School Board Meeting 7-15--25

001What's am I right? I'll be a strategic plan [Music] a night the recck department did the first week and then the um town manager has his night um and then they'll get back together and discuss where the rankings are on our projects as well as the the town projects. So, it's uh quite and congratulations to Kevin for being nominated as chair and that doing a great job over there. Um great to have another school representative um you know working on on the on the town side of government too. Um and and running a an efficient meeting in that. So, congratulations, Kev. Um but that's all I've got on that. Um and we'll uh discuss a little more on our other committee on the um uh fundraising and that uh at our next meeting where we

002have some stuff we can probably you know bring out and that. So that's all I have on my so moving into announcements and presentations. The 2425 school outcomes Mr. Black. >> All right. Thanks for having us. So, uh, the way we'll run this is Mr. Parent will control the PowerPoint, uh, behind me. You have your wonderful curriculum coordinators over there to interrupt me at any time to add some more depth to what I'm going to say or they're great, uh, to ask questions of. Same same with Mr. Parent. Um, but we have a lot of charts coming your way. I think a lot of good news. Uh, a lot of hard work to do as well. Um, but I think what could easily happen is we just plow through this. So, if you want to

003stop and ask questions, just, you know, just stop. I'll definitely pause the end of the high school, the end of the middle school, um maybe the end of the elementary schools and kind of see where we're at. But I think there's a lot of good outcomes coming. So, I'll go to the first slide. >> Um you know, my my high level summary are basically three things. Um I I thought there were a lot of good outcomes last year. There's even better outcomes this year. Um I think you're going to see a lot of across the board progress when it comes to literacy, math, and science. Um, I'm I'm both humbled and really proud of our staff. I hope the school board is too. Um, they've really rallied and organized their efforts around moving our numbers.

004I see it in our administrative team. I see it in our staff and I can see it in the outcomes that we're about to see. Um, there was intentional collaboration this year. Uh, there's a lot more attention being paid to our outcomes and there is this hype that was built up within the staff and the families that I think really worked that's starting to really pay off for us. Um, I think the second major conclusion I'm going to share with you guys is I think we're ready for a more differentiated approach. So, we definitely have staff who are in a great place that are helping us move forward. We'll get out of their way and let them move forward and let them help others. Um, I think then there are staff that need more help

005and that's okay. And I think we'll be able to differentiate more. I think that'll that'll look different at each building in each level. Um, but I think that's a good point where we're at. Um, I think I am hopeful for the staff that have really responded well and that are doing well that they'll feel this intentional turning down of the accountability pressure. Um, I I think we threw a lot at them in the last two years and it was kind of a shock and a jolt to the system. Um, so I think it's good that we can turn it down a little bit um, and really turn up uh, the collaboration. And I think that's kind of our main theme heading into next year, which you'll see in the opening speech, we'll see in our

006admin retreat and kind of everything we do. Um, and really rallying together uh to make sure we find that joy in teaching and learning. Um, and I think, you know, the third conclusion I have is there's a lot of good results coming, but there's hard work coming too. You know, we shouldn't be surprised. I think I think what I see over the last two years is putting the spotlight on all this has definitely gotten us some outcomes, but there is definitely hard work when it comes to curriculum, instruction, assessment that's coming. That's okay. That's what schools do. Um, and I think we have a great team at all levels to kind of be able to pull that off. So, I think there's some good things coming. Uh, context. These these are going to kind of

007explain it and if and if I lose anyone, let me know. We did a lot last year to kind of talk about the cohort. We're going to do that again this year. We want to see progress in each cohort. Um, and we're marching towards can we get to this 88% proficiency or greater uh in in reaching grade level standards. So we do that again but we also so show the outcomes in the context of last year u there's a lot of good news and where I was worried about some teams or worried about some departments or worried about some parts of our system where I saw a really big jump from what they did last year which is great that's what we want um so I kind of give that context too um I share

008when we can we can't do it with everything where they're state and national averages I think that's good I mean I I think we have higher expectations than most and we should. Um I think you'll see us consistently beating state and national averages. That's okay, but we want to keep on going farther. You know, we want to get to those points. Um I also compare we also compare us to kind of regional districts. The only thing is their data is embargoed until a couple months from now. So what I'm sharing is where they were at last year as context and in a couple months all the data will be public. So in theory, you know, our data is embargoed, too, but we're sharing it because, you know, we want to kind of let the community,

009you all know where we're at. Um I think too, you know, as we're kind of marching towards this 80% level, being in the 60 to 70% range is making good progress. So I think when we see that there, maybe it's not where we want to be eventually, that is good progress from where we were last year. Um I think what we're trying to pull off is sustained gradual project progress as a school system. There are some big jumps coming and we should be very proud of them. Um, but it's really that slow growth over time where you really sustain yourself that really gets you where you want to be. Um, the nice thing too is remember how we talked about participation rate? We have nearly solved that problem in one season. You know, credit to

010the all the curriculum coordinators and the building administrators and and Jay, they made sure that we had hard conversations with lots of families. So, I think, you know, except for a few tests here and there, we're above that 95% presentation. Great. That was a huge turnaround from from last year, which is wonderful. Um, so I think the results this year are more indicative of our entire student body. Um, so I think that's great. And then, you know, two more other pieces. Um, I think we're seeing less of a connection between I Ready and the New Hampshire SAS outcomes because New Hampshire SAS has writing and there's no there's no writing in the I Ready reading. So I think what I saw in the winter for I Ready didn't necessarily play out in the spring. Maybe

011maybe that connection isn't there. I think we're seeing, you know, more of a connection with math, but maybe but maybe not as much reading. And the other thing, too, is like there is no one test that kids take their entire way through. It's like a hodgepodge of different things. I I think what we're seeing, too, is our students are definitely more successful on the PSAT and SAT when it comes to literacy compared to New Hampshire SAS. I'm not sure why that is. Maybe they're more focused on a test that gets them into college. Um, you know, and I think maybe it's developmental, too. Um, but I think we're we're definitely seeing a difference there. mass seems to be a little bit more commensurate at the time. Um, you know, so I think that's just something

012to keep on keep on your radar. So there's no other questions. We'll jump right into the high school. So here, you know, there might be like 83 charts in here, you know, so you know, if you want to stop and talk about any of them, let me know. I think right out of the gate, um, there's a lot of great news that came out of the high school this year. Um, so if you look at the the the SATs from this spring, they got the literacy rate to 75% proficiency. That's a seven point jump in the cohort. Um and then also, you know, 18 points above the US average and nine pumps nine points above the state average. So that was a really big jump for them. That was great. That was really good outcomes.

013Um math, not so much, and we'll talk about that in a little bit. Um you know, the the cohort stayed stagnant. Um and then that was based on a 90% participation rate, which was up four points. And I think the the really good thing from sitting down with Kim and Rick and going over this is so our juniors on average had a 9% jump from their PSAT to the SAT. That was big. You can you can really see the efforts within the high school to kind of get that raw score up. That was an 18 point jump in literacy and an eight-point jump in math. So I think they they did really really good work. Then if you look to the right again this is last year's you can kind of see um you know

014there are there are there um you know the right comparisons to make I think what we tried to do is pick you know regional schools but also regional division one schools um that we can compare ourselves to. So I think when I look at our literacy scores you know we have a little bit ways to go to get to where Bedford Winden Hollis is but we made a lot of progress and they're nearly there. Uh math we're not so much we have some work to do and I'll talk about that at the end. um kind of got to where Exer is. I would say they are a a they're not necessarily a regional school, but they're a large division one school just like us. Um and then we definitely outpaced um some of our um

015you know some of our our other division one schools in the area. That's definitely that's a mistake from Mary. That can't be that can't be right. Almost messed that up. Um and then if you look at 10th and and ninth grade, kind of a similar story. Huge jump for the 10th grade. uh they got to 78% uh in literacy which was a 21 point jump from them as nth graders. Awesome work. Um similar stagnation in math and then the ninth graders had a you know seven point jump um in in in literacy and but they also had a jump in math too. So I think you know coming out of it uh literacy looks really good and really strong. Um we have some work to do in math. You go to the next slide. One

016of the unexpected outcomes and and I think this was really exciting to see this year was the science department. So last year the science department, you know, we only had 30% of the kids reaching proficiency uh in the high school. Huge jump to 57%. Really really proud of that. Uh they they kind of, you know, built in a more sustained effort and got everyone focused. It's an 18 point jump over the state average, which was wonderful. Um I think we got to a 99% participation rate. So we really got nearly all the kids that were there. Um and then if you kind of look at uh our neighbors, we jumped up a lot. you know, only Windham was really ahead of us consistently and we got into the realm of beating Hollis and beating Bedford,

017which was kind of nice. I mean, that's those are two comparison districts we want to get to. So, that was a really great outcome. We're very proud of the science department and kind of the effort they put in there. Um, a few more important stats when we look at the high school. Um, you know, when we look at the graduation view, um, 77% of them, uh, got into a two four-year college or the military. Here's another good bump we saw. 8% went to a trade school apprenticeship. So I think some of the messaging around career connected learning is having a really really good impact. So we got 85% have you know strong post-secary plans. That's a couple percentage points lower uh that I think we've seen in the last couple years. Um so we did

018see you know 12% of the kids go right into the workforce and 3% take a take a gap year. Um the other good um statistics that came out of the high school is continued growth in dual enrollment. AP is coming next, but it was great to see. We had more credits for Manchester Community College and about the same forne. So, kids are earning these credits as they as they head off into uh into the world. So, that was also great to see. We turn the page um to the AP scores. Uh these were phenomenal. Um I never thought we would see the type of growth we got out of the the test taken. So, if you remember last year, we had a 61% jump in test taken tests taken. Now we had a 48% jump.

