City of Portsmouth, New Hampshire School Board, 23 Mar 2023

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From YouTube: 3.21.2023 School Board

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3.21.2023 School Board

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Eating of the appointment school board.

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And they would like this.

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Here, okay, thank you. Patty. Can we all stand for the pledge of allegiance.

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The um the other thing that I wanted to uh what I like doing, I like doing tech work while.

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I'm doing it uh appreciation, no, it's all good, so that's it! The uh the other thing I want.

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To mention is too that uh in that video update to the community, I also asking for people's.

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Feedback um on approaches to snow interests and, um and what was great, was I've had I've.

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Had almost 800 people now respond um to that, there are about four questions uh and people.

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Were well, what was great is people are split on a bunch of the stuff which is which is.

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The you know, the beauty of uh snow days are always controversial. There's a reason why.

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uh But people also had a section where they could comment and there was a wonderful set.

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Of um even when people disagreed with stuff, or they had very pointed um comments, uh everybody.

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Was super respectful and thank you for everything you do as a school district and those types.

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Of things, so I think it said a lot about the level of class within the greater portsmouth.

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Community uh and uh people will engage in a civil dialogue uh around uh some of this.

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Stuff, but I will say you know the the one the the graph I enjoy the most so far is that.

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Out of, like almost 800 people asked, one of the questions I asked was uh if, uh if the.

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Storms and storms coming in and it's difficult to call us call um the weather in the area.

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uh If uh would you prefer that the 94 would make knowing that it might be a little off.

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Because we're going to get more information or before we get up in the morning and make.

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A call so we get better information but you'll well, you'll have less meantime. The last I.

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Checked out, I almost hit in the responses it was. 49.7 percent is great 29.7. One way.

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You know and 50.3 the other one, so it was like split right down the middle, um which.

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uh Which, I think was great so [music] yeah, I'm just going to mention, though, in the survey there was a mention of guardian in.

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The picture you could put parent guardians- there's maybe my legal background, but guardian.

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Is a little bit different than parents so sure, um and then the announcement of dondero.

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Having their um all school concert on april 11th and um the mention of maybe moving the.

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School board meeting to the next week, I know we have angel vacation, we don't have a meeting.

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That following week, um but I obviously know people playing around school board meetings.

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And, um and also you know in the future, if we could sort of plan all school events around.

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Kids at dondero um so strive for that in the future. Thank you. Yes, I don't know if we get.

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To consider moving it, I know that our meetings are a little bit stacked right now we have.

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A meeting next week so I mean I don't know you know we could sort of shift our meetings.

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With this one being shipped in, we don't do that. We don't change meetings because of events.

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On various nights, so what we can do is, as we plan the calendar for next year, try to.

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Find out what's going on, but I guess I have to do with brian and I are both out if there's.

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Anybody else that's going to be out that night we might have quorum issues. I don't know so.

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I'm just throwing that out there. Okay! Thank you all right. Anyone else. I just have a few.

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Things. Oh yes! Nick! Yes, so um just a couple student events I want to report on so the.

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We had the shamrock ball at the middle school, um which uh was a kind of a st patrick's dance.

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But it also doubled as the unified deaths, which is something that we've kind of been.

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Trying to we've been working with it for a while um is basically where um kids enrolled.

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In special education programs, uh the school like it's an event designed so that they haven't.

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Danced in addition to everybody else um or like alongside everybody else, and so the shamrock.

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And so a lot of time we have attendance issues with us. I think in the past, like the term.

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Unified dance is kind of turn people off, because I think it's something for like people in.

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The unified club, which is an organization around that um so the shamrock ball, was marketed.

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As kind of like a st patrick's dance, that's also unified dance and it was actually a huge.

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Success we had a huge turnout, everybody there seems to have agreed. It was one of the better.

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Dances we've had in the last few years. um There's original music kenosi was actually.

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A I'm told playing guitar one point um so yeah it was. It was a great time and yeah that.

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Was a huge success and then otherwise um there was a student production of into the woods.

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At upside arts, um which was actually kind of amazing, um so I I know we had a lot of.

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People from the high school working really hard on that so yeah. Those are the two things.

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I wanted to recognize okay, I just wanted to let everybody know that um michelle wheeler.

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Was elected to the right school board last tuesday night and she is a teacher at portsmouth.

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High school, she teaches social studies at fortification, so we congratulate michelle.

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On her victory as a school board, member in rye and perhaps she'll be here, you know how.

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We'd have an estate 52 representative essay 15 representative. um Perhaps you can come.

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I don't know what the protocol is. Foreign.

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Academy on saturday, the maple sugar um celebration that they had, they immediately sold out of.

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Maple syrup, um so we had to put our name on this to get more maple syrup, but they had.

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Games with the kids they had, um oh, they have the coolest t-shirts and sweatshirts. They.

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Sell it says 603, but in the zero and the 603 is a maple leaf. It's kind of a cool t-shirt.

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And sweatshirt, I'm gonna go to humble greg.

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um Then I also wanted to just briefly because winter.

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Sports has ended at portsmouth high school and I asked cause to send me a um a list of.

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All the accomplishments that uh teams had this year and I'll make it very brief, um but.

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uh Both of our boys and girls swimming team uh placed in the division finals, the girls.

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Were in eighth place out of 20 schools and the boys were in fifth place out of 18 schools.

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And they were in the division, two state championships, so that was great for our swim team at girls.

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Ice hockey team, which we cooperate with oyster river high school, I think most of you know.

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That um we had a record this year of oh wait a minute. I don't know that we were in the.

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Division, one state championship, so that was a great accomplishment for the girls face.

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Hockey team, the girls, varsity basketball, ball team, 17 wins in one lost record. What a year.

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For them and head coach, tim copley was named division. One coach of the year in the entire.

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State of new hampshire, so that's quite an accomplishment he's been around for a while.

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And he's a great guy, the varsity boys basketball team had a regular season of ten and eight.

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And they were the eighth scene in the d1 tournament, um the boys ice hockey team just missed the.

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Playoffs this season, so they're they're, a growing kind of team and they're doing better.

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And better every year, um the boy, boys and girls into our track team place the girls.

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Placed fifth out of 20 schools in the boys place. Third out of all those schools and the.

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Competition was a darkness. I remember going up there with my daughter many years ago.

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So that's quite a it's, a state meet and it's in document um and then we had some breakaway.

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We had some records broken in our portsmouth high school indoor track from junior lily.

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Jenkins said, a new school record in the 55 meter dash and the girls relay team broke.

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A record for the portsmouth high school and then nick mentioned the unified team. They.

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Had a basketball team this year, which they've had for many years now, and they had.

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That wasn't there when my kids were there, but they've had the best season ever and then.

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Of course, we had the alpine's e-teams and the boys alpine ski team finished third place.

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In division, one and the girls placed fifth in division one. So um we certainly have a.

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Wide variety of opportunities upwards from thai um for the sports yesterday, yeah actually.

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One other thing in that vein on the robotics team uh had our first competition a couple.

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Weeks ago and we're actually going into another one this weekend um yeah, so we had a successful.

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Demonstration in the competition um we won the spirit award actually for, um I think yeah.

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I was partially for the way that we ran our team. They appreciated when we got people engaged.

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And they're also excited about the chariot races, um so you know, apparently that's something.

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They've never seen before and so yeah uh we're going back in we're hoping to make playoffs.

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Okay, great yes, I just wanted to say I was at the music committee meeting yeah night.

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And our choir has the opportunity to travel to italy, to rome to sing at the st peter's.

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Basilica and in 2024 and um at the meeting um and talking to the choir director, we found.

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Out that my family was traveling there last year for my son's graduation and we happened.

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To be in the same basilica, um at a time when a choir was taking place, and we didn't realize.

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It's for the event that was that that our kids will be called to me, and it was the most.

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Angelic thing that we had, I mean you could hear a pen draw so to now see that our kids.

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Will have that opportunity to to be the ones not filming the choir but being filmed and.

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Being part of such a groundbreaking and just wonderful event from people all over the country.

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I think is a great opportunity for our choir, so they'll be doing some fundraising. They'll.

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Be putting that out for newsletters soon, so it's a district-wide, fundraising and hopefully.

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You're going to be a chaperone, but I won't do that to my son.

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I think it's really great: if parents don't go, I mean it's just a great experience for.

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Students to be able to find their own with one another and it's a real bonding experience.

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With their teachers to experience something like that, so personally, I think it's great.

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To stay home well, thank you, okay. Anyone else we will move on if not, okay, acceptance, acceptance.

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Of minutes from the february 14 2023 meeting, do we have a motion to accept every second.

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Second, but liz uh do we have any.

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Motion passes. Okay, we have a couple comments session. We have somebody that would like to.

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Mail us a puppet, oh yeah, I'm sorry! Thank you. Thank you. Thank you. Do we have a luncheon.

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Go ahead again: margo I'm I'm present. My address is 1000 l, conquistador avenue in villardo.

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Puerto rico, thank you.

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The connection isn't great, so I'm keeping my video up so that the audio is better sorry.

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Thanks margo, okay, I hate to roll call. We have a roll call vote to accept the minutes of.

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The february 14th meeting liz vera- yes tip blues, yes, lisa rapaport, yes and walker. Yes,.

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Margot peabody, yes, marco, yes, nancy, yeah,.

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Thank you. Okay motion passes so now we need a motion to go into public comment. Do we have.

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A question to enter public liz.

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I guess we need to do a roll call for that. No, no, no! Okay, all right! Okay, okay, public comment.

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um The way public comment works, um I'm sure they already knows um is um we speak for three.

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Minutes, please give us your name and address and uh you speak for three minutes. So uh if.

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You'd like to come up to the table, if you'd like to do, they have to come up to that's.

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Not a microphone is it. That is oh all right. I guess. Maybe you get closer to the table.

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People could hear okay.

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Good evening my name is gary eppler to select the treat portsmouth new hampshire um first.

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Of all, I want to thank you all for your service um actually sat in one of these chairs. A few.

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Years ago, so I know that um you know, given that you all have day jobs and families and.

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All these other things it's, um I know it's a challenge, sometimes to do this extra work.

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But the community really appreciates your all your efforts, um so with that I'll be quick.

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um I'm certain that you were all painfully aware of the reasons.

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Targeting jews, people of color and the lgbtq community that were sprayed on temple, israel.

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And numerous other sites and businesses in portsmouth during the early morning, hours.

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Of february 21st, and while I was certainly gratifying to see how the community and officials.

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And religious leaders quickly rally to counter the april messages. I feel that we have not.

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Done enough last week a report was issued by the anti-defamation week, adl showing that.

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These types of incidents, the groups that push them are on the rise throughout new england.

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And in particular the seacoast region, which is our community, and this trend is unfortunately,.

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Expected to continue there's active recruitment by these groups occurring online right now,.

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We need to do more in order to counter these trends. This is a teachable moment and we need.

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To act in measured and thoughtful way, we need to provide our kids, our students, our children,.

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With the resources and tools and background to understand what these incidents are, why.

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They are hateful and hurtful what these groups represent and why they must be rejected and.

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Countered, there's certainly a place for such educational programs in our schools. There.

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Are many resources available to help communities schools in particular, which have experienced.

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Such hateful incidents with programs and curriculum to counter them and help guide our children.

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Away from the hate and towards the path of tolerance, understanding and acceptance, I urge.

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You to make this a priority, to rise to the challenge that this moment represents and.

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To act quickly, failure to act now may make the task much more difficult in the future.

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I know that there are um I'm. I don't have a background as a professional educator teacher.

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Or anything- and I know that there are people in our community much more skilled than myself.

