001Good evening everyone. Welcome to the June 10th, 2026 Lichfield School Board meeting. It is now 5:30. We're going to call the meeting to order and begin with the pledge. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. Uh the superintendent is not able to join us this evening. Uh so we're going to uh proceed with business without the superintendent. However, I did speak to the superintendent as I'm sure you ladies did as well. And we're good to go for this evening. Uh Mr. Shoemaker, I am expecting tonight, so I'm sure he's just rolling in a few minutes late. I haven't heard otherwise. >> Oh, I thought he wasn't coming.
002>> He wasn't coming. >> I don't think so. Brian told me he was coming. >> Okay. So, >> yeah. Yeah, that was in one of the messages earlier this uh last week. >> Okay. >> All right. So, Mr. maker is not I guess attending tonight. So, uh the board does have a quorum, so we're good to proceed. Um review and changes to tonight's agenda. >> Nope. >> No. Okay. Uh anything off consent this evening the board would like to discuss? >> Nope. >> No. Okay. Uh we have summary of non-public actions from May 20th, 2026. Mr. Shoemaker moved to approve the May 6 public meeting minutes. Mr. Duet seconded that motion and that carried. 301. Tonight we have uh a presentation this evening. I'm gonna invite Mr. Liry up to the hot seat to talk
003about Campbell baseball field donation. Yes. Welcome Mr. Liry. >> Oh, good evening people. Thanks for having me. >> Thank you for coming. >> Okay. Um as you know, the voters in March um approved and I'm looking up other information for you while I'm here. Actually, I don't need to do that. um approved the Campbell baseball field to be renamed after uh coach Jimmy Gorm. Um so that set forth a fundraising effort to try and do it the right way as as you know we those of us that knew him well coached with him and I knew him for a ton of years. So um we set out getting donations and and whatnot. So I have a list of the donations which I'll give you. Um, I would like to just read a couple of them
004that were very like very very big. Um, we had the, uh, VFW in Hudson. Uh, very large cash donation as were the veterans in Lichfield. Um, also a large cash donation. Um, Tim's turf donated materials for the where the sign is over there. Um, we also have um we raised uh $3,400 total. Um, and I'm going to give you this too for your receipts. Um, so you'll have that. Um, processing fees. So far, we spent about uh $3,293 uh for a plaque, a sign, and the installation of the sign. We have a balance of about $333 now, plus the 500 veterans. So, it's about $800 left. Um, we're going to order a sign for the gazebo thanking um Reed's Ferry out of Hudson. Um, we called them. We were we were hoping for just a
005break on a price or something and they donated an entire gazebo. >> Wow. >> Unbelievable. Um and when you see the cost, you'll probably just shake your head even more. So, um we're still working on some ideas. Um we uh Coach Gora uh has a supposedly a a giant rock coming that we're going to mount a plaque to. Uh we just have to get with the school and figure out where all that's going to go. Um, and um, other than that, like I said, the sign for the gazebo and um, some other things as it goes on. So, this it's not a oneanddone type thing. I I'm hoping for that we actually make this, you know, really a a nice thing for the for the field and for the school, you know, and for the
006town. Um, I don't know if you guys had any questions that I could answer if >> No, I mean, having driven by it, right, and having uh being a frequent frequent flyer at Campbell, uh, right, the gazebo is beautiful. So, special thank you to Reed Ferry. Special thank you to all of the uh, donations that came in to to allow for that effort to happen. And and special thank you to you, Mr. Liry, for your work and to kind of lead the effort for um, for for all of this to take place. Well, I I'm not really the leader of it, so to speak. Um, my daughter Sam and Coach Gora, they were the they were the forerunners of this. Um, then I got involved um to help them out and my wife Deb um
007also and also Coach Gora's wife who put flowers around the around the sign out there. So, it was a lot of people. It was a ton of people. It was just it was a wonderful thing and we hope it's not done yet. So, um again, I'm I'm always willing to h answer any questions if anyone has it of you guys all have my number so um is there anything else you need from me now I do have receipts that aren't or >> remind me um Mr. We've already accepted the donation. >> Okay. >> To the district. >> I think we would accept um the donation again now that we have the sign, the gazebo, and the plaque. I don't know that we um accepted the gazebo. >> Okay. Okay. >> I don't I don't know
008that you did either. And you do need to do that. And again, you know, it was kind of a helter skelter approach to this because we had between March and May to get this done. So, I want to thank the district, the board, the superintendent's office, um the administration for just working with us and letting us run with it. I mean, you guys were absolutely fantastic. >> Perfect. That's great to hear. And the field really looks great. It's in fantastic shape and nice additions to it over this. >> It really is. It really is. So, um yeah, like I said, we hope it's going to be more coming down the road. I know they're talking about replacing the big red wall out there at some point. Maybe if we got money for that, we can
009help out with that a little bit. You know, anything keep the park up. It's come a long way from the old snow fence that was there originally, you know, no dugouts, no covers on the dugouts and, you know, but the field looks really nice. Everybody talks about it when they come play here. It, you know, it's a it's homage to the district and what you guys are doing. So, thank you. >> Awesome. We really appreciate >> it. Give this to your records. >> Can I send you the receipts for the sign and everything? >> Okay. >> Thank you, sir. Appreciate it. >> Thank you. Thank you, Robert. >> Thank you. >> All right. So with that uh we have to accept the donation um that was presented this evening from Reed Ferry uh for the
010gazebo as well as the sign the plaques and really everything that came to to be what it is at the moment. So I'll entertain a motion to accept all the b donations made for for the Campbell High School baseball field. >> So moved. >> We have a motion by Mr. Dit. >> Second by Mr. Peoples. Additional discussion. You know, I think it's awesome. The >> community came together and did a great job. >> Absolutely. Absolutely. Uh, all those in favor, please say I. >> I. >> Opposed? Abstain. That carries 30. >> Thank you again, Mr. Lee. Appreciate it. >> Thank you, Robert. >> Thank you, guys. >> All right. Uh, we have some special education updates this evening. I will, uh, welcome up Miss Per, director of special services to the table. Thank you. Let
011me make sure this works. I don't even know if this Oh, wait. There we go. Okay. All right. Um, so thank you for uh letting me come and speak tonight. Um, I do just have some updates um for you guys. Um, so the first is um our 2526 LA determination. Um, I presented this last year around the same time. Um and it says 2526 but it's actually looking at data from the 2425 school year. So I just want to clarify that because that can be slightly u misleading. Um so we are still in the um sorry to scroll um needs assistance category which is the same category that we were in um last year. Um the primary area um still that we need intervention in is um is that um assessment. Um so this looks
012at um and I'm going to focus on this page. The um link in the agenda has the entire thing. I'm not going to go through the whole um thing cuz it's pretty lengthy. Um but it looks at the participation rates. It looks at um a proficiency gap um for both the um city assessment and also for the alternate assessment. Um it's kind of like golf like the the lower the score the better. Um so zeros and ones are good, twos are are kind of the highest and those are the things that we need to be um to be looking at. Um, I do know that this year, so again, this is results from the spring of 2025. Um, I know this year that, um, Dr. Taylor's done a lot of work, um, as have the
013principles, the APs, and the schools, um, as far as that partition participation piece, um, and creating more of an assessment culture. Um, so I'm really actually looking forward to next year um, to see kind of how that's translated and how that's um, reflective in this. Um, the same with the proficiency rates. Um, you know, it's it's a it's a hard area for me just because, you know, the students that are ranked in this are ranked because they have IEPs, so they they're lower anyway. That's why they have an IEP. So, um I struggle with that a little bit, but um the state has taken some feedback from a lot of directors in the state um to look at that number that they had previously as far as the gap and as far as the proficiency
014rate and they've adjusted it um so that way it's not as big of a um almost unattainable gap for our students um with disabilities to try to achieve. Um so this is still an area that we're working on um and I feel like um and Dr. Taylor and I have done a lot of work this year in trying to address this area. Um and we'll continue that work next year. Um I think it's always going to be an area that's that's something that we focus on. It's it's again it's it's super hard for me just because using a standardized test um that measures students that are struggling is I don't know it's a little bit difficult but um we will keep working at it. Um the other thing that's a little bit different than last
015year if um is the um this year with the results based um section one um there was something with the preschool outcomes. Um I did meet with our preschool staff um Mr. Mitchell and the um the state representative um who works in the area preschool. We got our questions answered. So we were able to figure out what exactly we're doing to get the score that we did because we didn't get that last year. Um so now next year that should be um adjusted and that should be all set. It was a very minor way that we were entering something in um that flagged for this. So um but I did want to share this with um with you guys just you for so you know kind of where we're at. Um, does anyone have any
016specific questions about this? >> It's a lot of data, so I understand it's a lot to take in. I understand that. >> My initial question, I and I took a a review of this earlier, right? My my initial question is it was hard for me to understand although the total the total result is really consistent year-over-year. >> Are there areas of improvement or areas of decline across the various categories that we need to be honing in on? Um, I looked at that also. I think it's it's sort of varied over the years, right? So, there's been some times that our proficiency wasn't as like it didn't score a two, it scored a one. Um, and then there's some times that our participation was like twos across the board. Um, so I think it's just sort
017of fluctuated depending on the year. Um, I think participation is something I still really want to focus on just because I feel like those are easier um, not well, yeah, I guess slightly easier wins than, you know, the actual taking of the test itself. Um, I think it's I think our participation rate in eighth grade is better than it was before. 11th grade is like high school's always been kind of in the 50s, like 40s to 50s. Um, I did look back a couple years, there was one year that it was like in the 30s, so I think it's it's going in the right direction. Um, but I feel like that's something I still really want to focus on um, and kind of honing in on um, just because I feel like again it's it's
018an easy undertaking, right? And trying to encourage kids to take it. And I know it's hard because this test is hard for them, right? Because they have IEPs. It's not it's not easy. Um but I think just reframing and how we, you know, how we address it and present it um >> will hopefully kind of make that shift into into more participation. >> And the other just point of clarity, right, and I'm recalling this from past years discussions, right? And you mentioned the kind of the golf analogy, right? Where the twos are not necessarily the good but the zeros, right? So, but the two we can get essentially or be rated a two um for one student and it can be the rating can be a two for the entire district based upon how one
019student performs. >> Yes, you are correct with that. >> Yeah. Which is kind of the unfortunate part. So, I'm I'm thinking specifically as you pointed that out like the alt proficiency, right? So, looking at the students that take the DLM which is our alternate state assessment. We don't have a lot of those students in this district um because we're such a small district. Um I think we had four this year. I think last year we only had maybe two. Correct. >> Um so if that one student does poorly, you're right, Andrew. It did just >> then we we effectively stay at two. Correct. But we're almost >> I don't want to say impacted, right? But our the size of our district doesn't help us in this case. >> Correct. Correct. And it's unfortunate. Um I
020know the state is trying to put together um some sort of cohort or something of other smaller districts because we're not the only ones up north. they have the same issue. Um, and to try to figure out how to best look at this, but not maybe in the in the same exact way, maybe use a different kind of metric or how they measure it just because of the situation that you just mentioned where we have such a small population of students that take this particular test. And if one student doesn't take it or doesn't do well, then that puts us in that two category. >> Okay. All right. Thank you for just confirming what >> Yeah. No, you're absolutely right. Absolutely. >> Makes a big difference. >> It does, right? a big difference unfortunately. >>
021So again, you know, it's even though we're consistent yeartoear, it will be difficult for us given the size of our district and declining, right? Um to really change the trajectory of this year-over-year given if nothing if nothing else changes. >> Yeah. >> So yeah, >> the fact that one student not taking the test can impact it is >> correct. Yes. >> Yeah. >> Y counts as a zero. H >> and counts as a zero in the overall score. >> Correct. Right. >> Unfortunately, but >> All right. Well, thank you for that update. >> Yeah. And obviously if you have, you know, some free time, I want to look through the whole thing and ever have questions, just feel free to reach out to me. Happy to answer those. Um the next is indicator 8. So
022indicator 8 is um parent involvement survey. Um this was sent out to parents of any students that had IEPs. Um if parents had multiple students, they were encouraged to take it um for each student that had an IEP. um that was sent out in um April and the superintendent was gracious enough to also put it in his weekly messages to encourage parents to fill that out. Um we do get a dashboard. Um so in the past I can tell you so two years ago when this was taken um the response rate was 0.41%. Um last year was 17 and this year up to 20.29%. Um the state averages around 11%. So we always aim to be higher than the state. So this year we are at 20% which I'm pretty excited about. Um and as
023far as like what kind of questions they're ask about um you know their satisfaction with um communication satisfaction with the team um satisfaction in um you know how well this the services are being met to to their student um things like that. Um it's a four-point scale. All of our um answers were um three or an average of three or above. I >> mean it's still a pretty terrible response rate. I mean, it's not the best, but you know, when you look at the state is 11, you know, that's >> it's a pos positive spin there, but it's still pretty bad. >> Yeah. >> So, >> I was just gonna say that, right? >> Yeah. It's it's not it's not lovely, but I mean, you know, again, from where it was is is much better.
