8-6-25 DCS School Board Meeting

001ledge. >> 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. >> Thank you. >> Um, okay. First up is the minutes for June 4th. Too many papers. >> I was not here. So, I'm going to let you guys handle um those minutes. >> I move to approve them. >> All right. We have a motion to approve. Do we have a second? >> Second. >> You guys want arm wrestle? >> Oh, I don't I didn't hear. He's too quiet at times. >> Okay, we'll give it the second to Canon. >> Yeah. Um, any discussion? Okay. All in favor of approving the June 4th minutes as drafted? >> I um the June 14th minutes are

002also in here. >> They're general. Oh, you can move to approval. >> I will make a motion to approve the July 14th minutes. The only thing that I had was uh my name was spelled wrong throughout. >> Okay, we will fix that. >> What's the correction? >> Uh there's the N before the T. >> Oh, >> there's no N there. >> Thank you. >> Okay, do we have a second? Okay, Ellen, thank you. Um any other discussion? Okay. All in favor of approving with that with those corrections? >> I I >> All right. We are on to public comments. [Applause] Greg Whitmore, North Road. Um, I want to talk about my disdain for common core math to start off the school year. Uh, education tends to run in trends. I've been in education for 20

003years and I've written out a lot of trends. This is a trend that I hope goes away sooner than later. Uh, there was one particular problem that drove me over the edge. It was this one that my daughter brought home and it says, "Decompose the total to subtract from one then complete the equation." And I sat there and I stared at this thing for a good 20 minutes, half hour. Then I had to look up what this possibly could have meant. And even then, I still wasn't sure what this meant. So, I mean, I'm in education. I I I should probably get this pretty quickly, but you know, this is something given to young kids. And I look at the scores, uh, you know, our our state standard, our state testing scores for math, and

004I got to tell you, I feel like this is a big part of the problem. Um, when a kid brings this home and the parent says, I don't even know what this is beginning to ask me. And, you know, they have to sit down and basically take the course themselves. Who who are we helping here? Uh, math worked fine for a couple hundred years. I don't want to sound like an old fogy, but Common Core math is just not translating to higher performance. And uh I really I I I can't think in the last several years if I've heard serious conversations at least publicly concerning curriculum on the school board. I'm sure I know it happens in the in the school itself with the teachers, but I want to hear the school board drag people

005in here and say, "Hey, is this working?" And if it is working then why don't we see it translating into the score you know when we have our our state assessments. Uh what else? I see that the portables are on or I'm sorry the modulars are on the uh on the curricul are on the uh schedule tonight. I really hope you're discussing how we're going to get kids out of there once and for all because really the endgame for that is to figure out a way to shuffle people around and not have any students out there ever again. Um, I don't know if it's ever been discussed. Does DCS have a policy for AI use? >> We do. Okay. >> It's on the agenda >> for tonight. >> Yes. >> Good. Because I can tell

006you I've had people telling me to embrace it in the last couple years. I can't think of anything coming down the pipe that is more destructive to the overall educational experience than AI. It's absurd what I'm seeing already. It's shocking. I'm getting to the point where having any electronic in my classroom is a detriment to my sanity and their overall educational experience. So, I hope that this is something that will be taken extremely seriously over the next year and really put under a microscope because, you know, these kids are even going to be coming to me soon enough and are they going to be able to conduct research? Are they going to be able to write anything independently on their own? I mean, it's it's I can't believe how bad it's gotten and how quickly

007it's it's gone downhill. Uh, and one other thing I wanted to mention, in the past, I've seen a couple instances where we invited um conquered kids to come and just talk about their experiences. Can we put out a uh now that we've had some kids successfully go through Cole Brown, you know, a year or so, can we invite some of them in to uh say what their experiences have been? >> Thank you. >> Other public comments. >> Okay. Um Okay. Board discussion regarding public comments. Um so I will say there is a policy that is on first reading tonight regarding AI use. Um the typical um way that policies are dealt with is that there's a first reading at our meeting. Then our policy committee which is Nancy and Ellen get together they make changes

008recommendations. If the board members have changed recommendations they let them know um and then it comes for a second and third reading. But I don't disagree. I have not I used AI for the first time the other day for so I agree I think it's >> and the the draft policy is probably in the packet right for tonight >> I believe it is so so it's there for >> people have concerns comments >> comments yeah >> please let us know um how we can make the policy better >> and I believe there's something in the student handbook just a little thing about it because executive board talked about it like a year ago. Yeah, just about because we wanted it in before last school year began. It's not a lot because it was just starting,

009but I believe there is something in the handbook. >> There's another policy that we're going over tonight about electronic devices as well. >> So, there's a new law that cell phones are banned in schools bell to bell. Yes. So, >> um but there are other electronic devices like laptops and things that um are available. Um I also wanted to I just wanted to just mention um to the last speaker too that we did have a presentation on the math in DCS. I don't remember what >> I don't remember what day remember what day that was just the >> when the math committee came. So we did have a presentation on that. >> It was sometime in the winter. We did. But I think I you know what we've seen with science and math is that

010they are saying that this this they have reasons that the standardized testing >> excuses for why that you know that the tests aren't fair to the kids >> that was for science. I'm not sure what that was true for math, but maybe >> Oh, >> I don't remember. I remember definitely for science because >> Well, I think that Yeah. And in just in general, they were saying about the the effort that the kids want to put in. It's, you know, because they're not actually graded on their report cards on and everything. And so, I think there's >> but I I would like to, you know, in the past it's been brought up too about looking at other schools that have good test scores and what do they do? And I I would love to if

011at some point if we could maybe put a subcommittee together or something like that to look at test scores of schools that are similar to us and maybe go visit them, talk to them, find out if they're doing things different than we're doing. >> I mean, I think that would be >> Yeah. I mean, there's always room for improving them, but I also was trying to find them the other day because because I was cur Yeah, I test scores and I and maybe I'm on the wrong year or in the because going around that website isn't the easiest for the state. >> Oh, the signal. Yeah, but I thought, and I mean there's always you want to be higher, but I thought we were at least >> about average for the state >> at state

012average or above. >> I think we were. >> Now, I'm not saying we can't be higher than that, but I don't think >> we're in the cellar at this point. >> Is that correct, Kristen? >> Yeah. I believe what I found for both math and literacy that we were actually a tad bit above the state average which again I would prefer to be you know everybody would be but >> um >> remember when you're looking at the data there's a two-year lag with the data so you're not going to see the most current year right >> you're going to see two years >> okay >> that's a good point >> yeah and the other thing just with common core I thought the state voted in common core for schools to do. So I don't know

013>> if we have authority to say we don't want to do it anymore. And and I I don't know I guess as a teacher too when it was to me I looked at common core as this is what I need to cover but we covered it the way you know they didn't tell me how I had to cover it if that but these were the standards I had to right >> cover but I believe that state >> maybe it's a bigger issue with the math program I don't know >> yeah no yeah >> that we're using >> yeah I don't I'm not Sure. But I just wondered I mean it is >> it would be nice I mean if we don't like what's happening in common core but I don't know how much authority we

014have to change it if the state >> voted it in. >> Yeah. You know the math programs are something that we review and when the subjects come in we ask them if they like the curriculum if they like the program. >> Um the curriculum is reviewed on a >> sixyear basis. three and a four year. >> I'm not on CRB, but >> I think it's four years. >> It's on a sevenyear cycle. >> Sevenyear cycle, >> but they're constantly going through it and looking at it and working on what they're >> Oh, I was just I mean I think that the teachers are naturally going to like these programs or subscriptions because it at the end of the day it's making their jobs a lot easier. they're not creating these um lesson plans like they

015would have to without that. >> I don't necessarily agree with you. I think in every situation like even when we were in school, there was a textbook and there was a workbook and there was there was always stuff that teachers were using. This is like an electronic version, so there's a lot more stuff. But I think that's always sort of been, you know, you sort of pick what textbook you're going to use. you're going to pick what materials you're going to use. That's sort of how >> do these programs not give them lesson plans? >> They'll give them templates or ideas, but a teacher can choose to use a scripted plan or they can choose to tailor that or use it as a reference and create their own like student centered approach based on their

016classroom. Um, and I would say that probably a majority of teachers use that as a guide unless they're going through like a very scripted program for a purpose. Like if they have a group of kids that's really struggling with, you know, consonant vowels and they want to go through a scripted plan, then they'll use a scripted plan. But teachers develop their own curriculum based off of a guide for >> and a lot of a lot of that's because they want to differentiate because kids aren't always at the same place. They don't have the understanding isn't the same. I mean, I didn't even use a textbook. I I pull it out every once in a while because it was important for them to learn how to read textbooks, >> but I didn't even use them. >>

017And I think my understanding is that there are meetings with like the second grade, the third grade, and they all talk about >> their curriculum and how they're presenting information and they all work together to sort of figure out how the best way to do it is. So, I think that's a very >> simplified way of looking at education is that we just are reading from a script. I don't think our teachers do that. I found the scripted things very difficult to I mean just the wording of it sometimes it was like no I'm going to put this more in kid-friendly language that my students are going to understand more or we had one program once and it even said and the children will nod their heads now and I'm like my kids aren't nodding

018their heads right now you know I mean so some I would often if you saw my copies of it I had tons of notes written in the sides about yeah this part worked nope I got to reword this to get them to understand it more so yeah >> I don't think that like the example that Greg presented I think that that's homework that's getting sent home and that's not >> yeah no I get I get what he's saying with looking but the whole common core thing whether my point was whether we like common core or not I'm not sure how much we can change it. I mean, I would find out, you know, you know, and that would be something to ask, but it was something that the state adopted and said schools were to

019do it, >> right? So, Jess, can you find that out for us? >> I made a note to bring back more information for you guys. >> Yeah. No, I'd be interested too, but that was like >> Yeah, I agree. So, >> okay. So, we will move on to agenda review. Oh, I didn't we didn't we have on the agenda too to have kids from the schools come and talk to us? >> Yes. I don't I don't remember >> like at the end of the school year we talked about trying to do >> we were going to try and do that. >> I know Patty was going to reach out to headmaster Smith >> because we were doing both schools. We wanted to do both schools. >> Um and I don't know >> I think we

020even had conquered kids this year. We didn't have anybody come this year. >> We haven't had any kids come. >> I made a note. >> Yeah. Okay. All right. >> Yeah. >> But that was I agree that was something we did talk about having >> Yeah. that we'd like to have them come from both schools and two, >> right? >> Okay, moving on to agenda review. So, we do have um a few more additions forformational items. Um and that is it I believe. Okay. Review of correspondence. Um, so I will publicly say that the correspondence not being in the um full packet was my error. Um, I thought that Leah when she sent the email had copied a superintendent. She did not. So typically if someone copies the superintendent, they will put it in the

021drive automatically. So I noticed it today. So we will, if we could make a note, add her email to the minute. Oh, yeah. I didn't see that. >> Yeah. >> Okay. >> Um she did email the full board. Um but it didn't make it into the packet. Um but it it made into the drive but not into the packet because the packet was published. >> It's funny. I didn't see it when I read them >> at the end of the week. Um and I got to put it in there today when I noticed. Oh, it wasn't correspondence. So, are we not allowed to read that aloud or >> It's not been our policy that we read email full emails. Um, and I don't think it's a good practice to spend the meeting reading aloud full

022emails. I think that could become abused very quickly. We will attach it to the minutes and so it'll be part of the minutes. Um, but we can certainly discuss the email that was sent. Um, I think you've done that before where you just said received an email and it was about >> right >> blah blah blah. So >> it typically doesn't even get discussed just >> so we can discuss it. >> Yes. So we can discuss it if you would like. So Leah McHugh sent an email regarding the book issue from last year that was found in a teacher's classroom. Um the book has since been removed. Um there was a request that teachers create a database of all the books in their li classroom libraries then make that available. Um so we can certainly

023discuss that if if there's interest. >> Yeah, I think that that's a great idea and that I think obviously it's going to require some effort from the teachers initially. Um, but once it's done and they have a spreadsheet, I don't know how many books these libraries typically contain. >> So, I'm the teacher, right? >> I had hundreds. >> Yes. >> So, I think, you know, based on the volume, I think it's kind of a big ask. I don't think we can make them come in this summer. >> No, I I think I think it's something that we can maybe request, but it might take them a year to do. I mean, this is a lot of work to sit there and put a spreadsheet together. I mean, I think I had a spreadsheet of my

024books, but I just did that for myself and some might already have that. But, um, you've got so much work to do at the beginning of the year. I can't imagine, >> you know, bogging teachers down with this. But, I think it's a great idea that maybe by the end of the year, >> we prevent that from happening again because it was an oversight. So, >> right. So, these lists though, so I make a list of all the books in my classroom. Then what? >> I I think if you do a spreadsheet and then just put it on your classroom website, >> right? >> And so if parents want to look at it online. >> Yeah. Okay. >> Yeah. >> I will say this teacher did have a database too. >> Right. Yeah. A lot

025of teachers do. >> So and and it's you it sounds easy to to update, but it's not necessarily it's not so much if you put in new books, it's you lose books. >> Well, right. Like what frequency are we requesting? >> Kind of maybe update it once a year. I I mean you can't expect the teacher to keep that updated all year long because books go in and out. They don't always come back, but new books going in, it would be easy to put them in once you have a a spreadsheet, >> right? Yeah. >> Do you think this would be a huge ask for people? >> It would be a big ask. I don't know the best way to go. It definitely cannot happen at the beginning of the year. Like you said, going

026on to start the school year. Um teachers uh have gone through their libraries to make sure that the books that they have in their classroom are appropriate, grade level appropriate, age appropriate. Um some teachers do have a database already. I'd like to get a h a sense of who does have um a database already and what that might look like moving forward if we're going to be creating and what's but to what end? What's the end result? What I Where is this coming from? I don't Could you give me a little more information about that? >> Oh, sure. >> So, the email was about obviously the book from last fall and having it available for parents to review the the books. >> So, if they look through the book list and say there's books they

027don't want their children to read, they can get back to the teacher and let them know and then teacher would know as far as signing them out or whatever. I mean there are >> also help identify books that are even be in the school at all. >> It's possible but supposedly all these books have been already approved. >> I do think it will be incredibly hard for the teacher to monitor you know book preferences. So if it's like I don't want my kid learning about wizards. I think that's a lot to put on a teacher to be like okay this person can't learn about wizards. This person can't learn about mermaids. This person can't learn about X Y or Z. Um, so I think I think it's fine as a general premise, but I think

028>> um expecting teachers to remember just preferences is not realistic. >> No, I'm not. I didn't mean preferences. I was thinking hard nos is what I was thinking. it. >> Well, I would say if there's a hard no, like let's say someone thinks a book is completely inappropriate for a second grade classroom, there's a policy for that. There's a procedure for that. >> So, they can go through the formal policy. I don't >> there's an objectionable material, >> right? So, I think that is that's the solution is that they want to object to the book existing in the classroom. That's the policy. I don't think >> IDE >> Yeah. I don't think we can cater to preferences. If they want to tell their own child not to take out books from the teacher's library, right?

029>> They can certainly do that. >> And who determines whether the book is a I mean there's a book fan on Charlotte's Web. You know, Charlotte's Web is a book that >> Right. >> That's why I think it should go through the formal process if they want to contest the book. >> It's fair. >> I know, right? >> I know. I don't. Yeah. >> Um, so yeah, if you could ask, I think if it's going to be an extreme amount of work for teachers, I think this would not going to be popular, but you know, giving them a stipent for doing something that is not technically part of their job description. >> Also, I think if you give them a year to do it, you know, like you can put in 10 books this week

030and 10 books next week. I mean, that's not that much work to just add to it. And I know that I've heard suggestions that the paras do it. I don't think that's an appropriate request of the paras. That's not in their job description to be the librarians for the classrooms. >> Um, so if you could get a sense if people already exist. I know like some of the younger grades have hundreds of like paperback books. So if that's going to be an extreme amount of work, um, my philosophy is not adding work to people without compensating them. Um >> I wonder Oh, and this probably but like even like so I'm thinking of when I had my classroom library I might have a particular series like Juni B. Jones, >> which has >> 30 >>

031books, >> all the same author, all the Could you just put >> Juni B Jones series, not have to list every single title? >> That that the book that were that started started all this was part of a series. It was >> graphic novel series. >> Correct. But if you see, I guess I'm thinking of the little >> Sure. Sure. My mind's still down with little kids and stuff, but just trying to find a way that >> but if the parent had seen that it was a series, they might have, you know, checked it out or something. I mean, it will be interesting to see how parents use the list, too. But >> just, you know, what's going on in other schools in the district? Just a curiosity of or other schools in the state.

