Newfields School Board Meeting 11/04/25

001Okay, it is 4:00. >> Yes. Okay. Do you want me to wait, Molly? >> No, no, no. She'll bring them up. >> Okay. It is 4:00 on the button. I'd like to um kick off November's uh Newfield School Board meeting. Thank you. Um and I'm also going to be opening up non excuse me, public input um for at least 30 minutes. Um, first I want to acknowledge I know this is a different day and time and I apologize for that. Um, we I'm going to be out of town this week and the board a couple months ago um made this adjustment. We were originally going to be tacking this on to another meeting we were going to be having earlier and lo and behold, here we are at 400 p.m. on Tuesday. So, [snorts] thank

002you for everybody who's able to make it. Um I am going to do some parenting and signaling at one point um because my daughter has a soccer game. But thank you for being um so flexible. Um we do have a number of folks here um for potentially for public input. I know that some uh folks are here in the um spirit of being here for the budget advisory committee as well as the um safety committee discussion. So, um, if there are any additional comments that folks wanted to make at this point not related to those things, um, I'd invite you to use a couple of minutes for that. Otherwise, we have a pretty packed agenda. Um, and we have some guests here going to do a presentation. So, I don't want to, um, make things

003go too out of order, but I also do want to acknowledge that there's a space for that. So, hopefully I know you contacted me yesterday about um, additional time. I wasn't able to get you officially on the um like an agenda item, but if you wanted to say something now or save um the u input that you wanted to make for either of the >> most. >> Okay. So, it would probably most convenient if because I think I know your input is going to be related to several items on here. So, maybe when we get to that point, it would be helpful. Perfect. All right. Thank you. So, um, we have some new business and I think the first thing we're going to do, if it's okay with Miss B, um, is we have a

004staff presentation for professional learning communities. So, Susie, I don't know, did you want to introduce? >> Yeah, this is Christina Gulard. She is our, uh, special education teacher, one of them. and >> [clears throat] >> um she and I are going to piggy back taking you through the professional development that um four four of us went to um in October. So, >> all right. So, I'm excited to be here in front of all of you um talking about our experience in Texas and um just all about what we learned about and everything. And I do want to take a moment just to thank the SAU as for letting me have this opportunity because there's a lot to be said about, you know, we have professional development here in the SAU at our school at the

005district level, but going somewhere where you meet other people around the world, everyone's very like-minded. You get to go, not just administration goes. I went um the reading specialist went with us and um Ellen went Ellen went Y um and you just learn a lot and just to be in that environment with everyone there, you have these aha moments. It's like you get really energized and motivated. Um and it was just a really great experience. So, thank you. Um I hope more of us get to have that opportunity because it's very [clears throat and cough] um so yeah so these are just some of the presenters that um was at the that were at the conference. Anthony Muhammad is one of the leading experts in the field of education and we heard from him a

006couple of times. He's written several books as you can see a lot about the culture of of schools and how um [clears throat] a culture of a school is very important in their success and PLC's like Matos he has also written several books um he was a very um engaging speaker um he really talked about how to transform schools and that response to intervention at NCSS system of supports within schools. So, he was really great. We went to a couple of his. We were like, he's he's presenting there. We're no one there. [laughter] Um Regina Owens um she was also great. We went to a workshop um about singletons and small schools. So, it kind of felt right to kind of go to her workshop. And it's just how do you connect? how do you

007collaborate with the resources you have in small schools? And um she had really some really good ideas. She was very Michelle Marilla. Um she has a very diverse background, but she was really all about coaching and how to go from um how to become a really effective coach. So just moving from being like a helper to really being like a high impact coach. How do you get the teacher that you're coaching to be more reflective and not just ask them questions or give them the answers. It's really having teachers reflect on their teaching and their practice. So she was great. Um okay. So really what the conference was really all about was PLC. So professional learning communities. So what is a PLC? It's really a group of educators who work together um to improve their

008practice to improve student outcomes and student learning. Um so these groups and they can be very different types of groups but they meet regularly either monthly [clears throat] weekly bi-weekly um just to share their expertise to analyze student data um to come up with ideas on how to help students and help them learn or problem solve together. So, so in New Fields, [clears throat] at New Fields, we have math coaching with Jodie Bennett and that happens weekly um by grade level. Um and there's and while it's funny because it's like, oh, we have all these meetings like what are what's the classroom going to do when the classroom teachers pull from the classroom? But that's when like u Tracy Illward goes in and does her social emotional curriculum with the students. So that's a time

009when kids might um the teacher might get pulled up to do to be able to have these meetings. Um so there's [clears throat] that coaching with Jody Bennett. Um ELA coaching with Melissa Toby, our reading specialist um to really talk about the Wisdom program that we adopted last year. So that's been really beneficial. Our NTSS team here at Newfield is that multi-tered system of support. We meet weekly um based on grade and that involves a lot of team players. Um it's Susie, Tracy, Dward, the special education teacher, the classroom teacher, our BCBA, our school psychologist. We even have pair of professionals go to that meeting because they play such a key role in student learning and student outcomes. So everybody goes to those meetings and it's it's we get a lot done in an hour.

010[laughter] It's it's really helpful. Um special [clears throat] education team, we meet weekly. Um and sometimes Ellen comes to those meetings as well. Um and then special education and unified arts. A lot of the time unified art teachers, you know, they might be a lot of the move forward or this is a chance for them to be connected in knowing, okay, what's what might be going on with the students in the classroom? How can I be more effective? How can I how can I help more? Um, so that happens bi-weekly based on grade. And then so why why do we have these PLC's? I kind of touched upon a little bit, but when we meet, we have a key and precise agenda. There's a purpose for the meeting. Um, we have things that we need

011to talk about. There is an agenda for everything that we are meeting about. It benefits the student, the teacher, the whole school community. Everyone benefits from these PLC's collaborate. We get to really work together, problem solve um together. We have a shared responsibility. So it's not just whoever is leading the PLC. They're not the ones just responsible for for things. The teacher responsible, the parent professionals have a responsibility. Everyone has that understanding that we're in this together. [clears throat and cough] And then there's it's job embedded professional development. So in our PLC's we we always think about these four essential questions. What do we expect students to learn? Okay, so are we all on the same page about what are the standards we want them to learn? Um what are the skills that that we

012want them to learn from this unit like in math say? Um so we need to have an understanding of what do we expect them to learn? How do we respond when they don't learn it? So do we have time set aside for those students that might need extra practice? um that you know or is it the whole class? Is it just some students? So, we problem solve. How do we give them those opportunities to practice more and to really understand what they're learning? Um how do we know that they're learning it? So, do we have a common understanding of assessments? What are are they assessments that we're creating together? or we have to agree on what we're giving them to be or is it a project or it doesn't have to just be an end

013of unit assessment. It can be other things too, but do we have a common understanding with that? And then how do we respond when they've already learned it? Okay, so those students that yep, I understand it. I get it. Okay, how can we give them opportunities? How can we challenge them, right? And go beyond that. Go beyond that. How can we give them extended learning opportunities to show what they know to push them a little bit further? [clears throat] So, we're all we're always thinking about those questions. Um, and then something that we heard in the conference that was really powerful was all means all. It's not just the special education teachers, it's not just Susie Griffith, um the classroom teachers, it's everyone. Everybody is responsible. So we heard this um crosswalk analogy and it

014was like you know when we look at data and we see oh 80% you know got proficient or 80% you know have an A and we're like okay yeah we're at 80% that's great. Okay but what about that 20%. Are we okay with that or are we not okay with that? So someone said think about students crossing our crosswalk. 80% get across safely. Are we okay with those 20%? What about those 20% of kids who didn't cross the street? So I'm like, wow. Okay. Really good. Um, so if we truly believe all means all, then all hands on deck [clears throat] arts teachers everything. So how do we make that happen? Um, so that's where I jump in. [laughter] So, um, some of the things that we learned while we were there was this idea

015that, um, if you can catch students, if our students by the time they leave first grade are reading proficiently, then they stay on that green trajectory. When they are not reading proficiently, they stay on that red trajectory and we are constantly playing catchup with intervention and that that gap just keeps widening and we put time and energy into that gap that may or may not decrease. So knowing this information now which we've always known people talk about early intervention all the time and something that Newfields um feels an impact on is that we do not have a prechool and that is actually a a very significant thing. So for us spending a lot [clears throat] of resources and time and energy focused in our K1 is [snorts] now becoming something that the faculty is making

016a huge priority so that we know that by our goal is by the time our first graders leave first grade all of them are reading that's when Christina talks about all hands on deck that may mean that there is a 30 minute period that um our music teacher has. Okay. Well, that might be that he's reading on a typical basis on a typical weekly basis with um our kindergarteners or first graders. Whatever we decide that intervention is that those students need. This is now becoming one of our priorities is [clears throat] that our K1 when we make decisions that means schedule that means where we use our resources one of our decisions now and our priorities is from this data which is that we are going to emphasize our K1 >> Susie um are you

017in particular calling out reading here or similarly from reading and math I just >> it's it's reading is what the yeah because that affects every part of the rest of their education. >> Totally get it. Yeah. Thank you. >> Um so the benefits obviously are personalized attention there. If there are smaller groups in our kindergarteners and first grade classes, they get more personalized attention. There's better learning. There's stronger connections. There's common environment. All those things add up to make a difference. And so again this is where we are >> [clears throat] >> uh putting a lot of our priority and um channeling our energy towards. So when we say all hands on deck um um we want to be able to make sure that we increase that intervention time for those students in K1. um

018that we give learning extended learning opportunities um for students who are skilled in a certain area. Uh like I said, utilizing our UA teachers in creative ways and then um this is a big one and it's a shift for a lot of schools but grouping students by need not breed. That's a really huge paradigm shift and it is a shift for parents and for students. But the efficiency that happens when you take a group of students that need to learn and audition and you do it in a thoughtful way can be really powerful. And I would really love being a social [clears throat] teacher to be able to have more time for tier 2 to be able to go into the classroom more. like if I don't have to pull kids out of the classroom

019as much, I'll be able to go into the classroom more and go teach and and give interventions in that environment, which is >> Can you explain what tier two and tier three mean? I mean, just so the whole everybody here kind of has an idea what that means. >> One is like your your classroom um instruction, >> regular instruction. Tier two would be if you have some kiddos [snorts] that need um some review or more practice to the skill to give them those inter interventions. So that's available to all students, not just students who are identified and have an IEP. Tier three would be those intense interventions that they might need to be pulled out of class um to work on specific skills with a special education teacher. Um so it's just kind of All

020right. Another thing that we um were challenged by was this idea of a visual cultural audit. When you walk through our building, um what is it that you are reading in our physical space? Are you reading that we are student centered? Are you reading that our values are up? Are you seeing that we honor student work? Are you um all of those things? And so as [clears throat] a faculty, we're spending a lot of time on answering these questions. We do think that we've done an actually an exceptional job with giving them sensory um options which are standing desk um different types of seating. Um we have two uh rotary bikes now. No, stationary not rotary stationary bikes. uh the kids can pop on to. Um so there's lots of options for them and what

