001Mhm. >> Welcome to the meeting of the Londonderry School Board to be held on Tuesday, May 5th, 2026 at 7:00 p.m. in the library at Londonderry High School, 295 Mammoth Road, Londonderry, New Hampshire. The meeting will also be broadcast on local cable access channel 8 as well as the district YouTube channel. Could we rise for the pledge of allegiance, please? I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. We'll jump right into the consent agenda. We have one retirement in Giovanni. Is there a bit of sadness that we announce the retirement of our long-time instructional assistant, Ann Marie Givoni, after many years of service in the Lunenburg School District. Ms. Givoni
002first started work here at Lunenburg at South School 27 years ago. She spent the last 15 years at Moose Hill as an instructional assistant. Instructional assistant does not seem an adequate title for someone who has been such an integral part of our K team for 15 years. She has consistently gone above and beyond to give children the care and support they need to grow. We have all relied on her expertise to help our kindergarten children learn to be kind and smart humans. We wish her the best in her retirement. It's bittersweet for us as we will miss Ms. Givoni very much. We are happy for her as she starts her next chapter. We're glad she will have many more much more time to travel, relax up up north, and spend time with her family, especially
003her little grandson. Thank you, Tim. Um some upcoming meetings, May 19th, 2026, will be a regular school board meeting >> [clears throat] >> right here in the library at 7:00 p.m. and on May 28th, 2026, will be adult ed graduation over in the high school gym at 6:00 p.m. Uh could I get a motion to approve the consent agenda, please? So moved. Motion by Amanda. Second. Second by Tim. All those in favor? I. I. [clears throat] 4-0. Thank you. Moving on to committee reports. Our student representatives, hey Lexi. How are you? Good. How are you? >> Good. Thanks for coming. >> So, um the week before break, we had spirit week. I saw personally more participation than normal, which is great. We tried we got some new ideas um approved so that we could do
004different things. We're not repeating the the thing. That went really well. We also had the Pepper Rally that Friday. Uh there was a lot of kids there, a lot of participation. That was like really upbeat and fun. And then lastly, student council is planning our trip to the State House. That's upcoming in the 29th, I believe. And that'll be a lot of fun as well. Awesome. Thank you. Glad to hear spirits are up and that. Keep it up. Great work. Thanks, Lexi. Uh moving on to school board liaisons. Amanda, anything? Yes, I have a couple updates from Moose Hill. Um Moose Hill PTA raffle tickets uh for the police car ride-along ride-along will be on sale through tomorrow. Um the last PTA meeting of the school year will be tomorrow at 6:00 p.m. Um that
005meeting is in person, but also virtual. And um it's an important meeting to attend because they are voting for their board members for next year. Um and then for Elite Preschool families with the transition of kindergarten into the Elite Elementary Schools, um looking for uh PTA vice president and treasurer. So if anyone has kids that are preschoolers or in pre-K, um please consider volunteering. And lastly, the um Moose Hill PTA Touch-a-Truck um is Saturday, May 16th from 10:00 a.m. to 2:00 p.m. in the Moose Hill parking lot. And they're hoping for a $10 donation per family. Great. Thank you, Amanda. Tim? Yeah, so I have an update from Matthew Thornton. Uh they finished off the Boosterthon right before break, and they ended it Their goal was $50,000 that they were raising, and they ended up
006topping $55,000. Uh they had tons of support from police, um district office, um and very large amount of parent volunteers and students as well. Um so that's going to support five new tables on the playground. As of today, all the new fans are already being installed in the classrooms, too, for the chill zones. So, that was a huge success for them. They are already in the midst of staff appreciation week over there, which has a '90s theme that they're all enjoying. And then lastly, they have the fifth grade dance coming up on Thursday, May 21st, which has a theme of let's glow crazy. And it's at 6:30 in the Matthew Thornton gym. Thank you, Tim. Kevin. Dore School is also in the midst of their staff appreciation week with a whole lot of daily treats
007going out to the teachers and small events to say thank you. And then the book fair and ice cream social are in the works coming up in the next couple weeks. Thank you, Kevin. I've got a couple different things. I A little update, district office project is looking to break ground early June. Stay tuned for that date. The parking lot work, as people who have visited Town Hall has been cleared for about a month or so, and we are waiting on word of one permit, which should be any day, which that could possibly start within the next week or two and put the new parking lot in, which won't be available for parking until the district office is done, but that'll be the staging area for the project and the materials. And with that parking
008lot's going to come a paved area through the path through Laffa to the parking lot. So, hopefully eventually we can have all the students using that path year round and not have to use the crosswalk down by the fire department to keep off Sargent Road, so that way traffic is diverted to a a signalized intersection to be safer where we've had a couple incidents. So, stay tuned for that. That's that's a big plus for for us and the students parking up at Laffa. Um couple things I was talking to the athletic director on a few things a week ago and made me aware that um Londonderry um school district was awarded the winter NHIAA sportsmanship award. Uh and led all three divisions with the highest score. That's pretty phenomenal and exciting and great to hear
009about our students and staff trying to um bring that type of atmosphere to games here and away. And I'm hoping to win more and more of these awards and and and to to show the respect to other teams and and towns as when they visit here as well as when we visit them. So, great job by the athletic department and and I know um Howard and Kate are a big part of that trying to make sure Jimmy wanted to make sure he threw it out and then Katie and Bob Callahan and um and Sean have been very instrumental filling in voids at at events and being around and seen and active active with the students. So, thanks to all our assistant principals too for putting in the extra time and and that. So, it's just
010it takes a village of people to do things and to work with our students and I I couldn't ask for anything better than to receive a award like that for the district. So, great job to all that that were part of that. And then um the football pro team was were given a personal invite. Coach Ryan Day was here on the 23rd of April 24th of April um and was invited up to Manchester to the to Palace Theater and he gave a uh uh speech on um empowerment and motivation and health and awareness with sports players and that and then after the event he actually spent some time, a few minutes with our football team that were able to attend and coaches and talked with them one-on-one. So, um these are the types of events
011that we can do with all our students. Um it's uh it it really shows what we're trying to do with our students here in Londonderry. So, hope for more of these type events with all our sports and and students here in the schools. So, that's all I got for updates and that. So, anyone got anything else? Yeah, I was I was going to shout out first of all our robotics team was very busy last week on vacation competing at worlds in Texas. They ended up finishing 26 of 75 teams in the quarterfinals in their division, which means they're in the top 5% of the world in terms of of the caliber of what they're doing. So, their advisor Brenda McCloud runs a great program with them. And then last week I had the the pleasure
