Exeter School Board Meeting 12/09/25

001talk [snorts] about what they do and maybe try to do something. [clears throat] That's it. Is the globe party by grade or is it just randomly how people sign up or they choose a time or something? Yeah, >> it's randomly just how people because we we talked about that but there siblings so there's going to be families that want to come at the same time. So, I know it's not going to be perfect. Like, there are going to be people that like my friend got into party one, party two, but it's really just like the best like have as many people as you can and it all see >> Yeah, it's great that you're trying to accommodate everyone. That's very cool. >> Thank you. >> Great. So, um, I'm going to, it's, uh, 6:04, so

002we'll go ahead and open up our public input for RSA 18974. So, um, the clock is officially starting, we'll open it up for 30 minutes. I don't see anyone here now for public comment, but should someone arrive, we will, um, uh, we can certainly take a pause and and and, uh, see what they have to say. Um, so moving along, we have two sets of minutes from our November 4th meeting. We had a public meeting and then we also have minutes from our non-public uh meeting. So, I'm just going to give everyone a minute just if you need to look those over and then ask for a motion to approve both sets of minutes. [snorts] Make a motion to approve both sets of minutes. >> Second. >> Any discussion? All right. All in favor? >>

003I [clears throat] have a I have a related question though. Are there minutes from the budget workshop or will we do minutes from the budget workshop? Well, that's okay. But that's something that will come at a future meeting. That's great. >> Great. >> I know it was only last week, so [laughter] >> um right, great. So, well, let's move along to our central office update. And I think we are starting with um we're going to start with the superintendent's office update. >> Thank you. I just have a couple of things this evening. First of all, later in our agenda under new business, I will ask that you accept the retirements of two of our highly valued staff members who have submitted retirement letters to the district. Zoe Poly Chronopoulos, um our math coach here at

004Lincoln Street School, and also Susie Finnis, a kindergarten teacher at Main Street School. So, we thank them for their service to the district and uh again during new business that would be an opportunity for you to accept their retirements. And then I also prepared uh Ryan's going to help me with this part of it. I prepared a little bit of information just I I know we're later in the agenda we'll also talk about school meal charging and [snorts] I know some questions have come up about uh federal funding, the impact on school meals. So, I tried to pull some information together just to help the board um have some conversation, make it a make a decision that that feels right. >> Um and I >> Do you want us to go around? >> We can

005see Do I just stay here? Okay. >> So, the the first part of this presentation is just a very general overview on our federal grants, and we certainly can go into more depth at a different time if you'd like to know more about the grants, but I know there were some questions about our federal grant funding. This is just a look at our allocations that we've received for the past three years. Um the this year's obviously is highlighted over on the right hand column there. When we look at the budget you'll see a higher number for grants allocations. That's because every year grant cycles can be 18 months. There's different cycles. So often um we're actually expending three years two to three years of grants funds at the same time. And additionally, we had some

006other grants previously, including ESSER funding and a safety grant. So again, when we're talking about the budget, you may see a number that that looks different than the allocations that you see on this chart, but that's the allocations that we received this year for our title funds and IDEIDA. Next, please. And I can share this presentation with you as well. just a really general overview on what the the title funds fund. So, title one um is really about uh providing uh children with opportunities to excel academically. There are a few different ways that title one funds that. We also have some requirements in title one including setting aside money for students who are Mckin Vento status or are families in transition or facing housing insecurity. Uh there is a requirement that we set aside funds

007for equitable services which means um private schools in our in our town also if they have students who are exit residents also qualify for some of the title one funding. There's an expectation that we use some of our funding to engage families in our schools and then uh the school itself would identify uh which the students who are most at need and those are the students that receive um the the the funding or the the resources from the funding. Next, these are just some of the ways that the exit school district has spent or is planning to spend title one funding. title one. It's my understanding that our summer programming relies on that title one funding as as one example of of how our title one funds are used. Title 2A is really about professional

008development uh for teachers, principles, leaders in the building. And we have used that funding for again this is just a sampling of some of the the professional development that's been funded through the title two grants. And then title four, which is the newest um title funding source, is uh provides our students with access to well-rounded education, improving school conditions and technology. And um like I said, this is a little bit of a newer of a of a grant. And so we're still we work with the state to figure out what what are the needs of the school and how can Title 4 support those needs. And then IDEIDA, which we won't go into too much detail, but this is really to support our special education population. And um the the way the title or idea

009funding is allocated is a little bit different from from the title grants. It's more about our student needs here. So, I'll set this this grant funding aside um because it doesn't really connect um with our our conversation about meal charging and and federal funding. And so, I I wanted to just provide some information to you about what the impact would be. There was some conversation, I know, about continuing to fund uh school meals for our students. So, we did pull together um what what exactly that would look like. And again, in just revisiting the the purpose of the the meal charging suspension, just to to frame this conversation again happened at the November meeting when the government shutdown was in place and uh the board was looking for a way to support our families who

010were struggling during that time. So, if we continued to cover both breakfast and lunch for all of our students for the remainder of the the school year, you have the number of students, uh the charge for the day. So breakfast is $2, lunch is $3.15, 108 school days minus what um our reimbursement would be from the state and you have the the remaining cost at $355,00046256. And then underneath that I just have our remaining expense. So, and I might call on Michelle and Molly to help me with this part a little bit, but this is the the unassigned fund balance or what hasn't been encumbered or already spent for the year. So, um, if we, one example that we keep talking about is it's a very snowy winter already and it's only December 9th and

011if we have a higher plow bill than we had anticipated that that fund could cover um that bill or if we have a a roof leak or things that are unanticipated, that's what that that money would would cover. >> Can I ask you question about that? Yeah. Go back. So that's based on an every student both breakfast. >> Correct. Yes. This is sort of like most case scenario. That's correct. >> Yeah. If it was 100% utilized, every student was here every day. Every student got both breakfast and lunch. So we don't know what our average daily use has been though. You don't have every student here every day. And I my understanding was that particularly for breakfast, we're not having every student get breakfast. Yeah, that that will take me a minute to pull up,

012but I can pull that up before we get to the next part of the >> I understand what you're doing. That's like sort of if every student availed themselves of it, that's the sort of the limits of the budgetary exposure, >> right? And >> in terms of them doing that, but but our average in terms of our anticipated use might be less would be less than, >> right? And my thought was in in what would the board's uh responsibility responsibility be? So, if we're offering free breakfast and lunch to all of our students, what would that look like in terms of budgeting to make sure that we could cover that? But you're absolutely right. It that's that's all students every day, both meals. Y and so the impact for again this is this is sort

013of that same I don't want to say most case scenario I I guess I would say this is for all of our students every day both meals and also assuming that none of our students fill out the free and reduced application. So, um the impact on funding is all about um should our should if we were to offer free free breakfast and lunch um which would then not require our families to fill out the free and reduced application to to receive free and reduced lunches. Uh the impact on our it impacts our funding. It impacts our ad adequacy and our title funding. And then you also have the cost of meals that the the local budget would need to cover. So again, I've um subtracted on this this last bullet what the reimbursement would be

014from the state um without the free and reduced applications, but but should students not return it, that could be the the mo again the most case scenario of what what the district would would have to cover. >> Can you explain that? I don't understand first how the first four four bullets are affected by suspending meal charges. So >> how is adequacy affected by me? >> If uh so if students don't fill out and families don't fill out the free and reduced application that's the that is the the source of information that the state uses to determine um our a number of things in ter including our allocations for the title funding and it's also part of the adequacy calculation. >> Just I'm just having a really hard time I'm sorry I'm just having a really

015hard time following the because it's an $840,000 number and then the first slide you showed had about $400,000 in budgetary expenses and yet I just >> So this is for next year. This is for this is for the full year next year. The previous slide was if you continue it for the rest of this year because I believe the board had talked about both scenarios. Sorry, I didn't mean to interrupt you, but the very first slide that you had had um it went through what the federal impact of when you went through these four different areas. And when you add up the numbers, I got about $400,000. >> Yep. So, what's >> together? And so, how is there an $800,000 impact instead of a $400,000? I guess I'm confused. >> Because the general the local

016budget would have to to cover the the cost of the meals. So they would cover the cost of we would cover the cost of the meals plus we would not receive the title grant funds >> but we already covering the cost of the meals right we just have we just it was offset by title grant fun so we both we lose both is what you're saying we lose both the parent contribution >> yes >> and the federal contri >> correct >> that's a better way for me to understand it >> and then I just wanted to highlight or we wanted to highlight some of the ways that we are ensuring that all of our students are uh have access to healthy meals every day because really I think that's at the um the center of

017this conversation and and the spirit of what the board is working to do and what we're all working to do is to ensure that all of our students have access to healthy meals every day. And in talking with the administrative team, um Beth, I don't know if we spoke a little bit today if you wanted to just talk a little bit about some of the efforts of the administrative team and our our school staff. >> So we at each school, we have a behavioral health team. And so here we go. Okay. So um as part of our process um as a behavioral health team we look at all angles of how we can support students like whole child right and families. Um and so there's a lot of ways that we provide support for families.

018Um, and one of the things that happens at the beginning of the school year and and periodically throughout the school year is that we send surveys to families to say, "What are your needs?" Um, are there things that we're not aware of? And so we collect that information so we have a pretty good understanding for what the needs are from our families and the different ways that we can support them. So, um, one of the ways we we help to support our families is through partnering with 68 hours of hunger. And we provide, um, food bags weekly. Um, and [clears throat] what those food bags, um, contain are two breakfasts, two lunches, and three dinners for students. Um, and it's often sent home on at the end of the week. Um and that's not limited

019to the number of food bags that student that families can can request. So mult you know families can request more than one food bag and we do have families that um often do that. Um another way that we support is um providing some break baskets um that uh given to families before long breaks in school. So before um the December break, February break, April break um in knowing who our families are that really could benefit from those supports and we partner with local agencies to be able to provide those baskets of food over those breaks. Um also at our schools, we provide snacks to students as needed throughout the day in many different ways. And so, um, you know, students have access to food and snacks throughout the day, um, and a as needed, um,

020and there's no limit to that. Um, so that's just some of the ways that we, um, support students and families, um, with possible food insecurities andor helping to alleviate some of the needs that they might exist. >> Thank you. And then I also just wanted to highlight a couple of things in our policy, our policy EFA uh specifically um at the end of the year any unpaid uh balance is paid by the general fund. We do have to zero out that that line by the end of the year. Um and then also I just want to read this part of the policy just to clarify because I know this came up as well. Um, the district's policy is to ensure that students have access to healthy meals and that no student will be subject to

021different treatment from the standard school meal or school cafeteria procedures. Therefore, the district will allow students to purchase a meal even if the student's meal account has insufficient funds. This policy applies to all meal offerings generally available at the cafeteria. No student will be refused a meal for having a negative meal balance. And that's policy EFA. And I just also referenced E uh EFC as well, which is another policy about um free and reduced uh offer making sure that we offer the free and reduced application to our families. I wanted to conclude this brief presentation just to ensure that or to remind us that we do have shared commitments of making sure that we're removing barriers to ensure that all students have access to meals at school and that it is our commitment to do

022that and and we do believe that we have some really good practices practices and policies in place to ensure that that's happening. and that also we've worked really hard to develop a fiscally responsible budget that ensures that our students are getting what we need. And so um while it is not our recommendation, the administration's recommendation that we suspend meal charging because of the impact on our funding, we do wholeheartedly support efforts to ensure that all of our students have access to the meals that they need every day. And we will I know this is coming up later in old business in terms of I think uh the board is going to make a decision about moving forward but that's the information I collected for you for this evening. >> Do we have any information about

023>> Yes. Yep. There are three. >> Yeah. Um there's one uh this the district that Tamworth I can't remember which number that is but the Tamworth school district has uh they qualify for the community eligibility provision so they they get a an additional funding source so they are able to provide meals to their students for free. Fall Mountain I believe has been uh providing breakfast only but is uh I think they're concerned they're they're thinking I'm not sure that that's going to continue and um Haveril had a similar similar practice as exit where I believe it started during the government shutdown as well that they temporarily suspended u mail charging as well. So those were the three that we that we found. Why do you think we pay off the balances now? But then >>

024I think my concern is that if if our families know that there's they're receiving their meals free of charge that there's no um it's not necessary to fill out the form. >> But isn't that happening now? pay off, >> but we are having families fill out the form. So about 15% of our students right now qualify for free or reduced. >> I'm just wondering why you believe it more. >> I'm just because there's no benefit to the family because they're already re >> Yes. I don't know what those numbers are. >> Why don't we go back to the table? >> Yeah, >> I don't know the percentage that um didn't fill out the forms when we came back from CO, but I do know that Dalia said that she's still catching up today and it

025was a real struggle. And I know Jean, when Jean Pierce was here, she had a real struggle. I don't know the exact numbers, but I do know that the food service directors did have a very challenging time with that. >> Do you have another? We do have this also on old business. So, >> let's I just want I know that Katie's here to present. So, let's let's Was there something else? need. [laughter] >> I'm No, I'm done with this part and then it's just the finance. >> The finance. Okay. So, we do have it on our agenda to discuss the meals too and I think after we have the budget discussion too that might be informative as well. So, I turn things over to you. >> Good evening. In your board pack, we sent you

026the financials as they stood for the end of the month. At the end of November, you had $592,235 in remaining budget unspent or unencumbered funds. So this month we spent another $158,56 primarily um an incumbrance for student transportation and some contracted services and supplies which brings our remaining expense down to $433,728. Does anyone have any questions on that? When you mean you mean uh sort of a fund the fund balance would be $433,000. >> It's it's it's unexpended funds at the end of the year that we'd return to the tax. >> Correct. If nothing else happened and this that's why we're a little careful about saying fund balance because there's so much left in this year. As you can see we just had one transportation incumbrance come in for $150,000. So that's, you know, we

027we'll start talking about a projected fund balance a little closer to the end of the year. >> Chris, >> thank you. >> All right. Sorry, I've lost my agenda. Um, great. Any any questions on the budget at this point? >> What? >> There's a question about federal funds and and grants about how that how that might be listed, about what our options are for listing it. Do you remember that question? I don't know if you found anything any other updates about grants and how that needs to be listed or what are our options for listing or following up depending on what we need to do. >> And so you're talking about the budget for next year, correct? >> Yeah. >> Okay. >> Um Okay. So there's two um two different two different opinions. So, our

028attorney Gordon Graham has always said that if you list a revenue source on the MS24 that if you receive more of that same revenue source, you cannot have that as unanticipated revenue. That is one opinion. Now, we would be recording grant revenue on the MS24 equal to expense. So, it would already be a planned revenue. And in his opinion that if you list a planned revenue, you cannot accept and expend more if you get the same amount of that already pl or more of that already listed revenue. Okay, I also checked with our auditors. The auditors do believe that you could have a public hearing to accept and expend the additional amount if we had on the ballot um accepted or put out to the voters that they could have that we could accept and

029expend the unanticipated revenue. It was not in the exit or perm file, which is what the DRA lists as your ability to do. So Michelle and I had to search every warrant article back to 1992 and found it and had to go to the town to get the meeting minutes to show that it approved. And then I had to send that all to the Department of Revenue today for them to hopefully update our PERM file to be able to have that on file so that going forward we can accept and expend unanticipated revenue. It was quite the project but Michelle found it in the attic of the SAU office in a binder today for us to be able to put that in our PERM file. >> Um so we do have two difference of opinions.

