Brentwood School Board Meeting 06/01/26

001So start the pledge. Pledge algiance 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. >> Perfect. So we'll start with public comment. We'll open at 601. There's any public comment >> Mark Hanic Fellows Road. Is this on? I'm not sure if it's Yep. Yep. Okay, we're good. Okay. Um, so I wanted to start off with uh I was kind of vague on what the accountability was for actually the board member who was was speaking out of terms. Um, and have we established a a precedence that this is okay for any board to member do and then they get like kind of get out of jail free. Uh, is there a zero tolerance for this behavior? Um,

002to me it's totally unacceptable. But uh since this is a board seems to be talking about uh budget policy, I'm curious uh also is there a policy for onboarding new school board members? Like do they have to sign an agreement or have a book to read or something like that? And I know that we're not going to have back and forth. So I'm just going to keep going with my things and I guess I'll read about them later on. Um, I wanted to also address, and I know unfortunately it's uh the first day of uh Pride celebration, but I've noticed that there's an massive uptick in this building of pride flags. And looking around the library, I don't see a single one. At least I if I if I don't know where it is, I

003haven't seen it. Um, and I don't I don't understand the relevance for an elementary school or the elementary school curriculum. Um, so what does that have to do with education? Uh stickers are all over the building uh and they're growing. They are strategically placed at around 3 to three and 1/2 ft. And I encourage you all to walk this building. I have taken numerous pictures of this. I have been in the middle school and in the high school and I don't see the close to any numbers. Um and so uh I I don't understand. And now recently of as in the last month, there's now one uh in the cafeteria/ gym that says fighting uh on it. And I'm just curious if this school is promoting fighting. Is that okay? It says fighting for transgender.

004I think says rights. You can walk down there and I'll point it out to you. I got a picture of it. Uh so I don't know. I mean, is this is this we encourage fighting cuz it's it's up there. So I can't imagine that happens. Uh I'm curious on who's paying for these stickers to be posted or flags in that case. Uh is this the taxpayers money or is this individual money? Uh who's giving the okay for all of these stickers to be posted? There are now uh almost every door minus one that I've seen. Um, now they're right they're on the entrance to uh both bathrooms. Um, and so there are multiple on some doors. The gym, which is also the cafeteria, clearly does has a whole door dedicated to all this. Again, I

005want to be crystal clear here that I know this is going to be uh in a sense as I'm saying public recorded. I'm not against anyone who's gay or lesbian. I have many friends that are gay and lesbians. I don't I don't have any friends who are transgender or all the other ones. I just don't I can't relate to them cuz I just don't know anyone with that or who actually or is that or identifies as that. So this is not against anyone. This is against uh this is not part of the sea curriculum or the SA16 curriculum. I know we have an equity officer. Uh but every time I'm in the middle school high school, I don't see enough of this that we have what we're promoting here and I'm curious again, you know,

006who's allowing this to happen. Um, and so then if that is the case and these uh stickers are approved by board/administration, then why don't we have stickers for autism? Why don't we have stickers for suicide? Why don't we have stickers for overweight people? Why don't we have stickers for people who like green and don't like pink? Why don't we have stickers for heterosexuality? If we if we have an equality officer in the district, then maybe he or she, I haven't met the person yet, has to come down here. I know it was a he at first, but I'm not sure who it is now. >> So, you're aware time is wrapping up. >> Okay, fine. Um, and so, uh, and then I, and I will be emailing administration to make sure I get a tour

007of, uh, the building to see if that is going to be something, and I'm sure it's going to be denied, but I'm going to at least ask for it. And finally, I just wanted to talk about accountability for Proctor, who's taking responsibility for this, what has been set up in place now that this never actually happens again. And I wanted to address, and I know Dr. Bennett's not here, but we were supposed to get something about crisis. I thought she was going to present this uh, meeting about crisis. Clearly, she's not here. So, how is that defined uh by the school? And um really, has anyone ever experienced a crisis? Because I'll tell you, when you crisis happens, picking up a piece of card and reading it, it's just not happening if you're in the

008real world. Thank you. >> Thank you for your comments. >> And the on your first question, I can that we have a board policy about onboarding board members. the board members been talked to about privacy and um confidentiality. There's not an enforcement mechanism in the policy and really what we do is talk about it. Um every board member takes an oath. So I appreciate your comments. >> Excuse me. Um chair, these are on, right? >> Yep. >> Yeah. Um I actually had something that I wanted to bring up even before public public comment. Um would that be okay? But it's coincidentally unfortunately I think it ties in the only reason why I and that's just an unfortunate coincidence but I wanted to wait for all the board members to be here. Would that be okay?

009>> My preference would be to finish the public comment first >> even though it lasts 30 minutes. >> Yeah. I don't know what your you haven't brought anything before the meeting, so I don't know what you want to talk about, so it's hard to >> um confidentiality and public. >> I mean, I don't Melissa, I don't know what you're trying to like >> It's fine. I can wait for the >> I would prefer to finish public comment and then that's fine. Sure. >> Go from there. there's any other public comment. >> Okay, I'm gonna open a drink. It's >> We're also That was a bit longer, so I'm going to just set a timer, but if as long as you're like in the realm, >> be quick. >> We don't have a long list. >>

010I I just had two things to um ask and we I know you don't want to go back and forth, so maybe someone could just make a note and follow up on it afterwards. I was curious, does anyone know if the fields at the school have been sprayed for ticks? because uh my son has come home I I would say like he's telling me stories of like one to two times at least per week where there's ticks on kids in his classroom and I know at the beginning of the soccer season I was on the Brentwood recreck fields on the first day um that it was warm out we had two ticks in our house on on two individuals. So I emailed the wck director and said, "Hey, has the the place been sprayed for

011ticks?" and it had and and 3 or 4 days later he said, "Hey, it got done today." And I haven't seen any ticks over there. So, I just was curious if anybody knows if the fields here have been sprayed just because that's can be dangerous and if like one kid doesn't get Lyme disease because of it, it might be worth, you know, the expense. Um, and the other thing I just wanted to bring up to the board to ask if they would consider this maybe instituting a policy. I don't really think it should have to be a policy, but based on uh, you know, some events that have gone on in the last couple months, I just was thinking if a home room teacher is going to be out of the class for more than

0122 days, I just kind of think it should be a policy that the parents of the kids in that classroom automatically get notified like for whatever the reason is just so they can see if like there's any changes in their kids' behavior or something. And if it's more than 2 days, it's like, you know, that's a somewhat significant a absence. So that was just my suggestion. I don't know if that's something that you need to make a policy, but that was something was like, you know, maybe that would help in in the future just with alerting parents. That's >> Yeah. No, I really appreciate both of those. Ron, do you know if we have sprayed for text? >> No, but I can follow up. >> Okay. Do we usually spray for text? >> Yeah, I

013believe so. >> I mean, I think that it's it's >> rule. It's a great point. Like we we want to make we want to try and avoid ticks as much as possible, but really we um you know that it's going to be impossible to keep ticks. We're like surrounded by forest and I hope that all of your children are going and playing outside after school and you know so I would just put a plug in for tick checks every night for your kids whether it's sprayed here or not. >> So is it it's in the past it had has been in the budget. So, um, when Mr. Q checks on it, if it has not been done, he has the okay to go ahead and just do it. Correct. I just want to make sure.

014Okay, perfect. Is there any other public comment? >> Okay, Melissa, do you have >> I do. Um before anything though, I wanted to uh I wanted to publicly thank you because we had put off a meeting about the um amicus briefing and you reached out to me the day of and you had said to me you can zoom in and I I want you to know how much I appreciate all that you do and you've gone above and beyond and I was sitting on a tarmac during that meeting or else I if it wasn't rude I actually would have called in. So thank you very much. Um I just this statement it's I I wrote it down because I I wanted to be cautious about what I said and I want you know it's coming

015from a a place of caring. Um but it's a statement regarding confidentiality and public trust and I'm directing it to you as the chair please. Um I want to speak briefly about something I believe goes to the heart of public trust and public service. As elected officials we are entrusted with information that the public is not always entitled to hear in real time. That responsibility is not a privilege. It is an obligation. I believe government should operate publicly whenever possible. And I do. Our work belongs in the open unless there's a lawful and necessary reason to discuss matters in a confidential setting. And you already know that about me. Uh when a board enters a non-public session though, that should never be done casually. It should be limited to situations where confidentiality is necessary to

016protect legal rights, privacy, interests, due process, students, employees, or the district's responsibilities. Because non-public discussions are the exception, not the rule protecting confidentiality matters. If confidential information is disclosed outside of that process, the consequences can be significant. Children's privacy can be impacted. Staff reputations can be harmed. Public trust can be damaged. Confidence in this board can be weakened. This is it's not political. It's not personal. It's just about accountability. As board members, we should hold ourselves to the same standards of professionalism, discretion, and responsibility that we expect from everyone else. Concerns of this nature when raised and supported by information brought forward should not be dismissed or minimized. They deserve to be taken seriously and addressed through the appropriate process. And because this concerns the conduct and responsibilities of elected officials, I do not believe

017concerns affecting governance and public trust should simply be passed off or set aside. The board has a responsibility to ensure those concerns are addressed through the appropriate process while remaining respectful of legal and confidentiality obligations. Tonight, I am asking that we acknowledge the seriousness of this issue, discuss how concerns regarding confidential and accountability should be handled moving forward, and if concerns are determined to be substantiated through the appropriate process, be willing to take appropriate action. Our community deserves transparency. They deserve accountability, and they deserve confidence that the standards we expect of others also apply to us. >> Yeah, I appreciate that. I mean, I agree with everything that you said. >> Thank you. and it's why we're here. And I hope that every board member and every like I know the administrators, everybody should feel

018the same way and understand that it's there's a difference between being on a like the government piece of it and the oversight of the school is brings in the confidentiality is very important for students at RSA. >> Yeah. I also think it's important to remember that people aren't guilty before they get a spot to think about it as well and there's a lot of hearsay that goes on. >> So I think we have to like trust the people we elected as well. >> Sure. So I the only thing that I would say too um moving forward is one thing that is difficult because I've I've looked into it quite a bit is as elected officials unfortunately everything gets conducted publicly. We can't go into non-public. That's only for students and personnel. So, it's a difficult

019place especially um especially if if we have been especially if we've been afforded further information. >> Yeah, I'd appreciate that. Before we move on to approval of minutes, thrilling agenda item, is there any other public input? We still have about 15 minutes. If anyone changes there, >> I just want to remind the public too from the May 4th meeting that question did come up and we provided a list of questions and answers. That's right on the website. So there is RSA um 42 colon one that outlines that process. So Mark, that's your answer to that. It's right there on our board minutes. So you can go and read that and how that RSA is there >> and it discusses how SAU 16 would >> it's it's a state law on how you'd have to if

020you talk about you know uh our process and then what would happen outside of our process. >> Okay. But it doesn't discuss anything that we would do. >> Uh it does. It says board chairs starts with the first comment and then it reads the RSA and how removal of office could happen. So it outlines it there. >> Thank you. >> Welcome. >> If we move on to meeting minutes, is there any comment? >> Yes. >> Um >> me too of course. But um before we do that, did am I mistaken that because I didn't read it in the meeting minutes that that we decided we're going to try and do some public comment at the end. Did we discuss that at this meeting already? >> No, we haven't discussed. >> We talked about it, but

021we didn't make a I didn't for just forgot to add that to the agenda. Um, so I wanted to just I mean if I'm wondering if you feel comfortable as the chair to kind of let the public know that that we will open up public comment at the end of the meeting in case people have >> listened to the meeting after public comment closes and then they have further questions. >> Um, >> yeah, definitely. We talked about that at our last meeting. most people left the room. Um, and we talked about things that came up in the question. So, it's not two people have said it's not a back and forth. That's not the purpose of public comment, but it is meant to bring up things that we can talk about in the meeting. Um,

022which is what happened last week after most people left. And so, we talked about adding public comment to the end of the agenda. So, we're going to do that. Um, we are not I think we are not splitting 15 minutes and 15 minutes because we don't know how long or fast the end of the meeting will take. So, we'll do 30 minutes now and then just open it at the end of the meeting as well. >> Yeah. And I'll just add that it's one of our goals as a board u community engagement and so obviously like this format is not optimized for engagement, right? because this is not a it's we saw it when anyone who was in the gymnasium a month ago. It's not a back and forth, right? It's a a meeting that's

023held in public like in public view. And so that format in itself is not optimized for community engagement. And so in an effort to move in that direction, um where we can um foster a more complete discussion, I guess you could say, um we talked about adding that public comment on at the end. I don't think we ever like made a formal motion for it, but I don't I don't think we need to. So, um, let's just do it, right? >> Sounds good. And it'll be on the agenda moving forward. >> There's always I think the concern, right? And the reason that like public comment just doesn't go all meeting is that then we'll be here all night with people kind of talking. And so I think that I would suggest that we reserve the

024right to limit that public comment as well to you know maybe a 15minute period or something if you know if it is extending because we can't just have people talking all night. >> Yeah, >> sounds good to me. >> Can I just make a suggestion to the board? >> Yeah. >> Can you come up to the mic? >> So it's just so it's if you're not at the mic, people at home can hear. And also Mark, if you don't mind just restating your name because um the person taking the minutes isn't necessarily watching. It's >> Mark Hanic Fellows Road for I just want to make a suggestion for the board going on what Kate said. I totally agree that you should not be tied or bound to sitting here for whatever 15 20 half doesn't

025matter what it is. I think it's safe to say you just say at that time just like if there's no further comment we'll hold it for 60 seconds and move on. There's no reason for you guys to just sit. That's my personal opinion though. >> Thank you. There is the law states that we have to have 30 minutes of public comment. So we've had like a five minute meeting and then you just sit there for 25 more minutes. So that's why I think we'll have the 30 minutes and then >> I just can't believe anyone would be dumb enough to vote for that. >> Um All right. >> Thanks for that, Kate. I forgot about it. >> Do you have anything I have on the minutes, too? Yeah, I figured you too. Okay. >> Um

026you go ahead first, Melissa. >> Are you sure? >> Yep. >> Okay. Thank you, Kate. Um, this first one is simple and and it probably fine if it just stays, but uh the beginning of page one under public comment, it just says public comment opened at 6:11 p.m. for 30 minutes and was closed at 7:03 p.m. I'd probably just X out the 30 minutes because it was open for an hour. Um, and then the bottom of page one, it says Cristiana Johnson. Um, I just looked up the name because I was curious. It's Christina. I taken notes. Um, and then, um, on the next page, these are a couple things. It's very subjective and I don't know how you're going to feel about it. So, I'm open to how the board feels. I had taken

027notes on what everybody had said the last meeting myself. So, um there's different summaries of what people said, but one of them was, um Paul Proctor, like one of the things he specifically pointed out and I took notes on is he said he stopped talking about this on school playgrounds and other school offices. I think everything else was captured. I was looking at his comments and I think I captured less actually than than the um secretary did. She did a great job. That was one thing. And then um Mark I believe it was Mark Hanick um that had said well he could correct me if I'm wrong but um it says here in the meeting minutes that um he spoke to the impact of this decision on teacher retention. He would like to know who

028decides if the teacher returns. He said that leadership is not just a title but taking charge of action. I I just wanted to put that in context because it was like he had like a three-parter in my notes and that was one. We take care of those in our charge. two, um we own the good and the bad. Three, he stated that leadership is not just a title, but taking charge. And then he went on to say, um he mentioned tax dollars. We have someone covering for a teacher that is on leave, but I I wrote it quick in like a phrase, so I don't have that exact wording. Um on the next page, um I don't know if this is pertinent or not. >> I interrupt you. Yeah. And I think there there's definitely

029key points that we need to that we would want to capture, but that also this isn't going to be a word. We're not it's not a transcription. >> Oh, I know. I know. You're right. Um >> there was like the COVID meetings were trans. They were like a transcription. Um >> it was like word for >> Well, I'll skip to the to take those. >> I'll skip to the simple stuff. Um one of them was a again I looked this one up only because I see the name on social media. Carolyn, it said Bellows of Brook Crossing. I think that's B E L L E A U. >> Um, and then Austin Laflame, it says here that he he has, right? It should be she and then she questions and then she wants to bring

