School Board/Public Hearing Meeting. 4-7-26

001Welcome to the meeting of the Londereerry School Board to be held on Tuesday, April 7th, 2026 at 7 p.m. in the Cafe at Londereerry High School, 295 Mammoth Road, Londereerry, New Hampshire. The meeting will also be broadcast on local cable access channel 8 as well as the district YouTube channel. Could we please 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. >> Thank you. All right, we'll jump into the consent agenda and we have um four retirements and we'll start with uh Joanne Blake, please. In 1988, a novice teacher named Joanne Blake joined the staff of the still relatively young Lond. She held a UNH

002degree and a dream of helping young people understand and love mathematics as much as she did. Under the toutelage of a strong staff of veterans, Joanne honed her skills. She has taught the variety of students one sees at London High School, those who love mathematics and want to be challenged in her AP calculus class, those for whom mathematics poses challenges, and everyone in between. Her calculus students have consistently earned scores well above the national average. and she has helped some of our most recent or excuse me, some of our most reticent learners appreciate the logic that is mathematics. Joanne didn't just teach at Glundberry High School, she helped build it. From those early days in the 80s to the present, she has been a constant in Lancer Nation. She volunteers to chaperone dances, works tirelessly

003at track meets, is asked repeatedly by the senior class to chaperon the prom, and has even read a children's book in the library for World Storytelling Day. Beyond the numbers and the theorems, Joannne's true legacy is measured in the confidence she instilled in her students. Joanne has mastered the ultimate equation, balancing the rigors of AP calculus and get guiding seniors through complex derivatives while showing us that being a teacher isn't just a job. It's a way of showing up for people. As she closes this chapter, she leaves behind a Lancer nation that is smarter, kinder, and infinitely more logical because of her presence. We hope your retirement follows a positive slope. May the years ahead be your most rewarding yet. Thank you for being the constant and everchanging Lancer Nation. You will be missed, but

004we are happy you will be able to spend more time with your wonderful daughter, McKenna. >> Thank you, Tim. And Katherine Brown, please. >> Kathy Brown is one of LHS's most tenured and trusted administrative assistants, and LHS has been incredibly fortunate to have her as part of our team for the past six years. As administrative assistant in House 4, Mrs. Brown has consistently demonstrated what it truly means to be allin. Kathy's impact reaches far beyond any single role. She contributes to every aspect of daily operations in the House office, juggling countless responsibilities with care, professionalism, and kindness. Whether she's helping the lost student find their way, calming an upset parent on the phone, updating attendance letters, or managing unexpected challenges, Kathy handles every task with grace and efficiency. Kathy is happiest when she's busy, and

005she always is. If something needs to be done, Kathy is the first to step in. This year alone, she played a vital role in preparing goodie bags for the annual veterans breakfast, creating custom tags for dresses in the prom closet, and ensuring house 4 looked its best for every monthly holiday celebration. Her friendly demeanor and genuine enthusiasm for coming to work each day are breath of fresh air for students and staff alike. As Kathy retires at the end of this year, we know her days will be filled with cherished time spent with her family, her dog, and many camping adventures. LHS will miss her deeply and we thank her for her years of dedication, hard work and heart. >> Thank you, Kevin. Uh, Greg Duclo. For 25 years, Greg Duclu has been far more than

006just a teacher at Lancer Nation. He has been one of the most beloved pillars. Ask any student, past or present, and they will tell you that before graduating, you simply had to spend time in Mr. D's room. And if you didn't have him in class, chances are you stopped daily just to say hello or catch a quick conversation in the hallway where Mr. Dlue could always be found between every class bell. Genuine, kind, funny, and endlessly patient, Mr. Dlue brought dedication and heart into everything he did. His impact is evident not only in the courses he taught, but in the countless moments he shared with students beyond the classroom. Whether serving as a yearly chaperon, attending every senior event, always by student vote, or being honored as teacher of the year, Greg's commitment to his

007students never wavered. Loved deeply by students and colleagues alike, Mr. Dlue leaves behind a legacy that will be a challenge to replace. The building and Lancer Nation as a whole will feel his absence, but his influence will live on through the thousands of lives he shaped along the way. As he steps into retirement, we wish Mr. Dlu nothing but the very best. We hope he knows the lifelong impact he made and always will. He is and will forever be a true Lancer legend. >> Thank you, Sarah. And Betty Wong Mack. >> After 29 years in education, 17 of which were dedicated to Londereary High School. Mrs. Betty Wong Mack leaves behind a remarkable legacy as a special education case manager who supports students in both reading and math. Her work at LHS was far more

008than a career. It was a calling grounded in purpose, growth, and meaningful connection. Throughout her tenure, Mrs. Wong Mack served students in the school community in many ways. She was honored at as LHS teacher of the year in 2015, founded and advised the international club, and coached the girls varsity tennis team to the 2014 National Division Girls Tennis State Championship. Each role reflected her commitment to empowering students both academically and personally. At the center of her career was her unwavering dedication to supporting student with diverse learning needs. Helping students find hope, build grit, and achieve success through different learning modalities stands as her greatest accomplishment and most cherished memory. Her patience, advocacy, and belief in every student made a lasting difference in the lives she touched. As she begins her next chapter, Lancer Nation thanks

009Mrs. Betty Wong Mack for her extraordinary service and lasting impact. Her legacy will remain a permanent and treasured part of our school community. Thank you, Amanda. All right, moving on with the rest of the consent agenda. We have some upcoming meetings. April 21st, 2026 will be a regular schoolboard meeting here in the cafe at 7 p.m. On May 5th, 2026 will be a regular schoolboard meeting in the library at 7 p.m. And on May 19th, 2026 will be a regular schoolboard meeting up in the library as well at 7 p.m. I look for a motion to approve the consent agenda, please. >> So moved. >> Motion by Amanda. >> Second by Sarah. All those in favor? >> I 50. Thank you. >> Committee reports, we'll jump into 4.1 and our student representative. Good evening, sir.

010>> Good evening. Um, unfortunately, Lexi couldn't be with us today, but um, for student council, we are finalizing our spirit days for the end of April spirit week, which will lead into our April vacation. And we are also working on putting together a legendary um delegation for the National Vision Conference over the summer. It's June 22nd to the 24th. Um it'll be held at Pinkerton this year. So it goes all around the country and this year it's finally stopping in New Hampshire. So we're going to take advantage of this amazing opportunity and u meet with other student councils from around the country. >> Awesome. Awesome. >> Thank you. I'm sure you guys are going to get busy here with the end of the year. So we look forward to all the updates on end of

011year events too. So thank you for being here. >> Of course. >> All right, we'll jump into leaison and start to my right. Sarah, >> just a few updates from the high school. Um we'll be practicing Alice drills this week on Thursday. Um teachers on Wednesday will be reviewing classroom procedures in every class. Um so they're prepared for the drill on Thursday. Also, we have Brack the Trades on April 18th. That will be from 9 to 2 uh at the LHS gym. And we have an upcoming thrift fair on Saturday, May 9th from 10:30 to 2. Um you can actually donate gently used clothing. There will be collection boxes through April 27th. >> Thank you, Sarah. Amanda, >> so um for this week or the week of um April 13th is the week of the

012young child and Moose Hill is celebrating that. I went over this last month, but um on Monday they have their music and bubble dance party. Um tasty Tuesday on Tuesday for popsicles. Um work together Wednesday, thoughtful Thursday, which they'll do kindness cards for the community, and an ice cream social on family Friday that is $10 a family. Great. Thank you, Amanda. Tim. >> Yeah, I've got a couple. First for Matthew Thornton, uh heading into the booster thawn, which will come culminate on the with the fun run on the April 24th before vacation. Uh they're hoping to raise approximately $50,000 to add chill zones to the fourth and fifth grade area, fans for every classroom for the warmer months of the year, and a new butterfly garden in the courtyard. Um they are finalizing staff appreciation

013week and the fifth grade dance prep. More info will come out for that soon. Uh they have the PTA partnered with better partner this year for the booster thon. So rather than um only being able to retain 50% of the funds raised, they're more around 80%. So much more efficient. Um earlier tonight met with the senior resource committee. Uh they're all excited about passing warrant article number 22 on the sound town side which raises $5 for every car registration in town to go towards the um transport projects um including not limited to bike and pedestrian pathways things like that and supposed to raise approximately $200,000 based on the current amount of registrations we have in town. Uh and lastly, they have finalized the date for the senior expo in the fall and that'll be October

