City of Portsmouth, New Hampshire School Board, 13 Sep 2022

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From YouTube: 9.13.2022 School Board

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9.13.2022 School Board

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Good evening, everyone welcome to the september 13 2022 school board meeting.

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We would like to begin by having the roll call. Please superintendent, mclaughlin, okay,.

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Liz barrett pip clues here, lisa wrapper here: ann walker, here margaret peabody nancy, clayburgh.

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Pierre hope van epps, here brian french, here carrie nolte here our new teacher rep danielle miles here.

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And our student rep nick dalen here and do we have an sau 50 reps tonight? We do not.

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Okay, okay, could I ask everyone to stand and we'll do the pledge of allegiance.

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

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And into the republic for which it stands, one nation, under god, indivisible with liberty and.

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Okay, announcements and recognitions- I think the first announcement would like to make is that.

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We have a new teacher rep to our board. Her name is danielle miles. She's from the robert j lister.

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Academy she is a what kind of a teacher 9 through 12 english and special english, english and special.

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Ed teacher so she's our new representative and um she's very committed to the goals and the mission.

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Of the portsmouth schools, so we welcome you to our board. Thank you for agreeing to serve and uh we're.

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Happy to have you here, thank you, so um so that's for danielle! um I came across something um where.

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I learned that our high school now has a bass, fish club, so we have a club that is involved in.

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Competitions of bass fishing. I thought that I just saw that too nancy and I was like what that was.

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That's really cool. You know the sky's the limit at portsmouth high school. I think um students have an.

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Idea for a club or an organization and you know, meets with administration and it happens so look.

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Out well I'll, look out for the bass river. I mean bass. Fishing competitions, they've already had one.

C

Competition, so I was gonna say I believe it's a team and they compete and there's placing and yeah.

C

Nice stuff yeah, so that's kind of cool okay. Does anybody else have any other announcements.

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I've got a couple quick ones, uh one that I think is a delayed, and both of these will be.

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Things, I think I'll end up equating to the general public later in the week, but we have two.

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Two different folks who have some recent awards and one I was under the impression that people.

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Understood that um helene whimple at the uh high school she received a fulbright grant.

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In the spring, and for those who are not familiar with, it, have a very prestigious competitive award.

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uh She's gonna have the opportunity to conduct a project overseas uh that involves our students in.

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In cultural exchange, so um I so if people have not heard that it's good to hear that again.

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That we have a very accomplished award-winning, uh fulbright scholar at the at the high school.

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And then the other came yesterday, uh uh tom um kazukowski yeah, I just I don't tall. I never use.

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Cause's full name: no, nobody does, because you know, because cause is like a movie character.

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In a lot of ways, um so, uh but I, if you had the opportunity to see uh parent square uh yesterday,.

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uh And then we pushed it out to our other social media platforms. uh I was up at the nhiaa.

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Annual meeting and um and cause didn't know that it was coming, and I didn't know that it was coming.

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But right right at the end of the meeting, the last thing was that they were naming the.

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Athletic directors of the year across the state of new hampshire uh and the last person to be.

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Called was the division, one uh person which was tom, and so we just want to congratulate cause.

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For all the work that he's he's been doing uh and congrats with the board and making a really smart.

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Pick to continue uh his employment in that role uh and um and just appreciate what an important.

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Part of the fabric of the kind of culture of the district that he is, and so congratulations cause.

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Very good, congratulations to him. Well deserved! Yes! Does anyone else have a an announcement? They would.

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Like to make okay we'll move on acceptance of minutes, we have let's try to do them in a block.

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August 4th our board retreat august 9th our regular meeting and august 22nd our board.

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Retreat move to approve. Second: are there any um comments? Any changes, yes pip. I noticed in the.

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um In the minutes, from the second board retreat, I think it's the 22nd um that the two goals.

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That we identified weren't um enumerated clearly, and I don't know if we're going to.

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If that's going to come back to us in some form, that's going to be documented, but I just wanted to.

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Make sure that we noted that we had agreed to the second goal, because I think it only um notes the.

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First one, which was the uh strategic plan right: do you want to comment on that, or I mean we could.

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Amend them maybe make sense to amend the minutes to include something that would um because it was.

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An important part of our conversation, obviously so that would make sense. Maybe a move for an.

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Amendment and someone has some language that might be great, do you want? I don't have the language.

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Because that's why I punched it to you. I didn't: have the language either so.

E

I think margot noted the language, so can we just amend um right? I don't know that it got in the.

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Minutes obviously, but I I know that she took note of the two goals, so she has that language.

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Specific from the retreat, but if we just want to amend it to be the goal around communications is.

E

That what you were talking about, yeah, yeah and also kind of the minutes, suggest that.

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The timeline was to be determined for the strategic plan, but I think we kind of agreed to.

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A general timeline, so I think that should be included too. So I I think, if we could somehow just.

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Include margo's notes. Yes again, she had as notated those dates on that flip chart. um So right. I know.

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She has dates that we agree upon as well. Maybe we um hold those minutes and approve the other two.

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And we can move this to the next meeting. Yes, okay,.

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Okay, do we have a motion to approve those? First two, I think we had one correct, pip and then a.

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Second, oh in okay, and then we will move this to the next meeting, all in favor aye aye, any opposed.

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Okay motion passes so we'll make sure to get those notes from um maga. Okay, next on the agenda is.

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uh I believe oh public comment.

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Do we have anyone that would like to participate in our public comment session.

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No one in the audience anyone on zoom that would like to participate in our public comment session.

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Do you see anybody down there? Okay! Thank you. Okay, we will move on to special presentations.

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Which is zach and he's going to introduce our new teaching staff and here's a here's? How I'm going.

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To do that, patty introduce the new teacher. Thank you. I had the I had the wonderful opportunity to.

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Introduce them on uh opening day for uh staff, so I will let patty take this so just before we.

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Start um does the board want to step in front of the uh stage and just shake hands, as the people.

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Come through, would you like to do that, so I would invite you to just step down yeah. I think I think.

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So yeah just step down in front and what I'll do is I'll call, folks that I've got on the list and.

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Some of the folks that I've got on the yes list, I don't quite see them in the audience, so I will.

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Introduce them anyway, and you can go through and be welcomed by our school board. Members.

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We'll have our first candidate our first, um our first teacher decide that and then amanda.

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Buckley, our school psychologist was be based at the middle school, come on down and then.

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Everybody can just follow. Amanda's lead how's that amanda um comes to us after finishing practice,.

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Practicum and intern work in old orchard beach and southern maine administrative collaborative.

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Carolyn durfy speech, language therapist.

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Most recently at interlakes lara thomas our speech language pathologist, most recently at newfields.

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Jennifer berg special education case manager at dondero, jillian foote teaching second grade at.

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Dondero wendy fox a reading specialist at dondero susan moore, occupational therapist at dondero.

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Jennifer schump second grade teacher at dondero and heather small bcba at dondero.

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Jen branch is a fourth grade teacher at little harbor.

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Aaron miller new franklin first grade teacher.

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Marissa bonanno italian teacher, monique, berkey, family and consumer science at the middle school.

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Ali frawley special ed case manager at the middle school.

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Anne heike health and phys ed teacher.

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At the middle school lisa jacobus social worker at the middle school.

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Brendan lynch math teacher at the middle school amanda goudreau high school science teacher.

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Andrew hemker, high school social studies, teacher liz, hoyt high school science teacher.

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Heather wheeler high school science teacher katie, juster drama teacher at the middle and high school.

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And brendan sullivan, an esol teacher at the high school.

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I think that's everybody.

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I will do that.

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We had a very large contingency of new teachers and the professionals joining us this year and.

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It's great to see so many of their faces here. So thank you all for coming and I would invite.

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The board to come back up and to our new staff. Thank you for coming tonight on your way out.

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Please grab another cookie from our great cte.

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Department program and we will continue with our meeting. Thank you so much just want to say one.

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Other thing, as you walk out the door our board chair after she was walking around with all of.

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You came up and said these are really nice. People no have a great night. Thank you guys. Thank you.

C

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When we get down to the end of okay, okay, okay, okay, that was very nice. We welcome all of our.

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New teachers and um esol and bcba and all those good people, um hopefully they'll, have a great year.

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We're moving on to the superintendent's report, so I turn it over to zach.

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Great couple of a couple of things, some of the some of the normal stuff you're used to.

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The materials from the board and administrator monthly newsletter, also materials from the new.

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Hampshire school boards association, but I did want to mention one that there's not a memo in here.

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For it, but I know we've been having an ongoing discussion because we're coming up on the first.

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School-Based meeting and I think, there's I think, there's good reasons to have the board.

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Have meetings where you're actually out in the schools and not exclusively here at city hall,.

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There's a lot to be a lot to be learned. It's going to just be in those spaces. I know we've.

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Also been having a conversation patty and I and some folks in central office about a desire to.

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Make sure that we have the right technology in place so that those meetings are professional.

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Both for the both for people who are on site, but also for people at home- uh and I think, we've been.

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A little bit worried about what we have set up currently and whether or not we might need to up.

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Up our game a little bit uh in in terms of um making those meetings, what we want them to be.

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uh And I know the other day we had a conversation about uh the we're talking about the zoom link and.

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The importance of the zoom link now, first of all, now that we're on that, I just wanted to say I was.

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Like geez, I'm not sure how that happened and after the fact I had some dialogue with folks.

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And I had mentioned to folks the possibility of removing the zoom length, so I want to make sure.

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That looked like it could have been somebody else and it wasn't, um but, but so my apologies for that.

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But anyways I it's clear that I think that the board I'd love to have some more dialogue about it.

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Has an interest in maintaining the ver the virtual meetings in a way that would allow.

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People to continue to watch us live and continue to have the option if they wanted to from home.

B

uh To be able to participate, if that's the case, I worry about our ability to do that. Well, based.

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On what we were do it sounds like was happening in the past and that's where I get to kind of.

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Like what we would need to upper game a little bit, that might mean a little bit of equipment.

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um That might mean a little bit of staffing, so I wanted to kind of gauge the board on where.

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People are at because we are approaching that first opportunity to be heading out to schools.

B

So yeah list, I guess my question would be as a new school board member I haven't had.

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The experience of being in a school, but I guess I was curious. What is the actual benefit, given that.

F

um My understanding would be that the school board members would go into a meeting um and the meeting.

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Would start at the time the meeting is supposed to start. So I guess I'm wondering as a new school.

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Board member: what were the past benefits of meeting in a school? Was there some sort of tour.

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Or some sort of you know you walk in the door, so you get the presence of the school. I just.

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I I guess I would want to understand what the benefit was previously um versus. You know. Maybe.

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There's another option: maybe we continue to meet in a space like this that can be recorded and have.

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Other opportunities and committees or whatnot to actually see the school or tour the school.

F

Or experience the school versus walking in the door and sitting down for a meeting.

E

So having attend those meetings, I personally would say there wasn't a benefit. There was actually.

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Counter problems of not having good technology, not having good sound.

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And to no fault to the technicians that work, they can only do as, as you know, good as the equipment.

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That we have within the district, which is limited right now, so I I do think we need some technology.

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Upgrades um from the board perspective, even in our own conference rooms, but.

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To your point, liz really once you're on screen you, you can't really tell.

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That you're in the school um versus just saying that we're in the school. So I.

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I'm not sure that I'm sure there was good intention for why they started it, but it's.

E

It's really no different than just a meeting and a board member can visit any school at.

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Any time right, um you just have to make sure that the principal is aware- and it's always.

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Probably good to go through zach first, but you know we invite board members to visit schools.

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As they would like, um I know I've done it in the past. um Of course you have a child in the school.

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So you're familiar with the school that your child is in, but you know people are encouraged.

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To do that, I liked it because we would go to the different locations and oftentimes parents would.

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Come from that school or teachers would come from that school, so you would get an audience. It wasn't.

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A big audience, but you'd get a few people that would come, but the communication was never ever.

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Ideal, so if we do resume it, um we have to make sure and as you said, that that happens.

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um Does anybody else have a comment about lisa and ann, um so I kind of agree with: what's already been.

H

Said so, I won't repeat that I will say, as a parent that I felt like when I did know about it. It sent.

H

A message that the people who were sitting up here cared about hearing directly from people who.

H

Were actually in the buildings in a good way, I do wonder if that's the purpose, though, if there would.

H

Be another way to consider doing that. You know, even if it was just like a school board, q a like.

H

That's not for us to talk about all of this policy stuff, but just to be like lay it on us like what.

H

Do you want to know, or what do you want to talk about in a public forum might be more effective.

H

At outreach in the community than just taking this business and plunking it down, because the.

H

Zoom was terrible: the audio was bad, like you'd watch people's backs during the presentations. If.

H

You could hear you know it just didn't work. Okay, we can discuss that and and then who had the hand.

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Up but kerry in the earlier days, usually we were at the school a little bit on the earlier side.

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So that there were a lot of parents there and and many of the teachers in that building would.

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Be there, and so you had a chance to mingle around and that kind of thing you didn't really do a tour.

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Or anything of that sort, but if you wanted to you could have but but as time went on, you know.

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That that didn't happen quite so much so I would kind of feel that the the sounding sound was tough.

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Especially lister was really hard to hear you were in the gym and and then later, when you were in a.

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Classroom you could hear a little bit, but it was very crowded and not really room for people. So.

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I don't know that there would really be a big advantage. Certainly it was pre pre-zoom.

G

I had very similar thought to what lisa had um in you know, having heard that some of it.

G

Was just presence at the school in connection, um although I've only been on the board for.

G

Nine months or so I don't- I haven't, felt that was accomplished in that, so I think it would be.

G

Great to do like meet and greets at schools, you know twice a year of fall in the spring.

G

Or something like that and I'm happy if the board wants to pursue that to coordinate that or try to.

G

And who can make it can make it, but I think, even tonight, just being able to touch base.

G

With teachers for a couple minutes was so lovely and we just don't have those opportunities too.

G

um And I think it could be really positive for the district. Oh, so I would just say that I feel like.

E

Steve did present those opportunities through his town hall meetings, and so he did those regularly.

E

At phs, but he did have them at other schools at times too. um Sometimes there at the middle school.

E

I don't know that he had him at the elementary schools, but but it was an opportunity for board.

E

Members to come, it was an opportunity for people to meet board members, and um you know he always.

E

Acknowledged that there were board members with them in the in the evening um there so.

E

That people could come up or you could hear from parents directly too, so I always appreciated those.

E

And then there's also the principals used to have their coffee times as well, which parents.

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Attend those and board members could also go to those to see schools and meet parents. I've.

E

Been to a few of those as well so there there are opportunities to get in the buildings to.

E

Different buildings and to meet parents and parents to have interface, but just throw that.

E

Out there: okay, thank you, everyone, um sorry just to roll back around. I guess it seems to me that.

F

The original intent of the situation, um similar to what ann said, was more of a meet and mingle.

F

And it seems like that, it's gotten away from that and I appreciate what steve did, but it does seem.

F

Like my understanding of what steve was doing, was not an intent to have the public meet the.

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School board or express their concerns of the school board, it was more of a meet and mingle.

F

With the superintendent, when I've been to the to those meetings, and so I guess I would propose.

F

That the school board do something separate, and I don't know if there's any way to tie it to the pta.

F

Given that my experience at the elementary school is that during the pta meeting is when we hear.

F

From the principal and whatnot, so I don't know if there's any way to link together, because I.

F

Just feel like everybody's sort of everybody's short staff, everybody's busy right now and how.

F

Can we sort of limit that load and also limit the load on ourselves a little bit too, but um but sort.

F

Of coordinate a little more um in that intense, I do think it's really important to have our.

F

Meetings recorded and have them accessible. Thank you, okay, all right, why don't we um zach margo and.

A

I can talk about this more at our pre-meeting at before our next board meeting, and maybe we.

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Can come up with some kind of a plan of action and see how everybody feels? No, we do have what.

B

Is our next meeting supposed to be new? Frankly, yes, um oh, is that for the new technology challenges is.

E

That something that could potentially be addressed say first semester and we could look at visiting.

E

Some of the schools second semester are you thinking like by the end of this year. We would.

E

Be able to have upgrades that would go into this coming so there's two pieces to that. It's it's.

B

You know having conversations with nathan having conversations with matt who's.

B

uh You know having some dialogue about like what would we need, um how many of the needs.

B

Do we need to replicate how much is going to be site-based? How much is going to be traveling.

