City of Portsmouth, New Hampshire School Board, 11 Jan 2022

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1.11.2022 School Board

A

She sent that to me, like I don't know just this afternoon, she's going to.

B

Be presenting it to the board, but we'll talk about it later.

C

In the big leads um nancy yeah.

D

B

Did my daughter deliver money to you.

E

Welcome to the january 11 2022 school board meeting we have a new school board.

E

That we would like to all introduce you to tonight. I would first like to acknowledge.

E

At our inauguration ceremony last monday night we have the portsmouth high school band, perform, live.

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Outside in the city hall, parking lot in the freezing cold temperatures and they were awesome.

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So I just want everyone out there to know that we're very proud of our portsmouth high school.

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Band as well as many other things that our school students do, but it was just wonderful to have that.

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Be in there when we were all being inaugurated in the sub-zero temperatures, but it was a wonderful.

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Ceremony, it was a wonderful ceremony, I'm nancy novel in clayberg, I'm the chair of the school.

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Board and I'd like to introduce margo peabody who's, the vice chair of the school board, and she.

E

And I are a team we're working closely together to be the leadership of the school board for the next.

E

Two years, so I'm delighted to work with margo um margo's going to introduce all the members of the.

E

School board great, so I'll start all the way to my right. We have new member elizabeth barrett, hi.

C

There thanks so much next to her is lisa rappaport, hello, also new member seasoned, veteran anne walker.

D

Moving to my left, we have hope von ups, brian french, returning kerry, nolte kim mcglinchey is.

D

Our teacher rep and nick dolan is our student rep, and I would like to introduce our superintendent.

E

Steve zedgeveg he's been our superintendent for several years now, so welcome steve and.

E

Our assistant superintendent, george, shea, it's wonderful to have george back and unfortunately,.

E

Nathan looney, our business administrator, is not with us tonight. um He will join us on the zoom.

E

As well as pip clues, who is a returning school board member, she will join us on zoom also so.

E

Welcome everyone and we will get the meeting going with the roll call. I think you just did the role.

F

I'm calling everybody here: okay, all right! The next item on the agenda is.

E

The pledge of allegiance, so if everyone could stand we'll, have the pledge of.

E

Allegiance of america and to the republic for which it stands.

E

Okay, next item on the agenda is the acceptance of the minutes from the december 14th regular meeting.

E

To approve second, um will the new members vote on this? uh They will, I suppose, without them. Okay, if.

E

The new members don't mind: you will abstain from this because you were not board members. Yet, okay,.

B

Okay, steve: we have to do roll call, because we have pip on zoom uh liz barrett.

F

uh Lisa repliford.

B

F

Ann walker here I'm yes,.

F

Argo peabody, yes, nancy kleber. Yes, pope benefits; yes, ryan, french, yes, uh kerry, nolte, epstein,.

E

Okay, the january 4th organizational meeting minutes. Do we have a motion to approve those.

E

Minutes vote to approve second, okay: um I guess we have to do the roll call and the new members.

E

It's definitely good photos, yes, uh liz barrett, yes, lisa rappaport, yes, pit clues, stain, ann walker,.

F

Yes, margot peabody, yes, nancy kleberg, yes, pope van impe, yes, brian, french, yes, carrie, nolte, yes,.

E

Okay, thank you. Everyone next on the agenda is public comment. Do we have anyone in the.

E

Audience here that would like to speak no, how about anyone on zoom george, if you're interested.

A

If you're interested in public comment on zoom just raise your hand and we'll have you speak okay,.

A

Thank you thank you and we do have one. We have uh kirsten style camp, so one sec, here's person.

E

Okay, now, if I can just remind everyone, um the rules of the public comment, are you have three.

E

Minutes to speak, um we will remind you when you get close to the end and also.

E

We need to have your name and address for the record so kristen. Are you ready.

B

I'm ready thank you. This is kirsten stahl camp, I'm at 565, fw, hartford drive.

B

I would like to talk about the safety of the bus stops.

B

There are two bus stops that have been added this year. That, I believe, are new. One is the corner of.

B

Elwin road and harding road and the other is route 1 and hoover. I sent the board a graphic.

B

Kind of a map of the elwynn and harding bus stop with the red dot being where the bus stop is.

B

This intersection is extremely dangerous. You have blind s, turns.

B

At the end of harding, going up towards elwynn and then in both directions: traveling along elmon road.

B

Are blind quarters that lead downhills? There are parking areas along elwin road, where people access.

B

The urban forestry center trails, where cars are pulling in and out during heavy traffic times.

B

In the morning of people going to work going to school.

B

The kids are being asked to stand on this corner. There's no sidewalk.

B

There's no crosswalk, there's no shoulder to the road right now the ground is covered with snow.

B

So, in order to not stand in the road, the kids have to go over the icy snow bank and stand in the snow.

B

Every parent I've spoken to says that this intersection isn't even safe for cars.

B

I know a lot of residents, don't even go out this way, because it's so hard to pull out onto harding.

B

Or, or onto harding or ellen road, whatever direction you're going.

B

The same is with um the route 1 and hoover intersection.

B

There are sidewalks for some of the way if you're coming from the woodlands towards route 1.

B

But then, when you get down to the end, where route 1 is in order to wait on the sidewalk, you have to.

B

Cross hoover towards that new apartment complex to stand on the sidewalk there's no crosswalk there.

B

That's an extremely busy road cars traveling way too fast. You have the document parking lot.

B

On one corner, where people cut through? Because if you are on hoover trying to make a left-hand.

B

Turn onto route one you're holding up people behind you, because it's such a hard turn to make.

B

That people will cut through that parking lot. So we don't want kids waiting in the parking lot, but.

B

Also to wait on the sidewalk on the other side, they have to cross a busy intersection with no.

B

Crossing guards kirsten, you have 20 seconds left kirsten 20 seconds. Sorry, you have 20 seconds left.

B

Oh okay, um I would love to see these bus stops eliminated and also we no longer have our bus.

B

Stops in the woodlands which we would like to get back the school districts asking the kids to walk.

B

Three quarters of a mile and farther to these new bus stops, which means traveling in the cold.

B

For longer being subject to busy streets, cars traveling too fast distracted drivers.

B

I think that's way too far for kids to walk these roads. Don't have. Thank you.

E

Very much your time is up. Thank you very much. We appreciate you taking the time.

A

I see no one else in the zoom audience. Okay, the public comment session is closed.

E

Now we will go to special presentations, we have two items: the futures and our budget, so steve.

E

Will begin with um the presentation about futures nancy? Yes, um when we had spoke previously, you had.

C

Mentioned having an opportunity to address public comments, possibly yeah after public comment and.

C

The bus stops was something I wanted to address. um I did we're gonna do that later on in the meeting.

E

Okay, we have it um so that it will be addressed later on in the meeting. Okay, all right, thank you.

E

Thank you, liz yeah, so I I would like to introduce our new futures coordinator. Jenny tuberski is with.

F

Us and uh jenny is uh again new to us this year um and I'll. Let her introduce herself a little.

F

Bit and tell you a little bit about the futures program, I know many of you are well aware of.

F

Its intent, its purpose, its success, and some of you may not be so I figured jenny, could give you.

F

A quick overview- and I would also call to your attention later in our agenda- you have two items.

F

The futures is sort of guided by the futures advisory board, which is one of your committee.

F

Assignments, as you may know, and that board essentially does not have the authority to.

F

To make certain decisions change to their bylaws and approval of new members, so they make.

F

Recommendations that come to you, so you have two recommendations from the futures advisory board.

F

One is for two new board members, and the other is for some changes to the bylaws of futures.

F

And so, if you have questions while jenny's here you by all means you can feel free to ask them.

G

Thank you so much good evening. Thank you for inviting me to speak tonight. My name is.

G

Jenny tyburski I'm the program coordinator for futures. I was born and raised in portsmouth. I.

G

Actually, mrs walker was my fourth grade teacher. I'm proud graduate of dondero portsmouth middle.

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School in the high school and I'm thrilled to be back working in the portsmouth school system,.

G

Though most are likely familiar with futures, I did just want to start with a brief history.

G

Of the program for those who may not know futures was established in the mid-1980s by.

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Local businessman and philanthropist joe satelli, mr satell's vision, was for a program that would.

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Provide both mentoring and financial assistance to those who aspired to pursue higher education.

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But lack the necessary resources with the first graduating class of 1993, mr satell's vision.

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Was realized and the futures program was born. Currently we have 24 high school students actively.

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Engaged in the program each month we meet by grade level to discuss a different curriculum related.

G

To college and careers, the curriculum was actually created by a futures alumni. She allowed me to.

G

Identify her her name's hannah allen, and she this was part of a summer internship that she.

G

Had with futures she completed this past summer, she's about to start her final semester at unh.

G

And she has plans to continue on to earn a master's degree in education. The curriculum is.

G

Fantastic, she did a great job, so I'm very grateful to her for her hard work on that, but to give.

G

Just a brief example of, what's included in the curriculum for the month of january, the freshman.

G

Class will be discussing different paths in college, so associates degree, bachelors masters, etc.

G

The sophomores we met today they are working on writing sample resumes to go alongside the cover.

G

Letters they had worked on in november. The juniors will be meeting with current high school seniors.

G

To talk through the college application process and ask questions about that, and these seniors.

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Will be going over various local scholarships and that they may be eligible to earn and how they.

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Would go about applying for those scholarships, so the primary focus of the curriculum is always to.

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Offer mentorship and to ensure that all students have the knowledge and confidence to successfully.

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Navigate college once they're admitted so at this time we currently have four freshmen. We have seven.

G

Sophomores we have seven juniors. Excuse me six juniors and seven seniors. One of our seniors has.

G

Actually already been accepted to three colleges, so that's very exciting, um and as of now, we have.

G

21 college students who are all at various levels of completion in their degrees, given the nature of.

G

The last few years and the rapid shift to remote learning our college students have really proven.

G

To be extremely resilient, we have students kind of all over the place we have students at unh.

G

Great bay community college, arizona, state lakes region, community college, babson, endicott.

G

Bates north shore, community college syracuse university of montreal rit, unc and hawaii pacific.

G

University, we're anticipating at least six college graduates this year, which is really phenomenal.

G

Considering the hardships of the last two years, and we have students who are also planning to.

G

Continue on to a master's degree, either straight away or within the next year after they graduate.

G

We also do currently have a futures alumnus, who is in medical school, so very impressive. um I was.

G

Reviewing the alumni statistics that were compiled by our previous coordinator, amy bernger, and it.

G

Struck me that futures will graduate this year, its 30th high school class in 2022. So considering the.

G

Fact that many of our graduates from the program attended college and entered the workforce prior.

G

To the widespread use of email or the internet there, it may actually be more futures alumni who.

G

Went on to complete a degree than we're aware of so compiling an accurate and updated alumni.

G

Database is something we're actively working on, as we have more students that graduate as well, but.

G

If anyone sees this or is watching this and is a futures alumni, please email me, so we can add.

G

You to the list, but based on the knowledge and information that we do have from 1993 to 2017.

G

224 students started the futures program from 1993 to 2017 170 of those students.

G

Continued on to start college and of those 170 students, 110 have graduated from college, so.

G

That gives futures overall a 64 graduation rate and the national average is 60.4 percent.

G

So considering the fact that our students are first generation college students that makes.

G

This statistic even more meaningful our students, who often have considerably more barriers to their.

G

Success are graduating at rates above the national average. This is a testament not only to the.

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Hard-Working and dedicated nature of our students, but also to the importance of this program.

G

Alongside mentorship, futures has also been able to provide more than 2 million dollars in award.

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Funding to students over the past 30 years, the generosity of local businesses and individuals.

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Continue to allow futures to provide significant financial support to students and, within the last.

G

Two years we also began fundraising efforts so starting with giving tuesday in 2020 and then.

G

Followed by participation in new hampshire gives this past year and giving tuesday 2021.

G

We are really continuing to explore what other fundraising opportunities.

G

Could allow in terms of financial support for our students and with the support and direction.

G

Of our advisory board, I'm really excited to see where these opportunities could take features.

G

We are also excited to welcome two new advisory board members pending school board approval.

G

James fahey is a 2014 graduate of phs and 2018 graduate of unh james is a futures alumnus, so he.

G

Will offer a very unique perspective and we're really looking forward to his insight. As we.

G

Continue to explore how to expand the program to support more students within the community.

G

Liz nickerson will also be joining us on the advisory board and we're excited to have liz.

G

Joining us because she is one of joe sautell's granddaughters, so she is deeply connected to.

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The program and her family history with futures, as well as her interest in supporting continued.

G

Fundraising, efforts and alumni networking will be really huge assets to our board.

G

And finally, I want to thank the school board for its supportive futures and our students.

G

I believe it's crucial for the longevity of the program to continue to have a school board member.

G

Actively participating on our board, so we appreciate those who have served and will.

G

Serve in the future, thank you for your time and I'm happy to answer any questions you might have.

E

Does anyone have a comment or question yes, based on your description of.

H

The freshman sophomore engagement, I'm just curious if there's opportunities for folks to be engaged.

H

In the program later or if they all have to sort of be identified in freshman year, yeah, that's a.

G

Great question or what? If someone's, sort of kind of coming about in their junior year and is really.

H

Passionate, and can you support absolutely so the way the process is right now? Is we do a selection.

G

In the 8th grade year at the middle school, and then we also do another selection process in.

G

10Th grade sophomore year, so that's our way of trying to find students who maybe their family.

G

Circumstances have changed so they maybe weren't financially eligible before, but now they are or.

G

They weren't necessarily mature to the point where they really were focused and dedicated toward.

G

Higher education in eighth grade and now they're in 10th grade, so it's a little bit closer a little.

