10/1/25 DCS School Board Meeting

0011st, 2025. 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. >> Okay. Minutes for September 17th. I had a comment on the number. >> Okay. So at the third page it says um approve additional what number is that? Okay. >> Yeah, you're right. >> So, I think it's 1,600 3720, but that needs to be changed. And I think up above it has the same thing. Got those numbers in the wrong place. >> Can we just double check? >> Can you write that down? Because I didn't do this. >> I'll write down. >> Yeah, >> what about 6? After that in the second

002page proposal from dirt is too much. >> Why don't we um give our comments back to Candi and then we can approve them the next meeting. That works. So if anyone has other comments, let's just we can forward them on and correct the minutes then. Okay, we are on to public comments. Um, there are a few number of people here tonight, so I'm glad everyone could make it. Um, we do have a three minute limit on public comments. So, if you could try to keep public comments to three minutes, that would be helpful so we can get through everybody. >> Hi, Stacy Mariani meeting househill road. Um, I had a couple of different things I just wanted to highlight and touch base on. You have high school tuition on your agenda tonight. I would love

003to see you sign the extensions for Code Brown and Pemrook Academy. Perhaps wait on Conquered to see what they're doing and what their tuition might look like because they have that piece in their um adjustments about bonding and construction and they are working on construction. that could shoot their tuition up quite a bit. So, I I would recommend waiting on that one. Um, you have on your agenda the New Hampshire School Board Association um updates and their meeting is coming up in number 12 on their continuing resolutions as a parents rights issue. You'll recall that Governor Ayat signed um a the parental bill of rights last summer and this um continuing resolution kind of flies in the face of that putting um parent uh teachers opinions on children and um do weight in consideration educators

004professional judgment um almost equivalent with parents. So I would encourage you to look at that and seriously consider >> number 12. >> Um SAU health insurance the common sense is it that's not common school is it schoolare do we have that number? Um so I talk about it. >> Okay. So I see we're going to get a big assessment on that. That's a little concerning. So I'd like to know what that number is. So I'm glad to hear that's coming up. SAU budget um The draft budget is out. Um I'm hoping everyone is looking closely at that. It is up 6.6% uh thus far. It's not a final budget. It's a draft budget. And Deerfield's assessment is going from 486 to 521,000. So that's up 7.14%. Please look closely at that and at funds five

005and nine in addition, which are their special ed budgets. and they roll all those costs together and bill them out as they put people in our schools. Having someone very fiscally savvy attending the SAP meetings I think is tremendously important. Um I did go to the executive board meeting this week. Um uh the audits um so the audits are coming through for the school and each one is noting significant deficiencies in doing the SAU audits. Um there is a boilerplate response from the SAU as to the deficiencies noted. Um most of them have come through this year. So I can understand why all those responses would be the same. However, there was an audit completed in 2019 that noted the same deficiencies and there was still the same boilerplate response from 2019 carried through into

006all the way through 22, 23, 24, and 25. So, um I I know that Superintendent Bford is looking closely at that. Um and so hopefully, uh those all get addressed, but I do think our school board needs to look closely at that and um keep the SAU accountable on those things. Thank you so much. >> Thank you. >> More public comments. Greg Whitmore, North Road, speaking as Greg Whitmore from North Road. So, uh, just regarding a few budget items, I emailed the board a, uh, spreadsheet that I actually sent out last year. Um, it has a unified arts comparisons for all the neighboring schools and, uh, it corresponds to a number of students in the school. So, I'm hoping everybody can take a look at that. uh you know when you you consider how you're

007going to be budgeting for the next year uh on the same line of thought we brought on some specialists during co time and uh after that we just kind of absorb them into the budget right so another thing I'm hoping is that you can take a look at uh those positions when you consider the budget moving forward um I was really enjoying the uh the schoolboard discussion about public comments that was happening. It happened for for se I don't know how many meetings in a row. But I I myself and I think a lot of others found it really useful um because it lets us know the board's thoughts. It's great to see that discussion happening. Um it brings up a lot of ideas and just hearing that conversation is very refreshing. I know it

008takes up time but I think it's it's something that's actually really great for the town. So, I' I'd love to see that moving, you know, continuing moving forward after this. And the very last thing, I would be remiss if I didn't mention the fact that Halloween is coming. And man, would I love for DCS students to be wearing Halloween costumes on Halloween this year. It's on a Friday, so please consider it. I'd love to see that email come out. Thank you. There public comments. >> Hi, my name is Christine Greger. I live at 51 Church Street in Deerfield. I have two daughters who attend DCS and if it is a snow day and a band day, they are not happy campers. They do not want to miss band. We all know that public schools should

009include band music along with reading, writing, math, physical education, and arts education. They're vital to creating well-rounded young adults. We, as a community, pull our resources to provide this in a public school setting. I think we all agree that learning about music helps us in so many ways. We learn the power of practice when learning to play. We use language and math skills to read music. We can also learn about history and societies through the music that they have shared with us. But there's something that's often overlooked. We may take it for granted that we have woodwin, brass, percussion, and strings, but think about it. That's an orchestra. All of our singers together, our young teners, and our soprano voices, that's a chorus. Our children are playing in their first orchestras and first singing in

010their first choruses. Twice a week they come together with their classmates. Some are friends and some are not, but they practice and work together for three years here together as a group to put on concerts and learn. At Deerfield Community School, any child in the fifth grade and up can join. Our muse of teachers have been working with the younger grades so that they are ready if they choose to join. Sure, the kids can join in high school, but without the three years head start, most children would not want to join for fear of being too far behind. Some of our children may go on to colleges. Colleges take chorus and band participation into consideration for their admissions. Some provide scholarships for it, just like athletics. My most important point, though, is at very few

011times in our children's life will they have the time and a place to come together with a group of people and a band leader to study and learn. Sure, I can get private lessons for my child to learn an instrument very easily. I can't round up 30 other kids twice weekly, hire a conductor, and hold a chorus or an orchestra for three years straight. The experience of working together as a group for this common goal is a valuable part of socialization and provides academic and career opportunities. Public school is uniquely positioned to provide this opportunity. The study and love of music and music appreciation can be a lifelong friend, a career, and a gift. And we should not deprive them of this. Nor should we continually target the music program as an area to cut

012corners and to save money. Thank you for listening. >> Thank you so much. >> Right at three minutes. Good. >> Other public comments. Okay, we will move on. Okay, so board discussion regarding public comments. Um I did just want to touch upon this category and agenda item. Um so this was originally added as we've discussed to answer quick questions. It's not intended to have robust discussions and the reason for that is because anything can come up in public comments. They can bring up any variety of topics. So, we're having robust discussions about things that are not on the agenda. And I vehemently disagree that we should be doing that. If something wants to be put on the agenda, someone should make a motion and put it on the agenda or we should put it on

013the next agenda. So, I don't agree that we should be having, you know, unfettered discussions about anything that could come up in public comments. Um, just because the public has no idea what we're going to be talking about. And I think as a board, we should want the public to know what we're going to be talking about in advance. Um, but if there is anything that anyone wants to discuss briefly or add something to the agenda. Yes. I just want to really thank the public for all the comments, the letters that we've gotten, the comments that you've given. This is probably the most feedback in the whole time I've been a school board member that we've gotten and I really appreciate it. >> So, just in response to what you're saying about that, the reason

014that I think that that's a challenge is because I actually put forth for the agenda to talk about that to have the discussion about us being able public comments because I think we should. Um, and that was I that was supposed to be on the agenda. I asked for it to be for the last meeting. I was told that it would get pushed to this meeting. It's not on this one either. So, >> I didn't receive that request. So, I can't I can't track that. If I if you can send them to me and I can make sure they're on there, but I didn't get that request. >> I apologize if that was my fault. It wasn't intentional. So, I apologize. um Halloween costumes. I just want to briefly clarify that it is not really

015a schoolboard decision. It is an administrator's decision. Um so the administration takes feedback from staff and teachers and makes that decision. There's not a schoolboard policy on it. There's not, you know, sort of anything that the board really weighs in for that type of decision. Um anything else? >> Yeah. um the email that Greg was talking about about the IAS and so my little cut and paste because I like to have it in front of me and I didn't have legal paper at home to fit it all on but there was and you can talk to me later about it but one thing I wondered about you mentioned that a couple of the schools get guidance during the week but I did not see those positions reflected in the number of staff >> I'll I'll

016go Yeah, because it was just like like Auburn for example had that they get guidance with and I guess the guidance teachers but that didn't add up to me. So if that could there were a couple who was there and also um Tai Chester maybe it was so I just was curious about who was teaching. Thanks. Um, a lot of these other things will come up during budget discussions. Um, but is there anything else anyone wants to briefly mention or clarify? >> Like everything's coming up, >> right? >> Yeah, it probably will come up. >> Just agenda review. We do need a non-public session. So, we will add that. Um, and thenformational items. We will add the um school care. >> Yes. >> Information that came up unfortunately after the agenda was created. Um, but

017it is something we need to talk about this evening. >> Or do you want to add that to immediate business? >> Um, it probably would be better under immediate business. We'll add it as Fusion on it. Yeah. Okay. All right. Review of correspondence. Um this is so typically we will read and sort of summarize the correspondence that we've received. Um we received about a dozen or 15 emails about um the budget presentation from last week. Um so I'm not sure how the board wants to handle this. Do you want me to go through each of them and read the name and sort of a general overview or is publishing them with our packet sufficient? I'm not sure what people what the consensus of the board is. I I just think that maybe we address just

018the fact that those the items that were on there, not necessarily like most of the emails we got were like people saying we're getting rid of art and music or getting rid of high school buses. It's like >> right >> there's we're not getting rid of them all together. There haven't been not necessarily any of that. These are just things that have been discussed over >> Yeah. >> through prior to me being here, I'm sure. >> For sure. Yeah. So, I can clarify that a little bit. So, the presentation um had a lot of ideas that have been presented to the board, presented sort of within the community about ways to cut our budget. Obviously, we don't have the draft budget yet. So, I don't know what numbers are looking like, what things look like.

019And I So, I know there was at least one email where someone the sender requested that we each identify which of those things we we support and don't support. And I responded to that person and said, I'm not going to ask people to do that because we don't know what the budget looks like. Um, I think in a vacuum, most of us would not support these. Um but if decisions have to be made then, you know, the board needs to take a lot of deliberation and um consideration before making any sort of um any sort of decisions like that. So I'm not going to, you know, request that the board members identify which of those they support at this point. Um the way that the process works is that when we're going through the budget,

020if someone wants to make a motion to change a budget line, they are welcome to do that anytime we're we're talking about the budget. Um which we don't have yet. Um, any other thoughts? Do we want to go through them? >> Um, well, if you went through them, I think it would just be a quick not read them, but just >> I don't want to mischaracterize them. So, if if I've missed things that people said or um have otherwise mischaracterized them, I apologize. I'm just going to be doing this um quickly. So, I'm just going to go in the order that they are in five. Um, the first one we received is from Ashley Murphy. Um, she does not agree with art and music elimination. Um, we don't offer electives, so why would we eliminate

021those? Math and reading specialist, she would be concerned about cutting because, um, well, she would like to know more about our math and reading scores before that's considered. People move to the town because it's a small town and they expect small class sizes. Um yeah, I she essentially does not agree with any any of the any of the ideas that were shared. Um second is Cassie Boutwell. She proposed some other ideas um for things that we could consider. So selling the Sage Road property, which we did discuss at a recent meeting. Um she would like to see full day kindergarten. Um and then she is recommending an audit and a budget analysis be done. So I did see some emails and comments about the auditing process. So a financial audit is not going to tell

022us really how the funds are being utilized or the effectiveness of our programs. There are audits and consultants that we could hire to do that work. Um, but that would cost money. So, if we wanted to pursue that, we certainly could. I would recommend putting it on a warrant article, but we can discuss that at a later point if we want to. Um, Christine Grega um sent an email. >> She just read She Excellent. Chelsea Lan um sent an email um about the effects of switching to half day kindergarten which she does not support and also the effects of a larger class size um and having bigger classes and the effect of making those changes. Carolyn O'Neal sent two emails uh regarding art and music and PE. um supporting all of those programs. Uh Katherine

023Tobin sent an email regarding high school busing. She does it would severely impact her family if we ended high school busing. Danielle Palmer. Um >> yeah, it's her maiden name. Yeah. I just have >> I haven't >> um she um wrote about the research about art and music programs and cognitive benefits. Then we have a correspondence about impact fees from Stacy. So she forwarded the current impact fees um that we were discussing at the meeting last week. or two weeks ago, I guess. Um Joanna Canard and Nicholas Sanborn were writing um they're opposed to cutting high school buses. They are um so I think that they are in favor of eliminating the preschool. Um, the program, according to the the writers, the program caters to stay at home parents, and if it's not accessible to

024all students, it should not be funded by the taxpayers. Um, but they support full day kindergarten. Um, they recommended an audit for special education, I think. >> Yes. Um that was my recollection. Yes. And then uh looking at special placements and doing an audit of those services and placements. Um okay. Um then Maryann Clark um emailed about um EFA students receiving the right to free and access the right to free access of public school classes, sports, and activities. Um and encouraging the board to adopt a policy about that. Uh Nicole Nicole Gallentine um requested that we um let's see she asked which of the changes we would all um support which as I addressed earlier I'm not going to requesting that of board members. If board members would like to identify they're certainly welcome to

025but I'm not asking that. Um, we have an email from Stephanie County. Um, she essentially disagreed with all of the proposed cuts for various reasons. And then Zach Gumis um he was writing about the parcel on uh on stage road and proposed a solar lease which we have discussed at some point. Um the school board I don't think can have a solar lease but um the town would be able to do a solar lease if we transferred it to the town. Okay, I think that's all of them. I did. You want to >> Oh, yeah. >> I was saying Nate Oxnard just came to >> Yes, Nate Oxnard did send one this afternoon about the music benefits at DCS. Um, very supportive of the music program. >> Did I miss that one? >> Yeah, it's

026not. >> Okay. >> It may have come in. If it came in today, it may not be. is a few days ago he was offering um >> I think it's it's under here the DCS plumbing consultation. >> It's just in a different >> um um resident in town was offering a free consultation to assess our well I believe that a while ago >> plumbing and hydronics consultation. >> Okay. Um and then Greg did send an email today which is not in the drive either about the UA um classes that >> yes we will add it. >> Um some of I don't know if those were in the public packet. So, what I'm going to have Betsy do because we've gotten a lot of correspondence and emails, and I did this last time, and I'm hoping

027that it worked for the community, is that anything that was in there in advance got put into a full packet, and then anything that came in like after that, I had her do like an addendum packet and then release that the day after the board. Got So, I'll go through everything that we had for documents tonight that were new or not in the or came in late to the drive and I'll have her add another like addendum to the public packet so that way everything goes out and people don't have to email for specific releases for the records. It'll it'll all go out tomorrow. >> Okay, perfect. Yeah, we publish the packet um we try to publish it by Friday. Um but then obviously things come in after that so then they don't make it

028into the public packet. Okay, we are moving on to immediate business. Uh music presentation. >> Is that us? >> You unless you want me to do it. >> By all means. >> Where can we be here? >> You want to go up there? >> Oh, I guess we can be here. >> Do you want us up there? >> You think >> wherever you like? Sometimes people stand here. Sometimes people stand there. All right, you stand up here. >> Okay, Eminem. >> All right, so first of all, uh good evening everybody. Um, thank you to our school board for uh carving out the time for having Mrs. Davis and myself present on um the music program tonight. Thank you as well to all the community members that are here with us tonight and just you know

029just feeling all of your support and everything. And so yeah, we put together a little presentation uh not only for schoolboard for for the community at large so that uh we can give more contextual information on what we do here at DCS. >> Yes. Um so my name is Melissa Davis. Um been a music teacher here since 2013. So we've probably interacted. Um this is at the bottom of my email. Um, Cheryl Lavender is just a regular music teach. She's wonderful, but she's just a music teacher. And it kind of is a great uh way to encapsulate like what we are really passionate about, which is how music in and of itself is a vital part of everyone's existence. It does things culturally, historically, um, communitywise that you can't do in other places. And it's

030also a way that kids can uniquely be themselves, express their feelings, really make deeper connections within themselves as well. But this presentation is not really about that because we're all just going to assume we we got that. Yeah, >> absolutely. So, first on our presentation is Melissa and I or Mrs. Davis and myself, we are looking at bringing back our Triam Music Honor Society, which we started a couple years ago. Um, the Triumph Music Honor Society is essentially the equivalent of a national honor society, but really geared towards our um music students. And so with that, we are looking to bring that back this year. uh we have a good number of students already that are interested um in joining our tri program but they do have to go through an application process because it

031is a nationally recognized uh program. So that application process looks like just writing a quick essay, two paragraphs on why they want to be a part of TRIAM, a documentation of at least 5 hours of musical or non-m musical community service, as well as um having a three or competence in their music ensemble program as well as a twopoint average in all other academic areas and exhibiting strong character. uh you know respect, responsibility, trustworthiness, fairness, caring and citizenship because the whole point of this is not only to recognize our uh students for their musical talent but it's really to help them become uh holistic and global citizens. You know, we want them to care about our community. We want them to be academically successful as well as musically successful. So, some of our chapter activities

032that we're already thinking about is holding regular um meetings with our students. Um and once a year we plan on having a huge chapter sponsored uh service project. Um one idea that we've already floated around is thinking about going to the Deerfield in in at Deerfield and having our students perform for the folks there. uh as well as pursuing their own individual and leadership uh service projects um and as well as connecting with other Triumph chapters across the state. So our request to our school board and we would love to uh if you think this is something you can discuss uh now or after the presentation that would be great. Um, but we are thinking about holding the tri induction ceremony before the schoolboard meeting on December 3rd around 5:30 just so you know people

033are already here and for our students to see that hey you know this is a community initiative and we want to show that our community we're here to support them >> and it's such a high bar a high level of them to rise to. So it would be a nice setting for them to demonstrate that they've met that high bar. >> Yeah. So if the board allows, uh that would be great. And our students who do get in, uh you guys will get personally invited to the ceremony and everything. And yeah. All right. Uh in addition to all of that um we are offering our afterchool musical offerings. Uh so for example Mrs. Davis has started her after school Morima club. >> Yep. Um so a lot of the non-traditional ensembles would not work in

034a K8 school schedule. There's just no way we can put another music class in. Um, and so some of these extra opportunities, um, we've just done in-house clubs after school for kids that are interested. And so, um, right now I've got Mima Club. We're working really hard. Um, and the years in the past, I've done a world music drumming club. Um, Michael did. >> I've done ukulele club. Uh, you know, we both taught one-on-one lessons as well. and oh Nancy this this is a sneak peek for focus but we are looking into getting uh some stringed instruments as well to start a beginner strings program. >> Um but with that all being said you know it's so important to recognize the point that our band and chorus program are the foundational ensembles. You know, by