024Um, and just >> Yeah. All we can do is encourage people to to fill it out. >> I mean, I'm assuming I mean, this is obviously kind of a stand like a way to get a benchmark, and I appreciate that, right? Get feedback. I am assuming during your regularly scheduled IEP meetings that you would have with parents. Yeah. You're getting real-time feedback anyways, right? Which gives you perspective above and beyond what the survey >> absolutely. >> Yep. >> Yeah. Okay. >> For state reporting purposes is what we have and um happy that we have gone we got better than last year and we are above the state average. So >> Okay. >> The next thing um is program approval and general supervision. Um we call it PG. So, if you hear that floating around, that's
025just the the acronym that we use. Um, I tried really hard to make this to condense this. This is the um PowerPoint from the state. They operate on Microsoft. We operate out of Google and it's hard to I was trying to format it and it was coming out wonky. So, um that is why you have all the pages there. So, I apologize. I wish it was I wish I could have made it something a little bit better. Um >> I mean Dr. Taylor uses GBT for everything. I mean, there's opportunities here. >> And if you could figure out a way to make Microsoft and Google better, that would be fantastic because I tried really hard and it just wasn't. Um um so PAX again stands for program approval and general supervision. Um it's basically our
026audit from the state um for special ed. Um we are is our turn next fall. Um the state has divided all 178 districts um into six different cohorts. Um and our time is coming up. Um these are the different areas that they look at. Um as I kind of go through the pages that are outlined on the agenda. Um it kind of explains what each one of these are. Um so there's eight different components that we are monitored on. Um and this will start in August and I'm going to scroll I think. Okay. Um so component one a special special education program presentation. Um I basically have to do an organizational chart. um that talks about um my from myself all the way down to Paris um how our um special departments are pro are
027structured here within uh within the Lichfield School District. Um there's a template I get to fill out. So it's pretty straightforward from what I've understood from other uh directors. And it's just kind of who's who, what do we do, um and what roles do we play within the special ed department of our district. Um component two is indicators and data dive. Um this actually looks at the LEA determination. to what you were just looking at a couple of minutes ago. Um all of our indicators kind of where we're at. Um it also looks at um number of state complaints which look like now we have zero. Um due diligence reviews, focus monitoring, um things like that, how many times the state has had to come and um support us with things, things like that. Um
028all of those indicators are taken into account. Um that's done on the the state level. So there's nothing that we down here in our um in the district that we would have to do. Component three is educational environment analysis. So, this looks at all of the approved um special ed program environments that we have within the district. Um so, our resource rooms and then also our um self-contained and specialized programs. Um it's just going to make sure they're just going to make sure that we that everything is up to date um that our programs are approved um and that we have everyone in place that we need to have. Component four um is equitable services review. Um this looks at the services that we provide to students at St. Francis in a tabernacle. Um so
029this will mostly actually only be me um that kind of make sure that we have everything in um in place for that as far as how I communicate with them, how we provide services, how we let them know how much money they're allotted every year from the IDA grant. Um and looking at the plans that we have for the students that we service in both of those schools. Component five um are student sorry student file reviews. Um so because we landed in that needs assistance category on our LED termination, they are not coming down to do physical file reviews. They are going to do everything electronically. Um so we use a program called Nessus um which is where we house all of our um student information for students with IEPs. Um they're going to pull
030all the information electronically. So they will not physically come down here. Um they will do up to five fi files per school um or per category. Um, and so I have met with all of the special departments in each building and they are aware of all of um, this part of it because this is the part that's going to be mostly um, the heavy lift on them is to make sure that everything that they're inputting is um, accurate and correct. Um, component six, um, fiscal and financial profile. Um, so this is going to be more myself and Julie um along with Ann and Annie um just to make sure that we um have everything in order with our IDA grant um that we're spending everything appropriately, that our activities are written correctly um and that
031we have all of our documents that we submit to the state for our grants um in order. Seven um is classroom observations. Um so I was very clear when I spoke with the departments, this is not an observation of this of the teacher. They're not coming in to rate how you're teaching. Um it's on observation of the student. Um it's basically to make sure that um the teachers that are assigned to the different programs are actually the teachers that are physically in that room and actually teaching. Um they're going to have um different assassins of students that they're able to pull to make sure that the students that are in that room are the students are supposed to be in that room. Um and just to make sure that services are being provided as they're
032described in um IEPs. So it's not oh like you're teaching this really well or it's it's more of making sure that what they see in front of them is aligned to what is on paper. >> Okay. >> And then the final part maybe. Okay. Um the final part is staff surveys and parent caregiver. Sorry listening sessions. My computer's being weird. I'm so sorry. There we go. Um so a staff survey will be sent out to all the personnel listed. Um so everybody that's on that organizational chart that I have to provide um will be sent a survey. Um and again as it outlines here there's questions regarding access to supports um access to procedures professional development. So basically if you know how they feel about all of the things that we do in our department
033um and how they feel like things are going whether they have access to the things that they need um and whether they can deliver the services that they need to for students um appropriately. Um then there is also a 1-hour parent caregiver listening session um with collaboration with the parent information center um or PIC. Um we are not a part of that. Um it's supposed to be um anonymous as far as we're concerned. So no there's no staff there. There's um it's just the people from PIC and um families that choose to attend. Um and they're asking a lot of the same questions from the indicator 8 um parent involvement survey. um and they're just having kind of that open discussion um about how they feel like their kids are doing here with us um
034as far as their special ed services go. Um so those are the um main areas that they look at. Again, if you have some time on your hands and you want to read the entire PowerPoint, you are free to do so. Um but this is starting in August. I have to start with the organizational chart. Um the file reviews will start in October. Um so this is going to be pretty encompassing um next fall. Um, but you know, it's it's important the state, you know, will be able to give us feedback on things that we're doing well, things that we could be doing better. Um, and kind of helping to guide us to make sure that we're doing everything that we're supposed to. Um, in the special ed department, um, does anyone have any questions?
