10/15/25 DCS School Board Meeting

00115 25. If everyone could join me for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. Um so we'll do first the minutes of September 17th. Um Our last meeting I had requested that people if they had changes to those to send the changes to Candy. I don't think she received any of the changes but um I think we have just figured out this dollar amount on page three. So, we just have to change the dollar amount to $1,63720 in the first paragraph and in the motion. Um, and so I'll make a motion to approve the November or the September 17th minutes with that with those

002corrections. >> I'll second. >> Okay. Any discussion? All right. All in favor of approving the se September 17th minutes. >> I I uh October 1st minutes. Um so the minutes that are printed here, I don't see the non-public, but I think there were in the drive. Yeah, like the entire packet >> there. Yeah, there was a bunch of things like added individually but like full package. >> The only individual thing that wasn't that I saw that wasn't in the package was this. >> Yeah. So we so generally our drive will have all the individual documents. Um, and then the the public packet is published on like generally Friday or Monday. I wouldn't rely on that though because there are things that come in after that >> and there's non-public things that go in the drive

003that wouldn't go in that packet. >> Okay. >> So, not everything in your drive is going to be public access, >> right? >> Yeah. So, that's what I mean. It's on the drive typically has like one that is really just front page >> and then there's another one. >> Yeah, that is in there. >> But that's not the full packet because I know things have been added since that was published. >> There might be I wonder if the labeling system that we're using maybe is unclear and I can work with Lexi to adjust labeling. >> This is the only one that I had noticed it. Maybe. >> Okay. Maybe she did something different though and I can ask her. >> Yeah. >> Well, she had redone it. Um, so she was out on Friday and

004I tried to do it myself. So that may have been my own user error being unfamiliar with how to create that. So I was just making sure >> it very well could have been my fault that that packet didn't look the same as before. So she redid it yesterday and reposted it because she fixed all my problems. >> Thank goodness for her. Um so the minutes that we have printed don't have the nonpublic session. I'm fairly sure the minutes on in the drive do. Okay. um on the on the drive as far as the the minutes themselves are within the packet. I'll look >> probably not within the public packet. I would >> I don't >> it's not in the it's not in the >> No, I don't see it. I can double check with

005um my admin assistant and make sure that in there so we can table those minutes. >> Yeah, we'll have to table those because it doesn't have >> Did Wait, no, we didn't have no public session, did we? Wait, yes, we did. We can table confirm. >> Yeah. >> All right. We are on to public comments. Don't everybody rush up at once. Any takers? Okay. Oh, yeah. Please. Um, uh, my name is Julia. I live on Ridge Road and I just wanted to come again because I know the budget is obviously a hot topic and so I wanted to come and voice my support for the programs that we currently have in the school. Um, and say that I don't have a proposed solution that would not feel bad, but um, the list I've seen circulated

006has a lot of things that I strongly disagree with. Um, I personally benefited from having the prek program accessible. Um, as a working mom, it is useful. Um, and I think that's something that gets a lot of, uh, push. Um, it it's difficult with the part-time, but it was still significantly helpful for my son. and in order to have access to resources. I don't think that it would be beneficial budget-wise to remove the pre-K program anyway. Um I also think cutting kindergarten to half day would be really unfortunate for all the kids. Um and also for working parents. Um I don't currently have any children in high school, but I would imagine cutting busing would be really stressful for most families. Um, and I know we talked in detail about the the uh IA program

007and the arts and art and music and how and and P um and how important they are. And I just really think that the current program is terrific. And I appreciate all of the educators that I've had the experience of working with and love hearing the happy stories that come home from my kindergartenner. That's it. Awesome. Thanks so much. Other public comments. >> All right. Uh board discussion regarding public comments. Thanks for your comments. Um all right. Agenda review. Do we have any non problem? >> Not that I know of. >> Okay. Can I suggest that we move CIP down to? >> Yes. At our next meeting, it'll probably be immediate business. Okay. Um, cool. Review. All right. We are on to New Hampshire School Board Association presentation. if we could welcome Mr. Christina up

008and to join us. >> Thank you, Kendra. Um, good evening all. Uh, my name is Bar Christine. I'm the executive director of the New Hampshire School Boards Association. Been asked to do a roles and responsibilities training for the school board. Um, before I start, um, Kendra and Jess, I see you've only got three of the five board members here. Your choice. I'm here. It makes no difference to me. Would it be would you be would you prefer if we did it when all five board members were here? It is not out of my time. This is not out of the way for me at all. I can come back at any time. I live in Dover. I work in conquered. So on my way back, it's a righthand turn and five minutes down five minutes

009down the road. It's completely your meeting, the board's meeting. I'm just wondering if it would be more beneficial when all five board members are here. And I totally understand. things come up, travel for work, you get sick, the kids aren't sick, they're in the ball game, whatever it might be. So, I just wanted to put that out when I was kind of paying attention that there's only the three of you. I prefer my personal preference is to do it when the full board is here so everybody's hearing the same message. >> We did talk about that and I think it was it got complicated because there were going to be the next several meetings where we were going to be missing a member. Okay. personal lives and >> how I mean how far out and

010not that I want to ask the board members to come out for an extra evening but you know if there's also possibility you could schedule it on an evening without a regularly scheduled board meeting for 45 minutes even again I just I'm happy to go through the presentation I just want it be to be worth my time and collectively the board's time >> in the November December that yes I think it was into December Yeah, and it is recorded. >> Yeah, I mean we do record them. >> Okay. >> And I would expect that board members >> board meetings that they are not attending. >> Okay. >> I I mean certainly if they have questions >> there's always an opportunity to follow up. It's a different dynamic though is all but you're you're you're by

011all means it's it's the board's meeting. I'm you're invited guest whatever you would like to do as far as I need. >> Do you guys have thoughts? I'm gonna be missing the next meeting. So, for me, I'd like to >> Sure. Okay. That's >> I totally get it. >> Yeah. >> I'm happy to I'll I'll why don't I go through it for and maybe do an embraced version and and then for maybe a half hour or so and then if you want to invite me back at a time that may be more conducive for the full board um by all means for a service organization. I I I I serve with the pleasure of the board. So, >> I appreciate that. >> Yeah, absolutely. So, >> did you have something you wanted me to project

012or No, >> I do not. No, thank you though. >> I did make copies. >> I say we have the presentation in the >> Yeah. So, um uh with that I I Good evening again. My name is Barrett Christina, executive director of the New Hampshire School Association. Um I want to thank the Deerfield School Board for inviting me out to do a quick overview of um of school board roles and responsibilities, speaking with Jess. Um there's some uh some new people on the board I guess from last March and maybe from maybe the March before that. So kind of a green board if you will. I know I was out here is that three years ago, two or three years ago, Jess or I'm sorry. >> Yeah. Yeah, it was right after I joined the

013board. I'm the longest tenured person on the board >> at all three years. Right. >> Okay. So anyway, um uh so I appreciate the opportunity to to come on out. We do this presentation um dozens and dozens and dozens of time of times a year. It's a basic um sort of schoolboard roles and responsibilities where we talk about what do what are the statutes and department of education will say about sort of the role of the school board compare and contrast those um about you know the role of the the superintendent and the school administration. Um and then the middle is sort of is sort of best practices. Awesome. So, um, everybody has a copy copy of the of the handout. I'm going to do a quicker bridge version. Then I can do, you know,

014anywhere. I've done these before. They last for two and a half hours depending on the questions and the Q&A and the usually we're doing that when it's two and a half hours outside of a regularly scheduled board meeting when you've got policies and and whatnot and everything else to adopt. So, um, but getting into the materials, three core principles that NHSBA advocates for. I'm start I'm on slide two now. Um um first is RSA 189 col one-8. There's a statute RSA 189 that talks about the duties and responsibilities of schools. Now that statute has sort of mushroomed or ballooned the last 10 years where it's a hodgepodge of things. But um the the the first aspect of that statute it says the the purpose of school boards it shall be the duty of school board

015to provide a district expense elementary and secondary education to all pupils who reside in the district. That's the purpose the and the sole purpose and the primary function of school boards to make sure that the children in Deerfield are getting an education. Right now obviously we know that every community has multiple constituencies. Right? We just had a parent come up and speak. You've got students, you've got staff members, you've got there maybe a municipal budget committee. Sometimes they have to deal with the the the select board on per on on certain issues. Um you've got taxpayer rights groups. So um you know, you've got a lot of constituencies that you have to consider and a lot of voices that you have to take into consideration when you're developing your budget and offering program. Um, but

016what I often recommend for school boards is that when you've got a tough decision, whether or not it's budgetary programming, an initiative that's before the board, and you've heard all the from all the constituents, and you've you've got to make a decision, ask yourself, how does this impact kids? How is this going to impact the education that we're providing here, you know, here in Deerfield? And to some degree, let that be your guide. Now obviously there are other considerations cost timing programming resources man so on and so forth but if you can always at least ask yourself if we move in this direction or if we accept this how is it going to impact kids if we don't accept this or we don't move in that direction how are we going to impact kids questions

017about that? All righty second core principle the collective authority of a school board. Um, it's important for school board members to to recognize and and realize that individual board members do not have any authority or any particular power to act on behalf of the board, speak on behalf of the board, and do anything relative to the board. The only time that the board can act itself is when the five of you are at the at the table at a duly called meeting under the right to know law where you discuss, deliberate, and ultimately vote on on a particular particular issue whether it's approving the minutes, approving an expenditure, approving programming, adopting a policy, ratifying a collective bargaining agreement, all the various votes and and and and matters that come before the board that need board

018action. No board no individual board member has any any specific authority um as an individual collective authority of the board. There are some cav caveats and carveouts for that. The board can delegate individual authority or de delegate authority to an individual board member. For example, you probably have a policy that gives the board chair certain authorities and responsibilities. Set the agenda with the superintendent. Sign certain documents on behalf of the of the board. spokesperson, whatever the case may call the meeting to order. But again, that was the board what collectively adopting a policy saying our board chair has has this authority to act on behalf of the board. Questions about that? Collective authority versus individual authority. All right. Core principle number three. Um where we spend most of a lot good portion of of the

019bulk of the presentation. Um uh uh uh sorry moving moving forward governance not management. Okay, two different domains. The superintendent manages the school district. The school board governs the school district. And how does the school board govern the school district? Policy, budget, strategic planning. Um those are the three big things. Some other ones that we'll talk about in in a few more slides. And the superintendent manages the school district. Now, when I say manages the school district, I conceptualize that as the day-to-day responsibilities of of of running of running the corporation, the the the the business, the school that we that we have here. Um, it's not in the PowerPoint slide, but I sent Jess a sort of a a longer like a white paper guide. It's called like the role the the roles and

020responsibilities, the long form of of this. Basically, if you look, I think it's on page maybe 11, 12, 13. you know, you don't have to jump to it per se, but we've included in that statute RSA or in that in that handout a copy of statute RSA 194 um- COL4. And that statute talks about the superintendent duties, all the things that the superintendent is responsible for um in in managing a school district. Again, it's everything from addressing payroll, compliance with grants, compliance with federal laws, making sure that your non-discrimination laws are being adhered to, bringing policy recommendations to the school board, oversight um and evaluation of all the employees within the school district, the real dayto-day type of operations of a school district. So, you know, by example, for example, if the boiler blows up

021in the school and a parent perhaps calls you, you don't have any authority to call the the maintenance guy to tell him to get in to fix it, right? That's just that's that's a management responsibility. Um, you know, the calling the, you know, the transportation company because one bus is always 10 minutes late. Superintendent's responsibility. the day-to-day operations of the school district fall on fall on the fall on the superintendent with oversight by the school board though and guidance by the school board. Where does that guidance come from? I'm I'm slipping over slipping over a couple slides now. Um I've talked about some of the management functions. I'm on slide six. um you know I so but on on slide seven um the oversight of the school board to make sure that the school board

022is or that that the superintendent is doing what the school board um school board uh desires if you um an important function of of the school board in your in your governance responsibilities is evaluation and oversight of the uh of the superintendent. Um the evaluation I bring up the evaluation aspect um because it's a challenge for every school board in the state. Um you know we've done some webinars we have some some some documents and sample evaluation forms and and and whatnot that I can provide you but I will tell you and I don't know what it was like um you know before before you know Jess got here what your evaluation you know uh system was like. I I probably asked Patty at one point or another, but um what I would often say

023is that with a brand new superintendent, um you know, you may need to tweak your evaluation process a little bit. And I know sort of just the the general makeup of SAU 53 is unique in and in and of itself where you've got co- superintendent and uh um but um you know I've often found that in in my experience that um evaluation models and systems are best developed locally. I can give you a rubric. I can give you a matrix. I can give you a scoring sheet. I've got probably 10 on file. Some of them are okay. None of them are great. If I had the magic form, I'd give it to you. But there are too many variables, right? There's just way too many variables. A firstear superintendent is going to be evaluated much

024differently than somebody that's been a superintendent for 15 or 20 years. Just the reality of it. A superintendent in a K K through eight school district here, right? K through8 district um is going to be evaluated much differently than a school district that has five buildings K through 12 and six principles and and every and everything else. So um to the extent that you haven't I should have stepped back a little bit too. Um the primary um not the primary right way to say this the starting point for a superintendent evaluation is goal setting. I presume that you did some goal setting over the summer. We are tonight. >> We are tonight. Fantastic. Yeah, that that that's that's good. >> You know, we often say, you know, try and start with the goal setting, especially

025when you have a new a new superintendent coming in. And I presume that you do some sort of entry plan to some degree. >> Sure. >> Okay. Um All right. Anyway, you're doing goal setting tonight, so at least you're you're on top of it that way. those that goal setting is to some degree going to be what the evaluation is modeled off of, right? You know, you set the goals um or else what are you evaluating on, you know, which is the part of the conversation is, you know, especially with the brand new superintendent, everybody, the five board members and the superintendent have to be on the same page as to what is being evaluated, how is it being evaluated, you know, are different things more important than other things. Okay, you've got five goals.

026Just picking a random number. These two might be crazy crazy important for the school district, right? These other three are important, but perhaps less important. So, are you going to weigh the other two first? I'm just saying these are parts of the conversation that the that the board needs to. >> Yeah, we had that exec board. >> So, we did do that, but that was at our executive board level through the SA >> through the SAU and then it's supposed to be trickled out through each of the districts. So >> that's also another unique challenge in sort of the the New Hampshire system. You have one superintendent, >> you know, covering four or five school districts. >> Your goals here in district tax maybe different than the goals in districtwide. That can put a superintendent

027in a a tough spot, which is why you got to have these conversations conversations early on. How do boards typically um evaluate in the sense of how do we get the information to evaluate right like the information that I have is from Jess and I trust that Jess is being honest with me but how do I >> functionally >> right >> understand because you know we sort of we have policies that we don't talk directly to staff about you know X Y and Z >> yeah that that's always the that's always one of the challenges and a common question from school board members. How do I know if the superintendent is doing his or his or her job? Right? So, um, so a couple different things. The reality is superintendent are being evaluated 247, right?

028By not just by the school board, but by my by the people sitting behind me as well, too. What I will say is that as members of the community, you're going to hear things, right? The ball game, the supermarket, the holiday concert, whatever it might be. If somebody brings a concern to you, just saying about whatever it might be, you call Jess and you just say, "Look, I'm not going to say who Mrs. who it was, but you know, I've heard this concern. Can you sit can we can you tell me about it now? Do we need to sit down and have a cup of coffee about it?" Whatever the case may be. I also am a huge advocate of when you're doing an annual evaluation, you do not wait until May to do it.

029You know, excuse me. So, you're going to do some goal setting tonight, right before the holidays. You go into a non-public session, 15 minutes, half hour after a meeting. Chess, give us an update. Where are we on these calls? I presume part of the aspect of goal setting is benchmarking, too, right? Three months, six months, 12 months, you know, 24 months if you got a two-year contract, whatever the case may be. Um, some boards do what is called, you may be familiar with the the term a 360 evaluation where you're getting a whole view. You're surveying staff and and and parents and communities. I've got mixed feelings about that. Um, you know, in a small district like this, maybe Jess has some some interaction with the with the kindergarten teacher. Probably not a lot though,

030right? So in a smaller district maybe there's more interaction in a large district absolutely not. So is it even worth asking you know while kindergarten teachers opinion may be important for this building and what's going on in kindergarten it may not be pertinent to what's being to how we're evaluating the superintendent. Um, you know, I've seen just some districts do what what I'll call a modified 360 where they will, you know, it's done anonymously. Again, there's risks with this where they may interview SAU staff and say building level principles, the people that are having the most interaction with your superintendent. Um, you know, again, in a small district, you know, one comment, you know, you're not necessarily going to share the comments with Jess, but, you know, you got to be mindful of the confidentiality

031that comes along with that with comes along with that as well, too. Um I will say I don't want to sound like a salesperson but NHSBA is we're looking at re um not re but basically introducing um some programming um probably for fee um but with a couple consultants that we work with that are long have been long they're retired now but they were long serving New Hampshire superintendent to come in and talk to boards for a couple hours on how to get started and then you know if they want followup you know additional costings of that nature. So, um, if you want to have that conversation amongst yourselves, you know, I can have an informal conversation with you guys as well too. And we're not talking big money by by by any means, but

032so, you know, um, others stuff is going to be, you know, sort of what directives you give your superintendent, you know. So, in top on top of, you know, doing goal setting, I presume that's going to be somewhat of a joint conversation. Jess has her ideas, the board's going to have their ideas, right? Um, and then, you know, hopefully there's some cohesion and mix with them. Um, you know, so part of that's going to be, you know, that's why you've got to monitor the goals and why you benchmark the goals and you need to check in on every, you know, I say don't, you know, in a normal, let's let's say you would start, let's say you've done your goal setting in July. It's just, you know, you said I would have said, you know,

033check in around Halloween, you know, check in before the holidays. Do you do these mini check-ins every two months? You know, um, you know, where you going to a non-public session? Say, Jess, you've been on the job for three months now. We set these goals. How's it going? What's Do you need any supports from us? Do we need to pivot and modify anything? Because you got in and you realize what we had talked about three months ago in July isn't necessarily working. And if why is it not working? That could be a thousand different things. The principal, you know, with no notice. um a pandemic hits, you know, there could be a thousand different reasons why. Um the other aspect too with the what I what I say with the evaluation is that if you

034know there a couple different aspects too. So let's say you as a board member get a phone call from a constituent who's got a kid in the second grade and it may even be your neighbor, right? You know, um and so you they there's something going on in the second grade classroom. you follow your proper protocols, you follow your proper policies. You don't have any authority as an individual board member, right, to to call that second grade teacher or evaluate that second grade classroom. What do you do? Policy K and KB talks about do you talk to the parent? Did you go through the chain of communication? Did you talk to the teacher yet? Did you talk to the principal yet? And but you give Jess a heads up and you say, "Jess, Mrs. Smith

035from second grade classroom, call me with this complaint. I trust you'll take care of it." Right? and Jess may delegate it to the principal or special ed director in the building depending on what the nature of the issue is. So a week goes by and that parent calls you back and he says, "You told me the superintendent was going to be calling me back and nobody called me back." So you get on the horn and you call Jess and say, "Jess, you know what's going on here?" Two different So that's one scenario. The other scenario, you get a call from the sec from a parent in that second grade classroom. The next day you get a different call from a different parent about the about the about the same about the same classroom. Right? So

036you get three, four, five phone calls from parents in the same classroom and you call Jess and you say, "I don't know what's going on in that classroom, Jess, but I've heard from like 10 parents in the last two weeks. You got to check in on it." If the problem has not been rectified or resolved or there's still problems, you're going to hear from those parents, right? Either formally or informally. They're going to pull you. They're going to call you where you know you going to pull you aside at Hannerford. They're going to pull you aside at the ball game or wherever the case may be because you're parents and you got kids in the district and that's how you know people in the community. So, and and does that help? I know I mean

037there's a lot of aspects to this as is as as as well too. That's sort of a long-winded response. So there's no easy way to do it. There's a little bit of blind faith, >> you know, >> right? >> So, >> and can I just clarify what um I hadn't it hadn't occurred to me that we would do it in non-public session. What let or like what category would it >> I think you can do it under A or C. >> Okay. >> B is the hiring, right? If I'm not mistaken. >> Yep. >> Yeah. So A's talks about the the >> dismissal promotion compensation. >> I mean it relates to some degree compensation and C is the reputation privilege and I think either one of those are you safe. >> That's helpful. Thank you.

