001Uh, welcome to the board meeting Tuesday, November 18th. Uh, would you please join me in saying the pledge of allegiance? >> Ice to the flag of the United States of America and to the republic for its oney. >> Thank you. Uh we will start by uh going around the table and just making sure everyone knows who's here. We'll start with the board members. My name is Bill Gothier. I'm the chair of the Exor Regional Cooperative School District. >> Melissa Lions uh vice chair from East Kingston. >> Amy Ransom from Newfields. >> Arian Garcia de Stratum. >> Eric Miller Kensington. >> Noah Jalano, eighth grade rep for CMS. >> Lucy Blackburn, eighth grade rep for CMS. Uh Neil Blanken, exit, >> Tammy Guns, Stratum, [snorts] >> Brian Duffy, Brentwood. >> Great. Thank you. Uh then >>
002Don Bolan's co-op exit rep >> and then we'll do the administration. Chris Andriski, superintendent of schools. >> Cam Carr, principal CECO School of Technology. >> Drew Baristo, principal CMS. >> Tanya Nei, principal exit high. >> Michelle Bodto, director of Exor Delta. >> Malio Keefe, director of finance. Right. Thank you. And I know we'll have some other people talking tonight. They'll introduce themselves when they get up there. I will start by opening uh public input. So, if anybody has anything from the public that they'd like to stand up and say, they're welcome. So, I will start this at 603. >> Tina Morales, Brentwood. >> Hey, Tina. >> Hi. Um, I've had the chance to get to a couple of the uh budget advisory meetings. Unfortunately, not all of them. Um, which is really great. Molly, thank
003you for posting all the presentations that you did. Um, really excited about SST. Great proposal with um, electrical. Have a soft spot in my heart for SST. Um, they do great things. Um, with the budget presentations, you always see the biggest changes with salaries and benefits. And um when we're looking over like at the high school, there were several lines that were being corrected um where staff should fall in budgets and it was a little hard to follow at times and principal Monahan would have a slide with staffing. So, I think something along those lines would be very helpful for an employee list to show trends, changes, unfilled positions, [clears throat] whether they need to be filled or they're going to be discontinued. Um, and let us know like how many contracted positions we need
004and paras, you know, we're always interested in our paras. They do so much for the school. Um, and then I had a question about CMS, the structure. I know there's been changes in staffing and I don't know how that looks since my kids were there. The whole team structure of sixth, seventh, eighth grade. Thank you. >> Great, Tina. Thank you. Thank you for volunteering and showing up and and giving your input. We're going to talk about the budget uh in depth in just a little bit. So, thank you for that. Uh again, if anybody has anything to say, they're welcome to go up to the mic, just state their name, where they're from. I am going to continue to move the meeting, and I think we have an update from CMS. Uh Noah, Lucy, would
005you take it away? >> I mean, I think this is all normal for us now, so I don't think we need to do a whole introduction. [clears throat] >> Um >> yeah, so let's hop right in. >> All right, great. >> All right, so um this year's musical, we have Fiddler on the Roof. Um yesterday, our chorus director, Mr. Fischer held an informational meeting in the auditorium so any of the auditiones who wanted to audition or anyone who just wanted to participate in it somehow could get a actually view the film itself and just get an idea for what the show is about. So we had talked about a little bit. >> Um so Fiddler on the Roof is about a family um faith and resilience. It shows how people hold on to their traditions
006and identify in a changing world. It's set in early 20th century Imperial Russia. It explores themes of love, community, and [clears throat] belonging. And that can all be applied to our own communities. Um, yeah, come to watch the show. It'll be March 12th and March 14th, plus March 13th in between. >> Oh, excellent. >> Also, in CMS, we do a little something for our teachers and students. The teachers are benefiting us greatly with learning and giving us all of our personal needs. We call it the Blue Hawk Heart Award. If you don't know what that is, the Blue Hawk Heart Award is our school's recognition for staff who constantly demonstrate the values of our core of our community. Empathy, collaboration, empowerment, and responsibility. Each month, each month, we honor a staff member whose daily actions
007help students feel supported, inspired, and connected. We also do the same for students um for some of our amazing students, but we call it the Blue Hawk Beacon Award, which is for all those who are trying their hardest to learn. We are very excited for these nominations and are eager to see who gets the roles. Okay. And then this year's PTO fundraiser put on a fundraiser for students to participate in by selling boxes of cookies and earning prizes like Stanley's, Starbucks gift cards, and more in return. Um in total, we raised $16,000 worth of cookies. um which is 2,000 more than last year's fundraiser. $1,000 will be for music and residence activities opportunities that will be upcoming. 1,000 for fall activities like pumpkin relay as well as cer and donuts for all staff. 500 for
008games um for advisories to play and community. And then 480 to a literacy challenge initiative that is happening throughout sixth grade. All sixth graders are welcome to get involved and a possible Broadway trip to Boston for seventh graders. And to get back with the sports updates, basketball for both boys and girls, we have the girls try out teams just announced and the boys tryyous are today and tomorrow. Wrestling season is now underway with them having their practices starting up yesterday. Between both basketball and wrestling, there are approximately 130 kids total. And then um we have a Lego robotics team and they had an exciting win this weekend placing first in their competition. Everyone did a great job. They worked really hard and are heading to the states soon. So we wish them luck. Pumpkin Relay
009just happened on November 8th and all teams won and an all-around great experience. There were races with Thanksgiving items, challenging matchups, and even a holiday race to the finish line. It was great to see all the happy faces out there when they supported their teams with with their athletic ability. Love that holiday tradition. [laughter] >> With all this again, lots is happening at our beloved CMS and we are excited to see you again next month with exciting next events. >> This is great. It's such cheer. When I joined the board, it the the energy and everything at CMS has changed so much and what you're doing there, students, administration, teachers really. It's really cool to to hear. So, I appreciate you guys sharing. 16,000 from cookies. >> Yeah. Wow. >> Oh my goodness. >> Lot
010of cookies. >> That's a lot of cookies. >> Did What did you Did you do anything different this year? >> We did. Yeah. >> In the pumpkin relay. Actually, last year we used pumpkins in it. Like real pumpkins, but they all got like smashed and stuff. So, we just had the pumpkins off to the side just in support [laughter] in support of the relay. But yeah. [laughter] Well, I think you could sell 16,100 if you bought cookies to this meeting right [laughter] here. So, just as a hint for next year, you know, thinking to reach higher, you know, we're we're here for you. Um, I appreciate the update. Thank you guys so much. Um, I want to invite I think we have some other students here also to to talk about their experiences. >> Yeah,
011we do. Let me introduce um really excited um Michelle Vodto, principal at Exert Adult Edge. invited um teacher Jim Kelly and students from the adult diploma program, social studies civics class, and they have a presentation. So, it's great to see an entire class here to present some of the learning that they're having from extra adult dead. So, I'm going to turn it over to Miss Vodto and and uh Mr. Kelly. >> Hi everyone. Want to introduce myself. I'm Jim Kelly. I'm an adult diploma teacher at Extra Adult Education. I also uh stay out of trouble during the day as a social studies teacher at Timberlane High School. So, thank you for welcoming and me at night here to exit. [laughter] My students back here um range from a lot of different age levels this semester.
012You're going to hear from a few of them tonight. I wanted to tell this story of one of my students uh Zach uh who is in the back right back. >> You want to raise your hand, Zach? >> Hi, [laughter] Zach. Zach's letting me embarrass him for a few minutes here, but um I'm really proud of Zach. He drives um one hour each way, two nights a week after working full-time uh to to be with us at Exerel Education. Zach is um well on his way to earning his diploma, and he's hoping that uh the his diploma will help him make a little bit more money at his job and possibly allow him to pursue uh another career. So, after working full-time all the time, he drives an hour each way to come up, hopefully
013have fun in class for a few hours, and then um I'm really proud of Zach. So, I just wanted to tell you a little bit about him. And >> Zach, how old are you? [clears throat] >> How old? >> 18. >> You're 18. >> And you went to New Middle and you were looking to go to Rochester. However, they didn't have in-person classes. We're really lucky that you all fund us, that we're able to offer in-person classes, and you decided to drive all this way because we offer in-person classes. And you're going to graduate in December with your high school diploma. >> Yeah. >> And you're a manager, right? >> Yeah. >> Can you talk [applause] where are you a manager at? Um I supervis >> Yeah. >> And you're there almost full time, correct?
