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

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From YouTube: 4.12.22 School Board

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4.12.22 School Board

A

I'd like to call to order the april 12 2022 meeting of the school board.

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Let's start with a roll call sure uh welcome to our sa 50 representative, pat walsh, welcome.

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Liz barrett here, if clues here, lisa rappaport here and walker here, margot peabody, here nancy kleberg,.

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Nancy, are you here? Yes, all right, I hope vanna here, brian french barry nolte here.

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Kimberly mcguinty here mcdonald, here great, let's all rise for the pledge of allegiance.

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For which it stands, one nation, under god, indivisible with liberty and justice.

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Let's uh move to the acceptance of the minutes from our march 22nd meeting. Do I have a motion.

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To accept vote to approve second any discussion, my name was omitted from the members present.

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Other other discussion items.

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So motion passes all right at this point. In the meeting we can move to public comment, we're going.

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To welcome public comment to those members of the audience that are here in person first and.

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Then we can turn it over to those members of the audience that are present on zoom.

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If you would like to speak, you have three minutes and you need to state your name and your address.

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Okay, thank you, chairperson margot peabody, and members of the board. My name is emil boos. Here I live at.

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678 middle street here in portsmouth with my wife, allison who's, the only other member of.

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The public here tonight live, and we have three children who are all in the portsmouth public.

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School system- and I want to take a little bit of your time to address some of our concerns about.

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The student extracurricular alcohol policy- I know it's been a hot topic for a lot of you.

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You probably heard a lot about it over the recent last couple months, if not.

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Probably a couple of years for those of you who've been here longer.

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And you know, first of all, I think we all recognized in a perfect world students.

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Wouldn't get alcohol there wouldn't be alcohol parties? Maybe there wouldn't be alcohol at all, but.

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There is, and I think we're going to be blind if we think that somehow we're going to stop students.

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All students from attending parties where there is alcohol or, frankly, some other illicit substances.

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I also think that, from what we've experienced in our community with the discussions that we've had.

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Amongst our friends, who are also parents of other students in the porsche public high school system,.

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Nobody likes the policy as is currently written. Maybe some people on the board feel differently.

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But so far and everyone that I've spoken to there's been unanimous support for some kind.

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Of change to this policy- and I think that, in terms of you know what kind of changes that there ought.

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To be, and I could go on and speak about half an hour for this policy, because I unfortunately had.

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An opportunity to review it at length recently uh some of the things that I that noticed, that really.

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Really stuck out and one of the ones, that's the real thorn in the side, for I think everyone in the.

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Community is that the notion that a student who is at a party is going to be punished for being.

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In the presence of whatever that means, it might mean in the presence of knowingly might mean unknowingly, but in the presence of other students who are drinking alcohol.

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I have not spoken to any parents who would be upset with their children for being at.

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A party where there's alcohol because they realize it's going to happen at some point.

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You're in high school, we hope that our students and our children will make the right decisions.

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And decide not to consume alcohol, decide to be a designated driver when they make that.

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Decision they should not be punished because they were found to be in the presence of other.

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Children who are making the wrong decisions- and everyone agrees, that the drinking of.

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Alcohol is a wrong decision. There should be repercussions for that when they're caught.

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I also find that the the students that are found in violation of the policy there's.

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This this punishment schedule. That's it's not 100 clear when you read it.

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But what it appears to do is it takes away a certain percentage of the extracurricular.

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Activity and that's regardless of of what the violation was. So if you have a situation where.

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Currently, as written the policy stops or the policy punishes people, if they're in the.

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Presence of alcohol in the exact same manner that they would punish the children who are drinking.

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Alcohol in the exact same manner as they would punish the students that are smoking, marijuana.

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In the exact same mirror, they would punish the students who are doing cocaine.

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In the exact same manner that they would punish the students who are shooting up heroin.

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Nobody on this board can think that that's a rational way of approaching a policy to.

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Deter students and to proportionally exact some kind of punishment on the student from making bad.

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Decisions, that's a whole vast array of different levels of an offense that should be treated in.

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Different ways, sorry joe, but your time is up as expected. Thank you very much all thank you.

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Do we have any members? I have a public comment. Okay, thanks.

B

Hi there, elizabeth barrett one freedom circle, member of the school board.

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I just want to take the three minutes to speak on concerns for policy concerns for due process and.

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And just and take the time to speak, it's not clear to me as far as the agenda tonight, of whether the.

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Board can discuss issues that have come forward regarding policy igd.

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However, I see this as two issues. I see this as an igd policy, and I also see this as a.

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Policy, or should I say.

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Preference of the board or stance of the board of how we are going to deal with.

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Discipline and extracurriculars across the board. I know, there's been mention of high school middle.

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School elementary school, so I see this as two issues and I don't want one issue to be clouded by.

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The igd policy as it stands right now, we've obviously received a lot.

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Of emails about the policy I'd first ask the board to or ask the school.

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That we implement some sort of policy to redact children's names from some of these board emails.

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um There is a clear statement that says anything that you're saying is going to end up in the board.

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Packet- but I don't know if it's clear to parents, that these packets are actually published online.

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So folks that are talking about their specific child first name last name grade are now going to.

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Have their child's name and incidents uh published online, and so I asked the board to create a.

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Policy uh or make a motion to at some point to redact these uh names, those children's names.

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Because I do think we still have an obligation to protect these children, um given the circumstances.

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One minute I'd also say that um it has been brought to our attention.

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Via an email that there is a supreme court decision by the new hampshire supreme court,.

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I believe it was back in the 80s about nhia, sports and and how that creates due process.

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The way I understand due process is um from my experience in law school. We studied uh the.

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Matthews case with administrative due process, um and so I think due process can be different for.

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uh Different things, depending on the circumstances and obviously everybody doesn't have a legal.

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Background and I won't get into matthews because it's like the worst case I studied in law, school.

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So, um needless to say, I think that we are, as we bring these extracurriculars into the school.

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Day and provide time for them in the school day, we are kind of crossing a line in the gray area. There.

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I'd also find it challenging as the school board to comment on these policies and just.

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To wrap it up, um I think, as a board, it's one of our things that we can create policy so for it.

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To solely reside in the policy committee is a little bit concerning to me, especially when I.

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Can't make it to the policy committee meetings, and so I want to be able to provide my input as.

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A board member, I think, that's one of my duties if I can't make it to the policy committee. Thank you.

B

Thanks liz: are there any other members of our live audience? Who wish to make public comment.

A

Okay, is there anybody in our zoom do anyone in the zoom audience who'd like to uh join in public.

D

Comment, please raise your digital hand, uh seeing two to start. Let's go with uh megan scaretto.

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Go ahead, megan hi there negan cerreto 419 marcy street, and I am speaking tonight to request that.

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A motion be put forward to look at code of conduct policy for the extracurriculars and co-curriculars.

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In particular, the clause in the presence of this is to repeat what others have said is in no way.

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Doning, underage drinking or drug use, it is simply a request that this clause be.

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Reviewed and that those who hold the power in making any decisions in regard to this matter.

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Please listen to all with an open mind. Is this clause even serving its purpose.

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That's the big question: it is my understanding that there are some that believe this clause.

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Has significant significantly reduced underage drinking and drug use? This could not be further.

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From the truth, kids have just gotten better and smarter. Would anyone sign a four-year contract.

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In which you are guilty for simply being there in violation or not, students are not given a.

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Chance to defend themselves, why always think the worst do you know each of the students intentions.

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To take away sports and national honor society, when a student has no chance to present their.

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Side of the story is wrong on many levels. As we know, our students have been through.

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A lot over the course of the past two years there has been much talk about mental health.

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Has anyone thought about the long, lasting effects of a clause such as this? The impact this can have.

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On our athletes and scholars, asking students to sign a contract is one thing, but placing.

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A punishment as the ones being handed out is far too severe. This clause is putting.

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Them in the position to choose between friends and sports, that is, another loss for them, and.

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They have already lost so much punish those who are actually in violation of policy and.

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Not those that are perhaps present in a place or environment where it is. Thank you. Thank you. Megan.

D

Next up we have stephen collins.

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Hi there stephen collins 230 park street in portsmouth, new hampshire.

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um So I wrote a long-winded email, I hope you'll all get everyone. There will get.

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A chance uh to read it and digest it. I had some very serious concerns in there.

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About really some of the sort of shrapnel that comes from.

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uh The honor code, in the way that it's implemented and the lowest common denominator that.

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Everybody's guilty till proven innocent, or I guess they don't even get a chance to to prove innocence.

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They're just guilty, um and what I wanted to talk about tonight, um just quickly is sort of my own.

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Experience in a couple of different high schools, I went to a public high school in massachusetts and.

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Then my family moved to the middle of maine and I went away to a private school during that time. In.

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Both cases, um I might have found out a little bit about the disciplinary systems at each of them, but.

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uh You know back, then it was your parents in the school worked together to make sure you.

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Got through and what I can tell you from every single person, I've spoken with, and everyone.

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Certainly that we've heard from tonight and I've spoken with a lot of parents uh in the in the.

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Portsmouth system, both that were involved with the party on the friday of vacation and that weren't.

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To every single person, there's an adversarial relationship between our families and your.

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School, we are not partners, it is you versus us. uh We are we're, just a presumed guilty.

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And now we're into like papa bear mode where we're just trying to protect kids, um so that you know.

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They're not placed in harm's way, and and how do we do that? How do we raise our kids.

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So that they can go out and be social and have some life experiences and make choices that are.

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Good ones and be allotted for those good decisions- and you know not just lock our kids away um and.

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So I just I need everybody everybody there to know that um the parents of this community by and large.

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Do not see the school as our ally uh in sort of the the co-managing of getting our kids through.

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Your school system and raised as proper adults and um I think, we're missing a huge opportunity. There.

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My parents absolutely saw the schools that I went to as as their partners, and uh that is.

D

Not the case here, thank you very much. Thank you. Stephen next up we have kate bielen, go ahead, kate.

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Hi there, uh kate, b land, 373 union street- you all can hear me: okay, yep, okay, sorry, it's hard from the.

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Phone, I should have come in person. I just want to echo the two previous callers um and really.

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I'll have anything prepared, but I just want to speak up again.

D

As I talk to many people, um and they share the same sentiments as the people that have spoken.

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Up and people who have sent letters um you know I certainly understand a zero of tolerance policy.

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For people who have made the choice to put themselves in that position, okay, um but I.

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Do request again that we we look at you know it's easy to just to say this is what it is.

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Zero tolerance you're there you're guilty. That's it. It's actually harder to dig deeper.

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And be progressive, it takes work just like it's taken work, certainly in all the circumstances.

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Other than what we're talking about now, just these past two years as a school system as teachers as.

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Kids as parents, um so I just I I request that we all dig deep and and try harder to be progressive.

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Like we are with other social issues, I see this as a social issue. um Again, I understand the zero.

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uh Tolerance policy, but I think we can do better in regards to what our object of what we're trying.

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To achieve um for anyone who might be present- or even maybe we can do better on that zero tolerance.

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Policy, um it's not just a kind of slap in the wrist. You miss a couple games. You really can.

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Change the trajectory of someone's future um and I'm not sure, that's a good thing. I I think we.

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Can do better, I don't know what the solution is, but I just ask we be open and that's it.

A

Thank you, kate. Thank you one. Second, I'm trying to get carrie here.

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And ulti has her hand up. I'm here go ahead and talk while I mess with your video carrie.

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Okay, thanks um uh carrie nolte uh at 321 bennett street. I am a board member who is exposed to covet.

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At home, but I did want to speak um during public comment um really on on what we've already heard.

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As far as these components, not being these policies not being supportive.

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Although my role on the board is to um is to hear all of the sides and the history and the policy.

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And the admin um you know in my professional role, my research is around substance, use.

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um And you know most people who struggle with addiction later in life.

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Start at 13, 14 and early intervention is really important and so creating an environment where.

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Even those that are using substances are fearful of disclosing and seeking the help that they need.

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um Is concerning to me, um and within this this policy, you know, I think, that it's a it's a good.

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It's a good thing for a student to want to help a friend to be a designated driver to get them home.

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From a party if they have any choices in drinking, so I just really want the um as this policy gets.

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Discussed further to really look at the evidence, although there I have heard perceptions that this.

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Policy reduces drinking um that isn't based in in literature that isn't in peer-reviewed journals.

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That isn't historically what happens, um and so if we do adopt a different policy making sure.

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um That there is evidence that these are effective prevention strategies and that going forward what.

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We're doing is the best for all of the students and families in our district to both get support.

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They need and to accomplish their goals. um You know, I think, that missing a few games from.

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Athletics can be a difference in a scholarship um and a full ride and all sorts of things.

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And those are real consequences that extend long into the future. Thank you thanks. Carrie.

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Anyone else for public comment.

A

So I'm going to close public comment and I I would just say I um as a board member. I.

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Greatly appreciate the outpouring of feedback from the public and I think we have an obligation to.

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Teach our students- and that doesn't just mean an accumulation of facts that means teach them.

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To be functioning adults in the world and to create a climate and culture that is supportive.

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And that is able to evolve with the current landscape and I think the recent incidences.

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And the concerns raised by parents makes me realize that this board needs to take a deep.

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Consideration into our discipline policies and practices in our school district and see.

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If those are aligning with our district goals, that would be my hope going forward. um Excuse.

H

Me margo just why we have people on the line. Can we just let people know that the policy meeting is.

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Public tomorrow and the policy meeting will be from 9 30 to 10 30 here at city hall,.

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And this policy will be discussed and board members will also be present, but there is a.

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Time for public comment then, so I just wanted to let people know that before they drop off the line.

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Yep and that meeting just so folks know that meeting has a one hour time frame reserved in the.

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School board conference room: there are no special presentations tonight, so we can move on to the.

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Superintendent's report sure so in your packet, you have the april edition of the board administrator.

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uh As well as the email correspondence you received, as of the printing of this packet.

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And you have the draft for school board meeting dates for the 22-23 school year. This mirrors.

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What you've traditionally done in terms of the frequency the days and the locations even of.

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Your board meetings does contemplate going back to having meetings at school, so we can certainly it's.

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Not something you have to vote on certainly can be adjusted as you go. You have the policy committee.

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Minutes from the march 11th policy uh meeting and as hope just said, I did want to give an update.

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That the policy committee will be taking a deep dive beginning a deep dive into the policy igd.

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And and I think really doing some due diligence in terms of making some possible thoughtful.

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Reflections around what might what might respond to some of the feedback that you've received.

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So, just to preview tomorrow's meeting a little bit, we will go into a little bit of the history.

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Of how this policy has evolved over the years and probably talk about a process to go forward.

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In revision that would include input from parents, input from students, input from coaches.

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And so that we can make the most thoughtful process and and revision to the policy to.

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Bring back to you, and so even if you're, not on the policy committee. Of course, every policy will come.

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To you and this one will be substantive, of course, enough to come to you for two readings, so you'll.

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Have two chances as a full board to discuss and debate and determine any changes to that.

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You also have the um the fy 23 budget book that went out in the newsletter. Last friday. We were.

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Hoping to have hard copies for you here today, but we don't but we'll get those for your next meeting.

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But essentially, as you know, this is a book we publish every year to try to highlight some of the.

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Work that goes on in the district, as well as give some thoughtful narrative to the budget proposal.

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That we would be bringing forward to the city council, which again is a process that.

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Has started and will continue into may with our presentation and discussion with the city council.

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You have a memo for on the update on overnight field trips that are coming up, and I just wanted.

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To give a quick update for the administrative searches, the principal search committee met.

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Again, today to continue interviews, we meet again tomorrow to hopefully determine finalists to move.

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Forward in the phs principle search and that process will again turn into a much more public.

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Process with four parent forums, opportunities for people to meet and greet with the finalists.

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And again on a timeline to bring forward to you in may, hopefully for your first meeting.

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In may, at nomination for phs principal the program director position for the lister academy program.

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Is a couple weeks behind the principal search we will be meeting with the search committee.

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For that group tomorrow, which does include students and parents and that process will likely.

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Lead into first round interviews right after april vacation, so um I guess I would pause there.

C

For any and- and you have a correspondence, a letter of resignation is the last thing. That's.

C

To note, okay liz uh just a few things that you've gone through um first off as far as.

B

Calendar updates, I know we have november 8th on there that's election night. I'd. Ask that maybe we.

B

Switch that around then we have valentine's day on there. I'm very single, but I'd like to value.

B

Family a little bit so we could do february 7th or the 21st looks like those days are spaced out.

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Enough that we can change that around um as far as the overnight field trips, I was curious if.

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You know what the school, or maybe something that we could send a policy regarding.

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You know a two, a two person system. I know a lot of organizations that have struggled with.

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Overnight stuff, as far as adults and children dealing with each other and.

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Overnight situations have created a two adult to system per child sort of thing, and I just.

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Want to be sure that we are being proactive as far as um you know, protecting children from.

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um Sexual assault and any other thing, obviously you know I think our staff are great, but at.

B

The same time, I I just want to be sure that we have some sort of policy and I'm not sure that.

B

I don't know if we have a policy in place or if that's something you can speak on as far as the.

B

Overnight stuff, um regarding the policy committee meeting minutes, um there was discussion at the.

