001I mean, 603. Thank you all for being here on this somewhat quiet meeting. >> Ian, you want to join in? >> Okay, we're going to open with a public hearing before we get to the regular items of the meeting. And we'll start with a donation from the Burn Foundation. Anyone like to attest to this? Uh Julie, is this you? Yeah, Julie this year. >> Burn donation. >> All right, that's a good question. >> March intensity. >> Yes. >> This is our annual donation, Dorothy, um towards the March intensive scholarship fund. Um >> yes. So, she's obviously amazing and all three and so happy that she's around and know it's not going to last forever, but thank you, Dorothy. And we are using we use all of it. >> It often pays it forward, you know,
002because we want to make sure we have it right. Like now, this is a little bit too late. So, but we use the hopeful amount. Y >> anyone else have any questions or comments on this? Rene >> channeling my inner Deb adding it to that running list from birth. >> It's already a table. >> Thank you. >> 831. >> Thank you. >> No other comments. I'd be happy to take a motion on this with the language in 2A on the agenda. >> It's been closed the hearing me. to approve the donation of $35,000 with sincere attitation for the March as preserved. >> Seconded by I saw Carrie first. We do this individually because Gina is online with us and she will hopefully move over to the panel soon. Um starting with Neil >> Sodell, yes.
003>> McConnell, yes. Sullivan, yes. Christy, yes. Yes. Russell, yes. And then Gina, are you able to move over? We will move on from Gina's vote and then Ki. Yes, that is unanimous. Thank you all. I will now close the public hearing and reopen our regular meeting of the gender review. Does anyone have anything they wish to add or edit or subtract from tonight's agenda? Seeing none, we'll move on to public comment. If there's anyone in the public wishes to speak on anything not on the agenda already, now is the time to do so. Not seeing anything right now. So, we will get back to that at the very end if folks wish to speak. Moving on to reports and what is happening in the school. >> Well, in in the past month, council has had
004a town hall and we've gotten a lot of important feedback back from the student body and in particularly in my town halls. A recurring theme that kept on coming up was uh the cafeteria, the Hamp High cafeteria, and students were uh stating that a lot of the prices at the cafeteria were much higher than at like local institutions such as the co-op, for example. Like a like a carton of chocolate milk is $3 while you can get that for like a cheap much cheaper at the co-op. and and as as a result of this, I would like to conduct a review of our like Hamp High's food pricing and compare it to similar schools and ensure that our costs are reasonable and aligned with neighboring districts. I would also like to assess how current pricing
005affects students uh with financial assistance and whether it limits their purchasing flexibility. Additionally, I would also like to examine food waste to identify opportunities to improve unefficient efficiency and reduce unnecessary costs. A lot of the people in my town hall stated that like as as a result of the rising costs in the cafeteria, they couldn't like get like a breakfast sandwich and like lunch and like a and like a snack. >> Thank you, Ian. I would point out that the administration has done similar work in previous years. Uh some of us were on a committee that helped decide decide our next vendor that was chosen to help years ago and that vendor has since changed names, bought out other companies and it's my understanding has pretty close to a near monopoly regionally in all the
006schools. I could be wrong on some of the names but they got generally just so good luck. You need anything from us on that? Well, I I as like a great deal of help from Miss Adante when I was discussing with her and and her like she about the contract. I would like to review like the contract and how how like if the school is profitable like after like I believe the $600,000 limit like if the school has ever been profitable and if it can it can be profitable if like the prices are lowered and then students stop going to the co-op. >> Teresa, is that contract public? I let him we did have a great conversation here with a meeting and everything else and I told him that it can be accessible. Yes. >>
007Okay. >> All right. Any questions for Ian on this uh nice issue progressively. >> Thank you for that. We appreciate So, um I heard you say request. Uh what what's the request to whom? to the board, to the administration, to yourself, to like what what what comes next? >> Well, what do you mean the next steps? >> Yeah. >> Well, I would really I would like to lead like a team. There's a lot of students like from the town hall that I was in that are very interested in this topic and we would like to form a team to like ultimately investigate like and compare the prices to like neighboring districts. >> Okay. Is that a request that goes to administration? Like how do we how do we handle this sort of thing? council. >>
008Okay. >> So, you're not asking the board specifically. >> Well, I just wanted to inform the board. >> Consider us informed. >> Any other questions for you? >> No, just like if you find a >> Yeah. >> somebody who has a better deal, let us know. >> Sorry, Neil. >> No, it's okay. uh not related to this, but uh if we could try promoting Gina one more time. I think she uh she missed the because I think she has to approve on her side when you guys move her over. So yeah. >> Yeah. Saying James reached out to her a couple of times, right? >> No, she's driving. So >> I told her to be careful but to look for that request coming soon. >> Just a thank you to council and to Ian. I
009think I really appreciate think you guys look at such important things for the student body. Um, and we really value the work that you guys do. So, thank you. It's important. >> Seeing nothing else, we'll move on to RMS principles report um in this uh meeting about what's going on over there. >> Okay. So, um responding to your question from uh Rene's question from last meeting and really the meeting before that as well. um relevant to right now because our eighth grade uh world language, science, and math teachers just completed uh the form to give course recommendations. So, they're going to be shared with the high school a little bit later this week, and they'll be shared with families uh just prior to break. Uh but what uh we did for this evening's meeting was
010a little bit of data analysis where I pulled um the course recommendations for those three subject areas for the last six years. Um to really just see if there are any trends. Um and then Chelsea when I I work early in the morning, Chelsea works early in the morning and when we got to school she then took uh the data that I had and put it into charts which was wonderful. Um it's really from my perspective the strength one of the strengths of our collaboration that you can see um both the p really the percentages of students that have been placed at different levels of high school classes um for uh French Spanish certainly they're individuals that trans um transition to participate in other world languages when they join the high school but because those
011numbers are small we didn't include them and our teachers don't make that recommendation that's just a choice You can see when you're looking at uh the data on the math classes I because as the RMS math program has uh evolved to go from what we had in 2021 where we had three levels in both seventh grade and eighth grade to what we have now where we have two levels in seventh grade and one level in eighth grade. I kind of gave you that uh snapshot of what those courses were each year and the number in parentheses is the number of students that were enrolled. Um what I saw what I see as I look at the math recommendations uh for this year and those are listed by the Hover High year of graduation. I really
012appreciate that the number of students who are be uh transitioning to that uh lower level of course of the high school the intro to algebra class that percentage has decreased over time as we eliminated that threetrack system at RMS. Um what the this data showed me is that we created equity by going from a three uh track math system to uh one or two levels in math because it allows students they come into middle school with weaker skills to build those skills and transition to algebra 1 at a higher rate. So that was an exciting thing because I know that equity was a driver to the conversations when we shifted um Richmond math levels. Uh it was an interesting bit as I uh looked a little bit at science and I know there are lots
013of factors that go into a student's uh choice uh to participate in a honors level class or a non-honors level class. Um I was found it interesting that the general methods class at the high school that percentage has remained the same. It hasn't dropped the same way that the lower level of um math and that could be maybe the students are seeking challenge in math and therefore um seeking a less challenging class. Um, but I just provided the snapshot uh both to respond to the question that you all had as a board and to look a little bit into our practice and our students opportunities. >> Renee, >> um, thank you. I know I requested some insight into this. Um, just one point of clarification on the data. So, Hannover High School 2029 versus Hannover
