001Okay. So, Renee Bennett, the superintendent designate for the Brentwood School Board. I'm going to call the meeting to order. Um, in the for the first order of business for the school board is I need a nomination for a school board chair so I can hand over the gavl and the controls of the meeting. I would like to nominate Megan Fitzgerald. Uh I think Megan did a outstanding job as vice chair and has a lot of experience on the board. Multiple kids who have gone to school here are at school here currently. Um and I just generally think that Megan would do an awesome job. So I'm going to nominate Megan. >> I'll second that. Any discussion? All in favor? >> I pass. >> All right, Megan, you're in charge. >> Good. >> Got the gavl.
002>> I don't want the gavl. >> I pass to you later. >> Ryan never had to use the >> You have to hammer it. >> Ryan didn't know about the gavl. He found out about it at the last meeting. He was like, "What?" >> Yeah. That's okay. >> Too much pressure. So, we'll start with the pledge. >> Oh, and yes. And then a motion for vice chair when you get a chance. >> Should we do that? >> You're in charge. We can >> Let's start with the pledge. >> Okay. Algiance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, liberty, liberty and justice for all. >> The vice chair. >> I'd like to make a motion to nominate Dan Hubert whose name I
003can't pronounce right. Tell me how to do it again. >> Abear. A bear. A bear. A bear. >> A and a bear. >> Nominations. I know. Doesn't count until you pronounce it right. >> A bear. >> I'll second. >> Do you want a speech? I'm not going to give you a speech. No, I'm going to nominate you. >> I'd be happy to vice chair. So, thank you. >> Discussion. >> Any discussion? >> Okay. >> Take a vote. >> Yeah. So just all in favor >> in favor >> I vote person. >> Great. >> All right. We will open public comment at 604. Anyone in the public comment. We'll move on to approval of minutes. Um Kate, I think most of you know, but you weren't here. So, or Katie. So, we'll you abstain if you're
004not if you weren't at the last meeting. >> Fair. >> I do have a comment on the minutes, please, though. >> Um, Molly, your name is spelled IE, correct? >> Okay. Um, does Molly's name is spelled incorrectly on the draft minutes from February the second? >> Thank you. You're welcome. Feels very weird not to have Brian here. >> Um I had I had a comment on um just because I'm not exactly sure if this is correct. I just wanted to ask. So on page four um the of the minutes um Dr. Bennett noted comments from the BTA concerning the parent friends group. Is there a parent friends group? >> Parent faculty group. It's a PFG. >> Okay. >> I didn't think it was called the parent friends. That's why I was >> Rene is trying
005to change the name of it. But >> yeah, when my just before Ron leaves. >> Um Okay. >> Yeah, it's PFG. >> I didn't even think of PFG >> and it's faculty. Yeah. >> And then just that sentence is weird to me. So concerning the parent faculty group being covered off-site, no. and accessing other policies through meaning that they're not covered off site. >> It was in rel, if I remember correctly, it was in relation to a specific policy that we were discussing. Um, and if they if the BF if the PFG met offsite, did they have to abide by the schoolboard policy? >> Oh, okay. >> And we had said no, the policy was through the director of facilities and the use of this building. It didn't govern organizations meetings outside of this building.
006Okay, maybe we could state that in a clear way. A clear way add some clarification there. >> Say, yeah, like maybe um noted comments from the BTA concerning the parent faculty group being covered off site >> um and states it is not or something. >> Yep. >> That's all I have. >> Dan, do you have anything? >> I'm good. >> All right. We have a motion to approve both sets. I guess it was amended. There's two sets of minutes we can do. Were there any comments on the second set? >> I didn't have any comments on the other side. >> The second set in was the short March 2nd meeting with >> principal Hapa Hapa. >> So if we have a motion, I guess to approve the February 2nd minutes as amended and it's March
0072nd. >> Uh I can't Okay. Can we just do the first because I can't I have to abstain from the second. >> Yes. >> Yeah, I'll do them separately. >> I'll make a motion for the February uh to approve the February 2nd minutes as amended. >> Second. >> All in favor? >> I >> opposed abstain. All right. A motion, I guess, to approve the March 2nd minutes. Yeah, there's not much there. It was a what 20-minute meeting to um introduce Principal Hapa. Um so I'll I'll make a motion to approve the March 2nd minutes. >> I'll second them. That motion. All in favor? >> I abstain. >> Abstain. All right, we made it. Molly. Okay, great. Um, thank you for signing the manifest. Uh, are they all signed? >> Oh, okay. You can go ahead
008and sign. Um, and then your board pack is a current year financial. So, I did note I guess for the newcomers, uh, in every financial, you're going to get where we stand, your date from from the business office. Um so the summary page in the upper leftand corner next to the blue box is any expenses changed from um the prior month. So if it's a negative that means we relieved expense or incumbrances I should say. Um and then if it's a positive we've either added actual expense or added incumbrances and that's a change from the prior month. The bottom section next to the green box that is your revenue year-to- date different than plans. So we have to set the revenues by September 1st and then sometimes we have more revenues than expected, sometimes we
009have less. Um and that is a revenue different than plan. And then in the upper right hand corner that is the projected unassigned fund balance which is your expenses less than planned and your revenue more than planned added together. Then right below that are our trust funds. It always has the current balance in your trust fund. Um, as well as since in the most recent election, we voted to add from fund balance, that would be the amount added if the fund balance allows so at the end of the year. And then in the bottom right hand corner, I always put what was given back in the tax rate. Now, we don't write a check back to the town. It's just you have to raise that much less in taxation the following year. So, if one
010year you have a lot and one year you have a little, that's when you see the swings in the tax rate. So, that's what we try to mitigate. So that's how to read the report. So since last month, we did have some additional expenses. I add it was um kind of an unusual month where we had three people change their health and dental selection. So that was kind of a um unexpected situation. Um but everything else I did note what it was. Did anyone have any questions on it? >> Not on the expenses but on the revenue. >> Sure. >> The solar null wood reimbursement. So that is a check that we received >> from that's from the power company. >> I don't know exactly who it's from, but it is a check that we
011received as a revenue. >> And so is that the second check we've received then? >> Do we know? >> So this the this is >> we received another $3,000ish dollar check at >> I think this is that check. It's just making this month's financial. Yeah, because month >> with the public meeting. So that's the one check I'm aware of. And this is this um this isn't changed from the prior month. Down here is year to date different than plan. So that probably is the one check. >> Oh. Oh. Oh. Okay. >> And I think that was on there the last time we met. So it was probably the one check. >> Okay. I I >> Is that the name of the solar company? >> No, that was that's the power company. >> Power company. >>
012It's like I'm sorry. >> And I can also give you an update on where we stand on the solar solar reimbursement. >> Yes, please. >> It is difficult. So, um, I spent literally almost the entire day on hold with the IRS and got absolutely nowhere. So, I now know where to call, but as part of it, they have to authenticate you. And three things have to match. The federal tax ID, the name of the organization, and the address. The person couldn't authenticate me with the information given. I know I gave the right tax ID. I had given 30 Lynen Street as the address because that is typically what we go by and I gave Brentwood School District which I know is the name of the school district. They said those don't match. So then I
013tried to have them do 355 Middle Road I think it is. And so then >> they um were very unkind and said that I was probing for information and had to call back. So >> oh my god again had to hang up and that it took me two hours to get that far. So then I had to call back and go through the 2-hour process again. Tried it with Middle Road again, wouldn't authenticate. And so then they said even if it's the Brentwood School District, not just Brentwood school district, it won't authenticate. Or if I had Middle Lane instead of Middle Road, it won't authenticate. So I was like, "Okay, how do I find out what's wrong?" And they were like, "Well, you need to go back to your original filing of to get your
014tax ID." I said, "Okay, well that was done before I was born. So, how do I do this? And so so, so then I had to go back and so then I had to call a different number to try to get the documentation about the federal tax ID. So then again had to authenticate me. I said, "Well, that's why I'm calling." And so then they said, "Okay, well, you need to send a letter requesting the information to this address." And I said, "Could you kindly give me the phone number?" They said, "They don't have a phone." So I had to draft a letter. I attached a copy of the return that our accountant filed. Both Dr. Andriski, I signed the letter and sent it to the address that they said that they had to send
015it to for the IRS to get the documentation to be able to authenticate ourselves to be able to check on the status is where we stand. And so I sent that last week and I'm don't know when I will get a response from them. If I don't get a response in the next few weeks, I will try again. But it has been a difficult process. >> So thank you. >> How at this point, how much money are we talking about? >> So it's the rebate is $196,000. I think like $258. I even told them I said I will tell you the exact amount to the penny of the refund and they will not provide any update. >> And this has been since what? September, October or October. >> We've been trying. Yeah, we've been trying.
016we so I even tried to make an appointment at the Portsouth IRS office. I was told that they do not service this type of stuff there um and that the only way to do this is to call this number when there was a moment in time like maybe in the fall or late summer when you were told by someone that like you needed to do uh some sort of like digital request of the return as opposed to like a paper request or something. >> Yep. So that we so we sent in the paperwork >> Yeah. >> to the IRS. We filed the return, I think it was last August, was it? >> We sent it to the IRS. Several weeks later, it got sent back to us saying that you need to use, it was
017a certain system you need to use. I don't have access to the system. So, an accountant helped us who also is employed by the district as a coach over at the high school helped us utilize the system because she has access to it for her own personal business. And at that point in time, did the accountant include a tax ID, address, and organization name or >> So that's all on the copy that I have. And so that is so >> that's like what you're reading. Yeah. And but but they're not authenticating what was sent in. They're authenticating us as the tax ID >> like you as the person. >> Yeah. Or the Yeah. Yeah. So right now the and I sent it certified mail last week and so that is the next attempt at trying.