012of getting to travel alongside the music department. They had three performances. The band marched around the castle at Magic Kingdom. And then the orchestra and choir performed in Disney Springs. And just what a top-notch program is run through that with Devon Di Bernardo, Danielle Achavo, Serge Boulienne, Greg McKenzie. They really had everything down to a science. The the fun is amazing. They could play at anything for anybody. And then two big shout-outs for the nurses Erin Mosling and Laura Zuby. Just they had to be on all the time. There was a lot of sun, a lot of headaches, a lot of sore feet, um, uh, and, you know, even homesickness making the kids, um, feel sad. So, they they did everything. So, it was a a wonderful experience to see these kids, uh, doing what
013they love and having so many adults support them. That's awesome. Congratulations to the robotic team as well. So, that's great news. Um, moving on, uh, we're going to open our public hearing. I'll ask for a motion to open the public hearing regarding the Jacob Narr Scholarship Trust Fund, please. So moved. Motion by Amanda. Second. Second by Kevin. Uh, roll call vote from my left to right, please. Aye, Kevin Gray. Aye, Tim Porter. Aye, Bob Slater. Aye, Amanda Butcher. Public hearing is open. Okay. So, we tragically lost Jake Narr, um, several years ago. He was killed in a tragic car accident in town, um, and the community rallied to establish, um, a scholarship fund that we have in an expendable trust. And every year, they fundraise, do wonderful things, and then award these scholarships in memory
014of Jake, uh, for people that embodied, um, who he was and his legacy. So, this year, um, they're asking for seven scholarships in the amount of $2,222 each. Two was his number, so they like to do things in multiple of two. Uh, so, we were looking for a total withdrawal from the account of $15,554. Great. Thank you, Remedy. Yep. Any questions? And any questions from the public? Seeing none, bring it back to the board. I'll look for a motion to approve, um, the expenditure of $15,554 for the Jake Narr Scholarship Expendable Trust Fund, please. So Motion by Amanda. Second. Second by Tim. All those in favor? I. I. 4-0. Thank you. And I'll look for a motion to close the public hearing please. So moved. Motion by Amanda. Second. Second by Kevin. All those in
015favor? I. I. 4-0. Thank you Amy. Thank you. Great. That's done. Jump into announcements and presentations. 7.1. Uh the LMS program of studies 2026-2027. William and Megan. Oh, you want to do CC? Sure, we can do that. We're going to jump to 7.2 and bounce back to 7.1. Okay. We're going to follow up with all these accolades we're talking about tonight. Nice. Our trip to DC. So many good things going on in the district this year so. Um so let me just start off uh quickly Uh thank you for us evening giving [clears throat] us a couple of minutes just to talk about our trip to DC. Uh it was one of the best trips I think we've had in a long time. We had a great time. Uh Jenna and I spent a lot
016of time cuz we shared the same bus. We're up late every night with Alicia Marks. Um and just before we even get started a a big really big round of a really big thanks to Alicia Marks who's our um uh trip coordinator works so hard. It I mean it's amazing the things that she does and and and juggles and make sure that all of us are well taken care of. We always get to where we're supposed to be. She handles all the issues that come up late at night and and right along with uh Jen this year. Uh when we have things that come up, you know, everyone rises to the occasions but you know, applauding to Jen and and Alicia for really being um big big advocates for the trip and doing all the
017work so. >> Alicia's already started planning next year's trip so. >> [laughter] >> All right, so um we What we did is we brought uh I we put together some slides just to kind of showcase a little bit what the kids did and then I put some things just together just generalizations about what we experienced there and then Jen can kind of hop in too as well. So um So I need to share first of all that our students by by all all all expectations exceeded them while on the trip. This they were great. Um it really started off we pulled out at 5:30 in the morning on a Tuesday. Um they were all there all ready to go. Um we have a fully packed agenda. We really do go from close to 6:30 in
018the morning when they get up and we don't get back till 10:00. Sometimes later depending upon traffic. Um and they're right with us right there along the way all the way and all the way through all the all the things that we see um are really incredible to watch them and there were a lot of things I saw this year that I really took notice of that really made a really big difference. Um and that is that when you watch kids interact or you spend a lot of time with them, it really is a lot of fun. And not only just amongst the kids, but it's also amongst all of us staff. We have a good time. And the kids see that and and we see them smiling and they see us smiling with and
019we're really it's really a nice time. You see the different side of them a lot of the times and and what we saw this year was was really impressive. Um you know, we had some funny times. The kids were excited. They're walking around and we really hope that when they leave and get back that this is something they really remember for for a lifetime and reflect back on that. And that's really our goal. So Um I'm not going to you know, I'm not going to fib that the bus ride is long. Coming home is long. We hit Connecticut. One of the best parts of the bus ride is when we hit Connecticut and it's right around I don't know 9:30 10:00. 10 15 minutes later, everyone's out. It is absolutely quiet. I mean, I've never
020seen kids so exhausted. They're all hanging over seats and sleeping and >> we stop for dinner in Connecticut and this year cuz we got stuck in traffic cuz it was a little later. So we were closing the mall in Connecticut and we got in the bus, and our bus driver said to us, "Um do you guys need to stop, or can we go all the way through?" I go, "Let's just do it. If you guys can go through, let's go through. We'll pull back in in Londonderry." >> [laughter] >> And we did it. They did a really good job. Yeah. And all the parents were there to greet them 12:30 at night. Parking lot parking lot packed, so um and then, you know, again, there are some really funny moments when you move around. And
021I'm sure you see this when you go to Florida, but it really with middle school kids, it's a whole different thing. When six buses pull into a rest stop, and 244 kids get off the bus and have to use the restroom, the faces of the people who are actually in that place are are just they'll make you laugh. I mean, they just and they're out the door. Uh but our kids are so good. Um I saw so many remarkable things through our food courts this year, and I saw kids interacting with adults and and a couple of boys that were really right next to me, and they were at Chick-fil-A, and there was several older women there, and they were just talking to the kids, asking where they're from, because really there there are kids
022from all over the country, all there at the same time, and all from eighth grade. It It really just all part of that is all all a big part, so. Um and then throughout this time, um our group received numerous uh compliments from people. People where we stopped, where we were. Most of the venues that that we ate at, there was always compliments about how well the kids were coming and going and so forth. And not only were we proud of them, but the parents would be very proud of them as well. So, they did a nice job. All right. So, really quickly, Jen Young, you guys can describe that, cuz that's So, um we kind of just put together a bunch of pictures that we kind of took on the way. Um so, obviously,
023we did see Lincoln, we saw the Washington Monument. That picture in the middle is our super fun night at Medieval Times, which the kids love. Um we are not so sure, cuz we've been doing it every single year, but it's new for the kids, and they get to yell and scream and get the night out. Um Gordon Anderson. So, we did this this group really did get a lot of compliments. We this group um of eighth graders, there is a lot of them. It's one of the larger groups that we've had. Um we took approximately 245 kids with us, and they moved, and they went, and pleases and thank yous and everything, they were really, really good. Um so, this is Mount Vernon. It's always a really long day, but they still they did good.
