001Uh, good evening everybody. My name is Chris Wilson. I am the moderator for the exit school district. Um, we're here tonight for the 2026 deliberative session. first session, two sessions for the extra school district to vote on various determine and vote on various articles for 2026. Uh, as we always do, uh, we start the night with the pledge of allegiance to the flag of the United States of America and to the republic for it stands, one nation under God, indivisible, with liberty and justice for all. >> Thanks everybody. The next thing I'm going to do is some introductions and to outsource the city to the actual people who are sitting uh at this table. So, I'd ask everybody to introduce themselves for your right uh to your left. Starting with you. >> Good evening. I'm
002Michelle Larson, the assistant finance officer. >> Peter Bronstein, uh school district council. >> Good evening. Allison Bryan, assistant superintendent. >> Good evening. Heather Ike, board chair. >> Patrick O'Day, school board member. Hello, Tim Reed, school board member. >> Hi, Kate Pratt, school board member. >> Hi, Beth. Hello, Beth York, uh, school board vice chair. >> All right, thanks everybody. Um, I'm going to talk about what we do here for a second at deliberative sessions. Uh, deliberative sessions are an opportunity for us to um discuss the warrant articles that are up for u for voting and within certain parameters amend those uh warrant articles. Again, there's certain laws uh giving us guardrails on certain warrant articles. Um I'm your moderator. I'm here merely as a facilitator to make sure that everybody has an opportunity to be
003heard uh have any questions posed uh to the board uh that they may have. What I've done every year is I prepare rules uh for us to follow. We are not following uh the Moore's rules for um uh Robert's rules of order. Excuse me. Robert's rules of order are actually thousands of pages thick. We're not going to follow that. I have some basic rules here. Uh if you're interested, you can you can review them. I actually saw one person take one set of rules. That has never happened before. I've never had to enforce those rules. Uh but incidentally, uh you as the legislative body have the opportunity to actually change those rules. I don't wield that much authority uh in this. So if anybody has any issues with the rules that I've prescribed, uh there
004is an opportunity to vote on those rules. So against that backdrop, what I'll also say is typically only people who live within the school district have authority to speak. Uh we have a few people here with us uh tonight who technically are not residents of exit or they're not within our school district. And so we as a legislative body have uh the opportunity to vote to authorize them to speak to the extent that they need to speak. Uh it's my recommendation that we take up a vote, a motion to to hear from Peter Bronstein, uh the attorney, Allison Bryant, our superintendent designate, Michelle Larson, the assistant chief financial officer, and Molly O'Keefe, the chief financial officer, even though they're not residents and members of our our school district. So, do I hear a motion to
005permit those people to speak as may be necessary for the course of this meeting? Anyone? I see a motion right there. Do I have a second? I have a sec several seconds. All those in favor, please designate say I in order to uh vote your approval. >> I >> Any any um objectors hearing? None. Great. Those folks are authorized to speak to the extent that they need uh to the next order of business that we have here today. I I understand uh from um Allison Bryant that all school districts within SAU have prepared a video which bears on the budget and may bear on certain other issues uh that we're going to be voting on here today. So I think that it would be prudent for the next order of business to show that video
006um so everybody can take a look. [clears throat] >> Hello, my name is Ryan McCleskkey, principal of Lincoln Street School. and I am Beth Katarat, the principal at Main Street School as well as the Exit Developmental Preschool. In this short video, you will learn about some of the amazing things happening in our schools as well as information on the upcoming budget and how to vote. You'll also hear from some of the voices from our schools that tell about what a special place our schools are for both our students and our caregivers. Hi, I'm Jenny Rose. Lincoln Street School is amazing. I get to join Peacemakers drama club band and chorus and girls on the run. My favorite memory from the three years at Lincoln Street School has been the chance to meet new people and
007make new friends each year. I like Main Street School because [music] I have good friends like Tommy and the teachers are really nice. All right. So, we are here highlighting our hydroponic station where our students, kindergarten, first and second grade students get to grow things as part of our steam program. Hey guys, can you share what kinds of things we grow in our hydroponic station? >> Rosemary, um, [music] basil and cucumbers. And our cucumbers, our second graders actually turn them into >> pickles. Main Street School is really special to me because, well, I get taught a lot each day and good friends just make good memories. Hi, my name is Callum L. Lincoln Street School is a really special place where I feel like I belong. I get to participate in the student council, beginning
008band, and green team. And we have some amazing teachers who support us every day. >> Hi, I'm Chrissy Bailey and I have three children who have gone through the extra elementary schools and two who are currently here. And as [music] a parent and also as an ex-president of the PTO, I can say that what makes Main Street School and Lincoln Street School so special is definitely [music] its teachers and staff. They are incredible and they go above and beyond to support their students both academically and um [music] outside of the classroom, whether it be with their friendships out on the playground, what's happening in their family life. They want to make [music] sure that their students really feel safe, happy, healthy, and supported at school and beyond. >> At Lincoln Street School, we are very
009proud of our students academic growth. These scores reflect the hard work of our teachers at Main Street School as well as the exit day school. Our state assessment scores are routinely well above the state average. In fact, Lincoln Street School was one of nine schools recognized by the New Hampshire Department of Education for outstanding growth, specifically in the area of science. During the 2425 school year, 72% of Lincoln Street School students scored proficient or higher in math, which is 24% above the state average. 70% of Lincoln Street School students scored proficient or higher in English language arts, which is 17% above the state average. and 63% of Lincoln Street School students scored proficient or higher in science, 25% above the state average. We want to highlight some of the work happening each and every day
010in our schools to meet the needs of all students. We provide a consistent high quality experience in reading and math for all students across the district. This ensures that every child is exposed to essential skills and a common instructional language from grade to grade. It also strengthens collaboration among our teachers who are able to work together and grow through districtup supported professional development. Wind time stands for what I need is a dedicated block in the school schedule designed for personalized learning. During this time, students are grouped to receive full tailored support to their specific needs. From extra help on skills to extended learning opportunities, helping every student succeed. Together, these efforts reflect the meaningful student- centered work happening every day in our schools. Work that deserves our community's continued support. We also have a very
011supportive and active parent teacher organization. Our PTO organizes fun and exciting annual events for our staff and caregivers, including our Get Fit in May fun runs, glow parties, and a movie night. These activities are designed to support community and keep our kids active and engaged with each other and our schools. During the budget drafting process, school leaders from the exit school district worked hard to present the school board with a fiscally responsible budget for the school year 2026 2027. Please note in our chart that the majority of increases reflect fixed non-negotiable costs including health and dental insurance, required student services, maintaining highquality staff, and facility upgrades. Please also note the certified staff have negotiated a new contract to begin in July of 2026 which will be in a separate warrant article from the proposed operating
012budget. As part of the proposed 2026 2027 budget, the exit school district has added $428,355 to the total appropriation to cover the cost of school meals for the year. The goal is to ensure that every student has consistent access to healthy meals each school day, supporting student well-being and readiness to learn. In New Hampshire, public schools are funded through a mix of state aid and local property taxes, but state adequacy funding does not cover the real cost of educating students. The Supreme Court recently confirmed it's too low. Around $7,356 per student would be more realistic minimum, but the legislature hasn't acted. Right now, the base grant is in the low 4,000s with extra funds for special education and other needs. Because state funding falls short, local property taxes cover most of the difference. including about
01383% of special education costs which are legally required and tailored to each student. This slide shows the change from the current school year to the proposed FY27 budget for the 2627 school year. The principal described the changes in the operating budget which consists of the general fund and food service fund. title, IDEIDA, and other grants were previously appropriated as part of the SAU budget. However, as the school district is the legal owner of the grants, the appropriation is being moved to reflect that. When the voters go to the ballot boxes, they will have a choice between the proposed budget we have just presented and the default budget. The default is the prior year budget plus or minus any contractual or mandatory obligations required by law or one-time expenditures in the prior year budget. In closing,
