001To the flag, United States of America to the Republic. >> Great. And before we get started, I just want to mention we have Patrick OD joining remotely via Zoom. Uh he's not feeling well today, but he is in attendance. All right, let's kick things off with our PTO update. All right. Hi everyone. >> Hi. Um so this weekend is Get Fit in May, so we're super geared towards getting um to the big race day. Let's put this here. Um, so yeah, we have, as of right now, uh, Alex just sent me an update. We have 450 registered runners. I'm assuming that includes, um, kids and, um, adult racers, which is awesome. Um, it looks like a beautiful day on Saturday, so I hope that everybody comes out and, um, supports the race. Uh, we are
002still in need of race monitors and we're we're going to like change the name cuz maybe race monitors sounds a little scary. So, we're calling them course guides. So, I don't know, people don't know what race monitors are. So, maybe we need to like work on trying to um with the language and stuff, but we only have three people uh signed up to be a course guide. And I'll just say what it is for the folks at home, but it's just someone along the course to direct runners and walkers and joggers where to go during the race. So take, you know, you're going left here. So it's just to kind of keep people safe on the course and also direct people where to go. So we're hoping that we can still get some volunteers sign
003up to fill those positions. Um, we do have quite a bit of police presence that are going to help us, but they suggested we still need, you know, about eight, um, maybe even 10 course guides along the race. >> And you have three >> three signed up. So, we're going to do a final push. So, if there's anybody, it could be neighbors, friends, just anyone to come out and to >> How do people sign up if they're interested? >> There's a sign up genius. It's been um it's been promoted in the newsletters. Uh so you can just click on that link and it's under race monitors and you just uh sign up there. Um and then when you come to the race that day, Alex or I will tell you what your post is and
004where to go. So it's really easy job. It's fun. Like bring cowbell, cheer for people. It's a fun job. I think that people maybe don't know what it is or um but we just are trying to get those slots filled. Uh other than that, we're in pretty good shape. Um so yeah, we're excited for race day. We had our PTO meeting last week and we voted in two new co-presidents. Um, a lot of people on the board are are staying on. Um, so we just have one position that we're looking to fill. Um, but other than that, like we're all set for next year and we have lots of volunteer positions available to help out with events and stuff. So, um, so yeah, we're in good shape for that, too. So, we're just kind of
005wrapping up um, end of the year things. Our only other event is um with the help of uh Beth, we're actually having a dedication at the butterfly garden uh in memory of Susie Finnis. So, there was a cleanup last week where Cat Nichols class um during recess uh cleaned up and weeded and we had a couple people from PTO come and and help as well to make the garden look really nice and we got a plaque in memory of Susie. Um so, we're just having a dedication on June 8th June 8th um right after school. Anybody's welcome to come and just, you know, share stories or just we just wanted to provide a space for people to come and just, you know, honor Susie since the butterfly garden was kind of like her thing that
006she got going and maintained it and everything. So >> that's good. >> But other than that, I think that's everything for PTO. >> Great. Okay. Thank you. >> Any questions? Okay. Great. So it is 606. We'll go ahead and open for public comment. uh per RSA 187 18974. So again, total time allotted for public comment is 30 minutes. Um and um we'll open that up now. Um so the first the next order of business is the approval of the minutes. We had um a set of public meeting minutes from our meeting on April 14th and a set of non-public meeting minutes. So, I'll go ahead and just give folks a minute to take a look at those and let me know if you have any comments or changes. I'll make a motion to accept. >>
007I'll second I'm sorry. Do you want to make a motion to accept the public meeting minutes and the non-public meeting minutes? >> Yes, the public and non-public meeting minutes. >> I will uh second the motion. All in favor? >> I and Patrick is a thumbs up as well. >> Great. Moving on to our principal reports. So we'll start with Main Street School. >> Good evening everyone. So a few highlights for this month from the classroom. Um our students from both MSS and LSS competed in their first robotics competition in Auburn, New Hampshire. Um this happened back in April. They use the engineering design process to build different uh attachments for their robots to make them uh successful at soccer while also preparing quick change assemblies for King of the Hill and complete removal for the
008autonomous driving obstacle course portion of the competition. Um so just a big congratulations to our junior hawks robotics team for their perseverance and amazing sportsmanship at the competition. We are um have we have entered our spring assessment window. That means that um our students take these assessments um so that it helps us to accurately measure growth and show progress that they've made throughout the year. Um it's uh an exciting time for us to um see students progress and for also for students to be able to demonstrate their progress and show off their hard work and the skills um that they've mastered. Um during this window um our students who take the um universal assessment um universal assessments such as I Ready and Acadians um we these uh assessments help to capture a clear snapshot of
009student learning um in the areas of reading and math um and it also helps our teachers to look to see um if there's things that we need to refine. fine for the remainder of the school year. Um, and just a reminder that it is these are just a snapshot in a piece of the puzzle when we look at students and their progress. Recently, last week uh we proudly uh celebrated our staff during staff appreciation week. Um this was a dedicated time to honor our incredible staff um who really power our schools. Um we uh had um we were able to celebrate with food and snack carts and um some fun sunglasses. And so we honored them in a number of different ways. Um and um we just it's uh an annual tradition. We love to
010be able to recognize their hard work um which is the foundation of our students success. So, thank you to our staff. Um as Sarah mentioned earlier, um the Exorter PTO generously donated a a plaque in memory of um Susie Finnis. The plaque was placed in the butterfly butterfly garden last Friday after the students helped to clean the area up. Um, this garden was a longterm uh project that was close to Sus's heart. Um, every year she spent time in the garden cleaning it up and making sure that it was a beautiful space for our students and staff to enjoy. Um, and also right above where a butterfly garden is, um, Miss Bird, our art teacher, is putting the final touches, um, on some, um, actual, um, more additional, um, butterflies and projects that will be
011mounted to the wall right above the butterfly garden. So, it's going to be really a beautiful space for all to enjoy. Couple of upcoming events. Uh Main Street School will be hosting Futures Day on May 21st in the Main Street School gym. This is in the morning um while um school is in session. This is the second year that Main Street has hosted Futures Day and this is a special opportunity um for our our first and fourth grade students um to explore the many exciting pathways their futures may hold. Um high school students from Extter High School and the Secost School of Technology um um hold this event in our gym. Our students get to um rotate around to uh different tables and learn about uh their craft. Um they get to engage in meaningful
012conversations. They get to ask questions. Um it's really, like I said, it's the second annual event that's being held at Main Street. Um last year's event was amazing and our students really enjoyed it. So, um we're happy to host that again. The evening of May 21st is our schoolwide celebration of learning. So um we invite our caregivers to come out, our students to come out so that they can celebrate our students work on that evening. And grade 2 will be hosting a musical celebration of learning which will happen on June 8th um at 5:30 p.m. in the Main Street School gym. So that's an opportunity for our grade two students to demonstrate their learning in the area of music and we invite our caregivers to join us then as well. And just um I am
013going to put it out there uh I do have a request uh for using some endofear funds. Um, you know, I know in the past we have had uh a budget workshop, but I just want to put out the request that um I have looked into um an emergency alert system for Main Street School um that is um not in our budget, but it is a request for possibly using some of the endofear funds for that project. >> Thank you, >> Beth. Since we're deciding, I think at this meeting if we're going to have a budget workshop next meeting, could you talk to us a little bit about you know why and what that is? >> Y so um the emergency alert system um is in the event of an intruder or um an a