035having a strong and robust band and chorus program, we can offer more ensembles to our students. And so, one request that we have for the board is uh if you would allow some of our student musicians of any ensemble the opportunity to perform immediately before school board meetings, like 10 minutes before, you know, just walking into some nice live music. Um, I think it's always fun. Um, and you know, but the thing is we do need to get these small group ensembles up and running. So, we'll probably begin in January. >> Um, Melissa or Mrs. Davis, I don't know what what the formality is. >> Mrs. is Melissa Davis and I um over the past year have begun a district-wide music mentorship program with all of the IND district music teachers. Um this is an

036idea that we you know talked about, bounced around with and have gotten positive feedback with everybody else from Pemrook to Allentown to Chai Chester to Epsom. um because you know we we span across five towns you know and it's so difficult to get that cross collaboration to share resources with one another and just to support one another. I know that um at the other K8 schools, so Allentown, Chai Chester, and Upsum, they only have one K8 music teacher and so it's like, you know, that can be so isolating, you know, they don't know how they can uh be supported or they don't know what the resources are. So Melissa and this is Melissa Davis and I, you know, are piloting this program right now. Um so again the objective being a non-evaluative but pure observation

037framework for us to use to share and learn from one another. Uh the goal is to again foster collaboration inspiring fresh teaching ideas, promote professional development for one another and just to align all of our musical goals within the district. and the why. Um, we touched upon that. So, yeah. >> Um, some of the more difficult things to represent to the school board or people that are in here every day seeing the kids is, um, how important and valuable the band and chorus are to our whole school. Um, and anecdotal stories are super great. And I have like videos of kids just singing their song about why this is so important. But this is some um data that's not um you might not know about or be aware of. So um New Hampshire had the

038first elementary's honors band this past year. So May 17th um nine Deerfield students were able to attend and participate in this out of 67 musicians in the band and they were from all over New Hampshire. Um which I was math 13.4%. And if we think about that, um, let's even round up. If we say there's 60 kids in each of those grades, which there's not, uh, 120 kids, there's way more, um, other fifth and sixth graders in the state at 13.4% is a very escalated, um, representation of our town. So, kids are willing to do the extra work when given the opportunity, and they do it well. Um, and the families that went, oh, wait, gota go back. There's one more on this page, I think. >> I didn't say sorry. Um the families that

039went I think also that anecdotal evidence they'll tell you that the amount of pride they had at the end of that day because they worked they worked all and they had to work with us before they got there and just watching them work and be gritty for so long at something that was like a payoff two months down the road was really important and special for them. Um, we also participate every year in the New Hampshire Music Educators Association Southeast District Festival, which is like if you're going to relate it to athletics, like a regional type of thing because there's southeast, you know, north, southwest, central. Um, but Deerfield, again, we're not a very large school, and we have we always fill all of our spots of representation from the chorus and the band going

040to this um because they're proud to show what they know and they're proud to be at a high level group. Um, and then the last one, I think the last one. So, this is uh a double blind audition. This is called Honors Band. The New Hampshire's Band Directors Association, which is another music educators association in the state of New Hampshire, um, holds a double blind audition where students are a number and you only send the recording of the music and if they hear the voice, you're disqualified. Or if you mislabel the scale, you're also disqualified. It's like very, very, we don't need to know where you're from. we just want the best musicians in the state. Um, so we've done this for the past 13 years where kids have auditioned. 13 years in a row,

041kids are putting themselves out there knowing that they might not be the best in the state, but they're going to try anyways. Um, so this past year, 228 auditions from 46 schools, 105 musicians made it in, only from 38 schools. So right there, there are schools that sent kids and they didn't even get in. That happens. Good on those schools, though, if you're doing that. Um, and Deerfield we had three musicians in. Year before we also had three musicians in the year before we had two. You can go back and we always have students that are aiming for the best their best work and it's through this avenue that they do that. Um, we have kids that score in the first and second chairs. The kid that was the all state trombone player last year

042at the high school level was from Deerfield. Like the best. We have um 29.4 out of 30. That's like you got like a 99 to get first and second chairs on their instruments. And we've done it every year except co was really a bad time to play. Management should not blow. So, um, we did and and we and it's hard because I think I don't really like spending a lot of time talking about this data because it's also okay for your kid to audition and work their butt off and be so sold on it and they get their score back and I actually, oh, the bottom of your page is wrinkled. And I asked the grown-up like, do you want them to know they got an 11? Because like, you know, it was really hard,

043but the comments are there. And I think that kind of opportunity doesn't present itself readily in other areas. >> And I do want to say with this, not to brag about our music program, but Deerfield is the only K8 school again in our district. So Allentown, Chichchester, Epsom, who have consistently sent students to these regional and statewide music festivals. none other K8 schools within our district have done so. Um we feed into three uh programs uh conquer high uh CBNA uh go brown as well as Pamrook Academy. And so you know our program supports these uh programs as well. And we just have a couple testimonials from uh folks at Conquer just because we've had the longest uh collaboration with them. But we did reach out to while you guys read that uh reach out

044to Pamrook Code Brown as well as Conquered and uh they have actually written uh some letters of support which I can pass out about our program and the collaboration that we have. >> Yeah. And while he's passing those out for you to look at, one other thing to note is that having Ben chorus in the school day is probably the most efficient way to make these types of programs available to students. I mean, and I say probably because there might be some really outside the box thinking that I'm unaware of, but I have not seen it yet in the state when you remove those programs from the school day any um level of success that comes close to this. So, it's also Worth knowing that things that might replace it might look like abandoned chorus

045program and might sort of sound like one for a little bit, but without that continued success, it kind of peters out because the kids don't want to belong to something that doesn't tout how amazing they are. And like that's kind of like the magic sauce, I think. >> Awesome. Um lastly uh we do want to illuminate the fact that we do have a very strong partnership with UNH and their music ed department over the past I think three three maybe four years. We have received um six of their collegiate student interns for their student teaching. uh so that you know they have some classroom practical experience before they graduate with their teaching certification so that they feel ever so prepared to become a music teacher. And so we actually um out of the generosity have

046uh Mark Zalinsky here who is the uh advisor of the music edge program at UNH uh to kind of talk a little bit more about that partnership. >> Great. Thank you. >> Where should I do I need to be at the table? >> Why not? >> The table at least. >> I didn't write from the guy wearing plaque. told me I had to say >> thank you for a seat. And uh I'll take a few minutes to talk about uh UNH's connection. Uh and then also just some general observations that I think have been made just by me sitting here. So first of all, thank you for letting me be here. Um I don't live here, but I'm so glad I can be here. Although I wish um I know that you're facing all sorts

047of decisions in the future about things, so I wish it were under different circumstances. But um I teach courses in music education at UNH and one of my primary roles for the 15 years that I've been there is supervising student teachers in the field. So I've seen a lot of programs in New Hampshire, Massachusetts, and Maine. Um but also I need to be full disclosure. I was a public school teacher for 10 years before I started teaching. Uh three years middle school and seven years high school. And if you would have told me way back then, I won't mention the year when I graduated. It was a 19. >> Um, I never knew I was going to teach at a college because all I ever wanted to do was teach kids and the incredible power

048of music is there. So, but I always felt like after having taught 10 years in public schools that you identify so many things the teachers, the students, administrations, communities face. So, I just wanted to make sure that was out there before I continue. Uh, I love the fact with my job I get to be in regular contact with students with schools. I will tell you this and I will say I heard earlier said I don't want to brag or anything but I'll brag for them. uh you have something special here and you need to know that because I've seen a lot of places. Um and it's sort of like um I can tell pretty quickly when I walk into a room how well things are going and it didn't take me long at all. Uh

049when our students come here, they rave about it. And if you want to hear the truth, don't talk to me, you talk to our students, right? The kids always know. Uh but I can tell you I supervised a student last spring. They have to do two different placements and one was at another school at a large school at the high school level. Another one was here and they just ra all the things that they see on a daily basis how skilled the teachers are how effective they are in balancing practical knowledge uh with theoretical. I think we all know with teaching there's a balance point, right? If you're all theoretical, then you lose a sense of practical knowledge and skill. It's always this push and pull. And so I've been so impressed every time I

050visited and I see it in the kids the interest level. That's another thing that that our students have said these kids don't like music, they love it. And that doesn't happen on its own. I think we all know that. Uh so that's a credit to the great teaching that's going on here. And that uh I can't say more forcefully. Um with that being said, it's not when whenever our students are looking for placements, this is what we call money in the bank. And I mean that to be not ridiculous, but it's true. We know they're going to have a great experience every time. It's consistent. When they talked about the consistency of how their students perform these ensembles that they had up on screen earlier, that doesn't happen on its own. That comes from great

051teaching, great learning, and and systems in place that allow that to happen. the fact that these ensembles are in the school day, that's where they gain that literacy. And I know you were talking about ukulele after school and you're in the club and and and I I play guitar on site, too. Ukulele not my strong point. But neither they have to develop the literacy necessary to engage in those kinds of activities. And and if that gets pushed out of the school day, they're going to lose access to that literacy. I don't know all the struggles you're facing right now. I heard something about busing too. Um it those are your businesses. So I'm just going to tell you that if they have that access during the school day, you know that they can have at

052least the opportunity to develop and grow. If they lose that opportunity to have that literacy in the school day, I've just seen it in programs across the country. You know, haven't taught in Georgia. I taught in Baltimore, Maryland for seven years. I'm from Indiana. And while kids everywhere uh every location is different, but in the in the end, kids are the same in this regard. They have needs. There's things they need. And I think they get what they need here by what they're what's happening right now. And so I bring this up is the partnership. I realize you have no obligation to you could say no to every one of our student teachers for the rent of time. And that's your right. That's not why I'm here. I'm just letting you know from what I

053see and what our students see, the great experiences they have because they are also the future of music education too and it builds that sense of community. So understand what you have here is a great thing. I will say too um instrumental music and vocal music the difference is of course that the voice is part of our body and so I brought a prop. It's safe and relaxed. It's not going to be a far side, but this is this is my trumpet. Well, one of them. I have three in there. Now, some people ask why three, but if you if you're in construction, you probably have more than one hammer. uh what they get from literacy also develops into what we see in things like the New Hampshire I want to get technical New Hampshire

054work study practices I read uh the school's mission statement about developing students holistically critical thinking collaboration which you saw up there these are all things that we know students can't learn everything but if we could teach them how to teach them how to collaborate and also truthfully I have a 14-year-old and a 12-year-old at One of the problems I think we all can understand and this is the old kerogen in me is uh the trumpet has had three valves and has been this way for 100 years. It hasn't changed much. Google will not fix it for you. AI will not play the trumpet for you. It takes day after day after week after month after year if we want students to develop the ability to stick with something. Delayed gratification. All these things I think

055we know that are important to be successful in life while maybe some activities after school are helpful they get the backbone of that during the school day. So I can't underscore that. So they don't have to play the trumpet. I'm biased. That's what I This is Bertha because of course I name every one of my instruments but they this gives you something that is immeasurable for the rest of their lives. If I wanted to get technical this time of their life when they're developing the corpus colossum you know the right side left side and how they work independently more analytical intuitive but it connects both sides and music is through all you know I'm not going to give you lots of research that's not the point but we know it develops higher in student and

056that helps them be more successful in life all these little things but since this isn't a research presentation so I would urge you Please realize how grateful UNH is, but also the students in your school surely are, the community surely is. And I'm grateful to know that there's a program like this exists in this state in a wonderful little community like this, and I hope it stays that way, too. So, as you make steps forward, please keep this in mind. Uh because uh again, the advantage I have is coming from the outside. And maybe because you're with it every day, you don't always see it as clearly, but I can tell you as clear as clear can be, you have something great. And and I don't think you want to change it. >> Thank you

057for your time. >> Thank you so much. >> I really appreciate I got longed there, but >> I thought we were going to hear tap. >> Yeah, >> thank you. And again, thank you for our school board for again giving us the time to listen uh for us to share a little bit more about our music program about uh how uh you know just amazed we are uh as music teachers here at Deerfield Community School. Uh working with students, working with families to uh build that deep sense of joy. So, thank you guys so much. And as a pardon gift, um, school board, you are going to be our first honorary members of our tri [Applause] Mr. Grief. Can't forget you. [Music] >> Oh, Miss Leon, here I'll send that. [Music] Nancy, >> thank you

058guys. Thank you. >> Thank you so much for the presentation. [Applause] >> Thank you for getting the kids to the Deerfield Fair and doing the opening ceremonies. I mean, it's nice that every year they get to go and be part of that and I know it takes your time and like you said this year being in the rain, but you got them there and they did it and although I wasn't there personally to listen to them, I did listen to it on Facebook and uh they sounded great. So, thank you for that. >> Um, as far as the um performances, I don't think you actually need our permission to do the performances before the meetings or for the induction ceremony. I would love to know about them, but you don't need our our permission to

059do them. So, >> it's a great idea. >> Yeah. >> Okay. Awesome. Great. Thank you. >> Anyone on the board? >> Yeah, please. >> Um, so somebody had mentioned about uh three years for the band and chorus and then somebody said fifth grade. So, is it six, seven, and eight or is it five through eight? >> Right now, it's 5 through eight, but it's been different permutations in the past. Actually, when I first started it was four through eight. Um, but things are, it's really a tricky balance amongst all things in a K8 school where you put your resources. 53 is a great swap of kids. Um, getting them right when they're starting to be big enough to actually manipulate these band instruments is really important. And also at a place where reading wise for

060fluency like act like like uh English reading most are fluent and able to read um which sets them up for success in reading band music but it's not like free wreck. So it's a it's five through eight but and we have kids come in in like seventh grade that want to join. Someone came in halfway through the year last year. She wish she had joined but she didn't know she could. I said well you can whenever you want. Sixth grade now she joined. So we always take kids in and that's also where that after school time becomes really important because you're a beginner student sitting in a sixth grade which is the middle level band. That means you need a little extra help to get there. And especially also like Mrs. Davis, I've only been

061playing trombone because you told me it was so important, but I really want to play the flute. Okay, cool. Almost like the transfer of skills there is not a lot. um except for knowing that you want to be a part of this group and having the dedication to learning it. So like that there it's open to all. So some have one year, some have two years, but in the seventh and eighth grade at least the eighth graders most have fifth through eighth grade experience. >> So how many sections of each is there? >> So there's a um a fifth grade beginning band, a sixth grade band, and then seventh and eighth graders are grouped together. And like part of this is again balancing a K8 school where you would like to see students regularly so

062that they don't lose that literacy piece and having the ability to schedule it when I'm also teaching kindergarten, fifth grade, fourth grade. So the beginner bands have to be on their own. And if we get a sixth through 8th band, which is what it was when I first got here, that takes a really high level of differentiation for kids because the skill gap is huge. as you would expect. Um, and also at that point that my room next door, which you can look at because you guys the percussion card is in which is very nice looking. You can check it out. Um, but there's there's 35 kids in there. You don't want to put 40 kids with banishments in a room that's like this size. >> You know what I'm saying? So, it it could

063look different in terms of like schedule and all that, but then like are are we playing outside? We did that during co was not the best was really not the best >> and our course program is modeled after the same way. So fifth grade uh course, sixth grade course and then our combined self >> but like you have like 35 40 kids in your seventh grade course so that it's like you know one adult 40 kids. We're not putting more kids in here. So it couldn't be one thing. Couldn't just be one. is that >> which is where I work. >> Y and so u in those grades there's another option of just a general music class. >> So it can give you the fifth grade stats fifth grade. So like all programming for everything

064in life, the higher developed your skill set, the more people peel off on the side. You know what I mean? Because got too hard. Oh, I love that. I do it for fun now, but it's not my profession. So our fifth grade obviously is the biggest base. There are in a general music fifth grade class uh not do obvious there's not a lot of kids most of them are in banding chorus >> there's eight kids not in banded chorus so most kids want to have this experience and then the sixth grade sometimes there's some movement or you're playing the flute now instead of trombone why and like it looks different for each. >> So there's a section of that's eight kids in a class. >> Well, asterisk sometimes 12. It depends on who ends up

065where, but there's I don't know the actual. It's like eight or 10. It's not many that aren't in it. We also wouldn't want to force them to do it because then that's going to really take away the magic of like I chose this. This chose me. Look at me working hard. I'm not like that guy who chose that. This is me like identity sweet spot learning that kind of stuff. >> So then is it the same for six seven8 that there's generally >> Yep. Yep. Exactly. >> Yep. So seven and eight by nature some of these kids might have joined maybe because their boyfriend joined. Okay. >> Okay. All right. You made that choice. You made the commitment. But then you hit eighth grade and you're like, "Well, I should probably do general music because

066I really tried it and it turns out if I don't practice, I'm not any good. And if I'm not any good, I don't like to practice. And then if I don't, it's a feedback cycle, right?" So those kids might take general music at that point. >> Yes. >> But it's all in-house during the day, so they have the flexibility to change tracks. A lot of kids get on the track and stay on the track and then the next bump in the road is like Cochran High, Penrook, or Pope Brown. and that being like, oh, it's at the high school. I don't know if banded and chorus is cool anymore. At Pemrook, the two kids from Deerfield that we see there are in chorus and they were in chorus, so they bridge together. They made the

067jump and that's a good fit for them. Um, yeah. >> Thank you. >> Any other questions for the music program? >> Okay. Thank you guys so much. Thank you to our guest visitor. We really appreciate having you. All right. Um, we're going to go through the New Hampshire School Board Association proposed resolutions. I will give the warning that this is can be uh kind of long um and a little bit brutal, but we will get through it. Um, a public commenter talked about the continuing resolutions and I don't think we vote on those. So, I if it's not relevant anymore because there's a law >> then they must change that but I don't know how that >> so the only things we vote on for the um delegate assembly on October 25th are the proposed

068resolutions which are numbered 13 through 24. So we will briefly go through these. Some of them are a little bit repetitive and refer back to other resolutions or refer to resolutions. So we will go through them fairly quickly. Um okay. So how this will work is that we will I will announce the number and give a slight summary of the proposed resolutions and then someone can make a motion to either um move to approve the resolution or the alternate resolution. >> Yes. And then we So if you are not in favor of the resolution, we still have to make motions in the affirmative and then we vote against it if that makes sense. Um okay, can I just ask everyone to please speak up very loud and clear for your votes? Yes. I'm getting >>

