001Um, so we've just come out of non-public, so I'll call to order um the East Kingston Elementary School Board. It is 5:46. Um, we will have uh public input for 30 minutes. Each person has three minutes to speak. Um, so we will open up public comment right now. If anyone in the public has something to say, please, uh, let us know. Uh, I'm going to move to approval of the minutes, uh, for October 14th. Anything that need to be changed? So, motion to approve the minutes from October 14th. >> I second. All in favor? Hi. >> Okay. Central office update. Thank you. This will in large part be our budget update from the the finance office. We've spent quite a bit of time working on uh the document you have in front of you uh
002for first read tonight and look forward to presenting it to you and getting any of your questions and feedback so that we can come back next month with with any answers questions that you have this evening. And I know Brandon is um prepared to speak to the budget as well. So I'll turn it over to both of you. Sure. Okay. So, um, you did pass out the packet. So, I just want to remind you your budget is made up of what used to be two sections. Now, it's going to be three sections. Um, it's your general fund, your food service fund, and what's what will eventually become the grants fund. So, if you remember, if you've been in our joint board meetings, the grants used to be appropriated as part of the SAU. that happened
003many many moons ago and but um for several years now um the auditors have really told us the legal owner of the grants is East Kingston school district not the SAU and so instead of flowing it through the SAU and appropriate as part of the joint board we are moving those so on the second page I did put the grant allocation now that is not a guaranteed amount of grant money so we never at this point in time we do not know how much grant money we're going to have next year and so in the SAU we had about $4 million because there's some cooperative grants that have always been in the cooperative that what flowed through the SAU was about we've always appropriated 4 million but if I look at the decreasing grant money
004over the years it was more like 2.7 million that we were actually spending per year. Um so I didn't want to scale it down to the 2.7 in case we did get more. So we said okay let's go 3.5. um and we appropriate it or we spread the appropriation across the districts in the proportion that they use it. So by doing this there's actually no money raised in taxation and so how grants work is we would only spend it if we're getting the revenue. So yes, you have to appropriate it as part of the budget because it's the authority to expend. But when we set the revenues, revenue and expense will equal. So no money will be raised in taxation. Paul, you it's just page two. >> No, I Yeah, I was going through the
005rest of >> Yeah, it's just this page right here. Um but the first two the first page I put the summary of what does impact your taxes and that is your general fund. So the food service fund again that is revenue equals to expense. So that has no impact on taxation. Um but the general fund that is where your tax impact would be seen. Okay. And so we always historically look at the general fund and food service fund together because it is one number. And so in here it still looks at it together. And at the bottom I put the changes. So between the two funds, there's a change of $214,991. And at the bottom part of it, we put exactly what those changes are. So of the 214, $123,000 of it was held in
006dental and 94,000 of it was salary. And that is for salary. Everyone's put in at stepping per the collective bargaining agreement or a 3% increase for all non-union staff. Okay. >> Sorry. Uh for pair of professionals it was a 4%. >> Oh, sorry. Yes. Yes. Sorry. And we do make equity or market adjustments as needed. Um so as you can see and then the first student that is our multi-year contract with um with first student. So you will see that makes up the majority of it. We do have a lot of negatives especially in the areas of special education. Um and then Brenda, I don't know if you want to go through the the major changes. >> Sure. >> Uh yeah. So I mean other than what Molly said, uh special ed, uh you can
007see that there are decreases across the board there with transportation. Um we don't have students currently that we have in our building right now or expect to be here that need specialized transportation. So we've decrease that significantly. Um the special contracted services that was um moving our occupational therapists from three days a week to two based on students that we currently have either in preschool or that are currently here. Um and we do not have the need right now for that third day. um the special ed tuition was um students that are going out um outside of East Kingston for um their education. And again, we do not have any students that are currently um here um that we need to uh contract with for outside services. We do have some preschoolers that attend um
008our partner schools which are either Sazy School in Brentwood or Exit Exit Developmental Preschool. So, we're expecting those students uh who are there that are three years old to be back again if needed. >> And so, with the decreases in special education, we were comfortable making the decreases recognizing we have trust funds if there is a student to move it. So, on your current year financial aid, do you have all your trust fund balances on here? It's mine's a little fuzzy, but um I think it's I think it's 311 311,000 in your special trust. That's I don't have that right now. >> Yeah. 311844. >> Yeah. >> Um >> yeah. You have questions on anything special related right now? >> No changes. >> Um so the other decreases um were uh student body activities things
009like um Lova or field trips. We took a look at, you know, the past years um on what we've used on that line and realized over the last few years we didn't need as much as we were budgeting for. So we reduced that. Um office of the superintendent, you can speak on that. >> Sure. So we have um the assessment to all the districts how our office gets funded. So, if you remember in the joint board, you had taken a vote then. Um, and we collectively have a 0% increase, but as you change in relation to other districts, some went up, some went down, and you're on the winning side. >> Um, those two increases that we didn't touch on yet, the new computer equipment. Um, I'm not sure if everyone understands this right now,
010but we received a donation probably I think about four years ago, significant donation specifically to be used for technology. Um, with that donation, we purchased um all interactive screens for every classroom. Um, and we've been purchasing student Chromebooks or staff devices over the last four years using the donation that is now zero. Mhm. >> Um, and the way our, I guess, technology system works, when students enter first grade, they get a Chromebook that's assigned to them. So, we purchase all new Chromebooks for all incoming first graders, and they're on a 5-year cycle. So, those Chromebooks stay with that child until they leave here, and then those are recycled out, and the new ones put in. So, with that, we we had to budget for um new computer equipment for some of our staff who were