018>> Is there is there a point where is there like an expiration date on this rebate or offset? >> Don't believe there's an expiration date, but I I can definitely look into it. >> I'm just curious funds be frozen >> or not $200,000. Is there a point where you get an attorney involved? cuz I remember sitting here months ago when you were dealing with this. >> Yeah. Like it's been like a year literally. >> So yeah. So they're going to send us the documentation on the tax ID hopefully and then we'll be able to see what's wrong and try again. >> Do do you mind is is um at what point I know you said a few weeks but is it like a >> I don't know when you sent it but is it like
019you did it certified so you'll know once they receive it. Are you giving it, let's say, 14 days or 21 days and that's your date on the calendar to follow up and then we'd have something next meeting? >> I didn't set an exact date to follow up, but I definitely wanted to do it before the deck's meeting. >> I have to see when they get send it back to us and if they'll send it back to us >> and this um but we're not the first school district who's gone through this process, right? the I wonder if Barington Power can give us some information from like you know they would they do or something they've done other school districts so >> well I also wonder like is that information held at the state level anywhere
020>> tax ID >> because like I think about for the club we have I have a copy of our 1971 tax ID like tax ID you're nonprofit >> and it's from the state >> so like I would wonder if that's held somewhere like in a record. >> I mean the the irony is though this is all just to get that >> just to authenticate so that you can ask >> what's going on, right? >> Mhm. >> Like it's not like it's going to get us something. It's just going to >> So you're still in the authentication stage. >> Well, so we we have the return was filed. We actually have the acceptance from the IRS to show that it was filed. So it's not the acceptance of the return. It's checking in to see why
021we haven't gotten the money for it. So, we know >> like an old address like the wherever the SAU was >> before London Street. >> I'm sure there was >> like where I don't know what address >> for I wonder. >> I don't know. >> Do are there other BAS that have been through this in the state? Other BAS that have like you said you say Bington or do or something? Well, Bington Powers who who did put our solar in and they have >> they and I think they put solar on other school districts. So, it' be interesting to see like what they >> I can ask them other BAS. >> Has anybody ever gotten this rebate? >> Yeah. >> I think they they said they have and it but it is like a runaround.
022>> Yeah. >> I mean, it's interesting because when you put solar on your house, right, then you just like submit it with your tax return and it comes off of your taxes. But this because we don't >> pay tax. Correct. It's this like >> Yeah. >> So the plan is I'm going to see if they send the information back to us that we've requested. Um and then I can check to see if there's other BAS in the state who have gone through this. Um but we are getting the runaround >> and the confirmation that they sent when they received the filing from us was just vague. It was like we have received it. It didn't give any sort of >> so followup or >> so the accountant I don't have it in front of me
023but the accountant it was part of the whole package that she had sent me and it said it had like a confirmation number about it being electronically filed with the IRS >> and she's tried to call as well >> and it's probably the worst time to call the probably. >> Yeah. But we're trying. >> All right. >> So, did anyone have any questions? >> I had a question about the grants um page. >> Are we like some of these are outdated like they're ended in September 2025. >> Yes. So, what I don't This is just the allocation. >> It's not the spend down of it. are we because I know in whenever we saw with the spend down there were some that were unspent because >> they're very hard to spend and like you have
024to spend them in particular ways. >> Are we on track for the grants that we have that are active to spend them down? >> Yes. >> Okay. >> Yeah. So the principal usually takes care of that identifying how to spend down the grants working with Dr. Bryant from the SU. >> Dr. Bryant is our new assistant superintendent and she and I have been meeting regularly talking about what activities will be approved and which ones will not. It's kind of been a moving target over the last two or three years about you know um activities we would submit and used to be a go and now they're not anymore. So, um, obviously we want to do a really good job when we're budgeting that we have all the resources we need. So, we want to find
025something that wouldn't typically be in the budget. >> So, that's the challenge, but we usually meet that challenge. So, um, I think we've been really good historically of spending down all the title grants. Mhm. It's also not unusual for this time of year to principles to look at what their PD needs are for the summer >> and use grant funds >> to to to do that work for grants that end at the end of September. I know that's some of the conversations um principles are having. >> And so if we pay but if we pay for things that are in our budget with the grants, then we save on our budget, right? So that's not I don't think a bad thing to cover what is already >> and a lot of times you cannot have
026something that you plan for in your budget be paid for by a grant because that would be called planting. So there are certain things that you have to >> Yeah. And that that relates to special education and IDA. Um I think some of our title grants around PE is a little bit more room in terms of PD needs that show up around um teachers needs over the summer. But IDA it's you can't supplant. Yeah. >> Interesting. >> And so what's listed here is any grants that were active during the fiscal year. So some of them already closed, already spent. This is just what was active during this fiscal year. And grants do not follow our fiscal year. They span multiple year calendar years or actually have random end dates. >> That's weird. >> Okay. Any
027other questions? Yeah, I know we're bouncing around a little bit, but back to like the first page, um, which is page 12 overall in our pack. >> Are you on the summary page? >> The summary page. Yeah. >> Uh, tr the trust funds box. >> Mhm. >> So, I just want to make sure I'm reading this correctly. So, we voted to add 20,000 to special ed and 10,000 to technology. >> The current balances have not yet been increased, right? Those will only be increased after June 30th. You correct vote went in. Okay. >> Correct. As because we voted from fund balance. So if we have an unanticipated really big event and we don't have the fund balance, then we don't actually fund them. >> They will only be funded if the funds are available to
028fund them, which >> right now projected, yes, they will be funded, but we have to get to June 30th before we can do that. >> Right. And then we maintained some somewhere we had the targets, the goals that we set for these. They're probably like in a random place in my notes somewhere, but >> I think it's 150, 250, >> 50 or 60 >> and then and then technology is >> 10,000 like it's always 10,000. >> Yeah. >> So, we're almost >> Is it possible to just add those numbers to this report? >> Sure. Like >> just I feel like it's helpful to keep those numbers top of mind and I'm always like asking myself what they are. >> Can I um make a suggestion? This is a new board. Does a board want to
029set what those goals goals are? Because it could be it's a different board and it could be a moving target. So, usually every year it might be maintain our goals or if there's a spike, we want to change our goal. So, maybe it's good if the board just looks through those trust funds and makes a motion as to what they think a good target is for these and we can make a note in our on our summary and in our meeting minutes. I mean to me I think you I us picking like if you would have a proposal I would think of like for special ed in particular like maintenance and safety security I think we could kind of talk about but for special ed if you have like 250 was the goal 10 years
030ago it's probably should be 350 like you >> no 250 is >> 250 is what we've recommended all of our districts it's one out of district placement um that's what we have recommended is 250 50. I don't think I would change that recommendation. Um, and then maintenance, I'm not sure. And safety and security and technology, I'm not sure. >> One year of out of disment. >> Yeah. And then we would have to raise and appropriate the funds the following year knowing that that student depending on the grade of that student and the needs of the students. If they were not going to change, we would raise and appropriate those funds for that student. >> May I? Um, just when I look at it, what I what I tend to think is, for example, looking at
031this, we have overall $500,000 just sitting in savings account. It's appropriate and we should have it, but it's money that's just sitting there. So, I do think that we have to be mindful >> of perception as well. Um, and the other thing, too, is with the special education with a quarter of a million dollars. I agree because I always remind myself that it's unanticipated. So, it's an unanticipated. We can't just use it if we go over on the special ed line. >> I don't want to like stop this conversation, but since we can't do anything about it right now, can we maybe just put what our previous ones were until we like are budgeting for next year and then we can have full conversations around it. Having conversations around it now. >> Do you want
032me to go back? I'll go back and look and see if I have that anywhere so it's not a a guess and I'll bring those figures to you next month as to what you guys set as a goal previously. what the state recommendations are. Yeah, must be something, right? >> I I'll look at I don't think I was on the board when you set those goals, so I'll have to go back and look at previous meeting minutes before me and I'll I'll bring back what I found. >> I feel like our last meeting they were on something. I remember that, right? >> Yeah. Recently >> minutes one of the materials. >> But if if you all aren't opposed to it, um if as soon as um Dr. Bennett has the numbers. I'd love to set
033something just so we don't kick the can down the road and we're not in February like, oh, what was it? You know, >> it's good to have this discussion earlier, >> right? >> And let's lift the numbers up for goals that we had from the past for everyone to take a look at and digest >> next to either state recommendations andor if there's anything odd, you know, out of the normal that we should be planning for um >> would be helpful. >> Then we can just have more of a deep dive conversation about it. Right. I remember 10 years ago when we these numbers were extremely low and we go to the community and we built it up to so I think we're pretty close to yes a lot of the targets that we had
034suggested. I don't know much about like what >> the thought is for the maintenance but I know for the special education we started really low and now we're built our way >> there >> and they've been the community's been so supportive >> extremely supportive. >> Yeah. Wonderful. So, if we're not able to find the official goals, then I'll I'll hold off on adding until we set the new ones. Um, but if if we are able to find the official ones, I'll add them for next month. >> And is the 3,000 earnings on interest and revenue these on these trust funds? >> No. So, the trust funds are held by the town. So, when we when we contribute from fund balance, we actually cut a check to the trustee of trust funds who who manages all
035the trust funds for the town of Brownwood. So, it's it's there with you. Yep. Um and then also just circling back on the solar, I do have um a statewide business administrator meeting on Friday, so I can ask my friends there. >> Perfect. >> Great. If we have these trust funds and they go up and then they're sitting in savings account, which is then making money and it goes beyond what we need, what where we want it, you can't do anything. That just sits there. >> That will sit there. you are the agents to expend on these trust funds, but it would have to be a qualifying expense in accordance with the trust funds for so for example it would have to be an unanticipated special education expense to spend down any of the money
036or a technology expense to spend down that money. >> I mean if you look at like the returns the one year it was at 36,000 that went back to the town that was because of an unexpected security expense that we didn't use the trust fund for. We just use that. So it's like the discussion >> not all of these are unexpect I mean I realize that special ed is unanticipated but the other ones are not right all >> um the maintenance >> I think the maintenance one is well you'd have to go back to the original wording >> feel the original language >> but I mean I think that some some of these we can't spend on some of them we could because they are based on >> and we we try to budget for
037the technology placement typical cycle we budget for that right it's about 20,000 and it's a certain number of Chromebooks for students or teachers but the trust funds as I understand it is for an unanticipated expense around technology we can think of a server would be about $27,000 if one of our servers went down and that would be an unanticipated like we thought the server was going to work for a certain number of years so when I think about uh technology and it's not just the replacement cycle because we do try to budget for the replacement cycle. It's really like >> unanticipated technology pieces especially around the safety and the infrastructure that is not always we we have things happen sometimes and technology includes the service that do our cameras and our lock doors like there's
038a lot of technology pieces that it's not just the laptop so I think about those pieces at all that we don't always anticipate one of those breaking that can be really expensive to fix. >> My understanding was that was the wireless access points and it's on a like That would be >> and so that's why we were cuz it's 50 grand every five years. So we're doing 10 grand a year literally for those. >> Okay. >> That's what I thought. Right. >> Right. >> I think that was part of the original discussion as to why to have it because at the time that was an unanticipated expense for us >> and so that was an example of why we would need it. Um and then going forward you can either use that but or you're
039you're going to have other unanticipated expenditures like that. >> so is the tech unanticipated or is it also for do you remember the wording? Is it or is it for replacement of I thought it was the ongo also the ongoing replacement of Chromebooks? No, >> I'd have to Chromebooks. >> We budget for that replacement cycle in our local >> budget regular operating line, >> but they're also replaced yearly, right? Yeah, there's a cycle of like they have a shelf life so to speak and then we know we have to replace 20 next year. This is how much it cost. >> We have we haven't expended a lot of our um replacement technology. So I know we are going to do that prior to the end of the year. So we have new devices um coming