069I'll try to announce which >> All right. Proposed resolution number 13. Um, this is regarding open enrollment and requesting that the New Hampshire School Board Association oppose any legislation regarding open enrollment uh for school districts. There is um alternative resolution recommended by the New Hampshire School Board Association and their rationale also. Anyone want to make? >> Oh, sure. >> I think those are also in the packet. >> Yeah, the printed packet. Hey Jess, can you speak a little bit about open moment? Senator, you feel pretty passionately about this. >> Sure. Um, passionately as far as it's affecting us right now. um not necessarily things to come in the future because I don't I don't have a magic aball or crystal ball. So um right now we as an SAU are struggling with open enrollment um

070because we are losing some kids to one district in the state that is taking students from us without permission. Um, so we have not granted the ability for those students to leave and break the area contract. Um, but they have left and gone to one school that's declared themselves as an open enrollment school. Um, but they have also said that no students are allowed to leave their school, but they can take in as many students as they want. Um, and no other school has adopted this open enrollment in our area. Um, and we have agreements that we come up with. So, if we want to have a student tuition into Pemrook Academy, uh we create a tuition agreement with that school board with the superintendent and we do tuition arrangements that way. We don't just

071steal kids from one school to another and without permission. Um but there is one school district who has done that and it's starting to impact our tuition rate for PA. Um which will have a trickle down effect to all of our schools. And so open enrollment means that kids from any district could go to that school. >> Yeah. >> But do but who pays for it? >> The district where they reside. >> Okay. So So if there were open enrollment then someone could say I want to go to Raymond and then we're still paying for Raymond. >> If Raymond had was an open enrollment school. Yes. >> And this is elementary as well as >> corre K to 12. >> Yeah. K through 12. >> Correct. So we would have no say on their budget

072or >> we currently do not and there is litigation going on. So there's only so much I can speak to it >> because there is current litigation in the courts regarding this case. Um >> we and we Deerfield are not in the area agreement. >> Correct. >> Just to clarify that four of the five districts in our SAU are part of an agreement. Deerfield is not >> correct. They all like the agreement says they all have to go to Penrook High School or Penrook Academy. >> Correct. >> But we are not in that group. Yeah. >> It's like 30 or 40 years old. >> Most of this concerns high school >> right now. The situation that we are in right now only concerns high school. >> But I think there are other situations within the

073state. Yes. >> Where this is happening. So, the the resolution is that the New Hampshire School Board Association oppose any legislation allowing um open enrollment schools or anything related to open enrollment schools, which again doesn't impact our high school choice situation. >> Correct. Because you guys do individual contracts, >> right? We do contracts. It's not people can just go anywhere. >> Yep. And I don't know that there are that many open enroll schools, but anyway, there are not currently. Um, anyone make a motion? >> Um, I move that we approve. We Yeah, not approved, but um >> I think it is approved. >> Yeah. The alternate resolution recommended by the NHSA. Okay. Ellen made the motion. I will second. Any discussion? Okay. All in favor of approving the alternate resolution for number 13. >> Is

074that five? >> Okay. Um 14 submitted by the Dover School Board also related to open enrollment. Um the school board association recommendation is to adopt the number 13 alternative resolution. >> I know that we don't adopt number 14 because 13 already. >> We have to make a motion in the affirmative. >> Oh. >> So then you would just deny like you would you would not pass it. >> Right. >> So you'll make a motion to adopt 14. No, >> I don't want to adopt 14, >> right? But then you then we vote no to the rest of >> Oh, I see. >> No, no, no. It's confusing. >> Yeah. >> All right. I move that we 14. >> Second. Any discussion? >> Okay. All in favor? All opposed? >> Nay. Whatever. >> This is confusing.

075>> Okay. 50 nay. Um, okay. 15 submitted by Oyster River is >> same thing. >> Um, they recommend still number 13, alternative resolution. Um, so I I'll I'll take it from you. I'll make a motion that we approve um resolution number 15. >> I'll second it for you. >> Okay. All in favor? >> All opposed? >> Nine. 05. I know it is. Um, okay. So, number 16 is from the Chesterfield School Board. They propose that the state fully fund all state public education aid formulas before funding any other state obligation. Um, the New Hampshire School Board Association Board of Directors recommends amending current resolution number two. um SL the L adding the um bold and italic language to uh continuing resolution number two which is functionally the same >> right they're just adding those words

076>> they don't want to do a full other um resolution >> so I'll make a question to the alter alternative resolution recommended by New Hampshire school board association for number 16 and I will second it. >> Okay. Any discussion? >> I just want to make sure I understand this one's different, right? So >> yes, this is not related to open enrollment, >> right? >> So to fund our schools responsible Yes, they're requesting that the schoolboard association um support any legislation about that topic. >> Oh, >> right. I mean, the schoolboard association doesn't have the power to fund things, but but to support legislation about that topic >> just to promote it. >> Yeah. >> And they're recommending that you actually adopt the alternative resolution. >> Yes. >> In lie of the proposed resolution because they

077already have a Yeah. They already have a resolution that currently exists that kind of addresses this. So it would be like a redundant resolution. >> Okay. All in favor of supporting the alternative resolution for number 16. >> I >> Any opposed? Five. Okay. Um number 17 from the Chesterfield School Board. The proposed resolution is to the schoolboard association oppose the inclusion of amendments to proposed bills that are not germanine to the subject matter of the proposed bill. Um I happen to watch a lot of hearings at the state house so I know somewhat about this. Basically, what happens from time to time is that bills are introduced, there are hearings on them, and then an amendment gets added to the bill after the original hearing that doesn't actually make sense within the bill, but then

078it goes there has to be another hearing, but people miss it. They don't know that something non-Germanine got added. Um, so they're saying that we should oppose the inclusion of any amendments that are not gerine to the bills. The schoolboard association does not support this resolution. Um, because non-Germanine amendments are required to have a public hearing. Um, and there might be times that the schoolboard association would want to support a non-gerermanine amendment depending on the amendment and the bill. So, it's a it's an odd issue. >> I felt like it could go either way. When I read this, I didn't really feel >> I personally do not like non-gerermanine amendments. >> Yeah. It seems like it's kind of a sneaky way to get it in. And even when they say, "Well, sometimes we like it

079because we like it." Well, that's still a sneaky one their way. So, >> it like we like it sometimes when it works for us, >> which I don't really like. >> That's true. >> Yeah. >> But it is also like a very broad statement like so you could argue, you know, that something is not germanine when it is arguably germanine. So, I don't know. So I will say when they so the whole purpose of this is that the schoolboard association has someone who attends most legislative hearings and so and that person will vote and provide testimony that aligns with these resolutions that are adopted by all the school boards in the state. And so um >> school members >> Yeah. schoolboard members. Yes. And so I potentially could see why they are not in favor

080of this because it would restrict their ability to advocate for school board members who have decided to vote a certain way on a different issue that if somebody puts an amendment on, well now they can't support that because a non-Germanine amendment was put onto a bill that schoolboard members have decided that they do actually support. >> Yeah. >> So I Yeah, but I don't disagree with >> Right. >> It's not clean. It's not clean. Um, I imagine this was also probably related to the budget bill last year. There was like a budget trailer bill where a bunch of things got added to the budget bill that were not budget related. And I imagine that was part of the reason for this, but I don't know. Um, >> right, the cell phone ban was part of

081the budget bill. Um so anywh who I will make a motion to approve the uh resolution number 17. >> I'll second it. >> Okay. Any discussion? >> So the proposed resolution from the school board you're saying yeah. >> Yeah. So you can vote yay or nay. Yeah. Depending on >> not their rationale but the actual resolution. >> Yes. They don't they didn't propose an alternative resolution. So, so we if we vote for this, then we're disagreeing with the New Hampshire School Board Association, >> Which is fine. Totally fine. >> If we vote for this, we're agreeing with agreeing with Chesterfield, not with the New Hampshire School Board Assoc. >> That makes sense. >> Yeah, I think personally I'm going to vote for this because I just agree it's cleaner and I don't like the idea

082of throwing these little things in to get things to pass. >> I agree. pass right now. But >> I agree as a practice, but I I disagree with not allowing the schoolboard association to still advocate for things only because one of the politicians added something inappropriately in my >> That doesn't mean they can't vote for it, but it means that they can >> try stop them from adding it into the bill. >> All right. All in favor of resolution 17. >> I. >> Any opposed? >> I just want to nay it. >> Nice. >> Three to two. >> Okay. Three to two. >> And like we said before, our our votes will be taken by Ellen to the delegate assembly. >> I'll have one vote >> and then she'll report back on which of them

083passed and which of them did not pass. Um, okay. 18 from the Raymond School Board. Um, the proposed resolution is all schools that receive state and federal funding shall comply with the applicable state and federal laws regarding testing, hiring practices, and special education inclusion. This is not supported by the schoolboard association board of directors. Um because um th this uh resolution is really targeted I think at EFAS and and schools that receive EFA monies and the H New Hampshire School Board Association doesn't want to give the impression that they now support EFAs when they have historically not supported EFAs. So if they're saying now that all schools that receive EFAs have to comply, then it gives the impression that they support the EFA program, if that makes sense. >> So there's not an alternative um

084resolution. So I will make a motion to to approve uh resolution 18. >> I'll second. >> Okay. discussions. >> So how I just want to make sure. So this is saying that anybody that gets any kind of money has to do >> except like all special ed kids do the same kind of testing >> yada yada yada. It also says hiring practices which include certifications. >> Right. But the school board, >> it's complicated, >> isn't in favor of it because it makes it sound like they now are supporting the EFAs >> that they have no objection to the vouchers. >> I mean, what's the how often is somebody going using the vouchers and going to a place that has all that in place? So, this would apply to anybody who receives a voucher um or

085an EFA and attends like a charter school, who attends a private school and who potentially goes to like programs if they're a home school, >> like a home school co-op. >> Sure. But but a lot of those, as far as I know, they don't necessarily follow >> I would say the or the testing, right? So, they don't do that. >> That's the point. >> Right. Right. So they want >> but and their point is they're doing this because they want they're saying why should >> they get federal federal money. >> Exactly. >> So um is I feel like their rationale is sort of like >> I agree. >> What's the possibility of that happening? >> Yeah. Um I you know I think I understand why they don't want to make it seem like they aren't

086opposed to EFAS but for now in my view EFAs are here. So making the schools who accept EFAS accountable for using state money to me seems like a good idea. >> That's how I feel. I mean, if public schools get money, have to do all this stuff, and why aren't they having money, too? >> Right. But you can vote either way. Um, okay. So, there is a motion to approve resolution 18. All All in favor? >> I. >> Any opposed? 32. All right. Um, another one by Raymond School District number 19. Um, this is to have this is about state building aid. They want to ensure that there's $60 million annually with an scheduled increase every two years for state building aid. Um the schoolboard association does not re does not support because there already

087is a continuing resolution about building aid and funding building aid. Um and they support fully funding building aid. I don't actually know if 60 million is fully funding building aid or not. >> Yeah. Was that is that like for state? >> Yes. >> That you can apply for And then you get the schools get ranked based on all the criteria. >> So the the amount that gets included in building aid fluctuates wildly um every budget season which is every two years. Um so the school association believes they already have two resolutions on this topic. So they don't feel that number 19 is necessary. But someone could certainly feel differently if they felt that 60 million and putting an actual number is >> important. I just wonder if it's limiting >> right specific number as opposed

088to fully funding. That seems like that's not limiting. >> I Yeah, I don't have a a good concept of what fully funded building aid would be. >> I mean, yeah, >> It would vary, right? very high. I mean, that makes a little more judgmental, but is 60 million good number. >> It to me it seems like a very specific um thing for the school board association to be advocating for during legislation, but I don't know. Anyway, I will make a motion to approve the resolution number 19. >> Missy, >> stole it. Okay, good for you. >> Um, any other discussion? Okay. All in favor of proposed resolution approving appro resolution 19? Any opposed? >> Nay. >> Zero. >> It just doesn't make sense to me. >> Okay, three more, I think. Um, conquered school board

089number 20. Um this is related to free lunch I believe breakfast and lunch and lunch >> um throughout the state. Um this is not supported by the schoolboard association because a similar reason they already have a resolution on this topic so it would be redundant. They feel Um, I will make a motion to support resolution number 20. >> A second by Missy. Uh, any discussion? >> So, they feel they already have one that covers Yes. being able to provide >> Yeah, it meals. It says >> specifically, >> NHSBA supports the state and federal government seek to provide viable, sustainable, permanent funding to provide a school breakfast and lunch at no cost to students and at no cost to local school districts. >> Yeah, I I remember that coming up last year. >> Yeah. >> Um

090Okay. All in favor of approving proposed resolution 20. Okay. Um any opposed? 05. >> All right. Resolution number 21 from the conquered school board. Um this is related to gun-free schools prohibiting bringing firearms into schools. Um it is quite long but the schoolboard association does not support because there were a number of resolutions submitted last year. I don't know if you remember these Ellen and I don't think they passed. >> They didn't pass. >> So they thought that these also would probably not pass or this one would not pass. and they they have correct there is a um there was an alternative resolution recommended um I don't know what happened here >> resolution six >> there was that was recommended to be amended but that was not voted upon Um so um I don't is

091this the current six? >> Yeah it says these are the current existing resolutions. >> So the there are two resolutions already that New Hampshire school board association will advocate for legislative action that ensures local school boards comply with federal firearms laws and policies and that they will restrict possession of firearms on school property limiting possession to certified police officers only. So in some ways redundant they also don't feel like this would be approved is quite long. All right. Did I already make a motion? No. Okay. I will I'm losing track. I will make a motion to approve um resolution number 21. >> Second. All right. Any more discussion? >> So, there currently is in place something that says that yes, guns should not be coming into school. >> Yeah. I mean, it says it says

092um restrict possession of firearms at school property. I I think the big thing was that the enforcement of the gunfree schools in the other two resolutions, right? In the other two. Yeah. And that was the part that was amended last year >> but then not actually voted on. >> So if you remember why it was drawn because if it was withdrawn it means there was enough discussion that the person thought okay it's not necessary. >> Well I know in some towns like people's houses are actually located within the gunfree zone >> right so I think that creates some difficulties. All right. All in favor of approving proposed resolution 21. All oppo are all opposed. Nay 05. All right. 22. Hooks at school board. Um uh the school board association should advocate for legislation to allow

093a simple majority which is 50% plus one voting threshold for approval of school infrastructure projects that support the maintenance, repair or improvement of existing facilities. Um, the schoolboard association supports an alternative resolution that would, it's basically just different language that would allow a lower voter/ legislative bodies threshold to approve bonds intended for maintenance, repair, improvement of schools. Um, they just felt that the language needed minor amendments to capture the intent of the proposal. I will make a motion to approve the alternative resolution for number 22. >> Second. >> Okay. Kendra and Ellen. Uh, any discussion? >> What was your motion to support the alternative? >> I'm not I'm not really sure I get it. Do you guys get this one? >> Yes. So, so, so for a bond like when we went for the building

094expansion for instance, this is a a particular issue in Hookset. I'll give you that example. Hookset last year tried to get a bond to repair the roof of their building >> for two years. And it has been voted down every time. And so when it rains, there's actual water coming into the school because they can't get the roof repaired because of the bond. So they're proposing that we only have a 50% majority instead of three-fifths majority to get a bond approved probably in hopes that they can get their roof repair. >> What is the 50% plus one does that? >> So for a bond you have to have three fifths majority which is I don't know I'm not a math person. >> 60some percent people voting yes to support. So they're proposing that if you

095have 51% of people vote yes, that's majority that the bond is is approved. >> So are all the boards five members? Is that why the three >> this is for voting? >> This is for like voting. >> Yeah. Yeah. This is for town voting. >> Yeah. >> Um but I but to me the alternative language I don't know. It just doesn't really have any need. It just says a lower voter legislative body threshold. But does that mean that just leaves it up to them to work to get a lower >> Right. I think that's the point is that they don't >> they don't want to be restricted 51%. >> Yeah. >> Right. Okay. >> So if it was reduced to 55% >> it would at least be better than what it is now. Okay. >>

096Okay. Um Okay. I made a motion. >> Okay. Okay. Um, all in favor of alternative resolution for number 22. >> I >> did you say something? Okay. All opposed. >> Nay. Okay. 41. >> Oh, no. There was four more. Sorry. Uh, number 23, hooks at school board. Um, go back and say, >> "Oh, yeah, sure." So, it'll be 32. >> No, no, you're fine. >> Um, okay. So, this is um for requiring the state of New Hampshire to fully and consistently fund catastrophic special education fund, ensuring districts are reimbured according to existing statutes. um the schoolboard association does not support because there are numerous resolutions that already speak to full funding for adequacy aid and special education aid. I will also say that catastrophic special education fund is an outdated term that is not used

097anymore. Um but regardless, um I will make a motion to approve, um resolution number 23. >> Is there a new name? >> It's just special education. >> Special education aid. >> Yeah. Instead of catastrophic. >> Yeah. which is um already captured in one of the resolutions below. So, um, >> can I get a second before we discuss? >> Sorry, I'll second. Okay, >> um, Jess, this is your area. So, if I'm reading this correctly, I mean, it's already in here in the language >> and they're upset because the state isn't abiding by it, but they should already be supporting this kind of legislation to do this. So, it really isn't necessary to have this. >> It's redundant, right? >> I think sometimes my guess is that people misunderstand the purpose of these resolutions. It's not

098to actually generate legislation. It's to have the schoolboard association essentially lobby for the legislation. Give them direction about what we're supporting >> and that direction is already there. >> Right. Correct. Okay. >> Um and I I suspect this came about last year because we received a letter as you'll remember last fall that they were reducing the amount of the percentage of catastrophic aid that we were going to be receiving. So that's I assume why they say consistently funded. Um but anyway, um >> so there's not an alternative. >> There's not an alternative because they have already there. >> Okay. All in favor of supporting resolution number 23. All opposed. 05. All right. This is the last one I think. >> It's a long long. >> Yes. >> Um All right. This is number 24. Uh

099the Manadnock School Board. Um, this is to a amend RSA 91A to allow individuals with a disability as defined by the ADA or because of caring for a household member with such a disability to be counted as attending in person for purposes of the establishment of a forum. I'm not exactly sure if this is for >> school board. I think this is for school board. I took it at schoolboard meetings. So if somebody has a disability, they don't have to be in person, but they can zoom in. >> But that's kind of how I took it. But >> but to make a qu So >> yes, could like when we have school board meeting, we have to have at least three people here. So if it were two of us but somebody zoomed in because

100they had a disability could be very personally it's not right or >> I don't know it does I don't know your policies would dictate that >> I was going to say I don't know what our policy says about uh remote participation >> but we can there's been meetings in the past when school board members have been somewhere >> and they have >> they have attended but we didn't need them for the forum >> right so like people have zoomed in but we already had four people sitting here >> you see what I'm saying >> I don't I honestly I'm not um I don't really I don't know they have alternative language So yes, they have two. Okay, wait. They recommend amending two existing resolutions and eliminating one. So if we do the alternative resolution, then

101does that deal with all three of those resolutions? >> I assume so. Um, >> yes, because you would be voting to agree on the list that they're presenting. >> Okay. Yeah. >> Um, their rationale for amending and removing is that um they believe having multiple resolutions relative to board members participating public meetings is not necessary. They seek to combine two existing resolutions um into a single resolution kind of felt like I was okay with both. I don't feel like the one that they're saying is more clear and the one that the school is giving is clear whereas the alternative resolution is a little bit hard to kind of follow because they're trying to make it for every student but person boards and they change it to public bodies. So I don't know. [Music] >> Yeah,

102they're So they had a they they already have a resolution right now that says support amending RSA 91A to hold meetings without having a quorum physically present. Um, but they want to remove that one. >> Yeah. >> And then change. >> Yeah. And then change the >> two other ones. >> So I feel like it's not very clear. Whereas when that non gate is a little bit clear about what it's about. You could just you can move to just the mandal. >> I do I I wish we could sort of do both revise these and also >> I know that's kind of how I feel like both both >> right because I the I don't really like these resolutions as they're written. So, um I don't know. >> Okay. The original proposed uh Canon and

103Missy. All in favor? >> I >> and I will nay. 41. >> Okay, we're done. Yay. And with that, to be clear, we're done with that. We have more things. >> Yeah, we're not even halfway through. Okay. Uh, high school tuition. Um, Ken, I think this was your item. I don't know what you wanted to discuss related to high school. Oh, well, I just kind of wanted to start the conversation about um like I think Stacy mentioned today and I wasn't really aware that we could start to I don't know if that was not that we can approve the target that is current. >> Yeah, there dates in the contract and you can do it. >> So, I have I consolidated some of that information. If you want me to run through it real quick.

