Exeter School Public Hearing/Meeting 01/13/26

001All right, everyone hear me? Oh, hello. All right, we will call to order the uh public hearing meeting first. How it will go is we'll do the public hearing and then we will close the public hearing and then we will open up our regular school board meeting after that. Um so at what is it? 6:03 p.m. we are calling uh to order the public hearing. Um we are going to show a short video about the budgetary process first. Um so I will let Allison pull that up. >> Sure. I will actually have principal Mcccluskkey pull that up. >> 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

002about 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 make new friends each year. I like Main Street School because 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

003things as part of our steam program. Hey guys, can you share what kinds of things we grow in our hydroponic station? >> Rosemary, um, 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 band, 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 a parent and also as an

004ex-president of the PTO, I can say that what makes Main Street School and Lincoln Street School so special is definitely its teachers and staff. They are incredible and they go above and beyond to support their students both academically and um 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 sure that their students really feel safe, happy, healthy, and supported at school and beyond. >> At Lincoln Street School, we are very proud 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

005Hampshire 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 in 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

006our 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 supportive 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

007our 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 budget. 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

008hasn'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 83% of special education costs which are legally required and tailored to each student. In closing, thank you for taking the time to watch and for hearing the voices that make the Exor 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 will happen on Tuesday, January 13th at 6:00 p.m. in the Lincoln Street School Cafeteria. The deliberative session will happen on Tuesday,

009February 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 blue hawks. >> Okay, so now what we will do is so they did a pretty good job going through um some of the budget there. Um we will give a summary and any additional rationale to some of the proposed warrant articles. So what we've done in the past is each person will read one and then sort of describe that and the next person and so on. Um I will go through the proposed first article one which is always the operating budget. Um and new requirement to the law states that we have to state up front that the average cost per pupil for

010the preceding year as calculated in accordance with RSA $189 uh.75 um is $29,440. Uh, the district's ELA proficiency is 69%, math proficiency 71, and science proficiency at 62%. Shall the exit school district vote to raise and appropriate as an operating budget not including appropriations by special warrant articles and other appropriations voted separately the amount set forth on the budget posted and the warrant or as amended by vote of the first session for the purposes set forth therein totaling 28,581,548. 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 uh 10 and 16 uh Roman numerals 16 uh to

011take up the issue of a revised operating budget only. Um so as you heard in the video there really isn't much more to add to some of the major changes. Um we did see a large spike in health and dental which is not unique to us as a district. We're seeing that across um the country in probably all of our roles and jobs. Um we did see an increase in special ed tuition of $352,000 which is the result of four students that we had to place out of district. So we are budgeting for that for next year. Um the other larger items are salary um increases and then FICA to go with those salaries as well. Um, the good news, um, the special ed contracted services line item, and I'm on page three of the

012packet that you guys are seeing, I'm sorry, um, represents a 424,000 decrease in special ed contracted services, which is a great success, I would say, for the district as we, uh, crafted a uh, collective bargaining agreement last year for PAR professionals, which directly impacted our contracted services. So this is working as designed for for that work. Um the other item down at the bottom was an addition made um prior to the meeting based on a motion that we passed that we wanted to see what a 50% um what a what would be the budgetary impact if we were to not collect any contribution of school meals for families assuming that 50% of students eat breakfast and lunch. So that is what makes up the difference in the all other um number down at the bottom

013of 340,000 331,000 of that is the the the calculation that we came up with based on the assumptions of 50% of students were eating breakfast and lunch every day and we were not charging periods for those meals. Did I say that correctly? Okay. And then um we can move on to article number two. You want to read that one? >> Sure. >> Yeah. All right. So Warren article number two collective bargaining agreement. Shall the school district vote to approve the cost items included in the collective bargaining agreement reached between the exit school district and the exit education association which calls for the following increases in salaries and benefits at the current staffing level over the amount paid the prior in the prior fiscal year. So you can see the numbers here. Fiscal year estimated increase

0142027 is $473,00040. Uh 2028 $492,190 and 2029 $472,450. And further raise an appropriate $41,587 for the current fiscal year. Such sum representing the additional cost attributed to the increase in salaries and benefits required by the new agreement over those that would have been paid at current staffing levels. The school board recommends the school district approve these cost items and make the appropriation of $473,440. So we um every 3 years we revisit the collective bargaining agreement that we have with um the teaching staff and this was um the result of a really good you know collaborative discussion to address the needs that uh that hadn't been fully addressed before. Part of it is salary. Um and you can see the numbers on here. That's really the biggest factor in terms of of the budgetary impact. Um,

015and I to give you a sense on what those numbers are. I mean, they look big in the abstract, but we have a lot of people that work here. Uh, the first year would represent a 2.25% increase. The second year is a 2.5% increase and the third year is a 2.75% increase. So all three of the years are under 3% very reasonable amounts in terms of compensation. Um there are other forms of compensation because we want our teachers to be properly paid. One of those is longevity. So we made some adjustments to longevity to increase some of those payments so that we could really reward teachers that had been here for a long time and have and have advanced skills. Um we also made some changes to uh a medical buyout. So that is that

016folks that don't take the medical insurance. You just heard the cost of those is pretty high. Sometimes they have a partner um that may have insurance that we increase the uh the cost that we give to uh the employee if they have a medical buyout from $750. It used to be $500. Uh, and then there's just a bunch of other things that don't really show up on the budget, but just to give you a sense of the agreement, there's a number of things that are in there that um are important to really make the, you know, sort of the educational environment really productive and to show that we really value the work that our educators do. One of those things, for example, is that in the past we had um a provision that said teachers

017got 25 minutes a day, a minimum of 25 minutes a day to prepare for their classes. Most teachers were had 40 minutes, but it wasn't written into their agreement to say that. So, we changed that. So, that's written in there. So, that's protected. They know they had that 40 minutes. It doesn't matter what the position is, they have a minimum of that amount of time. Um there's some other things in here for example like changing the definition of when you can take bereavement that it's uh it's a little bit more open-ended um so that appropriately people can take time when they need it. So I, you know, I could go through if if folks have questions about anything in particular, I could go through that, but a lot of the changes were really just more

018in line to sort of either fit current practices or or address some problems that were out there that um, you know, sort of clarify the intention to make it a, you know, supportive working environment. So, we felt really good about the um proposals that were made and sort of the discussion that was had and the school board separately voted before this to endorse this agreement and to present it to the voters. >> All right, Tim. >> All right. Warrant article three, the special education expendable trust. 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 the June 30th fund balance available

019for transfer on July 1st. No additional amount to be raised from taxation. The exit school board recommends this appropriation with the majority vote required. Um so at the end of the year um if there are are funds left over from our in our fund balance we this warrant article would uh allow us to transfer up to $75,000 to this special education expendable trust fund and that really is in in case there is an unanticipated placement of a child with special needs into our district. Uh that $75,000 I think covers uh just over one student potentially with all the transportation costs, the human support that they receive here um and other other needs to support uh unanticipated uh placements. As Beth mentioned in the budget, we already do have a substantial amount allocated to uh for

020children with special needs. And um this again, this is just in case there there are uh unanticipated moves into the district where we need even more support than what we're budgeting for. And again, just to make this clear, this money is only going to be allocated to the trust if there are leftover funds to the fund balance. And again, it is not extra uh money that's uh added to taxes. This is strictly from leftover money that we would appropriate into this trust fund for this and only this purpose. >> Can I can I add one thing to that too? I think what everything you said made a lot of sense. One thing I would add is that um in addition to if we're servicing someone within the district, if someone had to go outside the

021district, those costs could even be several hundred,000. And so the $75,000, that's why we've built this up over time. So we had enough to really place a child or two if needed outside the district that wasn't anticipated and then we'd have to build that into our budget for the following year. So it's really just a a stop gap to get us through a year. Mhm. >> So we don't otherwise we would potentially have to cut services in some other area, you know, cut a cut staff positions or or cut something else if we didn't have the funds for that because we're legally required of course to take care of those special education needs. >> Thanks, Patrick. >> Okay. >> Article four, capital reserve fund. Shelley Exit School District wrote to raise and appropriate the sum

022of up to $50,000 to be placed in the capital reserve trust fund previously established in 2002 for the unanticipated capital cost at the exit school district. This sum to come from June 30th fund balance available for transfer on July 1st. No additional amount to be raised from taxation. The exit school board recommends this appropriation. Um, this is similar to article three that if there's a fund balance at the end of the year, then um, it's allowing up to $50,000 to be put in the fund to deal with unanticipated capital costs. A roof needs to be fixed. Uh, I'm trying to think of what else would be, you know, any any capital reserve or problem that arises. Thanks. >> Thank you. All right. So at this point we will um open up the for any comments,

023questions um from the public that you might have. We just ask that you please come up to the microphone and state your name um so that we can have it on our video. Oh, Heather would like to see the people. Heather is joining us remotely. She is our board chair. um she's traveling so but she wanted to be here. >> Go right ahead please. >> I just have a clarifying question going on the basis that I don't know numbers so just bear with me but on this default page budget >> on the back. Yep. >> It says uh under food services 720,000 for the proposed budget. But over here on the page that's on food services under the proposed budget it says something different. What is the proposed budget for food service and what does

024it include >> this? >> Yeah, just because it looks differently for I'm assuming this is the three the the added $331,000 that we asked to go into the budget to see what type of budget impacts. So um at the last meeting we have been talking about school meals and so we asked for a parent portion of school meals not to be collected under the assumption that 50% of students receive uh eat breakfast and lunch at school every day. >> They do now. >> It's we're it's an assumption. No, they do not now. um trying to figure out what the budgetary impact would have would be if that were the case. >> So that is that includes the difference of $331,000. But Molly, maybe you can clarify that for me better. >> And excuse me, what's

025your name? >> Maggie Bishop. I'm sorry. And I have a follow-up question, too, once I understand. >> Okay. Maggie Bishop. >> Sure. >> So your operating budget consists of two funds. Well, it will consist of three funds when the grants are created. It's your general fund and your food service fund. So if you look at the line by line budget, the one that looks like this. That first number is a 10. That signifies your general fund. And so this report printed out is just your general fund report here. Um and then there's the food service fund. And so the food service fund is a fedally funded program. And if the food service fund was to end in a positive balance, it's not returned in your taxes like the general fund is. And so how we

026had to account for this is the expenses happen in the food service fund to support the food service program. However, the expenses related to um I guess you call the universal feeding program would reside in the general fund. And so we did put that in function 2400 which is the office of the principal. And the reason we put that there is because in a normal situation uh in past years there is a level of unpaid balances. No child is denied a meal. Every child who wants lunch gets lunch. But at the end of the year, if a student has an unpaid balance in their account, the general fund has to cover that because legally the food service fund cannot be in a negative position. And so what we added also added was the parent portion.

