001live at 7 p.m. in the library at Londere High School, 295 Mammoth Road, Londereerry, New Hampshire. The meeting will also be broadcast on local cable access channel 8 as well as the district YouTube channel. Could we please rise for the pledge of allegiance to our left folks? I aliance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. Thank you. All right, jump right into it. We've got um into the consent agenda. We've got uh one retirement um Tim McGregor. Tim has been employed by the district for over 28 years as a custodian at the middle school, Matthew Thornton, and London High School. He has taken great pride in keeping our school safe and clean for all of
002our staff and students. Over the years, Tim has coordinated the setup of many events that take place at the high school on a weekly basis. It's time for Tim to relax and enjoy his family. We wish Tim a long and happy retirement. Thank you, Tim. [Applause] Thank you. Um, moving into uh some upcoming meetings. May 13, 2025 will be a regular schoolboard meeting right here in the library at 7 p.m. And on May 20th, 2025, again will be another regular school board meeting in the cafe at 7 p.m. Uh, look for a motion to approve the consent agenda, please. So moved. Motion by Sarah. Second. Second by Amanda. All those in favor? I I thank you. All right, we're going to move right into public comment. Um, can come up here to the table, just
003state your name and address. And before we start with the general public, I have assistant principal Katie Sullivan and our local firemen to give us an update on something special happening in this building in the near future. So, we're not prepared because but we got so excited because we're just coming from our first official meeting uh that we just wanted to come and share with the public and especially the board who has blessed this opportunity that Lieutenant Macaron and I just met with uh five Lendary High School students um who will be signing we say signing on the on the line to do an ELO opportunity next year at the fire station in Londere. Their parents were with us tonight. Um Lieutenant did a great job presenting what it's going to look like. Mr. Barnes
004and Miss Burkhard joined us to talk about like the vision that where this started and where we are now. So, we just wanted to come and let you know that the journey is starting and we're gonna have hopefully a little bit more, but definitely five nice young um Lendai High School students who are really into becoming or looking into becoming firefighters. And we have an awesome opportunity with Lieutenant Macaron and the fire department to see what next year is going to bring. So, this program will start next September. It will run first semester. Um, and then we have big dreams that we'll come back to the board later on and talk about, but we just wanted to keep you in the loop with um, our first ever program at the fire department. And we would
005like to thank uh, Fred Hinrich and the whole department over there who has been on board with this. We have a lot of little things to work out, but we're we're getting there and it's going to happen in September. So, we just wanted to come and let you guys know and I can't thank Lieutenant Macron enough uh, for jumping on board and kind of being the guy over there. I'll be the girl over here. And then with the blessing from our wonderful principal and Dan Black and the board, we're really excited for this opportunity for our kids. Awesome. Sounds great. That's great news. We're we're excited about this and and other things to come and, you know, in the phase two, possibly the second year. So, this is great great opportunity for our students and
006that. So, thank you. Thank you very much. Appreciate it. Thank you. Thank you. Any other public comment? Joseph Gaglin, 219 Money Fund Road. I'm here on behalf of the budget committee tonight. So, myself and Nicole Derry, we're going to be liaison to you all um for the upcoming budget season. So, I want to let you guys know that. So, you'll be getting emails from us asking different questions. Just um I my goal for the budget budget committees um the months leading up to budget season is to be as prepared as possible to know as much as we can. Um in past years, I feel like we haven't been. We've been somewhat surprised either by different line items or different warrants. So, my goal is to make sure that budget committee enters budget season ready to
007go. The second thing that I'd like to discuss is um the warrant article that failed on uh this past year for the full full-time uh kindergarten and for the movement of the district office to where Mooseill is. We discussed this as the budget committee. We'd like to see well one thing we know that the that you that you all are looking at moving the district office towards a new facility. We took look um but full day kindergarten is something that we would like to see brought up. I majority of town did support this when it was brought up this past year and the year prior. We would like to see this in a way that does provide some savings towards the towns over whatever the span of time of the bond that's needed, but we
008would like to see some movement in this direction. If it doesn't happen this year, we would like to see some movement for the following year. And that's all I have for you guys. Thanks for coming in, Joe. Appreciate it. Thank you. [Applause] No microphone today. None. Okay. You're going to have to excuse me because my voice is horse from speaking a lot. Mike's not far away. It's right on the area. Yeah. Okay. My name is Mora Ryan and I live at two Snowberry Hollow in London. Um, I came before this body in 2020 where I told you that Drummond and Woodson, the law firm that supports the school district, was circulating a memorandum that was in telling schools basically how to enable um not giving services to students with disabilities during CO. Um, I know
009that the governor passed a law that said that everybody was supposed to have a meeting and the meeting was supposed to involve catchup services which during COVID most people or most students with disabilities could not access their services. I then came against this body and I mentioned that there had been a state complaint against this school district which had been founded and Mr. Black had denied that such a complaint existed. So I came to the next meeting and I read from the complaint which was founded that not only did one student not get services but an entire classroom did not get services. There was only action taken for the one student whose parents were had the hutbah to move forward and file a state complaint. In 2022 2023 services were paid for a student who
010did not receive those services. The student was a fifth year senior and only needed two classes to graduate. There was a lot of runaround where the parent was threatened that the student would not be able to return to the school because he wasn't taking four classes. Ultimately, he did graduate. However, in the interim, he did not get any of his services in his IEP. his parent was never told that the parent could decline the diploma or leave the student in school because he was not age 22 yet. Um, but all of those services were paid for despite the fact that the student did not receive them. On top of that, in 2024, a whistleblower turned over a list of special education violations to Cindy McMahon. I did not become aware of this until recently. However,
011the fact that no one seems to know about this and no action was taken is not okay. I've come to a number of schoolboard meetings where I've stated that the special education department in this school district are not sufficient. They're not in compliance with the law and it's become evident to me that it's not functional at this time. To me, all of these incidents represent systemic evidence of not providing services to students. And I hope you're listening, budget committee, because those services were paid for, so don't blame special ed kids when you need money for your budget. I don't believe that stating comments like, "Well, we give kids, disabled kids, a dance to make up for their lives and their disabilities," is appropriate. And I'm paraphrasing them. Students with disabilities currently make up approximately 22%