035>> Do you have what you need to be successful in managing the program? >> Um, I would say yes. I mean, we can always use more paras. I think that's just a given. Um, but I think that's everywhere. That's not just Lichfield. Um, I would love to have more pairs. I'm sure they would tell you the same thing back there. Um, but I mean, as far as like teaching staff, um, related services staff, I feel like we have the things that we need in order to be able to do what we're supposed to do. >> Yeah. Great. Thank you. >> Yep. And then I lost my agenda. >> Is that the last thing I have? >> Schools uptake. >> Oh, school. Thank you. Sorry, I clicked off of it. I'm so sorry. All right. Um,
036so last spring, um, I had come to the board to propose reconfiguring, um, the schools psych position that we previously had in the district, which was a one-year round position, um, to service all three of the schools. Um, and we had proposed to split that position into two school year positions. Um, one at GMS and one that's split between the middle school and the high school. Um, and to also make them school year instead of, um, year round. Um, the board graciously approved that. Thank you very much. Um, so the justification was to provide staff more access to a school psychologist, increase efficiency and accuracy with evaluations and timelines, um, and acknowledge that really the school psychologist is most utilized during the school year. Um, they're not really used in the summer a whole lot
037because they're primary purpose is to evaluate students. There's no students, you don't really need to evaluate. Um, we were extremely fortunate to hire two qualified school psyches. Um, Maddie is down at GMS and then Dominique is at LMS and CHS. She splits her time. Um, so I asked both of them for some data. Um, I presented a lot of data to you last year to kind of show that the the the way that the position was outlined previously did not was actually a deficit of about like 200 something hours a year. Um, and why we should move to this model instead. Um, so both of them were very gracious to send me um kind of their numbers for the year. Um, so again, Maddie is down at GMS. Um, she also helped with um some
038referrals that we had at St. Francis and Tabernacle. Um this outlines the number of referrals, the number of um initial evaluations for students um with IEPs, and then the number of reevaluations um since we're required to reevaluate students every 3 years. So she's broken that down. Um and then she wanted to add that in addition to doing all of the meetings and all of the testing, um she's been able to attend, uh weekly tier 2 meetings at GMS. She's been a part of the student support committee, um and is helping to establish a data team down at GMS. Um she's provided consultation to 504 teams. She's observed students. So, if a teacher said, "Hey, can you like go obser I'm going to use you. I'm so sorry. Can you go observe Julie? Um, you know,
039there's something I'm not quite sure what I'm missing and do you mind just kind of putting eyes on them?" Um, so again, either for evaluative purposes or just to offer suggestions um to anybody that was maybe concerned about a specific student. Um, Dominique also um provided me some data. Again, she splits her time between LMS and CHS. Um, she's also helped with referrals at St. Francis this year. Um and we also had a referral from a charter school. So she was able to help with that. Um and then she broke down um the number of referrals, initial um evaluations and reevaluations as well among the schools. Um and again she was able to attend 504 wraparound MTSSB meetings um 504 meetings at CHS. Um she's also observed students in the classroom um again for either
040evaluation purposes or because the team is is seeking some additional information. Um they also have both been able to attend monthly meetings with me. Um they also have um school psychologist mentors from the Hudson School District um that they were able to meet with uh as well. Um I've also been able to meet with them kind of off of our meeting times um to discuss and talk through um some cases we've had this year that have come up that have been a little uh I guess different unique um and just kind of working on how to how to kind of walk through that and kind of figure out what that means. Um, and we also worked on developing a comprehensive document to help guide IEP teams when looking at um, a learning disability which we
041presented um, to the special ed department across the district back in March. Um, so staff feedback, I have talked to, you know, staff from all three buildings um, just kind of how they felt about having um, sort of somebody I know LMS and CHS split, but kind of having somebody that wasn't districtwide kind of running all over the place. Um staff from all the buildings have shared consistently that they have more access to a school psychologist if they need to, you know, kind of talk, consult. Um they feel more like the school psychologist is really part of their team. Um rather than somebody that just pops in and pops out um and they're able to collaborate more easily and frequently. Um so I took that data that they gave to me. I kind of set
042it up in the same way as the data that I presented to you last year. Um so this breaks down um number of school days, number of hours per day. I'm not going to read through this whole thing um through you, but I took um all of the referrals they had, all of the meetings, and kind of broke it up into the total amount of hours. Um continued um included time that they spent um consulting with people, writing reports, um attending the meetings, doing file reviews, things like that. So, this is the same data that I had presented um last year with my proposal. Um, so the total number of hours that this would have been for one person. If they were just doing all of this would have been 1,228 hours for the school
043year. Um, so if we still only had one school psychologist for the district, this would have only left 18 hours in a school year. Um, to be able to do all the other meetings, committees, and things that both of them have been able to do, um, it wouldn't include travel time between all of the buildings, including St. Francis and Tabernacle. Um, and it just doesn't allow for that effective time to be able to sit and collaborate. Um, and it doesn't also give one person the time to develop that sort of relationship. Um, our previous person that was across the district was just always in and out and bouncing around and just didn't have that time to sit and just have those conversations that are really meaningful. Um, so at the end of all this, I
044wanted to say thank you. Um, that was definitely the right move. Um, we have the data to support that and I just wanted to thank the board for um, supporting that decision. Um, because it's been it's been wonderful having both of them. >> Great. No, I'm glad to hear it. I'm glad it's uh providing some relief to the department as well. >> Y >> question on the charter school. Is that a charter school in Lichfield? >> No, it's in NSHA. Um but we are responsible because the student lives in Lichfield. >> Okay. That's how that works. So if the student lives here but goes to school elsewhere, we are still responsible for that service. >> Yes. >> Okay. >> Where it's the opposite with private schools because the private schools are located in Lfield. Regardless
045of where the student lives, we're responsible for that child. >> Right. Okay. All right. Thank you for that. >> Yeah. You're welcome. >> Any questions? Just a comment as a parent with someone that has an IEP. She has done phenomenally this year. Once that was established, she has gone from, you know, mediocre, just not really getting frustrated to she loves school. Her last math test of the year came back with 100. >> Like they it was it was not seen earlier this year with that. And so I just greatly appreciate you, your team, um the GMS staff and everything to really establish and get her to be comfortable and understand and want to work and continue to drive forward with the school system. >> Awesome. >> Great. >> I love hearing stuff like that. So,
046thank you. I appreciate that. >> Thank you very much. >> Appreciate the update. >> Uh we are now at 6:00 6:01 and we're going to turn over to our first community comment on agenda items. This is the first of two this evening. >> Welcome, Miss Lassard. How are you tonight? >> Good. How are you? >> Just name and address for the record. >> Amanda Lassard, 14 Dearwood Drive. Um, I first want to start by calling Mrs. Taylor out on a good note. Just I was watching the school board meeting last time and my daughter was in the background. She goes, "That's Dr. Taylor." And I said, "Well, how do you know her?" And she said, "Oh, she was in my classroom doing writing or something or other." And I just thought that was really cool.
047um to for my kids to know who the SAU staff is is just pretty pretty cool thing in Lichfield. So, that's not the main reason I'm here, but I just wanted to I just wanted to say that while I was here. So, >> popularity just you're trending. >> I'm trending. Woo. >> There you go. Um so, tonight I'm here um on behalf of my husband and I to um express our opposition to the proposed cooperative girls high school um lacrosse team between CHS and Elurn. Um you know while we understand the reasoning behind combining these teams um to be more competitive um we do believe that this carries um a lot of risk as well. Um according to the proposal the two teams would be com with a combined record of 52 wins and 201
048losses over the last 10 years would be merged and asked to compete at the division one level. Um right now CHS I is competing at the division three and Hudson at the division two. um that would place them against teams playing in a significantly higher skill level um than we than we are right now and unsuccessfully competed against historically in the past. In division one, the CHS Alurn team would be competing against programs such as Portsmouth Sagen, Pinkerton, and Bishop Girtton, which based on data that we've been able to find have a combined record of 396 wins and 82 losses over the last seven years. Portsouth alone has lost only 11 games during that seven-year span, including its own move to division one, where it has remained undefeated over the last two years. By contrast,
049teams such as Conquered, Nasha South, Salem, and Manchester Central, who are also in division 1, have a combined record of 158 wins and 299 losses, despite having an average of about 450 more students enrolled than the first four schools, with Pinkerton being the exception. It appears from the application that Alurn is being moved to division one regardless of if it is combined with CHS or not. I think that will spell the end of their girls lacrosse program and do not believe we should join them. Our goal should be to give our girls the best possible experience in a team sport. Requiring them to compete far beyond their current experience and skill level will discourage participation rather than strengthen it. A few additional concerns that deserve consideration are first, having other schools athletic director, administrator, or
050coaches oversee students from our school does not seem appropriate. Our own staff is more familiar with our students medical information, emergency contacts, eligibility status, and school expectations. Keeping our supervision within our school helps maintain clear accountability, consistent communication with families, and alignment with our procedures for student safety and discipline. Second, there is an efficient use of time for both students and parents. Students today already balance many priorities, including academics, athletics, chorus or band, after school activities, and family time. Requiring them to travel to another school for practice or even home games, takes away valuable time. It also creates an added burden for parents who are working while trying to support and attend their children's events. Having to drive to Alurn for games or pick up from practice could require parents to leave work early earlier
051than they do now, which may not be possible. This assumes that a parent is dealing with just this one child, which most of us are not. A move to a different school could heavily disrupt parents abilities to support their kids' activities and schedules. Cost and availability of transportation is another important factor. Transportation is already expensive with diesel fuel pushing $6 a gallon. Adding transportation costs to already strained school budgets will only make future planning and funding more difficult. The application also says buses may be provided to practice. What happens if it's not available? As working parents, we are not able to get our children to Alurn at 2:30 on a weekday. Finally, and perhaps more importantly, I want to address the impact on the girls morale. Playing for your home team in your hometown matters.
052Representing your school and wearing its name on your jersey creates a sense of pride and belonging that I do not believe can be fully replicated in a cooperative arrangement. Morale may also be affected by reduced play time. An ideal team typically carries 18 to 24 players. Based on the numbers outlined, there could be closer to 30 plus players on one team. And if there are no cuts, playing time will be reduced for everyone with some players spending much of the season on the bench. In closing, we believe the better solution is not to combine the high school teams, but instead to establish a combined girls recreational team. Both Lichfield and Hudson were unable to field a girls wreck team at the middle school level this year. That is where resources should be pulled. If however
053a cooperative is inevitable, we strongly encourage petitioning the NHIAA to stay in division 3 till such a time that our comp competition level increases to a point where we can be competitive with teams in our own division before moving to a higher division. Um, and just sort of to illustrate that a little bit, um, the division one teams, Portsmith beat every team 20 to1, 20-2, 20 to 5. Um they beat um Saggan beat them five to 11. Um so it just it doesn't seem like going to from division three to division one would do anything for any of our kids um in town. So >> Okay. Thank you very much. >> Thank you. >> We're going to be talking about uh Campbell Lacrosse here in just a short while. It's under tonight's new business. >>
054Okay. Uh we're going to shift gears into general business and Mr. Peoples, I'll turn it over to you for a legislative update. What's going on? >> Uh nothing thankfully. We um we've had our last uh legislative session. Um as you know, um signups to run for um state representative and uh that they're all open right now till the 12th. Um, we managed to kill some of the more controversial stuff. Uh, open enrollment, uh, got killed in the Senate. So, that that was the end of that for this year. Um, I think everything else was pretty much in that report that I gave you. I don't think there was any other, uh, bills that that we as a school board would have interest in that were in that last round of concurrence with the Senate. So,
055Okay. >> All right. Any questions for Mr. Peoples? >> Should be should be a quiet summer and then uh >> No, I was just going to ask him that the tax cap um bill >> that's House Bill 1300 is not >> like it's going to pass. >> So that that passed, but what it is it puts the question on the November ballot for two different years about a tax cap. um rather than have it done at the schoolboard level, it's doing it at the town level so that they have a a broader the idea is that you get more people that are interested in the question >> to to vote on it one way or the other. So it will be on the ballot in November. It'll be on the ballot ballot in 2020. >>
056Yeah. So we will have to keep that in mind when we build our budget for next year that there >> will be a tax cap there. No, it's not. Is there a tax cap? If well if it p I mean we have to build our budget with the idea that it could >> all it is is puts the question on the ballot and then implementation of that would have to be >> done year >> pardon >> implementation would have to be decided at the point after >> right it'd be another year after that so just if it passed then you'd have a year a year more before it was >> does it does the bill actually specify the tax cap percentage >> no it just says the question is whether you want one or not.
