001Okay, I will call the meeting to order at 6:01 p.m. and we can go into a non-public session at any time in accordance with chapter 91A 32 AB CDE E or I. We will open it for um public input for 30 minutes starting now. and I will um start with our unauthorized unauthorized personal devices policy. Okay, so just get to that. Okay, so the first thing we want to go over is the new law regarding cell phones, which they're saying unauthorized personal communication devices cuz it's also watches and everything. Signed into law on June 27th of this year and we um So the policy prohibits all personal communication devices used by students from when the first bell rings to when the last dismissal rings um dismissal bell. So from bell to bell um there's approved
002exemption ex exceptions um for medical disability language needs um that are determined by the superintendent. And the policy was developed in collaboration with school parents and teachers and it will be reviewed annually. And what else? >> Going down >> the next page. >> And so what we're asking areas in which we can give parent feedback. >> Yeah. So um we are looking for feedback and the areas are how devices should be stored or secured during the day. Um right now backpacks is is one of the options. um what enforcement strategies are reasonable and age appropriate while keeping in mind that the goal is not to have teachers police the phones. Um how schools should communicate with families in urgent situations and how exceptions should be documented communicated. And then lastly, how student voices should be
003included in these changes. So we're looking for parent input or I guess is it community member input? >> Yeah, just anyone's input stakeholders. Y >> um okay. So that's that. any any input on that? That's fine. Okay, we have done it. And it's um is that something where we're hoping to um have a proposed policy to the school board for the October meeting? Okay. >> Having the SAU policy committee meeting at the end of September where all the boards have had a meeting and open it up for public input around cell phone policy. This is public input for anything. This isn't just right now public input on any topic is welcome. Um but we are seeking input around the cell phone policy that we have to create. Um the law is pretty specific on the
004parameters but like um board chair Tiffany said the areas around like how like cell phones stored in backpacks. We we don't want um teachers having to police it. Um what is what are their worries about emergency communication? That kind of stuff. We would just love to hear from the community of aspects they're worried about or thinking about >> um around this policy. >> Great. Do you guys have any any thoughts? >> No, I think a lot of things going to shake out over the year. >> Yeah, because this is a Yeah. >> Yeah. Yeah. It's less of a less of a concern here at KS and more of a middle school, high school thing. But >> it does include we've had this conversation with parents though and it does include the watches. It's personal communication
005devices and if you have a smartwatch those are prohibited as well in school. >> Yeah, our parents have been very really cooperative um in understanding the shift in the law and um have either reached out asking specific questions about the smartwatches. Um but for the most part the parents are really understanding >> yeah the reasoning for it >> the new expectations. >> Cool. Great. at again at this level it's a very different and peaceful >> it's so easy >> it was the smart watches that are more a concern but the parents have been good about >> adhering to that >> so are they just not going to wear them is that what the >> pretty much yeah or they stay in their backpacks if >> you know they need them for after school if they're
006not going home >> okay all right so any other public input >> yeah Now >> that's now. >> Yeah. >> Pass these up. >> Sure. >> You're welcome. >> Thank you. >> You're welcome. [Applause] >> Thank you. If I could give you just a minute to look over and I'll give you the highlights and I'll be on my way. >> Oh, did you just want to state your name for the record? >> Yeah. >> Aleno, two West School Road in Kensington. >> Thank you. >> Yeah. Why don't why don't you jump in now? We can kind of be looking and listening. First of all, uh thank you for having have willing to think differently because this is a different type of proposal and a model. That's all it is. The model uses averages. Um all
007the documentation on where the numbers come from and the averages where they come from are all based in here. Um, one of the exciting parts about it, we were trying to think a little differently about how we can maybe uh change uh the economic sense of education here in Kensington as well as the same challenges that small towns are having all around us. It's not just us and we came up with this tuition based model and we call it right sizing. Um so the the idea is to if you look at the averages right now you know K East Kingston has eight students per class. These are averages from the state. These are not my numbers. That's what they say in the education um paraphernalia right now. So and we have 14.7 on average. And
008I know that's not the case in every class and I know that's not the case in every grade but these are averages. So the point of the matter is that at one point we had uh in the 1990s roughly about 240 students here in Kensington, New Hampshire. Right now we're down to I think 1270 >> pardon >> um 137 >> 137. >> So the point is is there a way to take a town like East Kingston and bring their students here to tuition them in so to speak? Is there a possibility? They're both schools are under SAU16. Uh they both uh were built to accommodate about 250 students. The buildings are now aging with low efficiency ratings, energy cost. Currently, the footprints are not constrained. If you had to expand this building, you could. Both
009elementary schools are public corporations governed under New Hampshire RSA 189. Both schools are within 3 to 5 miles of each other, short distance. Both schools reside uh within the SAU16 where the students would come again and meet in middle school. Both schools have a decreasing trend in student enrollment over the next 5 years. And that's a regional thing. It's not a Kensington thing. Both towns have little or no industry. That's severely impacted tax rates. Approximately 75% of real estate taxes is driven by school budgets. Property taxes are outpaced by income levels, sustainability, and fiscal responsibility. The current education outcomes the cost per student are similar if you look at both. So what we did is we built this model on a 3% average inflation rate and we based it on education numbers from New Hampshire
010Public Finance Consortium and local tax records. The goal and you'll see at the end of this if we do nothing our our costs go out of control. We're hoping, the goal is one to bend the skyrocketing cost curve in Kensington. Right now, we're at about 31,400 per student. East Kingston is 345 because they have less students. And I know these are average numbers, so bear with me. they align. Um, so if we can return some of the savings back to the community by using uh efficiencies and bringing maybe tuitioning students here to to Kensington, uh we can reduce our direct operating costs. Right now uh if you look in the in the study um in the model, we'll return about $13,500 per household in the next four years in just property taxes alone. uh and
011the models there and we we will increase we're not cutting teachers here we're not cutting education we're bringing people here which is I think is a positive because of of what we're trying to accomplish so I think overall the model there's uh we're I can share with you the the numbers on how we came up with this we have uh if you need to do that we're happy to do that but more importantly tonight for me is to say we want to be part of the solution we really think there's an opportunity to work with you and and to the community to find a way to find some efficiencies that we could possibly work together. And this is just a model, right? It's just a start, but at least the idea is out there. And