040in touchscreen for um our first grade that don't have a Chromebook this year in kindergarten. And then um that's how we've been replacing um just a few other tech items, but it's within our budget from this year. >> That's perfect. >> And so the next time we meet um we do typically try to have all purchase orders in before everyone goes on Febru February, April vacation. Um because if you're getting close to the end of the year, you should have bought it if you need it. I mean, there will be unanticipated expenditures, but in the next financial, we should have all the purchase orders in like Ron was talking about. a few year and things that he's still planning on buying. So, those would be you might see a little bump in expenditures next month
041as we get all those last orders in. >> Any other questions for Molly? >> Great. We have about a little less than five minutes left for public comment. Anyone wants to comment? Um, our next item is the certified staff list contract renewal. >> Yeah. And can I ask the board to go into non-public to discuss um that list and then come out and make a motion? >> Can we should we push it >> to the end of the meeting? Yeah, that's what I mean. At the end of the meeting, can we go into non-public >> under um 91A colon 3 Roman noodle 2 A and C? >> We need Brian for >> Yeah. Um, so when we get closer, I can help you make that motion as to the reason and then we could come
042out and you guys can make a motion about the certified >> staff list. Thank you, >> principal report. >> Yes. Thanks. Uh, sorry I missed the beginning of the meeting. Um, welcome to our new board members. It's um, >> um, I have three more board meetings and uh, it's surreal. Yeah, I know. I can't believe it. um started the year knowing this would be it and um we're coming pretty close. This is the slip and slide to the end of the year. So um I just a few things on data I want to pass out. Um we'd like to do some more of this towards the end of the year because we're really comparing fall to like January, February. It's been two months since we've really had this data to share. First, if you could
043look in your packet is uh the calendar. Um Renee, do we need approval from the board for the the Brentwood calendar for next year? >> I really appreciate that there's only one half day. >> Yes, we kept that in mind. >> That's like I think for parents that's really nice. >> Also super jealous about the start date of the 31st >> cuz most schools are starting on like Wednesday or Thursday the week before. >> Oh, really? >> Yep. Well, at least. >> Yeah, we're still we're still before Labor Day >> complaining about it not being till after. >> Yeah. Then you're in school forever. So, >> but is it so >> 175 student days? Are we just going by hours? >> We are instructional hours. >> Okay. Instead of days. Yep. Okay. >> And this
044calendar is really in line with the other schools in SAU16. I think the one of the differences is we moved a PD day from October uh to March and that March 24th date will be a full day of conferences. We've done those at the end of January and February before. So you'll have a conference um time in November and that's typically student le conferences and then the March 24th um day will be a full day of conferences uh with families coming in. We have our four days of PD at the beginning of the year. The 25th is a float day um for the teachers by contract and then there's three days after the end of school for more professional development. Um, so with a vote, I'd love to approve our calendar for next year. >>
045Can I ask a question? >> Heather, school clerk and deputy town clerk. As far as elections and how we use the school during those days, do we need to I guess advise you of days or anything about the elections that we need the schools for or do you guys how do we facilitate that? I guess >> I think it's built in here. >> We have September 8th and then it must be March 9th. Yeah. >> Are the election days. So those are um inservice days for >> and November >> November 3rd is in service. >> September is the day after Labor Day. >> Yep. Right. >> It's like a weird year because there's a big break >> but going forward and then of course we will still have session most likely weekend >> Saturday. would
046impact the school schedule, >> right? >> As far as public elections, using the school, you guys, do you need us as far as the town office to advise or facilitate anything as far as the letting you know what days the elections are or when we need school? >> I think right as of for now it we will be closed to students all days. I don't know as we get closer. We we try to look those dates up, >> okay, >> when we're sitting around and building the school calendar. And then if we have questions, usually the superintendent's administrative assistant will reach out to the town for clarifying questions. But we we try not to have school in session when the school building will be used for voting if we can avoid that. >> I know
047a couple years ago we were open and voting was at the rec center and then two or three years ago we >> just closed. Yeah. So we'll be closed all three days. >> Okay. You don't need a letter or anything from her email. >> I think just something changes if you could let us know that would be great. >> Yeah. I don't know if I heard words that they may be changing the state primary date, but from September to August, but may or may not impact either. >> Thank you. >> They make it August. That would be awesome. >> My my only wondering with the calendar, this looks great. Um, and there's obviously Ron, like always, you put in a lot of thought into like the intent behind these various PD days. And I just
048want to ensure like continuity with the new principle. Obviously, the calendar's like here and we're about to approve it and we have to approve it in advance, right? Um, but like how do we ensure continuity of of everything else that goes with that? Like sort of the thought that went into creating this calendar, >> right? uh as far as what type of professional development is happening or the just days or >> um is there any I guess let me rephrase my question is there anything that's not captured in this calendar that would be important for a principal to know about the design of the calendar um anything that's not on this page in front of us and if if so how do we ensure continuity of that >> I don't I don't think so I
049mean the calendar doesn't tell the whole story again I've been working on my month-to-month rituals routines for uh the administrative offices um how our PLC structures work which isn't going to be reflected on this calendar at all. So what I did was also build out a whole year calendar of um board meetings when we have staff meetings what's in the contract as far as times for staff to get together our PLC protocols which is I hear grade level and team meets once a week with our specials. So, prior to Kathy Hapa starting uh next year's duty schedule, special schedule, PD suggestions and recommendations at least for the first >> monthly shindig. Is she going to do the ice cream and cake? What month is her birthday? >> She I think she plays a couple different
050instruments. >> Of course she does. And you'll have to come back and join her. >> Yeah. Well, that's the invite. I'll let everybody know when I walk through the door. So, it's great. Um Tracy Hovan who's in our main office, she's also departing at the end of this school year and we've already posted for that position. Kathy Hoppa is going to be instrumental in uh being part of that process. So she'll be coming back for that. >> She's also attending our kindergarten information night. So we put an invite out for that. So that's great. >> She gets a chance to see our newest >> students and families come through the door. So, >> it's interesting because I feel like last year with the schedule, there was a lot of like making weekends extra long with
051the teacher in service day. Am I remembering that right? Like, >> yeah, we had PD day on three-day weekends. So, we had a PD on a Friday when they >> Yeah. >> We move away from that for a reason. >> Yeah, I think so. >> And again, we're following the the other schools and >> we were like literally the only school that did that. I mean, I schools are very jealous that for kids that eat at school um or get whatever >> having breaking those up, >> having not having like a 4 day weekend, I think makes a difference. Do >> you know too, I just probably shouldn't speak as a mom, but speaking as a mom, if your child has a special on a Monday, >> it kind of is a bummer because a
052lot of the holidays fall on the Monday. Yeah. And they miss Yeah. Exactly. So the one we moved uh that was on a holiday weekend was the 9th of October and that was the one that was flexible for a lot of the schools and we really wanted not two early release days for conferences but one full day. So we decided to make that change. >> So can I make a motion? >> Yeah. >> Um I'd like to make a motion please to accept the calendar before us for the 2627 academic calendar. >> Second. All in favor? >> I just going to quickly pass out. Um, all we're looking at today is fall and win. Are I ready for grades 1 through five? >> Thank you. Next time I put them in your fancy folders, but
053you have folders. >> Got to make sure your rituals doc is backed up on like three different drives. >> Well, you know, it's funny. >> Wouldn't let me I had to create a shared drive and make my stuff off site. >> So, I share it. was interesting. I was trying to just copy stuff over, but >> yeah. >> And Katie G is gonna t >> Yeah, she's not going anywhere. >> I look at these all the time. >> You look at these all the time. >> Literally all the time. Not ours, but my students. Thank you. >> What months were these taken? So, we're looking at for fall the beginning of October and for the winter we're looking at uh end of January. So, the way it's the way it's set up and you put
054fall and winter the first page they're they're all two pages. Okay. Uh you're seeing overall placement and that schoolwide is the top line. So you're comparing uh October data, beginning of the school year data to really it's halfway point in our school year. >> Can I just because it's very difficult to >> Yeah, it is >> the uh Can you just tell me what starting because you probably know these off your hand. The striped green it means uh >> so there's five different Yeah. One is uh mid or above grade is for the striped green. uh on grade is green. Um one grade level is yellow. One one grade level below is yellow. >> So the anticipation is the beginning of the year. You're going to have a whole lot of yellow because this is
055the expected progress for the entire year. So our first graders through fifth graders at the beginning of the year. So starting the beginning of the year uh we see and this is schoolwide at the top 52% are already proficient. I think I ready uses that designation that anything green shows that they're proficient in that area. So we had already 52% proficient to start the year and then midway through the year we have 72% schoolwide uh in reading. Um below you'll see the breakdown for grade levels. You see the placement by domain in the middle. I'll give you a minute to look at it and I'm sorry for the light printing but um >> could we please go over the the red as well and the kind of plaid what what so we have the midter
056above above one grade level below and then what are the next >> then you have a great uh you have >> two >> and then two or more. Yeah, >> that's what the uh the red is. >> The red stripe is >> two is red and then red stripe is two grades or more. >> Yes. >> So, two grades and then two or more grades. Thank you. >> Um just because I feel like I I'm trying to understand these. Is this where you're where they're expected to be >> at the end of the year? >> At the end of whatever grade. >> Correct. >> So, if they are just regular green, they're at the end of >> Yes. the grade that they're at >> that they're on grade level. >> So they're currently at second
057grade in grade two. >> So in the fall all of our kindergarters were already passed. >> No, I'm sorry. So kindergarteners did not take this. So we're not going to talk about kindergarten. They did not take that% like I don't know why it even says one out of 47. >> That one kid crushed it. >> How'd that kid take that test? I don't even know. >> Was it a teacher? >> So the first page is uh reading. second page is similar with math uh at the beginning of the year was um 39 again was really clear when I was uh looking on my computer but not so much when I was printing it. Sorry. >> And then um up to 59% proficient halfway through. >> Um and you see the different designations. >> Will they
058be doing the I Ready at the end of the year as well? absolutely out of this. So, we'll we'll have better printouts at the end of the year, which is what really counts, too. And again, mid midyear diagnostics, it's really not we're not trying to find a score for our school, for our students. We're really using this data to make some good decisions in our PLC conversations, but it's it's at least something we wanted to share. Um, last time we did this, uh, Dan had suggested providing some typical growth and stretch growth, and that's what you're seeing on the third page. I'm definitely no expert in I Ready stretch growth but um the typical growth uh for let's just look at the reading diagnostic uh >> the progress to annual growth the numbers what we're
059talking about is the median so the median student of sees and the halfway point is already uh the 69% is the percentage of students that have already made typical growth. Does that make sense? Yes. >> For the year and then below you'll see what grade levels and what percentage of that grade level has met it. >> Um this is great. Thank you, Ron. I have a question for you. It's pretty >> So I I appreciate I's ability to kind of see that these kids are on grade level. I'm wondering about the 25% of kids in the fall for reading and the 40% of kids in the winter for math in the or for it's sorry for the fall for weeding reading and the 14% who are already have already finished their grade level before they've
060even started the grade. How are we reassessing their that they've made progress? Because if we just say let's redo this test, you would assume that it's still going to say the same thing like you've still like you started above and you're still above, right? Do we have a different kind of assessment we can give those kids to see that they're progressing in their >> I think the teachers build their own performance assessments in order to provide more information for like the the two report cards that we do really for grades three through five who rely heavily on the IR materials um >> because it does it does I mean even though this is general it does in I Ready say you went from you know, 273 to a 319. >> No, absolutely it does. Yeah.
