001Welcome to the meeting of the Londereerry School Board to be held on Tuesday, February 17th, 2026 in the cafe at Londereerry High School, 295 Mammoth Road, Londereary, New Hampshire at 7:15 p.m. The meeting will also be broadcast on local cable access channel 8 as well as the district YouTube channel. Um, at this time we are going to rise and we have some guests from Matthew Thornton School that are going to lead us in the pledge of allegiance. If you guys want to come right up to the mic, we'll follow your lead. Let's go. >> I pledge aliance 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. >> Great job. >> Are they going to come up?
002>> Yep. I think they're gonna >> Let me Let me go. Yep. >> Through the consent and then I'll bring them up. >> All right, we'll jump into our consent agenda. And we have some upcoming meetings. On March 10th, 2026 will be election day right over in the high school gym [music] from 6:00 a.m. to 8:00 p.m. And on March 17th, 2026 [music] will be the reorganization meeting right here in the cafe at 700 p.m. Could I have a motion to approve the consent agenda, please? So moved. >> Motion by Sarah. >> Second by Amanda. All those in favor? >> I 5 Z. >> Thank you. >> And at this point, I will open um what I'd like to do is bring up Matthew Thornton and the students um with their principal. >> Welcome. >>
003So, thank you for having us. Mrs. Jobin was unable to attend tonight, so I'm representing the I've Got Your Back Club. And then Miss Charero in the back is also the co-advisor. So, we want to say thank you for the time and the space, but January is schoolboard appreciation month. So, in honor of that, you'll hear from our students this evening. >> Good evening. We are the I Got Your Back Club from a student group focused on kindness, encouragement, and making sure everyone feels supported at school. We look for ways to include others, spread positivity, and help create a school community where everyone feels safe, seen, and valued. >> In honor of the school board appreciation month this past January, we wanted to say thank you for all you do for our schools, our staff,
004and all of us students. Please accept this gift on behalf of the London Dair School District as a token of our appreciation. Mr. Slater, thank you. >> Miss Laughlin, thank you. >> Mr. Porter, thank you. >> Miss Butcher, thank you. >> Mr. Gray, thank you. [applause] >> Thank you. [applause] Can we have you guys stand up here? Stand here. >> We're going to face this way. Okay, guys. >> Thank you guys. That's so nice. Thank you. Thank you all. [applause] [applause] >> Fantastic. What a way to start a meeting. All right, with that, um, I will open public comment if anyone has any to, uh, come up and talk about, uh, come up to the mic and state your name and address, please. Sherman Packard, 70 Old Dair Road. Uh, I want to fill you
005[music] in the, uh, committee in. I know there's a huge controversy on the school choice issue. We are putting the bill 751 into a committee of conference. Uh I met with the governor, the senate president this morning and uh there's still a lot of work to be done in that bill. So what you're reading right now is not the finished [music] product. Uh I can't tell you what the finished product is going to be right now, but there is concern from uh all of us, all [music] three of us, that what you have right now, what's written right now is not going to be the finished product. So um I'd like to make sure I wanted to make sure you you were aware of that that It's there's still a lot of work to be
006done and we have a little bit of time to work on it. So, it's not an early bill and uh so we still got a month or so to work on it and we are getting together all three chambers, the governor, the [music] house and the senate to uh make the necessary changes that a lot of people want. So, I wanted to inform you on that. I also [music] wanted to uh let you know that Senate Bill I think it's 166 [music] is coming across and I know there was some confusion when we um uh passed the bill earlier this year on what could be taken as far as pictures you [music] know for the kids in sports and everything else. The fix is going to be in that uh bill and uh that bill
007[music] is going to be fasttracked and hopefully on the governor's desk uh by the end of the week. Pan, did you want to [music] chime in on this? I know we were going to do it a little after public comment. >> Sure. Well, thank you, Mr. Becket, for coming. We appreciate the updates. Um, yeah, I mean, what I included in the superintendent [music] report was just an update um on open enrollment. I'm really excited to hear there's more work to be done. Um, and I think that the speed at which things are moving is kind of what makes us all [music] concerned. Uh, because we chose to pause on open enrollment, >> correct? >> Um, for lots of different reasons. And um you know, [music] as the bill currently stands, I think we're all worried
008about local control. >> Y >> uh because the old [music] language in in the old open enrollment bill, uh what's on the books now does give us more control. So I think we're worried about local control. >> [music] >> Um, I think the the basic questions I have are I don't know how to navigate families in Londereerry if we're ever in a situation where a kid from Lichfield [music] takes a spot on one of our sports teams. Like, how do I how do I help families understand that? Same thing could happen in [music] classes. Um, I think at the elementary level, it's pretty easy. If we do get more [music] elementary kids, you put them in class, they get the same experience. Uh but at the middle school and high school level, we develop these
009master schedules this time of year. And if we don't know who's [music] coming, we don't want to be in a situation where uh you know, a parent who got to us through open enrollment is claiming we're not treating them well by giving them the classes they want. [music] Nor do we want to be kicking kids from London area out of classes, too. And I think that's that's a huge concern I have. And then I know some of you [music] guys had questions around finances who want to jump in. >> Yeah. And I think I sent you guys a pretty detailed example that, you know, say 50 students [music] left the district at the way the bill's written now. And I know it's going to change, thank God, but um, you know, 80% of that, say
010we're 21,000 per student in [music] Londereerry, 80% of that goes with them. Um, that would just devastate us. You're talking 880 grand of additional revenue that the town of Londereary taxpayers would have to raise to cover that cost. Um, so those That's a big big um area to fill. Um you know, leaving 20% to maintain our buildings and and that is just just not there. Um so that was some of our major concerns was the finances, but also the well-being of our London Dairy students. Um you know, being able not to get what they get because we just can't afford it because we're losing these folks. You know, we've already lost some to, you know, EFAS and that. We understand that portion, but that's state money, you know, that comes to us that goes with
011them. But we we just can't see our legendary taxpayer money going to another town because a student wants to go there. So that's that's our big concern uh concern Sherm and I don't know if anyone else has that that is that is one of the issues that we have been talking about and uh like I say there's many issues that we have [music] been talking about. In fact, I I met uh with the commissioner on Friday and u this is one of the [music] issues that we talked with her about also. So, uh I I [music] guess I can't tell you what the finished product is going to be that is going to be voted on. It doesn't mean it's going to pass, but I can tell you there's a lot of work to be
012done and a lot of the statements that you're making uh we're aware of. >> Yeah. Yeah. And and I guess I would throw out there is any anything major like this. Feel free to come to us. You know, we try to get on every question, but we're not following every bill that comes out other than when it throws up these alarms and red flags. But, you know, our our school board and our administration will work with with all our people at the state level. But we I think we do a pretty good job here financially and educationally and getting better and better every day and working to strive to be the best we can be and [music] we want to be your information up at the state. You know, we have fortunate to have seven
013reps and the Senate President in Londereary. So feel free to reach out to us, any of the reps, that we can help you with any information. I mean, I try my darnest to get you guys all the info when I see something like this and the school board talks about it and we reach right out to you. But feel free anything that comes across the desk up there, if we can help you navigate it so it doesn't doesn't tear apart what we're trying to build here in Londereerry and other [music] public school districts, I think we can be very helpful. So, >> well, once once we get some of the language together, Bob, I'll uh I'll come down and [music] sit down with you. We can go over it. >> Yeah. Yeah. >> Uh but
014it's probably be a good couple weeks, if not longer, for us to sit down and figure out. [music] I'd say we got some time on this before we actually have to vote on it. >> Right. I appreciate it. Does anyone else? >> Yeah. I just want to Can I just jump in? [music] >> Sure. I you don't have to answer this on the spot because I know you said you're working on it, but I'm just wondering if you guys are talking about the impact of special education services and how that's going to work with that that um with the open enrollment in terms of if a legendary student go with with an IEP goes out of town. >> That's part of that's part of the [music] discussion, >> right? And then with the EFAs too
015because and to Bob's point um you know I know I can speak for Sarah like working in schools like right now with the EFAs if there's a student that goes to a charter school that has behavioral services we're having to on a day that [music] we're scheduled to be in a public school leave a school for 1 to three hours to support a student who essentially opted out of the public school. So there's situations like that where um there is a resource drain. So, if you did need any firsthand accounts of what that looks like and some of those strains, I know that I'd be happy to sit down and talk to you guys about that as well. >> Yeah, that's that's another one of the issues that, you know, we we know that we
016have [music] to look at and try and figure out. Uh, [snorts] one of the problems as as Bob well knows and I'm sure you all [music] do is getting information from the towns to the Department of Education on what you actually what what the money that is sent to the towns [music] is actually being spent on. so we can have a better analysis of of what we're doing. And I know uh one of the meetings [music] you were up to, Bob, you know, we talked about that extensively. So, this is all uh stuff that we are looking at and and [music] doing our best to figure out without putting any extra burden on the town. So, >> yeah, it's we're working on it. >> It's one thing to offer the choice, but I think when
017the choice becomes a burden on the kids and the staff in the district, [music] and I don't think it's ever intentional. I think sometimes it's stuff that you have to live through professionally to realize that it's happening and if you're not experiencing [music] it, you don't. But it's definitely something that's draining a lot of the resources and the money. >> Just to reiterate what Bob said, I think we really appreciate you guys all coming and uh you have the best administrative team in the state right here. [music] All of them over here. So if if you guys ever need help thinking through what this means on the dayto-day with schools, we are here and we're very we're very thankful you came tonight. >> Yeah. It's pretty impressive for six out of our seven and I
018know the seventh is overrunning his meeting right now to come when you're asked to come to a meeting. So we do appreciate it and we are here as resources. So reach out to any school board member, the administration, the superintendent is always available and uh let's try to you know keep the local control here and help you guys um legislate up there on benefit of all public schools. So, whatever we can do to help, Charm, I appreciate it. And to all the other reps, I can't thank you enough for coming tonight. Um, I know you guys are busy uh up at the state level, but this this means the world [music] to us and our students. >> We've only got 892 bills to deal with. [laughter] Just a small amount. Nothing nothing big. >> Yeah.