014recognition uh schoolwide recognition that there is an emergency in place. Um the system um the the ask would be installing um 10 uh blue light systems both audio and visual to go along with those systems um in different um spaces in Main Street School. for common spaces so that um if there is a need for an alert um staff would be trained how to quickly use that alert system to um send a message throughout the school. Um our our alert system emergency alert system right now is through the phone system and so it takes um a little bit more time to activate it. This saves a little bit of time. Um, and as all of you know, in the event of an emergency, um, seconds, uh, really matter. So, um, actually in our preschool, we
015have this alert system already. Um, and we do not have it here at Main Street or Lincoln Street School. And I do have a of a quote. Um >> I think if you have a ballpark number, but I think we would want that in our packets for next next time too to be able to review if we're going to have that workshop. Yeah. But I think if you have a ballpark, if you want to explain it. >> So the the for the emergency alert system at Main Street School um for audio and visual to be installed with that system um would be $29,45. And again, it's a it's a rapid emergency system, activation system, um that allows um any individual, any staff member to access um and activate the system in the event of a
016schoolwide emergency. >> What does that can you just explain like what does that mean to activate the system? >> So, it's it's basically a pull it's basically a pull down system. Yeah. that um um that also um ties into um blue lights as well as a um an auditory uh noise that would be um set off throughout the school. >> So presumably someone would have to have a key. I mean you can't have like kids pulling. >> It's it's similar to the fire drill poles. >> I see. >> Yep. Yep. So they're easily accessible. >> Okay. >> Yep. Okay. >> I know we'll talk more about that, but does anyone have any questions? >> No, you answered M. You with the kids pulling it. I thought it was kind of the colleges that have like
017the thing with the button. >> Yeah, >> it it's it's similar um to what you might have seen in other schools. They have similar setups um where sometimes it's a button, sometime sometimes it's a pull down activation system, but it's it's it's throughout in some common areas in in the school um where it's easily accessible. >> Okay. I'm just checking to see if Patrick I don't have any other questions. Okay. Yeah. Thank you. Thank you. Hi, good evening everybody. >> Um, here are a couple quick updates from Lincoln Street School. Um, we are currently taking a big deep breath in our last week of state testing. Right now, we did our science SAS. Um the week before our spring break, we did our literacy or ELA assessment last week and this week is math which
018is you know mercifully shorter than the ELA. Um so we are working through it this week. We do have next week, which is the last week of the window that the state provided um in New Hampshire um as a makeup week, but we are in pretty good shape and we only had a couple of students opt out across the building and the state does have a threshold for the number of students that can opt out before you get penalized as a school. So, we only had a couple. So, we're well below that threshold. So, we feel good that we'll have a nice accurate portrayal of student growth and student progress. again for this snapshot. That is the New Hampshire State Assessment. Um, and we'd like to just thank our I think Sarah's still here, but
019we'd like to thank our PTO. Um, I think I said it last month, but they provided funds for snacks that we were able to provide students for every single testing day, which whether it was before testing or after testing, was very wellreceived. And it just kind of helped build a little bit more perseverance and maybe positive energy for something that is maybe not the favorite part of the school year. So, we appreciated that. And, um, I'll just also want to recognize our amazing staff for providing comfortable testing environments, um, extra opportunities for movement and fresh air throughout the testing weeks, um, and just their ability to exercise maybe a little bit extra patience after those testing windows closed each day. And maybe there was some extra energy coming out. Our staff did a really great
020job of supporting students, and we are excited to see what the numbers are um, when they come out. Um, and we usually do that in the fall when we do kind of like a beginning of year snapshot of where students are starting, but also that more complete picture of um our our data picture for the previous year. So, we'll be doing that probably September, October, somewhere around there. Um, but we're we're feeling pretty optimistic right now. >> Can I ask you just for clarity when you say we're below the threshold of you know getting penalized for you know you know number of students who might opt out. What does penalized mean? >> Penalized means that any students over that threshold, and I want to say it's 5%, but students that are over that threshold, the
021scores are just going to count as a zero. >> So, >> okay, >> if it's below that, then the score is just there's no score. There's no impact. There's no score. But if you're over that by however many, whether it's one student, 10 students, 20 students, they impact your school score where it says like this many students were proficient, this many students were developing, this many students, you know, did not meet. So, um, you definitely want to stay under that because then it kind of skews your picture of how you did as a school. >> Yeah. Thank you. That's clarifying. >> Sure. And just one more thing, um are parents and caregivers, um given information on their choice to opt out of this or is this like some >> Yes, that is a requirement. That
022is requirement that you know information gets sent out from the school prior to the testing window beginning. Um and within the information in there, there is if you would choose to opt your student out, you know, here's the process or here's what you need to do. Got it. >> Um so that gets sent out to families prior to Yes. >> Thank you. >> Yep. All right. Um, and then once we finish our state assessment, we just have one last I Ready assessment to do. Um, which will be more school-based and is you hate to have it be the last thing, but it is very valuable. The I Ready scores, you know, we we use that a lot more. It's immediate. It helps us with groupings and planning instruction. So, we are looking forward to that
023as well. Um, next, let's see. Um we had on April 23rd we had our first instrumental festival. It was over at the uh high school and it involved Lincoln Street School um band and string students, involved CMS music students and involved EHS music students and it was really a very very cool event that took place in the EHS gym. Um, this was the inaugural event and it was really cool to see our fourth and fifth grade students sitting up there and playing with CMS and EHS and it was really a nice when we talk about community and SAU16 can be a little tricky at the elementary level to see that connection to CMS and EHS but it was a really cool opportunity and a great opportunity to kind of showcase the music department in SAU16.
024Um, and to build off of that, this Thursday on the 14th, we have our annual art show, um, which is open to all students and all families across Lincoln Street School, as well as our fourth grade beginning band concert, our strings concert, and our fifth grade band and chorus concert. So, it all takes place between 5 and 7:00 on Thursday evening. Um, so we hope that families are able to join us. And again, just the art show is for everybody because all students across the building have completed some sort of project, whether it be the fourth grade dog show or the amazing artwork you see in the hallways from our fifth graders. Um, everybody has something to showcase. Um, on the 20th of April, just before spring break, our Lincoln Street School chorus had an
025opportunity to perform in downtown Exit in front of the old town hall for the Patriots Day 250th celebration. our students performed with the EHS quartet um and did the national anthem and this land is your land. Um it was really cool and again just finding those extra opportunities for students particularly in course that give up a recess each week to be able to be part of that program to have opportunities to perform and kind of showcase the hard work that they've had. It was really nice to go downtown and be able to do that and give them that special opportunity. Um, we have a couple of transition dates coming up just for families to know about. We have move update at CMS, I'm sorry, parent night at CMS, um, next Wednesday, May 20th at 6:00.