027So because it's a fedally funded PO program, the operating budget is going to fund 10 is going to pay fund is it 41? 41 is the food service fund. the parent or guardian portion I should say. So that's why you see it the way it is here because the food service fund supports the food service but then the part where the the operating budget is covering the guardian portion resides in fund section 2400. Does that clarify >> it explains the number? I'm not sure what's happening. >> Could you come sorry microphone? Thank you. >> Thank you. I guess I just want to know is there a change in what is being paid for for ser for food services as far as far as you said if 50% of the kids so you want to pay

028an additional 50% of children getting free food is that what we're doing like I'm trying to understand what the the change in the practice is now you want to take that >> yeah so the proposed change in the practice in the budget would be that we wouldn't be collecting contributions from parents or from or from kids so in other words >> is there a reason for that >> is Is there a reason for that? >> Yeah. Like the change? >> Sure. Yeah. I mean, there's been a bigger discussion that we've had at some of the schoolboard meetings about that. There's concerns about food insecurity. There's a number of families that uh that struggle to uh to provide food. >> Uh there's there's families that don't qualify even for free and reduced lunch and um and

029don't always have their kids going in with a you know with a healthy meal. So, and if and if kids aren't eating properly, it's a huge impact on their education. >> I don't disagree with that. So, just to clarify, some parents have a lower income, but they don't qualify for the >> correct. Okay. >> Yeah. There are some there are some parents that have a lower income but still don't qualify for separate federal funding. >> Gotcha. Okay. There are other I mean, I look, it's been a broader discussion. I can't summarize it in in 45 seconds, but um you know there are also there are a series of programs that we've had in place things like N68 hours of hunger that we work with a volunteer group. There's also the staff here have you know

030and the and the educators have have done a great job for a long time trying to identify families that they thought were at risk and tried to find ways to bridge that gap. But some of the concern or the feedback uh that's been out there is that there are still some families that don't selfidentify themselves, but they are still struggling with food security. >> Okay. So, do we have a sense of how many students this change would will so will all kids just have free meals and they would not go after parents? >> Correct. >> Okay. Regardless of income. >> Correct. It's what we did. We did that actually after um like when was it? Mid mid November. >> In mid November when there were some changes to uh SNAP benefits and whatnot. We suspended

031the collection of um of parent contributions. So we did that. It wasn't intended as a trial per se, but we did that for about 7 weeks >> um from early early November until the end of December. >> Okay. I just I just wanted the clarification on it because it wasn't mentioned in anything else. I just want to make sure I understood it. That's all. >> Yeah. And this is something that only is is regarding our district. It's not an SAU wide policy. It's something that that would be particular to our district. >> Understood. Okay. Thank you. >> Please come up to the mic. You could state your name, please. >> My name is uh Aisha. >> Uh what's the counterargument of this proposal? >> Like what would be a reason that people would vote against

032this? >> Which proposal specifically? >> Sorry. Uh the one about the food insecurity and uh giving all kids a free meal. Well, it's not a it's not a separate proposal. That's a it's the Warren articles for the budget as a whole. It's a component of the budget. So, it's you know, it's that's not what what's before the voters is to vote whether or not to adopt the budget. So I mean I you know typically in terms of what adopting the budget on why people sometimes don't support the budget is they don't think the cost of of of different initiatives is merited. So whether or not the cost is is you know fits the the goals and and should be supported in terms of the impact on taxpayers. I think that's that's always a concern that

033we try to keep in mind. You know, we don't increase the budget 20% in a year, even though we could probably find 20% worth of educationally appropriate things to do that would benefit our students because we know it would have too big of an impact on the taxpayers. So, that's always kind of a counter I don't know if it's a counterargument, but sort of a counter force that we always try to keep in mind when we're creating budgets and we we consider different components of the budget. Okay. To follow up on that, having been on the school board for many years, um, >> can you just state your name first, please? >> Kathy McNeel. >> Thank you. >> I think you need to get it out there to the voters why you're doing it and

034what the background is because people are more like to support it if they have the information beforehand and not just go in and say, "You went up this much money for what?" and now everybody's getting free food and people can afford it next. There's that backlash that you're going to get with the budget which may hinder it being passed. So I just would suggest that this get out there more so that people understand why and if there is a lot of families that are struggling which I can understand but you need to let the people know why. It's not just oh I just decided to feed everybody. That's what we want to do, not the this story behind it. Having been on the board, I understand where the story comes from, but I think you

035need to educate the public before the voting takes place. Just a suggestion. >> Thank you. Anyone else? Okay. Close the public hearing. Last chance. Okay. All right. Um Okay. So, we will call the meeting the public hearing uh to close at 6:36 p.m. Um, and we will now start the regularly scheduled program. I appreciate you all for coming. >> Thank you. >> Okay. >> Right. We will now call to order the um exit school board um meeting at 6:37 p.m. Um we'll do the when we do our uh pledge of allegiance first. >> We'll rise for the pledge of allegiance. To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right, we will have PTO

036update. We have Beth here. Hi. Oh, yeah. Beth, you're doing it. So, they couldn't be here tonight. So, I am going to speak on behalf of the PTO, give you a quick update. They are really um trying to promote a couple of updating events that are coming up. Um there is a UNH basketball happening game happening at on January 24th. It's a Saturday at 2 p.m. um where the Wildcats will go up against the U Albany Great Danes um at UNH and the fifth grade chorus um from Lincoln Street will perform at the game. So um at that game have an opportunity to see the course and um there's a discounted rate for the tickets for our students and staff and our community. The second event that um that we're trying to promote is the

037glow party that is happening on Friday, February 6th in the Lincoln Street School gym. So, the gym is going to be transformed with black lights, dancing games, raffle prizes, um music. The event is free for all students and their families from both schools um as well as our preschool. Um registration is going to open on January 23rd. Um and in order to get some early notification for sign up um signing up and whatnot um they you can reach out to the PTO on their website and sign up for the PTO email list so you'll know what's happening coming up. Thanks. >> Thank you Beth. Um so now we will open up our period of normal public input uh per RSA 18974. So this is for a total of 30 minutes. Um and but per normal

038if anyone should should come in at any time, you know, we'd like to hear from them. So, we are starting public input at 6:39 p.m. Um, we will go through and approve the meeting minutes um from our December 9th public um non-public and budget workshop on December 3rd meeting minutes. You guys a second? >> Second. >> Hold on. Do you want to make a motion? You want to make a motion? >> Sure. Yeah. I I'll give you a second to look at them. >> Oh, I thought um I make a motion to approve the meeting minutes from the uh December uh 2025 extra schoolboard meeting. >> Okay. >> One second. >> Is the motion for all three sets of minutes? >> Um just the December. >> There's three. >> We had three. So, we have

039the budget workshop meeting minutes, the regular meeting minutes, and the non-public minutes. >> Gez, I I changed my motion. >> Okay. >> For the non-public meeting minutes, the budget workshop meeting minutes, and the December 2025 Xray School District. >> Thank you. >> Second. >> Okay. All in favor? >> Oh, thanks, Heather. All in favor? Hi. >> Hi. Can we have that extra mic, Kate? >> I can use this one. >> You can if you need a mic. >> Be good. >> Yeah, I can share. I'll share. >> So, what we did last time is we like >> just put it right down >> if you want to do that. So, we don't have to keep moving it around. >> My gosh. There you go. Um, okay. We will now move on to principal reports. Welcome

040back. >> Thank you. Couple of highlights. Um back in December, the week, actually the week of December 8th, um our steam teacher Jackie Carlosi helped to organize um what is called an hour of code opportunity for our students um at Main Street School. Um the highlight for this activity was really our grade two students who partnered with Liberta Mutual's uh legit LEGIT outreach um group to program custom dance parties on their Chromebooks. Um it was a super exciting time um in the gym during this. The kids were engaged. Um, they were excited and it was a really nice uh community partnership opportunity because we had lots of staff from Liberty Mutual that were help uh helping to help organize it but also support students on how to um work on their hour of code. So,

041that was a really exciting um thing that happened back in December. We also um right before we went on break, our school librarian um along with our students climbed aboard the magic school buses made from cardboard boxes and took an imaginative journey while watching the magic school bus. >> Um the kids love this. Um it's an annual activity. It's absolutely adorable. Um and they're just so engaged. They're in their boxes watching the the the movie. Um, and it was just a joyful celebration of how stories, um, creativity and imagination make the library an unforgettable place. Uh, we held a whole school assembly back in uh, December. The focus of the assembly was on safe recess play, um, how to have fun at school in the snow, and our buddy benches. Um students from two second

042grade classrooms also enjoyed participating in family feud with Mr. Ferguson which was really exciting. Um and then one of the highlights from this assembly was the first time that we have had the opportunity to um streamline streamline it live into our library for students who might need an alternative setting setting during um a school assembly. and it worked. So, it was great. >> Couple of up upcoming events. Um, this Friday is a professional development day for our teachers, which means there's no school for students on this day, but we have lots of um things planned for our teachers to engage in learning. Um, we have afterchool enrichments that will be um starting at Main Street School next Wednesday, January 21st. They run for four consecutive weeks. on Wednesday afternoons and um our Alma report cards

043will be electronically sent to caregivers on Friday, January 30th. Thanks. >> Thank you. >> Good evening everyone. Um the update for Lincoln Street School. Um we had um the UNH Manchester STEMmobile program come to um Lincoln Street School, which was the first time that we've had them come and visit. This was a um third grade hands-on experience. Um students were introduced to the exciting and cutting edge field of biofabrication um which is a technology currently being developed by scientists right here in New Hampshire. Um during the visit, students assembled a circuit board, learned about sensors, and conducted tests to determine whether cells were healthy or needed additional nutrients. Um the presenters were absolutely amazing. Kids were fully engaged, and they got to go outside into the STEM mobilebile from our steam lab um to do

044some other hands-on experiments as well. It was a really great program um that we hope to have back again. Um our DARE program is kicking off as we come back to school in January. Um fourth grade students participate in a very quick snapshot of intro to DARE and our fifth graders start this week um with the full DARE program. Um as um Principal Katarette mentioned, we do have our second session of after school enrichment. We have about 100 students signed up which is a little over a little over a quarter of our school. So we're excited for that. Um Lincoln Street School band chorus um and our strings program had their winter concert in December. Um it was great to see all the fifth graders that have been working so hard um have the opportunity

045to share in front of family and friends. Um and our fourth grade um beginning band students have their first rehearsal tomorrow morning right here. So hopefully those months of learning clarinet at the mcclesky house pay off. Um we're certainly hoping um for uh we do have our our um professional learning date um on Friday the 16th. We have a lot of great things happening. Staff will have time to work on those really important narratives that we um take a lot of pride in in sharing student progress as well as some training on executive functioning that we think will be very valuable based on some of the student profiles that we see coming through. Um, as principal Katar also mentioned, we have at the end of the month our first semester um, learning reports or report

046cards going home. In addition to that, we'll be sending home the family report for I Ready. So, that's two different data points that families will get um that we think against show some of the amazing things that are happening in school. And certainly if parents have any questions or caregivers have questions, reaching out to your child's teacher is the best way to make sure that you clarify any confusion that you may have. Um the very last thing that I'll just say is we have our third grade celebration of learning coming up the end of the month on January 28th. We're really excited about that. Um and we have an in-house assembly um called Hero Art with Rob Surret who's a speed painter. does a really inspiring um presentation um based on his work with Disney

047and Marvel and a lot of different companies and he he does a great job of just kind of getting kids really um engaged and motivated and um we're really looking forward to that. It's been a few years since we've had him so um our friend Mr. Lincoln might have some company soon. Um thank you. >> Thank you. Um, we will move on to the uh superintendent report. >> Thank you. Sorry, Heather, if I'm right in your face here, but um thank you. I wanted to provide the board this evening with just a little bit more information that was requested about the potential fiscal impact on um the district covering the parent portion of meals in the operating budget. So, some specific questions had been asked and we gave you some information, but I um I

048have a little bit more to share with you this evening. And really, there are three areas I wanted to highlight where um there could be uh a fiscal impact that we might just want to consider in this conversation. Um so, the first area would be around the reimbursement rate from the USDA. And this is all about um if if families are filling out the free and reduced form versus if they are not what the difference is in the reimbursement rate. So for uh breakfast the reimbursement rate for a for a student who um who does not qualify or who does not fill out the free and reduced form is 43 cents. Lunch is 53 cents. And then the reimbursement rates for students who do qualify and do fill out that form uh jumps up to

