001All right, I'm going to bring this meeting to order at 6:03 p.m. Uh, I'll open up public comment, although we don't have anybody here. If anybody comes in, we can put him. >> All right. Um, let's go over the meeting minutes. Shua >> any changes? I don't >> I didn't see any. There was one spot where it was just um we didn't have Brian's last name, Johnson, I think. >> Okay. >> I can't find it. Who was the presenter for the um the new mascot and all that? And then the only question I had um actually was was there a reason why the that Miss Larson noted that because the trespass line was highlighted green. Is that >> for us to confirm or was that just a to underscore the importance? >> Probably to confirm.
002>> Okay. So I figured we should just call that out. >> Okay. Thank you. So, the only change that we need to make is under new business, the no last name given is Johnson. >> Okay. >> And I'll put a motion in to accept the minutes as amended. >> Second. >> Cool. >> All right. Uh, non-public minutes. I'll didn't have any changes to these, did you? >> No. >> All right. I'll put a motion to accept these as written. >> Second. All >> righty. Done. Um 80 minutes. Um let's see. >> Talk about the general asurances. >> Yeah, we can definitely do that. Get that going. >> Sure. just that each year the New Hampshire Department of Education requires that school districts that do receive the federal funds um sign the set of the general
003general asurances and the asurances confirm that we will comply with all the applicable federal laws, regulations and reporting requirements. They address important areas such as financial oversight and privacy, civil rights protections, required audits, and board oversight. Um, it's a standard but important step that affirms our district's commitment to using federal funds in compliance with the federal expectations. So, our our meeting minutes will reflect that. Um, we have, you know, this discussion and then it's the board chair that signs the general asurances. >> Okay. >> Do you have any questions or anything? Um the only question I have was there any significant change of the >> last year I feel like there was some >> additional wrinkles um and I don't are those wrinkles ironed out or is it >> Yes, those are ironed out and
004we'll get to that a bit in the end of his brief section. Those those have been ironed out because of the fact that that dear colleague letter at the federal level was vacated. >> Okay. So that's why they were a concern last year. >> Yep. Thank you. Okay. >> You're welcome. >> Yeah. I don't have any other questions. >> Okay. >> You want me to sign that now? >> Yep. That would be great. While we're waiting for him. So you have to initial pages 1 to 19 and then sign page 19, please. Riveting. I know. >> Looks longer than what I did. I'm sure it was the same. >> Where does this um live? >> I believe it lives in the superintendent's office with our um executive assistant to the superintendent. Okay. This is long.
005What's today's date? >> Thank you. >> All right. Do you want to do um your Actually, no. We'll wait for yours cuz we have the amethyst refund there. Mhm. >> Um, let's do the report card committee. Any Can we do that without Brian here? >> Yeah. >> Are you okay to do that? >> Yes. >> So, I forwarded it to you. Susie forwarded the link to to the presentation and I'll do the while you're pulling that up, I'll introduce it, which is to say that, you know, we've had a a really committed team of stakeholders that have met over the last several months to have these really comprehensive discussions about our report card. Um, kind of what the way what the best way forward is based on we've been getting a lot of feedback about
006our report cards over the years. So, it really has been a way to synthesize that feedback and come up with a plan so that we can, you know, make sure that both parents and students and caregivers are getting the information that they need about student learning and that it's really clear um and very um easy to understand >> and it's been a really committed group of people that have been working exceptionally hard. And I want to make sure that we give um the proper credit to Jill Lizzier, our um chief officer of curriculum instruction and accountability. She, you know, she has been leading that group and she's just incredibly knowledgeable and very skilled. >> Awesome. Do you want me to play? Um Mine Mine's pretty loud speaker and I'm furthest over here. >> Yeah, go
007for sure. >> Tell me if it doesn't work, but that >> I'm always surprised at how loud. >> Good evening. This is Jodie Bennett, curriculum coach at New Fields Elementary School. I'm sorry that I'm not in attendance this evening, and I still wanted to share out some information regarding the report card committee that was formed this year in SAU16. As you can see, the committee was comprised of district administrators, building administrators, and teachers from all of the elementary schools and the middle school, as well as building administrators from the high school and SST. in the afternoons that the committee met are listed. And then back in February, caregivers, staff, and middle school students were surveyed to help the committee through the decision-making process. A consensus framework model was utilized to make decisions. SAU16 partnered with
008an outside company to design the questions for and anonymously administered two surveys to gather feedback on the current report card design. one for staff and one for caregivers. A total of 163 staff members and 464 caregivers responded representing both K to 5 and 6 to8 grade bands. And here are some of the results from our CMS students when they were asked what kind of feedback helps you most improve your work. The top four stand out quite a bit and those are the four that include some form of teacher interaction which is not at all at all a surprise that kids learn best with inter when interacting with their teachers. Then they were asked to rate the following statement. I understand what the CMS proficiency levels mean. beginning developing proficient extended learning. Out of 276 responses,
009198 students, so over 70% of the students rated that as a four, indicating that they are clear on what the proficiency levels mean. And then they were asked, "What motivates you to learn?" And they were asked to choose their top two. And they have chosen when looking at this, obviously interest in a topic is a big one, but also their assignments and their grades and their peers and their friends seem to stand out. Of course, their teacher relationships and their families play a role, too. So the first finding that came from the surveys is the following. Staff and caregivers reported challenges understanding the current competencybased grading system. Caregivers frequently indicated that proficiency levels such as developing and proficient do not clearly communicate student performance. Similarly, staff reported that families often struggle to interpret these findings
010and frequently rely on narrative comments to understand student progress. What this means for strategy, staff and caregivers report a need to improve the clarity of the grading scale across both grade bands. Both staff and caregivers share difficulty interpreting the meaning of proficiency levels. Ensuring that rating categories are clearly defined and consistently understood may help improve communication with families. This is a chart that will explain what the committee approved back on April 23rd as far as the proficiencies and their definitions. The difference here from what we have done in the past at New Fields Elementary School is this is now a fourpoint scale. beginning is what we added. um that we had developing, proficient and then extended learning and that has that name has changed but we added beginning to this because I know that from
011meeting with teachers here in Newfields, there was often a question about giving a student a D for developing when two students could both earn a D for developing. one is actually close to proficiency and the other one is more at the beginning stage. Excuse me. And we were often I was often asked how do we give that grade if we're talking about two students who are in different places and neither one is proficient. The only option was developing previously. Beginning opens up a new door for really digging into how a student is doing. And then the committee also agreed to change the extended learning language to now read proficient with distinction. And that definition is that student exceeds expectations and independently demonstrates deeper understanding and the ability to apply the content and skills being assessed.