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But towards that end I would be happy to volunteer my time to helping the school board or administration.

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Or any schools in such efforts and happy to recruit some friends of mine, who, I think, feels.

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Similarly, um to help with that, thank you [music] thank you. Would you like to speak.

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I'm wendy pullin 97 abigail, newcastle new hampshire. um I my son, just graduated from.

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Phs last year and attempted to head to college with unsuccessful- um and I don't I guess- I'm.

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Here to [music] let you know that these kids and I'm sure you know, are they're suffering.

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They're struggling from mental health, depression anxiety, um their communication skills are.

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Lacking um they are completely inept at looking within, and I believe that most of this has.

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Come about I mean obviously covet has played into all of this, but it's been amplified by.

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The use of their phones- and I I am so passionate- I mean I spoke to patty and I actually took.

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Versus tears, I'm I feel like the high school could be so um instrumental in, even if you.

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Did a 30-day challenge to not for these kids not to have their phones and and and it could.

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Be presented, I had lots of ideas, but it could be presented in not a way of punishment or.

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Shame but in a way that's enthusiastic and you know bringing the kids together during.

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The day or week or whatever discussing like what was an experience that you had that you.

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Resolved without your phone, what was the struggle that you had that you had to resolve because.

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You had to look someone in the eye and talk to them, and I I mean my son in his small group.

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There's six kids that went to college and are now not in college, and I never thought.

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That I would be a parent of that child, but these the phones they are addicted to their.

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Phones, they are addicted to their phones, they can't put them down. I I like I mean so I just.

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I just feel like um and and on the heels of what you were saying. I I believe that there's.

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A lot of hate and anger, and and these kids are disconnected um you know, other than phone.

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You know having the kids have to be in a club while they're staying in the high school have.

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Them take part in a sport and when I say be in a club so that they have to talk and mix.

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And mingle, it's like there's the cool kids that aren't in clubs and the not cool kids.

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Are in clubs and my son wasn't even in the yearbook, because perhaps he wasn't in the.

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Group that was taking pictures for your book doesn't matter. He done carries in the yearbook.

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But I just noticed this there's a lot of separation, and so I and it's all being driven by the.

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Phone, so if you could, you know, do a 30-day challenge and you know you could hand out.

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A gift card who, who has a story that they could share and and everyone's sharing, like.

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And- and I know these, these kids could could find some some happiness, some health, some.

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Freedom, if they didn't have these phones on them at school and and I've heard you know.

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Parents, you know what worst is guiltying that, because I texted my kid during school and.

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In two seconds, no matter what class at what time of the day he answered me, shame on me.

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But it's a habit and they're in habit too, and we need to be broken of the habit as well.

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I mean it's not healthy for any of us, so anyway, that's my and I would love to be in an outside.

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Form or meeting to to brainstorm how we can make something like this happen um for our.

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Kids as long as well as clubs or other ideas that might bring them together instead of.

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Push them apart. Thank you. We appreciate it. Okay, do we have a motion to go out of public comments? Do you.

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Have anybody online? Oh! No, but no, I believe brian is joining us. Okay, welcome brian okay,.

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Do we have a motion to close the public comment? Promotional closed liz? Second, the carried.

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Okay, we will move on zach. I will let you do the strategic planning presentation so.

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We have with us tonight two two members of the organization that we um have um contracted.

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With to partner, through our strategic planning process, the great schools partnership um tonight.

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Our goal is to kind of lay out getting a broad kind of um overview of uh kind of what the.

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Plan is and where um what the next edition steps are going to look like. uh So we're really.

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Lucky today, to have uh two folks in person: uh leotago is our senior senior associate.

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Senior research um and will be the point person for a lot of our work uh here on the ground.

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And david ruff is the executive director of uh gsp and they're both here and we have some.

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Slides for you that I will, I guess, we'll do the old school like okay zach. Is that good.

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All right sounds good, so let me pull up those slides and.

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If you guys, um I don't know if you want to introduce yourselves right away or if you'd.

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Foreign experience, I was kind of impressed. I love the windows yeah.

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I think at one time this was an operating one.

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Let me just start by saying thank you for all of your service. um This is such a critical.

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Role that you all play, my name is leah tuchman. I um I live in massachusetts, uh former math.

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Teacher, I taught math for 11 years and um school leader. I was a principal in my last.

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Role and I've also worked for the state, um so desi in massachusetts is the department.

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Of elementary and secondary education I'll, let my colleague introduce himself as well.

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Good evening, um david ruth I'm, the executive director at great schools, partnership um actually.

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Started it so I've been there for quite a while. We are, I am in portland maine, although.

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I'm proud to say that I was born in concord just a little over an hour.

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um So we're a non-profit organization and uh we like to sort of think of ourselves as.

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Supporting schools and redesigning um and improving learning for all students.

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um We believe in personalized rigorous learning, um and this is about college readiness, but.

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As was mentioned earlier, it's also about life, readiness and citizenship, as well as careers.

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um We've worked really hard on our definition of educational uh equity and I think that.

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We really see this as three-pronged, so the first prong is ensuring just outcomes for.

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Each student second, one being raising marginalized voices um and finally challenging the imbalance.

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Of power and privilege that we typically see in schools and systems that already exist.

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In schools, um so we have three objectives uh for you all tonight. um It's a lot to do in a short.

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Period of time, and obviously there'll be time for questions at the end as many questions.

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As you have, but our first objective is to develop an understanding of portrait of your.

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Graduate and strategic planning purpose and possibilities we're going to talk a little.

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Bit about the timeline and project, that's specific to portsmouth school district and.

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Then we're going to look at some examples of portrait of a graduate um from different.

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States from different cities just so you can get a glimpse. People always ask, for example,.

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So now we're actually starting with that um we're hoping to do this all in 30 minutes.

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That includes the question period so.

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um We're doing the opening now it won't take long for that, um then we're going to talk.

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About like the overview of the project, as well as the timeline um david's going to talk.

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Through some examples and then we're going to take time for questions, any kind of feedback.

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So what is a portrait of a graduate? I think that's obviously the best place to start.

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It's a collective vision and it's going to articulate the skills and personal qualities.

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That all portsmouth public school students need to be prepared for college career and.

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Life, um why like what's different than a typical mission or vision? You already have one on.

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Your website, so why? Why is this important um and I think number one is the is the most.

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Critical piece here is the inclusion of stakeholders, and I mean thousands of stakeholders. um I.

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Just went through this process, I'm actually in the process of doing this in a school district.

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In massachusetts, um very small school district, much smaller than this one- and um we already.

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Have 1200 survey results and we've conducted about 30 focus groups across every school.

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With students and teachers alumni, I mean we're really talking about. We, we did a focus group.

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With the board, we did a focus group with all the principals um really as many community.

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Members right so bringing in people that aren't necessarily associated with the schools.

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We try to get a really large breath of of stakeholders involved and so I think front.

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And center, that is what's different about a portrait um you really want to include as.

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Many voices as possible in the process number two um and I think what a lot of you are very.

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Interested in from what I hear is this connection to strategic. um This really is, I would say,.

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Like the most important piece of strategic planning is, once you have those themes or.

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Those characteristics that you've highlighted as most important. That's what you couch all.

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Of your strategic and then finally, um it can be really hard to get at curriculum and instruction.

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When you look at a vision or a mission right, a sentence or two, it's it's very hard to sort.

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Of clearly define how this is going to impact curriculum and instruction, as a teacher, you.

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Know right, it's very hard to do using just a mission um when you get down to these six.

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Characteristics or six to eight characteristics, they can clearly delineate how it connects.

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To curriculum and instruction, which is really where the rubber is.

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Website, um I think I think it's really good. I think it's a really great place. I think.

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It puts us ahead of the game before we even start. This work, the purpose of portsmouth.

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Schools is to educate all students by challenging them to become thinking responsible, contributing.

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Citizens who continue to learn throughout them lessons all right, so we put together.

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This graphic for you as a way to really summarize the four phases of our work together. um We.

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Are currently in phase one and we're actually making great progress on phase one? I would.

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Say um we are laying the foundation we are starting to think about who who are critical.

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Stakeholders in this work, who can be a part of this committee, um we've already sort of.

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Presented this similar presentation to principles now we're presenting to you we're starting.

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Here um you are the most important people to sort of get on board before we do anything.

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Phase two is seeking community input. This is the surveys and the focus groups that I.

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Was referring to earlier, where we start to hear from hundreds of people in the community.

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Around what their hopes and dreams are for the young people in portsmouth public schools.

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um And you can see the timelines there as well so phase three is actually drafting the.

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Portrait um we're gonna, do a first draft and then we're gonna put it out for public comment.

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Again, and um by the time we get to the next school year, we're going to actually be able.

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To connect this portrait to strategic goals and targets that really create this comprehensive.

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Okay, so this is david's least favorite slide. um She thinks it's going to give him a heart.

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Attack one day because it's just a spreadsheet but okay there's a lot going on here. There's.

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A lot going on here, um zach thought it would be a good idea to give you guys some of the.

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Nuts and bolts, but essentially I've, taken the four phases and um thought about how to.

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Really create a progress monitoring tool to keep us on schedule. um It can be very frustrating.

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When someone's like, I expected a strategic plan on this date and you didn't deliver.

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But if we can stick with these sort of mini projects within, we can get there um and you.

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Know on that timeline that you have requested and that you and and we're committed this.

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Move especially for us yeah what you're saying this? No, it's not so much! It isn't normally how we do it, but like for.

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Every community that we work with we'll create a timeline plan, steps to fit your needs so.

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There's a general scope of kind of like what things look like, but it varies from place.

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To place just because of what you need, who you are etc so is it? Can you get jealous.

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Why don't we restrict the question after the presentations? Is that okay with everyone? Yes.

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Okay, so I'm gonna couple more things about this: um a little bit overwhelming spreadsheet.

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Before we move on, that is a hot link. So if, if you have access to this powerpoint, you.

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Can click on it um column, a just shows you our status so, and that is up to date. As of.

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This morning, um green means we're good to go. We're like doing this. We did it or we're.

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Doing this, as we speak, yellow is we're starting to scratch the surface a little bit here, red.

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Is we haven't gotten here yet um and you can see the tasks and projects in column b? I really.

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Like to highlight impact and lift so how big of an impact is this tiny little project, gonna.

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Have and again, if you can't see it um eventually, zach will share these slides with you and.

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You can click on it. Perfect project lead, I think that'll mostly be either zach or myself.

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um But you all and the committee are going to be tremendous helpers in all of this. We.

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Cannot do this without you, we should not do this without you. uh Your voices are really.

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Important here and then finally, um due date, uh approvers there as well, I think you know.

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That could either be you or zach um or patty, depending on you know what the the project.

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Is but again you can see the due dates there, and- and this goes all the way through phase.

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Four, so one thing um we thought it would really be really at dig into one core belief or one.

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Theme that could potentially surface as one of the themes of your portrait. um This is.

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Taken I want to give credit where credit's due this is taken from a district in maine.

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Rsu 14 is that correct david.

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And this is public. This is on their website, um but one of the core beliefs that they highlighted.

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One of their six was transferable skills um and that again, that feels kind of nebulous.

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That feels kind of well. What does that mean? How are you going to connect this to actual.

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You know action steps in your strategic plan, and so we wanted to show you exactly how that.

I

Might connect um you'll, see three strategies on the left hand, side, um interdisciplinary.

I

Instructions so when you're thinking about cross-curriculum work, you know perhaps between.

I

A science teacher and a history teacher, um the next one is around really thinking about.

I

Authentic learning experiences um and if you need to see that blown up, you can see the.

