001Pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. >> Okay, I'll read our board norms aloud. Work together and be collaborative. Assume good intentions. Be present and prepared for the meeting. Challenge the issue, not the person. Be respectful. We have the minutes for April 15th to review. >> Revisions as well. Do you want to hear what they are or >> are they just spelling type stuff? Okay. >> Well, there was one that was page immediate business a communications. Yeah, I don't understand >> it was a Facebook um was comment having to do with Facebook page almost like two groups, >> right? >> I think was the way the comment on the tape sounded. She continues
002to support lesson. >> Where is it? >> Page two. No. Yeah. Fifth line down continues to support them. It just didn't make any sense to me. >> Oh. Oh, I think it was supposed to be us versus them. Is that right? Does that sound right? >> Support that. >> Oh, it wasn't. Yeah, it wasn't us. It was having to do with the Facebook page and >> um it's kind of the opposite. Yeah. It's just I don't want it to create. >> Yeah. >> Like she supports both words. No, I think I well, if I remember it right, it was more of trying to >> prevent the us >> trying to prevent >> having us and them. Maybe if it was prevent instead of support and then versus instead of and >> Okay. I'll make a
003motion to approve the minutes for April 15th with the changes that were proposed. >> I'll second. >> Any discussion? All in favor say I. >> I. >> Any oppose? >> Okay, we're on to public comments. >> Redmore North Road. I haven't been there in a while. Once softball season starts, that's it. It's game one. Our board chair knows what I'm talking about. >> Yes. >> Um I just saw three things on the agenda that um you know Pete Landers. So number one, trailers. Trailers have been coming up for years and I think what everybody's looking for with the or trailers, modular classrooms, whatever you want to call them, is how can we make them safer? Could we get the older kids in them? Um could we have escorts when these kids have to go use
004the restroom walking back and forth? Uh so you know I don't know what your discussion where it's going to lead but those are typically common concerns that come up. Uh the thing that really got my interest was seeing that the high school committee is on there and I know what I would like to see is uh I mean we have three great options that are already on the table. And of course I'd love to see the three options carry forward if we could get them locked in for at least five more years. Give people peace of mind. let people plan their lives, you know, know what's coming, not always wondering what, you know, where's my kid going to school in a few years? Um, we need some stability and, uh, I hope the board can
005get us to that point. Um, I also hope you're looking at expanding. Um, is there are there is there a less expensive option that we can add in um that could get the overall cost of tuition down across the board? So hopefully the discussion goes in those directions and uh I would be remiss if I didn't remind you that uh you know Halloween is only six months away and uh I think that it's uh crucial for you to think about whether this could be the year this calendar year could be the year where we finally allow BCS students to wear their Halloween costumes to school. I know they would appreciate it. So thank you. That's all I got. Thank you. >> Daniel stands at B New Hampshire. I work here and I just wanted to
006come and say hello and we as we want to make sure that we are doing our best to present ourselves from the staff side of things and always try to have someone speak. Um, but I am one of the specialists here. I'm the 438 math specialist. I know there's been lots of questions about what the specialists do. Um, Ed, I really appreciated at one of the past meetings you had talked about data, talked a little bit about your squared, what does the data, what's the data look like? So, I just wanted to let you guys know we have been talking about this with Kristen. We're looking to put something together to present early in the fall next year. And the only reason next year is because our last grade of students will not finish I
007Ready testing until the first week of June. So we want to have all of that grade level data so we can look at what were our percentages at the beginning of this year compared to the end of this year and then looking across the years since when we started Eureka Squared in elementary versus what it looked like before and how are we trending. So that that's pretty much it. If you guys have specific questions about Specialist, put it out there. We listen. We work with Kristen to do our best to try and communicate with that. We've done presentations in the past and we're open to do them again. So, >> thank you. And what was your name again? I'm sorry. >> Daniel Sans. >> Daniel. Thank you. >> It's D A N Y L. >>
008Yeah. S A N D. >> I definitely would have spelled that wrong. >> Yes, I know. >> I'm gonna try to shorten my little thing here for you guys. Um, Marjorie Whitmore, North Road. Um, I know my husband came a little while ago to, um, talk to you guys in the past about this problem that I had. Um, but I fail as a parent in a community. I've kind of now failed our community. Um, I feel like I should have been more vocal about something, but I was not. Um, I was thanked for not going onto social media and doing this, but um, I know that we have a program in the school through Children's Librarians of New Hampshire called The Great Stoneface Challenge, and it's for fourth through sixth graders. I heard about the
009book. I bought the book. I read it. It was inappropriate to a point. I had to have a hard conversation at my house to describe what this book was talking about. was not happy that my hand was forced to do that. Um, fourth graders are allowed to read this book. Um, I opted to not make a big deal out of it. I don't find it acceptable. Um, not only do we participate in this challenge, but we reward our children's now for participating in this challenge with a pizza party. So now we reward them for reading so many of these books. When I addressed it with the school, um I was told that it is to promote reading engagement and give students a voice in honoring authors. I believe you can do that with more appropriate
010books. And then I was told books are chosen based on the author's reputation and favorable reviews from the reputable sources, which is based on policy. I was also told that it might not be the right fit for my student, but we recognize that it may resonate with other students whose experience are reflected in the story. Although we cannot predict the experiences students bring them to school, we strive to ensure that a range of perspectives and stories are represented within our curriculum and reading programs. I was referred to policy JL. Okay. Not feeling my concerns were met with the school itself, I approached the superintendent who met with my family. Um, I felt my concerns were heard. We felt maybe this book might be more appropriate in a guidance office, not in a classroom setting or
011a library. Then we brought up the list of books that was brought up a couple of years ago that is still we do not have about banning books. I am about education. I am about what is appropriate for our children to be reading subject appropriate and age appropriate. Now after that I want to talk to you guys about the retention plan that I know you have on your schedule afterwards. I hear there's a $1.5 million surplus being had right now. So, in the fall, you guys will be signing off on your MS25 and your DO E25. Um, and that impacts the bottom line about how much money we are returning to the town. I also know that you have $250,000 for the article 2 for the building repair. Great. That's 1.25 million being returned to
012the town. But I also want to urge you guys to use your 2.5 retention that can be used for such things as offsetting future tax rates and special education tuitions. I've also brought up at previous deliberative sessions that I really believe that these schools should establish a capital reserve fund for high school tuition students. I understand that that was shot down. It has not been revisited. I'm hoping when we get into the next budget cycle that is something that you guys can address. We have one for building repairs. We have one for special education. I don't know why we just can't have one for regular tuition. It's been done in other towns and it works out perfectly when it's needed. Thank you. >> Thank you. >> Anyone else? Candy. >> Okay. >> I know you
013are. Okay, I'll just make this really quick. I wasn't going to say anything. I just wanted to listen, but instead of emailing you guys, I wanted to say that some of the things that not going to get into the reading of books, but I was going to say I do agree with Marjorie as far as looking at setting aside a fund for high school tuition to students. I think it is done in um how Mr. Grave, what town do you live in? >> Bington. I believe it's done in Bington. I was going to look into it more, but have run out of time to do so, so I'm dumping that on you. Um I feel terrible that I disagree with Mr. Whitmore and Halloween. So, I'll make the statement now. I was one of those
014children who was raised in a home that did not celebrate Halloween. I didn't do that with my children. They did celebrate Halloween, but I was the odd child out. And uh we do have children in this school for whatever reasons don't even come to school on that day. So the purpose of school is for education. Um, Halloween is a blast, but we can celebrate it at home the way our families uh want to choose to celebrate it. And those that don't, school is for education. So, those are the only two comments that I have. Thank you. >> Don't pick on me again. >> Any other public comments? All right, seeing none, we are on to board discussion regarding public comments. >> Something about the high school fund. I totally agree. We've tried for two years
015to get it and for two years it's been voted down. I would like to see it brought up, but I still believe that the interpretation of it was wrong in in the community and some of the community. I heard from a couple people who voted it down or voted against it that they felt that it was our way of trying not to I don't even remember the wording of it but in some ways to not be funding high school choice was what somebody had said to me a couple people had said to me why they voted against it because we've always been able to find the money in the budget if we've had extra kids. So, I agree. I would love to see us get one started because it only takes a couple kids to
016move in to totally affect that line item. So, yes, I would like to see us try to do it again. >> Yeah, we had talked about it, but we didn't include it this year, right? >> But there were two years we did I believe it was been on the ballot twice. Yeah. >> Yeah. >> So, we did >> Yeah. I think >> I think we had we had talked about it again this year, but we were trying to >> short not have a lot of warrant articles to keep it >> trying to get our budget passed. But >> but no, I totally agree with that one. >> Yeah. And I I I do I do as well. I mean, if having that fund, I think that's a good idea. And relying on surplus I don't
017think is the answer >> just because it is a moving target as well >> um >> and like everything tuition is so much more >> than I mean like everything I'm not just picking on that but tuition has gone up just like everything else so it's not like when we were used to being trying to find $14,000 or something now trying to find a lot more. >> Well, ideally it'd be, in my opinion, I would think it'd be more for those, you know, unexpected move people that move in or out, not um not to offset the cost. >> Absolutely. No. No, I totally agree. It's for people moving in and having that there. >> Any other comments about public comments? I was going to say um I look forward to the fall um discussion about
018the data. I think that's great. So, thank you for coming to the table with that. >> Yeah, absolutely. Um I I had just written down, you know, we're we really want um data >> and um we're not in a rush. Um so, we know that this stuff takes time. So, >> um, but we really, I mean, I think I think that's something that we've kind of established here with this board is that numbers and having the data is something that we value in in in order to make informed decisions. >> Book lists are available. We've mentioned it several times in our conversation. So, the the the teachers did have do have the year to work on their book lists. Um, we've been working on them for months now. So, where are they posted, Missy? >>
019They're not posted. They're You would have to reach out to the teachers to it because it's on a website. So, the teachers would have >> We gave them the year. >> Yep. >> We gave them the entire >> But if you're interested, several teachers have completed them and have their lists available. If anybody would like them, they can just reach out to the teacher. Will there be a way to make that website accessible without having to reach out or is that >> I don't know that for sure. I can find out. >> Yeah. Okay. >> And and who's making the determination that it's appropriate or not that individual teacher? >> What do you mean? Say say that again. Oh, we've just been asked to make a list of books and have know what's in our
020libraries. So, the discussion around what's on the list will be follow that. Um the publishers do make recommendations based on age. So they give an age recommendation where it establishes what age group it's appropriate for. Um that doesn't mean every person is going to agree with all the content in every book. But I think that's where delineating eggs and some list and I know I'd had a conversation um with the family that brought it up that maybe working on having um some kind of labeling system for books that do have more controversial material in them so that families have a heads up or can talk with their kids about hey I want you to steer clear of you know books that are labeled like this or whatever. um just so that we parents are aware
021and families are aware and can make that choice with their kids. >> Okay. So, you said that several teachers have their book booklet ready. >> It's a they're going to be constantly working on them because teachers get new books all the time, but they have been given time over the last several uh months to work on developing their list. And so, they're either in the process or some of them have finished. But the book fair is happening right now. So, they're adding books as we speak. I'm sure of it. So, refresh my memory. Is this for every single classroom in the school? >> Yes. Okay. >> So, once the book lists are completed, that's when the review of them will happen of what's appropriate and >> Yeah. because I'm not sure what's we don't have
022a full list of what's in there yet and so we won't have that till the end of the year. Um it was not the intention to go through every single book to see what was appropriate or not. Teachers are supposed to do that as they go. They have access to policy. They know what's appropriate or not. they have to follow the guidelines that are on the publishing um sites and on the books. It was more of a review of is there a way that we can classify the book so families know what kind of content is in the books >> and it's up to the if a family doesn't want a child to it's the librarian does this all the time that if a ch if there's a book in the library that the the
023family does not want their child had to have access to a note is made in the computer or somewhere she is she documents that information. So, it it's it's really um teachers are going through their if there's an inappropriate book, they will remove it. I had a teacher come to me with a book about the human body and that it had you open it up and there was a boy and a girl. So, that she didn't feel that was appropriate to have in her library. She's had it in there for years and nothing has ever come of it and it was just a fiction a non-fiction book about the human body. So, that was removed. you know, the things like that that as the teachers are becoming more aware of what's um what's in their
024classroom libraries, but they're not I don't I have not asked them to determine whether it's appropriate or not appropriate. The the lists will be available to families. Families can review them. If they don't if there's a book in there that they don't want their child to have access to, then they can let the teacher know. It is the expectation that teachers determine what's appropriate or not. >> Oh, for sure. For sure. >> Marjorie, what was that book name that you the specific book name you were talking about? Dear Run Home. >> Dear Run Home. >> What is the Would you >> love me to speak a little bit about the book? You kind of want to know what it's about. >> Um I don't think so right now, but um I think that we'll you
025know look into What was the uh Did you say stoneface challenge? >> Yes. >> Okay. >> A lot of publishing companies do those kinds of challenges. Is it spelled like the animal? >> Yes. The only comment I'll make as far as publishers being the criteria for acceptable. My challenge is it's a conflict because they're publishing a book they're trying to sell. And if they're the only ones given the thumbs up, to me that's a little shaded. >> Not to say that it's not accurate. I'm not making a comment, but it certainly would keep me concerned with relying on just one single source from the company that's actually trying to profit from it. >> It just gives us age ranges. It doesn't give us what the whether it's appropriate or >> we use different websites. We
026use independent websites to view what the book is about, what what are some areas that might be, you know, to be cautious of. It is a completely independent um Good Reads or not Good Reads. Um Oh, what is it? Anyway, Um but we they'll go there to see if the what the content is. >> Okay. >> Um but every you know there's people have an issue with books like Charlotte's Web. So there's there's you have to be very careful about um what is that different families have different thresholds. >> Yeah. And I realize families you know the their own procedures policies in their own household are different from one household to another when it comes to content of anything. So, I want to be sensitive to at least being aware that some families might have
027different criteria. >> Absolutely. >> I just want to make sure that we're using something more than just a publishers's recommendation. >> Yeah. >> Okay. That's that's just the statement I wanted to be clear on. And if there's something more and and I will admit I don't know everything that policy or procedurally that what is happening in the school from the from every little detail yet, but it would be interesting to know that in the book list when you put that together. what are the criteria or who is presenting the the information that we're we're looking at as far as acceptable um content just so that the families can say okay it's not just this it's this this and this and they can review it themselves as well if it's possible >> that particular series the
028great stoneface is librarians from all over the state of New Hampshire that make these recommendations kind of like the ladybug books that same thing all over the state of New Hampshire but it's for picture books um So librarians pick the best of the best and um there's almost every school participates in some sort of the great stoneface lady book ladybug books I don't know if they had that when you were here the ladybug >> books kids vote on them the chapter books that um Mrs. Mrs. Mos doesn't read the chapter books, but she definitely reviews all of the picture books with the kids and they vote on their favorite. And >> so I guess I'm what I'm interested in is how do we get to that next level of the classification of like what you
029suggested just >> so that'll be something that I work with administration on and we figure out because that's an internal management procedure that we would go through. Um, so that'll be those will be up in discussions when we can go through that um list and have those discussions and determine if that's what we want to do. If we want to, you know, come up with a way for us to label books based on content or risk factors or any any of those kind of there's a hundred different ways that we could do it. Um, so that will be coming up in our conversations once that next step is done. Okay. Any other discussion about public comments? All right. Um, agenda review. There's nothing that we need to add, right? >> Okay. Review of correspondence. So,
030we had All right. So, we had um Errol Roads reach out um about the Dooryard Gazette summer issue. So, if there's any announcements, programs, news, calendar items, deadlines, etc. Um he asked if uh we give them to him by May 15th which is coming right up. So is there anything you know of that >> the only thing that I was >> that came in just recently? I saw it >> for Doryard Gazette. >> No. Oh, I'm sorry. Are you >> just as an announcement or >> Oh, I'm sorry. >> Yeah. Came was looking for announcements to put in the gazette. I don't know if there's anything that might be worthwhile getting in the gazette for DCS from the bridge, like any kind of big events coming up that you want to put in there. >>