0143rd. >> Thank you, Jim. Kevin, >> uh from your school, the next meeting is actually tomorrow night, but there are a couple updates. Um first, the Whisfit Udrador has ended. Uh they ultimately raised just over $16,000 uh which is going to be going towards the purchase of the new large piece of equipment um for the playground. Um and then on April 16th uh upcoming is a school uh event for bingo. Um so just a fun event for everyone. Uh and finally another update is uh they are working on finishing up the cleaning up the Nutfield Trail led by Mr. Harlander once again getting rid of some of the trees fell across and doing clean up on the trail. So those are the updates. >> Great. Thank you Kevin. And I got a couple updates on

015the town side from um some of you guys might have seen that the the town settled with St. Cain on 1.7 million for some of the water lines to extend further. So expect uh road construction up all the way on uh High Range Road up to Alexander. Um that's good to get uh that that settlement and also Hardy Road has started the sewer expansion. So, we're going to have some road construction of party road. I'm sure they're keeping in touch with the do and bus routes. And then we've got South Road. We've got water lines being put in. So, just stay tuned and and that for the next few months here um with the extensions of our uh infrastructure around town. And then um you know, as we all know, the district office project was

016approved and uh yesterday was groundbreaking for the parking lot of cutting trees. So the process has started. The permits aren't aren't quite ready to start construction, but um the tree work can be done. So some good things happening and um a lot of end of year stuff for for the schools. So um expect a lot of stuff happening here over the next couple of months. So that's all I have. Um so we'll jump into our public hearing uh to designate funds to school care assessment. I will look for a motion to open the public hearing on the SC school care assessment, please. >> So moved. >> Motion by Amanda. >> Second by Tim. And I'll ask for a roll call vote from my left to right, please. >> I Kevin Gray. >> I Tim Porter.

017>> I Bob Slater. >> I Am Amanda Butcher. >> Hi, Sarah Lawson. >> Public hearing is open. And I will turn it over to Emity. >> Okay. Um, so this is a followup um to the several presentations that we had starting last September when we received the surprise uh school care assessment of $2.16 million um that they needed to replenish the risk pool that pays all the health insurance claims for all the participating schools. Um our portion was based on membership, how much we are part of a pool, not on our claims or anything like that. Um, and in November at the 25th board meeting, we voted uh or you guys voted, the school board voted 50-0 to approve a structured payment plan that had been worked out partly with our two of our board

018members with school care um to have the option to pay a third of it by December 31st, which we did. We paid $672,5141 from the general fund in December. Um and the twothirds that is remaining is $1.344 million um that is due July 15th. So tonight we're just asking to have the formality of the hearing so that we can expend it from the um retained fund balance um so that it's ready for um ready and the check is in the mail in time to meet the July 15th deadline. But we would keep it in the in the fund balance as long as we can to continue earning interest until we have to send it out. >> Any questions? And and just a little update before we take a motion and a vote on that. Um

019school care, uh as most of you know that I'm I'm representing uh a schoolboard position on school care. Um 89 out of 90, um districts or municipalities have paid or worked out a premium. Uh just as recent, Dover has um decided to go a different route. So they're working that out. Um but 89 out of 90 have made arrangements and uh if not a payment plan are paid already in full. Uh so school care is uh moving forward in good shape financially at this point and a lot of a lot of extra parameters have been put in place uh moving forward. So so far we're in a good spot moving forward. So, um, so I with that I'll look for a motion to uh to make the uh approval of 1.344 million out of fund

020balance to school care assessment on or before July 15, 2026, please. >> So moved. >> Motion by Amanda. >> Second by Kevin. >> All those in favor? I I 5. Thank you. I think you just need to close that public hearing. Yep. And that's it. That's it. >> All right. With that, I will look for a motion to close the public hearing, please. >> So moved. >> Motion by Amanda. >> Second by Sarah. All those in favor? >> I. Public hearing is closed. >> All right. Moving in. Uh, I'll open it for public comment. Uh, seeing that there's nobody here, I will close public comment. Um, moving into 7.1, announcements and presentations, multi-tiered systems of support for academics, school district, MTSS committee. Welcome. >> Thank you and good evening. You may recall that about a

021year ago um members of this district committee for MTSS talked about the behavior side of that model and um many of those members stayed on to do the important academic work and we're here this evening to present that. >> Welcome all. Thank you. >> So we'll start with Musil. >> Good evening everyone. Um just to discuss a little bit about the uh kindergarten um MTSS process. Um if you take a look um we have something that's referred to kind of as our premtssa before we actually have teachers bring students to the multid-disciplinary team because of the developmental nature of the students and um not having that necessarily having all of that exposure to letter sounds and letter identification. Um what will happen is our tier 2 uh reading specialists will do a baseline assessment at

022the beginning of the school year um in September and then they will also um do the cadence assessments in September and from that information they will start um bringing students in for tier 2 services to give them that initial intervention because they don't have that um they don't have the letter sounds or the letter identification. So, we will start with that first. And what we're finding is um what happens is some of those students just needed the time to know the difference between a letter and a number to know what the letters are, to know what the sounds are. Um and there tends to be a high rate of transitioning those students back from from tier 2 back into the classroom tier one within the first couple um months of school when they do progress

023monitoring again. So it's a very fluid process where um students will transition in and out of reading intervention based on that ongoing progress monitoring and as academic needs change. Um next slide please. Um as they move into um the next phase and we get into late October um we'll start to look at hey there's still concerns about those students. Are they still struggling with uh their phenemic awareness letter sounds letter identification? So what will happen is the teacher will submit a um Google form and our multi-disiplinary disciplinary team will get together which consists of our school counselor, the classroom teacher, reading specialists are on that team. Um we'll bring in the special education teacher um I put BCBA but that's MTSSB um along with myself and we'll review the information. The teacher will present the

024data on the student and will tell us what the concerns are. Um we'll talk about the current data for their formative assessments um their cadence scores and the team will discuss that and what are the next um steps and provide recommendations. Um the family after that is then notified of any recommended interventions, any screenings that we need for additional information or if we're looking to put in place temporary MTSS services um for literacy for that student. And then um every six to eight weeks we will schedule an MTSS meeting to follow up on each student. And the next slide is really just um touching on the universal supports. And so at that kindergarten level um we use universal supports throughout um all the grades in our our K through five or preK through five system.

025But what we find is we really ask the teacher to make sure that they're looking at these universal supports um before bringing a student to MTSS. Making sure you providing opportunities for concrete examples. Are you um making sure that the directions you're doing are clear and concise. We're talking about some students are four coming in um four and five. So we want to make sure we're providing that time. Are we using visual supports um for students? are we using task strips or visuals um because um they still need those pictures cues to help them. Um so across the environmental supports presentation of material um modifying time demands um reducing the amount of work that they may need providing frequent breaks for our littles. Um and then just helping with that classroom management. We want to

026make sure teachers are putting these universal supports in place um to help provide access to um the curriculum and the academics before immediately just bringing them to um the MTSS team. >> Thank you. >> All right, Kim and I are going to share on the elementary uh level um once they leave Moose Hill or starting next year once they're part of our school. uh looks a little bit different, but we've really developed a really robust MTSSA system over the past couple years, and I feel like we're finally hitting our stride with what that is and closing gaps with our students uh across all grade levels. And I think we'll see a huge uh difference once we have full day K and we won't have those huge gaps to start with. We'll it won't take us

027three years to close them like we're seeing now. So, I think we're really excited about that opportunity and where that leads us going uh forward. uh North School uh jumped on with MT um a few years ago in the beginning. Sean took the time to get to know his staff, get to know the school last year uh as he should, stepping into that new role over at South. Um he's jumped in uh this year with us with the MTSSA process and he's shooting big differences across his staff. We're glad to have all three schools right now united and uh the services we provided and it's really paying off. What you see on the screen right here is the framework for uh Matthew Thorne. Every elementary school has one of these, but it really details out

028the process for teachers, for staff uh to know what that process is, how students move through the MTSSA uh tier one, tier 2, and tier three structure and getting kids back to tier one. So, it's not like you just I see an issue with a student in the classroom and automatically they're in MTSSA. There's all those steps in the yellow side of things I'm doing uh using universal supports, collecting data, trying things out. um this a whole bunch of different approaches for six to eight weeks at least into the school year to try to determine if I put these things in place, is this kid going to start um closing those gaps or do I need more support from like a reading interventionist, a math interventionist, maybe they need OT, maybe they need speech or

