001Um, welcome. Um, I'd like to call the meeting to order at 602. Let's rise for the pledge of >> allegiance. Allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Great. Um, we are going to today uh start with the PTO update. Um, do we have someone? Hey Sarah. Okay. Hi. Um, so PTO's been busy. Um, we've had two meetings so far and they were both really well attended. Um, the first one we offered pizza and I think I can't remember like 40 something kids showed up and we had pizza and playtime in the gym and it was really great to see so many parents come out. there's like a an energy happening right now
002which is really great. Um came to that meeting and then we had um our second meeting. We also had really good attendance. Um we are formatting our meetings a little bit differently. Um we are trying to offer a 10-minute presentation to try and engage caregivers uh to come to the meetings. So, our first meeting we had Alex Allen, who is the new Get Fit and May director, come and talk about when the race was and what they're looking for to fill spots with. And then, um, the second meeting we actually had Morin Kiso and who's a librarian over at Main Street, and she talked about having a healthy, uh, screen balance with kids, um, and ways that you can do that. So, it was really wellreceived, um, presentation. So, we're going to try and do
003that every month. Um we had our third costume exchange over at Main Street. So we did two days um had a bunch of costumes that parents could come by and take a look and you can just grab a free costume. We also set it up at movie night on Thursday um so parents could go over and just grab a costume. So that was um that went well and we'll continue to do that. Um on Thursday we had movie night. It was a little chilly, but we had a good um group come out and watch Elio. Um and so towards the end of the month, we have one more thing. Um we're doing our first uh trunk or treat event on Friday, October 24th from 4:30 to 6:30 at Main Street. It's really geared towards Main
004Street kids. Um but siblings are welcome. Um, and a parent who is a kindergarten mom is new and she's just taking the lead on it. And um, she's getting some businesses to come um, and have a table and provide treats. And then she's got a whole bunch of trunks with themes. There's like a Harry Potter theme for one of them and an under the sea theme. So, it sounds like it'll be really fun. And maybe the PTO will even put together a trunk. We'll see. Um, and Get Fit and May has their first meeting on October 29th at 5:30. It's a Zoom meeting. Uh, there is actually a new 5K race course this year and it's really cool. It takes you through Exit, so you'll go by Swayazy Park and it'll take you right downtown.
005So, it's a really fun course. Um, so we hope to get um people to come out for that in May. And we still have a like one or two positions that we're looking to fill. And um we also have a new website that's going to be going up for Get Fit in May that Molly Lewis is helping us out with. She created our PTO website and she's really great. Um and then lastly, um we will start to gear up for spiritware. Um before the holidays, we try to put together, um you know, a form that people can fill out and they can get your um holiday presents. So we're going to be offering a couple new things. some um gloves and uh glow short shirts like neon glow shirts for the glow party coming up
006in February. So be a couple new items there for purchase to support the PTO. That's it. >> Sarah, what are the two positions you're still seeking to fill? >> Oh man. Um I think I think we have sponsorship covered. So, I um I think they're looking for um the t-shirt. Um I'll have to double check with Alex to see because I think some people moved around. I thought it was going to be sponsorship, but now there's like Jess is helping someone out co-lead that position. Um but definitely there will be at the new meeting. >> Still opportunities to get involved. Yep. And maybe I should start plugging this now, but this will be my last year because um my child is moving on to the middle school. So, we'll start to um look at having
007a PTO president. It is a twoperson position, so we'll be looking to hopefully have two people step up into that position next year. >> Great. Thank you. >> Great. So, uh next on the agenda, we do have non-public session. Usually that's at the end, but we're going to do it now. Yes. still. >> Um, no, my understanding is that you're waiting for Heather Marie. >> We are going to wait. Okay, great. So, we will hold on that. Um, great. So, um, it is 6:07. We will start the clock for public input. Um, we have 30 minutes allotted for public input. And um I don't think I see anyone here for public input, but should someone join us um we will um take comments at that time. So let's move on to um approval of the
008minutes um from September 9th and give everyone a minute to take a look if you still need to. I think we're all present for that meeting. >> Would anyone like to make a motion to approve the minutes? >> I'll make a motion to approve the minutes of September 9th. >> Mine's on. >> We have a second. >> I'll second. >> Great. Any discussion? Okay. All in favor? Hi. >> Hi. >> Great. Thank you. I have to find my way back here. Um, great. I think we have our um our superintendent's office report. We have an guest today. >> Thank you. >> Well, um, my name is Ellen Risk. I'm the assistant officer for student services and I'm coming for Allison Bryant who's not able to be here this evening. So, I think in terms of
009the overall update for the superintendent's office, things are still going really well. Um we're continuing to prioritize our work around um building our multi-tered systems of support. Um you know, not just here for exit elementary schools, but in all of our schools in SAU 16. All of our buildings are at different places with regards to that. Um we continue to work on alignment throughout SAU 16 and um just making sure that we have um I would say really well-developed systems to support that work. And that I would say that really is the nuts and bolts of the superintendent's office update for this evening. And I'll turn it over to Molly to expand from here. Okay. Included in your board pack is the first financial. It does not have that comparison page because this is the
010first month. So there's no prior month to compare to. So next time we meet, you will see that and it will compare to where we stand today. Did anyone have any questions? Now we are still building the incumbrances. So your board pack is sent out a whole week in advance. So we have to have it done a week before then. So when this financial is made, we were just still starting school and still learning about the students. There's still a lot to encumber. Um but as the year goes on, we'll encumber um as we learn more about what the students need as well as um as we get into the winter and encumber snow plowing and all that fun stuff. Um, I also brought the manifests which are right here if you guys want to
011sign those and pass those down along the line. Um, as well as the audit engagement letter which is right in front of Heather. Perfect. Um, and then also while I'm up here, I know there's been some questions on legal um, in regards to possibly joining lawsuits down the road. So, if that was to come up this year or even next year, we could overexpend the legal line. We don't typically move budget around cuz I'd be doing it every entries every day all night. Um, but if we chose to join a lawsuit that it caused us to go over the legal line, we can overexpend that. We would just want to work with the principles to understand what lines would be underspent. Um, because the voters vote for one number. It's the bottom line and we
