001All right, we are live. So, good evening everyone. Welcome to the Wednesday, September 3rd, 2025 Lichfield School Board meeting. The time is now 5:30. I'm going to call the meeting to order and begin with the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Uh we do have two members absent at the moment. Both are on their way, but we do have a quorum at the moment. So, we're going to go ahead and get started and we'll um the other two members will join when they get here. Uh next up on the agenda is review and revision to tonight's agenda. So, any board members present have any changes to tonight? >>
002Nope. >> No. >> All right. Hearing none, we'll move into consent. Anything off consent the board would like to talk about this evening? >> One item just for a quick update. Uh I did update the budget committee committee reports. I will continue to update that as we certainly get into the budget season. Uh just as a reminder to the board, they they are continuing to meet monthly at the moment, but those weekly sessions start at the end of September. So, be on the lookout for that. Uh the town did present uh their very very very draft budget to the budget committee um uh last week and so that's just starting to be reviewed. All right, moving into summary of non-public actions from August 20th, 2025. The board motioned to approve the August 6, 2025 non-public
003meeting minutes. That motion was seconded, which passed 50-0. U Miss Ames motioned for the district to hire Kathleen Dyer as LMS uh fax teacher for one year while working on SOE. Mr. C Mr. Carter seconded that motion and that motion passed 5-0. Moving right along tonight, I'd like to welcome um Miss Miss Grantham up to the table for a presentation this evening. >> Jen, do you want either of these links up? Um, you can if you need to. I think we're going to do more talking than we are. More talking than showing. >> I will wait. Hi everyone. Welcome. >> Hello there. Um, >> start of the school year going first. >> It's been awesome. All right. >> Like the vibe has been super positive. The kids are excited and classes. It's It's been a
004great start to the school year. We're really happy with the collection we have. Everybody's gotten a lot taller over the summer. It's amazing to see when they come in. You see, >> you How much did you eat over the summer? cuz you're about 6 in taller than you were when we left you in in June. So, it's good to see. I brought with me tonight Michelle Stove and Hannah Peterson. Michelle is our seventh grade science teacher. Hannah is our sustainability teacher for sixth and seventh grade this year. And if you remember last year, we were just talking about budget season. Last year when we were talking about budget season, we had a hydroponic garden that we had proposed to purchase for the sustainability class to grow some lettuce. Uh we were not successful in getting
005that to go through the budget process understandably at the time. So you encouraged us to go from some alternate methods and Michelle as part of her graduate work put together a fabulous grant that she has been awarded for $1,000 to get a system and she's going to talk to you a little bit about what that system will entail and how they're going to work collaboratively um to get kids more hands-on experiences which is pretty exciting. >> Love it. Okay. >> Uh so we got awarded a $1,000 grant um for helping to bring aquaponic system to our school. Um this is made possible through the partnership of the Gulf of Maine Research Institute, the Sea Coast Science Center. Um and a project they have with NASA. Um and there's possibility of getting awarded more grant money
006in the future possibly. Um so this project will help give students the chance to learn about growing food in a sustainable way. It combines fishes and plants in a closed loop ecosystem. um allowing for studies in both environmental science um fifth grade and seventh grade with like ecosystems in the environment. Uh it will support hands-on learning where students can test water quality, track plant growth and see how firsthand science and sustainability connect to real world solution. Um, we hope to create promote climate literacy, environmental literacy, and data data literacy. Um, to help students build the knowledge and skills they need to address today's environmental challenges. Um, this will work in congregation with our recycling club, which Tan and I are both leaders of the school's recycling club. Um, the sustainability class obviously will be the
007focus. Um, also if we can grow this in the future to try to incorporate maybe teched and fax because they'll be growing. We're starting off with a small system um where we go like plants and tilapia right now uh which could be could be harvested for food. Um so it's a food harvest fish and then also different types of plants that kids could grow and then use in the fact class. Um, and then we're also planning to attend hopefully New Hampshire trout in the classroom training, which is in partnership with the fish and game department, uh, where students would to grow trout that would be released then into New Hampshire fishways. Um, and looking at maybe being able to incorporate that into the aquaponic system. Uh, so then the students are also contributing to like
008environmental protection and growth within the state. Am I forgetting anything? And this is an example of if at first you don't succeed, try try again. Because if you listen to what they're talking about here, last year we had proposed a hydroponic garden. And this is a little different because it's >> very different. >> Aquaponics, which includes the fish and includes an enclosed system, which is even more tied to what they're talking about and teaching and getting that the kids that real hands-on experience. So going back to the drawing board allowed them to kind of dig in a little bit deeper about how could we get this in here and have something in and students love wildlife. We see it all the time as they're exploring the woods around the school, as they're exploring different places.
009Um and Hannah's done a great job getting an outdoor classroom set up uh this year with a huge gardens that the kids enjoyed putting together and building last year. Um, so her goal for sustainability this year is to kind of transition into that more hands-on getting to know things um, exploration this year. So having that more um, diving in with their hands cuz she she saw how much the kids loved that last year. >> Yes, definitely. And actually with my seventh graders right now, we're talking about sustainable fisheries. sixth grade, we kind of started to get into um an introduction of how to grow food sustainably, thinking about environmental issues as well as how do we provide food realistically for our growing populations and things like that. Um so we're kind of continuing with that
010both in sixth and seventh grade. So I think this is a perfect tie-in. I've noticed a lot of kids getting really excited too talking about fisheries. I think that's something that a lot of kids connect with and recognize different, you know, freshwater fish from fishing in the Marramac, for example. So, I think this is something that really would excite the students and get them more involved with the talking about these issues >> and seeing that closed loop system where it's self-maintaining and seeing kind of like a microscale environment. Um, and aquaponics is one of the more sustainable ways to harvest food because it is recycling materials and matter. um and you're not pulling resources from the environment. Uh so it's a great way to see that in hands-on and then being able to see that
011product. Um and kind of idea because Jen and Hannah had be like, "Oh yeah, hydroponics." I'm like, "When I was in high school and my a science class, we did an aquaponics system at our school and I was like, "Well, have you heard of this?" Um and we had raised tilapia to donate to the food bank. Uh we're not starting off at that big being able to do that big a scale. um they're starting off small scale. Um and that was always really cool because you're seeing it and you're getting to that produce results. Um and it's a growing field within sustainability. >> I may have missed this, but what what happens with the tilapia? Do you harvest them? >> Yeah, they the kids will be able to harvest them. Like our fishing boys and
012hunting boys, that's what we who we pull out be like, "Come on, guys." So they our girls. >> Yes. Um, so they will be able to be harvestable um for food when they get big enough. Um, but then if we get into the trout in the classroom and possibly connect that to the aquaponic system, those trout will then be collected by the fish and game department and released into local waterways. >> So another just question, good question, right? >> Important question. Uh, >> Lauren's going to have to learn how to >> Well, that's right. It's going to be on the menu. >> Charlie, I hope you watch. Get ready. um you know, I'm assuming you're going to need like big fish tanks, like how how does this work? >> So, if you look at the