014High School 2030, those are the exact same percentages. >> Yes. Which is weird. Okay. I checked it. You did check. Yes. Okay. >> Just checking. >> Yeah. I see I see that kind of narrowing in. And I think you're right. Like when we look at the what a kind of the curriculum should do, it should make sure that we're supporting all students in a certain way. Um, and I'm wondering like have you heard from anybody that I I don't I I didn't personally take altitude honors uh in my freshman year of high school. Uh, have you heard from anybody that like is upset that that number is decreasing or that their kids not getting to where they need to go or is everybody feeling pretty good about that? Because I'm wondering about both ends of
015that spectrum, not just the like we want to bring people up, right? But we don't want to hold others back. >> I I don't necessarily have access to the um data from the high school as far as where the students find success. Yeah. >> And when I think about >> uh some of the conversations that I know we were sitting in Katie McCarthy's classroom, Robin was there facilitating uh RMS and uh HHS math teachers. Um, I know the stuff from the costing out survey about the number of students that have tutors. And I want like I would love to >> as we play with this today, I could have added so many layers of information that I wish that we had because that would really allow us to have that more complete picture of not
016only where our students are placing but how they grow, how they track, what they need for support to find success because I think those are all factors >> you know. I don't know. Yeah, that's those are things that were questions today as we talked about this. It's okay. I'm just happy to see that we're moving up moving the bottom up. >> Sorry, just looking at the numbers. They're they're exactly the same for 2029, 2030 on all subjects. Is that true? I'm just worried there's a maybe a repetition in there somehow. >> It's the same for every single subject. >> I'll double check that. might Yeah, it might be worth that would surprise me that they were that identical, but maybe >> I was looking at >> I'll double check that kind of cool if it
017is all the same every single >> Thank you. Thank you. Um, yeah, very detailed. We appreciate it. >> All right, Julie, how about what's going on at the high school? >> Um, I just included the portrait of a graduate, our first survey for portrait of graduate. So, um, I don't know if it's done very well in terms of I just sort of put a bunch of comments out there of what students said. Um, we're hoping to have more students answered. Only 105 did. So, I think we're going to do it in advisory lunch next. And then I wanted you to see, even though you haven't passed the policy, um I wanted you to get an idea of sort of what I guess I think I would supposed to present when people are going on trips
018um with students. And I put sort of the five that are in the works right now. um three happening before the school year ends um and two one happening over the summer, the Iceland one and then the China one for the following year. So I wanted you to of see I know you haven't decided what you're doing in policy but to give you a sense of what that might look like, what you're asking for in your original policy. And then also I just put a link in of the form that we have at the high school at the high school level just so you realize that it isn't really willy-nilly. Um it's we do have a process there and the group that um says yes is the coordinator group which is all the heads of
019all the departments actually vote on all field trips. Ones that are here, ones that are going for the day, and ones that are overnight. and they are required to fill out the overnight field trip form if they're doing an overnight one. >> Any questions for newly on this? >> Rene. >> All right. Um, >> no apologies. >> How uh how much of a burden was it for you to kind of pull the information together to share with us? Super quick or was it >> It wasn't too bad only because they filled out if you look at the form, they've already kind of done it. So then you have to just take things from it. So I I guess one wonder is like should our overnight field trip form >> just be what I hand to
020you, >> right? Because it has most everything on it. But I mean you'd have to look and just see, you know, what's missing on there if there's something that you feel like >> needs to be added to it and even we can add it to our form so that people aren't doing things twice, right? >> Yeah. I think that's what I'm I want to make sure your effort is essentially negligible um to bring information. >> We can just go from the meeting. Yeah. >> Turn the form into you and then >> and you can look them over. >> Yeah. >> I think one of the other nice things about this is many of the discussions that are had in coordinators meeting are similar to I think the discussions that we would have here. So they're
021already having those discussions based on the information that's presented. And it would be similar information that I think you would want to hear as well. >> And we have said no like this year we >> said no to a pair of teachers who wanted to go somewhere with students and didn't think it was good timing and all of that. We don't always say yes, >> but we do say yes. I would say more than we say no. >> Happy. >> Any other questions for Julie on this or anything else? Sorry. Um, out of the trips that were listed here, was only just the one um, part of March intensive or >> so all of these are outside of it, right? So, um, the Spanish exchange is happening during March intensive, but we we have a
022sort of rule of our own procedure about trips that are happening during March intensive, but aren't part of March Intensive, because the Spanish one is an exchange. And so, March Intensive is the random lottery. And so, rather than saying they're part of March Intensive with an exception, we just said they're outside of March Intensive, but can travel at the same time. So the students that participate in that are they getting a non-participate program? >> We decided for them if it goes through our procedures that and it's a school program that they don't they get a successful participate for march and pensive. >> Okay. >> Um and then none of these trips >> this um none of them are required as part of sort of the curriculum. students are not graded >> right >> for any
023of this stuff. I I guess >> right like the Montreal one >> in the past that trip I remember from way back in the last teacher their final project >> was part of that trip >> and then they'd have an alternate project and that didn't feel great. >> So that's not the case with this trip, >> right? >> Yeah. >> Um okay, good. Um, I guess I'm kind of I don't, you know, a conversation maybe for another meeting, but >> to the extent that a student that participated on the Spanish exchange programs that their that their language skills would improve >> such that they might earn a better grade upon return. >> Um, I find that curious, I guess, >> right? And I don't know to the extent that maybe some of the other programs
024might also result in improved student performance because they had an opportunity to participate. >> Right. >> Sorry, just question open-ended question. >> Yeah, >> that is possible. I see where you're going with that. Yeah, I did. It just I We are a public school. >> We are a public school. We are not a private school. We are a public school. >> Just being curious, I'll admit I'm curious about the Montreal trip, but I'm curious how people are notified about the trips. So, right. So, that one just got through our system. It's like literally a day. I think it was Monday's meeting or the last Monday. So that teacher didn't sit didn't tell anyone about it until it got approved. >> Got it. >> Yeah. And so hopefully soon because I don't know is it generally
025going out through newsletters or through classes? >> It'll go through classes. >> Yeah. So if it's a class related trip, it would go through classes. >> Any other questions or comments for Julie? I don't know if it's a Julie question or just a Neil. I know we have to table this conversation, but I think to your curiosity, Neil, I'm just looking at that Montreal trip, right? And the the goal of that one is to take every single French dude like based based on the proposal and the way it's written, which I think maybe speaks to what you're getting at like this is for everyone and and the potential for capacity um to to go beyond that, but to ensure that the 48 that are currently studying French could participate, which I think is an interesting
026piece to note. that there is difference in these that speak to kind of I think one of your >> well in that particular trip wouldn't be there some be some redundancy concerns for all folks who went there in eighth grade >> there could be yeah I mean I think this supposed to improve their language skills I think they're going to be doing different things but >> and there's scholarship accounts for that but if all 48 asked >> or if it was fully paid for >> we would have might have an issue. Yeah, >> Michael has a question. >> Yep. Actually, um, at the I was trying to raise my hand while Anissa was speaking, so I'll I would love to ask her a question if that's okay with the chair. >> That is totally fine.