057>> That's it. It's that simple, right? So there would be >> that's the question. >> So if yes, then we have to go back with another article to the voters >> with clarity on what that percentage should be or like >> Well, there there's a formula in the in the um document in the bill there's a formula correct for how you come up how you um come up with the tax cap. But again, you have to pass it at it has to get passed. I mean, it's right now all the legislation did was put the put the question out there. >> Yeah. Yeah. I mean, it's an interesting article, right? I mean, being on the budget committee for many years and seeing kind of I mean, you know, right? And seeing it uh >> was
058on there, too, >> right? I mean, and seeing kind of the the the position that the board of selectmen are in year over year over year with the tax cap and the budget committee as well, candidly, right? The budget committee is constantly having conversations during budget cycles about we can't approve this even though we believe in it, we can't approve it because it we have to stay under the tax cap. Right. Right. So there could be material asks with the district. Whatever those asks might be that we would be restricted from um and that could negatively impact how the school board votes. It could negatively impact how budget committee votes uh regardless of need. >> Yep, it could. But if you the the idea behind a tax cap is there's always a way to override
059it. And if you don't believe that it can happen, happened in Manchester last night. They're looking at a 10% plus tax increase because they override overrode the tax cap. >> Yeah. >> So, >> yeah, >> I I don't see any harm in this one. It's just at this point, it's just a question >> and the will and it puts the question before the people, right? >> Yeah. It'll be interesting to see how this one plays out. >> Yeah. >> Statewide. It'll be interesting. statewide because every every everybody in the state has to do it. Okay. Um any other questions for Mr. Peoples? No. Okay. Great. Um All right. So, we have the superintendent's report. Uh with the superintendent is not here this evening. Uh one of the things we wanted to do tonight was certainly
060um just recognize all the hard work in the district uh for endofear activities. Uh and notably there was a endofear celebration last night at Campbell High School where we were able to recognize educator and support staff of the year awards. Uh thank you to the veterans uh group who helped sponsor that event and actually spearheaded that event and get that going with us. Uh and it came to fruition last night where we were able to recognize um individuals at each of our schools as well as an SAU staff member. Uh, and so at Campbell High School, the educator of the year was uh Sarah Skinner. Congratulations. We had support staff of the year to Carrie uh Bruner. Uh, Litell Middle School, we had educator of the year at Stephanie Jose. Thank you. Uh, support staff
061of the year at Brian McKibvern. McGiver >> McKen McKibbergen. Thank you. Uh, at Griffin, we had educator of the year Kristen uh, Adamos. >> Uh, and support staff of the year, Margaret Parent. Uh for SAU staff, we had Jameson McCartney and there was also a Patriot partner uh Robin Corbiel uh just given all of her work to directly bridge the gap between the school community and the veterans community and the community in general. So uh you all welld deserved. It was a great ceremony last night. I had the opportunity to attend uh and and and thank uh everyone who was there. So certainly a lot of individuals uh were welld deserving in the district. uh and and want to make sure we recognize everyone uh who contributed this year. Uh we also had two retirees
062that were recognized last night. So, two retirees this year. Uh as we've uh mentioned in past meetings, we have Robin Corbiel who's retiring from the middle school uh as well as Donna from Campbell High School. Uh both will be greatly missed. So, wishing them the best in their next chapter. If I may ask uh for the board to accept the $1,000 donation from the veterans group um to support that event. >> Yes, I will uh make a motion to accept the thousand donation from the veterans group to support this event. >> Second. >> Motion by myself, second by Mr. Peoples. Additional discussion on this one. >> All those in favor, please say I. >> I. I. >> Opposed? Same. That carries 300. Yeah, they were really nice um wooden kind of shaped like the state
063of New Hampshire plaques from Chick Family Farm that made them. >> Right. I've seen the the photos out of the event. >> Yeah, they were great. Yeah. Yep. >> Um in addition to that, uh one of the other updates uh from the superintendent report is I wanted to make sure we recognize the graduation crew at Campbell High School. So last Friday was the class of 2026 graduation at Campbell. Uh and there was just a tremendous amount of activity that takes place to put on that event, right? From field setup to tearing it down, stage chairs, all the preparingness to get into the readiness to get that activity going. There's a lot behind the scenes to make that event successful. Uh there's a large number of individuals to thank. Um so if I uh forget everyone,
064it's not intentional, right? But I'm going to list off some names uh certainly that were instrumental in making uh making Campbell graduation such a success. Notably Joe Chappelle, uh DJ Shadri, Sean Folus, uh Katie McGary, Brian, Marissa and Steve, all from our maintenance crews. We have Tom Canara from maintenance uh and facilities. We have Zack Stevenson, Elaine Holder, U Superintendent Okonnell, uh Principal Mitchensson, Glenn Costello. Uh special thank you to the boys lacrosse team as well as the boys uh football team at Campbell, right? Their strength to put all that stuff together is great. Uh there were there were a lot of parent volunteers uh after the boys lacrosse game on Thursday night that stayed back to help out um with setup. Uh uh Mr. Gora, uh Tony Walker, uh Amanda Susi, and I'm sure
065that is not an all-inclusive list. I'm sure there are others as well. So, special thank you again for making that event such a success there. Again, it takes it takes a village. So, we appreciate you. Any other updates the superintendent wanted to share this evening? >> I think that's it. That's it. >> Okay. Fantastic. >> And before we leave graduation, I just I think we really need to note that the two young ladies that sang at the graduation, right? >> Absolutely spectacular. Uh, Senator Sullivan was there as well as Representative Bum and there like nobody could believe, you know, like how come they haven't sung at the state house? >> Well, we just, you know, for myself, I just discovered these girls can sing. But, uh, it was pretty amazing. They definitely did an awesome
066job. >> Yeah, they they absolutely did. Right. And, uh, it just sitting on stage and and watching kind of unfold just reminded me of how much talent we have in this town, right? There's so much talent in all aspects. So yeah, thank you for recognizing that. >> All right, business and operations. >> Uh so we are still working furiously through um you know going through our purchase orders and trying to hone in on our um fund balance for the end of the year. Um I do have a couple of transfers to request. Um we do have um a couple with regard to technology in particular that um are really important for us to um to make sure that our system is working efficiently. Um so we were requesting one transfer um that it's in total
067going to be over 5,000 um $5,731.92. Um and that's going to be coming from um two technology lines um the CHS and the LMS technology software lines going to the district-wide technology software and that's for imaging software that is used districtwide and is really needed um right at this moment um just for the proper functioning and just um you know making sure that our IT staff can do what they need to do. Um, so I am requesting um to transfer the amounts I have listed there, the $4,384 um from the CHS line and the $1,347.92 from the LMS line um to make that purchase. >> All right, I'll make a motion to approve uh both of those transfers. 4384 from CHS Technology and 1,34792 from LMS Technology. >> Second. >> Motion second and a third.
068That's fantastic. Additional discussion. >> I'll give a second to Mr. Peoples. >> That works. >> All those in favor, please say I. >> I. >> Oppos 3. >> Thank you. >> One question I have is the software that was identified by um the technology director, is it the software he was hoping for, planning on, or is this a uh convenient alternative that like bridges the gap? this is what he wanted to use. >> Okay, >> good. >> Yes, absolutely. And then I'm requesting um another transfer with regard to um technology um for wireless server support services which are vitally important um to the proper functioning of our network. Um, so we are requesting $5,545.72 um come from the GMS technology software line um to the district um Y technology professional services line um for that
069purpose. >> And what does this capability do? Does it allow for you mentioned wireless what does that >> um so it's for our wireless network? um we need proper support and right now we don't have the proper support that we need um to just really improve the network that we have. >> Okay. Um I'll make a motion to approve the transfer totaling 12,59715 from uh >> actually the wrong line the one before >> you're at the second bullet point. >> I'm sorry. >> Yep. The one above, right? So 5,54572. Yep. So 5,54572 from GMS technology software to GMS technology professional services. >> I'll second. >> Thank you. M myself. Second by Mr. Dwit. Additional discussion on this one. >> All those in favor, please say I. >> I. Zero. >> Thank you very much. And
070then lastly, um I do have another transfer request. Um it's again totaling uh $12,597.15 and that is um basically just moving money to the correct line. Um we have a professional development line um for union staff to be able to do um their summer work in June. Um so like the next couple of weeks after school is done. Um, so we're just moving the funds from um the conference and education line basically and moving it into the appropriate salary and benefits lines for those staff members. >> Okay, that makes sense. All right, I'll make a motion to transfer 12,59715 um to districtwide salaries, GMS salaries, LMS salaries, and CHS salaries in various increments. >> Second motion by myself, second by Mr. Dit. Any additional discussion? All those in favor, please say I. >> I. Cares
07130. >> All right. Um, solar. Um, actually haven't had an opportunity to share this with Jen yet, but we do have, um, next Wednesday. Um we are supposed to have um KW management is coming to complete the site work in the back of the building with regard to the trench in um putting the conduit in place um in preparation for the storage component. >> Okay, that's uh that's good. Right. So that at least gets the pad down and gets some of that site work done in preparation for the next step. Will there be any disruption to power or services to the building that the staff need to be aware of? >> There shouldn't be that day. Um I did let you know we did have a discussion about the fact that we wanted her um
072there when there were not students in the building, but I will absolutely clarify that. >> I just want to make sure the building's operational for those that need need to get into it. >> All right, great. Anything else? >> Sure. >> Um that was it for those items. I'm going to head back to the agenda. um end of what uh end of year um for FY26. Um I know that there was a discussion la at the last board meeting that I was not present at. >> Um so we were just not that decisions have to be made this evening. Um obviously the 30th we um scheduled that meeting so that we would have a really good idea of our our fund balance at that time. Um but essentially uh the superintendent created a a tab
073on there um kind of grouping the items. Um the first grouping um is basically the things that we absolutely are we need to have, you know, we're really hoping to have the the funds to be able to cover all of this. Um the U March 2026 warrant articles um that were voted to take out of fund balance is $350,000. Um the food service deficit that we're anticipating. Um as well as our budgeted return to taxpayers, which is always the $200,000. Um the LMS parking lot. Um that's also another item on my list. Um we are we do have the plans um with Continental at this point. Um Alan Major has been amazing in giving us, you know, they they gave us a progress um set of drawings first. Um and that wasn't quite enough to
074get an accurate quote. Um but now um they believe at Continental that they have the plan now, even though it's not completely finished, that they have enough information about the construction um requirements that they can give us an accurate quote. >> Okay. So um and they understand our timeline and they're also under a timeline because they're trying to coordinate um you know with the town as far as um paving. So as soon as we have that we will certainly bring that to the board. >> Okay. So we'll look forward to hopefully making a decision on June 30th on those items. One of the item one of the observations that the board will note if you look at the end of year incumbrance list which is what this is is that it's greatly reduced from our
075last meeting. Right. And so the superintendent and the administration have taken our feedback and really refined it to what the uh what the importance uh of items that was shared back to the administration was. And so we're focusing on those March Warren articles that were voter approved. Um obviously we need to we need to um uh clear out our food service deficit which we're projecting at $90,000 this year. Uh so that will need to be cleared out. Um uh as the business administrator mentioned, we we budget every year for $200,000 to be returned back to taxpayers. So that's definitely top of mind for the board. Uh and then the kind of the bigger ticket item that we're still thinking about is the LMS parking lot, which we're still waiting on a quote for from Continental.