030Um, so if we are to get more grant money, then the the auditors who would be making the comments on our financial statements um have documented in email that we could hold a public hearing to be able to accept and expend that additional money. It is not in align with what our attorney has historically said. Um, but we do have that comment. So >> would that make it so that in next year's default budget would be the amount we actually received. So the amount that we allocated appropriated plus if we had to have a hearing >> next year's default will be whatever. So when we do next year's budget, it will always look back to its prior budget as the default. >> So we'd have the same problem potentially again if we got more grant

031money. >> It's you'd always have to have a public hearing, >> right? Okay. Mhm. And so we were trying to leave a little bit of extra wiggle room so you wouldn't have to have a public hearing if we were to expend or receive more grant money to be able to expend it. Um but if the board wishes to go the route to have the public hearing, then if we do get more grant money, you'd have to have a public hearing each time. >> Okay. Um, and so there was only three districts in the SAU that did not have this in the PERM file, the permanent file, and that is Exit Co-op, Stratum, and Exit Elementary. Now, I am still looking at the co-op because all of this happened before the co-op was formed. >> So,

032I need to figure out how that plays into it. >> So, what would it look like in the budget? So would it have $800 and some thousand dollars potentially in the budget and the default budget would be the same or there'd still be two different numbers? How would this manifest itself in terms of what it would look like? >> So if you choose to set the default equal to the proposed then we could do that. So the numbers would be the same. >> Um and then next year your default would be the same number >> year after year. Your default is always the previous year's budget, >> not actual previous year's budget. It's only this year where it's going into the first year of appropriating grants in the first budget that our attorney said you

033can look to see and say it was just in the wrong budget before. >> Forgive me for asking this question. Then the 863 came from a FY25 >> what we spent. >> I don't have it. I don't have the paper in front of me. If if it's in the um the default one, it's the FY25 actual expenses. actual expenditure that we didn't have to put in our budget because it was somewhere in the >> SA. Okay. So, the SAU always appropriated $4 million. Y it was always $4 million because >> the co-op had a certain amount that was already in the co-op budget. >> And so, we had $4 million and we actually spent about 2.7 of the four >> that year. So, then I said, "Okay, I know we're not going to go all

034the way to the four, but let's scale it back to 3.5." And then I said, "Okay, each district spent this proportion of the 2.7 that was spent." And I divvied up that 3.5 accordingly to give you a little bit of a buffer so that you have the appropriation if we were to see more grants. I don't know if we will. We are getting like some more safety grants. >> Um, but also title grants are kind of going the opposite way. So, >> so just so I'm clear. So next year if we set the default as the proposed no matter how many grants we receive next year the default is the prop is what we set in the budget >> not what we receive >> unless we have >> all future years >> unless we have

035a public hearing. Yeah. >> So all all future years the default will equal right >> the prior year budget. >> Right. Okay. regardless of your actual >> exp and we can propose more but it's just it looks like a large amount that we're >> requesting from taxpayers right that's the whole impetus >> I understand the impact connection but that doesn't make any sense in the long term like 10 years from now that that's we're just we have that number no matter what so even if we had a special hearing you don't have to explain it that just doesn't make any logical sense to me how that wouldn't change over time but federal funding might change over the course of decades and we have to keep the same number. >> No, no, no. You can change

036you can change your budget. It's just your default will always be your prior year budget, >> right? Oh, the prior year. >> So the basis of >> you have So the only way you can increase it is to have a a difference between the two. >> True. One time. >> Yeah. >> So we could for example budget $900,000 >> even though there's something like that. So we don't have to budget the larger number. We could have a smaller delta between the two. >> You could >> if we wanted to. >> Yeah, [clears throat] you could. Okay. >> Mhm. Yeah. >> So, we're now in the FY27 budget discussion. Was there anything that you all wanted to share about that before we start asking? >> I don't think there were any other change. I don't think

037there were any changes. >> I I had one follow-up question that we had discussed last last time which was just to clarify the line item around the contracted services. Did we >> the contracted? Uh >> I guess it's not a question for you. It's a question for us to think about whether we want to we had kept that number in for contracted services with the hope of getting more paras in and I think you raised the point Patrick at the last meeting as of >> the fact that it's still in there. So if we go forward and don't reduce it, we're basically double budgeting for that service. So I I I believe Diana had taken a good look at that when building the budget. >> We reduced, if you go back, I think to that

038summary page, the contracted services line was reduced by 400,000 plus. The reason why the overall special education budget did not go down is we had to budget for two outofd district placements >> that were 360,000 total which made the special education budget overall only go down by $15,000. >> So the contracted services line overall went down by 400 I think $42,000. >> 424 Thank you. [clears throat] Reverse those. >> Okay. All right, that's clarifying. Thank you. >> Can Can you just explain what in the budget the $310,000 food service item means? Well, we just heard something I just heard a presentation about food service cost, but what is the $310,000 that's in the budget for food service? >> So, I believe it's $325,000 >> for next for 27 32. >> Yeah. So, what is that?

039>> So, that is your food. So, there's two different parts of food service. There's your food service fund where all the food service operations happen. Meaning people get paid from the food service fund. If the fridge breaks, we have to pay for the equipment repair. That all the cost of food that all gets charged to the food service fund. Then what happens is if that food service fund is in the negative position, not meaning that it we spent under the 300,000, meaning the revenue that the food service program brings in is less than the expenditures that go out the door, which in often times it is, especially in our smaller schools, then that fund cannot be in a loss position because it is a federally funded program. So what has to happen is you cannot

040move expense out of that fund. You have to expend in the general fund to give the food service fund the same amount of revenue to bring the revenue up to expense. So that is not in a loss position. So what's called the food service management line in your operating budget which is in your the fund 11 that is your planned food service loss. So, what's the $300,000? What is that? What does the $325,000 mean? >> That's your food service program. So, that's >> that's [snorts] how much we pay for food or that's how much we pay for food and staff and >> food, staff, um equipment, everything to operate the food service program. >> So, that's the total amount that we pay for every for the entire food service program is $325,000. >> How much

041you're appropriating? Yes. So, you share a food service director with the cooperative. >> I I just having a I'm just having a really hard time understanding how all these things fit together because we're seeing numbers that are $800,000 when you start talking about other impacts and yet the whole program costs $325,000 and we try to fund that through federal funds and parent fees to offset that $300,000. But I just I'm not understanding how all these things fit together. >> This the numbers don't seem to >> I don't understand how they fit together. >> Or is that 300,000 not the total cost? Actually, it's just what we're >> appropriating. >> That is the total cost is what I just heard though. I just heard that's the total cost of the entire food service program is $325,000.

042Is that right? >> So that that is what we appropriate in the food service fund to operate our food service program. So, if we got no federal funds or no parent funds or anything else and we we just had to pay for it out of no other revenue sources, it will cost $325,000 for the food service program. >> Is that right? for our portion of it. >> It's a little bit more complicated because of the journal entries that have to happen between the the general fund and the food service fund because you you almost have to double account for the expenses the way accounting rules work because if you expend the whole let's just say you expend the whole $325,000 and you have no revenue to offset it, >> you're in the whole $325,000. So

043then you have to move $325,000. So essentially charge your operating budget $325,000 to give your food service fund 325,000 in revenue. So really when looking at the budget it's going to show $650,000. Where did we get 575,981 for if you you mentioned that the total cost for the year plus the impact on federal funding would be 575,981. >> So that included the parent I believe the the line item is in addition to the parent contribution and >> so the parent contributions and all that would be revenue, >> right? That's not expense. I'm listening to you. I just am not understanding this. I'm really not. I'm just not understanding it. Are you saying that I mean, if maybe you can >> I don't know if there's a way you can simplify this, but if the program

044cost $650,000, then just tell us that. I mean, if that's the the cost with with no revenue, it cost $650,000, then that's what the facts are. Or does it cost us $325,000? I know you said that in accounting it looks like it's doubled up, but what's the actual cost of of that program? Not how it's accounted in the budget. Just take it out of the budget for a moment. How much is is exit share to to fund the food service program? Is it $325,000 or 6 or is it $650,000 or is it a different number? So the way we have built the budget and the way we have it appropriated right now, assuming that we have the we without taking the co the loss into consideration, then we have in the budget $325,000 for the

045food service fund to operate the program. And if there was no food service loss, then it would be $325,000. But I don't think that's answering the question. The question is how much does food, staff, equipment cost, >> not how much we'reating, but >> so like how how much >> Yeah. >> on that inventory >> on the people who in terms of food and how and all the equipment in both schools and I think what Patrick's getting at is you keep going back to what we're appropriating and not the actual cost. Well, so appropriation is cost. So what if we look at all the salaries, all the benefits, the cost of food, the cost of the equipment, that's all in the lines that add up to the $325,000. >> So it's $325,000. >> Correct. >> So

046we're not wrong to think of it that way. The the total cost of the program to run it in exit understanding there's >> we get the benefits from share costs or whatever is $25,000. >> It's taking the whole Yeah. Can I just ask one other question because the numbers that you gave us were like >> you know what did you say most case scenario right how >> like taking the revenue out of it right how is this number if is this based on most costs like if everyone were to come and eat a lunch and a and a breakfast >> so the [sighs] so this is the this is based off of history >> right it's based off of history than prior year's expenditures. Okay. >> So that's more [clears throat] accurate based on but

047including free and reduced lunch applications >> is that that revenue is >> so the revenue is not included in this >> right it's not revenue based right usage. So this is just the expense side of the house. >> So there's a chance it could be higher if there were higher if there were higher usage. For example if you're not charging in that drove a slightly higher usage that number could be higher because it might cost more to run the program to to provide more food. If you had to provide more food, it would be higher. So, not looking at the food service loss and not looking at revenue, right? >> The plan would be $325,000. However, if you're not going to take in any revenue, you have to do the journal entry to essentially double

048count for it. >> Do you know how much of that I'm sorry, I'm talking over anyone. Do you know how much of the $325,000 are is food versus staff? >> Because the staff cost is going to be fixed, right? that staff cost doesn't go up if even if it serve more meals. >> I'd have to pull the DOE 25 last year because we don't have it broken out in the individual line items. [clears throat] So if we pulled if you want to pull the DOE 25 from last year up Michelle then that uh actually will that be have it broken out? Okay. And so I guess just to clarify when we say appropriation that is a planned expense. >> Makes sense. But we also have to plan for a level of unpaid balances and a

049potential level of loss which is your food service management line in fund 11 10 or 11 for >> sorry to ask an elementary question but this This is like a just in case, right? >> Like if we expend, if we add in a negative fund balance is when we use this amount of money. >> No. So, so what happens is your food service fund and your general fund are added together to your be your total budget. And so then we do the planned revenues to to determine how much has to be raised in taxation. So that 325,000 that's in the proposed for FY27 would be the planned food service expense in the food service fund >> to operate the food service program. >> Got it. Okay. >> And then in the general fund under I

050think it's under a 2400 line. It's um >> it's a planned loss because every year we have a level of students that have unpaid balances because just like we were saying before, no students denied a meal. So any unt unpaid balances the general fund is charged and then the revenue is given to the food service fund. Got it. Okay. >> Just the way the accounting has to happen. >> But then there's no such thing as unpaid balances because there are no family balances. >> Uh no they would uh so if if we are not charging students it would all be unpaid balances that would be covered by the school board, >> right? >> The operating budget. But I think the other thing that was in Allison's presentation was that I know we're not talking about

051revenue, but if we are jeopardizing any of those federal funds that are covering other expenses, >> then we either aren't covering those things or we're going to have to have greater expenses on those line items, >> the total budgetary, >> right on the have to break that down. So, >> right. Yeah. Right. Right. [snorts] >> Does that make more sense now? Mhm. >> I mean, is that Well, I guess I can ask about that if you to follow up on that. Is is at what point do you not get federal funds if you have fewer people apply for free and reduced lunch? Are you all of a sudden not eligible for federal funds or is it that you have >> Sorry, just so I can finish my question. >> Sure. >> Or is it is

052there a threshold amount of participation that we need to qualify or not qualify? >> You want me to take that? >> Sure. under 10 students is zero federal funds and then above that it's just lesser. >> How many students do we have now that qualify? >> [sighs] >> uh 15% I don't have the number but it's 15% 769 >> so that is >> so 78 >> 115 >> we have we say >> like 115 >> yeah [snorts] >> and all of those 115 then are filling out the free and reduced lunch application >> so we have 115 people that filled out now we don't know how many filled it out >> after co when we weren't charging then >> I know we had a number of people have filled it out. >> We asked people

053to fill it out. I just I know a lot of people didn't. >> Was that still the policy then that they still had to fill it out to get that federal fund even though they were the government was providing the subsidy? >> Yes, I believe so. I believe they still had to >> I think we still had to fill it out. I remember there's a period of time >> okay >> that we still [snorts] had to fill that out. That would be interesting to know because that was a situation where no one had to pay for lunch and or had to pay for meals and yet some people are still filling that out when asked >> a number of people. Do we was it so 10 is zero and when does it when does it

054change our allocation in terms of that is it >> I think the fewer you get I and I don't know what the >> So if we had 120 people next year we would get more. Is that what you're saying? Not just for not I'm not just talking about freedom to sla get more for free to sla get more in every other category too. >> Yes. >> Okay. >> Assuming that that's the way the state is choosing to fund. But yes, that's >> I guess it would be helpful to know like what is the like if it dropped to 75 >> would you know below 75 we get less but at 75 we're still getting the same amount right like that if we're expecting some drop in applications but that some would still fill it out

055knowing our sort of threshold there is helpful and because I do think the risk to federal funding is a significant consideration Does if you you know what if you um if you if you run um a budget input with the definition then it will have last year's actuals and we would just look at the food line. >> This is in the I know this is in the agenda later so I >> you can go ahead we're on it. Just go ahead. No, that's okay. You have to get I was just saying if they have to get more information together. Okay. It's in the agenda later. All right. >> So, and so you so you're looking for the cost of food from last year. >> Yeah. Out of the $315,000 that was budgeted $310,000 that was

056budgeted last year, right? Or is that for this year? >> 310 was >> 310 would be this year. >> 310. How much How much of it was food? Yeah, I can >> $10,000 $110,000 whatever it is. Just how much? >> Yeah, we'll look to see what the actuals are. >> Yeah. >> Okay. >> Any other thoughts or questions on the FY27 budget beyond the meal question? [clears throat] >> We'll come back to >> we can come back to the the meals. >> Okay. Do we have to vote on the budget tonight? Is that a separate? >> Um, you will vote to move it to the public hearing. >> Okay. >> You can do that under, >> you know, if you want to wait until the Yeah, >> I think we should wait. >> Just curious.