104>> Yeah, good. >> All right. So, you've got three high school contracts out there um for kids to choose from. You've got uh Conquered High School, which the contract runs from July 1st, 2024 through June 30th, 2027. So, you have not only this year, but next school year before that contract is up. They allow for a one-year extension on that contract and it has to be decided in the fall of the ending year of that contract. So if you want to extend that contract, it would be the fall of 2026 that that decision needs to be made. Co brown contract runs from July 1st, 2024 through June 30th, 2027. So same contract length. They allow for a two-year extension. And again, that decision needs to be um done the fall of the end of the

105contract year. So, next fall, >> September 1st. >> Yeah. >> Um PA contract runs from 2024 >> through June 30th, 2027. So, they all end the same year, June 30th, 2027. Um and they there's an open extension on that. So, you can we can extend that perpetually because we're part of the same estate. um the tuition rate because that was also discussed during public comment. Just so we know, um Conquer's contract does provide a set rate as a starting point and then does have the caveat that they are able to adjust tuition based on unpredictable circumstances or like building projects and things like that. Co does not provide a set rate for tuition and says that that is released and determined every December 1st. Um and then PA says that their tuition will not exceed

106the area agreement rate between the districts. So that is a set rate year to year >> but not knowable in advance. >> Not knowable a year in advance, right? Yeah. None of them are ultimately um in that contract. Every one of those contracts allows for a variability based on unplanned circumstances, number of enrollments, building projects, all of that. None of them have a set tuition. >> Can you just read the Penrook one? >> Just the the last part of the um the rate. >> So, their rate is they will charge us the same as the area tuition rate that all the other SAU schools get charged. And so that's the like 30 year old contract or whatever that says they all have to go to pen academy. There's like a big contract about how they

107determine the rates for pen academy and stuff. >> Yeah. So last year the joining tuition rate when the contract was signed in 2024 was like 15,000 and change for tuition. >> Yeah. 15. >> So that I mean it is not known but it is kind of safer. >> Yeah. Yeah, I control or you could figure out based on historical increases what it would be a likely increase. I mean, you could do the same with with Kodan. >> And I thought Stacy brought up a good point about the construction conflict doing construction. I didn't I haven't heard that, but >> Yeah. And Co had construction like a year ago. >> They're doing something too. >> Yeah. So, but I will say that CO Brown tends to have they have these um regular meetings I think twice

108a year where they invite the sending schools in and they talk about like the projects and and you guys are invited to go to those. >> Yeah. So, they talk about those things. They give you an idea of how much it's going to cost. Um >> and then the go round one has been like very close to number >> percentage >> like 3%. Yeah. >> Yeah. Whereas conquer last year went up quite a bit. >> Right. And then remember the meeting that you and I had with Patty about it was very specific about the con concrete contract. there was like a variable >> like up to 8% >> um and what I remember like we were getting charged the top of that rate >> we did last year. >> Yeah, we did last year. >>

109Yeah, there's a limit that they could increase tuition by. >> Right. >> Um >> so to me I think before we agree to extend the concrete contract. That's something we should renegotiate. >> Say we can certainly renegotiate. I would um I have a lot of thoughts about high school stuff, but one primary thought that I have is with these three schools, do we try to get extended contracts for each of those that are voted on for war articles? I will say some of the most loud feedback that we got was that the school board really just decided to sign the three contracts. We didn't they it didn't go to a vote for the town. They didn't get to choose which schools. We as a board sort of made that decision and then we as the

110board just decided to sign the contracts. >> Um because we can legally sign contracts that are three years and under. Um but the people the voters have not actually signed off on this plan that we have created. >> Well, they signed off on school choice >> and we were looking at what did their best >> right the best solutions for people. >> We to the letter of the warrant article followed what the town voted for. >> Yeah. And we we did the short-term contracts too because we were looking at it as >> A trial period how it works. Yeah. So, but I would consider next year seeing if we could do longer term contracts >> so with any or all schools >> Yeah. And you don't have to make decisions right now because we have

111a whole other year and that would give us time to >> and if and if they didn't pass like let's say well >> so what would you do a warrant article for each school? >> I don't know. >> I mean you have to do that a warrant article too. It would be it would be very challenging because we couldn't do a potential tax impact >> which is is a real rubbing point because we don't know how many kids would be going. >> We wouldn't know how many kids are going. We wouldn't probably know the tuition for all the schools. Um so I don't I don't actually know how we would accomplish it. >> Yeah, I think that that's kind of going backwards what we've accomplished. I think I think you know potentially renegotiating longer contracts

112is not a bad idea but I don't think >> but you would have to >> if you do a longer term contract we can't sign that >> it has to have >> yeah I just think I mean I know we have a year but families need to start >> I'm saying you don't have to do a decision like bring down time I mean we could also enter into negoti iations and if we don't if it's not going well we could continue and just do one year extensions. >> They all allow us those renewals. One of them is two years. I do >> I do wonder about you know we can do threeyear contracts and under but if we do threeyear plus one year plus one year plus one year plus one year like are we

113actually satisfying our obligation to the town of like letting them decide on long-term obligations >> like can we just change anyways the rates the rate so There's no there's no negotiation, >> right? >> So, it's really just negotiating that needs to get done no matter what. >> And if it doesn't go well, then that's something we have to talk about. >> Yes. >> Because I don't think getting charged% increase every year is sustainable. >> Yeah. And I don't I don't know what it will look like. The superintendent who we worked with very closely has unfortunately passed away. Um Yeah. Yeah. Um so we will probably have to sort of start negotiations totally fresh because I I think Tim is acting superintendent correctly. >> Correct. >> Um I don't and I don't know if they're Yeah.

114So, I don't I don't know what that's going to look like, but >> do you want your current enrollment numbers for schools? >> Um, so Conquered High School, you currently have 131 students enrolled. Uh, Cob Brown, you currently have 77 and PA, you currently have three. >> All right. >> Yeah. The other just while we're talking about tuition, >> um, I don't know, you know, I don't know. Obviously, there's a lot of logistics. You know, transportation probably being the biggest thing, but in terms of expanding high school choice in an effort to save more money. Um, and I know there's going to be a lot of opposition about um private schools, but um just some there's Chessie Remington's 13,450. So that's over $7,000 per student students. Trinity High School is 15,277 and that's the 26

11527 price. The other one we 25 26 they don't have 6,000 students. >> Well, if those students are going there already, we're not paying for them. So now we're paying for them. Like if they already go to Jesse Remington, we don't pay for them. We don't pay for them. They're going to So to say their savings, that's only if they were going to go to Coound and they choose to go to Trinity or Jesse. You understand what I'm saying? >> Well, they have to go somewhere, right? >> I know, but I'm just >> But then but then we have to account for the students that are already there. >> So if there like that's what we did with CO Brown. So there were a handful of students already at Cob Brown when we decided that

116kids could go to co. So but then we had to pick up the tab for all of those kids >> that were already there. Those numbers are low right now. So >> I have no concept of how many kids are there. >> A few kids going there. >> My thought about it is that when we set up the current system, we like I said before followed the exact Warren article that was approved which included the caveat that it was public schools. So I would say if we were including private or religious schools that is outside of what has already been approved by the town and I would not feel comfortable pursuing that unless there was a vote on that. >> I'd like to see an article to make sure that is the case. >> Yeah,

117it definitely said public schools. >> Yeah. Oh yeah. Yeah. It said I I can't fully fully fun fully pay for um public schools that will accept all of our children. >> Oh yeah, it's in our presentation. >> I'm not opposed to it going to a war, but I just think that there's, you know, there's definitely potential savings there and you know, I know some people are against it just for the fact that it's not a public school, but >> right and they don't have the same testing standards. they don't have to accept special education students. Um, >> right. Which we offer a lot of other options. >> But one of the things, one of the things that like you were here when we were discussing about the schools that we chose, we as a board

118we kind of decided that we really wanted the schools to be somewhere where everybody would be accepted, >> right? was really important because in the past >> that wasn't the case and we had high schools that were just kind of cherrypicking the you know certain students and we just felt that it was very important that whatever school we offer for high school it would accept everybody. So if you're going if you're talking about high schools that really don't have special ed programs then you're not making that school available. >> I wasn't part of that board or agree so >> right. No I know I'm just telling you the history. >> Oh I understand. Yeah, I know that. But, um, I think that we offer plenty of other options to cover everybody. >> I mean, you

119can certainly propose a warrant article when we get to discussing warrant articles if you want to have the town vote on including private andor religious schools in our high school options. >> When because every time I come up with something like this, it gets pushed down the road to budget season. Warrant deadlines are like January, I believe. >> So, that's a deadline, but it can be done before that. >> That could be done. >> Yeah. I mean, we generally have a draft >> sometime in December. >> A school board article, we would all have to have a majority that we agree to it. >> Correct. >> But agree to it. Somebody else's private citizen can put it. >> Yeah. Correct. It could be petitioned, >> right? Um but yeah, so we will like we will

120discuss ad nauseium the warrant article ideas starting probably November. We'll start collecting ideas, voting on them. We probably won't vote on them until um maybe January >> because we have to once we have the idea, we have to get the language drafted by our attorneys because we don't obviously want to float something that's actually not legal. wouldn't be great for us. But so we will start collecting more article ideas probably November. But yes, I mean we can certainly bring it up then. >> So what do we in terms of the other schools? What what do we want to set for a timeline for >> right >> those >> either renegotiations or I mean I know just that we don't have to decide tonight but we also have probably in the next month and a half

121we're going to be talking about the budget now >> so what's a good plan Jess for us to start conquered >> um I mean we can start conversations anytime this school year I mean we can just trying to think of timing wise is because we would want decisions by next fall, no later than September one because that's some of the deadlines for some of these agreements. >> So maybe next spring. >> So the spring. So maybe I mean maybe the deadline is the end of this school year for having some contract renegotiation conversations with the schools and see what that would entail. And um what they're willing to do and >> say there might be clauses within the current contract. So we may also want to talk with them about if we don't find that

122they were working or whatever. >> There's a lot more in the contracts than just the tuition price. >> Concrete has a lot of a lot. >> So I mean start we may want to just have you guys do a thorough review of the contracts and see if there's feedback that you want to provide and give me some direction on what you would like to see. Um, and then I can start having conversations with superintendents from the schools and start those conversations. But I I would definitely want your direction and feedback on what you want to see. >> Maybe what we should do is you and I should meet both over the contract, come up with some ideas, bring it back to the board feels >> and that would give you >> can start on it.

123No, I mean like deadline to like wrap like have our direction that we want to head in. Like we would need a direction by the end of this school year to be able to solidify plans for the fall. >> Yeah. I just feel that maybe that's a little because I mean summer's kind of hard. >> Yeah. I will say we spent all of that summer >> did a lot of work that summer >> negotiating that contract which would be lovely to avoid because it's hard to get meetings with the schools in the summer because they're not >> that's what I was trying >> and conquered school board only meets once a month so that was always a difficult >> that was an issue >> so >> right >> we met many times I think that

124summer but but yes conquered was not meeting more to accommodate our contract we were meeting more to accommodate our contract. But >> yeah, that's what like I think if you start reviewing those contracts now and then give me some feedback, it'll give me a direction to kind of head in which should be helpful. >> Okay. Anything else for high school tuition? Um school funding. Um, I put this agenda item on because the Epsom School Board had just invited the state reps to their last schoolboard meeting to talk about school funding um, legislation that they were encouraging them to support and also sort of sharing the difficulties that the school board has when creating budgets and things like that. So, I didn't know if there was any interest and I think that someone I think Maryanne

125probably sent an email about send us sending a letter to them some months. Some >> a while ago >> she did. >> Um, so I didn't know if there was any interest in sending a letter to our state reps imploring them to inc to support um legislation about school funding or if we want to invite them here or do nothing. believe those sample letters are dry. >> Yes. And there was a recent letter from the Marramac school district to I don't know if it was just our state representatives and senate. >> It looks like it was state legis >> um about school education funding. Um, so we could certainly send a similar letter if we wanted to or no wanted to see what the board wanted to pursue if any inviting them inviting your reps.

126>> Yeah, we certainly could. I think that we would want to prepare. Yes. In some ways, >> definitely >> um and sort of figure out what what we're inviting them for and what um what the purpose is. And I I truthfully don't know how the Epsom School District did it or what what their sort of invitation letter looked like or um but I'm sure we could find out. >> Yeah. Um yeah, thoughts. I just think the one would be much more useful than the letter, right? It would take a lot more preparation. >> Yes, a lot of preparation. Um school funding is obviously a very complicated topic. Um, so yeah, there'll be a lot of preparation. >> I don't I don't have a great idea. I would say the legislative session generally kicks off in

127January. Um, you know, right now they're they have already submitted all of the LSRs and that legislation is being drafted. Currently, they're not going to start having hearings and voting on things until the new year. So, I don't think there's a super big rush to have them like at the next meeting or something because I don't think they're reviewing any relevant legislation currently. Um, but we could do it as soon as people wanted. >> Oh, yeah. You need to have time to prepare. So, I would say like more like end of November or December. >> I know that's budget, but >> Right. >> Yeah, those are budget meetings, but we could also invite them to a budget meeting and see our budget struggles, which are relevant to school funding. Does everyone is there a consensus

128that we want to invite them? >> I just think not do it during part of this budget but I've been >> been warned >> there. Well, my only hesitation is that they're very long meetings, >> right? That's what I don't >> to add this to >> right. To me, it would be a very long night, wouldn't you? >> Yeah. Obviously, we're gonna invite them to come. We're gonna need to engage. >> Correct. Correct. >> It's not just like >> you also don't have you don't have to do it on a board meeting night. You could do a separate night >> to have a public forum. >> I believe that's what >> Oh, they did. I believe so. A public forum, not just a school board. Um I my only issue with that is that we

129have so many meetings like in October um and November if people come to NBC meetings in December. So we already have a lot of meetings. So I wouldn't necessarily want to add another meeting >> just people throwing it out there. I would I would say we should invite them to the first meeting in January as they're ramping up to their legislative session. Our budget won't be finalized. >> Yeah. Our budget won't be totally done because it will still be at the NBC. I think the public hearing is mid early mid January. So there will still be warn article discussions happening and some budget updates from NBC probably, but not nearly as long as going line by line through the budget. Um any thoughts time to prepare? >> Yeah, I don't know what what form what

130form that would take. Um >> something to think about. Yeah, I mean obviously very obviously we can't have discussions and prepare outside of a public meeting. Um so I'm just trying to figure out um what prep preparation would look like. >> You have two people who are going in outside of the meeting take >> well it wouldn't be a formal committee so you don't need to do that. >> Correct. Also, I don't know that you need to spend a whole lot of time preparing. I think >> you could give some topics and have some talking points. It will it will form its own conversation. >> I just, you know, I think school funding is very confusing and like for special ed funding for instance, in order to have a super productive conversation, we all sort

131of need to be on the same page of how special ed funding works. >> You know what I mean? >> Right. At that point, you'll also have a good idea of what legislation's being proposed. So, you could pick a couple of bills that are going forward um that you want to focus on and ask some questions on. Right now, we just don't have a good idea of what >> we have the titles of the bills, >> right? So, they'll be adding language in the coming weeks um to those bills. So you'll you'll get a better sense of what is being proposed and then maybe you know you could pick a handful of those bill proposed bills to focus the conversation around. >> Okay. Just a thought. >> Um does anyone want to volunteer to gather

132information? And I don't know if we should I don't know how to disseminate. I don't know that we want to do like a whole presentation in advance of them coming. That feels like it would be slightly duplicative. Um otherwise I'm happy to gather materials. >> It sounds to me like the one of the focuses is special ed funding then like you said look at the bills that are coming. We're not going to know that until the bills are coming and I know you pay very close attention to that. >> Yeah. >> So maybe you think those are important or you could just bring it to it. >> Yeah. Okay. Schoolboard Association also puts out legislation trackers that have anything that may have any uh financial implications to like school budget stuff or impact on towns

133regarding school budgets. So, and I can just download those into the drive so that way you guys can review them, go through and see what's in there and if there's anything that catches your eye, we kind of just circle that and as we go on and they put definitions to it and meet um we can fine-tune it from there. >> Yeah. That's what I could drop those in. >> We could put something like legislative update and then if anyone sees bills that they're interested in um bringing forward, you're welcome to. I I do pay attention, pay a lot of attention and watch a lot of hearings. Um I don't know. I'm >> I love to punish myself. Um okay. So that is how we want to proceed. Does everyone agree? >> Okay. All right. budget