B

The traveling kit, those types of things and what? What type of places can we dip in to.

B

Maybe you know have the money to pull it off so um so I don't know the answer to that. Yet.

B

Until I can engage those folks in some more dialogue, but I feel like I feel like it's.

B

Potentially a doable thing that we wouldn't take us super long, not by september 27th. No, but maybe.

E

By next semester, I would, I would hope by next semester is definitely a very doable thing.

B

um uh And then, if we had and then at that point, if we had more consistent technology, then.

B

Let's do it, but I do I think about it. As someone who is trying to watch some of your meetings.

B

From the outside and it was challenging, it was like what are people saying it's way across the.

B

Room, I can't really hear something about outdoor education, but I'm not really sure what that person.

B

Just said you know, um and um and that was from a guy a couple states away- not someone down the.

B

Street hoping to hear about their schools, so um I think that was the basis for our concern.

B

Okay, thank you. Okay, so oh carrie did you want to say something yeah. I just wanted to say. I think.

G

That, as the pandemic has changed, it's a really positive thing that we have more people engaging.

G

On the like, watching the meetings or zooming in or things like that, and so.

G

I think to me the priority is to keep that because I don't think I've heard anything.

G

That it was really successful to be meeting at this at the schools before you know so.

G

I don't know I just I think, that's the priority, yeah just keeping the zoom option. So do we need to.

H

Make a motion to change the calendar to not have the next meeting at new franklin or is.

H

That something I just would hate for people to be looking on the website that says that and for all.

H

Three people who might we'll have to change the postings for sure right, because the calendar still.

H

Says that location it does yeah. I would, I would say, I'll make a motion uh to change the the next.

F

Meeting to be uh at city hall, pending availability of this room or uh conference room middle school.

F

So that the meeting can be recorded and that the school board would consider other opportunities.

F

To meet in the in the elementary schools in the schools, can we broaden that motion beyond.

E

Next meeting to just you know, meet here until to meet here here until technology concerns can.

E

Be worked out and amend the calendar as necessary. Is that okay liz that she amended your motion? Yes,.

A

So I guess hope is the second um all in favor, aye, okay, okay, so until further notice we will.

A

Meet here correct, okay, just to comment, I I had looked forward to new franklin because it was.

A

So hot and I was trying to hear how their ac was working. Am I right right, but it's not hot anymore.

A

We'll take zach's word for it.

A

Franklin kerry goes to new franklin, so she can tell us about the air conditioning.

A

Okay: okay, we will report back.

A

Okay, next item on the agenda is uh the board and administrative.

A

You already talked about that correct the pamphlet, um that's the solution.

B

The nhsba legislative review: do you want to go over that or we have that in our packet? These.

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Are the new resolutions that were passed for this year that school districts are required to.

A

Have become law, and I believe we've done all that correct, so I think in terms of.

B

That particular item, which includes the resolute when you get to the resolutions there, the proposed.

B

Resolutions from from nhsba right, I think, my intent. I thought what we were trying to.

B

Do is when we get down under new business to e okay. That's what we'll talk about e and e kind.

B

Of got blended a little bit, so it's really the intent was, I think it was, and we can talk about.

B

This more when we get to e, but the intent was to talk about. I think the existing.

B

uh Discussion and and proposal around creating a legislative committee for the board, some of the.

B

Conversation we've had around that and then blend it in there. A little bit is the the uh nhsba wants.

B

Would like each board to send a delegate to be part of the process to vote on resolutions, but.

B

Those are they're both cousins because they're both related to trying to um have some influence.

B

On on legislative priorities in the state, but they're kind of separate things at the same time,.

B

So there's a little bit of a blend in there and it wasn't on purpose so, okay. So if that's okay with.

A

Everybody we'll wait till we get to item 10 e to discuss this. So just put that aside for a minute.

A

Okay, so you do have a letter of resignation um under correspondence. You have a lot of resignation.

B

From a teacher that you would need to accept okay, and we have the policy committee ministry.

A

Oh, I'm sorry, my apologies okay, so everyone has policy committee minutes. Do you want to comment.

A

On any of those, or does anyone from the policy committee want to comment on any of these pip liz.

A

Again, these are incorporating some of the new legislation that came.

A

Down correct: okay, yeah, I guess my only correction or concern with the minutes.

F

Is the representation that I had something about: coaches, having players run and then.

F

The uh indicating that if a coach becomes aware of a member of their team pursuing an off-campus.

F

Drinking they should meet with a student. Perhaps have them do extra laps to practice.

F

Refer to them to school, counselor or require lay deck. I think my representation was that.

F

You know I in speaking out loud, I was sort of like what are we. What are we doing here and I think.

F

Overall, you know my representation was that um the child should be referred to a school counselor.

F

And required to see a late act um if there was off-campus drinking, so I don't know that.

F

The meeting minutes reflect exactly um what I was thinking or said. I mean I may have sort of.

F

Said it out loud and like what are we doing, but um I think it's been very clear in my approach here.

F

With the idg and jja and whatever the code is now that.

F

You know I'd want a student to see a counselor and and go through more of a therapeutic process, so.

F

I would just say that that portion I'd like to strike that portion of the.

F

Meeting minutes because I don't think it's a clear representation of of my thoughts and.

F

What I conveyed at the meeting, thank you.

A

Okay, we'll um you know we can do. We can ask paulette to convey that message to.

A

Kathleen and the minutes can be amended. Is that acceptable? Yes, thank you. Okay,.

D

And I think I would say that the the other, um as you all know, we're we've we've taken um igd, slash.

D

Jja back to um back to for one more revision at least one more revision. um So that's still.

D

To be discussed, but I think the other ones were mostly um changes that were that were recommended.

D

By the uh statewide um that we've just accepted- or they were um one sentence here or there just.

D

To make a simple change so there's nothing really consequential in any of these policies.

A

And that meeting is september 21st. Is that correct? The next meeting of september.

B

45: okay: okay, any other comments about the policy committee minutes.

A

Okay, we will move on to um nancy. Yes, one thing I just wanted to go back to.

G

The school board policies did we want to discuss the high school representation.

G

Oh okay, that was within that policy. um Yes, um there for those of you that had a chance.

A

To read these, there is a um policy that says that the student you're talking about the student rep.

A

Correct, yes, the student rep to the school board each high school in that district needs to be.

A

Represented, we obviously have a wonderful representative from portsmouth high school.

A

But we also have the robert j lister academy, which is another high school in our district and.

A

So I guess we, um we should add someone from that school to our board now or should we, although why.

A

Don't we discuss it? Okay, uh did you have something brian? No nick, so um I personally am in support of.

I

A student representative for molester academy, because a it's not a group, I feel I can really.

I

Represent I've, I don't think I've ever actually been to the building. I've been in the community.

I

Campus, I guess, but I've I've never been in in the leicester academy, basically, um but also because.

I

I feel one of the blind spots as a student representative I had was that there wasn't.

I

I'll be obviously, I I've had a great environment to kind of learn. What learned the ropes here.

I

But I didn't have another student who could explain like this is what you're expected to do.

I

It it was a perspective that I think I would have benefited from and I think, having two student reps.

I

Allows us to kind of stagger graduations and allow us to have that experience stay with students.

I

I feel that would be necessary. Another item of interest is that it states explicitly in.

I

The law that the student representative has to be directly elected by their students, which, as.

I

It stands, I don't believe, is the process in place. um I I was elected to student council, which made.

I

Me eligible for the position, but I believe I was appointed directly by the principal.

I

So I think that's going to be something that we need to consider for the high school, but.

A

It was, it was my impression that the the student council appointed the person, but that's not.

A

Correct you think that was not my experience of the process. Okay, I think having the student.

I

Council do it would be a good way of representing the student body because having a full referendum.

I

Would probably require people to give speeches on it or have it be integrated directly into.

I

The student council election, whereas I think it would be a very reasonable thing to do, to have.

I

Student council senate for that, but before nick was a student council member but was not.

E

Selected by the student council to be on the board again, the rep before nick.

E

Okay and they're well they're appointed until they leave too.

F

Until they graduate or until yeah until they decide, they don't want to.

F

No longer be out here if he wants to quit tomorrow, then I guess there'd be somebody else appointed.

F

But that was my understanding too. What do you think? How do you think I was just going to.

B

Say what I really appreciate? What uh nick was saying, because I think that one of the things.

B

In my previous place, we originally had one student rep for a long period of time uh and one of the we.

B

Ran into was it takes a student a year to really get a feel for how this all works uh and there's.

B

Nothing better than having another student who's a veteran hand to be like well. This is what happens.

B

First part, you know, nancy has us, do the pledge of allegiance then this happens. You know this is.

B

What you need to do and what we found is having that staggered. Graduation, two reps type thing.

B

Was really successful uh for us because but we always had a student who had been around for at.

B

Least a year and already knew the ropes that type of deal. What I don't know is- and I don't I don't.

B

Understand clearly from the statutory change is whether or not lister would be considered.

B

An independent high school within our within our district or listeners, a program affiliated.

B

With phs yeah, so so I'm not clear, I I haven't looked at that closely enough, um but uh so I.

B

Wouldn't I you know, I'm not sure whether it would have to be a lesser student or or not.

B

But it's something I think we should explore a little bit okay, why don't we do that? Should we.

A

Go to the school board association and see if they have an interpretation of that, where the.

A

Legislation was just as a separate question. I just think it would be especially valuable, particularly.

H

While we're making all of these big decisions that directly impact worcester to consider that.

H

Independent of you know, because we always have the option of doing that, because we think it's a good.

H

Idea, you know, there's no law. That says we can't correct, and it just seems to me like.

H

A good idea, so I'm just putting that out there as we're thinking about it. Liz.

F

I saw some language change from principal to program. I don't know the exact program.

F

Coordinator program manager for lister, I believe that was in one of the contracts we had looked at.

F

Not to sort of put something on public record that may not be a contract yet, but I saw some.

F

Language change at some point from principal to program. Something, and so my only thing is.

F

From a statutory standpoint, it may not be required that we have somebody for lister. However, I would.

F

Like to consider what nick said, as far as having a representative for lister at the same time, I.

F

Think it'd be good to hear from the principal or what whatever we're calling the principle now.

F

About whether it would actually be appropriate um or feasible for some students who um are at lister.

F

To to do that, and maybe if there is a more of a limited capacity that they could partake in if.

F

You know their life and situation limits their ability to participate in meetings.

F

At seven o'clock on a tuesday I just you know, I understand the fact that um you know nick is is a.

F

Is you know, he's top of the top over here at portsmouth and he's like he's doing a lot and.

F

And not to say that the kids at lister aren't because they're going to school and they're.

F

Making it every day, but I think that um you know they- there may be some struggles there. That.

F

All of us- maybe not you know, don't understand and if they're in lister, then they have face.

F

Challenges in their life and coming here on a tuesday every other week might not be.

F

Feasible for them, so I would like to understand some capacity of what could be done, but I don't.

F

Want to commit us to requiring somebody to be here um every other week. Thank you, yeah zach,.

B

Just really quick, I just want to make sure my so my my comments are just about making sure we.

B

Understand what we to what lisa said, what we have to do, we can always do more, uh and so I.

B

Just want to make sure that was clear that I'm I'm not opposed to a list of representative. I.

B

Just want to make sure we're clear about: is it a mandatory thing or not? uh I also think.

B

You know in engaging some of the students uh at lister um there's some pretty amazing kids, who.

B

Are part of that program too, and um so I wouldn't want to underestimate. I hear what you're saying.

F

Oh yeah, but I wouldn't want to underestimate um some of the some of what uh students who are part.

B

Of lister academy could bring to the quality of our conversations. uh I know I've had some.

B

Some of my best student conversations in the district so far, I've been with lester students.

E

Thank you. I was just going to say: let us not discredit the fact that we have a very strong.

E

Student representative now and we have a new teacher representative from lister, so I know.

E

You represent the teachers, but you work very closely with the students there so.

E

I I would love to just suggest that maybe zach and these two lovely people down here- can kind.

E

Of put their heads together once zach understands what is required. There may be a way that you can.

E

Get information um from the students you know, nick if there is to only be one representative.

E

Here um by somehow partnering with danielle- I don't know I'm just spitfalling right now, but I.

E

Just wanna we have the obvious, we have an obvious connection here. So that's a good point. Okay, well,.

A

Let's see oh danielle, um I was gonna bite, my tongue, this whole meeting and just dessert.

C

I think a couple things I think whether the school is legally a school separate from the.

C

High school, I think those are matters of of technicalities and words, our kids absolutely.

C

Are part of the district they're absolutely phs students, but I would be interested into.

C

That idea of whether the title change of a program director indicates that the school is no longer a.

C

Separate entity, because that has been sort of an umbrella that has served us and also has harmed us.

C

So I would be curious just to have that discussion. I think that's interesting.

C

I do think that I do not want to discredit our kids. We've been talking a lot this year about.

C

Empowering them and creating subcommittees that includes for planning of our move. That includes.

C

Fundraising because that's a big part of what we do and we've been making those decisions for them.

C

Our students loudly and clearly have expressed an interest in changing how we.

C

um Raise that money, although I love getting out and raking, leaves.

I

All of our kids see that as the number one way so they've already expressed.

C

An interest in being involved, I think it's definitely worth following through.

C

Our kids right now, especially our student body, are really well represented in community in terms of.

C

Working in terms of being on teams, we've got football players, we've got cheerleaders. I don't.

C

See it being difficult to find somebody who would want to stand up and take on this role? Thank you.

A

Danielle ian, I just wanted to comment that I'm the person actually who gave it the new name.

A

It has often been referred to as an alternative high school, but at the time.

A

When uh superintendent was leaving and and didn't want a gift, I thought maybe naming it for him and.

A

And I had checked with the city manager, we discussed it and because it is a program, it was.

A

The pass program prior to that, and so we decided to give it a new name and make it lister academy.

A

So basically it is a program and not necessarily a school, an alternative school okay. So that's just.

A

Background, thank you liz. um I just want to say I didn't mean to discredit any of our students.

F

I struggled as a student as well and I really appreciate hearing from danielle. I just.

F

My my reason for saying that was just that I didn't want to have us rush to say we absolutely.

F

Want somebody on here I want to have so I do want somebody from lister, but I want to make.

F

Sure that it's accessible um to the students and also you know be thoughtful in our approach too. So.

F

Thank you, okay! Well, how about if we leave it that we'll discuss it and get some information.

A

From the school boards association, try to understand exactly what the legislation means and.

A

What constitutes a high school and what doesn't so? um Why don't? We all discuss this further, we'll get.

A

Back to you, how does that sound great back that works for me um and then it seems like there's two.

B

There's the I think, I'm I'm thinking about the homework is there's two separate questions. One.

B

Is the the have to clarifying to have to uh which then would inform.

B

Possible want to's, I think so, unless I'm missing some of these okay, okay.

A

Okay, thank you. Nancy. Yes, kerry. I derailed us or moved us back to the legislative review.

G

Yeah we had, I don't, I just wasn't sure if we finished the policy committee minutes, because.

G

That's just informational right, so yes, we're not voting on or amending them. No well we're going.

A

To ask paulette to listen to the tape tonight and make that change that liz requested. Okay,.

A

So we'll ask her to do that, but no we don't approve just wanted to make sure. I didn't pull.

A

Us away from finishing that. No thank you. Thank you for asking the question. Okay, let's move on.

A

To school opening zach, oh I saw that the letter resolution. Oh I'm sorry, I thought we did that.

B

Which I'm under the impression, I think you need to formally accept. Oh, oh, okay, do we have a motion to.

A

Accept the resignation of bartlett brown, they'll move; second, all in favor aye any opposed. Okay,.

B

So that next one is that just on opening real, quick and I'll give it a very, very uh limited.

B

I would say you know when we do meetings uh as an administrative team, one of the things we close.

B

With uh each time is we debrief the meeting uh and there's two things we have this, uh this procedure.

B

We use called pluses, pluses and deltas, and so what were things uh during the meeting that worked for.

B

You, where the pluses and then delta is where some things you'd like to see change uh as a result of.

B

Your experience so I'll give you two pluses and two deltas out of the out of the open. um So far.

B

uh During our opening period of time, one of the pluses I think, there's been in the places that.

B

I have visited over the course of things. There's been a very and the board has been worried about.

B

um Social, the social, emotional and mental health status of a lot of our students and kind of where.