076There are a few other I call them minor items on this list just for tracking in the event that the board wants to continue to talk about them at our next meeting. Okay. Anything else on encumbrances for today? >> So, I know this came up in an FIC meeting on line item nine, the kitchen fire drop curtain at GMS about whether it it says replacement, but I don't think we've ever heard a definitive of can it be repaired. So, I from the information that I had um with regard to like our our former facilities director was trying to see if he could get someone to come out and just look at it um and did not have success. I don't know. I'll have to look to see exactly which companies he tried. Um but all
077he could find was the replacement essentially. >> Okay. Yeah, that that was just one of the things that >> came up. We did go down and look at it and it's it's really when we we should look for somebody to repair it because there's nothing wrong with the the the curtain itself. Fusible links are all intact. It's it is a hand crank. >> Yeah. >> With a gear to to to a mechanism to roll it up and down. And I'm guessing based on the two 2x4s that are holding it up at either end that the brake whatever the friction device in there is probably worn. You know, you would wouldn't want it to come down. Um unless it was being intended to come down unless you cranked it down. That's what it looked like to
078me, but um we didn't have much time to to really look at it. >> I I really think that we should pursue having somebody repair. you need a mechanical company to come out >> or somebody is really hand just handy guy. >> Yeah. But I don't even know that a repair is an option. So that would be the kind of the next step. Is that even an option for us to pursue? Don't know. >> Right. No. And and that's what I mean, right? Instead of just I mean because like the quote on there is from an overhead door company. It's not from a specialty >> someone that specializes in overhead doors. And so >> and and this is intended in a fire to drop. It's got fusible links and chains that go across so that
079if that link melted, >> right, >> that door's coming down. >> So, and and that's all that we were asking from the FIC position is instead of just paying for an outright replacement, we can budget for this, but can we look at can it be repaired and possibly be able to not have to replace? >> Yes. >> Okay. >> Open to repair. I think it's just a matter of finding out who can repair it. >> Right. >> Exactly. We will task that with our new facilities director. >> All right. So, that's a that's a good discussion. So, if that's an option uh that can be researched for our next meeting that would be helpful in making decisions. Okay. LMS parking lot we just spoke about. Anything else on this one? >> We have school board
080member questionnaire. >> Yes. Um so that is for the audit. Um, so I linked I hope um the school board member questionnaire that um last year um we you um you completed for us. It's um it's just due to the auditors when they arrive for the um the the formal um audit days that they come. So July 20th. So if you wanted to take time to take a look at that and um have that back for next meeting, that's fine. Um >> is it does it require the signature of the entire board or just myself? It's just your signature and then just a few questions. >> Okay. All right. Um, and do you have a printed copy of this or not yet? >> Oh, you know what? I do not. I'm sorry about that. I
081will make sure I get that to you. >> Okay. So, we can we can have it uh available for you. No problem. >> So, does each board member have to do it? Is it It's >> No, I think um it's >> because it says board member questionnaire and it lists there's one, two, three, four, five, six years. It's asking for your years of service and things like that which we can fill in no problem. Um, this is a standard questionnaire that we fill in year-over-year uh for the auditors just to look at and it's really asking the board well so one of the questions does the board have any awareness of fraud affecting our district? Yes or no? Right? Have you received any communications uh from anyone within the district regulators alleging fraud? Yes or
082no. Right? So it's questions like that uh in preparation for handover to them. So they have >> Standard audit questions. So they have our position before they go in and do their do their auditing of the books. >> Okay. >> All right. So with board's approval, I'll work with the business administrator to get that signed. >> Good. >> Yep. >> Okay. Great. >> Thank you. >> Um I want to jump back. I I recognize I skipped over correspondence. So m Mr. Plansky did put together a list of correspondents this evening. So I'm just going to quickly read that into the minutes for tonight. Uh on May 26th, uh Jan Sullivan circulated the minutes from May 20th. May 26th, David Barnhouse uh had referrals to alternative schools. Uh May 29th, Stacy Liry, uh uh circulated an
083invitation to fourth grade recognition ceremony for the board, uh of which I attended. It was fantastic. Uh June 2nd, Renee Burgess sent out an invitation to educator support staff recognition awards, which was last night. I attended that, too. That was fantastic. uh June 3rd and In Marati uh circulated the 403B manifest. June 4th and Inarati circulated two AP manifests. June 8th, Renee Burgess circulated the agenda for this evening. June 8th and Inarati circulated a credit card manifest. June 8th, uh Mr. and Mrs. Lard circulated um uh correspondence on girls lacrosse which was uh presented this uh this evening also in correspondence um or in community input uh on June 9th and in Moradi circulated another AP manifest June 10th Renee Burgess uh circulated celebrating educator staff member awards and then on June 10th uh another
084two AP manifests it's definitely end of year with uh with these manifests. Okay, that covers it for correspondence and moving it down to curriculum. >> All right. Um, so first I have to give a big um shout out to um Miss Peterson down at LMS. Today was the sustainability showcase for seventh graders. And if you remember, um, we had them come and they presented their projects, um, to the board and this new group, um, did another phenomenal job. It's just amazing to see these students and share the passion for like all the things that they're um researching in terms of like um there were there was uh water pollution, global pollution, there was um biodiversity like just all kinds of different um projects and the transfer skills that these students are building is phenomenal. It's
085they're building websites, they're coding games, they're doing a they have to write a paper, they have to present on a trifold. So they have to decide how do I present this information in three different mediums, right? Like what is the better way to put if I'm doing a trifold, I can't just put my paper up there, right? like how do I put graphics and things that are eye-catching and then what do I put on the website? Um it's just phenomenal. So, I had to um talk about that for a second. >> Yes, please. >> The other thing that's really cool about the sustainability fair is they're tying it back to Lichfield. They're tying it back to things that are happening here in our community. Um, one of the kids that did water testing tested the
086Marramac, tested Dera Pond, and tested >> Yeah, there was a third location that they tested. It wasn't necessation and how Derapond is the most polluted and why it was the most polluted and what was >> in it. Don't swim in it. from what they were telling us. >> May we give that report to the board of selectment, please? >> But they they had ideas. They're generating their own ideas of how to clean it and how to make it better. And what we talk about all the time is about activating our kids to be members of our community and care about our community. This is a perfect example. And it's student driven, so they have choice in what they're they're researching. One of the kids dads um flies a helicopter out over the wind farm in
087Cape Cod. and he had a video of his dad flying over the the helicopter over the wind farm and dropping someone down on a chain and the kids were all like, "That's so cool. I want to do that when I grow up." So, there just so many opportunities as they were talking. So, >> it is cool. >> It's a great project. >> Yeah. >> And the class has >> it started and we were learning, but it has really come into a place where the kids look forward to it. >> Yep. Just really great opportunities. So had to shout out for that. And then um just continuing speaking of Gemini um images, you know, I have to do it cuz it just showcas. So um I am so excited and we've all been doing happy dances
088and everything with um our assessment data lately. It's um phenomenal. >> I'm getting pieces of information, but I haven't seen anything. >> Well, I'm trying. It's not coming up. Come on. I did a really nice >> speculation to me. >> That's why I said the rumor was they're all 90s. >> Right. Yeah. I don't know why it's not >> guys running around with tutus. I don't know. >> I can show you this right here. >> There you go. I don't know why it's not u coming up but um for real our um so for math on the SAS our data um districtwide went up 14% from last year um we saw growth in every single grade level and that includes PSAT and SAT. So so great so awesome. Um, and then on the SAS, we
089are above the state average district-wide by 9%. So, that's phenomenal. Um, ELA, we are up districtwide 6% from last year. We saw growth in most grade levels. And the thing that I was like super super excited to see is that we have more students scoring threes and fours on organization and purpose and evidence and elaboration in writing. in um opinion and argument and informational text writing than we've seen in quite some time. So that is phenomenal to see cuz it's really really challenging to get a three or a four. >> And just to piggyback on that, our kids with 504s and IEPs are making amazing progress as well. We're really proud of them. >> Yep. Yep. So, like when Sarah was talking about the um data for next year for those indicators, we're kind of
090really excited and kind of antsy to see those because it's they're moving and they're doing really good. Um science was also really exciting. We're up 16%. Um again, growth in all three grade levels that are tested. So, they're tested. >> It's 10%. Oh, I'm getting I'm getting there in a second. Hold on. Um, so, um, the growth in all three grade levels, um, so they're tested in 5, 8, and 11. Um, and we're above the state by 10%. >> Okay. >> Um, and we are also above the state in all three grade levels. So, really exciting. Um, super proud of all the students, so proud of all the teachers, all the administrators. Like, it has been a collective effort to really shift the assessment culture and it's showing off big time. >> So, can I
091put you on the spot and put our principles on the spot? Would that be okay? >> What would you say is the main driving factor for the improvement from your from your perspective? So we've talked about this and said >> I'm giving you a tea ball. >> Yes. So it's really it's a it's a collection of a lot of things but I think a lot has to do with that shift in assessment culture, right? Like we have shine the spotlight on its purpose and we've given it life and importance in the students eyes. Like it's not just this thing that you have to do because we have to do it to check a box. This is something that you can do to really see how you're performing in your knowledge and skills. And this is
092why it's important like the administrators have been doing a phenomenal job at like you know all the incentives and stuff are so fun and but the teachers and everybody really like this is your data. They're showing them their data and they're saying like here's where you're at. Can do you think you can do better? What can we do to help you move forward? Right? So, um, there's just a lot of my the mindset is different on I'm not just taking this because I have to. I'm taking this because I'm really measuring my success this year. So, um, I think it's been a really great shift and it's paying off. There's a lot of things. Yeah. >> So, I had one quick question. You said we're six 6% above the state average for ELA. >> Yes.
093>> What is the state average? The state average is >> I guess I could go look that up. >> And well, you can't yet. It's all I had to aggregate it myself cuz this is all preliminary data. It hasn't been um >> that's not DOE data at this point. Then >> it is on Cambium. So, it's on our portal um on the testing portal. Um but there could always be like shifts if um they notice some data. We always get in the summertime what um is called embargoed data. So we verify our data and once districts have verified their data then the state verifies the or aggregates the state data cuz right now it's all disagregated by grade level. So then I just you know addit it up and divide by so you get >>
094So you're working against last year's um >> not last year's state data this year's. So this year's preliminary, and I say preliminary until everybody like puts the rubber stamp on this is final data. Um the average state data for ELA right now for grades 3 through eight on SAS is 54% proficient and then our district is 64%. >> And individual grade levels have higher correct. Yep. Like for example, like um our third grade is 72% proficient and the state average is 52. >> And the last time I looked at GMS, which would have been the low grades, it was at 60. So it's up four, >> clearly up four. Correct. >> Okay. I'm just, you know, Yep. >> trying to put the pieces in place. And um we're going to be doing our big data
095presentation in the fall and you'll have you know nice graphs and all all the things. >> That's what I'm waiting for. >> But but I just had I had to share the preliminary results because >> um I believe that >> feels like progress. >> Everybody get should have those accolades because they're doing phenomenal job. >> Great. So I the the true answer is we've been looking at data as long as I've been here and before. But it's the question of what do you do when you see that data and you see that kids are falling down. I think for LMS, one of our things that our staff absolutely rocked this year were our vertical teams where our grade levels five, six, seven, eight took a look at what do we need our kids to know
096by the time they finish this grade level so that they are successful so that they are answering the types of questions that they need to be answering. It was a question of putting all those pieces together and saying, "Okay, when we see these kids have this deficit, we do things like offering that mastering the page class that we're putting forward for next year, hoping to offer a similar math intervention. When kids have the holes, there only so many hours in the day that we can fill it and and using things like links time. I know it wasn't a popular opinion to take those that six weeks before we did testing where the kids who weren't proficient had some reinforcement with their teachers in that level that they in those areas that they were deficient in.