061>> Do you mean like a gifted and talented student or >> I'm just saying like I mean we have we have 25% of our kids in our school are above their reading level. >> I could speak to that because I use I Ready regularly in my classroom. So when not the testing but when they're using I Ready, which I'm assuming they use just to do work sometimes it levels you. So as you go, if you pass all these certain levels, like say you're doing algebra, they're not doing algebra, but like if they pass all the algebra, it's going to go to a more difficult until they hit that threshold and then they work on that threshold until they pass it and then it goes to another threshold. So it's growing with the student >> for
062when we're when they're doing I ready, >> right? But so this is just telling us like grade level stuff. But if you looked in every kid's I Ready, it would show you where they are and suggestions for teachers on what they need to work on and where they're at. It's actually really cool the deeper you dive into it and how much insight it gives you into a student. Um so I'm guessing teachers can use I use that. I'm guessing I know my son goes to challenge math. He tells me like they have a challenge math of the day and he loves talking about it. Um so I'm assuming they I mean I don't know but I know in I Ready there is that feedback as well. Um >> yeah each student has their own pathway
063within Yeah. the the the product itself. >> Um taking the diagnostic takes a long long time. So they're not taking this full battery except for three times a year because it takes a lot. And of course, you know, once we hit the end of April into May, it's, you know, unfortunately assessment season. It's also celebration season at the same time. We're trying to get it all in. So, obviously, we'll go through our diagnostics and we also have our state testing that'll be starting. >> How is that that wind time working? Has that been has that been successful? >> Absolutely. This year we added um um not just math one time but literacy blocks and the the challenge is scheduling it and keeping to that schedule. Kids move in and out. Um uh groups in reading
064change every six weeks groups um and that's both for uh students that need extra support but also enrichment students. I can't give you the exact number of students that are doing enrichment as opposed to um students in need of support, but I know it's more than in years past and it's both in reading and in math. So the whole thought was you you and we'll put that in the schedule and the you know it's the first time since I've been here we've had this is when this grade level is doing reading this is when this grade level is doing math this is when you're doing your win time this is when you're doing your uh math win time your reading wind time. So and coordinating that between all the different grade levels you know um
065and by the way who wants win time at 9 in the morning you walk through the door you want to build community but somebody has to get it. So we have to be creative with what grade levels does it have to be every day that they have it at that time. So um but building that schedule so it's not just the intervent interventionists like Kathy but also our um our case managers speech OT PT that we all try to kind of do things during that time too. So, >> I really appreciate having enrichment for literacy. Like, I think it's there's always been it's math and there's math actually like for kids, but to have that for literacy is pretty awesome. >> We have some great experts in the building, you know, um our reading specialist,
066our reading interventionist who's been here longer than I have. >> They do a wonderful job. They attend our PLC's. So, our math interventionist, our literacy interventionist. So every four weeks they're coming in and meeting with every single grade level. We take a look at how the progress is, how we want to communicate what the needs are. Um we continue to look at how we challenge every student on the whole array of students that we have here. So um it can't always be just those students that we want to bring up to proficient. has to be students, you know, your middle flyers that'll be happy just, you know, being proficient that we want to challenge and those students that are really high-flying. How do we keep them up there? >> I think our teachers do a
067really good job of having those conversations. It's part of the culture of PLC's. I think it's a game changer. It's one of the ingredients and the recipe on why we're successful is we talk data every week. Um, >> and do you feel ready for like the fifth grade math placements? Like we know what CMS is looking for. >> Absolutely. We've already had those conversations. There's a formula that's involved that is fair for every school that is sending students up there. So, >> they have to meet the criteria. Yeah. And there'll be conversations and there'll be an avenue for families that feel like, listen, it there wasn't a recommendation of the school, but I want to meet with someone at CMS. I believe that process is still in place. So >> yeah, thank you for including
068this additional data. Um it really I think points to the fact that that win period is working. Teachers are differentiating instruction. >> I mean it's one thing to have a bunch of students who start the year off green, >> you know, but it's another thing like those students are each assigned with their own individualized growth target. So, if you're a second grader, but you're already reading at a third grade level, your growth target's going to be even higher than that. It's going to be up at a fourth grade level. And at the midpoint of the year, around 70% of students have already met their annual typical growth goal, >> right? >> That's that's awesome. Um, do the students have any awareness of these growth goals or take any ownership over them? I've been at schools
069who have really done that and others that haven't. Um, as far as like, um, I was with fifth graders when I was teaching that the kids were like pumped about they used NWA map benchmarks, but it's the same, uh, concept and the kids were all like owning their growth goals and say, I'm I exceeded mine for the winter, I exceeded mine for the spring, and we celebrated it and that kind of thing. >> I don't I don't know if it comes to that extent. We definitely don't want to build a culture of competition where we're kind of mapping it out. And I know that's not what you're talking about, but >> but the growth goals are unique because they're individualized to the kid, right? It's not like I scored proficient in third grade and you
070didn't. It's like I I have my own goal and I exceeded it and I have my own goal and I exceeded it. You know, >> I think our teachers do a good job of uh putting the students in the seat in the driver's seat about what they're learning. I think we could do a better job of it. I know. Um that's what PLC, right, is which is making sure the students are part of the conversation because they have to be invested in what they're doing. They need to know why they're here. It's not just the place that they're told to go every day. But >> yeah, >> and I think the Sweisey student knows why they're here and they start building it and growing it. And um 14 years ago, I was lucky to inherit
071this building and I feel like that same level of expectation is still here. Yeah, >> I think the teachers I hope the teachers >> don't feel pressure around that. >> I don't I don't I don't feel the pressure. I just it's just become a culture of what we want to provide. I just wish every school in the country could be like this school. >> Yeah. >> You know. >> No. And that balance is so important. I just saw a report that I is now being used by 13 million students across the country or something like that. >> Yeah. Yeah. >> And there's been like no >> no no research or that points to it directly causing increased academic achievement. Um not to say the the diagnostic these benchmarks are great but there are schools out
072there that over rely on the I Ready >> you know learning pathway for students and I know you know you all don't do that like teachers teach and they make their own curriculum and it's it's teacherdriven high quality instruction. This is just a a way to get a pulse on how things are going, right? >> Our teachers are grabbing tools that um well, they're not new to everybody. They're definitely new to us in the last couple of years of using AI to build performance assessments specifically what we want to target, >> right? >> You know, and it's amazing what can come up and then you tweak it. You know, we want to make sure it's exactly what we want to do. You know, one of the teachers in this room has been doing a great
073job with that. And uh I love that we're going to continue doing it so it does exactly what we want it to do. So it's not just I ready and then that's enough information. >> Yeah. >> How do they have any growth if it's their first assessment? >> The growth is between uh it's it's between fall and winter. That's the growth. >> But there's growth measurements on the fall one. >> I'm sorry. >> There's not a growth measurement on the fall one. that >> on which page? The only growth one is when you compare the compare them side by side and then the third page. >> I see I see >> shows the typical growth >> and it would be helpful if I didn't make it with invisible ink. >> I see. I'm just looking.
074>> I'm impressed you were printing because we the printers were down. >> I waited all day to print. >> I don't think Uniflow was happy that I wanted to do this. Yeah. >> Um, >> besides uh any other questions about data? >> I know. >> Oh, that's great. Thank you. >> I didn't know you were putting me on the clock. >> But there is public comment and we haven't um closed data. So, if you come up to the microphone if you're able um and then you just say your name straight >> or we could bring the mic >> bring the mic to if I said uh just so I can understand the language. I know every profession have a news language. What is windage in a brief >> and what are the PLC's so that
075I can figure out what you're >> what we're talking about. >> Yeah, that's those are not terms that I heard when I >> Can you just state your your name for the record? >> Okay. >> Um I have two kids here. >> Awesome. you actually get grandson. >> Yeah. >> Um wind time is what I need. And so basically that's a time when kids go into leveled right math and reading groups um or literacy groups. And so they you'll have kids at the same levels learning. They mix the classes together. Um so you have kids from in each grade who are at the same >> level of learning. just your achievement level, not your grade level. >> Yes. Like it's within a grade level, you are working with kids who are at a similar >>
076Yeah. It's it's really targeted reteing or extended learning for 6 to 8 week periods of time. So if there's a concept in math that all of second grade teachers working on teaching, then they do a student assessment, formative student assessment, and they said, "All right, Ron and Renee need reteing. Molly and Melissa have extended learning." And so it just breaks everyone goes to what they need based on what the teachers had taught and they do an intervention for or they do extended learning for that period of time. So it's really it's what gets us our scores because it's really student specific based on the teachers assessments and then everyone goes for a period of time. So yeah, so the kids who need a particular type of help are sort of put together taught by someone
077who's mostly teaching that >> specifically >> in that particular way >> for that period of time. Yep. >> Now what happens if a child is uh a grade level below? Do they does a third grader go be put back with the second graders or >> not? Not not typically. >> No, we have enough students that we can provide the just right instruction for them during that time >> within the grade. >> Yeah, within that grade. We don't we don't do a ton of, you know, second graders moving up to third or vice versa. You also asked about PLC. It stands for professional learning community. We meet once a week at all these different grade level teams and we ask essential questions. What do we want our students to demonstrate? What do we do when they
078haven't demonstrated it? What do we do when they've demonstrated it? So, we ask those questions and we talk about data and it's with uh for reading, math, social emotional learning. Um, and it's it's a game changer. What do you use to decide if someone who's behind uh is still capable of progressing to the next grade uh in terms of math and and English? In other words, if they're if they're two levels behind, do they get held back to a grade or like what what are your criteria for that? >> Yeah, it's it's very rare that I would ever recommend retention because it really doesn't make that much of a difference. It's the instruction that makes the difference. So, um, and honestly, we don't typically have that kind of problem here. So, we're always going to
079have students that are not proficient. Our goal is 100% students are going to make uh their typical growth. Um, but that's why we continue to invest, why we continue to have conversations with each other as professionals. So >> now what's the difference between wind time and having uh a particular u special period of time set aside for a student? Um there's a there's a term the extra time or extra uh teaching that's >> the IEPs. What's the difference between going time and IS? Well, um, we're going down a pretty pretty long road here about school, but and I'll say sometimes, >> yeah, sometimes there's no difference. Students might go get their IP services during a win time. Sometimes students get pulled out at different times for different services. So students on IEPs have a a
080schedule to meet their needs to that works with the classroom teacher and they we try not to pull them out of core instruction, but then we find ways to support them in other ways either push in or pull out. And so sometimes it works out that their reading services are during win time. Sometimes it it doesn't or they get a double dose, they go to win and they go to a special educator. It's all different depending on the students needs. So, and so most of the most of the extra cost the cost for the the I guess it's the average student versus the the kids who have the IEPs, where is that cost being put? In other words, if if everybody is getting wind time, then the extra cost is also involved in wind time,
081but it's also of the IEPs. Um because the cost for kids with IEPs was supposedly significantly higher than the cost for kids who who don't have IEPs. >> Legal services you have. >> Yeah. So the cost associated with educating a student with IEP directed services um can be tracked down to your related service providers, your speech OTP and special educators. So it's it's you additional salaries for additional staff to provide specialty services to students on IEPs. And those salaries are also being used for people who are doing wind time. >> No, no, not not necessarily because the way the system works in the building is the teachers teach each other's kids during win time. That's why the whole building has wind time. So it's like, all right, second grade, >> these are our math wind
082groups and those those are classroom. You're >> not the special, >> Right. Yeah. >> I really appreciate you coming and asking questions. You're one of the only community members who has. But any other questions? >> Look stupid, but I think it's important for me to >> Yeah. to understand what you're doing. It's probably >> And you can always you can always call me too. Like even the board meeting is a fine place to kind of come and say something. But if you have any further questions, call me and we can chat. >> Right. >> Because when I was in elementary school, it was a long time ago. >> Very different. Me, too. It seems like it's a lot more complicated now than it used to be. So, okay. So, that's good. >> We appreciate you.