012you know, maybe you this board communicates with these Kingston and maybe investigates it or maybe appoints a a group to do this and we're happy to share our numbers. Um, but it's an important first step, I think. >> Okay, great. Thank you for sharing. Thank you for doing that presentation. We'll I mean, we'll take a look at it. Um yeah. Okay, great. Thank you. Um so the other since seek is here to to do energy sprint designers in >> Yep. If if everyone agrees you can come up. >> Okay. Or or do you want to sit through our whole meeting? >> It would be my wife would love it if I got >> right. Got it. >> Yeah. Yeah. especially after last night. >> Yes. Uh, interestingly enough, this is similar to what you were
013saying now, but it's a slightly different approach, right? I also believe >> that we could be more efficient and I'm coming at it from the energy side from the energy committee. Um, I don't know how many of you heard we sent an email. >> Will you just say your name? >> Yes. Address. >> No. >> Yep. >> Do you live in town? >> Yes. >> Yep. Then just your street. You don't have to need the number. >> Okay. Uh so there was I don't know how many of you saw the email that I sent but the uh we've been working with the New Hampshire Department of Energy. They've been trying to um disperse some of the funds that the previous presidency allotted in the IRA. Uh a lot of those have been cut away by
014the end of this year. Most of the IRA funds are going to be gone. However, a lot of the commercial uh rebates stay around until 2027. This gave the New Hampshire Department of Energy the opportunity to create a few more programs. One of those is um the I don't know the exact uh number for the grant that I I sent in the email uh but it's a program where every year they offer uh two grants in the state to a school to two schools um worth up to $150,000 to upgrade the HVAC system of the school to a uh that is assuming that the school is currently on fossil fuels. the propane, oil, wood, uh, and switch over to fully electric, uh, heat pumps, whether that be airsource or geothermal. Um, I would love to
015start the conversation. I think it's too tight to do this year. The grant uh, period ends in two weeks. So, we would have to write the grant and submit it within two weeks. I will be more than happy to do that to work with you guys if if we think that there's enough time to meet with the building manager. Who knows about the HVAC system in the in the building? >> Is there um I'm definitely not the expert on that. Yeah, >> we we have some um members of our facilities department that would >> Yeah, >> we have three separate systems that in in the building and all sort of we've done individual but it's not a collective cohesive piece. >> What are they like? So ducts, right? Everything is ducted. >> Y >> there's
016central AC all three of them. >> There is not. >> There's not. >> No. >> Okay. Uh heating is with oil. >> Oil. >> Okay. Is it a furnace or oil? Okay. >> But boiler, you're doing so good with the passion. >> Great. Okay. So, boiler ducks very expensive to run, I imagine, in the winter. >> Well, compared to my house. Yeah. >> Okay. Right. >> I I look at this as my 25,000t house. So, >> yes. Okay. 25,000 ft. That's actually helpful to know the number. >> Um Okay. And you wouldn't have to know the size >> of >> the boilers. >> Really big. Yeah. >> Tiny. 25,000 square feet do the math >> to boilers. >> Boilers. Okay. >> Okay. Great. All right. So, this is this is sort of what we were
017we would propose either for this year or for next year or forget about the grant, right? Like just in general. >> The a heat pump reduces compared to oil between five and seven times operating cost. Right? So, whatever you spend in the year divided by five to seven and that's roughly what you're looking at in terms of new cost. Um that's just cost right of course it's a very high uh capital investment that's what this grant fix is it's supposed to help quite a bit sorry the uh the that's costwise and we can run an analysis so basically we can look at the numbers from last year we can look at the operating cost we can look at the maintenance schedule and say you know if you had no grant money and you invested this
018amount of money it would take x amount of years to fail >> great then there's the actual benefits of a system like this. So obviously the first one you get AC, right? Whether we need it or not, that's just a factor of the of the system, right? The the heat pump will provide heating and cooling at the same time. Um the really big impact that we just talked about last night at the town hall. So the police department is in the basement as you may know. Uh air quality is a big concern for them. I don't know here how that plays into the the decisions that the school makes. The heat pumps are well known for circulating significantly more air through the ducts. That's just how they work. So they increase the air quality in
019the buildings. Uh that's one. The other one, of course, you no longer have burning fossil fuels. So the uh likelihood of a carbon monoxide leak is eliminated, right? There's no more uh heating with oil. So that's it's a safety improvement as well. >> So no oil spills. Okay. >> Oil spills are also a problem. I mean, this would be that the concern of carbon monoxide. If you heard of the news, I think it was last year, there was a daycare in Maine that had a carbon monoxide leak. One of the furnaces had a little hole and then carbonox started leaking out. They have to send everyone to the hospitals. So, that gets eliminated completely, right? So, from a safety perspective, from an air quality perspective, um those are the things we look at when we
020recommend heat pumps. So what we would propose is to look at the system and say this is what a heat pump system would cost. We could talk about applying for the grants either this year or next year. And then we can run that analysis to say yes this will pay off in seven or eight years. It will make you 200 $300,000 over its lifetime. Uh for reference, the proposal that we had last night for the town hall that was roughly 2,500 square feet. So 10 times less, right? So multiply everything times 10. So the system that we proposed was a geothermal system. So it's it's actually one of the most expensive because we have to drill holes into the ground. >> Um it's twice as efficient as an airsource heat pump. So we showed that
021the analysis came out to it's more expensive upfront but the return on investment is about the same and it makes three times as much money over its lifetime. So it made sense. Air quality is also significantly higher with the geothermal system. There were lots of reasons why but that system cost $100,000. So in this case it's not going to be times 10 because obviously the um uh scales matter a lot but let's say $800,000. the savings on a $100,000 investment were initially uh the school as well as the town can still claim until 2027 30 to 40% on the IRA rebate. So off off right there, the town will be spending $60,000, not $100,000 on the system. Um the school would apply because it's commercial uh investment. So, if it was 80 $800,000, let's say
022a million dollar to make it the math a little easier, it'd be $600,000 investment. Uh the return on investment there, which we did without the solar panels, was about 10 years. And over its lifetime of let's say 25 years, it's significantly longer realistically. Geothermal has a lifetime of like 50 years, but over 25 years, uh the town will be saving 60 to $70,000 compared to continuing to use the boiler. So if we extrapolated, which is not a good way to do the math, it would be about $600,000. Let's say half a million over 25 years, say, and then after 10 years, it would be the return on investment. Now, all of that is assuming we don't get any grants. If we did get the grant, then of course the math goes even better. So we'd
023be looking at somewhere like a return on investment between five and six years and closer to 7 $800,000 uh return over 25 years. That's simple math. Of course, we need to look at so many different variables. Um, but the school is uniquely positioned because there's lots of land, so drilling wouldn't be a problem. The more holes are just like a well. Imagine the school has wells for water. >> Mhm. >> Yes. Exactly the same hole. It's the same company that drills them, too. So, they would make we're making two over there. So, here would be probably 10 or 12 holes um roughly 8 in. And then the heat pumps go into wherever the boiler is right now. Uh the equipment is indoors. So that's another thing. That's it. Um is there a generator >> in
