School Board Meeting - 02/18/2026

001ruary 18th, 2026 Lichfield School Board Meeting. Uh the time is now 5:30. We'll call the meeting to order and begin with the pledge of allegiance. >> 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. [clears throat] >> Uh we are down one board member tonight, but we have three for quorum. Mr. Shoemaker is not able to attend this evening. Uh, are there any changes to tonight's agenda? I'm >> sure. All right. Hearing and seeing none, uh, there items off consent that the board would like to speak about tonight. >> Okay. Hearing and seeing none, we'll move into summary of non-public actions from February 4th, 2026. Mr. Shoemaker moved to approve the non-public minutes

002from January 21st, 2026 as well as January 31st, 2026 meetings. Mr. Plansky seconded that motion. Uh and that carry 30. The board discussed some staff updates. Uh and Mr. Shoemaker motioned uh to adjourn the non-public session at 8:00. Mr. Planscy seconded that motion. And that motion passed 30. Uh we're moving right into some presentations and recognitions tonight. And with that, I will uh welcome Principal Grantham up to the microphone along with a guest. >> Three guests actually. >> Come on, guys. >> Come on up, guys. We have um Blake and Kieran are going to take a seat at the microphone. >> Hey guys. >> And I have with us for those of you that haven't met Bailey yet, she's kind of infamous. Um this is our comfort dog, our therapy dog that has started at

003LMS as of last Friday. She's very popular and these guys enjoy visiting when should they get an opportunity, but she's still a puppy, so she's learning. We're not getting full access quite yet. But you guys want to talk a little bit about what we have going on with our cool schools dip. Uh this was our first year taking on the Winnie dip challenge, which is the middle school version of the polar plunge. And we started with a team of zero. And we are up to a team of do you know how many we have? Nope. >> 29 kids. >> Wow. Staff. We have four staff members, 25 students, and with us, Kieran, you know this information. Why is he here? >> Um, this is Blake. He's our biggest fundraiser. He's raised um like $1,300 for

004the money debt. >> Sensational. >> Wow. Awesome. >> Look at the first slide. Sorry, Superintendent Oonnell. When you go back, >> we started with the goal of raising $2,500, which we thought was a pretty modest goal and pretty significant. Um, but we have just with the support of so many people in Lfield, so many family members of the students that are jumping and the staff members that are jumping, we have really taken off. Blake, you want to talk a little bit about how you've been successful in fundraising? >> Um, yeah. I just Well, I made a video and I put it out there like trying my best to raise money and I surprisingly got that much. Like, I'm proud of myself. >> Yeah, you should be. So Blake is actually in fourth place out of

005all of the fundraisers on the Special Olympics of New Hampshire page and Lfield Middle School for a tiny little town like Lfield. We are in third place for the whole state. So we're pretty proud of ourselves that we have on our first goound. Actually the Special Olympics have reached out to us and they're going to be coming down to do our registrations because we have such a large team remotely. So we don't have to wait on the March 6th when we head up there on the bus. We're all going to get on the bus and we're going to jump in. And what shirts are we going to wear? >> Um LMS merch. >> LMS merch. All right. >> They do costume themes and because this year is a jungle theme, we're going to go wild

006with our wild tie-dye. We figure that fits right in with the wild theme. So, we're going to have our wild tie-dye and the kids are going to be adding jungly items to their um repertoires. But there's still time to support. So, this is just a reminder to everybody out there that all of these students have a page and uh Special Olympics has a requirement of setting up a minimum of 200 um $200 per dipper. So, if [music] you see a dipper on our page that is under that 200 and you're looking for one to support, pick any of those students that are under 200 and really help them cross that threshold so they can dip on the sixth. [music] And they have been practicing their dipping. I don't know if you saw them [laughter] practicing

007the cold testing right there. >> You guys are all crazy. [laughter] >> I agree. >> Cool. We love it, right guys? >> Yeah. You actually jumping in. Is that what this is? >> Well, the snow actually jumping in >> to the water. >> Yeah. [laughter] >> So, if you've never seen what the windy dip is, is they will knock out some of the ice on Mir's beach. Um, actually, we're going to be right by the Margate Hotel. and they will knock out some of the ice whether they have to cut a hole in the ice for us to jump in down or walk in from the beach. The last couple of years they've been able to walk in from the beach. Um there's a little parade for costumes. There are awards that are given out

008for a big fundraisers. Um, and it's just really all to support a great cause, which is Special Olympics of New Hampshire, which we have done a great job with getting teams in place here for that um, adaptive PE and adaptive basketball. We would love to get a team going at the middle school next year hopefully, um, to really support Special Olympics all together. Uh, and we just think this is a great cause for the kids of New Hampshire and for our kids to be able to support such a great cause is pretty amazing. We're proud of them. Do you guys have anything else you want to share? >> Uh, I have a question. >> What's your question? >> What are we going to get for lunch? >> Great question. >> All I know is there's

009cookies involved. >> Okay, that's good. >> That that [laughter] I would imagine hot chocolate. We're definitely the uh advice that we have is to wear footwear into the icy waters. They say wear wool socks. It'll be, you know, for those of us that cold plunge [sighs] on a regular basis. It's supposed to be really good for your health. I even checked with my doctor to see if there was a reason I couldn't [laughter] planning >> what >> she was planning to wear one of those waterproof suits in there so she's all warm and toasty. >> A drunk [laughter] suit you like that >> but >> No cheating. [laughter] >> We will definitely have video upon our return of our dip and uh we will certainly share that out with you when we get to that

010point. So it's Friday, March 6th. Reason for a reason. >> There you go. >> You excited, Karina? >> People still donate. >> People can still donate and they can actually if there's any students that would still like to join us on the DIP, there is still some space left available. I >> could join. >> I I could. That is a true statement. [laughter] >> Outdone by fifth grade. >> You could come be a sunbathing bear if you don't want to be a dentist [laughter] Superintendent Okonnell. You know, there's two options. So, the kids can all either pick to be a sunbathing bear or an actual dipper. Um, and you can go from a dipper to a bear, but you can't go from a bear to a dipper. So, they're all, we encourage them all to

011sign up to be a dipper. They can dip just the toe. They can dip the whole body. They can dip whatever it is, but Special Olympics does have some pretty strict parameters on when the dip goes and doesn't go. For example, last year, I think the wind was 50 miles an hour and it was just not safe for people to jump in. So they'll make sure to have there are people on on staff to make sure we're safe if we do our jump. And if we don't get to jump in there, we have some plans for a remote dip back at LMS. >> At least we get the cookies. >> Cookies will be good. [laughter] >> All right. [gasps] >> I like his motivation. >> Any questions for our guys here? >> No. Guys, thank

012you very much for coming tonight. Awesome. >> Yeah. And good luck on March 6th. >> Thank you. >> Great job on the fundraising. >> Thank you. >> Fantastic. All right. Excellent. That's going to be hard to beat tonight. [laughter] But we'll turn it over to Danny and Brooke. Welcome. >> Thank you. >> What's going on in the schools? >> Um, so right now at the schools, it's happening throughout the district. Girls basketball just got to Guilford and they're in their first round of playoffs tonight. Boys lost their game last night in prelims. Um, wrestling has completed competed in 11 dual meets and Sam Baker just got his 100th win at the last meet. Wow. >> And then PS season is sadly over over because they were three and 11. Um, for Campbell pass event, so

013February 10th, the student council made a staff drink cart. This is always something that's enjoyed by our staff at Campbell. Um, February 11th was eighth grade parent night. It was really great turnout with eighth grade parents and families and they were able to like really see what Campbell's all about. February 13th, student council hand out chocolate covered strawberries to staff and students. This is always a great event that we offer every year so everybody gets a nice Valentine's Day treat. And then February 19th to 13th, carnations were sold outside the lunchroom for Valentine's Day. And student council also send out a parent form so parents could order carnations for their kids. Again, this is like a great fundraising opportunity for the council um and everybody enjoys it. And then on February 13th, Triumph hosted their

014first ever coffee house. It was a great success. There was so many great student performers and the vibes of the night were just really good. >> What's Triumph? >> Uh that's the music honors society. >> Thank you. >> Yeah. Um and then some events that are happening right now at Campbell is our winter carnival. We've had a spirit week all week and then on Friday we're going to have a big pep rally. Um, and then obviously next week is February break and we're all looking forward to it. And then in March, I think late March, FLA is going to their state leadership conference where like speakers will come in and then we all you can either choose to take a test or do like a presentation and then it's all to try to like win

015points basically. Um, and then that's like there's so many workshops. It's just like a really good opportunity if you're looking to go into business. For Campbell's future events on March 2nd, prom ticket sales will start outside the lunchroom. I know everybody's definitely excited for prom to be coming up. >> Um March 10th is >> it's May, but you got to sell tickets in advance. >> Yeah, they sell tickets very early. Um March 10th is voting day, so there will be no school. Third, uh March 14th is our senior spring social that Campbell High School is hosting for the first ever time um from a national grant that the student council has been working with. Um and then >> can you explain it's seniors like not seniors in high school? Yes, senior citizens. So, 55 and