I

Action steps in that middle column as well and then the last one that we've highlighted.

I

Here are pathways right that we don't want just one clear pathway. uh You have to take.

I

Ap calculus and then you'll go to this college. That's not necessarily the world that we live.

I

In right now, and so really thinking about multiple pathways, and I just want to explain.

D

um You know the work we're doing the front end is around the support undergraduate, which.

D

Is really north star right? What's the north star, what do you want? What do you want? Students.

D

At the end of this experience, to be look like and be able to do with, who are they um but.

D

I wanted to not lose track of the fact that we got into the portrait of a graduate conversation.

D

Because we initially, we were, it was just a strategic planning and that corporate graduate.

D

Is a vehicle to get us to the strategic plan, so I just want to make sure it was like. Okay.

D

What how leotard will, just before, let's say that a lot of places come to six to eight.

D

Kind of core beliefs about what students should be able to do and what they look like at the.

D

End of the experience and it's like well, then, how do you take that and how does that translate.

D

Into a strategic plan, what could that look like, so I wanted you to see. ah Example of.

D

One place that had one belief and then how did that start to translate into the next.

D

Step just so, we didn't lose track of this we're moving into this. What's going to heavy.

D

And a north star conversation how this is going to lead to the next step, which is ultimately.

D

What you initially want to do, which was to have a strategic plan for a certain period.

D

Of time, so, are you able to send us these slides? Yes, I can't right now because it's on my computer.

D

As soon as I'm out, I will send it. I apologize going one.

J

um So let me jump in here with a couple examples. We have the portrait, we talk about, walk you.

J

Through these a little bit, but then also again emphasize that point that zach gives me you.

J

Know how this leads, those next pieces that are there and so the the key thing about our.

J

Portrait is this: is a community you coming together and saying when a student's in our.

J

System and goes all the way through and graduates. This is what we want these kids to be able.

J

To do um and ultimately you have a school department because of your kids, and so you.

J

Want to say this is what we want that department to create okay. So once you have your portrait.

J

And say then: the next question comes: if we want these things here, what do we have to.

J

Do about curriculum? What do we have to do about instruction, but we have to do about.

J

The way we group kids, what do we have to do about the way we structure our time and our resources? So all of that consistently goes back to this, so that you don't find yourself.

J

Having a conversation- let's be honest, it might be a political conversation has nothing to.

J

Do with kids, you want it to be about what is going to move the dial for deeper learning.

J

For kids, that's why this is so incredibly important to do this. um I would say this is.

J

A shift that came for us there were a lot of strategic plans. That used to say. Oh one,.

J

Of the first things we want to do is create a portrait of a graduate. We've actually said.

J

Actually, what you should do is create the portrait of the graduate as a part of creating.

J

The strategic plans- everything leads to that the other piece- that's important about this.

J

Is if you you're creating a five years strategic plan five years.

D

A specific strategies, five years out, despite the awesome work that lee will be doing good.

J

Guys, five years out, the predictability of that is hard. But what will stay? Steady and.

J

Very concrete is this is what you want for your kids. So this example here comes out of.

J

Springfield massachusetts um significantly larger district than you are. um They have.

J

About 25 000, kids, there it's a very racially diverse community, but you can see they have.

J

Across the top, what they call characteristics about, learn to communicate, persist, thrive.

J

Lead and work, okay, um I would one specifically around the learn- is really getting in all.

J

The academic learning they want kids to be there and then, while you can't see it underneath.

J

Each of those are bullets. Okay, and the important piece here is that top one and I'll read one.

J

Like I listen to others and convey ideas and respect and openness and clarity, it's on the.

J

Communication, that's very hard to measure right, but the bullets underneath that are.

J

Measurable- and you want to be able to measure those, so you can actually look and say are.

J

We achieving what we want to achieve what is happening here. Why are we not achieving.

J

Some of these things, okay, um so anyway, this is an example of an of a portrait that has.

J

Led them to create their um strategic plan. um This was the this took them a while and.

J

It's important to note it did in the middle of the pandemic um yeah. That was that was.

J

The reason for that right in the middle there were more than one community forum that we.

J

Were there with, we got a call, gotta cancel this. So there's one example. I would also add.

I

Real quick with spring balance: um they have amazing videos, they've done a better job of.

I

Capturing the portrait of the graduate process than any district I've seen so, if you just.

I

Google springfield's on our website, portrait undergraduate or you can find it on our website.

I

We actually watched one.

I

They have a lot on their website devoted to the portrait of a graduate, and I haven't seen.

I

That in other districts, so here's one from colorado. We actually did not work with these.

J

Folks, we pulled it down off the off the website, so you can see an example. It's here again.

J

It's looking at a courageous leader, created problem, solver, confident communicator. You.

J

Can read down through these different pieces that are here? I think this is a solid one.

J

To be honest, uh it doesn't have as much measurability as we saw in springfield, one which, again I.

J

Think is really important to know and then finally, this one in there from blackstone.

J

Rhode island, we have helped with blackstone academy um and to identify to create theaters.

J

And again you can see this here once you get the slides, it's a little tough to see up there.

J

I apologize for that, um but around identity, learning, social.

J

Community problem solving in the future.

J

I wanted to know about this one for them. You will do the same thing when you go through.

J

And figure out, what are the things that we hold near and dear for the students and the.

J

Families here in portsmouth- and I think that is um crucially important, because you could.

J

Have you know a dozen different things here we're going to push you hard not to have a.

J

Dozen different things, because it's just very hard to keep those in mind to measure those.

J

To design your way around those, and so again, it's not enough for us to figure out what.

J

Is the most important ones for you, but to say you got to put these down there. You've.

J

Got to get clear about those we'll be pushing you to get it so they're, measurable and then.

J

You can actually move in and start to do the rest of your work. um I can't tell you um how.

J

um Helpful, I think this would be to help you facilitate some of the hard issues that you.

J

Guys face in terms of budgets, policies, structures to be able to go back and say well if we really.

J

Want to see this, what should we be deciding that back, and so this is a piece that comes.

J

Back again and again again will lead to your strategic plan and it will be a core piece.

J

To get community buy-in, let me end um before we go to those next steps there. Just by saying.

J

That, last little bit on community buy-in um you, you do not want to have a strategic plan.

J

That you put into a three-ring binder and you put on the show you one.

J

Refers to you want to have a strategic plan.

J

That people understand and say those are key things for us that all comes about from your.

J

Use of it the school's use of it, but the development that involves all those voices, and so that's.

J

Why this whole piece with community engagement, getting multiple voices on that um hearing.

J

From from a whole host of people and building this up, it's both to get the collection of.

J

Great ideas and the involvement, but everybody communities so I'll. Stop there part of the.

I

Reason we included blackstone the previous slide and um durango was because they both.

I

Have this unique piece to them right blackstone has the blackstone river that sort of cuts.

I

Through it- and we don't want to- we don't want to sort of push aside the importance of good.

I

Graphics right, because that that can be, that can be something that really draws. People.

I

In it can be something that they remember, and even the durango one zach. If you go back.

I

One more um weight, binding was sort of front and center right, courageous leader. You can.

I

See a map as one of the icons you have the the care and the the balancing of the rocks.

I

Like there's a lot to be said for a strong graphic design here and and making sure that.

I

We're capturing your unique unity, I mean portsmouth is an incredible place, an incredible place.

I

Where you all live, and so how do we take our graphics to sort of highlight, um highlight.

I

That, for you it's interesting too. The springfield one they've ran an art contest for students.

J

To actually create images of each of their characteristics and then they had our contest.

J

And they've got those up all over the community and we were fortunate enough that we have.

J

um I don't know a dozen or so of them in our office, but it's just. It was another way to.

J

Make it real for the students with them so.

A

Let's go back very quickly to the progress monitoring tool and then we can take questions.

I

um So just next steps is there a way to move this talk thing over to the right. I assume.

C

It's all 2023, but I don't wanna assume everything. It is all 201 yeah sure. So I just wanted to.

I

Highlight some, you know upcoming next steps. We are hopefully having our first committee.

I

Meeting on april 6th, um that's a thursday and the goal would be then to have another.

I

One on april 20th and I've highlighted those here just so you can see um these are critical.

I

The committee meetings are critical in this process and so really thinking about how the.

I

Community can be reflected in that committee, is, is sort of highlighted here and.

I

Definitely going to be in person um that it's critical that first one is in person there.

I

Will be some virtual committee meetings as well um and will prioritize having them in.

I

Person when the agenda requires that right, so we're not going to force, it is what we're.

I

Trying to say here so just see in terms of uh committee makeup, I'm I have a couple students.

D

Who um finalizing conversations with, but um the folks who make up the committee um from.

D

Our from our border nancy and karen uh on the administrative side, courtney richie, is.

D

The cte director uh shayla st laurent, the community, the curriculum director of the high.

D

School um callahan from bandero um um assistant mayor joanna kelly, who will join us. um Sarah.

D

Jones uh will represent support staff.

D

Where's, the keys um from a little harbor, um emily robocar, who serves in a bunch of different.

D

Roles pto president teacher parent extraordinaire from um of course middle school as a teacher.

D

uh And alexis lang um from bandero uh who's, a parent as well um and then two student representatives.

D

And I'm sorry and phil davis um from the middle school. So that will be the staring. The steering.

D

Committee group, who will help us kind of move through the their I mean their job, is to help.

D

Us kind of move through all that data collection and the data analysis systems, so is there.

C

Somebody from like the union or anything like that that would be like I mean, obviously a.

D

Lot of the people that might be in here are in the union, but I don't have there's not any here's a representative of the unit or someone there to represent the unit. Okay, so.

C

We have the point where we're going to take questions.

D

Are you guys finished yes, ma'am, okay,.

D

Foreign slices of buildings and roles, okay, questions. I think I see kerry first um zach we're able.

C

To first example, so um hi it's great to meet you guys. um I um am so two pieces of context.

C

um And I think it I am a college professor at unh, so I have that experience of seeing.

C

Kind of what we've heard from in public comment earlier of a very different um different. Like.

C

Like I can't get a nursing student to call someone on the phone period to do anything.

C

So, which is actually like a whole skill set, you know so um in in that on-call physicians,.

C

Or whatever they have to do is critical to the role you know, and so I think one of the.

C

Things and I'm just curious if you've seen this is like in the recent or other districts.

C

Struggling with, like there's just a different need for some of the like, like I learned how.

C

To write a check in high school but like they don't need that anymore or maybe that um and.

C

Then that's a complex question to himself and I'm going to add one. um So the other context.

C

Is I I went to coalition of essential schools for high school so, like so eagan um it was.

C

One of the first graduating classes um so in and I do curriculum mapping for college.

C

Curriculum, so I guess one of my so, for instance on this, when we have.

C

Sex um is, is that then, a process within curriculum mapping and measurable outcome, like that's.

C

My knowledge we're not doing a lot of we're not doing that type of tracking currently.

C

B

Okay, okay, we'll just okay, we'll leave that there, so so I guess, maybe probably so- are.

D

You sure, because of the slides, there's bad news about part of your premise, so, okay, okay,.

C

I got it um so we have these goals and they're measurable and we want to come out with that.

C

But also then there's there would need to be. I guess: does that get curriculum maps into.

C

You know yes, their requirement is social studies, but these components of um persist are going.

C

To be in social studies in sophomore year, etc. Sorry that's a lot of question, but so.

C

New are there new phenomenons postcovid that you're hearing from other districts of skills.

C

And gaps that are missing and also, if you can tell me way on the other end, what this.

C

Is going to look like in implementing sure I'll take a stab at the first question.

I

Having just done this literally last week, where we looked at all the focus group and.