012of the London um student population. A statistic which was removed from the town report this last year after I read it in a meeting in a a deliberative session. Um at this point in time, I do not believe that the current administration either supports students with disabilities or is appropriately enacting the law. And at this point in time, I would like to ask for a vote of no confidence in the current administration. And I'm happy to take any questions and I would like a response at some point. We'll get back to you. Anyone else? Public comment. Seeing none, I will close public comment. Jump into committee reports. Uh, school board lays on start to my right. Yes. So, the Mooseville PTA just wanted to and the school wanted to thank the families for the donations
013for the week of the young child and the upcoming staff appreciation week. Uh the last meeting will be on Thursday, May 8th at 6 PM. It is in person, but it's also available virtually. And the Mooseill Touch Truck event will be Saturday, May 17th from 10 to 2 at Moose Hill. Um just a couple upcoming events for the high school. We have bring back the trades uh event this Saturday from 9 to 1 at the high school. Um Mr. for LHS is this week this Thursday at 7 and we will continue with spirit week uh Wednesday, Thursday and Friday with high school next year. Yeah. So uh it was just under two weeks ago Matthew Thornton uh have had a spring book fair and they ended up raising or sales over $14,000 to support the
014school. Um, so it was obviously success for them. And this coming Friday, uh, heading into break, um, they're having the booster fund runs, uh, with grades three and four at 9:15 a.m., 1 and two at 10:00 a.m., and grade 5 at 10:55 a.m. Uh, and as of last Friday, they've raised um just shy of $15,000 towards their $25,000 goal to refresh their playbook. Thank you, Kevin. Uh, North School had their back just had their booster plan which was moved indoors thanks to lovely spring weather here in New England. Um, but it was uh the most successful one to date. Um, the attack numbers aren't coming in until next week, but um it looks to be far surpassing their original goal, which is fantastic. Um coming up first week of May is teacher appreciation the planning
015forward. So they're getting planning and uh prepping for that is underway completely and then tomorrow night um based off of the townwide vote that was taken um by the north school they had a movie night was the chosen activity and that is tomorrow where they'll be showing inside out too. Uh, and then finally, the book fair, ice cream social, and a fundraiser that the student council is running, stuff, a stuffy, which is with their stuffy. You can purchase some stuff at it, uh, is happening May 14th. Awesome. Thank you, Kevin. And a couple updates on my end. Um, first off, like to start with congratulations to South School if everyone hasn't heard already. Um on Friday we're presented with the 2025 elementary school academic award for the Yetis uh out of uh committee out of
016conquered. Uh quite a quite an award and the presentation went off um with a bang with all the students attending and uh being there for the presentation. So uh again um congratulations to uh Deb Sutherland and her staff and all the teachers and students for a well welldeserved award. Um quite a grueling um process starting back in December January and um you know was presented this past Friday. So congratulations to South School. Um it's an honor Uh, another good thing happened uh just yesterday. We uh did the ribbon cutting uh for the uh middle school softball field. The girls now after the past uh five years on the docket have their own softball field at the middle school. Saves them walking up to Laugher every day for practice and games. Um, so had a nice
017ribbon cutting ceremony. Thank you AMD for putting that together. And uh, Superintendent Black and and the AD were there and uh, did the formal. Um, William did a great speech and uh, some of the students sang the national anthem. So, uh, we're grateful uh, to the community members out there. We want to thank you for um your contributions to make this happen over the last 3 four years to put this field together and give the girls a home field uh right right on their school ground. So, thank you to the community uh for for that as well and uh it was an exciting day. Um uh couple other things. Uh London Schoolboard Association's been around in the athletic world. Um is uh revamping their membership and uh had their first meeting. So stay tuned for
018that. Uh for scoreboard, it's uh it brings in local businesses to advertise and uh generate some funds for some additional athletic needs for all the teams throughout um and that. So stay tuned for some more news on that. Great to see that getting looked at and attention to that to to revamp and and energize it a little bit. And um one other thing we had brought up at the last meeting um I said I would bring back some information on five Butrick Place um for the board and uh for the superintendent. Uh unfortunately I got a call on Friday last week that the building is under agreement um and the lot next door is got to purchase and sale separate. So, uh, the realtor is a local community member is going to keep his eye
019open and if something falls through on the property or comes available, he'll be in touch. Um, and, uh, so stay tuned on that. Um, and that's the five place that we were uh, contemplating looking at for district office uh, home. So, uh, that's basically what I got, uh, tonight on that. And, uh, we'll move into announcements and presentations. Uh, 6.1, Matthew Thornton, Student Council, uh, on Community Projects. Come on up. Welcome. So, thank you for letting us present tonight. You'll hear from our adviserss, Mrs. Miller and Mrs. Momney, and our wonderful student council about all the wonderful things that they're doing. Um, as you can imagine, around our dinner tables, um, in our hallways, classrooms, we're always speaking to students about how they can change the world. And what you have before you are change
020makers. Not only are they changing the school, they're changing the town and our state. And we know they will go far and change the world. And we're so very proud of them. To our adviserss, their energy is a renewable resource, but it's their dedication and the time away from their own families that allow us to be so successful. And to your parents, I would because they're recording you and they're so proud of you. Thank you for trusting us with your most valuable asset, your children. And we're so proud to partner with you. So, thank you. Great. So, thank you for having us tonight. Our student council this year is made up of fourth and fifth grade students who were elected as student leaders by their home room classes. They showed a lot of courage by
021getting up in front of their classes and giving a speech, talking about why they demonstrate great leadership qualities, and they have impressed us so much this year. So, we're excited for them to share with you some of their awesome accomplishments. Let's go ahead and introduce ourselves first. My name is Lucas Be and I'm in fifth grade. I'm Brena and I'm in fifth grade. My name is BY and I'm in fourth grade. I am my Sasher and I'm in fourth grade. I'm N and I'm in fifth grade. I'm Clown and I'm in fifth grade. I'm in. My name is Lucas Being. I am the student council vice president. This year's student council completed many community service and school projects. We would like to share a few who were achieving this with you. During the first trimester,
022we sponsored a gratitude activity. Every student created a gratitude leaf and we hung them up in the hallways all over the school. It was great to see what everyone was grateful for. Student council organized and judged the magic pumpkin coloring contest in October. Kids donated $1 to enter the contest. The we raised was donated to the N68 hours of hunger program. We also helped LHS with their food drive for Thanksgiving. Kathy Thornton collected non-p perishable foods and helped the LH students load up their truck. Our biggest fundraiser was our annual mystery gift raffle for Makea-Wish NH. This year we raised $1,100 for Make a Wish. It was great learning about the program and the amazing kids we helped in May. We are excited to learn mixing up day at lunch. The cafe is decorated with