021that means is that they don't get antsy during their their learning and they can actually stay engaged for a longer amount of time. So we're in the middle of doing this audit and it'll take us the whole year, but we're really excited about this. So that I'll give you an example right now. [clears throat] uh we're challenged of creating something that um is highlighting students for the values that we believe in. If you walked our house right now, you would not see that. So, we need to create that because we do value it and we want to be able to highlight that for our students and families and faculty. Anything you want to add to that, Christ? >> No, I think um you know, this year is a really big year for [clears throat] new

022staff. We have a lot of new staff members um in Paris and teachers and I think it is really important to have this conversation of of the culture of this school like what do we believe in and then all be on the same page about okay if this is what we believe in [snorts] let's do it [laughter] let's show it so that all right so wrapping it all up um we just wanted to let you know the importance of attending um top tier professional development. Like Christina said, it was absolutely spectacular. It may have been uh the best PD that I've had in my professional career. Um and it was also really quite um uh it was just so valuable to go with team members. I have gone by myself and and you don't get

023to collaborate at the level when you're with other team members, especially people who are on the ground. And I was really grateful. We were all grateful that Ellen [clears throat] came because she's the 60,000 foot view. I'm the 30 and then you've got the people on the ground. So when we talk about having uh professional development in our budget, this is really what we're talking about and it's super impactful. I mean, we were done at 4:00 one day and then we're like, "All right, we got to go back to the lunch, >> write down our thoughts." [laughter] We really just >> very diligent. >> Yes. Yeah. Um and then >> and then um >> um comments from the peanut gallery, [laughter] the importance of um the professional learning communities within our school and making sure

024that we're asking those essential questions because that drives our instruction and our reflection about our our instruction, our vision and our goals. that idea of all means all the um kind of that decision that we've made about early literacy are um that impacts our all hands on deck and then we're doing that internal audit this year. >> That's it. >> It's fantastic. Thank you guys so so much. >> Um yeah, that was that was an awesome trip. I've heard nothing but positive feedback about the the the conference. So I haven't >> conf >> that's great. >> Um did anybody on the board have any additional questions for either Susie or um >> Yeah, I did. Um I know you were talking about like the professional learning communities. How what other professional communities that don't exist

025now that do you think that you would want to create kind of from this experience? >> Sure. We would love to potentially look at our fifth grades across the SAU um especially our smaller schools and start collaborating you know even greater than than ALOVA. [clears throat] How do we get those systems >> up and running? [snorts] um anytime uh Joel Lazir has done and senior leadership team has done a great job of um creating space for job alikes. So right now in the SAU when we have a professional development all of our librarians are together and they learn off of each other you know all of our musicians are together music teachers um that's been working really well. I always feel strongly that especially for um singleton schools, which is what we are, that means

026one single class per grade, um it's really important for there to be collaboration so that that teacher doesn't think that they're in a silo and they get to see um what other second grade classes are on the SAU are doing or second grade classes um you know, in other states. And of course you guys know I was fortunate enough to go over over to England. Those are amazing opportunities that really just widen your perspective. >> Are you looking at who from the other who else from the SAU went other than New Fields? >> So every school has um taken staff members to their the conferences are everywhere. They're in San Francisco. They're in Charlotte. So they're at different times. CMS has taken a group. >> Yeah, it's SA 16wide. Yeah. >> Yeah. >> Every school

027so far has taken a group. >> And so you get to share this out with everybody else to kind of help out this whole entire organization. >> MTSS is our whole >> Yep. >> Awesome. >> No, I think that's great. I really appreciate that you came back and shared that with us. And um it takes time and it takes a a lot of motivation to keep going when things feel tough. And so just know that we're here to support you and bring the concerns to us and show tell us how we can help. >> If I can just ask if there's any input or questions from the the public. Do you guys have any? >> Yeah. >> Have you considered involving community members in any of this learning? You know, I'm thinking of, you know,

028as a former teacher, is there something I could do in the school system? >> And I think some of my contemporaries have similar desires. Some schools have grandparents come, you know, reach you for another type thing. >> I don't know how effective that is, but if there were things that you could use. >> Yeah, I I love that question because now that we've started really honing in on um what this group of faculty members believe in, then we can uh make action steps off of that. So, you're exactly right. Like now that we're saying, [clears throat] "Wow, we need a lot of time and energy for our kindergarten first graders to not only be seeing print, but hearing it." That would be a beautiful opportunity for um community members to come in and volunteer time

029and just sit with different groups of children and read. >> The difference between reading in group and reading >> 100%. That's why the smaller classes are so important, too. But yeah, that that's a great >> Yes. >> Great. Thank you. [snorts] >> Thanks so much. >> Perfect. Appreciate. Thank you so much. Um okay. Uh so the next item I think we're gonna 4.2. We're gonna um have an safe for not public um at the end just so we can not have to kick everybody out and have you come back in. That would be a little awkward. Um so the next item on the agenda is section five reviewing the minutes. The only uh input I had was I think um Jod Bennett her last name wasn't identified uh on the video. So, if you just

030add her, it said Jodie. Don't know her last name. Um, >> that was the only >> Yeah. Okay. >> Otherwise, um, I'll put a motion to accept the public meeting minutes for October 2nd. >> Second. >> All right. All in favor? >> I. >> Okay. [snorts] Beautiful. Um, any comments or feedback on the non-public meeting minutes, which I can never really make any sense of any non-public minutes, but >> um I don't have any. Nope. Okay. >> So, >> they're always they're always very brief intentionally. >> Oh, yeah. No, I don't I don't mean that as a commentary on I just don't know [snorts] how I could suggest any changes. >> Right. [laughter] >> But so, I make a motion to accept the non-public uh minutes from uh October 2nd. Do I have a second?

031All second. [clears throat] >> Okay. All in favor? >> You were there for that? >> Yeah. >> Yep. >> All in favor? I I Okay, so those pass. Fantastic. Um, next up, central office update, superintendent's office. >> Yes. And I know we have the update on the use of the impact fees there. Just I think it's helpful for all of our learning to keep coming back to the total amounts that we have there. So, and I know we we authorized the I believe was it $2,000 or up to 2,200? I can't recall. >> Um for the TF Moran. >> Um and so but so as of September 9th there was the the total amount was $42,575. So that would mean as of today it would be 40,575. um and of which $7,825 needs to be

032spent by December 10. We need that we need it needs to be spent by the end of the year. And to add to that, we need to have a plan in place to spend that money again. Just that $7,825 by December 10th of 2025. >> Okay. Thank you. >> Mhm. >> Um >> so that's that's the the impact fees. Okay. Okay. >> Um and then and I know we'll talk more about that as we talk about this the school safety project. >> Um and then also I would say that with regards to the superintendent's office just general updates um is that it's budget season. We are working hard and building budgets and revising budgets and making sure that we're prioritizing being fiscally conservative. Um so we are just knee deep in that process. And um

033November is when all of our boards are having a first review of the budgets. Hence why we have our lovely budget advisory committee members here tonight. Thank you again for coming all of you for your time and your engagement and your input that will be forthcoming this evening. So that's really the major update is that it's budget season and a long you know we're on our way. [snorts] Um, as I said, November is the first review and then December is another review. January public hearings um for SB2 towns. Um, February is the deliberative session and then voting in March. >> Perfect. Thank you. I um I know we had had previous discussion about and we're going to have more discussion about the 40,000 uh later as part of the larger um piece. >> Yes. >>

034Um for the safety committee. Does part of that conversation did part of that conversation focus on the 7,800 that was set to expire and if we have uh plans uh as [snorts] part of that uh safety committee or I know we had talked at the last two meetings about other potential >> projects. I I would ask Jane to weigh in as well but from my recollection we didn't necessarily talk about the 7825. We talked about how to kind of figure out this how to fund the overall um project and the various options that we have to fund that. Um so no, we didn't necessarily delve into the 7825, but I know this we did at I believe it was our October meeting. We talked about some potential options for that. >> If you can excuse

035me for one second, I just have to um >> yes exit. soccer game. >> Okay, send me I will promise not to text anymore during the meeting. Thank you. Um, okay. So, that's helpful. Um Susie, there were other sort of school related uh things that we had talked about but potentially um utilizing the funds. I know Molly always sets me straight and as to how we actually are utilizing those funds and so please >> we would need to have um a public hearing to be able to accept and expend those funds >> unless it was part of something that was already um >> Yeah. So >> remind me again of the context where we don't >> if it well if it if you're you if you want to receive the funds and you are going

036to breach your overall appropriation then you would have to have a public hearing to be able to accept and expend and essentially raise your appropriation limit. If [clears throat] you don't feel like you're going to breach your appropriation limit then you can accept those funds and it would be unanticipated. [clears throat] So it's really a public hearing is needed and you need to go above the appropriation [clears throat] to budget >> which is why we didn't need the public hearing for the 2000 >> for the previous and I guess what's the criterion >> that makes us know that we're not going to go beyond >> we won't know that till probably close to the end of the year >> right that's that's always a little >> if you're the budget is what you're appropriated to

037spend >> so if you feel like by by taking this money and expending this money, you're going to go over your vote of appropriation. Correct? You have to have a public hearing and then the board would have to vote to be able to accept and expend that money. >> If not, if there's no public hearing, it's just you're accepting money, but it would it wouldn't raise your appropriation, >> right? >> Okay. >> Do you have any >> Does that make sense? >> Kind of. No, >> it does in theory. I mean it does but it doesn't like >> so when we go to the ballot in in March right we vote on appropriation that is the authority to expend. It has nothing to do with revenue. It's just the authority to expend that amount of

038money. >> Now if we feel that we are going to spend more because we have this new revenue source to us that was unidentified. we can accept because a long long time ago we put on the ballot to be able to accept and expend unanticipated revenue. >> Oh yeah. Okay. >> And so this is an unanticipated revenue source that has come available to us and we can hold a public hearing to be able to accept and expend that money [clears throat] meaning we can now raise the appropriation by that amount. >> Okay. So, one of the things that I heard and learned last month that I think uh I can say confidently that I think it's important from my perspective that we consider is um uh perhaps hiring somebody to do a capital um improvement

039plan. >> Um which the general estimate that we heard was that it was around $10,000. >> Correct. Um, we don't have a crystal ball if we're going to be going over the the appropriated funds, but um >> I mean, >> what would your recommendation be? >> To have a public hearing, it takes five minutes. >> Okay. >> You just have to post for it. You have to post in the paper I think seven days in advance. We will present the funds that are available and what we're asking to accept. >> Okay. We also didn't have a public hearing a couple of years ago when we authorized the use of the impact fees to pay for this project scope work that we did and that was about $30,000. >> So is it your recommendation you make

040the final call as to whether or not we need that's the question I'm trying to >> who tells us whether or not we need that public hearing as to whether or not we're going to breach appropriation. >> Nobody would be able to tell us until closer to the end of the year. >> But these decisions are often made in advance of So, the safer option is to have [laughter] >> Well, let's just do the public hearing for a minute. Let's >> let's make sure that we have access to that money when we need it. >> Can I ask the board um if if it's okay, um of the several topics that came up as potentially, you know, ways that we can utilize that money so that we don't so that we don't lose the opportunity