031Um, does it say when So, it's a summer issue. So, I I don't He doesn't say when it's going to be released in the email. He just says the deadline for submission. So, I guess that would be helpful for next time as well. But if we knew when it was going to be published so that we knew. >> I don't know that from a school board perspective we have anything that we need to announce. >> Yeah. The only thing that I was thinking is if we wanted to establish that SAU um subcommittee and again I know we talked about that being kind of a a long-term undertaking. Um so we can we can push that off if we're not ready for that. in terms of developing a subcommittee for that. >> So you would just
032put like a hey by the way if you're interested in joining kind of >> yeah that's what we did with the um stage road committee that that was you know that and Facebook was kind of the main way I think that we got that out. Mhm. >> So for the SAU committee, did you say before that you wanted for us to handpick people or and then just was going to talk to about that? Is that what >> I don't I don't think you can handpick members. If it's a public committee, you have to open if you're soliciting members for the public. You have to offer it to the public. >> And you can put a cap on first come first serve type of thing. But yeah, you wouldn't want to put >> Yeah, >> I
033guess the only thing Yeah, the only, you know, because we kind of talked about that before was just that it would um potentially get all of the same people on on that committee as well because the same people tend to volunteer for everything. >> Yeah. Run people a little dry. >> Yeah. So, it sounds like we're not ready for that anyways. So, um I guess we can keep that in mind. We have until May 15th on that one. So, um and we got another an email from Joanne Franklin about um following up on her comments um about the modulars, but we're going to be talking about that tonight. So, and then we had one from Julia Sunderland, uh, offering to summarize all of the correspondence for us. Um it's certainly not my intention to take
034her opinions of the uh correspondence and make that our um summary that we present to the community. So the correspondents are presented are posted in the packet. Um, >> one thing I was thinking of after our our last meeting, um, and I was glad to see you do it tonight. Um, yes, last meeting we had more correspondence than we've ever had, >> but I think it's personally I feel it's important that we at least state the person's name who sent it and just a blurp about I don't believe we need to read them all, but I think like uh you know like Nancy Shu wrote because she had concerns about bus transportation just uh recognize the person and the topic it's about. And the reason I feel that is if they were to come for
035citizens comments, we would hear what they had to say and acknowledge them. We keep asking people to reach out to us to let us know their thoughts. And so I think it's important that we at least acknowledge that they wrote and just a quick little boom, this is what it's about. Um, I know something was said that some people responded to some of the emails, which we all have the right to do, and that's perfect, but again, not everybody has reached out to as well. And so, I guess to me, if they take the time to send us an email, we should at least acknowledge we heard from person A, boop, person B, boop. Not read it, not that, but just a quick little That's just my opinion. And I think if we're asking people
036to reach out to us, we need to acknowledge them. >> Yeah. I think for me it was more, you know, the former chair of the board um being very condescending and covering a vast, you know, so many different items. It's like how do I summarize that, you know? Um, >> but again, she's she's a member of the community and I think it could it could just be again person A mentioned preschool person you know same per just what they mention it's it's just again they reached out to us that's what we keep asking people to do I I just feel we need to acknowledge it >> yeah and I that is my intention And um I definitely I think that was pretty well >> um received is that it was kind of overwhelming with how
037much we had received and it was mainly all from the same people over and over. So >> um you know expressing their displeasure with mainly myself. So um it's kind of hard to but anyways um I I will do my best tonight. Perfect. >> Yeah. No, I know. And you know, and I I certainly don't want to do things the way that it was done before, but I know that that didn't happen before when the shoe was on the other foot, right? So, when Kevin Verville reaches out or Greg Whitmore reaches out or Stacy Mariani reaches out, those don't get talked about. So, um or they haven't in the past, but that my plan is not to, you know, repeat that. So, like I said, I will do my best to address each one um
038and try to do it in that fashion. >> I mean, I think even when those people that you mentioned wrote letters, it was at least said we had a letter from the person and just a quick little boop. I don't I and I could be wrong. I'll go back and look at meetings, but from what I remember, they were at least said, >> "Yeah, their name." Yeah. >> Yeah. >> And just a quick little bump. We didn't discuss it. We just acknowledged it. >> Yeah. >> The only thing I would comment on that is the uh it can be really challenging to summarize someone else's communication, especially if there's a lot of different points to it. And it's not that we can't state that, you know, Kevin Verbal, you know, wrote us a letter. Um,
039and if it's a one topic thing that to be able to say, but if it gets into a lot of multiple stuff, I don't see it as a problem to refer have the community refer to the to the packet that can read the letter in its entirety. You know, that's why it's part of the packet and that's why it's there. Um, and I I'm only saying this because I I don't want to uh some of these meetings are pretty long and I don't want to spend a lot of time going over and over re, you know, correspondence from citizens that are already in the packet that people can read. And I understand they can come here and they can sit there and they can give us three minutes of their entire letter if they want
040to. I'm happy to hear it. That's what we would encourage. But I would be I don't want to set a precedent that we're going to do it like this. >> I think you know >> Canon has stated that reading the name and if he can you know say something great >> but I and I don't have a problem with that. I just don't want to get bogged down you know as a board. >> Yeah. I mean this is you know this is a learning curve for myself too right? This is my first time in this seat. So, um, I'm figuring out how I'm going to run these meetings, and I think that to your point, Nancy, it it would be good for me to acknowledge them all. So, I'm going to make a concerted effort
041to do so. Um, anyone else have anything about correspondence? Okay, we're on to immediate business. Um, we'll have uh Dr. Hall for the LEA determinations. We have all sorts of goodies. Yes. >> Thank you. >> You're welcome. Can you give Trish a copy of those two hands? Yep. Put it in a minute. Thank you. She can have my copy one more time. Oh, perfect. Thank you. Um so today um I'm presenting to you the LEA determination which is a sheet that or a report card that we get from the state education agency so our state DOE every year. Um it is because they are monitored at the federal level and so in order to be able to report back to the feds they monitor each of the LEAs which is your local education agencies. So
042Deerfield is his own LEA. Um each of the districts within SAU 53 get their own report card. >> It's just for special education. >> Just for special education. Um there are um 18 indicators that um we work within um from the federal level that that the feds require us to look at. Um but the state of New Hampshire has taken those 18 indicators and has um reported out in 57 different ways on us. So I think you can do the math on that one. Um so um the things to pay attention to on here are is that there is a lot of um there so it's base it's broken into four sections. Each section is given its own report. um and whether we what where we stand if we need intervention if we're doing guide.
043Um a zero is a good score. A one means that we have um not met what is required by the state what the state has set as an indicator but we have gone above what the state averages if that makes sense. So, um, some indicators are set by the feds and some are set by at the state level. So, it's it's a mixed bag as to what that's going to look like. Um, a two is is that we have not met the the state indicator and we have not met the state average. So, we're below both or above. It depends on what data set you're looking at because some data sets you want to be above the indicator and some data sets you want to be below the indicator. Um there is a lot of
044um there's a lot put on the preschool piece in um in this document. Um and in uh two or three years ago they switched over their system on how they collected data on preschool kiddos and um they had it um it's more of a norm based and we have kids in special ed preschool for a reason um and because oftentimes they are developmentally below their peers. So oftent times those scores are going to be below their peers because that's the nature of why we are providing services to them at that level. So um so those scores are often pretty they don't look great. Um the other thing is is that you'll notice down if you look into the green section they have these participation indicators and um that is the number because um parents have
045the ability to opt their children out of um taking the state assessments. And so um these particip participation indicators are that we've that we're above that we have as many participants as possible. But um you'll see like for grade four in reading it's we also get grade four in math and there I there is very few parents that are going to opt them their child out of reading and let their child take the math assessment. So we basically get dinged twice for the same opt out if that makes sense. And we get dinged because the federal government requires us to do state testing, but the state of New Hampshire says that parents can opt out. But the federal government doesn't care that New Hampshire says we can opt them out. It still goes against what
046the federal government requires. >> So we get a poor score when one student gets withdrawn from that state testing. We automatically like fail that section essentially. Um and then also um when you are looking at this data, this is just special education numbers. So this is not um the only one that kind of really compares it to its um to typical peers is the gap proficiency which is that is taking that number of what is the gap between um kids with special education identifications and um kids without. So that was my question is the so when you were talking about the preschool numbers and um them being below is that in comparison to other special ed students or is that in comparison to >> so the state has the this state assessment that they have
047us do with all preschool kiddos and there are benchmarks that have been set by the state that they have to reach this proficiency level with >> for all students. >> Yeah. A paper and pencil task, but it's based off of >> uh basically a typical developmental level is what proficiency is. So >> these kids are in this program because they need support reaching that, you know, getting to that proficiency level, but the but they're in that program for a reason. >> Yeah, I understand. And I was trying to figure out if we were comparing it to the typical peers that they're expected a level that they're expected normed after typical peers. So So that's what some of this stuff is is is a norm reference. So this the preschool stuff is normed after typical peers.
048So >> okay, >> in order to be proficient, you have to be right. >> Understood. Thank you. Um, it's worthwhile to note that we also get measured based off of high school as well. Even though high we don't have a high school, we still get reported out on this report card for some of our high school outcomes. So like graduation, dropout, those kinds of things um also get counted on our report card. Those are our kids. And then also another thing to um keep in mind with this data is that sometimes our N number or our number of of students that we have is so small that it really skews these numbers um significantly. Um, and when your denominator is really, really small and you're, you know, so you could have one kid out of
049compliance and if you only have two to pull from, that's 50% out of compliance. So, um, because it's just Deerfield School District, so Deerfield students, um, sometimes those N numbers are really small. So is I see the um preschool, but other than that, none of it's broken out by by grade level, right? >> Um yeah. So if you go down to assessment, the R4 is that's fourth grade. R8 is eighth grade. >> Oh, okay. They're all out of order. So, I didn't make that correlation. Okay. All right. >> And the state doesn't take measurements on every single grade level for every single one of these measures. They have um benchmarks. So, like you understand, fourth grade, eighth grade, and 11th grade are the state where the state collects that data. So, that's the data they
050collect from us because they have to send that to the feds. So based on this is there anything that you see you know that we need to work on or that we >> I think areas that can always be worked on is um reading and math proficiency. I think that's across the board but I think that there are steps that are being made by adding in science of reading and um some of your math curriculums. I think that you'll see some of this data um move, but um that's always an area that we can focus on. Um I do know that um for the early childhood transitions we do have we went through a process of reooking at our policies and resubmitting them to the state and there are um collaboratives that um that have
051agreements with early childhood centers and um this district has um just gone through a process of revamping that agreement because it was I think 20 years old. So things have changed in 20 years. So I think that there's you know all those little processes will help um this. >> Any other questions from anyone? >> And I believe this report card, correct me if I'm wrong, but did you look at last year's? I believe this one had improvements from last year's. interesting to see, you know, the numbers against I mean, I guess it it it shows how we compare. I guess that's what it kind of is, right? Is how we compare to what the state norm is. >> Yeah. >> Okay. >> Yeah. But >> or standard. Not really. >> Caveat to that is some
052of them are federal >> standards. Right. So, but those are just standards too. They're not actually where everybody else lines up. >> Right. So, that would be the two is if we're below what the state is. One is is that we are below what the what that standard is, but we are still above what the state average is. >> Oh, okay. That's what I was interested in is the state average. Yeah. Okay. So, so just one is that we're below the standard set by >> either the feds or the state depends on what indicator we're looking at. Some indicators the feds set that standard. some the state has had some leeway in setting those standards and they have um the state has just gone through a process with um eleas from around the state to
053um uh re uh calibrate those numbers because um this report card is a newish system in this >> in the grand scheme of things and um so this the standards that were set were somewhat arbit arbitrarily set um if they had um state if it was a state level set number. Um but so they've realized through this process that some of these might you know no one's meet reaching those standards. So maybe that's a number that we want to look at and see if we need to recalibrate it. So they have gone through that process. So next year these numbers might look different because they are being recalibrated right now. Okay. >> So, year over the year year-over-year comparisons on this particular report, how many years back would you be able to go with this
054particular report? >> Four. >> Yeah, I want to say four or five years. And they are all on the state website. So, all of all these >> four or five year history that you can look at. >> Y >> I haven't been able to digest everything that's on this page yet. >> No. Yeah. >> Okay. Yeah, I see it down there on the bottom. >> Two-sided. Yeah. >> No. >> Okay. >> And a lot of a lot of these numbers that bumped down, it was truly because your end sizes were so small. and it, you know, it was maybe one kid that their IEP was put in place the day after their third birthday where the requirement is this, it has to be on their third birthday. So, it it's little things like that that
055can trip us up and it fluctuates. So, some of the stuff that we didn't do so well on last year, we did better on this year or vice versa. things that we had um squared away last year and met requirements on, we're no longer meeting requirements on because the age the sample of kids that they're pulling from is a different sample of kids. Um especially when they're doing it by grade level. >> So So what do I mean what do we do with not not us but what does the special ed program within the school do you know based on because it says needs assistance o as the overall determination right? >> Yeah. Yeah. So the next steps are is is that um as a team we decide on what area we want to focus
056in on. Um oftentimes it is the reading or the math because that's a that is something tangible that you can but sometimes it is our our our um transition process for from you know early childhood to um to prek you know. So some there are other areas. So you decide on an area to focus on in on. You collect data over the year, put things in place to to try to make those improvements and then report out to the state at the end of the year. That's what that process looks like. But like you said, next year it'll be this year's third grade. I mean, cuz it's it'll be this year's third graders that will be tested, >> right? >> This year's fourth graders won't be tested. >> Yeah. So, it will depend your cohort
057if you have if you have a strong cohort of parents that really do not like the state testing, that could take your numbers down significantly. So, it's Yeah, it just depends. >> That's why dad is great, but it's a piece of the puzzle. It's not the entire puzzle. >> And most of this data is last year's. >> So this is most of this is actually 2425 >> data, not 2526 data because it's a year lag. >> Yeah. >> Special edge is always a moving target. >> It is. It is. So on that note, I did give you guys two other resources. Um, the New Hampshire Association of Special Ed Administrators um puts has put out this uh the special education fact sheet for I think this is their fourth or fifth year of putting this
058out. Um it changes every year as to what they put on it. Um they try to make it current um too, but it's just a lot of little talking points about special education in New Hampshire and the ever moving target that it is. Um and this year um they created a um special education in charter schools fact sheet because there is so many misunderstandings about what how special education plays out in charter schools. Um so this is a it's a really nice one um two two-sided pager that it just really helps with understanding um how special education can play out in charter schools. Any other questions for Dr. Hall? >> So, those are just really resources for you to have conversations with. >> Thank you. >> Thanks. >> Thank you. All right, we are on
059to transportation with Sammy Cron. So, you had asked um our surveys to go out um to the high schools and um through the school year. Um we're still collecting information from parents here. Um we had for conquered we had 53 responses. For um cobrand we had 50. Of the 53 from conquered um 16 said no to transportation. 37 of those said yes. And of the 37 eight said no to a nominal fees. That was a question that you would also want me to ask. Um for CO Brown, 10 students out of the 50 said no to transportation. So that been 40 yes. And of the 40, two of them said no to a nominal transportation fee. 32 CBANA students so far, we've got 23 yeses in. And with the 22 Conquer High, we've got 14
060yeses in. We're still missing eight responses as of this afternoon. Um when I double check with Kelly, um >> those are current eighth graders, Amy. >> Current eighth graders. Yes. We don't I don't think we're missing eight. I think we were missing four. So I had for co I still don't have one, two, three, three as of this afternoon. So this is a strange checking emails. Um and then for conquer I had five Okay. Can I I'll look at your thing and see who is there. >> One survey or was there two? I think I got two. >> So I sent one to conquer and went to co brown. So the secretary sent out to the deer build schools and then Mrs. Woody sent one out from here. But >> for was that for eighth
061just eighth grade? Y. >> Okay. I did that right then. >> So, so just to be clear, who there's one that went out to the current eighth graders and then who was it sent out to for the high schools? Like what? >> I asked both secretaries to send it out to the freshman to the juniors. So, the seniors would not get it because they're not going to be using anything the next year. >> Okay. >> Unless they were special. >> So, how does that look for our numbers? Um, so with all that being said, so if all 37 yeses ride, um, plus a 21 incoming or 22 students incoming into conquered, that would give us 59 students. Um, and again, just as a refresher, we are at 51. We kept the bus at for Code