014>> Yep. >> Thank you. Thank you, Zach. >> Yep. [applause] >> So, you're going to hear a few more stories from our students tonight. Um just wanted to say thanks so much for for having us and um looking forward to uh the end of a great semester coming up. We have about another month and again looking forward to seeing some students like Zach who are going to be graduating um you know in in December and then we always look forward to our graduation here in June. Belle's always there in a big present. So um just wanted to say thank you so much for giving us the opportunity to continue to run this program. Uh it's it's so important to all of us. So thank you. >> Yeah. Hello. You got here. [laughter] >> Okay. Hi,
015my name is Audrey. I'm from Exiter. I'm actually a senior um right here. Um, and I've always been a part of the class of 2026, but last year I was on medical leave the whole year, so I unenrolled from school with the plans of coming back. And I was told that I would have to graduate a year later than my class. Um, and I was also gone like half of my freshman year. So, I it it was really tough um like with the idea of being part of like the class of 2027, which I've lived here all my life, so I want to graduate with all my friends. Um and so now I'm taking classes um sophomore classes, junior classes, and senior classes. And I'm taking BEAC classes, too. And if it weren't for adult
016ed, I'd be taking two courses over VAX and I couldn't take that stress in time. Mhm. >> And um adult it's made made it [clears throat] >> much easier for me and it's a great opportunity and it helps a lot of people and um I've benefited from it greatly and if I didn't have adult ed I'd be graduating a year later and and I'm really grateful for it. >> Thank you. Thank you for showing up and speaking up. We appreciate it so much. >> Thank you. That that uh yeah, [applause] >> this this isn't easy, but I think it's it isn't easy. So, um I appreciate you taking the time to listen to some of their stories >> and thank you for being brave to share. So, >> yeah. talk. Yeah, you can take. >>
017Oh, yeah. All right. >> Um, hi everybody. My name is Kaylee. I am originally from South Africa. I moved here in 2019. Let me tell you this was right before COVID hit. So, trying like coming over as an international student to America right when COVID hit, then trying to fit into society afterwards. Let me just say I learned how to fit in through social media. Okay, it's okay. I feel like a lot of us did. Um, growing up in South Africa, we had a lot of ways that we taught things and some of the things don't apply here. and sorry. And I just feel like because of co I lost a lot of like opportunities for me to open up to my community and to people around me. She's really cute. [laughter] I saw her.
018Um, and it just like it made it easier for me to be like make friends with people. And like my friends that I met through adult ed. Like I'm so glad I met them. They're like one of the reasons I enjoy going to school, too, because I found out that some of them actually do go to my school. I'm just like, "Hey, I saw you in class that night. You're also here. So, you know what? Let's be like let's be friends." And it also it provided me with like ways like other ways to look into education cuz me I don't really like sitting in school for like 7 hours a day. So me only having to go for like 3 hours and still get the same points as taking a normal class for a whole
019entire year like over the course of like 6 weeks I think that's like a genuine way to help people through that if they don't like like that way of teaching. And I also feel like it helps with the mental health aspect of students who have trouble um just sitting in classrooms who get like overwhelmed by people easily. Um and just they have like a more way like a closer way to get um to know their teacher. Their teacher helps them. Um thank you to my teacher. He's really made my class fun for me. Um I've I've always said that I enjoy coming to his class and Mr. Provost. Shout out to him. he's not here, but I do take his Monday classes, too. Um, [clears throat] and I genuinely think it's a good program. People
020get to know each other. People get to know and each other's life stories. Empathy is built to like in these conversations. People get to like experience other people's opinions through their views, how they've grown up. And I just think that it's really good. I really like adult ed. Thank you for letting me speak. >> [applause] >> Hey, you want to bring her in best if you can get your baby home? [laughter] >> How are you guys? Want me to hold it for you? >> Hi, I'm Eveine. I'm 27. I am a mom of two and I was supposed to graduate back in 2016. didn't got pregnant with my first daughter who is seven. She's at her father's tonight. But this is Elelliana. She is four months old. And I had the opportunity to be a
021stay-at-home mom even in this economy. Crazy, horrible, not fun. Don't do it. >> [laughter] >> Um, but with dealing with postpartum depression and everything, I think my Thursday classes that I actually get out of the house is the best for me. Sorry. Like I [laughter and snorts] said, postpartum depression. I'm everywhere. Um, but it's the peak of my week. I get to go and learn something new. I meet kids that are half my age. It's kind of stressful a little, too. I'm the oldest of the class. Like what? 10, 11 years difference. Yeah, I'm closer to your age than theirs. [laughter] So, that's all right. They're pretty cool. They're all great kids, but I love it. I, like I said, I get to get out. I and I'm actually doing something. It's not like some
022little hobby where I'm going to a paint class or being a soccer mom, which I would do it if she wanted to go out and do soccer, but she doesn't want to do nothing. Like these kids are just into electronics nowadays. You notice that? [laughter] I'm like, I used to run around these streets till the lights came on. I'm like, what are you? But nowadays, like it's not even safe for our kids to do that. So, I'm just trying to get my high school diploma so I can go and get an a I don't want to say actual job, you know, because a job nowadays is Thank God you have one. You know, >> Evelyn, you're graduating in December, right? >> Yeah. >> And we have the new para pro program and that's something that
023you've talked about that you might be looking for. >> I forgot her name. I'm so sorry. >> Natalie Blackington. Yeah. So, >> yeah, I spoke to her last week and that's definitely something I want to look into. I had a par that wasn't even mine help me during my school year there back in high school and I thought that was amazing. So, if I could do that for kids that used to struggle just like me, I think that would be awesome, too. And being in a school system where I'll be on the same schedule as my kids, you know, having summers off and that's also kind of sucks, right? >> [laughter] >> God, be an adult. All right, I'm over it. [laughter] >> So, Evelyn is graduating in December. >> Yeah. And um our game
024plan is hopefully um once everything settles down, maybe we'll do the Parapro program maybe in the summer. >> Yeah. So, thank you for coming in with your babies. I know that. Thank you so much. Yes, [applause] >> I think there might be one more or I we might be all set. But you want to just come up? I think that it and um and thank you all for being brave to come up. Thank you. >> Hi. Uh my name is Christopher Herren and I'm from Exit. >> Um and I attend Exit Adult Ed and I graduate in December. But um the reasoning I uh or the reason for why I attend exit adult ed is because um throughout my whole entire school experience I have struggled to be accommodated and feel accommodated and learn in
025a way that other kids have been able to learn. Sorry, I'm like um so it's um it's been hard because I've been from what people might consider a quoteunquote normal school to an alternative school to a uh a charter school to therapeutic schools to residential schools. I've been everywhere and no place has really been quite as accommodating as adult ed. and my school life would be so much like significantly harder without it because um you know if it's either this my adult ed experience where I'm being accommodated and helped and I'm actually learning and getting good grades um even though I've been on a roll every single time I've attended um not a flex but just saying [laughter] um and uh but you know without adult ed I'd have to be doing a another full
026year of school um where I'm receiving credits that I no longer need. And with adult ed, because it's um you know, focusing on the credits that you only need, it's really just able to get you out when you need to be out. And I'm 18 years old, so um I was supposed to graduate last year and um so that was, you know, I have a twin brother, so he gets to graduate and I watch and I'm just like, ah. Um but you know, it's um it's great because you know, I still get to graduate in the year of 2025. Um, so it's uh just like this is the best option that I have and kind of the only option that I have because in a normal school environment where it's like an entire year, I
027don't thrive. I'm hardly surviving. Um I feel like most of my life I'm living on survival mode, especially when I'm in school. So it's just um this is the best option and my only option. And just because it's my only option doesn't mean that it's the the like like ah it's all dead like God or it's it's like this is the best option because it's really good. Like it's not just a last option, last resort. It's a great choice and a really good program. Um so I just really appreciate all that adult ed has done for me and the things that it does for other people and the opportunity that it gives. Um so uh yeah, I think I'm done. >> [laughter] >> Thank you so [clears throat] much. Thank you. [applause] >> So, as
028you can see, a lot of students come for us for a lot of different reasons. And so, I know we have some seasoned board members and some are newer. So, some of the students are coming to earn high school credit to transfer back to their home school um to earn a traditional high school diploma, whether it's from Raymond or Extra High School. And some students actually are on an alternative learning plan doing both. Some are just going to SST and then coming to us. Um and some are just completely they have you know school's not the thing for everybody. Being in a large school environment is can be very triggering for some students. Um you [clears throat] know Kip and I have chatted about that and making sure that that can be a trigger. Even
029walking into even adult dead at the Tuck building can be a trigger for some of our students. So school is not always the best place for students. Um and trying to have a an environment that is welcoming and smaller. you know, when you walk into a building that has, you know, 13 to 14,000 students, it's hard for some kiddos. So, um it's just great and we appreciate the board for your support and to being able to help um our students and our community um to prosper and live in our community and and go on to do great things. So, thank you. >> Thank you. And thank you everyone for showing up and standing up, speaking up. Those stories help uh they help us learn, but they also help the students and anybody else that's watching.