032I mean, this is not a Deerfield. This is, you know, coming up in the state. So, >> I think there's I don't think it's unreasonable to request a classroom library database, but I think giving I think a year's worth of time because you're right, like coming in, it's a lot. That's a lot of >> when you're trying to prep a classroom, you're trying to put curriculum and things like that. >> That would take hours to do. >> Yeah. Some people it would take days if they've got hundreds of books and and that's not unreasonable that a teacher would have hundreds of books in their classroom. from >> and I think most of the schools are aligning it with their policies that currently exist like the objectional materials policy like their library book policy um those

033kinds of things. So that's pretty much where people are at. But it's not um I haven't seen anything that like everyone's doing the same kind of thing. It really is school specific. So, um, where you guys don't have anything formal in place, you know, I don't think it's unreasonable to give the teachers a year to put that together and just make it develop those habits and processes so that they can figure out how to manage the materials in their classrooms. So, >> and it's good to know what we have >> because we're supposed to keep track of all the materials we have in there. >> Well, the library is online, right? There's an entire catalog online, right? Every book in this in this library, it's not it's already done, right? Um just just >> so

034do you think it's a reasonable request if to give them a year >> to do that? >> I if this is something that we need to move towards I think a year is a reasonable amount of time to to expect it to be done. you know, if we took an October PD day, that means that all that professional development that we were going to do that day is going towards >> I just think that we need to make an effort to I think it's something that a lot of people care about. I don't think it's >> I don't think it's bad practice for any reason. >> No. And it's also having a classroom list makes it easier for the literacy person to look through the books and, you know, make sure they know what's in

035all the classrooms, too. >> Have you heard from more than one person about this? I'm just asking about is there is this one person's request or is this something that you've been hearing a lot of requests for? >> I've I've I've heard several requests about it. >> We do have several other schools that have it. >> We do have several other schools that do have classroom library databases. >> I think that this was a a good suggestion. I've heard a lot about the that it was that the situation wasn't dealt with well. Um, and this is kind of like a not a solution, but something that is making an effort that this doesn't happen again. >> Yeah. And I mean, regarding that it wasn't dealt with, well, I think people need to realize that they're

036not ever going to be privy to every single piece of information. So, they're not going to know about teacher discipline. They're not going to know any information about the student about the or the investigation. So, I get that people think that it was not handled appropriately, but unfortunately there's a lot of information that is not public. So, the board heard about it in a non-public session. There was a policy change that we specifically edited a policy because of it. Um, and so it was handled. So, I understand people have their feelings about it, but they're also not privy to all the information. And that's how it is going to be. >> Yeah. It was handled six or seven months later. Is that what you're talking about? >> No, it was handled immediately. >> Oh, okay.

037That was prior to my >> Right. It was last fall. >> Yeah. >> Right. So, it was dealt with the same week >> and then a then a policy was written. >> We added it to the agenda the next meeting. >> Right. Yeah. Um, >> I do like the idea of each classroom having their own having a inventory of the books that are there. >> I just think we we as a board need to be cognizant of of the time that we're requesting of teachers. >> Absolutely. >> Um, you know, like in their CBAs, they have a certain amount of uninterrupted planning time and their workday begins 15 minutes before school and 15 minutes after school. So, if we're asking them to stay after school, if we're asking them to do use their personal time

038to do this, we if it's going to be a big ask, I think we need to consider a stipend or some sort of compensation for work that's outside of planning and teaching. >> I don't know. I don't think it needs a stipen. I think this is part of their classroom management, and I I really don't think that it's that big of an ask. But I think you need to you would maybe need to constantly remind them don't forget to be updating your list, you know, so that they don't get to the end of the year and they haven't done anything. You know, if we give them like I don't know if we do give them a due date, but if we do that would be something because if you sit down for 15 minutes and

039you put in books, you're going to you're going to put in about 15 books in 15 minutes, I guess. >> Yeah. >> So, I mean >> I mean if you could get a sense >> it wouldn't take you that long >> from the teachers. I think that'd be very helpful. It won't be until we come down. That's fine. I think that's fine. >> Okay. Um the other thing that I put in correspondence, you may not have seen it. Um and I struggled with putting this informational overview of correspondence, but um so I as we discussed, I don't know, months ago, I reached out to an appraiser about the stage road property. Um and he advised that a report for that type of property would cost $1,200. Um so we can decide to move forward. We

040could decide to contact other appraisers. Um, I indicated that I would like to get the appraisal report by October so that we can start having we can present it and we can decide if we're going to put it on a warrant article. Um, or if we want to hear from the conservation commission or whomever about the property before we decide whether to put it on the warrants. Um, but what would the board like to do? We could move to approve the 1,200 today or we could reach out to others. >> Yeah, I would I would like to take a moment to reach out to others before we spend that kind of money. There's lots of people in real estate in this community and um >> yeah, there may be somebody that's willing to do it

041if we give them the, you know, if we say that, you know, if we decide to sell, we'll give you the listing, something like that, you know, like >> um >> I don't know if all real estate agents are also appraisers, but potentially we could find one. >> No, they're not. But I'm sure that most realtors have somebody that they sure >> that they work with whether it's in their office or not. >> Um, >> does anyone want to reach out to anyone else? >> I'd be happy to reach out to two people I know of. >> Okay, great. That'd be great. >> Okay, that is that. And then we can bring it up again maybe in two weeks. And then you know if we want >> I would like to bring it have the

042report by October just so we can >> um >> so the Warren article >> so we can decide whether we want to put it on the war article so we can sufficiently hear from the community about whether this is even something >> right we still >> that should be considered >> we still need some feedback from the >> I mean I talked to the energy committee and the conservation commission haven't really gotten anything back from them. All right. Consent agenda. There was um one item in for the consent agenda that was in the drive. Um it is a student request. We can't publicly discuss the request, but um we can take action if everyone reviewed the request. Otherwise, we'll have to review it and not publicize. I do not know that I got >> I

043did not review that. >> Okay. >> So, we can do >> Sorry about that. >> Yeah. And then the one on the other side. >> That's the same. >> The same one. >> This makes no sense to me. And then saw that as agenda and I didn't review it in nonpublic um and then we'll vote on it when we come out. >> Okay. Immediate business. uh treasurer appointment. Um I don't think we need to go through the whole treasurer saga again, but um someone has stepped forward, Lind Devney, who used to work for the SAU. She lives in town and she has stepped up and has volunteered to be the treasurer. Um so I would nominate uh Lind Devney to be the treasurer. >> Do you need a second? I think so. >> I second

044it. >> I think we should just go around the table. This one's yours. >> Um, any discussion? >> Yay. >> Happy to have somebody. >> Happy to have someone. It's a very important role. Um, she's already very familiar with the accounting at the SAU. Um, and Eric has um stated that he would help on board them. I will say we also need to appoint Eric to be the moderator. >> Oh. >> Um so we'll do that next. Um Eric has been very um involved and he I'm sure he will gladly help her if she has questions with the treasur. >> Great. >> Okay. All in favor of the treasurer appointment. >> I Okay. Um well I guess I don't know if he needs to resign first. No, he's been covering on a temporary basis. So

045Eric is covering treasurer on a temporary basis. He resigned from the moderator position so that he could do that so it's not a conflict. So I will make a motion to appoint Eric Gross as the school district moderator. He did win the election in March. >> Um yeah, >> do I have a second? >> Second. >> Okay. Um again, he won the election in March. He had to step down so that he could fill the treasurer role. um in the interim. So this is really just >> formality instituting the will of the people. Um all right. All in favor of Eric Gross being appointed as moderator. >> I I >> I will meet with I'll contact both of them to do the oath of office. >> Somebody stepped up. >> Yes. Very grateful. Um okay.

046Now we are moving on to modulars. So, this was a request from Canon. I know that there was a lot of modular discussion in the last few meetings, but there was still a question of who's in the modular, I think. Right. >> And Kristen's prepared to tell us what their decision was with the modulars. >> Uh, yep. So, we have our three third grade classrooms out there. And, um, as you know, we have three second grades. Um, and our so two second grades. We were able to bring the third second grade into the into the building last year because we had three kindergartens, but we have four kindergartens going into the school year. So, our that third second grade is out in um one of the modulars. Uh we have placed a classroom aid out

047there, which is different than a special education pair educator. Special education pair educators are either one-on-one or shared um for specific student needs. And uh the classroom aids are typically we have four regular classroom classroom aids um which are typically in our kindergarten or and or first grade classrooms depending on our year. We've used them different ways. Um our first grade have they have a par educator in every single one of their classrooms if not two um because of the needs of the rising uh first graders. So we didn't need a classroom aid in the first grade classroom. So, we moved that person to second grade and we put that person that person will be stationed out in the U modular to uh support the teacher and the students. Um the classroom name will be

048shared between all three second grades. So, there might be times when she's not out there and she might need to support um one of the other classroom teachers teachers location of where she will um do her work. >> Great. Um, is there a discussion? >> I will say, sorry to interrupt you. No, sorry if I someone's about to speak. Um, I will say we did consider many other options of of who to put out there, including our world culture culture teacher. Um, I think Mr. Griev has worked in the building before when middle schoolers were going in and out of there for world language. And it's having having um a class that is in and out, in and out, in and out, in and out all day long. Um is disruptive to the other um

049classroom that's in there, which is the other third grade classroom it would have been. Um and it would only solve the problem for one year. This is a particularly small second grade class that is rising and um it would have made sense in that the world cultures classroom. Does everyone know where that is? Room 126. It's the um one the classroom right before you go out the doors of the modulars. It's right there on the right hand side. It is not a standard size classroom. Um but it does work for a world cultures teacher because the kids are smaller groups are in there at a time. So we did consider putting second grade in there because it's a small class a typical but next year's class rising up is probably 18 or 19 kids. So

050that's too many kids for that space. So we have only solved that problem for one year. So, we just figured we would um make the decision that seemed to have make the most sense instead of constantly changing. And like Mr. Grief has mentioned um to me several times, having middle schoolers in and out of that building, up the ramp, down the ramp, slam the door, open the door, shut the door, open the door, downstairs, upstairs, loud, loud, loud, loud, loud. You know, schoolers travel, they travel in packs and um so that is that I just wanted to make sure I have great. >> Thank you. part of the story. >> So, uh there's dur on my tour there was a classroom that was divided in two for specialists I believe on directly the >> office

051by the cafeteria. >> Oh yeah. >> Is that is that classroom not big enough? >> Um I think um Nancy has spoken to that classroom many times and that's one of the things that we um had looked considered. There's lots of things that we consider in this building. Um I know it was hard. It's hard to have a second grade um on the complete opposite side of the building, you know, from where second grade class is over here. Um that classroom is one of the reasons we put specialists in there is because it's near the cafeteria and it's so loud and that that no matter if you shut the doors or you keep them open. >> Um so we've tried to avoid putting a classroom in there because for for various reasons. Um, lunch is

052a long time. I mean, there are kids. >> It's from 11:00 till 1:30. That's what lunch goes to. It's a pretty solid block of time. Um, so that that's the story behind that. Uh, it's I mean, if we absolutely like if we went ended up having to have four second grades, then we would probably have to consider doing that and putting our specialists on carts. specialist >> predominantly they they are working with first grade you know that's a big chunk of their and kindergarten first so to have them over there is a little bit easier rather than bringing them outside con like the idea at one point we thought about that specialist mod and that's raining snow everything like to bring bring little kids constantly in and out of the building is quite the headache

053and the bathroom issue is a big one too because even though you you've all driven on road trips even though you've gone to use the bathroom at the so you're being asked to use the bathroom as soon as you get back in the car or classroom. So >> yeah, it's the same issue though for those second and third graders, right? >> And well and they kind of have them on like a they do a lot of stops in between like going from their high or from lunch or from recesses constantly like stop in the um >> like a bathroom break. >> Like the big they do like a large group bathroom breaks in for the gym bathrooms. >> Um and then >> having the aid out there kind of helps that. and we had second

054grade out there two years ago. Um, and it was in a short amount of time, the routine was pretty solid and worked out. So, this is not the first time we've had second grade out there. >> And I know that we had talked about the music and art going out there and we agreed as a board that it wasn't feasible to put art out there um just based on the sinks and kil and all that stuff. But was music considered to like music could take up one modular and gain two classrooms? >> Um, we talked about two, but looking at I think we when we did the tour, we looked at all the equipment and everything and it wasn't feasible to take all that stuff out there. >> I also don't think that they're particularly

055soundproof. >> They're not soundproof at all. You could bring That's why when we had the middle school world language program out there and the third grade teacher was out there, there was a big ask to never have that again. that would open up two classrooms upstairs. We can't put second grade upstairs um because we've been grandfathered in. Second grade K12 has to be on the bottom floor, but because our IAS are upstairs, we've been grandfathered in to letting them come upstairs for IAS. Um when we talked when we were looking at the renovation for the building, all of the IAS would the building would have been renovated so that everything was downstairs. Library was downstairs, PE was downstairs, art, music were downstairs, >> but third grade could be up there. third grade, but that would

056only be two third grades up there. And then the third third grade would be it's, you know, there's the it's the soft skills that we forget about when we're talking about dividing classes up like the the culture of the building and the so two third grades would be up here and one would be all the way down in the modulars. >> Well, to that point, second grades in the modulars away from everybody else. >> But sec it's right there though. Second grade's right there. Like right when you come in, they're right they're right there in that in that hallway. And they do do a lot of things. They do come in a lot. They do a lot of team things together and um >> yeah they do win is three days out of a six

057day cycle kids are changing rooms within a grade level across the K well sorry first rate spectrum so >> um so they don't necessarily have their own students you know the can be maybe miss rubbers in outside for another time and things like that so for that time period And one of the music's room is an oversized classroom. The the Mrs. Davis's room is a little Well, you keep telling me it's the same size as the science room, but >> yeah, mine is a closet. >> Mine is the closet. That's what makes it seem a little bit bigger. >> Yeah. Yeah. That music. Is there a desire to and forgive my lack of knowledge with it, but is there a desire to get rid of the modulars at some point or I know you guys

058just purchased them. >> So was what was the thinking around that from the board? I think some of it is more yeah I think there's people that would like the modulars gone completely but I think what I understand is more the concern is they people are concerned of classrooms being out there they'd rather see all the self-contained classrooms in the building. So instead of having third grade out there have third grade in the building. Yeah. So that they're still going to be around because we have to but I I think it's more that they don't >> I understand that. I was just more curious about what was the has the board talked about wanting to get rid of the modulars at some point or has that discussion not happened because I know it came up

059earlier public been ongoing for years 25 years I think but the space issue was a problem. Yeah, I knew the space issue was and I didn't know how connected that was to the modulars. >> I think everybody wants to get rid of the modulars, but there's just not room in the building to bring everybody in. >> The purchase happened not because we want them long term. Save money save money to save money. >> It saves next year. I think I don't know to me having taught here as long as I did and everything and talking to teachers who have been in the modulars and talking to kids that are in the modulars I guess to me I never saw the modulars as an issue not saying they aren't but for me personally with my connection

060with them even when I subbed in them you kind of it's kind of sometimes nice to be in your own little world, you know, kind of. And I get it. There's no bathrooms. That can be an issue. But so trying and so yeah, it'd be nice to have all the kids in the building, but when I think of moving art or music out there, you're going to now have kids constantly all day long going in and out of the so people get concerned about, you know, the safety issue of cars coming through, but hopefully that's taken care of. We won't ever have that happen again or whatever. But you're now going to have kids constantly coming in. And I was in that classroom you were talking about by the lunchroom. And we had kids constantly

061going in and out from 11:00 to 1:30 because of lunch, because of recess. And it was loud. I mean, even if the kids are just walking, it's just and the doors. So, I'm thinking if kids are coming in constantly through that door, that whole hallway where kindergarten and second grade is are going to be hearing that noise all day long because through your windows, you know, you have your windows open or whatever. So, it's hard. I get it. But I also think moving those out, there's going to be no break in between that door being open, closed, and all that. So, yes, it'd be nice to have them in here, but then it's going to affect that whole wing >> and the and the um specialist, you know, the that meet with small groups in

062that area and stuff. It's hard. I mean, it's hard >> because there's other factors be, you know. >> Yeah. >> Um I'd also I I don't know if you've been part of this story. I know that Ellen and Nancy and Kendra have heard this, but um several years ago the board, a different board paid for an organization um the NELM's organization, which is the New England League of Middle Schools to come and do a full um study of the school and the practices that were happening. Um and one of the recommendations that they had made was to get fifth grade back in the building so that uh they could become more part of preparation for middle school. Um, and so that was one of the reasons we decid we moved fifth grade back into the

063building. They had been on the modells for 20some years. >> And um, the NELM's recommendation was and there were several recommendations that it's just a recommendation, right? It's do you have to do it? Um but we did we did try to do a lot of the suggestions that they had made and that was one of the things was to get fifth grade back in the building so that they are um you know so that the transition from fifth grade to middle school is a little more smooth. Um we've we've made some suggestions over the years of of um transitioning our fifth grade to to more of a middle school model where you know you're going to this class for reading and this or ELA or this class for science this class for math. Um so

064that's something that we are always looking at whether that's a best practice or should we keep our fifth grade self-contained. We those are discussions and that we have all the time here. Um one of the things that we did do to prepare to align with some middle school practices for our fifth grade was start to combine them during IIA time. So our all of our fifth grades um just because you're in you know one fifth grade classroom you might go to PE with somebody from a different fifth grade classroom. So we we mix it up just like we do for sixth, seventh, and eighth grade. So those are some of the things that we've started to do. Um and having them back in the building is um lends to that sense of um >> independence.