023different colored balloons and kids pull a colored copy stick when they come to lunch. Then they sit at the colored table. All the tables have conversation cards so we can learn new things about each other. This helps us meet new friends from other classes. My name is Herbert and I'm the student council president. Thank you for inviting us tonight and learning about our student council Matthew. We have enjoyed supporting our school and our community. Have a great night. [Applause] Thank you. Great job. Great job. Have a good night. Thank you. Thank you. 6.2 two MTSSB preK 5 and K through 12 presentations. Please take just a minute for the committee members to come on up to the table and then don't be shy committee. There's nine seats here. Can't hide. Watch this. Yeah, you're going
024to block it. Keep going. Keep going. Wherever you like spots. Spots for all. Nope. All these are open as well. I know. Coming around the bed. Okay. Uh good evening. Our uh district committee for MTSS has done a lot of systemic work this year. And tonight I am joined by Scott Sakard, Sandra Mack, Crystal Rich, Sean Flynn, John MacArthur, Kim Carponi, Kim Pero, and Katie Miller will be joining us soon. uh she's just seeing the MT kiddos uh out, but they've done a lot of great work in um again building a model that works for our district and we're excited to share that this evening. Go to the next slide. Um so multi-tered systems of support fall into one of two categories, academic um which was formerly uh part of our RTI or responsive intervention
025uh process and behavior. So while we'll reference academics in this presentation, the primary focus of our work for most of this year has been on the behavioral side of MTSS and you'll hear a lot about that tonight. Next slide. This is not new. Um our response to intervention journey started over 20 years ago. We started targeting reading instruction with researchbased practices born out of the Carnegie report and the reauthorization of IDA in 2004. Londereerry embraced the concept of the three- tiered model of supporting students through comprehensive schoolwide interventions. Teams met weekly, bi-weekly in buildings and monthly, districtwide. By 2012, London had a robust academic literacy and math RTI program at the elementary level where students received interventions identified by weaknesses in assessments and the RTI team met and developed goals and did progress monitoring. Throughout
026the 1819 school year, we have been working on the identified need for a more consistent behavioral component to RTI and kind of codifying the process. The PCG study in 2023 24 helped shift the language from RTI to MTSS and the move also helped prioritize MTSSB districtwide. So one of the anchor statements that we have in our new strategic plan is school environment where we ensure that we have school cultures for all students to feel welcome and safe. Uh developing a clear MTSSB as a district, a systemic approach to measure culture and climate in our schools and addressing wellness and support for all our students in collaboration with families are all action items within that strategic plan. So this model is of the uh multi-tered support um which provides increasing levels of support um based on
027uh different needs of the students. You'll see at the bottom that tier one that 80% that's where students receive universal supports for academics along with u more universal interventions. That means um crosschoolwide. So, we want the majority of our students to be in that 80% where they're able to access and respond to universal supports and universal interventions um for both academic and um behavioral. The next level, which is the yellow, is uh tier 2. That's our smaller group, targeted group. And so, that's where we have more strategic interventions um for academics and for behaviors. An example is reading instruction. So that might be a tier two where children just need a little more time, a little more intervention, might be at a group level um for behaviors. It might be some group support that they
028need working on some skills that they need to um develop. Then the third tier which is the um 5% that's where we see our students who have more um intensive needs. they have they need more supports, more interventions and it's um more specific to their individual needs at that level. Um so when you look at the 80 155 we want the majority of our students to be in that 80% and like I said the tier three we're targeting more individual specific behaviors. Um over the course of the next slides you'll see specific examples of that um at the different schools. So this is our tier level of sport. You heard Sandra say like that 80 155 we take a more streamline targeted approach uh with getting smaller numbers at uh this level. So the tier
029one like our district goals to be overwhelming majority of our kids are in that tier one. Um for us like we want our MT goals we want 10% or less for our kids in that tier 2 uh section where they eventually place. We you saw the 80 155 but we went um like 8710 and that tier three to be like 3%. We want a smaller number of kids in there. Uh so our district goal is to have a minimum number of students in tier three working with our classroom teacher uh school counselor, school psychologist. We have a student support center at our school to get those number even smaller. So currently right now if that's like 87 10 and three currently Matthew Thor and I know it's reflective across the other schools like our tier
0301 is 93.3% of our kids right now our tier 2 is 5.2% of our kids and our tier three right now is 1.5% of our kids. So we're well below those numbers that we set for our goal for uh this year. So really, if you needed to know what the difference is between the academic and the social emotional behavior support systems, the academics we had our tier one, tier two, tier 3es, our tier ones on the academic sides are our universal supports such as, you know, flexible schedules, manipulatives, um maybe some clear routines. Tier two are targeted supports, check-in, checkouts, uh reduced workloads, uh some structured breaks. Uh our our tier three is focused interventions uh such as uh an alternative learning space or uh assist of tech like uh text to speech or speech
031to text. Um and then we looked at uh individual plans. Uh for our behavioral supports uh tier one we used proactive strategies like movement breaks or praise uh deep breathing visual timers. Uh tier two we use behavior contracts again check-in checkouts we like those. mentoring, reward systems, and we really start to integrate our uh behavior specialists in our tier 2 system. Uh in the tier three, this is where we focus our supports uh to um to social stories or collaboration with outside service services or even uh referral from uh for special education. And similar to the elementaryaries at the middle school, um we have the three system. Um is just more I guess in tune for middle uh middle school students. Um we're the elementaryaries have had this established a little longer. Uh we're in
032year one and uh MTSS MTSSB takes three years to fully implement. So we're in a middle school we're at year one. um fortunate uh for me coming in I had I had already gone through this um the the full training uh prior to coming here and then I was able to apply that as we continued with our uh group at the uh middle school or MTSS uh um group um as we're getting um things in place at the middle school. So similar and we still have the same three tiers. Uh very similar as far as check in checkouts for tier two. Um it's it this is very data driven. So we're looking at student data that we're also entering into Aspen. Um at the middle school we're doing it a little bit different than the
033other schools is that our teachers are actually entering um journal entries into Aspen. And then administration is actually doing the log entries which is a little bit different. Um but again it it's it's aligned but it's a way that we can actually take a look at this data and do something with it. Um you know data is only as good as what you do with it. So as we collect it um but again so as we get through tier twos and tier three some you know some more intensive um that's where things like it could look like um for tier three intensive like a a functional behavior assessment u but really looking at the data um it could be wraparound meetings but the differences between ti tier one being universal all students tier two is