030You are being recorded on YouTube. So, uh, if people watch it, it just kind of you bring it to life. So, we appreciate you showing up and and speaking up. We know it's not easy. So, thank you for that. >> Um, uh, anything else? Anybody else want to add any comments? >> Great. >> All right. So, I'm going to let the the students, you have a choice. You can stay and watch the approval of the minutes, which is really fascinating and fun, or if you want to leave, you can certainly leave and uh, go enjoy the rest of your evening. >> So, thank you. >> Thank you all. >> Thank you. Thank you guys. [applause] [clears throat] >> All right. Very good. So, we'll uh we'll move on to the approval of minutes. Uh so,
031for the public minutes on uh last meeting, October 21st, anybody have any comments? Just uh one minor suggestion on uh number two for public input um where representative Lichfield asked if there were questions about interd district and intradist then it goes on to parentheses there were not I think it would just be good to clarify that it's interd district and interd district open enrollments the actual point of discussion was >> thank you any other comments about the All right. So, I'll look for a motion to approve the minutes as amended. >> Like the motion. >> Thank you. I will second that. Uh, all those in favor, please raise your hand. >> All right. Uh, anyone abstaining? Amy. >> Got it. Thank you. Uh, and then we'll look to approve the non-public minutes. So, uh, any
032comments about that? >> Wouldn't think so. >> I'll make a motion to approve. >> Excellent. Someone want to second that. Don, we'll second that. Okay. All those in favor? >> Approval? >> Great. Uh, anyone abstain? One extension. Okay, great. Thank you. So, uh, we're going to make one change to the agenda. We're going to move the budget up next, if that's okay. Can we talk about the budgets? Um, and is that good for you, Molly? >> Um, sure. >> Because we have administrators here, so I'll let them be here during the budget and and the other presentation then. >> So, we've been going through the budget advisory committee for several weeks now. Um, and had some great presentations. They're all publicly posted online and Neil [clears throat] joined us as well for a lot of
033them. Um, so include, so we did send you a draft budget. However, we do have the budget workshop. I believe it's in two weeks. Y [clears throat] >> where we're going to go in depth about that. So the budget work or the budget pack that you received um is just the data in advance of that meeting. I did put a cover page to show the different sections of the budget and also if you remember this year we are appropriating the funds the grant funds as part of the budget. So we've always had the fed funds in there which is our adult education grants but we're also adding all of the other grants that we have. And so because they're all grants, but we historically always had Fed funds, I separated those out for you. Um,
034so we didn't plan to go in depth tonight because that is going to be what's at the budget workshop, but we're happy to answer any questions you have. >> So just ask anybody have any questions? >> I I just observe that Molly and her team have done a terrific job as all the administrators and that the chair Paul Royal is um been very good. I thought very fair >> um and in particular detail these last couple meetings as the budgets got bigger. >> So he's scrubbing it pretty well. >> Um so I think that's very good because I think it's a really good budget for the times we are now that the actual tax impacted effect is only up about 3.9%. >> 3.99. >> Yeah. Which is if you think of inflation is 3.0 and
035nobody escapes inflation. That's pretty amazing which shows how much work that the team has put into it. All the administrators. Um, so thank you. >> Mhm. In advance of the budget workshop, I also do have um a position listing that ties to each individual salary line item that we will be sending out in a week in advance of the board meeting. >> Great. So I I know that BAC met they seem to that was really helpful. So thank you Ning on that. Um >> and we also we asked the BAC to hold and pause on their recommendation whether they agree or disagree with the budget because um the deadline to submit retirements is December 1st. And so that has not happened yet. And so we we presented all sections to the BAC, but we asked
036them to wait and pause on the vote until the night of the budget workshop. So they're actually going to join us. So if there are any changes related to retirements, it will be discussed at that point in time. Okay, >> great. >> Can you just highlight to so you see the bottom line number of 76 million, but can you explain why 76 million is there, but what is actually going to be taxable to the taxpayers on that 73 million so that we can capture it on TVs because it's a really important message that came from Paul Royal and and the the budget advisory committee to tell that story of what actually voters are going to have to be have the overall tax impact. >> Sure. So article number one is going to be your general
037fund or the operating b budget I should say and that's made up of several sections. It includes your general fund, the adult education grants, food service and those three items have always historically been in article number one but we are now adding the other grants which is your title idea and any other grants. So the general fund which is the part that is raised in taxation is a 3.99% increase and that is what the line by line in in back of the cover page is all other sections so the adult ed the title grants the IDEIDA and food service revenue equals expense so you don't have to raise the money in taxation so all of those different sections of the budget together collectively add up to the 76,681,023 but it's a 3.99% increase on part
038that is raised in taxation >> and I think the metaphor used quite appropriately was using 76 compared to last year would be comparing apples and oranges. >> Correct. >> Right. So they're they're they're essentially different animals which is when you do financial analysis adjusting for that is perfectly appropriate. >> Right. And the reason for that is the grants were always historically appropriated as part of the SAU budget which was appropriated by the joint board but we are moving those to all the individual budgets per the directive of our audits recommendation. >> Thank the other thing I'd just highlight on December 2nd you'll get the collective bargaining agreement that um listen and Don have been working on. So we'll ratify that. Uh they'll go how that came about. So they'll give you some of the high
039scope um changes to that. So that would be part of our discussion on December 2nd. Then we'll we'll give you also proposed warrant articles that we've done in the past too. So it really give you everything at that December 2nd meeting. And um I just want to give kudos to the administration. I gave them kind of a target of 4% to come in at knowing where we're at economically uh and financially and and they hit that. So kudos to them. They they didn't bock and made made some tough decisions. But again, the the budget that they they're presenting is a needsbased budget. And I I really want to give them kudos for digging in with their teams and and really looking line by line so that we could give you the a needs for what
040our students need, but also being u financially responsible in this budget. >> Good. So everything for all the different meetings you had is they're all up online. I know they're all up there. The recordings, the presentations, the notes. >> Um so there's not any video recordings, but all of the Pres all the presentations are up there. >> Okay. All the presentations. >> So all of the line by line budgets that we discussed are up there and there were there wasn't any changes after each meeting. Um and then the collective budget is also up there. >> Okay. >> In all the individual presentations that were given. >> Yes. So good uh team. That's this is an important thing. It's one of our main charges of the budget and uh we lean heavily on the BAC, but
041uh we'll be prepared for you. Uh encourage everyone to take a look at those presentations. I saw one that was well done and uh we will please feed us with it. Anything you got about the budget so we're ready. >> But uh we'll we'll do our job and be ready for you. >> Perfect. >> Yeah. All right. Uh so next going to move on to the graduation requirements. I I play I am flexible. You see that? Like I'm just rolling with that. [laughter] >> Just want that in my performance. >> You guys are smarter than me. >> Geniality. Is it okay if we sit here? >> Yep. >> Oh, yeah. >> All right. Hi, everyone. >> Jill. >> Thank you for having us. My name is Jill Lizzier, chief academic officer, and I'm here with
042>> Hi, Lyall Hamill. I'm the curriculum administrator at the high school. >> All right. So, we're here today. We have um anformational session for you. So, today we want to present um some content for you. um just some background knowledge, also some information about SAU16 specifically as a whole, and then also some things for you to consider as a board moving forward. Um but no decision making tonight, but just some things for you to listen to, ask some questions, grapple with, and then I'll show you a timeline of things that um that will be coming and um to expect moving forward. Does that sound good? I'll try to be quick as well and some of this might be stuff that you have heard before and some of it might be new and you're always welcome
043to have follow-up questions um after this meeting today. What you're seeing in front of you that is paper is a current policy. Um your board packet is what we're going to be talking about today. So um I would suggest that you refer to the board packet. This is just um current policy that's on the website. All right. Okay. Now I'm ready. So what are the 306s? So today we're going to talk to you about the ED 306s. And I think we've had a presentation here a couple years ago um from somebody that wasn't me. Um, but Lyall and I are going to talk to you about how the 306s affect all of SAU16 and then, um, specifically our graduation requirements. [music] And so, um, what they are is really there are the minimum standards for
044public education. Um, and kind of like how all of our schools run. And they haven't been updated since 2018. And they were updated in December of 2024. And so a a lot of things are addressed in the 306s. Um yeah, can you do it for me? Uh so some of those things are graduation requirements, which is what we're going to dig into today. Um but also our competencies, our curriculum, um some of um some of the things we've tal talked about with CTE centers. So if you dig into it, there's a lot more than just curriculum, but as we move forward today, we're really going to focus on the graduation requirements and competencies for curriculum. Okay. So this summer we went through the 306s and we noticed that they addressed some curriculum competencies. Um and
045they were saying that schools needed to have competency statements and in all of our content areas. And while we were going through that, we were really thinking um we were feeling pretty proud of ourselves because we do have those u throughout all of our schools um through the work that Dr. Andriski did um and all of our curriculum leaders. So I just want to give you a chance to read this here. So these competencies are updated through competency review cycles and they are updated through our learning area leaders and um also um the competency review cycles which are having um our teacher reps and also the reps in the curriculum reps in all of our schools. And so what that means is we go we come together and we review all the competencies and make
046sure that they're up to date and meeting the standards by the state. So this summer, just to make sure that we're following the 306s and the minimum standards for public schools, I brought together a team to do a crosswalk of all this work. and uh Lyall and Karen, our curriculum leaders from CMS and EHS were there as well, plus other representatives in our SAU. We went through and we just did a crosswalk of some of those areas that the 306s um um were updated with and what we had at SA16. Um I felt really confident with what we already have with our cycles that we go through. Uh, but I wanted to just make sure that we were up to date and had the most rigorous um and um vertically aligned scope and sequence for
047our students because our competencies is what drives our curriculum and what we do in our classrooms. So it really is one of the most important things that we have. Okay. Um so it is I take it extremely seriously. So, this is what we did this summer and I really focused on the areas of social studies, world language, health, and PE. Um, and I don't want to say this in a flippant way. Um, but the the state 306's the competencies that they um referred to were from 2006 and 2013. So, they were referencing older documents and I just and we had newer ones and we just wanted to make sure that we um we met their minimum and ours were uh more rigorous than theirs. So, we met their minimum and also we went above that.