012manage to the bottom line. So we overexpend some lines, underexpend others. But the principles would just need to know so that they know where to underspend. >> And just for context, that was a followup from the conversation we had at the joint our last joint school board meeting. Um should Extor school board vote to join a lawsuit, we would want to have those numbers in hand um before we discuss that possibility. So that was >> it felt like from that conversation that it would be like a quick decision. Did it feel that way to anyone else or like would we have to convene quickly to do that or like logistically how would we >> I think it depend my understanding was it would depend on the on the circumstance. >> Yeah. >> And I I
013think we want to be prepared to convene quickly should that be the case again as it was last time so that we know what to do in advance. But yeah, like you said, it would depend on the specific circumstances, but ideally not. That's why we've been trying to really get ahead of it and get some additional um just legal clarification. >> I mean, if I just add in some context, one of the things we ran into last spring when there was some of this uh the lawsuits were starting, it happened to fall right in between board elections and and new officers being installed. So, for example, >> there was no official chair of the joint board at that moment. >> So, I had been the chair before, but I didn't have any authority to call
014a meeting. I actually chatted with Esther about that. It was just sort of in this unfortunate time where we didn't have control over that to um to call something separately. But I think you know the administration and the school boards are sort of all in sync right now that if there's that need I think we would at least call folks together to have the discussion. It doesn't mean that we would necessarily vote to join something but at least we we get together and have the discussion, right? And I think there's some sense that we might try to have one meeting with all the different groups from the SAU even though each town would have to vote separately at least to to share the information about what's going on >> to for efficiency sake. So that's
015the thought at the moment >> and we can call a meeting. We wouldn't wait for the next joint schoolboard meeting which might be several months away. We'd call something relatively quickly. I think you have to give 48 hours or 72 hours notice but we would give a few days notice and schedule something. Great. >> And then just the only other thing is we have started working on the FY27 budget for next year. Um so we've been working closely with the principles to get that started. Um and if you wanted to increase the legal line in that, we can do so in the November meeting when we talk. Um there are going to be some pretty hefty increases coming um with health insurance. So we did get the health insurance rates. It varies per plan. So
016you're going to see an increase anywhere from 14.8 8 to I think 20 point something. Most most of the plans are in the 15 to 17 range though. Um so it is going to be a sizable increase coming just so you're aware and don't forget we're going to appropriate the funds as part of the districts that will have no tax impact but just as a reminder you're going to see that next month. Molly, as a part of that, when we were here in the spring, we also talked about uh or we made a request to ask if you could prepare sort of a draft budget and what it would look like if we didn't have federal funds. >> Yep. >> So that that just to really separate out if if that the federal government were
017to cut off IDA funds and and all these other different ways that we get federal funds, what what our budget would look like. So that that's actually a great question now that we're doing the appropriation within the budgets because by having the appropriation as part of the budget now that is your budget. So what happens is >> we set the budget in well now to be voted on in the spring. Then I set the revenues in the fall. So if we feel that we're not going to get that revenue, we actually are already putting it as part of our budget in the appropriation. I just would not report it as a revenue. >> So, it's not actually going to be a separate budget with more money. You're actually going to be voting on all of
018your federal funds and all of that as part of your your budget this year or for next year, I should say. Um, but what would change is on the revenue side, which is not part of the budget. So I understand that. But I think one of the things we I think one of the things we talked about which we the board made no decision on but I think wanted to potentially have a discussion on is is to create a budget where we do not even have that revenue source. So that in other words we would be having the taxpayers fund that amount. If we got that revenue source we would then return it to the taxpayers. >> Yep. So that >> maybe that comes under the same under the same category, but just to make
019it clear what that amount is. And maybe it's just organizing it or having a cover page that breaks that out to say this is >> $500,000 or $5 million, whatever it is, whatever the number is. Just that so it's really clear what that is amount what that amount is if we were to lose that that revenue source. >> For sure. Yep. So just like the budget's broken out, you always see the general fund and then food service fund. You're going to have a third line that is grants. That's going to be the amount of money. >> So grants will include all IDA and and free and reduced lunch and all that because that's all the anything that's a federal funding is what we're looking at. >> Yep. >> All that's that category. >> The grants
020wouldn't include the food service part that I can add separately. >> Okay. So any I think if so I don't know all the possibilities but between now and the next time if there's a a chance to really try to think through anything that has a federal connection to it. So, free and reduced lunch grants, IDA, >> anything that might have a federal money that the federal government could cut off, >> we just we want to um understand what that impact is. >> Okay. >> Yeah, that's helpful. Thank you. >> Thank you. And >> thanks, I haven't signed this yet, but I have sign. >> Okay, great. Um, thank you for that, Molly. Um, I think we're going to take a pause to go into non-public Yes, unless you That's my understanding. Um or >> you
021can do it now, right? Or at the end, it's up to you all. >> Okay. Well, then let if it's okay with you, let's wait till the end. Um I was under the understanding that you had to leave. So, >> we did have that. >> Okay. Great. All right. So, we'll um we'll wait until the end to go into non-public as usual. Um over to our principles report. We have updates and also I know a presentation on our I Ready data. Do >> you want to move? >> Absolutely. [Music] Let me get it. Let me go into the >> Yes. >> All right. So, we're going to start with Main Street and we're going to present some I Ready data to you. But before we start with the numbers and the data, uh I just
022wanted to share uh somewhat of a new visual with you. Um in the past as part of this presentation, we've talked about um that little triangle or pyramid in the right hand corner. talked about um core instruction and then looking at all the different tiers and levels of uh intervention and or enrichment that we provide for students. This is more of an updated visual. Um that really looks at the green in in the middle there. Um where we provide all students quality core instruction no matter what. Um and we start with that. So that's at the center. Um and then it really is the foundation of what we provide all students uh as a starting point. Um and then um as we move to the left where we um get to the yellow and the
023red that is the layers of intervention who um we provide for students who might need some more support which is targeted researchbased. it really is like filling in those gaps. And then as we move even more to the left, that's when we get to the intensive intervention um which is highly individual individualized instruction for students who might need that. So again, we start with the core for all students and then we shift left if they need the intervention and then we shift right um to um where the blue and the purple are if they are showing that there is a need for any sort of extended learning opportunities a andor accelerated learning opportunities. So it's sort of a layered approach based on what students need. Um, and it it can shift for students depending on