013links that are attached in the documents that they shared, you'll see the first uh setup is really a small uh fish tank with the with the plants that grow on top of it with light above it that allows that natural system to go all together. Um so, it will fit. We I don't know if you're aware, we moved a lot of classrooms around at LMS this past summer. Hannah went from a pocket-size class to a little bit bigger location nearer to the outdoor classroom because they were utilizing that so much last year. Um, so she's going to have space in her room to be able to have that self-standing uh aquaponics garden in her room, but the idea of as we grow in in Michelle's room, there's um plenty of space. We've had it in
014the past when um before Michelle came along, Mr. Columbo was our math our science teacher in seventh grade and he grew uh some kind of creatures I forget what they were in the tanks in the back of the classroom but there's places in her classroom to be able to keep larger tanks if they get into the chart in the classroom idea the the places the idea is to put things around the school in lots of different locations um and again at no cost to the taxpayer with the grant funding that they were able to attain at this point in time. >> Yeah. And the grit is going to start off a small scale so we can kids can learn. We can learn and then it can be hopefully grown in the future to a larger
015scale. >> Did you find the thing? Did you find pictures? >> If you go on the first link and you scroll down >> I saw it over the weekend but now I can't find it. So >> to page nine >> the first link and then go to go green >> double aquaponics. There it is. Yeah, that's it. >> System. >> Yeah. Okay. So there's going to be 30 tilapia in there. >> Should be about be able to raise that's with like maybe some not there's always like a non-s survival rate >> in just in shipment there could sometime usually a non-s survival rate cuz they don't all make it and then c so many won't survive and so they'll probably end up being more like 20 to 20 to 25 at the end. >> First
016let me go to page nine. >> Oh, there it is. Yeah, here we go. >> Okay, that sounds I mean it sounds like a great program, right? in terms of the grant and you said it was $1,000. So the cost here is more than that, right? So how are we making up that difference? >> The grant funding that they have has stages if you uh look at the grant application they have which is where Michelle talked about being able to expand further >> expanded. Yes. >> Um so that is the the first idea is to get um which parts in their hands because we talked about small purchases to begin with and then getting into the bigger aquaponic. >> I guess I'm just looking at the system like the startup system. Is there like a
017a system that's necessary to get this going? >> There's a smaller system um that of the same brand that I was looking at earlier today that's I think $599. >> Okay. >> So, it's we might not be going with the ginormous system to start. >> Yeah. And I think depending on the the link that you might have that the bigger grant that was the initial proposal. Uh the grant funders only had $1,000 left for the year. So then we submitted a revised grant. You might you probably don't have the revised grant that we submitted that we paired it down to $1,000. >> Oh, I think that's the second >> it's secondly. >> Yeah. And so they're hoping that if they continue to get more funding in the future that they can give us more funding
018cuz they were very excit um the person we went with to coin center was very excited about it and like also excited to maybe like be able to come like more into this part of the state and like working with us they now have an excuse to come more further into the state. So, I also don't know if you have seen last year um Michelle and her science kids out in the woods tracking woolly hamadel. Thank you. I can't say the word. Adelgids. I would say adalgids was what I was going to say, but it's not how you say it. Um but they were out tracking non-native little invasive species in the woods. >> They're like infested our our town. It's destroying our hemlock populations. Uh so if you ever go into the track into
019the track uh cross country area in >> the trees and you see the hemlock trees and the reason they don't have so many pine needles is because the hemlockadelgid and this time year if you look under the hemlock leak you'll see these like little fuzzy white balls and that's an invasive species that was brought over um and it's kind of currently decimating our hemlock forests >> and they were tracking it for the southern >> uh with in partnership with the Gulf of Main Research Institute um and then they the students collect the data And then the Gulf of Maine Research Institute sends it to forest biologists in both New Hampshire and Maine. So who are studying the invasion of species and tracking how it's spreading and how climate change is affecting the spread of the
020species. >> Okay. >> So it's like real life learning that's applying to science. >> Here I'm learning some stuff tonight. This is Yeah. Okay. All right. Here we go. So do you need a motion to accept the grant? >> That's what we're hoping for this evening. >> I'll make a motion to accept the grants. I'll second as presented. We have a motion by myself, second by Mr. Shoemaker. Additional discussion. Okay. All those in favor, please say I. I. >> Opposed? Abstain. 4. >> Nice. Congratulations. >> Thank you very much. >> We will come back and report your hard work. >> Yeah. >> I'm excited to see it. I'm going to check it out next time I'm there. >> I can just see it. This crowd comes with shelf stable. >> Fish sticks. Sh fish sticks.
021>> You're still freaked out about that. >> Um, student student reps, right? That hasn't started up yet for the season. >> We are doing an elections nowish. >> Nowish. All right. So, we'll be on the lookout for that uh upcoming board meeting. Uh, we have our first of two community comments on agenda items. I see nobody in the audience, so we're going to close that one. And again, we have another opportunity for community comment later tonight. And I'll shift gears into correspondence. >> Yes. On August 21st, uh the board received an email from Scott Wlette, a parent, uh outlining concerns with the cell phone policy that removes the devices from students and requesting more parental involvement in determining next steps. On August 22nd, Dan Dwit uh emailed the facilities committee as well as the school
022board circulating information regarding the Haramman kickoff meeting on August 28th at 3:30. On August 25th, Jan Sullivan emailed the board circulating draft public and non-public minutes from August 20th from our August 20th board meeting. On August 25th, Julie Darling uh emailed the board requesting coordination for board uh member attendance at the Haramman kickoff meeting keeping in mind our policies regarding quorum. Um there were responses from all five board members. On August 26th, the superintendent emailed the board circulating a draft technical advisory from the DOE uh regarding um the cell phone policy in which it does state that phones even when turned off should not be carried by students. I'm sure we'll hear more about that tonight at some point maybe. >> Not too much actually. >> Oh, okay. Never mind. August 27th, uh Dr. Taylor
023emailed the board advising that uh she will be moving the data presentation from our next board meeting which is now to September 17th. On August 28th Annati emailed the board circulating the payable the accounts payable manifest which included live checks and EFT. On August 29th, Julie Darling emailed the board circulating the Heramman presentation um from the day before. On August 29th, Julie Darling emailed the board circulating the construction manager RFP examples from Haramman to the board. On August 30th, Renee Burgess emailed the board circulating the draft September 3rd, 2025 board agenda, and there was a response from Mr. Cutter. On September 2nd, Ron Obliness emailed the board requesting the location and agenda for proposed Haramman meetings with the FIC along with confirmation that all meetings would be recorded. And that covers us for the last
024two weeks. >> Okay. Thank you very much. Appreciate that update. Uh we'll move it into general business and turn it over to the superintendent for the enrollment update. >> Yep. Uh not too much change from the opening of school last week or right before the opening of school. Um our numbers overall pretty stable for the most part. Kids come and go in the first couple weeks. A couple enrollments, couple of kids. Uh mainly most of our departures end up becoming homeschooled students. It's just their choice. Um, Campbell's up a little, middle school's down a little, GMS about the same. So, okay, any questions on enrollment? >> All right, that official number is as of October 1st. >> October 1st is the official number. So, when we have our next meeting, that will be the number