048All right. So, now I'm going to transition to what we're currently doing. And so this really involves um EHS graduation requirements, SST, adult ed. So this is like all of our students right now and um transitioning to all of the work that's been going on. So we're starting with um all of the stakeholders. I've been doing like a backwards design process. So we know we need to get to a place where we're looking at graduation requirements. And I'll get to that piece in a second. So, we've been talking to our um learning area leaders, our administrators um and um adult ed, SST, making sure everybody's involved in that conversation. And then we've decided we excuse me, we started talking about what are the key changes we need to have for our freshman class um going
049into next year because in the 306s they have changed some of the graduation requirements. Um and we needed to make sure that our EHS graduation requirements met that standard. And so within our conversations, we've decided what um we could we're proposing what we could do to meet those requirements. Um and so we've develop developed a couple draft policies for you to see tonight. So I just threw a lot at you, a lot of talking. So I'm going [clears throat] to give you a second there. And before I transition to Lyall, oh then I have this slide, too. So this is the timeline. So we have the draft policy for graduation requirements that we've been working on with our stakeholders. You guys will review it. Um we'll bring it to the policy committee. Um we'll we're
050hoping for a approval in December or January so that we can start working on our program of studies and then after that would be a communication to our families and um our students and then in the fall of 2026 2027 our freshman class would be entering with those new graduation requirements in in place. And so it sounds like a lot of steps. Um, and it is, but only because we're just a large system. And so whenever you make even the smallest change in a graduation requirement, you need to make sure you involve so many people in the discussion. And so the school board is a really big part of that. And so I just want to make sure you feel um well informed. And also the policy is the biggest piece of this. So, um,
051the next part of this presentation is really going into what the draft policy is, and that's what you have in front of you tonight. And so, it is policy um there's two of them. There's one which is called IK and the other one is IKF. So, I'm going to give you a chance to look in your board packet and I would like you to go to policy IKF. >> And Jill, I just can we can we just pause for just a moment and I just want to ask did any any board members have questions at this point? >> No. No, we're good. I do have one question. I think I hope I heard it correctly, but you said you went above and beyond >> the 306. >> Yep. >> Could you describe what above and
052beyond means and why? >> So, some of the standards in the 306s um that they referenced weren't haven't been updated since uh 2006 2013. So when we did a crosswalk um we made sure we met that minimum from that update and then our standards met that minimum and also were more rigorous. So that means um so let me think of world language. So there was uh standards of communication but perhaps our standards addressed the communication but also went to another level of that um for our students and that happened in several other areas as well. So Joe, would it would it be accurate that when we were reviewing our competencies over the last seven years, we've been updating our competencies to meet more national trends rather than what the state had provided in 2006 and
0532013, which are very outdated and not the way that we teach or we want students to learn anymore. >> So I think if I'm glad I'm glad you said that. I just didn't want to say it in that way. [laughter] >> It is factual >> and that's what we're pushing our students to learn. Yes, it >> stuck with 2013. However, we don't feel it's progressed to where we want our students to learn in many of our different competencies, but the national standards have changed and that's what we're we are recommending that we meet to continue to push our our learning and instruction. >> Yeah. Um, so our national, we've been using the national standards for world language, for social studies, for health and PE because the state has not updated their standards in so long.
054And yet they still refer to them in the 306s as um the the standards to use. So we make sure we crosswalk with them and meet them, but yet we also are referring to the national standards as well. >> Good question. Yeah. Does Does the state have to approve the changes? Even though you're above and beyond, if this policy is approved, will the state have to come in and and agree with all the changes you've made >> for the graduation requirements? [clears throat] >> No. The board approves graduation requirements. >> So, there's no state involvements at all. Department of >> We're meeting a state minimum, right? >> Yes. >> So, we're exceeding the minimum. >> Yes. Yep. >> We approve what's beyond. >> Right. >> Yep. Why is it these subject areas, social studies, language,
055health, and PE? Have we already done this with the other languages or are those to come? >> The other content areas in the 306s. Um, so they so for math, they reference the common core and so we use the common core as the generation for our competencies. Uh, same for ELA. >> Okay. Thank you. >> Yeah. So those those four content areas were the ones I really wanted to focus on because those were the most outdated. >> Okay. Thanks. Good question. >> Any other questions? So, when you did the um it's saying we was three years of of history and now it's going to be four years or 12 credits versus uh 16. What was added? >> So, I'm going to hand the mic off to Lyall and have him talk specifically about the changes
056in these two policies because um he's going to do a much better job than me. Is that okay? All right. Sorry, this one. >> Yeah, let's start with IKF. >> Hi everyone. Let's start with um policy IKF. Um that was one of our proposed policies for you to review this evening. Um this is the one that outlines the specific graduation requirements. It will be taking effect for the class of 2030, which is be the incoming freshmen, uh our current eighth graders over at CMS. Um this first slide is addressing areas that remain unchanged. Uh so in the proposed policy you see there's two tables. One which references the current grad requirements and then the second which references our proposed new ones. These requirements are virtually um unchanged. We'll still be requiring all of our students
057to graduate to take a semester of art. Four years of English. The state now specifies writing must be included. Thankfully, we do teach writing along with our um other English competencies. Three years of math to include algebra, which is already what we have. Um two years of science, a physical science and a biological science, a semester of health ed, a year of fizzed, and a total of 24 minimum um elective offerings from across different disciplines. So those are what are in the new standards which are largely similar to what we currently have. >> So So there was one small change, right? The writing >> the writing the old standards um didn't specify writing, >> right? >> But we were we were still doing writing, but now they explicitly say we have to include writing competence.