024They They put on their sunscreen. They took their pictures when we needed them to. Um so, they really did a nice job, and a lot of them were like, "Oh, I've I've never been on a trip like this. I've never been You know, and they really were They were thankful to us. They were thankful to the tour guides and everything. Um so, that the Capitol Building, and we did Martin Luther King. There's a lot of construction going on in Washington, so there were definitely things that we didn't get to that we've gotten to before, but that happens every year. That you try to get in as much as you can when you're there. And as Washington happens, you're in the middle of going somewhere, and all of a sudden a road closes, and you have
025to kind of divert yourself around and figure out where you're going. And the kids did really well with that. So. Yes, this is our our screaming Medieval Times. Yeah, [laughter] so yeah, so we're So, we're at Medieval Times. Medieval Times is As adults, you know, you get kind of excited. It's fun. We yell and scream. But really, the kids love it. But the single adult who loves this event more than anyone that goes is Mr. Sutherland. Oh, yeah. And he's up in the right hand corner. It's his favorite day. >> [laughter] >> He sits with all the kids, and he screams and yells louder than half of all of them. While the rest of us are kind of all together eating and so forth, he is in the midst. He gets front of the line,
026and he goes in. So, he loves that event, and the kids really do. This And I don't know if you're familiar with Medieval Times. Um if you're not, but we all eat with our fingers, and we all eat, you know. Or some of the chaperones plan ahead and have forks in their bags. That's correct. I did see some of that. No better plan. But we do have a good time there. And that wraps up the night. Then from there, we probably leave and get back around like 10:30 at night. So. >> That Yeah, cuz we have to travel out to Medieval Times. Um lots of big big thank yous. This trip would never be possible. We have an amazing group of chaperones who go. Um we really we really very rarely sleep much. We go
027to bed right around 11:30, sometimes midnight. We're all up around close to 5:00, and then we're ready to go for another 12 hours the next day. By the time we get home on Saturday, we're about just worn out. Um so I tell my husband I'm basically working from 5:00 a.m. on Tuesday till whenever we pull back in or when the last car pulls out of the parking lot Friday night. But I wouldn't change it. Like they have a good time, we have a good time, and definitely coming back after vacation now we have a different kind of relationship with those kids. We've spent a week with them. They get to see us in and out like as regular people. So I agree like when we start the week this week, it's a whole different vibe
028with our eighth graders. It really is. It's really nice. Um big big thanks and I know Amy you pointed out as well. The nurses who go with us, they literally haul around a backpack I I have to weigh like 40 lbs. >> I carried it one day with you. I mean and they're always ready for all the things that kids need and there's all kinds of things that come up across the course of the day but thank you to all three of them. We have Um they were three parents this year so um Kelly Fetchek, Nina Romano, and Stephanie Akerson. Um which I told them I said, "Would you like to come back next year?" And one has um I think a third grader and she said, "Well, I'll see you in 5 years." I'm
029like, "You can come every 5 years?" And she's like, "No, that's not what I said." >> [laughter] >> That's great. Yeah, that was our trip and we it was really successful and uh yeah, thank you very much for still supporting it and and um you know, as we look forward to our seventh graders, the class of 2031 um we'll be looking and starting some of those things in the summer and contacting them so Great. Glad it went well. Thank you uh to the staff as well. I know it's a big undertaking and that um but sounds like everything went really well and it's it's awesome. Yeah, they I mean the staff loves it too. I mean we're all tired. I think we spent 2 days after that. We talked to a group this year that
030they were teachers and they weren't going on vacation on Monday. I was like, "I can't even think about going to work on Monday." Like I'm still sleeping. Like but um but we would do it all the time. And so this group we are also um we just met today. We are in full swing of getting ready for promotion ceremony and end of the year too so we're and we're going to there's a lot of these kids and they are tiring but they are great and we're going to kind of be sad to see them go, but we're ready to push through the end of the year. Great. Thank you, sir. Appreciate it. >> All right, thank you. Awesome. You don't You don't have to go far. You can stay right there. >> [laughter] >> Meg-
031Megan's up. >> Megan's up. All right. I think I'm going to start off. Yep. We're all set? Okay. Well, good evening, everyone, again. Um as we shift and move to the Lunn Elementary Middle School program of study studies. Um oops, I'm sorry. Reading something. I want to make sure it's right. Yep, there we go. I got it. Yep. Um we'd like to begin by uh touching upon uh first of all, just the design of middle school. And if you don't mind moving Yeah, thank you, Mr. uh parent. Um and something we're all very familiar with, but it's always a good thing to to remind ourselves of why we're in a team format and where that it comes from and why it's in design that way. Um and how we approach middle-level education. As many of
032you know, the middle school is based on a team model uh that encompasses the idea of creating a more personalized learning environment versus the junior high model that some of us may or may not have remembered, where students move randomly throughout throughout the schedule and classes. Um as you all know, um students move um within their teams, and they share a a common group of teachers. In the team model, students receive all of their content classes. That's math, ELA, social studies, science, reading. In addition, uh our teams also are comprised of the related arts teacher that they have for that 12 weeks, and the case manager, whose responsibility is to oversee special education, um and so forth. LMS has nine teams, three in each grade level. Six and seven are taught in a pod. Some
033people call it pods, but actually the pod is where they're actually taught. They're actually in teams. We always going to try to uh uh, differentiate that, which is how classrooms are structured. While eighth grade classrooms are more in the traditional setting along the hallways. The team model provides multiple benefits and aligning with best practices in middle school. And this continues to provide the structured approach that we use at the middle school level. All right. As we move forward, our commitment to excellence remains our top priority. We are dedicated to setting high expectations and finding pathways for student success. Our mantra, taking what we do and striving for better, encapsulates our approach to continuous improvement. Growth towards achievement is at the heart of everything we do. It's not just about that academic excellence, but it's about
034nurturing our students and giving them opportunities to grow as learners. A significant component of our mission is that portrait of a graduate. This framework is vital as it outlines our skills and attributes that we aim for every student to develop. This vision guides us in shaping future-ready individuals. And let's not forget our core values that lead us, which is respect, responsibility, and perseverance. These values are the pillars of our school culture and are essential in guiding our students. We are committed to supporting a team structure at each grade level, as William shared. This approach not only supports collaboration among teachers, but also ensures a cohesive learning experience for students. We are returning next year to a trimester grading model for all of our courses, so from quarters to trimester. This system will allow us uh,
035more timely feedback and help students to stay on track throughout the year and gives more opportunity between those grading periods to balance out that summative and formative grading. Our portrait of a graduate remains a big component of our district and school philosophy, and it's crucial that we align those efforts with this vision to prepare our students for future success. Furthermore, we maintain a strong focus on grade level standards. This focus ensures that each student is meeting essential educational benchmarks, setting them up for success in high school and beyond. And then we are dedicated to supporting those advanced pathways that we speak about all the time and opportunities for our students. By expanding these options, we highlight students' talents and interest helping them to excel in the areas of math, science, and world language specifically. These
036next three slides really just kind of break down what a student at each grade level would take for classes. So as you can see there is a series of core classes. This is six we can kind of go to six, seven, and eight. But core classes of English, math, science, social studies, and reading. And then with those it should say trimester, sorry. The related arts are trimesters computer art and then intro to Spanish is coming to sixth grade. So we we have had that in a nine-week long course. So we're going to expand that to 12 weeks. And then all students take PE and music on a two-day model that we offer band, chorus, orchestra, exploring music. And then we have some beginning levels of those courses as well. So really trying to to build