019>> You set a record for a number of bills in the second year of [music] the session, but, you know, nothing to worry about. >> Yeah. Yeah. But I appreciate you coming down and explaining that. And uh we look forward to uh getting some more information or whatever we can do. If we need to be up there to testify, you let us know when and where and uh we'll make it a point to get some of us there. >> Yeah. Once once, like I said, once once we get some of the language together, [music] Bob, I'll I'll sit down with you and we can go over it and sit down with all of you if you wish. Yep. >> You know, we can go over it. But yeah, there's a lot of things that we
020aware of that needs to be done and uh so >> great. That's why uh the three of us meet every Tuesday anyways, the [music] governor, senate president, and myself. So, uh this is one of the top issues that we know we're working on. >> Great. Thank you so much, Charl. >> Thank you. >> Okay. >> Thank you, representatives. I appreciate it. >> Christine Perez, 5 Wesley Drive. What I'm hearing too from other towns [music] is that think of a little town, okay, that a bunch of parents get [music] together and say, "We'll commute our kids, carpool our kids to London area [music] cuz they have the room. So you take because you have like 400 spots in the high school, right? So you take a small smaller town, what's that going to leave for the
021kids that [music] are left behind? absolutely devastate them, devastate that town. So, it's not just your kids leaving, [music] it's little towns that the kids are leaving that it will totally devastate the town. So, >> thank you. >> All right, we are in regular public comment, so come on up. >> That will go up. Yeah, there you go. Kent Batcher, 24 Rain Tree Drive. On a little bit of a brighter note, I just wanted to announce my candidacy for school board and I thought no better place to do it than here. Obviously, at the school board meeting, uh my name is Kent Batcher and like many parents, I kind of started coming here on on single topics and then I kind of realized uh that I I feel the ski school board needs my [music]
022unique set of skills. Um I'm the husband of a teacher. I'm the son of a teacher. I think um as an engineer that has done so many different things, I have a really good understanding of what our kids are going to need to do to be competitive um not just throughout school um but I feel I also speak for my neighbors, right? I I speak for not just me as a dad of three little girls, but I feel I speak for my whole community when I want to come out here and I I just really I want to see progress now. And so, um I know it's challenging, right? And as you can hear, it's only getting more challenging. But I feel that with my financial background as a professional project manager, I've dealt with
023budgets that are far bigger than what we're dealing with here. Um I'm used to having to act extremely quickly, right, to come to terms with things like um legislation, things we're going to come to terms with here, both as a community and as a state. And it's evolving very, very rapidly. You heard one really, really good example of that right here. Um so, so for me personally, um I don't want to see progress in 9 years or 3 years and two years. I as a parent I ask myself I come to these meetings and I say towns with a similar tax base very similar outlook um there are services that are being provided there and I ask the question to myself why can't we do that here right and it might take uh just a
024little bit more creative thinking um it might take you know moving outside of you know what's what's normally done at a school board meeting or what's normally done at a budget meeting um I feel that I'm really doing that in a lot of different ways um kind of we expressed the other day at the teachers union meeting where I'm going to planning board meetings I'm advocating and I'm saying you're not going to build 250 brand new entry-level single family homes with no special tax assessments. That's not going to happen. [music] Right? And assuming that there will be one child for every 6.25 houses [music] on an entry- level house, there's more likely to be two children in every house instead of zero. Right? And I'm proud to say I stood up and said, "You will
025not approve this. The town's people will not allow you to approve this." Right? And at least for the moment, it's on pause because they did not have any answer to what are we going to do for new teaching space? What are we going to do for our teachers? What are we going to do for ambulances, gas, water, road? Absolutely no answer, right? So, I know you guys are doing similar things. I really look forward to to working with you guys. I've reached out to every PTA and PTO in town. And for those of you who are watching right online, um I I just want to say I want to know the data of what's important to our teachers. I want to know what's important to the teachers aids. And every time I come in the
026meeting and I speak, people will talk to me afterwards and they kind of give me their private thoughts. So I know we have some bridges to build. But I want to know as a as a parent, what do you want your kids to say when they come home? Those of your children with IEPs are in a special education program. It's extremely challenging. Right? I want to know what your challenges are. I want to know what works and what doesn't work. Right? So you can reach me at kent batcher for schoolboard.com. That's ke nt b- a c hir for schoolboard.com. You can also reach me at 603-496023. And I'm just I'm I'm a dad, right? I don't know the whole town. So, I just want to come out, introduce myself, and I really hope that you'll
027vote for Chem Bacher on March 10th. >> Thank you. Anyone else for public comment? Seeing none, I will close public comment and we'll jump into committee reports. [snorts] Our student representatives, welcome. Um hi. Um it's been a while, but we're glad to be back. Um just a few things from student council. We have our um this Friday we have our box battle spirit event. So we're currently um running a boxed food drive for student uh student for St. Jude um food pantry and we hope to collect 500 boxes um in donations. We're about halfway there now. Um, we plan on Friday to have those boxes [music] be used in a spirit event to help um, send everyone into the vacation with a sense of knowing that their donations are going to a good cause. Um,
028the other big thing coming up for student council is our spring semi. [music] Um, the theme for that is a night in Paris and it'll be on March 21st here in the calf. We're really excited and we have some big ideas for it. >> Excellent. On the sports side of things, um, girls basketball is going to [music] playoffs. Um, our ski team did well. The boys placed in seventh overall and girls placed in 14th overall. Um, juniors are having a dodgeball tournament um, coming up in March and that's going to be against Pinkerton. And then, um, for swim team, they also went [music] to stage which was really cool. >> Thank you both. always look forward to the updates around the uh campus and that. So, thank you so much. >> All right. >> May
029I just tell you something? >> Yeah, I I didn't come on up. >> Apologize. >> Yep. >> I thought you were going to do more and they left, but um I just wanted you all to keep an eye on House Bill 1300. That was supposed to be [music] I forget. I think it was supposed to be re redistricting and it's being turned into a cap tax cap bill. So, I wanted to bring that to [music] you. Um, and then the other thing is is that the progress is being made for putting a tax cap on the November ballot. And what that would do, and the reason why they're saying the November ballot is because the big complaint [music] is that um uh not enough people come out and vote. So um and I say we're
030400 people and we're speaking for 1.4 million. So that's even less percentage that [music] comes out. Um but that is coming out. And unfortunately, I really feel very strongly that some of these things, like what Speaker Patrick said, are going to be really pushed through. So, [music] keep your eyes open and your ears. Okay. Thank you. >> Christine, can I ask you one question real quick? Can I Sure. I know I don't usually do this during public comment, but I am curious because you guys just went through a vote that overwhelmingly went against the tax cap. It was like 345 or so to nine. I'm just curious what's changing >> okay >> going into the >> okay so what you need to understand is that when you have a bill come in [music] at before
031the house okay and then you have amendments to that bill okay so the original bill came through for the tax cap and then someone else put a a flam floor [music] amendment on that we voted on that added something to it okay and Then um Lori Ball from um Salem put in a amendment to that bill and that bill her amendment is the one I spoke to and that was that um the only tax cap would be that your I got to [music] use the right words because I use the wrong words that your uh central office administrative expenses [music] could not exceed 6%. That there's first you have to accept the amendment. The amendment was accepted and then you have to speak to the bill which I spoke to the bill and um and
032that amendment they did not want that amendment to pass. [music] So leadership had everybody vote against it because it would have been the amendment that passed. >> Okay. Does that make sense to you? >> Yeah. So the heart of the matter is still in play for November. >> The heart of the matter is very very much in place. So it's if I can't get the one I want, I'm not going to I'm going to kill everything. So that then we'll bring it back on another way. [music] I find this very frustrating. But anyway, thank you >> Christine. And as always, thank you for keeping us up to date um on the school side and advocating for the schools as much as you do. Appreciate it. >> Thank you. And it's important because without a decent
033[music] school, the London Dair Town will be died too. You know, people want to come for a certain reason. >> Thank you. >> All right. Let me jump on to school boy lazy. >> Yes. >> Okay. We had it all pulled up. There's a book there. I'm going to build the suspense for it. >> Here we go. >> Going be very exciting. And it is the week of March 9th at Moose Hill. And they will provide us with additional details as it gets [music] closer. >> Yeah. I've got a couple. First from Matthew Thornon. Uh tonight the um Matthew Thornton PTA, they're holding auditions for their first ever talent show. [music] MT's Got Talent. First grade teacher Lacy Aguire is chairing the event. Um and they have about 50 students sign up to showcase their
034talent. And [music] the show is set to take place on the last day of Turn Up the Fun week on Friday, March 20th from 5:00 p. a.m. to 7:00 p.m. Uh they helped out with the 100th day [music] of school last week by providing bingo cards and stickers and all the students are getting a [music] free bag of popcorn on Friday with coupons that were given up to celebrate the popcorn was generously provided by chunkies in Manchester. Uh once they're back from February break, they'll be focusing on promoting the turnout the fun week where every event is free for families to [music] attend with purchases that can be made separately at the book fair. A spontaneous fun day [music] to celebrate National Crayon Day on March 31st. Then booster thawn will kick into high gear
035with a big goal to raise money for things like Lego STEM kits, playground seating and shading, fans for classrooms, [music] and to help circulate air and so much more. So that's what I have on Matthew Thornton. And then a note regarding the senior resource committee. Um after tomorrow on Thursday from 12:00 p.m. to 1 p.m. Bob and I are going to head over to the Londary Senior Center uh on Mammoth Road to go over any questions that [music] people that are attending might have on any of the warrant articles on Arch Ballot. So, any seniors that want to attend that, again, it's Thursday, [music] February 19th from 12:00 to 1:00 pm at the senior center. >> Thank you, Tim. A couple notes from the North PTA. Um, they're all still prep for their VIP dance,
036which is, uh, coming up in March. Uh, as well as, uh, they are starting to fund raise towards new pieces of equipment for the North School playground. The U playground itself has been redone. um some of the primary pieces. Um but they left space purposely for a few pieces to be um picked by the students that they are fundraising towards with the the big fundraiser coming up being the Harlem Wizards. Um which is you can imagine like a little trotters type fundraiser thing that they do. uh as well as a tattoo the the teacher fundraiser where uh they um week after February vacation the kids will be buying and bringing in temporary tattoos to um shall we say uh tattoo up their lucky teacher let's go with lucky >> thanks um yep last night I
037attended south school um PTA ski club is ongoing Um, and they have a very successful book fair selling over $13,000 in books. And let's see, after break, uh, they're going to start, uh, penny wars, and that'll go on for a couple of weeks. And then coming up April 3rd, uh, will be [music] the tall and small dance. Um, so, a lot happening over at South School. And, um, that's all I had. And I just wanted to follow up uh with the school board and administration again on the deliberative session I thought was very well done. Thank you to the staff for all the details [music] um from from the schools um to buildings and grounds to it. Um it it just well informed our community. there was very few questions and I think um you
