001the Capital Center for Arts in Conquered, New Hampshire from 7 to 9:00 p.m. On June 12th, 2025 will be graduation at thenew Arena in Manchester, New Hampshire from 7:00 to 9:00 p.m. and June 17th, 2025 will be a regular schoolboard meeting right here in the cafe at 7:00 p.m. Uh, could I get a motion to approve the consent agenda, please? So moved. Motion by Sarah. Second. Second by Amanda. All those in favor? I I 4 Z. Thank you. Uh, all right. Jump into public comment. Anyone for public comment? Seeing none, I will close public comment and jump into committee reports. Uh, school board leaison. Amanda, anything? Nope. Okay. Sarah, uh, the last North school PTA meeting is tomorrow night. Uh, and right now they're prepping for the u field days and fifth grade funday. Um,
002and then also June 20th is uh at the after after school gets out, but it's the last PTA event. It's the North School at Fisher Cats game. So that's on sale right now if you're interested in going. It's North School, but it's also anyone who wants to go. So more London area students there, the better. Great. Thank you, Kevin. And just a couple of things. Um, last night I attended the council meeting and was able to after the end of the meeting meet the new town manager. was his first day on the job. Uh Sean Mahon and uh have invited him to come about 20 minutes early to the 17th meeting so he could we could introduce ourselves to him as a school board and uh then we'll introduce him at the beginning of the
003meeting so um the community is aware of who he is and and uh where he comes from. Just a little u um information on him. So, I'll uh get him invited to our next schoolboard meeting. And today was a big day here at the high school with Stepup Day. Um great event. Uh I was able to stop by for for an hour or so and see all the students and uh handled by all the underassmen in their groups and seeing tours of the school. Um club clubs that go on at the school, athletics that go on at the school. And then they took their wonderful 29 picture out on the field. and is uh already on social media. So, it's a it was a great day here. Great great excitement for the uh the eighth
004graders, incoming freshmen. Um so, uh thanks to all the uh students and uh Katie Sullivan and her staff uh for welcoming those students with open arms and uh the excitement was was wonderful. Um that's all I got for now. So, we'll move into announcements, presentations. 6.1 career connected learning strategy and update. Mr. Rothenberg and Mr. Black. Yes. So, I'm going to I'm going to turn things over to Steve uh very shortly. Uh we invited him to kind of come back and and you know, walk through some ideas with you all. It's meant to be a conversation. Um you know, so I think behind the scenes I've been working with him and Rick and Caitlin Burkard, our director of school guidance and others to really think through where's our areas of growth. I think we're starting
005to make some conclusions. And I think, you know, the kind of point of tonight is look at a couple things. You know, have a dialogue with the school board. Um, you know, I'll share some insights, too. But, you know, Steve has a tremendous amount of knowledge in this area has really helped push this along. We've made a ton of growth in one year's time. A lot of our policies are in place. We're in a much better place. We're starting, you know, obviously the fire science class is first public thing we've done, but I think, you know, we're looking for more areas for growth. Great. Thanks, Dan. So, just to uh, sorry, a little loud. Just to revisit who I am, uh I think I saw you guys about seven months ago and I met Bob
006met you a little while before that. Uh and I was brought in brought here as a consultant uh working in the field to do some very little bit of work to sort of help figure out career connected learning. And I'm using that word specifically because that's I'll show you the umbrella again that I showed you seven months ago is sort of the big piece of it from a schoolboard perspective. I think it's important to sort of see it in that way. Um the goal tonight is I can uh give you an update of some progress made but also raise some questions. Um and the questions I'm going to provide for you are very much around ROI like you have some really exciting roads to take and inevitably you're going to have to pick some of
007those roads and uh and I think that tonight at the end of the night hopefully you have a little more clarity maybe not perfect clarity but a little more clarity in that space. So, if you see the very first this I have two things. I'm going to go through a PowerPoint that's relatively short, but the very first page of the handout and I I just when I pick a handout, I put some knick-knacks in there that I'll refer to during the talk, but the very first page has three questions on it. And um I always use something called depth of knowledge, which is a school concept. Uh it's it's it's the level of sort of rigor of the question. And in particular, the last question is the money question. uh once we sort of can
008figure out all the possible strategies and what's the best practices and and what's best thing for London not the best thing for every other town then you have to sort of sit down and say we got to make some tough choices um and uh and I think that's the high level thinking the first two questions are really I just understand the playing field like what what are we talking about here and I think it's really important that uh my goal is to sort of do a relatively short presentation pause me any time to say hey tell me what that word is like I don't understand what what what you mean by that because I ultimately my objective is to build your knowledge you know build your understanding and there's no immediate decisions to be made
009right now it's not like I'm here tonight going boy tomorrow you got to make a big choice it's not that's not where you are right now uh and to your credit you've made some great investments so I want to hop over to the PowerPoint um and before I do so I just want to say it's it's really been a pleasure this year um uh there's some great folks here um the professionalism I travel the whole state you know I'm doing this kind of work all over and I'm I'm prideful in the fact I do it at the ground level you know I'm working with folks in the field and uh you have some terrific people here which has been a pleasure to come here. Um so going back to the slideshow and Dan if you
010give me one slide there next one you saw this let's see how well you remember but um this little umbrella is sort of five major areas under the career connected learning umbrella. um you have the very first one. you've made, you know, large investments in it for years, obviously in CTE. And then these other pieces, we're not going to cover them all today with respect to time. We're going to cover a couple of them, but this umbrella is something I just constantly come back to. Like I was an elementary school teacher. You know, you always got to come back to the what's called the schema. Like this is the structure you have to sort of lock into. One more slide, Dan, if you could. Um, this I just popped a couple early slides on. This
011comes out of a group called um uh Complete College America. Um, and it's this sort of study of who succeeds in college. And it's just little little tidbit slide just to warm us up. You know, if you know uh the value of their education, if they understand the relevance of what they're learning, uh, it's just a huge theme. Uh, and it has long-term benefits. One more slide, Dan. Again, these are the warm-ups. Classic sort of Wall Street Journal. A lot of us when we think about queer connected learning, inevitably, we think about trades and that's a value piece of it, but it's much much larger than trades. But the trades right now are getting a lot of play everywhere. If you read any major newspaper right now, uh, America, as exempted by Donald Trump's comment
