4-16-25 DCS School Board Meeting

001I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. Our first item is math department presentation. Mrs. Wizzy, do you want to introduce stats? Um, yes. Okay. Okay. So I don't have to know. Me too. Me too. More paper stairs. Stairs are afraid. Always afraid of uh Jamie Oddley is our K23 K123 math specialist. And Danielle Sans is our math specialist for grades four through eight. Uh this is Danielle's first year. This is Jamie's 10th year. She was a first grade teacher, a third grade teacher, and then stepped into the math specialist role three years ago. Fourth year, four years ago, so stepped into that role four years ago. Um Danielle and Jamie

002uh work with all of our staff K through eight on all things math. Uh they run PLC meetings, they do coaching, they plan with teachers, they work with kids. So um they are a wonderful um part of our staff and I will turn it over to them. They have done a wonderful presentation for you. Thank you. Sorry here. Sorry situation. So I'll just move as far side as I can. All right. Well, you already introduced us so we'll just skip that. So, our agenda for our presentation, um, we want to talk about just some updates, what we're doing right now at DCS, looking at data, a little bit about what's happening around DCS as far as our math curriculum and what's next, where we are going from here. Um, so just uh background, the curriculum

003was revised and approved in 2022. So um that is uh that was my first year here in this position I mean and so um that was done prior that was done with Jen Schaefer and then um the competencies we updated last year that was one of those things in reviewing our curriculum that we felt like needed updating and so um that was a two-yearong process with the math committee and um then bringing it to the CRB and then it was approved through CRB. And so last year it was revised and so this is our first year in using these updated um these updated competencies. So we are currently in the midyear cycle. So a lot of what we're doing right now is taking feedback and just getting samples from staff and looking at what's working

004and what has not been. Um you're going to see a little bit of that feedback coming up with our curriculum committee. We've been working on updating our scope and sequences to make sure that they are aligning fully with the curriculum materials that we're using along with our new competencies that we just updated. Um we are not using brisk login. Um, so the K through five math program um was Eureka and um I meant to put the date on there but I believe we started that in 2017. Um and then we most recently moved to Eureka Mass squared which is the latest iteration of Eureka. Um we piloted some last year in um a first grade, a second grade, a third grade. Everyone did a little bit honestly and we had a lot of conversations um

005with our math committee about the Eureka Masqu. So what we found with this um Eureka mass squared is that with rewriting our curriculum, it was aligning much better as well with our curriculum as far as like the guiding principles, our essential environment, our in essential actions and the essential understandings. Um some of those things we aligned to the mathematical practices and I brought a couple manuals because they just show how well that um they give that to teachers right so there's differentiation support there's um universal design for learning support there's promoting mathematical standards on the side so all of these things were essentially lining completely with our DCS curriculum um and there's a lot of there's a lot more discourse in it which is something that we really wanted in our math classrooms. Um yeah,

006no I don't think so. I mean unless anybody wanted to see the curriculum. I did print one copy as well but um so we recently got some feedback from staff. So if you click once Kristen Yeah. So, uh, we asked teachers that this was again K through five, but we also asked, um, any case managers that wanted to give some input and the first or one of the questions we asked was about the rigor. Um, and this one was a little more divided than the rest of it. Um, but nine out of the 15 said that they found it rigorous, right, a four or five. And, um, six found it kind of midway for the rigor. Um it's interesting in looking at that data a little more where it like kind of divides um with

007like the grade levels. So you know it's just a difference in that grade level and expectations I feel like too. Did you find that the uh the people that found it more rigorous were the older grades or the younger grades? The younger grades. It was kind of 50/50. It's just the younger grades. Um, we found Eureka very rigorous but almost to a flaw where it was not developmentally appropriate in a lot of ways. You know, Nancy knows. Um, so this we found was a great middle ground in as far as that goes and we'll we'll get a little more of that. It's probably better in some cases to have it the teachers feel a little more rigorous in the younger grades than to not be rigorous enough in the older and I feel like it

008gives a lot of opportunity for differentiation as far as support and extension. So that I've noticed within the book and those teacher notes, right? And again, we're just doing it this year, so it's brand new to everyone, right? So a couple people piloted a couple modules, but overall it's new. We've done a lot of um professional development on it. We've had um great minds come in for a little bit, but we started this process last year too as far as the professional development. So, I think we're getting to know it still, you know, a new program. Um and then developmental appropriateness. Um, again, we're finding that most people find it developmentally appropriate, and that's where we were really struggling in the younger grades with like Eureka assessments. We loved Eureka. Like overall, people liked it.

009It just was we were we were modifying a lot because and we didn't mind doing it. like it was not a problem per se, but it just we had to do a lot of work to make the assessments feel attainable to the students, to make uh problem sets in kindergarten um feel attainable. It just was too many words. There was a lot of things in that way that we were um making rubrics. And so the developmental appropriateness of this is just like it's picture cues, it's bigger font, it's larger space, it's color, like it's a lot more appealing to the kids and um a lot more attainable for them because they can do more independently. If we expect them to circle something, there's a cue saying circle, right? You know, there's these things that just

010made it more appropriate for the majority of the kids. I remember subbing in kindergarten and the math lesson that day was word problems and the kindergarteners couldn't read the word problems. So it was like, "Excuse me." Yeah. What are you doing? A lot of word problems now are are they're verbal, right? It's not on the paper. Yeah. It was like Yeah. Um so does Eureka Squared program sufficiently cover the DCS competencies overall? Yes. So um I think there's also a learning curve in that too as far as making sure like we understand the DCS competencies and how that connects. So because Eureka Squared has something called ads or achievement descriptors. So it takes some work to look at those achievement descriptors and see how um they connect to the competencies. And so they are laid

011out but you have to find it. It's not just there as it was before, but they're there. And so, we've created a lot of helpful documents for that. So, it's not something you have to dig for. And do the Eureka Squared assessments allow students to demonstrate understanding of the DCS competencies? Overall, yes. Again, um and then uh rate student engagement. Overall, students are engaged. I mean I think that's again I think Eureka Square does a much better job of um providing students with opportunities to talk opportunities they have a lot of low floor high ceiling activities where everybody can access it in a way and then they build on it through comm community like through collaboration. So and then overall satisfaction is pretty good. So, so similarly we have big ideas in our sixth, seventh

012and eighth grade. Um, this is the second full year that we've used big ideas for those grades. I'm sorry, Big Ideas is not Eureka though, right? Something completely different. Completely different. Yes. Um, similar advantages to what Jamie was talking about. What is nice with big ideas, kind of the picture that you have here, is it has quite a bit built in for the teachers who work with older kids on how they can use manipulatives, how they can use pictorials and things that are not always included um as you get into higher grades, but a lot of the kids still need um some of the things that they were still exploring on how best to use, but Big Ideas has where Eureka did not. um as for instance they have for every lesson there's an exit

013ticket type assessment where there's a few questions about the lesson but the students themselves get to kind of rate this is how much I understand it you know so either I I'm really struggling or I can do it with a little bit of help or I feel really confident and I can teach other students. So, it kind of helps the students follow along with their own understanding and their own learning and puts it not fully back on them, but allows them to have that as they're getting older and they're maturing and kind of take accountability for where they're struggling and when they need to ask for help. Um, which is really nice. Can I add one thing really quick? Oh, yeah. Sorry. Just because we were here last year. Yes. Yeah. So um three years

014ago we pilot piloted um big ideas um open up resource and then they were using Eureka. So that's where that transition came from um was three years ago and then last year was full implementation of big ideas because they found the middle school teachers along with the previous um specialists NCB and math committee decided that that was what was going to um help the students most. Um, and then we did take a look at it as far as our Eureka models and our what we teach in Eureka vocabulary language and how that looked and it I mean because they're both common core aligned, it did align. So, so staff feedback from big ideas. Um, overall the staff was satisfied. No, this is three people. So, the feedback comparatively to Eureka is weird, right? You need

015to keep that in mind. But overall they were um satisfied especially comparing it to some of the programs they've used in the past. They think this one has been a much better program for them. Um specifically 100% feel that it covers the DCS competencies. It is very much aligned with common core and so that was obvious. Um similarly 100% feel that the assessments allow students to demonstrate competencies. So that was a really positive thing. um developmental appropriateness was kind of in the middle. Some of this, especially as they get older, so for your question, they were there was a lot of discussion about just common core in general. And as the students get closer to algebra, sometimes we're introducing concepts that are maybe quicker than some students are ready to receive them developmentally. And so

016there's a lot of back and forth on are we rating this lower because of the textbook in the curriculum itself or is it just the standards that we have and maybe we need to figure out what are things in the textbook that we're not utilizing as much to help those students who aren't quite there developmentally. Right. Especially as we get into the seventh and the eighth grade. And I think in fourth and fifth grade, one of the um one of the discussions was that there's not enough manipulatives. Yes. And so like where in the younger grades there are. So I think that's something where we are meeting with them. We're finding what manipulates they use. We're finding those resources within the school and just making sure that they know what's available to and how to

017incorporate that in. Right. Okay. Great. Um rigor kind of similar as we the kids get older for the ones that are ready for it. They are finding that they're having to find other ways to provide rigor. specifically giving students an opportunity to consistently show that they could be a level four when they're ready to be at a level four. Um, but still, even though these are areas that we're looking at, you know, are we utilizing the book in the way that it's intended or is this something that we need to figure out how we can add things, the teachers are finding it's much more um supportive of our competencies and supportive of the levels that we have compared to what they've used in the past. and overall they're very happy with it. Overall improvements in

018math instruction. Um so we're going to start vertical workspaces. So you can see this is just a student standing and working on a problem. This comes from professional development that we've done through building thinking classrooms and Peter El Jadal which is a um prominent figure in Canadian mathematics but a lot of what he's done is trickling into the US. Um so vertical workspaces is the idea of getting students up out of their seats. They can either work independently or often with a group. Um which we have some pictures of that coming up too. And it's just helping them model through problems. the teacher is able to kind of get a quick look around the classroom to see like okay on every student's work that they're at the board versus when they're sitting down you it's

019a little bit trickier to get an idea. Um and then it really does promote discussion. So even if it is one student at a particular board then oftentimes like another student will come over and evaluate with that student. Are there parts that you agree with? Are there parts that you disagree with? Why is that? And so it kind of ties everything we're doing with Eureka Squared and the discussions um together and we're doing that all the way up through the grades. Um so you kind of hit on discourse a little bit but um it I really do find it's in this is actually a first grade classroom where there was um they pushed the tables together and did their lesson like that. It was awesome. Like the kids would wanted to do math like that

020every day, right? So they loved it. And it's really just bringing a lot of that conversation into it. I did um vertical workspaces with a group today that um yesterday did the same thing and I was building on it today and they didn't want to leave my room today, right? Like they're like, "Oh, this was so much fun." I'm like, "We did the same thing yesterday." So it it's and they were talking to each other and the idea with that is they have one pen. So they have to pass the pen back and forth. They have to discuss. They have to tell each other. It's so cool. I love it. And so, um, in in Eureka Squared, they have a lot of instructional routines that, um, just really lend itself to, um, to discourse. So,

021they have what's called a math chat. They have, um, five framing questions. They have a which one doesn't belong. So, they have to talk about these pictures and which one doesn't belong. And sometimes they all belong. So, it's really cool to get them to talk about why one doesn't belong. So there's just a lot more opportunity for that in um in Eureka Squared. Can I jump in on that too? Yeah, big idea is kind of same. It has a lot more opportunities for conversation. It's a little bit more traditional in that where it might have like a turnand talk moment. So one of the things we've looked at though is the instructional routines from your squared that the students are getting in younger grades really does roll over into the discourse that's happening in upper

022grades. So even though it's using maybe different language by the time it gets to big ideas, we're working with the staff and the teachers to kind of use similar language. So even though you know it might say turn and talk in the book, the teachers might say something different based on the instructional routines that students are getting and get the grades. Um access um as I discussed already, there's a lot of um just tools for differentiation whether it's support or extension. Um there's a lot of activities as I said that were you know they have that low low entry point so everybody can feel success and then build off of one another's ideas um open-ended tasks there's the consistent models is so key to have for students so that that's not something we're learning year

023after year we have that consistent model and then the manipulatives which at the K through three I think we are pretty well um supplied for manipulatives and it's something that we're looking at for fourth that as far as um including more. So assessments is an ongoing um thing that we're doing here and we really have been looking at calibrating scoring. And so as we're using different assessments, making sure that the way that one teacher might score it, especially thinking of competency based grading, is similar to what another teacher would score it within the same grade. just to make sure that we're all understanding how the competencies work. Um, we talked a little bit about this, but looking at aligning assessments to the competencies. So, as we have rewritten them, making sure that the Eureka squared,

024you know, are completely aligned to the competencies that we have. So, when teachers are grading with them, then they know exactly where to go. We're also um have discussed it and haven't quite started. So, this is a little out of place, but in the future, we're looking at having more official rubrics for students so that especially in the older grades where they are kind of taking some of that ownership, they can look like what is a two, what is a three, it's right there on the assessment. They know exactly what the teachers are looking for and it makes it easier for the teachers, too. Like, okay, if the student has a two, what are the the particular skills that they're missing that has caused them not to be able to get a three? Um, so