041to utilize that money. um the one to me that sort of has the closest threshold to that amount and is very uh relevant to a lot of the conversation that we're having. Um and I think it would be personally a good investment so that we have a plan for the future um is the capital improvement plan. Are there other items on there that you recall that you would want to prioritize? Um the only thing that I can think of and this is again all up for discussion is for um TF Moran to put a plan set together. So this is the next step >> after the concept design and I don't know how much that would cost. Um but otherwise that would be put into whatever we would pull together for the bond that would

042be inclusive into the bond. So um if we can find out I can always find out how much that is the plan set so that it's done >> and if the um driveway project safety project moves forward then >> that gives us a month to be able to say okay plan set is done. we can immediately send this out to bid and we know exactly what what's going to be um pulled together >> because we right now just have a concept design. >> It's November now. Our next meeting is December. >> Yep. >> Would I don't have the date in front of me, but would that date >> give us enough time to do a public hearing with enough notice so that we would be able to say by the end of December 10th? Did

043that time like I just don't want us to lose the opportunity to utilize this money. So, um, you could either way we're going to [clears throat] spend it on the operating budget. We're going to be reimbursed. >> So, yes, we would like to have the public hearing first just in case for whatever reason it's not approved. But in the chance that it's not, of course, we can always >> And I think what you're also asking is how how much advanced notice do we need to post the public hearing and whatnot? >> I believe it's seven days. Well, I think it has to be in the paper seven days before the meeting. So, there are paper deadlines, which is usually >> So, our board meeting is December 4th, just to point out. >> So, we could

044do it before the board meeting, >> right? At 5:30, for example, right? One option. [clears throat] >> Okay. I would say let's >> go ahead and do that >> and regardless if we spend it on you know a plan set or you know you know the improvement plan >> because that's what could be discussed at the public >> we can decide that at that point that's not relevant and I can come with a more >> I I agree >> um kind of idea of what that's going to cost and that's something that would not need to be put into the bond. >> Can we facilitate that one? >> Yes. And did you want to do both? B both the plan set. I mean, we don't have an amount for the plan set. So, are we

045talking about a public hearing to use the um impact fees for both a plan set and a capital improvement study? >> That would definitely >> I mean, >> that would be beyond the amount that we have for the seven, but we could go beyond. >> That's just the $7,825 is just what we have to spend by December 10th. So my point is like do we want to do you want to be efficient and have one public hearing and tackle both of these items >> and then as a board sorry as a board so if we have the public meeting at 5:30 at the meeting at 6 we could decide which one if either we would want to move forward with >> Is that correct? >> I hope so. Yeah [laughter] I'm looking >> or neither

046right if we decide >> you could decide either >> or both. Right. That's helpful. >> If you can um facilitate the the posting for that, that'd be helpful. >> Yeah. Sharon just has to post. >> Awesome. >> I think since we're talking a lot about public, I feel like I said the word public 10 times. We do have public in here. Any comments or thoughts about that? >> Yeah, correct. >> That seems a little >> we agree. Did you want to talk? Oh, you still want to wait cuz >> No, wait. what I was saying about if you're going to have some discussion on the safety process, >> it would be prudent for me to hear and get that knowledge. I >> my knowledge level on that fire department and police department is zero >>

047basically and so for me to punch the case. >> Okay. >> Uh and then find out that some of these issues have been covered or where some holes >> you would see better. >> Okay. Perfect. Excellent. Thank you. that that was I feel like we have a plan and we have enough accountability that those monies will not go unused. >> Did we settle on 5:30 on December 2nd? >> I'm sorry. Uh 4th is the board meeting. So it would be um the Thursday of December 4th. So 5:30 >> 5:30 >> on that day. Yeah. >> That's what everyone's agreed to. >> Yep. >> Okay. >> I'm going to put that on my calendar now so I block it. Um 5:30. Okay. Thank you. The [snorts] next item is the budget. >> Oh, thank you. Take

048[snorts] it away. >> So, um she printed some copies here. So, >> not this dream. [clears throat] >> So, everyone can get one of these. [laughter] Is it the fourth? >> 4th at 5:30. While we're getting that ready, I do want to just acknowledge Susie and Ellen and Molly um are often one of the first folks in the SAU to get work in my from my understanding to get this conversation started and then tends to be very efficient with it and also very um uh the numbers tend to be one of the the most favorable uh at least in terms of uh potential changes. So, thank you for all the work that you guys are doing. Okay. >> So, [clears throat] while Susie's going to wear her glasses, I can explain the two documents in

049front of you. So, this one here with the several several lines. This is the print out directly from our accounting system. It's our line by line budget for every line in the field budget. The other document is your summary page. The reason why up at the top we break it out between what's called general fund and food service fund is if we were to finish in a positive fund balance and food service fund that is not given back as part of the tax rate. Um none of the elementaryaries ever finish in a positive fund balance in that saving bill. Um so it's really we don't need to break it out but I do break it out just because we do have the two funds. Um, and then below that we did what we call major

050changes. So in here you're going to see a lot of ups and downs. You're going to see a lot of things [clears throat] that didn't change. And so what we did is we said what are the major drivers of the budget? And I'll Susie [snorts] will go that through that in a minute. However, on the second page, what I did is we've been talking a lot about this in the joint board meeting. So I recognize that the members of the public aren't part of that meeting. We have grants. We have title grants, IDPA, and many years ago, the decision was made to flow that through the SAU budget. [snorts] So what happens is when we vote on an appropriation, it's the authority to expend. It's not the amount that's raised in taxation. It's the authority

051[clears throat] to expend, right? And so grants have always been appropriated as part of the SA budget, but for years now, the auditors have been telling us, no, it really needs to be part of the district budget. the district is a legal owner and so with the turnover and superintendent we the first superintendent it wasn't the right time then it became last year then the first year then last year so Dr. Anders has really taken the stance to say yes, we are going to do it right this time and we are appropriating it as part of the district budgets. However, there is no impact on taxation and the reason why is grant expense equals grant revenue. And so what happens is we before we can do any grant project or salaries or whatever it might

052be, [clears throat] we have to write the activity. It has to be approved by the state. Then we do the work or the person does the work, we pay for it and then we bill the state and they send us back the money and we review the expense. So it expense always equals revenue. So it's a net zero. However, we have to include it in the overall appropriation as an authority to expend gives you a gross appropriate. And so that's why it will be added to our appropriation this year. But I put in big bold black letters no impact on taxation. And so this year we'll kind of see three sections. We'll see the general fund, the food service fund, and the grants. And same as the grants, the food service fund for the most

053part is self- sustaining. There is a part that is um covered as a loss by the general fund. But everything that's in fund 14, the actual food service fund, revenue [snorts] equals expense when we set the tax rate. So the part that drives your taxes is the general fund portion. Okay. So I don't know Susie if you want to talk about the major changes. >> Sure. So we always try to bring forth a fiscally responsible budget. Um almost every single line in the budget from what I control is zeroed. We are staying flatlined um with the exception of one thing which is that professional development line of $4,500. That is from um the potential of bringing more of those teachers to professional development like you just heard our presentation over. Otherwise everything in the in

054this budget is contractual. So I I work with our faculty to say um where [clears throat] we are um as a society we need to do everyone is doing um more with less. And so we are presenting a budget in which we'll stay um where we are this year with the except with the exception of that professional development. And so the other lines, the salary line, a lot of that is dictated by your collective bargaining agreement with you have two collective bargaining agents here. You have the teachers and the pair of professionals. The pair of profession negotiation. Yes. The pair of professionals are in a negotiation year. So they come across as is. So they say exactly where where they're at today in next year's budget. and warrant article two will have the increase for

055the paras every everything else was either a step or track per the collective bargaining agreement with the teachers and any non-union employees were put in at a 3% raise um FICA and NHRS New Hampshire retirement will fluctuate because that is a function of salary FICA is 7.65% of salary New Hampshire retirement is 12.75% for employees and 19.23% 2 3% for teachers. The big the biggest increase is health and dental. So across SAU we offer various plans. Um each plan had a slightly or had a different rate. It ranged anywhere from 14.8 to I think it was 20.1% increase. Um and so we took a look at where everyone was at today um and increase that accordingly. um the provision for retirement in the collective bargaining agreement as well as individual contracts. We do have a

056provision for retirement when someone reaches the end of their career. And we did have a change in the person's eligible to retire. So there are people that are um eligible. They have not put into retirement, but if they were to put in for retirement, we have to be able to afford it. Um and so we did have a change in the number of people that are eligible. the office of the superintendent that is the SAU assessment. So that was already voted on by the joint board and that is divided up into all the districts. It was actually a 0% increase across if you add all the districts together. But the way it's uh divided between the district is half on ADM which is your average daily membership which is essentially um attendance >> school attendance

057right >> and then half is equalized [clears throat] valuation your times valuation and so those are 50% weighted so depending on how you moved in relation to the other districts within SA6 some won some lost so here yours did go up a little bit which means other districts or other towns went down a little bit >> where is It's the opposite of the superintendent. >> Oh, and then first student is our our bosses. And so at the end of last year, they renegotiated a contract. And uh this is the the corresponding increase. And then everything else that 4,646 is every other line in this budget added together. Molly, as far as the um thank you for explaining both of you that it's fantastic. Just that last point about the first student. Um I know that

058I was so impressed was last year or the year before learning how New Fields is creative with saving uh taxpayers funds to do something very interesting with the um the bus routes, whatever. Talk >> about the double run. >> The double run. So did that continue to some extent with the >> Yes. Yes. So all of all so we have a double run. So the middle school and high school start first and then the elementary start later. So all the buses actually do the high school and middle school first and circle back and do the middle school and elementary school. So there is a single run price. So if they just do one run and then the double run price, it's it's much less than twice the single run. >> So that that continues. >>

059Yes. Yes. Absolutely. So, every single elementary class is part of a double run and then the cooperative has three extras. >> Thank you. [cough] >> Um M have anything else you wanted to add? I I it's important to add I think um that you know we do build this budget with the idea of being fiscally conservative as I had already mentioned but that it's I think it's reflected very well within the bottom line of the budget and you can see that the you know even though we're at 5.05% a lot of it is most of it is not within our locus of control. >> Yeah. >> And across the districts health insurance is the big one. >> Yeah. >> Across everything. Yeah. Um, so yeah, I want to make sure that we have the budget

060advisory committee and the rest of the board have a chance to ask questions. >> I'm okay with that. >> Okay. Karen, did you want to >> um is the health and dental 100% coverage for employees or employees up? >> So employees pay um it does vary by by type of employee. Um so the teachers it's it's all outlined in the collective bargaining room with the pair of professionals and the individual contract is outlined in the individual contract. Y >> what what is the average percentage that >> um in fields I can bring it up HR has a whole >> the CBAs I didn't actually this just to share my arguments you know five years ago when I started this before I started this process I didn't realize that the CBAs are all available >> available