04924.46 per breakfast for the reduced rate, 24.49 per breakfast for the free rate and then for lunch it's 429 and 469. And you should have that information but I just wanted to articulate that. The other area which I shared and just wanted to highlight is the change in adequacy aid. So for students who uh would qualify for free and reduced status but who did not fill out that form, that would be a reduction in adequacy aid of $2,441 per student. And then the other area um which I got a little bit more clarification around and wanted to share with the board this evening is around the title funding. Um so the title funding happens in a couple of different ways. The the US Department of Education uses census data to determine um title funding p

050for each state and then the when the funding gets to the allocation gets to the state of New Hampshire. The state of New Hampshire uses both census data and free and reduced data to determine allocations for each school in each district. So it's it's weighted pretty heavily toward free and reduced data at 75% and the the census data at 25%. And then there was there had been a question about is there a threshold where the amount of funding shifts if we have fewer than a certain amount of students does that change our funding? So the answer is um that schools must have a minimum of 10 students or 2% of their overall enrollment to qualify for title one funding. So, for our current enrollment data, that 2% is 15.3 students. I might suggest we round

051that up to 16 students. Um, but that's the number that we would need to to qualify for title title one funding. And then it really isn't essentially a per student amount after that. So theoretically, if we have a hundred students who fill out the free and reduced form right now, um, but only 50 of those students fill out the form next year, our our title one funding would drop 50%. That's sort of a straightforward way to explain that cut. And then from the title one allocation, um, that that's where we receive our our title two and title four allocations are based on title one data. So there is an impact there. Um, so those are really the three areas that you that beyond the operating budget costs that we've talked about that might just be

052worth considering as the board uh considers what the what the recommendation will be um for the next step. And I that's that's what I have for tonight. It sort of bleeds into our uh budget discussion anyway, but I'll stop there. >> Okay. >> Any questions? >> Yeah, I kind of just asked for clarification on one part. What I heard you say, Allison, is that the funding is a combination of 25% census data and 75% free and reduced lunch. So if it dropped by 50%, it wouldn't be a full 50% reduction because 25% of that is buffered by census data, >> right? So 50% of the correct 50% >> 50% of that portion. Yep. So So if so, for example, if we had 75% it would drop to 37%. plus the 25% that we would get

053from census data which isn't going to shift no matter right >> whether people sign up or not. >> Correct. >> Okay. Um do we want to go into the budget discussion or talk about the Do you want to do the financials quickly and then we can jump into the budget discussion? >> Sure. >> Okay. >> Good evening. So in your board packet you received our current financial status. So last month we had unex unexpended on budget of $433,728. This last month we have spent or encumbered $162,696. Um we basically put the items that we have spent it in. Um, some of them were unpaid days, change in encumbrance for an employee who was out with unpaid days. We had some special ed contracted services that were required, some techn technology services that required. Um, the

054building administration line. Um, part of that is the incumbrance were waiting for the invoice for the payments for the lunches that were provided for the board. Um we had some maintenance services and supplies, a change in student transportation need and the bigger one was the employee benefits. Um that was some people signing up for insuranceances that were now needed those insuranceances. Um but it was also part of the CBA requirements to buy out their or give them a buyout for their medical insurance if they did not take it from the district. Does anyone have any questions? Thank you, Michelle. You're welcome. All right, we'll go resume our budget discussion. Maybe just update with the changes from last month's packet to this month's packet. >> So Michelle can come up with me too if she wants.

055Um, so we did write a memo. I'm assuming that was in the board pack where we did six different scenarios. I think it was seven. >> Okay, perfect. Um, I didn't bring a copy with me, but um Okay, Michelle has a copy. So what we did is we took a look at history. We took a look at the COVID history um and how many students ate during that co time in addition to how many students who currently qualify for free and reduce that are actually using the program. So we use those to come up with six different scenarios. And I hate the word assumptions, but we had to use assumptions to um come up with the financial impact. So scenario number one was a participation of rate of 50%. And 60 >> Sorry, can I

056just interrupt? Can you talk about what that data was that you found? You said that you that you based it off of data from before. I think particularly because not everyone's looking at the packet that we have and this is for the public. So you can talk about what that data is that you uncovered. >> Sure. So um we we took a look at in the co time period how many meals were served. So Michelle actually did a great job of going back to that time period and seeing how many meals were served. I don't know if you have any mind talking. >> So we took what we call the claims forms the the data that is turned into the state for how many meals are served. So we went to the 2122 year which

057is after we had come back to school or was serving lunches and breakfastes to the students and we went through every claims form for every month. The data came back that during the time that parents were not charged and the the governments were paying for everything it was about 30% participating in receiving breakfast and 70% receiving lunch. So that's why we came up with the different scenarios that we presented to you in this packet. >> And in addition to that, we looked at the claims for the past few months and we noticed that students who currently qualify for free and reduce, not all of them are using it, meaning that they're not all eating every day. So we can see how many meals that qualify in the different categories happen. So that's why we came

058up with the different scenarios that we did. Sorry. Can can you also can just in terms of background, can you also are if you have the numbers, can you recap what the usage rate was in November and December when we weren't charging more recently? >> What percentage of students were eating breakfast and what percentage of students? >> Sure. So the current enrollment number is 766 students. The number of students who qualify for free are 97 and the number of students who qualify for reduced are 13. No, those are the number of students that qualify, not the number that actually utilize it. So, and Michelle is pulling the claims forms right now to tell you the actual utilization. So, the claims forms are separated by school. So, I'll give it to you by school. So, in

059December in Lincoln Street, 59% of those who are eligible for free meals ate the free meals. 67% of those who are eligible for reduced ate the lunch. In Main Street, 61% of those eligible for free ate the lunch and 60% of those eligible for reduced ate the lunch. So it gives you a reference of where of the usage. >> So sorry I just so I understand because it sounds like we're comparing apples and oranges a little bit. Was the wasn't the first number about all students when you talked about the co years or was that that was all students? What the percentage of all students that that ate breakfast or lunch? Do you have that number for November, December? What percentage of all students ate breakfast and what percentage of all students ate lunch? So,

060we're comparing apples to apples. >> So, December, so in December, their percentage would have been I didn't calculate the percentage exactly. So, it was it was about 55% ate the lunch. >> 55% ate lunch and what percent ate breakfast? >> I'll have to I didn't bother calculating. >> Okay. Well, just because you said during CO it was se the number I heard you say was 70% during COVID ate lunch and you're saying when we weren't charging in December it was 55% of our students reading lunch. >> Right. >> Okay. And then if you have the numbers to compare with breakfast because you said 30% during co be interesting to see what the our numbers were there. >> So that's how we came up with the different scenarios. So the first scenario was a 50% participation

061assuming 60% of the students that qualify for free and reduced utilize the meal service and that in working with our food service director recognizing that there would need to be additional staff that four additional food service labor hours would be needed per day. Scenario two is the same 50/50. >> Can you just tell me why there would be additional staff? Is it is 50% not the current usage rate? Um, so I can I can have Dalia talk with you. >> What is it? What is the I mean so sorry just I'm asking for a bunch of different numbers but I think the the question is when we were charging so numbers in September October what percentage of students were eating breakfast and lunch. So, >> and so, so yeah. So, how we came up with

062that is so before before the government shut down the SNAP benefits were suspended, we had looked at the data and I think it was about 40% of students were eating lunch. And so that's when I asked our food service director, Adalia, who if you want to come up, come on over. Um, we said, okay, if you were to serve 50% of students at how at for lunch, how many additional man hours would you need? And then if you were to serve 70% how many additional manh hours you would need. So that's where we came up with the additional manh hours. But I'll let Dalia speak to that further if you want. But the delta, you're right. Yes, we did serve a higher number during the government shutdown. But pre us covering the meals, it was

063about a 40% utilization, I believe. >> Well, can I also said the other thing is it sounds like we're comparing one month or two months to a whole school year. Correct. >> It's never going to be completely apples and apples. >> Correct. >> I mean, I'm assuming that's a yeah, an average over all those months. >> I don't know if you have I don't know if you have anything else. >> N So, working with Delia, so at a 50% utilization rate, we added four additional manh hours um per day and at the 70, we added eight additional man-hour per day. And so the other differences between the scenarios are the 50 and 50 versus and the 30 and 70 percentage use usage as well as we in the different scenarios put different percentages on the

064number of students who qualify or fill out the meal service application. So we use 60% 30% and 15%. And so that's how we came up with the six different scenarios. So the one that we put in your budget was the one highlighted scenario number three which is the 50% utilization that the board had requested. Um but knowing that the level of filling out the forms would decrease and knowing that um we would need the additional manhour that's where we came up with the fiscal impact that we put in your budget from scenario three. >> So can you just help me again understand what the baseline is? What percentage of free and reduced kids that are eligible for free and reduced uh sign up right now, fill out the paperwork? Is it 100% that are eligible?

06590%. What percentage currently that are eligible? >> I don't think know that. >> Okay. So, when you say 70%, you're saying 70% of >> the student that have currently selfidentified. >> No, we're saying 70% of the student population. I I'm I'm confused. So when you But you have 60% of students who qualify for free reduced lunch use the meal service. What does that number mean then? >> That's that's the number of students who have currently signed up who are on file who are utilizing a free lunch. >> So to come up with the fiscal impact, we have different rates. >> It's not all students, it's just the free the kids that qualify for free and reduced lunch. Right. So, so, so what we did is we said, okay, for scenario one, if we're going to

066assume 50% of the students eat, >> we're assuming 50% of the 766 students. Okay, so now to calculate the fiscal impact, I need to know how many of those 50% of 766 are free, reduced, and paid. So to come up with that breakdown, we said, okay, of the 60% that qualify, they're going to utilize the meal service >> and but but to identify the pool of qualified students, you're basing off of those people that have currently applied for those programs. >> So to >> is that right? So we know that 97% of the students qualify for free >> and we >> 97 students oh sorry 97 students sorry 97 students currently qualify for free >> right >> and we know how many meals were actually served by the claims form >> right I think I

067understand but but the n the number 97 isn't based on some sort of external access to parent information it's those people that have voluntarily yes >> completed the frame completed the paperwork during in the current year, right? 97 students, 97 families essentially qualify or 97 students. It could be fewer families if they have multiple students. 97 students for free and 13 for reduced. There could be others that are unidentified. >> Correct. >> Okay. All right. So, when you say 70% or 60%, you're talking about 60% of the 110 students. Is that right? Not the 97 + 13. >> Correct. We're talking about Yes. We're we're trying to identify how many of those 97 and 13 students are going to utilize the meal service program. >> Okay? >> Because based off of history, we know it's

068not 100. And it's an important factor because we 100% of those students and it's an important factor because we get a different reimbursement rate for the type of student that they are. >> I'm confused again. Sorry. I thought you were talking about I thought that number was reflective of how many kids signed up for the program, but you're talking about how many of those kids actually eat meals. Is that right? >> So 97 of our students qualify to receive free meals. >> I understand that. >> Okay. And so we know based off of history all 97 of those students do not eat every day. >> Right. Right now they don't. Right. >> Correct. >> Okay. So if we are to say we think there's going to be a 50% utilization rate, we have to figure

069out what is the breakdown of free, reduced, and paid. >> Okay. So this has nothing to do with how many kids sign up. These numbers don't. Is that what you're telling me? It doesn't have any any it's not reflective of how many kids fill out the paperwork or not. This is just a matter of how many kids who might be eligible actually to take. This is if we have 110 people sign make fill out the forms. >> But it's isn't it based on you only know if they're eligible if they fill out forms. >> Correct. Right. Right. >> So what we need to do >> based on who has filled out the forms but not everyone who fills out the forms is >> but you're saying 60% of what? 60% of 110. Right. >> So

070this is saying this is assuming that we're saying that 60% of those students that qualify for free utilize the program. 60% of 110. Yeah. >> Correct. >> Okay. So, you're not accounting for a reduction of a potential reduction of people that may fill out the paperwork. >> In other scenarios, >> in other Well, in other scenarios, we are. So, what we're saying >> I'm just trying to understand the assumptions for for these numbers and what they mean. I don't understand what they mean without understanding the assumptions. >> So, what we're saying is the students are in the paid category if they're not in the free category. And so we were using this to come up with assumptions to assume the decreasing amount of families that fill out the forms. >> That's not what this says.