I

Survey data from another district, um I will say that that idea of persist has come up.

I

More than I've ever seen it come that um that there seems to be this pattern of students.

I

Right now of young people, not I wouldn't say giving up, but this this, like lack of interest.

I

In personal sting, and so I will shut their phone off, I don't know who's ding dating over.

C

Here I'm sorry.

I

It's a second, that's, okay,.

I

um So that's definitely come up quite a bit more. I would also include this idea of community.

I

Which feels like it should come up all the time, but that the people aren't feeling this.

I

Sense of community- and I think I think, the phone piece that we heard about earlier. I.

I

Actually think that both pieces of the public come in nicely segued somehow into this work.

I

As well, but I think this idea of having pride in your community and taking ownership of.

I

That, as opposed to this community that exists virtually that um that we've all sort of gotten.

I

Maybe a little bit too entangled with over the past few years, probably because of cobit.

I

But um maybe that's just exacerbated a little bit more, but.

I

To answer your question: is this desire to be more um like to persevere um and then there's.

I

Also, this desire to be my community oriented. Do you want to talk about a second excuse.

J

Me the things I'd build on there, um a little on the first one and tackle the second one.

J

um Those are the types of things that you want to be engaged in the community that help.

J

Them identify and bring forth just sort of the newer concerns you're talking about and.

J

I I note on this one here, because I remember our colleague, kate telling me and then the.

J

One that came up here was the third one down on thrive about understanding um financial.

J

Systems and managed personal finance and they said that wasn't in some of the early conversations.

J

And as they went through that one started to come up again and again and again so I.

E

Don't say: that's not what you were talking about, but those ideas and the things that.

J

Actually start to rise up get in here and then the second piece is pretty straightforward.

J

If you look and say we want to, we have this idea about kids. Persisting. Remember that copper.

J

Is kind of the the overview piece of it the pieces, you can't see real well, the bullets.

J

Underneath there, okay, but you you would want to look at those and say how do we design.

J

Our curriculum to get at that, and so it could include a curriculum mapping to say what are.

J

We already doing where are we going to address this, where we're going to take a look at it.

J

Which would then could lead to the question of of courses or structures so, for example,.

J

um Maybe we talked about the coalition essential schools, an idea of some type of a culminating.

J

Event for kids that are in there or a gateway event for kids, where they're trying to demonstrate.

J

That it would have to get into instruction because if you just say, here's the culminating.

J

Event, but the whole way through you are never actually instructing towards that end. The.

J

Likelihood of success is very limited and it even gets into assessment because you want.

J

To be able to measure that see if they're there, so all the those pieces actually you've.

J

Got to take a look at those and say: how are we actually going to ensure those things happen.

J

And so it wouldn't just be like a curriculum laude. I would say yes and what are those other.

J

Pieces that have to be in place for us to get to it.

C

I think yeah and I think in my mind and in both places and it's like, I see, rubrics coming.

C

Out of these pieces- and that was like our easiest way to measure it like effective communicator.

I

And that's in you know every course has to hit on that in some way or things like that.

C

Is that kind of the how it's applied eventually it could be. I mean I think those are all questions.

J

That are up to you to work through. Okay, um my the reason I've always been hesitating.

J

There is like it may not be every class, it might be a whole bunch of classes, it might.

J

Be some classes versus other classes, but the point about a rubric is important because.

J

Saying effective communicator, I don't think anybody would argue against any effective.

J

Community, but thank you and that's where it comes, and you start to create that that's it for the.

D

Answering questions based on your own experience, justin uh if I'm lost, but I think it really.

D

Depends district to district the the grain size down to which the action steps are can.

D

Really differ so some places, I think, will have a certain an intense need on curricular.

D

Outcomes and other places, you won't necessarily, you wouldn't see, here's the map, but here's.

D

The here's here's, the courses you can map back to the goals. You might not see that at.

D

All um and again I don't know I feel, like that's fair, it really varies from place to.

D

Place the extent to which the plan is spend. Yours are getting all the way out of the lane.

D

Classroom specific classroom level objectives. Yes, I think a reminder, trust your educators.

J

You know your your educators that you're, when your kids are sitting with every day, you've.

J

Got to set a direction, get an overall sense and a view of that, but you will not have a.

J

Strategic plan that gets down to what's happening on tuesday, that's where your educators are.

J

Going to be informed, okay, thank you. Okay, danielle. I saw you on the end. I saw liz hope if I could.

C

Just add one point to that too: I think that also sounds like it depends on the core value.

I

Itself, because some are more direct instruction, where some are more community-based. How are.

I

We encouraging this providing opportunity and how are we reflecting on that? um But the.

C

Question I did have specifically was when you were talking before, and I totally agreed.

C

That five-year plan um just seems huge, and so I mean you can't we we're struggling to.

C

Plan a year or two ahead, does that mean or to be able to stick to it right? We could plan.

C

It all we want, but not with it sounds I guess. Here's I'm sorry asking this question. What.

C

I need to ask is: does that mean that you would suggest perhaps coming up with a much shorter.

I

Strategic plan, however, more time should be spent on the portrait of a graduate values.

C

Because that's what's going to last longer and then the plan keeps reevaluating to fit.

I

That longer term, that's a great question. I mean those characteristics are going anywhere.

I

Right in those five years, those are the characteristics. I think the strategic plan should be a little.

I

Bit adaptable but needs to be 100 aligned to those those characteristics. And so I mean.

I

I think about the last five years I mean. How could any of us have played have like actually.

I

Stuck with a five-year strategic plan over these last five years and let's hope that.

I

The next five aren't as tumultuous, but um but you know, six characteristics. I do think.

I

That they can still be relevant um five years later. Do you want to add anything about yourself.

J

We districts who said oh, let's just do a year and then we'll do another year then to another.

J

Year- and I would obviously you all get to make that choice, I would urge you not to do.

J

That, for two reasons, um one it's just a lot of work every year and secondly, I think it's.

J

Really helpful to look to kind of map out the five years, even if you're, if you're skeptical,.

J

In the fifth year, because by mapping that out, it's like this is what makes sense in.

J

Year, one, this is what makes sense to me or two: this don't make sense in year three, you.

J

Can actually see your trajectory of that even as three years in you might say, we need to.

J

Shift some things here a little bit, but I think the absence of having that you don't.

J

Ever have a real good sense of where you're heading so again, it ultimately comes down.

J

To you, but I don't think we would urge you to do five one-year series try a series of.

J

One-Year plans we would. We would really urge you to do a fight here and I would just add.

I

Like as a former school leader myself, it helps a lot with budgeting right, if you think about.

I

One year at a time, you're not going to be able to get all the things you want in that.

I

One year and if you think about it, you can sort of widen that lens and have a more broad.

I

Perspective of okay, but if I can think about this over five years, I can still get all those.

I

Little pieces in between and um and and maybe it's not five, maybe it's three to five but.

I

I think this is not a one-year commitment. This is definitely going to be longer than.

I

That um I would, I would recommend five, but I don't think I would be upset three or four.

I

No okay, we have lewis and then home. um I just come into sort of dive into the portrait of.

C

A graduate idea, we did have a presentation initially and we sort of did this of what.

C

This might be what it might look like, um or even not doing it at all, and so I guess my.

C

Question is more so you know it seems like these are general ideas. We want our kids to.

C

Be able to thrive and persist and do all this and you know we're sort of drilling down into.

C

The lower grade levels as well as what I assume we sort of start, but my concern is that you.

C

Know when kids graduate or the parts of a graduate, um these kids are all sort of going.

C

In different fields, like there's, kids, that are very clearly wanting to go to college.

C

Needing to go to college, there's kids that may they may want to go, they don't want to.

C

Go to an ivy league school, they want to go to community college nearby and then there's.

C

Kids, that want to start a job when they're 14, 15 16 and you know maybe graduate high.

C

School early, so that they can be in work full-time, um you know uh or cte program and whatnot.

C

So I guess, and the portion of a graduate kind of, even though we want our kids to sort of.

C

Appeal to communicate foreign.

C

In the sense that how do you really define each of those kids when they're all very different.

C

So is there a way like how do you sort of envision painting a picture of kids that are.

C

Obviously, going down different paths and what those past identifying and what those paths.

C

Might be and having that included within the picture, you know the portrait of the graduate.

D

Because it it shows the gravity of what we're trying to do, which is we're trying to take.

D

This big, you know the biggest public enemy in this community, like the the and the embodiment.

D

Unfortunately, coming together as a communities of schools, mostly what we're spending most.

D

Of our money on and we're making these value general judgments about what what do we want.

D

To do with the most valuable thing we have, which is our kids um and then we're going.

D

To make choices about, where is our focus going to be in terms of what we want? The big the.

D

Big school system to do in relation to those kids, if it doesn't feel, I think it should.

D

Simultaneously feel like ick and oh my god, this is exciting. At the same time, um it should.

D

Be like feel like a roller coaster, ride a little bit um because of the because of the.

D

Fact that we get to engage in this work, which is super meaningful and simultaneously like.

D

God, I hope you get it right, um because we're.

D

Okay, what is it that universally um is something we would want for all students, uh regardless.

D

Of the path I follow instead of us, so so sorry I didn't mean to steal them.

B

I would just add, um when I think about a content center right and I'm going to use a math one.

I

Because I'm a former manager, um not every kid is gonna need some of the injury qualities.

I

um Right, like you're, getting a few examples that goes to a community college that goes.

I

To an ivy league versus a kid jumps into a job.

C

Everything comes in, I think I think the question is for all of you and the broader community.

J

When you engage in this just to say what is the, what are the core things that we want.

J

Are all of our graduates together? So that's a big question for you and you may look at.

J

This and say there are some things these are nice to have. I would like some kids to get.

J

This, but I'm not necessarily committed them to all kids getting these pieces. That's the.

J

Question you're gonna have to look at there's, no doubt when the kids go through your system.

J

The set of skills and capacities they get are going to vary. We just know that yeah, but.

J

What this is saying here is essentially putting a stake in the ground and saying these things.

J

We're committed to all kids getting these things and we're a community measuring for.

J

All kids to get these things and we're committing to setting up structures all because you get.

J

Those things so you'll carry your question of how does this impact these other pieces.

J

There's a question: that's going to be, for you guys to look at and say what do we do.

J

When kids don't get these things, how do we step in and help with those kids? What are.

J

The results of that those are all questions you're going to have to uh wrestle with moving.

J

Forward and not just you, but your schools and your teachers, okay,.

A

So I'm just going to talk something through some things that I've been listening a lot.

C

More than kind of question, so I guess um one of my concerns that I think about is we talk.

E

About inclusion and equity- and we talk about a portrait of a graduate right. What does that.

C

Look like and how's that going to funnel up for all graduates, um obviously we're not going.

C

To define something, that's going to touch in perfect definition to everyone, um but I.

C

Get an alarm sometimes when we talk about this language, because it really depends on.

C

Who's writing the story and who's writing the definitions of these things. I'm I'm a.

C

Little alarmed with the committee, I'm not going to lie about that because I I think.

C

Shea is incredibly smart and I'm so glad she's on the committee from vhs for curriculum, but.

C

I don't hear a lot of representation from phs, and so I have to ask myself: is that? Because.

C

We're already up against um a lack of buy-in or engagement in the process, or is it just.

C

People's time or um is it an oversight? um I hear representation of elementary school.

C

But again it's heavy on one side and we have a principle. Do we need a teacher from that.

C

Same school or are we better served in another building, um because I think we want to see.

C

Through multiple lymphas and if we're not starting from that place from a steering committee,.

C

Standpoint that that can be concerned to me um and and even northland star board members.