083>> Thank you for asking. >> Good call out on the acronyms. We try to catch ourselves sometimes. We get moving a million miles an hour and we start rattling off PLC's and I >> PFG. We're still working on what PFG is. >> Working on BFG. >> Make up our own parents for >> Thank you. I'm done with my time. Thank you. >> Thank you. >> May I ask is it okay if I ask? Um because it's been a while, I saw on the principal report the grade sizes. Can I ask you um how many teachers is it per grade? And then I know there's going to be one less next year. And where does that fall? >> Thank you. So it's three three classrooms per grade except for fifth grade this year. Melissa, there's two
084fifth grades. Next year it will be three class three teachers and three classrooms per grade except for second grade. First grade is going from three to two. >> That's going to move to two next. >> Okay. >> I'm so glad you said that because recently someone had made a comment to me about second grade having only two teachers and I was like with 44 students 22 that I'm like that's just way too >> I'm glad you said that. Okay. 38. And so that's how we >> okay >> reduce the um budget line item >> and it was just through attrition. And um and then the the prek three and the four um how many days per week or does that do some students come four days or is it >> No, typically it's two or
085three but typically it's three three days or three half days >> like age three and age four. >> No, right. it I didn't know some we had we used to have a 4-day program where like kids would come two and two or >> there were some >> No, it's more it's it's uh typically uh three sessions a week >> and is it three sorry when I my son is now in fourth grade when he was here it was two and two like you said he was here two days a week so is it two or three like how many sessions are there of prek this might be a silly question >> there's 10 there's eight sessions a week >> okay and so So, some students come 2 days a week, some students come three days
086a week, half a day, eight different little sessions >> with these amazing little kiddos. >> Yeah, it's really cute. >> We already have 47 registered for kindergarten next year. >> Wow. >> It's amazing. >> Yep. >> I love it. >> That's a lot. >> Cuz last year Well, >> is that the same? >> Same as this year though, right? >> Say it again. >> You're currently at 47, right? >> Get a big boost in the summer. >> Yeah. >> So, we could be even bigger. Um, all right. Thank you. >> Oh, sure. Anything else? Okay. >> Thank you. >> And I'll just add that the number of teachers, it will be the same next year as it currently is. The difference is that this year it's a a budgeted position that went unfilled and next
087year it's a a position that we we didn't budget for. >> Okay. >> And so if you look at Meg Molly's report, um the there's a significant unassigned fund balance. I don't know what portion of that, but a significant portion is tied to the unfilled teacher position. >> We were not able to find someone or you just chose not to >> have to because the fifth grade was such a small class. So in order to not spend money we didn't have to spend. We just didn't fill um that one position. >> Yeah. >> Thank you, >> Molly. I don't know if you here. >> Yeah, I was going to say >> I was like um moving on. So, the reports from the chair. Should we start by reassigning committees? Is that >> Yeah, it's really
088up to you, however you want to reassign them. Usually, it's a school board chair that assigns committee members. Sometimes they seek feedback. It's up to you. Um so um Katie just so you know and Melissa I think you were on all the committees. >> There's um committees that we are on with the like joint board safety and security superintendent evaluation policy um budget also that was at the end through me and strategic planning. Um I have Brian has always been on policy committee that it was super helpful person to have on it. I would love to take that on. Um I think it would be interesting. >> What are you on right now? Sorry. >> Safety and security. >> Um and so I I was previously on safety and >> I would love safety and
089security. So I'd be okay with switching if there's no objections to that. >> If you don't mind though. Um, I had done this when I was initially on because I'd done the safety and security for all nine years, but as long as there's not a quorum, it was okay to have more than one person. Is it okay if I attend as well? Please, >> I would. >> I I do want to let you know safety and security meets during the day. >> Oh, it is during the day. >> That can happen. >> Yeah, that's what I thought. >> I teach children. >> It's a very interesting one, but it's a twice, three times a year meeting during the school day. But if you're if you're able to ever get time, it's it's >> you can
090talk to my principles. >> Peace of mind. >> It might like that. >> I don't know if they'd listen to me, but sure. >> I would not like that. >> They'll try. >> So like maybe Melissa, you're on that and then you can attend. You can attend. >> No, I didn't realize it was during the school day. Yeah, I can definitely. >> Thank you. >> My school days are limited. >> All right. >> As is. >> And I uh sort of did twoish committees last year. Um, uh, Allison Higgins was the superintendent evaluation committee point person and she was the chair of that committee actually for all of SAU. But I sort of shadowed her for a short while um, or not a short while, several months um, on the superintendent evaluation committee so that
091I could sort of learn uh, what she does and uh, what that committee's been up to. And um, I really got energized by that. Um, so I would if if others are okay with it, I would love to continue joining the superintendent evaluation meetings and then uh budget committee was a great way for me to get involved with um sort of the broader picture in town around budgeting and where the school fits within that and um developed a a strong working relationship with um the chair of the budget committee and um several other folks uh be happy to do both. Do you want both? Or I was going to if you take budget Well, you haven't spoken up. I was going to ask you um because I've done it for years. If if you want
092it and you're the boss, I understand. Um but at least if I could be the backup >> budget. Budget. Yes, please. If you still strongly want it. >> Yeah, I would love to do it again. Um and then backup. You mean like if I'm not able to go or >> Yeah, I think that sounds great. >> There's a lot of meetings. >> I've done it for four years. Yeah, I really enjoyed it a lot and and people would >> they would laugh, but like um it's he knows it was one of those where like I'm physically conservative but when it came to the school know like >> I'm school board so we need what we need. Yeah. >> So yeah, that would be great if I could back. >> I think that's a good plan
093especially because there's a large quantity of meetings with budget committee. So I'm happy to take the lead on it but probably wise to have a backup. >> Perfect. And let me know if you can't make it. Thank you so much. I know that they are meeting right now. >> You can just put me wherever you want tonight. >> I emailed Jim and let him >> maybe move that. >> Uh I don't know why they did that because all last year they would set the meeting such that it was staggered with school board. Um but I don't know something got lost in the shuffle. So moving forward we won't conflict. Uh because that it just doesn't work that way. >> Strategic plan. >> I I will stay on the strategic plan. God bless you. And that's
094what is that a fiveyear kind of or when does it when did it start? When does it finish? Is it rolling? >> Just five years, but it's just starting. It's just we just are making >> last year was the like community forums and all. >> Oh, where you got the feedback. >> Yeah. >> Now, now the really cool >> you get to dig in. >> That's right. >> Exciting stuff. >> Implement. We made the plan. Now we need to implement. >> It's great. >> I don't know what's left. You have to >> solar. That's me. >> Okay. I mean, >> I'm terrible at it. >> I don't You can put me anywhere >> as long as it's not during the school day. >> So, is solar just reports or is that meetings or what is
095it? >> It's not. >> I'm not I'm not reporting back on nothing that I know about. It's doing research and >> yeah, it's going going to the SAU and looking through >> power bills. But no, yeah, it's just we've just add decided to add it's not really committee. It's just keeping track of what's going on with solar panels. >> So, it just just throwing this out there, but okay, I'm going to sound like a hypocrite because I just asked for a couple committees, but I know back when I had first started it typically, remember that Mike Morgan used to say, "Oh, it's great. just take a year to get the flavor of things before you. So, in a couple months, you'll be like, "Thank you." >> Oh, I mean, I'm fine. I'm just like, if
096there's something that needs to be done, let me know. I mean, I'm not going to I don't know. So, >> the newsletter. >> We do have >> Oh, yeah. >> community engagement and the newsletter. >> Be the newsletter writer. >> You don't want me writing. >> I'm good with ideas. I'm a good idea person. I don't even know if it needs to be the writer necessarily, >> but like the coordinator >> making sure that we have someone who's assigned to write each month even um because we shared the writing >> I was like one person we use >> but honestly like community engagement is on here and I think that we have kind of just used the newsletter as the community. >> There's so many other ways I mean not that it's not a great
097way and I'm not saying we take it away but there are other ways to community engage as well. Yeah. So, >> really fun, too. >> Cool. >> New ad hoc. >> You got me. >> Community engagement. I like it. >> Congratulations. >> So, are you made up my own? >> Are you still doing solar though or what's the deal or is Katie doing solar? >> It's another >> It's a job. >> Just a It's just a report. It's a report. It's not. >> Um, >> you have the dashboard information, too. Kate, >> I do. >> Yeah. Um, may I ask what I didn't realize that this isn't a committee just asking for another time. Um, I noticed on the school board goals, they were adopted in October 2024. Um, and I know number five was