097So I think it's a question of a lot of smart people putting their heads together and for the kids to buy in. We've done celebrations that are schoolwide celebrations. I'm going to look sorry Amanda. I'm going to look over at you and I'm going to say if I sat here and you said to me, Jen and Amanda, if you get, you know, one of you gets a three or a four, it's going to be better. I'm going to be like, all right, Amanda, you go for it. You get that three or four, I'm going to sit back and click CC CC all the way through and then I'm going to get the reward anyway, even if I didn't try. So, we did a lot more individualized reinforcement this year on improvement. So, it was about
098improvement for that one point. Even if those kids on IEPs or 504s made one point of improvement, we were giving out 300 cans of silly string this year. And it was to all of our students in all >> seen those pictures. >> I just remember I looked like the swamp thing. And you know, in a class of um 88 sixth graders, we had 36 who earned ice cream scoops and they got a scoop if they went up a proficiency level. So we had the different tiers of improvement and the kids all knew where they were and it's a hard fact that it's a hard place to go to that some some of us didn't make those proficiency growth but they knew I was only two points away from making that proficiency growth or I was
099six points away and it wasn't a question of thanks to you no ice cream for you today. It was that's awesome. Imagine what you're going to do next year when you grow even further and we get get you up that proficiency level when you get to that next point. So, it's the way you frame the conversations with kids and helping families understand what that means and look forward to that. Um, I think, you know, we still have work to do. We're still teachers this week are still looking at information and data like how can we get better for next year. And I think that that growth mindset for teachers is what's helping us as a school really. I mean, our eighth grade data >> Yeah. Yep. >> Sounds like that vertical teams thing is really
100working out. Yeah, there's >> Yeah, there's so much there's just so much positive um shifts going on. It's incredible. It like I did a happy dance >> and I continue to do happy dance. >> It's both Dr. Taylor's vertical district-wide teams, but it's also our our school building teams where we are meeting fifth, sixth, seventh, and eth. Every week those teams are coming together and having conversations about the types of assessments they're giving, what the types of questions they're asking. Is it too easy, too hard, just right? They're they're talking to each other on a regular basis about that with support from Dr. Taylor, from myself, from their team leads. It's just it's been an awesome year of growth and we can't wait to see what next year brings. >> Great. >> Those meetings are
101fantastic. It's they are so productive and the conversations that teachers have in those meetings are incredible and so invaluable. They're great. >> And how about at the high school? >> Um so it at this stage it's a little different. You really have to tap into motivations for students. Um and they have a lot going on and so sometimes assessment is like the last thing on their mind. This year I met with all the juniors prior to the SATs and really got them to understand that almost every p profession out there whether it's a trade um or uh you know going to on to be a professional medical field anything you have to take some type of assessment right um and so I think a lot of kids did hone in on that and take it
102a little more seriously which was good we had a high participation rate again we don't have the final numbers But I have a couple things uh still to upload to the state for opt out stuff. But um overall it was good. And I think you know our goal of improving the assessment culture not only focusing on our standardized assessments that we take the SATs, SATs, and NHS, but just in the classrooms. Um bringing back those semester exams. Uh, so, you know, our students are taking the semester 2 exams this week and, you know, they're studying and they're working hard and they're there's a lot going into it. I I want to continue that goal and just add some additional action steps. Um, look at the ones that we accomplished. Uh, and then, you know, be
103able to say next year, so now what what's next? And I think what's going to naturally come is some instructional focuses. So, I think at the high school there's so many different content areas it can be really hard. Um, and they're and it gets really specialized, right? So, you're not just taking like seventh grade science, you're taking like chemistry, but another student might be taking biology, but another student might be taking, you know, forensic science. And there's all these different offerings at every step of the way. kids are at all different places in math and it's just it's a little different to get the teachers a little bit more on the same page because we also don't have those grade level teams, right? The middle school model is really good in that sense that Jen
104can say, "Okay, what's the seventh grade focus going to be this year?" And that's what they all have in common. Um, I think for science, I'm not going to lie, we did an incentive and it worked. I mean, the jump in the scores was pretty amazing. Um, so the deal was that if they scored a three or higher, so they showed that they were proficient or above proficient on the science test, they did not have to take their science final exam. And I can't tell you how many honors chemistry kids were like saying, "What? Yes." And I mean, it was probably pretty quiet whatever day that was this week. I think you know someone in that class. So um, but it worked. I mean those kids and they were just so excited about it. Now,
105obviously, there's the flip side. Some were not excited. Um, but at least what it did is I think it moved a lot of kids who would have been ones to twos. So, even if they didn't get a three or a four, they didn't get the one because they didn't sit there and just go see C see C. Um, >> it was nice to hear the kids talk about it more. I think because there was an incentive, they wanted to talk more about it after. I had a student tell me like, "Man, I just want you to know that test was harder than the SATs." >> I was like, "Really? Okay, good to know." Um, we don't get to see like the test ever, right? You just hear about it. >> Um, so that was exciting
106and it was it was nice. The other thing too, districtwide, we were picked to do the desktop monitoring. That's kind of a part of our assessment culture. I've done it before in a different district. It's literally just like the state does the like spin the wheel and what district is it going to land on de and we were picked. They It's just random. Um they don't physically come here. We just have to submit a bunch of uh proof to them that we checked on different things that we went through the process that we, you know, were monitoring all the classes, >> right? And you should do that anyway, right? So we're doing those things anyway. The the difference here is that um the state has now come up with like templates you can use or
107you can have your own. Um and they have you just upload sort of the paperwork part of it to the portal. Um so I thankfully done it before so we'll have that all wrapped up. Um everybody we all have to submit by June 30th. And again it's just the checklist. Um but that's been nice because I think it opened the door to having consist conversations about consistencies. Um so that no matter which grade in which building if students are taking the NHS you know what does that have to look like um because the state has the expectations and I think when you don't I think everybody follows them but when you have to report out that you follow them you're definitely following them and it gives us opportunity to like make sure we're all on
108the same page what we're doing. So >> wonderful. >> Good. >> Thank you. Any questions? Anything else on curriculum? >> No. >> This exciting. >> Very not a question but a comment. In my world, gathering the data is half the battle. Actioning, knowing what to do and how to use that data is billion-dollar businesses don't know how to do it. So, the fact that you guys are proactively looking at the data, coming up with a plan, and actioning and moving forward, and we're seeing the results is phenomenal. Like, I I I really do applaud you for that. It's I struggle that in my own company to say we we collect terabytes of data a day and it's not being used. So, just the fact that it's you guys are actioning and moving forward is huge.
109it it's a positive step forward and we're already seeing the results in a few short years >> and I think statewide um I I know with the legislature every every time I ask a question the data isn't available so there's a big push to >> to collect more data and and to assemble it in different ways that's usable to make decisions by so that's >> everybody is starting to really get on that wing >> our data was available within an hour of the kids finishing the tests. And the kids knew how they did within an hour of finishing the tests. They were coming up in the hallway. Hey, Miss Graham, I got a three. See you soon. I got the answers of what was going to be happening and they were talking about it immediately
110because they could go right into their power school and it was there for them already. >> Well, I I remember at the last schoolboard meeting, Dr. Taylor sitting there looking at preliminary results and she is like having comments and little, you know, upward reflections of what was going on next to me last meeting. >> Yep. >> All right. Um, thank you for the update. Appreciate it. Looking forward to the formal report. >> Yes. >> All right. We have the May 20th, 2026 minutes. >> Make a motion to approve. >> We have a motion. Second, >> and a second. Additional discussion on those. All right. All those in favor, please say I. >> I. >> That carries 30. Uh we're now into new business and we have general and program asurances. >> Yes, I have this
111document. These are for the um ESSA and IDA grants that we have. So the general asurances are just the broad federal um regulations saying that we are following them um appropriately using the funds accurately keeping records and all of that. And then the program asurances are are um stating that we meet the program requirements and we are involving stakeholders and um families for feedback in how we're spending and providing professional de development um and those kinds of things. So you could initial each of the pages and then sign. I think Brian's packed them all for you. Yeah, this is the one where I miss pages typically. >> All right. Uh I will do that as the evening progresses so we can move on with the agenda. >> Okay. >> All right. Um we have board
112permission to hire over the summer. >> Um so the superintendent was saying that you know this doesn't have to necessarily be decided at this meeting. Um but generally speaking there's usually um permission to give him authority. So to um and to outline what that time frame is. >> Yeah. Yeah. So we we typically do this uh throughout the month of July >> and when the board picks up again in August uh is when we we get back at it. Is that >> I have that right? >> Yep. That's perfect. >> Right. So we can make the decision to if the board is willing and allows right uh to instruct the superintendent uh to proceed with hiring um during the during that period during the month of July when we're only meeting once and infrequently. So,
113we're not losing out on a good candidate during that period. >> That makes sense. >> Sounds good. >> All right. I'll make a motion for the superintendent to hire um for the month of July. >> Second. >> Motion by myself. Second by Mr. Peoples. Additional discussion. >> Makes sense to not lose uh opportunity. >> Well, that's it. We don't want to be in between meetings and have candidates be applying to other districts and losing out on those opportunities. >> So, all right. Uh all those in favor, please say I. Hi. >> Hi. >> Here's three 0. >> All right. We have a field trip this Oh, I'm sorry. I'm jumping ahead. Uh, we have the lacrosse program. So, the lacrosse program, uh, as mentioned during correspondence this evening. So, we did receive a, uh, information
114that was circulated and it's linked here into the agenda about combining uh, Campbell girls lacrosse with Alurn Lacrosse. Um the idea being for next year uh that uh would have in including within the proposal it says it would move the the district from a D3 to a D1 based upon the number of students uh that would be participating in the program. I did speak to the superintendent on this a couple of times. Um and I think the con the general concern about the program uh as is today is is the number of u participants in the program to keep it alive and healthy. I think one of the things that Campbell girls experienced this year and in full transparency I have a kiddo who plays right or who didn't play this year but is on