011up also, you know, over those five years. And then any new first graders that we're going to have next year, which is why you see a significant increase in the technology line. >> Are those purchased like through the SAU or how is that? >> The the SAU purchases for all the schools, which is cheaper that way to do it for just us, and then >> we pay the SAU back whatever we >> Yeah. So, we usually make bulk buys through the cooperative. It's like going to BJ's rather than your corner store. Um, but we do purchase it directly to the East Kingston budget. It's just usually we try to loop it in with a a book by the go to BJ's >> and then the other area we we've already talked about this but that's
012officially in here now is our new reading program. Um we don't know we're starting the pilot in December so we don't know where we're going yet. Um but the 28,000 was the higher of the two that we're piloting and >> Brandon is it reading or writing? >> Both. >> Oh they're they're combined. Okay. Yep. Um, so that's the $28,000 increase that we it's a significant increase from >> Yeah. >> of the past year. >> So overall it does it might seem higher percentage than you're used to in the past. Um, but I just want to remind you all where when we presented the joint board how we went over the health insurance increases and it ranged anywhere from 14.8 to 21 low 21 um percentage. So it's very very high this this year. Um >>
013when was that convers I don't remember that conversation happening might have been one of the board meetings I missed. >> Yeah so so at the joint board meeting when we um presented our budget for the office of the superintendent um we highlighted one of the big reasons we kept things low and one of the big reasons that SLT members took a lower raise just to to keep it down knowing that these were coming to the districts. >> Um so every year we get our health insurance increases. It used to be called what's a GMR, guaranteed maximum rate. So for many, many years, we would get the GMR in the fall and we would get the actual rate in the spring as to what our insurance was going up. They went away with that two years
014ago, last year. I think last year was the first year. Now they give us the rate now as to what we will see our health insurance increase >> for next year. And so that is the rate. >> And so they used to do one flat percentage for the whole SAU. That now is different per plan. So that's why when I said I showed that slide, I think I had like 10 different um rate increases because each plan's different. So East Kingston offers different health plans than Stratam than Kensington. Everyone's different. So um but they were all between 14.8 and 21%. >> Um so it is something that we are actively looking at um for the future. um a lot of districts are facing the same increase and it's also in the private sector too. Um
015so it is the biggest driver in every single one of our budgets. Um and all of our budgets at the elementary level are with around this percent increase. >> Can I ask a question about the grant again? So that 117,000 >> that's potential grant money that we might be able to grab for. >> So yes, so we every year we get title grants, we get IDA, we don't know how much you're going to get for each year. And so we make a projection, a conservative projection because if you don't appropriate the funds, you cannot expend the funds. So we make a conservative estimate on how much grant money we think you're going to get. Um, and then historically we did it in the SAU and we said, "Okay, here's the SAU budget. Please add $4
016million for grants." And um, we would appropriate that money. Now we're moving it to the district budget. So this will be on Warren article one, the grants, the food service fund, and the general fund all added together. So is it safe to say that that 117 potential in grants grant money could be applied to the increase or offset some of that increase or no? >> I >> depending on how what the grants for. >> Well, it's depending on what the grants for, but a lot of times we anticipate what the grants what grants we're going to get. So I believe princip >> already has plans for grants. >> Yeah. I mean a large percentage is idea which is is the special ed grant. Um, you know, we we we we have never been, or at
017least since I've been here, a title one school. And as a result of that, uh, two years ago, for whatever reason, I I couldn't tell you why the the federal government made the change, but we all we also no longer receive title four funding. Y >> which for us that was around $10,000 each year and which was which was a lot for us >> and so that's no longer available either. So the biggest chunk is idea. uh we get a small percentage now for title two which is I think this year it's around 4,000 and change which we use for things like professional development things like that. So we we have we have the grant money kind of earmarked already. Um I mean there are some things that we could you potentially talk about as
018far as the budget goes and looking at grants. Um >> but once you plan for something in the budget you can't really use grant money because that's called suranting. >> Yeah. Um, so we try to plan for the necessary items in the operating budget. >> So just looking at it through the lens of the taxpayer 5.8% increase potentially. It's not something that you could sort of draw a straight line from the grant money decreasing that >> no >> increase. >> I would say the largest driver of your your percent increase is >> Yeah. Health insurance. Yeah. Yeah. Of course. >> And the economy surrounding >> Yep. As you go through, you know, each line, you're going to notice on the very far where it says percent change. I mean, if you go through there, you're
019going to see zeros almost through everything. >> And you know, the areas where we did make increases, it was 100% because of need. Um, you know, those two areas, like I said, the technology and and the reading program. Um, I mean, other so, you know, there's not much that we really added. Mhm. >> So, can I can I just I I see a discrepancy. So, I see $38,000 under the proposed budget for 27 instead of $28,000. >> That's a difference. >> Nope. So, the proposed budget in 27, if you look under the first line, >> I'm on page one. >> Yeah. >> It says regular instructional textbooks, which I'm assuming, Brandon, is what you mean by your reading and write, the new reading and writing. That says 28 $38,000. And then textbooks reading program 28.
020>> That's the increase because it was 10. See, >> it was 10 this year. >> There's the increase 28. 28's which reflected here. This is an increase on this page. >> So the front page is just showing your increases, >> not the actual not the actual total. >> So we're only you're asking for $28,000, not $38,000. >> 20. No, it'll be $38,000 total. $28,000 for the reading program. So that's additional that we hadn't >> additional to the 10 grand that we already have. >> Okay. Yeah. So that first page is just showing what the increases are. And >> I do lump together certain expenses. So if you see supplies, it's usually like 10 supply lines together. >> I also want to mention to the $28,000 increase, >> it's going to be this year only, right?