029something more than when that classroom teacher can provide. And that's where like that dotted line they finally get to that tier 2 structure where we start putting those in place and that rotates through every six to eight weeks in that structure and Kim will talk about our team approach. >> Yep. We certainly say it always takes a village um for all of our students and we take that approach with our MTSSA team. Uh like mentioned our assistant principles are our MTSS MTSS coordinators and along with us on our team are our school psychologist, the classroom teacher and any specialists as needed depending on the concerns for that student. So it might be the reading specialist or reading teacher, math intervention teacher, our school counselors take part and any um related service providers depending on the

030needs of the student. we may have OT concerns or speech language uh and they join us on our team as needed depending on the needs of the student and we're really all there to brainstorm to how to support that student in the classroom um and also decide if there's any other interventions needed. So we may talk through some interventions and strategies that the stu the teachers can use in the classroom. Um look at student data and also decide on some individual goals for the students as a team and talk through who's going to be in charge of those goals, who's going to report back about those, who's going to be collecting data and we come back every six to eight weeks to check in as a team on the progress so far. So we really

031try to equip the teacher but also focusing in on the individual goals for that student. So, when a teacher does have concerns for a student, um when we're looking at possibly that tier 2 level, they fill out, we have a form that goes out to that is up on our our um staff hub that any teacher can fill out when they're concerned about a student. So, it really has basic demographic information about it, uh what we've looked at for data for that student and where our areas of concern are. So, it's either math data, reading data, uh we provide all of that. It could be our I Ready scores, Aadian scores, individual classroom assessments, any areas of data that teachers can show um the areas of concern and then really the questions that they have

032that they'd like to ask the team for support with. And they also put on there who they would like at the meeting. Also, if we're looking at OT concerns or PT concerns, any other concerns that we have, we can invite those specialists and have them available at the meeting. So, we're not backtracking later and trying to talk uh to everyone. We try to have everyone there for that meeting at that time. Aside from the classroom teacher filling out an input form, our interventionists can also fill out a referral to MTSSA. Uh so as you heard Sander talk about how they work with those students for the first couple weeks uh to see what their needs are. Sometimes they just need a few weeks to identify what a letter or a number is, as she said.

033Same at the elementary level. uh for those first few weeks of school, our teachers, our reading department teachers are running a cadence uh assessments for all of our students. And super important for for us for our first grade students because we've never met these kids before. Um it'll be more so with the kindergarten kids after next year, but uh first grade, kindergarten, or any new student to our they come along, they're brand new to our school. We need to just get eyes on these kids and see what they're capable of and see if there are any deficits. So we progress monitor those kids um in their classroom to see how they're doing. So if the reading department or our math intervention is to see that there is a need or gap there, they can fill

034out a reading department form. Uh if they send home like notification to a parent, hey, we have a progress monitoring your student, we see a need here, we're going to refer them to MCSSA and start providing services for them. uh along the way. The next thing you'll see is just it's um a schedule for what our MTSSA overall school schedule looks like. We just put confidential student and teacher. This is our real schedule, but we just blanked out the names just for confidentiality reasons, but uh all students end up on the schedule. Say it's Monday, March 23rd. We meet 10 to 12 students that day between 12 and 3:00. So every Monday we're meeting on some student. And if this kid is going to continue on in the process, they move from that day and

035we rotate them at the end of the schedule. So, we're going to see them again in 6 to 8 weeks. If they've been making progress in closing gaps, we would release them from MTSSA and we would take them off this schedule. Along the way, we highlight uh kids. These kids, we're just going to progress monitor. These kids, we think uh gaps aren't closing. We're going to continue on with them, but we might highlight them uh red or something saying they might go to referral uh if we can't get these gaps closed and they just need something else. uh bigger than the MTSSA process. Before the meeting, all our people working with a student, we collect data on them. So, our teachers fill out data, our interventionist fill out data. It could be speech OT, whoever

036is working with that kid providing services fills out data on that kid. So, we come to the meetings prepared. So we really maximize our time in those meetings and not wasting a lot of time because we have a lot of kids in the MTSSA process that we got to get through to make sure we're meeting actionable goals. So having this data ahead of time when we come to those meetings really provides us with really good conversation and focused targeted uh intervention for them instead of trying to catch everybody up in that meeting and then trying to figure out from there. So we we've really consolidated the process so we're a welloiled machine so we can get the data in. We can talk about the kids, update the goals, write a letter for the parents, and

037get everything wrapped up before we leave. So it's it's really it's really pretty extensive process. From there, we fill out an action plan. So we got the data, we sit down at the table. This is a kid uh in third grade. what are our goals we're putting in place so we know we're making progress on this kid. So instead of saying, "Hey, the reading department's really working with this kid." Okay, but what are they specifically working on with this student and where are they trying to get them to? So when we meet the next time around, did they meet these goals? And if they did, where can we push them to the next as we're trying to build them back to grade level? Or if they haven't, what else can we put in place to

038try to close those gaps? So making sure we have specific targeted goals and who's responsible for them uh to really help develop our process for the support we're trying to give. Again, once we do that, we're also writing a letter in that meeting. We tell the parents what we're working on, the progress their students made, if they're not making progress, if there's something else going on, maybe we're concerned about attention and attention getting in the way of them fully accessing the curriculum. or maybe we see something in their speech and we want to do a speech referral or anything we want to tell the parents or where we're going to move forward. We make sure we write a letter to the parents in that meeting. Once that meeting ends, the teacher contacts the parents. Hey,

039we met on your child today. These are kind of things we talked about. A letter is coming home to further explain it just so we keep the parents in the loop so they know the progress their student is making along the way. because as a parent, if my students receiving support, I want to know if it's working uh or what else I can do at home to help support them. So, it's really important that this letter gets done before so everything's wrapped up in the end. And then from there, like I said, if we need speech or OT or from there, they've been in MTSSA for a while and we think they go need to go to special education, there's all these referral letters that we can fill out. Um this is the service we

040need. this is the person that's going to provide it and asking parents for permission like can we do a screening on your son or daughter uh we're going to refer them to special ed or anything like that we make sure we get the proper permission from parents uh before we go and provide those services for them >> thank you and then lastly we just make sure that everyone is everything is completed all of our documentation is done before the ending the meeting we always have our next meeting date set our action steps set and our files are ready to go so especially towards the end of the school year We're always making sure that files are up to date so we can pass them on to the next grade level or possibly the next school.

041Um, I think we do a great job transitioning between Moose Hill and the elementary schools and then the elementary schools up to the middle school uh with standard docs so that everybody's receiving the same information in a similar format from each of the buildings. Um, so we just really make sure that everything's buttoned up all set for another six to eight weeks before we check in with the kids the next time around. Can >> can I just ask one question? >> Yeah. >> I I like the notification to the parents that they're going to receive services. Are there conversations with parents rather than just a letter? Do you get a lot of parents that reach out and want to have a conversation rather than a letter form? >> Sure. So before that letter goes home,

042that teacher, the classroom teacher contacts the parents. Uh so they'd call them up. Hey, this we met today. These are the things we talked about. A letter's coming home for more detailed. So as your parent, you have to write it all down, try to figure it out right there. So there is that conversation there. And then parents have a section on the bottom that they can write feedback for if they have after those conversations they have more questions they can write there on the bottom of the form that comes back to us and then we can contact them again to answer any of those follow-up questions for them. >> Great. I just think that conversation is so important rather than receiving >> we never and we never want that letter to hit home and then

043be blindsided by something like what do you mean my student needs speech or what do you mean this is happening? Uh, so we always want that conversation with the parent before they receive a letter out of the blue. >> Thank you. >> And Bob, just add to that is that um there are like um Scott said, there are conversations that we want to make sure that the teachers are having with the families beforehand. Um sometimes there's just not an awareness of what those concerns are and what the expectation is for um kindergarteners to know. So um we want to make sure even before conferences those conversations are happening. they're bringing them to um the MTSS um meeting, discussing that and always following up with a a phone call because like you said, it's hard to

044um read an email or understand that. It's better to have that um dialogue and be able to explain those questions. >> Great. Thank you all. >> All right, so onward upward to the middle school. Uh so what we're doing Oh, can we go back to the other slide? Thanks. Um, all right. So, just at the middle school, we're building obviously off of the fine work they're doing at the elementary school. Um, however, coming to a school of, you know, just under 900. We're at 888 today. Um, students, nine teams, three grade levels, it's really important where we're really in year one of full implementation here at the middle school that we are keeping this, we are demystifying the process. We're simplifying. we're clarifying and communicating everything as clearly as possible and then going back and