062Brown. If all 40 yeses ride um that applied and then all 32 students rode which we know is not accurate because we write three notes. So that's um so from 28 29 you'd have about 69 70 students for coal >> and how many for each of those are juniors non-special ed juniors. So I have so my current juniors there we have five that are riding the bus actively and those are the ones that did not have choice of the last class that did not have choice. All the rest have gotten their licenses or we've not seen them all year. So they're getting a ride or driving. >> That's concrete >> for concrete. >> Okay. And then do you know how many of the co- brown of that 70 are are juniors >> for the co
063brown? Well, out of the 50 responses there was again like a handful. I want to say like five or six I remember off hand. >> Okay. So that's still not going to get us to our number. >> Right. >> I was just curious if you know a bunch of those if a lot of them are juniors. A lot of the juniors have licenses um or they're getting rides because as a junior they don't want to be on a bus. And then um do we have the the average um daily numbers like daily riders >> um >> like the current ones >> from I haven't not since the last meeting. I didn't any get any updates on that. I I can tell you right now I'm in the morning I'm bringing up around 12 and the
064other bus is bringing up around 15. Um in the afternoons this afternoon um when I picked up my kids I had 17. So I fluctuate and then on Monday I had nine. But either way, one bus would serve. >> One bus would serve, right? Because it depends if you know because again, it goes back to the fact that did parents say yes and then they're going to get a license over the summer or >> they just want to make sure they have a seat, >> right? >> Well, and that's I mean, if there's 59 for conquered, we can ride 51. So, there's only eight. And I think was eight the number of that you said said no to the nominal fee, >> right? >> So then we're at our number. >> We could be at
065our number. >> But they just say no because they don't want to feel like, you know what I mean? Like people say that because they're hoping that you won't do that, >> right? >> Yeah. >> And I I mean I think we talked about it's obviously it's not a matter of us trying to cover our costs. It's just trying to keep people honest and actually use it if they sign up for it. That's to me that's the point of it. >> Um, there been a policy before of like if somebody signs up and says they're going to ride the bus and there's no fee, right? >> And if they don't ride it for like three three weeks consecutive, just say you lost your seat if somebody else is waiting to get a seat. >> Is
066that something that you guys could dictate? Certainly to we can put it out to families. Um I just caution with sports because the sport seasons are usually eight nine weeks. >> Um and a lot of times in the fall we don't see kids until November >> if they're playing soccer or they're playing football >> because they're getting right to school with their equipment, >> right? >> And they stay after >> rainy days like today, heavy day, >> right? >> Because sports are cancelled. Yeah. remember the days. >> So, but what was today's what was today's seats? >> So, today I had uh 17, but Monday was nine because it was a nice day. >> That and that's where I struggle is obviously these families are getting their kids there when they want to. If there's
067sports, if it's nice out, like, you know, they're getting them there. So I >> I hate to sound silly, but I'm going to have to cuz I need clarity. >> 17 seating or 17 seats available? >> 17 seating. 17 kids were transferred from the other bus to my bus. >> That's what I thought, but I just wanted to be clear that I was thinking correctly because that's a very small number. >> It is a very small number. In fact, this is why we did two buses this year because >> last year we had that fluctuation of almost 70 parents signed up for the buses and then we had I think five >> switch from conquered to co brown and that made the co brown bus a little bit heavier. Then we had to monitor that
068bus >> more closely and then we probably had I want to say there was like 20 something sophomores that said that that signed up for the bus that started driving. >> Yeah. So I think it's kind of we we have we have to really put some serious thought on the history. >> Well, that's why we put uh I think last year we really restricted the co-ound to freshmen only first because we knew those kids aren't going to have their license hopefully their license yet. >> Um right and so the the we kind of triaged you know the importance of getting those kids there. So that's something to consider as well is do you want to restrict it to just freshmen continue what we did last year because that's what you did last year or do
069you want to change it? >> Well to me I think I mean just the numbers are trending that way towards co brown. I don't I don't think there's any way we could send two buses to conquer again. So it's to me in terms of you know and just for in terms of the transportation conversation I'd like to have you know a high school conversation and then a DCS conversation because we do have 10 buses in the budget. So, um I think for me >> I have I have pricing cuz we don't have a signed contract yet. D have a contract yet from the SAU, but we Kelly went back in our notes and we have pricing. So, based on the current routes now, so we're basing it off two buses to conquer um and it
070could change if you take one bus away. So, currently um with two buses sweeping the town, you're at $93,434.40 per bus. >> You say that again. $93,4340 per bus. >> So I assume that because that's what I was going to say is that to me we either send one to each and and do the same preference model that we did for Co Brown where it's special ed then freshman and then first come first serve for sophomores to fill it to fill it. Uh, and then I think we need to put some kind of something in in motion for keeping track of if they're not riding it, they have to give up their seat so that somebody else off the waiting list can take that spot, >> right? But again, you got to look at the
071sports piece of it, too. Like, how are you going to monitor that with the sports? >> Yeah. >> Or if it's like every Tuesday, Thursday for a music club or a course club or they have the FFA program. So, there are kids that have these things set. >> Yeah. every like every day, you know, or certain days of the week. >> Yeah. >> So, it has to be taken into account. >> Well, maybe that's where the nominal fee comes. >> I don't want to punish a student for playing soccer, >> right? >> You know, and lose their seat because they need it. That is the only sport they play. >> Yeah. Um, and then if there were say two buses to Cob Brown and one to conquer, I assume the cost for that bus, what
072is the cost for the Cobra? >> The co bus again based on this year with one bus is $83,835 even. So, is it fair to say just as an estimated number we could carry if we want if we wanted two buses to co it's going to be doubling that or not quite doubling that? >> Um, it might it would probably stay around that price. I have Kelly double check with our CFO. >> That's fine. >> Yeah, because the two concrete buses are the same price, right? So, that would make sense. >> Can you say that again? 83 >> $83,835 even. >> Okay. >> And I'll give you the DCS price because I know we're going to move on to that. So that price um per DCS bus is $83,253.60. >> You say 82 or 83?
073>> $83,25360. >> Yeah. So it's I mean the the co brown and DCS are right in mind because co brown is so close. >> It's a shorter distance to drive right bus. >> Yeah. Bus >> and maybe school days. >> Okay. And the other thing to explore I think for next year especially if we go to one bus is to again model the the group stops >> that we're doing with co brown for conquered >> because if we're eliminating one bus we can't cover the same ground the same amount of pickups right >> the main town right >> cover from you know >> um the island town side we know we get as close to Raymond you know on the cotton side and and down, you know, Epson and Northwood side of Deerfield, uh, energy
074road >> by the bus company. So, 70 kids to coound. That's a lot. Um, I just feel like the conquer numbers were pretty close with one to filling that bus. I mean, I know we're slightly over, but >> we're hardly ever going to have Right. >> It's always going to flow, >> Right. But the the chances that that bus would ever be overfilled is probably pretty low. >> Yeah. >> He probably would be close to Max like today between his route and my route when he brought me the kids because I was I've been driving here in Deerfield this week. Um when he brought the kids he said he was pretty close because he had a lot of his own kids as well as my kids when he came back to Deerfield today. So he
075said his bus was pretty full by portion he said about 40 45 students. >> Yeah. >> How many students are going to co brown >> that was for conquered. Um >> right >> currently going to co brown. Um I don't have those numbers off the top of my head. >> It's pretty full. >> The on the bus you mean the bus is pretty full. She's traveling. Yeah. Yeah. It does and flows. There are some days she only comes back at 20, but in the mornings she's pretty full. She's only 8:45 in the morning as well. >> I mean, it seems like a fairly easy decision to move the conquered to one bus. >> Yeah. I just >> definitely I I'm just I I mean if 70 kids but again I mean do we we've already
076introduced that model for CO Brown >> where sophomores are not guaranteed. Um, so I, you know, part of me wants to lean that way, but it's also, I mean, most sophomores are not going to have a license until probably halfway through at least. So, I mean, if if there were 35 kids on each bus, it, you know, I would be happy. I just would hate to be in the situation that we're in currently with conquered with two buses where it's just it's not getting utilized like we thought it would. >> What's the time frame for us making that decision? >> Sooner than later because I'm usually here the first meeting in August with roots. >> So I have a question. What if, and maybe, you know, this kind of overlaps the DCS conversation, but what
077if we if it if if the DC if the co- brown bus wasn't if we had two and they weren't being utilized like we want them to be and we're in a situation, you know, where we could have all of them, everyone who wants to ride fit on one bus, could we switch that bus to become a DCS 7th bus? We advise doing it around a break usually so parents can get notified and make family changes and stuff. >> Um >> it's hard to just shift on the fly like that, >> right? Yeah. I mean I think it would be kind of maybe even if it was like a um >> we could do it like mid year like holiday >> Christmas break. That's a long break and we would have the data for ridership
078for the fall up to that point and then that way, you know, at least it's not a a waste and like the money's pretty close. So then if you know if they're not using it like we hope they are, then now it's just a benefit for DCS. >> That's the consensus. >> What do you guys think about that? So, out of the three high school buses, you want to take one of them away and add it to DCS bus fleet. Is that what you're saying? >> No. So, so there's three high school buses. So, in the budget, we have 10, right? Three for high school, seven for DCS. We're only running six for DCS and three for high school. >> So, we eliminate, >> well, not eliminate, we just swap the conquered the second conquered
079bus to Cob Brown. So, now there's two co- brown buses and one conquered. And then if we find that the second co- ground bus is not being utilized or if you know they can be combined like they currently are and still serve the need then we move that second co- brown bus to be the seventh DCS bus. >> Is there a reason why we wouldn't just do the seventh DCS bus >> because we have it budgeted. >> Yeah. That's >> and then just do one in one for the high school and then do a do a first come first serve based on freshman and special ed first and then just like we did before for co brown. >> Yeah, that that was that was the other model that I was that I first said was
080I was just trying to come up with another option to try to because that cobround number is growing. >> Um >> we're saying 70 kids to Cob. So, we're going to send two buses with 35 kids on them each. >> That's if every one of them takes all the time >> and we can hold 51. So, to me, it kind of I don't know. I >> I was saying just do one in one. Don't do the second bus, >> right? Because I think if you have 35 that you're planning on, you're only going to get 15 maybe on some days. Like that's end of the year, you're probably going to get even less because kids will have their license. >> Yeah. as as kids get their licenses there is that there's a shift usually in
081the fall there's a shift like mid- winter like around February >> and then we're seeing another shift in the spring after vacation like we're seeing numbers drop again >> that's not even count that you know we're saying of those 70 kids we're not accounting that some are going to be playing sports right away and stuff so we could be sending buses right away with very few kids >> yeah for sure >> well that I was just trying to give another option that my preference like I said originally is just one and one >> and just especially being that the numbers support that for conquered in co brown we've already introduced that model so >> and then that could reduce the length of time the kids are on the bus if we had seven for DCS
082>> it could so moving on to that so I did um we had some buses we had we call it the red bus because everything is a color here in Deerfield so the red bus went from Mr. Mike's with Northwood line, came back down, went to Dale and Ton, came back. So I took um into consideration with that. I used to drive that route I think around co time I when I um came back again um it was about 35 minutes. So it's a nice short route. I was averaging around 54 students. >> Um current rership now um because it affects pink and purple bus. Um pink bus goes up to the north of line. Purple bus does from Dale back to the store. Mhm. >> Um there are currently 15 active riders and potentially
08322 car riders that could come off of pink and make that 37 students just alone. Um with purple there's 21 active students. I mean 21 yeah 21 active bus students and then potentially 16 car riders which again is 37. That brings our numbers to um 75 so or 74. So is that again over our 77 capacity? you know, are all those kids going to ride? No. We have staff that live on those on those two roads and they bring their kids to school every day. >> So, what does it do to the length of the of Pink and >> So, it would shorten them, >> right? But by >> So, Pink bus, it's um 12 minutes to go up and back and then >> um back and forth. Um she's got more stops on North
084Road. It's around 18 to 20 22 minutes. >> Oh, that's a lot. Yeah. instead of >> right. So pink bus is averaging an hour and two minutes right now. Okay. >> And then um purple bus is averaging right around that 50 55 minute mark. >> Yeah. So I I think we take the third take the conquered the second conquered bus and make it a seven DCS bus. That would be my vote. >> Yeah. >> That's interest. And then we can kind of move around stuff within the town, you know, to make them more equitable with seven buses. >> Yeah. >> And then that gives us time as well. I mean, not a ton of time, but if we see that the co the co brown bus is staying completely full, then in the consideration well
085and yeah, because it's in the budget and considering when we consider our budget in budget season, we'll have some data at that point to decide whether we want to go down to because we originally were going to just mix that bus anyways. >> Um, so >> I think that's super reasonable. >> Yeah. >> All right. So, I will make a motion to um eliminate one high school bus and run one to each conquered and co brown and then run seven DCS buses. >> Second. >> Any discussion? >> Do we have drivers? >> I mean, I >> I just always, you know, >> yes and no. So, there's two towns in our district that have gone with another um provider. Those drivers are kind of wavering because they're waiting to see like what towns like Deerfield
086and Epsom and other towns that Dale services are going to do and how many buses they're going to offer. So, if they know this job's available because they they're driving in the towns that they live in, right? Like most of us do. So, um, it's a school thing, but a lot of times the calendars within the SAU kind of align with each other. So, there's like maybe a day here and there where there's future conferences is, you know, one week and then at other school it's another week or a different day of the week. So, that stuff is all manageable. Um, but it's just knowing if there's drivers available. So, I can only can now know like go to these drivers and say, >> "Oh, yeah. can't offer him a job if it's not >>
087right. Right. And there are three drivers leaving Deerfield. >> So, we're going So, if we plan for two high school buses and seven um DCS buses, there's a possibility we might be back in the same boat with only six. >> Is that what you're saying? >> It's highly unlikely because I think these drivers would like to drive. So, but Kelly and I I Dale will pay more than this other company. >> Okay. >> Well, and it we have to approve the buses for them >> to be able to offer it and fill it. So, >> if we if we say we want it and they can't fill it, then we're just where we are. But, >> so you saying that with the drivers we have right now for Deerfield, three are leaving, >> but we
088have drivers from the other two towns that may or may not want to come. Right. >> Would that be enough for the three drivers? >> Because I would I would move from a high school bus down probably to an elementary bus here. >> Okay. >> So, that's already one bus. It was just a matter of filling the three. >> Okay. >> Which I think is doable because we put people in training, too. So, >> good. >> Cool. >> All right. Any other discussion? >> All in favor say I. Sorry. I'm sorry. >> No, you're good. All in favor say I. I. >> Any oppose? >> Right. >> All right. So, I need to ask Mrs. Wind to one call now sometime in June for wrership and the parks and rec stuff like we did last
089year. the same form um so I know who's riding so I can start assigning buses and that needs to go to K to 7 and then any new registers would go to our rising kindergarters pre >> and I don't think I did that last year. I I I mean I've done the super simple survey before. >> Yeah. No, I think you did. That's sent it to cuz Kelly and I got the roots after I had my surgery last year. She shared once you shared it out with her, she shared it with me. >> I was a bit recovering. >> Yeah, I'm pretty sure I remember that. >> Okay. Transportation survey 256 consult DCS families take a moment whether your child be a car drop off pick up or okay I will update that for 26
09027 we got 278 responses last year that was yeah good response helpful >> yeah and then any students out of the district um I just found out there was a couple of >> I did have there was one um that we did have correspond to >> okay That's CHS. >> Yeah. >> And I will email these folks again these two students. I don't >> Yeah, >> but they were you were on the list and you sent Kelly this morning and we didn't have them. So that's why >> Correct. Yep. That's fine. >> I'm just going to assume um this one is a yes because the sister is riding the bus right now. So I'm just going to >> Yeah. And I put So like this one has an older sibling. This one has an older
091sibling. >> Yeah. This one's driving though. >> Oh, so that's that's probably why they respect. Okay. because she's not been on the bus at all. >> Okay. >> So, um yeah, just and also there's when the students transfer out, we just found there was two students off a green bus that just left. >> Yes. I just emailed Kelly about that. >> Okay. Yeah, >> that would be helpful because she was like, I didn't know they were leaving. I said, I didn't either. >> Well, we had nothing was firmed up until today. That's what I figured. >> All right. So, yeah. And so just uh maybe a discussion about whether there's going to be a fee or not and how you guys feel. Did you say at the last um meeting that the other towns do
092do it? >> So the other towns have bus passes. Um not everybody charges. So >> Okay. like Bington does because they do um Oyster River, Dober and Co. So they have one bus that goes to each of those high schools and it's a first come first serve and it's usually crazy um to get everybody signed up and get a bus pass to get them assigned. So they start off again with identify students freshman and then first come first serve for sophomores and then once they're on a list they're on a list. Um, I reached out to the secretary at Conquer High because they've got numerous buses that go across them like how do they how do you assign you know kids and you know overages and stuff like that because they have some 84 passenger
093buses so they've got some big buses running at conquered. She said each driver was given a list and those 84 kids or 77 kids are on that list those are the ones that ride. They use confidence issues. Everybody is um an ID in middle school and that's how they use their their um to show their ID to the garbage check off in a bus. >> So maybe not do that. >> Maybe maybe if we find that we're busting at the seams for that second coound bus, then we may have to do that. Yeah, I think the only I mean I don't know how Yeah, I don't know in terms of it being like kids that are trying to get on the bus that don't have the pass. I guess that's really the only that's I