014thank you for taking the time to watch and for hearing the voices that make the exit school district such a special place. We hope this gives you a glimpse of the great work happening in our schools and the importance of your support as we move forward with the budgeting process. Please keep these important dates in mind. The public hearing on the budget [clears throat] will happen on Tuesday, January 13th at 6:00 p.m. in the Lincoln Street School cafeteria. The deliberative session will happen on Tuesday, February 3rd at 6:00 p.m. in the Lincoln Street School cafeteria. Voting day in Exit will happen on Tuesday, March 10th in the Talbot gym. >> It's a great day to be a junior Bluehawk, >> folks. >> All right, thanks everybody. That actually will probably streamline some things. But what
015happens now is I read out the uh proposed warrant articles and typically a board member will introduce certain concepts um and explain those warrant articles. Some of the explanation you've already heard uh just now. So hopefully that will streamline things. But uh as you may expect, we're going to start with uh warrant article number one, the operating budget. And I'll read it out and then we are going to have Heather Ike Meyer uh introduce it to the extent it needs more explanation. So article one, the operating budget reads as follows. The average cost per pupil uh for the preceding year is calculated in accordance with RSA 189 col 75 Roman numeral 1 uh parentheses lowerase A is 29,440 ELA proficiency 69% math proficiency 71% science proficiency proficiency 62%. The article is, "Shall the exit school
016district vote to raise and appropriate as an operating budget, not including the appropriations by special warrant articles and other appropriations voted separately the amount set forth in the budget posted with the warrant or as amended by vote of the first session for the purposes set forth therein totaling 28,628,762. Should this article be defeated, the default budget shall be $28,50,430, which is the same as last year, with certain adjustments required by previous action of the exit school district or by law. Or the governing body may hold one special meeting in accordance with RSA 40.13 Roman numeral 10 and 16 to take up the issue of a revised operating budget only. The school board recommends 28,628,762. A majority uh is necessary for this warrant article to pass. So uh having read that, I would encourage uh Miss
017Ike Meyer to comment further on this to the extent she feels it is necessary and then we'll take public comment on saying Miss Ike. >> Sure. I mean I think the video uh laid out a lot of the details. I know we worked really hard to come up with a fiscally responsible budget that also met the needs of our student population and I think as the video outlined many of the cost increases are fixed and non-negotiable cost increases. So we're looking at health uh insurance and benefits and salaries um in addition to the you know required special ed fees that we um anticipate for the coming year. Um we did as a board spend quite a bit of time working with um school administrators to evaluate um the uh additional money appropriated that we're proposing
018be appropriated to cover the parent and family pay portion of student meals. We feel that this is incredibly important to ensuring that all students in our schools come to school um fed, ready to learn um and is in line with the values of our district to really ensure that people are here and um are and holistic health of our students. Um and there is also some money there to um support some facility upgrades. Um I will just say regarding the student meals, there's been some conversation around how might that affect our federal funding, the data um that is um informs uh the adequacy funding and whatnot for um for related to the free and reduced meal program is there's a delay in that data. So we there would be no impact next year on any
019federal funding for title one funding for student services. So we do have a chance to pilot this, learn from it, really hear from the community, find out how many students are using it. Um and we feel like this is the best way forward for our students and our community. >> Thank you very much. So at this point, if any member would like of the public would like to speak on article one, pose any questions, uh or again within certain parameters, uh propose any amendments, now's the time, uh to speak. If you speak, I'd ask that you come up to the the microphone, identify yourself, um and and um say what you'd like. >> Thank you, sir. >> Hello. Hi, Steve Kavanagh. Um I have a question. I'm confused on the the food service. You have
020here increase of $120,000. It's different on the website. It's different on your presentation. Why isn't it 700,000 or why isn't a $400,000 difference? What does this $430,000 represent? >> Yeah. >> Because you just showed it was 763. So I'm I'm having trouble reconciling it. So I believe the increase was $428,000. So the difference is is there's a portion of that cost is in what we call the operating fund and a portion of the increased cost is in the food service fund which is a totally separate fund. So the $120,000 that you're seeing there, that increase is only for the food service portion. That's so that fund has to increase the cost of their food purchasing by that much money. The rest of the cost, the expense is in the general fund because the the 400
021or the the additional $300,000 is in the general fund for them to reimburse the food service fund as a revenue. >> Okay. Um, >> I think the broader comment on this is I think everyone agrees and again I'll speak for myself because I saw the article in the news and I think everyone agrees um that we do not want to see kids go hungry. That's an easy thing to say. I think the way you've gone about it in this budget is completely wrong to take and make every meal free. one, what you're doing now is you're putting basically that cost on taxpayers, okay? And some of those taxpayers are fixed income earners and also they don't have children. There's quite a bit of other items here that you are increasing which again understandable, right? Health
022and dental have gone up substantially. But back on the food piece, you're making it free. I think it brings in one, I know you mentioned about the federal um reimbursement piece. There's no way that any right-minded person wouldn't say, "Hey, that's going to go down. People aren't going to fill out the forms. It's been proven." Two, I think what you're saying also is you're potentially increasing waste. Kids are going to just get food and they're going to throw it away. They're going to get it for the chips. That's no doubt. Three, I've seen and it was in your meeting minutes and it's hard to understand it, but I saw the central office make many recommendations and I don't believe they support this based upon what those minutes stated. Why didn't you take the other recommendations?
023Meaning taking a provision of say, okay, we can write off $20,000 like every other school or $30,000. Again, we're, you know, if you think there's a gap between, you know, those that can't afford it and then there's another gap. Now you're saying, okay, if 6.9% is the the number of f folks in down the demographics that are in under the poverty line, you're taking it to 100%. And you're putting that that weight onto all the taxpayers. I just find one, it's going to raise the budget going forward. Two, there's no going back from this. You're never going back. There's not try it once, it never goes back. So that's my thoughts. I mean, um, again, I'd like to ask on the central office side, does the central office support this? Can someone speak to that?
024>> Do you want to speak to that, Alison? >> Sure. >> The the role of the role of the central office is to provide the board with all of the information to make the best decisions for the community. And so we've worked really closely to provide that information and look at this from as many sides as we can. Uh we have a we do have a shared vision of ensuring that our students are fed and ready to learn. Um so that's probably probably the best answer I can give this evening, but it's it's something we've been working really closely together on to come up with the best solution for this community. >> Okay. Well, I guess in closing, I would strongly suggest looking at a provision where it states, and again, I've seen things such
025as stigma. As far as I understand, when a student goes to check out, they check out like there's no in my day, there was notes and things. There's just an electronic transaction. Nobody knows who's what, you know, doubt the kids, you know, know. So, I believe that you're overpaying for a solution that honestly we all want, but you're going about it the absolute wrong way. And you're you're burdening the taxpayers. You're increasing the tax base, and you're increasing your own next year default budget by $400,000. Thank you. >> Thank you, sir. I appreciate that. Would anybody else like to speak uh to warrant article number one? >> Thank you, sir. You have a floor. Can you please identify yourself? >> Thank you. My name is Christian Lizzier. I also want to speak to the uh
026new food program that's um being introduced here. Uh first off, I want to say I support the budget. I want the budget to pass. Um that's plain and simple. Um I do have an issue with the food program specifically due to the manner that it has come about. Um, first off, I feel like we have a solution in place already with the free and reduced lunch programs. Um, and we are now replacing it with another solution that potentially could put at risk the funds from the federal government and the um way that it was addressed stating that it's just one year. Well, what happens after this one year? So, we're going to get federal funds next fiscal. Can you speak to what happens one year later? I don't think you have an answer to that.