057[clears throat] >> Okay. Um, all right. Thank you guys for pulling together that data for us. Um we're going to move on to the principal report and so we'll start with Main Street. >> Okay, just a a quick recap on a couple of things that we highlighted this month. First off, um our some of our teachers, actually all of our classroom teachers at Main Street School, uh just recently participated in some uh writing training um that was facilitated by uh Carla Putney, our curriculum director. Um the goal of that was really to refine some long-term and short-term writing plans that aligned with our benchmark um advanced tier 1 literacy program. And then um something that's coming up this Saturday that I wanted to highlight is um what we call Holiday Hope, which is an event

058that is held at uh Main Street School Gym um that um it's our fifth annual Holiday Hope. This is a gift um event that um supports families from all three of our schools. Um, so our families have an opportunity to come in and shop for gift items for their children at no cost to them. Um, so that's a special invitation that we send out for families. Another way um, as an example and how we support our families. Um and um the gifts that are generally uh generously donated to this program are both collection from our staff, our community, and some local businesses in the community as well. So that's some coming up this Saturday um at Main Street School in our gym. Thanks. >> Thank you. >> Good evening. Um very I'm going to be

059very brief so that we can give Miss Papino the floor. Um in addition to the um update that I already provided just really quick, our fourth graders, this has been a tradition for a little while. They went to the state house last Friday. It's a great field trip. There's no charge for it. The state does a really nice job of supporting it and giving kids a firsthand look at state government and being able to sit in the seats and really feel like they are, you know, part of the process. Um so that was a great experience. And then also this Thursday we have our winter concert. Fifth grade band um strings and fifth grade chorus. Our beginning band students in fourth grade are still getting used to it and they will be performing this spring

060and we look forward to that as well. The sounds of a new clarinet are ringing through the mcccllesky house and we are very grateful. [snorts] Um so with that being said, I'm going to turn it over to Miss Papino if that's all right. Great. >> Thank you. Um, I don't know what the best way to come. I'm sorry. >> Yeah. I don't know if it's easier for me to go over there so that my back's not to you or what's the easiest >> microphone for the people at home so they can hear you. Your fans at home. >> Oh, yeah. [laughter] >> Do you want me to sit over there? Oh, take it off. >> Okay, sure. Put the Y. >> Allison said it's the road show. So, here we go. We're on the road.

061Um, while Ryan's doing that, so I submitted, um, about two weeks ago or so a presentation that's about 25 minutes in length so that I wouldn't take all of your time tonight. I know I have 10 minutes, so it's a lot about a year's worth of sobatical work to put into 10 minutes. So, please stop if you have any questions. Um, but Heather and Allison will be sharing that presentation with you. So, um, my overall um, action research project question that you'll be hearing about tonight is the impact of implementing bias awareness protocols when selecting, administering, and scoring classroom assessments. Um so if you don't mind going to the next slide please. >> Um so I was looking to move up to the U Masters plus 30 and I wanted it to be meaningful both

062professionally and for my students and families. Um so I was taking two classes at Upper IO University that had to do with the daily five which is what we were implementing in our literacy program a few years ago. And in searching um I found that through the University of Iowa, they had a matlock program. And so I included this so that you could see all of the courses in addition to the other two from upper Iowa that I took um thus far to get the matlock. And it stands for the masters in teaching leadership um and cultural competency. And so all of these courses that I've taken um have led and been um implemented in the classroom over the last three years. The final two issues in K to2 assessment and conducting school-based action research

063are what um were included on my sobatical that I'll tell you more about. Um so again, the ones that I put stars next to are the ones that were included and um the sobatical has been just so rewarding. Um, I have been in schools throughout the school district. I've been attending all the curriculum coordinator meetings. Um, from January, I've gone in and trained the curriculum coordinators with what I've learned and what um, we've been implementing. And, um, I don't want to go into every single one, but again, it went above and beyond to where I even saw the sbatical starting and ending. Um, the first course that I took was from January to March. So literally my narratives went down and I out and I left the classroom on a Friday and I started the

064course on a Monday. There were over 20 of us enrolled in the course at first and we ended with seven of us because the rigor was um that intense. It was probably the hardest academic course that I've ever taken in my life. And Dr. Katherine Welch is a phenomenal um instructor. She's actually in charge of Iowa's entire um state standardized testing as well as a professor at the University of Iowa. So, she was a great resource and collaborator. So, again, I just put stars next to the ones um that really told about what I did. And in the presentation that you'll see too, um I shared two examples of assessments. One was a review of the New Hampshire SAS that I analyzed and looked into. And then the other one that um was shared with

065you too was just an example of one of the tests and assessments that we're already using in fourth grade classrooms. And I analyzed it and added a higher DO level and a lot of the bias awareness protocols were applied that I'll talk to you about shortly. Um this is one that I included um in the email to you. So where I took one of the um assessments that were already taken and I took into account all the bias awareness protocols that I wanted um my colleagues and staff at Main Street and Lincoln Street to be thinking about when I did the training with them. So, as you can see, um, we've worked as a fourth grade, um, collaborative team, which meets once a week on Wednesday mornings, fourth grade, and we took the lessons that

066we're already doing a few summers ago at the summer institute, and we developed the I can statement so that when students are taking the assessments and when they go home to families, they can clearly see where their student is at with the same language that we're using in our narratives that are sent home. I took it a step further where I analyzed the assessment and pulled out every question that met that standard so we could make sure that we were getting a variety of DOK questions and also that we weren't just reporting um a standard based on one or two questions that we were showing over and over again through formative and summitative assessments what the kids were retaining and what we needed to continue working on. um as well as using rubrics so that

067they were fairly scored as another bias awareness protocol. Um this is another example from that course and what I've also shared with the staff this summer when I worked with them before school started about the importance of creating when we're doing multiple choice tests not trying to trick students. That's what not what we're looking for. We want to come up with distractors that really give us more information as to the strengths and weaknesses of where our students are at in the classroom, which makes best practices for our teaching moving forward day-to-day. Um for the conducting action-based research, that's a presentation that was shared with you. It's very lengthy. Um I underlined here that um it was uh um about knowledge about the information learned throughout the entire graduate program of studies. So I think you'll

068see with what I shared with staff as well as in that presentation all those courses that I first shared with you with equity antiopressive um all of those are contributed in some aspect of my sbatical and what I did with the staff as well as a literature review that that's a nice 46 page document I included in that for your browsing leisure. Um so the whole course started with action research question which was what my sbatical was based upon. I met with Jill Lizier and Julie Lambert and revised and revised and revised the question. Originally when I presented to the board um my initial sbatical it was about racial bias and after taking the assessment course from January to March I wanted to hit upon something that um could be used for all educators all

069students all families and that would impact the entire SA16 community not just a select portion and so that from there what impacted does the implementation of bias awareness protocols have on how grade level teams and SAU to 16 schools select administer and score classroom assessments. I then collaborated with the lead researcher um a gentleman by the name of um Kelly Hangar through Iowa for two or three weeks pulling out professional studies and articles not just Google you know articles that you Google but professional studies that have been done that support the need for bias awareness protocols. And if you look where all the stars are, those are all teacher literacy and teaching teachers about the biases and how we can easily be changing the way we think about assessment and implementing them um daily and

070regularly with training. Um so again that other presentation has everything that I studied, researched, summarized, analyzed, and I wanted you tonight to know what I did with that. So the course ended in May and as you know being in schools and hearing about assessments I think about Patrick a few years ago when we were talking about um our math win model how you said but what about time are we overassessing kids? So you can imagine how happy um all the staff was to hear from me to say, "Okay, I want to come and observe you talking about assessments and they had just done the SAS, they had just done the diagnostics and everybody was, you know, tested out." Um and that was the nice part was that Carla actually invited me to go to a

071grade one CTT meeting and she said, "Just come and observe because we're going to be talking about math models next year and I really want you to hear where we're at with assessment." And I ended up running the meeting with Carla because that Monday after my courses ended, I happened to go on. I said,"I want to see what we have in our curriculum now that we can improve upon and build upon for our students and families." And with that doing so, um, I came across on our I Ready that we could customize comprehension checks. So before it would just be five quick questions we could assign to students and they weren't fair or valid or reliable and th that's what we had found you know after giving them. So now they came up with a

072program that we could customize them. we could pick and choose questions from lessons and not only could we create a form A and a form B, but we now had preassessments and post assessments to show that our teaching was working and being able to collaborate as a team like your students scored better here like what are you doing or what um what more could we be doing for the kids during math win? So I called Jill and I was so excited and I said I found this on Monday. I went in and talked to Carla and she said, "Tomorrow morning I'm running the Kensington Elementary CTT meetings. Can you come and share this?" So I went in and I met with the K4 teachers there, case managers. Um Dr. Bennett was there, Jill Lizier, their

073principal, and we were sitting down having a conversation like this where I was showing them bias awareness protocols and how they could easily start to implement it with a simple IRA comprehension check. Um, and from there they said, "Can you stay in 45 minutes and do the same thing with the grade level?" And I said, "Sure." Um, and then again, I worked with that team of teachers at the summer institute in June doing the same thing and fine-tuning what we had worked at. And then, um, Deanna and Ryan, I said, "I've been doing this with the other schools." And they're like, "Well, when are you going to do it with Lincoln Street?" And they said, "We'd like you to do the August training." So I did in August an hourong training going over the protocols

074and um some examples of what we've been doing and also again presented it to the curriculum coordinators so that um they could use this form of assessment not only at the middle school but even some of our math students at the high school use it as well. Um we are just starting off. This was a slide that I had at the beginning of the presentation for the LSS staff and just trying to get um teachers to have the discourse around assessment. Not just looking at an assessment and and judging it right away, but talking about what does it mean to be reliable, valid, and fair. In addition to that, about um talking about does it mean that everybody has to be proficient in order for it to be a good assessment? No. It's a form

075for us to see where our kids are at and what we need to offer for enrichment and what we need to keep doing for reteing in the classroom with both summitives and formative assessments. Um, again just reiterating a common language common vocabulary with the staff so that as grade level meetings and I'm not a part of the third grade or fifth grade or the lower elementary but having them start to learn and use the common language about when they're looking at tests are they reliable? are they valid and are they fair to eliminate bias. Um part of um my coursework for the action research was that I had done um a mixed methods approach of surveys and so um I sent out a staff survey before I met with them in in August. And again

076just going over what is our prior knowledge formative assessments, how do they influence my teaching and how do I use them each week? And you can see on the bottom right that a lot of our teachers um might not have a true understanding what formative and summitive are compared to like middle school and high school where it's a part of their daily language. It's not necessarily here yet at our elementary school. Um but again just reemphasizing to them that formative assessments are a chance for us to pivot. Pivot to do reteing, pivot to do enrichment. Um and we do that all day long in the classroom already. Um, sure. Yeah. >> You want to go to >> Yeah, please. >> Um, so these are examples that the university gave us. [laughter] And if you actually

077go back one slide um on the right hand side, this is from our benchmark program that all teachers in our um elementary schools have access to with the build automaticity. So this is something that we're already doing targeting the reading fluency skill of foundational reading skills in the classroom. So this was one example I wanted to show our teachers that you're already doing this. So, if you just monitor two, three students a day and take notes, by the end of the week, you have a plethora of information that when you're having conversations with parents, when you're going to team meetings talking about students, you just have so much more to share with evidence to support that. And then these are examples that um the Iowa College of Education gave. And again, the many of these

078things we're already doing here in SAU and I think we should be proud of that. Again, more summitative examples of what are already embedded in the curriculum that we use every day. This was um part of the staff survey. So, I was curious before the training on bias awareness um what are some of the things you do if students don't do well in our summitive? And I really appreciate that our colleagues are already making strides. You know, um Ryan and I were talking about if a student's not doing well, run it by a BCBA or a case manager. Are these are they seeing the same trends that you are? Um review a format is already taken. Pulling students to retach those skills in oneonone. And that's exactly what we want our staff doing. Again the

079basis of this was that every decision made concerning the test specification specifications for example balance of content item types length of time alignment delivery mode the number of forms depth and breadth of item pools are all part of a necessary bias review. So those were all the key targets that throughout the year I want to kind of like the ripple effect keep you know pocketing in for student for teachers to continue to be talking about and thinking about when we're implementing and creating assessments um at our mass or at our CTT which is our grade level collaborative team third fourth and fifth all meets. We also have our specialists that meets and again it's taking the time to talk about the assessments we already have. If you look in the middle there um the unit

080one assessment that came from our I Ready and if you look at the DOK they're all DO1 they're not DOK 2 or three or four. So, our grade level team has started thinking about what more can we add to our assessments to make them more valuable so that we're asking those extended learning questions and giving them more opportunities to share with families to be able to justify to CMS to say this student is worthy of the higher math because we have all these examples that show extended learning and that's something that's one of our whole building goals for the year. This is just one way that I feel that we can really strengthen that in our school this year um with the help of what I've done with my sbatical and creating rubrics and making

081sure we're scoring um all the same. Um I already mentioned the customized um comprehension checks. That's what I went and worked with all the schools on including Lincoln Street. Um, this is an example of what we talked about when we were doing how am I doing for time. Um, okay. Um, when I was um, talking about it. So, we're talking about the length of the assessments. That's what I was alluding to, Patrick, when you said how long are they taking. So, when you're customizing them, it'll keep tweaking the amount of time so you know how much time um, students are going to be spending. It also tells you the number of questions you've selected so you don't make too long of a test or too short of a test and that you make sure that