012And this may not be applicable to all of the competencies in the elementary schools. The second finding is that there's a need for more specific descriptions of student learning. Staff noted that competencies are often too broad to communicate specific skills while caregivers reported difficulty identifying what their child has mastered or still needs to improve. What this means, stakeholders seek a report card design that increases the spec specificity of reported learning skills, particularly at the elementary level. K to5 staff responses suggest that breaking competencies into smaller skill-based indicators could help communicate student progress more clearly while also reducing the need for lengthy narrative explanations. I'm >> with finding two. There's a need with need for more specific descriptions of student learning identified. Option one was competency scored which uses essential performance indicators stating met, not yet
013met, not addressed. Essential performance indicators are already built into the report card template if possible. Option two was competency title and statement listed and performance indicator scored. This uses essential performance indicators scored on the grading scale. Essential performance indicators are already built in to the report card template if possible. So the impact for elementary schools with finding two in the decision the key takeaway the parent sees exactly where the struggle is. So the main idea and where the strength is those are the key details even if they are both under the same readingformational umbrella. So this is obviously an example. Um, this is from grade two. Students will make meaning of increasingly complexformational print and non-print texts and provide text details to explain interpretations and thinking. And you can see that the first one ask
014and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. that earned a P for profession. No one uses various text features was developing and identify the main purpose of a text including what the author wants to answer, explain or describe is beginning. So having these performance indicators gives a more detailed description of exactly what the students are able to do or are not yet doing under that broad competency of readingformational text. Next steps the action steps of the committee. First is to finish the essential indicators for K to 5 which will be done this summer. Second step create report card friendly language for indicators K to 5 also summer work. Then narrative calibration 26 27 school year. That's a time where teachers and all
015stakeholders really will get together and calibrate the work that has been done and will be done with narratives to make sure that everybody's on the same page. We'll also continue calibration of student work for levels of proficiency next year and beyond. Again, it's a time for teachers to get together and ensure that they're interpreting the levels of proficiency the same way and that students are truly being graded in the same way and reported out on. and then the communication plan. Now, at our at this schoolboard meeting, you're learning about this and then in the fall of 2026, students and caregivers will learn more about this. Thank you so much for listening and if you have any questions, please feel free to reach out to me anytime. >> Thanks. Yes. Thank you, Bobby, for bringing that.
016>> That was great. >> Thanks, Jody, for making it. >> Okay. >> So, Susie and I are here to answer any questions, and Susie might have some points to elaborate on. I'm not sure given >> I think one of the important parts of um the narrative is making sure that teachers use language that uh is not teacheries, right? a CBC word, a parent that's reading that doesn't matter that that's a consonant vowel, consonant blend. >> Yeah. >> And so just getting we're so uh engrossed in acronyms that we're just trying to make sure that it reads um so that I anyone could understand what that narrative is. >> I think that's helpful. What I would say though um is that I was always surprised that the kids know what CBC words are. So, um, and
017so I usually learn from them. But I I would want to make sure >> that with this new version that the kids are also going to be able to understand, too. >> But I think either way, there's always going to be a conversation between the caregivers and the the kiddos just to talk about and understand and interpret >> the report card. But that's helpful. I also appreciate the fact that developing um beginning really does allow for that delineation of that the child is at the start of the understanding of the proficiency. Developing really was a huge um broad space for grading to happen. And then um the tweak of language is actually significant for um um how >> extended learning. I think it's so much more >> exactly because accurate >> the the latter is
018really >> I'm so skilled at this and I understand this so well that I would be able to teach this to other students or to an adult. Extended learning opportunities that um there was some burden that that landed on when are we giving those extended learning opportunities? How are we going to create those opportunities and make sure that they're aligned with all the other um SAU schools in the district? >> One, this might sound a little aggressive, but why is it taking us two years to implement a new a change like this? This seems like something that the I've heard about complaints about the Pope's the report card for a couple of years now. This might be not something that you can answer now, but we're not even planning on making any changes until not
019next year, the year after. >> No, this part would be in place for next year. >> This one, but we're still going to be making changes. >> We'll make one more change after that. And you know, I think what's in I understand that frustration, Jane. I think that um some of this is when uh you bring large amounts of people and representatives K through 12 together and make sure that everyone's voice is heard. Um that takes time and so um making sure that we had time to get out surveys for all the parents. Um >> and I I am really pleased with where where >> where we landed for next year. You know, one of the things about report cards that always baffles me is it's always a look back. It's not a plan forward.
020>> Um, so if that can be kind of put into consideration even at the upper levels because you're looking at what they have done and where their proficiency was, but you're already past that time frame once you get a report card. Mhm. >> So whether they've learned it or not or you know it is helpful at least as a parent for me to go what do I need to do with this information >> versus just the information itself. Yes, they've learned these concepts but that time period's over. There's nothing I can do about it at that point in time. That period has ended. But being able to have a proactive plan in place or an idea of what one could be for a parent is a really helpful um kind of next step because this
021is again we're looking back. We're in the report card. We're never looking forward >> in our narratives. We do um we do try to have some intentionality around just that. Great. >> This is the next step as parents because I agree with you that >> it's one thing. Why are we reporting out? We're reporting out so that parents can partner with us and they can understand what those next steps are. The teachers have done a really nice job with do in their narratives. >> That's great to know. >> I was I was actually going to echo that that I've seen it I would say all the time every time, you know, for the last 20 years, but when I when you do see it is extremely helpful. And it sounded like one of the plans
022for this next or at least the summer is to come up with I forget the way she described it but like a unified approach of how to to do it. So that might be a good uh guiding principle um about how to do the um comments which sounds like that was the plan anyway but yeah I agree that is really helpful to you. >> Awesome. Can we make sure that this um presentation is on with the board packet? >> Sure. That would be helpful for anybody who's watching. >> And we would we do need a motion from the board to accept the changes to the report card >> based on the presentation. So the proficiency, you know, >> those four. >> Yep. >> Four versus three. >> And the changes to the name >> adding
023the essential indicators and then you know the changes um from beginning to proficient and then proficient with distinction. >> Brian, you came a you missed a little bit at the beginning. Um do you feel comfortable to vote or do you have comfortable? No, I and and then when it comes to report cards, I had an interesting conversation a couple years ago at the school that I was working at because it really hasn't been a report card as a parent and as a personal as a school principal that I ever said, "Wow, I I understand that even as an educator." And so, you know, what I think is the most important is that teachers are communicating when there's concern and that, you know, we're not sugar coating anything, that when it comes down to it, the
024best things we can do for our families is be direct and say, "Your student is struggling." And that's that's what we're going to help them with. And so, um, you know, the the thing that I would urge teachers to do is to make sure that they're just using those report cards as that tool and and calling parents in ahead of time. uh but it makes sense to move towards this and hopefully as we're looking at multi-age in different situations having a early competencies based process to go what does it mean to extend learning and how do we get there um will hopefully be more helpful. My opinion is that I've never seen a program alike and if you guys come up with it, it would be great to see one >> model >> because it
025really needs to be good for parents and kids and >> and teachers, right? >> What are we trying to tell people? Not a million things. We're just trying to tell you the right things. >> So that's Thank you. >> You're welcome. >> I can go right. >> So I'll put a motion to approve the um changes >> to the report card. Okay. All in favor? >> I Okay, awesome. Thank you. >> Yes. Thank you very much. >> All right. Um, just kind of going over everything. We're almost uh let's go through the um finances just cuz I'm sure you want to get the heck out of here. Sounds good. Um, so Brian, there are some manifest right in front of you if you want to sign those. Oh, perfect. Um, >> thank you. >> So,
