I just want to put that out when those conversations.

F

Come up to be leery of that which it sounds you're not implementing that, but just because it came up.

F

Tonight, right, um and so I think that where we really flipped in in the counseling world and.

F

And with vulnerable folks in the community is having a trauma-informed approach, but working.

F

On developing resiliency- and um I think that the background knowledge on aces and all of that is.

F

So critical to understand the why? But then I I would I dream of a system where you know sports.

F

And art and all of these things are really viewed as trauma-informed resiliency and I'm just curious.

F

Kind of where the, where the district is on that, if that's part of these conversations so so certainly.

I

When I first started my own training around trauma, it was very focused on the trauma-informed data.

I

Since that point, more research has come out around positive childhood experiences and some.

I

Counteracting of what how this can decrease this, so we are definitely in our training.

I

Expanding much more because people say that's great to know about aces, but now what do we do?.

I

um And so it really most of the training that we're doing now is around building resilience.

I

And students putting tools in their toolbox but helping them believe in themselves and recognizing.

I

What little experiences that they have as a positive? So, for example, this was um by a.

I

Researcher out of john hopkins came up with 10 indicators that she they coined his childhood.

I

Positive childhood experiences and that the data showed that, when the more of those the.

I

Ace risk went down, and one of them was feeling like he belonged in high school.

I

Like that, the three of them were specifically home related, but the other seven were community.

I

Related, so those are the things that we all have the ability to help with, to try to counteract.

I

Some of this trauma, so I'd be happy to talk more about that with you, yeah yeah and my one other.

F

Piece- and I just I'm so worried about you- know, staff retention and support, and things like that.

F

um And I you know, I guess, there's like this component um of confidentiality for students right.

F

But there's very there's also federal and state policies around disclosure of substance use by.

F

Teachers or by caregivers or things like that, um and so um just as kind of groups were brought up.

F

And, and that has some risks and some legitimate risks for folks um in just wondering, like kind of.

F

Where that confidential access and protection is available, I know, as a nurse there's specific, like.

F

Re-Entry things there's, you know a real structured program, but I don't believe there is an education.

I

Well, there is from the clinical side with the nurses they follow. The the medical confidentiality.

I

Standards and protocols for student health information as far as the information around.

I

Like students participating in group work number one, all of that would be done only with parents.

I

Consent or I mean actually for staff for staff yeah, I mean like disclosure of substance use as.

F

A teacher okay has some implications around drug-free school zones around this. That and.

F

And whether there is an a confidential option for people to self-identify and secure.

F

That's out of my arena any ideas over there, gentlemen, human resources, yeah, employee assistance.

I

And human resources yeah. Thank you sure, any other questions. Lisa. I have one more.

G

Quick question, but we talked in terms of academics about the critical transition years from fifth.

G

To sixth and from eighth to ninth, can you share anything in terms of how you're helping to sort.

G

Of support those wellness transitions, because we do have a huge number of kids who are having.

G

These longer relationships with the counselors, which is fantastic, but then that's a big change.

G

If you've had the same counselor for three years and then you're going to the new building and the.

G

New people, so I'm just curious how that's figuring into the transition um the school counselors.

I

Collaboratively work with the elementary fifth grade group and meet and discuss and then.

I

Have a program designed specifically to help the students acclimate to the new building in the new.

I

Environment, which isn't necessarily academic and similar on to the eighth into high school.

I

But, coincidentally again these four fabulous students that we had today but out there what.

I

They want to do is actually be get down and talk to some eighth graders about what it's.

I

Like to go to high school and what to expect and how come sleep is important and and that type of.

I

Thing so I'm going to be working uh with mr davis to see if we can get them some success block.

I

Exposure for them to be able to come in and do some of that conversation, so I think everyone.

I

Knows it and it's been specifically harder with covid that we, you know, we didn't even.

I

Have our sixth graders in the building until halfway through the seventh grade, um so uh it.

I

Definitely is something that is on people's radar and we recognize that that transition is a big one.

D

We just hit one more question. um Chris, you had mentioned, um keep the s or dollars coming or.

D

Something to that effect yeah, and so I'm just curious if you did have the opportunity to.

D

Have more esther dollars pushed your way? Do you have specific ways or programs in mind.

D

um That you just kind of have on your wish list that you would use them for that. You can share.

D

With yeah, I think well, I think we have to keep in mind what costs are going to be incurred with the.

I

Social emotional curriculum, whatever that might be, and we don't know what that is yet. But yes, I.

I

Have two other things to mention: one is the um the resources needed to actually develop and.

I

Implement a multi-tiered system of support across the elementary schools and so and I think that's.

I

Going to be a really important piece, and that has a lot to do with. How do we provide support to.

I

Individual teachers on a regular basis, so just not a workshop, but that we have a collaborative team.

I

On how do we deal? How do we help the student who can't make it through a day of classes.

I

And how do we build their resiliency, so I think there's going to be resources needed.

I

For that, so that's some of the work I'm actually going to be talking to george about next week.

I

And then I I would go back to the high school. I think you know that ailee has done a great job.

I

In stepping in but the reality is one person doing alcohol, another drug intervention and support in.

I

Addition to outreach and connecting people with resources um is a is, is not necessarily realistic.

I

So I think, as you know, as the funds move around and changes are made in staffing or that kind.

I

Of thing, I think we need to take the time to look at and say: can we realign some resources.

I

To better meet aligning with this mental health, substance, abuse, stuff.

I

With the students, okay and then I don't know, if there's a question for you or for george, but.

D

How is our guidance program being utilized now? It's my understanding last year that that was.

D

Shifting a little bit so there I know there they had a lot more students. I don't know why.

D

We didn't put more guidance people on for ftes at the high school because I'm sure they would.

D

Like to have less students, but um are they still mainly being used for like seeing kids.

D

Around college and class schedules, or are we now using them as well, for some of the mental health.

D

I just asked out of high school and high school high school. Yes, because I know that.

D

That when I was on the wellness committee, amy was just saying that there was a shift in that.

D

And I know that we had some mental health um calls that were coming in, and that was then starting to.

D

Be funneled through guidance, so I just didn't know how. How is our guidance structure being.

D

Used now, um I think that they're again they've all adopted they're now school counselors, as opposed.

I

To guidance counselors, which I think broadens the depth of their work, um so I do think they're.

I

Still aligned with each grade that they move up and kim feel free to jump in. If I I missed.

I

Something but again they are managing whatever comes through the door um from a student's.

I

Perspective so again, I think ailee has picked up a lot of that for students who are struggling and.

I

To move move over so that the school counselors can continue their work around the academic stuff.

I

But um it's a lot: that's a lot on their plate for the amount of students they have and what they.

I

Have to manage so why we didn't look at additional positions. I don't have the answer to that. So so, if.

D

If you have a child, that has a need, does that follow through their guidance and then go to.

D

Eilee or social worker, or some still, okay still goes through their school counselors.

I

Their first point of contact: okay, sorry school counselors. I know I got to get used to saying that.

A

I just have a question if you could hire as many both of you if you could hire whoever you wanted.

A

To hire to help with this whole crisis, what would you do, how many people would you hire.

K

um You know we read about it, we hear about it not only in our own district, but it's everywhere. So.

A

What exactly do we need to do to solve the problem? I would personally, I would hire someone who could.

I

Be the hands-on person for the multi-tiered system support in each elementary building? I.

I

Would like to create a team in each elementary building that they they work collaboratively.

I

With the teachers and the school counselors um to create a a network of understanding.

I

That they all talk the same, they discuss the same, they use the same terminology. They support each.

I

Other in the same way, so that this is the norm, so the norm is trauma informed the non the norm.

I

Is supportive of students and recognizing the connection between mental health and academic.

I

On the middle of the success school, I think I've moved towards a social worker at the middle school.

I

Is critical to to maintain that, and I think we need more of that at the high school. That's just.

I

Off the top of my head ailee, how about you do you have any uh suggestions? Yeah? I definitely.

K

I definitely agree with um what chris had said. I think in a mental health is not going away. What.

K

I like to talk a lot about with folks that I meet with is, if you really think about mental health, it.

K

Kind of blossomed in the 50s and social work, kind of became like a thing and now mental health is.

K

Becoming much more of a thing, so I don't think this is going away in a picture-perfect world.

K

I would love if we had another social worker at the high school, someone that could focus on.

K

Maybe more particular substance use things and then you have someone focuses on outreach. um So.

K

That would be what I would love, but I also think that would be appropriate right. You can't just.

K

Catch it at the high school, you have to start in a perfect world. In a you, know, a preschool, but an.

K

Elementary school and then a middle school, so I would love to see that in all different um schools.

K

Within the system so well, thank you both this was like a nice raise. If you want to I'll throw that.