021We're purchasing a new curriculum, all the books, everything. >> The only thing that would be purchased moving forward would be student workbooks or teacher workbooks. But the books that'll be in the classrooms, >> we're not going to be purchasing that every year. >> Is like an online component, too. There's an online component um for both programs we're looking at. Um but that what the books the kids are actually reading those will be purchased one time >> and and how does that diff differ from all the OG work that we've been doing? Like how is it comparable? So we've done a lot of professional learning for OG. We've done this programmatic stuff with Wharton Gillingham. We've trained the teachers. We've given the kid like >> there's been a real push for OG and we've been very
022successful in that space. So for us to then turn around and then go purchase something, is it aligned to OG? Are we working, you know, what's the what's the building of capacity for our kids and for the teachers who are in that space? >> It's a great question. So So OG is not going anywhere, >> especially K through two. That's the foundational skills that they're learning through OG and they're going to continue using those skills. The teachers are going to continue with the training. It's the programs that we looked at and are piloting. Um, last spring, uh, Jill Lazir, a Mrs. Shoar reading specialist and the reading specialist from Kensington, um, vetted a number of programs and the two that were chosen fit with who we are as a school, making sure that OG is
023still going to be the foundation for our kids as they enter kindergarten. And this is going to be in addition to that. And I think I I talked about the comprehension, you know, we're lacking in comprehension right now, vocab and the writing piece. So these two programs are going to hit those areas that we're lacking currently. >> Well, and that's because OG is working specifically on phonics and and that space, right? Not necessarily the comprehension. So my my second question is if we're focusing on K2 for OG, right, which foundationally we're trying to get kids, is there a way to split the cost in half so that our three fives are getting it next year and then the following year we we move in so that the cost is only half. Do you understand what
024I'm saying? Like if if if kids coming into kindergarten, first and second grade that we know that they're getting OG and they're getting that training and we're using that training with that with with our teachers and our kids. Can we supple supplement's not the right word? Can we just adjust it to next year paying for our three through five so that they can immediately start that work and then the following year add >> the other $14,000. So it's not just such a big gulp. Like if they're if they're if we we're training our our K through2s in OG, why do they need another program? That's all I'm asking. Like I don't I don't feel especially if it's brand new and we can get our 35 fives to get some data like is it working? Are
025they transitioning out of the the second grade correctly and we're only spending 14 grand for this year? That to me is a gradual release to the program versus okay, we're going all in. K5 when we already went all in OG for K2 and I and I believe me I'm a full component of doing the whole package you know you're reading writing listening and speaking all at the same time for you know depth and rigor and understanding right but we just did three years of OG K2 and now we're going to add another K2 component I just don't I don't see the need for it especially when we're up 5.8%. And I'm not saying no to the second piece to that. It just would wait till next year >> when So what I'm hearing is we
026might consider a two-year spreading the costs over two years. That's something we can discuss in terms of how what that looks like. That would be an administrative decision. So that's something that that Brandon and >> the director of curriculum and I would work with to just figure out what makes the most sense. Um >> yes. I'm not saying no no no to it. I get it and I appreciate the the writing is something that is needed. Like we've worked on math and that was needed, right? So it's it's there's a need and so therefore we need to do something and you have the people who you trust doing that. I just I I don't see the immediiacy of the K2 right now. And so to be able to have that conversation and see what it
027looks like to break it in half so that the K2 stays in their OG and then that second third grade my guess is kids can waver in and out like we're going to still work and win. So if there's kiddos who need to be in a third grade will have those workbooks for third grade um in that reading space and it would just alleviate it would just be a gradual release. That's all a stepping stone and then the following year we would we would know more. We would know what to expect. we would know what kids it would benefit. Um, and you know, my curiosity is fifth grade. What do those fifth graders look like transitioning into CMS after using a program like this and having that? So, I'm just I'm asking for a conversation
028of what that would look like. >> Um, splitting it in half. >> So, just doing some quick civil math on just for optics purposes looking at the 5.8 increase to do that. It would drop it down to two 5.67. >> Okay. So, so 13th of a percent I guess is way to look at it, right? >> On the whole. Yep. But to do due diligence, um I think both that both those numbers need to be said and a convers uh >> you know, we make decisions based on >> evidence and data, right? So >> just real quick, one of the other things we noticed, um, you mentioned the salary increases. >> I think we're 3%, you said across board 4%. I think there was two line items that not noted um a couple specific salaries
029that increased. I think one was 5.2 and the other was 7.4 health services and guidance salaries. So if it was so teachers step and track so if we are anticipating a track it would be so the teachers are going to step per the CBA that's not 3% it's whatever is documented in the CBA. Um and then if we have an anticipated track then they would move across >> meaning so track meaning if they received a a second degree >> or more credits plus 15 >> and so there's a big grid so depending on >> we always check with the principles on who we anticipate to track um or who has tracked this year that we didn't budget for to track this year. So it might be someone that's already tracked or it might be someone
030that's anticipated to track. >> Yeah. And our nurse and counsel are a part of the collectively bargained. >> Yep. >> Agreement. >> Yeah. That you're tracking. >> Yep. >> Just want to make sure I understood the difference between them and >> the other contracts the whole program. >> Um I also saw um looks like some decreases after our last conversation about summer institute Brandon. So if you can maybe explain or summarize kind of what changes you made and >> so yep. So we um so based on based on kind of where we are um as Miss Casey and I who was the director of ESI last year um met in the fall after we talked in September I believe it was I forget whenever we spoke >> September >> we took a harder look at
031it knowing we were going to be um working on our budget and based on where we are right now uh with our students that were qualifying for summer programming we reduced up our professional um which was the major the major decrease there. Uh we still needed a pair professional for any students that uh need pair support for their IEP for the SY but the the summer learning um group that was more of the intervention students tier 2 intervention students we reduced we reduced the the day professional. >> Okay. And there was also another um it looks like there was another so the power of professional stipened right that's what you're talking about for ESY. Yep. There was another um uh summer institute stipens. There was another decrease. >> Yep. >> So that's a different person.