030Mrs. Proctor back. Um, and then this sentence I found a little confusing. Shannon Stevens of Force Sandborn Way asked what Mrs. Proctor should have done while a child was being hurt. Step back and let it happen. That would be extremely up. I don't know. The sentence was just if we could just >> It's just an odd sentence. Um and then um on page four with me um it says I asked about the letter that went out. Could we just clarify? I just simply asked did it go just to the kindergarten parents or to the entire school community if that's okay. >> Perfect. >> Um and then yeah I think I think that's just want to make sure that's it. Oh um page five at the middle of the page when Dr. Bennett reviewed the safety

031protocol review which is the same for all SAU schools by our safe restraints. In the next sentence, um it says should be handled by the crisis intervention team of which seven adults are trained. I just thought maybe we should put sea has seven adults because it made it sound like >> yeah that's the policy. Um I'm almost done. I'm sorry. Um that's good. The next page uh top of page six under five principal report um it's third sentence from the bottom of the first paragraph it says students before the head to CMS I think it's before they head to CMS um and then under number six between May 14th and the word meeting just a space um bottom of page six that very last sentence where it says for New Hampshire minimum stands and is

032a compliance I think it's New Hampshire minimum standards Um, and then page seven it says unidentified asked to hold the policy until next month. Um, I don't know. Does anybody remember who that was? Oh, it was representing >> We asked to hold it so that the BTA could give feedback. >> The person representing the BTA it was Mrs. Oard. Oxnard. >> Mrs. Oxnard. So, can we put Mrs. Oxnard asked? I don't know if we want to put representing BTA. >> Melissa, I was worried that when Brian went off the board that our minutes would go downhill. >> And I feel bad that I feel so confident. >> Scared I'm annoying. I'm sorry cuz I >> No, it's good. Like, it's all good. >> I'm trying to be fast. Um, all right. Uh, top of page

033eight under Mr. Abear um just stated the next meeting is May 11th. It says at the end of the sense um they will discuss SB2 and TAC caps. I think they mean tax caps. >> T um >> and then um and then if we could just add this I believe I did say it um under the 8.1 board member queries. Um Chair Fitzgerald had mentioned that we had had a lot of correspondence correspondence. Miss Copala stated that we all hear you. Um, and then I had noted um that we had read every single email and that we do handle budget policy. But I also had said it is protocol for the chair to respond and not the individual board members. If we could please have that in there to cover us. Um, and then this

034is simple. This is the last one. Oh, it's not on this page. Um, it just says under 8.2 the ACLU other SAU schools who signed on would share in the $5 to $8,000 legal fees. It's 5K to 8K. Um, and then, um, this I I wanted to know what you It says, "Chair Fitzgerald noted that not receiving federal funding is a budget issue in the board's purview. We know from tonight's speaker the community would be upset if a teacher lost her license for teaching divisive concepts." I think it did you say that or was it you, Sherford? I thought it was Bear. >> Do you remember? It doesn't matter to me. It's under your name. I don't >> I mean, I thought you did say that. >> Okay. So, I'm going to cross that out.

035Uh, but it does say um devise concepts. I think it should be divisive concepts. And I'm I'm sorry to the public. We're That's it. I'm done. I'm so done. >> No, I appreciate >> um I had a couple little just little things. Um the um I'm wondering do we know the last names of the people who like Courtney K 21 Elenor Way >> if we can look it up >> anybody? Um >> yes actually she she's a staff member in the cafeteria though. Do you know the last name? I do. >> It's just for the minutes. >> Sure. >> Can we put it? >> Sure. >> Can you tell us? Cleuzooki. >> Oh, maybe that's why. >> Oh, can you can you spell that out? >> I can't spell it. I can look it up

036and spell it. >> Do we have the list of the people? Sorry. That signed in >> because >> Oh, that's a really good point. >> Could we attach that? >> Yeah. Yeah, it's a good point. >> Should be. And then Victoria S was also um and um on page two there is an extra apostrophe after doesn't in the end in the middle Jim Micho Michow's um >> Oh yeah. And then um going down to the um um page three of the non-public. I was both absent and said yes and made the motion. So if you could >> You were a busy woman. >> Not absent. That would be great. Um and similarly on page three of I don't know if this is is like it's a different page three. It's page 23 of the notes.

037I'm also um 23 of 54 also absent and present and made the motion. But you were present. >> Yes, >> I was present. And I did make the motion. Um, and that was all I had. >> I had just one tiny change on page two. It says Olivia Fabiano. Her name is um A, not an O, which I would normally leave, but I think it's cool that a kid spoke at the meeting, >> wasn't it? And so well spoken, too. >> Amazing. >> Yeah. And then I don't know if it matters. Paul Proctor spoke. He's not a Brentwood resident. I think it said he was from Danville. I don't >> It goes against >> Should it be noted? It was >> Oh, yeah. We didn't vote. >> We didn't take a vote on it, but

038>> I don't know. We realized that he wasn't. >> It was after the fact. Yeah. >> It was on the sign-in sheet. I just missed it. >> Oh, I didn't see it. >> I didn't realize he wasn't. >> I think I would, if it were me, I'd just leave it. >> Mhm. >> Yeah. You don't need to highlight. I feel like we probably just let him speak anyways. >> Exactly. >> I the way I justified it in my mind when I was going through the notes as I thought, okay, we allow I believe we allow staff to speak. So that would was a surrogate. >> That's kind of what I thought. I was like I figured it was kind of a staff policy, but >> Yeah. >> And what is that? >> It's on page

039two. >> I know. But is that someone related to Mrs. Proctor? husband >> was her husband because that wasn't stated at the >> I did not know that when he was speaking >> I just out of context. Yeah. Right. That's how I counted. Yeah. >> Um >> any other updates to the minutes >> perfect. So we need a motion to approve the lot of them. Well, we should really split it. We have to split it. Yeah. >> So 4.1 and 4.2 the May 4th public and nonpublic. >> I'd like to make a motion um to accept the um May 14th public and non-public minutes as amended. >> May 4th. >> Thank you. May 4th. >> I'll second. >> Great. All in favor? >> I. >> And then the May 18th public and non-public. I'd like

040to make a motion to accept the May 18th public and non-public minutes as amended. >> Second. >> All in favor? >> I >> opposed and abstained. >> Abstain. Thank you. >> Perfect. So, if we um we have about one more minute left of public input. If there's any last minute um things, we'll close it. So, we won't wait for the minute after financials. That work? Perfect. Okay. So, the manifests are right there. If you guys want to sign them, you can pass them around. Um, included in your board pack is a current year financial. Um, it is the last one of the year, so we're hoping that this is as accurate as a fund balance as we can get. Um, I know Ron and his team have listened to my my spiel about shutting everyone

041off before April vacation. So, it's just emergency purchase orders at this point in time. Um, so last month we did have an increase of $12,000 and I did note all the items that make that up. Did anyone have any questions on that? Now, I do know um Melissa, you had asked a little bit about food service last time. So on the back page, I did put the food service um why that's in a negative position. So you'll note that we're actually under budget on food service, but it's in a loss position because the revenue doesn't cover the expense. And so we knew that going into this year, and we had a plan loss of $20,000, but the plan loss is looking more like $29,000. Um so that's a combination of various different things and a

042big part of it is food costing more. Are you I just want to clarify this. Is this where you're addressing that it was more detailed or is it more detailed elsewhere? >> No. So that's that's where I'm just showing that the revenue is less than the expense. >> So while the expense is under budget cuz there's not a food service financial in here, but the budget's 162,000 and you're only at 146,000 projected for the year. But the way the food service fund works is it cannot end in a negative position. So when the money coming in is less than the expenses that it costs to operate the program. What you have to do, you cannot move costs from one fund to the other, you have to put an expenditure in the general fund and make

043a revenue in the food service fund to get it up to neutral. And that's how you get the cost of the general fund. So that's why the general fund you see a $29,000 charge. We had have planned for a $20,000 charge, but due to a loss greater than planned, that's why it's the 29,000 on the food service line. Does that make sense? >> So the loss is all sorry, the loss is all from food services. So what the food service loss is is we didn't overexpend the budget, but the revenue we brought in is less than your expenditures going out. >> And we knew that that would happen when we made the budget. So we planned for $20,000 of a loss. >> But it's looking more like 29,000 because food is more expensive um and

044possibly less kids eating. It's a combination of a lot of different things. Um, so that just keep that in mind when you talk about food service prices, which I believe is later in the meeting. Um, but going back to the front page, I did list May >> Can I interrupt you for just for I >> I'm not even kidding. You can wait till September because we're in June. Sure. >> But if we could please or maybe even October or November when it's budget time. You've seen my blank. You guys have heard this for years. No, I do not understand the foods and you've tried so many. Honest God, I think hypnotized. So, I do think when you were not on the board, I had created a PDF that all board members received. I can dig

045that out and send that to you. >> That would be >> it was a step by step with tea accounts on how that all works from the accounting. And if you don't understand after reading it, I'm happy to meet with you oneon one, >> but I do I believe that was during your break of service. So, that might be super helpful for you. >> Thank you. Because I know I've asked you ad nauseium, so thank you. >> Yeah, I'll I'll I'll dig that PDF out. >> Okay. Perfect. Thank you. Okay. Um, so did anyone have any questions on the items on the first page at all? >> I do. The police detail is it is it says legal expenses and it says police detail next to it, but the police detail that's has other stuff

046on that line. Correct. We didn't spend $2,364 on police, did we? >> I'd have to pull the expenses, but I believe almost entirely it was police detail, but I can pull the expenses to >> just Was that just for the meeting? I I would have to pull the expenses, but I can double check. >> Do you Do you Would you either of you two? >> I don't think the total was that much. >> There might have been some other small items in there, too. >> What was it just was it were we were you all nervous at the last meeting that parents were going to like what why I didn't I was surprised that we even had a police detail. I'm just curious. >> Sure. >> Recommendation from our safety and security officer. >> Oh,

047okay. And he was present as well, correct? Yeah. >> Okay. So yeah, you'll let us know how much you >> Yeah, I can I can pull the details of exactly what that is. I'll make myself a note and then I'll just we're not going to meet again, but I can email you all. >> As long as you don't email everyone >> because even then we're part of the same town and we share the police. It's too bad that we had to even pay for a separate detail. I I don't know. >> That was new to me. I mean, when you have town meeting, is police usually there on a Saturday? >> Answer. >> Is she allowed to answer? That'd be great. >> I would say as the select board. >> Yes, please. >> That would

048be wonderful. Thank you. >> And we pay our own police. >> Um yes, for town meeting. Sorry, Letty Bard select board rep. Um yes, for both town meeting and for elections, we pay those officers for a detail because they're not working out on the road a regular shift. So I'm not sure. It sounds like if you hired officers for a detail, those were not people who were Yep. >> patrolling in their normal way. >> I'm hearing people say they can't hear. I don't know if it's >> a lot of you. It's These aren't amplified. >> They're not microphones. We just have to talk louder. >> Okay, I can talk. I Okay, >> they're pretty props. >> Um, sorry, I just lost track of what I was saying. >> You were saying that we do pay

049for >> Yes, we do. Yes. Um, in the town budget there is a line for police details for elections for >> any idea what that rate is? >> Not off the top of my head. I want to say it's somewhere between $70 and $90 an hour. But yeah, and we only had what did we have one officer for what three hours or something? It just seemed Well, you'll get a I'll see a lot. Yeah, I'll put the invoice and let you know what that is. >> Okay. >> There's some, you know, it's like it's just such an interesting dynamic, right? Like, so is that because we have an extra officer like they can't just have the officer like stop patrolling the roads for a minute and then like come to the meetings? It's very interesting.

050>> I don't know. That's Yeah, that >> not here question. It just seems like >> big hornets vest. >> Yes. >> What I can tell you is that it's usually part of their collective bargaining agreement that if you're doing a detail that you get the compensation raise because you're off hours to do that. So that's how we work with any of ourus. It's part of their CBA. >> It's like taking money out of one pocket and putting in the other. >> Yeah. And and there's usually a minimum that they charge you for a detail which is usually four hours. So it all depends on the different agency you work with. If it's an SRO, like the high school is an SRO, would that would you pay extra for? >> No. So, SRO is anou and

051we we work on that. >> Wow. Listen to those acronyms. Can you tell me what all those things are? >> School res school resource officer is placed at the middle school and high school >> is anou which is a >> memorandum of understanding of what the work will be done uh and how that will be paid uh throughout the school year. And then when they're off hours, they're not working for us. >> I see. Um, next up I did anyone else have any questions on the So next >> I do. I'm sorry. Sure. Um, I know you had asked about our the trust fund goals and how did it be because I thought I >> So I did leave I put a box on here for it and so Dr. Bennett had um checked with

052I believe Dr. Andy and we weren't able to find what the board decided as the goals. So, I did put the spot here so that when we do decide what the goals are, I can populate it. >> Those must be in old minutes. I just have to dig. >> Did you make >> I'm the one who keeps annoyingly asking the question. So, I I'll do some digging before the next meeting. >> But it's not I would think I thought we had standard numbers that we even when you were our represent I thought it was like special ed was like 250 >> it is. >> So, safety and security was 50. Can we fill in what we know at least? Well, we were going to do that, but then we thought we didn't we were like

05399% sure and we weren't 100, so we didn't want to fill it in until we were 100%. Dan, >> who's I know, but who's going to go back to me? >> Dennis, you just >> You are It's all about delegation. >> I remember like a presentation. >> I remember a presentation where these popped up in like a slide even. Um, I'll go find them. >> Dude, you know what she just did? She just said out loud, "If you ask a question, you're going to be stuck with me." >> That's right. It's kind of at the town meeting. Uh the school board meeting. They're on that slide. >> Maybe someone could ask Brian. We start with Brian. >> We have it in the Google Drive. >> Yeah, >> we'll get those. >> All right. Okay. Sounds

054>> okay. And when you have them, if you want to provide them to me, I can populate this. Or if you want to make new ones, I can also put those on here. Um also, I do have an update on the solar. So, it did um our contact from Senator Hassan's office was out of the office for a while, but I did talk to her last week and she was saying that they had sent us a form on some things we're missing and I went back and forth because I was like the date she said that they sent us a form was before we filed. So, I was like spinning last week trying to be like how is that possible? How's that possible? And then over the weekend I realized that the form she was

055talking about is when we filed, if you remember, we filed the paper copy and they rejected saying no you have to file the electronic copy. So, I talked to her today on the phone and I said, "I think that the letter that you're talking about is when we filed the paper copy, it got rejected. So, then I had to file the electronic copy, which on the system we didn't have the access to, which is why the accountant had to do it." And she was like, "Oh my gosh, that makes more sense now." And so, she went back to the advocate and she gave them a deadline of June 12th and they're recommending for them to correct our account. So after June 12th, you'll hear from me again over email since we're not going to meet

056on the status of that, but it's um my understanding that they're working on it and they she said she was on it and she gave me a date of June 12th. >> So could it impact this year's budget then? >> Well, so it's not so what it would be is it's going to be a revenue. So, if we get it before the revenues are set, which revenues are typically set um we have to do our first draft is by September 1st, but then Department of Revenue calls me sometime around midocctober for us to be able to set the rate for the November bills. And if we receive it prior to that, then what we're going to do is list it as a revenue for the current year as it would be received in the current

057year and it would be reflected in the November tax bills this coming year as long as we can get it resolved before before that rate is set. >> So I'm sorry, mid-occtober. >> Um that's typically when the department of ed sorry department of revenue reaches out, but you can make changes up until the rate is set. So until Brentwood sets the tax rate, if we get that, then it can be reflected in the tax bills you would receive this November. >> And it even if we receive it July and on, >> yes, >> we applied for this year. >> Yes. Because what we do is the budget is set in the spring and then in the fall we set the revenues and then they take the delta between those two on what has to be

058raised in taxation to set your November tax rate. >> Got it. >> I thought you were going to say June 30th. Like this is the like we can all go home. So she was awesome to get a response like >> Yeah. So she did. Yeah. So and it I was sitting at basketball and realized that that was the notice and I was like, "Oh my gosh." And so I called her first thing this morning and and so she's like on it and so she's recommending to the advocate they she used the word correct the account even though it's not something wrong. It's just ironing it all out. So she did give them the deadline of June 12th. So let's hope that and if there's anything missing then they'll let us know and then we can

059get that submitted. >> Perfect. Um, I did bring the stack of manifests, but we are finishing out the year and we do have some bills to pay. So, you are going to hear from me over the summer to possibly come into the SAU office because we will need your signature since I won't see you in person. Um, we're also going to have the schoolboard questionnaire that we always the every year the chair has to answer it for the auditors. I typically have it by now, but I checked with them today and it's still in draft form. So, I didn't want to have you sign something and then have you resign. So, they're hoping to get it to us by the end of the week. So, I'll email that to you and you can email it