038know between the work [music] of the school board and administration um we're showing this community that we are moving forward in so many ways and um I will be sharing some of your slides Dan over the next couple of weeks on social media with your uh PowerPoint presentation of the deliberative um to uh share uh all the growth in education as well as uh how we've uh balanced our finance situation here and uh where a lot of other districts are having a tough time. Uh not that we're not, we're still offering a lot and still thinking of our taxpayers. So, thank you to everybody on a very very successful deliberative session. It was a lot of work getting there. So, great [music] job to my colleagues and administration. So all right we'll jump into announcements
039and presentations and we'll go to 6.1 reading initiative Mr. Parent and members of C3. >> Good evening. I'd like to invite my colleagues up to join me please uh at this table and in the front I believe we should have enough seats for everyone. I'm going to pull up the presentation. So, several months ago, as our colleagues get settled, several months ago, uh, Mr. Slater approached me to talk about reading in our schools, and we had a great conversation. It wasn't just around the required reading, but what our students were doing for [music] reading for enjoyment. and he posed a question, how can we ensure that we can get a book in every student's hands in [music] our district? It was a really good question that created a lot of discussion and subsequent conversations around
040what we have in place and we have some amazing things with amazing people carrying it out. um but what we could do to challenge our students really year round and they are here this evening uh because [music] they're invested in building a reading culture in our schools and they put a wonderful [music] um Canva presentation together to just kind of talk about and highlight some of the great things happening in the schools and what we have planned for the spring to really kick this off. So, we will [music] start with Moose Hill School and they can introduce themselves. >> Hi, I'm Sarah Keller and I'm one of the kindergarten reading [music] specialists. And um I think of course at Moose Hill we're building those foundational skills for the children so that they can um be
041on their journey to become very successful readers. So, of course, we're all about the letters and the sounds and the phonics and the phmic awareness and doing those things in very 5-year-old exciting kinds of ways with sand and with play-doh and with shaving cream. And of course, if you can see on the slide, we even put ends on our noses, things like that. um anything we can do to get the kids really [music] excited about learning the letters and excited to take off on their journey with reading. But of [music] course, we don't we want to show them the end game, right? We want to show them how exciting reading is. Once they master all these skills, they'll be able to read and that's so [music] fulfilling and wonderful to be able to pick up
042books and read and to learn from books. So, um you can see on this slide we have um [music] read alouds every day and um if we look at the pictures um you can see that we have our common themes that we do in kindergarten and um we all do them at the same time and the teachers all have the literature the same literatures that the children are reading and all of these themes are um [music] culminating in some kind of an event at Moose Hill. So, all of our folktales, you can see we have our puppet shows that we do for our common folktales as well as the liveaction show of Little Red Riding Hood. Um, this month, well, next month in March will be um our animal theme. So, the children learn about
043four different animal groups throughout the month. They learn about [music] mammals and birds and insects and reptiles. And then at the end, you can see down in the bottom of the slide, we have our Jungle James Wild Animal Kingdom show. It's very exciting and the teachers dress up like animal experts and present to us all kinds of animal information. It's very exciting. So March is going to be really exciting month because we also are going to return from February break and we're going to be having um we kind of breathed a new life into our read across America program and that will be schoolwide mooseillwide leap and kindergarten will be participating and our theme is reading is fun from head to toe [music] and each day the children will be asked to come to school
044um uh dressing up a part of their body that helps us with reading. So Monday, for instance, is hands [music] day and the children have to come to school with fancy hands, either gloves or fingernail polish or something. We're going to be doing a lot of hand finger related things in school. And then we really wanted to incorporate a home component and have the [music] fun keep going at home. So, um we've provided a list for parents of books that children can read that will go along with um the theme of the day as well as activities like hand day. We're suggesting have a finger food um dinner at home um and things like that. So, um we're really excited for that and um it's going we [music] we we do our best at Musil
045to really um help children learn those foundational skills. Um, but we really want them to see that endgame and to really develop that love of reading. >> Can you go back? Um, and then for Moose Hill for the library. So, Mrs. McQueeny could not join us tonight, but um, she is wonderful. The children love her at Moose Hill. Um, and what she does with the with the kids in in such a short period of time. All of the students have access to the library. um they go to library once a week. Um just like our first through fifth grade students do in the other schools. Um and she just shared a list of just all the different themes that she does with the students. And the pictures that Jay had on the next slide just
046shows some of the fun crafts that um that come home with the students. The monster that just came home for Valentine's Day. Um but again just connecting the the themes for the kids is is um so important to building that that joy and love of reading. And so she's doing that through the time in the library as well. And I think that Mrs. Keller did not mention her songs in the afternoon as well which >> are a big part of the literacy piece that if you're at dismissal at Mutil. [music] >> Yes, we have common um songs we sing al together. This week is juicy vacation word week and so we're learning some vacation vocabulary. I think today's word was relax. So yes, >> it's very entertaining. [laughter] Hi, I'm Judy Martin and I'm one
047of the reading specialists at South School and thank you for giving us the opportunity to share what we do [music] and we take from what Moose Hill does and we grow to first grade where they are reading and one of the fun activities we do that one of the first things we put on is our first and fifth grader reading buddies. They [music] That's like a big thing for first graders and fifth graders. They love getting together every Friday and they read with each other and the the fifth graders [music] read to their little buddies and then their little buddies read to them and it's quite an exciting [music] time. Another thing we do with the younger kids is we have reading challenge. So it's a kind of a homeschool component. So, in January, the
048month of January and February, they're challenged to read 15 minutes a night with someone from home, and they color in their little have little um snowmen, and when they finish their sheet of snowmen, they can turn it in for to choose a a reading prize. Uh the third through fifth graders, they have a battle of the books, which all our schools do. [music] And um it's quite exciting. They get a list of books. They get into teams [music] and they battle. They read all the books as a team and they battle against each other and they come up with a classroom champion. And then the champ the classroom champions go to the school battle and then even more exciting which um we battle against Matthew Thornon and North at the middle school coming up [music]
049next in March. So that's a huge battle and hopefully South School wins this year. Just saying. Um the the next thing as Sarah was saying is we do read across America and we try to change it up every year. We've gone way out and done decorated the whole school as Susical. Um this year we've changed it to more of uh trivia and favorite book characters. So every morning we have book trivia where we make the announcement and all the kids can try to figure out what the answer is and we give away prizes for that. We have student council reading fun facts about reading and how it grows our brain. Um then we're also doing uh special [music] guests from the library. Danielle Guest had picked some special guests to come and read during lunchtime.
050[music] So, that's kind of fun. We've also done literacy nights where we've had authors and illustrators come in to help the kids. We've also had game literacy night where [music] the families come and play games with us, vocabulary games and phonics games. So, we're always trying to encourage literacy and even our specialists, our art, music, and [music] PE and STEM teachers always try to incorporate literature into their um lessons. So, [music] South School as well as all the schools really try to encourage literacy. >> You want to do the library? >> Yeah, I can just touch upon the the library side for self school as well. Um, so Danielle at South School, she has been um she has a club that she's been running with just fifth grade, I believe, and she's started she's going
051to start up a fourth grade group, but it's basically a writer's club. Um, and they are working on publishing their own books right now. Um, and then just getting really creative during that library time to again just foster the the love of reading. So, um, having that you can see the reading time in the library. So having different options for reading, whether it's stuffy reading, buddy reading, um using the library superstar, so they get to um have a little ownership and like shared books that they love with their with their classmates um her readers theater. And then I'll echo this with um Matthew Thornton and North as well, but there's been a lot of cross-curricular work um that the librarians have been working on as well to bring some of the material from the classroom
052to connect it to their time in [music] the library. So, you'll always see that you can tell what units are being studied in different grade levels. When you walk into the library, you'll see specific displays. um whether it's the most recently something about the Olympics or when third grade was learning about ancient Rome that they'll pull certain titles so that the kids again they're making that connection to what they're seeing in class and then wanting to take that material home and read more about what they're learning. Okay. Uh Carrie Man, I'm one of the reading specialists at Matthew Thornton. Um we have several [music] things we do um just ongoing throughout the year to promote literacy and then a couple of bigger um family centered events. Um outside right [music] outside our front door we
053have our free little library which we do update um often so students throughout the year can come and [music] um bring a book, trade it for a new one. Um we participate in Battle of the Books with the rest of the school district. Um our fourth and fifth [music] grades are currently um involved in that right now and getting ready for their big battle [music] in March. Um this year new is called Pause and Pages and it's our mobile book cart. Um it was kind of an experiment [music] to try and get books into the hands of all of our kiddos. Um so we partnered with the PTA. Um, we also had some donated books um, in our book closet. And once a month, students [music] are selected by their teachers, three or four kids
054per class um, for demonstrating effort, perseverance um, in the classroom and they're awarded with a certificate um, where they can come visit the mobile book cart as it rolls through their hallway um, and choose a book um, a grade appropriate book. So, we visit one um, grade level every day uh, throughout that week. Um, so that's [music] been kind of a fun new initiative um that I hope will continue future years. [music] Um, we also for just ongoing events, we have um our fall and spring book fairs. Um, we participate in the Fisher [music] Cat Summer Reading Challenge um which is actually going to go home this week where students can um read books and write them down and send it to the Fisher Cats and [music] get free um tickets to a game for
055their family in the spring which is awesome. Um, and through that program, we also have the opportunity to compete against other schools and win money, um, for our school. So, um, the first time we did it a couple years ago, we did, um, get $1,000, which was awesome, um, for reading initiatives, um, to kind of continue these things that we've [music] done. Um, we also do a book swap at the end of the year where students can bring books [music] that they're done reading. Um, if they bring five books, they can take five home um, at the swap. So that's been um a good way to kind of refresh their personal libraries at home um for the summer. [music] Um we have two family events um in the spring. So in March uh for our
056turn up the fun week, we do a book bingo. Um it's paired with our book fair. So parents and families will go to the book fair and then come play bingo um where they can win books for winning bingo. [music] Um that's been very popular and very busy every year. Um so that's something we look forward to. And then this year we're going to in April [music] um for the National School Library Month um we're going to partner with the librarian to do a family um literacy escape room night. Um so that's going to be new for us. We're going to try it. Um but just a way to get kids of all ages, families out [music] um reading, working together, and just doing something fun. So that's Matthew Thornon. >> And just for Matthew