032So summer institute stipens are professional learning that the SAU puts on throughout year. Um we haven't had as many participants as we did years past. So we reduced >> reduced that. Okay. Great. Thank you. >> Yeah. >> Okay. My questions. >> Any other questions? >> So do you have any um I I know we've heard about the reading program and maybe how we can adjust for that and come with two different options in December. Um, do we have any other questions? >> So, I I I do um I don't know if it's allowed, so I'm just going to ask and tell me no. But I would like to see and maybe it will happen at joint board where the other schools are like you're saying like where we're where we're we're at 5.8 maybe 5.67
033whatever we land at. But that's but where is Kensington also? Where is Brentwood? like and and basically I'm asking because I want us to be able to tell the story correctly. >> um yeah, it's absolutely doable to to kind of >> send out a summary of where people are at in the December meeting, but people can still make changes after that December meeting, but I do caution you to compare yourself to those other schools because those other schools are also making staffing adjustments. So specifically, um, Kensington and Brentwood, they actually have a teaching position that remains unfilled this year. So it's not that somebody's going to be ripped, it's there's an unfilled position in both of those budgets in the current year and they're just not planning on filling them. So >> So their budgets
034are going to go down significantly. >> Honestly, they're more in line with yours. >> Oh, okay. >> So there's other needs of the buildings. >> Okay. >> Um, so you can compare it. We can we can do that but I just caution you to there are different needs there's different collective bargaining agreements also >> when you look at the budgets right now nobody is negotiating here whereas you actually have a teacher contract happening in Kensington and in Brenwood >> okay >> so if you look at what we have as an article one it's not you're going to you're missing the whole teachers increases >> right >> so there's and same with new fields if you look at new fields you're going to be missing the pair of professional increases because their pairs are negotiating. Okay.
035>> If you look at Stratam, you're going to be missing the teachers. If you look at Kensington, you're going to be missing the teachers. And if you look at Brentwood, you're going to be missing I think it's the teachers. >> Yeah, we're looking at a lot of >> hard. So, it's how to do it do the analysis. I guess I'm I guess the you know, I know it's healthcare. I you know, I know it's that piece really that's that's pushing this. Um, I just want to make sure that we as a board are clear with our taxpayers that it's not because we're not doing our due diligence. >> Sure. >> Um, so however we do that or however we can create that narrative, I would appreciate >> I think, you know, I know obviously we
036got a way to go for the deliverable, but not really. But I think the biggest thing is going to be again having talking points around the health insurance increases because that's again where the biggest cost increase is coming from. I think a lot of the other stuff is easy to speak to, but you know, the general public I don't think is going to really understand. >> And so, one of the things we're really doing in all districts, I don't know if any of you saw the cooperative video we put together last year, um, but we are doing that in all districts. And so, Principal French will have a leading role and if any of you would like a leading role and we're also we also we also want to hear from the kids and have
037the kids tell the story as well. So, >> love that. Yep. Well, it's the importance the importance of >> my kid's not shy if you want to get her. >> Yeah. The importance um you know it's a blessing and a curse, right? We are a very small school and we run fiscally responsible. So I I think you know it it that's a it's wonderful. Um but we have to be thoughtful too. >> We don't have the grant stuff coming in. >> And if anyone else wants a leading role in the video, just let Principal French know. And uh yeah, so we'll have it and we'll be able to post it and we'll play it during the public hearing and we'll have a good >> Okay. Any other budget questions? >> So, next month we'll play
038it to come um with some variations with the reading program and if there's any other asks, just let okay us know. >> When do we vote when do we vote? December. >> So, you vote in December on what you want to take to a public hearing. I don't actually know if you actually need a vote in December, but we've always taken a vote in December to determine what you want to take to public hearing. Public hearing is in January, and that's where you hear what the public has to say. >> And so then you might have a change of heart. You might have different thoughts after hearing what the public has to say. And then at the end, the public hearing usually happens before the board meeting. And then the board meeting happens. Then you
039decide after you've heard the public what you want to take to deliverative. Then we have the deliberative session. >> Um and then whatever comes out of the deliberative session is then placed on the >> ballot. Okay. >> For to be voted on in March. >> So that's the process. >> Perfect. And that December vote will be at the December board meeting. >> Yes. Decide what you want to take to the public hearing. >> Yeah. >> And again, that's just to decide the next step. >> Yeah. Okay. >> All right. Okay. Thanks. >> All right. And then we also gave >> Thank you. >> Um the current year financial and your board path. Um there were some manifests over there floating around if you guys. >> So there's just three if you just want to sign