025we report uh, no, sorry, two meetings from now, that will be the number we report out to the state. So, got it. >> Um, my next thing is personal communication device update. Uh, I thought this would be a longer update. I don't think I have too much to share. Um, other than, you know, obviously we put in our procedures in place around uh cell phones and other personal communication devices. Um, you know, as you expect, kids grumbled a little bit first day of school when we were doing it, but they were all pretty compliant with following the rules. We haven't really had any issues. you know, um I don't think it's the kids' favorite things, but there are also some who recognize that they're more attentive in their classes and um you know, are interacting
026with their peers uh more so. Um obviously my high school or my offices at the high school. Um they rediscovered iPods, which was interesting. A couple of them came in with that to listen to music with, which is fine. They can listen to music. Uh we saw the return of an Xbox. I could hear them outside my office in the library when they were in study, you know, playing something. I don't know why I didn't poke my head in. Um, but the kids seem to be in good spirits about it overall. I know it's not everyone's favorite thing. Um, we did get a technical advisory about it, a draft technical advisory that I would imagine. I won't speak too much of it because it is still in draft form and I and in case things
027change in that technical advisory, I don't want to put us in a tough spot from that standpoint. Um, but it is um, supportive. I think the state the intent of the law is is you know to really limit kids ability to access their devices during the day and and really maybe not be in possession of them is how that technical advisory is read. Whether it stays that way, we'll see. Like I said, it's in a draft form. Um the state's receiving feedback from different districts on on how they're implementing the law and everything. We submitted our feedback on on what we did and everything. So, um we'll see where that that kind of takes us. But, you know, day what are we day six of the school year? Um, we're not having any issues with
028it. No one, you know, I think it's starting to slowly become the norm. So, um, I'm sure there'll be hiccups as we go along, but so far so good on that that that realm. I don't know if anyone has any questions on it. >> Okay. And I know we have a forum planned for our first meeting in October still. So, we look forward to that. >> Put that out in my community message, I think this past week or two weeks ago, and we'll continue to advertise it when as we get closer. So, >> okay, that sounds good. Any questions on the personal communication device update? No. Hearing none, we'll turn it over to Miss Darling for a business administration update. >> All right. Um, we are still chipping away at u making our purchases for
029the beginning of the year. So, um, things are pretty standard there. Um, with regard to actually transfers, um, I'm going to skip down, if you don't mind, to contracted services, um, we are requesting an approval, um, I know a couple meetings ago, we discussed the fact that we were going to contract again with citywide janitorial services. Um, because we are still down, um, about five and a half positions districtwide. Um, so we um I just detailed the cost that we're looking um to transfer from custodial salaries to contracted services for each of the three schools. Um the total is $150,300. Um and as we did last year, you know, if for any reason we're if we are able to hire, um we are able to um with with the contract that we have um not
030continue services at GMS, which would be uh would alleviate quite a bit of costs there if we were able to hire. And if that was the case, then we would of course transfer that those funds back. But we are looking for approval of the $150,300. >> Okay. Um any questions on contracted services? Again, this is for the custodial services for three schools given staff shortage. >> We were expecting this, right? >> We were I know we've have um we've mentioned this at a a couple of different board meetings at this point and uh so this will be a transfer from the staff lines to cover this contracted services. I'll make a motion to uh to transfer from is it salary and benefits >> from custodial salaries $150,300 to cover uh the contracted services for custodial
031and citywide. >> Second motion by myself, second by Mr. Shoemaker. Additional discussion. >> Anybody knows anybody that's looking for a position, please reach out to the district. >> Yes. >> Okay. All those in favor, please signify by saying I. I >> I opposed, abstained. That carries 40. >> Thank you. Um and then impact fees. I know we had touched upon this at the last meeting. I wanted to follow up that um we did draft a letter um that is with our attorney right now um just to um request the amount of elementary fees that are available to us um to see if we can use that money to offset the total amount that we're going to have to withdraw from the capital reserve fund. Um, with regard to the pre-construction services for the renovation um
032of DMS, um, I did want to clarify that um, today um, I did realize I did find out that the 20,481 that's listed um, on the um, balance sheet for our um, impact fees is actually not the accurate amount. We actually have $14,77 um,45 available. Um, so we are going to use that and I was I I did I reached out um to Karen White to get some clarification on that and apparently there were >> they still list in their spreadsheet um any um fees that had expired and there were some that expired in 2011 and 2013. So it wasn't anything recent. >> Um but there was $5,774 >> just in perpetuity. They list those >> um they just they list it on the sheet. Yeah, I guess. But um but it still comes out
033on the balance sheet as that 20,000 but it's not accurate and I've confirmed >> that money should have been refunded to the builder >> a long time ago. >> Yeah. Years ago, >> right? It's still on there. So um so I did clarify that. Um so we are um so I did change the letter um with the updated amount of that we're requesting the total of $14,77 um to be applied if we are able to. >> Like 6,000 that's going to expire in November. >> It's like 58 >> November. Yeah. >> Um >> so we do want to go ahead and use those. So um I am asking for approval for us to um send this letter once reviewed by our attorney to um the board of selectmen so that we can request the approval
034of the >> before doing that. Um I know we kind of the the budget committee asked the question. It was a really good question the other night and I don't really know what the next step is and it might be worthwhile in kind of this process to to start this conversation right on the impact funds for the schools is there a way to combine them >> not current well eventually >> eventually >> not currently I think next year they start being all the school one bucket as opposed to three buckets >> why is it next year and is that a board select man decision. >> I think it's a legislative session legislative decision. >> I vaguely recall this being discussed. It may have been a selectman meeting where I I think that Heidi do you
035may know this. This is different than most other districts, right? Most other districts are just one pot, aren't they? >> I don't know. >> We had this conver we had this conversation. I >> I think it's different for different districts because there's certain for example previous district because of who could attend the schools like Bo and Dumbartton could attend the high school. there were certain restrictions on what money went to that school versus the other schools, you know. So, I think every district, as we're learning through other things we're looking at, is unique upon itself and how it does stuff. >> We can probably find out. >> So, can we as a part of this process, can we reach out to Miss Kleiner, right, and just get some direction on what that is because I'd
036be really interested in pursuing next steps on combining these as we think about longer term, bigger scale projects. it would be helpful for us and for capital planning to have these combined. >> That's where we talked about it last week. We talked about exactly this is is trying to figure out a way to combine them all into the same pot of money. >> Was that the sentiment of the budget committee as well? >> It was. Yeah, it's actually it was actually a conversation with the budget committee. Yeah, >> I I'm I know that this conversation came up sometime in the last year. I just can't remember which meeting. >> We actually talked about it in the spirit of um hey, we know there's a parking lot coming up at LMS. Wouldn't it be great to