098to work on the BTA contract which was successful this year. So, is that ongoing or is that are these board goals something that we work on on the summer and we refresh for September or now? typically done is we've made them talked about them in September voted on them in October. >> I was going to say, do we know when the like par and the teacher contracts are up? >> The parah contract was four years. >> Okay. >> Last year. I think it was >> I think it was last year. >> Last year. >> It's just something to think ahead about because I know our school just went through teachers and paras at the same time. >> That's why they that's why they do three and four year. >> Yeah. They tried to switch it
099up and for some reason they felt very similar. So >> perfect. So if we go I guess if we have that assigned can go through the committees. Safety and security did not meet. So I had nothing. Superintendent evaluation. I think >> yeah. So I um think everyone should have received an email uh from Sharon. >> Yep. Um there's a superintendent goals feedback form. Oh, it's at the bottom of the pack too. Perfect. >> Um so I, you know, have thoughts about uh this form, but I would love to include the whole board here. Um I don't know if it's too soon to like and we've already we've already gone an hour and 17 minutes and we have we got to go to non-public. And >> may I ask you a question? >> There's a lot
100going on here. So >> do you typically discuss it during non-public I assume when you go through the or not necessarily >> I'm trying to remember last personel >> yeah we usually do dis if you want to go into nonpublic to discuss superintendent evaluation I think what some of the other boards are doing and why we set out separately is if the board has feedback and input they can give it to Dan >> via email um which is why you've got the email separate so you can fill that all in and give it to Dan and Dan can bring it to the committee and come back with follow-up questions. Do you know when you would want that back by >> the So Sharon said she wants um she wants it all back by May 8th
101which is what just after our May board meeting >> um so ideally ahead of our next board meeting but if we need to like >> we could discuss it >> if we need to go into non-public and discuss anything specific on what is it Monday May 4th is our Um, yeah, >> perfect. So, if you have anything, send it to Dan. >> Um, and this was like something I didn't know, Katie, is that if you email all of us, >> it creates a quorum. Yep. >> So, it's like if you have feedback, send it >> just after. I think you guys know in our little meeting. Mhm. >> Um, so by the next meeting and then we can discuss if there's any >> discussion >> and I can try to if you get it to
102me with a little bit of advanced notice, I can try to sort of like compile a a draft if you will um and we can discuss it together and non-public on May 4th. >> So I brought this up already with previously with Dr. Bennett, but I assume that Katie and I wouldn't really wouldn't be involved at all, but you would be able to go back to Brian and Allison for their feedback versus our feedback. >> They were on the email. Um, and Brian still has an SEU email. Um, and I think Sharon reached out to Allison, too, to provide that feedback. So, I can follow up on that and ask Brian and Allison to send you Dan their feedback. >> That would be great because I know Alan Allison especially has been so involved. Yeah,
103>> this committee and so >> all right >> policy committee. >> Wow, >> two months worth. That was so exciting. >> Two months worth. I will say um Brian did attend the last couple meetings, so his feedback and his edits are in the policies. Um but you have this summary and you have the policies in your packet. So I just welcome any questions or thoughts if you guys have any. >> Some of there was only one that was new which was um student conduct on district provided pupil transportation is the only thing that new other ones are minor revisions. >> May I ask a question? >> Okay. Um so it's been a while. I heard you saying that there's two months worth and only one of them is new. Um, is it I don't know
104how you typically do it. I know I I read through these and I have questions, but is it possible to um to discuss to discuss them and then not vote on them until the next meeting? >> Yeah. So, what we've done sometimes is like we'll vote on a bunch of them but hold one back or we can discuss them and next meeting. >> Okay. Um, but Heather, since you've been back, Heather created these really summaries that are really helpful because it really like it tells you exactly what you're looking for. Um, >> Alison has taken over that process. >> Wonderful. >> But, um, yeah. So, if there's any discussion on that specific >> I do >> I think that the other thing that is useful is to know how much we actually of liberty that
105do anything about it. A lot of it's forced policy. >> It depends. Sometimes the policy is straight from the legislation like Yeah, it really all Yeah. Let me try to put that in the summary, >> right? >> Does it? >> Um, okay. So, >> I had a couple of comments, but just on the on the March ones, so I don't know if one start with February ones. comments on the February ones. >> I I don't know which is February and which is >> March. Does it does it? >> So the March was the board the B ones that were board really around the the board's role and responsibility and then the February ones around student conduct pupil. Yeah. School bus transportation. >> Um >> we put off one too from last time but I don't
106see it back on. No, it was the it's you're right. It's GB BBE. >> Yeah. And it was uh I do have that language for you and I'll put it in next month's um packet. Yes. >> Okay. So, JIC is part of February, correct? >> Okay. Um I just wanted to ask you and I don't believe this is a change but um talked about jurisdiction and the bus stop counting as disciplinary action which I could see both sides of. I was just curious cuz sometimes bus stops are on someone's private property like is it >> I don't know like is that the school's per or is it the >> So the how does this actually was a good conversation at the policy committee. So the conversation was around bullying investigations with behavior that occurred at
107a designated bus stop and the district's ability to do disciplinary actions such as removing them from the bus for a period of time. So, it was around um students behavior at a designated bus stop. Um if it was a shared designated bus stop and behaviors that would be against a student code of contact or would require bullying investigation, that was that was the conversation. >> Okay. >> Or designated pickup areas. Yeah. >> Okay. >> It was interesting, too, the the wording. Um I'm not questioning it. I'm just saying it was interesting to me um the wording around the transportation being a privilege because really K to8 right >> mandatory >> yeah exactly mandatory so when I saw the word privilege I was like that's interesting maybe at the high school but I don't know so
108I thought that was interesting point >> are there any other comments on the February policies What can you just tell me? I I feel they're not totally labeled. Yeah. Where does it end with February? >> Um so last one is the G J IC. >> So it's going to be February is going to be E A which is school bus safety J IC which is student conduct on school buses. >> Okay. JLPK physical and emotional wellbeing students and JIC student conduct. >> Okay. Um, speaking just for myself, um, all that you mentioned, um, I am I'm comfortable because I know I'm the one that asked about the 30 days with all except for, um, if we could discuss further the JL CK, but I'm happy to make a motion on the others or second if
109someone would make a motion. If everyone is ready, >> do you want to talk about that one? Yeah. >> Do you want to do it now or >> I mean I would if you have something because then we can let the thoughts percolate. >> Sure. Um so I'm just um curious if this where did this language come from? Did it come from the New Hampshire School Board Association? Is it It looked to me like unless I'm misunderstanding but it looked like a brand new policy not one that is being reviewed. And I was curious um I I can see some places where it's been pulled from from the um the ed book and statutes, >> but is this something New Hampshire School Board Association suggested? Did it develop within SE of 16? I just looking
110for background, please. >> Um no, from the New Hampshire School Board Association and we used to have this policy, but it just talked about it was very minimal. I wish they that she put the um >> is this we had to have a wellness policy. >> Yeah. >> And then we had a very basic >> we had we had like four I wish they that the track changes were in here because it was a very short like paragraph and then this was the revisions that came out of um I think the New Hampshire School Board Association made these recommendations. So it says revised including change in title to include amendments and recordings of minimum standards found from the New Hampshire Department of Education rule ED uh 306 specifically the requirement in ED 3064B15 that schools
111have a policy addressing quote physical and emotional health needs of students unquote. The new language is intended to add more substance and examples to the policy. So, we passed one last year to meet the >> legal requirements and then the policy this year to actually say what it's intended to do. >> Would the board be okay with me please taking more time to look through this particular policy? >> Bring it back next time. >> Yes, please. >> Sounds Sounds good. >> Thank you. I appreciate it. >> Just so it's the physical and emotional well-being of students. >> Yeah, JLCK. >> Yep. Well, you just said JLC, so I was like, I see JLCK. All right. I would like to make a motion then to accept policies E AE J IC and J IC. >> Second.