012the other day, you know, we're going to defund Harvard and put $3 billion into trade schools. It's just it's in the thick right now. And I think you need a lot of sort of guidance to understand how to understand that trend and where it's going. So, one more slide, Dan, if you could. And this last little reading before I get into the the bread and butter what I'm doing is one more shot at um you know how we sort of develop students interests. And what we know um is that if a student doesn't taste it, experience it, see it, um it's all an abstract concept to them. And uh this career connected learning is not about changing what you do here but it's more of opening up some doors uh so students experience uh authentic
013pieces so they can make great decisions especially as seniors. One more slide Dan would be great. So preparing students of the world portrait of graduate again uh and then here's the question tonight. What's the best investment for London? One more slide Dan it would be great. Okay. So tonight uh I'm going to talk about three areas uh for us to think about and just provide you a little more information about each one. So one obviously is the regional centers and we'll get into the detail of that a little bit. Another is a concept that's been floating around here which is the idea of doing career technical like programs here. And I say the word like whether they're authorized by the state or not but they'll have the elements of a career technical program uh do
014it. Another one is extended learning opportunities which we sort of teased out a little bit. Uh but it's a a growing area including by gentleman over there Mr. Bolu who did a great job doing some ELOs's this year by the way. Um so one more slide D will be great. So some questions to ask. One more slide. So the first one I want to show you is uh a question and I I I have to be disciplined tonight never to lead you. And if I'm leading you I'm going to pull back. All right. But some of these questions are a little bit leading. So the first one is someone says we should have a health science program here. We should have a graphic design program here. Um we should have a automotive program here. I'm
015making it up. You fill in the blank. Whatever it is. Um what when you when that question is brought up um you have to sort of take a deep breath and say do we have a big enough school to support something of that sort. So Dan, I'm going to ask you if you can or you I don't know if you have a physical handout, but in the handout I gave on the second and third page and you can see on the screen that Dan's showing right now. Um I took three M you're very helpful, Mr. P. got got me some good data and I took three years of data had to make a couple rounding decisions because and yet you see is your pattern of what students who did who left this school to go
016do career and technical at Manchester School of Technology or at um Alvin or one like one or two at Pinkerton um what they did and so first Dan showing the very bottom so see the 149 110 10 100 that's your three-year trend of participation in career and technical education outside of the school. So this year 149 students uh spent one period a day outside of the school and all the numbers above it is a vehicle to show you a three-year trend by sort of groupings. It's like so for example the very first one the very top um second one down is automotive and vehicle. I sort of combined diesel and automotive together. There's a diesel program at Alvin. There's an automotive program at MST. I said they're grouped the same. Let's just let's just put
017them under the same category. So when you look at this data, if I was a good teacher here, I'd say, what do you notice in the data? What do you see in this data? What what does it tell you? Um I'm not going to tell you, but if you something you see in the data you thought interesting or Dan, something you see in the data you're interesting, uh it's worth sort of looking at to say what are what are kids in London interested in? And the next question is why are they interested in it? Um uh so I'm going to pause there. You I'm willing to ask take any comments or questions on it, but it's an interesting it's interesting little bit of data here. So Steve, to your point, how do we gather this
018information? How do we set up us to hit these areas? Yeah. That would, you know, get the London students headed in the right direction or get them the education they need in these areas. Yeah. And so the spirit of tonight is that there's going to be multiple ways you're going to do it. And um the the one that's been around a while is going to CTE, which has sort of been get them out. You know, I don't mean that negatively, but you didn't need you don't need to figure it out. You got to treat them right. They come back. um and they do their thing. Um and I'm going to talk more tonight about other ways of doing it. Okay. Um and uh one that's not quantified is bringing it some things in-house. Uh and
019it just needs to sit out there as a floater. You're obviously not going to become a CTE center, you know, offering 12 programs. But someone might make a good argument to say, "All right, like, you know, maybe we'll do health science here. I'm making it up. Maybe we'll do construction here. I'm, you know, whatever it is." But one of the things to understand and D if you can jump back to the slideshow it' be great. Um one of the things to understand you're doing a great job by the way. Uh one of the things to understand and I and I I spent a lot of time thinking about this is let's just say 5% of the kids in this building want to go into the construction trades and you had 1,200 kids here right? So
020that's six 60 kids who could go into the trades. Well, that's a full program, but that means that all 60 of those kids need to do it, right? And you have declining enrollment like all high schools do. You might be down to 1100 kids or thousand kids. Now, Manchester School of Technology or Salem or Alurn because they're regional are not they have your 11 or,200 kids. Let's say they have another 4,000 kids or 5,000 kids in the region who may economically go into the construction trades, right? that's their gross foot. Say the footprint, let's say the footprint is 6,000 kids or 5,000 kids. Well, you know, in real world, how many of them are going to go into the trades and how many are going to go to this place? Anything you do here, um,
021would really have to understand those numbers because you're going to make a huge investment. And D, go to the next slide. It' be great. So, I I I just throw these as teasers out. So, uh, if you're ever interested in looking, I'm happy to facilitate a tour, but this is the welding program at Alvin. Uh it's without I think it's fairly simple to say it's a massive institution. You know, multi-million dollar room, ventilation systems by threequarters million dollars. Um you know, well, you say, well, we want to we want to do a welding program here. Well, you know, Alvin got money from the state. Um and then they feed a footprint of kids from NSHA here, you know, and and uh they have Holl Brookline, Marramac. They're not just dependent on one school to do
022it and get enough kids in there. Taking one more slide, Dan. Again, just gives you a perspective. This is the biotech program in NSHA, which is sort of unique. Um, the reason I show this slide is the woman standing up there is a PhD in biio medicine, you know, so authentic teacher, but again, a regional model, you know, um, one more slide, Dan, that'll be great. And here's just Salem Auto Tech, you know, it's a green green green green facility. You know, these are just massive investments. Uh that's the spirit of my comment is when a student goes to one of these sites um and that's that doesn't mean London area can't do that. It's that's not the spirit of my conversation here. It's that it is what it is. Go ahead. So just want
023to jump in for a second. So let's let's take that welding example. If you if you went back to the the chart that that Steve put together, there is interest in welding. You know um you know the exact figure we spend per year on someone going to Alurn or MST is about $2 to $3,000. So let's say that whole facility cost $3 million. We would never get our investment back. Yeah. If if we went there. So it's almost like we have to find the areas that are make good investments. I'll use Mr. Bolio again. Access center. We have the capital investment already made. Correct. We have a wonderful person that will hopefully stay here for 15 more years. You know, I'm not sure that that can build the program. You know, those are the areas