061online >> publicly yeah so just for the purposes of anybody out there um that is publicly available I think on our website. >> Yes. >> Yeah. >> So um lot of codes here. So New Field offers [snorts] AB10 which I think is an HMR. >> You think so? Um and that is 80% district paid for the teachers, administrators, school secretary and pharaohs for and then but then that's for a single and then for a twoerson it's 80% for teachers, administrators, school secretary and paras receive the benefit of the single plan for if they wanted if they wanted to be have to pay the difference. Um same for the Paris for family plan. Um and again it's 80% for teachers and administrators and school. Then there's an open access PO which is I believe the high

062deductible plan and that appears to be all the same percentages that's right or in the individual contracts for those not and dental dental looks like it is 100% coverage for the dental but dental is much less Jen, [laughter] >> sorry. It's 100% for a single >> for a pair of professionals for the dental >> for the for the dental. It looks like it's 100% for this for a single claim and then anybody else has to pay the difference. >> I wonder if you could shed a little more insight into the the health insurance plans as a whole. I mean, I'm a physician, so I paid by health insurance companies. I've been a small business owner, so I'm kind of every year in the fall looking at various insurance options for my employees, employee positions. So,

063have to choose from the plans available. So, every year I when I was an employer, I would get various quotes for insurance plans. And usually what we would do is we would to save a little bit you know, we would look at plans where maybe the deductible increases, maybe the co-pays are higher, [snorts] etc. So, I'm not talking about the 80% where the teachers are responsible. Who's making those decisions as to which health plans are even options? You know, is that something the SEU is doing? Is our school board doing it? I mean, who even decides which plans are going to be the ones that are coming? So that would be human resources and unfortunately they're not here today. >> Yes, it would be our human resources. So Heather Murray is our director of human

064resources and she is the person yes that has that purview. Um and she again like operates with you know the mindset of being as fiscally conservative as possible and choosing the plan that is you know viable for you know the budgets that we have >> and I believe that the health the actual plans are documented in the collective bargaining agreements as well. >> I think that's a a great question. I'm glad you're asking. I know for me I'm currently in the open enrollment for my job. Um, and so I guess the followup question I would have to that is [clears throat] is the decision already made for [cough] andor if it's not, you know, what is the timeline of when that decision happens? Cuz um I think Heather I think the world I think she's

065very um responsible and I don't doubt that. But it is helpful to know what the timeline is and who was it is that makes that decision. >> You can come get you that information for sure. But I'm assuming given what we've had here, it that time has passed. >> I believe it's already been set. >> Well, that this is the rate that Health Trust has set for us for next year. Whether we would have the time to go to a different provider, I would have to y >> so health trust is our >> health is our risk pool and so we are part of the health trust risk pool. Is there any oversight from this board of boards in working with other human resources to look at some of these affect you know all the

066schools throughout the district >> and I know Dr. Anderski has been talking with um human resources about what might need to happen going forward. Um I do think it's a larger conversation with the unions >> but I would have to defer to >> so yes it's not something that comes up at the joint board um in my experience I think it's something they are conversations that happen you know again as Molly is explaining between the superintendent and human resources and amongst our senior leadership team but we can get more information from Heather Murray for sure >> there are different plans per district so this would not be a joint forward conversation it's not the same plans offered at every district it is very individualized to the individual districts and each district has their own particip.

067>> So, if if it's appropriate, um can we possibly ask Heather to either um >> summarize some things that we can have here for next month or even have her here or >> I'll connect with her and we'll figure that out. >> Thank you for in the meantime trying to answer. It's a very complicated question. It's a good one. I'm glad you're asking it, but and if there's any way to um reassess how it's done moving forward, I think >> I know doing a lot of research on it. Um I just [laughter] >> um other than that, are there any other um thoughts, comments, input? I know this is I think your first time seeing this draft. It's a lot of lines and numbers. I wonder Molly um if you have any insights in some

068of the school districts have had these unexpected huge fights. I know we're small districts but what what are there any what caused those in those districts? Is there anything that puts our district exclusion for some surprise? >> That's a little [laughter] question but um I mean I >> I'm not the I mean they're still uncovering what actually happened there. It's minor in that especially in Claremont that was grant related. So expenses that were not, like I said before, we expend the funds and then we get reimbursed by the grant. I believe that had to do with not being able to be reimbursed. Um, but again, I'm not part of the investigation. That's just what I've heard. >> Um, but we are very careful with our grants and we have a robust approval process for all

069purchasing. Um, we report every month at the schoolboard meeting as to where we are versus the voted appropriation as well as any revenue shortfalls. There's [clears throat] the two parts of expenditures more than fun or revenue less than put in. Um, most all of our revenue is the assessments from the town. We have very little revenue that's not. Um, and when we do question if we're going to get something or not, we don't put it on the plan revenue. like that's why we're able to accept these impact fees as unanticipated revenue. In some districts, they might account for that and it would actually lower the tax rate going into the year, but we don't we don't know if we're so [clears throat] those are the types of things that we set us up for success

070>> and I believe and also the trust funds help for any unanticipated um you know more serious situations that happen that are student related. I believe what conquered is saying again we're not deep we're not directly involved in any of this but I believe what conquered had said is that a lot of their deficits um were related to unplanned special education expenses >> so we make you know that part of our multi-tered systems of support right part of our professional learning comm um communities is it's all connected when we think about that in terms in terms of how we plan and program for students is that we make sure that we are looking at their data and planning for what might be coming next down the pike. Even though we don't have crystal balls, we

071do a really good job of being proactive and being predictive in our work. So, I think that's a piece of it, too. And having these, you heard um Christina and Susie talk about, you know, this the regular special education team meetings that occur, the regular PLC team meetings that occur at a variety of levels. And [clears throat] a lot of that when we look at student data, we can also have a better sense of like what might be coming for that particular student. >> Planful. One of the things that we do and I tell this to Susie a million and all the principles a million times that we always encumber for the full year. So what that means is going into the year we on our financial that we report to the board every month

072we have actuals which is your expenses to date that have actually gone out the door and then incumbrances. So if we have a teacher here for the full year we know we have to pay her for the full year. So we encumber those funds to earmark it. And so then the report says what's remaining after your actual expenses and your incumbrances. And so we always take a good look at that every month. And the report that I send to the board every month says what is the difference between the actuals and the incumbrances. So like right now [clears throat] we're still seeing a lot of things being added, but once we get into January and February, if I see big swings, I immediately pick up the phone and I'm like, Susie, what happened? and then

073we walk through it and and if we do have an unanticipated expense or if a boiler breaks or something like that then we immediately put a freeze on our purchasing and find ways to be able to do it. >> So in summary we have a lot of systems I would say in place to prevent such a thing. We have plus we have a very skilled business administrator and an assistant business administrator and we prioritize a lot of collaboration ongoing communication to make sure that we're trying to stay ahead of it. I'll also say that I think one of the goals that we've had as a board and a community is to establish these trust funds so that we have the ability like when the boiler did go a couple years ago >> um it didn't

074uh result in an automatic huge swing and so um for example the special education if I just happen to pull up here >> we have $134,000 currently there with a goal of 275 because that's sort of given our scope and the size that was what was recommended for folks as a goal. We also had it set up in the office where one person does payroll, a different person does the accounts payable, and then Michelle, the assistant director, and I review. So there's not one person that's >> um >> checks and bal. >> Yeah. >> Does that help answer your question? >> Yeah. Thank you. >> It's interesting that the special ed number is basically flatlining this year and it was such a big driver of an increase last year. Is there any reason why it's

075so stable this year? It's almost flatline. >> So to um Ellen's point, [clears throat] [laughter] >> so a lot of THE WORK, >> LET ME GET THE CONVERSATION STARTED. YEAH. IF ANYBODY WANTS to exit now and save yourself, >> I withdraw the question. >> So I can speak I can speak to that. So a lot of the work that that we're doing with regards to building our multi-tered system of support is being proactive and providing interventions [clears throat] in advance. And I think we can say that that has proving it is proving to be effective. In other words, you know, we are intervening sooner as a way to pre prevent [clears throat] unnecessary referrals to special education because I think like when we lack a a plethora of supports and the diversity of supports that

076are needed, then sometimes we end up with um an unreasonable number of referrals to special education or that just becomes like the default, you know, gosh, we're not sure what to do. Let's refer to special education. When in actuality, there's a lot we can do to prevent a referral to special education. Is that along the lines of I really like to speak out on this one. My voice will help me. Um I'm so Wednesdays are actually one of my favorite days because we meet with the special education team and the broader team which are um our speech um our school psychologist, our behavior specialist. It's such a strong group of individuals and minds [snorts] coming up with really creative, thoughtful ways to um service students. And so we haven't had a lot of situations at

077all where [snorts] we haven't been able to um service the student at our school. In fact, I'd say that we have a a um students that were I'm so proud of the work that that team has done because the trajectory of a child's life or children's lives have really been changed because of the work that they've done. It's impressive. I love that group. And we did do an assessment early on in the budget process where we looked at what funds we were getting for special ed, what funds we were getting from the state and federal and we had to, you know, we looked at that really carefully and it wasn't [cough and clears throat] other schools since we are so small and to Susie and Ellen's point, we are able to take care of a

078lot of kids where they're at here and we haven't uh the external you know [clears throat] sources coming in currently [snorts] which is good but the trust fund is there if that does need to happen >> some good news on the budget really >> yeah that could have killed us absolutely devastated us yep >> so um thank you budget advisory committee for being here um typically we have this is like first blush and then what is the the timeline process where we want to have things >> so we'll take any feedback you have um or any anything you'd like to see or if we have a specific if the board has a specific number um we can work our magic um >> write a bottom line number that you may have >> get to bring

079back another budget in December and then we decide at the December meeting and you didn't make a motion on what you want to take to a public hearing which will happen in January um and then we're making a really great video. Yes, we have nice um if anyone wants to star in the video, let us know. Um we did this for the cooperative last year and it was very successful as we did last two years and so all the elementaryaries are doing it as well so we can post it online. Um it can be available and during the public hearing we'll play it um and and then in February will be the deliberative session and then the vote in March. And now just remind you the paras that will be on article number two. So

080in March when you vote for the different board articles, what happens is they all get added together to come to your budget. So this would be this plus your pair of professional >> but there's also the rest of the budget, right? This is just >> not for the middle school, high school or for >> Yeah. There's two parts to the tax rate. So you have two ballots when you go in. You have the elementary ballot and the co-op ballot. And if you look on your tax card, I was hoping to have all the tax rates set, but the only exit is set right now in SAU. Um I do a sideby-side analysis of all of the different towns in SAU, but there's two lines on their tax card. One is the local um school that's

081here and one is the co-op school. >> And do you know what the co-op is? >> No, they're at this exact same process we're at right now. >> Yeah. So they have >> their meeting is probably coming up, right? >> Yeah, they have a budget advisory committee. um when we meet weekly, we section it out so it's a much bigger budget. Um and so this coming Thursday, we're reviewing the middle school. Next week, we'll be reviewing the high school. Um and then the co-op board will have their budget workshop. It's either December 2nd or 3rd, whenever that Tuesday. >> Um and then at that point in time, they will decide what they want to take to the public here. That works a bit differently there at the co-op level. >> Yeah. So they they won't

082hear it in their November meeting. They'll hear it at the budget in December. >> The budget hearing, the budget committee meetings are open to the public or no, I >> So if you wanted to go to those, you're more than welcome to I think they're posted on the >> They're posted. So there's a website. It's called I just go to my Google bar, type SA16 budgets and elections, and then every district pops up. So it is in the Michael Morgan Center, which is at the SAU office downstairs. Um We've are we the first night we reviewed the SECO school of technology SST and adult education. The second night we reviewed facilities and technology. And now [clears throat] we took a week off for trick-or- treat. And then um we're reviewing middle school this Thursday and

083high school next week. >> All are welcome. >> Yeah. >> We have not had a single attendee yet. So if you want to come, you're more than welcome. Is that yet? This year or >> this year? This year. >> That's fairly typical. >> Yeah, this year. >> Yeah, it's very typical. Yeah. >> Um, thank you. The only the only question I had I was just curious about the software. Do we have any new exciting software coming or is it just the increased cost >> maintenance? Yeah. >> Remember last year we had all of our new um interactive cores, right? >> So, those have already been implemented and really now it's just making sure that the cycles go that >> perfect. That's great. Any other questions? Perfect. All righty. Do you need anything else from us?