027So, that is putting um quite a bit at risk. Secondly, I'm an exer resident. That's why I'm here. My kids live in Exer, but we are part of a greater community and I have a child that goes to CMS and I haven't heard anything from CMS. I don't know how much this was discussed with our partner towns because they are partner towns. This is exer. This is the exer school board. We are a part of a bigger community and I have heard nothing and I don't know what that means for my children as they progress. And lastly, just how quickly this seems to have come about. Um, obviously it has been discussed, it's been in the news, but uh to add this in such a short period of time, I do not feel like it
028has been given the proper vetting to kind of understand the implications that it will have in our town and our surrounding community. Thank you. >> Thank you, sir. >> Uh, sure. Sure. [snorts] >> Please. I think can you >> Steve Kavanagh? >> Thank you. >> Sorry. Um the other piece that I was confused about and again it may be me. I was trying to look for data and I believe to fill out for a student card what you pay with you parents have to fill out what their income level is. I didn't see any review of that data anywhere. Did you review that data? And if not why not and what does it say? I mean I can we did we don't have none of us have access to which families are receiving free to
029your earlier point there is no stigma because you do use your card the only person that has access >> to which families and who they are is the food services director right >> but we did look at usage data so how many >> students qual qualify for free and reduced lunch >> y >> and the usage data of that so we did we did evaluate that >> but what about the other so there's two things with that. You can get that data easily, but what I'm saying is I know that to fill out and to even get your card, you can't leave it blank. I've tried. So, you have to put in a number. What do those numbers say? Like, I'm just trying to qualify one, you know, the demographics that you're looking at. I
030mean, if you feel very strongly that there's a large or a population that's the gap between those that are receiving free or assisted, okay. But [clears throat] I just I'm not sure I've seen where you're getting that other than a feeling. >> Do you want to speak? >> No, I mean I hear your opinion. I I don't have anything to >> Okay. >> I actually wanted to speak to the speaker that that raised questions before. >> Um you raised a I don't know if this microphone is on. >> Is it on? There we go. You raised a couple of questions before issues that I wanted to try to address. One was about the uh about federal funding. Um, essentially what happens, and I think Heather was trying to explain this, is that they look at
031data that goes back a year or sometimes two years. So, in other words, next year's f phys fiscal budget would not be impacted by federal funds. If we saw there was a sharp decline in um in folks that were filling out those those forms enough where it was going to have a detrimental effect on our budget, we could change the the funding structure. In other words, next year's budget, we could say, "Look, we're going to have to reinstitute the parental pay portion, either part of it or all of it. We can certainly put that back in. It's just a budgetary mechanism. The same way we suspended it before, we just put it back in." And the total amount of federal funds that we receive is about a million dollars. that. So if we had zero
032students that filled out any of those forms, in theory, we could put at risk a million dollars. We're not going to have 0% and I don't think all and not all of that all of that money is even dependent on that paperwork. It's a it's a subset of that amount of money. So we have about three or $400,000 that we're putting into the budget. If we reverse that, essentially that would compensate for that one year that we might have lost some federal funds. and then going forward we would know that this isn't something that's sustainable. I think what our um board felt as a group is that if we put concentrated effort into educating people why it's important to fill out that paperwork that we won't see that sort of decline. What what we saw
033in other states is that there's not a drop from 100% down to, you know, 10% or 40% or whatever. It's a drop of about 15%. and we did do some research on that. We're hoping that there's no drop. And in terms of um usage, uh Heather was making some reference that. I don't remember the exact numbers, but in the fall, even though the even those kids that qualified for free and reduced lunch, there's about 45% of those kids were utilizing the program. So 100% of them don't have to pay, but only about 45% of that group that already was free was util utilizing the program um earlier in the fall and then when we stopped the payments for everyone, it went up to the low 60%. So it increased by not quite 50% but significantly
034increased. So I understand the structural arguments about why there's not a stigma. That's not what the national data says. It does say that there is some stigma around that and I I don't know what what we can say is looking at the data is that there was a significant increase among that group even those kids that are already qualified for free. So that's a driving factor for us and you know we do anticipate that the food costs will go up because we want there to be better usage. If there wasn't going to be more usage more kids eating food then there'd be no rationale for doing this. If the same number of kids are eating food, then why would we do the program? So, we are anticipating that we need to spend more for food
035because more kids and more families are going to avail themselves to the program and we think that's meeting a a need in the community. >> Thank you. Um would anybody else like to speak uh to article one? This this is your opportunity. >> Thank you. Can you please identify yourself? >> Sure. Um, sureina Walker, I just have Are we going to continue to follow the federal food guidelines if we are not um using Okay, so I saw in the extra high school is getting um chicken from local farms. Are we hoping to do that with these budget changes because I think that might sway some things. Um, also for kids with allergies. I have a son with an allergy and um getting uh food is obviously always available for him, but the amount of paperwork
036I had to fill out because of the federal guidelines for him to have food available is also something that was kind of discouraging. So I think with this change of if um it is not coming from federal funds if there were other um policies around that that might be more enticing or something to consider. just a thought. >> I mean, I don't think that's something we discussed in terms I don't think that's an issue that's been presented to the board about changing those policies. I think we had uh I well I can't say that it's been a board discussion per se but I've had a thought of at least that that there should be if this is approved by the voters that there should be a committee that's foreign among our board to be closely
037tracking this both the fiscal impact but then also you know that that subcommittee could also be looking at other sorts of issues like the ones you're raising. I haven't heard someone raise those issues to our board directly and I know as a frustration of someone that spoke earlier that you know there are different districts or within the SAU but each district has their own voters and they make their own separate decisions. So you know ideally I think it's great when every town and every part of the district all moves in one direction but you know each each uh separate unit makes its decision. there are times the co-op decides to do things that we don't do and I wasn't aware that they were doing them for example >> for sure I also I also think
038another um there's the along with the stigma there's also healthy food right so when you're receiving SNAP benefits and you are below that income level you may not be receiving the healthiest food so if we are making this change being able to offer healthier options may I I think would be a dra a really strong driving factor because if you look at the food that's cheap, it is not always healthy. So when I read the article about extra high school getting local chicken, that was at in my brain. I was thinking, oh, this may be part of what um what the board is discussing. But I I think that more conversation about that may be really helpful with everything that's coming to fruition. Um because again you're getting if you if your only food source
039at is at school to have a more well-rounding children are getting a more well-rounded option at school is a better influence in my opinion. >> Yeah. I'm not Alison. Do do you know I know that we share some of the food service um I don't know about the the labor but some of the planning at least we share throughout the SAU. Do you know if there's that sort of collaboration between the co-op and the extra district in terms of some of those issues? >> Um yeah. Do you want me to speak to this now? Does this fall under >> please? >> Okay. >> Well, [snorts] I mean she was raising it in relative in relation to the budget. >> Sure. There is collaboration among all of the food service directors in SAU16 and there is
040a um there's definitely discussion about buying local and looking into different vendors that um local vendors that we might be able to use. >> Thank you. Would anyone else like to speak to article number one here tonight? >> All right. Seeing none, I'm going to ask for a motion to call the question. Functionally speaking, I'll explain it because we we have a larger group here than we typically do. Calling the question. >> Well, let me explain it first before you before you uh make the motion. Uh it's merely to uh move on deliberations from uh discussion of this article such that the warrant article will appear on the the final ballot for the voters to uh vote on in March. Uh, so do I hear a motion to call the question on article number one?