024I think we can we can start. I don't know if we're ever going to get here only because Alvin does a great job. They have a good teacher. They have the facilities. They have the state funding. So that's kind of, you know, where we've been talking and exploring and we we have to find that right investment level and base it on the interest of the kids in the community, you know. So I think I think that's a really good example of what we shouldn't pursue because look at look at the square space right there. I could swallow up half this building. Um but we would probably never have enough kids to be in there. Um, but there might be some things that we can build off of our capital that we already have. Yeah. And
025plus on the welding part, they have one of the largest steel manufacturers right in town that interns a lot of these students with SL chassis over there. So, and you just put the ball on the tea for me to talk. The next next thing to show Yeah. So, you know, again, how do you look at So, my next my next slide is an interesting one that you wouldn't really think about. Um but this is an area that I spent a lot of my consulting time on. Uh so I found a little space that exists between the world of a comprehensive high school and a career technical and it's something that everyone in the state is sort of exploring nationally exploring it also for that matter and the idea is like how do you build so
026great technical teachers were not trained as teachers they come from the field um I in other work that I do I support about a hundred career changers throughout the state of New Hampshire who are now on the path to gain lensure They all started with zero teaching experience. So they're in Conway, they're in Berlin, they're in Portsouth, they're in Salem, they're in conquered, they're, you know, you name it, wherever they are. And so the next slide I'm going to show you, and I show I had this slide on. Dan said, "Why are you putting this slide on?" So I'm doing some work up in Tilton right now, and they they rebuilt their center. Um, and I know this writing's a little small, so hopefully you can see it. And I share this thing because the
027advertisement for getting a machinist is vastly different than an advertisement you're going to do for a fourth grade teacher. First of all, you got to attract somebody who who's been a machinist for 10 or 20 years. Um, willing to sort of make a massive change in their life and they're out there and we we're finding them, but they don't apply on school spring. They write me a note and I say, "We're going to take you out for a beer." Oh, I mean a coffee. I meant to say um but you understand the spirit like they need a different rhythm to be able to sort of make this journey. They're leaving something that's so they're so accustomed to at the end of the day. Um and uh and I say that because as you think about
028what you want the the schools struggle bringing in single programs or double programs in contrast to the rest of the comprehensive high school. These folks are coming from a outer space in many ways compared to the typical high school culture. This is not about London. This is about anywhere in the state, anywhere we do. So, how do you build a culture that's going to support a career changer without any training in in this in the teaching space? That doesn't mean they're not going to make it, but their their rhythm very much is driven. If you look at the people at this table right now, if we were all part of a center, cosmetology teacher, machining teacher, agriculture teacher, um, auto tech teacher, we form a cohort of learning where we do things in a in
029a career and technical way that resembles the high school, but it's not the same. It's just a different feel to it. You have a different mission. Um, so I share this just to get a glimpse of like what that world is like um, attracting folks. So it might seem a little abstract, but I went for the abstract on this one. You hit the next slide, Dan. Um, and this last slide, the third, this is my third slide. Last one goes back to your comment, Bob, is that, you know, how do we personalize here? How do we look at our students and uh recognize that a number of them are interested in exploring careers in some way, different degrees, not same. And um we sort of have sort of four things um to think about diverse
030CTE programs, early college, you know, students jumping over to Manchester Community College, UNH Manchester, Nasha School of Trades, which is a trade school, work-based learning experiences, um and local forms of career connected classes and this sort of personalization. And if if you can, can you bear with me and go back into the handout real quick? um in the third page in there. So on the third page in the handout, Dan will have it on the screen in a minute. Right there is great what we've been working on this year and and the counseling staff has been great. Caitlyn has been just a fantastic she very insightful just great person to work with here is that there's sort of five types of ELOs's. So Bob, you said a minute ago, you have a welding company in
031Londereerry um and a student was interested. We develop ELOs's. The second one down is called career exploration. So, we develop a certain kind of ELO to support an incremental approach to a student saying, "I'd like to just check out welding." Okay. Well, we're going to arrange for you to do a 4hour job shadow. You know, light, no big thing. The only assessment at the end of it is if Dan was that kid. Let's reflect on it. Like, how'd it go? What did you notice? Would you think would you want to do more of it? You know, that kind of thing. And then you incrementally become bigger. But this ELO structure um gives gives uh London High School sort of a foundation to begin offering different kinds of opportunities based on a student's interest that all
032exist beyond the program of studies. That's sort of the critical understanding that they're they're leaving this realm. And if you go to the next page, Dan, for a quick sec. Um a little further down actually. Next one. Um this is just some questions for an ELO. I don't need to cover that right now. But the last one here was five or six examples of ELOs's that folks are thinking about here that you could as a board could sort of look at and begin to sort of see with another side of your brain what it really looks like from a student perspective of what they're trying to do. So the beauty of an ELO model is that you need some support for it. Um you need some thinking about it, but you don't need to make
033an investment. You don't need a building. You don't need all these other pieces. you start leveraging all all the all these things around you like for example you obviously have fantastic industrial community around you the airport Manchester I mean you know you couldn't be better in many ways but it takes a lot of work to figure out how to build all those connections and the right elo model uh would open up a lot of doors for the kid who has generic interests like automotive or electrical but more nuanced that they want to go up and see what's going on with the armwork and the and the stuff in the mills in Manchester Chester uh around uh uh body parts and reproduction and all the other pieces of the puzzle. So the ELO piece is that
034ability to personalize relatively low investment. It's mostly it's mostly personnel. It's really not a lot of u stuff you have to do. But when ELO's are going well, um you have unique ability to offer diverse opportunities for students. You know, to the credit of uh uh Dan and the group here, this work with the fire department, it's going to be a first foray into a group ELO, for lack of a better way of saying, it's not the one kid saying, "Geez, I really want to just figure out what an EMT does." Well, we'll make something for you as one student. You're going to get a dozen or whatever number 15 kids engaging in some pretty authentic learning. Uh not necessarily to get their fire one certificates, but to make a big dent in that process.