G

Bit more imminent, um I don't think there's any reason why we wouldn't consider a junior if the.

G

Circumstances were right and we were able to support that student and we're kind of in the.

G

Process of talking about what the the application process will look like in the future, so.

G

Thank you so much for the presentation and all that information. Thank you yeah. My pleasure.

G

Liz excuse me: is there a reason why there's only four freshmen uh versus like the seven or.

C

Six before is that dependent on, I mean obviously there's qualifying factors, but is that dependent.

C

On um uh monies available, or what is it, and also, I guess to follow up? What is the you know what it.

C

What does futures currently provide for funding? Is it? Is it still full funding or uh where, where.

C

Are we at yeah that's a great question so in terms of the number of students in each grad grade level,.

G

It honestly really depends on the applicant pool, which unfortunately, has been smaller and smaller.

G

So we're really working to try to get the word out as soon as possible to the schools and just make.

G

People aware that we're here and that we're here to help um in terms of the funding, starting with.

G

This graduating class in 2022 futures awards each year for students anywhere between fifteen hundred.

G

To five thousand dollars, and that goes toward um unmet- need based on federal financial aid. What.

G

Their estimated family contribution looks like, as well as any local scholarships grants things like.

G

That, and as far as recruiting I mean so, it's an applicant pool, so is there active recruiting in.

C

I believe so I was in the futures program and I unfortunately had some circumstances with sports.

C

Injuries and whatnot, um where I I ended up, moving schools and didn't come back into the program.

C

um And so I've heard that that barrier has sort of been taken away, but I guess I'm wondering I I.

C

Believe that I was scouted out to some extent because of test scores in maybe seventh grade.

C

Is that still happening so um the middle school teachers? Obviously I'm new. This is only my I'm.

G

Only three months in so I haven't gone through the eighth grade process, but my understanding is that.

G

Middle school teachers are huge um advocates for our program at the school which we are.

G

Extremely grateful for they know those students, they've seen them come up. Sixth, seventh, eighth.

G

Grade so they really are the ones who are speaking to you know academically what students are are.

G

Capable of and if they feel like they'd, be a good fit for the program. Unfortunately, the financial.

G

Aspect is not one that is, you know, knowledge to everyone. So that's something where the families.

G

Would really need to be aware of the program and what our financial ranges are for acceptance.

G

And really kind of work with those families as they identify themselves. Okay and my last question.

C

um As far as the 30th year, I mean that seems like a great opportunity for some sort of promotion.

C

Is there anything that the board could do or have you thought about anything? As far as you know,.

C

Using that to some sort of advantage to fundraise yeah absolutely so we definitely are um this. Last.

G

Year was our first year in terms of fundraising efforts and really kind of putting that forth. So.

G

I think this year, um you know, with the help of the advisory board, we're really talking about what we.

G

Can do to leverage past fundraising success to this year, um so that's certainly something that.

G

I believe the board may be the advisory board of futures may be looking to create a subcommittee.

G

To that effect, but you're absolutely right, we should leverage the 30th year. That's a great idea.

G

Thank you. Yes, margo um thanks. Jenny yeah, always super helpful. um Liz was getting at this, but.

D

My follow-up is: is there a max capacity to the number of students futures can support? Are we at.

D

Capacity or is there um that's a great question, I don't believe there's any set max capacity.

G

But for us typically, what I've seen over the past few years is that seven is kind of the max.

G

Comfortably to be able to not only financially support students, but also the mentoring one on.

G

Being able to kind of balance that one-on-one with the group.

G

um So seven is really the max that we're seeing in terms of that, but as you can see, with the freshman.

G

Class for we, that leaves us room for potentially adding three more students as sophomores. This.

G

Year for our sophomore applications, we only had two applicants and we were able to accept both.

G

So um we really will review any application as long as people meet the financial requirements.

G

And the academic and they're well recommended by teachers we'll certainly review the applications.

B

I just have a quick follow-up, if I may um so when you say that it isn't being well communicated. I'm.

B

Just curious, if you can say a little more about where you think the breakdown might be, is it.

B

That teachers are recommending kids and then the families or the students aren't following through.

B

Or I'm just curious if there's an opportunity to do outreach for a particular, you know person along.

B

The way in that process yeah I mean the biggest aspect, is the financial which is not. You know.

G

We're not made privy to um in terms of the family, so we really can just get the word out to everyone.

G

And hope that it resonates with a child or a teacher recognizes that a child might fit into the.

G

Criteria, um that's where there's really that fine line of what? What are we able to know um so yeah? I.

G

Mean I just would encourage talking about it as frequently as possible. I'm going to be working.

G

With the middle school to get hopefully get into classes depending covet how that works, but.

G

To get into classes to talk to students, I'm hoping to bring one of my future students with me.

G

Who's currently in high school, to talk to the students in middle school.

G

To just kind of you know be a motivator so to speak, but yeah. That's it's really just the.

G

The financials are tough to get people to um to talk about that yeah. Any other questions.

E

Yeah, just one more follow-up steve is there any way that we could um prevent.

C

That barrier by using free or reduced lunch or any sort of um I don't know demographics of.

C

Locales or anything that I get, I get that there must be, you know, there's some sort of financial.

C

Piece that the parent needs to fill out a form or do something, and that's the step that we're.

C

Missing, um I don't know, I guess you know is that is that coming up a lot where people you're saying.

C

Hey your kid qualifies and then the parents not following up or well we don't sorry not.

G

To interrupt you, we don't necessarily know if they qualify, because that's the financial basically for.

G

Students to be eligible, um they need to be at 200 or below the federal poverty line. So that's family.

G

Income- and so I the tough thing we're having this year- is that everyone gets free lunch at school.

G

So free and reduced lunch is not necessarily an indicator. People aren't needing really to.

G

Apply for it unless they're trying to get access to other programs or other funds, so.

G

That is really, um I believe that maybe was something that was used in the past. If I'm.

G

Correct steve but yeah I would say liz you bring up a good point, which is um this is a constant.

F

Struggle honestly to to try to break down some of those barriers, uh we have the same thing with the.

F

Opportunity fund that we've established for for students, k-12 and so what we have talked about.

F

That is, is how can we help reduce that? Is there a sort of just a one-time validation? If you will.

F

Because futures is a secondary is a post-secondary program. Obviously the financials matter in terms.

F

Of the fafsa and other other ways, parents have to evidence their financial status to an institution.

F

So those things tie in a little bit, but it's a it's a really important point, one that.

F

We've chewed on quite a bit, and I would say also reiterating the point jenny made, which is that at.

F

Eighth, one of the things the um that we did when we instituted the sophomore selection process.

F

um Was really done because in eighth grade we were seeing, as jenny said, a lot of students that their.

F

Head wasn't wrapped around college at all and even their parents for that matter, weren't necessarily.

F

Keyed in as much and so trying to also educate all parents- and this goes right up to our cte programs-.

F

Everything else, what are those post-secondary opportunities and to communicate those earlier.

F

And earlier yeah- and it's definitely something that we have been talking about and.

G

I'm actually, on thursday, I'm attending a committee to talk a little bit about just different.

G

Opportunities there are in terms of helping families in need within the area, they're sharing.

G

Honestly, just sharing resources, so I'm excited to attend that um through great big community college.

G

So I'm going to be attending that and just kind of hoping to share resources get the word out. We.

G

Had also talked about possibly connecting with portsmouth housing authority to just.

G

Partner with them and maybe get information out into different neighborhoods, so kind of just.

G

Throwing a bunch of ideas out, so if anybody has any and would like to recommend them, that would be.

G

Much appreciated, but thank you yeah. Yes hope I was just thinking.

I

um Maybe there could be a spotlight in one of our many newsletters that we have or something like.

I

That to highlight your work and who you are and be new to the district yeah. I would definitely think.

I

That's something that could be added okay, so that would be great yes carrie um for either one of you.

H

Where is the 200 percent of federal poverty? Where does that guideline come from for the program.

G

uh From the advisory board, okay, I believe that's in the is it in the new bylaws.

G

Or yeah, I believe so it's it's been, um I'm not sure. When the last time it was adjusted, but.

F

That's been sort of the standard, and that was raised to be able to accommodate more.

G

People to be able to have a bigger applicant pool um within this community, so I that's what it has.

G

Been since I've started great well I'd love to join you for the futures meetings as well.

H

um And I'm a faculty at unh just curious if you've had success in getting folks into some.

H

Of the first generation sort of scholar programs, I know many universities have them, um but if any.

H

Of your students have gotten into those that's a great question. I don't know as much about that.

G

Since I am just getting to know, the college students and a lot of them who are at unh are.

G

Close to the end of their program, but I know there is with new hampshire schools, the tuition.

G

I believe it's tuition and fees are ten thousand dollars a year for certain families who qualify.

G

So that's certainly something I'm talking about with the students, but no I'm not familiar with.

G

Those programs, so I'd love to talk to you more about that yeah. I would add terry.

F

One of the things that I think is very powerful about the futures program.

F

Is connecting to these other opportunities, essentially, as jenny does and as her predecessor.

F

Did walking students through many scholarship opportunities, other financial aid opportunities.

F

So that what, by the end of the day when kids are graduating, portsmouth high school, their need.

F

Is lessened to a great degree by the other ways, so that is one of the programs that that I know.

F

We have been aware of, but but you know, grant opportunities other things that a.

F

Lot of these students are eligible for, but often need the guidance to carrying through.

F

Different process, steps of the application. I just have a quick question, any other questions.

E

Yes, I just have one: are you tied in to the college presentations that are going to be.

I

Or that normally I don't know with coven but normally takes place.

I

In the evenings with parents so high school, I'm with the college counselor not necessarily.

G

um I do attend, or I did this year attend. I am college bound day where students apply.

G

To the new hampshire state colleges, but um I am not tied to that. No that tends to be.

G

Usually more where the college counselor will pick up that kind of beginning part of senior.

G

Year and I'll help, students and parents in terms of applying for schools or applying.

G

For fafsa, but really it's more, the second half of the year when their financial aid packages.

G

Start to come in that really will meet a little bit more closely. Yeah I've attended it before.

I

I just was thinking that it would be nice to have you introduced to parents. I know that you.

I

Might work with students, but students don't always communicate with parents on the resources that are.

I

Available to them, or really fully understand that, so even if you weren't there, if they could make.

I

An introduction to the program of a follow-up that it there is one more component right.

I

And how people can get involved? They just think it's it's the audience that you could.

I

Potentially be looking for, if you can't identify it through financial means, yeah yeah, absolutely.

I

It might be a good place to yeah. Definitely yes and then. Lastly, just a a few more are you are we.

C

Still doing futures banquets for the new students when they're um when they come in in middle school.

C

That was sort of a thing of my time. It was, um but I think we pro, I probably had a group of.

C

You know, there's probably a larger group than what's coming in now for the grade.

C

um But it was kind of like a nice thing. It was sort of you felt it felt important.

C

And so I guess I just wondered if that was still happening, yeah, obviously with covid, probably not.

G

Yeah, that's what I was just going to say to the best of my knowledge. It hasn't been happening.

G

Most likely due to covet um okay, so that's more of a coveted issue than a overall or I believe so.

G

Yeah, I all I know is from you know when I started, which was at the end of september, so I started.

G

Kind of hit the ground with the current freshman um and then I started working newly with the two.

G

Sophomores that were accepted in mid-november, so I haven't really gone through the process.

G

Of eighth grade meeting them introducing them to the program yet okay, and are these all students.

C

That are just phenomenal in school, or are there, students that are still that are that are fun. Are.

C

Smart phenomenal, but are struggling because I feel like when I was in futures. A big part of futures.

C

Was actually trying to carry these kids along, you know or me and other other students along.

C

And make sure that they were doing well in their classes and check in with them and make sure.

C

Things were going well, so is that still a piece of it or absolutely yeah? Absolutely so we have.

G

As with all you know, any program there's a range of students, and you know their academic abilities.

G

What may be really easy for? One student is going to be difficult for another and vice versa, so.

G

My job is really to just be there to support students communicate with teachers.

G

There's so many softwares that we have available to us, which is great, so I can really keep an eye.

G

On how things are going for students and I'm gradually slowly getting to know the students.

G

It's tough with scheduling, but I've been trying to schedule. One-On-One appointments with students.

G

So that they can get to know me and I can get to know them as individuals so yeah absolutely the.

G

Academic aspect is certainly still part of it all right great. Thank you, yeah any other.

E

Questions, yes kim, I don't have a question. I just have a comment. um The number that you.

J

Said for your first gen college, graduation is super exciting. um You said sixty-four percent.

J

Of national average is 27, oh wow, okay, so I just was looking at the overall collegiate yeah.

J

Nationally yeah, I don't I mean in this region, it might be a little different.

J

But when we think about our equity goals and our our true goal right is to.

J

Not just get them through our system but to have the wheels to carry them through the next level.

J

We know how important a college education is in this world absolutely um so I think that's so.

J

Exciting yeah, I agree, awesome. Okay. I would just like to say that I was on the futures board at.

E

One point and we went to a meeting one month and um the um it was amy at the time she made.

E

The announcement that mrs sotel had passed away and she opened up the bank statement that day.

E

And there was a five hundred thousand dollar contribution that was part of mrs artel's. Will.

E

So she had no idea that that was coming, so that was kind of exciting. um Anyway, the sartell family.

E

Philanthropic kind, loving, wonderful people, I'm thrilled to see one of the grandchildren on the.

E

Board, I think, that's very important. This program is unique in the united states. It doesn't exist.

E

There, it just isn't a family that put together this program and presented it.

E

30 years ago, to a school district, we're very proud of this program.

