001Well, good evening everybody. Welcome to the first uh Brentwood School Board meeting of the 2526 school year. Uh we'll call the meeting to order at 6:03 p.m. Um we'll begin as usual with the pledge of allegiance. So if we could all stand. I pledge allegiance to the flag of the United States of America of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Uh, not on the agenda, but I think it's important to do is introduce our new >> Superintendent designate. >> Hi everyone, my name is Renee Bennett. I'm one of two assistant superintendents in SAU16 and I have been assigned the Brentwood School District this year and I'm very excited to work with them. I've been covering school boards for about four
002years now, but this is my first year with Brentwood. So happy to be here. >> No, we're excited to have you. >> Thank you. >> Although sorry to lose Chris. He was here my entire tenure here. >> He has been here for a long time. >> It was great. Uh all right. So, the next item is uh non public session may be called at any time, but I think we'll uh put that off to the end so we don't keep any of you waiting. Um public comment. So, we'll open public comment at 6:05 p.m. if there are things people would like to talk about. And before people get into public comment, I do want to say one thing that's specifically on the agenda that we are required by state law to take public comment on
003is the new um personal communication device policy. So, uh it's unusual that we are required by law to take public comment on this policy, which is not common for most policies. Um, and while we're required to take public comment, there's not a heck of a lot we can do with the policy because a lot of it is dictated by statute, which is fine. Um, but uh, if you have comments about, you know, communications with children and things like that or anything else related to that policy, those be particularly welcome. But again, you don't have to limit your comments to that. >> Do I stand? I've never done this before. Oh, please. Yes. So, public comment. Uh, generally, you have, uh, three minutes. >> Okay. >> State your name. >> Okay. >> Um, for the record.
004>> Hi, I'm Elizabeth Melendi Tillingast. Um, I've prepared a statement so I don't go off track, so I'm just going to read some of it to you. But, um, to give you some background, I'm the mother of a current Sway student and a graduated Sway student who's now at CMS. Um, I am I'd like to comment on our current grading system. Um, I I didn't know you guys were going to talk about the cell phone ban, but I'm a full support of that, so but I'm not going to comment on it. Um, but first I just want to give you some background. So, I grew up here in Brentwood, went to Sees, um, went to junior high and exit high school, graduated from Exit High School, went off to college and medical school and residency
005and jobs in various places, different states, different countries, and then decided to come back to Brentwood to raise my children. So, um, it wasn't just a coincidence that I ended up here. It was a very intentional decision to be here because I love this community. I love this school. Um, I sp despite being a pediatrician and working a fair amount, I spend a lot of my volunteer time here at the school, too. So, I volunteer here in the library. Um, most years in one of my kids' classrooms. So, every week I'm here and I also um volunteer as a Girls on the Run coach. So, I'm here a lot. I'm involved. I I really care about the kids and I care about the community. So, anything else that I'm talking forward about, I want you
006to know it comes from my heart. It doesn't come from just trying to be a pain because I know it feels that way sometimes. So, um I recently sent a letter um to the principal at CMS because they changed their grading system. And the reason I'm coming back to sees now is because I just want to tell you a story basically about how the competency based grading has impacted my daughter here who graduated from seway and went on to CMS who's now she's in seventh grade. So um she was part of the first sees class to use competency based grading throughout the elementary school. She consistently received a D or a P in math. So that's developing or proficient. So there's three levels I'm sure you know. developing proficient or extended learning. So, she was
007always in the lower two. When I asked her teachers what this meant, I was always reassured that she was quote doing fine. And I interpreted these grades to mean that she was performing at an average level. At the end of fifth grade, she was placed in the regular sixth grade math track, which seemed consistent with what her grades had been at Sees. Though strangely at the shindig, the assistant principal took me aside and said that she recommended that I request my daughter be tested that summer to see where she would place in math. So upon retesting over that summer, just before sixth grade, she was actually placed into the accelerated sixth grade math level. Somewhat surprising cuz again, she had never gotten an EEL in math in at sea. Initially, it seemed like a bit
008of a struggle. She for her first trimester she earned an 81% because they have they do have letter grades but more important to me was the numerical grade. So her um first trimester was an 81%. This objective data allowed us to have a constructive conversation with her teacher. We could identify specific areas to improve and how to change her study habits. She took this feedback seriously and ultimately for the final two trimesters she earned a 93 in each of those trimesters. She felt very proud of her incremental improvements and she finally saw herself as capable in math. This was something she had never believed here at sees. She thought she was bad at math but she got a 93 in accelerated sixth grade math. So this raises a fundamental concern. If a student like her
009who never received an EL in elementary school math is later placed in and succeeds in an accelerated track, it suggests that the prior grading system did not accurately reflect her potential or skill level. The lack of clarity in the elementary grading system had a real impact on her confidence as a student. CMS is now removing the numerical grades. And for me, this is concerning because this lacks the nuance needed for to help students see a connection between their effort and their academic outcomes. For many students, being able to see tangible progress from an 81% to a 93% is deeply motivating and directly tied to skill building and study habits. To be clear, I'm not opposed to competency based grading in principle. I understand its goals and I respect the hard work that our teachers put
010into implementing it. But as a parent, I find numerical data far more actionable and informative. Long narrative comments, while well-intentioned, often lacked the objectivity needed to truly assess growth, especially small incremental growth, or to identify areas needing improvement. I would like to advocate for a compromise to use both competency based reporting and numerical grades. This dual approach would allow families to engage in the data in the format that they find most useful. I find that this would enhance clarity and support student motivation, especially for those who thrive when they can see measurable objective progress. And finally, on her second day of school, when she got off the bus in seventh grade, after she had done well in sixth grade math, the second two trimesters, she said, "Mom, don't worry about the grading system at CMS."
011Because our math teacher told us that pretty much nobody's going to get an E, so I don't need to try hard anymore. So, in one day, before any grading was done, that shift away from numerical grading completely demotivated her. So, I really I'm not trying to be a pain. I just worry about our children's futures. Um, and I want us to have our children's goal be excellence, not be mediocrity. So, thank you. >> Thank you. >> Any other public comments? >> Hi, Melissa Lichfield's Eleanor's Way. Um, I wanted to talk to you about a couple of things. The first thing is the cell phone bill that I noticed you have on the agenda. Um, I was instrumental in that cell phone bill. So, I just wanted to be here in case you had any questions.