025that's kind of like I said, ongoing thing. Um, but yeah, that's where we're at with our assessments. We have our New Hampshire SAS scores. You can go ahead and click on that. So, these are all on the DC website. Um, if you scroll down, we just wanted to give you a quick peek. So, as you're looking, you can kind of start to see a pattern. So, we can see that we were a little bit um jumping in some of these years, but as we get up, we're a little bit more consistent. You can scroll down. So, quite a lot of greens and blues. And then we are noticing as you get into the middle school that is somewhat changing. So, what we're trying to do is make sure that the younger students are getting the

026strongest foundation that they can. So as we're getting into harder skills and they're getting into more indepth mathematical learning, they know how to apply it. And the programs that we have right now are supporting of that with the discussions we're having and making sure that students are all getting good chance to build that foundational understanding and help them as they're getting into harder concepts. Go back to the presentation. So, I Ready we started using last year in 2023 2022. This is our second year using I Ready. We use it as a benchmarking tool to get an idea of how students are performing. Um we wanted to share this. This is kind of our performance from our winter benchmark as of right now. What's really positive, this is all of the math grades and you can

027see they're all in that high category. Um the majority of our grades were high performance and high growth. We have third and fourth grade were high performance low growth. But when we looked at that, we believe it's because they came in and their first scores were higher comparatively when you looked at the other grades. So you're close to, you know, you're close to already understanding the grade level concepts. This is halfway through the year. So it's hard for them to have a big growth at this point if they've already understood some of it. Right? So we're hoping, you know, by the end of the year in the spring, these two will be up here as well, but you can see we've already got a good showing. All most of our grades um are right where

028they need to be. They're scoring high. We're showing big growth across the board. So it's really positive. How often do you do the I Ready? Is it three times a year? Three times a year. So the beginning, the middle, and the end. Kindergarten does it twice a year, though. Okay. And it's computer-based. Yes. So, um I guess we didn't really hit on that much. Our assessments, we do um universal screeners for number sense in K through five, which is a one-on-one um interview assessment. Um and then and it's really finding a lot of foundational. And then we do I Ready. Um and then in the upper grades we use some dibbles and then we have our module assessments. Can I ask another question? Um, when the kids take I Ready, do you feel that they

029want to do well? Because love I Ready. Okay. Because I know a lot of times with the state testing, they could care less. I Ready is like they think it's a game because there's these cute little like animated characters who are introducing it. They have built-in brain breaks. So, um it's similar to STAR where it it does um adjust based off of the way they're answering questions, but um it's giving us more information definitely and we're still learning about all the reports, but it has some great reports, but the kids love it. Does it give them any kind of feedback on how they've done? It doesn't on that. That comes from us, right? Like I mean we send parent reports home but um I will say for the upper grades it's they they don't love

030it as much sometimes they the cute little characters of what they Right. Right. Right. Right. I will say though what's nice is the reports that we get specifically the growth reports. Um a lot of times we will share that with students and that's when they kind of get that buy in. They like to see how they did. They like to see if they improved. I've had students that I've worked with um in an intervention model. I'm like, "Let's look at this." And they're like, "Oh, I don't think I did good. Can I do it again?" Like they they buy in that way. So even though the assessment itself, they might not love like they love that they get that feedback where they can see how they did and you know, and it has to be

031with teacher, it's a teacherled feedback, but it's really powerful for the students. Goes back to that ownership piece, too. Is it um does it take them a while to do it? How much time do they have to do? So it depends on the grade level. So for K it's like three 20 minute sessions and then for one it's two like 25 to 30 minute session. So we break it up. Um and we always schedule that in with them. So it's I mean they get it done typically within the aotted time. There are some that that's a lot of time though. I mean because you're doing that three times a year. So yeah it is longer in the upper grades. Um, I think we found because we've kind of been playing around with it a little

032bit this year on what's the best format and so it seems to be about an hour and a half to two hours per subject um, as you get into the upper grades. What I will say um, about Eureka Squared is that they are much more realistic as far as how many lessons a teacher can get done in a year like with snow days and with field day and field trips. So um that is paired down quite a bit and so we are fitting in all of our modules along with these benchmarking without having to worry too much about okay so we're going to miss this lesson maybe we need to combine these lessons. So that is much more realistic in Eureka squared. So I haven't found it being like something that we're stressed about taking

033two math lessons to do this assessment. I will also say part of the reason that it takes longer in the upper grades is it's an adaptive test. So as students are answering some questions correctly and then they might get a higher level and they answer it incorrectly, the test will kind of go up and down based on their needs and sometimes that can take longer if a student is inconsistent. Um the nice thing is though once we get that and we're still as Jamie said digging into all the reports that we have but it breaks it down where we can look at the different um four math domains and see like is there a particular domain that a student is struggling with and then you could dive in even deeper and it does give like

034specific common core scores which can be helpful. So you can see a little bit more. Did a student on this particular um standard it did they answer them all correctly? Is it maybe they answered a few correctly and not all of them? So they might have jumped around quite a bit trying to figure out where they are. So, as we're it does take some time, but as we're digging into it, we're getting a lot of data about it that really is helping to drive our instruction and figure out in a classroom where should our instructional groupings be and how are we scaffolding to meet those needs. Uh so this is an example of a data collection sheet and you can actually click on that and um so this is uh what the kindergarten through um

035third grade look like and fourth fifth are similar as well. Um these it we break it down the universal screeners for number sense are all of these and it looks crazy but you can click on it to see what that question was. So like when you're looking at this data, you can know what kids were asked to understand what that was. Um so we'll start with our I Ready um from the previous year. We'll look at it for fall, winter, spring, their universal screeners overall and then the for the previous year their universal screeners um moving forward and then third grade is going to have that SAS as well included. But the thing that we added this year was looking by competency from Ire. So you can look at fall, winter, and spring and see

036where their growth is within a competency. Um, and that has been really helpful. Uh, we use that quite a bit. Um, and then we have our module data. So this is what a module assessment might look like. And again, it's everything's linked. So the assessments linked, the scoring guide, um, I actually have been continuing to work on this. So like the proficiency indicators is also going to be linked on other ones. Um and sample student assessments is linked on there. Um so the teachers put that data in and I found it so helpful like just in my position as far as like the other day we're starting geometry in first grade. So I went back to kindergarten to see okay who are my kids in kindergarten who were not quite understanding geometry by the end.

037These are the kids I need to work with right when I go into that classroom. Those are the kids that I'm going to bring those extra tools and help them as we are starting that um new module. And this is based on a younger class, but the middle school grades have a very similar report. It's just kind of based, you know, they don't necessarily do the universal screeners. Um and so some of the assessments and formatting is a little bit different, but it's very very similar. And everything's um connected by competency, too. And I've gotten a lot of feedback from the teachers as far as how helpful that is when they are going back to like progress reports, right? You can see that this is competency 4 and overall this is how we're doing in

038competency 4. So you can look long like just long and see how they're doing and how they're growing. So um that's been the big thing that I've been trying to that we've been trying to do is connect everything to our competencies to make it easier for to understand where students need that support. I have to say this is amazing. This is great. Thank you. I love my data sheets. So, I'll take I will say as someone coming in new this year and getting this, what she did not talk about is on the competency sheet, there's a link to years past. So, working with older kids, you can kind of dive back and like see how they've been doing, which is really nice, too. Yeah. And then, um, this is, you know, I wish this was

039more out there. I try to get it out there more, but our math website, you know, I we used to do a math corner um I think weekly in the bridge and then we've gone to monthly, but um this is something that we've really worked on as well as far as just letting families community know what we're doing in math and what that looks like at our school. Um it's so cool and there are videos. Um and this one doesn't have volume. I made sure some of them didn't because you're just going to hear a lot of talking in the background. But um I I don't know. I struggling to get this more out there, you know what I mean? But we have uh the math corner now goes in here and um we will

040put it in the bridge once a month. Um and then these honestly were from math night and so we just started to load things but there's a ton of math games that can be done at home with all the resources here too. So, um, the math readalouds, that was another thing that I love books. I'm a math specialist. So, um, I just did a lot of like trying to find books that connected to um, our curriculum, trying to feature some books. Um, this was from so long ago, but I don't have the heart to get rid of it. So, it's just so cute. So, this just stays. It's pretty long, but um so you can go look at it at some point if you I will say those are sixth graders now. Yes, but I

041just can't. So there's also family resources by grade level. There's summer learning. Um again, this the summer learning um I created these calendars that can be used year after year. So it's not something I have to update every year. Um you know, I will if I find some of the activities are kind of out, but I um have calendars that we can we usually print off and give to families. um right before summer vacation. So if they want to do something during the year or during the summer, they can. Um yeah, so there's a lot on there. Don't go to title one. I haven't updated that. I'm working on that one. Um, and the reason Title One is connected on there is because, um, over the past um, number of years, the Title One funding

042has gone to math as, um, as a way to get another person to help us out. Um, I used to have a Title One, um, interventionist, uh, title one tutor. She had to leave this year, unfortunately. Had to leave. Um, so that title one is connected on there. I don't really know what else. But so so what's next? Um I know we've kind of talked a little bit about the whole presentation, but we wanted to summarize a little bit for you here at the end. Um we were continuing professional development with Eureka Squared. This year we looked more towards planning a lesson. we want to move that into now planning a whole modular and how do we look at it and how do we look at how it's going to build into the next grade

043level or what were they doing last year and how can we bridge that connection this year. Um differentiation is something that we is a continuing process that we're working with especially as we are getting used to I Ready and all the data that it gives us. We want to make sure that what we're doing in the classroom is matching that data. And so we are going to continue doing professional development with that and how we're using it. Scope and sequence. We are about halfway through making sure that our new scope and sequences are fully aligned with the competencies that were um developed last year. So we're going to finalize those in the next probably next year. Um and then make sure that what we have is really aligned to our assessments. taking those assessments, looking

044at our new scope and sequence, making sure that they're connected to our competencies and that everything across the board flows and makes sense. Um, ensuring access to all students is really our goal. And so, we've talked about the different instructional practices that we've used and where they're coming from. And so we just want to make sure that all the teachers are feeling confident in those instructional practices and that as we're noticing a particular group of students or a student is struggling that we know how to help them that we're supporting our teachers to make sure that they have what they need to help those students. We are working towards the idea we start concrete and then into pictorial and then into our abstract thinking because for most students if they you know miss any step

045of this then the abstract becomes really difficult which is part of what you see when you work with older kids right by the time that they start getting those really higher concepts if they were struggling with this piece in the middle or even sometimes the concrete at the beginning those those higher order concepts become much more challenge challenging. So, making sure that we're doing that as much as we can. Um, and we talked about using manipulatives. So, trying to increase our use of manipulatives in fourth and fifth grade, which the teachers are completely on board. They're seeing it, too. And, um, that's not something that's new to the curriculum we have. That's more of a grade level challenge. As kids get older, you just see less of it. And so, that's something that we've already

046started looking at. How do we build it in? Where can we use it? what kind of manipulatives make sense to help those kids build the concrete and then how do we take that concrete and bridge it over to the pictorial. So quite a lot going on but we're um making a lot of progress. Thank you. Any questions? Yeah, I just I you mentioned about um the development of rubrics in terms of the competencies and um I'd really encourage that effort because as a parent um trying to understand these report cards very difficult. It is hard. Yeah. And even in the parent teacher conferences, it's kind of getting those answers about why is it a two instead of a three? And it's like and at least you know my oldest son being at Co Brown it's

047there it's the same thing with those competencies but at least there's a um a percentage an actual number value plus the competency number. So it kind of helps bridge that understanding um a little better. So, as far as like an actual number value, I think that would be more like a conversation between um ad what they're wanting. But what we really want is to have just like you were saying, what does a two mean? Where's the skill that they're missing? And especially it's tough because we don't want a competency for each individual standard because that would be mile long. Um, so then we grouped our competencies, but then there's so many skills within that group that it does become where where's the piece we're missing? So that's what we're trying to hope to address is

048have it very black and white where the students can even understand it where okay, I got a two. This is exactly what I'm struggling with. And so now I know exactly what I need to practice with. Might take a couple years. So the going to Eureka Plus, is it just is it because Eureka just updated or so you weren't looking to change programs? It was just because this is what Eureka did. We had I mean overall the the feedback for Eureka was good. It was just the most up-to-date Eureka and the lessons for the kids in Are they shorter? I would not say they are. No. Um there's more involved in it like as far as I I have to be completely honest in that. Right. Um so um they are not shorter. Um but

049I think they do a lot better of in certain like at least every few lessons making sure that there's a lot more student exploration conversation. a lot more like like in first grade. Tomorrow, we're going to be doing centers exploration of nets of 3D shapes, right? So, there's a lot more of that kind of things um than there was for Eureka. Also, I know you know that there was, you know, they had um a word problem every single time. Well, this does such a better job of just incorporating those those word problems into the lesson and making it relevant to that day rather than here's our word problem. Okay, now here's our lesson. Right? So that's a lot better incorporated in there as well. Yeah. Yeah. And then and what I love about that too