084Molly question. I know last year when we regret this process created potential larger projects over the years,000. >> But specific to this year was the LED lighting. I think that was a $40,000 budget item. Yeah, my >> expended what's the status of that? >> I did make a note here to ask that um at some point because my understanding is one it was part of the budget and then two it needed to be happen this year so we could take advantage of the >> rebates >> and it did come out last month so I assuming and hoping there's a plan >> I believe it's been covered right because it was >> if it hasn't been well we would encumber it when the purchase order is placed so if um between and facil the purchase order

085has been placed yet, but as soon as the purchase order is placed, it becomes >> so to your point, um, if it didn't come up tonight, I was going to ask it as an item in December because that would be the last time for us to encumber it, but I would if I can request that. >> Mhm. >> Um, >> happen between now and >> we'll make sure that that covered. [clears throat] >> Did you was there another part or just that that's important? The other thing that is left open I don't know if you have the answer but question is how much you know one reason >> I wasn't part of those conversations so >> we can find out [cough and clears throat] >> I mean we were all part of the conversations the

086conversations happened at this at the meetings but the specifics with regards to the dollar amounts and whatnot I can I can get that for Yeah. >> Awesome. All righty. I think that's good. Okay. So, chew on this. Um, we have the opportunity for some feedback. Can you take [cough and clears throat] how should we direct the budget advisory committee if there's feedback that they have between now and next month? >> Well, I think we probably want to understand what everyone wants us to come back with. [cough and clears throat] Opportunity. I'm so sorry. >> It's okay. um just because I want to make sure what we bring next month is what both [clears throat] the school board and the committee >> want. So I'll I'll speak. Um I am very much in support of the

087professional development change which is that sounds like the one change that we had um a locus of control over hearing what we heard today the impact of that. I'm not going to recommend any changes to that. um every other piece with the exception of potentially for next year [clears throat] when we look at insurance you know if we can consider choosing a different uh vendor or what have you um or just understand the process better >> I don't have any recommended changes personally >> n [clears throat] going through the budget process here and so >> um one of the things that I I think is is almost impossible that we ask all schools to do is come back at zero dollars when um there are contracted costs that go up every year. And so is

088there any way in the presentation contracted costs, if they're not already, are pulled out so that we can say, "Sure, we're expecting the same quality of education, but we're lowering our quality of education because we have to send money to increase cost productions and bus contracts and things [snorts] that don't really affect kids." And so, um, hidden sometimes in school budgets are cuts that really hurt because we're trying to come in in a zero budget. And so, to be really fair to the school and the district, I think it's important that we don't come in with a base zero because of our contracts and we're trying to cut $100,000, whatever that looks like. And so, my hope would be that we're sustaining our programs and growing our programs and not coming back with a cheapest

089budget because our health insurance went up. health insurance will always go up and go to the grocery store, tomatoes are so expensive. Nothing is cheaper for anybody and that includes schools. And so I just want to say that I hope we can separate that and if there are budget increases or things that are necessary that we identify why that's important for kids. >> Yeah. The biggest challenge I've always had with doing a graph like that is if I say this is contract mandatory contractual obligations, yes, but um not that I want to change any staffing levels in here, but we choose to have that level. We do have the ability to up and decrease staffing levels. So when we say it's influ, >> it's you also have the you have you choose how many people

090you want. So sometimes it's hard to say that's an inventory expense. Um so that's the biggest challenge we've always had in doing graphs like that. Um >> but you have separated it out overall with regards to what's driving the changes. >> Right. So we did like we did the major changes here and then I also have like another pie chart that says this is salary this is non salary um stuff like that but >> sometimes to say it's mandatory like like for example buses we have two buses here could you do one not I'm not saying do but like that's also choices that we could talk about so to say it's a mandatory expense is sometimes hard and misleading >> maybe I'll just keep saying that the movie. It's really important to me that we're

091not cutting at the top. >> Yeah. And I'm happy to do a graph. It's just every time we do the graph, someone points out something that's that makes it >> Yeah. >> difficult. >> I think it is helpful to keep talking about it and being open about [snorts] kind of what our goals are, which is, as I like how you phrase that, Brian, the goal is not to just maintain, right? the goal is to is to evolve and grow our programming, grow our practices, and build capacity within our staff through ongoing professional development. And right, so I I do think that is a help a helpful way to frame it. >> One, maybe I'm more I have a first grader and and I have a high schooler and I and I want my first grader

092to have whatever we're going to do next year or the year after, not want to wait five years for some sort of plan to come together if there's an opportunity for my my own child and the kids that are here. So, anything that's good would be good now, sooner rather than later. >> Yeah. And so, with the video, I think we'll do a big job. Um, >> yeah, I like that. >> Of having kids tell the story. And so, one of the biggest things is we want to involve kids in the video and and show them all the great things that are happening in the school. And then I'll also show the major changes that we have listed. And Susie will probably do a voice over on explaining all the great things. this voice. >>

093We'll gargle a little bit more [laughter] >> and then we'll show some graphs and we can show pie chart maybe showing salary and non salary um and stuff like that. >> Thanks. I might have a time but I did see Karen had the hand. >> Is there a change in staffing? >> I think that might be important. >> That's a good point. Thanks. >> Okay. >> All right. Thank you. Um, Molly, do you have what you need from us? It sounds like no changes. >> Yes. So, um, Brian hasn't signed. I didn't want to interrupt um the flow, but we signed those before him. We'll get to those before. Thank you. >> Yeah. So, um, beautiful. If we can move on to the principal report that is next on the agenda. >> Absolutely. We did

094most of the principal report in our >> Yeah. Um, >> presentation. I do want to highlight a few things that have been happening. One is our student and conferences are happening. This is where students have the opportunities to share with their parents their goals and things that they've already accomplished this year. Those are happening this Thursday and next Thursday. Another exciting thing that's happened is we um a couple years ago read the book Quiet and it talks about how um our world and definitely our school system is set up for extroverts and that we do not give introverts very many opportunities to recharge. And so we've implemented for our third, fourth, and fifth graders a quiet lunch, which is just like literally no talking. They can color, they can read, and eat their lunch. Um,

095on Monday, onethird of our students participated in that. Um, and then today, one half of them participated in that. So that's leaving our cafeteria or our multi-purpose room quieter. [laughter] And it's also giving a space for students again who want to be reflective or just want to be um have some alone time with their own thoughts. um that opportunity. It it does speak [snorts] in in my professional opinion to how overstimulated students are and um for us to give another student experience that meets them and their needs and student choice feels really good to our faculty. >> I have to say when I saw that memo from home, I was so appreciative. I actually like I'm a pretty social person, but I personally love taking as an adult my own lunch time and having quiet

096client reflective time. And what a great way to introduce that concept to a young kid, you know, in a setting that's not like they're sitting by themselves because they, you know, aren't social or anything. They just want to have some independent time. >> I did hear about it and all good things. Like it was just like, oh, that was kind of interesting. That was kind of cool. You know, it was a lot of hubbub and it was really positive. So great. Love that. I would love that as a kid. >> I'm going to try it tomorrow. [laughter] >> Good luck. >> Um, perfect. Thank you. Um, any questions for Susie? >> Um, I recognize the time. I also recognize that Susie, you are a very important member of the NEES school safety committee. So, um,

097I and many folks are here for that purposes. So if the board is okay um the next section is committees perhaps we can um do this go see the committee first um have that discussion and then some of you need to move on we [snorts] can have you get out of here okay Jane said thank you for um pivoting >> excuse me right now sorry >> no again also member of the safety committee do you have any contributions you want to add on your way out [laughter] >> okay thanks Mike >> thank Thank you, Mike. >> Appreciate it. >> Um, so the updates that I have from the safety committee, we met last week. Last week, >> and um, we effectively came away with a couple of different things. One being um, to go back

098and get some updated plans so that we can effectively talk to the community about it. Um, and to just get some just clarity on it. um what because the the plan that we have right now isn't exactly what we're proposing. It it's like it just needs a couple of tweaks and um Keith who is the vice chair will go back and get some updated um bit not bit the quotes to make sure that we have a good idea that what we are potentially putting on a bond would be what we're going to do. The other thing that we had talked about um which is more germaine to the budget and the bond is um the impact of the bond itself as well as um paving regardless of this project if this passes or not paving

099has to be done. So um that was one of the things that the effectively the group recommended is to put the paving of this of at least what's existing if this does not pass. [clears throat] If this project [cough] does not pass then regardless we have to pave. So we we now have no money to pave if we don't put that in the budget. So um to make sure that um two things happen. we got the paving done that we need to have done that we lot for that in the current 2026 2027 budget and um overarchingly it reduces the overall cost. We don't have to put together a $600,000 bond. We put together a half a million dollar bond and that gets you know partially paid for from [snorts] the general um fund and

100from the bond. My understanding again I'm not on the committee but I it is on video so if anybody in the community wants to watch it you can. Thank you for arranging that. Um the committee didn't have the full detail of all of the subcomponents of the cost and so uh the spirit of the recommendation was that we consider doing that but we need to really see what the numbers are in order to actually be able to recommend that approach. >> So the the general consensus is we'd like to make sure that the bond does not exceed $500,000. That's pretty much the consensus. you know, it's not two million, it's not 2.4, it's not 1 million, but I think a half a million is a reasonable ask. Um, so but with the paving that needs

101to get done, >> that does significantly reduce this um in general. So that those were kind of the takeaways from the last meeting in general. I I do appreciate I want to acknowledge um again PO I know you said uh from your perspective you're um there's some gaps and you uh in terms of the status of where things are at um and I think you're probably not alone in people in town. Our next phase of the committee is to do a lot of communication um with of all the work that has been done. I recall last February when we had our deliberative session and there was a lot of deliberating that happened. One of the um things that I had asked to happen at at the board meeting that followed that deliberation was to set