012Although, I think the technical advisory that was put out by the DOE, it's at least four pages long, so it's I think it's pretty thorough, but I just wanted to let you know that I'm here. Um, I also just wanted to address something quickly and that was a parent had sent me a copy of an email um, a couple weeks back that was sent out by the office of superintendent and it was talking about um, school choice and students attending different schools within the district. And I just wanted to touch on that in case there was any confusion. There were two bills that were out there. One was intra district um which passed but the inter district did not pass. The one that did not. So these bills don't impact us in SAU16 at this
013point in time. The intra district would be like let's say a Manchester or a Port Smith where you have a couple of elementary school I'll say elementary schools right where um they're dividing the kids up in town and you can you know they'll send them to either school within SA16 we're all separate districts therefore it does not impact us. Um that bill was killed. Um, even if it had passed though, it was set up with so many guard rails and bumpers where they made sure that it wasn't up to the legislature at this time, legislature or the DOE. It was up to local school boards where you could set up, you know, what your maximum is, your staff to student ratio or teacher to student ratio, etc. So it you would have been able to
014set guard rails and say even right up front, hey we're out of capacity, we cannot accept any other students. Uh the other thing too is I just you may see the bill again I want to forewarn you. Uh that being said though there was so little appetite for it that there was talk of it going in the budget and it wasn't in the budget like the cell phone bill and other things were in the budget. Um, and then I have to put in legislation next week. So I just >> I ask a question first. >> Of course. Yeah. >> You said interd district passed. >> Intra district passed. An interd district did not pass. >> An inter district is from like Manchester to here. >> Entire state >> like exit to here. >> Exactly. Exactly.
015Intra would be within Nasha schools. You could go from Le Street >> entire state intra district from exit to here but doesn't matter because it's we're not we're different districts did pass. >> Exactly. And I and I can understand the concerns that were involved because as you I think as many of you know um it was set up where every school district has a different average cost per students, right? They were using what was on the DOE. So, they were talking about up to 80% of the sending district's cost. Well, you could have a sending district at 18 grand and you could have a receiving district at 36 grand, right? And you're only paying up to 18 grand, 80% of 18 grand and then, you know, I guess one of the big things was, well,
016you know, you you didn't have to cover transportation. Well, I don't know that that really covers that gap, right? So, I think that for some schools they might have benefited and I'm I'm going to take a school like I'm going to use Seabbrook and Hampton for example um because this was this was a real life example where I heard people reach out with concerns. So, there were people um in one of the Hampton schools where they literally just did quite a few renovations. They have very small class sizes and their proficiency scores are much better than Cabbrook at this point in time and they had concerns with parents that had reached out that they would have a huge influx from Cabbrook into that particular Hampton School and it it would change the dynamics of the
017class size for example. Um, so I I think you have a point where absolutely it it may not have been in their best interest, although they did have control at that point in time to say we're full. This is the ratio that we want to keep. Um, it although I look at it two ways where on the other hand though, if they were doing well with their costs per student, it's kind of gravy so to speak, right? If kids from other schools are coming in, you're getting up to 80% of the average cost per student. So, I don't know, you get 10 or 15 students, you could be looking at two or $300,000 more that you could use for your teachers for your activities. And I'm assuming this is a big assumption, but that all
018kids aren't going to come for just one particular grade or classroom, right? It's going to be spread ac across one or two here or there. So, for me, my biggest concern honestly was probably the Sebrook school system because they're already having troubles. and then if they took a a few hundred thousand away from that school system, I had some real concerns for them. Um, so I also want to let you know that I think initially when it came across um I had supported it I we vote on everything honest to God like three four times. The next time that it came right the next time it came across I did not support it. Um and and I joke because I I'm on the education policy and administration committee and I I'm surprised they haven't like
019booted me by now the way my voting is this year. Like I had even recused myself from EFA. So um but so at this point in time um I had voted yes then I voted no but then one time they actually attached a bullying bill to it. So I just my hands were tied. You guys, I think you've seen that where there are non-dermine amendments that are added to bills and your hands are tied and it's just like, well, what do I do? How do how do I vote against strengthening our bullying laws? So, so just so you know, that's where I was at. Um, I just want to let you know that I'm always available 100% of the time. Call me, email me, even text me probably is the best way if you want
020to call because I'll see the text no matter where I'm at and that I know to call you. Um, but I'm always open to discuss it, to share my rationale, and there may be unintended consequences that I have no idea about, and it's very helpful for me if you call me and let me know. Uh, but that being said, we have to put legislation in next week. So, if there's anything that you have that you're concerned about competency based grading, um, anything that you all feel strongly about, please reach out to me. Our deadline is next week. But that being said, we have committee meetings um January through March. If it's that urgent, we consider can consider a non-gerermanine amendment. Um and then the final issue that I wanted to let you know is that
021I've been in touch with the commissioner of um DOE, Caitlyn Davis. I am going to be putting in another cell phone bill. It'll be a placeholder so that if we do come across issues this year, then we can go back and we can try and make changes and enhance the cell phone bill. So, thank you. >> Thank you. And thank you for being available and for coming. Um, any other public comments? All right. Uh, well, even though both people went over and that's okay, we still have 17 minutes of public comment left. If anybody has anything they want to come up and speak about in the next 17 minutes, please just raise your hand. I'll call you up to the mic. Um, the next order of business is approving our public and non-public minutes from
022our last meeting which were on June 2nd. I'm sure everybody remembers exactly what happened and so can chime in with any comments that they may have. >> Can I just make a comment about the cell phone bill before we move? >> Oh, by all means. Yeah. I will just say that it doesn't so much affect seway or even the middle school because they really aren't supposed to have them. Um, but in the high school, I will say that my daughter is the hugest fan of it. She said that people are so much more present at lunch that like everybody at lunch table is talking and engaging and that like it literally is like just a better place. So, just for what it's worth, I know some people don't like it, but it's huge. >> I
023will say I have not heard anything negative about it. >> Um >> I I could add um I was at the high school um last week and I pulled a few students in the hallway and every student had something positive to say about it. Um I didn't one one student had a concern and said I just go to my but my I just go to my school counselor and that's how I solve it. And so I I have to say the student I heard the same thing. I will say the cafeteria is a lot louder. >> You go to the cafeteria from 10:45 on at the high school it is a lot louder but I'll take it any day. >> Yeah. >> Um and it has >> has it been challenging to enforce at all