041Ma'am, I have a I have a motion. Do I have a second? Anybody? I've got a second here. All right. Um, please indicate your your uh vote by saying I. All those in favor of calling the question on article number one, please say I. >> I. >> Are there any opposed? >> Hearing none, the article will go on the We have one. We have one uh objection. Uh article the calling the question on article one passes. That article will go onto the ballot uh as written. Uh secondarily, some of you who have been here uh know that I also entertain motions to limit reconsideration. Um this is something that I've always done. I I felt that it's unfair for an article to be voted on only to have somebody uh come in late and say
042in the context of this discussion maybe increase the food service budget significantly when the people who had an interest in it um have already left uh for uh scheduling reasons. So typically what I do is I ask for a motion to limit reconsideration of a um an article that will limit again within certain parameters reconsideration article. there's an mechanism to do it before the final town meeting. Uh but it would it would limit reconsideration of that here tonight. I feel that that's fundamentally fair to everybody uh involved. So um against that explanation, do I hear a motion to limit reconsideration uh of the motion calling the question on article one? I have a motion. Do I have a second? >> All those in favor, please say I. >> I. >> Any opposed? >> All right.
043Reconsideration is limited relative to article one. Moving on to Article two as written reads as follows. Um pertains to the collective bargaining agreement. and it reads, "Shall the school district vote to approve the cost items included in the collective bargain agreement reached between the Exit School District and the Exit Education Association, which calls for the following increases in salary and benefits at the current staffing level over the amount paid in the prior fiscal year. Uh, and what follows is the fiscal year estimated increase 2027 $473,440. 2028 $492,190 and 2029 $472,450. And further to raise and appropriate $473,440 for the current fiscal year, such sum representing the additional costs attributed to the increase in salaries and benefits required by the new agreement over those that would be paid at current staffing levels. The school board recommends
044that the school district approve these cost items and make the appropriation $473,440. This warrant article will ultimately require our majority vote. So I understand uh that Patrick OD will be introducing uh issues surrounding article one and so I turn the floor over to Mr. OD. >> So I'm speaking to article two about the collective bargaining agreement. This uh came about as a series of sometimes long but cooperative meetings really looking at what the needs are in the school and this is a bargaining agreement essentially with our teachers but there are also other certified professionals that fall under this agreement as well. I can give you a sense on what those numbers that you see on here mean in the first year it equates to a 2.25% increase. The second year is a 2 and a.5%
045increase and the third year is a 2.75% increase. So if you have a sense of what the inflation rate is right now, you can understand that that's pretty reasonable to say the least. There are other ways that teachers get compensated, including things like longevity, um, which we had some increase with that. We also had an increase in what's called a medical buyout. So if uh someone has a partner that already has a medical plan, they may not need a second plan that's part of the district and we provide some compensation by that for that. Um and then the other things that this agreement does are really just looking at what the workday is like and trying to make sure that it reflects what's the best way for folks to operate. So for example, uh most
046teachers have received 40 minutes of prep time every day. I think pretty much everyone does actually, but the way that that the formal agreement read was that only 25 minutes were guaranteed. And so having an agreement that lasts these agreements are for 3 years that it's not based on that. If for whatever reason a different principal or someone else came in and said, "Well, the agreement only says 25. We're going to change to 25." It protects teachers to make sure it's a good flow for the day. We also had some changes to the language for bereavement, for example, that's that it's it's a little bit more inclusive in terms of how someone defines who they'd want to um take that time for. Um and and we haven't seen from putting that into place in other
047areas in our district where that becomes problematic. It just is more flexible to really meet the needs when that need arises. So those are the types of changes that are in there. Even though there's just the fiscal impact is what is in the budget. You're also voting to approve this overall agreement which you know I have about 25 notes here of changes that were made that that really just sort of fine-tune what the expectations are. And the teacher group felt really good about it. The board felt really good about it. We think it's a a really good mix to really meet those needs and we're hopeful that the voters will approve it. Thank you, Mr. OD. At this point in time, this is your opportunity as members of the public to speak to article 2.
048Would anybody like to speak to article two? All right. Seeing none, do I hear a motion to call the question? Anyone? I got a motion. Do I have a second? I got a second. All those in favor of calling the question on article two, uh, please signify by saying I. I I >> Any opposed? >> All right. Nobody is opposed. Article two will go onto the ballot as written. As before, I would entertain a request to limit reconsideration the deliberation on article 2. Do I hear a motion to that effect? Anybody? I have a motion. Do I have a second? And a second. All those in favor of restricting reconsideration of article number two, please signify by saying I. I. >> I. >> Any opposed? All right. Reconsideration of article two is hereby restricted. Moving
049on to article three. Uh this is encaptioned the capital reserve fund and it reads as follows. Shall the exit school district vote to raise and appropriate the sum of up to $50,000 to be placed in the capital reserve trust fund previously established in 2002 for the cost of construction, reconstruction or acquisition of school buildings andor school ground site improvements, including associated engineering and architectural fees at the exit school district. This sum is to come from June 30 fund balance available for transfer on July 1. no additional amount to be raised from taxation. The exit school board recommends this appropriation. A majority vote is required at the school meeting on this particular article. I understand that Kate Pratt will be uh introducing the concepts associated with article 3. And so I turn the floor over to
050Miss Pratt. >> Yes. Good evening. Um this bill, I mean, this Warren article is pretty self-explanatory. It's about prudent um preparation for the unforeseen or the larger expenditures. So the way this works is it doesn't raise taxation because it only gets funded if there's funds left and this warrant goes through funds left at the end of the year. then they will fund the the account to $50,000 to prepare for roof starts leaking or a larger project that um they that we find necessary in the district. >> Thank you very much. Would anybody like to speak to propose article number three? >> We do have a question. Uh Stacy Penna 35 apprentice way. I'm just curious how much do you have total in the fund? I didn't see that. >> Uh 265,886. >> Okay. Thank you.
051Just curious. >> Thank you very much. >> Would anybody else like to speak to article number three? Hearing none. Do I hear a uh motion to call the question on article number three? Anybody? I see a motion. Do I have a second? I have a second. All those in favor and calling the question on article number three, please signify by saying I. >> I. >> Any opposed? All right. Article three will go on the ballot as written. As before, do I hear a motion to restrict reconsideration of deliberation on article number three? I have such a motion. Do I have a second? I have a second. All those in favor of restricting reconsideration on article number three, please signify by saying I. >> I. Any oppose? All right. Reconsideration is restricted on article number three.