102up a committee to actually move the puck here. So, we've been talking about this some version of this for 20 years. Um >> 20 years. >> Mhm. >> U we the community. So some of the and I learned that having done some um research and conversations with um community leaders over the years uh to inform that and so there were some observations that things needed to be addressed for a long time. Things continued time continued and there were additional concerns that were identified. Um so in earnest the conversation has been happening uh the current conversation for 20 years but components of it have >> there were suggestions and recommendations made at that deliberative session that I think I can confidently say the committee is really taking into account in the conversations that are happening. Um

103and I we thank the committee and Jane's leadership last month and I'll do it again. you guys are meeting a lot of volunteer time planning incorporating people's perspectives and coming up with practical solutions. So um I think that is from my perspective what I want folks in town to hear whether or not you have kids in the school whether or not you've been here 100 years whether or not you just moved in um that's going to be an important next step I think >> so that to your point the next step the committee is to get the final little details and then really start talking to everybody. Talking to the select board, talking to [snorts] the conservation committee, talking to the fire department, talking to parents, everything. Um, that's what I was kind of hoping

104that we would get to last meeting, but that's what we're going to get to next meeting is all the committee members, not just the board. All of the committee members are going to come together and make sure that we get out what this is. But what kind of questions do you have? So, >> and I can at least answer what I know. >> Okay. So, let me u kind of segue into this. First of all, >> yeah, >> it was perfect that we saw that slide with the 8020 in the crosswalk >> because I'm I'm slipping. I'm going to segue right into that. >> We have met, right? I'm the chair of the SL board. U and this is a huge issue for us in a couple ways because the four years I've been on

105the board, three and a half years of the Wayne police chief, we've all identified the problem that we have here. Um I spent 45 years of my professional career in ground invasion safety and you're always looking for a solution to prevent the chain from breaking. You're looking to mitigate the threat and put it into it. And then if you have a plan A like you have and I believe you have a plan B, what's your plan C >> to mitigate and and put the problem down and especially with the threat and the risk to all the kids. This is such a high priority issue that I I appreciate all the work you guys have done. Um I would just offer just to sign your point a little bit ago. I would encourage the board think

106to take as soon as possible advantage of talking with the police chief, fire chief. >> Oh yeah. >> I mean as early as possible before you go out to the community to get their engagement in because I've I've had long conversations with police and fire chief and kind of have an idea of where they are. That said, [clears throat and cough] so in the past because it originally started out as a sidewalk, the steps coming down the cross in the past and then we went through the past two years which is all history. So we don't need to go there. Well, I just want to um the conversation that you you were a part of and forgive me for interrupting was about the the crosswalk, but what I my point that I made before is

107that there has been a community conversation about safety on this property. >> I don't disagree with that, Bobby. I'm just saying that the people the police department and the fire department are special are an echelon above the general community as far as currently the select board because we're responsible as a select work for the safety and welfare of PD at the event. Work with me here if you would please. [snorts] In the past week we probably had five incences with Sun Angle where it is where local citizens who drive this road every day are fully cognizant of the 20 mile limit and are doing 20 m and almost hit the officers out there. They have something they include FBI agent they include other police officers and they stop and said I can't see you and

108so dealing with that at the local level between the select board myself with fire chief and the police chief what they're going to do is they're going to put if you remember on main street we had those in the center lane there we had there about this high and they said caution crosswalk >> we're going to put one of those out for now we're talking about putting sign board up by that tree on the school's property there caution ahead danger or something just to get people's attention. So because it is such a serious issue, I don't know if you guys have determined it in the morning and that sun angle, but you you cannot see >> that blinker light is out of the time. >> So Oh, for the 20 mph one. >> Yeah, but

109I'm I'm talking further in on the grassy lot right next door. >> Right. He wants >> the blinker light. >> Well, has it been reported? >> Yes. >> Okay. >> I'll talk to Wayne about that. Find out what the status of that is. In any case, um the PD talked to the state about the crosswalk. >> Yep. >> And options to resolve the crosswalk because one of the things that was discussed is we have the signs here that say crosswalk ahead lighting the crosswalks up and what the state said because it's typical in dealing with the state. Well, you can do that. The problem is that it's not an ADA cross compliant crosswalk on the part of people. So, so we were talking about it. Um, and Bill Blaze went through and did a little

110quick research on >> I've already done this. >> Okay. Well, see, we all know that >> and now we're coming together as a team and we'll figure it out. >> One of the things that Let me Hang on for a second. One of the things that is included in this plan B >> Yeah. >> is to put in a traffic signal, a crosswalk. >> Yep. >> That um and the crosswalk be moved. So, it is not going to be just a plain crosswalk. It'll be a crosswalk. Typically, it is, you probably aware of this, the town's responsibility to put a crosswalk on, but we are taking on that responsibility. >> Well, that was your subsequent point. >> Yep. And the reason we're moving on this now and present it to board one, you got $7,800.

111I think it would be great in Cumbers and you sign a contract to get it done and then you taking care of that, not losing that money. It's just nice how that all kind of fit together. But so the earliest that you could start on this now, it would have to go through the election, have to be approved. I'm fine. [clears throat] So you cannot do anything in the interim until now. >> We cannot do anything until summer. >> Yeah. So now we're talking November, December, January, February, March, we're talking six months, >> right? >> This can probably be done once we get through the state within a month to six weeks. >> And if this project goes through, we're going to have to move that. >> Well, the easy thing to do is the

112way this is set up, it'll be on a post. Pull the post and move it. And >> and then we would have to move. [clears throat] When I talked to DOT, putting something in in the short term was cost. It was cost prohibitive only because where the crosswalk is now, you have to to put this in, they recommend restriping and putting all this other stuff in. And it already crosses a lane of two lanes of traffic and um a couple of different times you're crossing people and cars. So they said it would be better if this passes just to do it then. However, I mean if if and the costs are significantly different from what I got from the DOT to put these in. So the DOT had told me that it was probably going

113to be like $35,000 price those uh today or yesterday. and and and the thing that this [clears throat] will do so what it will require is the crosswalk >> I'm just gonna >> before >> um c can we uh just sum wrap this up because I I do want to hear >> yeah I can just give me about a minute and a half the crosswalk can stay where it is all right the sign on the other side has to be moved slightly to the east just so the double-sided sign would show because it's only got one side on it now it would require p placing the ADA the handicapped pebbled surface on this side and also putting the wide stand on this side and it would be towards the the firehouse first bay. That way

114it get school buses and the fire department turn. The whole point of jumping on this is it solves the problem before next June, July, August. And I for one with my background you've got to mitigate the threat. We've got to preclude the risk. We have to prelude the chain breaking and letting this happen. And if we can do this for the 7,000 and get it done, the only thing is not in there in labor in town. I mean, we could talk to Brian and see what it would cost. It's going to cost drilling a hole and putting the handicap mat in on this side of the street. I I that's all the points I just wanted to make. And >> thanks. >> There's a little more research that has to be done with the do

115[clears throat] but it's you can I just want to make sure you can encumber the funds. Correct. So if you have a contract funds will be uncovered for expenditure if something had to slide and what could be done. >> I mean so the school board can spend the budget how they see fit. >> Yeah. >> So anyway. Okay. That that's that's not an issue I need to get. We'll just check and make sure. >> Thank you. >> So are you looking to do this? Well, so >> looking at that >> no looking for the SAU with that $7,000 to spread out this and get it done. >> Um the town is looking at it because we've got a problem here three and a half. Your work is great on solving the problem in the long

116term. It's got to the point we need we need a timely and immediate solution. >> I appreciate your um your points. I think I would say [cough] the sun has not changed its arc over the last three years. It has been this this has been a problem for the last three years and it has been a lot problem since the last six months. Um I appreciate all the work that Lieutenant Blae and others have done on this. Um I'm going to take this in consideration. I think we can have the committee that's already well established at this point um take a look at this, but um I don't feel uh compelled to do any make any decision about spending the money tonight. >> Oh, I'm not even asking that. probably totally not understand how this

117all works, >> but this solves the problem or mitigates it to a degree where the threat is reduced. >> Yeah. >> By a substantial quantitative number. >> Um I'm also I think I'm glad you're here so that you can hear all the conversation updates that the committee has made. Um and I think just to be clear when we established this committee we had invited I was pretty broad with my um promotion to folks in town. I had wanted and we wanted and we have a pretty wide um and varied committee but um all the folks that you uh mentioned were absolutely invited to attend um or to be a part of the committee and then at this point I think they're pretty open to folks to attend. >> Sure. >> Why not invite you and

118some of these other people? >> Sure. >> I mean no problem. >> That to me sounds lovely. It's on the >> 10th. So it's next week. >> That's next week. >> Would that be helpful to come in here? >> Now the results. >> Yes. But I mean [laughter] I I I don't see any way to talk about this. >> There's no there's no downside to anybody who would like to attend to come in. It's a public meeting. I don't understand the public meeting, but having been on these communities before, >> I would think there had been an opportunity to say the specific fire department because they're the butter and the threat they pose and the police department is responsible for the safety out of the front. That would have been an intrinsic question. >> I

119certainly try and get in touch with >> send him an email. I mean, >> go for it. That's fine. I have no problem with it. more people that come in and give their voice. It's fun. >> The committee, >> can I talk for a sec? Because what the committee did was we sat and we tried to identify every touch point that besides the road like where kids were in danger as they were coming to the school because of cars and buses and bikes and all that stuff. >> Right. So I mean that was where we started and and we had a list of probably 12 different areas and we lineared it down trying to be responsible of what were the real touch points and that crosswalk was number one >> which was what started kick

120this whole ball up. So I think I think it would be great if you would come at whoever wants to come or >> and and hear sort of where we are and and look at what the plan is to say maybe this >> or Yeah, that's a good point. >> Oh, I think that's an excellent. >> So November 10th, >> but you understand what I'm trying let's go forward. Um, for everybody's everybody at home and those here, uh, the next meeting is November 10th at 6 PM here at the school. >> Yep. >> Jay, will you be able to send an email to Wayne and Jeff? >> Sure. How about I do this? Why don't I send you an email? Do you mind forwarding it to them? Because I don't know if I have their

121direct detail. That would be really helpful. And I think it'll be more impactful in general. Like, please come. Anybody who is interested, all of these committee members, all these committee meetings, um, this is this is the committee members, but like tell us what your thoughts are. If we're off track, let's let's let's do >> I would be surprised if you're pretty much off track. I think you probably do due diligence. >> I hope not. Um, but yeah, so let yeah, on the 10th next week, six o'clock >> and I'll do my verbal tonight, but I'll also give them the email. >> Great. I think that would be wonderful. And I I've got another meeting to go to tonight. >> We're not going to be in this meeting in this room typically. We're in one of

122the other ones. >> The first room. >> We're just looking for a expedition. >> Information is good. >> Thank you. >> Um Molly, thank you again. I know you're here. I don't think any of our other committees have a lot of financial um [clears throat] um is there anything as far as the committee discussion um other than the bond we did so >> I don't think so really and I >> I think I would love to have as a committee personally more people from the town and we we have absolutely talked to this so please don't think we haven't it's just we've been trying to march it along and so perfect timing Yeah, >> guys, the the amount of progress that has been done over the last three months is exponentially more than has been