037up those music experiences for our kids. In seventh grade we have again those core classes very similar to sixth grade English, math, science, social studies, and reading with the trimester options being computers, art, and health. And the same for PE and music two days and two days. Band, chorus, orchestra, and then exploring music which is that non-performing music class. And then finally eighth grade looks a little bit different. Still on the trimester model with our core subjects being English, math, science, social studies, and then reading and or world language and our related arts courses are computers and woodworking, art, and health. PE and music are still there as well. We actually have a lot of kids that are in our band and chorus classes right now. We have a great orchestra program and then that
038non-performing student will take exploring music again. And those are again on that trimester model. All right. So, here's our advanced pathways. These are um really they start somewhat in sixth grade, but there are definitely opportunities for kids to move past. But, these advanced pathways are in eighth grade for our students to get credit towards their Londonderry High School um experience. So, we have our honors algebra one course for uh for that challenged student who is you know really above and beyond and looking to take honors geometry and then once they get to the high school and then move on from there. Um we also have CP algebra one for that comprehensive understanding of algebraic concepts. Both of those courses receive credits at LHS and they help to foster more math opportunities when the students arrive
039here. In science, we have CP physical earth and space, which students also can get a high school credit for from Londonderry High School, and that helps to advance their science opportunities. And then for students interested in world language, we have CP Spanish one, CP French one, and CP German one. These courses are a fantastic way to start learning a new language and culture, setting that strong foundation for future language studies. So, these pathways are designed to enrich our students' educational experiences and prepare them for high school and beyond. We're really proud of these classes. Um we have a lot of kids this year that are taking um three high school type courses, taking midterms, taking finals, and they're really balancing that very well. You can see that on our um quarter three honor um honor
040roll right now. Um they get a little nervous around the midterm and final because they're not used to that model, but I really do think that they're balancing it out really well. All right. So, here are some updates, some highlights for us. A couple course renaming. So, um for seventh grade, we currently have robotics and coding, and our students were able to take one or the other. Because we're going to a longer trimester, we're going to kind of bring those two things together and call it computer science seven, but it really is going to be the robotics and coding curriculums. Um Additionally, we were calling our um earth and space class just CP earth and space, but we need to rename it to CP physical earth and space to match the programming at Land O'Lakes
041High School. Um again, we're extending to that 12-week long course for related arts, giving more time to explore and learn more. Um and this will again help with just more in-depth learning of those related arts courses. Um coming back is a YA lit option for eighth graders for those students who are not interested in taking a world language, but really want to explore more with literacy and are really um or and/or for students who are struggling and need more support in reading. So, it can kind of serve for both purposes there. And then um in art, we have some additional elements of art within those 12-week long courses. So, again, because they're a longer, students can take more time and get more in-depth in those art courses to improve that artistic experience for those who
042want that. Okay, good. So, um I'm going to take a little little time just to explain some of the changes that we do have going forward. As Megan's outlined really how our course course is laid out, I wanted to just take a little bit of time just to kind of explain how we where we are going forward. Um this year, we took on kind of a larger large task and that was to really take apart what our current schedule was to see what we could look at and do uh through different instructional practices and see how that would look going forward in the middle school. Um and I think Mr. Mr. Black and Mr. Pittwood would uh support the fact that this is not an easy task to do. Uh, we did select a core
043group of teachers, teachers who are committed to working in a curriculum and instruction committee, and asked them to meet routinely for almost 2 months and really take apart and really look at what are the practices that we have in place and what things can we do differently. When you do that, this is a this is a scary proposition for a lot of educators because you have to let down your guard. You you know, if you're an experienced educator, you might have to let go of things you've been holding on for a long time. And if you're a young educator, you got to really learn a little bit about what may be really useful, what's worked in the past, and maybe what we need to apply to that. So, in doing so, um, what I think
044we were able to convey throughout this process is one of the things about scheduling and those of us have been in doing this work for a long time, this is the framework for learning. So, the schedule is not a simple task. It requires a lot of thought and and modifications as necessary because it's about how kids are going to learn and what is how what what time is going to be allocated to that. So, we did really dive in. I want to kind of just try to briefly go over that and then I'll go over these things around the up here on the screen, but we work closely with a group of teachers and we unraveled our current practices and discussed options. And good instructional practices, and before we started, we set goals that we
045wanted to accomplish. One of those goals is we really wanted a consistent 3-5 year schedule. We wanted to set the middle school up so that we could go home each at the end of each year and know that we'd come back the next year that we were going to be a school on trimesters, that parents know that knew that we were going to be on trimesters. We kind of reformulated the way we're doing related arts. Not that I didn't like the options we didn't like the options that we were offering in the years before, but we did find some other stronger stronger connections with our teachers and the way we discussed how we were going to move forward. And I said, though at times this was challenging and it was very challenging. Um, I think
046many of us could have walked away sometimes, Not not a little bit on the frustrated frustrated side, but it wasn't frustration out of not not getting things we wanted. It was more frustration about not really being clear about what we all wanted collectively. Um and what we did and what we learned throughout that time, I think was a powerful experience for our staff. It was very powerful experience for our administrative team because truly in the end and what we came up with was a very healthy uh practice of learning how to compromise and come full full circle to bringing forward what we feel is a really suitable schedule for the middle school. And we still as a middle school offer an immense program that's available for our students. I spent before we even started, I
047did call two of our neighboring schools once we often refer to. Both talked to both principals and asked what are some of the things they're doing and took into context what successful things work for them and what successful things work for us. And one of the biggest differences that we found is that some of the programs we offer are much more comprehensive. Music in Londonderry is a really comprehensive big part of our school district. In some other school districts, it's not equitable. It's not the same. Um foreign language is a big part of the middle school offerings. Those advanced course offerings do not exist in a lot of even our neighboring schools and we we we invest time into those things. Those things take time and time is all about the valued aspect of learning
048for kids. Okay? So, we were we did a good comprehensive study. We worked with colleagues that are close by and I think we still have strides to look forward to, but we paved a pathway that I think opened up um a really trusting opportunity for teachers to continue to work towards always looking at what are our best practices, what are things we're doing for our students, and are we moving our kids forward? And if we're not, what are the changes that we need to to put in place? Those are good good uh thought um thoughtful ways to look at how we deliver education at the middle school level. So, this is what we came up with. One of the things we really wanted to do is I wanted to increase the amount of time in