057Thornon Library. So, I think one of the the big things that you wanted to highlight, and we hear the kids talk about this all the time, is when they do their lady book, um the lady sorry, ladybug book. So, they get to vote on um different titles and it's something that happens in in public schools, I think, across I don't know if it's just across the state or across the country. I'd have to I think it's just the state. Um, but they get to vote on on all these different titles and it's a big deal of like whose book won and which one was the most popular. Um, and then you'll also see kids taking those specific books out after they've read them and they get to vote on them and whichever one was voted
058on tends to be the popular one that everybody wants to to take home. Um, and then she also just shared again some of the different things that she's doing in the library with um, first graders are interacting with stories in different ways. they're using um they're able to get on and listen to some read alouds. So, they're accessing it through listening to her, reading on their own, and then accessing some digital content as well. Um just to again show kids that they can access literature in in various [music] ways. >> Hello, my name is Melanie McGrevy. I'm a third grade teacher at Nor School. So, what I'll be able to talk about today is things that we do schoolwide, also specifically kind of things in third grade as well as in my classroom. Um, so
059some of the things that we have are books and beyond for grades one and two. [music] Uh, reading buddies as well from grades one to five where some of the older kids pair up with some of the younger kids. They get together, they read to each other, they build relationships, they do crafts together as well to help kind of strengthen that bond. We also do battle of the books from grades three to five similar with the other schools where classrooms will compete and from there'd be a winner from the classroom a group and then they would compete against others. So third grade is the first year that they get access to all of this especially because they go and do it fourth and fifth grade. So for third uh for third grade it's um very
060much of a learning time kind of how Battle of the Books works. Um, something specifically I do in my classroom when we do Battle of the Books is towards the end of it, we have a readathon. And so we have um, Star Books Day. And so what we do is I have our lattes of hot chocolate. I go to the local Starbucks. They donate uh, they donate some of the cups. They donate some of the bakery bags where we'll put treats in it. I'll dress up in a green apron and a green hat and I'll serve them throughout the day. And so I really turned the classroom into a coffee shop. And so especially having that stamina to read some of these longer books, these chapter books, especially a lot of kids in third grade
061are really experimenting with trying a lot of those longer books. And so really creating a fun environment around it and doing a readathon in the classroom. A lot of the students last year shared it was one of their favorite days. So it's something I'm going to definitely continue to do yeartoear. Um other things we have are two little libraries for students and adults. So we have one for students and that is found on the playground. It's great because some of the students who maybe aren't as active or kind of more to themselves, they like to go and pull some of the books as well. They'll read about it in a group or they'll show each other. There's many times where I've been out on the playground and some of the kids just want to take
062a break and they grab some of the books. So, they have that access there. Then we also have another little library and that is at the front of the school and that is for adults to be able to grab, especially if there's an adult coming in and out of the building grabbing their students, it's there and accessible for them. We also have literacy nights three times a year. So once about once a trimester. And so we have our librarian host these literacy nights. It's open to the students as well as their families where they can sign up come to school um after school and they have a whole bunch of different events going on to promote literacy. We also have our ReadAcross America week uh when we come back from vacation from March 2nd to
063March [music] 6th. What we have is each day is going to be themed with a different event around one of Dr. Seuss's books. We also have a book fair done twice a year where we also have it around our ice cream social. So, we get a lot of families to come out to go to the ice cream social. So, they're also there for the book fair event. And we have our young authors night towards the end of the year where students showcase [music] what they're doing um and things that they have written where families are able to come in and read that work. And we have the duck and goose play which is done in the younger grades as well. Kind of putting on some of that theatrical performance. And to speak on third grade,
064what we're doing right now is finishing up one of our units on ancient Rome. The students have really been enjoying it. It's been a very immersive experience. And so this Friday, what we're doing as a grade level is having a big celebration around it where we sent home information. Students can come to school dressed in white, dressed in a bed sheet, like a toga in a way. What we're going to do is make crowns. We do mosaics. We're really tying in a lot of um what we've learned. And so the kids are very excited about it. I've even had students go to the library, find other information about Rome, so they're finding it on their own. I've had families share all the wonderful things. I've had kids read the Latin and the back of regular
065coins. So, it's been a really great immersive experience. And um things I do just in the classroom as well to promote literacy. Really, I think giving students the opportunity to be able to pick up a book and read is just so important. So, I have um sometimes I'll do flashlight Fridays where we shut all the lights off. I have flashlights. Everyone goes camping in the room and they read and I put on kind of ambiance and like a fireplace in the background. Um and other things I do as well is a reading bingo for homework. So, it's like a month-long reading log in a way. Um but I've done it in a fun way where it's that they have to get a blackout on their bingo board. they could go to a sticker store when
066they return it. And then of the nine bingo squares they have, um the ones in the middle always change every month. And so those are when I do do funny [music] things like wear with a hat or go under the sheets at home like or cover yourself with a blanket. So lots of different funny things. So the students are always looking forward to read it where it doesn't feel like a chore to get the homework done. It's really become something fun that they want to be able to complete in their bingo board. So, um, a lot of wonderful things happening at North School, um, with literacy. >> And then just to, um, close out the elementary school. So, I know the print is pretty small there. Um, but at North School, uh, she really wanted
067to highlight just the progression of what they're doing first through fifth grade. Um, so you can see everything there from um, again just the the um, starting from first grade with some of the like Valentine stories like very themesp specific to to things that are happening around them to fifth grade where they're really starting to get into researching and learning how to find information um, on their own, how to use Google, those types of things in the library as well. All right, shifting to the middle school, which is a a little different. Um, and we have to make reading cool. [music] Um, we have already started um this year um with our Scholastic Bookf Fair, which just also happens to be the first time our fifth graders um are welcomed to the middle school in
068an evening event. So, they come to the middle school and they get to have tours around the building. Um so, we have already hosted that in December. Um there's lots of other activities and things that happen in the library that are [music] around some holiday events um that we do with some of our um students. And in January we hosted our annual school spelling bee. It is a big [music] deal. Uh that picture there is of our um winner and runner up. Um so again we have hosted that book fair. We have done our welcome to fifth grade. We are celebrating words of the week to enhance our vocabulary on our school announcements and we've had theme challenges and special activities that are just trying to bring reading to life. We are kicking off ReadAcross
069America week on uh March 2nd when we return from the holiday break with what we're calling the Insta Reading Challenge. Again, trying to make reading cool for our middle schoolers. Um all of our students and staff are going to participate in a drop everything in reads. We're kind of bringing back an old school idea during their storm or study hall blocks. And this monthly challenge uh will the monthly challenge from our library will be to increase our library checkouts by visiting our school library where they can enter for raffles for checking out and reading [music] books as well. Um in April, we're going to also kick off National School Library Week, a time to celebrate how our library supports every learner. Um, this month's theme is one week in infinite stories, highlighting how reading builds
070confidence and the skills to carry throughout life. We will again be hosting a schoolwide instading challenge where kids and staff are taking that time [music] um, opening up their books or being read to because sometimes our middle schoolers still like that as well. Um, and again participating all staff and all students during their storm and study hall which is a 30 minute block of time. >> [music] >> um promoting that uh there's lots of joy in reading. Um we also will be kicking off um a library bingo event hosting that after school April event uh April 8th, sorry, with gift cards that will be raffled to our winners. And then [music] coming later in the spring is a little free library to expand access to books beyond the school day. And then one of our
071big events arriving in the spring in May will be to kick off our summer reading at LMS and our final drop everything and read event in May. We welcome our incoming fifth [music] to sixth graders with a gift of a book um this school year. That's uh Snoop. That will be our um summer read. We use our proceeds from our book fair evening um and gift each [music] incoming sixth grader with that book. This book becomes part of their first reading and writing activity on [music] their new team when they enter in the fall. And it's a great way to unify the three elementary schools [music] into one community at LMS. Our book again for the summer is G uh by Gordon Corman. It is Snoop. And our seventh and eighth graders are also going
072to participate in summer reading [music] with theme-based reading choices so they too can join their new team grade level in the fall and unite with the theme of book choices. [music] a great way for our English and reading teachers to connect and to start all of our students off with activities based on what they read in the summer. Um our next um slide is our library and the LMS library is used for a variety of reasons. It is a open door for kids to come and go. Um there's some pictures there of our [music] staff and students enjoying time in the library whether in class before or after school or simply just stopping in to check out a book. The library has so much to offer. Students can take out different genres of books, puzzles,
073or simply find that quiet corner to independently [music] work or work with the group. But it's also a place of fun and joy as the library offers um crafts [music] and holiday events and raffles and more. It's a space taking our students beyond the books. It's just a hub of excitement and a [music] good place for our kids to um regroup and find that quiet space during the day. So, super exciting. And we at the high school try to build off the fabulous foundation laid for our students from kindergarten up through 8th grade. When students hit high school, [music] encouraging them to read is a different challenge. This year, for the first time at the high school, there is a high school literacy [music] committee that is looking at all the ways that we can
074keep reading exciting for students for whom reading may not always be what they're choosing to do. So, I'm going to turn it over to Liz J. >> Yes. So I'm turning over to Liz Chester who is a member of our high school. I >> I'm trying desperately to make sure I'm awake. This is our a period has already finished less than 12 hours from now. [laughter] Okay. Um so as the committee we uh collaborated and the committee is um not just English teachers, it's uh it's really cool because it's across the curriculum. Um it's people who care about this and it actually got its uh genesis in our PD [music] day in October. So, yay being able to have those workshops. It really had a big impact on us. So, I'm going to start at
075the small level and then and then grow from there so you can see how it's impacting us across um the high school. Um Jason, can you go up one? >> That's it. Thank you. [music] All right. So, um I'm an English teacher. My name is Liz Jester. Um I'm an English teacher and competency coach here. Um and uh I teach juniors this year and um and as [music] a department in my classroom then also as a department we are really pushing opportunities for them to read independently, read in book groups, read as a whole class um have access to libraries um and to make time [music] in our 47 minute period to um be intentional about reading, having some reading time each week. I try to um get at least three periods in the week