024in any way? >> No. So I think this is all great news. Um we're still going to work on getting um feedback from our students um and their thoughts around it. So we're not but we have it has not been difficult to enforce at all to tell you the truth. The students are great. >> That is that is great. >> Can I and I just have it does is it relevant for staff members too? >> Yep. And as the law states the policy needs to have input from stakeholders including teachers and students. Um, we do want to get a policy out to boards to look at for next month, but the stakeholder feedback is going to be ongoing throughout the school year. That includes teachers at department meetings. >> But my question was, does the
025ban also >> No, it's not. >> It does not police teachers. Um, there's been conversations with all of our schools, our administrators on how do we model this behavior for our students. >> Um, >> we had that conversation here with our staff. >> Yeah, they all agreed. >> I mean, it wasn't it's never an issue here. I don't right teacher use is a problem at CMS but >> yeah so it's about how are we modeling this for our students um and what does that look like and what are the building level expectations of the staff there's been conversations about that for sure >> um and then just my other question is um I would like to address this rating thing wherever you feel appropriate >> in the agenda >> I think >> not not a
026back and forth I realize but >> yeah I think um this is probably not something that's going to have an immediate response this evening, but I think we can take the feedback, review the grading system, not only in Sways, but maybe the other elementary schools because I think they all are consistent. Is that correct, Dr. Bennett? >> Yes. Um, and all of SEU16, we have a three-point for the elementary schools and four point for our co-op. So if there's a way to to reach that happy medium that um that motivates students and is a little more actionable from parents but also maintains the um the competency based system which I believe is required by law. >> Yeah. >> Then I think that's something we'd be happy to learn more about or entertain. >> Yep. The
027superintendent office has already had conversations about holding stakeholders meeting get input around our our report cards. Um, principal Q's already talked about. He'll continue to gather parent input and feedback around um, the report card. Um, it's also important to note we send home other data and SA16 is sort of the I Ready reports, A Cadence report. So, um, looking at all of that and then our parents getting the information they feel like they need from all of that um, to be a partner with the school. And so, we are going to continue to talk about that. I know Dr. Dr. is going to have a report card committee after the first trimester and he'll reach out to the community to see who wants to be part of that conversation. So, it's definitely an ongoing conversation
028around what does that look like for our parents and our students and we can always do better and we're always looking to refine the process for sure. >> Will that so there has been data collection over the years like when it rolled out >> I don't believe that the boards were welcome to vote on it, which always should have happened. Um, there was data collected then. Um, but it was data that was uh like leading data, right? Like the questions didn't allow you to say what you really wanted to say. >> Um, and so here at Sees, we ended up doing focus groups. the focus groups were very clear that they didn't care for it. That went to the K to5 administrators who said, "We don't care." Um, and so it stayed. Um, and you
029know, a lot of feedback was given to Mr. Baristo last spring, almost all of it from Brentwood. >> Um, and once again, the response back was we don't care. And so I guess I would just like to provide I love that is been my request from the beginning. Put a stakeholder group together like get the people who want to have this conversation people who believe in >> people who like what it is people who don't like what it is like a diverse group and like have a conversation about how it has because I absolutely the grading system at sees hurt my kids hands down it hurt my kids in transferring to the middle school. Um, and we provided that feedback last spring at the joint board meeting. Um, I think that I can say that
030because a lot of people know I am such a strong advocate against it. I have had people crawling out of the woodwork. Um, I have had teachers across the district come to me. I've had staff members. I've had spouses of teachers come to me um saying that in general the district has never cared to listen. Um, and I 100% believe that Dr. very interest different. >> Yeah. >> Um 100%. No part of me believes that we will not be listened to. Um I guess but I just think that it's really important that we have like a much more open conversation about it. So >> yeah, and I will bring all of this feedback back to the superintendent's office for our senior leadership. Um I can't speak to what the co-op board will do or or
031do with it, but this is the the Brentwood school board, but I know Dr. Dr. will be will take the feedback very seriously when he's thinking about how he organizes that report card committee and engages all communities in SA16 on those conversations for sure. >> And I know that we're trying to keep everything the same across all of the schools, but um you know it I guess one question I would have is is if this they decide to continue with just a purely competency based grading system, could we have an additional grading system to that? Right. like like um because I um hate to say that I like just feel like I have to ignore I don't let my kids see their report cards. the report cards because I feel like they're >> like I
032always wonder like you know if if a kid can score you know at like top levels how are they developing like >> right >> everyone because everyone's developing. So then like who is like what is the point of that? like you of course you're developing, >> right? and um you know and it's it's just so unclear what that means to to parents that I think that it you know and and so and then how they're sharing that with their kid you know what you know I I really you know I don't know I I I personally having had four kids go through sees you know I found that that transition was basically like I you know I'm just like okay well you're let's let's let's read the comments and let's you know >> ignore the
033other parts and I'm not going to tell you that you're developing in something because I know that you can you know >> right >> read at a really high level so how are you not extended learning right and but >> then I feel like is that just my pride but obviously it's not like if some kids are motivated by that right then >> I mean that's like the general feedback that I hear from parents all the time is they just don't bother opening their report card they look at the comments they look at the state testing and they look at the I Ready but that the report cards are just a waste of time and they feel bad that the teachers are doing them. >> Okay. Well, I took notes. I will bring it I
034will bring it back. Um, and there is something we talk a lot about in SE16 which is common but flexible. There are some common pieces of being part of SEU 16 that we feel are really important for all of our students. And then there's some um local control which we value a lot in New Hampshire and local board control. Um, so this I think the conversation can be ongoing and if um, Chair Duffy, I can come back next month with an update on the conversations with the superintendent office and more of a timeline around a stakeholders group or how to gather community input if you would like. >> I think that would be great. >> Okay. >> Anything further on the things we've discussed so far before we go to the minutes? from Melissa. Actually,
035this is the first I've ever heard suggested like a hybrid approach or a dual approach. Um assuming that can be done without causing too much of a extra work on teachers uh if it's a simp simple like conversion or something like that or maybe competency based grading is at the core but somehow that can be translated to letter grading and have that be phased in at some point at the elementary level to prepare students for middle school. >> Um I started looking into it and apparently other districts have experimented with that sort of thing. I had never heard of it before tonight thanks to Melissa. >> Um, >> it's really the co-op use >> previously like you had a letter next to the competency which was helpful >> or a number. >> A number. Yeah.
