Concord Board of Education Monthly Meeting 12-1-25

001going to call to order this meeting of the monthly meeting of the school board. We actually started at 5:30. We had a non-public meeting before that. Um so we've already called the role. So next item is approval of the agenda. Uh board members, um do you have any additions, subtractions, edits to the agenda? If not, I will or first I will take a motion to approve the agenda. >> So moved. >> Moved by Miss Buchet. Is there a second? >> Second by Miss Robinson. Is there discussion? >> Seeing none, all those in favor? >> Any opposed? Motion passes. Uh next uh is the consent agenda uh which includes the minutes from the monthly board meeting of number of 3rd, the building committee meeting meeting of number 6, the instructional committee meeting of November 10th, the

002special board meeting of November 12th, the executive committee meeting of November 17th, the city and community relations committee meeting of November 17th, and the communications and policy committee meeting of November 19th. Can I have a motion to approve the consent? >> So moved >> by Higgins, second by Miss Buché. Is there discussion? >> I have one thing to the question. >> Yep. >> Page 29. The last the motion was moved by Barb Hagen, second by Miss Buché. The motion to re the motion to recommended that the city and the district was passed. Is that referring to the motion above? If so, I just want to be clear on what that motion is that was passed. Oh, good point. Um, that's it's just word. >> So, we can amend the I propose amending the minutes to

003read. Um, Barb Higgins move that the committee recommends >> and then whatever that was the permitting and design phase be split 50/50. >> Oh, okay. That's what it is. Okay. Because Yeah, that's not read and right. Yeah, it was two things. >> Period. And then the motion was seconded by Miss Bush. Did that work? >> Yes. I just wanted >> someone second my amendment. >> Well, the in the final sentence should just say the motion passed. >> Yeah, I'll second that. Okay. Um, all those in favor? >> Any opposed? Any extensions? Okay. Um, any other edits? All those in favor of the consent agenda as amended. I >> Any opposed? Any abstensions? Motion passes. Um today we're pleased to welcome the students from Broken Ground School to hear their presentation. Um Mr. Appichi, are you

004going to introduce them? >> I would like to invite any parents who want to get a better view. You're welcome to stand around the side to take your pictures if you like. >> So members of the board, thank you for inviting Broken Ground here tonight. um going to keep this short on my part so that our actors and actresses can share some information with you, but you all have worked very hard on a portrait of a learner and um it's new to us, you know, it being coming in last year. Uh so we're starting to talk about a little bit with our kids and do different things, but we thought it'd be a great activity for us to look at the portrait of a learner and show how our kids in action drama program headed

005by Miss Hamilton, who's right over here, um uh exemplifies a lot of the traits that you have. So Dr. Dr. Herbert, if you could just flip to slide two, you see a little crosswalk. Slide three is basically what you're going to hear tonight, our students sharing how they uh are going to start to demonstrating these characteristics in their play production. All right, so um first let's just start by saying our names and our grades. >> Um my name is Arbor and I'm in fifth grade. >> My name is Kendall and I'm in fifth grade. My name is My name is Alex and I'm in fourth grade. My name is Hunter. I'm in fifth grade. >> My name is Emily and I'm in fifth grade. >> My name is Bennett and I am third grade. >>

006My name is Casey and I'm in fourth grade. >> My name is My name is Masa and I'm in >> fifth grade. >> She wants to stay with us. She's going to put herself in third grade. But Ma's going to kick it off. You could go to slide four. Hello. Hello school school board members. We're excited to share how our work in kids in action drama and producing the play Finding Nemo will show the production will show the qualities in the portrait of a learner. The production process helps us grow as learners and leaders through this as leaders. Through this presentation, we will highlight how our upcoming performances, our upcoming performance will demonstrate creativity, collaboration, and self-direction. These are key components of the portrait of a learner and we are proud to show how we

007embody them through our drama activities. In drama, we will think creatively to bring characters to life. We will ask questions like how would Nemo feel in this scene? What action show Dory's personality? We will work as a team to show we are in the depths of the sea or confined in a fish tank. We will be f we will be flexible when things change like learning new lines or fiction stage problems. This process encourages us to use our imagination and problem solving skills which are essential traits of being creative and skillful learners. By engaging in these activities, we will develop our ability to think outside the box and respond flexibly to new challenges. Putting on a play takes teamwork. We will learn to listen to each other's ideas and respect different opinions. We will use

008time managements to practice and meet deadlines when challenges come up like forgetting lines. We will persevere and help each other. We will solve problems together like how to make the ocean sea look real or or how to get sharks to pass by all of the fish backstage without eating them. Hm. These experiences will help us build a strong communication and cooperation skill. Working together on the play will teach us how to support one another and achieve common goals which are important aspects of being collab. collaborative learners. We will be responsible for learning our parts and practicing at home. We will make decisions about how to act and move on stage. We will learn new skills like projecting our voices and using technology for sounds and lights. We will reflect after rehearsals to improve and grow

009along with Google classroom to take lyric quizzes and study dance videos. These actions show that all that we are selfdirected learners who take ownership of our learning. By preparing for the play, we will we will develop independence and confidence in our abilities. This will help us become more effective learners both in and outside the classroom. Drama will teach us more than acting. It will teach us to be creative, collaborative, and self-directed learners. These skills will help us in the school and in life. Thank you for supporting kids in action drama and helping us become portrait of a learner students. Through this experience, we will grow in ways that align with the goals of our school and community. We appreciate the opportunity to share our journey and demonstrate how we are becoming well-rounded learners prepared for

010future success. Who knows, I might become the president of the school board one day. Not likely. And now, here's a sneak peek into this year's show, Finding Nemo. We hope to see you there. Hit it. >> So good at this, too. >> What if Oh, wow. Wouldn't it be cool if we maybe met a shark at school or an angel fish? I hear they have wings. Can you believe there are so many things in the big blue world? We're going to go explore in the big blue world. We've never seen before. So many creatures swimming around the sea in the big blue world. And all of them are waiting for me. >> Well done. Yay. >> Wait, before you get to leave, we got to ask, did any of the board members have any questions

011for our students today, >> Mr. Richard? >> Well, I don't have a question, but I just want to compliment you on being outstanding public speakers. >> Yeah. >> And very good presenters and really good singers. >> So, thank you for coming in. >> Thank you very much. Um, >> yeah, good job. >> You did a great job. Um, we'll give you a minute to leave unless you want to stay. Arbor to prepare for being future school board president about how these how these meetings go. But, um, you can also head out if you guys want. >> Go ahead. Give him a minute. >> Oh, I'm out. >> I didn't do doesn't seem possible. We're already doing this. >> I guess it is a fun story. >> Yeah, >> it was it was so much fun.

012I love doing >> K is the best. >> All right, great. Thank you folks. Um, >> next up we have our student report from Aaron and Coman. >> Hello everyone. I hope everyone had a good Thanksgiving break. Not much has happened over November due to break and lots of holidays, but successful parent teacher conferences happen throughout the school district at both the elementary, middle, and high school level. Some exciting news at CHS is that all the CHS yearbooks from 1927 to 2025 have been digitalized and can be accessed through the CHS library website. Thank you to Miss O'Brien for doing all of this. Senior one acts will be held in the band room this Thursday through Saturday at through th from Thursday through Saturday at 7 p.m. The CHS music department will also be holding

013their winter concert this December 10th at 6:30 p.m. at the Capital Center for the Arts. Please come and support. Thank you and I hope you have a great month. >> Thank you. >> Hello. It's great to see everyone again. It was a pretty busy month you could say for the students. Uh we are fast approaching the end of the year. We are starting winter sports. We had cheerleading, basketball and ice hockey triyouts today, both boys and girls, and those are happening throughout the week. Um we also have upcoming meet the coaches night on December 11th. Um I also wanted to take a moment to acknowledge um how the feminism now club has raised $667 for the food bank in the previous week. uh be the change and racial equity club are planning on on an

014upcoming leadership activity with the elementary schools as well as making presentations for the sophomores known as around the world. Um furthermore, we've also have the upcoming NISAC visit um going through December 8th through 10th. sessions are Monday and Tuesday, maybe Wednesday, um where the New England Association of Schools and Colleges will spend the days evaluating our practices, assessment strategies, the condition of the building, as well as opportunities available to the students. No, no pressure at all. Um, so it looks like there's going to be around six to seven inches of snow tomorrow. >> I see what you did. So, >> if you want more, there you go. Mr. Herbert, please give us a snow day tomorrow. >> This is the hardest part, Dr. the hardest part. >> That'll be all for me. >> Thank you.

015Thank you. >> I just want to say I drove 600 miles round trip this um past weekend. And do you know how many opportunities there are for a middle schooler to go? Six, seven, honest. >> Talk to her if you can give us your report. >> All right. Um, so just a a few updates for the board. Um, recently at the comp for the uh transportation, we do have the electric charging stations for our new electric buses. >> Um, they are they are installed. They're currently, if I'm correct on this, Jack, they're they're going through an updating process, like on boarding, so they're able to begin charging. >> Yeah, we're going to get them connected to the internet and then we'll configure them and then wait for the buses. >> Uh, two of the buses

016are currently in Maine with the camera system being installed in them, and the third is still down in South Carolina being put together, but shortly we'll have those three buses in our uh confard. >> Do we know what routes they're going to be on? I'm sure everybody wants to know who's going to get to use the electric buses first. >> We don't have that detail yet the >> I think we only have five or seven drivers that are eligible because they have air brakes. So that'll be an exclusive club, but we don't know yet. They're a little scared of it at the moment, but we'll work through it. >> Thank you, John. So prior to the break uh we did uh when I say we did some of the leadership team from the uh SAU

017central office met with city officials to discuss collaboration common projects such as Memorial Field as well as bonding out our projects and trying to be you know uh strategic about it uh for the taxpayers to conquer. Um I highlight this uh there was some good conversation and there will be continued meetings between the the two leadership teams to try and increase our our collaboration and looking towards the future for the city of conquered as a united team. Anything Jack Matt you would like to add to that? You were present with me for that. >> Good. >> Who did you meet? >> We meet with we met with the city manager deputy city manager in department of public works. Deputy City Manager, Finance, Deputy City Manager for Community Development, and City Manager. >> Thank you. >>

018Yeah, I think that was everybody. Yeah, that was right. Yeah. >> Um, so next, just to give an update, we do have uh a committee getting together for the special education continuous improvement plan. Barb and Sarah, board representatives, will be participating in that. Um I did share in this past week's board memo just an outline after reviewing it with uh people who were part of the original development part who have uh some experience uh ro rolling it out in the schools as well as Jenny was part of that with me. Um put together just an outline of it and starting to put together a format of how we can work to evaluate this across the different schools that it it references from the elementary up to the high school. So the next steps is getting

019the whole committee together talking about that and trying to chunk that out over time. Looking at exact actionable items that were listed in the report as well as data that we can gather from the different schools to measure what progress we made, where we stand, what goals we've achieved, where we still have to work, and be able to give a comprehensive report out. And then uh a positive one that does require I mean not that the others weren't positive but does require a board vote is a recent donation to CRTC. Um we recently received a Ford Focus for our automotive program. I believe it's page >> 32. >> Is it 32? >> So given the monetary value of that vehicle it does require a board vote to accept. put that as 14 13A or and

020then what after that um the theater program at Conquered High School. Um so I say Conquer High School because I I will pass this around for you. I did uh working with Annne Fowler and our CRTC theater program. There has been changes to some of the requirements that are um for not there hasn't been changes to the requirements there. We have been just informed that theater no longer qualifies for uh CRTC funding or CTE funding from the state of New Hampshire. I'll pass this around. This is a summary document Ann and I have been working on just getting just clear bullet points of why this has changed. And I share this with you as many of you know we have a robust theater program at conquered high school. Uh we have a a very strong

021performing arts community within our school district and we want to one get ahead of this knowing that in the 2627 school year theater program will no longer be a supported CRTC program. However, the things that will still remain, we still have a drama club that puts on our senior one acts that puts on our our spring musical that will Yep. that that participates in the New Hampshire film festival competition, the All State Film Festival competition. Um, so we'll still have that, but in addition to that, it we will still look at Conquered High School how to provide a theater program or a course that supports our theater programs. In the past, it's been done through other uh departments and hasn't always been a CRTC course in other districts who have theater classes. It's it's taught

022in other departments. performing arts, English are a couple that come to mind right away. But the reason we share this information is because we we understand the active theater community we have within our school district and we have been working since we were in Ann and I first learned about this potential I would say June of last year that this was likely coming down. We got confirmation in August and this is our bulleted points that we have to uh share as to exactly why this is the case. But we've been working together to identify what components of theater and performing arts can remain in CRTC would be supported like visual audio production, lighting, sounding. So there's there's components of theater that still is and will be um supported by the CT funds and we will

023be able to if a student from a regional district were to take this we it is a billable CTE course. Um what is not is the actual theater, the acting and the stage craft stuff that would have to be pulled out and done as a standalone course within our general course of studies. >> Go ahead. >> Yeah. Is this uh federal is this coming down from the fed or from the state? >> Um it well it's tied to the Perkins grant. So that's fed. >> So it's fed. Yeah. >> But at the same time the guidance we're getting is coming from the the Department of Education and the state. Yeah. >> Okay. Hastings, >> do we have any idea about how much of the Perkins grant we will be losing dollar amount wise? >> Would

024it I am would be able to answer that um better than I would. Okay. >> So I unfortunately I don't have that but I could I could get that information for you. Um I do think there there's there is an any change like Ann and I were talking about this any change that comes out like this that you know uh at first we have a a knee-jerk reaction also provides an opportunity and we may actually uh where CRTC meets every day for a larger block of time than a CHS course. Kids have to make a decision. Am I doing band? Am I committing to band or am I going to take CRTC theater? And if anybody's watched our spring musical, you'll see a lot of our choir, a lot of our our our performing arts