026in your board pack is a current year financial. Um, just going to take a quick peek at the date. So, the date that we did run this is Oh, 55. Okay. Um, so we did try to have all purchase orders in prior to April vacation. Um, now we do know some things are going to come up unexpectedly. Um but we did work with the school to have as much in prior to April publication as possible. Um that's across desk. Um so I did note the ups and downs on here. We did um when you see the salary changes. What I did is this time of year we really take a look at how many days are remaining. So like aids and the hourly folks are all adjusted to the number of days remaining in the
027year. That also includes um substitutes right above it as well. So, it's just the true up to get us to the end of the year for everybody that's in a what we call a 501 account, a salary account. Um, we did I did use you're going to see a lot of supplies and equipment cuz again this time of year we say you need to order everything you need to get to the end of the year. So, that's why you see the supplies a little bit higher. Um then the one area that we did have is the special ed tuition um was added for um some students. >> Mhm. >> That was the big ad from the prior month. >> And really the you know the the additional clarification regarding that is is that you know
028it's the nature of special education and education in general as well that it's it's hard to always be able to accurately predict the needs of students as they change. Um, and sometimes, you know, we're learning students as we go, especially when they're in preschool. Um, so that's why there is that additional expense there. >> And then the facility stuff is just everything again to get us to the end of the year. >> Did anyone have any questions? >> Um, I have Go for it. >> Um, just to that end, I I understand what you're saying about sort of unpredictability. Um but um you your guidance of having trying to have the schools put in as much in advance um is really appreciated and helpful. Does that also do we know if that applies to the
029special ed um tuition that we're talking about for the rest of the year or was that just up until this point? >> No. So it applies to everything. So everything, so I tell people from day one, July one, if you know you have an expense, incumb like I even tell Susie in September income where I'll No, but it doesn't happen until the end, but you need to earmark those funds. So this special education tuition that was added is for the entire year. It's not just here going forward, but it's everything that's happened to date plus everything to get to the end of the year. >> Okay, thank you. That's super helpful >> and we already anticipated. And then just the last piece of that is did we need to I'm assuming just because I haven't
030we haven't discussed it we haven't had to dip into our special ed fund because it's coming out of the regular correct operating >> yes we have enough to cover it. >> Yeah. So, we always try to cover it out of the operating budget and and then if we have to go to a special education trust fund. >> Um, >> but then even if we do go to the special education trust fund, it always comes out of the operating budget and then what we do is we make a motion in the board meeting. Yeah. >> To have um the trustee of the trust funds then cut a check back to the school. >> Thank you. kind of like we do for >> I think that was the only question. Um the other question I had had
031to do with the supplies, but it was for special education. So I'm assuming it's the same kind of thing. >> So this the supplies I put on here for general supplies that was both regular ed and special. I just lumped everything together. I didn't think it needed to >> Oh, no, no, it didn't. I just when I looked at the actually the line item that that number happened to be pretty high, so I just assume that was the bucket. >> Yep. Yep. So, it's everybody taking a good inventory of what they needed for the rest of the year. >> Got it. >> I don't have anything else. >> Good. >> Great. Don't go away. >> I think I am. >> Good. Because I think we'll have other questions at the end because >> you have
032any questions? I thought you >> I actually already talked to >> Ellen. So, >> do we need to Was there anything that you learned that would would be helpful? Um, the only thing that I would probably um kind of keep our eyeball on is the tuition and its impact on future budgets. >> The tu the special tuition. >> Yeah. >> So, how is that going to >> um impact year-over-year over year? Because this is obviously a prek one. So this is going to be, you know, five six years >> of of this tuition and any other students coming in and out. So um dependent on student needs, we're going to have to make sure that we are adequately watching um the line items for that. >> The best way I can put that. Well, and
033we tuition um some students to um to exit our developmental preschool or other preschools within SAU 16 as needed and with the you know with the anticipation that when the student enters kindergarten they'll they'll come to new fields. So then for next year for example for fiscal year 27 that you know we I believe we budgeted about 175 and that will be an accurate number based on the student needs for next fiscal year. >> Okay. >> Is there a tipping point at which point we consider our own preschool? >> That's a that is a very timely question. Um it's been something that has is being discussed. We currently do have a preschool committee that's meeting um to discuss preschool needs especially, you know, within within SAU 16 in general because New Fields does not have
034its own preschool. Neither does East Kingston or Kensington. Um so yeah, it is a it is a need and it's been a conundrum here in SA 16 for for some time in terms of you know at one point there was a discussion about an SA 16 preschool. Is that is that the way forward? Um, so we're still I would say the answer is that we're still looking into it in terms of what what is the best way to meet the needs of preschool students, especially you know given the students that are coming in and how you know what how they are learning and you know what their learning styles are like um given just the current times that we're in. >> Is there a is there a study or is there a census data that
035has three and four year olds or forecasted um in town? Is there any census data? Is that somewhere that I should be? >> Um, a lot of times the New Hampshire Schoolboard Association or the there's a group that collects that information >> and sometimes their forecasts are on, sometimes they're not. But it would might be interesting between the library and the rec center and the other pl the um some of the program the rec programs that we have like what can we find about two three four year olds that are out there right now sitting on grandma's couch or not going to school or things that um could support us because the early intervention and when we're talking about reading the one goal for us as we talked about the last few schoolboard meetings is
036making sure that we're supporting early literacy and that happens when they're three years before we get them. And so I whether the other towns are moving forward fast as fast as we need to or not that you know I don't know what that data looks like but it'll be interesting to see how many kids we have >> because universal prek is something that is happening in New Hampshire and it's starting in the towns that need support with reading and that's us. >> So my thought would be >> we don't need to wait for everybody else if it's us that needs >> definitely. What's the status of the current committee and is it at a SEAU level or is it at a building level? >> It's at an SEU level. Um, so the committee just started
037meeting this school year and it's ongoing. Um, so I would say it's it's it's in the early stages at this point having discussions. I'm not sure if Susie has been in attendance. I have not been able to make those meetings. Um, and that's not my plan either that we send representatives, but I do know that it's still, you know, it's at the early stages at this point. And certainly, you know, we do have a preschool coordinator in SEU16, Karen Ringat, and she keeps an eye on, you know, early intervention and she's connected with, you know, some of the providers for early intervention so that we do have a sense of what's coming down the pike to the extent that we can for that specific population. But certainly, that's a very solid point to find out
038how we can get a better sense of who's coming and the numbers. And Susie has a lot of wonderful ideas for also how to frontload, you know, students as soon as possible so that they are we are making sure that their transition here into kindergarten um is, you know, smooth and that they have what they need. >> Can I ask a question? I think it's probably naive, but I can't imagine I'm the only person in town who answers this question, so I'm just going to ask it. Um, so in a in a place like New Hampshire where it sounds like currently I imagine universal prek is not required because otherwise we would be having it. Um, the instances where we are obliged to do that are likely for folks who are identified early as needing
039supports. Is that correct? Um and so thankfully there are mechanisms in place to get those folks the the uh prek that's needed if we were to develop a prek let's say um is the the way it like would function would be that for the folks that it would be necessary to because of early accommodations it would be part of their education and for folks in town who have three-year-olds who aren't identified, they would pay a tuition to attend. >> That's how it works for so I understand right at at the other preschools in SEO 16 that yes that they pay a small tuition amount so that so that students with disabilities can also be educated alongside typical peers. I just want to ask that question because I we have a brilliant principle and it sounds
040like Jane I don't know you you probably do know more about this than I do but um it's an interesting point because it is sort of a >> what's that tipping point it's sort of an economic thing at one point what makes most sense it's all economic but a lot of it does hinge on that and so the question I would have among many is are there other towns in uh SAU or even in the I guess C coast of about the same size of New Fields that has a a preschool and is doing well. >> We could flip that. I like that question. But also like what would be the ideal for new fields? >> What would be the ideal scenario for new fields? What would >> that's another important question. >> What would