094guess um to me it was more of like if we want to charge just to keep people honest about riding it >> um >> especially with that co brown bus because we have 70 saying that they'll use it >> so there's going to be a waiting list right away. >> Um >> and we don't know ages, right? We don't know how many freshmen how many eighth graders would go on that bus or we do how many >> on the co brown bus. >> So 31 >> our fresh our eighth graders. >> Yep. >> And then do we know the freshman this year? >> Um the freshman this year we were pushing it was 20 something. Um 26 27 is sticking in my head. >> So that's 51 which is your preferred number. >> Yeah. So,
095you're basically looking at that, right? >> And do we have any um is there additional special ed numbers in that too or are they included in that? >> The special ed numbers are included in that, but I have to check um with the juniors and seniors because it was different. There would be some% seniors. >> So, a few extra besides that. So, maybe 55. >> Yeah, that would be the only thing that would >> Yeah. >> stink is if we can't at least get all the freshman on there as well. >> Right. Right. I think we could get all the freshman on there identified seven just maybe not all sophomores. >> So the eighth and the freshman but not all the sophomores. >> Oh, right, right, right. Yeah, because you said that would be next
096year. Yeah, >> Roger that. Okay. So, yeah. >> Well, that works then. >> Yeah. >> We take quarters, but it works. >> All right. So, nobody has said anything about the nominal fee. What do you guys think? I I'm not like a huge fan of that. I think that there's probably I mean I see why there's a benefit to it. I just think that you know as a town we are paying so much as it is. Like I'd hate to pay have these parents have to pay more money for their kid to use the bus. That you know that's just my thoughts. I can work with her like we did with the co brown bus and just email families directly and just give the drivers a list >> and once we assign a stop I
097can say that's what I did with co brown this year this >> when I called the families um superintendent help you with that you know this is your stop we were emailing back and forth all summer and she was >> I mean we can do that too with >> I was just thinking in terms of like you said it's the policing of like they're not using it enough like how does that >> we went back and forth a few times on some of the families and then ultimately we I remember there was a couple families we reached out to be like listen >> right >> like you're taking up a spot and there were there were some families that backed out >> and gave up their seat so but it really was just it was
098us communicating back and forth and then reaching out to families directly >> it worked but it was a little bit of leg work but >> right >> and because it was our first time doing it >> right >> I think we learned a lot >> okay yeah if that works and that work I'm I'm I'm not trying to charge people it's It's just uh >> different ways. >> It's just Yeah, that was that was my only thought about it. But >> all right. Well, so are we we good with transportation then? >> Awesome. Thank you, Amy. >> All right. You're welcome. So, I'll be judge. >> Thank you. >> All right. Next is high school committee. Um >> do you want to talk about the Cobran extension that we got? So, um, Coown had sent
099me, uh, a notification wondering if the board would be interested in, uh, extending the current contract for an additional two years. That's a provision in our current contract that we can extend it for another two before signing a new contract with CO Brown. Um, and we're we're kind of in the middle of determining, you know, longevity of contracts, what we want to do, next steps. All of our high school contracts are up next June. So, we need to have those discussions going into this fall and we'll be um we'll need those negotiations to happen. In the meantime, if we want to buy us more time, we can extend the current ones out for two years. Um or we can say no thank you and we can establish new extended contracts or something different, whatever the
100board would like to do. So, if we did extend the the two-year, if we made the two-year extension, we could still have negotiations that >> Mhm. >> that sup that, you know, superseded that >> and it could replace it, right? Yep. >> Yeah. That could be part of the negotiations. >> Yeah. >> And and the deadline, I think I saw was October. >> Yes. October 1st. >> Okay. So, by October 1st, we have to give them an indication of what we want to do, whether we're extending or resigning a new contract. >> Correct. >> Okay. >> Yeah. >> Um, >> the sooner the better. Obviously, we don't have to do it tonight, but just wanted to start the conversation tonight. Um, ideally, it's always better if we can do it earlier instead of waiting until
101that last moment. >> And I I understand that. I don't I don't want to wait till September, >> but I I just wanted to make sure that we that we understood that this isn't a decision that needs to be made in the next 30 days. >> Correct. >> We do have some time. >> Yep. >> Um you know, it's it's part of the original contract. >> You know, that we we can automatically continue for two years. >> Yep. >> Um they can't deny us that if we as long as we follow the procedures that they have spelled out in the contract. >> Yep. So, um, we've talked about the high school committee is going to start to meet, um, with Jess to start reviewing the current contracts and decide, you know, what direction we think
102we should go and then come back to the to the full group here and kind of let you know where we're thinking. Personally, I would like to, you know, get some of this stuff done before summer if we can or at least know what direction we want to go because to, you know, the public commenters comment earlier, just letting pe giving people that peace of mind that they know that, you know, they currently have a kid at Code Brown, that their fifth grader is going to be able to go there, you know, or something like that. But I think that's important. >> Yeah, I agree. >> So, um, so yeah, we're the high school committee is going to have our first official meeting um in two weeks from today. So, um, that's all there was
103on that. Again on the ex if we say yeah we want to extend it in the extension we can still negotiate or is it as is? So in negotiations that makes sense what I'm saying in negotiations we can choose to forego like if we decide if we both come to an agreement both boards come to an agreement that they're okay waving the remainder of that two-year extension to replace it with a new long-term contract if that's what we said. So we can still you can still negotiate and do the two-year extension like you can have both things. Yep. I don't know if that answered your question. >> It it kind of just buys us time to figure out like a long-term plan. >> I mean, it would be great if we can put together a
104more long-term plan. >> Yeah. >> You know, that would be ideal. >> Yeah. >> You know, and and I say that because I think that's a lot of our preference is to start looking much longer term. >> Yes. you know, but we also I just want to make sure the public's aware that we're not going to be hung out to dry without any time to make decisions. We can always take advantage of this two years if we find it difficult to negotiate or difficult to come to a decision. we can take the two years >> and then during the process of that two years, you know, we might then be able to come up with a longer term, >> right, >> commitment to the school to to Cob Brown, uh, as long as they're willing
105to, um, take a longer, you know, commitment, >> which I would be shocked if they didn't. um you know so but that's why we're going to start meeting because it's an important fact and we want to we want to try to get ahead of it instead of tagging behind. >> Absolutely. >> Did that answer your question Nancy or No, >> I'm not quite sure how to word my question. I guess I'm thinking of >> I'll use you know negotiating with teachers. I'll just say so if you know if a contract so is our contract actually up next year >> yes June >> 2017 >> so if we extend it I guess I'll back up if we extend it to to two years >> is it still based on the previous three years so >> the
106terms of it >> so if there's something in there we don't like >> you have to live with it >> we have until a new contract is due. >> So, >> and if for some reasons negotiations didn't go well, >> we might still be living with something we don't like. >> Could be. >> Yeah. That's what I'm just trying to >> Yep. >> So, the two years gives us knowing that >> we've got at least two more years, >> but we might be living with stuff we don't like. >> That's just in general. Yes. You're accepting all the original terms of the agreement for an extended period of time of 2 years after the expiration of this particular >> threeyear term. >> But within that two years, we could still negotiate a longer term contract
107had other favorable or different terms, >> right? But I but I just still wanted I wanted to understand that we could >> be living with some things we don't >> Yeah. >> care for. And I'm not saying there is. I'm just I'm trying to clarify in in my head how it would work. >> I think after that first meeting, I think we're going to be able to nail down quite a few things. Um because there's there's really there's only a couple of glaring things. Um and well, my reviews with Ellen that we had done before. And so I think we'll be able to nail that stuff down and um you know, come back to the board with what we want to do. And we have to look at we have to do the same kind
108of thing for conquered and >> for Pemrook and >> you know and then even look at is there other opportunities you know there's a lot of work involved >> you know moving forward >> any other discussion about high school. >> All right on to NHSBA resolutions. Um, so the deadline is approaching uh if the board wants to consider uh proposing a resolution to the New Hampshire School Board Association um to put out to the voting body um on anything that you feel like you want the New Hampshire School Board to advocate on behalf of Deerfield School Board and the residents of the town. Don't know if there was any angels on that committee, right? >> Yeah. I mean, I've reviewed the ones that are in play and I I don't I can't think of anything
109that I would add, but that's not to say that I know everything. So, >> is is uh fully funding special ed on here. >> I think it's a great I think it's a great idea. >> I mean, we can throw it out there, >> right? Yeah. The state fully funding >> telling them, you know, what we want them to lobby for, right? >> Yeah. Correct. Yep. >> Fully funding special education at the state and federal level. >> Yeah. It just it just seems so backwards to me with how they're going to set the the standards and mandates for us and then they're not going to Yep. >> help us up. >> Yep. >> Um there may be um some previous resolution language around funding of special ed. So, I can look for that. >> I
110looked. I didn't see anything, but I could certainly look again. >> All right. Um, maybe >> why wouldn't we have them trying to lobby for I mean, the feds between the feds and the states. Start with the feds. They're dictating everything that we have to pay for. >> Yes. >> Okay. And uh and the state does their part, too. I'm not saying they don't, you know, you know, but I think a bigger part of the requirements I think come down from the Fed and sometimes New Hampshire enhances it >> unfortunately >> or fortunately depending on what what position you're in >> on what particular topic. Um, I I just if if there's no resolution asking them to lobby for the feds in the at least the feds, but the feds in the state to to
111start funding what they require. Why wouldn't we do that? >> Yep. >> Okay. >> I can send you some language to consider and then I can bring that for next meeting. >> All right. And I'm more in well, these are my own opinions here. This isn't the board. I'm more in favor of, you know, certainly trying to get the Fed to step up where that's where a majority requirement started and where the majority of them come from. Um, I understand it just means taxes for everybody anyways, you know, but uh the the burden has fallen on on towns >> that are not as capable. We don't have large populations to help spread the load, >> you know. So, anyways, that's >> the bigger the base, the less the, >> you know, that's just my if
112there's nothing running, please put something in whatever that might look like. Any other suggestions? >> It's a great one. >> All right. On to modulars. >> Yeah, I was just going to say I, you know, I certainly have I've heard and I am intaking all of the conversation around the modulars. Um, we've already started having conversations with the administrative team here around the modulars, what that looks like. Obviously, the number one priority is making sure that those kiddos are safe and that our procedures are in place for making sure that transition into and out of the building, um, safety is the number one priority. Um, you know, that will be something that we continue to make sure is in place. We're already started reviewing it. We had a conversation a couple Fridays ago that started
113that conversation and we will continue that. Um, and we continue to have conversations around making sure that um, we have the right group of kids out there and and that will continue. So, I want to make sure that everyone hears that and we are doing an analysis essentially of making sure that our kids are safe in and out. We've also been in conversation with the fire department around um, putting up gates. So we'll continue those conversations and you know other than that I I don't have a whole lot to report out other than it is a work in progress and we will continue to make sure that that is happening. Um I have heard the conver the concerns. I understand it and we will work to make sure that our kids are safe. >> What
114are the the gates that you're talking about? >> There are gates that we had talked about last year. uh setting up barriers so cars can't come in and out during the school day. >> We did that. >> No, board didn't approve it last year. >> Well, because we didn't have uh the fire department's approval. >> Yeah. >> Speak a little bit more to that. >> I would wait. >> We'll I'll connect a little bit later about that. >> Um so there are things in motion. Um I guess a little frustrating that we still don't have that um blessing from the fire department, but I guess we'll that's that's in the works. So um but that is something that the board had talked about and is in favor the previous board I should say um was
115in favor of those those gates. Um I I guess my only thought is about you know again we talked about at the last meeting you know it is a board an administration building level decision about who's in the modulars um and we can give our opinions and suggestions but um that's really as far as that goes. We we can't dictate that. So, um, my only thing if just in terms of what happened the my understanding the rationale of having the fifth graders move inside and have third grade move outside was based on the NLMS conference that you guys attended. >> Yeah. Well, it wasn't they had a we essentially had a committee come here and do an evaluation of our middle school. Um, so the organization was that's the umbrella organization and then I came
116to do the whole evaluation on a middle school setting, >> right? And I I I I get that. I just I feel like uh so NLMS is what is New England League of Middle Schools. Yeah. >> Was um the size of the classrooms out there and and the size of students. So when the fifth grade was out there, it was always very tight. Very tight. >> That makes sense. Yeah. >> Like the idea of putting middle schoolers out there is I don't know if it's even allowed for their capacity. >> Okay. >> And that's actually that brings another thing. So that's another thing we're currently working on. I've gone through all of our old blueprints going back and forth with the fire department around um room size and capacity. So, we're still working on that.
117Um I think the fire department had thought that maybe that was the square footage of those rooms was listed on previous like old blueprints and things like that. I couldn't find them listed on the blueprints. Um they were pretty archaic looking. Um so yeah. Um so that is something that we're actively working on as well too. So we we have been in contact with the fire department around making sure that we can get those dimensions of the room um rooms done so that we can actually have data and actual hard numbers to make these decisions >> for every room, >> right? Instead of just going from, you know, intuition and feeling and and perception um and unofficial numbers, right? Like I know there was a project done around measuring the rooms, but like it's just
118it's not official unless we have somebody official come do it. >> So um that is actively in the works as well. >> When you say actively in the works, you mean having somebody come up and produce an official >> Yes. >> uh drawing with measurements for capacity sake. >> Yeah. >> So that's in the works. does. >> So, do you want to speak a little bit about to the email that we had sent um around the capacity room dimensions? >> Yes. Uh John Devansky just responded saying that it was probably in the blueprints. Um we were hoping that Dave when Dave got came on board, he would be able to see if there was anything back in because Chris has a ton of stuff back there. So, uh, we're going to look through that information,
119but, um, John did say that it would >> it would be an all day affair. Like, they would have to come out. They would have to spend the entire day at at the school in all the classrooms. It's not just a, you know, easy peasy lemon squeezy type activity. So, we would have to plan for that. We probably have to plan for a day that students weren't in the building. Um, so when I say in the works, like these are all the things that we have to consider, right? I think it's >> So you're telling me, am I hearing correctly, that you need to do that for every classroom in this building along with >> Yes. Because we don't have >> because we don't have that. >> We don't have it. And we we've had
120several conversations since I've been here around room capacity, numbers of students in each of the rooms, how many, you know, teaching teaching loads, and we don't have anything official to base those decisions on other than some informal projects that were done or the perception of things. And so I if we're going to make informed decisions, we need to make informed decisions. And we can't do those things unless we have capacities of rooms officially done. So it's just I wish it was an easy easy pract. >> Yeah. Yeah. Yep. And that's what I mean when I say it's in like we are actively planning it. It just takes time that's all. So, >> and and the problem is we can't find the original blueprints of this particular building. >> No, I have it. Right. I have
121the blueprints. It just doesn't have >> it doesn't have the exact measurements. The way that the blueprints are laid out, it is very obscure. It it is not like this is the square footage of this room, this square footage of this room. That doesn't exist on the blueprints. >> Is it scaled? It's scaled, but it would require somebody to sit there and all day long and rescale and measure those rooms. I don't have that kind of time. >> So, that's something that I can hand those blueprints over to somebody who can do that, which we're in that conversation of doing. >> So, I just don't have the physical >> I hear it. So, we have a set of drawings. >> Yep. >> They are scaled. >> Yes. So you need somebody to just identify or
122to interpret what that scale drawing dictates by the measurements of using a scale ruler of whatever process they need. >> Yeah. Not just anybody like >> no an architect or somebody >> or like our facilities director or fire chief or you know >> something like that. Yes. Somebody official to do that. >> Y these two days ago. >> Yes. But that was done by somebody coming in measuring physically measuring the rooms. >> It's not a scale draw. >> It's not official. >> Right. So, but this was I was I thought this was >> facilities wrote this up with the numbers. >> I am not sure about that. >> That wasn't Ellen's. I'm pretty sure that was >> No, Ellen went around. Yeah, >> cuz she had the information for a space needs presentation. >> Y,
123>> but it was not >> it wasn't official. >> The most recent ones for space needs I was working with her on it. >> Yep. >> Yeah. >> I just I thought this came from facilities. Maybe I'm wrong. >> I'm not I'm not sure about that. >> I'm not sure. I never saw that. >> So then for me, >> so the qualified person could be the facilities. >> Um >> it could be >> could be >> he would need to get those numbers verified by like an official party like the fire chief or um whatever the official title is from the state. I can't remember but state marshall. >> State marshall. Thank you. >> Because there's we there's safety procedures that we have to follow that we we need to have those measurements anyway done.