026Um, and that event is particularly for caregivers. Um, and it's located at CMS. We also have our student move up day to CMS on June 3rd where our fifth graders will spend a portion of their day um at CMS and getting to know a little bit of navigating the building and what kind of what the pod system looks like. And then um just to promote that CMS also has a navigating sixth grade summer camp August 11th through the 14th this summer for families that are interested in that. Um May 27th we have our very highly anticipated field day. It's really a cool event because we bring back our eighth grade alumni from CMS who help to run the stations each day. So that's um or or for the day. So that's been always a nice
027little tradition. And then on the 26th when Main Street has their field day, our fifth grade students who are Main Street alumni, um not all but some are chosen to help maintain and run those stations as well, which is a nice little modeling and leadership opportunity for them. Um on June 3rd, which is a Wednesday, we'll be welcoming in second grade families from Main Street School for a parent information night as they get ready to transition to third grade. Um, and that event is co-led by staff and students. Um, which it's really great to have the capture the student voice. I think it takes a little bit of maybe the anxiety that transitioning to this big new school might bring when you can see our third graders who are alive and well and smiling and
028talking about the wonderful year that they've had. Um, of course we have our get fit in May this coming weekend. We have our fifth grade celebration on June 4th. And the very last thing I just want to talk about, if you didn't happen to come in through the front entrance, our long much anticipated Wheelright Trust art project is finally here and installed. And you can see it if you walk towards the front entrance. It does a great job of kind of weaving together and you'll see the words community and belonging woven into the picture. But all the artwork you see um was done by Lincoln Street School students last year and then it was digitized and put into this really cool mural. So, we are very grateful for the opportunity through the Wheelright Trust to
029be able to have done that. And the students are very excited um to claim what they believe is theirs. Um there were a lot of snowy owls drawn. My son was one of them. And he's like, I know that's mine. I'm like, well, you have about a whatever percent chance there's a good chance it might you may have had something to do with it. So, anyway, we're excited for it. >> I have one question. Um, first of all, I just want to continue to shout out how much it means that we as a school district support the arts in our schools. I think that's always really present and it's not always the case around the country. So, we should feel really proud of that. Makes a really big difference, I think, to school belonging and
030kids self-exression. So, thank you for that. And I also just had a question because I know that the strings program is fairly new >> here at Lincoln Street School and >> um curious how that program, you know, if there's growing interest in it and if students are going on if we have any data on school students going on to to continue to play instruments at at CMS. >> Um I could do a little bit of research into that for you. So our strings program is in its second year. Um we have a wonderful group of students um who have been dedicated to that program this year. A couple of them were chosen to perform at a festival at Timberlane earlier in the year that was more of like an honors festival which was very cool.
031>> Um and again the overarching goal was to be able to build that program that already existed at CMS with students that were not just coming in at day one but are coming in in year one or rather year two or year three in that. Um, so I I think that right now, I mean, the numbers are fairly small. You know, somewhere between, you know, maybe six to eight, I think, students doing the strings. Um, but it seems like, you know, we're gaining energy and momentum with it. Um, so as far as um, continuity at CMS, I do think that Lincoln Tree School plays a pretty big role in what the middle school music program looks like as we have students that are entering their third year playing an instrument that can really help to
032lift up the program. >> Great. >> Yeah. Thanks. >> Thank you. Thank you. And for um, I do also have a quote for the blue light that I can forward to Allison. That would be um, have that as well. >> Great. Thank you. >> Thank you. Did you guys have questions? >> All right. Thank you guys for those great reports. So, we'll move on to our central office update starting with our superintendent's office update. >> Thank you. Just a couple of really quick updates. We're continuing from central office to work on those reertification meetings. So, I have begun those with some of our Lincoln Street and Main Street staff and they have been really wonderful. It's really great to uh have conversations with staff members about the professional development that they're engaging in. One thing
033that's been really notable is the amount of collaboration that our staff members are engaging in with each other in terms of professional development. So that's been really exciting. Um we continue to it's still hiring season. We're busy with end of year celebrations. But really, I wanted to give the bulk of my time to celebrating a hero among us this evening, uh, Sue Eno, who's the recipient of the 2026 Joe Cample Award, which recognizes the achievements and contributions of education support personnel. It's a pretty big deal. And so, I've asked her principal, Beth Kataret, to say a few words in honor of Sue. So, here's Susan Eno. And Susan has been a pair of professional Main Street School for we think about 17 years. And uh she has so much fun she just loses track of
034time. She's recently received two awards for her work and her leadership. Um and so she received the New Hampshire Education Support Professional of the Year Award. um at the Eddies which we will be presented to her at their June celebration um which is exciting and this is a statewide award recognizing her for her exceptional work. Um and she also has won the Joe Campbell award from NEA New Hampshire. And this award is annual present annually presented to an education support member who has shown outstanding effort to improve the educational environment through um his or her contributions. So Sue um this is award to given to at the annual delegates assembly. Um and again like Sue has dedicated many years of service to the students uh of Main Street School. Um and it is a pleasure
035working with her every day. She brings um joy um and passion to her work with students. Um, I often walk by when she's working with students and there's giggling and there's laughter, they're having fun. Um, and she's never afraid to ask questions and to reach out and to um, you know, another big thing about Sue is that she is always willing to collaborate with her colleagues um, and just to help make Main Street um, the place that it is. So, we're happy to recognize her uh for receiving these two awards and it is our pleasure to have her as part of Main Street School community. Thank you, Sue. >> Thank you. >> You done? >> Yep. >> All right. Thank you, Sue. Honestly, we could not do any of the work that we do here
036educating young people without paras like you. So, thank you for your leadership. It's really tremendous. All right. So, now we have um we're turning things over to our financial office. So, let's Good evening. So, you have the bo in your board pack. You have the financial. So, at our last meeting, we had remaining of expense of $394,196. Within the last month, we spent an additional $71,270. Um as you can see we had um regular ad supplies, special ed supplies along with contracted services uh an incumbrance adjustment for uh consolidated communications which is your um internet. Um more supplies for maintenance and facilities. We had some encumbrance changes for student transportation ju both on the regular ed side and the special ed side and just a few all other. Then with the additional revenue that we've
037received over the year of $69,784, we're projecting the un the unassigned fund balance to be $392,710. And then after the trusts are allocated, returning to the taxpayer is $267,710. Does anyone have any questions? Does Patrick have >> He might be typing. I'm not sure. >> I will wait to see if Patrick has a question. >> No, he doesn't. >> No, >> I don't have any questions. No. >> Okay, >> that's great. >> Um, so I don't Do we want to talk about the budget workshop now? >> Yeah. So, do you want to say a few words about I can I can too, but go. It's it's whether you want. >> So, we don't always have a budget workshop. We have one on the calendar for 5:00 sort of the hour before um our next board
038meeting um which we can use if we if we'd like. Um typic last I believe last year we didn't have any requests um for consideration from our school principles. I think tonight we heard two. Um so I I would recommend that we go ahead and have that budget workshop. That's an opportunity for us to talk about those requests, ask some more questions, consider those um estimates um before the meeting in our packets, and then um we would then vote during the meeting as to whether we want to expend those funds before the remaining go back to taxpayers. Um Patrick, do you have any questions about that? You you want to type. Okay, he's gonna we can come back to it, too. Um, so we'll wait for him to here. Alison, do you want to monitor
039that? Yeah. Okay. We're going to keep going. So, we'll plan on that. Um, as as we have in previous years. >> Great. All right. So, now um we'll move on to our committees. Um you'll notice in your agenda that we um we don't have many names next to the committees and that's because um we have an opportunity every year to um take a look at the committees and have a chat as um board members as to which committees we'd like to participate on for the coming year. So from a process perspective this year as we had the the previous years um sent out emails to everyone asking for their preferences of what committees taking in consideration um the time commitment and when those meetings happen. Um and I did hear back from everyone. Um and
040so this is where we've landed and I'd like to just go through them and confirm I have confirmed these with Tim. Um uh uh I I have confirmed these with Tim. Um and we'll go ahead and then I see a note from the chat. So I'll come back to that in a minute. Patrick, um the first is school meals. So we have Kate and Shy um for that committee. Um policy committee is myself and Patrick. Equity, we have Kate and Patrick. Superintendent evaluation, we have Tim. And then if there's a second that is needed, I'm happy to step in. There's not always, but we didn't have another folk person that could do that time period. Um, so I'll I'll talk to Tim about that if nobody else wants to be a second on that one.