038>> Any other questions about superintendent evaluation? >> Yeah. No, I we need to sort of discuss that as a board because I don't think we typically had a great evaluation system beforehand. >> We hear that from a lot of board. You're not alone. Not that that helps you. >> Yeah, I think the um the the executive board has been trying to figure out a strategy for the whole SAU and that sort of fizzled out because each of our districts has their own issues. So, we couldn't find a >> I I remember I had this, you know, I I haven't done training for Pemrook in a number of years, but I've had this train this conversation with them when Patty was there. I've had this conversation with the Chai Chester and Allentown boards when Peter Warbertton

039was there. I think I've had this conversation with Jack and and the Epsom board. So, you've just got a unique makeup. Um, you know, other multi-dist SAUs. Um, one of the ways they do it, um, is that they they create an ecom essentially the chairs of all the of all the of all the boards. Each individual board will complete their own evaluation that goes to their board chair and then the board chairs get together with sort of aggregated information and data and have that conversation. But I mean do you guys ever do do you ever have any encounters with Jack? >> Um at the full school board meeting >> and at executive board whichever one goes to executive board. >> Okay. So there so a little bit but yeah >> I mean probably not enough

040to evaluate. >> Oh no I cannot that's a whole other question. twice a year. >> Yeah. No. Right. Exactly. So, >> but it is it is an interesting um problem. >> Yeah. >> Problem quote unquote because there are five districts. Yeah. >> And we really only work with >> two. Right. Exactly. No, I know. I know how the >> So, the voting or like the decision making at the SAU level is interesting because one district doesn't have that much say, right, in Right. in how things happen because it's relying on all all the districts. >> Right. Exactly. questions about that? No. Okay. Um, on slide eight, and we've got a I apologize. It's like in 4.5. I can't even myself. There is a larger version of this in the in that large handout. I forget

041what page it's on. This is a nice little cheat sheet. Um, schoolboard governance and management. We've got sort of the topic here. And sometime you just want to be mindful of your time, so leave my phone out to track the time. Um on the you know the lefth hand column sort of the general topics policy and decision-m board meetings budget so on and so forth and then the middle column the school board's governance responsibilities under each of those topics and then the superintendent's management responsibilities under each of those topics. The most important thing that I think this slide shows and this little chart shows is, you know, we get questions at NHSBA all the time from board members, from new superintendent, often times when we're at the legislature. Um, you know, and who and and

042you know, given the Claremont issue, we certainly got a lot of qu whose responsibility is this, who's responsible for that, who's responsible for this, who's responsible for that. Everything that goes on is a shared responsibility. Every single thing that goes on is a shared responsibility. There are budgetary aspects that fall on the responsibility of the school board. There are budgetary aspects that fall on the responsibility of the central office and the BA and the superintendent. There are educational decisions that fall on the responsibility of the superintendent. There are instructional and curricular decisions that fall under the responsibility of the school board. Most of those are going to be policy and budget related, but there's still a responsibility there. So, you know, if any of your constituents ask, well, who's responsible for the budget? Who's responsible

043for this? Everything is a shared responsibility. Some is weighed a little bit more heavily towards the board, others a little bit weighed more heavily towards the administration. And a whole bunch of school districts are smack dab and smack dab in the middle where depends on the nature of the board and the nature of the superintendent and and the size of the district as is as as well too. The smaller the board the smaller or so not the smaller the board but the smaller the school district in my experience the more the board may be involved in sort of you know employee decisions and who's hiring this and who's hiring that and so on and so forth. But, you know, obviously in Manchester, the superintendent is not hiring, you know, or the school board and the

044superintendent are not hiring every pair of professional uh in the district for crime while that they'd have nothing else to do other than sit there and interview, you know, 2,000 pair of professionals all year long. So, questions? All right. Um, I'm going to do the real bridge version now, too. I'm not going to go through all these slides. I'm going to go through the slides but not with all all the all all the awards. Um getting into sort of the core core roles and responsibilities of school boards and core duties of school boards. Uh foremost is is policym school boards are by and large a policymaking body. Um, I didn't look at your agenda, but you know, most school boards will have a couple policies on the agenda on on every single agenda. Whether Yep,

045you I see everybody nodding. Whether or not it's adopting a policy, reviewing policies, going over a policy, asking questions about policies. Why is policy so important? Well, first of all, the New Hampshire statutes, the New Hampshire Department of Education regulations put policymaking as a primary responsibility of of of the school board, both in statute. Um, the parental bill of rights just came out. School boards have to have multiple policies, you know, within the parental bill of rights. um the the minimum standards for public education, the ED306s that the state board just adopted, just adopted and moving on a year now in December. There were probably 25 or 30 policies just in that document that are required for school boards to have on on on the books. attendance and absenteeism, homework, how homework, you know, impacts

046grades, competencies, absentee and truism, bullying, um, you know, uh, uh, and a whole host. How, you know, how many credits for graduation? I don't know. That's not a concern here, but you know, >> we have policy. >> Yeah. Um, you know, any anything like that. So, and why is policy so important? Well, it establishes the rules, guidelines, and expectations for who? Everybody. Everybody in your community. Think of your policy manual. Section B. Who does that deal with? The school board. You've got policies that regulate yourself. Authority of the board chair, right? How to deal with right to know law requests. Board staff communications. Um, you know, perhaps some rules of order are in there. You've got policies that regulate yourself. Section C is what? Administration. You've got policies that that regulate the the administration. Um,

047you've got policies that talk about staff expectations. You got policies that talk about student expectations. Intermiggled in some of those, you've got policies that may deal with parental expectations. Section K deals with sort of dealing with the community at large, public information programs, community involvement, chain of communication. when you get complaints from members of the public. Um, and when I say policy and when I say the entire community, I literally mean the entire community. We talked about all the constituencies that school boards had when I when I started, right? When I say who do your policies impact you would who do you, you know, most people just know staff and students, right? The people that are in the building all day long. Let me ask you, do you rent you have a do you have

048a gymnasium in this in Do you rent that out to like the town wreck league and to Yeah. >> rent it? >> But but you have but you have a user agreement. You have a user. That's a policy, right? And you probably have policies about other organizations. The Boy Scouts and the Flower Club can come in and and use space. Um policies on visitors to school, right? you know, everything from you got to sign in, you got to show an ID, you got to get a badge, we're going to lock you in the vestibule and somebody will escort you across the building. I've been in some SAU offices where they scan my driver's license. So, I'm not just putting John Doe or Barrett Christina on a piece of paper. You know, they've got a record

049that Barrett Christina entered the building at 10:15 a.m. for his with his, you know, because he had an appointment with the superintendent or or the board chair, whatever whatever the case may be. So when I say your policies impact the community at large, I I really mean they impact your community at large. That's why policies are so are so important. The second um you know primary role and responsibility of of school boards is to set and establish the budget and provide budget oversight. Um and when I say set the set the set the budget, that's a little not entirely accurate. the voters ultimately set the budget, right, when they vote on it at your annual meeting. And do you have you have a budcom here by chance? Do you have a budget committee, municipal budget

050committee? So, they're actually setting the budget that's going on the warrant and is being discussed at the uh at the uh the budget hearing and things of that nature. But the board still has budgetary responsibilities and budgetary oversight even following the annual meeting. Um I presume that you are are signing on. We've got a a policy and provisions for signing off on the manifest. You know, the law says you got to have two board member, at least two board members do it. Some boards do it at a board meeting. Other times they do it, they swing by after work or whenever you know you're able to to come over and do it. Um I presume I hope from time to time you're getting um uh you know uh reports from from the business office. All

051right, you know, it's we're over on this line item, we're under on that line item. um there's a transfer of line item authority that the that that boards have where you budgeted X amount for this line item, but you're either over or under on that line item. So, either take money out of it or move money in. The two classic examples are you you budgeted to have the driveway plowed 15 times and it was a it was a it was a heavy winter so you had to plow it 30 times. Um the most, you know, obvious one and the the most, you know, significant one is generally your special education line item. Um you get a child that moves in in the middle of the school year that requires intensive services and and you didn't

052have that budgeted. So fortunately, it only snowed three times this winter, so you can pull money out of the the snow plow line item and and and move it in there. Um the other most important aspect um given all the things that are going on, do you do an annual audit? >> And if you if you answer >> if you don't just like tap your nose but don't say anything. >> I just have been behind on them. That's why that's that's one thing. Just you know um they're not cheap. They're time consuming. But please, please, please do an annual audit moving forward. Um, and the other thing too, just in the interest of transparency, you know, we've been floating around ideas at NHSBA given some of the hollow blue and we know we're going to

053get a lot of legislation this year. There's probably 50 bills already filed about trying to deal with this. So, going to try to mitigate that as much as I can. um when the when the board receives the audit, when it gets back, put it on the agenda and discuss the executive summary of it. You know, if it's clean, fantastic. Hey, great. We got a clean audit. Kudos to the BA, the business office. You know, if there are I'm going to use the word deficiencies that may sound a little bit strong. Um you address those. The the not the auditor noted these two or three things. They said we should have a policy on this. They said that we should that the that the administration should tighten up some internal controls, whatever the case may be.

054Talk about it. Put it on the agenda when you receive the audit so the good people behind me can know that you're doing your your due diligence with the with your fiscal responsibilities. And then heck, even post it online. You know what I'm saying? >> They're all posted. >> What's that? They're all Yeah. Good. >> DA just did that a thorough review of that for all the findings at our last full board meeting. Okay. So, that went that went out with all the findings and the remedies and all. >> Perfect. Perfect. Perfect. Um, questions on budgeting or policy work before I move on. >> Okay. I'm on p slide 13. Strategic planning. >> Actually, sorry. I did have a question about the manifest review. Yeah. >> Um, because this came up at a municipal budget

055committee meeting recently. So, it is permissible to have only two board members sign the manifest. >> Correct. statute. It's RSA 197 colon. It's either 23 or 23A. I forget which one. Um it says upon authorization of two school board members. >> Okay. >> Um so I don't know. There may be boards that do more than that. I don't I don't know offhand, but the common practice is two. >> Okay. >> I assumed that there was a reason we were doing two, but I didn't know offhand. >> Yeah. So again, it's 197. It's either 23 or 23A. I forget what specific one. >> And we So we started last year doing monthly expenditure reports. >> So we review those. We published those. There was a request last night actually about the manifest >> being public. >>

056Yeah. >> Um we have historically not made them public because we're a small community and so much of it could be >> identifiable. Yeah. Um What's that? >> There is a lot of person identify. >> I'm sure there is. I'm sure there is. >> Um, so here's what I can say. The default is that every document in your possession is a public record. >> Yeah. >> Unless if it's in one of the exemptions under RSA 9185. Um, so you know, if somebody were if somebody were to say, I want to see the manifest from, you know, the October school board meeting, you got to provide it to them. Yep. Redact. >> You'd have to you'd have to go through and redact it whether or not you trust that to be done internally or whether or

057not you send that out to private counsel >> to identify. You know what I mean? I just I I I understand people get and school board members as well too get frustrated with the budgetary line items for for legal for legal expenses. But, you know, I'm a lawyer by trade. So, I'm like, you know, I would much rather spend the legal fee to have an associate go through and make sure you're not releasing anything personally identifiable information versus you're releasing something personally identifiable that, you know, some releases are innocent enough. I will tell you right now, I I know this from experience, personal experience, which I really try not to get into when I'm in public doing my job, but I forget if it was when my daughter was in sixth or seventh grade, it

058was they were still using Smarter Balance um because the statewide assessment, >> something got off in the stuffing of the envelopes with the way the envelopes were addressed. So, I received another kid's assessment scores. Somebody else receives my daughter's assessment scores. I mean, this is a good size school district for New Hampshire. So, this probably impacted, you know, hundreds hundreds of kids. Um, and I know that they were I know they were one off because my last name is Christina. I received the one for the person, their last name was like Christy or something like that. So, I could tell it was it was one off. So, um anyway, my point being is be careful with what you're releasing. And I presume you're talking about special ed kids and special ed costs and there may

059be Yeah, you've got to redact it. You know, anything that could be on there whether or not you feel comfortable doing that internally or you would want to send that to private council. Is it are you aware of any boards that proactively publish the manifest or only do it under a 101A request? >> That's a good question. >> I want to say yes. I know some districts that post it online, but if you were to ask me who >> Sure. >> I don't know offhand, but I think >> No, I know. I I I don't recommend it because the amount of stuff we have like I don't I'm not on the manifest committee, but I did review it this week because our members out of the country. >> Um >> and just looking at it,

060you know, you can there might be a transportation company listed, which people might not think is personally identifiable, but hey, I see that bus company come pick up my neighbor's kid every day. >> So now I know how much that child is costing >> for transport every And and I know that just again hearing talking to school boards and and central office people, you know, the memo line on a on a check, >> you got to be very mindful with that. You know, some districts will use like initials, which is dangerous, but you've got to have something >> to be able to >> to to to trace it back to what what it's for and who it's for, you know? So yeah, if you're paying a transportation company, a residential facility, you know, uh medical

061care, whatever the whatever the case may be, you got to like something and I say check. A lot of these are not obviously checks anymore. Um but there's going to be something on either that invoice or the PO that has going to identify >> which student. >> Yeah. Because we have to track per student for a thousand different reasons. special ed law, Medicaid reimbursement, >> you know, the for a thousand different reasons. >> And if we were to get that request for um the manifests, it there would be a cost. We would be charging the person because we'd have to print every paper to redact >> every document. >> Right. Got it. >> And the man hours, >> if you're doing that internally, that's a lot of manh hours to >> Correct. Yeah. I can't

062imagine um how long that would take. I mean, it would be my position, I think, that we would send them all to legal counsel for redaction. So, >> if it's a budget line item that people want to approve for, you know, higher legal counsel, >> we can do it. But, >> yeah, we could get a >> I've got some stories about that, but I I'll I'll save those for for time. So, any other questions? >> That was a very timely conversation. Um, so I'm on page slide 13. Um, strategic planning. Do you have a strategic plan here? Do you have any longer planning? No. >> Consider it. >> Not yet. Um, a a good time to do strategic planning is when you have a new superintendent. Um, I'm just saying um you know because a

063lot of that so a lot of this stuff flows together. Right. >> Right. So, you know, one, there is a there is a requirement in law that the Department of Education rule 303.01G, school boards are supposed to develop long-range plans and identify measurable and attainable short-term objectives. I I call that strategic planning just for the for for simple simplicity sake. Um, you know, number of reasons why NHSBA advocates for strategic planning. One, it lets you forecast into the future to some degree in terms of capital improvements, in terms of student enrollments and populations, staffing. Um, ties into a capital improvement plan if you have one. It ties into buying curriculum, buying computers, buying supplies. Um it's a good um it's a good tool to use to develop the superintendence goals. Like so for example, if

064you had a if you had a strategic plan and let's say it was relatively new within the last year or so and it was a five-year plan and you know and you bring in a new superintendent, I would say you got a strategic plan. We're talking about superintendent goal setting. What do you think the superintendent's goal should relate back to? the strategic plan that you just spent time and time and time and effort on. Um, strategic planning can be done in a variety of different ways. Uh, I've seen some school boards do it over a matter of three months, four months. I've seen some boards do it over the course of a 12-month process. I've seen boards do it where they handle it internally, but then they'll get community feedback via surveys, community forums, meet

065and greet type of stuff. I've also seen some where um where the board has said, "We're inviting the community on and we'll create subcommittees, right? So, if you want to be a part of this Deerfield and the Deerfield community, let us know and we'll find a spot for you." Those are often, again, just my anecdotal experience, that model works better in kind of larger districts and larger SAUs. Um, but here's a great here's a great example of of of why strategic planning is beneficial and why looking at a variety of different sort of aspects of school board or school, I'll call them school district operations is beneficial. this district, this was maybe 10 years or so ago, um wanted to undergo a larger district, a handful of buildings, so on and so forth. So they

066had different committees. They had a facilities committee and a technology committee and a whatever else committee and they had an elementary school, maybe it was what they had a building that was like 90 years old or 100 years old, right? So obviously that needed some work. They had a technology community that was like, "We want the latest greatest internet and the latest greatest science labs and the latest greatest technology in our school. This is great 21st century learning." And then the people on the facilities committee were like, "We've got like asbestous in here and like I don't even know if we like can we even run like Wi-Fi in this building that so anyway it it it brought people together to have that conversation was like we've got we've got we've got some things to

067think about and consider here." So it was um I just I find that is sort of I I'm I'm entertained by that story. I hope I hope maybe it was I think it's a good example though of how making sure that the left hand is knowing what the right hand is doing when you're doing goal setting and when you're doing strategic planning. So questions on that. All right. Am I running too long? Am I doing okay on time? All right. Uh board goal setting. Talked about that a little bit. Um examples of some board goals. I'm on page 17 now. Um, another primary role and responsibility for school boards, communication. Um, communicating with your constituents is I don't know if it's more important now than it ever has been, but there's certainly the expectation that

068information will be made available and information will be made available as soon as your constituent wants it. um you know obviously that you know to some degree dictated by technology and we're used to having information you know like that um you know but when I say communication with your with your constituents um I know we're recording the meeting is it live streamed or just recorded right so um so that's one way to help you know facilitate communication with your constituents by making it easier for them to attend school board meetings we do the public comment we got a handful of people in the in the in the audience tonight. Um, but you know, so I but I mean more than just posting notice of your meetings obviously and making video recordings and audio recordings available

069and and posting your minutes online and whatnot. Um, you know, part of this is still somewhat of a of a COVID response and sometimes I like to joke it's a COVID trauma response. Um, where you know everything was changing every 24 hours, right? And so parents, you know, we needed to we needed to be able to communicate with parents in a minute's notice because today we're doing, you know, hybrid, but lo and behold, you know, 20 kids just got in the first grade class just got wiped out, wiped out with the rona. So, we're gonna we're we're pivoting and switching again, right? And it was also our kids eating in the in the in the you know, can they take the mask off at lunch? Can they sit next to their buddy at lunch? can