049the classrooms. Right now, we use a 45-minute time frame in middle school. The ideal time is sometime around 50 to 60 minutes. So, we found 54 minutes in some of our class periods. We did that because what we decided to do that is on days two and four, and most of you that are familiar with, we rotate PE music on a 1 2 3 4 schedule. So, on days two and four, we're not going to incorporate what was known as storm time. We're actually going to take storm out, lengthen all of the periods of time, allowing teachers have a little bit more individual time with kids that they can work with their kids individually in those classes. So, we gained some minutes there, and that was a valuable piece of this stuff what we wanted
050to go through. We're changing storm time to get away from that term. I think we've used it a lot interchangeably. It's been in different formats, but we all agreed on we wanted something called the more focused learning time. We want storm time to be all really looking at kids who are struggling, particular groups of kids who are struggling, and working with those particular needs of those kids using the data we gather from our, uh, common assessments, from all of the other standard, standardized assessments we use. But, we only do that on days one and three. So, for a teacher, some weeks it may be that you may have three three focused learning times at the end of the day, but based on the 1 2 3 4, or some weeks it may be two. So,
051we really have two schedules within one. One has a longer period of time, uh, two days or three days a week, and the other one has a shorter period of time, but a isolated time that we can work with kids at the end of the day. That's a big compromise, so teachers aren't giving up those storm time opportunities for reassessments and those things that we offer at the middle school. We talked a lot about related arts. Um, we were using, uh, a really, uh, choice option. We liked the choices. Some of the kids liked it, but it created some inequities in some of our classes. Some were more more filled, some were filled overfilled. So, we went back to looking at where related arts really wanted to be part of a team. They were off
052teams for the last 2 years. This was a really big piece of middle school, and it was a compromise, and we brought it back onto team. So, kids will have, as Megan um explained to you, set related arts, a different one each trimester. So, each team will experience a different uh different related art in per grade level, as she as she uh has already explained. Um reading instruction was really a critical piece. And And we dug deep into this, and it was a hard conversation look at, is it what we're doing best for what we would need right now for our students in advancing their reading and their reading ability to really demonstrate what they know, especially on our state assessments. So, we we dug in, we looked at research, cuz that's really where you
053should start, what research-based practices are there. And I believe going forward, we did resort back to the same model by having a reading bell, which had a reading period, which had a lot to do with the number of students and um there, but we're changing the curriculum. So, we went in a different route and said, "You know what? We're not going to We may have the same model, but we're going to be looking at a different curriculum, one that's more better designed and aligns better with those uh new reading uh and scientific practices." So, we're going in that direction, and we'll probably talk to that about that at some point. All grade levels will follow the same schedule this year. We didn't have that. We added an extra lunch in eighth grade, and every time
054you wanted to do something as a school, it was it was a it was very difficult. So, now we're all going to be on the same schedule, we all move at the same time. This is allowing for lots of continuity, and overall a particular um particular point for me is student supervision in the hallways. It's getting back to where we have consistent supervision around the hallways, and at particular times, even around restrooms and so forth. And then finally, um we did talk about world language. We did have kids this year who were in a world language was challenging for them. We didn't allow another option other than that, but now we at least open up another opportunity for kids who choose that they may not want a world language that there's at least an opportunity
055to get into um uh young adult literature class, one that they can explore. They can either enhance it with their reading abilities are or just enjoy literature all together. So, give some some choices there. Okay. All right. And um so, here are some coming soon curriculum updates. This is just a brief overview for you. Um but we are moving with a moving forward with the co- pilot, sorry, of Amplify ELA, which is a curriculum in our reading classes for grades 6 and 7. This is like the sister program or the the next version of CKLA. So, how our students are coming to us with that science of reading practice, this is the middle school version of that. Um and Jay and I have been working closely, um really digging into the curriculum. It's a lot
056of exciting opportunities. The the things that are in there I think are going to bring about some opportunities for teachers to work together in different content areas, but to really build on um our reading skills uh with the best practice of the science of reading behind it. Um in 7th grade, we're rolling out some new updates to ensure that our curriculum stays fresh and relevant, especially with those next gen standards. Um these changes support our students in exploring those scientific concepts more deeply, and it's a continuation of the change that we made last year in 6th grade. So, our curriculum changes in um science have been over 3 years. So, 6th grade was last year, 7th grade's coming up, and then 8th grade the following year. Um we are also jumping on the writing revolution
057with our elementary friends, a framework that will guide our teaching of writing and ensure alignment across grades for K through 8. And this approach will help students to to those strong writing skills progressively. Um and not only will we be able to use that in our ELA classes, but you should be able to expand upon that within science and social studies once we all kind of understand what that work looks like. Um as always, we are expanding our math opportunities. We really are looking to get more of our students in those pre-algebra and algebra courses by providing them with more pathways to excel in math and this initiative is about opening doors and really sparking the the love of math again and finding that within our students. Um a lot of students struggle with math
058and some of it is just it's hard. It's really difficult and we got to teach them how to persevere through those difficult things. Um but these updates are part of our commitment to providing a dynamic and supportive learning environment for every student here. Um and we thank you for your time and for the opportunity to present to you this evening and we'd be happy to answer any questions. Any questions? I have Yes, I have a question. So and I apologize cuz you you said this, but I was just looking for more information. So in terms of the storm breaks, those are going to be extended. That's going to extend the class time or that's Yes. Yes, so on days um if you look back Yep, thank you Jay. Um on days 1 and 3, there
059will be that block of time that's similar to storm, which is rebranding storm, um changing the name of it and really the focus of it. >> Okay. Um and then on the other days, those two and fours, those you would not have that 30 minutes so the that 30 minutes is added to each period and again uh providing more time with kids in the classroom. And that was really a um compromise between our staff. Um you know, some really holding true to loving that storm time um and it's really all in how you use it. >> Right. Um and then some saying if I just had a few more minutes in my classroom because those are always the things that get left, you know, those exit slips and those check-ins at the end and it's
060because it's you know, someone has asked a question or something, you know, the phone rang or something like that or just we're working with middle schoolers, so every day is a new and exciting adventure. And so, um it's just nice to have a few extra minutes. So, really that was about balance and compromise. >> Yeah, that's why I was asking cuz I know like sometimes like that's the difference between like having a morning meeting and allowing kids to maybe share, which is great for like the rapport building and the culture of the classroom. Um but, I think I think I I was just like visualizing these how these conversations with went, and I also think like they're already itching like at that 45-minute mark. >> Right. Yeah. You know, so I think um like I
061don't know in terms of what we have going on in PD in the summer, but I think like develop- developmentally appropriate time blocks for like Yep. attention is good like good information. Like give I think they still need some time to even that transitional time Yep. is I think that's like when a lot I think a lot of those kids see that as reinforcing, so Mhm. I I don't know. I just that's my two cents on that, I guess. Just making sure that and you know, a lot we have a lot of good teachers who already know that, but I think like kind of sharing that would be helpful cuz Mhm. I just That's a good concern. Yeah, a lot 10 minutes is a lot for them, and especially if they can't like if that