027Let me come up to the mic. Maybe start sweating a little bit. >> So, I just wanna I just want to make sure that I'm understanding the data uh correctly on the math. So, since we went to the self-directed program, there's been a 70% reduction in people placed in algebra 2. Is that correct? >> There is a yes. A decrease in the number of students enrolling in algebra 2 >> and that that's considered we're not concerned at all about that. I know the goal of middle school math has been to prepare students to enter, you know, so all students have solid skills to enter algebra 1 um and geometry rather than being because geometry is a year ahead of uh traditional uh math pacing. Um algebra 2 is a two year ahead if a student
028is taking that in their first year of um high school. So would 15% of students have been misplaced in algebra 2 previously? Is that sort of the view? >> I don't know that that's the case. I don't know. >> I don't know. >> Yeah. Just it's being pitched as a victory of e for equity perhaps, but it could also be um a lowering of expectations. Um and so it just seems like homogenization. And so I'm just concerned about celebrating the wins without contemplating potential losses because that just seems like a huge dimmonition of students taking algebra 2 honors. >> Yeah. And I don't know how the um I don't know the impact of for the individual students as to where they enter uh their high school math careers and where they end up during their
029four years in the high school as far as the course progression. Um there's for um electives uh after completing calculus or a statistics path. I'm sorry. >> Yeah, I I know there were and then I'll I'll be quiet. Um I know in the discussions about middle school math last year, there were parents um not only me who had expressed concerns about sort of um the impact on kids who wanted to like go further in math and the data would seem to potentially validate those concerns. Um if you feel like we're hitting the marks then I guess there's no more work to be done on that. It just seems like a big swing in the data and something to contemplate. Um I I don't I'm not a math teacher. I'm not qualified to render an opinion.
030It would just seem like um a kind of a big result. Um and so was just curious for RMS's thinking on it. >> Yes, I think it's something good for the math the K12 math department to delve into. And the 2030 numbers are incorrect. recounting in the spreadsheet the just now. Um, yes. So, I will get the updated bit to you. You can just >> to make sure you have >> Do you do you happen to know like do they are they materially different or you just know that they're in error? >> Um, the tiny little bit that I noticed as I um recounted or calculated. So uh starting I started with the math and the algebra one number stays the same with 38 students the geometry goes to 51 the geometry honors goes to
03141 L2 goes to eight >> yeah so those are my numbers not percentages we translated to percentages for you just because of the number of students you better >> a little higher maybe >> yeah so a little bit higher so each of those went up slightly And this is I'm understanding this correct >> these are recommendations. So what they actually did >> and that's the other bit. So the process is that the um often the teacher and the student have a conversation about where the student would like to go. They then the teacher then puts a recommendation into the form. If a student uh certainly we're just over halfway through their eighth grade year, there's a tremendous opportunity for additional um learning. That's where the student is slated to be right now. They could accelerate
032and go further. They could end up maybe not taking their foot off the gas and not end up at the level that they were recommended for. We also have the opportunity for students to um test if they would like to be at a different spot than where their teacher is seeing the current skill level, your skill level at the end of the school year. >> Just out of curiosity, these conversations with students, do the parents typically get involved in that or not really? I know that very beginning of the year with the individualized eighth grade learning the goal that the students set that is something that is uh shared with the families and part of the family conversation. Um the individual teacher student conference is happening uh during the class period during the school day.
033uh it's not something that the parents are invited in to be a part of the conversation, but they have had a conversation with their student about what they where they'd like their student to be. >> Anecdotally, they received a very nice email from Eleanor explaining what her plans were and where she plans to be and what her progress is. >> She very clearly had some help writing, but >> yeah, that's modeling self- advocacy, right? Very good. It was good. It was good. Good communication. >> Very nice. Any other questions back to Anissa or to Julie since we got a little sidetracked Michael? >> Sorry. I I just in tagging on to that, I think you mentioned, you know, having a conversation with the math team. >> Absolutely. Think that'd be a great idea. And just
034teasing out making sure that that we're talking about math skills and not um uh what's the word I'm looking for? executive functioning skills that are like that that's not the driving and the heart and I could have added so many layers when I think about um the student as a whole person like executive functioning is a tremendous part of middle school growth >> right right >> and um even though there's six years of information here individual classes have sort of fluctuations consider bringing in the NSA scores as well >> those and when we get a data system Yeah, we can play with stuff that's just not all the time, but it'll be easier to retrieve. >> There's an intrinsic dance. That is for sure. >> Anything else for anyone to add on this? >> Michael.
035>> No, I'm just um I'll be curious to see what data we can get over time. I worry that it's a victory for good enough instead of excellence. >> Thank you for that. All right, we will move on now if we're done with the principles. Next up would be policy. Let me switch hats here. Bear with me. So, we have two second readings and one first reading. I will note I was not present here physically for the first two first readings, the previous first readings. So, with that caveat, we have a second reading for IMH, which is the stuff about daily physical activity. It sounds like there was some fairly extensive conversation on this last time when Neil chaired and thank you for that Neil based on some concerns about privacy and PE and how
036this kind of comes into play on um daily physical activity. And I like Gina noted that it felt heavy-handed looking at the meeting notes. There was some conversation about this at handover as well. And I did want to add from a policy chair perspective that one of the changes that did happen, I don't see this clearly reflected in the Dresden notes is that the initial policy actually required a wellness committee which we decided at policy to not implement because we have tried that before. It did not go anywhere and we felt also to Gina's point that that was a little heavy-handed. So that caveat was already put in there initially. Uh Michael, is your hand back up or was it never down? Okay, thank you for that. Was down. Um, anything else on IMAH as
037a second reading connect? Let me switch screens one more time or the second reading of JLP, which is the parental notification. There were some comments on that last time that kind of dealt with student privacy and the continued lack of a social worker, but that this is a state law. there are some underlying issues that I think most of us if not all of us are aware of but that there are carveouts in the policy that help us get at those things um especially regarding notification and concerns about neglect and stuff like that. There was a fairly healthy conversation at handover last week about what reasonably prudent means. We did get clarification from an attorney who was in the room who provided the regulatory definition of that. It did not vary too much from what
038I think most reasonably prudent people would think about what reasonably prudent means. Um, so there's that. >> It did not clarify things for me. >> It did not. >> FYI, it just meant repeating part of the word series of words in different ways. Like if a prudent person behaves reasonably, it was Yeah. clear as mug. I think >> um I did not hear I did not detect physical lang actual language to change within the policy itself. Would anyone have would like to clarify with me now noting I was not at the previous meeting? >> Kelly, >> I think I did forward that message to you guys, right? >> Yeah. Okay. Just making sure that I did that. Um, I just wonder, it's a question for the policy committee, if it if to that point, since
039that is a pretty important carve out that we're putting in here, if it would be good to simply have a definition, whatever it is that we are referencing for that. um whether it's like the congressional definition or whether it's the whatever that like >> maybe like an R version of a definition of reasonably prudent >> whatever some official sounding Webster dictionary I don't care whatever like definition you're going to use so that you know should it ever be tested >> it's not a wishy-washy term we have at least right or wrong we have a definition that we're using for that policy >> I think we could put that in our language which would not be subject to board approval, but then the administration could follow up with that. I'm seeing some headlines >> in part