060back to me. Um, then I don't believe we're going to meet again before the DOE25 is due. So, it's going to be super important that you look for emails from me in mid August because we're going to need your signature on the DOE25, which is our official financial report, which will have your official fund balance on it, and we'll need your signatures so we can get that submitted. But so but how and so what we're talking about for nova for mid-occtober is different then >> no that's the revenue >> okay just yeah so >> this is just expenses on the DOE25 >> so DOE25 is how we ended last year so our fiscal year goes from July 1 this year >> yeah July 1 to June 30th >> and so come June 30th going into

061next year we have to finalize our books our fiscal year is not the same as your tax year. So that's why it's different. >> Okay. >> And if we you get that in August and then in September we get this tax. >> So we the DOE will will we just adjust the >> So the DOE 20 So what goes on the DOE 25 comes up with your ending fund balance and that's used to set the tax rate and the tax rate uses your ending fund balance. Got it. And then it also uses your projected revenues. >> Okay. >> Sounds good. So we'll look for you to send something >> in the near term for the manifest and then in August for >> Yeah. >> Perfect. >> Any other questions for Molly? >> I do. Um

062>> on page three of the budget under general supplies and then equity support. At first I was thinking like it was our share of the equity officer, but that just goes through the SAU, right? Is what is equity support? Is that materials or something for lessons or what is that? >> C can you tell me the line item number? >> It is 11.2410.5011. So >> two from the top on the last page. >> Page three. >> Two. Oh, equity sort. So that is um Bon I don't know if you want to talk to the state. >> Is it a stipen >> 3,000? >> Yeah, it's a payroll. >> Yes, it's a 501 account. >> Yeah, there's two reps that are part of committee. That is SAI. >> Actually, it's not a 501 account, but yes,

063that's the same thing. >> Yep. >> So, what does that mean? >> There's two reps from every school that attend these equity meetings that Arlin uh runs >> and they get a stipen to be part of that. like the teach in the contract there's stipens to be part of other committees or to give presentations or >> and is that just part of the collective bargaining agreement or I just curious >> vote on it. >> I think it's above and beyond what the CBA uh would ask for. So that's why the stipen exists. You're asking teachers to go extra hours basically. I think the collective bargaining agreement does say that they will get stipens for doing >> committee work today. >> So, how much do they get? It's two of them, but how much do they

064get? >> It says what they've got so far, right? This year, year to date, $750. >> So, stipens are paid in two parts typically. So, those that would be a budget for two $1,500 stipens. And typically stipens are paid half in the uh winter, half in the first uh sorry, the first payroll in June. Yeah. >> So it'll be 3,500 each. I'm sorry, is that I couldn't hear. >> So it would be two people each receiving $1,500 annually. >> Okay. Anything else for Molly? So, I will I'm hoping I have good news after June 12th. >> Perfect. It's awesome. >> And then I don't know if you have to stay for meal prices, but you're welcome to. >> I'll hang out. >> And the solar update, too, please. >> Well, that was that the tax

065credit. >> Oh, I thought one, too. >> We've always had the solar update and reports from the chair, but it's really more of a financial >> at this point, so that's why it's up there. Yes, but I can do mine >> I can do my solar update which is um I brought my lap my iPad so I can show you these pretty pictures. Um like today where you can see every time the clouds pass and it kind of decreases our solar but for the most part we're like ramping out right now. We're kind of in the time of year where we're producing a lot more than um we're using in the school. Um and so let me tell you what we have produced so far um this year. Wait for it. It's going to be

066so exciting. >> You want a drum roll? >> Yeah. Um the year to date says uh 91.7 megawws. So, we're cranking out um and um I'm wondering if the central office can make an effort to get the um power company to give us how much is going one way or the other. We because that is, you know, I think it is a very difficult thing to do and someone needs to track down the power company, which I thought I could do, but I tried to call and they're like, they want >> you're not I'm not an employee. So, it turns out they won't give me information on the school. So, >> is that is there I know you talked about this before, but I'm not super familiar with solar. Did you say there's a part

067that's very expensive that we would need to actually purchase so we know what's going in and what's going out? No, there there is the school has a net meter. >> Okay. >> Um it's just that >> like the software I have doesn't show me that for the school. Um so the way when I spoke with the solar company they said what you do is you they know how much we produce and then um so sometimes in the winter right if it's a cloudy day particularly in the winter the the power is going to be coming in from the street and like this time of year even though we're using it the power >> even right now is still going out right once it once the Um once it gets dark out, then the power will

068start coming in again. And so the power company knows those numbers of the net metering, we need to get that information from the power company of what the meter says, how much has gone in and how much has come out. And that is is hard to track pin them down on. >> So what you have coming to you is that a login that the central office has does that go directly to you? This is what I have. Um I don't know who all has exactly the login but if this is the um Bington Powers like has a website with that tracks it and they just then they gave me a login for it. So if you would like a login you can get one and look on there. I' you know what I'd love I'd

069love a lesson at some I don't know and I'm sorry because you might have done this before we vote you vote the town voted on power but a lesson in how it all works related to the school and and how we're doing maybe an update for the town's people how we're doing >> um so I 100% and I bet Jack from Bington Power would be willing to come back and do that for us again because we definitely did that he came multiple times and we had lots of discussions about how solar works before we put it in, but I bet he would be willing to come back and do that. Um, >> do you are you all good with are you comfortable with because I would >> and I think that the um it it

070has been very hard to pin down the power company because when >> we there was like a period of time where they just didn't send us bills like >> and a long period >> like a long period months where we got no bill well as far we have no documentation of any bills from them. They just stopped charging us. But they didn't stop charging us. It was that we were no we weren't having power come in. But it was unclear exactly how much power was going out either. They because they weren't giving sending us even like a negative bill like you have a negative balance. They weren't sending anything. So we need to kind of track that down. >> How do you nail that down? Like we contact that rep or was that more sal

071of a sales rep? We we so Bington Powerource >> Bington Power is just does the solar we need to have we need to like have someone call Eversource and get those documents but >> as school board members we can't do that because they you have to have all this information about the account that I don't have. >> So who does it who does it? >> Uh Mr. Sands our director of um facilities >> facilities. Okay. >> So I've got it noted. I'll bring that back tomorrow. >> Okay. >> Thank you. >> Wow. Thanks. Rusty retired during your >> I I'm thinking like from Wendell to Rusty. Yeah. Wow. >> The new Rusty. >> I also though wonder if that's like an area where um the person in Senator Hson's office could be helpful like if

072we're I have to imagine we're not the only place that's having this struggle. So, if it's like an Eversource issue, like if there's any not so like I feel like this person if we have her help should help get this bigger problem solved, but it could be like a >> while I have >> it's a bigger problem once you resolve this much bigger problem. >> Yeah. gave me the money. >> Um, the Eversource issue, like when I looked through the bills and I was like, "Wow, these are super confusing. It's very hard to figure out what's going on." Um, Jack from Baritin Power was like, "That's intentional." like it is, you know, I I try I like pride myself on like being able to figure out math stuff and I was like where are these

073numbers coming and going? Like they're very confusing and um so it would be good if they you know they don't give the school like what you get at home and >> I was going to say is commercial very different from the residential thing. >> Yeah, it's just like a bunch it's like a bunch of numbers but it's hard to tell. And the other thing which is confusing is and I don't know if it's because of our collective bargaining or I don't know if it's collective bargaining what do whatever we have like the deal with the power company where they don't change our rates. Um I'm not sure if that goes directly through Eversource or through a third party company but we like randomly got a check from a third party but with no information about

074like why we got this check. the presumption. And so you'll see it's like there's like a solar credit of $3,000, but the presumption is that it was because we produce too much power, but there's no like no documentation around it. And admittedly, I did this all like months ago where I was like digging and digging and then I was like tried to call the power company and I have you know and then I've talked to Jack a few time or by talk I mean I have emailed with Jack a few times about it but it would be good if someone could kind of pin down the power company. Yep. >> Sounds good. >> And I know Dr. Bennett has like pinned has already done a lot of work to try and gather the old electric

075bills which Jack said would be helpful but I think if we could and we've sent those to Jack so I think it might be a great idea to have him come back and give a presentation because that would pin him down to like tie up those sentence for us too. >> Perfect. >> Um school meal prices. >> Yeah, thanks a lot. Um >> they're looking at me as you as you see running we're running at a deficit. Um, I can quickly tell you what we're currently charging and what the re recommendation is based on the USDA paid lunch equity tool. Um, the current prices here in Brentwood is $2.50 for breakfast and $3.75 for lunch. Um, the recommendation is to raise both of those by 10 cents each. I don't think that's going to completely

076eliminate the deficit that we're looking at, but the goal is not to overwhelm families all at once with a huge increase. I see other recommendations from the other elementary schools in SAU16. The all the recommendations uh for this year it looks like is adding 10 cents to both breakfast and lunch. Stratum is actually the recommendation there is a 20 cent increase but that's the only elementary school that looks like it's increasing by that much. So if we if we follow this tool we go from um 375 to 385 that would help support that deficit we're seeing. So, we're what we're asking is or what we're suggesting or recommending is that 10 cents increase for breakfast and lunch. >> Um, can you remind me? So, the state gives funding for free and reduced lunch. >> Correct.

077>> And is that adequate to pay for the free and reduced lunches that we're actually providing? >> Yes. And and so the full money that we lose even with the increased food prices that covers that what they what the state gives covers that. >> Yeah. This is such a small population. >> And is there room like does the state reimburse 420 a meal and we're charging three? >> I'm not quite sure of what the per meal uh is >> the reimbursement is like. So we're we charge less for people to buy lunch. >> You just have to keep in mind that in your food service fund, it's not just the cost of food in there. Sure. >> It's the cost of the people running the program. It's the cost of the equipment in the kitchen.

078>> It's the cost of all of that. >> Right. So So that's the question, right? Is is the free and reduced lunch just covering the cost of the food or is it or is it taking into account like the overhead? Like could if if we said we only did free and reduced lunch and didn't provide any other meals to anyone else, that money from the state would not cover all that overhead. >> Correct. So we're we are supplementing being able to to have lunch here for free and reduced lunch by trying to I mean it's like always going to be losing back and we're always going to lose money on it. >> Can you I'm sorry if you said it. Can we clarify how much do we receive for free? I heard what you charge,

079but how much do we receive for free and reduced lunch? And I thought it was federal. It's state. >> It's state. >> State. Okay. >> And I'm not sure what that per meal. >> I think there's a federal portion and a state portion. >> Okay. >> I'd have I would have to >> I think it's sourced through the USDA and then goes to CAC. that goes to the state and then they >> because I know when we set revenues it's broken out between local which is local state and then federal and I know that there is a child nutrition part in each section because the local food service revenue is what parents pay and then there's a state portion and a federal portion. Do we know approximately if we added the 10 cents to each

080breakfast and lunch like how much that would make up like how much money? >> No, it was just that calculation. >> No, but I'm just curious how many people are getting how many people get breakfast and lunch. Is it a lot? Do you know those stats? >> Um, >> but we do percentages and obviously there's some days that are busier than others and I don't have a breakdown of what it looks like for the last month. I'm just I was ask like I was just doing rough forget holidays like no school November or anything like that but just in general right if we did like the 20 days a month for the food it's around $77 if a child gets just lunch 52 bucks for breakfast you add it together it's $129 a lot it's

081a lot of money for families the lunches >> but yeah are you were you looking up what the what we get for >> Yeah I'm I'm not finding I wish I had that at my fingertips According to new hampshire.gov, the um federal NSLP section 11 subsidies reimburse the schools $416 per free lunch. >> That's about $3.76 for each reduced price lunch. And we probably don't have enough kids because in my head, if we had a bigger population of free and reduced lunch, we should set our rates at whatever that rate is because right now we're losing money from the state that we could receive. Um, but if I'm thinking our population probably isn't, we don't have enough kids to set the rate. >> Wasn't it 8% or something last time we talked about free introduced

082lunch? I seem to remember 8%. >> 13. If we only charge $3.75, the state only gives us $3. So reimbursement, right? Is that what it says? Reimburse. >> So we're losing whatever it is. >> So if we moved up to $4.16, then that's what the state reimburse. But right now, >> and this is why once schools reach a threshold like I don't know what the exact threshold is. I think it's like 60% or 50% like the majority of their kids are free and reduced lunch. They become like schoolwide title one. And so they like receive it for everyone. gets that reimbursement, >> right? >> We made all the lunches that would have $46 for lunch. >> My understanding is, >> and maybe we'll get back, maybe Molly could correct me, but that if we had

083more kids buying lunch, it would actually be beneficial to us. But the problem is is that we don't have enough kids buying lunch and so we then kind of perhaps just do this big subsidy like we have all this overhead for very few kids buying lunch. Uh yeah, that is a that generally is correct and that's why over at the cooperative in Exador Elementary, you're not seeing this type of loss. But also, they share a food service director, so they share the cost of the overhead. Um so that's another factor, but yes, they they just serve more kids. Can you just quick if you again and I'm sorry because I know my taking a break is costing you guys time but do you remember a few years back we talked about the fact I think

084it's new fields right that they >> don't use that federal/state program at all they provide the free and reduced lunch for the kids themselves right they what was this what there was some rationale wasn't it that I guess they didn't have to follow right the guidelines but does it save them money in the end or is it just They're still in a deficit and they're they're the highest paid lunch in the entire district. They're over $4. >> What was Do you remember what the rationale was? >> Um because it would have cost more because of the time and hours. You'd have to increase your food service director to do the paperwork that's mandated through the program. >> Yeah. >> That is part of what your um food service director has to do. So it would

085have been an additional four hours a week which then would have put into retirement and FICA. Um, so all of those added costs would have you would have to um bring your price up close to $6 to even try to get to a break even point >> and there was certain renovations that would have had to have happened in the kitchen that that were cost prohibitive. >> You need a new freezer and square footage for your freezer and your dry and wet storage. So when we did the costing, it was about $100,000 just to get up to code to be part of the federal food lunch program. So that's why they're not. Is it possible to share a food service director with another elementary school in the district? >> So, we did that a couple

086years ago. >> It was not good. I didn't know if we tried it. I was like, if we need if they need to save money and we need to save money, can we share? But >> I didn't know that went >> we we stayed local. We went back to local. >> You're going to start getting messages. Don't mess with my job. >> Um >> No, I was I just to say >> No, no, I get you. Um I the only thing is that just so yeah, I would obviously I'm guessing we're all going to go for the 10 cents. It's just hard because either we charge the correct amount of the specific parents or we're passing it on to the taxpayers at large. That's >> so when our accountant prepares the projected food service loss,

087um I just found the her um her sheet and she does look at the number of meals served to kind of project out what the future revenues are going to be. So the participation rate uh for lunch hovers around 50%. It's this is a PDF so I can't like highlight the numbers and see the numbers but it goes anywhere from 36% in August to 54% in April. >> So we've done surveys before, right? Do we know is it the 50 36 to 50% is that based on cost or the kids don't like what we're serving or do we know have we done a survey in a while? Could we I don't know why I'm sorry I'm looking at you. >> I mean we I feel like we did do like a survey to parents. We

088did it was like the meal like they looked at the menu options and like the most popular menu items. Um I would think too that part of the um like this. We have requirements of like you have to take a milk, you have to take a because it's mandated by the the federal government >> and kids probably just throw a lot of that out because they don't like milk or they don't like So I think there's but it could be interesting to like what could we do to increase participation? I don't know. Would you send it >> besides serve the same meal three times a week which we're not going to do? >> Mhm. >> Because there's certain items that they like >> parents do that at home. Why not? >> I'm just pizza chicken

089tender >> macarel cheese. >> Mac and cheese. >> My personal experience was >> that's what they're going to eat. >> My son was too scared. And yes, he's 10, but he was too nervous to go in the lunch line because he thought it was too much like coming at him. And it took him till a month ago and he's been at the school now. He's in fourth grade this whole time. It took him till a month ago to be brave enough to buy lunch and now he begs us to buy lunch. So like I don't think it has got everything to do with the food. I mean, I think it's just kids are being kids and like my daughter wants to buy every day cuz she has no fear of anything and will literally eat

090anything. But my son's very picky. So like >> unless it's a cheeseburger, he's not going to buy it. Like >> Yeah. I think I had a daughter that bought a snack for like the CL. You know what I mean? Yeah. >> Every day we're like she eating this crying for a bite. >> Told us that kept telling her teacher that she didn't bring her lunch and she hid it and got lunch and then we got a bill from the cafeteria. So I >> So it's really just I mean I think we could do a survey maybe not on price because it's kind of where we're at, but on >> are there things we could do to increase participation? >> Yeah. >> I don't I I think we did this before. Didn't we just do this