019That is huge. That is that is astronomical from from how from from the amount of where we used to be. Um but if you look to the right next to it, while going through all those tests and that huge growth, we had 72% of the kids passing. That's phenomenal. So if you look down at the chart below, it's busy. There's a lot going on with it. But what I what we tried to capture for you is the test that we're taking, what the passing rate was for that test, and how it compared to the mean score. And the what the AP does, they give us the New Hampshire average and the global average. So if you have, um, you know, classes like calculus, AP, uh, AB, NBC, you know, we we beat, uh, the global

020average in both those areas, which is wonderful. Or you even see a test like chemistry where we had a lot more kids take it. um maybe not the scores we want but that was a big jump that's wonderful or if you look at uh English language and composition um really strong scores about the same amount of kids take it um but a really big jump in the mean score which shows how dialed in they were uh in even classes like environmental science a big jump in the kids who took it about three times the number of kids and then a big jump in the mean score um and then I you know if I look to the sorry the right hand side is you know pre-calculus was another big jump. Um and they and we

021kept a great mean score that was above um you know the global average. And then I think we were also really really proud of what we saw in US government and US history like um large numbers of kids take the test, very high passing rate and then also big jumps in in in the average that ended up being the global average. So I think the the AP exams were phenomenal again for two years in a row and you know credit the high school and all the departments and teachers that kind of went along with it. So if you kind of summarize those all together and I'll stop in a second. Um you know I think the Lancers and the LH staff have really risen to the challenge. Uh a lot of really strong outcomes and

022overall growth particularly in literacy. You can see it in the PSATs the SATs and the AP scores. Social studies was right there with the AP scores and and science with the New Hampshire SAS. Um I think we have to keep the momentum and and strive for those small improvements in the areas that are doing very well and continue to lead the way over the next five years. Math is something different. I think you know math when you look at these scores and we'll connect it to the middle school pretty soon is you know we have a systemic issue. I think it's not a surprise. Um I think we have to really think through um a bigger 6 through 12 conversation around how we set kids up to be successful at math. So I think some

023of it's the courses. We have to make sure the courses are actually aligned um to what we're being judged against and and make sure that we're doing it the right way. I think there's also an expectation alignment. I think, you know, when you when you look at where we are, the national averages, we're still above them. Um, America has a math problem. I don't know why. Maybe more people were scared of math um or something. Uh but we have to make sure that we we are always building in high levels of expectation uh for our kids and not giving them easy ways out. And I think that that's a good conversation we'll have too. I think when we get to the elementary schools, you're going to see it's the first time we saw the systemic

024rise in math. It's coming a little bit later in the presentation. And I think they've figured out some things when it comes to this preparation for the test that I think we need to kind of reproduce at other levels, too. Uh we definitely saw the incentives work. Um and I think we just need to think through the right frequency of how do I do what I do in my normal day in in a math classroom and how do I translate into these tests are coming down the road. And I think some of those are some of the conversations we need to have 6 through 12. So I'll stop right there. see if there's any questions in the high school or if Kim wants to jump in or Jason wants to jump in or >> I

025think the teachers really did rise to the challenge this year. it people bought into it this year and students were accessing supplemental materials and going to for example AP classroom and the science teachers all started with a SAS question of the day and just a lot of buyin this year which was really nice and the incentives were certainly helpful for the kids that made a big difference it was kind of a party atmosphere as the kids headed in and we were a little reluctant thinking yeah they're high school they don't want us you know yay Hey, they did they really they bought into it. It was great. The kids were awesome. >> The other thing that I would add is I think there's been an explosion of opportunities at at the school with with our

026students be able to access ELOs's the um you know career connected learning along with a steady progression of the dual enrollment AP. So there is literally something for everyone and they're taking advantage of that and the high school's doing a great job um exposing them to all of those different pathways and and I think our our kids deserve a lot of credit that they're really running towards them and taking it seriously. So understanding your pathway and how to get there is really that first step and then all of the assessments and the work that you're doing to make it happen, make it a reality with the support of of our staff I think is coming to fruition. So a lot of good things happening at LHS I think. >> Great. and an emphasis that the

027standardized tests are not just for the kids going to college, that this is good practice and good work. You want to be an electrician, you're going to have to pass a written exam. >> So, there was an emphasis of that. We had that conversation with a number of families who were looking to op their students out. And we said, "Okay, but it doesn't matter that they don't think they're going to four-year college. This is still a good trial run for them on how to take a standardized assessment that's tough." And the kids tried it and they did it. Any questions? >> Can Can I just hit on what what's remarkable too to what you said, Kim and Jay, is the participation rate went up, >> but the passing on top of that. It wasn't just

028that I'm going to take the test, >> I'm going to do well on the test. I mean, that's a win-win formula, right? >> Absolutely. >> Now, I like the idea of the strategic preparation for tests, especially in math. What can we do different? >> Yeah. >> Because I I don't think we're we're falling in the 35 34% over the school year, but preparation for these tests. Can we do more in preparation to your point Dan of getting them, you know, maybe I don't know if you can do a prior testing, you know, a couple of weeks before. I know we tend to over test in some areas, but I think for this type, could we do a preparation test as well as a little more coaching on the math part of it >> to really

029show what they know and how to exercise that during these tests >> and some of the shifts that we've made in the math pathways, we're hoping will reap dividends over the next few years as well. >> Okay. Yeah, Bob, you'll hear more about this especially at the middle school and the elementary level with the interrum assessments, but these three ladies have done a phenomenal job. I think not only educating our families and and taking a lot of time to really explain the value of these assessments both for the student and for our school and community. Um I think that next step and they're already have done it uh this year and it's going to be a target goal for us in the upcoming school year is the work with student uh our teaching staff in

030their professional learning communities in the department meetings and really talking about how we move and those conversations have already happened and our teachers are all on board. They're really digging into the data and >> looking at ways they can increase performance out you know get the best out of their students. Yeah, I think I think it's phenomenal news. You know, other than that one area, if we can tackle that in a different way to your point and that I think it, you know, it's a win-win across the board and we've hit those two major areas. So, thank you for this report and, you know, kudos to getting that participation rate. Uh, what's most impressive to me, like I said earlier, is, you know, the passing grades percentage was right up there with the percentage increase.

031>> You know, you don't always expect that. It's like >> we weren't sure we were going to get that. So, >> good job. >> It will be interesting to see too where we've recently changed the science pathways 6 through 12 and we're seeing you know that rigor and that level of expectation increase and now following suit with math and then the other areas how that plays out. But I think and again you're going to hear from them tonight it's starting to pay dividends. >> Great. Thank you. >> So last year I went blue on up. This year I go high school on down. So next to the middle school. Um so look at the middle school. Um so sixth grade. So, I think one of one of the strong points for the middle school this

032year is that participation rate. Um, we struggled the most. I think, you know, in terms of participation in prior years, I think by the time kids get to middle school, they're tired of the state test. They've been doing it for years, they're tired. Um, you know, so it was one of our lowest participation rates, but they got both the sixth and seventh grade up to 98% and the eighth grade up to 96%. Great job. They really did a good job getting everyone in the room. Um so if you look at sixth grade we had we had small gains for the cohort u for both math and literacy. Um for for seventh grade it was about the same uh in literacy and actually math backtracked a little bit. Um you know I think you know what

033was good in them is I at least saw you know if you look at sixth grade better outcomes than last year. You can tell they were dialed in, they were trying, the incentives were there. There was effort. Um and you know seventh grade was about the same. I think the strong point of of the middle school this year was the eighth grade team. Um, if you look at literacy right out of the gate, um, they had a 20 point jump from last year. Great job. You know, that that's that's the performance we want to see in a three-point jump in the cohort. Even with math, if you remember, math was, you know, one of the one of the scarier numbers that came out of last year. They had a 12-point jump. Good for them. You

034can tell they were focusing hard and kind of dialed in. The cohort backtracked a little bit, but we we jumped above the state average in both those areas. We're very proud of that. So if you if you kind of compare us um you know to to again regional regional schools and we use the same seven um you know I think we we definitely have work to do um you know we want to catch the Bedford Windsor and Hollis and and I'll go there at the end in a couple slides about some of the things we're thinking about um and and and kind of have their performance. I think you know the eighth grade team uh is most dialed in right now and they're kind of closer to that. They got to that that kind of

035exit range of performance. Um, and we want to kind of encourage the other teams to kind of get there. So, um, that's where the middle school landed there. If you go to the next slide, again, I think if you look at where the PSAT was this year, I think the eighth grade team again did a wonderful job. You know, they got a 24 point jump in that literacy score, a 7-point jump in the math score, an eight point jump overall. That was obviously from the fall, but still a big metric for them. And again, there there's that strange dichotomy like our kids are definitely more dialed into the PSAT and SAT versus New Hampshire SAS, you know, that's just the nature of it. Um, much like the high school, they they saw a big jump

036in the science test. Wonderful outcome. I think this this was great to see, you know. So last year where the 28% proficiency, big jump to 41% and they jumped over the New Hampshire state average. So I think we're really proud of them. Um, and I think if you kind of, you know, we we we definitely improved a lot. They got a huge participation rate, 97%. Um, and that's kind of where they compare to some of the the surrounding districts. We definitely want to see more growth. Uh, we're gonna kind of work on that. If you go to the next slide, here's some of the telltale things I think I saw at the middle school, too. I think some of the best news I saw at the middle school was moving kids out of that level

037one performance. So, you know, when when you look at your state test, you have them in level one, two, three, four. Three, four is proficient. Two is not quite there. one. I mean, that's usually a signal we have, you know, big learning problems. But what I saw in the sixth and eighth grade team was really, really good outcomes in terms of moving kids out of that level one performance. So, the New Hampshire average, uh, in sixth grade math is across the state about a third of the kids are in that level one performance. Kind of scary. They shrunk it to 16%. Great job. You know, really, really good job there. That's you can tell that the effort was put in. Do we need to get more kids proficient? Yes. But you can definitely see a

038huge amount of effort there. Uh, and you can see it eighth grade math being 10% below the state average. Uh and then you see it again in sixth grade literacy, seven points below the state average. And then eighth grade literacy seven points below again. So I I definitely saw the effort there in terms of the middle school kind of moving kids from level one to level two. Um I think one of the most interesting conversations we're going to have over the coming year is the distribution of scores. Um so what you're seeing in this next chart is every team every every grade level has three different teams. Now that we're able to kind of break down the data a little bit more into the teams, we are starting to see different levels of performance, you

039know, so I'll I'll take um eighth grade literacy. Clearly, one team had very strong performance. 72% of the kids were proficient in literacy. Wonderful. Let's use what that team is doing to reproduce some of that work across the rest of the eighth grade and potentially in the seventh and sixth grade. You know, they they clearly led the way. That was that was a wonderful outcome to see. But we have other outcomes in there. I look at sixth grade literacy. there was one team 66% that jumped higher than the other two. What are they doing there that we can reproduce across the school? And I think those conversations probably haven't had we haven't had a lot of traction yet, but I think now we're in a good place to kind of have those conversations and you