F

Well, thank you for the time I appreciate it. Thank you you're doing a valuable job.

A

For our school system- and we are very grateful, thank you and again to our nurses. We know how.

A

Much our nurses have um contributed to that effort. Also very much so. Thank you very much. Okay. We move.

A

On to the superintendent's report, sure in your packet, you have the email correspondence summary.

B

And um the correspondence itself, as well as the policy committee minutes from february 11th and.

B

Then a few things to just bring you up to speed on um as you're aware we're beginning multiple.

B

Searches, administrative searches in process we put out right before vacation.

B

Invitations for search committee, membership on our portsmouth high school principal search committee.

B

Which we're forming, as well as our athletic director search committee,.

B

In particular, we didn't get a ton of responses on the principal search committee. We re.

B

Published that today puts out an invitation, as well as a as a brief short survey on just.

B

Some community input to develop a principal profile, something that the search committee.

B

Can use to further um analyze? Where did that go? Where did what go the publicity.

G

Where was that distributed to parent square to the high school or just to the high school yeah.

E

High school, do you think about the eighth grade? Parents, maybe um for uh we we didn't put it out.

B

To eighth grade parents but yeah so so yeah, so we would be looking for uh primarily for heist.

B

People in the high school community to be part of that search process um and so we'll uh our thought.

B

Would be to be able to put that committee together next week uh and then to sort of begin in earnest.

B

With the screening process to to whittle down to some finalists for the high school principal role,.

B

uh We also are in process we've added a little bit back and forth the um the title and job.

B

Description around the azure, also where nancy royer principal at the lister academy is retiring.

B

And so I think I had mentioned to you at one point: we're reflecting on just how that role can.

B

Continue to be a service listener academy, but also think of it a little more broadly.

B

In our broader special ed services- and so we sort of shifted that into.

B

Something we're calling a program director which, again the primary responsibility will be.

B

Day-To-Day oversight of the listener academy program, but also working with jeanette souther, our.

B

Director of people services for other district needs, but that's a position that again we'll.

B

We're advertising this week and again we'll start to put that committee together next week as well.

B

And so all of those searches are on a similar type of timeline, which is they should be a.

B

March to april uh timeline, and our goal would be somewhere around april vacation to be able to be.

B

Vetting finalists and making decisions around nominations for those positions.

B

uh And then also right before vacation, we held two forums for the public input on our.

B

Esser discussion, our esther funding, so we held an in-person uh forum monday night before vacation in.

B

The virtual forum, tuesday and in those forums um while attendance, was small. We were able to get to.

B

Some good discussion, I think, and toss around some ideas and get some invaluable feedback.

B

We also subsequently put out an additional survey to the community uh through our newsletter for.

B

Additional feedback and thoughts around the esser use of funds, and so that's in process.

B

Right now of gathering more data that we'll reflect on bring back to you, probably in a.

B

In the next meeting or two we'll be wanting to have a more in-depth discussion with the board.

B

Around all of that feedback and what it means for the use of funds for esser.

D

Excuse me did that go through parent square. I don't recall seeing that in a newsletter, so I.

D

I haven't received, I mean I may have received it, but I didn't knowingly received it because.

D

I didn't participate, so I just was wondering: when did that, go out yeah I'll, find out. George george.

D

It's possible. We, our next newsletter, is slated for this friday, so it's possible. It's queued up.

C

For that one, oh okay, um so you did distribute it to those who came to the forum right. Okay,.

C

I think it's possible, it hasn't gone out yet, but okay. Well, can I ask a follow-up to that? Are you.

H

Gonna there were some um a lot of input from some faculty, both at the meetings and on email.

H

Are you is the plan to be going to buildings to have meetings with with staff or what's the next.

H

Step in terms of gathering input from the direct yeah, so the the survey is one of them. I know we've.

B

Gotten a number of faculty feedback on the survey already um and then um I'm aware some buildings.

B

Already have had a bit of a discussion. Okay, um not you know again primarily to direct them.

B

Into the survey to give us some feedback on what kind of last moves that it was before the forum.

B

um Okay and lastly, and again, I would actually look for a nod of the board on this last item.

B

Our athletic department has approached me to consider entering into a cooperative agreement.

B

For our cheer squad team, as you I think you know, we have a cooperative agreement currently with.

B

Oyster river for football, but the cheerleaders who cheer at the games are only portsmouth students so.

B

Oyster river has approached us to consider also a cooperative for the cheer team, as well as the.

B

Football team, which again the athletic department, fully supports. I would fully support um and with.

B

Your nods, I would have nancy sign as board chair that that's something the board supports as well.

A

Everybody knows, I guess I pause there for any comments or questions liz. I just have a question.

J

About doing co-ops I mean uh obviously familiar with the the football team. I think we're still.

J

In the same division that we were in before, I don't know how the division does cheer, but would.

J

The division be assessed based on two schools coming together and is that creating any sort of.

J

Unfair advantage, so to speak. In doing that, I mean. Obviously some schools are a lot bigger than ours.

J

Versus combining the two, but just curious how that plays out yeah, it does lose in some sports.

B

It wouldn't be a factor here, but certainly it could. uh We are division, one in football. So.

J

And then is there some sort of co-op agreement with um coaches as far as who's paying payments.

J

And all that uh has that sort of worked out as part of yeah. That's all worked out between the.

B

Two districts: okay, and we also do that with hockey correct. We do both boys and girls.

B

Hockey, girls with oyster river boys with new markets, anyone else um so I just wanted to make.

D

Two notations, based on email correspondence that um we had received in how whatever the span was.

D

February to to now one there's been um information, that's been pulled that about moving lister to.

D

Community campus- I just want to you, know, inform the public that that is not.

D

A confirmed decision, I know that we've talked about it and we're continuing to talk about it.

D

And those that came to town hall, obviously that was a conversation that did come up.

D

Around community campus, but I just think it's important that we clarify that nothing has been.

D

Decided- and that would be something that would have to be a board vote for for budgetary, so.

D

I just wanted to clarify that, because I know I've had questions myself and then seeing that.

D

Email correspondence yeah and we actually, when I referred to our conversation coming up, I think.

B

That's something we do need to talk about and get a sort of decision point on um and then also I was.

D

Just wondering around the high school um levels, there was a lot of correspondence around that.

D

Again, I've also um being a high school parent. Had people confront me on that, so I just didn't know.

D

If we could put in a request to perhaps have um some type of like webinar like they did with the.

D

Reopening plan where it could perhaps be a zoom, so maybe more parents could participate, but just.

D

Explain the levels to parents, um I think it's not quite transparent, even if you're coming into the.

D

High school, I think it's even less transparent for parents, but even as a parent, that's had a kid go.

D

All the way through and still has two kids there has been changes, that's been made that hasn't been.

D

I will say clearly communicated out um and it creates some confusion. So I didn't know.

D

Is that something um that we could just put a request out to the high school that maybe they.

D

Could present, especially as parents are being asked to make decisions with their kids around.

D

Classes and class levels and suggestions sure that th these this particular set of correspondence all.

C

Came as a result of one's one, inaccurate statement right, but I I recognize maybe a a larger need and.

C

We talked about that. Did we talk about the last meeting where they had the matrix? Yes,.

C

um I thought we shared, but that's something that the high school can think of a better way to maybe.

C

Communicate that yeah, I think, there's just still a lot of confusion and questions around the the.

D

Recent changes that's been put out so maybe if we could just figure out a way to better communicate.

D

That out, it might be helpful to parents and maybe add, like a flow chart. A lot of parents have asked.

H

That, if my child starts here, can they go here like a flow chart? Visual aid, I think, might clear the.

H

Air, I think that I'm not in the high school, but I get a lot of questions um right and I think that's.

C

What was that? Last meeting we shared that the math department has an exact one of those um I haven't.

C

Seen that I haven't seen that I haven't seen that right, we can share that for every subject. Okay, we.

C

Don't have it for every subject, because it because a lot of subjects bifurcate in different ways.

C

Sorry um so, for instance, social studies, there's no there's no pathways necessarily being moved.

C

Through, whereas math has sort of linear paths in different ways, but so and and science is similar.

C

So it's applicable to some disciplines, I'd say, but not all, but even explaining that I think.

D

Is helpful, george? Okay, any other comments, yes lisa, then liz. So I would echo that there might.

G

Be some urgency to getting those flow charts out because the eighth grade parents are.

G

Deeply puzzled and you know my kid came home today and said there was no honors in ninth grade, which.

G

I don't think is the message that we want out there because that's not completely correct so.

G

It's in some way still getting lost in translation, and I know what kids come home and say is not.

G

Always that they heard the whole conversation or whatever, and they don't always get it right, but.

G

I think if there's I've seen the math flow chart, it's awesome. It's really clear. It's easy.