037to have some of this money set aside for that type of product if we could, right? If that because there's an expansion of services, right? I don't I don't know. >> Yeah, I feel like it came off as part of the capital improvement plan when we were having >> Yep. It's still on It's still on there, >> but there's a question about is the parking lot and expansion of service. >> That's it. Right. So, leg the legality of it, right, is to be determined, but yes, >> I don't remember exactly what Kim said, but >> there's another meeting coming up. build the egress and other things like that, you know, as a part of that project. I think there's >> because the parking lot's on the capital plan, >> we can use I think >>
038if it meets the other requirements. >> So anyway, um I think as a part of this process, it might be prudent of us to ask that question. >> Okay. >> Are you still have a motion for this? >> Um the other question is is I I I was surprised to see the amount as opposed to just the amount that's expiring. Are we really interested in draining the amount that's allocated for GMS? >> Um, that that's a good question. I mean, >> I I think it's the will of the not to be cliche, the will of the board here, right? Like we have that money expiring. It's 5,800. We're going to spend money on G like this is stuff for GMS. The project at GMS that we're circling is this renovation project, right? Do we just
039want to take that impact fee uh impact fees money all of it right now and just put it towards this project which we know we're doing. We don't have to. We can adjust this letter to that. All we're doing is offsetting money from a different account essentially right from the reserve fund. >> But we've already allocated the reserve fund. So we had talked about >> using the five or six grand for additional storage for GMS. That was an idea we bounced around, but we didn't know if that was going to get through because it's not explicit on the capital plan, >> you know? So, so the the money expiring, this made sense, right? Because this is something we're doing right now, like these this pre-construction >> for the money expiring. I agree, right? Because that's
040more of an immediate, hey, we have to do something with it. I get that. I just didn't like to drain the account. >> Yeah. >> The middle school parking lot is on the capital improvement plan. >> Yes. So >> that would be something that we could pull from the capital improvement expendable trust fund then too if we needed to. >> You could pull it from the other one. So >> we can't we can't pull it from this one. >> It's the building and maintenance. >> So this one that we're pulling from the up to 225 is explicitly for essentially new new andor renovations to existing facilities. And we don't think the parking lot that would qualify as a repair what like the work that we would do there. But just like we were just talking
041about though, if we're going to expand it to be ADA compliant, would that >> Here's the reason why >> because if we can take this money in lie of using money in the expendable trust fund if that could be used that just accesses more funds for the if we have to do something with the parking lot like >> I think we need to pose very specific questions either to Kim Kleiner or to Jay Manra who is the NRPC guy who knows the rules better. >> So looking at at the se at the two purposes. So for the capital improvement expendable one which is where the GMS pre-construction services are coming out the stated purpose is purpose of funding the study planning and cost of a new construction or renovation of existing facilities in the Lichfield
042school district as recommended by the capital planning committee. So the question obviously GMS fits into that right. Does the parking lot LMS is that a renovation of existing facilities? I >> I guess that's what we need to answer to it. The second part of that is applies though because it is recommended by the capital. >> Yeah. I mean, I guess the the the fact of the matter is we could always do another uh another vote on this for the rest of the funds that aren't expiring. >> You could we just have to send submit another letter to the board select them. >> Right. So my my view is I think we should just use the money that's expiring. >> Okay. >> Right. Because we have other ticketed items that could be used for that impact
043fee purpose. That's that's my view. How do what do you think? >> Yeah. I guess >> not feel strongly. >> When when does this when does the rest of it expire? >> Uh ju just November is the uh for this year. There's nothing else expiring. Um >> I think the other question um you know >> we saw a big increase >> over the past month in LMS and GMS for impact fees but we did not see that in GMS. Was there do we know why that is >> I'm not sure >> LMS and CHS we do not see it in GMS and the question is is why do we know >> I don't know what that calculation is what if that's allocated based on >> point being should we expect more money coming into that
044account right so is there really point to drain >> I can ask more about that as well >> Pearson sells and then condos at the horse farm sale more money will be coming in What's the amount that is um due to expire? >> $5,76816. >> 16 cents. Okay. I'm going to make a uh I don't I don't know that I need to make a motion. Do I? >> I think the motion you need to make an original motion >> to to send the letter. >> Send the letter. So, you can say a motion to send the letter for this amount. >> Okay. Well, I'll make a motion to send the letter to the board of selectmen um for the amount of $5,76816 representing the soontobe expiring impact fee funds from GMS uh for the purpose
045of um offsetting the cost for the GMS the GMS project. >> Second motion by myself, second by Mr. Shoemaker. Does everyone agree with that motion? >> I. >> Okay. All those in favor please say I >> I >> okay >> also an I >> opposed saying four. >> Um and then the last thing I just wanted to ask about was um for as we're preparing the budget for FY27 if the school board had any um requests that they would like included. >> Here we go. Right. That's a good question. I don't know that um we've put a lot of thought thought thought into it quite yet. At least I haven't. >> No, I I I'd be I want to take the time to go back and look through the list of items, what we didn't
046approve um back when we were looking at end of year funds just to see what our needs were. >> Golf cart >> then. Yeah, >> maybe besides the golf cart um what what our other needs are. Um, >> I think there's a couple of things looking back and this is your time to give us requests, but just in our head ideas that are different than the standard >> that there could be some benefit. We really want to look into this van idea, right? Because we think there's actually savings there like for, >> you know, transportation of the smaller teams like golf, right? >> Um, field trips, those type of things where we're not doing a big bus request for that. So, that's something we're seriously working on and looking at that those end of the
047year requests. I think the performing arts is um where we want to look at a couple of things. There's some um some areas that we just need some a little TLC. There's been some work done in there, but maybe some additional work. Um and then just continue to chip away at, you know, repairs as they need to happen and stuff. >> Was there an issue with the softball uniforms at the middle school? >> Uh there was issues with a set of uniforms last year. It may have been softball. I think we resolved it. That was basketball. >> Basketball. I do remember uniform issue. I do remember we resolved it. >> Wasn't there a go or something? >> We tried to put additional money into the budget. We ended up trimming it at some point, >>
048but we then I think we're able to maybe it was through fundraising in the spring. Something happened in the spring where we got in a decent >> There was a donation received too. private sent a check for the purpose of the >> but it's always an area of making sure that we're >> and Tony's trying to do a good job of getting everyone on a legit rotation with those uniforms and stuff. So, >> okay. Uh we're just talking about the upcoming budget process for the school and if there's any top of- mind items to consider from board perspective as they start that process. >> I got nothing. I think I'm with Heidi. I think I'd like to go back and look at the list. >> Yep. >> All right. So, give us a couple of
049weeks to kind of get into that. Um, I'm actually just poking through my email and I It's going to take me a second to find it. I know earlier in the year, Mayish time frame, the budget committee puts together their annual schedule for reviews. Within that schedule, they um they request the school budget by a certain date. Typically, that's in the late October time frame. Yeah, >> I don't have that date in front of me at the moment, but it's generally that time period. >> Um, I'm sure they would be appreciative of sticking to that date. Uh, if we can, >> I'm fairly certain it's Lily's birthday cuz when I uh saw the date, I was like, I know that date. >> Is it October 28th? >> It's October 29th. >> Okay, that's the date