024the school? No generator. Okay then. Never mind. I was going to say if there was a generator, another advantage of geothermal is that it runs at extremely low electricity rates. So even a tiny generator like the one in the town hall can power the heat all winter if you need it. Uh but never mind, no generator. That that's another story. I I could also pitch batteries because there's a big push from the Department of Energy to add battery backup to schools and safety centers. Uh but differently. So that that's kind of the proposal. And so if the school is interested, if the district is interested, what the energy committee could do is uh partner with you guys to either write the grant now or write the grant later or forget the grant or just move
025forward with the proposal. Look at what it looks like. Um, and then yeah, consider that. Uh, we're just an advisory board. We don't have any any any motives other than trying to save money to the town. And in this case, it's cool trying to improve the lifely kids, of course. >> Is there any concern that the the grant won't be around next year if we waited? >> Yes. >> Uh, it's there is there is concern. It's not as big a concern as a lot of the other grants that have already gone simply because the commercial grants have all already been they've already gone through the the big beautiful bill. They've been cemented as they will end in 2027. So 2026 is still a valid year, but we have no idea if the New Hampshire Department
026of Energy will exist next year. Uh they already defunded the the New Hampshire Saves Program. it they will be returning the $20 million they had allotted into the back into the slush fund. So, >> okay, >> we don't know. And $150,000 on a project like this, it's it'd be about probably like 20% of the cost. Uh and then the IRA would cover probably 40% of the cost. So, yeah, it would be significant definitely. Uh and we we the energy committee have capacity over the next two weeks because we just finished the proposal for the town hall. So we have all the data. >> It would just be you know convincing the geothermal company or other companies to come out to do another quote. It's different because this is a much larger building. Of course it's
027commercialsized uh heat pump. So those are those are big units. But uh all these companies are they know how to do it. So, we're not concerned about finding the right company. And we've already vetted the companies, so we know which ones would do a good job, which ones. So, we would just go after the ones we know gave us reasonable quotes, ask them for quotes, and then go with the one that makes the most sense. >> I was at the select board meeting where Zeke presented this and I mean, he he did an amazing job. I mean, getting multiple vendors and the data he has is pretty significant. So, I mean, I know it's a lot of work on your part, too. >> It's It's fun. It's okay. It's a lot of fun. And I
028can send that chart because uh yeah, it shows >> it show the criteria that we use, which was kind of cool. And we looked at uh is it a winter suitable heat pump because some companies don't do that, right? They put a heat pump that stops working at 45 degrees, which is ridiculous. But we looked at them, we asked for the quote, and then we discarded. Um, and then the ones we ended up with all show the performance at different temperatures. They work down to aboutgative5 degrees. So, we put in what's called electric backup resistance, which is when the temperature is below5°, electric resistance, sort of like a electric baseboard turns on and it runs. It's It doesn't run very often. It runs maybe once or twice a year if at all. Uh, but that's
029to follow concerns of well, we're all electric. What happens if you know the heat pump can't work? Well, we have electric resistance and then if the power goes out, you guys don't have a generator, so that's not it doesn't matter. But if you have a generator, again, it can be backed up fairly easily. >> Yeah. No, it's interesting. It's still a lot of money. >> It's a Yeah, it's it's really the B the board can direct the SAU office to pursue this and come back or not. >> Um, it's really up it's it's really up to you all if you want us to pursue it and set up another meeting. I would invite Brian Sans from facilities. You might bring Dan who's our HVAC expert um and do a factf finding meeting as soon as
030possible and and and let you guys know or what. Um the only question I have is one of the um barriers to getting some AC in the Kensington school building was the electricity and not having enough electricity coming to the building to power up the units. So would an energy audit or something need to be done? >> I don't know how much the heat pumps pull for electricity versus the boiler, but that's just something >> significantly more. Yeah. >> For you to think about >> the panels probably 100 amp. That's >> exactly >> for building this size your amps. >> It's threephase though. But yes, uh was UNL not interested in operating the the system. >> It was it was a significant cost to draw more from the the lines from the road. UNT wouldn't
031pay for the Okay. So we will start so in in tandem we will reach out to UNTL UNL may be interested in upgrading you guys for free just because >> okay >> improve so upgrading to heat pumps it's in their best interest uh usually like right now they're offering pretty good rebates on people that upgrade to heat pumps from electric resistance for example from electric baseboards. So I know they have an appetite for that and unit because this is a commercial nonprofit town like entity they offer even more rebates. So we couldn't tap into them. Um we just didn't have enough time but we will also talk to them about combining a project like that with other things like upgrading the transformer uh upgrading the electrical panel like they have rebates for example for upgrading
032the electrical panel. uh when it's coupled with something like a heat pump project. So that's good to know. We will pursue that separately. >> Yeah, if I can make a quick point. Um it what a great idea if we were able tuition in students to help pay for it because we'd have uh the model. So in other words, this model that we're talking about about possibly bringing in more students because the more students that come, the more the more revenue the school may has >> maybe to pay some for service. Uh that's outside of my I have no idea how any of that from the science part and the technology part that's what we can advise on um how the money comes up. It's an investment, right? This is this is one of those large
033investment with returns. Uh solar panels is another one, right, that I know the school at some point looked at as well. And there I did hear that the issue was that UNL wanted to charge for the transformer to be upgraded. Um and in that case, it makes sense. They're less inclined to upgrade a transformer for free if it's related to solar. >> So if they said that they would charge you guys and the time that they said it was when you were talking about solar, that makes sense. No, >> if it was AC then ACL because it's a net new load. >> With what we're proposing, we're removing the boiler. So, it's the heating that would be removed from the equation. >> And in those cases, sometimes it can be a little more lenient. So,
034we could we could look and then if not, of course, we would look at the costbenefit analysis. we can include it into the model and if it if it turns out that it adds let's say 5% to the project and then that's an extra two years to return that cost we can just also show that and maybe the SDU says yeah that makes sense because it's a great investment for the future uh there's a lot of positives to to this the downsides are the huge capital investment up front >> that's the big the big hurdle um usually for like a town like Kensington And that was that was a little tricky because you know the funds for a project like that can be hard to find. But the school I don't actually have no idea
035how big the school system is. But if 600 $600,000 a lot for the >> Yes. All right. >> The overall budget is about 4 million. >> Okay. >> The entire operating budget is 4 million. So yes, $600,000 is a pretty big chunk of million. >> Yeah. And that's what I need to get into it. That's that's for you guys. Yeah. >> Great. Um, did you have questions about anything that I can start looking at to make the case better? What else happened? So, the AC, that one is great to hear because now I can I can I can go out if something consolidating. Uh, what about uh have there been concerns with the boiler at all? Maintenance, shut offs. >> The the So, we we did have an issue this year, which was very atypical.