112>> All in favor? >> I >> was that everyone I Okay. >> And so we will reress JLCK next meeting. >> Thank you. >> Okay. And then I guess the February or the March group which was mostly about board authority and board which member >> I thought was a really great um kind of reminder especially with a new like a new group of people. I think it was really kind of timely whoever picked policies this month. I and I think are they up for are these policies that have to be reviewed annually anyways? So I think that's why Allison put them on and I did not attend this policy committee meeting but um your summaries of the revisions are on your cover sheets. Were there any like thoughts or questions you came I had just
113one small thing. Um, oh, it was just that I know we and actually you asked this question someone this is all about like assigning someone to take the minutes and how the minutes are taken, but can you remind me who's taking the minutes right now? And >> um, who does take our minutes? Someone watched the recording and takes the minutes. >> God bless you. >> I thought Molly was going to give us the answer. >> Is it it is Sharon? Does Sharon Gage do our meeting minutes or is it um >> I don't I mean you can see it I think on the >> last minutes. >> Oh, it does say it. >> It's supposed to say someone signed. >> It's supposed to be signed by the person who does them. >> It is Nancy
114Poyer. Oh. >> Yep. >> Okay. That was >> That's who That's >> Yeah. So I I had no problems with any of these. Oh, I agree. Interesting. policy. >> I just think especially like the social media piece like there's I feel like a lot if I could like if we could just get rid of it would probably be great. >> I do that policy. It's like I really appreciate that and just like as a board I think it's a great reminder of like we are one voice for um the community and so like social media is great but I feel like it's really easy to get in the line of like you're you're speaking on behalf of the school really >> teachers and the kids and so I just that was a great I think
115reminder Any other any comment? >> I have some questions. Um, the BBBF, the student board members. >> This appears that it only applies to the co-op and specifically the high school. Is there any reason why we have it? >> I think the board packet of the policy just goes out as one whole board packet from the policy committee. Um, so it's not a policy that you have to adopt. >> It's just for the >> co-op. say it shall have one student board member from the high school. >> Yeah, it's just for the co-op >> that we have to have. >> No, actually, no. Well, it's not You know what? It's not even on our Actually, it's in our packet. It's not even on our list, >> right? It's it's just for the co-op. I think
116the packet's just one PDF that Allison >> sends over. >> Um, any other comments, questions? I do. I'm sorry. I did I usually write on these, but I was doing it on my computer today. So, I have a separate paper full of notes and it's like throwing me for a week. >> There's only like five papers. 500. >> Okay. Um >> I was reading my god. They just keep coming. >> All right. BCA, that's the one that we already know. That's the scope, wasn't it? >> Ethics. >> Okay. Have we done a um I just saw the remote attendance >> for board members? >> Thank you. >> I've seen like a budget committee does that for example because there's a lot of meetings there and people are on the move. >> Uh I don't know
117if we've ever have we ever done that. >> We do with the co-op sometimes. I mean but it said basically you can do it but it pretty clearly says it's for extenduating circumstances. >> Yeah. You have to state your reason why you have to be remote and that there's no one else in the room and your name. >> We have done it before actually. >> Yeah, other boards have done it for extenduating circumstances. >> Okay. >> And so this policy just restates that the option exists but it reply requires compliance with RSA 91 A3 whatever that is. Yeah, >> I'd love to see something to the extent of let's say for example the camera must be on >> um >> that and I' I'd love to see >> it's a great >> the my only
118problem with making that a policy is there's situations right if your internet is slow that like you can't hear anything or you're choppy when your camera's on like >> you're like I don't know like worst case >> it like in the hospital or something you're joining the call you're >> should you be on the call >> say I was in the hospital for almost a month at the beginning of the school year and I had to go on Zoom and I didn't want to be in my night gown on Zoom. >> No one wanted to see me in my hospital gown. appreciate the tenants of like >> I get what you're saying >> so much better when people are on video but I don't know that like making it a policy that they have to
119be because they're always extend extenduating circ >> obviously it's preferred but >> and I would also say like anytime somebody's been on Zoom like we don't have the technology to have a screen that's visible to everyone on the board so they're usually on >> right there >> but it's not h you know what I mean like whenever we've had somebody join on Zoom it's been on somebody's camera. >> Um, okay. That and I was the other couple things from the past were just um is there is there so many meetings per year that um you can miss and then after that that like is it three per year or something? are there. >> I don't because it's an elected official. I don't know if the board has the authority to like if someone someone I
120don't know if you guys can kick someone off like if Katie misses five meetings, she's still elected to the board. So, I don't know what the >> Do we put expectations down though? >> Oh, I think you guys can do whatever you want around the expectations for sure. I would question whether the expect like if we are setting our board goals like if we do that in August September I would think that could be part of that discussion. So it's like here's our new school year. These are the expectations. >> Um and then we could use policy like the social media is a policy but it's an expectation that we have of each other. So I feel like it could be part of that conversation and not because if it's in the policy it's >>
121I agree. >> Okay. And the use of the school facilities. That was a question I had. Does that So that's not through Ron. And that's through the SA because it says delegate to the super. So you would be the designate authority in that >> when people will um fill out a building use form and I'll review it. We don't get a ton of requests but um I sign it and it goes to facilities to ensure that they have what they need there. >> Okay. >> And make sure there's no conflicts. We put on the calendar. make sure that their uh liability insurance is in place if it's not a school. >> So the design would be not Ron. It goes to Ron first and then it goes to the superintendent signs off on it on
122the form officially, but the superintendent or superintendent design would always be checking with the building principal when they get a building use form. >> So that was another one that had been on my list. um anything that's part of the board's purview because that was originally right it's been crossed out the right to authorize use of school facilities shall be retained by the board as executed by the superintendent of schools or designate I just I hate to ever turn everything anything over in a policy I would personally prefer to keep it this way and you do your past practice but I personally would not turn over any authority we're binding every future your board. I I personally would not be comfortable with that. >> Would you be comfortable if it was in four? So the
123board like because really the board's not approving the use of the facility or we could or maybe saying something like you know um yeah I'm just wondering if like that it's done by the superintendent or designate but you know can be but the board can have final say or something. We don't want to be like, "Oh, can the wreck use it?" Not like, "Let's bring it before the board every time, right?" Or something, but >> Well, okay. So, let me ask you an issue with it or, you know. >> Yeah. So, I first of all, I want to say thank both of you because you're trying to work with me. So, I appreciate that. Uh, my two questions are just um one, why are we changing it? And two, I appreciate what you're saying about,
124let's say, the wreck coming before the board or others, but has it happened that often that we would need to update the policy? I think it says the minor corrections were added to reflect the passage of House Bill 265, which was added to RSA 91A colon 2, the requirement that all Oh, oh, oh, oh, oh, oh, oh, oh, oh, oh, no, no, man. I'm reading the wrong one. Hold on, hold on, hold on. >> Okay. >> Um, >> thank you. >> Um, brought to the committee for review, request of request of a committee member, minor rewarding revisions were made. So, it was request of someone on the policy committee to rework this. >> So, it might not even be Brentwood, >> huh? So it's really like changing it retained by the board and executed by
125the superintendent. The board's delegating >> and I would >> is there >> I would say there's other buildings that get a a lot of building reuse forms and the boards do not meet as frequently. If you think about our high school or a middle school, there's a lot if the board had to meet to consider every building use form, you would be meeting once a week. >> So that went right. So, I'm wondering if that's why because it said someone from the policy committee brought it forward and and I'm looking at the wording. I'm wondering if it's one of our bigger schools, Lincoln and Main Street and Exit get a lot of building forms, >> but I mean I people are using this bo this building. >> Yep. >> We've never I've never since I've
126been on the board authorized anyone to do anything in the building. But I think the way the policy was worded, the use shall be retained by the board as executed by the superintendent or designate. And so basically the original way it's still saying this superintendent, but the board retains power. >> Yeah, I agree with you. I think that there's no reason to change that. And then um so would it be possible to to strike that change but then we could go ahead and the police andor fire protection. Is that just because it was missing a comma on the next page? Does anyone know? I don't know why there's that. Look at that. >> I have no idea. >> It's just missed missed the comma. >> Yeah, there's not supposed to be a comment there. >>
127I think if Yeah. Was and then strike the other change as well at the bottom. So just if you either just leave it or add the comma after protection, but that sounds like stupid. >> Mhm. >> I think maybe >> say that >> can we not make the change to that one? >> Yeah, let's just policy >> KF the way it is. >> So don't touch KF, right? >> Okay. >> Or just you can make a motion not to approve it. >> Yeah. You just approve the other ones and don't approve that one. >> Yeah. Or as originally written. >> It just it will stay as originally written. If you don't approve the new policy, it stays as is. >> Okie dokie. >> That might be the easiest. >> I'd like to make a motion
128to approve. >> I'm sorry. Wait. >> Oh, you got one more. >> I know. I'm so sorry. I have one more. And And next time I'll be good about getting my paperwork from SEU ahead of time. >> I don't believe >> it's up to Megan. He's going to find that. Um, okay. Let's see. Um, okay. I guess it's fine. Um, and and the detail around the board officers, is that just because it wasn't clarified ever originally? >> We don't have board officers >> or whatever. See this? Oh, that one. Yes. I think just because it wasn't defined before. I thought you were talking about this. >> Okay. That's that's that one's fine with me. >> All right. You're good. I'm sorry. I think next meeting will go in order, too. >> Oh, thank you. That
129was the other thing, too. I wrote my notes in the order of what was on the computer. I don't know if it's printed that way, too, or not. So, I'm like, >> you go through one at a time. You don't do that. >> Approval and policy at a time. When I when I had done it, I did notes like on the order they were on the computer, but I don't know when they're printed if they if I have them still in that order. I I think that's fine. I think everything else is fine. Thank I I really appreciate everyone's patience. >> Fine. >> Yeah, that's good. >> All right. I'd like to make a motion to approve BB policy number policy. Cool. BB A B C B F B C A B DB B E
130D G >> second. >> All in favor? >> I >> And just of note, policy KF was not approved. >> Yep. >> Perfect. Um, I feel like these are in a weird order. Board member query says, "Has anyone heard from anyone in the public?" >> Been a while. >> Oh, didn't Brian send someone? >> I have a couple. Um, one would be nonpublic, so I think it would fit under personnel. Um, which we'll go we're going to go into anyway. Um, the other one though, it's so simple. Um, but someone has asked me, Ron, um, a few times about the pledge of allegiance, which you probably got the question too, just how many times a week is it done? Is it done in the classroom when you do it on Fridays? Is the whole the
131whole school participate? Is it possible for me to get feedback on that so I can share? >> Sure. >> Okay. >> Yeah, I can get them for you. >> Oh, you don't know right now? >> No, I know I do it on Fridays, but I wouldn't be able to tell you. I think the uh I think the typical practice is it's done every day in every classroom. >> Okay, that was their concern. There was fe I was given feedback a couple times same person. >> Yeah, it it's I don't think it's done just on Fridays. It's done just by me and kids on Fridays, but >> Okay. >> I believe the practice is every day. >> So, is it possible for me to get that feedback like either you give it directly to the board
132or through the chair just so I don't have to wait till the next meeting? >> Sure. >> Okay. >> Thank you. >> Yep. >> Yeah. Wonderful. >> Perfect. Anything else? >> I don't know if we need to mention this or not, but Kaylee D'vorak wrote us all. We're on a big group about the Swayy Steam Design Challenge. It's Thursday of next week. >> Um, >> I'm going to try to make it I have to move some things around. So, TV >> I've done it a few times. It's such a blast. >> Thursday at one. >> Oh, it's stressful cuz we have to judge. >> Yeah, I know. And I I will not be there. Excusing myself cuz my son's in it this year. So, >> good excuse. Yep. I'm like, he's in it. I will
133go see it. I'll leave a little early from school cuz I'm in study hall that day at that point. But >> it's like my kids used to always have the coloring contest. And they would say to me all for judge. I'm like, I will never do. >> No. >> He was He's like, "Mom, you're going to be a judge this year so you can vote." And I said, "Absolutely not." Using myself this year. >> Um, >> community events newsletter. You guys can let me know any community events that are coming up and >> what news have the newsletter file >> probably >> the shared drive. >> Yeah, I was going to say if you just want to like share it with me >> thing. Um, the way that we've done this is there's a different
134um I've done the newsletter from the library so I know what the how to >> type it. Molly, go home. >> Molly, go home. >> Do Do you know though I you honestly like Are you avoiding bedtime? Just be honest. >> No, I already have my meal. >> All right, I'm just checking. >> Such a good question though. I was like I am missing my kid going my one going to bed right now. >> Okay. >> Um so it was in April a 2023 meet the board members um an annual >> that would be a good one >> cuz I don't think so. Do you want to just do a meet the board members? Sure. If any of everyone could send me like a little >> I know you have your state rep. >> How
135many words do you want? >> Like three sentences. >> How many characters? 40 characters, >> three to four sentences, like a light paragraph. >> You You just sat next to me tonight. Do you think I can do 13 words? >> Can Could we do like a meet the but also bio? >> I would love a haiku. >> Incoming. Do we wait? >> We We have sent that out. We've sent her bio out and we've sent But we can I absolutely Whatever. >> We have a bio and a head shot. Yep. >> Good. >> Absolutely. >> What would be fun is all five. >> I think just me. But if we did all five board members with like a a postage stamp picture of each of us. Yeah. And even a just a head shot and
136a blurb. That's nice. >> Yeah. >> Of the community. >> You like the haiku? I could I haven't done that since third grade. >> A haiku. >> I don't think I can write a hike. >> I'm wondering if we if Kathy Hapa should get her own >> that summer. That could be like the June or >> and the SEU has sent that out like we have sent that out a couple times, but >> we can absolutely give you give it to you again or send it out whenever. >> Let me throw that out there as just as a resident but without kids in the district. I haven't seen it. So I think the newsletter would be great to get it to everybody. >> But it could be like I like maybe it is like a
137if this is here's the board. >> I think it'd be great July like coming into the school year. >> Yes, 100%. Yeah, >> you can preview it in this article if you want. Coming soon. >> All I can say is August we're going to have a fun romper on kindergarteners coming in. >> Okay. >> What? There newsletter's weird in the summer though. >> It's not every month, >> right? Only you'll have to submit by June 15th for the July and August issue. Is there who do I reach out to for the dates of when submissions need to be go? Because I've heard a few different >> 15th of every month by 9:00 a.m. >> And it's like >> I'm going to get it to the 14th of the month. >> Yeah, it's super stressful. >>
138Info. It's just info at >> Brentwood newsletter.com. >> I'm just writing the 14th. No one tell me the 15th. It is the 14th. The 14th. >> Google Brentwood newsletter. >> You're speaking my language. Yeah. I'm just going to double >> early. You know, I'm sending >> you do it. The 15th is not a real date. >> Love it. >> Early on. >> It is a picture. >> Yeah, like a two sentence in a picture. >> And it's it's um info@ brentwoodnewsletter.org. >> Okay.org. Cool. >> I mean erasing all 15. >> Motion for the reports from the chair to be in the order of like all the reports first and then at the end I was >> we do board member queries and then community engagement. It's a weird >> What's the What is the order
139you want? >> Just to throw like community engagement in queries in the end or >> budget committee and strategic planning up before policy or should they be in that do all the policy. >> Should they be in new business because they're not really committ >> then you're tired by >> Well, I I'll share the agenda with you Megan about >> edit >> and then you can edit it before it goes out. You approve it and you put what's on it and what you don't want on it. So perfect. >> Who can make those changes for next month? >> I agree. I was like, "This is weird." All right. Budget committee. >> Budget committee is meeting right now and I'm here. So I'll have an update for you next month. Uh we won't have conflicting meetings.