041Um, safety and security, we have Tim and Shy. >> Sabbatical professional growth, we have Shy. And we do have room for a second. That meeting is in usually in January and it's just a one-time meeting. Um so you can let me know if anyone else would like to participate um on that um with Shony. Um facilities we have Patrick currently. Um and then Wheelhouse I just kept him and Kate for continuity since we're wrapping up the wheelhouse one. Does that align with everyone's expectations? Are there any questions or changes that need to be made? You good Patrick with the committees? Did you cover strategic planning maybe? >> Oh, we left off strategic planning actually. Um Tim Tim is willing to do strategic planning. And again, we don't have to have a second for these. I'll
042put these back out to the committee. If next next meeting you're you're like, I'd actually really like to participate on that and there's a spot, we can always add a second. But um I think it's helpful for the ones that are standing in case there's a scheduling conflict or we need to share the the time. But for some of these ad hoc ones maybe not as critical. Um I just want to come back to so so Patrick writes uh I just going to actually go off topic because I want to capture Patrick's input on the budget um budget workshop. He writes that I think it's fine, but we may not have enough extra funds to pay for additional requests. So, I guess the question is, do you want to go ahead and meet to discuss
043the requests or do we want to talk about it now? You want to meet? He wants to meet. He wants us to consider that we don't have a lot of requests. >> Okay. Sorry, Patrick has lost his voice, so I'm also translating here. >> Yeah. Um, is there a chance that we will receive more before the next meeting or before we plan to meet >> more requests or >> Yeah, requests. >> More requests. Or is there a deadline on when the requests can be submitted? >> No, I wouldn't anticipate any significant requests. Yeah. >> Okay. So, we'd be considering those two requests. And each of those is the 29,000 >> each system separate for the campuses. Is the is the quote? >> Yeah. The quote that Beth shared was the 29 for Main Street only
044and then there presumably there's a >> Lincoln Street would be higher. >> It would be higher. >> Okay. >> Yeah. >> Okay. So we would be >> and we fully recognize where we are as a budget and where maybe if it's been different past years. So just putting that. >> Great. So Patrick, just since you couldn't hear that, they're aware of the budget. Those would be the two requests. Um Lincoln Street would be slightly higher. Okay, great. All right. Thank you, Patrick. We're doing our best here. So hang Thank you for your patience. All right, so I'm going to come back to the committees. We will stick with the budget workshop and we will consider those two requests and have the materials in our packets. We went through the new committees. Um so thank you
045all. Um I realize that some of these committees have met since our last board meeting. So, we're going to go through these committee reports and if you were on a committee that met in the interim um uh we'll go ahead and would like to hear what happened. So, we'll we'll start with the equity committee and that would be you. >> We have not met but the final meeting is Thursday. So, we'll have everybody. >> Great. Thanks. I'm going to skip over policy because we have a few policies. I'm going to move that one to the end. Um the strategic planning committee I believe was was Beth and I don't believe it's met since then. So again that's on an ad hoc basis. Um facilities has not met. Um will write trust we just got a
046great update on the project that is now um here at Lincoln Street School. Is there any other updates on wheelright? >> No. Okay, great. Sbatical professional growth that was that did not meet that meets in superintendent evaluation. Tim is not here. I don't know if um we have any update I know from the joint school board meeting or I was not in attendance. Anything that needs to be shared. >> Okay. Nothing on that. Um >> I will I will say that they did meet >> um at 8 at 7:30 in the morning >> today. >> Yeah. Yeah. Today two days ago or something. um or today or Friday or something like that. But um I I didn't get any I don't have any. >> Okay. So we'll include that update in our in our June
047meeting. Um include both months. Safety and security actually meets this week. Um so there'll be an update for next week's month. And then the schools meals advisory committee. Um has there been any um progress on that? Do you want to say or do you Okay, I can >> Oh, um we did meet um myself, Kate, and Dr. Bryant and um we sort of created the framework for what the committee will look like. Um and then we will have our first meeting on this Friday at 1:30 p.m. Great. Um do you guys have a sense yet of who else will be on that committee? >> We do. Um it includes um MSS and ELSS principles as well as food services director and um >> and Michelle as well just for my next >> No, I meant
048>> Oh, okay. Yes. >> Great. >> Yeah, that's great. I'm glad that's up and going. Thank you guys. Um, all right. So, now, um, let's move over to policies. Patrick, I will look to the comments in case you have anything to add that I've missed, but as you've noticed in your packet, most of these are um, policy revisions. So, I'd like to go just kind of through each one. And I I actually um think I' I'd like to just kind of pause for each one and see if you have comment and then we can see if we need to to vote on each one separately. So the first is policy JB. This is the age of entrance policy. Um we did have an opportunity to bring this to the policy committee and had a good
049robust conversation. Um you can see um that some of the you know key changes in here are um you know really shifting um the decision to in to really focus on the superintendent or their design's discretion to consider early entrance to kindergarten for a child whose birthday falls between and the range um that was discussed was October 1st through 31st. kind of want to underscore of course anytime we put a date then there's the person that was born on November 1st right um so there was some discussion of that at the policy uh committee meeting of should we even extend that a little further um so we can certainly talk about that here today um but I think you'll see that um the criteria even um beyond the birthday would include um assessment at the
050school level um at no cost to the family. Um, but also considerations regarding the overall class size and availabil available resources to support that student. So, I'm going to just pause on that one to see if there were any um questions or things that folks um wanted to discuss. as you said, you know, anybody off that cutoff is probably going to have uh take issue with with this. Um I think that based on discussions, this really helps to serve where we all fell. Um, in our opinions, I think that it does not address the other side of this coin that I have talked about, um, which is the arbitrary holding back of children who do meet the criteria to enter on time. Um, and whether this is a one for one type issue. Um, so
051I would have liked to have seen that um on the other side of that, but I do think that this is um a strong choice um for those families who find that their children are in that in that window. >> So that did come up actually in conversation at the policy committee level too. Um in fact it was there was some discussion that that instance of of students and I don't know you know from what data but on the you know several of the boards feeling like there's a more common instance of of parents wanting to hold their child back from entrance um for a v variety of reasons. Um I don't know we did discuss it and it didn't it it the recommendation or it didn't make it into the pol the recommended policy.