050is they have a launch and the launch is like it's they do videos for the kids with absolutely no words and so they're picture videos. So it's really getting them to think. Um that's where they have the which one doesn't belong sometimes or the math chat. That's where they might have a picture for them to talk about in the math chat. Um, so the launch is really where it's getting activating their brain and getting them to think about the learning that's to come. I'll also say even though the lessons are not shortened, um, I find it's very clear the things that are this has to be taught as is and then Eric does a really great job of within the practice or within the lesson, these is how it builds. So you know with your

051group of kids, this is really where I need to target my attention instead of try to do all parts of it. It's more made to be we can focus on this one area that students need. Yeah. Like in say in elementary um so I don't know let's say let's say third grade or second grade how much time during the day is typically spent on math about an hour 45 minutes to an hour. So yeah and third grade it's an hour. So it varies based off the grade level and I think the lessons are intended for a 60 minute. In kindergarten I believe it is 45 or 50. I can't remember or the intended lesson that includes their actual work time not just because I know it before some of the lessons were like way too

052kids couldn't they couldn't sit through them well and you know learning a new program they're going to take a little bit longer right now and as we get to know that better and read it and know how to read it a little better we can see okay and we're taking lots of notes in our books right okay this we didn't need to do this like because it does give you that option like you could extend the learning with this but if they're already understanding that move on kind of thing. So each lesson too as far as like the directed teacher role of it is is really minimal to about 10 or 15 minutes. That's the part that time the students practicing or they might be doing some fluency practice. They're up out of their seats

053as you saw and so the lesson themselves are longer but there's a lot of movement. No, that part is fine. It's just the the instruction I know before and that definitely per lesson per grade, you know. I think we're doing great things. I'm very excited. I don't know. I'm very excited about what um the program has to offer. And yeah, any other questions before we go? Thanks very much. Thank you. [Laughter] Thank you. No, you're good. Thank you. No, I realized after the uh the SC I sat here for the entire science presentation. I was like I probably should have moved. Before we move on to the minutes, I'm going to make a slight adjustment to the agenda. Um Chris uh is here for to discuss facility stuff. So so Chris can leave early and

054not sit through all of it. I'm going to um put um Chris and facilities and the discussion about the modulars. Um I'm going to put that as number four and then just shift everything down so that we can get all of that out and Chris can enjoy his evening. Well, it's still light maybe. If you want to join us, Chris, that would be great. You're up now. Sorry. Surprise. Good evening. I was request to find out some information about the current status of the mods. Is that you guys get my notes? I have. I gave it to Canon and Missy. You might need to pass these down. to so these were um after Canon and Nissy came um Canon had a few questions to follow up. So we there's a bunch of different answers here.

055you'll see the questions and Chris um very quickly got all of this information together and I appreciate that. So um you guys probably don't know Canon and Missy came for a tour of the forgot about that. They came for a tour of the school because they're our new facilities committee. Uh they met with Chris. They um took a tour of the school and learned I wasn't here. We learned things. It was the monthly all school meeting so we quickly ran out because we knew we only had a limited time so that um Canon had never been in the modular so the students were all in the gym so we went there first um to make sure that all these years and you hadn't been in there um and so then afterward Canon had some questions

056that these are mostly response perfect me through the answers if you have any questions Um no so I I guess just under the I had asked about the um the maintenance because basically part of our rental the m some of the maintenance is included. Yeah. Correct. So we had just had a discussion about what that value was. So Chris provided us with some um costs on those. Yeah. If you don't if you don't mind reading them or I will. Yeah, sure. No problem. Um uh one of the requests was to get an overall condition on the four heating units, one for each side of the mod. I had grant state plumbing and heating come out this week. I thought I think I saw them this morning during drop off. I was like, what's happening? So

057they went through everything in general. They're in good condition. Um, the only thing he could not dig into without breaking the whole unit down is the heat exchangers. So, we're assuming that there's no issues with those. Um, biggest concern, one, the age. Two, the air conditioning. Each unit has its own air conditioning. The current gas that's in there is called R22. R22 is no longer in use for environmental concerns. It's fine the way it is. There's no environmental concerns or no health concerns, but if the minute a compressor goes down on that unit, that gas has to be withdrawn now to revamp everything for the new gas. Granite State has the they're standing that you should actually just at that point replace the unit. They going through all of that to reclaim the gas and

058put new gas in. Um uh the other small thing that he saw was the contacts for the blower motors. Three of them they're they're old. They're not in jeopard. They could fail, but as of right now that would be on Skiabi. One is in good condition because last year they replaced the global motor. And just to be a little more proactive, I'm having Grand State give me a quote to replace all four units just for knowledge in the future. I should hopefully be getting that in the next couple days. Yearly maintenance costs five years of every five years the replace the carpets are replaced at the cost of Skavi. We're due for a carpet replacement. um estimated the cost around $7,000 to have that done on the four sides. General maintenance yearly cost things that

059they've come in and repaired are socket repair, side repair. Uh they did come through as a regular contract obligation. They replaced the doors two years ago. The roof was replaced in 2009. I'm sorry. In 2012, they actually took off the old shingles and replaced that. So, we have one layer of new shingles dating back to 2012. And the back steps because we own Skiab doesn't own the steps to the mods. uh the replacement uh the decks on the back of all the mods could stand for replacing over the next couple years just for age. So are you saying that like those first three costs that the carpets, the yearly maintenance, the jacking, shoring, that's all their responsibility? That is all their responsibility right now. Do you I mean how how many times have they had

060to do that jacking shoring? They haven't since I've been here. I don't think they have. They're pretty sturdy. They're pretty low to the ground. Yeah. I just do that costume in as a what if it could happen. So, how long you been here? What's that? How long have you been here? Five years. And then there is a price also. um Amber Heard back because we wanted the updated number. It's been a few years since we got the the buyout number is um 47,475 each if the board was to just decide to purchase them. Right. So the last one was three years ago and they were at 54. Yeah, something like that sounds about right. So, um, so I, you know, that when I asked for all this, it was just trying to figure out, you

061know, the 32, I think, or 33 that we're paying per year, per unit. Um, so if we say that that's, you know, around 66,000 a year. Um, you know, these costs I think are significantly lower once we own him if we were to decide to buy them. Um, these maintenance costs I think we could, you know, take care of that ourselves and Chris has said that, you know, he thinks they're in good condition. Um, I think b the biggest costs would potentially be those heating and air units, right? So, and if we lease them, would Skiabi cover those costs or are is the air conditioning our cost? Nope, they do all the service. So, that'll be huge once we get that number, that replacement number just, you know, being that they are so old. But

062yeah, um this has this discussion has come up a few times and I think moneywise it sort of I mean besides the heat the the air conditioning cost potentially I think the board has always felt like it makes sense to purchase them instead of paying for an annual lease. You know, I think this came up most recently when we were talking about a potential expansion and even if we only owned them for three additional years or something, we would still be saving money, right? Um, so I don't think it's a bad thing to explore. I do think we need we would need to put on a warrant article. Um, but I'm not opposed to it. I think just like you said, moneywise, I think it just makes sense and that we're going to save money

063and I I think, you know, we we just need to get that as a warn article and if the people decide that that's what they want to do because I don't think that we're going to see an expansion anytime soon. So, yeah. And I mean, even if theoretically there was a huge drop in enrollment or some big shift, I don't think it would happen in the next three years. And quite frankly, the school could use the extra space. Correct. So even if we didn't use it for classroom space, I suspect we would use it for something. And I would think you would need to if you put the if you get permission from the voters to purchase the modulars, you're already going to have the lease payment in your budget, too. So you'd already have

064whatever that amount is for each unit budgeted for anyway at that point. Yeah. Right. Would you be able to just Yeah. If if that warrant article fails and you can't buy them, then you you have your leis pay. You have to pay the lease. But if it passed, could you take that lease money to do it? Yeah. No, that's I'm just making sure cuz you could have um attorney Edgar half um help with the drafting of that language because there's there's you know contingency plans like if article D were to fail then that's right because I know there was discussion about could you use surplus money to do it and you said we can't because you can't you won't and when they when they if the voters vote to buy them you won't know if

065you have surplus exactly that's why I was thinking so if the money is in the budget But but a good chunk of it would be there for the lease. Right. It's it's 30,000 for both or 30,000 for each. 33 each. That's a that's a rental price. Yeah. It's about 33 I think. Yeah. Was 30 something. Yeah. Yeah. So for an extra an extra 14 grand, you know that 40,000 or so to buy by and the price go to buy out goes down each year a little bit. So you have to still pay the lease this year. So next year's price would be lower little lower. Can we get them to fix all the air conditions? Don't tell them we're thinking of just request. I know. I'm just kidding. No, but yeah. And they did send

066pricing for new modulars, which we didn't ask for, but um that's really not an option for us because we run our grandfather. We have to have bathrooms and stuff, right? I think they were like Yeah. 296,000 each a piece. Yep. To buy. It's crazy. Yeah, it is. In addition, and if they the new ones, they would be supplied with like we we would have to have put plumbing and and septic, but they would have the actual bathrooms and whatever in it. I Yeah, they all I think come with that now because it's required. Yeah. Okay. Yeah. So, do do we need to make a motion here to to create a warrant article or do we take a vote that that's what we want to do or um we you don't typically develop the warrant articles

067until Decemberish. Um so, I don't know, you know, you can certainly get a consensus of the board of is everyone in agreement that when budget season rolls around, we want to do this. Yeah. Yeah. I think it's a great idea. I also think try and fix as much as you can beforehand. Yeah. Well, I just mentioned the carpet. So, we got to make sure we remind them to get those carpets done this year. They're gonna say, "Why is he calling me so much this year?" Yeah. Um I think I think it's a good idea to revisit it. Awesome. What other facilities things did you want to discuss? Uh landscaping is out for is out for bid. The numbers in next week and that's going to be a three-year contract. And then Citywide is our current

068cleaning company in the evening. They've been with us for two years now. They're doing a very good job. They will freeze their prices for the next two years if we roll their contract over. I'd like the board to give me permission to move forward with that with that price freeze instead of going out to bid. Benefit of having citywide citywide isn't the actual cleaning contractor. They find other companies to come in and take care of the cleaning. Having Citywide here, it takes it off my shoulders to have to go off for an RFP every time the cleaning company isn't meeting my standards. I've chewed through a lot of cleaning companies here because they weren't meeting my standards. Everybody knows what I want done now and we're right in line with what needs to be done.

069So to to put this out to bid just for a lower price, we're going to get a lower quality work. And Citywide is so I call them and they're at the front door looking to see what they need to do. So I really appre I'm not saying it right. I think we should move forward extending the contract for two years with citywide with a price and they're freezing their what? And they're freezing their price. And they're freezing their price for two years. Correct. Um, did they have a price increase? I can't I feel like we talked about this during budget season and now I can't remember. They have not increased their price. I think it's for one or two years. Okay. Got it. And so the current contract, I know it's a little wonky because

070we're on we've been on a default budget for a while. We're paying for it out of salary lines. It comes out of the contracting services line, but the money is sitting in salary lines because we budget every year hoping to find custodians and haven't in several years. And this doesn't this doesn't say I'm not going to continue to keep finding a nighttime custodian. I've already worked out um another plan if they were if I was to get lucky enough to find an evening custodian full-time year round that I already have the pricing set up for that where we have specific areas laid out and the pricing that would drop from that contract price to bring in a daytime or evening custodian they would be on board with they are they asked for they asked for

071a large chunk so they still maintain the top floors, all the stairwells and all the floors. If I was to bring someone in, they would be doing either the right side or left side of the first floor. Got it. So, go ahead. Sorry. Um, the ones that we have right now, they are mainly here in the evening at night. Yes. Okay. Yep. I have also one part-time gentleman that's been here. He's part-time seasonal. He just works during the school year. He's been here for five years also. He would just maintain his regular duties throughout the school year. And is he night time also? Yes, he is. He's night time. And I have one I just fortunate enough to have one daytime stud that just came on two months ago. Okay. And how long have we

072been using Citywide? Three years now. Okay. And Chris has advertised that whole time. So it's and when Chris lost his day custodian, Chris was handling all the duties himself during the day and his job. It's been very difficult to fill the positions. Yeah. I mean, I think if we're satisfied with the services, um, as long as we don't have a policy or something, you can you can it's already a contract, so you can extend it. When we when we brought on citywide, was it put up to bid then? Were other countries other countries other companies looked into? My mouth isn't working. German to fly over every night. So, no, I just wonder if it had been put out to bid then. So, they were the And forformational purposes, anybody that we contract with also has

073to be background checked. So any of the workers they send, they're not allowed to send them into the school until we I get the results so of the background check. So just so people are aware, do we need a motion? Okay, I'll make a motion to extend the citywide contract for an additional two years. I'll second it. Okay. Any discussion? Okay. All in favor? All right, that's all I have unless you guys have something else. I have a question. Sure. I know we've talked about parking lot lights. You know, that's what I was going to say. I will stop. You can blame Zach Lango because every time I see him, he says, "Are we getting parking lot lights?" The end of this parking lot project. Yeah. Yes. I will work on pricing. Um, just so