024the time of year or depending what the need is or even looking at um specific um content areas. So, it can be content driven, you know, reading and or math or it could really look like um providing some social skills instructions for students um on either end of that um continuum. So, it's a little bit of a different visual. Um, any questions? Okay. So, we're going to start looking at our I Ready data. And, um, just a reminder, kind of a step back, we we um administer the I Ready diagnostic to our students three times a year, fall, winter, and spring. Um and the diagnostic the information that we get from the diagnostic for students um is um there's different purposes for it. Um we use it to provide instructional planning. So teachers would look
025at it and say okay what do my students need? Um and where are the areas for growth? Where are they excelling? Um we can also use it once they take the diagnostic students can also access what's called their individual pathway. So that means that the pathway get they get placed on their pathway and then um the pathway adjusts based on their responses to like the questions and things like that. Um we also use the I ready diagnostic information for any sort of um early intervention or enrichment planning or groupings. So we look at like what are the students strengths, what are their areas for growth and then we plan accordingly based on um what their needs are and in what content areas or um based on what their needs are. We also use it for
026progress monitoring. So we do it three times a year so we can actually see growth um from fall to winter to spring. Um and then we also use it for family communication. So um a report goes home to families in January and at the end of the year um that is specific to the student that shows their um progress towards their annual growth and even progress towards their annual stretch growth. So this first um part that we're going to go through is specific to Main Street school students and reading data. So if you look up at this slide, this one talks um the top bar is the final diagnostic. So that that diagnostic that the students took in um May of 2025. Um, and you'll notice, um, the green is is students that are on
027grade level or above, and then the yellow is students that are one grade level below, and then the red is two grade levels below. Um, and then the fall diagnostic underneath that shows where this those same students began at the beginning of last year, so a year ago. That's the fall diagnostic 2024. And then the top bar is where they ended the year. And then this breaks it down a little further based on grade level. Um, and you'll notice for instance, uh, kindergarten is that top grade. There's the final diagnostic which is um where they landed at the end of the year and where they began is the fall diagnostic 2024 and the growth that those students made and then the percentages to the right based on um where they landed. So this is specific
028to uh overall grade level placement and this is where we are presently. This is our fall whole school reading data and our students here you'll notice that um we have 42% that are on or above grade level right now. Um and just sort of a side note, a year ago we were at 34% on or above grade level. So um we are um hoping that we were on an upward trend of seeing students uh ready and prepared for grade level um skills and activities as we move forward. It's also a question mark around um implementing our our first year of implementation around benchmark our um reading program. >> This when it says on grade level they're measuring that against the end of the year. >> Yes. Yes. >> Yes. So this is this is the
029beginning of the year, right? And so when they say one grade level below, well, we're just beginning the year because this is based on endofear skills. Yep. And then again, this is our current state and this is uh breakdown as far as grade level and the grade level placement. by grade fall. >> Uh level. Sorry, I know you did it as you just gave me an overall point, but >> yeah, we did not. No. >> Yeah. >> Curious if you're able to tell like if it's, you know, how our kindergarteners are coming in, like how prepared they are coming in. That's changing. I know there's a lot of concern about the pandemic sort of bump that's working it way out of elementary schools now and sort of going into middle and high schools. >> Yeah,
030>> it's always been part of the >> We did a we did a data analysis with our staff this afternoon and that's in fact what our kindergarten uh teachers have been reporting is that this cohort right now is stronger than last year's cohort coming in. So Yep. And Carla's going to speak to the math. >> Sure. >> Yeah. One follow-up point I will make on the reading question. Uh, kindergarten is just like the math finished today. As a matter of fact, we always wait a little bit to let them get settled in before we start this kind of testing. Um, so out of curiosity, I did take a look at our preK data from when we did our screenings back in June and saw very little difference in the data there. So I I was
031curious about what we might see given some of the discussion around the impacts on that particular age group. So we'll continue to monitor, but we had the same question in mind. Uh, so Beth has done a good job of sort of explaining how these charts work, but this gives you a look at our math. So you can see that combined total test my math skills at this point in the evening I think we're at 85% at that top um when you look at the spring uh or the fall that would have been final diagnostic last year right from the beginning of last year sorry thank you um so similar type of trend that you see it is against the end of the grade level um we obviously like to see that the students that are
032in the red it is a goal of ours to try to meet all of those needs by the end of the year. So, we're working hard on that. We did implement moving towards more of the model that Lincoln Street uses for uh math win instruction and how we meet those needs. So, we'll be watching that data really closely this year as our teachers continue to refine how they're grouping students, how they're meeting their needs. Um, your children may talk about walk to math. That was new for Main Street School last year. Uh so this is important information for us to inform the work we continue doing on that. So any questions on that one before I right next >> what's um >> uh what I need so it's that time of day that we designate
033for all students to in this case for math all students move that time to be grouped by their classroom teachers according to various points of data to make sure that they're truly getting what they need during that time. I loved the new visual that uh Beth went over at the beginning because I I'm feeling uh at this point that we're having a lot more conversations about meeting across that whole spectrum of needs. Um so that's an exciting conversation to be having more regularly over our way. Again, the breakdown by grade level. Give you a minute to sort of take that in. So again, that's the change for over the course of last year. Any questions on that one? Okay, go too quickly. And this, as I said, is hot off the press today. Our kindergarters
034just wrapped up today. Um, so this is where we are uh starting right now. Um, and and as I said, this is these are going to be numbers we really want to watch. We started with our learning t team last week bringing back a data protocol that we had used in the past um to really try to dig at these numbers more and the teachers are really wanting an intricate breakdown to better understand that. So we'll be watching them closely. Any other questions? Right. Thank you. Oh, I have one. Sorry, long day. One more. Okay. So that's the grade level breakdown for now. Sorry about that. Any questions? Still here. Haven't left. Didn't leave the room. Didn't run that quickly. >> So were the reading was the math above at or above higher this fall