016older, just to clarify um for that. Uh it's like a great event since especially like our town doesn't offer a senior center. We're just trying to give back to those in our community. So, March 14th. Um and then March 18th is the CHS career fair day and that will be hosted there. And then March 30th is the react movie night in the CHS auditorium. And then over at the middle school, um they're having a pepper rally on Friday and it's winter Olympics theme. And then they're also having a spirit week this week and they're gearing up for their second annual wellness day on this Friday as well. And then like Bailey over there, they she made her grand entrance at LMS on Friday at um Griffin Memorial. So Winterfest that they just recently had was

017a great success and a huge thank you goes to all the people who contributed. Mrs. Beaches class currently has the most gold medals in the GMS Olympics. Musician Steve Blunt will be visiting this Friday to perform for third grade and the spring picture will be March 11th. And that is all we have for you guys. >> Okay. Lots of excitement with a lot of happenings. >> I do have to log one complaint with you guys. Um the SAU called in on the trivia challenge Monday. I feel like our call was purposely ignored [laughter] answer for all three questions. up on so many different people. [laughter] >> The first call we got, it was like that one. Hang up, hang up, hang up, hang up. >> I just wanted to noted we were trying to participate

018as well. >> We're doing them on Friday, too. So, be ready. >> We'll be ready. >> You sensitive to the second. [laughter] >> We were ready. We were ready to pounce. >> You want the Chick-fil-A? >> We want the Chick-fil-A. [laughter] >> All right. Well, thank you very much for the updates. Appreciate it. And thank you. Thank you for coming back. >> Yeah, of course. Thank you. >> All right, so shifting gears into community comment tonight. This is our first of two community comments. >> Welcome, Mr. Oblenus. Just name and address, please. >> I did get your email and I will attempt to >> honor as you suggest. Uh these are simply just copies of the >> attachments I sent out earlier. Uh, is it possible to have this displayed as I talked about to

019the folks at home as I'm speaking? You >> try that out? >> Yeah, give me a sec. >> That would be appreciated. >> And as you can see, the print on this is quite small. So, >> yes, it is. Let me get my glasses out here. So, um, if everybody's ready, I'll just begin then. All right. Oh, come back here. Um what what I want to talk about is is uh essentially the the test scores and proficiency levels of uh our school district. And this is I watched last week uh last school district when the uh curriculum director presented uh some some evaluation and one of the things I have yet to see is is where are we going with this and what should we have as our target. So one of the things I

020said is okay uh where are we now? What does it mean and where should we be? So what I put together here is just a simple little uh analysis and comparison. And as you see um Lichfield has a proficiency rating in English of 58 in math 41 and 32 in science. The state level is uh 55 for English and 42 for math and 38. So with the exception of English, we're below the state level. Uh I don't think there's any debate that that's unacceptable levels of proficiency. Uh and so one of the things I did is what is a uh particular level that we should be considered for striving toward. Um, so the superintendent has mentioned Bedford and Windham in the number of cages and made comparisons. So I said, well, I'll just look at

021those two. So if we look at the proficiency levels for Bedford and Windham, they're at 79 versus our 58 for English and 7974. In math, they are 7165. And uh, in science 58 and 66. So clearly that's, you know, I think many people consider those good schools and that's where we should be targeting and one of the questions is well how why aren't we there now so one of the things that comes up and you simple question is well we don't spend as much as Bedford window well from their stated uh war articles uh the operating budgets for Bedford is uh $19,650 per student and Windham is $9,690 almost identical And so one would infer that we're below that in our spending. It would be a reason for why our test scores are so low.

022But actually our spending per per student is 21,147, which is just shy of 10% more than those two schools do. So then the next question comes in. Well, what is the demographics in Lichfield that says, well maybe we can't do that. Well, what I presented here is our test scores going back to the 2008 uh time period. It's broken down by district and then by schools. If you look back in 2015 time frame and then around there, you see that we had proficiency levels at 88 and in some cases 90%. So, it's not a question whether this school district can achieve that. The question is why aren't we achieving it now? And if you look at the uh years the from about mid5 2015 to 2000 uh 20 and co there was a market decrease

023and that's continued since then to where we are today. So, long story short, and in the interest of time, I'm simply saying that one of the things I've not heard in any discussions uh from either the curriculum director or the superintendent is what is our stated goals and objectives as far as reaching a level of proficiency and how are we going to get there and when are we going to get there? And until that's done, I I find it difficult to continue to provide, you know, more money until we have a plan in place to address or what I believe is failing test scores. Thank you. >> Thank you, Mr. Blitz. All right. Any other community comment this evening? >> All right. hearing. And seeing none, we'll shift gears and turn it over to Chair

024Plansky for correspondence. Pretty light [clears throat] week, light two week period. Um on February 4th we had the receive the meeting minutes minister from Jan Sullivan from the um was actually I think the sixth but for the 24 meeting on 211 we had a 403b manifest payroll from an enamor on the 12th credit card manifest the 13th two accounts payable manifests and then also on the 13th Friday the 13th. Um we got the meeting agenda for this meeting and then to just today the document for Mr. Oblenus this afternoon around 2:30. >> Excellent. And that was shared uh for inclusion in the minutes as well. >> Thank you. >> All right. >> That was it. >> All right. Thank you, Mr. Pinsky. Uh All right. We'll turn it over to general business and I'd like

025to invite Mr. Peoples up. >> Thank you. I'm going to make this short and sweet. Matter of fact, I'm just coming back from confer concrete right now. Um we have another full day tomorrow in the session. Um so we have got all kinds of motion going on in education funding right now as well as education policy and administration. I see your friend Jeff today as well. We had a nice little chat. Um some of the things we're doing will help answer uh Mr. of Lemus' um comparisons because right now there is not a a a good cost comparison between districts. Um one of the bills that we have is House Bill 1121. Um and that defines all the elements that are going to be in the MS25 so it can be broken out so that

026it can be defined. So you can take this district and compare it to this district to that district and it'll be apples to apples instead of apples and oranges and nuts and whatever whatever else because every local as you know local control we all add money into the pot and we have different programs whether it's music band you know football whatever there's all kinds of additional programs that are up and above what is considered adequate education. So, and of course, as you also know, through all the lawsuits we've had, um, adequate education is uh a swag at anybody's guess these days. So, we're actually working on defining that very tightly. Um, those bills are going before the House tomorrow. I expect they're going to pass. I of course, you know, I can't predict the future,

027but that would be my um assessment at this point. So that'll give us a good definition to start working from uh when we're talking about education and education costs and and some of that is um at the request of the Department of Education, the Commissioner of Ed, uh Caitlyn Davis wants us to try to tighten up the terms so that we're all talking the same language. Um, we have a bill that's going to that uh is coming up tomorrow that will increase um some of the funding for special education. So, if that passes, uh that'll be a nice little boost to our special education budgets. Um, we have a bill that's going uh going tomorrow that is a a bill to close the gap between feeding students that hit on special education that hit 21,

028you know, 21 to the 22 uh to the end of the school year for that. So, I expect that's going to pass. Um, today we have bills that are going to the House. We have a bill prohibiting the people's republic of China from attending any state institutions of higher education due to the the mandate from the Chinese from the People's Republic of China that all their citizens are spies if that they're mandated by law to spy if they're out of the country. Um, >> okay. >> We had a bill relative to the information on tax rate and tax imp tax tax information on warrant articles. So, they're revising some of that to make that a little clear. We have a bill to that's going tomorrow establishing a committee to study private businesses providing special education

029services and issues re relevant to local school district reimbursement. And basically that's the this proliferation of consulting firms and stuff like that have opened up to provide services um for the special education education market such as paras you know outside of what we can hire because it's costing the state more money than if we were employing them directly. So there's a study committee being formed for that. um relative to education financing there was bill I think that got ITL uh which would have let us borrow money into the future to put ourselves in debt for for education. There was another bill uh there was a house u resolution HR40 urging the legislature to adequately fund public education that was it today. >> What is it? >> Um inexpedient to legislate. I thought I explained that

030at the that's okay. >> I may have remembered it but people who are watching right now may not [laughter] have >> it is inexpedient to legislate which is basically death. >> Okay. >> OTP and OTPA >> ought to pass >> u pass and ought to pass with amendment >> and is which is what you don't want any of your bills to get which is interm study which means it's going over there in the dust bin. Um, uh, let's see. Uh, House Resolution 19 encouraging state colleges and universities to invite more conservative speakers in an effort to balance the the output of information at the public colleges. So, it was a busy day. Um again we had a uh quite a work session on defining the cost of adequate education and uh this this list was

031today's work and uh a lot of these bills ended up going ITL but I'll just read down what they are real quick requiring charter schools to have uniform and transparent billing. So some school districts are complaining uh well different towns are complaining that if they have uh uh more than one town involved in the charter school and they're sending them that they getting built different for different services. Uh that went inexpedient to legislate. There's no way in the world we could ever figure that out >> just just to kind of so that it was kind of price fixing for charter schools. I guess >> if we narrowed it down that way. >> Um let's see. Uh we had a re relevant to the information on tax rates today. We we heard that that's going forward.