076where we've stopped everything for [music] 10 to 15 minutes and they read. Um it takes a few minutes to settle in and then it's great when you see them just sort of hunkering down um and starting to get [music] going. And I am not I don't want you to think I'm unique among the department. Um I would say I'm the norm with how it goes. All right. In the next slide, I wanted to bring in student voice. [music] Um, and I wanted you to see how um they mentioned eighth grade and kids will mention elementary school and that you all have a lasting impact on them. [music] Um, and it might take a while before they'll actually admit it. Um, this was uh from excerpts from papers kids wrote about who they see themselves as
077readers. [music] And a huge part of that you can see um I highlighted in red is the opportunity to make choices. [music] They're teens and just like us as adults, no one likes to be told what you have to do. you [music] like to have some choice. Even if it's just between two or three different choices, just having that agency to be able to make choice is really important. Um that goes back to our independent reading piece. If we think of independent reading as the rehearsal or the practice, that's where you develop um your stamina. That's where you develop the skills you need to when you have to do something that you have to read as a whole class. [music] Um you have to get through this document in social studies. have to get through
078this um [music] cell division in biology. You have to then because you've had chances to do that independent reading, you've developed [music] that capacity and that's something that you need to do lifelong. So that's part of what we're trying to um we're all working towards. Um in the next slide, [music] um kids will read in summer break formally. I mean, we encourage them to read all the time anyway, but formally in the humanities, social studies, and English, we have um summer reading that when they um come in, we [music] hit the ground on that first day, like, "Okay, let's see your summer reading." And we get going with that. Um we try to make buildin choice there as much as possible, whether it's choice on um how they'll then demonstrate what they read or choice
079um in the text that they could read over the summer. Um, we're got a new initiative this year and this came out of the literacy committee where we've got a book cart that will show up in here occasionally and show up in 221. Is it? >> Yeah. >> So, it's [music] um it's it's cool just to have it. It's so important to have the book at point of need. The phones went away and they kind of went what a what? And so, um, and books are are starting to take that place. Um, which is nice. Um, but they need they need a wide range. And kids need to know it doesn't have to be a novel. It doesn't have to be fiction. It can be non-fiction. Um, it could be graphic novel. It there's so
080many types of reading that you could do. [music] Um, and the next one, Lancers Read. So, the library, um, years ago, the library was the one place you could get a computer k get kids onetoone. Um, I'm old, so I'm talking way back. And, um, then, um, it was also the place you get all your research done. Well, it's no longer that. It's a really wonderful, vibrant place where [music] kids have access to all kinds of different texts um whether they're digital or different things they can find um in the library to do. And it's also a place where we try to build community. Um in the next slide, they've got all kinds of ways and our librarians do a great job of trying to make it a very warm and comfortable place to be
081and a place where you can explore different ideas. um they have um a huge amount of students um checking out books regularly. [music] Um quite a few of us in English take our kids up at least once a month just to select a new book um just to get used to the library um and just into that habit of this is a comfortable place to be and there are lots of options for you here. >> [music] >> um continuing on in the LMC that then leads that that love of the library and that that sort of comfortable feeling with with being around books leads to larger um extensions of that. So, we've got guest speakers, the maker space. Um I almost got a plant from the lending library plant lending library when my class was
082up last week and I mentioned one like, "Oh, that's a great spider plant." Because I'm a horrible plant killer. [music] I get a plant and they die. And one of my students said, "Mrs. just I really need to take that plant. [music] I don't kill them like, well, okay, you can you can take that one. I'll wait till the next month. But it just goes to show that it's if it's a warm, comfortable place and not a scary place where someone's going shh at you, [music] um you're more likely to want to extend that and read more. Um our library also connects with the Leech Library and trying to build those connections for the kids. Um, and as staff, we want to model reading. Um, so that it's not just your English teacher who reads,
083but your bio teacher reads, your physics teacher reads, um, your gym teacher reads, like everybody reads. So, we've come up with these posters in the literacy committee um where we can just sort of post outside [music] our classroom or we have some hallways where we have it all posted and said, "Hey, this is what I'm currently reading." [music] Um, and what what's cool is kids have come up and asked me, "Can I get one of those two? Can I share what I'm reading, too? Which is neat. So, it's it's starting to just through modeling [music] change that culture. Um, we're really excited as an English department that next year we're going to be adopting news ELA, which will help infuse more um reading and reading choices, especially for our most challenged readers um [music] to
084help get them um help them build that capacity and uh that stamina as readers. Okay. Okay. And then also the LMC is hoping to um get approval for Destiny Discover 2627. And this is where I would turn to Michelle, [music] our librarian, but um she's out sick, so I said, "Hey, I'll just promote it. And if you have any questions, m Wooding atlonderry.org. She's amazing. Um we use uh my class just got finished using a lot of the databases. Um, and I can't say enough about them because it just offers so many ways um to consider topics [music] and um kids sometimes don't realize, you know, you research can include um reading um a video, reading a podcast, um reading. So, there's lots of different ways to think of literacy. Um getting all answers reading.
085We're trying to get more um library cards in the hands of kids. When some of my students realize, wait a minute, I can get this as an audio book, too, if I just have a library card. Yes, you can. And [music] then all of a sudden they were very motivated to then get that library card. Um, so we've got a a drive going on with that. [music] And then we were going to go with drop everything and read. Um, but we decided to go with read like a Lancer day. Trying to make it look a little bit cooler for the high school group. >> [music] >> Um, and what we're hoping to do is just have we're picking one day and we're hoping it's going to be um right before juniors do the um SATs.
086So, I think that would be like the 24th of March. Um, and have a little bit of time in each class period where you just stop and read. Maybe they're reading independently. [music] Maybe the teachers reading something aloud. I've got some I just picked up a YA book when I was with my class in the library and it's uh the title is Hamlet is not Okay. and um it's pretty funny. So, I think [music] I might read that one aloud to the kids. Um and I think it's important for them to hear it not just from English teachers because they expect us to care about books, but from across um the curriculum. And it's been really exciting to see um other teachers across the curriculum lean into that. And then our library is always filled
087with lots of cool things during uh National Library Month. Um they last last year, remember that's the the bunny little icon there. Um, they used the 3D printer, they made bunnies, and they put them in different places in the school, and you had to really like like look for them, and they had clues that you sort of had to puzzle out. And it was it was uh amazing to see the kids get really excited [music] for that. And then the next slide is our amazing um school district library department. And um that's it. We are done. That was a lot of talking for you guys to listen to >> again. So, as you can see, tremendous investment from our reading teachers, our specialists, our classroom teachers, our curriculum coordinators, our administrators. [music] Um, the kids
088have met them halfway in the schools and I think we're doing some wonderful things there. We welcome any questions or comments from the board. >> Yeah, it was unbelievable. Great job. It's um just from the discussion, but I I want to go back a little bit about just less than a year ago when myself and Mr. Gray met with Mr. quarter marsh. >> He is the one that initiated this fact. How do we get kids to read? So, of course, nothing happened right off. But as a school board, we all come to one another or come to these meetings and listen to staff and students and parents. And the more we heard about reading and having, you know, Mr. Cordmar here bring it to Mr. gray and my attention at a meeting one afternoon about
089how we could do this gets us thinking as a board and discussing it at certain points of schoolboard meetings. So then I had approached Jason you know after the board this fall and met with the curriculum coordinators and shared it with them. Thank you for that time too and you guys have taken this and taken it to another level. Um so that's what makes our school district so special. I think that's [music] that's super exciting because um as a classroom teacher, you can feel isolated just because you're just [music] with the kids all day and uh what's been neat about this whole um idea that I I didn't realize Brian had got the ball rolling. That's great. [music] Um is we don't feel alone. We know we're all in this together, which helps build that
090enthusiasm. And even if the kids can't name it, they know it's there. And that's great. And and that's what I like about our school board is we're involved in all aspects of the of the schools. It's not just sports. It's not co-curriculars. It's in the classrooms. And our conversations have fueled this [music] to go ahead and try to bring it to another level. And you guys ch are up for the challenge every time we come back to you. So that's what makes us so unique I believe in the state of New Hampshire is because of our talented staff leadership and the way the five of us work together trying to give every student better opportunity and I can't thank you guys enough for bringing this this forward and that so I'm I'm thrilled. So, [music]
091>> I just had one thing to add and I don't want to go after you because I can't follow that up because I agree. But I know I just love the um to hear about like the different modes. Like I feel like we always talk about like you know different modes of learning and touching in hearing it and reading it. And I I you know as all of us as adult readers I think we all have our own you know I if I sit down and read a book I fall asleep but if I'm cleaning my house I can listen to a whole book in 12 hours. And I think [music] that's where you're going to get kids by offering them different types of ways to get into it cuz it's true that everyone's, you
092know, brain and body kind of work differently with regard to that. So, um, that's something that I know with my own kids has really made a difference. So, I really appreciate to hear all of the effort that goes into that because I know some of those other not textbook modes are a little bit more difficult to offer. So, um, I really appreciate that and just I think the phone thing was huge. Um, just boring them out, not having [laughter] I know that's true for me at home, too. So, I'm just so so glad to see those positive uh changes. And I know it's really hard to get through to them. Like, you know, I try to tell my own kids like people eat foods because they're popular and they taste good. People read books because
093they are interesting and they're entertaining. And it's like sometimes you just want to shake them. Um you know, and and we get to shake our own kids, but you guys don't get to shake your children. [laughter] So, thank you for mentally shaking the children. >> Anyone else? >> That's great. >> Thank you again. Great job. great presentation and can't wait to see some of the results in that. So, thank you so much. >> Thanks. >> Good job. >> All right, jump into 6.2 and right into the auditor's report. Come on up, sir. You want to grab that mic so you can sit down? It's right there to your right. If you can get it out of the holder. So, this is super exciting. Um, this to have Yes. This is like the Oscars for the
094business department. >> That's right. >> Um, letting us go first. [laughter] >> Yes. >> Um, so we have Matthew Murray here. He is one of the or he is the lead auditor that dealt with us for for this audit. Um, it's a chance for us to showcase all of our business practices, um, our budget, how things shaped up. He asked a lot of tough questions. um he's with us for field experience but then months of followup and things after. So we appreciate what he does for us and I just want to give a shout out to the business department too. Cheryl Rich retired but she really runs a lot of point with this and kept great books for us um which you'll hear about tonight but Janette, Terry, Norighty, Danielle and Lisa all really pull