050that's sticking in my head. So, >> so maybe I'm off by a day, but it's it's at least around her birthday. I know. >> Okay. All right. So yeah, I mean I know as we work towards that process, that should be kind of the goal that that we're working towards in terms of again a draft draft draft version. Yes. >> As we start that process. >> Okay. >> That's all I have. >> Um I'm going to ask the dreaded question. >> The dreaded question. >> Solar. >> I was actually gonna ask about that, too. So I'm glad you're asking because I saw it in >> a PPA payment that was lower than normal. Is that because >> I saw payments and I'm also curious on where we are with Kay. >> So, the last I
051heard from her, she um two weeks ago now, I believe. Yes, it was just prior to the last meeting. Um there was really not much of an update except that she still does not have any finalized um time frames because she's waiting on other people getting back to her with regard to >> I look I feel like we're forgotten at this point >> and I I think it is it's time for us to have a meeting and really >> so can we arrange that? Can we arrange a meeting? Right. And >> does it make sense to bring legal to that meeting? >> I think it does. >> Yeah. >> Right. Um, I just feel like at this point we're an afterthought and it's time to it's time to escalate and it's time to like >>
052we've already escalated I know two years ago. >> Um, but man, we got to finish this up. >> Absolutely. Okay. >> Any questions? >> I'd let her know that legal's coming too. >> Absolutely. I guess my my question was more of a general how is it going? Are we seeing the benefit that we expected? And I think that that's something that we also need to get more clarity from K on. she basically indicated that there was not going to be a change um in what we're paying through the PPA and um and with the PPA in place um at this point, which I was very surprised to hear because I thought that that was what was supposed to happen once we flip the switch. Um and we're clearly not seeing that in our bills. Um
053but there's not the >> No, I wouldn't I I guess I agree with that statement, right? I agree. Well, I agree with case statement, right? Because if we're in a fixed price contract, right, we should be paying the $97ish,000 per that contract. And the idea behind that is that fixed price is lower and it is. We already know this. It's it's significantly lower than the otherwise cost we would be paying for normal electricity for LMS, right? That that's proven itself out already. The question is more so now that the the array is live, how much energy is it actually producing compared to a standard Eversource bill. >> I think those would be good numbers to have for budgeting purposes and for the budget committee. >> Okay. >> Um and for the town honestly, but as
054we go into budget season to be able to answer those questions, I think would be helpful. >> All right. Absolutely. Thank you. >> Sure. [Music] Okay. Anything else from a uh financial standpoint this evening? >> The audit um is we haven't um received anything back yet. actually just reached out to the auditors today um because there's an engagement letter that they are going to follow up with um that I would bring for you guys to sign as well um until we receive the the full um the audit back um but there I have I don't have anything for >> so last meeting right we hadn't submitted yet right we were on an extension >> for no we don't have an oh the extension was for the DOE25 okay um yeah there was no extension for
055the audit so yeah they came and they completed what they completed um back in July. Um and then we will receive as they prepare the rest of the reports. Um we'll receive that probably closer to November, I would think. Um >> Okay. Thank you very much for the update and we'll turn it over to Dr. Taylor for curriculum. >> All right. Um been very busy um in curriculum land, grant land. Um so um in mid August we received a um an email from the state um saying that they had some additional um funds for title one schools that were designated as ATSI schools. ATSI means additional targeted support. Um and we are we Griffin has been an ATSI school since 2018. Um because of this subgroup of the um students with disabilities population in grades
056three and four not meeting the growth and achievement cut scores on the New Hampshire SAS. Um this is a very like when you get an ATSI designation um it's you're like oh and then COVID hit um you are still responsible for an implementation of like an improvement plan but it's all local control like you decide how you're going to do it. COVID hit and you know and then Dan was hired and he was working on it and then Sarah and I started last year and we saw that this designation was happening so we were like oh okay let's look at so we had already put in like where we did a master schedule for the elementary school this year every um grade level has a win block and then they're doing SAS modulars every quarter
057and then the interim assessment to get acclimated and to also look at where students are at before the assessment within proficiency towards the standards. So, the state is offering this grant that is a literacy grant to provide more evidence-based screeners in literacy. Um, I know the the screener they are using, it's Aadian, which is Dibble's Next. It's a very good screener and it's a good opportunity for us to implement using state funds. So we talking consulting with Sarah and Dan and then I talked with Brian we decided we're going to go in for this grant. So, we go in for the grant and then they have the implementation meeting afterwards and the timeline I was I've been working on this for several weeks now and finally at 11:00 today I got everything approved and done
058and it's great and um it ended up in order to do this the way we really want to do it which is well and right we I used title 2 funds and title four funds to get more stuff for implementation so we can get all teachers training in datadriven instruction. So it's not just here's this thing. It's here's how we look at data and all that kind of stuff. So um went more robust and in depth to make it more effective. Um, so I was very excited at 11:00 today to see that we got approval in all of the activities for all of the grants. Um, which was great. Um, so we're hoping that by putting all this effort in, we will be able to come off of that designation cuz you get every 3
059years you they go through identifying each of the designations. So if we are still in this designation for next year, then we become CSI. So we're putting all of our efforts into it. But I looked it up today. Six. Just so you know, 67 schools in this state are designated ATSI and only four of them don't have the subgroup of students with disabilities cuz obviously there's a reason that they're not meeting achievement cut scores and we're doing everything we can for that population and we're making it even better. But 67 schools have this designation and only four don't have that subgroup on it. So that's the reason for that. But >> Sarah, can you just talk a little bit Dr. Hill talk a little bit about the actual raw number of kids we're looking at
060here? >> Yes. So, okay. So, we have one elementary school and we have a c we have a very small number of third graders and fourth graders that take this assessment. And of that group, they're looking at the special ed population. That is a very, very small subgroup. And we've had many meetings with the state trying to figure out the waiting and how they figure this out because for districts like ours, it's nearly impossible to get off of the ATSI because if one student in that subgroup opts out, which every family has the right to do, we fall below the 95% threshold for participation, which then every student thereafter counts as a zero in achievement data and that is not accurate data, right? Like if you are counting somebody that didn't take the assessment as
061getting a zero, you're pulling our numbers way down. >> It's bad math. It's kind of like power. >> But then they're just giving you this, >> right? >> But then they're just giving you this designation and saying go self-regulate on how you're going to fix it. Right. >> Correct. So then but then >> it's challenging. >> It is very challenging and but we have put in for this year some really good >> like best practice things like now we have every grade level every se the subject. So if you're in second grade and teaching math every teacher is teaching math at that same time. So we are making more efficient use of our human resources cuz we can flood the grade level during that time to provide support for math and then also have teachers
062doing like some tier 2 within that block plus having wind blocks in every single grade level which they didn't have before. So this is actually all it all ties in really nicely. And the reason I was so excited about this one is that everybody can get this training on datadriven instruction using data in your instruction and grouping kids and that's going to help when we're looking at win time like okay here's my data how do I group my kids so that they're getting the instruction they need and filling the gaps the best that we can. So, um, it was a lot, but I think it's going to be worth it in the long run to do. So, um, I'm excited to see what we can do now that I can start actually getting the the