074I can give you guys a little bit of my plan for that. Um, to put the entire project out to bid, most likely it would be either a general contractor or an electrical contractor. So, he would go out, he would find the balls, the light poles, buy all the supplies, um, and an excavator. So I I think and I feel strongly that if I take those five different sections of the project and chop them up, we can have a lot of savings because someone's always going to jack up the price of each individual contractor just to cover their costs. I think we can save a lot of money and I can do a very good job with getting each individual person to do a separate bid for each individual item. Put those numbers together and

075present that as one number to the board. If you guys are in agreement, I you know I can give you the numbers. If you're not in agreement with it, you can take it as a full scope of works RFP output gate. So you would essentially be acting as a general contract. General contractor. Yeah. Is that something that shall we save some money? Chris Chris has done that before. Managing our projects. I would be proposing. I mean some of the other savings we're going to see is that everybody is just basically supplying labor. We will be buying the lamp post. We will be buying the bage. And whoever supplies the lamp post is going to give us preferred pricing on all the wires, the nuts, the screws, everything else we need. So I think you can

076see some good savings cutting it up, chopping it up like that as instead of proposing it as one big project. Yeah, if you're willing to do that, I think that's a great idea. Yeah, because like you said, I mean, we're we're not paying markup on all that stuff that you could order directly. Yep. Yeah, I'm fine with that as a plan. Um, do we have a is there a time frame that you want to do the project in? Um, I can start getting everything together and we can probably since we'll be in a different budget year, we probably can't start until July one. So, as soon as July one goes around, I'll have everybody lined up, materials ready to go, everything scheduled and delivered, we'll just I mean, we could also look at where we're

077at at the end of the year. Um, and if your funds are looking good, you might decide to tell Chris to go buy the lights, right? I could always True. I can always buy all the materials. It's just the labor that we will have to wait for. Yeah. Okay. Um, are there any other summer projects that aren't on the docket roof? I was gonna say solar had been on the docket, but yes. Um, got to talk to you Patty Bod because I you sent me the um the authorization for NEC. Yeah. two. So, um, we just got sent in the permission to do the engineering survey for New Hampshire Electrical Co-op. They're going to come in and do an indepth analyze us putting solar on, feeding it through their lines, and however that's going to

078work. So, all that information has been submitted by Barington Power. Patty has given permission to NE New Hampshire Electrical Co-op to move forward with that. So, we're just waiting for them to schedule that survey. They'll come in, look at everything. They've already been in once, but we didn't have the right paperwork. So, now we have the right paperwork, and we should move. We should move relatively quickly on that. Um, if we can get that all approved by June, we should be good to start install July one. That is the goal. Awesome. Okay. There has been a lot of paperwork. I was going to say, yeah, the biggest hold up has been the um the funding because we had to change the wording of how whether we were going to buy it as a school or

079a business. made sure that was legal on everybody's on all the parties involved. Got that. Then it was the funding. They weren't sure that the current administration was going to continue with the the funding. Um but it seems like all that's ready to move forward. So, yep. Hopefully by August we flip a new switch. Yeah. Well, I'm a little bit uh surprised to hear that in a very good way. I think our I think Bington's been great. They've been very responsive and your work. They have been very with email and telling me to sign things. It's we're doing a quick turnar around. Yep. Yes. The pipe up there. I will take care of that in Okay. Uh Missy noticed the pipe as you walk down those awkward stairs. There's a drainage pipe that goes underneath

080um the flat landing. One end is corroded. I'll put something over that so there's no sharp ends. But this summer I will just cut six or seven inches beyond that pipe, excavate that out, put it in new pipe, and then just reour it in house. And um during our tour, Brian mentioned something about a um privacy fence, I think it was. Did um did you find anything out on that? Um yeah, so I kind of fill in um knowing that we that the mods are kind of a big deal and kids out there and public, you know, idea of safety and things that nature. Um, I discussed with Chris the possibility of buying a uh, yeah, I guess purchasing six foot chain link fence with privacy slats that would go and next time you're out

081during sunlight daylight times um, there's a gap between the building and the mod. Um, you say about 8 10 ft about something like that. Um and then so putting a fence there and then at the end of the mod um short fence to the road essentially and then a gate and then um the fence continuing from the other side of the drive towards the woods. Um when we looked up prices, we're guesstimating 45 to 5,500 um for everything like then we got like install and all that. But um and the idea just um it' be similar to what I do now like after the traffic's gone, I would just walk over there and close it, you know, close the gate. Um, but it would give that give that impression from the outside world that everything

082is kind of ported off and can't really access this part of the the property without like either climbing the fence or, you know, just get that extra little bit of safety feel. Um, and again, we've never had an issue, but you know, it's just a talk out in the community and something if we can be proactive about it and use surplus funds for that project. It seemed to be a good idea. Chris, could you make sure you talk to both police and fire about any gate that we're going to put across and ask what the how much space they need to drive anything through and whether they have any issue. It's we're not going to lock it, but just want to make sure that they're okay with it. I can do that and I'll start

083looking at contractors for pricing for pricing. Thank you. Awesome. Cool. Awesome. Anything else? That's all I have tonight. Awesome. Thank you. Great. Great. Thanks for coming. Thank you for moving me up. Of course. Sorry. All right. We are on to the minutes for March 19th. Anyone else want to make a motion? We have to make a motion to approve them first. Yeah. And then talk about it. Yes. Okay. I move that we approve the minutes of March 19th. Very prepared here. Sorry. Second. Move them along. Okay, Ellen and Missy. Uh, discussion. Um, I just wanted to I have a few comments on it. The science presentation. I I thought it'd be nice to add something in there about how they've um linked the summitive assessments to the units that they're doing and they're going back

084and reviewing instruction if need be. Thought that was a really good thing that they're doing to try to improve. This would be the middle school. Um, also they said that in grades K through five that's going to be considered next. And I think you had something in there. Sorry, I don't I put the in front of me. There's something in there where you said uh science presentation. Um, they explained uh it said grade six and seven teachers come in and review. I believe that's something that they're going to do, but they haven't done yet. Is that correct, Kristen? So, that should be changed to that they will come in and review what was taught. So, it's something they're not doing yet. Okay. Okay. Do you want Trisha, do you want Ellen to email you so

085that you have some suggested language for that? Thank you. And she had I don't know. I have spell checking. Yeah, it was a little crazy this time, but I think us spelled Gazette. I will go back to these. Thank you. Um, it's Dooryard Gazette, I think. Not backyard. Yeah, it's Door Dooryard. And because it was it was spelled Backyard, so that there's there's um It's Dooryard Gazette. Yeah, Dooryard Gazette. There's quite a few um typos in here. Yeah, I showed I showed her a whole bunch. So, um I think the other the other comment I had was let me see if I can find it. I put it in the um you have the very last line it says at the end of the discussion the entire board agreed it's not a good idea to

086move art and music to modulars. And I didn't agree to that and there wasn't any vote and I'm not sure I do agree with that. So, I would appreciate if you just said that most of the board agreed it wouldn't be a good idea or everybody but Ellen. I don't know. I mean, you did you didn't have a vote on it and I'm not sure. I totally agree with that. Um, do we want to approve them with Ellen's edits or do we want to I think there's enough editing that you probably want to see them again. Okay. Um, so we will table the minutes. Withdraw your motion and not like Okay. Yeah, I'll withdraw my motion. Okay. And do you withdraw your second? I withdraw my second. We'll bring amended minutes to the next meeting.

087Okay. Public comments. Marie, get up here. Thanks for coming. um agenda review. I don't have any other um changes except we're taking off modulars because we've discussed the modulars. Um okay, review of correspondence. We had at least two emails. Um there was an email from Leah Cooper about the bus um after our discussion about the Cobra and um Conger High School buses. And then there was an email from Christine about uh band making band not making band an after school activity. Um, is there anything that people want to discuss about those? I'm not sure if I understood the bus one. Yeah, I I also couldn't tell if she was suggesting that sometimes the bus would go to conquered, sometimes it would go to I know. I didn't understand. I think it was like, well, it

088would I would rather have a bus only two days a week. So, like two days a week the Cobround students get the bus, three days a week the conquered student. Yeah, I didn't really get it. I think that was what you was that was my understanding when I read it. I I do I am curious though. Um and I don't know if it's related to busing, but um we got there was an update or something about the busing right now with CH CHS and all the CHS kids are able to be on one bus. They're getting they're they're shortening. Yeah, they have to meet. But I didn't realize that that wasn't that just a temporary I don't know. Are we down? Yeah. I thought it was like driving for us and I think there's they

089had to reconfigure a few things. I don't know all the details. I don't I don't want to speak out of turn but right. Yeah. I think any given time there's a different number of students riding and now um spring sports have started and that's that's always been the issue is parents sign up because they want their to have their seat but then on any given day you you don't really know how many kids actually get on. Yeah, that's the hard part. So I guess that that was kind of Yeah. And that that's kind of we had kind of discussed that about the meeting points and stuff like that. And I just, you know, I I just think that if that works then, um, and we h, you know, I think that one driver has to

090have preference to CHS right now. Um, just based on, you know, our last conversation. But if that works, couldn't we do the same thing and have mass meeting spots and have one for CHS and one for CO Brown? And you know, it's just a thought if we were to only have two. Um, I got a lot of feedback after the last discussion and I noticed in the minutes it does say in here that I said that I believe there should be one to each. As the conversation developed and we discussed everything else, we came around to the agreement that the I think the whole issue from from my understanding from Amy, the snag came when we sent out the sign up, right? Because all these people signed up for the bus and then you have

091no big, right? and and then and you know the buses aren't full every day because kids have different sports, but you don't know the days they are going to be full and you don't know the parents that signed up if they're really going to take the bus. So if everyone took the bus that signed up for it, there would be too many students. Yeah. And I think that at the end we kind of agreed that there needs to be some kind of ridership policy that we develop and I'd like to explore that. Still keep Oh yeah. You know what I mean? Um obviously the we made our decision for next year but it's I feel like we should definitely explore that. Yeah. And I mean I think you know we obviously asked um Amy to

092keep us in the loop about writership for next year. She's on the call. Oh call again if you want. I don't think I mean I I don't want to have a whole robust discussion with something that's not on the agenda. Um but um I think we we can keep exploring. Absolutely. And we have to because we've got another year of a contract and if we have the same thing we've had before where 50% go to each place and the numbers are up, you know, more and more. So, and it it might it might change after next year because you're going to have more and more students graduating from conquered who didn't have choice, right? So, the numbers might even out. We may not have as many students, upper class students who want to ride. Exactly.

093And that's where it's tough because they when they went to conquer, they were kind of guaranteed transportation. People that went to CO Brown were not guaranteed transportation. So, but there's a point where it's Yeah. But I my understanding is that we were like we're in agreement that as the numbers change, we're going to move towards that solution. Yeah. I mean, I think the board had wanted to do two a bus to each. Okay. Yeah. And then the numbers came back. The numbers just messed us up and that was just it didn't seem like it was going to be all but I think our goal Yeah. I don't think we expected so many juniors and seniors at conquer high to still want to take the bus. So, we got kind of blew up. Well, yeah. And

094I like to your point not to have a huge discussion about this, but I I thought it was important that that was kind of clear because that discussion went on for so long. that a lot of the emails that I got, you know, and stuff were not, you know, they didn't take all of Yeah. And I think that's hard when this is obviously our only time to discuss this, right? So like any think any thought that you have comes out in discussion and then people say this is what you said and you're like well I was it was a discussion, you know, like we were talking about it, it was an idea. Um that happens a lot. Yeah, but as long as people know that as the numbers change, we're going to try to support

095that change as well. So, awesome. And the just as a I want to keep it going, but um the headmaster called me too to talk about the busing and what he had been um sharing with parents and I reiterated that the board is still committed to finding a solution and told him he could direct people to listen to the whole discussion so that they understood what what yeah I mean there's still a magical third busy that's missing for uh my wife just got hired by Dale. So, did she really? But they're they're also, you know, she's in training right now. So, but that doesn't mean that that's what she's going to be doing. But that's Yeah, but the caveat was supposed to be. I promise you that. Um, I do think it's nice that she

096sent a suggestion. And I I think the thing is too it worked in Deerfield to some kids head at this day, but I think trying to have it work that way for kids going to conquer and kids going to Northwood, it would just I I yeah, it worked here in town, but I think trying to go out of town like, okay, these days you have it, these days you don't would be like But I appreciate that she sent that idea. Unfortunately, we have seen situations at conquered. There was a situation I don't think required kids to actually get bus at Copan this week, but the conquered buses had to go to conquer to get all the kids in the middle of the day. So, if it's if it's not a conquered day, are we not

097sending how do we to conquer to retrieve the kids at 100 p.m. if they have to get emergency released? I think it would be it would create a lot of issues. Um, yeah, I'm I'm all for people making suggestions. Um, anything else? Oh, um, I did want to say this is not part of the review of correspondence, but I do um plan to add at some point to the to future agendas. I haven't figured out where but the ability for the board to discuss p suggestions from public comments during the business meeting of the board. Great. That was a suggestion from a training I went to today. That would be nice. I've always I've always felt terrible to say stuff and then we can't awkward. So there's a solution to that. Awesome. which is making