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Policy committee meeting, which I have not been able to take part in because of my work schedule.

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Even though I was appointed to the committee, but there was a discussion about how to amend.

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Or edit drafts of policies that have been sent to the school board.

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um Our attorney explained that the committee sends suggested drafts to the entire school board.

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For their consideration and discussion, if there are suggested amendments, the board is free to.

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Do this at second reading or in the case of a single read-only at the first reading, she said.

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That sending them back to the policy committee unnecessarily prolongs the adoption or reapproval.

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Process of the board or when the board can make the amendments. However,.

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It was also explained that typographical errors or any sort of error shouldn't be taking up for.

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Time so I think essentially, when you're looking at you know we're dealing with a sentence right.

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Now of you know, in the in the um we talk about igd, you would also mention that as well.

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We're talking about a sentence of in the presence of alcohol and drugs, but the way.

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I read that as an attorney or I think you know what the intention was or the interpretation.

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Was actually to include the whole sentence, so I mean there's grammatical errors and.

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Or you know it could have been better interpreted or conveyed, essentially by maybe a few commas or.

B

So so I guess I'm a little concerned with how to convey these things to the policy committee.

B

If I can't be on policy, I had requested word documents so that I can edit in line these.

B

Things are supposed to go to paulette. At the same time I mean, I think, it's a little redundant for me.

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To type out a whole email, transcribing the policy and then saying put a comma here put a period here.

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So we actually have a definition, so I mean I can convert every policy from a pdf to a word document.

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With my adobe tools, but I don't think that that's realistic and I think, as the board it's sort of.

B

Our duty to overlook these policies, regardless of whether they end up in committee or not and.

B

I guess I'm just a little concerned that maybe we need to address um how these you know how we.

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Are able to effectuate change as a board versus um what ends up in policy committee, given that.

B

You know one of our three duties I think is to you know the only thing that we can do as a board is.

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Create policy, so um I don't want to dictate my duty as a board member to the policy committee.

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When I should be able to amend or do things- and I don't also- I don't want to waste board time.

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I also don't want to be sending stuff back to committee back to committee back to committee.

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So I think we could be a little more efficient there and I guess I'm just trying to understand.

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Maybe how best to do it and I understand the role of policy but.

B

um It seems a bit convoluted, especially when we're getting into this meeting tomorrow, of adding.

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Public comment and sort of going through all this, it just seems a little bit.

B

Unnecessary and maybe the bigger question, is you know, how do we deal with this as a board.

B

So so it sounds like liz. The question that you're asking that we take into consideration is: how do.

A

We best give feedback regarding policies to be taken to the policy committee and.

A

Does it sounds like you're also requesting that when policies are up for consideration prior to.

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Going that comments can be made that board members can be made aware of that policy prior to it going.

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So that feedback can be given to the policy committee members so that that can be represented.

A

In the policy committee meeting, did I summarize that yeah? But I guess I don't if it's my duty as.

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A school board member and my role as a school board member and one of the things I'm able to.

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Do to effectuate change is to create policy or help do policy. I don't want to feed my prop my.

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My policy recommendations through another board member through the committee. I want to be able.

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To you know, I think the purpose of a first reading or second reading is to point out where there are.

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Issues and if it does go back to committee, um you know I guess I understand the concept of a.

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Committee and willing to discuss it, I think you know I had made some recommendations on record.

B

um Of a of a policy that's up for uh consideration tonight and and in my and it still is not reading.

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Right to me and- and I guess I'm just a little concerned that maybe it's less a.

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um Less a substantive issue and more a procedural issue and and how we're sort of dealing with these.

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Things and how they get translated, and you know who does what I mean. I don't want to.

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Flip the the board upside down. As far as how we're dealing with policies and having committee.

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I think a committee is a perfect way to do it. I guess I'm just a little concerned that.

B

With how each of our you know, especially with this upcoming policy with igd, how are we each.

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Able to provide our own influence on the policy um short of striking it down every time and sending.

B

It back to committee, um I hear the question I hope. Did you have a response? I I did want to.

H

Just add to what elizabeth is saying, because I do feel like there is a lot of procedural.

H

Issues with how we handle policy right now um and- and they to me as a they deter.

H

Getting feedback from board members and I'm not saying that's an intentional deterrent, but it.

H

Makes it very difficult, as elizabeth has said, is if you can send your comments to the policy.

H

Committee, but quite frankly, sometimes our policies need to be very reworked um and so not having.

H

A template where those changes can be made is very difficult to go into a policy committee and.

H

Say: okay, in the second paragraph, on line five or this in versus, we live in a day and age where you.

H

We have all kinds of documents that you can add comments right, and so I feel like that. We need to.

H

Kind of bring our policy committee up to the 21st century and how we transfer information. um I also.

H

Feel that there is a long lag, sometimes and policies of going from the first reading and.

H

Waiting for the policy committee meetings to occur- this is a perfect example. Is our meeting.

H

Is tomorrow, but our board meeting is tonight so then we have to would potentially either.

H

Put another meeting on the docket or wait till may and that doesn't seem like due process. Sometimes.

H

With some policies that are just quick reads that steve brings forth right, like their state changes.

H

Federal changes sure, but when a policy impacts our school district, I think those policies need to be.

H

Treated with a little more expediency and care, um and so I would like to have the policy committee.

H

Maybe explore of do they need to add an extra meeting when those types of things come up, so that.

H

They align with board meeting discussions um and, and then I just wanted to to add um in regards to.

H

This particular policy meeting I I've requested, could it be recorded, especially for board members.

H

That would like to hear but can't attend. I feel like if we're asked to vote on a policy.

H

And and the third party conversation is happening and all the board members aren't allowed to be.

H

Part of that conversation, then we should be privia to that information or privy to that.

H

Information, um especially if, as elizabeth said, like our duty is policy, and I don't feel it's.

H

Right to ask someone to vote on something when they haven't heard the full discussion.

H

um So, if that's a possibility for tomorrow's meeting, I think that could be additionally helpful.

H

Yeah I'll confirm with attorney dwyer. I don't see if there's unless there's a rule, some legal reason.

C

She would offer why um you could do that: yeah. Okay, okay, thank you hope. I think that those are endless.

A

I think those are great suggestions. I know that lisa had a question and then nancy has a question.

I

I just want to echo what hope and elizabeth have said. I do think with all of the various.

I

Technology we have to edit documents and keep track of people's comments that we should be.

I

Able to find a way to do that better with policy, and I would definitely love to see the policy.

I

Committee take a look at what they think the best way to do that would be in terms of their workflow.

I

And just also as a clarification from part of the superintendent's report, it would be.

I

My understanding that if we were going to make any decisions about visiting a policy outside of the.

I

Policy committee or a full board meeting that that would have to be a decision made by the full board.

I

Correct that's correct! Okay! I just wanted to clarify that. Thank you. Thank you. Lisa nancy.

A

And then brian um look, if you want I'm sorry, I'm not there, but unfortunately I tested positive.

F

For covid, um I feel pretty good, but obviously I couldn't be there in person. um I think what I.

F

Would like to say about this, is you know we have a process, we have a procedure, that's been in in.

F

There for many many years we're the school board. We can change whatever we want. So if we want.

F

The way it works now is the policy committee studies. The policy brings it back to the board.

F

The board can make whatever changes it deems fit. In that case, it usually goes back to the.

F

Policy committee for another, you know a revision or the way it's written or whatever, and then it.

F

Comes back to the school board, the school board is always the final decision. I think you all know.

F

That um so that's the way it's been that's the way it's worked in the past. Obviously we want to.

F

Change it, so you can all do edits to it before it goes to the policy committee. I guess we could do.

F

That, but what if you know, we have two members now on the policy committee pip imago, what if they get.

F

Seven different edits for every policy committee they go to based on seven other board members.

F

I don't know how manageable that would be. That would make a very long policy committee meeting.

F

Where they have to go through all those edits and make changes, so I think we can certainly examine.

F

It but we have to look at it realistically too, like you say, a lot of the policies are.

F

Just a stamp of approval, um but um some of them aren't, and some of them require a lot of time and.

F

Attention so you know the fact that the policy committee looks at them. First brings it back to.

F

The school board, the school board, has the final decision. If you want to make revisions at that.

F

Point you can, it goes back to the policy committee comes back to the school board.

F

I mean we can certainly look at it, but I don't know how realistic it is, especially if you get.

F

Seven different edits from seven different board members. So um that's what I would like to say.

A

Thanks nancy brian, did you still well? I had a comment on something else, but I will say I'll echo.

D

Liz and and um hope um I think we should come up. You know. Yes, we do run the risk of having a lot.

D

Of edits, but I think um you know, especially when there's certainly an issue like this, we should you.

D

Know have that ability if we need to do that. um The question I did have was on the the field. Trips.

D

Did say too overnight, but I see I'm counting a lot. Is it just? Is it just a typo yeah? It.

C

Is brian, I'm sorry, so this is a memo that we add to as we get requests in and then.

C

Number two was not updated and the other question I've asked this before. Is there any way to collect.

J

Information about the costs of these trips because again, looking in the lens of equity,.

D

And how much they're accessing funds? You know the funds that we have available.

D

Those kinds of things would be good to know and yeah. We absolutely can. I think that could be a.

C

Whole discussion in and of itself, um based on all things that cost extra for kids um rather than.

C

Just random trip my trip but yeah. I think that would be an important discussion yeah. I agree.

J

With that across the board would be great but yeah thanks. Sorry, I just had one more quick follow-up.

H

At some point in time I recall a couple of policies coming forth before the board and.

H

The changes were highlighted in red. I would really appreciate if somehow we could make indications of.

H

What we're seeing from the change to what was the original of the document without having to kind.

H

Of teeter back and forth, and so I I'm not saying that every policy has to be looked at first on.

H

With changes, but I do, I would like to look at one more thing to add this george's plate of just from.

H

A technological standpoint: how are we housing our policies and, like I said, how can we make those be.

H

A little more um 21st century, right, yeah being a member on the policy committee. I think these are.

A

Great ideas and I think any time you can get more feedback going into the initial discussion.

A

It's a deeper, more thoughtful, more intentional discussion on the policy so that time isn't wasted.

A

On the semantics of a period or a colon, and- and I think the point you raise hope on certain policies.

A

That um time sensitivity is, is important for us to be responsive, and so I think here's one of those.

A

Scenarios where process is slowing a conversation down by the nature of which it was, and so I think.

A

It's a great question to ask on how do we, how do we yeah modernize the process so that all voices.

A

Are heard and we arrive at the best policy to represent the intention of the of the policy.

A

I don't know if it adds more work to the policy committee, but I just wonder: um is it possible.

H

When it's placed on our agenda- because I know you send out the agenda so that we can look at.

H

The policies before review of the board meetings is it possible to indicate why the changes are.

H

Being made like, what's the motivation behind it, because I know you present, that information steve.

H

At the board meeting, but it would be helpful, at least to me- I know when I'm reading it if.

H

It's like hey, this is just a simple state change. This is required by federal law for a change or.

H

This came up because of x. We just have context around why this policy is on the docket and.

H

I don't know if we can sometimes limit how many we're reviewing. Sometimes it seems like there's.

H

A load of them, and certainly again, I would defer to you guys, because I'm sure you're trying to.

H

Scoop up things and categories, and that's probably with as many as you have to go.

H

Through a difficult process to limit but yeah, and we obviously in the policy committee minutes the.

C

Intent is to try to capture the conversation that would lead to any change, but what I.

C

Well, unfortunately, what happens sometimes is those minutes are not lined up with the.

C

Policies and the days you're looking at right, so we can do a a better job of aligning the minutes.

C

Right next to the policies, okay or even if we could have a notation of which minutes.

H

To look at or something that to indicate what's driving the policy change, thank you.

G

um I I just want to echo a little bit what margot said I to him on the policy committee and I think.

G

That, before I was on the policy committee, I found it very hard to have the kind of input.

G

That I wanted to, um and I I brought that up at the last policy meeting a little bit too.

G

Regarding the procedures, I completely agree, the procedure needs an update and I think.

G

Ultimately, that some of the things we're talking about will make the process much more efficient.

G

I I think getting input from seven or more members could feel like a lot, but I think it will still be.

G

More efficient than going back and forth several times to different meetings and stretching out.

G

Over months, so I think I'd like to suggest that maybe we as a policy committee work on on this.

G

Topic and try to come back to the board next, at our next meeting or first meeting in may, um with.

G

An updated procedure that we can at least test out and if it proves to be harder or there are.

G

Problems then we can tweak it, but um I do think it seems like. It really is time for an update.

G

I love that idea noted love it should should we have the policy committee come up with that new.

F

Procedure or who should come up with this? That's what she was saying nancy. She was saying that the.

H

Policy committee would come up with something to propose to the board for the may meeting and.

G

I I just wanted to comment that usually kathleen dwyer, our city attorney for for us, has usually.

D

Explained why something needs to happen? The other thing is sometimes the wording is awkward and we.

D

Had wondered why we needed to keep that wording is awkward and she had said that legally, it has to be.

D

That way at times, so there is a reason, even though it might not make much sense to us.

B

Just a follow-up: um what ann mentioned is correct. I think there is uh certain things that we need.

B

To run by our attorney and understand what our attorney comes from as far as giving us.

B

A certain direction, my understanding, is that they, the attorney and paulette, want to hold on.

B

To the word document version of um of a policy, because that's the you know just that they have.

B

One working document in front of them, so there's not any confusion as to what documents water.

B

And whatnot, I understand that, but I think given how technology has updated um there.

B

Is a better way for us to sort of collaborate or to sort of integrate there, um and I guess.

B

Another piece of this, though, is to address the immediate concerns of the.

B

The igd policy and I understand there's a policy committee meeting tomorrow. I am a bit concerned.

B

That the policy committee meeting is for an hour and we're opening it up to public comments. So then.

B

How are we supposed to have any sort of meaningful discussion about it, and I don't know that we can.

B

Actually get you know, I know. First off I don't know that we can get a meaningful discussion.

B

In an hour and second off, I think there needs to be some directives by the board as far as.

B

How are we understanding what the policy should be, um whether it should be um like what kerry said.

B

You know, there's no journal out there that says punitive measures or or what not deter substance.

B

Use so I think there needs to be. You know, I don't know if steve can speak to this at all, but I think.

B

There needs to be some sort of understanding or directive of how we are guiding our disciplinary.

B

Policies, what are we, what are we pulling that information from, and I think that is a board.

B

Decision to understand what we want to use to direct, how we're developing a policy we could take.

B

All the recommendations from the policy committee, but I don't know the policy committee- is equipped.

B

I'm not equipped to understand you know what our issues are. What are we looking to deter and.

B

What is the best practice for deterring those things, and so um I would like that. The board.

B

You know I would make a motion to um create some sort of committee or some sort of.

B

Not committee, I don't think we need a separate committee. I think we need to.

B

Schedule a meeting as the board to discuss what. Maybe our next steps are or put this.

B

As an agenda item sooner than later, about, where we're going to be pulling, this information from.

B

To guide disciplinary policies- and I don't know that- that's something that the policy committee.

B

Should be doing, I think it's something that we need to do as a board to guide what direction.

B

We're going in and where we're getting our information from to guide these policies so.

B

um Yep great lisa we're going to make motions under new business. Later, though correct.

I

Still on superintendent's report here right, but we can make a motion under a superintendent's.

A

Report or not, uh you could make a motion um whenever you'd like, I guess, just to sort of.

C

Again, bring out the the process points a little bit here um so again separating out the general.

C

Work from the policy committee from what the issues are raised on this particular policy.

C

Igd, I think you know to hope's point. You know we, we don't want to delay the conversation.

C

But we also want to make sure it's a thorough, well-thought-out, well-informed conversation and so.

C

I know in talking with nancy, I didn't know if she wanted to jump on part of part of the history with.

C

This policy is indeed getting a multi-stakeholder group together to talk about a thoughtful approach.

C

To what might or might not need to be changed- and you know we'll talk again tomorrow morning,.

C

About it in policy committee, but this version of the policy you see here actually does.

C

Involve a lot more restorative elements than its previous version did, and I think the conversation.

C

Could very well be, is that enough I mean, do we want to go back to say what else could we be doing.

C

That would be more restorative in nature um around this policy, and that um that, I think, would be an.

C

Important conversation, um but I do you know again, I don't want to to also create the illusion. This.

C

Is a policy that's going to change next week? I mean this is something that we do have to take.

C

Our time and dive into and involve a lot of people. So um so I think that's what we'll be.

C

Talking about tomorrow, so I have a motion that I would like to make at this time. If that's okay,.

I

And then we can discuss it. um I would like to move to schedule a school board work session in.

I

April to discuss our k-12 approach to discipline and behavior support that comes from guidance.

I

And then invite representatives from guidance and administration who handle discipline and behavior.

I

To attend so that we can hear from them as a first step. You know how things are working. Second,.

H

Do we have questions yes chance for discussion of the motion? Yes, so the discussion of the motion, I.

H

Just want to make sure I understand you correctly, that um are you saying that we would also be.

H

Discussing what comes out of the policy committee? That's not in place of tomorrow's policy committee.