036We generally don't have issues with the boilers. They're old. Um, but I think our maintenance people describe them as workh horses. >> Um, and that they don't make them like that anymore. Um, so, uh, we generally haven't had big issues with them. Uh, the solar project that you mentioned, um, that the board looked at a few years ago, that did not move forward because the private donor match, um, uh, wasn't there anymore. So, we had been looking to partner. Um, and then when the match wasn't there, then that project didn't move forward. >> Interesting. Yeah. And I looked at the numbers. It was not a great proposal. It was a very expensive proposal. >> It was. And so the board at the time decided not to move forward with that. >> I guess that that
037makes sense. Um, okay. Okay. That that's great. Yeah. Solar at some point will also come back with a much better proposal than that one. Um, yeah, we we looked at it and we ran the numbers. it didn't have a return on investment. So, it would have been purely for adding solar to the school, which would have been great because it would have upgraded the electrical and a lot of other things would have been awesome. But, uh we we can do better than than what happened that year in the future with grants hopefully. >> Yeah. Uh but okay. So, okay. I have a lot that I can that I can do meanwhile. Um, what do you guys need from us and what's the temperature? How are you feeling about the idea? >> I mean, I hate
038to have you do I mean, like two weeks is a short time frame to to do a grant proposal and if we I don't know what do you guys thought? >> I mean, >> there's exigent circumstances because we're pretty sure that it's not going to exist after this year. Yeah, >> but 2 weeks is a really short time. So, >> and the numbers there's all >> But he said he can do it, too. And I I mean, you said you can just kind of swizzle the numbers that you had from the town hall, right? >> Yeah. So, from our Don't Don't worry about our It's not us that we're concerned about. We can we can do it. We can call the same companies that we just talked to to give a general sense. It's more
039of can we talk to the facilities people? Can we get in contact with >> don't have a lot of history with them. like what what kind of information do you need about the the HVAC and the >> I can tell you exactly. So we would come with the company and we would need to look first look at the boilers. All right. Uh we need to find the sizing of of the units which we can we don't need facilities really. >> That's probably all in the reserve report that I shared with you. >> Yeah. Uh we would look at the duct size for example any zones that exist uh thermostats. We would look at insulation and windows although these look new so that's good news. Um >> yes we have replaced all the window or most
040of the windows in the building have been replaced in the last 10 years >> right so so the so the the load calculation that we would need to know the size of the system would be questions like that so how many students or how many people are in the building at any given time number of windows um insulation more or less what it's like that would be uh for the load size when we come with the company we would look at the boiler try to find the size look at the state of And of course the electrical. So we would look at the electrical panel, figure out what that would look like that we would maybe need someone that knows the system a little better. Uh we don't know unless you know where the electricity
041is coming in from because then we can see it. It's a three-phase uh transformer. So it would be a fairly large panel somewhere >> which would then split off the singlephase panels across the the school. So we would look at that see if there's space. It's possible that there is space. The the thing with uh heat pumps, the geothermal ones, is that they are surprisingly like easy to run. They don't take up much power at all. Um on standby or on sorry on while running the one that the the estimates that we got for for that geothermal system, the entire building in the middle of the winter running at 70 71 degrees, it's 600 watts. So that's like half of a microwave to heat the entire building. So they they they're incredibly efficient nowadays. The
042geothermal heat pumps, the other heat pumps are close to like two 3,000 watts. So technical details. Sorry. >> So what you really need is access to the building. >> Access to the building. >> Yeah. So with somebody who could answer some of your questions >> um >> on the Yeah, that would be to get the proposal going and then I would need someone on the district side or whoever would submit the grant. So we can submit the grant for you guys because we're not associated. >> Yeah, we have the grant management system, we can do that. >> Perfect. If you have if you if you have a if you guys write grants, then it should be pretty straightforward. Um we can help write all the technical details and then hand it off and then we
043talk and and figure out what what else is is missing for it. And then and that's it. And it's a proposal. So, we we uh for the solar panel project that we did a couple of months ago, the National Department of Energy seems to go after um ideas for what you're going to do. So, we don't have to have everything lined up. It helps. It helped us. We were the first ones because we had everything lined up, but we busted our asses trying to get all that information. It turns out we just done it after >> it made our two panels. Um, the original electric has a 400 amp and the addition has an 800 amp. >> Okay, that's not small. That's >> Thank you. >> That's big. Yeah. >> Um, what was I going
044to say? Um, I'm wondering if it makes sense for us to have another sit down with you because Becky has a lot of this information compiled and files and reports. Um, is like is it possible for us to just apply for the grant and then if we don't get it, we don't move forward with the project or do we have to commit funds regardless? >> No, is it that's what I was saying. It's just a proposal. So, you just tell the state this is what we want to do. What do you think? >> And then if they say yes, great. >> Then we could do it. I mean, budget's tight, so that is like that would be a deal breaker. But if if the board wanted us to >> invest, >> we we could we
045can pursue this. If we don't get it done, we don't get it done. And I report back to the board. Why >> the It's just really up to the board. There's two things. You want to >> um vote to authorize the superintendent's office to work with Becky Rule um and energy commission to do the proposal if possible or you can ask me to gather information and we could have a special meeting and you could vote on it. Then it's really up to you um if what you want to do. So, if you want to just give the authority to the superintendent's office to pursue this if possible, knowing that we're not committing any local funds, >> you're not you're just giving the authority to go over give him the answers that he needs and submit