040can see it in in eighth grade science. Um, one team was much stronger than the other two. So, what's happening there that we can kind of reproduce? And some of those conversations happened last year in the elementary school that I think uh allowed for some of the systemic push you're about to see. And I think I'm I'm excited to kind of help the middle school have those conversations, too. So, there are pockets of strength that if we can reproduce, we're going to see everything kind of move up. And I think the other thing that was a real telltale sign for me with the middle school is the chart on the bottom. So, there was a large chunk of kids in literacy in particular that were right below that proficient line. So if they would have

041caught every kid that was five points below it, we would have had a 64% 60% in seventh grade and 65% um in eighth grade. So that would have been a big jump across the board, which kind of gets back to a conversation we just had. What's our strategic prep preparation? Like what are we doing to catch some of these kids in the bubble? And I think that gave me that gave me some I think some hope that we're right there. It's a matter of how we use our time well and how we target the kids so they're right there. obviously a lot more work to do in math. Science would have been even stronger, which is wonderful. So, I think that's one of the conversations kind of coming to the middle school. So, if you

042go to the next slide, um I think the middle school has spent a lot of effort on culture and behavior this year and that's that's fine. They made tremendous progress in that area. Um and I think now we're gaining momentum to really think about the academic gains. I think one of the big conversations we're going to have in the building is for all those classes uh six through eight, you know, is what we're doing leading to how we're judged by these tests and kind of having that conversation. Um I think there there are definitely gaps in in our curriculum right now. We have to be a little bit smarter about what we're teaching and making sure we're getting kids ready for those tests. Math and science departments are in a great place right now and

043they're really ready to think think through what are we doing six through eight? how can we update it and how do we make this nice progression from from from grade six to 12. Uh ELA reading and social studies I think we have more work to do there. They have to really think through what is their collaborative role in literacy amongst those three um classes and how they work together. Um but the great news is Jay and Megan and the admin team there have have signed up 17 staff for Aspire and Aspire is the middle school version of this the science of reading. So I think we're looking for progress there. Um that expectation alignment I think we have a similar conversation to have is we have to make sure what we're doing is grade level

044tasks with kids uh day in and day out so they're ready for for for these tests. I think we're going to have good conversation there. How close so many kids were and the literacy and science especially maybe think through how can we have um more of those targeted interventions and and the right frequency of really getting the kids ready for these tests without uh burning them out. Um, at the same time too, math again, I think is a different beast. Um, I think one thing that that Jay and M we can definitely touch on after I'm done is what we learned is when we reached out to some of these districts that are ahead of us in math and middle school, they've made algebra the norm in eighth grade, not the not the not the

045exception. So, I think if we move algebra down into eighth grade and then build sixth and seventh grade after that, maybe that's a recipe for what we need to do with with math, too. Kind of get kids prepared more and kind of raise that expectation. Um, so we're excited to have that conversation and figure out what's possible. And again, I think I think we can definitely have a more differentiated approach to the middle school this year. Some staff are thriving. You can see it when you break it down by the team. Some some staff and some teams need more help. That's okay. And I think, you know, from catching up with the middle school admin team over the last month, I mean, what's tough is you got 900 kids in the building and basically nine

046staff are responsible for their math scores. So, how can we how can we help 10 10% of our staff more? You know, how can we have more of a team- based approach for our math literacy? You can definitely build into a lot more classrooms and have more success there, but it's definitely hard to put uh the burdens of the math test on less than 10% of your staff. So, that's where the middle school is at. I don't know if Megan or Jay want to jump in at all, but that's the high level stuff. >> Um, I can just add in that we are doing a lot of that work with the modulars and interims for the state assessment. So those problems of the day allowing students to see what is the expectation when they take

047that assessment. That was something we built in this year. Um and teachers now have the results of those modulars as well. So students can take them and then they can work with their students on where are they missing the boat, right? Are they is it in how the questions asked? Is it in they just don't understand it? They don't understand the concept. So that work really got started kind of after Christmas and I think that's something we can build upon as we move forward. Megan and I were really pleased with um the department meetings that we had at the middle school and taking a look at the assessment performance ways that they can really we started the conversations really were centered around carrying out the curriculum to fidelity and what gaps the students might have

048or how are questions phrased that you know and I think in the in the teacher's mind it's like we covered this content they should perform better let's look at how that question is being asked versus how I'm presenting it or what they're doing the experience in the classroom. So, there's a lot of um rich conversations around that. And I think again they're taking a deep dive both in the text, in the curriculum, and then in their instructional practice of how they can better equip students to to perform knowing that they've covered a lot of the content. >> And I'll just add and I think that really hyping this up and getting the participation was really important for us this year. That was pretty much our number one goal, right? Is to have all of our

049students take it. So, we knew what we were what we had in front of us. what was our data now that you have everyone here and now we can really tackle that. So just that participation and really hyping this up with the kids. No student wants to show up and take a an assessment for two hours and be, you know, super excited. But it's in how we talk about it, how we use that data, and how we get our students ready. And I can say that I know that the middle school did a really good job of that and just rallying around. We know this is really hard. We're not necessarily having the conversation about college, but we are talking about if you want to drive someday, you have to take a test. if you

050um you know when you want to graduate, you're gonna have to take a civics exam. So, we're using those as some of that conversation around how do we hype this up because we know you have big goals. It might not be the college goal right now, but it's those other smaller ones like learning to drive and then really rallying around our parents and trying to get that community feel of we know that this is hard, but we truly believe that our students can do this. Yeah. Any questions >> to to that point, Megan, on on the parent participation? Do we have conversations with parents with students that I I know a lot of students don't test well? >> Right. So, they may do well in assignments in class and paying attention and, you know, going

051along with the class every day. Um but when they do you guys meet with the student if they do really you know poorly in their exam and try to figure out what they didn't understand of that test. >> So this one would be a little more difficult for us to do because of when the results um come out. So we haven't really done that but we do do that with the I Ready. Okay. So we sit down and have those um conversations with the kiddos of where they are. This one we haven't done that yet. I'm sure there's a way we can you know try to figure that out. We have had them on the front end of that where a parent has maybe called and said, "They're really anxious about taking this assessment, so

052I'm gonna opt them out." And we actually then sit down and say, "Let us work through that. Let us have the conversation of what this feels like so that when they get to the high school and they're sitting for an SAT, they have strategies. They know what this is and it doesn't feel so overwhelming." Um, and and that conversation, I think, has has really helped some of our families. Um, but not as much. There's a little bit of work that happens, but it just comes out right as especially in eighth grade as they're getting ready for all the other things that happen, graduation and stuff. >> Yeah, I think getting the more information we can get to the parents involved with with seeing this, you know, with your student, um, you know, what are you

053seeing at home, questions with homework or preparation, what, you know, the anxiety part of it, >> what does that equate to in the classroom grade? >> Yeah. So I think you know you'll probably hear a lot more of that from this board this year with >> parents and you know act active with teachers and students so we can you know collaborate a lot more >> with with the entire family into the school system >> y >> and that so we can help one another and that so we can can help their student ultimately you know succeed in our classroom. So >> stay tuned for that that's coming. So, um, and that, but I appreciate, um, that I just I like the followup part, you know, if if there's a way we can do that with

054a student. Hey, what did you not understand of this? >> Was the wording to to to what Dan and Jay and you said about, you know, the preparation part didn't match what >> Yeah, there's definitely general conversation in the classrooms. um but not necessarily sitting down with their particular scores and working through again with I ready it's definitely easier to do that because you can look at the specific domains and set goals of you know how would you meet those goals for the next time you take it this then would be another year for them before they prep for it so we can do that with the modulars and the interims that's something we hope to build in >> u moving forward so those I think would be the best way for us to kind

055of start some of that work and then we can expand it for that year-long assessment after that >> okay great thank you the other strategy that I'm sorry to interrupt there. The other strategy that the district's employed is really trying to um focus on familiarity and a familiar environment for our students. They know the teacher or they have the teacher that they're they're taking so it's not foreign to them as they as they go enter a room. Um with our science at the high school, right? It was our science teachers giving them in the science area. So again, there was a comfort level with those kids walking right in knowing that this phase of the building was closed off and that was the focus. Um it happens, you know, same way at the middle school

056and obviously at the elementary they have their teacher. >> Sure. >> But anything that we can do to kind of decompress and create an environment where they can demonstrate their learning, we're going to try to seize as many opportunities as we can with that. >> Yeah. >> And I think that'll help if mom and dad know too that this test's coming up. Can can we walk them through a few things preparationwise so they're relaxed going into the school that day, too? And then they meet the teacher in that classroom. It's a relaxed environment. uh everybody kind of takes that little bit of pressure off and maybe you know they do a little bit better. So that's our goal, right? So appreciate it. A lot of good work. >> Thank you. >> Everybody good? >> Actually,

057one quick question. Is there I know you mentioned the um kind of the 6 to 12 alignment across the subject. Is that kind of being looked at in social studies vein as well? Um I know it was mentioned in passing in in the role in literacy but you know aligning and building that social studies program you know 6 through 12 and crossing over into more like science and mathematics fields when you're looking at things like you know archaeology, geology, behavioralism, um psychology, all those different crossovers that that would come from the from those areas as well. Is that being kind of I know it just wasn't mentioned here. I don't know if that's something that's maybe you've only got x amount of bandwidth so this is where we're going first and then we're going to

058get to that or is that something that's being done in parallel or >> the math is more of a priority right now to your point but it's absolutely something that's being looked at and looking at the offer at the high school level at least looking at some of the offerings such as geology is a new course for us next year. So courses that have more of a crossover appeal for students where they can get that reinforcement of the topics that they will be tested on, but they're now seeing it in multiple subject areas. So we're hoping that they can see the bigger picture through that, but that's something that Megan and I have definitely >> looked at that 6 through 12 social studies. >> Yeah, I think it's for all the departments, you know, um

059in some ways, but you know, if everything's a priority, nothing's a priority. I think I'm sitting here being like math, math, math, math, math, math, you know, like that's that's where we definitely have to kind of turn our attention sixth through 12. But if you look at social studies right now um at the high school, phenomenal results in AP testing, >> world history going into nth grade next year. >> Yes. >> So that'll be a big change. And then then basically the middle school has to react like okay, >> what are we going to do in sixth to eighth grade to get them more ready for that, you know? So I think that's going to happen naturally. >> If even if we spend more time and attention on math next year, too. That was great.

