Brentwood School Board Meeting 6-3-24

001all right so at 6:03 we'll call the June 3rd school board meeting to order uh we'll begin as always with the Pledge of Allegiance Pledge of Allegiance to the flag of the United States of America and to the Republic for stands one nation under God indivisible with liy and justice um non-public session is always here but if there's one is necessary we'll push it to the end um we can open public comment at 603 all right uh I like how I like how quickly you're going through the agenda uh members of the public are invited to comment um uh the next item on the agenda is approval of minutes uh from our May meeting did anybody have any comments on the minutes as presented I did um so uh uh section four on page one

002of the minutes uh it indicates that uh both Dan and Allison were absent on the April 1st meeting and then the Motions for the minutes from the April 1st meeting pass 30 and2 um I'm not sure if I think you guys are both absent on the 18th 18th but on the first you were both present that's correct so those motions should have been 50 um and that way Dr Higgins can also make the motion and not not abstain so fix that piece um on Section 5.1 um a third line down uh apologize for the delayed in there being sent apologize for the delay remove the Ed um then next section 6.1 um the last sentence of that first paragraph just doesn't make sense to me he noted there were areas been grown into not quite

003sure what that's supposed to say we just strike it yeah that would make sense s and then finally [Music] section 7.3 um the motion uh Mr Char motion to approve the five policies as presented there's no need for that comma great just trying to prove that I read them yes good job I thought I read them um okay uh are there any other comments on the minutes I make a motion to approve the minutes as amended is there a second okay so motion by Megan second by Dr boniti all in favor I all right motion carries next up uh central office report okay so the manifests are making its way around the table so in your board pack for the current year Financial we did have a little bit of addition from last month about

004$23,000 most of that was related to facilities and maintenance um and just some other encumbrances as we get close to the year we start to close out things that aren't needed we we will find as we close up purchase orders that hopefully will release a little bit more after this June meeting but we did it to the best of our ability today um did anyone there wasn't any changes on the revenue side did anyone have any questions on it any of the additional expenses I did not have any okay questions or did anyone have anything at this point we want to make any motions for expenditures at the end of the year I don't know if there was anything okay there's oh that's 5.8 so never mind that further down okay yeah and if there's

005anything on 5.8 that you want to use current year money we would just we need to make the motion to do so okay um thank you m uh next item is the nslp equipment Grant yep just wanted to inform you that we are MK coolers we now have to purchase them you know they used to be given to us by hood hood no longer gives them to you free of charge so we're able to write a grant um and so that was covered so I just wanted that to be part of the minutes to show that it was covered in the grant for the cooler it it was weird the this is totally minor that the two coolers have different prices are they different sizes or just little bit different sizes yeah not a big

006deal just curious all right uh strategic planning board member yeah so as you know um we're finishing up the uh vision of a graduate that we did that should happen uh September as we continue to get feedback from the committee MERS members then we'll move into our strategic plan so we would like to have one board member from each of our boards be that strategic uh planning board member uh it will work a lot like uh the survey um uh group that we had last year so probably once a month until we get into um the the meet of the um of the work which then would be March uh so some of the meetings will be zoomed some will be in person as our consultant will be Zoom for the most part so we

007we save a little bit on that so um asking for one board member so if there's someone that's really interested or um there's multiple people that want to be backup uh that would be great so tonight I'd like to be able to take a name back to give bring back to Dr asbell so that she knows who that committee is so she can start sharing information with all right that beting I would too three not as many takers as the budget committee I guess and with three people it makes it harder to do rock paper scissors to make the decision well you could it be a competition fun but do a tournament um do you know when the meetings will be I don't not right now um I mean it will be after school hours

008probably 5:00 um this will be an N nightly meeting once a month to start out and then you know Dr alel we be working with that committee directly I don't have to do and it goes past March so our goal would be be able to the timeline is March that we'd be getting it out out for Community review so that we have goals that we we can solidify by our April meetings yeah but the program the meetings would start this summer yep uh September would be the first meeting our goal was to get the Strategic plan done with the board members we currently have so new board members don't have to come in and approve anything so that is our timeline that we're working back from okay and I'm fine to be a backup or

009or be partner in some way whatever I'm new to a lot of this so I feel like continuity with superintendent evaluations and surveying that's been done and a lot of things is probably helpful you can take it Kate and I'll back you up okay okay all right permission for superintendent to hire over the summer y every uh June we usually bring this uh request it's so that um Dr asbell can hire a certified uh employee if we were to lose one a teacher um you know um anybody else that falls in that certified category uh rather than bringing it to the board as we are mostly scattered throughout the summertime and and uh don't really get a chance for um consistent meetings so we' want to need a motion to give Dr asbell the ability

010to hire over the summer so this isn't for a specific role it's for the unknown it's it's yeah any certified you know position so that's our teachers OT PT case manager and and we always do it we make this motion and pass this motion at every June meeting yeah makes sense I'll make a motion to give the superintendent authority to hire second Dan all in favor I I motion carries thank you all right uh 2425 meeting schedule which is on page 18 of our meeting materials yep so we kept it consistent Monday uh tried to work with the first or second Monday of the month depending on holidays uh 6:00 uh start time uh just be waiting on the public hearing date once we get that from uh the Dr um and then also anything

011that we'd get from the budget committee on meetings that we'd have to get there so any questions or concerns or other days of the week that this group would want to consider meeting on just a typo at the top it says 2025 2025 I don't yeah we're just one year we're not going to go into the next let me correct that thank you I don't know if it gets posted publicly so it will after I correct it so I will thank you I think deing with Mondays makes the most sense we've been doing for years and what the public is used to yep perfect and I think the Wednesday night worked well for the school district meeting I agree it's better than the Friday night Friday night yur way better than Saturday morning Perfect all

012right uh do we need a motion to approve this uh we do not if U we should probably do just take one just in case but um you don't is there a motion to adopt a motion to adopt the school board meeting schedule for 24 25 year I'll second all in favor I I can say right now I will not be here on September 9th okay slacker we had a work conference in Washington DC so I will not be around um so am I understanding correctly that that means no board meeting in July nor August is correct hopefully um God help us we did one year two two years two years we had two summers we went through first year I was like what no terrible I didn't sign up for this emergency meetings regular

013meetings we have um once or twice had an August sort of organizational meeting um I if that's something that's not a technical board meeting it's a work session yeah so we've done retreats in the past where we would look at goals I we could definitely entertain that but this group is really high functioning and I think we can do our goals at a at the September meeting or we can at least start the conversation and then not vote on it until October till the whole board is here Brian but um if the board wants to have an August meeting we can definitely do that too as just uh work on our goals um I mean I think that last year we in this meeting identified if there was some new direction that we wanted to

014go in um I think that this is the meeting we had the conversation about like adding something green and then we decided that we could just do that in September right I would agree with that and unless there's a contract negotiation coming up next year I don't anticipate changing the goals I like the goals as they are and I agree I think they're simple straightforward easy to uh understand yeah um in the month of March the 3 is the first Monday There's No board meeting on that day I'm assuming it's because the school district meeting is on that Wednesday we don't meet in March we don't meet in March got it and so preparing for that school district meeting would just happen on February 3rd yeah because all of the things have to be published