C

I think that they, you have you're a history guru of this district, and I know you know.

C

So much about it that I can put them to the table, but there's no representation of parents.

C

From pms and phs that are current, and that is crucial knowledge in this district as well.

C

So I guess I I look at all those components and I think where are we starting from and.

C

When we talk about we're going to get feedback from all stakeholders- that's easy to say: parents.

C

Community members, but as we learn with our supporters across.

C

From social economics, um our district I'll tell you now it's not set up. For that I mean.

C

There's a lot of people that used to have a survey. They can't read it in english. They.

C

Didn't understand what the role of a superintendent was they're, not going to understand what the.

C

Role of a strategic plan is, unless you have someone go into the housing development as.

C

We did and go door to door with the survey in spanish and explain it to them. We cut out.

C

That portion of our population a lot in this district, so you can't develop a portrait of.

C

A graduate unless you're really gonna dive, deep, otherwise you're going to get to me a.

C

Very shallow definition of what a portrait of a graduate is to a very specific demographic.

C

In this community, so I guess I I would pose to you if you're hanging, your hat on portrait.

C

Of a graduate is stand out different because of making information from all stakeholders.

C

And I would argue to say that any strong consultant plan of strategic planning does that. So I'm.

C

Not sure that that really does differ make a difference to me as a board member. I think.

C

It's crucial, I'm glad you guys are doing it, but I don't think it's anything unique to.

C

A strong plan, so I hope there are other variations for a portrait of graduates than just that.

C

But I would like to understand: how do you make sure and zach? How are you going to make.

C

Sure that we do get a collective representation of our community, because our community has.

C

Right now, a very wide gap, we're two communities with a very wide gap and we often hear from.

C

One community- and so I'm just concerned about that, because I know that as as greatest this.

C

Layout is as as much as I've advocated for everything that you're sitting here for in.

C

The last few years of serving on this board and as much as I think, no matter what we do.

C

If it turns out good or bad just this community going through the process for the first time.

C

In their lives, asking these kind of questions is so essential to the progress of this district.

C

I just want to make sure that we are looking at this from truly from all stakeholders, because.

C

You can have variations of stakeholders that are still sitting there from all the same.

C

Perspective all the same social, economic brackets and all the same schools that they're representing.

C

Parents but they're not representing.

C

So, can you speak a little bit to that? I'm like how are you going to assure that in this.

C

Process and how are you going to share that with your steering committee when it's it's.

C

To be quite balanced, so we have two students who added.

C

Phs will have four members of a 15-minute committee will be phs, so that's two students.

H

But not staff right.

D

Okay, so um so it'll be four in the next closest school bus to okay. So so again it part of.

D

This is around manageability of size trying to and what you know, and so how so the goal.

D

Was to so we've got administrators, a community member two students, um two teachers, two parents.

D

Support staff member uh two board members uh so uh and then every every school has representation.

D

So so it's so, I think it's part of it is the balancing of it, of trying to um of trying.

D

To get uh incorporate all those different roles and not have it blow up, are those students.

C

Are they superstars or is one maybe a superstar, and maybe one so.

D

Who were recommended to me- and I want to make sure I once I know so I don't want to characterize.

C

I mean again, I will say that is something that phs, that we often and we do that in our.

C

Society right, we pluck the ones that when you go to any college tour, you don't see someone.

B

Getting a college tour, that's not in 15 different things in the campus, like you know, and they.

C

Could be a superstar student, but maybe they didn't so let me let me start by saying I.

I

I could not agree with you more. Thank you for speaking, um I.

I

I don't I wouldn't say that the committee is totally set in stone. So that's that's. That's.

I

Where we'll start, um I also want to talk a little bit about the focus groups. I actually.

I

Got into it a little bit with an assistant principle in this other district, I'm working.

I

In because I said I don't, I don't want your superstars, I don't I don't. I mean not that.

I

Everyone isn't a superstar, I don't want the a plus students um and she was like well, I'm.

I

Not going to give you I was like, maybe I can come to like detention one day and recruit.

I

A few kids, maybe I can walk when we were doing focus groups in my school in revere, um which.

I

Is where I was a school leader we actually walked.

I

A little bit because we wanted to know that like why? Don't you want to be in class like.

I

You're clearly not excited or passionate about being there. Why? And I think those are some.

I

Of the voices you're right aren't necessarily her. um I would also say that in in my last.

I

District when we did focus groups, we specifically we knew that the top three languages were.

I

Spanish, portuguese and arabic, um besides english, that were spoken in our school, and so we translated.

I

And again, like you said it's not enough to just translate, we also had uh like family.

I

Liaisons that were available to support the people taking the survey in not just translating.

I

But really understanding the colloquialisms, like the actual, like what does this mean? How.

I

Is this going to impact your student that you have in this building, um but all this.

I

Comes back to me saying: yes, I agree with you hope I think what you're, what you're raising.

I

Here is the most critical piece of all this: that the focus groups are a mix of kids, a.

I

Mix of parents, um my colleague just said: we need to do another focus group, even though.

I

We've pretty much already come up with, like our themes for this district, they said we.

I

Need to do another focus group we haven't heard from enough uh special ed students and.

I

Special ed parents, and so we're going back to the drawing board. We really truly want.

I

To get a breath here, um not just those eight questions.

K

I really like what you just said and I have that's probably a really good question. I feel.

C

But what yeah information about you together.

B

From this community.

B

Do some things.

A

You want to make sure you're hearing all those voices and you you clearly take the notes.

A

And folks who've seen measures um what I don't want to say. um We look at that and say this idea came.

A

Up 72 times, because sometimes a singular person might have just so.

A

um While realizing.

A

All right, and I'm just wondering if that's something you might be able to believe that.

B

B

B

It's not that we have bad people, but just that I would like to have somebody who has.

B

Three involvement in facebook would you have some experience with what's happening right.

B

Now, okay they'll take that under advisement. Thank you.

C

Anyone else yes,.

B

um uh What you said about the early on about um sort of five year versus the.

B

You said that you know that we would um that what we've come up with for five years may.

B

Have a shift but that our corporate of the graduate would remain the same. And what I'm.

B

Curious about in this community is that um under school board, specifically, we have elections.

K

A

um And not for everybody, but but half of us could turn over every two years. um So I'm.

C

Curious if you've had experience with that where boards school boards are shifting frequently.

C

And how that? How, if, at all that impacts the portrait and whether that portrait changes.

C

When, when the board dynamic changes or if it tends to stay the same, um we've actually.

J

Worked with a couple districts that had um turnover of superintendents key district leaders.

J

And um school board members who the key thing on that is really about the outreach to involve.

J

The communities, because if if this work is yours, you may have that problem. If this work.

J

Is the communities.

J

I mean I can't guarantee anything, but the likelihood of a problem is really small and.

J

So um we have worked in a couple districts that have done this. They did a really nice.

J

Job of getting all voices to the table- or you know hope, you're concerned making sure.

J

All those voices are there and when they've had changes, it hasn't changed since um and.

J

So I mean that again, that's why I think it's that step is so crucial because it is about.

J

You're building a plan for the community, the community's got to be a part of that.

C

But it might be worth considering just in light of some of the conversation from today.

C

I'm wondering if doing some trainings with kids on how to be in-person survey takers.

C

Or on phone and making calls to do that, interaction may end up broadening our reach right. Getting.

C

People in the community skill building, you can tell the dynamic educators.

C

They already do that for psych 101 psych 101's project. If everyone make the survey within.

C

A class particular topic, but almost just for strangers and then to teach them how to go.

B

Do door-to-door and take the data and collect the data and figure out the demographic.

A

This is not all going to be me, we want, you, know, gfp and do some of the work on the ground.

D

But it's still not going to be like everything that some of our own folks being trained to.

D

Be to run spokesters, you know so that I love the idea. I love the idea of students as data.

D

Collectors amongst the peers, you know um and getting the right network students to to get.

D

Kind of the real scoop kind of on stuff. I think it's really interesting.

C

I just have one final question: do you feel the deadline is achievable april 2024.

J

The timeline that we've gone through, we feel is achievement. You know some of us were concerned.

C

About that, so we know we can get there. That would be awesome. I mean, let's hope we don't.

J

Have another pandemic wow.

J

Yeah, okay! Well, thank you for an excellent presentation. Thank you. Thank you. Thanks for.

A

All your yes, I would also just add our email addresses, are on the powerpoint that you've.

I

All received at this point, if you have additional questions that weren't answered, you can always.

I

Reach out- and um we want to involve this group as much as you want to be informed, so we will.

E

Keep you updated on the process if you ever want us to come back, please invite us. um You.

I

Know we want to involve you as much as you'd like to be involved.

C

Because they're already like meeting time designated for these meetings so that all.

C

The committee members have committed to being available at that time as well, so part of.

D

The reason why we were gonna originally we're hoping to meet the first time of this thursday.

D

We had some conflicts around ptos and ptas and a couple other things. So that's why we.

K

Actually do your meeting again yeah we're doing the ebates from six to seven books. Okay,.

I

So with the hope of getting as many people involved, that's right so will the updates.

C

Be coming from this process, I think that's a plan, but although we'll periodically pull.

D

Leah back in to have some some have some biology, so we'd love you to stay for the rest of our.

C

Meeting if you'd like we were going to do this, I've got another meeting inside okay.

K

C

Okay, superintendent report able package.

A

All right, yes, in the midst of.

D

So uh you have a couple things in your packet um for me. First just the uh memo I wanted.

D

To make sure you updated, because while we talked about um what we wanted to do with.

D

The cip, the uh the capital improvement plan for the city, uh we've got an ongoing conversation.

D

About how we're shipping money connected with access, so we could free up money towards product.

D

And lister uh and we have been involved in a series of meetings after we came to those.

D

Conversations we've been involved in a series of meetings with the city uh around setting.

D

That capital improvement plan and I would just say, there's so ridiculous. The overarching.

D

Thing is: we have a lot of things that are in the capital improvement plan, which is spans.

D

Over um you know five or six year period of time, um and um so those things are in there.

D

A lot of the conversation this time around specifically been around listener and what's.

D

Going on, um ultimately, at the last meeting we scaled back, the um we were asked whether or not you.

D

Felt it was saved scale back what was going in by 200 200 000. um We we agreed that that.

D

Was uh that was possible, but you know it's still cover all that all the costs um and.

D

um And so that way through, so the cip has been approved. um Lister was part of that has.

D

Been approved and, um and the only other thing I'd say is to just in general- I think you.

D

Know I want to give nathan a lot of kudos.

D

In his role, um where he's overlapping his mind with city finance, but just in general,.

D

In terms of the quality of nathan's work, when he presents to the city council, he does an.

E

Excellent job number one he has a ton of critical so when we want to advance projects through.

D

That process uh nathan's a super valuable asset. I just don't want to lose track of the.

D

Fact, which was not in the memo, but it was a meeting we had this afternoon, um we've been going.

D

Through a series of there's been a series of meetings that I have not been, um I've been.

A

Involved in, but not on a regular basis, where lots of conversations with staff and students.

D

uh At lister about what the needs are with uh architects from jsa, um we appreciate the.

D

Fact that you had authorized funds to remember, I think back in october, maybe we'd ask you.

D

To authorize some funds towards you know towards doing some of that work with jsa. So even this.

D

Afternoon we were having some closer to final conversations with, with um jsa um around someone's.

D

uh Finishes and stuff that will be involved in the project where it's been a lot of work.

D

Back and forth with the architects- and um I know nathan you're- going to do an update.

D

In our next meeting about that process, so maybe we just leave it till then, and all of.