124So we need to do this work no matter what, >> right? >> Uh for safety reasons and for our planning. Um so whether or not we were in the kind of modular conversation, we need to be doing that work anyway. >> So we're kind of almost off topic then. >> Yeah. >> Okay. So let's get back into the topic. Um so the so the in regards to the modulars >> in the existing policy or procedures or what we're doing right now is we have third grade students sitting out there. >> Okay. What's the process or the the policy when one of those students needs to use the bathroom? >> I'll defer to Miss Wy and Mr. Greavves. >> Yeah. So students um they go as they come in and out of the building as a
125class to go to their special or IA like art, music, eetra, cafeteria, recess, all those things. They do a huge pit stop um as a group um they access the bathrooms. If a student um has to go to nurse or to bathroom outside those times uh two students have to go together and um they're given a pass to get into the building. Um if they're going to the nurse, traditionally the teacher will call out and let the nurse know and the nurse will do that sending them back. Um traditionally unless you know >> so if we're if we have somebody that needs to use the bathroom, you're teaming them up with a buddy >> and you're sending them out on their own, but there's really no other communication to anybody else in the building that
126two students are coming. >> Okay, that's the problem I think. >> Right. So that's what we're actively evaluating. >> I think that's the problem that I hear from people from parents and their concerns about having third graders out there >> is that yeah, it's it's great that they're buddy, but it's two third graders, >> two eight year olds or >> just so just so we know they're they're >> I know I don't want to dimminimize the concern, but they're they're going about 10 feet. >> I understand that. >> I just want to make sure people know for the audience that like they're not traveling halfway across the parking lot. So, just to give people who don't know the visual, they're they're literally going from the modular right across the sidewalk to the building. >> I
127know. But then they do come in the building. >> Yes. >> And they're really unsupervised in the building as well >> potentially, which is happening. >> Okay. And so that's the concerns that I'm hearing >> and that's what I I'm glad we're working on something, >> you know, and we'll probably talk obviously more about it when we get into more of the facility stuff and y >> and you know, and I getting our getting our size and blueprints into doing a takeoff on it that we can call legitimate so that we can actually make some yes wise decisions should be a very high priority. >> Um you know there are it would be great if we could do it in-house you know but it's necessary if we have to take it outside. Yeah. >> It's
128uh it's not a very lengthy process for somebody to do that. a professional. >> Okay. Um, so anyways, I'll leave it at that. >> Thank you. >> Any other discussion about the modulars? All right, we're on to communications. Um, remind me. Was that about the um Oh, yeah. That was just about the um the the fireside chats, right? >> Oh, yes. Yeah. Yeah. I didn't know how much you want to get into that. >> Yeah. Um, I think at the last meeting we um when we had agenda items for the next meeting, this kind of got added because we needed we were talking about the fireside chats and and Jess said that she needed to reach out to legal about that and we did hear back and it was not encouraged. So, >> um, and
129>> the intention was good. >> I haven't given up. Okay, maybe there's just a different format, a different way to approach it. >> I I agree with you. I think that there's another way we can still have that outreach, but maybe not be directly involved, >> you know? I think that was the issue. So, >> um >> or or back and I don't know if that was discussed as well with legal, but maybe something more like what Nancy had suggested. >> Yeah. where teachers, you know, come before the meeting. Um, it's still it's still public, right? Because it can't not be public. >> That was in that communication. That was also advis highly advised against. >> Okay. All right. I did read that. I'm just >> we couldn't we could do like a teachers night
130or what was what would be encouraged is if we had if we did like an event at the school and invited the board to come in like a like a breakfast or a lunch or um like a board day or something and you you guys came around and like toured around the building and went and saw classrooms and teachers like that would be more encouraged versus a public forum type setting. >> Okay. So that's all we had for that. All right. Next is uh the treasurer salary. >> Yeah. So uh Miss Wheeler, our business administrator, had sent me an email um and request for the board to review uh the treasurer salary that's in place. Um, she brought this up just doing a review of each of the towns uh, uh, board treasurers or district
131treasurers and noticed that Deerfield was the lowest paid on the list and wanted to know if you guys would consider increasing that. Um, you don't have to, but she wanted to put that on your radar for you guys to have a discussion about. Which do you remember which we increased last year? Was it moderator? Because I know we were like at the bottom of the >> I don't I don't remember. >> We up somebody. >> Moderator. We up. Yeah, because we were kind of at the bottom of the barrel for that one, too. >> Um Jess, can you tell us what the the duties of the treasurer are? Um, I know some of them. I don't know all of them. I know that the treasurer has to reconcile the books every month. So, the treasurer
132has to keep um like a financial log in order to do like a checks and balances of the SAU's financial books on Deerfield and then they cross reference the bank ledger and make sure that all the transactions are in and out. It's basically a checks and balances and they have to do a reconcile every month to make sure there's no um errors, no red flags, anything like that. Make sure all the ins are in and all the outs are out and make sure that all matches up. Um and then there's some responsibilities around um reading all the manifest, signing off on all the manifests every couple weeks. Um and then I believe there's some responsibility at the closing um and opening of books around signing some of the MS forms and things like that. >>
133Okay. >> And how does how do we get this person? >> So it is a little different in every town. I believe we solicit people to volunteer to do this. >> Okay. So it's voted on >> and then it's v and then it's voted right. >> It's a position voted on. Am I right? >> It's a town position voted on. >> But we try to solicit people because it's hard to find people to do this. >> Yeah. >> In Deerfields, we're lucky um because a former business office person is the one doing it right now. So, we have somebody who's interested. >> So, here's my thought. Ready or not, here it comes. I would like to remain the lowest to encourage all these other towns to bring it down instead of me always figuring I
134have to match up with the Joneses and go up. Now, that's a pretty harsh statement because I don't know the the what the responsibilities are, but it is a volunteer position. it's voted in as a volunteer position and it's got a stipen that's obviously been tagged to it. Um I I would say we keep we keep steady with what the budget has for now instead of changing that until we get a new budget. And if we choose to up it in a new budget, then I think that would be the appropriate time to do it. I don't want to do it simply because we have extra money. Okay, that doesn't I don't think go I personally don't think that goes well um to do it in that manner. I would rather it be a position
135or something that gets put into a new budget, you know, and I really want to have a lot of confidence that we're going to be able to pass a new budget. Um you know, this that's that's the goal. Um but I don't I don't want to make I I wouldn't want to make a change right now. That's me. you all can put your your thoughts into it. >> Yeah, I I agree with the I think obviously we're we're low. Um but I think that this change should happen during budget season, not because we have a surplus because again just in terms of trying to gain trust and get our budget passed, I don't think that we just spend money right now because we have it. Um, and I think to the other sentiment about the
136it being a volunteer position, I mean, Deerfield is very much a volunteer community. Um, we're all here for hours on end and outside of these meetings, we do it because we're trying to give back to our community. >> I don't think anybody, including the person who's doing this, does it for a thousand, for 2,000. it's not going to make a difference to that person um in terms of whether they do the job or not. I don't think, you know, I don't know the person personally, but I wouldn't think that, you know, $1,000 is going to move whether they want to give back to their community in the same capacity. >> I wasn't I wasn't even aware that there was a payment for for that. Neither was I. You know, I just know we're all volunteers
137and I thought that was also a volunteer position. Is this is this the position that the moderator had to do for a while because we didn't have someone? >> So, he dropped down from the moderator because we didn't have someone because the person left >> and then we had somebody sign up but there was a >> and they couldn't because Yeah. Mhm. >> So, I'm going to disagree with all of you >> um just because um to me over the years watching people leave the position um it's not easy to get someone to do it. It is a lot of hey I mean there is conversations with trying to find somebody to do it. Um to me I agree we're trying not to spend but personally I feel like if we upped it $1,000 that's
138not going to be the thing that passes our budget or not pass our budget that we increase something by $1,000. This is an important position to have. This isn't just a hey, you know, and we need to keep someone consistently to do it or we get the moderator to step down from being moderator and hope we get someone before it's time to need a moderator again. I mean, I don't know what would have happened last year if we hadn't gotten somebody and then the meeting came and yeah, I don't know. I just feel it's an important position and you know if if $1,000 or whatever is what prevents our budget from passing next year. I I personally don't think it would be the thing. >> I just want to make one quick clarification that I've
139heard come up from I think everybody at this point. This would not come out of surplus. Just to be clear, this would be an overexpendure of a line for next year. that because we can't we can't save surplus now for a p for a service that would happen next year. >> So I just want to clarify that. Other than that, you know, you're going to have your conversation that you have, but I just wanted to clarify that financial piece of that. >> Yeah, maybe I I said that wrong. I didn't I I'm just I think that the idea that we have surplus >> kind of generates that conversation of looking for places and not again not that this is >> because we're we are in default. So >> essentially you know the assumption is is
140that we're going to also have that surplus again next year. You know people make that >> assumption. Um, and so I I just I I don't know. I'm trying to be careful about um and that's why like in when we talk about the surplus and um I think that we're we're trying to be mindful of of where we're spending money. And I just personally think that and again I don't know the person at all. And I think this came from the business administrator. It wasn't initiated by um the treasurer themselves saying, "Hey, I need more money." Um it was just trying to get in line with everybody else. Um and I think that's that's the key too is it's not coming it's coming from the administrator. Okay. And uh and I'm not just I I
141just think it should become again I'm I'm not saying we won't put it in the budget when we when we get to budget season. I'm not saying that that's not going to happen. Um but I I do think that um at this moment I would just stand for what we have instead of overexpending the line. >> I agree with that. Am I allowed to Any other discussion? I mean, we unless we don't need to. No action. >> If there's no action. Yeah. You wouldn't change anything. >> Unless somebody wants somebody. >> I'm just going to do it because I feel strongly. Um, I make a motion that we increase the district treasurer's salary by $1,000 and make it 2,000. >> Well, I'll second it so you can have the conversation. >> Well, I don't know
142if there's much more conversation to have. I wish I personally knew more of what the person did, but I do know that we've had a turnover in this position. And yeah, I I don't even know if the person even knows the comparison of other towns. Maybe it would make a difference, maybe it wouldn't. But I guess to me, it's an important position to have the school run smoothly. and it's has more to it than we know. And so to me, if this is where it's been for ever, then I just think it would be nice to increase it. All right. Uh, is there any other discussion? All right. Seeing none, we'll take a vote. All in favor to increase the treasurer's um salary by $1,000 say I. >> I. >> Any oppose? >> No. >>
143All right. One to four. >> All right. Next we have surplus retainage. So, um, we have a handout that Jess created with, um, kind of where the things that were, uh, the requests from the school and then the previously discussed, um, items. I just want to clarify because I misunderstood. Um the $1.5 million surplus was where we were at to date. It is not the projected end of year. So I I but my perception was that we were told $1.5 million and that it would be very close to that. That's that's what I heard. Okay. And so when I looked at this number when I sat down and I circled it and put a star next to it because that's not what I heard. >> Yeah. >> And it's only >> I apologize if I
144miscommunicated that, but I I I thought I communicated that we were at roughly 1.5, but we still had a few months to go and that number was likely to change. And and I think that you I'm not going to say you didn't say that, but I think that we asked a couple of times how close to that $1.5 million is it going to be >> in my understanding and from what I was hearing is that it was going to be >> pretty close to that. >> Okay. >> So, and and that was my understanding as well, but at this point it we're now saying that as of 424, which is last week, we're at 1.2. Yep. >> Still two months to go will be less it says. So now what is the anticipated end of
145year? >> I it's going to be roughly again it's roughly going to be around this. Like I don't have a crystal ball to say two months from now exactly where we're going to be because things change particularly with special education in two months. Um, we're waiting to hear on transportation fuel search charges that are going to happen because the price of gas has gone through the roof and diesel's gone through the roof. So, there's some un unanticipated things particularly the fuel sir charge um which we have reached out to find out what that will be because that's in our contract that we get charged a fuel search charge when diesel goes above a certain amount. So, we didn't anticipate that two months ago, but now we're at a point where that's going to happen, and
146I don't know how much that's going to be. Amber doesn't know how much that's going to be yet. We've reached out to figure out what that will be. Um, but we're waiting to hear back. So, those kind of things happen. And so, I can't say that yes, we're definitely going to be at 1.1 or 1.2 or 900. We're going to roughly be around this area. Um, and I feel like 1.2 is roughly around 1.5. Like that's that's still within that range of around where we were a month ago. And so I stand on what I said before of like I I think we'd roughly be around 1.5. And I still think we are roughly around that. Um, >> well 300 Yeah, 300,000 is a lot, especially if it's going to go down by another 3,000.
147300,000. >> Yeah. I just don't know if it will. What what is what is the date that we should be looking at as far as being able to have somewhat of a firm number? >> June what? >> Uh I don't know a certain date. I would say we're going to have a we will have an almost certain picture of where we're going to be by the beginning of June because the all of the POS are due from all of our um buildings. This Friday is the cuto off date for new purchase orders for like supplies, routine things within our buildings. The only thing that can be expended after this point is anything that comes in with outstanding contracts with like providers, tuition from like high schools, special education, um transportation that might come in or
148um surplus items that the board approves after this Friday. So the the only things that should come in are things that we already kind of anticipate after this Friday. >> So then we won't really have a firm number at our next meeting. >> Correct. >> So we will have to wait till the first meeting in June roughly speaking to have somewhat of a reasonable number to go by. Is that what you're saying? Am I understanding that correctly? >> I would say to know a firm number of where we're going to end with surplus. Yes. But we're we have a ballpark now. We're not going to be drastically off from where we're at with this 1.2. And so you the board will have to make decisions around surplus like no later than our next meeting because
149we have to have time to furnish those POS and apply the funds um before the end of June because there's cut off dates we have to get for the end of the year. We're we're not going to run into a situation unless there's unless there's a catastrophic event between now and the end of the school year where the board won't be able to make decisions on some of these things based on the anticipation of what we've got right now. >> Yeah, those are small items relatively speaking. However, I I just I mean 300,000 600,000 you can do a lot with that type of money. So, >> yep. >> Um I guess that's I I just uh I definitely misunderstood that. So, >> and I and I if I miscommunicated that I apologize. I in in
150my own head I thought I was being clear. So, I apologize. I will be more clear around what I mean um in the future. Um I I certainly hear that feedback. Um so, in terms of I mean, what do you guys think about the the model that we have at the bottom? Do you guys all have the same? >> Yeah. >> As far as the model at the bottom goes, >> yeah. So the question is, do we want to move continue to move forward with the model we have at the bottom or not? Is that what you're asking? >> Yeah, it's essentially the same um with the difference being, you know, with this current model as of today with these numbers, it would be, you know, the $700,000 that we are, you know, returning. I
151know that's not the right way, but that's the way it's understood, right? um compared to a million because that's that's the $300,000 difference. >> So I mean either the the the warrant article that's we have to do that either way is a must. We don't have a choice. >> And I think the I don't I think the retainage you know um I think we retained 155 last year. So this is slightly higher than that. So, if that's something that we want to change, but I I I would like to um decide on that because that again that's just kind of like the rainy day savings. >> Yeah. >> Um so I don't think that that really changes much based on what this what the total ends up being. We we need that either way. the,
152you know, my my only comment would be that um, you know, to me that's a pretty big change, but I wasn't expecting to see maybe 100,000. Okay. So, now I'm concerned and I would rather take the time that whatever time we have to see what that number is going to be at our next meeting to see if that number goes up or down. Okay, we know it's not likely to go up. >> It's not. >> And if anything, it's coming down. How much difference does two weeks make? Well, I don't know. >> The only way it would go up is if the state surprised us with some money like they did. >> Oh, I don't expect it to go up. >> No, I'm just say that we still will get revenue in over the summer.