045clarifying again and again. Um, and also using our resources and our strengths. So that's the big push at the middle school right now is making sure that you know where's on the staff hub. Are we make all the things that we're doing as the elementary work we're pulling up? Uh we're unifying our approach to this so it mirrors what it looks like at the elementary school. So when they come up, it's obviously branded with our stormy and our storm, but the forums look the same. The things everything looks the same. So we have that continuity from elementary um to middle, which is so important that we're having those meetings. So when we get those folders, we have our conversations that we're that it's not a surprise. Um okay, now we go again. Next slide. So

046talking about our framework, uh this should look very familiar. uh about a year ago I say this time that I was here talking about MTSSB. Uh our framework A and B mirror each other. We want to make sure that the that these things are easy for people to understand that they can see how they're paralleled um and so that the process is as simple as possible because we're dealing with a lot of stakeholders. we're doing like we have a lot of students, we have um a lot of staff, we have a lot of people, we have a lot of parents. So, making sure that we keep that organized and clear is definitely of of the utmost importance because with confusion, you know, that sets us back. So, we try to really keep everything falling with

047fidelity. If we say it, we have it. If it's in the hub, we've already gone over it. It's there as a reference, we can bring it back. Uh those are the big things. But again, Everything that we do is mirroring what what we've already seen with the elementaryaries and we're just bringing it up to the middle school. >> All right. So, this next slide illustrates our tiered process for reading um which is driven by student data from sources like our PSATs, our I Ready, New Hampshire SAS, or any of our common assessments and classroom data. Um regular meetings with teachers allow us to navigate places within the structure based on a student's data profile. And that flowchart just guides our teams in understanding a student's current reading level and determining like appropriate interventions. Where do

048they fit on this tiered model? So that tier one represents our core instruction provided to all of our students in the general classroom. Um and that is designed to meet the needs of you know all of our students. However, sometimes um things come up and kids need more and so we break that into some tier 2 supports which are for students that are reading for us like at that one grade level. We start to really look at that. doesn't necessarily mean this big huge intervention is happening, but it's we're looking at it. We're trying to figure out why and really trying to navigate and target that skill. Um, and we do that over our six week period of time. And tier three is for our students that are really struggling. They're significantly below grade level

049and and that involves more intensive interventions. So those supports focus on focus on on the targeted goals, specifically decoding or fluency and comprehension. And again, we follow that same process of a six to eight week um right now we're at six with the way our meetings work. Um but six week process is used to set and monitor those goals to meet the critical needs of those struggling readers because as we know um as our students get older now we're looking at the content where the content gets more difficult. So if they're really struggling now they're, you know, they're not able to access the content material as well. And then for the next one is is very similar for math. Again, this is that streamline approach really trying to keep this um the the method the

050same for our staff. Um but this flowchart illustrates our tiered math support system. Consistent team meetings with the MTSS team enables us to accurately place students within that structure based on their math profiles. Um and that flowchart serves as a guide for our teams to understand the current math needs and determine appropriate next steps. So again, tier one is our um ongrade level for students. So, that's our regular math classes. Um, tier 2 supports are provided for students who are one grade level below in math. Again, that doesn't mean they're coming out of the classroom, but it's one of those things that we're doing. Um, for supports within the classroom, classroom assistance, targeted interventions, reteing, um, maybe some more data collection on what that skill set is that the kids are struggling with. And again,

051we monitor that over that six week period of time, ensuring there's sufficient time to implement those things and that you can see if they what you're doing is actually working with the students. And then tier three, providing that most intensive support for students with significant math needs involving again more intensive interventions, utilizing the expertise of our math interventionists, targeting those specific goals, particular in the area um of those lower level skills. that's where our students are struggling um and really trying to boost them up so that they can get back into the classroom um or sometimes doubling up with classroom supports um as well just really trying to target the needs of the students. >> So building off the elementary again it takes a village. It really does take a village. This is um just

052a a breakdown of what it looks like for our team um at LMS. uh what roles and responsibility what the uh unexpected um for what our co who who our coordinators are. Um I I'll let you know what I'll let you do this part. >> All right. So um myself and our districtwide behavior specialists serve as our MTSS coordinators and we're reviewing you know the input forms that the teachers are filling out. We're get going ahead and um getting our folders set up. Again, very similar process to elementary, but having a lot of that done prior to the meeting. Um, scanning documents in, making sure that everything is received and really, you know, starting that brainstorming process of what kind of solutions do we have? And then we offer advice during that meeting as well.

053Um, grade level administrators are also sitting in those meetings. Again, appropriate for them to be a part of that um, academic and behavior data that we're collecting. Um again offering you know more people to be at the table for brainstorming purposes. Um and then they really look at those um data results for students um for reading interventions and or math and then providing strategies for solutions to those as well. And then again the people that spend the most time with these students are our team teachers and they're filling those are the ones that are bringing that um form to us saying that they have concerns about students. They're sharing um the student progress. We're checking grades. We're looking at common assessments. Um, but these are the people that spend the most time with those kids.

054So, they are the ones that are um collecting the most amount of data. And it's not all just, you know, test data or assessment data. It's the every day um that matters as well. Um, and our grade level counselors serve um in this capacity as well. Again, they spend a lot of time with our kids, a lot of time with our teens and can offer a different insight. Sometimes that out of the box thinking is is really great. um when we come together as a team to think about what do our kids need and then when we need it we bring in our um related services OT, speech and language PT again we have the uh behavior specialist there as well um and then if we need screenings again we do the same thing we

055call parents let them know what's going on and then a letter for approval gets sent home as well >> um again I'm sure you can tell we like flowchart starts at LMS. Uh it just it just makes our world spin a little bit in a good way. Um it brings clarity. So uh looking at our process flow um just to run just quick rundown of what it looks like. Obviously we see a concern. What happens? Well, we uh the team teachers will complete the referral. Um in order to do that referral, they do sit down with the school counselor when they do it. Um, it's actually accessed via Google form and we have it very simple in an easy spot on the hub for uh our staff to access. So, it's it's really easy. And

056then what happens is it goes to the MTSS coordinator. We all get um an email ding when that when a form whenever a form comes in um we set up the that goes to the coordinator from the coordinator. We set up our meeting. Uh at the meeting, we're developing the plan, working with the team, working with whoever we're pulling in. We provide that support. Uh we go over um implement that plan, and then we're monitoring progress. And then finally, you know, after six weeks, we're doing a follow-up to see where we're at. Do we need to adjust? Are they exiting? Are they continuing? Are we implementing more? Um but this is our outline. And then one of the things that we're going to be working on, I'm going to pass to Megan. >> So, one

057of the things we're um starting to work on is what happens um when the plan is working and how what does that mean when you like discharge the students. So, because we want to make sure we have all of that information as well, so that as we get ready to send them to the high school, they know what we've done and if it worked and uh what what implementation took place. So, that's kind of our next step um of what we're working on next. Just a quick question. Um, what if the teacher does not complete the MTSS referral, like is there someone overlooking, you know, above the teachers, overlooking the data and whatnot? And, you know, I'm just saying if if if a student is overlooked or or not putting a form on, is there

058someone checking all that? >> So, I can start a little bit. Um, part of our process at the middle schools is for the building for for the grade level administrator, we're doing bi-weekly meetings with every single team. Part of that is kid talk. We are already talking about these kids before they even get to MTSS. So, they're they're already on radar anyways uh because we're talking about them. And then, um, for Megan's piece, again, I'm going to let you talk. >> So, and we look at um, data from the PLC perspective as well. Um, but I think usually we're capturing it them in the grade level meetings and then it's like yes, let's bring that one that student forward to MTSS and I do feel that we're capturing all of our kiddos during that time.