06210 that that 9 minutes is like you can't talk, right? Yeah. Yeah. I don't Yep. Yep. It'll be interesting to see how it goes. And I would do the add to cuz you know, as we do we got a lot of transitions. You figure just coming into the classroom, getting your Chromebook out, I'm ready to learn, I'm ready to get going. Well, there's two or three minutes there. Now I'm on the exit, I'm ready to pack up, I'm ready to go. There's So, you're really kind of gaining more of the instructional minutes and giving kids a little more time to kind of lessen some anxiety, I'm ready to go to the next class. Yeah, if it's for learning and discussion, then that's great. But, if it's nine more math problems Right. Right. >> You know,
063I think but actually what I actually heard in the conversations were a lot of teachers saying, "I wouldn't mind having 5 or 10 minutes to pull some kids aside to touch base with somebody who maybe needs to do a reassessment and is is is kind of, you know, dodging that without having time to have conversations. So, we'll see. Yeah, and I hear teachers say that all the time. Like, if I just had like 5 minutes to like instead of having to start literacy, like we could just like, you know, have a conversation or or discussion. >> some weeks it's only three times and other weeks it's two. So, that balance between the days will work naturally for the kids. So, it kind of works with our So, we'll see. It's a good way to see
064how that works. Cool. >> we find that that closure piece, right? The closure to your lesson sometimes just is the thing that gets left and could be really important and vital to how you start your next day. Do the students already know it? Do you need to reteach it? So, I think that being able to have that opportunity where again, it's, you know, someone's trying to run out the door because they're going to be late for their next class. So, again, that balance I think is going to be really important. Okay. It'll be good for them to like share how that goes, too. Yeah. Cool. Any other questions? Yeah, um so, just one comment and one question. So, the comment is I I you already answered my question. I think it's great. Um that was
065the tying in the CKLA into the ELA and and bringing through. I was going to ask if you if there was, you know, as you're revamping the reading program, if you were looking to build to the elementary schools revamp program and plug it up and you're ahead of me. So, awesome. Love that. Love that. Um and then the question was in addition on the for the FLTs on days one and three, um you mentioned that a lot of it's focus learning time for students who are falling behind, but are we going to be looking at also opportunities to challenge students who are on grade level or excelling in their classes and giving them something more to to chew on and to to keep them challenged as well in addition and um was figuring you probably
066did, but it wasn't mentioned, so why I would >> No, it's it's a really good question because that comes up a lot. That's a lot of that storm time conversation is what are you going to do with kids? Let's say they're high-performing students. You know, they don't they may not need, let's say, you know, intervention or remedial kind of things. What else can we provide for them? That's a critical piece of that because that's a bigger conversation with our teachers. We've set the time there. The conversation about how that's going to look is still yet to come. But that needs to be taken into consideration. We've got lots of kids that do really well. They're flying, they're ready to go. We do not want it to become just is no not a homework time. So
067that's really important to know. It's not a, you know, a fool around kind of free time. We want it to be structured. So, you know, we're pushing a little bit on some of our related arts to say, "What are you going to be What maybe there's something you can offer that's advanced and different than you do?" So, you know, rather than having PE class, you know, as one of our PE teachers says, "You know, for 30 minutes we're going to offer a yoga session for kids." Or we're going to use the weight room for another workout session for kids who want to do. So, really kind of looking to expand those other kind of opportunities with our related arts. And then obviously you can always rely on our regular content teachers who may say, "You
068know what? For 30 minutes, you know, three times a week, you know, I'm running a special, you know, lab on certain things in science. If you're interested, we're going to do these for the next 6 weeks. Join us." So, I think it's it can push some different opportunities and for people in different different ways rather than what we're kind of not stuck with but people wrap their heads around the storm and storm means something. This is This is the idea is we're we're asking for just a little bit more and a little bit focused. Awesome. So. And when you need them we can we can come back and revisit. Let's see where we are. Sure. You know, after the first 6, 12 weeks and see where we are and see what it looks like. I
069I like the the writing revolution, too. Um, you know, getting them into more writing and opportunities. Do we do this with pencil and paper? Yes. And then It's not always a Chromebook. Yeah, and I know we've talked about it, Megan, is little less screen time, more of using their their their brain with their their left or right hand and and and utilizing that to keep it in. I think it's important moving forward not that the one-to-one isn't and it has a real value in a lot of areas, but having that more hands-on training and back to that portion, I think and it and it you know, I think the education piece is just it's it's ingrained in them when they're using, you know, that those two functions rather than always looking at a screen and
070that. So, I appreciate that, but and I know my granddaughter takes three of the high school programs now. It's pretty rigorous and that cuz she's always got a ton and that, but looking forward to coming into LHS with that many credits ahead of time. So, those opportunities are there which I'm not sure if other middle schools offer as much as we do and I think that's key for the those students that are, you know, able to [clears throat] do at that level. So, I appreciate that opportunity. Okay. Everybody good? So, you're looking, I I believe, for a a vote to approve these for 26-27 school year. So, I know we have it on deliberations, but while we're here, I'll look for a motion to approve the LMS program of studies for 26-27 school year, please.
071>> So moved. Motion by Amanda. Second. Seconded by Tim. All those in favor? Aye. Aye. 4-0. Thank you, folks. Appreciate it. All right, 7.3, we'll jump back. LHS math SAT scores for spring of 26. >> Mr. Vice. >> Yeah, so this is all preliminary and obviously in our July board meeting we're going to kind of go over how everyone did and, you know, we're we're out of the practice stage. We're we're kind of in the moment right now where all the test matter and then everything is high stakes. Um [clears throat] but I did want to share some some good news with from the high school math department. Um I didn't think the part of the department had no idea I was going to spend so much time with them this year. Um but you
072know, as we looked at kind of where our scores were, you know, middle school and high school math is a huge area of emphasis for us and we and we want to see improvement. Um but I'm very happy to report um that the current juniors, 40% of them got up to that proficient level when they were sophomores it was a 33% and last year's juniors were 35% so that's a 7% jump for this group of kids, but then a 5% jump over last year's. That's a lot of kids they moved, a lot of hard work um and then Jay and Rick and Kimberly Susy and Ryan O'Connor and I met with William Dodge who's their kind of like department head um over the last couple months and now we have like another step, kind of
073another plan coming that I think we will share in July. But a lot of good progress in the high school math department is really great to see and you know, we're obviously hoping we're working hard with the middle school as they're walking out the door and that's fine. You know, we we kind of we want to see a lot of improvement in those 6 to 12 math scores so it's good to see um some hard work there. We're we're we're still a ways away from where we want to be, but progress is what we want to see. Yeah. Good to hear. Any questions, Dan? Sounds great. Thank you for that update. That's a a big jump so numbers are all moving in the right direction. That's awesome. Uh 9.1 and deliberation done, we'll jump into
0749.2 for capital reserves. Yeah, it's hard to believe we're at this time of year where we're looking to um get money out of the capital reserves that the town holds to reimburse us for the um expenses um that were approved by voters in March of 2025. Um so that that money was approved at that vote then starting July 1st of 2025 we start to get all of the items. So, there's four of our capital reserves that we're looking to make um to make the expenditures from to come back to us. Do you want me to go in order? Just do one at a time and then you can vote on those? Yeah. Yeah, that'd be fine. Okay. Um so, the first one and and I want to give a shout-out to our new finance director.