E

um It's very very, very exciting. For portsmouth now do we include greenland rye newington, newcastle.

E

Okay, I thought we did okay good, so those students are asked to um participate if they're eligible.

E

Yeah- and I just want to say that um if people looked at on um board um committee assignments,.

E

We're proud that liz, barrett and kerry nolte will be on the board on the futures board. Absolutely.

E

So um we'll um let them know when the meetings are, and um I think they'll be too the next one.

G

Have a meeting on the 19th so next wednesday! So if I can get your each.

G

Of your emails, I'll, certainly add you to the list and get you all the documents over.

G

Okay, great, thank you very much. You saw mine. Good luck. Thank you have a good night. Thank you.

E

Okay, next on the agenda, is our budget yeah turn it over to stephen nathan. Yes, nathan is on zoom.

F

And he will jump in george is going to put the presentation up on the screen um this afternoon.

F

I emailed you these slides, so you have them also, and at your place, is the binder that nathan.

F

Will orient you to in a moment in terms of the organization etc? This truly is a draft beginning.

F

This is a particularly exciting year for the budget, with some new opportunities and, of course,.

F

How do we continue to respond to the last two years that we've had, and so I think uh I would.

F

Imagine the discussions in the budget are going to be even deeper and richer um this year. So I.

F

I guess I say that in uh in full expectation that this is a starting point and that this.

F

Will likely change and adapt as this board dives into the budget and discusses priorities.

F

So, of course, as a district one of the things as nancy talks about points of pride, we.

F

Do pride ourselves on a personalized approach to learning in a rich educational environment.

F

That focuses in on the whole child arts, athletics academics into to the point of the futures program.

F

And the goals, and what kim was talking about that? We do graduate students who are prepared, who are.

F

Career in college and citizenship, ready as they leave our system and so um to the budget timeline.

F

In process, this is only to point out that we have well. This is the first time to bring the intro.

F

Budget to you for the last couple of months we've been working on the budget. It starts with.

F

The budget makers and it's not a just sort of pass along last year's budget to next year kind.

F

Of proposition, we have them examine their past spending practices. We have them examine their.

F

Past needs against their future needs and really start from the ground up in all cost. Centers.

F

To what are the needs this year for the budget? So we go through a process of meeting with every.

F

Budget maker, that would be every person in charge of every cost center in your budget.

F

And to discuss line by line what those needs are, what their wishes are and oftentimes.

F

If we had to what their priorities are, because we know there's never a year where we just can get.

F

Every single thing we want so we do need to talk about uh priorities as well, but what you'll see.

F

And I think the board had asked for this is a is a even more unfiltered version of the budget. That is.

F

To say we're going to talk to you about all of the requests that we've received from budget makers.

F

To this point, uh and so just we'll go through the series we'll come back to uh dates and timelines a.

F

Few times, but we're I'm going to be meeting every week for the next few weeks and really diving into.

F

The budget and we'll come back to this at the end of the presentation, but next tuesday will.

F

Be a public hearing, but also our first budget work session and then even in our regular meetings. Like.

F

Tonight we'll take a dive into certain aspects of the budget as well, and that's something that.

F

We can talk about as we set agendas and look at what the priorities for discussion.

F

Are importantly I'll make note that we have two public hearings for the public to come? Talk to you.

F

The first one is next tuesday we usually put one at the very beginning of the process and then one.

F

Towards the end of the process, so the public can weigh in on just overarching priorities and then.

F

Can weigh in on some of the potential decisions the board is making, I would say, the school board.

F

Is unique and having two public hearings for this? So so I do think that opportunity for public.

F

Engagement is there and, of course, those will be in-person and zoom opportunities for the public.

F

I would just call our attention again: we're not gonna, I'm not gonna go through in any great.

F

Detail on the um on the goals but um which one is click forward, uh but the uh as you know, uh all of.

F

Our work is driven by the goals we have. Those are equity, opportunity, community and student wellness.

F

And so those goals, I know we took a deeper dive in our summer, retreat around those goals and.

F

Even discussed some of the budget priorities that could be associated with those goals and yes on.

F

Your school board agenda, in fact, now we're going to try to keep a constant reflection and reminder.

F

On our goals, so you have those on the back of your every. I think every agenda going forward.

F

So some of the data, so we have every year we look at our enrollment trends, because enrollment is a.

F

Key driver for us in terms of staffing, in terms of need not just the numbers of students, but also the.

F

Special populations and other groups of students we need to perhaps put a little more resource.

F

Towards I guess I would give you the highlight of the projection we have, and these come from.

F

Nesdek, the new england school development council, which does school enrollment projections for many.

F

Districts in the region, and uh they would suggest that our population would slightly decrease over.

F

The next 10 years- I guess I would I would put a little cautionary note in here- that this does not.

F

Contemplate development, that's on the forefront perhaps, and in portsmouth. As you know, there is.

F

Some coming forward and exactly how that might impact our school-age population. We.

F

Do interface and meet with the planning director that position has been in flux.

F

This year, but just to try to understand um in the upcoming number of years what developments.

F

Are planned for portsmouth what schools they might impact and keep an eye on those numbers so.

F

So we don't see drastic change from year to year, but we do see this slow, gradual.

F

Projected decrease, if you look at our elementary school population, I would make a note that they.

F

If I go back a year to their projection, they projected fewer kindergartners than we actually.

F

Have this year, so you know again, these are, these are usually the most accurate in the.

F

Closest years and then become less accurate, as you try to take them out to the seventh or tenth year.

F

So um the budget book orientation I'm going to sort of skip this and let nathan come back to it.

F

uh For what your book looks like I'll come right into some of the um the drivers in your budget.

F

Last year, for those of you with us last year, you do recall a major driver for us was a huge.

F

Increase in the retirement contribution rates and those rates are set for every two years.

F

And so we are fortunate that this year there is no change in retirement contribution rates.

F

uh We would expect to change an adjustment next time for fy24 and health insurance also.

F

As I think many of you know, we use a 10-year rolling average of contribution to the city's.

F

Health insurance stabilization fund and that 10-year average last year was 5.4 percent. This.

F

Year is 5.4 percent. Last year we did have a an adjustment at the end of the budget process.

F

Where I think the city council was trying to zero in on an overall increase to the budget.

F

They did end up reducing the health insurance contribution we made by about 170 thousand dollars.

F

So I would make that note, but that's not assumed in this current proposal.

F

So we have some major drivers of the current budget. Staffing, of course, is is a major driver.

F

We have some collective bargaining. That's going to be going on with some of our larger units in.

F

Particular teachers, and so those costs as we'll go through some of the salary numbers, are unknown.

F

At this point, but they certainly will be an impact, the health insurance, as I just said,.

F

Student transportation um we'll come back to this conversation about buses and bus routes, but.

F

One of the things and I'll let nathan describe it later that we did is we reduced the overall.

F

Number of bus buses this year and that has worked out pretty well for us because we have.

F

The buses doing two runs elementary and then middle and high school, but it's it's definitely.

F

Made some constraints on their time to get, particularly in the morning, from elementary to.

F

High school, so we are trying to respond to those pressure points. We would anticipate a request to.

F

Add back one bus which would help us, certainly in the long term alleviate some of that pressure.

F

And then special ed out of district tuitions as you'll see in cost center 165. These are in.

F

Increases that we expect and as you as I think many of you know the out of district tuitions.

F

Can easily jump into the six-figure range for any individual student, and these are students.

F

Who need a very specialized program determined by all of the special ed laws? We have to follow.

F

In their ieps and the decision making points for that, so I'm actually going to suggest.

F

Jeanette salder be one of your first presenters for your budget, because a lot of the um as we.

F

Get to some of the requests you'll see are related in the area of special education.

F

And then, lastly, a considerable driver in the increases you'll see is a restoration of about.

F

Three hundred thousand dollars in operating costs that we actually reduced in last year's budget.

F

Again, in response to some of the pressures of where we wanted to get to in proposing a budget.

F

And also the realization that the at the time, the cares act, funds now the esser funds, those.

F

Do impact and can impact some of the expenses we have, so we still believe we've comfortably.

F

Will be comfortable this year in getting through the fy 22 budget, but in looking at fy 23 in the.

F

First cut: we've restored the 300 000 in multiple cost. Centers and again nathan can talk about.

F

How we went through some of those reductions last year, so I'm going to just present quickly.

F

Two scenarios for you: the first would represent what we call a continuing service budget. This is.

F

A budget that basically takes all of our programs and services and moves them forward one year.

F

And adjusts for things that we did have to change in this current year after we approved the budget.

F

Last year, so if you look at this just to keep all of the staffing that we have and move them.

F

Forward one year, salaries would increase by about two percent again, that is not inclusive.

F

Of any contract cola raised that could come in negotiation, that's typically held in a contingency.

F

In the city budget, until negotiations are done and then we filter them into the department budgets.

F

The benefit increases run it about 3.4 percent um and again, that's primarily the.

F

The general increase as a as compared to salaries for a benefit for health, insurance, retirement, etc.

F

um And again, that 300 dollars contributes to a fairly large increase percentage-wise in our.

F

Operating budget of over ten percent for a total budget increase of three point: seven percent.

F

For a status quo, continuing service budget, the fte count does jump up one and the reason for.

F

That is in our peep program. We have had to look at incremental increases in paraprofessional coverage.

F

For some of our students- and those were things that we had to do in response to students moving.

F

Into our preschool program this year after we approved the budget last year, so we actually are.

F

Up one fte already because of those pieces that we had to add in our initial proposed budget to you.

F

As a highlight here, you can see that we're just under five percent overall increase and what we.

F

Did here as I'll go through, is we included many, not all, but many of the requests made.

F

By budget makers into this first draft budget, because those position numbers are going to.

F

Increase as I'll show you we're up 3.8 percent in salaries, 4.3 percent in benefits still up over 10.

F

Percent in operating for the reasons I've already said, which again is about a 4.9 percent increase.

F

Our fte count, though, as you'll see, is different. We're up um now a total of 8.94 percent or 8.94.

F

Ftes from this current year, and what I'll do is I'll detail quickly? What those are.

F

In addition to the increase in power coverage and peep, we have a request for an additional.

F

Guidance position at the middle school, uh in addition to a mass tutor position.

F

And, and by the way, I'm running through these, all of these things are what we're going.

F

To dive deeper into when we get into the discussions with budget makers, so I'm not.

F

I'm purposely not going through rationale for each in depth um athletic director. We know our mou.

F

With the city is ending and so we'll contemplate adding our own athletic director in the budget, I.

F

Know we've talked about bcba. This is the same bca position. We haven't been able to hire yet because.

F

We haven't found qualified candidates, it's still an ad to the budget. We would like to make increase.

F

In reading case manager, at the elementary level, as well as additional speech, pathologist coverage.

F

An occupational therapist up 50, a 50 position and a social worker which again will be probably.

F

Servicing multiple schools, so some of these things have come out of obviously post-pandemic need that.

F

We've seen as well as long-term need particularly around some of the guidance and social worker.

F

Services, so I'd call out some of the positions that, in your binder and your budget currently.

F

Aren't included but are important for us to talk about and again our discussions over the next few.

F

Work sessions would be to prioritize everything and look at what's going to eventually be in your.

F

Proposed budget, so we actually had a request for two case managers at the elementary school.

F

We have worked with jeanette to think about maybe taking a priority of one. Our elementary principals.

F

Have talked about how they're going to expand the outdoor ed work that we've been doing, and so would.

F

Contemplate some constellation of a position that could help move that educational piece.

F

Forward this is back to two years ago now you had a proposal for two positions that would service.

F

Elementary world language, so I only put that on the list because it while it wasn't a particular.

F

Request new this year, it is something that you've talked about. I'd share one little bit.

F

Of interesting news, which is that uh we actually um through the work primarily of one of our high.

F

School world language teachers involved with teaching italian joseph marquette, we actually.

F

Have a connection with the italian government and they've um and we'll talk more when we get to that.

F

Discussion but essentially our would love to fund for us some speaking of italians, particularly in.

F

Our elementary schools so we're very excited about this possibility and I think what came out of our.

F

Even when we had a committee to talk about elementary world language was.

F

It's more important that they have a language, it's not necessarily what language it is so.

F

Much as that getting used to speaking a different language, so it's something we'll come back to and.

F

Talk about about a possibility, interestingly, back on march 13th in 2020 the day, it all went crazy.

F

I was supposed to go to boston with joseph to the italian consulate and uh and that trip got quickly.

F

Canceled so, but behind the scenes we were still talking about it's still working so there it is.

F

um I know in our retreat this summer the board had interest also in talking about a diversity, equity.

F

Inclusion director, as well as a communications or pr position, so um I do want to bring those things.

F

Up for you again just to try to put together all of the things that we've talked about.

F

Some additional budget considerations, as you know, esser funds is an ongoing conversation.

F

Nathan will detail for you uh much more in terms of where we are with that in a subsequent meeting.

F

I think that's part of our retreat, in fact, when we get to that and to really get into a much finer.

F

Level of detail around those funds he'll also talk to you about an interesting opportunity. We have.

F

This particular year in adequacy aid, which is something we don't typically get from the state.

F

But it looks like we will and aside from that italian included, what grant funds are out there.

F

So we do oftentimes will be very proactive in trying to find funding for the the things.

F

That we're doing- and we can certainly get into much more detail about that so uh finishing up.

F

Again, here is the schedule coming into next week. Now we can change these topics around, but the.

F

Draft that I'm proposing to you would suggest that jeanette would come to you next tuesday.

F

In your workshop session, it actually works in her schedule, so I would like to keep that one set in.

F

There, but in terms of who comes to you who's, what presentations you get, that is again a conversation.