034a target and then the intensive intensive is one to one it's very much um individualized per student involved But it's um the difference between tier two and three is tier two tier three brings in more other out could potentially bring in outside services like um or potentially like a school psych or um just to help with uh getting these students um you know the help they need to find success. But again very similar at the middle school. This is still in process um but it's also gathering input from our staff and um as we move forward. All right. So, at the high school, um we are kind of entering into the tier one phase. We recognize we are an enormous school. Um we are very blessed to have those very similar stats to elementary. Um
035and we have so many things to offer our students, services, engagement activities, um you know, clubs and activities, all those types of things. So, how do we hone in on making that more of a formalized system? Um, so our goal this year is to break our school up into committees. Um, as you can see, the committees are listed under the the topics at the top. Um, and each staff member in an organized sort of manner will join a committee and these committees will focus on all of the skills that we all the opportunities and skills that we already possess and then sort of formalizing them into a more um structured system of supports for our students. Um we're going to use our faculty time to work on this and um our teachers have so much
036to offer with all the demands of teaching at the high school level and trying to to maintain um that that sort of stream of climate and culture. You know, we really look at what's that idea of one trusted adult. Every student in the building should have one trusted adult and how do we make sure that happens? And I think as we move through these um committees, we'll be able to really focus on um and set some structural goals um to achieve this in a timely manner. We're very excited about it. So if you look at the different steps in the process for MTSS uh B, this is our Matthew Thornon uh elementary MTSSB framework. Um and the different parts of that tiered system depends on like how your conduct is going in the school like
037our tier one you are acting um and following the behaviors of expected behaviors and we're doing things as staff like choose love and modeling our like pause behavior matrix. Um we're using a sheet of like tier one universal supports that teachers are using the classroom. We met we'd worked with Poly Bath for a couple years and we're using some of the strategies she worked with our staff with to target uh behaviors and we're making those connections with parents early on because parents are part of that process too. The school in conjunction with parents working together how can we uh get students to behave expectedly and so anyone from zero to three conduct reports falls in our tier one system. Once you hit your fourth conduct report, you kick over to our tier 2 system. and
038now we assign a behavior um plan to you. The school counselor gets roped in at that point. The school counselor and the teachers are working on a behavior plan for that student and they're also staying conjunction with uh the parents. So, they're utilizing tier 2 behavior supports. uh we have more specific targeted poly bath uh videos that she puts out that we uh reference with our um students and like I said that other layer of school counselor whether she's doing lunch bunch groups or meeting with that student or working with that teacher hey I noticed you've tried all these things have you tried x y and z yet and coming up with a plan together so that follows you from four conductor points to nine you stay in that tier 2 category where we're trying
039to get those behaviors to stop so you're acting uh behaving appropriately ly as expectedly as we uh for our school. So if you got to six conduct reports in those interventions that we're putting in place, keep you at six. Fantastic. Like that's that's what we hope to get. We don't want you to get to three ever. And we try everything we can to uh from getting there. Once you hit 10 conduct reports or more, then you're a tier three student. And from there, we've have the parents working with us. We have the teacher and the school counselor. Um, Matt Thor, we loop in the school psychologist at that point and we have uh Patty Join who runs our student support center with a behavior background. The four of them now make a team to work
040together to put supports in place uh for that kid. Um, and working with conjunction with parents, your behavior action plan uh becomes more specific and targeted. and we meet with our school counselors and the psychologist and um our student support center person uh every two weeks to check in on those action plans, update them the progress of the kids like how they're doing, what supports are in place right now, are we effective what we're doing, do we need to pivot, uh stuff like that. Um so it's that tiered system of supports that gets uh more it gets greater with what we're putting in place to try to get that behavior back to appropriate behavior for those kids. So the behavior matrix you see here is for Moose Hill. This is our positive behavior interventions and
041supports. Um at Moose Hill is called our moose tracks to success. We don't have paw prints like the other ones, so we can't use paws, so we had to come up with something uh different. But um we still use the common language of be respectful, be responsible, um and be safe. And we make sure that our language is developmentally appropriate, child-friendly um for those expected behaviors for our kindergarteners. We want to make sure that um the language is consistent and common across the staff when they're um interacting with the students and those expected behaviors. This reflects our kindergarten matrix. We do have one for LEAP that um is not in a matrix format. It really just has five main behaviors that we're focusing on like using your listening ears, sharing and taking turns. Um you'd
042be surprised, cleaning up. So things like that. So um so we do have that at our preschool prek level but um not using it the matrix format. We really just want to make it more simple communication for uh threes and fours with setting those behavior expectations. And then at the elementary level, each of our schools has a similar matrix to Moose Hill. At North, we have our cause expectations, practice, respect, act responsibly, uh, welcome kindness, and stay safe. And under each of the expectations on our spreadsheet, we have examples as to what expectations look like, um, like saying please and thank you. Under the respect category or materials under the act responsibly section. Uh, the language used here, like uh, like Sandra said, is very consistent among our amongst our staff. We use that with
043families. We use it in conversations with kids every single day. And we even review those expectations on announcements every morning with our whole entire building. So uh when students are following the pause expectations, we make sure to let them know on various means different kinds of recognition be it individual student level or whole class level, whole school level as well. Um and this is really a large part of our culture as a school and I know that's the same case across all the elementary schools and hopefully by being proactive and equipping our students with these skills um they're going to have a successful day at school and also in the community past our school. Okay. Okay. And at the middle school, again, we have our core values matrix, our behavioral matrix. Um, again, developing the
044appropriate uh middle school age students. And these were built off of um, believe it or not, work that had been done prior to me um, coming to the school. I was able to take that work that had been done and put it to good use. Um, so we could actually hit the ground running this year with this. Um so these were actually developed by um the staff um and are it actually continues to be refined here and there um but it's hitting all different places within the building that we could possibly um have which is um it is following our core values or our three pillars respect responsibility and perseverance. But whether it's classroom, hallways, cafeteria, restrooms or social situations um we have expectations that we follow. um that that fall under the three pillars.