065>> Yeah. >> And growth. So that was their initial reason we brought fifth grade back into the building was based off of a nil the NEML's recommendation and the board paid a good amount of money to have them come and spend some time in the building and make some suggestions that they felt would be good practices to bring aboard. Um and and and then and third grade was in the building and that's why we moved third grade outside. So that's a little bit of the history behind why we put third grade out there. >> Yeah. I just I I just don't buy that. They're they're it's league of middle schools, right? So it's they're focused on middle school. So now we're taking third graders who are in the middle of their elementary education right in

066the middle, putting them out there, segregating them from the rest of the school, and then introducing them back. It's just to me, >> I don't think there's a single third grader that considers that them segregate. I think they love actually love being out there. We we have a lot of kids several students who love being out in the modulars and some kids who miss that year. They're like, "Oh, I didn't get a year in the modulars." So, I mean, we have some kids that might not like that, but we do have a lot of kids that like being out in the unintellig. >> Yeah. I don't think it's the kids that are complaining. I think it's I think it's the parents that >> That's fair. >> Yeah, I I agree. They have AC, right? Like

067>> Yeah. No, I mean my my oldest went out there and he he did enjoy it, but I just in terms of the, you know, moving one group out to help them be more part of the middle school and then bringing, you know, then you're taking the younger kids and putting them out there. It just it's not congruent to me. >> Well, how come you didn't do fourth grade >> um to fourth grade out in the modulars? >> I I can't remember what the reason was. I think we felt like having fourth and fifth grade up here was sixth, seventh, and eighth grade in terms of um and then and then I think third grade was just that middle grade that >> Yeah. And it was that the the push for not having the younger

068kids on the second floor outside of IAS. >> Okay. So that was that was that we were doing all that safety stuff around the same time as the nails report >> and and it is was the league of middle schools but fifth grade is considered middle school that's lots of school lots of middle schools are fifth or eighth grade so that's that's just to just to thread thread that in there um and that >> oh that's what I meant is that they're looking out for that >> right they're looking at that through that >> sure that's a very good point that's It's never going to be ideal >> to I think just to your point, you don't ever want a group of kids excluded from the building, but the modulars are something we have to

069deal with right now. So, you don't ever want to put a group of kids out there, but we have to make a choice. >> Um, and they did like the administration really did do a lot of thoughtful looking into it. It wasn't just a whim thought that putting third grade out there. So, >> and and I guess I'll add also that there really is that one classroom by the by the cafeteria that is the only classroom space that would be big enough for a classroom. All of the other all of the other um specialists work in smaller spaces. Um you know, we have our case managers that work in small spaces. There's really no other space that a specialist or a case manager that we could say, "Hey, why don't you go out? We're going

070to put you out in the modulars and use your space for a classroom. There's not another viable space in the building that we can put an entire classroom in except for the room that's down by the cafeteria. >> Yeah. I I mean, I didn't I wasn't aware about that class being so noisy, but to me it would make sense to put second grade in there if it was >> Right. Yeah. I mean, >> yeah, >> you know me, I managed it. I went out in the hallway and >> or I opened my window and said, "Move away." You know, I mean, because but even so, just normal I mean, teachers walking their classrooms quietly down through. It's just the noise of the door opening and closing. It was like I mean, we got used to

071it because you just do, but there were some days it was like really, you know, nice spring days, the kids are out sitting, you know, I get it. So, yeah. >> Okay. Well, we can continue to talk about modular as a throughout the year and just yeah uses of the building is always something that we're trying to brainstorm and >> y >> come up with. >> Okay. I guess moving on to transportation. I assume Miss Cron that you're here to talk to us about that not just to enjoy the schoolboard meeting. >> She loves being Thank you for joining. >> Sorry, our elevator is down at the moment. >> It's totally fine. >> Well, the elevator's working. It's the hallway. >> The hallway. Sorry. Right. Yeah. Yeah. >> I hope your foot is okay. >>

072It's fine. [Laughter] >> Okay. Um, so what shall we >> So, I submitted. Yes, all of the roots um the different routes to conquer routes. Um I went ahead and did a co brown bus based on the discussions we've had going through last winter and early spring. If you didn't see that you were interested in a seventh DCS bus, we're more interested in getting a coound bus. We just since I emailed you Friday found out the driver is testing on Monday. Fingers are crossed that she will pass. >> Woohoo. >> Um and that I will start driving with her on Thursday. the 14th, which is the freshman orientation student transfer day. Go Brown starts Friday the 15th. So, and I can work with her until conference starts. Um, I have to figure out my schedule

073probably. I've also got to get um summer orientation kids to Deerfield. I mean to Con as well. I've got room done for that. So, that starts. There's a group going next week for 4 days and a group going the week after week of the 18th for four days. Um, so just to clarify for the public, there is going to be a third high school bus. So there will be if that's what you choose to do because I if you choose not to do that, I can do a route for a seventh DCS bus. I just did not submit one, but I can >> that's fine. >> Do that because we've done that in the past. We've had seven buses here in the past and that's right. >> So there is another bus that we had

074last year. >> Yep. And that's why I sent you guys and that's why I put a projected estimate. Um Kelly and I kind of went through and did some basic stops, but again in my email I said it's going to come down a ridership because um there's 31 freshmen enrolled. There's about four that have said no based on the transportation sheet that Miss Woody sent out for us. Again, going back to last February, March time frame. So that brings us down to 27. There's also 27 sophomores. If all of those sophomores rode and those 27 freshman rode here at 51, I mean 54, we allowed 51. >> That's for Co. Okay. >> The conquered buses um two buses were running about 6970 kids combined with two buses. So we can't even run one bus to

075conquer. >> That was the issue that we ran into last year was that we couldn't have one bus to conquer and one bus to >> right because >> so it's 51 per bus 51 students on a bus. So this school year and then next school year is will be the last two years that they've been promised transportation to conquer. >> Um obviously you know I don't know exactly how Dale does things or how they operate. I do think it would be helpful for us if we get a sense of how many kids are actually riding. Um >> souate because you have kids and it we see them with conquest. I can speak for comfort because that's where I drive, >> right? >> So, we have kids that sometimes will get on in the morning um

076with the two backpacks because maybe they're stay for sports. So, then we don't see them again till the next morning. But then we have kids that maybe their parents work in conquered, they have a sibling that rides and the sibling goes to work after. We don't see them in the morning after we see them in the afternoon. So there was um one day last year we tried to notify the kids of when we were going to be doing one bus when I was covering here and we were short in Allentown and I was driving in Allentown and meeting the other high school bus. It was one day that was a last minute um I had to drive in Allentown. We didn't get board out to the conquered kids. >> The other high school driver met

077me and he had 48 kids on the bus >> out of the 51. So that's that's a lot, right? you know, and so but if we were able to notify the kids or notify the parents that, hey, we're running one bus this afternoon, the numbers were a lot less down around, you know, 25 to 35 students. >> Is that because the one bus route was way longer, so they would >> Well, I was I was meeting him in Allentown. I was doing my the two Allentown runs, meeting him on a side street where we could kind of pull off and not be blocking traffic. Um and we would unload um there he would unload his my kids from his bus and then he would go on and do his route in reverse and I would

078start my route. >> Got it. Um okay. >> So you have to decide. >> Yeah. What do we want to do peeps? >> Who's going to be riding? >> So there's a few issues, right? is number one is that this is all pending the driver passing, right? >> So, >> and we had to wait for the state as I said in the email. So, if the off chance that she fails, we would have to then rely on the state to get her in as soon as possible >> for >> I can drive until conference starts on the I think it's the 27th. >> Okay. Because co starts earlier. >> Conference starts at 20. Then we'll go two days and then we've got the 4 day break. Um Kelly can help supply a driver. I think

079she she said through the 2nd because that's the last date that a town that she covers would start >> and then after that we we're going to have to get creative if that's the case >> because part of the problem is that the test dates are not what they used to be. So they're they're just calling and right and being like this is the time that's open can you make it >> and and you know >> you're just waiting for that phone call. So, >> and it used to be where you go online and pick your test schedule and see. >> So, that's the problem. So, we we're kind of at the mercy of the state >> for sure. >> Um, so much >> correct. Correct. So, years ago when I tested, you had one

080person that that wrote with you, an officer wrote with you, did your pre-trip with you, >> did your road test, came back, passed or fail. >> Right. >> Now, they have one person doing the pre-trip and then they have to wait for the other person to come in and do the drive time. So the slot is booked to cover both for the drivers that go up there, but they're at the mercy of waiting on, you know, if one's running late, one's running early or whatever. >> Got it. >> So there, so there's that. And then um so just my concerns is just that if we offer it and >> Yeah. the driver doesn't pass and so then we offer it up until that September 2nd and they haven't tested again >> then what happens >>

081you know >> right like how do we how are we even telling how do I mean it would be Dale I guess like we don't even >> we would have to have co brown so you would have to decide who is going >> to ride >> right like I don't even know the kids who are all going to co so I don't >> right so I have a list >> yeah like I don't This is the nightmare. >> The second thing is ridership, right? But the first thing is like if we had that con like going back on it and being like, hey, we temporarily don't have a driver. So until they get passed, so do we offer it or do we just say we're going to offer it pending them getting >> be pending?

082>> Yeah, I think >> but then but we could technically offer it though until that date. So, do we >> potentially? >> And then if >> if she doesn't pass on the 11th and we can't get her in before >> the second, >> then she's going to start driving without having somebody to help her because we're all going to be running our routes, >> right? >> So, and it's something that she can't do. I mean, I can certainly go around with her and do her route with her and practice with her, but it's different between picking up a false students versus picking up live kids and bringing them home. I'm just worried about the potential gap like >> second to passing gap you know like how do we >> I mean what is so the

083last word like to co families was that there was not transportation >> correct we didn't we didn't commit in the spring because we we were worried about two drivers here >> they have worked on their stuff over the summer one driver was going to retire opted not to to come and decide to come back and one driver card issue. So, and that's allegedly been fixed from what Kelly's been told. >> So, what if we send a letter and say that >> we're hope we're it looks like we'll have transportation pending the driver being, >> you know, approved license and there may be some glitches. There may be some time where we, you know, something might happen and we can't offer it for a week or so. We're hoping that won't happen, but just like be

084honest about what's happening. >> Yeah. As long as we're clear about it, I think Right. just hope for the best. >> You decide who's going to get that ridership, right? Are you going to start with special ed and then your freshman and then your sophomores and then >> Yeah. >> Right. Because feasibly the sophomores figured it out last year. >> Correct. >> And some of them will be getting licensed. I mean, some of them are turning 16 and getting licensed. >> I would say that's the way to go. Special ed. And I I mean I'm not a betting lady, but if I were, I would say not all the freshmen are going to take the bus. >> Correct. Well, like I said, there's four that were on Mrs. Wy's um response sheet that said no,

085but >> will there be >> once once it actually comes say yes, that's something we don't know again. >> Yeah. And we we missed it with we didn't send that survey didn't go out to the current or last year's freshman. >> Oh, an option. Yeah. Great. Right. Well, right. But >> yeah, >> can I ask a question? >> Yeah. I was say Kristen, you don't need to send out surveys. These are not at DCS. >> No, I was saying we >> Yeah. No, Cobra will send out a survey because they're technically >> right. They're not DCS no longer. >> They're not your responsibility anymore for >> I would be surprised if they do that. >> Well, >> Conquer does it. >> Conquer. We'll figure it out. >> Send a survey. >> We'll figure it out.

086>> Yeah, we'll figure it out. >> I mean, if it if if Coburn won't send out an email, then we will >> Yeah, we will figure it out. >> We will make that known that you may maybe could ride the bus, but Co doesn't want you to ride the bus because they won't send out an email for you. Of course. >> My question is if for instance a year rider cannot do their job anymore, are we taking a high school bus to fulfill the needs of DCS and forgoing one of the high school buses? You can't have five buses in DC for Deerfield kid 8 without it. >> So what would happen is similar what we did last year is I would do my route meet up with Dawn. We would notify Conquer would send

087out a one call now for us. Notify the families that were going down on one bus. >> Okay. >> And this is what we did last year when I was driving white and then purple. We sent out one call now and notify families so our numbers were less so we could get everybody on one bus. So I would do my route in the town, go find that up, swap the kids, and then I would go and start a route. So I have the Deerfield route starting in conjunction with the fact that I could do that. And then still get >> So the answer is no, we would not be taking at ECS best. Is that >> right? >> We would figure it out. So it sounds like the what we need to decide now is

088do we let co-brown students start with a bus >> on the 14th knowing there's the possibility that we might then take it away from them or do we just upfront say to them >> it would just be temporary. Well, no. That's what I'm That's >> the person's going to get licensed. It's just a matter of >> hour, right? >> But is it do we start them and then maybe have to temporarily stop it >> pressure to this person or No, I know. >> But they must pass. I say I say >> I agree. I think as long as we're clear about it that that there may be a temporary lapse like they either get nothing, you know, so they could get nothing for a week or two or they get nothing for a month or

089or the whole year, whatever, you know, it's >> and just as a point, um, this bus, the cost of this bus is mostly already in the budget. I think it's slightly more than what's in the default budget based on the quote. But >> can we pull the money from the special education? >> We we will be able >> we can readjust, right? I'm just if there were concerns, >> we should be saving money as well as the fact that we have it in the budget already, >> right? So it is in the default budget um because that's what the contract was for. So just if there were concerns out there that we're adding, you know, $80,000 that we had not accounted for, it is currently in the default budget. was 450 a day based on

090the route that I had submitted. I had shown you guys back in the spring >> and I think the total was around 837 >> for the school year. >> I think in the default is probably closer to 70 something >> but we'll have either way you're going to balance. >> Yes, >> we'll figure we will figure we will figure out how to cover that. But yes, it is not just $80,000 that we're coming up with out of thin air. in case there were concerns. >> Who who who is sending out that letter to families regarding the bus. Just so I know, >> Dale or Co. >> Well, it's it would have to be you guys. You guys are the ones approving it because this is a brand new >> Got it. >> Right. The notification,

091>> right? It should come from the SAU that this is because it's a choice that the school have the school board has >> Okay. >> opted to do. So, it should come from the SAU that this is what we're doing, but we're going to be restricted with writership. >> And it's kind of hard to if you narrow it down, you know, special ed first, then freshman, and then sophomores. You can't say to somebody like if you it's going to well, it's not that you can't say it, but hard to say to somebody like if you're only going to ride in the morning and then you're staying for school for sports, we can't offer you a seat, >> right? >> You know, so there's going to have to be like a wait list as well. and

092whether >> co manages that or you guys manage it as a school board because it's not going to be >> Kelly's responsibility. She's she can't do that for every single time. She's got >> Yeah. So potentially the sophomore is it would almost have to be a lottery or something like that, >> right? >> Which is is very do like it's a first come first serve. >> I was going to say instead of a lottery first come first serve people, >> right? Then people are actually incentivized to respond which they don't always do. ask them about transportation. >> Correct. So, there will have to be something >> and I think it should be first come first serve. Maybe saying that freshman have preference over sophomores but don't mention special ed. >> Right. That would be I

093think that would >> I don't think there's a need to mention special ed, >> right? I wouldn't call that out at all or maybe not even say a preference just first come first serve because then people might be well he's a junior and how come he's on and >> Right. I mean, we do have juniors and seniors that cover as well, >> right? So, maybe, >> but we have to move in a direction. We agreed that we're not gonna in the future, we're not going to be covering juniors and seniors because we're going to expect them by their junior >> unless you're a specialist, >> of course. Yeah. But by their junior or senior year that they either have a license or have friends that they can ride with, right? But I'm just saying I

094wouldn't want to call that out because then if a kid is a junior or senior on the bus, it's obvious that they're Yeah. Where are they? That's why I'm saying to kind of keep it >> right >> just first come, first serve and then we make the decision who who gets in. >> Are you comfortable doing a draft? I'm happy to review it if you would like. Otherwise, you guys can >> send it. >> Yeah, I'll get a draft. I'll send it to you and then >> I'll give Co Brown a call and let them know and have them >> Do we have a consensus of the board? Actually, I guess we should. >> Yes, I'm all for it. Okay. >> Yeah, you need a vote actually. >> Okay, please. >> I will make a

095motion that we have the third bus be for Cobr. Do we need a motion for you guys to send a letter? No, >> I don't think so. No. >> Um, okay. That's the motion. >> Second. Okay. I >> I >> Okay, no discussion. All right. >> No discussion. We already discussed it. >> Prove you wanted to start on the 14th. >> That's where I'm still. >> But if you got >> See, I'm good with that because I feel like if you don't start it on the 14th, then you might end up with everybody trying to come up with plans that then they don't change when the bus is available. Like just start when the school starts. >> My only word is that that's a four day turnaround for families responding to get them signed up

096for the bus. >> We're we're at Thursday essentially before I can do anything, right? And school starts next Wednesday. >> Next Thursday. So that leaves me Friday because it'll take me all day to get a hold of Co Brown and get them to agree or whatever to whatever I need them to do. Draft the letter, get it approved, get that out, and then families will be able to respond. I'm left with two days to essentially. But if we get the can we get the word out on like our Facebook page and >> and um >> and just notify families expect a letter coming soon. >> Yeah. And just let them know that there will be a co brown bus. >> That's the idea. Okay. >> I think it'll spread pretty quickly. >> Right. I know

097that there are like Facebook groups too. I'm not part of them, but Co like Deerfield's at Co. So, I just I'm I'm wondering if it might be more feasible to have to start on the 18th, which is that Monday, >> and give me give me next week to get the list together and finalize ridership because it's gonna it's going to take a few days to finalize writership. See, I um I guess my whole thing is I'm thinking of myself as a parent and k my kid gets to go to school on the bus the 14th and 15th or whatever or and then we find out the person doesn't pass. We now don't have a driver and now I need to make other arrangements to get my kid there. where if I know the very first