025students are very much so part of that drama club. There may be an opportunity for our program to grow and student enrollment because of the fact that now it doesn't force a decision this or that. So >> and and at the same time still keep those technical components of the audiovisisual and and production still uh alive in the CT world. Um so you know we're we're looking at it um as it may be an opportunity to actually grow than it is more than that. Um and our numbers in the program the last couple years the sending districts were were not strong. It was there was a large representation well large percentage of the representation it wasn't a large numbers were predominantly conquered high school students. Right. >> When do we think we'll see the alternative

026courses of study both at the CTE and what courses we'll be offering? >> CTS. Uh I CTs in the process. I've seen some of the uh basic uh ideas that Ann has when I say basic just an outline of what the course would look like. She's still in the process of finalizing that. It would be at the time that program of studies is coming before the board because both of them would be listed in that >> which is February. >> Chris, we usually see the January. >> January. >> Miss >> No, in my head I did though because I'm sorry. I'm still I'm reading and learning all at the same time. Um I guess my question is so it sounds like we are losing out on funds, but you're making lemonade out of lemons and

027looking to expand programmatic access to our high school students because of the transition. But maybe this question that came from President Walsh is related to like what that's going to look like in the coming budget cycle for us. >> So we are not adding new stuff if that's the if that's the answer you're looking for. >> It's always the question we're going to see this in the budget. >> And does it actually >> is maybe Mr. Dun knows is our Perkins grant a block grant or is it based on number of students because like are we actually losing funds if we're repurposing what we're doing at the CRTC? I figure as long as we have another program to replace it, it helps refresh because now we'll be able to put it in Perkins and then

028you have another three years to utilize it. >> So there there's two things. One, we wouldn't be able to upgrade any equipment pertaining to the current program right now using any Perkin fun Perkins funds. We wouldn't be able to bill any district for a student from a region attending this because it's not no longer approved CTE program. we would have to we'd have to come up with a tuition for a general uh course of studies at conquered high school. So there there's two pieces there where we we lose some um ability to to generate revenue out of a course if it's not an approved CTE course, but it doesn't mean it's not an curriculum that we don't value and we're not going to find another way to offer to students. >> Okay. Thank you. >>

029Um anything else from your report? >> Um or anything that would like to add on this. >> Thank you, Chris. Um, and I would just add that um you will soon be hearing we will begin uh putting together a committee to do the CMS principal search. So, just know we'll be looking for board reps for that. And just another plug, I did put out the email. I did see a number of you are available. Just the NEAS visit is next week for Conquered High School. Um they love to talk with board members about uh you know what's going on in in the in the school, you know, long-term vision and planning and etc. So just a heads up on that and I'll get you a copy of the draft report. >> Thank you. Um Mr.

030Cashman, facilities update. >> Sure. So the uh auditorium ceiling is going extremely well. We're about 3/4 of the way through installing all the drywall. The remaining things that have to happen are the drywall, tape, mud, and we'll paint the ceiling black. Obviously, um we are looking right now by finishing the entire project and turning it over by the end of December. So, I think that's really really good news because we can give the program back to the students. >> That's awesome. >> So, that's good news. Um, a little bit of an update on the middle school. We had a student services meeting today that was very productive just looking at several spaces. But some of the things that have taken place and some of the forward-looking things are the cone penetration testing and the geotherm

031well. Those were complete and within the next two weeks we should have some sort of a a report out on that. We are meeting with police, fire, and homeland security to talk over safety, security, and all the related uh things with building a new school. Architectural design review committee is January 6th, followed by a planning board meeting on January 21st. And then our alteration of terrain permit that will be submitted on January 15th. and we anticipate two months or so for that review to come back to us so that we could start some preliminary construction. >> Can you repeat when the planning board is? >> Planning board is on January 21st and we'll give more details of time and I think city hall. >> Um Mr. Cashman, I just want to commend you. You've had

032two potentially catastrophic issues to deal with this fall. You had the culvert um that could have sunk the whole building and >> don't remind me the the ceiling following the culvert. >> Right. Right. So, I just want to commend you on handling both of those with expedience and um safety in mind. And thank you because we're very lucky to have your knowledge and your abilities and um to get these things done. Not not only quickly but done well. So, we appreciate that. Thank you. >> Here foresight for our new middle school. >> Mr. Richard, >> just a quick question, but um first let me also commend your project management capabilities for um the ceiling. Did you find anything that was uninspected or anything that this board should be aware of for future planning? >> We

033added insulation in between the rafters which wasn't there before. So, it was an upgrade for sound attenuation, but >> outside of that, I didn't find anything different than what was expected, >> which is good. >> And we still expect insurance to cover the cost, >> we expect that they um we haven't heard finally back on the total cost, but I think with a lot of the efficiencies that we've gained by getting the scaffolding up and getting the project complete quickly, I think that will um come in under as well. But we're still waiting to hear back from Primex on that final piece. >> Thank you. >> Okay. >> Anything else? >> Uh city and community relations report um focused on Memorial Field. >> Yes, it did. Um we actually what was wonderful is we had

034a lot of board members there. It wasn't just the committee. It came right after um executive committee, but Dave Gil came and did a wonderful presentation. There was good public input um and everything was laid out. I think the two key things that need to be shared for tonight because we'll be taking a vote is we're voting on splitting the initial cost of 1.2 million um 50/50 between the city and the school district. So yes, we all the money comes from all of us, but it represents both budgets. Um and this this initial financial investment doesn't commit us to a $30 million price tag and all of the steps that were presented. It it starts the process of seeing if what we've come up with is feasible and workable and makes sense for the piece

035of land. So, it's a necessary first step to go anywhere with Memorial Field. So, I've had a lot of people concerned that our vote is going to, you know, red stamp the price tag and it isn't. It's just this first piece which will give which will give the committee and the city answers it needs to begin. Um, and then the second piece would be the community recommended to the board that we um split the 1.2 million 5050. So, it would be 600,000 from our budget and 600,000 from the city to do this initial. And once that's approved, um, Mr. Gill can go ahead and set up get that going. And and the the plan would be to have that complete. I believe it was by September of 2026 and then we can have a who

036knows what more things we can't afford. But essentially, it was a good it was a good meeting. There were lots of good questions brought up and a lot, you know, I mean, a lot of you were there. there. If you have anything you want to add, that's fine. But that's the key piece. So, we'll be taking a vote on that when we vote on all the other stuff. >> Richards is the other member. >> Um, yes, I think she uh that uh Miss Higgins outlined it fairly well. Um there are a lot of financial questions that still need to be resolved um with regards to uh splitting this and theus that will follow. But uh the recommendation of the uh subcommittee that included both the uh school district as well as the city was to

037proceed with this um project. >> Yeah. Um, one of the things that I'm concerned about is that the design and the phasing hasn't had an opportunity for public input really to any large degree yet. So, I want to make sure that we're not buying the current >> and that's phase and design that we're buying additional work and additional opportunities for public input. >> Absolutely. We're also buying what the what all the the design research and the testing will tell us. they might come back and say, "Okay, your your layout is stupid. You know, this needs to happen." So, no, this doesn't commit to that. There's a lot of questions around that from I think even us on the committee goes back and forth. >> Can I ask a question to Mr. >> Dunn? >> If

038this board were to approve the this uh funding of the design, what effect would that have on this year's budget as well as next year's budget? What would be the overall effect? just so everyone here is aware. >> Um I don't think and I'll have to talk with the deputy city manager for finance. I don't think it'll affect this year. It's going to be 27 is when they >> and that budget will be >> uh presented in February, January, February of next year. Correct. >> I think we're targeting February 11th. >> Thank you. >> Yes. Wednesday, February 11th. >> Thank you for that information. >> Where will you be? >> I will be watching >> Mr. Riches. This is Mr. last meeting. Yes. >> Last full meeting. I think we got a couple committ um

039>> other questions, comments. >> Um >> so um we will take up that vote as 13 uh 14B after um public comment um finance report. >> Okay, I have a couple items. one is uh starting on page 43 33 sorry um this is the current snapshot as of uh 941 on um you'll see some some accounts that are um in red at the moment um you have some professional services for instruction this is under student services and the professional services for pupils um and in addition we also do have some tuition for uh private and other schools out of district and we're going through and pulling that information out, be able to give you more of an update. Some of that may be non-public depending on what it is, but um you'll see those two

040lines on page sorry on page 35 you'll see um the three negative 371 and then the negative 446 and then on page 36 the negative 186 for out of district tuition. Now remember whatever a a a student comes we encumber for the year we run it out if they move if services change then it gets unencumbered. So it's very fluid >> but this is the budget that we increased already. >> Yes. >> And we're already and we're another half million >> projected after increasing it. >> Yep. 1.9 million. >> 1.9 million. >> Yep. And that is due to what? >> You have um moveins and you have also services >> and and our tuition budget is also in the whole project. >> Yeah. The district tuition. So right now you'll see it's one on the

041encumbrances there's 1.8 8 million that's encumbered but we've actually spent 1.2. So again that is what we've committed based on what we know to get to the end of the year. If uh placement changes that could go down we could also add um but your the special education trust funds deplete will be depleted. You have all of that encumbered. So there's nothing left of that. And that was with us leaving half of it so that we could >> have a little cushion. Or not half of it. >> No, it was 900 and something,000 because you already pulled a million out for this year to cover um >> the uh the um >> transportation pieces that we fixed. Um so there is if you go up a couple lines on page 36, there's 704 sorry 7

042Yeah, 704,000 available at the moment. Um, you could see that there's 446,000 encumbered and we've spent 330,000 in the first five months of the year. So, not as bad as last year when it was 1.8 million over. So, that has >> that's because we put 1.9 million back in. >> Well, we've brought a lot of students back, you know, by trying to transport ourselves and move into the nonCDL model. So, >> um, yeah, but we'll keep an eye on it. >> Yeah, I'm sure that it's often that the public hears like large numbers and shortcomings and the conversation within our community tends to be, well, how did we miss that? You know, um, but I think it's really important that the public understand that these are legally obligated resources that children deserve to have. and

043we this dollar amount is entirely out of our control. >> We just need to adapt and be nimble. Um, so I just wanted to to put that out there because even with our recent budget and a couple of shortfalls there, we're not the only district dealing with this, but the community conversation is, well, if I was sitting there, that wouldn't have happened. And I have had to say, actually, it would, and it did happen while you were sitting there. So just adding that into the conversation to give people some peace of mind. >> Thank you. >> And and and that other that transportation is Mckin Vento. We had more moveins in the last week or two if I could say that. I think it's 10. >> So um >> we have 10 McKini Vento moveins.

044>> Wow. >> Yeah. Sorry. >> Yeah. No, that's just a number. But yeah. >> So >> yeah, it's legally obligated. It's a federal law. >> It's federal law. We're not going to not do it. >> Yeah. >> Okay. >> School assessment. >> So, moving down to the school care assessment on page 43. Um, we worked with London and school care as I mentioned last month um to create a payment plan so you wouldn't have to pay everything by December 31st and then start acrewing interest. So, this is a copy of that agreement I handed out last month, but this is that same agreement. And I put on page 46. I offered two plans with an option if you wanted to do something else. The only thing you're required to do is pay a third of

045what you owe, which that third by December 31st, which that amount is 665 35758. and everything has to be paid off by July 15th. So in the two options that I put on page 46, I put three equal payments except for the penny. Um that gives you the flexibility at the end of the year to either budget that last payment in next year or if we have year-end money this year. And then the option two, the million that you had coming out of the reserve, just take it pay that now and then break the two payments up over partial this year and potentially either year end or before July 15th. >> And what is your thought between the two options? Like why wouldn't we hold on to our money longer and do three equal payments?

046Um it was more just trying to get be done with it because it's a obligation that you have and >> um yeah I and I can I could pay the third now and just pay June 30th if we have it or split it between the two. That's why I left that third one optional. >> Are we earning interest on the money with us right now? And if so about how much is it? >> Yeah, we're earning about 2.4% a month. >> Okay. And the payment plan, what's the interest towards? We there'll be no interest as long as we pay the third. >> Okay. >> And then we have no interest because they're going to they're working on getting a loan from a bank to cover the difference in order to make the claims. >> Okay.