098putting it on board discussion as part of the business meeting not having a Q&A necessarily but um so I thought that was a good suggestion so I've emailed Patty will add that to the next agenda so don't be confused okay when you see it on the next agenda um okay review of first one is consent agenda yes um you have one email in your drive that is a confidential personnel document you can if you don't have any questions or um want to discuss it, you can take action now, but if you wanted to talk about what's in the letter, it would need to be done. I will make a motion to accept the personnel action. I'll second it. Um any discussion or if anyone feels that they need non public, we can really hold off

099on the motion until after. It's It's the letter that's right after um the band letter. Okay. Is that Jamie that just made the present? Oh, I'm sorry. You're very soft spoken over there. We can't discuss anything about it in public. Um, but if you want, we can move it to non-public if people want to have a discussion about it. No, there's nothing there's not much um there's not that much action we can take. Um, except for accepting. So, I can fill you in on the conversation more. I mean during if we're going to just take action now, we just take action. Yeah. Okay. Um all in favor of accepting the personnel um request. I I I with regrets. Um okay, immediate business. So, after our last meeting when we learned that our treasurer was not

100going to be able to step into a position, um Dwight Barnes indicated that he was interested in becoming the treasurer. Perfect. He has already talked to the outgoing treasurer um to learn sort of the scope of the role and feels comfortable and feels he would be able to confidently act as our treasurer. he has acted as um assistant moderator during deliberative sessions and things like that. So it's very familiar with the school board. Um can we appoint him? You need to um so I'll make a motion to appoint Dwight Barnes as the treasurer for a one-year term. Second it. Uh any discussion? It'd be good. Yeah. And thank you to Trish. She recruited. Good job, Trish. Thank you, Trish. Um yeah, so the position is a one-year position. If he wants to do it again,

101he'll have to put the same on the ballot next year. But um Okay, we just write him in. Yeah. Uh all in favor of appointing Dwight to be the treasurer. I I special education collaboration. Yes. So, in your packet, um I'm not sure Jess Bford may have mentioned this in passing, um but the she's been talking with the other big region, both the superintendents and the special education staff, trying to find cost cutting measures of which all of us are doing um trying to see if there's any way that we can collaborate or work together. So, this is a request for them. um this is just to explore. It's not a commitment. Um but they felt like it was important for boards and and superintendents to understand what the exploration is. Um and that theoretically

102you would support something like this. So it's I'm not sure that our SAU will benefit as much as others because we already do some of the hiring of staff and then sharing between our schools. So, you know, some of the smaller schools in the Lakes region are looking for a one day a week for school psychologists and they can't find anyone, but they're looking into the possibility of hiring that person and then five little schools can share um which we already do in our SEU. So, we may or may not ever need to take advantage of um the services of the consortium, but they do want to start exploring and um coming up with some ideas and suggestions. There's no financial commitment. It's just support that they are going to start looking into this. And

103I think uh all of our other districts, I think Shyister's getting it tonight and you're getting it tonight, but I think everybody else has already seen it and signed it. I am I'm not opposed to it in theory. I do think for our SAU it doesn't make that much sense um because we do already do this but um understand that I think it's good for us to be at the table for the conversation especially if we're I don't know if there are going to be other if if there's enough schools and there's enough need that maybe there will be more providers that come to the area or offer services. You know, if there's a strong showing, I think that's fine. Um, yeah, I it's the Lakes region to me seems so far away that I'm

104like, how could this possibly be helpful to us? Um, it is a strange region. Pittsfield's part of it, conquer's part of it, we're part of it, but then a lot of the like Belmont, Laconia. So, you know, we've tried to share PD in the past and if Laconia holds the PD, our teachers aren't going to go take advantage of PD in Lonia. So, it is kind of a it's a weird spread out region, but I think it's worth having conversations and coming up with brainstorming ideas and if other districts are doing things differently or there's things that we can learn from other districts, I'm always in favor of that. Um, but yeah, any other thoughts? If it doesn't cost us anything and they're looking to help us reduce our cost, then just doesn't hurt, right?

105I think it's worth looking into for sure. Um, okay. Do you need a motion? Yes, please. Okay. I hope Jess is prepared to answer every time I need whenever I need a motion. When in doubt, just make a motion. It doesn't hurt to vote. It hurts if you don't vote on something you were supposed to. Um, I will make a motion that we uh approve and sign the memorandum of agreement for the intensive special ed needs and contracted service contracted related services for the lakes region consortium. Second. Okay. All in favor? Hi. Hi. Okie dokie. The fiscal year 25 budget update slash review. So, at the last meeting, um Nancy had mentioned that in looking at this report, it's there's no explanation as to why some of the lines are really over, really under. Um

106so, I asked Amber just to help us um through some of these. We highlighted some um and Jess also gave me a little blurb about special ed because those are the numbers that are always, you know, always guaranteed those are going to be off. Um so, I'll just breeze through a few and if you see anything that that I didn't touch on. Um, the first one I wanted to make sure we talked about was the high school tuition. So, that right now is, and remember this is still, we still have two months left, so we're still updating POS and trying to keep as accurate records as we can, but things do change. Um, so that is overdrawn 1434. Yeah. 144,000 um in March. And Amber said that we budgeted for 193 students and we have

107200. So there's your seven extra kids that you don't have a backup for that's come out of just as inside. And those are students. Do we have any background like those were not just we failed to account for them? No. Yes. No. They were students that we didn't know or have moved moved in or home school that we didn't know about or something. Yeah, there were some parents that contacted me, which was great, but I would have no way of knowing who they all were. So, um, let's see. Let's see. Um, there is extra in the, one10 teacher salary line. Um, the overage there is because we were unable, we had a speech um, person on leave and we were unable to hire someone. So we contracted. So it leaves you extra money in your

108salary line, but all goes towards your contracted services line at a more expensive price. So that would off it would offset that small piece of it. Um contracted services. So 1,200 323 um and then 12569. So one is placements and one is contracted services. And again, these are um continuously evolving. And I well, I can't give you specific details like, hey, that's because this kid this and this kid that. Um but I can tell you sometimes um you'll project a placement for a student and it ends up that you're contracting services instead of placing and paying for um tuition, for example. Um, some of it just said that um was guessing the special ed costs for this year for our high school students. Um, so next year should be easier now that the costs actually

109came in. We see what the programs actually cost and they have um there's we have great relationships with both schools so we're able to better pinpoint like this year when they were going through all the transition meetings and um hopefully tweaking that. So, you're saying it's more cobround because they we should know conquered or did conquer change things? Um, no. But we also had students move around. So, we had a few students that didn't go to one place that thought they were going to go there, went to a different school. We had kids move in. So, it wasn't a huge portion of that, but that is a factor that that's off that sometimes is off. That's an awful lot of money that's over. Well, your your contracted services is over 601,000, but your placements up

110774. So you also would have contracted services at conquered that it's hard to get into without giving you specific details of why but there are things that switch places also. P I just want to clarify probably more of a cannon since you're new. There are two teacher salary lines. Okay. The one that P was pointing out was in the 1200 line which is our special education line. So yeah and then the very first line is our 1100 teacher salary line on the first page. and that is up 92,000 because we never filled one of our positions. So, I just wanted to make sure there there are two teacher salary lines, but one is special education and one is regular education. And what was that? The kindergarten uh was the the third kindergarten class a fourth

111kindergarten class. Yes. And while you wouldn't have hired someone that salary was $92,000, you have staff movement all the time. So, you have people come and go and they're on different steps on the scale. So, part of a good chunk of it is that salary. This will make much more sense after you go through a whole budget. We're saying a lot of words right now that we are all very familiar with, but it's very confusing jumping into this point. Probably agreed like contracted services. There is also facilities. This is specifically for special education. So when we have to contract people outside of the school for certain. Yep. Yeah. So that those two I mean that kind of makes sense to me that we have a deficit on one and then a surplus on the other.

112And often at least this is what they say at the SAU meetings. it often like if one goes up then the other one generally goes down and it's like your fingers are crossed that happens right when it has just gone both gone down there's been just increased costs and no place else that balanced it um so like this year we're not in a bad situation for the budget wise but like last year we froze the budget for most of the year because I don't know if it was contracted services replacements. I forgot one of the two ways blown out of the water for our budget. So we are not even though this looks very bad, it's not savings in one line. It's not as dire. Um you're you'll see that your custodian salaries um there's

113a surplus of $68,000 in that line and but that is offset from contracted services where we pay citywide. So, your salaries are budgeted in the custodial salary line, but your actual um expense is in contracted services. So, you'll see Chris's um section 2640431 contracted services has $132,000 deficit. Um but a good looking for notes at the same time that I'm talking. Um Amber gave me a spreadsheet so it's good. Um of the offset for that line. So trust fund expenses. So um citywide was 69,218 and you had 68,000 in salaries. So that's just happens to be that's great because you probably got extra money someplace else for salaries like in the FICA line and all of that. So you're coming in under budget overall. And then there's roughly $100,000 in trust fund expenses that will

114come in. So we have to pay from those in fund one. And then the money comes in that you just voted to withdraw from the trust fund that balances that part out. So that's why that looks like it's significantly [Music] overextended. Let's see if I had any notes. Couple things that I wondered if they were typos. Sure. So, under library educational text subscriptions, give one. I am on page five kind of in the middle. Oh, yeah. It's $88,400. I think it's supposed to be just percent. That's why. Oh, percent. Okay. Y. So, eight. But All right. because we've the budget was $1. All right. Okay. I got it. 800%. Yeah. All right. All right. Not a typo, but not a typo. So that's we tried. This is one of the lines that we tried to

115rectify during budget season where we are moving things. That's not where we wanted it, right? Oh, because we use more subscriptions than Okay. Because whatever. Okay. All right. I got it. And so the other thing is probably I read it wrong too is no um I probably No, I probably read it as the percent under the separation benefit but I'm not sure remember where that is. Oh um yeah that was over too. Um that is because if you there's a benefit in the collective bargaining agreement for retirees and I think they get partial part of their sick days paid out. So I think someone left and that's a separation benefit. Okay. You didn't we wouldn't have been able to budget for that person. Okay. So, it's just it's percentage, too. I read it wrong. It's

116a little bit over, but Yeah. No, but I I It's not a ton of money, but it's a high percent, right? And that's how I read it. I I didn't see the percent sign. I just read it as the holy smoke. So, yeah. All right. My mistake. Thank you. Um, so do we have the number of surplus right as of now? So, there's always a big big big asterisk on this number, but right now it looks like you're close to $500,000. So, they're recon still reconciling um like health insurance trying to get as updated as they can on that from the the remaining bills. Um they're still updating POS. There were a few areas that hadn't been updated yet, but I would say that's a good approximation. I can't imagine anything else coming in that

117we don't know about that would be that significant. So, okay. And I'll now is the time when I'll keep updating this regularly to try to keep you up to speed because you're going to get to the point um in the next month where you're going to need to make decisions to make sure that whatever you do, we purchase and get in before June 30th. So, anything that you're thinking about like Brian Spence um if we haven't Brian Spence Brian we can get a plaque has to be removable so that when the fence falls over put the plaque on the new Julian make you a plaque. So maybe we should talk about that at the next meeting. things that we things that we might want to consider. Yeah. It's not too early for sure because because

118if we have to decide by June 30th and that only gives us one meeting before that because you have to encumber the money before the fiscal year ends. Um yeah and I think Brian Kristen had a couple ideas too of things we might want to think about. So that put it on the next one. Yeah. Sooner is better than later. Yeah. So of that 500, 250 of that was in that warrant article, right? Yeah. Yeah. You have to find your warrant articles out of that. There was 250 and then there was 10. Yeah, there was. Yeah, there was something else equipment was 10. That makes sense. 40 did not pass. So I think it'll just be 260. 40 was the high school thing. Yes. which wouldn't have helped us completely this year, but but you

119can see in a year if you if you weren't operating in a surplus that's an over 43,000 that that would have potentially frozen our budget and we had to figure out where get that from. Right. So people say it's never been a problem. Oh, it is a problem. Um but that's okay. We can make up for it this year. Yeah. Okay. Anything else about the budget update? Nope. All right. So, we will skip D. We already covered D. General is for I did not copy that because it's like 20. Yeah, you is not necessary. No. So um in past years the general assurance the general asurances are for um any district which I think would be all probably everyone in the state receiving federal funds. So all the grants you have to sign general asurances

120that you are following all the laws. Um, and that used to be just me initiating and signing and a few years ago they added um added that the board needed this needs to be on an agenda and I have to put the date that you saw these and Kendra now also has to initial every page and sign sign the last page. Um, and I think it was it was just to be more intentional to make sure that you understand that we have federal laws that we're following a lot of them. Um, yeah. and that, you know, if we're if if the if we're getting those funds, we have to be sure we're following the law. And I can promise you, we follow the law. We didn't. It would be a huge mistake. And I can't

121imagine anywhere that said mistake would be made because we've got it all all your policies. When the schoolboard association comes out, you do your policies that make that's the stuff that we make sure we're following all the laws. So, okay, those are yearly and it's before we apply and get awarded our grant funding. The speaking of grant funding, just so that you're aware, we did get an email from the Department of Education that um the federal they usually get their allocations by now so that they can start telling us what they're going to so it's like a flow through. The federal government gives it to the state department. Then the state department of ed tells us this is how much you're getting for each of your grants. um those allocations haven't been awarded yet from