H

You're saying that we would still be discussing the outcome of tomorrow's policy committee as.

H

Well, as what you just laid out, I'm not clear that there would be an outcome from tomorrow's policy.

I

Committee meeting, I don't believe anybody from guidance is in attendance. I don't mean a resolve.

H

But if they're having a conversation, there would be a summary of the conversation and they might.

H

Have a recommendation or anything else, so what I'm under trying to understand is: are you saying.

H

That you want a separate meeting in place of the policy committee meeting or in addition to.

H

The policy committee's work and then we would be discussing the policy committee's work as well as.

H

Your the disciplinary, okay and I suppose it would be in addition to the policy committing involving.

I

The full board and whoever we would invite from administration and guidance who can speak.

I

K-12 to how they see the discipline policy as it stands being implemented, because I don't think it.

I

Makes sense to start changing policy until we have a better understanding of how people are using the.

I

Policy that we have in place right now, if that makes sense, that makes sense. I think that makes.

A

Sense and pip, you were second, yes and you have a discussion point on it. Yes, um I I think that.

G

This is an excellent example of a policy that does have a significant impact directly on our.

G

Students and on our whole community for that matter, and so I really am in favor of involving.

G

All our entire board in the discussions of it, I don't think that needs to replace the committee.

G

Meeting the policy committee meeting, but I don't expect that we're going to be able to make any.

G

Significant decisions tomorrow in an hour, especially with public comment.

G

So I would, I would really advocate that we could all get together and work specifically on this.

G

On this policy, or actually as lisa, proposed on our overall approach to discipline, k-12.

G

So we understand that and then can relate or can use that sort of global perspective.

G

To to address the specific policy, that's been brought up today, yeah yep, um considering that.

J

This is going to be directly affecting students. uh I would like to request that, if not necessarily me.

C

Some student representation also be uh directly invited to the meeting, I'm not exactly sure.

C

How public you would plan to make it, but regardless, I think the door should be. It is.

A

A public meeting nick and so if students are free at 9 30 tomorrow there is a zoom link and they are.

A

Welcome and encouraged to attend that and then the motion on the floor about the work session.

A

Would also be a public work session with the full board present, it wouldn't fall under a non-public.

A

So both are opportunities for student voices to be heard, and- and I would um I would agree.

A

With what exactly what pip has said on this- and I think um I think it's a great lens by which to.

A

Drive the conversation forward is start with. Where are we at and then come? I think I think it.

A

Policy, as one of our speakers said in our public comment, is one of the true lanes of a school.

A

Board and we have full ownership over policy, and so I think the entire board needs to be.

A

Part of the discussion on um the mentality behind it, the intention of it whether it's best.

A

Servicing that, folks, that it's meant to service, so I would be in favor of a of a committee of.

A

Of of it being an entire board conversation, did you see, nancy had her hand, oh nancy, sorry and.

A

Then liz yes, that was, um I was going to say this under future agenda items, but I would like us to.

F

Agree now on a night next week that we could have a originally, I was going to say a board meeting.

F

But after conversation I had today with lisa and hope it seemed like it would serve us better if we.

F

Had a work session now, the only question I have a steed is: can the public comment in a work session.

C

And that is up to you yep, oh okay, I wasn't sure okay, so we can have a public comment. Then.

F

All right, I think we should have. I would like to propose well we're on one motion now, so we.

F

Can only do one motion at a time, but that we have a um we pick a night that people are.

F

Available next week I know the city council has a meeting on monday, but that doesn't mean that we.

F

Can't have a meeting on monday, correct, steve, uh that's correct! We just can't be in here.

C

Okay- okay, all right, so we could have a meeting on on whatever night we want next week. I think it.

F

Should be a work session, I think we should invite stakeholders if you want to talk about who those.

F

Stakeholders should be now, we could do that or if you want to email them to me in maga, we can put.

F

Together, a list of who the stakeholders should be um and we'll invite them to come and talk and get.

F

Their opinions about what the best move movement forward is. It's worked effectively in the past.

F

Because I think stakeholders felt, like their opinions, were valued and listened to by the board.

F

So I certainly encourage us to do this if everybody agrees. So if, if people well, let's.

F

Vote on one: let's go on lisa's motion first, which is basically you know the same thing, but then we.

F

Have to pick a date: okay, so nancy before we vote, liz had her hand up and then we'll.

A

See we'll have to take a vote on lisa's motion and then I hear that we would need a second motion.

B

For a proposed date night, I just want to um be mindful of time, and what might this might take as.

B

Far as stakeholders in time- and so I guess my only request would be your friendly amendment if, if.

B

I could figure out how to exactly say it would be something to the effect of you know. I think.

B

At the next meeting, it'd be great to have every stakeholder there so be that the board.

B

Can create a policy I mean. Excuse me, create a philosophy around how they want to deal.

B

With discipline, um and in taking of you know in adopting um just a philosophy of.

B

A therapeutic approach versus a punitive approach or restorative approach: instead.

B

Of a punitive approach, I guess my only other concern, though, is that I don't want this to be.

B

I don't want this. I wouldn't want to see this work session turn into a situation where we're hearing.

B

From everybody, but we're not really doing able to take action, I I would really like to hear from.

B

You know high school individually middle school individually, elementary school individually, and I.

B

Think, most importantly, given that we're dealing with this igd policy and the implications that.

B

Have been triggered as far as students, missing things and and everything that's gone on. I think.

B

That's sort of a priority, I would think at this point, and so I would really like to hear from.

B

The principal and admin how these? How this policy in particular, as well as similar policies, play.

B

Out you know: how do the facts come in? How do what is the procedure? How does this look like.

B

You know mock, you know mock situation. What does it look like and I think that might be.

B

A separate conversation from everybody get in the room: let's all agree to have a philosophy.

B

One way or the other- and so I just want to be very thoughtful about how we're.

B

Going about it and be sure that we're actually able to effectuate change essentially or.

B

Understand um so I would propose a friendly amendment um to to this. I believe you voted.

A

Will be presenting at the policy meeting tomorrow specific to the high school which it sounds like.

A

Is the part that yeah, but I guess I'd like to hear that to the whole board and not just the policy.

B

Committee, um I'd like to understand from the whole board perspective, because I'm not going to be able.

B

To make the meeting, which is why I asked for it to be recorded, and I I that doesn't provide me a.

B

Ability to ask questions, and I think that's what I need to be able to do to fully understand how this.

B

How this truly plays out- I don't know that even principal is going to have time tomorrow, given.

B

Public comment and everything that needs to get done to really thoroughly understand, and not only.

B

Is it the principle, but you know how does this you know what is the who are all the stakeholders.

B

Of the high school you know, I would assume it'd be athletic director principal assistant.

B

Principals guidance counselors, so I think that's a substantial group of people, so I don't know if I.

B

Want that substantial group of people with middle schools, substantial group of people with every.

B

Elementary school, substantial group of people and then all get in here and hear from everybody.

B

You know and have some sort of coming to philosophy about. I guess I I think I would suggest.

B

And I, as we move forward, maybe parsing this out a little bit um and and doing it that way so.

A

Okay, so that hope did you have your hand up or not yeah? I just want to clarify, because I know I had.

H

Originally requested that it be a tonight's agenda, it wasn't asked for another meeting, and so um I I.

H

Think it's not necessarily an either or it can be an and both situation where we allow the policy.

H

Committee to have the conversation we record the information I understand. Some people may not be.

H

Able to be available, but then we could. I would ask that we would have a summary of that conversation.

H

Put together and sent out to the board, so we have that information so then for this motion to be.

H

Passed, we don't need to set the logistics and the agenda for the motion, and so I think you know if.

H

If liz or any other board member feels that they did not receive everything they need, then.

H

They can certainly ask for that information to be added to the workshop agenda, so I just wanted to.

H

Point out that we don't need to figure out in tonight's session the logistics of the agenda.

H

To have a separate meeting, okay, so, let's start with lisa. If you could, please re-read the motion.

I

Sorry, it's okay! I have one set of glasses that works on my computer.

I

And one that works here and it's pretty embarrassing and awesome bear with me.

I

All right, I moved to schedule a school board work session in april to discuss our k-12 approach to.

I

Discipline and behavior support that includes representatives from guidance and administration.

I

At each school level, elementary middle and high school.

A

And we had a second that was pip all those in favor of this motion.

B

Just to clarify how we'd go about amending this, we vote on it and then offer an amendment.

B

Correct, yes, um I hip clues. Yes, lisa rappaport, yes, ann walker, yes margot peabody, yes, nancy, clayburg,.

A

Yes hope fan apps, yes, brian french, yes, carrie nolte. Yes,.

A

Do I also have a motion to choose a date? Does it mean a motion for the date or do we need to.

C

So I don't know if we need to. We just need consensus on the date. I think, but I would.

C

Also just point out, if I could, that next week is, if we're looking at a span of organizing within.

C

A week and you're looking for administration and guidance from every level that is kind of a rushed.

C

You know timeline to to get staff necessarily in not to say it can't be done. I just wouldn't.

C

Have the expectation that we'll have everybody there right? We there's also the to say on tuesday.

J

Night was the kind of tentative date we put out for a uh phs principal forum finals for himself.

A

So I would love to suggest that, oh sorry and go ahead, I was just going to suggest that in.

D

In view of of what's happening now that maybe.

D

It should start with the high school issue and then proceed on afterwards to the.

D

Middle school and elementary okay, because that whole thing all together would be large, yep, carrie.

E

I just wanted to propose one addition that, um as I assume, is going to come up in the policy.

E

Committee meeting that we reach out and um invite a representative from the and.

E

What is it and I nhiaa the life of the ad of an athlete program, because I think that.

E

Some of those recommendations are misinterpreted in, in their guidance.

A

Okay, okay, I noted that nancy, you had your hand up as well. ah Well, I was just gonna propose.

F

uh Wednesday, wednesday or thursday night.

A

I think wednesday, oh never mind uh thursday is looking solid. Nick has got big nod, brian.

A

Good thursday 21st thursday, the 21st there's a donder pta meeting that night.

B

With the principal dunder our principal at the pta meeting, but I don't know if.

B

That makes a difference. Okay. What time is that? Do you know uh 6 30, probably till 8.,.

A

Well, I um so then, the discussion that needs to ensue is both the.

A

Suggestion that listen and made is, do we feel as though this work session.

A

Needs to be divided out by grade level or um divisional levels right for the discussion.

A

So I'll go around, I think we start no we'll go around the side, liz um so yeah. So I would do an.

B

Emotion to amend my only um motion to amend, to focus on the high school to start, um because I.

B

Think the high school would be the best prepared because they've already sort of been thinking.

B

About this- and you know they're essentially coming tomorrow, my only concern, though- and I don't know.

B

If steve can answer this question, because I think it's more of a legal question is that I think what.

B

I we're trying to drill down, to some extent, is staffing, uh staffs interpret, you know, staff or.

B

Admins interpretation of how they're applying things- and I don't know if we're getting into.

B

Staffing issues of that that may need to be non-public as far as the situation that just.

B

Occurred discussing how it played out, if you know, maybe we can have some specifics. I don't know you.

B

Know so I guess my only concern would be in having a public session would be is if we're really truly.

B

Trying to understand this and how it plays out logistically we'd actually be discussing real.

B

Hypotheticals of kids situations- and you know that there may be some protected information there. So.

B

I say that with some sort of understanding that, obviously we do want public input.

B

At the same time, I do wonder if there's a component of this that needs to be non-public.

B

In order to have real conversations with admin about how these things play out, real conversations.

B

To steve about how these things are implemented, um you know how these, how? How the policies that we're.

B

Effectuating are actually playing out in practice, and I don't know that you know I don't know if.

B

That would, if it qualifies as non-public, if we could qualify it as a non-public because of.

B

Not staffing, but um I don't know if steve understands what I'm getting at here but.

B

um Yeah, so I I guess I would point out um it wouldn't be appropriate for this board.

C

To dive into any specific disciplinary situation that administration is dealing with, I think the.

C

Conversation would be public, and it would be along these lines of what philosophical stance.

C

Are we taking what kind of intervention measures do we have in place just some of.

C

The the so there's a broader understanding of the process and the intent, I think, is what I'm hearing.

C

Because I think your point is well taken, which is that there is a board role in this and then.

C

There's how administration is working through decisions um guided by those policies and it.

C

Wouldn't be the board's role to go into those decisions necessarily as much as it would be.

C

From the policy right, but I guess I say that because we have this sentence, that's up for.

B

Various interpretations we've had a lot of parents say it's in the presence of alcohol. I would read.

B

It as as having the end of the sentence, which is in the presence of essentially a kid, that's.

B

Violating the statute- and I don't know if that's what we were trying to get out initially or where.

B

We're going at so I think that we have to have that sort of discussion, and I don't know if that.

B

Invokes any sort of um you know if if mary lyons is saying she interprets this way, you interpret.

B

This way, another person interprets it this way, I don't know if we're getting into staffing issues.

B

Or you know in sort of understanding how we're doing it? Because if they did make a misstep, it.

B

Could open us up to legal liability in some of these situations is my concern.

A

Personally, I appreciate the concern. I feel as though that right in what you're saying would.

A

Highlight that there's a lack of clearness and the need to reach clearness on intention and direction.

A

Going forward, which would be the purpose of a work session, is start with where we're at and see where.

A

The disconnects are and then, as a board, decide what is that overarching thing by which to filter.

A

The policies through it's a work, it'll it'll, it's a work session. It's not gonna. I don't think a.

A

Conclusion will come, but I think um I think it would highlight that pip, you had your hand up.

G

um Yeah, I I think that there's a distinction that needs to be made here, which is.

G

um That there's one specific policy that we all seem to agree needs to be addressed and then.

G

There's our philosophy which steve just spoke to and I'm concerned that if we get into one.

G

Conversation we're not going to have time for the other, so I just wonder if we want to.

G

Specify exactly what part of that we're going to try to address in this work session, because it.

G

Seems like we might bounce back and forth a lot, and that won't be quite as productive as if we.

G

Choose one or the other yep totally agree: lisa. Okay, I just want to clarify, from my standpoint.

I

And I'm certainly open to if other people want to take a different approach with the meeting.

I

But from my perspective, I think we do have a need k-12 to sort of have a better understanding.

I

Of how we're raising our kids up through the district so that they learn, you know early in.

I

Elementary school, what behavior expectations we have for them, what their consequences should be.

I

And if we're teaching them, you know in fourth grade on the playground to be an upstander. If.

I

You see something wrong and go tell an adult and that you will be praised for that action. Then it.

I

Seems like there's a disconnect somewhere along the way if we reach the high school and when they.

I

Come to be a designated driver or help somebody leave a situation they're still in the presence of.

I

A policy violation or alcohol, and so there may be some disciplinary implications for that. So I guess.

I

I agree with pip. I can't unpack all of this in a few hours with a couple of people. These are big.

I

Questions but I guess my ultimate goal here is to have an understanding of from the ground up.

I

How are we training our kids to behave in ways that we want them to? How are we supporting them.

I

When they make mistakes because they will- and you know and what's our ultimate goal is to send out.

I

Functioning adults in the world who hopefully won't drink too much or get into too much.

I

Trouble and who will understand that there can be consequences when they do things that aren't.

I

Smart, you know, and I don't necessarily know you know exactly how we get into the nitty-gritty of.

I

What happens for every single possible infraction, but I guess I would like to see this. However, we.

I

Decide where to start consider big picture, we want to make sure that we're starting in kindergarten.

I

With the intention that, by the time they get to middle school, they know if they vape or they smoke.

I

Or whatever there will be these consequences and when they get to that high school party, there will.

I

Be these consequences, and I'm not clear right now that that's how we're sort of structuring.

I

It and maybe that's already in place and I'm just not aware of it, but I would just like to.

I

Have that understanding- and I agree- that's not the same conversation as what is this one issue.

I

With the high school agreed hope, I do agree that it's various conversations, which is why I think.

H

It does the policy committee. Conversation is still important to inform the board discussion.

H

Stakeholders are important to inform the board discussion and- and I do feel like um again- it's.

H

Not necessarily either or it's in both I mean how our approach, when we decide how we approach things.

H

In a district that informs policy which informs procedures and informs our superintendent and our.

H

Assistant superintendent, how procedures roll out in various buildings, and so to me, while, yes, it is.

H

Two different conversations per seat: there there's a lot of alignment in in those conversations. So if.

H

We're having a conver, broader conversation around our philosophy and how we're approaching- and I do.

H

Think that needs to be a k-12 conversation. Do we need to start at kindergarten? I'm fine starting.

H

In high school, if there's more pressing issues there and working our way back and then making.

H

Sure that there's alignment- I I just want to make sure we're not having the conversations in silo.

H

Of one another that there's not some joint alignment going through, although procedurally.

H

It is going to play out differently in in each building and grade levels, um but I I do think.

H

That that we can only cover so much ground, even in a work session, even in a long work session.

H

But I I would like to see us take up the high school conversation and I I do think.

H

It's important again if we have a work session around the approach again, that can inform more.

H

Readings to the policy committee of how they're looking at this particular policy as well.

A

Margot, could I speak? Yes, sorry nancy! Go ahead! Oh okay! I know it's hard to see. um I I think it's too.