F

This board can have I'd, suggest you know, as we get into it a little bit and what priorities you.

F

Have we can certainly decide who's going to best speak to them for you, but again it could be look.

F

Like because I think on the agenda set up already, is the high school and cte for january 25th. That.

F

Would be during a regular meeting, but it could be an opportunity to talk about high school and cte.

F

Related things and then the other budget makers in elementary in middle school february, 1st, you still.

F

Have um february 8th that meeting, which again we don't have the agenda set for that? That could be.

F

Another opportunity to come back to anything you want because it would be the week after that that.

F

We would anticipate the board voting on the budget, so that's a quick run through of where we are in.

F

The first instance with the budget can I just ask a question: we usually get a percentage of increase.

E

Or decrease from the city council has that come out yet or are they planning not to do it with the.

E

New council, uh it's a great question nancy. We do not have anything yet um and of course, the council.

F

Is brand new, and so I suspect um that that's a conversation the new council will have and.

F

And we may get further guidance as we go through our process here. Okay, anyone else have a question.

E

Kerry um just curious within this summary, um as we go forward and hear from.

H

uh Different budget creators, the position's not in the current budget draft.

H

um Could we receive more detail on the um cost of those just to consider absolutely.

F

Yes, that's the side. Anybody else hope. Yes, um on slide nine around the enrollment trends um for.

I

Grades pk through fifth: are we seeing projections for any, since we have three elementary schools.

I

Any particular elementary school or zip codes, or is that just more a combination that they're all.

I

Equally dropping yeah, so um you bring up the very sticky subject of the fact that we have imbalance.

F

And continued imbalance among the three elementary schools. So while the overall numbers aren't going.

F

To change dramatically, we see a decrease up until this point we've seen a decrease in little harbor.

F

Increase at dondero have been the headlines of our story.

F

And we suspect that probably will continue and would be a conversation. I think for this board.

F

Aside from budget to how do we deal with that inbound and has that been a five-year trend, a.

I

um Yeah, I would, I would say better, I would take it as a three to five year. Five year trend, okay,.

I

So that may be a future agenda item that we can put on yeah. Thank you liz. uh Just a couple things.

C

I I just want to clarify on that, because that um there was a lot of public discussion around.

C

uh Numbers dropping, but some of the numbers, my understanding was some of the numbers were skewed.

C

Because of coven and people pulling their kids out of school, so I just want to be clear that these.

C

Numbers aren't um you know that these numbers may be a little bit skewed still um because of that I.

F

Would I would think the same thing was that that's why I throw the caution out there that you know.

F

We'll continue to monitor each year um and and we've never seen a huge change from one year to.

F

The next, so I give these to you just as a point of context, um but um although we did reduce some.

F

Elementary positions last year, two positions um we don't typically have huge shifts. Okay,.

C

And then um we see the fte positions that um are requesting and then sort of the.

C

Would be nice or you know the ones that the board has request previously, but I guess I.

C

Was wondering about equipment? um You know I've heard um just an idea. I guess, um for an example.

C

You know that it might be nice to have a a smaller bus over at the middle school to do transport to.

C

Activity so we're not having to pay a bus company um to do those sorts of things. It would cut costs.

C

um Is there a place in the budget for requests like that and then for us to sort of be able to.

C

Have a conversation to prioritize those or to understand what we could and couldn't do. Yeah.

F

Absolutely um we'll highlight in in more detail that larger operating number, okay and what's.

F

Included in that and nathan can probably speak to it as well as if he wishes before we go to nathan.

E

Any other questions comments. Thank you, steve. Oh kerry. Go ahead, one more so the enrollment.

H

Number is just thinking about the enrollment. You said about little harbor new franklin and dondero.

H

A lot of the housing stock we're seeing coming in the city is not little harbor area, but more of.

H

Those catchment areas, and so can you just explain a little more and when you said the estimates.

H

Are maybe not based on housing, stock kind of I'm just curious? What that takes into account and what.

H

It doesn't yeah, so what they use is a is a metric of um basically, your um your cohort survival of a.

F

Population, so as students go through your system, how does that number change from year to year.

F

And they essentially apply a formula to that and look at the number of births in a.

F

Location and then the number of kindergarten enrollments five years later, and so it I.

F

I point that out as their methodology, but what it doesn't include is the in and out migration.

F

That might happen for other reasons, and so I do wonder about the developments coming online.

F

Particularly, as you say, in relation to which part of the community they're in mm-hmm.

C

So I just wanted to follow up so has there been sort of like a hard request.

C

To admin um you know, even in to departments like the um the uh sorry, the uh cte department.

C

And stuff to say, is there equipment that you need, um and I guess I just want to make sure.

C

That it's you know, is there a section that says: okay, we've built this into the budget.

C

This is sort of what we're proposing and maybe a section, that's sort of separate that we kind.

C

Of did with the ftes to say we haven't built these into the budget, yet um I guess I just wonder if, if.

C

If that's there or if we could create something like that, yeah we can we we were able to satisfy.

F

Most of the operating requests again, which is why we put it all in- and this in this instance.

F

We put in those requests that came and uh but we as we talk to budget makers, we certainly can.

F

Can um tease out anything anything and that's and that's what they do when they come to us.

A

They, you know the the the art department heads might say this is a kiln year. I need a kiln.

A

At the middle school, it's it's past its its lifespan, so they they bring. Those items to us.

A

If there's additional items um like a bus or something, then that would be something we put.

A

In operating, but it would be part of the budget discussion.

E

Okay, I think we're ready to hear from nathan cornyn, so nathan will give you a.

F

Quick orientation also to your book and anything he wants to elaborate on that. He heard there.

K

Good evening folks, can you hear me: okay, uh speak a little louder.

K

Good good evening, can you hear me okay, yes,.

K

Listen uh if, if you can't just turn me off, but I want to go back to liz's question because there's.

K

Another element of the equipment question that uh where we will be a little bit late to the.

K

Game to participate strongly with a new vehicle, for instance, but we participate with the city.

K

Side of this budgetary process with the capital improvement plan and an element called rolling.

K

Stock and bowling stock is a rolling inventory of vehicles, and so, when we're talking about.

K

Rolling stock and cip we're obviously far greater scale than the kiln or a computer or a projector.

K

Or some of those other instructional equipment requests that we might have.

K

In the rolling stock, currently just so you know, we carry all of the pickup trucks uh um and other you.

K

Know heavy equipment like uh the tractors, uh the the lawn equipment, the groundskeeping et cetera,.

K

That mr linchi and his maintenance crew has. We also have a couple of vans in the food service.

K

Program and otherwise, and and that probably will be the best place to put something like picking up.

K

Automobiles trucks, a vehicle, a van there's, also some law that we have to chase and we've actually.

K

Been working hard to partner with other districts in the state and find ways that we can work within.

K

The state law to actually have activity vans and the like. It's a it's an interesting twist.

K

And I'm talking, you can't see, faces to know your actions if there's follow-up questions but.

K

It's an interesting twist in law that that the wreck department, the municipalities uh you.

K

Know your local church or camp can pick up a 15 passenger van or something of that sort and use it.

K

But there's some real restrictions on what schools can do in the movement of students.

K

And so we're working to come up with some creative ways that we can address that and be more flexible.

K

And some of that could be dealt with in our operating budget, but some that.

K

Also goes to the city side and gets handled in their cip, okay,.

K

Which is a process by the way? That's the for me and for you, the school district.

K

In general, that starts back at the end of september, because we've launched that cip.

K

In october, because it starts on this on the planning board side of the house.

K

And moves its way through and will be in front of the city council in. I think.

K

K

K

Breaking up on us a little bit.

K

I was, I was dancing and I apologize. I probably out the internet.

K

So the book, the book in front of you, it's a traditional document. Many of you have seen.

K

It year over year, it's the summary is the most important tool on the front end, uh and I will.

K

Get you some additional information that analyzes some of the changes in the budget that will help.

K

I want to offer an admission that you may have heard about the city's networking challenges.

K

Last week, we're still working to get ourselves back into the accounting software so that we can.

K

Pull some of the data that I want to offer up to you and I'll get that to you in future meetings.

K

But the book in front of you is configured um it's configured against the model of our cost. Centers.

K

And so the book follows the format of the summary and you'll confront.

K

Cost center by cost center under the tabs that are included. First, the schools.

K

Which really each cost center we'll talk more about it? Your retreat but east coast center.

K

Is under the direction and supervision of one of our budget makers, a principal a department head or.

K

A program director so you'll see first our schools and then the departments and special education is.

K

A big component of the budget and then operational support is towards the back end within each of.

K

Those cost centers you'll, see the the information is, is sorted by and let off by salaries and wages.

K

Then benefits and then what we call operating, which is all of those material. The contracted.

K

Services supplies and equipment, and the like. What I would encourage is that you start by looking at.

K

The summary and for those new members contemplate the cost, centers and then dig into each of those.

K

And look at some of the items as you compare year over year, remembering that, as steve already said,.

K

Our budget makers considered four years of actual spend so that they could reach back before covid.

K

To get uh decent trend information and then they contemplate the programming expectations and.

K

Plans that they have for fiscal 23, and that goes into the proposed budget as it stands,.

K

If you have questions and suggestions or or what-if scenarios, um I suggest that you send.

K

Those if you can put them in an email and send them to steve and cc me we'll compile questions.

K

And answers so that we can get those back and share them with everybody, so that everybody can.

K

Benefit from the additional information- and you can then add that to your binder.

K

I'll pause there and see if there's any questions, are there any questions for nathan, thus far.

E

Should we keep going? Okay continue? Nathan? Well, listen! That's! I! You tell me what else.

K

You'd like to do or how much deeper steve you'd like to have us go into anything if.

K

We want to pause and wait until folks can have a chance to digest that for next time.

F

And I I would say I think one of the as nathan said. One of the important things would be that.

F

Especially with a lot of new new eyes onto the budget that we um we can consolidate the questions.

F

And answer them in efficient manner, so do email me copy nathan. Any question you would want answered.

F

Again, there's never a bad question and what we'll do for the benefit of the board too.

F

Is compile answers for all of those things and make sure those get out to you so that um you know.

F

Again, we're we're current with the information and then, as we get into the budget work sessions.

F

uh It is also helpful sometimes to get question particular questions. You may have ahead of time.

F

So I can tell those presenters and budget makers what to be ready for with information.

C

Nancy, I have a question. Yes, um this might be silly, so obviously we're working with teacher contracts.

C

um At the same time, is there pay scales and pay grades somewhere as far as uniform of where these.

C

Amounts are coming from for teacher contracts. Yes, so in your budget with the teacher numbers.

F

On the website, under human resources are all of the contracts in the city, and so.

F

If you have any questions on pay scales, they'll all be within those contracts. Okay,.

E

Any other questions nathan. I have a question.

E

You were going to break down the esser funds um proposals for us. uh When will we get that.

E

You know your recommendations for how we were gonna potentially spend those funds.

E

Is he there the questions about? Yes, sir.

K

I have that I have that list and we're working on collecting additional.

K

Additional data to back up some of the suggestions- uh I guess I I lean on the superintendent on the.

K

Board to let me know which of our meetings would like to have that information shared.

A

I thought we had esther as a topic for the retreat yep. Oh that's right! Okay, thank you.

C

So um just another basic question: I guess so capital improvements. I think you know that.

C

Was one thing we were obviously talking about at some point with esser? The idea of um you know that.

C

Our schools need updated uh air conditioning systems or um systems, and you know what other.

C

Items is that somehow in the budget, or is that sort of separate capital improvement.

C

Funds or kind of over time items or how does that work yeah so just prior to come to the.

F

New board members coming on board, we had wrapped up a discussion around the capital.

F

Improvement plan, which is a five-year plan, rolling five-year plan each year with the city so that.

F

At this point now has been through the planning board, I believe and then we'll go to the city.

F

Council this month for discussion, but that therein would lie our opportunity because.

F

Usually those are projects we're planning in for years years in advance in four years to come.

F

um And so we would, we certainly could come back to the where we are with that um to for the new.

F

Board members, in particular, but for new capital improvement ideas that would be the vehicle to.

F

To use them with the exception, of course, that esser funds is still that conversation whenever.

F

And then retreat and, however else we want to do it, we absolutely would like to talk about.

F

What capital needs could be satisfied by assert funds so, with that said, there's no cost center.

C

For capital improvement, there's no there's no cost center here for capital improvement. There are.

F

um Smaller projects within the maintenance budgets, but no capital improvement, but you.

E

Can get the capital improvement plan on the city website? Yes correct? So if you wanted to see what.

E

School plans were in there it's pretty easy to find what the school improvements are in the cip.

E

Which is on the city website? Okay, I don't know is that under city council, or that would be under the.

F

Budget, okay, so essentially this the school board budget is not getting hit. With the you know, we're.

C

Looking at school board budgets, it's not getting hit with the cip numbers. Cip is totally separate.

C

um And so you know as we're saying what the school board budget was. I guess those are those uh you.

C

Know, theoretically, um we're pulling from city funds to do those things, but um you know as far.

C

As what's on the books and sort of what people are looking at when they're looking at a budget, those.

C

Are totally separate right exactly and nathan will get into it more with the retreat, I'm sure, but.

F

But there are a lot of things unique to us in a city how we do capital projects. In particular, we.

F

Don't carry the debt if you will for bonding. So yes, so there are some advantages because.

F

The city in their budget carry those things that a normal district would be carrying hope.

I

Steve, since you guys are compiling the list, if we have identified things as presentations have.

I

Been given to us over the course of the pandemic, should we email that to you or to nathan, just to.

I

Make sure that those things get added to the list? Please do okay, very good, good question. Okay, sorry.