123done over the last 20 years as far as this particular project. >> And we can we're we can always decide to have a community forum and open it up to bring people in. And so to do, you know, to do that type of strategy in addition to outreach, we can bring people in as well, >> right? And I mean, we'll we will be talking about community outreach um and how that's going to happen. and Susie have some amazing ideas as well as some other committee members. So, expect that to be coming between now and um March. >> The other thing is I just want to remind you I know you asked for the bonds. >> Thank you for that. Yeah. >> Um decided until after the vote. >> What is I'm sorry >> the terms

124of the bond. >> Yeah. So that's all in the wording of the war which I believe I think >> we had sent over um to say how the school board engages in determining the length of the bond if you >> there was discussion at the committee level which I appreciated uh folks asking is there any way to um to morph the language that's in the bond to indicate that the board will not do one >> thing versus the other? Are you saying that it's not >> um so >> somebody who was there maybe some >> Yeah. So I think what you're saying is so >> I think it was Karen actually who suggested >> how to word the warrant article. >> Yeah. How to word the warrant article so that it reflects >> like 10

125years. So for example you could say be at least over x number of years >> correct >> right? Something like that. So we >> So you you're limiting the board's ability to you know they can't choose anything but they still would have the ultimate decision to to choose the length of the bond. >> I thought that was an appropriate and irrelevant question. I don't know if there was an answer that was >> so the question is can that be done? So yes, we would have to we would have to um so what we always do is we always draft our warn articles and then legal counsel Gordon Graham from solos >> reviews it um to make sure that there's nothing that he would suggest. Now no Gordon like if you limit it you don't want

126to limit it too much because then if it doesn't work if that specific thing you're limiting doesn't work you cannot move forward with the project. So like you don't want to limit yourself too much. Um, right. But we would we would just have to run the wording by hand. >> Yeah. Right. I mean, my comment back was if, for example, the advisory committee said, "Hey, we want a 15-year bond." I don't think we want that, but use it as an example. Um, and then the board said, "Okay, great. Thanks. We're going to do a 5-year bond." That's realistically not what's going to happen. Um, I think I can speak for at least our board members that we really do want to know what information from the public and especially this committee on which of these

127potential bond options we would go with um, and what that impact would be for the town's people. However, if we if there is a way to kind of lock it in, I don't see a problem with that either. >> If there isn't, Molly, I think the question I would have is, is it appropriate at the bomb hearing to have that dis because it's a public hearing, right? Could the we I don't think we did this per se last year, >> but we could as a board make a statement or commit to wanting to >> actually No, I don't I don't think that as a board we did, but I believe that conversations were had that this is what we were thinking the term would be, but as a board we did not. >> Correct. But

128I'm but in the bond hearing, I feel like that's an appropriate time maybe to have that conversation. >> Yeah. I mean, you can talk about just keep in mind these rates are not these, >> right? these rates and will not be final until you actually go to bond which is well after >> I think that's an important thing to point out I think is really critical because if all of a sudden these rates go >> a little bit >> they change drastically correct >> I would not want to be locked into one or the other >> correct >> um >> and you will not know what your rate is until now when we get on schedule they typically provide a conservative rate because they don't think they're not going to give out a rate that's

129too aggressive and overpromising them to deliver. Um but I mean if if people knew what the interest rates were when we went to bond the future market that was one of the questions that the committee had this is all coming back to me is that in if you know the vote is in March right and we want to start the project in fiscal year 27. When do you typically go get the bond? Like is it July? Bond sales only happen twice a year and um I >> as I listened to the video I I heard Molly's head. It happens twice. I feel like you said that so many but it stuck. >> You tried to summon your knowledge but >> yeah they happen in the summer and in the winter. Um >> I'd have to

130go. I mean, Straten just recently did it this summer and I feel like they got the deposit in like mid August, but um >> and if I may, I think this this will help and I know you have to get you have to get going. Yeah. >> Um but um that I think what the board is trying to articulate is that they want to eliminate some of the questions that voters are going to have about the tax impact when they're when they're voting in March. And I know that, you know, we're not go that you don't set the term, the board doesn't decide the term of the bond until after the vote, but I hear what you're saying about how do you kind of have the language be such that it is providing as much

131clarity as possible while also giving that flexibility for the board, >> right? >> So that I think is what you're driving at, right? That's the point. >> What's the impact? I think my preference would be sorry. My preference would be um while we wait to find out the actual answer, probably not locking ourselves too much in the language of the of the um bond uh warrant, but at the discussion that we have the bond hearing be articulate about our intentions. >> Yeah. >> To the public. >> So, what we would need to do like I guess to get the answer to your question, I would need to understand exactly what word we want on the warrant. Okay. >> Because what I typically do is send drafts of the warrant to legal counsel and I can

132send it to Gordon um and see if he has any >> Can you send me >> Do you mind if I >> No, I think that would be appropriate because >> I can you send me what the draft warrant article language would be and then I can work on some tweaks to it potentially and maybe you and I can get together or kind of chat over email on what those would be >> or maybe bring it can is it appropriate to bring it to the committee? >> Yeah, sure. >> Right. For the right for further input and then the board makes the final vote. But yeah, sure. >> Yeah. I mean, >> yeah, can do that. We can make sure to do that and I'll always end up checking with you, Molly, to make sure

133that it's actually something we can do. >> We don't want to something that we can't do on there. >> Okay. >> Yeah, you can. Or I can grab the one from last year, too. >> Yeah, it would be the exact same one. >> I'll grab it from last year. I can just grab that language or unless you have it in a >> malleable document >> right now. No, >> no, I have to go back to the files from >> Don't worry about it. I'll grab >> I remember copying and pasting it to >> All right, team. I just I want to keep an eye. So, um we did do the end the school safety committee first. We have a few other committee meeting agenda items. any input, Susie, that you wanted to provide or Ellen

134[snorts] as other committee members? >> We'll let Molly head out. Thank you, Molly, for all. >> Um, >> thank you. >> I do think that that the committee is very broad and the different perspectives that are brought have been outstanding. I do not like doing committee work and it's actually a committee that I um just really appreciate. I think that um they've been really thoughtful um the different voices and again the different perspectives whether it's parent perspective um community perspective faculty members um SAU it's been outstanding. >> Okay. And I think thank you for this opportunity to add some additional input because I at the committee the previous committee meeting I did mention that paving piece that if we if the if the project were to not pass and we don't have paving like in

135the local budget then we wouldn't be able to pave. The other side to that coin that the board needs to consider is that adding the you know there's always a there's always a for every action there's a reaction right? So adding the paving potentially, we don't we're not sure of the cost. We're waiting on that. Um adding the paving cost, let's just say $130,000 for the sake of this conversation today to the local budget is going to increase the local budget, right? So you're it is a little bit it is you're taking a risk either way. And I think the we want to consider the optics as to the bottom line. So after cons after after giving this more consideration at this point in time my recommendation would be to keep it in the bond

136keep the paving in the bond and work on our communication and outreach about the project and make sure we're hitting all the stakeholders to so that we're not adding too much to the bottom line of the local budget because the worst case scenario is that the local budget doesn't pass. Um and then that's like that's just again that's worst case scenario. So, we don't want to we don't want to jeopardize the local budget not passing if the bottom line of the local budget is too high. And to try to keep I the committee did advise around trying to keep the the overall bond to around $500,000 and right now this $500,000 price point that we have does include the paving >> does include. Yes. Yeah. So, I I I hear what you're saying and I

137think in addition to just optics, I think the idea of whatever the length of the bond is, having the cost of the uh paving be spread out over x number of years versus one year for one budget >> might also be a prudent decision. >> Sorry. >> I don't and I don't know that, you know, I don't think the board needs to make a decision tonight. Um, but I think it's it's for it's for the board to consider as we head into our December meeting to take another look at the budget. Yeah. >> Um, and how that's impacted, right? >> And I I want to be mindful of Sus's time. I think, >> you know, I get I'm probably going to throw a really complicated thing up there. It [laughter] doesn't need an answer, but

138it >> is a potential for a third option to be put that on its own warrant article so that the paving would be completely so that PE or does that complicate the whole situation? I think that over complicates it. >> Yeah, that's a really interesting way to think about it. But if all of a sudden the [snorts] the current plan passes and the paving doesn't, >> we're in a bit of a smoosh, >> right? I mean, that's a that's an >> requires the >> Yeah, it kind of one equals the other. >> Um, but you know, in one direction but not in the other. >> I think having that in the information of the breakdown of the cost is going to be really important for the meeting that you guys have. Yeah, we'll have to

139>> I'll see what we can do to get um that piece of it um pulled out. >> Well, my my hope is my a little less than a year ago, I went to the town meeting where there was talked about that there wasn't transparency and involvement or inclusion. And I just want to say that anybody who who was out there that thinks they could say that this year that conversation shouldn't even make it to public because at this point we've talked about it so many times that I don't think you can live in this town without knowing that we're talking about it. I hope so. And so hopefully any of the naysayers that are out there will come and say now because we've addressed safety as a goal and every day that goes by from

140now on doesn't matter what it costs a part of it to uh on the way to school or a police officer or anybody, >> man. We're already enga, you know, I think the committee has has discussed some potential ideas for how to continue to open a dialogue and we discussed that there's no time like the present to to have conversations while we're all out and about and you know communicating with others. Yeah. >> All right. [snorts] I'm going to strike my board my board chair for a sec. Can I just um Susie, you're more than welcome to say, but I know it's late. So um if you want to exit saves left or right, you are more than welcome. Um, >> okay. >> Thank you. >> You guys have any specific questions for Susie? I'm

141just recognizing. >> Okay. Um, >> you all set? >> Okay. >> I think we got some more. >> We're not going to go nonpublic yet, right? >> no, no. There's more. If you want to say there's more meeting um before nonpublic, I just um but it's mostly committee updates. >> Oh, >> which you can all the policy committee >> the policy discussion. Yeah, I'm ready for that. [laughter] >> CXQ. >> Good night. Thank you, Sus. >> Um, so let's do safety and security. Superintendent evaluation and strategic >> safety and security has not met. Planning committee has not met. [snorts] >> Okay, beautiful. Um, superintendent evaluation committee. >> Yeah, the superintendent evaluation committee met this past week. They updated the vision statement question and they've done some other new work. The next meeting is in January.