B

We're at my experience, both at the school level, but also in the classrooms that I've been visiting.

B

Is there's a bit very intentional, which I think is always true of teachers in schools, but even more.

B

So in this situation, very intentional work around relationship building as students return and and.

B

um And then also uh getting students into routines which create a certain sense of stability.

B

So I've been happy to see that both at the at the building level, but then also.

B

In the from the classrooms, I've been visiting it being clear that that's a that's purposeful and of.

B

Course that you know that's on a sliding scale. um Lower grades tends to be a bigger emphasis on that.

B

uh Than as students progress, but I've even seen it in in the high school I've seen similar types of.

B

Stuff, where there's this emphasis on on building those relationships and creating routines, um I.

B

Also wanted the other plus, for me big plus, is you know? Principals, as the two rookies up here are, are.

B

Learning the ropes and learning the systems we've had to lean heavily on principles on your existing.

B

Principal staff and they've done a spectacular job of making sure that the train continues to run.

B

And that things are getting done that need to get done so just kudos kudos to principals and.

B

Teacher leaders who have been making sure that those things are all um getting accomplished.

B

I would say two deltas that are coming out of you know things that we might want to change.

B

We've got, we have had a little bit of struggle on um on some we've said some busing challenges.

B

uh In a couple of different ways, the uh some of that is at the moment we're we're running. I think.

B

It's a total of nine buses, we're scheduled to have more uh a driver shortage that is putting a strain.

B

On a variety of different things, that's manifested itself in a couple of ways I think previously at.

B

Some point we had discussed whether it was at the retreat or was here uh that, in light of some of.

B

Those social emotional, mental health needs we've been trying to be trying to work with a lot of.

B

External partners around providing opportunities after school for students, but there's been.

B

A lot of those folks have needed transportation to get students to where they're going to go and.

B

The district did not plan around long being the long-term conduit for transportation to say, camp.

B

Gundalou people thought a year ago that that was a that was like a one-off opportunity uh and then, as.

B

The community campuses come online and now there's programming, that's going to be done through the.

B

Wreck at community campus, you know rightfully so the city through the rec department has been.

B

Really excited about the opportunity to have all students have access to community campus without.

B

Parents driving them there, so we've been working closely with wreck to also be in that position.

B

Where that could be the case, but um we still a lot of bugs to work out in that, so we're we're making.

B

It happen at this point: we have students who are able to go out to beverly hill. We have the way we.

B

Get kids out to out to gondola at this point is we have a pair of professional two pair professionals.

B

Who go out to beverly hills? Buses arrive, drop off students from the elementary schools at.

B

Beverly hills, we monitor those students and then the y does a couple of trips back and forth to.

B

Get students out the gondola it's a little bit of we're kind of that face is the right face.

B

It's a little where a little bit of macgyvering right now in terms of making that work.

B

um Building the sidewalks we're well, and it's so we're kind of we're we're.

B

It's taking a while to get students out there, but it's but it's the alternative. Was parents.

B

You got to figure out a way to get them out there, so we're trying to kind of make it work and we're trying to do that in an environment we're already behind on the number of buses that we'd have to.

B

Do in normal runs, so I I really want to thank um you know the folks at sta, our bus company, for all.

B

The work they've been doing to try to make it happen, but in the midst of all this, we're also.

B

Then we have students showing up. We have late arriving buses in some cases of middle school.

B

We've got the afternoon runs, are behind our stated times so we've had to rely on the patient's.

B

Appearance in a lot of cases, because we're not hitting our times right now, so that is a delta.

B

We are working on um while trying to maintain all those after school possibilities. I think the other.

B

Delta that I've heard from uh from a chunk of teachers and some of the principals about were.

B

All was the was the front loading of the. We have a certain number of teacher workshop professional.

B

Development days in this particular calendar had a lot of those front loaded in a chunk.

B

And I think there's some conversation to be had about the desire to replicate that again. Next.

B

Year or to distribute those days more across across the year, um I think we're still kind of.

B

Working through what you know, what we think is in the best interest of folks, but that has been.

B

A delta that's been expressed to me. We had a little too much time on the front end um and.

B

It probably would have been better to distribute some of those days over across the calendar. So two.

B

Pluses and two deltas, um but overall I would say um you know it's been a pretty successful.

B

Start uh with a couple of rookies at the helm, not due to our work but due.

B

To the the professionalism of the folks that you already have working for you, so.

A

Hope, brian kerry liz, so I had a couple of things at the high school to bring up and um honestly.

E

I'll present, the first one, but it's probably I was hoping nathan- was going to be here so.

E

So it's fine, if you want to take it to him and and bring it back. It's regarding parking at the.

E

High school, so parking has been an ongoing. I will say: improvement. We've gotten it online.

E

At the high school and payment is still not online, which is a little crazy in this time and age. But.

E

But I know they're working towards things, um but I know that the high school has also lost.

E

Some parking from the churches this year, and so um I just was curious about parking spaces.

E

uh Nathan, at one point I believe, had mentioned that it was in the budget to repave the parking.

E

Lots- and I was just wondering since we did lose those church spaces if there's any place, to expand.

E

Parking spaces. I know students are parking, a lot behind the tuscan old tuscan market and that has.

E

Become an issue I myself was confronted and and encouraged one parent to either call in tonight or.

E

To go and speak to the principal before they escalated it to the police, as they were planning.

E

To do um so, I just wanted to bring that up. I did I didn't know if there I know, there's not a lot.

E

Of room for expansion, but maybe I don't know if even around the baseball or nathan seems to always.

E

Be three steps ahead sure um and then I also just wanted to bring up the parking cost. There's a lot.

E

Of confusion, it comes up every year and it's all over social media of what of what that cost. Really.

E

Covers- and there seems to be a lot of confusion that you know: why would it cover snow, plowing.

E

If we work with the city, isn't that the city's job or don't we have so I was hoping that that.

E

Could somehow be communicated out to parents of where their money went um and what it goes towards.

E

um So that that confusion could be alleviated and maybe even in improving the process at the.

E

Front of the year when parents and students are presented with the price, it could just be.

E

Included of what that price covers sure- and I I know we received- and this is one of those where.

B

This feels like ancient history to me, because we received an email from uh a community member who.

B

I don't think it was a parent who's concerned about the about the cost and about where was.

B

This money going and why? Why would it cost as much as it is, and at that time I had followed up with.

B

Nathan and kenny um lynchy about the about the costs and my understanding I got to go back. You.

B

Know I'm happy to include a memo in a future board agenda just to kind of clarify those things. But my.

B

What I do recall is there were some beliefs within the email that actually were incorrect.

B

About who does the plowing um and then where? Where does the money go.

B

And I had had these conversations, but it escapes me at this point I I was satisfied that that.

B

We were doing what we needed to be doing, but I'm happy to include a future memo that just.

B

Basically says where, where do where do those funds go uh and who is responsible for what.

B

Aspects of um plowing, if I remember correctly, I think one of the concerns was well doesn't dpw.

B

Handle the plowing on our sites and no they don't right. We do our own, we do our own plowing um and.

B

I understand you know it's always a challenge when we're a school, this school system inside of.

B

A municipality to try to figure out where those lines are, and I think people had concerns like.

B

Is are we paying for this twice once through the budget and what's the city taxes that have.

E

Come out exactly so, I'm happy to include uh um to include a memo in our next board packet. That would.

B

Detail those things um so the people, this clarity, okay, that would be great and in terms of your.

B

Expansion stuff, my understanding is at the moment and I'm happy and happy to have kenny and or.

B

Nathan speak to it is that we, we have definitely maxed out what we have at the moment without.

B

Investing some significant funds so we're just looking at a repave, not an additional okay and.

E

Then my other thing was around um the flex block. So um there's if memory serves me, that's been.

E

About a five or six year, as as my kid, it started when my kid was in ninth grade so telling my age.

E

But it's changed and been assessed every year. I think parents and students thought last year off.

E

It they finally got it right. It seemed like even good feedback from teachers that it's.

E

At the end of the the day and that students can flex in and then they can change if they.

E

Need to based on what their schedules are for the week, so it's kind of like going into a game.

E

And knowing who your opponent's going to be right, they know what their tests are going to be as the.

E

Week goes on and they can get the help they need, but it's my understanding that that has changed.

E

Again this year and I'm I'm a little confused as to what has caused the change so again, if changes.

E

Could be communicated out to parents, because parents are working with their students and.

E

Holding them accountable towards well, you have flex block for that and now it seems like my.

E

Understanding of the change is that they've gone back to flexing in on mondays, and um it seems like.

E

This has happened the year before last before they changed it last year. um They flexed in on mondays.

E

And then they couldn't make any changes, and the reason that we were told then was because some.

E

Students, weren't flexing in so again it seems like the ones that are being responsible. The majority.

E

Are being punished for the ones that are not doing what they're supposed to do so, I'm just.

E

Wondering I know that they haven't, uh you know a flex person on monday. I think I don't know.

E

If they use the language of advisory or what they call them now, but um it seems like maybe.

E

If for students that are are being lost in the shuffle of not taking the responsibility.

E

To flex themselves in that, perhaps um you know they could be flexed into custodian.

E

Volunteer time since we're short staffed there, no, I mean in all seriousness that there could.

E

Be another way because it was something that was very beneficial for students to be able to.

E

Flex then, but then get their work as the week went on and make the adjustments they.

E

Needed based on the workload and the test loads that they were were given, so I just was curious.

E

About that, and it would ask that whatever the situation is that again, it be communicated out to.

E

Parents- okay, what I can speak to and then nick can probably give me more details. I can just say.

B

That on the administrative teacher side, there's been there's ongoing, intense dialogue about.

B

The future of flex, what was the original intention of flex the logistics of trying to make it work.

B

And as of me meeting, it was monday or friday. Some of that was still ongoing.

B

uh In terms of what is going to be, what will it look like for this upcoming year, but nick.

B

You might have better insight into the most recent internal communication about some of that.

I

So yeah I have actually had some discussions because there's been controversy, complaints.

I

um A few things about it, um so I just I actually just did a test on the flex. Software.

I

um It seems like, and I've previously run into this as well, it seems like you can change your.

I

um Flex appointment during the week, I'm not exactly sure if that extends to the day of.

I

And um from what I've heard, there's also been instruction that we're supposed to flex into.

I

All of our appointments at the beginning of the week, yeah, which is not necessarily a system. I.

I

Agree with as much as the other one, but um also there's been um controversy over uh the nature of.

I

Whether or not clubs are allowed to meet regularly during flex, um which has I I my understanding, I.

I

Guess is that that's, though, the way it uh used to be before covid was that uh teachers were required.

I

To have teachers who were receiving a stipend were required to have clubs meet during lunch or.

I

After school, because doing it during flexor task was viewed as I think, being paid. Yeah double for.

I

um The time that they were working, um however, last year, flex was used for as a club time, which.

I

Seemed very successful to me, um so I was wondering what exactly was or like what exactly the steps.

I

Would be to enabling meetings during flex again, because could I take this up before we get too.

B

Too deep in the weeds- and I had to ask you for details, so I appreciate you giving it to me.

B

But um but I would say, I think the thing I'm taking taking away from this operationally is just.

B

As those decisions, I think it is still fluid, but as those decisions are finalized.

B

It's just important to communicate the what and the why of those decisions or or even even in.

E

The midst of conversation, just so parents can know, there's conversation and there's not the chatter.

E

On social media about books is going away, flex is not gonna, it's gonna, be in the middle of the day.

E

Now you know we're not all these things, so if we can alleviate that, that would be great. That's what.

B

I'm saying that's what I'm taking away is that the communication is the key right less than all of.

B

Us trying to figure out yes, I'm not asking you to figure out. Obviously that is our principles.

E

Point of view, but just trying to alleviate, get ahead of the curve. Thank you. Communication.

E

Brian yeah, I just wanted to circle back with the buses, so is there, it sounds like there's a.

J

Capacity issue, as far as the amount of buses they can supply right so did they give you any guidance.

J

On like when and how many buses you might be getting and when this all be alleviated, so we've.

B

Had- and I wish I had nathan here because the most the last direct conversations were through nathan.

B

But we, I think it's clear that our expectation is we get back to the.

B

Thing was, 12 is what we what we had and I think before there was a switch at one point. It was.

B

16, but it was anyways, it was 12. I think, was the target number that we were anticipating.

B

uh And then we're at nine at the moment and they're in the pro. My understanding is.

B

That they are in the process of bringing on additional additional drivers. But it's not an.

B

Overnight thing and they're gonna train, they gotta do a lot of other stuff, um but we did have some.

B

Type of dialogue, we clearly are expressing like we're, expecting a service that we're paying for.

B

To be provided um and um and nathan did have some type of date, and I wish I but I was not.

B

Part of that last direct conversation. So when we bring him in happy to again make sure you have the.

B

Most up-to-date information, but our expectation would be you know when we sign a contract with a.

B

Third party that we're getting we get for those services, um I think, there's a certain amount of.

B

Sympathy because I think they, I think we are very pleased with everything they're trying to do.

B

Because we threw a bunch of stuff at them, you know the second week I came on it was.

B

Like, oh, by the way, we think we want you to do gondola, oh by the way the city would love.

B

You to do community campus, oh by the way, so in the midst of so I think we are right now as a.

B

As a purchaser of services, confident that they are working really hard to provide us, what we need.

B

In our sympathetic that, in an environment where it's really hard to hire staff um that they're.

B

Doing that they're doing what we'd expect them to do if this is prolonged for a long period of.

B

Time, I think, we're in a different conversation, but at the moment I think we're we are confident.

B

That they're partnering with us in the ways in which we want them to solve the problem. So, okay,.

A

But I do not have the definitive timeline. I believe we've had a good rapport with our with the.

A

Bus company in the past I mean the past few years. Do people recall that yes um making it safe? They.

E

Worked really well. Last year, yeah yeah, I just had a follow-up question on the buses that they made.

E

But I don't know, um I was just curious and again you can just had nathan tack this on to his bus.

E

Update the city was putting in sidewalks in some places, and I know at one point nathan was touching.

E

Base to kind of overlay like our bus stops with, where they're putting in sidewalks, hoping that.

E

The two would match and if I recall correctly, there was some discussion around that. That might.

E

Alleviate or change how many buses we need. I didn't know if that ever happened, or if that.

E

Impacted anything or I no not conversations okay. That would be it just if he could just add that.

E

Update I'm curious where the sidewalks ended up. Thank you carrie. Thank you to you both for making.

G

It through this first very difficult time period um and still being here with us. um I think that my.

G

So one I wanted to kind of connect the staffing with the paris and the blessing with also the.

G

Resignation with related to child care issues and and just child care being sort of a very.

G

Difficult thing, um and just you know I think, of this like beautiful way in which we could.

G

Offer a position that is a bus driver and a para in the in between time, and we offer child care.

G

Or something I just I and, and I know it sounds crazy, but I just wonder if you have thoughts.

G

um From your prior districts of kind of what we need to be doing, because the child care issues.

G

Are gonna just keep expanding and also the boston? Para issues are continue to increase.

B

So so I I think you know if you saw my little blurb last week to the community like we're in.

B

We're a little bit insulated in terms of our in terms of our ability to recruit and retain folks.

B

You know we when I talk to colleagues in less affluent.

B

uh Portions of the state they're worried about opening their doors on a day-to-day basis like.

B

Do we have enough staff to to legally cover our duty of care? um We are not in that position, but.

B

You know if you go on our site, we have all these all these jobs that are available.

B

There's there's not a ton of jobs that are professionally licensed folks at the moment,.

B

But it's common: this wave is going to hit us just like it's hitting on everyone else, we're getting.

B

A little bit of a reprieve, I think thinking about those types of and been having some conversations.

B

That we do have partners that could put us in a position to consider. You know benefits like.

B

Child care being provided to staff um would be quite the draw for a variety of different roles.

B

Whether those are those professional positions- or it is positions where, if you're a paraprofessional.

B

It might be a wash for you to work for us and pay for child care, or you might even it might.

B

Not even be a wash, you know, you're, probably going to cost cost you more so you'd only come to us for.

B

The purpose of receiving benefits, probably and not actually a salary, because all the salary is going.

B

To go to child care, uh so I think those are the types of things we're going to have to explore as.

B

You know as a as a district, what's our opportunity to partner whether it's with the with the city.

B

Or with you know, with programs like peak or see the cte program, where we do some of this work.

B

To provide some of those positions, an opportunity to access that stuff, so that people are like.