C

One more um procedural sort of question here so as we're going through this process. If we do identify.

C

Things, like hope, said that aren't in this in this packet. um How does that? How do we go about? Do we.

C

Just get another, does nathan update it and give us a new sheet at the next meeting or something.

C

To that extent, and then we kind of see where we're at there yeah typically we'll give you a.

F

Running summary of our discussion, what things have been added? What things have been taken out? Okay,.

E

What I like to do with this is use the sticky notes, and if I have a you know, you come back.

E

And your book is full of these sticky notes coming out and then you can ask questions.

E

If you have any question at all about any of the items, um okay, nathan, thank you and.

C

We keep um nathan on, though, to follow up about the bus. Oh yeah, he'll he'll be up.

E

Where are we now? Are we talking about our workshop session? I know that was kind of.

F

What nathan? Oh that's, what nathan just did? Okay and he did the crosshunter here. Okay,.

E

Now we'll move on to the superintendent report yeah so um mostly just first of all, talk through.

F

The school as we've seen it through since, since our last break as you're well aware, we're in the.

F

Middle of a fairly significant surge with omicron and everything else, as every district is and.

F

And so there have been a number of questions that have been sent to me in terms of where we stand in terms of absences strain on staffing, etc. And I would say you know again. I just have to.

F

Give kudos to multiple groups, starting with our nurses, our nurses, for for others, who.

F

Maybe have been were enjoying last friday's snow day. The nurses were working feverishly.

F

All day because dhhs had just come out with new guidance, around isolation and quarantine, and so.

F

Obviously that impacts us as well. We do align with new hampshire dhhs for many of the protocols and.

F

Guidelines and decisions we look to so essentially reducing the isolation, quarantine period from 10.

F

Days to 5 bit days, if certain conditions are are met, so they had to work through and tease out.

F

How exactly that applies to us, and so I think at this point, every building nurse has sent out.

F

To their community, where that is what that looks like, and I would say if parents have any questions.

F

You know do not hesitate to contact the nurse for clarification around that, but there was certainly.

F

A lot of contact with parents with students in quarantine and how that impacts their return.

F

To school, but overall I would say um you know we. We certainly did see an.

F

Increase in student absences we're a little better this week than we were.

F

Last week we're running about 10 to 15 percent students absent uh as a whole across the board.

F

But again that number has been gradually decreasing and staff the same. The staff has been.

F

Is very school dependent, so some schools seem to be faring fairly. Well, others are seeing a.

F

Bigger strain new franklin in particular right now is strained by staff absences and again.

F

Joanne over there is is doing everything she can to find ways to cover we've reinstituted, regular.

F

Meetings across the district administrative team trying to share strategies and resources.

F

As best we can to where those pressure points are most acute, and so I would say again kudos to.

F

To those folks figuring out the solutions day-to-day in their building, what's going to work.

F

We do not want to um entertain remote learning in any significant way. We are not um looking.

F

To um you know to to make any such move, uh and certainly staffing is a key piece to that. So.

F

It's very situational and dependent on the school, but everybody if I could use to use.

F

The word is pitching in uh to to help keep things moving forward. So right now.

F

We're in we're in an okay place in most everywhere and again, we're hopeful that this is a surge that.

F

Will gradually decline as well and just because it's come up on a few questions and you do see.

F

Certain schools across that have had to institute some closures or remote learning.

F

You know I think nashua being won um this week. I would. I would point out that um the the department.

F

Of ed does not um support remote learning as an instructional strategy that counts towards your.

F

Days in school, so if we were to say we're going to take a day and do remote learning um the problem.

F

With that is for one, the doe would not count that as a day of instruction. So that's just a decision.

F

That they've made, and so what we would do, if forced into it, would be to use targeted.

F

You know um remote uh need, and so, if we notice say third grade at a particular school.

F

Is hit really hard and we we feel absolutely that has to go remote. Those kinds of targeted.

F

And temporary strategies can be used, um but the doe is certainly taking a stand that you can't.

F

Just say we're going to stop and go remote for two days, so you may have noticed in situations.

F

Like nashua, they actually have said we have to make these two days up at the end of the year.

F

That's different by the way than snow days, so snow closures still.

F

And we may see one of these or two of these still could be a remote day and count. So if we get hit.

F

With a with a few more snowstorms be prepared, we may be leveraging remote learning so that.

F

We're not racking up days that we have to actually make up so anyway, but in terms of kovid again, I I.

F

I would say the highlight is people are doing every single thing they can to make sure kids.

F

Are safe with all of the protocols that we have? We certainly want to make sure the message continues.

F

To be sent that we have to be vigilant and parents, we really need to be vigilant around any symptoms.

F

Testing is critically important and again our nurses are working overtime, constantly.

F

Around the issues that are popping up in the building, so um so that's a quick covid update.

F

I don't know if I want to pause there before we can you talk about the substitutes, oh yeah, and so.

F

Substitutes um is something we um and, I think, um liz you had brought this up too, which is around is.

F

There any way we could we know staff is strange. Is there any way we could actually increase.

F

Substitutes um the the obvious problem, is we don't see a lot of people coming into.

F

New want to be substitutes, but we are increasing substitute rates. We are just announced it today.

F

Increasing by twenty dollars for substitutes to come in, which is the largest increase, we've.

F

Ever done in any one time, uh we would like to make a bit of a splash of that and hope.

F

That it draws in some new substitutes to the pool, but also at the very least, does.

F

Acknowledge that these folks are also coming in day after day, in strange situations where.

F

They might typically be told to cover a typical schedule. Now they come in and get told they have.

F

To cover the typical schedule- and this that and the other thing so um so we do hats off to them.

F

But we are increasing the sub rates, uh as of when george wonder monday. Thank you, tuesday. Technically.

A

Yeah, that was a request made by liz earlier in the week. So thank you and just to follow up with that.

C

Request too, um I didn't hold on for a second sorry. Go ahead. I want anta inside her hand. I was asking.

J

About about testing, they were doing testing in the schools and, and it was getting off to kind of a.

E

Slow start, I wondered if that's any improvement, yeah and and that's something we may have to.

F

Come back to um we, we definitely see limitations in what our provider is able to do right now,.

F

And we would love to expand what we're doing it's still there and it's still an opportunity. But.

F

For those we would love to, I guess think about expanding that. Can I follow uh up, don't we let liz.

C

Go and then yeah lisa I have some. I do have other follow-up questions, but with the substitutes.

C

um I did get somebody reach out and ask: what are the qualifications for substitutes.

C

Which um you know I kind of have an idea of what qualifications are, but I think there might be this.

C

Perception that people need to have some sort of background in teaching or something like that.

C

So could you just uh briefly give a you know what the requirement would be for somebody, and I guess.

C

I also wondered if you know if we could reach out to ptas. At all I mean there's a lot of volunteers.

C

Within ptas could could volunteers substitute, I guess would be another question I have yeah so.

F

And the answer to that is yes, although we would love to pay them, you know, so we we certainly if.

F

If there's a parent out there or whomever, who might be interested in subbing by all means.

F

It's not a it's, not a big process to get on our sub list. It's simply an email to me with a with.

F

A qualifications filling out the application online, the criteria is is is not any education.

F

Degree is not you have to have that. We typically have looked to see that they have a bachelor's.

F

Degree, but I would say in all honesty right now in our current situation, if they don't we'll look.

F

At other factors, and still on a case-by-case basis, to prove folks to be substitutes, lisa.

B

Did you have your hand up yeah? I wanted to just follow up on ann's testing question because I.

B

Think there's a lot of confusion among parents right now. There was talk earlier in the year.

B

About convenient, md being an option for people, and I do hear from a lot of people who will say I need.

B

To test my kid and it's taking like 72 hours still to get a result and that's maybe not contributing.

B

To all those absences, but it might be some, so I just wondered where that stands, and also for the.

B

Testing that's being done on site, particularly elementary. If there's any thought about doing.

B

That during the school day, because it's hard for parents to leave work to accompany their.

B

To get their kids and then come back to test yeah we've heard those concerns too lisa and and so.

F

We're working with convenient md to see how we can expand schedules right when we lock that schedule.

F

In what has happened, I I think is across the state. The need has grown so much that the capacity just.

F

Is not there but we're trying and we've actually wondered about pursuing another vendor to add to.

F

That as well so so, yes, we hear that concern, and hopefully we'll have a good answer for it. Okay,.

E

uh Carrie and then hope just a federal requirement. I know that the school's been really good about.

H

Putting out information but as of saturday, people can get reimbursed from their private insurers.

H

Which is going to be required by the federal government so for those that the cost is an.

H

Issue now the next check is finding rapid test kits, um but it for for families that that's a.

H

Struggle for I know that some of the nurses have been doing overtime, running tests to.

H

Folks, houses and things like that that need them so um it'd be great just to get information out.

H

There yeah um and I do think that there's other testing options that could even be done in house.

H

That are more accurate, like pcr testing, which do have some investment, but um I think that'd.

H

Be great to pursue if that's of interest yeah and the state has been uh supportive of helping.

F

Us we and I'll hats off again to chris burke, our wellness coordinator, she's, taken multiple trips.

F

To concord just to pick up what tests are available that can come back to our schools.

F

um And and yeah I, you know, we know that that that's a strain point but um but it would be.

F

Good to get more information out there, I I'd have to follow up on the insurance. What exactly? What.

F

Information we can get out there, but that would be good sure hope. So I just have a few follow-ups, but.

I

I think they're pretty quick, so regarding testing, um I'm not looking for the conversation tonight.

I

But can we make sure that we add that to our retreat conversation around you know, uh I don't.

I

Know if you guys already have it on your list to look into particularly cost of pcr machines for.

I

Our district or you know, buying up more tests, as you were just discussing or trying to.

I

Get some more from the state or whatever, but I would like to have a broader conversation around.

I

Testing investments- because I don't see this being the last surge or last wave.

I

Of a pandemic, and then I was just curious around the absentees, you mentioned that there's a little.

I

Bit of a return to students, how are we doing with staff absentees, especially some of the ones.

I

That were a little bit longer um and I just have a quick follow-up yeah. Let me let george answer that.

F

Because he's looking at it right now, similar um staff is having is seeing a similar decline. This.

A

Week from as opposed to last week, we had I've been saying steve. All year we used to see numbers of.

A

You know of peaking at like a like 40 on a on a friday, um and all this year we've had numbers of.

A

About 40 on a tuesday and and then you look at them, I look at them tonight and I know they'll.

A

Be larger tomorrow, but right now uh today we had 11 or 24 people out total. um Tomorrow we have 17.

A

Wednesday or thursday we have eight, you know so it it. Those numbers will change a little bit, but.

A

They've all been in when I looked the night before typically in the upper 20s the past couple weeks.

A

And so they're they're all they're all down, so I just have a follow-up regarding staff.

I

Substitutes, especially around some of our staff, that's been out with illness or caregiving for.

I

Longer subs to come in, I don't know what our protocol and procedure is for integrating a sub.

I

Into the classrooms, besides, maybe just here's your classroom, but I would like to put the request in.

I

That we have a little more in-depth conversation with subs so that they can be more familiar with.

I

How that classroom runs from the current teacher, that is, is housing it and that there's not.

I

Significant changes from how the classroom operates or how. um I know, for instance, at.

I

Phs there's been times where a longer sub has come in and taken away. Small group.

I

um Projects that a a normal teacher has integrated into the classroom, so there's just this- isn't just.

I

Normal standard classrooms- you know these kids have projected themselves to a lot of anxiety.

I

And drama in the last two years, so I just want us to make sure that the change of having a.

I

New teacher, especially at the high school level for 10 days or so um that we're doing whatever.

I

We can to integrate small changes. Does that make sense yeah? It sounds very situational.

F

Yes, um so again, I don't know what our process is for having a sub come in and integrate, but.

I

I just think it would be great if they could be a little more aware of what the current.

I

Circumstances are within the classroom, um for everyone does different procedures. I know to some.

I

Degree and then last I was just wondering: how are we handling makeup for students that are having to.

I

Quarantine for longer periods of time, especially at the higher levels. I know elementary's a.

I

Little easier to do makeup work since we're not doing remote or anything like that. How is that.

I

Being handled currently don't turn nodding, I'm seeing k9. Do you want to speak to that? Well, no.

J

We have been doing some remote, so oh you have um at the high school. I mean.

J

It's it's not mandatory, but I think we're all trying to pitch in as steve was saying.

J

And um asking kids to please them if they're well enough, but part of the problem is they're they're.

J

Sick, so they're not remote for reasons that we had last year, um they're they're. Some of them are.

J

Are sick and they can't zoom um so, but we I have the zoom open and hopefully, kids show up sometimes.

J

And when they do, I'm really happy but um yeah so and then we have the flex block.

J

And we're allowed to um start scheduling, makeup flexes. So if say, physical science.

J

um There are certain kids that were out, we just block it for physical science and we use it as.

J

A remote teaching to the students at home or kids that were out can come in at the same time,.

J

So we've we put that into our schedule as well at the high school. That's helpful. Thank you. Excellent.

E

Any other questions liz yeah I have- I have a couple um so when you say that there's strain.

C

Like what does that look like? um Are we? You know, I know that principles are covering classrooms.

C

Sure you guys are probably covering classrooms, um you know, are we gonna be losing some things while.

C

We're doing that like is there gonna, be, I guess you know if a principal and admin are covering are.

C

We gonna is there gonna, be something missing to be able to do that um yeah, I would say if it were the.

F

Long haul, yes, but I think people are are pitching in in the in the day in the moment that they.

F

They can, and they need to. I I haven't, witnessed any great lapse of other administrative oversight.

F

Or anything else that we're missing right now, but what oftentimes these principles are are.