047So 2.5% on this amount is >> Yeah. >> Could be helpful. >> Could be. Yeah. A little something. Yeah. So I can change that and make it to where that final piece is at the end. >> Okay. No, this is these are two great options. >> Thanks, Jack. >> Any other questions, discussions? If not, we need to vote on this this evening, Mr. >> Please. Yeah, because we got to do it by December 31st. >> So, I I've handed you a motion. I can put it on the screen for later. But, um, I prepared that because they want to also make sure that they have a signature. And being on the board of directors now, I'm not going to be a signator. I put either your board president or the superintendent to sign it. and

048they have that in the agreement that they want to have minutes that this was publicly vetted and you voted. Okay. Um and then finally was the third item is the introduction of the loan resolution. >> Okay. That's on page 41. So this is from bond council and this is intro this is uh the loan resolution that they have proposed for you to have a public hearing on. So all this is is introducing it at your regular meeting. You need to set a date that's no less than 15 days and no more than 60 from the introduction of this loan resolution. So, getting it in the paper and posted, I figured December 18th would be your earliest. That gives you a little I think it's a Thursday. >> Um because I got to get in the

049paper by 10:00 a.m. tomorrow if you agree and they've given me the public notice and put it around or you can go later than that. >> So, is there any urgency to get it done by December 18th. >> no. >> You got a lot of other decisions that are going to need to be made. >> What? >> You got a lot of other decisions that are going to be to be made related to all this. But >> yeah, so I I wonder if we looked at like the February board meeting as our Would that work? >> Two new members. I'd like to >> Yeah, I think we're going to need to go earlier than that because we're going to start expending funds and we need to reimburse ourselves. So, I'm hoping to have everything wrapped

050up by February because all this does is opening up the line. This is the authorization. Once you vote for the authorization, then we got to go into the financial plans and the bonds. So, this does not kind of like what Barb was saying earlier. We do one point. This doesn't mean we're committing to a 30. This is just opening up the authorization. >> Now, we have to start all the >> January board meeting with that. >> That's fine. Yeah. >> Baptism of fire. >> That's right. Does that >> Welcome to the jungle. >> So, uh, yeah, we're >> sure they'll have an opportunity to meet and speak with you, Mr. Dunn, prior to that meeting. >> Oh, yeah. But we could set the date if you want when you vote tonight. Set the date for

051the next board meeting. That'd be fine. >> Yeah. >> Okay. So, we we need to vote to set a date. >> Yep. >> Okay. >> Y. >> Um, so that will be 14D. Um, >> let's see if that's all I have. >> Oh, and then um finally on page 47 um we have the minutes from your March 26th meeting. If you go to page 50, you will see that the second banner of the green, the second screenshot, it says proposed 21225. >> Mhm. >> 111,574863. >> Then you see adjustment 32425 of 111,724863. Mhm. >> When you ultimately passed your budget, the amount was 111 back in March, 487137. Okay. DRRA couldn't figure out how to get there. We couldn't understand it because we're looking at the minutes. If you go down to page 55, we've

052revised the minutes. When that screenshot got captured in your minutes, it cut that last line off. So if you go to page 55 >> and you take a look at right above BOE budget session number nine on the bottom >> that got cut off. >> Okay. >> So the other thing they asked was wording. So right below that you'll see Mr. Dunn explained the proposed budget on 212. So they couldn't tie out. So we corrected it brought in Patrick explained it. Your clerk we uploaded the minutes tax rate got set as you all know. Um but I wanted to bring them back to you to formally vote on them because that's where the error was. Would the not was this not in our original minutes or >> it was it was cut off. >> So

053I gave you on page 50 is the original minutes and I wanted to show you here are the revised and we've uploaded them. That's the only >> we need to piece. >> Yes. Would anyone like to move to approve the revised minutes? >> So moved. >> Oh, sorry. Of March 26, 2025. Moved by Miss Robinson. >> Seconded by Mr. Richards. Yep. You cut up speaker. All those in favor. Any opposed? Any abstensions? Motion passes. >> Thank you for that correction. >> Yep. And could I add one other thing? So, uh, as you've approved the overall project for the middle school, um, we will may be moving forward with purchasing solar panels this month. So, as part of your project and in the minutes that I handed out if you need them, the 168 had all

054these rebates. Part of that was the um tax credits that we get directly from the federal government as it relates to the solar panels. >> There are two important dates uh as it relates to those because that's being phased out. One is December 31st and the other is within a couple days, July 1st of 2026. And what is being requested is that we purchase a safe harbor amount of 10% of the panels that we need now and we take ownership of them because that will grandfather us for the tax credit. Mhm. >> After July 1st, um what happens is the restrictions were are going to get tighter and the supply is going to get more limited and we may not be able to meet the obligation of the tax credit which means you may not

055be able to get it. So, tomorrow I have a conference call at 3:00, I believe it is 3 or 4 with um the architects, the company that uh our consultant that we've hire to do it um our energy procurement as well as a company called Energy Tax Savers. as we've solicited from our bond council, our auditors who knows this law the best. We have come down to this group that understands it for a fixed fee and they do all the filings for us. So, we have everybody on a conference call tomorrow to determine all the right processes. But I'm just letting you know because I may be pulling the trigger to get our our requirement. We they're recommending 10%. The minimum is five, but as they design this, if it comes down and then we

056fall below, you can't go back and fix it, >> right? >> So, um, we're working through that. This is more just information about what it is, um, and how we're trying to get there because, >> and this was something that was discussed during the building committee, in the >> presentations of the Yep. >> plan in the budget that we would have to do this. >> Yes. um in order to make the tax credit deadline. >> The geothermal is a whole separate and these energy tax saver group that we're working with would it be two separate filings but in the big beautiful bill that is in there the geothermal but the uh solar is not. >> So >> just a curiosity where are we going to store them? >> So there's two pieces we're looking at.

057One is they will store it for you >> which I'm trying to get the detailed cost if they store it. Yeah. >> The other part we are looking at is my good buddy here. >> We are looking to store them in the basement of Runlet because they are palletized and we have about 1160 square ft. >> So if I can get out of the storage charge because they are going to go on the roofs until 2027. >> We're going to try to put them in the basement around it. >> Great. >> Mr. Richard said he may have some space in his yard, too. >> Oh, okay. Yeah, I was going to say we could all split them up >> in the ceiling of CHS >> until it starts to fall. >> Yeah, >> the insulation.

058>> We're looking at a couple different options, but that's that is one of them. >> Your options are probably better. Yeah, >> Mr. John, are you doing the negotiations update or Mr. >> I I can do that. So, uh, we, um, met with CA on the 20, I wrote down, sorry, the 19th. Uh, we had to cancel on the 12th because we had a last minute meeting with the Department of Ed, um, that we had the opportunity to get in and we got in, but, uh, that's it for negotiations and we're waiting on the tutors. >> So, >> communications and policy. Woohoo. Um, if everybody could turn to page 58, of course. Look at all the second reading, all this stuff. Um, so tonight the communications and policy committee brings to you on second reading

059uh policy 415 regarding title 9 sexual harassment reporting process. Uh, I will begin by making a motion uh that we approve policy 415. um as amended. Mr. Speaker moves policy 415 as amended. Is there a second? >> Second by Miss Robinson. It is open for discussion and further amendments. >> So to just give you a reminder, um this is hopefully the last time we'll be seeing this for a little while. Uh the title N changes have come up a couple of different times because the rules at the federal level um have gone back and forth. Uh you can see the changes um that are highlighted in strike type and red. Uh when we moved this on first reading, well we didn't move it. When I brought it to you on first reading, there were some

060highlighted um portions of the document. Those were merely for internal citations that we just needed to complete. So a citation to, you know, row nine within the section, etc., etc. Those have since been filled in. Um, and those highlights have been removed. If for any reason you want to see those technical edits, I do have a version, but I did not include it in the board book. Um, and so you will see starting on page 84 the final clean version um of the policy uh which has been vetted by uh the district and from my perspective is good to go. Excellent. Discussion questions. This was such a big piece of work. It >> was a beast. >> Yeah. >> Um, seeing none, all those in favor? >> Sorry. >> But we did it. >> Yes.

061We can revisit if it comes back. >> Republic comment. Any opposed? >> No. >> Any abstensions? All right. We need to revisit. >> Wait, did you say no? It's in your voting. >> No, there's I was >> There are no any nos. No. All right, that's how I took it. All right. Um, instructional committee. >> Oh, she wasn't there, but I'm happy to report. >> Oh, actually, I think that this is this the report out or is this the >> This is English language arts standards. >> This is Yeah, I'll present on this and then you can Yeah. >> Great. Yeah. >> Um because the reason being, Sarah, is we need the full board to vote for the ELA standards. So, I'm going to call up um some members of the ELA committee to come

062on up and share with me. >> Yeah, it's good stuff. >> We could just introduce ourselves briefly. >> Sure. Good evening. Uh Jay Rashad, the middle school principal. >> Thank you. Good evening. Michelle Vance, principal at Buer Middle School. >> Kylen Chilosquez, one of the assistant principles at the high school. >> All right. Kimberly Garlot, assistant superintendent for curriculum instruction and assessment. So um the reason we want to share this is um when we do what we call curriculum alignment which means that we look at all the standards K kindergarten through 12th grade the common core standards we take about a year we put together a robust committee and um it takes about a year for us to complete the alignment. We've completed the alignment, presenting it to you tonight for adoption, which becomes our

063curriculum, our guaranteed curriculum. And then following that, we typically will do a program selection. So we did this in cyclical terms. We did the social studies, we did the math. Um we this last year starting in October, um we started with the ELA. That took a little bit longer than we anticipated. Um and then next we'll do science. So following this will be um a program adoption for English language arts K through six. Kylen helped co-chair this this particular committee which started October 2024. You saw the list of educators. It included reading specialists, English um language arts teachers at the high school level, at the middle school level. We had um principles as you can see everyone here. um and we had um special ed persons really really what very very robust committee. I have

064to say that this was a very very large task. The ELA common core standards are they're vast. They're um there are many many of them. So what we what we typically do is um we start with just for a second. We start by looking at what we call power standards and those are specific standards that are strands that go through the curriculum K through 12. We pick out the essential standards, the ones that we're going to guarantee as a committee. And then we look at the essential standards, which are kind of the substandards. And in your packet, uh, on the I'm not sure what page it's on, you'll see that all of the power standards are in green, which makes it for easy reading. And underneath that, you'll see like enumeration like a you'll see

065the substandards, and those are the ones that we're going to guarantee and also um assess for students. So, when you're looking through the document, watch for the green power standards, and then watch for the black essential standards underneath them. Just a quick uh comment about why this is so important and why we spent a year plus on this is it's really about a better experience for the kids in the conference school district K through 12. The biggest issues are when there are gaps in what kids learn and when there are massive overlaps in what kids learn. And those are the two areas that we spent the most time on over a year because as you can imagine there are some things that got overlapped year after year after year which meant there were other things

066that were never being covered. And so then when we look at our testing data and you get to see that every spring and how we do in the elementary schools and how we do at the high school and then you wonder why there are these holes in places and yet they seem to be crushing it in other places. And a lot of that has to do with this lack of vertical alignment and understanding for kids and what h is happening yeartoear. The other benefit for kids is they know what to expect and they know what they've been taught and they know where they're going. And so this really has to do with it being a better experience for them. And it's about having the same standards for all kids. Truthfully, that's the other really big

067important part is that we want to make sure that kids have the same experience no matter which school they're in, no matter which teacher they have, and we have that same high standard for all of them. And for us on the teacher side, it's really important that now we start having conversations about what this looks like K through 12. There is a level of communication that now has to happen across the district to ensure that we adhere to this and we understand it and we look through it and we're having those conversations. So, I wanted to sort of unpack this document for you a little bit because it is very very big. It's embedded in in your board book and we will have it indeed a publishable um document once it's approved. Um everything is

068colorcoded. So, when you look at even just page 114 at the top, you'll see the foundational skills for um kindergarten >> throughout the document. Anything that's a foundational skill is also in purple. So, it will just help you unpack it a little bit. And just as an example, um to just show the public what's in this document without providing the entire thing or going through the entire entire document is foundational skills are K through five. They're taught only kindergarten through fifth grade. You can see the difference. What I've highlighted here is that in kindergarten in the green, again, the green is going to be the competency. You're going to demonstrate understanding of organization and basic features of print. So what we're going to assess in kindergarten are the B and the D which are the

069standards that we picked out the committee picked out and agreed upon were the most important. Now understand there is a A B C D there could even be an E but we picked the the standards that we felt were the most important to guarantee in our curriculum and to guarantee that when we assess the students. So likewise in fifth grade in the purple you'll see the foundational skills um grade five and that's going to be around phonics and word recognition and you can see that the the big competency is know and apply grade level phonics and word analysis skills and decoding words and again the committee selected the A the substandard or the standard to be the one that we're going to guarantee and assess across all schools. >> Yeah. First, I want to just

070say uh kudos to Kay and Kylen for facilitating and leading the group. If you've never had the opportunity to participate in the ELA curriculum revision uh it's it's challenging a lot of work and they did a great job with that. Uh here's an example of you know the key with you know our students making connections K12 where you can see the power standards and see how they're very similar. That's in grade two and then in grade eight it's it's very similar. So the ideal opportunity for our students is when we do vertical alignment they can make connections from again grade two to grade eight. So those are the power standards in green and then you know then there are different standards at different grade levels as you can see that in grade eight. Same. >>

071Yep. Same same thing here. Again, you you know the opportunity when you do vertical alignment, you want to make sure our students are making connections at different grade levels. Here you see the you know the power of standard in kindergarten. And then you see the similarity in terms of grade six and seven. Again, the goal is to make connections that the kids say, "Oh, I remember doing some of that." And despite the fact that we're just showing you kindergarten or highlighting kindergarten and sixth and seventh, speaking, listening, and viewing happens kindergarten through 12, but we're just trying to unpack the document a bit for you. >> So in the common core, there are three different types of writing. There's narrative, there's informative, and there's argumentative. And so this is an example of how argumentative writing

072uh gains complexity uh from grade three. Um and there are 1112 standards as well. Um at the high school level they're banded together. There's a grade 910 band and then there's a grade 11 12 band. But what you notice is grade three starts by writing opinion pieces on topics um or writing informative explanatory text to examine a topic. um or you write narratives that have real or imagined characters in them. And then in grades nine and 10, now you seem some of that more technical language, especially in writing arguments where you have the precise claim, you have the counter claim, you have reasons, you have evidence, you're citing evidence. That's that um progression all the way up until grades nine and 10. Um, and so the hope and what you will see in the full

073document is every single year builds on itself in those kinds of types of writing. On this slide here, you'll see the same thing, a progression. What you're seeing is a progression um with key ideas and details in both reading literature andformational literature. And you'll see the progression from fourth to 8th grade here. So the process that will happen next is um we'll adopt by vote the K through um I'm sorry the publish and adopt the K through2 vertical alignment. We'll upload the alignment do align documents in the high school which is important for the NEAS presentation which we'll presenting this curriculum if approved at the NEAS with um next week. Um, and we will also adopt a K through6 English language arts program to be purchased and implemented in the fall of 2026. And that's