041we want >> the prek program to look like? When would we want to implement it? Do we want to wait for this committee or not? and um is there a demand for it? Whether that's going to be just Newfield's kids or any other kids from the region and then how would that look? >> Um I don't know what you guys think. I'd love to see something like that if you guys are >> I have super strong opinions about this and I'd only speak on my own behalf is that I don't we're have 190 students and I don't want us waiting for anybody. Um, if we can be agile in our community and our community wants preschool, I think we should ask them because I personally believe in universal preschool and if that's the nature of
042our town, I don't think we should wait for anybody else to tell us it's a good thing because it because it will change our reading scores. >> It'll change everything. It'll change the whole prospect of a town at preschool. I think we can do both in terms of I think I would like us to continue to participate in the preschool committee and we can certainly get updates with this to be more specific about what the status of that committee is and also talk about what are the specific needs of new fields and I like that question how you framed it what's the ideal you know what's the ideal plan for new fields with regards to preschool and we want to make sure we are operating like as you know one united front for SEU 16
043and that we're working as you've heard me talk about we're working on this alignment right to make sure that that our students have equity experiences um within within SA16 in the various towns. So I do like the fact that we are discussing this as an SAU because that way we can come up with a solution right that is systemsbased and and it's really >> not the only one that doesn't have a prek but one that one that we other schools do have preks. >> What were the two town I'm sorry that was what I >> so new the towns that do not have preschools in SEU 16 are Newfields East Kingston and Kensington. So the three smallest elementary schools. Yes. >> And just as a little history, so Kensington didn't doesn't have one. But then
044a few years ago, Kensington um had gone into an agreement with Brentwood, who does have one, and they ended up paying half the price of the preschool teacher, assuming that that need would continue, but then the need didn't continue at Kensington. So then that teacher was fully funded, now is fully funded by Brentwood. Um, so both Brentwood and East Kingston have been sorry, both Kensington and East Kingston have been sending students to Brentwood, >> but the other that's really helpful. The other towns have had a pre school for a while or what's >> extra have had. >> So those have an option. Newfields does not >> I mean Newfields I mean could send to Brentwood if you wanted to. >> We have a variet we could also send students to community preschools. Yeah. >> So
045there is it's a it's an individualized decision based on the students specific needs. >> But we would have to pay a fee. >> Yes. Correct. >> Yes. Kensington East Kings and pay a tuition too. >> Yeah. >> They pay a tuition regardless. >> The the other question I would I have is in the year where we had the greatest number of students who required prek at uh Do we have it like over the last 10 years was it ever more than one or I just want to understand the opposite side of thinking about it. >> Not not to my knowledge. >> So in my six years we've had the the most that we've used for non non-typical or students that um need support is two. >> So there was a point where we had two
046in one year. >> Mhm. So that to me that's says a lot that we had more than one. I guess >> I don't know if it's fair. I have such strong opinions about this that I'm I'm my own. I I haven't shared my opinions outside myself. So anything that I say is just representative of my feelings is that we can spend three or four years studying this or or you put it on the ballot and say does the town want universal preschool? Do we have space? Like you know those pieces and just do it. Um, you know, my thought is that if our reading scores and our kids are coming in in there below, then we don't care what's happening in any other town. That's what we need to fix. And the way to fix
047that is to make sure every kid has full day uh high quality preschool experiences from three and four years old up. Uh, and so I'd be interested just to know what is our kindergarten screening look like before they start kindergarten. When you when they come in, do they do the brigades or something? And what does that screening look like? And how many of our kindergarters are entering developmentally below where they should be? Because that's the only piece of data that we need. If we have 13 kids every year, that means we have 13 kids that are four right now that are not going to be ready. >> And it's really we have the the historical data to know >> because it is right. It's the right solution for for so many problems and we just
048don't need to waste time looking at whether it's the right one. >> That's my opinion. >> So what do we want as a board to do? I'd be interested to know the be if Susie can do a presentation on what before preschool looks like. What does it look like for the incoming class that's coming if you have anything? We probably don't screen them until the middle of summer. So, this might be a new year thing, but definitely before the budget cycle so that if there were desire to do a warn article or something and ask the town, >> um I we might be surprised at how many kiddos are out there whose parents would drop them off here every day instead of the daycare down the street and the cost avoidance turns into taxes. So,
049I I just would like to see our town benefit from something like that and to be a trend setter, not a trend follow. Mh. So can we we'll still definitely want to know what is happening with this committee. I don't think that's an invalid thing, but if we can move forward with a proposal, a plan, a thought process on what to do for potentially adding in prek, >> why don't we start out at the September meeting with the presentation for >> that would be fantastic. Okay. >> Yeah, that would be really good. >> Is that okay with you? >> I think that's wonderful. My only other thing is if we're thinking Let's say all all the stars aligned and everything was like yes this works this let's do it as soon as we can. When
050is as soon as we can because I know soon we're going to be starting the budget for the following year. So what is the >> right it would it would likely be fiscal year 20 or school year 20 >> 27 28. So it could be that I guess that's the question. >> Yeah. It would be next year the one after >> if it goes on the warrant this >> March of 27. >> Yeah. So that this fall when we do the budget, if we include a warrant for the preschool that will get voted on in the spring of 27, then July 1, that money would be part of the appropriation. July 1. >> So the warrant would have to have the funding allocated. >> Correct. Yeah. So the would be part of your voted appropriation,
051but then you would have um tuition revenue to offset the amount that has to be raised in taxation. So you still have to appropriate the full amount for the teacher >> and any expenses related to the class but then you'd have um the tuition as it um anticipated revenue to offset it >> right >> that we could set >> we can set the tuition >> within parameters I'm sure but >> so yeah >> is it is it each board that sets the tuition right now strata on >> the boards haven't typically set the tuition um >> I didn't mean we as Sure. >> Yeah, I was just questioning the process. What is the process? But yeah. Okay. >> I'm not sure who who said I honestly I don't think the tuition rates have changed in
052a very long time. >> Well, I now that I'm saying talking about this more, what's coming to light for me is that the tuition is set typically by the you know special education um staff and the principal like some of our some of our larger elementary schools have special education directors within them. M >> um so I believe the tuition is set in consultation with you know the special education administrator in the building if there is one you know Renee Bennett who's our assistant superintendent and director of student services um and then also with the principal I think it's a collaborative discussion >> so let's make sure that that's on the list for >> September what the what needs to have to be considered for budgetary purposes for warrant articles for building blah blah blah
053all the things Mhm. >> Would it also be possible to add current staff and lenture areas? Uh because with the ECE, early childhood educator, uh you get the double, there's a possibility you could have somebody who's already qualified and certified or you have some coverage. Um because the other piece of of for towns that that can't go down that road is um to me tuition for non special education services is ends up being a waste of time and the money goes back in a way that you school can't benefit from it. And and my experience has been that if universal preschool is here then make it free for everybody. Uh, and so that's the the other piece of it is that that we can get hung up on charging tuition or that we can just
054do what's right for our kids and just um say we're going to have a readiness program which is half kindergarten, half preschool. We're going to So I think if we looked at the whole picture, there's probably some creative >> ways. Um, >> yeah, and that certainly gives us some time to look at our current, you know, our staffing and their their certification areas and whatnot. >> Great. >> Okay, >> good conversation. Thank you. >> Good questions. All right, I think we're Okay. Um I any more questions on um the budget? >> I know I was like >> on the finances. >> Um and um yes, one last question about the um fund balances, excuse me, the retained amounts from the warrants. Y >> are those still pending? What our balance is in the upper right
055hand box there? It's currently 62.90. >> Yeah. So what I did here is um >> so in the top right hand box that says okay you have a revenue surplus and expenditures less than plan to come to a fund balance. >> Then it says okay let's we're going to fund the trust in the order that they appear on the ballot. >> Then right below there you see projected return to taxpayers. That's after the contribution to the trust funds. So that would be what is the projected amount today that would go back to offset the tax rate. So this is what hasn't yet been in been put into there cuz that's what passed >> right >> and this is um what the goal is but that's the current balance. So that will be added to that.