071I then you're okay. So now that now I'm sorry, Molly, I really don't understand because it seems like this shifting what the explanation is. With all due respect, I'm not trying to catch you on anything. I'm just trying to understand what this what this means. So is it when you say 60% of students who qualify for reduced lunch, is that 60% of 110? So in other words, 66 students is the number that you're talking about or is it a smaller number because you're you're anticipating a reduction in the number of people that will sign up. Those aren't the same thing. So I just need to understand what that number how many students is 60% of students. What's what's a number instead of a percentage? >> I think the confusing part is the utilization versus filling

072out the form, >> right? So, what does it mean? >> So, which of which of it is is it the percent that of compared to now that fill out the form or and and utilization or actually eating the meal? Where does that compare to filling out the form? >> Because of the money that you get back. >> It's the money that you get back. So each of these scenarios is projecting the amount of participation in those forms being filled out. So if we currently only have 60% of the students who are eligible for free and reduced eating, then that means we have to account for more people being paid for by the board because we're not going to be reimbursed for those meals from the the state and the federal government. So that's why we

073gave you the different scenarios of what do we project what do we expect for people to fill out those forms. So if we have a 100% of the people filling out the forms, we get more money back from the state and federal government. >> But is it filling out the forms or do those 100% have to eat a meal? >> Right. That's that's right. >> Because that's that's the that's the part that's confusing. So is it per meal? And so you're saying now that I I there's been so many numbers. I'll probably get this wrong, but 60% are or 30% aren't eating the meal. Does that mean we don't get those numbers of reimbursement or do we get it because they qualify and filled out the form? >> If they qualify and fill out the

074form, we get the reimbursement from the state and government. >> So why does it matter if they're eating the meal? >> If they eat Oh, they have to eat. They have to eat, >> right? >> We're we're based off of number. We get reimbursed based off the number of meals served. >> Okay. >> So, it isn't just filling out the form. It is they have to qualify filling out the form and then they have to eat. >> Correct. To get the money. >> And so, that's where we that's where we came up with the formula to calculate the >> decreasing number of students. >> Hold on. Hold on, Heather. Hold on, Heather. >> Hold on one second. Two people were talking at the same time. >> Molly, do you want to finish your thought? >>

075I was just saying that yes, we get reimbursed based off of meals served. It's not just students that fill out the application. They have to fill out the application and qualify and then we would be receive reimbursement for the meals that are served. >> So, you're trying to anticipate what those differences are going to be scenario. So we use the decreasing percentage to say that we would have a smaller amount of students that we would be reimbursed for the free rate or the reduced rate is the objective. >> That makes sense. >> I mean these are all based on assumptions right we don't have a magic ball right that's correct this so it's just trying to paint a picture of a scenario I think there could be a scenario where the very first year if

076we were to pass this We a lot of people are excited. It's in, you know, there's a lot of talk in town and people do fill it out. I think if we're taking the long game, I would expect like anything that over time and fewer people even fill out the form to qualify, let alone use. So like I think any of these could be are shifting scenarios. I I would imagine over time, you know, two, three, four years in, you're going to see fewer people filling out the form. It's just human nature, right? If you don't have a need to fill it out, especially now when more and more people are, I think, nervous about giving over information, you're going to see a decrease in just those who are qualifying. But I guess I Patrick

077I'm just seeing these as scenar like all of this is assumption. I mean I understand your point around are we talking about are we starting with the current students as baseline in these numbers or are we talking about a new baseline? >> I do understand what you're saying but I think I think what I think what we're trying to just determine is what where is where would you see a trend in shifting numbers over time? No, no, >> what we what what what the numbers are today is not are not going to be the numbers in two or three years if we were to continue. >> That's correct. So, we did prepare the different assumptions and then in conversation between Dr. Bryant and ourselves, we did put number three in the budget um because it

078was the 50% utilization that the board had requested, but we also felt that the um completion of the forms we would see a decrease. So that's why we chose to do the 15% and like Heather said it might be strong year one, but over time we would see the decrease and then the four additional food service manh hours. And so that's how we came up with the fiscal input pack that was put in the budget presented. For what it's worth, I spent some time looking at um the whole state of Massachusetts went to free meals in 20 2023. Uh they seven out of 10 students now utilize the service. So three years later, but it ramped up slowly. So it was less initially and then now it's at 70% which is an interesting number when

079we look at the COVID and then um they had a 20% drop in the form filling out in I I believe the first year and Maine was sort of similar. um they discontinued using that form because they the state can decide because the state's funding it so it's a little bit different situation >> but mass uh Kate M I think Massachusetts that is passed at the state level right >> right it's so the state is paying for it so they just changed what they're using to qualify as it at the level that you get the the money federal money that so that piece is different is the behavior of the people getting the free meals different? I don't it it may indicate what we might see, I think. Yes. So, I almost feel like scenario

080six would probably be more appropriate or like four in the first year, right? If we're seeing a gradual decrease, >> right, in year one, >> right? It's probably not as extreme as scenario five or six, >> but it would potentially be there, right? years. I think we would want to ensure there's continued if not increased outreach and education about the importance of completing the form. Not only completing the form, but also eating the the free meals and knows that's something the board works with the building heads to ensure happens. I think that's kind of a big um a need for if we are going to have this work for that sort of commitment to continue outreach or increase or rethink that that outreach and education to families and caregivers. >> Molly or or maybe it's

081Allison, I I was I was assuming, but correct me if I'm wrong. In our last meeting, I think I had asked if we knew how many people completed it the form during the the 202122 school year when that the federal we were still getting some subsidy right for those meals at that point. Am I correct? In 2021 2022 from the federal government it was free. >> I don't believe we students needed to fill out the form at that time. Right. >> Yeah. That's what I I I think is also interesting about the 7030 split is that nobody had to qualify. It was free for for everybody. I guess that was information that I learned in the past few weeks that I was unaware of. So there's no compare like we don't have a applesto apples

082comparison of a year where we were offering free lunch and breakfast but also requiring people to fill out the free and reduced lunch form >> which is something I think we've asked in the past which I think it's data too. I mean, if we were basing this off of what Kate just quoted about Massachusetts data, it would be 80% of students because they saw a 20% drop in completing the forms in the first year, not a 40% drop or a 85% drop of people filling out the forms just based on that experience. That's not one of the scenarios that we have worked up, but that's >> based on based on the experience in Massachusetts. It sounds like it was a 20% drop, not a 40 or 85% drop in in people completing the forms. >>

083And and just to clarify, it wasn't the intent and maybe the wording is not the exact wording in here that we wanted, but it's not that 40%, we know that even if less people are filling out the forms, of those less people filling out the forms, we still have a population that don't utilize it. So that was the intent behind the formula that we wrote. >> And even if >> they're not no one's paying, they still will need to submit the claim that for every meal. >> Yes. Cuz that's how we get our reimbursement. And so and we can only get reimbursement per what the family qualifies for. And so the rationale behind the methodology that we use, maybe the wording wasn't the best word choice, but the reason we chose those numbers is right

084now we know 100% of the students that qualify for free and reduce are not utilizing the program. And so that's how we came up with those numbers um to have that decreasing percentage. >> Right? That's part of the rationale why we want why this proposal is on the table is that some students who otherwise qualify aren't participating or or and students who don't qualify aren't participating. So we would anticipate an increase in usage. That's if it if the usage went down, I don't think there would be any rationale for having this proposal at all. I mean why why would the usage go down? I mean then then we're not meeting any need if usage goes down overall. we would expect it to go up. So, uh the um do you know the numbers in terms

085of free and reduced? How many kids or what the percentage was? Again, just sort of comparing uh September October versus the time when we weren't charging what the what the percentage of those kids that were utilized. I know you gave us an overall percentage. >> So, total total children used. No, not total children, just those that qualify for which we get re potentially get reimbursed. >> I don't know if we have the the um percentages, but I think Michelle easily has the data on how many meals were served for students that qualify for free versus how many meals were served for um in September versus December. >> If it's the same number of days, that's fine. I mean, but that's, you know, that's if you if you can tell us that, that's great. >> Was

086there an increase or was it the same or was it >> So, there was an increase in total meals. No, just the ones that qualify for free. >> Well, I didn't calculate that. So, I'm going to have to sit down and calculate that. >> No, but on here is the number of me So, if we have the number of free meals for the month of September versus the number of free meals for the month of December. >> Well, you have to divide it by date. Sep. >> Oh, okay. She just has to calculate, >> but it's not I mean, it's is is it the same number of days in September and the same number of days in December? I mean, it's >> probably not because December has Christmas vacation, >> right? So, so a gross

087number isn't going to help us in terms of comparison. It's it would be you have to understand what that means in terms of you know a daily average daily use or something have to divide it by the number of days to get a comparable number in case I I'm not trying to hold up things that we don't necessarily need that but just curious if you had that information. So the only changes that we made in the budget from when we last talked was the food service program changes that we've been talking about as well as the default change. I just want to clarify one thing on the default. So we went back and did some further review and at first we were using the FY25 actuals as the basis for the default, but we can

088make a strong argument to use the proposed as the default. So we ra and all districts raise the default to equal the proposed. >> That's great. >> So just want to make sure we say that. I'm sorry you lost me. >> So, um, when we met last time, yeah, >> we had the default as the FY25. So, last year school year's actuals as the basis for the default. >> Okay. >> But we raised it to equal the proposed. So, that's why you see no no difference between the two. >> You're talking about the grants. >> The grants, >> correct? >> Okay. Sorry, I was sorry. >> That was one of the discussion points we had last time. It looked like it was that about $350,000 or something like that. >> Yeah. And we talked about

089lowering the proposed, but we can make the argument to raise the default to the proposed. Um, okay. And we have the argument we're doing that in all SA16 districts. So, just want to clarify, we didn't lower the proposed. We raised the default to equal the proposed. >> Okay. Wow. That's great. >> And the rational for that is it was appropriated in a different district before and the appropriation was there just in a different district. >> Right. >> Okay. Could could I just ask you a quick I think this is a simple question in the um >> because I've just looked at so many numbers but under food service in the proposed budget it's $720,000 one >> so I can rename that a little bit. So that also includes all aspects of food service. So meaning

090like your preschool food service that falls under the 2400. Um the level of bad debt that falls under the 2400. I'm going to clean that up and just separate that so it's not as confusing. Um, >> so that's the 706 from the proposed scenario three and then some other stuff. >> The gu where the guardians would pay for the the family's portion that falls in a 2400 section in fund 10. >> Okay. >> So it's not in your food service fund. So I realized tonight standing here that it looks a little confusing. So I am going to clean that up and separate that out on your major changes for you. >> Thank you. Was there any other questions while Michelle's looking that up? >> And do we have any changes to the amount for the

091trust fund? >> Heather Heather had some questions. >> Not I don't not for you Molly, just for the board. So if anyone has a question for Molly. >> Okay. And also, uh, we're all good with the trust fund amounts, the way they stand and the order in which they appear. I just want to remind you that the order that trust funds are funded is the order they appear in the warrant. So, if you finish with, let's say, $10,000, only that first trust fund would be funded up to the 10,000. And if and only if there's more money, the trust fund after that would be funded. So, it's really important that you look at the order that in which they appear on the warrant because they will be funded in that order if there's not as