035So if they want to go further and go to the academy, they can go to the academy and pursue a firefighting career, EMT or paramedic career, all those pieces of the puzzle. But they sit they sit under what's unique about this fire one is that it sits under an ELO model versus a traditional class model. It's an unconventional model. Yeah. Um and so everything that's unconventional needs conventional structures. And that's what to the credit of Caitlyn and some other folks here, they're working hard to sort of build those structures so that when a student says, "I'm interested in this," there's a step-by-step process. And to be honest with you, a step-by-step process will screen them out who haven't really thought about it, you know, uh because some kid comes in the room and says, you
036know, I I watched some murder show on TV and I want to become used to make a joke. I want to become Quincy, which is dated obviously, but I was like, okay, well, let give me one more bit of information. what you're thinking about beyond watching a TV show. And so that helps you assess where they are and how you're going to help them. But um you know that's the that's the last sort of slide for me to sort of let you see this space. Um and uh I'm going to pause here to sort of discuss it a little bit as much as you want to discuss it on a beautiful June night. Um you know uh what are your thoughts and or what questions do you have on where to go next? uh and
037and and where how do you see it? Because my last comment here is all four of you probably have an experience in training and learning. You know, your kids, yourself, it influences everything we think about. You know, how do you become good at something? How do you explore something? How do you get a taste of something to say, geez, I don't want to do that. Like, that's a terrible, you know, uh there's a lot of value in in at age 16 or 17 to figure out there's no way I want to do that versus uh sometimes having successful experience at age 16 and 17. So, I'll pause there and again, I just want to give you that layout and maybe we can have a short discussion or I can answer any questions you have. Any
038questions? I don't have any questions. I love this. I love how kids can get a head start whether or not they want to just move on to a career after high school or um if they want to kind of use the credits towards college or furthering their careers. It's come a long way since the days of you just apply to college and figure it out later versus, you know, kids want to go out and and make money right away and um get that hands-on experience like you said. So, I'm all for it. Yeah, I think it's great. I even think of my own son and he doesn't know what the heck he wants to do, but I think given that education about, you know, what are these what you can go into beforehand, so knowing
039if they really want to get involved and you know, mentorship and all that, I think it's it's great. um for all types of students. So, I appreciate it. Great. Yeah. Actually, I was very interested in that slide with the different breakdowns. Um the CT slide. Uh yeah, the the pivot table. Yeah. Yeah. The one with the Yes, that one. And it was very interesting to me is that you know how you grouped it out and really just the collection of this data, right? I think about it in my head. These are classes that are currently offered somewhere, right? That's where the data kind of came from somewhere here in your footprint. Yeah. Yeah, in the footprint. So, so the one hand you have where's the ROI on bringing these in house. The other interesting piece
040to me and I don't know if there's a way to how we would go about quantifying it. I'm sure I'm thinking you might have given a lot more thoughts with than I have. So, I figured I'd throw it out there and see what's out there. But is obviously in the world of careers, this is a you know a small drop in the bucket. would be interesting to know these are the classes being offered in the area where where our students can go to where the interests lie that don't that don't have classes right now where the ROI might be an even more of a spike. We we're helping kids now that have nowhere else to go for these particular careers and maybe that same interest is in the surrounding towns. So we become the center
041for that because no one else has it and they want it and maybe it's a high invest maybe it's not even a high investment depending on what it is but like is there a way to tease out more what what's not being offered and we could potentially look to offer I think it's a question we can't answer tonight. I don't think he expected that, but it's a great question. And I said to Dan when I was talking to him the other day about this. There are programs that have low overhead to start that aren't like I I show you the the expensive trade-based programs because that's the that's where you grab you put your hand on like yeah that's but they're programs that just need some computers or you know just need bits and pieces.
042So I think I'd follow up though with the cultural side of it. So the reason I presented that piece that was a little more vague which is about uh the example I gave from Tilton up in Winnwam is that you have a you have to attract in my mind and this is something that this is me speaking m based on my expertise is you need to bring in people who have experience in the field and then you have to build a culture for them to succeed in your location. So using your logic, I'm sure there's a space on that chart that that would attract students and would attract students potentially to come from other locations that you could work it out, whether you're a state sort of authorized CT or simply, hey, we're going to
043let you come to this program, you know. Um but at the same time you have to deeply think about how do I attract somebody who is going to be able to get in front of that class and have 20 years of experience and they don't need the textbook necessarily because they're talking about it and then will they be happy um in a traditional and traditional is the wrong word but in a comprehensive high school they can be but it requires a unique effort to sort of how to figure out the power of those folks when they come in is that they provide a different dynamic to the entire high school, their their experiences are different than the traditional teacher. Um, and I love it. And the power of being a creative technical center when I
044was in conquered was when I had an auto teacher come in, I picked as a mentor the AP biology teacher. So the AP biology teacher was mentoring the auto teacher. And it's and and it didn't matter their content. It was this AP master teacher and they each had so much to share between the two of them that it created an amazing dynamic in the building that no one really saw coming because I was like what are you doing? I was like trust me that this is what people want. They want different ideas but that different idea concept is is a beautiful thing but it takes purposeful work. So that doesn't mean you can't do it. That's not the spirit of my comment. It means you have to think about it like how would we do
045it? And yeah, you could there's a lot of programs that uh a very unique one is um around music and arts where you elevate a program that's around the professional side of it. Like if you're thinking about a career in in in technical theater or acting or something of that sort. Okay. Well, it's you already have all the stuff here, you know, uh could you do something in that realm? And you know, those are those are things to explore. Sure. And and some kids don't want to leave here. Some kids that list, right? You could have a great kid here who says, "I don't want to leave." You know, leaving here is not my wheelhouse and that's where they should in the current model, they need to get into an ELO where now they're just
046a more controlled like like you said earlier like getting a taste of something. Maybe they're going to love it. Maybe they want to become a teacher. They're going to do some working with a teacher where like we did ELO's this year and the examples on that sheet where a student says, "I want to help in a classroom." So I would say to that student, well, do you want to just follow the lead of the teacher, so you're just the helper in there, or do you want to actually teach lessons? Okay, so the ELO, we're going to scale to which one you want to do. You could do that very easily here. Get all the benefits of students who want to explore social working, counseling, teaching, but you have to give a framework to it, and
047you can do it in house. Love that. You know, so your question is right on the money. It's awesome. Thank you. Go ahead. And and I see a couple of areas on here that aren't really focused. Engineering and manufacturing. Yeah. Right. Right. That can be done relatively low investment, but we have plenty of engineers in the area. A couple large ones, TF Maran, you know, uh that do a lot of work in our communities. And then manufacturing, we've got the Pentingill, we've got Coca-Cola, things all over the place. um to get some of their personnel to work with a program with us. Um yeah, and and and you have to what you're thinking is correct. It's like, okay, what would we do here and how would we use those facilities and how could we structure
048it so it's sustainable? Well, let's use Coke as an example. Like, you know, we could develop an experience where KO says, okay, we're willing to take six kids a year to do job shadows or and that goes really well. Well, we'll take two now, six job shadows, two interns, you know, and but that's where you need an L person who's dedicated to that building and all of a sudden 5 years from now, you have relationships with a dozen or two dozen locations that I we nickname were called ready set elos's. So, you don't you walk in my office and I you don't need to say, you know, uh I'm thinking about this. No, we have these 24 items already on the wall. You already read about that's the one I want to do. It's already
049pre-fabricated. There's an experience where you have to go for an orientation and then you have these other things. Then you're coming back in, people are talking to you, you want to go further with it, and uh that's an exciting opportunity, but it takes really purposeful work and and it the reason I shared those questions with you earlier and you see those have eight questions on that little grid is that you can't tell the kid the kid you have to ask Socratic questions where a student and if student can't answer the question, you have to pause and say let's let's figure out how to learn about this. And what happens in schools is we we we actually lead them and instead we have to work with kids to help them develop the agency to say I'm