040while I'm going through the current year financial. Um so we do have the summary page on here. This is the first summary page of the year. Um because we are comparing to what we said in the October board meeting. Um we are at this point in time still finishing up the incumbences. So you'll see there's some special ed tuition added. It's our projection for the whole year. Um so our admin assistant in the front office was busy putting in all of the stuff under the office of the principal. Um did anyone have any questions on any of those items? At this point there's no unanticipated revenue because I just set the revenues a few weeks ago. So um at this time there's nothing unanticipated. Um the only tax rate in SEU 16 that's been set
041so far to my knowledge is exit. The others are still being worked on, but the school side of the tax break input has been complete for several weeks now. Um and then I do we did um the the trust funds to be added after June 30th. that is blank because you will have to decide that as part of the budgeted process as to what you want to put in those trust funds as we progress through that. And then in the bottom right hand corner I put all of your prior year fund balances meaning how much was left over at the end of the year to reduce the following year's taxation. And keep in mind fund balances are a combination of revenue more than plan and expenditures less than plan. So, did anyone have any specific
042questions? >> We used We used the sergeant trust last year. >> Yeah. Several times. Couple times. >> Twice. >> Yeah. Two. Two or three. >> And that is that specific to specific things that we can use the sergeant trust for? >> I'd have to I forget. I'm sorry. >> Language. Okay. >> Cuz so when the trust fund is created, you have to use it in the sphere of the trust fund. So for example, like the retirement trust, we have we can only use that for >> we cannot use it for technology. >> Um I do know at one point in time we pulled the language of the sergeant trust and I believe it was pretty broad. >> Yeah. I was going to say I remember it being pretty flexible because we applied it for a
043couple things >> but I don't think we actually used it. >> Yeah, we just pulled it and it was available if needed. >> We moved up to up to and we didn't need to >> safety. work and we didn't have to. >> And and the only reason I'm saying that is that could be a way to supplement if the language is >> correct. >> It is, but just keep in mind like you'd also have that increase down the road and eventually if you deplete the trust if costs keep going up. >> Yeah. Um the 48 670 the unassigned fund balance that carried over. Um >> yep. >> Can that be applied to the two >> 14? No. Okay. >> So how that works is so at the end of the year >> we have a
044fund balance and so then what the tax rate does is it takes your vote that you did that March for the >> 25 26 school year. Yeah. And then it says, "Okay, you need well, let's just say it's the so what our 26 budget was $3.7 million, right? We take we say, okay, we need $3.7 million to operate the school this year." We know we have some revenue sources from like when parents pay for lunch and when the state and federal government pay for lunch or if we rent out the gym or we have earnings on investment. um if we have special ed aid, I don't think you do, but um different types of aid, the delta between your budget and your revenues is what has to be raised in taxation. >> And that 48,000
045>> Comes off. Oh, yeah. >> And so it's not a check we write back to the town. It's us saying, "Okay, you just have to pay us that much less next year." >> Yeah. >> And is it rolling? >> Okay. And so in a budget we have to appropriate the funds which is the authority authority to expend. So even if you have the offsetting revenue you still have to appropriate the funds. Just like we have to appropriate the grant money we have to appropriate the food service money. Anything you want to expend you have to appropriate. >> Okay. And so it is a little bit different because the expense side happens in the spring. The revenue happens in the fall. It doesn't do it together. >> Doesn't do it together. >> So, did anyone have
046any questions? >> Yeah, I'm going to close public comment. It is 6 uh 22 right now. >> The manifest are right there. If you guys want to pass them along, you already >> do. >> No, just two. Just two. any any other questions for uh >> Molly tutorial every single time. >> Mhm. Um I think we're ready to move on to the principal report. >> Thank you. Um so we um are currently in week uh was it three or four four I believe of our King Fisher reading challenge. Uh we had a group come in um last month, Cognia, um is a nonprofit that we worked with over the summer as an SAU admin staff and um they offer um to come into schools to advertise reading and get kids excited about reading. So we
047had that assembly. We had a K2 assembly and a 35 assembly and the gentleman infused magic and excitement and it was a really nice time um for our kids and then they were um talked they were told at the end about all the wonderful prizes they could win if they fill out those logs and get those reading minutes going. So it's happening the kids are excited about it um and you know the grand prizes will be drawn in the spring. There's multiple schools um that we're kind of competing against. Um uh we are partnering with New Hampshire and Vermont. So he's got schools in both in both states and then he's got a Maine group and a Massachusetts group that are kind of going. So it's fun and it's new and different this year. So
048we're we're just going to keep on trucking with that. It's an eightweek challenge. Um so right before the holiday break, we should be finished with that. But we wouldn't know the grand prize winners until the spring. And unfortunately it's a Red Sox tickets and not Yankee tickets. I >> told you Ry wins. She's taking you she's taking you on the monster. You're wearing Red Sox gear. Um, is there a way and maybe we can we can, you know, recruit um the PTO, but like to document or graph some of the minutes that the kids are just so they >> we're tracking. So they spreadsheet. >> Yeah. But I'm saying like a visual for the kids so that they could >> I mean it's it's just tangible as a school. Yeah. >> It's a good idea.