F

Much in one work session to talk about both issues, so I think this board right now even either has to.

F

Decide whether to talk about the k-12 discipline policy or just talk about the high school, the.

F

Stakeholders for the high school will involve many people, the athletic director, the music director.

F

The principal, maybe a couple of parents will come, you know, students will come it's going to be a.

F

Large group of people, the high school prick, did, I say the high school principle. There'll be a lot of.

F

People there so it's too much to do both issues in one work session. So I think we need to decide.

F

Which one we want to do, I frankly think we should do the high school, because that's the immediate.

F

Concern as hope just mentioned, but it's a decision of the sport which way it wants to go conversation.

I

Lisa, I would be fine with starting with the high school as long as we have the intention to look.

I

More broadly at k-12 as we proceed, and maybe it would require scheduling a separate work session.

I

Later this year, but I wouldn't like to kick that k-12 discussion too far down the road.

A

Like I'd love to see that happen this school year, if we can yeah, but I completely understand.

I

If there's urgency to the high school, if people want to start there, you know- and I apologize to.

F

You you would mention that several times to put on as a future agenda item and- and we never did.

F

That so I apologize for that it should have been on there a long time ago. So yes, we will do it.

F

As soon as we can okay, I I agree with nancy that the um high school addressing the high school and.

G

Getting those people in probably makes a lot of sense next week on such a short time frame.

G

Rather than trying to get people from all levels, but um I'm concerned that if we don't have a.

G

More um a broader conversation about our philosophies, then we won't have that to guide.

G

Whatever we're deciding about this policy, so I'm wondering if we can at least make some time in.

G

The beginning of that meeting to to understand what has been the previous sort of philosophy.

G

And how our district deals with discipline right now and then to talk a little bit.

G

About whether that fits with our goals and and the way this current board sees.

G

How we want to handle discipline in behavioral sport hope I would just propose, can we can we.

H

Not as a board commit to the same way we commit to budget commit a schedule, work session, uh work.

H

Section or work, I'm sorry, I can't speak tonight a work session schedule. I don't want to see it kick.

H

The can down the road all the way until june, but we do have board meetings and policy meetings.

H

Lined up in between now and then and if we need to add in some additional ones.

H

As well, I would like to just see us put together a work schedule around the topic of disciplinary.

H

Approach, because it's not just if we're looking at this policy, this policy is an off-campus policy.

H

We have other off-campus policies that, in my opinion, play out, sometimes not in the most.

H

Positive lights, we have on-site policies. So if we're really looking at a broader approach.

H

To our our policy approach and the students, then I do feel like it's going to take work sessions and.

H

Agenda items but we're also going to have normal agenda items, so we don't want to be here until.

H

Midnight on those nights, so is that something people would be willing. So then we're committed to.

H

Some time frames, instead of just whenever we can get it back on the agenda nancy and I can work up.

A

A schedule for that, based on where we know we need to go, and- and I would say um you know having been.

A

Involved in discipline, I think it's a run at both directions on the flagpole. We have to look at not.

A

Just the philosophy, but also our responsibility, to building building the tool belt for handling.

A

Scenarios that kids will face, and so I think, when done properly when the conversation happens, both.

A

Directions you arrive at a clear philosophy that then filters in to the policies, and that is going.

A

To take several discourse and dialogues to reach clearness for for the board and to hear from the.

H

Stakeholders that steve was talking about because it we have policy, but we also have to recognize.

H

That each policy that we make has procedural purposes and those procedures do not look the.

H

Same by grade level all the time, so I just want people to understand that right that there's.

H

Two legs here, yep that have to be considered, so it sounds so it sounds like I'm aware of time.

A

And the need to move the conversation forward, we have a tentative meeting or accession for.

A

Next thursday, one second liz, which would be our first of several work sessions related.

A

To discipline with a focus only on the high school, we will invite stakeholders to present.

A

Policies how they're carried out and have an open discussion and format with the board and.

A

The stakeholders to be an information gathering session.

A

We'll use that to help filter more questions, to go to our next work session, which would probably be.

A

Middle school and so on and so forth, great lisa, one quick request. If we're focusing on high.

I

School, if possible, I'd love to have a few student representatives from some of our key constituents.

I

Be sort of like not just part of public comment but sort of part of the stakeholder group. I mean.

I

If we can get somebody from honor society or somebody who's heavily involved in sports or.

I

Somebody who's heavily involved in music. I would like to have some chance to hear a little bit.

I

From the kids, if we can, rather than just limiting them to sitting for public comment right right,.

I

Agreed liz, um so I just want to say this that um I think, starting with the high school is appropriate.

B

Because I think you know like lisa was saying she wants to. We want to understand how we're preparing.

B

Our kids in middle school for uh high school and how we're sort of integrating across the board. But.

B

The reality is most of the kids that are running into juvenile statutes are in high school, and I.

B

Think that we should use the juvenile statutes because we are under the state's jurisdiction.

B

And not set our kids up that oh you're only going to get a slap on the wrist. But you know as soon.

B

As you turn 16, you might be charged an adult or when you turn 18 you're, definitely going to be.

B

Charged as an adult- and it's not going to be a slap in the wrist anymore, so I think we have to.

B

Work under the juvenile protocols or excuse me the juvenile uh statutes and protocols, and so I.

B

Asked that so I think it's appropriate that we sort of start there to understand what the state.

B

Laws are surrounding some of these things and integrate. So I guess I'd ask that we invite the.

B

Resource officer from the high school, and maybe even the juvenile prosecutor in portsmouth to also.

B

Attend if available, um because I do think if we're talking discipline, we're also dealing with state.

B

Statutes- and I think we need to be mindful of of those of that fact and and how that plays into.

B

You know what we're doing here and- and I guess my only other concern- is that how are we going to and.

B

Maybe we decide at that point: how are we going to pull some of the information that kerry has as a.

B

Professor at unh, where are we going to be looking for journals and information? Are we just going.

B

To rely on whatever the high school principal says as best practice, or are we going to rely.

B

On who are we relying on, I guess, to determine best practice and and where we're pulling information.

B

From I understand, having a group of stakeholders is great, um you know, and maybe people can bring.

B

That information forward at that meeting, but I think we um we should really um target some of.

B

Those things as well uh in doing that. Thank you. Oh carrie, thanks yeah, I just I'm happy to put.

E

Some things together and, like I said that I I know in substance, use prevention efforts, the life of an.

E

Athlete program is very involved, um and so I think that's a great partner in this. I think, though,.

E

I do want to be cautious and just maybe sort of make sure that we, um like liz. I know your role.

E

With the criminal justice system is like your lens right, but making sure that we're not you.

E

Know we're not enforcers we're, not police. This is school policy, those legal proceedings and things.

E

Like that are are very separate, so I would see these policies as really being the guidance is.

E

Very like making sure that there's a clear line of separation from um laws and enforcement.

A

So, let's agree to the work session as a starting place of the conversation, and I know that good.

A

Questions and research will follow from that by which we will follow up with them or nancy.

A

And I will put together several work session plans which we can amend as we go based on our needs and.

A

Our questions but we'll agree to the 21st. We will uh make that public notice. We will find ways to.

A

Make sure students are aware of it and we will start there at in a addition to the dialogue that.

A

Will begin tomorrow in the policy committee specifically related to policy igd and that.

H

Information will be brought to, you will be shared yep yep summarized shared minutes will be posted.

A

So and so on that note, I think I propose that we are ready to move on to um one last thing: oh.

D

Sorry ann, I just wanted to mention that our job is to determine and and create policy uh and the.

D

The procedure is not our job to deal with, but we need to know what the procedure is.

F

We don't determine the procedure, but we need to know what it is great clarifying point. Sorry just.

B

To clarify, though, the procedure is actually in the policy, so if we're creating the policy.

B

Then we're also putting into the policies some of the procedure. The procedure is done.

D

No in our policy, there is actually a procedure in place, so I think that's what's concerning. Is that.

B

We need to make sure if we have a policy that actually states a procedure that is actually.

B

Following what may be required of due process, or or maybe we need to update based on the new.

B

Understanding of due process their property rights, essentially, so I think you know I don't know, I.

B

Mean this might be above my pay grade, it might be above kathleen's pay grade. I don't know you.

B

Know, but I think we need to understand and take a look at it and if we need to get somebody, do you.

B

Know an admin attorney to look at it. We might need to have that happen too. The procedure is their job.

A

Okay, so uh administrator report, so yes, so that I was moving, do you want to share anything else.

C

So, as I mentioned right before, we wrote for that, we did have one letter of resignation, faith.

C

Masterson is in your packet uh for the rest of the administrative report, uh we're going to talk.

C

More money and I'm going to turn it over to nate. Perfect good luck, nathan, so folks, the financial.

K

Report was in your packet. Let me start there and draw your attention to a couple of things. The news.

K

Continues to be the same, so I won't belabor it in the interest of time, but remember we have had a.

K

Fair number of vacancies, and so in the salary area you continue to see vacancies uh driving.

K

Some surpluses- uh I would tell you, by way of projection that I do expect in the in the.

K

In the cost of salaries for teachers, there were some um some emissions in the budget. In that.

K

Cycle uh of increases the teachers, I want to say increment incremental changes in terms of degrees.

K

And such so, I do anticipate that that line will run um pretty close uh with with hiring we managed.

K

To make some savings that will make up for a bunch of it, but I think we'll probably see a small.

K

A small shortfall in teachers, but in the area of clericals custodials maintenance.

K

You're going to see surpluses substitutes, if you look so here's one of the here's one.

K

Of the things I look at right, if you act, if you look at your actual year to date in substitutes.

K

It's essentially the same as the budget for the whole year, so that line unadjusted is going to.

K

Run 130-150 000 over budget, but one of the things that I expect we'll do is adjust because we always.

K

Seem to miss some of the long-term substitutes who become the teacher, because the teacher who was on.

K

Leave is no longer being paid for leave there out on an extended unpaid period, and so the salary.

K

Really should not stay in the substitute line that should shift all in. I think you're going.

K

To see salaries land at the end of the year in the positive measurably, probably 150, 000 or so.

K

If you peekaboo through the rest of the report, we have talked in the past about a couple of lines.

K

That I think you'll see deficits in in the area on the second page of system-wide psychology, we've.

K

Had some some additional evaluations that have been done by third-party entities and so that line.

K

Is going to run over uh in the area of uh special ed, I think you're going to see that pete will.

K

Carry a balance surplus because it's showing that now and some of that's about timing with.

K

Payment of bills, month over month in this rolling average that we use for the plan.

K

But I believe that there's some contracts that have not been necessary because of the population.

K

This year, you will see us over budget in the area of out-of-district tuition, although I don't think.

K

It's going to be an enormous number. It certainly will fit within the rest in the area of school.

K

Board we had costs related to the search that would take we'll take that line into the negative.

K

But you're going to see savings in the central office line above it that will more than offset.

K

And I think that uh their savings in insurance that 25 000 change, that you see.

K

In line 183 insurance, that's a real savings that won't go away.

K

I think mr linchi will balance out in his maintenance and energy. Ultimately, as he.

K

Does most years and there's some margin in people transportation that might be.

K

Negative, all in though I think, if you were to look at the bottom line, I expect right now that.

K

We'll probably finish somewhere between 100 and 150 000 surplus, as we did in the last period.

K

I'm just trying to chase I'm just trying to chase um a couple of those details in projections. We.

K

Continue to, we continue to move ourselves forward, hopefully with the addition of the accountant to.

K

The staff that position is posted and not yet filled it'll it'll, be it'll, be very helpful to.

K

Have a a partner in looking at the projections looking at the encumbrances and trying to figure.

K

Out line by line and category by category how we're standing relative to relative to budget.

K

Right now, I do a lot of things at 35 000 feet and it's it's difficult to be as finite. There.

K

As I'd like to be so, but I think all in um no no bad news, just uh some pluses and some minuses, but.

K

But a good, solid financial position right now, I'm not sure if this is for you or for steve, but.

H

I'm just curious those um special ed and the out-of-system psychologists. Do we think that.

H

Those that having to go outside for services will continue to increase as we're trying to you know.

H

Close some of our gaps or do we think that some of the positions that we've requested um you know for.

H

Next year, that's on our budget will help alleviate some of that pain. Yeah, I would say, we've you know.

C

Given thought to the budget to how to reduce out of district or out of contracted service,.

C

Costs to associate with those kinds of services in terms of the money explanation I don't know if.

C

Nathan has anything else to add yeah. I think if, uh if you had ms salther back here again,.

K

Tonight she would remind you that in a couple of those categories in psychology is one of them.

K

She puts in a placeholder- and I think in this case her placeholder is 5000 or 8000 for external evals.

K

And some cycles many cycles she uses it not at all, but in in the odd cycle she ends up with just.

K

The right combination of folks uh students, whose situations require a second opinion they require.

K

A second eval and she reaches outside um either because of the volume to be served or the nuance.

K

Of each particular case, in this case, she's been hit with a slew of evils, and I don't know that.

K

That's something that would necessarily replicate itself in the next cycle: okay, so in that area,.

K

I think um I think she would say you know I win. Some of you lose some some years, it's more or less.

K

Thank you, marco. Your your fans, ready to put your mic closer microphone.

A

K

Well, that's you want me to keep going yep you're up for extra fun, I'm going to go to.

K

The microphone, if you don't mind sure so I can see everybody and then I have to give me just.

K

30 seconds I'll wake up, mr lynch, because I know he's up early at night in the morning.

K

I swore he'd come visit with me and share.

K

So let me uh let me thank you for your patience. I know we've covered a lot already this evening and.

K

The superintendent shared this is a perspective. I don't see very often. This is interesting. Hi guys.

K

Nick appreciates this perspective, much better than when I'm behind the wheel of my car and.

K

He's trying to cross the street uh everybody, ha I think the superintendent already shared with.

K

You, the raw data, what's at your seat tonight, are three pieces and that I'll talk to in each.

K

uh Each a little bit first, just slides so that you have a copy of what we'll go through tonight.

K

The green sheet is a revised copy of suggestions for use of funds.

K

This packet that you each have- and I emailed these all of these documents to carrie and.

K

To nancy, as soon as the meeting started, and I knew who wasn't going to be with us.

K

This this packet includes the fall survey, results the those winter. The february survey results.

K

As well as some um some floor plans that we'll share, I all of this will become public. You know.

K

We put this along with the packet when paulette posts it except those floor plans. I'd keep that.

K

We're not going to put that in the slides and stuff only because for security purposes, I'd.

K

Hesitate to throw those things out on the on the world wide web.

K

But I I wanted to tonight I'm not certainly looking for any action uh from the board only to.

K

Try to make sure that you've had the opportunity moving forward to consider all this data. The way.

K

That I've cleaned it up to match what you got in this in the fall. And then we want to.

K

Take a couple of minutes to we want to take a couple minutes after quickly reviewing the the.

K

Feedback that was received, I won't go through line by line you guys, can take that if you haven't.

K

Already and look through it some more, but I want to talk to you about air handling and conditioning.

K

Because one of the biggest capital items that we'd recommend for use of some of these astro.

K

Funds moving forward is to advance uh upgrades in air conditioning throughout the buildings.

K

So I brought mr linchi, so we could talk to that and then I'll briefly review that revised list of.

K

Proposals for you and it's just more information that we continue to.

K

To cull through to help in the decision making as we move forward with our essar dollars, so first up.

K

I guess I would just walk you through briefly uh the first survey to collect some public feedback.

K

About the use of esther funds and our priorities went out in the fall: oh wait even better. Let me.

K

Let me go back and remind you of the funds that we're talking about. There were three rounds that.

K

We now call esser, we weren't calling you that at the beginning, but today we call them esser.

K

Esther stansbury elementary and secondary school emergency relief. The first was that cares act.

K

And in many conversations you'll have everything scares act. It's all cares, act, money or covet money.

K

But the cares act was the first. Those funds have already been consumed. There was 286 000 dollars.

K

That we had- and we've talked in the past about the items that we spent- that on there was some.

K

Technology and there's a lot of ppe as we launched through or we rolled through the early months of.

K

Of the pandemic and then had to face reopening of our schools, so those dollars were s or one. Today.

K

Really, what we're talking about are sr2 which come from the krisa act and the sr3, which is.

K

From the arp act, uh esther ii, for us is a dollar amount. Just over 1.2 million indexer 3 represents.

K

A little more than 2.7 million all in it's just shy of 4 million of esser funds that.

K

We're talking about setting priorities for the first, the first batch of that is.

K

Due to be spent not later than september of 23 and the larger amount not later than september, of 24.

K

But for all of our other purposes, I'm combining the two and we'll ultimately allocate the costs.

K

Most appropriately against wherever it's most advantageous, the rules differ slightly.

K

uh Especially in terms of uh the application and approval process that we'll go through.

K

Sr2 is pretty open-ended to anything related to cover that goes back to the national.

K

Announcement of an emergency back in march of 20 uh sr3 is a little more stringent in terms of.

K

Propose it and have it approved first and then you can go ahead and do it and be reimbursed later.

K

But we'll we'll shift things that serves the best interest of the district.

K

So the first survey for a small number of board members- you were in the community, probably.