082you have at least two to three questions for that standard before you can accurately say if they're proficient or developing. Um a few years we had beenounding um the ready program. Do you see how there's a speaker next to it? So it makes it equitable for all students taking this test so that all students can have it read to them because we're not assessing them on their comprehension of reading. We're assessing them on their comprehension of math in this example. And again, ruling out questions um that don't meet the criteria for what we're looking for or are almost written as we said, which wasn't good to try to trick students where we're not going to get a straightforward either they know the skill or they don't. Um with that being said, this is just an

083example of some of the data we get through those customized um comprehension checks for our math win. And I know Main Street School is still working on using them and Kensington has implemented them as well. So if you look to the top left, it shows you each question and it'll show you in green the number of students that um were proficient in that and the um red is developing. The yellow portion it might have been a multiplechoice type of question where they might have got one and not the other. Um and we've been using these in our math win model. If you look at the right, when we look at the data as a team, I've covered the students names. It tells you the percent they got, but it also tells you the amount of

084time that it took them to take it. In addition, we really have been looking at the trends, especially when we just did I created one for our team to use for a preassessment on multiplication, division, and then area and perimeter. So, we could clearly see who had multiplication already and was ready to start division. who had multiplication and division and hadn't been exposed to um area and perimeter. So that we weren't all starting from the beginning in the math when everybody was getting what they need where they were at in that moment. And our groups are about 10 to 12 students. So they're really getting more personalized learning as well. The other additional factor I wanted to point out too on the bottom left it'll tell you if the student got it wrong and then

085most likely why they got it wrong. So you can pull students in small groups outside of win in your regular math to see are we making common mistakes. That's a quick remediation to work with students. Um or um you know or if it's one student and they keep making the same mistake. It's clearly stated there and it's easy to pull from for time. Same goes with our benchmark assessment. um the literacy committee we met I was on that three years ago and that's where we took all the bias awareness protocols when we selected the um benchmark curriculum and now there's a week one week two and a unit assessment. So, our CT teams have been working hard to look at which assessments best fit the needs of what we're um targeting in that unit and

086not over assessing our students, but making sure um that they're the right length as well as if we do um look at the modifying the writing portion because some of them are asking for three to five paragraphs. We don't want to take a whole week of testing for the end of unit. we want one block to see what they can write. Um, our team has been working with the bias um awareness protocols that I created looking to see how can we recreate um the rubric so that everybody's grading it the same as well. And the nice part that Benchmark just came out with, if you don't mind going to the next one, Ryan, it actually shows now it's all um AI generated too, just like our state SAS tests are. So, it'll show you, it'll

087score it for you. You can look at your students response and then it actually gives you a here's why your student received this score. So, as educators, it's another way of having um a blind scoring so that you can see, okay, this is what they thought. And you look at you're like, oh, I didn't I didn't think of that. You know, they're such a strong writer and they do this that it's helping kids. Uh because if you don't mind going to the next slide, as a teacher, we can then share the reports back with the students and they can go and see the questions they got wrong. And that has been a very valuable tool in the classroom because they can see where they were scored, what they got wrong, and then we can work

088with them um to self assess self assess and self monitor. So they're not just taking a test and passing it in. they're taking ownership and they love to get the scores back and um talk about what what they did well too because that's what we want to highlight, not just one things that are wrong, but what's going really well. Um and again, I just put the stars next to our LSS school focus areas, which all of these things tie into. It couldn't have laid out more perfectly. You know, where I started the sbatical last January thinking, "Oh gosh, this is a big shoes to fill." I feel like it's surpassed, you know, the expectations I even had in May that led to June that led to August, you know, training of the whole staff to

089um helping run CTT meetings and oversee the comprehension checks and doing crosswalks with Julie with the benchmark assessments as well and great um data. Ryan appreciated that when we go to student assistant team meetings, right? [laughter] Um, so any questions? I know that was a lot. Sorry. [applause] I have one question just to circle back to the question as >> are we have the ready and then you're talking also assessment >> right I'm just curious on that now. >> Sure. >> I think if anything it's led to more dialogue with the staff. Um so feeling like even we were about to take a unit 2 assessment right before Thanksgiving and I went to Julie and I said I looked at the week 2 one that no one gave and it really gives more of what

090we're targeting. It's not as lengthy for the students. Um, you know, there's been some small math assessments for um, like the end of lesson 10 that was on patterns. We don't report on patterns. The kids have had patterns for years. So, we've skipped that. I think that we're doing we're going away, correct me if I'm wrong, we're not putting as much emphasis on the summit of assessments. So, we're really focusing on those little moments every day of formative assessments that the kids don't even realize that they're assessments. You know, it's come around the table with me. we're going to work on this and then just taking note of who is still having a hard time with regrouping and things like that. So, I don't think we're overassessing. I think we're trying to be more respectful

091of the students, their time, our time, and how we're assessing. Does that make sense? Not saying, "Okay, here's a piece of gum. Everybody gets a piece of gum because it's a big test today and you need to do well." You know, it's you feel comfortable with it. Oh, we're going to do this today. And it's not looked as this big, you know, um, thing for kids to be nervous or scared about. >> Okay. Okay. >> Stay tuned for that 25 minutes. [laughter] >> [laughter] >> All right, that was tremendous. Thank you, Miss Papino. Um, all right. [snorts] Sorry, missing my scrolling. All right, we're going to move forward to um our board and committee reports. Um, and we'll start with equity. Uh, Tim and Kate. The last meeting was November 13th. It's the first of

092three where the two school committees are meeting together um to try to sort of coordinate and and learn from each other and also just sort of make some similarities. Um there was talk about the the break baskets and and um a little bit of talk of how there's lots of donations right around the holidays and then less the rest of the year. And they were sort of talking about that. And then the other um thing that was tal spoken about was the um looking at the celebration of holidays and looking for a way to get caregivers involved in giving input before >> um so it doesn't feel like things are just being taken away that they can do some impact. Um, and they were talking about I don't think there's a date yet, but they

093were talking about January. Um, having [clears throat] a meeting I I believe that Arlland's going to be involved in and and um >> I think she's >> and talking about some online availability as well. >> Um, [clears throat] yeah. Is that different than the restorative practice? >> I think so. I was looking at that tonight. Yeah. Yeah. I think it's January. >> I think there's the next meeting is this Thursday. um if it's the recurring event. >> Yeah, >> Great. Um we have a bunch of policies, so I'm going to hold that one till the to the end so we can get to the other um committee reports first. Um safety and security has not yet met. I think our next meeting might be in January. So, um we'll report back on that. But, um

094Beth, uh would you report on the strategic planning committee? >> Yes. Um we met last Tuesday the 3rd just before the budget hearing here. Um finalized all of the KPIs, got a preview of what um the scorecard may look like and Dr. Andriski is planning to present it to the entire joint board on January 26. So >> great. Good work. >> Make sure you're there. >> Yeah. Um great. And facilities, Beth and Patrick, have you all met? >> There's been no meeting. Okay. Wheel right trust Tim and Kate again. >> No meeting. Um I think still funding the field trips this year and the [clears throat] forthcoming installation of the of the digital mares. >> Oh, >> it's going to be exciting. [laughter] >> Change it every day at first and then it'll taper. I

095want snowflakes and >> you [laughter] you have to uh the Ace Hardware. You have to [snorts] keep up with them. >> I know. >> Yeah. >> All right. Well, that's that's great. And anything else on that? I know we're those are really the big >> that's that's that's it. >> Okay. Um I don't we haven't had any meetings around sobbatical and I know we'll be talking about negotiations. [snorts] Do you think soatical is still a good committee to keep going? >> Do I? >> Yeah, there's >> I think it's >> there's some good work that comes out. Fantastic. >> I think so. We haven't we have I think it's fantastic. >> Um >> guess we'll keep it. >> I guess we will. Yeah. [clears throat and laughter] Kind of I think there's a ripple effect

096there. [snorts] >> I don't know. Really tremendous though work. Um >> all right. Policy. >> So do we not want to talk about the negotiations. >> We do. Well, I would You want to do that first? We have to go in >> I think I think we have to go into non-public to first. >> Okay. >> I think we should just get through the policies. >> That makes sense. >> Okay. >> Um All right. So, there's a number of policies in your packet um to draw your attention to um and so we'll go through them. Um the one that I guess bears some discussion is policy code behings. Um so this is a policy that we reviewed and in your packet you're going to notice there was actually two versions of this policy. There's the

097policy that um exit school board has in its policy packet and then um also what was presented to the policy committee was a version of the um policy that the Brentwood school uh district uses. and we looked at both versions. Um, and as a committee kind of all had slightly different um, ideas of sort of whether it was better to go with the more slim down version um, or the more comprehensive version uh, around public comment. I think one of the things that Brentwood does, um, they do ask each member of who who comes in to speak for public comment to actually state their address and their affiliation with the district. Um, so there was some differing opinions around whether that should be adopted into a policy. And so at at the end um we

098kind of all decided that we would take both policies to our board. Um kind of have some discussion. If one is really speaking to you and you know you you like the one that we have with the suggested modification um we can go forward with that. We can think about taking some from the Brentwood. We also don't have to vote on this one necessarily. we can also have some discussion around it now and bring it to our next board meeting and then and then vote. So, um I'm just going to pause and see if there's any um thoughts on behing [clears throat] to state their address um that perhaps that would perhaps prevent many from speaking up at >> I think what it was is that there were members at one point and correct me

099if I'm wrong Allison in some school board meetings that were coming from other parts of the state, right? And they and this was a, you know, several years ago, you know, where there were maybe, you know, more of that was happening. Um, so I I I don't know. I think and you know, each town is experiencing something different. So, um, that informs I think my hesitation with address is it just feels a little bit like a breach of, you know, information. I I'm not sure it's necessarily unless you state your affiliate. I mean, I'm fine with stating the affiliation to the district. I I personally wouldn't recommend that >> say resident of >> resident or staff person, you know, the relationship to the district. Um, >> one other difference that's in here, I wasn't at

100the meeting, so maybe it wasn't highlighted there, that the Brentwood >> policy specifies that it's limited to three minutes per speaker, and our policy does not have a limitation. >> The second one, >> um, does it? >> The second one has it. >> This right, the Brentwood one. >> No, isn't the Brentwood one the longer one? >> No, ours is the longer one. >> And I remember they both have it. You know, at the time when we adopt this, we had a discussion that we would not adopt that because we typically don't have something that would I mean, we have no public input tonight, for example. We haven't typically run into an issue where we've butdded up against the 30 minute timeline. And then the few occasions on we had we have just amended the

101policy for the our I for what the right term is but we made a motion to essentially limit the speaking time to three minutes if we knew we had a topic with a 100 people. Yeah, >> we had that I think when we talked about potentially having a school resource a security resource officer, school resource officer at the elementary school level and we had a bunch of people and we limited it to three minutes at the time but typically I mean out of we go years and we we don't have more than you know 10 minutes of public input in any one meeting and oftent times we have zero minutes. >> Yeah. So, I think that's why we haven't had it in there is if someone actually comes here and they needed to speak for

102five minutes, it's not infringing on someone else's rights. So, I'm I'm in favor of not putting it in there. I'm just saying that Brentwood has it in theirs. >> It's in it's in that ours number five >> right here. >> Yeah. >> Well, I'm in favor of not having it in there. >> Um, where does it say that about >> individual speakers will be allotted three minutes per person and each speaker will be permitted equal time? there. I mean, I I I'm actually not keen about that one provision then, let me say it that way. So, I misread it then it was in there. You're right. >> The the discussion at the committee meeting was and again this is, you know, each board experiences public comment differently at their meetings. Um there were some folks

103who said I don't give the limit. Um there was some concern that if someone you know you you you wanted to kind of limit then you're it's not equitable right you're not sort of giving people equal time. So someone might take up a lot of the time and then someone not enough. So how do you manage that? That was just one comment at the at the committee meeting as to why it's helpful in addition to um number of people or number of people who wanting to speak during public comment. But I think this policy also has, if you wanted to take it out, it does have language around being able for the chair to be able to um uh you know, if someone is speaking out of turn, I think there's some language in here

104around >> it's ask. >> It's in the same one. >> Yeah. >> Is it in the same chair? >> Yeah. The board may increase or decrease that, but it says at the outside of public comment period. That's what I was talking about before. at the outset you could create a limitation, >> right? In my tenure on the board, I've we've not had that many people. So, but I I don't I don't know what others think in terms of keeping that three minutes in or removing it. >> I would agree with Patrick because of the line at the end of that paragraph. You can you could make it three minutes if there were a lot of people. I think having that flexibility is better. >> Yeah, I think that makes sense given any meeting could be,

105you know, you could have five 10 people or just one. I think that's fine. >> I guess the what I'm curious about I'm just looking now is like if someone came and spoke for 30 minutes, would we be okay with it? So [clears throat] would it be up to the board's discretion at that point to >> we have to we have to say it at the outset of >> okay >> the public comment period >> right [snorts] >> um okay uh so that's something we can >> I think it's more a thing to think about instead of as you said there's different variations off of this. It's maybe it's not one we're going to vote on tonight. >> Yeah, I don't think we necessarily have to vote on this one. >> Yeah. >> As a

106as one of the points to consider. >> Was there anything else on these two policies that folks wanted to comment on? I think I'm going to recommend that we think about this and come back to it at our next board meeting um because it's lengthy and there are some considerations. But anything else on these two versions? >> Okay. >> I guess I'm sorry. Just one thing is that >> it it says in here that you know the purpose of public input is current residents >> says the purpose but is that a limitation? Does this language the school board advises the purpose of public input is to give current residents etc etc. But does that it doesn't say if you're not don't fit into one of those categories that you cannot speak. >> Yeah, we did

107talk about that. I think and I think most of us liked that it wasn't restricting it to residents, but that it stated that that was that the way that that was stated. >> So if someone comes that's not a resident, they could speak and you just say, "Well, that's not the purpose of this." But they'd say, "Well, it's not it's not in your policy that I can't speak." >> Right? So I guess what this policy stipulates is that you would would at least know that they are not within districts. So that the information that they're sharing with you is not from their perspective of someone who lives or works within the district. I think the other one does does the Brentwood one say it is >> that's language from the Brentwood one that's suggested to