G

To understand, even if there's not a flow chart for every subject, even just telling parents that.

G

Saying everybody takes the same thing for this class for this year and then there's choices.

G

In 11th grade or whatever, but I think that would be very helpful.

G

And I had an answer question around the email correspondence. I was curious at what point in the.

G

Process- and maybe this would be after there's, some more conversations with teachers in the buildings.

G

But I was very curious in terms of the feedback that we had around kindergarten teaching.

G

Assistants, if there's been any additional thought or conversation around that, and it sounded like.

G

They weren't necessarily talking about special education pera's as much as they were talking more.

G

About a teacher assistant, you know somebody to be able to circle through the room and deal with the.

G

Kids, who have to pee or broke their pencil or you know just can't you know, do whatever they need and.

G

Just need a little bit of extra help and I just wondered when, in the process are we going to have.

G

A better understanding of what that need is you know how universal is that across all the schools.

G

And whether it's feasible practice I mean I don't know if that's the biggest need or.

G

Not, but I guess I'm just curious to know when in the process we'd be looking more into that.

G

That's a great question yeah, I think in terms of your budget process. This year I mean we don't have.

B

Anything proposed for a paraprofessional for every kindergarten classroom for next year. But but in.

B

Terms of use of esser funds. When we have that conversation, we can certainly put that on the.

B

Table in weight of other priorities, um I think you know I would certainly caution against 10.

B

More bodies in esser, but we're concerned right. We could certainly have that conversation. There has.

B

Been some talk, we met with all of the elementary principles around this topic in particular, and to.

B

Just to try to dissect that need a little bit, it doesn't exist equally and not just across schools.

B

But across classrooms with you have different size classrooms with different number of students.

B

In them and so um and other ways to support students, and so I would say you know and again.

B

um In in respect to the kindergarten teachers who do incredible work with their classes, this.

B

Is a continuing conversation, this is a need that that does exist. It is a question each year around.

B

Budget priorities and what are our limitations and is this? Is this what meets that threshold for this.

B

Particular year, no that really makes sense, so that would be something that down the line. If we wanted.

G

To we could have a conversation about that as part of us for future planning, yeah. Okay, thank you.

J

Liz I just wanted to follow up um with the hiring process. I obviously uh emailed about that.

J

It really didn't make sense to me until it was brought to my attention that we.

J

Have posted this athletic director position.

J

Given that we have an athletic director, I understand that the implication of where we're at.

J

As far as transferring the position from city paid to school paid- um and you know the implications.

J

Of that and opening the hiring process, I guess I'm just wondering when the process is finalized.

J

You know, and and you know I I guess- I'm just a little bit concerned- that we've kind of thrown.

J

Cause into this um situation and the school you know, and the athletic department has already been.

J

Through so much with covid and the loss of our athletic director- and he really stepped up into.

J

This position, so I would like to see him be the one that moves forward in this position. Long term.

J

I mean not long term, but um you know I I can't you know I just think it'd be a huge disruption.

J

For us to offer it to somebody else, and I guess my concern is that you know we're sort of, are we.

J

Wasting time and resources in creating a committee and going through this whole process, you know and.

J

Is there an opportunity for us to sort of take a step back? I knew that. I know that there's you know.

J

This is all under the superintendent's purview, it's superintendent's decision of who to hire as a.

J

Athletic director school board, my understanding would approve.

J

The superintendent's choice of director- um but I guess I just wanted to kind of throw that out.

J

There I know, we've had conversations about it, but I just sort of wanted to have a public.

J

Conversation or uh reiteration of some of what we talked about and just and just understand where.

J

We're at on that timeline of ending ending the uh hiring application process. Yeah thanks liz, so.

B

We um we again that that particular invitation we put out actually did result in a number of.

B

People expressing interest in being part of the committee, so I think we'll have a fair.

B

Pool to pull pull from put a committee together this week to actually um begin that process.

B

Next week, and so I think in terms of time and resources, it is a process we would, we would see.

B

um Something that probably wouldn't wouldn't be a huge train per se and honestly, I I, as I said.

B

A little bit in email, I think the process itself can be reflective too, for for everybody involved.

B

And part of it is to sort of vision out. What does what should our athletic department really.

B

uh Look like, and I would certainly say I've gotten, a number of correspondences.

B

Over the last few days in support of what exactly you're saying, but I do think.

B

It should still be an open process and we should. We should see what emerges.

J

And when is the when is the last date for application on that I'll leave the 15th 15th okay,.

A

um I would just like to say that I talked to kathleen dwyer and I think I communicated this.

A

To you um liz, because you had communicated with me and according to what kathleen um said any.

A

We post every job and particularly union contract jobs and when the position was held by russ wilson,.

A

It was under the city union. As the recreation director. There will be a spot where we can put.

A

It in our administrative contract, we'll have to put it in our administrative contract once we.

A

Hire somebody so the procedure of the city has always been to post all positions, so um this.

A

Position had to be posted, um I I just I disagree. I know I talked to steve about this and- and I also.

J

Looked at the admin um uh bargaining uh agreement contract and um uh you know from a government.

J

Standpoint, um there's you know two ways to hire and one is to uh you know basically, head hunt and.

J

And offer the position to somebody, I understand you know with these positions generally, we have.

J

A lot of most all of our positions fall under contracts that require us to post. But I don't.

J

Know that this particular one I did and that's sort of what I had looked into and.

J

I just hope at the end of the day that we, you know that this is not going to create more of a.

J

Headache for our athletic department, who has already gone through so much over the past.

J

Couple years, so I appreciate that. Well, as michael just said too, it's a new position for the school.

A

Department, so we have to post it and, as kathleen said, it's just it's just a nice thing to do to.

A

Post all of our positions, yes- and that's not exactly how she said it. She said it in a more.

A

Professional way than I don't know anybody, it's it's just a nice thing to do. I think it's a nice.

J

Thing I don't think, there's anything that I found as an attorney. That's sort of looked into all this.

J

That's legally binding that requires us to post it, but I understand you know after talking to steve.

J

It's already posted we're, not sort of dialing back here. I guess I just you know I hate to sort of.

J

I'm a little concerned at the end of the day we have another candidate or something to that extent and we're putting our athletic director in a position where he has to apply for.

J

This and go through all this when he's already sort of gone through so much so I just wanted.

J

To express that sentiment- and um you know okay, but you please understand that- that's the way we.

A

Operate: okay, as margo just said, phil davis had to apply for his job. He was the assistant principal.

A

He had to apply, he had to apply for the job to be the principal of the middle school.

A

So it's the way we operate and I appreciate your concerns and.

A

Your comments, but it's just the way, the school department and the city um conducts business.

A

Anyone else hope um I just had two comments on the position: hiring um one.

D

No disrespect to cause, but I think for those that weren't on the board, when we split from the city.

D

It was very clear and see please correct me if I'm wrong, but in what you communicated to us.

D

It's clear to cause that he was an interim a.d and that we would be posting for the position.

D

And he certainly could apply for it at any time. So I say great, let him put his name in the hat, but I.

D

Certainly, support that we've already set precedent with our public of how we would be proceeding.

D

And it's because how we that's how we do business, so I totally support moving forward on that.

D

I did have a question around the lister position, um since that would be shifting now going under.

D

Special education: um what's the background that we would be looking for and how would that differ.

D

From nancy's yeah well, one of the advantages to shifting it slightly into into a little area of.

B

More gray, perhaps is um one of the things we're concerned about is is limiting the credential.

B

Necessary to take on this position, so if we continue to call it a principle, for example,.

B

Somebody has to be certified as a principal to take the position if we call it an assistant.

B

Special ed director, as we were tossing around a little bit, then a special ed administrative.

B

Degree would be the necessary credential as a program director. It will allow us to look at the.

B

Candidate pool and take uh the credentialing not as the determining factor, but as a consideration.

B

In which candidates rise to the top, so they could be certified either as a principal or a special.

B

Ed director, but aside from the certification, are we going to be looking at um setting criteria for.

D

Maybe our own note, if you're not putting it in the posting per se, but um of them if they.

D

Haven't had high school experience that they would have some type of principalship or some.

D

Type of school directive- pers experience could it could be private, school or chancellor or whatever.

D

Or what what level catheter are we looking for them yeah? Well, the background and experience.

B

Certainly we're looking for somebody with with some level of program oversight, experience of a.

B

Similar typed program, ideally but um but we have developed a fairly extensive job description.

B

For it, um and that does detail a lot of those is that is that already posted um it's it's going up.

B

This week it's a draft version, I think we're going to throw it uh pass it by the uh lister staff as.

C

Well, to see what their inputs might be, so are we looking for someone that would be within that same.

D

Age bracket of working with youth at all, or not necessarily well, it's I think you would prefer.