052So, I wonder if if Dr. Bryant might speak. >> Sure, I can speak to it. I would I would suggest that perhaps it did make it in um we added the word grade placement grade um to that first sentence. So, it's important to remember that students aren't required to enter school until the age of six. So, that that was just another thing. I'm not sure that we talked about that or addressed that um at the policy committee, but that was something else that um we've spoken about with the administrative team. the administrative team didn't have a lot of um a lot of feedback about that concern. So that was another consideration. And so my my recommendation or my thought was that by adding that word grade to the first sentence, it allows for the school
053um should a student come in at age six and the proper grade placement really is first grade and not kindergarten that it would be at the discretion of the school to place the stu student in first grade instead of kindergarten and it would be based on data again and that kind of thing. So, we could certainly look at >> elaborating on that or this this policy will go back to the policy committee for all other districts next Thursday. So, you know, it would be an option to approve it tonight. Um, and then in the next seven days or 10 days or so, if you felt like it really didn't you wanted to to make further considerations, we certainly have that opportunity right around the corner. But that was that was how I tried to address
054it. Got it. >> Yeah. >> Okay. So, we can think about that. Again, it's going back to policy. So, if we want to make it more explicit or want to bring that, we can certainly bring that question back to the policy committee if if in the future we want to make that more explicit. We can still pass it today if people like this version and still consider it again. >> For sure. >> Right. So, Okay. >> I would vote for that. >> Okay. Um All right. So, I'm going to continue to go through these and then we'll we'll we'll hear a motion. Um, this next policy is policy um JICJ. So, this was a new policy um at the state level that is we're required to review it annually. Um and this uh of course
055is around unauthorized communication devices. Um so kind of key changes is um we felt there it's important to put a personal recording devices in the list of devices that should be prohibited um for for some obvious reasons. Um we know uh we also included um some language around the intent of enforcement. there's a lot of discussion right of like wanting to make sure that this doesn't create like a divisive culture in our schools where teachers who already are holding a lot are now constantly um you know so there there was quite robust discussion around that and then I think the the other adjustment is just when we review it so right now we're reviewing it in May but we're recommending that we move up that review date to our April meetings so that we have
056time for any changes to be incorporated into the handbooks before the next academic year. I'm going to um I'm going to go back. I'm sorry, Patrick. I'm trying my best to go back and forth here. So, I'm going to talk about this one and then we'll go back to the age of entrance. There was one more suggestion on that. Um so, I'll stop to see if there's any comment on um unauthorized communication devices. There was also, I think you saw it probably in the summary, some discussion too of wearables like the Apple Watch as to whether those should be also explicitly named. Um, I don't know that we we didn't land on any sort of solid decision um about that. So, also open that up for any discussion. Um, it seems like what's written there
057would entail that >> encompass that. >> Yeah, >> I don't know how much of a issue that is at the Main Street and Lincoln Street schools. But, um, I think again we can >> and it says smart watches in the policy. There's language around the smartwatches that talks about what you can use the smartwatch for. >> Yeah. So I think that's where we Yeah. Okay. So um so that was that discussion there. I'm going to go back to the age of entrance policy um just to share uh Patrick's feedback. He said we can strike the of schools when referring to the su can we strike the of schools when referring to the superintendent. I don't believe that we typically refer to the superintendent as the superintendent of schools in other policies and that's in the
058last three paragraphs. I think I would agree with that for consistency. >> Yes. >> Thanks Patrick. Good catch. Okay. Um Patrick, anything on authorized communication devices before we move on? Okay, great. Um all right, moving on to uh policy uh JLD. This was also a revision. Um and it was really just the change mostly of the name. Um but I'll let you look that over. Any comment on that one? >> No. >> Tony, did you >> could it be I don't know. This might be nit nitpicky. promotion of personal interpersonal health, academic and college and or career readiness. Um where are you? Which sorry uh >> JLD? Yeah, fourth um fourth bullet. >> So the recommendation is to change the and to an or college or. Is that right? >> And or >> andor. >>
059That makes sense to me. >> Lost it. Do you have? So that's the um this is the fourth bullet down under the program will include the following. There's a list of things. It's the fourth bullet. Promotion of personal interpersonal health academic and and the recommendation was to include college and career readiness. And Shy um is proposing that we change that to college and or career readiness. >> We could that's a common phrase that's used in the minimum standards. So, I think that's where that language came from, but that's certainly the board's purview to to add that. >> Okay. Like I said, it it it's not totally necessary. I just want to make sure that it doesn't feel >> like it's one or both or, you know, the trades are not included in that. >> I
060don't think there's harm in changing it. It's still inclusive of the original intent of the Okay, I'd be in support of that. What do you think, Kate? Any any opinion? I think you could argue either way. So, I would I would say either. >> Okay, great. Um, all right, moving on. Patrick, I don't see any comment from you on that one. We're good to move on. Okay. Um, so this is policy JLCJ, emergency plan for sports related injuries and additional protocols for athletics participation. Um, so I think the major change here was the addition of training of uh, AEDs and CPR for school sponsored events. That was really the main there was some edits, but that was the main change there. Okay. I'm not seeing any comment on that one. Yeah. >> Can I just
061ask that number eight? Why is there this specification of 6 through 12? >> It's a it's a new law. And this one is actually for the co-op. So we don't have to vote on this one. >> Oh, okay. >> We did discuss it as a policy. So actually it doesn't need to be in this packet. Yeah. >> Um >> just that piece of it. So >> which piece of it? >> Okay. I thought for some reason Okay. Sorry about that. >> That's okay. It's good to know. We discuss them all as a policy committee, so sometimes they make them their way into here even though they're not applicable to our schools. All right. Great. And then finally, um, uh, JLCF. This is the wellness, nutrition, and physical activity policy. Um, so there were some minor
062changes to that one. You can review there were very substantial. I just want to add the the link that's down. Let me find it. There's a link that's dead. No, it's uh page three, letter C. That link doesn't go anywhere. it. You you get to a page, but you don't get to that page. Okay. So, there's probably just a little I think there was >> I think I got to the page you meant, but I wasn't sure. So, I don't know what the replacement is. >> I will find it. Thank you. >> Yeah. >> Um and this is just since we did talk about the policy on um the the um this was for JLCJ since we did look at it. Patrick just wants to suggest um in two versus six numbers two versus six
063in that policy decide whether the automated external defibrillation is capitalized or not. So just just some A2 versus A6. Okay. Okay. Okay. Would anyone like to make a motion? I'll make a motion to uh approve the revisions for these >> policies. >> Yeah, policy. This one >> and there was some changes to which let's see policies. Should have written it down as we were going. That's okay. >> JLD, >> right? >> Uh yes. Um changes to JLD and >> J E. >> Which one? >> J E J >> and J. >> Okay. >> Did we JJ? Yeah, >> right. Schools. >> Thank you. >> Potentially JLCJA with the link >> or is that JLCF? >> JLCF >> JCF. >> Okay. So, it would be a motion to with the with the recommended >> changes. >>
064Okay. Uh, I move to accept the changes to the referenced policies with the uh appropriate changes appropriate amendments. >> Second. >> Okay. All in favor? >> I I Patrick is also I Great. Thank you guys. That's a lot to go through. Appreciate Appreciate it. All right. So, we have some old business um which is our uh 2026 2027 school calendar. Um so, I'm going to get to that. Um and Dr. Bryant, would you maybe just point out since we had some discussion, there was some back and forth at last meeting, maybe what um specifically got changed in this since there were several different changes. >> Sure. I'll actually ask the principles to speak to it because they've been living with the current calendar as well as this new one and just wanted to apologize again