032Um we have bill that's going forward tomorrow relative to the intervention of the department of education on a school or school district during a financial emergency. As you know, we've got several districts in the state that are in serious trouble. Uh so this would give the direct uh the commissioner of education latitude in stepping into some degree. It's a it's a it's a tough walk because you talk about local control and then the state taking actions to save the district. So, >> the bailout, >> no, not monetarily, but being able to uh it would allow the Department of Education to step in and renegotiate contracts um to make sure the bills are paid, step into the business administrator role to make sure that um the district stays alive. So, we we had another bill on

033on funding and it looks like that one died, which would allow you to borrow money from the state in anticipation of your adequacy grants. The problem with that was if you if you can take a step back and say you're uh Claremont and you're complaining that you're not getting enough money for adequacy and then you borrow money from the state, you're going to get 3% or 4% less because you're paying interest on that money. So that would usually yield you less money than you were had to begin with. So I can only see that compounding the problem and not helping anyone. That looks like that died off. Uh let's see. Um a question if I may and it's jumping back to something you mentioned earlier. >> Absolutely. >> On the special education funding. It sounds

034like you expected that to pass. >> I do. >> So are we across as a district what that means for us? >> I would assume I at this >> I was going to say with this bill I'm not sure exactly what that's going [laughter] to mean to be honest. And and it and just just because it made by the House of Representatives, it's got to get through the Senate. Sure. And the Senate has this propensity, all 24 of them up there, for taking a bill that came from 400 people and like putting their mark on it. So, um we don't know where that's going to go. There's there's an effort in that that bill to get more data back out of it so we can try to assess if we can lower the the the

035threshold down further. We just have no idea what it's going to cost the state. Department of Education doesn't. DRRA doesn't no one has a clue. So, we're taking a little bit of a leap of faith on this to to lower the threshold and kind of see how it plays out. >> I mean, in theor in theory, I think if the bill operates how I'm assuming it's written is by lowering that threshold, like there's two thresholds. You get um like a four uh four times back up to four times back of certain expenses and up to 10 times back of certain expenses. So by lowering that, the higher threshold is the 10 um 10% and the lower one is the four, right? >> So if you're changing those thresholds, you're going to reap more back in

036those particular areas and stuff like that. So I think that's what it's trying to tackle. But I think the challenge is is trying to identify the exact cost of a singular individual kid, right? Like if you have an out of district place kid, that actually is pretty straightforward, right? Here's their tuition, here's their transportation cost. you can price that out >> everything over 70,000. >> Yeah. And that's that highest threshold. Yeah. >> I think what's what's trickier is that middle one where if you have a student um who maybe has a shared paraprofessional for example, right? Like >> how do you articulate how much that particular identified student is costing you if that expense is shared with other students and stuff like that. I think that's the struggle that um that people have on like

037okay this one. So like when you talk about what's an average cost of of an identified student in the state of New Hampshire, that could be really different depending on how the programs are set up in different schools and how you're sharing supports and everything. So, >> so in a in an an effort to to to try to help the the average taxpayer and gather data that we need to make decisions that we've made some like lowering the threshold >> a little bit and just to see what happens and you know when we get that data that that feedback will drive better decisions at least that's our hope you know >> I think the challenge will be funding I think you mentioned that too right >> funding is always the ch where where does the

038money come from. But >> so we got ended up when it was all said and done, right? Got a little bit more than we thought we were going to have last year, which was good. >> But initially it was 60% of the >> right >> 80% or whatever it was that you were supposed to get was what was anticipated that we ended up being a little bit better, which was good. Well, we we made that 80%. Right. So the bottom the floor now the first year. >> Yeah, this is the first year of Yeah, it it was it was at 68% was what they reduced it to. um prorated it down to 68%. We passed a bill last year that moved it to 80 was the floor. Couldn't go below 80 and we actually tried

039to get that to 90 in the coming year. >> Ideally, it'd be 100, right? Like you would want >> the the problem again is uh we have no idea what the cost is. So it'd be like telling your contractor, put addition on your house and you know have no idea what you were in for for cost. And that's what we're looking at here in a lot of these things. There's no construct in the Department of Education to give us that detail and that feedback. So, we're working on trying to build that. At the at the same time, I have to tell you, I I feel like the dumb guy on the on the street because the education funding committee, we have three people that graduated from MIT on it. You know, we have a lot

040of smart brains um arguing over simple stuff. And in the end, the only way we're going to solve it is a bipartisan solution that we all agree on, you know, to to meet the the court's restraints, you know, on what adequacy looks like and try to uh still limit the impact of the state. I mean, we just can't write a blank check. The the only way the truly the only way to solve it is the state takes over education. It's defined. Here's what you get. As long as we have the other component in there, which is local control, we have no idea what what that cost is for the state. We we just can't write a blade check. And in in all that is the conundrum, you know, trying to come up with a way

041to adequately fund education and not bankrupt us at the same time. >> That is the challenge. >> It's it it and and it it it sounds like it'd be easy, but I have to tell you, it's it's challenging. um HB1 1818 which is one of my favorites. This is enabling grants for school construct construction also to be used for consolidation and uh renovation for consolidation. So I'm hoping that one flies. Unfortunately, we had it funded at 10 million and it got reduced to $1 for its implementation. So um next year's a budget year. Hopefully they'll put some money on that since we're never getting the $7 million we're waiting in line for. Um, >> Ray, is there an update on open enrollment? >> Open enrollment. I think that's going tomorrow. >> Okay. >> See? Yeah.

042>> Yeah. >> I know the first nine bills, the first nine bills tomorrow on the calendars. So, >> yeah. >> Um, I'm not sure about that's policy and administration and I'm not sure what they have on there. Um, we have a bill relative to enabling school administrative units to adopt the budget cap. Um, we have another bill allowing school districts to annually retain year end unassigned general funds which was much highly debated today. That's bill uh 1610. Uh there's an amendment to that. So whatever is online right now probably is in the amended version. Um, we have another bill that adds definitions for reporting requirements relative to education freedom accounts. Um, let's see. I think that's just about everything you guys would be interested in at this point. >> I thought I heard something on

043the news this morning. They're talking about um starting school after Labor Day. >> What is it? >> Starting school after Labor Day. >> The news newspaper articles >> was on the news this morning. We're we're probably the the WMER was sitting in our room for quite a while today. Um I I don't know which bill they were there for because I had to dip out to go testify at another committee, but um when I got back they were gone, so it must have been one of those, but they covered a couple. >> Um Ray, can I ask a question? >> Yeah. I heard something like thirdand so maybe this is like super out of whack [laughter] but I was hoping maybe you could provide >> I might have heard it fourthand you never know. >>

044I was hoping you could like provide some some clarity for me. So, um I I guess something was given to you guys as the state reps, and if I'm wrong, again, I heard this from through multiple sources, so I'm not 100% sure about um a study about staffing increases in districts and how they've grown over like the past four or five, six years or something like that. And like someone just snapped me a a screenshot and sent it to me and like was looking to see if it was accurate. And like I I looked quick and I haven't really dug into it. It was later this afternoon and but what jumped out at me was the graphic showed like district employees for for Lichfield >> that that's the edenomics lab data that somebody >> I

045have no idea. So um but someone just I don't know where it came from like it was literally a snapshot but I I just bring it up because it showed that the district like the central office had increased by like 17 jobs. >> I've seen that too. >> Yeah. Yeah. So like we only like this is our state >> but it didn't come it didn't come from anyone in the state. We um I did re reference Edenomic Labs down at Georgetown University for data >> because they have a a a really huge treasure trove of educational data there that they've compiled and you could do cross >> you can do lots of comparisons between states sometimes between cities and cities counties you whatever the the data is uh is pretty incredible. >> Yeah. >> But

046somebody said that came from eenomics and it's wrong. Well, that that's kind of what I wanted to like gently bring up. Like this is our actually printed out to make sure I was correct. Like what we report for central office staffing like we just we do this every October. We only have literally 15 district jobs. So to say that we've increased by 17. >> I was going to say it said 17. >> Yeah. Like we don't even have that that many. >> I don't know where that came from. That wasn't anything that was distributed from the state. I did share the Aenomic Labs uh information on the town page because it's good information if you just want to go out and be educated on that stuff. >> Yeah. So, I I just didn't know if

047anyone had questions, but like we can pull that information if people are curious about it. That just jumped out at me as like the district had like the central office itself had increased by 17 jobs and we don't even have that. I >> I haven't had a chance to go back to the the actual Georgetown site to see where that came from. Yeah. Um, but I I did see that and it wasn't distributed to the state reps. >> Okay. So, I didn't know if that came from the DOE because it's like we know something else. >> Economic Labs came from one of our M MIT folks on the education funding committee and it's some great data. I mean, I really encourage you to go out and push it around. Especially like Sarah, she loves data.