092much money left over. I've always done the special education >> and then the >> Well, do we know the balances of >> those should be in your board pack? >> Sorry. >> Um, again, didn't bring a copy. >> Sorry. >> That's okay. >> I have it right here. It's $557,874 in special ed trust fund and $265,886 in the capital reserve. Did we put a cap on these trust funds like raise until a certain amount? We did that with >> a fund at one point. >> I think there has been discussion on a goal. >> Mhm. >> Um I do think some districts have raised the goal since inflation has raised. >> Okay. But >> but there is no legal cap. >> I like having a goal. I mean, I just I just really want to

093underscore how much we've spent of our unassigned fund balance even this year for special ed. It feels important that especially if we're considering other changes to the budget that we consider I don't know if there's a c it doesn't seem like we have a cap, right? But I I wouldn't say we're there yet. There's no legal cap on how much you can put in there, but um >> the board can set goals. >> It's a decision that we make every year on whether or not to have this as a warrant. Right. >> So that's the cap, so to speak, that the board self-imposed. The board decides whether or not to It doesn't It's not something that we're funding beyond one year. >> It's a a year at a time. It has to be approved by

094the voters each year. And we don't have to bring these forward each year. We didn't have a capital reserve fund until more recently. I guess what I'm saying is I >> that was that was I'm sorry that was added added as a war article. We had a we have one that existed but it wasn't separately added as a war article. >> Sorry Heather >> Heather, you want to finish what you're saying? >> No, I was just saying I just maybe cap is the wrong word. I I would say it's still I would say I'm still in favor of the need for the special ed fund you're given. Maybe I have an elementary question, but um for the addition like what's coming out of our fund balance in the financials, when would we decide to use

095this money? >> So you mean draw down on the trust? >> Yeah, draw down. >> So we would draw down on the trust if we had a qualifying expense. So, um, if we have a student move into district with high needs with special education, we don't necessarily have to draw down on the trust unless the overall budget goes into the negative. So, you cannot overexpend your appropriation. Um, but if we have an unanticipated expense, like I hope this doesn't happen, like let's just say a tree falls through the roof. Um, and we have to repair the whole roof and it's a a major expense, you might draw down on your capital reserve fund to do so. Or if um a student that we did not see on the radar moves into district, we might need

096to tap into the special ed trust fund. >> Um, they're more for what I like to call rainy days, >> but it's our decision not to use those funds. It's not the administration's decision to tap those funds. >> Correct. Correct. Correct. Correct. Correct. Correct. Correct. Correct. Correct. Correct. Correct. It's the board is the um authorized spender on those, >> right? >> And you can you cannot exceed your voted appropriation. So, if you go into the negative in your overall budget, you would either need to utilize trust funds or hold a special meeting with the town. Right. >> So, could we could we use this money like say we pay for qualifying events out of like what's in our budget in our fund balance but then say we deplete that and then something happens. Can we

097go into these trusts for anything or it has to be for what the purpose is? >> It so no, you can't you can't take um a transportation expense against a special trust. It has to be for the intention of the wording at the creation which I believe it's right in the wording on the warrant there. >> Yeah. Okay. So like we like during the meetings if we're seeing spending we could say hey take that out of the trust instead of our fund balance or fund balance >> with a motion from the board. Yep. So what would happen is you would make a motion and then we would expend the funds and then send the receipts after we expended the funds with documentation of the board's voted approval to the trustee of trust funds and draw

098down on the trust. >> I typically tell people not to do that until the end of the year because especially if you have some sort of unanticipated revenue that pumps your fund balance back up, >> you cannot return money to the trust once you take it out. Okay? Okay. So once you it's a one-way street. Once you take it out, you can't put it back until you vote the next year. >> So it like at the last meeting of the year, we should review that to see. >> It's like that's your last stop to take the new trust money out. >> Yeah. I mean, if you have expenses that qualify for it. Um if I think you're going to need to use the trust, you're going to hear from me before your last meeting, but

099um I Yeah, I I would recommend not taking it out unless you need to. Okay. >> And you can overexpend lines in your budget as long as you underexpend other lines to not breach the total voted appropriation. >> Got it. >> Yeah. So some of the things if I can just add in here historically some of the times we've had a like a workshop at the end of the year and we were we had no there was no red flag that we were going to overexpend our budget but there was some needs that were identified by the principles and assistant principles and they brought them forward and we said some of this we're going to take out of our unanticipated uh fund balance and some of this we're going to offset with money from the

100from these trust funds but it's really pretty much capital expenses note special education expenses, but that discussion has happened in some years we haven't done that. So, I mean, we've had the discussion, but we decided not to tap that fund. If we felt like it wasn't appropriate to not return all that money, you know, an appropriate amount of money to return to the taxpayers. Can I just say one thing too about the special education fund? My understanding when we originally set this up was that the goal was to have enough to cover two out of district placements. And so that's, you know, in terms of Heather said something or maybe it's Beth actually, sorry, said something about a cap that at least at one point in time, and each board can make its own decisions,

101you know, we're a different board every year, >> but at one point in time, that board when we first set this up as a Warren article had a goal of trying to build up towards being able to cover two out of district placements. And I have seen other districts um raise their goal in relation to that because of the rising costs and special education of the vendor demands and inflation. >> I mean absolutely. I think at one point in time I'm talking about sort of raising $400,000 and now we have >> more than that and we're looking to augment it. >> Yeah. >> Is there any discussion about whether or not we should the order? I thought that's an interesting point that Molly raised about the about what's the appropriate order for this. I think

102that's why I was at like what are our balances and like what do we need more I guess is >> well what's the greater assumption here you know that we'd have the unanticipated placements or that >> the tree fall on the roof >> I think they're probably equally as like probable >> right right >> I mean if the goal was for two placements We would have enough. >> We would have enough there. What is the what what what would be the goal for the capital reserve? Like how many how much >> I mean everyone talks about like a roof? >> Yeah. How much does that replacement cost? >> Yeah. I don't know. I don't know. >> My garage. >> It's $5,000. >> Yeah. It's not going to cover a, you know, catastrophic roof or or

103replace an entire furnace system or whatever. there's some, you know, HVA system. I mean, there could be some things that could be really major expenses, but it can offset the cost, right? >> Certainly if it's not if because some of it would need to come out of the operating budget, >> right? >> Well, I also think part of this is like if we can anticipate, oh, the furnace is getting old and >> fix, we could put that into the regular budget. This would be for really unexpected >> unplanned emergencies or things that we can't anticipate. I would say if we can anticipate wear and tear, we should plan for it in in the regular budget. >> Some of this money in the past that's gone to things like, for example, the road that connected Lincoln

104Street to Main Street when that was paved and lighting was added to it. Some of that came out of this trust fund >> to to fund that that um project. >> And sometimes some of the other districts um using it as a kind of a savings account. For example, the high school I learned has five acres of roof and so they are setting aside money so that they don't have to go to bond when that roof needs to be replaced. So to be used for things like that. >> That's yeah >> I mean I would propose putting potentially putting the capital reserve before the special education trust in the warrants. >> You keep it as is. No, I would put the capital. I would flip I would be in favor of flipping them. >> And

105that would be that 50. If there was $100,000, 50 would go in each. Is that how that would work? >> Yeah. >> If we want the balances to be 50. Yeah. And they would just be funded in. >> So you'd fill the capital reserve one if it was third and then whatever was remaining could go in the special ed >> up to the amount on the warrant. Yeah. >> Okay. Right. >> Yeah. Yeah. So, like if you had 50 in the capital reserve warrant and 75 in the special ed warrant and you ended with 100, the capital reserve would get 50, >> the special ed would get 50 because we wouldn't have that extra 25 to fill the last. >> And if it was reversed, the special ed would get 75 and the capital reserve

106would get 25. Yeah. >> So, for that reason, I Yeah. Like like your proposal, >> I'm in I'm in favor of that as well. I mean, I think the likelihood is that both would be fully funded. I don't think we've ever not had that amount of of unassigned fund balance, but if that scenario came up, it would seem like the capital reserve is >> a bit more of a party just because we have a significant balance. Yeah. >> In special education, it's not that special education. >> I've never seen any trust partially funded. >> Agreed. >> In my tenure I've been here in any SA6 I No, knock on wood. You want me to >> find come down? >> Okay. So, I will make a motion then to flip the warrant articles, have capital reserve

107fund uh be article three and the special ed expendable trust move to article 4. >> I second. >> Okay. Any discussion? >> And just to confirm the numbers stay the same? >> N I'm Yeah, for me. Okay. >> All right. All in favor? I >> I >> Heather is I Okay, >> perfect. >> And today was the last day for citizens petitions. I am not aware of any that came in unless there was some after I left the building. >> Aware of any. >> Okay. >> And then just to clarify, Michelle was working on our number crunching in the back here. And so just to clarify the question, we want to know in September versus December, the amount of students that qualify for free and reduce, how many utilize the program is what Michelle was

108calculating. >> Yeah, there's 110 that were eligible is what you told us. And so, right, >> so the numbers change every every month because you could have new students come in or parents who decide to fill out another form. Okay. >> So, these are based on the numbers of eligible for September. Um, very similar to December, 50% of the free in Lincoln Street participated, 59% of the free in Main Street School participated, 40% of the reduced in Lincoln Street participated, and 56% of the reduced in Main Street school participated. >> And >> so that's So you're saying the I'm sorry, the numbers didn't change. they were they were slightly lower participation in September than you had in December. So they increased >> right December was about roughly 60% participation in those categories and this is

109somewhere the lowest is 40 um to 60 so slightly lower participation in September >> but and that's interesting because in December we weren't charging so there was higher participation even with us not yeah >> among that subgroup when we weren't charging for everyone which is also one of the >> one of the I don't know I will call it takar, but one of the concerns is that there may be some students that aren't utilizing the program because they're concerned about a stigma as a part of it. >> Even though we provide food to everyone that they that if all students aren't being charged that that was one of the concerns. >> Seems like there's some data that >> Well, there's no Patrick um can you speak to I I don't think there's a they have

110nobody knows which students are getting free and reduced lunch. They're using their ID cards. I don't even think the food service staff know when they check out. >> That's correct. >> there's no um I mean there's been a lot of work to destigmatize >> students who are utilizing free and reduced lunch. I I don't think there's any way that anyone they get the same deals and it's they're charged to their account. You know, it's it's logged as if you were using your card as a student who's parent pay. Well, the numbers did go up. I mean, that's what we're seeing. The numbers the numbers of of that sub population, a higher percentage of them ended up utilizing the meal service program. >> Sure. >> I you're right. I don't know what the Russian I don't

111know what the reason was. You're right. That's probably not a fair assump. We're making a lot of assumptions, right? >> We're having this discussion tonight. It's based on a lot of assumptions that aren't necessarily all based in data. We're just sort of it's conjecture for part of it. That's why it's helpful to have some of these numbers so that we can at least see some things that you know have been tracked to try to get a sense. It's a relatively short period of time so we don't know if those trends will hold but at least we can look at some trends. >> Can I make a I'm just worried I might have to actually change locations here. So I just want to make a comment before we move on from school meals. Um so I

112have given this a lot of thought and I I really appreciate the data. I also think it's hard right because it's based in assumption but I think it's really helpful to look at these assoc these scenarios and I just want to one just thank you all for going through all these claims and pulling this data for us so thoroughly. I'm sure it took a lot of time and really appreciate it. Um I agree with everyone. I I in my heart absolutely believe every student should be able to afford to eat in our schools and I think it does incred like it affects student learning. I think what I'm struggling with recently is that I'm I'm really proud of the decision that we made when federal funding was frozen for SNAP and we knew that families