049>> Sticky notes creates tracking. >> Yeah. You can get almost like a like a thermometer line graph thing that you just >> Yeah. Just so there's a visual for them. Um >> I you know and I I and it just it's more it's more literacy, right? You know, in math literacy it's creating the narrative. Um they could use it as a writing prompt. >> Oh, I like it. Um >> yeah, >> our enrollment numbers uh as of last week um K 20 24 kindergarteners, 18 1st, 18 second, 26 3rd, 21 4th, 12 fifth and for a total of 119 students. Our PTO had their annual fall festival a few weeks ago and it was another wonderful beautiful day outside. Uh we had a number of sponsors this year which we really want to thank for
050sponsoring this event and I have them all listed here. KMBB Landscaping, JTB Construction and Remodeling, East Kingston Market, Luna Chicks, RB Allen Co., Amesberry Towing, MCE Construction and Development, Top Door Boutique, Health Zone Chiropractic, Ro Elite Sport Performance, Blake Acupuncture and Urbal Medicine, Middleton Supply, Junior Gym, ACU Bright and Adventure Travel and Cruising. So, uh, again, another wonderful event and, uh, we appreciate everything the PTO does for our students and for our staff. Um, I also have, um, up on the screen, um, the fall information for, um, our benchmarking. I'm also going to talk about what we saw in the spring for our spring assessments, um, our SAS assessments. This is just another we all know we do assess assess testing in uh in the spring of our students third through fifth grade um through
051the DOE. I just have that slide in there. So this is where this is where we are last spring and over the last three years and in this area here I compared it to um the state proficiency percentages um and where we sit um here at East Kingston. And then statewide uh third grade for our third graders, it's the first time they take SAS. Um so it's a brand new experience for them and it's a grueling experience in many ways. Uh but we did perform well, you know, across the board, especially as it relates to how students performed across the state. Third, uh a third grade ELA, we were 60 63% proficient. Um you can see the last two years in third grade, 55 and 56, so we're up significantly there. Uh, grade four killed
052it in both in both reading and math, which is awesome. 90 91% of our fourth graders were proficient in ELA, and that is the reading and the writing portion compared to 53% of uh the students statewide. And then there's a really nice jump from 2024 when they were in third grade compared to where they were in fourth grade. >> And same thing with fifth grade. uh 71% of our fifth graders last year were proficient compared to 57 statewide and then another big jump uh 55 to 71% going from fourth to fifth grade. >> So I I just in my head I'm saying this out loud so I'm clear. So those were last year's third graders who are current fourth graders, last year's fifth fourth graders who are current fifth graders right now. And the fifth
053graders are in middle school right now. >> Yes. >> Okay. >> Yep. uh in math. U 74% of our third graders were proficient in math compared to 52% of our students across the state. Um 82% of our our grade four students last year uh proficient in math. 52% statewide and six 60% of our fifth graders last year um compared to 40% statewide. You know, we did see a decrease a little bit there. Not sure why that decrease happened, but there was a 5% decrease from students jumping from fourth to fifth grade. Um, but we're, you know, and and then science, um, we we've improved every year 37% of fifth graders in New Hampshire last year were proficient in science. We've made studied a steady increase in science over the last three years as a school
054and um, performed much better than the rest of our students statewide. And just asking, we can use this. >> That was my question too. >> Yeah. I mean, this data is is telling Brandon the amount of work that's going into the school right now. >> And that would be every child, teacher, >> human. >> Yeah. >> That works here, right? Um so it it tells such a magnificent story. >> Yeah. >> There's a lot of information floating around the community that does not align with this. >> Yeah. Um, so I don't know. It could be a boiled down version, easier to dig. I mean, it's pretty easy to digest, but >> when we put our presentation together for the >> Yeah, we >> we're gonna, you know, we want to have >> Yeah, of course.
055Y >> So, yeah, we're really happy about it. We still have, you know, work to do, but we're really excited where we are right now. >> I have to ask. >> Yeah. >> So, the kiddos who didn't make proficient >> Yeah. >> Right. Are we seeing growth in those areas? Right. You usually show us the red to yellow to green. It's coming. I love it. Thank you. >> Uh so that's strictly already. That's not going to be >> Oh, yeah. That's fine. >> Um so, and I I say this every year, it didn't affect us last spring at all. uh we were above 95% students uh participation but I always want to highlight this because sometimes and it's happened to us in the past if parents op their children out and we fall below 95%
056those percentage points below 95% count as zeros for our schools. So oftent times you know we'll see the number of students that took the test compared to what is going to be on the state websites which is count zeros into that. So, didn't happen to us last year because we had 96% I think of our students took >> and so those numbers are are valid numbers. Yeah. >> Okay. Great. >> Um, so we we talk about this through PLC's a lot and this is kind of what we're doing in our PLC's right now in win time. I added this slide in here just to remind uh the board and our community, you know, as we're looking at PLC's, we have four main questions that we always talk about. What should students know and be able
057to do? How will we assess progress towards mastery? How will we respond when students struggle? And how will we respond when students excel? So, a lot of our wind blocks that we've instituted this year are based on these four questions. So, our students take I Ready Diagnostics three times a year. Students in first through fifth grade take the I Ready math and the reading diagnostic in the fall, winter, and spring. kindergarten students, they don't take the math in the fall, but they do take the I'm sorry, they don't take the reading in the fall, but they do take the math uh winter and and in the spring. Um, we use this information in the fall and in the winter to help form our instruction and to development groups using that kind of data. And then
058the spring assessments serve as kind of where we are as the end of year benchmark. So, this is this is our current students right now in math. And um the yellow is always larger in in the fall. We're going to see that decrease significantly from fall to spring. But what this shows us here, the yellow and the green, is we have 91% of our students are ready for grade level instruction now. And they're getting that grade level instruction. 100% 100% of our students getting grade level instruction. But the yellow and the green students, they're ready and they're moving through it now. Uh we have um 9% of our students that fall in the red. So that means they are two or three grade levels behind where they should be at this moment in time. Uh
059so we were right around 91% last year. Um uh so we're we're we're kind of heading the right direction when we look at last year's spring. Um we reduced both the red and the yellow significantly. We're expecting to do the same thing again this year. The next slide is um where we are are right now reading also 91 sorry 91% of our students are ready for grade level instruction um which we're happy to see that last year at this time 90 we were 86% in reading are ready for grade level instruction. We've we bumped that up 5% which is exciting and again we'll see those numbers the red and uh the yellow shrink hopefully uh from from now until >> and Brandon that the difference between the 94 and 119 to 25 essentially it's kindergarten
060class right >> yes >> okay >> so other examples so we use the ready we also uh use something I'll call cadence for assessments And then within the classroom, uh, we have hands-on learning, unit assessments, projects, celebrations of learning, uh, cross-based units of instruction like social studies and and writing crossing over together with with reading and writing and play-based learning, especially for our younger students, and performance assessment. So, we take all that information in addition to the benchmarking, and we sit down in our PLC meetings. And this year for the first time we're really making a big focus with our wing groups and we develop wing groups. Uh we have two lead teachers this year. Uh Mr. Stevens is the K2 lead PLC leader teacher and Mrs. Susa the three through five. They're doing an
061amazing job of facilitating and developing agendas and really working with their grade level teams. Our focus in kindergarten this year there's no specific wind block. It's built within their class. Um, so the students are getting daily literacy and and math instruction and intervention within that wind block. Staff are pushing into ropes to that intervention or extension if needed. Um, and they're doing this in class personalized support for each student and they're helping build those foundational skills both reading and math. A little bit different in first and second grade. This is where we really took that data and formed wind groups for the students that are currently in the literacy wind block. And these wind blocks are going to change six every six to eight weeks. They may stay in that in that same same um
062uh focus group or they may have kind of graduated from that and moved on to something different. Um, but right now the literacy groups in first and second grade are focusing on building word recognition skills, things like f funological awareness, high frequency and psych words, phonics for accurate decoding. They're also working on strengthening their language comprehension, identifying math, sorry, main ideas, retelling key details, making predictions and inferences, and using textual evidence to support their answers. We also have a group of students that are receiving math win and they are learning flexible strategies to add and subtract within 20 to build fluency and they're solving complex word problems using strategies as they scale up for problem solving. Grades three through five uh they we have a large chunk of students that are working on word problems.