040of the implementation of this policy. Uh Carrie, I see your hand. >> Um I think just this is one of those state requirements and so I think for me one of the things if we were going to do that, I would want to like figure out like who wrote the state model policy and >> just follow that because I don't know that this is a policy that like we would write independently if it wasn't state law. >> Oh, for sure. Um, so I guess for me like because we're doing it because we are needing to do it, I'd rather not make it ours in any unique way. So if we were going to sit >> uh try to find the reason like I would want to check with the state like what are they using
041when they wrote this model policy what's there >> um >> yeah and of note in in our addition such as what Kelly's suggesting where I'm suggesting I guess on her behalf would not change the language of the actual policy itself. So yeah, so as of now we being policy handover Dresmith have not changed the text of this in any >> just to clarify my and my only reason for saying that and this is this is what um Renee >> different Renee yeah brought up at our meeting was you know the point of the policy is should it ever be tested should the school district ever receive a lawsuit on this we want to be able to say ironclad this is what we followed we were not negligent this is you know we followed our policy
042as discussed at this meeting. This was our definition, right? So that you know again there's a defense that we follow, right? That's all. But yeah, I hear your point. >> Hope the state has done >> I mean for what it's worth and I'm very very grateful to Rene Sergeant for helping clarify this in so much as that's possible. But it part of her point I think was that like reasonably prudent a reasonably prudent person isn't like a static category >> and so I don't even know if that would be care I don't even know if you could do that >> because it's I think by design >> um >> yeah it's designed to be able to be applied in different ways >> necessaries >> on on that same vein like we could change from reasonably
043prudent and say someone using common sense and good judgment and then you would also uh potentially have a legal challenge on defining what good judgment >> and common sense actually mean. So it is a rabbit hole that you could continue going down infinitely. At some point you just have to say, "Hey, maybe putting down the words common sense and good judgment are a reasonable thing to do >> and we would have a basis for arguments if we would." >> I'm I'm good with that. >> Thank you for those collective points. Everyone, any further discussion on this second reading? >> Casey, let me pull up the third one. So bear with me. So this is on JF which is policies sort of answer to the open enrollment question and what this basically does is give us
044various definitions of capacity. It is not ascertaining specific numbers or specific categorizations. We talked about this in some detail at handover last week, but it presents 10 different categories such as student educator ratios, physical size of the buildings, availability of certain supplies like say chemistry equipment within a chemistry classroom and things of that nature. One of the questions that came up last week was what we meant by classes in the policy and the answers is actual classes where some of other districts in New Hampshire are doing class or course specific capacities in an open enrollment sense. One of the examples is there is a district in New Hampshire that is offering to increase open enrollment specifically for German classes rather than the physical space within a classroom and things of that nature. So those are
045the 10ish that we came up with. We did do some word smithing at the set policy. I think we added one or two. >> I forget the specifics escape me. where that's going. Uh, Kelly, then Tara, >> I'll defer to Tara because I was actually gonna quote her question here. >> No, I'm just gonna same two comments that I made um at the last meeting. I would strongly urge inclusion of the word grades in the opening paragraph, you know, after schools, grades. um because if the proposed legislation goes through that is one of the key items that every first of the month we need to post online on the website. Um so that's put in there and uh transportation is excluded from the open enrollment policy and we don't really have too much control over
046that for in resident district students either. and the out of district transportation that we provide has to do with tuition agreements which we have full control over. So I'm not sure that we need to include that here. >> Okay. So I'm hearing you correctly want to add the word grades after schools in the open paragraph and you like to drop transportation specifically within number eight operational factors. >> Does anyone disagree with that? No, Kelly. >> I would add as a side note before a broken record here. I think as a as a community, I don't know, as a school community, we need to somehow at the administrative level or wherever it is, start to define clearly the capacity by grade level so we're ready for that. >> So, >> yeah. But I think administration hears
047you on that. >> Yeah. Yep. >> Thanks, Robert. And and just to make the point clear, we we're very specific not to have the exact numbers in this because it's only being documented. We want to constrain ourselves, etc. >> Yep. >> Any further questions on this and I believe to take it back to policy with those recommendations, too. Thank you, Neil. >> Um, a couple questions. Is there a recommended timing for the release of this report? Um, and I asked because I'm wondering if it ought to be just just in advance of the budgeting cycle. >> Um, I think that that would be most probably appropriate, but I guess I'm not really in this seems to me uh to address issues surrounding open enrollment primarily, but there are aspects of this because I look at
048number three, budgetary constraints. is that budgetary like what are budgetary constraints because the budget's already been set and voted on by voters and that's what we've got. Budgetary constraints because we think we shouldn't exceed a certain amount somewhere. Budgetary constraints because of >> I think politically it's the first one that was said in terms of the timing of open enrollment. That's one of the many complaints that that New Hampshire districts have had is that budgets are already set and open enroll might go into effect within a month or two of these budgets being set and therefore throwing things into chaos. So the intent is the first step. >> Okay. >> Um then I guess my question would be were we are considering a policy in advance of any specific legislation being enacted? >> Open enrollment
049is already enacted. It's statewide open enrollment that is still under discussion. Okay. Um and then the other question I had is if uh is there an implied board action because what is being delivered by administration is a recommendation. >> I do not have an answer for that. That is a good question. Administration would like to chime in. >> Well, I mean I um >> Can you repeat the question? I sound >> is there an implied board action from this policy because what is being what is being requested is a recommendation on limits from the administration. Got it. >> So vote to accept those recommendations for example. And then and then my next question is what does that mean? That is a good question. >> We can take that back to policy. >> Yeah. >> As
050we already will for terrorist points. So giving a few things here. We appreciate that guys. >> Yeah. And I and sorry I mean and just in general like limit like what what do personnel limitations mean in the context of means we've determined that there are nobody no other bodies out there potentially to hire that we we couldn't potentially increase like what is >> well I think can I know where you're going from >> um one of the things that we're thinking about is if open enrollment gets put into place and we have to publish information about the numbers of students we can accept and things like that. We need to start thinking about all of these pieces because that will play into, you know, like Ben talked about the example of the German classroom. How
051many students could we take in a German classroom? How many students could we take in algebra one? We have recommendations right now. So it's really just thinking about the big picture of what it would mean for us in terms of accepting students. >> Yeah. >> The physical space the you know do we have certified teachers enough to teach additional 20 students in algebra one or whatever it might be. So we'll have limitations based on our personnel our space you know like our space in our science classrooms is a good example. Um, we do set class size recommendations for, you know, and lower for writing classes versus higher numbers for another social studies class or things like that. And so, >> no, thanks. So then I think either um I I have done a bad job
052of you know reading the available stuff out there as to what's going on with open enrollment or I might request that maybe my one or more of my handover colleagues might be willing to uh do a little mini uh deep dive into what open enrollment is for the Dresden board at some future meeting. >> I suspect not to speak too much on Kelly's behalf. We will get to that on 6D legislative update and statement. I'm sure I wouldn't call it a deep dive. >> It's changing so much too. It's hard to be a vote on it. >> So then my last and final question on this then if it is changing so much >> uh how do we know that the policy that we're considering right now covered the areas that we needed to cover?