095this together so that we [music] can showcase what we do and and get feedback and go from there. And Matt's here to talk to you about what he came up with. Welcome, Matt. >> Good evening. Um, all right. So, most important thing to the school board, to the residents of the town, is the [music] opinion on the school district's financial statements. And we're pleased to say that we have an unmodified opinion on the district's financial statements. It's referred to as kind of like a clean opinion. Means that there were no material misstatements within the school district's records that weren't [music] um required to be corrected. I can tell you I touch on it later on. We didn't have any material [music] adjusting journal entries to anything that the district maintains internally. Um uh next portion
096for everybody involved is basically how did the general fund perform against its [music] budget. Um so for the revenue budgeting you guys were about $868,000. you received $868,000 in excess of what was budgeted. Um, so you're roughly in line with it because that's a 1% variance with what you budgeted uh for about $88.8 million. Um now as far as the school district's expenditures um in the for fiscal year 25 school district was a little bit more favorable than it has been in the past. [music] Um it had about $2.6 million where it was underneath the approved budget. Um, historically that the school district's been anywhere from um, and sorry, as a percentage that's about 2.9% on $90 million of a school budget. Uh, historically the school district's been, [music] you know, a percent and a
097halfish. Um, but [music] we see throughout the state anywhere from school districts cutting it as close to.1% to some of the school districts being up around 6% um where they [music] just budgeted extra and didn't end up using it. So the net difference results resulted in the current year of the school district having a $3.4 4 million [music] um ending fund balance in excess of where it projected the end of the year. And the next slide gives you an idea of what the components of the district's year-end budgetary fund balance were. It was about $35,000 worth of prepaid items, $145,000 which was appropriated for the next year. $3.4 4 million with the which what the school district board voted to retain and then the remaining balance went back to reduce the tax rate. [music] And
098what I can touch upon with the $3.4 million um [music] you're allowed to retain up to 5% of the net assessment which for London Derry would have been about $3.7 million this past year. And where this is important is when you get a level of an emergency expenditure [music] like what happened this past October where the New Hampshire school care came in and basically said we have a shortfall in funding. Um and then everybody has to make it up. Everybody who's a contributing member has to make up that shortfall of what that deficit was for them for the [music] the fiscal year 25. Um so this year by [music] London having that $3.4 $4 million that saves you from I believe that the it was roughly [music] $2 million is what your share of that
099deficit was. Um [music] so that on your budget would have been about $2.5% of your budget which [music] then leads you to figure out okay where do we have to make the cuts in the budget because you had this $3.4 4 million. You're basically able to just go to [music] board vote, vote to use that surplus from the prior year and then that becomes [music] part of your appropriations for the year. You no longer have to you used to have to petition the commissioner of education to be able to [music] expend those resources. You no longer have to um just has to go to a public hearing and have a vote for it. Um as far as the district's net position, uh at the end of the current fiscal year, it had about a 26.2
100$.2 million deficit, [music] which this saw a decrease in the deficit from the prior year. So that's that's a good thing. Um, of about $3.5 million. [music] Now, I've touched upon this multiple times. This deficit is largely driven by two Gazsby reporting standards, Gazsby 68 [music] and 75, and those are the New Hampshire Retirement Systems unfunded pension liability and unfunded OPED liability. and the district is allocated its share of that liability based off of what it contributes [music] into the retirement system in comparison to all other contributing members. Um, and without those two liabilities and related deferred inflows and outflows, the district would have had about a net position of $38.5 million and it would have had a $2.1 million unrestricted net position. touch upon kind of like [music] show where it lands in the
101course of the last three years. Um there's like I said $2.1 million this year. It's roughly comparable [music] and that that is also largely driven by the the budget surplus that had happened [music] this past year because of positions being open um throughout the course of the year. And for the last three three fiscal years prior to that, the district would have had a $535,000 deficit, a $2.1 million deficit, and a $599,000 deficit. [music] So, you're kind of maintaining relative consistency um with that year-end deficit in net position for um the unrestricted amount. Uh at the end of the current fiscal year, the district had about $5.9 million of outstanding debt which consisted of three individual bonds. Um the district was on schedule, I believe, for originally prior to the [music] issuance two years ago,
102all debt would have been paid off in the late 2020s. Um but now with the one additional piece of debt that was a 15-year piece [music] of debt, uh it's going to be 2039. Um, and under state law, you're allowed to issue debt up to 7% of the equalized valuation determined by New Hampshire DRRA. And for the end of fiscal year [music] 2025, um, the district had basically an available debt margin of $516 [music] million. Um said earlier 68 and 75 they require the district to report its proportionate share of the net pension and net oped liabilities for the retirement system. Um for the year ended 2025 which is based off of a measurement period for the retirement system of the prior year. U the district had about a $59.8 $8 million share of that
103deficit [music] uh related to the pension and it had about a 34 I mean not sorry 34 $3.4 $4 million share of the net OPED liability, which [music] is proportionately there. You'll notice that the amounts aren't exactly the same. Net pension liability is 1.15% and the OPED liability is 1.1%. And that's because of the different contribution rates in for the different employee [music] types, police, fire, teachers, and regular general employees, uh, political subdivision employees, what they call them. Um and then you also have to report your single employer OPEB under state law. Um you can't have age adjusted premiums. So because of that it creates an implicit liability for the district. Uh and with that pooling of everybody paying the same rate um you get an actuarial valuation that [music] calculates what that OPED liability
104would would have been. And between the two liabilities uh for the single employer and the cost sharing multiple employer, which is the retirement system, it was about $8.82 million of a liability at the end of the year. Uh for fiscal year 2025, uh the district expended about $2 million in federal [music] funding, um which is a decrease of about $500,000 from the previous fiscal year. A lot of that has to do with the fact that the the COVID funding is finally starting to go away. I believe in FY25 [music] the SR3 funding. The final portion was September of 2020 [music] uh of 2024 in the fiscal year. That was the last time where you could claim the COVID um I should say the ESSER funding. So whenever an entity expends, it used to be 750,000
105in the future for fiscal year 26 it's going to be a million dollars. Um so whenever [music] uh an entity expends in excess of that threshold it requires what's a single audit. It's an audit of your financial statements as well as a federal compliance audit. Um and we report on internal control over financial reporting, internal control over compliance and on compliance itself. And we're pleased to report that we have no findings or question costs. Um, and the district received an unmodified opinion on its federal compliance of the single [music] major program that we were required to test this year. Uh, we're required to communicate to the board um anything that [music] came to our attention during the course of the audit. Um, and as far as the records that are maintained internally by the district,
106we do not have any material adjusting journal entries. Um, if we did have any, you would see them. We do have a governance communication letter and we do attach journal entries to it. Um, I can tell you that all the journal entries that we posted are the things that we do internally that where we call them mainly Gazsby conversion entries. So we're taking the fund based records that report on modified acrruel [music] basis and we're converting them to similar to what you would see in um in a business full acral basis. [music] So there's there's a bunch of conversion entries that we do to take them from one basis of accounting to bring them [music] to the other. And this is based off of all the information that we get from the um the business
107office while we're out there. Um, and I'm pleased to report that we had, uh, no significant difficulties in dealing with management or anybody within the business office. Um, uh, if there were any other findings which we required to communicate to the board, we would. We don't have any. It speaks highly to the to the business office [music] and the staff within there. Um, now one of the things that is done within the business office that we don't necessarily see a lot of from our other municipalities is [music] somebody like Janette where she goes and she periodically does spot checks on the student activity funds to make sure that, you know, they're doing the things that they're supposed to, making sure that, you know, they have backup to support the dispersement claims. [music] tries to make
108sure that you know deposits when they're coming in, they're getting done in a timely manner. Um that's we did report to in a management communication letter. Um there were a couple of deposits that we had noticed that fell outside of what would be normal for the school district. It's nothing to be alarmed about from your perspective. It's the most common item that we have and because it's outside of the control of [music] the business office um and the the financial records, we basically communicate it to you and let you know that okay, there there were instances where you could approve, you know, improve upon and communicate [music] downward to the district. And as soon as we run into those, we communicate it to the business administrator. We communicate it to the finance [music] director. And
109then they get on and discuss it with all of the secretaries at all the individual schools and let them know that, okay, they identified this, you know, it it was instead of it going in during the week that it was received, it went in during the following week. And [music] that's not what, you know, school district practice should be. school district practice should mainly be within the week of receipt, you want to make sure that you get it [music] into the bank account so that it's not sticking around. It doesn't get subject to potential theft, anything like that. So, um, [music] during the year and prior to the commencement fieldwork, um, district's business office, Cheryl and AMD make valuable inquiries of us to make sure that they're doing the things that they're supposed to to
110help prepare for the audit itself. [music] Um and the segregation of duties that London school district has within the business office >> [music] >> um is far superior to any of the other school any of the other school districts [music] that I'm responsible for doing the audit for. You know, you have that level of individuals within the office to allow for the segregation of duty so that there's not overlapping responsibilities of individuals. people are cross-trained in the event that somebody [music] is out and they need to do those functions, but you have ample individuals to be able to allow you to have [music] appropriate segregations of duties. And one of the things [music] that I personally um enjoy coming out and doing the audit for is when we have to go through and we have
111to do the federal compliance audit the records maintained [music] by your business office whereas copy of you know you get awarded a federal [music] grant the it would be Janette makes a copy of the grant award from the state and [music] And then every single month where she's filing a claim, she prints out a copy of the claim with all the expenditures to back it up and then files it away so that when we come out for the audit, [music] it's every single individual claim is within a single folder for that grant. [music] It allows us to be able to go through and rather than having the the business office pull everything, it's already filed in a manner where we can see, okay, here's the remittance from the [music] state, here's the grant claim approved
112by the state. Um, and we don't get [music] that in necessarily every school district that we go to. So I, you know, hopefully the school district or the board and, you know, the business office realizes the quality of work [music] and maintenance of records that that they have. And while we're out there for the audit, all staff members that we had to interact with, >> [music] >> um, you know, no no difficulties with anybody there. They're [music] extremely pleasant to work with, um, willing to answer any of our questions and [music] assist us in any manner that we possibly need. And throughout the completion process of the audit, um, AMD and Cheryl were both extremely [music] responsive to any sort of additional information that might have come up after the fact. Um, where we realize,