A

Our capital projects outstanding, we'll update the next one: okay, okay, any questions.

D

Okay is in there field trips um again, this is just to keep you up to date to two different.

D

Field trips that we approved, that includes the the one that vote was disgusting uh earlier.

D

Tonight about uh rome for next uh next year, so.

A

um I had received, I think I received emails about the um um ap program. I don't see that.

C

In this I don't know, if that's going to make it to the next meeting and that's why we can.

D

Do updated the next meeting about kind of the the uh the process for that party you'll.

C

See that even in the correspondence, I don't think here it's only to march 8th, okay, yeah.

D

This is all leading up to the original schedule and then.

D

You said you would give us a sort of update on that yeah.

B

um Italy trip has actually been extended to eighth graders, just as.

D

C

We have a question on this side of the table. Dancing, oh yes, kerry. um So I know that so.

C

Two questions, one about the special needs. um I know that we received correspondence.

C

And um I just with lots of them minor update on like that. That is being worked on and then.

C

Regarding the trips, I was just curious, like from uh like first man like what is required.

C

And it doesn't necessarily need to be tonight, but even if you can provide it as an fyi like.

C

What um safety security everything is part of those trip authorizations.

D

If there are, if the state department has warnings around certain areas or activities, okay, so.

D

We, um for example, in one of the uh one of the trips in here, includes uh yeah, and so.

D

There's a there's a lot of two warning for certain. We are interested we're aware of that.

D

So and then actually going on getting the most updated machine state department. But.

A

We're not some students, okay, and I guess my other question with that was just like I mean I do this for my work.

C

So we have huge huge risk management things so like can we require malaria reflexes? All.

C

The vaccines all the recommended things because that's another, the great question that I I.

D

Was saying is not is not part of the checklist that I go through in terms of the approval.

D

Process um but I can come back to you with more information.

D

um In that regard, and it's a good question, it's a good one. It's a checklist! That's required.

C

What's required for that particular traffic? Yes, traveled, to places where you need a malaria.

C

Shot yeah but the audience, but but the uh you said.

D

Because to me this was like a teacher needs of operations, though, but that kind of micro.

C

Managing operations like, I think it's going back to like interesting yeah.

C

Different risks and those trips than there are in going to over. You know, outdoor ed school.

C

So um it would be like that would be a cool thing just to add. Maybe that would satisfy.

C

My question and I can I can take a look but, like I said, the vast majority, I want to say.

D

Exclusive but I'm not going to say something, um but the vast majority of our trips abroads.

D

Yes, that's in africa right now, so are we going in order, as far as being told, okay.

K

Yeah, I'm not speaking to you right now. Okay,.

I

Thank you, I'm just trying to understand why we need to even go down this rabbit, hole and.

C

Use your time for that, because we have staff, like I mean grimley's, going to africa, she's.

C

Going to address her own shots and her own needs and you're right we've been running.

C

These trips forever, we have third parties that check the boxes. For this I mean our music.

C

Director is taking a preliminary trip to clear everything before our students even travel.

C

With them I feel like this: is we talk all the time about staying in our swim lanes? This.

C

Is micromanaging and I just feel like it's a waste of your time, foreign meeting and decide.

C

Whether we're going to make a short presentation to the board at onyx meeting- okay may I just.

C

Edit that my request was not a short presentation, uh um knowing that it's contracted trips satisfies.

C

My question: it would be great to see on there just contracted with ef, okay, okay, that will.

C

Do a short presentation based on oh no! No, I'm just saying this item of information adding.

C

One little column: okay, okay, that is my request. Okay, so if you could discuss that request.

C

Okay, okay, we will do that. Does anyone else have a question about this? Okay, thank you.

C

Everyone, let's move on to the communication plan. Okay, um I don't have a bunch of slides.

D

For you, we've looked at a lot of drafts and we have the final draft. um What I can I'm.

D

Happy to take questions about the content, I'm sorry do we need to approve these letters.

C

Of resignation at all, no okay, notifications, okay, sorry thank you.

D

The uh we went through a couple rough conversations about it, and I, and I want to you, know, acknowledge.

D

That and appreciate the desire to have something: that's meaningful uh and it's going to move.

D

The district forward around communication, because that was such a big concern in your.

D

Process of finding the leadership, so um so the other piece I'll mention is by in terms.

D

Of this being accessible to the public, um what are my plan is to is to put this into.

D

Onto the website, not as a pdf, but have it as a web-based thing that people have access.

D

D

um So that will be coming soon, um but it will take a lot of the things you know graphically.

D

You'll be along the same material, but it'll just be reformulated a little bit more accessible.

A

C

Does anyone have questions pick? um I don't have a question so much as a um comment. I.

C

Just wanted to thank you for taking our feedback in the previous um conversations about this.

B

And and putting it together into something that I think is quite charitable now um I.

B

Think it will really be helpful as we go forward.

C

I don't know you pulled all these graphics together yourself, but this is a really pretty.

K

Here and um but the only thing that I was thinking of as far as audience go, I don't.

C

Know if there's a certain specific audience for um I know, there's it says employees and.

C

Community at large- but I don't know if there's a specific audience for um administration.

C

Or city officials, so, like I'm thinking, um police uh city council, you know certain target.

C

Audiences, that are um uh more official, related or city official related. I guess um you know.

C

In that in that communication, um so it didn't in terms of um I'm not a graphic designer.

D

Per se, but I did not, I can I can promise you on the other end of the spectrum. I didn't.

D

Go on the web and put in full uh communication tool, graphic and then based something with.

D

Somebody else um I used a platform that has some templates around some design stuff and.

D

Then and then head into those things, those templates and stuff and messes with that. So.

D

The um so the omission of kind of municipal officials as a separate category is my homies.

D

um But I do that, while not there in the graphic is, uh uh is a really important thing and we.

D

Do a bunch of stuff that has grown even a couple of months in terms of uh conclusion.

D

Of um of this manager, department of public works, police department, fire department, crossing.

D

Guards and a whole, depending on what the types of communications are um parking, um those.

D

Folks are receiving when I push out like snow stuff, there's a we have a list and a means.

D

Of communicating with all those folks from snow, if it's around emergency, we have a different.

D

Crisis set up of communication where now, if I'm pushing out stuff to the community or.

D

To administration around crisis city managers also receiving that information, so we're building.

D

All these kind of structures um so that um we're all keeping each other you know in the.

D

Two sides of this building uh in the loop as much as we possibly can on things that.

D

Are crossing over to each other and that's growing all the time, but um but we keep trying.

D

To build one, this is great, and then who did you I mean? Who did you work with to come up.

C

With this sort of this complete complete picture here I mean obviously you have collaborating.

C

With a lot of people, but I mean, um I think, you've really done a great job summarizing.

D

I mean well, why did we just hire this company? I think you could probably do well. I think.

D

Someone searchable yeah. I benefited a ton from the work that was already done by the.

D

Communication committee over a course: okay, so the the core themes about what the goals.

D

Were were plugged almost word for word from the communication committee have done um so.

D

I try to take those roles and then build upon those things. Then I got a lot of really you.

D

You've, all of you gave me a lot of uh you know feedback about what you wanted to see.

D

And so um and I'm happy to see feedback uh and then try to you know, try to answer those.

D

Things so thank you, but a lot of it. A lot of it goes to the communication committee.

D

In the world from the previous year leading up to this okay, I just want to be clear on.

C

Where all this stuff came from, thank you any other questions. Lisa I have one question. Is.

C

Probably for a later time, but I look to me, like you- have some budget stuff or buffer.

K

And you have a lot of stuff on your calendar for parents, square yeah and I'm curious.

C

Are we sort of committing to parents where going forward, because I didn't see it in the.

C

Budget- but I do have a lot of steps on that, so I was just trying to understand what your.

C

Thinking is around is that where we're going to stay or are we sort of evaluated so at.

D

The moment so I don't, I don't think so I think you know so I think parents, the future of.

D

Parents were is linked to the future of our ongoing connection to the city website. Okay,.

D

Because I see those two things as they're like it's symbiotic and so, if we're going.

D

To so those two things are kind of happening simultaneously. What I'm trying to say is squeeze.

D

The most you can possibly squeeze do all you can do everything we can possibly get uh get.

D

Out of the things the tool we already have, because switching tools takes a bunch of institutional.

D

Bandwidth right, yeah and the same thing with the on the city side with the website there's.

D

Things the website does, that are great. It's good to be integrated. um There's things that.

D

We don't do well in terms of the way in which we're utilizing the city site, but there's.

D

Also, some features that appear features that are that are that other school districts are.

D

Using connected to other platforms that work better for k-12 that are appear to not be.

D

Present but once the city system has available to it, so we're still waiting so we're going.

A

To try to squeeze as much as we can squeeze out of those two, those two two.

D

So the short version would be in the fall. We will not have a different. We won't have.

D

A different we won't be utilizing a different tool in the fall. We will be maximizing what.

D

We got, and that includes our presence on twitter facebook um instagram as we move into utilizing.

D

Buffer, okay as well so so I didn't say, parent square in the budget. Is that? Because we already.

C

Signed like a volunteer contract and there's just not that's good, that's a good point. I.

D

I just have business assumed uh so and I didn't have it as a comparison.

A

Are you finished yeah I just wanted under? I just saw it now: contract appearance where.

C

Something lisa and I never got an answer if there are higher tiers of parents for that.

C

Can do more things than our limited version? Are we looking at those tiers um if they can.

C

Be better integrated into our current system, so I hadn't started that process yet. But I.

D

Would say part of the kicking the tires of maximization that would include you know if.

D

We had the full suite of everything that's available from parents where.

B

Thank you, nathan, we'll figure that out right. Yes,.

B

Any other questions [music] well, thank you. Oh yeah, all right! Well, thank you, zach. This.

C

Is the um evolution of the long process and we appreciate everybody working so hard on.

C

Us we appreciate the input of our supreme government. Thank you. Okay. We will move on.

C

To confirmation previously groups medical proposal again, zach, that's you! No! This is.

D

uh Jack haynes! Oh, okay! Yes, so you have the links in the agenda. The memo that I put together.

C

And the the letter of the original proposal that ali with brimley had sent to the board.

C

Back in 2020 the summer of 2020, which we know what happened in march and everything came to this preaching.

C

Halt at this time, she is ready to take this sabbatical, especially since I believe next.

C

No in may, they will be dropping the emergency declaration for covet and things will be sort.

C

Of back to normal, so she's ready to move that, and at this time I would just ask that the.

C

Board make a motion to confirm that this will be happening um for school year. 23-24. pizza.

C

I guess we need to take. Oh any subscribers. We need a roll call vote liz barrett. Yes, it.

C

Is lisa rappaport? Yes, scanwalker? Yes, margot peabody.

C

Nancy clayburgh, yes, spoke bennett, yes, brian, french, yes, yes, okay! Thank you.

C

Thank you. Okay. Yes,.

C

Same across the ocean, we really got it. Thank you. um Okay. Now we're into new business.

C

Zach, do you want to talk about the schools and I'm gonna pass her around in both directions?.

D

In addition that we want to add to the back of the school calendar year, uh I know you.

D

Know, let's talk about this and what this is sorry.

B

So in this was not this, if not uh was not included impacted, but our intent would be.

D

This would be on the backside.

D

Of the county, so we first talk about calendar um the, so the calendar is a way in which the.

K

Calendar comes together is the apt of the association enforcement teachers develops.

D

A draft- um and that then comes to me uh it's something to share with me: it's something.

D

To share with superintendent now saving 50. and then we've worked it. We collaborate together.

D

To see, if there's any any adjustments that we're going to make when we have conversations.