134brainstorming. >> Oh, there was one more. I don't know. >> Oh, you're right. >> We put them in the drive. We didn't bring them. >> So many things. I'm sorry. >> Okay. I will make a motion to add um board goals to the agenda tonight. >> Um all in favor? >> I do. When Do we want to do that right now or before budget? >> Is that right? >> Yeah. I don't care. >> Um, okay. So, we will have board goals be numbered E and then shift everything down. Sorry, Trish. Um, so board goals, I don't think the draft is here, but we have it in the drive. It's in the packet. Um yeah, so the board goals, we can really set board goals. There is a policy actually that I was looking at today

135about um areas that we can create goals around. I had just put in the drive. I don't know if anyone saw it, but it's um policy BA. I think it's >> Yeah, it's it's in um BA is in the it's not in the policies folder because we're not reviewing the policy. Well, we're reviewing the policy only for content, not for approval. Um, I just thought it was helpful because there are there's a list of areas where we can set goals. Um, so I didn't know if this was would spark any brilliant ideas for goals to set for this next year. Um, but open to open to suggestions. How it has worked in the past and I'm open to other suggestions is that people have proposed goals. I have drafted the draft goals and then we

136vote on them at the next meeting. So if there are goals that people want to see the board tackle, we certainly can. >> Do you want to go through our old goals? >> Yeah, I'm just looking at the first one. >> Yeah. So, so we have three basically categories of goals that we were trying to accomplish uh last year. So, the first was support student achievement and engagement. And the first item in that was to engage staff administration to learn about barriers and challenges related to student academic performance and identify areas where the board can aid in these efforts. And the subcategory of that was to create a schedule for triannual presentations regarding student achievement and curriculum. So we did do those presentations. Um we had math, science, >> science and literacy. Um so we

137could certainly have those again if people were interested in doing those again. Um, and then we had improve communications with the town regarding student successes, progress, and opportunities at DCS and high school. Create more opportunities for the board to hear from high school students about their experiences. We did not accomplish that goal. I would like to keep that goal on >> that especially with the conversations >> for different. Yeah, I would love to hear about people's experiences and you know even just hearing about the different programs that are available. I don't have a high school student so I have no idea what high school what happens in high school these days. um that um and I don't know if this is something that's in the board's first thinking about the um student achievement is an

138appropriate goal to be looking at other schools achievement comparing it to us and maybe talking to other schools about what do they do is that appropriate for a board >> I mean in regard if it had anything to do with like finance or policy potentially like what would be the connection to >> that's why I don't have because I mean that's something that comes up a lot with you know the public discussion is that we don't care about how they're doing and we're not looking into that and it comes up a lot. So I just I don't know that test scores would give you the information you're looking for though. Um if it's around curriculum and offering an opportunity and those kind of things maybe it's more of a curriculum review which is is it

139within the board's perview? I mean, I think the idea was to look at schools that are doing really well and then >> contact them and find out why. What are they doing within their curriculum that's making them do so well? >> Sometimes there's a lot of other variables too that claim to that like demographics. >> I totally agree. So, but I'm just >> looking at that demographic piece too and see if that is a very >> looking up at the the goal we said we did about the staff and administration, you know, the presentations and stuff. >> We did the presentations on the programs and what they're doing, but we haven't gone back and said, "So, how is that working for you?" like they came and they spoke about the new programs but that was

140kind of it. So I wonder if it's kind of keeping that goal but maybe you know changing it a little bit having math come back now and okay you explain to us right what know what is going on in math now how is it how is it going that's where you can throw in that data review. Yeah. And that that could tie in well too with the high school students, right? Like >> how well are they >> prepared for high school, right? >> Y >> Okay. So, do we want to keep the schedule for trianual presentations? Okay. And then we can also do because there are there are student surveys and conquered typically does a report and I think they touch on readiness and where our students are placed. >> Yeah. >> That's true. they

141had very limited students because so brown and conquered do reports annual reports about how our students are achieving there. >> Um and like what conquered at least I know tells us which students went right to algebra which students went right to geometry or whatever based on >> that that's when they came and present it to us. Yeah, they they we asked them to come present the report, but they do give us the report um without the presentation if we don't want the presentation. We wanted the presentation because we had most people on the board had not met the administration. Um, so I don't want to I don't want to create additional processes outside of those reports that already exist, but I don't remember. We conference we usually get around budget season or shortly thereafter. It's

142usually like December, January. I think >> it was that soon. I think so. I don't I can reach out again. I don't know what >> Yes. >> So, so yes. So, if we're more interested in high school preparation, maybe we can focus on the high school transition. I do have the high school issues on my to-do list here. >> Kendra, the report to the school board is on the website, the website, and it was uh presented in January. >> Anyway, >> and that was conquered >> conquer. Yeah. Remember when coown did theirs? I know they're only did the year be co >> I thought it was last year that we got it. >> Now you're testing my ability to remember things. I I'm not sure either. >> It was not around the same time. That's

143all I can say. It was maybe >> I feel like it was totally offcycle. >> I'm looking forward to seeing the next one though because there'll be a lot more students. >> Correct. >> Which we should. >> Yeah, this is our second year. >> Second year, so we have a lot of kids. >> Oh, don't they provide that in the spring? >> Right. >> Because they provide that after they meet with the sending schools because they provide that data when you go there. when you go to the meeting. >> We didn't get it at >> Not that meeting. >> No, it'd be the spring. >> There's a spring meeting and a summer meeting. >> Oh, yeah. >> I want to say I think it might >> It was not in January. >> Yep. >> I

144remember it was kind of interesting because it did ask specifically how well prepared did you feel? >> I thought so, too. >> We didn't get that. >> Oh, interesting. Because they gave I think they gave it the year before. They did. There was a student survey done and it's it asked them how well did you feel prepared for entering high school and for math and whatever. >> I mean we did get something about how well our students are doing but there weren't there wasn't that like survey about how >> I think that was not last year but the year before >> I remember getting last year. >> Yeah. >> Okay. So I can draft some language if anyone has recommendations or suggestions that they want for this goal. I assume we want to keep the

145the bucket of support student achievement and engagement and then we just have to figure out sort of subcategories if that makes sense. >> Yeah. Um, okay. With an emphasis on high school and high school transition and potentially curriculum review and comparison. Okay. Building facilities updates and improvements. Identify areas that need to be updated and improved within the next three years and create timeline for warn articles and proposals. Um, Chris does have a CIP which now we are working with the planning board to implement the CIP. >> Where is that located? >> We're going to talk about it tonight. >> Yeah. So, I think yeah, definitely keep that section is is electrical upgrades still >> still needed. >> Sorry, I didn't hear that. um on our list here for improvements. Electrical upgrades is on there. >>

146Electrical what? >> Upgrades. >> That has not been done. Upgrades. Electrical upgrades >> has not been done. >> Additional outlets and >> so like a lot of our rooms have like one or two outlets which was maybe fine when the school was built 20 years ago because there wasn't that much tech. But now we have touchscreen TVs and all these other things. Like if you go to the coffee room, there's a sign that says don't use coffee machine and >> microwave at the same time because you'll blow a fuse. So there's just like a lot of um issues with blowing fuses in the building because of the additional electrical load that was not anticipated. I wonder about instead of piging your hulling yourselves into those three items, maybe making it that you will approve a

147C and in and review it annually or something like that. >> Yeah. >> Um because the CIP may change depending on any given need of the school. >> Totally. Things might right. >> So approve CIP >> just a lot. >> Yeah. know only one of >> right >> only one thing on this list is on the list that we discussed >> right because we're in the beginning stages of it so >> yeah so I think that makes sense um because there are also things on the CIP that we that are not on this list >> right that's what I mean so I think I think having continually having an updated and approved CIP is probably where to go >> okay um and Then the third bucket that we had was nutrition and supporting local agricultural

148community. Ellen did some work in looking at grants and things like that. >> We got the garden grant that we're doing composting in classrooms gardens going. >> Yeah. >> That's pretty much >> Yeah. >> Do we still want to keep this as a goal? >> Every day I have to eat. Yes, they do. >> They do. >> The more the pressure is more local. >> Yes. I think the conversations we had about that was the school board's ability to impact that. Like we can encourage it, of course, but we it's hard to for us to sort of make a policy mandating that we source things locally or so like >> should it be a goal has been a question for the past few years. What can the school board actually do to effectuate that goal?

149>> It's not always access at any given time or keeping an eye on keeping opportunities open. >> I wonder if that can connect to a bigger role like community relations looking at that list of things that you >> Yes. Right. >> NBA Well, it's also keeping an idea, you know, an eye on grants, possible grants that might school and some of the grants we were real excited about and we found out our school qualify qualifications, >> but those things sometimes change too, but probably not now. I was going to say they're probably not federal grants related to this. >> So I also just clarification number two and number three aren't listed in your areas that you're allowed to have goals >> have goals about. It does say other areas the board determines should be evaluated.

150>> I my I >> but I wonder if they fall into other categories there. >> I mean of course I agree about reviewing nutrition. I'm just not sure that the board is able to evaluate or direct that work necessarily. >> Plus, I wonder making it a little bit more broad to fall into one of the categories. >> I mean, we could we could certainly have a have a goal about community relations and having engaging the community in projects at the school. Well, keeping the local connections because I think there is a value to that local piece that's addressed in here and when possible. >> Yeah. supporting local programs and businesses in agriculture. >> I guess that like to Kendra's point though, how do we implement that? >> Well, you could implement that when you are

151choosing vendors for projects and things like that, you will give priority or you know first preview to local vendors when possible or when financially appropriate. Um, okay. >> You know what I mean? bigger genally bigger stuff but what include those things >> generally supporting community engagement >> um well it's relations >> relations sorry >> I also think you know there are um and again this is not potentially for the board to direct but there are projects for instance that people in the community might want to volunteer to help for or to help with I'm not sure that that's the board's decision whether we should seek out volunteers but um but we could support >> but you can support policy making that allows for more engagement volunteer work invol you know what I mean like there's

152>> you could support that through your policy bill >> okay does that make sense okay we will word smith this I will um draft something and then I'll bring it back and we can feel free to workshop it and uh change whatever if that works for people. >> Yeah. Can we add more? >> Oh yeah. Oh yeah, of course. >> Um I just wanted to maybe financial management of schools under that just um in terms of like constantly looking for creative ways to reduce our budget way to say reduce necessarily but I feel like that's a screaming thing in our town and feel like we need to again that's what I brought up earlier just about some of the things I brought up maybe in the spring you know we're going to be conversations budget,

153but I think those conversations can be had year round instead of trying to cram it all into season. >> Yeah. It's just I think we could certainly have discussions any time. It's just that if we made a decision in the spring, let's say, it wouldn't actually impact the next school year's budget, if that makes sense. So like we could save money potentially, but it wouldn't actually there wouldn't be a decrease to taxpayers that calendar year really like you have to take it out of the budget for there to be a tax impact if that makes sense. >> Yeah. But not everything. I mean planning more than a couple months out is you know sure welcome by um my only concern about having something about like reducing a budget or sort of limiting is that you

154know there are decisions that we make that are not go that are going to be contrary to that goal. So like if we made a decision for instance to add another high school bus or something like that, add another DCS bus that would be contrary to this goal. >> Yeah, we did that with this as well. There's space needs on here and we added another kindergarten class. Yeah, >> but I think to maybe just to kind of add in my two cents, I think the spirit of creative ways to practice fiscal responsibility like >> right. But to look outside and see what other options there might be like would it be an option to you know you know solicit donations for projects like do we currently do that? No. But do we have a policy

155that supports our ability to do that? Maybe not. And maybe that's where you guys focus is policy development that would allow for certain activities to take place that the school would be doing. We're looking to if you brought that up. Yeah. Yeah. I think fiscal responsibility is fine. Um if we want to phrase it that way, right? Because ultimately your goal is to do what's in the best interest of the kids and sometimes that's not going to be fiscally correct, >> cheap, >> correct? Um other ideas you look like you want to say something I do but it's not the goal. So we're looking at community you know helping and remember we have that correspondence from Tyler. So when do we ever discuss if we want to? >> Yes. >> So I mean the letter

156came and he's offering to do this. >> So I >> what I did when I received that was send it to Canon in >> I think. >> Yes. And I was like this is a facilities issue. >> Okay. >> You guys review make a recommendation if you want the board to consider it. >> Okay. We'll add it to an agenda. >> Okay. >> If that makes sense. >> I'm planning on addressing it in our facilities. >> Okay. Perfect. I I just didn't want it to correspondence folder talk about it. So, I punched it to the facilities. >> Yes. Okay. No. Perfect. >> It should go. >> I didn't want it to get lost. So, I'm happy to draft something and then if if goals pop into your mind at two in the morning, you can

157feel free to email me or if you come up with a brilliant way to work with any of these things, feel free to send me an email. I'm happy to happy to add them. It will just be a draft um for the next meeting. You can feel free to change at that point. Okay. Now, we are on to budget brainstorming. Um Ken, this was your recommendation. I don't know what you had in mind for this budget item or agenda item. >> Just kind of in the same spirit of what that goal was just the goal that I wanted to put on here is just to you know start talking about it before it's right on top of us. And I just I did kind of want to address some of those things that were in

158the presentation just because we got so many. Um, so, um, the high school busing, um, I think we had discussed before about potentially how we have one bus each. Um, and if the numbers continue to trend the way that they are, um, towards CO Brown, they're at least being even. Um, that We were talking about just like we're prioritizing freshman and sophomore bus. >> Yeah. >> Because I think next year >> it'll only be seniors. >> Correct. That didn't have >> the choice. Correct. >> So, and I think >> Yeah. And I remember all the presentations about writership. it was like we were very on the cusp of whether we needed that second conquered bus. >> Um so I think we can certainly consider that. >> Yeah. And I think the numbers would support us

159and I think that that I think the bigger groups kind of like the program is doing. >> Yeah. I we can certainly during budget season see if Amy can come back and give us an update about wrership especially for conquer um and then if I'm sure they cannot predict wrership because we students will essentially just have to commit to their high school right before but so I'm sure she won't have like a super firm number of anticipated writers Right. I just think that as a board we've kind of talked about, you know, kind of establishing prioritizing >> if that's something that we want to do. Um because I I think it is important to provide it for the freshman sophomores, but I just we're not responsible for doing it necessarily. And I I want to

160honor the freshman and sophomore because they don't have the chance to drive themselves, but I think most kids have I think a lot gets lost on that piece that we just people don't reach out to their neighbors. Well, we can look at the grade breakdown of enrollment. I We can look at your trending data. Like we h we have enough data to see like where it's kind of trending. So, we can look at those. >> Yeah. I don't I don't think that the long-term goal of the board was to have two buses to conquer forever. >> Yeah. Yeah. So, yeah. And I I think that's like what 80 grand. >> Uh yeah, but I I was going to say I think the transportation contract is probably has to be near uh renegotiation time. >> I'll

161have to I don't know. I'll have to look. >> I think it was one of the first executive boards I went to that we approved it. I think so. It has to be several years old. >> Yeah. But that's significant. >> Yeah. And I anticipate it will probably increase. So, but yes, I agree. >> Um that was just one thing that I wanted to clarify from that presentation just the responses we got. I was like people thought we were getting rid of high school busing all the time. >> Yeah. I mean to be fair there was a long period of time where we didn't provide any high school busing and every every student had to figure it out themselves. >> When we did they had to pay for it. >> So there have certainly been

162a lot of suggestions that we are not obligated to pay for high school busing at all. So we could save all of that money. Um but then we obviously get into the we have to provide special ed transportation. So, are we actually saving, you know, >> and we want to promote education of our children want that an excuse for them to not >> Yeah. Yeah. >> I think that'd be extreme. >> Yeah. I mean, unless there was some extreme situation that happened like I don't know. I can't predict, but I I would not be in favor of cutting all busing. I think the one the one thing from reading letters and talking to people in the community since that presentation went out, I mean, I remember it was me who brought it up like trying

163to provide some kind of budget information for the community before budget season, >> right? >> And the ideas though, yeah, some we've discussed. I mean, I've talked high school transportation where I think we need to get the high school kids because those are the ones that if they don't get there, they're not going to go and that's not a good thing. But these weren't all generated by us. No, >> they were from the community. Yeah. And so it's not it really bothered me when I saw not through correspondence through other ways that oh that school board what are they thinking presenting those we're trying to you know people then want us to present things better to get it out there before budget season. So so often people don't hear about things till deliberative session even.