036>> Yeah. >> Um, and the other thing I just want to address is the is the and I'm I'm sure you have been looking at all of the videos of all of our previous board meetings. um every single >> um the uh there was an issue last year with the placement of kids in math >> two years ago with the placement of kids in math. Um and I think that it um was more resolved this year so that kids could get into the correct levels of math instead of because similarly most um the m the vast majority of kids were placed into the straight sixth grade math. I think there was a misunderstanding about what exactly the levels were from our fifth grade teachers or how that should go. So >> I don't think that
037issue was based on the competency grading. that was more of um uh working together with the cooperative middle school on the criteria for >> students that we recommend was inconsistent from all the different elementary schools. So, I'm glad I'm glad it improved last year. >> So, third time's a charm minutes. >> I've got nothing. Brian, >> I would like to make a motion to >> Oh, whoa. Whoa. Hey, >> Brian has changes. You know that. >> Well, wait. You can't then don't accept my motion. But >> you have to. So, Brian edits like the grammar. Okay. I'm like, this is his thing. So, >> it's not it's not even grammar as >> you go first. >> Okay. Thank you. Um, uh, the top of the minute says members present, just myself and Dr. Bonafiti and
038Dan, but then we have a whole bunch of motions made and seconded by Dr. Higgins and some 50 votes. So, I think we just probably have a full attendance at the top of the page because I'm pretty sure everybody was here. >> Was there >> I think you had to leave. I think that maybe >> was that the one Allison came late. >> I think I think you might have come late. >> Okay. >> But I think that's the only >> change. You weren't there. >> No, I wasn't there. >> Okay. Okay. So, the first week of June, >> I probably was. Should be, >> but I'm right at the very first in approval of the minute. So, I couldn't have been that late. >> Yeah. So, >> willing to not note you late. That's
039fine. Um, but I think we should not credit >> Megan as being there if she was not there. >> Okay. >> Um, so the votes that say 50 should be 40. And then Megan's also in the non-public minutes. Um, so she'll probably remove her from that. Um, and there's something I can clarify in section 4. >> I was thinking I was away the first week of May. I was here in June. >> What was that one? >> The first week of May I was >> there was one there was only three of us. I think that might have been. >> Was that >> May I was not here. >> Okay. But you were here. >> June I was here. >> Okay. Yeah, it says your name further down talking about transporting students and vehicles. >>
040Okay. So then I guess we just add Allison and Megan to the top. That's the easy fix and everything. Nothing else needs to be changed. >> Okay. Um then there's something I clarify on section 4.1 about um where it says chair Duffy discussed SP 297 which would be amended. I just want to say would be amended in the House because it was amended in the House but it wasn't amended overall because the Senate non-concurred. Um, last paragraph section 4.1. >> Okay, >> it's the only chance I want to make. Um, those are the only comments I had on the minutes. >> I apologize for interrupting. >> Is there a motion you would like to make? >> I would like to make a motion to accept the amendment. >> I'll second it. >> Minutes. Minutes as
041amended. Second from Dr. Higgins. Any further comment? All in favor? >> Minutes are approved. Uh should we clarify that's uh public and non-public? >> Yes, >> public and nonpublic. All right. Okay. Um we're in our last minute of public comment period if anyone wants to say anything. All right. Um, next item is the central office report. >> Yeah. So, first meeting. So, really the central office just focusing on the board's reviewing policies that require annual review of the boards. There's no changes to these policies. We just need you to acknowledge that the board has reviewed them and then like the board to consider um policy AB which relates to the parental bill of rights um that was passed um and within the parental bill of rights it states that school board will create a policy
042incorporating these parental bill of rights. So that's really from the central office is the annual review of policies and then policy AB. That's all central office has. Um just on the whole policy package one we have public comment on cell phone policy which generally supportive um I think the parental bill of rights it was included in our board materials. Um it is copied just about word for word from statute. So there is nothing really there that we can do a heck of a lot to change, but we don't have to vote on that policy tonight. I was thinking because it's such a it's a brand new policy. It's a relatively substantive policy. Uh so I think it makes sense tonight. We can have comments and or things like that. Uh and then maybe vote on
043it at our next meeting if people are comfortable with that. And then the the rest of these policies, 6.1.1 through 6.1.13, none of these have any changes at all. They just simply require that we review them annually. And so we could make a single motion to um approve um those policies as they are. Is there anything incorrect there? >> Nope. That's all great. we can print a bill of rights can just be up for first read and that the board wants to have a second read um next month before deciding on adopting it. I think that's great and if you do have questions after reading it or further questions please email me concerns or question and the policy committee it will be meeting and looking at this um the last Thursday of September and there
044has not been a policy committee meeting yet >> and this is all great. So this covers my portion of the uh report from the chair that 8 point wherever I would be 8.3. Um so don't ask to have any comments now on the printable of rights. We can discuss that more substantively next week next month if people prefer. >> It's fine with me. >> All right. Um, in that case, would anyone like to make a motion to adopt? >> I'll make a motion to adopt >> or uh affirm policies >> D FA. You want me to read them all? >> Uh, can we do >> the policies enumerated? The policies enumerated at 6.1. >> Okay. The that >> Okay, I'll second that motion. Uh, all those in favor any further discussion? All those in favor?
045I All right. Dr. Bonafiti abstained. So 401. All right, Mr. Q, your inaugural principal report. >> Fantastic. Welcome back everybody. September board meeting. Um, just review quickly some of the updates from my principal report. Um, at the top of the list, last year we uh we tried something new. We uh we changed the format for open house. got some feedback from some surveys. We're going back to the original way we're doing open house, including like a a quick gathering on the hello in the gym. We'll set up and be all together and then we'll dismiss families. Uh that means adults only to the classrooms where there'll be presentations from the classroom teachers. So, um we gave it a shot. We had a good time at uh the eclipse with uh families all coming together. We
046thought we would try that, but we're going to um we're going to go back the old way. Um um great summer. We um enrolled a lot of students and I have some paperwork to share with everybody if you don't mind taking one and passing it. Um >> I heard a rumor that you had a lot of new students. >> Yep. >> A lot of new students plus our registar uh we've moved her job position to be school year only. So, I didn't want to leave a stack of students waiting to be put into our system. So, I learned a lot about our student information system over summer, let me tell you. So, with the help from people at the SAU and, uh, other admin assistants, but um, it was good to connect with some of
047our new families, too. So, on the chart here, I kind of just tell you what, you know, what I was putting together, what I was thinking. uh last year's enrollment by grade. This year's enrollment by grade as you can see uh in two of these grade levels I actually updated today. So I don't know if it's going to be the same as what you see in my principal report, but um we have 10 more kindergarteners than we had last year. So we enroll we have 40 45 students in our kindergarten. And then if you go with the cohort like um top row K going into grade one um you can see the increase of that cohort on the bottom. So uh three additional in this year's grade one, three more in grade two, two more