098day of school, I need to get my kid to school until there is the bus. >> You said no matter >> for the first couple weeks. >> They can drive off bus. We don't we don't have to. It's it's the board your decision if you want to offer that bus on the 14th. We can because like I said, I can drive. we have other available people to cover until the towns, you know, it's the staggered start for the towns depending on what they're doing. You know, summer before, summer after you guys, Dearfield comes two days, conquer does two days, then they have a 40 weekend for Labor Day. So, >> everybody does stuff differently. >> I I'm pretty sure parents have because they weren't expecting, >> right? Like they must already have a great for

099the first two days. Yes, >> we will know in 5 days. But like I understand what Jess is saying because that I can help you, you know, with >> okay >> getting kids assigned to bus stops and stuff like that. Like I can help you with all of that because obviously I know the town and the roads and whatnot because you have to let parents know right where they're bringing their kid to. >> Right. Right. >> So I'm more than willing to help you with all of that. It's just it's not going to be like our responsibility to say to decide who's riding. >> Absolutely not. Right. And that's why like it's g it just logistically thinking and like re rationally like it's going to take me all next week to get that all worked

100out >> to be able to put together an entire bus run of kids from scratch >> and reach out to every family collect all those responses on top of the 300 emails I get a day like it's going to take it's going to take all week next week that's what I like feasibly I don't think I can have that ready for the 14th >> I think it's reasonable [Music] responses and you just want to forward them to me. Like I can sort through them, >> okay, >> and and get a spreadsheet going and share that with Kelly. Like that's that's something I can do. >> All right. >> That might help a little bit. >> So, does that mean that that's going to be you're going to filter that out and decide the wrership based

101on what are the preferences that we just >> Yeah, based on the preferences that you gave me. That's what I'll that's what I'll go from. So, um, but it's sending it out to essentially close to 100 families, >> right? >> Um, sending notification out and then waiting for their replies and then building that list based off the replies because I I'll have to wait till everyone comes in essentially because if we only get 25 responses out of the 100, well, great. All 25 get in nice and easy. >> Um, but if I don't give it a Google form tomorrow and share that with you and that way it'll be timestamped and we'll know. And you and it puts it right up in a spreadsheet. Yeah, >> I can do the Google form that way. It

102just generates Well, I guess if you're going to create the spreadsheet, I guess it would make sense. >> You can do the You can just share it with me and give me access to it. >> All right. That'll be easier then on my end to just create myself and then I'll share with you. >> Y Okay. Okay. So, are we moving forward with next Thursday or should we do the following week? >> I think that's up to you. I think really >> if you if you want to do all the 14th, I will make it happen. >> Just know that I might lose my marbles between now and then, but that's okay. We can make it happen for the 14th if that's what you really want. >> See, and I don't know. I I guess

103there's still a part of me that says send something out. We are in the process, you know, it has been decided there will be a bus. There are still some things that we are working out and the bus hopefully will be ready to go by. >> I mean, I would even say the beginning of September. Yeah. I mean, I guess I'm not one that likes to >> rush things and then have a hiccup come that then we've told parents this and then it didn't happen because Jess lost her marbles trying to do it. No, but um you know that a hiccup happens and now it's the 13th and the kids are expecting the bus. >> I guess I'm just one that I like. >> I just don't see a hiccup because >> Amy says she

104can do it, >> but there's pieces of that Jess. >> That's just I just am I was just making sure you guys knew that was next week. >> Whatever. >> That's fine. >> I mean, the majority seem to think it can. This is just my personality of >> I definitely hear you Nancy because >> if she doesn't pass on Monday in the letter, Nancy, I can put some of that caveat in there, right? Like, yeah, >> our goal is to get this arranged for next Thursday. Please be patient with us. Um, we will notify you if that date changes. Um, like I I will I'll explain some stuff in the letter. The only thing that that to build on what Nancy is saying is just that >> because it is such a quick turnaround. Yeah.

105>> We're not giving like if we're doing a first come first serve >> and the with those preferences if everybody doesn't respond in that time and then some of those people that have the preferences that >> come in then it's like well you didn't sign up in time and but if then the buses only say because only 20 people responded for the first day but then it starts to come in and then we have to reorganize, that would be a problem. >> Right. Right. And if if we tell someone, yes, you have a seat on the bus, and then two weeks later saying, nope, you don't have a seat on the bus anymore. >> I don't think we can. I think if >> but if like let's say a special ed student needed a spot,

106but they didn't respond right away. >> I think is special something that we could reach out and find out if they actually >> I know requires transportation. I already know that information. Yeah. Is that something they can just I mean you just reach out and say hey there's a bus you know like I mean because they the ser waiting for them to get back to a >> service to get them there. >> Okay. And then giving them differentation >> and having those people understand that it's not going to be doortodoor service because we're not bringing a big bus down. We can't turn around. Right. Right. It's going to be >> Yeah. There'll be some logistics that Lisa and I have to work out. I think it would be prudent to start on the 18th personally.

107I think because no one knows that there's a bus and I would imagine people have arranged transportation and could figure it out for two days. >> I think is the 14th just freshman orientation? >> It is freshman orientation and then transfer student day and then the 15th is all >> and then they have the weekend and then they start on Monday full work which is the 18th. I'd be okay with going with the 18th given that you've got the freshman orientation and then yeah >> I think >> I mean I'm hoping this is all a moot point and you're going to tell us in five days she passed everything good I mean that's >> but either way we still have to establish the wrership that's going to take >> right the wrership is what why

108I think we should wait slightly longer >> I mean even if we knew today that there was a bus driver is still things to work out. >> Yeah. And really, it's just I worry about the response time it's going to take for families to get to see the email, >> respond to it, and then to >> call their friends who they already made plans with driving their kids to school. >> And I do agree with Canon. I mean, if we get stuff out there in public media, people are going to know pretty >> I kind of think I mean, do do you think that the document would be created and sent out tomorrow? That's my That's going to be my goal. If you tell me I have to go for the 14th, that that that

109will be the goal. >> That got sent out tomorrow. We're That's That's a week for people to respond. >> My goal is by end of day, >> but to respond and then get assigned a bus stop. >> Yeah. >> There's that piece. >> Well, the bus stops are already determined letting families know >> which bus stop you go to. >> Yeah, it's already there. She's got the whole thing. Um, >> yeah, the assignment is going to be the easier part of or the details around the assignment, but >> yeah, I just because to me I mean that's only a few more days. If we say the 18th instead of the 14th, it's like I don't if we were going to pause it, I would almost want to wait even more to like really work it

110all out. >> Yeah. I mean, there's a part of me that would say >> beginning of September, you know, after Labor Day. >> Yeah. I just >> that she would be >> she won't have that. >> She needs to do her roots with it somewhere. It would be helpful if we do it before I start 27th. >> But would Yeah, I get it. Yeah. So getting her a full week of doing >> even a couple days just so you know I mean even if she doesn't want to drive the first day and I drive and pick up the kids and do the stops and she watches and observes and whatnot and then does the second day well you know I sit and watch her drive you know and let her get comfortable because it is

111it's nerve-wracking if you never driven before. >> Yeah, I'm sure. >> First time. So >> yeah, sounds sounds worth a carload of kids is enough. Find a plus. So >> I I will I'm willing to make whatever you guys want to work. You just tell me what you want. >> Um so I would propose we either start the 18th or the 25th. Whatever people think is best. I don't have a preference. I don't know. I really want to go for it because I I really feel like people are going to know. I think people have been anticipating this um because we told them that you know if driver we did make mention of it in a meeting at the beginning of summer >> um that this was in the pipeline. >> Um >> so you

112want to go with the 18th? >> I say the 18th. So I'm I'mma jump in. I would like to do the 14th because that the it automatically like the freshman we could all we like >> the freshman are all gonna >> get a seat anyways. >> So if if they ride on the orientation day then they automatically so then it gets it gives us even that day as well to you know for people to get assigned before Friday. What's the consensus, peeps? >> I'm okay with that, too. >> I just think the sooner the better. I I I really do. >> All right, we're going to make dreams happen. >> Just making it easier for the parents. >> I mean, if you I need you to be honest about what you think you can accomplish.

113>> I will make the 14th happen. >> Okay. you are. If that is seriously what you want that we will make it happen. It might be a little ugly, but we'll make it happen. >> Honestly, the people have been really bad at um you know, the surveys and all that stuff. So, it's like we've given opportunities that they haven't responded to. And so, you know, I think if we can get this out there to everybody in a couple different ways, like an email >> and Facebook blast, you know, link. I can post it on Facebook once it's created. >> Okay. Yeah, I'm gonna I will get the letter done tomorrow. I'll contact Co Brown tomorrow and I'll get the Google form done tomorrow and we'll soon as I get Co Brown's level of commitment, I'll

114um get you everything you need. >> And I I guess I I could put I feel like a caveat there is if you're having trouble with Co Brown, then maybe we need to back it up a little bit. You know what I'm saying? Well, if it really would just be their their assistance in sending out the survey to family because it's the emails and and that that would be helpful. If I send them the information, it should be an easy blast, but I just um I don't know their systems, >> right? Do they have a lister for Deerfield families? >> I would assume so, but Right. I don't know. >> I have them broken out by towns. Okay. >> Right. Because that's how they send a list to Kelly is they have them broken out

115by towns. And so she gets a list of students for each um that goes there. That's why the deer field list from them. >> Got it. >> So, and if not, I'll we'll figure out another way to get if that's not going to work for whatever reason, which it should work, but if it doesn't, we'll find another way to get their contact and vote and we'll send it out that way. That's okay. >> Okay. Okay. Did we vote on the motion? Yes, >> you did. It was just a matter of discussing. You guys need to approve the other bus routes. >> Okay. So, we have Sorry. Is it 14th? >> I guess so. >> 14th. It is. >> 14th. >> And you approve all the bus routes. >> Um. >> Yes. Does anyone want to

116discuss the other bus routes? So, we have three bus routes here. I assume the CHS ones are six buses. >> Yes. >> Two two CHS and then the CBNA. And if you like the CBNA, we can I can curtail that. If you're heavier on one part of town than another >> I didn't have DCS roots. >> No, I only >> Yeah, we only got the high school. >> CBNA conquered. I have CBANA and a conquered group. Everything was in the fold. >> Are they I have them here. Are they the same? >> Oh, yeah. I only have Conquered and CBNA. on the email >> really because I everything was in the folder and I didn't bring my computer with me. >> Is there any major differences? >> So the biggest difference um is Dearfield Pink

117buses. We are not traveling um Coffee Town Road and Kate Road. We're going to do a stop at um 129 Nodingham corner of Kate Road. >> There's only three. There's only two sisters live on Kate Road and we don't have any morning pickups on Coffee Town. It's a time stop. Coffee Town Road, if those of you who know, it is not a pleasant road to be traveling with a bus, >> especially time. >> Um, and because we have students on parade road now and we have students that are getting picked up on Mountain View before you get to the other end of Coffee Town that comes out >> and they can't cross because it's uh it's in the 50 m hour. So, we have to be on the correct side of the road in order

118to pick up. They're kindergarteners. We have to >> be mindful of that. Um and the fact we just can't have students crossing in 50 mph zone >> for sure. >> So um that's it. That's the only that's the biggest change. Um that everything else is pretty much the same as it was last year. I'm more than willing to if you guys want to glance at these. >> So that coffee town road rider will go to the naughty road. >> It's actually they live on Kate road. It's only there's only two students that live on Kate. They're only like a 20 something. So they're not that far down Kate road. So I'm hoping mom can bring them to the corner there. And I apologize, they were in the folder. I just didn't see them because I

119saw the three Word documents shared separately. >> Yes. >> So I didn't even click on the folder. I just dropped those files down. >> Correct. Yeah. >> So I apologize everyone. That was my fault. >> That's probably the biggest change on the route other than everything else is pretty much um >> CHS is the same. >> The two conquered routes are um a little different um due to writership. Um, I drive comfort, too. >> When I started doing the roots, I had over 40 students and he only had like mid 20s. So, we were texting back and forth and he's like, I can take this chunk. So, we're just expanding his route a little bit and shortening mine, but it brings us closer in numbers to do that. >> Okay. Um, and like I said,

120the CBNA route is um I just get an estimated based on what we knew last year, >> right? >> And that can that can be once we know ridership. Again, like if there's nobody riding um at, you know, Steven Cotton, I can get rid of that stop and maybe add a stop further along. I just don't want to add a lot of stops because it is one bus. The more stops you add, the longer the route gets and >> uh whatnot. We had to do larger group stops and we did that with the conquer buses too. We've taken out a few stops that were just dead stops >> that we just haven't had kids out in years and just made larger group stops. >> Um that's fine with me. I think it's better to have

121the roots approved. >> Yeah. >> So that people know what time they need to get their kids ready early. Um, so I will make a motion to approve all of the bus routes that have been prepared by Dale. >> I'll second. >> Any discussion? All right. All in favor? >> I >> So I'll need those roots. >> Yeah, I'll I'll share with you. I That was my fault. >> So Candy me today and there's three new students that are not on here. So let me call those families tomorrow and then I will if they're riding, I'll add them on these students before you send them out. because one of them is going on orange. I got to add one student. She's got um older siblings on green already. So, I'm just going to add her

122to the student list and then I forget the other's on South. So, but I'll call those families tomorrow. >> Sure, I will. Yeah. >> And then I'll send you a >> perfect. >> So, I have um students names to take those off when I send them to you because we don't want to send them out with students name. I just haven't wrider copy and paste. I usually copy and paste it into a a um a Google doc, a Google spreadsheet anyway. >> All right. >> So, there spreadsheets anyways from Google. So, I can just I can just cut it out. >> Okay. Awesome. Thank you so much for joining. I appreciate it. >> Thank you for all of your work. I know it's a lot. It changes often. >> Thank you. Okay. Um, master schedule.

123>> Can I make a request that we have before this conversation? >> Oh, yes. >> Yes. >> How long it takes me? >> Sure. Chris, would you like to join us? We'll put the facilities. >> He's been n Evening everyone. >> Evening. >> All right. Um, sorry. >> You were not expecting it. >> I wasn't expecting up your list. >> Yeah. >> Okay. Uh, got a lot of work done in literally eight weeks. my uh my 14, 15, 16 year olds are fading really quick. >> They told me you were running out of tasks. >> So, we we probably cleared if it wasn't for summer school, I think I probably would have had to let half my crew go last week. >> Nothing with it. Just we've got to juggle around summer school. But, um

124>> first of all, I'm going to name off all the kids that were here. A lot of them all but one are former students um of Deerfield Community School. So an alder Cynthia Mimoney who is also a parrot here, Anthony McNis, Lillian McInness, George Pelro, Ben Stimmel, Cody Jackson, Kevin Breton, AJ Baptum, Marshall Liptech, Aninsley Fontaine, Grace for Fella, hopefully I thank you and Scarlett Mitchell. So um a lot of work done in eight weeks. So, did >> you mention Mason Emma? >> Yeah, it was a pleasure having them this summer. >> Chris, did you mention Mason? >> What >> did you Mason say? >> We didn't hear you say Mason or Noah. >> Yeah, he was on my first >> I saw them here the other day. They all looked very happy. >> Yeah.