046a proposal. >> Get a proposal >> and if we get the grant, it's still not committing any local funds. >> Okay. >> Or you want me to report back to you what we found regardless. That's what I need to know. Like, go ahead and do it or come back and tell us what you found and then we'll decide. >> I think they say do it. >> Yeah. Okay. Thank you. Motion to go ahead and do it. >> Second. Right. Okay. >> All in favor? >> I >> All right. So, if I can get your contact information or I can give you mine. Um we'll go ahead and set something up sooner rather than later and we'll we'll pursue it and see what happens. See what happens. >> Perfect. >> Great. >> Uh the uh coming
047on to on site to with a with the company obviously it's a school so we would need to coordinate, right? >> Yeah. you go through um principal rule for all of that. >> Perfect. Okay. This first one is uh the drilling company's coming to the town on Friday. So, I'll email you, see if it's okay. I would love to have them just sneak over here and and do the analysis over here as well. That's on the outside only. They just look to see um feasibility of bringing the the driller and figure out where it would go. >> Yeah, we still need to just check in at the office and revenge so we don't have random people wandering around the outside of the building. Yeah, because staff will report you. Um, but you I think your
048email is on the website. >> Yes, you just email Becky >> and settle the time and then she'll be a lookout for you and then sign you in and >> someone will walk you around the outside and then watch you leave campus. >> Awesome. >> Okay. >> Yeah. Yeah. We just need to know where the roughly where's the mechanical where the boiler is or are there multiple? >> Exactly. Appreciate >> it's in the courtyard over here. There's no access to it from the main building. >> Yeah, it doesn't matter. We need to know cuz the drilling would have to happen near the where the hole would go. >> That was painless. >> So, I have to get there's a lot of there's a lot of things in the courtyard. So, we'd have to >> Yeah.
049>> get you a copy of where all of that is. >> Yep. Yeah. There would be Yeah. And in case I don't know how aware you guys are of geothermal projects in general, but if you've never heard so Philips Academy, they have a very famous geothermal heat pump system. So obviously completely different types of school but that's that's what they have. So if you were in contact with anyone from there and you ask them and they happen to know about it that's what a GF1 pump system it's different because they use their field instead of drilling straight down >> that's a slightly cheaper way but more destructive to the to the field and it's not as efficient. It's not often recommended especially for a size of a school. Um but that that's what they did.
050That's why they probably will not talk about the grillers if anyone was around when they put in that system. Yeah. Very cool. >> Great. Thank you so much. Appreciate you taking the time to um share. >> Thank you. >> Thanks that with us. >> Awesome. All right. >> I think I'm just going to give you my email as well. If any packets of information you can send me an email would be really would be really helpful. >> Yeah, I'll start sending you information this with Dr. Andrisk. So, anything you can email me would be very helpful. >> Such an energizer. >> Thank you. >> Yep. Awesome. Okay, great. Public need to close public input at 6. >> All right. Uh, we will close public input at 6:39 p.m. And okay, before we do the meeting
051minutes, I thought I would do my schoolboard guidelines. >> Absolutely. >> Good. Okay. >> Yeah, you're the one. >> Okay. Thanks. >> Um, since it's the beginning of the school year, we thought we would I thought we would go over our schoolboard operating guidelines just to kind of go over our purview and that sort of thing just to so we're all on the same page. Um so RSA 1891 A2 states that school boards are responsible for establishing policies for the governance of schools. RSA 325 and RSA 3210 outline the schoolboard's authority in adopting and managing the budget. The board's role is to set policy and budgets. We do not set the curriculum for KS curriculum is delegated excuse me administration for RSA 18924. Um in terms of our agenda for our meetings, it's finalized two
052weeks before each meeting. any requests for agenda items um to be added um sent to me and to review um before two weeks before the meeting and then for our committees that we I think we've all agreed on our committees at this point. So at each meeting board members will present on your committee work any updates there um in terms of communication and public meetings if um all three of us are on an email thread it legally constitutes a public meeting under RSA 91A. So to remain compliant, the best practice is to communicate directly with me and or Renee will then share with the group as appropriate just so we can stay above board in that way. And then in terms of attendance, if you cannot attend in person, you can join via Zoom per
053RSA 91A23. You must state your reasoning for remote participation on the record and then confirm you are alone at your location during the meeting. And that is all. Any thoughts or questions about any of that? >> Sounds good. Okay. Thank you. >> Okay. The next thing on the agenda is approval of our meeting minutes. Um there were three separate minutes. There was our August 11th me meeting. Did anyone have any comments on that one? I didn't see anything. >> I just had one under um correspondence from member core because there had been a request about the building use. >> Oh yeah. Um and I the last sentence that I noted that taxpayers have the first priority and the it it's actually um the Ken Kensington based groups of priority. So >> I just wanted to
054make that clear based group necessarily a taxpayer. >> Okay. Got it. Great. >> Okay. And then the next one is our June 2nd public minutes. way back in June. I didn't see anything. >> I did have one edit. >> Okay, great. What's that? >> Uh that was on point 6 and uh it said that uh meaning the Kensington Historical Society paid for the bus to go there, which it did not. Okay. >> What I had said was I was going to suggest that for next year they do that. >> Okay, that's a that's an important difference. >> Okay, great. Um, and then anything else on that one? We're good. Okay. And then the last one is our non-public minutes from June 2nd. Again, I didn't see anything. No. All good there. Okay. All right. Great.