035than it was last fall. >> I in terms of K, as I said, kindergarten, I don't think I've had a chance to even look at the two bars yet. Um, but we're seeing some variance that we really want to explore in the different grade levels. um to see what it is where we can implement and provide better intervention resources to that's an area of need for us um that we're working hard on right now. Um again uh we our summer work in our building the teachers that worked at the summer summit that was their total focus. So they have put together a set of resources for every domain in math to be providing more re as Beth shared researchbacked teacher vetted materials to support each of the groupings. So, >> I can't answer right off
036the top of my head, but yes. >> If a student is already above grade level >> in their win, for example, are you looking ahead? Are you able to start teaching them stuff? Like what's the flexibility there? It >> sure. So, what we did when we created the resource bank for everybody is it is not set up by grade level. It's set up by skills. So you have the different domains. Every column within that bank moves them further along in that domain. So with our students, what we always are careful of is the difference between moving fast through new information versus making sure they have a deep understanding of it so that they can work our we our wheelhouse is solidly in the addition and subtraction computation. making sure they can do it presented in
037different ways, in different situations, in different types of problems, multi-step before we would want to go too far ahead grade levelwise to make sure that when they hit Lincoln Street School, that third grade math curriculum widens broadly. We want to make sure, especially for those students, that we don't accelerate them and leave gaps. So, we go deeper with their curriculum. And then, if they truly have it, yes, the teachers have accesses to resources. Even beyond that, we I touched base a lot last year with Julie and Zoe. Um looked into things like SD mysteries and other resources that they pull from as well to really challenge those students. So good partnership there. >> Okay. >> I guess I have a question request >> sort of overall request which is um is there a way I
038know there's a way to do this but >> could we try to look at sort of the the same cohort or student over time? So, it's kindergarteners, it's first graders, second graders. So, to have a chart that has here's how they did their kindergarten year, here's how they did their first grade year, here's how they did their second grade year to see if we're getting those shifts or if it's just there's a group of students that are kind of they're basically all kind of in the same zone despite our interventions or are we really able to intervene and kind of move that cohort along? >> Um, I don't know. Julie and I have not necessarily compared notes. I had a specific request come to me a few years ago uh to begin tracking that. So
039I actually I have spreadsheets that we shared with our learning team last year that does exactly that. I can't speak that was that was a very specific thing about working on a project in our building. So I know it can be done. And I know there the capability is there but we can touch base and >> you don't have to go back in time a couple years ago but to the extent we have the data look at it I think it' be interesting and I mean I'd be curious what your >> you know kind of what your team thinks of that terms of what they what they gather from the data or anything maybe it doesn't tell us anything or >> it tells us something that's really interesting that's happening here. Well, and that was
040exactly so the data protocol we did with learning team last week. The last phase of that protocol is reflection on the protocol itself and the biggest feedback was it was really good to be forced and sit and study it and think quietly and really try to understand it and biggest takeaway is we need to break this down by domain instead of overall scores so we can better understand what to do about it. So it does they are looking at it that way. So, yep, we can absolutely put that together. Thank you. I'll go slower this time. Any other slides or any other questions? All right. Thank you. All right. Good evening, everyone. Um, we're going to start for Lincoln Street School. We're going to start with our state assessment, um, the New Hampshire SAS, which
041was taken in spring of last year. um we'll go through um the different contents first. You know, we'll we'll share the English language arts assessment, we'll share the math, we'll share the science, and then we have the kind of the following the cohorts that I think goes back to about 201819 where we can kind of just see where those trends are. Um so, as you can see for English language arts, this is um third, fourth, and fifth grade students that were assessed on this. we were right around 70% of students that um either were deemed proficient or above proficient. And just to back up for a moment, the descriptors that the state uses is below proficient, which would be in the red, approaching proficient, which would be in the orange, proficient, and above proficient in
042the blue. Um, and again, in a couple slides, you'll see a little bit more clearly, but the numbers that we're seeing across all three of our grade levels are reflective of if we go back before the pandemic, before 2020, we'll see that our numbers have climbed back into that same range. So, we are excited to see that. And, you know, and if we think about the cohorts that we have in our building right now, our fifth grade students would have, I believe, had more of a hybrid kindergarten experience. um but they were kind of on the tail end as we were returning to more of a traditional school model. So um we do feel like the group that we have right now, we've been able to close the gaps that may may have existed from
043that time and we are certainly moving forward. Next slide shows where we are um with our students in math. We're right around 72% again in that proficient or above proficient categories. Um and um once again, I think when we look back at the historical data, we'll see that our cohorts are kind of right where they were at um prior to the pandemic. Um so we are excited to see the continued growth. Um and again, we're in a um program with Ready Math that we have our our teachers are very wellversed on. They've had experience with the program for about 5 years. So we really have a deep understanding of the program and meeting students when we think about that early visual wherever they fall follow on that continuum. >> Sure. >> Hampshire >> um we'll
044get to that on the next slide. The short answer is we don't have it for this past spring. Um they usually release the state averages around November which we just missed the cut off with ours but we do have the state averages for all the prior years which typically they see there's typically not big jumps and then here is our um SAS for science and this is just grade five. Um and we did want to really highlight this one. We had um a significant jump this past year um for fifth grade students. um we rose 16% from 47% that were um scored in the green or the blue to 63%. Um for comparison, the state average from 2024 was 36% of students scored in the green or the blue. So at 63% we were really
045excited. Um we hope that is a sign of a trend um and not an outlier. But um you know we continue to do a lot of work with strengthening the elementary science curriculum. Um we have our steam program now where students are in steam each week. We have um a benchmark literacy program that does a great job of integrating science vocabulary, science topics. Um, and one of the really nice things that I was hoping I'd be able to share in a little bit more detail tonight, but it just isn't out yet, is that we were one of nine schools that's going to be recognized by the state of New Hampshire um for significant growth um on SAS scores. Um, two of those nine schools are in SAU16, but we were again one of those nine.