070be run outside and take the masks off and let the first graders get some fresh air and run around and see their friends. So it there was all that planning and all that communication, right? Um so I think there's still an expectation to for for parents and constituents to have that information and the technology helps. I presume that you know you got like a a text message service for snow days and and I know there was obviously the issue in in Pemwork yesterday. So, I imagine you have different tools at your disposal to get the message out as soon as possible. Um, do you do any social media here? >> We have a Facebook, >> do Yeah. So, that helps somewhat. Um, so just be mindful. What I've also found, too, I've talked to a

071handful of school boards that are trying to find creative ways to be visible in the community that are not just the the ball game and the concert and the PTA. For example, um uh the conquered school board. Uh you may know there's the farmers market in conquered by the state house every whenever they run from June to probably winding down now, right? Um a number of years ago, the conquered school board went to the people that organized that that farmers market and said, "Can we have a booth?" So they set up a booth. I think maybe somebody brings a carff of coffee and it's just coffee hour with the conquered school board and two members of the conquered school board. I think they do it on a rotating basis so it's not the you know

072the same two people that are stuck with it every Saturday or Sunday but people can walk up and buy their apple pie and you know oh hey you know conquer let's talk about the budget let's talk about you know the building project that's going on let's talk about the issue with school care you guys have school care or health trust >> care what are they hitting you for >> 260 a lot of different things going on all at the same time relative to that. So >> anyway, my point being is they found a creative way >> to to you know to so if there are community events Yeah. >> you know just ask you know hey can we just have a booth? Can we sit here for an hour and a half at whatever it

073is the Deerfield fair or if you have farmers markets or whatever is going on and have people come up and you know just be able to have a conversation with you about what's the budget looking like, what's going on with school care. simple outreach like that. It's more time out of your day. I get that. But you signed up for this and you make big bucks being schoolboard volunteers. Questions about Yeah, go ahead. >> One thing I struggle with for the Facebook page, for instance, is, >> you know, I tend to not post that much commentary because I it's hard to figure out what the message from the board is. Yes. >> Versus what my message is, which might be different. >> Yeah. Um like you know we don't allow comments on our posts and

074we don't use it. >> So it's the district's Facebook page. You're managing it though to some degree. Yeah. >> Yes. >> It's a board, >> right? Do you have That's what I meant. Yeah. Um >> I mean have you adopted a policy? >> We have that says, you know, it's it's for informationational purposes only. >> Yeah. >> Um occasionally if people have questions, I will personally Yeah. say >> I got a question from a constituent about the this that or the other thing. Um, but yeah, I struggle a little bit with the Facebook page because there's not always a clear message from the board. Yeah. >> To the community about X, Y, or Z. >> Yeah. Um, do me a favor, Kendra. Shoot me an email tomorrow. >> Yeah. >> I know that, you know,

075part of our we do it under sort of the right to know law angle. Um we have done um some lots of trainings on digital communication. I don't know will does most of the for that. I don't know if we what we have recommended relative to like board or district operated social medias. You know, we give a lot of advice to the individual schoolboard member who's got their, you know, Kendra for schoolboard Facebook page, which is not an official page, and you have to have disclaimers and, you know, careful what you post and all that kind of stuff. I don't know. But if you send me a reminder email tomorrow, just feel free to do the same or copy each other or whatnot, I'll talk to Will and I will forward you um the latest

076probably from last spring um handout that we've that we did for the for that webinar and I'll double check and see what um what the content of that is. >> Will we may even have that's also the type of thing I'm sure will and I have researched it over the years in our Dropbox. We probably got some articles, things of that nature. So >> I'm also try to be very careful about our our the board's electronic >> Yes. >> um conversations. >> Yep. >> So I will always say like do not reply all. >> Yeah. >> Um this is forformational purposes. I'm giving you this for information for the next >> if you need that. I'll send that along too. >> Yeah. >> Because actually that may be the same handout. One one area that

077we've struggled with is >> I have at least found it very helpful to do presentations to the community. No >> doing like a public forum. So we did one on special education. Yeah. >> Explaining sort of how special education funding works, who's paying for it, how you know what what the laws are that we're required to do. >> Yep. But you know I will I will create the presentation because in my view doing it as an entire board if everyone has input and we're all working simultaneously that's creating an electronic meeting. >> It is. >> So but then we're presenting something that the whole board hasn't had input into. the the one question that we have in the office sort of an academic question because courts have New Hampshire courts have not addressed this yet

078>> and we've talked to fellow attorneys like at the municipal association and some of our other colleagues is um the simple use of like a shared document in a Google drive you know can can three people five people work on that simultaneously you know from home off off schoolboard hours, you know, not at a duly called meeting and you know, you're sitting there making some comments at 7:00 and then Kendra gets on and reviews and makes a couple tweaks and then you get on and do the same thing. Um, you know, the conservative response to that question is, yeah, don't do it. >> That's what we have been doing for >> Yeah. But, you know, and I and I get it's I mean, the right to know law has historically been very very slow to

079catch up to technology. >> I mean, even if we all have access to it, then it's a publicly available document regardless of what form it's in. >> Correct. >> So, with all of our comments with like if people are having questions and answers like to me it seems like such a big risk >> to have this big open document. >> Agreed. And and the you know the flip side of that is the inefficiency of having to email it out and then come to a board meeting for com or so a comments are sent to the superintendent and then it can only be shared at the meeting. You know that that's the you know transparency and efficiency are sort of different sides of the same coin sometimes. So >> I mean we even try to be

080careful on Facebook like on the town page somebody starts talking about educational issues and like I see Kendall response that's >> that's the hypothetical that that we give you know there's a hot button issue in town and you post at 5:00 three hours later Kendra sees it and she posts not even knowing because there were 100 posts in between not even knowing that you posted and then an hour later before you go to bed a 100 comments later you have no idea two of your fellow board members commented and you comment is that again this is one of those you know we try we try to advise very cautiously you know the courts haven't addressed that um but you know >> we don't want to set the case >> you don't want you don't want

081to set the case >> and then there's also concern like if >> I just don't look at Facebook >> it would also not be permissible at least by our policy if Ellen was commenting and Canon was commenting And I was texting Ellen saying, "Say say this, say this, say this." >> That would still be >> correct. >> You can't do right. The one of the one of the aspects of the right to know law is you can't do anything to circumvent the spirit or intent, >> right, >> of you know, there was the the one of the first digital cases um in New Hampshire never went to the Supreme Court because everybody knew that the Spirit Court was correct. It was out of Oyster River 2008, 2009, 2010. Um, you know, and this board chair

082had it out for the superintendent and came in and wanted to make changes and didn't listen to me, didn't listen to his their private counsel who was a school law attorney, found an attorney, either his neighbor or somebody he went to church with or something that never dealt with right to no law or public municipal law at all. So he was he'd email you separately then email you separately the same email and email you separately and then say never qu there's never qu there's never a corn and the judge was like come on dude I know exactly I know what you're trying to do right you know you know if it looks like a duck and acts like a duck you know it's a duck so um >> and our we have a policy that

083says you can't >> you know do that yeah and be mindful to you know in ent mistakes are going to happen. You know what I mean? You're going to forget to the BCC and you're going to send it out or whatever. You know, if it if it you know, if a mistake happens, you know, you you you address it at the next meeting, so it's in the minutes and you do me a culpa. You know what I mean? And that's the that's that's the best. We apologize. This was just a misunderstanding or lack of knowledge. We called NHSBA. They told us do this, do that. We're doing the training. We're doing right to know law training with them when we can schedule it and you do a mia, you know, questions. Am I okay on

084time? I know I said I was going to do the aided version. I want to be mindful of want to save the rest for the for another time. I mean, do we want to keep going? >> There's quite a bit. >> There is quite a bit. >> Yeah, this that's about half of the presentation so far. >> Yeah, I think that's fine. So that's the baseline. Um let me just sort of recap real quick. Collective authority versus individual authority. You have to work as a collective group. The five of you, right? Governance, not management. School board governs the school district. How do you govern the district? Policy, budget, strategic planning, evaluation, oversight of the superintendent, communications with your with your constituents, management, day-to-day operations. Is the boiler working? Are the buses on time? Are staff

085following policies and doing what they're supposed to be doing? Um, you know, are uh uh managing students, managing grants, managing the money, so on and so forth. And in the middle is, you know, your policy work that gives direction to the superintendent, but shows um but but but expresses how the board would like to see things done and what you would like to see done. So, >> can I answer a question? >> Yeah. Um, so there are from time to time issues where it's not clear where the boundary is between setting policies for the school district and sort of what I will call micromanaging of the school functions. >> Yeah. >> And I'm not always sure how to deal with those or like I'm going to give an example because I'm sure he would be

086fine with it. Um there's a public commenter who comes every year and asks about Halloween costumes in the school. And to and my response generally is that that's not really a board level decision. That is an administrative decision. >> And my view is that it's the board's um we should be supporting whatever the administration decides on that issue. But then they will come continually come back saying this is this is actually a board decision and I I don't know how to sort of navigate those >> right >> discussions. So here's what I would tell you. There's nothing law about Halloween costumes. >> Right. >> Yeah. >> In the absence of law the board is free to if it so chooses adopt a policy regulating the use or wearing of Halloween costumes in school. Right. If

087you wanted to as a school board wanted to prohibit the wearing of Halloween costumes in school, you would have that prerogative to adopt policy. I would think that your absence of a policy or the board's absence to of choosing to act >> right >> on that request from a constituent means that you're happy with it being an administrative function. There's a you may have a policy. So maybe in section B or C and and and and if you don't have a policy, there's also sort of a a general operational aspect called administration in the absence of policy. If you don't have a policy on a particular topic, the default position is that the superintendent either him or herself or through delegation has the authority to make a judgment call on that topic. If the board

088does not like the the judgment call that the superintendent has made on a particular topic, then I would encourage the board to have that conversation with the superintendent and adopt the policy giving the superintendent guidance on Halloween costumes. So, you know, that that that's what I would say. If you don't have a policy on it, the superintendent either him or herself or through delegation to the building level principal or the sped director, whoever the topic falls under, has the has the authority to act wants action in a certain way or doesn't want action in a certain way, you have the prerogative to adopt policy. >> So essentially, if something if the board wants something to happen, we really need to figure out a way to put it into policy. Not just >> Yeah. Yes. No.

089you know, don't put you can't have a policy on everything, >> okay? >> Because you can't regulate everything. >> You know what I mean? There are times when you may want a policy. If it's going to be a long-standing issue that impacts the district as a whole on an ongoing basis, maybe you want a policy. There may be other times where you simply give the superintendent a directive. you know, superintendent, we want you to report back to us on how many school districts allow their kids to wear Halloween costumes, right? And so then Jess is going to call around to her fellow neighbors and superintendent and call me and say, "Do you have a policy on this?" No. What do you do? We let you let the building level principal manage it. Right. So, but

090you don't need a policy on that. You're telling the superintendent, "Look into something for us." >> Got it. >> Right. and report back to us about X, Y, and Z or whatever the case may be. Yeah. Be mindful of trying to pigeon hole everything into a policy. >> But it wouldn't be appropriate, I think, to say without a policy. >> I mean, first I would say look at your dress code policy. You probably have a dress code policy. >> We do. I'm sure >> you know, >> but but it would not be appropriate for us to say principality, we need we want you to allow Halloween costume. >> I mean, I you know, my personal opinion is I think that's that's micromanaging. That's That's my position. that that is that is touching on the supervision

091of students >> which is a an ad administrative prerogative not a prerogative administrative responsibility >> right >> in the in 194 C4 C42 which lays out all the you know um again if you the white paper is page like 13 I'm sure there's something about you know oversight of pupil that kind of stuff so right okay got But you know the other thing too just to be you know respectful of of you know I have that conversation in a lot you do this training for a lot of school boards you know I I I'm I'm cognizant of the fact that you know one person's micromanaging is another person's good governance >> right >> you know what I mean and and as I said there were smaller you know I know some small districts you know

092some K through five school districts where the board is heavily involved in in things of that nature. You know what I mean? And if you know and if it works for their district and that's the way the school board wants, you know, the superintendent has a decision, is that something that I make a couple with with my board or is that something that I'm not going to, you know, not not going to push as sort of uh, you know, impeding on my quote unquote territory? So, I know different boards may have may have may have different ideas, but anything else? I hope you found it helpful. I know we didn't take up much time. >> No, I thought it was great. >> Yeah. Um, you know, uh, follow up with an email on the electronic

093communication stuff. >> Yes. Um and um if you would want to schedule a time when we can get the rest of the board here and um typical training is you know to have a good conversation is about an hour and a half. I understand it's another night out for you if you got a meeting tonight. We I can squeeze it in in about an hour. So much of that depends on sort of the level of engagement with the board and whatnot. But check your dates, check with your fellow board members, get back to me and as I said I'm I'm happy to come out again at the board's at the board's request at any time. >> Great. Great. Thank you. >> Thank you. >> Okay, >> we will move on to our next agenda item,

094which is the budget presentation. Do you need any shared or anything? Do you need anything shared or like big screen for budget? Okay. >> No, unless you want me to put it up there on a big screen. >> I think we're all right. >> All right. Ready? >> Yeah. >> So, just as a primer for for people on the board, this is this is rough draft as I understand it and it's certainly not going to be all the budget lines. So you if looking at the grand total is not not advisable at this point because it will most of the budget line items have not been filled out yet. So yeah, because we break the budget presentation up into two separate sections so that way the principal can highlight the day-to-day functions of the school

095that are part of the budget and then when Amber will join us the next round and um special education as well. So that way we can talk about uh staff salaries, special education like those personnel and benefits and those kinds of things in addition to the building budget which is what Mrs. Wood is going to talk to tonight. Um we Kristen and I had a question for the board on how you wanted her to approach tonight's budget. Did you want her to go through every line that she adjusted for this year or did you want her to focus on the items that had um a swing up or down? What was the board's preference? >> Um I can't speak for the whole board because I've been through the budget creation three years now. So if

096other people I would be fine with just sort of big swings but understand that other people might want other things. So what say the board? >> So you said adjustments versus swings up or down. Is that different? >> Well, you could go line by line. So like let's say we go through general supplies. That doesn't have any difference. So we could go through every single thing that makes up general supplies or we could just go through the ones where there are increases or decreases. Oh, okay. Yeah, that's you said adjusted and then you said, >> "Oh, sorry. I promise." So, it sounded like the same thing to me. >> Sorry about that. >> There's nothing really. It's a big swing. So, >> well, between the B $50 had $1 in it before and now it's

097up to 50. Like, talk about why that's kind of gone up. >> So, the um I just have one question. The first one, education technology, it looks like it's basically the same as the default budget. What page are you? >> Oh, am I on the wrong page? Never mind. I was on I already jumped to page. >> Yeah. Do you want to >> I'm sorry. I didn't look at >> Do you want her to Do you want us with you to go line by line or >> No, I'm okay with doing ones that are different or ones that we just might have a question of. >> Okay. So, just to give a quick overview, Canon, I can't remember. Were you with us last year? No. No. Okay. So, um as you're looking on page one,

098which is found in lower the lower left right hand corner, it says page one. Um, at the very top it has the account number. So that's the 001,100 110. Um, and then there's a description of what that budget line is. And then there's a line number. So this is can be a little confusing because you think is that part of the budget, not part of the budget? So when I reference a line number, I might say it's line number eight. So you would look under that third column. Line number eight is down a little bit. Okay. Um it it we have the a lot of the actuals from last school year uh as listed as well as uh what the default budget was this past school year um as opposed to what our proposed budget

099was last year. This is what the default where we landed as a default. then is um our what we're proposing for this year in the next column and then there'll be a difference between what the default was and what I'm proposing what we're proposing and then we haven't gotten to the default budget yet and then there's a difference at the end. So the default budget there are some lines that have have numbers in it but it won't change. >> Okay. >> Um the other orientation thing is that um there are lines like I think the first one is on page four that say funk f and those lines are subs for that that grouping >> for that group. Yeah. So that gets very confusing for people. They're like why are we have why do we

100have this group? So like on page four, it'll be like twothirds of the way down the page, it says bunk regular programs. That's the subtotal for the regular program. >> So we're not asking for 25 $265,000. That's the total of what those all those lines together are. >> Yes, but that that's a point of confusion. >> It definitely >> I always highlight all those lines personally so that I know that it's acceptable. And then we don't have like for some of these things that are zero like teacher salaries and sub and um intern types we don't those are zero because we just don't know yet. >> Correct. Some of the lines I h I do have numbers for you because um they I I didn't have them available to me in the we call it

101IV. It's infinite visions is where we put our numbers in. So I didn't have access to the line and I and Amber needed the numbers to get the budget in for the um drive. So I do have some numbers. Next time those numbers will be plugged in though and and you can plug them in as we're going along if if that helps you. >> And some of the lines like the teacher salary one for example, >> we have that but it's not part of the building presentation because this is really just Miss Woody's chance to focus on curriculum supplies like the meat and potatoes of like the actual day-to-day schooling piece, not the personnel piece. um and not special education which will come not high school the next time which we won't have for a

102while. >> Um the other the last note that I want to make sure you are aware of is that where you see account note so like on page one for line nine. The account note follows the line above it. So the account note for music equipment and repairs goes to line nine which is instruction equipment repair. If there's no account note, then that means there's nothing in there of that of any necessary nothing had to be clarified, right? That some lines don't need clarif like ELLL tutor does need clarification. >> Right. >> But if we like sometimes we'll go through the budget and we'll have questions about something and then we'll add an account. >> Yes, definitely. >> If if there's confusion. Uh so I'll start with line two which is intern stipens. It does

103say zero our default. So we've every year we've tried to lower that number because we don't have as many in UNH interns and or interns in general. Um but because we end up in a so so our fiscal our actuals for 20 uh 425 was $2,500 because we had a few music interns. Um but we had $7,800 to spend. We every year we try to get that number reduced, but when you end up in a default budget, it goes back to the number that it was in the default budget, which is 78 $7,800. So, it does say zero there, but we are going to again propose $2,000 for intern stipens with the thought that we might get a music intern or an art intern. And we don't always know that until the springish, like December

104into the springish, so we budget it just in case. Um, but we would like to reduce that line from 7,800 to 2,000. And again, because we end up in a default every year, that number goes back to $7,800. >> The next line is is um so are these those are college students, >> correct? >> They're coming to do um student teaching in essence, student teaching. >> And I don't know if it's >> Are we required to pay them or >> I was just going to say >> it is something that we've done for many, many years. >> We've done it for a long time. There's a lot of um schools that don't pay, >> but one of the reasons we did it was because we're so far from UNH. >> So, just the travel along.