B

Yeah, it's worth it for me to take a job with the school district and perform these roles.

B

So I've had some very cursory initial conversations with some folks who might be in.

B

Those positions, but people are thinking the same thing like this is something we really need to be.

B

Considering and really be in considering sooner rather than later, like in the next hiring cycle,.

B

Are we in a position to offer some of those some of those things.

B

Or even sooner with all these support positions, I don't know that we have a sooner solution because.

B

A lot of those a lot of those folks that we partner with are also understaffed.

B

um And so their ability to just provide kind of normal services.

B

Is is pretty limited right now, but I think we need to be thinking about. How do we.

B

How do we do that, in partnership with with those folks and internally, to try to make those things.

B

Happen because otherwise we're we're create we're. We have jobs in the current environment.

B

People are obviously saying I don't want, um and- um and that's probably you know if things stay.

B

The same, it's only going to get worse for us and not better, I mean, and is there a relation? Is there.

G

Are there instances where it would make sense, for you know someone who is qualified as say.

G

A bus driver and a para or a bus driver and a you know, um uh nutrition attendant or I don't.

G

Know whatever that um yeah food service work food service? Yes, um you know like you want to do both.

G

Of these jobs and here's a like small bonus every month- I don't I'm just like, but I do think that.

G

In you know, you asked for time to get your feet under you, which we haven't given you, but.

G

I think, as the budget comes up in january I mean I think um it would put us in a good.

G

Place to be thinking more about the long-term offerings that are going to keep a workforce here.

G

I think as well so yeah, I think, within this field the the ability to maintain a maintain.

B

A efficient and effective workforce is going to be the issue of the next decade.

B

And um and if we're not thoughtfully thinking about it now and taking action steps.

B

You know it's going to get worse for us and then we're going to panic mode trying to trying to do.

B

Other things, so I agree. I totally agree with you. If I could do something too, just just to.

E

Be fair to both sides of the right right right. I just first, we have nothing. I don't want to sleep.

A

That is your hand raised. I had a quick thing following my hopes, but I cannot let liz go first.

A

Then you and I saw danielle danielle's hand up all right. I have a couple comments and a question.

F

um First comment is- and I probably shouldn't be saying this for the record, but I graduated in 05.

F

And an 05 uh we weren't parking at the high school and we're using the trail.

F

So maybe a rude awakening for the businesses there- I don't know if they just haven't dealt.

F

With it with covid, but that's always been a thing, um and so just so you know on the trails, there's a.

F

Trail between the high school and the businesses uh offer. Oh, oh, I don't know what you mean folks.

F

Would park elsewhere other than the high school, so um this has always been it. I get it. It's.

F

Always been a situation um but hey free parking or you know back then, if you were a younger student.

F

Maybe you didn't qualify for a parking pass, so that's how we got in um in our friend's cars.

F

um All right and then as far as the pairs go, I guess we had voted. I thought maybe it was a vote.

F

Or maybe it wasn't a vote, but we increased the pair rate at some point during covent.

F

And so I guess I'm curious of whether that needs to be reconsidered again, and I don't know how that.

F

Coordinates with contracts, but uh there may need to be a reconsideration about.

F

What we're paying given um businesses in the area for the same you know, experience.

F

Paying a higher rate, so I would just throw that out there and I guess my question would be.

F

um What were we previously doing with gundalo, and I guess my comment or just after school care and.

F

My comment in general is that we've never bussed to the rec department we've never bust to go to.

F

A one-time once a week program where mom you know mom or dad are coming to. You know our babysitter.

F

Are coming to get the kids so um the only time that I could think of that? Maybe we did something.

F

Like that was the after-school buses or bussing from the middle school to new heights program when.

F

New heights was there, so the reason why I say that is because I think everywhere is so short-staffed.

F

Right now that I think child care needs to be a priority um in busing to gondola. So I don't.

F

Know how we were doing it last year, but if there's some way that is not being done this year, I would.

F

Definitely take a look at that and and just ask that you know I obviously want to support the.

F

Rec department, but at the same time I mean rec department's charging a fee.

F

You know they're not. I don't know that they're hitting the target audience of.

F

People that need after-school child care- and you know maybe that's another topic for brian- on the.

F

Rec department board um to address as far as um affordability of rec programs, because I.

F

Feel like they were a lot less back in my day or back even when mike you know five years ago,.

F

As far as accessibility goes, but I don't know that you know, I really would hope that our schools.

F

Would take consideration into the child care issue and make that a priority too. So, thank you.

A

Lisa, did you have something two super fast things um I wanted. This was a nathan question.

H

So I apologize it's another minor bust thing, but as people who used to go to high school with.

H

Liz uh know about the drag racing and tuscan market uh they're not really drag racing, but.

H

There's been some serious people don't blow it out of your merchants. No, but there's been some.

E

Serious concerns from families that have the bus stop there with younger children about safety as.

H

A larger number than normal of slightly less than completely experienced drivers are rushing to get.

H

To school on time would be the correct way of raising that, so I just think to put on our radar.

H

Whether we need to have potentially a and we don't have enough crossing guards either, but there's.

H

Been some safety concerns for families who are using those bus stops right there. The amount of.

H

Traffic, that is now there, because what bus stop is that legend or the winchester place? Yes, yeah, okay,.

H

Because there's been a lot of traffic- um and I would echo the child care concerns- are huge.

H

And we also cut back on a lot of after-school programming that was free or very low cost.

H

At all, the elementary schools during the pandemic, for many good reasons,.

H

But I would definitely like to see what we need to do to bring some of that back.

H

And that's not like a permanent child care solution for everybody, but there were several.

H

Programs that would run for many weeks at a time and at least give families like one or.

H

Two days a week of coverage at low cost on site without transportation. And I don't know what the.

H

Status of those are yeah, it's very early in the year yeah. I don't know the history of of which.

B

Programs and that type of thing I know what we've been doing, what we tried to do is is.

B

uh Over the course of the summer was to, and part of it was based on conversations.

B

About what maybe our first board meeting about this need for after school care? Is we try to.

B

When we had partners who were trying to offer something, we tried our best to make it work and.

B

Even with three less buses and we're supposed to have and like we're, you know, so we if there were.

B

Opportunities to to have people either come in or us to bus people out we've been trying to like.

B

Take everything that we possibly can and make it work so we're we're open we're open for.

B

Those things and if people have either received, if there's any thought from folks who used to partner.

B

With us that maybe we're still in a mode where we wouldn't do that as a result of the pandemic,.

B

We're you know yeah, we knew a different period of time or were reopened to those those possibilities.

B

Can I just add a little blip on to lisa, I'm sorry to interrupt, but just to give.

F

You some background, I know from a dondero perspective or elementary school perspective.

F

That there were these after-school peep programs, and my understanding was that with covid, they.

F

Didn't want folks coming into the school and the people doing. The programs were usually teachers.

F

After school or parents that were offering some sort of you know, fun, art thing or comic thing and.

F

And so with covid people were limited coming into school, but then also, I think there was a.

F

Teacher burnout aspect of the after-school piece, and so that's really what was affected. I think.

F

In some of these programs that were solely run by teachers and volunteers, parent volunteers, I think.

F

So, thank you. Okay. Any other comments. Oh, do you know a little bit of that was actually of what.

C

I was going to say was covered, I think absolutely teacher burnout is part of it right. The teachers.

C

Were stepping up and taking some of these programs or coaching positions or all of these things that.

C

Were available to our community love members to have someone watch their child? However, we're now.

C

In a place where those parents are working double to make up, and so that need is increasing as.

C

Our availability is decreasing, so I would propose that we start getting creative about how and what.

C

We are offering, I know that we have a teacher at the high school who runs an excellent program.

C

Getting our kids into the community and doing service work and volunteer work. I would love to.

C

See I mean we've talked about it in our school. We are very excited to get over to community campus.

C

For that reason, the partnership of our older students, working with younger students under the.

C

Supervision of maybe one person- and I know that- would take time to get set up and move forward.

C

But I know our daycare program that is here, kids are, are competitive to get into that program and.

C

Would that not solve a problem of in staff child care? I mean we lost our office executive because.

C

Of that same reason, she was only here for a short period of time. I've talked to other teachers who.

C

Could not return from maternity leave or other things, because there's no openings in the seacoast.

C

It's not that they don't want to or can't afford it it's that there are zero opportunities. So if we.

C

Can look for ways to address that in-house either expanding programs or doing more partnerships.

C

With our older students and and doing both during school and after school programs.

C

It seems like a win-win it just I know that is also funding. I know that's the issue, but it's also.

C

Organization, it just seems like all the pieces are there. We just have to put them back together.

C

Thank you, okay. um I just had a quick question. A couple of questions, one around the liz's.

E

Comment around para pay. I thought we only bumped temporarily bumped subpay and it still bumped up.

E

But I didn't think we ever put a bump on the parapay. Did we in the last negotiation didn't.

E

We I uh I don't know, no, no. I mean from that contract after that contract. I think when we.

E

Were looking at um para and sub pay for the need of hiring we only bumped subpay, so that's true.

A

I know that we're looking to go back into para negotiations, but I I do wonder if there's any room.

E

In the budget from magic man nathan to move some dollars around um to offer, I wouldn't say a.

E

Sign-On bonus because that didn't go over so well with our current people and then some people you.

E

Know are concerned that you get a sign-on bonus, you stay for a minute and then you're gone, but.

E

To to offer to bump, even if it's a temporary bump until negotiations can start because right now, the.

E

Reality is, you know, people that are qualified, they can go to target and make more money and.

E

Also get benefits, so you know if we're in that big, a desperation then. Secondly, I just wanted to.

E

Go back to the parking a couple of things have have occurred to me. I know it's always been an.

E

Issue you guys are an encyclopedia of knowledge um from when your kids were there, so it did seem.

E

That there was a time period, though, where we had adequate parking for students. Besides the.

E

Ones that were trying to park somewhere else, you know for free or whatever. um So I just wondered.

E

If we could look into that history and see, did the process change? Do we have more teachers now that.

E

Are also parking or what the past history was like, and I also was curious around um accessibility for.

E

Funds for parking for students that might need parking spaces and have cars to get to jobs or.

E

Get to other things but may not be able to afford the fee. I I don't know um myself.

E

And I would like to know is that you know is: is there based on um annual house in household income.

E

Is that opportunity funds? Is there funds at in the principal account or anything? Are we even.

E

Thinking about accessibility from an equitable standpoint, I guess, is what I'm asking so: okay.

C

Thank you. Can I jump on that too? I don't know how many of you have like driven through during.

C

The school day there are a lot of spaces open and available. That's just because students leave so.

E

All at times of the day, well, not all times of the day right now, they're not supposed to leave until.

E

I think they change that too right and like their quarters this year, they're waiting for quarter, one.

E

uh Progress reports before you can leave it's even a change for seniors that they're having a heart.

E

Attack about but um but but I teachers also leave. Sometimes they have appointments and stuff, but.

E

I know that's come up many times, but students have internships and other things so.

E

Or they don't bring their cars like. I know my son has a parking space.

E

And the person next to him has only parked there one day and it's been free every day since then, so.

E

um You know okay. Well, we have some things to discuss and talk about in research and anything's.

A

Going to be busy before nathan, we move on so that we can. You know, move on with the agenda. Okay,.

A

Thank you zach for that school opening report old business. We don't have anything under old business.

A

um So we'll move on to new business and we have the consideration and approval of the association.

A

Of portsmouth school administrators agreement um can I have a motion to approve that contract.

A

Second, second, okay is everyone in favor, aye aye any opposed okay motion passes and then we have.

A

The consideration and approval of the association of portsmouth clerical employees, agreement.

A

Do I have a motion to approve that contract? Thank you ian. Second, second brian. Thank you.

A

All in favor aye any opposed. Okay. Thank you. Now we have the consideration and approval of employment.

A

And I'll turn that over to you zach, so you have um three separate positions. uh We had an opportunity.

B

To have some discussion in non-public concerning these roles, um I will the one that I'll speak.

B

To is the the last of the three just to make sure that we're we're transparent about? What's.

B

Happening with our italian program with the lower grades, my understanding is, there is a.

B

There's a standing verbal commitment from the italian consulate to fund half of the position.

B

That I haven't had official confirmation of that yet um from the consulate I have no.

B

Reason to believe that's not going to occur, but the board funded half of the position.

B

For this particular role, with the hope that the consulate would provide the other half.

B

So at the moment, what has been done is, as I um have told the board what's been done, is we've.

B

Built a full-time schedule for um the teacher uh to be working at uh the elementary schools.

B

But that runs through halfway through the school year at the moment and then would be you know the.

B

The continuation of that would be contingent upon the receipt of funds from the italian consulate.

B

Which we every you know, reason to believable care, but the other ones are. um The other ones are just.

B

um Replacing uh other positions, one the esl sol position- is someone who's on a one-year leave.

B

Of absence, and the other is the fulfilling the role that you just accepted. The resignation of.

B

In the science department, okay, are there any questions about these three nominees? Yes, carrie.

A

I'm just noticing sorry I didn't see this before, but um with the approval for the italian teacher.

G

um The 90-day and then the salary, is it standard that our, um like that's an annual salary right for.

G

180 days so the listed on the position- let's see- I I think, thank you very much um so in that listing.

B

My understanding is that that is and I'll and I'm if I'm wrong, I will apologize, but that is.

B

When we, when we give you that that is on the actual salary schedule, what that person will.

B

Make so this is that this would be a prorated amount, not that particular amount that we.

B

Would be initially committed to yes, so just to be clear, so you're you would not be approving you're.

B

Not approving that salary for your contract yeah, it would be a full-year contract if okay.

A

Any other questions do we have a motion to accept these three.

A

uh Employees so moved. Thank you hope. Second, okay, thank you, brian all in favor, all right any opposed.

A

Motion passes. Thank you, everyone. Okay, um now we have the consideration and approval of policies.

A

um Does someone from the policy committee want to talk about these or.

D

um I think I I mentioned before that that there's nothing um really substantive about any of.

D

These changes, I don't believe they were really generally just one line or um one minor change.

D

That we were required to make. So if anybody has questions, we can try to answer them, but.

A

Any questions carrie.

G

um I I just had a question on the vaccination.

G

The religious exemption changed and it.

G

Added around an outbreak information, I'm guessing good context of where that came from.

D

I believe that came.

D

You know what I don't, I'm not I'm actually not sure. That's new. I know it's it's outright. Okay,.

D

But I know there was previously language about an outbreak um here. I can speak to that. Okay.

F

I'm sorry, can you, can you ask your question again, carrie um under immunization of students.

G

um On the second page, under religious exemptions there, it appears that there was terminology added.

G

But maybe that wasn't added, so it's specifically around the in the event of an outbreak students.

G

Who have been exempted from immunization that paragraph there? um As far as let me see.

F

All right we're hold on. Let me find the uh 47, I think 47. um What page are we in the packet.

B

I'm trying to like scroll between the two, um but I will tell you so my understanding.

F

As a parent who had my child on a a different vaccination schedule or a lack of better terms,.

F

You know, there's there's a name for it. I had him on a different vaccination schedule than the.

F

Requirements my understanding, for example, if a child was not vaccinated for the chickenpox.

F

um That they would be removed from um or request you know they would be essentially removed from.

F

The school, if there were to be a chickenpox outbreak so that it wouldn't further an outbreak.

F

um Is the policy in the packet? I guess yes, it is. I just think that's that I guess my.

G

Question is um if, if the board could hold off on approving this one I'd like to look into it just.

G

um To see if this was a legislative change for a requirement or where it came from um where, in.

F

The packet is it because, if is the full policy in the packet or not? Yes, yes, and what page of what.

F

Page of the pdf is it in. Do you want my computer? It's jbl, you just tell me what page it is. There's.

I

A link in the top okay, so I guess it's not it's actually not in the package, not in the packet.

F

Yeah it's linked, but it's not in the packet. Okay, I'm pretty certain that I'm sorry! I don't have the.

D

Copy of the original um policy, but I'm pretty certain that this that we had already voted on.

D

At least some of this language, because I remember that we added um if the people, if the student.

D

Could be considered a risk to other students due to the fact that they hadn't been vaccinated.

D

So I know that that existed in some way and I'm sorry, I can't tell you exactly what was changed.

D

About it, maybe if we can find it in this time we can address it. Maybe move discussion. Other.