060Thank you. >> Thank you. >> Okay, so now we jump in the elementary world. Um, so first we start with Matthew Thoron. Um, a lot of a lot of stronger outcomes coming from Matthew Thornon this year. I'm very proud of them. So, um, there's a lot to look at in each elementary page. Sorry. So, so I'll kind of explain it at first. The top level is kind of how they did an IA New Hampshire SAS. The little red boxes to the right is that movement on level one. I was trying to track >> and then the bottom is the distribution. So this is literally how classrooms did across the spectrum. Um and that's that differentiated approach. So I'll kind of walk through the first page. Um you know so Matthew Thoren first grade job on

061math they had a 13-point jump compared to last year got above the the New Hampshire average. Um for reading they had they had a four-point jump and got up above the average. It was it was wonderful. and no kids at that level one by the end of the year. Wonderful. Um then you look at the distribution, you can see there there's a difference in scores and I think that's our big conversation coming, you know, across our our different elementary schools. Some people have figured things out. How can we reproduce th that success across more more classrooms and and I think those are good conversations to have. Uh you look at second grade, certainly strong results. Uh you know that cohort, they got a 10-point jump in their cohort. They met their goal to get the

06263 63%. Uh above the New Hampshire average. They got a seven-point jump in reading. Uh not as strong as last year's group, they still beat the average. And then again there you can see the distribution uh in the second grade team. And again, really small percentages at level one performance. 3% in math, 1% in reading. So that was really nice to see. Uh if you go to the next u next one, now we're into New Hampshire SAS. Um really good really good jump in math. Um, you know, last year's group got 50%, they got the 62%. So, that was a great outcome. Literacy, we have to kind of wait until we get with our colleagues. Something happened with third grade literacy across the state. Um, last year they handcored the writing section. This year, the

063AI robot scored it. It seems like all the literacy scores across the state dropped in third grade, you know, by by significant amounts. So, we definitely saw that in all three schools. It kind of caught us by surprise. So, that that we have to look into. But at the same time though, I think we know we have work we have to do around writing, you know. So I think some of it's some of it's the test, some of it's some of it's us. Um you know, so so stronger math uh than literacy. Um there's, you know, 21% of the kids and 23% of the kids that level one. I think that that caught caught us by surprise. Um and then you can see the distribution in that third grade team. There's definitely, you know, some

064classrooms that that have really strong outcomes that we have to reproduce across across the grade level team. And I think that's some of the work we're hoping to do. Uh if you look to fourth grade, uh again, here's, you know, more good news on math. You know, they had a six-point jump from last year's cohort in math and, you know, nine points above last year's test. Great job. Down a little bit of literacy. Um and then if you go to the far right hand side, only 10% of the kids are in that level one in math. That's some of the movement I really saw across the elementary schools where we were significantly better than the state average. That was really good to see. And then again, if you look at the fourth grade distribution, you

065can see there's definitely successful practices we can try and help build into more of those classrooms uh within that team. And if you go to fifth grade, um uh you know, definitely definitely strong outcomes. What what what I stronger outcomes definitely what I was proud of with the fifth grade team and Matthew Thornton. They had a big jump in math, 13 points compared to last year. Um and you know, they had a six seven point jump in their cohort uh for the for the literacy scores. That was good. Not as strong as the prior year, but but that was good. And then they they shrunk um the number of kids in that level one being 11% better in in math and 7% better in literacy. And again, you can see that that uneven distribution and

066how can we take some of the best practices and spread them across um all the schools, you know. So, what I what I really saw from Matthew Matthew Thornton this year is a lot of progress in stroke outcomes overall. Um I thought that was great. Um there was definitely this continued sustained growth in math which was wonderful to see and there's definitely a lot of hard work that's years in the making and we saw a lot of kids come out of that level one uh in grades one through five. I think in general you know from kind of debriefing with Nicole and Jason it was a lot to do a brand new literacy program you know there there is there is no question that's part of it. So I think by this time next year

067things will be more settled in and we can kind of hopefully see uh the results there too. I think a lot of this year was implementing a new a new a whole new literacy um program and I think you know I think what's coming is more systemic work around collaboration and how can we reproduce some of those good results in some classrooms to all classrooms and I think I think there are there are definitely strong examples in that building that we could spread out and also have those conversations across three schools maybe maybe I'll go two more schools then we'll stop is that okay >> then we'll go to North Um, uh, Nor School had shockingly similar results to last year in first grade, but they're really strong. Uh, 81% of the kids got there

068in reading and, uh, 66% of the kids got there in math. Still pretty strong. And then on the bottom, you can kind of see that distribution. And again, I think the common theme is there are classrooms that have figured this out that we have to help other classrooms kind of get to those same levels of performance. Um, second grade team took a took a little bit of of backtracking. uh you know um you know the cohorts came down a little bit from the prior year um um you know so I think it's something we have to kind of look into uh and understand a little bit but the the percent of level one performance was pretty low the second grade team and the bottom is the distribution as well too again strong there are definitely

069examples of strong classrooms we have to kind of help pull up some of the others if you go to the third grade team uh at more school uh really strong outcome in math um we got the 69% which was up from last year and 17 points higher than the New Hampshire average. That's wonderful. Um again, that third grade leading reading score was lower and I think we saw that across the board. We have to kind of look into that. When you look at fourth grade, um they got that 64% in in math, which is a 12 point jump from last year. Another great outcome. And the cohort make good progress in reading up 5%. And and again, when you look to the far right, um they're doing we're doing a lot better. that level one

070performance in the rest of New Hampshire in terms of shrinking that gap and and I think if you look at the distribution in the third and fourth grade um there's there's lots of good performance in all the classrooms and there's definitely some really strong performance we want to reproduce in in some of them. You get the fifth grade um and math went up from last year which was wonderful and they're nine points above the average. That was great to see. Reading had a big jump of 10 points which was really really good to see. Um and then um you know you know North School is 15% better uh than the whole New Hampshire average in terms of that level one performance. Um I think what was great to see about Nor School if you kind

071of put all of their um stats together. There's certainly more focus, more examples of strength uh coming out of North School than than I think last year. 16 classrooms got that 60% better um or higher in terms of reading and literacy. 15 classrooms got that 60% or higher when it comes to math. So, a lot of really strong outcomes across a lot of the the schools there. There's a lot of growth at that level one, especially in math in grades three, four, and five. I think similar theme, you know, our literacy our literacy program just has to settle in. It was it was a heavy lift to try something new this year. Um, and then I think there there's a lot of good differentiator work we can kind of share across that building too. Then

072I will stop to go to South School. So, we'll jump on the South School. Um, so we get to the South School. Um, math was at 70% for first grade, which was great. Reading was at 78%. Very similar to last year, but very very strong results. Um, and then if you look at, uh, the second grade team, they got 86% reading as a team, which was wonderful, and 77 77% is math. And I think what was really nice to see in this first and second grade, if you look at the bottom for South School, is a lot more even performance amongst the teams. You can see that there's strong collaboration there. There there's there's strong uh teamwork to kind of kind of help sure that there's not weaker uh classrooms compared to the others. You

073can kind of see uh that strong collaboration amongst those two teams right there. Definitely definitely caught my eye when I looked at it. You go to the next slide. Um, you know, third grade is is is one I know they're they're going to dig into a lot. Uh, definitely there was a backtrack um this year compared to last year with only 64% in math and 50% in reading. Um, you know, it definitely was not as strong and I think that's something that the team is looking into and and we'll delve into the teachers when they get back. Uh, fourth grade uh was was definitely strong. So, that was good to see. They got as a team, you know, 74% of the kids uh on grade level. And again, when you see us the comparison of

074the districts coming down the road, that's I think where we want to be. So that was a really good place to be and 66% in reading. And then again, if you look at the fourth grade team, a lot more even distribution. And you know, I think that's kind of speaks to the teamwork and and some of the work they're doing. And then if you look at there's only 7% of the kids that were in that level one math, which was a really good number to see that you can see all that movement out of level one. And then if you go to fifth grade, um, again, really strong performance in math. They got the 66% as a team. Uh, they got the 64% in reading. That was a big nine-point jump. Both of those were

075much stronger than last year's scores. So, I know that I could see that team worked hard to get where they want to be. And you can see that nice, you know, there's definitely that distribution where, you know, a couple classrooms are doing well and they want to reproduce um the expectations across those rooms. And then if you look at the kids in level one in math, they were 18 points higher or better than the rest of the state of New Hampshire. That was really, really good. Uh so I think what I saw from South School was very strong systemic performance. Again, four out of out of four out of five of the grade level teams. 16 of their classrooms got that 60% or higher literacy. 16 got that 60% or higher in math. Um a

076lot of movement out of level one. We know we got to get that lit program to settle in. And I think you could really see I think from some of the South School performance more that systemic PLC approach uh is starting to work. And I think I'll stop after the next slide. This is something I was trying to find the right way to capture. Um we did not see results like this last year. Uh the sheer number of classrooms in our elementary schools in that 60 70 and 80 plus range was awesome. This we did not see this last year. Um, so we saw a ton of growth, a ton of movement um, kind of across the board in all three schools. And and again, if you're seeing numbers in the 70s and 80s, that's

077where Bedford Windman Halls are. And so we have classrooms that are that are getting it done. And it was wonderful to see both in literacy and math. And, you know, I think when you when you look at that little bottom pocket um, with South School there, look at how many look how many classrooms were in that 70% range for math. That really helped hold up the whole thing. But we saw lots of good examples I think in Matthew Thornton more school too. So I was trying to find a way to capture just how much movement came out of our elementary schools this year and hopefully that that represents it. So a lot of work a lot of good work done across all three schools and I'll stop talking right there. >> Can I just have

078a couple things? >> Absolutely. >> I promise I won't go down a rabbit hole. um for I know that we give information about resources and newsletters and stuff like that, but um and I don't want to put any more work on anybody, but I didn't know if it uh been considered in terms of like targeted recommendations based on um like lower scores, lower grades, obviously test scores, but just grades too. Um, in terms of those kids that are are riding that like two or three line or even in the ones, um, I know like as a parent, I had to YouTube a couple times with, you know, if you you don't do the math for a long time and then you kind of go back and it's taught in a different way. Um, I don't

079know how labor intensive that would be. Um, but I do know that if I read something globally, a global recommendation, I'd probably be less likely to do it than getting like some sort of information about like I think your child would really benefit from X, Y, or Z or this program. Um, you know, I'll speak for myself like not being seasoned in math. I think it's kind of, you know, and and having that be a child's area of weakness. like you don't necessar like I don't know what to do at Alper, you know, but if someone said like if you did X Y or Z like this would make a huge difference. I don't know how labor intensive that would be to do for everybody. Um and I don't want to make more work for