105>> So, the travel for students that are going to UNH, so because it's not a lot, it's very small amount, but they end up getting a week. It's pretty much gas money. Um, some people make their choice made their choices over the years to come here because there was a small stipen involved. So like like Ellen said it, UNH is most of the students now are placed in the do Ro in the near Durham in that in those schools. The other thing too is that we require at least we did we required them to stay the whole semester like so to the end of the year whereas other schools when UNH ends they're done and we expected them to stay. I don't know if that's still the case, but was so that was another reason

106to give a little bit of money because it's a longer period of time than other schools. >> But they're receiving some kind of credit for this, right? >> Correct. Sure. >> Yeah. >> Well, they'll get their degree at the end, right? It's the last >> stop in the in the >> Yeah. Hopefully process. Yeah. >> Uh substitute salaries um is at 42,000. That's sort of in line with um what our actuals were in 2425. Um again, because we end up in a default, even though we've tried to maybe lower that number or even out that number. Uh so that line is is number three. Um I do go down to line nine for instructional equipment repair. That is an example of where there's an account note. uh we have held at $1,500 for years now

107um because we end up in a default. Every year we try to ask for a little bit more money because there are music equipment repair costs. Um chemical cleaning of the trumpets, clarinets and flutes. All of that costs money. We send it out to our music arts is the company we use to do all of our equipment repairs and cleanings. uh because we can't get that number up. Every year we have we have less and less music instruments that can get repaired or cleaned. Um line 10 is technology equipment repair. We have and the default budget was $1,000. We've been trying to get that line down to a dollar um and move that line into the techn technology supply line. right now technology uh supplies include things like um you know mice, headphones, that type

108of thing. It does come out of our general supply line because we cannot get that uh that that um amount up to up to $1,000. We're trying to get the supply line into $1,000. So we figured we would take the technology equipment repair line and move that money to the technology supply line. >> Do we not have any technology equipment repair that happens? >> Um it's we have not used that line in years. It has been it's been years that the actuals have been zero because we have another we have other areas that we >> have computer technology equipment repair. It just keeps defaulting back to >> I just I assume that we do need technology repaired occasionally, >> correct? Um then the other piece too um Candace since you're so new to this is

109that um if we end up in a default that will go back to $1,000 and we still won't have money on our technology supply line because we can't that the lines just revert back to the dollar or the amount that was previously. But so the only thing that um this doesn't show is like what we actually used out of >> the actuals does show. >> Yeah. So it's column number four 2425 budget actuals. So if you go down that line, you can see >> Yeah, that's the actual amount we used last year. >> And it's been zero. That's why they're trying to get rid of >> just now. And and >> so that other line is somewhere else and just at zero. >> Um I don't know if it's at zero. We'll get to that

110line. got that on. >> I do. >> Um, but it's lower than where we would like to be able to utilize that thousand for the supplies that we actually need for technology, not necessarily equipment repairs. >> And equipment repairs does fall in a couple of other lines that I'll get to. >> So, it's almost like a redundant line. >> Um, on page two, line 11. Um, I apologize. The the number there is a little lower than what I had I have in my um technology appendix. So, it's listed at 241, but we were we're going to request $25,200, which is not much more, but we have a some educational software that's about $2,000 that we added on at towards the very end. >> Is that number again, Kristen? >> 25,200. So that's the proposed >>

111that's going to be that's yeah right now it's in there I was 24,150. I didn't catch it when I was um trying to update everything. Uh that does have a a note. So right if you'll see right below Canon it says account note C appendix C. And so in the budget packet are um appendixes for technology as well as maintenance and facilities and um our so the three we have three append appendixes appendices. So our technology appendix is appendex B. It does say C. >> No it says C. >> It is appendex B. Have we done um surveys of how many people use these ones like not just I know they used a lot for math but how much they use it for social studies science. >> Yep. They use a lot we >> Yep.

112Every year um our technology person puts a survey out and we get we get usage um reports as well. >> Okay. So is that something we're going to get pretty soon so we can see with the budget the usage? We don't usually present that to the board like that would be Kristen Hitler's reports and she'll make the recommendation >> to adjust the budget from that. >> Um but everything that you is that we put in there does have high usage. Uh and these are just a a sampling of of things that we have purchased this either towards the end of last year or this year. So they might go up a little bit for the next school year which is why that number might fluctuate a little bit. Um but this is this is our

113educational technology line is where we have um things that the old school is using. This is also the line that we tried to move our library tech line into. A little further down I'll go over the library tech line but that I've tried to make sure that everybody knows what library um software we need. So we've been listing those things out >> and these are just your schoolbased software programs not like our bigger systemwide software like Google, Microsoft like those >> that comes under the umbrella of >> these are like curriculum stuff. >> Correct. >> Yes. Um, this might be a a question for a later meeting, but um, when we put these numbers in, does it automatically populate in the proposed default or does Amber go through all of those and figure out which

114actually would carry over into the default? >> She a little bit of both. So, there will be some that automatically carry over or don't carry over, but then she will go through and go line by line to determine um what qualifies and what doesn't qualify. And we have um legal guidance that's been provided to us from our attorneys that state what qualifies and what doesn't qualify. >> So, but for the purposes for tonight, we really shouldn't look at the proposed default numbers. >> Oh, right. That'll be that'll be more important when Amber comes the next time. Yep. I believe she went and updated most of these, but it'll be it'll make more sense when we have the full picture. >> I jumped down to lines 13, 14, 15, 16. Um 13 is we're holding at

115the at the amount that we um budgeted for this past school year. World Cultures is held the same. Health I increased a small amount because if when we get a new health teacher for the fall, when we do, uh they might need a little bit more money to buy some outside of the supplies, some materials. Um at the end of last school year, if you remember correctly, um we used surplus to purchase the uh journals and we still have those tucked away in in the closet cloth. Chris, >> I don't see an increase on that on health. It went down to 500. Is it? >> No, it went up. Okay. >> So, I'm looking at column 1 2 3 4 5 6. Column six is where the proposed budget is. >> Yeah. The 2627. >>

116Yep. And so, health was at 200. >> Well, mine that is not what mine says at all. >> The the voted default 2526 is 200. >> The next line over says 500. >> And then the next one says 500. And that's the proposed budget, isn't it? 500. >> Yes. It went up $300. >> Oh, from the default. Yeah, I was looking at the budget actuals. So, the budget actuals were because we bought all those notes, >> the ripple journals. Yes. >> And we use surplus for that. >> Thank you. Just reminding you of that. >> You said that it was more and I was looking at the actual. >> That brings up a good point though. When you when you approve surplus to be used, it gets applied to the line that it's going to.

117And so it's going to look even though it may have only been $200 in default, we apply the amount to the exact line so you can see where those approved amounts went to. >> Um, and the same thing goes for like any poolled salary pieces like we talk about with the full SAU board. there's pulled increases and then when those get applied they go directly to that line a year after because you want to allocate and make sure that you're attaching money to lines because you can't just have money sitting there that's not attached to a line. >> Okay. >> So, next line down is art. Uh they're asking for a small increase based off of rising costs of art supplies. Uh, so they are they they buy um individualized sketchbooks every single year and

118that is a probably $7,000 of their budget. Wouldn't you say Trish? >> 7,000 of their dollar of their budget goes directly to those sketchbooks that are >> basically locally and individually handmade. Yes, exactly. Every kid designs their own cover. um it becomes a treasure for them for many years, but that is half of their budget goes towards paying for that. And yes, it is made by a local um artist in in the area. I think she lives in Durham, but she's close. >> No, she lives in Deerfield. >> Oh, she lives in Deerfield. >> Okay. back. >> Um, guidance has asked for a small increase and um, I I math is our our always our our biggest increase because of the math programs that we use with Eureka Squared and Big Ideas. Every single year

119when we fall back to a default, we cannot purchase the supply, the materials that we need to fully fund this program. So that is at the end of every year we have had to either utilize grant money which is how we originally got Eureka Square at the next iteration of Eureka. Um and we used surplus money to purchase big ideas a couple of years ago. And so at the end of last year surplus money was used to because we're going to be in a default budget. We would not be able to afford what we needed. um the budget the school board approved us to use um I think it was5,000 or $6,000 in um surplus to purchase and uh we were able to purchase I think fourth and fifth grades materials for um the Eureka

120squared and then we used the fund one budget um on July 1 to purchase the rest of our materials for math for kindergarten, first and second grade and third grade and the big ideas for middle school. Um I will I will put this in the note. Um so Eureka Mouse Squared um learn and digital B budget sorry digital bundle is about $35 per student K through five. Our big ideas purchases materials for grades six, seven, and eight. They it we are able to purchase digital licenses for sixth, seven and eight. We also purchase accelerated digital licenses for seventh grade and our algebra digital license for eighth grade. That costs about $23 per student. Shipping and handling for both of those is about $1,500. I think one is a,000 and the other one is 500, something

121like that. But total it's about $1,500. And then the math department is they they have in the past asked for about 2,000 additional dollars to buy materials and supplies just for the math department which would include things that teachers would need like manipulatives and um >> graph paper. >> What's that? >> Graph paper. graph paper and all the things, whiteboard markers that above and beyond what their whiteboard marker supply is and you know things to write on and um you know vertical boards to >> visual aid. Yeah. Yeah. It also funds um family math night. Um we we take some money out of that to pay for the supplies for family math night. >> So what what is the um the $1,500 in shipping because that's on digital license. Yeah, because it's also books. We

122get hard >> there are workbooks. >> Yeah. For K to five and um we have books that come for big ideas. Um and that in addition I I believe it's Eureka squared we get we do get a 10% discount. So that $16,000 does include or sorry $18,000 does include a 10% discount on our Eureka squared. Curriculum materials are expensive. >> They are expensive. to maintain that. Um, and our math specialists go through each year and figure out how many how many supplies do the teachers already have, how many students are rising to the next level. Uh, kindergarten is always the tricky one to purchase for, but we know about how many kindergartens will be going into first grade. So, you know, we know about how many second graders are going into third grade. So, we

123know that we only need about 40ish or so. And if people teachers have supplies already that from last year or um they might they'll they'll they could even reduce it if they if they don't need to buy that many books for that many kids. >> Um >> I'm curious what the cost of just textbooks are. >> We do have text >> textbooks you don't have to buy, right? Correct. So the textbooks are have been purchased for sixth, seventh, and eighth grade. That's the middle school. Um, >> but these are workbooks, which is different. So the some of the books that are getting ordered are workbooks. They're not the textbooks. So like the workbooks are like um the materials that the kids would actually write in. And so you have to continue to buy those every

124year because once they write them, they're >> Yeah. Yeah. So I I was think like a combination of the textbook and workbooks. Right. Because the workbooks because once you have the textbooks, you have textbooks. >> Correct. Yeah. We don't >> just replace the workbook. You're not paying every year for the >> textbook. >> Digital license and subscription stuff. >> Yes, you are. Every year you have to pay for the digital license. >> No. No. Well, every year you buy the workbooks and every year you have to pay a digital license. Like for example um for example like we buy mystery science we we purchase mystery science every year which is a educational soft we have to we renew that every single year. So we have to renew our digital license every single year. >> So

125sometimes the the materials like the content they would get from the online program is going to be different than what they get in the workbooks. It's supplementary. It's it's an addition to. And so some of the practicing that they might be doing uh in the workbooks may not work for all kids. and the program that's online might include different scenarios or different program or problem solving um that would be in the workbooks like it's a different it's not the same material that the workbooks are different. Um is there are there special things that um are there any highlights that you can explain what the digital programs include for like the math? Uh you have the digital um the digital license comes with the basically slide decks with the lessons in it the teachers use. They

126project it on their whiteboard. Um copies of things that they might need for the lesson outside of what is available in the workbook? Um can you think of any other materials that um supplemental materials for the teachers to use? uh family letters that might go home to families. >> I was gonna say we have we get like family math. >> Yeah. >> And on in our Friday folders. So >> um and I there's access to them I think on the math website. Like if I >> my child was struggling with multiplication. There are resources we can use on the website that I think directly link to multiplication already. >> No no she is struggling with multiplication but she's only six. So I understand all of that and that's not what I'm saying is that is

127like we used to have like a textbook and then a workbook that is the same in conjunction with the textbook. >> Um and none of it was on the computer. >> Um so my point is that if we had textbooks and workbooks that we have to purchase every year and the textbooks get reused then We don't need a subscription for that. Right. >> But that's how the program comes. That's how that's how it comes. >> Right. That's how this program comes. Right. >> Right. And it's been adopted by curriculum the board like it's been a it's been a process to get here. >> We don't adopt a scripted curriculum without board approval because of this reason because there are costs associated with that. And so um I think last year who presented last year library.

128Oh, for curriculum. >> For curriculum. >> Yeah, math last year. >> Okay. >> I thought there was another one last year, too. But they anytime the um curriculum needs to be reapproved. >> Oh, you're talking about the updated updated curriculum. >> Yep. >> I think they come before the board and they do a presentation. Um and if there's changes that need to be made or adopted, the board will do that at that point. >> Yeah. Mass specifically came to the board. >> That was a couple years. >> Two years ago. a couple years ago >> proposing a change of curriculum and a change of program. That was approved. >> How how is how does math fit in with all of these, you know, the um the big ideas in Eureka math squared? Like why do

129they need? >> Uh it's supplemental to what they're teaching. So, um they might use it for they might assign something for homework with EXL. They might um used during like >> Yeah, it could be used during our intervention block. Um it I mean every teachers use it in different ways. They might have a center where some students are working on and another group is working with the teacher, another group is working in the workbook and they might rotate it. Uh, so >> just wondering because it's pretty expensive >> and I know like Epsom uses just I think just maybe they've changed but when I used to sub there that's what they used >> for curricula. >> No. >> Yeah. >> No. Yeah. They don't use that word for curriculum. They use it like this as

130supplemental and it's really for homework for independent homework. It's for intervention during like windalk or independent during a rotation time because you can give a kid a leveled skill out of that they can do independently while there's other focused groups going on and when they rotate then they'll get their onetoone time or small group time. Um so it's used in that kind of rotation >> that aligns too especially with middle school it aligns with big ideas. So a lot of times it'll be extra practice for kids. So they will the teacher might teach the lesson. Maybe it's a kid who needs extension or maybe it's a kid who needs a little more support. >> I'm pretty sure at this point all of our schools are using Eureka. It's pretty universal. >> It's it is it's

131expensive. It's it's probably our biggest item and and again if we fall in a default it will fall back to that 11,552. Last year they needed we needed 16,731 that was the actual for last year. Again five five or six thousand of it came from the service purchase we need. Yeah. Any questions about that? Um, I'd be happy to bring materials next time you want to see what it looks like if you want to see what the textbooks look like. >> No, I just, you know, there's no like when I brought this stuff up, you know, when it wasn't budget season, that was stuff to talk about during budget season about the monies, the cost differences, now budget season. And we really we can't change that because that's curriculum. So, >> well, we can change

132it. We'd have to go through a curriculum review cycle to do it. So, and I don't I don't know that that would be best practice to change a curriculum midcycle just because of cost not in the best interest of students. I mean, this is a researchbased program that's got scientific backing and supports students and meets our E306 requirements. >> Um, you'd be hardressed to find curriculums that meet all those requirements and don't have an exceptional cost to them. They're all and quite frankly it's a racket with the publishing companies. I'm convinced of it. But um that's any program that you get and you approve that meets our state ed requirements and is research based because we were required to do research based programming is going to be expensive and because they are delivered by certain

133publishing companies. There's only a couple to choose from. They're all linked to the same publishing companies. And I'll add to that that a lot of the curriculums that are brought into the into the school are are grassroots curricula. Like the teachers are the ones that maybe find it or interested in it to a top down approach and saying you will need to now do this curriculum. It doesn't always go over so well. So our simplified writing was something that we had in here that teachers were using. A couple different teachers were using it and it sort of caught on like that. We've um when we adopted Eureka many years ago, it was piloted. There were two different programs that were piloted, maybe even three. Um I wasn't here for that, but the out out of

134the pilot came that's how we got uh Eureka was from the pilot. I think the other one was with Envisions at the time. So, >> and I believe that was all the schools were doing that at a similar time piloting that. >> Yeah, I think is the only one who has moved on to the next iteration of Eureka. I think everybody else is still doing Eureka. We're the only ones who moved on to Eureka Square. I'm pretty sure in the district and I think our middle school is the only one that's using big ideas. Mostly middle schools are either using parts of great of Eureka or bits and pieces and supplementing and big ideas um was had was the full package and it was brought about from our middle school teachers. They're the ones who

135uh found the program, did all the research on the program along with the math specialists. So it was not a top down approach. It was definitely a teacherdriven decision to go with the program. >> And just to be clear about the budget, um so this is so this is what we feel we need for our current curriculum. A board member could at any time we're reviewing this make a motion to reduce a budget line if they if they so choose. I mean could be based on data or not. Um but we need we still will need to provide the curriculum that is approved. So you can make a motion at any point if you like. Um line 19 for music a small increase there. Our actuals so the teachers try to work within the budget

136that they have but they if they have more they would be able to purchase more. So, our music department has done a nice job of staying within that $3,200, which is what the default is. Um, and but they are they would like there has been an increase in um cost of sheet music, consumable supplies, replenishment of unpitched hand percussion. That was the note that was given to me. >> Um, >> do you know what that means with drums? >> Unpitched and percussion. >> Yeah. >> Where did our music >> drums? Drums. Oh, okay. >> Not xylophones. >> Oh, >> those are pitched. I would assume it's true. >> There we go. Look at you. >> I wasn't banned. Thank you. Just as I >> All right, we're on to page three. Uh, small increase for

137our PE. So, so again, our our our PE department, our library, our music, everybody tries to work within what they're given as a default. And every year we try to get them a little bit more money in the actual if they had, as you can see, they came very close to $1,500. Penn pennies on the dime. Is that how you say that? Pennies on the dollar. Uh they But if they had a little bit more money, they're they're always looking at a replacement rotation of all of their PE materials and supplies. So um they're asking for a little bit more money there. Our uh >> climbing equipment Um, >> yeah. >> I mean, that's a non-negotiable >> because those have to those have to be inspected. Correct. >> Yep. Our climbing wall is inspected every

138year regardless of whether it's used. And I'm not sure if this is a climbing. It just got done. I think it's >> I think it's a little over $1,000. We budgeted that in Chris's contracted line. Contracted services line is where that's budgeted >> and it's in it's on the appendex as well. >> But is so the the climbing equipment is out of date. Will the 500 pay for that or are we going to buy less supplies in order to pay for the climbing equipment? >> That's a fair question. Let me get to their so they have um they have included it in what they are looking for. So, some of the things are um head wall harness. It's aboutund. They want three of them to have $132, $230. So, they're not huge big ticket items.