050thinking about this but I don't really know what it means. Okay. Well, it might take 10 meetings. You know, really it might take 10 because you have to sort of show them things and it's just an exciting it's an exciting space but it needs structure. Sure. You know, I'll share a few things going to continue the conversation. So, I look at Steve's pretty umbrella. Um, and again, we're on the ground floor. Nothing has been set. We have the ability to kind of figure these things out, get get the input from the faculty here at the high school, Rick and Caitlyn, kind of moving forward. I think when I look at this and kind of where we've gone is one goal I have is let's maximize the CTE centers we have. We've got a great thing
051going with Alurn. I think we want to increase our footprint with Pickerton and Salem. And we're and we're we're promoting ourselves as eager as possible in that space. You know, I think if we do that, we're going to get a lot of opportunities. But then you go back to that chart. Let's look at construction trades. So, we're seeing some good growth. Let's say we get a whole bunch of kids through construction trades, too. Then we build the ELO to get them connected to a company that's in Londereary to dominate their senior year. That's really going to set them into a great place. Correct. Like that would that would be a perfect example of what we want to do. Or I'll go back to an earlier slide. you know, uh, you know, that that that community
052college. If more kids in our high school are taking a class or two at the community college their senior year, great. What What can we invest in here in this building to help them do that? I don't know yet, but I think that's that's some of the the stuff we want to tease out. And I think there's a lot of there's a lot of interesting information here. And yeah, there's some surprising ones. I'm like, engineering, one kid in three years. I know. Yeah, we got to get there's a caveat to that that most schools have an engineering program house. So, they don't leave the school to do it. Business is the same thing. But unique about it is that when you leave the school to do it, you get to um meet somebody who's been
053in the field, which is a little different feel to it. Yeah. Um it's it's a lot to think about. You're not alone. You're not alone in this space. uh you're in a good position in the space, but you're not alone in trying to figure out, you know, how do students when I when I devised my company and I left uh as CT principal, my my model is more students succeed. Whatever you got now, we're going to get more and succeed means in my mind, especially you think about your portrait of graduate, two to four years out, where are they? Correct? It's not, you know, I always I always give the reference, I think I mentioned it back in November, that San Diego County in California basically said, "We're going to decide how we're doing at
054grade 14, not grade 12." Even though we don't control quote unquote kids from 13 to 14, we want to know where they are at that moment. And that's how we know we did a good job. Um, and that's just an interesting sort of approach to how how to measure, you know. So, I know we've talked about this, Dan. Um would we start implementing this at the middle school in some sort of fashion to kind of get engaged so when they enter this building it's at some point in the next two to three years that's where we start to build out yeah more of a 6 through 12. Yeah. You know I don't I don't know what that looks like just yet. But I think to Steve's point is you're getting them interested in that pathway.
055You're getting them really thinking about what does life look like for me after age 18? Where do I want to be? Right. and how do I use the high school to kind of get there and having that bigger that bigger that bigger look. Okay. The middle the middle middle school piece there's a lot of strategies in middle school. Yeah. Um and uh tonight's not the night necessarily to go through them all because it would be overwhelming. But sure, you need you need to make it I always frame it as you need to begin educating students probably in fifth and fifth grade on what the world looks like, the vocabulary, how to think about how to look around. And a lot of times, you know, they're in, you know, they're not necessarily looking around, but you
056got to keep giving them frameworks. Uh, and then they're really prepared at high school. And I think I show you the diagram last time. I I I always frame it as midway through 10th grade especially and midway through 12th grade obviously they need agency. They need to make a decision that they're not making randomly because they watch some TV show and I'm going to go do the criminal justice program somewhere but they've had an experience that helps them to really understand what their next step is. And sometimes it's the obligation of the career and technical center to provide numerous orientation opportunities that will dispel their initial love of it because they like to do hair for lack of better way of saying it. I say well you know liking to do hair is a lot
057of being in a cosmetology program where it's a textbook that's this thick you have to take a major exam and you have to you know become very skilled in science so that you know uh bacteria and all the other things to it. So you know it's just a journey that we want to incrementally expose kids to. So we're at this point. It sounds like all of us are want to move in this direction. What are our next steps here? Yeah, I I think we got to find the right things to start to invest in. Uh I think it's probably the ELO's first and maximizing our CTE centers and kind of see what we need to build off of there. Y um but obviously, you know, being patient with the high school because, you know, for
058the longest time and I'm not complaining, college everything, right? You know, and and there's nothing wrong with that. I'm not saying that's bad. It's gotten us to a really strong place, but it's changed. But now we need to really have a a much more honest conversation around where do you want to be when you're 18. College could be there when you're 2022. Maybe there's some stuff you do in between, you know, like and just have have a have a wider conversation with our students and their parents and really look at it in a bigger way. Okay. You know, if you can go back to the very first slide and I'll wrap up. So to your question, it's a good question. Your last one, uh, no, the hand out first slide. Sorry. and very bottom of
059it. Uh this I went to a this large scale sort of talk about change and and I remind I did this when I was here last time and it's a good way to wrap up. So to the credit of uh uh Dan and Rick, you've been changing policy working with the board. Correct. To create a a model that has accountability and rigor but has more flexibility. Yeah. So now the second one is your public will. like everything we say here tonight, we could develop all these great systems, but if the mindset of the community is you're going to college, like there's not, you know, and the myth of this whole thing is when you pursue a career, the odds are you're going to go to college. I mean, it's not these are not opposite things.
060Um, but we have to educate the community about how the world is working. I show you the Wall Street Journal slide because what's happening now is challenging our orthodoxy of what we think. And obviously uh I I've monitored this for years. The past few years have been really hot in terms of challenging people on a conventional mindset of college. If you look at the data in the country, people are really questioning. It's not you're not going to go to college. I don't want to mix up that statement. It's just that mindset of why am I going to college? How can I combine a vision of my career and college together? Okay. Or whatever it is. And the last one which you see tonight is practice. um and practice um is the things we're talking about
061CTE or ELO's or whatever and doing it. So that little framework right there is a good framework to sort of think about this work. Um it's pretty simple the three Ps. Uh it's why I sort of work with folks and public will is a huge one. You know you can create things and nobody shows up. Um so you got to keep educating people and and where I stumbled a minute ago I just want to reiterate is it's super important to go to college. It's a it's a vital piece of London experience. We're augmenting it with career connected learning. Correct. So that you when you look and say I'm looking at all these colleges. I was thinking my my nephew they like playing like 20 colleges. I'm like 20 colleges like you could get down to
062like six like I don't be this. They were great schools but we live in a world now where he had no focus on what he really what his career would be. And he's a bright kid. He's going to go to college and all the other factors to it. But how do you sort of introduce this mindset to them? Yeah, I think that's a big plus for our community here is if we're helping the parents and the and the student y guide them into that right direction and then get the education based on what they're looking at for their future. Yeah. Which I don't think a lot of that happens. Yeah. It's rooted in agency. Yeah. It's rooted in a student having a voice. And when a student has a voice, um, a lot of great
063things happen. Sure. Uh but you need a voice that's based in research and learned experiences and guidance and mentoring and all these things that u are really powerful but they take years to build up. That's great. Anyone have any other questions? Well, thanks for your time, Steve. Well done. Um, I don't want to go another seven months. So, I wanna I want to get this uh Yeah. up and going and uh whatever we can do, Dan. I think um you know, we're very supportive to to get this ball rolling at a fast rate here to capitalize and uh we know there's some changes going on in the state level education wise, uh enrollment and all kinds of things that could affect us here. And the more opportunities we have here may drive more people to
064want to come here. Sure. Um and that's that's one of my worries worried areas as well is if we can offer more and help our students in a better way than others do, they're going to want to come here. So that's a great mindset. Y great. Thank you. All right. Thank you to appreciate it. Thanks. Sure that all right jumped to me. Yeah, you did. I did. Moving on to 6.2 B&G Summit Projects. Welcome Joe. Just hello. How are you? Just because that way the video will work. Okay. I'm doing great. Thanks for having me. So Dan's in charge of your Sorry. No worries. There we go. All right. Yeah. So before we get started on the presentation, I just want to kind of take a minute to thank the entire buildings and grounds department.