045Um, additionally with this um they're posted all over our building. Um and it's not just a poster on the wall when we're working with with our students, whether it's coming into my office or whether teachers deal. It's it's we can refer to these things because they're aligned with the different areas of our building. And when we can hit our core values, um it just drives it home a little bit more. uh working with the students, especially when they're hitting speed bumps along the way with their behaviors um that they can learn and grow from them. So, so communication with our families is obviously critically important. I'd like to call Katie Miller over. Uh Amanda's reserved a spot for you here to come join the committee. She's done some terrific work. So, I'm awkwardly gonna just
046have her speak to this slide. Uh but she's done some great work with the committee and obviously at MT and she's going to talk about the communication piece within MT. Sure. Absolutely. So, anytime that a student has a behavior write up, um it is part of our procedure that we contact a parent. So, it's a check box on the write up form and that communication will come directly from the adult who is writing up the student because they are aware of whatever situation took place. So, that can come via email or a direct phone call. Um, we feel like transparency and communication is really, really important when we're dealing with some of these challenges. And we keep we do keep referencing our behavior documentation form. This is what it looks like. Um, it was developed
047about two years ago under the guidance of um, our behavior consultant, Poly Bath. We had a district-wide committee work on creating a common form that had common threads throughout it uh, that would be consistent across all the school buildings from Moose Hill all the way through the high school. So, it was really hard to originally kind of figure out what are those big bucket behaviors. Poly was a huge help with that. U and we end up breaking things into four different categories. Disrespect, disruption, refusal, and safety because we figured at all levels, those were the four big categories. And we broke them down into smaller um smaller examples underneath that. Not everything falls under all those examples necessarily, but it gives us a pretty good list um to begin with. So, we record these actions
048on the form and any staff member across our building could fill out a form. Um it typically goes back to the classroom teacher or the home room teacher and um then it's logged in the office. um tier 2 and tier three behaviors come to the office at that point in time, especially if it's a physical incident. Um and then we log the incidents in Aspen. Um we also note how the parents were contacted on the form um before it's logged on Aspen as well. And this has really streamlined our reporting for behavior instances. We're able to sort um our behavior data now by location, by category, by timeline to target specific locations or incident types. So, if we need to intervene some other way, if we're seeing a lot of incidents in the cafeteria or
049out in the playground, is there something we can do schoolwide um to change that to make things better and safer for all of our students? Okay. So, um at LMS, uh this is new this year, um implemented pretty early uh within the school year. one of when meeting with the staff about what their needs are as we're as we're moving forward with MTSSB um and then talking about clear communication is clear communication and understanding what really is you know teacher managed versus what is managed by admin. Um and one of the things that really came out clear that staff needed and wanted was a clear flowchart. So this flowchart was adapted from MTSSB uh to fit the needs of LMS. Um and with meeting with teachers, admin, the you know everybody with involved in our
050school, uh we were able to uh come up with this flowchart that every teacher has a copy of. We we have gone over explained it um and we use it. So the it's pretty much it if you walk around the building, you look in classrooms, you look close up, you're going to see it in every single teacher's classroom. We have a flowchart. So you know, something like calling out isn't coming to the main office per se versus something where it's more I'm looking at I'm just looking at the first one like directed abusive profanity. Well, that's coming bring it on in. That's admin. So knowing what to do, when to do it, and having a flowchart to follow was something was a need at LMS uh that we were able to um to meet pretty
051quickly this year and and and springboard and move forward with the TSSB. And that's what it looks like. We also want to thank Sarah Laughlin and Manchester School this year for sharing their behavior flow charts, a lot of the good work they're doing over there. So that was kind of a springboard for some of the work happening. This is excellent. Uh so what's next? So, as a committee, we're going to continue to build out on our tiered system. Um, obviously, this is the greater committee and that, you know, filters down to each of our schools. I know at the high school, we have a rather large committee with staff. Um, as well, we're going to continue to build on school culture. Um, so all of all of the aspects of um this system help to
052build school culture, relationships with our students, relationships with our community, and that's most important thing. And then we're going to transition from RTI to the MTSSA model. Um, so that's a big big step and big transition that's coming. And the the good great thing that we're going to do is getting have data this year to kind of look at and analyze that will come out in July and that will that will really um guide what the next steps are in terms of this process. So, thank you for listening to our presentation. We hope you're able to see the value in the MTSS model and the excellent work happening in our schools uh by using it. Uh we welcome any feedback from the board. I am so excited about this. Uh this is amazing work. It
053will help everybody. Will help our students. It will help our teachers. It will help our administrators. Scott, you said I'm going to pick on you. You said something. And we want to have as many kids in tier three as possible. tier one. So the tier one we want smaller. Oh yes. So okay, sorry. As little kids in tier three as possible. And the reason for that um is not just so we don't have a lot to deal with. The reason for that is everyone gets what they need before it becomes a huge issue. Um and that results in availability to learning for the kids and the teachers can teach. Um and for you guys, many of you guys are the first responders, right? So you're you're dealing with those behaviors and for this to be
054in place um in addition to just making it a happier environment for everybody and retention and all those good things. Um it's just going to result in kids getting what they need proactively, which I know is everyone's goal here. No one wants to see kids not get what they need to be successful regardless of the tier that they're on. Um so I see that and I just wanted to acknowledge that. Um and I know that you all care about that very much. Um and the only thing that I I think like going forward um little feedback points is um reinforcement systems in classrooms like those can make a huge difference from the tier one level in elementary especially. So um you know pushing pushing that direction and also um QR codes for uh behavior tracking
055for tier one and two can be kind of hard for classroom teachers to take data. So if anyone wants details on that um it can be an easier way to kind of to get the data that you need to kind of drive some decision making. Great job also. I just I have a question. In Aspen, are like sending schools able to see like from north to the middle school, you're able to look back now on like things that were done at MTSSB practices, um, you know, behavior plans that worked. And so now you can able to see like the progressions and get right off the bat. And with that behavior, something put in there. It always shows me my current year. But I can change that. I can see from every kindergarten all the way
056through. So as we're tracking and managing that stuff, you can see on those things. And now that we have these behavior action plans in place, we can pass those on to the middle school level and they can pass them on to high school as well as it's a Google document that we're keeping track of. Kind of like with our RTI and TS, hey, all those um intervention plans we put in place, you can see the historical data. You'll be able to see and track like what behaviors were, what interventions worked, and what was successful for these kids along the way, too. Yeah. We'll even be able to see like conduct referrals that they had the elementary school in Aspen and then moving up looking at all records. So I think the documentation in Aspen and