F

Are working together to just to fill the holes, so um maybe a paraprofessional is watching class over.

F

Here and or we're getting the uh another um an intern to cover somewhere over here. So a lot of.

F

That kind of organizational piece is, I know, the first hour of most principal's day right now and.

C

Then is there some sort of backup plan? As far as I mean? Obviously we don't want to go remote and.

C

You know I'm thinking, there's. Obviously these flex blocks um is there opportunity where teachers are.

C

Out that they could coordinate with the substitute and you know, teach the class remotely. I know like.

C

Bigger schools are obviously um I've sort of been following it a little bit, but some of.

C

Them are creating super spreaders because they're, basically putting all the kids in the auditorium.

C

And then telling them to jump on their computer because they have somebody watching and then.

C

They're able to access the teacher remotely, so I don't obviously want to get into that situation.

C

But are there sort of backup plans in that way? um Instead of moving a grade remote and having.

F

Yeah we we have had again an unlimited basis, again situational based on the context. Sometimes the.

F

Teacher will zoom in, but we have tried to avoid the chorale in the cafeteria. As best we can yeah.

A

But we're doing that now uh with with not the crowling um some cases in the high school, but.

A

Like new franklin's second grade teachers are down but they're both they're, both zooming in we have a.

A

Pair of we have a sub in the room and the teacher is zooming in instruction okay, so that seems to.

C

Be working: okay, yeah and again it's situational and it's spots: it's when we can staff it that way.

A

And and of course, if someone's well enough to do it um so, uh but in that case it's been a prolonged.

A

They're, on the back end of the ten day and um they've been doing that, and I have one.

C

Last question so there's been a lot of talk online or you know, amongst community members,.

C

About what's the policy for testing and whatnot, I know. Obviously there was a change um and we're.

C

Saying talk to the nurse's office, but there's some concern that each nurse's office is giving.

C

Different or even the same nurses offices giving different information for um you know each child.

C

I think you know a lot of this is situational, but I just didn't know if you could elaborate as far.

C

As policy goes, we are working on a policy that we established, or the prior board established that.

C

Is a policy and these are sort of guidelines? Is there an opportunity to update any sort of policy.

C

To make sure that it's to make it uniform or is it? Is that not going to be a.

C

A good decision to do that, because it's sort of situational- I guess I just want to make sure that.

C

You know one kid with this: you know my kid goes in with a stuffy nose.

C

It doesn't get sent home, but somebody else's kid does you know, so I want to make sure that.

C

There's sort of an equity piece to this too, that um it's sort of being applied.

C

Across the board, yeah so first of all, the the difference between protocol and policy.

F

So- um and I think the policy committee early on had this discussion, which is that we we wouldn't.

F

Change as a matter of policy, every time we have to change the protocol because we never catch up, but.

F

The policies refer to adoption of the protocols guided by dhhs instituted by our nurses, our nurses.

F

Is probably the tightest team that we have, and so I would uh call into question the notion that.

F

It's being applied differently or that nurses may have different understandings, they meet.

F

So often- and they they go through this, in fact, the piece I put out from the nurses this past.

F

Week and the last piece which detailed in pretty good detail the protocol for returning in the.

F

Testing requirements that is applied across the board equally in terms of diet, they also have a.

F

Professional discretion, though too so in terms of diagnosing symptoms and knowing when a child does.

F

Or doesn't need to get sent home? That's a judgment. Call oftentimes by the clinical observation of the.

F

Nurse: okay: we need to wrap this up, so um we'll take hope and carry, and then I think we should.

I

If you mentioned that chris had gotten tests from the state, I'm just curious since the convenient md.

I

Partnership hasn't exactly worked out, as we had hoped if someone is having trouble finding a test.

I

Or getting in for a test to get their kid back in? Is it the nurse thing because I I hate to I.

I

Just wonder: is there something that can we offer do we have tests to offer because I don't want.

I

To bombard nurses suddenly that they're getting calls of like do you have a test, and I do know.

I

That social media has been helpful. I've given out a couple of myself of people, you know passing.

I

Around or saying does someone have one, but what can we is there anything that we can do or people.

I

Who should they call yeah again and then again I'm not to over burden them because they? But this.

F

Is their life? So I know I would say, contact your nurse because the nurses do have some.

F

Okay, that they they try to use when, when necessary. uh As I said, we are monitoring what else we.

F

Can get from the state? Okay, because we certainly wouldn't want a kid to have to stay out. No exactly.

I

But yeah those poor nurses, can you wrap this up for us? I just felt a little compelled to.

H

Sort of back up the nurses- and I hear the same thing from folks around you know I my kid had.

H

A stuffy nose, your kid had a stuffy nose. Why is mine out, but then, once I talk to them more.

H

As a it's, it's all about clinical assessment in those skills, and so I just think it's a time to.

H

All of us, as parents school board members, whoever community members to back them up and.

H

They are doing the best they can, but but also be conscious that they do want to help like.

H

Things with test kits and and all of that they all want all our kids in school as well shockingly. So.

H

I think just supporting them and trying to you know, move those things forward if they're in.

I

School, it's less paperwork for them, yeah for sure I think do we all have the tests that you.

E

Go online and just put in your zip code and they send them to you in the mail. Okay, I just got four.

E

The other day so don't forget to do that and then you can just test well. I think I think they it was.

C

Today or yesterday um they are all sold out again earlier, but there should be some coming from yeah.

E

That's what I heard I think, there's more coming and I would just give a shout out. You know it goes.

I

A long way to just send a note to your nurse or a teacher or any other staff for student, um same.

E

Thing and just saying thank you like we see you, we know this is this surge is really hard on you.

E

It's a new world we're living in- that's for sure, okay, steve so yeah, so just to finish up.

F

The superintendent's report, then, is quickly the. um I would notice that the january 25th meeting, which.

F

Was originally scheduled for the high schools are going to be in conference room a right over there.

F

And that is because we will continue to offer a zoom in opportunity for the public and.

F

So we're going to limit our meetings to facilities that have the easiest capabilities to do that. That.

F

Would be this room in conference room a so january, 25th will be in concerts roommate. We.

F

Just want to make sure everybody knew that and then you have a just a quick summary of.

F

The little email correspondence in your packet and the board administrator january edition and.

F

That is the supervision now. Can I ask a question about the um the newsletter from the um I'm sorry.

C

The board and administrator um on the last page of the board administrator letter it talks about.

C

Using a committee report to enhance organization efficiency, do we currently have committee reports.

C

Set up like this not in a format uniform across, but it could be a conversation. Okay, all right.

H

Okay carrie. I I also um wanted to point out that report would be helpful and also just.

H

Ask if the superintendent search committee could comment on the limits or.

H

I think the process related to one of the email correspondence.

E

I thought there were no emails.

C

Yeah, it came in the second, it was updated uh the other day, nancy.

C

What was that? Maybe just a recap of the process, and um we can do that during the updates.

E

During community updates, we'll do that great.

B

Okay, let's move on to consideration and approval of policies. Second reading, so yes, you've seen all.

F

Of all again new board members aside, you've seen all of these for first reading. I think and nancy.

F

You could you could direct this, but I think the crisis prevention, emergency response policy will.

F

Pull from this list, send it back to policy, because I, and similarly with the agenda item where we're.

F

Going to talk, I think first conversation. If I'm understanding the email today correctly, would.

F

Be with policy tomorrow and then to come back to the board, so I would recommend you consider.

F

All of the other policies as a bulk and uh and take a first uh vote and uh or a motion and then.

F

Discuss anything of any of them you'd like to so which one are we taking out the drugs? uh I think.

F

Of the crisis, prevention and emergency: oh okay, okay, okay, okay, okay, can we take these as a block.

E

Then does anyone have any questions about drug free workplace, drug free schools, adb, slash, gbec,.

C

I have one comment: okay go ahead. uh Number five, uh it says will provide to.

C

I think it should just say will, so I think it's more of a typo issue yep so take the word.

E

Provide to out yes yeah. Can we do that and still yeah? Okay. Thank you, liz. That happens with words.

E

Anyone else have a comment about this uh policy. uh Should we you wanna just run through them.

F

And then we'll vote at once. Okay, the next one is chris: oh the crisis prevention, we're pulling out.

E

The next one is fire and all hazard, drills, e b c b. Does anyone have want to comment on that.

E

Okay, let's move on to the next one student rights and responsibilities j. I.

E

Any comments about that one.

E

The next one student conduct j.I.c- I I have comment on that. Okay, yes, go ahead; luke.

C

The first uh first sentence there I'm wondering if we could um remove that.

C

Which what was that? Again? um The student conduct policy, the the first sentence of.

C

The policy under a general policy, um it kind of seems, like [, __ ] out of me. As far as.

C

I just don't want anybody to base any sort of comments to children on this. It basically says.

C

Students are expected to conduct themselves in a manner fitting to their age level and maturity.

C

And with respect to consideration of other students, school department, personnel and other.

C

Members of the community, I think we can remove it. The only reason why I ask is because I feel like.

C

It's not fitting for disabilities. You know asking a kid to ask at their age, it's kind.

C

Of like an old school type of thing, I feel, like you know, obviously I'm not an educator.

C

I know educators tend to be the ones to use this policy with children and say you know, are you.

C

Acting like a you know, third grader you're, acting like a fourth grader, um but some of the kids that.

C

Have behavioral issues? um I don't know I just I don't. I just wonder if we could strike that first.

C

Sentence, I think it is addictive. I don't think it's substantial to anything. Well, I would say it.

F

Seems a little redundant with the I mean. I think the second sentence is much the same, so I I don't.

F

See a problem with it personally, but and then my only other uh concern with this policy is the last.

C

Section it's section e um and uh we in the last sentence um it says a child with a disability.

C

um But in in the other part, that says, is disabled rights to disabled students and so we're not using.

C

You know person-first language there and the last sentence does so. I don't know if that's because.

C

The statute is, is, is this they're defined as disabled under the statute um or if we.

C

Could make that more person? First, like the last sentence, where it says a child with a disability.

F

Yeah, I would say and again- and I know we said this in first reading- all the changes that have.

F

Happened here have been in alignment with updating two laws and things, but but to your point I don't.

F

The consistency of that language structure- I don't think, is a bad thing at all.

I

Okay, excuse me steve just to follow up on that is that language compatible with the language that.

I

Jeanette has proposed for special ed now, because I thought there was a language change in using the.

I

Word: disable yeah. No, it's it's consistent! Okay! So can you just uh what are those changes so.

F

Rather than say, a disabled child say a child with a disability, okay and then we're taking out.

E

The first sentence- yes, is everyone? Okay with that yeah? Okay, so we'll include this in the block, then.

E

The next one is suspension of a pupil um j-I-c-d any comments about this. One.

I

I have a question regarding ssb standards and procedures relative to the disciplinary.

I

Consequences and then it labels them one. Two: three removal from classroom restrictions from.

I

School activities and detention, are we saying that and then four temporary reassignments school.

I

Re-Entry plans um for one two and three are those: if the situation escalates only that you're moving.

I

Rolling through those yeah, the big change in this is in each of these cases. We are uh required.

F

To show the intervention mechanisms before the discipline, can you just reference where anywhere.

I

Oh, I'm sorry, I'm in um j-I-c-d suspension of suspension. The first page center section b, 23.

A

In the pdf page page 23 in the pcs, I have a question about some of these policies.

C

You know recess, you know using recess as a tool for um discipline. You know has come.

C

Up, uh it's come up, certainly for me and my family. I guess I just wonder.

C

You know I don't see recess as a tool, an intervention in any of these policies.

C

You know I'm wondering if there's a way that we could explicitly state that children shouldn't.

C

Be you know unless their serious safety concern that recess shouldn't be a tool.

C

We we have that policy and another right. It's a separate process. That recess cannot.

D

Be taken away as a disciplinary measure that was passed two years ago, okay! Well, I guess.

C

Maybe we need to notify the elementary schools um interesting this. This particular policy is driven.

A

By a lot of the changing laws around what we're required to do uh prior to any suspension, okay,.

E

Okay, so we're okay with that one all right, may I have a motion to approve.

E

All of these policies, except for the crisis, prevention and emergency response.

F

um You could take the motion to approve all but yeah and then table the other all right. Well,.

E

Let's take, let's have a motion to table um ebca crisis prevention and emergency response plans.

E

So moved back second, okay! Oh, we have to do a roll call. I think you can just voice over this. Okay.

E

Voice, um okay, all in favor all right. Okay, now we need a motion to approve all the others.

E

With the amendments, yes with the changes.

E

All in favor aye aye do we need a roll call for that, one um with pip yeah. Let's do a roll call.

E

Okay, we'll do a roll call for that. One uh liz barrett, yes, lisa repper, yes, pip clues.

K

Yes, yes, hand: walker, yes, margo peabody; yes, nancy claiber; yes, pope van impe, yes ryan, french! Yes,.

F

Kerry nolte: yes, okay, we'll move on to new business.

E

And we have the exciting event where we appoint a board of ethics. Member from the school board.

F

In this folder here are the names of every board member. All I see is ann walker,.

F

I think you're, all in here you stuffed only my name.

H

All right, so I am going to give the honors to mr shay come on, so you can blame him.

F

All right, um you all have your list of committees, so we can all write in.

E

The winner is winner of the ethics committee, which hopefully will never be seen as a win. It's margot.

B

Congratulations.

E

Congratulations: margo.

A

Now is that um is that, is there an active complaint right now? No, it's only if called.

A

Oh okay, I thought there was actually there's only been one. Yeah only been one yeah.

E

Oh, I see. Okay, the crisis management and communications is deferred to the policy committee.

E

Consider consideration approval of future bylaws futures bylaws. So, as you heard in the presentation.