080people, but um that's just what kind of something that came up as I was sitting here. Um and this is kind of something that I I was hoping people could just kind of take with them and think about and and maybe give some feedback back to us. But um just anecdotally speaking, when kids are um struggling and are essentially below grade level or haven't had skill mastery um or really even um performing, you know, emerging skills consistently and they're moved on to the um the next grade, are these the same kids that continue to test in that one and two range or um do we consistently see those kids catch up? Um and I I that's more anecdotal, right? So like are what percentage of the same kids scoring low are the same kids scoring

081low? We saw huge improvements and it's awesome and everyone's doing a great job, but like you know what is that percentage of kids that um are aren't, >> you know, that are always we expect them to learn at a rate higher than a student who is performing >> at a really high level. You know, just I'd love to hear any anecdotal feedback about that. Not right now, but just if you guys could mull that over because that's something that we've been talking about quite a bit. >> Yeah. Um just you know I know like when I'm pres presenting something like math that's hard for me and I don't have the foundational skills like I also tend to like kind of like I don't you know I also lose focus and attention and >> so that

082just wanted to put a bug in that's a really loaded topic and I promise we don't have to talk about it tonight >> because I think we could go down the rabbit hole but >> I think that just having more targeted conversations in our PLC's about specific specific skills, what are specific deficits that that they are experiencing and not just saying like, "Oh, this is a tier 2 reading kiddo." Well, why? What is it specifically that that student's struggling with so that we can fill in those specific gaps and they don't just kind of I don't even want to use the word labeled, but they don't just become like, well, they're a t tier two reading kiddo and then they're just a tier two reading kiddo for life or they're a tier two math kiddo

083for for life. but really having conversations in PLC's. Um, we've also encouraged teachers too, more so going into next year with some of our stronger teams that that you saw that more even distribution of of the strength across the groups where the collaboration is very strong. How can you play off each other's strengths as well? So when you're looking at that data in a PLC, if you have similar groupings of kids that they're struggling with um similar skills, how can you as a team tackle that? So it's not just just their interventionist, just their teacher, but as a team, how can we how can we fill that gap? >> Um I think in general we know we have to take a better look at the intervention block. That's definitely something I feel like, yes, CKLA

084was a heavy heavy lift um as far as literacy goes, but I think teachers navigated that well and pretty quickly figured out how do I give all of my kids access? How do we how do we differentiate and give access in the classroom? Math's a little bit of a different beast when you have a student who struggles with basic addition and now they're doing long division or they're having to follow multi-step problems. Um, we have a lot of teachers that are taking OGAP right now, which is kind of like science of math, like kind of a similar concept of what do you do if they're not understanding this? So, um, again, I think I think part of it is just that very targeted specific skill. How do we target that as as quickly as possible

085so that the gap doesn't get bigger, but still allows them to access what they can access so that we're not creating bigger gaps as well. I think back to the comment about parents, I think that's something we all and I think that kind of goes to what Bob was saying before. It's just that communication with parents and how do we give more specific instead of just sending like, oh, here's, you know, >> a decodable text you can read with your kiddo. Well, is there something specific for that student that would really help them at home? Because I think same thing I hear my husband trying to say to my third grade or going into third grade like, sound it out. I'm like, she actually can't sound that word out. like you actually can't do that

086with that or um so I think we can provide big feedback right of like you said I think that's an easy thing is to say to parents here's some strategies and I think we've tried to do that but but like you said if it's not specific from your child's teacher to you as a parent I think you're less likely to to recognize that that's something that could help your child. So >> my fear is just that >> some of that group of kids is lacking the foundational skills that they need to be successful at that grade level. And for me like through my lens like that's often a reason I'll see kids get frustrated and and have behavioral issues like in my in my lens of things. So, um I just would love like you

087know if if a kid's a in the two or the three like all right you know like two is emerging right that we have we can do work there but it's like the I guess the ones >> that are concerning and like information >> I try to capture this well three four five six and eight did yman's work to pull amount of kids at a one to two right you know like I couldn't find the right way to to it caught my eye and you can you can really see those big lifts that we So that was wonderful. We got to keep it up, you know, to really shrink that level one. >> Yeah. >> If anyone wants to email me or I'm off all summer, I could grab a coffee. >> Two other small

088pivots were and we got to let this play out, but um the master schedule and having our students that sacred time in math in in ELA where they're getting grade level instruction and doing grade level activities that they are not pulled out for anything because as you know what we found when we were pulling them out is they were always behind. So at least there's a pocket of time that they're exposed to grade level material for an entire period of time every single day. Then to Nicole's point, we're looking at the interventions when they are pulled out. >> What are we doing with them to to shore them up? The other pivot we made was we had that extension in in summer program coming off the end of the school year and we've changed that

089to now have summer boost an academy learning academy for our young ones to go right before school starts get a really good refresher um in in math LA going into their next grade. So hopefully we'll see how that plays out. But we've got a good response. the principles have done a great job with outreach and uh you know we're hopeful that because that summer learning loss was another factor of like fall scores were down they kind of lost what they had had learned so we're hoping they're going to hit the ground running when they come in >> but what does that look like for like a level one kid in that gened block like is someone is the support beefed up during that time like or is someone with them like what is that kid

090doing you know what I'm saying >> yeah there are individuals in the classroom >> yeah I mean it depends on the classroom I would Okay. Um, but we have tried to structure our classroom so that we are what's the word I'm looking for? >> Yes and no. So that we know like okay these are students and it depends on the grade level too. Like what do we first grade? Obviously we don't know everything about every kiddo that's coming in. So we can try to balance those classrooms the best we can or put kiddos in a classroom that we know are going to have support and then you could have 10 kids who in January are going up for RTI. like there's a lot that especially first, second, those grade levels. Um, but having, yes, having

091support, having special ed push in, having reading push in during that time as much as possible. We definitely have some outlier kids that throughout the year that we we said we have to come up with a different plan for for this student because this this part of it isn't working or can they stay in it for this part >> of the block. So, they're still getting some of that, but then maybe we're pivoting. And I think as a team, we've kind of have we've talked about that a little bit. I think we'll talk about that more this summer of what's kind of that sweet spot in the year where we haven't lost too much time with that student where they maybe stayed in the classroom like it's January, February, and we're like, "Ah, we should

092have probably come up for a different plan for this student." but really looking at data earlier to see is this the best fit for them. But our goal >> is that all the students are in the classroom. >> Um I also would hope that now we'll start to see more of the trickle effect going up where to Jay's point like in the past we just pulled out. No, it really was like no matter what we just pulled them out >> if they and again not really >> focusing in on certain deficits, skill deficits. we had a lot more um of students going back in the classroom, too. So, it's like, yeah, let's do three weeks of intervention and then we're going to put them back in instead of, oh, they're just an intervention and this

093is their intervention block all year. Well, maybe they don't need to be there anymore and they can go back in their classroom. >> Um, so having more of that kind of flex there. Um, but I I would hope that what we start to see is that we have less of our I think third, fourth, and fifth is tricky or was tricky, especially this year and going into the next probably couple years because we didn't capture those kids in first and second grade where we weren't pulling them out where they were having access to that grade level material. And I do think we created some bigger gaps for for some of those kiddos because we never gave them access to it. Okay. Um, so I hope and I think it's something we reevaluate after we've seen

094this group of kids kind of go through that have had that time in the classroom. Um, what what does that look like now as their fourth and fifth graders? Are we still seeing the same trend? And then I think we have to again take a deeper look at what's best for them. But there's definitely conversations of in all three schools we had students that were like maybe this isn't maybe this time isn't the best fit for them. maybe they need a little bit of extra time outside the classroom, but trying to find the most opportunities um for them to be with their peers and to have access to the to the grade level material. >> Now, when you get to that point of mom and dad involved in this point and and updated and things

095that might be able to be done at home and and to >> I would say yeah. I mean, I can't speak for I I would say yes. Um, I think that I think overall we could probably do a better job at that at really saying to parents like here's something specific. But I also don't want to speak for everyone because I know we have a lot of teachers who are great at that. Sure. >> Um, special ed case managers, interventionists that are really great at communicating that. Um, I think we I think that's something we could probably work on with again giving to your point like specific things that kiddos could be working on and just saying like blanket statement, everyone can work on math facts. >> Okay. Well, what's something like specific for my

096student that would benefit them, right? Um but any of our students that are going into into receiving tier 2 support, receiving tier three support, um obviously there's communication that's >> that's happening between the school and the family >> because of course sooner like you said the timing is is critical too. Is it October? Is it November? Is it December before we get too far into the school year where you know this student may be you know too far behind to catch up. So, you know, the timing is critical, too, I'm sure. >> And I think Jay, I mean, Jason's been doing a lot of work too with all the schools were with MTSS and that whole the RTI process as well. So, what that looks like in all the schools and aligning that. Um, but

097even outside of that, some of our kiddos who are already receiving that those support, just re-evaluating their time in those sacred blocks is something that this year we were like, it can't it's not a one-sizefits-all on either on either end. Okay. >> And I think our staff has a a pretty clear picture and they do a great job within the learning activities, the many observations that we attend. You see a lot of stations set up. So there's a lot of targeted instruction and groups of two, three, four students that are in front of the teacher and then another group might be with, you know, a support staff member or helper and they're rotating around. There's some autonomy there and I'm I'm looking the principal's way. But that's what I see daily when I walk into

098the elementary uh classrooms. And I think that gives that teacher a real opportunity to kind of, >> you know, >> gauge where students. >> I like the idea, like Nicole said, doing a better job with with mom and dad. >> Yeah. >> Making sure they're aware of what's going on in the classroom sooner than later. So maybe they can help on their end. >> You know, maybe there's something that's affecting their student and work collaboratively with our school district and teacher. You know, the teacher and parents want to have a relationship just like they do with the student. So maybe this will, you know, get this student before it's too late. There may be something. So I think that collaboration more with parents, knowing exactly what's going on when that time comes and having that

099throughout the district, you know, on the teacher side to be able to communicate this to the parents um so we can jump on it in other areas as well as them at home. So I think that will help every student as well. So >> appreciate it. Amanda's point's well taken. Like we list all the resources and it's like go here and check this out and here's our our literacy program. It it could be overwhelming. >> I would have paid for something >> navigating that, right? Can't be me teaching this. It's not going to be me. But, you know, >> the resources are there. We just got to steer traffic better of like what they actually mean and how you get to fourth grade math. It gets a little >> Yeah. Yeah. >> I checked out