153So even though we close our expenditure of the books in June, so we'll close we won't be able to spend any money any more money out of June. There is likely to be continued revenue coming in over the summer between um unanticipated adequacy payments that come in, free or reduced lunch payments that come in. Like there's other revenue sources that still come in over the summer. So it's not out of the realm of possibility for that number to go up. It just is not going to go up before we have to make decisions. >> Sure. Okay. Yeah, >> understand. >> And and to me, yes, as a board, it is our responsibility to look out for the taxpayers, but it's our responsibility to help this school run the way it needs to run. And I'm
154looking at some of these items, and to me, they are necessary for our school to run. I mean, so to me, we yes, we have two roles, but I get concerned that we're only looking at one role more than the than the other role. So, I our job as school board members to look out for the school as well as the money piece. >> And I agree. I'm not saying I disagree, okay? But I like to make decisions on facts and it's hard when the facts are changing. But I understand why they're changing >> and I understand they can change. Okay? It's just how much do they change in two weeks from now if we come back and that dropped another $300,000. Should we be concerned that we went from one and a half million
155down to under a million? >> Well, I would not be concerned. I would not be concerned >> because I would not be concerned just because we already had that money allocated in the budget. So, like we we anticipated not even having 1.2. We anticipated having zero in surplus. Correct. Frank. >> I I hear what you're saying just but I'm just telling you the voices that I hear that are going to be calling me, >> right? >> And they're going to be asking where did $300,000 go? >> Well, I think I think it goes back to the the misunderstanding, right? So, it just that's where it is and and that's, you know, we misunderstood it. So the like Jess just said, the money was already going to be spent there and it is being spent there.
156It's just now we're battling like what we misunderstood versus, you know, what was actually anticipated, >> right? >> So um it's not like, oh, where did that 300,000 go? It we just misunderstood it. And whether that was our misunderstanding or miscommunication, I'm not trying to put blame here. I just want I just think and I understand your concern and I I was obviously taken back by it as well. I just think that those at least those two items right off the bat, the warrant article and the retainage unless we I mean I think somewhere you know I had asked Jess about you know is the 200,000 for retainage is that a good number and what we retained last year as 150 is that a good number? She said in anywhere in that range is good.
157So that's safe. So, I I think we stay there on that stuff. And then, you know, at the end of the day, um these these other items here, um this number's uh only off by $900. >> Um so, it's number three. I forgot to take out one of my notes on there. Um and can after I reread that, it's because I had the I had added the battery and bulb replacement in there as well. So, I think it's the 850 that's got to go, not the 900. >> Oh, okay. So, we're we're still right right around 26,000 if we approve all this stuff, but that also does that also include the um the field trip stuff that we approved the last thing >> that's already out because it was a line transfer thing. >> Oh,
158okay. You guys >> Oh, that's right. Yeah. Yeah. Right. I didn't know that. Okay. question for graduation. You already have money besides what we're looking at right here, correct? And this is just because increased cost >> more graduation. >> Our actuals Go ahead. >> I think we only have like >> we have $600 $600 currently, right? >> You have 600 and this is adding another 2,000. >> Correct. And our actuals have always been around $3,000. >> Around 3,000. Yeah. >> Yeah. >> Yes. Okay. >> Is the number 600 because we've been in default for so long. >> Thank you. Every year we've tried to put more money in. >> Yeah. >> I figured that was the case. >> So if it if this is good 2,000 and you have 600, that's 2600. And usually we
159try to run with three 3,000, right? >> Should we try to adjust this number up a little bit for graduation? doesn't mean that >> I mean I guess it goes back to if we're going to wait another week are we allowed to have POS I mean another two weeks sorry so we come back in two weeks and we're trying to buy graduation counts >> yeah because it's >> yeah if the board approves circles that can wait but anything that you guys would normally do in your building has to be done by Friday but anything board if board approval can extend that timeline into >> but but do things need to be ordered in order for to get here in time. >> If you don't have money, then we have to ask parents. >> All right.
160So, my my freak out over money is is getting calmer. >> Okay. Um, so >> she just said that >> I needs to be ordered now. >> Just do the money. >> Yep. So, >> so but but I just >> So, there's a couple things. one I'm the one that's actually trying to get forecasting and I have to take the good with the bad. Forecasting means things change. >> So you forecast it and things change. So I have to I have to swallow a little bit deep and realize that that's the way it is. Um, >> I wish I could give you 100% rigid number, >> but I want to be I but I want to really I want us to be as accurate as we can when we're giving out information >> because I
161don't want it to look like somebody did something and something changed when that's not the case. But it's again, I want to be as clear as we can. >> I appreciate the forecasting >> and uh, you know, I'm I'm I'm adjusting to it. I don't think that we need to hold off. Um is that's my my knee-jerk reaction is wait two more weeks to see if anything else is going to fall. Um but these other items all at the top, you know, I think we can address those all tonight if the board's willing to. Yeah, >> I think the uh you know the retainage that's just that is money that's just set aside. >> That's the issue. >> And I understand that if it again if it doesn't get spent because there isn't a need.
162It does go back to the taxpayer um by reducing um taxes however magically that all happens. Um you know so I don't even freak out about that. >> Okay. Because if we end up putting that into retainage and end up needing it, well, it's a good thing we had it there. >> Yeah. >> Okay. Because it's only un there's a lot of it has to meet conditions to be able to be dragged out of it. So, so I'm okay with that. The 250 obviously we don't have a choice and I'm happy about that that we actually have the money that we can put into that because that's needed badly and you know I we'll just see how it all shakes out in the end. Um, do you want to go over these specific items? Um,
163>> yeah, we can. Uh, the the scrubber furniture that was in our proposed budget. Um, that's a maintenance thing that needs to be replaced. The mass supplies materials, that's um part of the Eureka and Big ideas programs. Um, that's not fully funded due to default as well. So, we approved that last year as well. Um, and then the audiomer that was also in the proposed budget. That's, you know, something for the the nurse, right? Yep. >> Yeah. So, I think we definitely need to do that. Chairs for the library um need replacement. That's just, you know, a routine thing. And then the graduation, I think we're all on board with that as well. So I I mean I think you know we're at again we're at just just over 26 with that. Um we had
164planned on you know the a total of 50 for a spend. So um so yeah uh I'm going to make a motion to approve all of the surplus requests that are listed here. Do I need to itemize those? No. Okay. >> I'll second. Any discussion? >> Yeah, we going to put the graduation up another 400 bucks. >> Uh, I mean, that's what they asked for. So, >> I I just I just opened up the budget from last year to um do the caps and gowns. I think our total spend was 21580. That'll be okay. >> Yeah. I don't know. We needed 60 caps and gowns last year. I think we need a little >> 64 this year. >> We need 64. >> No, 54. >> 54. Yeah. >> Um I don't know if there's shipping
165and handling is that that's included in here. >> As long as I do them a month before there's only shipping on the courts, which is like $10. >> So that would say $10 off. So we should be okay, I think. Yeah. >> And and and it's only it's just the actual spend, right? So if it if if they don't if there's 600 in the budget and we approve 2,000 and they only spend 2,300. >> Yeah, it's up to >> the 300, right? That was the that I don't see up to anywhere here. So that's the question I had. >> Oh yeah, it is it's going to be uped amount. >> Okay. As long as long as and that was what I was going to say. As long as it's up to >> Yeah. >> on
166all of these items. Um then I I'm >> I'm okay with that. So, >> I don't think there was a second talking. So, >> so it looks like we're good. >> You're all set then >> for graduation. I think so. We did have one for water where I don't know if that's something you want to throw in there. >> Um I Yeah, we can talk about that now. Yeah. Do you want to put that in there now? The water fountain. >> Yeah. I think it was So, there's a broken water fountain and >> actually might be able to see it. on the way to the bathroom. >> Um, it's been broken for quite a while. I think Chris tried to fix it without success. Um, and I think to I think it was like around
167304. Is it going to upgrade it to one of those one of the other ones? >> Well, actually is a it's a is a more modern one. It's it's six years old and I had a plumber come in. I had a plumber in the building to look at something else and I brought this to his attention and he said that specific model is I guess they don't make them anymore or parts are hard to come by. So he with labor he quoted us uh 30 $3,930. So and again I only got he he was in the building that's why I asked I didn't get a second opinion or you know a quote. So but that's what he came back at. I guess. Oh, sorry. Go ahead. >> What's wrong with it? Just curious. >> It's
168not working. >> It just doesn't work. >> Okay. What part of it doesn't work? Doesn't make the water cold or it doesn't run the water. >> I don't think it's running water. >> It doesn't run water. >> Okay. >> Um I I guess what we might want to do with that is wait till >> our new person comes in, have him evaluate it, have him go, and then that'll give us time to present more information for the next meeting because there's still time to add things to surplus if the board wants to. Um, but just have that on your radar that we have almost a $4,000 water fountain that needs repairs. >> Yeah, I definitely like to have Dave take a look at that. Okay. >> Um, and then if he deems that it is,
169you know, that then maybe we at least get one other quote. So, we have one and then >> um >> Okay. >> Yeah. Okay. I think I don't know when that other work is getting done um by the other the the the company that's doing the mini split, but maybe they while they're here they could provide a quote. >> Yeah, possibly. Yeah, that's true. I think they're here Monday. >> Yeah. >> Um and we have time for that. So, um any other discussion about that? All right. All in favor to approve the surplus request list say I. >> I. Any oppose? >> All right. And then um I guess we let's um >> retain. >> How about the retainage? Do we vote on that or is there any other discussion or anyone want to make
170a motion about the retainage? Um I think the first year I was here we retained 250,000 that first >> I don't remember but yeah >> yeah and then 150 last year >> and we got 200 here. >> I'm comfortable with the 200. >> I am too. >> I'm good with it. All right. Well, I'll make a motion to retain $200,000. >> Second. >> Any discussion? All in favor say I. >> I. Any opposed? >> That's it for that one. All right. Next is the June 17th board meeting. So the we have a scheduled board meeting on June 17th which Angela um let us know that is also the eighth grade graduation. So um >> she will be there I will not be here. >> So I I would like to reschedu it and rather than
171canceling it because that's right that's our last meeting before our summer break. Um, >> either 15th or 11th. >> Okay. So, the 15th is the Monday and then the 11th I think was the Thursday of the week before. Sound right? >> I believe so. >> So, we don't have to decide on that tonight, but if everybody wants to take a look at their calendars and >> So, what dates are you thinking again? I'm sorry. >> Uh, 6:15 or 611. Yeah, I gotta I gotta look at that because I think one of those dates I know I'm I'm not available, but I'll look at I'll look at it. >> Perfect. >> Sounds good. >> Which if everybody else is available, that's okay, too. >> It's not on the 11th. >> I'm not on the 11th. >>
172You're not available on the 11th. Okay. >> That's a Friday, isn't it? No, I think it was a Thursday. It should be whatever that Thursday is. >> June 11th. >> Um, so let's put that on the agenda for next time. >> All right. I'll have to look. >> Is Sunday the 16th? >> Excuse me. >> Semiformal. Kristen, is it the 16th? Oh, yes. The 16th. >> 16th. Yeah. >> Well, if it's the 15th, I can't probably I mean, I'm supposed to >> both of those days don't sound good. >> You know, it'll be fine. I I mean, I don't have >> Well, I mean, if it comes to it and we can't have the meeting, then we can't because I know the following week I'm gone that week and Ed's not available um as well.
173So, um, >> well, if it has to be the 15th, I can just help earlier. >> Okay. Maybe just maybe if we try to find one more date because it sounds like those >> Well, maybe I mean there are there's like an odd week at the very end of June on a 29th and 30th, Monday, Tuesday. >> Yeah. And I will be back for >> So, we could push it like late in June, too, >> if that earlier like busy section because of the end of the school year activities is happening. Um, we could look at the 29th. >> Well, I think if everybody else is fine with the 15th, I'll just I won't be setting up in the evening that I'll just help earlier. >> I think if the >> there'll be enough people
174to help. >> There's a lot to do. >> Yes. All right. I added it to the agenda. >> Great. All right. Next, we are on to board reports. PTO update. We don't have anyone from PTO, right? um curriculum review board. They met um last meeting of the year and Kristen clarify if I'm wrong but pretty much I think what we got out of that meeting was they're going to be looking at all the curriculums to make sure that they are in alignment have the same type of information the same topics or that the if the wording is different it's because it works for that particular curriculum. So next fall they're going to be looking through them all and just making sure they're all in alignment. >> Are you talking about comparing um when you say
175what what what needs to align? >> Well, for example, there's essential environment and maybe under essential environment, what the environment might look like for mathematics might look different for music. Um, so they're just making sure that at least it's in alignment that the same information is >> structure and format. >> It's Yeah, it's more just formatting. >> And there's three new members. Is that right? >> Yeah, I have that in my report, too. Y >> So, >> and that that next meeting is in the fall. >> Yes. October. >> All right. >> And you're up again, Nancy. board. >> There was an emergency meeting which was non-public. That's about all I can say. >> So, >> principles report. >> All right. Uh, this principal report is for April 2nd through May 6th. Um, it's been
176a busy and exciting month. We kicked off April with a middle school dance on April 3rd, followed by parent teacher conferences on April 6th. our student led our middle school does student led conferences um because they have so many kids to go through in a short amount of time. So uh we loved having our families um visit on April on April 6th. On April 8th we had our spring bus evacuation drill. They do a bus evacuation drill every uh fall and every spring. Um it only takes a few minutes but all the kids get to practice jumping off the back of the bus, lining up and getting back up. Uh we also welcomed Miss Julianne for a spring concert. U Mrs. Davis made this uh organized this wonderful experience for our youngest dragons for preschoolers
177who second grade. Um she sang a lot of songs about social emotional learning and um being proud of who you are and um they were so engaged and so entertained. Um they were it was wonderful to see. A big thank you to the PTO for hosting their always popular small ball on Friday, April 10th. It was a fantastic evening for our community. Over the weekend of April 11th and 12th, our eighth graders hosted their final fundraiser, which was okay. Okay, give me a minute. Our dragon paddle battle pickle ball tournament. Uh we're hoping that it turns into an annual event because it was a wonderful um experience for all involved. We we did receive a very thoughtful note from a community member praising both uh our student the uh the event and our student sportsmanship.