015ahead of time anyway so you have it all had to be done in February anyways gotcha or prior to February leading up to all fall yeah yeah there'll be a lot of work leading up to it so won't miss out Molly wants be done before ju probably what's up Google Calendar all these me areed for next that is amazing thank you Brooke I was like I need to add these oh no they're already there um Brook is on all right uh next time I'll wait for them to vote on it sorry so 2425 board data discussion topics um I think it's been worked out really well the way the kind of cadence of it so I would move to continue yeah last year was there data in sep I feel like the September assessment data

016was not very good this year because it wasn't like the state hadn't published their data yet we had to wait till October yeah December like do you it says may switch the data diagnostic to De like can we just switch that so that we have to December the November meeting says may switch to December oh student testing diagnosis right but it's oh September is assessment SCH St should be out by December so could that just be yep I can make that switch if it the board like does that make sense I would agree have our our own assessment and the F stuff no I would agree and then facilities like if there's anything that comes up we would know it a little earlier well and the fact that fa the any facilities conversation often is

017budget related so it might be better to move that one up anyways yeah because then we can build it so I'll switch December and November topics otherwise I think say October and September too is that what you're suggesting um no I miss I I saw assessment and I thought it was assess it it no the assessment schedule is fine yeah I think in September we'll be able to provide you with the end of this year's inhouse assessment results because we're not done with those yet you know we would have loved to have had them for tonight but we could definitely do the assessment schedule for the 24 25 school year plus our uh I ready and our Ela do end of year yeah so just to be consistent motion to adopt the data discussion topics

018as amended I would make that I'll second all in favor I passes um PR Post in the we can forget is a comment for another time [Applause] okay all right um solar project update and financing yes so I put the contract in front of you Brian yeah that has been reviewed by our legal and sent back so there's been about two or three iterations that our legal U suggested that was changed by barington power so okay that's a copy there for you I sent it to everyone if there's any edits or changes we want to make um definitely take them and we'll bring that back and send that back to them uh also we do have our pre approval from eversource but we're still working through that has not been granted yet so we got

019that two weeks ago um they still working on the Transformer size so ever Source had is a 75 kilowatt which we need about 500 kilowatts and as you know um Richard checked on that at one of our last solar meeting so it is a 500 kilowatt Transformer so there shouldn't be an issue so we're just waiting on on the approval of that that leads into our financing because we cannot you know the bond bank has given us a pre-approval for the $850,000 they won't give us full approval until they know that that Transformer and that the application from ever source is complete so Molly um has been doing a lot of background work with the bond Council and they actually gave us other suggestions that we we're going to talk to today because that deadline

020for everything to get into the the Bond Bank the municipal Bond Bank is June 14th so between now and June 13th if we get the approval from eversource that we're good to go Bond Bank is there if not Molly's going to talk to you about a couple options that I sent over to you in a couple documents today sure so in addition to the June 14th deadline we'd have to have the documents signed in a public meeting so we would have to call another special meeting to sign them um but I was actually talking with Bond Council and I was at a conference with our rep from TD so um Bond Council it's still um she's still uneasy about the tax credit because you're not supposed to borrow if you have another funding source and

021we don't know that funding source until we're done with the project and can apply for it and get the money back after the fact so um she's still it still makes her a little bit uncomfortable with that allowing us to borrow that in a bond so what she had actually suggested even even if we get the approval before June 14th is she gave me a list of Banks and I called a bunch of them I sent out a bunch of emails and talked to probably about five of them most of them wouldn't even talk to me unless I moved the entire school's banking relationship so like our payroll accounts payable all to the new bank um we did have one Bank qu quote at a bit of a higher rate um but wouldn't allow prepayment

022so I worked with our banking relationship manager with the school from TD and he put together a proposal of approximately the rates he won't know until it goes to underwriting but he was able to approximate which I think Chris you sent it to them okay this afternoon um so that would allow for prepayment so if we entered into that agreement what we could do is when we get the rebate from the IRS I'm not going to put it on the 24 What's called the ms24 which is your planned revenue and so if and when it comes to us we could hold a public meeting to vote and accept and expend that money towards the the prepayment of this and then once it happens is if we finish this project at the end of the summer

023and we get the rebate it's supposed to be within 45 days of the solar panels being in operation then we could then refinance with the Bond Bank in the next sale which happens in January so they do two sales a year one's in January one's in July August time frame so winter and summer so if we move forward with the TD option then we could get started do the project get the rebate and then if it makes sense pay off the rebate when we refinance with the Bond Bank in January would be my suggestion and what's the bond Banks interest rate uh it was I know I did so it it varies it they can't promise anything until they actually go to sale but I was looking into something for newfields the other day and

024it was 3.25 I believe so it's worth 35 is 3.5 for 5 years is that the new field stuff yeah uh no this is uh from from Brentwood back when they sent it to us originally so that was originally but like newfields they just did an updated quote based off of what the most recent Bond sales were and I believe it was like 3.25 Newfield was 3.25 okay so it it changes and it doesn't lock in until they do the bond sale but that's what the most recent rates were so we would go with TD then when we got the rebate we could pay off that amount and then when we went to the Bond Bank in January it would be the reduced amount and then that's what we would Finance over whatever period of

025time correct and we can do that even though we like our warrant says like this is for a bond the warrant authorizes both we talked about this the bond Council we had a meeting on May 15th Molly and Chris and bond Council and both methods either going through the municipal Bond Bank or going through a private bank like TD are authorized by our warrant article um and both and the warrant article um allows for some flexibility with either getting a a I can't remember bonder note a a what excuse me a bonder note bonder note um but the um yeah so we do have the authority to do it Bond or a bond anticipation note was the term I was looking for from my notes correct so that would be a little bit of a

026different avenue but the bond anticipation note you can't pre pay yeah um so the warrant article The Way It Was Written it said I believe it said Bond or note and this so this would be a general obligation note from TD and so our TD rep did talk to ryell the bond Council to ensure it met the needs that we were looking for I mean it seems like we don't like that's the option if we want to do it be like right choice either way it sounds like because the bond bank doesn't want to bond out the full amount they feel uncomfortable bonding the full amount especially when you have another Revenue Source coming in um and I don't feel 100% comfortable until it's in the bank um so either way I would recommend going

027with the TD just so that we can Bond the lower amount and if we don't have a commitment from ever Source it's irrelevant correct we can't do it anyway because we did get the pre-approval from the Bond Bank but Chris and I talked to the bond bank today and they said that they do need the bond council's um recommendation and they can't provide that recommend ation until they have approval from ever source and so we did when Chris was in my office talked to the bond bank and we said if we go with TD do the general obligation note then we could refinance in the January sale and they said yes so I think that makes sense what do we have so the next steps um I am going to ret out to the bond

028bank to get our bond application that they have and our rep from TD has requested I send that to him and then he would he asked he needs to go to underwriting and so he had asked me when the approval was going to happen I said well that's I don't know exactly so um as soon as the approval happens he can work with his underwriting team whatever Source was here like they are like you've heard back from them like they're they one day yep yeah and I sent Kate the pre-application approval so and then I walked that through with uh Ted vent from barington power and he said the only thing that's holding it up is the Transformer and we got confirmation we sent them all of the notes that we had sent um so

029he he resubmitted that in there and so now they're just in the process of reviewing that so we're at the mercy of eversource which we've heard but I mean if they were in eversource process if they've like come out already they were not in a black hole no that that was the only thing that came up was the Transformer size so to repeat Dr Bon's question what um what would you need from us if we want to proceed with TD Bank so I think it would be safer to have a motion to do it yeah yeah but and how specific do we need to be in that motion like do we need to uh I think we should vote on the term right vote for a um I think well they can price out the