091a couple years ago? But >> I do think it's you know it's worth having a question on there like do you you know >> are you is is price one of the reasons that you're not >> Yeah. the reason your child is uh >> uh not choosing a lunch or why the family is making that decision without without prying too deeply. We've we've done a couple of different things and first of all, Shannon's done a great job of really enhancing the food service in there and uh extremely passionate food service director. >> Oh, yeah. Well, that's one thing one thing we did add is every every Friday I send out the next week's menu so they don't have to go find it. That's actually very nice for them to find. So it's it's an image

092of five days a week of what's coming. So it just reminds them, oh there's hot lunch. That's an option as well is what I can choose. So we'll continue to do those things to remind them we have we have great lunches here and you know where else can you find quality lunch for less than $4? >> Does staff buy can staff buy lunch? >> Yes. >> At the same rate? >> No. >> Like one and a half. Yeah. >> I also wonder like when we first brought this back in house, we did a lot of because I think you were on the board. You were there then. It was a lot of like education for parents of what is in the lunches. >> Yeah. >> Um like it's not just processed. It's like there's a

093lot of thought that goes into it. She's like got a mini like a garden in there. Like it's a whole I wonder if we need to do that again. >> We did that at >> the open house >> some events that I went to. There was like the greenery stuff. Yes. like have a I don't know if it's like we could do like make food that parents could sample like just so that there's an awareness that like this is not this is >> because she really is doing a lot. She's taking a lot of initiative like she goes after grants. She being the nutrition director, she goes after and wins grants that >> provide a salad bar that's at level for a kindergartener to be able to go up and pick and choose their own

094salad. She has forged partnerships with like several farms in town and in the area. >> Um, and I feel like that actually does resonate with a lot of parents. Um, they know that it's not >> definitely >> just chicken nuggets and mac and cheese or whatever. it's actually like healthy food and um it helps to engage with >> that is that's a and I think that's a common misconception that like the that the food the food is not particularly healthy that they're having or that they're going to be choosing unhealthy choices and you can control what they're >> getting when you pack their lunch but you know so I think maybe you know it would be an interesting idea to like I don't know who would do this but so I'm and I'm and I

095I love to delegate work, but um do like a you know standard lunch like if you pack a peanut butter and jelly sandwich and a granola bar and you know an apple and Cheezits for your kid what you know what are the components of that versus an average school lunch what they're getting you know and like the benefit you know >> the other thing I'd like to highlight is uh Chris just pulled together four food service directors for one of the spotlights in 1616, which is really great to hear from all four of those. Yeah, >> that's great. >> So, I feel like was it during co that the kids pre-ordered I think, right? Did they pre-ordered or No, >> at some point you could like put in your when it was like >> um

096I don't >> Yeah, we don't pre-order. >> You could do that. >> We don't they don't pre-order much. So my I just just throwing this out there, but and I'm sorry for bringing in something personal because I don't usually, but I know for my son at the last school is that we're pre-ordering a month or two ahead of time. You'd see the entire menu and you'd pay up for that. You'd use the my school bucks or whatever, but you'd pay up for a month or two, but they could plan and then you literally printed out your PDF and you had it and you didn't have to. So parents don't have don't have one more thing to worry about weekly. It is kind of a pain if we did it like a month or two ahead

097of time. >> Yep. The menu is printed uh month in advance so people can go and do that. Yeah. Maybe I'll add that link too so they don't just see a week but then they also have a link to see the whole month >> right. >> Yeah. >> Okay. So we said Dr. Bonafiti wanted to put together a survey or >> a survey. >> Dr. Delegate health and nutrition. >> There are a lot of websites. >> Really the question is like you're saying the other districts are going up by 10 cents. Are but are the prices in line like are we >> we're higher. We're higher. Okay. So, we're not like under what other places are charging except for a couple maybe. >> You're the same as Stratam and you're lower than New Fields. >>

098Okay. >> In SA 16. >> All right. >> Who wants to make that motion >> to increase the price? >> Oh, we have to do I mean, also 10 cents a meal is like I feel like that is a it's an increase, but like the grocery price like prices are >> No, it's totally fair. Yeah, I'm just asking. >> Oh my god, I'll make the motion. No, no. I'm just thinking like we're talking about doing a survey like >> I think like >> you want to wait >> for example on the solar adding Jack from Bington Power to come in here and talk to us like sort of it's a healthy reminder for us that you know we're going to dig into this. Similarly knowing that we have a food services director who takes a

099lot of initiative like a nutrition director maybe at a board meeting in late summer early fall we could >> Right. She didn't come this year but um she's come in the past. She came. Yeah, she came like on her first month or something and like talked about all of her ideas because I >> your idea about like sharing with parents like the difference between >> what is in a school lunch and what the options are and all what the cost is. I feel like we could turn that into a newsletter article. We could turn that into a lot of things. Um and it would probably be best done in collaboration with our food services director. Mhm. >> Um so maybe just a note for the fall and then yeah, obviously we can make a motion

100that I'll make a motion to increase the um cost of both breakfast and lunch by 10 cents. Um so 375 to 385 for lunch and breakfast was >> 250 to 260. >> Yes. >> I'll make that motion. >> We'll second that motion. All in favor? >> I >> opposed. Stay. >> And just to round out the food service conversation, I did find that PDF and just sent it to all of you as a refresher. >> Thank you. >> I don't know if there's more financial stuff coming up that you're >> Okay. All right. Um report card committee update. >> Sure. Sure. We have this um quick presentation up on the screen. Start at the beginning committee. So we um a committee was formed um to have broad conversations about um stakeholder input on our progress

101report card. Um I know CMS had changed their report card and their grading scales. So, um I we felt as an essay it was time to get um some feedback not only from caregivers and staff but also middle school students. So, I'm just going to go through our slideshow really quick. Um 163 staff members, 464 caregivers rep representing both elementary and middle school. Um student results from CMS. What kind of feedback helps you most improve your work? Written comments from teachers, reviewing report card, um, assignments and class grades were the biggest responses. I understand what CMS proficiency levels mean. Beginning developing proficient extended learning. And Chris, I'm not sure what the one, two, three, four is. >> One is that they don't understand the scale. for is that they understand well and know where they

102are within that classroom based on their they have a trimester report card or progress report. >> What motivates you to learn? Choose your top two. >> Can we go back? So, do do we have copies of this? Do we the board members do have copies of this? >> We can I can send you a copy of this. >> Um can I pick up a printed copy please? Um can we just go back one slide or two? One for now, I guess. Is it okay if we just take a moment to look? >> Actually, I'm just gonna take a picture. Can you all see? Can everybody else >> do you need us to move over? >> It's no. Okay. Or is this something that will be posted in? >> We can link that. Do you have

103>> Yeah, we'll link it. Okay. I just want to take a picture. >> But it looks like his written comments was the top. >> Yep. >> And reviewing Alma, which is interesting. >> It's Alma. >> I mean, I think weird >> if this is middle school students like Maline every day is in Alma and looking at her class. >> Can you quickly just explain what Alma is? >> Alma is our school information system. >> So is it like power school class? >> Okay. Thank you. or reviewing Alma just to see this doesn't have anything other like >> could they pick more than one of these >> um >> yeah yep >> well that's a really good sign that written comments is >> over half the students that means it points to >> good working relationships

104with their teachers and qualitative feedback really counting and mattering to a middle schooler >> but not talking to your teacher about it. >> Talk to someone. No. >> Oh, that's really interesting. >> That has to be face to face. >> But the conference with the teacher, which was another option, got 21%. >> Were they allowed to write their own? >> Uh, I don't believe it was an open-ended. It was a drop down that they could choose from. >> Fix Alma was one of the drop downs. >> There must have been because some of they're not capital. >> Yeah, some were said during work. They must have created new >> art where you color. >> If they selected other, it must one people >> kids who hack the survey and put their >> be good to

105move. >> Yeah, once it says during it. Oh, but can you the other slide just I just want to >> Okay, so >> it's awesome that they >> So you're saying that >> four was the top the best the best response. >> Well, you know what I'm saying that the most positive? I understand it's >> comprehend the proficiency levels. >> Thank you. Exactly. Thank you. I think teacher >> this is like super interesting to me because the feedback we've received as a board that joint boards received is that parents don't understand this at all. So the fact that students >> are understanding it >> understand it this clearly is like >> 30% of kids don't understand the proficiency scale that's like a I mean I understand like it looks great great 70% too but >>

106like that's a C. Sorry that's how I my mind understands and that's like not where I want the school to be. Does a three mean though that they don't understand it or at all? Like they don't or is it a >> Was it a Laker scale? >> It's a Laker scale. So four being that they understand it the most. One that they don't understand it at all. >> And I'm thinking about the sixth graders who um >> they just arrived at a middle school. Like when was the survey given? Was it given recently? >> It was it was in uh February when we did the stakeholder one. So it was in adjacent with that. >> Okay. But still this is only what this is >> 276 responses. So they chose a cross-section of students across

107the whole school at different grade levels to get this response. >> So they >> middle school only. >> Middle school. This is six through eight. Yeah. >> It'd be interesting like Dan said if we could have known what grades like were the vast majority of each section because I would understand if sixth grade was more one and two because they're just really getting into it. But And I think you would expect that too, right? Like >> right that would be expected. >> So from top to bottom, assignment or cl what motivates you? Assignments. Um I'm going to guess it says or class >> grades. >> Uh interest in the topics, teachers and my relationships, my family, peers, my friends, my future. I'm guessing at the bottom. I'm sorry. That makes a lot of sense. >>

108I think this is interesting information for the school to have too, just to know like >> how to use it to better motivate the kids. >> Some peer pressure. >> All your friends are doing it. >> Are we good on this? >> So, uh, finding one staff and caregivers reported challenges understanding the current company space grading system. I think that's been something that uh we've heard for a few years that it's not as specific as we would like it. I think um we've worked with our staff here at the elementary school for a while and trying to understand uh something above and beyond. It's not like we give quizzes and tests on a regular basis where we can just average grades. So, we want students to be able to demonstrate at very very high levels

109and um that's really the um the basis for competency, but uh having the assessments that match up with our current system, but how it reports out and how parents interpret it is not as specific. I mean, that's what this finding is telling us. Um so and so one of the strategies is to improve the clarity of the grading scale across both grade bands uh elementary and middle school. Um so here's something that our report card approved back in April which is moving from a three-point scale to a fourpoint scale. Uh just as a reminder, our scale at the elementary for the past six years, maybe seven years has been developing, proficient and extended learning where development is such a broad area which to say well your child is not proficient, they're developing it didn't not

110provide specifics. So by adding the terminology of beginning then developing means you're a little bit close. you understand if you're right at the beginning of that competency that you've got some more work to do and we have some more work to do. Developing is still in there. Proficient and then at times when appropriate proficient with distinction uh this terminology kind of replaces the extended learning and also goes handinand with the designation on New Hampshire SAS testing because those are the four levels for proficiency for state testing. Can I ask a question about this? >> Is there an expectation of where the kids will be at certain points in the year? >> Mhm. >> And is that going to be >> noted to the parents? >> Yes. So like you know at like the first report

111card you know the hope the like expectation is that your child will be developing for all of these and your child is beginning developing or proficient in this or proficient with distinction at the end of the year presumably the presumption is that they will be proficient across the board. >> That's my understanding. >> Okay. And so that I think that would be a super helpful thing to note so that you're looking at it. You might not know okay what does it take to be developing so you know if your student is on track with where they're supposed to be. >> Yeah. The the next slide talks about finding two which is um we've been using these terms on these threeoint scale now would be a four-point scale on the competency which is very broad. So

112the suggestion is more specific descriptions of student performance not so much on that broad competency but on specific performance tasks. Okay. So um this increases uh the learning skills. Uh K5 staff responses suggest that breaking competencies into smaller skill-based indicators would help communicate what what those competencies actually include. So, uh, the two options were competency scored or competency title listed, but the performance indicator is the one that's scored and I believe the committee would uh prefer to go with option two. >> Sorry. Can you put >> Yeah. Should I go back? >> Yes. >> Yep. >> Competency. They So, >> which I think >> option one is what we've currently been doing. I think too meets what you're saying is the indicator like the kind of benchmark will >> we call them I can statements

113you can call them performance indicators and call them standards it's really the skill base and kind of breaks down that competency into some of the skills >> um I'm just wondering just just wondering just thinking about this and the way that I ready does it like of where like the you know like here's the green of where you know and then or what blue whatever like you your kid is like where they're expected at the grade level where they're below grade level >> right >> and I'm wondering if there's some kind of way that that could be portrayed for just the small amount of the classroom like within the classroom in general your child is right like at the level where most of the kids are >> yeah you're talking about percentile something >> well

114no >> you're like just like a bench the benchmark is here in this range >> right right in general like we you know the kids >> like not like your kid is in the 95th percentile of this group of 15 kids but like in general we expect them to be you know around here this is the more or less where the average kid is in this class and your kid is Right. Right on. Like they're right where they should be or they're behind where most kids are or they're ahead of where most kids are. >> Yeah. Yeah. >> I think that I mean that's the way my brain like kind of goes, right? When I see like developing, I'm like, you know, what does that mean? You know, what does that mean? Like, you know,

115we're all developing all the time, you know? >> Um, >> and it's helpful if your child's supposed to be developing and you see developing. You're not like, "Oh, they're behind me because they're not proficient >> right supposed to be >> right >> where they are." >> It's tough. I see. I I'm totally with you in terms of like the purpose and intent of you're trying to solve for like a disconnect in terms of parent understanding of all of this, right? I think the re statistically like the reason I can do that is because they have these sample sizes of >> in a classroom of 13 kids. It's tough. you know, you don't have that sample size. So, it's tough to say the median is here and that's meaningful because why? I don't know. Maybe you

116have a class where 10 of the kids are much lower than what the median is >> statewide or you know, >> I I think it's hard to round out the total picture for each individual based on one reporting system. That's why we kind of >> bring your I Ready diagnostics in, send those home with parents. It's why you can have conferences, why you could have frequent phone calls or conversation about learning styles. One child might be they're both developing for two different reasons, right? >> With the same skill. >> One student is is not, you know, is not proficient for one reason. >> Could be attention, could be something else. The other one is is really struggling with the concept. So you >> which hopefully that would then breaking it down in this way will

117help to let the parents know like where their where where their kid is doing fine where they're expect where they're expected where they where they need to where their kid needs to work their kids ahead versus like a broad competency. >> So I think the next slide will demonstrate exactly that point Kate. >> So the the the the bold that is shaded in is the competency >> okay >> for this ELA. Um and then uh the example of you know proficient developing and beginning would be those uh performance indicators >> underneath >> and I know the text is really really small but again we'll we'll we'll >> so that that would be shown to the parents and then like one of those would be circle or something >> that's the actual mark >> this child

118is >> you have a key >> beginning right does that make sense this is a sample of a required apparently. >> You will see that competency. >> Have to zoom in on here. >> Zoom just a little so that we got people struggling. >> Um, are all the competencies standard across all of the elementary schools? >> Yes. >> So, we could have a bigger sample size for benchmarks like districtwide. Would we have like a at each part report card because it's would be what is it like a thousand kids per grade? ish like we could have a bigger >> the only thing with what I was excited about this was that I thought it was like here are three examples of what you would expect for a kid who's beginning for a kid who's developing

119for a kid who's proficient and here's your kid is developing they're at this level they've passed this level and but they're not to this level versus this which just says my kids beginning they identify the main purpose of the text but it doesn't tell me what they why they're not. >> So that should be happening all throughout the year until you get to January. So that should be part of your parent teacher conferences or your student led conferences. That should be part of the feedback exponent all the time. This is the snapshot of where they're at in January based on grade level competencies. >> Kate, did you like these three? I think that designate doesn't that answer that question you just asked? >> I It doesn't. Is this is this what one kid would get?