059>> Yeah. Okay. I just wanted to make sure it wasn't all on the teachers to identify the concerns and bring it to the group and that you guys are overseeing that as well. >> Yeah. And sometimes it's from the school counselor perspective as well. Um, so I think having the team approaches, we're blessed to have that because, you know, more eyes on the student, um, and then having the school counselor be a part of that and the grade level administrator. >> How often do the teams have their, um, team PLC time? >> How often do they have what? >> Team times, PLC time among the teams. Yeah. teams pretty much are meeting every day. That doesn't mean we don't need more that process. That's more of this. Yeah, we're talking about tonight at the same

060time. talking about everything and identify you know where are school by breaking it down to the team level we're bringing back >> thank on to the high school. All right. So, we're a little bit different. So, I'm going to kind of delve into how we got here and uh we really dove into MTSSA, B, and UDL all this year. Um so, I'm going to kind of explain how that unfolded. I'm going to start with the student support process. Um so, at the beginning of this year, we implemented our tier one student support support process. Um and our team members include um myself, the director of school counseling, um Beth Sheran, who is our school psychologist, our special education director, our Lori Painter, our 504 case manager, and Lori Jabar, our academic coach. Um this group

061of people meet every single Monday at 9:00 a.m. Um and that's the time where we meet with students and families who come to MTSS. So that process starts at the house office level. Um so just let's say me as an assistant principal and my team my school counselor or a teacher has come to me or multiple teachers have come to me. We see poor academic grades um disinterest in school. Uh students teachers are seeing um a downward trend um in the classrooms. Basically there's a lot of concerns coming. Um we start the MTSS referral process. Um, and I either myself as the AP or the counselor reach out to the MTSS team. We schedule an appointment. Um, we have the parent fill out a referral form. The student fills out an executive functioning form. The

062student fills out um like an information form about themselves. They have to submit their grades, their transcripts. Um, and all of this has to be submitted to the team ahead of time. Um, they're scheduled for a meeting and we sit down for a half an hour to 45 minute meeting altogether at the table. So basically everybody who could possibly be there is there. Um and this is for for anything any student who brings in a diagnosis. Um even students who or parents who are possibly looking towards a special education referral. We bring all of those all of those families and all of those students through this process first. Um, we all know that special education referrals can take a long time, but we have a lot of tools and resources through this process that we

063can implement very quickly um to kind of get these kids right back on track or help put student services supports in place um to help help write the ship a little bit. Um, so we sit down at the table and we discuss everything from grades to their past history in school. uh their families kind of give us where where they're at, what they're struggling with, if they have any new diagnosis. Um and then we talk about we look at their schedule, we look at their class levels, we look at whether or not they have study halls, whether they're a were able to adjust their schedules at all. So we have um something called through MTSS, we have something called an advisory. The advisory period runs every single uh period of the day. we have a

064different teacher who um in each of those periods and those are small study halls that we have in addition to our 504 Lancer lab in addition to our special education study labs um where students can get some individualized almost like case management uh attention to try to get them back on track and those come with implemented MTSS plans that also gives them um access to Lori Jabar who's our academic coach. So when the students placed in MTSS um they are placed in an advisory and then they have access to go see Lori for academic support with executive functioning maybe subject specific. She's really good with math so it's always helpful for the kids who are struggling with math. Um, again, it's a documented plan that's uploaded to Aspen. All teachers are aware of the plan.

065Parents agree to the plan. Um, and then we monitor. So, and again, much like all of our other teams here, we reassess in six to eight weeks. We bring the family back to the table and we decide whether or not that plan's working. So, at the high school, we don't have I Ready, right? So, a lot of our our barometers are are grades, teacher input, family input. Um, and so that's where we're we're assessing what's working and not what's not working. Um, but this is really comprehensive for a high school student. Okay? So, it's not just what is going on academically in the classrooms. Go ahead, Jason. So, we really have to look at this at the building level, too. Um and so what we did was we took our staff last at the very

066end of last year and we asked them to join one of these committees. Um and in so instead of meeting as an entire faculty this year um we created um staff committees and every teacher every staff member was asked to join one of these committees and they were given descriptions for each of these um and some time to think about what type of committee they would like to be on. Um and every time we have a faculty meeting, instead of meeting as a faculty in this cafeteria, they meet as a committee. And um they've spent 90% of this year focusing on the goals for their committee. Um so as you can see, we have a behavior response committee, we have curriculum advancement, we have UDL tools and strategies, we're looking at a case management push

067pushin model. Um we're looking test score analysis. We're looking at promoting a welcoming environment um for our students. So, all of these things address both academic needs of students and behavioral needs of students because our ultimate goal is to engage students in school as much as possible. And we were finding that our teachers were working so hard during the day that we were losing that extra part of like let's plan our lint or wellness days and let's let's let's do all these extra things, but we were tired, right? And we we didn't have all the the this extra time to kind of navigate some of these great ideas that we had um for our staff and for our students. And a lot of really great work has come out of these committees. um really simple

068things, really, really, really simple things. Um, one of our committees came up with these bracelets that we invested in and each teacher a couple weeks ago received just two bracelets and they're red, white, and blue bracelets. And um they were given these bracelets to kind of very discreetly give to students who were doing really good things in our school. And it's not like this big great award. We don't really make these big deals about it, but um this committee decided that students needed to be recognized for doing really good things. And so we're trying to really promote good behavior um through things that we see that way. um another committee, our professional development committee really wanted to take over all of our professional development time and they did it. And um they've been doing some

069pretty awesome things on our professional development days, but really looking at what our teachers need in terms of engaging students in our classroom so that our our students are well behaved and they are able to access their education better i.e. ffecting their academics. So, so as a school, we really had to kind of like flip the script on what we were doing and how we were using our time um so that it was more effective to the towards the goals that we were trying to achieve. And so we did that through this entire process. Um and so we're looking to really continue that process next year to see how much further we can get. um we haven't made it as far on UDL as we'd like to. So that's a real big goal that we

070have moving forward. Um I think that's a lot it's a lot of um push that we need to make um especially with our staff because I think it will help us to to really look at some of those tier one behaviors um and supports for our our students. It's hard across curriculums and the different expectations that teachers have. um it's different in the elementary level versus in the high school level. So those are some you know PD opportunities that we're going to be looking for. Um but just looking at student engagement and we talked about this engagement and attendance and we have a committee for that. Um so >> can I ask can I ask a question? >> Yeah, I really love this idea. Um and all the different committees you have and promoting natural

071leadership among some staff members you have at the high school. um do they have a chance to share out what they're doing with the entire staff? Like how does that work? >> Yeah. Um so so what's great is that on our hub um they all have folders on the hub and within those folders they all have agendas and at first we did their agendas for them for like the first two months and then we kind of gave them like you you're doing your agendas now. You're driving this ship. Um, and they have an MTSS calendar and that on their calendar that's all shared. They have reported out each month what they've been doing. Um, but as they send out surveys, different types of surveys, the staff gets to see what it is that they're doing

072in different groups. Um, so that part has been very cool. And there's been groups that have been frustrated like we haven't made it as far as other groups have made it. Like what are we doing wrong? Where's our roadblocks? or um you know they or or they come to us with an idea and we're like eh you know maybe try to angle it this way a little bit. But for the most part we really really really really tried to give them cart blanch to be like you have an idea let's run with it. Um we've tried to find the money to support the bracelets or um they really want to put in this really unique change to our schedule where they can have some advisory time with the kids just 22 minutes a day. They're

073like, "Can we just have 22 minutes a day?" Um, and and this professional development idea that came out of this, they ran the whole thing. It was is very very very inspiring. Um, so we've really tried to like give them this autonomy to to to come up with these ideas and they they really have. Um, so it's been pretty amazing. >> Yeah. And I think it's kind of reinvigorated them a little bit and and some of them are frustrated and that's that's to be expected in any situation. Um, but every day, every Monday at 2:15, um, from 2:15 to 3:15, there's another layer of like MTSS teachers who are leaders and Rick and I often sit in the main office and we just have the door open and we wait for them to come ask

074questions so that they can go back to their teams with um the the answers that they need. Um, and if we don't have the answers, then we find them and >> process. Yeah. >> Yeah, it's been a lot of process, but um, they they really have risen to the occasion. So, >> it's been very cool. >> It's awesome. >> Yeah. >> So, as you can see, an immense amount of work has gone into the MTSA model to create it and allow it to be systemic. It's carried out by these super talented individuals here. They're doing a lot of great work in the buildings and we're really proud of how far we've come really with the behavior side and on the academic side. It aligns with what we've um set out in our strategic plan and

075I think we're doing some amazing things here to really u provide support for our students to their whole >> one quick thing. How is the parent participation at the high school level when you reach out to them in that? Are we getting a good >> response? You know for MTSS? >> Yeah. Yeah. When we call parents in, absolutely. Um and and a lot of times they'll they're just don't know what to do, right? Or they're frustrated or they're sad or they're upset and they come in and they they I it's often times this thing where they're like, "Well, just let's go to special ed. Let's just get the answers." And we're like, "Hold on. Let's let's we have all these great services. Let's let's try this first because we really can do so much without

076waiting for that really long referral process. We we can this advisory in right now. We can put um you know this EF coach in right now, this academic coach in right now and you you'll be able to see like some really quick results. And honestly, it's a lot of children who need to understand what they're struggling with. Like you know, you have a student who has ADD or ADHD, but they don't even know what that means. Like some we need to teach them what that means. What does that mean to have that? How does that make you feel? How do you learn best? Like we need to take the time to to teach them what those skills are, you know, and you can really only work on one skill at a time. It takes time.