046So, there'll be a press release coming out probably around the time when state averages come out would be my guess. Um but again a nice a nice um well-earned recognition for our students and staff. So this is the kind of the historical trend and if you follow the colors from left to right you can follow the cohorts of students um through their three years at Lincoln Street School for their state assessments. Um, and you can see the numbers that are in the parentheses on the bottom in each of the rectangles that reflects the state average um, at that particular grade level. So, in this case, we're looking at um, reading and writing scores. And you can see on the bottom row that we have our third graders at 63%, fourth graders at 69%, and fifth
047graders at 75%. And if you go all the way to the top of our chart, when you look at years 17, 18, and 1819 and where those, you know, if you average those numbers going across, we're right around where we were um prior to the pandemic. So, we are excited about um where we've been able to climb if you look over the last 3 to four years um to where we are right now. And again, we feel really good about the um literacy program that we invested in last year going into year two. Right now, we're still having regular conversations with our teachers when they're in their collaborative teams um about the program, about our pacing, our scope, and sequence. And we feel um like we'll be able to continue to challenge students again wherever
048they fall on that continuum to help them improve their reading and their writing scores and skills. And >> sure >> I mean >> but if I look at those numbers we're 14 above the state average. We're 14 points above the state average >> 23 points and stuff above the state average. So somewhere >> you know between the two are 17 18 points above the state average. Then you look at some of these other ones 10 points above 18 points above 18 points above 15 points above. I We're we've stayed, you know, somewhere average around 18 points above the state average. I mean, we're consistently >> Yeah. >> You know, there's some good excellence with that in terms of compared to the impact overall in the state. And then I love this whole thing with colors.
049You see like in 21 with the grade three, 52, 56, 71, you see that upward trend going there. You see it in the state averages too, but you really see it. You really see it with them, you know, just across the And actually in grade three it was only a little bit above the state average only seven points above the state average in 21 22 in the orange and now they're 15 points above the state average. >> Yeah. >> So I mean that's quite a you know separation even looking at the average across the state >> right and and of course those state averages are represented by all schools right all all of our districts. Some of them have similar populations and you know um socioeconomic makeups and all the different pieces that go into
050it. Some of them have very different ones. So I I do think it just in general though it does paint the work that's going on in Extra School District very positively. All right. And last but not least, we have math. Very similar. Um again, you can go across the bottom row to see where our students at each grade level finished this past year. You can see for fourth and fifth grade, you can kind of see where the trends might be. Um and then if you go all the way to the top of the page once again, you can also see kind of where we were on average. um in 2017 18 2018 19 and see where those numbers are. And one quick thing that I'm going to um just wrap up is we have kind
051of a unique situation coming up this spring. Um, and I felt like this might just be a good time to give a very short version of we've had to adjust our assessment calendar, our assessment schedule this year. Um, the state of New Hampshire has shortened their window for the New Hampshire SAS assessment. So, we used to have plenty of time before April break and we used to have into June to be able to complete the science, the math, and the reading and writing um assessment. This year the window has been shortened where it begins right before April break and it ends before I believe either right before or right after um Memorial Day. >> So when you think about testing students the week before school break not ideal. When you think about giving a students
052an assessment the week after they come back from vacation also less than ideal. So it's really put a crunch. We're we're trying to find ways to get everything in, not treat the month of May as like the month of assessment. You know, when you think about the fatigue that can kind of go into it. So, we're trying to get creative. We'll probably do our our midyear I ready assessments a little bit earlier in December so that we have the opportunity to maybe start a little bit earlier so that everything's just not packed to the end of the year. Um, you know, it's always about finding that balance and doing what's best for kids and um finding that way to capture student growth without just really burying them because it's it's just a lot of it's
053a lot of testing in any year, but when you have to condense it even closer into a tighter window, um it just makes a little bit more difficult. We were also a school that got um um chosen as a NAPE school which is also known as like the nation's report cards where our fourth graders have an additional round of testing that they'll be doing in late winter early spring. So we are doing our best to try to fight figure out a way that's developmentally appropriate and spaces it out and you know and we can honor the fact that it's going to be tricky for kids. But I did want to just mention that it's going to look a little bit different this spring for us. Thank you. And I'm going to turn it over to
054Julie for >> All right. Thanks for having us. We like to share this information. Um so here you have our whole school reading data. Spring 2025. We had um our students grew from 56% in the beginning of the year to 73% at the end of the year for reading. We were pleased with that. We're also really pleased to see that our um students who were scoring two or more grade levels below shrunk from 20% to 7%. And I think that speaks to a lot of the intervention programs we have in place and the staff that is allocated to um keeping the ratio of student to staff member really low for those interventions. So um there's also really exciting things happening with tier 2 and tier three collaborating on some things. So very pleased to see
055that. Any questions? Okay. Um, here you have by grade level. This there weren't really a lot of surprises for us here. And then here is our um whole school data for this fall. I'm not keeping up in my pages. Sorry. Um, so we have 54% of students are um reading on or above grade level at the start of the year. And I just think that's pretty amazing because they're measured against endofear standards and expectations. And so it's really helpful for us. It tells us a lot about going back to the graphic that Beth shared with you early on, really looking at the blue and purple triangles on the right side to make sure uh we're meeting all of the needs. And about 19% scoring two or more grade levels below. Um, and that also I