139Okay. >> So, they might go without something to be able to incorporate or include that. >> Um but it doesn't look like it's a an overwhelming expense. Got it. our language arts budget line. Again, um our actuals for 2425 were about 12 almost 13,000. We end up in a our with our default number every which is 14340. Uh this is used to purchase all things literacy and language arts related. Our science line, as you know, is a dollar. We lost our science line a couple years ago and have been fighting to get it back, but because we end up in a default every year, that money that we request always goes back to a dollar. >> But did we not spend any money for science? >> Any supplies, any supplies for science came out of

140our supply line. >> Got it. It would be helpful to know what we have spent for sciences. I mean, >> and by that came out of our supplies, it was only the bare minimum of what people needed. And so, you know, maybe um a lot of our teachers do a lot of STEM experiments, so they'll buy it out. I I we give teachers $500 every year to spend on general supplies. Um, and so they might purchase what they need for their science lessons, marbles and straws and cups and tape and all the things out of their actual general supply line. So it' be really hard to figure that out. >> But but we do have some science things like we did get deluxe frogs last year, right, Trish? >> We get those frogs. >> We

141did get deluxe frogs. >> Um, no, we we ordered them. Sometimes we get worms from what was the guy what's the worm guy's name? >> Uncle Jim's worm farm. So we that's that and it could come out of the science line but it comes out of our spot. So there are some big things like that that we should definitely it's a great question or a great thought. Um but again I put the note in there. Um every single year I've I've I'm trying to uh the 3500 will go towards materials and supplies for our three middle school classrooms. Um, I'd like $500 for the three middle school classrooms and then I would like about a $100 I would like $100 for our preschool through fifth grade to be able to purchase what they need for

142science which um uh and then an additional amount for other things that um you know we're not prepared we didn't we might need. Same with our social studies line. Our social studies line covers things for the whole school life. Scholastic news or time for kids. Um I would like I I I'm asking for $4800 to purchase the things that we need for our middle school classrooms. I'm asking for $100 for the middle school classrooms. Um as you know, our middle school teachers teach a unit of social studies or teach social studies. Uh and then our preschool through fifth grade, $100 for them to get what they need for social studies. Um, can I just make a comment about the general supplies? >> So, if we're putting things that we have been paying for um out

143of general supplies >> into the budget lines, >> will there be a reduction in the general supply line? >> There very well may be. >> Okay. >> Got up. No, general supplies was line 13. So, I would just propose taking a look at that because if we're if we've paid for school science out of general supplies and now we're requesting 3500 for the proposed I mean I know it's not one for one but would there then be a reduction in general supplies? >> That makes sense. It' be worth um maybe doing a a poll of the purchase orders that you could do that order history. >> Yeah, that's good. >> All right, next line down. I'm on line 24. This is where the technology supply line is. This is the supply line that um we

144every year try to get $1,000 in there. This is would be moving our technology equipment repair line which is 11430 to the text line which is 1161. >> That was the line we were talking about earlier. >> Yeah. So this is where that thousand um if we moved it out of that line. >> So that was >> that was it. Z. the actual. So, it's a dollar. >> We every year goes back to a dollar as the default, but we did not send any dollar. >> But we just felt like it better represented what was being spent if it was in tech supplies versus repairs and equipment and that was a redundant line from another tech line. >> Yeah. >> Because we've been in default so long that >> those supplies also that general supplies.

145Yeah. say it'd be worth definitely doing a deeper dive into the >> All right. No, that's a lot of work. >> No, but this is why we do multiple iterations of the >> Yeah, I mean other eyes see different things. Obviously, you know, we might not be able to know the actual spent, but I think it would be an easier justification if we can show how much we have spent on technology supplies or on science >> um and social studies. >> In social studies, >> yeah, social studies has been I mean, we've had our default is 2,300. >> Yeah. Um, but most of that money goes towards our time for kids or our scholastic news. Um, I'm on line 25, which is computer repair parts. U, we have traditionally the actuals for this line, um,

146have been affected by grant money. We've we've I've for years had um, computer repair parts at in the ESSER grants. uh in this past school year is probably our most um based on our most uh closest thing to actuals and and that was 3,300. We did not have any grant money uh to offset the costs of that. Uh and and we happen to have a technology um guy in the building who uses a lot of old Chromebooks. So, he might pull off keyboards off of an old Chromebook and put it on the new Chromebook if a keyboard needs to be replaced or um screens. The the biggest um expense in that line is the motherboard and that's not something that you can pull off an old computer. So, I am looking to reduce that line

147to 5,000. Um again, we've tried to reduce that line. Um but we end up in a default We won't use that. We won't use that. We will not use $8,000. >> And we also don't anticipate that there will be more grand funding, >> right? >> Nope. I'm on page four. This is our um schoolwide subscription. So this this line, so our we've tried to um streamline our technology lines to just these two lines. educational uh technology and schoolwide subscription. So this um in the past has had silent dismissal or um Eureka Navigator accounts which is the kind of the overall account that you need to be able to run some of the Eureka to uh to run the Eureka program. Um music play which is used for all kids in the building um with our

148music department. Those are just a few of the examples of software that we have purchased out of the schoolwide subscriptions. Um we are looking to reduce that based on our actuals. Um on line 31 now 31 is our instructional equipment replacement. So this is the line that also belongs to our technology folks. Um and in looking in the past we we've tried to purchase when we had smartboards. This is Ellen would remember a smartboard. Now, every single classroom in the building has a touchscreen television, including our new one that's in the back there by Milville Library that was purchased with um LEAP grant money. Um so, uh we o over the years that this is the line that we have used to replace things like that, big ticket items that um are hard are wouldn't

149be able to come out of another area another area. So, we might replace speakers or document Um, this might be a line that we replace. Um, if we needed a new TV, we would take it out of here for classroom. If something happened to the TV in the classroom, but I did put in there to start the replacement um, cycle of our ThinkPads, which are the um, are the laptops that teachers received. Uh I purchased those five years ago with um Eser money and um that was right now we're in the we're in the cycle of trying to replace those um because as you know techn the computers they slow down. >> Is there a replacement cycle planned for the next several years to re recycle all those >> the thing pads? Yes. Um in

150another line we have our Chromebook recycle uh cycle plan. So that's a little further down. Um this is the next line down. Line 32 is our furniture fixer replacement. This is the our furniture line that Mr. Green uses. Um he as you can see with the actuals he the actual is 10,268. He tries to work within that $10,000 mark. At the end of every school year, he tells teachers and staff if if you need something for your classroom, a new chair or a new some new desks, a new uh that's that all comes out of this out of this line. And every year we try to get a little bit more money and a default. So, he ends up back at $10,000. He does a pretty good job with that. This next line, 33 did

151not move. This is our computer network replacement. So, this is the line that, as you can see underneath, there's an account note. So, we retire every single eighth grade Chromebook at the end of of uh that they're at their end of life because they've had them since fifth grade. So, we retire eighth grade Chromebooks. We purchase new Chromebooks for our fifth graders. Um, and we update any aging Chromebooks for K to four. As you know, the Chromebook has a shelf life of about two or three years. And then the the um there's updates that can't be updated. for example, um we there was an entire fleet of Chromebooks we weren't able to use this year because I ready testing that could not be run on on the aged systems. So all of those have to

152be they can be used for general classroom things. Um but >> even that has a shelf life because it gets to a point where they can't even be updated >> through that. >> Yeah. >> The eighth grade retiring Chromebooks. Yeah. What what do you do with them? So John you ones that are in good condition we keep um he uses them for parts. Okay. >> Um we also go through the recycling process. We have a company come in. Just recently we had a company come and um take all of our old technology away. He does keep a lot of it so that we can we have a back office or a back closet and he keeps a lot. >> What's that? >> It's a closet. All right, I'm going on to page five. I'm on

153line 43. Uh, that line will be about $1,000. This is a special education line. Um, I did not get that number in time to Amber and did not have the line to use an IB, which I usually do. So, um, but that line is I'll also put an account note. That is a line that we would use for special ed training. Um, if if a staff member needed or wanted to be trained in something like CPI, which is a deescalation, um, training, uh, Wilson reading, things like that. This is a specialized line specifically for specialized training. Uh as we go down um on line 45 and I just want to make a note that this equipment repair agreement was for our copier that is in the office. The copier in the office for many years

154was considered the special education copier. So there was a line to pay for the maintenance of that copier. Um, a couple of years ago we went to um all copers were put into one uh umbrella line which is a little further down that I'll point out to you. So we're we're trying to get that line to zero because we don't need that line anymore. But when you end up in a default it just keeps going back to one. So we will never get rid of that line. >> And it takes three years to three years of a budget of a past budget to actually get rid of that line. >> Keep trying. But um the next line that I'm going to refer you to is line 46 and this is electronic software licensing. Again, this

155is for special education and I it says zero, but I will be putting in 1500 1,500 and that covers some specific software for special education uh like Q Global or Everyday Speech, which is or Edmark, which is um specifically for our special education uh teachers to use with our students receiving special education services. Uh, go down to um line O. I think I'm at line um 50. That's at zero, but I believe that line might end up being about $15,000. This is for special education supplies. We have held at our the six the $7,000 mark. $6,000 7,000 mark. Um, but we have um a touch math curriculum that we have some special education special education case managers are trying to uh get into into school and cost about $4,500 for that. So, that would come

156out of this line. uh we'll have a more solid number, but that's the line that we're looking to be about $15,000 as well as some foundation intervention materials that our special education our case managers need to work with their students receiving special education services. Uh the next line, line 51, is a line that we no longer need. Computer software is not a line that so we're trying to get that down to zero. The next line down is line 52. Just looking for a small increase in that adaptive furniture. This is a line for special education to purchase adaptive furniture for students who might need it. An example might be a rift in chair if you've ever heard of that. They're wooden chairs that um hold a student specifically a student specific might need something like

157that to sit in the cafeteria so that they can be part of um of the class. >> What does um inflation mean? Just that it's cost >> just things are costing more. Yeah. >> Didn't know if you were you know inflate >> an inflation device. >> You never know here in Deerfield, right? >> Yeah. um the computer on new computer network um we dropped down to a dollar the um doesn't see any um expense that is so we try to predict right we're we're in a we're in we're in October and this is from next July one so um it's hard to hard to say but so that line will stay a dollar because if we do need something we need to have something to be able to draw on so >> do we know

158what the 1,00 for the actuals was? >> We don't anticipate that. >> Probably I believe we purchased some new iPads last year. Um so that would be and they were student specific. >> As you know, the special education lines are all stu very very student specific based on student needs. So, um >> I just want to make sure that we do have money in the places where we might need it. >> Sure. Sure. Uh the next couple of lines are again special education. They are at a dollar. Um our next our next line down is 56 and that is our uh co-curricular salaries. Again, we have a co-curricular appendix. Um I think it was last year the the board asked uh Mr. agreed to go through and highlight uh what what sports were did we

159not use coaches for? Can we we also bumped up our assistant coaches to be the same amount as our regular coaches. For example, our girls our soccer coaches um both the um boys soccer coach and assistant coach pretty much do the same amount of work. So we um don't have we haven't had a B team in many years. So, we use that um line to to be able to pay our um assistant coaches a little bit more money. Um so, our co-curricular line is our salaries, that's for our coaches, our officials, which is for umpires and referees. Uh and then supply line is that's our replacement for equipment that's worn out or we need new uniforms again increase due to inflation not inflation devices but >> inflation of the basketball. >> Yeah, >> that does

160it is appropriate. >> That's pretty expensive. >> Um the the co-curricular officials y >> that um the actual was like almost $9,500 less um than the default budget. So, uh I see the proposed budget is still almost double the actual do we still need to account for double the amount of what was used this year last year. >> Is that because you didn't have like a team run or something last year that you anticipate having? Yeah, we well we we budget for what we think is it's going to be but then maybe we did um >> girls softball. >> Yes. Right. >> So So we budget for softball thinking we're going to have a softball team and if we don't have a team um then that money is you have to budget we have to

161budget for it because >> if you have the kids >> right if we have Exactly. Well, for example, we budget for a cheerleading coach because we might have a cheerleading. We haven't had cheerleading team in a couple of years, but if you take it out, we'll do you do you anticipate having cheerleading? Every year there's some interest, but not enough to get a coach. I always tell them, find yourself a coach and you got a team. >> Yeah. And I I think a question came up last year and I'm sure will come up again about the drama coach and the musical. >> Mhm. >> Um and I know I there has been interest in the musical but I don't know if that's going to be pursued or not. >> Right. Um another example would be

162a be the be the B team for our soccer coach. Some years we have a B team, some years we don't. So, we budget for it because if we don't budget for it, then we don't run it, >> right? I just wonder if there's a way to gauge. So, when do they start? Fifth grade for most of these. >> No, six. Our sports team are mostly 6:30 except for cross country >> and track and field. Fifth grade. I thought it was fifth grade. I think it's fifth grade. >> Fifth grade is track and field. Cross country. Cross country. >> Yeah. But otherwise it's sixth grade. >> Um I don't think that you you have to have special permission to have a fifth grader >> join the team and hia. >> Yeah. So, we budgeted I'm

163just looking at the my version is a little more clear. Um, you know, we we budgeted for our BTS in case you need it and $300 for officials and we ended up not having a BT. So, um, >> for how how many years? Um I I know this was Brian went through for last year for the 2425 school year and then he did it again for 2526 school year. >> Doubling even if those teams would our costs double if they were >> you would have more officials and and the coaches, >> right? And we have we >> and uniforms potentially, >> right? So these budgeted numbers include all of that. But if you took out if we took out, you know, um the B team, the B games for boys, um would be uh two

164about $2,000 less if we took out the B team. For officials, it would be about $2,600 less if we took out the coaches from B team. When was the last time you guys had a YouTube canon just asked that? I'm not sure. Oh, sorry. When I was here, >> definitely the last two or three years maybe. I mean, since the pandemic, we have not had the, you know, the level of of student athletes that we've had in the past. >> I mean, my perception is there's also a lot of like travel. >> Correct. >> Yeah. >> Correct. >> Right. So then less people play on the A teams, so then there's not as many teams. >> Um, as far as >> I think we've had a boys B team though. I I I want to

165I want to say we have had soccer at least >> and basketball. I want to say >> for sure because there's a But I mean, like I said, we can definitely have more of that information for you with you >> when the athletic director wants to come. >> Yeah. you know >> he's he's playing hockey. Um so for the musical for instance >> that would the musical I understand is a very large undertaking >> correct >> and would require a lot of commitment by current staff I assume >> if that's who is going to run the musical and I'm just wondering if there is still an interest in having musical and budgeting for the musical if there's not the interest in the community or with staff to do. >> And it's it's so challenging because

166we're talking right next year. This is October of this year. We don't know what will happen by October, December, whatever of next year. So, >> it's hard because I mean I did it for about five years. >> Yeah. And then I just did it as a after school thing and then it um became part of the music program. The class became that >> I know Michael, aren't you thinking about doing something >> small vignettes of of some sort >> potentially? >> Yeah. >> but I wouldn't get rid of it because >> So that would fall under this would be under Yeah. and also dues and fees because there was a fee for the musicals. >> You have to pay you have to pay for the script. >> You don't want Disney coming after you, that's

167for sure. >> And they usually had a something for the director, the assistant director, for the um stage manager and maybe the costumes. It I mean they weren't big, but they were stipens for them. But the thing is like I wouldn't get rid of that because drama is so like really key for a lot of kids and this is the only chance they might get to do it or it might give them a taste of it so then they would do it in high school. So fact that you don't have anybody right now I wouldn't be rid of it. >> Yeah, I mean I totally agree. I just if there's not if it's not feasible that we're going to have a musical like should we keep budgeting for it? I mean, I was I was

168always in my >> It also doesn't have to be a musical. I mean, when I did it every year, it was a play one year musical the next year. I didn't do >> musicals every year. >> I just think we we have to, you know, consider those are pretty big numbers of the actuals versus the budget. So I think just carrying those, >> you know, people are shocked when we like the amount of surplus we have, you know, like I just think carrying those budget numbers for potential things that are not, you know, not talking about like emergency stuff or budget for special ed or stuff like that. It's I don't know. I just think with B teams I'd like know like how long it's been. I know I'm not pressuring. I'm just >> that's

169something that >> I think carrying those salaries for coaches and officials and uniforms all that stuff. I think in terms of trying like you know we haven't talked about our goals yet but probably one of our goals is to be to get our proposed budget approved and I think any of those efforts spots like that would be a good spot to try. >> Yeah. Um, and I will say that there we if we do try to get the line down and we end up in a default, this is where this is where the default hurts us because you the you do have to go back to what the number was and some of the lines like some of the salary lines can be adjusted, but um, you know, I don't I don't know if we

170budgeted $42,000 for this year. I I'd have to go back to um last year's numbers to see why that number is so high um and only spent 22, >> right? No, I I get that. I just think that, you know, it's kind of it's like a you know, good faith thing to people when they're reviewing it >> that like if they see that and it just keeps getting carried and not used and like things that we really do want and need for the school, um it may not get approved. those little reasons like that when they add up because there are so many line items, right? >> Yeah. It'd be worth to have a a more like comprehensive history from Brian of what's been played every year. Um, and if you know like even the

171cheerleading, like when was the last time we had cheerleading? Yeah, there might be some interest, but if it's not something we've historically done, then that might have to be something that gets on the back burner. I think it's also I mean it's hard because we have had historical surplus, but it was not that long ago that we were very close to potentially not having a surplus at all. you were in a budget. >> We were in a budget freeze for an entire year. So every because of unanticipated special costs that came up. >> So it's it's easy to look at this and say, well, we could get rid of the cheerleading line and then if someone was interested in cheerleading, we we could find $900. Um would be depends on the year. Um depends what

172pops up that year. Yeah, I just I mean I don't there are other opportunities, right? I mean like my kids do karate, we want offer that here, you know, there's I don't know something that every every opportunity that hasn't been popular. So somebody comes along and wants to cheer you and like she said it's like there's not enough interest. So but just my two sides I just I'd like to see us not carry I yeah, I don't disagree. Um, you know, could, you know, there's other avenues. I think like if someone were really interested in cheerleading and we got rid of the cheerleading line, could we have a fundraiser for the first year and budget it for the next year? I'm I'm sure we could figure it out, but it's easier said than done. I

173think when for the past for the past year we didn't we had you know a lot of surplus to to deal with. >> I'm just looking at one of the lines like the after school enrichment coordinator. We had somebody that was interested in doing that did it for a couple of years and then it is it's almost it's almost so much work that that teacher was like I I just don't I don't want to do it. Yeah. lots of things were going on and so we had budgeted for it thinking well we have somebody that will continue doing that and then that person did not want to do it. Yeah, that's hard when it's so person specific versus >> Brian bring us back in. >> Sure. >> Um, all right. Let's see here. I think

174we're on fees. I'm trying to see if there's anything else on page six. On to page seven. Uh line 63. Again, that's one of those lines that we keep trying to get down to zero because our actuals are zero. Um we don't need this line. This is for the assessment line. In years past, it was a preschool assessment uh purchase, but we've gone to a state it the state has um required us to change our assessment process and they actually offer that as quote unquote free. I don't know how long they'll offer it for quote unquote free, but it has not we it has not cost us. So that line trying to get down to zero because we don't need it. Um, but >> yeah. >> Are we anticipating that it might not be free

175at some point? Like do >> I should we keep it at a dollar? >> Should we keep it? >> I don't know that you should. >> Okay. >> Because if it if it is required, we can >> we can find another special ed line, put that under, and then come back and, you know, try to add a line that's more appropriate when we know better projections. I don't think it's worth keep hijacking our budget for who knows. >> And I actually think that's the regular ed preschool assessment. We would assess both our regular ed students in our preschool program and our special ed. So we would include the special ed under the special ed budget >> line the 1200s. So I think that's the portion that used to be when we would use um curriculum

176gold for all of our preschool students, >> but we don't see curriculum directly anymore. So, we don't anticipate >> I I would say that. Okay. I just want to make sure we're not closing lines >> and then not having a place to put things if things >> become not free from the state. >> Yeah. >> Which happens. >> Yes, it does. Uh so line 64 through 70 is our our nurse health equipment line. Um and health books and medical supplies. Um I guess the you know medical supply she's practically spent every dime. Uh we keep that health book uh and medical AV line at a dollar just in case for what like um Kendra was just saying. I think the health book comes out every other year. So every other year she might purchase something

177out of that. Um and uh she doesn't need any new furniture or fixtures. Um I do I did there is a big jump in our replacement equipment uh to $850 because the audometer is starting to fail. This was brought to our attention a couple of years ago start that she took a test hearing with. >> Right. >> So that is starting to go. the the gentleman that comes in and does the calibration um has another piece of equipment that's I mean I don't I know that you look at that $850 is expensive but cheaper than the big machine that she has is a couple thousand dollar. So this is a cheaper version of that and does the exact same thing that the big piece of equipment does. Um so that is starting to fail. It's

178there's it will get hopefully it'll get us through this year. Um but we would like to um budget for a new one. >> I would just request that if we I'm being optimistic that the budget will pass, but if it does not that this come to the end of the year there is surplus. >> Got it. >> Yeah, good point. >> All right. um our assembly line. Um this is a line that we've used in the past for maybe to bring in the tiger um from Columbus State. They come and do a a bullying or a um just a great assembly for kids. Uh we've been fortunate the past couple I budgeted every year for this line and we've been fortunate in the past couple years that PTO has provided the funding for our assembly.