120Like they got a P, a D, and an B. Yes, this one is it's proficient at asking answering questions >> as who what I don't have to read it out loud but >> oh oh I see it's developing >> I did not understand that unpack granular learning objectives >> so the bold is the competency which we're not grading or not putting a mark on but then those performance indicators like ask and answer questions know and use various text features is developing and identifying main purpose they're just beginning with that >> skill. >> Okay. I >> what can I >> call me call me simple but that's not how I read this report card. >> I read this as their beginning. Right now they can identify the main person of the text including the author explain

121but and and then I was like okay that's what they can do. What do they need to get to developing? I don't know >> this is where they this is a summitative progress report. It's not really like a a pathway. That's my understanding. >> What I really like about this is that a kid could be beginning like they they the big competency they might get a developing but you know that okay my child is proficient at something >> and developing somewhere else and be like you kind of can be like celebrate the wins when where they are. Um I just feel I feel like it could be helpful if there was like some kind of you're on track or you're not on track which but that's in the written comments. So it's like >> yeah

122and reminder it's part of finding too like caregivers and staff. So caregivers said that they wanted they reported difficulty in our previous report card identifying where their child has mastered skills and where they still need to improve. If you're not a proficient, you still need to improve in those two skill sets to be able to demonstrate that you're going to be competent in that competency of of readingformational text. So it will give the more information that parents were giving and it it simplifies the competency language that from what we heard from staff to give it to that. >> So now that you're explaining it to me, I understand it and I think it's good. I just I'm just thinking of a way of a way to make sure that parents understand what you're trying to

123say. Yeah, we're going to have to doformational sessions with parents to to talk. >> There's like a line on it that's like every child has these competencies and components like so you don't think, oh, these are my kids components, right? >> Like the personality test where it's like >> that's the grade level. Each grade level has the same report card. >> Like if it just had a disclaimer that said that. I almost, this sounds so stupid, but I almost feel like if it was handwritten, like this, your kid got a P in this one and a B in this one, you know, then I would understand that that's what they got versus like maybe the teacher typed that about my kid and then wrote a B, you know, I it's it sounds stupid, but >>

124so we'll explain it. This is the competencies. These are the learning targets, which are the essential skills to be able to readformational text. >> Yeah. Each one of these skills, we're giving you a score based on the the time from se September to January of how they progressed. Again, our goal is that every kid is proficient. That is the goal >> either in January or by the end of the year in these skills. Not all kids are going to be there. And then there should be further discussion about what we're doing to get a child there to through our tiered system of supports. >> But there be like what we're doing now that if you're proficient already, what are we going to do to keep people? >> Correct. >> Um and so will there still

125be a narrative component? >> There will be. Can it not just be cut and paste with my kid's name like put in because that's how I feel like the current narratives are >> and so the narrative will be a little bit shorter because we're giving more information based on these essential skills but it will talk about our cares uh document how they are as as a student as a learner and then there'll be you know specific information about math and and ELA be a little bit shorter but it should not be a cut and paste and again we are going to all through next year and this is a little bit of foreshadowing we will be um meeting to calibrate those narratives through all of our elementary schools. So, that is still work that will

126be completed on our timeline. >> Um, in question because >> I'm like thinking of Sue being like handwriting all these letters in, but like could the letters just be in a different font color? Like would that >> Yeah. >> make your eye be like okay like all of the basic stuff is in like black and the other one is in >> blue. Blue. I was say not red. And then it's like different but not labor intensive of >> Yeah, >> it's going to cost more money. >> Or maybe it's cuz it's a mine. >> Maybe it doesn't. But maybe like because it's the font changes in that one and then with the change in font my mind went to that must be something written about the kid. So keep it consistent and that like the

127the competency could be like in a font and then the >> right and then the narrative sub I mean I mean I don't I can't predict what's going to come out in December prior to this coming out but you could do you know >> Susie student report card with a little keys and lines coming out and say this is this is a a performance indicator every child in this class in grade level is getting. >> Yeah. And these add up to this competency and this is where we are providing you detailed information on this competency and each for for ELA there's probably going to be four competencies >> actually you know part of it may have been because this was so nicely ordered in the P whatever MB or >> PDB but >> I had

128suggested BAM >> beginning approaching mastery but we had lots of >> um but and that may why my mind went to it cuz cuz this was so perfectly like in order. But um I almost feel like if you saw a blank one and you knew that where your kid was being filled in would be helpful, you know, like >> So you you all prefer all of that over the typical ABCD app. >> Well, they have to move to competencies. The state of New Hampshire is moving to competencies. Correct. >> We have been for years since 2009, >> but not every school is correct. No, but >> I have to be like my personal opinion is that for elementary education >> competencies probably give you more information >> like I could still be convinced at the

129old but like for us as sea like I feel like competencies is a very like holistic way of looking at grades. It's not just you can read or you can't. It's there's here's all of these. Have you just curious, have you experienced it with fourth and fifth graders ever with the ABCD scale at all? >> Not with my own kids, but >> just curious. Yeah. >> I'm wondering actually I think I did because I think when my kids were in elementary school, they got A's and B's. Is that true? Like >> I don't mind. I'm just >> This has been in place for seven years. >> Okay. I've had kids in the school for all >> No, but I don't think we had a I don't think we had ABC's >> like like for example

130the presidential award that they could get as a fifth grader, right? those percentages of of right >> they don't qualify for that correct >> in elementary school >> I guess >> 30 years ago >> my um >> I'm just saying if you don't get an A you get a B you're not there yet and if that semester you covered fractions and you get a B apparently they didn't quite understand fractions >> spent a long time in elementary school not getting A's through Fs because I didn't get them in elementary school >> you can't go backwards from this right you'll once you get a P you're at a P you can't go back >> you could if it's a skill set that you're working on from January to June. So each each learning target's going to

131be uh >> are they going to change though? >> It shouldn't. >> So like that one if you go back please to the report card >> like ELA informationational text competency. Mhm. >> So you could say, "Oh, this kid was proficient one." And then then you went to a different kind offormational text and they were suddenly developing in it. >> No, you'd go to a different skill set underneath there. So you might add a different skill set for second semester what you're working on. >> It would be a different skill set, but but you for >> if you're still working that as a teacher, you would rank it and then give them that ranking in time. You know, theoretically, if you're proficient in in January, you should be proficient in June. Will there be like,

132you know, how the will there be like the two grades next to each other? >> Oh, semester one, semester two. >> Yeah. Yeah. >> And so my question is, could you go in that thing from P to D? >> I mean, you you definitely could if you started struggling and you were not meeting it every day. I mean, in theory, yes. Should you? No. You should be progressing, >> right? because you can >> we have a student that misses time or has >> uh other you know situations that come up trauma or other things that do impact their learning that could happen >> because once you're showing that you're proficient you can do the competency you've shown that you can do it like >> yeah I guess then I don't understand >> if you can

133go back if you if the like that's the thing like it feels like you're developing a competency it's a competency you can do it like and then I guess like if you've regressed ask like you could walk and then you no longer like that's a like major that's like a major issue is walking but like >> deal >> I mean you would that would be or I'm just want to hear that would be a super rarity that someone goes okay >> I mean of course anything can happen right like but >> they have a head trauma and suddenly they're developing but >> yeah but in general like you're going to like once a kid's proficient you would expect that they would either stay proficient or go to P >> PD proficient with distinction. >> Gosh,

134this is really >> Yeah, >> it's the same as the SAS. We mirrored the SAS coding. >> I'm sure I will get it. It's just >> all right. >> Any other report cards? >> I think the ABCD works for me because that's what I had my whole life since fourth grade, right? So then it's like, >> well, are we keeping the children from awards? Excuse me. >> Are we holding them back from the presidential award? >> We haven't done those in seven years. >> You haven't? But it exists, right? Do you know what I'm saying? You just >> I know some children thrive. >> Personally, I'll tell you about that. That's that's so that we can celebrate together as a whole and that there's not halves and halves not on that is celebration because beyond

135that it's not something we talk about. It's not a goal that we set for kids. So for me I haven't missed it as part of that. So >> you haven't but kids actually would know about it. Many kids so in fourth and fifth grade they would strive to get those grades so they could get that award. >> Okay. >> I don't >> you just have to think about the latter. Like I know I have a child that is never going to be ever close to getting a presidential award. >> So do you not award the ones that earned >> I'm not saying that but I'm just saying you got to think about the other kids too. I have one kid that would definitely get a presidential award and one kid that definitely wouldn't. So like

136I see where Ron's coming from that and I mean that's why people can choose that schools and stuff and private schools. That's a choice. But I'm just saying >> it is interesting though as far as like what d what are what are drivers of >> the kids do look around and say hey what did you get on this and what did you get on this and what did you and and competition is what makes the world go around and you you you um you thrive or you strive um to be at the level of those around you. Do you know what I'm saying? Like you >> do they get percentiles in anything in elementary school? >> Say it again. Like do they get a math test and it's like you get an 85 on this

137math test? >> Yeah, >> they get like an eight. Yeah, like an eight out of 10. >> And >> I think there's a lot of different assessments that go out, but the majority of elementary kids were not doing like averages for like >> assessments, but I guess we're talking about like third and definitely fourth and fifth grade for like math. But >> yeah, no, I'm talking obviously. >> I'm just thinking math. So >> So they're like got >> it's not just check check plus. I feel like that's all I see. >> No, it's not. We've had like eight like graded >> especially math. >> I think every kid's different. What motivates them to do well or what prevents them from doing well in school. >> I mean, as far as raising children myself, you know,

138>> they were they were both motivated and we didn't talk about grades so much as they were just they were just motivated kids. You know what I'm saying? For a variety of reasons. I I hear what you said about competition, but I don't know if it was competition with them. It's just that's they just wanted to do well. They wanted to please >> compete against themselves even, don't you think? Like not necessarily with their peers, but >> Yeah. Well, I guess I never looked at it like that as far as like the reason they were doing it is because they wanted to do better than somebody else. >> I also think too though that like there are a lot of opportunities. I know this year the historical society did an essay concert contest and there

139was just like for graduation there's like a like there's opportunities for kids to do extra and be rewarded for that. The connects challenge is a ch like there's there's these things built in. >> Yeah. >> That maybe there's a way to like mimic a president if the kids aren't don't qualify for it. But I I've seen I feel like this year more than ever like those kind of competitions within the school >> even like reading the books for like the great stone phase. I know they get a celebration if they read a certain amount. Like there's stuff >> maybe that's something we look at is like how to do that. >> Especially they're here all day every day right for the bulk of the year. So yeah, I do think that they should be rewarded

140for their hard work. Most definitely. >> Yeah. >> Any other report card committee updates, questions, >> that's it. >> It's ready. >> So So what do we do with that? Is it just we're just >> So by policy, it is a grading change. You have to um give a motion to accept it as presented to you. Again, if you don't, then we'll have to go back to the previous report card and it will not be in line with the remainder of of the SEU of what we'd be recommending. >> And this would go into place for next December's report card. >> Correct. Yep. Yep. And so we'll do presentations to uh families starting in September in all of our elementary schools and at the middle school. >> I think our teachers are prepared to make

141this change to what you're doing is adding you're going from three skills to four. I think they can definitely differentiate between developing and then having the beginning aspect uh tweaking some of the rubrics all the rubrics that we're using but I don't think >> um I think we know our students very very well and I think that's something that can be done and accomplished prior to January 2027 >> and so you're saying the typical scale is not even an option >> that was not what we discussed or not the input we got from stakeholders >> not what we discussed But this not even an option. >> It was not that's not what we were prepared to present. No. >> Okay. >> But had this they they're not going to go I'm just saying had the

142school board decided to go in that direction that's >> we were not getting that direction from other boards either. Um I want to just ask a question about because naturally the mind goes straight from the one thing which was I don't remember the the things but it was a three-point scale. >> It was >> okay to like making that into a four like making that into a four-point scale which in my mind proficient is still proficient developing is still developing. Now you've just had a beginning and you've changed extended learning's name. Is that how is it not that again? >> What do you mean how is it not that? >> Uh are you asking about the changes what it looks >> you've made it into a four-point scale, right? >> And then we're we're reporting

143out on those performance indicators instead of the competency. And the extended learning is different from proficient with distinction in some way or it's basically the same. >> Yeah. So if you go back to Ron, can you go back to slide 11? The descriptors all change. So the descriptors now meet what we're at the middle school. >> My interpretation and tell me if this is wrong. Beginning is the same as like we have that already. We have your >> but developing is where there is a distinction between you're proficient or you're develop like before it was developing proficient extended. Nobody gets extended. And so you're either proficient or so now you know if your child is de in the process of developing. If they're in the early process, midprocess, if they're proficient, >> they're where they're

144supposed to be >> By the end. And so it adds like a you've made it, you've like gained the competency without wondering if they're still getting there. >> Okay. I think there's still more work to be done about defining what proficient with distinction is going to look like. I guess so I my one thing that I've that that I heard previously about extended learning was like one way you could do extended learning was you could explain to everyone else in the class what you were doing right and and I just want having learned a lot myself as an extrovert that sounds fantastic I'll get that all I will tell you what I think all day long and explain it whether it's right or wrong all day long right but having a husband who's an introvert.

145He would he could be the most brilliant person in the world in the room and you will not know it because that's not how he expresses himself. I know that the teachers know it, right? But I I like the way of moving away from this like that was one like how can you get extended like you have to teach it. >> You have to teach it. Well, that there's lots of so I'm hoping that we're moving away from that as like >> yes >> expressing that kids are beyond which I see that there. I do. But I just also hope that >> so the second part to that is that we have to calibrate these with all of our teachers through different grade levels all the time >> and that was something that we were

146not doing consistently across the >> SAU >> and that has become part of the plan that we'll be moving forward. So when we do our compy review cycle with uh chief academic officer Lizier they're going to bring student samples and be like what does proficient look like? proficient with distinction beginning and um developing at grade two for ELA >> and then we can have further discussion then we we we build exemplars of what students look like based on those skills. >> Perfect. Perfect. Thank you. Thank you for putting so much effort in this. I'd like to make a motion that we accept the >> Great. >> Just a quick question. >> Um Sue, do you have does the BTA have any feedback on this? >> Yeah. >> Okay. >> Perfect. I don't I don't think

147there's ever a magic bullet silver bullet solution for grading scales or systems. I I think there's a lot of research that points to competency based grading being the most promising at the elementary school level. Um when I got a masters in curriculum and instruction in 2011 or something like that, competency based grading was around then. Um, so I wouldn't necessarily call the old school or traditional way of grading like the typical way of grading. Um, it's not that anymore, especially not at the elementary school level. Um, I think a lot of it just comes down to like execution, like uh building understanding amongst the parents, having the teachers all on the same page, like calibrating across the teachers, um, calibrating now across the schools. Um, so I just wanted to say thank you to Chris

148and the curriculum team at the SAU for all the work that's been done and the survey as well. I think reinforces a lot of this. Um, and it I think it just really presents an opportunity um to like implement this really well. like you guys are great with videos like you know videos for parents that explain the report cards what what they're looking at like obviously we have new administration coming in here and so I think that'll be an important for us at Swayy to like reinforce you know anything that the SAU is developing around report card understanding and interpretation and that sort of thing. >> Yep. >> Um that's I I really like the back and forth. I think this is a great conversation. Um, and I, um, I think a lot of it

149just comes down to like implementation, execution of the of the scale. We're not even changing the scale that much. I do like the changes. I think they're they're good. It's helpful to have that fourth tier >> and to break the broader competencies down into more granular learning objectives where you're pay you're placing the P and the B next to each one. >> As a parent, I think that really helps me understand like at night if I'm reading to my child, what where do I pinpoint? Where do I really like work with him or her? Um, so I like that change. >> Do you have a second? >> Yeah. Would you like to second my motion then? >> Second the motion. >> May I just before you vote, I just want to say quickly, um, no

150surprise, I won't be supporting it. You have the votes. But that being said, I do want to say I do appreciate all the time and effort that's gone into it. Please don't think for a minute that it it's lost on me. So, thank you. Thank you. Y >> All right. All in favor? I >> I oppose. Nay. Thank you. >> Thank you. >> Uh yeah, so this I just want to be a first read. It is also a policy and um know someone sat on and and Dr. Bryant went through that as we prepare for the possibility of an open enrollment. What you really need to do is have a capacity study. So I just wanted you to look at it, digest it. We broke each school down. We broke down every classroom, every space,

151because when you're looking at the number of students you can take in, it's not just really about um numbers. numbers is one way of looking at your total population, but it's also the the usage of your room and the the number of different spaces used for different things. There's also um students that might have mobility issues that takes up a greater space in your classroom. So therefore, if you're like, oh, we fit 20 kids, but you have students with mobility issues, that's going to actually go down. Or if you have students that have uh needed support through extra adults, that'll be in there. So that initial read is just for you to to digest. We'd really like to you we're going to continue to work on it over the summer, but I just made you

152I wanted you all to be aware that that's the work we're doing that if we when we set numbers yeartoear um with with the anticipation of some type of open enrollment happening. If we're we're denying or making a a claim of why we can't accept students, it should be based on our numbers in our capacity report. So really that's what this report is. Um and again take this and what I'm going to ask each board in September, give us feedback. We'll bring it back to you. Where where do you want to have more information? What are some conversations we have? But that really was just for you to put eyes on, understand the work that's going on, the back part of it, and then this becomes our template moving forward for year after year. >>

153I think it's really helpful to see the policy and then see here's what the report will look like. I wasn't expecting that. So, I appreciate you >> and whatever kind of bird this is in the in the >> Well, that I wanted to ask you actually this it's I'm sure it's out there anyway, but this won't be out there on the website. Correct. >> So, any of our schools, it's part of public records, maps of our schools. >> Does it have to be? >> I think it's part of any town record through town hall if they whatever you have for building codes. I just I if we don't have to have it on the website, I personally would rather make someone work for it because I feel like safety and security >> or could it

154be a map with the rooms classrooms reacted? >> I wouldn't I wouldn't want any I would you don't want some >> I mean I don't want it but if it's >> so we could just have the policy that we have and then the background the R the report could be internal use only. So again that's why I wanted you know to read it and get these comments because We did bring that back, but again, you're you're you can look up any building you want through through public records. >> You're right. I know. >> But but it is a good concern. So, thank you for bringing that forward. We we had that internal discussion as well. >> Did you sure you did? Yeah. Yeah. >> And part of this is that we can it's like here's

155the space we have, but it also talks about like classroom size. Like that's something is that something the board sets? It's not just a formula based on >> so it used to be um minimum standards through ED 306 changed to maximum standards. So that would be something that we work through and that's why again it's a first read and that because that is a change through the ED 306s. Um so it's a little bit different how you look at it. What it really would look at is if like we have a decreased open um um enrollment and say it's at one grade level. So we would make a recommendation to the community. Here's the grade level and number of students we could take say for first grade if we saw 10 kids go down, right?