122the federal government to our state DOE. So, they can't give us our allocations, which is a little nerve-wracking. Um they're going to be delayed, but they're hoping by July we'll know. Um it's a little it's a little frustrating for like we hire our title one tutors out of our title grant. So, you know, we're going to tell them like yes, we want you to come back next year, but we don't have the money we're getting. Um, so it's, you know, the the DOE in trainings has told our grant managers just to stay status quo. I don't think they're expecting anything, but I don't know that. So, um, it's just a little they're delayed, so that's a little uncertain at the moment. What other things do we have besides like the title one tutor? like in

123the title grant specifically grants in grants kind of like yes you have the title two grant which you can use for um PV. So we did a lot of our math consulting and training out of that title two grant so a lot of the our PD is paid for from that so it just has to come out of the budget. Um, you get a title 4 grant, which we joke about because it's hard to get anything approved in that, but it's like for supposed to be for basically either safety or new new and innovative programs. Fence the fence. It we I don't think so, Mrs. That one is so hard to get approved. It's so frustrating. Um, and then you never know like there are some years there's a safety grant. Um they were doing

124a robotics grant for some time. Some of them are competitive, some of them are just awarded. Um one, two, we don't get three because that's um BLLL. We don't have enough of a population to qualify for. Is that it? All right. Thanks. How much money is that usually all together? Just an estimate. I know I don't need an exact number. Just can I email you? Yeah, just we have so many different and they're all different districts are different. And are they different every year or they are not always the same? Some and some years like I think are we talking overund,000? Yeah, between 90 and 100 because you used to be able to fund um the math position, the math teacher position fully out of title one years ago. It's down to like half of

125that now. Oh, Reap. Reap is the other. Oh, Reek. That's right. Yeah, for rural education. And that's actually an easy one to work with. Yeah, they give you that makes it pretty easy. But that's the grant that got the solar grant held up because we do you get it and I think Epsom is the only other one that qualifies because it's a rural education access program or something. REAP, but because you got a reap grant that's what and that general asurances like you always it was always it always looked like that. Oh yeah. Because I looked through that I was like are you kidding me? Yeah. every year we get it and it's just a federal requirement and when the federal government audits the state government they you know like where's your proof that these

126people are following the laws and that we signed a way saying we will promise we'll follow the law and they added in the executive orders that were just put in place yeah they changed this year yes thank you sorry I wasn't finished and then we moved on and I threw this down pay attention um okay We'll move on to board reports. I don't see anyone from the PTO here. Um, executive board. Yes, we had an executive board meeting and I forgot to write the person's name down that is that I know it. Is that is it public now? Did she accept? There hasn't no Well, there hasn't been an email sent out to staff, so I think I'll wait, but we can you can say that that person was hired. a person was hired for

127the assistant superintendent position since Jess is becoming the new superintendent. Um and Jess did tell me today that there was verbal acceptance of the position and that Friday the paperwork's going to be processed and she'll send out an email to everyone um with the person's name. Great. And that was the only person before that. I think we already did that. Yeah, that was that was the board meeting prior. Okay. Yeah. Okay. I think the exact board was just for that one hire. Oh, yeah. I think I hired the tech person. You hired the tech. You were at that one. I wasn't. So, so that's all we did at that meeting. Cool. Yep. Um, principal's report. Um, thank you, Kendra. The principles report covers March 20th through April 16th. Um our read across America events came

128to an end uh in March. Uh we ended that Friday with a read my shirt day. Uh the readathon was very successful. Uh the students read 113 minute 113,172 minutes. Uh they had to read over 100,000 minutes for Mr. Geek Mr. Griev um dress up. Uh which is gearing up. We're not sure if there's going to be a wig involved or blow up pasta. Fourth graders would say yes. We'll see. Yes. So, that's um to be uh still to be had happening there. There'll probably be pictures. There would definitely better be pictures. Um dress up is better than having a I was going to say the same thing when Paul had to Was it Paul or you that kissed the pig? Yeah. One thing you will never see, Mrs. V. You kiss No, thank you.

129I'll have pizza with kids. I'll read the kids and will not kiss a pig. And I like pigs. Uh so there are several thousand dollars um raised, as you know, Beth Mosu, our media library specialist, is um wonderful about bringing in uh that money is all raised to bring in visiting authors. We have a visiting author coming on Monday. Um Josh Funk will be here. Um, and one of the things that Beth had arranged this year, every year we've done Battle of the Books where staff members read books and um, she does the whole video and the whole nine yards. And um, every year I've lost every year. I've lost every year. But wait, do you think she's lost? There was this year when Mr. WY as in Jack Wy. My son, helped me with

130my book for Battle of the Books, which was a Jo. She had us all read a Josh Funk book so the kids could get exposed to um the his books. And um at the all school meeting that uh was referenced earlier, there was a big duel between me and Mrs. Davis. And guess who won? Mrs. Davis. I told you was involved time ever. So, first time ever. So, um yeah, that was a lot of fun. And, uh we read It's Not Little Red Riding Hood. Um I definitely needed his help because Josh Funk has all kinds of characters and voices and so it was a lot of fun. The whole that whole series was a lot of fun with Battle of the Books. Um Parks and Wreck hoops classic also came to an end that

131in last literally the entire month of March. Um this year was a big deal though because I think it was their 25th. um year of running it and it was it's just such a well-run event for the for this area. Um the the wreck teams that come and play, they do such a great job with the stage and the music and the lights and the announcements. Um and so we're just so happy to be able to host that each year for for parks and wreck. Um on Monday, March 24th and Tuesday, March 25th, we sent a team of middle school teachers with Mr. Grie along with Mr. grieve to the Nelms conference. NLEMS is the New England League of Middle Schools. We've done that for the last several years, have sent teams of middle school

132teachers um there. And when they come back, we usually have a sharing session for them to be able to um uh share their key takeaways that they had from each of their the workshops and conferences that they had attended. On Tuesday, March 25th, I have some PTO information here that uh they through the month of March, the PTO provided nutritional snacks to our students. Um and the third nutritional snack was delivered that particular day. Um it was that they've done that for a couple of years and they have had some this year they had a couple of um donations fin monetary donations. So they were able to purchase um things that they might not have been able to purchase in the past. Um and on Wednesday, March 26, our sixth grade uh team held an

133information night for Meo Vista. Uh, as you might remember, last year se seventh grade has been going to Marav Vista the past couple of years. This happened after the pandemic because this field trips were so wonky. Um, and last year our sixth grade team decided they would be taking over the Marav Vista trip. So, seventh grade went then there was for a couple of days and nights and sixth grade came up, they shared one particular day together. There was an overlap. Seventh grade came back and sixth grade stayed. So that will be um their trip moving forward. Um including lots of fundraising. Uh we also wanted to spread out the New York trip and the overnight uh science camp trip uh for fundraising purposes. So sixth grade has taken that back on and they had

134an information session uh for parents and guardians that particular evening. Uh we have had our March fire drill. Our April fire drill I'm sure will happen anytime soon. Um Mr. Dubenski likes to um sometimes surprise us. I begged him not to surprise us in March after our February emergency drill. Um that would have maybe produced a little traumatic um uh trauma for some of the kids. So that one was announced on um Thursday, April 3rd was our annual talent show. A lot of fun. We had a ton of kids, all ages, even a ton of middle school kids this year. More than I've seen in the past. That was a lot of fun. Including pizza dinner that night. raised a couple hundred dollars to donate to the Deerfield Food Pantry. Friday, April 4th was our

135monthly all school meeting. The fourth graders hosted and fifth or eighth grade shared. Monday, April 7th was our parent teacher conferences. Um, and thank you to the PTO for uh putting out a nice spread of staff treats. So, in between conferences, staff could come down to the office area um and uh have a little treat for themselves. Uh Friday, uh this past Friday, April 11th, the PTO also held a small and tall dance in the um cafeteria, decorated it lovely. Monday, April 14th was CRB. And I know um Ellen will report out on that. I forgot my minute, so you can you I'll do by memory and you can add it. Okay, perfect. I happy to do that. Um Tuesday, uh just yesterday, we had a bus evacuation practice drill. Bus evacuations happen twice a

136year um where the kids just practice um getting off the back of the bus and hopping back on the front. So they did a nice job with that yesterday. Uh today we had SAU leadership. We try we do that once a month with the whole SAU assistant principles, principles, special education coordinators, SAU staff. Um just get updates on things that are happening. Um some things that are upcoming on Friday, April 18th, the Deerfield House of Representatives is hosting a parents night out event. Yes. Thank you. You're very welcome. there. I shouldn't say you're welcome, but that was their idea. I am taking advantage of that. Yes, I saw that. I'm happy you are. Uh so they decided they would they needed to do some fundraisers, get a little money to to work with as their

137uh for things that they want to do um in the school. So they this is a fundraiser for them. Um and they parents can parents or guardians can drop off uh their was preschool four four or five year old preschools up to uh fifth grade. uh drop off um their children and I think it was like $8 for one child, eight $18 10 12. They had prices for two kids, three kids, four kids. Um they have I I think they have about 20 or so families that have signed up. I sent another reminder today. So they they were going to take up to 40. So this is a fundraiser for them. They're g parents are going to drop them off. Kids are going to hang out in the gym. There's going to be a movie

138playing and games. There'll be a bag of popcorn for kids. So um Mr. McCabe will be here with a couple of other staff members to um help support that. Um also, as I'm talking about the Airfield House of Representatives, they did agree to come to the May 7th schoolboard meeting if you wanted to have them come. Um so, u Mr. McCabe has spoken with some of them and um they'll have a represent representation here to talk about the things that they're doing. Um Monday, April 21st, uh coming up on Monday is our author visit with Josh Funk. It's also our par educator appreciation breakfast. We have that every year. That's been an annual event for as long as I've been here. Um, probably even longer, I'm assuming. Um, but it's a nice time for our

139par educators to come down, um, mingle with each other, not have kids around, have some nice treats. The special education staff always provides a delicious spread um, give them a little treasure um, to show how much we appreciate them and the work that they do. On Friday, April 25th, we will have we will have a squeeze in middle school dance. We do know that's the Friday before vacation and but the uh two magnets really wanted to do one last uh dance for with the kids. So that will be on Friday of April vacation. Um and then we go into April vacation and then when we come back it will be May May. You know what happens in May at schools. We've got teacher appreciation lunch. We've got the art show. We've got tricky tray. We've

140got skateboarding. We've got the book fair. So all the things that happen um in May will uh take off once we come back from vacation. I do want to give um a big thank you to Breezeline Communication. Breezeline Communication is funding the transportation for our fifth graders to attend Starbase in Penrook. Um it was going to cost so it's over a course of 10 days. Um and our all of our fifth graders attend this Starbase program put on it's it's a department of death. Patty has and you've been there, right? Star just saw the videos and talked to the person that runs it. the the fifth grades, they couldn't stop raving about it last year and they went they're going earlier this year because they felt that a lot of the um activities that they

141did at Starbase would have really helped with the science um SAS testing. So, they decided to go a little earlier this year. Um the only holdup is that it would cost about $3,000 for us to transport um our students from here to Penrook over the course of those 10 days. So, Breezeline Communication is funding the entire bill. Um, and we are so very appreciative of that. And and this Starbase is the one who put them in touch with us. So, they've they've they've done some nice work for us. Um, the last thing I'd like to talk about is our kindergarten enrollment. Um, we are up to 46 students who have been enrolled. 20 of those students are enrolled in our Monday, Wednesday, Friday preschool program. and 26. We have 26 new enrollments and we do

142have a potential retention. So we uh we could be looking at 47 um students enrolled for for kindergarten and that's so far this year. That's you know we're in April. There's a lot of time for uh as you know last year we were kind of in the same place this time last year and we ended up with um more students. Um, just to give you some information about the current class that is our current rising kindergarteners. Um, we know about what's that? That we know about. That we know about. Exactly. Um, eight about eight of our students are being served through special education. That means that they are received special education services and related services. We do have two students who have one-on-one par educators. Uh, we have a large group of students needing behavioral

143supports. uh given the current rise uh the current needs of our rising kindergarteners, we're really advocating strongly for four kindergarten classrooms next year. That would currently if we kept it at if it was at 47, 46 or 47, we're looking at 11 or 12 students per class. Um but we also know that enrollment will continue to rise. Uh we do have our kindergarten kickoff coming up on May 30th and we do have a kindergarten screening coming up as well which will give us a better sense of the students that we're not we don't know about. Um we are in touch with Miss Lori over at the Deerfield Preschool. We know how many students are over there that are coming to us. Um our preschool teachers are in communication with her about um the needs of

144those students coming to us. Um, so at this point we are in a very similar situation last year in the sense of preparing our our our littlest dragons to to get ready for school and 18 students in a classroom has been very challenging for our kindergarten teachers and the needs that are coming in. I think that um Nancy and Ellen being in education for as long as you were, you saw that that prog that the skills that kids were coming. There were kids that did had didn't know their alphabet and kids that you know knew how to read. And um I think the same thing is true that's happening currently. We are still seeing those disparities in students coming to us with different levels of skills. That's not necessarily the problem as much as the