074per um the um an RSA that we have to have a science by 2027. We need to have a program that's um uh founded in the science of reading that's researchedbased program. um we we can get that done as early as the fall of 2026 which the committee would prefer because what's good right now for all students is good for all students and it was really important change and shift in our instructional practices and in the curriculum materials that we're using. So our goal is to adopt in the 2026 um a six-year program. Our our plan is to pilot two programs this uh winter and then select from there. Um, and so that that's it. Does anybody from the instructional committee you get to did get to see this at the last meeting? Does anyone

075have any comments? >> I'm so sorry I missed this meeting because this is the stuff I love to get in the weeds in. >> I know this is the good stuff. >> I love this stuff. >> Yeah, it was a good meeting. >> Yeah, good. >> So, I'm very sorry, but I will we be getting some updates on those and and can we hear more about instructional committee meetings coming forward? What the programs are, how it's going? love those kind of updates and >> yeah very excited for this. This is what we've needed for a long time. So very happy to see it coming to us. Thank you for all that hard work. I know that that was a lot of work. >> Thank you. >> Mr. Bash, >> I just had a question about

076the piloting. Is it piloted at every grade level? Will be people educators volunteer to pilot? >> So what we did was we started with about 12 different programs. We narrowed them down to be to follow the research practices. Made sure that we um referenced ED reports for uh the criteria that we needed that that had to pass certain um criteria through ED reports which is kind of an expert research uh group. We got it down to six programs. Please feel free to add anything because Jay attends those committees too. >> Yeah, just again you said it, Brenda. I mean it's a lot of time and energy and hard work on you know everyone involved. So it was very impressive. But yeah, so staff are very thoughtful to narrow down the choices and you know when

077you're talking about programs it's it's it's not easy because people kind of feel comfortable what they've done for you know a time period and so I mean again it was super impressive and collaborative how well the staff did and to narrow it down. >> So we went from six we had six presentations each an hour long. We have a closet full of materials that we've panned through and I was surprised at our last meeting that it was unanimous on the top two programs which are very very good programs well researched uh very very good programs either one would be absolutely wonderful um but in terms of the pilot we're going to do grade one three five and six the materials are very very expensive for a company to send to you and to loan out

078and to So, we have to be mindful of what the company is putting out to us knowing that we might not purchase theirs. So, that's sort of a compromise. Um, it's 10 teachers at first grade across the district and then it goes down to 888 and then a few at at runlet. >> Um, we will keep you informed about the process and in terms of selection of teachers, I'm going to work with the principles on that. >> Okay. I just I I I would imagine that it's challenging for a teacher to implement a pilot in the middle of a year while they're trying to get everything done that they're supposed to be getting done. >> So, the nice thing is is both of these companies have what's called a mid-year pilot. So, they actually created

079the pilot so that you would be doing like where you would anticipate first mid- first grade would be and then they work with you with professional development to decide on the exact landing spot. And even if we don't pick their program, all of the teachers can finish the pilot through the rest of the year. So they're not disrupting the students learning. So even though it's a three-month pilot, they're leaving the materials with us so that the students will have a good chunk, half a year of a really good solid reading program. >> Okay. >> Thank you. >> Will all of the elementary schools um be represented in the piloting? >> Yes. Great. Thank you. So my question and you may not have the answer to this but not counting you know the independent reading that

080we expect students to do. How many books actual books do we expect our kids to read over the course of the school year? Because there's a lot of talk among colleges that kids can't read a novel or read a you know a non-fiction book because they haven't had that discipline. And and then my follow-up question is, do we have enough actual books? Because, um, I'm not sure that kids reading PDFs on their Chromebooks is I think it's a horrible practice. Um, and for kids to learn to focus on a task. So, I'm a little concerned about that, too. I'd be interested in their thoughts. So, do do you know how many books we'll expect our kids to read over the course of their time with us? Well, it typically is number of minutes per night.

08120 to 30 minutes. But >> no, no, no, no. I don't want I'm not talking about go read a book at home >> during the day. >> I'm talking about No, I'm not even talking about during the day. I'm talking you are assigned this book for your class. You have a responsibility to finish this book and do a report or do a new take or an assignment on this book that the whole class is reading or two or three books that you can choose from that the whole class is reading. Not go home and read. I'm talking about like you're going to be have some accountability on this. >> I can speak for the high school >> and I will share that the common core doesn't outline how many books. The way the common core

082words it is you have to be reading at a certain level of text complexity and then it lists the books that would be at that text complexity. So the common core doesn't identify number but it says that at 10th grade you should be able to read of mice and men and the great gatsby as an example. In 11th grade you should be able to read the grapes of wrath and something else. Um so it doesn't identify that. Um, I would say what I've seen in our English department at the high school is they're probably on average doing one full classroom text because remember, don't forget in common core we have speaking and listening, we have writing, we have viewing. So, it's not just reading that we have to cover in a school year as well.

083So, if you break up the year into four quarters and then you think about all of those other standards you have to cover. I would say though as a class once a semester you might all read the same book all read The Great Gatsby. There might also be within a semester um book choices. So a teacher might have four different texts and you pick one of them to read it and then another quarter you would read a book independently. So they really vary the way in which you read the book um as far as whether it's an entire class assignment and everybody's writing the report on the Great Gatsby versus the book groups versus individual. Would you guys agree with that? >> Okay. >> What's that? >> Okay. And you're 10th grade, right? 11th grade.

084You're 11th grade. Yeah. >> Yeah. What would you say, Aaron? lots of books. >> Yeah. And it depends on your class, too. >> Yeah. And and I'm looking more of like the standard like I I don't remember there actually being a book assigned in elementary school. There were teacher read alouds or anything like that, but I don't remember my child ever having one book that the whole class was accountable for. >> Yeah. and and I worry we don't have a lot of accountability for students in our educational system right now and that we need to work on building those executive functioning >> skills. >> Well, I can tell you like in you know sixth grade right the kids have I think it's at least two maybe three opportunities to do a read where the kids

085just like you described Kylen are given an opportunity to pick one of three books and they do that through the class they present they do projects around that. Uh if you didn't know, the middle school principal has a schoolwide expectation that all students need to have an independent reading book at all times. And I've been super impressed with our students in terms of they they follow my directions for the most part with that. Uh internet down was was down today. So I saw a lot of good reading kids, you know, busy in the library. I think Regina Wall, our librarian, checked out over a thousand books in the month of November. So our kids are reading. I'm proud of that. Uh but the teachers do with it's a couple books a year that they try

086to do like common reads or give kids choice at the middle school grades six through eight. >> Okay. >> I know my um experience is a little dated at this point but principal advance can probably help with that too. I know in elementary you don't maybe have a whole class reading the same book because you have such varying reading levels. So you would have your guided reading groups reading books and >> all books >> it's yeah it's your group might would be responsible for a group but for a book but it would not be necessarily the whole class. Is it the same way? Still >> it is. So depending on children's reading levels that the books that they're reading are appropriate for their skills at that particular time. Um classroom teachers are also always doing

087read aloud. So children are being exposed to one um chapter book that the teacher is reading with intention. Then we also have the interactive read alouds that they're doing um that align with our current program. So it is very extremely literature based but I can again speak to the children at Beaver Meadow School. One of their favorite times during the week is when they get to go into book choice. And so we have seen I see kids constantly with books in their hands. Those Dogman series um Wings of Fire I mean I can go on and on. I have my own reading group. I have a second grade reading group. We're reading a chapter book. I mean so I think that we're literature rich in conquered at the I can only speak to the elementary

088level. I don't >> Yes. Uh, do we give do we give our high school students a summer reading list to be done during the summer? >> Years ago, and I'm dating myself, years ago, one of our former librarians actually put together a suggested summer reading list. We've put that out. Um, we've never done um a schoolwide must demonstrate that you read it when you get back. So we've made recommendations, you know, in years past in June and suggested that they read. There are some classes, individual classes that have summer reading. So for example, Aaron in her AP literature had to read is a prayer for Owen Meanie. You had to you had to read a prayer for Owen Meanie. So good over the summer. And when they get back the first two weeks of school

089or the first week, >> we had a test. >> You have right there's there's an expectation. Um, so and there and truthfully there are other courses that have some summer reading assignments as well. Even if it's um in the other building in more of the math and sciences, often there might be a summer reading that has to be done. Aaron's nodding that goes along with that. Um, schoolwide, no, we have not tackled that. >> Thank you. >> At the elementary level though, we do reading incentives. So even like during the holiday break, they'll go home. Um, you know, we'll have for every 20 minutes they read in their own book at home. They color it in and then the children, you know, the class with maybe the most snowflakes that get colored in. They have,

090you know, an ice cream party or popcorn party or something like that. So, there's incentives like that. All summer long that happens. We have a summer reading program that we do stuff like that >> and that's in collaboration with their parents or guardians. >> Yes. >> I'm sorry. I did want to mention too that both of the programs that we're looking at, they're really quite brilliant companies. They they have um embedded either or both the um next generation science standards topics at grade levels and or the social studies topics so that um those topics can be integrated into a reading block. We always talk about not enough time. They're also both comprehensive uh K through six and they will include phmic awareness, early phonics, vocabulary, writing is embedded in the programs which is brilliant and

091then the skills vocabulary and knowledge building. So what we're looking at is rather it allows for teacher autonomy but also is very they're both very structured and they have book studies in them >> and I don't want to suggest that I there was reading in the elementary school. I know there was group reading. I'm talking more about like this is the book the class is reading that you should take home and continue to read on your own. And obviously that's not a kindergarten, first grade, but like feels like by fourth or fifth we should be I think you see a transition to the middle school where there are far greater expectations for students in terms of homework or or being able to complete tasks that I don't know that they're completely prepared for coming out

092of the elementary school where it's finish as much as you can and you and we're going to look at what you've accomp, you know, and versus get everything done. I think there's a sort of gap in that sort of project management, you know, preparation for that transition from elementary to middle school that we, you know, that lit literature is part of it. That expectation that they'll finish the book at home if they don't finish it in class and things like that that I don't think they have to do most of the time in elementary schools or at least my experience. So, helpful feedback. One of the um non-negotiables was that we looked at programs that were K through six because we wanted to help with that transition from fifth to six and follow those same

093good habits that the students will hopefully um learn through a more structured program. But I appreciate the feedback. >> So we'll add that as 14e >> 14. Um and then we have the 306es. Okay, we're going to transition our team a little bit here and we have a presentation for you about the 306s which also will require a vote. >> Yeah, you got it. You >> guys want to introduce yourselves? Graham Crowder, assistant principal, Conquered High School. >> Chris Gallow, the principal. >> Jim Corkum, assistant principal, Conquered High School. >> Hi. And if I could just ask you to speak up a little bit, there's a like vents that like can't always hear you. >> Sure thing. So, we're here to present um to you the 306s, and these are um the minimum standards that

094come out of the New Hampshire Department of Education. It's a set of administrative rules that say what is required for all K through2 public schools in New Hampshire. So, the last revision was in 2014. A new version was adopted in 2024, and our first graduating class that will be impacted will be the class of 2030. So it's important for um you to understand what um this the 306s are requiring or not requiring what shifts are going to happen um at the high school level primarily. There's some nuances for example needing to have the science of reading uh curriculum by um 2027 at the elementary level but most of the impact is at the high school. So we wanted the high school team here to talk to you about those impacts. This is hard to reach.

095I'm just going to pass it around. If you could just um pass it to the board members, that would be great. I was doing this Chris. >> Yeah, that Chris, you read this one. >> Mhm. This is in your board packet, but we just wanted to give you a a fresh, clean >> Thank you. >> single copy of this because I think it's the most uh it's the best explanation. Yeah. >> Yeah. >> So, you're looking at um some actual changes that our plan includes. So if you look at the middle column, that's currently what exists in terms of what our students are expected to attain for credits in order to graduate. The uh third column shows you with the changes in the 306s the new credits that students need to attain in order to

096graduate. So I I won't walk you through everything, but I do want to point out just how to read this. If you look at um for instance US history and New Hampshire history which is about six or seven lines down currently that um is one credit course but if you look one line down you'll see that US history um is now half a credit for and I should I should point out for the new changes we're talking about the current eighth graders when they graduate. So yeah, not >> Aaron. We didn't change this on you. >> Surprise, Aaron. >> You're not graduating. >> She's sweating over there. >> I thought I heard a gas, but I should have looked up. >> So, US and uh New Hampshire history has been one credit for both. And

097now um for the current eighth graders, you can see that US history is a will be a half credit. New Hampshire history is a half credit. So, we're required to pull those apart. Um, I'll give you some time to just look through that, but that's how to read this chart. And there's um the rest of the chart on the back side as well. >> So, is there a second US history requirement then >> looking at this chart? >> No, you'll find more though under history >> constitution. That's a second. >> So, there's a lot history. Yeah. a lot of social studies. >> Um you'll see that um another example of being pulled apart economics including personal finance at which has been historically a half credit. If you look right below that economics becomes a half

098credit itself and financial literacy becomes its own separate half credit >> and English is going down from four to three and a half. >> It's no longer needed. Remember that these are these are the state minimum standards. Conquered High School has always been above and that's where we're going to take you next. This is what this is what the state legislation has mandated that we must cover minimum minimally. So they're the minimum standards. That's what they're called. We're going to share but we wanted you to see this first so that you're aware of what we're dealing with when we then show you what we're going to do at conquered high. Thank God. >> Yes. >> So, can I ask a question? >> Looking just picking one here. Health education for half a credit, >> right?