077>> And I'm just asking so people out there, you know, whoever are watching tonight is if you have a situation with your student, come to you folks. >> Yep. >> In every building. >> Yep. >> We we want to help the families. That's what we're here for, >> right? It isn't just the student, it's the families to to put that student in the right position or direction moving forward. >> So, I just want people to understand that's what we're here for. >> Yep. >> Anything to do for with for their students? So, appreciate it. >> Any questions for us? >> I just had one quick question and I probably should have asked it in the moment, but I wrote it down because I figured it would apply to multiple. I know we talked a little

078bit about like discharging kids and and that we needed to kind of button up on that, but is there any process currently in terms of plugging kids across buildings when they transition across in terms of like who has had intervention? I know it's like easier with 504s, 504s and IEPs. >> Yep. So, at the ATO, we actually um have everything in a Google Drive and so there's a separate folder for each student. there's the minutes, there's any um screenings that were done, and then come the end of the year in the summer, I will separate those out and share all of those files and that information with the elementary schools um so that they know that students who are brought to um MTSS, whether they were transitioned out of the MTSS process, those folders and

079that information still resides within that drive. So they'll see those who are still in process. And they'll see those who we said, you know what, you're all set. You no longer need those tier 2 or tier three interventions. All of that's transitioned from Hill to the elementary schools. >> Okay. And if you looked at the slide that was like which says like everything's completed beforehand. There's like for us at the elementary level it's a grade level folder that holds all those students but then every student has a folder that's like the action plan the input form any meeting minutes um screening permissions and results and uh letters home. So that historical data is there for all those kids. So we even have kids that maybe at the end of second grade they were discharged from

080uh MTSSA but then in fourth grade something pops back up. So when we bring that kid back in we have like an inactive folder where there was all stored. We bring that kid back in we can see where we left off what things we were working and put in place and then we just continue on with that process with them there. And then those folders, if they went to North School, I transition I transfer that ownership over to Kim or I transfer that ownership over to Shawn. When they go to the middle school, we transfer the ownership over to them. So now they have access to all that historical data from Mousell all the way through us to them and that gets passed on to the high school. >> Yeah, I think that's helpful too.

081Sometimes it's years later and you're like, oh, they, you know, they had some intervention. This is like or they learned better in a small group or, you know, this worked for them. I totally wanted to jump in for middle school because it's like funny you should ask. Next week we actually have meetings scheduled. Megan and I are going to be going to the elementaryaries um to to actually be this is part of our process. We meet we meet with the um grade five teachers and the teams talk about the kids. Uh they fill out uh we have folders and we have documents that uh they fill out prior to us getting there. So when we have the kids, we have the information at our fingertips of of where they've left off, what they've had, whether

082they're IP, 504, MTSS, a MTSSB, whatever they've had. Um, we have that, we communicate it. So we have that in addition, like Scott said, he shares those folders over to us. Uh, so we have them ahead of time. Um and then the other piece that we have at the middle school um in addition to all the same stuff is through our Aspen we also have now a um when a student is in the in the MTSS process wherever they're at we have an icon that shows up. Alo and I so just like you know with a 504 or an IEP student or any sort of legal or parental or whatever we have and we have a lot of different icons in Aspen that whenever you whenever you pull up a student it's there. Um we

083have now an M that shows that they're at MTSS we have that M there so we know we okay let's go look at that folder let's go check out where they're at what we're doing. So again, it's really about increased communication, making sure that when we do have students, whether we discharge with the process or if it is something that we need to look further, like if we do need to do, you know, some testing or or referral to special education, now we have all this paperwork and documentation we've done beforehand. It's all lined up. It's organized. We have exactly what we've done. We've communicated with all stakeholders, including parents and the student. So when we get if we get to that process, we have all this information now that's in an organized um you

084know place that we can continue and it's just making it more efficient again increasing that communication and hopefully reducing the gaps of missing students along the way. >> Thank you. >> Great. Good. >> Well, thank you folks. Very informative and keep up the good work. Appreciate it. >> Thanks. >> Thank you. >> Thanks. All right, moving on to 7.2, the 120 behavior report summary 2526. Tough act to follow. Um, you know, but as you can see, there's a ton of processes in place. These are more the outcomes, you know. I'll try and share a few highlights, see if you all have questions. I mean, obviously you have some of the experts in the room here too if you have more followup. Um, but last year, you know, we did day 90 and day 180. This

085year we did three times. So, basically, after March 16th hit, I asked all the schools to kind of summarize where the kids at, >> taking all these processes that are in place and trying to give us a high level summary of what they're seeing. Um, you know, so I think there's good news in here and there's obviously things we want to follow up on. Um, I tried to break down for the school board in the community. So, if you look at our K through five system, the vast majority of students have no behavior referrals. So, they're being dealt with in the classroom, and that's what we want to see. Um, you know, there was growth for the number of kids that have, you know, one to three instances in all the schools. That's to be

086expected. We're twothirds of the way through the year. Kids make mistakes. Uh, but you want to follow up with them. I think it's I think it's perfectly fine that we that there are consequences and follow through and making no for their mistakes. Uh what we don't want to see is kids constantly pushing the boundaries of our expectations getting consequences and not changing those behaviors. Those those are the kids we see see in tier 2 and three. So the bottom of the number you can kind of see that uh in the K to5 level there were 22 kids in that bucket for K to 5 and 85 6 through 12. Uh at the high school most of those repeat offenders were cell phones but that's okay. Um I think we we've set the tone that you

087know phones can't be in this building and I think the high school and their staff went through a process of reminding everyone of that and handing out consequences which is good. That's okay. We want that to happen. And I think the growth of the middle school was just around general behavior expectations. you know, as John kind of laid out, they've been doing the MTSSB for two years, so we're kind of two years into it. We want them to follow through. If kids don't live up to our expectations, they should get they should get consequences. Um, so I kind of follow up with them there. And then tier three is obviously kids who need more help. Uh, and I think the pattern that I saw across, you know, about 40 kids we have districtwide is they

088tend to be all individual stories. They tend to be all individual issues and the schools are trying to respond to them in that way. and kind of layer on different supports. Um, you know, and I think, you know, you have about four to 5% of your of your students at that tier 2 at the middle school and high school and, you know, pretty much across all the grades, less than 1% for tier three is a little bit higher because you got 5-year-olds pushing back on the idea of what it's like to be in school, you know, and I think that that's that's pretty normal. They're they're our first line of defense. Um, you know, and I and I think what I do is I kind of look at the different patterns from what we're seeing,

089from disrespect to refusal to physical contact. Um, those are all things that do come up in school. Um, and then I also keep an eye on the bullying and harassment, what is substantiated versus unsubstantiated. Um, and then the schoolwide safety reports or the risk assessments which do come up uh much more so in grades 6 through 12. Uh, one more thing we're keeping an eye on is vaping and banned substances. I mean, we have seen an uptick, I think, both in the middle school and high school as of late. And I think, you know, when I wrap my head around it, and I still have work to do with William and and Rick on this, is the measures we put in two years ago did work. I think for the last year and a half

090now, I think the kids who do want to be in school or do want to bring them in school have kind of worked around some of those things we've had in place. So I think it's now we're in the process in both schools kind of ramping up uh different levels of resources we have and kind of reaction to that and and if we catch more kids in the future that's okay. Uh we want to have those consequences. We want to send the message that this shouldn't be in school. Uh you know unfortunately then we have to have conversation with parents somehow your child is getting access to these in the community and they're bringing them into school. That's that's a problem we want to help parents solve too. So I think that's pretty complex. Um,

091you know, I think we're we're kind of in the process of of reacting to an uptick we've seen in both schools. And then, you know, a meeting with William and Rick next week and we'll we'll cover what do we want to do more with the families? You know, what is the messaging we want to kind of see moving forward with the community and the families because it's a community issue, but it's also a family issue. We want to help people on both those levels. So, there's a lot in all that and, you know, just kind of want to see what what questions the school board has and do the best we can to answer that. questions. >> How have the wands been working at the high school? >> I think Rick is still here. Phone

092a friend, you know. >> I'm just wondering how how often we've used them. How do how are they working? How are um students and parents families responding? >> So, I would say the wands are working well. Um where is this on? I think it is. The wands are working well. We have the issue we're having now is because we only have the vape detectors in one bathroom. Students have figured that out. So, when we first had we had a number a couple of successes with the wand, those those numbers that I shared with you, which were like up to six times a day sometimes, have gone way down. We'll go a day sometimes without anything going on in that bathroom. The problem is they're going to other restrooms now. So, that's we know we know