055>> Oh, do I have to motion? >> Motion to uh the meeting minutes as amended. >> Okay. Um, I'll make a motion to accept the public or the meeting minutes and those three meetings as amended. >> Second. Thank you. All in favor? >> I. >> Wonderful. Okay. So, let's head into committee reports. So, we've got policy up first. So, >> it's been no meeting yet. >> Okay. All right. Great. And all the ones that are in here are just ones that were >> Yeah. So, policies meeting the last Thursday of the month. One day. >> The last Thursday. >> Yes. >> Of the month. And that's a Zoom. >> You can request a Zoom. Yes, you can. >> Or you can go. You can go. >> Well, I'll probably go. >> Um, and it's is
056it going to be that the last Thursday of each month? >> Yes. >> Okay. >> Unless canceled. Yes. So, >> last Thursday. And that's from starting at 6 p.m. >> Yep. >> At the high school. >> Um, at the SAU office is usually when it is. Oh, it's the third Thursday. >> That's what I thought. >> I'm so sorry. >> Okay. It's but the curriculum committee is meeting on the last Thursday, but I'm just kidding. Um it's not for elementary schools. Um the Yes, it is at 6:00 p.m. policy committee 6:00 to 7:30 at the SAU office. >> Okay. >> Um >> or the conference room. >> In that conference room. Yep. Or on Zoom. >> Okay. >> Yeah. So we will get >> All right. I will plan to be there. >> Yep. So
057I have the 18th at 6 for your first meeting. Great Wendy. Thank you so much. Okay. safety and security. Any updates? >> There's been no meeting this year. We won't meet until midocctober or early November. Um, so there's there's been no meeting and no updates from that committee. >> Uh, superintendent evaluation committee. I have that update. Um, okay. We Dr. Andrrisky shared his goals with the committee in August and we approved them um with just a few little tweaks and changes. Um, they were great goals. It was all stuff that can be measured which we were happy to see. Um and he will present them at our next joint board meeting. So you guys will get to hear about the goals. And then in terms of um the committee, we will follow the same protocol
058we did the last two years with sort of periodic check-ins and at the end of the year there'll be the the big um oh gosh 360 and surveys and stuff to get all the feedback. So that is that. And then the next is also me. No general correspondence. Anything any correspondence? >> Um the only general correspondence the um that related to board business was citizen Alberino seeking curriculum materials from principal Becky Rule are on curriculum night. Um and then the principal um principal rule just um they're all on the website after the curriculum night. So she just directed him to the website which he would see the teachers presentations for a curriculum night. Um and then citizen Alberto requested more curriculum materials specifically and um principal will directed him to the SAU curriculum website >>
059where everything is posted >> which exists which exists. So that's the only correspondence related to board um board business I guess. >> Okay. Um great. So community news submission >> done. >> Did it. Thank you. All right. >> And then um the next one is like in >> I don't know, but I'm on it. Whatever it is, I'm >> I have to think of a new theme, though. So, if you think of something. >> Okay. We'll we'll probably have at least next month or we have to think of it or you have to think about it. >> All right. And then lastly, strategic plan committee. And that is me. So, we met on August 27th to continue going over um the c the key performance indicators for each of the priority areas in the strate
060strategic plan. Um we talked through what we're going to be measuring, how to do the metrics, how it's going to be reported out, how the schools will be able to use those metrics, etc. Um I had to leave the meeting early cuz it was my husband's birthday, but I think where we left it was that Dr. Jessie is going to continue to go over a few of them, the KPIs with administrators to make sure everything like makes sense and works for the schools before he presents on it. So, there's a little it'll it's still in the works, but we're we're getting there with the strategic plan. Yep. there's just a delay in him inheriting some of the key indicators of success and he wanted to go back and speak to the K through2 administrators in
061terms of how did these indicators really are these are these indicators of what we think they are what does it look like in your building how do you gather this information does this make sense so he's just slowing down the forward facing strategic plan because he wanted to do a little bit more factf finding and get more feedback from all the building administrators since we'll be looking at them to give us the the feedback. Um, so he that's why he just slowed it down to give dig a little deeper. He had just sort of inherited it and he wants to >> I think that's great. It did sort of feel like it was kind of like speeding towards the the finish line and there's really no >> no no reason to to to do that.