057just being able to see that. I think just transitioning from school to school to school that's so helpful among staff, administrators, teachers. So yeah, I love all the organization and your matrix and flowcharts. I love it. Colorful, nice, easy to read and that's that's great. Yeah. One of the things that the high school is going to is going to start to receive from us now is also they'll be able to drill down deeper into the data as far as what's um you know they're looking at a student that's struggling. They may see typically it was just admin or um but from from the middle school um point of view they're actually going to be able to drill down to see those uh journal entries from teachers that are entered. So things that maybe not have
058hit the admin level, they can actually look deeper and to see, okay, well maybe it didn't hit admin, but let's look at this and see what they what was going on in the classroom and see what we can help with, you know. So it's just the more I think the more data we have that's usable and at fingertips and something like our Aspen um the more we can make it easy to access to to access um the more we can do stuff with it. So Yeah. So uh this particular slide front and back I think was probably most important one for me because on one you have that that documentation point form and to be able to target for especially with the middle school uh because we know how much how many issues they run
059into last year going into this year to try and pinpoint it rather than saying wow things are really not working well in this school like where do we start with this. This allows you to know where to start. You see a pattern going on. You can analyze, okay, it's in this category. It's happening in this area of the school. You can do targeted corrections rather than just being overwhelmed by we don't know where to start with the problems in the school. And on the other side of it, which we deal with a lot, um having a flowchart um so that everything doesn't people know exactly where to go when you run into an issue, where to start and when to escalate it up to the next level. Uh it's just that much more efficient to
060use them. So I I love it. It's going to be with a the behavior documentation form and tracking these kids tier one, tier two, three. That's remember those are individual kids and we'll work on those. So, we have teams at our school that target universal teams and monthly we look at like where what are the biggest behaviors we're seeing at our school? Um, is it safety? Is it refusal? And breaking it down to that secondary level. Okay, wait. Is it physical contact? Is it on the bus? Is it um threats or anything like that? So, we look at those at a month per month like meeting and okay, we're really struggling with bus behavior right now. So, we run um assemblies on bus behavior and we get on the buses and we talk to the
061drivers and we talk to the students on the bus and our student council is running skits and our I get your back clubs running uh programs in the schools to try to locate this is our weakness in our school right now. How can we flood some target to these areas to reduce those things? So, but it's been really helpful to target out what the biggest behaviors are in the school to provide resources or to knock those down. It's been great. I echo a lot. The closure, I love that. Anything ambiguity situations, is that something that's that's kind of being that's being done at all the schools by now? That's awesome. I love that. Absolutely love that. I'm just going to bounce off of all my colleagues. Um, as most of you know, you know, having
062a plan is half the battle and this plan is outstanding. Uh, to Sarah's point and and some of the information she brought um from from her district I I think is going to be helpful across the board. So, congratulations and uh look forward to this helping us move, you know, every student into uh tier one and that. So I I commend you for putting this together and spending the time to take us to that next level. So thank you very much. Look forward to seeing the results. Thank you. 6.3 dining services remember is okay one crystal before the next question. Yeah absolutely yes that sure can no while while she's here. Yeah that's a great idea. So you know I want to commend uh Crystal Rich our wonderful go uh director. Um you know I've
063been trying to give you guys some updates from Concord. Normally, I'm not worried about concrete, but there's this changing dynamic around local control that we got to keep an eye on. You think? Um, you know, so the tax cap we talked about last time is no longer part of the house budget. Correct. But the open open enrollment is it is. Um, so I think monetary families have to get involved because I know we have a lot of pride in our community. I don't think if everyone's ready for orders to be changing, for lack of a better term. Another thing I learned about last week was it looks like currently in the House budget that's going to go to the And obviously there's lots of processes. The matching funds that normally go to adult ed are
064not there. We're a little bit different than most adult ed programs because our students do get a diploma from us. That's not how all adult edit is it's adult being educated. So Crystal's here to share a few comments. Uh you know her kids done a great job reaching out to local legislators, but she's also the best person to answer questions you guys might have about this show. Yeah. So I think um it uh being a director in adult debt can be complicated simply because when we all come to the table up at the state um everybody's coming from a different area. So some directors are coming from prisons, some are coming from um school districts, some are coming from outside adult learning centers. um our adult education program. Although we have eight uh excuse me,
065seven title 2 students, which means they're above the age of 18, one of them is currently 75 years old and is going to graduate in May. So, I'm very excited about that. Um but our dynamic focuses more on students who are 16 to 25ish years old typically. Um, I think that when we look at funding in terms of how we're running this program, it's really essential. It's essential for all the programs across the state simply because we work with one another and they might need me to help them with one of their students or I might need them to help, you know, them with one of our students. Um, we're a pretty tight-knit group and anytime funding comes up that could be um, changing the dynamic of how we operate, it becomes very stressful for
066all of us. Um, our students have really stepped to the plate and written um, letters and emails to Senator Carson, which has been amazing. Um, as well as our adult ed teachers. Um, I have also written a letter. Um, we've invited her to our graduation on May 29th, so we're kind of hoping that she comes so she can really kind of get boots on the ground experience with with what we're doing here. Um, and how many kids we're servicing. Um, I took some time this afternoon with some of my staff to just flood you with some documents and data. You can look at them when you have time. It's a lot, I know. Um, but it's an important important program here and I'm happy to help with whatever you need to kind of support and
067make noise up at the state level so we can keep doing what we're doing. Do you know when they're discussing this? So, I need I know it's been in talks. Um, as directors, we're in a a separate group where we kind of get email feedback and they'll kind of tell us, you know, all right, it's at this point we need to do this. At this point, we need to do this. Um, so I can get you a kind of scheduled dates of of when those specific times are going to happen. I reached out to her before the meeting just to try to get the timeline on this this area. So that' be great. Yeah, I'll share it with everybody so we can get involved and I kind of give you a um an explanation of
068how our grant is spent and what we spend it on. Um it's it's just really important to our kids. Sure is. Sure is. Yeah. in our community. Not not just our kids, our community. We've been helping a lot of adults lately and it's been really great to just see them come back and as they're sitting in the classroom, they're inspiring our kids to really complete their diplomas and that's important. And plus, you're still working with Lichfield as well, too. We are. We have an helping another community as well. So, we have a lot of good students. Yeah. It's very important. Really well with us. Yes. So, yeah. Whatever we can do. Yeah. Send us any info. We'll share with you. I'll Okay. Soon as I hear from her, I'll stay in touch with you. That'll
069be great. Thank you. Yes. Appreciate everything you do. Thank you. Thank you. All right. Dining services. Next Crystal up. Hello everyone. How are you? All right. So, we're just going to be going over the dining services spring update. Um, my talking points for the evening are going to be the overall financials, uh, unexpected equipment purchases, the negative student debt, government changes to free and reduced and direct certification, government changes and tariffs, meal prices for SY 25 and 26, and then Titan link updates. Uh, so the department will end the year in a negative. Uh this was anticipated as we utilized lingering CO 19 funds. The contributing factors to that were replacing the tables at the elementary schools. That was an expected expense, changes to food prices and chemicals, uh free and reduced reimbursement, and a