063stuff rolling. >> Is there a dollar value associated with the grant? >> Yes. So, the state gave us $10,000 for this ATSI grant. it cost to do it right. It's It was about It was just under 23, but we had the grant funds to cover it. >> So, it cost the district nothing. Um it's just using our grant funds effectively, which is always what I strive to do. >> What What does CSI mean? Sorry. >> CSI. That's not what I know CSI to mean. Yeah. >> Yeah. CSI is not Yeah. Now I forget what it actually >> it's something that we're at risk of becoming if we stay ATSI for one more year is that >> if we do not come off of it this year it's comprehensive support and improvement they've changed it from
064ciney denying so I made sure I had it pulled up so I could tell you so um that is so if we don't come off within six years you're automatically designated as a CSS >> like if you're damned if you do damned if you don't correct >> correct So, >> what does it actually mean though? Like, >> yep. And that's what we and that's what we've been talking about and like this year we are putting in everything we've got and we have so many great things happening at Griffin. It's incredible to see the work that the teachers are doing with these kids and that's the celebration. That's what we focus on and we continue. Obviously, there's improvements anywhere, right, with whatever we do, but um when we're looking at a designation like this, a CSI
065means that the state will come in and kind of take more control. But that's where if that does happen, I'll be happy to have really great conversations with what else would you like us to do because um we've got a very very small subgroup of these this designation. >> This is a process issue. >> Yeah. Absolutely. >> Part of the calculation I think for because this is going it's a lot of work. It's a lot of work for the Sarah. It's going to be some good work for elementary staff and everything like that. is like this is being recommended by the state as for exact that purposes. We're doing everything you want us to do. Like in the event we would become a CSI school, they would come and be like, well, have you done
066dibbles yet? Yep. We did the grant last year and we're still here. You know, like what do you want us to do next? So like >> here's everything. >> Here's all the evidence. We did exactly what you said, but we're dealing with a population of kids that >> it's really hard because of that, you know, threshold. We're dealing with just the mathematics statistics. Is there any point in trying to have that I don't want to say the math changed but have them recognize that the opt outs >> Oh, we try. We do. I go to the data and accountability um meeting every year. Um it's coming up in October and I'm constantly talking with the state about multiple things um on the SAS. One of them was the writing assessment and how it's not really
067a writing assessment, it's a reading assessment and a lit analysis. Because if you get anformational text prompt, you have to read three different text sources and then write about it. If you get a personal narrative, you get to write about what it means if like to be a leader in something that you did in your life. I I would say though that Commissioner Davis this is has like an interest in assessment and assessment data, right? >> So I I I don't know her personally. I don't want to speak for her by any stretch of the imagination, but considering her background, you know, this might be something that um she's receptive to hearing feedback about where you know that because we want the data to be helpful to schools, right? And this data is not helpful
068to us like and not just us like Sarah mentioned there are lots of school districts many of them >> smaller schools right that are in similar challenges when it comes to these cohort uh totals maybe we can adjust the data so more effectively measuring like our growth like you look at our proficiency rates in the elementary school and literacy and they're well above state average right so like I don't think it's a school problem like I think we're struggling with a very small population kids and part of that calculus is the opt challenge of it. >> And when you look at like when I was looking at the list and you see 67, so 63 of the 67 schools that are designated with ATSI status has that subgroup on there. And again, like I said
069at the beginning, there's a reason for that and they should be looking at that because it's kind of an unfair >> for both students and for schools. um because there's >> lots of um factors there. >> Okay. >> Yeah. >> So there could be a receptive year in the commissioner's office. We'll see. All right. Well, thank you for all your hard work. >> Yeah, absolutely. Um again, speaking of hard work, Ed 306's. Um, so, um, in July, Val and I went to an ED306 work session, which was really great because it just kind of gave the two of us time to just sit and look at cuz as Brian's been bringing all these policies, um, the grad requirements are changing and the the freshman class of this year is grandfathered in to the current grad
070requirement table. Um, but then next year's freshman class has the new requirements. So, we have this year to kind of look at where we're at. And um, during that session, Val and I sat and used their the auditing tool that the NHSA NHSA now I can't even say it today. Um, group created and we it's a whole matrix. So looking at that matrix, we are in really good shape. Um the only new course that we're going to have to create this year is New Hampshire history. Um which the social studies department is already on. Um we're looking at the digital literacy requirements. Um, it's very tricky because the language has changed to instead of it being usually you're used to having a credit equaling seat time. It's no longer seat time, it's more looking trying
071to look more at proficiency in skills. And um lots of different districts um have been talking together. where we talk at South Central on how people are implementing this stuff. So I'll give you an example. There's going to be a half credit of logic and rhetoric that is required. So that doesn't mean that we need to make a half a semester a semester course in logic and rhetoric. It means that we can embed logic and rhetoric competencies in different areas and say in a pathway as long as you have taken XYZ you meet that half credit requirement. Um, so that's the kind of stuff that we are looking at and mapping out and um, we're talking closely with area schools because let's say a student from Hudson and Alurn transfers into Lichfield. Well, what's your
072logic and reic requirement versus ours? So it gets a little bit tricky, but we're trying to stay like a aligned a little bit in that, but we have this year to kind of map out where we are. So we're actually after that session, Val and I kind of went, we're in a lot better shape than we thought we were, which was really great. So um we're hard at work on that. And then I still have um I'm doing work with the elementary and middle because some math and literacy requirements changed as well. So we're looking at those and making sure that we're going to be everything is aokay meeting this the requirements by 2026. >> Fantastic. >> Yeah. >> Okay. Any questions? No. >> Thank you for the update. All right. You're welcome. >> Appreciate
073again all your hard work there. >> Yeah, absolutely. >> All right. Uh, shifting gears into public minutes from August 20th. Has everyone had an opportunity to review the minutes? >> Yeah, I'll make a motion to approve them. >> Motion by Mr. Shoemaker. >> Second by Miss Ames. Additional discussion. >> All those in favor, please say I. >> I. >> Opposed? 40. >> And here we go. Policies. >> I love policies. >> We have nothing for a first read tonight. We're going into second read. >> Gave you a break. Um, a general thing just before we get into each individually, you asked to take out the middle school credit one. So, that one is removed from this list. Um, just wanted to make that note as we go through. So, if you don't see that one
074from last time, that's what and we talked about a couple of small tweaks like task meeting. Those were updated in here. Um, so, however you want to tackle them. Um, so I know these are secondary policies. We did talk uh about these at our August 20th meeting. Um do you does the board want to go through these one by one? >> No, >> we haven't heard any. >> Can I get a heck no? >> I don't think there's been any public comment or any concern raised by anyone. So, I think, you know, I'm comfortable moving forward with these being approved as a second read. I'm happy to make the motion. >> Okay, go for it. >> I'm going to do all of them just to be clear. Are you okay with that, Mr. President? Okay.