099>> Becomes health and wellness education for half a credit. Does the course change at all or just the top the title of that change? I mean, is there a definition of what is health and wellness that is different than what health used to be? >> Yes. The competencies will um describe exactly what the curriculum has to cover. >> That's right. >> And that's the work that the That's the deeper thing below this. >> Yeah. >> Like logic and rhetoric. >> What does that mean? I can tell you what that means. >> Can you tell us what that means? >> Logic is the study of reasoning and the structure of arguments to ensure that they're valid. And rhetoric is the persuasion or the motivation skills or strategies behind it. >> And you would have seen those

100in the ELA. That's what I >> vertical the vertical document you would find those >> ting it in tying it in. I love it. >> So the next slide that we have up here is one that we had presented to the instructional committee um about a month ago. Um, and I believe um, this comes from um, a toolkit created by the Lakes Region um, cohort school administrators and some work um, that Kim was involved in with that cohort group of educational leaders um, really taking a look and diving into what the 306s were, what they're going to mean for the different districts and and particularly at the high school level where these seem to really focus. So some of the big takeaways from looking at the 306s and how we h we plan to um

101address them here at conquered high school is um first thing is really about competency based education and luckily that's something that conquered high conquered school district um has been at the forefront of for almost 20 years now. Um you go to a lot of professional development sessions or we go we have some administrative listening groups um that are done online and you listen to what some of those other schools are and some of them are just starting to scratch the surface of competencies. Um, and it's something that conquered high that we've been doing and really refining over and over again for the last 20 years. Um, as we were just talking about, the graduation requirements are going to change in terms of exactly what are the credits need to be attached to the courses and

102what those competencies students need to show mastery of. Um, as Kylie was saying, there still is that local control that districts have even though that these are the minimum standards that the Department of Education is um, kind of handing down to all public schools. Conquered High, we still have that the levity to say, well, these are still our standards of what students need to meet while also maintaining that we are meeting what the DOE says um students have to uh demonstrate. Um parental engagement. Um this is also something that we've been doing a lot of work on um over the last year. Um a big piece that's been going on within our curriculum work at Conquered High School is making sure that all of our teachers, all of our courses are writing their curriculum maps

103in a common format. Um which I believe is done at this point. And I think all all of our courses have every course at Congret High has their curriculum written in a standard format. And sort of the phase two of that plan is to be able to publish that out to families into the community so they can see exactly what are the what are the competencies, what are the essential questions, um how are kids going to be being assessed and making sure that we're being very transparent with that. And not that it's fixed. You know, curriculum maps are are are living breathing documents that you're always going back and refining and correcting over time. Um but that parental engagement piece of being able to show exactly what it is that um students will be um

104demonstrating mastery of over their four years. Um innovation and learning again I may be very biased but I think this is something we do really well at conquered high and offering students choice and multiple pathways um to demonstrate their learning and show their knowledge. Um and then going down to um with how this impacts kind of CT centers and CT directors where we have students from sending districts coming to our schools. how can they make sure that they're demonstrating some of these um these minimum standards from the DOE um maybe while not at their homebased high school but while they're engaged in our CTE programs um because that takes a good up a good amount of their schedule um when we have students from KARS who are you know traveling 45 minutes to do a

105double double block class and travel back um being able to be sure that they have opportunities to be sure that they're they're meeting these standards as well. So the big impacts at the high school um you look at the picture on the left and you see the traditional pathway of the 9th 10th 11th graduation. Um that's not how Congret school or conquer school district has operated for well over a decade now. We've really embraced the competency based pathway. Um so this 306 impact uh was more about how do we make it fit what we already have living at conquered high school not how do we redesign everything we have at con high school. Um, so part of that was looking at opportunities to learn in and outside of the classroom by demonstrating competency. So you

106may be exposed to math in a science class. You may hit a uh literacy standard um while reading a textbook in automotive. You could have things happening in economics um that are cross referenced over in your math department. and all those are the compies students are learning uh that don't necessarily need a new individual course created to meet the new minimum standards for the 306s. Um we have an extensive ELO program that has expanded drastically just over the last year where students are taking advantage of community based partnerships and earning credit through different uh learning styles outside of the building. Um and one of the things come out of this is to create a comprehensive and developmentally appropriate counseling program K through 12. So that's something else we're working on um looking at as you

107just heard about ELA K through 12. That'll be the next big focus will be the counseling curriculum or counseling program. So I want to share just a little bit about the values and people have already mentioned this but student choice and electives are really important to us at conquered high school. And so when we started talking about this with our curriculum facilitators and other teachers back in July, so I want you to know that too. We brought this to summer meetings in July. And our facilitator team that meets once a week for 90 minutes, we have been talking about this incessantly since July. So what we're trying to condense for you in 20 minutes, we've literally talked about for a hundred hours. I'm not I'm not even underestimating. But one thing that's come through is

108student choice and electives. So, however we were going to do this, we needed to keep keep that in the forefront. We wanted the flexible pathways. Graham has mentioned that and Jim has mentioned that. Um, we also value engaging, rigorous classroom experiences for students with teachers. I bring that up because all of our data tells us that when students take rich, robust courses at Conquered High School with teachers, they do well. Um, and what I mean by that is we don't want to start um, and I, and I'll share this when I get into how we did it. We didn't want to just start throwing credits all over the place in order to meet things. We value this time that kids are with students in classes, and that was really important to us. Um, we also

109value that they're collaborators, they're communicators, they're creative, and they're self-directed. So, we want to keep that at the forefront of it, too. And just to make another tie, you heard about collaboration, communication, creativity, and self-directed from our broken ground team this morning because those are the virtues of our portrait of a learner. So, Kylen um talked a little bit about the process, but um there were nu numerous workshops that were offered and several administrators and teachers attended starting back in the spring. Um, and then in July, Kylen talked about meeting with the curriculum facilitators. And then when I came in, I jumped into the September, October part of the timeline and just had my mind blown by how well the curriculum facilitators had taken all of this information, synthesized it, and figured out the best

110ways to integrate it into what has already existed for a very long time at Conquered High in terms of competency based learning. Um, so Graham took me to a workshop to get me caught up on the 306s and and then we hit November where we presented um a snippet to you um to instructional committee I should say about what this could possibly look like. And that brings us to presenting tonight to the full board. And the process doesn't end there. part of the 306es is that ongoing communication, keeping the community involved, keeping the school board involved. So, there'll be presentations throughout the year. One of the requirements is that annually the uh director of student wellness or whomever that we're presenting the um counseling program as well. All right. So, I'm going to do my

111best to explain what's on the next two slides for you. Jim just gave me the louder mic. Wow. Um thanks, Jim. Um, so in this slide that you're looking at here, you see what is currently in existence in our program of studies that outlines the requirements. I want to draw your attention to the far right column which says the class of 2028 and beyond. The school board approved an increase in credits. I believe it was two years ago under Mike Rearden, right? Or three years ago now maybe. Um, I think Mike Reen was still at the helm when we actually increased, if you remember, we used to only match the minimum and have a 20 credit and the school board endorsed and supported us increasing to 24 so that we were above the minimum and

112we were requiring more than the state minimum. So in the class of 2028 and beyond, you see that there was a 0.5 arts education, four credits in English, four credits in math, four credits in science, three credits in social studies, two in health and PE, and 6.5 in electives. Okay. Um, I'm not ignoring class of 2027, but I'm going to tell you upfront that in our new proposal, which we'll get to on the next slide in a second, we are not touching the class of 2027 because that would be difficult for us to do given that they graduate next year. Clem, you're good, too. So, uh, so, uh, but I do want to draw your attention there to that far right column and understand that when we get to the next page, there are going

113to be a couple small shifts and I'll go back and explain what we tried to do there. All right, flip to the next page. So, as was mentioned, the biggest changes happen in the class of 2030 and beyond. So, I'm going to start there. Arts education stays the same as it currently was for Conquered High School and English stays the same, four credits. You're going to see math goes down to three. I will explain that in a second. Science goes down to 3.5. Social studies goes to four. And if you remember a few slides back, I did say social studies is where there was the largest increase in the 306s. Health and PE stays at two and there are some additional 306 requirements. So now I'm going to break this down for you a little

114bit. So in the math requirements for 306s 0.5 of it must be in a statistics or data analysis and we have a variety of courses at conquered high school that can meet that statistics and data analysis requirement in social studies. Geography had to go to one credit. We needed to add in the New Hampshire social studies, the New Hampshire history requirement and we have already had to mandate per the state as well that all students must pass the civics exam and the team of facilitators determined that since they already have to pass that, we're going to award a half credit for that. In addition in the 306 requirements, you need 0.5 financial literacy, you need f.5 digital literacy, and you need.5 logic and rhetoric. However, you do see an increase to 25 credits and that

115is higher than what we had expected previously. Here's the biggest reason why. I go back to the value about we value rigorous classroom experiences. The facilitators are proposing that the way in which you earn the digital literacy and the logic and rhetoric is after successful completion of rigorous courses at conquered high school. For lack of a better way of explaining it, it's a bonus credit because you've met those standards across a variety of courses because they're embedded there. So what that means is that they don't have to sit through another semester course. What we're saying is is because digital literacy is embedded in your English class and your probability and statistics class and in your history class and and so forth. If you have successfully completed 9th and tth grade at conquered high school and

116taken robust courses, you are going to be awarded that.5 credit. In addition, we're doing that with the logic and rhetoric as well. Logic and rhetoric. Our facilitators had debates over this. Math wanted to own it. Social studies wanted to own it. and we finally said, "Well, look at all of the standards across the board." The reason we all own it is because we're all teaching these standards. So, what we determined is that when you have successfully completed robust courses at Conquered High School, you are awarded the logic and rhetoric because we have met those standards. The beauty of us now having the curriculum maps at Conquered High School is that we can even go in and identify where those standards are being met and we can align that throughout our entire building. So the reason

117we go from 24 to 25 credits is because one credit of it is not students sitting in a classroom and so that is how we are managing those two. The financial literacy and the statistics we have menu of courses the facilitators all and I don't I guess let me just explain curriculum facilitators are I think you've met several of them when we present courses but if you're not on the instructional committee maybe you haven't met them. um they are classroom teachers. They teach several classes, but they also oversee the curriculum and and the budgets. Um they're not supervisory, but they are everything else like a department head. And so they oversee certain departments. And so um it was really important that they they looked at this. They actually then created collaboratively lists of courses across

118different departments that met the statistics and data analysis that met the financial literacy. Great. and students will have to select a course from that menu to meet that requirement is what they will have to do for that. Um we felt it really important to keep English at four credits. We value that. We always have. We thought that was important. Um and so now that's 2030 and beyond. I want to go just to 2829 briefly. Remember I said there are a couple slight adjustments. It stayed at 24 credits. However, we made some slight adjustments so that we can begin to prepare for where students may need to start shifting where they're taking courses. If you think about this progression and us preparing for the class of 2030, we know that where we might need sections of

119things may shift and we don't want to end up in a situation in the classes of 28 and 29 where we haven't prepared and given some space for us to be more flexible with where we might need teachers to be teaching things based off of the requirements. So if you flip back and forth between there, arts education and English stayed the same, but if you remember that it used to say that math was four, we went to 3.5 because we know that students will start be look be looking at taking the financial literacy requirement and might need some wiggle room there. >> Um, if you notice, science went from four to 3.5. Once again, we know that students are going to need some wiggle room as we prepare for the class of 2030, which I

120know feels like a long time from now, but it's not. Um, and social studies, you notice we kept that the same at three. We haven't made any shifts yet. And what we did is we kept it at 24. We just made it so that they have more electives there, you know, so that's where they're making up that difference. If they choose to start moving in the 306 direction, that's great. Um, but they have that room in their electives. Any do we want to any questions on any of that? Do we want to >> I had a question about the social studies. It says geography one credit, but on the 306 sheet it says world history, global studies or geography. It just seems strange to me that like there's nothing beyond our borders in our curriculum.