113okay, maybe we need another piece of information that we didn't [music] get. And whenever we sent a request, it was, you know, within a couple of hours, we [music] had that well, we had that information available to us to allow us to continue to move forward with the audit. Um, and what that does is it makes the audit more efficient and more [music] timely on our ends. I can tell you this year with we were a little bit delayed. We're making sure that we're subject to this year our peer review. We always make sure we do quality work, but um it's [music] we're having our peer review that's the subject to it. If a another firm is going to come in and do an audit of our audits, so we're making sure that we're dotting
114our eyes, we're crossing our tees. And in addition to that, um the AICPA has instituted something that has caused us to have to take a little bit of time away from where we would normally process stuff in December. [music] uh we had to have our quality management uh standards adopted by December 15th. So um it was a little bit of a timeconuming [music] task. Um so we were a little bit more delayed than we had been in the past. It's normally available the first week in uh January. I think [music] we were the second second or third week in January this year. So I apologize for not having it out a little bit sooner and not being here at the end of uh January to be able to present to you guys. And on behalf
115of the members of our firm, we'd like to thank you for allowing us to serve as your independent auditors and like I've said throughout the whole thing, uh we want to express our appreciation [music] to the uh management team and the finance office uh for their assistance during our audit. >> Thank you so much, sir. Any questions for make sure that you let those other districts know that you thought was the best business. Yeah, I I I try to communicate and like you use Londereerry as an example as to here's how you want to track your federal grants. Here's the things that you want to be able to do. And I get some of the school districts, they don't have, you know, the they don't have the the capacity, the staff that that you guys
116do. Um so it does make it a little bit more difficult for us when we go to a smaller school district and [music] when we come to somewhere where you know you ha you have that you know segregation of duties within the finance office and you have multiple people who understand the concepts and what need to be done internally. [music] Um it it makes it easier on us and you know it makes it easier on you guys when we're not going through and [music] and you know having to potentially unwind stuff that's recorded in the general ledger when we when we can come in and look at it and say okay here's all the information that backs it up. Here's your year-end support for for everything that's recorded. Here's your reconciliations. it does make it
117easier on us and the also reaching out when when new standards are coming into effect and saying [music] how do we address this? How do because a lot of it is the stuff that's outside of what's in your [music] general ledger. So like the the reports that you guys see um this the financial reporting standards that we have to deal [music] with it's all stuff that's outside of the general ledger. So when they ask and say what are the things that you need ho how's best to approach [music] this uh and we can give guidance like it makes it makes us feel appreciated at least from my perspective. Um and it also just makes it overall easier for everyone involved so that [music] when we come out you're already prepared and it's not a okay
118surprise there's a new standard that [music] came out and now you have to go through and try to aggregate all this data for us. Any other questions? >> Yeah, just uh I know AMD jokes about it, but um I do look forward to the audit every [laughter] primarily because it's a good chance to um we know how good how fantastic our business office is, but it's a good chance to publicly get that recognition and feedback out to them that they do an amazing job and we love hearing it and we love getting it out there. So, [music] I do look forward to it. I'm sorry. >> No, I I love that. Thank you. And we know how scary it is out there right now in the public school sector throughout the state with finances due
119to funding and that. So this is another way of us doing our due diligence for our taxpayers to understand in our business office on top of every little piece of paper and every avenue of either finding funds or being wise about where we're spending our funds. So, I'm glad you've hit on a lot of those areas and um and that. [music] So, I I I know we all take a lot of pride in what what our people do for us up with the business office. It's a big task. It's a lot of lot of tax dollar money and uh it's important for our students and that. So, appreciate all your kind words to our [music] staff because they they are a big part of this. So, >> you guys you guys have been very fortunate
120with [music] any sort of changeover that you've had internally. you've had somebody there for two to three months worth of cross trainining to get that individual up to speed because some of the other districts that we have [music] to go in and do audit. It's you know somebody may not have been in that position for two months um and the position was vacant and then nobody [music] knows what happened where. They don't know what was filed for grants. Um and then that like that makes it extremely [music] difficult on our end to be able to say like okay we're comfortable with this where we can issue an unmodified opinion on the financial statements when there are some that we do [music] have to work with to say okay here's what you claimed now let's get
121the backup to it and make sure that you go through that process of I file my claim I record the receivable I print out the backup to it so that I know what was physically claimed. Um, and it's [music] just there has been significant changeover in business office [music] personnel throughout the state in the last four to five years. Um, so when we see a level of continuity or when there is change over and there's the cross trainining, we're appreciative of [music] that. >> We're very fortunate. But thank you. Um, appreciate you coming out tonight. It's a little later than usual. uh had a big night ahead of us, but appreciate your time and uh due diligence on behalf of London School District. >> Thank you. >> We'll see you next year. >> All right,
122you guys have a great evening. Do you want this here? >> That's fine. Yeah, there's nobody else left. So, >> all right. All right. We'll jump into deliberations. We've got two third readings. I didn't see any changes on any of those. So, I think we're good on those two. So, >> let's um get to 7.3. Um 7.1 uh look for a motion to approve the third reading to adopt policy K public complaints, please. [music] >> So, moved. >> Motion by Sarah. >> Second by Tim. All those in favor? >> I 50. >> 7.2. Uh motion to approve the third reading to resend policy KL public complaints please. [music] >> So moved. >> Motion by Sarah. >> Second by Kevin. All those in favor >> I zero. >> In 7.3 I'll look for a motion to
123approve the third reading to adopt policy keed public complaints about school personnel employees, students or administration. Please. >> So moved. Motion by Sarah. >> Second by Amanda. All those in favor? >> I 5 by Darl. >> All right. Now we're into here. We've got a couple of added uh sentences. 7.4 uh second reading to adopt policy behings. >> Yeah. All we did on the second page was make it clear around free speech. you know, the school board will always protect free speech at public meetings. Um, you know, which I think is where we left it last time. >> Any questions on this number eight added um on this policy, >> I guess, and I don't want to nitpick this um basically it's exactly what I wanted to see. The only thing I would suggest, I
124guess, be any comments threatening bodily harm are not encouraged. Yeah, those just aren't allowed. [laughter] >> So, >> yeah, >> I mean, legally, they're not allowed, right? >> That might just want to be a separate sentence. >> Yeah. >> Uh, defamatory statements >> uh are not encouraged at a public meeting. School board always protects free speech at public meetings, but comments threatening bodily harm are not allowed. >> Correct. So, split it up. Okay. >> Yeah, do that. Yeah. >> Any other questions? >> Could we just do like a general oneliner like about defamatory [music] and threatening comments and say that they'll be like handled in accordance with the law? >> Yeah. So you see that a little bit C with the meeting disruptions, >> right? >> So basically if it gets to a point where
125that happens, you could ask people to leave and you know it is in there. Um, I think it's in the bottom paragraph. If after at least two warnings from the chair, an individual continues to disrupt the meeting by words or action, the chair may direct the person to leave the meeting. Upon refusal, the chair may request assistance from law enforcement officials. So, that kind of gives you comments getting that direction. >> Just I'm finding it. I just >> Yeah, we're on our second reading. So, we can, you know, change. >> That was the only thing I saw. Yeah. Good. >> Yeah. I guess going and we can talk about it next time, but I'd rather just see like less and more. You can say what you want, but if it's illegal or you do anything
126illegal, then that's your your own problem later on. >> Yeah, we could we could beef that up at the end. I could put in some to send Yeah. something on that. >> Yeah. Send me some ideas. >> We'll just take a look because we got the third reading. >> Yeah. >> I don't know. just the way it's being read kind of like well you can kind of say what you want unless you know what I mean which you can but not if it's illegal. >> Yeah. So we'll approve it here with another change coming uh at our next meeting. Sounds good. >> All right. So that's it on that one. I'll uh look for a motion to approve the second reading to adopt policy behings. >> So moved. >> Motion by Sarah. Second >> second
127by Tim. All those in favor >> I >> and 7.5 second reading to rescend policy BDDH public participation [music] at school. Oh, this is just rescending to that. So do that. We can continue with that. So [music] I'll look for a motion >> to approve uh the second reading to resend policy [music] BDDH public participation at board meetings. Please >> moved. >> Motion by Sarah. >> Second. [music] Second by Kevin. All those in favor? >> I 5 Z. >> All right. First reading to adopt policy EB CA use and location of external defibrillators. >> So there actually was [music] a new update to language around external external defibrills which actually touched on PMA from last time. >> Yeah. So, even though we just did JLCA a few months ago, >> [snorts] >> um if you
128look at what's under B under training, especially that second paragraph and then limited liability, I think that touched on the concerns from the prior. >> So, we're just saying we'll resend the one we did a few months ago and adopt the new one. Um, you know, sometimes these things just change pretty quick with the state house and just, you know, B kind of maps out, you know, our staff run a regular CPR training. If you're doing CPR training, you're ready to use an AED machine. Um, but again, limited liability basically says like, you know, there's there's a good Samaritan approach here. If if you're going to use it, correct? We want you to save someone's life. >> Any questions on that? >> I'll look for a motion to approve the first reading to adopt policy
129EBA, use of and location of external defibrillators. >> So moved. >> Motion by Sarah. >> Second by Amanda. All those in favor? I >> I 50 Z. >> Um and again I'll look for a motion. This is just replacing that. Is that correct Jan? JLC. Yep. >> So I'll look for a motion to approve the first reading to resend policy JLCA use and location of automated external defiills. >> So moved. >> Motion by Sarah. >> Second by Tim. All those in favor? I >> I 50 >> and first reading to adopt policy JFAB admission of tuition and non-resident students [music] discussion of tuition rate for students of non-resident staff. >> So I had no idea it'd be 9:00 at night uh dealing with such a meaty topic. Um so we could we could take our
130time. You know this is this is a huge policy change for us. >> Um so we don't need to rush into it. Um, but you know where this kind of came from is we wanted to update policy JCB which is the one we're resenting which I'll go to next. Um, but you know there's two things that kind of brought this policy I think from me. Watching open enrollment play out over the last year. I think what Conquer's getting wrong right now is we can grow through relationships. If there are more hook sets out there we can grow. >> Correct. >> Um, I think we can grow and build stable relationships with our staff. A lot of staff live in town. But I think the second reason that that that kind of, you know, brought this
131to I brought this forward was we have a lot of loyalty from our staff in town. Watching how housing prices have averaged now $700,000, some very, very high range. A lot of our administrators and teachers were once young teachers. I don't know if they can afford living in this town without a significant other that can kind of cover those costs. So, I think I'm worried about the future, kind of what that means for us. So that's uh kind of why I brought it forward. I know there are other local districts that have um you know some sort of benefit in this. So I'm just starting the conversation. Um we don't need to go this route because this is a huge you know policy change for us. U what it is I looked around at a