K

Participated in the survey that weren't here, maybe necessarily when we did some of the analysis.

K

And talked about it, but that feedback was 169 responses that came to the survey that we put out.

K

uh Right at the beginning of october, coming away from those 169 responses, we did come up with.

K

Some recurring themes: additional staffing, social, emotional learning, are student, addressing learning.

K

Loss related to the pandemic facility upgrades in general and then a kind of a catch-all of other.

K

And I've tried to continue to apply those I've added in the later survey. I've added outdoor.

K

Education, because there was a lot of conversation about that in the feedback that we received. But.

K

Otherwise, trying to find some linear sense of of the community feedback that ties to those themes.

K

So what you have in your thicker packet, uh the next slide, shows you the stakeholder.

K

Feedback in terms of who was responding for what it's worth, we had 169 169 respondents.

K

96 percent of those fall in the category of parents, educators or both, and so we heard from the.

K

Folks, very much involved and impacted by how these funds might impact our students, their students,.

K

uh Next is the the question that we asked about learning loss.

K

We recognized when we put the the survey out at that point that we definitely had to. We had to.

K

Consider the 20 mandatory set aside for learning loss, certainly not difficult for us, because so.

K

Many of our priorities, align with with the definition of learning loss in this case two.

K

Themes came out most loudly in the feedback from the community. One was targeted in small.

K

Group instruction to meet the needs of students, as well as adding personnel for academic intervention.

K

So again, that's in your packet and then the free form, open feedback that came.

K

Is in the packet all of the all of the open responses.

K

Are there raw, although I've formatted them, so that we can check some boxes and see some some.

K

Themes emerging again, the counts are at the end, so you can get a sense. To be honest, as you look.

K

Through the three different questions and the three data sets, I toyed with the idea of offering.

K

Up a positive and negative count because, for instance, in in some of the conversations there.

K

Were both positive comments and negative comments, and so before you look at counts and say: oh look.

K

Lots of feedback about that it doesn't mean it was all feedback of the same ilk in some cases.

K

There were there were for and against comments included, so it's certainly worth digging into.

K

And I could take another swing at this if we wanted to come up with a metric that that really.

K

Offered some greater insight, but for right now it was more about how. How frequently did this topic.

K

Find its way into the the minds of the respondents, so so all of that is the fall. 21 survey that we.

K

Did in october- and you have that next up is the more recent survey that we launched in.

K

February, there were 94 responses and I would say to you again just for information's sake, that.

K

Parents and educators in this case made up 94.7 percent, so not 96, but almost 95. We had more folks.

K

That identified themselves as community members, uh which was good so we'd have more of that feedback.

K

And there were more representatives if you look at the next slide and contemplate the stakeholders.

K

There were more representatives from some of the additional categories that that we used so that.

K

You know if you haven't already tied not to esther 2 but tester. 3 arpa are some additional reporting.

K

And transparency requirements that included a school reopening plan and an esser use of funds.

K

Plan those are posted on our website under school board. You can find that on the in the school board,.

K

School board, section they're, also posted on the new hampshire department of education website.

K

And those have to be maintained or updated and revised every six months as we as we as we make.

K

Any necessary changes, certainly in the use of funds plan, there's more likelihood that we'll.

K

Have great uh impact in revisions as we go in the reopening of schools not so much, but because of.

K

That these categories that we asked on the survey they tie back to the stakeholder, the stakeholder.

K

Commentary that we have to offer up as a part of those plans, how many people did you hear from.

K

In this category, in this category, they don't ask specifically what the feedback was, but was there.

K

Feedback that was shared and how was it considered in the course of the decision making overall, so.

K

There were 94 responses to this survey. We asked go ahead. That was great george. We did ask about.

K

uh We asked that same open feedback question and again I tried to tie it back to the.

K

The same categories now with the addition of outdoor education, two additional themes popped out.

K

One in this case was a major focus on the primary grades. Now there was a a a number there's, a.

K

Multitude of different ways to best address our primary grades, but at least reference to.

K

The the priority of paying attention to this population- I thought, was important to note.

K

Additionally, there was frequent reference to intervention intervention and interventionist.

K

A fair amount of that spoke to high school mathematics, but but many of the.

K

Comments were broader than that and just looked for greater levels of intervention.

K

In in at least two or three four cases, maybe it referred, I think uh more specifically, to early.

K

Intervention uh again back to the primary grades, so so again, all of that feedback is there with you.

K

We asked the second question this time, which was feedback on the proposal. If you will, if you will.

K

Which is the green sheet that you have, although the old version of that which was, I don't know.

K

Purple or pink or whatever color paper- I grabbed that night. So it was that was part of what we.

K

Presented here in your public sessions, as well as in the forums, so we asked specifically about that.

K

Certainly, some meaningful data in that response. That's five or six pages worth of feedback.

K

uh I will say I would make the observation that as we as we continue to do these surveys.

K

And we collect more and more information. Our community, our educators and parents, become.

K

Far more generous with words, so there's a lot more data and they're quite willing now they've figured.

K

Out the way, this google survey thing is working they're, quite willing to bang a space and add.

K

Some more thoughts and bang another space and add some more thoughts. So so I think if you go back.

K

And look at it you'd see in the first survey. This comment referred to this particular theme. Now it's.

K

This comment refers to all of the themes, or at least two or three of them, so the numbers look.

K

A little different again with the counts, but all of this was to just try to give you some sense of.

K

What might be in the what might be in all that data, but I'd encourage you on your most.

K

On your slowest of days or nights to skim through them, if you haven't already because there's some.

K

Some interesting data in there we held public forums in the same time frame that we did the.

K

That we did those uh that second survey, public forums, uh one was in person at uh high school and.

K

The second night we did it, it was on zoom. There were a small number of folks participating in each.

K

Especially relevant, you know in in relation to the number of responding folks to the surveys, but.

K

Themes that popped out, although fairly similar included air conditioning at the high school in.

K

The language wing uh intervention uh a number of comments about formalizing, more formally.

K

Outdoor spaces for for programming and for casual use of students during the day.

K

At all levels, in fact, kindergarten classroom support again more focus on the primary grades.

K

And continued focus obviously on uh social, emotional learning and mental health, so.

K

um I wanted to draw. We had questions that asked a couple of times that suggested.

K

That we could start the process of trying to tie together for some folks, at least in the community.

K

How we've already begun to address some of the things that have come out in surveys, so.

K

I would offer to you one survey respondent specifically called out occupational therapy.

K

You have added an occupational therapy position in the fy 23 budget request. There was a request.

K

Couple of times it was mentioned that special, ed state, special ed staffing, should be inward. It's.

K

Important to note for everybody that there are four and a half new positions specific to students.

K

With ieps identified student population and the needs of that population in the fy 23 budget that.

K

Will is on its way to the city council. There was a comment about additional counselors and your.

K

Budget adds uh one counselor uh guidance, counselor full position at the middle school uh in the.

K

Conversation that you had with principal davis, as well as uh with uh director of student services,.

K

Souther, I know you talked about the shifting and the adding of positions the shifting of duties.

K

uh Two positions: there: a reading position, as well as a guidance position ultimately.

K

Being created in this process, there's a comments about interventionists I've.

K

Mentioned and we added a math tutor at the middle school to the budget for 23.

K

There were a number of questions or comments that that made that were made about materials supplies.

K

For this books for this software, for this etcetera- and I remind you and the public that in your fy 23.

K

Proposed budget, the first thing we did with operating costs was claw back 317 thousand dollars.

K

Of reductions that were made in the previous cycle, so there are significant dollars that were added.

K

Across the budget, uh in the buildings and in the departments to restored funds that they had had.

K

In the fiscal 21 cycle that they don't have this year in fiscal 22., so there there should be the.

K

Opportunity to address many of those needs that were that were proposed in the feedback and then.

K

In the positions that were both called out social work and outdoor ed right now, those continue to.

K

Be in our esser proposal for fiscal 23 and beyond, uh and remind you even before we get.

K

There, in both cases, we talked about funding them fully in 23 and partially 50 50, hopefully with.

K

The district of 24 so that they would blend their way into the budget in 25 and beyond.

K

So that's survey results, so I would say consider consider that information again.

K

No action tonight we can certainly take questions at the end right, but take that survey. Information.

K

Look through that all of this will become part of the packet so that the public can.

K

Look back at this synthesized data for any information that they might be interested in.

K

All right, so I want to shift now to air handling talk about air conditioning, so mr lynch is here.

K

To join me and help out he's good with this off the cuff, but I would just comment for you.

K

As of summer of 2019, when we completed the work at new franklin, all of your schools- and this is now.

K

With the exception of the old sherburne school that is still awaiting its capital repair or.

K

Replacement, all of our schools had comprehensive air circulation that provides for fresh air as.

K

Well, as for heating, that's across the board, so we were in a very strong position relative to.

K

Some of our colleagues around the state when covid hit, because one of the things that they.

K

Many of them scrambled for was just the ability to bring fresh air into the classrooms and push.

K

Push used air out and we have those circulation systems in place, not air conditioning to cool.

K

Every space, but we certainly have air circulation and that comprehensive ventilation that you would.

K

Expect in a contemporary space, so that was true in all of our five. Those five schools.

K

Today I can tell you that at the middle school we are fully air-conditioned for cooling throughout.

K

Portsmouth middle school, as of this summer, work that will start at the end of school in may.

K

Soon june, don't get anybody excited school gets out in june, we'll go to work on new franklin.

K

And they will have full air conditioning for cooling throughout new franklin this summer.

K

We did so obviously for those of you that came through that school, because it's.

K

Landlocked between two two highways and for noise and for air quality. It was a the right combination.

K

For that facility, dondero has limited air conditioning. Little harbor has limited air.

K

Conditioning and at the high school there's air conditioning uh kenny would tell me in roughly.

K

70 percent of that building, and so again it's not in the slides. But what I wanted to do was.

K

Speak to some of the questions that have been asked by the board and to preface some of the.

K

Requests that we might make as a part of the yes or funding, and so if you go to the thicker packet.

K

That is with you: there is first don darrow and then little harbor and then portsmouth high school.

K

You'll see a dondero schematic first, that includes only a few small hints of yellow.

K

Which speak to areas at dondero elementary that are already air-conditioned.

K

And that includes the administrative, the main office, the computer space.

K

So, to give you some sense of estimates for upgrading to when to air condition, dondero.

K

Fully is roughly two million dollars. If you were to look at, and I guess I should back up.

K

And say part of the conversation to share this with. You is to make sure you're aware.

K

But it's also to try to sensitize you in your quest to help us make choices, because.

K

These get very difficult and here's what here's why? I guess the the evidence explains itself so.

K

Around two million dollars to do the whole building, if you flip to the second page of.

K

Dondero you'll see four breakouts. If you will now. These are systems already.

K

In place for the aforementioned ventilation and movement of fresh air and recirculation.

K

To to add conditioning for cooling unit, one roughly eight hundred thousand.

K

And so you see all of those classrooms impacted by that that section to add unit to.

K

Another 800 000, so that would pick up essentially all of the instructional spaces.

K

In the building 1.6 million dollars at dondero, these are very rough numbers sketched based on.

K

Equipment costs that you know continue to rise over time, but to give us some some sense of scale.

K

Unit 3 would be um cooled at about a cost of two hundred thousand and then unit four at a cost of.

K

Two hundred thousand, so all in roughly two million for the building. But if, for instance, I said to you.

K

You have eight hundred thousand to spend, you could do unit one or you could do unit two.

K

You'd have to decide between these classrooms and these classrooms.

K

Doesn't mean that I mean there's really no way to judge necessarily that either of them are better.

K

Certainly, as you look at the relative costs as we look at the other buildings, there are some.

K

Solutions that come at a lower cost because of some of the details that mr linchi would speak.

K

Better to but but it's difficult to say well just do more of this! Well, if I can't do all of.

K

That how do I do half of it? That's! I guess my point. If you flip then to little harbor.

K

Little harbor could be could be pooled at a cost of roughly three million dollars.

K

And so in little harbor I have it's not color coded and broken out, but the information is.

K

Fairly straightforward you'll find around on the first page of little harbor you'll.

K

Find the kindergarten wing- those are the caves on the left, wrapping itself around.

K

The gymnasium and the cafeteria, the home of the old central office, I think.

K

Before me, right, but across there about five hundred and fifty thousand dollars.

K

If you flip to your next page and you cool the first floor,.

K

At a cost of about nine hundred and fifty thousand dollars, you flip to the second page or the third.

K

Page, I should say and see floor number two. Unless I have those reversed, you look at the second floor.

K

And the costs, very I mean not frost. The comments very clearly that you have read and heard is.

K

Obviously, second, floor gets hotter than first floor, uh heat rises and that's a difficult space.

K

But to do the second floor, where there's only one small s.

K

One small piece right now: the library that's air, conditioned eight hundred and.

K

Fifty thousand dollars, if you flip back to your first page of little harbor and contemplate.

K

The cafeteria and then the art music spaces that are right there across from the main office.

K

Those combined would run at a cost of about 290 000 and then the gymnasium.

K

Which has air circulation and movement now, but not cooling, so we're able to move.

K

Air in there, even through the summer months, just not cooling it, but that's 360, 000 more.

K

So one of the comments that I know uh kenny could make if he.

K

He's awake, that's good! He prepped me so well see that I'm talking he's wondering when he's going.

K

To talk, I don't know how much you guys have to ask questions because he got me so warmed up.

K

um Yeah, he really did. I dragged him in the office three times today. So uh you you you, you walk in.

K

And out you bring your kids in and out you walk by. You stare at it's little harbor's not built to put.

K

A lot of rooftop stuff on it the way that some of the other flat roof schools are so one of the big.

K

Concerns that drives costs up at little harbor is trying to figure out one how to locate where to.

K

Locate some of these units and two how to describe for me: how do you want to describe sound and.

J

Ground it's and you wanna, and you wanna you wanna encase them. You wanna, encase them and drive.

K

Sound up and so doing that on a on a roof, that's not flat is.

K

Is um it adds some challenge and it adds some expense, so the third building that has need is.

K

Portsmouth high school and that's the last three pages in your packet in that packet you'll, see.

K

uh Yellow I didn't make the can give you a key to tell you: yellow is air conditioned and the bluish.

K

Whatever color, it shows up on that photocopy, the darker color is not air conditioned, so.

K

We're talking about initially the space that is the language wing. On the second floor.

K

Upstairs and it's a horrible space of it's hot and so um we're talking about.

K

Addressing that and in the same process making um taking corrective action with our chillers.

K

Because we need to be able to support the capacity of adding additional rooms.

K

And that cost all in is somewhere around six hundred thousand dollars.

K

What I haven't estimated yet or I what he hasn't estimated with his friends and neighbors yet are.

K

First floor costs at portsmouth high school, but I would suggest that our cte center comes on line.

K

In the list of priorities for the state of new hampshire for capital upgrade and improvement,.

K

In the foreseeable future, meaning the five six seven year, cip range, it's very reasonable for us.

K

To expect that, when we engage with state support to tackle upgrades at cte, that we could address.

K

Air conditioning on in those other areas on the first floor, many of them are cte spaces uh and.

K

And those that aren't, I think it would be a solid investment for portsmouth to find dollars at that.

K

Time to tackle that, at the same time so we haven't set, we haven't made the assessment.

K

We haven't made an assessment or estimate right now of what those costs would look like.

K

And as an fyi, the new franklin project this summer is about 1.1 million dollars to to upgrade what.

K

Has already been in place since 2019, which is air handling and provide cooling, air conditioning.

K

You've got to have at least one hard question for him before he runs away. I have a question and this.

I

Might not be directly to ac, but I know in some of those elementary spaces in particular they're, not.

I

What would seem structurally to be the most energy efficient spaces in a variety of ways, and I'm just.

I

Curious as part of this, if we're thinking long term about anything that might make those spaces.

I

Just better at holding the cold air, if we're going to spend all this money pumping it in. I.

I

Mean especially little harbor, I mean it's roasting in there and you don't want to turn it into a.

I

Dungeon, but there is a lot of glass well, there is a lot of glass, but we also put the proper shading.

J

And shades in there, but that also goes back to our installation of the facility so gotcha it's.

J

Holding the heat, so now we want to have it hold the cold off to the microphone. Sorry, sorry so.

F

It is holding it's holding the heat, so we've done a lot of infrastructure. We've done some resealing.

J

Of the soffits as part of the construction projects over the last, we started that one.

J

In 2015., so we've done extra preventive measures to go ahead and start losing because if you looked.

J

At little harbor back before that, we never had an ice issue around the building because of the pitch.

J

We have a nice issue now. You know we're also constantly on sidewalks doing things trying to.

J

Correct it redivert it so we're trying to look at those we've done a lot of energy measures.

J

um Looking at new franklin as a model back in 2012, and then we shifted that through all the.

J

Other schools and as nathan stated here when we looked at our construction projects, we ensured.

J

That we upgraded the electrical system coming in from eversource so that we can handle this.

J

Electrical load and we've been evaluating the high school load over the last two weeks.

J

To try to accommodate the foreign language wing and a few other other things that we're going.

J

To be trying to do as well, so we didn't have to come back and look for additional funds, so.