065Um, with it being my first year here, um, just trying to find my way, find my footing. I've been really impressed with their hard work and dedication to this district. Um, I can't say enough about everything we've accomplished and it just it's really exciting to be part of this team and kind of looking towards the future. So, um, thank you everybody. Um, so kind of before we jump into summer projects, kind of just um, kind of a year in review kind of some exciting things that have been going on in the department. So the first slide would uh during February and April break we had the opportunity to attend some custodial trade shows. Um I think some of our staff have been looking for you know some uh extra knowledge um wanting to those opportunities
066to grow. So it was pretty well attended. We had around I think 15 custodians at both shows. Um a variety some attended both some only one but um there were great classes on training and we got the opportunity to look at new equipment. um look at uh you know how we do things as a department and uh I think the most important thing is uh just networking with other custodians and uh facilities personnel across the state. You know we all kind of face the same challenges and you know just hearing other people talk about you know um things that they face, how they deal with it and just kind of bouncing ideas off each other. So I think uh there was a lot of great value in it. um following up with the custodians that
067attended, they found they found it very helpful, very useful, and I'm kind of excited to kind of keep this going moving forward. Um for our next update, the grounds department. So, in the last couple months, we've uh the pump house project has been completed. Um they went through everything, checked it, make sure it's operational, it's running great. Um already we've really noticed increase in water pressure efficiency. Um, now we have the ability to kind of monitor it remotely in case there's issues and uh um schedule some things and uh one of the biggest things is now if there is an issue it will automatically shut down. I think the problem with the previous one is you know there'd be issues it keep running burn out motors we'd have to repair it'd be down for days.
068So um it's really impressive. I mean there's a couple pictures here. It's uh a lot of a lot of technology on it. I think the guys were scared to touch it at first understandably. Um, a lot going on there. But, I mean, it's been running great. They're very happy with it. Not that we've uh needed a whole lot of water recently, but um yeah, the it's uh it's been an awesome awesome project. And then the other um item is the turf tank. Um they let us use it for the spring season uh a couple months before we were supposed to get it and it's been doing a great job. I mean, the lines are crisp. It's, you know, we've had the opportunity to kind of relocate some fields and do some different things. There's a
069little video of it, too. Uh, every time I see it in action. It's, uh, it's really mesmerizing because it's just the the consistency of the lines is it's really incredible. And, uh, it just frees up our guys to do all those little things and kind of set it, forget it, you know, address some other areas, set up for games. Um, it's been a real real great time saver. So, they're very, very happy with how that's running. You were mesmerized. Mesmerized. Um, so some kind of a summer changes is we are changing over our ticket management system. Uh, we are moving to incident IQ which is the same uh system that the technology department uses. I think it kind of makes sense to have that consistency not having staff go to one website for tech, another
070one for a facilities ticket. So kind of integrating that. Um, it's a more modern product, easier to use. Um, kind of allows us to have some collaboration with the tech department, and I think an important thing is it saves around $7,000 a year. So, um, yeah, it's exciting to kind of get all on the same platform. Sure. So, just a brief rundown of some summer projects. So, at North Elementary School, um we're doing a partial roof replacement, which is that entry office area. We've had some leaks in the past, so that will be getting addressed this summer. We have a fire alarm system upgrade going on there as well. For Cell School, um bathroom floor replacement, we did a couple last summer. Uh the product came out great. It's like, um it's an epoxy Duraflex.
071It's meant to last a long time. It's held up great. So, we're going to continue that through the rest of the bathrooms over there. And then we also have some exterior door replacements at Cell School. And then we have a couple HVAC AC projects. One at the high school weight room and then one at the middle school office area. Um, another project is paving the entrance walkway front of the high school here. Hopefully, we'll talk about that in a little bit. Um, and then, uh, districtwide just carpet replacements, flooring projects, painting. It's all those little things that I think really go a long way. and we kind of have a plan kind of mapped out where what the areas we're going to be uh addressing this summer. So, this is a project that gets me
072excited because one thing I noticed walking through buildings is emergency lighting is kind of all over the place, kind of inconsistent with the equipment we have. Um, a lot of them are battery operated, different batteries. Um, it's just testing them is really time consuming and um, we're always replacing batteries, always finding ones that are out. So, we're kind of looking at new equipment, um, kind of LED fixtures. They, uh, test themselves automatically. They'll send us a report if something's not working, let us know if batteries are low, just in case there is an emergency where power goes out, we can have equipment that we can rely upon and just be consistent across the district. And this is a uh, project that's going on right now. actually right next door is um so it's kind of
073a continuation of the project last year from south school in the middle school part of that HVAC project. They've already uh demoed one of the boilers in there. Um you know we've been uh you know Johan and I have been meeting with EI kind of just kind of talk about timelines schedules making sure everything's on task. Um so we get be getting um some new high efficiency boilers and then uh control conversion to match what we currently have at Cell School in the middle school. So, some cool pictures of them tearing that out. It's uh quite the quite the scene there trying to trying to get those out of a a doorway. Um so, for me, uh you know, as I've been here a year, kind of things I've noticed is, you know, we're just
074looking for some consistency. So, my thought is, you know, putting together kind of like a master plan for every position. Talking about, you know, the way just making sure we're consistent in the way we clean. Um just kind of giving everyone the guides they need. Uh putting together binders that have, you know, school maps, uh where emergency shut offs are located, stuff that really helps them do their job well. Um uh emergency contacts, uh step-by-step cleaning procedures, which there's an example up there of like a typical classroom cleaning. um has maintenance guides for maintenance guides for equipment, handbooks, contracts, and we just really revamping the way we train new employees to, you know, give them those skills and the knowledge so they want to stay and they want to be part of our team for
075the long term instead of, you know, having turnover on a regular basis. So, um yeah, just uh a lot a lot of great things happening. Very excited for this summer and uh I'm looking forward to get going. So, that's great. Any questions, comments? Uh just a couple things. Um first question about the ticketing switch over. Um does the are we totally moving away from school dude like in everything or Yeah, they have an uh system for events and uh I was actually that's what I was going to ask. So is that one of my pet peeves and L is well aware of this. I'm curious, does the new system allow for keeping an online up-to-date calendar for people to view of what's booked and what's not? I would have to dig a little deeper into