053>> We don't. I mean we >> Yeah. And questions are going up around the room. I saw Garrett. I saw Tara and then the reassess after that. Garrett was also polic. I mean my thought on the personal limitations personnel limitations is that you know how many pe how many teachers do we have and how many people they can teach? But I guess that raises an interesting question with this policy and then I don't know from the open enrollment law and just using extreme example say the high school can house a thousand kids >> right >> and we have teachers on staff that can teach 600. Does open enrollment basically say that you got to hire teachers to teach another 400 kids you can house a thousand? >> And that's where it gets back to the
054there are several combinations of capacity here. It's not just physical space within the building. >> So I guess yeah and that's my question on policy. If we're instead of policy, we basically saying that we are not going to just because we could handle more kids in the physical space. We're not going to be out there hiring 50% more staff. >> Yeah, it's one limiting factor among many, which also gets back to the timing of Neil's question of when this would go into effect. And that I think the intent of this is we have passed a budget. We're moving forward and then a right after the budget is supposed to go into play. We open enrollment is starting. That's what's this would go into effect immediately if it is passed in its current form. So when
055it begs the question of oh we have we did not intend to hire these people but now are we being forced to because we have high demand folks knocking on our door saying they want in for certain classes or certain subjects and we do not have those people hired. >> Right? So that would be limitation on it. The purpose of the policy I would say is is to set recommendations about what we can handle today right with our current personnel >> in our current >> size so that we're not we're not the tail wagging the dog here with the right ter >> um I was just going to say that even independent of the open enrollment consideration I think that this data could serve really useful for us as a for then the sort of
056budgeting process and sort of figuring out what bottlenecks exist in the district. Um what might we reconsider in terms of number of offerings of writing courses? Um how can we do a great job at delivering this educational program with also considering this data which we don't currently have. So I would appreciate the exercise is useful independent even of open enrollment. >> Agreed. We we we do capture several aspects of this but not in a collective clean form as it is right now. So good point >> Robin. >> Also I see this as a good skeleton for us too and starting to think about and prepare for potential of open enrollment. So I don't see this as a finished document by any means, but it provides us with a good overview of the aspects that we
057should be looking at and allowing us to dictate what our limits are those areas without having other people them for us. So >> finishing statement then if I'm reading them correctly. All right, we will take this back to policy with these various discussion points and we will get back to you hopefully within a few weeks. So I believe that concludes the discussion portion of this and now we move on to the school calendar. This was approved at handover. We did get some complaints of this um that were sent to various chairs around issues specific to this calendar where there were you some concerns about the perception that this was a very late school start. We talked about this and andor last week with Lake when we explained the Labor Day component of this, the 3,
058four, five stuff that should be old news to us but may not be to all of our voters and citizens as well as needed to explain the implications of the Harford area career tech center, what the state of Vermont isn't trying to do with standardizing school calendars, the President's Day varying from the February break and things of that nature. That said, we have your calendar in front of us. Any further comments before we vote on it later in the meeting? Seeing none, we will move on to the letter to the town of Hanover for the adjusted tax bill. Teresa, would you like to walk us through what this is and what it isn't? >> Sure. So, the letter um the request from the DRRA is that the the school board themselves would write a letter
059um requesting the letter would go to the school uh excuse me, the select board um requesting for the the difference in the tax um warrant article funding that wasn't included in the first tax bill to be included in the second tax bill. that will go out. Um, so in the meantime, I was asked by our manager Rob Houseman to draft up a letter because the select board sort of wanted to get something ahead of time, have some time to look it over and everything else. So the documents that I've attached is the letter that I um wrote to them and then the supporting documentation that kind of explained how how um that occurred and everything else variations between the two documents um that get supplied um provided I should say to the DRRA during tax
060setting time. Um, so at this point, basically what the select board's looking for, um, is for you guys to go ahead and, like I said, produce a letter on your own. At first, they were thinking that you could just sign this one, but, uh, they'd rather have just a a letter written by you guys and then submitted and hopefully by March 1st or soon after. and then um they can get their letter submitted to the commission or the DRRA by April 1st. >> Does anyone have any questions or comments about the specific letter which is the first attachment or the history of this situation? It is a bit confusing ever so slightly terrible. >> I choose it. You want us to take your letter and compose a letter from the school board. Is that what
061the board has? I think originally when originally it was you guys were going to drop the letter and then I like I said I got asked ahead of time to produce a letter and I said well is this the letter you want and you want the school board to sign it later and they um select board said no we'd rather just have um came back through Rob and Ellen that they would rather just have you guys drop a letter even though I've done this. So >> So did they give feedback? I'm sorry if it's okay. Do they give okay as to the content I'm talking about you know or should we follow up with them to get content feedback right >> um in that one sense I would say yes only because of the fact
062that like I said I requested feedback and I received none. Um >> is is Carrie who you were working with? >> No I was actually working with Ellen and Rob directly. >> Okay. >> Yeah. and we were going to meet with Carrie and and the other person is Jamie Dao with the DRA and >> everything else and um everything. So, but it just came down to since I had done since I had been asked to do this letter ahead of time and provide this and documentation and everything else, then um the meeting that I was supposed to have with Ellen and Carrie to put something together, we decided that there was no need to put anything together because already been requested. It kind of kind of some things got ahead of other things. >> I
063guess to Terra's point, which is where I think she's gone, but I could be wrong. Do we sign something or we I someone needs to actually write a letter that we all sign within? >> Correct. You guys would have to draft your own >> and this letter goes to the select board or gets forwarded on to the where does the letter go ultimately >> the letter that you guys submit will go straight to the select board >> and will they pass along to the state? >> They will write their own >> but they will probably use ours as an attachment. >> Probably and all the attachment that I've given them. >> Okay. It just sounds like our committee folks order four chairs first deadline and vacation for many of us start on Saturday. >> I
064would recommend just that we that this body authorizes the chair to author that letter um on behalf of the forward. >> I'm not sure the chair will accept that. >> Is it our chair or is it >> Oh yeah. This would be dressed. >> Yeah, that's right. Sounds like a great idea. drives it in the space. >> The chair's answer would that there might be a conversation to happen shortly between you, me, and superintendent to craft this. Um, >> sweet come up with >> given the timing and urgency and vacation of this, it might >> behoove all of us if we get a a informal or not informal a vote for us to just go with what superintendent and the chair can come up with collectively if we all feel comfortable with that just for
065the sake of time >> with assistance if you need it. >> Yeah, with please. I would happily take any assistance. >> Any further conversation on that? And perhaps a motion >> about your motion that you would like. >> You want to try this? >> No, I wasn't going to try my motion. I I guess I'm still a little confused about >> what our letter is supposed to. Let's say it's different from what's here. But I am completely I have complete faith in the competence of Robin Ben and everyone to figure that out. But I just I'm again I feel like we've got cart horses stampedes happening here and um it's a little troublesome to me that we we seem to be reacting again. So >> definitely >> when we've known about this conceptually for months,
066>> right? Exactly. Yeah. Right. And it has changed a little bit since we met with the town because originally they said they wanted the letter from you. So this is new that they wanted the letter from Teresa first. So I think we can give the same it's basically the same information. We're asking the town to make a change for us based on the missing information >> from the that information at the beginning of the school year. So it's a lot of the information that is in Teresa's letter already. >> So I think if you're comfortable with that, we can >> Yeah. Because we're asking basically the select board to write their own letter to the state so that we can make that change in the spring tax bill. So but we have to get the
067approval of the select board and then we have to get the approval of the state. >> Yeah. to have that done and happen. >> Many board members have concerns about this proposed approach to this dilemma. T >> I would suggest strongly that we get direct feedback from the select board as to what data and content they would find most helpful in this process. >> Yeah. To Teresa to Terara's point that Rob indicates it sounds like a select board at least certain members know what's coming, >> right? And when I was asked to do this, because it kind of came out of the blue because again Robin said there was a plan and then all of a sudden I was contacted out of the blue and said, >> "Can you draft a letter?" And when I
068said, "Well, is this the formal letter >> or is this am I going to get the school board to sign this after we do it?" Um, and then it came down to, well, no, just submit this so the school board select board has time to just review it and everything else. and then by the time the school board drafts a letter and submits it, they'll already know what's going on, basically is what he said. I said, "Okay." Um, but it went further than that because then all of a sudden somebody thought I was submitting the formal letter and I'm like just trying to get to do what I'm asked. But in the end um when I questioned about feedback because the meeting was supposed to happen well beginning of February or something but the meeting