164So, it was more it wasn't us saying these are definitely the things we think should be done. It's a gathering of information. >> I think it's easy to see how they may have understood it that way though. And that's that was kind of my >> right, >> you know, wanted to and I understand what Kendra said about not collaborating necessarily ahead of time, but >> yeah, >> it just that was what I was afraid of was that >> it would be presented in a way that wouldn't be received or necessarily represent our actual thoughts. >> Right. Yeah. And I totally I get that and I certainly think that there are detrimental parts of that that people think that these are things that we all support and that's certainly not the case. I will say that

165there are a lot of these things are things that are discussed at other boards like the MBC which we have very little control about what they agree to fund. Um so even if we don't make any of these cuts there it could come up again. So I think having the discussions getting a sense of the community's input is still important I think um and getting sort of a consensus. Well, I don't think there will be ever a consensus about any of these identif kind of glad that there was that misconception because we got so much response. >> Yes. >> So, it was really good. >> It was incredibly wonderful to see so much public interest. It was really good. The school, so many public members to be here tonight, teachers to be here tonight. >>

166That's the most good thing >> involvement I've seen since I've been on board. >> Yeah, it's a really good feeling. Um, and ultimately like I think it just it's hard when you're when this has such a direct impact on the taxpayers and ultimately you you as a board don't have much control over that tax number because so much of it is the way that New Hampshire funds public education. um you know, and it's very inequitable town to town depending on demographics and location and a lot of other variables um that you've got one town that you could be neighboring that pays half as much taxes as the town you're from, but that is com but maybe has an even larger school district budget. It really is very unfair to the towns in the state. >>

167Um I did want to ask Jess, you had I think it was last meeting. I think you had asked Kristen or um but he said you were going to have that conversation just about those specialist positions that were fun. >> Yep. >> Yeah. So, we did have that conversation. Um and when looking at the budget, the what gets approved is your FTE. So, we went back and we talked about so FTE is full-time employee. So, it's the number of people, number of full-time positions within the district. And that has not changed. And so, what may have changed was the role a teacher had, but the FTEES didn't change from what I we shift remember from our conversation. It may have been a shift in personnel or in type of teacher or what a teacher was

168teaching. >> Um, but the FTEES didn't change from COVID from pre-COVID to COVID to now. Like if there was a default, your FTEES stay the same throughout, but Kristen as a principal may choose to reassign a teacher to a different teaching assignment within those FTEEs. >> Okay. So the the idea that there's more staff in the building is false. >> Yeah. >> For the past I when's the last time we added an FTE? >> I I've been here eight years and we've never added a teacher. >> Okay. >> Never added a staff. We've had >> what what's a specialist? Not a teacher. >> They are but so I've explained this several times but it does keep coming up. So may I >> Yeah, please. >> When we had ESRE grant money, we we were able

169to do a lot with our ESR grant money. We were able to purchase books for the school, math programs. We were able to get tons of stuff for outdoor classrooms. I mean the the things that we were able to do with our ESRE money really helped bolster our programming here. One of as we were getting towards the end um one of the one of the ideas we had come up with was to have uh hire somebody to be a social emotional learning interventionist to support our social emotional learning needs in the building. Um, as we uh went through the year, we felt that the position um we wanted to reallocate some of the funding and change the position from a social emotional learning interventionist to a math interventionist because we're seeing these in our kids

170that were going from fourth to fifth to sixth to seventh to eighth grade coming out of COVID. So, we um moved the we changed the social emotional learning intervention that was in there for two years and moved it to a math interventionist for a year and at the end of that and did not have a social emotional learning interventionist. So that position went away and it got pivoted to to use a word um to a math interventionist. At the end of that year, our ESSER money was done by September 30th. We couldn't use that anymore. So we couldn't have we couldn't fund a math interventionist with our ESSER grant money. And um we had an ex a full-time employee that position that was not filled in our budget. And so we move that person into

171the into that open position. It was an open position. >> For what? >> I don't I have no idea. We I Amber just said we have an extra we have a 42 FTEES and we had 41 uh full-time employees. So we added the we had we put the person in the open position. I don't know where >> I don't think so. >> I can go back and find that particular piece out. I didn't get that far, but I can go back and have Amber try and pull eight years ago or whatever he said it was. >> I don't I have no idea. I don't I don't know. >> I can never try that. when we were trying to figure out what to do with that position. Um, and at the time Amber said, "You actually

172have an open full-time open FTE in your on your roster that has that you haven't filled." And so, we felt it. So, it was not a position that was it was a position that was added, but it was not it didn't affect our bottom line. >> It never affected the bottom line. >> Well, it does if you're not using the money. >> Well, correct. But it's in there. So yeah, that is that is very true. That is very true. >> Well, and that position was also in I mean all of those positions were in and the board had made the decision the year before not to fill a position. So we kept that open knowing that we would keep the position and at the beginning of the following school year, we decided to keep that

173position. Um even though it hadn't been filled, at least keep it open in case we need the position. It's much harder to put a position in than it is position once you take it out. You you can't it's especially in a default. It's almost impossible to get a position back in. So, we ended up needing a fourth kindergarten teacher. That would have drastic impact on on to have to add somebody to the roster. >> So, that's only one. >> That's it. That's the only position. We had a reading, sorry to interrupt you, but we had a reading tutor position in there that fizzled that went out away once the ESRE grant money um and then we didn't have any other positions. We didn't hire any. >> No, we've always had a reading specialist and interventionist

174>> um math >> specialist K four to eight. Yeah. K two people for one K to three and one four to eight. >> Yes. And we did have a title one math tutor at one point. Um that position was is um grant funded and um but that person has that's a hard position to fill because it's only 20 hours. So you really need somebody that's shoot come back as a retired teacher. She loves >> So are they just not fulltime positions or I'm just trying to >> No, I think this position is fulltime. The math interventions. >> No, I'm saying the others like I >> Which one are you? >> The totals the total um the total staff whether it's fulltime or not. Is that where the misunderstanding is? >> So is based on FTEES.

175There could have been two part-time people like a 0.5 and a.5 >> that are no longer here. That could equal one FTE, >> right? >> It gets total. It gets totaled by your number of FTEEs. >> So if we have >> So do the 2.5s equal one or do they just not count towards the F? >> If they were certified staff, they would count toward your certified staff FTE. It would be separate if you had like um non CBA members. So if you had like three part-time kitchen staff, that would be a separate calculation from your CBA certified staff. >> So when you get the budget and you can look at last year's, it has the roster. So there's a certified roster. It says how much they work. So if they're FTE, if they're 75,

176if they're a 0.5, two, whatever. And then it will total all of them up at the bottom. >> Yeah. And that's the number of FDs. >> So I can go back and I can have Amber try and find like try and do more digging into it. >> I'm just curious. >> There is there is one more staff in the building. However, the position was in the budget. It was not something >> I'm wondering if I might be tell >> you're only accounting for one. You're saying there is more staff in the building, but there's already Yes. So, you're saying just one? That's not what people are screaming about is one extra person. Well, that's what it that we have one person that was added from the ESSER grant that was added to the to the

177roster, but the position was already in we already had it budgeted and it just went position >> and that's for certified staff. So potentially people are getting confused because the number of paras that we have every year fluctuates >> um >> and that has to fluctuate >> right based on need. >> I did look up all this information. How many staff? Like 2017 there was 64, 18 there was 64, 19 there was 63, 20 there was 63, 21 there was 64, 22 there was 61, 23 there was 63. >> So that so at some point that's 64. >> It stayed. Yes. >> So I'm just saying that's just when I looked up I I used I went through all the um town reports and came up with that staff. Yeah. So that's all pretty much

178the same because I do feel I feel the same way like aren't there more case managers now at each grade level than there used to be. there are well but and then we reduced one and then we got one back and so that's what happens right it's based on the needs of of the students especially when it comes to special education but we've had nine >> that hasn't changed >> it was my first year we had we added a position back >> yeah but I mean it's hard to respond to people's perception that there are more staff or less staff Well, and sometimes your staff that are included in grants aren't included in your FTEES because they're not in your building budget. So, in any given year, we could get a title uh two grant

179or title one grant that now we have additional money. We're able to hire three tutors instead of one tutor, but they may not actually be in your budget. They might be grantfunded title tutors that may give the appearance that we have additional staff that are in our budget, but they're not. They're actually grant funded employees who if the grant money runs out they no longer have a job >> and we do have a grant funded as you know the math specialist 4 through8 is grant funded partly partly fund one budget and partly grant funed >> so would they be in a town report would they be listed as a >> they might be like a half >> it yeah it depends how much of their salary that we are >> wondering if that's that information's

180even in the report >> it may not be out that specific wouldn't And like there are SAU staff that work in our building. >> Those are not included on our budget rosters because we don't appropriate. >> I think they just >> they're in the SAP budget. >> You guys don't have many of them. >> Correct. I think there was like one or two that we employed. >> It was a hardship for many school districts that when the ESRE funding stopped and they had a ton of positions that were funded through ESR grants and they all had to go away because all that support that they had kids and staff. Um we were very fortunate that we um only we really only brought one person in the position was already there was a opportunity >> which

181was the caution from agencies that you not hire too many people because it was gonna end in a cliff >> or buy too many Chromebooks or whatever that you would have to then have a replacement. >> This is what happened with now having their think pads. Every certified staff member has a ThinkPad and they're five years old now. So they're ending now. We have to start a recycle or you know um replacing those. So we have a replacement cycle. Um, anything else for this topic that people wanted to discuss? Um, like I said earlier, I don't expect people to self-declare. Um, things that they want to see cut at this point. We don't have the draft budget. I have no concept of what things will look like except maybe the school care will be a

182little bit >> we can anticipate that >> we can anticipate probably increased health insurance. uh premiums. Um but otherwise I have no no idea what things are shaping up to be. And the you know one of the biggest parts of our budget is special ed and they go through that and figure out the needs of all the students. So I can't anticipate um what that's going to look like. We can't anticipate high school tuition exactly yet. I will say we do need to make sure we deal with conquered. >> Yeah. Because earlier it on my radar. >> That was a real nightmare. >> Messed this up. >> The NBC had to add in the extra amount of funds for high school tuition which was not >> I remember that so I will not forget. >>

183Okay. I also feel traumatized by that. >> Yeah. >> I will not forget. >> Um anything else. >> Okay. We will go on to G which is we added school care update. >> Are you sure? >> Yeah. I mean not. >> So this was definitely unexpected. So I'm sure some folks have heard on WWR concrete monitor variety of other sources. This came out last week. Um we got notification from schoolare our health insurance provider um who is a poolled insurance provider. So it's a risk pool and so we pay into a pool that manages risk for high cost health insurance. Um but some of that risk pool includes the risk that that pool of funds may run low and they have to do what's called an assessment just like our taxes get assessed. Um they

184do an assessment. If that runs low, then they school care has the ability to basically bill the people who are involved in their health care program to cover that pool to ensure that they can still pay premiums and things like that um and cover unexpected costs. So, school care's board approved um an assessment to be done to increase their risk pool back up to a level that was sufficient for them, which is 12% of annual contributions. Um, so what that did was basically it is a one-time expense for each of the districts that contracts with them. It doesn't go out to specific employees. it goes to the district as a whole uh for their portion of getting school care's pool back up to 12%. Um we just got the bill this morning. Deerfield's portion of

185that reassessment is $261,39925. Now there's I do need you guys to take action on how we're going to pay that tonight. And I have three options for you to consider. Um, one of them it's don't don't be too doom doom and gloom yet. I mean, it's not gloom. >> It's not great, but there's three options that for you to choose from and one that I would recommend, but ultimately it's your decision. So the first option is that you we could pay this 261,000 out of this current operating budget um and hope that we have surplus enough at the end of the year to cover it which we don't have projected out yet. Um, two, you could budget into next year's fiscal year budget, but I think, you know, we run the risk of going into

186default, that not being approved, and they're going to assess um >> interest beginning in January if that bill is not paid. So then we would be paying interest on $260,000 for several months, >> right? So for several months we'd be paying interest on that. So um and then we have to pay that by July 15th as the absolute deadline. The third option is that um so then how could we put that in our next year budget because the next year budget is not going to go into effect until >> July one. >> Oh day one right >> fiscal year. Happy fiscal year. Yeah. >> So, the third option is the option that I would recommend to you, but certainly do what you will. Um, but the third option is that we have the ability to

187still access the surplus that was in our budget from last year. We submitted all of our forms and everything to the Department of Ed, but the Department of Ed hasn't like finally moved that on to like the final final step. So they they're still sitting on our documentation from the ending of 2425 fiscal year. And as you remember, you had a surplus of around 660,000 in there. So I would highly recommend that we just pay that and have Amber resubmit a change form for our MS25 that was submitted that you guys signed off on. um that would reduce the amount of that surplus that we're sending back this fiscal year, which I mean either way it's it's a lose-lose, but at least this way you're not going to feel a tax impact the same way

188that you would feel if it came out of this year's budget or building it into next year's fiscal budget. >> Um what what amount of that 600 plus is already allocated for other things? It doesn't get allocated for anything because it goes back to help offset the tax rate. >> I thought that a certain amount of it was >> one article. Oh yeah. So it would it would reduce whatever. So that was like >> and then we say we were going to keep >> then we reserved I think. >> So you so you are I had Amber recalculate everything and we submitted warrant articles were already accounted for. So she reduced that. So, it actually was 660. >> Yeah, I know. I thought it wasn't either, but she said it was. So, >> you had

189to keep 175 or is that a different pot? I always get >> that is you're talking about retainage, right? >> Yeah. >> But then the retainage from last year comes into play, doesn't it? >> So, that'll go back, >> right? Yes. >> So the retainage that we voted on a year ago, >> we didn't use it. So that goes back into goes to the town. Yeah, you're in good shape. >> So we have >> surplus to cover this. >> Um obviously not great because it's less money that goes back to the town. >> Um but the other option is >> correct. Correct. >> So it's either this year or next year. Right. So like if we take it out of the current operating budget, that's less money that would be returned. >> Well, assuming you

190would have a return at this point, you have no idea know if you have a surplus or not. >> Correct. >> And there have been years where our surplus has been closer to 300,000 than 600,000 or whatever. >> Your least risky option is to take it out of the surplus you have now because you know you have it. Yeah. I just want you to mitigate risky. Um, I will also add that I was very mad about this situation and I took it upon myself, not on behalf of the board, to send an email to the board of directors for school care telling them that I was very mad about like I understand that there's a legal obligation, but I I'm mad about the timing that if they had given us a heads up, we could

191have accounted for this when we were making these decisions about allocation and reserves. Um, so I emailed them today again on my individual capacity. They did respond saying it was a good point and that they're going to like look at how they deal with this if they ever have to in future years and hope to at least give some indication that things are going south before their the issue is their fiscal year ends the same day as ours. So they they wouldn't have been able Yeah. They wouldn't have been able to give us an exact amount before the end of the fiscal year, but I'm like, I know how projecting and budgeting sort of works. So, you could have at least been like, yo, >> expect some expect something like a range potentially. So, I

192don't know if it will actually help, but I was on a little rampage today. Is this is this been in place like the same dismiss pool that we're is it the same program? >> Yep. >> This is the first time that we've experienced this with them because they um I forget what they call it. I don't want to misrepresent what they call it, but the claims that have been covered in the past. Oh, here it is. So, let me just read it directly. Um, it's important to note that this assessment is strictly between the member entity and school carriage. It does not directly impact current coverage or claims unless the assessment goes unpaid. Um, this is because they had a higher than typical claims happen last year that it reduced their their pool kind of

193like an we have a trust fund, right? Like we have different trusts. They have like a trust essentially that they can draw from to keep costs at a minimum and to cover claims that come in. Well, their trust is too low for their proceed their policies and things like that. So, they have to collect more money from each of their entities to bring that trust fund back up >> to a certain level and it for them it's 12% of their annual contributions is their measure. So, um I will say that um I asked I asked our um HR person to reach out to vendors um to do a formal um process to collect different bids for healthcare. That's good. >> Um because I I want to make sure that with all of this included and

194with the costs that we've experienced over the last few years going up, I want to make sure that we are getting the most financially sound plan. Yeah. Out there. >> Yeah. I know. I'm sure a lot of insurancees are like that, but like my business insurance, it's like >> it just goes up just a little bit every year. Put it back out to bid. >> Well, so she's actually reaching out. I think there was a recommendation to reach out to a couple of um private companies as well, not like the poolled companies, right? So, she she has reached out, we've been in communication with a couple of those as well, just to make sure that we're not just isolating it to health insurance programs that typically provide health insurance to schools. We're reaching outside just

195that particular pool to go look at other vendors as well. So, she's she's in the middle of that right now. there's a lot of um data that has to be collected to send to those companies before they'll give you like an estimated rate. >> Um so she is in the process of collecting all of that data currently to send out to those companies. >> Awesome. Um, I will make a motion to pay the funds and revise our reserves from last year, last fiscal year um to pay the assessment. >> Any discussion? >> It's all about options. I think it's the best of >> the options that we have. It's unfortunate we have to do it but think it has the least amount of impact >> right and there is there is not like an appeal

196option or there's I mean it is a legal obligation that we have so >> there's very little we can actually do about it it's very unfortunate and I'm >> like I said I was very um >> annoyed with them about the notice >> because we received the notice and then the bill within like four days or something >> start charging Correct. You're right. And the invoice says do upon receipt and I was like no to call >> like I will not. Um so that's happened. But anyway, there's a motion pending. So all in favor of using last year's um I don't know what you call it. >> Surplus. >> All right. Last year's surplus to pay the assessment here. I >> 5. >> Um, you may you may have to I'm not sure. >> We

197probably have to resign. >> Yeah, you may have to we're getting clarification with the state. So, this was um actually presented us to us from the state as an option. >> So, they know that they're going to get an influx of requests from school districts across the state who had surplus to cover this expense. So, they they they know it's coming. They actually gave the okay for us to do it. Um, and they're the ones who actually revealed that we even had this option available to us. So, that was good. >> Um, okay. Thank you. Board reports. I don't see PTO here. Okay. I just going to throw it out there just the rest of us have to stay, but Chris could leave. We move. Can we come on Chris up? I was going to

198make a motion for a bath and drink. >> You don't even have to make a motion. You can just take a nap. >> We can just temporarily pause. >> Is it okay to move Chris up? >> Yeah. >> The rest of us have to stay to the end. >> Well, then do one off. >> Yeah. Yeah. I need to do that. >> Do you want to go and you can just Can we wait for a second because we >> do mind? I'm sorry. everything in here. I was like, well, if we're going to vote or something, >> do you want to go first? >> What's that? >> No, no. We're just People are taking Okay. Uh facilities report. >> Okay. Good evening. Uh my report tonight, we're going to start with parking lot lighting. Uh

199they're going to start jackhammering this weekend and exploring the two new locations. setting balls Monday and Tuesday. Wednesday will be concrete and then if the schedule fits with the electrician who I'm checking with um they'll start running the conduit and wire on Thursday and once that's done they'll continue to start back filling and then it'll be up to electrician to install the poles and run the rest of the wire. solar update. Um, we're still on a completion date of October 16th, but we still need to wait for New Hampshire Co-op. We would file the paperwork with photos showing all the individual components of the solar system uh to New Hampshire Electrical Co-op, which now could take to the middle of December for that to be actually switched on. We had bacteria testing done. We're on

200a roughly every four months um bacteria testing with the school because of our well we failed the first test for bacteria just bacteria um we took a second test submitted it to the state we failed that test last week aqua spee Aqua specialties company that we um hire to take our samples. Came in last week and chlorinated the water as part of our um part of our attempt. >> Yeah. The attempt to get the bacteria out. Failing to test also requires us to have a third party. I don't know if it's a third party, but another outside contractor to come in and do a inspection of our water system to see if we can find out where the contaminants are coming from. The best that they can figure out is that the contaminants there was

201no smoking gun. It wasn't like, oh my god, there's your problem. So, we've isolated it down to the backflow pretor in the sistern or the pump room and then the mixing valve in the kitchen that could be causing the problem. I have RB Lewis who is our sprinkler company coming in to assess the backflow prevention and I have Granite State Plumbing and Heating coming in to swap out the uh mixing valve. They took a test last night. That'll go back to the state for testing and then we'll get our results. But because we identified those two locations, we need to move forward with the plan of investigating and replacement. >> And when they do the water testing, do they do it from particular locations within the school? Do they test every >> They It's It's

202a random test. They like random tests. So you get a more accurate tone of, you know, different things in the building. >> Got it. >> So that's where they're isolating it down to. >> So, um, do the water bottle filling stations, those have separate filters that >> Yes, they do. >> So are the kids safe to water bottles right now? >> The bottle filling stations do not filter for bacteria. We, the kids, everybody who's drinking the water here is safe. What it does is it just It's a number that triggers um the call for additional testing by the state. There's no health concerns or anything like that or like when you get ecoli, there's an automatic >> boil water or you're bringing in >> um Poland Springs bottled water to give to anybody. There's no