115the team right uh is they had five injuries right which is high yeah >> for that but there were five injuries on that team that prevented those girls from playing and as a result they had to uh play their their final games of the season short a player right against already difficult teams right and So knowing um knowing the how the the knowing the participation in the in the program today and and kind of seeing the pipeline of girls coming up, right? It's raising the question about what is the longevity of this program for the town? Are there opportunities to do a co-op to give girls more opportunity? So I think the spirit of this is truly discussion at the moment, right? in what is in the best interest of the students to offer them
116something that challenges them, right? Gives them the opportunity to continue to play uh and learn and grow with the sport if they choose to do so. >> And if I may, um so a few other things um I've been part of a few different co-ops now. So, and working with the NHIA uh over the years. So, one of the things too we would be able to do potentially would be to petition down to division 2 because each sport um so they they break up every school into a blanket division, but then you can petition or sometimes be placed in a different position depending on the sport. Uh and it has to do with the variety of factors that each sport has to kind of look at individually because it's not apples to apples. It's, you
117know, you're talking hockey to, you know, football to everything in between. And hockeyy's its own beast. So, um, you know, again, in talking with, um, Tony, who couldn't be here tonight, he just, uh, he welcomed a new baby a couple weeks ago. So, um, but you know, he came to me, I want to say, after the last injury, you know, about a month or so ago, and just saying, "I'm really worried. You know, this has been a concern." And so, um, he had been in touch with the AD over at Alvin. Uh, funny story. So, the head coach of the Alvin lacrosse team, who will continue on as the head coach if we were to proceed with the co-op, is actually a Campbell High School teacher. So, I can understand concerns of not having, you
118know, the connection, but um our students would have direct access to their coach all day, which would really be great because right now their coach does not work in our building and we have several coaches in different sports who do not work in our building, which you know, it happens. It's always ideal when you can have the coach in the building. Uh and funny thing, the assistant coach is actually one of our admin assistant husbands. So the connection that we would have with the coaching staff there would be really beneficial. Um in terms of costwise, it would actually save us money because any transportation costs, we're not paying for it without splitting the cost with the other school. So there's there's a cost sharing part here in terms of thinking about transportation costs and everything
119in between. Um, in terms of practices, we probably would actually practice quite a bit at Campbell because we have more facility if that I know that sounds crazy, but we have fields and facilities available um possibly quite more than Alvin does at different times on different days. And I'll give you an example. you know, we we may we don't always have um teams, you know, if one might be away at a game and the other team's home and we might have the middle of the track field and all kinds of field usage. So, that was also discussed that it wouldn't just be over at Alvin all the time. Um we could possibly even host some games. So, that was also part of the conversation and and part of what's in the proposal. So I think
120again um you know we right now don't have any seniors on that current group of 15 girls. There are no seniors. So very young team to begin with. Um a lot of frustration from from the players I think just with you know feeling kind of hopeless and some having to exhaust themselves game after game. Um and then speaking with Alvin you know they're again in kind of a similar situation. Um, the way that co-ops work is you you don't cut students from the program when you co-op. Um, you build it, right? The whole point of doing a co-op is to build the program to give it some longevity, to give it a future, to give it opportunity. Um, I know that sometimes co-ops are a year in the making. And I think last year at
121this time, this was not even close to the scenario. Um, and there wasn't any reason, my understanding, to even be thinking, um, that this was the case. Uh, but looking ahead, I just it came up. Um, you know, I I spent some time on the phone with the principal at Alvin talking this through um looking at our rosters, talking about all the little details. So, it wasn't just a decision we made um, you know, for reasons that don't involve thinking about the safety and the well-being of the students. Um because the reality, and I hate to say this, but if we were to get, you know, 14 girls next year, I'm not so sure we would be able to play out even a varsity schedule. Um depending on, you know, who comes out to play
122and like what if you have all freshman and sophomores, is that really like a varsity level team? Um so, and and I've worked at schools where we've had to do that. uh mainly with hockey and some other sports that can be um you know concerning. I understand the concerns with the D1 and you know the challenges that that could present. I also know that the NHIA has had a lot of conversations and they're really trying to make divisions within that division if that makes sense. Um think of how like the NFL has like your different conferences within the same, you know, it's all the NFL but then there's all these different conferences. So, they're really trying to group together some of the smaller D1 schools so that they, you know, play one another versus everyone
123always h, you know, the the halves playing the have nots even though it's all that same division. I don't know where they're at with that, but that has come up multiple times. Um, and in my updates from the NHIA when I meet monthly with the principal group, uh, Jeff Collins always talks about, you know, really trying to look at the way the D1 specifically is run. Um, again, I think there would be opportunity to petition down and I think that's when you talk about records and that's when you talk about um, you know, the capacity of of the team um, what the what the data might say, okay, according to the numbers, you should be in D1, right? But then what is really happening in practice? So >> yeah, >> and I'm happy to answer.
124I mean I have >> another thing that was brought up too is the possibility of potentially getting a JV team because right there's no you're going to grow. If there's like 30 kids on a team, you could potentially have the JV and the varsity team so that you're having the older, more experienced players play at that more competitive level while the freshman and sophomore players are >> growing and learning at that competitive level. So >> again, the safety in mind, like you would have a healthy bench that you could pull from for players to come into games instead of having some of your players, you know, being, you know, playing the whole game. >> And I think there's pros and cons, right? I'm very interested in your thoughts, right? I think there's pros and cons
125like there is in anything life, right? Um, I think that, uh, one of the what, as mentioned, my my my oldest is on the team, right? So I had asked what her thoughts are uh if this were to happen and the and the response was in talking to her team that if this were to happen most of the girls wouldn't elect to play next year >> right be true or not true right that that was the feedback right and the reason is is because I think in what Mr. and Mrs. Lassard's point was is playing for Campbell matters, right? Having the team spirit, having that morale in district matters and I think that is getting lost. That would be lost with something like this. >> Well, so it would be like the Campbell Alver team
126or Alvin Campbell. It wouldn't just say Alvin on it. Um, you know, we have a hockey co-op with Pemrook and it it has both schools represented. The uniforms represent both schools. So all that would be, you know, they would have uniforms that say, you know, whatever the they come up with in terms of like the acronym, if it just says Alvin Campbell or AC or CA, like I don't I don't, you know, the the specific pieces. >> There's ways to work around it for sure, right? I you know, I the the idea here is how do we build uh a sustainable program that the kids want to play for, >> right? while making sure that it can continue future years. >> Well, we we have one problem and and I see at some point we're
127going to have to address that problem and by doing something like this is declining enrollment. We we keep having less and less students at these levels. >> Um it's going to be harder and harder to field those teams. I can definitely I could definitely see that. I I mean myself if it was me I wouldn't want to play for Campbell. I wouldn't want to play for Campbell Albert. I I agree with your daughter on that. >> Yeah. >> Another important consideration too though is that we want to make sure that there is an opportunity >> is a program and my fear is that >> you know I could very well be coming to you next March or sooner and telling letting you know that unfortunately we only had 10 girls try out for lacrosse and
128we can't run the program. >> Right. That is that is that's the reality. Right. Right. There's no question about that. >> Then there's that. >> But the the other side of it is is, you know, the real concern is we don't want the girls to get smoked. You know what I mean? And putting them in a D1 when they're already struggling at their current level, both schools, doesn't really build a rewarding program. It it actually has the counter effect where they're going to continue to get creamed in these games against much far more competitive teams. And what does that say? What does that do to their morale? >> Right. Well, and like I said, and that's where myself and Mr. Beals would step in and petition to, you know, have the team possibly play in
129division two. >> I mean, they and they can say no, but we would advocate to go and petition that the the girls lacrosse team could be put into the division 2 group. >> So, I guess I guess for me, I I'm struggling with a couple things. one playing in a D1 when both schools have a sub sub winning schedule and a subwinning, you know, for the past several years. Um, at a D3 level or a D2 level as to where Elvin's at. Um, that honestly can just be a morale killer. I I have other questions around like transportation may be available for practices. I mean, I'm I'm right there with Mr. and Mrs. Lassard. It's I can't get I can't get out of work at 2:30 to bring my daughter anywhere. So yeah, I can
130I mean so a couple things. So we have a great transportation policy here and so it allows you know students to kind of get their own transportation. Um in a perfect world we'd have a van that we could easily do a couple trips over with the kids. Um, you know, if you had a van that certain staff could train, could drive, um, administration in particular, it wouldn't be anything for myself or the athletic director or, um, you know, the coach cuz the coach works right at Campbell to drive the kids over to the practice field if it's going to be at a different location. Um, so, you know, I I'm not as worried, honestly. I I I understand, but I think because we have the paperwork that a parent can fill out and basically the
131self-transport and it you sign off on it and say, "Yes, I'm fine with my my kid can figure it out like I am okay with whether that means she gets in the car with senior teammate or another parent that can do it. Um, it doesn't matter. It can be for another parent bringing the students or another student bringing the students. I would love this is a perfect example of like having a van among others that would be really really great to utilize it as a tool to run run anybody anywhere in terms of students even you know some of the walks to other places that we practice and such >> I guess I take the other position of not having firm transportation I'm afraid we're going to get settled that we need a first student
132bus to take them and now as we know with LMS soccer that's 14,000 just to go from LMS a sawmill for a year, right? So, I'm I'm I understand there's available options, but then I'm also concerned about then it comes back to people who do want to participate can't because parents are not comfortable with oh yeah, they can just ride with other classmates >> and then so it again right speaking to the risk is that side of it. Um, the other thing I I guess I would like to see more information on what is the practice and game schedule look like, where are they going to happen? Just um, you know, I I just >> So, I understand and connecting with the superintendent earlier today, I understand um, it takes two to do this, right?