030terms or if you have a preference on what term you want now you could make that motion I mean for TV would it make sense to do the longest term has the lowest interest rate if we're going to refinance in six months anyway I think there's a logic to that I think the difference in rates were not significant across the terms um so I am indifferent I think we were always looking at a shorter I mean not always my general impression is that we were considering a shorter term from the get-go so from the Bond Bank from the Bond Bank but if this is a six Monon no matter what a six Monon like holdover does the TD term matter um I mean it will determine what interest rate you have I don't believe the

031first payment is going to be until I think almost a year he said they do their payments annually instead of twice a year but so would we even make a TD payment or would the bond we might not because just the repayment payment yeah probably just the repayment payment it's going to depend on the risk is if I don't know how volatile interest rates are in this context but like if doesn't make sense to refinance anymore because interest rates have gone wonky then you're kind of locked into you know this rate 10 year term right at a the lower rate that's the only thing we to take into account for like medium to longer term risk so it sounds like you Megan would prefer the longer term on the GD bank note I mean I

032don't really have like a super strong preference but if it that's just a kind of stop Gap I would think the lower interest rate even though I mean it's 4% of the total like it's not a crazy crazy amount but I wouldn't necessarily want to have to pay it back in 10 year for 10 years if we weren't refinancing for some reason it's not 04 it's 0.04 04 yeah 4% um or you could meet in the middle at 7 I just do I don't care I don't really have any kind of strong what would you recommend honestly I would I you're a finance person I mean if you have concerns on either way I would probably go in the middle at seven cuz it's really not that much of a difference mhm and that we're

033saving uh 0.01% I would vote seven or five 10 doesn't seem to let's just go with whatever let's with seven let's go with seven let's split the split it in the middle let's just move this okay so there's a motion from Allison sure and a second from Katie to uh move forward with a seven loan a seven-year loan from seven-year note excuse me I apologize um from TD Bank um which we can pursue right away and with the intention to refinancing uh with the municipal Bond Bank come January perfect so I will let TD know to move forward with the underwriting process I do believe that they need the final eversource before they can really do the underwriting but at least I can get them started and we're also free from the the strict calendar

034of the municipal Bond there some flexibility for when this goes forward we also have the ability to uh to borrow for the not borrow issue a note for the refund which we can then apply to prepay yes so we would probably have to have a public Hearing in the fall when we get that to be able to accept and expend that unanticipated revenue and there was one other question I had about that tax rebate that uh in the meeting with the bond Council she indicated that uh although both rfps indicate that the rebate is 30% Bond Council indicated that uh it may be 25.5% because municipal bonds are already tax advantaged is there so an answer on that or does that just a lay we don't know against we don't know yet um we are

035tax exempt as a school district so Bond Council thought because we were tax exempt as a school district that there would be a 15% haircut on the thir 30% and that's where she came up that 25 number but we won't know until we complete the application with the IRS it's interesting we didn't hear that from any of the and I I found that out when I was talking with Bond counsel and mentioned the 30% and she said that she thought there might be a 15% haircut on the 30% well it's so it would be 15 not 25 no no like they would shave off 15% of so take 15% of so it's four and a half from 30 which is where you get 25.5 um but that was interesting that she mentioned that because both

036RFP responses from entities that have put solar panels on schools before didn't mention it indicated 30% yeah and she wasn't entirely sure she thought that was the case so that would makes sense um yeah but anyway that's just something everyone should be aware of that the the rebate may be slightly smaller than anticipated but we don't know mhm yep so I will let uh TD know um and then once we have the un uh the final approval probably just take a few weeks for the underwriting and then uh they'll be I'll send out an email since we don't meet in the summer to let you guys know what that final rate is um and then in the fall we can have the public meeting to accept and expend the unanticipated revenue from the tax credit

037and then hopefully refinance with the Bond Bank okay so we don't need a June emergency meeting because that was only to sign the bond correct and if I need any signatures I'll I'll let you you guys know I'm so glad that you're the chair Brian all more complicated than I would be that's that's one of [Laughter] us um so are we good on the financing aspect of the project is there anything else further you need from us I don't think so not right now okay so moving on to the other aspect of the solar project update have people had a chance to review the contract that was circulated yeah I mean I looked at it does anybody have any concerns or questions or comments it was really just a lot of legal leas and I

038kind of assumed that you would catch any real questions have to be honest have any um three comments on the contract one I like section 4 a the not to exceed language I think that's great I know you talked about putting that in so well done that's that is great uh especially because I know in the minutes from the last meeting uh the the folks from barington Power had talked about uh worry about tariffs and I think solar cells are subject to the new tariffs recently announced by Biden so uh we can be shielded from any increase in costs that may be associated with that that's great um there is a section of the contract section 3B that talks about access we will ensure uh access to public public and private lands um the owner

039will make Provisions for barington power to enter upon public and private lands I don't anticipate that there'd be any access to private lands so that's a non-issue right yeah all right um and it was the draft I I was set up for signature and I just your signature Chris and I wasn't sure if that was the appropriate way to go or who the proper signatory is for it um we can do it either way uh typically it goes to the board for the board signature um I think they just had me as the contact so I could be on the phone and do what we needed to I think that's how they listed it but typically it is a board decision that signs off on it that's what I would have imagined but I wasn't

040sure if there was a reason for that no but your name being included beyond your being the contact okay um so would we make a motion to enter into this contract with barington power yep all right would someone like to make that motion I would I would like to make that motion I can second that motion any comments further on the contract all those in favor of the motion can I just ask a question I'm totally fine with entering the contract I don't have any issue but have we responded to the emails that we got yes okay um I sent it a lengthy response I ran it by Chris okay um and sent a response to Gabby Kelly that was my note I had that in my notes for my old business so okay all

041right that right there's one thing that was a little surprising to me in article 4 section c the owner shall retain 5% of any progress payment until final completion and acceptance does 5% seem low to anyone else like uh if someone comes and you know does a project on your house or something and they don't do a good job I don't know like I'm not paying them 100% upfront well there's a probably not 95% upfront either but there's I don't know if that's standard in this industry though there's not there's a payment schedule yeah there's a payment schedule so um% of any progress 123 portion of that as you go yes not the whole right so um so there's checkpoints along the way basically yes so you can see the um like the notice the

042biggest chunk is the the first payment on the notice to proceed that's 34.7 of it uh but it's exhibit B on page 12 of the contract or actually the contract's numbered through page 13 so after that there's exhibit B um I guess such a large Port like based on the nature of the work such a large portion of this is just getting the equipment there right yeah um it's not like they're building something from scratch so that makes sense okay I'm good thanks for hearing me out all right uh any further comments questions on the contract all in favor of the motion to enter into the contract all right motion passes thank you thanks all right um Capital Improvement plan yeah so you received a letter it was sent to Mr Q um wanted to

043include that so we have a deadline of June 26 to add anything in there so we had submitted last year we submitted 12 different projects last year uh we are we uh did a great job you completed three of those uh in the timeline that we talked about getting it actually the solar project was slated for 2425 so we did that a year advance but everything that's still left is uh looking for summer of 2025 and Beyond so um if there's anything new you'd like me to add I'd be glad to do the work on that again and submit it um I think last year I worked with I think Megan and maybe Ley as kind of a subcommittee um just to run things through um and I'd ask for the same type of um