121Um so I I wondered if you could answer that. So in the in the minimum standards as I stand now, it does read um world history, global studies or geography. Okay. Um so it's not it's not an and um so with the way the curriculum has been is that students take that geography credit their freshman year. Um if they're unable to meet that credit, then we do have world history 1 and world history 2 that they can use to meet that requirement. So we're requiring geography as opposed to giving an elective between world history and ge I I I just >> Jim is it still set up gak as it was before? So it's geography and cultures and it's global. >> It's a like a global studies of both geographical location of countries as well

122as cultures across the world. >> But like world history >> it it in it what it does is it walks you through something you may recognize today and how that culture or that geographic region evolved from their history to where they are presently in some of the cases. in in a nutshell. I'm not doing it full justice, but >> I just like I'm really struggling with this because our country is turning 250 and so like the history of the world is a lot and I know we do some of that in middle school and not but it just >> um >> I I would say it it does cover a lot more than just g geography. It does get into the world history aspect of it and then there are several other electives that do

123offer that as well. Yeah, I think it's important to remember also that the 306s were not developed by educators. Educators provided insight as to what these standards should be, but those uh insights were largely ignored. So, you do have a lot of people uh who created these new requirements with zero experience in a classroom. >> This is they're saying it can be any of these and we're saying it's geography. That's my problem. That might be shortorthhand is what I'm thinking. >> It is. >> So, our 9th grade geography course is world cultures, just so you're aware. >> That's not world history. >> Nope. And and I will share with you that our social studies department is very concerned about their global electives being annihilated by the 306s to be honest. So we we do have

124some wonderful global studies electives and given the focus in the new 306s on New Hampshire specifically and on the constitution specifically have been challenging for us to navigate. >> Yeah. But it sounds like we're choosing geography over world like the we could do world history. >> I will share with you >> yes it does say you could do world history. We also have to meet geography though. And so as a result of that, since we already have a ninth grade world geography course, it makes sense for them to earn the full credit in world geography. >> Wait, I I'm sorry. I didn't understand that. >> They have to do geography >> in nth grade world. The >> requirement is set by conquered SAU. Mhm. Mhm. It's been a curriculum that's been world cultures, geography in

125nth grade. >> Uh I I'm having real struggles with the social studies portion of this curriculum. Um, and I know we're working in this state framework, but I I just can't see sending kids out into the world where they know geography and culture, but we're not teaching them we're we're not requiring a a history, a world history class, but um and so um I'm not there yet. >> We haven't required world history >> as a requirement. >> Never. >> Ever. It's it's not required, but it's it's one of the more common electives taken. >> You've taken away all the social studies requirements. >> Well, let's get So, so are there any other questions? Because I think Pam, it's not going to it's not going to resolve your concern. But I think once we share a

126slide that shows the menu of courses that meet some of the other requirements, it might help. But are there any other questions just about the credits and where we assign them? Um I'm curious that uh when I see the next slide is about stakeholders. So maybe you'll get there. Have college admissions directors been pulled into this or getting any kind of feedback because I just wonder how we're going to interpret I wonder how this would be interpreted by college admissions. >> That has been a real concern that a New Hampshire diploma will not be competitive with other states. But again, you the people who were making these decisions had no experience in a classroom and it was largely politically motivated. >> Well, I mean, my parents work at UNH and like I'm wondering about like,

127you know, one of them is an admissions director and I'm just curious like what her feedback about something like this would be and if we've made an effort. >> Two things. One is yes, they were part they had opportunities to be part of the forum. Sarah, I also got to be part of the forum. I would agree. I'm not sure if any input that was given was taken, but that's neither here nor there. What I will say is college college admissions offices are looking at transcripts that are far uh less direct and detailed as ours and making decisions on enrollments for students. It really comes down to the school profile and us doing a great job of explaining where things are embedded and and then they're able to c, you know, interpret that. But it

128is we've done when we were doing the competencybased education transition some of the transcripts they shared with us would not made no sense to me as an a 20 plus year educator with words such as you know letters such as NSMP um and that's it and just whether they got awarded credit. So, I'm not as concerned about uh you know, college admissions and their ability to um what is it? Uh translate our our transcript and figure out where students lie. I mean, what it comes down to is just ensuring going back to what we said earlier that we're having quality learning experiences. Students are having quality education and rigorous classrooms with teachers and maintaining that, not losing that period. >> Okay. I think part just to remember that one of the things that we worked

129really hard to do with these requirements is keep electives at six. So just to answer your question about what what are most high schools if they don't have the bizarre transcript are going to have four years of English, three to four years of math, three to four years of science. That's going to be pretty traditional across the board which we maintain. where students really start separating themselves is often what what electives they're taking and how they're challenging themselves. What we felt was really important is to maintain a high number of possible electives for students. And I think what we tried our best to do there is to think about ways to integrate the standards within the digital literacy and logic and rhetoric as being those credits you earn, you know, in conjunction with taking other

130courses. The elective piece is very important to us. that felt important to maintain because we have students in our school district who are passionate about the music program and want to be in three different ensembles and we didn't want the new 306s to get in the way of that. We have students that are passionate about science programs and want to take every AP science course we offer and we didn't want the new 306s to get in the way of that. So that's something we know that the conquered parents and community value and we didn't want to see that go away. Um and that was challenging to navigate. And I'll tell you, there's been a few iterations of this that have we've had to go through in order to maintain um at least the six elective

131credits that felt really important for people to have choice. >> Sorry, >> actually I'm so sorry to throw you to I would love your thoughts on this >> um Clementine and >> I'm so sorry. So it's like the concern on the table is not having a course that's world history. said we have geography and it looks like geography has been on here like we're kind of keeping status quo by doing this but I'm curious as graduating seniors junior like do you feel like there is a miss there do you feel like through the elective students have that opportunity to dive into world history >> I mean we do have like a lot of social studies classes like AP Euro like AP European history and there's also class about like ancient civilization but it is electives

132>> and some of those classes like ancient civilization, some of those classes won't be able to run cuz not lots of kids are taking them. >> Okay. >> Yeah. >> And language classes or >> language classes are they're electives. >> Yeah. >> I also don't think they explore exactly what a typical like history class would. I mean, I think like taking gag the like freshman year, I feel like they cover what they need to cover, but then when you like want to like um learn more about like other places like their history, you have to like take initiative and then apply for the elective. So, it's pretty complicated. No offense to the Gak curriculum, but when I took it my freshman year, I thought it was kind of stereotypical about certain regions of the world,

133especially when it came to China, they kind of painted China as this big communist country and didn't really delve more into like the culture and like the beauty of it. Yeah, I just want to add to that which is kind of why um I mentioned earlier we have the around the world event that'd be the change hosts where we talk to like the sophomore typically it's like the freshman year cuz like those are the ones who are like getting exposed and taking the guy classes. So we typically like present to them to actually educate and like speak about the countries that everyone comes from so they get like a different perspective because I agree with Aaron that when I took a it was like very like there was a certain perspective or light that was

134shown on it and I don't think it was very in-depth or like explored all the different >> um values that other countries hold and they didn't have like a lot of historical significance as well. So I think I think >> sounds like we need to create a really fun, interesting, awesome new class around world history is what I'm hearing. >> I'll create an anthropology. >> Yes, Mr. >> Yeah. Um, I just want to follow up. One of the concerns and we list all of these, you know, the opportunities to have great electives, but one of the concerns that parents have expressed is the fact that those electives aren't really available all the time to the students or to be integrated into their regular classes. Anybody who really wants to take AP classes has to take

135VLAC PE because there's just not available at that time. And I've heard many, many parents say that. So, I'm curious as to to your experience, were you able to get in and get all of the AP classes and still get all your other classes as well? Was it available to you? >> I take a lot of AP classes at my school. I do have to take some VLAX classes, so I'm able to like take my AP classes in the first place, cuz AP classes take like a whole credit. And I know that I took economics on Vlax. I did my gym credit on VAX. I'm doing my health credit on VAX so I can make room to take those AP classes. >> Yeah. And I've heard that the schedule-wise is that >> yeah, >> people

136try to fit that in, but the one thing I I would be really curious is to just what percentage of our students take health and gym on Vlax. I'm kind of a little curious as to whether >> very many students at all take health and gym in the actual high school. >> Those classes are packed. Um, on that same note, it looks like from this sheet that we're required to do a half a credit of health and education, lifetime wellness, but we're requiring one a full credit. So, the intro to lifetime wellness and apps of lifetime well, intro is a nth grade course, apps is an 11th grade course. 0.25 of that is PE and 0.25 of that is health. They integrate the two together. So that is why it looks like a full credit

137of health, but it's actually half a credit of PE and half a credit of health that they earn in combination of taking both of those courses. >> And that's the same ratio as when I was teaching health. >> Yes. >> There's 1.5 PE half a credit health. >> Y >> they integrated I mean it's in the same strand that we talked about in the integration of competencies and standards. the PE and health teachers really see the value of the interconnectedness of the physical education and the health education. And so teaching it together in a semester course versus what Barb will remember um another 125 kids every eight weeks, every nine weeks does not create a wonderful robust curriculum because you barely get to know the kids and they're walking out the door. So the PE

138and health departments worked hard at creating an integrated course. Um, but I can understand where it looks the wellness looks like it's a full credit of health, but it actually is 0.5 and 0.5. >> So, >> any other questions? >> If we were to continue with this presentation, we don't have to vote on it tonight. If you want to make a recommendation back to the team, we can do that. But as as just an initial introduction to what the 306s are requiring, we just wanted we wanted to get this overview and be make you aware of any of the changes that >> I mean I certainly would like to understand better what this one cut in geography is and I understand preserving electives and I and I think it's important but I also think it's

139important that we not be despite the current board of education the current department of education that we not be so narrow that we we do not send people out who understand the world >> um and have a basic knowledge of the world. So that that is one of my concerns. Um, and I just maybe it's because I was a kid who loves social studies. So that um, but we're, you know, sort of taking away that required elective that might give them that back. And um, >> yes. Uh, maybe maybe it's the color coding or it's the end of the night or something, but I definitely need more time to consider this. I think this is a a sympathetic audience and I'm having a hard time understanding what's being communicated. That's why I said we as

140a facilitator group have been talking about this since since July. So I totally appreciate that. >> The the one caveat is remember eighth graders are going to start requesting courses in February. Those eighth graders need to know the new requirements because that puts them in a catch 22. >> And I'm all for recommendations as well about new courses, but we would need a new course for 9th graders for next year. So just know that there are there are some timeliness pieces. Not that we can't work within that. >> Um but there is some timeliness to this needing to be communicated to families um in late January at runlet >> and this will be in the program of studies that the board will have an opportunity vote on. Right. >> Correct. >> Yeah. In the future

141if we're going to see items like this, I would need to factor in more time for consideration. I just uh want to say we appreciate and speaking for myself appreciate all the work you're doing. We appreciate in fact we're not trying to blast you at all. You have a board that is extremely concerned and interested and in and invested in our curriculum. That's a really good thing. And so we want to understand um and we want all of our parents and those that we represent to understand. But we do very much appreciate your hard work in this. Don't don't have that message come through. >> Miss Campbell, >> are we able to see how many folks are taking doing gym through Vax? >> We absolutely can. >> Yep. >> Y >> um so do folks

142want to vote on this tonight or >> can we go there's a couple more slides that might be helpful. Yep. >> Thank you. >> So a lot of this has been touched on already throughout the conversation, but >> um some of the big changes um were taking that electives that we shifted to seven and a half down to six. Uh we and I'll show you on the next slide. Uh I've created a menu of courses that meet the financial literacy um and the stats and data analysis courses uh requirements. So rather than create a new financial literacy course that we're going to have 1300 kids take over the course of four years, >> they can meet their financial literacy credit by taking any of these courses that are currently offered. which is why you see

143the decrease in the math from 3.5 to three as that marries with our stats and data analysis as we've had the curriculum facilitators go through and identify all the courses in which the standards uh put out by the new 306s are met within the courses that we currently offer at conquered high school. So any of these courses that students take, including the four that are within the math department, would meet that stats and data analysis half credit requirement. And I did want to mention in working with the assistant superintendents in the Lakes region who have been working on the 306s for their district presentations, which are all occurring right about now um to the boards. There are districts who are in much dire need as it comes to the 306s because they're needing to add

144a social studies class. They're needing to add a science teacher. But the fact that we have so many classes and course choices where we can embed the competencies, it makes it it's less of a struggle for for conquered high school. Um the emphasis of the 306s is on not on seat time. It's not how long you are sitting in a class. it's how well you are exposed to and demonstrate your understanding of various competencies. So, it's been a it's a little bit easier of a lift notwithstanding the fact that what Miss Robinson said is correct. There's been a lot of push back from educators, but we're the stake is in the, you know, in the ground and we're ready to roll and we can make adjustments as advised. So, the next steps would be to

145communicate this more to the families and students. if you remember that's an important part of it. Um to look at our um junior >> Oh, can you want to speak to the junior seminar? >> So um Jim, you've brought this up and I think somebody else did about having to take so many classes through VLAC. Um and we're aware of that as well. And so what we are going to propose to bring to you next fall, so people of the instructional committee when you love when we come will come next fall. Um there are some courses that are being created and actually um one of the benefits of a NEAS visit is some facilitators had a chance to go up to Hanover where it's a course that is very studentdriven and allows you the opportunity

146to meet a variety of standards in that one course through uh for lack of a better term a passion project or a capstone project of some kind. And as a result of that you might now you're jealous aren't you? You're not staying I know. Um, and what it might allow for you to do is earn up to 1.5 credits of your choosing, perhaps one in PE, one in personal finance, and one in English, per se, through a passion or interest in a summer trip you took. And as a result of doing that, you might put together a formal presentation and be able to earn the credits. As a result of that, you could combine, and it's it's a win-win. It's a win-win in that you're a students who's had an opportunity to do a presentation,

147encapsulate learning across a variety of um content areas, but it also allows for like Jim's saying, that student who's really trying to fit other things in, you still have that what I said rich experience with classroom teachers. So, you're with a conquered high school teacher for a semester. You put together this passion project and this capstone and you show your standards have been met across three different disciplines and then you could earn 1.5 credits in that way. um this wouldn't be until junior year. So that we thought giving you the 306 is sooner rather than later, this can wait to be presented to you because they wouldn't take it until their junior year. So we can present that course to you in in September of October of next year. >> So the the question that

148is parents are sitting back there answering now and um people who are looking to send be able to help their children move on to advanced education. All of the requirements in a this sort of junior seminar would still be there. It would still be a very rigorous you need to do >> 100%. >> All of the the competencies that are included in any of say >> physical education >> or data analysis, it would all still have to be there. And that's the point. You got it. >> I'm assure I'm assuming you're that's all true. But I just wanted to reiterate because parents are >> saying there there are some high schools there are some high schools that have been created around this entire foundation. There's a whole foundation of high schools um that have been

149created with this as their intent. So um there's great research and support for how to go about doing that. >> So it' be this is not a this is not a cakewalk seminar. This is a rigorous seminar. Thank >> Miss Hastings. Um, if we were to vote on this tonight, is there an opportunity later on to go back and rename geography to something else, but would still allow you the time you need to get ready to present it to the middle school? >> 100%. In fact, we even I think show say monitor Carson Rland and balance. Um, we recognize that we have tried to predict and plan for every possible thing. I want you to know that's a lot of what our facilitator meeting what if, what if, then this, how would this work? Um,

150but we anticipate that it might be healthy to come back after year one and say, how is this going? Where might we need to adjust? What's missing from the to Pam's point, what's missing from the curriculum for students 9 through 12? What needs to come in place? What might get adjusted? Um, as long as we're still meeting the man min minimum, of course that's something we could come back to and we would want to truthfully >> in in specifically for social studies since this all this new reconfiguring, you know, to me it's like measuring a mile or a kilometer. It's still a distance. What are we calling it? So, have you have you discontinued social studies courses now? Did you used to teach something that you don't now? No. >> But they used to have

151a a mandatory social studies elective that they don't have now anymore. There's only all they have to take is geography and cultures >> New Hampshire. Oh, basic right from the 306. But I mean conquered high could require >> but they're not in this plan. That's part of >> but but so but I think of do we need to create a new class? So if there's a class that exists this to me doesn't seem like a big deal. I mean, we just if it's important that I mean, okay, I'm not in your seat every day, so it could be an incredibly big deal when it comes to logistics. But the the I don't know, it's just so semantic based. It just sort of drives me nuts quite frankly as an educator and a teacher. So yeah,

152I think the kids should get should and so so under current requirements, all conquered high school students take world history or they all take a history elected. >> They take a geography that covers >> that I understand Gracie did all that but but I understand they don't have a specific world history class they have to take. >> I thought you said they didn't. They don't anymore. They have an elective that they don't and we're taking and the 306 would say world history global studies >> and we have a choice and we're choosing one credit it has to be a half credit and we're choosing one credit of geography and I >> have not had an opportunity to look at our social studies standards before and I have a problem with that. >> Right. Right. Okay.