203danger of anybody getting sick of this. I've been drinking it all summer long and still here. Well, they would tell like the state would tell us we would have to >> the state would mandate us either shutting down or taking immediate action for that >> if it was that big of a concern. >> You you guys would know. We let you know. >> Okay. Um snow removal. We're coming into our last contract year with East Coast. um at the end of this year going back out to mid September for next year. >> And did you want to go over capital or we did you want to wait for that? >> Yeah, why don't we Yeah, why don't we take care of that? >> Um that's all I have for tonight. She requested it. Does anybody

204have any questions on the parking lot project? What the So, we were told two weeks ago that the hammering was getting done that Saturday. >> Yep. They were expecting to be paid. Their contract called for half a payment upfront and we weren't able to give him that and so he waited until he received half of his first original bid and half of his change order which he received last week. >> The POS were cut. They were >> Yes, they were. right there in hand. >> Yeah, but they were cut, but there was a manifest, >> right? >> Not signed. >> Correct. >> Yeah, there is a process for writing checks. School board members have to approve them, the treasurer, etc. >> Yeah, the whole thing. >> Any other questions or >> that respect? There's no

205way that it would have started days after the last meeting. >> They were hoping that the checks were going to come in and they didn't receive their checks and they didn't want to continue the work until they were paid 50%. >> There's no way they would check. Yeah, I suspect they may not have deal with municipal government that often. And I did not realize we would have to pay 50% of the changer before they would start work. >> But yeah, they probably assumed we just cut the check, but >> anybody anything else? Um, >> are you guys looking for any other information? Let me ask you that. Or updates on something that I'm not presenting to you. >> Um, I don't think so. I think the capital improvement project will be updating that will be

206really important for us when we're talking about warrant articles and um, whatever the processes that we're doing at the plan. some is somebody like when the solar starts like is it there a plan in place for you know this is how many kilowatt hours we have this is what we're paying so we can compare like the previous year to this year you know because I don't >> yeah his original number for barric power um I don't remember it >> well I remember he gave us that but I'm talking about the actual data so is someone collecting that >> I got the last five years um kilowatt hours >> and then how much we All five me all. Yeah. All five meters that we have. >> I just want to make sure that we have in

207place that we're keeping track of how much money we're saving once it goes on. That's all. >> Yep. >> All right. I don't have anything else. >> Sorry for sorry for the long long. I don't know if you maybe would just you may want to stay there for in case questions come up with the facilities committee. >> Oh, sure. >> If that makes sense. Yeah, that's fine. >> Yeah, >> you want to do that? >> Yeah, let's do that. >> So, just Chris Missy and I met this meeting to discuss the capital improvement projects and the use of tax impact fees. Our current balance uh for the tax fees that were collected is $74,71 and I think it was due to expire September of 28th is when it starts. So we need to use that

208money prior to that deadline. Um based on the projects that Chris presented, um number one being the unit ventilators. Um that has such a high price tag on it with $3.5 million estimated. Um which again that's just a very rough number because um >> 3.5 million. >> I thought we were like >> yeah that's the conversation we had. It was like 850,000 is what we had >> right originally. >> Yeah. I thought we were >> So basically now that there's blueprints that apparently that was just a shot in the dark and the uh now that they have blueprints um hopefully we can get more of a dial number and I think Chris had said that that also includes it being heat and AC. >> Oh I see. >> Yes. Michelle for cooler. Yeah. >> So

209it could be you know estimated maybe 2.5 without the um but still that's not something that would get funded with tax impact fees. We do have a deadline of October 15th to submit our >> Yeah. >> Um Yeah. So that's a longterm project. So um so in terms of um capital improvement projects that we could you know submit for right now the only one that we have presented to us is the cafeteria flooring and that estimate unfortunately is a couple years old. So we're going to have to get current estimates on that but ballpark 30 to 40 grand. Um and we have in that account. >> You can use it for that program because that is a area of the school also not just >> yeah there's other there. So the elevator is also on

210here but that's also not something that we could use for. So, >> is there electrical? >> No, I think that wouldn't work either. >> PTO welcome back waffles. They both fuses all the time. >> Um, is there any like I know when we paved the parking lot there was discussion about paving or repaving areas. I don't know if that's an area that we should include on the capital improvement project because like long term we're going to have to be budgeting for repaving or ceiling or whatever you have to do on >> Right. >> So we're we're this was just our first meeting to get >> So we're going to meet again. I just didn't know if that could be included for um for the >> CI for the could we use tax impact for the

211thing >> potentially maybe >> I don't know >> but we can at least get started with this one and then >> so I will make a motion to um have I is what is the next step justice? We don't even have the price, right? So, >> yeah, just to approve um the submission of the project for the capital improvement program for the floors for the floors. >> So, I'll make motion to submit that form for to use the tax and backs for the replacing the cafeteria. >> Second. All right. Any discussion? >> Just curious if the capital investment plan has to be projects that we use impact fees for. >> No. >> Okay. I didn't think so. That's why I was just kind of asking. >> No. So, in parallel, we're also going to be

212working on the CIP in addition to this. >> This just had a time limit to it. >> Right. So, like it's our overarching document of things that we want to report. >> That's what I thought. You >> can use impact fees. Great. Chris is going to develop a list for us of stuff that we can use tax impact fee money for versus and prioritize that versus >> other things that we just need to do for capital. >> Okay. >> When did when does that 74,000 expire? >> 28. >> It starts to expire. It cascades through 3030 or 2030. Not 3030. No, I but we have to get the form in by >> the 15th >> of October. Okay. They're just trying to think, is there anything else? But I was I was concerned like, okay,

213we're going to use it. That's a great use of it, but there's still like 30,000 there, you know, but we had time. So, good. >> And now that we did that um that other >> that study that we took the $4,000 to that number, >> right? Right. Right. I always try to think of something to spend it quick if it had to be done by October 15th, but it's just I got it now. >> Um, okay. So, there is a pending motion, right? Okay. All in favor of the motion? >> I I >> All right. Anything else for facilities committee? >> Yeah. So, just what um Nancy had brought up about the gentleman that reached out to us about volunteering to give us inspection on our well and is hydra the basically >> he goes

214into you know commercial facilities and um figures out you what's what's wrong with them and potentially they sell all the equipment to fix it too. So, I'm sure he's going to have a plan for us of what needs to get replaced, but it sounds like that's something that we desperately need. He he sent this in response to um the well going dry that first time, but um but sounds like there's other issues as well. So, >> so this is something that you're going to take him up on. >> Yeah. I think he said it's free. So, I I just wanted to ask you guys >> a past student. >> Yeah. I had >> I had him. >> Well, I hope you were a good science teacher because it sounds science. >> I had him for

215second grade. >> Yeah. So, I reach out to him and I guess send him to Chris to schedule that. And I assume there's no sort of obligation that if he provides us the information that we we have to >> No, it's a free consultation. >> We could bid out the services or whatever. >> I'm sure. >> He's he might be aware now. We will have to bid out the project. Okay. >> Um yeah. >> So are there any other things that are in the CIP? So the biggest thing was the unit ventilators. So you know we just talked about >> we're also moving up the elevators. Yeah. >> Yeah. Yeah. So the the uh >> the unit ventilators like said that huge price tag we're >> I feel depressed about three years out. >> We've

216been like slowly putting some >> I thought this was our last year of funding the uni ventilators. >> Jeez. But at least we we know that you have the blueprints now. I mean, we can get a better idea of exactly how much it's going to cost. So, we know >> I'm not sure what we have for blueprints. I have not seen them. They were given from Amber to >> They are the blueprints. >> They they Okay. I don't know what's what detail they show, but I know blueprints have been passed on >> to Train. >> Okay. And just so you know, like Train hasn't won a bid company, so we haven't gone through the bidding process. Train hasn't been awarded a contract, >> so they're not going to be providing us like >> exact quotes

217cost until we go out to bid. So I just want to caution the presumption that train is going to give us a whole lot of information because they're not going to invest the amount of time it will take to give us concrete numbers without an RFP. >> Yeah, they'll just give us and then what we had discussed was some point soon probably hiring an engineer to >> you know figure out what we need and then it can get bit out from there >> right >> so >> we can also we can go with an engineer or we can go directly to train who is the manufacturer of pretty much all this equipment in here train is probably one of the bigger US vendors for heating controls and heating equipment so we have our choices when

218that time comes. So, it's just not an engineer. We can also go with the manufacturer directly and then that can get then they can sub out the work and we can see their prices for subcontractors. >> But how would that work for bidding? >> How would that work? >> Yeah, >> you would eliminate you would eliminate an engineer. That's your savings. Their in-house engineers would develop the entire system. It's just an option. It's not. >> Well, you'd essentially be hiring their engineer because they're not gonna can't afford them the job until >> we would still have to put it out to bid. >> Yes. Be hiring there. >> The only time you wouldn't be able to put out bid is if you chose if you agreed as a board to suspend your policy for bidding

219>> to go with a select vendor. You could do that. you could vote to suspend your policy. That would be your decision when it came to that point. >> But Chris is just giving you options to consider. That's all. >> Um and then the same we talked about the same thing for the elevator. So probably hiring an engineer for that. And >> could it be the same engineer? Can they do both? >> I don't know if that's skills would be the same. >> So, the RFP for the elevator for an engineer is going to go up relatively quickly. >> Yeah. >> Because the elevator's old every time the contractor's in here to do his inspection. He's like, "You guys should consider upgrading this rel upgrading, replacing it sooner than later." 30-y old elevator. They don't

220make parts for it anymore. And if they do, it's going to be very hard to find those parts. So, that we're thinking about doing this summer. >> Well, based on the engineers recommendations, >> based on the engineers recommendation, >> we'll have more concrete info on that again. >> So, we also thinking um depending on what type of be end up doing. I'm looking down here. We have a hearing to replace windows as well. So, I'm not quite sure that tie in replace what >> windows. I'm not sure how that all would tie in. >> Yeah. When we get more into the CIP plan, then we can um get more into that and then the board will will want you guys to approve the pro proposed CIP when we are ready for that. >> And do

221we prioritize them? >> Yes. So that'll the committee will prioritize and then we'll present that and then you guys will vote to either approve or >> that sounds fine to me. >> That's good. >> Y >> very good. >> Thank you for joining us. Sorry for those very late night. >> Nice meeting. Thank you. um exec board um just took care of a couple of the things the open enrollment and the school care. So basically we've moved the SAU budget forward for the full board >> to review discuss and vote on >> next Wednesday. [Music] >> Please be there. >> Full board meeting next Wednesday >> at 6. >> Yep. six >> in PA in the cafeter cafeteria. >> Yep. >> Um >> Public is welcome. Encouraged even. >> Yep. >> Um it's not recorded

222generally. So if people are interested in the SA budget and the discussion around it, they need to be there in person to hear the discussion. Okay. Was there the email? Oh, thank you. I didn't write that down on my list. Too many. Um, we as a board need to discuss how we want to evaluate Jess. Um, Tigest is really the only one that's really gone forward with it. And they, isn't it at this point? Yeah, they've moved pretty far forward with it and they had um Jack set some goals, review the goals and then they're going to discuss the goals in the spring, I believe, and that'll be their kind of measure. >> Didn't we didn't we establish a policy last year >> about superintendent evaluation? >> We talked about it. I was just looking

223at my stuff. I came I came across some stuff on it, but I don't think we went any further. something. >> I see. At this full schoolboard meeting in the spring, I think we discussed it. >> Yeah, I remember doing a little research on it, finding stuff. >> There was like several different approaches. Um, >> I mean, we had people come to exec board and talk about it and it was the whole model from Keen, right? But then it kind of it went and then it kind of >> So there's not currently an SAU approved superintendent evaluation. >> It's up to you guys what you want to do. The schoolboard association provides a couple of examples on how to do it or the schoolboard association. So you guys can look at that. You can create

224your own thing. Um but you you are supposed to evaluate me every year. So >> Okay. >> And are we supposed to have that done in the spring? >> Wait a while. I was gonna say it's hard because you're brand new. >> Like I I guess at some point we should set a baseline that we're com, you know, that we're evaluating you against. But I don't I don't know how to do it. >> Well, so likely I will be creating some goals for Pemrick and presenting those goals so I can also bring goals forward to you to kind of start that process. >> That's where you want to start and then we can go from there. >> Yeah. I don't have a good start. >> Okay. reviewing at the at the end of this school

225year, right? >> At the end >> and we as a board can add our own goals, too. Like she'll have hers. We might say, "Oh, we want this also." >> So, >> okay. Maybe starting >> sounds good to me. I'll work on. >> All righty. >> Thank you. That was one I had forgotten to write down on you. >> Thank you. >> I Well, and Nancy had asked if we could add it. >> It was an agenda item and I was like, well, we can discuss it during >> but all good. >> Uh, principal's report. >> I think you have your next million dollar idea how to evaluate on TPT and make a million dollars on how to evaluate a superintendent. There's nothing out there. >> Oh. Mhm. >> I could create a really robust

226program >> 100%. You could become teacher Harvey of the superintendent world. >> He's the he's the person. >> No, thank you. >> Created a thoughtful classroom. So, >> um so this covers September 4th to October 3rd. Uh Friday, September 5th, our fourth graders enjoyed a field trip to Puckaway State Park. Um we also held our first fire drill of the year. Um that fire drill in particular, we had uh middle school, eighth grade was out at the outdoor classroom and so we practiced um a stay put with walkie-talkies. Um I had cleared it with John prior to the event. Um I also asked if they could um make s'mores and that was a solid no. Um no open burning by principal Wendy. Um it worked out well. They weren't far sometimes when our I mean

227our farthest outdoor classroom is pretty far out there. So if we have a fire drill to get back here. So we did a stay put. They they were I think three or four outdoor classroom. Um so that worked out well. It just you know these are the kinds of things that happen um at Deerfield Community School. We have to have a stay put fire drills in outdoor classrooms. Um Monday, September 8th, we hosted our middle school community meeting with parents and guardians. It was a great evening of conversation about all things middle school. The presentation that um sixth grade team, seventh grade team, and eighth grade team presented is linked um and the it was linked in the bridge newsletter. I emailed it to all the middle school families and it's also posted on our

228DCS website. Um on Wednesday, September 10th, we had that emergency dismissal. A huge thank you to our staff, students, and families for making this process as smooth as possible. Moments like this remind us what a strong community we have here. uh f is was our fourth emergency dismissal of life on our best. So that was um a tribute to the staff and the community. Friday, September 12th, our staff was treated to PTO's coffee cart. So if you're looking for a PTO update, that's one of the things they did this month. Thank you to the PTO and families for their thoughtful donations. Your support is always on Monday, September 15th and the 22nd, DCS proudly hosted the cross country meets. On September 15th, both our boys and girls team placed first overall. And on September 22nd,

229our boys placed first again, this time by just one point. And our boys placed a strong second, competing against over 50 runners in each of the races. Tuesday, September 16th, was a big win day for our DCF athletics. Both the girls uh volleyball, the girls soccer, and the boys soccer all won their games. And for our soccer or boys soccer, soccer >> first victory in two years. >> I was like, "You mean against naughty?" They're like, "No, ever." >> They came off, the boys came off the bus all excited to tell us it was a shout out. Um, and I do want to add on because I had I submitted this on uh last week. So, yesterday um September 30th, our was another big win for our teams. Both the volleyball teams won and the

230two soccer teams soccer teams won. Uh so Wednesday, September 17th, we welcomed our district leadership uh for the SAU leadership meeting. Every month, district leadership gets together with uh Jack and um Jess as the as the as the leads. Uh they create an agenda. Uh we always have an opportunity to give feedback in into the agenda. Um which is always appreciated. And SAU leadership uh has done different things over the years. Um last last couple of years we've all met at the SAU in the uh conference room that they have there. Um prior to that we did circulate around the district and go to different people's different uh town schools. So this year we decided that that's what we wanted to do to switch it up a little bit. Um so we held our SA

231leadership in outdoor classroom number one and um we provided some treats and it was a lovely morning. I told people it doesn't it's not there's no temperature in the woods. It's not cold. It's not hot. It's just right. Um people I put a message out said, you know, bring your camp chairs and your bug spray. And people literally said to Jess, "Is she serious?" And Jess is like, "Dad serious? Dead serious." So, it was such a lovely day and they love being out there. And um outdoor classroom number one is one of my favorites because it has the um raised um the raised stage and it also has some lovely benches up there. So um and once again we weren't able to start fire. Uh Thursday, September 18th, our first mentor mentee gathering of the

232year took place. Our mentors and mentees can u meet every single month. Melissa Davis is our mentor facilitator. Uh she always has an agenda for our mentors um and our mentees to go over. this September um is uh usually all about um MLP which is the portal that we use for professional development uh as well as um setting individual professional development plans and goals. And so I um I usually take the chance um um we for that first meeting to go over what's expected um to set goals for the school year. Um Friday, September 19th, uh we held our first all school meeting of the year. This has been a tradition here now for several years. um and all our students staff from preschool all the way up to 8th grade get together in the

233gym. Jess was able to join us for a small part of it. She walked in at the most chaotic time as the kids were playing four square all school edition um and our eighth graders hosted and our fifth through eighth grade um students uh shared. So every month um a different K to four will share next month and they share different things that they're doing, projects that they're working on. Um, and the kids get up and share and the hosts always run the meeting and I have lunch with them during the uh week to prepare for um the all school meeting. It's always a big hit. Um on Thursday, September 25th, our middle school band and chorus performed at the opening ceremonies at Deerfield Fair. That is a tradition here as well in the pouring

234rain. Mr. Gre was afraid I would melt, so he went and held umbrellas. We have a great picture of him standing very serious, holding his umbrellas, enjoying every moment that he just said. U so thank you to the incredible music teachers and our talented student performers and our wonderful um assistant principal for representing BCS so well. Um and on Wednesday, October 1st, which was today, uh today was advisory day. Um so this is the day we do this a couple of times throughout the year. This particular one is always important be because it's a lot of team building and so our sixth graders visited Beach Hill Farm. They did the corn maze um and had a hayride. Our seventh graders visited Apple View Orchard and got a pe of apples to bring home. And our

235eighth grade magnets visited Hampton Beach and did all kinds of fun activities on Hampton Beach. And Mr. Grieve is still dressed like he's out Hampton Beach. >> Correct. >> Unfortunately, >> that's why he has his hat on. I didn't know why I had my hat on. >> If you were wondering, that's why. Um, looking ahead, this next Wednesday is picture day, October 8th. Um, Friday, October 10th is our professional day. And, um, there will be no school for students, but staff, all staff will be in the building, including our PAR educators. That's the day that our PAR educators join us for professional development day. On Monday, October 13th, is no school for everybody. That is Columbus Day. And um I just want to make sure that I mentioned that our high school tours for Conquered