063Um so they are strengthening strengthening their addition, subtraction, multiplication and division skills. They are applying these skills to multi-step work problems using cubes which helps them analyze, plan, and evaluate their problem solving steps. And we do have some other students that are not really focusing on math, uh, but they're working on their foundational reading skills to become more independent readers and writers. So, I mean, this has been like a real work in progress to really start from scratch as far as our PLC's go and the vegetable development blocks, but it really started years ago with focusing on assessments and data and really having those conversations within our teams to build from year to year to year. So you're seeing through our assessments in the spring, SAS assessments, I already assessments, all those great numbers are
064because of all this kind of work that's happening behind the scenes and our teachers get, you know, they don't get enough credit for all the work that they really do for the kids in this building. So we're we're excited. They're happy. Um but we're always focusing on improving bit by bit. And I think um you know we're going to see even better scores as especially those reading kids that started with OG in kindergarten. They are currently in second grade right now. I think I think they're the second grader by now that started the first group that started with OG. So am I making sense? >> Yeah. Because they two years ago. >> I mean you were you were dabbling in the program with the threes and fours not currently now. But you you're saying the
065real structured space of >> the ones that started kindergarten >> are in second grade right now. Yeah. >> Um I just have a question Brandon. So OB PLC's right they get together they ask those four questions. They're using data to to make informed decisions. How often are they actually assessing the kids in their six to eight week span and can they graduate from there or can the kid move? >> So they're progress monitoring throughout. >> Okay. Right. >> And they're going to come together either this week or next um depending on which group, but they're going to take a look at kind of where the students are now. We're looking at changing up every six to eight weeks if needed. >> Okay. >> There are going to be some students we know are going to
066continue >> staying in that same area of focus. Yeah. Okay. >> But we also know their students that kind of graduated out of it. Okay. >> And are ready for either more of an extension or if there's another skill that they need some intervention on, they're going to go that route. So they're being well formatively assessed throughout the progress throughout the process and if the the PLC or the wind teachers are seeing progress they could graduate out >> and get assessed to go into a different group. >> Yes. >> Or if they're not if they're struggling they actually could be reassessed and moved to a more appropriate space. Okay. Any >> other questions? Thank you, Molly. >> Thanks, Molly. >> Is that it for the pres? >> That's it. Yep. >> Report. Okay. Um, so
067we're going to move on to board reports and committee reports. Um, we had our I'll just start with policy committee committee. Um, we had our meeting on October 16th and we revised or reviewed um current policies. Do I need to say if they were reviewed or revised? >> No, you don't have to. It's all in your packet that you received tonight. So, it's indicated right there. >> Okay. Well, I I can So, we um policy code AC um we was a revision. Policy code ACA was a review. Policy code ADC was a revision. Policy code GBAM was a revision. Policy code IHBCA was a revision. Policy code IMDA was a review. Um, and that should be all of them. Correct. >> Correct. And IHBCA, just as a reminder, is just for the cooperative. Um, so
068it's in your packet, but it's not on your agenda because you don't need to approve it tonight. So, um, in that meeting, we had, you know, that that policy committee, um, actually is quite I want to say enlightening. I'll use that word. you know, it's policy, right? So, there's there's a you're reading policy, but there's a lot of dialogue that is going on, and it's actually quite um nice to hear people's different uh insights and perspectives. So, when we're reviewing or revising, um it's just great to see this so thoughtful. Yeah. >> So, we have to approve these. >> Yes. >> Okay. So, um can I make the motion? >> Okay. Oh, okay. >> And I make a motion to approve the um reviewed or revised policies I just read. >> Second. >> All in
069favor? >> I >> um no update on safety and security. Um still waiting to have our next meeting scheduled and I don't know, Alice, if you have any idea when that might be for anything, but >> I think we're probably going to be probably after the new year at this point. So um and then I can jump down to strategic planning committee just while I'm talking. Um we have a meeting on December 3rd and the agenda for that is very short. It's just really to go over the um metrics that Chris and team had uh discussed during the um September meeting that I was not able to attend. So um nothing more to report at this stage but um should have more information probably in our December meeting. Okay. Um the superintendent evaluation committee uh
070will just met. Um they are working with uh the superintendent on his goals and phase one of going out to in the 360 which is basically asking all um SLT members and principles to work in three particular or give their feedback for three particular spaces um that the superintendent has asked to or his he has set his goals for. So we're in that phase of getting feedback from from all leadership um in SAU16. The next phase will be we'll go to each of the boards and each each board will will look at those three um spaces and then um we will compile that information and present it. I think it's in May or April. So the timeline is moving through. Um our next meeting is January 23rd um that we will meet and compile the
071data from the leadership team within SAU16 and then move to the subreports. Can >> I just bring up a agenda item topic? Sure. This is like a second time I think I've noticed this that the goals they're at the top still but they didn't we always have them as part of the agenda to cover off on. they usually follow. >> So yes, our committee reports, it would fall under our committee reports that now that we would go to our actual s our East Kingston boards that were all on. So after the um district committees, we would go to the East Kingston committee and I know that the the academic goal we are set to meet sometime this month. I was told November >> set to meet. So the first goal of academic progress um I