108be added into this. I mean, in larger meetings, typically there's a vote to allow someone who's a non-resident to speak at the moment. They can't speak without that. >> But this, >> like in the in the deliberative session, that's >> right. >> Because that's because you're you have to be a resident to vote and do that. But in this one, it doesn't say that you have to be a resident or staff member to >> But could we put that language in? >> Okay. >> By law, can you limit it to PE? Is it >> there? I think there was some question about that. >> That was what what we were trying to Yeah. >> Um but if but I I think it's common that this policy does clarify that you do need to be a

109resident or a staff member or a parent or caregiver. >> Well, that's not how this is written then. It's a >> it says advises that the purpose of public amendment is to give the current it advises that the purpose but it doesn't say that this the school board >> right is limited to public. doesn't say public input is limited to current residents to comments by current residents of the school district, current district staff and guardians caretakers. >> It'd be different language if there was a limitation, >> right? Could that be something we check on? Yep. >> I think it's another discussion point. >> I I think so, too. >> I mean, any policy that we have, we can agree to suspend a provision of it. So, if we had someone that was here And I

110don't know was going to I know in the past for example someone came and wanted to give some information about teaching foreign languages at elementary schools and it was a parent that was here but then also had a member of that language academy and they wanted an opportunity for that person to share some information and the board allowed it. That wouldn't if there's a limitation it wouldn't fit under here but the board could decide to suspend that part of their policy to allow that to happen. I guess >> right now it wouldn't violate the policy because there's not a limitation, >> right? >> It's just a lot to think about. I mean, >> there it is a lot to >> you want it to be fairminded. I understand the purpose. So, you don't want it

111to feel like you're biasing one point of view over another. You're trying to be neutral. That's why you're >> you have the time limits and those sort of things, but that's it's I think we should think about I agree with you. >> Okay. All right. So um let's come back to that one for the next meeting. Um the next policy was policy DFGA which is focused on crowdfunding. This is a policy that was also it's not a new policy. It's one that's up for review. Um Alison I actually had a question on this because it came up during the committee meeting. So this is setting some parameters for use of crowdfunding online for for online you know fundraising and solicitations for classrooms. Um and there is there was the question that came up in the

112committee meeting around whether this applies to like boosters and PTA and and that sort of thing which I believe you know I know I don't know about boosters here but I know at the high school level they they do sometimes use the logo and things like that for crowd. [clears throat] So it does are those included under this policy or is that a different policy? So, if they're a separate entity, [clears throat] if they're not funded from the district, which I believe they are not, um, this policy does not apply, I think the recommendation is try to try to make that clear so that there's no confusion. >> I see. >> That's why you would maybe not use the logo, but >> Okay. >> Just a recommendation. >> Okay. So, that is that one. Is

113there any We'll come back and take a vote on these in a minute, but is there any comment on that? That one. >> This is a new one, not a >> This is a re This is re a revision. >> It's a new one. >> Oh, this one's new. >> Oh, how did I miss that? >> Okay. [snorts] >> Okay. This is a new policy. I'm getting it confused with the other one. >> Yes, this is a new policy. >> Okay. Um so the next one is policy DJ that's on purchasing. Um this again as I had mentioned in our last meeting is one of those that we're going to be putting on sort of our regular review site cycle. So you'll notice that there's really just some grammatical edits um to that one. Um

114policy DJ is on bidding requirements. So this really the biggest change to this existing or revision to the existing policy is to increase that threshold from 10,000 to 15,000 for purchases that require three bids. So um it's sort of deleting that paragraph that um just to clarify that not all purchases will require three bids. a policy DJF is on local purchasing and that policy was um again put on the the the cycle. Um there's some um just language changes there. Um I think that that was the biggest one. We talked about what what constitutes but local in that policy and so the recommendation was to put owned locally owned So some folks were interpreting local as the state, the region, the town. Um so I think that the idea there is um to to emphasize

115locally owned. Um and then policy code DKC, this was on expense reimbursements. Um and this was about travel outside of New Hampshire. So, it deleted this requirement for prior written approval for um you know folks from the district to travel outside of New Hampshire recognizing that we're so close to Massachusetts for example. And um uh so we added this line. The board directs the superintendent or designate to establish a procedure for obtaining approval work travel outside of New Hampshire. Um and I think let's see we're nearing the end here. policy IHCA is summer activities. Um this was um just a policy for review and then there wasn't that much discussion on that one. And then um policy code IKFG this is uh career exploration readiness pathways and credentials. So this is now a required policy.

116Um, and it used to only apply to the high school and it is now required that um, the elementary schools also have this policy in place. So, >> it makes sense the way it's written. It has an elementary component to it. It makes sense that [clears throat] policy in particular. >> Yep. And then this final policy is IMBA, distance learning. Um, we changed distance education to remote learning. Um, and so that was just updated. >> And then there's a there's also early graduation and >> yes policies in here. >> There are these two. So Allison, do we need to we do need to withdraw both of them because they're in our packet? >> Just ILBA. >> Okay. So yeah, we were just talking about this before the meeting. there is um this ILBA which is

117um a demonstration of mastery of required competencies is actually in our policy um handbook and it really only applies to the high school. So we are recommending that we withdraw it. >> Okay, that was a lot. Any questions on any of those? >> All right, so >> I have a quick I just have a quick question. the locally. You said you struggled with the definition, but it's not defined in the policy. I >> think we're the the recommendation was to say locallyowned. >> Let me go bring that one up. >> But does that couldn't that still be New Hampshire owned? >> Can I >> New England owned? >> Yeah, please. Because this is my I was like, what does local mean? I the [laughter] comment I remember is um one of the committee members asked

118what could local mean your local Home Depot. >> So I think that trying to have some some clarification around I don't know that we got so specific about is it town or state um but more that that was kind of the nature of the conversation. I don't know if that >> I was just I'm just struck with the purpose. It's the purpose of the policy to support people in the community who support the schools or so in district owned by a resident in district or are we just talking about sustainability and buying locally as opposed? >> Well, we didn't know actually. So, I don't know if you looked at So, we also weren't sure if it was local because it actually is a cost savings to not have to pay for the shipping and transportation

119of the item. It's just what popped into my head. >> Yeah. No, it's it was the question we had as well. >> I don't know if we had any more insight into that. >> I don't think so. >> Okay. >> Yeah. Purpose. [snorts and clears throat] >> Um, does anyone want to make a recommendation to clarify that? >> This is D. Yeah, this is the local purchasing one. >> We can certainly pause on this if you'd like me to do a little bit more research on that. I think pause and figure out the purpose. I think if we know the purpose then that >> I think that's a great idea. All right. Any other thoughts, comments on any of the policies? Okay. So, we're going to um do I have to make a motion to

120table the two polic to to wait on those? Just I just have to make a motion to approve the Okay. So, I'm going to go ahead and make a motion to approve um policy DFGA, policy code DJ, uh policy DJ E, policy D K, policy IH CA, policy A or I KFG, and policy I MB. BA. >> I'll second your motion. >> Okay. All in favor? >> I I. >> And then I'll go ahead and make a a a motion to withdraw policy ILBA. >> Second. >> Okay. All in favor? >> I Great. All right. We did it. So, we'll come back to those two other policies um next month. So, do we we go in nonpublic? Okay. So, we um we do need to go into non-public before um we move on to um

121discussion of negotiations unless there's anything that you wanted to say, Patrick, on negotiations prior to um we're going to come out of public and go on to new business and the ratification of the contract. >> I mean, yeah. I mean, wouldn't want to talk about the school, I guess. No. Having said that, we have people here to help with some of the vegetarian related questions with the school meal charging and some of those things. >> Yeah, that's not We can do that first and let people That's I think that's not about it. >> Then we can probably release them because they're not involved. There's not a >> Yeah, for the other part. >> All right, that's great. So, we're going to circle back to the conversation around meal charging and I think we have some

122data. >> [snorts] >> So, I was talking to my friend. >> Is that off? >> Yeah. >> Can you guys hear me better now? Okay. Um, so I was talking with u my colleagues from the superintendent's office and I think the better way to phrase it, I was using my accounting lingo before um is if we are not having parents pay or we do not receive federal money, we have to plan to pay for that out of the operating budget, >> right? >> And so that is >> that's an addition to the line. >> Correct. That would be an addition to the line. You'd have to cover those expenses. Does that you look confused Patrick? >> No it doesn't matter if it doesn't help me. I don't know what that clarifies but does that clarify.

123>> So if we are not receiving the revenue then we would have to plan for it as an expenditure >> more to offset. >> Correct. >> Right. Yeah. I understand that part. >> Yes. >> We I think we just wanted to make sure it was understood that the 3 I think the line is 325 assuming that we are receiving that revenue. If we weren't receiving that revenue, 325 doesn't co cover the cost of food service without that revenue. >> So what is the cost with the >> Yeah. >> Right. >> So there are different lines in here and I know you wanted the cost of food specifically. Um and we do have it broken out between Main Street and Lincoln Street. So, when looking at these numbers, these are last year's numbers for actuals. So,

124food supplies for Main Street was $65,000. Uh, food supplies for Lincoln Street was $61,000. Um, there are higher equipment expenditures because there was a spendown plan last year. So, there's equipment expenditures of 41,000. Um, Lincoln Street expenditures of 36,000. Um the salaries is actually a contracted service from the cooperative. So for Main Street that was 118,000. Lincoln Street was 114,000. Um we also have different lines which are small dollar amounts for maintenance repairs. They have some for what's called snack bar. Um food service supplies, paper and chemical meaning cleaning supplies. Um so there's lots of lines with littleer numbers in there. And then the the parent and free and reduced portion for every every meal for every child would be 575,981 which is the the cost minus the um this what the state would provide

125to us. Not. >> Yeah. >> I don't know. I have to I have to I I have to understand these things one at a time. So, it's it's from what you just [clears throat] said, it'sund last year's the amount that we spent on food was $126,000. >> Just food. What we classified as food? >> No, I know that's not the whole budget just in terms of what we spent on food. And so if we were to um serve more food, it doesn't change the staffing level. Is that right? We're not we're not changing. Like right now, for example, we have not increased staffing to to serve more meals. We've had the same staffing, right? >> Has the staff and level been adequate? Are we hearing that the staffing level needs to be increased or altered

126in some way to accommodate more meals? >> I guess I'd be looking to the principles. So that's so that stays the same is the way I understand it. So the increased cost is potentially for more food supplies to produce more meals, right? Not the not the revenue side or potential loss revenue because we be having more and we could get more revenue from those meals or whatever, but just the just the cost side. It goes from right now we're spendingund or last year we spent $126,000 and we have more people that are when we haven't charged we've had about 10% more is that what it was when we looked at the numbers before >> it was about 10% increase in terms of usage. So, uh, I don't know that that was not that that adds

127up to 10% more food, but you could see how it could add up to 10% more food. >> So, just >> it was 10 to 15 children, not 10%. >> Oh, 10 to 15 children per day. [snorts] Okay. So, that that's not 10 to 15%. That's more like 1% or or 2% or something like that. Like, right. out of 780 people, 780 students that we have >> per it was like per meal per school I think is what she said. It's still not a 10% number. >> No, I so I I mean because we don't have the actual numbers of usage. I'm trying to try to like just try to figure this out generally. I mean, if we have about 780 students and all 780 students weren't getting a meal before and now we've had

12810 extra students a day, 10 to 15, is that what it was? >> A day per meal. >> 10 to 15 a day. >> Then that [clears throat] means that that's isn't that like that's like a one and a half 2% increase in terms of the number of meals that we had from previously. >> I'd have to refer to Dian. I mean, I'm just >> so sort of just doing it generally. So, out of $125,000, you know, a 2% increase is a couple thousand. I mean, it's say $3,000 additional in terms of supplies for that. That's what I'm and just in terms of logically trying to figure out. >> I don't know though. I think the assumption is that like it would only go up by that much. I mean, I think the reason the

129rationale that we put out as a board was due to like the situation with the shutdown, but if you move forward and it's just known that it's included in our budget, I I feel like more parents would probably opt into that. I think we have to plan for more. I don't know that I don't know that 1% increase would be sufficient. >> What's a plan that goes up 10%. Right. >> Instead of 2%. It went up 10%. Then we're talking about that's an additional What is itund? Sorry, $12,000. Right. >> Right. >> By 12 or $13,000. I mean, the actual food supply amount, even if it were to go up 10% [clears throat] doesn't increase that level of cost that much. It's sort of the foregone revenue and the impact on the federal bud on

130potential federal funds. That's a bigger consideration. >> Yeah. I mean, this this part about it costing us $1,000 a day, some of that is almost anticipating lost revenue for what we could have gotten for that. I mean, I think our actual fixed costs, I'm not an economic speaker, but I mean, a lot of these costs are fixed. So, we already, you know, we already are paying the staff, we're paying everything else. So, you know, that extra $5 a day for the two meals, we probably wouldn't have needed to charge $5 a day day if every single kid was eating because that's we'd be getting in more revenue than what we probably are expending. Um because there's because a lot of these costs are fixed. It's just the food part isn't fixed. And so, we'd have

131to, you know, maybe have 10% more food or maybe 20% more food. That's, you know, 10 or$20,000 more in terms of that. I think the I don't actually think just ballparking this that the cost of serving more food is that substantial. It's more the impact on lost revenue and understanding what that is and the impact on on how it would affect our federal funds and understanding what that is with with you know sort of putting this all together. Is that right in terms am I saying that or tell me where I'm not understanding something >> you are right but I think you're missing the piece where you have to account for that loss revenue as an expense in the general fund. >> I understand that we have to get to that in terms of understanding

132that part that that that right now we have a portion of of our costs in our budget that are budgeted for anticipated revenue from parent contributions or anticipated revenue from federal government. Right? both in the food sector and then the federal government things also affect other areas of our budget because if it's >> a way that that you judge eligibility for federal funding it can affect other funds outside of just things that go to the meal program right isn't that what you were saying >> so >> I think that is the main risk in my view is the risk to the other >> federal is to the federal funding when I like a very cursory little deep dive into my research of, you know, why other states are able to do this. It's usually because

133something's passed at the state level that helps to offset that, right? I I think that that's the that's where I have some concern is >> what if we what if we drastically reduce the cost to the >> instead of was it 350 and $2 it goes down a dollar two each for lunch and breakfast. sort of a a not not compromise, but a responsible way to keep costs down for families, but still ensure that we're getting revenue and we're making sure we're getting the grants that we need. Well, the other thing about that is that I was I was sort of that had that same thought in the back of my head because then if we also end up suspending midy year for a period of time because we felt there was a need to