062So it's great. It's great to make sure that it's useful. It's going to be a useful tool for >> I think that's his biggest thing. It's definitely still coming. He just wanted more time to work with the >> stakeholders. Okay. And I went to that meeting even though it was my husband's birthday. Good for you. >> I let him go fishing, so it all worked out. >> Very good. Very good. >> Yes. All right. Okay. Business and financial. >> All right. So, we are going to provide the first financial in the October meeting. We don't typically do it in the September meeting because we're still learning about all the students needs and how to build all the incumbrances. Um, but thank you for signing the DOE and MS25 reports. Those are the uh fiscal year
063reports from last year. So, if you remember on those reports, it's about $115,000 that would be used to offset the tax rate that will be set in November. Um, also thank you for sending the manifests. You had just two of the I think it's AP pay or payroll manifests uh for the current year. So, uh, Becky and I has and I have started working on the budget for fiscal year 27, so next year. Um, and we will be looking to bring that to you in November. Um, so that's where we're at. >> Okay, great. >> Good. >> Thank you, Molly. >> All right, principal's report. >> Yeah, I mean, there wasn't too much to report after only being in the school for like five days. Um but just sort of um going over the start
064of school. We have 134 kiddos that coming in 137 if you count our preschoolers that are out and about in our local preschools as well. Um but yeah, we've got 19 kindergarteners that have joined us this year and they're delightful. Um but thinking about like all the work that was happening before the kids walked in the building and you know the staff is here before that and our custodial crew is here all summer. Um uh our staff does a lot of training before the kids come in, a lot of required training. So I was trying to highlight some of those things um that our staff is doing. Um so in addition to some of the safety training and the suicide awareness training which is required by law, we have additional building based training that we're
065doing. So um a lot of our staff did the CPI training which focuses on like crisis deescalation. um our entire staff is up for reus certification for CPR and first aid and so um that that was additional training um which was lengthy about between the online it was a hybrid version of online and in person that was about 5 hours of of training but we're all certified now which um is important and unfortunately there are times where we've had to utilize um you know some of the techniques that we're learning when we've got a 140 busy bodies and some of them get injured and do unsafe sometimes >> um and just like eat groups. >> Yes. Yes. Yes. We we Yes, we have had teachers performing him maneuver in the um cafeteria before. So um
066it it's just an additional training. So I was just trying to to show we're very busy before the kids get here. Um and then there's still additional trainings that we're looking to do this school year. And um I know we're always coming and saying we need time, we need time, we need time because there's lots of things that we're trying to do as a staff and learn um and and keep our skills fresh too. So So when we ask for time, that's these are the things that we're doing. >> Yeah. >> Um and really these first couple weeks, uh classrooms are just establishing their classroom community. So while the kids all know each other, the teacher is new. Um, and so that's sometimes an interesting dynamics because the kids have all been together the previous
067year, but new teacher. >> Um, so we're just establishing our new classroom expectations and how we want to treat each other and um, we're in second year of our purposeful people curriculum which I understand the SAU is moving forward with um, implementation SAU wide >> um, in the next few years. So all of the elementary schools will be using the purposeful people curriculum that we started adopting. Yes. So that's exciting. >> Yeah. In the middle school is going to in the middle school and high school are transitioning to the high school version of that. So it will be a K through 12 >> social emotional curriculum language. >> Same language will flow through. Y that's great. So similar I think I had talked about at curriculum night we had piloted purposeful people a couple school
068years ago. Some classrooms tried out a few programs and we decided to bring it into the building last year and um so we've found good success. >> Yeah. That's great. Yeah. >> Um, so I think, um, as the strategic plan gets finalized, one of the things that Renee and I had talked about is moving forward um, to be able to report out on different pillars of the strategic plan and what that's looking like here at Kensington. And so how we're um, how we're incorporating um, the pillars of the strategic plan here in the building. So moving forward, that was one suggestion that may maybe my principal reports could be focused around those pillars and what it looks like here in Kensington. >> That's great. I like that idea. >> Cool. >> Okay. Thank you so
069much. >> All right. Let's see. >> Okay. So, new business. All right. We already did our energy grant >> and the next is reviewing the drafts of the board goals. So, those are up at the top. >> Mhm. And what do you guys think? >> In the first one, we have to get rid of the S on impacts. >> Sorry, my English teacher comes out in me. >> Wow. >> Just >> that's good. Someone's got to do that. Yeah, please. >> I I know. That's what I do. And with that, just so you know, I've signed up for there's a a New Hampshire school board um uh update on Wednesday, September 17th on all the 2025 legislative things. And in November, they're going to do another one that's going to kind of look at what's
070going coming up for 2026. And on top of that, I've connected with uh Peggy Baloni who's on the education committee to kind of keep us or to keep let us know what we can do proactively to help in conquered. So, um I'm >> great. You're on >> planning on >> keeping my ear to the ground on all of that. >> Okay. >> Thank you. The only thing that I'm wondering about the first one is it's a language thing, but would it be less controversial um to say informed advocacy for education so that it doesn't look like or it doesn't feel like we're just advocating for KES? Yes. Yes. Yes. But we're advocating for education for kids, period. >> Is that your role as a board member? >> I'm not >> It's totally up to you
071guys. Yeah, these are board goals. What is this board going to do? >> Right. >> I just personally for me that is I feel that's our job, but I want to make sure it doesn't >> u feel like we're advocating for Kensington Elementary School regardless of what the >> but technically aren't we also members of the co-op board? >> Joint joint board. So, >> but they have goals. They would have goals. >> Yeah, I think these are just >> this is just for us. >> Okay. I mean I mean you could add advocates for Kensington Elementary School as well as public education. I mean you could you guys can do whatever you want. You could just for the education of students >> public education statewide. I mean >> as a board member your business isn't
072statewide. I just want to make sure the the guard rails is this >> you're a governing body for this. >> No I think it's just the word advocacy I'm I'm looking at. And I know that I know what we mean. >> Yeah. But it almost has like a >> it almost has like a we we're supporting the community. That's why I said maybe we're an advocate for education in Kensington, which means we listen to the community. >> Yeah. It for Yeah. How about that? >> How about that? How about that, Renee? >> I love that. >> Okay, good. But will you make sure you take care of your singular and plural? >> Um, >> what makes you think I wrote these? This is >> the board chair. That's the way I did it. >> Um
073it we it was from notes at the meeting. >> No, we worked. >> I wanted to feel like we're we are supporters of our school and our community. Like we're not just going to say yes to everything about the school if the community comes out. So we're advocates for education that's in there. >> Do you want to What might be easier for Stephanie is if you email her your edits. >> I I'm trying to take notes, but you are the English. But that's in there. It says >> well prepared to champion the needs of our students, staff, and community. >> Correct. I just It's the the bolded part, right? The advocate part. I'll see what I can do. No, the description I think is fine. >> Oh, you're just looking at the >> I see