048in grade three uh in fourth grade uh zero change and then we had one student leave from last year's fourth grade going into fifth grade. Um so it was wild. um 14 new students, grades one through five. So that's that's a lot of families moving into town. Um >> our street takes three of them. >> Oh, great. Great. So I'm sure I'm sure you met some new people. So it's always one of my routines on the first week of school is to go from class to class and find out, hey, who's >> who didn't come to school here last year? So I can kind of see the new faces. But we've had a really great start. Um interrupt you just really quickly so I can close the loop on public comment. It's now been 35
04936 minutes. Any last comment? All right, we'll close public comment at 6:42. >> Thank you. Sorry about that. >> No, no, no worries. As you know, we hired a new first grade teacher. We have a we had a change with Ashley Hibbert moving into grade one. Kathleen's back in the office with us. Um, we have Jamie Marcelo who was a pair professional in fourth grade last year going back to a reading intervention role. She's a part-time interventionist. Um, we hired four new pair of professionals. Um, replaced um a member of our lunchroom staff and um we did hire someone for that part-time speech position. We had a resignation last year. So, we're we're doing a contracted uh service provider for this who's here three days a week. And um so great crew. We're fully staffed,
050which is fantastic. That's the one goal. Well, now it's registering kids over the summer. But um the other um piece of information I put in my board report is um a quick list of events. This is more uh for staff than families because I have um schoolboard meetings plus our staff meetings. It's just kind of a monthby month overview of the events that are happening at school. And again, um I'll remind you I send out a weekly newsletter on Fridays which updates uh both families and our staff about things that are going on. Um we added a staff spotlight this year. So, every week we're going to highlight a staff member with a picture and just kind of an update on who they are. I feel like this view like maybe without the staff meetings
051and all that would be really helpful for families like the beginning of school stuff I don't think went out until like a couple days before >> which like for for me I'm like okay it's going to be the Thursday before school but for new families >> they so if there's even like a through December view of like here's the friends and family day and here's the like that might be helpful to stick in the bottom of the s'mores report. >> Yeah. And no, I'm I'm glad to do that. I try to give people a month in advance and like the friends and family stuff isn't on our academic calendar like vacation, >> but like if people are going to travel into town like for all of these new families that don't know the sea. >>
052Yeah, >> it might be a helpful like just to even through December and then things change the rest of the year. But >> Right. Right. Yeah. That's that's always the goal of make sure people know when when things are happening too. Um, the other thing I want to go over, um, if you don't mind passing this down. >> Absolutely. >> So, um, Mrs. Bradley, who's in our audience today, Willamina, um um one of our very special classroom teachers in grade two, um has done a great job of taking care of uh students in classrooms that are interested in nature. One of the things she's always provided is um caterpillars for life cycle of the butterfly for those classes that want it. Well, due to uh trying to do a good job cleaning up around the
053grounds, some of uh the milkweed that's available in growing up was kind of disposed of. So, um it got um Mrs. Bradley um interested in um how do we preserve these uh pollinator pathways? So, she created the spreadsheet which I think is really good both for you all to take a look at and probably be shared with our other classrooms about um preserving some of these areas. So, there are now signs in the courtyard and throughout the areas where there is a place where we're going to stay away from so those caterpillars can uh can cling and then uh either do their thing out there in the wild or we can bring them inside and then release the butterflies. Also, um these pathways are also good for um the bees and moths uh um hummingbirds
054that pollinate the gardens too. She also added all these great pictures of artwork um that's done and um some of the science that goes behind it. So, uh it's it's a unit that they've been doing for years. So, um thank you, Miss Bradley, for your work. >> Thank you for saying it so eloquently. >> I tried I tried my best. >> And Dr. Renee Bennett, thank you for listening. >> Absolutely. >> And being there. Thank. You're welcome. Welcome. >> This sounds like a great newsletter article. >> I I love it when that happens. We don't have to have to argue over it. So, yeah, I think that would be an amazing newsletter article. It combines science and art and all sorts of great other, you know, academic disciplines. Um, >> can I send I'll work
055on it. Can I send you an email and make sure I get it all correct? >> That would be wonderful. >> All right. >> Because we do care. >> Yes. And it empowers the kids because they can do good. They can help and they can love nature. >> Thank you. >> I have tons of milkeed if you want me to give you some. We we keep it for the caterpillars for the butterflies. So if you want any seeds to plant, I'm happy. >> I'm not kidding. We we like no one is finding them anywhere because of the monarchs. There's a lot going on. And you probably have 20 crystises going on right now. like this is a place where monarchs go. >> Yeah. >> And so we really do up the the milkweed in certain
056places >> because it empowers the kids. >> So if you want any >> any seeds, I'm happy to donate. >> Really appreciate that. We're just trying to save places right now. >> Yes. >> Thank you. >> And when I heard that you had heard that it was cut down, I was like, "Oh no." >> Did you feel like you had gotten in trouble? >> Uhhuh. >> Like we're in trouble, Dr. Bren. No, but thanks again. That's all from me. Thanks. >> All right. Thank you. That's okay. That's an exciting thing to start the school year with. I think I'm I think this is really cool and I'm glad it'll be a newsletter article. Um, so our next item is report from the chair. Molly, we haven't heard from you yet. I know it's the beginning
057of the year, so don't have a lot to report out on. Is there anything that you want to share with us that? >> Um, thank you for signing the manifest. I did bring the two that we had. Um, we did do the DOE25, the MS25. So, thank you for coming in and signing that. So, the unassigned fund balance, I'm just bringing it up on my computer, which I closed. I believe it was $249,000. Um, and then you will have the first financial in the month of October. So, next next time and that's we're just working on closing out last year and getting ready for this year. >> That No, that makes sense. I just didn't want to >> We usually hear from you and so I want to make sure >> you got your mention
058in the minutes. >> Thank you. >> Any word from >> Oh, yes. And so, yes. So, um, your oops, there's a bug. Um, the solar. So, we did submit the solar return and it got sent, sorry, there's a bug. Um, got sent back because we had to file it electronically in a certain system. So, we did uh work with an accountant um to file that and get that filed midsummer. She I checked with her today cuz we haven't seen it in um the IRS is not exactly fast. So, she said that if we don't see it by October 15th, then she'll call and check in on that. But all the paperwork was filed. Um, and she did it u I want to say probably in Juneish time frame. >> Sounds great. >> And those funds
059are being paid out >> right now at the federal level. Like is any concern that they're not going to be paid? >> I am not aware of any concern of them not being paid, but yes, correct. It would be paid out at the federal level. So, we we submitted the return. We've done everything on our side. We're just waiting for the funds. Now, if we get the funds before the um the DRA sets the tax rate, then it would hit no this coming November tax rate. If we don't get them until after the tax rate is set, gosh, there's so many flies over here. Um then it would be next year's tax rate. Got it. So, >> do we have uh power production data? >> I don't >> over the summer. >> I did not
060bring that in and I should have and I apologize. >> Did we Did we get a lot? >> I didn't look. >> It was pretty sunny. >> It was a hot and sunny summer so >> I'm hoping it works. I think that would be a a >> power production. I think it would be like a nice standing item for our >> Yeah, our agree >> agendas. Um, >> got to bring my zapper. >> Sorry. >> Um, yeah, we'll have to bring the zapper. >> These next items will probably go fairly quickly because I don't not sure how many of these committees have met yet. So, Megan, has the safety and security task force met? >> We have not. Say it's the end of September, beginning of Octoberish. >> Yeah, closer to October. >> All right.