134it has less of an impact on the >> and you know as an unanticipated expense because we weren't expecting >> as much revenue from that. We'd still have the federal funds which wouldn't change but just in terms of the parent contribution or family contribution if we're expecting a third of the amount let's say then it would it would have less of an impact on our um unassigned funds to cover that >> if we needed to do that we need to do that in the future. Can I add I just to back up a little bit. Um it's sort of like I said about the policy the purpose right what's our purpose and if kids are getting a meal now and we pay the fund balance what is the cost of that to those families versus

135cost I mean not just not financial cost obviously that goes away when we pay it but what's the cost to them like for example when they go through the lunch line they get a meal is there any way that it's identified that that it it is noticeable that they are on reduced lunch? >> No. So, are we already accomplishing our goal and which is to support families that have less resources to do this and not risking that we have from the experience of the people here that it's going to it may likely get more difficult to get people to fill out forms. And then at the same time, there's people that paying the current prices is not an issue for and if we're passing on that expense to the community where there are people that

136are struggling financially that don't have children in the schools. So I I mean I I I start from a place that I feel like food is as important as textbooks. And why did it even start that it was pulled out? But this is the situation we're in and it's linked to all this sort of accounting and budget. Like are we really trying to do something that we're already doing effectively? That's just sort of my thought. >> I think it's a good question. Kate always wants we should start with I think one thing I'll just note without getting into kind of the an I don't know >> is the only thing I think that does happen just for the parent side is you get if your balance goes down right you get repeated emails that your

137kid has insufficient funds >> so is there something we can do about that >> right so one question that was a question I had is from a per like just procedurally I I don't know if there's a better I'll just give you my own child like sometimes I would send a lunch to school and then my child would also get a school lunch right so they're b I don't have much of a balance because he goes to school with a lunch but then I would be like oh my gosh yeah and they come frequently [snorts] from like frequently so there's some >> um right that that has that does work on a person to see that right if you can't pay the balance Right. So I guess then I had the thought is if there's

138someone who's repeatedly either can that be a different system or if someone is repeatedly really needing that is that a prompt to follow up with that family and say do you need >> do you need support? >> I don't know how that system honestly works. >> I mean do we have to wait till the end of the year to pay off the debt? >> Right? That's what I'm wondering. Like if there's some I don't know from a how that works that system works. And just to reiterate a couple of things, I believe it's in the policy that the parent or caregiver will get regular reminders, but I I don't know off the top of my head if it says daily. I don't think it specifies what regular means. >> [laughter] >> Um, but I would

139again just reiterate the the extensive measures that our schools are taking to ensure that they are very aware of students who may even dip into a situation of insecurity that may not be constant but may may need temporary support um or more ongoing support. That that really is that's a focus and a priority and to your point something that we're already accomplishing. But I I agree with Heather, you know, I I remember my mother, they used to publish if you didn't pay your taxes in the newspaper and that was hor horrendous to her. Like if they So [clears throat] there is an impact to getting those emails for some people and they're going to they may choose to pay that instead of paying, you know, their electric bill because they're not getting those emails. So

140maybe that's something we can change. >> Yeah. >> There also people that don't qualify for free and reduced lunch that are that struggle financially that are in our school. >> Right. Exactly. So those people if we paid their debt at the end of the month >> that's if they take on the debt. You have to tell them that you you'd have to tell them we're advising you to take on debt and we'll cover it. They don't know that. I mean it's buried in our policy. We don't announce that to people. We're talking about it at this board meeting. We don't say at the beginning of the year, hey, >> if you feel like you can't pay pay what you want, this is this is the suggested amount that we're paying, but if you don't pay

141it and you run up a debt, we'll cover it. We don't say that. >> Why don't we do that? >> That folks that just >> don't do it. And there's still a lot of families that feel like if I take on that charge, I'm going to pay it. You know, even if it means that I'm going to struggle with filling the oil tank this month or something else, I will pay it. >> It's my responsibility. My family didn't take that on, but it's still a struggle. >> So, it's not it's just we don't call it a suggested charge. I mean, even though that may be the way it operates, we call it that this is what you owe us. >> Well, and you say that and I what entered my mind too about this is

142there are businesses that say this is the cost. This is what you can pay. you can pay this additional amount to support people that may not be able to pay that amount. You know, you can do a tiered system. I mean, just sort of looking at it as an alternative that um doesn't create the other issues. All that's >> Can I come back to your original question and and maybe I'd be curious. So, so Allison shared a bunch of information and about how we are supporting families currently. Um, and so we have some data. So I just maybe just to back up as Kate was suggesting of um what is if we were to eliminate or reduce the meal charge? What is at at this point? What are we hoping to achieve that you that

143we don't feel like is already being achieved by what was shared tonight? or is it having >> I think that I think the in some way we're thinking that the forms might get filled out more easily. Is that that would be the only >> feels like that's >> because it doesn't feel like the amount is a horrendous amount but this the grant thing >> that's the is. >> Yeah. >> So and the concern is that people wouldn't fill out the form. So if we reduce it, do that do people do fewer people fill out the form? >> Well, that's hard to say. >> It's a little frustrating that we don't have that data because we asked for it and that's and we have >> we have experience in the district from postco where this happened

144where we asked people voluntarily to fill out the form and we should have data to know >> how to respond to that. We don't have it tonight. So, we're just having to guess at what that is. >> So, I'm just going to say I'm frustrated that you all didn't provide that data. I'm not looking at anyone in particular. You happen to be standing in front of me, but I'm just frustrated we did not get that data because we've asked for this, >> but we didn't. I guess one thing I'm assuming is we still got federal funding. So, people did fill the form out. >> I believe so. I mean, although I think >> they filled it out. We didn't lose the federal funding. >> That's correct. I mean that I know, right? >> I know

145we still had federal funding at that time. >> I don't know that it was dependent on federal funding. I think that I'm not sure what the requirements were if that was suspended at the time still because it was a transition out of that COVID period, but um but it wasn't required to fill it out, but we voluntarily went and asked people and we had a lot of people that filled it out. I don't know what what >> I mean the other the other from a just a messaging perspective is you're asking people to fill it out not just to support the free and reduced lunch but because we need all these other services, right? So that it's like there could be a messaging thing there too to say without the without you filling this out,

146we like we need we need these to be completed accurately so that we can offer all these. I think the other thing is to Kate's point, there's other supports we want that are as important as meals that are could be in jeopardy if we don't get people to fill out the applications. Right? So, we there if we were to if we were to go the route of of suspending meal charges, there'd have to be a real concerted effort to make sure that people understand that it's tied to other resources as well, in my opinion. Well, well, maybe the effort that goes into chasing down negative fund balances could be put into instead the messaging around >> an outreach on making sure that those forms get filled out. I'm not sure I'm convinced there's a direct

147link between >> not having a fee for school meals and lack of those forms being filled out. And I think I was just suggesting that as a again as a mostcase scenario because that's what we would need to plan on. [snorts] >> Yeah. And I mean yeah I mean this >> Yeah. I just want to ask so I I if uh my memory serves me well or accurately coming out of CO so during COVID right meals um were free and so coming out of CO um we made a real concerted effort to um find ways to to encourage families, support families, have them coming in to fill out the the needed forms once um the the food was no longer free, right? And so I know we had conversations around that and we um at

148the at the beginning of the year and throughout the school year reach out to families to say um have conversations around can we provide you support to fill out do you need support to fill out the paperwork? um and and do some um education around what it means if they find if if they fill out the form because some part of it is uh educating the families on uh the reason to fill out the form and also um offering the support to come in. We can help. We can walk through the steps with you. I can answer any questions. And so I I think we try to um provide that in in some different ways as much as we can for our families. Um [snorts] so >> does is everyone asked to fill it out?

149Everyone? >> No. >> Okay. Just >> it's not a required form for everybody to fill out. >> But it gets Yeah. Remember the first week of school goes up. balances that we get. >> So there is a trigger >> back. >> So there is a trigger for you guys to see who might be getting frequent notifications. [snorts] >> I I'm trying to stay on topic because I know we're we're talking about food. Um, but the connection with the federal funds is also another piece related to the budget that there's a concern that's at least I've raised and that you know federal funds may be targeted by our federal government. If we right now we don't have to sign a pledge that we won't engage in any DEI related activities but if we had to sign

150that pledge we either have to give up a significant number of programs or we have to forego potentially forego some federal funds all of our federal funds for that matter. Um, and so I think that's another component about this too that you know when we're talking about the risk to federal funds, I think our federal funds are at risk right now anyhow, >> right? >> And so at one point in time that I at least said we should think about budgeting without federal funds and if we get federal funds then we accept it and and move with that. But that I don't know that's just it's another broader point. I understand we're focused on this level, but since that connection has been made that it may have a broader impact on our federal funding, I

151already think that that's there's a realistic possibility over the next three years that our federal funding could be at risk. So, and it's something we should be prepared for because we've had members of our community come to us and say like, are you how far are you going to go? How much you going to sign away of our programs just to keep federal funds coming in? Which overall it sounds like we're talking about is about a million dollars or >> That's right. >> You know, $1.1 million total impact of federal funding out of a $25 million budget. It's It's not that it's insignificant, but it's it's I don't I mean, it would be a big hit to not get that immediately, of course, but I don't know. I I don't I don't like that that

152we're so dependent on that that we might consider giving up our values to try to keep that funding. [clears throat] So I just think it's going to be it's a broader issue and I'm I'm not trying to get off point, but there's a link between the two that we've made. So I'm not sure that we're going to have federal funds in the future. That's [laughter] the next couple years. I think we're going to I I can't imagine us going down to zero that we're going to go fromundred and What did we say? 120 students that are on free and reduced for lunch right now to fewer than 10 that would [snorts] fill out paperwork. I can't imagine how that could happen, >> but I guess it's pos theoretically possible, >> especially with the commitment of

153the the building leaders to help educate, >> right, >> and offer to provide knowledge about why it's important to do so and how it benefits them and the larger community. I I don't either >> that it that you educated about it affects summer programs, all the things that were in Allison's slides, all the different impacts that this eligibility >> uh affects. >> What does the form say that's filled out? Does it say it's for free and reduced lunch? Is that what it says? >> Yes. >> On the top of the form? >> Yeah. I don't think there's any message. I mean, I get that email. It to my knowledge there's not messaging around it, how it's tied to other federal funding. or resources in the school for >> we can provide that connection. >> I'm

154assuming that you could message that. Yeah. I mean, I think if we were to do this, it would take some concerted and intentional effort to educate and really make it widely known that why we're doing this and that it's still important to fill this form out and what other services it's it's connected to. you know, wouldn't I think it'd have to go beyond just sending that that form out and hoping, you know, or it would be very Yeah, it would be it would be another effort to do that for sure. >> Molly, can you explain again what would be budgeted? So, let's make believe we're doing this. We're not worried about federal grants. How much would the budget go up that we'd have to appropriate? >> I think we would have to have some discussions

155on exact. Well, Alison, do you have the numbers? >> That's the n the 84057 and 10. >> But that's federal. >> But that included the grant. >> That's the Yep. That's the federal and then to to cover the cost of meals would be 575,981. >> And would that take care of the double? >> That's in on top of the 325 that's already in the budget. So, you're saying that they would have to add the 500 in the operating account, the operating fund to cover the loss revenue >> because you have to count that as an expense. >> Um, >> so we're talking the 800,000 additional. >> No, >> if you're including the grants and the adequacy. >> So, I think Kate's looking for the 500. >> I want to know what's I want to know

156what's on the line of the in the general. What What is going to >> service line? What is the number at the bottom going to be relative to the default budget? Like so that's what I'm thinking, right? Is it going to go up $800,000? >> It would it would go up the proposed budget 500. Okay. >> That's that's if you're budgeting for getting zero federal funds for this. >> No, no, just the cost of the meals >> that are tied to this program. >> So it's the additional cost for the additional >> that's how much revenue we get is $575,000. >> Yes. from >> if if ever if you were budgeting for every student for every meal, that's that's the amount. >> If you didn't budget for that, then you know you're gambling that you

157may not have budgeted enough. >> How >> and that's assuming all kids. >> Yes. Yeah. >> How many do we know this number again? How many students right now? And we're not charging. I know it's gone up 10 students a meal, but how many students get breakfast and how many students get lunch? It's not 100%. No, >> I mean I I don't know why we we have a a month worth of data. I don't know why we would budget for something that that that could be if every [snorts] single student ate every meal, but that's not why we budget for that. We don't budget for a snowstorm every day. Theoretically, it's possible, but we don't budget that way. We budget on what's anticipated with, you know, in fairness. I I just >> I do think

158if I w I do wish we had that data from the time when we did susp suspend school meals because that was is the best data that we would have to look at sort of what percentage of kids in the schools were actually taking advantage of the meal program. It's hard. I mean I it's just it would be a really great data point as reference. Apologize. >> I mean I guess I just I'm sorry. I don't agree that we need to budget for that. That a 100% of the kids are going to eat a hundred are going to eat both meals every day. That's just we don't have any data to support that that will be the case. No more than we have data to support that we're going to have a snowstorm every week

159that's going to require extra plowing. We just don't have any historical data to to say these sort of things. That's why we don't budget for that. don't budget $3 million for snow >> and that's certainly your purview. My my intention was to provide the board again with the information again most case to be able to make to have that context >> and I'm not Alison I appreciate you providing the information. I'm just and I'm not yeah I it's helpful but I'm also trying to get information that like you know as we said in terms of the amount of grant money we received $800,000 is or 850 or whatever it is is what we've actually spent uh in the past. I mean the same thing what it's helpful when we >> to me what the historical

160data is and particularly over this last month >> I thought we were gathering data and have data in terms of how many kids uh ate breakfast and how many kids ate lunch. I mean we knew that we talked about it was an additional $1,000 a day expense I guess in terms of >> $14,859. >> What's that? $14,859. >> That was as of the >> That was the cost in November >> in terms of the budget workshop, right? But we But >> No, no, no. That was the cost of the November meals. >> Mhm. >> Right. But we talked about that at the budget workshop, right? >> Yeah. >> Right. But I don't Sorry, you're right. It's just it was during that that limited period of time. But but we don't do we know how many

161kids are actually eating lunch and I don't even know where to look. Or eating lunch and breakfast. Do we have the numbers of people? Not the not the amount of money we gathered from it or didn't gather or whatever, but just the the numbers. What percentage of the 780ome students ate lunch and what percentage of the 78 some students ate breakfast? >> I think that's what this number is here, right? That the sheet. So 356 I mean 358 ate lunch I mean breakfast, sorry. and 39 >> 614 >> that's 14 school days. So those at like >> is that what those what are those numbers? >> 614 total for November 5th to the 25th which was 14 school days. So it's 43 children a day at like street school lunch >> 614 what percentage of

162that is out of this what is that a percentage of the >> that's it would be this this it would be 43 as a percentage of 700 >> 43% of students >> 43 students per day average >> round up to 4 >> this total number this is the total number of >> 43 students a day divided by 14 days on average is about 44. >> I see. So 43 students got lunch. Is that what that says? >> That doesn't sound >> Oh, that doesn't sound right. >> No, >> that's breakfast. >> They're all shaking their head like that doesn't sound right. >> But that's what this number would suggest. >> Is it that additional kids? >> No, like 44. >> This was the total price that we paid. >> I think that's additional. I think

163that was additional. I think it was additional 43 kids for >> the 5th to the 25th is how many have average usage. >> She's >> Yeah, >> this is how many school days was the 5th to 25th. >> Oh, sorry. That's breakfast. >> Yeah, that was breakfast. So 1893 is the number for >> Yeah, sorry. >> Or 2,273. There you go. Divided by >> 135 at Main Street. >> Geez. Sorry. I'm my nighttime reminder is already on so I'm not [laughter] firing on all cylinders. >> at Lincoln. [laughter] >> That's what that's >> on average per day average. >> We only have out of 780 kids, we have like 150 kids >> are having are eating lunch. >> It feels like we have to budget it like snowstorms if we were budgeting. >> Sorry. Sorry.