145needs of these students, the behavioral needs. um the trauma backgrounds that they're coming with. I I think I've mentioned that we had five students in foster care um this this particular year. Um that was, you know, those are the things that we're getting right now and we are are strongly advocating to go with four kindergartens next year. With that said, um my the current kindergart the current fourth grade teacher that went up to fourth grade because we only had three kindergartens this year um is interested in going back down to kindergarten. Um we are in the process of um interviewing for um a couple a position in particular. We're And with that said, if there if if um we end up going with four kindergartens, we would end up needing two elementary teaching positions. um

146because we would the position that was left open last LA last last year coming into this year um we would want to fill that position. So that's where we're at. We've had a lot of conversations about um space, you know, we would need to we currently have a second grade classroom that's moved into that fourth kindergarten. Um we are we have listened to the feedback about students going out to the modulars. Um, I know that people feel strongly about having second graders out there. This particular class is a smaller class. So, we have looked at alternative areas that we have in the building that could accommodate a smaller class for the year. Like every every year we are looking at how to um utilize our space every single year. And um you know next year

147because we have a smaller first grade class rising into second grade, there's still 40 of them. 40, maybe 41. Um, and there'll be in three first second grade classes, which means there'll be about 12 or 13 in each class, which is still very small, but that is the anomaly cl that there we that we haven't seen a class like that in years. Um, graduated a class of 40 a couple years ago, two years ago, 44 or was it last year? Last year. So, they do come along every couple of years there. I'm not saying that they don't, but I am saying that um it is not it is unusual to have a small class. And that will be next year's which class? The class of 40 kids will be in seventh grade next year. They

148were in kindergarten um in four classes. There was 10 in each class and then they went into third uh first grade as a class of 40 and there's 11 or 12. Um canon's no canon is that my my oldest son was in the other small class. It might be you. Wow. Um, are it's been a while to be able to come to kindergarten. Is pre kindergarten required or can you go right into kindergarten? Yeah. We're getting a lot of kids that aren't potty train. I mean, it's things like that that you don't you don't think about. Um, I mean, and I think that that is happening nationwide. I don't I'm not just saying it's a New Hampshire. I'm not just saying it's a Deerfield thing. I think that this these are the things that I'm

149hearing about, reading about, listening about. Um, kids are not as prepared to come into kindergarten as they have been in the past. And even in the past, they have we've had disparities of of preparation. So that's where we stand. When you say there's two positions, so if without we so we took some action tonight. Oh, that's the other. Okay. Yeah. All right. That's when you're saying the two position. Okay. Because so just one. Okay. I got it. So we're definitely filling one position based on the action you took tonight. and with with um knowing if there were to be four kindergartens then you would need to so yeah so how does that get decided that's a great question oh I'm I'm asking is that something that we vote on or is that something you guys

150decide there it's budgeted for the board chose last I think he voted last year right not to fill the position so if and we also voted to keep the position and correct budget and and this budget season you decided to you agreed to. So the money's there in the budget one for kindergartens. Oh, but the one to fill the open position, right? It is budgeted already. Yes. The one we talked about earlier. That's correct. Yeah. And that's an additional one. That's so But that's already in the budget. Right. That's They're both in the budget. There's no addition in the budget, right? And to give the timeline not being in education, this is the time. This is like when you want to advertise. This is when you want this is when you get the best of

151the best teachers. The longer we wait, we lose out on the opportunity for We have interviews already set up for next week. We are we are interviewing. It's just a matter of what are we we're interviewing for one position or two and That's why we brought it up tonight because if the board is going to take action and not want that position to be filled, it really should be tonight's because otherwise we got to move ahead. Um, I would make a motion to hire a fourth kindergarten teacher. Does anyone have a second? a second it for discussion discussion. I I'm afraid you know the space needs thing is such a priority. So how do we you know those are two kind of that's a battle right? It's like yeah to give you kind of an

152idea. So we currently in mod 300 that's the one closer to the parking lot. We have one that was last year or second grade last year. So we have two third grades on one side for mod 302 um and this 300 mod is third grade on one side and last year was second grade on one side. Um currently where the second grade teacher came in last year um that space is being used uh by our math specialist. Um so they have four through eight. So there's fourth and eighth graders going out there um throughout the day for small group instruction etc. Um, if we were to have the fourth kindergarten, um, we would have those two teachers then occupy a room kind it's like it's unusual. It's by the kitchenet kind of smack in the

153middle of nothing. Not one of those closets. It's no, it's kind of just like a room that it it is it would suffice for we've had the specialist in that room before. So um currently it's um used for just uh an open space for people to use that room. We have a sign out sheet. So you know people can go in um and reserve the room per se. Advisory goes in there. Small group work goes in there. It's a little corner. No, it's 131. It's the the used to be the when I started it was the teachers. Teachers room. It was like literally it was where um my office used to connect. So when you go in there, the kitchen's on the left around the corner. Yes. There used to be three people in there.

154Yeah. So you're talking about putting additional people in there? No, there's nobody in there right now. It's not housing any um it's not used as an office. So how many people how many specialists are out in the modulars right now? Uh two. And what's the possibility of I know it's not the greatest classroom, but you have the classroom next to the cafeteria that if you move specialists out that would be a classroom. I know it's not the greatest because it's near Nancy was in there for a few years. When you're Nancy and it's too loud, you go and you tell the cafeteria. You've had that class before. Correct. So, the second grade class could go back in the modulars and then we would move the specialist into a smaller space for their that would that's

155what we would do. Knowing the feedback that we've gotten about having the younger students out there, we are considering where else we could put that smaller second grade class for that for next year. I don't want us to get off on conversation. I wanted tonight at least keep it to the teacher. But there is room. Yes, there is. There is room in love. And there's no consideration of taking this second grade class and turning that into two instead of three. That'd be 2021. Too many needs. Not yet. Think maybe in the future they might be able to go into two classes. That's we've discussed that yet. This year's first grade class, right? And there's still some more because there's only 41 kids. So, how many kids are in kindergarten right now? 18 per class. 50

15654 I think are 54 students in the current which is the about the more of the average size across the all grade level. Yeah, it's fair to say 52 to 54 is about the average. Our largest group right now is our eighth grade was 61. the the difficulty with um kindergarten so that you're aware is parents aren't required to register by a certain date. So we you know send out the notice that we're having kindergarten kickoff and we hope we get as many people here as we can but they'll trickle in um and they'll just show up to register their kiddos and sometimes people don't aren't even they'll show up on the first day of school like I have a kindergartenner let's register um so it th those numbers are really difficult to predict which

157is the problem every year. Okay. So, if you're saying that sometimes kindergarters come in because of not everybody has to go to preschool and sometimes kindergarters coming in and they're not uh potty trained per se, right? Um would it make sense is it required that kindergarten is a full day or could you have them half day? No, I I think that's that's state law now, isn't it? Is it state law? Yeah. I don't think it is. Oh, it's not. Oh, I think there's still some but that would be even that would set us back even more because their needs are so intense. That's why we're trying to get more services to them if we only had them here half a day. Even maybe some of them aren't not equipped to do a full day. that

158you know if they're not quite so that would be made on a case by case basis and in my seven years here we've not done that once. Yeah. You haven't had to do that once. You mean go to a half day right because it's always been a full day. Yeah. Yeah. For a long time now. Yeah. I just would didn't know if that was something that could be thought about. It might alleviate some of the space in a way, right? Because if you only had to have half the children, half of the day. Yeah. I mean, I I do think we need to think about the education of children versus just the space that they take up in their home. I understand that. I could never support half a kindergarten personally for all kindergarten. I

159mean, maybe if there was something special because I just don't think that provides enough foundations for them to move up to first grade. not explanations. Correct. And that was that's the other thing. I mean, kindergarten looked very different in many many requirements are like first grade requirements. Back in our days, what was expected in kindergarten is nothing like what's expected now. It's not just come in and play and which I totally disagree with, but that's that's unfortunately what has been required. Yeah, because if we just focus on the socialization, it wouldn't be so bad. I mean, if there if there was required preschool, then we may not be in the situation that we are for kindergarten. Turn into the first grade. Correct. So then it's like, do how far do we keep pushing back? Like

160do then we're talking the first graders coming in not knowing their letters and their numbers and things like that. So I um you know I'm not in the kindergarten. I hear a lot of what's happening because I have a kindergartenner and it does and I've heard a lot from you know people in the school. I think it's very challenging for them this year to deal with the students and you know you always hear of education that K through three is sort of the foundation of school and education and I just feel like we're setting children up for failure because we're not giving them what they need to succeed in kindergarten. So, you know, if we're if we're focused on improving test scores and making sure that kids are building the fundamentals early, I think we'd

161be better served having four kindergartens where kids can get more individual attention. Otherwise, I do think, you know, when we're looking at this in the future, I would love to see a line saying this is when we move to three kindergartens, and if test scores go down as a as a a measure, then I think that's that would be notable. It's really hard. I I hear what you're saying, and I know that would make it easier, but it's really hard with these classes because there there may be a second grade class where Kristen and Brian say, "Oh, those kids could be in three classrooms." Yeah. There may be a second and test scores aren't they're not the end all be all anyway because some kids are just not developmentally ready for some of this stuff

162even though we're forcing it on them and expecting them to do it. They're not developmentally ready to be doing the reading that's expected. I understand that. But when people are judging a school district and judging a school board based on test scores, we are we do have to respond to that and we do have to continually approve improve and I think if we're like go having three kindergartens is moving backwards. I I I'll put this out here because I'm the one who fought for three kindergartens. I am actually okay with going to four kindergartens. And the reason I'm thinking it is because the things that you just talked about with the kids not being prepared, not being potty trained, not like those are all issues we've never dealt with before. That that wasn't the case.

163The testing does nothing for me. That doesn't move me at all because I think that's BS. But I do agree with that. And I think that if you're having, we did this this year with 18. And if you're having a really hard problem with behavior problems with all the different things that you're having in the classroom, it's too much for the teachers, then I guess I'm going to put forward that I would be okay with four. So, so the group though this year they'll remain as three classes going to first grade. Yes. Yes. So, and and I know this isn't the time for discussion of it really, but I look at it too as and I know placing paras is very different than when when I was fortunate enough to everybody had a parah because

164you just we all had that other adult to help support those things. My understanding is that kindergarten is sharing Paris like teachers do not there there are times that a teacher does not have another adult in there to help them with those things. Good point. And I just I sometimes think if you had that second adult in there all day long. I'll clarify that for you. There is always a second adult in every kindergarten classroom because we do have a couple students with 101 Paris. they might not be available. That that's the that's the piece. That's that's the piece. It's different. I I understand that. But a oneon one is devoted to that one on one. You can't rely on them because they may taking them out of the classroom doing something. So if you've

165got another issue that you're dealing with, you can't depend on that. I just think if having that second adult who's not assigned to a particular child or a particular even if they were assigned to a group of children that's that help but I think that's where you run into having the bigger numbers and a lot of the issues is it just was nice to have that second adult to help with things and when they're jumping from room to room because that's what they have to do that makes it hard like all of a sudden, okay, I have to go over to room B now and you don't know what's happening in room B. So, you're walking in kind of like what am I walking into? And then room A now has just the teacher. And

166I think I think Kristen makes a good point though about the behavior because you have kids coming into kindergarten that have no idea how to behave, don't know what to do. That that's hard. hopefully you've got them trained by the time they go to first grade that you don't have to have the four classes. You know, you can bring that down to a to a larger group. So, I I do see that. I to me that makes sense, the behavior issues. And I hear that from teachers, too. I I hear so many teachers that are getting out of the profession because they can't handle it anymore. They're so tired of the behavior. And one of the reasons we we have four classroom aids. Um and our current our current first graders were going there was

167no par support for any of them for any of those first grade classrooms. There wasn't students that needed par support but there were there were things support that they needed but they weren't there was no anyway we put the three classroom aids in one in each classroom so that at least there would be a second adult. So this year, yes, our classroom aids are in first grade, but in the past we've had all four classroom aids in kindergarten or we've done two and two, right? You know, each year we we make those personnel decisions based on the needs of the grade, based on the needs of the students, based on the needs of a lot of things. So I this year, yes, there was been one classroom aid that's not assigned to any students. So

168she this class has paid out of regular education funding. Um, and three of the first grade class aids are paid out of regular education fun. They're not attached to a special education system. So, next year it might be able to look a little differently. And every year we try to make that decision based on the needs of our students, based on the needs of the class, teachers. I think one of the things that's lost here that we've seen with is like like you said, you used to have a need in your room. You could go outside and use the outdoor classrooms, but when you don't have that anymore, you're not bringing because it's you don't even our teachers are not even thinking about using that because as soon as they get out there, you know,

169let's go to the bathroom. So, and now you're bringing the whole group back in. So, where before you had your aid, you know, that person, but that that's no longer even a thought on some of our teachers minds. It's just not practical. It is used on. Yes. No. No. Yes. It'd be nice if you could come up with a way for the younger grades to use it with like if you have a shared par where they say, "Hey, we're going out. The PAR is going to come with us this time." You know, because boy, those kids need the outdoor classroom. You're not peeing behind the tree. Some kids do. They had a bucket out. They They planned it during co they had a bucket, you know, which your parents complain about it. Biohazard. One of