044you know permission to be able to submit anything you want and then update it into the new plan with what we haven't completed we with with the years that are there uh and the forms that they have completed and if there's anything new I can add those in as well these doors like this was on it right um they were not were didn't we put it in the budget I thought we put it in the bud know that it's on the plan it's not on the capital Improvement plan so we can definitely add that if the board would like to yeah that' be great that's a very good catch we're looking at them I feel like I don't remember what else we put into the budget for improvement we can add what in the kitchen

045there's a bathroom which is essentially not usable for population it's on the lead is that the one it it's not about the it's not about the water it's the water it's about um there's an issue with the plumbing under so it would be some major renovation to kind of solve that problem Rusty would be able to talk a little bit more but right now it's limited to the kitchen staff only to use that bathroom a lot of people didn't even know it existed you know it's in the kitchen area but and you would want it used by other people the people that knew about it can't use it anymore so there's just limited adult bathrooms in the in the building for those those that aren't comfortable using the bathrooms you're in the classrooms or whatever

046they would have to walk to the other side of the building you don't want to use the Stalls all kids that would be like a 6y thing I'm just saying we could definitely we could definitely add it as aital I think it's major M A big one issue to fix okay and what's the biggest challenge with that is it like teachers who are overseeing student stents while they're in the cafeteria or something that need to could be teachers that you know have a class and they need to use the bathroom they're not going to they don't want to use the bathroom in the classroom I don't know I don't know but it's just for privacy there's only one bathroom in the school that's like a one person bathroom and it's in the in addition to

047this one that needs repair there's well yeah this one the offices one of the nurses office one in the fourth and fifth grade Wing there one in the lobby one in the nurses but I guess my thought is there's a bathroom that no one can use yeah which it should be on there and it's really a safety thing of like having adults use they should have only bathroom yeah better for everybody I'm not seeing people don't have a place to use the bathrooms we have a bathroom that essentially we're telling people you can't use right and it could be that way forever you know you turn it into a closet we should find out how much it's going to cost and yeah for sure I mean the school should be in working order cuz the

048kitchen has other things on the capital Improvement plan too so there might be like a bigger kitchen project and if I remember correctly the lead letter was the the the issue was in the kitchen too correct the last letter talked about it being in the in the sink in the OT space which is a space where there's mats and swings so and it's it's the the only recommendation was to post it don't drink you can still wash your hands in that s okay all right so that sign is positive okay so adding the library doors and kitchen bathroom to the capital Improvement plan and then we're still looking for a subcommittee to join you to talk about anything else that might need to be added sure Y is there anyone who's interested in being on

049that sub commmittee I'll do that okay you want it done now like this summer yeah we oh I got to get this in by the 26th of June so my goal would be to work on this this week and then just do a quick Zoom with whoever's on that subcommittee I mean those two are going to be pretty it's not going to be a quick it's be it will be a quick meeting I just got to get prices on that and add it to the year of where we feel we want to I know the the library exterior doors are next year anyways but then we use impa fees if we have any right if it's on the capital correct tobly not a lot of impact fees but right yeah we could but we could

050in theory yeah all right um do we need a motion for that committee or are we good with the consensus you're good with the consensus okay I got Megan and who else Allison great thank you all right appreciate it that gets us through the central office report and public comment yes and public com is there any further comment from the public so we will we will end public comment at 6:45 thank you um do we need anything else from you olly no that would be great got kids at two different fields okay I saw you at soccer field the other day but you're conversation I didn't which one eping ex oh exor oh I me ever F oh oh playoff day yeah or did you guys all make playoffs everyone didn't make playoffs you didn't

051make playoffs I mean in our division every Everybody made playoff we were a winless and probably you were but it was under 14 under 15 and you had and we had three kids who are under 15 age and they are not three of the best under 15 year olds one of whom is my son so so I'm all right yeah night we've we've been talking a lot about uh mathematics it's been an area of focus for academics for about three or four years so just have about four five six slides for us to um share thanks Chris just about five or six slides to kind of talk about we can have a conversation it's more of just like Collective understanding of of the direction we're going in so um here's one of the things that

052we're implementing for next year and please jump in I'll throw the mic to you whenever you want um a win block for every grade level wi means what I need so when when we're talking about when we're talking about tier two and it's it's it's beyond above what every classroom is getting as far as general instruction and Mathematics so the goal of having a Wind Block is everybody available whether it's a case manager special education teacher our math intervention person works at that grade level at that time so one of our goals and what we're going to do over the summmer is create that schedule that's new for us so it's something we're going to be able to provide our teachers so you know in the past it's been like when do you want to

053teach math teach math next year this is when you're teaching math talk a little bit about yeah so um what I need so like um Ron was saying that uh what I need is tier 2 so a lot of times we think about the tier system support as intervention but um it also is enrichment it also is meeting students wherever they are on that Contin of learning in math um so whether that time that 30 minutes that um our math intervention support um staff is entering that classroom or or sorry that grade level is for intervention or for enrichment will be is all dependent on data um and what that looks like for that grade level is going to be based on data and also conversations with what makes makes sense for that grade level

054so um that could be three times a week it's intervention for a certain group of students um it could be two times a week it's enrichment for students so it really is going to be dependent on the the data and I can't tell you what that looks like right now because that will depend on Fall data um it also can I so it won't be just one or the other because in the past it's been like grades can decide that we need intervention or in yeah so this year I can give you the example we're just so lucky that the person that is um working with us is who the person yes and is she's incredible um so for example this year she was was able to do um I'm going to use fourth grade

055cuz Kim's right there they she did intervention groups for fourth grade she also took some enrichment um so it it again and that was dependent on the data and depending on conversation and we're not just talking about I ready um we start with that but it's also like assessment um conversations and um anecdotal data that the teachers have and so I I do want to qualify what that data is it's not just what is done in I ready cuz there's a lot of students that testing isn't their thing and they don't perform the way that they perform in the classroom and demonstrate their knowing um so the ex we're calling them Extended Learning opportunities because that is what our rubrics are um so that it's either or and it could be anything it depends but

056that is 5 days a week so for each grade level she's dedicated to that grade level and the hope is also that students with um special education needs in mathematics are also being serviced during that time so that they're not missing core instruction um because research says that all students deserve access to on grade level content no matter what their needs are um and there is also in the schedule an ability for her to have Extended Learning opportunities for the upper grades I think that's when we start seeing a larger discrepancy between students who need enrichment and students who need intervention or students who are doing exactly what a typical peer would be doing in math um so this is all again I cannot stress enough this is data dependent but it is making sure

057that our high students don't plateau and our low students are brought up and that our our our students who are performing typically keep moving so um that's that block scheduling and for the win I mean the interventionist the person is one piece of that right but like like years ago when we did win like the kids were moving around during that period with all of the different resources not just the one person exactly it's not going to be classroom as silos is going to be the whole cohort of that grade level it'll add that excitement piece to for kids because I mean they love being in their classes right now but it also is kind of a special time for them to work with students that they may not typically get a chance to work

058with you know so the whole grade will will be in the Wind Block like let's say second grade will be like 9 to 10 or something like for example and then they the kids will be taken like some kids will do intervention together and some kids will do enrichment together and some kids will do regular like regular level together and then at a separate time they'll all learn the the regular C core so yeah everyone is learning the core instruction everyone has and whether that means to then extend that or to go back and look at what you know came before that skill and what's missing um will depend on what the the um grade decides and who's in what and who's doing what is really grade dependent um and that's where the autonomy and