056>> So if you take the 62939 minus the 25 minus the 28 sorry 25,000 28,000 minus the 1,000 - the 1,000 that gets you to the 7,930. >> Yeah. So it's >> and I guess I don't see that. Where's the 7,000 that you're talking about? There it is. I was I didn't see it. It was >> so small. >> The font was small. >> So, >> thank you. That's what I was missing. >> That is our anticipated that is likely to either go up or down dependent on what happens next month. >> Correct. I mean, as I we try to have everything in conversing out purchase orders to hopefully increase that amount. Um, unless there's unanticipated things that we just didn't know about. Well, this could be a good time to talk about I know
057we're jumping ahead a little bit, but while we still have Molly, like the LED lights are still up for discussion. I'm not sure what how you would like to proceed with that, but I did get clarification um from the last meeting with our facilities director, Brian Sans, that I brought this for you all. You want to see it again that this financial summary that Oh, right, Molly, you were not at the last meeting. um that you know the in at the last meeting we were we had a lengthy discussion about leasing the lighting and that that total would be $93,140 and I was able to clarify with Brian Sans that in actuality he has an agreement with Affinity LED that the estimated incentives would be something that would they would be um looking to handle
058and that our bottom line would instead be that 42920. Did you give one some more? >> That's what I I I thought we understood. >> Um is the main question I have is is there a deadline like there was with the previous one? Um >> because that was the part that >> Yes, there was based on their quote and also our facilities director felt like he could have some wiggle room there. But certainly, you know, we would want to make a decision whether or not we're going to move forward. That being I think it would be helpful to get a you know to gauge it from you all tonight as to like what your thoughts are because we do have the policy around anything that's um is it $15,000 or more right that we need
059three bids. Um, so the we have two right now based on LED conversions from last year and this affinity LED. We would need if we wanted to get this done in this remaining time for this fiscal year, we would need to also get another quote which isn't it's not a heavy heavy lift, but just keep that in mind. >> I don't this doesn't seem emergent to me. I don't know what you guys >> It doesn't seem urgent to me other than if we were to use um either expiring funds that we fees, >> right? Or or something perhaps going into I don't know if this >> the trust funds >> I'm not suggesting that. I'm just thinking um because saying it's an annual savings of 13,000 >> is pretty nice and sort of over three
060and a quarter years it sort of pays for itself and electricity rates are probably not going down anytime soon. >> But I I don't think it's anything urgent. It was >> when the when we understood >> that the rebates were going to be expiring >> Mhm. >> at a certain point last year that I think created a little bit of intensity. >> Definitely. >> It doesn't sound like that that's the case now. So, I do agree with Eugene that it's >> not to my acknowledge that the rebates are expiring. That's certainly something I can confirm >> because if we do this, then what does this do to our budget? It reduces the amount that we're going to put into the trust funds. >> Absolutely. >> Well, well, it also depends. So, if you use impact
061fees, too. So, if you use impact fees, then um well, first we'd have to have a public hearing before our June meeting to be able to accept and expend the impact fees. Mhm. >> So if you did use impact fees, then it really would have no impact on this. >> I don't know if we have enough left in our impact fees. You just sent that off to >> I did, you know, to everybody this evening >> and we wouldn't have to use all of them. Like we can pay writing harsh some of it. >> Um >> I don't think there's a lot left in the impact fees. We've pretty well. >> What is our >> there? Do you have it pulled up? There are still some at the bottom that are able to be used
062>> that are yet to expire. >> I'm looking at what our electricity bill for the year is right now. And like was this annual savings based off of what our usage is or was that just sort of out of the air? I believe it was based off of our usage because if you know I'm I have confidence that Brian Sans had a detailed conversation. >> So if I'm reading this correctly, it looks like there's 32,750. >> So not enough to cover the whole >> but also this wouldn't include the most. >> Um >> no, you deducted the ones we took out earlier. >> No. Well, that we would just be the the bill that you had just given Erica that wouldn't have been deducted yet cuz we have to pay it and then >> Right.
063>> So for the Remember the $15,000 for the set plans with TF Maran, >> we paid about maybe $280. So we have $15,000 minus that. >> They sent us an invoice just this week. >> Yeah. Yeah. So we just got the invoice and then we were cutting the check for that and then once we cut the check we can ask for the >> the impact fees to be reimbursed. So that would still need to come out of this balance. >> Okay. >> So that significantly reduces. >> Mhm. >> But we should be al is this this is the time of year where we find out what what new impact fees are coming in. >> I'd have to assume a canon on that. >> I think I think impact fees are dependent on development >> new
064construction. >> I don't think there's a lot of it. Looks like the date received and the date assessed are varied. >> Yeah, >> look at the spreadsheet. So, >> scratch that. >> Yeah, I think the town Well, the town does collect them, but I'm not sure what at what point them built there has to be. >> I don't think there's been many new homes built. >> Um, cuz they have in here um Autumn Lane is Lyla Drive. closer. >> Yeah, I know they they're looking at building one up for Scassic and I think one left on autumn >> maybe. >> They're not it's not built yet. And then the other component of just in terms of what we've already talked about this year at at our meetings um with regards to you know capital improvement
065facilities, whatever you would like to call it, is really that exterior painting and the vinyl wrapping that was that we did have scheduled to do for this fiscal year. And that's about $15,000. >> And we have do we have money in the line in our >> in the maintenance and repair line? Well, so do you mean is is it encumbered? >> Is it encumbered? >> So unless um the school had done a purchase order for it, which I don't believe we would have if we weren't >> I don't believe I don't believe it without a quote. >> Right. So there's no >> is it >> so we might potentially be looking at an additional $15,000 worth of work that we want to be able to do by the end of next month to keep it
066into this fiscal year. >> Yes. >> Okay. So >> yes, I think this is helpful information to have, but I don't know that I'm feeling the urgency to do the LED lighting this year. >> This fiscal year. Yeah. >> Mhm. >> Right. Knowing that the impact fees that we do have remaining are still have we still have a good amount of time before they expire, we can we can just keep we can keep this up for discussion. >> Yep. >> Okay. >> Are you okay with that? >> Yeah. And unless you know what? Do we have one? This is the last month. This is >> June June. >> Okay. >> If the if there's a different recommendation from the superintendent or from anybody else from the the SAU office, I think we would follow whatever
067recommendation you guys have as far as if there's finances that were not any if you think it's a good idea, we'll do it. If you can find the funding, then let us know. Um because it makes sense in the long run. >> Yeah. And certainly if the rebates are not expiring that would be I mean it it was a recommendation last year. It would continue to be a recommendation based on the savings um and based on these incentives. I think the other key question that I can bring back to you all is are the incentives expiring because that's that that is right that is what fed into the urgency last year. Y >> so are the I'll find that out and then you know based on that I can get back to you all. I