061And Dr. Higgins, we'll hear more from you next week, but as a superintendent evaluation committee. >> Yeah, we've been meeting goals were finalized and approved by the committee and you guys and they're and they're awesome. They they they're like totally different. They look very different. Um they look great. So you guys, yes, you'll get them. Is it next week or the following week? >> Next week. >> Next presented today. >> Yeah, next Monday. >> 15th. >> It's the 15th. >> I thought it was next week, too. >> Yep. >> Um policy committee is already done. We approved all the policies in your absence with the exception of the um parental bill of rights because that's going to get a second reading. And then the policy on the personal devices is not yet finalized because we're
062incorporating public input. Um, board member queries, correspondence. I did respond to someone. Apparently, these are not live streamed. We they are recorded and then posted later. So, I had a request for the link. Um, community engagement events. I think Allison volunteered for next month's Brentwood newsletter article with um with the pathway uh pollinator pathway. Um is there any other community outreach that we should be aware of or should be doing? Okay. Uh Budcom, uh budget committee's been busy over the summer. um actually just came from a meeting uh at 5:00 this evening. >> Uh but doing all site visits which I think started when um you were with the budget committee. >> Y >> um so that's been great just sort of grounding budget conversations in the sites. Um so we've conducted all of those
063uh except for one. So we've done wreck, fire, library, police, highway shed, town office. Um I think there's just one more left. Um so yeah uh budgeting process is uh underway and I think it's really going to pick up speed uh as there starts to be more formal back and forth with department heads in September. >> Dan, what is what is the site visit entail? It's like uh the budget committee um asks for some information ahead of time from the department heads like job descriptions and headc counts and things like that. >> I see. >> Um and then we show up at a designated day and time. So like show up to the library on a Thursday at 4:30 and Janice will sit down with us and share our updates and take us on a
064tour around the building and >> right >> um if there's any like anticipated expenses upcoming that are large, we'll like start to talk about those. Um so it's not quite like getting into granular level budgeting just yet, but it's just like >> getting a a pulse check on on what's going on at the the different sites. >> Thanks. >> Yeah. Um that's all from Budcom. >> All right. Thank you. Strategic planning committee. >> The strategic planning committee met, but I was at the um teacher >> Negotiation. So I missed the strategic point. >> That's the next item. I think that would probably be a uh non-public correct. So we'll skip that and go to >> is there an update about what happened at the district? >> So the strategic planning committee did meet um this
065is Dr. Anderson taking over strategic plan um halfway through the process. Um he wants to do some more work on the key indicators of success for SEU 16 and what that means and um the pillars. So, um, he anticipates, so he's called a few more meetings and he is anticipating not being prepared to make it public until January. It was supposed to be launched in October, but after him having time to meet with the committee, um, and them all having some more questions, just like with his goals, he wants to go back and really look at the goals of the strategic planning committee. What are our key indicators of success for SEU16? Um the feedback we got from the community was pretty solid and we had those three days and we had those surveys, but
066it's just really translating that into actionable items and messaging that out to the community so the community understands what it's all about. So he's just going to wait a little bit longer and have a few more meetings. Um so it's not he's not ready to be put out yet. He he wants to continue conversations with the planning committee around that. He also is going to go back um one of the things he also wants to do is um go back and meet with all the principles in the in the assistant principles and the special administrators um between now in January to get their impact um I mean their feedback, excuse me, on the key indicators of success cuz he um they look great on paper but he wanted to know what the lived experience of
067actually gathering this data and does the principal think that this is like real feedback. Does this really indicate that we're doing what we said we were going to do? So, he's just really looking to expand the the feedback around the key indicators of success and what is the lived experience for our students and our principles um for now. So, there'll be more meetings. It's not ready to be pushed out. >> All right. Thank you. >> Yeah. Um uh last item on the agenda as far as new business is reviewing our board goals for the year. So our board goals are at the top of the agenda. They're at the top of every agenda uh for the benefit of the audience. They are to keep students at the center of the decision-making process, review data to
068shape policy and allocate resources that support student growth and learning, >> continue to pursue community and board engagement, and sustain our school by implementing eco-friendly practices while promoting environmental stewardship and maintaining fiscal responsibility. We will typically have a specific goal during a negotiation year to uh reach uh an appropriate contract. So >> I guess two questions. One, are there any recommendations to amend any of the existing goals of the four I just read? >> Um, so I have on number three, we have continue to pursue community and board engagement. I actually think engagement is that spelled wrong. No. Um, moment. But we I feel like our last school budget meeting was a real eye openener for me about our parent engagement. And I think that if we specifically call that out to really like I
069love that you came here tonight and spoke. We hear a lot but we don't really hear from parents and we I don't think we think this school does a lot to engage with parents but we don't do a lot to engage with parents to let them know >> I mean >> what this is and how important they are. >> I agree. I mean >> I mean we discussed this after that. I mean, the chances like >> I think it was so eye opening to watch all of those second grade parents come watch their kids sing and then walk out before they voted for their school budget. Like it was heartbreaking and I think that like because we spend so much time and like it's their I mean at this point not a lot of us
070have kids on this uh in the school and so we spend so much time and to have the parents not invested in like making sure our budget passes is is I agree. I think that that's a really good point. >> Like just specifically I'm like how can we as a board engage parents so that when there's fresh like I don't know like any kind of feedback any good and hard feedback is all good and then un understanding March and the importance of that. I just feel like adding something like that to that goal would be >> helpful. So to perhaps re revise number three to uh improve engagement with uh seway parents in the Brentwood community. >> Love that. >> Like that works for me. >> Um >> Yeah. Something like improve community board engagement
071like with a specific emphasis on parent engagement or via parent engagement or something like that. >> Yeah. I mean really like as measured quite honestly by like attendance at board meetings and at the district meeting. I mean ultimately that's the key. >> Yeah. >> And that would be doable to take account of attend right. >> I have um two opportunities for y'all or opportunities as I call them. Um, we're we're going to do 10 to 15 minutes to say hi and thank you to families and staff prior to the open house. If the board wants a moment, you're welcome because we're going to pack them in at that night in person. >> But it's just an invitation. >> You just said, >> "Okay, >> you didn't say the dates." >> The 16th and 17th of