075Um this was a a big task that she puts together having to make sure we have all of the receipts and all of the numbers. Um she did a great job. Um so, yeah. The first big hurdle before we get to the audit. She's doing wonderful work. Um so, the buildings and grounds capital reserve, this is usually the cost of large renovations and construction um things. A lot of roof repairs. So, this request of $368,988.89 covered roof repairs at North, South School door replacements, middle school and high school HVAC work, fire alarm work at North School, South School bathroom floor refinishing, and then district-wide security updates and field improvements. Um so, we will be expending that amount leaving a balance of $368,000 and change um in the fund. We were able to to save a
076significant amount on roofs. So, I think part of our purchasing policy kind of let us into some new roof studies. So, that's one of the reasons that we have uh some money left in the account. Um the the specific um breakdown of all the expenses are on the preceding pages. Um I don't know if you have any questions about any of that before moving forward. Nope. Any questions on that? Looks good. All right. So, do you want to make a motion? >> take a vote to expend these are the amounts you want to expend out of the accounts, right, Amy? >> I'll look for a motion to expend $368,988.89 and $89 out of the buildings and grounds capital reserve fund, please. So moved. Motion by Amanda. Second. Second by Kevin. All those in favor? Aye.
077>> Aye. Aye. 4-0. Okay, so moving on, we are looking at the um information technology infrastructure fund, various IT needs. We've had a lot of them that come up, replacing switches, um different things that we need to do for networking, um upgrades, new things with Aspen when we have um additions that we have like a new schedule. Um so we spent $133,116.58. Um and that will leave a balance of about 77,000 in the account. Any questions on the uh infrastructure uh information technology infrastructure fund? No. No. Seeing none, I'll look for a motion to expend $133,116.58 from the district information technology infrastructure fund, please. So moved. Motion by Amanda. Second. >> Second by Tim. All those in favor? Aye. >> Aye. Aye. 4-0. Great. All right, and moving forward, it's the small equipment capital reserve
078fund. It's a lot of classroom furniture, musical and athletic equipment, um and some buildings and grounds equipment. It's a pretty extensive list that you can see on the on the page that follows this, but we are looking for $92,767.07 to cover those expenses, and it will leave a balance of about $47,000 in the account. Any questions on the equipment reserve fund? Seeing none, I'll look for a motion to expend $92,767.07 from the equipment capital reserve fund, please. So moved. Motion by Amanda. Second. Second by Tim. All those in favor? Aye. >> Aye. 4-0. Thank you. And finally, this is our box truck expenditure, which it was fantastic to see on the band trip. It was actually people were spotting it on 95 and sending pictures to the group. I don't know if you've had a
079chance to see the wrap that went on it, too. It's It's a top-notch addition to our fleet of vehicles. So, it was This fund was created to capture the cost of district vehicles, machinery, and large equipment. So, this covered the box truck and the zero-turn mower for the grounds department. So, we were looking for the expenditure of $68,718.09, leaving it with a balance of about $23,000. Any questions? Seeing none, I'll look for a motion to expend $68,718.09 out of the vehicle and machinery capital reserve fund, please. So, moved. Motion by Amanda. Second. Second by Kevin. All those in favor? Aye. Aye. 4-0. Thank you, Emily. Thank you. All right. And we'll jump into the superintendent's report and 10.1 tentative draft of district and school priorities for '26-'27. Yeah, you know, it's May. The end of
080the year will soon be here. It'll soon be a graduation, you know, so I'm I'm just trying to give a a preview of where some things are heading. Uh you know, I'll have a larger conversation with the school board if there's if there's other priorities to consider. Um but there you know, there's two one new I think I would say district priority heading to next year's attendance. We've been doing a lot of work as a leadership team behind the scenes kind of studying uh different strategies to increase attendance. Um so, you have different groups of kids. You have kids who are chronically absent, you have kids who are truant, and you have kids who just need to be in school more. Um and I think what we've realized from that process is we have to
081change our internal messaging. We have to really preach the importance of school, not that we don't, but I think we've realized that we have to do it in different ways. And we really have to kind of change the the dynamics of the relationship with our parents about how we talk about that. Um, so there'll be some there'll be some policy and procedure updates we're going to bring to you guys this summer of things we want to do differently, but then we're really going to focus on this multi-year push on our messaging and how we work with families to make sure they're in school more. After that, I think if that goes well, then there's some work that we can tie into what Jay's been doing with the multi-tier system to support some of these uh
082kind of like frameworks to kind of catch more kids and build them into our system. So I think that's coming. I think we've all kind of realized the importance of that work and that's happened at the act council level. We'll bring it to the larger administrative team over the summer and then it'll bring it to all the schools next year. So that that is good work to be doing. Um, one thing we're going to do a little bit differently next year around numbers and testing things is get really specific. What does it look like for us to be leaders in the state? In some areas we're actually already there. In some areas we're right there. Some areas we still have a gulf to go. So we're going to get really specific with all of our
083grade level teams and our departments. Here's where we want to be or we're already there. And really celebrate that we are state leaders or what it's going to take for us to become state leaders. And that I I think that'll, you know, give everyone a little bit more focus, but I think too, I'm trying to preview there is a stage past this. It's not just about tests. What else is going to define us academically? And I think the leaders in our district, not not so much leaders up here, but the people who have made so much growth, who have put us at the forefront, they're going to help us think through what that next stage is, too. So we're excited for that work, too. Would that kind of include some of our students, too, that
084are making these high to to really showcase them? Yeah. And that I think that might be another piece of it. Not only staff and and that, but to have these students and come out and give us a speech to a group of classrooms and this is what I what it took me to get to this level and share what their success you know, sometimes that that will help every little bit of information from different parts of it might might be that helpful push in areas. Yeah, it's I mean too bad the middle school left. I think they've actually done a lot of smart things around the honor roll and things like that to really help promote it. I mean obviously Jake has done this for years as the high school principal and kind of like
085how you promote whatever you want kids to be. >> Yeah, and I think recognition to those students that do go over and above and maybe were at this level but got to this level you know, through their sophomore junior year share that success with students and maybe that'll you know, help some students get into that level where they want to be. So and and we're recognizing you know, students at every grade level too from freshman to seniors. Sure. That's a great point. So those are the the bigger priorities and if you go to kind of the second page if you know, if our outputs are all this data that people look at these are some of the inputs. You know, what some of the schools are focusing on. We saw a little bit of this
086earlier in the year, but the high school's actually doing really good work now breaking up into these larger committees all over the building where they're focusing they're focusing on this the NTSS work that that you guys know about. But what's nice about it is it's really teacher driven right now. And they're kind of like off and running. There's a lot of structural things they actually might propose big changes in the coming years. So we want to keep that moving along. Obviously the three house model they're in it. We feel very good from checking in with them that they're ready. So that's good. We think Lancer Academy's ready. You know, obviously we'll get a you know, a bigger push out of that next year. So that's coming too. And then they're also starting a school wide