164Combine it. Sorry. It's what it's 200 >> what is that 92 292 >> it's 40% of almost 40% of students >> 40% of students >> right >> 40% >> that and that's a higher estimate >> I mean it would I I yeah you I would probably want to factor a little higher >> for that over time >> sure >> but 45% we wouldn't be budgeting for 100% be budgeting for >> right >> some lesser number maybe 50% I believe in gas. >> Sure. >> Just to be safe. >> Right. >> So if you took out the federal funding part, Allison, >> then that's then that and and you're budgeting 50% in terms of number of kids that are eating meals >> would be half half your number. >> To about $300,000. >> Yes. >> Okay.

165>> To what? How much? >> It takes us the cost from about six Well, whatever. I'm sorry. You can give me the [clears throat] number. >> It's 575981. So, a little under $300,000. >> So, a little less than $300,000. About $285,000, >> right? Or $290,000. >> $290,000. >> Yeah. >> And because I'm a little slow, is that what will be in is that what's would be proposed on the >> additional We have to raise the budget by that would be the >> that's what the budget would be raised. >> You'd have you'd have to raise the budget because >> for the missed revenue, >> right? But does revenue equal expense? Like does it cost that much money to feed that many children? >> Well, we have that total of the numbers they gave us was

166435. >> Correct. But if there are fixed fixed costs, right, your your food cost is really the only thing that's going up. So I don't think you can like it's not an equal >> right >> calculation, but it's really hard to explain because it's it's an accounting entry that has to be made. Um, and you have to do gross appropriation. I know that [clears throat] I understand that. I think I think so. You have to do what Allison said and and what Allison's was for the full I mean Allison's numbers were the 100% but if you would do it the way Allison explained in the PowerPoint and took the 50% of that you would have to add that to the operating budget in fund 10. I always forget if you're 10 or 11. >> I

167think we're going to end up ahead is what I think is what Beth is saying because that because not because we're not increasing staffing. We're not increasing the numbers of of messages that are there. We're increasing just the food cost, which is part of the budget, significant part, but we're not increasing every item across the way. If we knew twice as many kids were eating lunch every day, we wouldn't have to charge as much for food as much for those meals to break even. We just wouldn't have to because it because a lot of the costs would be fixed. I mean, that's I I'm going to look I I just think that's just the way it works. So, I mean it it's fine if we if we do 50% if we said it would have

168a a 50% increase in terms of or I'm sorry that exposure I guess in terms of we we'd lose revenue from 50% of the student body if they were to do that. Right now we have 40% or 40 whatever it was percent. That's probably realistic. So Molly, if you you said that the equipment the fixed costs were $435,000 last year, the the food was 126,000. If we increase the food by 50%, we'd be adding. >> It's on my calculator. Wait a minute. [clears throat] >> It would be 180. >> Mhm. >> But we're not trying to increase it by 50%. >> You say you were conservative. >> If we did. Yes. Okay. If we it would be another $63,000 added to that 126. So for and the 126 was paid for by parents. That's that

169what that number is. >> That's the cost. >> So it land that 535 lands. It's a little bit more than that actually because 435 the fixed cost if we added >> increase >> 120 126,000 plus 50% so another 63 so let's call it $200,000 we'd be right around that 575 >> I thought I lost that >> last year's expenditures that were fixed were $435,000 >> but that's the revenue, right? >> That's the fixed expenses, equipment, salary, >> and then the food that was paid for, the the local payment from the parents was 126,000. So, we'd have to make that up. And if we just ballpark say we have to buy 50% more food, then that would add another 63,000. >> So, we'd be this was the cost. >> It wouldn't add 600 pounds of payment.

170Oh, is that cost? >> Yeah, that's cost of the 65 and the 61,000. Those were the cost. >> Okay, so we'd increase that cost by 50%. >> Well, I think an easy way to think about it is you'd have to do two things. You'd have to assume that a few more kids are going to eat because it would be um no cost to families. Mhm. >> So you'd have to add the additional cost for that food that we have been talking about, but you also have to add the cost that the operating budget has to pay now that the parents are not paying their portion. >> Right. >> Yeah. >> Right. That would be that 126,000. >> No, that would be more than that. >> Why? >> Well, that 126 is just the food paying

171to buy like >> how much parents pay again? I thought you had that number. >> 515 per day. two $2 for breakfast, 315 for lunch. >> She didn't give us a number that she didn't give us the amounts where this money was paid out of like how many we how much we got from federal funding or revenue from >> parent paying we don't have that breakout. So in the last in the last >> the amount it would cost to run the program >> in the budget workshop we did give the local revenue which is the co as what the parents pay and it was just shy of 160,000 is what parents pay >> um and then there's the federal and state portion that's part of that um but what um superintendent Bryant was saying was

172that it would be twofold. There would be an increased cost of food plus the cost that the operating budget would have to bear because of the caregivers not paying their their portion. >> I have a silly question maybe. Does the funding from the federal um like departments get set based on the forms that we fill out like now for next year? Like is there some sort of >> like if we this is a big risk, right? And if you don't get anybody to fill out a form, is that going to affect the funding that we get in next year's budget or do you have some sort of a runway >> based on your >> right? Do you have some sort of a runway to have a concerted education effort to get people to continue to

173fill out forms like >> that's a good question. >> I think the deadline is October. I think we if I recall correctly, maybe I'm making that up. I I think there's a little bit of time to >> but it's probably based on when you're applying for those when are you submitting those grant the >> but what happens I mean what happens if you got nine people to fill it out between but the deadline passes aren't you already getting your funding for that year that would be prior to that >> so the way that I'm talking about food service or are we talking >> about the federal funding related to these things to >> so like the title grants yeah >> yeah don't we get the grant money prior to our filling out those forms that

174are due by mid-occtober. >> Yes, good question. So, we get those allocations in the summer, I believe, and I believe that information is based on um >> I think it's endofear reporting. >> So, it's the it's the previous year. >> So, you would be affecting eligibility not for FY27 but FY28. And then they there's another check in the fall which can adjust um does adjust funding I believe >> if you have increased >> increase or decrease. >> I wonder when do those adjustments take place? I mean if if >> I would have to look into affect the following year or does it affect next year's budget? >> I think it affects next year's budget but I I can get a little more information. I'm I'm >> Yeah, that's okay. It feels like if there's a

175check-in, it's more of an immediate adjustment that they would make would be my assumption. >> Another consideration would be just uh and something that the chair and I have talked about um conversations with um the other board chairs just to ensure some consistency and practice and um families who might have students in a number of districts uh just to just to keep that communication open. So, I just wanted to bring that up as well. >> I mean, I think that's an SAUI goal and I think we should we should, you know, we're doing this in public. We should have these communications, but ultimately we're making a decision for our district. And I understand families cross across boards particularly as they go into middle school and high school. But we're I mean we make our decisions

176for our own district [clears throat] and some districts have a real tough time passing their budget every year. Some districts have budget committees. We've had good support in our community and we have also one of the highest trailer park community uh trailer park concentrations in the state in exit. So we have a different community than maybe some of our neighbors too that are part of RCU. So just have a lot different things to consider. But I hear what you're saying. >> Do we have to decide this tonight? >> I know that's my question. >> Well, tonight we would just have to decide what we want to take to public hearing to hear the public's input. >> And I believe you also at the last at your November board meeting voted to suspend meals until this

177meeting. We also have to make a separate decision about that [clears throat] year's current operating budget, >> right? So this is all for next year or is >> yes for next year. >> Would someone like I mean does anyone feel like and we we could bring the budget as presented to the public hearing and hear the public's input is also an option. Um, and then adjustments can be made after the public hearing before you sign the warrant and the budget to be posted for the deliberative. So, the purpose of the public hearing is to hear the public's input on the budget. >> That's not the deliberative session. >> No, no, no. So, the for um in January, we'll have the public hearing where the intent is to hear what the public's ideas are on the

178budget. So there still can be changes um after the public hearing and then after the public hearing the board would decide what action they want to take after hearing from the public um and decide what you would like to take to the deliberative session and that's where we draft the warrant and the budget to be posted um and then as the board you would sign that. This is unrelated to meals, but just so that I since my brain is now also not filing out the proposed budget, we would also have to make a decision on the grant appropriation line item, right? The that line item whether we're going to go with >> and you could make that decision or the public >> for the default proposed budget, right? Okay. >> Yep. And you could and

179again to change it tonight or maybe hear the public's input and change after the public hearing as well. >> If we were to suspend parents paying and we put it on the general budget, would that go on the same line as the debt or would there be whole another in line? >> So would that amount just go up? >> That amount would go up in the um in the uh I believe it's called bad debt. Mhm. >> We can rename it. [laughter] >> We can we should rename it. Yeah, we can we can rename it. Um but currently that's what it's called. And I believe it's in a 2400 section which is Yeah, >> it's office of the principal. Um it's just always housed there in each of the districts. >> And it's it's called

180bad debt because it's historically used for the students that have unpaid balances at the end of the year. But we can easily rename that. >> Yeah. [snorts] Well, go ahead. >> I I mean, I'm listening to all of the comments and I have to say I'm I'm still in favor of of eliminating the cost. I really am. I And I don't think it's going to have I understand Allison's point. I appreciate all the work that people have done, but I don't think it's going to eliminate our eligibility for federal funding. I think that's kind of a doomsday scenario and I I don't think it's I I appreciate again sharing that information of potential impact, but I don't think that that's what would happen just out of 120 families that are currently eligible that fewer than

18110 would fill out a form if we explained uh you know what was what's the purpose of that and how it would be used. Um also doesn't sound like it really is going to affect us right away next year. I'm not sure if it would affect us at all, although you can find out more information about how it might affect us when during the check-in. So, I just I know there's been a lot of feedback that I've heard I've seen online. I've heard when we've made this decision about families saying, "Thank you. I have um felt nervous about, you know, I'm not someone that qualifies, but this still affects my family." I think there's a significant portion of our families that don't qualify for free and reduced lunch that this lunch fee is a burden

182for them and they struggle with trying to get enough healthy food for their kids and they don't avail themselves of N68 hours of hunger. I think those are all amazing programs. I think the work that the educators do here is amazing, but it's just it has a relatively it's a relatively small amount in our budget, a couple hundred,000 in the scheme of things for something that is making some families making making choices about how they feed their kids during the school day. I just think it's not a choice they should be making. I think it should just be automatically available to all them at no charge. And so that's I still I still come back to that. I really do. I just think that there's some families that are still making that choice. And it

183breaks my heart that any family is making that choice. >> Molly, can I just if if we were to put that forward for public, you know, for the public to consider at the hearing. >> Mhm. Can because we don't have that scenario in front of us and we and there was a lot of math happening over here. [laughter] >> So official >> can you just in you've been listening just play out for me visually what we would be seeing in the budget if we were to share that in that scenario. I know keeping the federal funding aside because that's different and we don't know if we would lose it or not. So, >> I think Michelle Allison and I would definitely review the exact numbers to put in, but what would ultimately need to happen

184is that bad debt line, which could be renamed, >> would increase. So, that line in the 2400 section would increase, >> right, to 575. >> Well, and we would also have well, we'd have to talk about the how much of it is food versus how much of it is the loss revenue because it would be the loss revenue. would be in the 2400 section. The increased cost of food would be where the currently the 325,000 is. >> So, it would be in those two sections. >> Y >> based off of that distribution. But I would want to consult with um Alison Michelle ex exactly how much because I know the numbers that we had um on the PowerPoint were 100% of the students whereas we would want to possibly scale back that >> to looking

185at numbers that maybe we saw with the co may be around 50 but we I think we would want to just have some conversations >> and then for the rest of so and then for the rest of this school year knowing that the [snorts] temporary pause ends today. I would think about if if it's not possible to cease charge for breakfast and lunch for the rest of this school year, this is more of a next school year thing. Would it would we think to extend the pause for the rest of 2025? Um and put so that there's no sudden all of a sudden charges for holiday season. we come back in the new year, the the charge for breakfast and lunch is back >> for the rest of the school year. And then we'll see

186where the budget vote goes in terms of um not removing the parent charge uh well as well as our vote too uh for the 2025 2026 2027 school year. >> I had the same idea. >> I like that idea. >> I had the same idea about that about it. I think just stopping today would would >> that would be chaos. But I think finishing finishing out the month, >> you know, at a minimum would make sense, >> right? >> Okay. So, just to stick with the FY27 budget for a minute and then come back to that. So, we need um can we make that can we separate these two things because I think they're different. So, just I'm hearing So, there's a question about what we're going to do for the the food service line,

187the food line in the in the FY27 budget, >> right? There's another question, Patrick, you're asking about the federal funding that's in the budget. So, I think that I there's sort of like two things that need to be decided if you are. >> So, I guess >> I would I would make a motion. >> Go ahead. just on the the federal funding just because I think that's the easier one. I would make a motion that >> the the um >> that our budget number match the default budget number uh for the federal grant funding. >> Okay. Okay. So that it was about 840 or 50 >> 863 that that we use the same number in both our budget and our default budget for federal grant fund. >> So not this number this proposed grant appropriation