052Finally, we are to the final article of the night. Article number four captioned special education expendable trust. And it reads as follows. Shall the exit school district vote to raise and appropriate the sum of up to $75,000 to be placed in the special education expendable trust fund previously established for the unanticipated special education costs at the exit school district. this sum to come from June 30 fund balance available for transfer on July 1. No additional amount to be raised from taxation. The exit school board recommends this appropriation and a majority vote is required for article number four to pass. I understand that uh Mr. Reid will be introducing article number four. Mr. Reid. >> All right. Thank you. Good evening everyone. One more article to go. We almost made it. Um, just like article three,
053this warrant article should be familiar to folks. Uh, this has been on the ballot the past several years. Um, and and just like warrant article 3. Um, this does not require any new taxation. This again will only take into effect if there are leftover balance. there's a leftover balance in the fund balance after the up to $50,000 has been placed in the capital reserve fund if that article passes. Uh and in that situation uh up to $75,000 will be placed in our special education expendable trust fund. This is a cont sorry contingency fund uh in the unexpected placement of children with special needs. knowing that the cost of supporting children with special needs as we've seen in the budget, it get it gets higher and higher every year due to staffing, transportation, other uh services
054that are required to support uh children with special needs. Um this fund is will and only be used if there are unexpected uh costs that our budget doesn't cover. For example, if we have more placements into our school district than we anticipated, um this fund is designed to cover one to two additional students. Uh in our fund right now, we have $557874. Uh so this would increase that by $75,000 if this were an article pass. And again, this won't raise any taxation, but it does support critical services that we provide for their um least fortunate children who um really do require those services that get more and more expensive every year. Um and again, this will only be used if those expenses are unexpected. And we hope that this passes. >> Thank you, Mr. Reid.
055Would anybody like to speak as to article number four? All right. Seeing none, do I hear an article to call the question relative to article number four? I have such a motion. Do I have a second? I have a second. All those in favor of calling the question on article number four, please signify by saying I. >> I. I. >> All those opposed? >> Hearing no opposed, uh, article number four shall go on the ballot as currently written. Almost done here, folks. Uh, do I hear a motion to limit reconsideration of article number four? I have such a motion. Do I have a second? I have a second. Uh, all those in favor of restricting reconsideration of article number four, please signify by saying I. >> I. >> Any opposed? All right. Reconsideration is restricted
056relative to article 4. Um, I will announce since we're being broadcast here, the second session of our of our town vote, our official ballot voting is scheduled, as they said in the video, for March 10, 2026 from 7:00 a.m. to 7:00 p.m. at the Talbot Gymnasium, which the the address of that is 30 Lynden Street, Exit, New Hampshire. So, we'd ask that people show and vote on these Warren articles um now that they're on the ballot. So, um, having gone through our slate of what we're what business we were to accomplish here tonight, do I hear a motion to adjourn the deliberative session for 2026 of the exit school district? I have such a motion. Do I have a second? >> I have a second. All those in favor in adjourning the 2026 exit school
057district deliberative session, please signify by saying I. >> I. >> Any opposed? >> We are hereby adjourned. Thank you everybody. This is a great turnout. Thank you. >> Should we correct that? >> Everybody left for the PTO update. >> A >> we're here. [laughter] Um, so it's busy week this week with um with things going on, but uh we have a PTO meeting. Our February meeting is on Thursday at 6 p.m. in the Main Street School Library. Um childc care is always provided. And this month, Miss Kil, the Main Street um librarian, is going to do stories with the kids. So um that's always like a fun thing for her to come and and read to the kids during our meeting. So, um, meeting on Thursday for PTO. Last month, we teamed up with the
058UNH, uh, basketball team and we got a small, um, portion of proceeds, uh, off tickets to support the PTO. And the fifth grade chorus also went and sang, um, at the game. So, it's always fun to see the kids get out and perform. Um, our annual glow party is on Friday. I feel like I've been thinking about the glow party for the last six months, but it's happening. It's on Friday. Um, this year we decided to host two parties to be inclusive and try to get as many people in as we possibly can cuz last year we um we sold out. So this year we have two parties. The first session is sold out uh the earlier session and the u we still have tickets available for the second session. Um it is a free
059community event. Uh for those of you who don't know, we transform the Lincoln Street Gymnasium with black lights and um neon decor and uh we have a DJ that comes in. Um we'll have raffle prizes. We've already made a little over $3,000 uh for this event. So, it's a big fundraising event for us. Um and it just brings the whole community together. So, we're super excited to host that uh on Friday. Um, next week we're also holding a food drive. It kind of correlates with uh kindness that's going on next week. Uh, PTO is sponsoring um a food drive with N68 and we've teamed up with them and asked what their items are that they need that they're most in need of. So, Main Street will be collecting canned chicken or tuna and then we're
060asking for a needed item and then a fun item. uh they came and spoke to us at our last PTO meeting in January and so they always try to have things that they really need but like some kids just want to have salt and sugar. So um we're going to do chips and goldfish at Main Street as well as chicken or tuna and then at Lincoln Street we're collecting macaroni and cheese and pudding cups. Um we're also taking direct donations uh that the PTO will take and we'll go out and we'll shop for people that aren't able to get to the store. We'll buy all the items and we'll bring them all to N68 um at the end of the week next week. And that's all for updates. >> Thank you. Um great. Uh we
061will now open up uh for public input per RSA 18974. So um the time allotted is 30 minutes. Um, and I'm not seeing any public input now, but if someone should come up, um, we'll limit it to three minutes per person to start. Um, so we have um sort of three uh sets of minutes. Um, we have our public meeting minutes from January 13th. We also have our non-public meeting minutes from January 13th. And we also have our budget hearing minutes. So, I'll give you a chance to look at that. Um, I did notice one typo for or I guess a camera for for minutes uh in the budget hearing minutes. Um, >> page three, Kate Pratt is referred to as uh Miss Drinker throughout her um comments there. >> So, um >> it's a
062nice compliment. >> Yeah. [laughter] So, we we'd like to I'd like to request that we change that. Um, so I'll make a motion um to uh to approve the public meeting minutes, non-public meeting minutes, and the budget hearing minutes with this suggested change. >> Second. >> Okay. Any discussion? Okay. All in favor? >> I. >> Great. So, moving on to our principal reports. Main Street. Who wants to go first? All right. Good evening everybody. Um for the Lincoln Street School update, um as would be the same for Main Street School, our first semester learning reports and I I Ready family reports were sent home on Friday with students um which is a great just kind of checkpoint for families and a lot of information and communication. We recommend to families that if you do have
063any questions about that um that you reach out to your child's teacher who is certainly the best resource to maybe answer if the data seems to contradict or doesn't line up as as um neatly as you might think it should. Um and hopefully we also encourage our families to talk to their children about all this information that came home um at Lincoln Street School. our teachers conference with each student um before the end of the day on Friday and kind of gave them some talking points for if somebody at home wants to ask you about what are you most proud of or what's something that you really want to continue to work on um and then certainly within our CARES you know some of those softer skills you know where do you think you are
064um doing really well in class what is something that you want to keep working on what's a goal that you might have so we really hope that those conversations we try to do as much foundational work at school to kind of prepare students to be able to successfully speak with their caregivers at home. And we hope that that happened. Um, next month in March, just looking back historically, we typically do our mid-year data report. So, we have all that, you know, kind of midyear testing through I Ready completed in reading and math. And we'll be able to share some updates on kind of where we are at this midway point. So, that'll be coming up. Um, and then we're really busy at Lincoln Street right now with our celebrations of learning. Grade three was last
065week. Um, third grade really focused on math skills. Students developed math games to really demonstrate a skill that they felt really proud of that they've learned this year. Um, and presented that to families. Um, grade four is next week. They're working on community issues. Um, that'll be on Tuesday evening. Um, and then grade five, this is our um, kind of our our first year with the Gateway presentation. that'll be next Thursday where we use kind of the scientific method CER which is claim evidence and reasoning. So students um came up with a claim or a question and then they've been working to either prove or disprove that claim. And there's some very very creative um um ideas and questions out there including is the 5-second rule real? and I really look forward to seeing the