100I had to like Google the term I Yeah. Yeah, >> there's summer boost academy starting and you can jump into >> Yeah. >> Are you guys good? Anyone have anything? >> Okay, we we'll close it out with Musel and behavior. Um so, uh quick snapshot of Mousel. Uh again, when things get a little different, these are half day standards. Uh and these are, you know, it's hard to compare Mooseel with a new group of kids every year. Um, but what what was nice about their outcomes is they were a little bit lower than last year, but but in general when you looked at their their common formative sub common formative assessments for math. Um, across the board, they got at least 80% of the kids there. They're the on each of them. Um, I think

101addition, subtraction, and word problems are the most important ones. Um, so it was good to see some of the strength in addition and subtraction. Obviously, word problems is always going to be harder. Uh we looked through the literacy standards again a little bit lower than last year's group but again across the board you know they got at least 80% of the kids there where I think decoding uh phonetic spelling fiction non-fiction are probably the most important things hitting in the first grade. So it's good to see some of those stronger outcomes there. Uh Sandre did something new this year and we had we had um preschool preschool goals and outcomes. So we were able to track that. So that was nice to see. They got about 80% of their kids um to to to identify

102letter sounds and identification that were developmentally appropriate for three and four year olds. That was nice to see. Um and then Dibbles is more of a you know full day um uh benchmark um that is that a lot of schools across America use. So it's a literacy assessment. Um the outcomes were a little bit lower than last year. Um, so a little bit smaller amount exceeded the expectations. About 45% met the expectations. Um, but there's, you know, the yellow and red is what makes me worried. That's where our level one start to grow when we have a half day program when they don't have the the ability to to to learn everything they should in kindergarten and it snowballs in the first and second grade. Um, you know, so still strong outcomes. We got 69%

103of the kids uh to meet uh or exceed expectations, but uh we still have 30% who didn't get there. And that makes sense. We don't have a full day program. Um you know, so a little bit lower than last year. Um but but but nothing too worrisome. And then if we go to behavior on the last slide, um again, I tried to I tried to capture the 180day snapshot of of where we're at with behavior. So I tried to break it down into three charts and a little table. Um, so the first chart is how many kids in each building never get sent to the office and it's a really high number in all our schools. So they don't have any they don't have any referrals in Aspen. Um, all of our elementary schools are

104in the 80%. Uh, the high school is 79 and middle schools in 66. High school, their numbers got dramatically lower in March and April because cell phones, so a lot of cell phone infractions kind of brought their numbers down. Uh, but we we we knew that was coming. Uh and I thought the middle school did great work kind of like uh working a lot on behavior and culture this year. Uh so it's glad to see that twothirds of the kids never got sent to the office. Uh if you look at the next chart, um you know, so you have kids at tier one, these are these are these are students that have zero to three referrals over the whole year. Uh it's wonderful to see that all of our schools were above 90%. We would

105expect 80% or higher. So we got there. uh you know so really high marks there in terms of the number of kids who you know they might make a mistake, kids make mistakes but not too many mistakes and and they're able to learn from them and teachers are able to manage the vast majority of behaviors that come that way. So that was a really strong outcome to see followed up on on the next chart on the bottom. So kids at tier two are defined by having four to nine uh office referrals over the year and tier three is 10 or more. Um, so all small percentages, um, uh, having been a principal and teacher myself, I know that one or two percent can drive your day and really take on so much of your effort,

106and they do. So, I know it's a small number of kids, but they they probably have, you know, lots of things we're focusing on and take a lot of our attention, but it's good to see the numbers are small. Um, and I I give credit to to Jay and everyone else who did a lot more work with the MTSSB committee this year. This is a multi-year project uh kind of in motion and you can really see the payoff two, three, four years down the line now of kind of systematizing and and standardizing a lot of our practices um you know in place which is great. It's really really good to see. Um you know I think the the chart to the table to the right is you know obviously things we keep an eye on.

107Um so we had this is districtwide uh 23 bullying harassment investigations done. they they rose to the level of of having being investigated. Uh 16 were substantiated. Um you know, so I think that's just a stat we're keeping an eye on. I think the one that concerned me the most on this entire page was 64 risk risk assessments. So those are kids who are thinking of self harm. It's across our schools. Um that's, you know, that's why I think we need to stay vigilant with a lot of our mental health practices. I think, you know, we constantly think about it. We constantly work on it. We do have very good teams in each building that can kind of deal with this. But, you know, it's it's a communitywide discussion. I think um once we get

108that social worker online in the high school, like how can we really start talking about some of our community resources more and being more systemic in that approach. Uh and then this is a recommendation from the MTSSB committee when I met with them in the spring that we should start tracking our safe schools reports. when we actually fill out a piece of paper that that is our direct involvement with the LPD for for for a number for a number of reasons. So we have three of them this year. Um you know so those are some of the the bigger things we kind of keep an eye on. So I think overall the behavior and culture looks good doesn't mean there there aren't um areas we have to address but I I can see the systemic

109work over over a number of years really really taking shape there too. So I think that was a another good outcome to see. And that was 83 charts in 23 pages of how 2425 did. >> Any questions on that? >> My only question is do these office referrals include dress code? >> That is a good question. >> I don't know. Did did dress code >> in terms of the middle school? I can speak they they typically will not result in that unless it's over three times. >> Okay. >> So it would have to something that occurred at the same three times. >> Okay. >> Thank you. >> Any questions? >> Thank you, sir. Good. >> Thank you, everybody. Appreciate it. >> All right. We've got handful of uh or a couple handfuls of uh second

110reading. Did anyone look through and have anything they needed to change on any of these? >> No. >> Didn't see anything on your end, Dan. I didn't see anything. >> These these are all relatively low hanging fruit. >> They are. >> You know, I think we'll have another batch kind of ready to start the school year. We get get to more meteor topics, but these are pretty low hanging fruit. >> Y All right. I'll go through these if there's no changes and we'll get them moved on to the third reading. Um 7.1 look for a motion to approve the second reading to adopt policy JCA change of class of school or assignment best interest and manifest hardship please. >> So moved. >> Motion by Sarah. >> Second by Tim. All those in favor >> I

11150. >> 7.2. Look for a motion to approve the second reading to resend policy EC, school property. Please. >> So moved. >> Motion by Sarah. >> Second by Kevin. All those in favor? >> I 50. >> 7.3. Look for a motion to approve the second reading to resend policy EC R building modifications. Please. >> So moved. >> Motion by Sarah. >> Second by Amanda. All those in favor? I >> I 50 >> 7.4 look for a motion to approve the second reading to resend policy ECAB vandalism please. >> So moved >> motion by Sarah >> second by Tim. All those in favor? >> I 50. >> 7.5. Look for a motion to approve the second reading to resend policy EDC authorized use of schoolowned materials. Please. >> So moved. >> Motion by Sarah. >> Second

112by Kevin. All those in favor? >> I 50. 7.6. Look for a motion to approve the second reading to resend policy EAB school bus routes. Please. >> So moved. >> Motion by Sarah. >> Second by Amanda. All those in favor? >> I 50. >> 7.7. I look for a motion to approve the second reading to resend policy E A student transportation records and reports, please. >> So moved. >> Motion by Sarah. >> Second by Tim. All those in favor? >> I 50. >> 7.8. Look for a motion to approve the second reading to amend policy EA support service services goals. Please >> moved. >> Motion by Sarah. >> Second by Kevin. All those in favor? >> I 50. >> And 7.9. Look for a motion to approve the second reading to amend policy EB CD

113emergency closings. Please. >> So moved. >> Motion by Sarah. >> Second by Amanda. All those in favor? Hi. >> I 50. Thank you. 7.10 November 11th schoolboard meeting change. >> So, um when we made the calendar for the year, uh we we did not pick up on the fact that November 11th is a federal holiday. >> Yeah. >> So, the school board's okay. We would we would move it. Um I mean, our recommendation would be to move it to November 4th. We'd have two weeks off and then the budget's presented on the 25th. Um we could do it on the 18th uh if you wanted to. So it's really uh whatever is best for the school board. >> So what's our October meeting proceeding then? >> So October is >> 7th and 21 >> and

114then the fourth would be natural. >> Yeah, >> that makes sense. >> Yeah. >> Go to the fourth. >> Okay. >> Is everybody okay with that? >> Why does it say election day? What election is this >> for the fourth? >> Uh I don't think there's any elections this year. >> Where are you seeing? Her calendar says that my dude does too. That's weird. >> Am I in I'm in 2026. >> Are you No, it's 25. >> Okay. Yeah. Okay. >> That works for me. >> So, no school. >> So, November 4th, right? >> Yeah. >> And 18th. >> What election would it be? >> It's up. >> And then the budget will be on the 25th. to be >> everybody's good with the fourth. >> Yes. >> All right. So, the November 11th meeting

115now will be November 4th. >> Okay. >> Thank you. Uh 7.11 declining enrollment and CIP plan. So, um, what I what I put, uh, in the board packet on the request was, you know, we're we're in the midst of this kind of big project we'll be ready to share on August 5th that kind of ties together enrollment, uh, space in our elementary schools and staffing. Kind of kind of put it all together. Uh, but I was going to share some preliminary things we're seeing when it comes to enrollment. So, I'll just kind of run through the slides. >> It should be It should be in front of it. Yeah, sorry. >> Um, so basically the first enrollment chart I gave you guys was what things look like in the summer of 2022. Uh, that was

116the last year. It's not there. >> It's in the board pack. You guys have the board packet. >> Yeah, >> sorry about that. Um, you know, from the summer of 2022 to the 10 years prior, we were pretty stable and pretty predictable as a school system where we tended to have 300 kids in a grade. maybe 250 260 showed up in kindergarten. Another 30 to 45 would show up by first grade. Uh and that's, you know, that's what we were for a while. Uh if you go to the next slide in 23, that's when we got our first uh small class. At the time, it was kind of a surprise about 100 kids smaller than normal. Um and if you remember, we went out to that NASDAQ group to to figure out, okay, is this