156And it's not going to cause us to uh hire a new teacher or create new programming because that should be the other consideration is that if we are going to take in students or we're required to >> Yeah. where and we want to set a limit so that we're not going to be asking taxpayers to pay for an additional teacher and then it becomes a budget burden on the residents of of >> because like where we are now where we have one small grade the first grade if we had additional we would have to hire >> correct >> another teacher even though it's a low enrollment >> and so it's like a we have space but we don't have staff >> correct Sorry. And did you say this where the class size cap cap and

157target came from? >> I can see that. >> Uh, so it it we just put numbers in there right out. You know, a lot of this is based on um different education and different needs of students in the building. So a lot of it is really based on special education and spacing you need for that and how it impacts also regular education classrooms. But again, this can be a determination from year to year which the board would want to set. So if you like I was saying if you have a really small class that might follow year after year and next year it might be we take uh four first graders the year after it's four second graders if that we don't get that number and then that way your class size and your capacity

158would would be your back uh backup of why you either deny or accept students at those grade levels or as a whole school. >> Do you need anything on this or is >> No, I just it's it's more information more for you to get eyes on. you know, great questions like Melissa brought up about safety and security and different things. We'd ask all boards is that when we get together in September, what are other questions you have so we can tighten up our policy? Again, this is not required by the state of New Hampshire. It's recommended, although there are very few districts that are prepared if um the open enrollment um law comes into effect in some way or another. So, we wanted to be ahead that we gave you as much information rather than

159playing, you know, playing catch-up. >> Yeah. >> Perfect. And we wouldn't have to necessarily pass that until it's we could sit on the the policy until it's required. >> Correct. >> Look, I just want you to take note that coincidentally, the last meeting and tonight's meeting that we were both at, I we're approaching the two-hour mark, purely coincidental. They were jam-packed nights. It has nothing to do with me being back on the board. >> Do we notice Chris? You're not invited back. >> Thank you very much. >> Any other questions about capacity study because I think Melissa's moving us along. >> That's true. I'm feeling it. >> Uh retirement discussion. >> I'd like to do that nonpublic weekend because to the end principal report. >> Oh, just a couple things to update everybody on. Um

160more events than anything else. We're we're not done with our I Ready um diagnostics for this year. So that's something we're going to have to look at next year. Okay. Um so I don't have that information for tonight. >> So I just want to I'm sorry. I just want to clarify. So you've received the results, but you haven't had time to interpret that. >> We're not done. We're we're not done doing >> even testing. >> We're not completed testing. >> Okay. Gotcha. Thank you. Yeah. >> Um one thing we have completed is our state testing. the window ended last Friday. I have initial information and numbers to report uh schoolwide and again I don't I don't want to hold it in case things change and we definitely don't have state averages but uh sees up

1615% in ELA schoolwide and 4% um in math. So, preliminary grades 3 through 5, 79% proficient in ELA compared to 74 last year and 78% proficient in math compared to 74 last year. >> That's awesome. >> So, I'm extremely extremely pleased with the preliminary. >> Have science? Do you have science at all? >> Science? Oh, I didn't write it down. I'll have to check. >> It's okay. >> Yeah. >> Well, I This is phenomenal. Awesome. >> Awesome. >> No, it's really really >> any any raise is a good thing. No, >> like fifth grade class >> struggling though. So I'm not surprised if when we looked at the trend there was one class that was struggling which is now not in seway. So I expect it to go you know that's kind of the co

162>> Oh okay. >> Yeah. >> Last year's fifth grade it's no longer >> Oh god lower as they traveled through the >> What year were they when co I'm just curious when CO struck? Do you remember? Our fifth graders now were >> part remote, part in person. >> Kindergarten. >> So, >> kindergarten >> cuz I held James back for get handwriting without tears. >> And not not to break it down too deep, but it's a number I haven't seen before, but >> this year's grade five students, 90% are proficient in ELA. >> That's awesome. >> Yeah, that's that's off the charts. I'm just not >> That's incred. And that's like half a year at like literally crying in front of you. >> Um, >> props to your you and your team. >> Props to the

163teachers. Props to the kids. I mean, they've just really committed. >> You're going to be a model for other schools. I mean, really? >> Yeah. They all took the test seriously and the teachers did a great job preparing. I just want to like shout out some of them because we knew like Mrs. Woods gave us and she had us write out like little positive affirmation note cards and she put them on their desks. So like we wrote little ones and put stickers on them for James and each kid and she made sure each kid had one and each parent like filled it out or whatever loved one filled it out. So that was pretty cool. >> Yeah. >> And I hadn't seen that before and I liked that. And he was so excited. He's like,

164"Ah, I saw what you wrote." And so I thought that was cool. >> Yeah. Really solid work, solid preparation. All the grade levels did intram state testing in uh February just to kind of give the kids a first glance and um so I'm really proud of that. Uh just some things to highlight and I won't take too much time. Um we're bringing 20 of our kindergarteners to X High School tomorrow to rehearse for the graduation. They are going to start graduation by reciting the pledge of allegiance. So every year a different group uh has sent kindergarteners over. So really excited. Um it was open to all the kindergarten families. Obviously you got to commit to the Saturday. So and that's a that's a hard thing to do. So, we have about 20 kids that have

165committed. So, I'm really excited about graduation. Um, field days are this week for all students. That's on Wednesday and Thursday. Uh, we have our Exit High School graduates from Bruntwood coming here on Friday to do a clap out. This year is extra special because this is the group whose first grade teacher was Carol Pinius who passed away while they were in her class and uh back in 2015 they buried a time capsule >> and we're going to dig it up on um Friday and take a look at the things they put in there. >> Um >> I couldn't remember exactly where near the bench for >> I'm like was it this side that side? Was it 10 ft? So, I was going to come at night and start digging all these holes, but um one

166of our parents took a lot of pictures from the day it was buried, so you can see exactly what's >> So, I think I'm going to dig it up, make sure I can find it before we really pull it out. >> We um at the club had a time capsule we unveiled and we were going to make it at an event, like un open it at the event, and it was like all mouse. It was paper and like mice had eaten it. So, >> I'm going to open it ahead of time and then reberry it. >> Yeah. Just throw some dirt over it again. >> Don't tell anybody. So that's Friday. >> Looks like 80 and sunny for field day. >> Looks like a nice >> Perfect. Yeah, it only rings a weekend here. You

167know that. >> Only on the times where we're off, >> right? >> Um PFG our celebration and color run is this Friday as well. So it's really busy week. We have eight days left of school. Grade five celebration we're going to do Tuesday, June 9th. This year I set the date early in advance. I don't care if we had snow days or what. I didn't need it to be the day before the last day of school. So, I'm glad we had that little buffer there. And um that's an outdoor event, of course, or you are definitely invited to come uh to any of these events, but that's 6 PM on Tuesday the 9th. And then the last day of school is Thursday the 11th for our students and then the 12th for staff. >> We're

168nearly there. mostly made it >> and your last this is your last board meeting. >> Yeah, >> this is my last school board meeting. >> Yeah. >> So, thank you, Ron. I mean, >> thank you. >> It's we really I can't imagine where Sesy would be today um without you here and like the just the positivity that you've brought to the role. >> The um I know we all really appreciate it. >> Thank you so much. Yeah, I've learned I've learned a lot and there's there's some great admin and obviously family, students, and staff in this SAU and I've learned so much and u grown a lot and um it's flown by. It's been a long time, but it's also gone by really quick. >> May I actually may I Okay, I'm totally going to

169extend it by two minutes and thank you for hearing me. I was supposed to deliver this message to you a few weeks ago. So my daughter actually, do you remember when Holly did the talent show the first year started? We had no idea that my daughter could sing. Like none. And I think I had a migraine the day that that they we had it at GMI cuz I was just scared. And um she got up there and she was singing and all these people were complimenting and this and that. And um oh my goodness, we were like if it wasn't for you, we would have had no she was the best thing that ever could have happened to her. >> Yeah. >> And then you learned to play the piano, right? because then he accompanied

170her the next year. You have such I mean sees everyone does but you have such a special place in her heart and now she's gone on to where um she's going on to a Christian college but in our church not only has she been singing in the youth band but they have the adult band that sings every Sunday. Holly like you have to audition like she auditioned and she sings you know every week in the group but she always comes back to you. Oh, that's so nice. >> Like just you. So that's really nice. >> From the bottom of my heart, thank you. >> Oh, thank you. I appreciate that. >> Really appreciate it. >> That's my report. >> Crazy. >> Thank you. >> You just never know how much you impact people, do you?

171>> Appreciate it, Melissa. >> Yeah, true. >> And you're not the the type of principal that's going to put these state test scores on the back of your baseball card on your way out. But those are >> pretty impressive stats. That's real that's real evidence of learning right there. So, a lot to be proud of. Well, I had a little bit to do with it. >> Just a little bit. Like hire them. >> Yeah. >> And then let them go and do their thing and just become part of the culture here. >> Yeah. >> So, I'm really proud of the people work here. Thank you. >> That's right. >> Awesome. >> All right. Superintendent Evaluation Committee. >> Um, so we were all there at the joint board meeting. Is this an appropriate time to mention

172why we have another meeting? >> Your phaua, not yours, but the >> Yeah. So, we have a second meeting. It is the 16th >> at 5:00. >> 5:00 to just approve compensation for the superintendent. >> Yeah. So, the feedback has been delivered. >> Oh, I was a little surprised. >> But we we'll get through it. >> Oh my goodness. >> We made a motion, but we didn't make the specific motion. Did we not make the right motion after all that? >> So, we gave a motion to deliver the feedback to the superintendent, which we did. Um, and we needed a specific motion related to comp. >> It was a really long meeting, too, for that not to happen. >> The money. >> So, it'll be 30 minutes. >> 30 minutes on the on the >>

173on the 16th >> because you have to open the public comment. >> 30 minutes. Um, >> but I I will also say like a lot of really good feedback from like all the towns in the joint board around process and I I think it was just like a really good discussion. >> It was a good meeting. It was just long. >> I think there's a lot of opportunity over the next year. So like I'll be going to those meetings, but like remember like the discussions we had and please reach out to me if you want to attend one of those meetings with me or just share feedback or whatever. Like let's let's continue to make it better. >> Perfect. And then budget committee. Um, budget committee has met once since we last met. Um, the

174next meeting is on Wednesday, spending most of the time unpacking um, all these different scenarios for the this isn't related to schoolboard, but it's interesting for like us as town people. Um, there's like a lot of towns that have SB2, but there's not a lot of towns that have tax gap. But when you put those two things together, there's only one town that has both, and that's us. So, of course, >> way to go, Brentwood. >> We're defense setters for everything the past couple of years. Yeah. >> Um and so therefore, we're unpacking all the scenarios for how things can play out um as we, you know, head towards warrant articles and town meeting and all that. And um so definitely take a look at BUDCOM minutes if you want to dig into those scenarios.

175I won't attempt to try to explain them to you, but >> Dan, can I ask a question? >> Yeah. >> And it's a really stupid question. >> Go for it. >> Are we too for town and school side? No, >> no, just just >> just town. So, none of this is relevant, >> but that's what I thought as well. Yeah, >> and cap isn't relevant either. >> Um, so >> that has been happening. Uh, I think there's more discussion around that on Wednesday at the next BudCom meeting. Um, Budcom's also really been interested in the cost driver that is health insurance. And so, we spent the first one hour at the joint board meeting. Thank you uh to the SLT for coordinating that, Heather and everyone. uh going through a macro analysis of medical benefits

176discussions and going through the options available to school districts and I thought it was like extremely informative. >> Really was pretty interesting. >> Budcom wasn't able to make it, but I'll do my best um to uh bring that information back uh to the budget committee um as part of uh analysis that they're looking at. >> Was it was it recorded? >> It was recorded >> so they could just watch it. Yep, >> they could watch it. And sometimes I wonder those recordings how because there's a presentation up on the screen, right? And there's like a recording that's looking down at someone who's sometimes walking away from the microphone. >> I'm channeling my Dr. Bonafiti right now. Get get this hand out to them. >> And then here's the link. Yeah, >> she was pretty good

177at standing in one place, too. >> Yeah, but I Thank you. I I got it. Um, so I'll bring that information back to BudCom at the next meeting. Um, and that's it. >> Perfect. policy committee. There are a couple policies um new ones that are being presented. The GEB EBB we held for um feedback from the BTA her last meeting, but I think Sue left. I don't know if she there was >> there was no comment tonight from BTA, but I don't know if that meant policy committee or just what she >> or just that >> it was none on policy as well. >> Okay. And one quick thing, Dan, the um if you go to the website, the presentation is on there. So you can pull it up. >> Oh, the presentation itself is

178on. >> So under May 18th of our joint board, the whole presentation is there. You can take that gift. But >> so when you say the website, it's not exit or blue hawk YouTube media. It's the district >> if you go to our full policy or board meetings, go to the joint board. It's all listed right there. So you can have that. >> Cool. Thanks. Perfect. >> And please know I was trying to make life easier. I wasn't implying that you're not more than capable. I know obviously you are >> same page. >> Um so JB EBB we've seen since February if there's no comment or no questions we can JLCJ we did not pass last meeting because it's an emergency plan for sports related injuries but it's required by law that grades four and

179up have that policy. So it might not impact us but we have to have that um as a policy. The EH AJ is a first read only. It's a really interesting um >> generative G >> Eh A G. Yes, sorry. Um use of generative AI. There was like there's a whole AI committee at the SAU level. A lot of work was put into this, but it's a first read. >> Cool. to just really look at um at the elementary level it might impact us a little bit differently but making a policy that stays relevant. Um so there's a clause that was added to re-review it because >> outdated in September. >> Yeah. >> Um but just to have really the focus of this is on generative AI. So AI that creates content >> like a

180chat GB >> pictures um like there's I think a real bullying component into that because you can change photos and like do all kinds of >> um deep faces in this. So, it's definitely an interesting if there's feedback on it tonight, I can take back, but it's not intended to get passed tonight, but there's been a lot of work in some AI expert within the district have been on that committee. Um, the JF is the capacity study that we just looked at. So, that's also a first read. And then JLF is a policy that governs sex offender registry information and school access for individuals who are on the sex offender registry. Are there any did anybody have any specific questions? I have um some uh questions on the AI thing. >> Mhm. So, um I