125All right. Um, solar update. We've got panels. We got a lot of material up on the roof. We've got the junction box outside that is um in the area. Excuse me, Amy. The hallway is good for you to take the elevator down, please. So, right now, I just got the update from Bington Power. We're looking at bringing the solar panels online between October 1st and the 15th. >> Not what we originally expecting. We had a little lag time getting um the engineering stamp from New Hampshire Electrical Co-op. Now we're running into a little supply and demand issues they're looking at right now. Um, oh, I should I should was gonna bring a tape of hallelujah, you know, because the fire alarm project is now complete. >> Five year five year. We just got the approval

126from Chief Fischer a couple days ago. The last of the smoke detectors have been installed in the gym. >> Chris, I signed for that. >> What? sign that >> that was Hansel system but Yep. >> Oh, sorry. >> Yeah, it's okay. It's all good. >> He had fire on him. >> So, we're good. We're uh we have a fully updated system that we're having expansion. We have plenty of room on the new system to incorporate everything in. >> Um Anel system has been updated. Our old system was obsolete. So, that was completed today. >> Which system? >> Anel system. our biosuppression in the kitchen. >> Okay. >> Over the ovens, the stove top and >> uh hoods will be cleaned tomorrow by grease busters. >> And what else? >> Who you going to call? >>

127I need that. >> I gave you a sheet of paper. >> Yeah. of a breakout of all of the information leading to the installation or the approval of the installation for the parking lot. >> Do you have I don't know. >> Did I was Yeah, that's it. >> Yep. So, I went with a lot of local contractors um for this. Phoenix Pre-cast and Sha Concrete, two highly recommended pre-cast manufacturers in this local area. Um Phoenix Pre-Cast came in about $1,000 cheaper than Shade Concrete. I'd like to suggest moving forward with Phoenix pre-cast for the pole bases. Escavation went out to four contractors. Wide variety of prices on there. Um, all professional contractors that do works like this or similar to it. I'd like to suggest the board approve DDX for the excavation. The electrical, we're

128going with PI if you guys agree with me. But as I said before, I was going to continue to use Pioneer Electric for the installation of the conduit and the light poles and the junction boxes. For suppliers, um I went out to two, three, four, five. Well, two of them are the same, but I asked them to price out uh two different units. What helped me with the decision on the light supplier are the lumens or candles that gives you your footprint of when the light cast down onto the parking lot. Um the more lumens, the better off you are. I reached out to New Hampshire Electrical Co-op to see what they install when they're doing parking lot lights. They suggested anything from 10,000 to 15,000 lumens. Um I felt we're a relatively small parking

129lot that's not used every night in a hightra area. Um Northeast Electrical came in. They're using the RAB which is one of the manufacturers >> out there parking lot lightings. um for 10,628 lumens price of seven poles, seven heads and seven poles comes to $9,41 like to suggest going forward with Northeast Electrical for the supply of the light poles and bases. And I'd also like to suggest I because we're approving this tonight, I don't think I'm going to have a lot of time to shop around for electrical supplies. Uh, Pioneer Electric gave me a price for all the supplies needed for installation of $3,238, which I think is fair for 800 ft of conduit, 800 ft of three cable um, junction boxes. I think that's a fair price. I'd like to get permission to go

130forward with them for supplying the materials needed for the project. I've also reached out to the local building inspector. He wants to be notified 24 hours before we start trenching to come in and inspect everything we're doing. And then a call 24 hours before we finish burying the last of the conduit for the inspection. >> And when are we projected to work on this truck? as soon as I get approved. Got it. And as soon as um I I've got to set up accounts with most of the contractors to get their W9 in to Trish so she can set them up as an account. Um >> the not sure about the lead time for the the pre-cast ball. The >> uh light poles and light heads are almost a carried item. survey will not be

131difficult to get. So, we could possibly start this as soon as next week. Um, excavation says 3 to four days um to get all the conduit in and trenching and back filled, light pole bases filled and then the electrician will come in after pulling his wire up and set the light pole bases and energize everything. >> How how many poles? >> Seven. We're increasing the my original was five, but we found a way. We're going to go through two different spots for electricity. >> We're going to pull power off of the mod. Um, which there's a pole out there. So, it basically feeds the mod. We're going to tap off of that for a separate panel in that. And then we're going to go off of the red shed out here, which houses the pump

132station, the water. We're going to draw power off of there on on separate junction box. >> And so, these are all poles that are on the edge of the pavement. >> Yes. Yep. They'll be six foot ball. It's four feet in the ground, two feet up above. They'll probably be off of the pavement two feet just to get them away from any plow damage or anything like that. >> So, not cutting the hot top at all. >> Nope. >> We already put two 1-in lines across um little access road as you're coming around the loop. Yeah, >> we installed two 1 in pipes for that ahead of time because we knew we eventually we were going to get them. So there's no reason to cut any asphalt. So we put them in early. >> Okay.

133The 27th's the first day of school, correct? >> Yeah. >> And the cookout >> the 25th >> 26th >> 25th >> Monday. >> Okay. >> Well, yeah, >> that's anformational item. >> Yeah. No, I just was trying to think time >> timewise >> if we can get if I had a concern um getting the trenching and the light pole bases in because that's going to be where the heavy equipment is going to be in. The rest of the work can work be done from the graph side of the parking lot. >> So, if we can get the trenching and bolage in >> um I think we'd be looking pretty good. Is was this money already budgeted for or >> Yes. I was going to ask um you may not know. >> Okay. I would No,

134it would not. It was part of the parking lot. >> Yes. >> Funds. >> Yes. >> Um the name of the trust fund >> is it under facility improvements? I don't know if it was under >> was there was also a parking lot trust fun set up originally for this. >> I don't know the definition of the trust for the parking lot if it has to be for paving or not. I know that we've discussed this many times but I don't bring it back. But anyway, there we did budget for this in a trust fund. Which trust fund? I'm just not positive. >> I can bring back more info. Which trust fund >> it is? Either Well, this is not going to be up to date. >> I have my budget book, but it's not

135going to be up to date in terms of spending. Um but yes, it's not coming out of the budgets. It's from a trust fund either facilities or paving. >> So is that the money that's in the trust fund is that money that was voted on to go into Okay. >> Yes. Um right. So it's voted for a particular purpose. That's the only reason I'm asking about the parking lot is because you have to define what it what it can cover. So, if the paving if the parking lot trust fund is specifically for paving, then we couldn't do it there. It would have to be the site improvement um trust fund. But there is we'll just have to figure out which trust fund it was intended for. >> Yeah, I can figure that out. >> Yeah,

136big deal. Um, okay. I will make a motion to approve um the bids as recommended by Chris. I'll second. >> Any discussion? >> I just I as long as this money is already allocated for >> it certainly is and it was planned many years ago. And I'll speak to it. It's something that they've talked about doing for a long time because I can't tell you how long when I worked here, I would walk out and it's pitch black in that parking lot. >> So, it really is a safety thing. >> I just need to find out which trust it was in I can plan that out. >> Easy enough. >> Okay. All in favor of approving the bids? >> I I >> Any opposed? Okay. You have the green light. Thank you, >> for all

137of your work items that um we're getting crack sealing done. I'm not sure they're scheduled. It just got approved. Um I just approved it this week. Um I I did go up with three bids. Um sorry I don't have a spreadsheet for you, but we're going with you guys are okay with this, of course. Um Alpha Asphalts for $4,560 is the lowest bid. Second bid was $7,565. And my third bid was $9,900. So they're gonna go >> Who are the other two bids, Chris? What? Who are the other two bids? >> Oh, I'm uh the $7,000 was JLP Seal Co. out of Bington and New Hampshire Black Top Seal Airs out of Auburn, New Hampshire. And the low bid was Alpha Asphalt out of New Hampshire, who did our parking lots three years ago. That's

138the last time they were crack sealed. >> Were you happy with it then? >> Yeah, I thought it was a very good job. They came out. There was no um they don't do a good job. You see where they leave roots and things like that. Um we've had three years. It shows a lot this summer. Um so I think now is the better time to get on top of it so it doesn't cause any heaving come this winter and spring. I think Christo does budget this in his meeting. >> Yes, this is just what this is um out of my >> contracted service contracted services budget line. >> Yeah, I was just asking because I haven't heard of that company, but I have heard of that one in the middle and that they do a

139lot of work in town. >> Yep. >> And they do a really good job. Um, I was actually gonna call them to do my driveway because I I see them everywhere and they do, you know, really. So, I was just asking because the prices are, you know, >> Yeah. I mean, I'm >> pretty different there. So, no, if you've if you've had good experience with them. I just don't I I don't always like to go with the low bid. >> You know, but if if they've done work before and you were happy with it, then yeah, >> then I'd be happy to go with the low bid. >> Okay. I think that makes sense. >> Um, do you need a vote on that? No. >> No, it's coming up. >> Oh, is it? Sorry. >>

140And then, um, with the solar project, we have a whole disconnect panel out by the generator and it's best for safety and security reasons to put a fencing in there. Um I discussed it with um Canon and to go over how the fencing is going to be installed. I got a price from AQ Fencing here in town for five $5,675. Um this would come out would this No, this is going to be separate from the um the solar project, >> right? So, this would come out of capital services. Um, it's a little more than if it was needed to go up to bid. I guess I'm just looking for your input. Do you feel I feel comfortable with this number because he was either the lowest bid or the second lowest bid when we were

141looking at the fencing out here. So, I feel secure with his number to go forward to get that fencing done um at the correct time around the switch here. That was not budget. >> How much was it again? >> $5,675. >> We I mean we could move it out of one of the >> facilities or site improvement if we wanted to do a public hearing on it. >> Um >> yeah. So um just I um Chris did a a solar tour for Justin and I um prior to the meeting and um it was really impressive what is getting done up top. Yeah, just got on the roof with me. >> I didn't think it was a big deal until I said something about that. >> She asked if we wanted to do it. >> You're

142wearing shoes. >> I don't need to be on a roof. Thank you. >> But anyways, >> from there I could see, you know, what Chris is talking about the fence layout and everything. And basically the it's there's this much space to open the door to access that transfer switch. So, >> um, it's basically bumping that out to and putting a couple of other ballards in, right, >> to block that new panel and everything that's there. So, I I don't really think that we have an option to do this or not. Um, and it's and I think like you said like AQ Fence was like a lower bid and they're in town and >> I feel comfortable with that. I think we'll just have to figure out if we want to pay for it out of

143a budget line or >> if we want to have a hearing and use it from a trust fund. But I we don't have to decide that. >> Yeah, you guys can take it out of the budget now and then as we get closer into the year or further into the year, you can decide if you want to take that out of >> trust forget squeezed for cash at some point. >> Yeah, >> that sounds up to you guys. >> We'll just take it out of Mr. Graves the line. >> Um that's fine. >> Yeah. So I I would just just because that's something that we could probably pretty easily forget about that >> because it's such a small thing, right? Is I would suggest that we do take it out of the budget, but like

144let's schedule that public hearing to take it out of a trust fund just so it doesn't get lost because we we >> Yeah. I mean, if we're going to be scheduling the light the lighting for the paving, we can add it to that public hearing. >> Oh, yeah. Okay. So, we just do both of them at the same time. We can use it. >> Yeah, that'd be awesome. >> When that project's done, >> right? >> Yeah. We don't want to do it in advance because we don't have final numbers and stuff. >> So, we want to vote to approve that. >> So, I'll make a motion to uh approve the bid for AQ Fence. >> Second. All in favor? >> I. >> Anything else? >> That is it. Excellent. Thank you so much. >> Sounds

145like you've had a busy summer. >> Okay, now Mr. Grieve is up. >> Thank you. >> Thanks, Chris. >> So, um the request for a master schedule, there's not like one page. >> Um so, essentially the schedule is made for every single grade level. Well, every teacher and then the grade level >> uh so kind of a little bit of history of the schedule. Um I think it's how long are we going on a six day? >> This is probably our fifth year maybe. >> Might be our sixth year. >> Yeah. So about six years ago, um there we looked uh around the time where we went to uh three self-defined middle school uh grade levels, six, seven, eight. Prior to that, it was a shared configuration. Um and in that process, uh we looked

146at the bigger picture as well, um and the need for more common planning time amongst individual grade levels. Um it was very just disjointed in the sense of um for instance like say Nancy had her second break class she might have had on Mondays she might have had like 8 to 8:40 free but the rest of the team didn't have that time. Um so we over course of several meetings etc we came up with the idea of a of a six day rotation so essentially A through F. what that allowed it allowed our middle school to be created in our in those pockets but it also allowed common planning time amongst every single K to 8 team um and that then allowed us to pursue more PLC's or essentially data teams working with our specialist

147both math and reading um across K8 and so through this process we came up with this schedule um Every year it looks entirely different. I would love for it to never look. I wish it would just stay the same, but there's so many factors that play into this. Um I spend >> days, weeks. >> Yeah. 16 working hours, I say average a year to try to get schedule to work for everybody's needs. Um when I first started for a little while, there was a lot of people hands in the bowl and people were had their own initiative behind making their schedule a certain way. I took it on after two or three years um because I had no stake in the game. I'm just the guy who made the schedules. Um and so um and

148then now what I've done is now when I make the schedule I work after I come up with like a beta version I then work with the specialist across the two grade spans and we come up with we take that beta version and make it into the working product that you see in front of you. So that being said, in front of you, you have a sample from each grade level, K to five. Um, so it's just one teacher. The only thing that would be different, uh, for instance, on this K schedule is library will be at a different time for each teacher. So we have the four kindergarten teachers, they will all have a different library time. Um, and so that's the case for K through five. Um, and as you go in, you'll

149eventually hit the middle school. And um, it's kind of wonky in the sense that we have three shorter days and three longer days uh, when it comes to actual like core class times. So, if you're looking at sixth grade, um, you'll see on A, B, and C days, they have hourlong classes. Um, and then on D, E, F days, they have shorter classes. And that's a result of our our wind block. So wind is what I need. And essentially that is all when kids are kind of divided up based on scores on data and tracking in that sense to look at what >> what do our where can our specialists be most focused on what kids need the most support and then from there the groups get bigger with their core teachers. So um and

150then for middle school we also have what we call more than core. So more core incorporates wellness media lit um and world cultures along with a study lab. Um so over the course of six days or the A throughF a student will have two built-in study labs and during that time their core teachers are available. So it's not your traditional like what we might remember where everybody sitting in a room really quiet. It's kids like interaction interacting either with their teachers or with their peers on work. So, it's kind of like a when you walk into a room, it's not a dead silent room. It's kids actually getting their work done. Um either current work or future work or in some cases past work. >> Something else you'll notice is the um the K to5

151schedule looks like it has blanks in it. Uh that is that's filled in by the teachers. the the uh this is our first year where we um have worked with our specialists to plan math all at the same time for for a grade level. So for example in kindergarten math will be 9 to 9:45. That way our specialists are available. What happens is that nobody wants to teach math at the end of the day or in the afternoon. So you know the the schedules were it was hard for our specialists to get into all classrooms. Um and we also planned ELA the same block every day. Uh and then all those open blocks are are areas for teachers to put in social studies time, science time, um you know, carry over from an ELA time.

152And then the other the other one was the um ELA block on library days. >> Yeah. So um so after you get through uh the actual grade levels um we get to IAS and then after the IAS I think it's the last page of the IAS is media uh library media lit and so these are all the times that uh the students go to library so for instance earlier when I said kindergarten has their own dedicated time so you'll see that 12:40 to 1:35 five at one point in that day that those kindergarten kids are in library with with Matsu. Um and uh her schedule is kind of fluid in the sense that she's also in classrooms or planning with other teachers. So if you see like down maybe a little bit more downtime on

153her schedule, it's because she is constantly planning with other grade level teachers. Um she she's probably the most a workhorse person I've ever seen. It's amazing. And on top of that, she's doing a lot of our grant writing. >> So, >> and she brings preschool upstairs, too. >> Yes. And she'll be a preschool. Um and our music teachers, if they can make it work, they too go into preschool, but not on a regular basis. It's not like on a day. They'll find they'll work at the preschool and they will uh go in and introduce some instruments, sing some songs with them, things of that nature. um uh given a certain time of year too. So if it's closer to December, they're obviously not in there because they're getting ready for the winter concert, etc. Um

154so it's a lot of the process if you've never seen anything like this. Um and there's no way I I know there's some like high schools and certain schools that will use like dedicated programs for stuff like this. I've talked to a few administrators. Uh ours is so there's so many moving parts. Um and we're constantly trying to adapt the schedule to best suit our students. Um like working with the specialists this year being our first year. I we kind of dabbled in it last year, but our specialists were new. Some of our specialists were new. So there's some changing roles. Uh so but having their body in now and making sure there's a dedicated time because if you like on the kindergarten uh there was never I never put in ELA or math. It

155was just your IAS lunch. It was just kind of more open. So, this is the first time like we're look um and our specialists have done such a great job with the data and looking at groupings and so we're going to that next level of of tier 2 intervention to help support a lot lot of our students. Got it. Um for like kindergarten for instance, is recess or lunch are those planning periods for the teacher or do they go to >> um So, the lunch um in part of the the contract for teachers is they get a 30-minute lunch, right? >> Um the kindergarten teachers for usually for the first two weeks actually eat in the cafeteria with their students. Um that's just get them used used to it and that's on their like that's

156they ch they choose to do that. Uh recess um they are for the most part every teacher is outside with their grade level. Um fifth grade is the only outsider on that. they like to work with the me on making a recess and lunch schedule. So sometimes the teachers are will do lunch duty and then during recess they'll take to their lunch. So but they're the only grade level that's really ever asked for that. And so there something we just continue to do. >> Their planning period is when their students are at IAS. >> Correct. >> Got it. Okay. >> And lunch is half an hour, right? And then recess is a half an hour. And often par educators will take their lunch during recess time. So that um so a lot of times our

157par educators have recess duty along with other staff. But um so they while the teachers are having lunch, they're maybe on lunch duty and then uh usually three days out of the six day. Brian does a nice job with the duty schedule. So you don't have lunch duty every single day. You have it on A, B, and C day and then somebody else is on D, E, and F day. >> Okay. Um, we >> the most favorite job. >> I can't imagine >> to be in the cafeteria with >> opening a hund syrup is the worst. That's why waffles come pre- syrup now. Um, and then recess at the end of the day for kindergarten is something that we've been doing for for several years now. Um, and it's it's, you know, getting the kids

158ready, especially in the winter time. And that was a request by the kindergarten teachers to look at um and then during their day they'll also like kind of steal a little bit here like that. >> There's choice time that leads into recess >> they'll they'll take advantage of nice days and etc and be outside but um they ask for the recess to be at the end of the day. Um we also for the most part try to keep recess to grade levels of similar age. Um, so like 12, like 130 to 1:40 is a middle school. So they're coming in while the kindergarters are going out. So you're not going to have eighth graders out there playing or baseball or football. >> I have to say one thing that concerns me is I don't see

159signs for social studies in any of these. I know that you're saying that they could be in open blocks, but >> No, they that's where it is. But we didn't want to schedule it for them. They schedule it. >> Okay. because you said sometimes they could do ELA, they could do this, that >> there is there is an extension of ELA on the days that's what Brian was saying on so if you look at first grade. >> Yeah. >> Um >> where you've got >> has math they have library on Dday and then you look down and they have um they have math block is shorter um than it would be. So on the other two days they might extend they might extend their math block a little bit further. But science and social studies

160is incorporated in every class. >> A lot of teachers are now taking using also their writing block to incorporate science and social study themes into their writing as well. >> Okay. I mean just because I look at this and I see two PE, two art, two music, and there's five ELAs, five math, and then there's no science and social studies. And >> point he scheduled in things that weren't an option for them to move around. So because he worked with the specialist >> first grade you have to have ELA 9:00 because that's when intentionally the specialists are available. So these were things that they couldn't move around for scheduling. >> Okay. I'm just I'm just saying because you know looking at the science testing scores they were pretty abysmal for the younger grades especially even

161more so than middle school. >> So I just hate to see we used to do so much science in this school. I just really hate to see that being lost. Um are there other questions or discussion about the lots of schedules? >> The techlet and the wellness. >> Yes. um that so she will teach each um one section for each grade level and then the rest of her time is for the her part of the position of running the building for all things technology. >> So she's like >> not just a teacher >> correct. Yeah. So she is in charge of >> almost >> everything. Yeah. So that's that itself is like a full-time job and then this is kind of that little carved out time for her to actually take the time to teach.