058>> So our standards didn't change, but the states did. >> Correct. >> Thank you. On this next slide, I'd like to highlight some of the changes to our proposed policy IKF. The new AD 306 rules take a special interest in social studies coursework. And after a review of course sequencing with Jill and the social studies department learning area leader and teachers, we are proposing additional required courses for EHS students in order to meet the new 306 requirements. The sequence of proposed courses is that students um in their freshman year will take world history, a fullear course, which is what they're currently doing. As sophomores, they'll take a year of US and New Hampshire history. The state has been pushing for an inclusion of New Hampshire specific content standards in um social studies classes. So, we're
059starting to uh make an effort in order to incorporate those into our US history classes, which will now deliberately include New Hampshire connections. And towards that goal, teachers over the past couple of years, including in department meetings, have been working on building common assessments specifically focusing on the New Hampshire standards. Um that was some of the work that I was able to work with teachers on today. Our juniors um are going to now be taking a full year. Currently they take a semester, but a full year of US and New Hampshire government and Constitution and civics. Civics is the new uh requirement. That was not something that students had to take to graduate. So now that's going to be folded into their um junior year um along with US and New Hampshire explicit government and
060constitution. that moves um economics which had been in junior year into senior year followed by a semester of financial literacy. This is the new requirement. A semester of personal finance as we call it here or financial literacy. So that's where the extra year of um social studies is coming from. The other um additional competency requirements that the state is requiring are either already in place with our existing coursework or can be included without significant changes. For example, in the table it mentions logic and rhetoric. This is something that we feel comfortable that we can house within our required English classes. And towards that goal, um, some teachers met during the, um, summer curriculum work days to start devising modules that they can put into existing English courses in order to meet the logic and rhetoric
061standards where they fit in with the current lessons and units in their English classes. Statistics and data analysis we feel is a natural fit for our science courses. So within our required physical and biological science classes, students are going to be conducting lab experiments and um analyzing that data things that they're already doing. So we feel comfortable in saying that students will be meeting that standard in their existing coursework. So that would not require a change in requirements. The net effect though of the additional required social studies courses is that it is now a four-year requirement for a total of 16 credits. And in order to sustain our robust elective programming, we're looking to keep um our electives at 24 credits, the equivalent of six years or 12 semesters. So that will mean that as
062we propose it before you, an exit high school diploma will require students to earn a total of 84 credits during their time here. And as Jill mentioned, all this would be up to would be reflected in an updated program of studies. And as a result, since this will be in effect for the class of 2030 for a period of 3 years, there would be two sets of graduation requirements for our current students who are in the building will fall under the old ones and then as the new ones come in, they'll be um following the new requirements. [clears throat] >> Can I ask a question? >> Of course. How do you teach civics and is there a practicum related to that? >> Civics um instruction, it has specific competencies. A lot of it um is
063based on the structure and setup of uh government and our local um elected representatives. So I think it would it could have sort of a practical component to it like that. Um but I think it is getting into the mechanics of how does government work? Um, and how can uh students be a part of it at the local and national level? >> There's been a lot of talk about the need for a civic culture because it's been in decline in the United States for so long. And I think it's a great idea. I was just, you know, how do you do it? And I think it I mean, maybe this is not the time for that question. Maybe you guys will figure it out, but I'd be curious because I think this board in particular
064and other government bodies might be helpful to that. I I think that would be fantastic and we'll probably um kind of lean on some of your experiences. >> Yeah, but I just you mean you know we're we're civically engaged now. So it's obviously a topic of interest to us. >> Absolutely. >> I have another question too. So it by putting in 84 credits, having had a child go through the the system, she was it was challenging for her to get everything she wanted and now that's another two classes. For example, she did SST. Are we afraid that's going to make it harder for kids to >> We looked at what the schedules would look like. The additional requirements would be four credits, which is one year. So they'll be seniors would be required to take
065another year of social studies. When we were looking at historical information um over the years students have graduated with an average of 94 credits. Um so we think the 84 target is um not um that much of a lift. Um certainly students that are kind of on the threshold would you know still receive supports in order to get to the finish line. and sorry, four credits is the equivalent of a one-year class. The state calls it one credit, we call it four credits. Um, so if you're reading state documents, they'll talk about a 20 credit minimum. We call it 80 credits. >> So, sorry for the um difference in numbers. Um, and also historically seniors have carried an average of uh four and a half courses in their senior year. So, they would still be
066able to take um SST. Um, Dr. car and I were talking about this today to make sure that there wouldn't be any impediment um in that and we also chatted a little bit too about some of the SST coursework could dovetail and satisfy some of these additional requirements um some of the business programming that students are able to take um at SST um we'll take a look at to see if it satisfies the additional financial literacy components um because then they could have multiple pathways to um check off these boxes not necessarily taking the financial literacy class if they're able to meet that standard in other coursework. Any other questions on this slide? On the last slide for IKF, um I would also like to highlight that we are proposing that the senior gateway presentation
067would be included as a nonredit bearing graduation requirement. In May of last year, um, one of our teacher leaders of Gateway and myself came and presented to the board about what Gateway presentations look like, how they currently are um, done, and what our vision is um, for the future. It's they're a capstone project that students will begin building bodies of evidence for um, when they enter as freshmen and then they would be able to present it to an authentic audience in their senior year. And by fulfilling that requirement, um they would meet this additional um requirement that we're looking to propose uh students to do. The presentations are highly customizable. They're able to um address student centered learning and accomplishments. They're free to choose from uh topics of interest, personal um projects, academic pursuits, uh
068career and technical um education. Um and also we know that our secondyear uh students over at SST uh already are are doing something similar in their portfolios which would be used also to satisfy um this requirement. So we're looking to make use of the resources and the different avenues that students currently have in order to meet this requirement. And on the last slide, um, in all of the work that we were doing in looking at the new 306 requirements, including gateway presentations, especially, we're keeping this in mind of the portrait of a graduate for SAU16, >> um, which is trying to anchor all the work that we're doing specifically [clears throat] with engaged learning, global citizenship, problem solving, communication, empathy. These characteristics help guide everything that we do here with our students. Any questions for
069us on IKF at the moment? >> Yes, I I do. Um, so I got a couple questions. So you said 94 was the average credit. >> Yes. Are um >> a lot. That's the average. Like >> that's the average, right? So some students would be over 100, >> right? So 84 is certainly attainable. >> Correct. >> When we go to vote on this, that's not a that won't be a roadblock. People aren't going to say, "Oh my goodness, that's way too many. How can we Okay. >> Correct. >> Good. Good. Um, it says in this policy, it says the district will develop a compsy assessment for the United States." So I'm I'm I'm curious about that. I mean, we have to do that here at this district. Is it wouldn't be at the state level
070or the >> in regarding the civics requirement? Yeah, >> there are two components um already in place for civics. The students have to pass with the 70% the 128 um naturalization um examination um which they have been doing for a couple years now is one part of it. A second part of it is they have to conduct a performance um assessment um which they are currently doing in their um uh government classes so they're able to kind of put into practice what it is that they're learning. But when we were looking at the additional civics requirements, they they were too robust to kind of just fold into what we have already. So that's why we were we're proposing an additional semester um of civics to give students sufficient time to meet all of these new
071requirements. >> But will that assessment be developed here or will >> Yes, that's something uh that we develop in house that our students take. >> Okay. Yeah. >> Any other questions? Yeah. >> I just just a comment before um full credit for 30 306 and the 603. Love that title. >> Yes. >> Well done. [laughter] >> We did not make that up. >> Oh, >> but thank you. [laughter] >> Yeah. >> Um what does this indicate for additional staffing needs? Do you want to answer that? >> Because the only additional requirements would be in the social studies department um in coursework and in sequencing and changing some of the um when students would be taking certain classes. I've been working with the social studies learning area leader to look at what the effects would be
072with regard to staffing and we do not anticipate needing uh a request for additional staffing for one year. there would be a time when um juniors and seniors would be taking um economics. >> So there would be some overlap. What it would mean is we're looking at potentially in order to not reduce our elective offerings, maybe offering them in every other year. Um we do have enough certified um teachers to be able to cover the additional requirements that we have. And does personal finance fit under social studies or does that fit under because right now it's an elective in what department? >> In social studies. Oh, >> that's great. >> Amy, you >> So when do you have to have this policy approved by so you can get it into the program of studies? Like