188number. Yes. >> Okay. I second that. >> And the discussion is we know that we could call a meeting and increase that. Um, we could have a public hearing because of the attic. You went to the attic. [laughter] >> We found the file in the binder. >> Much appreciated. And also, >> okay, >> I'm my making that motion is also informed by what Molly said is that we actually >> got less than that and she increased she had a projection a little bit higher even in terms of that number builds in >> getting a little bit more than what we had. >> Okay. So, >> so all in favor of the motion is proposed to say I >> I Okay, we got something. >> That was unanimous. Okay, we got one done. Before we move

189on to the school meals piece, Patrick, you also asked uh about the question of a budget that did not account for federal funding. So, that is not what we just voted on. So, okay. >> Yeah. I I [clears throat] mean, just to be clear, I'm not proposing that. I just wanted to know what the impact would and I think Molly clarified that last time. It would be [clears throat] >> that $860,000 would be the impact on loss of federal funding. >> Right. Correct. And so, the budget, I guess just to clarify, those all of those title grants are appropriated in the budget. It would be in the fall that we would drop the revenue >> um which would then in turn impact your tax rate, >> right? or we'd have to >> for the next

190tax year like 20. So the tax rate set in November what year are we now? 25. >> I know we're in November 26. >> Either affect our tax rate or we'd have to cut $860,000 out of our operating expenses >> somewhere. >> You'd have Yes, you'd have to find it someplace >> because it's already budgeted, right? So we it's there. >> Should be difficult. >> The tax rate will be affected. But what happens if >> so >> they take away the grants in December? >> So we would have already gotten So we get the grant money in this summer. >> Oh, it would be the next year. Okay. >> It would impact the following year. >> FY28. >> Okay. >> They call that. >> Yeah. Did you Michelle, did you have something you wanted to

191share with us? You're standing there with Oh, okay. Support [laughter] back. >> Literally, you're got your back. >> Okay. So this next question is whether how we want to handle moving forward the school meals. >> Yeah. I'm >> Oh, sorry. Go. >> Yeah. >> All right. I make a motion to extend the current pause on lunch and breakfast. >> Wait, no. No. Let's Let's decide for FY10 what we're putting forward on the FY27 budget first. >> Okay. Could we before this budget meeting could we vote to say 50% and you guys could figure out what the number is and then it could go in the budget? >> Are you saying decrease the >> No, no, no. Like you said, you want to look at those numbers and make sure the 575 is really >> like

192do we actually have to have a number or could we vote and say, "Okay, we want that number at 50%." Well, tonight we're just determining what we want to present at the public hearing and then at the public hearing after hearing the public's input, we could always make changes at that point in time. >> Can I ask a question to the board? Does it strategically because I think we all want the public's input on this. >> I guess if anyone's listening, I think that's it's helpful to have the public's input on this. Strategically, is it better for us to keep it as it is and open it up and put it on the agenda that we're going to be discussing that as part of the FY27 budget to change it or to go ahead and

193ask for the change now in what is presented. I feel like having a number >> because we've had enough trouble trying to understand this >> um having some number and then that number could be adjusted. Yeah. done >> because we don't really we can't we have not yet to see the impact of that in >> I don't think we have do we have to vote on that would we just request >> well I guess that's a question Molly can we vote that we want to put forward >> that's what I was asking >> yeah what% yeah the 50% and not an actual dollar amount since we don't have that today >> yeah I don't even think >> utilization >> the way that's right >> 50% of the cost then we could work on >> no

19450% of students >> 50% 50% of the cost for 50% of students having utilizing free breakfast >> or just the cost of 50% of students utilizing >> you have that number but you wanted to check the number >> caregivers not paying with us assuming that 50% of the student population eats breakfast and lunch >> yes and that is correct >> but also I don't know if I want to this is more complicating is it appropriate to sort of give a few scenarios like a few assumptions like 50 75 and 100 >> I don't think Right. >> It's not going to not going to get help. >> No, but aren't we wanting their input of like what's going to go in the final budget >> like from the public? >> This is what I I would

195say you'd have to ask We'd have to ask for them to put something forward as a budget, right? But we could also ask you all to show us I guess can we are we able to get more information on those scenarios if if >> that's what I'm saying >> like not to put that forward in what we're sharing in the packet. >> Those scenarios might be impossible. I know. >> So I would I think we have I think we have >> I think 50% if you >> go ahead. >> One other thing about this is that because I think which is what we were trying to talk about before is that when you're if the utilization for argument sake is 40% right now and we increase the utilization to to as a budgetary matter to

19650%. >> That we not increase the revenue projected revenue by 10%. just the cost of what it will cost to make those other 10% of the meals. Just the meal cost is the only thing we want added. Not the other 10% of the revenue because we wouldn't need that much revenue to offset that full cost. Right now that cost is offsetting all the staffing and everything else. It's not offsetting the increased food cost. I mean, if we went from 40% to 50%, that would be a 25% increase in the amount of revenue, and we're not talking about our food budget going up by 25%. >> So, what we would do is we would put the increased cost of food in the food service fund where currently the 20 $325,000 resides. Then, we would have to

197look at the total cost of all students since no students will be um no caregivers will be paying anymore. that would have to reside in the food service management line which was formerly called bad debt. >> I what the total cost for all students all 780. >> No no no all the usage not I mean all of the 50%. >> But based off of Well no but why do we have to? Why? Because you're assuming that all 50% would be paying for those meals. Right now we have a budget based off of say 40% of the kids of the families are paying for those meals. But the budget is based off of those caregivers paying and the revenue side and that what we're saying is the operating budget would have to step in and pay

198that expense on the behalf of the caregivers. >> I disagree though. I'm telling you, let me explain why. This let me explain why. I'll I'll try to do this. Right now, if we have 40% of the families are paying for the cost, right? They're paying this amount of the cost. It's covering not just food, it's also covering staffing and other things, right? >> And you increase that by 10% 10% more. So we go from 40% usage to 50% usage. That's a 25% increase, right? And so we get 25% more revenue, but we don't need that revenue because we're not going to have 25% more food cost. All those other costs are fixed. So, so we're overestimating what our need is. We only need to compensate for the increased food cost. >> I definitely hear what

199you're saying, Patrick, and it's the way the accounting has to be done. And so that the when the general fund pays the food service fund, and I know this is accounting language that is the revenue to the food service fund, but you have to appropriate all expenditures. So even when the general fund is stepping in, that has to be part of the appropriation. Does that does that help explain it? >> I mean, it it just seems like that doesn't seem fair-minded in terms of what the actual impact's going to be. >> And I totally hear you. In my first day as a business administrator, I had the same thought process. And I so I totally hear you. And I had a conversation with our auditors to explain how it happens. And I and I I

200know this is audit language, but what they had explained was you cannot remove expense from a food service program if it's in a lost position. What you have to do is in the general fund, which is your fund 10 or 11, I always forget, 10. >> Um that has to be charged expense to bump up the revenue on the food service side. And so the the revenue on this side is part of what we would report on the 24 in the fall, but the expense has to be reported in both places. I totally hear that you're what you're saying, but the accounting rules in the state of New Hampshire require that. >> I'm not saying not to report the expense, but why couldn't we just keep the expense flat as what we're what we're paying

201now? So if it's 40% utilization that we calculate this expense on 40% of the family's paying and then the extra 10% we just count the food cost for that >> because when you have to make that transfer for the loss you're going to breach your voted appropriation >> what >> I I drew it out in tea accounts and it's so hard and I it's so hard because it's an accounting it's an accounting entry that has to be made and the easiest way to say is you have to plan for the loss of revenue as an expense to the general fund. >> And the loss of revenue is what parents paid. >> But if we had 50% of the people if we had if we knew we were having 50% of people taking meals and we

202had to charge for that, we would charge less because we wouldn't need as much money to break even. We wouldn't charge the same amount. We would just we would reduce the cost. If we had 50 or 60 or 70%, we wouldn't need as much money to break just because we have so many a big chunk of it is fixed cost. It's fine. It's it's only I mean we're talking about $160,000 or something like that. So an extra 25% increase is I guess $40,000. That's not going to >> make or break the scenario, but I think it's a bit of a false number. It's probably adding in, you know, another $25,000 that we don't really need. >> Yeah. So, so is the wish of the board that we modify the budget to assume 50% of the

203student population um have breakfast and lunch with this the operating budget covering the cost rather than the parents. >> Yes. >> And we can talk about >> Okay. So, do we have to make a motion to do that? I think we have to do that, right? Do I have to make do? Yeah. So, would someone like to make that motion on the board? >> Can I just ask a quick question and and then I'll shut up. Um, is this just a single year thing? Because if we if we're paying this year, if we pay the next year, are we then assuming a loss the next year? It would seem like we're not we're not we don't have because if we made the if we made the meals 50 cents It would increase the loss. >>

204Who decides how much the meals are? >> So, typically it's the board. >> I mean, we we sign up. >> No, no, no, but in the loss category. >> Oh, no. So, what what class >> the delta between what we're charging and what? >> So, we we budget So, we budget, let's just say the 325,000. If we only sell If we only expend 75,000, we're under budget. But if we've only brought in 50,000 in revenue on that 75,000 in cost, we're in a loss position of 25,000, that 25,000 has to be transferred from the the operating budget to the food sorry the operating fund to the food service fund. So even though you're under budget, because your revenue is less than the expense by $25,000, you have to move $25,000 from the general fund to

205the food service fund. And that's recorded as an expense in the general fund, revenue in the food service fund. And I know that was an >> I know. No, I understand it. It's crazy, but I do. >> [clears throat] >> Even though you don't even if you don't expend the full 310 this year that's budgeted. If you spend 80,000 but you only bring in 60,000 >> I still have to transfer >> 20 from the general fund to the food service fund. >> Okay. >> Can you budget $1 in the food service fund and then just pay everything out of the general? So you're not like double budgeting >> you. >> That might be a stupid >> Well, you we have to make that transfer and it shows up as a double expense, but it the

206revenues on one side and if you breach your voted appropriation, right, >> you then have to contact the department of ed and all the things. [snorts] >> Gosh, food. >> Well, we had this past year. We didn't There was a recommendation a year ago that we increase the cost of meals when we decided not to do that, >> right? So, correct. We in theory we increased our our exposure to potential loss, >> but we didn't. >> That's right. >> Change the cost. >> Correct. And that's because the food service fund to add to complexity can carry a fund balance and so we had a fund balance going into it. It's not given back in the tax rate. >> Sorry, we don't need to go down there. >> Balance. Um, I don't I think it's 69,000,

207but in order to spend that, you do have to appropriate it. So, even though it's sitting there, it still needs to be part of your budget because you can only expend things after you appropriate them. So, >> and and and yes, and that would be this is the end of last year, too. Um, just so I'm clear, whatever we are going to make a motion about here right now, >> if we we put that forward, it's public hearing, >> right? And we can change it. >> We are not right. It's that's just it's for dialogue and we can go back and >> so public hearing is just just to hear the public's input and then after the schoolboard meeting, you'll officially decide what you want to take to public uh sorry to the deliberative. >>

208Okay. And usually going into the public hearing, we have an idea of what's going to go to the deliberative. So I usually have the warrants preprinted and all that. But if we change it, I just have to change it and reprint and then hunt you down for signatures. So I don't want to make the mistake but I am in fa favor of putting making a change for the purpose of having some accurate numbers to look at and ahead of time and to discuss with the public is it's complicated and I feel like we haven't gotten there yet. >> Is it separate from the proposed budget? >> No, no, just part of the proposed >> it's part of the working budget, >> right? It's what >> proposal? I mean, we already have this version of the

209budget is I guess what? So, it would give us more accurate information. >> We'd only have one that goes out to the public. >> We'd only have one that goes out to public, but we would have anyone could find the one from the other >> drafts. Yeah. >> So, you're saying what you you want a number or don't want a number? >> Do >> I do? Well, I'm I'm I'm not making a motion right now, but I'm for discussion. I think it it because there's we've been it's late and we've been here for a while and we're seeking some accurac you know sort of impact some accurate numbers it would give us that information and we could look at the two versions of the budget. >> So I'll make a motion. >> Yeah, >> if

210that's okay. I'm not trying to cut off discussion still motion but I'll make a motion. I think Molly had better wording for it, but essentially that we would have um amend the budget so that we do not collect any contribution from families and we base our budget off of a 50% utilization for both breakfast and lunch. >> I second. >> All in favor? >> I >> Any other changes? Are there any other changes for the FY27 proposed budget? >> Three, right? >> No, we're going to just we're going to do the current year budget in a minute. >> No, no, no. I mean the what before the meal discussion the >> trust funds. >> Grants. >> The grants. Yeah. >> Yeah. We did the grants. Yeah. >> Yeah. And do we want to talk about

211trust funds now or we could >> Oh, no. I'm just kidding. [laughter] >> You don't have to. I mean it's it's not it's not going to the >> let's talk about that when we get to the hearing I think. >> Okay. >> Yeah. The grants. >> Okay. So that's FY27. And I guess before we break for non-public which I >> thank you. >> I hope everyone brought their sleeping bags. Um I uh the uh we do want we do want to revisit this question of our current year budget and school meals. So Tim, did you want to make a motion? >> Yes. I make a motion to extend the temporary pause on guardians or caregivers paying for breakfast and lunch from the extending it from now until the end of 2025. Uh with the um

212with that fee returning upon Janu was it January 5th, 2026? >> Do we have a second? >> Second. >> Okay. Okay. Any discussion? All right. All in favor? >> I [snorts] Okay. It is uh 8:59 and I'm going to go ahead and close public comment at this time. Thank you, Molly. Thank you, Michelle, for all that information. >> We appreciate it. >> Um and walking us through some of that. >> Okay, now we're going to go into non uh public. So, it's uh in accordance with chapter 91A 3 uh 2A. >> And so, we'll turn off first. Thank you, Ben. To go into non-public for all the things I just said. >> I second. >> Okay. All in favor? Roll call. I >> I Great. We're going into public at 8:59. Non-public. >> Um Great.

213uh coming out of non-public at 9:15. >> Oh, I would make a motion to accept the proposed or to pass the proposed collective bargaining agreement. >> Okay. I second. >> All in favor? >> I Okay, so approved. >> Also make a motion to accept the two uh retirements with regret. I second. All in favor? >> I We're on. >> Oh, you? >> Yeah. >> I think that's it, right? >> That's it. >> All right. I'm going to make a motion to adjourn this meeting at 9:17 p.m. >> Second. >> All in favor? I >> I