181think it's necessary to put this together. Um because it's happening already. Um and I like that it's going to be constantly updated because it, you know, even this like examples of what the AI tools are like in a couple months are going to be like different names. you know, there's new ones already, right? >> Um I just f like I'm wondering how this is going to be enforced because like I'm looking at these things um no generative AI tool may be introduced that does not meet meet or exceed minimum standards set by the New Hampshire Department of Education and has been vetted and approved according to their policy. Like how are we going to enforce that? Like if we're letting kids use AI tools, is that just like in the classroom or like for homework

182assignments? I mean, like you're going to say you can use Claude but not chat GPT. Like there's there I mean I think it's going to be really difficult to enforce. If we're letting people use generative AI, then it's hard to enforce that. >> Um the informing parents about the use in the classrooms. I'm wondering how that will happen or like >> is that going to be like a broad like >> at the beginning of the year there may be generative AI used in this classroom or is it going to be like every time it's used? >> It' be right on their syllabus. So part of our our AI committee and planning is that would be the next step. So this year we we had two different dates where we trained all of our staff on

183the use of AI and obviously you have the be really um beginning users and you have experts. We have two high school teachers who actually wrote a book on it. So that's the extremes that we have. They'll be doing more of the professional development uh this summer for our summer institute. But that is one going to be one requirement that goes on syllabus. You know what how we use um generative AI in the classroom, how to use it appropriately, how it doesn't replace your thinking as a student. >> And then this maintaining a public list of approved AI tools. >> Yep. >> That will be like on a website or something. >> Yep. We already have that set up. So we vet that because of the um data privacy act that is required. So if

184they if um any company doesn't sign a data privacy act with the state of New Hampshire, we can't use it. Um so that is that goes with anybody. It's an >> we can't use it as an instructional thing and and there and and so kids can't use it for their >> right. Yeah. Kids can use it anytime they want, but we couldn't use it as a vetting source for SAU16 to say this is where we're at because >> I guess that's my question about this. Like is it like in like are we talking about I I and and I didn't get this from this are we talking about what kids are allowed to use because now we're assuming they're using it for homework assignments. >> Sure. So any of the it would be within school

185use of what we're looking at. >> And so you're talking about this would be enforced on like Chromebooks, school Chromebooks. If somebody goes home and uses something on their home computer, you can't >> you could at least tell them not to. >> Well, but I mean one of the rules is that they have to like >> inappropriately like state that that's a source. Correct. >> Right. And so if they're using that source, then they would have to state what they're using then. And so we'd have to state you having to use one of these appropriate ones. >> They they can site it on their own if they want to use a different source. We're saying at school these are the only um >> so they can so they can for school work use non >>

186if they want to do it at home and they want to site it during school hours these will be the sites that you can use because they signed a data privacy act their personal information it will not be out there through a third party vendor. >> Okay. >> So that's that's the protection clause there. That's how it be vetted. And the just so you're for awareness the I don't know his name director of technology >> Jason Hills >> was is part of this which like that whole piece of it like the data protection and is something he was super knowledgeable about and talked about in the policy meeting of like trying to cover as much as you can knowing that >> you're right it's going to be all out there. So vetting the the vendors,

187the edtech companies that we partner with, like obviously the data privacy is a very important part of that. >> Um, but there's also like this other huge part of it where you want to be very uh careful about uh direct student interfacing with AI, right? Especially at the elementary age. Um, and so every edte company out there now is like uh it's like the cool thing to do, right? So they're like baking in an AI bot into their learning management system, right? So like you could be on Canvas LMS thinking you're just doing your course and then all a sudden you're chatting with an AI bot. And so it's like >> in my mind it's almost like you're like as a school district you you almost have to like revet like on a continuous basis

188like every one of your vendors and not only make sure that they're not they're adhering to the data privacy rules but also like any direct student interfacing because like >> AI for improving operational efficiencies for teachers to like take these mundane tasks that they do and make them more efficient like two thumbs up from my perspective but like when you start direct student interfacing that's where it gets a little bit weird and scary and stuff. So, what does the vetting process look like or how has it changed? >> Yeah, so like we use school AI right now at the middle school and there are some elementary schools that have it. Anytime they would hit a chatbot, we we get a record of what that chatbot is. If there's something that comes up that's um concerning,

189uh we'll get an alert immediately so that we can have conversation with either that classroom teacher or that student and parent or both. >> Um so, school AI has that and that is going to be requirement that we ask is how do how do you track it? How do we get alerts? Especially for high school students, like there's going to be times that we've seen that they've asked pretty inappropriate questions. Um, and so we want to be able to know that and deal with it immediately. >> Um, part of this discussion, I'm just looking at notes. I left them at work, so somebody texted them to me. Um, this policy is recommended but not required. >> Um, and that consequences and language about enforcement will be in the student handbooks. >> Okay? So it's not

190won't be like students look up policy, >> right? >> Eh a G. >> It'll be available to them. Yeah. >> It'll be in the handbooks and available. Um the this policy is a sample from the schoolboard association that was reviewed and edited by the AI committee. >> Correct. >> Um I always find this statements like this. Students must use AI tools ethically and honestly. very >> ambiguous like who decides whether it's an ethical Yeah. Super. So I mean and I agree in a general sense we want them to be using it ethically and honestly but it it's so subjective who decides whether it was an ethical use or not. That's just an I just wanted to put that out there. Um, >> this isn't can we're not adopting this until October is when they want

191it to be adopted. So, it could change. >> Yeah. Yeah. This is just feedback. Um, >> I was just want I just want to make sure >> prohibited uses I think fabricating news data sources. I mean, I think that depending on what AI you use, it's it is doing that and and so, you know, it'll it I just think that's an interesting thing because the kid will know have to know how to see if it had fabricated the source or if it's an actual source. >> I'm going to shout out librarians for teaching internet safety and how to tell if things are fake because we take all big classes on this and AI and everything. So, people think we're just about books. We also teach about the internet, too. So, shout out to all the

192librarians that are trying to keep up with everything. >> I've tested AI before though and and this has been recently where AI will pull what's in the news article, >> new different news articles, not actually what the facts are of what actually happened and it will tell you that as if it's truth. So, >> also the videos have gotten very impressive or comments on a news article and it will say that was what the news article said. >> So skewed. Yeah. or you know and but you know I think that is like to your point like understanding like what you're people kids are using all the time but like that that >> I like that we're putting this in I think also like >> making sure we're putting an education about like how you >>

193how you do it which it sounds like is part of it too >> and how AI is integrated into things you don't think it's integ >> we have to go directly to the source not right? >> Can't utilize anything secondhand. I should read the part around like your questioning of the eth like the ethical terminology. Um because I'm wondering like is that are they talking about ethical use of AI in terms of students not cheating and if that's the case like are we putting teachers in a position where they >> can make that call and then grade appropriately or like there needs to be some >> like decision- making given to the teacher or school or something to like make sure that students can't just type every homework assignment into an AI bot throughout their

194whole and they all know how to do I think it's more high school relevant and probably shouldn't be spending too much time here, but >> like you can take a picture of your homework and get all the answers. I've watched >> at all these meetings. >> Not all of them. I was at the last couple. >> Does this feedback is it really >> been addressed or is it helpful? >> Yeah, I mean this is part of what the committee does. I mean we we've added the teachers that are actually writing about this and getting their input. The last meeting actually we had four students, two ninth graders and two 12th graders came and give us their impact of using AI. Great. The two 12th graders are also in our career and education program and one

195thing they said is that we need to start educating sooner and I thought that was a great part and so it has to be part of our education process >> to understand that you're right if you just put something in chat GPT it's not always going to be accurate it's going to be pulling from different sources so then how do you go back and and fact check that so really good stuff and these are all good things and this is why we want first read um again we need something to to have a policy what that looks like I think it's going to adapt but these this is all the really good information that we we're collecting. >> And I think the other thing is I I like love the idea of it being revisited,

196but you know, there should be some formal cadence and group that is constantly revisiting that like you know it's it and whether that's like >> will the AI committee stay in place after this? So that would probably live there. >> You're thinking annually or you thinking even more often >> like buying >> or what's realistic? I don't Well, that is the question of what's realistic, but you know, I I I think that annually is too slow. >> Slow. How often does that group meet? >> Once a month. >> So, the AI committee meets monthly. >> Yep. >> And they could present monthly if a change is needed, changes to this or propose changes to this policy. >> Yeah. >> The world's moving so quickly. >> I'm just saying that's one more thing that you have

197to meet monthly over to keep up. It's a lot a lot of people humans. >> So we're we're just we obviously we're not doing anything with that one or the JF. >> So it's J E J B E B J L C J A and then J L I F to make a motion J. >> Didn't we just do this JB? We've held it a couple months. So you've seen it since February. >> Okay. >> Um but it's >> So you want a motion to adopt I'm just clarifying. I'm going to make a motion and if I'm incorrect saw me a motion to accept policy J L I F policy J L CJ A and policy GB EBB. >> Yes. >> Okay. >> There's a motion. Is there a second? Thank you. >> I'll second

198the motion. It's all in favor. >> I >> and then we'll revisit um >> well that will come back to us >> the other two >> as they're updated. >> Whomever is taking the minutes if we could just codify in the minutes please. We did hold off GBB but we received feedback tonight that there was nothing no comment from the >> BT. Yes. Okay. >> Perfect. >> Um All right. strategic planning any >> there has been no strategic plan um safety and security I set in for Melissa um for very exciting reason congratulations >> thank you >> and it was a great meeting did a tabletop drill which was really interesting and great to see just the coordination amongst all of the um first responders in the district so definitely a good >> um meeting

199there >> the and community engagement events. >> Um, so the newsletter is on their summer like their summer hiatus. They go on like two months or they send out a summer one. >> There's one there's Yeah, there's not there's not one every month in the summer >> and they already sent out >> like there's the July and August one. >> Yeah. >> So that will be June 15th. >> Oh yeah, I know. >> Okay. So we have till June 15th. So, I have some of yours if we still want to do the introduction to the board. If not, I can move on and do something different. If we have any other things we want to do, um, let me know. We have 14. In my mind, we have 13 days to get it done because

200I want to be a day ahead of time. Um, again, I have most of them. If you're still comfortable, if you're not comfortable putting it in there, just let me know. Um, >> did you did you do it? >> I didn't do it. me and most like >> can you do it by the end of this week? >> Yep. >> Yes. >> And if you don't want to, I mean, I can do something different, but like >> we might even get bumped cuz it's it's a big issue for graduates, >> right? We might get bumped, but at least we can send it in and if it gets bumped, it gets bumped. And hopefully no one's really thinking about us all summer. So, um, >> yeah, >> perfect. might actually have to like intentionally bump it,

201but it may make more sense to have it like with the start of the school year than in the middle of the summer. >> That's again not a problem. >> Maybe, you know what? How about just you and I have till the end of the week, maybe submit it and ask them to hold it till the >> it's ready. >> Then it's all >> all done and I don't have to think about it. >> Exactly. >> Over the summer. >> Perfect. >> I love that idea. >> Um, all right. Old business. None. New business. Uh board members. Queries. >> I I do you guys I want Do you guys have anything? Sorry. >> I didn't get any. >> Um I do I do have one, but I think it's late at night, so maybe revisit

202another time. But I know we had a member of the public that brought up the decals and the stickers and the flag around the school, but I can't tell you how many people have reached out to me even long before I was on the as state rep and I could do about it. Um, but now they've reached out again. Um, but I I've even been receiving pictures. Um, but my understanding and I I haven't >> Sorry, I I missed that comment. So, what >> picture seen pictures >> of the what flags? Right. >> There's a full-size pride flag in the cafeteria. Um, and then I think there's stickers on I don't know many of the classrooms. >> So, um, so I just wanted to bring it up as a conversation. Um, because I was trying

203to research myself to find out what's appropriate, what's not appropriate. Mhm. >> Um so these are different things that I had come up with but I was trying to figure out um like policy or administrative guidance that governs the display governance these displays in elementary classrooms and common spaces. I'm only talk we're only elementary I'm only talking elementary. I'm not talking middle high school. Um are the displays considered school sponsored messaging or individual staff expression? Um, and how does the district determine what is developmentally appropriate for preK through grade five students? Um, you know, how are the parents concerns being considered? Um, while ensuring all students feel welcomed and respected. Um, so I I had put in my own notes were just just as an aside, I know some families perceive these displays as messages

204of inclusion and belonging, but I also know there are other families that perceive them as values-based or identity based messaging that they would prefer to introduce at home. Um, and I want you all to know my interest is not in judging either perspective nor making any assumptions about intent. I have no idea. Uh my interest is understanding what role school sponsored displays would play in an elementary common space. Um and just ensuring that with clarity, consistency, and age appropriateness and respect for families across the community just as a whole. So I just wanted to it's been brought up to me and it's not one, two, three people, it's more. It's to the point where I was like, "Okay, I guess it's time that I I bring it up just as a discussion point. I mean,

205I don't know. I haven't ever h heard or gotten feedback about that from families. So, I don't have like a personal like people who have said that officially to the boards since that point. Um, I don't know if we have like any kind of guidance like policy on any kind of like displays. >> I've uh I'll make a couple comments. Um, I didn't distribute them. I didn't tell people they have to put them on their doors. I didn't provide them. So, it's not um, you know, everybody every door you need to have that sticker on your door. people had gave that choice. Um, besides tonight's conversation, I haven't had any parent reach out and say, "What's with stickers and what's it mean?" Nobody's ever called me or asked me. Um, hasn't caused any kind of

206disruption with any student. That hasn't to me, it's not a sign of anything that's hurtful or hateful. Um, so, um, anyway, that's the only thing I wanted to add. >> Sorry. Thank you. Is there a discussion about the the stickers in the classrooms? >> Is there a discussion? >> Yeah. Like is that like something? So um the discussion would take place at home then if there was a question about like why is there a rainbow flag or >> Oh yeah. And again I'm not going to speak I'm not going to speak to every there's not never been one student that asked about a sticker. >> You can't say yes or no. But >> but why? So what I'm just trying to understand why would there be I and I want to make sure I have

207the terminology correct because I don't know that it's a pride flag. I think it's a progress flag, right? The full-size flag that's in the gymnasium right now on the door. It's progress flag. Is it It's called the progressful. Um why is it why is it there just in general? That's all. >> I don't I have to ask the person who put it there. I don't know. I didn't put that. >> Okay. So, I >> I think in general the the idea of I'm just looking up progress flag versus pride flag. I don't know that >> that'd be helpful. Thank you. Yeah. >> Um Oh, >> but um >> that's a progress flag. >> I know it's different. >> I mean, it's a this is a living, breathing learning community, right? So like the part of

208that is Ron empowering his teachers to drive 5% and 4% increases in math and ELA by allowing them to do what they do best in terms of instructing students. And I think also >> like just looking around this room right like I see Thomas Jefferson built the library May Martin Luther King like there's an expression of a lot of different values and I think that's part of being part of a learning community. Um, and so again, I I'm just listening to Ron's responses relative to everything else that's been shared and um, it seems pretty straightforward to me. >> Do you do you ask you do you and I'm not questioning you, I'm trying to understand, do you think in any way that it it can be perceived as being sexual or political at all, especially

209for such a young age group? >> Sexual. >> Yeah. >> Wouldn't that be >> I don't think it's sexual at all. I think your sexual preference >> specific colors that it means like red means life, orange is healing, yellow's sunlight, greens nature, blue is peace, harmony and art and violet is spirit. >> So what does the pride flag stand for then? >> Uh inclusion >> of >> inclusions of all pe all pe diverse people >> people. >> So it has nothing to do with your sexual preference. >> I I suppose if someone interpreted it that way it could. >> I think it started that way. >> I just want to I'm not questioning you. I I I just want to make sure I'm not in left field. >> It's been explained to me by some

210people. It means this space is safe for anybody who comes in here. >> That's why I've always had one on my door cuz it safe space. And again, that was my decision. >> So, it's it's an LGBTQ plus pride flag. I You're right. every every color has. I This is what I'd like to do then. Um because like I said, people have been reaching out to me. It's been a good couple years since I was reelected to the state. Um I think I'm just going to refer people to all of you. Um I for whatever reason, I'm not saying this is valid or not. For whatever reason, I think people aren't always comfortable going to admin. And I'm not talking you specifically, just even statewide because they just have this fear of retaliation. >> Um,

211so but I think sending them >> Yeah, >> true. >> I think that's sounds great. >> Okay. >> Apparently the progress pride flag means a lot more. >> But in in discussing this too, I mean, I think it's a great discussion because you will have people that are questioning it, but you may very well have people that obviously support it as well. I think it's a great community discussion for us to have. So >> yeah, I'd agree with that. Yeah. >> Okay. Thank you. >> And I would encourage anybody who has questions to send them our way. Like you're here and I really appreciate your different perspective. Um because it brings like more to the discussion. >> Um and so if there are people who feel comfortable going to you but not like if you