162Um like one of the things earlier was about the AI like that's something that is really being focused on now with with our middle school students responsibility and things of that nature. Um and then uh Beth in the library will also be working with Olivia on combined projects and things of that nature as well across the you know Olivia will come in and work with during Beth's time with students and vice versa for the middle school. >> Yeah, media and tech there's a lot of crossover >> and wellness is not a full-time position. It's a it's a it's a 75 position. So that's why that schedule is is more open. >> Okay. And then for like um like um our IIA teachers um outside of art um the IIA teachers kind of like to stick

163to one grade level. So they they have like less >> you know to their planning is like I'm just going to plan for second grade. I'm not playing for second and third grade if they're at the same time where the art teachers prefer to do it that way. So, it's just kind of preference. It could go either way. Um, but it's just kind of the preference of the the team and how they they look at um their curriculum. >> So, for a music teacher, what's the difference between plan and IA planning? >> Um, so I planning is when they all are available together. Um, so they do a lot of crosscurricular work. Um, and so they will do planning and it's kind of just built in like that. They don't have to necessarily meet every

164day. It's most likely they won't meet every day. But the idea was to create that time so that when they do, for instance, our our just something simple like our um our book, what do we call it? The book Olympics or when you win you try to win every year. >> The challenge. >> Oh. Oh. Oh, the reading during the Yeah. Okay. >> Yeah. So like just are like things like that where it's whole like >> by the way I won this year. >> You won this year. >> Try to achieve it. >> Thank you. Thank you. >> Um but just simple things like that where they'll all get together and they'll plan out bigger larger activities for the school and use that time to focus on on bigger projects amongst themselves and and all

165the IAS together. So, is that pretty typical for them to have two plannings blocks per day? >> Um, plus lunch. >> Sometimes they have three. >> Yeah, it just depends. Um, like you'll notice that um like that that one that I planning time is only half an hour. All the teachers are through their contract's 50 minutes. So um so some of them some of our I teachers are adviserss for our middle school and some are not. Um it just depends on how the it all shakes out with the grade levels. Um so some will have one year for instance um we look at like one year this one teacher might have a few more minutes of planning throughout the course of six days and the other one will not and then the next year I

166flip it. So kind of over the grand scheme of things it's equitable but not necessarily in that given year. Yeah, it just seems like three three planning sections in one day. It just seems to be a lot like in one one PE teacher has that twice a week and they have two every other day. And then same is true for music. Yeah, like I said, music will head into preschool, like it'll drop down into there. So, I don't put that in the schedule for them because that's just a fluid thing that they will do together. Right. Any other questions? All right. Thank you so much for sharing with us. Appreciate it. Okay. Um, moving on to board reports. Um, I know Kenan that you wanted to discuss board assignments or um I don't remember what

167we call committee assignments. Um, so I don't know if there's something you wanted to discuss about that or we can move on to board reports. I just wanted to make sure that we are all able to fulfill our responsibilities on our committees and um and that we're communicating together like if we're not able to I just I think that there was a lot of um lack of communication like you know just obviously it was like a big when when you weren't able to be here. Um, >> yeah. Yeah, of course. Of course. No, and it's totally understandable, but it's like >> somebody needs to communicate and not you in that moment, right? Like I would think that it'd be Patty at the time. And I just think there was like I did two meetings and

168then it was like I didn't receive the um agenda to go for the next meeting. And then so then I asked Patty, I'm like, "Hey, I haven't seen" and she she was like, "Oh, well that's because Kendra's back." >> Like, "Well, somebody should have let me know that Kendra's back, you know, like." >> And um I just I got a lot of feedback about the NBC meeting that happened. I don't know if that was last week or um again, >> what what was the feedback? um that you were very unprepared for the meeting that um you you hadn't participated in the previous meetings, hadn't watched the previous meetings. >> So I had I had watched the NBC meetings so I'm surprised to hear >> no no our meetings. >> Oh yes. >> So um and

169not able to answer the questions that were proposed and >> yeah so a few things about the NBC meeting. Um it is the first year that we're doing sort of full calendar year meetings for the NBC. This is not typical. Um this is a new schedule that was proposed. So they wanted to see expense reports. Okay, that's fine. But like I don't create them. I don't know what is in the expense report. I can't explain why this budget line is different than this budget line in the expense report. Right? So during a typical NBC session, we have Jess there, we have Amber there, we have Crystal Wy there. Um, so yeah, I'm sure I did seem unprepared because I have zero idea what they're going to ask. We hand them a report that I have

170no input into and then they ask me a hundred questions about it and I have no idea what how did we create the excense report. Um, >> yeah, I think a lot of it was just um, and again, I'm not faulting you for not being here at the meetings or not having to watch those meetings. That's not it. It's just the communication. I I think somebody on the board is the alternate for that, right? >> So, yeah, Ellen and I had discussed >> some communication about maybe Ellen fills in or >> and was going to fill in for that meeting and then asked if I could go. it it is my responsibility to go and Ellen had graciously filled in for me several times um and then had a conflict that day and so I

171was like sure I will fulfill my original obligation which is to go to the NBC meetings. That being said if >> um as I said when we were picking committee assignments if someone wants to take the NBC they are more than welcome to. I mean it's it's an extreme amount of work. It's a extreme amount of >> stuff that you have to be prepared to answer. But yeah, I want to I'll jump on what Kendra said too because when I covered for her, I had the report and it's true. I mean, we didn't even have meetings in July to go over the report. So, I had no background from Patty or anything about this. There were a couple things I had questions of and I emailed real quick and got some answers, but you you

172don't know exactly which line they're going to pick on and so you're sort of guessing. Well, this one looks like a lot of money in it, so maybe they're going to ask about that. Or this is way a lot have been spent here, you know, but but you're just you're just out of the blue because we don't have that meeting, >> right? And there's not anyone there, >> right? And this is very new because this was just the new chair wanted to try this out this summer about meeting every month and it I'm realizing it's difficult because we don't really have the board meetings to have the discussions that they might want to know about. Well, and and I think it was interesting conversation, but a lot of it was outside of the scope of

173what the NBC covers. So, preparing for a discussion that is not even staying within the bounds of the NBC is very complicated. So, I mean, they were asking about decisions that were made that the NBC has no say over. So, they were like, "Where are we paying for the modulars from?" And I'm like, "I know it was discussed at a meeting. don't know which line it was discussed, but this is not an NBC question. So, I was not really prepared to answer that because it's not it's not part of the NBC process, if that makes sense. >> Yeah. I just I think a lot of what they were looking for answers for is somebody that was had participated in the meeting probably would have known the answers to most of those question. >> Sure. And

174I I would say I think if you asked I'm surprised to hear this criticism. I didn't hear any criticism about that at the NBC meeting or afterward. No one approached me about it. Um, and I think if you ask most NBC members, I am always very prepared and have answered every single question the NBC has ever asked me and have given them lots of information and spend a lot of time explaining and, you know, inviting them to meetings where they can ask any questions during the budget process. Um, but again, if someone would like to take over the NBC, I'd be more than happy to give it up. It is it's an extreme amount of time and effort in in budget season. But I will warn that so like in the month of October, there

175are NBC meetings every Tuesday, we have our board meetings on Wednesdays and then there is a full SAU meeting two o two Wednesdays in October. So it's four weeks of two meetings in a a week. So if someone wants to take it, that's fine. But it is a it is a big commitment. >> Yeah. I I would just think like I don't think that just because you guys are the committee members for that specific committee that if she had a a conflict and you felt unprepared for the meeting then like you could ask somebody else, you know. >> Yeah. I don't think I felt unprepared. I I mean inherently you feel unprepared because you just have you're just walking into a meeting where people could ask you anything about the school. >> Yeah. But we

176I mean there were two meetings that you didn't attend or watch. And >> I did watch I I watched the first. I had been making my way through the second. They were very long meetings. Um >> and it still wasn't clear to me always what decisions were made during those meetings, nor were they particularly relevant to the NBC. So, I didn't feel unprepared for that meeting, but you'll always be unprepared because people ask you about any any single amount of money that comes up at the school and I don't have the answers for that. And typically there were a lot there are new NBC members um who haven't been through the process before but typically you know we send them the report in advance if they have questions especially when we don't have Jess and

177Amber there they email me with their questions they say in advance of the meeting can I understand this and then we say of course here is all the information and we gather all the information for them. Um, and I said this at the meeting that like I don't necessarily I don't disagree with having the meeting, but it's not that useful because we don't have our administrators there. And quite frankly, I would not ask them to come for a year- round meeting because it's not typical for NBC. Um, it's typically during budget season. So, they we can continue to have NBC meetings. I don't think they're going to get the answers that they want unless they email us in advance. Well, that's good feedback. Yeah, >> hopefully. >> Yeah, we can share that. >> Yeah, >>

178I said that during the meeting, so I don't know. The chair of the NBC has not been at either of the summer meetings, so I don't know if he watched I assume he watched them um and got that feedback, but um it's hard to prepare in advance of a meeting where you just have no idea what issues will come up in the course of the meeting. >> Yeah. Yeah. I just the last thing I'm going to say about it is just that I think as the chair of our board, I think be representing us as we instead of they and not casting shade on specific members, you know. >> Yeah. I mean, I don't >> the guy that said that he was going to come in and save us $700,000. I never said that. So,

179I don't know who you else you would be referring to. >> I don't know. I don't specifically know what you're talking about, but I think Oh, I do know what you're talking about. Um, that was not an actual scenario, but people always run on saying, "We're going to save this much money and then it it bites us in the butt 15 years later when they save $700,000 one year, but at the cost of what?" It was just an example. There was it was not specific to to anyone on the board, but um I think I only referenced they when we were talking about the modulars because I wasn't there to vote on the modular. So I don't you know I couldn't justify necessarily what we what we did or what we what budget line it

180came out of. Um >> surplus. >> Yes. >> Um yeah, I think I you know I don't I have not heard any of this feedback. So if there are NBC members who are concerned, I would require I'm not required, I would request that they reach out to me directly so that we can have this conversation um and they can provide feedback to me um either at the meeting or after the meeting or by phone call or whatever because otherwise I'm just answering to who knows. >> Yeah. And the I know I said that was the last thing. There was there was just two things that were misrepresented about um the stipen for >> Yes. I I read the um the CBAs afterward and there is a stipen for health insurance, >> right? So, and then

181um >> but again, >> people are welcome to bring up health insurance during the NBC meeting. Do I have every single answer about what we cover for health insurance? No. I mean, >> I know it's a lot >> based on it's based on my memory. My memory was no and I think I said no. Well, I don't know, >> which is true. >> And the other thing was about the um the tuition reimbursement for teachers uh the course tuition reimbursement because there there is a cap on that and can easily be budgeted for because there is a cap on it. >> Well, the cap I think is $31,000 per teacher. So >> for the whole budget because there are some years teachers >> don't get it that want it because it's kind of first come

182first serve and I mean and I don't know if it's with work I know with workshops it was that way too because sometimes there's not a workshop till the end of the year that you think you want to go to >> and then you find out the money's already been spent and so you >> work 800 are completely separate right so there is a >> but there's a when it's gone you go paying for it yourself if you really want to go >> right >> I'm you know my point in a lot of that saying we can't budget for it is we don't know the exact cost so people are looking at this and saying why did we go over budget here why are we under budget here and the answer is we don't know

183what people are going to enroll for we can budget for $31,000 a year we can budget for every teacher making $800 of um conferences, but we don't always because we, you know, if historically we haven't been spending that much money, we might not budget for that. We might budget for $500 per person. >> And last year we were really tight, tight, tight, like people weren't doing the kinds of things they normally would because we had some huge expenses that came up in the beginning of the year. So >> looking budget, too. >> This I've not heard this from the NBC. So if people are concerned about it, um if they think I have misrepresented someone, I would request that they email me because >> that's a pretty nuanced question to ask you. >> I have

184the history and I know I could have answered that very easily. >> So typically at an NBC meeting, I would say Kristen, what do we do here? And then Kristen creates that part of the budget and would be able to answer. So, I can answer to the best of my knowledge or to the best of my memory having created the budget last October, but am I going to have every single answer? No. No, it's so I don't >> I wouldn't expect you to have every single answer. Of course, I just I just said that out loud so that to correct that >> Sure. >> information that was presented incorrectly. >> Yeah. And I mean, again, they're welcome to ask any question they want. Is is the historical spend on tuition like the best use of

185our time in a summer meeting? I'm not sure. To me, it's a better discussion when we're talking about the actual budget. Um, but that's not my just my opinion. So, >> can I answer for the record? Do you want me to answer this? So, >> we're we're actually gonna talk about that on this uh >> addition toformational items. >> Okay. Okay. >> Perfect. Thanks, Jess. >> But again, if someone wants to step up for NBC, >> it's it's an incredibly fun position. Uh >> move on. Moving on. >> Uh PTO update. >> Hello. >> Hi. Um, I know you mentioned that the barbecue is going to be underformational. >> We are welcome to talk about it now. >> Yeah. Would you like to do that? >> I would love to. >> Thank you. >> Um,

186so it is the 25th >> and I think Canon, you might be the only new one in just right. So I don't >> Yeah, because Missy was here last year for it. Yeah. Um, so every year we do back to school barbecue on the Monday before. >> So it's really a blast. And this year I'm going to convince you all that you want name tags. >> Name tags. >> Um, so I guess I just wanted to um talk about the details. We've kind of been planning a little bit at our PTO meeting and I know Krist's been working with Gail in the kitchen to order all the materials, the burgers and hot dogs and stuff. PTO usually provides the cookies and the watermelon and the people to help set up and serve. Um, but then

187we usually ask you all to bring all of your coolers and ice for the drinks and to keep all the stuff cold while we're cooking it >> and grilling utensils. >> Yes. And your grilling utensils. And we probably have to find two more >> Propane tanks because we usually only have two here and they the girls each take two. So we need four for >> because we did move inside last year but >> because of rain. >> We're praying for no rain. >> You can't really have a barbecue inside. That's just not right. So as much as it stinks to haul all of the stuff out of the cafeteria out front, >> I don't know. It's a barbecue. I think it should be outside. What time? >> So, officially it's 4 to 6 is when

188they do the open house, but last year we tried to have at least a first round of food at 3:30 for the teachers so they could eat then get back to their classrooms before any parents were allowed in the building. So, we usually get here by two to start setting up and bringing everything out because there's there's a lot of things to haul. A lot of boxes of burgers and buns and tables and things like that. And then it's over officially at 6, the open house portion, but the advertisement for the barbecue usually says until 7 because some people like to linger and chat. >> I think I just I think I got it. I was just looking for it before because I got something in the mail. teachers have put it in their back

189to school in England. But I I've been waiting until the board has knows before moving before sending this. So I have bus routes to send out and I have barbecue information to send that's going out first thing tomorrow morning. I bet you think of it because >> I do have it. >> Yeah. >> Back to school barbecue. >> Great day. I mean so many people come out for the barbecue and the open house. It's really really amazing. So it's a really good day and it's >> it's great to see all of the people. I mean, Patty was always the bun lady. She was the bun lady. >> You get to do the buns. >> Got to see almost every single person that came to the open house because she was in that spot and it

190was so great. The rest of the board sometimes hides behind. >> I was going to say I've been I've been on girl duty. >> I can put burgers. >> I I will be wherever you put me. >> All right. Missy and I served cookies. We were the cookie. I probably will. >> Oh, yeah. >> And eye drops because the >> um cool. So, what you need from the board is coolers, >> ice, >> grill utensils, >> grilling utensils, >> and propane tank. >> Two propane tanks. And >> the ones in my shed didn't get used last year, so I didn't make it into the shed, so I was running behind. But they're probably full. >> Yeah, I can check them. And the other two don't matter because we don't go through that much pro if