059flexibility will come um for the teachers who are really the experts and knowing what our students need it's kind of the philosophy we have when we talk to students that have their own individual school plans and tell a student this is part of your individual School plan so the title being what I need is I think important piece of that and I think when um and I obviously have talked to Jill about when she first brought when it when I and then I came in and saw it it was not she said we're at a spot now like everyone has a clear understanding everyone knows this program was new back then so like things were changing so it wasn't necessarily the time to introduce when um they did very well they did what they can

060but the feedback I received when I came in was like we're not really sure how this is supposed to work and based on we're going to go into some detail about what we've done and why it makes sense now this makes a little bit more sense we've we've seen this in our um fifth grade and our fourth grade um we've seen that need and the teachers are doing it on their own because it makes sense um so it's going to look different per grade level and going to look different depending on data how does the uh content that's taught in the Wind Block like relate to core and so it will always be related to core yeah um so how it's going to be dependent on what skills they're working on so it you know

061it depends on the unit Concepts um I'll get to in a minute but um so I'm actually going to table that conversation because it's related to what we did this year and I can expl I'll explain the connection in a minute and then if I don't answer it well you can tell me and I'm less C I'm less curious about like specific examples and more like the process for like analyzing the data and who's owning it and then determining like what's being worked on in the wind blocks and how that relates back to core um I'm more thinking through like the pro trying to imagine what the process would look like so we yeah so we we did a we did a lot of that work in plc's this year in our grade level by

062looking at we looked at our assessments so the unit assessments um we looked at the standards and the competencies and we built out success criteria um and for each I can statement and standard that was being assessed we determined what was developing what was um Extended Learning and then what was proficient um and for that so there is like the three right intervention would be our developing students are need this or they this is how they're performing currently and they're missing this piece of what's on grade level content um that can come out through exit tickets or um and conversations it can come up through quizzes it could come out through I already assessment it could come out through like many different ways that we collect data um to determine who is going to be

063in what and how those groups will evolve um we've we doing that this year anyway with um our interventionists um our grade levels in order to make decisions we always pulled up data um we always had conversations um we looked at student work um but we built those assessments this year um and we really thought about what is extended how is that extended for this standard um so that's how that's how we will determine what they need and what you know in order to get to proficient what do our in our intervention students need in order to be enriched what is that next step what does that look like a lot of that we did like some standard tracking you know for example in third grade we looked at this I can statement or this

064standard and we looked at fourth grade what how is that related okay I see you know for the next step it would mean this for this student and then backtracking to second grade to see what would the gaps might be for that student that's great yeah it sounds like you've already done on so much of the foundation work and now it's just adding a formal time once once and twice a month they've been building success criteria at all the grade levels I think the focus is what students are being are able to demonstrate we're taking a look at riger yeah okay um for some of it it's not concept some kids have the concept but they don't know their math facts it's so some of the wind is going to be about fluency right how

065quickly are you doing it how how quick is it coming to you so you can do those other Concepts so I think wi helps do those things too um so I don't know Megan I don't what is it January I think or I don't know I can't even remember um we we it was brought to our attention that our girls at Weezy were performing lower on this nhss um than our their the boy counter Parts um so just a statement that Administration and teachers are going to continue to disaggregate data based on demographic categories such as race sex um ability language English language proficiency um and it's always part of the process in our conversations that Equity piece is a huge part of our conversation at suy it's why we make certain decisions it's very

066soon focused but we are committing to making sure that we continue to disaggregate our data so that we can make sure that our students of all the different um demographic categories are performing you know comparatively to each other so um specifically we have someone who is um responded to the call is looking to building a club like a girls math club as an enrichment Club so we want to get some excitement not only through our win which everybody have an opportunity but also to uh at least do a couple sessions is the goal next year to have uh girls in math during a so we're we're hoping that does some improvement well we we have our results from this year's math s we're still seeing uh a bit of a separation uh uh it was

067closed a little bit in third grade quite a bit actually but we're still seeing you know and it shows with our numbers when we're looking at boys and girls that are in intervention right now we still have that you know for every one boy there's two girls that are are in need of intervention so continue to look at all those different things um so sorry so I know that the SAS testing kind of gives it as with all the with with those demographics so is are how are you like continuously doing that throughout the year so it's not like a once a I ready disaggregates data as well it does as well and you do that twice a year three three times a year three times a year so I understand that this is to

068fill a need and I get it we're going to get questions why isn't there a boy math club I mean there will be I mean I think that we should have an answer for that too it share our data a need that exists we want to get girls excited for math we see that boys from our data is showing I mean we've had girls in stem before and didn't get a ton of questions or push back about that um but we wants code yeah or girls who code yeah um and I think I've talked a lot about different staff members specifically our um intervention teacher I you know I just wanted her point of view of what she sees um and really what we're seeing with um girls is a a real fear of of

069answering questions of even taking I call it taking up space um wanting re reassurance all of the time is this right is this right is this right um so part of this is social conditioning um that I I would argue like that's our that's all like the collective community's um goal should should be to allow our girls to have confidence in math and science um I think there's a pursuit of perfectionism there's fear of being wrong and taking you know taking a risk um I think that is social conditioning um and we can fight it and I think part of it is looking continuously at data and thinking about it and being cognizant aware of are my girls you know math students are they raising their hand am I calling on them and how am

070we what how are we creating confidence um and I think our staff members do that really well uh we are aware of it we know about it um and just having this on top of our minds help us even to respond to that environment um and I'll tell you that our interventionist is so so aware and so kind and so good that she has that alone has bolstered so many students this year they have performed so much better um on certain things like certain kids she's like oh man it was just like she wouldn't answer she wouldn't say it at first and now she's so excited to come with me and she's taking up space in my little classroom that she has set up and all that um so that is part of that um

071is is the confidence there a lack of confidence so this hopefully would if not for nothing would be a b a boost in someone's confidence a girl especially if it's the teacher we're thinking of or that have has talked about it um she is a woman so that alone might you know a model a reflection a mirror for girls and there was like a math club right both en richm fall and spring I think there was like a math there sure was right yeah so there's math club for boys if they want to it's just crazy yeah I was about to say I think it's cool though you're both here it's so exciting to think about like culturally responsive teaching in the context of girls in math just like you know stem careers being under

072represent under representation of females but they're out there and like having young girls see themselves in the future for look at this successful uh person who's done whatever and even within our curriculum we highlight like s's right there so I'm going to embarrass you but in the second grade she in March um it's women's history month and she highlights a lot of women and science women and math um a lot of the uh even the biographies that they do in February where women um Katherine Johnson or whatever so there's a lot of mirrors in our curriculum and that's really intentional um and hopefully that will help fight some of the the fear the stigma around girls in math um specifically a Sweezy so that's another way we're fighting it on the stigma front I was

073wondering about like when period like when it's time time to break and everyone's going to go do what I need like H how are you coaching teachers to present this and communicate this out to students in a way where there's no Stigma like oh I'm going to the the low group or I'm going to the High group or whatever it's what I need and it's it's part of your school plan I think our students are are very used to students getting up working with a variety of Professionals in the building so um I think our teachers do a job of understanding that the kids get excited to you know have their lessons do their work but also have some movement too so I think kind of adds a different level to that yeah in fact