212could just forward them because then there's like a >> it's in like email and record of that. Yes. because it's hard like it's hard to I haven't heard anything from anybody in either way and so it's not a um >> and that's so helpful for me. Thank you. That's helpful for me to hear too because I I want to be like really like why haven't you if so? Yeah. Thank you. >> Perfect. >> Any other queries? >> School board calendar schedule. >> So just took the date from last year, a couple dates that can't be filled in at this time. So >> um really it follows your format from last year and again annual meeting is is replicated on this not SP2 because school is not uh part of that agreement. So um just look

213for a motion to approve the the calendar and if not for the whole calendar if you want to wait until September for Dr. Bennett to come back and hopefully fill in some of those gaps in there that's fine too. But if you're comfortable with your meeting dates outlined look for a motion to approve your meeting your schoolboard meeting calendar as presented. I would rather approve it now and then fill the gaps in later. >> Thank you. >> Um, we will keep Dr. Bennett next year, right? Like there's not going to be a change in that >> there. No, you you've got Dr. Bennett next year. >> I think Chris has done a good job tonight. >> What's our problem? >> I I don't know. >> I love Dr. Bennett. I think that she's fantastic. I

214think she's very strong. I do wonder about the idea of rotating though to meet other people and get different strengths. Yep. >> Um, but I'm not going to complain if we're not. But I think that >> I don't think we're there yet. I think >> we've got some new district leaders who are taking on boards for the first time. So, I need them to couple years with that board to before >> they shouldn't take us on yet. >> Not I'm not saying that. >> I do have to say >> I'm just saying I think we're in a good spot with our assignment right now. >> I was so impressed when she came and sat through the recount like she that to me that was I don't know if you've sent her but to me that

215was like above and beyond. I was like good for you. Good for you. >> Decision we made to be present. So >> I think it's nice. Talk about supportive. Yeah, it's great. >> Great. Okay. >> All right. Motion to approve. >> Oh, >> you got a motion to approve. >> I second. >> I all in favor? >> I approve. >> Um our next things are we have a couple of non-public items, but we talked about public input at the end of the meeting. So if there's any public input otherwise we have for um >> oh we do oh I think you again have to leave >> I thought you were excited >> um David Massie Fellows road uh I will just speak to make it an even score >> flags banners doesn't make a difference

216to me whatever people want to bring feel free represent yourself kids are smart they'll figure this out we don't need to be afraid of that I understand that you put forth a bill to ban certain flags. And >> I would just banners a reminder. It's a direct comment. >> Oh, sure. I'm sorry. Uh, a representative of the town put forth uh legislation to ban >> this type of display. I imagine that feeds into the decision to represent that to this board. Um, but just to make it a one to one on the night doesn't bother me. Let them be, let the teachers, you know, represent themselves uh in the community, Harvard. >> Perfect. >> Thanks. >> Thank you for your feedback. >> Thank you. >> Anybody else? >> And you can represent that Bruins banner

217here anytime you want. >> I don't know. >> Just for the record, that was allowed on the bill though. >> Any type of sports banner, any type of United States. Yeah. >> Not a Bruins fan. >> Mark Hannik Fellows Road. So to counter that, I'm get what I'm hearing is is that it's okay for my son to wear a big penis shirt to hear promoting heterosexual and that's not going to be penalized. And so I just want to make sure that uh and I I I I reiterate what Melissa has talked about retaliation is that I understand where he's coming from. I am not against what he's saying. What I'm saying is that this is very strategic in the school that you have these flags everywhere on every door. I heard Mr. Q say that

218this was something that the teachers were allowed to do. He didn't encourage them or discourage them. That's not what I'm hearing from the teachers. So, um what I will do is I will I will write to the school board an official uh removal of these things. And so what I was being respective of is I did not bring the army of people that would want to come behind here. Um so I will now encourage them to actually reach out to you and obviously Ron and administration to remove these things because there's not just one I'm not sure who Melissa is talking about. Obviously she heard what I said but there's a following of people who are getting fed up with this. And so to reiterate what what Ron said to allow them to put up

219stuff up there and I disagree completely with you. It's completely about sexuality. I understand the colors don't mean that. Um but the intent is behind gay, lesbian, by and there's a whole bunch of other I don't know all the 14 or 15 and there there also others now for the pride flag of the evolution of I think it started in the 70s or 80s. It was a rainbow. Now it's not a rainbow. which I I don't know how many colors are under there now. And now they keep adding things to the flag to include others. And I get that and I'm not trying to exclude them. What I'm saying is that it's completely about sexuality of who you are attracted to or who you want to partner with or whatever you want to call that.

220So to sit there and say it has nothing to do with sexuality, I completely disagree with you. It's your opinion. I'm not going to argue with you. Um, but I think there's a distance uh, sorry, distinguish between an a third grader or a second grader or a first grade. We're talking people who are less than 10, 12 years old asking, hey, what is this flag? My kids notice it. Uh, and now they're popping up more in this building. So now they're going like, why is it now in the bathroom? Why is this? I mean, like I brought my kids to the last school board meeting for a purpose reason to actually show what they're what the board was doing. I'm not going to repeat the one comment cuz it's going to be insultive to one

221person on the board. Um, but I was like to for a eight-year-old kid to realize that was just mindboggling to sit there and actually have I said, "So, what do you guys think?" And he and he was like, "But I'm like I said, okay, but I'm keeping those comments to myself. It's it happened in the fan. We addressed it and we just said, you know, we'll we'll work on a plan ourselves." However, this is a a push for this. So, if we're going to include this, then you're saying that we can include other stickers out there and other shirts and other uh again, I talked about all the other stickers. That's where I want to go with. So, I don't know how to address this other than I will I will reach out to the

222people that have spoken to me about it and I said I will be the lead for this. Uh, fortunately, I know one left to say reach out to you about all this. And I expect the counter, too. I'm not It's not like it's just going to be a oneway. I saw Dave, he's a my neighbor, and I know he's got the pride flag on his house. It doesn't offend me at all. I'm not upset at that at all. That's his his opinion and that's fine. But uh and may and and maybe he has given education to his uh daughter and son about that and that's great. But I at my my my kids I don't want them to know about I I don't mind them knowing about it. We have a gay couple getting married

223soon in our family. They I want them to come up with the questions. this is being forced on them and and and to if you haven't walked down to the uh gym, I encourage you to look at the gym because it's not just one little thing. It's a big big flag. There's a small flag. Everything is all about this. And also, I talked about the fighting thing, which I guess we'll find out about whether you guys promote that or not. Thank you. >> Thank you. And I would just say like a reminder for public feedback. It's not a I'm requesting this and it's going to I can request it to be removed. It's not the policy of the school. It's not like the it's a long day and just my brain's not working finding the

224word. It's not like the >> path that things take is just request and then the school um like there's a process um that we would follow in any circumstance like that. >> Hi Letty Bard speaking as a private resident not as any other board member that I'm on. I just wanted to clarify that if any student came in to the school wearing any sort of genitalia, that would be inappropriate. >> Yes. >> Regardless of who they wanted to use it on, I guess like that's it. There is a dress code policy that talks about offensive things and that would be inappropriate regardless of if it was gay or straight. >> Yes. Okay. May I you can stop me if it's um first of all I if you again stop me please. I thank you for

225coming forward um Mr. Massie with your comments. I appreciate it and I appreciate always hearing both sides. I just want to I know not everybody here but you've worked with me before. You've worked with me before. You've worked with me before. But nine years on this board, six years on the other board. Um, I've always been student centered. It's a nonpartisan position. I just, and I hope you all know, I don't have any motives other than just I want the community. I I want this school to be the best that it can be and clearly you've already done that and I just want to continue to support that. So, I just want you all to know that. So, thank you. >> We will close. We never actually reopened it cuz we never closed it. But

226we'll close public comment at 8:48. That's it. And then we need to go into non-public for a C and I >> was a lot of things. >> It's one thing that >> Oh, a motion. Should we make a motion? >> We need I was just going to say I have your legal question. So instead of me sending you an email, um the 360 because so the increase is $2,364. The 364 was the actual expense for the police detail, but there was an encumbrance added for other legal ongoing expenses. I missed it. I'm so sorry. >> 36. >> So the police was the 364 where the So the increase was 2364. The 364 was the police detail, but that was actual expense, but then there was a $2,000 incumbrance added to satisfy other legal expenses. >>

227Thank you. >> Now, I don't have to send you an email. >> Thank you so much. >> Take a call to go into non-public. >> Katie Cap Oh, Katie Capola. I >> bonaf. >> We never really made it, but you have to make a motion first. >> You did make a motion and I seconded it. >> Okay. Megan Fitzgerald. I Dan Aber I >> Melissa Lishfield I >> No, I'm just kidding. I second. >> Okay, >> I'm turning them off. >> All right, >> I'd like to make a motion to come out of non-public. >> Second them. Oh, go ahead. >> Second. >> Oh, Katie Kapal I. Sorry. >> I Megan Fitzgerald. I >> Dan Abear. I >> Melissa Lichfield. I >> All right. Okay. So, we have a motion to accept the superintendent's recommendation.

228>> I'll make a motion to accept the superintendent's recommendation. >> I'll second that motion. >> All in favor? >> I >> So, I just want to finish before cuz we get summer break. Yes, I think. Um and it's going to be in public. I just the rumors that are swirling are very uncomfortable for me as a member that takes things very seriously. Um it's a lot of he said she said. Um and unfortunately like it's not true. I don't know where the narrative has come from. I did tell people to not talk about it on the playground cuz they were whispering and I was standing right there. Um and then I got dirty glares. Um, I don't even pick my kids up anymore because I feel uncomfortable. Um, because I am being bullied. Um, and

229I really I understand that people are concerned about it. But I think people are also forgetting that there is a person behind that. Um, and I have never said anything. You can ask my husband. He didn't know anything. He doesn't know anything. Um, I literally work in special ed for a living. I know all the policies. Um, you can go over them with me again if that's something you're comfortable with. I mean, I just want you to know from my side, I never said anything out of turn. I asked them not to speak about it, that they didn't know what they were speaking about because it got pretty rough on the playground where kids were around and hearing it. Um, and it has stopped me from grabbing my kids and I really don't appreciate. Um,

230it's hard for me being bullied cuz people are coming at me. Um, and you can again believe what you want to believe because that's what it is. But I'm going to tell you my truth and um I apologize if anyone knows a different truth and that's how they feel about me. Um, but all I can speak to is what's going on with me. And I know it was a contentious race between me and Jim and I know there's some hard feelings about that still. I hear about it all the time. Um, so yeah, I really just have the teachers and the students and everyone's care about them a lot. Um, and I hopefully that shows. I'm trying to stay more quiet so I can just kind of fly under the radar because I am nervous

231to speak up. Um, and that's where I am. So I appreciate you guys listening to me. Um, >> I appreciate that, Katie, and understand that you understand what this is and that >> and I understand the huge deal. It was, you know, it it's people's like at hand and I understand that. >> Um, >> and I think like Melissa, you read this your statement at the beginning of the meeting. I think that is all 100% true and I am confident that the board understands that. Um, >> I I appreciate that. Um, and I and I kept things high level on purpose. Um, I think I think that dynamic might have changed now because you chose to talk about at this point in time. I think for me, and I I think I've maybe been accused

232of being blunt sometimes. I'm just going to be honest with you. for me. Um, and for a lack of a better term, I do not feel safe in non-public right now. To be perfectly honest with all of you, I am not comfortable. And tonight, I have to tell you, I can't tell you how many times it went through my mind where I wanted to say to the board as we discussed some um, as we were discussing things where I just actually wanted to say, I am going to exit at this point because I am not comfortable. And I want to take it a step further and I want to say that um I understand that some people might say it's a lack of education or maybe the New Hampshire School Board Association might need to

233come in and do further training etc. the night the very first night that we had non-public that very first meeting um actually like tripped over chairs running after you outside and I said to you everything we discussed is confidential and you said I know and I said um I said you can't even tell your husband you know when I was chair like I hammered that home with people I said you and you looked at me and you said I exactly what you just said now you said I know I understand and you said um I'm a special ed teacher there and I can't share 50% of my day with him and when I get home I tell them I can't tell you of my day and I felt so good and so comfortable and I

234thought that's fabulous and and and I am so tired of all this we're sad about this person that that won or lost whatever race whatever like I don't I don't and I'm tired of people can't look me in the eye it's ridiculous okay I'm here about the kids I could care less about political party and you know how much I respect you because we have the past conversations and I think so much great stuff comes out of it. What concerns me and I know probably nobody else is going to say it. What concerns me is the level of detail. It was like Susie was at the bus stop at 6:32 a.m. and she had on blue shoes with pink shoelaces. I mean, this level of detail, I'm sorry. Like, I'm uncomfortable. We had parents coming

235to a public meeting that brought it up. So, I'm very uncomfortable. Um, and not until this came full circle throughout this entire investigation, um, I was hands off because it wasn't my place. It was your place. It was your place. It was your place. I stayed out of everything. Now that things came full circle and Mrs. Proctor is back, people started sending me stuff in writing today cuz today was the day it was all done. Okay. And um, and so, no, I've seen stuff in writing. I am not comfortable. I am not comfortable at all. And I'm sorry that you're sad. It sucks. I agree. And during COVID, we had actual death threats where we had police watching over us where they told me how they were going to kill me, etc. Okay. So, if

236you're getting death threats, I'm sorry about that cuz someone me then send it to us. I'd be interested to see it and you need to go to the police department and we'll handle it. But no, I you knew you knew better and so >> I would like to see the evidence you have that I was talking to. I would just I would ask Melissa cuz people mentioned but like there's been no information sent I like I've been haven't seen like there's nothing there was one email requesting um a resignation but it didn't include any so to me there is a trust amongst the board and there's just a general there has to be a trust And I don't know if you told me that you did not do something, I would believe you. Um, and

237so I just I think I don't know exactly where to go. like maybe we definitely do need to schedule a retreat in August where we can kind of figure out the how to work together because to for you to say you don't feel safe and non-public is not an acceptable thing to me because we all have to be able to share our opinions um and to have that >> I think the other thing to remember um is that there's the information it's not we were not the only one privy to the information that was shared. There was some information in which we were the only ones privy to. I have not heard any of that from anyone outside of this group. Um and there but all but a lot of the information that has been

238shared publicly from outside people is is things that you know there were multiple adults out there and multiple children out there. And so you know it's it's hard to know what these parents are hearing you know could have come from their kid or from another adult. And so, you know, just because there's information about something that was spoken about non-public, I don't think it can be assume in, you know, if if it could have come from someplace else that it can be assumed that there was a break of trust in the non in the in the non-public. But I agree, we need to I mean, we need to come to some consensus about um about a trust that that what otherwise if you can't speak in non-public then what's the point of the board? >>

239May ask you this. So I and and then this is it. But what about what about the people that are saying pull the video, check the video, there's a recording of this, not the incident, this incident. >> I mean, I would say to that that we don't have audio recording. And I bet >> before I talk on the playground to people >> that that's a normal a normal thing. a lot of information came out and was in social media, which I would if I could wave a magic wand and get rid of anything in the world, it wouldn't be AI, it would be Facebook. >> Um, almost none of the information was information that we learned and I think there were a lot of people there was a lot of misinformation and a lot of

240people upset um about a situation. What about if a board member private messages anything >> then? I mean that would be good to share. >> Okay. >> I mean when I private message someone and apologized and hoped I could keep their trust because I didn't say anything. >> Look I >> cuz I have that message right here to read it. I just want to say we're getting a little >> sorry where we shouldn't be right now allow conversation and you guys are there but I would recommend that you >> we put a pause and >> put a pause and I would highly suggest the summer retreat and I'd also highly suggest that the school boards association comes in to work to build some strikes at this time >> that works for me. >> Can we

241do those at the same time? >> Absolutely. So, if we schedule an August date >> when we can sign Molly's M >> 30, do it all at the same time. >> I just I just I'll just I just need to I I'm just being I just I'm going to need time to process this all and just >> nine years on board, six years together. I've never experienced anything like this. So, for me, I just need to process. >> Okay. And I I feel very similarly. I you know, I almost resigned that night. I was attacked because it was that uncomfortable. And you can roll your eyes at me. We're so non. >> And we have a motion to adjurnn. >> Please. I motion to adjurnn. >> Second. All in favor? I I