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Time is 7:17 and we will call this
Time is 7:17 and we will call this meeting to order. Uh Melissa, would you
meeting to order. Uh Melissa, would you
meeting to order. Uh Melissa, would you please take the role?
please take the role?
please take the role? >> Yes.
>> Melissa Denton
>> Melissa Denton >> here.
>> here.
>> here. >> Carl Hubner
>> Carl Hubner
>> Carl Hubner >> here.
>> here.
>> here. >> Denise Meyer
>> Denise Meyer
>> Denise Meyer >> here.
>> here.
>> here. >> Richard Poor
>> Richard Poor
>> Richard Poor >> here.
>> here.
>> here. >> Bob Weimar
>> Bob Weimar
>> Bob Weimar >> here.
>> here.
>> here. >> And also seated at the board table is
>> And also seated at the board table is
>> And also seated at the board table is Superintendent Bob Thompson.
>> Thank you very much. At this time, I
>> Thank you very much. At this time, I would like to request we all stand for
would like to request we all stand for
would like to request we all stand for the pledge of allegiance.
I pledge allegiance to the flag of the
I pledge allegiance to the flag of the United States of America and to the
United States of America and to the
United States of America and to the republic for which it stands, one nation
republic for which it stands, one nation
republic for which it stands, one nation under God, indivisible, with liberty and
under God, indivisible, with liberty and
under God, indivisible, with liberty and justice for all.
Board members, in your packets, there
Board members, in your packets, there are three sets of meeting minutes. one
are three sets of meeting minutes. one
are three sets of meeting minutes. one from May 26 regular meeting, May 26
from May 26 regular meeting, May 26
from May 26 regular meeting, May 26 non-public number one, and non-public
non-public number one, and non-public
non-public number one, and non-public number two. If you could please take a
number two. If you could please take a
number two. If you could please take a few minutes to review those
I'll make a motion to
I'll make a motion to um accept the meeting minutes from May
um accept the meeting minutes from May
um accept the meeting minutes from May 26 regular meeting non-public session
26 regular meeting non-public session
26 regular meeting non-public session number one and non-public session number
number one and non-public session number
number one and non-public session number two.
two.
two. >> Second.
>> Melissa, do we have anyone here for
>> Melissa, do we have anyone here for public comment?
public comment?
public comment? >> No one approached me, but maybe I should
>> No one approached me, but maybe I should
>> No one approached me, but maybe I should just take a moment and ask the audience
just take a moment and ask the audience
just take a moment and ask the audience for the board.
for the board.
for the board. >> Thank you.
>> Thank you.
>> Thank you. >> Is anyone here for public comments? You
>> Is anyone here for public comments? You
>> Is anyone here for public comments? You do have to be a Hamstead resident.
do have to be a Hamstead resident.
do have to be a Hamstead resident. Okay, looks like we're all set.
On to current business. We have student
On to current business. We have student Chromebook donation requests for the
Chromebook donation requests for the
Chromebook donation requests for the eighth graders with Mr. Dion.
Wears a lot of different hats.
Wears a lot of different hats. >> Yes, he Yes, he does.
Good evening.
Good evening. I'm asking for the school board for
I'm asking for the school board for
I'm asking for the school board for approval for the gift of uh Chromebook
approval for the gift of uh Chromebook
approval for the gift of uh Chromebook devices to the eighth grade students. If
devices to the eighth grade students. If
devices to the eighth grade students. If approved, our department, the technology
approved, our department, the technology
approved, our department, the technology department, will deprovision the eighth
department, will deprovision the eighth
department, will deprovision the eighth grade devices, which essentially will
grade devices, which essentially will
grade devices, which essentially will allow students to log in with their
allow students to log in with their
allow students to log in with their personal Google accounts. We will be
personal Google accounts. We will be
personal Google accounts. We will be collecting eighth grade devices along
collecting eighth grade devices along
collecting eighth grade devices along with other grades next week. and we will
with other grades next week. and we will
with other grades next week. and we will keep them in the main office. Guardians
keep them in the main office. Guardians
keep them in the main office. Guardians will be able to pick up these devices
will be able to pick up these devices
will be able to pick up these devices until the first week of July. Typically,
until the first week of July. Typically,
until the first week of July. Typically, in the past, about 35% of eighth graders
in the past, about 35% of eighth graders
in the past, about 35% of eighth graders wish to take these devices and use them.
wish to take these devices and use them.
wish to take these devices and use them. Um, our department uses the remaining
Um, our department uses the remaining
Um, our department uses the remaining devices for repair parts for other
devices for repair parts for other
devices for repair parts for other Chromebooks still in service.