048>> I really do. >> And uh so there's some good stuff there. I mean, of course, it's like everything. [laughter] >> Just because it's on the interwebs doesn't mean that it's true. Yeah. >> Yeah. >> All right. So, I'm glad that didn't come to you guys from like >> anyone in like in the DOE or something like that cuz if we >> Facebook Yeah. >> they like hold us to this. Like I have to like legally >> like I get in big trouble if it's wrong. So like I just want to make sure >> giving them the right stuff. >> I wonder if that's why they have the police sitting out there. Um, on another note, um, I think I I might have told you that I took an appointment to the CTE advisory panel,

049which is the career and technical um, education. Um, I've toured Elurn. I on Monday, uh, Tracy Burkie, who is one of the other state reps, and I toured the Cocker facility and met with the director up there, and that was, uh, very productive. The CTE program is really amazing. another one of our underfunded education gems, but um it's it's truly uh uh a lot more than I thought it was. I I had no idea. >> Will you end up going to all of them? >> Pardon? >> Are you going to end up going to all the >> We're going to try to hit all of them. Yeah. Um I I took folks from Pinkerton to talked with them. Um and uh of course we have a guidance counselor from Lichfield that's um on the CT

050advisory panel, too. Jeff. >> Yeah. >> Yep. >> So I get to meet him. >> Yep. That's that's all I got. Unless you specific question, >> huh? >> If you end up going to exit and I can tag along, that'd be great. One of mine. >> If anytime you want to if you want you want to go, we'll we'll make it happen. >> Excellent. >> All right. Any questions for Mr. Peoples? >> No. Very informative. Thanks, Ray. >> You're welcome. >> Thank you for coming. >> All right. All right, we'll turn it over to Superintendent Okonnell for the reporting. >> All right, I don't have uh too much tonight. So, um our voters's guide, this is our final draft of our voters guide. We went over it last um meeting, got some feedback from from

051the board and stuff. So, we've sent that off and there's our voters's guide. I think it's getting >> looks good >> um mailed out. The town does it. We usually helped them over break. So, we'll work on that with them next week and stuff. And that should be going out to communities. So, um that's done. Annual report got sent in as well. that's not linked here, but that that comes out as part of uh all the voting stuff and everything. So, right on that front, >> speaking of building aid, [laughter] >> so we got the annual email about remaining on the building aid list. Yes. >> So, we are on it still even though it's for a new school, but like there's no harm in staying on it. Um just because there's nothing moving in

052that kind of direction. So, we can elect to uh stay on the the B building a list. I just have to fill out a form by May 1st to do so. So, I didn't know we are sounds like we are headed in a different direction with the project in general. So, if we go that direction, then we would have to reapply to the building aid list. Um, which is not the end of the world. Like, it would move us down on the list, but I don't know if the funding will ever come back to it or anything like that, but um that would move us down. But a lot of it's based upon projects passing so on and so forth. There is no harm on staying on the list. Like we don't It doesn't hurt

053us to stay exactly where we are. >> I would encourage you to >> Yeah. So we can just fill out the form. It would be for that new school project that you proposed a couple years ago um on that warrant and it's not a commitment to do that project. It's just staying on the brand list where you are in their spot. >> What's the harm in resubmitting for renovation? >> You can only have one project on the list at a time as of right now. >> [snorts] >> I hate to jump back in here. We right now there's a big initiative to take building aid and never fund it again. There's no funding in it right now only to pay the tail. And I I doubt that there's going to be any more building aid

054in that as it exists today because of the declining enrollments which are significant across the state. Um what we are trying to do is to change how it's delivered um and make it needsbased. So, no longer do you have to do this convoluted jumping jacks and, you know, push-ups to get on the list and be here and if you change anything, you drop off. We're trying to push it back to a needsbased assessment like used to be. If you're the if you're the person with the most need, you're going to get the not stay on the list, but I I can tell you that it's going to change. >> Yeah, I would agree because there's no harm in staying on it, right? Like if we do if next school year comes around and we've decided

055to like as we plan to to do that renovation project, we there may or may not be an update from legislative on what's going on with building aid, right? And then we can adjust as need be from there. At that point, if we were to go forward with the the project as it is, then we would lose that slot and building a we could reapply again. I don't know if it's ever going to be there again, but like you could go through the process and kind of redo it. But there's no harm right now just staying on the list as we are. It's we did it last year. We filled out the form, >> stayed on the list, and we can fill out the same form, update it with >> an additional year of numbers,

056and go from there. >> Okay. >> You need a motion for that? >> Yes, that would be great. [laughter] >> I'll make a motion to continue staying on the building aid list and to advise the superintendent or to instruct the superintendent to fill out that form. >> I'll second. >> Motion by myself, second by Mr. Plansky. Additional discussion? >> Nope. >> All those in favor, please say I. >> I. I opposed state three zero. >> Awesome. Thank you. >> Thank you. >> Last thing I just want to update the board, we kind of uh soft launch this. I know um Mrs. Plansky was one of our soft launches. I hope she got it. Um but we are soft list soft launching a community mailing list. So we asked the town to send it out to

057a couple of people to see if we can add them to when we send out newsletters and stuff like that. So if you click on that, we're going to be posting um that kind of message out on um our community pages and on our website and stuff. And this is to kind of keep non-school people informed of school actions. Like for example, the board, you know, you get the weekly newsletter I send out on Sundays and we try to include information like one of the upcoming ones probably when we get back from break, we'll include a link to the voters's guide and information about voting and so on and so forth. But to expand that to people who are beyond just the school umbrella um to kind of keep them informed of of just what's

058going on in the schools. So we're going to try that as a way to do that kind of community outreach beyond the schools. Um, you know, we post stuff on our social media pages, Facebook for example, which is great, but this is just an another avenue through either, you know, email or however people choose to kind of sign up um to kind of digest that information, especially as, you know, we look to next year with the building project and want to hit communities that are beyond the school community and people who have kids in our buildings and stuff like that and expanding that kind of outreach. So, I wanted to kind of let the board know that um know if you had any thoughts, if you think it's a good idea, >> I think it's

059a good idea. I think it's long overdue >> and it actually plays into what we added into the agenda later tonight for community outreach. Y >> um and so definitely as we have those sessions with uh those particular communities and others hopefully in the near future, right, that were me. >> So that's what I was thinking like we can get to that when we get to it, but like go tomorrow night, I'll have this printed out. I can actually add people as we're kind of sitting there into the into the to the list. It's it's pretty easy. I can do it. So it's got to be easy. Um, and then I think it worked. So, we'll we'll keep going with it and get more information out to people. >> Yeah. And I think just while

060we're on that topic then, right, so we do have a a list for each of the um 10 communities and we're actively reaching out to each of those communities. I think so far we've connected with five of them and I have um sessions with three out of five so far lined up to talk about uh warrant articles and things like that in preparation for voting. But the idea is that we're going to continue these sessions to make sure that everyone's staying informed as on an as needed basis. So that's uh it's welcomed. It's something we've been talking about for a long time, but it's nice to see it finally coming around. >> Yeah, we figured it out finally internally how to do it without um not to bore everyone with all the details. So you

061don't have to like really be out into our student information system how to do it as a separate list and allows us to do that. So it was good. It was a win for us. So great. And that's all I have tonight actually. >> All right. Nice and easy tonight. We'll turn it over to business administrator Darwin for an update. >> All right. Uh so I did want to update that the safe grant awards um have been released and unfortunately our district does not receive any of the funds. Um we were not really anticipating it. They were really um looking to make sure that they're funding districts that haven't received um safe funds in the previous rounds. And um the last round in particular, we received over $100,000, which was fantastic. Um so we did

062not um receive it this time, but certainly if it comes around again, we will absolutely be applying. Um and then um with regard to solar, um I did reach out to um K again. I know we were still waiting on some information um that Mr. Jet had requested. Um so I did follow up on that today and she um is going she says she's going to get that information to us. I asked if there was any updates with regard to um either the production of the storage component um or with regard to um any of the site work which I expected um the site work was going to be weather dependent still so she's looking into March for that um and then as far as the storage um component she said she's waiting on confirmation

063from Toshiba um on the ship date so they're still in a holding pattern till they receive the batteries in order to start production on that. So, we'll continue to >> to start production. >> I just want to make sure I understand. [laughter] >> Why is there a hold? Do we know why there's a hold up on the bill? >> Because the the batteries are not available. It's a >> But I thought we were choosing a vendor or there is going to be a supplier that is regularly available for us. >> Toshiba is the I think the the option that has the most the most product. Um, but apparently not available still. So, >> I just want to make sure we're like we're not now waiting for something to continue to be built >> that doesn't

064exist. >> So, the So, the battery racks are coming from Toshiba. They're going to wherever K's facility is and then they're going to assemble the whole container with the disconnect and the wiring and all the sensors and widgets there. So the batteries I'm sure are because she selected a I I mean we buy the batteries over at BAE for some of our project. So you can buy the battery modules. They're just it's the assembly component of the actual container and rack. That's what they haven't started on yet. >> Okay. >> I'd like some type of confirmation that this is going to be done. >> [laughter] >> I, you know, once again, I'm not feeling the the confidence, right? That's that's part of my issue here, >> right? And I know it's not a reflection on

065you and your your diligence and followup. Um, I just want to make sure that >> Dynamic Grid is uh is on point here to complete this job. >> Absolutely. Um, and you know, certainly if we need to revisit things with >> I'm ready. I know. >> Let me do Let [laughter] me go. >> Um, we'll do that. >> Okay. That's all I have. >> All right. Thank you very much for the update. Any questions? >> See, Brian, when you're ready, I'll go with you. >> You're just Yep. Be ready. [laughter] >> Yeah. I mean, I think it's, you know, we're now on year three, >> right? So, it's time. >> Yeah. >> Um All right. Turning it over to Dr. Taylor for a curriculum update, please. >> All right. So, um, this past Tuesday we

066had our vertical alignment meeting with, um, music and art. And Brian, do you want to put the graphic? >> Did you make this? >> I did when I was >> Well, Jeem and I made it. Um so I thought because this was so we've met October was math and then um November we took a break because November is hard to do a lot of different things with um the short month. So December was then um fizzed and health and facts and then January was ELA and then we like I just said on this past Tuesday we did um music and art vertical alignment. Um this was the second round for each of those um content areas. So with our kind of playing with um AI and dipping our toes into that, I made this um