G

Things and I'll look for it as well, and if not maybe I don't know that there's I.

F

Honestly, don't know if that these are. I mean it obviously appears that their edits, but.

F

My understanding of the statute and policies in general surrounding this from five years ago.

F

um Was the exact same thing, so I don't know that there was any um edits to this unless it was in a.

F

Different section of the policy um that I haven't pulled out, I have the the only edit.

E

I see that's in red, which is supposed to be following. The new protocol right is right on.

E

Line 26 and 7, which starts this obligation, shall begin when a student reaches three years of age.

E

And shall continue now in red until the is striked and up to 21 years of age, parentheses, inclusive.

E

Is added strike students, 21st birth and let me just be clear: um after looking at the minutes, it's.

F

So basically the change was: is that previously you had to have a document notarized.

F

Saying that you were having a religious exemption now the law has changed so that you don't have to.

F

Have a document notarized um and it takes away their notarization requirement based on what.

F

Kathleen told us in the policy meeting, so I think the language was changed not to take away that a.

F

Student would be removed but to to take away this language about um needing a notarized document.

A

Wait wait, wait, wait, wait, lisa had her hand up, go ahead, lisa. I agree with kerry and I don't.

H

Think it would be too onerous on the policy committee to bring this back next time to.

H

The board, with a clear citation for what policy change we're actually making so that we're all.

H

Voting on something that's clear, I mean this is a big issue, I'm not opposed to it, but I do think.

H

If we're changing it for statutory reasons, it would be good to know what statute were.

D

I actually, I think, that what we're what we were trying to change here was simply these.

D

um The the links to the current dhhs site files- yeah- that's what those are. Those are.

D

The only changes I remember making and I think that's important to change now because because.

D

We want to be referring to the current documents for this year, not last year. Oh okay, that's that's.

B

Also, my understanding is the so like, for example, the section so in my um printed packet line, 47.

B

That carrie was talking about in the event of an outbreak is within the exist. The existing policy.

B

I mean I'm online looking at our existing policies. Yeah that whole section is in our existing policy.

D

Okay- and it may just have been accidentally so it and just to highlight that the change was the.

G

Signed by the child's parent guardian it, the old policy, had notarized, and that was that appears to.

G

Be the only change, maybe maybe the broader request is just to make sure. Maybe someone can just take.

G

A look at this to make sure the right things are hot or the track changes are in the right places.

G

Because I think it's very important that we know what the changes are quickly.

G

Great okay: let's pull this policy out then, and I think I think we're okay with keeping it now.

E

Is there an expediency to pass it? Is there a reason that it can't be pulled the influence.

F

Has changed and you don't have to ever notarize documents, so I would suggest passing it and have.

F

Somebody look at the edits as a review. It also refers to last year's dhhs um documents right.

D

You don't want to do that: okay, okay, so we'll keep it in and ask the policy committee to.

A

Just review that for us yeah and confirm whether there's anything else that changed my packet had.

A

No copy of that, but two copies of the suicide one. Oh yeah, that's what I was I was so confused.

F

Yes, I have a question about this I'll, just link to.

A

Asking the policy committee to review this well, I sent a question, but I don't know if you guys.

H

Saw it before the meeting, because the policy as revised still refers to establishing the.

H

Protocol by like may 2020, which is to the best of my knowledge, got a little bit cut off by pressing.

H

Other health related needs during the pandemic, but to my knowledge I don't think the board has.

H

Ever received the original policy. No, so I would like to have this cleaned up if we're doing it.

H

Anyway, so that we specify, when are we getting the actual policy and then what's the schedule for.

H

Revising it in this case, that makes sense, I mean the policy of the or the plan you mean the plan.

H

Okay, I'm just going to make sure, because the policy that we've been asked to approve is putting.

H

These dates that are far in the past. Without these deadlines, I think they were supposed to have been.

D

Updated, I mean well, I think we discussed that, but it doesn't look like it happened and um and the.

D

Only change to this one besides those dates that was supposed to have been made or was made, was.

D

The addition of the student id cards line yep that so it is properly noted on this copy. It looks like.

A

And the student id cards have been accomplished correct. That uh mission has been accomplished. We.

B

Are in the process of having so pictures are being taken? Yep, oh okay, and we had confirmation from the.

B

Company that yeah that they'll, when they get their id cards on the back, they will have it on there.

A

Okay and that's long objective, that is lost yeah and the law is just that. If, if we we don't.

B

Have to produce student id cards if we didn't previously produce them, but if you do produce them.

B

Yeah, oh okay, yeah. Okay, so we will ask the policy. Oh just one more on that policy. It.

F

Was recommended and to note in the minutes that I was recommended by the committee to include.

F

Whatever language is going to be added to the ids into the policy which has not been done, I.

F

Would suggest adopting the policy to include the update, but I think this does need to go back and.

F

Provide space you know if, if that's what the board wishes um and the recommendation of the policy.

F

Committee to add that language, to the policy of what we're clearly putting on these id cards,.

F

um That would be beneficial, and you know if this is sent back if lisa does have further concerns.

F

Or, if there's more that we want to address within this policy, we could do that as well.

F

So I would suggest uh proving it as is, but also requesting that it go back to the policy committee.

A

How do people feel about that? um Maybe we should just ask the policy committee.

J

To redo it or just send it back, yeah, okay! Okay, so can we add these to old business.

E

For our next item in case, it's not ready for approval, but we can at least get an update.

F

I would suggest, though, approving that, with the statute requirement included, so it's on there.

F

And then requesting that it also be reconsidered, so I would approve it. I would suggest the board.

F

Approve it within the statute update, so that it complies with statute and then ask that it also be.

F

Sent back to the policy committee similar to what we did last meeting with another policy we address.

H

I think my concern with that is I'd like there to be urgency to cleaning up the whole policy.

H

And I think if we solve the statutory issue that we may not get back to it, because we have so many.

F

Other things to do in that committee, but I also think that the urgency that you seek is not going.

F

To be useless to finish list, my understanding is, we have printed the ids, so we are in compliance.

H

With the law, as that process is going forward, like we've got the pictures, we'll get the ids.

H

When they receive them, they will be in compliance. So we're not out of compliance with the law.

H

And that we could, with some urgency, perhaps get some real-life based clarity around when we're.

H

Going to have a policy, I'm sorry a plan in place for suicide prevention, because my understanding.

H

Is it's not done, I'm not totally clear so because the email has helped generate the.

B

Like, oh okay, so this was done by such and such a date and then me having connections.

B

With people about so where is it yeah and so? um And so I'm not going to definitively say hey.

B

I'll say at this point I can't definitely say there is none um and but uh I'm still, but you.

E

Can't present, I can't present one either, so that's where I'm at and uh and so uh so, if there's a.

B

Expectation that this is something we need to do then and look forward to proving it, and we really.

H

Care about mental health and there's been a lot of kids with issues, and I just want to make sure that.

H

We're not breaking down and how we're handling it, because we could be doing really good work.

H

But I'd really like to see this with some urgency cleaned up with some accountability.

A

Okay, so yeah yes, is it? Is it possible for us to approve this as a single, I mean, as a first read,.

D

And then do a second reading next time and vote on it then? Yes, we can do that. I'm not sure if we have.

D

How those shifts can be made, you can make edits yeah you can make edits before the second reading.

A

So, okay, that might be a first reading quickly: yeah yeah yeah that keeps it alive: okay, yeah! So then.

D

I would move to do that. I also just want to be clear with the board that the policy committee I.

F

I understand the urgency we do have a meeting coming up. I believe this month um and so obviously.

F

This this could be in the in would be on the agenda then, regardless of whether we voted it.

F

For for I don't know if it's due for two readings or one reading, but regardless I guess I would.

F

Just as last meeting showed, I think there was a lack of understanding in the vote last meeting.

F

About how often the policy committee meeting or policy committee meets how long we meet for.

F

And so I just would caution everybody in in trying to understand urgency or.

F

When something could be reviewed and how quickly it could be reviewed.

F

Within the policy committee, because it's not a it's, not a school board meeting every other.

F

Week, it's you know once a month or it's almost, I think we've gone a month and a half or so now.

F

Between a meeting, so um if something needs to get approved, I would suggest approving it.

F

um And then sending it back so liz. I totally respect what you're saying on that, but I have so.

F

I'm saying it to everybody at least not just you just you know,.

F

I guess what I would say is the concern is if it's a single read that you're telling us that.

H

It's not coming back again for approval, so I would no, I didn't say that within anything I said: okay,.

F

Okay, okay vote in a single reading to approve, then it's done so then you can send it back within the.

E

Same emotion to the point of the timing, that was something I had brought up. I don't know if it's.

E

Been discussed or where it stands, I haven't heard anything back about the policy committee meeting.

E

And aligning more with our board meetings and um if meetings could be called, you know we add extra.

E

Meetings all the time, considering that the board is responsible mainly for budget and for policy.

E

It doesn't seem like the policy committee should be meeting every month and a half. It seems like.

E

There should be urgency to serve certain things that are statutory. It seems like there should be.

E

Exceptions made to move up meetings, maybe every three weeks instead, because it seems like this.

E

Is a continued problem of the timing of when we need policies and the gap in which the time.

E

Is taking place for the policy committee to do the work, so I would like that conversation revisited.

E

Amongst the policy committee amongst our chair co-chair and an update on on where that stands.

E

And what is the scheduling? I know everybody has busy lives. I get that I could serve on.

E

Committees, I think from the policy committee, though there needs to be a realistic expectation.

F

From the board that you know, essentially, this is a once a month committee. So as far as like boom.

F

Boom boom we're turning it around and our sole focus is the suicide policy or so focus is the.

F

Sports policy within our hour meeting is unrealistic, so I think there needs to be realistic.

F

Expectations and an understanding of what is going on in the policy committee before there's votes.

F

You know, like the you know about, like the vote last week, I think there should have been an.

F

Expectation or an understanding of what this actually practically looks like moving forward.

F

And how you edit policies. So I appreciate what hope's saying as far as meeting more.

F

And having a consistent schedule- and I I can you know, I think, that's appropriate at the same time, I.

F

Just really the reason why I say all this is that I really want the board to understand what is what.

F

Are realistic expectations of how policies move forward? Thank you, okay. Thank you. Liz, okay, okay, go.

D

Ahead um partially, respond to hope, but also um add something um we are working on that and we have.

D

Discussed that um and unfortunately I think we did end up going a long time before we could all.

D

End up in the same room together again, and you did mention that you all mentioned.

D

Yeah and so we will, we can report on it again and report on where we've landed in terms of a future.

D

Schedule, but I also want to point out that that the one particular policy that we've now been.

D

Discussing for months and months has taken up an unusual amount of time, and so I'm hopeful that.

D

Without once, we resolve that one that maybe we'll be able to keep up with the rest of them a little.

D

Bit better good point: okay, thank you for being happy okay, zach, and I would just just that echo.

B

um I think you know um it's been loud and clear from the board that igd is like has been this.

B

Very important thing in terms of prioritization: it might be helpful for the for the committee.

B

To understand whether, at this moment, igd, which could absorb our next month of work,.

B

Continues to be number one or if the suicide policy has supplanted that and that's where.

B

People want us to put our attention because I think both of those things could absorb.

B

The next month of work either one of them. I don't think both of those will be to liz's point.

B

Even with additional meetings, I don't think both of those things will be resolved inside of the.

B

Next month, I just want to clarify one thing: I don't think there's like giant overhaul to the.

H

Suicide policy that needs to be done, like I'm asking in line nine, can we have a date? That's.

H

Not may 31st 2020 and can we have you know in line 16 a day if it's not may 31st 2020.

H

And can we put whatever the correct date? Is I don't think that needs to be a long.

H

Debate and I'm trusting our nurses, our counselors and whoever else is involved in shaping this to.

H

Do what's right for the kids, you know it's just that, I'm concerned when we're getting.

H

Policies that come before us for a single read in particular, I don't feel comfortable.

H

Signing off on things with a single read as all done when it's not right and I'm sorry, I just.

H

You know I just don't do two readings, so I would be fine with pip's motion just make this a second.

H

Reading and approve it as a first read and then just clean up those things and bring it back.

H

I'm not trying to make you all do like months and months of work on this. Okay, so can we.

F

Conclude this, you got a couple more nancy, all right, let's try to conclude it liz. um I guess.

F

My only and I guess to um to lisa, I guess um the reason why I would say: go ahead and approve this.

F

As a first reading and then um after approving for the first reading, send it back to review.

F

Is my understanding? Is that there's other things that we may want to include? That is not language.

F

Related and is substantive related about what we want to have in our suicide policy. um I like for.

F

Example, I don't think, may this date, I don't think it's relevant saying that on this date and then.

F

Every two years afterwards is how we're reviewing. I don't think we need to update that date. I think.

F

What my understanding is from what I've heard from the board, and maybe the community as well.

F

Is that we might have want to have more of a robust suicide prevention policy? So that is.

F

Why, I would say I would suggest, approve this on a first reading, get the language that we need for.

F

The ids in there and then after that we can still send it back, make a motion and make a motion to.

F

Send it back to the committee to unders to review and understand if there is more robust language.

F

We want to add and include within our suicide prevention policy. I think that's what we're.

H

Talking about, if you're rewriting the language, though substantially then you're sending it back.

H

Again for a first reading and a second reading: well, no, I think my understanding of first reading.

F

And second reading nancy and and zach to correct me: if I'm wrong, um is you know if you approve on.

F

A first reading the second reading would not be making substantial changes. It would be more so.

F

You can make substantial changes, substantial changes and hold on may not vote for the second.

F

Reading but my understanding for the second reading, though, would be like we would send.

F

Back and say specifically what we wanted when we're sending back for the second reading, I guess.

F

That was sort of my understanding of first reading. Second reading was not that we were making huge.

F

Changes to this, I think what my understanding from what I've been hearing is that we may actually.

F

Want to take this policy and add way more to it or understand it better or really dig down a little.

F

Bit deeper, and so I don't know that that's a first reading second reading issue, I think that's a it.

F

Needs to go back and be redone, so I would suggest that's why I would suggest approving it on a first.

F

Reading and then making a motion to send this back to the committee to actually review for um meeting.

F

The needs of our students, why would we approve it on a first reading if it's not what it is.

F

Why would I approve on a single reading when it has outdated information in it? The dates.

E

Are incorrect? The dates are correct, so I would have 2020 we're not 2020.

F

The language so from a legal standpoint, the language is saying: here's the date and we.

F

Review every two years so we're every two years it doesn't. The date doesn't need to be updated.

F

The what I'm saying is that I would approve it. You asked me a question, so I would approve it.

F

On a first reading, because that way you would actually have the student id card section added.

F

To the policy policy would be posted, it would be updated to include that. Then you make a motion to.

F

Send it back to the policy committee and then the policy committee could take this and substantively.

F

Really take a look at it, I don't think there's any harm in approving this, as is having it updated and.

F

Then later, looking at, what more do we want in our suicide? Why would we not just like the way that we.

A

Really, just like we would just like brian's next I'm following up on my question, I'm not done I'm.

A

Not done it's not appropriate, um I uh you know just like we did with our sports policy and in.

F

Our policy, we really took a thorough look at it. If that's really what we're wanting to do here.

F

It would make sense to approve it, as is update the language that's required by statute, and then you.

F

Would take the whole policy back and revamp it and then come back with a new presentation of of what.

F

Updates were considered based on the policy, there's no harm in doing it twice. You know.

F

I could take a policy today, you could take a policy today approve it. Have that be the policy.

F

And 10 weeks later change the policy to update it. However, you want to update it, but the approval.

F

Today would provide for the statutory language. Then we can go back and redo. I guess in my.

J

I don't know where the motion is now: I'm a little confused.

J

I would I would love to make a motion to make turn this under two readings and make a decision.

J

Now that motion's on the table from pip, so then I'll say: let's: let's have a discussion and vote.

A

It ryan, okay, perfect, okay, so you're talking about just the suicide policies: correct, okay, okay, all.

A

Those in favor we're approving the first reading with work, more work to be done by the policy.

A

Committee in it we will vote the second reading at our next meeting or a subsequent meeting within a.

A

Reasonable amount of time so we'll have a first reading and a second reading that provides edits.

A

All in favor aye, aye, aye aye any opposed okay, so that takes care of the suicide prevention. Thank.

A

You brian for making the motion handling then yeah. This is a matter of clarification. Carrie.