A motion to donate the Chromebooks to
A motion to donate the Chromebooks to eighth graders that wish to have them.
eighth graders that wish to have them.
eighth graders that wish to have them. >> Second
>> Second
>> Second >> discussion.
>> discussion.
>> discussion. >> I just like to understand
>> Um I'm sorry. I'm not sure I understand.
>> Um I'm sorry. I'm not sure I understand. any of the ones that we're obaining to
any of the ones that we're obaining to
any of the ones that we're obaining to give to other students and for their
give to other students and for their
give to other students and for their needs.
needs.
needs. >> So,
>> So,
>> So, we collect we create an RFP and we get
we collect we create an RFP and we get
we collect we create an RFP and we get new devices for um fifth graders and for
new devices for um fifth graders and for
new devices for um fifth graders and for first graders every year. Um we do have
first graders every year. Um we do have
first graders every year. Um we do have a collection of spare devices. It's kind
a collection of spare devices. It's kind
a collection of spare devices. It's kind of like a revolving pool, if you will.
of like a revolving pool, if you will.
of like a revolving pool, if you will. Um, so the eighth graders that do not
Um, so the eighth graders that do not
Um, so the eighth graders that do not decide to pick up their devices, um,
decide to pick up their devices, um,
decide to pick up their devices, um, they've already had four years of fairly
they've already had four years of fairly
they've already had four years of fairly heavy use. Um, a lot of times, um, we're
heavy use. Um, a lot of times, um, we're
heavy use. Um, a lot of times, um, we're able to salvage the screens out of some
able to salvage the screens out of some
able to salvage the screens out of some and the keyboards. Um if the students
and the keyboards. Um if the students
and the keyboards. Um if the students do well and keep their devices in good
do well and keep their devices in good
do well and keep their devices in good working order then it's kind of um it
working order then it's kind of um it
working order then it's kind of um it benefits them to have good working
benefits them to have good working
benefits them to have good working device that that in the traditionally in
device that that in the traditionally in
device that that in the traditionally in the past that we've given back to them
the past that we've given back to them
the past that we've given back to them to take home to then use their personal
to take home to then use their personal
to take home to then use their personal accounts. So um we do have a pool this
accounts. So um we do have a pool this
accounts. So um we do have a pool this is kind of um part of what continues to
is kind of um part of what continues to
is kind of um part of what continues to happen every year is it it um adds extra
happen every year is it it um adds extra
happen every year is it it um adds extra devices to our pool of spare
devices to our pool of spare
devices to our pool of spare Chromebooks.
Chromebooks.
Chromebooks. And I think you said Joe too that about
And I think you said Joe too that about
And I think you said Joe too that about it's around 10% of the Chromebooks each
it's around 10% of the Chromebooks each
it's around 10% of the Chromebooks each year break.
year break.
year break. >> It varies. Um typically it's around 35%.
>> It varies. Um typically it's around 35%.
>> It varies. Um typically it's around 35%. Last year it was around 10%. Um not as
Last year it was around 10%. Um not as
Last year it was around 10%. Um not as many um kids picked them up.
many um kids picked them up.
many um kids picked them up. >> So last year everybody was really good
>> So last year everybody was really good
>> So last year everybody was really good to their Chromebooks but normally it's
to their Chromebooks but normally it's
to their Chromebooks but normally it's about oneird.
about oneird.
about oneird. >> Yes.
>> Yes.
>> Yes. >> Okay.
>> At this time I request a vote. All in
>> At this time I request a vote. All in favor of making this donation.
Thank you.
Thank you. >> Thank you very much.
>> Thank you very much.
>> Thank you very much. >> Thank you, J.
>> Thank you, J.