076see how it looks from a outside perspective. Um, I've really been focusing on getting the facilities ticket side of it up and running, but we've been in multiple meetings just trying to make sure we're on the same page as we roll it out. Um, in a couple weeks we have a big meeting with the facilities department to kind of get them accustomed to it, answer any questions and then this summer start rolling it out to, you know, everybody and letting everyone be aware of uh, the changeover. So, cool. Awesome. I'd be very interested in finding out if there's something we can do about get to get that up there just because of the number of times there's a massive communication like we someone's got to email this person to tell this person that this team
077got bumped here because the gym's in use for this or this that and the other. be nice if you could just say check the website. Yeah, there's a lot of calendars, so I'm hoping that we kind of integrate all of them into Yeah, that would be great. You just look between all the facilities just by scrolling through one calendar, pick your drop down of what you're looking for. There it is. Um, be interesting if that if that was integrated into that or if there was a way they could make it work. Yeah, I know the tech department has been using it for a few years and they've been very happy with the results. Obviously, our needs are a little different, especially with the bookings and calendar, but I mean, every every uh meeting I've been
078part of, it just looks more modern. It's cleaner. It's easier to navigate. School Dude kind of has a bunch of stuff all over the place. So, um I'm excited to That makes sense. I'm just curious, like, let's put this way. You're not stepping back if it doesn't. I was just curious. Yeah, because we don't have that right now. Absolutely. Um the second thing I had was on the list of summer projects and maybe it's not for this year, but can we start looking at um the elementary school gym floors? Yeah, actually I um it was a you know after budget season, but I already have a quote for resurfacing the one at North School. Okay. Um so I've been making contacts with other flooring companies to kind of get that going for this upcoming year.
079So, uh, yeah, the capital plans for the future is going to look a little different this year, but, you know, kind of pri prioritizing things and we have a lot of different projects on that list kind of looking towards the future. So, nice. Awesome. Great. Uh, and I think I have one other question. Where was I? Somewhere in here. Oh, just an idea that I chatted with someone from who happened to have been around years ago and I thought he brought up something that was I thought was an interesting idea. At the end of each school year, they just basically used to send around a survey to all of the teachers. So it was a quick thing like is there anything you've noticed and half of what you know he said like 80% of what
080came back it was like yeah okay but he said it was always interesting because you get back 20% of things where you see four or five people would say the same thing and then you look and like oh maybe no one quite you know this door happened to be broken it's been broken forever. People just have dealing with it. No one remembered to mention it. No one thinks about it anymore, but people mentioned it in the survey and then they kind of just went down and like a hit list of things that hey, if these these might be simple, easy things that fix something that has been lingering. Just an idea that I thought I'd bring up whether it's something worth following up on or not, but it's they did that at one point in
081the in the past and people seem to enjoy it and feel heard from it. Yeah. No, I think that's a great idea. I love the communication. Uh, I think at the beginning of school year, I try to meet with all the building principles just to get their ideas of, you know, things we could do better. I kind of want to do the same thing end of the year, talk to them, see, uh, see where we're at, what we can improve upon. And, uh, we even talked about, you know, when an outside group uses our facility and we have staff covering, sending out a feedback survey, getting a feedback survey from them to see, you know, kind of get some ideas of how we can, you know, just be better, you know, how we can improve
082upon processes we already have in place. And uh you know I love sending out um the newsletter which I've gotten a bunch of you know people just reaching out about little things and just you know just opening that line of communication has gone a long way and it's uh yeah I love hearing feedback and I we always want to kind of uh strive to make things better. So awesome. That was it from me. I just from overall I think yourself and your entire department's done a fantastic job this year. So keep it up like nothing but good things. Thank you. I really appreciate that. Absolutely. Well, well done, Joe. Um, you kind of hit a lot of areas that I've been waiting to hear. Um, you know, as we've done in others, Dan has his
083his plan as a superintendent. Finance has their plan and now B&G has a master plan. You hit the nail on the head. Sure. and you're looking at ways to do things more efficiently, train your people, taking them to some of these opportunities to see new stuff. Yep. That that's investing in your employees, you know, and that's that's the ROI on the school department and the school district of investing into our people. So, kudos to you. Absolutely. And one of the things that, you know, when we talk about projects is I believe in doing things with intention, right? not just to do them to get them done but how does it look in 5 years 10 years like long-term plans go a long way so uh we I don't believe in band-aid fixes I believe in
084doing things the right way and like you said investing in the people the people who are on the ground and you know when you put that effort into them it shows in their work so however we can build them up and you know when someone comes to me and says hey I want an opportunity to learn to grow how can I help what do you need from me you know like putting them in position to be successful is important so But it's just nice to see, you know, the department vision, you know, where we're headed, what we can do better. So, thank you so much for um your first year. I can't wait to see several others ahead of us and where what where you bring us. Um I know you're working with a lot
085of areas and and emergency cases. Sure. And um trying to to to get the dollar to go as far as it can for our taxpayers and uh trying to do be to do things better. So, uh, thank you to you and your staff and excited for what you bring for our future here. Absolutely. Thank you so much. I'm already looking forward to the walkthrough at the end of the summer. So, awesome. Awesome. Thank you, Joe. Thank you. I appreciate it. All right, moving on. 7.1 paving purchase request. Yes. So, um, you may or may not have noticed that the front walkway and some of the sidewalks have gotten to be a safety hazard. There's another area um out behind the press box um where a lot of kids for cross country run and things like
086that. So, we think it's a priority to to get those fixed. So, Joe and I um worked on an RFP that's been out since the 20th. We did receive three bids um and we would like to move forward with Petra paving. They are the lowest bid. They can get it done before July. So, we could use um we have the money in the general fund to um pay for it so that it's the safety issue is addressed in time for summer and for the opening of the school year. Excellent. Any questions? No. All right. I see no questions. Uh quite a savings from high to low, just so people know out there. Uh you know, the low numbers of around 49,400 and the high number was 100,000. So, good job on on getting that out
087and getting the best price uh on this. So, I will look for a motion to approve uh Petra Paving for $49,48, please. So moved. Motion by Sarah. Second. Second by Kevin. All those in favor? I I 40. Thank you so much. Thanks again. Thank you. All right, we're moving on to 7.2 two, first reading to amend policy JFCI, Life of Alansa co-curricular code of conduct. So, as a followup to the last meeting, um everything that was there last time is now part of a procedure that'll be in a handbook. Okay? The middle school will have their version, the high school have their version. So, what we're doing is we're we're not calling this a life of a lancer anymore. That will live in a handbook. But what we're recommending is a very simple schoolboard policy