072asked that last time when when the meeting was going to be and I thought the answer was November. >> Did I miss >> November? No, the board meeting was >> the board meeting. That's where the discussion happened. >> Oh yeah. >> Oh, okay. Like right now? >> Yeah. Oh, >> like five minutes ago. >> Oh, okay. So my feedback was right then. >> Yeah. >> Present. Okay. >> Um I can go just we'll go this way. this order out of order a little bit, but uh goal three, the um multi-year uh capital improvement plan. Brandon, thank you for sending the updated um shared doc over that is sort of listing out everything that we have either completed as part of that multi-year plan or that we are sort of earmarking for, you know, this year
073and next year. Um there's a couple things on there uh that I noticed that seemed like were maybe some things that we hadn't necessarily discussed before, but um so I don't know if there warrants maybe a separate meeting to kind of go through that at some point. I would say, you know, yes, between me, you listen to me. >> Um, yeah. So, that's it. Ji, >> community engagement. No real updates at this time. Um, yeah. >> I have a question. Did the wood chips get delivered? >> Yeah, they're spread. >> And they're spread. Okay. >> Yeah. But now that it's November, we're not going to put anything out. >> Okay. >> Until spring. >> Okay. And And have we had a conversation with the director of SST? like where are we with um asking about
074the that community involvement with are there any CTE teachers or students that want to >> uh we have one teacher that's participating um they're going to be the the group that's going to make um the enclosed whiteboard that's going to go out there. >> Okay. >> So they're they're going to do that for us. >> Okay. And um my last question JT is working with our Eagle Scout that came last time. I don't know if you've been in touch with >> I haven't heard anything from him, but I talked to him at the end of that meeting and told him resources or materials or anything I >> can help. Awesome. Okay, great. Anything else? >> Okay, new business. Okay. So, we uh I think I emailed or maybe talked with maybe not one or two
075of you about um the school district clerk. We're still in need of a school district clerk. So, this is just another pitch or reminder or ask from the community. Um it involves um making sure that the warrants are posted properly in the necessary locations in the community. It involves attending the schoolboard deliberative session and taking minutes. Um there are a couple of other requirements making sure that the uh counting the ballots on voting day, that kind of thing. There's a $350 stipend. So just again um something that that position is not yet filled. So um a request to the community. >> That's the budget advisory committee person that you sent me role or is that separate? >> That's separate. That's different. Yep. That's that's what the email was, right? Yeah. Thank you for reminding me.
076Um, so just putting it out there again and if I can answer any questions, um, I'm happy to do that if if you we know. >> So we need we need that person for >> deliberative, right? >> Yeah. >> Um, can we throw something in the newsletter, Brandon? Maybe a parents out there that would >> or could we nom can we nominate what we can nominate? >> I want to I don't want to misspe. I I think maybe that I'm not sure. >> I think that's what we did last year. Like we put it out there, nobody signed up for it, then we nominated and then they accepted. >> Yeah. >> Uh it was actually I believe Yes, you're right. But I think it was actually at the deliberative Michelle Larson. >> Yes, Michelle has
077done it and then we didn't have anybody. >> Okay. So, this is different than the Sorry, I was saying the moderator. >> No, Pete. >> Pete's still doing the moderation, right? For deliberative or do we is that separate? >> That's a different role. >> It's a different role. Okay. >> Confusing the two things. If you hear of anyone who might be interested, you can certainly point them in my direction if I can answer. >> I'm just thinking of ways to to get it out to get it out there. Like if we can put it in >> I can work with you on how to get >> and then and then we can it's part of the advertisement too that deliberative is going to be whatever date February whatever it is. Um >> Yeah. Good point.
078>> Okay. And then for the January hearing, um, we need to set a snow date. So, we have all of our other dates set, but we we're required to have a snow date. So, the >> the hearing is on the >> and that's different from the deliberative and the snow date for the deliver. >> Right. It's a public hearing, >> right? Right. >> Right. It's the public hearing. And so, ours is scheduled for the >> January meeting, >> January 12th. Is that our That's a regular board meeting, right? We're just meeting. >> Yeah, we have the board meeting afterwards. >> Yep. Right. >> Yep. >> So, you need a we need a snow date for January 12th. >> Right. So, my recommendations just based on other meetings that are already scheduled um would be January
07915th or January 20th. Probably the 15th if that works just because it's >> same week closer. Yeah, >> that works for me. So January 15th, >> do we need a vote on that? >> You can do vote or consensus. Whatever. >> JT, you good? Okay. Consensus. >> Make sure to get that on the calendar. >> Any old business? >> What time? >> 5:30. No, the public hearing actually >> would be >> a public hearing would be five five >> public hearing five. Yep. And then it would bleed into our 5:30 meeting. We just have the board meeting after >> which would still include public input, right? >> It could. Yes. >> So essentially it could be an hour straight of public feedback. Okay. >> Uh old business? >> None. Okay, >> I didn't have any.
080>> Thanks, Paul. Paul doesn't have any business. >> That's sweet. Perfect timing. >> I feel like it pours rain here every time we have a school board meeting. >> Um, so so with that, I would like to adjourn the meeting. It is now 6:50. Um, >> meeting adjourned. Thank you everybody.