191I remember. And the other two just have to like complete the circle whatever right >> if that makes sense. I'm saying what I think >> I can bring one. >> Okay. >> Yeah. Most important is you welcome. >> I think I have a spare one too. So I'll bring one. Okay. >> I mean Mr. Mike sells them. I'm pretty sure >> we have spares. No. Yeah. >> We have like three sitting at home. Perfect. >> You know, I have those two honking coolers. So, >> yes, >> I have a big cooler, too. >> I have a big one. >> Okay. >> I got a cool donation this year. You heard of Element? L M N >> the drinks. >> Yes. >> Yeah. >> They're donating the powder packets to add to our water. So, I'm

192going to have that to go with the water. >> All right. Yeah. They're like electrolyte. >> And I got um Fruitables, Fruit Crunchables or something like this from PTO today. It's like the dried apple chips. Yeah. >> So, we'll have some cool extra stuff. Okay. >> And and I think Bonnie is working. >> Yeah, exactly. >> Boy Scouts have already reached out saying they'd like to come and set up a tent. And I know Bonnie does a couple of different things. >> And usually DPR will come >> to talk about the after school program. >> Yeah. >> I think Dale comes too, don't they? >> I think they did come last year. It was Yeah, >> Amy was in the lobby. >> It's a really great day to see so many amilies because middle school

193I don't think middle school comes >> really >> not as much but there are some there [Music] >> they were the ones that wanted two cookies >> one come back later >> awesome >> anything else >> cool ready to start >> we yeah >> thank you >> sooner than we even know. >> Thank you. Thank you. Um, exec board. >> Um, at our last because it's public now. Um, at our last exec board, we decided to keep um, Patty on like as a consultant. And because we're just as brand new and our other superintendent still is relatively new, um it's for $10,000 and so if Jess needs things, she can contact Patty and figured it's cheaper than using the attorneys because if you have a question and you call the attorney, their hourly fee is

194much higher. So this way it gives um Jess a resource um to reach out to and get questions answered quickly. You know, you know, it's because Patty's been through >> most situations as well. >> Yeah. So it's being a consultant. >> Where does that money come from? >> Uh between all five districts. >> Oh, the SA budget. >> So the 10,000 is between >> it's spread out overall. >> Yep. Yeah, it's minimal cost. >> So, and that was the only thing we did at that last meeting. >> Okie dokie. >> Thank you. >> Uh, principal's report. Yeah. Um, I did my enrollment sheet for you that I do every um August. I I have my principal report, too, but I'll be speaking to this. >> Yep. Give the quick over. >> I know. So many

195things to step over. What's that? >> To give the quick overview. >> You forgot Nancy. >> Oh, you forgot Nancy. >> That's I'll share. >> No, no, no. I have I have plenty. >> Chop liver. >> I come. >> Yep. Thank you. >> Yeah. >> All right. Um, so it's a fairly short um principles report. I'll have a longer one as we um get closer to the start of the school year. Uh we've had a lot of summer curriculum work um being done during the school year. Oh, I'll do the enrollment sheet first since you're all looking at it. How about that? Um so um this is something that we've created. This is what goes in the budget binder every year. Um I update it throughout the course of the year, especially for October 1.

196Um we have um for our our preschool enrollment uh we have 15 three-year-old in the three-year-old's classroom and we'll have 19. That will change as the year starts and students u we find out about students. Um oftentimes after child find we get um some new students. So um in our in our kindergarten group as you can see um we're up to 48. Um the green right there only signifies that it's more for administration um because the some of the students haven't been completed the alma um information in students so they're not showing up necessarily in Alma yet but um I have I have Candy and I work together I have lists of new students that have moved in um so I make sure that I place them in um in different classrooms. So >> you

197have more so you have more than 48. You just don't have them in here yet? know those that that's we're at 48 right now. >> So, okay. So, did you lose DS? Because I think we were up to 18 each kindergarten class. If we had three, this is if this was in three, it'd be 16 each. >> I don't think we were up to 18. 18. The last year's class was um kept climbing, but this year's >> Yeah, last year's classes were 18 each. >> Okay. I just thought we had the discussion we went to go to four that we said it was looked like it's going to be 18 each class and that's why we said go to four. >> We don't know our numbers. So, >> no, I I think we were saying

198that we'd like to keep our class sizes small, but last year we decided to go to three kindergartens. Um, and we ended up with a lot of kids that registered and we ended up with large kindergarten classes. Um, and so going into this school year, we felt it was important to keep our kindergarten small. That's that's been our argument that our our not argument, but our side, >> knowing what kids are the kids' needs are. And we still might get some registrations coming in. And last year, I think we were we were sitting in the same place. Um, and then we ended up getting reg ended up like the first week of school, we ended up with four or five extra students that we had not anticipated. Um, and that that was that worried us

199going into this school year knowing how big the classes were last year. Um, so our first grades, that's the um our big group that just um came out of kindergarten. And then um I mean all the way down. I don't know. Do you have any what questions you might have? There's an an eighth grade a new eighth grader. >> Can you speak to I know you and I talked earlier about how many kids have moved in over the summer. >> Yep. So I have um we've had four students transfer out. Uh, one student um, two students um, moved to different three students moved to different communities and we had it was a preschooler, another preschooler. We've had 10 students move in over the course of the summer. We have a first grader, three second graders,

200um, a third grader, a fourth grader, a fifth grader, an eighth grader, and two kindergarteners. Thank you. Yeah, that information is also on here on the bottom there. K to five new enrollments and six to eight enrollments. And I broke that out into kindergarten and then first through fifth >> and then K to8 withdrawn is four students. >> And that's in these numbers. >> Yeah, that's fun. >> Yeah, it's not somewhere, right? Okay. Um I always try to um tell people where where kids are moving from. We've had the four students that are moving out are moving out because they're moving, not because they're going to a private school. >> Yeah. >> Okay. Great. >> Ready for your report? >> I am. Um so sever we've had several teachers in over the course of the

201summer. Um this is the curriculum stipen line that I uh that we use um to pay for summer uh work. Uh teachers uh every grade level usually comes in at least once if not twice during the summer to work on either math or ELA. In addition to that, we have had um some social studies uh work being done at the middle school. So, our Andrea Clinch, our reading specialist for K to for fourth through um 8th and Amanda Prisbolski and Julian Bourgeoa who work K to3 have worked with um teams on ELA work simplify writing. Sam Wilson who will be our new math specialist has worked with her K to3 on as we prepare for year two of Eureka squared. Um, Lindseay Maxfield, Matt McCabe, and Amy Parkinson from the SAU have they're the ones

202that have been in to do work with our sixth grade team, seventh grade team, and eighth grade team on social studies. And in the next few weeks, we were fortunate to get some title 2 grant money to um support some work being done at the middle school level. So, uh, we'll have we'll be talking about things about advisory and probation and update those some of those procedures. Um and then um next week is our new faculty orientation, a new hires week day will be at the Pemrook Academy. So everybody in the in the SAU that has been hired uh to start the school year. um will go for a day at Penrook Academy and Amy Parkinson heads that work and they learn about all the systems in the SAU like one call now and almond

203and frontline and um all those things and then they will spend the next day here at DCS and we'll do a a new hire day here for a couple of hours. Um we just talk about things that are DCS um important to DCS. We give them a tour of the building and show them where all the bathrooms are and where all the refrigerators and microwaves are because where all the copers are. U make sure they have all the things that they need, their laptops and their key fobs and all of that. So, um our staff will return on Monday the 25th. Uh all certified staff come back on Monday the 25th. That's typically a day for teachers to work in their classrooms. Um and then on Tuesday the 26th, all staff will return, including our

204par educators. So, we usually start the day with um a an all staff meeting and talk about things that happen over the summer and then setting some things up for the school year. Mr. Griev always grills the leftover burgers and dogs for the staff to have um uh the ne for lunch that day. Um and just to confirm, the back to school barbecue uh and open house will be that Monday the 25th. Uh so that's the first day teachers return. Um the barbecue will go 4 to 7, the open house will go 4 to 6. And we do still have one para educator position available. Um we've been able to fill um the openings that we had. And the position that is available is a classroom aid position. So it's not special education um specific.

205It is um working in it'll be working in a secondary classroom um to support the students and the teachers there. Great. Thank you. Um, CRB, you guys have not >> doesn't start until October. >> Okay. We already did facilities reports. We'll move on to policy. Um, I did send out an email. Hopefully, everyone saw it, that there are two policies that we need to act on tonight because they are newly signed laws by the governor and they need to be in place before the school year starts. So, the AB, New Hampshire Parental Bill of Rights, and JICJ, unauthorized communication devices, um, need to be reviewed and approved before the school year starts. Um, was everyone able to review them? And is there any discussion that people would like to have? So, these are the versions

206that are provided by the New Hampshire School Board Association. And so it's their recommended policy based on the laws that have been enacted. >> Um I I had a question on the first page A13. I just didn't really quite understand it. So >> princ. Yeah. On that one first one it says request that a minor child be enrolled in a public school other than the public school assigned to them by their residents to avoid a manifest educational hardship. Is that just like what we just went through with a >> Yeah. So that is a parent request that would ask for a change in school assignment. >> Okay. So it's what we went through and then it's spelled out. >> So all of these all of these items in the parental bill of rights are not

207aren't anything new that are standalone rights. They all are buried into other. Yeah. They just consolidated them into a list. >> I just wanted to make sure it wasn't something that was more permissive. Okay. >> All right. Um >> do you have So the way that that's written though is that I I saw the same thing when I read it. >> So does that mean that they don't have to >> go through that process? >> No, they do. What it's saying is that a parent has a right to request that from the >> just to request it. >> Yeah. There's a best interest of the child, >> right, >> pathway that you can go to before you get to manifest. >> And that's what it's referencing. That's all. >> Okay. So, and I on nine

208to opt out of the health or sex education and all that. I mean, how how is that communicated to families like to be able to opt out? >> The handbook was a letter was sent home. >> Okay. >> And you already have a policy regarding that and this is referencing a state law. Like these are all just a this is just a redundant list of things that already exist in state law or in school policy. >> Okay. >> Yeah. I was looking at the seclusion and restraint and I saw yeah we already have a policy on that. So >> and there state law and like it's really just a consolidated list >> of laws that already exist. >> So is that true of like of 15 to access and review all educational records? >> Yeah,

209absolutely. >> All right. But like so we do so many assessments. Is it like all of those kind of >> any parent has a right to request any recording their child? >> So, okay. >> At any time, >> right? I I didn't see anything in here that >> Yeah. I mean, I figured it seemed like it was all stuff we already >> did, you know, it wasn't nothing new jumped out at me. >> Okay. So, is there any more discussion or can I I'll move that we >> So, yeah, we can wave the the three hearings. >> Yeah, because this is something done right away. Yeah. Okay. >> We don't like to of course, but >> you know, in a situation like this where there is a new law, we don't there's nothing we could

210really >> and nothing jumped out at me. I was just that one I was concerned about. I just want to make sure that wasn't >> like we couldn't say for unauthorized communication devices actually our kids can have cell phones all day like that that's against the law you know. Okay. >> So let's go with this one. >> I move to approve the AB uh New Hampshire parental bill of rights policy that we got from the New Hampshire School Board Association. >> Second. All in favor? I >> I am both of these policies. >> Next one's going to be fun. >> Um, should we do J I CJ? >> Yeah, let's do it. >> Yeah. >> All right. >> I mean, I personally agree with it and I know it's law, >> right? But really, how

211is the school planning on enforcing it when mom or dad say my child because I'm sorry, it's already been out there on Facebook. People don't care that it's a law that my child will have their cell phone with them at all times. >> But I think it's a state law and if the child is found to have using the device like they're not supposed to, then you confiscate it. I mean, they'll just keep getting confiscated. >> We currently do that. >> I was going to say that's our current policy. So, it's not >> really different than our current policy. Um, >> in all honesty, high schools are going to be the most effective because most of your K through eights already have policies that exist and they there's already discipline and sanctioned things that >>

212are I'm Apple Watches part of it because >> if it does anything my Fitbit gives me text >> because I've had kids that came up and said, "Mom's picking me up and I'm like I haven't gotten notice of that." Well, she just texted me on my smartphone and Yeah. >> So, they can't wear their smart >> There's a school office for that. >> Yeah. No, but I'm just >> It's just so So, they're not going to be allowed to wear their Apple Watches. >> I think they can wear them, but if they're found using it in that manner, yeah, >> good luck. >> Right. Like you could have a cell phone in your backpack in your locker, but you cannot use it during bell to bell is the law. So you can use it before

213school, on the bus. >> Yep. >> Home from school, whatever. But while they're school is in session, they cannot use it. >> I mean, I agree with it. I'm glad that it has gone through personally. >> Yeah. >> But >> there's no need for them to have self, >> right? I agree, but it's just I'm glad it's not >> right. How how we strictly enforce it. Mhm. >> I don't know that the law gave us much more teeth than we already have at our >> No. And there isn't anything you can do like subsequent offenses. There's nothing more you can do. You contact the parent, right? I mean, you just keep taking it away, give it back to the parent. I mean, you can't really do anything more, right? Make the parent come after school

214for detention. the child expectations, >> right? And if that doesn't work, the child >> the harder part will be the smartwatches. >> Think about that. >> Yeah, >> but they're not used quite in the same way. >> No, they can't. >> They're more to receive something. You can't send a text from >> Some of them can. >> Yeah, you can. Yeah. >> Oh, see I'm behind the time zone. >> I don't still receive. Some of them have their own data plan. So I don't even have to have a phone. >> Correct. >> I I don't need my phone to use my phone. >> It's a separate device. They pay monthly for >> that's I and there are a lot of kids that Yes. Only they don't have a cell phone. That's all >> right. >>

215They can even call from it. >> Can call, take pictures, anything. >> I'll make a motion to approve it as written. >> All right. Have a second. >> I >> um speaking of the handbook, do you have a lot do you think you'll have a lot of changes to the handbook or should you know you'll have to include these new >> Yeah, we'll include these. Uh there's also I I had um a copy. We had some one of the behavior or a tiered system of support. I think there was a policy we had done the end of last school year and I think there was some information in there that we should include in the handbook. So updating >> and we're going to be modifying our probation procedure as well. So that's going to be

216in there too. >> Okay. Well, for the most part, >> unless um unless there's other things like the volunteer, we talked a lot about that last at the end of last year or last summer is updating the volunteer um >> fingerprinted. >> Yeah. Yeah. I don't we don't have >> to update the policy. >> Yeah. The policy hasn't been updated. So, >> Oh, it has. >> That piece is Yeah, >> you should update that. >> You can add it to the to the policy. >> What's it called? Do you know what it's called? Just >> volunteer. If you just email me, I'll I'll find it. >> Okay. All right. Thanks. Just >> um the PTO was heavily involved with volunteers at one point. They're not >> taking that on. So, I just don't want people

217to think that volunteers aren't allowed in the building because they are that >> they are certainly welcome to come and I teachers are welcome to invite people in to help out in the classrooms, >> right? >> But if they can be alone children, that would be great. So what you were saying if they go on a field trip that's the thing we were talking about field trip they needed to be fingerprinted. Yeah >> overnight field trips they do but regular field trips they do not there's no policy in place that says they have to go. >> I thought we had said that we should do that. >> Yeah. So we can when you bring that we can discuss that. All right. Yeah. Get into that. >> We'll look at what they have and then look

218at it. All right. >> You guys moving these forward to second readings? >> Yeah. And the other two I think we can move forward to second if people have >> comments. Um, per usual, you can email. >> I just have one question. Um, on the the school one, uh, for the BEDG, which is meeting minutes, the we had the New Hampshire schoolboard one, >> but then on the one that we had, there was stuff that was highlighted in yellow. Was that stuff to reflect the changes on the New Hampshire school board? Because it just wasn't sure why they were highlighted in yellow. I think that's >> the highlights in yellow are just that comes from the sample policy from the schoolboard association and Lexi probably just missed it when she >> transcribed it over. >>

219Okay. >> There the highlighting and yellow are areas that you can edit >> and add your own language in for this. >> Okay. All right. I'll look at that. All right. >> Okay. >> All right. So move those both to second. Okay. >> Okay. Umformational items. uh monthly expenditure report. >> Oh yes. >> So you have several reports in your drive. So there's one um June's expenditure report because there's there was a request for monthly expenditure reports because the NBC Yeah. >> And so the there's a June monthly expenditure report from last fiscal year. There's a July monthly expenditure report for July of the new fiscal year. And then there's also an expenditure report from the accumulation of last school year FY 2425. Um but that is not the books are not closed yet. We

220are still cons reconciling books because there are there's always invoices that come in late from like out of digital placements or special ed vendors. So there's always things that come in late. There's things um there's revenue that still comes in during summer months. So that's still being reconciled. So your books are not fully closed yet. that will be coming in the very near future. Um, >> there was a question at NBC of whether that would be finalized before the next NBC meeting, which is the 26th. >> That's the goal. I I wouldn't promise that, but that is the goal to have that the FY 2425 um fiscal year closed by that point and fully reconciled. So, in the last year's fiscal report, overall, Deerfield's ending in really good shape. Um there were some there's a

221surplus for sure and the big drivers of that are transportation. There was a bus that was unused in the budget. Um there were several teacher positions that were unfilled due to leaves, due to a variety of other reasons. Um so there was a regular ed teacher and then there was also special ed salaries that were we basically saved salary on because we didn't have an employee. But for special ed, like we had to contract out for a service provider to come provide that service that we didn't have a teacher because of a leave. Um so there was also savings in large savings in um health insurance coverage. So we have a savings of around $300,000 for health insurance. So that had mostly to do with plan changes and rate changes from the health insurance company.