179Um, every year I think about, oh, we're going to bring this person in for an assembly and the PTO pays for it or andor focus. Focus is another big um, group that will help us pay for things. So, um, I I kept that line at $3,500 um, in in not knowing whether PT will pay for something next year or not. um our curriculum sipons line which is line 72 is at zero but I know that that line I'm going to request 15,000 in that line. Uh this is our summer curriculum work line. So, any teacher that comes or or staff that comes in over the summer and does curriculum work, which we've had every single year are we from uh kindergarten all the way up to 8th grade um work on both ELA as well

180as math as well as science as well as social studies, whatever the need is. Towards the end of the year, I always ask my um folks what kind of summer curriculum work they want to do. This is a line that I've also some maybe some we have some new teachers that are coming in and or a teacher that's changing grade levels. I might give them um a couple of hours to to come in and do some work over the summer to get ready for their new curriculum. Uh we did do that this school year. Uh every year I try to spend as we get as close to 12,000 as possible, but I could definitely some sometimes I have to say no to um curriculum work that's being done. And in addition to that, we've held

181a $25 um for an hour for the perial work and I would like to bump that up to $30. Uh it's been at $25. When I first started I think it was 20 when I first started here. So my first year we bumped it up to 25 but it's been now it's my eighth year. So we've it it's time to bump that up a little bit. on page eight line 74 that's a contractual line that was reimbursement um line 75 is inservice training the actuals uh was 2150 we go back to the default number of 3500 this pays for first aid and CPR that's an account note the Next line uh is line 76. >> Oh yeah, sorry. >> Yeah, speak up. Sorry. >> That's okay. >> So, how how do we overspend on staff

182reimbursement course that there's like a certain amount for that? Yeah. So, um we talked about this a little while ago, but when there's money that's left over in the other line, the professional line, so there's two lines within the um contract that teachers can spend. There's course reimbursement for like college courses, and then there's professional development, which is like um a training or workshop that they're going to go to, and they there have contractual obligations. If there's money left over in the professional development line, that can be applied to the course reimbursement if there were teachers that went above and beyond or were over the line that they were expecting. They just can't go over the total between those two lines. So that's why you'll see that those over um the course and then >>

183the other one like exactly the full >> that line is line 90 and that line was actual. So line 90 on page 10. The actual for that was $9,000 seven $9,719 and contractual we have to put $19,000 in there. >> So they didn't they didn't spend even collectively the total amount that they could have spent. >> So bunch of people could have done staff course reverse. >> Yeah. And they did. So our to we had basically to freeze our course line. I think by December we had spent the total 31,000 and um so teachers that were taking courses were told that if you're going to take a course in the spring that to put it into the form that we use and that um I would track that and two teachers took a course in

184the spring and got reimbured because we had money left over in our workshop line. But like Jess um has mentioned before that line still it was paid for a course. came out even though the workshop line money was used it was it was it came out of the staff course reimbursement you have to reflect the funds on which line it applies to >> and I assume I'm sure we're going to get there but line 90 is that also part of the collective bargaining agreement >> yeah that's the PD line >> yes >> could we also do that >> oh y90 y that's Yeah. So I think the one above it >> is actually not for the CVA because there's not a C. Are they part of the CVA? >> The workshop reimbursement for non-certified PAR

185educators. Yes. >> And par educators tend to they do a lot of their PD inhouse. >> Um or they'll do webinars or they'll do like we just had a professional day on Friday and they participated in um a great workshop with one of our special ed case managers. But there are also obligations in the CBA. >> Correct. Correct. >> We have to have $5,000 just in case there are people that want to >> um >> Yep. So that is I'm on line 76 now. And so that is our staff training line and um this is the line that we have put in to cover our announce conference. So that's New England League of Middle Schools and um I'll be honest, I think I I can't remember if we had money in that line because the

186the actual say zero, but we did go send it to >> like it was paid for at the PD line. >> Some of the teachers paid for it out of the PD. >> I remember seeing the grid and it had NLMS with several people and it was on the PD line. Yep. And I don't think we had any money in that line last year, so we had to the teachers used their that their workshop line. Yeah. >> Well, we would have had 2,000. >> Yeah. So, this is one of those lines that maybe Amber could explain a little more because I'm I'm >> sure >> positive we didn't have money in that line before. So, off. We'll have to go back and double check that. >> I'll put a star next to it so I

187can get some. >> Yeah, I just um because I know people did go to Gnomes. I just wonder if we can reflect that >> somewhere. And I know that the school board approved it as a as an item, I think, >> right? because we pay for um lodging as well because they on Sunday over Monday they paid for the food allowance. We paid for gas mileage. Um they carpoolled but we still paid for that. Part of the money might have come out of um Brian's line as well because administrators have a line. So his money would have come out of that line. It's which is separate than certified staff line. There's an admin PD line. >> Sure. >> Um, all right. So, we're down to uh 77. That hasn't that hasn't changed much. Uh, then

188we're into the library section. um line 80 that again is the line that's been moved to the tech line but last year we did purchase I think that covers the uh couple of the couple Sora and Atrium came and we're coming out of that line that's why the actuals are a little that line same she's stayed around 950 Uh this is the this is the area too where she's been trying to move put something's at a dollar so we can move that line to another line. Um library periodicals which is line 82 that we because we end up in we have $500 back which she spent last year but we're trying to move that line to line 87. And line 87 is audiovisisual material. So she had uh she has $200 in that line, but

189she's asking for 700 and it's more of funds. >> So So yeah, go ahead. >> Sorry. About line 80, Sora is not going to be paid from that line going forward. I think I saw it in a different line. Yes. And world book two probably is what she used it for. >> Yeah. >> But going forward, we don't need money in that one programs. >> So if um the library educational tech line pays for sor world book um and we moved both of those to educational technology subscriptions. Um, library also pays for soar and atrium and a new program that we're getting called books. V O Ks. Okay. Yeah, I see it on 11. Okay. So, basically these funds are then going to be >> correct to Mhm. But the proposed budget did go up

190from what you spent. So is that just that things are more expensive? I mean, did you reduce the Sora and the whatever it was that the library tech? >> Which one are you looking at? >> 11. >> Like you just said, those lines are going to go into library tech line. library text going into >> educational. >> Oh, it's 11. >> It's moving into it. >> Yes. >> So that Okay. That 1,135 is going to be by line 11. >> All right. >> Which is going to be 252 value. I'd get that one. >> Got it. Okay. >> Any questions about those library lines? The actuals for AV repairs have been a dollar. We tried to move that 250 into another line. All goes back to the line that it was in originally in. The

191audio visual equipment line did go up a little bit. That's line 88 from 200 to 450 to replace outdated audiobook folders. There's new technology to load audio books. So, um she's she's asking for a little bit more money so that she can purchase those. Page 10. Again, those are that line 89 is contractual and that line 90 is contractual. regardless of what the actual say and regardless of the default. I'm on page 11. That's the rest of those numbers are zero. I'm on page 11 and I'm on line number 110, extra assignment stipens. So this line pays for our substitute coordinator. Um, every year we've tried to get some money in there and we end up in a default. As you can see, the actual is worth 3,700. Um, our st the substitute pro coordinator

192process is reduced a little bit in terms of responsibility. Um, and so we're looking to put $2,500 in there to cover, even though it says zero right there right now, we're looking to put $2,500 in that line to cover the substitute coordinator stipend. Currently, Mrs. Woody is a substitute coordinator, but Mrs. Wy doesn't take a statement. That's other duties as assigned, right? More superintendent, >> you guys um moving to some kind of online program, too, where people type in >> front line. That's what we're waiting for that portal to open. Yeah. >> Which is why some of the duties will be reduced. Um it's not going to eliminate it totally because it doesn't account for like call outs the day of. So people that still would call out the day of, you still need somebody

193to plan that day and man those phone calls. It's just the planned absences that are accounted for. >> That's kind of like why you're thinking it'd be less. It was 37 but now 25. Um the next slide down is is 111. That's professional news. That did not change. In the professional views that is um administration like New Hampshire Association School or New Hampshire Association for Special Education Administrators. Um I'm on page 12 and I'm down to line 116 is our next line. I have a question, but um it says some of these in the difference. >> What page are you on? >> Uh 11. >> Okay. >> Just like even like the secretary salaries there, you have the actual and then the um default and then the difference. >> Yeah, those lines haven't been filled

194out yet. That would be Amber the next round. Any personnel stuff, Amber's going to do the next round. >> Yeah. So, all salary stuff. >> Yeah. You'll get for the next round for our meeting in November, you'll get a complete budget and then you guys will have a couple meetings to digest that, ask questions, make some adjustments where we need to make adjustments before it goes to NBC. So you have that it'll have the whole roster of all the people and what their pay is >> but there are if you're asking about the difference just as a primer. So the certified staff and those under the collective bar agreements if they get raises those are included in the default budget. >> Is that what you're asking >> like that? So the actual and the default

195number might be different because we may have agreed to a raise for a particular group of people or a particular staff member that isn't reflected in the default budget. >> So like we talked about that before. I was just No, I was just seeing like that number >> over here because this is a spreadsheet. How how is that going to work on the last? >> The bottom line is not it won't make sense this round but it will next round. Okay. Yeah. because it's partial right now. Um, and I know you won't be here for that November meeting, but if you have questions that you want to email, like if you're able to see it in the drive and you want to email questions, we can make sure we get answers to that here. >>

196We'll also review it at the second budget meeting in November and also in December. Yeah, you'll have he'll have some time. >> I'm on page 12. Our next line is 116 117. That 117 line, that's the three copers and printers in the building. So that's one umbrella. All our copers and printers are under that that line for equipment repair. Maintenance agreements can be tricky because if you think maintenance, you think facilities, but that particular one is our cops. Um going down, most of these lines are just a flat um the only one would be line 125. That's another one computer software that we don't need. That's specifically for office staff. So any updates that they get are usually under an umbrella of Google Enterprise or something like that. So um trying to get that >>

197more at the SA level, >> correct? Yeah. Um line number 126, every year I try to get a little bit money to get some new equipment and furniture at the office. This is office line. Um but we end up back at a dollar for default. >> What are specific things that you need in the office? Um I I look at like um you know maybe one >> said something right away. >> What's that? >> Yeah. A new >> something an adding machine. >> We're gonna get We're gonna get Trish one when she retires. That'll be >> um and so some of the equipment because we I do have $500 in the um replacement. So some things we can get that but if there was something new that we needed like a new TV. I wanted

198a new TV for the office to kind of have a a central location. U we I finally we just use grant. So there so there default budget. Take that. Um, new computer equipment. I did keep that at a dollar. We haven't had to use that line in a long time, but um, if somebody if an office staff member's computer bones or something like that, we might need So, we keep that line in a dollar in case we need we do need to uh replacement furniture fixtures. That's another office line that I've tried to get money into, and that might be to replace maybe to replace the adding machine or again, whatever. replace chairs or replace an office uh desk or Yeah. >> Um the next line I think is our commencement line. That's um you

199know our default is $600, but we have traditionally actually we've often had to come to the board and ask for some surplus money to pay. We have a big eighth grade class um that's graduating this year. So we'll probably go over that. I know this is for next year, but we do we do generally go over that line. >> And what does that cover for commencement? >> Uh it covers >> Caps and gowns. It covers awards getting uh awards engraved. Uh it covers um >> cords. It covers >> that. That's what we get in school for. >> Yeah. Right. We have to we have to come and get surplus money for usually every year. >> Yeah. >> Um All right. Just going down this next area. >> And just for context about commencement, we did

200there was a year that we >> we talked about buying. >> Yes. And there was a year that we administration decided we weren't going to do caps and gowns and there was near a riot >> about it. So, and then there was all kinds of >> parents were very upset. >> They were and they then they started purchasing their own. >> So, you're right. We did >> we did talk about possibly buying them type thing. Yeah, we talked about getting ahead of it for this year. >> Brian brought up about >> I think having to clean them too or something >> and store them. So, it would be worth looking at that cost. >> Can I just say as a person that buys, you'd have to buy them much better quality because I have the

201boys blues from 15, 18 years ago and they turn purple. They discolor as >> Oh, >> as time goes on. So, you were going to store them, they would have to be better quality. So we could certainly look I mean >> we could price out the cost of buying 50 caps and gallons or something that will be expensive plus the cost of >> you'd have to get more than that too because the um classes are a lot of times 60 and then we've had some that were in 70s but I don't think we have for a while to get extras stains rips. Well, you also have to figure out, you know, how many girls and how many boys. So, you have to have, you know, extras for >> we all say I've only seen blue,

202I think. >> Oh, okay. We always have white and blue. >> That makes more sense. Oh, and then what the cost of >> cleaning, dry cleaning would be over here. >> Yeah. Yeah. I mean I don't know if there are other schools in the state that no >> PTO can just >> I think it depends on the school. I think everyone's kind of graduation ceremony is a little different. Um high school I think they may have to pay for them. >> High school's very different. Yes. they that would be something different. But other middle eighth grade ceremonies, I don't know. I don't think most of them have caps and gowns, but here it's been such a long tradition that parents get >> we could do it and say no more caps and gowns. >> My

203grand my granddaughter has a cap and gown >> for kindergarten four. She's in kindergarten now. This was out of preschool. >> Yeah. Crazy. >> Here. >> No, no, no. I think >> gotcha. >> So yeah, so we could do it. Um there will be a lot of backlash. I think we would have to let them know now that we're doing it so that they can prepare themselves for the spring and say >> for next year. >> Well, yeah. And say we also won't allow people to purchase their own >> and wear them during the ceremony. They could wear them for pictures if they wanted, I guess. But >> why wouldn't we allow them to purchase their own? >> Because you'd want a uniform. >> Like if one kid shows up in a cow, but four

204don't. Like you that wouldn't be a good look. >> No, I mean if we if if we bought our own, >> so we have them for all the kids, but somebody wanted to purchase their own because they want to keep it. >> Oh, that was something. >> That wouldn't matter as long as it's the same color. >> Yeah. I'm just saying if we decided not to do caps and gowns at all. >> Oh, yeah. I don't think we should, Personally, I don't think we should do that. It's been such a long tradition. I I have I understand why the parents are upset about it. And it's huge. A lot of these kids are in school here from kindergarten to 8th grade. That's huge. That really is. That's a long time. You really should celebrate it.

205>> That's my Yeah. I mean, just throwing it out there. >> It was It was a thing. >> It was It was It was definitely a thing. Okay. All right, I'm down the line I think I'm down to line 135 at commencement and then we went down to custodian mileage and cleaning supplies. That's a line that is tricky every year. Sometimes he's close to 25, sometimes he's close to 18. His actuals uh for last year were was 17754. And that might be a line that we take a look at. >> It's zero. >> That would be something that Amber will put in for the next round. >> Yeah, because that's an amber level. >> Anywhere you see a zero is because unless I've mentioned it, but because it's >> But it would be zero anyway,

206wouldn't it? Because we bought it, right? Yeah. So it would be >> like you might want to get rid of that line. >> The agreement is >> I mean putting a zero in and having a pass budget would would effectively get rid of the line >> but for three years >> for three years you have to have a zero for three years to get rid of the line. >> But I also think that if there's a default >> we might want can we change it to modular repair? I don't think you can change lines. >> Can't change a line like that. >> I mean, you can, but it has to be like similar intent. And I don't know that repair and rental are the same. >> No, they're not. >> But I'm not sure that

207I'm not sure that 32 I don't think it would carry over and default. >> Yeah, I didn't even mean that amount. I was just thinking in the future when we have to do some we might have to >> I'm going to make a note of it and have Amber address it when she's here. >> Yeah, >> I guess you would just put that in in one of the facilities budgets and just treat your modulars like the building, >> right? Yeah, and he Chris does have a couple a couple thousand dollars in that he's added to his um maintenance supply to cover an increase of things that he might need for the modular classrooms or that he does need for March classrooms. Um the next line down that is significant would be line 141. Um that

208is he's asking for $11,000 to purchase a a new auto scrubber brusher furnisher. Sorry. >> Is that in the kitchen? Where's that? Is that >> No, that's >> is that the I mean what is this? What is it? Auto scrubber furniture. >> Is it for the floors? >> Yes. >> Oh floor cleaning like hallways and things. >> Okay. I was thinking >> and for those the gym floor. >> Is it like a waxer too? Does it do the like >> I I I don't really know. >> It's what you The burnish part is for the gym floor. The auto scrubber part is for, you know. >> Yeah. >> Um expensive. >> Yeah, they're very expensive. >> Can I just ask about line 139? Is that one of the ones that you updated >> equipment new?