H

Also had a question about the vaccine: yes, oh I haven't done it. I felt that I addressed.

H

My question: um I'm sorry that I didn't review the prior policy before bringing it up, but now that I.

G

See that that was the only change, I'm fine with that being single right now: okay, okay and okay.

A

We have to approve, oh, so I think, and it is reasonable in the future, the documentation we.

B

Provided was confusing yes, because it looked like an edit and and so what we pro you know, we need to.

B

Make sure, in terms of what we're providing that is it's easily understandable what the changes were.

B

And that document didn't do that, so our apologies. I will make a motion if it suits the board to.

G

Approve um the other three policies numbered one, two, three on the agenda as a single reading. Second,.

A

All in favor, oh any discussion, all in favor all right, any opposed. Okay. The motion passes. Thank you.

A

For a healthy discussion, okay, okay! Next on the agenda, discussion and proposal, the.

A

Legislative committee proposed resolutions in continuing resolutions. I'm sorry nancy.

F

I know there was no, we approved them. There's no discussion. I just did want to make a point within.

F

The policy many meeting minutes regarding the home education instruction and access to curriculum and.

F

Co-Curricular programs, having had a little bit of home experience, homeschool experience having.

F

Pulled my child and homeschooled him through using v-lacs during coven. It was somewhat of a.

F

Surprise that there was not somebody that directly coordinated homeschool efforts within our district.

F

And I don't know if that's a typical thing or if there's somebody that's generally designated.

F

Like um a curriculum coordinator or somebody that would be a liaison of sorts to homeschool students.

F

But my understanding of what the law requires is that the school would provide access to resources.

F

For a home school student, which may include some textbooks or whatnot as well, and so when.

F

I had homeschooled, I had tried to reach out to figure out what those resources were and.

F

If I could have any access, and really the only person that I could deal with, was the principle.

F

In bringing my child to art or reset or recess or gym, or whatever the extra stuff was so I was.

F

A little bit surprised about that, and I guess I was just curious if there's like, what's typical.

F

Per district, but I am, I thought it might be- a good idea to help coordinate a little bit just.

F

To have a point person, that's not each building principal somebody that could sort of keep an.

F

Eye on kids that are homeschooling and that's also from a child protection standpoint too,.

F

But also be able to provide those resources if there are opportunities for them. Okay, we.

A

Can ask zach to look into that for us we'll get back to you all right. Okay, thank you. Liz.

A

Okay, zach: I'm going to turn this next agenda item over to you. Okay, so and okay go ahead.

B

So much so I would say again, I I started to describe this earlier and I think really.

B

There's a merging of two related concepts and in our we probably.

B

Should have separated them both out, but I think there has been an ongoing conversation.

B

um That I think lisa has spearheaded around the idea of the board having some vehicle for being.

B

More involved in educational policy decisions at the state level or expressing um both tracking and.

B

Then expressing the will of the board uh here in portsmouth to state level policy conversations.

B

So that so I know there has been some some draft language that has moved around a little.

B

Bit around that, so that is one piece as we were just as margo nancy and I were discussing that.

B

We also discussed we had in. Maybe you can talk a little bit in a minute nancy about.

B

Reaching out to some groups trying to trying to determine is there a model like that present in.

B

The state someplace, if so, who's doing it. What does it look like? How does it work um and.

B

And maybe you can speak a little bit to that and then separately after I'm just gonna the.

B

The conversation about the resolutions is really a separate thing, so maybe if we could initially.

B

Start with that and speak to your conversations, you had with uh school boards association, keene.

B

I think were the two places. Yes, I contacted the school board's association. They said.

A

There aren't there really aren't any boards that have a legislative subcommittee.

A

um They many rely on the new hampshire school boards association. That's one of the reasons they.

A

Exist is to listen to what's going on in concord lobby for the school districts. That being said,.

A

That doesn't mean that we don't we we can have one. If we decide we all want one. I talked to the keene.

A

School district because someone had mentioned that keane had such a committee when I talked to the.

A

Paulette of the keene school district, she said the paulette of the kingston.

A

School just she said that does not exist in keene um and she even put me on hold for a minute and.

A

Went and asked somebody else just to confirm that that was true, so keen does not have a legislative.

A

Subcommittee under their board, so I know lisa did some research into that. I don't know if you want.

A

To talk about that about school boards that have had subcommittees or had people interested in it.

H

I wasn't sure that keane had a committee. They do take positions, not all the time, but sometimes.

H

And I have seen in certain situations where I think that their voice carries a certain weight.

H

That can be quite supportive of policies that we might hypothetically agree with. I mean not always.

H

But um in many other states across the country it is quite common for school boards to have a.

H

Legislative committee- sometimes they fold it into their policy committee, which I would be really.

H

Hesitant to do given you know how overburdened that group already is um not a good idea and.

H

Usually, the intention is not to be, you know, overly political, but mainly to track bills, to do a really.

H

Good job, and especially in concord, things move really really fast relative to even many other.

H

State legislatures, in terms of how narrow a window you have to influence the debate, you know.

H

I mean things go very quickly to the floor to the committee. You can have a vote on it. The next day.

H

You know the conference process is very convoluted and there's been a lot of fast-moving legislation.

H

Particularly in the last few years that I think you know some of which we're kind of dealing.

H

With now that, I think can really impact classroom instruction in a way where we might have opinions.

H

And maybe not always weigh in, but my thought about this was if we can have some representation from.

H

The board some representation from you know the administrative level, whether it's zach or patty, or.

H

Someone they designate and some representation from the union or someone they designate.

H

You know so that people have a quick moving ability to say. Okay, this just went out. You know.

H

From the committee it's going to go to the house floor tomorrow. If we think that it's something.

H

That's great or particularly terrible, do we want to weigh in and we may not always like you know,.

H

I mean, I don't think that we want to get into every single thing. You know, but there's a lot of.

H

Stuff that came through last year, that's going to be back again and some of it that could be.

H

Tricky and I mean I want to walk a good line- we're nonpartisan, you know we're not here to represent.

H

Political parties we're here to represent our community and our teachers and our kids. So I don't.

H

Want it to become like cuckoo, but I mean I think, even just having three people. You know somebody.

H

From the board, somebody from the administration and somebody who can represent teachers would be.

H

You know kind of a sufficient working group and I don't think any statements would ever be put forth.

H

Unless it was put to a full vote of the board, but I mean I guess that's my broad thinking about do.

H

You would you like to make your motion and we can discuss it. So I had a motion and I did actually.

H

Give it to you guys to put into the agenda, but it didn't it didn't make it so I can read it.

A

I got it this afternoon, oh, but you know I had emailed you guys before it just didn't.

H

Get into the packet, but sometimes that happens, um but it was a motion to form a school board.

H

Legislative committee um to be comprised of the superintendent or designee union designee and one.

H

School board- men, one school board, member um and I think that's the motion. I think we can discuss you.

H

Know what the purpose of it would be separately, but I feel like the more words we put into the.

H

Motion the more confusing it would get I mean in my head. It would be to track legislation report.

H

To the board on developments and if there's a unanimous, you know agreement within that committee.

H

Of people to ask the board to consider taking a position, then it could be brought to the board.

H

I mean that's the basic okay, I made the motion. Do we have a second I'll? Second, okay in a pip.

A

Okay, I think there were some questions over there. Okay, I don't wanna, carry hope and then liz.

G

Is in looking at the materials that we're linked to on the agenda? um Do we have a delegate.

G

For the school we have to discuss that we're going to discuss that after this.

A

We need a delegate okay, so I guess I guess that would be so. With that question I think the member.

G

Of that committee would probably be the delegate and more than one person can go right, because.

G

I think I think part of it is just keeping up with and keeping it like reviewing the stuff from.

G

The new hampshire, the school board association and limiting at that, even though yeah anyway, I.

G

Thank you we'll talk about the delegate and that will address my hope. So I guess I, while I really.

E

Appreciate the idea where this is coming from, um I guess I would like to have more discussion.

E

Before we form a committee, I feel like sometimes we jump the gun to forming committees without.

E

Substance and fault around how it's going to look long-term and we're already in review of.

E

One committee that are we going to be keeping or what is it going to be doing? I guess also it's.

E

Important, I I heard you say it many times. I just want to reiterate it that, like the intent behind.

E

It is not to drive legislation. I think, there's a lot of people in our community that you know.

E

That's a concern, or not just our community, but societies today, of where school boards are lying.

E

So I I do think we've done a good job of staying bipartisan, but really looking at things around.

E

You know safety and other issues with our students, but there is a lot coming out of legislation. This.

E

That's just moving very quickly, which leads me to feel like. There needs to be another step in the.

E

Process of something the communication committee's talked about a lot of communicating out to our.

E

Parents about legislation, that's coming down the pike and making them aware, because our parents.

E

Are busy they're, not tracking? They don't get a lot of the information that we receive. That's.

E

Right in front of our faces on a regular basis, and I think a lot of our parents want to know.

E

What's coming down the pipe before something gets passed that impacts their child in a way that they.

E

May not have approved had they been informed, so I don't think that we can have any kind of committee.

E

If there's not going to be a component of communicating out- and I think even if there's.

E

Not a committee that still needs to be happening. um You know, I know the communication committee had.

E

Asked many time that the superintendent's new newsletter had maybe a policy corner that.

E

Showed highlighted our own policies that were under review as well as legislative policies.

E

From state that was coming down, that might be something that they want to look at and.

E

I I get that our public has different views on politics and some are more involved than.

E

Others, but I think it's our responsibility as educators to educate our public about what can.

E

Impact their students, their children um versus us having a committee, that's making those decisions.

E

Without informing them as well, okay, I think liz was next, then brian, then pip. Okay, a few points.

F

Just for a fun fact, my supervising attorney um at dcyf is on the keene school board, and so I will.

F

Follow up with her and ask her um what her, but I assume it's her she's, a long-time member and she's.

F

Very outspoken, so I will, I assume, she's part of whatever keenan is doing over there. So I'll.

F

I will follow up with her and ask her about it. I guess I was curious as to legislation, I know lisa.

F

You're saying it comes quick, but it does seem like you know. I know you've been really on top of it.

F

If you weren't, really on top of it, I don't know that a lot of us would be unless it was in the.

F

News, and so although it does come quick, I I guess I was curious. What other mechanisms there are for.

F

Policy, whether the doe has somebody that they, um you know like dhhs, that reviews policies that are.

F

Coming up, the nhsba is our the school, the school board association that that's listen avenue. I know.

F

Okay, I'm speaking, though, um that's not the answer to my question. um I guess the nh spca, obviously.

F

Does but I think other avenues within state government like the doe, would follow federal.

F

Policy changes as well as possible state policy, changes that are coming down and there's usually.

F

Somebody within the state department, like the doe that there there would be a delegate there.

F

That could communicate what might be coming down, and so I guess I just wondered if there was any.

F

Sort of funnel there at the doe, um I obviously know the doe has been a bit messy as well as.

F

Other departments, but I guess I wondered if there was any funnel of somebody.

F

There that monitors policy, because there is somebody at dhhs that monitors policy.

F

um And I guess I also with that being said: we also have our local representatives.

F

And so I guess I wondered what their obligation or what their ability to convey.

F

um Those policy changes or what's coming up and what they're voting on to us and if there's a way.

F

That we can open lines of communication with them. um Regarding this, and- and I guess my hesitation.

F

As far as creating a committee is creating a committee, that's small in that respect and having.

F

The ability for the board to have a full weigh-in versus one board member, you know superintendent.

F

And a school representative um or school union representative to weigh in and make the suggestion.

F

Given that you know we're all varying degrees of how we feel and is that one school board.

F

Member really representing um the thoughts of the board or a thought of how we should weigh in so I.

F

That would be my hesitation. I appreciate the sentiment, but I guess I just wondered.

F

If there are other avenues that we could go about addressing this issue, thank you liz brian, so.

J

You know, for me, this is uh kind of a slippery slope in the political realm and I think the.

J

Makeup of that community committee would honestly determine what we, what what bubbles up, and I would.

J

I would believe that it's really the most politically charged stuff would be what we end up.

J

Talking about, I know this board has talked about resolutions before it's always been kind of.

J

It basically, I feel, like it's going to be, make us more contentious in many ways. I do like the idea.

J

Of communicating out to the public, because you know creating advocates that way seems a lot more.

J

Natural thing, and also um as elizabeth pointed out, you know we if we're going to vote. You know.

J

It's really hard for us to get together to do these votes to actually put out a resolution.

J

So I would prefer, if there was a committee, that it was really tied to the communication.

J

Committee, somehow, where they're getting out and um getting out to the public, what what's going on.

J

That's why I would prefer it, you know not being something where we create resolutions. I think it's.

J

It just goes too quick and it could become politically charged.

J

Even even within our organization of this board, thank you, brian.

A

Yeah, um I think I I my understanding is that the primary purpose of it would be to keep us.

D

Abreast of what is happening in the legislature and that impacts schools and personally, I really.

D

Like that idea, because I find that I don't have the time to stay on top of that and do what we do.

D

Here, um and so I would love for somebody who does have that time to be able to bring those summaries.

D

To us, or bring our attention to something that will impact our schools and our community.

D

um I hear what everybody is saying about becoming political, but I think that it could be argued that.

D

The choices we make here and the discussions we have now are also political. I mean we, we have.

D

Differences of opinion here and and we managed to come to agreements on what is best for our.

D

Students- and so I think, what I am understanding about this committee, if it were to exist, is that.

D

It would it wouldn't be making recommendations very often unless it was something that.

D

You know we all agreed was critical for our students and that's happened. A few times already.

D

Without a committee, um but um but I think that I don't think I don't imagine it generating many.

D

You know many actions on our part, but instead just making us all a little bit more aware of.

D

What what's happening on the state level in in the political arena, so that we can.

D

Be more informed, and then I would just add that I do really like the idea of it serving as a.

D

Way to communicate out to the public and to our constituents, because I think you you're absolutely.

D

Right hope that that people need to know more what's going on and I think we're a logical place.

D

For them to hear that information from when it pertains to schools, okay, we have carrie and then.

G

Hope I um I in general support though um lisa's motion, I'm wondering if maybe hearing some of the.

G

Feedback and the discussion- that's been really great, it could be a working group or an ad hoc.

G

Like policy development, because I do understand the concern about voting on making a new committee.

G

Without having what that scope is um lisa, would that be something that you would be.

G

Yeah open to meeting with a group of folks to sort of sketch out what the purpose and the.

G

Mission is yeah, I mean my intention was that we would very rarely get to the level of spending.

H

Time in this room debating like exactly how to have a policy statement, but more that we can.

H

Be more on top of things I mean there's a lot of stuff. That's coming down the pike like a potential.

H

Opportunity for voters in portsmouth to set caps on our school budget, or you know like different.

H

Funding mechanisms for homeschooling and private schooling that could affect our budget. You know.

H

So there's things that come up that yes, they're political but they're, absolutely pertinent to.

H

How we run our schools, I mean those are just two examples of things that.

H

I'm hearing will be probably coming back in the next session, um but yeah. I think that.

H

I would be happy to just have a conversation later and table this and bring it back to the.

H

Board I mean the legislature's not even coming back until january, so it's not like. We have to.

H

Solve this tonight, but I think if it's an ad hoc working group where it's a temporary committee, I.

H

Mean I don't know what that would look like, but I'm not opposed to it. I mean my intention was.

H

Mainly to pay closer attention to do exactly what hope saying like get the information out to people.

H

So if there are people who are teachers or parents or students who want to be better informed, we can.

H

Serve just as a conduit for that information and people can do with it what they will, but I do.

H

Think I don't like the process of bringing those rare resolutions to the board as it's unfolded.

H

Previously, like, I think we would be better served when we do want to have a statement of having a.

H

Mechanism for formally drafting it so that it can be voted up or down without quite so much.

H

Confusion about what we might be getting into- I guess sorry, I don't know: okay, okay, zach.

A

I hope you can go after zach. Okay, I was, uh I think one of the things to explore would be what um what.

B

Is the uh what are the services that are provided by the new hampshire school boards association and.

B

Where, um where are there gaps? So let's understand that in a deep way, because I think you've got.

B

Bear cristina at the school boards association who's constantly in concord, moving between.

B

Committees having conversations on the fly and then sending out either regular kind of regular.

B

Communication to member school boards uh and when the school boards association feels that it is.

B

That fast-moving stuff is happening like alerts like this is happening this afternoon. If you are.