222So it was a benefit to us how that worked out. Um we had some un unanticipated revenue come in from special education aid from the state. There was more than we had planned and Medicaid to schools programming. So that was again a positive. Um overall if things end exactly how they are now we would anticipate around a $500,000 surplus after funding the warrant articles. >> Oh that's a warrant. >> Yeah. And part of that is because we continue to end in a default budget. >> And so the district had made recommendations to reduce the budget last year. So we wouldn't have had such a large surplus, but that reduced budget didn't pass. And so you go back to a default, which was actually larger >> than what the proposed district budget was, right? And so

223we would have been more to align and not had such a large surplus had our budget actually passed, which was lower than the default budget, >> right? Because we took out a bus. >> Correct. You took out things that you knew you weren't going to need this last school year or this school year. So it it would have worked out a little bit lower. So you don't like to have those huge surpluses, but the school did plan to have less of a surplus, but it just didn't work out that way. So it is it is important we develop those budget >> is that because when you have a default budget there are things then that we wanted to spend but we couldn't because they're in the default or like I mean they're in that budget

224but we're not spending >> you also can't change lines >> right >> so like if we had four teachers budgeted >> right >> you still have to have four teachers budgeted even though you may have only needed two and that's the case >> we didn't have a kindergarten teacher we only had three kindergartens last year >> y >> versus four that we had that were in the default. Right. >> An example would be the intern stipens. We had $7,800. >> We don't we didn't have >> didn't have any interns. >> We could have used that, right? We could have we tried to get that money out. It ends up back in there, right? So, we have $7,800 there and we can't use it because we can't move it around. Okay. Got it. >> Um, right.

225because you can't create a new line that maybe you would like to have a new position and you could get rid of two positions and have that one position but you can't do that because you can't create a new line in the budget to have what you are requesting for. So you know it ideally we're we're far behind your feel is far behind because you've been so many years in a default that you're what you are wanting or what the administration's wanting for the school is so out of line of what the budget allows you to do. I think this budget in particular, we tried to make the operating budget less so that we could realign, right, the money >> in a way that made more sense >> and hoping that it would pass. >>

226So, and hopefully we can do, you know, just again try really hard with messaging and um promoting that this year because it really would be nice to align your budget with best practice and and try to consolidate and be more efficient. So, hopefully we get there this year, but we'll see. But I just wanted to give you that rationale. That's why in this case part of the reason why we have such a large surplus is because we ended in a default and some of those items we knew we weren't going to need. >> So that surplus just gets returned to the taxpayers. Correct. >> Yeah. That gets returned to the town and it's used to offset taxes. >> Yeah. >> Which is good. So >> well the only problem is I mean I can see

227people saying well you got by the year you didn't need it so why do you have it in the budget >> right but we didn't need it we didn't right >> we already now need two of those big things right it's like >> the bus and the teacher >> right >> now those are being used so >> okay so we'll see you know we'll see where it shakes out the season um that'll be coming up really quick we're going to be hitting budget season in a couple weeks Oh, cool. Um, be starting real soon. >> The other thing to think about with salaries is that we might have lost somebody who was high up on the pay scale and hired somebody who was brand new on so that will balance itself out too and there

228there might even be a surplus again in that area. >> Yeah. And I mean I was explaining this at the NBC regarding health insurance because there was a lot of questions about why there was such a big surplus >> and you know we're budgeting 15 months in advance. So, we're basing it on the current roster. So, someone who has a family plan may leave and then we have a single person come in and the costs are not going to be as >> and you might have someone who doesn't need it. >> Spouse might take a different job and they have better benefits so they go on that plan. Right. Right. You just don't know. >> So, a lot of it is guessing based on what who we currently have which may look very different than

229who we end up having for staff. One question I if it's in parentheses it means we over spent it right. >> Yes. >> Correct. So on page three the contracted >> budget >> I'm sorry the >> expenditure budget balance >> fiscal year remember there was three three fiscal year reports I gave you >> 7121 fiscal year 2425 >> I >> so at the top if you give me the from date to the to date it'll tell me what report you're looking at >> to date 630 so from 61 Okay. >> 25. Sorry, I didn't >> I was just Oh, I see now how it starts page one again. So, all right. Sorry about that. But, um, >> I'm on the right one now. >> I just cuz on contracted services >> for special ed. >>

230Well, it just it's the >> Yeah, I'm guessing page three. >> Okay. >> Yeah, I still forget. I know I had training, but I still forget which is what. But it looks like I mean that's $600,000 that we >> Yep. >> over. >> So that is in reference to the positions that I said we had leaves for. >> Okay. >> We had a leave. So say we have a teacher out of maternity leave. Okay. Right. >> If we can't fill that position, we have to contract out and there were a couple of positions that we were in that situation with where we had to contract out for now. >> Contracting out is much more expensive. >> Yes. So yeah, >> and there was just there were some expenses that came up with special ed that

231we didn't plan for 15 months ago and we had to expend. So >> I'm curious what that that cost what those salaries were compared to what those services were. >> So we will go over all that during budget season. >> I hate to put it off but I don't have the salaries in front of me. >> Yeah. Yeah. No, I'm just I just that's that's huge. I mean, even if each one of them had made a h 100red grand, >> that's still a massive difference like $430,000, >> right? But that's only part of that. >> It was also there's a lot of individual student needs that fed into that as well. And I'll we will have a more detailed report of that during the actual budget time. When we go through that, we'll go over

232what was spent, why was that over, and then we'll go over what we're proposing moving forward. and we'll have why we're proposing what we're proposing. Um, and like if you I mean maybe this is not correct, but if you look at special placements tuition further down on page three, yeah, further down, we're over I mean we have a surplus left it looks like. Correct. So like Jess has explained to me before that generally when contracted services go up, special placements goes down, right? It's sort of like this. Yeah. >> So like we we're getting services one way or the one way or the other, but we don't always know from which direction >> it's going. Right. >> Okay. >> So because the more kids you have in your building, which is what you want, the

233more you're going to spend on contracted services, the more kids you have in out of district places, the more you're going to spend in that tuition line because they're not in your building. So either way, you're going to essentially spend that money. But what's in the best interest of that kid is are they with their peers, are they with their teachers, are they with their home school setting or is it that they're they need a specialized school. And so that's the decision those teams make. But you're, you know, like said, you're going to kind of see it in one line or the other. It's either going to be you're paying for it in your contracted services or you're paying for it out of your pollution line. >> So, but there um and I don't mean

234to just kind of put off why that's so I just don't have all the details with me. >> Oh, yeah. Oh, no. >> I can and I can bring more of that, but we will go over that in much more detail during We spend a lot of time talking about um special ed contracts and tuition. Yeah. >> Um because it's very confusing. >> It's always our goal to hire somebody for but uh according to the CBA, but you know, you spend all summer looking for a speech and language pathologist and you can't find one and you need one to start the school year. So then you have to go to a contracted service because it's it's needed. But it's always our goal to and this year we did find somebody. We we're sharing um a

235person with Epsom. How but it is a contracted service still. She's still contracted, but we were able to um find somebody and she's working full-time because she's working part for us and part for Epsom. So we we you know we're always trying >> to save money, right? >> Okay. Is there any other I can answer other questions with the budget if you have no I do not um Okay. Board training. Yeah. So, I just um I just wanted to offer it and see if you guys were interested because I know there um have been new members over the last couple years and I wasn't sure even if um Ellen and Nancy you had gone through a schoolboard training and if you wanted something like that for the board, I would contact the schoolboard association and

236they'll provide free training board members. So Alan and I when right after we were um joined the board Chris or Barrett Christina came >> I have not >> you have not I don't think has done you haven't >> I mean I've done things online but I haven't you know >> yeah but they'll come in and they'll do like an inerson training and it'll just be they can do it like before or after a board meeting and it's free I mean it's part of being a member is you get those free trainings so I figured I'd offer it just because >> I know there were probably several people who haven't gone through that. So, it might be good. But, um, that's up to you guys. If you want it, I'm happy to arrange it and, >>

237um, get them in to provide that. But, if you are like, "Oh, no thanks. I think we're all set." That's fine, too. It's up to you guys. >> I don't think it would hurt, you know? I mean, because >> even being on it a year, there's still stuff that's like, >> "Okay." >> And they sometimes have recommendations. So, you're like, "We're not sure how to tackle this problem." Mhm. >> And then they have they have a lot of experience so they can offer solutions. I don't think it ever hurts especially like I do all the online trainings and I try to ask questions in the chat or whatever but sometimes >> I ask a question they half answer and I have 14 follow-up questions. >> Um so having them in person where you can be

238like >> is this what we should be doing? How are we doing this? >> What like how do we accomplish this process? I think it's helpful. >> I have no problem going to one. >> Okay. Would you guys want it like attached to a board meeting or do you want to do like a special like a different night? >> How long would it usually less than an hour? Yeah. >> Oh yeah. >> 45 minutes to an hour. >> It would be good for me if it was on the same day. >> Yeah, I think that makes sense. We can also I think what we've done in the past is because people work and can't get here earlier than 5, we would start that at 5:30 and then start the regular board meeting at 6:15 or

2396:30 or whatever. >> I'll I'll reach out to them and I'll see what they've got available and what they can make work for that time slot. I'll give I'll send them your meeting schedule and see what they can make work. >> Cool. >> Okay. Cool. >> Can I just I just have one question underformational. Okay. I didn't get a chance to send it to you, but because I talked to someone recently. The time capsule, >> I understand. Is the time capsule supposed to be opened in 2025? >> You guys, are you you planning that? >> Okay. All right. >> I had a question from somebody who was here back, you know, her kid who put >> put it in. So, >> TBD. >> Yes. Um, okay. We don't have to do the back to school

240barbecue anymore. Um but PD review, professional development review. >> Yeah. So kind of going back to the conversation that came up earlier regarding NBC, one of the questions uh that came up was around teacher PD and workshops and course money, things like that. So um one of the NBC members had reached out through email requesting um this information that's in front of you. And I'm so sorry it's so small, but it was the the best way I could get this spreadsheet to print out. So the request was made for a list of every staff member that had used PD money or workshop money from the 2324 school year and the 2425 school year, certified staff and non-certified staff. However, I don't want to share documents with the public and the NBC that you guys have

241not seen first as a board um because you need to know that what's being shared out and uh the potential questions that might come from that. So, this is a running list of all of the employees, the workshop names, the amount that they were approved for, the remaining amount in the budget, and our curriculum and instruction uh coordinator is the one who manages all of this. When teachers put in professional development requests, it has to get approved by their supervisor, by Amy. Um, and then she keeps track of how much money um is in the budget, how much money they are allowed to have, and any special notes off to the side. So, if it had to get union approval, there'll be a note that says required union approval. Um, or if there had to

242be special permission because maybe the teacher wanted extra money, um, but they had already spent their allotted amount. So, the extra permissions will be noted in there. Um so you can see the running list. Uh the first two pages are the 23 24 school year and then the last two pages are the 2425 school year just is title two grant money in there because we a lot of a lot I like I took a workshop this summer that was funded through title two grant money. Is that in >> grant grants are se logged separately because that has to be managed through the grant management system. This is professional development money out of the budget. Okay. Which is what the NBC question was directed at. >> Okay. >> And um just so a lot of the

243some of the a lot of the DOE trainings are free. Y >> so and like letters is a a huge professional development in our school and um but it doesn't cost a us a dime to be able to take it. So right so this is not to be taken as an exhaustive list of correct correct these are only the ones that have monetary impact on the budget. Right. Do you want me to speak to the course line as well? >> If you'd like. Yeah, if you want to give that. Um uh when we when one of our leadership meetings, our Friday meetings, um we were running out of funds in the course line. We have some on the mast's program. are taking courses in some years we have several people had started M's programs um

244and when I was noticing in the budget that the line wasn't fully funded so it was like like 265 or something like that and in the CDA it specifically states that courses will be 31 funded to $31,000 so yes over that line because we had so many teachers who were working on programs that needed course line money. We ran out of money in that in that area. However, we did not run out of money in the workshop line which I think is budgeted for 195 or something like that. That also was underfunded in the budget. So, we had to increase that line as well. Um, CDA, right? And and that will that was fixed going into next school. So, this school year, those lines are are funded to the amount that they should be funded

245per the CBA. This the teachers have a um language in their contract that states that if we run out of course funding money and there's still money left in the workshop line as on June 1st, we can transfer some of that money to teachers who maybe have taken a course that did not get funded for. So I had two teachers in particular that had paid for a class and then at the end of on June 1st we had extra money so we tr we were able to transfer some of that money so we were able to pay them I think one class was like $2800 and the or 2600 and the other one was like 1,200 or 1400 something like that or was did she have two? I can't remember >> just one yeah >>

246so that so that is that that's the story behind that. Um, >> so the 31,000 >> Yes. >> should be 31,000 in the default. >> Yes, it is because it's part of the contract. >> It is. Yeah. >> And it wasn't. >> It wasn't. It wasn't definitely wasn't for the 2425 school year. It is for the 2526 school year. So, we ended up, if you look at that line, that line will be in parenthesis because you had we had to we had to we had to go over that line. >> So, that was an error on our accounting part. >> Um, >> probably we were using the old contract, >> right? Yeah, there was a another contract I think there was like year one it was a certain amount of money, year two was another

247amount of money, year three was another amount of money. So >> that would have answered some of the questions you got >> at the NBC which right >> I have no idea. Okay, sounds good. Um, and then when you send this to the MEC member, will you just copy me? >> Yep. Thank you. [Applause] Side message from Chris. >> Oh, he said, "I forgot to ask for an additional $3,000 for unforeseen issues for the light and stuff." just does it have like a backup in case something goes wrong. >> It's going to be on the excavation >> right in the end. Um boulder boulder removal. >> Considering what the parking lot look like if you want you guys could make a motion to allow up to $3,000 for emergency facilities. And that's the one that's

248coming out of trust fund. >> Yeah. >> sorry. This is >> is um I mean what would happen? I mean I know that that happened with the septic project, right? Is like so what I mean what if we say no to that and there's still that additional cost. So we could convene an emergency schoolboard meeting to approve something. Um we could have them half excavate and then not finish. But you know I think if we are agreeing to the project there's always unanticipated costs. So, the the real question is, do we want to allow 3,000 so that we don't have to convene an emergency school board meeting to approve, you know, $250 or, you know, $700 that is above the bid and it's because it's coming out of trust, >> right? >> It's kind of

249like the fire alarm system like that thing kept we kept having to get more and more and more and more money for that, >> right? >> Yeah. No, I don't think it better not be. It better not be like the fire alarm system. >> It'll be for something that we missed or didn't know about until we start. So, I think it this is kind of like a >> I want to have a buffer of about $3,000 in case we miss something or or something. >> But if it exceeds that 3,000 >> So, I just >> Okay. So, if it exceeds Yeah. So, let's say they start digging and we find um a historic site that we have to preserve somehow. >> An endangered turtle. >> We could decide at that point we don't we don't

250want to continue with the project or we can pay the extra amount to save the turtles >> and then we can move forward. The problem is that all the materials are going to be purchased. I guarantee that. >> Yeah. I I just That's why I said it's going to be the excavation because I guarantee it's going to be boulders and wedded and >> they're deer. >> Yeah. Dear field ever. >> It's up to you guys. >> Do you want him to revisit the excavation bid? Well, it just, you know, it was the lowest, you know, and I just >> that there's a lot of contractors that that's the way they win jobs is they go in low and then they say, "Hey, here's the change order if you want me to finish the job." >>

251You know, and >> so I hate I you know, I just think that >> the 30,000 just kind of arbitrary because it's >> right >> knowing what the problem is probably going to be. It's probably going to exceed that if it if it is that problem. But I don't know. I'm fine if you guys want to to allow the 3,000 and then >> yeah, it would be nice to know if it was that amount was from the contractor saying could be give or take 3,000. because they were below seven and then if they get the three then they're back up to where the others were >> because the the other two were local contractors that were at 10 and 12 and then the low bid was seven and there was another one. I I've never

252heard of those other two companies, but >> I I just wonder if the higher bids included >> include thinking there could be more. >> Usually they don't. >> Usually they they really don't. I mean, they may have included like, oh yeah, we might have to get some boulders out, but every excavator has a ledge clause, you know, >> that it wouldn't be included, but maybe they did anticipate boulders, you know. >> No, because I'm thinking even a higher bid. >> Yeah. >> Could it go over with them, too? >> Oh, yeah. >> Yeah. So, >> yeah. No. So, that's what I thought, but I just >> just kind of arbitrary like >> Yeah. I'm comfortable with the three and if it's going to be a bigger problem, I think that we should reconvene for it

253instead of >> blank checking it. >> Yeah. >> Um I'll make a motion to approve 30,000 as a contingency for the uh light pole project. >> Okay. All in favor? I I >> All right. It was approved. If it's bigger than that, we'll reconvene. Okay, we're done with PD review. Yeah. Okay, we are on to public comments. No public. Okay. Um, I will make a motion to go into non-public session pursuant to NHRSA 91-3 section 2 small letter B. Do we say add another one for the student? >> Yes. C. >> Uh K. >> No, no, it's C to Okay. See, B and C. >> I right at >> it'll be quick.