B

That they have experience as close to the kind of program we have, but that doesn't disqualify.

B

Those that don't so okay, okay, so that helps our pool and are we posting these positions and other.

D

Places that, because I know that's one thing we did with the hiring um outside of the regular top.

D

Three that we normally post on the big three yeah george has, I mean for some of the positions.

B

Like the high school principal, for example, we're utilizing the the national the school spring et.

B

Cetera, okay, um one one recommendation I may have: if you haven't thought about it, is maybe tapping.

D

On some of the alum of our teachers, a lot of teachers have, you know, access to their alumni.

D

Sites, um so you know not necessarily wanting someone. That's coming straight out of school.

D

But it's amazing to me how many people still look at their alum sites for postings as well.

A

Thank you hope anyone else. Okay, shall we move on to the next item of the agenda that I think is.

A

Steve again, the um covi protocol yeah. So uh this this item changed dramatically from our conception.

B

Of it before the governor made an announcement right before vacation, uh so this was to be a.

B

Presentation to you on on our old metrics for determining primarily mass uh policy in schools.

B

uh Which we were fully prepared to make note of the quite rapid decline in cases across the state.

B

The substantial decline in cases in our school population right now, I think we have six.

B

Across the whole district, whereas right before vacation, even it was more than double that.

B

And dialed back further and it was, it was much more than that, so we certainly have seen a pretty.

B

Drastic decline, and all of that was leading us to recommend metrics that would be based on school.

B

Level cases school transmission vaccination rates as best as we can predict them from dhhs data.

B

Pointing to a mask optional, in all likelihood policy that we would talk about phasing in uh and.

B

Then along comes the announcement that you know there isn't any other choice so um so that really.

B

Has has obviously moved us into a new place as chris referenced, the nurses have been absolutely.

B

Amazing, through you know, if you talk about anybody, that's been pulled from you know one place to.

B

Another through this yanked around a little bit, it's been our nurses and they've adapted very.

B

Quickly, in all cases, so making clear with folks what things have changed and what things haven't.

B

Changed around say, isolation, quarantine and some of these other things that still certainly exist.

B

But yes, our policy across all schools, indoor, as well as on buses, is now masked optional.

B

And we will continue to monitor dhhs guidance on our protocols.

B

In our schools, we met with all administrators this morning, nathan, george and I, and we certainly.

B

Talked about you know where, where everything is with the schools even coming back from vacation.

B

You know what is the the pulse of the students. Everything seems to be going pretty well, honestly,.

B

Around the new policy, both in terms of some still wearing a mask and some not.

B

um For students and adults and um and just again trying to be responsive to um to the conditions.

B

Within each school, so um so yeah, so I don't know if there's there's really no decision point per se.

B

Now here to try to tee up, but I'm certainly happy to answer any questions. Any questions for steve.

D

Did you say buses, you still have to wear them, no buses, so no longer right! Okay, thank you kim how.

A

Many students are wearing masks and nick how many students are wearing masks. Would you say.

A

10 yeah, maybe less but yeah overwhelming minority and students and teachers. As far as I've been able.

E

To determine yeah seems like a scone, it's only been two days, but I feel, like you know, once people.

K

Get accustomed seeing it and being comfortable, probably drop a few more any other questions. Lisa.

A

I just wanted to give a shout out to our elementary teachers. I thought that they did a.

G

Fantastic job of just kind of framing this for the kids on the fly. um You know I heard great stories.

G

From a bunch of different kids about conversations they had where they could just go around and.

G

Share their opinion- and it was all around just respecting each other, and I really thought that.

G

Was wonderful to hear, um I guess I'm just curious, given the unpredictable nature of all of this.

G

If we would want to at some point not tonight but at some point think about do, we need to have any.

G

Metrics for the future, so that, if things shift again in case, they do when we hope they do not.

G

We maybe have a framework to start from instead of starting from scratch, and I don't think that has.

G

To be right, this second, but I'm just curious what your thoughts are around, that yeah, so you're right.

B

And I think you know it's interesting. You know we have a bank of frameworks that we've built over.

E

The last two years um and it's clear right now to us that we we one of the things that came up.

B

uh Certainly brought his question in our weekly uh department of education call. This week was.

B

um You know because some are asking: what is there a trigger point to go back to option to be able.

B

To do masks required and right now there isn't unless dhhs changes their guidance. There is no.

B

Option for us to say now we have 20 cases in new franklin, they're going to be mask required.

B

But I do think lessons learned from all of these things is to be able to.

B

Try to be ahead of the curve as best we can um in some of these, and that's sometimes difficult.

B

To predict what public health guidance is going to look like on the fly, but but yeah.

B

At least to your point, I think um this is a conversation, because it is a conversation.

B

With some parents too, you know initially we were concerned. There would be a little more.

B

Heightened anxiety to send kids back to school um checking in with all elementary, in particular,.

B

This week, that hasn't tend to be the case. People have been coming back but we'll be sensitive to it.

F

Harry I'm I'm just cautious about you, know kind of a flipping everything so soon, but.

F

That's just sort of the nursing perspective and seeing a lot of folks and that were really sick.

F

um I think one of my worries is just the tracking with dhhs and that the kova dashboards for schools.

F

Just went away and were supposed to come back and didn't, um and so I know that there had been and.

F

I think george, you had worked on some like of a district dashboard, but I just would love to.

F

Have some data points that you know we can at least recommend masks again strongly if we see.

F

Increases suddenly- um and I just am leery about the lack of state available data, so.

F

I don't know what my question is, I think, can we have a data right? You know some.

F

Sort of data tracking for the district, we still will maintain the covid dashboard.

B

That is on our website, um but to your point: carrie, which is a nuance to it, which is the.

B

For us to more strongly recommend masks certainly could be something situationally. um If we do see.

B

Clusters appearing in schools or evidence of transmission or some of those things that.

B

um Warrant that kind of recommendation. I hope we don't even have to go there, but you know.

F

I think it's just thinking thinking maybe a little differently about the metrics. We had.

F

And sort of that transmission level and like thinking of our each school as its own community.

F

Or something to that effect, um but if we go from two places in a school with 30 in a week like.

F

Obviously, we need to do something and I think that's can be subjective and you.

F

Guys have made amazing decisions and on how to manage that or how to get that. That moving. But.

F

I just wanted to put my caution out yeah. It sounds like what carries asking for is: can we.

H

Be transparent with the numbers so that parents have the information, maybe that's a link to the.

H

Kova dashboard in your weekly newsletter, but something so that parents have the information.

H

At their fingertips to make the informed decision for their family, if, if that's where it.

H

Lies right now which sounds like that's where it lies so yeah. We can certainly remind folks where.

B

To find it, do you mind reminding where it is now, because the only version I could find was from a.

F

Long time go to the website and on the hero image. um So I'm on the high school for some reason on.

C

The hero image, which is the should see the state champions first, oh, the third one that will scroll.

D

Across this portion school's code, we just add the link to the newsletters, because I think it just.

D

Helpful, if people don't have to actively go search for stuff sure, um it's just helpful. That way.

A

Any other comments: okay, let's move on to what's next consideration and approval of the.

A

2223 school year, calendar yeah you've seen this once before. uh What george and I have done since.

B

Though is insert um in the boxes in each month now appropriate the proposed early release days.

B

uh The reason there's two in december is the day before uh vacation at the end of december.

B

Is traditionally an early release day, but the seventh would be for that professional development.

B

As all of those early other early release, days are opportunities for teachers to.

B

Be collaborating working in their plc's, etc. Other than that we have the calendar.

B

Much as we had proposed to you, we did front load more professional development days for next year.

B

Not only for the fact of a smoother transition into school, but for much of the required.

B

Professional development that we are obligated to do, as well as the professional development we.

B

Really want to make sure teachers have exposure to before we start the year. um So as a as a.

B

Related point of that you don't see quite as many days in the course of the school year.

B

Total days off for professional development, but there there still remain a couple.

A

Do we have election day uh yeah election day? This was the debate last time right. It's.

F

The eight three it's, the eighth yeah we didn't correct that here, but that will that will change.

F

So that should be the w. Yes, okay, so just flip it first monday yeah. So it's the eight so.

J

I really am concerned about the um not starting school on a monday. um I don't think that that's.

J

Something that we've done that's sort of a new thing. I know, or you know, freshmen may not start.

J

On a monday, but my my concern lies with the fact that many parents are parents who wouldn't need to.

J

Find coverage for their children on that day, they've paid for summer camp the week before.

J

And then we're sort of starting the kid off um one day in coverage and then they're.

J

Starting school, the second day, you know, especially with right now, there's just.

J

Staffing shortages everywhere, so many parents are working. You know double time to some extent.