153No, I understand. But my I guess what I'm saying is at the end of the day is is are the social studies offerings any different? >> Yes or no? The course is the same. >> Yeah. >> Like did you have we discont >> No. Can you go to the menu slide? >> So I will share with you we have been a keep going to the menu. >> Mhm. >> I think we skipped over it somewhere. >> This way. >> This is actually a perfect logic. >> Uh next one. >> Not all exits are >> the new >> We didn't put in the New Hampshire ones. >> When the the high school committee presents the program. Hold on one second guys. >> Um, every year when the high school comes and proposes a program of studies

154to the board, part of that is we're in a continuous evaluation of our courses, looking at the curriculum we're teaching, looking at the minimum requirements, looking at what's currently going on in the world around us and evaluating the value of what we were teaching before in a previous course and revamp it. We highlight new courses we offer every year which tend to be you know more um tend to be around you know common trends that are coming out as a need for students. But every year that that comes forward is an opportunity that as a school we have evaluated what we're offering our programs. We evaluated as a department we have discussed it with this facilitator which is our building leadership team have discussed what these courses should be to prepare our students. So the

155answer to your question, Brenda, it it's an annual process. Every single year, every course can be and is discussed can be changed. >> Mr. Speaker, so it sounds like to me that we have a couple of things happening. Number one, this is a lot of information. You guys have presented it beautifully and thank you. But it is complex and we have some members that would like some time to absorb the material. Yeah. >> Understanding that we are on a timeline. So it I would say the latest we could push this out is January. There sounds like there might be a curricular challenge and maybe a curricular opportunity with GA to create some flexibility to maybe touch on world history issues, maybe to explore that in instructional. We do have an instructional meeting between now and

156January that maybe we could have time to work >> to see if it's something feasible to bring as a suggestion or a proposal something for you to consider in the coming year because it sounds like it's an annual process anyway maybe with feedback from students on what the existing course is covering. Um, so I feel like there's there's a way for us to push through this this evening, which is that I would propose that we hold off on the vote until January to give people the opportunity to absorb and potentially have conversations in instructional and then and then we just move forward when it's time in January. Does that sound good? >> So, is that a motion to table this until January? >> There's no motion on the table. Can we ask is January enough

157time for you >> or would we right up be honest? Are we up against I mean the I mean it's it's it's the program of studies. We need to bring the program of studies to you for approval. This is in the program of studies. So and and not that this is a big deal. It's not the end of the world but we need to print 1300 copies of the program of studies which takes almost a month to print. >> But since they haven't been approved we have time to do that. >> Correct. So, so we were hopeful to be able to send to the the person who puts it all together. We're good. Give us a draft so that we can get the draft together. But at the end of the day, more time so

158that everybody understands it. Makes tons of sense. Makes tons of sense. So, we can we can put in a page. We can put in an there's all sorts of things we can do. We can we can make that work. We want everybody to understand it and feel comfortable with it. That's always what's most important. It's a very very dense document the 306s and it's takes a lot to unpack. So I fully understand the need. This was this was sort of the fastest we could get it to you. >> But what I could do is change the agenda for our next instructional committee meeting and make this a priority >> which would be Monday the 8th. Next Monday. >> Yes. Maybe we could get a couple of social studies teachers to come. >> Yeah. I would

159want to make sure they understand what they're coming for. you know, I would I would want to make sure that they're it's a work session of some kind or something to be able to make sure they're >> we can check in tomorrow and we can discuss what you know what would be valuable to bring to the instructional >> and just to clarify my understanding I I'm hearing and I could be completely wrong that you might prefer to see a 0.5 world history and a 0.5 geography >> or a.5 elective and a.5 geography. I mean yes rather than personally would prefer that we gave some introduction to the rest of the world. >> But um >> my reservation really had to do with stepping back that math requirement and how we explain that in the document

160because I don't think it's intuitive. >> So it's an opportunity to go over >> as board members workshop how we're feeling, what we're thinking, what our goals are for the district long term, how we create that sort of messaging and flexibility in tandem with the hard work that you're doing. Um I mean I agree with that. I mean I think partly if you included statistics and data analysis and financial literacy is under math people might understand that you're not eliminating. However, you get a we're required a half credit of uh statist data statistics and data analysis >> of which you can fill it with AP European history or statistics and probabil probability and statistics have a very hard time imagining that half of the AP European history class is statistics and data analysis. I'm >>

161be a little concerned that you're not getting >> when you look at the standards that the 306's identifies though you recognize that you can meet those standards. >> I guess the question is should we consider that a sufficient grounding in data and statistical analysis? I mean these these concept these things that were written down as like mandatory or the minimum that we have to meet were not done really with like the end user in mind. So like these folks are really digging through a very dense document written in legal ease where like the difference between the word shall and may just completely throws off whether you offer a class or not. like this is I spent like three years following this process and I don't think we're going to find a better outcome. I I

162I understand what you're saying and I don't disagree with the problems with the 306s, but we are setting our how we're going to implement them. And I think the question is do we really want to drop down a math credit or we want to do we want to say statistics and data data analysis? Those are math. It's important to to read the competency as well in terms of the depth that it's asking for stats or data analysis. And the conversation you're having is exactly the one that our social studies and math curriculum facilitators had and it was a spirited one. And in the end, that was the menu that was decided upon because the math department heard what they needed to hear in terms of if we're giving up some stats and data analysis outside

163of the math department, we need to know you're you're matching the competency. you're you're meeting it and they were comfortable that that's the >> right and once we understand that reasoning I think we can be your supporters and messaging this to the community because I think if these are expected arguments that we can anticipate hearing and we've spoken about the importance of plain language when we message with the community about competencies I just really hesitate to put a document out publicly that steps back math requirements without a plain language >> we're going to need a lot longer than December 8th though to go through each of these competencies and look at each of these courses and have those spirited conversations. >> I think there's got to be some level of trust in the curriculum facilitators

164and their expertise. >> Right. Right. And I respect that, but I think >> It's not about lack of trust. It's about whether as a district we want to say that you can meet your statistics requirement as a social studies thing or whether we think you need to have a more math based and that I think is the question like we're struggling with the same as social studies. I don't doubt that your folks did a great job trying to match with what the 306s are. I think the question is more about our values and what we value as a district. And a few years ago, we said, you know, we want more math. And we as a board voted and said, we because we had heard from our community and we said, we want more math.

165And now we're going backwards. And the irony of saying we want rhetoric, too, but we are not going to provide the arguments of why we made this decision is ironic. So, if we could um if if possible uh concerns or questions the board has, if you could funnel it to myself and Kim and we can work with this team to be prepared for December 8th instructional meeting and hopefully with targeted points. Um it it is a quick turnaround. I'm not sure that we'll have a a teacher representative from each department available speak to that, but we can definitely get that information. >> Description from what the courses are would be a start I think for up that too. >> You could do that >> for every course >> for the course. Well, for statistic and

166data analysis question would meet the I would like to see how we meet it with European history. Yep. >> And I would like to see a a course description for what we're saying is the geography >> well geography and cultures. Looking at the uh December calendar, um instructional is slated for the 8th and city and community relations is slated for the 15th. How about if we Cara has kindly offered to sort of see if we could flip those? City and community was to give you guys a little bit more time. >> Great. That'd be hugely helpful. >> Is that reason? >> It's Barb I think is >> Barb is that okay with you? Can you do the 15th instead of the eth >> or the eth instead of the 15th? Yep. Switched. So you'd be

167have any big pressing things already. >> Okay. >> Thank you. >> So our takeaway is to grab get some questions from you. We'll put together a team and I'll change the agenda for what we originally had for the instructional committee and we'll make this kind of a work session back and forth talking work some things out. If there's any recommendations that come out of it, they'll be at the January meeting. I'm wondering I mean we can also can we send a copy of the document that has all of the competencies and standards for the 306s to all of you ahead of time to go through >> that would help be great if board members could try to get your questions to them. >> Yep. That's what I'll do. Got it. That's fantastic. >> Okay. >>

168Yeah. >> So we can get that to them. >> Yep. Yeah. So, I apologize that this took so long for us to go through. It's it's difficult to bring to the instructional committee and then here and do what just deserves, but I appreciate the process and I appreciate the the push back. I appreciate hearing your voices and we'll just continue to work on it and aim for the January board meeting for a vote. >> Great. Thank you. >> Thank you. Thank you very much, y'all. >> Um I'm now going to open it up for uh public comment. If anyone would like to testify, you can come sign in up front. >> Anyone? >> All right. >> Oh, okay. Great. >> Oh, um, the signing she's right there. Speak into that microphone. Hi. >> Hi. Could

169you just introduce yourself? >> Sure. My name is Nicole Armaganian. Uh I live here in town and um my comment is really about the uh memorial field project. Probably a little unfair to talk after principles and superintendent and the 306s. Um I do much better listening than I do speaking. So, um, after I went to the city council meeting last week, I just kind of conjured up a little letter and I think it's just better if I read that and then just to kind of explain a little bit about myself first. Um, I've lived in conquered now from graduating UNH, came right here, um, I don't 30 something years ago. I no longer have kids in the school district. Um, I remember when the memorial field project first started to be talked about. Uh, we

170grabbed all the little fifth graders from lacrosse practice and marched over to town hall and in their little uniforms said how they needed a new field. And my daughter's now a junior in college. So, this isn't just something that's kind of new. Um, I think it's it's time. Um, and I'm in full support of going forward with at least the first step of the project and I understand that to really get it kind of deeper an al um deeper analysis of of the project itself. So, um, it was to my counselor. I'm writing to express my strong support for the dedicated uh for dedicating city and school funds towards rebuilding our fields into a modern sports complex with multiple fields, tennis courts, basketball courts, and such. This investment would provide our community with a safe,

171highquality space for recreation, youth sports, school sports, and school programs. A well-designed sports complex would benefit residents of all ages um by promoting physical activity throughout the entire year. It would also create more opportunities for local leagues, school teams, community events, which would strengthen our community ties and give young people positive outlooks outlets close to home. In addition, improved facilities can attract regional tournaments and visitors, bringing economic benefits to local businesses. With many existing fields aging, failing, unable to meet current demand, now is the right time to invest in infrastructure that supports recreation, education, and community pride. I respectfully urge, I said, the council to prioritize this project and work with the school district to make it a reality. Um, and and just to thank you for the dedication to to our community. And I

172really appreciate all that you do. Uh, I was here last week listening to the subcommittee and I was a little surprised that the subcommittee didn't consist of some members from the city council as well as the school board. It was just the school board. >> No, the subcommittee had Patrick Fennessy and Jim Foot. >> Good. >> Oh, yeah. Jim was there. He's my He's my council. >> Join committee and then it came to our committee. >> Okay. Thank you. >> So, this was the school board >> president affairs. Yeah. So, Dave Gil came to both places. >> Yeah. And you know, just to kind of understand, it's like, you know, here are the things that I that I know. Uh, my taxes are going to go up. Um, there are a lot of projects going

173on in conquered that my taxes are going to go up. The what has been presented, the plans A through D are not this Taj Mahal elaborate. It it's it's necessary. And I heard at the city council meeting when they were uh talking about the police department, it's it's necessary. And this is just what it costs. And I feel like this project is the same. It and it benefits everybody. And I I think you could argue if you're a police department, if you never get involved with the police, you you never go there. You could argue with uh you know the the Beaver Meadow Project. if you don't golf or go to a party that you're not that where I I felt like I I feel like I've kind of stood by as um a taxpayer

174community member um and let other projects happen knowing that and it's kind of like this is my turn to say no this matters um and and and it and it benefits everybody. It's not just um kids going through the school and and to to just give you a little bit of background about myself. Um I like I said, I don't have uh children anymore in the school district. I believe wholeheartedly in supporting my community, which is why I am your varsity field hockey coach. Uh I appreciate you voting me in every fall. Um, again, you know, just having my life path cross with many of those student athletes. Um, and I just find it's not just the athletes that benefit from this. Um, and it is really cool when I see girls from my team

175leave and then go to dance, leave and go to band, leave and then bring back, you know, their art projects and and things that they they draw, which my daughter, my older one, is an an artist and an athlete. So, you I just appreciate all that stuff. I feel like we're losing a little um a spree decor um you know pride in our school and and this is something that I think just takes away socioeconomic difference of where everybody can benefit from this and and take pride in it and and like I said it it doesn't need to be looking like a Taj Mahal but when you have a a a town like Laconia getting a turf field and a facility to go along with it. >> I'm not comparing myself to an exit and

176a do. It's it's why are we not allowing our children to be as competitive being on these better fields. >> So that's me. >> Thank you very muchify. Come to more meetings. >> Thank you. Thank you for your time. >> Thank you. Would anyone else like to testify? Seeing none to close the public hearing. Uh, next we have winner coach nominations. Mr. Herbert, are you going to do those? >> Sorry, I apologize. I lost my page. >> Page 157. So we have for winter coaches, we have Conquered High School inter mural strength coach, uh, Mike Leonard, who is also currently a teacher at Conquered High School. We have the Runlet Middle School boys basketball coach, David Cha Chiy. And then we have Runlet Middle School boys A basketball. So that is boys B basketball. Boys

177A basketball Derek Clark and Ashley Lewis as Runlet Middle School spirit B coach. >> I move we accept. Okay. I I move we accept the winter coaching nominations. >> Move by Miss Higgins. >> Second by Miss Buché. >> Discussion. >> Seeing none. All those in favor. >> Any opposed? Any extensions? Motion passes. Okay. Um, >> now we are moving our first vote is on the donation from Mr. Pennington to the CRTC of a vehicle. >> I move to accept the gift from Mr. Pennington to the CRTC for the Ford Focus um, and express our appreciation. >> I would love to second that. >> Moved by Miss Sidowski, seconded by Miss Robinson. >> The last time we have the Sarah go as a team. Um any discussion? All those in favor? >> I. >> Any opposed?