>> Thank you, J. All right, moving right on to Hamstead
All right, moving right on to Hamstead
All right, moving right on to Hamstead School Board scholarship update. Uh on
School Board scholarship update. Uh on
School Board scholarship update. Uh on June 11th, Pinkerton will have their
June 11th, Pinkerton will have their
June 11th, Pinkerton will have their annual senior awards night to recognize
annual senior awards night to recognize
annual senior awards night to recognize and announce the recipients of the
and announce the recipients of the
and announce the recipients of the scholarship offerings, two of which are
scholarship offerings, two of which are
scholarship offerings, two of which are for Hamstead. Uh at the school meeting
for Hamstead. Uh at the school meeting
for Hamstead. Uh at the school meeting last August on the 26th, the board had
last August on the 26th, the board had
last August on the 26th, the board had voted to offer scholarships to two
voted to offer scholarships to two
voted to offer scholarships to two graduating seniors and those winners
graduating seniors and those winners
graduating seniors and those winners have been chosen by Pinkerton. The names
have been chosen by Pinkerton. The names
have been chosen by Pinkerton. The names will be announced at their award
will be announced at their award
will be announced at their award ceremony on Thursday night this week at
ceremony on Thursday night this week at
ceremony on Thursday night this week at the Hackler Gymnasium. And the SAU will
the Hackler Gymnasium. And the SAU will
the Hackler Gymnasium. And the SAU will send the scholarship checks to the
send the scholarship checks to the
send the scholarship checks to the winners on behalf of the board prior to
winners on behalf of the board prior to
winners on behalf of the board prior to summer break and inform the middle
summer break and inform the middle
summer break and inform the middle school so that their names can be added
school so that their names can be added
school so that their names can be added to the growing list of recipients on
to the growing list of recipients on
to the growing list of recipients on display since the scholarship was
display since the scholarship was
display since the scholarship was established in 2003.
established in 2003.
established in 2003. So early congratulations to those yet to
So early congratulations to those yet to
So early congratulations to those yet to be named scholarship recipients.
be named scholarship recipients.
be named scholarship recipients. Moving next to the agenda item,
Moving next to the agenda item,
Moving next to the agenda item, superintendent evaluation wrap-up.
The board has voted to approve the
The board has voted to approve the superintendent's written evaluation per
superintendent's written evaluation per
superintendent's written evaluation per procedure CBIR. Additionally, the board
procedure CBIR. Additionally, the board
procedure CBIR. Additionally, the board voted to approve a 4% cash performance
voted to approve a 4% cash performance
voted to approve a 4% cash performance bonus payable to Mr. Thompson this
bonus payable to Mr. Thompson this
bonus payable to Mr. Thompson this summer as allowed for this multi-year
summer as allowed for this multi-year
summer as allowed for this multi-year employment contract with the Hamstead
employment contract with the Hamstead
employment contract with the Hamstead School District dated on September 12th
School District dated on September 12th
School District dated on September 12th to 2023.
And that should close that out. So we
And that should close that out. So we can move on to next agenda item, the
can move on to next agenda item, the
can move on to next agenda item, the fund balance retention.
fund balance retention.
fund balance retention. Mr. Dow, turning it over to you. Thank
Mr. Dow, turning it over to you. Thank
Mr. Dow, turning it over to you. Thank you very much.
you very much.
you very much. In your packets, you will have a uh
In your packets, you will have a uh
In your packets, you will have a uh year-end budget to actual projection as
year-end budget to actual projection as
year-end budget to actual projection as of today and we'll start there. Um what
of today and we'll start there. Um what
of today and we'll start there. Um what I'm going to be asking that you do is if
I'm going to be asking that you do is if
I'm going to be asking that you do is if you'd like, you can also wait till a
you'd like, you can also wait till a
you'd like, you can also wait till a little bit later in the uh in the
little bit later in the uh in the
little bit later in the uh in the summer, but I'd prefer that if you have
summer, but I'd prefer that if you have
summer, but I'd prefer that if you have the opportunity to do it today that you
the opportunity to do it today that you
the opportunity to do it today that you would. It helps us be able to close our
would. It helps us be able to close our
would. It helps us be able to close our books out a little bit quicker. Um, I'll
books out a little bit quicker. Um, I'll
books out a little bit quicker. Um, I'll ask that you designate an amount for
ask that you designate an amount for
ask that you designate an amount for fund balance, what would we call
fund balance, what would we call
fund balance, what would we call unassigned fund balance that we're able
unassigned fund balance that we're able
unassigned fund balance that we're able to retain by statute. We're able to
to retain by statute. We're able to
to retain by statute. We're able to retain up to 2 and a.5% of our net
retain up to 2 and a.5% of our net
retain up to 2 and a.5% of our net assessment.