17824 student participants, including beginners, um, participated. The event highlighted teamwork, encouragement, and integrity. Special recognition goes to Mr. Oess and Miss Spinny for their excellent instruction during their pickle ball unit in PE. Uh, we're excited about the possibility of future open play opportunities. As interest continues to grow, the outdoor nets are up and there are paddles and balls at the courts over by Parks and Wreck um, for anyone that is um, would like to use them. Behind the scenes, our multi-tered systems of support teams, tier one and tier 23 teams have been meeting regularly after school and will continue through the month of June. We are in the process of refining our goals for 26 for the 2026 2027 school year. In addition, our literacy planning team also uh engaged in reviewing some student data
179and setting priorities for next year. So, hard to believe we're thinking about next year, but we are. Um, our baseball and softball teams began their seasons on April 14th. Good luck to our student athletes and thank you to Mr. Grieve who spent the day yesterday up on the ball field. Do you want to >> uh Yeah. So, um thank you to the board for approving the funds to purchase the mix, baseball mix, I think they call it. Uh we had 44 yards delivered on Monday. It took a little bit longer because of all the bureaucratic check traveling between businesses, etc. Um but u yeah, 44 yards delivered. Um, I want to give a shout out to thank you to Dwight Barnes. Um, came out with a tractor to help me yesterday while I was up
180there for six hours in the sun. Um, Craig Houston also came and showed up to help uh three former students from Rockingham Rockingham Heartscape, Miles and Josh Hogan and Yet um donated some of their time and equipment yesterday as well. And then on Monday, the DCS coaches and the players um helped um as well. So >> that's awesome. We got it all 44 yards spread out and hopefully this rain packed it down a little bit. >> Now we just need to work on the grass. A whole another >> that that's a great that that's a great thing to hear. So many volunteering people. >> Yeah, it was wonderful. >> And I'm I'm assume the the baseball team and the and all those involved are probably very appreciative >> of having a nice infield. I even
181had kids come up yesterday and try to help out while during their study lab who were all caught up on all their work. So, some players were not and they were a little disappointed. >> Um on April 16th, we did conduct a lockdown drill with the support from Officer Lavoy from the Deerfield Police Department. Uh we thank him for helping us maintain a safe school environment. Um, as you I believe I included the um school board in my emails that I always email well the staff always knows I provide a lot of resources for them to talk to their students about what we're going to be doing. Um, in addition to that, I send an email home to their families the day before we're doing it with all with additional resources including information that students
182may have discussed with their classroom or their classroom teachers um, and with their classmates. end of the day of the drill, I always send a um an email stating the when it started, when it ended, and the success of our lockdown. So, um we had we in the past have had open doors that police have been able to get in, and this year, no open nobody was able to get into any of the doors. So, um it was a very, uh well-run lockdown drone. Um that same day we had a mentor mentee meeting and welcomed um our families that evening for our annual fourth grade biography night which is always a hit. This year it was held in the gym. Um for many years it was in the hallways up here and they decided that
183they would try something different. Um and I think they really enjoy being in the in the gym. On April 17th, our sixth and eighth grade band had the exciting opportunity of performing the national anthem at the Fisher Cats game. Um such a memorable experience for them. We showed our appreciation to our incredible PAR educator team on April 20th, the PAR educator uh for our PAR educator appreciation breakfast. Uh we are certainly grateful for all they do each day for our students and Dr. Hall attended that as well. She came out all the way over to Deerfield from the SAU to um celebrate with us. Uh also on April 20th, we did have our hold our curriculum review board meeting. That was the last meeting of the month. Uh we welcomed uh schoolboard representative Nancy Chute
184and we have three new community members. Uh Rebecca, I believe she goes by Becca Felistree, Jim Trum, uh Jim Jill Trumbull, and Greg Whitmore will be joining the curriculum review board. Uh it's usually a couple years commitment and um I don't know if they think I think I had that in the ad. Um but and oftentimes life happens and you know, they they might not be able to be part of it, but uh we certainly were glad to have them there. Um Andrea um um Clinch is our reading specialist for Grace Fourth rate. also is the chairman uh chairperson of the curriculum review board and she did an activity uh because we had so many new um members just to kind of get to know each other and figure out uh what the CRB was
185about. So we are uh ready to and Nancy did a wonderful job explaining what we did. I couldn't have said it better myself. Nice job. Uh during April vacation, two very important facility projects were completed. Uh they refinished the gym floor including paintball lines that they painted. Um and also the water. >> What did I say? >> Kids would probably like paintball more of a mess. >> Pickle ball. I do have that says pickle ball lines. Um and we also did the water tank repair that I don't know if you want to see anything about either one of those or you know as other duties as a scientist really involved. water tech reliant over break and water is back in the building. So that's as much as I can speak to that. >> He did
186all of that from Florida. >> Um it it really went without a hitch though. >> Yeah, we no one not even a phone call. >> We appreciate Josh Coughlin did offer to come out as well. We ended up not meeting him. Um but it was you know it takes a village around here and we really appreciate um everybody who helped out. Uh so this week started all things the month of May. I don't know if you've never been in a school as a school teacher or school staff member. May is a month and there's a lot to look forward to. Uh just a few things that have happened already. On May 4th, Mrs. Mosu and Mrs. Moore organized the book fair and Mr. Rues and Miss Spinny are doing their skateboarding unit in physical education
187which is always a huge hit. Um and on May 5th, last night was our annual spring art show. Many families were here. Saw many of you here. appreciate you coming out and supporting our art our art team. Um Mrs. Chase and Miss Py greatly appreciate their efforts as well. Um we do know that that's a fire code to have those um candies hanging in the lobby. Miss Superintendent Pickford already pointed that out. We know, we know, we know. And uh they all coming down, but it was such a sight for people to come in and have those hanging there. >> They are they look great. >> They're so awesome. They really are. Um, and administration has also enjoyed visiting our April classes of the week. As you know, we go into a different class each
188week. Uh, we visited Mr. Ferdinand's third grade. We visited Miss Pierce's third grade. Um, Mr. Ferguson's fourth grade, and this week is Miss Gilbert's fourth grade. Um, and additionally, I have enjoyed spending time with several middle school advisories. Uh, so thank you for wel welcoming us into your classrooms. Just a few upcoming events. on this Saturday. Um May 9th is the Southeast District Music Festival Festival. Thank you to Mrs. Davis and Mr. Trong. Our chorus um our students from chorus are Natalie, Olivia N, Dior, Leah, and Arya will be joining um will be going to the Southeast Music Festival and in band, it's Elizabeth, Paige, Helen, and Liam. So, as usual, thank you to Mr. Trong and Mrs. Davis for their neverending support of our music. It's our students and their music program. And I
189don't want to forget Tricky Tray. Yes, coming on May 14th and 15th. That will be in the gym. Half the gym will be PE and half will be trick set up for Tricky Tray. And we also have our spring concerts coming up. On Wednesday, May 13th is our first through fourth grade. And on Tuesday, May 19th is our band and chorus. So, thank you for listening. >> The ball game. It was a beautiful night. I can't even believe how nice the weather was. >> And so we enjoyed it took took my daughter Emma. >> Awesome. >> And and it was a great game because they won. So great weather. >> They won and I spent lots of money on food >> because it's not too >> That's what they always hope. >> That's it. >>
190And the band sounded great. >> Bands were great. Everything. It was really a nice evening. >> Good. Thanks for Thanks for saying that. >> All right. Superintendent's report. >> All right. I'm just going to highlight a couple of the things in here that um are good to know, then you can read the rest at your leisure. Um cyber security incident response plan is still being finalized. We're working with our uh our insurance agency, Primex and the Atom Group to finalize that. That's part of the services they provide to us as our insurance providers. Um, and that is going that's increasingly important with the technology environment that we have and the amount of scams that are attempted on a daily basis. So that we're in the final stages of that. Um, the special education parent survey
191is out. Uh, that's the links to that are on our website uh all over the place. So if you find it, take it please. That's one of the indicators we get graded on that you saw tonight on the report card from Dr. Hall. we get graded on the number of parent responses that we have take that survey. That's one of our indicators. So, please take the survey. Help us get a better grade. Um, one of the things that we have no control over, but we get graded on. >> It is posted in several spots. It's on our Facebook page. It was on on our website. It was emailed home. So, it has been >> all over the place. Yeah. >> Uh, we just finished up mid midyear reporting at SAU and we're headed into end
192of year reporting for the state. Uh that's behind the scenes state reporting stuff that we have to do. Uh the business office is has wrapped up all of the student account audits. You guys saw the um report for that a couple of weeks ago. Uh so that those are all done throughout the SAU. The next thing that Miss Wheeler is going to work on is the um oh gosh, what is it called? Donation accounts. She's going to do a donation account audit uh throughout all of our schools. I'm not sure that that's ever been done. So, she's going to do that and make sure that all of our donation accounts are in good shape, that we're following best practice, and that there's a protocol to follow on how to uh make sure that we are
193doing what we need to do with that. So, lots lots of great things. And then y'all kept me busy in superintendent duties. So, >> across the board, >> for sure. Yeah. All right. Thank you. Next is facilities committee. Um just a couple things. We did hire a new facilities director. Is it David Ross? >> And starting on Monday. Yeah. >> Yay. >> So that's exciting. And >> fix all the problems now. >> Yeah. Um >> no pressure. We the mini split will be replaced on Monday or started at least. >> Yeah, they're starting with the plumbing for it. Okay. >> Once that's Yeah, I'm not sure the actual time. >> 14 15 I think. >> Is that what they >> So that's good. >> Should be w the only other thing I wanted to mention
194um and it's kind of a question for you justice. Um, we had talked about during surplus, I think it was mentioned or maybe it was during the facilities committee meeting, but about the paving project um um on the side of the building by >> we we were considering um using some surplus money for completing that project. >> Yep. >> Um >> wasn't there money left in one of the accounts that we needed to use up first and then pay the balance >> there. >> Well, we could do it that way. It was only like 3,000 bucks, I think. So, I was thinking that we would just leave that there and instead of zeroing that out. But, but we could do it that way, too. Either way, we're going to need some surplus money for it.
195But, I don't think we have an official quote for that work. So, >> no, I'll have Dave hop onto that when he gets here first thing >> because um I was thinking I mean, if we even have a budgetary number, >> um we could approve it. Yeah. and then and then put out an official RFP for the job. >> All right, >> because be a good summer project. >> Yep, >> that's it for facilities. Uh on toformational items, preschool update. Hang on, I'm adding to my do to-do list. Hold on. Um, okay. So, I provided a little update of where we're at now. I figured I'm going to do I'm going to do a running timeline so you can see what the previous updates were and then I'll add newer updates and then kind of
196keep a running document and then I'll do a a bigger presentation that kind of culminates all the information for both of these projects that we're going to talk about here. Um so included um some of the work that was done around just initiating what are some advantages or challenges or disadvantages to each one of the potential preschool formats. So, in-house preschool program that currently exists, the services only model where um we would have to have staff go out to the daycare settings and the home settings and have drop-in services um and uh SAU TLC program. So, included some advantages or disadvantages. This is not an exhaustive list. It was just a initial list of advantages and disadvantages. This will continue to be added to or edited um as we continue this project. Um one of
197the next things will be to add in all the legal requirements that we have to meet with preschools and how each one of those different programs will meet those legal requirements and then um adding in the cost piece at the end and then putting it all in a bundled presentation for the board to understand the options for preschool. So, that's where we're at with that. >> Um, so when did you say you anticipate that? >> Um, I didn't give a date yet. Um, I would My goal is to get it done by the end of the school year. >> So that way we have it moving into budget season. >> Okay. Um, are do you think that there's going to be numbers like in terms of costs and stuff like that? >> It'll be rough
198estimates. It's not going to be concrete numbers because I have no way of putting that crystal ball out there. So, but it'll be rough estimates of what we think it would um cost or what we anticipate some of those costs being. >> Okay. >> The only one we'll have hard numbers for is our own program here. >> So, >> okay. So, we'll have hard numbers for what we're doing now. >> Correct. >> And maybe even a history of the past couple years. >> Yep. >> And then obviously anything different is going to be estimated. >> Yeah, it's going to be estimated. >> Could we use um some samples for the other schools in the SAU that are using the um the SAU preschool program? >> Yep. My So, my intent was to include what the
199current costs are for each of the districts within our SAU. Um, I had thought about they all sat there. We're the only ones within us. >> Correct. Correct. >> Um, and I think part, you know, part of that decision certainly was the distance among other factors, but um, we only have bits and pieces of historical information because none of us were around. So, I think that's got to be the most accurate way to compare costs though is use the numbers from the other. >> Yes, that's what I was going to do. Yep. Okay. And you're in a different region. >> Oh, yes. Yeah, yeah, yeah. I forget about that sometimes. >> What is it? >> You're in a different region >> as far as like the collective agreement at from early childhood to um to
200uh service referrals come from one agency. >> Yes. Referrals for the other four towns come from >> because Deerfield's in the sea coast catchment area. All the other SAU is in the capital region catchment area. >> Sea coast. >> Yes. >> How does that work? Yeah. >> So >> it adds this is why things are not easy. >> Like it's not as easy as you think it would be because there's all these layers of complications once you start digging into things. >> Yeah, that's crazy. >> So it's complex system. >> Any questions about that? All right. Uh we're on to the surplus project. >> Yep. So surplus project. Um again, I'm taking this the similar format. I I'm leaving in the update I had last time and I'm adding in the updates as I go.