066uh the results on that one. >> We all are. Yes, >> we we will see. [laughter] Um, additionally, we just had the first week yesterday on Monday, we had our first meeting for math league, which is in grades four and five. That's um students that based on their midyear scores um were invited to um participate in this. And there's there's a competitive element in it and there's also an enrichment element to this um where students are really working on some higher level math concepts in four grades four and five and then at the end of the seven weeks um they'll take an a national assessment where they can kind of see how they did comparatively across the country. Um and students that are participating in this are making a little bit of a sacrifice. It
067is Monday during lunch and recess. So certainly it is a social lunch but there's a certainly a heavy level of um work component to it too. So these students are certainly driven and have a just kind of a natural love of math and we're excited to see where that goes. Um we have our promoted um in our newsletter right now the um first ever exit robotics team um where we're going to that's invited uh we have students invited in grades four and five and this is also at Main Street School too which um Beth can speak to. I believe it's grades one and two and there'll be six students from each school that will um have a couple of practices and um compete on April 11th. But this was made possible by a robotics grant
068that the state put put out um back in the fall that we applied for. We got the funding for and we're excited to kind of see where it goes in year one. And our esteemed teachers, Miss Haney and Miss Carlos are taking the lead on this. Um and then the very last thing for Lincoln Street is um we are shifting our recognition of Valentine's Day, which we'll be recognizing on the 13th this year since the 14th is on Saturday. Um, we felt like it was really important, not just from an inclusivity perspective, but certainly when you look kind of where our our nation is right now, just really emphasizing the importance of kindness and belonging and um and then also just within our community having a similar experience. K5 Main Street had moved in this
069direction last year and that's really tricky for families when you have one set of expectations for one child and a different set for another child. So we are definitely more streamlined this year. We are branding the day as spread the kind and we have some schoolwide projects as well as classroom based projects to um um work with our um students with. And we're excited and hope that it'll be the type of experience that when they go home, they will be feeling very positive and excited about sharing it with their families and that will hopefully alleviate maybe any frustration or disappointment in the shift. >> Ryan, I have two questions. First, just on the the share the kind day, what I just have I've received questions about this, so I just thought I'd ask for the
070public. What are some of the kinds of activities that would happen during the day? Sure. We um we're going to be doing a kindness wall um which we'll be putting together during lunch. Our our teacher, Mrs. Lebranch, has helped kind of come up with what it's going to look like. But think about a piece of paper that'll be about the size of that screen. We have many many many post-it and it's going to kind of form a visual image where kids will be writing a a word or a thought of kindness on each postit and then we'll be putting it up in the school um in a very visible place for kids to be able to enjoy. So, we're doing that on the 12th. It'll be up on display on the 13th. Um, we have
071ordered some bags and um, what we're calling kindness notes um, where kids can write notes and we're hoping that it would be like each kid in the class gets one from each classmate, but it's more less about um, you know, the typical messages that you might see on a Valentine's card and more about um, notes of kindness, what we think you're really good at or what I think that um, you know, what I like about you, you know, more in a a friendship in a kindnessbased way. Um, and then we've also encouraged teachers if they would like to do any sort of um, projects aside from what we're talking about um, just to run it by us. But as long as the theme is around kindness um, and friendship and gratitude, then you know, we'll
072be good to go with that. We also ordered um, those little rubber wristbands um, that says um, spread the kind on one side and um, Junior Blue Hawks with uh, the Blue Hawk symbol on the other side. So every staff member and student will be having that and wear that as kind of like a common experience on that day. >> That's great. And then my other quick question is um I was just curious. I know since I've been on the board, you I think when I started on the board, we you were just really getting started with the celebrations of learning and there was a lot of, you know, um I'm just curious sort of what um like how do we get feedback from parents and families and maybe even students around that experience because
073I know it's changed a lot over the years as you know you're trying new things and h what is the feedback loop there from families and and maybe students if that's happening. >> Sure. Um well, one of the one of the pieces from um students is there's there's a heavy [clears throat] reflective component not just for the project but just also afterwards as far as just checking in on how the experience felt, how they think it went. Um and as far as what we track is we we typically track participation. In other words, how many families came to school and engaged in the process and participated. Um, I would say that the feedback that we get as far as like what the family experience was is probably pretty informal, but you know, our teachers are
074there, we have staff that are not necessarily attached to the classroom that come, administration's there, and the conversations are very positive, overwhelmingly positive. It seems like a a great [clears throat] school toome opportunity for families to come into the school, see what their kids are working on, see what they're proud of, and see what that learning looks like. So I I you know we could certainly look to get more of a formal touch point you know as we move forward but overall I think it's it's very positive and additionally um you know just the student comfort level you know if you kind of look over the I mean for me the last four years the students yes I've done this before I'm going to go in I know what to expect I know what I'm
075supposed to do um students are doing a really nice job with this as well you know as far as just that comfort level of speaking in front of adults. >> And I can speak to as attending the third grade celebration of learning, how wonderful it was to see children not only reflect and explain their math games, but it was also an engaging activity for everyone that was there. Um, it was set up in a way that really involved every family member who was there with their with their child. Um, and even moving from not only their child's game to other uh children's games as well. So um which in the past you know I think I can see the improvement of like how you know you would go and and listen about a report or
076a project that the student had done but this in this case everyone was a part a part of the project by playing the games and I thought that was great. >> Thank you. Yeah. And our our gateway for grade five is is just a bigger version. You know there's there's certainly we're we're extending the reflection but we're also really extending the expectations around the presentation. So instead of just being based in the classroom, we're really getting students space to spread out. We'll be utilizing the gym, the cafeteria, all the classrooms, the art classroom, the library. Um so we'll be spread out across the school. So students really have space to fully display the presentation and um have a little bit more of an authentic experience as opposed to like I'm at my desk, my caregivers's
077on the other side, but my classmates right here. So, we're we're working to really kind of make it more of a um special experience for the kids and families. >> Thank you. >> Good evening, everyone. So, just a couple of highlights from the preschool and Main Street for this month. Um in addition to what Mr. McCluskey talked about in regards to the Alma uh reports and the I Ready and Acadians assessments that were sent home last Friday to caregivers. Um every winter our uh multilingual learners take a special assessment called access and that's uh across um Main Street as well as Lincoln Street School. Um the window just opened last week for the testing to be to begin and um basically the test assess um our multi multilingual learners how well um they use their
078English in school by looking at their listening, reading, speaking and writing skills. Um and from that um we get results um that relate to a profic proficiency score which helps us to look to see uh where their skills are at um from year to year. We have um we're just in the thick of our winter enrichment experiences at Main Street School. Some of the offerings for some of the classes um now again these these classes are Wednesday afternoons. We hold them four weeks in a row. Um it's just a dipstick into an opportunity for our first and second graders to come after school to take part in a special activity. Some of them include chess, capture the flag, rock climbing, jewelry making, junior scientists, winter arts and crafts, dance party, Legos, cozy coloring, directed drawing,
079and puzzles and board games. So, a lot of fun experiences to offer for our children. and we had uh about just over 100 students participating. So a great outcome. Couple more weeks happening. And back in January on the 16th, our uh teachers and staff engaged in a professional development day. Um, this was a day where our staff had time to work on some of the ELMA reports and the progress reports that they spent so much time uh gathering information for. Um and then all of our staff also had an opportunity in the afternoon um to learn a little bit more about um our multi-tered system of support system and uh more on executive functioning particularly some ways to support students um with projects and celebrations of learning. [snorts] Couple of events that are coming up.