J

We're trying to do the infrastructure and then try to move forward as well.

H

um So I'm not sure who to direct this question to and um it's pretty loaded, so I apologize.

H

For that, but as I look down the agenda and see the the item of redistricting committee.

H

I have to ask right- and I know you think about all these things kenny, probably in your sleep um but.

H

As we're talking about this, you know we're already talking about two of our elementary schools or are.

H

Needing more space right, we have one elementary school, that's gone down in population and so.

H

How is all those things coming into play before we spend millions of dollars.

H

To the cool buildings that maybe we'll be using that space, maybe won't be using that space, maybe.

H

That space would be used differently. Are we going to be adding on to spaces that would need.

H

Air conditioning would we be converting some of the space into something else down the road and.

H

Maybe it didn't need to be air conditioned. I don't know I'm just while you're in each.

J

Project you have to take one step at a time, so we we've also looked at that as well to a point.

J

We have a when we did the design plan for new franklin looking at what is the future right.

H

And we have plans on two editions: there: two classrooms and another workspace slash support.

J

Service area, so we understand what that and where the mechanical system either can tie in or not.

J

Or is that brand new? We also do the same thing with don darrow as well.

J

We also look at a couple different areas but additions on in case where they are bursting at.

J

The seams, with the with the student enrollment, okay, um to see where we can get, but it won't.

J

Intrude, I won't, you know the systems that we're putting in play now won't be affected. Those.

J

Systems will need those areas will need additional systems to be added, and that's why we started with.

J

The electrical system infrastructure to make sure we can handle additional future loads in.

J

The future and what about for little harbor? If we don't see that we will using that whole building.

H

Or would we be potentially have we discussed using it in other ways if we're redistricting and it's.

H

Not filled- or you know I don't want to- I don't want to I love to have ac everywhere, but I also.

H

Don't want to spend money on ac if the room's going to be empty for three years, but we have.

J

The control to shut those rooms off- oh yeah, okay, yes, so, if you for the laptops everything is we.

J

Call ddc digital control. We can have access. I have access to my laptop out back where we can modulate.

J

Temperatures ac shut them off turn them on heat controls. We have a hundred percent control on the.

J

Back end, so if we know areas that are limited, we can set time frames um schedules. You name.

J

It we have that capacity of control, so if the building's not being used in certainty such.

J

As the high school in the summer, we don't ac the whole building. We just iso ac with the custodians.

J

And the admin are working right and we just shift it throughout the building, but we're still paying.

H

For the install of that versus correct, yes, you know putting it in or capping it somewhere and.

H

Then, just having it capped where it could be added later, based on what we know, the the building use.

H

Is going to be it would that be cost savings to us at any? As of right now I haven't found a space and.

J

Any of the schools are not being used, including the closets as support services. Thank you.

K

But I would say I would say that one of the things that kenny's so some of these systems.

K

Without digging too deep into the weeds, some of them are, some of them are adding.

K

Help me describe the difference between.

K

Piggybacking on the on the existing ventilation with cooling cooled air, as opposed to introducing.

K

A separate split, that's oh! I understand that you know what I mean like so so with vision. We could.

K

We could you guys talk better than that, but we, you know with with vision. We could make some.

K

Selective choices on some of that, but I think on some of them they are structural, we're doing all.

K

Of it, when we're doing it because of the way we're talking about doing it first for cost efficiency.

K

Okay, thank you uh yes, so I guess I just wondered. um I have about three questions here, but I guess.

B

The first is like: what are you looking for tonight? Are you we're looking at these estimates, and so my.

B

Follow-Up questions to that would be um if we were to authorize something today. What could actually.

B

Get started, I think we discussed this previously, how there's sort of this order or back order.

B

Or I guess I was wondering about bulk buying like what are like. What's the practical timeline, we're.

B

Looking at here, so all of this stuff remember that we're not looking for any action tonight. Just you.

K

Know one more step in hey: we did another survey, we had public forums, we hadn't had a chance to really.

K

Talk about all of the results that we got, and we also, I guess I haven't said it out loud yet, but.

K

We have the city has stepped away from the invitational request to commit a significant.

K

Chunk of these essar dollars to the purchase of the acquisition of community campus, that frees.

K

Up in our planning and conversation, a couple of million dollars and so quickly, air conditioning.

K

And air handling is a is a quick lay up. We need it. It's very much within the the target of the esser.

K

Funding so many other districts are doing just that, wanted to share that and bring all of it to.

K

You so that you continue to have more information in the pile. The reality is, we'd have to go to bid.

K

And, and um and complete, you know the entire process for procurement and it's not likely that.

K

Even if we tried at this point, I don't think we'd see any of this kind of.

K

Work happen. New franklin is already happening. It's already on the books, it's already scheduled.

K

And contracted, but the rest of this would have to be for next next year and beyond.

B

Is there any understanding- and maybe this is a ken question- is there any understanding or maybe.

B

It's been looking at the numbers, but is there any understanding that maybe we could get a unit here.

B

You know pick a pick: a space get a unit here, a unit there, so that these elementary schools.

B

um Have the dondero and little harbor have more space this summer? Is there any way to.

B

Get units into like one particular area pick an area have the principal pick an.

B

Area that'd be most appropriate. Is there any understanding that we could get something in.

B

This summer, if we were to just say we're going to pick one area in each school and.

B

Then my follow-up question: to that: is there any sort of advantage to bulk buying these units.

J

The short end of the story: we've looked at looking at isolated areas in certain areas.

J

And it's not cost prohibitors first, even to look down that avenue um just because of the cost and.

J

You're putting a band-aid where then you're going to rip it back out to put something else. That's.

J

Going to be the infrastructure, it's going to last us 10 15 20 years spending on its many it's made.

J

Its cycle, so when we that's, why we're looking at the systems, the vfrs or certain chiller coils.

J

And looking at what we've sent it out for price for suggestions, we're working with the admin now.

J

Is this is where yeah we'll get a bigger buying power? Because we try to use.

J

Cost savings when, if we're going to do little, harbor and don darrow.

J

In part of the high school is the contractor knows that he's going to be with portsmouth.

J

For the summer, so we try to find the cost savings in the labor and and the site. You know.

J

Contractors, you know being on site versus them coming for new franklin and then leaving and.

J

Then three weeks later coming to start the high school then leave. So we look at that.

J

As cost savings, um the market is the market on where we can try to get mechanical savings.

J

But that price is jumping up roughly every four to four months right now. Okay, so I mean how do.

B

How quickly do we need to act on it to secure a price if these things are jumping up, and I.

B

Guess I wonder if technology's changing too, and I guess my last my last question I'll- throw in.

B

There, as a as a group of questions, my last question is new franklin was cip, bonded.

B

Is there any understanding, or is there any sort of pitch that we could? Actually you know we should.

B

Be bonding these things and getting them into a cip versus doing esser funds. I I realized that we.

B

Have freed up esther funds, but I think this is the same conversation we had.

B

With ceco's community school that we're not in the business of buildings and if we're not in the.

B

Business of buildings and and the city actually in fact owns the building and the and the units and.

B

All the sort of stuff that comes with the building, then, why are we um putting our esser funds to it?.

B

And could we you know, could we bond it? Is there some way that we could do this and get it done.

K

Yeah, I mean it's a great question. I I I would answer it. I guess.

K

This way the six-year cip right now does not have air conditioning in it.

K

um Because there are other priorities that have been greater facility-wise than addressing what is.

K

What can be argued is a short number of days per year. Concern there's, obviously benefit to.

K

Air conditioning in the schools many many days of the year.

K

Especially with the controls that allow you to cool smaller portions of the building,.

K

In the summer months, for instance, to to serve specific program needs, but but it hasn't been.

K

A priority that launches itself into the six-year vision right now in terms of being on the cip and.

K

Being bonded, obviously, these are costs that could be bonded and if it was a community.

K

Conversation that made it a greater priority than any number of other things in the cip.

K

um Then then it could easily be there. Other things come on to and off the list. You know.

K

Depending on the needs of our community and the needs of our of our facilities and and properties,.

K

But the esser funds spoke so specifically to beyond.

K

Ppe and cleaning and safety it spoke to air handling and air quality.

K

And so it's been a it's been a real sweet spot. I guess you could say for so many schools.

K

Communities in the state and nationwide, and so for us it's a it's a one-time, and I say that.

K

On a subsequent slide, I wanted to call it out air conditioning air handling air improvement.

K

Of those systems is a one-time investment that can be made that offers benefit for.

K

Many many years- and it could be some time before we would see that become sufficient- a priority to.

K

Find bonded funds, for instance, to do it and- and I continue to echo- I think, the recommendation we've.

K

Made that to the extent possible, we should focus ourselves on making one-time investments that have.

K

Big bang, as opposed to creating the cliff effect by staffing up and either having to cut positions.

K

Or or then fund them in perpetuity, so so this the responsible thing to do is to continue to.

K

Put these kinds of things out before you, because they are, they are right for this kind of funding.

K

Lisa I had one quick follow-up question that liz reminded me of I'm just curious in the short term.

I

Are there any funds that you need to address those few days when we might.

I

Need to close school because of heat, it happened once and obviously that's not a.

I

Regular occurrence, but I'm just curious, if there's any not to spend a ton of money on.

I

Like um you know, band-aid solutions, while you're planning the larger ac investments.

I

But are there any smaller things that we might need just to keep the doors open on those days.

J

So go ahead, um so we do either doors open on those days. um I'm sorry, but quite literally.

E

I mean we do small measures, I mean we try to. We run the ventilation at night to try to pull in.

J

You know the coolant air we try to modulate the based off the co2 levels to still bring.

J

In fresh air during during the day, but try to how we can minimize in certain things what also turns.

J

Around on the back side of that is, then you got a humidity at night and we just brought it in all.

J

Night long, so uh we we've also supported with with the covet funds as there's box fans throughout the.

J

Building where staff can put in and help move more air through the window or out the window.

J

Or just to try to get some type of physical breeze going that directly on a student or a staff. Member.

J

To give more alternatives, what comes into play is when people say well, I just want to bring a window.

J

Unit well then, what do you want to lose? Because I have to give a plug load to gain plug load.

J

So we're trying to just refrain from even allowing that piece to come in because um it's a safety.

J

Issue and how it's put in how it's secured and the plug's not near it. So then I gotta run an.

J

Extension cord, which is then um a code, combines so question for both of you in the numbers that.

A

Were given- and I understand this correctly- that is just for the device and install how we.

A

Also thought about the impacts I would have on the energy bill just curious, I'm saying no.

J

No, but we'll we'll get those numbers on what the impact I mean it's like with any renovation we've.

J

Seen some not significant increase, um you know, we've done a really good job in the last 10 years.

J

To plateau our energy use and you'll even see it this year as well, it allows with the control of.

J

The systems we can turn on shut off when they're not occupied unoccupied. You know covert world at.

J

Additional time at one point, we're running them: 20 22 hours a day and shutting them down for two.

J

Now, we've really backed that down where we're pre-flushing and after flushing the facilities.

J

When they're unoccupied to get them, you know aired out or, however you say that, but then pre.

J

Pre-Cool and pre-heat them as well so um yeah I mean we. We we're going to start seeing that.

J

Increase and we'll we'll work on those numbers once we itemize of how many units.

J

That each phase installs in each facility- okay, right now, we don't have that we have a good number.

J

But we just will fine-tune that. Okay, thanks kenny kent, so are those all running off. Electricity are.

H

We looking at any solar iran, um no they're, going to run all off the the eversource grid. Okay, we.

J

Do have plenty of solar kicking out in most of the schools, some of its educational purposes.

J

And then we have the great at the high school which at this point we still don't know. Okay,.

G

um I think you mentioned uh that that these systems are expected to.

G

Last 10 to 15 years is that what you said or well they're they're, just the mechanical parts.

J

So you know in 10, 15 years, we'll be looking at changing the compressor. There'll be some type of.

J

Coil, there's always going to be a maintenance piece. Okay, so we'll start putting that in pieces.

G

Typically last I mean how, if we were to make these investments, how long like? What what kind.

G

Of longevity, are we getting out of that? We're I mean we, we try to get us the life of a full life.

J

Of any equipment- and we have some equipment at the ice cold- um that's running on roughly.

J

Almost 20 20 years old yeah, you know that's a life cycle of mechanical systems now so.

J

And that's where the other flip side of that is, is now we're looking to send out a bed to.

J

Retro commission high school to give us a report on where we are with mechanical.

J

Systems we do have some money earmarked for them in a few years to start looking at some of their.

J

Needs and upgrades to maintain the fresh air on a daily basis and.

J

Start looking at their systems and create a capital plan, even bigger for that upgrade.

K

Great so so let me hit you with the punchline, then, if we go ahead and again not not for you.

K

To act on simply to simply to try to continue the conversation as the conditions on the ground.

K

Change as we become aware of other things, and so the green sheet that you have speaks to learning.

K

Loss uh learning loss related uses of about 840 000. That's the first chunk on your green sheet.

K

uh Infrastructure is 2.69, almost 2.7 million, that's largely air conditioning and then other.

K

Uses 452 000 we're still a little bit shy with this projection of the 399. That.

K

That is the total amount, but again not all of these things needed would need to happen right.

K

Away, some of these things are: are fiscal 23 kind of targets? Some of them are fiscal 24.. So the next.

K

Slide starts to break them down and again the screen sheet that breaks it down the same way.

K

I would call out to you that, right now we we have added an interventionist at the high school.

K

In year, one in fiscal 23.

K

With a similar plan that we've had for the social worker and the outdoor education.

K

Position with transition paying 50 percent in year, two.

K

With the hope that in year three, we move them to the district, fully uh we've added.

K

Some additional software materials to support the interventionist and the other two positions.

K

Talking software curriculum materials, etc, and then on the next slide in infrastructure, we've.

K

We've put in again, these are plug numbers because I just gave you the numbers and they're in your.

K

Slide to have a sense of what pieces of each of the school you could do. None of this is.

K

Proposed or you know, there's not a good answer yet because I guess part of what we're looking for is.

K

For you, as you, continue to collect information and feedback to help with the notion of.

K

Plenty of comments that I heard that suggested we really should not do cooling zones in the schools.

K

Which were some large rooms like the cafeteria in the library where, on hot days, students could.

K

Move through the space and have the benefit of a half an hour, 40 minutes where they had.

K

A chance to decompress and cool maybe doing something, maybe doing not a lot of anything.

K

You know could be instructional. Time could be reading. Time could be any number of things.

K

The the objection, for instance, at little harbor, was well it's a lot harder on the second floor.

K

You need to do that. Maybe it is so go ahead and take a look at the map and decide you want.

K

To spend eight hundred thousand to do the second floor and not do any of the rest of the building.

K

So I'm now, when there's a call when there's a hot day and we're trying to use the benefit of.

K

The cooling we got to move the entire third, fourth and fifth grade out of the top floor and put them.

K

Somewhere and still try to be productive in the day, I'm I'm not I'm not in a position right now,.

K

Where I'm not ready to judge or project really what the right answer would be, but you could say.

K

Let's spend some dollars on on the second floor, um but you could also answer the argument. Well,.

K

Those rooms, art and music were in use, they'll be in use. Well, no, they won't be in use on a hot day.

K

Because they'll be in use because everybody use them as cooling zones and you won't have art or.

K

Music on the day that I need the art music rooms in the cafeteria to be used to the fullest of.

K

Their ability to help the cooling spaces for the the rest of for the entire school population so.

K

There's lots of ways to target this, but ultimately we'll look for some support and guidance in.

K

How to allocate the dollars so right now I've just plugged 850.

K

000 against andero and against little harbor, each the 600 000, which would address.

K

Probably the upstairs language space at the high school uh put a figure in that is really premature.

K

Right now we're working at uh at a community campus with an architect that the city has put.

K

In place met just the other day with staff at the lister academy to talk about space needs.

K

And contemplate what retrofitting we would have to do the space we're likely moving into a community.

K

Campus, if the listener moves there is, it was set up as families first small medical spaces.

K

So there's some demolition and cleanup that has to be done to make those larger classroom spaces so.

K

There are some costs and moving and transition, so we set some dollars aside right now,.

K

Without there being a whole lot of backup to that, additionally, we've got dollars there for.

K

Elementary outdoor spaces that could be activity like performance, space, kind of a stage, a pavilion.

K

It could just be some covered space like the tents were, but more permanent. I've heard folks talk.

K

About uh being able to lunch outside or being able to to take breaks outside or have class work done.

K

Outside but wanting the cover uh to protect from the elements both the sun and the rain depending.

K

So we've set some some dollars aside at the high school there's been a conversation for as long as.

K

I've been here about securing it's hard to call it a courtyard but securing the space.

K

Interior to but out open air space at portsmouth high school that would allow students to move from.

K

Wing to wing without having to traverse all the way or go through locked doors, locking that down.

K

With an appropriate, appropriate gate system that would allow for egress and then provide that space.

K

Not only for moving back and forth, but also for outdoor seating space. What have you at lunch or.

K

Break periods, I wondered if uh community campus was air-conditioned, is it all can I say all of.

F

It yeah, it is all of it. Yes, all of it good. I'm saying that, because kenny told me I could say.