067road map to discuss with ELA um instead of just kind of boringly talking about oh what did we do last year and where are we going? Um, and I thought I would show everybody this cuz it's kind of um, each content area has a similar kind of map and I do have one for each of the different content areas that we've done so far. Um, but um, it just goes to show where we started last year since I came on board to where what we're planning for future stops. So, if you're following along the road, um we started in 2024 with um our scope and sequence mapping kind of getting together in a room. What are we doing and how is it aligning K to 12 cuz it was the first time the teachers had

068been in a room together K to 12 in a really really long time. So, they really weren't quite sure what was happening in each of the district in each of the buildings. So, it was a really powerful um time for them to capture what's happening in um these content areas in those different grade levels. Then um for ELA specifically, we look at common core. For math, we look at common core. For um music and art, we look at the national core core art standards. We do shape standards for fizzed and health. So each content area has their own set of standards that we um look at and we break down into knowledge and skills, learning targets and then prerexs and then um we continue down there was some more work done with that um with

069the standards breakdown in the summer and then in some PLC's and then this year in our PL in our vertical alignment meetings um we continued with that standard breakdown and then we added in some data analysis protocols so that we can look at the data, see what it's telling us. And then from that data, we're going to our future stops are going to be looking at what our priority standards need to be um in order to make sure that we are concentrating and focusing K to 12 on the areas that are going to be most pertinent in each of those subjects. and what we really want our students to know and be able to do by the end of their time at Campbell when they graduate. Um, and then we're going to take those priority

070standards and we're going to look at our competencies and make sure that the competencies align if we need to rearrange or reo some of those. Then we're going to do our um UBD assessment or UBD templates for curriculum outlining and pacing. And then we're going to look at um assessments and rubrics. So that's a lot of stuff, right? Um and to be doing this with every single content area each year is nothing short of amazing. You talk to other curriculum directors around the state and they're like, "You're doing all content areas every year." And I go, "Yep, [clears throat] we are." So, um, but imagine all of this work. I have one six-hour day with this group of individuals who every single teacher comes into those meetings ready to go. Like, they are they dig

071in. They work hard. By the end of the day, everybody, I don't know if you've seen Overboard with Goldie Han when she's sitting in the chair going b That's the way all of our brains are cuz we're so saturated by the end of it. Um, but it's really great work and I'm so appreciative of all the staff in the district because not only the teachers in the room, but it takes, you know, our superintendent goes out and subs um so that, you know, teachers can be there in the day. Um, the poor middle school gets, you know, like, "Please help me sub." Um, but it's just >> to sub, we'll always take them, >> right? So, it's just it's a really but it's a powerful opportunity that we need to just keep that trajectory going

072and knowing that there are goals in mind and it's aligned with I've talked about our CIA goals since I got here being datadriven instruction, targeted intervention, and then vertical alignment and cohesive instruction. So, those are things that we've been focusing on and really digging in on. And we do have more of these conversations in PLC's monthly. Um, especially talking about data. We do that a lot at the middle school and we are starting to dig in starting tomorrow more at GMS cuz we've been doing new programming there. So, um, but things are in a really great forward momentum. So, I'm excited to see where things go. But I just thought that this was a good visual for everybody to kind of see where we're going. >> So let's let's tie this together, right? And I'm

073going to put you on the spot for a moment, right? So during public comment this earlier today, right? We heard you know state averages and numbers and proficiencies, right? How do we put um you know kind of the numbers and proficiencies of our district to all the hard work that you're doing here uh and how we're moving the district forward? >> It's a great question. I think what we're trying to do with curriculum alignment, I'm going to use math because that's my area of specialty and to be honest, we need to improve our math scores. If you look at that, we're below state average. We should be higher, right? And I think when you look at the curriculum alignment, you can see gaps in in the kids learning because of what we're teaching them. And

074this is not to be critical of what people are teaching. Like I think people are doing a good job. We have good teachers in this district or along that. But if there's like a hole, like I'm gonna be dramatic, this isn't the case. But like say we haven't taught fractions, right? Like we teach fractions, don't worry everybody, but like just as a tangible thing. And it's assumed that that was taught and introduced maybe in like first grade and then you know re-emphasized in third grade and then addition and subtraction is introduced in fourth grade and then more operations so on and so forth. and all those assumptions are being made but you don't know because you haven't actually taken the time to ensure that everyone is teaching in their slot right then you can produce

075holes and I think one of the powerful things when I can remember math last year when when we walked in and right away I was like well there's the hole right like it was like we're missing some skill accusation in in fifth grade and I don't mean to be critical of that but it was clear as they're going from fourth to fifth there was a disconnect on what's some of the the the skills that they should be acquiring at that time. And then that trickles down as they get older and older because if you thought that was taught in fifth grade and you're a eighth grade teacher, like you may not be you're assuming they have that knowledge, right? And then that's hurting them because then they can't apply it to other skills that they

076have to put in. Like as a high school math teacher, I would assume my kids knew their multiplication tables, their multiplication facts, right? Like I I'm not as a high school teacher, I'm not skilled at teaching multiplication facts, right? Like what I'm skilled at is teaching algebraic concepts, right? Like that's what I'm trained to teach. So there's [snorts] a baseline understanding that you know your math facts, right? And I don't have to spend the time to explain to you that 4* 6 equals 24 because I need you to see the number 24 and know to break that down into multiple factors, right? So, by going through and and like making sure our curriculum is aligned K through 12 across all subject areas, we're going to close some of those holes and some of those gaps.

077And then you'll see some of those skills hopefully strengthen be a result of testing. One of the things I'm Can I bring up what you're doing at the middle school? >> Yeah. >> One of the things I really, again, this math teacher and me, I really like what they're doing in their uh win block, right? Is that one you're doing? >> Not a win. It's in our our links time. >> Links times. Excuse me. I had the wrong time. They're just doing like mad minutes like multiplication facts right across the schoolwide. Every kid does it at that time. And you can already see the score improvements of the number of problems kids can get done in that that minute of time, right? It's 50 50 multiplication facts. The some of the first days were were

078pretty rough when you looked at their their ability to kind of >> do that. Yeah. And look, it it's not fun. Like I can't imagine the kids are sitting there like loving it, right? like doing >> some things involved. So there is some love to Can I jump in on that really quick? >> Well, just to finish that point then, yes, please do jump in. >> But you know, you can already see after probably two weeks of doing that, like how they're becoming faster and faster. Now, maybe some of that is memorization, right? Maybe, but I'm not as worried about that. Like get those skills done, get those multiplication facts done so you can just have that rapid recall. So when you're learning algebra 1 and you need to apply algebraic concepts, you're not wasting

079brain energy. What is 4* 6? Right? Like you just know and you can go from there, >> right? And that's kind of what I've been So last um board meeting we kind of talked about how there's kind of these pendulum swings for lack of a better word. Um and it would happened in reading where you went to whole language and it was just assumed that students would just pick up a book and start reading it. they would just get it if they sat there for long enough. But if you put me in front of a Japanese text, I'm not going to get it no matter how long unless you teach me the code. Same thing goes with numerousy, right? Like we have to build student numeracy and automaticity. Just like in UFly, they s they

080have slides for K2 students that they have to look at the slide t say what the graphim which is the letter with the sound, right? and it has to be automatic 2 seconds. We need to do the same thing with numerousy. And that kind of was taken away and it became more let's think abstractly about the concept the conceptualization of math and all of that kind of stuff instead of and it was no you can't do skill and drill mad minutes like that's not good for kids anymore. Well, it is. We need to build automaticity so that we are not using our working memory and dust space in trying to figure out four * 3. We can then apply it to more complex comp equations, right? Like um so I talked about that a little

081bit last board meeting too. So, but that's actually coming back. There is now new law in the ED 306 minimum standard rules K to 5. You have to have math fluency in your programming which includes these automatic but we need to get math facts down. There's nothing wrong with flashc cards. There's nothing wrong with mad minutes, right? Like we need to have that balance where we are actually teaching explicitly and making sure that we are getting kids to be that automatic so that they can build from there in complexity. So that's kind of our goals in doing this kind of work. And then when we're looking at our data and responding to okay, where are so we're looking at where the gaps are and then where are we performing lower in each of the domains

082in math? What clusters are we not hitting? Let's look at where in instructional shifts can happen to really make sure we're going deep and getting those kids skills built so that again we're not keep we're not building foundation like building on a popsicle stick foundation. >> Let's just take this a step back right because I want to make sure we address some of the comments that were made earlier too, right? So a couple of years ago the board did not have the transparency into the data that we were asking for period right we didn't we recognized that there were changes necessary within the district we couldn't make those changes without the data right so we have a new administration team in place we have our director of curriculum sitting at the table with us so

083we're focusing on curriculum at every meeting this didn't happen two years ago this didn't happen legacy Blitzfield School Board, right? This is a concentrated effort by the board to focus on curriculum and thanks to Dr. Taylor and the administration for talking about this, making it uh top of mind at every board meeting and trying to improve. One of the things that came about relatively quickly as a part of this process was we absolutely did have a disconnect uh notably in fifth grade, right? And we made some structural changes to address that. But in order to see that in the numbers, it takes time to trickle through until the next testing. Do you want to talk a little bit about that? >> So yeah, the um you have to follow you have to look at like