D

With ept and some of that work, um we I apologize that this is going to come to you sooner. There.

D

Was there was interest? I mean this went about around doing some calendar adjustments and.

D

There was, I think, there's some conceptual agreement between the teachers, association.

D

uh Building leadership, uh seu 50s, uh superintendent, coffee- we all will be coming around. It's the.

D

Calendar that we don't have calendars.

B

D

And I'll come back so the um so anyway, so you see the graph ultimately that what the.

D

The calendar reflects really looking very similar to what we did this year. uh It's not.

D

You know it changes um and uh all party degree that in the moment this will you know we can.

D

Move ahead of this and it works for folks, but we have an interest in returning to the.

D

Conversation for something that we could show you in january this year for the next and.

D

Go ahead, oh and then I'll come back to the other piece that I just sent around to you.

D

um For those at home, uh it is a list from um the council of um presidents organization.

D

Out of washington state, but it's not anything special uh connected with them. They're just.

D

A group of uh of colleges uh and what they put together is a list of major holidays.

D

Across some of the major traditions- uh and this is something that I know in some conversations.

E

Equity-Based conversations that we've been having in the region um we've been talking.

D

A lot about how can our school systems be more inclusive? Now I've had some recent dialogue.

D

Very late in the game, on the heels of some of the um some of the graffiti and hate speech.

D

That was spray painted within portsmouth around the idea of altering the calendar to include.

D

um Some of the jewish holidays and I think the feedback I gave at that time because this.

D

Has already gone to you and then we're already late in the season is that I think I have.

D

An interest in having a bigger conversation about the actual inclusion of some of the.

D

Some um I'm having a broader conversation about days. We might actually give off in our.

D

Calendar that are not that are not directly exclusively connected to um prescription holidays.

D

uh And whether it may be more inclusive of a variety of people and traditions within.

D

Our community, but the ripple effect of making some of those choices. We don't have the time.

D

To do the analysis to do that? Well, so this represents kind of a step, and this is this.

D

Is really a borrowed stolen from our peers uh in oyster river, um oyster river's, been.

D

Doing this for the last couple years, will they include this in the back of their school.

D

Calendars as much as a heads up for staff administration boards, as we think about when.

D

We schedule events to just thoughtful of, for example, you know I can think of times in my.

D

Career where um we realized a day before an open house for a building that I was on the.

D

Other board, it was like you know,.

D

uh And um this is designed to it's not bullproof, but it's there to be very present for us and.

D

Be thoughtful about the different, uh the different folks who are in our community, who uh we want.

D

To be thoughtful, as we schedule events and do things that we are thinking about them,.

D

As well as part of our organization, so um so we'd like to include this on the back.

D

As a first step and would like would be very interested in a bigger conversation, a year.

D

From now about um being thoughtful about the inclusion of more days.

A

Okay, are there any questions, lisa folk and then liz? um I was curious at some point. The.

B

City council had passed a motion to no longer have public meetings on major religious holidays.

B

Which would cover pretty much everything on his calendar? I'm into motion that passing.

B

School board that we would follow their lead on that. But I don't know what the status of.

B

That is, I don't know if they've updated their meeting calendar, but if they have I'd like.

B

Us to provide update hours as well, and I'm really appreciative zach that you are thinking.

B

In the direction of trying to consider the events planning around some of these holidays.

B

Even if we have to keep school open and I'd like to ask for they also just try to consider.

B

As the people who are ultimately approving dates for things have some accountability.

B

Around that, because we still have like a lot of tests and a lot of big field trips and.

B

A lot of big events every year on all of these holidays and it does put from an equity perspective.

B

You know, and we also probably shouldn't be having like our big, you know food. You know.

B

Things happening journalism, but we don't get it that right. That often around this stuff sure and I'm glad that you're.

B

Starting that conversation.

D

Yeah, right and and these are conversations that um yeah these are long conversations.

D

To create awareness within organizations about the need to do this, and then inevitably these.

D

Are also conversations when well, you guys know you went through this and I wasn't around.

D

For the columbus day, dialogue in this in this community um I wasn't around or that, but there's.

D

But there's inevitable pushback, as you do some of that stuff and that's okay. That's.

D

A conversation, I think, because it's valuable to have because we want to make sure that.

D

We're inclusive of all of our families and all of our staff members to the extent to.

D

Which, in particularly adjusted because they don't like, have a lot of flexibility around.

B

What type of absence you have and how much time you have to make things up yes and then.

B

Very certain rules around that so creating some respect for people's different religious.

B

Observations I actually wanted to ask a question. Oh I'm sorry.

A

I had a question specific to that um this way um I just I wondered if we do a number.

C

Of policy committee- I I should know that's one of y'all um if we have a special type.

C

Of absence or religious holidays or religious observance, is that a special category? I don't.

D

Have the answer to that or whether it exists, but I have I haven't, fought in school districts.

D

Where that is the case that there was an excuse to absence, I believe it's excused, but it's.

C

To do with the high school and how much time students had to make up the work, because policies.

B

It's due the morning you get back so if you were observing a religious holiday and something.

B

Happens that day and you have to turn it in in the morning, you're not observing a religious.

C

Holiday, because that was the other question, instagram.

C

um I have a couple questions and then a comment um and as far as this calendar, this sort of.

C

Proposal on the back, it says designated non-work day for observers. I assume that the calendar.

C

Sort of just um identifying that for observers of that holiday, um it would be a designated.work.

C

Day, we're not saying that we're designating those as non-work days for observers like.

C

They would need to use their time off or whatever it is. They would still have to use like personal.

C

Time, okay and so, um and so my comment would be um as a state employee we get to. I believe.

C

It's two swing holidays that we can sort of use how we want to. um So, if we wanted to observe.

C

I think we don't get columbus day off or native uh in the indigenous people's day, and so we.

C

Wanted to take that off, we can use one of our swim holidays for that or for religious.

C

Reasons or whatnot, so um I don't know how that's both in the teacher's contract, but I would sort of throw that out there as an idea. Another thing about subs in these holidays.

C

Like how that plays into um us being able to get substitutes, but um I'm a big fan of.

C

Separation of church and state, so this is my major comment: I'm a big fan of separation.

C

In terms of state, obviously within our calendar already and traditionally has been christian.

C

Holidays um but I'm not in support of having this whole list on the back of our calendars.

C

Going out to all parents and students, I do think that it creates confusion. I think we.

C

Need to keep it strictly to what are our days off in school. What are our days in school.

C

um I think it'd be great to have a list like this for all admin and teachers so that they.

C

Could see hey, you know, um my students from india are not here today and you know what.

C

Maybe why not- or maybe I want to celebrate with the class and teach about you know holy.

C

Or uh uh you know something within this or diwali within the list, um but um I I guess.

C

K

Have had this on the back of our calendar, I think it's confusing. It's even confusing.

C

To me, looking at right now are you saying like as if this is a non-work day? um Are these.

C

Holidays, you know, I think, there's going to be confusion as to whether the kids have the.

C

Day off or do they not have a day off, um and so I would suggest to keep the keep it plain.

C

And simple: keep it as is and provide this to the staff and and admin, but um keep our.

C

School calendar, as is I like the idea of building in other days off that aren't just christian.

C

Holidays um but I am a huge separation of church and state, so, ideally um you know it.

D

Would be what it is, because if we were able to lessen the confusion with some do some.

D

Approach is it about the confusion or is it about the separation of churches, okay, yeah.

C

I think it's both to me. I think that our our role in the school's role is to provide a.

C

Calendar, I think you know obviously there's a ton of discussion when's the last day of.

C

School when's the last day of school yeah, maybe having something on the back of the calendar. That says this is what snow days look like. This is what um half days look like.

C

This is what we expected for early. You know early release. I think parents need that information.

C

I think this confuses in in you know, sort of to me. It's like. Okay, are all the kids getting.

C

These days off or all the teachers getting these days off, I think this is good for our.

C

Town to have on our website, or you know or for our teachers to know or for celebration.

C

Purposes and sort of incorporating all students, but I mean um again, you know I think uh I'm.

C

I I think this is a bit confusing and it adds too much confusion and there's just you know.

C

Two there's a lot, there's a lot there. So true, I would just say I think, in terms of thinking.

D

About it, I appreciate that is the. I think it was a desire there's a lot of people with.

D

A lot of traditions whose whose traditions are in the background, someplace and I think.

D

Part of what we're trying to do is to bring forward those people's things to to the front.

D

Of our consideration, even if we're not changing days yet at least like it's out there, we're.

D

Aware um and maybe we can take an incremental step of our own, like awareness and thoughtfulness.

D

About it, but there are school community, but I just don't think their parents and students.

C

I think this is confusing. I think they need a school calendar, that's clear about what.

C

Do we do on half days? What do we do on snow days? What's our last day of school? What's.

C

The expectation there versus a list of holidays. Thank you, liz where's. um I assume a big fan.

C

Of separation of church and state and um I'd like to talk about the pledge of allegiance.

C

With regards to that, but but uh for now I agree with you about more information about.

C

What, when or half days and so for the information in the clearer that information can be presented, the better and.

C

I wonder if your one of your concerns, at least about the confusion, could just be resolved.

C

By giving this a title, that was more specific right um that helped people understand what.

C

A little bit more clearly what this list was, and then it was not things we had adopted.

C

Yet but you know that these are things that were maybe that it's used for planning purposes.

C

Or that you know you're hoping to yeah. um Eventually we can incorporate some of these.

C

Data into our calendar um kindergarten start is that different and usually that's included on this calendar list and.

C

um If there's an opportunity to put more it'd, be great to have start times incorporated.

C

With this and therefore the early release times because they're different at like the.

C

Elementaries, um they all have a little different start.

D

And end time making sure everything was perfect starts and enzymes are exactly the same and we wanted.

D

To expand the amount of time between the end of elementary and the end of high school, so.

D

We had less bus congestion uh and then ultimately decided that we were like a couple days. A.

D

Week ago done everything had already been put out would made, you know, plans around child.

D

Care and stuff- and it was just that it was going to be too big with families, so our intent.

D

Is to have all those things in mind and create that separation um for next year could that.

C

Be incorporated on this with like elementary 2 30 early release days, 12 30 release or something.

C

Like that, so that's all in one place.

C

I do think the early release times need to be posted. I get that question every early.

C

Release yeah, and so I really would like to see that I also would like to uh let people know what.

C

The rule around snow days are yeah. You know that the state is still allowing for two. Then.

C

What happens? Do we go to the remote days or whatever, like? What is our policy within the.

C

District around snow days, um I think that's a common question, since we have sd snow day.

C

Here it might be nice to have a asterisk in some definition of that.

C

Usually we roll into may, but I think that's just because of the way that the fourth week.

C

Fell because it is always on the fourth street right. Am I right crazy for thinking that even.

C

Though it usually falls into me- and it's not this year right, but we didn't move it up.

C

Okay and then I I I echo lisa in that, I love that what you're trying to do here and opening.

C

Up, I do think this definitely needs to go to all faculty in math 100. I think if you're.

C

Going to add anything to the back of the calendar, um I agree with liz. It needs to be pertinent.

C

Info that's relevant to our school calendar for this year. um But if you're gonna add this.

C

It would take off the bottom information here, because that does create confusion. The extra.

C

C

um And, as pip said like make it very clear that, like we are just honoring these holidays.

C

You know with hope and her movement in the future and maybe even just add a link like.

C

They'd love to hear your feedback or something you know as you're, trying to gather how we.

C

Look at doing it the following year, but um otherwise I I do agree with. I don't think.

C

People look close enough anymore. I think it can raise a lot of questions of like. Oh, are we getting all these days off.