065for last month. We're not really sure what happened there, but we we wanted to ensure this month that you have a nice clean copy of the actual proposed calendar. So Ryan and Beth, if you want to just speak to specifics of next year's calendar, that would be great. >> So for next year's calendar, um we are looking at um we uh removed um an teacher inservice day from October and um added one to January. um and that was due to a September um inservice day and we felt like uh needing an inservice day um right around our first uh reporting uh period was going to be beneficial for our staff. Um and um it it's more timely than having one two months in a row, September and October. Um the other shift um is we
066do have um an early release day in April. We typically have um student led conferences and then we have an early release day on the last day of school in June. Patrick, anything on the calendar? Not seeing any typing. Any discussion on the calendar? >> That's how I think everything looks. The things we were talking about at the >> Yeah. Okay, we have to we have to vote on the calendar, right? So, I'll go ahead and make a motion um to approve the 2026 2027 academic calendar as proposed. >> Second. >> Okay. All in favor? >> I Patrick says the calendar looks very good. Thank you to the administration for reviewing it so closely. I support approving this calendar. >> Thank you. >> Love it. It's like we have testimonials in real time. It's keeping
067it fun. All right, great. Um, all right, let me get back to our our agenda. Um, great. Thank you. Yes, I want to second that. I know that was a lot of work. Um Um, all right. Great. So, uh, new business is our general asurances. >> Thank you. Every year we are required to bring these general asurances to the board. So, you've probably heard this spiel before, but I'm just going to read a little statement. This is uh relevant to our um federal grants, just ensuring that we're following the expectations of those grants. So, each year, the New Hampshire Department of Education requires school districts receiving federal funds to sign a set of general asurances. These asurances confirm that the district will comply with all applicable federal laws, regulations, and reporting requirements. The general asurances
068address important areas such as financial oversight, student privacy, civil rights protections, required audits, and board oversight. In short, this is a standard but important step that affirms our district's commitment to using federal funds in compliance with federal expectations. So, the board chair signs that on behalf of the board and then we submit that to the state and then we're able to access those funds. Great. Did we skip some other committees? I thought we did go through them all. Are we missing one, Patrick? >> We did go through all the ones on our agenda. Did you Did you not hear hear one? Okay. Yeah, there wasn't much to report. some some not many have met since our last meeting but thanks. Okay, on to the report card. >> Great. Thank you. So, tonight we will ask
069you to approve the new report card um which we have been working on and again I um I lean on our building administration who have been really involved in this process over the past year. Uh we've had a committee looking at the report card and we are about to to show a brief presentation. Um, so the committee is was comprised of a number of people including district and building administrators and teachers. Um, and so and we surveyed staff and caregivers and middle school students. So we want to share that with you this evening. And I think the page turner, right? >> I think you have like the first slide. >> I just said it. >> Oh, that's beautiful. >> I was trying to I think it's Okay, it turned blue. So, we're getting there. >>
070Okay. Okay. So, I'll go through the first couple of slides. Um, so basically, SA16 partnered with IBIS public sector to design questions. Um for these surveys, a total of 163 staff members and 464 caregivers responded to the survey representing both um K through five and 6 through 8 grade bands. These are the student results from CMS. Um and the big takeaway here is that um the kind of feedback that the majority or I would say 50% of the students um felt that written comments on the report cards uh were the best venue for um helping them improve their work. 72% of students felt um that they understood um what the proficiency levels mean. And then um what motivates them most uh about 47% stated that interest in the topics andor the content that's being taught
071was the uh where the majority fell. All right. And specifically from um the the survey that was sent out and the data that we got back and we analyzed and looked over um we came up with two findings. I'm going to share finding one um and I won't read the whole slide but staff and caregivers reported challenges understanding the current competencybased grading system. um indicating that terms or proficiency levels such as developing and proficient do not clearly communicate student performance. So for example, developing seem to almost be an ocean as far as what it could mean for a family. um developing could mean a student does not have the skill or is not able to demonstrate it is able maybe just just barely start demonstrating it or could be at the very opposite end of
072very nearly can independently demonstrate this in multiple different ways. So there's really just a vast difference there in just our understanding or or what we were hoping families would understand from developing. So staff and caregivers report the need to improve the clarity of the grading scale across both grade bands. Um we can actually just go to the next slide and this is really the visual that we wanted to share. So previously at the K5 elementary level um the current report card is developing proficient and extended learning. So it's it's three different proficiency levels. Um next year we're proposing four different proficiency levels. Um breaking up developing into two different um levels or categories. Beginning being the first level, developing being the second, then we move to proficient. And we've replaced extended learning with proficient with
073distinction. This matches the the state language for New Hampshire SAS where students their proficiency levels the highest level is proficient with distinction. So again, using common language, not just in SAU16 between elementary and middle school, which we think it will be helpful for families as they transition to the middle school, but also the same language that the state uses when they're reporting on proficiency um and achievement um through the state assessment as well. >> Can I ask one question? Of course. Can you remind because I know there's a lot of conversation in town around this is how this this is what would be next year this >> correct the timeline and that'll be the last slide when we talk a little bit about action steps but the timeline for this would be for next school
074year >> how can you just remind me how does this compare to now what CMS has adopted like is there continuity those two >> the the language that you're using for the proficiency levels will be the exact same >> okay >> so beginning developing proficient and proficient with distinction. >> So, finding two was really about um how to communicate um progress in certain skills. Um, so, uh, staff noted that it was often too broad, um, and on some caregivers reported difficulty in identifying what their child actually has mastered or still needs to improve. So, um, if we go to the next slide and the next one, here's a really good visual for what this will look like. So this shift again will be for next year's reporting in January and June. Um and if you
075look at this example in the um it looks like brown highlighted box is the competency statement which will not be scored but the performance indicators underneath that the three will be scored. And the example here is the proficient the P, the D and the B. So the overall competency will not be scored. It's the it's the performance indicators. Um and the idea is that it will help inform um caregivers more about um specific skills and where their students are perform or their children are performing. Um and also could help to reduce the amount of narrative writing um that our teachers do because specific skills will be reported on in this manner. All right. And this is the last piece of the presentation. Um so there are some action steps in order to be ready to
076roll out the timeline that is being proposed which would be for next school year. Um the first two steps are work that would um take place over the summer which um the chief academic officer Jill Lizier would kind of spearhead that effort. But that is to finish the essential indicators for K5 um and create a report card friendly language for those indicators K5 and then build those into Infinite Campus which is the new student information system that SAU16 has adopted. Um, a lot of that work around this essential indicators for certain contents is already complete. Um, there are a few content that that that just need to be finalized. Um, so Jill as well as some of our curriculum leaders across um the SAU at the elementary level will work on that this summer. The