073what's the drop dead date for this board to approve the policy? >> Okay. >> Yeah. So, I'll talk a little bit more about the policies because we did I just want to be mindful of your time and also information all the information that we're putting ahead um giving you all because there is another policy that we put into your packet. Um but we do we would like to have IKF um approved by de in the during the December meeting so that we can start working on our program of studies and have that out in January. and our director of guidance Kathy Nukem um who has been involved in these conversations um would be working on the program of studies. >> So does that mean we have to approve a first read tonight in order? No,
074>> I don't think so. >> Has it gone to the policy committee go to them next? >> Can I and I So the policy committee would be is Thursday night. Um there's another policy in your board packet that I did put in. Um, we don't have to go over all of it. We certainly can. Um, but it is called earning of high school credit, achievement of competencies. The December board meeting, you will have these two policies plus six more around the 306s. The other ones aren't as robust as these two, and that's why we're giving you them ahead of time just to discuss, ask questions. Um the graduation requirement is the heaviest one >> and the these two policies IK and IKF are on the agenda for this Thursday's policy committee meeting along with um
075several other I policies including IKFG um IMBD IHBH IHB IHCA >> etc. I'm sure these all mean a lot to you guys but [laughter] >> we'll be we'll be we'll be talking a lot on Thursday. >> Yeah, it'll be a robust meeting. Yes, >> that [laughter] is. >> Wow. >> Can Lyall just highlight a c, you know, a couple things around IK that you guys can marinate on before the December meeting and then we can wrap up. Does that sound okay for you? Okay. >> Thanks. So the first thing um with IK as you'll notice at the header this is um combining our existing IK policy IMBC ILBA and IMBC um into one uh location. The main components of our new proposed IK policy deal with the earning of high school credits. We talked about
076what those credit requirements will be um for students in IKF and this talks about how students go about earning those credits. The first part of IK deals with what does competency mastery look like? Um, and as Jill mentioned earlier at the presentation, because we have um in existence uh course competency maps that teachers have been working to create, update, and refine over the years, we're in good um position in order to look at what the competencies that the state is putting forth that we're looking to match. So in most cases we already are in compliance with what the um state would be looking for. The second part deals with how do students earn credit upon demonstration of course competencies. For the majority of students on the traditional pathway they earn course competencies by going to
077the classes completing the assignments and the assessments. They show up they do the work they earn credit. That would be the traditional pathway for earning um uh course credit. The third pathway um pardon me the third section outline some of the alternative pathways um which include um transfer credit from a recognized school. Extended learning opportunities which are customizable learning progressions based on student academic interests or career rated explorations. um online or remote work according to policy IMBA. Um we also have articulation agreements with two uh colleges, Great Bay Community College and Southern New Hampshire University. So students can earn early college credit by part uh participating in those courses. Um there's also um New Hampshire ed department approved learn everywhere programs which are listed on their website um which we accept for credit um as
078well as um students in grade seven and 8 over at uh cooperative middle school in certain mathematics and world language programs. Uh and then the last component um of proposed policy IK deals with the number of credit bearing courses students need um at extra high school to be considered enrolled and we're looking to make that 16 uh credits which would be the equivalent of taking four classes per year per semester um in the building. Um there are of course exceptions for students with approved IEPs, early graduation plans, um other board policies or uh special circumstances. So that's kind of the highlight of our new IK. Any questions on that one? >> Thank you. >> So I'll say this has been helpful. Thank you for bringing it to us before it actually gets to us. Uh,
079I think that's helpful to read through and let us ask answer questions or ask questions. Sounds like Thursday night is going to be a ball. >> Um, I just I'm so >> lucky. >> Well, you've already asked a lot of questions. Got to see it. So, >> yeah. No, that's that was kind of nice. >> I think >> so. Thank you very much. Appreciate it. >> Question. >> Oh, one more question. >> So, logistically, we're going to have two IKF policies in place at the same time. >> Sounds that way. >> Yeah. So, how how will we address that? Will they will maybe will the policies address graduation years or >> It'll be one policy. There'll be two tables on the same policy. >> Okay. Yeah. >> It'll just say for students entering uh prior
080to 2026 27 and then after 26 2027. Okay. >> And then the students that were prior will have the same table that I passed out here. So nothing is changing for those students that are in our school right now. >> Right. >> Thank you. >> All right. I think we'll uh >> I think that that everyone can leave if they want to. Right. >> Everyone can leave. >> We tried to push this up. Hold. Was there anything else? Oh, no. See, let's talk about CMS. >> Not so fast. Hold on, Drew. That came from you. I heard that. [laughter] >> Just said everyone. >> All right. So, so we're going to we are going to push that up too is the CMS overall grade calculations and reporting. I think that would be very >> helpful
081to review [laughter] it. >> Mine's just an announcement. So, um, going into this school year, um, we worked to have our CMS grade scale shift so that we would be 80% summitative assessment and 20% formative assessment to align with how Exit High School uh, is reporting summitives and formatives and have formatives count. And we had presented this uh, last spring going into the fall. Um, we learned from ALMA that there was a glitch uh that they needed to fix because those grades were not calculating correctly. Um, thus far they were able to uh correct that error and fix and roll out um just new coding um to be able to calculate our grades at the competency level at 80% uh summitative and 20% formative. Um we then realized and heard from them that they were
082able to do that piece. Um but the second piece of it was our overall class grade calculating the same way so that it would be 80% summitative 20% formative across all of the competencies that were assessed. Uh they have not been able to fix that yet. That's still in process and we are approaching the end of trimester 1. So, as those uh trimester 1 report cards come out, that overall class grade, we just wanted to inform um the board and Drew will inform parents that that is not calculating currently at 8020. Uh we expect that fix to happen sometime in December, but with report cards going out, I think it's December 5th, um we wanted to make sure that we informed the board that Alma still has not uh corrected that error. and um they
083it should be released soon. So I guess they work on the back end and release every few weeks and it's just not something that's going to come out in time for our trimester 1 report card. So the way that it is being calculated is something that is one of their defaults. It's called natural weight. Um but that is not 80% um summative and 20% formative. So since that was our aim, we wanted to make sure that we informed you that that's where Alma is at with uh the fix. So that's I think that's it. >> Does that mean that report cards are going home with an incorrect calculation >> for the overall class grade? So the competency grade is correct is 8020. So like um in a math um report card the math section might
084have geometry and uh numbers and operations and data and measurement. So those at the for the competency level those are being calculated at 8020. The overall class grade for math is currently they are not able to report it out that way yet. >> Okay. >> So that's where we are. >> Yes. Will we get updated report cards sent when Alma is able to make that correction? >> I will have to find out. >> Yeah, I will have to find out if we can run them post >> in the letter coming from I'm assuming both of you just Drew. >> Um >> well in the in like his um update. >> Is it appropriate to say that we're also severing our relationship with Elma? [laughter] >> I mean this is not it's not good. So, it
085would be nice to actually >> let families know that there's a consequence for them not doing what they need to be doing. >> I think that's a great recommendation cuz we have emails back from April asking that this has been going. >> So, we've met multiple times and this is one of the major reasons we did sever that contract. >> Um, and I just want to highlight, I mean, Karen behind the scenes work to get it to even where it's at now has been, you know, short of a miracle. So, I appreciate and thank you for all the hard work you have done outside of that and to keep the teachers sane and parents sane. I also remind everyone that December 5th, we have a report card committee where we're going to be digging into
086the grading, the reporting K8 to talk about some consistency, some some differences and and really start to develop some survey questions to put out to community members, um, parents, students, teachers about how we can look at overall all grading and we promise that. So that'll be something that we'll continue to work on with a timeline of May. But we've been assured with this shift to infinite campus and we've already set up an infinite campus team with with super users at each school that this will not be an issue going forward with whatever grading system we use and we're very confident with that. So that's been on the back end. So yes, I think it's a great idea to talk about the shift and some of the rationale why and that it will be re you
087know um reporting accurately um as of next year with the changes that we're looking at starting December 5th. >> It would be nice to get updated report cards if that's it. >> Yeah, we can look into that because I'm already thinking of some different things that I can ask Alma if if it, you know, can be kind of postun um or updated you know as the year goes. So, thank you for that. >> If if a fix is coming, would and maybe it's not right, but if a fix is coming, have you considered just simply not sending just delaying the report cards, not sending them or is there a requirement? >> No, I it's not a requirement, but I think that if I were maybe more confident that the fix would come in that timely
088fashion, I think maybe we would say, "Oh, let's push it off maybe a week or two." But I I just want to make sure that we're getting that information to families. Um, and I know we had to put out some things where it was a delay in teachers adding grades in and and some different things this fall. So, I think it might be best to to go forward. But, >> thank you. >> I will follow up with Alma to see and our technology director to see what we might be able to do in terms of um getting updated grades in a once the the fix is released. So, >> all right. Thank you. >> Thank you. Yeah. Thanks for that reworks. Appreciate it. All right, so I think you guys are set to go. >>