074I would say even like it's the culture of Sweezy to like this what I need and and getting what I need is is really like how we talk to students um and I think our teachers do an absolutely incredible job verbalizing that to students um so much so that um one student thought that they were going with um our interventionist um because they were in intervention but actually they were in enrichment so that kid didn't even know why they were going out like that's how much like they're just involved um and I use that example because it was like oh you don't even realize that you're you're doing something more and it's about enrichment um but it didn't bother them they were said I guess we got to keep doing this cuz I like going

075out um I like you know working with a different teacher um so I just think it's our culture um and we continue to push that culture but that really comes from our our teachers um believing in that fair does not always mean equal that this is about equity and what's best for kids the language that we use is is we're so student-driven in our decision-making that it's just embedded in the culture I got to brag a little bit about the Brentwood kid um I had a chance to go to alanova and see our kids with kids from other towns and not taking anything away from any other town but I I was just very proud of our kids were excited to be there but they were patient and they were waiting for the fun to

076begin they're ready for the directions and I didn't really see that all over the place so I also don't think there's this culture of I'm better than you are at this out of the other thing I don't hear of that as a complaint all that stuff pops up kids are going to be kid but soccer field but that's that's a whole jungle out there Feld um but as far as academics I don't get there's lot putting down teachers so I think that social conditioning is a really interesting piece of it though like like just very personally right like we put our boys together in third grade because a second grade teacher identified that exact thing that like one was super engaged in the classroom and the other was not like they were like would prefer

077to melt into the wall and like the idea was that they would model it for each other um and it totally changed totally changed how we engage in the classroom like for my boys and so like I think that even looking at like classroom makeup and students moving grade to grade like what who's friends with who that is super engaged and who is quieter and how can we I mean I it's really interesting part of it that's why placement is a it's so intense process and lots of we really they place so well yeah yeah yeah that's all part of a conversation all of it yeah like this kid and this kid and and this and that two kids in and then we're all like what happened there but but they'll begin to get it

078uh I think this slide talks uh about the work that's been done this year not only this year but over the last three or four years um we're about four years into ready math our teachers know the expectations what we expect our students to know uh what do we do when they're not demonstrating that what do we do when they do what's the next part that's the whole conversation around plc's um we have groups of teachers that have worked together for two or three years now so they've had the same conversations for a long time so uh that systems in place I love the work we've been doing with our success criteria which is taking a look at the readymade unit assessments and saying is this important is it hard enough is there enough rigor

079in there uh are they duplicating questions how can we make it better and then it's more about the process yeah we we we wind up with a better unit test but the teachers now have a better understanding of what's to come and um what they want to teach kids so U this is talking about um some of the SAS scores that have come out um we've seen some improvement at the fifth grade level uh fourth grade about the same score as as last year's fourth grade uh the the third grade group had all about two students that were proficient in math and that differentiation between girls and boys was probably single digits as compared to double digits 15 or 20% so uh and again this is the first cohort of students that have had nothing

080but a ready math program here so um really pleased with all the work that's been done at all the different grade levels I think there is a huge jump when you go from from third grade into the complex Concepts in fourth and fifth I think it's a lot of rigor so that's why it's important for us to keep looking at depth of knowledge when we're building our assessments and what we're asking kids to demonstrate it's also this one time a year test where kids are used to working together let's talk about this problem I'll work with you here to here's your computer I've add it so we try to put simulate it we not about test taking and how take tests but that is the bar that's been set so we want to be able

081to support our kids prior to getting there so our classrooms all did some intrum SAS testing so uh our overall math for the school has gone up 6% from last year so really really pleased with it and you think it's the complexity like that's the what's driving the drop in proficiency from third to 4th and fourth to f I think that these kids were in kindergarten when they Co hit and they went home these kids were also first in first grade so I think it'll be interesting and I think I have to say that because yeah but it's not I I understand that but if you look at the data for for Years the drop is not oh okay class specific it's grade level y right like the there's has for years been higher Proficiency

082in third grade then it drops a little bit more drops a little in fourth grade and drops a little bit more in fifth grade so not class specific but it seems that that this has always been the trend that's an an that's an anomaly that's I'm not talking about the 93% I'm talking about the shift I'm talking about that too I don't expect 93 to be in place in fourth grade next year I would love it but you expect even if even if regardless of the numbers do you expect the drop because is like does the test that's what I'm asking the test have more math concepts than were teaching you know what I mean having been a fourth and fifth grade teacher I don't want to speak for them I'll speak from my ey

083statement this is kind of the last year of foundational math so in in the sense that this is where I learn what multiplication is but I I don't have to use it all the time like I learn area and I I learn I start to understand what arrays are and what multiplication really means same with division and then I get here and I have to know multiplication in order to do so many different things and all of a sudden I have to apply it and now I'm not just applying it and needing to recognize the patterns and multiplication I just have to know the fact and we are seeing so it just yes there's a massive math difference between third and fourth grade and then fourth to fifth um this is where you're introduced to

084division and you are supposed to have standard algorithm down pat if I didn't understand multiplication in third four third grade and then now when I didn't really understand it in fourth grade I'm trying really hard but I haven't secured it and now I'm really just expected to do division and understand the comp mathematical relationship between multiplication and division this is now I'm like really far behind so I think it is I do believe it's the complexity of mathematical Concepts and if my Foundation I'm hopeful because it looks like the foundation is solid in third grade it will be interesting to see but I don't want to put that I would expect that because it jumps so much but can I so I so that answered my question but just to dig a Little Deeper so

085so if I am proficient in third grade right like I know my math facts MH what's challenging me that I'm no longer proficient in fourth grade just the application of it just the question about that though I mean I this isn't like squeezy specific though and it's like when you look at SAS testing for all of New Hampshire it does that right which makes me wonder about like what are they basing those numbers off of right like is it really something that should be expected of a fourth grader to be at 93% or is it is it are they is it just their scoring that changes from year to year and so therefore you know it's it's got to be normative to the to the world right and so the whole the whole state of

086New Hampshire drops off in fourth and fifth grade s stays above that typically we just want to make sure that we're staying equally above it and not dropping off yeah no I'm not asking about sey I'm asking like like I want to understand why that I think we would love the answer that too I think there's a lot of complexities on what what we want out of students when it comes to mathematics yeah we want them to have fun and enjoy it okay we're not we're not preparing test takers but we preparing kids that are going to be able to apply math there's so many variables 18 students in a class 19 students in a class 14 students in a class that's one variable again no Co some Co um already math a mix uh

087a transition I mean that's I mean there's so many different variables I would I would love to know what the secret I think uh all the teams are working extremely hard again to build s success criteria they understand what the expectation is too so and again it's one assessment and we've done so many we had so many good conversations this year of like even the scope and sequence alone does it make sense does the scope and sequence make developmental sense and in some cases we changed units around because they were saying I don't know why it does this it skips this and I'm finding that I'm needing to plug in so many holes if I if we just move this one to here or we separated these and we did a lot of that and

088that process alone helps us understand students needs and where developmentally what is appropriate um do they need a break because they just got hammered howed with addition and subtraction for like literally six months yeah they probably need a break and maybe just putting in geometry in a different way of thinking might help um so we those types of conversations I think that happened this year they've been happening but it was even more you know intense this year um and more frequent this year and they were so good so good is that our last SL yeah that's our last slide I'm curious about the role of I in the winds periods like I just got back from a conference in miniapolis with the Council of great City Schools it's like the 75 largest urban school districts