077third action step would be something that would take place in the fall and as um principal Kataret just shared um there would be some calibration around how the narrative would shift. So that that piece that teachers currently write that includes in unit 2 lesson 4, you know, Joey demonstrate proficiency in blah blah blah. So those really specific data um sentences would really be replaced by the performance indicators. So the narratives would be able to focus more on the whole child and what the child looks like as a learner and some language that I think parents will or caregivers will feel will be a little bit more caregiver friendly um to interpret. Um, number four is work that our staff will be doing in the fall, which is to calibrate the different levels of proficiency. So,
078we currently don't have beginning on our learning report um through Alma. We will have it next year. So, we want to make sure that our teachers are really clear across all of our third grade classrooms and fourth grade classrooms and fifth grade classrooms at Lincoln Street. What does beginning look like for a third grade student on a writing assignment? what does a developing look like for a third grade writing assignment and proficient and proficient with distinction. So, we really want to make sure that we have that continuity so there's consistent um reporting of student achievement across our building across all grade levels and that also needs to be consistent across the other elementary schools. There's going to be when we talk about those professional development days when we have opportunities to work across grade levels
079and across buildings. Those are the types of conversations that we want to have next year. Um and then the last piece is of course the communication plan um for the school board for staff um and in the fall for of 2026 for both students and caregivers to make sure that everybody's clear about the shifts that the proposed shifts that would be taking place. >> I have another question but I I just have a comment. This is >> Yes. Yes. >> Exactly. >> As a as a fellow parent, I agree. >> Yes. Thank you so much for this work. Great. >> I just have a question because it came up in the survey and I hear a lot of feedback on this >> is how so you have the performance indicators. So we're getting clarity on
080that. >> We're not doing away with the thing that was most important to caregivers which was narrative. We're just honing that to not include all >> just shifting shifting the focus. It's not going to be toned down to like >> um >> you know >> good behavior and pleasure to have in class. It's not going to be honest and personal to that student as a whole. >> Correct. >> Which I think is what people responding to. >> Yes. >> But my question is the thing that I often hear is how this right I hear a lot of frustration and I um from families that are frustrated that there's not enough space in the um >> studentled conferences for um to kind of a follow up on probably what folks are seeking in that narrative piece
081and speak to some of these things like if your student isn't proficient or maybe they're proficient but how do they get to you know beyond proficient or if they're um needing more supports and I know that we often say oh they can reach out but many many don't feel comfortable reaching out so I'm just since that was in the survey I'm just curious if there are any changes being discussed around how people can utilize that time to talk about any concerns that they might have or even you know topics they want to discuss around extension extended learning >> yeah I think there's a couple there. Um I the first piece I think in both buildings we've been pretty consistent about I mean granted to fit all families in on a single day you your time
082slot is your time slot but both buildings have offered families the opportunity to divide that so that there is the first half of it would be with the studentled component whereas the second half of it would be if if a particular family wanted that would be onetoone with the teacher. I understand that with the student there there's maybe potentially depending on the situation some awkwardness of like hey can you step out of the room but the the opportunity is we're trying to fit that in during that particular space. I can just say that all of our teachers are more than happy at any point to engage in a phone call or to engage in an email and answer those types of questions. um with regards to proficient with distinction or extended learning as it currently
083is. I mean the goal is proficiency like that is that is what the goal is. Um there are opportunities for enrichment or extension that are provided for students that demonstrate that through classroom assessments or through I ready our diagnostic. Um but you know the goal for every child is to reach proficiency. So, I I I just want to make sure that part was clear. Um, as far as we do have the proficient with distinction on the learning report or the report card. Um, and we embed those opportunities throughout the day, but it's it's not like the secondary level where you might be on a different track or something like that. I don't know if that hit on the point or if I misinterpreted that. Yeah, I I I guess I I would recommend I I
084I'm torn frankly as in my own p like you know I I I believe in student le conferences. >> I sometimes think there's other ways for that to happen and still carve out Yeah. >> you know. >> So I I I don't wouldn't ever want to I see the purpose in the student life piece. I think it's really important for a student to be able to articulate their own growth. I think what's happening is we're trying to fit both pieces into one spot. >> So what I would recommend or what I would hope for maybe is to take that feedback from that survey of how valuable that time is >> and you know not immediately doesn't halt this process. So to think of like are we trying to fit too much into that one spot
085is there another opportunity where students can demonstrate you know we have the celebrations of learning. I my kids went to school they would board, the student le piece where they actually like sent it home like a recording and they did that piece and then we went in as parents and and got to talk about both that piece that we were able to digest and talk about with our student and then have like a more, >> you know, private conversation to talk about some hard things with the teacher sometimes or things that we don't want to talk about in front of our child. >> Yeah. >> So, I think both are valuable. I guess what I'm observing is that we're trying to, you know, I I think the modification is great, but then it's almost like
086we have not enough time for either in that 30 or 20 minute spot. >> So, I guess that's just something I would Yeah, I think that's fair. >> I think we might want to consider. Um, so we're not not, you know, one of them isn't at the expense of the other. >> Yeah. Yeah. And I I think I'm sorry. >> Oh, sorry. I was just going to say Kingston's kindergarten teacher um actually sent something home that gives us the opportunity not only schools but gives us something that we can fill out that are our top three concerns that we can that she's intentional about carving that time out. um and it gives she gives us like three weeks or something beforehand so we can actually sit and think about it um as parents and then
087really write what it is that we want and make sure it was covered. It also fraternity gives her time to prepare her narrative around what that is too. So if that's something that could be helpful in that time for teachers to be able to provide parents or caregivers with the opportunity to create that you know structure that narrative a little bit for them in preparation and then the kid can do the iPad or whatever um you know for that for that sort of caregiver teacher um one-on-one time. I think that's been super helpful for us just as kindergarten parents have been because we don't really know what to expect, you know, and our learning is so much different in the 80s than it is today. So, um, so that's been really really helpful and I
088think it really has helped with that piece for >> and then I have only I think that's great like I I also think it's really hard right for the teacher to respond in the moment. So that's I think that I think consistency like I think also in my own experience having kids gone having gone through both schools it's had been and I can't speak to what it is now kind of being consistent from teacher to teacher I know we've worked on that >> but sometimes there's something more like that where it's very intentional there's like an invitation for feedback and really structured around that and sometimes it hasn't been um but I would also say um on the communication and I don't know if it's like a communication plan or Uh but I think you