072It's a Tuesday and Wednesday of next week. >> Both at six o'clock. Well, the middle school is or not the middle school, the high school open house is Thursday of next week. >> Yeah, we avoided all the open houses, I believe. >> I can't do Tuesday, but I could I could do Wednesday. >> Yeah, we have kindergarten, fourth, and fifth grade families on Tuesday. We have grades one, two, and three on Wednesday. >> The co-op board meeting is on Tuesday. >> Yeah, it is. So I could be there on Wednesday if we could divide and conquer if there are members who could be there on Tuesday night who have availability. >> The co-op board meeting's second soccer game. I'm missing the first >> Sharon sent an email with the agenda saying it was on September
07315th. >> That's the joint board meeting. >> Oh, I'm sorry. Co-op board. >> Yeah, co-op is for the middle and high school. joint board meetings for the whole SAU. >> Understood. >> Y I'm going to call for it, too. So, >> um I I'm supposed to be coaching soccer that night, but I probably could change it to come because I think it's important for Tuesday night. Plus, my kid has his open house that night. So, maybe. >> See, we're already engaging, >> right? Yeah, we are. I might be able to attend both. Um it'd be good to like get aligned on messaging like what we want to say. >> That was my next >> Yeah. >> I just thought I could float it out there and >> No, it's a good opportunity to say hi
074and um >> was that one opportunity one and two or is there a second? >> You said there was two opportunities. >> The one on Tuesday night, >> Tuesday and Wednesday. >> Yeah. >> Perfect. So, can I ask would the board like Ron to have a slide in his presentation that says school board you mentioned it or you just want to be present >> like we should talk? >> Yeah. I think there should be a slide that says here's the the school board here are the members. Put our emails on it. >> Yeah. >> I think um >> whatever you want me to put about >> I mean I think that the messaging is fairly simple, right? That like we welcome you here. It's really important like this is your school and you like we
075want you to be invested in it. But I do think at some point maybe next week is not the time and the place for it, but at some point it's a pointed message that like you need to show up in March. >> Well, I think we my thing >> build relationships first. I get it. I get it. >> I think you know you know a word from our school board. Uh five member school board they want to hear from you. here are their emails. Um they meet on the first Monday of every month unless the first Monday is Labor Day and um most importantly the school district meeting will be on March 6th, whatever date that is. >> Um and you are welcome to attend all of those meetings, but most particularly you are welcome
076to attend the school district meeting because you're voting for the education of your children. Yeah, >> you started to do this verbally, Brian, but like some sort of uh miniature timeline view visual I think is helpful like leading up to that March date, right? Like when is there a is there a public hearing about a proposed budget at some point before the March 15th just to give people a sense of like the process and how it all >> I think for down >> for us it's all it all happens at these meetings. >> Okay. >> Correct. Yeah. The co-op has a different process where there's um like that that process has already started and there'll be a public um public input session which people show up and make comments at and then there's no voting
077because people vote at the the polls, >> right? Um that's that is actually on the sea website or the SAU16 website that process already that calendar >> is graphic right. >> Yeah. >> I also wonder and like this if you don't want this you can say it but I'm happy to make it if like a onepage sheet that says like seway if you're one of these new families and you come home your kids like I was at a shindig. They have no idea what like here's swayazy things like a one-page sheet. Here's the family and friends day. Here's the with like a little blurb and the March meetings included in that. You know what I mean? So like I'm happy to make one of those >> if you want. I'll send you a Canva link
078and then but just like a kind of decoding >> and in the Yeah, for sure. That also could >> include the >> All right. So, >> we don't do flyers anymore, but >> getting getting back on track for aligned messaging for uh Tuesday, Wednesday of next week, linking and just throwing out the idea, can we have three slides? One, here's the board. Here's here are their emails at sau6.org. Here's what the board does. um you here here are the board's goals to keep students the center of the the polic the process you know these four goals and then the last one is you know we meet first Monday of every month school district meeting is this date we want to hear from you we want you to be at these meetings you can email us
079in the interim something along those lines is that is that a too much time to take and too many slides to use >> three slides we could do that in >> three minutes >> okay I could do it in one Uh >> 3 to four minutes. >> Three to four minutes. All right. Um and if everyone's comfortable with that, >> yeah, >> I think the main I think the reality is is people aren't going to come to this meeting. >> We welcome them too. >> Yep. >> But I think you know kind of I think the really strong stance is that you know like we're here for any feedback anytime. You're welcome to come to any of the meetings. Um and in March is when um you know the town gets to decide if you
080know how much gets spent on the school. We really encourage you to come to give your opinion and vote for whichever way you want. >> Y >> I mean I wonder like you know if we look at the attendance still on the March meetings like it's still quite honestly the current high schoolers parents who are still attending the Rob Bergens the Keith Levitz like those parents who lived through, >> right? Those payers that live through that $300,000 cut or whatever it ended up being are the ones who are still coming to vote to make sure seway is protected. And like somehow like getting that message out, right, is that like we're still trying to protect the kids here, but at the end of the day, if the new generation of parents doesn't step up, like
081we're trying to prevent that from happening to you, but like if parents don't step up, like it could. And like I think like new parents won't have that perspective on why the high school kids parents are still attending, right? Because they weren't they didn't live it, >> right? >> I don't know how we weave that over the course of the year, but I think it's an important message. >> Um, >> you make it a portal. >> Okay. So, >> what did you just do? >> I will I'll take a stab at writing up the slides or it's not rocket science. is going to be copying and pasting our emails onto something. The um the goals and the um you know we meet the first Monday of every month. You're always encouraged to attend. Email us
082in the interim. You saw our emails. But most importantly most most most importantly come to the school district meeting. >> Everyone's good with that? >> Y >> I know it's not public comment. Can I just comment as someone who's never come to this meeting before today that messaging sounds like all we care about is your money, which I know you guys don't, but I'm just giving you that feedback that like this is the more important meeting. I know that financially, yes, that meeting is the most important one, but the reality is you're right. >> There should be these seats should be full. So that's the reality is this is the most important meeting. And so I just fear this. I I I know cuz I'm hearing the conversation that that's not your message that all
083we care about is your money, but I fear that people will hear that. So, >> okay, >> that's helpful. >> That is helpful. And I will tweak the slides accordingly before I circulate them. >> There's trust to do it >> to the other other folks here. U dollar signs. >> Yeah. Oh, I was a like a bag with a dollar sign on it. >> Right. Exactly. the universal symbol. >> I'm sorry, but >> going back to the money though, those of us that live there, I I kind of do think it's important to say that the budget committee is going to hear the budget in whatever it is, December, January, and that we have a municipal budget committee, and they have the teeth to cut the budget by 10%. So, I I don't know. I