K

That, because I don't know for sure that all of it is but if he says it is and that's great liz.

K

Had a question, I guess, is there any understanding I mean I. I understand that um the high school is.

B

Done a certain way as far as the ac new franklin might be done, a certain ways as far as ac goes.

B

Two million three million: it's a lot of funds. I understand that. There's a process and.

B

Everything is sort of linked together and there's technology, but is there any sort of understanding.

B

That, as technology has progressed, that we could get like smaller units like these mitsubishi.

B

Units into okay, so I guess I was just curious. That's what we're looking at now we're putting.

J

Mitsubishi units in the the cassettes in in the center of the room and then chilling them up to.

J

A coil system that can feed multiple rooms at one time. Okay, so that's what we're looking looking at.

J

The newest technology, where it's kind of a plug and play, but it's the infrastructure that you.

J

Got to get into the roof penetrations to get the compressor lines down through the power up.

J

Through and then the power lines in the play yeah, so that's that's where the foreign language wing.

J

And most of the third floor will have to come into play that way um because of the building.

J

Structure of 1956, we just don't have that sealant plenum to put the proper duct work in one big unit.

J

So we're doing multiple units off one chiller, multiple units on another chiller throughout that.

J

Entire area there's about 15 of them right now, estimated for the foreign language wing. Okay, I.

B

Mean as far as getting them into the elementary school, is there any sort of understanding that.

B

Once you start putting these newer units in then, maybe the price would go down at all.

J

We would hope so. Yes, I can't answer that. I just didn't know as far as the tech yeah. No that's.

J

That's uh we will see where the market is when we start purchasing and put this equipment out.

J

We put it off the bed, we're looking for the best price um that we can. We can get on the market.

A

Speaking of best price is there: um is there a place when, where you've bookmarked this.

A

Money for the outdoor activity, spaces and the outdoor airspace at phs.

A

Might we tap into our architectural students to design and some of our cte students to help.

A

Build some of those spaces, since they don't need plumbing and some of the things that we don't.

A

Offer in cte, I I think from from my perspective, we're open to I mean I always have to. I always.

K

Have to take a big, deep breath when you start talking about com, commercial work being performed.

K

By students, in terms of construction but design those design concepts and then anything you know.

K

Anything can be vouchsafed by um you know somebody with a stamp so yeah there's a lot of things. A lot.

K

Of leg work that could be done. That would really, I think, add to the personalization of it for sure.

K

So great, um thank you for all this information and for the details that you and ken's worked so.

H

Hard on I'm, I just have a quick question around, so the phs interventionist is that for math or.

H

What is that? Yes, I say so. Yes, I'm sure that I didn't write that I didn't include, so is that.

H

The extent of what we're looking at supporting for math, because I know that I have requested.

H

uh Looking at a deeper dive of more k-12 wrap around support services- and I forgive me the.

H

Hour is late, so I don't really remember. We have math and ph middle school in our budget. Yeah yeah.

B

Yeah that's on here and then okay, so maybe if we could just steve, maybe if you could just give in.

H

Or george, I'm sorry, the next, even the next board meeting. If we could kind of get a.

H

I don't care where the money comes from, just what we're doing as a whole for k-12.

D

So if you have page seven, oh okay, so I I just wanted to make sure we were doing more for.

H

The math support, if you have something to add tonight, george feel free, but.

H

I was just saying that, in addition to the staffing we're also looking at software for invention types,.

D

So there's a broader conversation happening. We just don't have all the information right here.

H

Okay, great thank you, somebody asked and then we should yeah I'll wrap. Somebody asked just.

K

For perspective's sake- and we can do more of this- but based on the green sheet tonight-.

K

Essentially, two-thirds would be targeted in infrastructure if you did it like this, and.

K

There's not an expectation that this is the final draft. This is just more information if.

K

You'd use this plan and move forward and complete it. Two-Thirds of that is infrastructure. Roughly.

K

58 of it being air conditioning related, uh there's another 10 for other uh the outside spaces. The.

K

Lister etc, learning loss is about 21, 22 percent there uh and then they're. Another 11 percent of of.

K

Colorado are miscellaneous, so we can. We can break down some more of that, as this continues to.

K

To grow and mature in terms of concepts and ideas, and what we wanted more than anything, is to make.

K

Sure that you had all of the results in somewhat of a similar format to the past and that we talked.

K

A bit about air and made sure you had some greater information and understanding of what. What those.

K

Needs are and what the costs might be for them, so any other questions or drill down before we.

K

I didn't realize it gotten so late. I'm sorry, no problem. Thank you. Thank you, nathan. Thank you. Kevin.

D

Thank you. Thank you. Thank you. Kenny steve. You are up for um old business, which is the consideration.

A

Approval of some policies that I believe are second reads, except for the sports related.

C

Yeah, so all of these policies are up for second reading.

C

Given that each of them every vote tonight has to be taken as a roll call, I guess I would.

C

Entertain the possibility you could take them as a block of policies.

C

They are all described also in the policy committee meeting minutes. I believe- and this and.

C

All of the changes we did all go over in the last meeting. I don't think there were many changes from.

C

That that the policy committee had to deal with in bringing these second readings forward to you.

H

So I have a question of pbca. Is now the time for questions you want to do.

H

Yes and then discuss it: okay, perfect. Thank you, move to approve the block of policies.

G

Second, okay, discussion: so um on ebca, the crisis, prevention and emergency response plan.

H

In the second, no sorry, fourth paragraph almost second to last paragraph, it looks like.

H

It's I don't really fully understand this. In addition, the board directs the superintendent.

H

Assure that each emergency response plan established protocols for timely communication.

H

I for one I feel, like that's pretty vague, I'm not sure what timely communications, what you're.

H

Really referring to there to the protocols clearly, but I'm just trying to understand.

H

Specifically, what emergency response plan we're talking about? Because I know when the.

H

High school- and maybe I'm my memory is failing me tonight, but when the high school presented.

H

I'll just be frank and say it seemed like we didn't really have a concrete emergency plan and.

H

That was one of the things that they had brought up, that we really need to work on as a district.

H

So I'm a little confused as how we're presenting a policy for something that we may not fully have.

H

Developed yet and how um we're communicating that out in real time to people yeah so.

C

First of all, this policy refers to the emergency operations plan emergency plans that we have to.

C

Submit to the state every september, okay, they are extensive. uh We go through a process of revision.

C

Each year with them, they are your big binder plans. If you will covering everything from tornadoes to.

C

Plagues to school shootings, so they are meant to.

C

To to outline a lot of different protocols, given any particular emergency event,.

C

When the high school admin presented, I think that was particularly in response to the.

C

Communication piece of the plan and in relation to an incident that occurred with the high school.

C

So I think the wording around timely communication was only meant to emphasize that the positive.

C

Policy we want to make sure that any community education that goes out is timely, meaning it is.

C

Not delayed right, so the question had been raised from the board about in incorporating.

A

Communication, a communication plan into the emergency bus plan. So what this is talking.

A

About is that part of the plan has to include a communication plan. Okay, that's not clear to me as.

B

A reader- but maybe I'm just a very tired reader tonight, but that's not clear to me here: okay,.

G

I think maybe yes, we did discuss this quite a bit in the policy um committee and I think that what.

G

My understanding of it was that that there are, as steve said, there are multiple response.

G

Plans each on different subjects and and we did want to make sure that each plan incorporated.

G

um Incorporated some protocols for communication, so so this is a very general statement because.

G

Each plan might need its own uh timeline for what is determined, timely communication.

G

Right so it's hard to be very specific in this policy, because it it it.

H

Okay, that's helpful to understand. Thank you, liz um regarding uh this policy and then.

B

The couple other policies that were moved to to bring forward just clarity- I know we're going.

B

To take up board time, but I have had already sent this in um the sentence that hope just quoted. It's.

B

Not supposed to be established, it's supposed to be establishes right with an s instead of a d.

B

It also talks about september 1st that the plan is unchanged, but then the last sentence says.

B

um You know and obviously there's a sentence that was removed, but I I do.

B

Think that last sentence probably should be the first sentence of that paragraph.

B

um That, well I mean we have you know we guide the superintendent to update the policy.

B

It's sort of it's kind of redundant, it kind of doesn't go together, but.

B

Either way, I think it's fine, I think we just need to take get rid of the d put an s and then um the.

B

The first sentence of that paragraph, it says in consultation with appropriate personnel.

B

Comma and in coordination with local emergency 30s, you don't need that comma right there, because I.

B

Think it's and it's the same thing for that second paragraph, because you're saying the superintendent.

B

In consultation with appropriate personnel and in coordination with local emergency authorities,.

B

Shall develop so not the superintendent and local authority shall develop, but the superintendent in.

B

Consultation that so we need to get rid of that comma right there and you know I hate to be a.

B

Stickler, but I do think that some of these things mean different things when you have a comma out.

B

Of place um and then my other comment is the school safety policy ebb that first one I had.

B

Asked that a second paragraph um second paragraph needs to have uh after before it goes into this.

B

List of things it needs to say something like the safe schools plan will include, and then the list.

B

Of things, because the list of things is sort of out of place without prefacing it with you know.

B

Why we're listing these things? We're listing these things? Because the plan needs to include.

B

All of these things um we thought we did make that change yeah, I don't know I mean I sent it.

B

In obviously I wasn't there, so we did make it it's just not reflected in this copy for some reason,.

B

Okay and then let me just double check. While I have the mic here um on the ejca.

B

It looks like the formatting was changed. The only issue that we're still looking at is.

B

There's an issue that we're still looking at is a couple typos. There.

B

And so procedure, if we're looking at a1 a it says, described in 4 below so that should be a a1d.

B

So I think there's some there's some grammatical stuff in there, but my only other point to this is.

B

I hope that we could. You know- and I had expressed this last time- that I hope that we could express.

B

Particularly what best interest is, um I know that it says best students best interest after.

B

Taking in consideration, but we don't have any statement in here of what actually is.

B

Best interest- and I don't know if that's in the statute- I know you know in in child.

B

Abuse protocols, we talk about best interests of the child and it's clearly defined in statute. I.

B

Just think that we probably should clearly define what best interest is, because I could say: oh it's.

B

In my child's best interest for them to excel at this place, but you know superintendent could.

B

Think otherwise, and so I you know, I understand it's sort of a term of art, but I think that.

B

We probably should be a little bit better about about defining those terms of art.

B

um Instead of like constantly repeating them and not not defining exactly what they are so.

B

Those are my comments on that other comments about the policies.

C

So if I could speak just to make sure we're clear on the vote, um the um so I would say.

C

To liz's comments, what you could do is consider passing these policies with the edits, as as the.

C

Edit edits were described the more substantive comments I I would. I would want to clarify that.

C

In the case of best interest, that is, by definition, almost a subjective term, and so it is.

C

Up to the determination of the school district, and it is as described in the new hampshire.

C

School board's association model policy, so that is something that guides our discussion.

H

But those are just samples right steve I mean they are samples, they're, not explicit policies.

H

As the way that new hampshire school board association has explained it to me, yeah they.

C

Are their model? They call them model policies, so they're not meant to be um I'm. Obviously you can.

C

Take and adapt them, but they have put the legal thought into them. Okay, thank you.

A

So we're ready to move to roll call vote with the um addendum of uh grammatical edits, suggested at.

A

Tonight's meeting yeah- I just have one more edit- I think it's under number, so it's b uh b.

B

Three yeah are we on jca, sorry, yeah, uh the last one: there um j, l, aca jc yeah, it's b.

B

Three and it's just it should say two so request to reassign the student to another public school.

B

So not there shouldn't be. A comment should be to another public school public academy.

B

I think that's what we're getting at, but I think that changes the meaning a little bit or makes it more clear: yep, okay, okay, so, oh carrie, sorry.

E

I sorry just wanted to jump in no, I and I agree with all these.

E

Changes and then and supportive of them. I just I feel like we're at a loss with.

E

um What is having such great attention to detail and not being able to make the policy meetings.

E

And as we've said like these, can these can be flexible? I'm just wondering.

E

If it might be in the board's best interest to um try to make that recommendation to policy.

E

If she'll consider staying on it, yeah liz is still on the policy committee. We we, we haven't.

A

We are working on finding different meeting times. It just didn't work for this week's.

A

Meeting time, but we are okay, trying to incorporate that yeah good point, carrie totally.

A

Other okay: are we ready for a roll call vote.

C

All right: okay, liz barrett; yes clues; yes, lisa ravaport; yes, ann walker,.

C

Yes, margot puberty, yes, nancy clayburg, yes, pope van impe, yes, brian, french, yes, carrie, nolte, yes,.

F

I just want to say I appreciate the um input that liz has and pip always has done that too. So it's.

F

Good to have somebody that's really looking at these with a fine-tooth comb, so thank you, ladies.

F

Punctuation moving on to new business, we have consideration and approval of the administrator.

A

Contracts yeah, so you have in front of you a slate of administrative nominations. These represent all.

C

Of our current administrators, we would intend to offer a contract to for next year, absent of.

C

Course, our two retiring administrators up for your vote move to approve. Second, any discussion.

A

Great roll call vote liz barrett, yes, pip clues; yes, lisa rappaport; yes, ann walker! Yes,.

C

Margot puberty, yes, nancy, clayburgh, yes, hope, van epps, yes, brian french, yes, kerry, nolte! Yes,.

A

Okay, next up, we have consideration and approval of employment, employment, employment of the new.

A

Athletic director position for the portsmouth school department. Yes, we wanted to call this out.

C

Individually, of course, we are very excited to first and foremost bring back into the fold. The.

C

Position of athletic director in the district and we've enjoyed a wonderful partnership with the rec.

C

Department for many years, but we also would hope to envision what athletics and broader student.

C

Wellness can become k-12 in this district, and our own athletic director will be key to helping us.

C

Guide that path, we're very excited. We had a committee that went through the process.

C

In interviewing and selecting and unanimously would endorse the nomination of tom kozikowski.

C

As our athletic director kaz as he goes by, as you know, I'm sure has worked with us for many years.

C

Now, in the capacity in the athletic office, not only has uh the great respect of students and.

C

Of staff, but is also one of the most highly respected athletic directors.

C

In the state already so we're very excited to bring the nomination of tom kazakowski to you.

A

Get a motion to approve second great roll call vote.

C

uh Liz barrett, yes, pip clues; yes, lisa rapport, yes and walker. Yes, margot puberty, yes, nancy, klayberg,.

F

Yes, pope van epps, ryan, french, yes, kerry, nolte, yes,.

C

Yeah, so maybe we could take the next two together they're. Both requests for leaves of absence.

C

One linda beale, uh our new franklin reading specialist and the other betsy keller horn,.

C

Our esol spanish teacher at the high school for the reasons they've expressed in their letters we.

C

Are in the middle of the hiring season, so would anticipate being able to post and hire for these.

C

Two positions as a one-year position and would support their requests for a leave of absence.

F

I make a motion to approve these two leave of absence leave of absences. Second leave.

D

No one can talk anymore, perfect, grammatically, correct liz barrett, I guess. Can we have a quick.

B

Just just a quick discussion, sorry, um I guess I'm just wondering as far as a reading specialist goes.

B

You know given we're in coven and we're sort of dealing with a lot going on. Is there any.

B

Understanding that we need to go ahead and hire, I mean this, isn't a situation where we're going to.

B

Move around teachers from first grade classroom to second grade classroom. um You know, are we.

C

No, we would intend to hire absolutely for this position. George, probably, actually, I think.

D

There might be some other reading specialists in-house looking to step out of the classroom.

D

Which we would backfill that way, so we have at least that is a possible plan for new franklin.

J

But there are other reading specialists in the building um serving other roles.

J

That might serve fulfill linda's role, but the position's not going away right. Okay,.

A

Okay, any other discussion. Roll call, though, is barrett yes tip clues. Yes, lisa rappaport.

C

Yes and walker- yes, margot peabody, yes, nancy klayberg, yes, pope finnex, brian, french, yes,.

C

Gary nolte, yes, great promotion passes. uh Now we have consideration approval of.

A

A set of policies that are up for first reading, so um so these three policies that you have.

C

In front of you um actually are all up for a single read because um they are um and nathan can.

C

Speak to the first one: uh we've we've worked for a while to um to correct a policy in relation to.

C

To financial audit findings, I'm going to I'm going to turn it over to nothing to describe the policy.

K

Daf uh is federally mandated. It speaks to all of our uh all of our work with federal funds uh and.

K

The changes that are recommended here came from again model policies from the new hampshire school.

K

Boards association, but that comes from guidance echoed by the new hampshire department of ed from.

K

The u.s department of ed, the biggest, I think piece is uh domestic preference by by american. uh It's.

K

Called by american with uh reference to the food service programs uh in this language, it's called.

K

uh Domestic preference uh with regard to other purchases doesn't say that we must buy anything.

K

Necessarily only that, if all things are equal, the domestic preference has to has to be considered.

K

And so this I don't know that we have much choice: the language, if you.

K

If you look deep into the the what is it the 18th or 19th page, something like that.

K

There's a whole lot of procedural that speaks to sub award review and and that process and that's.

K

All prescribed by uncle so yeah and that's the case for all three of these policies, the only.