056did look it up but I don't have it in my notes. It's very um similar to last year for beginning of year data questions. Okay. And here we have um by grade level again really consistent if you sort of look at that bar graph and our whole school math data. Um this was for spring of 2025 and we went from 41% to 77% in the spring. That was a a significant jump. We were pleased with that and also from 16% to 4% for our students uh performing two or more grade levels below. So that was also really exciting. We are in our fourth year of math win. Three year four year I'm looking at Deanna. She's my partner in crime for that. Our fourth year of math win. Um and every year we continue to
057tweak it and fine-tune some things. um we do a lot of uh diving into the specific domains to form our groups. So the beginning of a year we really focus on not overall scores but the number and operations domain that's a lot of your foundational skills uh you know calculating understanding what multiplication means understanding what a fraction is. So we really dive into the number and operations domain in the fall and um make our way through the year. Any questions? >> Sorry. Looking at this number with >> there are 24 students that were three or four grade levels below through the fall >> and only nine by spring. So out of those 24 when you take like two grade levels below those 15 students that aren't in that category a number of them jumped up
058at least at least a couple grade levels. >> Yeah. To the yellow. >> Yeah. At least to the yellow. Yep. >> Because they couldn't all fit in. >> Yeah. When I look at the yellow like that to me is really significant from 167 to 71. >> That's a that's a really significant shift. But the 21st were two or more grade levels below. Eight of them 15 that aren't still in that level. Eight of them might have gone up to there, but another seven are probably one grade level below or grade level. >> Yep. >> So there's a significant chunk that that jumped up to level. >> Yes. Yep. It's it is exciting. >> Yeah. That's great. >> Okay. All right. And so here we have this again is still spring and you can see our
059our grade levels are pretty consistent. Um when you look at the final diagnostic uh just in the green stripes 58 6161. So we see a lot of consistency 15 18. Um so that's exciting. Okay. All right. And here we are at fall. So starting the year um we are 39% on or above grade level and 15% two or more grade levels below. It doesn't concern me at all when I see a big yellow band at the start of the year because again I assesses against endofear expectations. Um so this gives us some great starting information. Um, and this, while it may look subtle, this is a trend that I love to see. Um, because we're always trying to think about like how well are our students retaining information, how much does repeated exposure help? And
060so when you look at the standards for grades 3 through five as a band, there there is a lot of um there's a lot of similarity, right? You start with your basics of multiplication and then it gets much more in-depth and then you introduce fractions in multiplication. And so there is very much this sort of spiral to how the the skills are um assessed and taught in grades 3 through 5. And so when I look at that and I see that um we go from 27% in third to 40% in fourth to 49% in fifth. It's a really nice trend because that is telling me that over time with repeated exposure our students are retaining more of their uh math skills after a break in the summer. Any questions on that? Okay, >> I think
061that's it. I'm done. >> Question on that. Yeah, right. Often the argument of testing or the debate around testing, right? But you're you might be focusing so much on what one skill area in the curriculum because you know it's going to be tested, right? Yeah. Yeah. >> And I just wonder like given the point of like how much testing we're anticipating, what we think the students engage in over the year and now it's just how I'm curious if you could speak to sort of how you all >> approach that balance from, you know, there's so much right in the curriculum that you can teach and you want them to expand their thinking and then you know that there are these tests that are really important for us benchmark against and >> I know this is
062a long >> time debate around testing and curriculum but I'm just curious sort of how you all are thinking about that um >> yeah so it's it's tricky right and there's no great answer um SAS is required that's our state test um I ready is really useful for us we get a lot of very actionable data from it for finding fine-tuning our instruction and customizing our instruction. So that you know that's tricky. Uh NAPE it seems every other year approximately we are selected for NAPE. Um I think we all feel you know in our heart of hearts we wish that there weren't so many days in a year that were allocated to testing. Um and yet we have we haven't come up with a better solution to it. Um, our teachers work really hard to
063support our students making sure, you know, if it's testing time, there are less um demands or less stressors placed upon the children. You know, you might see that there's no homework during testing or there's an extra recess or there's more um there's an extra readaloud or there's an extra PE class. like anything we can do to sort of help the help the students move their way through the test, stay focused, not um fall victim to test fatigue, which is a phrase we use a lot. Um and and we just work really hard as a staff to uh build up around that. Um our students are really amazing, like you know, they they know, oh, oh, it's I ready. It's sort of like my path. I'm just going to sign in and do it. And we
064have the ability to um chunk it up for a lot of students. Like it's it's not a time test. Many students can sit and work for 30 minutes and that's great. Um we have some students who take it in like 10 or 12 minute sections or some students who set a challenge and they try to just do seven problems a day and when they're done there's seven. They're done for that day and then the next day we go back and do seven more problems. So, as a staff, um, all the departments, all of the grade levels work to figure out what each individual student needs and we, uh, we work through it that way. >> Does that answer? >> Yeah. >> I I don't know. Um, I don't know how we minimize the testing um,
065between SAS and I ready. Those are the biggies. >> Yeah. Yeah, I guess my question was let well one on time but more on >> impact it has on right what is taught and what is not taught that they're all testing. Okay. So, yes, sorry I I missed that part. Um, I can tell you one of the things that we try to do. So, we know we've done deep dives into SAS data and which um which domains we score highest on and which domains we score lowest on and things like that. We've also compared the expectations of the SAS test with the scope and sequence of I Ready. um because I'll give for example um measurement and geometry always come primarily at the end of the scope and sequence and so you haven't spent as
066much time with that before you're getting to some end of year testing and so that's one of the reasons we like to focus on domains in our wind group um our wind time we can pull forward um geometry or measurement and data and do um do a uh several activities and lessons differentiated around those domains that come later in the scope and sequence of our tier one so that students have had an exposure to um to some of those later domains. Um, and I I can't remember if we shared last year, but we had done a deep dive into SAS math and found that we were historically scoring low in the operations and algebraic thinking domain and so was the entire state of New Hampshire. That was a domain that everybody dropped off in. So,