117an anomaly? Is this a pattern? What should we expect? Uh they concluded at the time this looks like an anomaly. You guys have a lot more building in town. Um and you tend to have the same number of families that move out, same number of families that move in. Um so we were okay with that conclusion for a year and then that eventually led to um the first project we brought to the voters. By last summer, obviously things changed. You know, then we saw two small classes in a row. Um, so we're starting to plan towards smaller enrollment. That did lead to an overall smaller project last year. Uh, that went to the voters. Um, but by this summer, you know, kind of the last chart we have there, it it does seem like we

118have rapid declining enrollment that is speeding up. Um, and I think there's a lot of conclusions we can make from that. There's a lot of things we're studying in our end that we'll be able to share uh at the August 5th school board meeting. But I think it kind of shocked me when I when I when I put, you know, these four charts together that our second grade is 24% smaller than our 300 kid average. The first grade's 24% smaller and then our kindergarten right now is 39% smaller. So seeing that that pattern and just how quickly enrollment is declining is shocking and I think we're trying to react to it as quick as we can. Um, you know, so I think by that August 5th schoolboard meeting, we can definitely review a couple scenarios

119uh of uh, you know, future enrollment, but but definitely we're in rapidly declining enrollment and I think we have more space in our schools. Um, I think we can kind of detail what that means for North School, South School, and Matthew Thoron. They're all a little bit different. Um, and then I think the final piece is to kind of figure out what does that mean for staffing down the road. So I think, you know, that's the kind of project we're in right now. Um but we can clearly see rapid declining enrollment that's happened in a very short period of time that we can't ignore and we have to basically plan around. >> Okay. Um yeah, I had asked Dan to put this on. Um and we had flipped because inclination at our last couple of

120meetings that enrollment was down I I believe in June. Uh we had a report that they had 175 at that time signed up pre-signed up. Now we're up to 18 183. Um, so when CIP time came up, I'm like, do we want to So we were able to reach out to Kelly, myself, and AMD to um put the this project and the district office up till the 28 till we got to meet tonight. And I wanted to uh run by you and the and the superintendent and the business administrator is, you know, we have originally this was a um number one priority last year through the CIP at 7 plus million. Um we see the declining enrollment. We're not sure if that trend is going to continue. We know there's about 2,000 units being built

121in town. We don't know a lot of stuff until we get more information in August 5th, but we have to present to the CIP on the 28th. So, I thought it was worth a conversation for us five um with with Dan and and AMD. Do we want to just continue to have this as a placeholder because remember this is just advisory only. This is a placeholder for a project. Do we want to leave the dollar amount? Do we want to decrease the dollar amount? not knowing if we're going to see another year dip and then a slight increase because of all the units coming on. Uh do we get a slight increase because we announced for some odd reason would we're going to start full day and we have 40 families come out and sign

122up that have already signed up out of district for a fullyear program you know a year or two in advance. So I wanted to have a conversation with you all is do we just hold this as a placeholder explain it at the CIP that it may not be needed you know in the in today but it might be in the future. This is a six-year CIP advisory document or do we reduce the amount? I I needed your you folks opinion and in your thoughts on it. So, I'll open the floor to you guys and if you have any questions or AMD, do you want to add anything to this? I just thought it was a conversation we should have before presenting um to the CIP committee. >> Yeah, I I think what we have in

123the document um the justification of why we think full day is important, that hasn't changed. Correct. >> Um I think it's really the monetary value that we're most comfortable putting forward. >> Right. Right. That was my thought is we don't know. We don't have a crystal ball. >> And I think explaining that to them and and this is a situation, you know, I think doesn't cause any harm by keeping it at this >> and knowing that this is what we know right now, right? >> You know, >> we don't know where it's going to go. We will have more information, you know, August through September on enrollment and >> and our situation with the opportunities for full day. Um, but we just don't know at this time, but we want to make you aware and

124leave this dollar amount and CI CIP this as just a placeholder or do we do something different? So, anyone else? >> This is difficult to predict. >> I know. >> Yeah. >> Like, like I said, it's an advisory only document. I think them knowing that it's probably not a priority one now that it would go on the back burner and it could be adjusted next year to Sarah's point. >> Yeah. >> You know what I mean? I I don't know that we know what to change it to. We know it was based on seven >> so much >> seven port uh modulars. Um so my thought is when we present it um on the 28th that we explain that the enrollment situation. your thoughts, ammonity, as as the business administrator. >> Yeah, I I I

125mean, I think we could say that we're leaving the amount as the last formalized plan was, knowing that if we were to formalize the plan now, it would probably it would be a fraction of this cost. >> Um, so that we we are just keeping it because we don't have an actual, but we know that if we did, if we were to proceed this, this is what we'd be. >> Yeah. >> And like even though there's space potentially, we'll hear more about that. It's scary like because of what you said cuz if people come back and then there's not space then you know so even like reducing the number but keeping it on there priority wise I definitely think it should stay how it is but as an urgent need but >> um I'm >>

126the financial piece is is trickier we definitely wouldn't >> get back to the higher level so I don't know if this number needs to stay so high but >> I'm fine with whatever >> and we adjust these yearly >> so I mean I think I think them knowing It's not a priority one anymore like they had it. I think that'll help them for scoring for this year. >> Yeah. I mean, I don't know that the scoring changes um as far because that's not necessarily based on the on the money. >> No, but I think I think they have to understand that we're not going to need this money if we proceed in a different manner. I think we have to explain that >> and that we would address it during budget season. >> Correct. Correct.

127>> Yeah. I don't think it would make sense to go to them and say, "Okay, this is our priority one. We need to hear mark this 7 million where we're saying right now we're not certain at all that we would need that money." >> That's correct. >> Yes. >> But not knowing with a crystal ball what's coming. >> So, what really should change is that >> priority priority. >> Yes. >> Of their grading on all the other projects town and school-wise. >> Yes. That's what I don't want them to jump this in front and and have and squash something else on the town side or the school side. >> So the message could be we still believe that full day Kay is important but we don't believe that the financial implications would impact another project

128that was being brought by the town at this time at this time. >> Yeah. We don't know that could change in two years. Yep. We we just don't know with the units being built and how many are going outside London for a full day opportunity that we don't have. So we're kind of trying to play with the space we have and see what we can do. >> So everybody good with that? So we'll leave it the same Dan and we'll just explain it that way. >> Yeah. I I think we will do our best to help project the future of the next five years on August 5th. It's a projection. I think it's the most detailed work I think we've done and we'll connect the dots from enrollment to space to staffing as well as

129we can to give you guys as much information as you need. >> Yeah. And depending on where the numbers come in for this potential project for the DU. >> Yeah. um shifting that to a top priority because of that money being ready right now, having the town council seemingly on board from the impression I've gotten watching them and the town manager, the new town manager in the same boat. >> Yep. >> Um they've got that cash on hand. >> Correct. >> Certainly sound like they're ready to give it to us. So I want them >> and that came up last night. >> So that was one of the committee members top priority was do. So, um, good. So, we'll leave it that way, Emity. And, uh, good conversation. >> Yep. And we can make the

130parallel. I think we did the same thing last year, um, because when we had it, our plan changed by the time budget season came along. So, we can make that parallel. >> Yep. Great. All right. Takes care of that. and 7.12 scoreboard replacement, please. >> Yes, this is a walk-in purchasing request. Um, due to the timing and where we are this summer, um, we had um the scoreboard on the lacrosse and soccer fields um die at the worst possible time uh in in our in our year um because budgetwise uh to figure out where to go with it. Um Joe and his team were very diligent. They called several companies um to try and get a repair, but it's a decades old uh scoreboard that has been repaired several times and it reached its end

131of life per all the all of the different meetings that occurred. Um in order to be ready for uh the seasons to commence this fall, we need immediate replacement. Um Joe has been collaborating with his his NASBO group with different local places. Um he's actually been doing this since he came because he realized how old our scoreboards were. Um there are essentially three companies that um he wanted to pursue um long-term planning for scoreboards and of them only one is available to do the replacement for this in the time frame that we would need. In fact, one of them is um one of the three companies is no longer in business. Um so we are asking that due to the emergent need of this um that it will take five to eight weeks to receive

132and install and have ready that we could proceed um with the bid that we received from Scoreboard Enterprises. Um in terms of value, service and usability, it is a great product. Um it's not a Cadillac of machines, but it's in line with what was there. Uh the um different console it uses will talk with other consoles that we have. So, if we were to have a console not working, we could pull from another area um to use and it would be compatible with any future replacements that we hope to do with some of our other older scoreboards. So, um it will require the use of a crane. I think that's what kind of made it a little more expensive with the installation, but it is a good value. It looks to be a good product.

133As Joe mentioned um to me into a group earlier, um they will design it in our colors. They'll give us a couple of mockups so that it's a nice um board that we can be proud of. So, we are looking for um approval for the $21,388 380 to replace this scoreboard and have it ready for fall. >> Any questions? >> Did they know they weren't bidding against any other viable >> They did not. They did not. I They may not still not not know that. Um the other company couldn't do it this summer. Um, so it worked in our favor and they are highly recommended. Um, Joe told me today when we were working on this that um, all of the different B&G directors he spoke to said that this is the company to work

134with. Um, so we'll you'll see their name again when we come up with some bids um, to plan for a replacement cycle for the others. >> Name you're comfortable it see going to come out of the buildings and ground capital reserve. we had budgeted for certain repairs and that fits in your >> scope of our budget for this this year. >> Great. >> It's well within that and it's a good use there. And we do have um we have a scoreboard association that will likely donate to us that we will offset that cost, but that's the max that we would pay. So, we wanted it approved. >> Great. Seeing no questions, I'll look for a motion to approve 21,380 to scoreboard Enterprises, please. So moved. >> Motion by Sarah. >> Second by Tim. All those

135in favor? >> I 50. Thank you, Emmy. >> Thank you. >> All right. 7.13 cell phone bill from Conquer. >> Mr. Black, >> I think I found the right version of this. Um I I I'm not sure if there's, you know, other other stuff coming, but within House Bill Two, um this amendment uh was put into the budget. Uh you know, the good news here is it talks about developing a policy in collaboration with parents and teachers. Think we've done that. >> Yep. um you know and some of the things we talked about too in terms of medical needs and IDEIDA we were ahead of you know um I think the key is for this slide is such policies shall prohibit all personal electronic communication or gaming device based students when the first bell rings