069never happened I guess till last Wednesday and at that point I was still told there was no feedback. >> Very good. move to authorize the chair in conjunction with the superintendent to draft the letter to the select board with their feedback and any other assistance as required on behalf of the board. >> Motion's been made and want to second Lisa. Any further discussion on this? Seeing none, we'll take a vote starting with Neil individual. Yes. >> Yes. Yes. Yes. Christy, yes. Rosie, yes. Russell, yes. Uh, Gina, >> Gina for >> Gina, thank you. Michael >> Costa, yes. >> I heard a yes, I'll take it. And Peie, yes, it is unanimous. Uh, we will get back to you within a couple of days. Really, within a couple of days. >> Yeah, sure. >> Move on
070to the legislative update and statement. This was discussed in some detail at handover and I will let handover chair Kelly walk us through uh what's been going on which does tie into open enrollment. >> Yeah. And without looking at the time without going into too much detail, I'm happy to take any feedback or recommendations on um next steps to help get the word out about some of the stickier legislative um things coming towards us, especially open enrollment. Um the Hanniper board wanted to create craft some sort of statement that um any of us could use in an official capacity speaking on behalf of the board. Right? So if any of us were to go down to conquer and testify or speak to the paper or you know any of those sorts of things, we would
071be speaking as individuals in general. But we thought there is some gravitas and some um you know uh more official um weight if you can speak on behalf of the board. And so we did pass um this statement obviously the handover school board um in place of dressing school board at the handover meeting so that any of us could state this on behalf of the handover school board um when speaking about these issues and then obviously if there were additional questions or additional statements you could say from my perspective um and and go on from there. Um, we also in uh the context, sorry I can read the statement. Do you want me to read the statement? Sorry. Um so the statement that we passed um was the handover school board opposes any legislation that
072weakens local school district control, limits equal access to free and appropriate education for all students or enjoys unfunded mandates, particularly when those mandates have budgetary implications after budgets have already been approved by school boards and voters. So really focusing on the money aspect, um the equality aspect and especially the local control aspect, all of which are being threatened by much of this legislation. Um, additionally, we um discussed and officially asked Deb Nelson, who is not here this evening, but to be um sort of our watchdog and communicator of um legislative things. It's something that she sort of unofficially does anyway. um but we've asked her to update us as often as she in her busy life is able on um matters that we all need to be paying attention to um with the intention then
073of attaching those emails to future board meetings so that they would also be visible to the public. Um the catch with all of this is that it really is a fire hose right now coming out of the state um and the state legislature and so you know things are coming. we just narrowly avoided and and you can see the letter that was sent um signed by somebody knows the exact number how many school officials it's like something like >> many many >> 300 um board members and uh superintendents from across the state um asking the state to slow down on open enrollment um give an opportunity for testimony um they their intention have been to vote it in I think it's now like 10 days ago Yeah, >> that they were going to so Thursday,
074a week and a half ago, um that they had planned to vote on it and implement it immediately, effective immediately, open enrollment in all schools. That's kind of what we're dealing with is that level of >> huh once. >> Yes. Well, that level of like this is happening now, deal with it, figure it out. Um without much guidance coming from the state. So, um that is not your deep dive. That is that is sort of the alarm bell um piece of it. Um, but I I to to Neil's point earlier, I do think there is a need for us all to be aware of what's going on, to be reaching out to our legislators, to be reaching out to, um, our state officials and expressing our concern. So, um, one of the things that I
075had asked the handover board to do was to approve the statement so that we could open with on behalf of the school board. Here's this statement. And I would just add that um Deb is not here tonight, but she knows that this is going to come up and I think she'd be fine with this being tasked her on the Dresden level as well. At least three handover board members have testified or the equivalent at the state level about this bill on the letter that Kelly notified. I think five or six out of seven handover members are signed on to that as did Robin as did Rhett and I think two or three Norwich members did as well in their drift and capacity. So it is definitely this letter did have an impact. It was noted
076by the state. It was noted by the conquered newspapers as making a tangible difference on the reason to delay in part to delay the open enrollment thing. And I don't believe it's been rescheduled as of yet, >> but it's getting close probably. >> You're talking about a committee conference? >> Yeah, potentially now. >> Any further questions, comments on this? Neil, >> what's the NHSBA position on this? >> They when Devon and I went to their annual meeting, which I think was in the October, November time frame, they word Smith a resolution to be against it. It was in an HSBA fashion toned down a decent amount, but they were against the council of statewide open enrollment, noting that open enrollment as a concept has been the lab and law in New Hampshire. Have you heard
077what their recent uh I assume that they've been providing testimony on this. What their recent testimony has been. >> A lot of speaking fairly off the cuff. A lot of it has been on the vagaries and implementation concerns and the timing and the urgency that they are against it as well, but probably not as fullheartedly as many of the individual districts are. >> I I won't sorry. >> Yeah. >> I don't know the answer to that question. I will note that this most recent um Thursday 10 days ago vote that was planned to take place was going to take place without any further testimony. So it was a closed no testimony allowed which was one of the concerns expressed in the letter. >> Robin, >> they've also been recommending people contact legislators too to speak
078out. So >> they're opposing it. I just don't know. A lot of Google searches, >> a lot of Google searches just happened. >> Any further comment? >> Seeing none, we'll move on to the final preparation for the annual meeting. Uh, which notably again given the awkwardness of a timeline, this be both a Saturday and a Saturday morning and it's Yes, Kelly. >> I'm so sorry. Can I I'll just clarify back. Okay. >> Yeah, sorry. that. So, NHSBA has expressed opposition to um requiring public schools to accept students from anywhere in the state um primarily due to the loss of local control. Yeah. >> Um but they are um supporting the existing voluntary to your point earlier voluntary often bring work for open enrollment. Some they're doing >> one or two I think >> one or
079two school districts in the state currently participate in um so they're concerned about the financial impact and the local control. So, sorry. Thank you for licking your hand. Yeah, >> back to the annual meeting. Um, with the I suppose the wackiness of this district annual meeting. It's a Saturday. It's a Saturday morning. It's a Saturday morning during school vacation and many of us will not be there. So, there'll be a little bit of a new experience for some of us. I have in my notes here who's doing which article in terms of the presentation. I currently have the moderator doing article one. Article two on officer stipens is Gina. Article three on the service staff agreement will be it's Deb in the notes but Kelly you told me today that you thought you were doing
080it >> I think so >> okay >> one of us >> for you or Deb on the operating budget I have Neil and on the trustee of the trust funds article I have Deb again anyone have any concerns or comments about that or how this meeting will go I will be gone I believe Lisa will be gone others will be gone as well so we'll be a little short stop after And when all marching orders are good, we'll move right along. They're going to be very productive tonight. I appreciate it. Do business requiring action. We have a consent motion for expenditures, minutes, policy, the school calendar, and the um I guess we should pull F out on the signing the adjusted tactical letter, right? >> Okay. So, I'll take a motion on 7 A through
0817E. Just noting if we wanted to approve that statement for the Dresden School Board, it is not currently in the >> Okay, we can take a second. >> You can that out. >> Okay, so 7 A through E as presented. Anyone? Folks, >> move to approve um items A through B as presented under business requiring action. >> Seconded by Tara. Any going around the horn? Starting with Neil? Yes. >> Yes. >> Seldom. Yes. >> Yes. Christie, yes. >> Pelosi, yes. >> Russell, yes. >> Michael. >> Uh, Gina. >> Deacon. Yes. >> Thank you all. And now I can make a separate motion specific to the legislative update and statement. A statement such as the Dresden School Board accepts the same wording made previously by the handover school board regarding this matter or something similar I
082think would suffice. >> Sound will move to approve the statement uh regarding legislation that was previously approved by the Hannah school board. Seconded by Ter and we'll do that again. All those around the horn starting with Neil. Yes. >> Yes. Yes. Yes. >> Michael one more time. >> A yes. >> Gina did you hear me? Sorry. Day co. Yes. >> Thank you. It is unanimous. Thank you everyone. Um, anything else on there? Reports and communications. For the sake of time, we have an SAU meeting. I have nothing except next meeting will be on March 10th, which also include our reorganization after the votes on March 3rd, which is at RMS this year. in case there was any confusion on that for seven and to seven. >> I'm going to say a hearty thank you to
083our board members who are up for reelection, Renee and Tara, and just state publicly what a wonderful job you both have done and really hope that we get to keep continue >> as well as the two Norw members who are also on the weekend. >> Sorry, I don't know the Norwitch. Who are the Norwitch people? Lisa, Michael, and Garrett. Right. >> Okay. >> Appreciation to all of you too. I'm sorry I siloed in my hand over side. Ignore >> Kelly's full paw and move right along. >> Before I'm sure >> and thank you to board members who are volunteering to help with the vote counting after that. There are three of us total as >> terms of moving on to committed reports. Uh Tara, would you like to speak to the CSDC? >> Oh, no.