201Um I've been working with uh Miss Wheeler um at SAU to figure out the best kind of approach to analyze all this data and financial information to uh review surplus. We I've expanded it a little bit to also include not just surplus but maybe deficits in lines as well just to paint a more thorough picture. Um, so what we what we landed on was to kind of colorcode all of the different lines to give us a starting point. So we went through anything that is a surplus greater than 5,000 in a line for the last three years, we highlighted that in yellow. Anything that is a surplus between a,000 and $4,999, we highlighted green. um we didn't highlight anything under a thousand because we felt that was very trivial and then we'd be highlighting every
202single line in the budget. So for data purposes and evaluation purposes, we stuck with anything between a,000 and 5,000 and then greater than 5,000. Um so and we're doing the same thing for deficit. So if a line was over spent by five greater than $5,000, we highlighted that in purple. Anything that is was deficit spent um between a,000 and $4,99 we highlighted in orange. So that's where we've started. So we're almost done with that process. And then from there we're going to pull each one of those big categories. So the categories of under or over $5,000. We're going to pull all those lines to start with and pull every single invoice that was attached to those lines and analyze what came into those lines. what came out, what was supposed to go in those lines,
203what didn't go out of those lines, and figure out the wise for each one of the expenditures over the last three years. So, it's just it's taking a lengthy time because it's a lot of information to go through, >> right? So, is that going to include this year? >> Yes. >> Okay. So, in the three years, it includes this year. >> Yep. So, we we had updated the last update we had run was 417 of this year. >> Yeah. Uh, I think that that's a great approach and I think gives us some some history. Do does it happen to be right there what the total um surplus was for two because I know what it was last year but the >> No, this was just the screenshot of the first like 20 lines of the
204accounts. I mean, it's like >> pages and pages long. >> I'm just curious since we're doing that three-year data set. Yeah. >> If we say like this year ends up at a million, last year was 650 I think it was. Um I'm curious what it was the years before. >> Yeah, we'll have the total amounts for sure. That will be those are down at the bottom. I just took a screenshot so you could see how we're kind of structuring it. >> Yeah. No, I'm just curious because if it was all >> if all three years are kind of in that same >> then whereas like if that because 650 and 900 are, you know, to me in the in the same range. >> Yeah. >> Whereas if the other one was like way lower or
205something, it could kind of skew things. Yep. >> Just curious. >> So, yeah. So, once once we get all of that information, we're going to synthesize that and put that into a digestible format that we can give like a presentation to the board on. Um, so that that will become my goal is by the end of the school year as well for this. Um, hoping to get that done. Is this the way that you're doing the way that you're you're gathering the information and you're putting into the spreadsheet format and is there going to be something that um can be an ongoing process so that every year >> you will be able to produce this at an easier level? I we we c we certainly can it would be it'll be easier automatically because this
206back the leg work's already done >> right that's what I'm >> so we can easily populate and add in the next year's column right we can easily do that um it's just the man hours to actually go through the work to do it because we have to do this all manually which is great >> y >> I realize you have to do it manually by entering each line item number >> you know but if we can just keep on doing that then we're only having to do one years instead of doing three years back plus one year >> forward. >> Yeah. Plus the analysis part, not just the uh input >> somebody's like I'm just looking at art $15,000 as a dash there saying that they spent nothing. That is >> absolutely impossible. Where where
207you so I'm looking at line 108 I mean sorry line um I guess it's down here >> read down with art 11006108008 line number 16 voted was 15 this was just a snapshot of the work being done >> okay I I wouldn't this is not finalized by any means >> so if if we do that's what we're going to be looking at though that's why we want to look at those anomalies and That's why we've highlighted those those things because we want to find out why why in the closing budget was there $15,000 left in that line. Was it because something got accidentally applied to the wrong line? Was it because, you know, nothing did get spent or did it get spent in, you know, for some did it get offset by like a grant
208or a surplus expenditure or a trust fund something like that. So, we will be doing that analysis of all the lines. So, I can't I can't answer you right now why that would be a zero. >> I'll highlight some things because God no way guidance. >> I wouldn't yet. Don't do it yet. >> Let Kristen finish or let Amber finish her process first and me and then when we go through that then because this is what was in our system. So that was in 2324 that's what was recorded final in our closed book system. So, but that's what that's why we're doing it. >> Yeah. >> To find those things. So, it's okay. Don't panic. >> That's that's exactly why we're doing it is to do that close, you know, finite audit of all of
209the lines. So, okay. All right. Consent agenda. We don't have anything for that. Policy. Lost my page for policy. >> You want to talk, Missy, or you want me? Oh, thanks. Um, well, um, the crowdfunding one we felt was ready to move forward with. um the DID um we've added the amount of money the 5,000 that needed to be um the the JJ we've already moved that forward. So I guess it was more the public gifts and donations we added amounts to that. So, um, if we're accepting a donation, the principal can accept things $500 and under, superintendent 500 to 2500, school board 2500 to 20,000, and if it's over 20,000, it needs to have a public hearing. And um, the transfer of appropriation, we didn't have a number, right? Was that something that we
210realized we didn't >> we needed to have um needed set a threshold of money that can be transferred? >> Right. And so we need a we need a number. >> Yep. >> Um the GBI the staff participation in political activities. We've been told by legal to make no changes to that >> here's the law, >> right? It's the law. So it has to be. And then the EBB, the school safety. Um, we realized that we didn't get from you. We need the update on the legal of that. And is there a safety action in place because that's supposed to come from the superintendent? >> Oh, okay. >> I'll add that to my list. So I guess of them the ones that we could move forward, see if I'm right, Missy, we could do KCD and
211we can do GBI, but the other two we still need the DB DBJ and the EBB. Um, we still need some information before we can move those forward, >> but the others we feel could be moved forward. So you said DFGA, DID and KCD. >> KCD can move forward and GBI could move forward. >> And what about >> DBJ? >> DID. Oh, DID um could be moved forward. >> Okay. >> Yeah. So this answers my question. Um, so, so all gifts, even if they're not monetary, if their services have to go through the principal or superintendent. >> Yeah. any donations are supposed to be authorized whether it's time, money, materials, most of them are just accepted by either the principal or superintendent because most of the labor and anything like that is going to be
212under, you know, 2500 bucks. Like people raking fertilizer like that's that's something that Kristen can easily approve. Um, and then anything below 2500 would come to me and then anything above 2500 to the board and that's pretty standard. But you guys can certainly change amounts. I just wouldn't change that $20,000 amount. Hold your public hearing. >> Yeah. Right. No, I just I you know um like if somebody wanted to volunteer service or something. Um I just Yeah, I guess that's the procedure. So I just wanted to see if that was in here um before we approved it because >> um I think I told you somebody had reached out to me about providing a service and you told me that they needed to go to the principal. So, >> yep. Yeah. Just to make sure
213that they were okay with that and that we knew that they were going to be on our property because we our insurance covers any issues. >> Yes. >> So, >> all right. >> So, did we want to move those or >> I'll make a motion to approve KCD, GBI, and DID. What about DFGA? I thought we I think we already did. I thought we already moved that one. >> Okay. >> But we could put it on there. DFGA. It could be approved twice. I don't want to approve it if you already did that. >> What do we do at the last meeting? Because we did I know we moved forward the JJ because it had >> Okay. Okay. Great. Which one else did you think we >> So tonight we're moving forward KCD and >>
214okay >> right >> just those two >> you think did already went forward. >> You were just >> Yeah. >> Yes. Yeah. So just those two. >> Yeah. Sorry. >> Great. >> Some of them been hanging around for a long time. >> Yeah. >> All right. I will second. >> Any discussion? All in favor say I. >> I. >> Any oppose? >> All right. Those off the list. >> That's all that's in the folder. So, I don't know if they're going to put more in the folder for us to start looking at or >> Well, do we want to for the DBJ? I what do you feel is a >> I mean usually you um >> so this is money that you would >> yeah so like a line transfer that can be approved by
215me like usually >> it's pretty typical for things like under $1,000 to be approved by the superintendent but anything above $1,000 would be approval by the board but you guys can choose to set whatever >> line or limit you want on that. >> So that's similar to like that field trip that we approved the last >> Yeah. So if it was under $1,000, that could have come to me for approval versus having to bring it to the board um if the funds were available in a different line that we weren't going to utilize funds from. >> Deerfield doesn't do a whole lot of line transfers. You guys usually overexpend your lines. Um, and I would still continue that practice of not transferring funds very often. Um, it's usually not best practice because you want to
216see where you're spending your money from, right? >> Um, but in certain situations, you know, things arise where it's like, okay, yeah, that makes sense. Let's do that. >> Um, especially if it's an old line that we know we haven't used in years because we're in a default or something and we know we made a new line to accommodate those kind of funds. Um, sometimes laws change around what line numbers we can use. Um, so those kind of things happen sometimes, but I don't like to do a whole lot of line transfers. >> So, so it currently says 5,000. So, you're saying you're suggesting that it's more like a thousand >> transfer the board. I think that's the is that the current policy? >> That's the one that's um in the >> Yeah. Okay. Yeah.
217So, it's up to the board. >> Yeah, that seems like a lot. >> It seems like a lot. Um, that's not what other districts typically do. Um, their line transfer amount for the superintendent is usually a lot little less. >> Um, >> so, um, I would want it to be less than 5,000 for sure. >> you know, I'm looking at the thousand range. Y >> um what I would like to know is what's the process for us being notified in the next meeting that a line transfer has occurred. >> So there's a form that has to be filled out. There's a line transfer form and that gets that goes through our SAU system. Um I don't I don't currently have a mechanism for notification to the board, but that's something that can easily happen. I
218can add a line on that form that says not notified the board on X and X a date and have that added to the form. >> The Again, it's just about oversight. >> Yep. >> You know, and uh and $1,000 doesn't sound like a lot unless you have a hundred of them. >> Well, >> okay. And and I'm not saying that would happen, okay? But I don't want to open the door for something like that in the future. >> That might be problematic. So at least notification is just a way of um you know of us being aware that things are happening. >> Yep. >> And it's just it's it's the whole it's just the accountability you know oversight you know all the responsibilities that we have when when it comes to money. >> I
219agree. >> So can we make a motion now so we can move that one forward too? >> It's your call. I make a motion that we put the threshold of money at $1,000 on policy DBJ, transfer of appro. >> Yeah. >> And can we >> can can we also put the wording in there um that just that we get notified however you want to make that sound. So, if we're making a motion to change a policy to be $1,000, I'm okay with that. But also, I want in within that, >> you know, um just board um notification every time there's a line item change or transfer. >> However, that needs to be if you're okay with that, >> fine. I >> personally, I don't think it's going to happen that often, so >> I understand
220that, too. It's fine with me. >> Yeah. >> I think part of it too is that we're, you know, setting policies and I don't like Jess that's that's not the way she typically wants to do it. But, um, I think these policies, you know, are going to extend, you know, you know, we hope you stay with us, but we don't know how long you're going to if things like change. >> No, you want to create >> that's your habit, right? It's your habit to not do that. But like we need >> we need to set it up so that it's >> Yeah. You create procedures based on the need, not the person. >> Yes. Correct. >> So that that would change your motion. So do you want to resend your motion and then >> resend
221my motion? And now I'd like to make a motion that we set the threshold of money at $1,000 for DBJ and the word are added that the board will be notified >> of such transfers. >> I'll second >> I was waiting for Missy but she's taking notes. Any further discussion? All in favor say I. >> I. >> Any opposed? >> So, the only one we still need then is the safety thing. >> Yes, I'll bring information back on that. Thanks. >> Y I'll email it to you. That way you Missy can. >> All right. That brings us to public comments. roads street. Imagine that I thought I might be late. Um, one question I'm not expecting an answer, but a lot of the discussion around the surplus at the NBC and elsewhere has been uh
222comparing the surplus with the uh unallocated fund balance and um so I don't know is is the sur the surplus must include revenues so and the I guess there are other revenues relate to the unfunded uh unallocated fund balance, but the the use of those that information at the NBC was about how huge this is and how poor the planning at the school is and stuff like that. I'm not subscribing to that theory, but that that was how the information was used. So, I'm hoping that you'll be making highlighting if there are revenue issues that are exogenous in the process of doing that that surplus review because I think it it just balances things out when you look at it from a financial perspective. I mean, you don't you can't be making long-term decisions on
223one-time events and saying, "Well, that was a huge surplus, whatever." Anyway, um the real reason I came this evening was to um invite you all to a u an event at u town hall on May 14th. Uh there's going to be a and you most of you will be getting this in the mail tomorrow. It's on property taxes in New Hampshire since the school generally has an interest in property taxes in New Hampshire. Uh Andrew Valinsky is going to be talking about that and I think he's also been involved in the school issue in the past. So you're more than welcome. I don't know that you have to uh um notice that meeting uh figure that out yourselves. This being sponsored by historic deer good New Hampshire which is a local 501c3 that uh does
224public education which is why we're doing this. Harl, >> I was trying to get away. >> What What's What's the What's this? You can tell me what the the phrase used to be. Pie and what? Pie and punch. I was being told that earlier today that pie and punch was was something that you should put at the bottom. Notice this does not talk about refreshments will be served. U since you were looking at most of the active membership of historic Gfield New Hampshire. Um there's a board but they're not deeply involved in this at this at this at the operational level. So um I'm not thinking that there might be something but I I think it may be well attended. So unless we have somebody who can do the loaves and fishes trick with a
225little bit of refreshments, we may have a problem. >> Nice. Uh, Arrol, I just we talked about um your email about the deadline for the Doryard Gazette summer issue, but there in your email there was nothing saying uh what the publish date would be. >> Oh, the publish we always publish on I hope I'm I'm not getting cut off on this one. That's the time limit. >> I forgot to You're the only one that >> I can stand in line. Um, we always publish on the, uh, the official publish date is always on the equinoxes and the the solstesses. So, it's the middle of the 15th or 21st, I guess, of of March, June, September, and December. >> Okay. We generally come out a little bit before that, particularly in the March one because we
226never know when the election's going to be, and that's our election issue. Um and um because we don't because we try to spend as little money as we have to on printing which is a big number. Um the um that normally takes like two weeks. It's a very we we publish we print with the department of corrections which they do a great job. It's the lowest cost, you know, option out there, but they're really on a tight They have a very specific schedule. >> Yeah. We were just trying to determine if when it came out so we knew what kind of announcements might >> Oh, sure. No, it's a it's generally sort of figure out the 15th >> of the month. Sort of I try to do that. So, but and the the 15th of
227the prior month is the deadline. >> Yeah. >> But it's a soft deadline. I we you know it takes roughly two weeks to to uh and this is a a calendar thing. I don't know why but you can only pick up from the doc on Tuesdays and Thursdays. Okay. So so if you and it takes a set amount of time to print and I don't know if you know this but inmates get federal holidays. So all these things factor in. You learn a lot when you're doing this kind of thing. Um, so generally sort of by the end of the end of the month is is a hard deadline. >> Yeah, because we have one more meeting the 17th I believe. >> We can we can squeeze whatever happens then we can figure that out.
228>> All right, great. >> So you excuse me June 15th and you want it to hit? >> No, we do not. Not that I don't have faith in the US Postal Service, but >> we want to know when it hits people's >> Yeah. So, so the day I I mean, it's a bit of a moving target. I pick it up on a Tuesday or Thursday. I put it in the back of the truck. >> I go >> to number whatever it is Raymond Road and I give it to the postal service >> and they deliver it the next day. >> Right. >> So, it doesn't go through a machine. I don't have the >> No, right. I'm just talking. The day after you get it the day after I get it, >> right? I don't
229know what day you get it. >> Close enough. Missy >> equinox and solstice. >> Well, earlier weeks around no the next day. >> So, so if I I have a little bit of calendar. >> Now you're cut off, Harold. Just just send us an email. >> I did. >> Send us another one. >> How about you clarity? >> I did have something about previous earlier today. I forgot to ask when Julianne Franklin's letter was talked about. Um, she was requesting the board conduct a school culture survey through an independent company to ensure total humanity. >> Hold on. Let's finish the public comments in case there are any. >> I thought we were already moved. >> I'm sorry. >> No, that's all right. >> Any other public comments? >> All right. Board discussion regarding public comments.
230>> Sorry for the interruption. >> No, you're good. So, yes, on Joanne Franklin's letter about um wanting to her her wanting the board to conduct a school culture survey, do we already do that? >> We h we have a culture climate survey that's out right now that's being filled out. It's not done by an a company that we pay to do it. >> We we get our questions from a bank of federal questions that are provided. So there's a variety of surveys that are put out by the federal government around culture climate stuff and we take from that bank and create that culture climate survey. Um I know I talked about before this is our third year of doing it. Um the survey will close at the end of the month and then we'll start
231compiling that data to review that and then I'll be putting together some information to review the last three years worth of data um to look at and combined with um exit interviews and those things that I'm doing. I'll have information to present to the board around culture and climate review of DCS. >> Okay. I just didn't want that to go unressed. Yeah. >> Well, I I think also and I and I don't have it in front of me, but when I was reading it, I think uh she indicated it being an independent company for I think >> she did. >> Yes. And so for reasons of um you know, privacy or or keeping people's names out of whatever. >> The survey is anonymous. >> Anonymous. So So you're taking it, you're collecting an anonymous survey.
232It doesn't have names on it. So, it's effectually doing what she's asking. >> Yeah, we have no idea who fills out those surveys. >> Okay, that's what I wanted clarity on. >> I just wanted to make sure that that was addressed because I think that she was kind of waiting to because we didn't read the whole letter in public. >> Yeah. Yeah. Well, that's what we discussed is that we're not necessarily going to do that. So, >> I completely understand it. I was just saying that was changing subjects on the second one. That's >> Yeah. Yeah. Yeah. >> Um, sorry, I didn't mean to. No, I I just, you know, just in terms of uh I think that when we do that review of correspondence, if um if like when you know if I address
233it and I leave something out, if you want to talk about it, then that would be the time that we do it. >> Um if I leave something out, you know what I mean? because I think that is going to generally be my um intention is to just um if there's any key things that I want to hit on then I then then I will but otherwise I'll just um identify the person and what the main topic was and then if anybody wants to talk about something specifically then we'll do it at that time. I think some of that was didn't one of the first years that it was done it asked like for staff how long they had taught >> first two years I've removed it for this year >> that so I think
234that was some because even though no name is on it >> yep we do take the feedback so when so and I will say that um I've gotten some staff that have emailed me or emailed their principles and the principles have emailed me some feedback on the survey already again um and I've got my admin assistant. I'm sending her all those things and she's compiling all that feedback and then at the end of this I'll review that again and make changes for next year's survey too. So I I do take that feedback seriously >> because we do make changes, >> right? So >> but I wonder if that was part of it because I >> Yes. I think so. If I had been there taking it out, there weren't many people that had been there
235as long as I have. So you would have known it was me. >> And more like newbies that are taking it, you know, you're going to know if it's a first year teacher or not because they put the years there. So, yeah, we did change that. >> Jessica, um, can you just because this comes up all the time, just uh clarify surplus versus unallocated funds? >> Oh, so the surplus includes the revenue pieces into it. So surplus is the big picture of any money left over at the end of the closing of all the books. The unexpended funds are the funds that we had budgeted that didn't get spent from the budget and doesn't necessarily include surplus >> or include >> revenue, right? >> Yeah, we use them interchangeably. I know that's confusing. So thank
236you. >> All right. Um agenda items for next meeting. Anything come up tonight that anybody wants to throw on right away? >> We have the CRV presentation for ELA curriculum. >> Yep. >> Will be next. >> Do we have high school coming? >> Oh, that was Yeah, that was we were supposed to uh >> Yep. Let me add that so I will not forget that. See if I can get some kids here. >> All right. I don't have anything else jumping on at me. So, >> I'm sure there'll be things that come up. >> Okay. And uh we are going to need a non-public session. So, um I will make a motion to go into non-public um for NHRSA 91- A 3 Roman numeral 2- A and J. Can we add a second? Oh, sorry.
237I got it. Roll call vote. >> Yes. >> And yes. >> Y. >> Thanks for coming. >> Bye. Thank you. >> I have a good night. >> Clarifying question. >> Yeah. >> Um, you have a discussion about correspondence that you get that you you're going to sort of figure out what you want to address. Does that correspondence nonetheless also get posted at the agenda? >> Yes. Yeah, we t we had a pretty long discussion about it at the beginning. >> Yes. >> Yep. >> Yeah, you did. >> You were talked about. >> We talked about that in public on the public packet. It's all put in there. >> Okay. Yep. >> No, we just talked about the the email about