236High School and Peendrick Academy are being scheduled um in October. Co Brown also does um um uh tours, but they do it at separate times with families. Um they do not um do it as they don't they don't want to do it with us. I mean, I don't know if they don't want to, but that's not how they've done it in the past. So um but conquered uh our kids will go to Conquered First, get a whole tour of that there. our former Deerfield students will um come and do the tours and it's always good to see the kids and the staff. I appreciate seeing them and at PA they usually have lunch at PA. They do a tour at PA as well and then have lunch there. So that will be through the month

237of October and um and that registration process is going to start pretty soon as well for our kids for the 26th 27th school year. >> Awesome. >> Yeah. Um because I had it wrong in my calendar. Picture date is confirmed Wednesday. >> Confirmed Wednesday. I was being told that it was the the wrong date. Not it wasn't Trish and it wasn't Julie and it wasn't Joanna. So I don't know who's left but it wasn't Mr. Breeze. >> He was hitting my calendar as sent a panicked email today >> to my child's teacher being like, "You have the day wrong." And then I was like, "Wait, no, wait. I I don't know. I don't know." >> Yes. Yes. Yes. Yes. Okay. Not many people have told us that. So, I'm very proud of you for >>

238Oh, yeah. No, >> I checked my calendar. I check my calendar all the time. I had it in for Monday, but that's wrong. It's Wednesday. >> Wednesday the 8th. Yes. >> Okay. >> Yes. Just real quick, I know we thanked the music teacher for the fair, but having been a teacher here during fair season and knowing how much work classrooms put into doing projects that are displayed in the school building, I'd like to thank the staff for their participation in that because it's a crazy time. so early in the beginning of the school year >> and the fair I think generates more excitement than Christmas because it's across all the grades. So, thank you to the staff for that >> and our our teachers who every year goes with the display and uh nurse Bonnie

239is always at the um fair as well at the schoolhouse running the schoolhouse. Miss Martha's always there taking the picture. She delivered to us. >> She was forcing crafts. What's that? She was forcing crafts on people. There was a lot of basket weaving >> in this building. >> Love that. >> Yeah. >> Cool. >> Um, not listed on here, but we do need to include is the superintendence report. So, this is I don't we haven't really done this before, so it's something new, so I completely forgot I even did it. Um, but I I'm doing this to hopefully just increase your awareness of, you know, initiatives, things that are going on at the SAU um that some of our folks are providing and doing. So, in that report, there's an update um from it just

240kind of letting people know that he's been partnering with the Department of Ed, New Hampshire State Department of IT and Overwatch Foundation just to continue to improve our school security. They've got some grants going on right now that he's been able to get connected with. So, that's really good. Um, student services update. Our assistant superintendent uh is actively in the thick of switching our Medicaid schools provider. Um, we had a vendor switch that happened last year through an RFP. Um, so she's in the thick of that. She did a lot of mandatory uh reporting training, special ed training throughout each of the schools at the beginning of the school year. and she's currently working with some of our folks to um strengthen and develop our MTSSB systems, which is multi-tiered system of supports for behavior

241throughout the SAU. So, she's actively working on those things. um curriculum update. Our curriculum coordinator um has been busy uh working with principles, team leaders around professional development, um certification changes for anything, curriculum redesign, preparations for the new academic year. Um she has also been an integral part of the new platform for time and management that we've adopted to kind of streamline things. for front line through MLP which Kristen uh mentioned before. So she's been actively working on those things along with many others but I don't want to read word for word here but it is in the drive so you can read that. Um she also has been key at helping schools make sure they're aligned with the ED 306 rules for curriculum and instruction uh throughout the grade levels. So she's our point

242person for that >> and those got really amended. >> Yes. Yeah. There's a lot of changes that came through last year with at 306's. So, she's actively working with um our department heads to make sure that we've got what we need, particularly at the high school level, making sure that we're meeting all the new social studies requirements that have come through the docket over the last year. There's a lot of changes there. uh the business office uh she gave a quick update on the closing from last fiscal year, the operating into this current year and then the budget development for next year. Um she again made a note about the frontline and time of attendance change and and the business offices work with that. Uh we've started work with meeting with food service directors from

243each of our districts to kind of align practices and make sure we're doing what we need to and our food programs are in good shape. Um they've been reviewing that with the state of New Hampshire as well. And then my update just kind of includes, you know, the cherry on top and uh talking about some of the things that I've been doing. We have been working on developing an employee handbook because we don't have one currently. Um, and we need to have one. So, that's in process. Uh, so there's a draft that is at the exec board right now and they'll be working on that when we get back to our regular meetings in November. >> Approved by the unions, >> the employee. No, it's all the rules. It's basically a consolidated thing of like

244here are the rules you have to follow as an employee that are already existing policies, but we're supposed to have them sign off on that handbook when they're hired. Um, those kinds of things. So, we're I'm developing that. uh right now. So there's, like I said, there's a draft at the exec board. Uh I'm doing a thorough policy review for each of my districts, um which is definitely a lengthy process. Um but hoping I would like to be on a a three-year cycle where all of our the complete policy review happens in three years and you do a section of it every three years. That way it's never out of date. Like you keep up with that for on a three-year cycle. Um, so that's the goal there. Um, I've been out actively just trying

245to get into the schools, meeting with community, uh, members, met with, you know, town administrators on both districts, fire, PD, uh, those kinds of things. So, just making sure I've got connections there. And so, I'm faced with a name. Um, and that's pretty much it. Been a busy busy start to school year. >> Awesome. You forgot to mention fair. >> Oh, I Yes, we we did go to the fair. is very important. >> It was It's exciting when your kids get older because I I I got them their wristband and just let them loose >> for the first year ever. >> Oh my gosh, the Beerfield Fair is so much better. When my children are on stuck in I'm stuck in ride monitoring. >> Not that you'll get there. Yeah. >> Um Okay. CRV, have

246they met yet? >> No. Do you do you know when the >> uh Yeah, it's I wrote it down so I had to tell you. October 20th, I think. Whatever that it's usually the 10:20. Yeah. Yeah, I did say that today. >> Yep. Um we have a new Andrea Clinch is going to be our new CRB. Um chairman. >> Okay, we are done with board report. So we will go toformational items. Monthly expenditure report >> in the drive. in the drive. Yeah. If you have any questions, just let me know. But >> no, >> and that that got ended kind of late just because of the way the month ended yesterday. So, she didn't really give me a a month ending report until yesterday. So, and that just happened to be where the board meeting

247fell this month. Normally, you'd have it >> a few days. Yeah. Um, can you make sure that that is included in the updated >> packet for the public? >> Yeah. Okay. Yeah, it already is. Okay, perfect. >> Well, I guess once it's uh >> it is completed. >> It's in there. >> We just couldn't include it in the public packet. >> Yeah, >> it is in the drive fairly late. >> But if you have questions about it, next meeting with them. >> Um, >> no, that's okay. I just >> um, stage road. >> You about that? >> I don't. You guys had asked me to keep it on the agenda. I don't have anything new that's come up since then. I didn't know if there was other things you wanted me to find. I think

248we found all we could find >> regarding information. I think we're still actively trying to find the deed, >> the actual deed, >> not the one that's recorded in the registry because there's a warranty deed in the registry of deeds filed. >> Right. There's we found whatever the warrant articles were. I found in there the signed signed sale purchase and sale. Oh, is the purchase and sales we were trying to find. >> Okay. >> That's what was missing out there. the purchase and sales is the piece that we're the last piece we're trying to find. Um, so my administr downstairs that she thinks might actually have it. >> I think it's not >> some question. One of the questions that came up that I was interested in was that someone thought that there was a

249caveat where if we decide to get rid of it, it goes >> that owner has first choice if they want it back. which is not on the deed. I don't believe >> where would that be? >> On the deed on the >> um >> no >> got to be on the deed. >> Yeah, it has to be on any >> any sort of um limitations on the property has to be recorded on the >> So it's not on the deed then it is right. So what I can do is >> unless we signed a separate and it would still have to be recorded with a registry. >> Maybe I'll make a separate file like a folder within the drive that just is for stage road and so you don't have to go look through previous.

250>> That' be a great idea. >> Um and then I'll just put I'll drag everything in there. That way it's right on that front drive page when you open it up. So you can scroll down there. >> Can you also include the minutes from the last meeting because that's got all the comments from what everybody said. Just that one. Yep. >> From the public forum. >> Yep. >> Okay. >> Okie dokie. Um the only other thing for that is whether um if the board wants to do an assessment on that property before warn article season, we probably need to handle that sooner than later. I don't feel like it's an emergency that we need to handle at this point, but >> either and I know Jeannie was going to give us the market analysis. She

251said by mid October. So give her a chance to do that. >> Yeah. >> For next meeting this month, do you want me to put something together like that's more consolidated so you guys can just have like an active conversation around the stage property? Like where do you want me to go with this? >> Yeah. I don't know. Well, I think our conversation kind of dead end is when we're trying to figure out the legalities. >> Right. Right. >> Okay. We need those answers first and then I think the next step is the list of the different options. >> Yeah. And sort of because a lot of this would be warrant article related. So do we want to put a warn article forward and if so what which direction do we want to go? >>

252Okay. Okay. So then why don't I put it why don't we put it on the agenda for next meeting and I can do I can consolidate some stuff and maybe list out try to consolidate some of the community feedback that we've got and all that kind of stuff. >> I also could can come up with a list of questions for Dean if that's help. >> That would be great. >> Okay. >> Yep. >> Dean are the lawyer. Um, okay. Policy. See, page two. So, we have a number of them that are on first reading. I assume you guys haven't met about these. >> Okay. >> Now, we said we weren't going to meet until we at least you guys talked about how to talk about it. Give us >> where to go. >> Um, I

253will say that Jess added the first three. I requested the fourth >> JJ. JJ based on >> cards. >> Yes. >> Um whether or not we want to add anything in about EFA recipients accessing our um classes. I will say just for a little bit of background, I don't want to spend too much time on this, but um I was looking because we so like a traditional homeschool student under RSA 193, we do get possible reimbursement for them if they're attending a course. So if we have a homeschool student that's attending art for instance for the year we can get a 0.15 reimbursement of the >> adequacy. So the school does get some money for homesooled students. That does not apply for students who have EFA because they're organized under rule 194. >> Yeah, I

254looked it up and it's right on the website. It says yeah. So, and that's only for 7th through 12th graders that are homeschooled students. It's not all I believe, right? >> It would be >> I think it's only 7 through 12. >> I have to look at the RSA. >> I have it somewhere. Um, so I would propose and I'm happy to draft this language for the um to add to your discussion, >> but it is um each people who is home educated in compliance with RSA 193A and who is enrolled in a schoolboard approved public school academic course in grades 7 through 12 um shall count as an additional 0.15 pupil for each such academic course. So I would propose that our access equal access policy mimic that for EFA is and that we

255would charge 0.15 to >> to the parents that areing their kids. That's what the state reimbursement is. >> Correct. We also there are also situations where um at least co- brown because it's included in ourou will charge us for homeschool students participating in extracurriculars. So we got at least one bill last year for a homeschool student who was participating in a sport um that the district has to cover. So if we want to consider whether or not we charge for homeschool students or not homeschool students >> EFA students participating extracurriculars >> was the one from >> I do not know if they were a homeschool student or >> or an EFA. We don't get um adequacy aid for extracurriculars. So if we have a home school or private school student who is just playing soccer

256with our team, we don't get any adequacy for that. >> It's only when they take a class. >> Correct. Um I have my admin assistant going into our system to try to pull any info she can on students who are receiving EFAs within our district and we're going to do a cross. >> It is incredibly hard to figure out who's taking EFAs. That's what I was wondering. There's there's a way and there we would find out if we went to submit it >> and then we would find out they're not certified under 193. >> Yeah. Well, it sounds like maybe you're notified. It sounds like when they withdraw from home school, when they apply for BFA >> that you would probably get notified. No, you don't. >> No, we have to go looking for it

257any notification. >> We get notified when someone initially withdraws from the district and that's it. So if someone decides, I'm gonna homeschool, then I'm gonna go to private school, then I'm going to go to charter school, we would not necessarily receive any notice about that. >> We should probably say for the public EFA's educational freedom. >> Yes. Sorry. Understand what you're talking about. >> So I have her working on a list and then we're going to crosswalk to see if any of those students actually are attending any of our classes or programs to see like is it a effort or is it >> Yeah. Yeah. And I, you know, I don't know how big of a number it is, but with the EFA program continuing to be um made larger every year, I think the

258there will be there was a potential for more students to be partaking. So, I would rather create the policy even if there's not any current students because I think they just changed the eligibility to every every student. >> Um c can I just ask a a question? So JJ1 is the one that we had previously and we want to replace it with JJ. >> No, that's um >> supplemental resource. >> Y >> I will add some proposed language to JJ that you guys can review and then we can review as a board and accept or um but I'll put it in the draw >> and you guys don't have to accept JJ. Um it's basically a procedure that goes with the policy essentially that the school the country school association provides as a template. So

259but you don't have to adopt that. Okay. So JJR1 is not currently something we have. Okay. Verify. But we have we do have JJ JJ. It is a but I'm proposing an amendment that we can approve it. >> I mean the JJ didn't have a date on it. So this was the New Hampshire school board. >> Oh there should there is a current policy that we have must be >> Yeah. might not be in the drive, but there is a current policy, but the I don't think the schoolboard association policy speaks to days at all. >> No. Yeah. And we would have to make sure we go through 2023, >> right? >> And the thing is too like the reason this is coming up is not just because we as a board feel it is

260a state >> law, right? And or something. I mean, it's the education department From what I was reading, and let's correct me if I'm wrong, this isn't something that schools are just saying, "Hey, let's do this." Actually, right. No, I mean, because of the the increases to EFA, right? >> And because I don't think a lot of I don't know that a lot of people unerstood that it's not the same pathway. Even if you're home educated and taking EFA, it's now a different pathway, >> right, >> than home education unfunded, >> right? >> And there's not the same right to access things, >> and I think another reason we're bringing it up is because >> Yes. And there's there was an article about um other school districts exploring this exact issue across the state. So

261it's worth exploring I think but um yes and then the withdrawal you guys will also do those recommendation >> well I'm assuming you know why are they covered somewhere else because >> they're covered they're those policies are now covered within the AC and ACA policies but yeah they're just redundant All right, back to public comments for all of you who stuck it out until after 10 p.m. I >> I feel like I need to talk just because I did wait. >> Yes, absolutely. Um, Julia Sunderland, I live on Rip Road and I was really happy to hear the amount of support that is being brought forward for the music department. Um there was a lot of really good points made throughout the presentation and through kind of summarizing some of the emails you all received

262and hearing from others. Um this is a small town. We were very intentional when we moved here. Um I did know the music teacher beforehand and was very hopeful that my children someday would have her and so close although he does love his current music teacher. Um, >> and I think having a small town and having the music program that exists right now in this town is incredible and I feel very fortunate for that. Um, and the stats that uh for for the skills coming out of the the music students here is also just amazing. Um, and I think it brings a sense of community, but also ties to a global community beyond just the the local community where we get to watch the kids perform at concerts and at the fair. Um, fair is

263a big part of my life, too. And I actually miss opening ceremonies this year, um, in person. Um but I also uh just wanted to show my appreciation for the music department and also the um prek and kindergarten. Uh I think all of the propos or not proposed all of the budget discussion items are very difficult to accept and theory even but preschool has been it was a complete game changer for me and my family. I am a working full-time parent and so is my husband and our son did attend prek here and it was phenomenal. Um the program's fantastic. The amount of support that he received and that I received was incredible, more than I ever expected. Um and he is a fantastic kindergartener. Now, because of his experience at prek here, I am

264very confident he would not be doing as phenomenal as he is now if it weren't for his prek experience. Um, and I will also say that having him full-time has been significantly helpful for me to complete my job a little more uh routinely rather than having to work all these crazy hours. So, um, uh, of the potential budget cuts, uh, there's there's none that are easy, but I wanted to voice how strongly I support preschool, kindergarten, full day, and the music program and everything that this school has provided for the community. >> Awesome. Thank you so much. head cross thirst pond road. Um just one question I would ask um that you can if you could answer maybe at the next meeting or bring some information the conversation about full-time employees and number of full-time

265employees you have. I think the other the other numbers that may fall on with that is going to be you know what type of employees those 70 or 60 I can't remember what than it was how many uh how many were teachers in our administration and how much that has changed perhaps but I think the mo the other thing that's probably even more critical is what is the enrollment numbers and is there a change in enrollment numbers because if your teacher numbers or your administration numbers or your full-time people numbers hasn't changed has your school enrollment numbers change because if the enrollment numbers went down then you have more employees than you have have a need for when you're looking at straight business perspectives when you look at the matrix of things. So it would

266be interesting to know that number over those years to see if that's changed. Thanks. >> Great. Thank you. >> All right. No other public comments. One quick thing and not to take away from music because you're here tonight and the focus of but I also in our correspondence there was also support for the art program for PE as well. So you know I think tonight's focus obviously was on music coming and presenting and that's wonderful but we also have a lot of support for the other programs as well. >> Yes. I also wanted to um we had a presentation a while ago about preschool and I'm pretty sure that preschool is kind of a wash like it doesn't cost us money because figuring out how much it would cost us if we didn't have it

267as opposed to having it and I guess I'd like to have that conversation again. So I think a lot of people are fresh as we get rid of we're gonna >> the budget will be less and I don't think it will be. So that would be good to have those numbers and I do have the numbers too every year. So I have all that that's in that space presentation number of students. So it is already in a presentation >> on the website. >> It's got the number of students >> and the number of staff. I think the only thing that's missing from that presentation is number of staff broken up by category. >> Yeah, we certainly >> I have some of that but I don't have all of it. I have to go back. But

268>> yeah, I mean at least in budget packets for however long. >> Yeah, some years I looked at them all. Some years I didn't. So >> you can figure that comment. Um, so I I would say also looking at the student enrollment numbers, you know, back then or how far back went as far back as the school opened up. >> Yeah, but preschool wasn't part of that. >> No, no, it came in and it's in it's broken up when preschool started when kindergarten. >> That's I I haven't looked it up. You have great >> It's good to refresh because I don't think that was like >> that was like a year or year and a half ago. >> Wow. >> I think maybe we can have some of that data when we're talking about the

269budget. >> Um, okay. No other public comments. All right. So, I'll make a motion to go into non-public session pursuant to AHSA 91-83 section 2 subsection A. Canon second >> that many letters >> I know >> I'm sorry >> I know >> the letters A >> yes >> thanks everyone >> you're going to be tired