089I just >> Yeah, go. >> Sounds like you answered this already. This is not This delay won't affect the report card committee, though. >> Yes. Good seeing you. >> Thank you team. >> Thank you. >> The current year a little bit. I know. I love I was looking at it yesterday. I was like sure. It's more comfortable. Yeah. >> We have a budget though. See you later. >> Perfect. >> Thank you, Kyle. >> Thank you, Jill. >> Turn off it'll turn up on it. Remote. >> All right. With that, it's 7:17. I'm going to close public input and uh we'll keep moving on. >> Okay. Thank you. As we mentioned last u meeting um we have a policy that you need to review sealed minutes. So Miss Bolon and I reviewed sealed minutes uh after
090some contract negotiations. So thank you for indulging in that. >> Um we'd like to make >> fascinating. [laughter] >> We'd like to make the >> there was a lot of things you're Yeah. It was curious on some things. Right. Uh so we'd like to make a recommendation to unseal some minutes because there wasn't a necessary wasn't any of the the recommended reasons for it. So, we'd like to make a recommendation as that for the minutes of March 30th, 2022, February 22nd, 2022, April 20th, 2021, November 17th, 2022, uh, 20, excuse me, and December 12th, uh, 2006 become unsealed and that we'd also make the recommendation to keep the following minutes sealed because it does have information that should be protected. And those minutes that should be remain sealed would be September 19th, 2023, October 20th,
0912020, April 16th, 2019, May 15, 2018, February 6th, 2017, September uh 16, 2013, and May 5th, 2009. And with those sealed minutes, we'd also make the recommendation that they get reviewed again within 10 years as per policy and council said that they should be reviewed every 10 years while they're sealed. Any questions? You feel comfortable with this? >> Yes. >> Just need a second on that motion. So, should be Did we make a motion? >> I was doing it for Miss Bolan since I had it all in >> Okay. Okay. All right. Good. So Amy's the second. Okay. >> Um I'll just ask for a roll call vote on this. So start with me. >> I. Thank you very much. >> Thank you. In your packet, we have uh listed the nominations for our winter
092coaches as the season is upcoming. Um, if there is any questions about a specific coach or coach, I'd ask that we go into non-public to talk about that. There is no questions, I'd ask for a recommendation to approve the list of coaches as presented to you tonight. >> Any questions? I have I do have a question before we go in. So, um, you listed out the 24 25 salary and 25 26 salary. What is the difference between the two? They weren't they weren't added up? >> It's just the new contract. >> Yeah. >> The current the current contract for coaches, it was not a percentage increase as it had been in the past. >> Yes. So, instead of increasing then because we worked on this >> Yep. during during negotiations. Yep. >> All right. Well,
093that's that's an increase. I mean, it's not. But then there's some other ones on here that like >> and there's no increase in throughout the three years. Correct. Yeah. >> So, this is a set what the salary that's showing for 2526 will remain for all three years of the contract. >> All right. But we added some new coaches also, which is fine. I just >> So, a lot of it's with the banding where they fall and how long they've been coaching and things like that. So we tried to instead of having some kind of percentage attached to some of these, some of them which are larger stipens of course than others, it's just kind of increasing increasing each position just a little bit to say thank you kind of a thing but you know keep
094the costs >> but kind of capping it over the contract. >> Over the contract. >> Okay. I do remember doing that work. I just noticed there were quite a few new positions that were being added. some >> or maybe maybe what it is it's not it's NA and then it's listed with the salary. >> Were they volunteers last year or I guess that's what I'm wondering like where were and I don't remember or they're new coaches or their new coaches. >> If you look at CMS you know the first um there's a you know seven blue girls, seven blue boys. They're both in their first year so they didn't have a salary last year. There was a salary for a different coach. >> Okay. And some of them um were volunteer positions or whatnot who
095they weren't apples to apples to other programs that were happening or like men's versus, you know, women's sports and whatever they might need and making sure that all of those positions were accounted for. >> Okay. >> Do you need a second? >> So, all right. So everybody everybody understand that? Feel good about it? >> Yeah. >> Okay. Very good. >> And I do like there's a lot of people that have been coaching the same thing for a long time and I think that continuity is great and >> kudos to them for doing it because even though >> those rates are going up a bit on an hourly basis, >> they don't make very anything. [laughter] >> They do not. No. And uh No, I do appreciate all the work that they do and >> Yeah.
096Yep. [clears throat] >> All right. So, can we have a motion to accept? >> Motion. >> Second. Okay. Uh, all those in favor? >> I speak. Good. Thank you. All right. Those You did them. Okay. Cherry port. I just going to call out two things. We got a thank you uh note from Haven. So, this very nice. So I want to pass it around so everybody can read that and recognize them for sending that to us. Um, also I want to recognize in your packets there's a lot of discussion tonight about what was going on at the schools, what's happening and uh all the principles did up a summary of what was happening. So it's in the packet. So it's really great. So again, if people are reading this offline, they have all access to
097all that information and they've done such a great job of communicating to parents, making sure everyone knows what's going on. So that has been uh really helpful. So thank you to them. Uh all right, we'll move on to the well we did a fin well financial update. >> Well I have the current I have the current year. >> Yeah. >> So um thank you for signing the manifest. Um I believe I received all of them back unless there's any floating around the table. Um in your board pack is the current year financial. So it is the first month where you have the comparison page because it's now November and we compared to what we brought in October. Um, a lot of the items we're still building the encumbrances for the year because we do have
098to have this board pack done a few weeks in advance of the meeting. Um, did anyone have any questions on in any of the items? At this point in time, there is no unanticipated revenue because we literally just set the revenues a few weeks ago. Um, and the tax rates are coming out. Um, I believe there's three towns that have set their rates so far. Um, and the rest are coming. So, did anyone have any questions? >> Ryan, >> brief question. And it doesn't need to be. >> So, we have a list of trust fund balances and I would imagine this board has targets for the trust funds >> and it doesn't have to be every month, but as we get closer to the end of the year, would it be >> possible or other
099people think it would be handy to have current trust fund balance and target trust fund balance? But I don't know if that's >> I don't know if we actually have a documented target >> target. That's what I'm asking the question. So >> yeah, I don't think so. I don't believe there is ever a documented target. >> Well, we talked about getting the turf to the turf. >> Oh, the turf. Yes. >> Yeah. We know what what it needs to be. >> Um the capital reserve we talked about, didn't we talk about getting >> Well, you've been talking about using that for the roof. >> Yeah. But that it might be used for other things. Mhm. >> So, why don't I work on working with department heads, Mr. Sans and um Dr. Bennett, and find out
100what they would recommend for targets for your reserve funds. >> And we have targets for the seway reserve funds. And so, you know, when we'd have our town meeting, we say we're not putting any money into safety and security because we're at our target. Um, I think these are different things, but if it sounds like you have something for turf targeted, then people know how long ago, you know, >> what we're saving for. >> Yep. >> Good point. >> Good. >> Yes. >> Molly, is there a possibility of adding food service onto this because at the end of last year there was a discussion of trying to increase food prices. is if we could see how food service is going throughout the year when we get to the end of the year that conversation of
101oh we seem to be in a deficit or revenues aren't coming in quite the way we expected them to we'd be a little bit more prepared is that we're going to put that [clears throat] on this financial as well >> yes I can definitely talk to the director of food service um we are getting your report for the next month so it might just be two months out >> great thank you Molly Okay. Uh, all right. So, we'll go to committee reports. And, [snorts] uh, so you'll notice on the committee reports on the agenda, Chris Chris helps out. You when we do the agenda, we'll talk about it, but we typically keep the committee reports like this every month and they'll always be on there. So, if there's no update, that's fine. just realize that
102we're just keeping it rolling like this and um we don't need a PowerPoint dawn or what's that? >> Safety and security. >> Yes. Yeah, safety and security. >> That's it. >> I've been I've been dying for that off day. So, hold on. Hold on. Now, um the superintendent evaluation committee, we we did meet uh we've gotten some feedback. Chris, you're going to present that at the SAU meeting, correct? >> In January, correct? >> Uh an update on that. Uh so, that that's been going really well. The board's been involved in and we appreciate all everything that you've done here. >> So, we're ready to go there. Uh we'll move on to the policy committee. >> All right. So, uh Dr. Bryant has great summaries on pages 35 and 36 of tonight's board packet. Uh there
103are, I believe, six policies before us tonight that we discussed at our last policy committee meeting, which was before our last board meeting actually. Um they are all reviews or revisions. uh largely in response to either um and policy ACA is just needs to be reviewed annually and we're doing it in fairly short order um or to catch updates in statutes. We did not have massive discussions about most of these policies. You'll see weirdly if you look at policy AC there's a specific call out for adding access to scouting America that looks really specific. It's in the statute. >> That's why it's in the policy. Um, and the discussion we did have was changing it from Boy Scouts of America to Scouting America to make sure it was up to date with the current name