084>> No. Anyway, >> I actually missed the last meeting so not able to. It was a minor meeting. >> No, just >> I'm not there now. >> Yeah, we just um there was a tiny bit left in the budget. We asked three of the grant proposal folks to um provide us with some clarifications and additional data related to their proposals and then we distributed the rest of the funds. and Lauren concurs with the assessment. >> Happily, we're able to um allocate all of the enrichment grant funding many different enrichment grant proposals. >> Great. Any questions on that committee's recent efforts? Seeing none, and the tuition committee met earlier today. Uh Tara, Kelly, Neil, anything to add? I forget who's chairing that committee. >> Me. >> Oh. Uh we discussed um potential uh agreement with non
085again because their one agreement is expiring and they will need a new agreement. Okay. >> And because there's no warrant article for multi-year agreement, we would be looking to enter another one-year agreement with them. >> Good email staff. Any questions for the tuition committee's efforts? Seeing thank you. And then Cara, do you have any updates on Hartford? >> No, we have not met. >> Okay. >> And Debbie usually responds on council. Ian or Linda, anything to add? >> In addition, um the finance committee was not on here because technically it's the handover finance committee, although they do appine on the dressing budget. So Ryan was kind enough to um load both of the position statements for the board's reference with both the handover and the Dresden and um the handover budget support was unanimous. There
086were six of the seven of us at that particular meeting. Um the Tresden vote was split, four in favor and two opposed to support of the budget of the six folks in attendance. So if you read the statements, you will see why. There's just concern about um future years and compounding budget impacts and that we might not be so lucky and out years with being able to cut things that are not so integral, you know, to our our budget structure um and still do the service that they hope that we are able to do to the handover taxpayers. Thank you for that ter. >> I think it's just the Dresden one twice that's uploaded. Yeah. >> Hand over. >> Ryan, this is her one mistake for the year. >> She got it over. That's good.
087>> Shocking. >> Yes, Lisa. >> Yeah. I mean, and this is probably a conversation for another time, but I am curious since I don't get to attend those meetings and listen to their thoughts. The health insurance problem on both sides of the river is just huge and we keep talking about the fact that it's huge and we've been talking about it for years and years and years and I wonder did does that come up? Do they have any ideas of how about how to help us and help you know? I just it it feels like that might be a rich conversation to have at some point about what we can do collectively. Um because what we're doing currently isn't working >> beyond negotiations. >> I mean well at the state I mean it's it's state
088in Vermont, right? Or like the health Yeah. >> Yeah. >> We don't have that safety net. Yeah. >> So I will tell you this is a group of really hardworking, smart folks who did so much work to help you vote. I mean, and and >> no, they're great. That's why I wonder what they're saying. >> So, their hearts are in the right place because they really the the purpose is to support the budget always. Um, so they think we need to they I guess they warned us last year, I wasn't on the committee last year. They warning last year, hey, raised the red flag, the health insurance looks a little problematic. And so their hope was that we would do more sort of outside of the box thinking and make more changes to our process
089as we were able. Um, knowing that, you know, maybe there is some contractual wiggle room if we were to put the work in and start it at the right time and maybe we could reconsider how we package insurance and how we pay for it and just big picture changes rather than oh wow now it's even worse in the second year and we you know we're not anticipating it's going to get any better. There were some sort of process strategy stuff discussed at four chairs right before this which I think we'll talk about. >> We talked about the tuition surprise me Lisa again. >> Yeah, I I I guess I want to clarify kind of what I was saying. Um I appreciate that and I do agree and we've got we've got some review processes to
090for what we can control. I guess my point is is there's only so much that we can control at this level. Well, there's >> but there is there there is but but it also is bigger than that and I just am I'm I'm wondering about levers we can press more at a state level or I don't know it so for context and this made it super painful for me to sit in the room the town or handover insurance premiums went down this year >> okay >> mic drop >> it was bad >> it's really truly They did >> and there are there are towns where the town and the school pull together on the same health insurance. So I mean there are there are discussions to be had to think about it. Yes. >> Okay.
091>> Great. I appreciate that and I do appreciate all the work they do which is why I wanted to know what they thought about that specific issue. >> Yeah. It's definitely a curious we can table for a separate conversation. Uh anything else on committee reports? I'll just add one for Lisa's benefit. You should have received an action alert two days ago from the SBA for Yes. this very issue at the Vermont level, >> right? I I did, but that's that's AC that's the other side of the river and it it affects I was wondering what was happening over here as well. >> I I I totally did and yeah, and I'm active both within the district that I work in and also on the school board on the Vermont side, but it's bigger than just
092Vermont. All right, let's move on to the superintendent's report. Robin, I think that's five minutes. >> Would you like me to wait until the next meeting and I can present my report? >> That's a redundant. >> All right, we will make that one longer. >> Do you have separate reports or would you also like >> but they this one is has more information than the SAU board. I'm so sorry about that. Um I will just say my my report is uploaded. Yeah, >> the one thing I wanted to highlight is just to take a look um at the updates around the RMS principal search just so that the board can remain on top of that information. >> Um and then just to add that we have hosted our director of educational technology position as well.