084I talked about last board meeting, you need to talk you need to look at your test scores vertically for your instruction, right? Like how is your instruction impacting students because that's the end of the year. So for just talking SAS and nothing else um because that's the data that is available publicly right um except for data that I've presented on I ready and all of that but um let's just [clears throat] focus on SAS. So if we're looking at SAS then you have that's your end of the year snapshot. So you look year-over-year okay this is how we're produ what we're doing in third grade every single year at the end for SAS. So instructionally, are we doing okay? Do we need to make shifts, etc. Then you need to follow the cohort, right? So

085they start taking the SAS in third grade and in for ELA and math, they take it every single year. So then you look on the diagonal, right? How are they progressing through which is where we saw a big transition issue from fourth to fifth grade. So, how can we address that gap? We're seeing that it gets picked up. The gap starts closing as they get to 8th grade. However, we're still we still have a gap. So, we need to figure out how do we help that transition and bridge that, right? So there's a lot of conversations that have been going on and we've been, you know, bringing the data to the board and talking about all of the things that we're seeing and having monthly PLC meetings at every single school with me also never

086happened before and now it is. Right. So there's a lot of things going on that we're we're addressing. Thank you. >> I I think to the the co CO's not an excuse is what I'm going to say, but like CO did affect learning for kids, right? 100%. And and I think when you look at kids in third and fourth grade right now, my daughter's in third. Um I know on the board here, we got kids in third and fourth year here, right? >> That cohort of kids are now the first kids who are back in school without ever having to deal with CO, right? And maybe it's one year, maybe it's an outlier, but if you look at our current fourth graders who were third graders last year, they did an awesome job on the

087SAS. Yeah. Right. Like they came back, I think the ELA score was in the 70s. I forget what the math was off top of my head, but like >> third grade was in >> Right. So like I think we're going to start seeing the cohort of kids who never had to go to school in COVID environments, right? So like they're going to I can see with my own daughter. She's a I have a daughter in third and I have a nephew in fifth. And from like a social and learning standpoint, they're two kids. Like so maybe it's just a super small sample size, but the difference between their approaches to school are like radically different, right? Like the they're kind of equal in like their academics and in their performances. And my nephew's awesome kid.

088Like it's nothing against that, but his first two years of school were in co, you know, and like that was a tough way to start public education for him, right? Where my kid in third grade never had to wear a mask, right? like she's just been able to go to school normal, right? And I think you see that from a social dynamic and then a learning aspect and everything from part of that. So, I'm very curious how this cohort goes. I think we've seen these two are seniors right here in front of us right now, Brooke and Danny. We've seen the maturity of kids return at the high school level as we've gotten further and further away from CO. They've caught up in in that type of stuff and we're seeing them act as seniors

089like how preco seniors acted, you know, before that. So, we're seeing that co catch up and like from behaviors and focus and all those type of things, but it's been a shift. It's been time. It takes time to get back there. >> So, I'm hoping like from that standpoint, we've turned a corner and like we're going to see kids who didn't have to deal with all those shenanigans that was part of it and that helps some of this as well. But so just to close this one out right and to make it real [clears throat] or try to make it as real as possible is there an expectation that next year or the year after right we are seeing a measurable improvement in our scores. >> We should be seeing improvement in the scores. I

090just want to put in the caveat though, systems change takes time, >> right? And when I have six hours one time a year to meet with a whole group of teachers and I do try to put summer things together, but people are busy. They have things going on this summer. We can't say you have to come to work over the summer, right? Cuz we have other things going on. Um, but it does take time and this curriculum alignment piece is going to be a huge factor in making sure that we are getting those test scores up. But we have also put in modular um assessment practice too so that students are getting used to the question types in the platform. So, we are expecting to see growth for sure and it's not going to be

091something that I'll be sitting here next year, well, we didn't really grow, but it's okay. You know, that that's not our answer to any of it. We're looking at the data. We're looking at the real data and we are trying to make change to make it better. >> Yeah. And I think culture is a big part of that. You know, um Miss Mitchson's not here this evening. I actually think she's going to come next meeting to talk about this um about changing you know testing culture especi specifically going to talk about the high school right like and getting kids to buy in on why that test is critical right like it's very critical for us the district it's how we're measured on like success and stuff like that but if if if you're a student

092you may not be able to understand that right like I think kids who are collegebound understand the importance of the SAT but if if they're not they may not they may not focus so what are some ways that we can get kids to understand why the practice of taking a high stakes test is is important regardless of what your future is, right? Like if you're going through a certification program, chances are there's going to be a high stakes test some point part of that. So having that practice as part of bringing back midterms and finals this year at the high school, right? Those incremental steps to to kind of help with those things. >> So couple things. You're doing an amazing job. you're doing a classic gap analysis, proactive data management and reacting to the

093data everyday stuff that we do within the manufacturing world. So very classic. It's great to see. It's great to see the road map. I just had a 9-hour meeting today to discuss this for a team in Manasses. So glad to see it. The other thing that it is is that Andrew, to answer your question, I don't think we're going to see a 20% jump next year. I don't expect to, >> right? But what we should start seeing is your 1% half, you know, half percent, you know, averages are going to start coming back up out of a dip. To kind [clears throat] of address the public comment that was said earlier is we see the falling COVID and it kind of sustained. There's a couple of different factors that can be applying to that. one,

094it's just your previous learning or the cohorts entering at that point, but it's also the um the teaching methods, the teaching standards or everything that had to be adapted for COVID and then readapting out of that. >> Um so, and getting over to kind of what Dr. Taylor was saying is changing culture takes time. It's years of work to change culture. So I am encouraged just to see you're doing a gap analysis and you're trying to build alignment across the district. That's I I will say from I think my daughter was in kindergarten had to wear a mask all day to school at GMS, right? just and seeing that interaction now and even in third grade just the measured steps that we're taking both inside and out of school we're starting to see this repetition

095and the the uh I'm can't say big words but the uh autonomy of her being able to rattle off the math facts >> yeah it it's just >> I mean she she struggles in some areas but she's getting it right and that is now helping everything house. So, I appreciate it. I'd like to see it. Um, I think we we mentioned before there are goals um that that are out there, but I mean, like Mr. Okonnell used in previous board meetings, we a we're aiming to be better than state average right now is our first set of goal on the standardized testing, I believe, is what was mentioned at previous. So, I I think that's still the goals going forward for the time being. Yeah, we should always that we should always be above state

096average. Like you have different cohorts of groups that have different strengths and weaknesses. Yep. >> But a district like this once we have things settled, we should always be above state. >> Correct. >> Yep. >> We should be closer to where Bedford and Wendam are. >> Yeah. No, I >> should be the target. >> Right. I'm going for the first immediate goal, right? That that's pie. That's I can't say pie in the sky. That is the end state, right? We should be we should be close to them. But first bite at the apple should be we want to hit state average or better once we solidify where we're at. >> Okay, thank you for that. >> Yep, absolutely. >> And there's another agenda. Just one other thing um because um so the grading and reporting

097committee changed the learning outcomes task force last year and um we've met several times and we were doing a few different things and um we've come to realize that people are really kind of saturated with all the other things that are happening such as all the things that we just talked about. So we are pausing the learning outcomes task force for right now um so that the concentrated efforts could be on um that other work and um we're not trying to push more out and onto people if that makes sense. Um and then once things have kind of settled then we'll pick it up again. >> What's the momentum loss by doing that though? um not much because we didn't really get any much traction in terms of like we were trying to do focusing

098on assessment and depth of knowledge and that kind of thing and we were pushing some things out and um we got some but not a lot not enough because there's been so much other momentum in all these other areas that um it was almost viewed on like negatively of like oh here's this other thing that this task force is pushing out >> you know so we had to kind of narrow we need to instead of going wide we need to narrow our focus and make sure that we're putting our eggs in the baskets that we really need to focus on right now >> I think one of the positive things it's not necessarily this committee but one of the things that I I think is really good is we made some quick adjustments to middle

099school and high school grading and it seems seems like that has had a positive effect this year, right? Like we I certainly am not entertaining some of the um questions that I was getting last year about about grading practices and grading things last year. So um I I'm assuming that's a positive, right? That some of those changes we did. I think big picture we need to examine it's the learning outcomes and it's not just we almost have to relook at the portrait of a learner in this district and that's a massive undertaking. Um and uh we're we're not there yet to look at that. We need some other things first as Sarah mentioned. So >> Okay. >> All right. >> Right. Thank you for the update. >> Yep. >> Um given that it's now 6:45,

100uh any issues if we let Brooke and Danny enjoy the rest of the evening? >> Nope. Not at all. >> All right. You're welcome to stay, of course, but you're also welcome to leave. >> We do have an AP test. [laughter] >> Good luck. Thank you. >> All right. We have the minutes from February 4th, 2026. >> I'll make a motion. >> Actually, I don't know that we can. >> Yeah, I was going to say >> because I was not here and I need to. So, those are going to need to be tabled for our next meeting. >> Okay. So, we'll wait till Mr. Shoemaker is back and we'll go ahead and vote on those. Uh policy updates. There's no policies first or second read this evening. Uh, next up under new business is GMS

101drop off which I had asked to be added to tonight's agenda. Um, reason being is that there's a general concern and I've taken some public comments on this the general way the drop off works at GMS. I know Mr. Mr. Mitchell's done a fabulous job trying to arrange it and make it work with the situation he has, but there's concern about the safety of individuals and parents and staff members in light of recent uh an event at Bow where the principal got hit. Right. >> She's a friend of mine. She got >> it's just I want to make sure that we're it's top of mind for us because I've got to imagine um you know there >> we're making the best of the situation but there's always room for improvement as well. >> Yeah. So

102I think one of the I I don't say this in just about but um I did traffic for a long time up at B where I had to stand in the middle of the road and probably got almost hit a lot um over the years. Um and uh I had a bright orange vest and a stop sign and and people just need to be attentive to people who are outside who are doing traffic like um you actually well I don't know if this is true of Lori up in up in bow but like you can actually take a cross crossing guard like class and learn how to officially do it and how to >> it's great. It's wonderful. I >> can be a certified um traffic control thing. We did that with the cert team.