104of the organization. Um, and then we also had a discussion about the tobacco policy. Um, which why am I thinking of the tobacco policy? um yeah, AC ADC policy ADC um about basically um tightening it up to reflect new smoking technologies and the discussion of you know where a school property and things like that and um condensing it so you don't have whole separate paragraphs for every category of person who could be on campus is just no smoking on school property basically. So, um, it was a relatively easy policy committee meeting last time around. I guess we're going to make up for it later this week, but nothing significant or or controversial to discuss. I don't think unless anyone has any questions. >> No, I I was surprised to see the pledge of allegiance I
105am DA on there. Why was that updated? I didn't see any change or maybe I the policy didn't read. No change is recommended. Um, and I love that policy because it is so short. >> It is >> three sentences. >> I've read that one three times. >> Yeah, [laughter] it was it was fine. Um, I I didn't have any other comments on any of them. Anybody have any comments on those? >> I'll make a motion to approve the six policies. >> Great. Can we have a second? >> All right, Don. Thank you. Um, all those in favor? I >> I >> Perfect. Thank you, Brian. Um, Tammy, any update for SST? >> We met yesterday. >> Um, and it was a good meeting. It started out with, we always start with a student speaker. Yesterday's
106was a student who's in the building construction technologies and she is in her second year and she's looking at going into either architecture or construction management and was so excited about the experience she'd had and and what she was going to do with it and how much she thought she had learned. [clears throat] Um so it was it was nice to see how excited she was about what she was working on. >> Oh, nice. >> Yeah. And then we went over just kind of we went over uh admission date, you know, the number of kids from each school. Uh looking at just how many's in each program, and they're always looking at their programs trying to figure out if, you know, is the enrollment up in a program, is it down in a program? Um
107they talked about IEPs and uh special ed students and apparently one of the things they mentioned was that um digital media arts is 40% specialed enrollment and so they were talking about do we have enough paraprofessionals um and there was another automotive is another one that has a high percentage of special ed students and so there's always a shortage of pair of professionals is one of the things one of the concerns that they're making sure they have coverage. Um, we talked about uh the budget, uh, the new electrical program, which everybody seems to be super excited about. >> And she was saying, for example, >> do we have teachers if this gets approved? One of the things they're going to do is they are going to hold the announcement of acceptances into the programs until
108after the election because they won't know until the election if they'll get the budget to run the electrical program. and they don't want um say somebody signed up for electrical, they don't electric doesn't happen, but they're an excellent student and now they're not in one of the other programs. So, they're going to hold and wait. They got the letters ready to go out either way, but they just decided it was it's only about a week delay. So, they decided it' be a good idea to wait. um talked about the 2627 calendar, which this is the first I heard that there's a law being considered to make us start after Labor Day. And so Chris has two calendars [laughter] for us to consider this year. >> Um and that was that was kind of it. It
109was it was a good meeting. >> Yeah, >> good. That's a great update. Thank you. Looking forward to the electrical program. Seems like a lot of attention on that program. Um, all right. Let's move on to safety and security. >> We will meet again in February or March sometime. >> That's it. No. All right. Short and simple. All right. Uh, [snorts] negotiations. Oh, >> I'll let Don start since I was >> Oh, >> no. It's fine. No, it was um great. We came to an agreement at our last meeting. Um, I think both sides are very happy. Um to your point about PAR professionals, SST is now included in that contract where they haven't been their par professionals in the last number ever I think ever. >> Um >> we you know focused a lot
110on fair and sustainable wages and health insurance which was really important to them. Um, I think in some ways we would have liked to been able to do more if we could, but the numbers just bringing some of the the bringing up salaries and bringing in some other healthcare options. It just it it's too high doing that. So, we're hoping we we can we have a three-year agreement as long as it passes and then we can renegotiate. But there they were very pleased. >> What else do you want to >> No, I think we >> It all went really well. It went really well and I think we tried to give them as much as we possibly felt like we could. I think um that I think we heard that loud and clear from pretty
111much everybody. So, um I think we balancing where we thought the Warren artic you know where the Warren article it's was really it's very difficult because it's health insurance and it's not just wages. So, it's not a set number cuz you know it's a lot. >> You don't know how many people are going to take and what's going to change and whatnot. But >> Molly and Michelle like did our >> Oh my gosh, [laughter] you guys. take insurance and what level and yeah and we we do have two different plans for them to choose from now. So we're hopeful that a lower cost plan will allow more people to get access. >> Yes. >> And I think you know we went into the negotiations and I think they were maybe feeling less valued than we
112actually feel about them and I think at the end they they felt heard and appreciated and all of that which I think is as important as these other things. So so I think it was it was good. >> Yep. Yeah. And I think there's quite there were quite a few things in there, changes that we made that hopefully will get some of the some of the certifications that we need Paris to have that to get off of contracted services. Um hopefully that will, you know, play out in in the next year or two and and al also be beneficial. >> Yeah, >> thank you. That's great work. You guys are great at the negotiation things and I know it's a lot of work. So appreciate it and making everyone feel valued and honored but also
113understanding everyone's wallet. >> You have to have those those conversations sometimes to do that. >> Yeah. >> However, [laughter] >> you're you're a good team. We don't want to let let the word out too much. You get stolen for other things. >> So appreciate that. Uh Neil >> bud advisory committee. I know we >> Yeah. Okay. You feel good? >> Yeah. Yeah. Yeah. >> Good. Thanks for doing all that. All those Thursday nights. >> Yeah, you're welcome. >> So, appreciate that. Uh I don't have any new business. >> I have one thing just to plant a seed with this board. So, we're really fortunate that we have the four vans that we use for special education, but also for athletics with the shortage of of like field trips and drivers. We were getting more requests
114from our elementary schools. Could they use the cooperative vans? When we looked into it, we're like, yeah, there's not an issue. However, you own them, meaning the co-op owns them. So giving him to allow Stratam Elementary or Stratam Memorial School or Bretwood Seisy uh Central School, we just have to come up with an agreement. So I'm I'm asking if it would be all right if I work with legal to come up with an agreement that we'd bring to each one of our boards that they would sign off on so that they could access it, but it would take the liability off the co-op and go to, you know, Stratam, Exit, all of our elementary schools knowing that if there an accident or something happened that they would be responsible during that time. So it just
115covers you. So, it was one thing that we didn't think about, but I think it's a really good safeguard and to protect us in liability. We're all the same school district, but there is different ways that it would come out. So, if if everyone's comfortable to bring that so I could bring that to you so we could have that for December and bring it to our elementary schools to review in in January would be my recommendation. >> Yeah. >> Have you reached out to Primax? >> We did. And that was the recommendation that they're like, you can do it however we suggest you do this. So Molly did reach out and that was where we we did discover that >> you said we have four >> uh four I believe right now. Am I missing
116any? >> We have at least four. I I can be correct in saying I know we have at least four. >> Those are particularly helpful also for this the athletic program and or probably other you know other programs that aren't athletic. >> Yeah. >> Do we have enough fans? And I know budgets are tight. >> Yeah. So these are more like internal. So like we had like Stratam wants to go and sing at Riverwoods. So driving from >> during the day, right? It would be during the day. So not when >> and it can be covered by our own drivers. We don't need a specialized driver with the right um insurance information. So it wouldn't impact those other and again we have a really um good sign out system. So we know when all of
117them are are signed out and can't be used and when there's availability. I >> I think you were asking something else. >> Yeah. I mean if we need more because I know that the coaches at least for the cross country track and field program could use them and you know it's a budget question but there actually and with driver shortages it may alleviate some of the problems at least in some way and you know it's a it's a budget discussion. Yeah, I think we've had it each year at the end of the year. It's kind of like Yeah, last year there wasn't anything. There wasn't anything, but the year before we purchased two >> the end of the year and then the year before that there weren't vans available to buy. So, [laughter] >> there's
118look into that. Thank you for bringing that up. >> And Chris, were you thinking that it would have some sort of monetary some sort of minimal something to cover >> just cover gases, you know, wear and tear? We'll work with it to be able to make it minimal but that's tangible that's not coming out of this budget to pay for multiple trips. >> Yep. Okay. >> Y that's all I have for new business. Thank you. >> All right. Great. Uh old business >> not have anything. >> All right. What's new is old. So we're good. So we do need to go into non-public session tonight. >> Correct. Under ANC. >> All right. So, uh, I'm going to ask for a, um, a motion to go under non-public session, uh, per RSA 91A, uh, colon 3.
119You said >> A and C. >> Um, >> I'll second. >> All right. Great. Uh, all those in actually roll call. So, in favor, yay. >> I I I >> I. >> Excellent. Thank you. Thank you. I look for a motion to um accept the recommendations from the superintendent. >> I'll make the nomination the um >> motion >> the motion to accept >> to accept the five retirement >> retirement loans. >> Excellent. Great. Anyone want to second that? >> Second. >> Excellent. Um, all those in favor, please say there's your hand. I Excellent. Thank you. Uh, good. Uh, I appreciate everyone's time tonight. What's that? >> Make a motion to adjourn. >> Yes. I I kind of figured that's going to that's going to be it. Any last words? No, you So, you're going to
120We have to make motion to adjurnn. >> Okay. Second. Second. >> All right. Thank you. Uh, all those in favor. Excellent. Thank you, everyone. Thank you.