113in our community had an immediate need um and a growing need um to counter um you know the impact of that um financially and and and the toll that took on families and I feel proud that we were able to continue that through the the year. Um, I guess how I'm feeling now is that I guess there was a comment in public comment of like can we can we learn more from the school? I think that we've been throwing a lot around a lot of numbers and um can we also listen more to sort of really understand what the true need is in the community and balance that with other needs that we're hearing from students and families in our communities in our schools. Um I'm not unopposed to passing this. I'm just wondering if

114we have if there if the urgency is now in the same way it was with the snap, you know, meeting the moment of the the cuts to federal or the pause on federal funding or if we can give ourselves the gift of time to listen um to the community a little bit more, understand the full picture, particularly as it relates to the potential, you know, impact of this on federal funding and and the supports that um that that needs. I'm just a little concerned about passing this frankly right now without spending a little bit more time to consider the whole picture. And I I I am understanding the data. I'm just not I'm just what I'm not understanding is seeing this need in in light of the other priority needs of school and families in

115our community and the taxpayers in our community. So, I I guess where I'm sitting is I'm I'm wondering if I we can I guess an an option is to continue to discuss this and possibly reconsider in the next budget cycle, but I just want to I I know we're going to keep talking. I just I'm worried I'm going to have to move locations. I just want to make sure that I share that. >> Looks like a nice little booth that you're in there. Thank >> I think too I Heather I'm feeling pretty similarly to what your comments I think like what's also interesting in this presentation that Allison sent out was around the price that we are charging for meals. So um I didn't realize that we were 70 cents below the state recommended for

116school lunch prices. Um, we are at $3.15 for lunch where the state recommendation is 3.85 and I do remember last year at the end of the year we have to approve or dis or not approve the raising of the prices for school lunch and we did not approve raising the price. So I think we are an outlier in that way probably amongst the state. >> Is that fair to say? At least in SAU 16, I think this is one of the lowest, if not the lowest district. >> It is the lowest. >> We are. >> Mhm. >> Okay. >> So, I think as a pot to sort of expound maybe on your comments, Heather, like I think we have that sort of as a positive going forward if we want to continue this conversation into

117maybe a subsequent budget cycle. Um, I think we have really what has been described as really great systems in place to identify and meet the needs when we have them. I'm feeling really uncomfortable. It is a lot of assumptions and again this is a huge amount of work and there's been a lot of questions. So, thank you for answering these to the best that we can and providing us with six scenarios. Um, I just feel like there's a lot of assumptions and we can't plan perfectly and we have so much funding at stake as well. So, I just do we have a community needs assessment I guess is my question that we do in the school district. Is there one that exit does that we can look at and maybe like workshop something like this

118with the with the public um just to get a a better sense of the true need or desire to do this for our community. I think it's a great I think it's a great thing to do and provide. I just think we need more time and maybe more input into doing this personally. counterpoint. I feel like we have momentum in uh if we were to ever do this, it almost feels like now's the time. Um Heather, you mentioned other priorities and needs. Do you know are you are you saying that there are other because this has taken a lot of time on the board the past few months? Are there other priorities or needs that you're hearing that we should have been spending time discussing or instead or? >> No, I think so. I mean,

119the why to me there's the obvious why, right? All all young people should have nutritious meals throughout the school day, right? >> Um I think there's this question, right? There's an assump there. It's not an assumption, right? Right. We know that to qualify for free and reduced lunch, the threshold of income is pretty low and that there's people who fall outside of that but are close to that that don't qualify, right? I think we know that. Um, I guess what makes me uncomfortable is that I'm still uncertain and uncomfortable about sort of the question around federal funding. And I think that those the the supports that that federal funding um provides are also critical needs. >> So that makes me uncertain, right? Um and I feel I've been, you know, I I've really I listen

120to people on the exit community forum. You know, I'm I'm trying to kind of take in what we've heard here. It felt very clear to me when we made the decision um in November and then to extend into December that there was an immediate need. And I guess I'm just um wanting to make sure that we are weighing all of the considerations in this decision um around what supports our families need um and the impact of this on those supports. So the other thing is is it's very hard. What I really love about this conversation over the past couple months is that, you know, there is a lot of advocacy at the state level to, you know, lean on our legislators to support something at the state level like Kate brought up that Massachusetts support,

121but we're not there yet. So, what I appreciate about this is that we can make a local decision that's right for our schools and our district. Um, but I do think where I'm when I've researched sort of models of success, I I don't think I've really found one that isn't doesn't have that state support. So I have a different perspective. I I think we've spent significant amount of time considering this issue and really evaluating it. It's also an issue that's be been before our board for at least four or five years because I've raised it previously numerous times. Um and we've invested a lot of more, you know, sort of digging into the numbers and looking at things. We also had sort of a not for this reason but we had sort of a mini

122experiment for a month and a half because of what the federal government did and our response to that wasn't a planned experiment but it's we have real data uh that we're basing things off of. It's not just conjecture. And I I don't know. I I guess I don't feel that we're going to gain anything that's val. Look, I mean, there's always potential we're going to gain new information. I I can't say we're not going to gain new information, but I feel like we've looked at a lot of the the data that's available. I don't think it's because we're out of time or something. We've we've looked at the data that's available and we're trying to assess it. And I think there's also, you know, some momentum in in our community. I think there was an

123overwhelmingly positive response to our making the decision in November. Now, granted, that's was under certain conditions. It was for a limited period of time, but there was a strong response to that. And I I don't think these these conversations about assumptions change if we have the conversation a year from now. There's still assumptions about what percentage of the students are going to fill out the forms and you know how that affects our federal funding doesn't change a year from now unless federal funding is cut altogether and then it's just an academic point which is a possibility given our you know the current federal government stance on DEIG for example if that if that ban is lifted we could end up losing federal funding if we want to continue to support equity initiatives but in the

124short term We have access to federal funding and I don't think we're going to lose that federal funding. All that we're not going to lose it all together unless we have zero students complete the form or 14 or 15 students complete the form. There's a potential that there could be a drop, but based on what we know, at least you know what Kate reported today, we're talking about a relatively minor drop in in the number of students that fill out the form. And that's without us making any efforts to try to keep those numbers up and explain the rationale. This is something that's not going to go into effect. Even if we were to propose it and the voters were to approve it, it wouldn't go into effect until next fall. We have a a

125significant period of time to prepare for that. I just don't I don't I don't know what another year buys us except for just not attending to this issue. and and maybe it's just and maybe it's a decision of this issue isn't an important enough way to spend funds. I mean, that's a legitimate perspective to have to say that we shouldn't be spending this money on food security. That's not a a strong enough issue in our community that we we need to invest funds in that. I I think it is. So I that's why I support it and I think it is based on talking to people and uh just my perspective on assessing the community. But it's reasonable people can disagree about that. But that's that's why I still support doing something with this about

126trying to um make this change. And and $300,000 or $400,000 is a very minor uh amount of our overall budget. We have a $28 million budget. It's something that would change in year one. It's not going to be it's not going to be an extra three or $400,000 every year. It's going to be an adjustment for one year and those funds would be built in. So, it's it's it's it's not a significant amount of the budget, but but could have a very positive impact from my perspective. I I really appreciate that, Patrick. Um, it's a I I guess the only other thing I'm weighing too is what I would suspect is that if this passed, there would be a lot of media. There'd be a lot of attention to it and a lot of public

127awareness of it amongst our community. And we wouldn't probably see in year one possibly a huge drop in those applications for free and reduced lunch. But I think assuming that the intent right is not a short-term solution but a longer term solution. I think that you would see a reduction probably significant in year two, three, you know, and and forward, right? And so and then it's it's hard to go backwards, right? So I guess really that's where I'm stuck is I'm not convinced that we're not risking the potential of support for other complimentary needs for families and students. if federal funding um is dramatically reduced over time. That's where I'm stuck. I mean, the overall amount of if we lost 100% of federal funds, it's $1.1 million is what we've been told out of a

128$28 million budget. It's it's a it's a relatively small even even for the way we operate compared to some other you know educational organizations or other organizations. It's even federal funding is not a huge number in our budget. If we if we felt strongly enough for example if if we were forced to have this discussion about DEIG versus federal funding I I'm not sure that I'm going to pick federal funding over that. I I don't know because >> yeah but then you would have to feel then it let's just say let's take that scenario right let's say we lose our federal funding then we need resources to right to me let's say that's the scenario let's say we lose federal funding entirely right or over time the applications go down and it's really gets significantly

129diminished right then it's a different conversation because th those funds do cover critical services for our students. So we would still then be having a conversation of over time how are we then budgeting for those services in addition to covering meals. So I I I guess unless you're seeing something I'm not I feel like that yeah I'm 100% behind you in that. But then we're having a that's a bigger conversation, right? We have a a bigger menu of things that we need to address and make sure that they're continue to be supported for our students and our schools. >> I mean, it's a different conversation. It's not it's not an issue that's before us right now. We're not we're not at risk of losing all of our federal funds because the New Hampshire courts have

130put it the district courts have put a stay on that requirement from the feds. so that we don't have to choose between diversity initiatives and federal funding at the moment. So that's that's >> Yeah, I'm I'm just anticipating that we're not going to be Yes, we're making this com we're making this decision for next year's budget, but I presume right our intent would be that we would hope to put it, you know, it's not a I guess anything could happen in in a year, right? So we I guess in my mind I'm thinking longer term beyond just 2027 that the intent is to hopefully support this over time, right? And we would try I guess we're trying it out in in 2027, but assuming it um I guess it's just harder to put it I

131don't know. I also think the number that we have in the budget is not probably realistic to what we would see next year based on prior usage. >> Why? >> Explain why why you think that. Because if if you're going back to like when COVID when we had COVID when everyone had free meals, it was 70% of students took lunch. We only have a 5050 in our budget right now. >> 7030, right? Fewer students in terms of breakfast and more students in terms of lunch. But yeah, based on that number, it's So which number is in the budget out of these scenarios? >> Scenario three. >> Yeah. >> So it's scenario three. I I noted directly next to the scenario I said used in budget presentation. And the reason we did that is because the

132motion by the board was the 50%. But we did use the assumptions based off of the number of families to read uh that would complete the meal uh free and reduced meal applications as well as the additional hours that uh the food service director indicated she would need. >> Scenario three is based on 15% of students filling out the paperwork. >> No, 15% of students eligible taking a meal. And I think the wording might be a little bit uh confusing here. We we know two things. We know that not every student that qualifies for free and reduce utilize the program. And we know that when meals will are free that less families will fill out the application. And so the intent of that number is to say to come up with a number on who

133we will receive reimbursement for that that we'll receive a free meal or a reduced meal. So the wording might not accurately describe exactly what the intention is, but the intention is to say we know that if a family qualifies, not everyone's going to use it, and we know less families will fill out the application if it's a universal meal program. That's the intention to get to that number. >> But the but the data that we have shows that the utilization among that subop of people that qualify for free and reduced young reduced lunch there are meals that their utilization went up right it went up from September comparing September to December the utilization went up among that subop. So that reduction is based purely on a con on an assumption about who will fill out

134the paperwork because we didn't see a reduction in utilization. Just paperwork aside, we didn't see a reduction in utilization. We saw that we saw it either level or an increase from the numbers that Michelle just gave us, >> right? >> Yeah. I mean, we didn't see a number. So that so that assumption is based purely on I mean it has to be driven by an assumption about about reduction of people that would fill out the paperwork, not on not on utilization per se. >> Correct. And that's why I'm saying the wording might be a little confusing because that's exactly the intention behind the different percentages. >> I just don't think it's going to get down to 15%. I just I just think that that is not I I don't think that's a fair assumption. I