068mean it's more than a 50 it's almost like 60% savings >> the the bas the incentives. >> Yep. >> And is if there's unreserved fund balance I could pay for half of it and there's impact fees I can pay for the other half of it. Is that a choice? Is that an option we have? So any creative options that you think may make sense? >> Yeah. I mean you could you could um use whatever is remaining in the unassigned fund balance and dip into your trust if you wanted to. Like for example, Kensington is needs a new boiler. So, they're exhausting their fund balance and made a motion of up to $40,000 to come from the maintenance trust fund. So, I'm going to exhaust the operating budget and only draw on that trust fund if
069I need to. >> So, the trust fund. >> Yeah. But I mean, right now the trust fund is for maintenance is the one that's severely underfunded. >> Yeah. >> Right. I would try our best not to >> dip into that for this, but I I do agree with you, Brian. I think looking at it in a creative way to see what our options are. Let's keep it on the table for discussions. Figure out what our options are for um the remainder of this year if we want to do that next month or in fiscal year next year. >> Does that sound a good light bulb will ever be fun? >> I'd rather see preschool, but I think >> Right. Right. Fair point. Yes. >> In the meantime, we can conserve as much again like we
070do here. >> Right. >> No lights. Absolutely. >> Love the long days. >> Okay. Anything else for the um financials? >> No. Thank you. >> Awesome. >> Okay. Let's I'm going to jump around a little bit um as I have been doing this whole entire thing. Um let's talk about the amicus brief. >> Okay. >> Um because I this I think this is going to be some financial implications and I want to respect your time. So in for those listening in the joint board meeting um we had a discussion about joining the um suit against not against with um the ACLU. Um and it is based upon this dear colleague letter um from the acting assistant secretary. Um and the board is looking to join the suit of the four school districts that brought the
071suit Oyster River, Dover, Summerssworth and Granthm. And during the time last year when we met as a joint board, we had the opportunity to kind of very quickly decide what we were going to be able to do to join the suit to sign um the >> I don't mean to contra I just want to um can I just jump in one second? Yeah, >> I don't I'm not a lawyer, >> but I play one on uh or used to when I was on the um um policy committee, so I learned a lot about some of these things. I don't think that us if we were to um want to sign on to the amicus brief, it doesn't necessarily mean that we're joining the suit. It means that we are >> um um we want the
072court to understand how the law affects >> uh educators and we are signing on as a group of folks >> u representing that. So I just wanted to be clear of >> Yes. >> Yeah. Yeah. Sorry if I wasn't. >> Yeah. I think you I I think you meant that, but it some of the words I don't want people to think that we're joining. >> No, we're not joining. We're just signing on to support it. Um and it's the National Education Association um in an ACLU case. So, we can sign this into support. The questions that I had were we don't have the amicus brief to review. um that is being looked at by our lawyers to um potentially put in front of us. The date that we would need to sign on to it
073is on May 22nd. So regardless of us being able to see what we would be reviewing, we would need to know on this meeting whether we want to sign on to it. But my question was really what the fiscal repercussions of this would be. So, what lawyers fees are we going to incur? What types of things should be prepared for in that regard? And I don't know if you have that, but it would be good if you had some kind of insights potentially on it. >> So, did you >> There's a general idea that it would be around $5,000 and it would be divided evenly by the number of districts here in SEU 16 that want to sign on. >> Okay. >> Now, that's a number that we're using. It's not obviously it could change
074but probably not substantively >> cuz it's like a fee to write the brief and then probably to submit it and it would be on behalf of >> and we um we did very recently receive an outline from the attorney who's working on this of what would be covered in the brief and we will be reviewing that as a team early next week. So once we've reviewed that as a team internally, I'm glad to share that with you all so that you have, you know, I want you to be to be kept a breast as much as possible. >> Yeah. And it's my understanding it's $5,000 for the SAU. And so if all SAS join them or or all districts join, it would be split seven ways. >> But if five choose to join and two
075don't, then it would be split five ways. >> Either way, we do have the funds to sufficiently cover that in that legal expense line. We had budgeted $5,000 and we spent around 1,500 >> we spent 1379 for the school district legal expenses so far. So we have a remaining balance of 3,600ish. >> Yeah. And just keep in mind um the remaining balance we always want to talk about is the bottom line because you can overexpend some lines, underexpend others. Um but but yes and so a lot of that legal is related to um election type things where review of war articles and if you remember we had the new laws put in place with the crazy paper um that >> there's some expenses to that. >> Yes. Um, >> and then I also sought some
076legal clarification around, if you recall, when the safety project did not pass. I sought legal clarification around what ability we have or do not have to spend money related to the safety project. >> Yeah. Jane, can I ask I'm not going to make a motion, but uh something that we might be able to potentially make a motion on? >> Sure. Um it's very appreciated that um one way to approach this could be that we could vote on joining on to something that we don't know what it what what it's going to look like >> and that sort of has some potential risk to it. But another thing that um we might want to think about in a way is if we as a board felt that um we could sign on to something if once
077we have more of a idea as to what it's looking like if we could perhaps have Jane as the chair um >> make that determination. >> Make that deter. Do you know what I mean? cuz I I know Chris was saying um >> at the joint board there was some potential to have like a chairs >> Yes. A joint >> joint chairs meeting >> and that might be an opportunity to communicate some information. >> Mhm. that. So, I just want us to think of that as a possibility that we don't have to necessarily vote to blindly sign on to something. Um, how I'm not sure how we want to craft that motion, but >> um I want to say that I I it would be I think that it would be really helpful for the
078board to vote to whether you want to sign on or not knowing that you'll be getting additional information. Um, knowing that you have the, you know, the really helpful background and the summary provided by Arland Betta, our chief equity officer, and also knowing that the firm that we're using, Wadley Star, that we have experience with Wley Star and that they're a reputable firm um, and that, you know, I certainly can speak to that myself individually, that I have, you know, faith in their ability to create a document that is very well written and and, you know, speak to the, you know, what we're talking about here in the summary. Last piece I will say then I'll let you um I'll stop talking. Um could we is it I I that makes sense to me Alan
079but um if we voted could we say that we intend to sign because I don't to me it seems odd to say we're voting and we are we are going to sign. I almost feel like it's a >> we're doing that blindly. >> Yeah. >> And I and not to >> I'll put it I'll I'll add on to your thing. I think this is worthwhile to put our support behind. 100% agree with it. >> However, the prudence in my brain says I don't have >> the amicus brief in front of me to know what the actual real world repercussions are for this school. >> And without that information, this is helpful. What you've provided so far is great. It's helpful. I've read the dear colleague letter. We have a really good idea of what this
080is. But without the actual thing in front of me knowing, okay, this is what I'm actually signing. >> It's really hard for me to scream about yes. Um, however, saying that, I will reiterate everything that we've talked about at the joint board level on the tenants behind this suit, I 100% agree with >> and I think are going to be really important for um this. But if all of a sudden the numbers change and it's $200,000 or something, you know, >> changes between our decision now on, you know, the 7th of March and the 22nd with this document. I'm just I kind of am really I wouldn't mind taking that time whether it's a little bit later to say, "Okay, yep, this looks exactly the way I think it should look." >> Mhm. from a