103Um, but it I think one of the things that we just need people to be conscious of is the adults out there helping in the morning and stuff like that, like and in the afternoon, but morning can sometimes be a little bit more challenging because of a hecticness of trying to get your kid dropped off and then off to work. And usually people are um just naturally calmer in the afternoon when they're picking their their kiddo out. and they have a nice system at GMS where they do the three shifts of parents coming to pick up so it doesn't um they can phase people in and it's really kind of slow and stuff like that. So kudos to Dan and his team for figuring out that piece. Um the morning can be tricky because we

104have people at the different stations and one is you know couple are right on the edge of the road. So like you know Mora when she's out there she wears vests a big bright orange vest she's got her stop sign and stuff like that. Um the person at the beginning is not quite in the road. They're more on the corner um a little further back which is helpful and stuff like that. But um obviously in a perfect world a longer drop the bow issue if anyone's familiar the elementary and middle school share a parking lot. So there's two drop off times two pickup times in the afternoon and cross traffic all morning. So there's a lot of a lot of action there at that particular juncture. Um, so there's a lot of spill over into

105the main road and a bunch of other issues. So the >> daycare across the street. >> Yeah, the daycare across the street. That's right. I forgot about that. Um, so there's a lot of action in it kind of like right there. Um, so just if people can be patient when you're dropping off the your the kids, you know, and just be have your eyes open for everybody who's there. Um again if we had more space this is you know when we talk about GMS project the advantage of doing um you know some of the site plans we've seen put that loops around the building the advantage to that is you can get more cars stationary and then do a drop off with people people can step off the edge and um and I think that's

106one of the disadvantages of the B model is there's just not a lot of runway to like sit cars and then get kids out and stuff like that. So, um, it happened in Golftown Sound, too. >> Is there any way to prevent left turns? I mean, so one of the issues is is when you're when you're coming out of that school in the morning, and I sit in it myself, right? And, you know, traffic gets backed up because that that small piece of 3A, there's cars also trying to turn into the school while people are trying to get out of the school and take a left. >> It's a state highway, so we don't not even the town controls it, right? Um, we can try, but no one's under any responsibility. >> Well, the like,

107well, let's take this morning as an example, right? I'm making a left-hand turn, personal, right? Making a lefthand turn in a continental truck is bypassing all the other traffic and then coming across in front of a bus and and trying to get quickly past all the traffic, right? That's a dangerous situation. That was this morning. >> Yeah. >> Right. So, I mean, it is not a great scenario. >> Yeah. I think that would that's you know you got more driveway the more cars you can get in there and and just have space to do all that type of stuff that would be the advantage. Um I wouldn't want more out there in the road trying to >> I think we talked about that at the FIC about the >> we have talked about at FIC

108we did >> the the traffic and having everybody have to turn right into the school and right leaving the school. >> It's not that big a town >> you know to do to do a little loop around. So the but we ran into the same difficulty, right, to put in a no left turn, right? Is we have to put the sign out on a state easement. >> That's not true. >> It is true. You got to put it within the sightelines of the road. You can't put it on the school property. >> You have you have signs there say do not enter there now. >> So let's continue the conversation. So we So we would have to approach the state, right, to to figure it out. And we would have to approach the state road

109agent to do it. I know at the FIC we looked into what it would take to put a Lichfield officer there to do traffic control and that's like 10 grand a month, right? So that that's not a viable option either. So I I think to try to do that right even with the new site planned in the driveway is we would probably have to approach the road agent for the state to look at 3A. >> Yeah. Okay. >> All right. Well, I mean anyway that's thanks for entering the conversation. Right. I just wanted to highlight make sure that we're talking about it and making sure that we're continuing to think about safety >> for everyone staff and parents and students alike. The boat principal is all right if anyone's curious. Text her. Uh we all

110thought it would be the high school principal hit first. So that was the bedding pool. So we were surprised [laughter] first because of the way traffic is. So yeah, no she's in good spirits. >> Glad she >> Mrs. Plansky did get the >> it worked >> the email and she did sign up for the for the >> Yeah. >> for the list. >> Yeah. So it's working. We're good. All right. Right. So, we talked about community outreach already, right? So, we have um three upcoming meetings with uh communities uh 55 plus. We have actually a meeting tomorrow at Arbor Circle uh and then post school vacation. We have a couple of meetings, one at Stage Crossing, one at Gilpress Farms, and then we're continuing to get these scheduled as uh as we're able. >> So,

111is that you? It's who's >> it's myself as well as um um chairman Bernell. Okay. >> Going to be joining. The idea is that these are going to be about an hour long, right? They're going to be kind of hopefully short in duration but to the point. Yep. >> So people just have time to digest what we're presenting. I believe the superintendent's going to be joining at least for one or some of these. >> Yep. I'm going to try to join you for all of them as long as my schedule permits and stuff. >> Up to you. >> So, uh you know, we'll see what what the turnout is. I don't know what we're going to have for turnout. But um you know, as long as there's people that have questions, we want to be

112able to answer those questions. >> Awesome. No, that's great. All right. Excellent. Um, moving into old business, we have enrollment. So, enrollment, uh, pretty steady from where we were last, uh, last meeting. So, nothing's really changed. Um, chair, I know you weren't here last meeting, but the high school number is because kids graduated early. That's why there's the drop there and stuff like that. So, um, positive thing there. Kindergarten restoration, we already have 50, so that's good. We're a little ahead of where we were last year, which we need to be. We need a bigger number than where we were last year. >> Um, so hopefully those continue to kind of roll in as kind of the weeks. We just started that about two weeks ago, taking registrations and stuff. So hopefully >> 40 last

113week, right? >> Yeah, last week we gained we gained about 10. So >> So we're getting there on that. >> And uh that's enrollment. >> That's enrollment. Okay, great. And there's a GMS update. >> Yes. So we're we don't want to forget about GMS. um uh trying to my hope is at the next meeting reminded Haramman today um that I would like a schedule for the spring of our different action steps that we want to take as the spring and the summer rolls out for for groups. I want to get that for FIC as well um just so we can stay on top of the project. We feel good about the bond stuff that's all like with the bond council and everything like that. But um we know both Herman and Harvey are busy right

114now. they're finishing up projects going to vote, you know, in in the first couple weeks of of March there. But, um, not to forget about us, um, and make sure we can roll out that schedule for everybody so we can stay on point. I think part of the why we want to get this community mailing list and some of those things out, the nice thing about community outreach is hitting those in the community that aren't attached to schools so they can get questions to us in advance about the project, right? Um, if you have a, especially if you have a kid in elementary at Griffin, you're probably well aware of the project, I hope, at this point. But if you don't, then you probably aren't. So, how do we continue to get people aware so

115they can come to community forums, give us questions, um, and we can answer get those answers for people as we go through the process and stuff. So, >> yeah, I think having the timeline is key, right? And making sure that we're working back and giving thinking about the end state and giving the budget committee and the community enough time to understand to be able to answer questions or ask questions, us be able to answer questions. Like ideally, we have this wrapped up in the October That'd be great. >> Early November time frame, right? So, we're going into our budget cycle with already a planned warrant that we can start talking about and socializing. >> Yeah, I think we want at least the number we're working with as we go do our budget obviously because the

116things are linked together, right? Like if we're putting a project on, like we want to be conscious of that as we're developing our own budget and make sure we're responsible as we do that as well. So, all right. Excellent. Thank you for that update. All right. We have manifests this evening. So the manifests that the board has signed and all all of them have three signatures is an accounts payable for $118,595.60. Another accounts payable for $211,000 $211,41659. We have a payroll manifest of $49,55149. We have a 403b of $8,633.33. And we have a credit card manifest for $12,975.98. Uh, and with that, that brings us to our second community input this evening. >> Hi, I want to lead this uh 15 circle. Um, I appreciate listening to the curriculum director and uh about this evening,

117but there's some very disturbing revelations in this that um really is indicative of why we're where we are. One of the questions I have is what are we using for a curriculum across our school district and why is it by its very nature not aligned? How can there be disconnects if there's a curriculum that is consistent? So that's the basic question I have is what are we using the curriculum and how why is that not our basis for making things align? Why are we seemingly having to reinvent the wheel? Um I do appreciate comments from Mr. Palansky that uh as I said our target goal should be where Bedford and Windham is. That's where we were. >> We should be there. And I expect and I hope that the school board actually sets that and

118gives direction to the superintendent and the curriculum director is that's where we want to be and that's our acceptable level. And being at state average is not an acceptable level in my book. not the amount of money we're paying. And as I showed in those test reports, we have done it in the past. We've exceeded where Bedford and Windham are now. So, it's not a question of this demographics of our town doesn't allow it. I admit if you were trying to impose that in Manchester or conquered that would be unrealistic, but here it is not. And so while I do appreciate some of the discussion, I expect more details quicker and with some specificity on when it's going to start to see and how we're going to get there. Thank you. >> Thank you very