135just I just don't think it's a fair assumption that we're going to be talking about 15% of the people that are eligible are filling out the paperwork. >> I have a just a clarifying question. I don't know if it's for Molly or Allison, but this would help me. So, is the federal title is the title funding from the federal government based on would next year's funding, right, be based on it's based on who filled it out this year, right? Like when what numbers are they're using? They can't be using the current year's application because we're already passing, right? How does that work? What's the time? What's this >> sequence of timing? Sorry, Heather. I'm just trying to think through this. >> I feel like I have this information somewhere in somewhere. >> I feel like

136that's what you mentioned. >> Is it based on like last year's data? Who? >> So, we do have somebody in the audience that knows a lot about this as well. >> Well, let's >> or but she'd be able to answer the question is what I'm saying as well. >> If you want I I think public comment is still >> Okay. Oh, still open. No, it's not open unless we extend it. >> Close it. >> Well, >> you don't have to. It closes after 30 minutes unless we unless the board votes to extend it. >> Okay. >> If you want to extend it, it's ask the board to make a motion to extend public comment and allow people to >> The reason I'm asking this question is because if it's based on this year's numbers, right,

137it's not going to affect our federal funding next year. So if you were if we were to pass this you and we're going year to year right you can see how many people have completed >> right >> form if it's really dropping off you can make a another decision the next budget cycle. I just I I guess that's important to understand, right? Is what year's data are they using for that? >> Is it based on the current year's >> utilization? >> Did it two years before? Is that what you said? >> No. No. I I've not I >> I'm sorry. I don't have that. I don't have a definitive answer right now. I mean, it can't be based on people that sign up in September because we get the federal allocations prior to that. It

138can't be I just don't know if there's a percentage. >> It's got to be it's got to be based on an earlier number. >> Yeah, it has to be at least a year before. I'm just not sure if it's one year before or two years before. >> So, it's one or two years prior. >> Right. So, right, Heather, there's not going to be there's not going to be any change in federal funding during the first year or more because it's not going to be based on any number that would be impacted by this potential potentially right impacted by any changes. >> Yes. Sorry, I'm now like remembering some information that I received. I believe July 27 is when we would first see the impact, >> right? >> July 27th. >> Yeah. be based on >>

139any change in 2627 we would see the impact in July 27 >> so a year >> a year later so it's a year you take the data from a year prior >> yeah it sounds like >> right so you >> I don't I don't even understand that honestly >> answering my own question you'd have time to see what's trending >> right you have at least a year >> you get a sense right >> I don't even understand how they can take that data because It would still be in July if they're basing federal funding. We would only be just I mean maybe that's how it works though be gathering that information during that current year. That year wouldn't be finished. But yeah, it's at least a year. That was the point that Heather was making

140or you were making. >> Is there um like a there a motion? So, I believe you would >> I have one more question. I think the the loss of adequacy aid that's on the updated budget presentation of the $2,441 per student. Can you just explain that to me? Like it's so is that like one form isn't filled out, we lose $2,441. That's correct. >> So, it's that direct. Yeah. >> So, there's a base amount of adequacy aid and then for every student who fills out that form who qualifies, there's an additional 2,441. Okay. >> That we receive >> and we would be over the base. So, likely we'd be used we'd be losing that. >> We would receive that amount. >> We would not receive that amount if the form wasn't filled out. >> And

141I just want to clarify that is the current way adequacy is calculated. So, every year the adequacy formula does slightly change. So on the Department of Ed website, they they publish adequacy by year. Um the first file is a K12 file because it's by town and then there's a co-op split below that and then there's then there's a file on every single year how adequacy is calculated and in that file for the current year the numbers that Dr. Bryant mentioned and if you look back it does change year-over-year. That number might not change but the actual adequacy formula does change and they publish every year how they calculate it. Does does it change a lot typically? Like >> I'd have to go back and do like a reconciliation between all the years, but they do

142publish that file every year. So I do assume there are changes or else they wouldn't have to publish that file on the website every year. >> So you need to bring one So the the current amount for article one includes that 50 uh scenario three. So the board would make a decision about if that's the amount um you want to bring forward or if you want to change that. >> Beth. >> Yeah. >> Beth. >> Yes. I'm gonna have to I'm gonna change I'm I'm gonna try to stand through my phone, but I have to change location. So, I'm just >> Okay. >> Does anyone have any? So, just to clarify, we we have to make a motion >> because even though that's what was here tonight, it's not officially in yet, >> right? Okay.

143>> We need to know what we need to post on the warrants in the MS26 um which then flows into how what your default is and that has to be posted a certain number of days before the deliberative session. And so that's why we would need to have the decision tonight. >> I would like to sort of talk a little bit about, you know, the scenario. What scenario? >> Does it make more sense to do scenario four? Is that me? >> Sorry. Scenario four would that has the 7030 split but is assuming more like a 40% drop off of the reduced not exactly because I know there's a utilization. Now that number is a little higher versus 706. I don't know. It's a it's sort of a they're all estimations, but I feel like that's

144truer to what happened in co and I think since you know the trend when people go to uh universal free meals is it goes up because but like you said Patrick if it doesn't what's the purpose? Um I don't know. I I wonder about scenario four compared to scenario three. But doesn't this scenario assume that we're going to see a reduction in federal funding when we just clarified that we wouldn't see any reduction in federal funding next year in the budget >> because they're going to it's going to be based off of >> or is that just for are we only talking about grants outside of this because this is the re the reimbursement part would be affected right away but but grants and other pieces would be insulated for a year or more >>

145uh because of because the numbers would be based off of >> right those are two separate things grants totally different. Sorry, I got that correct. >> So, yeah, the the amount that changes in scenario four >> um would be the reimbursement rates because of the percentages being used, but also the increased uh labor hours needed and the increased cost of food that would be needed, which are all documented in there. >> Do we know what it would look like? This is not a scenario you worked up, but a 7030 with an 80% students who qualify, which would be based on the info that Kate was sharing, >> although that becomes a little more complicated when it's utilization. They the the stuff I think I saw was filling out the form. >> But this is but

146we were just I just tried to clarify before that this number is being driven primarily by the people that filled out the form because the utilization actually went up. Utilization went up among that subop when we looked at sort of charging pre-charging versus not charging. Those numbers went up with utilization numbers. So that so this reduction is based off of is driven by okay a reduction in in people filling out the paperwork. >> I was thinking that you have to have a little bit of a window for that but if the people who are using it use more meals. Yeah. Yeah. That's the data that we have is that that Michelle presented to us is that the utilization went up among that group. It didn't go down. It went up. So this is so this

147number about a reduction is being driven by a assumption about a a reduction in people that fill out the eligibility paperwork and so it would reduce the number of potential reimbursements that we have not from utilization decrease but from eligibility decrease. >> So can you do math in your head? No. It looks like they might be similar. I mean it's it's >> moneywise in order for us to do this on the spot honestly it would be pretty difficult um at this point in time. >> Mhm. Um, >> well, >> I mean, one's 770 and the other one's 706. And if you added, I mean, they're not going to be that far apart. >> And if we do have strong feelings on changing numbers, the intent of tonight is to move forward with a number for

148the warrant and >> um the MS26, but there also could be changes made at the deliberative if a motion is made to amend the numbers. So, if there's further information that is discovered between now and then, a motion could always be made at the deliberative to amend the number prior to it going on the ballot. >> I mean, look, the the difference I'm so I'm going to do rough math in my head and you tell me if this makes sense because I see the difference between scenario four and scenario 5 is 60% versus 30% and the delta between the two is $36,000. So it sounds like it's $12,000 per 10%. So it' be $24,000 less roughly. So you know, you're looking at at somewhere around there that it would reduce that $452,000 number by $24,000

149roughly. >> I I just don't have the tools to do it right now on the spot. Um but we are happy to take whatever number the board chooses to the deliberative. >> Yeah. Does it feel like >> it would be it would be a higher number though, Beth, from what was on there before. I mean, I think that's and I don't and I think what what >> the assumptions you're talking about, I don't think they're unreasonable to say base it off of 7030 and some reduction of people filling out the paperwork as being a component in there. So whether it's scenario four or or modification off of that or or some other scenario, but I think the 7030 as you point out, Kate, it probably makes more sense. >> Mhm. >> Yeah. Maybe. So maybe

150we do scenario four and then if we can get in the meantime the the difference there where it's 80% not 60%. scenario for then we can make a modification. >> Is that right? We could modify that at the >> so at the deliberative they're going to read the warrant article and then they are going to ask and people have the ability to make motions upward or downward. >> Not board members. >> Anybody >> as long as you're a resident >> and upward and downward on total amount or can you do line items like this? >> No, it would be a um total amount. I I would just suggest that we just whatever change we're going to make, we make now. Okay. >> If we're going to if we're going to do something it's it's it's

151not >> an exact science. I mean, I I I like the idea of taking scenario four, but I would just suggest that it be $24,000 less because I think that would be a accounting for an 80% a drop to 80% from 100%. >> It's sort of splitting the difference between three and four >> a little bit. I mean, it's a little still on the higher end, but that, but it' be >> So, I I don't know what the increase is between those two, the 381 and the >> 452. If you took what's the difference between scenario 3 and scenario 4? >> Do you know that? >> I'd have to >> those two the total >> or the difference. >> And then if you then if you took out 241, it's 71,000. >> Is that what

152you got? um 452. >> That makes sense. >> 452 355 >> and then if you took out $24,000 from that >> minus 400 47 214, >> right? >> So scenario 4 minus 47. >> So I think it's so be adding $47,000 200 20 47,214 onto that number that we have >> on onto >> onto the 20 >> the overall number, right? Right. Cuz this >> 28 581 548 >> because it would change the bottom line essentially. Right. >> Right. >> Plus 28 that would be 28,628,76282. >> I couldn't hear what he said. 28,628,762 and82. >> Okay. >> I think you just need a motion for that amount. >> Well, can you say it again? I didn't. >> So, maybe I'll just make a motion. >> Yeah, >> I'll make a motion to um adjust the

153default budget. >> Not the default budget. You're making a motion to move >> amend >> that dollar amount to the deliberative session for article one. >> Amending the amending the warrant article. >> I'm making a motion to amend the warrant artic article proposal to adjust the dollar amount to 28,628,76282. I >> I don't think we put cents on there. Sorry. And 7 remove the cents. I'd second the motion. It So what I understand from the motion if because I think I think we're on I think I understand it is that that would be taking scenario three. The difference but adjusting it to the difference between scenario three and four. It's the budget was based off scenario three. This would be adjusting scenario four. Instead of 50% breakfast, 50% lunch, it would be 30% breakfast, 70%

154lunch, which is what we saw during COVID. And instead of six a drop from 100% to 60% of filling out the paperwork, I know it's not only based on that, but to the extent that it's primarily based on that, it would be building an assumption of a drop from 100% to 80%. Correct. >> I support that. Any discussion? >> All right. All those in favor of the motion. >> I >> Heather, did you hear? >> You're mute. We can't hear you. >> We can't hear you. She's >> I >> say I Okay. And I will oppose >> then they vote for article two as well. >> Um that well I guess we just I guess they could recommend it. They can just vote to recommend >> that >> article two, three and four. Well, we

155already did three and four, right? >> Okay. So, do we vote to recommend article 2 moving forward in the appropriation for the collective bargaining agreement um estimated increase for year 2027 473 440? I would vote to recommend that. >> Yes. And do we need to do each one individually? This Yeah, sure. I'd second that motion. >> Do we need to do all of the articles? >> You already did. You did the other ones. This is the last. >> Okay. And that's it. And then do >> need to vote on that. Need to vote on the motion. >> Okay. Motion. >> All those in favor? >> I I >> Heather's eye. Okay. >> All right. So, um, today was the last day for the citizens petitions and like I said, I don't think we got any,