070few unexpected purchases. Uh so food pricing has had minor fluctuations throughout the year, but chemicals saw a massive increase. Um, and I have actively been shopping around for a new chemical vendor to ensure that we can get the best prices available. Uh, reimbursements are lower than previous years, contributing to less income. Our meal numbers are steady and we are currently feeding roughly 45% of the students at each location. Um, I will outline the unexpected purchases in the next slide. Um, and in addition to the overall financials, um, I'm going to be moving to a more costefficient operations module, I've monitored each school's expenses and revenues throughout the year, and I will use that data to improve each kitchen's financial responsibility, ensuring we operate in a healthy budget moving into SY2526. Next slide. You're faster than
071me. Uh, so the unexpected equipment purchases and or repairs. Uh, we had a warming cabinet that needed to be replaced at the middle school. Um, new diamond plating flooring in the walk-in fridge at the high school. Um, a propane conversion over at Matthew Thornton. Um, a link credit card reader for the high school, the one we currently had will be obsolete as of next year. Um, minor repairs and purchases districtwide, and all of those totaled out to $11,572. 16. Um, I just want to make a note that a few of these uh repairs did come about from our health inspections, so they were necessary. Next slide, please. Uh, the negative student debt. Um, this slide has one amount listed, but I do have an updated number for you as of today. Um the current negative
072debt is $60,5921. Uh how we are reaching out and collecting debts. Food service shares a district-wide spreadsheet uh with all of these schools. We make monthly phone calls from food service as well as school secretaries. Weekly emails come from food service. Negative balance letters go out through the uh United States Post Service monthly. and we started setting up payment plans uh with the BA, the admins and myself. Um I would like to assure families that eligibility status is not listed on any of the shared documents. Uh in addition to the above, the BA worked with our admin council to implement repercussions for students that have negative balances. The hope is that if students want to participate in extracurricular activities that parents and guardians will make the effort to pay off negative balances and or reach
073out to Miss Small or myself concerning payment plans. And another measure to help combat the negative meal debt is to enforce our policy of not selling alocart items when accounts are negative. We do not do that at the high school and the middle school. So, my focus is milk and water charges across our three elementary locations. Uh, rather than letting students leave cards to the side, we'll be shifting to having them either order their milks in advance like they would their lunches or purchase it at the register in line how alocarts are sold at the other two locations. Um, these current charges that we are overriding are adding to the negative balance roughly $15 to $30 each day. Next slide. Uh there are potential government changes to free and reduced and direct certification. So um
074the changes to free and reduced applications and the direct certification list would significantly impact student eligibility for SY2526. Potential changes to the direct certification list. Um, normally a direct certification eligibility carries for the entire school year. The proposed update would change that eligibility to monthly. Uh, the potential change for free and reduced applications, those would need to be verified at the time of receipt versus the 3% pool that's pulled during the verification window. Um these changes to free and reduced would increase the time it takes to process applications as all information would be required for processing. Currently 10.6% of the district is on free and reduced. Um applications only have a 10day window for processing. This change will increase the workload at the beginning of the school year when applications are more prevalent. So, it
075will be imperative that parents and guardians monitor their email for any correspondence from food service as failure to respond in that 10day time would result in a paid eligibility status. Next slide, please. Uh, how government changes and tariffs could affect us. Um, the byamerican initiative. So by American saw stricter guidelines put into place for SY 25 and 26. While this ensures we bring in foods closer to home, it will limit the foods available for purchase as 51% or higher of the total item must be made in America and tariffs could potentially change pricing on goods. To help ensure we are getting the most out of our funds, I will monitor our bids closely as well as continue to be part of the New Hampshire buying group. In addition, uh, menus have been adapted for SY2526
076to cut out items brought in that were off bid. This will help our bottom line as well as cut out the potential of being out of compliance with the updated by American regulations. Next slide. uh potential meal price increases for SY 25 and 26 due to government changes, tariffs, and updates to buy American. I do not have a clear view if changes to our federal funds will take place. If a price increase is determined necessary, I will increase lunch pricing only as minimal as possible. My goal is not to put extra stress on families. And at this time, the state has not given us any clarification on federal funds or what to expect for SY 2526 concerning the school breakfast program and the national school lunch program. So, I will update that as that information
077becomes available to me. Next, uh updates to Titan and linked. Titan has changed its name to linked school nutrition. Um, so please be on the lookout for new links associated with our programs as this change will start happening this school year. As of SY 25 and 26, menus will transition from neutral slice to link. So it and I will be transitioning our current tech equipment over to the new links throughout the remainder of the school year and the switch will be complete for SY 2526. And I do want to thank everyone for rolling with the ups and downs as I completed the Titan and Link implementation. I am happy to say that we are in the home stretch and link will be fully integrated for SY2526. I would also like to thank it for all
078of their help along the way. Next question. So the outstanding uh negative student debt. Yes. Correct me if I'm wrong. It's a similar level to where we were last spring. Yes. What do you see working or not working as far as encouraging the payoff? Um, so the district office has done a great job um working with all of the schools themselves to set repercussions in place. Um, my hope is by taking away some of those smaller things that we were just overriding charges on, like you know, some waters and things like that, that will just help us along the way. $15 doesn't seem like much, but over the span of each day, it goes out quite a lot. Um, and then I am still actively working with parents as far as payment plans and things
079of that nature, but it is a very long process and we're doing the best we can with it. Um, but for every parent that pays, there's another debt that's occurred somewhere else. So, it very much stays at that same number. There's no fun being a debt collector. So, no, it is not. Thanks. I think we're good. Thank you, Crystal. Thank you guys very much. Thanks. to deliberations general asurances for federal programs. I think the third way we've done this is basically the document we have to review public has to review and eventually sign up on it and we do uh we get to accept federal funds in the summer. I think our deadline is really June. Yep. So we got time to review it. It didn't seem to have any major updates uh in my
080mind from prior years. I I reviewed it to last year's Dan and I didn't find anything. Anybody have any questions on this? I'll just take another look at it and if you want to bring a copy um you know of a signature to the next meeting. Sure. You know, we should be able to if we don't find anything, but I'll reach out to you and if I see anything and um we can address it then and get this finished up. Okay. All right. We got two policies um second readings. Anyone have any changes on any of the uh six policies second reading that you seen through the packet? I didn't see any changes on your end either. Everything seemed status quo on those. So, we'll go right through these. Um, I'll look for a motion
081to approve the second reading to adopt policy JLBA, wellness policy. Please move. Motion by Sarah. Second. Second by Tim. All those in favor? I I 7.3. Uh, look for a motion to approve the second reading to adopt policy J, internet access for students. Please. So move. Motion by Sarah. Second. Second by Kevin. All those in favor? I I 5 by 5. 7.4. Look for a motion to approve the second reading to adopt policy J I C L R internet access for students acceptable internet use procedures. Please move. Motion by Sarah. Second. Second by Amanda. All those in favor? I I 50 7.5 for a motion to approve the second reading to adopt policy GB EF internet access for staff please. Motion by Sarah second. Second by Tim. All those in favor I I 7.6 Six.