088on co-curricular code of conduct. Um, so everything that was there in the past has been crossed out, you know, but again it lives it lives in the handbooks that parents will see every year. And then what we're proposing is, you know, this simple phrase, Londereary Middle School and Lundere High School will have a procedures in their student handbooks that outline the expectations for participation in co-curricular activities in the Londary school district. These procedures will be shared annually with families. Jim Jim already pushed out the high school ones I think last weekend. Um, so this way, you know, it's grounded in policy, but then all all the weeds and details are in the procedure so they can update it uh a little bit quicker when needed. But, you know, we could always bring it to you
089guys when issues come up. Yeah. Any questions? No, I think this is great. I I think the conversation was was good a couple of meetings ago to put it into the procedures. So, um, I'll look for a motion to approve the first reading to amend policy JFCI, Life of Alans Co-curricular Code of Conduct, please. So moved. Motion by Sarah. Second. Second by Amanda. All those in favor? I. I. 40. Thank you. And moving into superintendent report 8.1, capital projects committee. Yeah, this is just a followup um to last meeting. Uh Jimmy and I met to talk about now um that we had your blessing, where we would go from here. Um so we brainstormed um that we'd like to get this started. We proposed the list of people uh for discussion tonight that the roles
090and people that we thought would be a good start to this committee. I think we would really like to utilize the summer to come up with a charge, get materials ready, come up with a timeline of plans, um, and the materials that we would be needing. So, we we envisioned two to three meetings this summer to get that off the ground so that um, we could then once we had the foundation start to reach out to businesses. Um, additionally, we thought that $5,000 was a number that we could earmark. We thought if um we talked a lot about how it's not just paper marketing materials and in person that we're a very visual um society now and we might need to get some attention to get some um videos done as well um that could
091could reach out. So that's that's what we thought would be a good start. Um we can see how far that gets us and then talk more during budget season if we needed anything additional. But that's where we were right now and we just wanted to open the dialogue with you to see um if you had any other suggestions for us. Any questions? It's a good start. Yeah. Yeah. I think this is exactly what we need. Yeah. So, what I'd like to do is I I like this original list and I think maybe this group gets together, but I think having maybe two or three community members, business people that can can speak real well too on business part portions of it get to learn what we're about here and what we're looking for to kind
092of maybe be the voice of of meeting with this company or this company with the group. a smaller subgroup could go with the presentations. Yep. In that. So, I think having some local business people that um would like to see the investment into the schools. Yep. Um might help us in that world. I agree. You know, than just educators and that. So, um but I think what would be good is to get this group together for the initial meeting and then put some names out there from this group. Yep. Um I have a couple in mind um and that but um I think that would be the start but I think this is a great start. Okay. So then we would need to know from the board which which of you would like to join
093us um so we could get that underway as well. I I can speak that everyone that's on our school end has accepted. They're very excited to be a part of this committee. So you guys can figure out who you would like your reps to be. Sure. Yeah. I know I would like to be. I mean, this is um something I've been working on with Jimmy for a few months here to to to put this together with AMD and I think it's just going to be uh hopefully a windfall with our ELOs's along with sponsorships and naming rights and stuff down the road. So, I think it could be a combination of helping educationally, business-wise, and funding certain projects and that. So, I know I'd like to be in. So I'm not sure if someone else
094here do you know asking for maybe both of us what time of day that like obviously in the summer it's going to be different but um like during the school year are you planning to do this during the school day or so the great thing about it is we can set a foundational meeting and then we can set what the subsequent meetings would be through the school year as well so we can work around your availability for that. Yeah. Okay. I'm almost wondering, and I don't know if we've done this before, like having a rotating spot, too, where we can kind of all be able to check in. I I I think that's a great idea because I'd love to see all of us involved some way, shape, or form because it's the entire school
095district in that. So, if we have one main person and then we can whoever can go to this meeting just to keep updated in that and some input, it it probably wouldn't be a bad idea. Okay. So, we could leave it open. you know, the one position is a rotating. Yep. Um, so then I will reach out. I'll I'll loop this group in together and then we can set an initial meeting hopefully for the middle of this month or by the end of June. And let's do it later, you know, in the day or early evening so we can get different people there. Even if we had to post it, if some if my colleagues could make it to that first meeting and kind of get the gist of it. Could would could we do
096it right before the next board meeting or is that too soon? Yeah, let's look at that, you know, do it a half hour or 45 minutes, you mean before the board meeting starts? Yep. And that we could do it that or an hour before six o'clock. Okay. All right. Well, we'll get that started and we'll get it on the books. Okay. Thank you. That work, Dan? It works. Great. Awesome. All right, that takes care of our regular agenda. Anything else? Kev, you got anything? I am good. Thanks. All right, Sarah. Oh, good. Thank you. Good. Dan, uh, just very quickly, I know, you know, we made a big change in cell phones around here a couple months ago. Um, so I asked the high school kind of how we're doing. Yeah. So, for semester 2,
097there have been 235 detentions for having your cell phone out. So, that's, you know, two to three a day. Um, so yes, I think that number is smaller than I thought would would be in terms of like pushing back on the culture. Um, but I kind of want to dig in a little bit with Rick and his team and kind of figure out so what are the next steps? Are we focusing on on a few classrooms that might be struggling or is it a couple kids that are really pushing the boundaries? Um, it was definitely a lower number than I thought. I still I think it can be a nuisance at times for some people. But I think in general for the big change that was made, we're doing okay because I'm not hearing much.
098I don't know if you guys are hearing much chatter. Okay. So, I think that's good. I mean, that that's kind of where we're at. And I think I want to see where they're at as they're heading into next year to kind of reinforce here's our expectations. No more cell phones are out ever. You know, I'll give you an example. Um, you know, there was one class was asking for a waiver. I was like, absolutely not. We will buy you cameras. If you need to take pictures, we will we will purchase some cameras. You know, like there is no reason why we're going to have them out to give anyone an excuse, you know. So, I think I think we're generally in a good place from a big change, but we got to keep an eye
099on it. Good. Thanks for that update. That's that's interesting. And you said it was 235. Is that since we adopted the new policy? Yes, because there were, you know, there were very little detentions before then. So, that's been the majority. Um, and it's the majority of the behavior conduct that comes to the house offices now. Got it. Got it. Thank you. All right. Jay, anything? All set. Thanks. All set. Good. All right. That'll end the regular session and I will look for a motion to go into non-public session requested under RSA 91A colon 3 section 2B please. So moved. Motion by Sarah. Second. Second by Kevin. And a roll call vote from my left to right please. I Kevin Barry. I Bob Slater. Hi. Sarah Laughlin. I am Amanda Butcher. Good night London.