J

And so I'd really like to see that monday be the school start date and not a teacher work day.

A

Is that possible? I guess I'd offer.

B

For those parents with needs, sometimes what we try to do is is provide additional offerings for.

B

Parents who might be yeah- I guess my concern- is that we've obviously we're in a crunch right now.

J

Where kids are getting bussed over to the ymca and the gundala is great, but do we want to start the.

J

School week the school- you know, you know you know: parents are going to work they're trying to get.

J

Into a new routine with their kid and the first day of that routine is to go, do something else.

J

Then come back on a tuesday and start the routine. um I I guess I you know from a working parent.

J

Perspective from a parent perspective of you know, most parents are in this position right now.

J

Of finding coverage, I just I don't like the idea. I think this is something new that we're doing, and I.

J

Just really don't like the idea of starting school the school week on a tuesday, you can just speak to.

C

The newness part without going, but but we've done a three four five start right. Many many times, yeah.

E

I think it's rare that we don't um and I'm not saying that that shouldn't change, because based.

C

On some of the conditions you're speaking to, but just in terms of historically, we have done.

C

This quite a bit, you've done the monday, no school, yes right, yeah, three, four five.

C

I don't think this past year was, though, isn't it yeah right? I think that's an anomaly yeah.

J

Okay, I guess I would just my hesitate. You know my hesitation from a working perspective is that you.

J

Know it just kind of throws a wrench. You know I understand having a long weekend on a friday or.

J

Four day weekend and that sort of thing, but some of these you know I would hesitate to have that.

J

Be the first day, so I don't know if there's a way to around that or a work around. I guess I just.

D

Well, steve, I I was curious um because I know people have jumped for joy at the thought of.

D

Starting after labor day, which is on a tuesday, so I was wondering like so: if anything can we squeeze.

D

Out the other two days somewhere, um you know and just start because we're starting on wednesday.

D

For the and then you're, basically there a day, maybe two and then you're out.

D

um But I guess I'm kind of joking there I I mean. I know parents really have said that.

D

Would be great and I'm looking at this and I can see parents saying well, I just won't.

D

Even send my kids, wednesday and thursday at the high school or middle school, but.

D

I'm I'm curious as to have we gotten any feedback from parents. On that I know we haven't put the.

D

Schedule out yet, but before we just made that arbitrary decision as a board to decide that it.

D

Seems like we, we wouldn't have to pass it tonight. Could we not get back? We could bring this if that.

B

Was going to be an issue, but are we going to have like peep or something that parents could.

D

Have available yeah, so I I first of all two comments. One is, I don't think whether it's a.

B

Three day or two day week is going to impact whether parents send their child to school.

B

I do think um you know you certainly could make an adjustment not to have that workshop day. That day.

B

I think the idea was to try to front load more of the 80 at the beginning of the year.

D

Which I agree with um I for the march one: is there a way that, if there's not fine but.

D

Can can that uh tw day be moved to the 31st by chance, just so that it's not I mean it's coming.

D

Right off of a half day, which comes almost right off of winter break so that there's.

D

You know a week solid and then we have another half or not half week, but uh early release.

D

And then the next week is just a four day week and then I don't see why we couldn't move that.

B

I mean a week further, maybe I don't know kim you're you're a teacher. Is there.

I

Is there's disruption more when, when we have back-to-backs, I mean when you have a vacation.

K

Than an early release and a teacher workshop day, absolutely yeah, so I was just wondering if that.

D

Would help maybe break up a little bit of that disruption? Thank you. Okay. We have ann margo, kerry.

A

I just wanted to comment that that, having the three day week, it's a it's a nice slow ease into.

E

The beginning of the year, as a former teacher, it took a while for the kids to get used to writing.

E

As much as they were, their hands had not been writing, they had been reading, or so they said, but.

E

It was a nice, you know you started in with three days and then you went with four days and then.

E

You went with three weeks and the kids loved it and the parents loved it, and so did the teachers.

H

Marco, I was going to say the same thing coming at it from the high school perspective. The five.

H

Day start is exhausting they don't they can't stay focused. The three-day start makes sense and when.

H

The first schedule came out, I emailed a bunch of teachers to ask their thoughts on the front.

H

Loading and they were all delighted to see the front loading of the pd in the beginning. It sets.

H

The tone it it forms community, it sets climate and culture, so I would advise not changing it.

A

Kerry, I'm new here I feel like the role is like this is a reasonable schedule. As a parent, I want.

F

It done now so that I can plan camps, and things like that. So it sounds like there were two changes.

F

Talked about um on the election day, and maybe that march day, but I would rather see this go through.

F

Tonight and be done than to wait and get more feedback, and just based on some of the passive.

C

Feedback we've received from parents that call all they care about is what the first day of school is.

I

From the people that have called it, they say it's the calendar in boston pass. Yet and what's.

C

The first day of school, because they're trying to last yeah they get some of those right and.

C

Once they get into the year, there may be different concerns, but right now.

C

They want to know: what's the first school um I've been on the school board for a long time, and I've.

A

Always asked that we start after labor day and my idea went. I don't think we're ever going to start.

A

After it down, maybe the school board could host a day a drop in child care day. For that monday,.

F

For all the kids that would like to join us, um okay, shall we vote on this? Are we.

A

Ready for a vote does everybody feel what are the two changes? I'm sorry, the march election.

A

Day is the 8th of november, and what was the other one? Teacher's workshop is moving to the 31st.

H

To the 31st, so it moves from march 24th to march 31st, but the the november first work day stages.

D

Okay, that's the one I'm sorry so march 24th goes to what now march 31st. Okay, it's just.

A

Moving one week: okay, do we need a roll call, no okay, all in favor all right. Anyone opposed.

A

Motion passes, you can print out new calendars.

A

Okay, we don't have the date of graduation until later on uh for next year. Yeah I mean we don't.

A

Even have for this year, yeah. Okay! No! We haven't finished. Oh that's right! That's right! That's right!.

J

Okay, well, we won't worry about graduation for next year, yet, okay, um the next item on the agenda is.

A

Under new business, um consideration and approval of a leave request yeah, so you have a request from.

B

Amy stevek one of our teachers at new franklin for a second year's leave of absence. She is on.

B

Leave this year we have a very talented person in for her, which we would anticipate keeping.

B

And so we would bring this request to you with our support. Emotion, we don't vote on this story. Yeah.

J

Question, can I have a question about that? Yes, um so so is this a a long-term substitute is.

J

This person, uh no, we hire a situation when we know somebody's going to be out for a year, we'll hire a.

B

Teacher on a one-year contract, and- and so we were fortunate to get a certified.

B

Qualified teacher in there now is this person um anticipating staying on or they. I guess you know.

J

This is more, maybe getting into employment stuff, but I guess my concern is if we have somebody in.

J

The position that's well qualified, why not offer them the contract going forward? I understand that.

J

You know this is a great teacher and you know she has some circumstances going on. You know, but.

J

um I guess I'm wondering uh longevity-wise just wanted to throw that out there yeah.

B

Typically, um because we will almost every year have an elementary opening when we find.

B

Somebody of quality we'll find a place for them, so we're typically able to do both keep.

B

Somebody on for an additional one-year contract and allow a leave of absence. Okay, thank you.

A

Okay, um do we have do we have a roll call, though? No okay, all in favor, of um approving this.

A

All in favor, I'm sorry, okay, sorry dude, just one more clarify are we is this a paid leave on this.

J

Is unpaid leave unpaid leave? Okay, all right! Thank you all in favor, aye aye any opposed.

A

Okay motion passes. Okay, do you want to talk about the is the sabbatical night we'll talk.

C

About I'll talk about sabbatical a little bit and I'll just give you some background, because.

C

The last sabbatical proposals we had before this boy was in march of 2020.

C

And we approved one and that person didn't get to go on sabbatical um because of what went on.

C

uh In the world, so uh it's been a while. So one of our teacher benefits in in the agreement is.

C

uh The option to apply for a sabbatical after I believe it's um seven years with the district.

C

And uh after a sabbatical, they're required to remain with the district for at least two years.

C

And that there's two species of sabbaticals one is a full year sabbatical at fifty percent um pay and.

C

The other is a half year sabbatical at full pay. So there's a process where uh teachers apply, they.

C

Have to apply by february 1st- and I believe the contract reads- that the school board has to decide.

C

To approve them by march 15th- and this would be the march 15 type meeting and we assemble a review.

C

Team uh to look at all the proposals, we have a rubric that looks at proposals on based on four.

C

Large criteria, pieces, personal benefits, student benefit, district benefit and then taxpayer benefit.

C

And we also really look at scope and how it benefits. Students during the sabbatical itself.

C

I think is a big consideration, so we assemble a team to review proposals and we had five.