093that that's happening. So, I think the next phase is to start to roll out the vape detectors. Um, because the wands in the there has not been any issues with families or anything around the usage of the wands. That procedure has worked out really well. Um, and we've been able to use it as a little bit of a negotiating piece too with students depending on how many times they've been caught. Um, you know, we've had we do have some frequent, you know, multiple offenders now, which is we're starting to see patterns emerge. How about we talked about adding them to more bathrooms and Yeah. >> Yep. Yeah. That's what we're kind of looking at into what we can afford budgetarily. So, I think we're we work with Joe to kind of get an overall um

094cost and then I think to Rick's point, it's like we want to be strategic on how we kind of roll it out so we can kind of keep up with it with the sensors. >> I just have a comment. Um I definitely think like some community outreach or messaging too would be helpful. I, you know, we don't want anyone vaping, but I think you think about a high school kid having more risk-taking behaviors, but I'm like really shocked to hear about the middle school. Maybe I'm naive, but I I definitely if there's anyone out there like me, like maybe they would like to know that, you know, we're hey, like we're having a problem here and, you know, talk to your kids or, you know, just be aware of of what they're doing. I don't

095know that people think, and maybe they do, maybe it's just me, but I don't know that people think of that when they think of middle school. Um, and so just some messaging like, you know, hey guys, like let's tackle this together. This is happening here. Um, you know, we'd like to think that everyone's watching this on a Tuesday night. Uh, but, you know, the reality is, um, maybe not. So, >> my two sons. >> Yeah. I don't I don't want to speak for William, but you know. >> Yeah. twofold in the middle school that the kids would not be pretty surprised when they say this. I I get more concerned about 10, 11, 12 year olds having access to to a vape more than I do. >> Yes, there are circumstances where I think, you

096know, discipline is important because you need to catch those kids that are doing things they shouldn't be bringing to the school. >> But the other side of that is too that when kids go to the restroom or wherever they are, they shouldn't see it when they get there. This is a middle school. uh they shouldn't be worried about going to restrooms and so forth. And one of the things that we could stress with our kids and our families is you kids need to come forward and let us know. It's very difficult to catch one of the students if they're doing something because you got to go through a multitude of steps to do that. Um some kids are good about it, some kids aren't. Um we have seen an uptick to some extent more so

097than we start in the beginning of the year. But you know, I would say that those parents that we're talking with are very supportive. They're concerned too. They're concerned about the welfare of their child, which is more important almost than how they're getting it. Um, but you know, the message to the kids I usually often say is it's just not something you should have with you. It shouldn't be in your body. It shouldn't be in your space and it shouldn't be in our school. So, um, you know, I think that we may need to take some preventative measure measures as well to really ensure that when kids go in the restroom, they feel safe. They shouldn't have to see that at this level, I don't think, or feel strongly they don't. And then parents just

098need to be aware. They need to be cognizant of what vapes look like, what they come in, what the form is, how kids can get access to them. I think more informed parents are, the better they are, as well as our kids. So, um, you know, it's a twofold messaging. >> Can can we help inform the parents of some of this information? >> So, I some outreach I think you kind of talking about is can we can we send some of this information to the to the families what to look for? >> Yes, it would be a good good idea of us to try to find good literature that goes home. Um, you know, I've often said to parents, particularly when my kids were a little bit younger, more so in high school and middle

099school, is that if you haven't been to a smoke shop before, you need to make a visit. >> You need to go in and look around to look and see so you know what you're looking for. >> Because there are things that are packaged that you're not going to know the difference. You're not going to know if your kids have it or don't have it. >> Um, and then and if if you see those things, then you should ask questions. >> Yeah. Um but to get yourself better educated even as a parent um you know it's not you know you can go wherever you need to go but it's a good idea to see what kids have access to so you don't recognize that's the hardest part. >> Yeah definitely and but data is educational

100I think if oh vaping oh that's a oneoff not my kid but if you see that we've had I don't know what the number is but like we've you know 25 suspensions in one month for this you know across five kids or 10 kids or how many. I think that's where you >> get people to stop and think like, wait, could my kid be doing that? Or even like what you just said, like where are they getting that? Where they getting it from? >> That's even more >> Yeah. >> That's the more concerning piece, >> right? Yeah. Yeah. And and just the awareness because I think >> us sitting here when you bring up the middle school is like, and we're in it day in and day out in this position and now we're hearing

101more of it, it's very concerning for the health of these these children. Yeah. and that and the welfare of them of to the point of where are they getting this stuff and >> at our level that's the primary concern right the welfare of the the children >> as well as you know access and then protecting the kids too as well those that don't know what it is walking into a bathroom so we've had some small upticks they're centralized to certain grade levels more than others >> okay >> but kids talk they ride buses together so we don't want kids feeling um uneasy when they come to school so >> but messaging to our kids is one way. We do a lot of that work through, but I think a lot of it may go even

102to help parents out as well. >> They may just be unfamiliar with >> the types of things that kids use. >> So, I think the education piece is valuable piece of equipment and then looking at what you're doing at the high school level brought into the middle school level budgetary wise, what we can do sooner than later. And I'll let you guys uh work that out, but I think the board ultimately would support that. um you know to to for the welfare of these kids. Yeah. >> So yeah, >> and I know Breathe New Hampshire does parent um you know forums as well. We just had them come and speak to our sixth grade students about vaping during the school day, but they also do some parent things in the evenings and whatnot. Um that

103would beformational for parents. >> Yeah, good idea too. All those things. >> So we can find try to find some either links even I send them home in a parent update just you know just take a glance just be aware. Um, so more aware we are then the better the kids understand that we're watching and looking and we don't want that stuff >> great with those kids that age or any age. >> So one one quick thing that maybe not necessarily for this particular year but as we're getting the uh MTSSB more in place and across schools maybe start getting a more of a yeartoear what this looked like last year at this time this year this time. um just to get that histogram going. Be really interesting to see how the effects are taking

104as we do this and what that looks like. >> Yeah. No, for sure. It's a great point. Well, we were able to see you this summer because we have last year's um and you know, and you know what what I see is all those processes we just heard about is why you don't see this huge creek to the right, which is a good thing. Uh but there are obviously things we want to address like vaping uh and other things we want to jump on and get better at that are maybe hidden within this a little bit. Um but but you don't see this this big trend to lots of behaviors uh from lots of different kids that we can't solve. >> Thank you gentlemen. Appreciate it. >> I've got just one thing I just want

105to go with you. Um a few weeks ago I sent out the liazisoning report to all you. I got a couple of items back. I've taken care of that you guys. I sent it back out. everybody good with their assignments for uh 25 26 y appreciate your feedback and um and that so I'll look for a motion to approve the uh school board liaison for 2526 please >> so moved >> motion by Amanda >> second by Tim all those in favor >> I I thank you >> all right we regular public comment and uh still nobody here. Um so I will close public comment. >> Um jump into deliberations 9.1. I didn't see any changes on the third reading. None that were discussed uh going through. Um so if nobody has any questions on any

106of these policies, I'll kind of go through them and uh we'll get them adopted. Uh so I will look for a motion to approve the third reading to adopt policy EBB CA use and location of external defibrillators. Please >> so moved. >> Motion by Amanda. >> Second by Kevin. All those in favor >> I 50. 9.2. Look for a motion to approve the third reading to resend policy JL Ca use and location of automated external defibrillators. Please >> so moved. >> Motion by Amanda. >> Second by Sarah. All those in favor? >> I 50. 9.3. I'll look for a motion to approve the third reading to adopt policy JFAB, admission of tuition to non-resident students, please. >> So moved. >> Motion by America. >> Second by Tim. All those in favor? >> I 50. Bless

107you. >> Thank you. >> Uh 9.4. Look for a motion to approve the third reading to resend policy JCB, admission and attendance of non-resident students. Please move. Motion by Amanda. >> Second by Kevin. All those in favor? >> I 50. >> 9.5. Look for a motion to approve the third reading to adopt policy JN prohibition of deep fake images and other media. Please. >> So moved. >> Motion by Amanda. >> Second by Sarah. All those in favor? >> I 50. >> 9.6. Look for a motion to approve the third reading to adopt policy JN R prohibition of deep fake images in other media. Please >> moved. >> Motion by Amanda. >> Second by Tim. All those in favor. >> I I 50. Thank you all. >> Uh 9.7 uh changes to the 2026 school board