074what she You're just looking at the the title. >> It's It's the lawyer part of me. >> Yeah. No, I see 100% the lawyer. >> I agree. Advocacy is what is >> Okay. So, I'll play with that and I'll send it to just one of you. Just Stephanie. So we're too we're too small. We're always a quorum. >> Yes. >> Okay. We're always a problem, too. We're always a quorum. We're always All right. That just >> But we can go out for drinks. >> And talk about the Patriots. >> Okay. >> And the other two seem fine. >> Yes. >> Okay. >> Maybe if you think about two for number one, what is it that like how are you going to measure that and what what the outcome might look like? And then that might
075also help you decide your language, >> right? for W for the first one. >> Yep. Yep. >> How about >> All right. I'll I'll play with it. Okay. >> I'll play with it. >> Yeah. Yeah. >> That sounds good. >> Okay. >> The other two I think are fine. >> Okay. >> The the third one though, supporting staff wellness. U the previous one was about supporting the students and we've kind of lost that in there. I mean, is there a way that it can be supporting staff and student wellness? >> I mean, I think it's okay for for goals to be specific, right? Like it doesn't >> because I think we I think we did the things to meet the student one. So, now we're saying let's set our new goals going forward. Is that
076is that the intention of the goals? >> I think so. I I mean I don't think they have the goals have to be everything that we do. I think they're sort of like specific things we want to work on, >> right? H well I mean there's got to come a time you meet them or you're not doing your job >> right what's the point of having >> what's the point of having them and I feel like how you measure it >> right I I'm thinking of all the things you've done Becky for um kid wellness >> and I feel like it's not it's time that we pay attention to the adults because I think that that's being lost in the greater community a lot that we have adults who need our care. I I think
077obviously I'm coming from an education background but it's very nice to feel >> and I believe this is this is important for me too like my staff on this is very important. >> Yeah. I think that and I think that part of this is to make our staff understand that although we won't always agree with everything, we're always supporters and that's that's kind of where so that's why I think we came up with the staff one because it's such hard times in education right now and they're not feeling supported and we have a parental bill of rights and we have many things coming down. So for me I think that's why we prioritize that at that time. >> I think so. >> So what exactly are we going to do? Well, policy. >> We're going
078to do policies and to and approve programs that Becky would bring in because we hire the administrators, which is you, and then you hire her. So, she would bring in things and say to us, "Does this help meet your goal of staff and adult wellness?" And it's it's anybody in the staff. It's not just faculty. It's anybody in the staff. So, that's our goal is to say, "We need to make sure we do this. So, how are we going to do it?" Yes. and then they would bring it to us for approval. >> Okay? >> Like the like the student um whatever you called it, the kindness curriculum that was part of our to get the kids well. So now we need to do the same kinds of things for our adults, especially now >>
079and we need the time to take care of them when they're not with children. >> Okay. >> Definitely. Okay. So, we'll keep them in draft and then Stephanie, you'll send me edits and I'll put it on the agenda next month in draft and you guys can vote on next month. >> Okay. >> Good. >> Okay. Thank you. All right. And the next um is our policy AB parental bill of rights. >> We need to talk. >> My suggestion would be on that that I believe that this is going to go through a few iterations and it's probably going to get adjudicated at some point. I think for right now we should just look at this as a first read and wait to see what starts happening. Um, unfortunately it's not a policy that's coming from
080us. It's a policy that we're being being forced to enforce. So I think looking at this with many hats on, I think there's so many things we're going to run into that are problems. >> Yeah. And then in and the legislation said the district will create a policy on right >> these front bill rights. Um I think a first read isn't is a great idea. Um the policy committee can talk about this. The SA16 policy can talk about this. So if the board wants to consider this a first read and bring it back for a second read next month. Um yeah I mean it was just a mandate from the state legislator. I mean, just the way it's written is it's it's >> it's cut and pasted from the legislation. >> No, I'm saying it's
081the way they wrote it is is setting >> people up. >> Yeah. >> Is setting them up. And that's why I was worried about wellness. See how it's all coming back around? >> Um, it is >> if there's some specific feedback you'd like to see in the policy, that's also something to email Steph. Actually, email Well, you could email Steph and Wendy, but you I guess that would be a forum and that would be trouble. >> So, you email you >> um you could email me your your thoughts around the policy and I'll send it to Wendy and staff to um >> um yeah and and Wendy will bring it to the policy committee >> and I mean one of the things for example is number nine to opt out of health or sex education
082any other objectionable material okay well objectionable to who who's like >> the law doesn't specify >> right and that's what I'm saying this is this I don't know how we can protect our staff and our adults with this kind of language. So, >> well, we can and that reg that language is state law now July 1. >> I know I know that. >> So, people should voters. >> So, at least I'm going to send you some cupcakes or something. I'm going to do something nice. >> I'd like to know when they get delivered. >> But it's full of things that are are I believe are minefields for our adults. >> Yeah. >> And now you made me drop the cover. upsetting. I can tell >> it is upsetting to me. It's very upsetting to me.
083>> It's hard enough to teach kids without being worried every single day >> if I'm on the chopping block or something. Not that this comes home close to home for me. >> So, what what do we need to do as a board with that? >> So, the board's just looking at policy AB as a first as a first read. That's what Cheryl's proposing. If the board agrees with that, you make no motion to accept the policy and that you ask um Wendy to bring it back in October after the policy committee met in SEU 16 feedback who will send it to >> or send it to me or send it to >> send the boards send me each one of you send me an individual email about what are your concerns, what you'd like to
084see in this policy. >> I will compile all of them and give it to Wendy so Wendy can walk into the policy committee with all of your feedback. All right. >> Okay. >> So, there's really no action. Just Just keep it as a fresh. >> Okay. Great. All right. Any old business? >> I don't have any. I got a lot of old business, but nothing we can over here. So, any related matters? >> And then personnel. Becky has an update. Okay. Unfortunately, this one is hard to share. I received the letter of resignation today from Kristen Griggs who was our admin assistant and she's been here for seven years and she is amazing and lovely and this will be a huge loss for our school. >> Yeah. >> Um so we will have to move
085forward in finding a new person. I'm not going to say a replacement because we can't in those shoes. >> Um but I have a letter of resignation today. Well, um we will be really sad to see her go. Yeah, she's really sets the kind of temperature >> that she does. >> Yeah, it's too bad. Um okay, well, thank her for her for her um her seven years here. >> That's really Yeah. >> Then they need to accept the letter of resignation. >> Yeah, we could just accept it with regret. >> Okay, we accept her letter of resignation with regret. >> You make a motion. >> I make a motion to do that. Thank you. All in favor? >> I >> No, that's too bad. >> Okay. Um, is that like starting in effect >> in
086uh her last day will be October 3rd. >> Okay. All right. >> Start her new position October six. >> Yeah. And Becky will post it as soon as the system allows her to. >> Mhm. >> So, she's on it. >> Okay. All right. Great. So, I think we are able to adjourn. >> Y motion to adjurnn. Second. >> All right. >> Um, all in favor? >> I