133It takes two parties to do this. It's not just legit, right? So, Hudson School Board is meeting, I believe, on Monday next week and this is also on their agenda, >> right? So, no decisions tonight. I I would request that at least we have the other board members present. We can talk get everyone's perspectives. We hear um get some feedback from how the Hudson board is thinking about this as well uh and making sure that we're taking all facts into consideration. >> Yeah. No, is there a possibility to converse with the NH NHAA early to say, hey, if this goes through, what is the likelihood of a petition? and start that conversation. Now, >> something the superintendent may actually be able to speak to, he is on the NHIA lacrosse tonight. That's actually where he's
134>> actually I was going to say, ironically, um he had to attend to one of the division playoff games >> tonight. So, um yeah, I I mean there it's in their bylaws, so any school can there's a process that you follow. Um it's just whether or not the classification committee will say yes or no. um it really comes down to me going in front of the classification committee, you know, on behalf of the school to petition the team down. Um and again, even if we all know that they should most likely like division 2 would probably be reasonable because based on what we're seeing here, the fact that Elvin's currently in division 2, we're coming from three. Um but the NHIA it's it's the initial piece is usually based on the raw number which is
135the fact that adding our enrollment. Um and if you see there's a page in the proposal that does that with theirs is still putting you know it puts us in the D1 and as it's like a new team and has the D1 number that's where it would just be plopped. Um I we could definitely talk about practice schedule and mock something up. um game schedules though, so that that wouldn't be out for about another >> you know, six months or so. And >> I'm not so sure where that's going to land. Again, talking about kind of doing a a smaller group within the big division one group. I don't know where they're at with that if that and the classification committee meet is is in charge of that those conversations and the the greater board
136and they meet over the summer. >> Yeah. I mean look at the end of the and this isn't going to be the first time we have this type of conversation as the years progress right it's not but if >> if the enrollment in these sports is not there or where we expect them to be what is the appetite of the board to say we should look at no longer offering that sport >> that has to be part of the discussion right wrong or indifferent it has to be part of the discussion >> I mean and just again Ray is so looking at the proposal the it looks like if this went through there's 26 players if you take today's numbers minus who's graduating >> for next year. So that it sits you in the right
137size for a team. But I do worry about D3 level playing against D1 constantly and losing every single game and what that does and to >> the I mean I think when it comes to different sports I don't I mean we Campbell has D1 caliber athletes right maybe not 300 of them because we only have 380 kids at our But if you really think of those top tiered D1 athletes, I would put at least one or two of our kids in every sport up against them. So I think to, you know, and I'd be happy to talk to the girls, the current players, really kind of get a sense for, well, would you say no if you had to wear an Alurn jersey? I can understand that, but would you, you know, if they maybe
138also understood that it's not just going to be an Alurn team, it would be it's it's a co-op. You're together. It's the two towns. Um, but you know, and it's interesting because some of the best hockey teams in the state are in the real small schools that have to co-op together way up north. And those are where some of the best players are because they're playing hockey two months longer than most kids in southern New Hampshire get to play hockey because you know they could go to the backyard. But um you know and so athletics is really unique and we have kids who play lacrosse year round or play at least a couple different seasons and play on club teams just like you know every sport does. So, I think it's more I to me
139it's more of a safety piece and a longevity of the program piece. I don't want to put the kids in danger by trying to think that we can have a team um and then have more students get hurt. Um and I also want to make sure we can sustain the program if that is, you know, what the goal is. But >> there's something to caution about not having the program is we could have title N correct issues because we have a boy cost, >> right? And so when you do away with one program, you'd have to consider equality, right? And doing away with something else, >> right? Yep. >> All right. >> Well, good discussion, right? Definitely a lot to think about on this one uh as as we proceed, but looking forward to more
140perspective from the other board members, the superintendent and the like uh at our June 30th meeting. >> Also hear I guess at that point from the uh from the Hudson >> Hudson school board and their district and what their perspectives are. >> Anything else? >> I have a field trip, but that's I think in a little bit. >> Okay, >> that's mine, too. >> Well, while you're at the table, you want to do the field trip? >> Are you okay with that? Yeah. >> Okay. Um so Mr. Costello who is our football coach who um we are so lucky he now works in our building and it has been wonderful. He's done a lot of uh team building leadership um opportunities for all of our athletes. Uh for example, organizing a little hey come help
141set up graduation Thursday. So it's really been great. He's a special ed case manager. So, I know Sarah, like we're just so fortunate to have him. So, he was hoping to do a field trip over the summer with his leadership of the football team. This is specifically for um some of the football players, not all, but just like seniors um and I think a couple of juniors, sort of the leadership group. Um it's a whitewater rafting trip up in Maine. and he um in the write up talks about that the trip is a critical piece of the program's character and leadership development um meant to establish team chemistry and accountability before the season. Uh he he in order to prepare the seniors will participate in a leadership workshop um so even before they go on
142the trip they'll he'll do some workshopping with them. Um like I said he's already done some meetings with them and it's been really really awesome. So, um, basically the cost will be on the players. So, they'll take care of their own, um, food, lodging, um, rafting, lunch, um, and I think the transportation to, so to get there, um, they're going to use a I believe they're going to use a bus. >> Sorry. But >> my question on this one is um given that it's during a non-school period, >> does it like why is it coming in front of the school board? >> I would >> Why is the school sponsored? >> Because it's our football team >> because it's our it's our coach and it's our football team and our players be arranged independently with
143each of the families. What I I like to I like the CIA >> sticky >> the CIA approach which is when in doubt >> here we are. So even though this is going to be over the summer >> well that's the risk that that's what I'm trying to balance is there a risk because this is over the summer and it's not >> Yeah. Yeah. Because it's still school employees, school students and it's for the football team. So it's a school sponsored >> activity. It's in benefit of It's in it's in benefit of the football team and the football. So >> the rapids of the KBEC >> the KB River. >> Uhhuh. >> Canbec. Yeah. >> Yeah. So they're going to do whitewater rafting >> and they are using a reputable whitewater rafting company out there.
144So they're using Crab Apple, which you know, uh, Boy Scouts use all the time from where I was so growing up. And the superintendent actually said he did this trip and it was phenomenal. >> Y >> I did the KBEC many years ago. It was great Scott as well. >> Popscout was awesome. >> Yeah. >> Um any questions on this one? Any other considerations? >> Nope. >> Uh we'll look to uh entertain a motion on this one then. >> So moved. >> Motion by Mr. Dit. Second. >> Second by Mr. Peoples. >> Any other comments, questions? >> All right. All those in favor please say I. >> I. Opposed 30. >> All right. Awesome. Thank you very much. >> Hey, and speaking of those vans on the agenda tonight was planted there. >> So, uh
145I'm sure there's going to be some comments here in a moment. Uh I again I did speak to the superintendent on this one as well. Uh, I know there was conversation as we were going through end of year encumbrance conversations a few weeks back about, hey, you know, we're considering bans. Um, you know, is it an end ofear incumbrance type of conversation? Is it something else type of conversation? >> If you'll click on the link, and no decisions tonight on this, right? I if you click on the link for proposal, what you'll see here is the proposal actually supports the fact that it can be a budget discussion. >> Yeah. >> Right. A budget discussion. So not in the commerce discussion and the reason for that is uh the analysis that was performed is there
146is savings to the district within the budget over bus transportation by offering a van in year one two vans in year one. Right? So, uh, I think as we get into the budget discussions, this becomes, uh, a little bit more, uh, of a of a of a lengthier conversation. Uh, and certainly one I'd like to get the budget committee's perspective on, too, because they're going to be all over this, too. >> I was going to say, and the fact that it's new, it's new to them. It's new to >> It's new to them, but it's a transportation cost. >> I understand. >> That actually reduces our overall transportation cost. >> Yeah. >> Right. So, it's still providing transportation, a different means of transportation, but within the transportation line for savings to the taxpayers. So, that's
147the idea. >> Okay. Nope. I read through the proposal. I'll ask a couple questions later. >> Okay. >> Sure. >> Because I understand. >> Yeah. Feel free to reach out to the superintendent if there's questions you want to ask in advance. >> Yeah. and and the superintendent's also working with first student, you know, having conversations about um it would require an amendment to the contract that we currently have um because they currently have first refusal for any co-curriculars. Um but they seemed receptive so far. Um they're having a hard time driver, so it could work out for for them as well. >> Yeah. Yeah. All right. Anything else on this one? >> Nope. Not for >> Okay, great. Um policy updates. So moving right along, we had a number of policies that were approved for
148first read at our last meeting. Uh those policies are policy EH A. Uh we have policy EBB, policy EBD, policy EA, policy EAA, policy in as well as policy EHB. So each of those policies are on our agenda tonight for second read. Were there any additional comments, questions on any of those policies? Glad to take them individually. If not, we can take them in in mass. All right. I'll make a motion to approve all the policies I just read. >> Second. >> Love it. Like alphabet super. >> Right. Exactly. Uh motion by myself, second by Mr. Dit. Additional discussion on these ones. All right. All those in favor, please say I. >> I. >> Post abstain. That carries. 30. >> All right. Uh, moving right along, we have old business and enrollment. Nothing crazy with
149enrollment. I think it um >> we're holding steady with the kindergarten enrollment numbers, it looks like, which uh very uh fairly supports four staff going into next year. Um, anything else on that one? >> No. >> Okay. And a GMS update? >> We don't really have much of an update. Um we're going to be meeting um Tuesday of next week um Tuesday afternoon um with the smaller project group um in Haramman and Harvey. Um they've been of course working behind the scenes. So um we'll see where they're at, but I don't have any um news to report right now. >> Okay. Yep. Here we go with the summer, right? But certainly want to continue pressing forward in that project as we get to the end of October timelines. >> Yes. >> Okay. Any idea when
150we're going to start to talk about bond options? I mean, we can start looking at that. I'll start looking at that over the summer anyway. Um, and reach out to the bond bake and see where they're at. Yes, that's definitely something over the summer that I'm working on. >> Okay, great. >> All right. Uh, we have manifest this evening. Uh, and so there were a number of manifest items that do have three signatures on it tonight. Uh, we have accounts payable for 337,37048. Another accounts payable of $22,85.36. Another accounts payable of $49,166.85. Another accounts payable of $84,81653553. We have a payroll manifest of $46,723.80. 403b of $8,42653. A credit card manifest of $7,99061. Uh we have our summer payroll balloon payroll of1,23,9263 uh as well as 403b of $24,38266. That covers the manifest items. Uh
151we now have our second round of community input this evening. Would anyone like to address the board for community comment? >> I will very quickly. Uh, I just want to say congratulations to LMS softball and LMS boys lacrosse who are tri county champions. Um, as well as >> stole my thunder. >> As well as we have, sorry, we have two um boys track uh who met in the meet of champions last night. So, it was a very busy night for LMS sports last night. Um, Mason G uh came in third place in the 800. So, he received the medal last night, too. And they both performed beautifully. So really proud of them. >> Awesome. >> 160 athletes in our spring sports. If you >> crazy, right? >> If you were at that spring sports celebration
152the other night, 160 individual athletes. Crazy. >> Crazy. Big numbers. Big numbers. Yep. >> Lots to celebrate. Like I said earlier, so much talent in this district. Truly. >> Um, all right. Uh, any other comments? Community comment. All right. We'll uh move into schoolboard comments. I just added one for um an end of year comment. Right. So, uh I've I've had the opportunity to do a lot of unprepared remarks and been put on the spot quite a bit at end of year activities. I figured I'd take the opportunity and and just jot down some thoughts for prepared remarks I'd like to read. And this is, you know, for everyone across the district. So, um and just really as a special thank you as we as we wrap up the year and as you go on
153to uh enjoy your summers, right? So, as we close another remarkable school year, the school board extends its deepest gratitude to every member of our district staff for your dedication, professionalism, and unwavering commitment to our students. Uh, this year brought opportunities, challenges, achievements, and growth. Through it all, uh, you've all demonstrated extraordinary care, resilience, and excellence in serving our students and supporting one another. Whether in classrooms, offices, cafeterias, buses, maintenance departments, or countless other roles within our district, your contributions have made meaningful differences in the lives of our students and families. We are immensely proud of all that's been accomplished this year and recognize that these successes are the direct result of your hard work, collaboration, and passion for education. The positive impact you make each day extends far beyond academics, helping students feel supported,
154valued, and inspired to reach their potential. And as summer begins, we certainly hope that you find time to rest, recharge, and enjoy well-deserved moments with your family and friends. We appreciate you. Thank you for your energy, expertise, and heart you bring to our district every day. So, on behalf of the school board, thank you for an outstanding school year. We wish you a safe, relaxing, and enjoyable summer and look forward to the opportunities and continued growth in the next year ahead. So, thank you to all. >> All right. Um, any other schoolboard comments this evening? All right. Uh, the board does have some business and non-public tonight under RSA 91 A3 A through C. Uh, and with that, uh, that will conclude our public session tonight. Our next public meeting is on June 30th. So
155that's an offcycle meeting for those watching, June 30th. Uh, and that meeting will be largely focused on end of year encumbrances. So tune in to that one. Uh, with that I will entertain a motion to move into non-public. >> Make a motion to go into non-public. >> Motion by Mr. Peoples. I will second.