067we made a commitment in our win program to spend Fridays doing operations and algebraic thinking, problem solving. We um pay for a resource called exemplars which are DK3 and DOK4 um problem solving problems and um we use that on Fridays in our win group to our win. So I'm really ready for the domain specific scores to come out from SAS to see if we had a positive um boost from that commitment last year. >> Is that okay? Okay. Any other questions? >> We also feed them. >> We feed them. Yes. I go to BJ's and fill my car twice with snacks. >> Yes. The PTO um sponsors us to provide every student with a snack every day of testing. Um and they get unbelievably excited for goldfish. It's like, you know, I'm sure all the
068parents out there are like, I give them goldfish, too, but I come around with goldfish. and they're like, "Yes, thank you very much. [Music] Help the kids. Okay, >> thank you guys. That was really comprehensive and super helpful. So, it's really nice to see that report from year to year and see how much progress we're making and um track that to all the intentional work that you all are doing on the interventions across the spectrum there. So, thank you for that. Um, I >> also want want to say thank you for sitting in those chairs because I realize >> I know >> you can get a little too comfortable up here. These are nice like comfy chairs and we got to it wears me a little bit more sitting in those ones. So, >> let's
069we'll keep moving along. >> We'll keep Yeah, on that note, we'll we'll move forward. Um, great. So, let's move into our um committee reports. And the first uh committee on the list is our equity committee with Tim and Kate. Um, >> I want to apologize for being late. I have no real excuse other than I've been in many time zones in the last four days. Um, I did not there was a meeting on Thursday, >> right? >> I did not make that. >> Me neither. I had a conflict. >> Um, then the next one is the I think the Thursday the second week of November. So, we'll report back after that. >> Great. Um, policy. I was not able to make the last policy meeting, so I'll turn the mic over. >> Talk about policy
070now, or do you want to skip it and do at the end or just now? >> Let's go. There's not that many. Let's go ahead and and address it now. >> Sure. I was there and we have some policies you can see in the in the packet. Um, first one's about unauthorized communication devices. I think we talked about this last meeting as well. And so we had some additional conversation and feedback. And there's, you can see sort of the recommended changes that are in here. Um, so I don't know what else, you know, what else to say. There was just some more conversation about how this actually works and whether or not this is workable. And um I don't think there's significant changes from when we were here last. So there's that policy that we
071talked about. I haven't heard any other parent feedback. I don't know if anyone else has heard feedback from families or community members, but I know there was uh some feedback beforehand that that was shared at the last meeting. So I um so there's that. And then the next one is on instructional materials and resource plans. Um trying to remember the the background in this one. It's been a little while since we had that meeting. Um this is another revision and there's some changes to the educational code in particular that were put into this. So, um I mean I don't I don't know what to say about this except for that a lot of it was really just the um the changes that that are in here. They thought it more, you know, effectively represented what's
072actually happening. I think some of the library staff gave feedback about this and others gave feedback and um again the committees sort of looked over this and tweaked it and we have this revision to the policy. It's not a a new policy. It's really just just really better sort of citing what what we do with these things capturing what's actually happening. So there's that one. And then we have one on here on homework which has very few changes. Um the one change is um it talks about should it's so we did make a little tweak with this where it says as an extension of the classroom homework must be planned and organized should be viewed as purposeful to students not must be viewed as purposeful to students. We can't guarantee that they view it as
073purp purposeful, but that's the intention. Um, and that's, you know, the sort of the intent of this policy. So, it really just kind of cleaned up some of the language to capture the intention better. >> And then the parental bill of rights one, I think we've also talked about a bit. We didn't um, you know, really offer any changes to this as the committee. It's a new policy and it really is just capturing a number of different policies or laws that are already on the books and putting them all together into one policy. So, it's not that we're creating new rights per se. It just gives almost like a table of contents if you want to think of it that way or a variety of different policies or laws. Some are federal, some are state
074that are out there. And so a a parent or another family member could go to this and sort of look at this and get clued in on a little bit more what the breath of possibilities are in terms of what their rights are and that it is required that we have that that as a policy uh to be consistent with state law but it's not it's not creating new rights per se. Mhm. >> So, those are the four policies that we went over and somehow we found an hour and a half to talk about them. I'd like to summarize it in maybe five or 10 minutes. So, >> I just have a a note of appreciation for the policy on instructional materials. I think I appreciated the intentionality of actually fleshing out some of the
075um intent to represent um different religious, ethnic, cultural groups when appropriate. um to present in an accurate unbiased way cultural diversity and pluristic nature of American society. It looked like that level of detail wasn't in the prior policy. And I think I appreciate the intentionality and um alignment with our values. >> Yeah. And again, we spent a lot of time talking about shoulders versus must. And so that's one word says at the beginning said they should. And so every single, you know, text or instructional material we have may not >> represent many religious, ethnic, cultural groups, >> sure, >> as a part of it. But that's but they should if we if possible, we should be considering that as one of the criteria we're looking at. >> Um, and there's a variety of different I
076think there's what eight or nine or 10 different things that are on here. So, um, we thought the use of the word should is important, but, um, but all those things, so we didn't have to coal it down just to three things that you absolutely do. It should be a broader group of things that are being considered. And again, it's really just capturing what's already happening. >> Yeah. >> It's just putting that in in writing a little bit more. >> That's good. >> Are there other thoughts or questions about the policies? I'm not trying to take over for you, Heather. just uh in terms of what the policy committee talked about, >> I you asked the qu I have continued to get good feedback from parents and actually from students of all different grade levels