B

Concerned about this issue, you need to contact your representatives today. um You know those are.

B

The types of things that are being generated by I don't know about our ability to replicate that or.

B

Do that better, but I do think, there's there's an interest in how do we keep some of those things.

B

Front and center, the other thing I think we should explore, because I don't understand it in in depth.

B

Is the this resolution process because I think- and brian was talking about this before that our.

B

Ability to like respond on the fly like lightning respond to what is happening in the midst of.

B

Conference committees and whatever is limited, our ability to be part of the conversation.

B

From the school boards association saying, this is what school boards believe is valued in the state.

B

As a touchstone for people in the legislature and then to be able to refer back to that and have.

B

Portsmouth informing that, because they have a document of perennial, we as a state school.

B

Boards association, our members, believe blank about what should happen in that policy, and I sounds.

B

Like portsmouth as an entity hasn't been heavily involved in in that kind of process of developing.

B

Resolutions, so even just us being at the table to be part of that process, I think, would be a step. A.

B

Significant step and we might have a perspective which is important and if we're doing that at this.

B

Time of year, where now we're you know, they're talking about approving resolutions that have.

B

Already been developed, we would well in advance of the session and say these are some things we.

B

Want fellow school boards across the state to also endorse this is the portsmouth perspective.

B

On those particular things, and it's well before the politics of the of the session that we're out.

B

There, but we're also, then, informing that informing that conversation, I think that is, I think, the.

B

Better now, I'm still growing my understanding of that process, but I think for us to really make.

B

Sure we're really kicking the tires on all the different avenues that are available to us through.

B

The school boards association to make sure that we are heavily involved in influencing that work.

B

Could be a good initial entry point um for us where we're still having.

B

Our voice be heard, and we haven't been involved up until now- very much and not at all.

H

Right not as a board, so I will say, as a board member I have been at.

E

Concord many at times, and I will say that legislators have come up to me and asked even.

E

Before I was a board member, where does portsmouth stand on this? We want to hear from portsmouth.

E

And and so that is not something that they they they desire, but they don't always receive it.

E

I will also say I'm very big on collaboration, so I think you know this is a perfect place to.

E

Look to our local representatives, david muse, is super super collaborative of putting information.

E

Out and staying on top of what's happening in the legislation, I would love to see him brought into.

E

This conversation and see how he might, if he has the time, be willing to work. As you know, part of.

E

His service of keeping us better informed he's great at keeping the public informed on things.

E

On his facebook page, I know not everyone's on facebook, but he often puts out things we've.

E

Received letters from him when there's really pressing issues that you know he has concerns.

E

About that he wants us to make sure that we are aware of that's coming up in legislation, so.

E

I think he's a very good local resource um and there's there's many others, because you know.

E

Portsmouth is not only represented by portsmouth, we have rye, we have greenland, there's there's many.

E

Other reps that I have gotten to know from my time in concord, but I I think that we do have.

E

Some other resources that could inform us in this situation. Thank you, hope, okay, liz and then I'm.

A

Going to have a comment and then we're going to take a vote. I guess I'm wondering before we vote.

F

If we could talk about this delegate situation, that's within the packet of new hampshire, school.

F

Board association wanting a delegate- I guess I'm wondering if part of this could be resolved.

F

And and the reason why and just as a side note, I guess I'm concerned with having this small group.

F

Because I I do realize that teacher association may be different than what the school board.

F

Wishes may be at times they take their own positions. There's a new hampshire.

F

Teachers, association that takes the position, and so they are, they also have their own avenue. Where.

F

We're sort of the school board the school board association, so I guess I'm wondering if if we.

F

Could talk a little bit before we vote about this delegate situation and if, if, if this process could.

F

Be relieved a little bit or completely to some extent, if we were to have this delegate and then.

F

Create some sort of um section within our agenda that provides the delegate, have an update and have.

F

Some sort of discussion about you know appraising the school board of everything. That's on the table.

F

Or you know the important highlights that from the school board association to some extent, if that.

F

May relieve some of it and you know or if we could add something to the policy committee meeting.

F

Where the delegate provides an update there, you know 15 minutes, you know, I don't know so I guess.

F

Based on what the needs are, I guess- and I say all of that because I think.

F

Practically speaking the times that we've done resolutions in the past, it's been, you know.

F

Either the teachers association doing some sort of resolution or um you know I know lisa- had come to.

F

Us previously, and we had done a resolution, but I think you know it was. It was pretty.

F

You know we say it happens quickly, but I think it was a publicized situation so.

F

um Everybody was sort of up to speed at some point about what was going on um and there were.

F

Other school boards signing on to it, so it wasn't just like us saying you know hey. This is an issue.

F

Is there was quite a few people so with all that said, I guess I'm hoping that we could.

F

Talk about this delegate situation before we take a vote um to understand more about what that is.

F

Okay, well, we that's the next item on the agenda. We're going to resolve this item first and I.

A

Would just like to say that I'm in favor of this committee, um having served on the city council,.

A

I was on the legislative committee of the city council for two years and it it it was great. I.

A

Mean we got to know all about what was going on in concord? um We went to concord a couple of times to.

A

Testify for certain um bills, one of the big things portsmouth is concerned about is the rooms and.

A

Meals, tax, you know, portsmouth contributes the most to the state and we get just a little pittance.

A

Back, so that's something that that committee fights for every year if the statewide property.

A

Tax would have come back. That was, that would be something that would be perfect for this committee.

A

And the city committee would fight for that too. So I'm in favor of this, I think it's great. If we have.

A

This group that comes together that examines all the issues that are in conquered and then makes.

A

Recommendations to the school board, we might not support that subcommittee's recommendation and we.

A

Might support that that recommendation and I think lisa's right that it's not going to be something.

A

That that there's 10 things for us to consider at every meeting there isn't that much. That will come.

A

Up that will really be of concern. Last year we had one item that came to us, that was of concern.

A

So I think I think it's a. I think it would be a great subcommittee for this board to have nancy.

H

Can I just ask a question about this because I hear like a lot of good feedback in the room about.

H

This and it's not um an emergency that we set it up right. This second, like it wasn't necessarily.

H

My intention to try to jam this through like I'd rather have it, be a group that, if we decide to do.

H

It that everybody mostly feels like it's going to be effective and serve the purpose that we want.

H

I don't object to the idea that carrie was saying about making it ad hoc. If that's a distinction.

H

That makes people feel more comfortable or making it more of a sort of bill. Tracking group or a.

H

Group, that's responsible for communicating things out, so I mean I'm. I mean the original.

H

Motion didn't really specify that it was going to like make a bunch of resolutions. It was simply to.

H

Set up the group, so I just want to sort of circle back to the idea that it sounds like there's also.

H

Some question in the room about whether, like just having three people in the room is the right mix.

H

But that was what the original motion was in my intention. There was just to have a small.

H

Group of people who could actually functionally find time to have a conversation in a timely way.

H

About things, if it's necessary or meet by email without having a quorum, I mean that was my only.

H

Thought about that it wasn't to make unilateral decisions on behalf of the board in any way.

H

um So I don't know the history of if we do form a committee, if the motion is just to form the.

H

Committee, um could it be a committee development group because I don't know what that means.

E

It's not time to form it's time to to have a few more conversations.

H

Around it- and I hear what everybody's saying determine where it needs table, but I pull it.

H

Back but then I would like to make sure that, because what I had tried to do was put in the.

H

Agenda packet like how it could be structured and work and that didn't go in. I think, due to some.

H

Miscommunication and I think that everybody might feel better about that as a starting point.

H

Again is that acceptable, because I don't want anyone to feel like we do what we should feel.

H

Good about, I think, that's a good idea, but I think can you make that presentation at our.

A

Next meeting or the first meeting in october, or just so, we can get get get it moving.

A

I don't want it to die, no, I don't want it to die either, and I would definitely bring it back. What.

H

Do you guys think, because I mean my intention was to have you- have a role in it and not.

H

Be pushing forward some sort of agenda, that's making your life harder. You know I'm happy to help.

E

In the process of reaching out to david and seeing what he has already and that we could draw from.

E

Other resources, so I'm happy to share more of it. Okay, why don't you make a presentation at the.

A

First meeting in october, are you comfortable with that or do you need more time than that.

H

I'm not uncomfortable nancy, I'm just trying not to dominate it too much I mean I.

H

Exactly I'm just interested in the again, I'm I'm one of the people who has articulated that.

B

This group in this community has an important voice. I think, in helping shape new hampshire.

B

Educational policy and when and if this community is not present, other communities will drive.

B

The statewide agenda- uh and I think you know hearing what hope said, I'm I'm not surprised.

B

That people are like where's portsmouth on blank. No I've heard that about anything. um So I think.

B

It's just trying to figure out what is what's the right vehicle to do that and um and whether.

B

We need to create a new group, and is that the way to do it or is it a it? So some of it could be just.

B

It's not even it could be not having a new group, but just having part of our agenda is here is the.

B

Latest uh really focusing on here's. The latest update from nh um the school boards association.

B

Around what is in the pipeline right now, um let's make sure we're cognizant of it, and here's do we.

B

Have you know see zach? How would xyz proposal have operational impact on what it is we're trying to.

B

Do in our mission and vision of the for the school district, you know so there's lots of ways in.

B

Which we can, that may or may not be a committee where this group can become more active or that.

E

Could be a leg of the communication committee of communicating information out as well? Potentially.

A

We have a motion on the table. What shall we do um lisa? What are you comfortable with.

A

Considering you're the one that made the motion uh nancy, can I make a break brief.

F

I just want to respond to what you turns out to lisa right now, but you supposed to turn out.

A

Let lisa answer the question. First, okay, um I'm just trying to be cognizant of.

H

Not putting the cart before the horse, I mean in my mind it wouldn't be overly um premature to.

H

Cons, I mean if we call it an ad hoc committee and we try it out for one year and see how it.

H

Go I mean I'm just trying to think about how we can do it in a way, so that people feel.

H

Comfortable with moving forward, because I don't want to be continuing to have no voice for our.

H

Community and no awareness in our community about what's going on in concord, um I think.

H

That, if the mission of the committee right now is to inform and communicate.

H

Which is not actually I mean the motion didn't really spell out exactly what the agenda of the committee would be. I don't think that it makes sense to.

H

Shove it into the policy committee, because they already have a lot on their plate.

H

I guess for the sense of expediency like let's just vote on it as an.

H

Up or down, and if it's no, then we can decide if we want to continue exploring in another.

H

Way I mean the original motion was to form the school board legislative committee um to be.

H

Comprised of the superintendent or designee union designee and one school board, member.

H

And we can have an up or down okay vote on that and if it's no, then we can go to the next. What.

H

Do we want to do if we're not doing that? Okay? Okay, uh do we have more discussion liz? Can you.

F

Yeah, I guess I'd like to propose an amendment I think nancy. I don't know why you don't talk.

F

First, sometimes you offer your stuff at the end of the day. Well, sometimes I wish.

F

You would talk first, because I I guess I wasn't fully aware. I wasn't fully aware of.

F

The legislative committee with the city and in pulling up the legislative committee in the city.

F

There is four city councilors on the committee, along with the city manager and the staff.

F

And so I guess, I think, the the my only hesitation with how this is set up or what lisa is proposing.

F

Is the fact that there is not a majority representation from the school board or that.

F

There's not more representation of the school board on a committee, and I can understand her.

F

Sentiment of getting us all together, you know, and so I understand that, but I guess I would propose.

F

A friendly amendment um to add more school board members, you know, have three school board members.

F

And be part of the committee so that there is more voices within the school board um on a committee.

F

If that's, how we're going to go about doing it? Well, I'm confusedness brian had his hand up first.

J

I mean so as it as it is right now. I can't vote for it, um so I mean for me if it's the.

J

Scope is really around communication and forming, I will vote for it. um I just keep.

J

Wondering you know really the makeup when you when you say you know what the intentions.

J

To bring up resolutions every so often well, it depends on the makeup of that particular.

J

Or that committee that's fair, and so that's where I that's. You know and I'm okay with.

J

I would vote for it if it was ad hoc to try it out, um but as the motion is on the floor, I wouldn't.

J

um I would be comfortable making it ad hoc if that's I'm hearing, that from a.

H

Few people, um I'm just trying not to make it so specific in terms of each piece and.

E

So again, why does it have to be formed tonight versus revisiting it when our co-chair is here.

A

On the table, I think we should vote. Can you answer one quick question for me around the city.

E

Because I know that some city, like I'm on a city committee that has school board representation.

E

um Is and I'm not suggesting this is done, but I just was wondering if they're looking at.

E

Policies that impact and we're part of the city has there never been. I thought an educational.

E

Platform on the city to also look at educational policies, they deal with so much that doesn't.

A

Involve education in the schools, so they don't look at any of the education. Oh no. They do for.

A

Instance, the statewide property taxes that were the state funding right right, I mean things.

A

Like that, but um not to my recollection, um I mean they would if it was a huge issue right.

A

But if it's not- and I thought about asking the mayor if we could put a school board.

A

Member on that committee and then I thought they deal with so much that don't I'm not.

A

I'm not suggesting we do that. I just wanted to make sure that there wasn't.

E

An overlap or of what they're looking at right right, okay, I would say uh usually no zach thank.

A

You so I would just be hesitant of um pushing forward something, not the details, I'm not about.

B

The details, but I'm worried about the about real specificity, about what is the task of the group.

B

um And I feel like that's, not totally developed, yet it's close getting there, um and so you know.

B

I get you know as a operational person for you. I get nervous about um not fully developed concepts.

B

Where we create, you know, groups that are empowered in some way. That's not totally clear around a.

B

Purpose, that's not totally clear uh and what that does to off the operational side of things. So.

B

I mean I I mean I again, I in favor of the of what overall we're talking about trying to do.

B

um But but maybe some additional dialogue first about refining that a bit would be good.

A

Okay, pip you've had your hand up for a few minutes. Thank you um and I think what I was.

D

Going to say has changed a little bit. um I just I want to sort of challenge those who are are.

D

Saying um that they're worried about the makeup of the committee, because I feel like with every.

D

Other committee, we trust each other to get the information and come back and make recommendations.

D

And and then, as nancy pointed out, we don't have to vote in favor of those recommendations. We can.

D

Always vote against them, but I don't see this as very different. I think that, especially if there.

D

Are three members on the committee representing different areas of our different groups of people.

D

Who work with the school department? I think we're going to get some sort of balanced perspective on.

D

What's best for the schools, and I don't support the idea of putting more people on the committee.

D

Because I think that we we have challenges and often enough of making time for people to meet.

D

And I think this we, I don't. I think that the idea is to have one designee from the school.

D

Board, who brings the information to the rest of us um and again? I would hope that we could trust.

D

That person to bring us accurate information, and I don't think that um I can't imagine that that.

D

Person's personal political perspectives are going to play in so much that it would alter.

D

What kind of information we receive from them, um but then I also wanted to say I think, I'm in.

D

Support of of the idea of this being an ad hoc committee, and I like the idea of.

D

Of putting a group together and allowing that group to then um define a little more clearly.

D

What their expectations would be, and I would expect that the board could still have some.

D

Input in that, even after we create the committee, I don't I don't see the harm in creating it.

D

Because I don't think it's it's we're not really empowering that committee to do anything.

D

Except bring us information, so that would be my perspective at this point. Okay, are we ready for a.

A

Vote, um do you want to amend the motion to make it an ad hoc committee lisa I'm happy to do that. Okay,.

A

And who was the second? Does anyone remember who's? Second, in the motion, and I did it at.

A

The same time, so is that acceptable okay? So the motion on the floor is to establish an ad hoc.

A

Subcommittee of the board made up of a board member, um a member from the teacher union.

A

And uh an administrative person nancy, I'm sorry! I just feel like. I need to add this before, just as.

E

A discussion point because I was going to bring it up in the committee updates but to the point.

E

Of rushing before things are really decided. We we, as a board, were asked during kobe to set up.

E

A communication committee which did get set up and that committee has never been fully looked at.

E

By this board, in the same way as a policy committee of communicating out and being able.

E

To drive communication, not right communication but drive communication and drive a communication.

E

Plan it was never empowered fully by the board and it certainly was not empowered by admin.

E

And so I will just say that, because it didn't have a clear mission, it did not have full discussion.

E

And it has been in a reactive mode with covid and then therefore, after that not put to.

E

Full use, even though committee members have come forth many times to bring information that could.