132bunch of other districts kind of looked at their rates. Um I liked what Hollis did by policy. So most of the wording here is from Hollis and I'll kind of go through it and just give give some commentary. So it's mostly in red. uh non-resident students who are children of employees of lendary school district may attend a lendary school district if a space is available. So that's key space is available. If you look at next year if full day kindergarten goes through there we're we're not going to say any space is available really K to five you know 6 to 12 is very different. >> Yep. Um these students [music] are not exempt from the requirements to have an agreement with their district of residents regarding payment of special education costs prior to admission. So
133special education would be something on top of this. We we have to have language there to kind of protect ourselves and make sure uh that's there. Uh employees should complete the application process to the superintendent's office no later than January 1st for the students in grades 6 through 12 and April 1st for grades K to 5 the preceding school year and each school year thereafters. Again going back to open enrollment like you know the middle school and high school are in the thick of what is next year's program looks like right now. So we have to kind of know what those people are heading into it. Um, if we if we do adopt this and and and this is something the schoolboard wants to do, I think we have enough time. I don't think we're
134going to get a rush this year. It's more in future years there there might be an uptick, but I think that's plenty of time for middle school and high school and plenty of time for uh elementary school as we, you know, kind of look at sitting [music] classes. If there are more applicants in available spaces, determination will be made by a lottery. That's tough, but but you have to have a mechanism. uh success successful applicants will pay 50% of their annual tuition rate determined by the school board. That's entirely negotiable. Uh that's something we can definitely talk about. I saw a range. There are districts that have 0%. Um which would be a huge change. Uh there is a neighboring district that kind of cascades down. So in the first year you pay 50% in
135the second year you pay 25% in your third and fourth year you don't pay anything. So there there's different ways to do it. And I think talking about this with the business administrator any any student we get in this matter we still get state aid from you know so that would be you know tuition rates around 16 grand so we would get eight grand from tuition [music] four grand and change you know from state aids or you know we're covering the majority of the cost there or you know close to it. That's how we kind of came up with that. Um, successful applicants must remain in good academic standing and must adhere to all behavior expectations of the Londary school district. Uh, continued admission of non-resident students can be denied if they are found to
136have a negative impact on lendary schools. We want an out to break up the relationship if something's not working. >> Uh, the superintendent of schools will make the final determination regarding admission non-resident students. Enrollment is subject to yearly review with the assumption that enrollment will ordinarily be continuous through the grade levels. Um, so I think one thing that would be new is every year you guys would probably in [music] the fall setting a rate as we're kind of building up to the budget season. You know, it would probably mirror what Hookset pays us that's around the hookset rate. >> I think that's the fairest. >> Yeah. You know, so we would have that discussion yearly and kind of see where it lands, >> you know. So that would be something new. >> So again, that's
137a huge huge change for us. U we don't need to rush into it. we have plenty of time to think about it. Um, and then if you go to the back page, uh, the red stuff on the back page was was, you know, language from, um, JECB that I wanted to keep because we we just function with it uh, so much now um, if anyone needs a tuition waiver. So, it's nothing to do with with staff students, but um, you know, we do allow for foreign exchange students if it happens. Um, we do allow parents to move their kids early if they can show us they have they're moving in and they have a purchase and sales agreement. Um, we we do work with families on custody issues, so we kind of put that in
138there for number three. Um, there are there are lots of times where the families of seniors are moving out of town, but we kind of allow them just to stay in the district from January on. Um, and things like that. So, you know, this is a big one and I didn't think be having a nine o'clock at night in February when everyone's looking forward to February break. [snorts] >> I think it's a good time to get it out and give us time because it'll be a month month or so before we talk about it again. So, I would just encourage everybody to put some thought into it >> and uh we can go ahead with the first reading and then make changes in second and third if everybody's good with that. >> Okay. Can I
139just ask one clarifying question? Sure. So, just [music] just because I think this is what you said. I just want to make sure I'm hearing it right. >> The non-resident qualification, you're basically just codifying things you already do. That's effectively what that section is. That I think that's kind of what you were saying there. >> So, so yeah, the second page of JFAB is basically our greatest hits from our old policy JCB which we're rescending things we just we've been doing for years. >> Okay. So, those are things that were in the old one that just want carry forward. Okay. I thought it was so basically you heard that but I wanted to make sure. Okay. I'm good then. You guys are good. >> Yes. Okay. >> All right. So, I'll look for a motion
140to approve the first reading to adopt policy JFAB, admission of tuition and non-resident students. Discussion [music] of tuition rate for students of non-resident staff. >> So moved. >> Motion by Sarah. >> Second by Kevin. All those in favor? >> I. 5. >> 7.9 is to [music] resend the older one. So we'll Look for a motion to approve the first reading to resend policy [music] JCB admission of attendance of non-resident students please. >> So moved. >> Motion by Sarah. >> Second by Amanda. All those in favor? >> I 50. And first reading to adopt [music] policy JN prohibition of deep fake images and other media. >> Yeah. So uh social media's new uh problem. Um, so a deep fake is a very realistic uh video or picture of uh someone potentially our employees um or other
141students. Um so uh we reached out to a few local districts and Rick did some digging around. Uh we've had some issues with defects at the high school. Um, I think we have the tools within our procedures to deal with this. But I I think I'm bringing it to the school board for your support so that if we continue to have problems, we can kind of follow through with the students and we we will lay out the legal legalities here. You know, there there could be lots of issues where we involve law enforcement in this, but [music] it's wrong. Uh, we want to make we want to state clearly that it's wrong and we want to give all of our schools the abilities to kind of uh deal with it. It seems to be a
142growing problem with social media and AI and all the tools that are out there. >> Any questions on this? So one thing maybe um on the definitions in the beginning of it mentioned in define the deep fake um I'm wondering if we could maybe make it a little more a little [music] more encompassing said living as artificial intelligence because there is a lot of tools out there that don't fall under the gamut of artificial intelligence for making deep pigs. >> Okay. >> You know it doesn't necessarily have to be aic or an that's doing it. It can be just an algorithmic tool that can handle it. So just to expand that out a little bit. So like so no one can be like well I use AI. >> Yeah. Okay. Okay. Yeah. >> Good point.
143Any other questions? >> All right. I look for a motion to approve the first reading to adopt policy JN prohibition of deep fake images and other media. Please. >> So moved. >> Motion by Sarah. >> Second by Tim. All those in favor >> I 5 Z 7.11 first reading to adopt policy J I CNR prohibition of eat fake images and other media. So so this just gives you know clear guidelines for how the schools will implement their their handbooks um when this comes up. So it kind of gives them a range of options of how they would respond [music] to it the first time the second time and discipline and the severity of it. Any questions? Seeing none, I'll look for a motion to approve the first reading [music] to adopt policy JNR, prohibition of
144the fake images and other media, please. >> So moved. >> Motion by Sarah. >> Second by Kevin. All those in favor? >> I thank you everyone. M 7.12 follow up on substitute rates within the district. Mr. Abeck, welcome. >> Thank you. [music] So, I'm back just for a follow-up discussion on the substitute rates. Uh, if you recall at the last board meeting, the board voted to establish a new daily rate for our long-term subs. [music] Um, we also talked about the daily rate for our teacher, for our daily teacher subs, and at the time we had proposed going to about [music] $105 a day. Um, after looking at some of the comparable information from other [music] districts, the board asked me to reconvene with the business office and see what uh we would [music] suggest
145if we could go higher than that. So, I'm back to discuss that. But in the course of looking at that, [music] um, we also are recommending tonight that we slightly raise the substitute rates for our assistant positions [music] subs and our custodian subs. So essentially what we would recommend is for the daily teacher subs that we go up [music] to about $110 a day. Um that would be about $16.88 an hour the way it works out. That would put us more in line with surrounding districts. [music] We definitely won't be the highest, but we definitely won't be the lowest. Um we think that is manageable given what we did for the long-term subs and the [music] savings that may result there. Again, understanding that it's always difficult to un to project how much we're going
146to spend on subs every year because the needs are going to vary based on leaves and that sort of thing. Um, [music] we also believe that raising the sub rate for special education and instructional assistance from $12 to $13 an hour may help us get more people [music] in the door um and keep the ones that we have. And we'd also like to raise the rate for custodians from $12 an hour to $15 an hour. The reason for that being um [music] that's comparable to what other districts are doing. And if we could get a couple more uh daily custodian subs in the mix, we probably could [music] save on overtime for our existing staff. So that's the rationale. One last [music] thing that I forgot to mention in my memo, but I did talk
147to our payroll folks and to the extent the [music] board takes any action tonight, we would just ask it be effective March 2nd. That coincides with the beginning of a payroll period and would be after the break [music] and allow us to make those changes in our system. >> Any questions? >> Sounds good. >> No, I like the number. I think 110's spot. This is good. All right. Seeing none, I'll look for a motion to approve the recommendations of the substitute pay increases starting on March 2nd, 2026, please. >> So moved. >> Motion by Sarah. >> Second by Amanda. All those in favor? >> I >> Thank you very much. >> Thank you. And thank you guys for going back and pulling all the information out and seeing what we could do to to get
148it to where we are now. So I think hopefully it'll help a little bit. >> I think so. Thank you. >> Thank you. All right. Well, 8.1 enrollment report, Mr. Black. Yep. We got six more kids since we built the budget in October. I think we'll be okay. Okay. you know, and generally we're, you know, pretty stable across the board and we'll always keep an eye on it and, um, you know, things have not changed dramatically the last couple months. >> Any questions on enrollment? >> And I think we pretty much took care of open enrollment earlier. >> Yeah. No, I I thought that was great. I think um you know >> we have a strange responsibility with the speaker of the house and the senate president in town. >> So I think anytime we
149can work together with them to help you know come up with good policy is a great move. >> Yeah. It was positive to have them here. >> Y we're going to stay >> and that's what I want them to know is when they have a major change come to us >> get our input out of the gate rather than something come forward and not understand what's happening. We want to help them. >> Yeah. >> So, I I can really appreciate, you know, like I said, six out of the seven reps were here and one's because he's the chairman of the council, so he was running his meeting >> or he probably would have been here >> uh and that. So, uh we'll stay tuned and keep everybody updated and as he said, so that's great.
150>> Uh I think that's it for the regular meeting. Um so, anything else? Keep you going. Okay. All set. All right. With that, I will look for a motion to go into non-public session under RSA 91A colon 3 section 2B [music] and C, please. >> So moved. >> Motion by Sarah. >> Second by Tim. Roll call vote from my left to right, please. >> I Kevin Greg. >> I Tim Porter. >> Hi, Bob Slater. Hi Sarah Llin.