C

Proposals this year and the review team voted to put one forward, and I gave you a synopsis of it.

C

Earlier it's for uh immaculae neway mujini at the high school she's, a world language team teacher.

C

There um and she's put forth this proposal again. I gave you the I gave you a synopsis, there's a full.

C

Proposal to go with that that gives all the data points, sort of a stating need, and this proposal.

C

Is about uh connecting with northern african and west african countries into our curriculum.

C

I think a big piece that resonated with the review committee was that this was a significant gap.

C

In in some in our programming, it benefited uh not only our african studies courses.

C

But in immaculate's proposal she speaks about the connections that she'll make with our.

C

Global perspectives and studies, courses, which affects all of our every one of our students,.

C

And africa has been a a continent, that's um our curriculum has been in need of development.

C

Around it, and even when we were creating the global perspective, studies course that was.

C

Stated as a a major need- and so this would create some some real-time relationships with students.

C

Where they could connect with with our students through immaculate's.

C

Travels and making connections with those staff, people and then creating modules and different.

C

Pieces that can become hardwired to those courses uh for a future and making connections with those.

C

Communities so that students can have authentic experiences with uh some of these different.

C

Cultures that even in even your your typical studies of africa, are often ignored a lot of.

C

The the french-speaking african countries are don't get as much attention as they they could.

C

And um the committee just really felt that um the real life experiences with in connecting with.

C

Students during it the virtual pen pals pieces, um I address the gap in curriculum that we currently.

C

Have that this serves to fill some of um as well as um sorry, the the breadth of it of the proposal.

C

And how many students it could actually touch? So um that's the proposal. Take any questions about it.

F

Carrie, I love the proposals. Super supportive, just curious about the um the committee bringing one.

F

Forward is there only like, could we grant? Five sabbaticals is like what's been said.

F

Right now, yeah! No, so the contract reads that the uh the board will budget for up to three.

C

So when the review committee looks at these, they don't think budget necessarily they think they.

C

Just look at them on on the merits. I guess- and this was this year they just they chose to they.

C

Felt that one um when they went across all the areas that this scored sort of been proficient.

C

Across the board, and with all these, we have, you know, there's questions even for this one that they.

C

Want to feedback to people and we give feedback to each one of the applicants and it's a long.

C

Feedback cycle because they're now looking at next year, if you're not doing it, here's the things that.

C

We think you could do to sort of enhance this and make it a stronger proposal.

C

um But even with some of immaculae's, we did have some suggestions that she could add to it great.

J

Liz, um I just was wondering I don't see a school board policy around sabbaticals, and so I guess.

J

I'm just wondering if these are, if is their policy or sort of contract language within the.

J

Teacher contract around sabbaticals and um what about liabilities and expenses when it comes to.

J

Sabbaticals, um well, I know this is about to go through the liabilities we don't cover. It is in.

C

The teachers agreement, so that's what that's where it resides. Yes, as a benefit, and uh we.

C

Don't cover expenses and I'm going to let nathan london tell me about liability. I just pulled it.

C

Up because I had because I hadn't- I hadn't- read it recently, but I pulled it up. It's article 38.

C

It's in the teacher contract and it speaks to uh the compensation package, but the for instance. In.

E

This case, I guess we're talking about a trip and travel. That's an individual decision so.

E

It's not like a school-sponsored event where we're going on a field trip right. That's on that's a.

E

It's a personal personal liability that we're traveling and doing whatever so.

E

To the extent that there's a question about salary and benefits, that's all covered by the.

E

Collective bargaining agreement- okay- and this one is for- is it for six months or for a year.

J

It's for us call it a semester, so it would be january through june, so end of end of at the.

C

Beginning of the second semester of phs through the other year, sorry, one more just so and besides.

J

Them coming coming back and have been spending two years here. Is there any sort of requirement that.

J

They provide uh something in writing or they're supposed to report to the board okay, so they they.

C

Do do a report to the board about what their experience was. So I should have mentioned that.

C

All right, thank you, oh, so um she is both world language, french, as well as african studies.

D

So I know we have other french teachers. Will they be making up the difference.

D

For the cycle of kids that are on the path, for you know, french 152, that might be in her class.

D

Is that does that mean other french classes will enlarge? Are we bringing someone in for.

C

That we would have a long-term sub for that yeah and obviously the sub will be uh french speaking.

H

Okay, just want to make sure that we're gonna, you know, I know we're in hard need for this day.

E

So I just want to make sure that it will be someone that can actually teach the class.

D

And then um so, will african studies not be available for that semester, which I think.

D

It's often one semester a year anyway. Currently so so, um and then last question is, I know we have.

D

The efac student program at the high school, but we don't have a sister school in uh in africa- do we.

D

We do not is this something she would be trying to um build. Yes and that's that's a lot of what this.

C

Is it's it's about connecting with uh different communities in the um to see if we can establish.

C

In these countries and and focusing on major cities just to have you know these virtual pals.

C

And communities uh with these other rings and if anyone knows immaculate she's a she's a she will.

C

Be a great ambassador and outreach type person she's very gregarious, yes, um and so and yes, I.

C

Hopefully we and we should be able to fulfill her position with someone at least speaks french, so.

E

Thank you. Okay, um do we need to vote okay, not a roll call, though okay do. um Who is everyone in.

A

Favor of the sabbatical um that is being proposed, all in favor aye aye. Any opposed motion passes.

A

Okay: next we have a series of um policies, yeah so, um and the policy committee members.

B

Can feel free to jump in, um but so there's a few quick ones. I would hope, anyway, the.

B

Elimination of pile due process policy, jace la or ia, is, is in a result of your passing.

B

The policy in january jicd, student conduct, and so it's just a an expansion in one policy of what.

B

Was initially covered here under due process in alignment with uh current and updated rsas, so we.

A

Totally eliminating this yeah as the school board association would recommend. This can be eliminated.

A

And we vote separately on this one correct. I just copied down the ones that paulette said.

A

We could do together, and this was not one of them, so I think this we have to vote on something the.

B

Next, two together and they do it and okay, that's what that's what I wrote down. Sorry. Can you just.

D

Remind me so this this can be eliminated because it's been replaced with what was the other policy.

D

J-I-C-D-J-I-C-D, thank you. Okay, do we have emotions? I move to eliminate the policy. Okay, ann walker,.

A

Second, second, by liz all in favor, aye, aye aye any opposed motion passes and we could take the.

B

Next, two together uh they're for single reading, which is uh indicative of the fact that they're.

B

Very small changes in the policies um policy, ebv, school safety and access to school buildings.

B

During the declared pandemic, qd are both minor changes in updating, and I think in terms of the.

B

Looking at again, alignment with the current rsas in terms of school safety and different protocols.

B

And then access during the pandemic trying not to create a situation where we have to constantly.

B

Change policies: every time we get different public health guidance, so I think we're trying to refer.

B

To just language that would refer to the most current health guidance. Okay, any questions, liz.

A

um So I, uh after reviewing these two, the access to school building story and declared pandemic, looks.

J

Fine to me, I don't know if I I had tuned in on the phone for the last policy committee meeting, so I.

J

Don't know if school safety was reviewed, but I just want to point everybody's attention to.

J

The first uh paragraph, and then the number one it's the the language- is sort of.

J

What's the best word here, I was going to say botched, but it doesn't blend well. So it's it's.

J

It talks about um in number one. The last sentence is it's procedures that address.

J

The supervision and security of school buildings and grounds- and it's probably to say something.

J

Like it will consist of procedures, and then you know end that sentence with including the.

J

Following because then the procedures and then the things that are needed to be included are listed.

J

From two to fifteen, um so I think the first paragraph needs to blend in with the.

J

Number one needs to blend in with the first paragraph there and uh and then so yeah so.

J

You know, procedures that address, it probably should be. Will address, procedures will address.

J

And then, at the end, um we're talking about the the district crisis, prevention and response plan.

J

um uh I have a comment about that when we get to the other section, I think we're.

J

We're using various different words to describe whatever district crisis prevention and emergency.

J

Response plan district crisis and response plan, so there's not really a um um we're not on that.

J

One yet consistency there and then number 15. There should be a comma after enforcement, so those are.

J

My comments on um on that one there yeah, I would say in the first instance you I would agree the.

B

Formatting of number one could be shifted to align with what you're saying um and then the.

B

The names of plan some of these are are, as they exist, in statute, for what they're called and.

B

Admittedly, there are different names for similar things in statute, um but we do develop emergency.

B

Response plans that we must submit to the state annually, um and so those titles are consistent.

B

With what we're required to do, um but certainly we can make those those formatting changes to this.

B

Policy yeah, I think that's the biggest thing and then when we get to that separate section about.

J

The crisis plan there's like different names of cons. You know I understand, there's different.