093So moving interviewing things along happy to answer any other questions from my report though. >> Lisa, thank you for joining the RMS principal search. We appreciate that. >> Anytime. Any questions on on Lauren's report? Right. Seeing none. Thank you, Lauren. Thanks. And >> then we'll move on to the business administrator's report in addition to things we've already talked about. Uh Teresa, anything you would like to report to us? >> Um I uploaded uh the reports. We have a little charts that I discussed the other night at handover, but um mandatory charts this year, the cost per people and stuff. So I've uploaded those. the little um statement that I put out to kind of go along with it, explain the reason behind that. Um and I uploaded the budget book and I uploaded the um
094my own little letter just kind of highlighting what's going on and and um you know we've gone through a lot of changes this year in the business office with staff >> and a long-term employee Heather Anderson moved on to New Horizons and everything else. bless you >> and I miss her that um but we were able to hire somebody who will start next Monday. I can't wait. >> And the positions for the um HR director position of course that has been posted and we already have two candidates that we lined up um to do interviews and stuff like that. So hopefully that will go well and it'd be nice if we can get the mobile app out before Amy uses at the end of the year. Right. And one clarifying question on the graphs, which
095as you mentioned more in your letter, a new state requirement that these have to be posted without context, without explanation. >> So it is what it is. >> That said, the average teacher salary makes sense to me. The average administrator salary is 580,000. So I'm assuming that is the that is the total of all administrator salaries. >> The top four. >> Yeah, the top four. >> Can we clarify that anywhere on there? because it reads administrator salaries and considering it says teacher salaries which is an average >> right >> and that one is not can we clarify that at least administrators salaries >> so I left it as it was labeled >> okay >> um and everything else um but I did I think I clarified that in the letter in the statement um >>
096kind only the graph >> we just can't see it on the scan And there was a statement at the handover one thing. >> Oh, it's not on. >> It's separate on this one. There's separate says it. >> But I don't know if that statement will be available anyway cometh time. >> No, it doesn't look like it's there though. >> Yeah, >> because I got the four charts. I don't know what happened to the letter. It was there. Um, and everything else. And I did make like like I did put the verbiage and stuff in the summary section, but I actually had attached originally the statement so I can go back and attach that. Um, but it just kind of elaborated a little more. But yeah, when it came to the charts, I didn't want to
097add or do anything that um would get us in trouble. >> Go ahead. >> So, just to give a little because we we talked about this at Hamburg, just a little context. um I forget which year it was, but as you look at that sharp increase in the administrator salaries, we added an assistant superintendent. So that in years prior, I think the earliest year 2015 2016, we actually went had to go down to the highest paid principal, right, to get >> assistant principal to get our top four um administrator salaries. So the data is unfortunately not um apples to apples from year to year. Um and the other thing that is not captured in the administrator's salaries is the the sharing of this administrative body across the districts across two different >> towns responsibilities. >>
098Exactly. And there was no way within the state's requirements in New Hampshire to do that. So I'm just stating it publicly for anyone listening um that this this is not just the Dresen or just the handover responsibility. It is shared across the districts that we as we've talked about over and over again. >> Yeah. >> And even with those conceptions, I still worry that it's going to be interpreted as there's someone who makes 580,000 which is by no means the case. >> These folks will have to attest. >> Yes. Teresa, >> to that too is um and so one of the the fourth chart that does show I mean it it shows the >> most recent FY 20 or 25. So that is um and those are actual numbers on that chart. all the other
099charts, the other three, um, they used the CPI to sort of bring it to a real time comparison. So if you went to the DOE site and you pulled up that report for cost per pupil, you pulled up the report that says average teacher salary, you could pull up the reports for BA and superintendents. You're not going to be able to look at the number on the charts and it's not going to be apples to apples unless you go research. And again, we we're not to put the CPI charts and all those on there, but um CPI is backed into there for every single year displayed. >> So, just just so that you know, that means that if you look at the data in the chart on the website and you look at the budget
100book for all of these, the numbers are going to be different. So, that's the problem, right? It just it doesn't make anyone ups and I don't see anywhere where there's the disclosure disclaimer about the the CPI. >> It's I did put it in there. >> Well, no, no. I mean that that in the process from the state, right? >> It's not, you know, it's just like wow, why is the data >> like different in two places >> which gets back to the underlying agenda of all this. The only thing we could add for comment >> um other than the school name and logo was we could put the disclaimer that um and I put it on like the chart things but um that yes the the sup you know that the salaries if you were
101if superintendents or whatever and the others covered multiple districts we could make reference to that >> and and are we doing that? >> Yeah I did. >> Okay thank you. Uh, Kelly, you didn't press that. >> No shoulder. >> All right. Anything else on this, guys? >> Thank you for the selective efforts on this, folks. >> All right. Uh, I don't believe there's a need for nonpublic tonight. >> No. >> Yay. >> Right. We are back. >> There is a second opportunity for public comment for anyone who would like to comment on things related that are not on the agenda. Anyone? >> Go for it. So name you're fine right there. Name, address, and if you're representing any particular. >> My name is Jan Osmus and I live in Hanover. >> And I would just
102appreciate when you all talk to to to enunciate and and and turn out us because lots of times I can't we can't really hear what you're saying. You speak quickly and I know you all know what you're talking about, but it would just be helpful if you could just speak up a little bit. >> Go ahead. >> I'm sorry. No, you're probably not used to having people from the public. >> We have appearances every once in a while. That is something we need to be mindful of. So, I appreciate that. Once Garrett is comment, >> this is public comment. >> So, as a school, as public um I don't know if everyone listen to NPR this morning, but there was actually a program on school boards. It was at a guy on from a New
103York school boards and it was quite interesting. I didn't listen to the whole thing, but if there's a recording, it talks about all the things that we're dealing with, which is that a school board elections are usually very poorly attended and people just kind of run without knowing it, and that b a lot of the policies that we are adopting are actually driven from the state and the federal government down, not from the school board up. So, it does talk about just people running for school board for their own purposes and their own things. We don't even have kids in the school system or are homeschooled for political reasons. But it also really drove to just how much of what we're doing is driven by government and things that we aren't actually. So even though
104you're serving on the school board, a lot of the things that you're dealing with are actually driven by new laws that are being passed. So it's it's an interesting >> piece to listen to. >> Thank you for letting us free time driving. Kelly. >> And a final announcement that >> public comment tonight. >> I know, right? Sorry. The uh elections for handover the school board budget and elections are at the middle school this year. I'm going to say it every chance I get because we're usually at the high school. We are not. We are at the middle school this year. So, please go vote to the middle school. >> Thank you for the public service announcement, Kelly. >> Yes. If you have any agenda topics for the next meeting, please send them to me and
105perhaps Robin since the next meeting is also the reorganization where we might switch roles which happens every March. And otherwise, I'll take a motion to adjourn a little suspiciously early Renee to the meeting at 7:32 p.m. >> Seconded by Kelly. Going around the horn starting with Neil >> Rodell. Yes. >> McDonald. Yes, Christie. Yes, >> Ros. Yes, >> Russell. Yes, >> Gina. >> She had No, she left. Yes, Michael. >> Rosie. Yes. >> Yes, we are journ with a note to the notetaker that Gina Donia missed the very last uh roll call vote. All right, thank you all. We're adjourned. Give us a couple minutes to set up for SAU and we will be right back. >> How about um like you guys need like five minutes? Okay, five minutes, guys. Stretch. Use the restroom.
106>> Renee, I sent your text. Did you get it?