082Look for a motion to approve the second reading to adopt policy GBFR, internet access for staff, acceptable internet use procedures. Please move. Motion by Sarah. Second. Second by Kevin. All those in favor? I I five ter and 7.7 look for a motion to approve the second reading to resin policy I I AE acceptable use policy for students please move motion by Sarah second second by Amanda all those in favor I 50 thank you all right uh superintendent report 8.1 follow up on traffic concerns Yeah, quick quick follow up. I actually talked to Chief Ranard a couple hours ago, so a little more of an update than here, but uh from talking to him last week, I understood why things are the way they are and I trust the LPD entirely. We have a great partnership.
083They're they're functioning their limited resources like we are. So, I kind of understood um his reasoning for where SOS are and where SRO's are and where they are not. Um what he's looking to do is potentially hire a crossing guard for that intersection. Yeah. Work for us and you know I think it's a good example. We have a great partnership with them and I think they do great work and we find a way to figure it out. Yeah. Yeah. I talked with them this afternoon as well. Um I guess they had another meeting last night. I wasn't there and um you know and expressed the same thing that if we have an issue they've always been right there. Y you know we call them and they're there. So, if uh something does arise, um I'm
084sure you you and your staff will reach out and um and that I don't I don't know where this came up, but um he's he's always there for us when when we call, so appreciate you talking with them and um I think we're good. Okay. Um 8.2 upcoming schoolboard meeting topics. Yeah, I'm looking to the future. Um a few things I know that'll come up in the coming months and we can definitely answer them. Um I believe we'll be ready to talk about bus rounds on May 13th, but we are doing a lot of research and kind of looking at our end. So we'll come back to that in a few weeks. Something new that's come up um you know in collaboration with the communications committee and athletic director. We might talk about a capital
085campaign and what that could look like um and how we can kind of mimic what private schools do for some areas, you know. So we'll kind of bring that back I think uh maybe next meeting too and talk about it. Brand new for us. something something we want to talk about and make sure we do it well. But I think it's a potentially a good idea. Um I think in early June we're going to come back to career connected learning and talk some bigger picture stuff again so we can kind of get ahead of that. Um obviously the the fire science kind of beginner class was a start. Um and and I want to use the consult we've been working with to kind of expand our our view a little bit get get some thoughts
086and ideas. um everyone's favorite moment of the meeting. Policy reviews will be here for many months to to come. I'll do my best to keep uh keep trans for not giving us 30, you know, but you know, we have to make our way through the rest of the policy book. Um you know, we're going to see how we did with our goals in July from behavior to academics. I mean, we've heard some snippets along the way just how well my high school did on the science test, which is wonderful. Um you know, I think Mr. parent and I can see now that all the schools are within striking distance of their goals this spring. I hope we get there. Um even if not, we have to kind of learn from that and come back. So
087I think we'll see that and I think if there's other things, you know, the normal business will come up like the quarterly reports I think we'll see next time. But if there are other topics uh we want to look at over the the spring and summer, we certainly can. School work too. Sure. Well, we probably should talk about kindergarten at some point, but everyone has needs a little break from that. Sorry, I said it. I know. You know, I was going to be the one to do it. Write it down. Yeah. Yeah. If we can before um probably in June um depending on what meeting dates we have, just get an update on how things have progressed for the high school phone policy. Um because I obviously we anticipated when it first got implemented in
088mid-March deflux of detentions. I just want to see how that progresses and see if it has tailed off. Yeah, that was the last meeting where Dylan said we're not there. Yeah, I think I've heard that from from Rick and his team, but we can come back and kind of more in depth. anything. Sure. Yeah. I think we'll, you know, along with kindergarten district office, of course, we'll keep, you know, keep that moving cuz we're going into two years left on the lease after this coming year. July one starts our third, you know, two years after this. So, there isn't a lot of time to react because it takes so long to get things approved and then that. So, um, we'll keep our eyes and ears. Like I said, Mr. Verani, uh, is going to keep
089his eyes and ears and open too on that front and something may, he said, you know, you never know, something may fall through, but, you know, we'll, you know, cross that. Um, I know you were going to look at it with some staff and that, so we're still going to follow through on that. Sure. Sure. It doesn't hurt. Yeah. Uh, you know, give them a sense. And then, you know, emailing back and forth what our potential needs could be. Yep. What type of price ranges we're looking at? obviously to save money, you know, so he's he's he's been good and kind of reaching reaching out. I think everything he's a good community member and and he knows we're in a situation cuz I am concerned where where we're up there. Uh everything's exploding, you know,
090and uh that's going to be a desirable Yes. Yeah. blasting away. Um but um yeah, if we can stay on that and and then um you know, start the conversation again on kindergarten probably in the June time frame. Okay. and that. So, um it's uh it needs to be talked about. So, um and that to see what we can uh come up with. Anyone have anything else? You guys good? Good. Good. All right. Well, that wraps up the regular part. I will look for a motion uh to go into non-public session requested under RSA 91A 3 section 2B. Please move. Motion by Sarah. It's called second. Second by Amanda. I'll ask for a roll call vote. Left to right, please. Hi, K. Hi, Tim Porter. Hi, Bob Slater. Hi, Sarah. And the vote. Good night,
091everyone.