F

From jenny, the futures advisory board has um has been active and in your packet you had.

F

Some revisions to the bylaws, you know every once in a while, they revisit the membership of.

F

The advisory board previous, it had been fairly um prescriptive over exactly what kind of role each.

F

Person would serve and I think the board ran into some difficulty finding people with the particular.

F

uh Area so I think a general change was to make it a little more general.

F

To weight it a little more towards community members, less towards staff, and so there aren't.

F

Any major major changes and again this is just a guiding document for the advisory board themselves.

E

And do we have a motion to approve the future advisory board bylaws? Second,.

E

Any discussion all in favor, oh, do we need a roll call? We do okay, we need a roll call.

F

Liz barrett, yes, lisa rafflecore, yes, pip clues, yes, hand; walker, yes, argo.

F

Peabody yes, anthony claiber, yes, pope van impe, yes, brian french, yes, kerry, noji! Yes,.

E

Okay. The next item is the approval of the future board members. Two new future board members, james.

E

Fahey who's, an alumnus of futures and liz nickerson, who is joe sartel's, granddaughter.

E

Joe and gene sartell's granddaughter move to proof. Second, oh good, thank you. uh Roll call, sure, okay,.

E

Roll call liz barrett, yes, lisa rappaport, yes, pip clues; yes, ann walker, yes margot peabody, yes, nancy,.

F

Claibert, yes, hope: vanessa; yes, brian, french, yes, gary nolte, yes, okay, we're on to committee! Thank.

E

You steve we're on to committee updates. Do we have any committee updates hope? So the search committee.

I

Just wanted to update that the deadline for applications um will be tomorrow. We currently have.

I

um Before this meeting around 17 applicants and um we will begin to narrow those down and um yeah so.

I

Okay, so you'll keep us informed and yes, we will definitely keep you informed right now. I.

I

I should just note to people that we are in um a more confidential uh protection of applicants.

I

So there won't be as many updates posted um as as before. Okay, okay, thank you nancy. Can you ask.

C

Questions about that. Yes, of course, um carrie did you want to follow up with your question.

H

Yeah, I think one of the communication pieces was just whether within this process- and I think.

H

Within this process, whether there is an opportunity with a new board.

H

um And to look at the applicant pool to possibly extend a contract to current.

H

I'm currently employed folks, um if you could comment on that. I'm sorry.

I

Did a current person if they apply, is that what you're asking no so could within this.

H

Process and the search process, a contract be offered to a current superintendent.

E

How is the committee set up hope? Is it set up.

I

Are you asking that current superintendent that has applied, or um I'm not sure I hopefully can.

C

Ask a question I'll ask it. um My question is at what point in this process would the committee.

C

Suggest that the board um consider the current superintendent versus the applicants um did you.

I

Say the current superintendent, so our our current superintendent has not applied for this position.

I

I don't know that I, I guess I guess I'm wondering if an application is necessary and that.

C

As part of the process, if somebody's current I mean at what part of the process can we take.

C

A look and give the current superintendent an offer. um I guess my answer would be if we feel.

E

That none of the candidates meet the criteria that we're looking for, and we feel that our.

E

Current superintendent meets that criteria, then we would offer him a contract. That would be my.

E

Answer to the question, um but I think we have to examine the applicants that have come in.

E

Before we make that decision, but I think that decision could definitely be made.

I

So as uh the search committee and that discussion it's been, we have current applicants. Those current.

I

Applicants will be reviewed and interviewed and we will go through that process and if.

I

At that point, we do not find anyone. We would come back to the board uh to have a discussion.

I

Around what those options would be, because we can't assume that the current superintendent.

I

Is not as engaged in any other searches at this time either, so um there could be multiple options.

I

To that there could be interims, there could be the current superintendent, it would depend on what.

I

The situation was at that time and stay with our current superintendent, so that would be a board.

I

Discussion that we would have of all options- and I think it has to be kept confidential because.

E

Once you become a finalist or close to the finalists, you have to notify your school district.

E

That you're involved in the search, so I think at this point we're definitely going to keep it.

E

Under wraps right now, it's just with the search committee, um so um we'll just see.

E

How that that develops, but it's good that was a good question to ask, because I think it's.

E

Important that we get that out there. I guess I just wanted to clarify, though, at what point.

C

In the process, could we halt it and provide an offer to the current superintendent? If that were.

C

You know if the you know the reason why I'm asking is because a lot of the community members there's.

C

Been a lot of community members that have reached out to me staff that have reached out to me admins.

C

That have reached out to me or that I have reached out to and I'm concerned that, given the current.

C

Climate that we're in with covid and everything that we have going on, you know, I think you know.

C

It's like throwing the baby the saying throwing the baby out with the bathwater to some extent.

C

I think um you know, having looked at other superintendents across districts as well, I've.

C

Done my research too, you know, I think steve has done a really fine job and I think.

C

You know there's sort of opportunity there. I was not part of the last board, so I did.

C

Not get to make a decision about moving forward with a superintendent search process.

C

And I guess I just don't want to get too far into the weeds with the superintendent search.

C

Process before maybe possibly making a motion or doing something to extend the contract to steve.

C

So I guess I'm wondering if you could from the committee is there a certain date that would be.

C

A good date to sort of um can I just interject real quick, so we have extended a contract to.

I

Steve it's for one year now we're under contract for a search, and we are supposed to meet tomorrow.

I

To bring on boarders on up-to-date fully in the process, so I'm happy to address that more.

I

But um I would certainly look to steve uh for his comments. But as of his last statement and.

I

He can speak for himself, um you know he was looking, and so we are under contract right.

I

Now to look, we will continue to look and we will continue to go through this process.

I

At which time, as I stated, if the process does not reveal uh the necessary findings or.

I

That we feel is needed for our district. Then we will review with the board, as with our.

I

Current superintendent all options at that time, so if we cross that bridge, we may not even cross.

I

That bridge, I guess I guess I understand what you're asking elizabeth liz. I truly understand.

I

What you're asking and what I'm saying to you is it's not this time there that time has not been.

I

Identified because we may not even come to that time, there's a two-way search going on right now.

E

Okay, steve, I don't know if you would like to comment for um clarification that might be helpful.

F

Yeah, so I again, I I think, um obviously the board's involved in a search process and- and I I would I.

F

Would say you know following through with that um I I would think that any other conversation would.

F

Happen after that process, and we would go from there and if the board has other conversation.

F

That you want to dive into it, I would suggest perhaps um you know, having a non-public and.

F

Talking about some of right, I suggest to non-public. Yes, I would agree with exactly.

B

Okay: okay: we can uh talk about that more okay, yes, so um clearly, there are being a lot of concerns.

F

Raised so even if the search committee continues as planned, um you know, or do you have a date.

F

At present as to when we would know more about what's being implemented, because I know there's a.

F

Need for secrecy now, but when could we know that it's not necessarily secret.

I

It's just protecting the confidentiality of applicants, we've been very transparent, so.

I

But in terms of the process like I said we close tomorrow and then we will be starting.

I

To go through short interviews and then narrowing those down and going through, hopefully bringing.

I

Forth names to the board around that february time frame, as we had discussed with the board.

I

Before okay and so, um but as far as we don't have a confirmed higher date. Just yet because it will.

I

Depend upon applicant schedules for being able to schedule those interviews so give or take, and with.

I

Covid right now you know you one day you have one someone and the next day they're starting poker.

I

So we're just having to be a little more adaptable and flexible with the timeline than we normally.

I

Would does that answer your question? I believe it does yes, okay, yeah is this. Okay. Is that a.

C

Retreat nancy, as far as just having a discussion about this, is that part of the retreat as well.

C

I don't believe so because our retreat is public public. This has to be a non-public discussion.

E

So we can schedule a non-public, okay, yeah and we'll rely on hope and [ __ ] to tell us when.

E

There would be a good time to have that meeting. Okay. Okay, so we will do that. Okay, moving on.

E

um Thank you um hope and mago any other committees that would like to. I have one, um oh kim, why don't.

E

You give the report, you were there, I was yes, she was there as well. Are we talking portsmouth 400.

J

We are portsmouth 400., we're talking the big it was very exciting. Can you give the report.

J

um Okay and then you guys can jump in um so my marlin pinto is an amazing student at our school.

J

And um he is rallying the education committee around a walking app for portsmouth.

J

Where it will be a very cool thing um and there's a lot of people jumping in thinking about.

J

Oh well, this stop could be this, and this stop could be that um so uh they're also talking.

J

About the historical, um oh oral history, thank you. Oral history like storycorps.

J

um Where different spots, perhaps there'll, be, you know either a pop-up video of someone speaking.

J

Or something that you're looking at while someone's giving you an oral history.

J

We also talked a lot about murals, so I know a student rep from the youth council for the.

J

Naacp was there and she's she's the president of the seacoast youth, double and naacp council.

J

And she's talking about working with black heritage and doing something about diversity.

J

And someone else was jumping in about immigration and people who have come to our city and worked.

J

To make it a better place and then the eco club was there talking about how we could talk about.

J

How we're an eco municipality, how the environment, like the maritime piece, has played a huge portion.

J

Of economic development, but also the appreciation that we do have some great natural resources.

J

um I've probably missed something, so I'm going to turn it over to george and nancy. Yes, george.

E

Thank you for being here too george yeah. Those are the two big um initiatives. It has a great a lot of.

A

Involvement, we had excellent student energy around it and, prior to this, it's really just been marlin.

A

Before guy who's, an amazing kid by the way, he's pretty much shepherding a lot of this work. Now.

A

And has brought in a bunch of uh portsmouth high school kids, they have excellent energy, great ideas.

A

And it, and just what you want to see you have that sort of student autonomy and.

A

Drive they're, taking the reins of a lot of this now and um you know moving away from us adults who.

A

Like to sit around to meet they're actually doing things, it's awesome, so it was a great meeting.

E

A lot of enthusiasm by the high school it made you proud to know.

E

That you're we're all connected in some way to portsmouth high school. By being on the.

E

School board- and they also talked about getting the elementaries and the middle school involved.

E

Too so that was, um and just an idea came up with a welding club at the high school would.

E

Make a sculpture that would be permanent in the city of portsmouth, so it was. It was really a.

E

Cool meeting so they're meeting again, if anybody wants to I zoomed in the second monday of february.

E

um At 3 45, so um if any, I don't know it's the second, it's at the nichinon theater.

E

Yeah at the nichinon theater in the high school, and they they also allowed those. I.

E

Mean offered the zoom so um a lot of excitement. I was high when I came out of that meeting.

J

Shout out to uh mr lister, who is heading the education component. It was nice to see him. Okay,.

E

Any other, thank you any other committee updates. Yes, will we get a um an idea of when.

C

These committees are meeting in times. I know you know the only one I've seen online really is the.

C

Policy committee posted and obviously the rec committee is posted, but I don't think a lot of.

C

These committees are posted as far as times that we're going to show up so um yeah. I think what.

E

Will happen is they'll notify you when they're having a meeting, I don't think they. I would.

F

Say anybody who's on a committee assignment? You don't know when that meeting is just contact me.

E

Oh, oh, okay! Thank you, michael. Do you want to do that.

E

Marco is going to talk to us all about. Oh, are we finished with committee updates.

E

Oh go ahead kim. Well, the um the equity council has been meeting just quick update. We had our.

J

Last meeting on zoom, um let's see liz, you were there um and we see you with him. I missed the.

J

Last one, but he was there um so and nick weaver. No, I don't believe that, um but we had a good turnout.

J

New hampshire listens is leading the charge getting us to work as a group and talk about.

J

Sometimes deeper issues that um caused a little bit of tension, but it was all good tension in that.

J

Talking about the language we use and how that that represents different perspectives and.

J

That's that's really important in every piece of equity work. So so that's where we left off so I.

J

Just update on that and you have another meeting scheduled or yep okay, can I ask a question.

C

As far as the equity committee goes, is there obviously there's this sort of bonding aspect.

C

Of it is there ever, you know, is there a point in the plan or at what stage or time or month will.

C

We sort of get into discussing more of particular points of change and whatnot yeah, so I think steve.

J

And I were going to meet very shortly um because we're about at halftime and perhaps consider.

J

What's what's our next step and revisit sort of like what was the objective, and when are we.

J

Going to hit that objective and are we on our way there and I don't know, just touch.

J

Touch in on that half time piece, and then you know thinking about what you just said: we can.

J

We can talk to new hampshire, listens and get a better feel for when that piece to.

J

The puzzle will be coming up. um I know people are anxious to kind of move forward a little bit more.

J

So so I guess we just need to meet and then talk to michelle holt, shannon over at unh.

F

Yeah, I say I would say, as kim alluded to in our in our last meeting, it was evident.

F

You know this group needs to really get to know each other too and be able to function.

F

Together- and so I again, thanks to new hampshire- listens for helping facilitate some of this work.

F

But certainly we've taken a more gradual approach to saying, let's form a formal.

F

Equity, council, and so so I would say, the bedrock foundation work which.

F

We're talking about and we'll circle back to, new hampshire listens may take.

F

Most of this year before we actually say, okay, this is the structure formal, that's going to go forward.

B

I just have a quick follow-up on that. So would the intention down the line be for the equity council.

B

To feed suggestions into the policy committee to try to implement things down the line, I understand.

B

The process right now is more of a just kind of centering. What the conversation should look like.

B

But is that how it would sort of go next or what's the thought on how it would start to pivot towards.

B

Implementation of potential changes or yeah, I would say both the uh suggested changes and and.

F

As our equity policy would would I identify we're talking everything from curriculum to.

F

Professional development to uh protocols and rules and schools, uh but also as a filter, so policies.