087had committee too to kind of like connect with Kate and Kate what's going on. Uh you heard a lot of the middle school inputs. So the there were some bigger bolder moves around the schedule they were thinking about. We just we weren't able to pull it off all in one year. Uh so I think we're going to keep that conversation happening. Um I think they they've done a good good work at putting the whole staff taking out a a few updates and there might be some more coming. Uh we're excited about that 6th and 7th grade Amplify CKLA pilot, too. Um I think the big move we're trying to make in math is make pre-algebra in 7th grade more of the norm rather than the exception. Um and you know, I'll use this year's 5th
088grade. I really hope they follow through on what they've already done. Cuz if if 70 to 80% of them were actually proficient by the end of this year, that's way ahead of where we've normally been. We would be leaders in the state. I think they a lot of them would be ready to be in pre-algebra by 7th grade. So that that's the time we're looking at. Um and and as Megan already mentioned, there's been a lot of great work with phenomena-based science in 6th and 7th grade and they're going to bring that into 8th grade next year, too. And obviously the elementary schools, uh you know, we're we're implementing full-day kindergarten. I mean, and and in a play-based model, we are knee-deep in the details of that every single day. Um but I think we're
089in a good place. I mean, obviously it's just getting it open and then it's carrying it out. So that'll be just, you know, huge process next year. And then we have to, you know, transition Moose Hill to kind of a stand-alone preschool program. And I forgot to put it in my memo yet, they're doing the writing revolution, too. So I think that'll help. At some point, we'll come back with more policies. The good thing is we're so busy with these big projects, we don't have time to look at policies. So you guys benefit, too. >> [laughter] >> Um you know, so we'll get there. And then, you know, if there's other priorities we're thinking about, we don't have to do that tonight, but you know, be thinking about that and I would say pitch them,
090you know, May, June, July, so we have time to kind of really think about them, how they how they work in the school year. And then for Dan? Okay. think we're good on that Dan. I I know I have some stuff middle school level that I talked to you a little bit about but that we've got time on that with possibly looking at a mini course program and that you know down the road the following year so it'll take some time to look at that but and I shared it with Rick and and William you know to see get their input let them start thinking about it so and that so I'd love to hear you guys input you know when we have have a minute here over the summer so that'll be great. One
091thought on kindergarten and the moving over the summer are we going to like put that out to some kids that need some like volunteer hours that might want to like help with moving some stuff or helping people get set up. Obviously they can't have them moving town but So Joe has a whole crew that he's going to bring on board to to pull all this off. Some of them are students. Okay, yep. I don't know if we talked about that before or I just thought of it but it just came into my Good idea. I I think there will be some larger more muscular people part of that process volunteer. Even if it's like bulletin boards or you know stuff like that. Even helping set up yeah helping set up right. Yeah there's a lot
092of a lot of stuff to move this year. Um we'll jump right into 10.2 revisiting long-term capital plan. Yeah I thought it was a good time to go back to that graphic that we started four years ago and just get give a good update. I think this where this is where we're at and it's just you know to kind of give an update and you know start to always be thinking about the future but finally you know I think we we've gotten through the three projects we started three years ago. So a lot of our mechanical systems got updated starting back in 2023. We're now starting full day kindergarten we have the district office. Great. Um you know I don't know what's truly going to happen over the next five years but I'm kind of
093throwing it out there. I would hope from what we have in the capital reserves, we can stay ahead of our mechanical needs, our roofing needs, and little things here and there. >> Sure. Where we don't have a big ask of the public in the next 5 years. We'll see. I think it's going to really It's really It's really key to see what happens after this year's kindergarten cuz there were many things that demographic study got wrong. The one thing they got right is this is a big class. So, right now we're we're 255 260 kindergarten kids coming in. That's about as high as I thought it would be. Yeah. Yeah. Could still grow. If there's bigger classes after that, then we kind of know the kindergarten was one of the reasons why maybe we dipped.
094Mhm. I don't know yet. Cuz North School looks pretty similar. Matthew Thornton looks pretty similar. South School is the one that's jumping out. Mhm. They're 80 kids now. That's a big change from the last couple of years. Yeah. So, I think once we have a couple years of enrollment, we'll get a better sense of our needs. Um but I'm hoping, you know, we have a good breather where we don't need to worry about buildings. Yeah. And obviously that turf field project is in parallel to all this. Mhm. And that's happening kind of in the background. Um you know, but then on the horizon, I think the 100 wing is always going to concern me. Yeah. The amount of teenagers that walk on the wood frame every single day surprises me. Yeah. Literally thousands of them.
095Yeah. It'll be 50 years old in 2 years. Yeah. We're only going to get so much out of that building at some point. Yeah. Um and then, you know, we we've discussed this before. I think just environmental wise, I always worry about the second floor Matthew Thornton and the eighth grade wing in the second floor on those really hot days. Yeah. We're doing okay right now in May. It's been pretty pretty unseasonably cool. But there are times in like September or May and June where, you know, both those part of the buildings are really tough to be in. They They could be something we consider for at least dehumidification down the line cuz Yeah. With chillers or something. Yeah. They've had a lot of success with dehumidification in some areas just getting used to a
096warmer environment. But I think we're in a good place. I I you know, you know, I think we've really seen Joe come into his own. Now he's starting to have a long-term picture. You know, you can really see, you know, what our needs are. So, I think we're in a good place and we have a great tech team, you know, that that knows all of our buildings well. Yeah. But, that's kind of where we stand and then obviously, you know, we would just always be prepared for the future, but hopefully there's a a quiet period for us. Yeah. Yeah, that's And that's good that you know, now that Joe has you know, a good understanding, is working, you know, we we've discussed too of having a a cooling system for the gymnasium where it's our
097emergency center. Yep. Um and that's used year-round. In the summer it's hard to use. Um so, I know that's a concern as well as the middle school. Um and that's something hopefully we can do through the maintenance trust fund, you know, in segments and and that. So, I'm glad we're looking at it that way. So. Any any questions? Nope. Thank you, Mr. Black. No, it's good to good to talk about it and get it out there and uh definitely appreciate the voters letting us finish up the loose ends and and get our education piece um to get to that next level with our younger students and um and then uh be able to get district office back to the center of town. And um you know, do that with uh reserve funds. So, I think
098I can't thank the voters enough and uh let's uh keep working on grades and and hopefully we can take care of the maintenance part of it over the next three to five years and go from there. So, appreciate the update. All right. Anything else? You got anything, Kev? Nope, I'm good. Kev, all good? Yep. Good. Dan, anything else? We're good. With that, um I I would have opened for public comment tonight, but there was nobody here. So, just so everybody knows at home, I I would have asked it, but I skimmed over it. With that, I'll look for a motion to go into non-public session requested under RSA 91-A:3 section 2 B and C, please. So moved. Motion by Amanda. Second. Second by Tim. We'll call vote left to right. Aye, Kevin Gray. Aye, Tim
099Porter. Aye, Bob Slater. >> Aye, Amanda Butcher. Aye, Lena Derry.