C

Now you know, don't read so I think your intent could turn into disaster.

B

Yeah exactly so.

C

It needs to go with with information around it to teachers. I don't think it just needs.

C

To be given as a list, I think it needs to be given with the intent appointment, we're.

C

Expecting that these be honored for test taking and when you're planning an event, you need.

C

To think about, are there people that's not eating this week because of religious reasons.

C

And take these traditions into account and by the way, if you have any questions around.

C

What these traditions are, please contact x, don't go off and humiliate the student in.

C

Front of everyone, after being in your question, okay, thank you, hope, lisa ann. um So I, as I'm.

B

Thinking about the suggestions for like just essential facts to be included, if we're going.

B

To do that, there's a few other things that are quirky with our schedule that nobody ever.

B

Knows until they happen, like I think, sixth grade has a slightly different start than.

C

The other two grades ninth grade has a slightly different start than the rest of the high.

C

School, I have been puzzled every time there are midterms at the high school because I.

B

Have enough, I don't know that those are all half days until my kid shows up in the house.

B

And I think these are probably things that once you are more aware of it, you know, but.

B

I would like to take like a really good audit, where there's a possibility to just be listening.

B

Through, when are the kids not in the building and whatever that is, it should be on there.

C

And like, but it's time.

B

Once you get into because, when you're trying to create a singular district account right.

D

You start to run out of real estate, but you're talking about flipping it over and having.

C

Like the times for the early release days and like the dismissal times and stuff and.

B

I'm just saying like knowing that they don't even have school that day would be good to.

B

Know or right it's hard if some of those are put on the end of order. The prime message.

C

Weather events, yeah wiggles and it's oh, it was supposed to be january 15th, and what do you mean now? It's the 17., even though, when you have a working google calendar, that's.

C

Shared out on our website that somebody could update well, we've got calendar, there's 15.

C

Issues like me, like condensed into it, there's layers: okay, I'm sorry! Okay! um With regard to this, you know with the changes that we've talked about, that I think it's.

D

Really super important, whether school in community.

A

The jewish holidays, uh any of the teachers there they got that time off anyway,.

C

Okay, any other comments about the calendar doesn't attend it as a first reading. Okay,.

C

Okay, so do we vote on it so next time we will vote on.

C

Thank you. The goal was to have less right, yeah yeah. I still renew my uh request too.

C

To start school on a monday, so we don't have to get some care on monday.

C

Oh okay, thank you. Thanks, okay, let's move on um consideration and approval of leave event.

G

No, no, we need a moment two.

C

Do you want to talk about them first, or is that necessary? uh I think I mean we. We discussed.

D

Someone, no, I think, I'm no. I think I'm going to stick a little bit. I think the challenge with these.

D

Is for people who are watching tv, as you can see? First, okay, personal events that could.

D

Be medical or tangentially medical um so to get, I think the opportunity to share with.

D

The board, the information the board needs to make decisions, I think, is a non-public.

D

I think it's an appropriate place to be so that if we have someone who is, um for example,.

D

Going out on maternity um to just have the board know for the board's purposes. They understand.

D

That the republicans, not necessarily, we want to put out that someone's anticipating that.

D

We're trying to believe on xyz um so I'll make a motion to approve sean mcgrimly and.

C

Nicole laramie thomas's memes of absence requests wait a second second kerry. All those liz barrett.

C

Yes, yes, lisa rapaport; yes, ann walker, yes margot peabody, yes, nancy, clayburgh! Yes, pope vanips,.

C

Yes, brian french, yes, gary nolte, yes, okay, motion passes. We move on to committee updates. Do.

C

We have any committee updates, oh so I just wanted to point out that um in april we are.

C

Going to have, according to my chair till week, occurred me from wrong yeah, but we are going.

K

To have a presentation um around lead issues and our community and within the state from.

C

Dhhs, as well as um from.

C

Ethnicity of fort smith, and so if anyone has any particular questions around lead in our.

C

Community um or it was in the state that you would like addressed, please email me I'll.

C

Send out an email just as a reminder to everyone, but um there'll be a time for a q a but it.

C

Would be nice to make sure that um we get a name questions ahead of time too, is that.

K

April 11th or the second, it's the first meeting. Okay, that's right! Yeah- and I have here that.

D

Mondo has to say margo's going to handle margo iran got it. Can you hear me? Okay? Yes, yes, again,.

K

All right, I have two updates. um The first is from the mayor's blue ribbon sustainability.

G

Committee lots to report there. If you haven't seen the news we did um successfully hire.

G

A contractor um for the climate action plan, which is very exciting and has been um a long.

G

Time in the making, so there will be a lot of community events and reach out similar.

G

To our strategic planning process to have um full involvement in that on things more.

G

Related to the schools, I am really happy to report that the 18 bike- rack 18 bike holding.

G

Rack that was gifted from saber to phs, has arrived and is in place and is being well.

G

Used I saw uh last week and it was exciting to see so many bikes on it, and I know that.

G

Was a long conversation but relates back to our goals of lowering our carbon emissions.

G

And encouraging more healthy pathways to school, also related to that um committee. I am. I have.

G

Been honored to be working with a profoundly um uh inspiring group of students that are.

G

Involved in both eco club and then the seacoast students for sustainable sustainability and.

G

That includes kids from all over the seacoast, not just portsmouth, as well as members of.

G

The portsmouth 400 for the rollout of the earth day, kickoff and the day of action and.

G

The kickoff, as you well know, is on april 21st at the connie bean center from four to seven.

G

And there's all sorts of activities planned that are so family focused, not only in terms.

G

Of education, but in terms of just being together as a community and deciding what it is, we.

G

Want for the future of portsmouth and how we're going to take care of it, and there will.

G

Be music there there's, hopefully going to be some food there's even um a vendor. Coming.

G

That you can take small electronics and things of yours that are broken and they fix them.

G

For no fee, so all in the theme of reduce reuse, recycle and then following that, the next day.

G

Earth day is the big first portsmouth's first true day of action and big kudos to the students.

G

They have worked really hard to make a big push to get our students and families involved.

G

And so next week, you'll see messaging coming out. Our elementary students are going to be.

G

Encouraged to take part in community neighborhood cleanups and then go back to their schools.

G

And do wake up the gardens for the spring. Our middle school students love the opportunity.

G

To do some pretty down and dirty really important work on all of our public fields and all of.

G

Those activities will have equal club member high school members hosting and then the final.

G

Activity will be getting the planters ready for downtown, given the late storms that we've.

G

Had we're going to postpone planting them, but we're going to round up the supplies so.

G

um Lots going on there again check your emails there'll, be google sign ups going up for those.

G

Day of action opportunities second update, um I have is, um I want to thank pip and brian.

G

Who have stepped up to help out with ad hoc superintendent evaluation committee? We have.

G

Had three lengthy meetings so far um and we've taken a really comprehensive look at um we.

G

Watched that we have from school board association webinar on superintendent evaluations, we collected.

G

Sample evaluations from all of our neighboring districts, what they do when they do it, what.

G

Their timeline is how they do it. We looked at multiple articles and standards across.

G

The country and really talked about what is a thoughtful evaluation. What's the information.

G

That we need as a district that zach needs to go forward in the work that he's doing.

G

um And what are the key components of said evaluation? So we've landed on a um a really.

G

Great rough draft first draft that we have shared with zach for his initial feedback.

G

And a rough draft of the timeline and in um two weeks we'll be meeting with him to get.

G

That feedback after we gather zaxby back, we will get to a point where we will have a modified.

G

Draft two that can go to the board for edits and feedback, and um we are going to be well.

G

Within our um our timeline to allow for really thoughtful and effective feedback, so um all.

G

The minutes of those meetings are posted and again, if people have questions, we will have.

G

Ample opportunity for board members to comment on that. That's it, thank you. Margo hope has.

C

A question for you: no, not a question. I had one more of that: um okay, margo! Thank you.

C

That was very comprehensive and you're working hard with the students at the high school.

C

So, thank you so much, no problem, okay! Okay! Now we have hope so um from the music committee.

C

I just wanted to say this: thursday is the chamber music event at 6 p.m, at um portsmouth,.

C

High school so there'll be some great music going on there, as well as lots of desserts.

C

They do that sounds good. Okay, I just have zach and I are going to meet with our assistant.

C

Mayor joanna kelly and we're going to talk about what we can do as a city to promote.

C

Rachel's um racial justice and um all kinds of events or activities that maybe get the.

C

School department involved in with the city to promote you know portsmouth, is the open.

C

Door city in portsmouth is the city that welcomes all kinds, um so we're hoping that the schools.

B

Can get involved with that and we'll do a big event or several big events or we'll see.

B

How that comes up we'll bring anyone with the city to talk about that, so.

B

um In a couple of committee meetings that I've been in, it's come up, so I just wanted.

C

To print it out to the board at large, and especially for you and zach, as you guys are.

C

Meeting more with city council there's some more collaboration, I think happening this.

C

Year in some past years um of how we can really get we, I think we do a fairly good job of.

C

Getting the word out about our community events to our school community, but how we can really.

C

Get the word out to our larger community, um especially so people can start really seeing.

C

Where they're tax dollars are going- and I mean there's so much good work, that's being.

C

Done there's so many great events that people can bring. You know their families to their.

C

Grandkids too, their loved ones too their enemies if they want, um it doesn't just happen around.

C

The holidays, it's all through the school year, so um our committees were just brainstorming.

C

Maybe some ways you know we could partner with the city on their website, sometimes to.

C

Drop something I don't know if other people give give some thought about that or in your.

C

Conversations with the city, if maybe we can think about how we can open up communication.

C

More to our taxpayers of um helping them see what they can get out of their schools. Thank.

A

You lives in, um I do we still have a school board member on the 400 committee. I know that.

C

um The teacher uh or prior teacher representative is on the 400 committee. Do we still have somebody.

K

Else, no, we don't know.

C

Anyways, I wanted to sort of add that um that uh I know I signed up for it, so I'm not sure.

C

Exactly where I found the link, I think it may have been sort of shared on facebook, but.

C

As part of the portsmouth 400, um the phs clipper band is having a reunion and um they're going.

C

To be into parade, and so it looks like they have they've had about 200, marching performers.

C

40 walkers seven ride-along players and 14 ride-along waivers sign up to do it um in.

C

Different sections, so the the instrumentation's limited, but um that's a part of the portions.

C

400, I think, is going to be a lot of fun that the clipper bands- everybody that's been in.

C

The past super band or band geek has uh is now going to reunite and our powers are gonna.

C

Lie and and and talk about with that city newsletter, I I knew why that place was so busy tonight.

C

And where everybody was going to be, but it also tells about other events, so that would.

C

Be a good place.

C

And anybody who wants to get that you just sign up.

C

Okay, thank you again. Does anyone have anything else? They would like to add to this great.

A

Group tonight cherry uh don't know if the legislative committee is going to be working.

C

On it or if it's separate, but I just want to remind people to start thinking about.

C

New hampshire school board association proposals that the call will probably I think, last year,.

C

Came out in april, so if there's anything that we as a board want to introduce as a new initiative.

C

Okay, so you're very involved in that last year. Thank you very much. So um if you you.

C

Know let us you know, we'll all be we're aware of it, but if you particularly see something.

C

Let us know: do you have some experience with that? So I think it was just our timing. Last.

C

Year was that we didn't really know what we were looking at and the the meeting schedule.

K

So we'll have to just put some meeting time, maybe to have a discussion with that and then.

C

I'll set it okay and we can put that in future agenda. Okay, anything else. Okay, do we have.

C

A motion to adjourn- oh second, second and all in favor, aye,.

C