140I don't know why that happened. It didn't happen at all last year really. Um so >> and I know our select board rep is Lety. Um she reached out before this and said she would be at the budget committee. Okay. but to let us let her know if we need to. >> That's interesting because Bob is the new budget committee representative. Bob Montgary, the chair. >> He switched. >> Bob is the Yeah. Select board representative to BudCom. >> Yeah. >> Interesting. >> Maybe they're just doing a last minute swap together. >> Maybe they're more fun. >> Um >> maybe they have backups. anything on planning. >> You have one too. >> No, nothing. No strategic strategic plan has a met has not met >> and solar panels. >> Solar panel update. I I actually in
141reviewing this was like, "Oh, I need to get a solar panel update." And I looked at the solar panel info. This is, I will tell you, perfect solar weather, 50s and sunny. Um, and so our solar panels today were pumping. Um there for some reason there isn't data from February. I'm not sure why and maybe that was just today because I haven't been looking frequently. I did um email Jack from Bington Power to get a um to say, you know, can you get just give me a better like overview of what's going on um and to see if he had had made any progress in kind of sorting out how much power we're actually using versus >> producing >> buying versus producing because that that's been a hard measurement to get. Um, and then we
142heard about the rebate. Um, and we had that one check randomly come in. And so, so Jack is going to also look into um, you know, why we got that check and why we're not getting other checks. But >> I will say his words were they are they intentionally make this very obtuse like it's like they want you to not be able to understand it and >> they want you to give up. So, um, anyway, so I I will look further into that. Hope he he's very good about writing back to me. So, >> so may I get a a quick lesson in the solar? So, >> and this is I this would be great actually under the board member queries because after this is kind of perception out there. I'm not saying it's correct.
143um after the school district meeting that the solar panels and I'm I'm making up numbers, okay, the gist of it, but let's say the solar panels cost us 800,000 for example, and then um we spent a h 100,000 this year, I think, towards the bond, but yet we saved 30,000. So we net um our net was we paid 70,000 to save 30,000. Like that's kind of like what the large scale opinion is out there. Is that incorrect or is that correct? >> Well, there the it is true that there's an upfront cost to the solar that you know and then so so for the the and and where it so there it does it costs more money at the beginning you know as we pay off the bond it's going to cost more money and
144then we're going to pay off the bond and then we're just going to be making money and at first it's going to be kind of paying us back for those years when we paid in. when what what I'm trying to get like drill down to is like when are we going to make that transition which is very hard to drill down on because it's so hard to figure out how much power exactly are we producing how much power um is going back to the grid how much power is coming in and and that's been really hard to get from the power company the bills that they've given us have been very confusing so that's what we're trying that's why I'm trying to drill down and say like >> what is going on with They can
145tell us how much power we've produced there. Like that's what we that's all I can see how much power we've produced off of our solar. But I don't know how much we've used. The only way to to see how much we've used is to look say okay last March before we had solar panels well or the March before that before we had solar panels we used um you know 800 kilowatts for the month. And this and we in this March we produced um you know 1,000 kilowatts. So we should have been sending 200 back and getting paid for that. But there's not a easy way. We don't have we don't have the infrastructure in our system to easily say what's coming and going. We have to kind of back calculate it and it's very difficult
146to do that because the >> um when you look at the power bills they just kind of go down to zero. >> Yep. And it's like, okay, but we were sending some back to you, so where is that? And and at first we couldn't find any information. Then they randomly sent us a check and it was like, where >> are are there programs out there to do that? >> Well, there are I mean >> I mean like computer programs and I I don't know much about solar system. I >> there are and so but and I know that because like on my house I have an app and I can it shows me exactly how much I've produced, how exactly how much I've sent to the web, exactly how much I've consumed >> but that
147we don't have that software in our system. So >> we should >> we didn't install that? >> No, I think one of the conversations um was we didn't install the correct meter. Is that what >> No, but we did that. There there was a concern that we hadn't installed what's called a net meter. That's right. >> A net meter >> says um >> a net meter can tell the direction of flow. >> So if you you don't have a net meter >> and you are using 20 kilowatts, it says you're using 20 kilowatts. If you're producing 20 kilowatts, it thinks you're using 20 kilowatts because all it can tell is that 20 kilowatts is moving through. But a net meter knows which direction. But they >> in order for to get the final approval from
148the power company, the power company's job is to do that final installation of the net meter >> and the power company's the one who can look at that net meter and see what's going on. You would have to have software on our side of the net meter which isn't part of what we paid for it and it's a fairly expensive thing to do. I mean and because in theory you should be able to calculate. It's just been a bit of a hassle to calculate it. Kate's been like going to the SAU digging through the Eversource bills and >> it's been a process. >> Rene has been trying to find old Evers Source bills. >> Big stack >> and it's a 10-year bond. Is it It's only 10 years, right? Remember >> it was a 10
149year bond. >> Is it seven or 10? I don't know. >> You can't get them. I I think it's I'm pretty sure it's seven. I mean 10. I don't think we can get it in. >> I was thinking like 10 15 or 20. >> Yeah, I I don't think they'll let us do a seven sevenyear bond. Thank you. >> So, see the thing the thing is is that like there's always going to be an upfront the upfront cost and so it is a longer term investment putting the solar in. >> So, if it's a 10-year bond, you're probably thinking in possibly 10 years maybe. We'll see. >> In 10 years, it will turn around. I think um it really depends on how much power we're using. When I talked to Jack, he said that our
150we are entirely covered in solar panels. So likely it's not covering 100% of our it's not going to cover 100% of our um power because they you know it would be very coincidental if exactly 100% of our power was exactly the total number of solar panels they could fit on the roof. But um as far as how much it's covering yeah that's remains to be seen. >> I'm the only one with questions. Do you all have solar? You all know I'm just veryware solar. >> I was sitting here like when this we batted around all the different 10year versus what and like I think to address the like initial point about like this misconception. >> I think it's um we got into like the nitty-gritty details of Kate trying to track down what we're producing
151versus what we're using. and that'll give us like ve very granular level specifics and be able to dial in like when is it gonna turn. But this has been a part of the plan all along, right? And we knew there was going to be a larger upfront cost. Um and so I think to address that perception, I think it's um we could dig up those plans and do a better job of communicating them out or something. And it and then and we will once we get the money back from the feds too that like we it's going to be interesting because we can't drop our bond with that. >> It has to go back. >> It will just go back into the tax. So it'll like be a >> but it's going to be a
152big jump in one year. There's going to be a So it >> what we were trying to do >> but we weren't legally able to is to create a trust fund that would pay off the bond using that. >> Um Right. >> Yeah. Yeah, >> but we weren't able to do that. You have to put it right back to the taxpayers. So when that comes in, it's basically the tax rate that one year will drop and then back next year. >> Yeah, that's great. But it's it's um we had there was when we were creating the plan to decide whether it made sense to do solar, we there was like a whole spreadsheet which went through like all the um how much we'd spent and and how how much energy we were using, how much
153we would produce, and kind of when we would break even. I don't remember exactly. I could probably find that spreadsheet, but I don't remember exactly what the timeline was. I in my head I want to say 12 years, but I don't know if that's because it once you like turn the corner it like starts producing really quickly. And what happened with the towns is that they thought it was going to be 10 years and it like was producing more power than they anticipated. So it like turned over much more quickly than the than they solar update. >> Do we have to officially close public comment? >> Yeah, you're supposed to. Yeah. 8:01 >> like an hour ago. >> And then we go into nonpublic. >> Mhm. Um. Yep. And so I'm asking the board to
154go into non-public um under 91A section 3 colon Roman numeral 2 A and C just to cover us in terms of what we'll talk about legally. >> Public under 91 A 32 A and C. Second >> roll call vote. >> I >> So a roll call vote is I need you to say your name and then yes or no for me. >> Katie Capola. Yes. >> Dan Abear. Yes. >> Megan Fitzgerald. Yes. >> I'd like to make a motion to accept the list of >> Certified staff for the upcoming year as proposed by the um administration. I'll second. >> All in favor? >> I I All right. You just need a motion to end the meeting unless you motion to >> I will second that motion. All >> in favor? Hi. Hi.