077on the um communication devices policy. >> Yeah. um and from several students that they feel like they're talking more at lunchtime and probably from older grades, but um I feel like the communication from parents overall throughout Exit that I've spoken with has been fairly positive. >> I hope that's what you all are hearing back. >> Yes. >> Yeah. And that's one I think that's probably gotten more uh opportunity for community input than typical because we've >> had brought it up to each of our boards. We talked about the joint board meeting and then each of the boards also bringing it back for a second time >> to >> the extent that someone wants to weigh in on it. So I think people are being very careful even though we're implementing a version of it that
078if we need to tweak it and there's also been the points been made several times. It was made at the last joint board meeting if we need to change it mid year even we could. It's not if if we find that there's something that that we really are missing and it's not working for some reason, we we could revisit it, but it doesn't seem like at this point there's going to be a need to do that. >> I have a not about the policy. I'm putting on my safety and security leaison hat here. And I think as a parent who was like, "Oh my gosh, how would I reach my child in an emergency?" I'm sure other parents had that thought too. I think we should probably highlight across the district printing the reunification plan,
079right? Like I think we as parents should all know that it's posted somewhere as a PDF so that we can print it and have it in a ready spot because >> if we need it and there's a lot of site traffic like what might happen. And so I think if I with this policy maybe and here's the reunification plan, print it and just know it and have it ready because you won't be able to reach your child if you need to if that's a concern of yours. We printed ours and put it on the corkboard right in the kitchen. >> We hid it behind something so our kids don't see it, but it's there. >> Um, so I think it's just kind of a plug for the work that has been done and is posted
080on the sites, too. >> That's a great idea. Is that something that could go out through the school newsletters or would it go out through how would that be? >> I think we should talk about that. Um I I can refer back to my colleagues on the senior leadership team in terms of what is the best way to disseminate that just to make sure that again we're doing it consistently and that we're making sure we're being thoughtful about that and to touch base with our director of safety and security as well. But that's a very good point as to how are we making it clear to parents as to where they can find that information and how are we disseminating that so I can bring that back. >> Great. >> And also we're having a
081joint board meeting coming up soon. So that also could be something that could be addressed there if there's some additional thoughts on it. >> Great point. Thank you. >> So I would move that we approve the four policies that are um either being revised which is uh let's see here. One's a new policy, excuse me, the unauthorized communication devices. So, JIC J, right? My eyes aren't very good here. And then, uh, the revisions are for instructional materials, I J I KB, which is homework, and then another new policy, which is the parental bill of rights policy code AB. So, that we approve those two new policies and two revisions. It's second. All in favor? Any discussion? Any further discussion? All in favor? >> I >> All right. Thank you, Patrick. Um, safety and security. Beth.
082>> Um, so we had a meeting in September on September 25th which I was unable to go to and um but I do have the minutes. We were reminded that we cannot share specifics from that meeting but just sort of speak in general terms. Um, so a lot of discussion this meeting is typically very well attended by all of the administrators from all the all of hospitals, all of the schools. Um, I work in a hospital. um and local like law enforcement. So they introduced a new um SRO at CMS. I see him outside when I drop my daughter off in the morning. He looks wonderful. Um really talked about emergency response plans, drills, fire and hazard drills, trainings, budgets. There's a lot of a lot of great work that goes goes on in there.
083And if there's anything specific the board would like to know, we can go into non-public um for those questions. And the next meeting is in January, but there's no date specific yet for it. So, >> great. Thanks, Beth. Um, and you're up again. Strategic plan committee. >> Okay. So, we do not have a meeting scheduled yet. Uh, have not met since the last meeting, but Dr. Andriski did talk about his plan at the joint board meeting. I think it's being brought to the administrators sometime in the short future to review. Um and so I think after that meeting we'll come back to committee with some of the feedback from the administrators in the essay. >> Great. >> So no no meeting yet scheduled. >> Okay. Thanks Beth. And facilities maybe Patrick do you want to
084take that one? >> Facilities did not meet so I can take that one. >> All right. >> We have no no meetings scheduled. It's really on a as needed basis and at the moment we don't have anything pending. >> Okay great. Um and we'll write trust Tim and Kate. >> Uh we have not met. Um there are no new submissions because we are uh waiting the final stages of the ones we passed last spring and then the field trips that we're funding throughout this year and then we're going to check the balance at the end of the year to see if we have depleted the trust. >> Great. Um thanks. And so is not met. Um and negotiations. How are the negotiations? >> Um we've been meeting. We have our next meeting is a week
085from Thursday, I believe. Um it's progressing. >> Superintendent evaluation is not on here either. >> You're right. >> We've not met. >> We we have a meeting. Comedians do meet, but we're >> we're meeting on Halloween at >> 7:30. You will >> Okay. >> Um, yes. So, the superintendent goals were presented at the last joint meeting, joint board meeting. So, this will be our first meeting since then. >> Yes. We seem we seem to be ahead of schedule this year. >> Yeah. >> Great. >> Um, new business is that before we adjourn, um, it there's a misprint in our agenda that so our next meeting is not November 12th. It's actually November 4th at 6 PM. >> Okay. >> Does that ring a bell to others? >> Yes. >> Okay. >> I have November. >>
086Why is it November 4th? >> Because um >> because Veterans Day and it being close on election day usually. >> So, um that'll go in the minutes, but make sure that you um have the right date in your calendars. >> Um is there any other new business? We were going to revisit our goals, but I think we're going to wait for the strategic plan U metrics for that. >> I don't I didn't have any old business. Did anyone have any old business? >> All right. >> So, I need to make a motion to go now into non-public um in accordance with chapter 91A. Uh what is the >> you want to see? It would be um 91A3 um then it would be section A. >> Thanks. >> Okay. 913 section A. So it is uh
0877 16 and we will go into Oh, we have to take a ro. Yeah. So all >> you have to take a roll. You have to individual. Yeah. Take a motion and then second it and then >> like to make a motion to go into non-public. >> Seconded. >> Okay. All in favor >> do individual >> roll call. Roll call. I >> I All right. Um going into non-public at 7:17. Matter discussed. >> I'll second. >> Okay. And all in favor? >> I. Great. Um and now I'd like to make a motion to adjourn this meeting at 7:38 p.m. >> Second that. >> All right. All in favor? I >> I so adjourned. [Music]