209Yes. So, I think that was that with a watering machine that he purchased >> something for the field. >> Yeah. >> Okay. So, we don't there's no other anticipated equipment. >> Not new. I don't think so. He originally had the burnisher in um new but we we have just to get replaced. Yeah. I'm on page 14 and I'm in line 144. This is maintenance supplies. This is where he's increased a little bit because of what what he might need for modular to maintain the modulars as well. So this would be air filters, filters in bags, paint, um gas and oil for equipment, light bulb recycling, ceiling tiles, those kind of things. Water filters for bottle filling machines. And again that's in appendix C and supplies appendix C. So it just highlights everything that it's two

210pages. So it's everything in the class associations for next year for this past school year as well as next year. Decrease of about a third. 147. Which line are you talking at? 147. >> Well, contracted services. >> It It's a So, that would be a line that the default is 99,000, but the actual was 292,000. So, that would have been a line that we use trust fund money to offset. He didn't he didn't have $292,000 in that line to start the school year. >> But but your budget is 103. >> So yeah. So he's asking for 103 and that again that's also in the appendix C and that is um on page the well contract services includes our absolute data instruction includes all the things that we need in the school as well as >>

211this also included your um maintenance um folks the contracted maintenance >> but I took that out because that would have put Right. So, but the 292 included the what's the company? >> Yes. Citywide. Thank you. So, your citywide contract was in line 147, but it's taken out because we're trying to account for that as hiring employees versus continuing citywide. >> Right. >> So, that's why it's a huge reduction technically from what was actually spent. And uh and that money came from our maintenance supply our maintenance salary >> because in an ideal world we would have correct >> salaries. We're budgeting for employees not >> okay you knowund and some odd thousand contract services. Chris, he did originally put that in there and I was like, "That brings your line up to $210,000 that uh and

212and we can't budget for there and budget salary line, you know, >> choice, right?" Then we would effectively be saying we're not hiring. >> That's what I said. You you you do this and you get the a budget pass, you will never see those lines again for your nighttime custodians. Well, and ideally you want to hire your own people because you have better% for your output and cost and hopefully you have local people so it means back in the community. >> So it it's better to hire your own people. >> All right, I'm on page 15. Line 152 is our next line and that is athletic trips. This is another line that every year we try to that's for uh field for athletic for the buses. Uh and we have not been able to get

213buses for our athletics since the pandemic. >> We're very >> because the company wasn't able to get us >> correct. Correct. We had the money in there. Every year we budget for it. Um but every year we can get buses to get our kids from here to Epsom EPA or here to wherever. Um and we are very fortunate to have families that car pooling. Lisa can attest to that when she's calling for we need so and so and so and so and so and so and so and so as they all pile into a car cross country meet or a soccer game. Very fortunate to live in a community that takes care of each other. I'm on line 153 and that's our field trip line and every year try to bump it up a little

214bit. The average cost of a field trip, it's probably about $500 now for our for our kids to take a field trip somewhere. And we try to give every grade level a bus um including our six, seven, including our magnets and advisories. About $500 would you say is the average cost of a field trip now, >> if not more? >> Oh, most of them are more. >> Yeah. >> Trips that used to be a couple hundred are now around 500. Uh just >> and that includes busing. >> That's field trip line is only busing. >> Yeah, it's only transportation. Um yeah, it doesn't include you know costs to get into. >> That's usually something their student activity account if they have a like fifth grade pays for their Boston trip fundraising and uses the student

215activity account. So pay for that trip. Um, but you know, if you're going to move to the apple or tree, that might cost you $10 to get there, right? Get your pack of apples, but it won't cost you for the bus. But if you take another field trip, you have to pay for the bus. You know what I mean? Like, so we give one much gets a field trip from the budget. And if they want to go somewhere else, then they might pass that cost on to >> or they're able to And I think that's the last my la that's it for me. So we're only asking for a mere 679,000 out of a $20 million budget. I I mean from our >> No, >> it the curriculum staff and this doesn't even have >>

216um the facility is makes up 1 to 2% of our budget. >> So >> it is yeah the majority of your budget is personnel personnel specialist transportation high school. All right, questions, thoughts, comments? We will have lots more budget discussions, but um if there's specific questions or things that you'd like to see in the in the interim, we can send Jess an email probably get them. I think what came out of what we talked about one thing was about the um you know the BT the how long it's been since we've done theater or that kind of stuff. So we have that information we want to reduce the budget. >> Anything else? >> Trying to think of there was something >> any of the things that have been coached for a long time. >> What

217like has there ever been a musical or >> Oh yes. So do we know like what you know what that that cost ballpark would be? >> Uh it c so the stipen that is given is the siphon. We don't say well it could be 2200. It could it's $1,800 is the stipen. >> The royalty >> the actual royalties >> like 500. That's what it used to be. I don't know what it is. >> You I mean you don't have to do a musical either unless it's through the music department. Obviously they're going to do >> you would pay for a script though. There are a lot there are a lot though that don't have royalties. You can get a lot of plays. You don't have to pay royalties just to buy scripts. Okay. I'm sorry.

218>> You had mentioned costumes as well. >> Yeah, we usually usually just had we gave a stipen to the person who did the cautions, but we didn't really pay much for costumes. We tried to just get stuff together. >> Yeah. A lot of times people donate things or like get thrift shop or >> try to find That's very inexpensive and props to ballpark 2500 bucks. >> It's probably a reasonable ballark. Yeah. >> I think for a musical I think a play would be cheaper, but >> um >> Yeah. And what how many I guess how many teams are not being fielded that are accounted for in that >> one. They gave us a list last year of everything. Just look through it. Yeah. >> Sorry, Alan. >> No, I was just saying last year, remember

219you guys gave us a list of all the different, >> right? So, we just need to know how long it's been. Oh, I >> didn't. Yeah. Yeah. And they're highlighted, too. >> Okay. >> Yeah. Unfortunately, you will have a >> black copy. >> You can see what's highlighted. >> In the drive, it's colored. >> Yeah, in the drive it is colored. >> Um, but I uh I know for a fact that a boys um I is is I don't know. I >> So, we have this, but we don't have like which which teams are not being >> We want to come back. >> Yeah. Yeah. We just want to know how long it's been since we've had a B team in this. Yeah. Was there something else though that we were looking for? >> I'm

220just trying to summarize >> general supply line, >> right? >> Um for science. It's mostly science, but I will science. >> I think it was tech. I think it was integral when I first started here, we had probably six to eight interns in grades K through five. >> Um, last year we had two music interns come and we had art interns. So, it really does depend on the year and we really don't know until until probably November, December. So, I'd have a better idea before budget was had to be done done. I might have an idea. >> Um, >> I'm just wondering if um There was like is there a certain amount per um or there must is there a fixed type of amount per >> uh so I it depend so for example when

221we had you know six or eight or whatever we took that 70 we had that's how much we had so then we divided it between all >> um but you know with $7,800 we're not going to give music in terms bless your hearts um, right? So, I think I think we did 500. I think we did 500. >> Yeah. >> So, that's why I figured and for music and art interns, um, it's often just a semester. Our our UNH interns that were in K to 5, it was a full year. >> Yeah. And and they they've changed it now. UNH is just using the schools close to them because they don't have very many interns. They have people going in to become teachers. Well, and it's easier for the UNH professors to have to come

222up and reserve to come all the way to Deerfield um was a lot for them. So, they tried to centralize them um so we don't get as many experiences, but we do have wonderful music internal. I can talk to um Sarah Chase, our teacher, is uh one of the teachers at UNH. She's a she teaches the book end classes, so she usually knows if we have some interest of this type of art coming out. Again, art in the first semester because they go to high school. So, if we considered um $500, that's what I was thinking for, >> but No, I was just curious because of because of what the uh the default was. so much. >> Yeah, it's from years ago. I mean, >> $7,800 has been since I've been here. It's been $7,800

223since I started years ago. >> And it's a huge benefit to the school to have interns. >> Oh, 100%. >> Huge benefit. So, I definitely would say that's something that I wouldn't necessarily want to reduce. I understand what you're saying, but if UNH all sudden got an influx of students coming in, then they might be sending them our way again. >> Yeah. Yeah, I wasn't saying to get rid of it completely. I was just I was just curious what the Yeah, the default being so much higher than >> and it's a you know she's propos it as a reduction anyway. So >> right >> that's why I was >> we do get other schools like SNE has reached out um >> as with trying to find and the other thing is it's a it's a

224huge commitment for our teachers too to take on an intern or a student teacher that is a big commitment as well. Um so but there is a huge benefit. There really is. We also have a speech intern but they don't they can't get paid because of their they're so specialized and they belong to completely different organization. Even our OTS and speech people cannot use professional development done in school. It has to be through the organization. So they're very specialized and they cannot accept um um okay so we move CIP toformational. So we will move on to board goals. I was just looking in the packet and I don't see them in here. What was Yeah. So canon was saying I went I did go canon I did go to the drive and I'm like oh

225there really are a few things in here that well one of them is 200 and something pages so there was no way I was printing that but board goals was one thing that I did not I'm happy to print it quickly if anybody wants it >> I I can't I haven't told the past two times I put it in my phone but it's not popping up as an available >> personal devices You want this information to be public? >> You are. >> Yeah, it's the wife. It's the >> No. Yeah, I know. But I didn't know if you wanted it to be on video for all to have. >> Oh, you want me to say it out loud? >> No, I I'm just asking before you say it out loud. >> You can actually get

226it if you go to the October 1st meeting. It's in the stuff there. Unless you've changed it since then. You changed it since then. Can you turn your Wi-Fi off and then try to drive 24 volts that this one right there? >> You're welcome. >> Chair got you. >> Usually the door knob Yeah. So, it's in the 70. >> Do you want me to print? Is Do you need a copy, Andrea? Do you want me to print it for you? >> All right. Sorry. >> I don't know. Doesn't matter. See, but this is I didn't get these to just before the public meeting public packet. We'll do our >> So, so it's an example of something that's not going to be in the public packet, but for board members, it is in the drive. So,

227>> and it will be available in the drive where >> Stefield school >> for 10:15 meeting. >> Oh, yeah. Okay. >> Yeah, we'll move it into the board goals after it's approved. Do you want to use my computer to look at it? No. No. Bigger. >> I'm sorry. Last time what was it under 10? >> Um 7 D seven letter D. So listening to the the fellow from the school board made me think about possibly adding to our goals about superintendent evaluation, right? >> Including a strategic planning >> and I know Ken, you said before about getting our budget passed. >> So those were kind of three things that stuck out for me. You could add the budget passing until the financial stewardship piece you've already got potentially. >> Yeah. Are those all three of

228those um under that those what we call the topics that we were >> pretty much Yeah. strategic planning >> superintendent eval >> and superintendent eval the only thing you don't really clearly had on here is anything around policy but I think within each of these categories are you know responsibility to adopt policy that meets the needs of those areas >> right >> um so do we want to add something about strategic planning And if so, where do we want to add it? And or we could create a new category. >> I I think we should and I think it's really a good idea for us to do some strategic planning. >> And we've talked a lot about the superintendent valid. I mean that if you make it a goal, then it's something that we would

229focus on, but I almost feel like the stu strategic planning is in a different doesn't really fit. >> Could you do just um like long-term planning and then have strategic plan under that and superintendent? Yeah. >> Yeah. Make that a different one. >> Number four. >> And obviously these are just drafted. So if you want to change any of them, if you want to add other things to them, um if we want to get rid of any of them. >> Yeah, I'm glad you have the CIP too. That was something I've been Awesome. >> Yeah. >> Oh yeah. Okay. So that's the CIP. We can also just that meeting that we had before with Chris just about identifying things that >> for a starting point. >> Right. Right. No, I'm just saying that. I think

230I was confusing the um the tax impact stuff with the CIP stuff. So any of those >> but it is connected. >> I know they are but but the CIP will be the overall >> Yeah. >> and might include your >> impact fee right projects in there >> but might be like a separate column and and really the CIP and we can get into this actually when we do talk about CIP. >> Yeah. I mean, so I mean the two items under A and B might be repetitive. I don't know if >> I think it's good to separate them, >> right? Because there are facility needs that aren't going to be part of the CI that we still need to address. >> Do you think we should just table this for now until we have

231the other members have a chance to review this. >> Um I'm fine with that but it but it is just another meeting that we won't have finalized goals. So just I I would suggest that we add the stuff we talked about if we're okay with that if okay about it >> and then that draft would then be looked at at the next meeting >> to potentially finalize potentially. >> Yes. And obviously if the members who aren't here have thoughts, concerns, questions, ideas. >> Yeah. Um, let me know >> because these are just these are just like brain brain thoughts, >> right? >> So I'm not offended if you want to change them. >> Okay. >> But um, if we did want to edit anything, >> we can send them based on what we talked about

232before. We can send them just individually to you. >> Yes. Yeah. You can collect our comments, right? Because you we charge you with doing this. It's not a meeting >> or you can send them to me and I get them to you. >> Yeah. >> That might and then I can consolidate all the feedback. >> Sure. >> And push that out to you. I think that's what he has. Let's >> talk about making more work for you. >> Like you said, governance is never efficient. Correct. >> Cool. Um, >> you just um send out an email that >> Yes. Yeah. I'm happy to do that like tomorrow. Okay. Superintendent goals. All right. Um, we hadn't talked about how you wanted me to present my goals. So, I I put together just a draft of goals

233that I was thinking. So, I can go through the couple of goals that I talked about. I did put goals and objectives and things like that, but I wanted to get the pulse on if you thought these goals were headed in the right direction, and then I will edit based on your feedback tonight and then put that into the drive for next time. Um, so I had district policies. I had a goal that I will ensure that all district policies are up to date and relevant and that there is a review process in place for continued review. Uh, it would be measured by a presentation to the school board reviewing a policy binder. So the goal would be to have a three-year cycle. Every three years, every single policy is reviewed and updated. So that

234way we don't fall behind again for 20 years like previously. So, um that would be in the objectives go into a little bit more detail regarding policy. Um community communication and outreach. Um continue to improve communication with the community, town offices, and school board to ensure that all members have information necessary to be informed be measured by a checklist of community communications and outreach efforts that have been completed over the three years because I have a three-year contract. So, it'll be the culmination of that three-year um cycle. And then I've got objectives listed below that for community communication outreach. Um visible and present. I will connect with the school community at a variety of school and community functions and via school walkthroughs. Uh it'll be measured by a log of community events that are attended

235and school visits completed um of school buildings. So, I know you had raised the question around well, how do we know that? So then I'm doubting you. >> My my my my lifetime career of special education brain was already thinking that. >> Yes. >> So I I have a tendency to make goals based on by this date this will happen and this is how it's going to be measured. So within each of those goals and even my objective it's there's a date what's to be done and then how it's going to be measured. So that hopefully you would have tools to say whether I did it or not. Um and then I had resource management. So I will ensure that uh financial and staffing decisions are made with best interest of students and with the

236least impact on taxpayers possible without reducing the quality of education for students. It'll be measured by the completion of the objectives below. And then I've got more scripted objectives below that that are a little bit more specific. So I don't know if those were on the right track of what you were thinking. Um if you have I was think I was thinking about um I'd really love to have one of your goals be about the climate surveys that we've been doing and um you know like what you finding from that what what things are changing you know to make that like a really important thing. >> I think I might be able to fit that into one of my objectives I had I had something that kind of touched on So I think under visible

237and present um might be able to make an objective in there that is around that because I think some of my object objectives for that one were that I would be present um at a minimum of five district events each year. Uh I want sure that attendance is equitable among each of the buildings and grade levels. I also wrote these goals that could be between Penrook and Deerfield, not just Deerfield specific. um with a minimum of three visits per school building each quarter. Um will be visible and present at all school uh buildings engaging in learning walkthroughs meeting with building level administrators, teachers and staff as appropriate. I will attend community events and ensure the district has presence at community functions when appropriate. I could put a culture climate thing in there or I've got

238one uh I think resource management. I talk about eval systems for evaluation of principal and staff. So I might put that in resource management maybe. >> I think I could objective in there. >> I just like that's something that I would like to hear about periodically. And I know like we had the first one and I know Kristen you talked about stuff that you had done in your PLC's and stuff but then when I asked about the update I found out you had a second one. I didn't even know you had a second one. So, I don't, you know, I don't really know. >> Yeah, I think you brought the >> the first one or the second one because I brought the data for the second one. >> No, no, I saw it, but I

239didn't know that we were doing a second one. >> Oh, for us to do it every year. >> I am I was wondering what's the update on what's been done from the first one and then the data came that you had a second one. So, I just said I'd like to be aware like updated as to what's been done, how are we improving things? And I think the first year was sort of talked about as sort of setting a benchmark. So like >> can we compare year to year? Have we improved in any of the areas or >> I know that's hard because different people respond each year. >> Yeah. But it gives you a trend, right? And now we've got two years of data. So by the end of this year, we should have

240a basic overview of really general trends because you're gonna have three years of data to look at. So, a lot of a lot of objectives under there >> and I am not I guess I'm not sure if this is under your purview, but there have been questions that have come up about how we know that policies have been are being followed by staff or are being acknowledged by staff. So, if we come up with a new policy, how is that being disseminated or how do we know? >> So, so that would that is in development. We've got We need an employee handbook. We don't have an employee handbook. >> Yes. >> Can that be a goal? >> That it's already almost done up, but yes. >> Well, then it's an easy. >> That was one

241of the first things that Jack and I were working on when I came on this summer. >> That's a good point because I know when Nancy and I talk about it, we're like, >> how did we know? Teachers know. Like I I read some of this stuff and I'm thinking like, well, when I was a teacher, I don't know if that policy was there when I was a teacher, but I sure as heck didn't know about that. So I can add that but it's almost up. >> I think you should just so that we get an update about it. >> I know I do a lot of policy work in my job and when I'm presenting or when we're lining up for approval. A huge part of it is how we're pushing this out and

242how we're educating people about it and what's our um educational plan. >> Yeah. >> And so the employee handbook, just so you know, is supposed to be signed by every employee upon hiring and then there are addendums made pushing that out to have signatures from every employee. So the first round when we get it, you know, stamp of approval from the exec board that will go out to every employee and every employee will have to acknowledge that they've received that, that they've read that um and that and then every new employee after that will get that same thing. And if there are big amendments that are made on, you know, big policy changes that have come up, right, um we'll have to add those things. >> Yeah. And then yeah because I don't know how

243often we do policies that really fundamentally change how things have been done but to the extent then we might need to have >> for that policy sort of an educational plan or memo that goes out to staff or whatever >> a lot of times we incorporate them into training staff training days. So some of the stuff that does impact day we do we actually usually take care of that during P days. >> Yeah. you wouldn't. We're fine. I just don't know that. We don't know as a board how that works. >> You had a section in there about financials, right? >> Y >> I don't know how specific, but I think two big things that obviously the audit and then >> Yeah, completing a annual audit is a good goal. Yeah, that's a good one.