E

Improve the communication within our district: now that may change, we have new administration, that's.

E

Obviously, very favored towards this committee and supporting this committee's work. I want to.

E

Be very clear that I I have a passion for policy, so I certainly support what you're bringing forth.

E

Lisa, as far as keeping the board informed, you know I stand for myself so and and informing the public.

E

um And I think it's even beyond informing, I do think there needs to be a state of action.

E

As portsmouth district as zach says not on every single thing, that's coming down the pike, but.

E

People do need to know and concord where portsmouth stands um and if we don't speak up, then.

E

The state will be set by other districts, so I just put that out there for history, because I don't.

E

Think this board has fully understood. Sometimes they've said: let's put this under communication.

E

But when, when things aren't clear, then the committee's not fully empowered and I could see.

E

Communication committee, um we can, I just give a quick update, like the communication.

E

Committee is being looked at, of helping develop a communication plan for the district with our.

E

Superintendent and then it would be evaluated then of if the committee's needed, if it's not.

E

Needed you know we'll take an assessment then, but I could see other ways that the.

E

Communication committee could be used in a leg of that could be informing the board as well as.

E

The public, but that's just my two cents. Okay, thank you hope. I think we need to take a vote just just.

F

Real quick, I guess I wondered if we could add an amendment to provide a timeline um on the ad hoc.

F

Committee basically providing an update like pip had mentioned she had said the committee could.

F

Sort of define expectations or maybe come back with an understanding or zach and come back with.

F

An understanding of what can the new hampshire school board offer um so if we did create an.

F

Ad hoc, if we could actually add a timeline about reporting back on recommendation, to keep it or not.

F

Keep it what's available, what's not available, what what have they discovered or what do they know.

F

And what their plan is for moving forward? I guess I don't know how about yeah. I just want to.

H

Make sure that I understand what you're asking um you're asking for a timeline for how long we would.

H

Keep this type of committee functioning before we assess or what are you asking for? I guess.

F

I'm asking that we add an amendment to create a timeline so whether we say um the committee.

F

Or the ad hoc committee would report back in um you know at our next meeting or in three months.

F

You know in lieu of waiting until the next meeting to establish this. um I guess my concern.

F

Is I think, zach has some follow-up stuff that he's sort of spinning around in his head, and I.

F

Don't hate to speak with speak for him, but um I think there's some things to look into as far as.

F

Not recreating the wheel and are there avenues for us getting information and having a discussion as.

F

A school board: that's productive within our agenda, which we haven't really done before.

F

I mean, I guess, we're kind of doing it tonight with all these legislative updates that the school.

F

Board is giving us, but it's my understanding from what zack's saying is that they might.

F

Actually pump out updates, I don't think I'm getting the emails, but they might actually pump.

F

Out legislative, hey things to watch right away, and maybe we can actually start adding those as agenda.

F

Items and create a something within our packet that we actually discuss those as a board together.

F

um So I hear you but that's way too much for an amendment, so I guess I'd like to ask for a vote.

H

On, what's out on what we have out there, I'm not saying we wouldn't do some of those things, but.

H

That's like well, no. I understand that. I guess my only amendment is just that. We provide a timeline.

F

So we say uh you know I I guess maybe I should just throw something out there that we, if we do.

F

Vote to have this committee or ad hoc committee that we would have some sort of update in three.

F

Months from the committee or at our next meeting from the committee or two meetings from now.

F

Whatever you want to whatever seems appropriate, we have committee updates every.

F

Yeah yeah update and that we would decide at that point whether we keep the committee or not just.

F

Do you approve that amendment? No okay? I did I'm sorry. Okay, let's vote on the motion. Oh zach,.

B

So um I I um I know I've noticed a tendency in a in a short window so by where we.

B

Pass we want to pass things that we kind of sort of have an idea about and and on the.

B

Operational side, I just tell you that it's hard, it's really hard when you have a kind of sort.

B

Of policy, a kind of sort of committee, a kind of sort or whatever it's really hard for for us to.

B

Understand what our role is in helping you utilize that to then operationalize it um so.

B

So um I would, I know, there's a sometimes there's a um is an impetus to be like we. Let's, we got to do.

B

Something, and so it's here's, this proposal, that's a kind of a kind of proposal um and uh and maybe.

B

Sometimes we just need to refinance a little bit more to be a little bit more clear about.

B

Taking a couple extra steps before we create something, whether it's policy or.

B

Or some other mechanism or a committee or whatever, without having really you know.

B

Gone through a few more thinking steps all but okay. Thank you. Zach.

A

Let's have a vote all those in favor of the motion. Can we do a roll call? Please can you do a roll.

A

Call sure let me get the I gotta, I'm woohoo was my first roll call from very excited um all right. So.

B

Here we go so the motion can you I can do the roll call. If you can, we can restate the motion again.

B

Okay, the motion is, we will create. Well, what are we in the motion? Legislative subcommittee.

A

Of the board, which consists of a board member, a representative from the teacher association.

A

And a representative from our administrative team to stay on top of the legislation, that's going on.

A

In in concord, portsmouth and conquered and to you know, bring relevant issues back to the board.

A

And we agreed to make it an ad hoc, it's ad hoc, yes, okay and nancy. Can you just tell.

F

Us what's in between ad hoc and actual committee, it's summer purposes subset.

A

I mean sunset at any time: yeah temporary okay, so we could take a vote. How would we sunset it.

A

Well, somebody could make a motion and we could sunset it. Okay, all right, you just say we're done.

A

Okay- okay, all right here we go so um so uh on the motion on the floor. um Liz no yep! Yes,.

B

Lisa, yes, and yes, margo is not here. Nancy, yes, hope, abstain.

B

Brian yes, carrie, yes, okay and those are all reporting numbers. Yes,.

B

So yes, okay, thank you, everyone that was a interesting and lively discussion.

A

Today's my 71st birthday.

A

We are getting through the agenda, we are getting there.

A

The next item is the proposed resolutions uh from the um am I correct about this. The new hampshire.

A

School boards association on october 1st, they have the district delegate assembly, statewide, delegate.

A

Assembly and all members, it would be wonderful to have a representative from portsmouth there.

A

From our board, it doesn't have to, it doesn't just have to be one person as many board members.

A

As possible can go, but you only have one vote so what this piece of paper is in front of us is.

A

All the resolutions that have been submitted by various school districts so they're going to vote.

A

On all of these resolutions, so whoever represents portsmouth will have a vote.

A

um We don't have to look at this now. We can save it for the next meeting or we can give it to you.

A

Again at the next meeting, because october 1st is our next meeting is the 27th of september. We can.

A

Decide which of these resolutions we're going to support which we're not going to support.

A

And then whoever goes to the meeting on october 1st will vote on behalf of fort smith.

A

Is there anyone that can attend? On october 1st, you have to go to concord to the grappone.

A

Conference center, it's 11 o'clock I can attend, you can attend, oh kerry. Thank you.

A

You're welcome, I might be able to go. I think I am not an awakening.

G

um May I take the liberty of looking at these before our next meeting.

G

Are you making recommendations on how we vote on these, and then we can discuss it on the 27th right.

A

And everybody should actually do that too right, you know everybody should or maybe, if everyone.

G

Can give me review these, give me their votes and that way, I can summarize the consensus.

G

Okay, good idea: did everybody uh understand that, so if we could get carrie our, I sent her an email.

A

Or whatever, with our impressions of all of these you'll note that the school board association.

A

Says what their um stand is on it, so that's that's important to have that too. I think.

G

I also accept no opinion like like for again: it's no opinion if you could just.

G

And I appreciate those responses, not paragraphs, please.

A

Okay, terrific that went quick. Thank you kerry. I may be able to go. I I might have to take my son to.

A

A camp, if I don't then I'll, be able to go to this okay, so I we can go together in that case and if.

A

Anyone else wants to go anyone everyone's welcome I've gone in the past. It's um it's interesting.

F

Are there is there food like what's the setup? Is that your criteria for go english? Okay, it's 10, 10.,.

A

Now I'm going to actually, I think I'm going to turn this over to zach discussion of an ad hoc.

A

Strategic plan, the rfp to develop the rfp for our strategic plan, so we I did not include.

B

A memo or slide or anything that had the dates that we talked about, I think earlier you know.

B

I think I agree with pip. We I think we we agreed at retreat around. Certain dates were going to be.

B

The timeline around strategic planning and one of those uh one of those things was around included.

B

Having a group that was going to review was going to work together to develop an rfp that we would.

B

Then put out to vendors, who would potentially help us with with strategic planning and.

B

So so, basically, what I'm looking for is just what the membership of that for the for the board to.

B

Discuss what they want the membership of that to be. um I don't know how many people were on.

B

uh Previously on the strategic planning committee, I don't know how big that was.

B

um But I I think, for the purposes of what I think is going to happen, if all goes according to plan.

B

Then, on our next meeting on the 27th we bring in, I think we talked about the idea of bringing in some.

B

Sample groups that talk to us for 10 minutes or so a piece take some questions from us to get a scope.

B

Of what's available out there from different types of folks who might be able to help us and then.

B

The rfp group would then go off, develop a draft that they will come back to the board so really.

B

It's a working group to take the information based on what people talk about on the 27th.

B

Create a draft rfp come back to the board for the board's input around what they think of the.

B

Draft, so this is not, I think, in talking with nancy and margo, I'm trying to think what I said. I mean.

B

It's really it's not a large group of people, because this is a wordsmithing.

B

Thing as much as anything else, so the original committee, just for history, thank you- was.

E

Steve and nathan, myself, pip and brian and then pep dropped off.

J

Okay: okay, not because of dedication because of scheduling problems; okay, so from the notes I took.

A

We would interview four companies by november 1st and then the board would choose a company correct.

A

So this little subcommittee um would develop the rfp that would then go out to those companies.

B

We would push push out the rfp or through a variety of channels to to to make sure they got.

B

In front of the right people, okay um and then we would get back the um we'd get back. The proposals.

B

And then the board would consider those down. Did we do that? Last time, did we develop an rfp? Yes,.

A

So can we go back and look look at that and we examine the other, the other rfp. I will tell you.

E

It was not strong because it was uh a work off of something that was already in the district.

E

um So it needs to be so. There is revisions I would recommend, but we did get proposals back many of.

E

Them the rfp also was very broad because again, there was not a lot of guidance around the rfp.

E

Which is something else I would highly recommend be changed in this rfp that there's much more.

E

Specific guidelines in setting, because otherwise we attract too broad of range of companies.

E

Dollar, wise as well, and so there's no need to weed out those that we can't even afford.

E

So we need to be specific about what we're looking for. Okay,.

A

Okay, great now, so what we just oh liz! um So I guess um my understanding from zach was that.

F

Obviously, we would hear from these folks and see what the the options were and then we could sort.

F

Of develop the rfp or the working group would develop the rfp based off of what we all felt.

F

The options or the group felt the options were so a couple things. I guess you know the this.

F

Not that it has to be the exact makeup, but the superintendent search committee included uh admin.

F

um A certain level of admin- and it doesn't sound like the prior group, had that um admin.

F

Piece to the entirety, and so I guess, given that we're looking at our schools, we're doing this.

F

This whole approach, I really would want the admin to be a part of that or have some um strong admin.

F

A part of that, and so my second concern, and so I guess I would propose that. Maybe it's similar.

F

um Or the same, if possible, to some extent of what the superintendent search committee was as far as.

F

That group makeup or look at that group makeup in considering this and then my other concern.

F

Is that if we're having these people come in, I would want those same admin in that group.

F

As a whole, not just the school board that group to be available to see what their offerings.

F

Are so that they could fully understand what was going on so um so can I just add to that.

E

I would just say that um you being the superintendent, your admins report to you, so there.

E

Was the opportunity to get admin feedback? Steve was a representation of the district um and his.

E

Admin, so I I just say that, because I I know from a staffing perspective, how limited we are these days.

E

And how much is on our admin plate? So I certainly if there's people that are interested, but I also.

E

Think that the superintendent can certainly feel for an rfp for the need of an rfp. It's not.

E

um I'm sure you've done this before too zach, so brian yeah. That was my only comment. Basically.

J

You know we're not forming the committee right now and it's really for the rfp. So.

J

It's best to try to keep it small as possible yeah um just for moving forward quickly, but.

J

I think we do absolutely need a full committee when we're developing this treatment. Yeah.

G

And then carry so I was going to say my hope. Out of this is to have what you're saying brian.

B

Smaller the group, the better um you know, I had said you know three, including me three.

B

Five tops as the number of people, because once you get in and this wouldn't be, the hope is that we're.

B

We're getting some conceptual guidance from the board coming out of the meeting on the 27th.

B

And then, to whatever degree, the board narrows to what hope is talking about where, if it's too broad.

B

Then it's a tough process, so we're hopefully we'd be informed in some way about some.

B

Narrowing a little bit based on what we hear from the board and then this group.

B

Of three to five people three to four people um would then come back with a draft for folks and.

B

Then again, the board has another opportunity to weigh in. I agree with. I understand what was.

B

The saying and what you're saying brian around once we get to the point where we have a vendor.

B

Almost all vendors are going to ask you to have some type of steering committee.

B

Right for the strategic planning process and they're going to have their own part of, I think.

B

What you're going to see in their proposals will probably be some type of definition from their.

B

Perspective of who that parts of that will be, although the lead parts would open, ended too.

B

So I think that whole, like representation piece, really comes in the steering committee portion.

B

Once we have a vendor on board, as opposed to necessarily during the rfp development, which.

B

Is really just awards, hopefully, depending on how the 27th goes, it's just a wordsmithing exercise.

A

Okay, thank you very much. Zach kerry had something to say yeah. I think I think.

G

Brian got it, but I don't think that we need admin involvement in the rfp process, but absolutely.

G

In strategic planning, um I would look I'd be happy to serve on this group. I don't know if.

G

If that's, what you want is to like put it together, I need two to three school board members. So if.

A

You're interested, please let me know, and okay carrie, I have your name down all right. Lisa is.

A

Interested as well, who just have a question? No, you don't know why you're willing to do it again.

H

Depending on the time, but if there's somebody else who wants to do it, I don't.

H

Need to my only question was for the retreat. We did have that exercise or we were asked to write.

H

A whole bunch of stuff about what we were thinking for the strategic planning. I know we didn't really.

H

Get to that conversation, so I would just like to make sure that that those notes are the extent.

H

It was done, gets funneled into that process or that we can revisit the conversation, because we.

E

Didn't get to have that conversation, that's an important, informative conversation to the rfp.

A

Okay, so so far I have carrie pip and lisa, who are interested all right. Anyone else.

A

Well then, carrie and lisa. That's really interesting.

A

All right, so we have our kerry pip lisa anzac great okay. Thank you. Thank you that takes.

A

Us to the first step of the strategic plan: all right do we have any committee updates.

E

So I'll just echo in case people didn't understand earlier so I'll make it quick um being the board.

E

Members on the communication committee lisa and I met with zach and zach. Please feel free to chime.

E

In we basically came to the conclusion that right now, the best uh use of the communication committee.

E

Seeing that we are going to go through a strategic planning process is to help develop.

E

With zach leading the way, a communication plan for the district, which can also help inform.

E

The overall strategic plan as well, because, usually you have one of those included, we would hope.

E

um And then from that point you know we will assess if it's not an ad hoc committee, but.

E

We will assess if there's continued need for it. What those needs would be.

E

Or if we need to dissolve the committee? Okay, thank you hope. Anyone else attend a committee.

A

Maybe now that school has started we'll have our committee meetings again.

A

Okay- and I want to thank talk about communications, thank zach for his video um messages that we've.

A

Been getting um those are those have been awesome. I know I would like to get them. Oh.

A

You have to make sure that you keep trying to forward them to you and.

E

Work through the problem, I like the fact that you sent me the ones for the first day of school, that.

A

Was appreciated? Okay and I meant to hand these out at the beginning of the meetings. These are those.

A

Portsmouth school board norms that we discussed at our retreat. I was supposed to hand it out at.

A

The beginning of the meeting, so everybody look at it and then um you know we can talk about it.

A

Next time, if people have questions comments, whatever, okay, all right so upcoming events.

A

Are there any upcoming events that anyone would like to talk about.

A

Nope, okay and we're all set, I believe, may we have a motion to adjourn.

A

You want to stay here, everybody, okay, um thank you, lisa and hope.

A

The meeting is adjourned good night. Everyone.

A