089in the country getting together to talk about things like mtss and intervention strategies and we we went through a really helpful exercise like what MTS s is not and the first thing everyone was saying is it's not a computer software program right or it's not that alone doesn't mean it can't be a part of it so I'm curious like what do you envision once you formalize a wind period as like the role of an I like in terms of like portion of overall time spent on that platform versus doing other activities I know it's going to differ student by student but like just give me a sense of like where does that fit within everything else that's going on in a winds period yeah so um believe it or not math is not our Focus

090next year next year our focus is literacy we're working towards professional development on reading K to 5 next year so but your question is about this wi and uh the mtss system so are I think so pause real quick so win period and the focus for next it's not no longer ma math talking about when we have when we have professional development yeah it's going to be in the area of literacy we're we're going to be working in plc's with wind time but um there's other areas you had said I think I caught the last part too I you said how do you balance it with the other things that you're so let's just talk specific about win math for for next school year yeah like that is 30 minutes 5 days a week right

091is that right so what uh portion of that time is the overall student body spending on the I platform versus doing other stuff if any like an IDE majority of the time is not spent on the on the computer the majority of the time is spent like being direct instruction I mean I would argue that it's very little maybe yeah 20 minutes a week like maximum like I don't even want to put out a number because it depends on our students needs um we don't I ready is one part of math um and we've spent a lot of time this year looking at is it is it looking at our assessments is it assessing the standards to its full standard and in some cases we found that it wasn't it was missing components and needed

092more and needed supplement also depended on the students in front of us we notice that they're missing this concept which is not enabling them to you know have access to this concept um so there's some supplementation there um it really is dependent they're not on the computers if you were to enter our classrooms they're not being taught math through the computer um it is there the math pathway is there and every kid has access to it much that child uses it um depends on one the need two um a lot of different things but it's not a focus it's not a core focus when I when I when I see small groups I would typically see two adults in the room one with a group one with a group some independent work that might be

093on a device yeah that means they're rotating so maybe a third uhhuh that's just a center time yeah because there's another component to MTH which is the The Core lesson that's awesome there's a lot of other districts that are not doing that and I appreciate it yes yeah we are not we are like not a computer heavy and are you is the conversation also so the win time I get the intervention and the Extended Learning but is there conversation about what that Extended Learning looks out like Beyond wintime like in the class like for the kids who need to be pushed beyond the traditional curriculum like what I need I mean that kid is going what I need is that kid will be in pushed during that time the enrich the Extended Learning opportunity beyond

094that right is what our interventionists it's on top of so that's actually what would be tier three V you know like a very small portion of our student body who have demonstrated that they need Beyond even that tier two in the wi time that they need this other opportunity as well that's even you know that's really tier three that is what our interventionist has been doing with a lot of different grade levels this year third graders fourth graders fifth graders um that oh my first graders um yeah so so yeah I mean she's been doing that already um the wi time that extended that's why we defined it we've defined it extended and we'll continue to have that conversation with our grade levels about what that looks like deeper not more so you already know

095how to do this here's 20 more of them to do but we want to go deeper with the con for sure and I was I guess my question was not about when like in the classroom like are there still continued conversations about how to push kids Beyond like like you said all the all the time yeah when we're having the conversations about our students who are missing um key components of of math uh we're having the same conversation of how we're moving kids forward it's really student- centered and even for our kids who are typic you know performing typically we talk about them too we talk about every child all of the time yeah is this information being kind of given to the parents what where the kids are what they're um like think we'd

096like to share what what that math programing going to look like we'll definitely share that what uh sorry this is my last question but uh when you add 30 minutes into the schedule takes away from something else right or you have to refactor the schedule in some way unless you're extending the school day so how how is this being fit in the goal is 60 to 90 minutes a math so we're kind of anticipating the beginning it's going to be 30 minutes of your own class with mathematics and then 30 minutes of wi time oh so it's it's cutting into it's not cutting into Core math it's doing what you're already doing for Core math but formally carving out 30 minutes on a daily basis for wi which I would argue most of our teachers

097do is just formalizing it yeah yeah um very rarely will you see 60 Minutes of a Stand and Deliver lesson that's just not what happens I already that's kind of how it's structured but we've looked at that structure we've analyzed that structure we said we need to do this instead or we need so that 30 minutes it's just a formalized language of what is often happening in our classrooms yeah that's clarifying thank you yeah so still 60 Minute block yeah is it up to the discretion of the teacher if it's like at the beginning of the class or the end or haven't decided it depends when their win is scheduled yeah got it and this the scheduling of the wind up to the discretion of the teacher or is that the resources we're going to

098have to do a whole block schedule for that so fifth grade like did divided up right they change they M around for when yeah different then or is it basically the same thing just basically the same thing for that's when yeah yeah and like our fourth grade did it at for some of the spring and it was when that was based on data based on teacher conversation and yeah a lot of grades are doing [Music] it thank you thank you that was on purpose it's yours all right thank you very much thanks for that moving on to report from the chair and committee reports so Safety and Security Task Force update Megan we had a committee meeting in may we had Brentwood Police and Fire there which was awesome um just talking about the district

099kind of working out a reunification plan it's really exciting they're working with um like the other districts in the area to kind of be a leader in the state so that was exciting to hear about but really good stuff think that's the gist right yeah there's 10 districts that we met with that got trained about a 100 of us so that if there is a need for an emergency event you typically the research says that you're not able to handle it yourself so you would go to it or have others come and help you do that assistance so that the training that we took took place in um and that was what we reiterated so that was uh really successful and I know other regions in the state will get that training next year that's

100great uh Allison super evaluation committee we're done for the year all right yeah yeah so I shouldn't say we're done for the year I mean we still have to meet I guess with the superintendent the superintendent and give her her formal report and then start the goal I guess you guys are probably starting the goals already I would imagine but I don't know yeah all right um policy committee there was no meeting in May so uh no policies in tonight's packet um there was uh you tried to push some out well the one thing I wanted to do was uh I think last week the US District Court for the District of New Hampshire struck down the divisive Concepts law uh and so I that afternoon I emailed Chris and Heather saying can we repeal

101the policy implementing this uh which I'd be super excited to do uh but Chris Council to wait and see if that ruling is appealed uh the law itself has has not been repealed uh and the governor criticized the decision despite previously having said he didn't support that law so fascinating anyway yeah um so that was the only policy stuff that happened um board member queries correspondance um I did respond to the inquiry we all received about the solar project um really running through the all the work that went into the the project um the information behind the analysis um I did not get a response to my response so but that went out um and we did get U I think you all received it today Rick Le updated his um so it's in Lake

102am looking what he did right it's not just me it was so confused like like 15 tabs at the bottom um Community engagement events newsletter article um one other uh the email that so the email I sent you guys had come from a resident okay um picture had been screenshotted and sent to me so I was going to put that under old or new business but uh yeah willing to write in response that you send it to me no I just sent it to Ron and Chris and Brian um there's a political candidate running uh who is got a his picture taken walking like the suy board out front is behind him and they have uh made a statement that looks like it's on our board clever um oh I saw that picture being taken

103yesterday I didn't think you really think about it and so it looks like we're endorsing the candidate and so I had just time for a change on our school board on in the picture oh right which is something you've never put up on the no board no I mean you can see that phot it's photoshopped over but still like if you just took a quick glance it would look like that we were endorsing the candidate that probably supportive of defunding public schools so just something that we should probably not be endorsing but I think it it does sort of misappropriate the Goodwill of the school and implies an endorsement so I think a a message to the candidate is an order and I'm willing to write that if the board supports doing so yes thank