142Um but overall looks like good progress um on all fronts for them. >> Awesome. So the vision statement is updated. >> Yep. So they've updated the vision statement question which questions um and we've gone through looking more at community engagement and making sure that we're really prioritizing community engagement. >> Um and the next meeting is January 20 >> January >> 20th. Okay. >> January January published. >> All righty. Um the policy update is relatively blah and that there wasn't that much that changed. Um I like I have in the past I'm going to um make a motion to accept ACA ADC GBA and IMDA as presented. Um we can obviously discuss it. Um but do I have a second? >> Uh yes and then discussion. >> And then discussion. Perfect. Um so a little summary

143AC um there were some legislative changes that required some tweaks to language. The one thing that uh did um you might have seen in the summary that didn't apply to Newfield and I raised this was about the food program changes and so >> they did check with folks and they so it shouldn't be in our [clears throat and laughter] >> um beautiful um any questions about that particular one >> AC okay ACA there were no changes actually that were made that was just something that let me pull up >> we are just reviewing Where is the thing? >> Um, okay. Yeah. So, that's um going to be we're now getting into a regular cycle of reviewing policies in groups at a regular cadence. So, there's going to be a few of these including the pledge

144of allegiance one that we just reviewed a couple months ago. Um, and there really aren't any changes, but now it's going to be in a regular cycle. So, that's ACA. Um, ADC. the addition and changes was that there's some clarification around some uh definitions uh specifically what a school vehicle was. Um and we just sort of reformatted some of the the bullets to make sure that it made sense cuz it was it was a little bit clunky. Um but that that one I think had some changes that you may have questions on. >> I do. [laughter] >> Perfect. So this ADC. >> Yeah. ADC. So where it says school vehicle as we have per student is a contracted vendor um how would that be? I would assume that the tobacco product van would want to

145be on our school buses as well. >> Um school bagel >> because we haven't purchased we haven't leased or haven't rented this. They've contracted it. I don't know if that's a vernacular or change. So, where does first student come into this? >> Where does first student come into this? >> Um, >> is bus listed anywhere on here? >> No. >> Do we do we [clears throat] stick to school vehicles just in case there are any of those private transportation vehicles? >> Correct. Yeah, because before that there the the word where is it? So [clears throat] we didn't actually change I'm trying to find the reference to where school vehicle is in the policy itself. >> Oh, it's right here. So um we have it >> on page. >> Thank you. D1. Yeah. So that was

146part of the already existing language and the question was like what does school vehicle >> mean >> um actually mean >> but in school vehicle >> our school buses aren't seemingly included in that seemingly I might be wrong but seemingly >> I feel one I'm sorry go ahead >> I feel like I mean we had actually this is the one part of this committee that we had a long um conversation about and I feel like the answer was that um buses have their own particular policy that call out all sorts of um regulations and requirements. I could be wrong but I I believe that was what the conclusion was. >> That's what I was going to say. >> It is separate. And then also D1 does speak to you know visitor contractor vendor and so

147the buses would be covered under both vendor and contractor we're contracting >> right but it also says >> it it precludes that that says school vehicle and school grounds. >> I know I'm sorry I'm getting it back now. [snorts] um on the the vendor [clears throat] on school grounds. So that would be a school bus on school grounds. What we were trying to make sure we allowed and it was actually a really interesting conversation. The public health person in me was like h but also understanding individual liberties. You know what about the parent who wants to smoke in their own personal car. That was the conversation we had and we were like we need to be able to not disallow that if they want to smoke in their own car. um if they're going through

148and that was the the meat of that particular conversation which is what then prompted us to define what school vehicle >> right but we played devil's advocate >> if a parent is on a bus on a route and smokes they're not on school grounds but they're in a school vehicle which is not defined as a bus potentially >> so I then what is your proposed recommendation? >> And it's covered it's covered via our contracts with >> student. So I think maybe putting in a reference to that other um >> policy um in some way shape or form to make sure that school vehicle is in is in some way encompassed in another policy. Because if I read this like I can smoke in the bus, but I'd have >> as a as a student. >>

149Okay. As like a parent or anybody if I'm on a school bus but not on school grounds potentially. You know, I no visitor contractor or vendor or other member of the public shall use any tobacco product blah blah blah in any school vehicle or anywhere on school grounds maintained by the district. So would let let me ask this question. Would would your concern be satisfied if we included the word um or bus? Like just saying the word or bus, >> right? Vehicle or bus, right? Are we not in effect renting school buses when while we're contracting with vendors? It's not >> But that's kind of that's my question, right? That's does this need to be explicit >> or is it okay as is? >> That's that's the question I have. I know I know it's

150kind of nitty-gritty, but that's the the kind of like does this need to be a little bit more clear to make sure that people realize >> what I'm sharing with you is that the conversation >> went into this element and the conclusion was no that this would suffice and every other district in SEU um uses school buses. So I would assume that um that that is still not a problem. But I guess you know we have been different in the past. So we certainly can either >> try to not be >> right [laughter] >> um and we try to defer to the work of the policy committee. You know what I may do if if you're okay with the chain is if you're okay with um either not to not editing this but either adopting

151it as is or holding off on adopting it and then I can ask the question at the next committee meeting. >> Hold off on it. Would you mind? >> Yeah, just on this one because I do have one other question on it which is on section B um where we say it's on the second page. Additionally, no person including without limitations that um it says, and you may have answered this already, may sell, give or furnish tobacco, ecigarettes to anyone under 21 upon any school facilities. Did you have a conversation about like putting that facilities and grounds? because we do have grounds as a definition. [snorts] >> I don't know if you had that permutation at all >> on which part. >> So where it says red paragraph >> the red paragraph on the second

152page first one additionally no person including without limitations students or employees may sell give or furnish tobacco products ecigarettes etc to any person under 21 in or upon any school facility. Mhm. >> And I'd say I would ask if we had considered or had a conversation about adding grounds on it, not just facility or grounds. So, this would be all school property versus just the building itself. >> I'm I'm actually um searching up the RSA because I have a feeling that this was added because of the change to the RSA. So, that's what I'm >> We do cover grounds in some of the other sections. We do. We do. Oh, okay. Interesting. >> So, um, >> so we can't outbound. >> Yeah, I think >> of the RSA, >> but I think for your previous,

153um, uh, observation, if you can do me a favor and just email, um, uh, Ellen, your specific question that you'd like me to bring to the policy committee, Ellen, you can forward it to me and I'll bring it to policy. Yep. >> Um, >> my only question is should we say nicotine instead of tobacco? Are kids doing tobacco now or they doing nicotine? >> Um, I think there is e-liquid ecigarettes. >> It says liquid nicotine. >> It says liquid. >> Eiquid ecigarette. >> That was the other change I had. >> They're all in there. >> Okay. Yeah, it's like >> I don't know what they're all what they're all doing, but I know that it's there are different versions that you say specifically not a tobacco product, >> right? Yeah. E-liquid means liquid oil wax

154containing. >> Yeah. So, we'll have to probably continue to be nimble. >> So, it does kind of cover that. >> Yeah, they're [snorts] pretty that was pretty good. >> Yeah. Again, I think it had to do with the legislative changes, but okay. Thank you. We'll hold off on that one. GBAM, there was the only change was a slight regulatory change from title 9. Um, but otherwise everything was the same. >> I'm good with that. Yeah, >> and then IMDA pledge of allegiance. Literally, there was no changes and we reviewed it in March. [laughter] >> I know. I was like, we just did this. >> So, um, that will now be on a cycle every November. So, we'll see in November. >> Um, okay. So, um, I'm going to, um, what's the word? Take back my

155>> rescend my motion. And I'll make a motion to accept AC, ACA, GBAM, and IMDA as presented. >> Awesome. >> Okay. All in favor? >> I think. Okay. So, then we're going to revisit ADC for next month, and you guys will email. All right. Thank you. Um any other things on our agenda? Our next meeting is we said December >> 4th and we now have this public hearing on the >> 5:30. >> Um any other suggested agenda items? I know it's been a long meeting, but thank you for sticking with me. >> I haven't thought of any. I'll think of something for next time. for next for next month >> for next time or even now if we have any open >> I would just love to know if there's a a plan in place

156to fix the paint and the fascia around the front of the building that the building up here is just so noticeably falling apart that I just was wondering if there's if that could be brought up at some point that doesn't even need to come to the board. I just hope >> watching all the paint peel off and watching the just building fall apart um came apart when I went to like visit my old elementary school and I saw that building falling apart too. I thought we really need to take care of this. The gutters and everything look like pretty horrific. >> When was the last time we got the got that painted? I feel like it was >> not that long ago. >> I think it was when was here a little >> the last

157time that we painted >> the exterior of the building. >> I think it was like >> again perfect opportunity for the uh capital improvement plan. I'm really um thinking that that is going to be a robot hopefully a robust conversation that we can act decisively on. >> Yeah. >> Um the only question I have though about that is if we decide at the December board meeting to do that, will we have enough time to do the process u that Molly is needing? Um like do we have to [snorts] get quotes? Do we have to um >> it's under $10,000? >> That might be a question for who's the facility manager now? Uh, Brian fans. >> I was almost gonna say Rust. >> It's not it. >> Maybe we can get some preliminary action with Brian

158saying, "Hey, the board is thinking about spending some dollars on this in the near future. >> Can we get some pre-work so that when December 4th comes, >> Sure. >> we can we're ready to act. >> Sure. >> Um, I think that would be awesome." >> Pre-work meaning a better idea of price or can you be more specific? pre-work as in not not just a better ide but like is does he have any are there any like titans in this field that do this >> what vendors what the comprehensive items that would be included in such and price points is that kind of >> I think so and then I want to know >> I have an idea of vendor but we'll get I'll drill it all down for the next meeting >> and I

159want to know if it's unless it's unreasonable come December 4th say we have the hearing the public >> is generally agreeable to this um decision then we as a board decide to to do that I want to be able to act expeditiously like do we have to do an RFP right then or you're saying if it's >> I'll check the policy but I believe if it's under $10,000 you don't need to do that >> yeah so maybe we can get a request can we do a request what's >> you can do >> you so what we've done for the committee is you can informally ask like you can't you can't put a request for proposal So that you can't put a request for a quote out. >> You can go to different vendors and say,

160"Hey, you know, this is what we're thinking >> about ballpark." >> We have dollar amounts already from So >> we have some dollar amounts from previous ones that have been done. >> All right. Then then if they're all under 10,000, then we don't need to do this um request for >> and we don't need to do the RFP >> RFP and then we can move. >> Okay. >> But I'll triple check that and I'll let you know in advance of December 4th. >> Thanks. >> Thank you. All righty. Anything else for the board? >> I don't think so. >> This is very um >> just a nonpoll >> Oh, yes. [laughter] That thing. [snorts] All right. Um at uh 608, I would like to call um under chapter 91A, section A, uh non-public. Do I

161have a second? >> We Yep. Second. And then there has to be a roll call vote. >> Yes. All right. Second. >> So, Brian, second a roll call vote. I Bobby Kelly. >> I Jane Walsh. >> I Brian Banger. >> Okay, that was at 9 608908. >> 608. >> All righty. It is now 6:20 and I am going to make a motion to get out of um non-public. Do I have a second? >> Sure. Second. >> All right. All in favor to do a roll call out as well. >> All in favor Bobby Kelly. I >> Jane Walsh. I >> Beautiful. Okay. So [snorts and clears throat] um and last on the agenda, I am going to make a motion to accept the power professional collective bargaining agreement. >> I will second that. >> Thank

162you. All in favor? >> I [clears throat] >> I I [snorts] Okay, it is unanimous. Um I would like to end the meeting at 6:20. Any objections? >> Do I have a second? Do I need a second? All right. >> All in favor? All right. Thank you everybody.