F

That perhaps the policy committee in your example would create could be run as a filter through the.

F

Equity council to really examine them from that lens too. No, that's helpful. I just wanted to make.

B

Sure at some point that they're sort of looped, in with other things that are going on so that it's.

B

Not just happening over here, good question yeah just say that we are building that foundation.

J

Yes, um and so the events we're not going to see the events that you're talking about for a little.

J

Bit because we have to build common values and beliefs and systems in order for this to be pulled.

J

Off successfully because if we just work at the event level of like policy making- and you know.

J

We've really done nothing to shift the direction and to have people really believe in the goal.

B

I fully appreciate that I just was trying to think down the line we'll get there.

C

Okay, sorry, one more follow-up, and so with that being said, is there an idea that this would sort.

C

Of uh wrap up towards the end of the school year, or that these folks, you know, are committed and.

C

We're going to commit to next year as well, I mean, is there you know, do you anticipate kind.

C

Of keeping you know putting that out to the group that hey, we can have this opportunity to extend or.

C

I guess I'm just wondering what that yeah. We suspect this process is sort of identifying.

F

A core dedicated group that would likely be the heart of what goes forward. Okay, and we would like.

J

Right, we're still hoping to include every everyone who has an interest, as satellite groups or, however,.

J

However, the the map of how we communicate and stuff works out, however, it evolves. Yes, it's an.

J

Organic process. Okay, thank you. Kim kim's really been working very very hard with this group and.

E

Kim we're lucky to have you you're a victory nancy addition to our staff into our board. um Margo's.

E

Going to talk about the curriculum committee yeah um as nancy, and I sat down to look at the current.

D

Board committees and um I've been fortunate enough to be having some conversations with.

D

Their christina, as you know, who's the head of the new hampshire school board association.

D

And one of the things he when he speaks to us at our retreat, one of the things he went over are the.

D

Roles and responsibility of school board members and or of the school board and on that table which.

D

We will go over at our retreat. Curriculum is very much in the lane of school board.

D

And one of the things we've heard, often and george has had this conversation many times and steve is.

D

Is the desire, as a board for us to have a k through 12 curriculum vision? We are not.

D

A school department that has a specific director of curriculum or implementation.

D

But in the history of the board there used to be a curriculum committee.

D

That was absolved, and I would like to propose that we reform a curriculum committee.

D

And incorporate into that, taking into what we're doing with the equity council and the.

D

Board goals of really trying to come up with an intentional, transparent, fluid k-12 curricular.

D

Plan that incorporates both the mission and the vision of the board, as well as what we all hope.

D

To be the outcome of a portsmouth education, so we had nancy and I placed that on there with the.

D

Proposal that we would have a curriculum committee that would be composed of two board members, as.

D

Well, as department chairs reps from the different age groups, george lucky, you would probably be the.

D

Superintendent representative, since that is in your guys,.

D

So I would like to propose that that is formed. I have a question is and where would this committee.

I

Fall is this a standing committee, a temporary special committee, um because we also you mentioned.

I

A director of curriculum, which is something I know that we had talked about, um I didn't.

I

See it in this current budget proposal, but um potential future hiring. So I'm just curious says.

I

I think that's a great question personally I and I'm realizing. I placed it in the wrong spot.

D

I would see it as a standing committee until we were able to move into a director of until we were.

D

Able to incorporate a director of curriculum position in our district okay, so I am sorry I.

D

Placed it under temporary and special, but I do not think that's the right location for it.

D

It should be a standing committee right and and then just to reconfirm that it is to advise.

I

The district, or I mean I was, I would assume there would be department heads I mean we.

I

Have a curriculum director at the high school, but not across the district. So can you just.

I

Restate what you're thinking its mission yeah, I I and I would. I think we as a board- need to.

D

Define that more clearly, so that's still still out for us to like fine tune, but I think it has.

D

To have representation from each age group right our element: it has to have an elementary rep.

D

Of some sort on it, a middle school rep and some department, chair reps from from the high school.

D

And it's to try to get us to a clear, k-12 vision of our core competencies, our essential skills.

D

And where is that reflected at which points in the and steve? Can you just give the history of the.

I

It was a a committee uh curriculum council before do you mind, yeah george and I were.

F

Talking about this today in in the history, um there has been a group called the curriculum.

F

Council, which has had board representation actually both from sau 52 and 50., but it.

F

Was primarily made up of staff department heads other teacher representatives, some administrators.

F

And the the struggle we had with it honestly and probably the reason it disbanded was.

F

When we would bring an issue to it was a standing set group of people. So when we bring an issue to.

F

It that issue might apply to a third of the people, but it would never really be something broad.

F

I I like the idea of a small group like a policy-ish size committee, who could then bring in.

F

As needed for whatever topic you're talking about a group of people to inform the discussion so.

F

I think it would be a little different than what we used to have, but it would be targeted.

I

Thank you for that background, so what we need is two people from the board who would like to be.

E

On this committee I do have a quick question. I guess I wondered about the remote com, the.

C

Remote learning there was a committee created around that, but it wasn't school board involved.

C

Is there any sort of aspect of that? That's you know, I assume that's sort of defunct now.

C

Is there any sort of aspect of that that could be integrated into something like this.

C

Yeah liz, if you're talking about I know the conversation we had earlier before around what.

F

Opportunities still exist in our long-term schooling for aspects of remote learning.

F

That would to me, be a committee that could talk about that yeah. I guess I was sort of referring.

C

To the group that had gotten together to create this remote learning yeah, that was a subcommittee.

F

Of our of our reopening advisory task forces, so that was a temporary group just to talk about.

F

Remote learning and how we were experiencing it at the time, okay, so nancy, just to clarify tonight.

I

We just need to vote on having the committee, but those that are interested can email. You just like.

I

I did with you contact me, okay, thank you. Okay, so can we have a motion that the school board.

E

Will establish a standing committee called the crook for now the curriculum committee? Sure okay,.

E

Second, do we need to do row code? um Yes, okay, steve will do a roll call liz barrett. Yes,.

F

Lisa rapaport, yes, pip clues; yes, anne walker, yes margot peabody, yes, nancy, clayburgh, yes, pope then.

F

Epps, yes, brian french, yes, kerry, nolte, yes, okay, we wanted to address the woodlands bus, stop.

E

So I handed over to sure so um well, first of all in the structure of your agenda, one of the.

F

Things we talked about was having a section at the end, that would be follow-up items.

F

Which would primarily be other? It may not be the case tonight, but are there things that have come.

F

Up just recently, and perhaps in public comment, that you would want on a future agenda to talk.

F

About um in this case, um you know- and I can nathan can jump in uh if his internet is strong.

F

But uh but we've been uh nathan has been working constantly with the bus company.

F

uh Around um stops and changes, and, as I alluded to earlier, how do we uh literally make help the.

F

Buses run on time. In the new time constraints we have with the limited buses we have so there have.

F

Been some changes um I would want to highlight that there has been some movement and change.

F

Around that issue in particular, if you think about the horseshoe of the woodlands.

F

Rather than I know, a couple of emails you received referred to the only options being.

F

Lafayette and hoover and elwynn uh on the other end uh we have established, stops closer within.

F

The woodland within the elwynn neighborhood so right near dondero, at van buren in mckinley.

F

And those stops are very much reasonably located to the people who had expressed the most.

F

Concern with where they were so, on the one hand we wanted to be responsive to the concerns we were.

F

Hearing which is the 0.7.8, whatever mile etc no sidewalk, so we've addressed a good deal of those.

F

But thinking long term in that neighborhood there are a number of houses, as you know, uh and.

F

We from time to time can't predict accurately who's going to ride the bus and who isn't.

F

And I'll turn it over to nathan to talk more specifically because he just had to come another.

F

Conversation with the bus company today, but we do think we can make a change too, to establish.

F

uh Stops as they were at t.j gamester, so nathan did you want to say anything more about that? No.

K

I mean, I think that said I wanted to say thank you to the board for your calls and your feedback.

K

And thank you to this evening's speaker, ms stahl camp, for all of the information that.

K

Was shared but based on some of your feedback over the last few days, I've been talking to ms.

K

Owens, the manager over at our bus company and we'd recommend that if you please, the board.

K

We'll go back to last year's stops in the woodlands which is each end of tj gamester.

K

We'll also keep the mckinley van buren stop. That is out uh just north of the entrance to.

K

Dondero and then uh we'll continue to have the stop on hoover that we've had, which is not at.

K

Lafayette anymore, it's it's in uh at taft that one I I think the bus company will recommend. We shift.

K

To coolidge, where it was last year as well, uh and I guess the the one comment that I'd like to make.

K

If you're, actually hearing me from from something that was said before, was that there are stops that.

K

We attempted at the beginning of the year and as steve just said, we've we've replaced those and.

K

Changed them, but the bus company is very careful not to eliminate stops until they're, very sure.

K

That nobody's using those stops, and some of the stops that are or commented on are not they're, not.

K

Being used in some cases by students any longer but they're, very careful not to drop those off.

K

The route until the drivers are confident that nobody is continuing to expect a ride and then.

K

They continue to drive by for some period of time, just to make sure that they don't miss any school.

E

So nathan, when will that start? Do you have any idea? I I won't. I don't dare say tomorrow.

K

Because it's now after nine o'clock but uh but it certainly will be, those stops, will.

K

Be in place by tuesday when we come back, but it's very likely that they will start.

K

This this week before the week is out I'll update the board for your information.

K

And then we'll push out an announcement so that the neighborhood will know.

E

Nathan, thank you. I know. You've worked very hard with our bus.

E

Company this year- and um you know, there's a shortage of bus drivers. There's um we want to get.

E

Kids to school on time so that you don't disrupt classrooms by having students arrive late. So.

E

Thank you. I know you've worked really hard and we appreciate it nancy. I have a follow-up. Thank you.

K

Thank you and the community for their patience on this one, all right, two things. uh First off I just.

C

Want to be sure that there's no kids standing on ellen and harding anymore after this I mean this.

C

Is another and then my night, but my next follow-up is um you know unfortunately nathan, my cell phone.

C

Died when I was talking to you yesterday and I wanted to follow up because patriots park.

C

Has been standing on route 1., um I think I had called into stephen george when it first started.

C

I think it's a this year thing, but these kids are standing patriots. Parts kids are standing.

C

On route 1 they're, either standing in the snow by the entrance on route, 1 or they're standing in the.

C

Median and on a daily basis, these kids come within a foot of my vehicle and when you're driving out.

C

Of patriots park, the sun is directly in your eyes, um so you know it's great that all these.

C

Folks have brought attention to elwin park and the woodlands. Unfortunately, I just don't think that.

C

You know, maybe I'm the only one that's going to bring attention to patriots park, um but these kids.

C

Have been standing on route 1, and so I guess I'm wondering if the bus can go in like they do for.

C

The elementary and do a turnaround- um and if you could follow up on that, please so I'll definitely.

K

I'll definitely follow up with you. I put that on the radar of the bus company after you and.

K

I spoke uh and she's getting back to me about what changes, if any happened with that route,.

K

uh This year and those and the stop there, both elementary and middle and high, and so as soon.

K

As I have some response from her I'll get back to you, the elementary stops fine elementary. They get.

C

Picked up right in front of the first building the bus goes and turns around it's. The middle.

C

And high schoolers that are all standing at the entrance uh eight o'clock in the morning and I'm.

C

Just concerned, especially with the weather, I don't want to be a in a situation where we.

C

You know we're saying we could have shoulda woulda later on and these kids are standing on route 1. So.

C

Thank you um and nathan. The elwynn um road in harding is no longer there correct.

K

I'll have to confirm with uh believe the reality is that the bus, the bus stops at least three at.

K

Least three times across elwin, because there have been students presenting both at grant.

K

And at taft and at harding- and I appreciate that there are concerns with those stops.

K

I have to tell you that the folks at student transportation of america sta our bus provider.

K

Nicole is outstanding and they work they work very hard to make sure that they locate stops in.

K

The safest possible places for students, but they additionally stop at places further down helwin.

K

Because they try to limit the amount of distance that students have to have to traverse on elwin.

K

To catch the bus, so I'll confirm with her that she does or does not have students there, they actually.

K

Come in off elwin and pick up at the intersection of taft and arthur as well. But I don't know that.

K

There have been any takers on that stop of late. Okay. Thank you, okay. The final thing I have is our.

E

Retreat, which is monday january 24th from 6 to 9 p.m, and where is it it's here? I think it's here.

F

We've identified the school board conference room, yep yeah. Can, I just add one thing: yep just.

H

Regarding the school um bus conversation and being new, I just want to clarify, but in general the bus.

H

Stops or safety issues, especially as they come up with winter hazards, the proper pathway isn't to go.

H

Directly to the school board right it's to reach out to administration. I just want to make sure.

H

That we're not going to get a slew of bus, stop requests because there's a another pathway to.

H

Handle that, um but totally appropriate to bring it if it's a safety issue, that's not getting handled.

E

It's like it's, not a school board decision, it's an administrative decision. So, yes, you are correct. We.

H

Can discuss it, but we don't really have any power in correct gotcha correct. Thank you. Thank you.

E

Okay, so we'll see everybody um on the 24th from 6 to 9 p.m. Here and we are going to get mo's.

E

Subs, so paulette will send out a uh request, your request. We should bring our budget books then.

E

Yes, yes, please bring your budget books because we will talk about budget and.

E

Margo and I will put together an agenda so you'll all get an agenda before next monday.

E

And then we have a meeting next tuesday. Also so we'll be doing a lot of school board next week.

E

I think we've um a lot of um questions out there. It's a 20 holiday I'll, make a motion.

B

Second right, yeah.

B

Thank you, everyone good night. Thank you.