080Uh Main Street School is hosting a family story hour for our caregivers um and our students. Uh this event is for our preschool students and families and our um Main Street students and families to come together and share a love of reading. Um it takes place on Wednesday, February 18th from 5:30 to 6:30 in the Main Street School gym. Um, [clears throat] we also have a February break coming up that will happen from Monday, Monday, February 23rd to Friday, February 27th. And um on March 12th, we have um a exit school district steam night that's happening here at Lincoln Street School. So mark your calendar for that cuz that's a very well attended event. And then finally, um, at Main Street School on Tuesday, March 31st in our gym, we host a kindergarten information night.
081And that's an opportunity for um caregivers and families to come out and learn um a little bit more about kindergarten, what a day in the life of a kindergartener looks like, um how to enroll your child um in our program, and we're available to answer any questions that evening as well. Thanks. >> Thank you guys. Um we will move forward with the central office update starting with the superintendence update. >> Thank you. We have been busy in central office. This is deliberative session season. So that's um that's been a lot of our work recently as well as we have a couple of hiring processes going on right now. One for one of our partner districts, Brentwood's principal position and our SAU director of safety and security. So, um, those have also kept us busy. I
082was able to break away for a little bit last Thursday and Principal McCclusy, I might need your help with this one. I came over for the arts assembly and I just can't remember the name of >> it was Ron Serret. My daughter has >> Rob Serret. It was >> him every day. >> It was a really phenomenal uh experience. Well, I think the for me the most exciting part was just listening to the kids. So that we've got this phenomenal artist up there doing this really great presentation and if your eyes were closed, you would still hear the excitement of every Lincoln Street student in the room just experiencing this very positive um positive message and really inspiring opportunity. And um I I think that's happening all the time in in our exit schools. That's
083just one example. But it certainly was um really nice to be able to to experience that and to to see the kids and the staff really enjoy that that and and really speak to I think what our values are and the exit school district as well. That evening I joined the caregivers for belonging which was equally as inspiring and had an opportunity there to talk with caregivers about um exit school board's um proposal for school meals and the importance of the free and reduced form and um really the goal of providing meals for students and what that's all about. So that was a really positive experience as well and and well received and Heather was there too. So, I don't know if you have anything to add, but um certainly two highlights for me in
084the past week. >> All right. Um thank you. Um financials. >> Good evening. In your board pack, we gave you the financial data for the month. Last month when we met, we had remaining expense of $271,033. you will see quite the change this month and the majority of that is um some significant change in need for some special ed students. Um that was offset a little bit by some contracted service and maintenance and some employees who changed their benefits. So, we are now projecting the ending fund balance along with the additional increase in revenue that we've received at $657,068 at this time. Does anyone have any questions? Any questions? Thank you. >> You're welcome. Um, we do have an agenda item um to just uh to circle back to the um FY27 budget um in
085case there was any other comments or questions that folks had from the board um or public comment um regarding next year's budget. We had a robust discussion, but we'll leave that open for Great. All right. Um, right. So, let's move on to our committee reports. Um, we'll start with our equity committee, and that's Tim and Kate. Um, >> no update besides that our next meeting is on the 12th, Thursday the 12th. Okay. Uh, great. And so our next is policy. I was unable to make this month's policy meeting. So I will turn things over to you, Patrick. >> Okay. I was able to make that meeting. It was a long and arduous meeting that lasted about 20 minutes. >> I [laughter] love a meeting like that. >> But um, we also have to before we
086talk about that meeting per se, we have to circle back to the public input policy. That was something that we were trying to address at the last meeting, but um we didn't have a copy of the policy in front of us. So, we have it here now in the packet and we have to make a decision about what we want to do with that. So, we have two versions of the policy. There's the policy that we had adopted in this district before and then there's also one that I believe it's Brentwood had also adopted which has some different wording. It's another model we could look at. And um if we stick with the policy that we have, there's some additional suggested language that just really cleans up who the public input is intended to be
087for, which is it says in here, residents of the school district, current school district staff, and any guardians or caretakers of students currently enrolled in the school district. So that's the intention of public input. So I don't know if there's any thoughts or comments about that. Um or if we just want to make a motion and then discuss it further, but we we should make some decision about public comment because we've had that pending for I think two or three meetings now. I can make commission or I just I would I I remember when this policy was first drafted several years ago and I I like the specificity of some of the um bullet points or numerical notes in it um compared to the the other example. Um, I think we tend to have, you
088know, pretty um, straightforward public comment periods, but I I do know that in the past there, you know, other boards have faced different circumstances and I appreciate um the specificity of of how to handle that as a board chair, as a board member um, and for on behalf of the other public that are in attendance. So, I would like I guess I'll make a motion. I'd like to make a motion that we approve um uh I don't know what do we call it the standing um policy for public input at board meetings behind changes. >> Second. >> Okay. All in favor or do you need a discussion? Yeah. Sorry. I'm just in just a brief discussion. I would just say I completely agree with you. I I don't think we most of these pieces we
089don't end up having to reference, but if there are ever something that was particularly contentious, it's nice to have a framework so that the whole point is that you're not preferencing one viewpoint over another as long as people are civil. And so it gives a framework to say if people aren't being civil, they can be excluded, but otherwise all public input is welcome. So I I I agree with you. We haven't really had to invoke most of the things in here, but I like that it's there so that it's clear if those situations would come up. >> So, I'm definitely in support of the motion. >> Any other discussion? >> Okay. All in favor? >> I. >> Okay. So, the other policies that we have are some revisions and there's smaller revisions really. We have
090um well [snorts] five policies here. Most of them are smaller revisions I should say. F the first one is the uh school safety program and it's really just adding some language about whether or not you're a design some specificity that if the superintendent delegates authority so excuse me or I said a design superintendent or designate that you could that it could be either one that affectuates the the policy. um which is just really how things tend to work. Um a lot of times the superintendent, but sometimes it's an assistant or associate superintendent. Um and there's a component that's added in here that just indicates that if there is a delegation that it should be recorded. So that's really clear about who's, you know, sort of taking charge of that. And there's a piece in here
091about um the about safety and supervision of students during school hours needs to occur whether or not it's on school property. So if you're working with students even outside of school property that this policy still applies. So that's the school safety program changes. I don't know if anyone has any questions. They're pretty straightforward. The um the one with accident reports is also really just cleaning up a bit of the delegation language and and some of the context. It's not really making big substantial changes. You can see what's in here without reviewing all of them. Um so that's in there. Then there's a one about crisis prevention and emergency management. And the additional language is really about making sure that we're checking in with other policies that might overlap with this. So there's a more specific
092reference to that. Uh so that's that plan. And then the or that policy and then the chemical safety chemical hygiene policy. We have policies on almost everything it seems like. Um there's a piece in here that talks about um a requirement for an annual chemical hygiene plan audit and report. So that's a sort of an additional specific component that needs to be included in the plan which is mainly what this policy is about. And then the last policy that we have in here um is about employee student relations. And there is some u more substantial changes about it, but to me it it it made sense. I mean, it has things like staff members are expected to maintain courteous and professional relationships with students. And that changes what it said before said staff members are
093expected to use good judgment. It's not that they're not expected to use good judgment now, but just gives a little bit more uh clarity about that. and maintain an atmosphere conducive to learning through consistently and fairly applied discipline and established professional boundaries. Um there's not I mean I think it just adds a little bit of clarity. Um it does add some more clarity for example around gifts where it says there was always already language in here before that says the the exchange and purchase of gifts between staff members and students is discouraged and it says and prohibited when the gift is more than dimminimous value or is directed to an individual student. So, it's trying to avoid some things that might be contradictory to the code of conduct for those people that are credential holders.