081non-legal standpoint and then say, "Yep, let's go and sign it." And I but I think we could probably say our intention is to support this >> and potentially sign it before the 22nd, >> right? >> Um, as long as it is within like it holds true to the parameters that have been outlined here. Mhm. >> I think that's Does that sound >> Yeah, I think yes. I also think that last part doesn't I mean we >> Excuse me. >> I'll speak now again. We haven't voted, but I um very much agree with you and I intend to to sign it. I just like to read it first. >> And I say that with all sorts of things in my life. I sign a lot of things every day and it's really important for me to
082read what it is that I'm signing. Um, however, if it's important for us to make a motion and vote on something so that we can anticipate what it's going to look like, I think that's valuable to do. >> And who needs to sign it? Is it the board or is it a representative of the board >> because it's not >> that's not clarified here. So, I can get that clarification. >> And is it actually signing or is it just putting the the name the Newfield School Board? I think >> yes, that's I'm not sure. again. I will get that clarity for you. >> Yeah, I think from reading at least this, it sounds like it's the dis this the school district. >> It's probably the superintendent could sign on behalf of all the boards would
083also be an option, but I I will absolutely get that additional information for you. I think it would be helpful if there was a motion tonight to say that, you know, however you'd like to word it, but that the Newfield school board, like your wording there, intends to, you know, desires to support the amicus brief and, you know, will sign will plan to sign on to the brief once you have seen the document. >> Yeah. So, I'll put Is that okay with you? >> Um, yes. Yes. And I think I'll just once again remind we we won't be able to discuss it uh together. So either Ellen, it would be a matter of you in communicating with us. >> I'll be able to send it. We just won't be able to have a discussion >>
084and we would just tell you yes. >> Or should we have Jane act as a representative? >> I can act as easier. >> I just think it'll be easier. >> I agree too. >> Okay. Yeah. >> If that's okay with you guys. >> I'm doing a lot of talking. I want to make sure. Um, I I appreciate that we're slowing down and saying we support things as long as we understand we fully understand them. And I think that's I I'm in line with both with all of you. I do trust the judgment of Jane and and but I think this is a matter of send us a little information if you want us to sign on to something. >> Yeah, >> there's a lot of challenging times right now and it's lack of communication, not
085knowing the full story that I think it causes some of that. >> So, I'll sign on as soon as I see it as well. Okay. >> Do you want to put a motion forward? >> I'll try. Uh I'll make a motion that uh we as a board will intend to join this allocus brief. Um uh and uh um once we are able to review it uh prior to May 22nd, um Jane Walls as chair will act on our behalf to um Affirmations. >> Do I have a second? >> I'll second it. >> All in favor? >> I Okay, that's great. >> Thank you. Yes, very important work, right? And that we want to make sure that, you know, here in SE16, we're leaders throughout the state with regards to equity work. So I think it's
086really important that we you know stand by our word and that we you know it's it's both symbolic and also you know it's it's it's here and now and and you know real world too but I think it's really important. So thank you very much. >> Sure. Thanks M. We won't need you. >> Yeah. Anything else? I >> think so. >> My 10-year-old's just in Susie's office. That's >> Go go go go go. >> We need to we need you. We'll we'll scream. The other one's at basketball. >> Oh. Thank you. All right. So, that is all done. That is awesome. Okay. Um, what have I missed? Principal's report. >> You okay? >> I mean, they have to spare your >> Yes. >> Spare you. They do have the report. They could just read it
087and ask questions. You don't have to give a highlight >> on the new letter head, which I love. >> Fantastic. >> Um, that science proficiency rate is amazing. We should um It's not a surprise, but I feel like that's amazing. We should um certainly highlight that. >> It's fantastic. >> I'm excited about that. >> It's a 60 profic 60 percentile proficiency rate. It's fantastic, which is a significant improvement from there. It is I knew I had it in all of my papers. Um anything else you want to add or I don't have any questions for right now. You guys have any questions from the principal report? >> No, I just want to say thank you for everything the school does. It's teacher appreciation week, but we also just passed principal appreciation and we appreciate all
088of you. And uh it's a it's a good week to celebrate the weather's changing and and recognizing how hard it is to work in schools full of kids. So, thank everybody for what they do for our kids and know that the board appreciates them. >> That means a lot. Thank you for saying that. I'll speak so Susie can can rest. >> All right. Awesome. Anything else? No. Okay. Great. >> Thank you, Susie. All right. Let's to policies. So, we had policy meeting and I attended it and >> um I shared our concerns and they will be officially on the next agenda. So, um we'll go back and >> for the use of facilities that policy. >> Yeah, the use of facilities. There were two um and the other was uh for use of facilities and
089then we had a conversation about um >> it was the oh no it was also on that one. >> So yeah >> there was like an additional >> an additional question related to that >> and everything else was was a standard >> update. Cool. And any So, if we're looking at the current policies that we need to review, um unauthorized communication devices. >> Yeah. So, this is just a review of one that we just adopted, right? >> Yeah. I don't see any issues. >> Yeah. It was just adopted in October. Anyway, >> there were a couple small changes with this one. >> They added recordings. Nothing >> nothing crazy, >> right? Any questions on that one? Okay. And then JLD is school guidance and counseling program. >> Yeah, that looked like it was just language
090to fit current state. >> That's accurate. Okay. Right. >> Those are pretty straightforward. >> Any questions on this one? Okay, the last paragraph in this one, which is an additional one, the superintendent or designation shall have an onfile comprehensive school counseling program implementation plan consistent with this policy. >> Is that something that we have already? >> Yes. >> Okay, great. >> Awesome. And I think the other ones um JLCJ we have no this is for the cooperative right >> Brian did that come up at the meeting. >> It was something I was going to ask because um I just removed my ACLS and I was doing a lot of work on AEDs and um >> this says grace. >> Do we have an AED just as a >> we do it's in the it's in
091the gym? Yeah. I have to know that for girls in the room, >> but this policy itself is specific to >> Yeah, it's also specific to grades 6 through 12. So, this is not applicable to us. >> Okay, thank you. >> And then, um, JLCF, wellness, nutrition, and physical activity. This had some minor revisions. Um, and we, this references the USDA professional standards, which we are not a part of. So, I don't know if this is We have specific >> Well, we did change ours. >> Yeah. >> Last time I remember I made that change. So, um I think this example is not >> accurate to our changes. >> Yeah. >> So, I think we probably have to look at the hours in regards to this one. Is that right? >> Well, I'm trying. What
092was the change that was made? >> I'm looking through it. Yeah. I don't think there >> it just says in consultation with the director of food service as far as the well I think the change was only about the wellness committee >> so >> as long as that's handled it should be fine then right >> right minor revisions yeah >> yeah so maybe just >> for our policy um we can just add that piece >> Ellen right I'm sorry I know we want to make all of our policies consistent as much as possible but >> new new fields is unique about the the food piece >> yes so as long as that change is standard in our policy versus the example one from exit, then we're okay with it. >> Yeah. >> Yes. >> And