104you okay perfect interest of the school yes and is there like a need for a public is it posted on social media yes like this is not factual um I I think that would amplify yeah the item so I think a direct message to the individual ignore theal yeah don't bring it up because then it'll be yeah then it'll be trending it's like you took the bait and then yeah I'll delete my comments where where so but that's probably on like instagam um all right um Community engagement events and newsletter article uh there should be only one newsletter for the summer I believe yeah there's one for the summer Brian and then September always like kind of sneaks up oh it's true yes um I actually think that the September newsletter deadline comes in August

105August 15th okay so we'll need to identify two yeah topics I'm happy to do I'm my contract ended last Friday so I'm happy to volunteer right now no that's wonderful particularly since you're the chair and you had to do the solar project um uh yeah no I'm happy to do it either one or both um you just tell me what you want me to write well that's the hard part okay well I'll come up with that are there any topics Chris or Ron that you think would be good for the summer uh whether there's anything going on school this summer um that like a a facility update or the garden update or anything like that so that or maybe I'd recommend for the end of the year is just to report out on your goals

106what you've accomplished on your goals so I think that'd be really important because I think you've highlighted and hit your goals as a board throughout throughout this year you've kept kids at the decision the center of decision making you've reviewed data every single meeting I mean the data presentation you got today was because you asked for more data about math and you know the response that they gave today I thought that was very overwhelming and then being green with the solar project so I think that would highlight what this board has done that that'd be a recommendation for the end of the year or and I and I was also thinking we could like kind of because it was presented in public kind of highlight the superintendent goals too that were successful in the for

107the coming year like the do that one as the September one um um you want to do it now I don't care I think it would make sense perhaps to do the Promises Kept here's what we did on our uh yeah goals for the summer issue and then for the September issue the superintendent goals since those are forward looking right the new goals the new goals or I was talking about doing sort of the same thing my idea had been about the superintendent but I think we it could be all wrapped up like this is what's happened yeah over the course of the year um I mean last year we highlighted in the June 1 like robotics Club the award I can't find the list I gave you but I uh do you have it

108I was trying to look it up but I can't enter the shared file at the moment um you sent it on April 4th if that helps all right we didn't win an award this year you gave someone else in y so June can't apply it for you was it was just a year in review so I mean we can just do goals review we can just do that okay that's great if that works all right so that's the summer one and then we have to figure out the September one um so last September I have a feeling that this was sub oh yeah so what we submitted last September um so so we missed submitting one for the summer last year we submitted one in September which would have been published in October um and

109for that one we did the superintendent goals for the upcoming year um SA budget hearing Sweezy like the Weekly Newsletter reminder and then we published the board data discussions I think that um we won't have the data discussions yet so no uh just the schedule oh the schedule which we just approved that would be a good thing for September and um and then shoot what was the one you said right before that I think was also really good to to reh oh the s'mores just re people in September you can sign up for this or find it on the website yeah remind them to come to our meetings too the schedule and the the budget calendar to the extent that is known so sort of forward looking the year the year that was in the

110summer the year to come in September thank you Alison and yours was great in May the one that just came out it was not me at all it was Ron oh Ghost Rider I did it put my name on it oh that's not okay I'm sorry that's all right um but it was good so I submitted it saying was drafted by principal from us yeah it was notive work um all right um budget committee update uh there are a couple of site visits scheduled for the summer put my notes um June 17th July 22nd August 12th September 16th uh the budget committee did visit the police station on May 13th uh at our last meeting we talked about the open question about uh Municipal Employees combining with the school board or the School Employees for

111health insurance uh we got it we had Heather Mari send a response to Karen Clement on that that that um any combination of those two bargaining units would require a vote of all six towns in the SAU that didn't seem likely I would just also say Brian like that's now the second time we've asked tether Murray to investigate this and respond yeah we should all know that now and be clear like we don't have to keep going intoing this I agree I don't I'm not sure that the response ever made it way made its way back to the budget committee yeah when the question was first asked uh based on the initial response I got from from Heather so I think I agree with that um and then our last meeting on the minutes I

112thought it was unlikely that the town could combine with another town to get combined uh medical uh purchasing group but according to a lawyer at Health Trust they can do that uh it just seems the both towns would have to agree to do it um but if my employer for example does not administer any multi- toown Dental groups so apparently there are towns that combine to do that I don't think there are that isn't like that what Health Trust is already does it's what they do they're an aggregator so why can't the towns just join something like that I think this is budget a budget committee issue yeah I'm just yeah I adding that context because it was my comment in the minutes and I wanted to correct that I was I had an incorrect

113assumption about how things would work um and anyway that's all I have from budget committee so Wellness committee um I think like two of the towns had we approved it five four I think four districts had approved it a couple had not yet approved it um we met uh couple weeks ago and um there was something I was supposed to ask you and I can't remember what it was so I will probably have to send you an email and ask when I remember um but what I can say is that what we're going to be working on is a toolkit for the schools to use uh oh I know what so so the wellness committee the district Wellness committee is a federal law um like we're required to do it for federal school lunch and

114membership is very poor and so next year there's going to be only four meetings they are going to be at 7:45 in the morning um at the high school so sort of centrally located for one hour four times a year and we need somebody from suy that was what I had to ask you um so you can it be me it could be you Tanya on it yes she's a principal already um and Jamie is on it um we do need so the PE teacher at I think stratom and Kensington are on it um the nurse participation super low on it and like teacher participation is super low on it we have enough board members we are Maybe short parents but we can do that um but it would be really valuable to have uh

115it really will be it will be required for each school to find somebody to do it it's way before contracted time so I'd be glad to go yeah or I guess this is me talking about it like even just like in our budget is it something next year we want to consider like there to be a stien to be the wellness coordinator for Sweezy and in that role you would attend these four meetings yeah so that's something that we I can talk to some people see if they're interested in that yeah yeah um so anyways but there will be a toolkit we're going to design a toolkit and so it will have material like that we would love for you to go put in your s'mores on a regular basis that would like do Wellness

116education to parents um there'll be information to use in this in the cafeteria there's um but that is our project for next year okay sounds good um Mrs mcnali and I and um Ron have been talking about engaging our families about we're going to rename social emotional learning has become kind of like a unfortunately a hot it misunderstood topic um and we're moving into I think calling it just student wellness um so our hope is we feel like we've built a really good system we're continuing to build that system um um but that parent engagement piece um is missing like I call you know I talk to a lot of parents and families and it's just like something a need um and a misunderstanding and a point of education for our families and um would

117be cool to kind of combine our efforts or talk about it for sure and I think I mean there needs to in the new policy there needs to be a wellness program in place here like and there needs to be a committee because you're going to have to set goals there I think in the policy that we approved like you have to set four Wellness goals for the school for next year um one has to be Fitness related one has new nutrition one so yeah I think that they should combine um and I think that there's lots of opportunities for Parental education about Wellness like that that people would be interested in too is there anal component to the conversations on the wellness committee um we've tried to we be there was they didn't want

118it specifically in there because there's so there's policies related to that they didn't want to be duplication um but yeah but if there are topics just this is just as an as side if there are topics you want written um I'm going to have my grad students do most of the population of the toolkit um and so we will provide them with a slew of topics and they will write articles in design material it is a winwin it is a win-win so no that's great all right um do we have any other old business or new business do not anything further we need to discuss when any would like to make a motion to adjourn yes I'll make a motion to to adjourn second and all in favor hi we adjourn at happy summer have

119a good summer thank all