094Um, and also to provide some guidelines for students and families that if they thought something was inappropriate, they have a guideline to go back to and have a conversation about that. So, there's a couple other things are in there. I'm not going to read each of the changes, but you can see what's in there. For the most part, it didn't strike out language. It's just um added a couple of a couple of pieces that are on here. >> So those are the changes that >> this is super minor and I actually just don't know the answer. So in policy on the accident reports EBB we reference in collaboration with the chief human resources officer in all caps as if that's a title but I imagine titles could change over time right and in other policies
095we reference like the director of food services as a function versus a title and I don't know sort of h usually we're trying to make things consistent if there's a reason why it it's sort of called that as a title versus a function. >> I don't know. I mean, certainly superintendent, some of that statutories in there and principal is in there. Is that actually the title? I don't think that's Heather's title. Is is it chief? >> Yeah. >> Okay. >> All right. >> It's very minor. I I guess I'm just I'm thinking maybe for >> it. It does say or designate. Yeah. So, but it still works. >> I think it's clear what it is. I just am cognizant that titles change over time and so yeah just in terms of it um >> I
096actually forgot that that was her title love >> I guess I would recommend that maybe we just don't capitalize it right that it's sort of the other ones in other policies are just um listed as almost like their function versus that's their title. So I'm looking like an EBC. We have facilities directors, science department chairs, food service director, and they're all in lowercase, >> which very minor, but that would be my only that's the only thing I got. >> Is it just in that one policy that that >> that I can see? Yeah, that's why it sort of stood out to me. even capitalize principle. >> Well, one of the changes in this policy is to change the small principle to capital >> right in the line right before >> right. Yeah. >> Yeah. So,
097I guess I would I haven't made it. I mean, we can make I can make when we're ready to make a motion. That's what I would recommend that we change chief human resources officer to lowercase. >> Are there other changes or comments or questions that people have? because we can move on the other ones if there's not changes on those and then address that one. So I would make a motion to approve the other policies we discussed except for the accident reports one. So, the school safety program, EBB, the crisis prevention emergency management policy, EBCA, the chemical safety and chemical hygiene plan, EBC, and the employee student relations pro policy, which is GBB. >> A second. [snorts] Can you repeat what you said? >> You don't need to. So, it's up to you, Heather, to
098to decide if we're going to have We have a second and a motion. You have to decide if there's going to be a discussion or a vote on those. >> Oh, any discuss. Sorry. Discussion. Sort of. Any discussion? Okay. All in favor? >> I I >> So then I uh Do you want to make a motion about the accident policy? >> Yes. And I have to find it. Sorry, I was reading the other one. >> Accident reports policy. >> Okay. I would like to make a motion to approve um the accident reports policies EBB with the recommended change to change references of chief human resources officer to lowercase. >> Is there a second? I'll second. >> Okay. Any discussion? >> Yes. The thing that discussion is what whatever change we make, we should make it
099consistent. I mean, there's a capital in the second paragraph, there's principle is capitalized, for example. >> Okay. Here, let me retract my motion and I guess I can make that all references to titles except for superintendent be be referenced in lowercase in that policy. Where are you seeing principal? >> Um in the after the numbered paragraph. Do you see it? >> The principal designate >> capital P. >> The principal designate will notify the human resource office >> right before where it has B. The paragraph right before B. >> Right. So we could just I could recommend that both princip principal and chief human resources officer be lowercase. I think I don't think there's any other references to title in here. >> I'll >> I mean throughout Yeah, >> I'll second the motion. >> Okay. >>
100All in favor? >> I >> All right. Great. Thanks, Patrick. >> All right. Um, moving on to safety and security. Do you want to take that one, B? Um we um met for the safety and security committee on January 22nd at 9:00 a.m. at the high school. Um again, as always, we can't go into too many specifics about what we meant about. Um but just at high level, we always talk about um safety grants that we have applied for and received. Um we did discuss our drills and where we are at in the schedule um for drills that are required at every campus. um tabletop and in live person drills. Um and then we did talk about some of the learning and the continued learning that is happening after the Alice activation at the high
101school. Um so it was a very informative meeting and I think at the end um we should probably um acknowledge here um and as Allison said they're recruiting for a safety and security director. So, Rich Kane is retiring and he has put in a lot of work in the safety and security space. So, I think um we should commend him for all of that and all the moving parts in a time that we're in. Um he has done a fantastic job. So, thank you to Rich. >> Great. Um and Beth, I'm going to keep you on the mic because you are a strategic planning committee. >> Yes. So, we don't have any updates from the committee. Um we did present um the each aspect of the strategic plan to the joint board last Monday the
10226th. Um and we did get our strategic plan passed. So um now comes the fun part of putting it all together and there will be a public facing dashboard that we'll be able to see um after um the metrics are collected. So it's a great it's great progress. Just a a minor correction for the minutes from the from the joint pore perspective. We had had to move the meeting to Tuesday. >> Oh, that's right. It was the 27th, right? Because we got two feet of snow. >> That's right. >> Okay. We had snow again and got >> Yes. 27th. [laughter] >> Okay. Great. Thanks. Facilities. Um Beth or Patrick. >> We have not met nor had a request to meet. >> Okay. >> That I'm aware. >> Um and then Wheelright Trust, Tim and Kate.
103if there's any updates. >> Little update there. >> The um signs outside of the school are really exciting. My kids have commented on them. It's great to see them up and >> yeah, has the has Well, they look great. We'll just move on, but I I'm glad to see them up finally. Um All right. Sbatical. I think we are meeting When is that meeting? >> We are meeting uh the sabbatical committee is meeting tomorrow morning. Um, so no updates there. And uh, negotiations. I think Patrick, you shared a lot around the warrant article. I don't know if there's anything more to share about the negotiations. >> Nope, we are done negotiating. >> Great. Um, and then finally, the superintendent evaluation committee, Beth and Tim. Tim, you want to take that one? >> Sure. Uh, we
104met two weeks ago. Um, and we're on track to send out the uh evaluation survey to all staff in April. And uh I think the request is that for the April board meeting is when we do our own board evaluation of the superintendent. So uh we'll we'll have more info before that April board meeting. >> Great. Thank you. Any new business? Yes, Patrick. I would just like to recognize the board member to my right, Beth. This is her last board meeting. >> I don't know if it is because March 10th is the day of voting. >> Okay. So, it may or may not [laughter] be her last board meeting. We want to make sure >> there's I don't want to lose an opportunity because there have been times that people have not shown up at
105that that March meeting. So, we can always thank you twice. >> All right. But I just wanted to just take a moment to thank Beth for her service and her contributions. And one of the things I really appreciate about you is just that you are sort of an independent thinker. You really listen to what everyone says, but you also um are really ask really great questions. You're very curious and it it's been really helpful for our board. I appreciate you as a board member and and as a person. Thank you for being on the board. Thank you. It's been a pleasure. I second that comment. [laughter] Take a vote. Take a vote. Um, great. And, um, I don't any old business, anything. All right. We do need to go into non-public. Um so per uh
106chapter 91A uh uh 32 and then it's we have two um article C and I. Um so I'd like to um all in I guess what I uh make a motion to go into [laughter] non-public session um per those two articles. >> Second. >> Okay. Roll call. All in favor? I >> I >> Okay, we're going into non-public at 7:44. Um we're coming out of non-public at 8:25 and I'd like to go ahead and make a motion to deny the request to suspend the policy per article C. >> Second. Okay. All in favor or any discussion or no? All in favor? >> You have discussion. >> We can have discussion. Sure. Any discussion? Okay. All in favor? >> I Great. Um, great. So, I would like to um make a motion to adjourn the meeting
107at 8:27. >> Second. Okay. >> All in favor? I. >> So, adjourned.