178Motion carries. Um next we have Memorial Fields. Who would like to make a motion? >> Can you? Yeah. Because you know all the words for this moment. >> Yeah. And I move that the school district um join the city council in moving forward with the $1.2 million development costs to set the memorial field project in motion. Uh splitting the cost 50/50. Um so we would be spending $600,000. >> Second. >> Moved by Miss Higgins, second by Miss Robinson. Discussion. >> Mr. Richards. >> Actually, Miss Maker was first. >> Uh well, I do have a question. uh the $600,000 investment. You had mentioned that if we move forward with this that it sounds like there was a September date for what for receiving the feasibility report or >> no for start for starting started. You have

179to process who >> on that thinking about what we just saw with the financial report how we are already in we continue to be in the red on a couple of things. Is it possible to ha to make this decision as part of the budget package as as part of our larger budget conversation as far as balancing what we are choosing to spend money on and what we may sp may say >> so that we wouldn't vote on it until March then. >> Exactly. >> That would that would set back several months. It would just would just >> so the feasibility study beginning in September would not be able to begin in September. >> Correct. >> If we delayed the vote until March. >> Correct. Because if we vote now, they this they the bidding

180process. And >> it's my understanding that they will start work sooner than the September. Although you would have to check with Mr. Gil with regards to those plans. nothing can happen until it's approved and and then we have no information without the study and so it would hold up the we would hold we would hold up the whole project by several months if we wait until then >> and I would I mean I'd say I mean generally I am supportive of the project like we've I think we've all been very excited about the potential of and the hard work you guys have done as a team with the city to to move this forward >> some of it's the timing of the middle school as well trying to get certain things done ahead of other

181field losing other fields so that when other fields get lost we're >> that's a good point >> you know some of the timing is around the timing of the middle school >> Mr. I was going to say, um, I believe that the city has approved the funds but not allocated them at this time. Um, listening to their meeting, they were going to wait and see what we were doing here. Uh, I would encourage this, uh, I support this project and would encourage it at a 50/50 split all the way through. >> Um, but, uh, I don't believe I agree with Barbara. I don't believe the city feels that they can wait on this although I'm not sure of the exact timeline. >> So I guess the question is when would we owe this money? What

182budget would come out of? Would we are we looking to take this money out of reserve funds because it's not budgeted in our current, you know, are we looking to get out of our trust fund for buildings and improvements because it's not budgeted in this budget and we just passed our window to adjust our budget. >> Right. >> I was going to reach out to the deputy city manager of finance knowing if the council has already approved the project, but they didn't authorize any money yet. I don't know what they're doing now. Their bond sale is next month, so they could be doing a bond anticipation note and borrowing this. I don't know, but I'll know tomorrow morning. >> So, if that's the case, >> if it's anything like the fuel farm where we had

183a memorandum of understanding, they borrowed it, we paid over the length of the bond. >> Mhm. >> Okay. >> So, that is what I want. That's what I'm thinking they're going. >> But I would want to confirm that with them. I mean, I know we he and I have already talked about a couple things, but I don't know. will ultimately whether they've what they did on that side to appropriate. >> So, can I modify the motion? >> Well, Min, let Miss Robinson. >> Yeah, I sorry, I kind of lost it. I had a question about time. It'll come back to me if it's really all that important. I'm sorry. >> I think that the city owns Memorial Field. So, >> uh, Mr. done. I think you're accurate in your uh portrayal that they would go

184out to bond and we would pay them. >> I think that would be probably the the best part if they can rather than us giving 600,000 out of your reserve that you have a million left in. >> Right. >> Um if if if that's what they're doing, but I need to confirm. So if you want to prove that you want to do this conditional on >> I mean reporting back what the funding is. >> Yeah. And then you could always reinforce it in January. I don't think one month will kill them, but at least >> No, not at all. So, >> it's said that, hey, we want to move forward, too. >> Have the >> we got to have >> the penny people put it together. >> Print conversations. >> I'm I believe I'll know

185what they're recommending. >> That's what my question was. Thank you. >> So, help me reward the motion so that >> I'll do my best. >> Yeah. Yeah. Well, no. So, so essentially, I mean, we could just table it until January, um, >> so Jack can get more information or we can vote to approve the 50-50 split um, >> contingent upon, you know, knowing how that >> city bonding full. >> Well, and we >> not contingent upon, but >> and I think I because I have general questions as well about where when and where is this money coming out, >> right, >> of our bank. I would say we support the concept contingent upon a report on how this is going to be financed and paid for. >> Yeah. >> And that needs to come back

186for a second >> vote >> before we move forward so we can give a general sense of support, but there's there's some big details missing that I'm not ready to say yes to until I know those details. I'm willing to continue to voice my support for the project. So if you want to reward your motion, >> I think we just >> indicating our support of this. >> So I move I move that we support the 50 we support the concept of sharing expenses for the $1.2 million feasibility study >> um and moving forward >> and say again and moving and moving the project forward. Um >> contingent. Well, yeah, but contingent is the wrong >> Well, it is. It is. If they if they want us to give them $600,000 right now, we don't have

187that >> contingent upon um the process for uh >> allocating funds. >> Contingent upon, if I may, a a vote by the board to approve the the financing of the project of this stage of the project. >> Okay. >> I >> Are you okay with that, Barb? That was a friendly I think that was a friendly amendment, but you have to be >> you have to be what I'm saying is I think we need to vote on how we're going to pay for it. I want to make sure I didn't know it needed all those words, but yeah. >> Are you amendable tonight? I just want to ask discussion wise like >> if if what we're doing tonight is we are voicing support for this plan, but we are directing staff to discuss a financial

188proposal with the city that they will then bring to us for a vote in January. Mhm. >> Then I think we can safely table this motion because it's a nice clean motion >> and then either make a separate motion or as we've done in the past just direct staff to to have a proposal ready in January. Does that seem >> so would it make sense? It would just make sense to table it then. >> We can do that. >> Y >> I mean we're not saying no. We're not voting no. We don't support it. We all very much support it. And as many people having the contingency, it sort of like makes our second motion tied to this motion, you know. >> Yeah, that's fair. >> The result of the financial proposal will be tied

189to this motion. I'm not sure that's necessary. >> I would agree. I feel like it's I feel like we're not ready. So, let's just table it. >> We don't have the information. >> Right. Right. So, okay. >> So, do we need a motion to table? >> Yes. Yes. >> I move we table the motion >> until the January meeting. >> Second by Miss Robinson. All those in favor? >> I I. Any opposed? Motion passes. U Mr. Don, you will have a something pending cooperation from our friends at the city. You will attempt to bring us a proposal. >> I will have a t-shirt. >> I do want to indicate my support for this >> um project though publicly and for the record. >> Thank you. And thank you for your work on the committee, Mr.

190Richards and Miss Higgins. >> Um next, uh school care. Going to page right. >> This is >> 4142. Um I have a draft motion from Mr. Dunn that I'm happy to read, but um I guess a sense of which option people are leaning towards. One, Mr. Sadas, that you're splitting it up into three payments and not paying a bigger thing up front. >> Yes, I >> Yeah. Yeah, >> I like to earn interest in >> it provides flexibility together. >> That's one kid coming. >> All right. I move that the board of education votes to authorize the administration to pay the health insurance assessment of up to 1,996,72.75 based on payment option number one that allows the district to satisfy its contractual and fiduciary obligations. The board of education authorizes the president of the board

191or the superintendent of schools to sign the payment agreement. >> Seconded. >> Go ahead. >> Seconded by Mr. Richards. >> Discuss. Further discussion. >> Do we need a roll call on this, do you think, or is it all? >> Okay. You can just ask for one. >> No, no, no. I just wasn't sure if there was a >> requirement. The minutes reflect that you have approved it. >> Um, all those in favor. >> Any opposed? Motion carries. um under >> setting a do we need a vote on setting a date for a public hearing? >> Yes, >> we do. >> Yep. >> And we were going to set the January board meeting as the date for the public hearing. I move that we set >> January 5th. I'm trying to get to that page in

192the >> dates as the date for the public hearing on the bond resolution. Is there a second? >> Second. Second move by M. Bush. Discussions. All those in favor. >> Any opposed? Motion carries. >> Uh then we have uh >> policy 415. >> Uh we >> Oh, the new sort of already voted. No, >> We already voted. There was no opposition. >> Um >> so we are on policy 415. Oh, >> okay. >> Oh, which we already voted on. Okay. What I have on my list is the next motion was authorization and then vertical alignment. >> So, um is there a motion on the vertical English language standards? >> Uh I move that we accept the new vertical alignment English language standards as presented by the curriculum team. >> Seconded. >> Moved by Mrs. Robinson,

193second by Missowski. Discussion. >> All those in favor? >> Any opposed? Motion carries. uh monthly enrollment reports and other business. >> So monthly enrollment we did talk about we did we have had a number of students move into the district over the last few weeks the month of November. >> Um yeah we we've got we sustained overall um enrollment at the elementary school level. Um it's gone from 1575 to 1572 staying um steady there. RMS continues to remain steady with their numbers. CHS the conquered high school has increased by eight enrollments since our uh November uh enrollment numbers. In addition uh preschool numbers uh continue to stay healthy. Uh again I remind you that when you look at the preschool numbers is AM PM. So it's not just one large section of preschoolers together. Um

194so we continue to remain healthy numbers at across our preschool programs and our CN CRTC enrollment has remained steady from November to December. >> Awesome. >> Um so I noticed that increase in conquered high school is all Deerfield. Is that new people moving into Deerfield or them transferring from other schools? >> A combination of both. >> Combination of both. Okay. worldwide. >> Um >> any other questions, discussion? >> Okay. Uh calendars schedule. Um we have negotiations on Wednesday, building committee on Thursday. On the 8th, we have finance at 5 and now city and community relations at 5:30. On the 10th, we have communications and policy. 15th we have executive at 5 followed by instructional at 5:30. Uh on the 17th we have our annual board gathering at gratitude and then we are in January. Um

195there's also the CRTC tour on the 12th, right? >> Yes. Yes. Folks can make that. Um I will be there. I intend to be there as well. And the accreditation meeting on the Um for those who can come, >> what time is that? >> 2:50. >> Yep. Um January um organizational meeting at 5:30 board of education meeting at 6 exe the 7th executive at 5:30 building committee on the 8th 12th executive committee at 5 instructional at 5:30 14th negotiations at 5 finance at 5:30 21st capital facilities at 5, communications and policy at 5:30. The 24th, the board of education retreat, 8:00 a.m. to 2:00 p.m. Um 26, city and community relations >> at 5:30 p.m. >> What's the organization meeting on the >> That's where we have we need to vote, meet new officers, >>

196introduce our new members. Um, >> any additions, subtractions, questions, changes? Um, >> just FYI, I won't be here for the retreat. >> Don't schedule it on my um Okay. Um, okay. Uh, Mr. Herbert, do we need a non-public? Yes, we do. >> Um, so, um, in a moment I'll take a motion to go on not public. Um, before I do, this is two of our board members last full meetings. Um, and I want to thank Miss Robinson and Mr. Richards for their exemplar. UM, STILL SHOW UP at committee meeting. Um, and we are going to nonpublic under which >> we got um RSA 9183 section 2 um >> KLNC >> KL okay I will move that we go into non-public section under 9183 section 2 KLNC is there a second >> second by Miss Robinson

197this is a roll call vote >> yes >> yep >> maker will call the >> um Miss, >> yes. >> Miss Campbell, Miss Hastings, >> Miss Higgins, >> yes. >> Mr. Richards, >> yes. >> Miss Robinson, >> yes. >> Sidowski, >> yes. >> Miss Walsh, yes. >> And I'm a Yes. Great. Um, we will be coming back into public simply to uh >> seal the minutes and adjourn. So, we're going to let Conquer TV and everyone else go home. Thank you very much. >> Thank you. >> We'll take a minute break. >> We all know our roll call order.