084think you're right, 100%. But I'm just wondering also, it's not just March, but engage in this process. That's a good point. In the process, >> no, I appreciate that. Thank you because I got it wrong when saying it all happens here. You're right, budget committee. >> Um, >> I mean, maybe there's little snippets that we put like like maybe we come up with a couple like key messages that get entered into the newsletter article every month, right? That we kind of like lead with like this is what happens at schoolboard meetings. Like we discuss policies like like phone usage in school, right? like things that are leading that will make people want to come and listen um and just build it all the way across the year >> and and tie into, you know, the
085upcoming >> Yes. >> meeting or upcoming important meetings. >> Yeah. >> Um I think that's a good idea. >> Well, I'm sorry for the late invite. I didn't mean to do that more that after the conversation about engaging families, I just think we don't get that many opportunities to see everybody in person. So >> yeah, >> attendance is usually pretty good at those open houses. That's awesome. >> Massive. Yeah, >> it's good. >> Sellouts. >> Oh, >> do you have kids here yet? >> No. Still >> Rose is an October birthday, so she's got a whole another year. >> Next year. >> Yeah. >> Um, so related to the goals, I mean, I think we need to add the negotiation as a fifth, which we have in the past. Um, I mean, super selfishly, like
086I I'd love to see the review of the grading system incorporated into our goals. Like, not a change, just that honest like that it's addressed over the course of this year. I don't know what that looks like. I don't know if it's in the student centered decision- making that we can incorporate it or um but you know it's been loud and clear that that Brentwood people are Brentwood parents and and students aren't happy. Um >> I think that's incorporated into the the students at the center of decision-m though, right? because that's why we're changing it so students can get >> I also think it could be in the review data like could there be a there's a lot of surveys that go out at the SAP level but there's not really one for our like
087could we survey our parents after the first I don't know like use >> get a wider subset of data to do that >> so I guess I it's okay to me if the the wording doesn't per se get in there, but that we as a board are agreeing that this isn't dying today. >> I think well, >> I don't think you would. >> So, yes, very good point. Uh, two things. One, even though we called these board goals, they're largely guiding principles with the exception of negotiating the contract. >> Um, so that maybe that's another part of what we discuss about changing night is should we call them board board principles? uh which sort of removes negotiating the contract as a goal because it's not really a guiding principle. It's a a goal to be
088accomplished. Not that I'm saying we should take it off there. >> Well, and I mean the thing is going to happen whether we wanted to or not. It's just like >> Yeah. >> So, >> um do we want to call them goals or guiding principles? And then on the uh report card item, do we just want to make it a standing agenda item for this year to ensure that we >> love that? H >> I'd love that. >> So we can keep that on there uh you know and encourage you know maybe we could put that in a a seed in the uh newsletter you know we will be talking about our review of report cards if anyone has any public comment on that. Um, so >> and I I would just caution the board
089whether guiding principles or goals, but your goals need to relate to what is in your purview under the guiding principles of school boards, >> which is fiscal and policy. >> Um, the minutia of grading report cards is not necessarily something the school board votes on, approves. Um, so it's just a it's just a reminder to the board goals or principles are under what is in your purview, >> but grading is a policy and it's been it's actually like written like when this went when this happened years ago under David Ryan's leadership like it was very clear like Helen Joyce at the time was the co-op chair and she did a lot of research to make sure that like she was right in that grading is actually policy, >> right? So, I think if the board
090wanted to get updates or review or feedback on the grading policy, that's where it would be within the board's purview. Um, just just just to facilitate the conversation within the board's purview and responsibility. I think it at this point talk I don't want to sound like it's not worth talking about. I think it's clearly it is something this community cares about. So it's something we should seek feedback on 100%. >> So I think somewhat academic at this point because I think we're leaning towards it's going to be a standing agenda item for the year to maintain accountability >> that we're still on top of it. Um not put it in as a board goal. um that the board goals would be the the four here. And we're going to get back to revising number three
091in a second and adding um a goal to um agree to a whatever language we've used in the past, a fair and responsible contract with the Brentwood Teachers Union, Brentwood Teachers Association. Um >> look and see what we did. It was a couple years ago, right? >> The last one was three years ago for the uh educator support association. Um but while you're looking up that can we'll go back to discussing number three because we want to advise that though to improve I I'd suggest improve engagement with uh swazy parents in the Brentwood community. Does anyone want to alter that, change that? Anybody or are people good with that? >> I think that sounds good. >> I think I'm good. >> Sounded good. >> Okay. >> So, >> we had worked collaboratively with the BTA
092to renew teacher contract is what we had last time. I just >> I see no reason to reinvent the wheel. >> Um >> that was the PAR one, too. Yeah, I think we use the exact same language for both. >> Yeah, I think that's fine. >> Okay, so um a motion to adopt the five Brentwood school board the Brentwood school board goals as discussed. Is it too complex to put this in one motion or should we have separate motions to amend number three? >> Trying to put in one motion. >> One motion. All right. Motion to adopt the Brentwood school boards as discussed. Um, keep students at the center of the decision decision-making process. Review data to shape policy, yada yada yada. Sustain school by implementing yada yada yada. Improve um improve uh seway parent
093and Brentwood community engagement and uh number five uh work collaboratively with the Brentwood teachers association to renew their contract. >> I'll second that. >> Okay. All in favor? All right. Motion passes. All right. Any other new business to discuss? Um All right. So, it is now time for uh our non-public. We will go into nonpublic. We'll come back into public, but all we're going to do is adjourn. So, the substantive portion of the meeting is is finished for this evening. Thank you for attending. We appreciate your uh contributions. and uh your attendance and hopefully see you again. >> Coming out was on call and I got a call from the hospital. So >> that's fine ducking out. >> Thank you for coming. >> Thanks guys. >> Can I make a can I ask one quick
094question? >> Yes. >> Um I am also concerned about the poison ivy because we do have poison ivy and I'm afraid what pesticides are being used. Are you guys do you want to be >> I heard about Poison Ivy today because it canceled recess soccer. Um rash decision. >> I didn't know that. I thought they lived like six to eight years. They live >> Thanks, Molly. >> I'd like to make a motion to go into non-public under um let's choose one. >> It's under the litigation. Um >> I thought it'd be uh is it? last E >> under um RSA 91- A colon 3 I I do E. >> Is there a second? Dr. Higgins. Roll call vote. >> I >> All right. We are a non-public at 7:21. >> I'd like to make a
095motion to adjurnn. I say. >> All right. So, we're back to uh back to public meeting. Motion to adjurnn. >> I >> second. All in favor? I. Motion adjourns at 7:38. Let's say