075I would like to make a motion to approve policing policies for a second read. uh which is policy IHB, IHB I J, I K, I KF, IHB, I M A H I M B A J I C J L C K I H C A I K B J L I A. >> Okay, we have a motion. That covers them all. Is there a second? I'll second it. >> Second by Mr. Plansky. Additional discussion. >> Do you want to repeat the motion? >> No. Thank you. >> All those in favor, please say I. >> I. >> Opposed? 40. >> Thank you again for all the hard work there as well. I know it's a lot to get through these policies. >> I've been there, right? >> Yeah, it's fine. >> I do enjoy it. I
076do want to make a motion if the board is comfortable now that we have these policies in place to resend policy IKFA and policy IMDbc as the requirements of those policies are now um encompassed as part of the policies we just approved. >> Perfect motion >> Second by Mr. Plansky. All those in favor please say >> I. I. >> I. >> That carries 4. >> And you get a break from policy for a week. All right, moving right along. Uh, we're into GMS and the Heramman presentation timelines. >> Yes. So, the first link here is just the entire presentation that they gave um to kind of the team that met with them uh last Thursday. It was a good meeting uh a little over two hours. It was great. Um they answered a lot of
077questions. People had questions, but mainly was to go over the process. And the what I want to pull out from their big presentation is that second length of timeline uh that kind of maps out getting to uh us to a March vote. Um so we are we had a kickoff meeting on the 28th um earlier today. I have not talked to Dan so I don't know how the the meeting went because we were in a different meeting but um Haramman came in to meet with the GMS uh staff today um to go over the project with them and see where they're at with everything and and their ideas and thoughts and everything kind of going. They'll follow up with with uh with other staff personnel too throughout the district um over the next week or
078two. Um and then kind of get going in in all of it there. We've been sending them information um from the district office, previous reports, hence the blueprints I was trying to dig out um yesterday or today, whenever that was, and almost killed myself falling off a chair. Um and other things that we're kind of sending along to them to kind of get this this in motion. Um I know there's a question from the correspondents about the bi-weekly meetings. So those bi-weekly meetings are with the district team. Um there are separate FIC meetings. Those are part of the FIC schedule in the calendar. Um but when you see on this timeline the Thursday bi-weekly meetings that's with the district team which is myself and Julie and we've asked board participation. So you know up to
079two board members and we've asked for FIC participation and we had I think three FIC members there the other day. Uh but those are not those are our meetings, the district's meeting with Heramman. Um just to clarify that the FIC meetings will be following the normal FIC um procedures where you know we post them and there's an agenda and we can record them and they're on TV. Those will be about once a month um when we do those with Herman and stuff. So and then the board um when you want to meet with them whenever you want, you know, we can make that request and then come meet with the board as well. Um, Herman would like to do a kind of public forum to introduce themselves and to talk to the community. Um, there's
080we're looking at dates. Uh, the date I want to throw out there is October 7th. Um, it is a Tuesday. Um, as a potential date that seemed to work with our school calendars when we looked at um, activities going on throughout the district and and different meetings and looking at the town schedule. Um, so we're kind of circling that date that works for Herman as well. Um that would be again for them to to to talk to the community face to face and kind of go over who they are and and talk about the process from their point of view and everything. Um and then we're just kind of off and running. We'll give updates. This will probably be a recurring agenda item. Um obviously every meeting and old business is an update on where
081we're at with the whole process. >> Um questions? I don't I know I have a few, but I'll open it up to the board first. >> Go ahead. Uh, I look at this and I see two months of analysis and and and just reviews, which >> I get it. They're they're a new firm that we're engaging with, but we've done a lot of this work. Y, >> right? And I also just heard October 7th for a community forum and that type of thing. We've had these forums before. They've been very low turnout. Right. So, just setting that stage, right? So, is there value in doing that? I'm just throwing that out there. Like I mean the community in my mind the community already knows this, right? The community knows this is coming. >> I think
082the the value is they're they're not just going to tackle it on just the um forum like they're going to they're talking about a multi-tered approach of getting information out. I think the important piece of it is they we want to get information out as early as possible so people don't feel like in March we just like dreamt something up two weeks earlier. >> I get it. A community forum though with nobody showing up is not the way to do it. >> I don't know what the answer is. >> It's just one it's just one. I mean there's they have multiple other ways of doing that but this is the one that they need to plan for logistics. The rest of it is you know smaller scale in terms of ability to plan it. So
083>> I think with the public forum if it's a dud it's a dud. You know like we did it. We said we did it. It's new. I understand for all of you it's not new. It is new for us. you know, like I wouldn't mind trying it out and sitting through it, see how it goes. And if it's very low stake or not low stakes, but low participation, then it's low participation, they know that, you know, they know that's not an avenue maybe to present information and then we'll know that as well. But, um, you know, what I'm hoping is we've provided we provided them a lot of information on all the work that's been done. >> Uh, we went through, you know, the FIC folder and shared very specific tons of documents with them.