170my favorite Patty Sherman lines. Yeah. So, so you want us to decide tonight? Yes. There's a motion to hire. I will say also I've been approached by multiple parents in the current kindergarten saying I hope that we get four first grades because the kids are like there are such big issues in the kindergarten and I was like no no no chance no chance will be before first grades is what I can tell you. Mhm. Um, but I think there is some discontent with the the parents of current kindergarteners about how big the classrooms are. Um, okay. If there's no more discussion, we will vote. So, all in favor of approving a fourth kindergarten teacher, say I. I. I. All opposed. How did you vote? You can't abstain. No voted yet right now. Yeah, I have

171so many thoughts in my head about so many things, but I'll go I for now. Okay. Well, it's not for now. Not for now. It's a big deal. It's I for I. Yeah. I Okay. Three, two, you can move forward. Um, you know, we can reassess annually during budget season. We'll talk about it again. Um, all right. Anything else for the principles report? No, thank you. Okay. Um, curriculum review board. Um, like I said, I left my notes written in my car, but um, basically what I remember hearing is that um, well, the literacy, we're going to have a presentation next month by them. So, they're coming and they're working on the presentation. Um, next year, the curriculum that is up for review is science lit literacy was supposed to be this year, but they've

172postponed a year because they needed more time to to get that done. Technology and I think PE. technology and PE. But um the other thing they've talked a lot about is the the ED 306 standards. They're trying to align all their curriculum back to that which is really pretty unusual in some cases like art has to go back and look at I think it's 2021 something crazy. They have to go back to those standards and now align what they've done back to those standards. Yeah. So that's like the big one. And then um lot some of the others math I thought was okay and some of the others haven't actually done the work yet so they're still looking at it. Why do they have to go back because of the new state standards say at

173306 got like totally the minimum requirements yes they changed it. So during the March PD day for the SAU, uh the last hour of the day was a job alike session. And so um you know you went so if I taught you I did I was the um I hosted the third grader third grade teachers. So all the third grade teachers got together. We went over the updated at 306 standards and we talked about you know any area uh that you feel like you need to make sure you bring back. Um, and the arts the art and music were both shocked to hear that they had gone back to the standards of 2001 and they had 306. So that seems crazy. They they both felt like their current curriculum was I was in I was

174in school then. That's a long time ago. They didn't feel like they needed to do do a ton of updating to their curriculums. They just had to tweak. there. One of the ones I was wondering, I hadn't asked, but one of the changes I know like in art, I think there was a lot about um uh like diversity and understanding one another and that kind of that kind of went into the art of music. Is that like gone now from the 306? Um, you know what I mean? Like a lot of the art was to look at like different artists from different people's point of view and Yeah. So there was a lot of that kind of stuff in the new art curriculum that we saw last year and I was just wondering if the

175state changed that. So it's not they can't change the sixes because it went through rule making and the whole process. I mean the 2001 standards do they have that? Oh I thought you meant did they change the No, I meant the 2001 standards have that kind of stuff. Doubt. Probably not. I would imagine not. So to me that's probably one of the biggest changes. Did you say it was art and math? No art and music. Well, all of them have to do it. They all have to look at the new the 306. They have to go back and look at those standards, but the for whatever reason, the art and the music were using the 2001 standards. Framework. The framework. I'm just looking it up to see if I could find an answer for you.

176It just says K through2 framework for the arts 2001 edition. go back. That's That is absolutely wild to me. That is wild because there was a lot of public educator feedback to make sure that this didn't happen and it did. That's okay. Well, that's interesting. Anything else for That was the main that was what resonated the most with me. So, I don't know. Did I miss something important? Thank you. That's good remembering. Okay. Okay. We will go to policies on page two. The um the first few policies were the um the others from that title line update that got sent out um when the child n regulations went back to the old set. Um, so those are on there and those were um supplied by the New Hampshire School Board Association um following the law

177the way it is now. So those are on for first reading. Um the so in 2021 the discipline rules changed, the laws changed and I had um I could not figure out why your policy was still in the drive for 2007. I had a note that it was on an agenda and I don't know if it got dropped from the agenda, but we need to fix that. So, this the code of conduct and the um student discipline policies need to be updated. Yours I saw that the JIC do you mean JIC student contact that said March 2021? The No, it's the it's JICD which is what the schoolboard association code was appendix B that's 2007. Yeah. Yes. And the new JICD from the schoolboard association is encompasses a bunch of stuff. So you don't get

178rid of you're gonna get rid of your like appendix A, appendix B, pasing like it's all I was wondering about that because it seemed like it was so it kind of covered all the same stuff. It's all in that policy now with when the laws change. It's just one big policy. So that's what we'll be looking at. Um this is just the first reading. So you can take a look at those. Um, and then one of them is the memorandum of understanding. Um, and we had a draft of one. I don't know what happened to it, but it it has to be updated. So, what we would have to do is submit it to the um the PD and get their input and see if there's anything in there that concerns them or if they're

179in agreement that that's what we need to do to follow the rules. Okay. I'm a little confused. The police department so is No, I was so confused by the PD. I was like, I can answer that. So, the JIC, yes, that's 2021. Is that supposed to be the all-encompassing that includes the appendix A and the appendix B? Is it or is it the J? No, it must be the JICD. It's the JIC. Okay. So, that's supposed to include appendix A and appendix B. So, we just need to look at the JICD, make sure we're okay that it has association versions and and JIC to both of those. Making sure that those look okay. Also the um JICDR suspension and expulsion, those all go into the JICD. Yeah. Okay. Um I was wondering about the two

1802024. Do we have Saturday detentions? Okay. Because that's in the policy. I'd never heard of that before. In the Deerfield policy, not the right field. Yeah, it said it. That's why yours need some serious updating. All right. Yeah, because then it had before and after school detentions 1 hour. Yeah, we have. Okay. Oh, I'm sorry. I just want to ask one more question and then Oh, Nancy and I will do this and then Okay, but can I ask one more one more one more question? It said that you can enroll a student expelled from a school outside of New Hampshire for a violation of gun-free schools act. Seriously? Like so somebody could be expelled because they violate the gun school safety act and move here and we can let them come into our school. There's

181a lot of different rules on expulsion now and hearing appeals and having to re it used to be automatically you're done and the laws were drastically changed in 2021. Yeah. Okay. Because it was just a confusing because one of them I read and it said well if they had bullets and depending on their then they were expelled but then it said that they could be reinstate. Yes. So I was a little confused by that. Yeah. It's not it's not an expulsion forever. Right. And you're saying that the hazing one also is included in the J. I don't think there is a separate hazing policy now. I don't think that was 2017 and it's the old one was 2007, but it seemed pretty straightforward about hazing. Don't do it. Yeah. If it's not if it's not

182in the other one, then you need you need a separate. Okay. So, we'll probably hazing in that one. I can't No, it doesn't. I remember seeing it. So Nancy and I need to go over the JICD, make sure it includes all this stuff and we're happy and make changes like we're not going to have Saturday tensions. Yeah, it was based on the the new Well, that's what I fig I'm like, do you have like, you know, you're giving that as a stipen or something? So all I could think of was Breakfast Club. So the new one that is is being worked on, it's just called J ICD, nothing else. Right. JIC and JIC. Okay. the the two that are the schoolboard association ones. All right. All right. And they're going to be separate. They're not

183going to be together. Okay. And we and we use the MTSSB3 tiered support. I know you've talked about that before, but we do use that. And do we provide parent counseling and training? All right. Anyway, we'll go through it and we'll ask you questions because you don't have to look at the Deerfield version. Just look at the schoolboard association. Okay? Because that's the one that follows the law. So old. Okay. I wouldn't even bother comparing it. But they had like they had recent dates on them, but did they just take are they just the the schoolboard association, but they put Deerfield on it? No. They did not like normally when you look at them, it says it's the New Hampshire School Board Association. These did not. They said they were the Deerfield School Board. So

184I was confused. Because we're publishing the agendas for the public. I asked Lexi to better format the schoolboard association version to be prepared. That's why it says it's Deerfield. Okay. Got it. Got it. All right. Yeah. We'll have to get together. Okay. So, if people have comments at this point, you can send comments to Nancy and Ellen if you you'll still have another opportunity to do it. Um, but if you have if there's anything that jumps out on you at you, the versions drafted in the drive currently, you can email it to them and they will incorporate or bring to another discussion at the board. Are there any other ones that are going to be incorporated together or they're all separate to where we have them? Because we have AC and then we have AC,

185ICD, and hazing I think are the only that are going to be separate now. We still have AC. Oh yeah, those are Yes. I'm just talking about the J's. All right. You need all those A ones. Those came from the title. All right. Okay. So, we'll move them all to the second reading. And if you guys have any comments, yeah, send them to us, please. Okay. Informationational items. Schoolboard meeting schedule. So, Lexi drafted the schoolboard meeting schedule for next year. Um, he's based it off, excuse me, this year's schedule. So, if you want to take a look and if you see anything that there shouldn't be any conflicts with school vacations and other things, she she did have the calendar side by side, but if you notice anything, um just let us know and we

186can update it. Um keep going expenditure report. Yep. Um so that was published in your um in the drive and then we did start putting it on the in the packet for the public too. So I just wanted to make sure you knew that. Um, and it Amber used to run it a couple of days before your meeting in the past, but now that we're publishing your packet, I asked her to just run it. So, the one that's posted now is in March, even though we're halfway through April. So, then on April 30th, she'll run it and we'll publish it just um and then she also sent out um the voted default budget. So, it's just condensed and it only shows the default. It doesn't have all the other columns that we were proposed and

187all that all that good stuff. So that's there for you so that you have a copy. And one other thing I promised Jess I would mention is we we got our um special ed determination. It's sort of like the special ed report card and there's a rubric and we have all these areas that we get you don't want to get a number. You want them all to be zero. Um and Deerfield had no needs of assistance and did a wonderful job um in every area. So I just wanted me to make sure to mention that congratulations great leadership specialized department. Um okay uh public comment and I so May 14th is the co brown. Yes. And I I did let um I let Karen know or let the assistant know, whoever sent that email, Amanda

188maybe um that we have an executive board meeting that night. So Jess and I can't go. Um and Amy Parkinson is going to go as an administrator. Kristen has the spring concert that night. But but I did have a question about that because they have you fill out a questionnaire and I can't bring the questionnaire because you got to fill it out and then next page next one question next page. Is you okay with like filling it out? You're a high school committee member, so I say and I didn't know if you wanted to go canon too or not, but yeah, I'm gonna go. Did Did we all get that though or Yeah. Yeah, we should only send two people. No, I mean in terms of that survey, we're we're only responding for ourselves, right?

189I don't know. It's kind of like for the board, but it's I I can't remember what I didn't go through it. I can't remember. I did last year. I just filled it out. This year I thought, well, I'm not going to fill it out until I talk to you guys. I think it's it's kind of like what questions do you are you interested in? Yeah. And then I know last time they kind of surprised me because they wanted each school to uh speak about what they're doing. I was like oh great but um that was okay. I think we're okay with that. H actually having these presentations by the curriculum different curriculums is really helping a lot because that's what a lot of the different schools talked about. That's great. Sorry. So and Amy will

190be there. She's the Yes. And she's the curriculum coordinator. Yes. She'll be at least there'll be administrative representation there. Yeah. But they understand that this time of year is pretty crazy. And we're doing a lot of hiring. So we can't miss board. Okay. So only two members from each school board should be going to the co May 14th. I'll be an exemp some boards it as a meeting. Some boards they they actually have their schoolboard meeting after it. Yeah. Like I think last time two of the towns met and had their schoolboard meeting after. So I think some of them had like their whole school board there. So I mean I would say we do if if there's going to be we have more than three. We have to post it as a meeting. I

191get you. Okay. They actually had their meeting after. Yeah. I see what you're saying. So just let if there's going to be three just let us know and we'll put Are you Did you want to go Missy? I'm thinking about it. It's a Wednesday, correct? And it's it's not our Wednesdays. It's not first or third. It's the second. If you want to go instead of me, let me know because I've I've gone for two years. So, what's that? I said, "Yeah, you went last year." Yeah, I've done it two years in a row. So, I'm totally okay with not going. I pretty much know what's going to happen. We just need to make sure whoever goes is prepared to speak about the school. I was going to say, the curriculum uh it's fine. I all

192I have to do is put a notice that you guys are all going to be there. That's all. I'm going to be there like two more nights because I agree to um judge their senior projects. So, I'm going for training and for the senior projects, but but I don't mind I don't mind doing it. I'm up in the air. Okay. It's hard sometimes to schedule. So, just let me know because I need to post it ahead of time and when you decide you can email me or whatever. Okay. Thank you. So, there is no public comment. Um, so we do need a non-public session. So I'm going to move into non-public session pursuant NHRSA 91- 3 section 2 letter C. Ellen. Yes. Yes. Yes. Yes. Okay. That was it. We had one visitor. Trish. I

193got you covered. Thank you.