119much. >> Any other community comment this evening? >> Stepping back to the citizenry here in Lichfield. Uh, Ray Peoples, 205 Charles Braftoft Highway. I would just like to add that the three- ring circus that I have to navigate from my house by GMS >> every day is just short of a miracle when I'm on the other side of the school. Uh, you have people in and if you're dropping off kids there, then you know that we have people on the other side of the double yellow line passing cars that are waiting in line. There was somebody this morning waiting in line that was out in the lane almost to the double yellow line. No one had any choice but to get by it to to go out and around and face head-on traffic on 3A

120to get get by that. So, it really it really needs some attention. I would urge this board to contact DOT District 5 and have them come down and assess that. Um I mean there's got to be something we can do, but um DOT District 5 is the ones that handle that part of the road. So, >> thank you. And if I can be any help at the state level, u maybe putting some pressure on whoever needs that pressure after you guys get a hold of DOT District 5, I'll be happy to help with that. >> Even if we could get something where they would allow us to do that right hand only during a certain time they do it on the other end of 3A in Hudson. >> Yeah, >> there's a street you can't

121go into. >> It's a school. Can we expand it to put in a turning lane? >> Well, so [laughter] >> well that so that's >> I actually just >> so Mr. people's I actually just emailed you asking who do I have to go talk to to go knock on their door. So, uh it's it I did it 32 seconds ago. So, >> so a lot of it is, you know, could can we do a turning lane, right? Even for even if we do a no left turn, we go down and it's a right turn turning lane in the breakdown lane that's there, right? Something like that just to open up that passing lane. >> That's insane. is so highways by the state are all done 10 year plan. >> Yeah. >> So first you need

122to do traffic studies. You get national regional planning involved. We do that comes here from >> from Nashville and we do pay them fees. >> Um you'd have to have a traffic study done. Then it's got to go to the state. Then it goes before the transportation committee. It is a long and arduous process. Chief Iverson when he was here used to go down there every morning in direct traffic. Um, I'm not suggesting that that the current chief would want to do that, but I think if you do get a hold of District 5, maybe they can help us with some signage or or even realigning that piece of the highway just a little bit to make it clear for where people need to be. >> Well, yeah, that's you know, >> it's it's it's

123difficult. Like I said, I I go by there every morning when I'm headed up to conquer and it's I like to leave earlier than when that starts, >> right? [cough and clears throat] because it's someone's going to get hurt. There's no doubt about it. >> Yeah. >> Could we increase bus ridership though? I mean, how many >> I mean, that's the other thing, right? Right. Everyone just take the bus. >> Take the bus. I said that in an FIC meeting. People were horrified. I said, "What if you just made everybody take the bus?" >> Yeah. >> We And if you don't, you charge them 500 bucks if they're going to drive to [laughter] school. >> Serious. >> All right. Uh, we have schoolwork comments this evening. >> Um, I had a chance to look at

124all the presentations from the group last week. Very smart kids for >> sort of embarrassing for me like [laughter] no way I could do that. >> I the the websites that they produced right are pretty amazing for that age. >> So it's it was really cool. It is. Yeah. Excellent. We have February vacation coming up. >> Much needed. >> Um, can I add a little more context on cost per pupil? Like I just like >> I I would love to get us to where Bedford and Windam are from an assessment standpoint. Like I think that's a wonderful goal and expectation. >> I don't have to get into it. Those are two districts very partial to my heart. Um, personally. Um, but >> our cost per pupil is we do have to think about sizes of

125districts, right? Like Windham and Bedford, I'm using sports as the analogy here. Like um they're considered division one schools in the state of New Hampshire, right? We're considered division three school and Ray, you actually spoke of this of trying to get apples to apples comparisons and this would be very helpful. >> There is one metric in the state that that lines up. >> Yeah. And that would be helpful because sometimes we we get guilty being a smaller district that it just costs us more poor people. If you look at schools that are classified as division three for athletics, we are the lowest cost per pupil of all of those schools of 20 other schools, right? Like and I think we do do an efficient job and a responsible job when it comes to spending in

126this district. I mean I if you're following the news of the other districts like our budget's up 0.12 and that's awesome compared to where other districts are right now you know >> um B I left is up six Dun Barton which is small town a part that's over 10 right Windom we're up three or four% I forget what it was when I was at deliberative but um when you compare us to districts of our size I think we're doing a good job fiscally when it comes to cost per pupil and and there is a little bit of difference when you're doing size and comparing us the Windhams and the and the Bedfords of the world. Throw in golf sounds and other division one districts as well, you know, um where I think we're we're doing

127a very efficient job considering how the size of our district and stuff like that. And I just think that that if you guys get the state level can work on something that helps articulate that, that would be wonderful because sometimes I feel a little against it being a smaller district when we look at these numbers and stuff like that. And I I will tell you that the and I've said that before here um the the big push is on uh data so we know what we're doing right make intelligent decisions accountability so that we're delivering the right product to our to our constituents and our parents and the children of the state and trying to align all this these diverse metrics in some fashion that makes some sense to somebody because I have to tell

128you everything I've seen it's Crazy. >> Welcome to the world of tiered metrics. >> Um, just out of curiosity to trying to go back, what is our district size in comparison to Hudson? Is Hudson larger, smaller? >> Hudson's much larger. >> Okay. >> Yeah. Um, like it would be considered one of those division one schools in athletics, right? And I just use that as a quick barometer. It's based on high school size, right? Like it's not an end all beall, but >> there's four groups. They're pretty evenly distributed, you know? like it's a quick indicator of size of districts. >> So, is there anybody in our division that is similar population, similar demographic >> that's not part of our cohort that we look at all the time because it's >> Yeah, I think you know

129the the quirky thing about about our district. I mean, there are towns such as, you know, Hawinson and Guilford and Belmont that are like one town districts. You know, I think when you make the comparison to Manadnok, it gets a little tricky. there's like seven or eight towns that spill into to that district, right? So there's different costs associated with running of a district that size. I think, you know, I think Hoffington's like actually a really good comparison point. Like they have high excellent um academics up in that district. Um it's a pretty affluent community, but also not at the same time. Like there's a diversity within their their demographics, some very affluent community members and others that are are not as affluent and stuff. Um, and it's that single town kind of dynamic that

130has a a a high school that doesn't have a second town that feeds into it or more than one town that feeds into it. So, they're an interesting comparison point. Um, in terms of that when we, you know, looked at stuff for the teachers contract that was one of the districts I pulled up because graphics are similar. >> Can we find out how we would compare to them? Yeah. >> As more as an apples to apples type. [snorts] >> Of course you do. [laughter] And I think drilling down on that and looking at that is is important, you know, like what are they doing with their resources and stuff to to make sure that that we're being effic we're being efficient and delivering for our kids. Like I said, I want to be where Windom

131and Bedford are. I I really truly >> and I think we all agree to that without think anyone has ever said the affordability, right, doesn't is a blocker for us to get there, right? Nobody's ever said that or even mentioned that, right? It's not it's it's not it's not a budget thing. It's now making the structural changes and continuing to evaluate what those changes are necessary to improve the scores. >> And I and I think looking at that curriculum stuff is important. Again, I don't I I speak to it a lot because I live in Windom. That's the obvious connection, right? My kids's going through that school district and I look at what she's doing in in third grade for for work and I want to make sure that we're we're compatible to that, right?

132Like uh she's had two actually teachers that are Lichfield community members. So, like there's like, you know, her >> The knowledge is here in town. You know, like Miss Fay, shout out to you. [laughter] >> I hope you're not watching, >> but you know, like just um you know, making sure that we're we're doing the same things that those good strong school districts are doing as well and learn from them. They can learn from us. Um you know, it's interesting. I was at the Windham Deliberative and they were unhappy with their assessment scores. It was interesting. I was like, man, you're unhappy with this? This is this is great. you [laughter] know, like um but they were chasing trying to be better, too. I think that's just the goal. Always trying to >> Well, I

133think you should always be trying to get better. >> Yeah, >> there's [clears throat] always room for improvement. >> And then Bedford is interesting. My wife was telling me is all wants to know what Windom's doing to get their scores up there. Everyone's chasing each other. So, >> yeah. So, the reason why I brought up Hudson because I read the news article in the NSHA paper that came out and they're they're warrant article one is like their school budget is they're going for like $76 million budget and >> I was like whoa >> yeah Albert's expensive. >> Oh, I I bet. But yeah, that that kind of floored me >> and think they're getting tuition from districts too, right? Because of the CTE center and everything. So, >> all right. Any other comments? >> I

134hope all the staff and students certainly enjoy some well-deserved break here next week. >> I think certainly the staff's going to enjoy it. I [laughter] think we're all got a little cabin fever right now and needs a need a little break. So, >> doing a grant monitoring. [laughter] >> Well, thank you for your work on that, too. >> All right. The board does have some uh business tonight in non-public under RSA 91 A3C. Um, with that I will entertain a motion to move into non-public. >> So moved. >> Second. >> Motion by Mr. Dit, second by Mr. Plansky. We'll do a roll call vote. Mr. Plansky. Hi. I I am an I. Mr. Dit. I >> That carries 300. >> Thank you very much everyone. We are now public.