136at the start of instructional time until the special bell rings to the end of academic school day. So I think you know we have to get clarity about um what exactly lawmakers were thinking for that. Um, at least the nice thing is usually with some of these bills, there's like there's a there's a time stamp of when it should be enacted that's not on this yet. Um, so I think it gives us some time to kind of dig into that. Um, from sitting down with the high school team at the end of this year, I if I'm getting my number right, they basically had 235 detentions for for cell phones. I thought it'd be a lot more. So, I think from from what could have happened midstream to what did happen, I think the high

137school is in a very good place. Um, I think there definitely are some staff that still need help, but in general um it's out of the instructional environment, which is good. I think we just need to kind of digest this with the high school team, get their feedback um on kind of where we go uh before we operationalize anything. That's kind of where we're at. >> Okay. So, we'll stay tuned for that. I just kind of want to have the discussion where I knew it was part of House Bill >> and and um the governor really ran on this >> um through her campaign and that. So um I thought we did a really nice job over those two or three months of putting a a policy together >> uh to your point with that,

138but I um I'm wondering where where they'll come with this statement here. So, I just wanted to make sure our staff and everybody is uh prepared for whatever we have to do and that. So, um I know some of our representatives were uh on us to set our own policy. That's what they thought. It should have been local control. Um I can't disagree with that. >> Um you know, I don't I think we did a pretty good job and I thought it was going to stay that way. So I I don't know uh where this will go, but hopefully uh something can be done on uh our end to kind of monitor it on our own merit here. So >> yeah, you usually what happens is there's more clarity that comes out of the schoolboard

139association and a few other documents. >> Okay. >> We're not there yet because this just happened, you know, a couple weeks ago. >> Yeah. So >> Okay. Well, thank you. >> Yeah. My initial reaction when I saw it was like, god, did we just waste all our time developing it? But the more I thought of it, the more I was like, well, if if they're going to have to go to the more drastic change of bell to bell, >> we've kind of already put them in a position where change the mindset knowing, look, the whole idea here is stay away from your phones during the school day. So maybe that acted as kind of a stepping stone to who knows, I guess. >> Yeah. The band-aid's been ripped off. >> Yeah. >> And they know

140that you guys mean business. So, >> yeah, maybe lowered the amount of detentions you'll get when this gets implemented, but we'll see. >> Yeah. >> All right. >> Or increased them. >> Yeah. Yeah. Yeah. Uh 8.1 draft of district office floor plan. >> Yeah. Um you know, obviously this is this is a draft, but what's good about this is I think now AMD and I have something to work with on a task force. We got all the district office team into 6600 square feet. Um, which I think was great. Um, we could there's definitely things that could be moved around, things could be changed. Um, obviously the town manager is thinking about this a lot. Um, they just got back from vacation, but now we can kind of work with them on what's doable. Um,

141we are getting cost estimates on this plan. That's that's at least a budgetary number that we can kind of start with. So, I think we're making progress and hopefully over uh you know August and September we'll we'll we'll land on something I mean anything else you chair >> so how how are you going to get a budget on this >> as for cost estimation that's all >> okay um by marines >> yep >> so is that is that part of his the fee he asked for yep >> was the was the schematic >> y >> and the cost estimate um >> I'm just looking at timing >> um He comes back with a cost estimate >> in August. >> I'm I'm hopeful by August 5th. I just can't guarantee it. Yeah. >> Because then we're

142going to need to come up with a scope of work. Is he going to develop that? >> So, we went for the cheaper version to not go all in on the scope of work. >> Yeah. So, I I think we we can meet with him again. I think what we were hoping is that we could meet um with the town the new town manager because we had sat and talked with him um us and you um to kind of talk about that, share that with Marinise to then get the systems and go from there. I think the first draft he gave us was just to see if the space would work um and what we needed from there and then he can add the system stuff on there. But I I I think it would

143be good for us to meet as a group with the town first and then talk to um Paul um with what came out of there. >> Yeah. Because once you do that, you're going to need a scope because then we're going to need to list for biders. Yep. >> I mean, that's a two to three month process. >> Um but we're going to need more specific drawings. >> Yep. >> So, we've got to make a lot of decisions once we meet with the town >> like we've done before. Dan, remember we spent um money on the the the twotory plans. >> Y >> so we could a 60% plans. >> Yep. >> So that's why this kind of has to move. Y um so we can have give Marin time. If you could find out

144from him how long it would take him to get to a 60% drawing. >> Yep. >> Um >> I think he'll be quick. He's been pretty good and he has the old work that was done before as well. >> The only thing I want to be cautious of is it is it does look like it has nothing to do with this. >> Yep. It does look like our title two, title four, and adult ed grant funds are currently frozen. >> That's hundreds of thousands of dollars that are on the line right now. >> Yeah. >> I can't say for certain that we have the ability to just absorb lots of costs that are unbudgeted. >> We definitely, you know, was it 10 grand? I forgot. >> 15. We Yep. Yep. >> I think the next

145level would take 60 grand. You told us. >> Yeah. So, we can we can sit and meet with him again. this this floor floor floor plan that you got was just to show with the space work um and what we needed for offices and things like that. He did say when we spoke to him that he hadn't put the systems on yet and that sort of piece. So, um we wanted to show you that, but we can we can call him tomorrow. He's pretty >> If you could get a timetable once we meet with the town manager of what it would take to get us to bid documents. >> Yep. >> And the cost. >> Yep. >> Uh because we'll need to know that to the board. >> Yep. Um, and then we could set

146the process up. Uh, whether it's, you know, a small bond or whatever it is. But I mean, we're we're we're going to run out of time fast because it's >> um it's going to take him probably a month, month and a half to do the 60% drawings. >> Yeah. He was confident that he can give us a strong budget number just on these drawings when we talked to him last month. >> It just cost us more money to get more detail. That's all. >> I understand that. But if we get to that point, then we've got to move to the next level, which is 60% drawings, then a bidding process >> to get a GMP for budget season. >> Yep. >> That's what I'm getting at. You're you're into December, January right now. >> Y

147>> So every day, every week we lose um is is that much harder to get us an accurate budget for budget season is what I'm getting at. Can So I know the town manager was back I think today. >> Um so let's get that meeting on the books first. We can follow up with Paul tomorrow just to see what's there. But um let's have our this is what we need to to give Paul um and go from there >> because the architects go by their means book and it's so variable today with the with the cost of construction. It's it's all over the place with tariffs and this. So it he'll give us a a cost. I'll be honest, I don't like architect budget numbers. >> Mhm. >> Because they're not in the business. I

148would rather have the nuts and bolts of contractors that are going to bid on the project like we did before. Remember we we hired the uh estimating service, Harvey and Ecman, >> I think charged a small fee to give us an accurate budget. >> Yep. >> That's your accurate accurate budget. architect number is pulled out of a book and job costs from other jobs. >> Um I get very very nervous when an architect, you've seen what we did with our facility study and the numbers that came out, >> you know, um with the LVAL and Brezinger, they're they're looking at this big world up here when we can deal with smaller contractors on a project this size. Yeah. and get, you know, better um less percentage because less overhead. This isn't a huge job now

149that it's a one floor slab on grade. >> Yep. >> Um but I'm just letting you guys know that we're going to run out of time if we don't expedite the meetings and then uh it it's great to get a budget from them, but that could be off 10 15 20%. >> Yep. >> You know, when you go out for hard numbers is what I'm concerned about. So, we'll loop all of us in to get a meeting with the town so we can be on the same page with them >> and then we'll follow up. We we can in the meantime call Paul Marines and just let them know let him know where we are. Um I I think in two weeks we can have have it done. >> Yeah. Yeah. Just just so you

150guys have a a picture of how long it takes to get I think it took us two months for the >> for Ecman to do that set of plans, you know, with the twotory. Mhm. >> I'm not sure how how um the Marinese team works, you know, as far as a 60% drawing and what the cost would be. >> Okay. >> Um but that's the stuff that has to happen over the next 3 4 months >> to get us into the area and the town's going to want to know sooner than later too before they start their budget season. >> Absolutely. >> Um you know, and they start ear um a little earlier than us. They start the first weekend of November >> and we need to iron out who's >> Yeah. >> where those

151will >> and how we're doing it and depending on what you said, Dan, with the title. >> Yeah, that that's the only thing that makes me nervous and all the mix right now. So, is the school board okay? I'm pretty sure Marines will tell us the 60% will be more than $15,000, right? >> Well, I think it depend >> probably. >> Yes, we have to just we have to tell him what we want. Correct. Um, but we have to I think we have to work that out with the town prior to to figure out who's taking the lead. >> So, so are we okay spending more than $15,000 getting that 60%. >> I Let's get the meeting with the town. I agree. Okay. >> Let's meet with them. Um, and I'd like if all possible

152another board member if you if you guys can make yourself and it doesn't have to be one individual, but I'd like to always have two of us at these meetings. and that um I know some will be during the day so some some are more but I can definitely reach out and like to have two of us at these meetings and that just questions come up that we think about. So, um, this is just it's it's a process just doesn't happen overnight to get a, um, accurate budget to go to go into and and I get your point with everything frozen right now that may create, you know, a small bond, you know, if we have to to to move this forward. Um, and, you know, I'm I'm hopeful the town is still, you know,

153on board. They seem to be with the with the money from Gilchrist, so that's a good portion of it. Um, if we need to keep some of our money for reserves because of funding for for school costs, then we may have to go the bond route for a small portion of it. >> Yep. >> But, uh, I think we need to proceed with it because this isn't going away, this problem. >> Yep. >> And I don't want to get into a renegotiation if we h don't have to. >> Agreed. So, let us let us get the meeting. We'll loop us all in tomorrow for the meeting with the town. Let Paul know that it's coming. At the same time, we're finishing up our year end. I would also like to have a better grasp of

154how much we're going to have in fund balance. >> Um because I think that will be an important piece of this, too. >> Yep. Yep. >> Sounds good. >> Great. Thank you. >> All right. >> Anyone else? Kev, got anything? Oh, Tim. >> All good. >> Good. >> Dan, >> five more charts. No, I'm just kidding. >> No, I'm just kidding. Five more charts. J, >> you bragged about 23 slides, but there's four or five slides on charts on one slide. >> Oh my god. >> You good? >> I'm good. >> All right. I'll look for a motion to go into non-public session requested under RSA 91A 3 section 2B, please. >> So moved. >> Motion by Sarah. >> Second by Kevin. And I'll ask for a roll call vote from my left to right,

155please. I >> Kevin Gray. Hi, >> Tim Porter. I Bob Slater. Hi, >> Sarah Laughlin. I Amanda Butcher. >> Good night, London.