084So, I don't know if there's a ton of new information they're pulling out from any of this that's not already included. And even in their presentations to us, they're quoting back to us the surveys we've done. They've quoting back to us the the on-site insight report, their their own report that they did way way back like 20 years ago, you know, like. So, um they I think have a good handle on information, but I think with the public forum, they also want to to just show who they are, you know? Um I think that's part of what they're trying to achieve with it. So >> I get it's going to be we can have it >> we can arrange for it to be recorded hopefully, right? And so that that is a good thing and
085that can get >> posted in public and that that >> they're going to help us uh with a website as well like a website that's dedicated to the to the project. We were really, it was really tough to facilitate like an easy access to the information that was there, just really hard to navigate. And there is a person on their team who is really heavily focused on sharing information and making sure that we're like answering what the if the community is expressing, you know, questions or concerns, like making sure we're addressing specifically those things. Um, so that will be another really good thing too is like if we record something like that, we'll be able to have it be very easily accessible on a project website. >> So is this person a point of contact
086for community members with questions? >> Uh, >> is that kind of how that works or >> No, not not exactly. They would be we we would still have to be the point of contact for that. But >> um she'll help us produce like she'll help us produce the >> you know we talked about like postcards or stuff like that like in the past like >> she'll help social media post >> social media post but whatever she said she they'll help us you know create stuff and she she understands how to distill the information down to make it effective for people. So I think that was a really interesting um aspect of their team and she also I was watching her she takes extensive notes on what we're talking about. So I think she's also like
087that's part of her function of the team. They don't miss a thing that we're saying which is really encouraging. It's a pretty it's a pretty you know aggressive timeline. It does require a lot of um upfront work but they really they know their process inside and out it seems. So >> yeah, and the the other thing that I don't see here at least in the timeline that we do need to consider is the bond process. >> So where does that fit? >> We're going to have to add that to this. So this is just their timeline, right? The bond comes from us, >> but the bond directly impacts warrant and directly impacts budget committee decisioning, >> right? >> Which goes into this, >> right? So, we've we've I all along have been saying that we
088can we can try to tackle this timeline at the end of the day. Yeah. >> If we don't hit it and they're they're well aware, too. They said if it if it's not feeling like we're hitting the timeline right, we're not going to force something >> to to materialize for March. You know, we're going to do our best to hit this timeline. But so, I I feel good about that. Like, we know that that's a part that we have to tackle. So, >> well, and I think that's a part of the meetings with these bi-weekly meetings with Haramman is to lace in our timeline, our process to what they see as well because this is just their information that they distilled out. But I think what will be important that be the next thing we
089get to one step at a time. So, we got to get our construction manager in place, right? Because that's going to help us determine that that GMP, right? that maximum price point because that's what we need to bring to the bond agency so we can set up the bond for everything. So I I think it's just one step at a time. We got to we got to stick to this stuff and be good about checking the stuff off every single week as we kind of go through because of the tight timing of it because I think we got to go to get that bond stuff in that December month like we talked about when was it in May when we first outlined like a very very rough timeline for ourselves for all of this. Just
090thinking out loud calendar-wise, and I don't know if it makes sense or not, but there is, from what I recall, an open house at GMS on September 16th and 18th. Does it make sense to try to capitalize on parents that are out anyway or GMS? I mean, I want the whole community there. I don't just want GMS families, but rather than having to line up two babysitters or >> That's a great idea. They specifically asked for any community events that we have going on including that specifically that type of >> I'm just wondering instead of October 7th if it can be bumped up to say stay after and talk to us we'll be here in the gym doing >> yeah we can pitch it to them and see if they express an interest in attending
091events right so maybe if it's not a formal full public forum but them available to answer questions and give feedback that might be something we can suggest >> they want that not only do they want the school events they want the town events right so just even the Winterfest or anything that happens that's sponsored that's over at Sawmill, right? Is they want to be there with that and help us with that just as even as you know we've already we're past the bond date, right? Or the warrant date. We're now into just before the the elections or the elections warrant article voting votings. Yeah, those it's been a long day. How much time do we need to get the bond resolved? >> Well, that's it. I mean, we're going to have to eval We're going
092to have to go to the a bond bank, >> right? And then select uh a viable rep, right? >> We had bond counsel last >> bond council, right? I mean, it's >> it's going to take some time. >> Yeah. We don't know who else is going for bond. I'm assuming >> I would think six weeks plus meetings, right, for the board to decide on this. I would say it's going to take us two or three meetings probably to work through that cycle. >> And then when does the when does a warrant article have to be ready to be put on the ballot? How much? >> Well, so the budget committee is going to want to start to review warrant articles in the mid Dece I think it's on their timeline, but I think it's the
093mid December time frameish. >> Yeah, it's around that. >> Right. And then I think they vote on those warrant articles. If not in December, then it's early very early. >> It's in January. That's when we voted last year. >> Again, I don't have their calendar in front of me. >> Yeah. >> It's going to be tight. >> Yeah. I mean, if you look, they >> Yeah. And if we're not if it's not there, it's not there, you know. But >> Yeah. I think I mean the they're great questions, but I think we just have to kind of start the process. I mean, it's good to pay attention to that. We know that we have to do that. But >> if you look at their timeline, their timeline is taking us through December 17th. >> Yeah,
094I think once we start seeing the scope of their options or you know, look at the options, we can start figuring out that price point so we can get going on the bonds. Like that's critical, right? Like and if they're coming to us with options and they don't feel good about it or our CM doesn't feel good about it, like that's going to change the conversation quite a bit, right? Like we'll see. Or someone can just win Powerball tonight and school. That would be great. >> Well, I've said it before. If I win all of it by myself and you and you develop a 501c3 that I can hide some money in, I pay. Yeah, it looks like Yeah, I'm looking at I think it's a draft version, but the warrant article voting was January
0958th. >> Yeah. Okay. >> And it was October 29th >> last year or this year? >> This year. >> It's big day. >> I turned nine once. >> You know, the good thing though is we're not starting with nine options, right? like we don't have to go through community forums to like talk about like how everyone feels about, you know, all those things. Like they're working off of a lot of established work already. So >> yeah, >> we stand a chance. >> Well, I hope it's more than a chance. >> Me, too. >> Right. I I just like I I don't want to see a lot of fluff in this, right? We don't have time for that. It needs to be outcome driven. Yeah. >> Yeah. >> Okay. Speaking of outcomes, uh we'd like to
096get going on the con. Do you have any preference on these construct? These are three examples. You don't have to necessarily pick one, but if there's one that jumps out to you, like we really like that format. They're all they're all different. So, >> all the um >> we can work with getting >> the third one is really long. >> Yeah. >> Right. But I think it had a couple of good things in there with regard to if any savings that goes back to the town and all that sort of stuff. >> Yep. >> Um I thought the first one was sort of the most easily understood and most direct. >> Yeah. >> Yep. I I would defer to whichever one is >> manageable for the administration. >> Okay. >> And we'll get going on
097that and get that out. Okay. >> Yeah. I mean at the end of the day it's going to be the same few companies that >> there's like three or four. Yep. >> And they've all worked with Paramin before. So, >> so we'll be in good. >> Okay. We got a staff meeting today. >> Yeah. Like I said, I didn't I was hoping to touch base with Dan, but just uh we were in another meeting that um took up all our time, so I haven't talked to him yet. So, fingers crossed it went well, but I was hoping to have something to report out. And Dan's not here. So, I don't know if that's a good or bad sign about how to staff me. >> That's how he broke his ankle. >> Yeah, exactly. Now, his
098other one's broken. Um, so I don't have much to to talk about about that, but other than they had a staffing boat today with Herman, that was the whole focus of it. So hopefully it went well. Okay, we'll shift into the manifest. So, uh, the September 3rd, 2025 manifest, the board had uh, that's today. The board has a payroll of $364,228.84. We have 403b and NHR for $154,73721. We and we have two accounts payable. One for $47,8182 and another accounts payable for $88,5392. [Music] Uh and with that, we're right into our second community input this evening. Moving right along. Still seeing nobody here for community members. We'll close our second community input and go into schoolboard comments. >> Nothing. >> We got nothing tonight. Okay. So, we'll close school board comments and the board does
099have some actions this evening in non-public session under RSA 91A 3 A, B, and C. Uh, with that, I'll entertain a motion to go into nonpublic. Please move. >> Have a motion by Mr. Shoemaker. Second by Mr. Plansky. Roll call vote. Mr. Plansky. Hi. >> Mr. Shoemaker. I am an I. Miss SS. Hi. >> Mr. Det. >> I. >> That carries 5-0. Thank you very much everyone. We are now in number.