156but um, we also needed the results of tonight before I could finalize and print the warrants. Um, so we are going to print them. There will be three documents. The warrant, the MS-26, which is a summary of your budget and the default. And I will put them at one of the schools and let's just say Lincoln Street. And that way you can swing by Lincoln Street and sign those documents when they're ready. So I will email you them. Email you when they are ready for your signature. >> Just the office. >> Sure. >> Just go to the office >> or if you were rather Main Street. Either one's fine. Thank you guys. Um let's move on. So the board and committee reports. Um the equity committee >> um we're meeting tomorrow. Um the last meeting

157uh there was conversation about I forget the term uh inclusion tips of the week where they use sort of real life scenarios that have come up um and shared those in in terms of language and experience of um some pe some students. So, um, they were working on those in terms of thinking, you know, how are they being received? Are they helpful? Um, and there's we meet again tomorrow. >> All right. Thank you. Um, do you want to do policy now or at the end? >> We I think we have to postpone that, don't we? Because we don't have the policies in our handbook. Are you having >> I have them. I'm happy to go over them. I'm not I think Heather might appreciate me jumping in at this point unless you >> No, that's

158fine. >> So, I'll pass them down there. >> We can pass them out. Yeah, we just don't have them in. >> It was a relatively light month. So, um you can certainly let me know if you need more time with any of these policies. And Heather, jump in if if you'd like. Of course. Um, there are two, okay, there are two that actually aren't included in this packet because they are policies from last month that we I think the board wanted to have some further discussion about. Uh, DJF was local purchasing. So, we did a little research on the history of what does local mean? Uh, what was the intention of that policy? We really came up with nothing. Um the recommendation is it's the up to the board's interpretation and um where it's our

159recommended policy there really wasn't much guidance on that. So um again it's up for the board's decision to approve um and I'm sorry I didn't bring it back this month but the the recommendations from last month um or make make any decisions that you want to about changing that policy. Um, similarly, the public input at board meetings. I just listed what the other SAU16 districts decided. There's a, as you can see, there's a variety of, um, responses to that policy as well. And so, uh, this board just needs to decide if there's any changes they want to make. And then the new policies for this month, policy GBF, school district internet access for staff. That was uh the only change there was an appendix a couple of appendix references that that needed to be included

160and it also replaces the two policies that were withdrawing. Uh it looks like when I looked through the policy books that somehow we we missed withdrawing those policies previously when we had adopted this policy. So, um, that's that was a relatively easy revision there for GBEF. I know I'm going kind of fast. I'll just go through these and then or you can stop me if you have questions. IMH, daily physical activity. There is a requirement that the wellness committee oversees the implementation of this policy. So, there's an added paragraph at the end of the policy just acknowledging that. And then JLIA, the big, this one hadn't been revised in a little bit, but the big revision was that the minimum standards for public education define school property a little bit differently. And so there's some

161language in there that talks about um school property being buses and vans, private or public. Um any property that's used for school purposes. So there's it looks like a lot of revision, but it uh it just reflects a couple of requirements. >> All right. Any discussion about >> any of those? >> So can >> I just ask for because I can't find it from the previous one. The the one about the speaking at the meetings >> was the conversation about were they not allowing it? What was it? We were >> like the three minutes. Let me >> was it also what they had to state when they walked up to the microphone >> like >> Yes. I think there was a revision at least in one of the districts about um or this district actually

162talked about I think talking about your uh what your affiliation is with the district. >> Maybe it was this district might have been a different one. >> Yeah, you had to be a resident >> resident or a caregiver >> or a staff member. Those were some of the categories that were considered in this policy. >> So you might be a caregiver that doesn't live in Exit, but your child attends here. So, you would want to you might want to write in some language in the policy to allow that caregiver to speak. >> I I would just I I have a hard time passing that policy tonight when we don't have it in front of us. I mean, I I know we saw it before, but we that's a more involved policy and also there was

163alternatives and you can see just even in the summary that boards most of the boards have made some form of revision and so it just seems like one we really want to discuss. Yeah, I mean I have a good recollection of the other policy. It's not here. The local purchasing was really about that one issue that you raised appropriately. >> We just didn't know what local mess, >> right? But if there's not more definition, and I don't think that was our only sticking point with that one. I'm okay with considering that one, but I have a harder time with the public input one. >> I'm happy to bring back those two samples again next month if that would be helpful. >> I think for the public input, it might make sense just because we don't

164have it right in front of us. Um, yeah, I don't have issues with any of the I mean I I would the the other ones the GBF, IM Ah, JL I A I I'll make a motion right now that we approve those and we can have more discussion because all those make sense to me. They seem straightforward. So, I'll make a motion if anyone wants to second it. >> Anyone second? >> Second. >> Okay. >> All right. All those in favor of the motion for the policies I >> I >> that was just for three of them. I didn't make a motion regarding the the local purchasing one. So that >> or the schoolboard input >> or the um >> public input, I'm sorry. >> The public input. I mean I my preference would be

165that we don't vote on it tonight, but >> Okay. >> But we would need to make a motion about the local >> um purchasing one if someone wants to make that motion. feel comfortable moving forward. >> I make a motion that we move that one forward to pass it instead of >> Yeah, that one. Sure, >> I'll second it. >> Yeah, >> I was in favor. Sorry, I forgot to say that. >> I'm in favor of that. Yeah, >> right. >> Then we don't have to vote on the public input one if we're not if we're just bringing it back. >> Correct. I'll just bring that one back. It's just the two to withdraw. You would need to also vote on Y. And then we have to vote to to remove these other ones. >>

166I can make a motion to remove GCSA GCS R and that's it. Second. All those that are in favor I >> I >> Heather is I >> Okay, that is it for all the policies. Um okay, safety and security committee is Heather and myself. That committee has not met since we last met here. We are meeting next Thursday morning at the um high school. Uh looking forward to that meeting. strategic planning. That's me again. We also have not met, but we will the joint board will have a presentation of the strategic plan on the 26, Monday the 26th. Um, so each member of the strategic planning committee um we're it's going to be like a joint presentation. So with all the members of the committee with Dr. Andriski um to present then so please come.

167Uh facilities we have not met nor have we had a reason to um the wheelright trust >> uh no u meetings we're still sort of in progress there the the new mares look fantastic thank you principal mccleskey >> there's a lot of comments about them and they're nice >> great >> all right so >> say one thing about that one one thing that I've heard positive comments too is that they're not on 247, right? They they turn off at certain times and that was being at least one parent contrast to what um there's new signs by Access Sports Medicine that are pretty bright and right over there and that you know that's not something we're doing here. I know there's a discussion before we put them up and I think people have been pleased that

168that's you know they're not always on all throughout the night. All right. Sbatical Patrick >> that um that committee hasn't met but there is a discussion about having another meeting with compensation committee meeting which is related to the sobatical right there's not a sematical presentation about uh proposal rather to have that committee group meet and that's they're in the process of scheduling a time but that hasn't been set yet. >> Okay. Um negotiations. >> We've completed negotiations. >> Wonderful. >> Yes. >> Um and then superintendent evaluation. Tim and I we have not met. >> Yeah. Yeah. We have our next meeting on the 23rd of January. Um and you know that that process is pretty pretty welloiled at this point. um just I think that time we're just preparing for the in April when we

169kickstart the evaluation u process >> and I think that's what also when we're potentially deciding on a new committee leadership. >> All right, that's everything uh new business. Alison, >> thank you. I uh included in your packet the a memorandum of agreement just for your information. You don't need to vote on it. Uh this would be for the co-op owned passenger van in the event that the exit school district wish to to utilize it. They've just drawn up an MOA. So certainly if you have any feedback or questions, I can take those. I might not have the answers right now, but I can certainly get them for you. >> I have feedback. >> Okay. about one line in here in particular under number four, the very last line where it says the district shall also

170fill up the vans with gasoline at the conclusion of the district usage. That's unfair because that same paragraph says that they're getting reimbursed at IRS rates and IRS rates includes mileage and gas and maintenance. So that's already included in that number. So they're getting double paid for that. That does that doesn't make sense to me. >> I'll bring that feedback back. Thank you. I mean, if they want to provide a credit, fill it up and then you provide a credit for the gasoline, but they shouldn't get the mileage rate and we're also responsible for paying for gasoline. >> Okay, >> good catch. >> Um, okay. Do we have to do anything with that or just bring that feedback back? >> All right. Any old business? >> So, I'm going to I mean, I guess I

171want to bring something that's I guess it's new business. Sorry, I didn't speak up. But just um just a a just a general announcement about uh board positions because it sounds like we're going to have one open board position and the sign up period is before our next meeting, right? Is that Do you know the dates of that, Allison? Would you happen to know? Putting you on the spot because I know it wasn't on the agenda. >> I thought it was before the end of January. >> Yeah, it's late. It's in late January. It's And it's And it's on there. It's usually like they're on the 20some like maybe the 22nd until you know the end of the month or something. >> I don't have those dates. >> Maybe we can find out. But but

172I I just say generally I mean I would s certainly encourage people to run for the board. um you know they don't have to be someone who's you know been on a committee before or they don't have to know one of us but if people have questions about board positions they certainly can talk to any member of the board or talk to Allison to get more information and uh it's a pretty simple process to sign up and we'd certainly encourage people to run. >> It looks like January 21st through January 30th is the filing period. It's >> about what I thought. Yeah, that's good. Great. Thank you. >> It's an easy process. You just head to the town clerk's office and fill out a form. Present your ID. >> Pretty painless. I recommend it. >>

173All right. Um, anything else? Any old business? Anything to discuss? >> All right. We do have to go into nonpublic gez words. >> Yep. One second. I have that the chapter in RSA here. >> Interesting. >> Do you need to make a motion? Do you want to make a motion on public meeting? Yep. We're just finding the um >> Sorry. We're still We haven't made a motion to go in on public yet. Yeah. >> Yeah. >> So, do you want to make the motion? Cuz I don't know what it's under or what it's relates to, so I can't make the motion. >> Do you have the list right there, Patrick? >> The uh No. Okay. >> I think it's on the agenda, isn't it? >> It is. >> The what? the uh reasons that the

174RC >> No, it's not on there. >> It's not >> um >> Yeah, it is right here. This second >> nonpublic >> Oh, down >> sessions. Yeah, >> sorry. >> It's a >> Y. >> Okay. So, I will make a motion to go into non-public at 8:35 under this one. >> Yes. Chapter um 91A 311A >> second. >> All those in favor roll call. Hold on. Sorry. Just to speak to that just briefly just just because I I would just say that's just to be clear, you know, in terms of the motion. It's it's 91A. It's not 9A. I'm not trying to be too picky, but I want to make sure we do this right so that we're properly going into non-public. So it's RSA 91A. That's the right to know law. And then the

175other things that you said, >> it's 91, not 91, you're saying. >> Oh, did you say 91? I thought you said 9. Oh, sorry. I may I misunderstood you. >> I will restate it. >> Uh RSA, I will make a motion to go into a non-public under RSA 91A 311A. >> Second >> and then a roll call vote. Heather, myself, >> I I >> I thank you. All right. We are dropped a time stamp back in back. So opening back into public meeting at 8:39 p.m. Um, and I will anyone like to make a motion or I can >> make a motion to uh approve the recommendation of the superintendent's office. I second. Everyone in favor? >> I. >> Now I will make a motion to adjourn the meeting at >> second >> 40. >>

176All those in favor? I I I