J

Names or different plans, but I think the overall plan that we need for the district is in that.

J

Separate policy that we're about to go toward um has it in various um ways of saying it, so we.

J

Can address that but yeah the first paragraph I would. I would like to see a change on that.

A

So do you want to table these all till the next meeting? um If ebb, I think those were.

B

Minor formatting changes too yeah; okay with those changes; yeah, okay, so you're talking about ebb and.

A

Qd yeah: okay, eb still talking about those two okay, still photos yeah. So on ebb, um the opening.

D

Paragraph talks a lot about effective learning and teaching takes place in a safe, secure and.

D

Welcoming environment that schools, safe schools contribute to improved attendance, increase student.

D

Achievement and community support, but then, when you look through the 1 through 11, it's really.

D

Talking more about physical means of safety, I would love if we could tie back if we're going.

D

To talk more generalized safety for students in a classroom and in student achievement.

D

I think that is around mental health safety, for students in a classroom and safe environment.

D

I know we have a respect policy and some other policies that reflect that. So I don't know that.

D

We need to add a ton of language here. If maybe we can just reflect as we have with the ebcd.

D

Policy and in statement 5 or the ev policy and statement 7 if we can refer to those policies.

D

I'll leave that to the policy committee how best to, but I think we just need to broaden.

D

When we're talking about school safety, the paragraph I feel like the first paragraph.

D

Really takes on the embodiment of embodies school safety for students as a holistic.

D

View for student safety, whereas one through 11, really only talks about their physical safety.

B

And with that level of editing, I think we may want to bring this back to the.

E

House and bring it back: okay, so we'll bring back ebb, but we can vote on qd, correct, okay,.

A

Oh, I'm sorry lisa and it's quick and since we're not gonna.

G

Do this vote tonight it can go for later, but I was also curious around the safety, whether we.

G

Need to take a look at it and the way that we're looking at all of our policies from an equity lens.

G

Because there's not a lot of language in here and maybe this isn't the place. I don't know where.

G

All of those policies are, but it occurred to me if we are talking about you know, bullying.

G

Or discrimination I mean, I don't know if there's any component of this, it needs to consider whether.

G

People who have any type of difference are being made to feel safe and respected within the school.

G

Community, maybe that's not part of this policy, but that would certainly be part of the bullying.

B

And policy right that goes: does that go to our harassment policy or is that only sexual.

D

Harassment steve or do we have a harassment policy, that's beyond sexual harassment or is that in our.

B

Respect so it would be your bullying policy, um oh yeah, right, yeah, okay, okay, sorry, anyone else.

E

They're, all in the same letter, do we have a motion to approve access to school buildings during.

A

Declared pandemic, which is qd, do we have a motion to approve kerry? Second, second liz: all in favor.

A

Aye aye any opposed okay motion passes and we will bring back ebb school safety. Just one comment: lisa.

B

What you're saying policy j-I-c-k is pupil safety and violence prevention, and that would be where.

B

I think sorry, I thought I'd see that somewhere and then I was looking at this thing. Where is it.

A

Okay, now we have a block ebca, jca, jl and jlca. We can approve all of those at once, but obviously.

A

We had uh what did you say? That's first of all, oh yes, this is the first reading, yeah, okay,.

A

Are there any comments on any of those? Should we start with the crisis prevention.

A

And emergency response plans: yes, liz! um Yes, so this is where the language gets.

J

It's not consistent, so we talk about a district-wide emergency operations plan and then.

J

There should be an emergency response plan for each school and then that's in second paragraph.

J

Those two things and then in the one two three fourth paragraph down the bottom.

J

It talks about the district crisis and response plan sort of gives the title.

J

There and then we also said this site-specific emergency response plan, so the site, pacific, one.

J

Stays the same, but the district crisis and response plan we're sort of going back and.

J

Forth between district crisis and response plan, district emergency operations plan.

J

So- and I think there's another one that goes into this too, uh is there anything.

J

Or is it just this one and then yeah the prior one we talked about was a.

J

And the other one says, district crisis prevention and response plan was in the.

J

Safety school safety, one that we tabled, um so it sort of goes around. You know the title is crisis.

J

Prevention and emergency response plans, so there's just you know, I guess the from a legal standpoint.

J

Just having a if we're having a district-wide emergency operations plan and that's what it's.

J

Called then, let's call it that if it's going to be called a district crisis and response.

J

Plan, unless these are all totally separate things, I just think we have to sort of define.

J

And keep it consistent throughout. um You know what the district plan title is and what you.

J

Know, obviously, the emergency response plan at each school has its own title, um but we need.

J

To for clarity purposes, give it its own title and then a couple other type, just a couple. Typos on.

J

This one, the superintendent in consultation, the second paragraph, the superintendent in.

J

Consultation with appropriate personnel, um comma and encouraging legal authorities, I think there's.

J

Just too many commas there um and then last paragraph the plan established protocols for.

J

So I think it's supposed to be establishes protocols. It's the sorry one, two three four.

J

uh Fourth, fourth, paragraph: in the middle, it says: emergency response plan established protocols.

J

um And then the superintendent will develop an administrative regulation that ensures.

J

The effective development information implementation of the district's plan- I.

J

Guess I was wondering what the administration like what is an administrative regulation.

J

Like what is like, what is that, I guess so yeah it would be a protocol that would be developing, but.

B

Yeah to your point, liz, and- and we can um take this back and before we bring it back for a.

B

Second reading and see how many of those names are necessarily distinct and how many we can combine.

B

Because I agree with you: it's it's multiple names for the for much much for the same thing, so we'll.

B

Go back to the school board's model policy and any other necessary entities to make sure we can be as.

B

Consistent in the naming as we can so I had I had some comments on this one, but.

D

I'll just send my comments to the policy board considering the time tonight, um but I did find it.

D

Not an easy read, so I would like it to be revised, so something good.

A

Now that one, we will still approve for first week reading and bring the.

B

Comment: corrections back for second reading; okay, how about the next one jca.

A

Change of school assignment, best interests in manifest hardship and just to set this.

B

One up a little bit: these previously were two different policies based on two different criteria:.

B

Based on the school board's model policy, as well as changes in the rsas, they are.

B

Recommended to be combined and best interest is typically a lower threshold for decision making.

B

For a school assignment and a manifest hardship is something that would.

B

Typically be brought to the school board and in the case of a student who's requesting to go to.

B

School in another district, for example, because of hardship they have in their current district.

A

Any comments on this policy liz um a so we have um well first from a formatting perspective. I.

J

Guess um we go, we have section a and then we have section a one and then we have section a one. One.

J

um And in section a one one, um it says described in number four below, but so is number four below.

J

The number four under one or is the number four under two or so I think we have to change the.

J

The set up, so it's not a one one in and likely- is or should be something similar.

J

To what is in down below this, is you know, page 127 of the packet in b it says, there's a site to a2c.

J

So I think you know, usually you can go back and forth between letters or.

J

um But as far as a11 we shouldn't be, we shouldn't be doing that um and then on the under a um it.

J

Says the first paragraph there says district 2, a a another class, so there's just an extra a there.

J

Number five under number one procedure it says deems appropriate instead of deem appropriate.

J

I can also send in my comments here, but I guess the uh the other question.

J

I had about this because it is the first reading and we can approve with edits.

J

Is that first, you know I'd like to see best interests a little bit more clearly defined.

J

um I know there is um some you know section about it, but I guess I would like more of.

J

A definition section like some of the other sections um and then.

J

Number: two: okay: so if we go down the page right, um a1 is procedure, a2 is finding reassignment.

J

Is or is not in best interest uh number two, two or sorry. I don't know a two two. It says.

J

This finds it is in the best of the interest um there, um but I guess I I I can send the typos.

J

Over, I guess my question is um reassign, so we're talking about assignment out of the district.

J

We're talking about.

J

I guess the one thing I want clear down is that we're talking about an approved private.

J

School, what's the difference between an approved private school and a private school, and so I guess.

J

I wonder if, if there should be more clarity around what constitutes an improved private school, I mean.

J

Is the approval that of you know somebody bringing forth a private school? They want their kids to.

J

Go to and then us or the superintendent approving it and then therefore, then it becomes an approved.

J

Private school, or is there some sort of list of approved private schools that don't include.

J

Parochial schools or something to that extent it is a it is a list for the department. Okay,.

J

Yeah yeah, so I guess there's just um a couple: uh formatting there.

A

Yes, carrie um first, a comment: the equity component of like readability like these are.

F

All 13 13 years of education needed to- and I mean I think it's so challenging with legalese.

F

But I think some of these clarifications can help. I was just curious on the context for this.

F

Policy and where it's coming from.

B

Yeah primarily, uh some of the recent changes in the legislature in terms of some of the rsas.