C

Changes that are being made are changes that are that have to be made to align with the latest rsas.

A

um I'll take a motion to.

A

Any discussion, I guess I guess I'm wondering if there's any practical effect on this I mean.

B

Obviously we're just talking about the policy, but while we have it in front of us, I'm wondering if there might be any practical effect as far as use of s or funds.

B

In you know, abiding by this and uh by american policy or domestic preference, uh if you don't.

B

Get american machines, if you don't abide, if you don't abide by it, they'll call back all the money.

K

You'll have to pay it back later, so is there. These are the things to keep me awake at night.

K

So you know the best we're still talking about how to best address this and one.

K

One suggestion has just been to in uh include now language that addresses this on every purchase.

K

Order, that's issued okay, so that uh so that the standard, the standard expectation is out there.

K

It would not be the first time that we've had to add particular language to everything we.

K

Do to me federal expectations, so um your your question concern well-founded. I mean these are.

K

This is already it's already law, so we're just reflecting it now in our in our.

K

Local policy, okay, so does this shadow this policy actually shadow whatever policy, the city.

B

Is using like does this? Did the city update their policies surrounding this as well.

K

You know, I guess you're ahead of the curve. I guess I can't I can't say I mean this.

K

This very much speaks to our idea: funds. Our consolidated title, one title two title: three.

K

I mean that that's what this is speaking to for us uh esser is a is a unique kind of one-time reality.

K

And it has some additional uh restrictions or or requirements that are attached to it,.

K

uh I know this: the city's got the community block grants. They've got any number of things.

K

And I don't know, I don't know how their language plays out, because I don't know that this is a.

K

Generic federal thing this is they're very much for the educational environment.

A

Okay, any other discussion. Enroll call vote uh liz barrett. Yes, if clues, yes, lisa rappaport, yes, ann.

C

Walker, yes, argo peabody! Yes, nancy kleberg! Yes, pope benapps! Yes, I am french. Yes, yes,.

E

I did have one question: it doesn't affect the vote. Great go ahead, um nathan, I'm just curious on.

E

The on I know that the cyber separate monitoring has really changed, and I see that from my grant.

E

Perspective and I know that we've talked about the financial staffing of your office and your team.

E

And just curious if this puts like a greater burden um on you, because I know that a lot.

E

Of folks are struggling with this compliance yeah. This is uh everything that this does or.

K

All of all of the sensitivity that this uh and again it's already it's already upon us.

K

The fact is, the policy is changing now, but um when steve mentioned we had our federal.

K

Federal uh fiscal monitoring annual some of our federal review- I don't know monitoring, review.

K

There's two words there: it wasn't an audit, it was just a you know, a polite visit. They cited us.

K

For having policies not up to date, but they also tagged a couple of salaried, not salaried, but wages.

K

Transactions that weren't documented according to the time and effort standards we had documented.

K

It but our our process didn't didn't meet the standard in terms of the specific language that.

K

Should be on the timesheet, so we've had to modify that and then write a new procedure.

K

To go with it and, um and so yeah it clearly is all of these things. Every time somebody says.

K

I'm going to give you money, I cringe a little bit because it's always on the chat, but I will say.

K

The accountant position when filled uh well will will help to no end, because this will be.

K

One of the things that, in in working on compliance issues with the federal funds, that'll they'll, be.

K

Very much involved I- and I just want to put out an offer there nathan that, like a lot of this.

E

Is what I've experienced with my grants in the last year, and so um there might be some changes.

E

Especially on vendor subcontracts, the recipients that I might be able to help.

E

You with just to see how other uh another place has brought that into compliance ed.

A

Thanks carrie, oh okay, now we wanted to talk about a redistricting committee, yeah and realizing.

C

It's about 10 o'clock, so I you know this is not meant to be an in-depth discussion here tonight.

C

uh We put it on the agenda only to raise awareness and to say this is something we.

C

Likely will be talking about in the near future and as referenced when nathan did his presentation.

C

While our demographic projections, most recently don't project an increase in elementary population.

C

We are facing a growing imbalance between our three elementary districts, so, to put it bluntly, we.

C

Are you know we we've really expanded at dondero and we've really shrunk at little harbor and.

C

uh To the point where um working with principal callahan, you know based on number of sections, you.

C

Know there's conversation about: do we need to take over the the music room and put it as a classroom.

C

I mean there's at that point where uh we may need to find one more classroom. We don't have one more.

C

Classroom to find kind of thing, new franklin's always been cramped for space, um but the real.

C

Latest trends have been more around dondero and little harbor, so um it's not anything that we.

C

Would be teeing up for a change for next year, um but it is something that I would recommend.

C

The board consider a study committee of some sort. We can come into all the data on the last.

C

5 10 15 years of population trends, enrollments in the schools, etc. I think it would be smart to bring.

C

The planning department and the city in really understand where developments are going to impact.

C

Schools, we've done all we can do to tinker if you will around the edges of the zones. So, for example,.

C

When, uh when a development comes on, that is sort of in between, we've tried to strategically move.

C

That so the west end yards, for example, to little harbor because that's where their space right so.

C

um But um that's not going to be enough, so I think this is something that will probably be a work.

C

A body of work over the next I'd say maybe six months uh that hopefully would come back to the.

C

Board with some kind of uh recommendation, which, by the way, could include a lot of things, it doesn't.

C

Have to necessarily just include a shut, a shuffle of the boundary between elementary schools. It.

C

Could include other other creative thoughts into how, basically, we could deal with with space at.

C

The elementary level and making sure that we can have adequate space for for all schools, all kids.

C

So again, not for a decision point tonight, um maybe certainly to to raise any questions you may have.

C

About the process, but then to just sort of put it on the radar that you know, this is something that.

C

Probably should come back next to the board, with maybe a draft of what a study committee could.

C

Look like or something like that. um Excuse me steve. um Do we know if there's anything already.

H

That the city has on the books, from the planning board or otherwise for projected numbers based on.

H

Demographics and within zip codes, yeah, nothing that would specifically say pupil, impacts on.

C

Schools but we've worked with the planning department in the past to at least try to forecast.

C

That the city has a new planning director. We would like to re-engage that discussion for sure.

C

Because, certainly there are things out there that you could put into some formula for for.

C

Likely impact you know not, you know, there's a lot of development out there. Not all of it would.

C

Necessarily contribute to increased elementary school student population, but that can be part.

C

Of the study right, that's part of my question is: do they would have building numbers, so we would be.

H

Able to have a better understanding of what we're building the demographic, we're building for right.

H

Yep closing capacity any other comments.

A

Right, okay, so we move on to we move on to committee updates, so anybody had a committee.

A

Meeting that they care too, do we sorry do we need a motion to establish this committee.

B

That steve is that requesting. I think that might be the next. An upcoming meeting, yeah.

A

Good question uh liz and then pip, uh just a futures update carrie, was on there. um So maybe.

B

She can add a little bit more, but um I'm just looking at the director's report and it looks like.

B

That eighth grade applications for the futures program.

B

To help students who have been successful that are and have income needs.

B

Work towards college and then attend college um after high school eighth grade applications.

B

Are due friday april 22nd? So that's coming up um and I know jenny.

B

Tyburski, the coordinator for futures, she was working with portsmouth housing authority.

B

And great bay community college to have an event there. I believe they may have already had that.

B

Or it may be coming up so that sounded like a good opportunity. So it's definitely networking.

B

To get more students in the program and also to raise more funds for the program as well.

B

And that's the update unless carrie has more to add. I didn't take good notes for that. One and the.

E

Other thing is new, hampshire gives, is coming up and that's important for futures, um so hopefully.

E

Board members can promote that and then promote the other funds that the school department has and.

E

Futures is looking for um matching donors. If anyone has any thoughts on um folks that.

E

Might haven't been interested but want to me it's near and dear to their mission or vision.

E

Great thanks, pip and then hope um I attended the cte committee.

G

Meeting in march- and there was a lot of good news out of that.

G

One is that they received a grant for forty thousand dollars of new.

G

Equipment for the relatively new health science technology program, so that's very exciting and.

G

They've actually applied for yet another grant of almost thirty thousand dollars.

G

And are waiting to hear back on that one, so um they also reported many partnerships that were.

G

Working out very well with hospital hospitals, possibly one with the fire department and other.

G

Health related institutions in the area- one thing they mentioned was that the the.

G

Costs for the culinary program are increasing significantly with the increase in food costs.

G

So um it's nice that we have some money coming in to offset that a little bit.

G

And then they also completed a needs assessment survey, which um came back with some very glowing.

G

Reports on the teachers in that department and a lot of positive feedback and then.

G

Some identified needs for more programs in the trades um and and other areas like aeronautics,.

G

And aviation and many many other ideas, um so uh you should probably already have received one.

G

Invitation and then there's another one I'll tell you about, but the first is to the health science.

G

Technology program's ribbon cutting and open house that's on april 20th at 2 30. and then.

G

The other one is the annual cte awards ceremony on may 19th at 5 30 in phs, gym.

G

What was the date of that again? The second one may 19.. Thank you very impressive, yeah you're doing.

G

Some great work, that's awesome. Yeah hope did you have yeah. I just had a quick one, so um the safe.

H

Water advisory group from the city of portsmouth. I sit on that representing the school district.

H

And they're going to be hosting their first water forum on may 3rd, from 6 to 8 and the.

H

City council chambers, here it's going to be an introduction of the water systems overview.

H

Our water quality and they're going to be discussing contaminants of concern.

H

Of pfaffs and lead talking about resources that the community has and.

H

Then doing some interactive polling, so I just wanted to bring people's attention to that.

H

Since it's their their first form great, thank you. Are there committee updates.

A

Before the other meeting, just to make sure that's a schedule, okey-dokey.

A

um Anybody like to make a request for a future agenda item or comment about a future agenda item.

F

If I could um establish a list um based on discussions tonight and people can add or subtract.

F

um Let's add the field trips, the discussion about the field trips, um I'm ready for that, can we add.

F

um Changes in the policy procedure, you know the procedure that we use in our policy committee.

F

I guess that should start at the policy committee level, but just to keep it on the radar yeah. We can.

F

Put it as a future agenda item and then reject the redistricting creation of a redistricting.

F

Committee um I mean that doesn't happen have to happen tomorrow, but soon um so, let's put it on.

F

The future items so that we know that um it'll it won't, it won't get lost and then you know we have.

F

Talked about the the discipline for k-12, I don't know how people feel do we have to add that now.

F

Or can we assume that we will cover that after we finish our discussion with the high school.

F

The board members feel that we can do that. We could add disciplinary procedures to k through 12.

A

I think we had said we were going to um you and I could sit down and put together a work session.

A

Schedule work that in looking at when the policy meetings are and when the board meetings are.

A

To work in those other levels so that it would better align and move the conversation forward.

F

Okay, so we'll report back, it works next thursday. Why don't board members spend margo and me.

F

Suggestions of people they would like to have come that night. Somebody mentioned a police officer.

F

So I think that would be a good idea um and we'll just have stakeholders come and talk to us.

F

On thursday, so if you have any ideas of who you would like on the committee, let marco.

F

And I know, and we can um get the ball rolling on inviting those people right.

A

Carrie has her hand up gary one, I'm I was just curious and um about having a transition to a new.

E

um Superintendent and kind of what the onboarding processes and the involvement of the board.

E

Are the employer of the so I don't know if that's a future agenda or uh whatever it is um well. I've.

F

Been zach actually got in touch with me and asked me to send him um all board. Member.

F

Contact information so emails and phone numbers. He said that he would like to start with contacting.

F

Board members, so he said: he'll either call our email. um You know in the next couple of weeks.

F

um Just to get to know the board, members hope, and I had a nice conversation today and she had drawn.

F

Up a list of other stakeholders that she thought she and margo actually because they were the.

F

Search committee- people um she she came, they came up with a nice list of other contact people that.

F

He may want to come up with uh get in contact with all the principals, the um um oh there were there.

F

Were many people there kathleen dwyer um tom claussen? You know all people that he would be.

F

Working with so hope's gonna send off that email and say you know when, when at your leisure at.

F

Least, here's the list- and uh you know, do do what you feel you would like to do with this list. So.

F

We you know, we've reached out to him. um I've also. I also told him you know if he came to portsmouth.

F

I would love to have a gathering at my house where our school board members could come with their.

F

Spouses- and we could just have a social gathering with him, so perhaps we'll do that. So yes, we have.

F

Reached out to him um in the past, I would say the past month um to ask him: you know what what is.

F

The best procedures for him- and we have done that. Actually you know we've taken that action so far.

F

So so I'm just I'm just curious. I know this is an awkward question. I'm used to non-profits where.

E

The board really drives that orientation um in a very like scheduling it etc. So, if order steve.

E

Either of you have thoughts or comments on kind of what you see happening or what the board could.

E

Do to be helpful in that? Yes, I think that's a great idea, and I think you know we're waiting.

F

To hear from him about how he would like to do that, like pope- and I were talking today, she said.

F

What does he do on july 1st? Does he just walk into the office and sit down and start his job.

F

So you know we talked about it for a minute and I said well probably.

F

Of a couple of school board, members were there and you can't have more than four obviously, but.

F

There may be another couple of other school board: members could take them out to lunch, or you know.

F

We can we'll work all that out when, um as we get closer to the date, but yes, we need to work on that.

B

Okay- um oh sorry, uh I just want to add. As far as a couple other items we had the school bar meeting.

B

List from steve, I meant to sort of create a discussion around or I was going to propose.

B

Not actually going to these different locations because I think in the past there's been recording.

B

Issues and logging in issues to be able to make the meetings public, and so I think, there's a.

B

Better way, we can see our schools versus holding meetings there, but um so, as far as the dates and.

B

Locations if we could put that on the next agenda to adopt the meeting schedule um and then I also.

B

Guess I just wondered you know: nate gave this great presentation tonight and I guess it just.

B

Is not clear to me, you know, is this going to be another addendum item or should be an item.

B

For next time to vote on, if we're going to put money towards um you know these considerations.

B

What is the next step for this? I guess, and so um we I'm assuming. We need to take a vote and.

B

If we have, you know all these numbers and need to get this out for bid, um I would assume that.

B

We probably need to take some action on these ester fun things sooner than later, so I'd rather.

B

Not could just continue to sit on these things, um so maybe I guess I if I can respond yeah.

K

Quickly, I don't want to interrupt, but I there are some things there that I think will become.

K

It will become necessary for there to be. I I don't know if the board necessarily needs to take a vote.

K

Or take action, but I think it's cleaner if you do, for instance, if we're going to have an outdoor ed.

K

Person, if we're going to have a social worker, if we're going to have we hired a social worker.

K

Thankfully, but if these things that you want to have happen based on this proposal for fy23.

K

And want us, obviously those are things that you need. We need to at some point in the next.

K

Month or so maybe longer, if you're later, if you prefer, but we need to come to some sense that yes.

K

Those things we're definitely going to do and call them out and then start to move on them.

K

But I don't know that the entire plan has to be called out because things continue to.

K

Change and some of this wants to be dynamic as you as you keep moving forward. Excuse me, nathan,.

H

Would it not seem to be beneficial to wait until our budget is approved by the city, because we do.

H

Have some things stacked in there that should they strip them, we would be having to look potentially.

H

Two esser dollars and see if they would meet the requirements, so I certainly would feel more.

H

Comfortable knowing where we stand with our budget but continuing to have the conversation gets us.

K

Ready so that when the budget's approved right- and we say yeah- so let's go on this and go on that.

K

I think the capital things don't have to be decided now. Those capital things will want.

K

To be decided- let's say by september october, so that we can go through the process of getting on.

K

The schedule and bid it out for the next year, if we come to conclusion that we've decided what we.

K

Want to do sooner then, obviously, whenever the board says we're definitely doing that good.

K

Then we'll operationalize it, but I guess that's my concern is that we're sort of you're you're.

B

I don't want the school to completely rely on us as far as us, determining when the best time to go.

B

Is I mean maybe the best time to go on these ac units was a year ago, but there wasn't any sort.

B

Of concrete thing, so now we don't have ac this summer for the kids. That would be beneficial with.

B

These coveted funds and could help with learning laws. So I guess I'm. I guess at the next meeting.

B

Regardless of where the budget stands, if there's things on here that we need to go ahead and.

B

And get rolling so that we can get them implemented for the summer. Then I think.

B

We may be looking to steve and and and you nate and you know whatever we could sort of think up.

B

um I'd I'd rather get rolling on it sooner than later. If we need to implement before summer.

B

So, thank you put that on there and put that on the agenda would be great got it.

A

um I think we covered upcoming events, but any other.

A

Additions besides the ones that were announced tonight, state testing, yeah.

A

Probably not a good time.

A

We talked about calendar adjustments already. Did anybody else? Have any other calendar comments that.

A

They wanted to make. We noted that november 8th the potential for the november 14th change, lisa.

I

Don't know the date of this but hope says every year, please don't schedule a board meeting on the.

I

Night of the all district course concert in. Oh yes december. Yes, I don't know what day that is.

A

But do they already have that on the count we'll have to check with the performing arts department.

A

Good point noted: okay, anything else.

A

Or do I have a motion to adjourn motion to adjourn? Second, second, have a great night.