093then there were two others that were specific to stratum which we don't have to worry about. >> Correct. >> Okay. Um CM and JI CBB. >> Just curious. Do we know why it was specific? Is it because they didn't have one and we do or >> was it stratum law or something? >> It looks like it was replaced by other ones and it may have been that they're a little bit late. >> It was duplicative for for the stratum. >> It was before we all got our ducks in a row. Got it. Okay. >> With our alignment. >> Yeah. >> Okay. All right. So, I will put a motion forward to accept policies. Sorry. J I CJ J L D and then with JLCJ AA as long as it adheres to Newfield's policy, not the
094standard policy. >> Um, not that's the one with the middle school. >> Oh, is it the one in the middle school? Okay. So, not JLCAF, JLC CF. >> Thank you. with um as long as it's stays our policy and not the templated version. Okay, >> I'll second. >> Perfect. And then we I think that's it, right? >> Yes. >> Yay. >> Policies are so hard. Okay, we don't need to rescend any. That's done. Okay. Um safety and security meeting. We haven't met, but we are meeting on Monday. So, um, I did print off our agenda if you guys wanted to let me know if you wanted to like have any questions about it or anything like that, I'm happy to do that, but we'll meet on Monday. So, I'll have an update for us in
095the June meeting. Um, and while we're talking about that, the I'll move forward to the annual school safety committee. We met um had a really productive meeting to talk about kind of next steps and what we wanted to be able to accomplish and we put together kind of a plan of people to talk to around town to figure out what general feedback would be. We're going to gather that feedback and at the next meeting we're kind of going to put our game plan together for um what we're going to want to do accomplish and start how we're going to start promoting um to meet the March deadline for >> that's great >> of all the things. So it was pretty pretty productive fun meeting >> and we're meeting Monday. >> Yep. Monday. >> Um coming
096in today I noticed there's like a little sinkhole or of the pavement area. Um, I probably should have asked some models here, but um I know originally our plan was to do to wrap all of that in and it's probably still our plan, but is there any like temporary >> I don't know >> patch that we can do. >> This is new to me. >> It's not a sinkhole. It's not the right word. I'm not >> Last year we did have a sink. >> I remember. So, I'm sorry. There was a break in the continuity of the surface of the asphalt. right around the turn like where it's the pinch the tightest part. >> Um so I don't know uh I think that a cone needs to be put in. I just don't know. So
097maybe we can ask >> certainly we can we can look into that and how to best address it. >> Yes. >> Okay. >> But thank you for having me. >> Sure. >> I'm hoping the the video was up. Do was it recorded? >> Yes. Okay. >> I do not know if it's up. I have not >> I'll check it there. Yeah. Um, superintendent evaluation committee. >> So, I'm having my first uh uh opportunity to join that committee tomorrow at 7:30 a.m. >> Uh, so that's exciting. We we still need to put our final touches on the commendations. >> Do we want to go into nonpublic really quickly after this to do that? >> Um, we can. I think Brian has some. We just haven't put them in yet. So, do you want to discuss them
098a little in nonpublic after? >> Yeah, let's do that. We'll just get it knocked out so we don't have to worry about and prepared for Monday. Okay. >> Um yeah, and then I'll just share it tomorrow. >> Great. Um strategic plan committee has not met. I don't know when the next meeting will be. Um I know Chris has provided an update on the last board meeting was two board meetings ago. So um I don't have an update from that. And then I think that's it. >> That's it. So, except for the board retreat date, we want to have a board retreat. We could also discuss that next month. >> Yep. So, under old business, um we can look at either kind of figuring out if we want to do a board retreat, when we want
099to do one, or we can discuss it next month. It's up to you guys. Um I think there's some really good conversations that can be had during that time. So, um, it would be really great to do that, but >> I'd rather I'd rather get stuff on the calendar sooner rather than later. >> Okay, good. Let's look at >> Last year we did it in June >> at the library. >> That was >> It was nice. >> We can we can do it at the library again. >> Um, do we want to look at what did we say? July. I don't think we said. Did we say July? >> I just mentioned that last year we met in June. >> Okay. >> June 18th last year. 5:30 is 8. >> So we have our regular
100board meeting on the 4th. >> I think it was two weeks after our last board meeting last year. So >> June 18th would be the >> I can't do that Thursday. But >> you can't do the 18th. >> No, you got to see Newsies over at uh Christ Church. That's >> Oh, that would be fun. We could look at another day of the week, too. >> We can look at anything. Are we looking at June? >> Oh, I got to get three calendars out. Hang on. >> Um, and the idea was after the end of the school year. >> That's like on the 10th or 11th. So, that's not too hard. could do a Monday the 22nd 23rd. Can't do >> Colorado that week. >> And I can do that. I can figure that out.
101>> Um, let's not make it hard. You want to do the week following >> 29th? >> I could do the 29th potentially. What about you? >> I will not be here. >> Um I know I couldn't do the 18th, but is there another day that week that would work? >> Are you doing? >> The only day I can't do is >> Yeah, we could look at the 15th 17th. The 15th would be ideal for me. I do have something >> to Monday. >> Work at the same time of night. last year. What time did we do it? It was earlier. >> Yeah, we might have done five. >> Um, >> are you just done with school? That is that the first day you're >> um the last day is the 11th. Um, but Susie doesn't
102attend the board retreat. >> Oh, okay. >> I I will serve as our liaison. >> So, I can't do it to the 16th or the 17th. It was 5:30 last year. 5:30. >> Does the 15th work for folks? >> That works for me. >> Right now it does. >> You said it was good for you, right? >> Yes, that would be ideal. >> Is that okay for you, Brian? >> Yeah. >> Okay. >> All right. June 15th. What time? You >> want to do 5:30 again? >> Can I do five? >> And we'll do meals. Uh, >> I can I cannot do five. >> 5:30 is perfect. >> 5:30 is about the earliest I could do something. Should we do country store again? >> Yeah, we can do that. >> Brian, can you pick it
103up? >> Beautiful. >> If they close it, are they still closing? >> I think they close. Are they open on Mondays anymore? >> Oh, no. >> They're not open on Mondays. >> We need to figure something. >> Yeah, >> we'll figure it out. >> We have a whole entire like month to figure out. >> Oh, right. There's other options. Yeah, >> we we just like to support local if we can, but can I think or not? All right, so uh 150. >> Okay. >> Uh so 30 >> board retreat. >> And we still have to notice that, right? >> Yes. >> Yeah, we do. >> I I can't recall. >> I do forum, right? I believe so. We had minutes and all that. >> Thank you for that reminder. Yes. >> Okay. What's my missing?
104>> Anything that we want to put on the agenda for Jim? >> I mean, I want I think discussing more about the preschool was a really helpful. >> I mean, I like >> right just to have it on there. >> Yeah, it would be great to know, hey, this is what we have in the building for space. This is this is the kind of this is what the staff looks like. Um >> not like a full thing, but just some preliminary thoughts, >> preliminary data. >> Yeah. >> Okay. >> And actually, if it's on the agenda, we might have folks in town who were like, "Oh, I want to come on this and and >> give it." >> That would be great. >> Yes. >> Anything else? All right. If that's it, then I we
105need to go into North Public. So, I will >> under what matter? under Oh, that's a good question. >> Yep. So, I'm at 7:29. I will >> have us go into non-public under RSA. >> Oh, I'll get there. I'll get there. I'll get there. >> A lot of paper. Too much paper. >> RSA 91A. What is it? I No. A 3 2 A L and then A under A and C. >> Under A and C. Perfect. Okay. Oh, that means A through L. So 91 A3. >> You're killing me. >> Two A and C. >> Second Bobby Kelly. Yes. >> Second, Bobby. All in favor. >> And remember you the best practice is to say your best practice is to say your names. >> Brian Ba Jr. >> Robbie Kelly. Hi. >> Jane Walsh. Hi.
106>> Thank you. >> I will have us uh put a motion to take a set of non-public at 7:52. >> I second that. >> All in favor? >> Abby Kelly? I >> I Walsh I. Okay. Excellent. And then I will adjourn our meeting at 7:52. All in favor? >> I. Thank you.