244>> And then the the um the CIP stuff, >> the tax impact stuff that is just fact doing any of that stuff. >> Yeah. Yep. I can >> that was that was a good meeting when came he was shocked. We hadn't talked like been approached by the town about >> right. Yeah. The planning board or the town will usually reach out. We didn't know that they were starting the process. So, >> but now you know you'll be looking >> Yeah. >> for that too. >> And it's a good goal because I think last time they were utilized it was like the money was about to run out and so it was like oh no we got a new project now. >> Yeah. >> Um so having it sort of in the sites is a good

245idea >> and the gym floor I'm sure has to be done every so many years. So that would be >> Chris has been doing that. >> I mean maintaining but I'm just saying that's a perfect example using >> so and I submitted the proposal for the cafeteria board. So that went in for impact fees from the you guys voted on that last time. >> So that got submitted. >> Um yeah. Are you okay if I add those as objectives? I mean I've already got four goals but I think if I broaden the categories a little bit I can add some more specific objectives in there. >> Yeah. Yeah. I mean, I don't want you to like out goal yourself that you can't >> Yeah. >> I don't want you to set yourself up for failure

246that like you have too many objectives or things that you won't actually be able to easily accomplish your first year. >> So, I did Well, so I I made this for years. >> Three years. >> So, if and I did put um some dates in here. So, like I have some scaffolding dates from like January of this upcoming year or like next July or so there's dates. And so I'll clean this up and then I'll put this into the drive for next time >> so you guys can see that and if there's other feedback >> open what what was his name? >> Barrett Barrett. >> Barrett. Yep. >> Um what he was saying about having you know measurable goals and benchmarking all that stuff. So >> and I loved this idea of every once in

247a while a nonpublic us just meeting with see how you're doing. That's a great I had not Yeah, I had considered that. I had not published that. >> Okay. Uh great. Thank you for preparing that. >> Yeah. Uhformational items. We don't have a monthly expenditure report. We got it at the first meeting, I believe. >> Yeah. You get last. >> So, we'll get one again in >> school property law. I don't have any updates. Is this the stage road? >> Yes. >> Haven't heard anything. >> Um was there was there no um there was no correspondence that all of us >> about stage. >> No review. >> I had somebody email me and it was I wanted to ask a couple questions but >> it's not that >> is that usually the first meeting before

248the first one >> it was in the folder I did look >> historically yes we would only review review review of course we do review of correspondence at the first business meeting um but a lot of this stuff would have only been done at the first business meeting and it's the second business meeting so >> it's now a little bit muddled um but yes typically but if there's something If they want the regardless of whether it's correspondence or not, we can add it to an agenda. >> Make a motion they added something in too, >> right? >> Oh, yes. >> So, do you want to add a topic to the agenda? >> Yeah. >> Okay. >> Um, so I'd like to make a motion to add based on an email I got for um safety

249basic like um a like intruder or something >> training >> um we can call that >> training. Yeah, that's fine. >> It's a drill. It's a drill. >> Safety drills. So, you want to add safety drills to the agenda? >> Yes, please. >> Okay, I will second. Any discussion? Is this something that we're going to need to take action on or is it just Okay, then we can add underformational. >> So, we'll add safety drills. >> If everyone approves, all in favor? >> I >> So, yeah, I just got an email about um what what the how often the staff is trained on it and what the procedure is. >> Yeah. Yeah. So, we actually have requirements that we have to meet that are mandated by the state and federal government around the number of

250drills. So, there's um like secure campus drills that we have to do, there's intruder drills we have to do, there's fire drills we have to do and we have to meet a certain number of drills during the school year and we have to report that to the department of ed. So, we do we do practice those things. I don't know if you >> every month every month's mostly it's fire drills, but we do do an intruder. Um, and when I do the intruder drill, I just send it out to the community before we do it um with some resources and then after we it's, you know, it's all clear, we invite the police as well to come and usually officer uh Chief Dukette will bring some patrol officers over and they will walk around and

251check doors and go in when it's it's a it's a great opportunity for us to see what locks. There's been a couple of the teachers like, "Oh my gosh, I thought I walked it, but it kept spinning, >> you know, and we wouldn't necessarily know that without um uh so every usually during the colder months is when we can do the indoor drills. Um we've had an emergency evacuation that we've fortunately been able to call it a drill when it was actually an actual event. Um so a couple years ago, my first year here, we were trained with Alice. The Alice training was done. Um, we wouldn't do that with students necessarily. The and a lot of staff have not been trained. I mean, a lot of staff have been trained, but there are some

252that have not or they've come with different training from different schools. And that's like the active shooter type. >> Yeah. >> Correct. And that each um each letter stands for it's an acronym. Alice is an acronym. Um, and we've reviewed uh reunificate. We've reviewed things in the EOP. Uh at the beginning of the school year in August, we uh went over the we had updated uh everybody has one hanging in their space over there by the door. Um those are the drills that we often do. I can go get that if you guys get >> No, that's okay. What the green one? >> No, the yellow that yellow thing hanging. Every teacher has a a a little folder like that with the and those are from the department of safety from the New Hampshire department

253of safety that um we have printed at staples because it's I think put on to nicer paper so it lasts a little >> and we have to submit our um emergency operation plan to the state every year. Um so that goes into play. There's some materials. So part of our emergency operation plan, we actually can't share that out publicly because it contains like our emergency protocols. Um, so I know sometimes that comes up as a question of like, well, how do we know what their drills are or what what they're practicing? And we can't share that out of the safety of kids like they we can't tell the public where we're putting this during, you know, an emergency drill. >> Um, but yeah, it's a very scripted requirement from the state. So, how often is

254that specific training? They like the active shooter training. >> Um, we have not done an active we've done the drill, but the actual training since um my first year was 2018. The last time that I know that we've done it. >> We've been discussing it. This has actually been a um priority area discussion for Jack and I, the other superintendent. We just met this morning with leaders regarding emergency procedures and protocols and going over some of the resources and um signing up for trainings and what do we do and um we had one of our other schools just did um use some of their professional development time last Friday to go through some emergency response and reunification plan um things. So that's that is a priority of Jack and mine as well is making sure

255that our safety procedures are in place. um because I think they're kind of in different areas in different schools. So try to align that. >> So is it something that you think your staff would benefit from? >> I I mean it would always it so you only have a certain number of professional days during the school year, right? Um so I know when I came it was that we had a it was the last day of school the kids or teachers it was the after the kids the last day of kids school kids were in school. So they have professional day that it's a teacher professional day based on the contract. >> Well Jack and I might be looking at when the last time each school has gone through one of those ALS trainings and

256we will likely come up with our own script of like every so many years. We want this type of training to be done. I mean that's not a training that you necessarily would do every year. Right. Right. Um, but Jack and I are working on coming up with like an administrator manual that will like will include when the expectation of restaff training on those big kind of trainings will be >> Yeah, that's what I like. >> Yes. >> Yeah. And I mean for something like that it'll be important for budgeting, right? So like if we're planning to do an >> we might want to include it in our budget for the following year or whatever. That's what the train. >> Yeah, it depends. Sometimes >> um we can't like commandeer their PE money and tell

257them and force them to do a certain training unless we've like >> violated some for there is training if there's a training line that I could pull that money from. >> Yeah. Sometimes they're free though and sometimes there's grants they put out um like the Department of Safety will put grants out because they, you know, maybe they got some funding and they're like, "Hey, we're offering this apply for this grant and we will come do this training for free." So sometimes there are free opportunities which I think the last time it was free I believe um that our schools done had done it. It may have been free through a department of safety grant. So, and those are those come up at a regular basis. >> It was Chief Detect that did the training when

258I >> when I that year that that all participated. >> I think Alice had just >> not necessarily come on on the scene, but it was catching it was get getting seen. So, and that that is basically Alice training is not being a sitting duck. So, if you you know, which is came out of the Coline tragedy. Yeah. >> Um He would work with PD to do that. >> Yeah. >> So if it's been eight years probably would be >> Yeah. You said >> Yeah. Jack and I are actively working on that. because that is a concern. >> And every time we do do a drill like that, like a lock down, we'll talk about with the staff, what is this going to look like and what could you do and what, you know, and

259they talk to their kids about it and um >> and any of the active active shooter training things involve a lot of community communication to not scare anybody and make sure everyone's aware of what we're doing. >> Um, so it's definitely a bigger effort, but it is important to cycle those things because anything can happen. So I know everyone want to think about it but it's reality >> right thanks for >> awesome >> um or discussion about public comment >> discussion >> oh yeah I had asked about um adding this to the agenda a couple weeks ago just based on um I I just feel that it's important to um you know if to engage with the public commerce. I just I think that um some sometimes it feels like some people you know they

260can just go up there and drop the mic and then that's it you know and then it's like it's almost yeah we can add it for the next meeting but it's sometimes it's like oh that person just said like little things and you're not gonna like what are you going to put as the agenda top three different agenda topics or going to address that public commenter you know personally like I I don't know how to go back on it you know um two weeks later rather than just you know like the the board of selecting meetings it's very much just a conversation with public comment and I think that it's it's just more effective that way. >> Yeah, I think there's a difference between addressing things that they've said versus inviting them up and having

261a conversation. Um I I mean that's not allowed per our board policy currently. So if it's a if it's a school board agenda item, I don't think we can have dis open discussions unless there's like a public forum or something. per our policy or per Robert's rules or whatever uh we're using. I think I think it's helpful to be able to address certain things, but what I saw happening is that there was like hourslong discussion about things that weren't on the agenda. And I think that's problematic in terms of transparency. like we want people to be able to know the things that the boards would be deliberating about and potentially taking action about before the meeting. I think of it similar to like warrant articles, right? So, when you're at a deliberative session and someone

262is making a motion to change a warrant article, you have to consider if it you there's a stay-at-home rule. So, if it would fundamentally change someone's decision to stay home that day versus would they have come if they knew that you were going to be discussing this or making this decision. To me, that we shouldn't be having robust discussion and decisions about things that aren't properly noticed because someone might have wanted to make a comment about it or wanted more information before he made a decision. and now we're saying actually this wasn't on the agenda but because this person mentioned it now we're gonna you know make these crazy decisions like I just >> make we can edit the policy to not like make the make decisions or take action on something that's not on

263the agenda. you're talking more about just having a discussion, >> right? And if there needs to be action, then that gets, you know, moved to an agenda item for the next meeting. But I don't there wasn't I don't think that there was hours long, you know, discussion with the back and forth. >> Yeah. I just, you know, I think that there's a a difference between having discussion but doing business, right? Like we're here to do business of the board and that's typically motions, policies, budget. So, we could come and just have discussions about things that we're feeling frustrated about or things that we've noticed or things that we're concerned about, but that's not really doing the board's business, if that makes sense. Like, we have to sort of propose something or change something or give

264someone a directive. It's not like we don't have board meetings to come have like chat just hang out and chat about frustrations if that makes sense. >> Well, no, it's addressing a public comment which we have two sections of public comments. So, it's addressing specific, >> right? I think we could address if there's something that had to be addressed quickly like that's going to be on the agenda or we can add that to the agenda. But I just I don't really see how having a long discussion about something that comes up in public comment is helping with any claim that we're not being a transparent board. Like I could, you know, see a situation where I say to a friend, hey, why don't you come make a public comment about this and it just ramps

265me up to make make a motion or something or say, oh, you're right. That is a great that is a big problem. So now we're going to address it instead of me putting it on the agenda >> as I think if somebody said that is a big problem, we would say that's a that is a big problem. We agree, we'll put it on the agenda, right? because we wouldn't have that discussion now. But I I mean for me a lot of times it's there's such misconceptions that people say stuff that's wrong and we've been like not allowed to say well that really isn't true because this is what we're doing. >> And then if it becomes a big >> conversation you say well you know we don't have time we'll put it on the agenda

266or we'll do something else late in in later to discuss this more. But I think it's more just being >> being being able to answer questions that they have right then and there. Not getting into I agree with you. We don't want to get into big discussions. We don't want to make >> decisions on things that we haven't decided to do. Right. >> But I think if I'm reading you correctly, can you're just looking for a little more flexibility to be able to talk to people about their public comments, >> right? Yeah. Yeah. And I I'm totally fine with having the caveat that we're not going to make a motion on something that's not on the agenda, you know, you know, based on a public comment. But I just think that it just uh and

267then again as the chair of the board you can somebody gets out of control with what they're that's you know your role to tell them hey we're going to table this and >> yeah I mean I think I think what this was intended was for the board to discuss. So, I would take issue with inviting them back up and having a discussion with the public commenter and having a back and forth um because I think that's giving them unfair time, right? So, we have three minutes to give a public comment for our policy. So, if we're inviting them up now, they're potentially talking for much longer than other people. And then you get into situations where we've we've cut off this person. now we're letting this person come up and have unlimited time and someone

268could certainly accuse us of impinging their free speech because we're not allowing everyone the same amount of time. >> Well, I mean it it has happened like I don't I can't remember the lady's name, but I mean she she spoke for I actually went and reviewed it back to see how long she talked and nobody got her off that was one that I really wanted to say something back to because she said three different things that were not true. Um, and but it was like three separate things and but you know she didn't get cut off >> and I I mean >> people do and >> we t I tend to be lenient and if I'm going to be lenient I try to be like if there's only two people here for public comment. I

269will be slightly more lenient with them because we allow 30 minutes of public comments. Um, I have let I think every person at least once go over there a lot of times. Um, but if we let everyone do that every time and I generally will say if you're you need to finish up what you're saying or make it clear that that their public comment is ending. >> Even the the night that Arrol came up, you know, for the second round of public comments and he was asking questions and he weren't responding. Like I think that that's super productive. like we actually got a lot out of that interaction. Um >> I mean and that's fine. We just have we would have to change our policy. So the way to do it is bring forward the

270policy and make proposed changes to it because we can't do it and also have the policy that says we're not doing that. You know what I mean? >> Yeah. This is the first step to see >> I just looked I just looked it up. Yeah. I mean, and I think sometimes uh the public comments are ones that maybe we don't want to really address because they might be >> I mean, it doesn't mean we have to address everybody, >> right? >> Either, right? >> Sometimes things are just so way off base it's not worth getting into and other times what they're saying is perfectly okay. I don't I hear what you're saying and I agree. For for the time I've been on this board, I've been incredibly frustrated having people come up here. Like when

271we were doing the school choice, we had people come up every time and say, "The people want school choice. You're not doing anything." Well, we were we were meeting with other schools. We were doing other things, but we couldn't say it because we were, you know, we that was our policy. We couldn't say anything. And I I found it as frustrating as heck because it just was not true. And if they stayed for the meeting, they would have heard that it wasn't true. but they weren't staying for the meeting. >> But I also don't want to incentivize people to not stay. So if we answer every single question before we get to it on the agenda, >> I wouldn't answer every single question, but I'm just saying there's times when it would be nice to

272put somebody straight and say we've been meeting with other schools, you know, we've been doing that and just leave it at that. Don't need to get into any more discussion. We can't really go into, you know, specifics about it because negotiations, but you know, just to be able to have said that would have been really nice. >> I can add those policies to the >> I made a note to myself, what's the policy about it to pull it out? >> There might be more than one. >> Yeah, I think there's a couple. >> Yeah. >> Um, yeah, you'll want to clarify though when you're making those comments. Is it during agenda item number five or are you doing it during public comment because are you just taking notes to like right make note of what

273you want to come back to because that way you don't allow that back and forth. >> Right. So that would be my that's what I would propose is not doing it during public comments and having the board discussion so the board can discuss >> things that came up that we want to correct or things that we want to answer quickly. Um because then you just open yourself up for arguments. >> Correct. And I know >> we do, but we can also take care of things sometimes too. Like when we had the the one woman who was having the transportation issue and then she came back up and then we found out that it was something. You mean we kind of took care of that. Made sure she had the number who she knew how to

274call, you know, where >> Right. But I think we should, >> you know, discourage that of them coming back up >> and we kind of she like >> kind of >> she just jumped back. I just did and then I was like I kind of felt bad so I was like okay >> because I felt bad for a situation I was like okay don't don't >> which is the school you'll get into if you don't have like a >> like it's fine if you want to do that but make sure you put parameters on what you're going to do. I mean there's and there's also things that we need to cut off in public comments. Like people should not be talking about staff members or individual students in if they're >> right. You have to

275Yeah. >> There are like privacy laws about talking about individual students or things like that. And we have policies about, you know, the correct procedure for if someone has a complaint about a staff member or something that we shouldn't allow during public comment because that's not consistent with our policy. So yeah, so there are just other things to keep in mind about the utility of public comments and what we can open um as a result of public comments. But yeah, but let's review the policy and see what we can change or what we want to change. >> Oh, that was not a nonpublic item. No, I don't think I don't think so. Okay. Um Jess needs to add I guess we need to add uh is itformational? Yep. Okay. Um anformational item about transportation. So

276I'll make a motion to add that second. >> Any discussion? All right. All in favor? >> I >> All right. So, um, this is really just kind of a heads up from Dale is that on the week of October 27th through the 31st, Range Road in town is going to be closed to have a new culvert installed. So, long story short, um, they need to essentially temporarily adjust the bus route. So, just giving a heads up that there will be a change in bus route. It will be temporary and it's just due to the culvert construction installation. Um >> is it only the one bus? >> It will affect two buses that we have to create new routes for during the times of the road closure. Um >> yeah, we are hopeful it will be

277just one week. So hopefully it'll just be that short week that I fingers crossed. We all know how construction projects go, but >> um I mean if you want to see the specific risks, we can get you, but it's so short term that it's really construction based. It's not a it's not a permanent fix that they're looking to >> I would defer to defer to Dale come up with whatever makes sense. >> Yeah. >> So I think I can just let her know that that's thank you for the info and just let us know when it's done. And how how are they responsible for notifying the parents or >> I believe they've already been in contact with Miss Wim and there's a message being prepared to go out or will be soon. >> The transportation

278>> potentially range road closure. >> Okay. So maybe she's waiting to hear back from me and then she'll get that to you. >> Um so they'll they'll coordinate like usual if there's any transportation um changes that they'll send that out to the families that are impacted. I was going to say I don't think that's for another week or >> Yeah, it's for two weeks. Yeah, I was around Halloween. >> Yeah, >> that was it. >> Okay. >> Nothing crazy. >> Um and then we have CIP. >> Yeah. So, this is just an update. Um we're the facilities committee is going to meet again before the first November meeting and hopefully we'll have a tenative CIP plan adopted. Um, and then eventually I'd like to fine-tune that even more because I think the CIP that we

279kind of have is just a is a framework. It's not really like a comprehensive CIP plan um that usually is a bit more detailed um and long-term and you know broader encompassing and works with the town and all of those things. So I think this will just be a good starting point to get kind of the next 10 years of big projects that we know about on the docket and for your guys's approval. Um, so now Canon won't be here for that November meeting. So, um, hopefully Missy, myself, and Chris will bring that forward for the board to review. >> Sounds good. Um, policy, I know that the policy committee has not met, >> right? So, I would propose keeping all of these as a second reading. >> Yeah. Um, and I had a question

280because the JJ, you were going to add stuff to that. chance to do that? >> I have not yet. I talked to Nancy. I was trying to figure out when I needed to get to you and she said the policy committee was not meeting before this meeting. So, I hadn't sent it to her yet. >> I mean, we haven't heard anything from anybody about those first readings for all everything anyway, BBA, BBA, DFA. So, I mean, >> JJ, the nutshell of JJ is that when families receive EFA dollars, they no longer fall under the same like rules as homeschooling. Yeah. Yeah. I think um yeah, >> Kendra was gonna add something about like a 1.6% charge or something like that. I don't >> whatever it was based on the other thing, >> but then obviously

281we can change it or we can not have it. Um it would just be proposed language for the >> Okay. So, we'll just not do anything with those right now and bring a second reading to the next. >> Yeah, I'd propose keeping them as second reading. >> Okay. >> Uh public comments. >> Um I don't have any. >> No public. Okay. Um, we don't need non-public session. So, I'm going to make a motion to adjurnn. >> Second. All in favor? I >> say two really long meetings in a row. >> I know. I was like, I think I'll be home by eight. >> I told I said I don't think I'll be too long today. >> I don't think I'll be too long today. >> My god.