B

Related to choices, school choice, school assignment, etc, and, and so again it's not coming from any.

B

Local urgency necessarily to define thanks. Okay, um so can we approve first reading for these.

A

Policies and then we will edit them for a second reading. I think we have two more to do.

E

Oh okay, we have two more to do jl and jlca, and can I just make a request that we update the dates on.

D

Our policies as well, please, like this one says approved september, 14 2020.. So when we approve.

D

A new one steve can we we do yeah, okay, so so this will show you the last date. It was okay, okay, so.

H

We've, just I'm sorry, jlc cja, okay, that's the last one: emergency plan for sports, related injuries and.

A

Additional protocols for athletic participation, so this is a new required policy, and so all it does.

B

Is compel us to create a sports injury emergency action plan and we will only call it that.

B

um Well, it's also the plan okay, um but uh so uh uh our athletic department has already developed.

B

A draft for the high school which we are using to um replicate uh as appropriate for each of the.

B

Schools uh and um so that's a process that I think we have until july, if I'm not mistaken, to actually.

B

Have those plans in place, but this policy would just give you that directive and timeline to do so.

D

Yes hope steve once that policy is um established. I'm sorry once that plan is established, how.

D

Will that be communicated out to um parents of sports students yeah and in each of the seasons.

B

We would put this through. It also relates not just to sports, but to physical education and.

B

Etcetera, so it will be widely, I don't mean you'd put the policy through. I mean the planet itself.

B

So when okay, you would yeah that would and the countries see that appropriate teachers.

B

Need to be trained right. Okay did you who had a question over here lisa, really quick.

G

But is there a separate component or a separate policy that deals with ac return to academics.

G

Yes, um we have a concussion policy that does only the concussion policy. I think that's the.

B

Only policy right now that doesn't have declared okay a lot of times. That's done through a 504 plan.

A

Okay, do we have a motion to approve these for first reading and bring them back with edits.

A

For second reading, those that need um editing, okay and is first lisa, is second all in favor.

A

All any opposed okay passes. Okay. The next item on the agenda is the consideration and approval of.

A

The superintendent contract and I feel I am still learning how to be the chair of the school board.

A

But I realized and I whispered to margo. We cannot do this tonight because we.

A

Don't have it in our packet, it has to be a document that the public is able to see and.

A

I didn't do that. I forgot well, I didn't forget. I just didn't occur to me that I had to do it.

A

So we're going to have to table this till our next meeting. Okay, is that, okay, with.

A

Everyone- and I apologize- that's my error, and hopefully there won't be too many more of those.

J

I don't know if we can just make a note that if we need to have a meeting prior to our next meeting.

J

Then we can go ahead and schedule that too, if necessary, if it's necessary. Okay, I lost my agenda.

A

Oh yes, consideration and approval to establish a blue ribbon committee. um Counseling andrew.

A

Bagley notified me and hope, and I don't know if he talked to anybody else, did he talk to you lisa.

A

I think I'm there too yeah. Oh, oh, okay, right it was. We were there at that sr. Meetup.

A

He is requesting that the city council established a blue ribbon committee to provide strategies and.

A

Programs for citizens in our community to deal with the negative effects of covid, so he was.

A

Just seeking the support of the school board, so I don't think we need to take a vote. We just need to.

A

All agree that we would like to support his effort. The city council had a meeting last night. They.

A

They decided that they would hand it over to the city for the city to come back and say how they.

A

Would like to have that structured and how they would fund it. um I said to andrew: I don't think.

A

The school board has any funds to provide for this, and he said: don't worry about that. The city will.

A

Do that so he would like to invite non-profits to be involved with this. He would like a library.

A

To be involved, crossroads house families, first, the school board, the police department, the fire.

A

Department, he just wants to get everybody together to come up with some strategies and programs to.

A

Deal with the effects of kovid senior citizen, I mean there could be some senior citizens that have.

A

Some um issues they would like to deal with regarding covet, so um I, if no one has any.

A

um Caught in any issues, I think we can go ahead and tell him that the school department supports.

A

This effort, I think he will probably look for one or two school board members to be on his.

A

Committee, so if anybody is interested in that, let me know, um but he feels.

A

Strongly that he can develop some strategies to deal with this and.

A

For the entire community, so it's kind of exciting. Next we have committee updates.

A

Does anybody have any committee updates.

A

Any portsmouth 400 birthday updates kim yeah. We did meet um george. Was there we're mostly.

K

On zoom, um so I guess um basically we're kind of plowing ahead, organizing things really focusing on.

K

Getting the oral histories together, I would say: that's our number one focus at the moment.

K

We have two great students um we have julian richards and mylon pinto, who are really heading.

K

The charge- um that's that's where we are we're focused on one chunk. We meet monthly and I think.

C

Our next meeting is like march 16th next week and um focusing on the oral history force. First.

C

There's an there's a um a digital interpretive trail that we've spoken about, that that might come.

C

Up next in but starting with the oral history, so it's a good blend of kids and adults, but.

C

Also, I will say shepherded by two very strong porsche high school students, yeah they're great.

K

And there's a lot of ideas for like different ways to do the walk that george is talking about. So the.

K

Other groups can get involved like art. We talked a lot about art.

K

um And and having places where the art um department and kids can get involved so.

A

Very good we're proud of our involvement of our high school students. That's wonderful!.

A

Thank you kim anyone else. No one else went to a committee, I mean I could do the futures.

J

Update yeah, I guess um we had a meeting in january, but obviously we've been doing.

J

Budget and we've had a lot of meetings are on budget, but we have their next meeting in april.

J

6Th and at the january meeting we had talked about partnerships with elementary schools and.

J

How to sort of get futures in the minds of folks as early as possible? And you know, opportunities in.

J

In middle school to expose kids to future, so if there's any ideas.

J

From the board or the community about how to get the word out about futures or get folks.

J

um In the in the midst and the lengths of futures um before they hit high school that'd be great.

A

Thank you. Anyone else kim I'm just going to add one more thing and um lisa. You were.

K

At the sustainability mayors, with your eco club yeah, um so a couple of things on that.

K

um I know they were working on their community action plan, which is about doing um like solar.

K

Or like community energy- um and I don't know how far they got, I thought they were bringing.

K

That up last night at city, council yeah, I did go to the city council and as far as I.

G

Tuned into the meeting there will be budgeting to put out an rfp to get started on developing that.

G

And there separately was a proposal from that committee to do some electric car charging.

G

Stations at a location to be determined down the line, um and that also was approved last night.

G

Those eco club, kids are pretty phenomenal and smart and I've only been to one meeting. So I.

G

Don't have a lot beyond that to report, but it was an impressive group of kids.

K

And along those lines, um I we have a student, gabe, weinbride um and he's taken up this initiative.

K

He's an avid skier and he's working with a professional in the community they're going to.

K

Have a information about winter sports and how climate change is affecting it.

K

So it's open to the community. It's at the portsmouth public library on march 24th.

K

But there's a small documentary to show and then there's going to be a discussion and he's.

K

Been great leading this charge, so anybody who's interested in winter sports hockey, snowboarding.

K

Snowmobiling, skiing, whatever it is, and how climate change is maybe affecting that should come.

K

And you don't have to register, you just come with a mask because the library has a mask. Yes, anyone.

A

Else: okay, we'll move on to the next item, which is adopting city council policy around public.

A

Meetings during religious holidays do we have an update? um Oh it's a follow-up item. I think we're.

B

Just monitoring that they're waiting for them to determine what holidays are going to be okay, I.

A

Know I had a conversation with our city, um kelly, barnaby city clerk, and she said she would let us.

A

Know so we'll keep everybody informed on that. Okay, future agenda items. Yes margo! Can we just note.

H

That they, um the request of the flow chart for the courses at the high school, make sure that we.

H

Release that publish that I don't know what what language to use for that. But.

H

That it sounded like that scheduling is happening now. There's still some.

H

Questions so if we could just get it out or set a webinar up, I think that would be helpful.

H

Right, I I would recommend just having kids, maybe a webinar over a flow chart, because, as.

D

George said everything's not tidy to be able to go in a flow chart at the high school.

D

um And I would say this week because this is when everybody's looking at it all right. So this this.

B

Isn't really a future agenda item? This is no no follow-up. I'm sorry! I was on the follow-up still.

A

Any future agenda items, if you think of something you'd like on the agenda, just let.

A

Me margo steve, know and uh we'll be sure to get it on upcoming events.

B

On our events, calendar you'll find them, and I think there are some it's music month. So there.

B

Are some music uh concerts? I know coming up next week? Okay, okay, so I guess that's! It um do yeah.

A

Do we have a motion to adjourn hope? Second, second, liz. Okay, thank you, everyone! Thank you. We adjourn.