108meeting dates. >> Yep. I know there were some ones you guys wanted to change, so we can change them now. And those dates are >> on the way. >> August 4th. >> Okay. >> June 16th. If we can look at changing that. >> Okay. Whatever works for you guys. So, we've got June 16th, which I look at calendar Can we do a different day that week? >> June 16th is is the third Tuesday. So, >> do we want to look at the 18th, the Thursday better for everybody or no? >> Wednesday. >> Hard for me. Okay. >> Monday 15th >> or the 15th. >> Any day is fine. >> Yes. >> Last day of school is >> the 15th. >> 15th. 15. You want to do the 15th? Does that work? >> Yeah, let's do

109that. >> Is that okay? >> Yay with you guys or >> 15th work for you? >> 15 works for me. >> Okay. So, June 16th goes to the 15th and then August 4th. Um, we can either push it out. What's July 14th? We could either go a week later, the 11th. >> I'm away that week. >> You're away that How about um either the 3rd or the 5th? Is that work that week or is that >> gone the 28th through the 9th? So, if you guys need to meet without me, I can just miss that meeting. >> Okay. >> Cuz that's I know that's a bigger stretch for now. >> Yeah, we could leave it for now because I'm not even sure what my >> Yeah. Okay. >> Note as it gets closer. So those

110are the only two dates that we had so far. Okay. >> So we'll just come back to the August 4th. >> The 15th of June, the last day of school. Was that the best day for you guys that week? >> It doesn't matter. I just can't do Tuesday. I can do it any other day. Wednesdays and Thursdays are a lot harder than for me. >> Okay. >> Um Mondays are better, but I'm not stuck on that 15th week or the 22nd. Would you rather do the 23rd? Like Tuesday the 23rd >> follow 23rd? Are you guys around? >> Yeah, I think the 23rd work. I think that works. >> I like the 15th because we're not on vacation. >> Thing I think it was it was like the district I'm in might be a little

111bit drained in the last day. You know what I mean? I'm just thinking like 23rd. >> They might want to get it over with. >> Yeah. Yeah. Whatever. >> The 23rd. >> Any strong opinions? 23rd. >> I'm fine with either. >> Is that okay for you guys? >> Does that work? >> Yeah. I don't I don't think we have strong opinions right now. Let's >> Some people start to take the next school year. But I think for the three of us, we'll be here. >> We'll be here. >> All right. So, 23rd. Okay. >> Okay. >> Yeah. stuff into kindergarten. >> And we'll revisit the fourth when we get a little closer. >> Yeah. >> Rest of it looks good. >> Sure. Okay. >> So, that one change for now. >> Good. >> Yep. >>

112Awesome. Okay. Now we'll jump into and let's jump into the purchase request. AMD. >> Yes. So um I'm going to go through several um purchasing requests for the FY 27 capital reserves. So, they won't be the work or the equipment won't be ordered until July. Um, but we posted the RFP from March 11th until March 23rd on the website for all of them and reached out to several people that we knew might be interested in the work. Um, it's important to get them approved early because their summer schedules are pretty tight and need to get things done. Um, so the first is the refinishing of the high school gym floor. We had three bids that came in. uh American sports floors, gymnasium floors, New England sports flooring and we are recommending to go with New

113England sports flooring. Um that is the lowest bid and they could adhere to our timeline. Do you want me to go through all of them and then you approve or do we want to do one? >> Let's do the one at a time if you don't mind. Any questions on that one? I see they had a low number. Yep. >> Uh by about six six plus,000 from the middle and about nine from the high. So Joe's comfortable with that. >> Yep. Um, so I'll look for a motion to approve hiring New England sports flooring for 42,400. Please. >> So moved. >> Motion by Amanda. >> Second by Kevin. All those in favor? >> I. >> Thank you. >> Yes. And so for the next one, it's the North School Gym floor overport. Um, and this

114one similar. We had the same three um companies put in. Um, and we would also like to recommend to go with the 31,700 for New England sports flooring. The other two came in a little bit higher. Gymnasium floors at 30 almost 33,000 and American sports floors at almost 40,000. Any questions? Seeing none, I'll look for a motion to hire New England sports flooring for 31,700 for the North School gym floor over four, please. >> So moved. >> Motion by Amanda. >> Second. Second by Sarah. All those in favor? >> I 50. >> Um so this this next group is for the pod at LMS carpet replacement. If you recall during the building tours last year, um it was very impressive and Joe wants to continue that replacement throughout the middle school. So they're all matching.

115Um we did post this the same time frame. Unfortunately, we only got two actual submissions for this one. Joe had reached out to an additional two companies, but they didn't ever follow through with submitting an RFP. Um, we got Northeast Flooring for 37,587 and RF Fraser for 29 971. We're recommending going with our Frasier um for the 29971. They did the work last year. Um, we were very happy with them. They adhered to all the time frames, so Joe was happy to move forward with them. >> Great. Any questions? Seeing none, I'll look for a motion to hire R. Frasier at 29,971 for the LMS pod carpet replacement, please. >> So moved. >> Motion by Amanda. >> Second by Tim. All those in favor? >> I I 50. >> So those previous ones were all

116out of the buildings and grounds capital reserve account. This next one was our um out of our vehicles and machinery capital reserve. This is the very um exciting infield groomer with level um that was presented throughout the budget season. So um met with JR and our groundskeeper and Joe. Um it's kind of a niche item and only two companies had the equipment. Um so we would like to go um with Turf Products who has it for 39,356 as opposed to the other one that has it for 50,100. >> Any questions? Seeing none, I'll look for a motion to purchase from Turf Products 39,356 the infield groomer, please. >> So moved. >> Motion by Amanda. >> Second by Kevin. All those in favor? >> I I 50. >> Great. >> Thank you, Army. >> Thank you.

117>> Appreciate it. And with that, we will move into the superintendent report uh district office committee meeting April 23rd update. >> Yeah, it's a very quick update. I know Bob already shared some information, so I won't I won't repeat. We met with our landlord and he'll be stay at the CSGO. We're very stable, but uh by July of next year, we hopefully intend to be out. Um, you know, so right now, uh, what's setting up the timeline for the district office project is getting this wetland permit through the state. Uh, we're should be on schedule, uh, to get that all approved and ready for the mid July. The trees have begun cutting down as Bob said. Um, there's a contract with Marinace. They're they're they're working on their contract with Riarch, who's going to be

118the construction manager. Um, they shared with us kind of like they're starting the initial bidding uh, for some of the the parts. And you know, our project is still contained within that 3.9 million, but I think there's some very small projects that the town's going to do at a reserve account to kind of make it one whole campus. A good example of that as your security. So, you know, we'll work with them on that and continue to collaborate and our next meeting is on April 23rd at 8 a.m. Any questions? >> Thank you, Dan. Um 10.2 full day kindergarten timeline. So this is the timeline that uh each of the principles would kind of be sharing with their staff at at each the next staff meeting. You can read it going forward or backwards in

119terms of backwards planning, but it's kind of giving a sense of all the different moving parts that are now underway amongst four schools to move uh people around, make sure we have enough materials, make sure we plan out the space well, make sure we have the staffing figured out, and to ultimately start for Lake Kindergarten uh in in August in in three different schools. Uh so Annie did a wonderful job taking you know very uh not pretty timeline and making it good to look at very clear you kind of help everyone see the steps in front of them. Um and you know again we we do suspect we'll have most of the classrooms moved by mid July. um the the portables that Matthew Thordon and the walls we have to knock down are a separate

120process but we want to be in a good shape um by mid August having all that hooked up and then you know and everyone gets to set up their classroom and you know while that's going on there's still a lot of curriculum work going on there's still a lot of collaboration amongst new teams being formed um you know I think there's there's excitement but everyone can see the the size of the work in front of us too so this is just a nice little timeline and kind of see if the school board uh had any questions for us >> any questions. >> That's great. >> It's nice you laid this out. A lot of people had some questions and that. So, this is great. And probably get this out maybe um you know, in a

121separate notice or something for the community, too. >> Uh especially the um first first grade and kindergarten parents, I think, were the ones most vquisitive. >> Um so, appreciate you getting this information out. And the schools have their um on-site for the kindergarten and first grade families uh in the next two weeks too to go go kind of meet the schools and meet meet everyone. >> Great. Great. >> Awesome. Everybody good? >> All right. Uh that kind of wraps up everything on the agenda. Uh Kevin, anything? >> Nam. >> Yep. We're good. Okay. >> All set. Thanks. >> All good. >> All right. With that, I will uh look for a motion to go into non-public session requested under RSA 91A 3 section 2B and C, please. >> So move. >> Motion by Amanda. >>

122Second by Sarah. Roll call. Vote from my left to right, please. >> I Kevin Gr. >> I Tim Porter. >> I Bob Slater. >> Hi, Amanda Butcher. I serve.