089know families are aware when you know wow that student is doing proficiency and beyond you know right and how do I get my student like I you know and I think um >> I'm just always thinking about equity right like how do we make it really clear how a student has that opportunity and if there is a student that's like on the edge maybe their I ready scores aren't showing that but students like I want to do this work like I I think I can do it. How can a parent, you know, maybe bring that up and and I think they can't if they don't know actually they're not really razor sharp clear on how that even happens, right? So, I used to get this report card and I'm like, "Wow, like in the comments
090my reader is like beyond proficient but then always got proficient." And I'm like, well, what does it take, you know, to like get and I, you know, I had no idea. And I just was like, I don't know, you know, okay, proficiency is good, but I think it's really, you know, for on both ends of that spectrum, right? But like particularly like how do you go up above? It's not just like >> they're reading above grade level, they have to do something else or they're in a separate program. like how do you know how do you even ask how your child gets into that program or or help support your child >> to over the next year grow their skills even at home to support that level of proficiency. So I just think like making
091it really transparent and very very clear to parents how those decisions are made um I think would be well received by >> and I will also just say that those conversations are happening at the teacher level when they have their professional learning communities or CTTs as we call them. Um those are ongoing conversations that we have around really clarifying and calibrating around what is now would be proficient with distinction or formally extended learning and just making sure that the pathways are clear for teachers as well. Um particularly as we adopt new programs and you know are are getting into the weeds with benchmark as we enter year three. Patrick, I don't know how much you can do. >> Thank you. >> I don't know how much. >> Yeah, I'm sure. >> So hot. Yeah, >>
092Patrick, I know you couldn't hear much of that. So, if you maybe we can get the presentation to you so you have can have a look at the slides more closely if you're interested. Um, all right. So, we would be looking for a motion or a vote from the board to accept the report card this evening. >> You feel so led. >> Can we turn the lights on? >> Yes. Can we turn the lights? Um so Patrick, we're looking for a motion to approve um the report card changes as presented. >> Would anyone like to make a motion? >> I move to accept the report card changes as pre presented. >> Second. Okay. Any discussion? Patrick is going to abstain from the vote. Okay. All right. All in favor? >> I. >> All right. So,
093three in favor and one um abstaining. All right. And uh the next on the agenda is the amicus brief. I believe uh we spoke about this at joint board. So, you do have some information. So this um tonight this would be an opportunity again for the board to make a decision about whether or not um they wanted to you want to join in on um this amicus brief. So, this would be um a document supporting um the the lawsuit that's already happened um related to HB2 um which and maybe Patrick can type in if I'm missing a key point here, but um a number of things in that bill uh were concerning. Um there was a I think you probably know about Oyster River and and that lawsuit and um ACLU's involvement. So, um the
094the brief that the board would be signing on to would just um would note some of the concerns that the board has about HB2 um being unconstitutionally vague. um unclear um per perhaps violating the law um around supporting um students uh who are right now protected by 504 or students who are at risk um addressing bullying or harass harassment um situations. I'm just kind of reading through some of the key points of what this brief would include. It would also include specific information about how the law would impact SAU16 in particular. And so we would include um information about some of the programs and the personnel that we have to support equity throughout SAU16. The decision needs to be made by uh really this evening is the last night that the board will meet before
095the decision meets needs to be made which is um May 22nd I believe. And the cost to the board, the the total cost we've been quoted is $8 to $10,000, which would be split among um SAU16 districts who decide to participate or join. And I don't have information at this point about how many um boards have made that decision. Not all boards have met in May. So that's that's the information that I have for you. Okay. So that just to clarify because I know there was some discussion I wasn't able to make the last joint school board meeting but um I know when we've discussed this in the past um there was um some some conversation that like if the whole SAU16 didn't want to do it that each school board would do it separately,
096but in this instance, we're saying that it would be each school board signing on to a letter as like I mean, how I guess that's what I would like how would it would it would be a letter from these school boards >> or would it be if we didn't all sign on it wouldn't be for the whole SA16? You would have to list each school board that would be on the Yeah. Okay. >> And I'm just seeing um a note here. um >> you can go ahead and read it. >> Okay. Um that Patrick does support joining the amicus brief. It fits our values. The federal government should not threaten funding for disabled kids or hungry kids to leverage this issue. >> I'm in support as well. Where does the money come from? >> So
097when if you sign on you would it would be paid out of your legal line in your general budget. >> Okay. So we have a legal line. Okay. Yeah, I I 100% support this and I'm really appreciate I appreciate that we had a robust discussion at the joint school board meeting. I was not able to go to the joint school board meeting where the joint school board voted um you know um earlier in the last year to um to go ahead and um I don't have the language but to comply with the executive order but um and I know there was a robust discussion that I was not part of but I really think that I couldn't agree with Patrick's comment u more and I think I really also want to appreciate appreciate that the
098superintendent's office has been really transparent with us about this since that discussion and um and I appreciate you bringing this um to our attention to vote on tonight. So, I would be I'm in favor. So, I'll go ahead. I do you have any other further comment? >> Oh, no. I said it all at the joint board. >> Okay. Yeah, I was I missed that. I left it all on the floor. >> Um, so I'd like to make a motion to um I guess it would be to sign on to >> um the amicus brief um with the points articulated um tonight. >> I second. >> Any discussion? You have a you have a comment. Hold on. Patrick's gonna write. Do you want me to read this? >> Sure. Okay. That's what I wanted to say.
099>> Mhm. Yeah, just uh yeah, so I don't think we've raised any of the points that were discussed in non-public from the joint school board meeting, but um we cannot not discuss any of those points tonight in public. Um, so Shony, if you would like to repeat any of the comments that you made in non-public at the joint school board meeting for the public record, this would be the time to do so. >> Got it. Um, I was in full support as one of the um, at the time I was not elected to the school board. Um, and I made it clear that that original decision felt like a betrayal to families of color in this district. Um and uh I felt personally harmed um and my children entering this school system um could be
100harmed by by that choice. Um, and so I made it very very clear um, in my public comment last year and then I reiterated that to my now colleagues um, in the meeting last month that um, the absolute right thing to do is to stand by the families in this community. Um, and that is in everyone's best interest to support this um, because they're all of our children. They all deserve the absolute best and um we can't make in inappropriate decisions for money unseen. Um we cannot do harm to our community for money unseen. Um, and we cannot allow harmful policies to um inform our decision-m if we are talking about um all of our children. >> Thanks, Jenny. Patrick, did you have >> Oh, okay. Patrick, >> I agree with Sha's comments. We need
101to take a clear and very visible stand on this issue to support all families in our district. This is an important value in our district and we need to back it up with action. Signing the amicus brief is the minimum that we need to do. Um so we have a second. All in mot >> I I Patrick is also in favor. Great. I don't think we have anything uh for non-public. Um is there any new business? Okay. Um great. So hearing none, I'd like to make a motion to adjourn uh this evening's meeting. >> Second. >> Okay. All in favor? I >> I Patrick says I with a thumbs up. And we are adjourning at 7:36.