assessment.
assessment. And that's based on the uh 2526. I think
And that's based on the uh 2526. I think
And that's based on the uh 2526. I think in my memo I noted or in my
in my memo I noted or in my
in my memo I noted or in my projection I noted 2425. It's actually
projection I noted 2425. It's actually
projection I noted 2425. It's actually the 2526 net appropriations. And this
the 2526 net appropriations. And this
the 2526 net appropriations. And this year the board may retain up to
year the board may retain up to
year the board may retain up to $778,660.
We uh
We uh when we're retaining
when we're retaining
when we're retaining uh funds under the statute, the current
uh funds under the statute, the current
uh funds under the statute, the current statute reads up to 5%. That has to go
statute reads up to 5%. That has to go
statute reads up to 5%. That has to go in front of the voters and we have not
in front of the voters and we have not
in front of the voters and we have not opted to do that. I've not requested
opted to do that. I've not requested
opted to do that. I've not requested that the board um make that nomination
that the board um make that nomination
that the board um make that nomination to put on the ballot to allow the voters
to put on the ballot to allow the voters
to put on the ballot to allow the voters to allow you to hold up to 5% of the net
to allow you to hold up to 5% of the net
to allow you to hold up to 5% of the net assessment. Um this year that amount at
assessment. Um this year that amount at
assessment. Um this year that amount at 2 and a.5%. So we did not adopt the new
2 and a.5%. So we did not adopt the new
2 and a.5%. So we did not adopt the new statute. We're operating under the 2 and
statute. We're operating under the 2 and
statute. We're operating under the 2 and 12%. is $778,60.
So going into the budget to actual
So going into the budget to actual projection, we always look at the ex
projection, we always look at the ex
projection, we always look at the ex potential expense surplus and our
potential expense surplus and our
potential expense surplus and our revenue surplus and look at expenses
revenue surplus and look at expenses
revenue surplus and look at expenses first. Um overall, I think we're looking
first. Um overall, I think we're looking
first. Um overall, I think we're looking at about a $1.8 million probably be a
at about a $1.8 million probably be a
at about a $1.8 million probably be a little more than that at the end of the
little more than that at the end of the
little more than that at the end of the day. Um surplus, if you will, and we'll
day. Um surplus, if you will, and we'll
day. Um surplus, if you will, and we'll define a surplus as um revenue that
define a surplus as um revenue that
define a surplus as um revenue that exceeds expenses. So, we don't have a
exceeds expenses. So, we don't have a
exceeds expenses. So, we don't have a profit necessarily, but we if we're able
profit necessarily, but we if we're able
profit necessarily, but we if we're able to save money, we we're going to pass
to save money, we we're going to pass
to save money, we we're going to pass that back on to the taxpayers. For
that back on to the taxpayers. For
that back on to the taxpayers. For expenses, I think for uh salaries will
expenses, I think for uh salaries will
expenses, I think for uh salaries will be about $200,000 favorable. Insurance
be about $200,000 favorable. Insurance
be about $200,000 favorable. Insurance about $260,000 favorable. FICA about
about $260,000 favorable. FICA about
about $260,000 favorable. FICA about $122,000.
$122,000.
$122,000. Uh the next two big lines are tuition
Uh the next two big lines are tuition
Uh the next two big lines are tuition for Pinkerton for regular education and
for Pinkerton for regular education and
for Pinkerton for regular education and which is 275,000 and special education
which is 275,000 and special education
which is 275,000 and special education which is 720,000.
which is 720,000.
which is 720,000. We also have tuition uh sorry
We also have tuition uh sorry
We also have tuition uh sorry transportation for about 150,000 and I
transportation for about 150,000 and I
transportation for about 150,000 and I expect that we'll be able to uh have
expect that we'll be able to uh have
expect that we'll be able to uh have show as savings for the year. Uh the
show as savings for the year. Uh the
show as savings for the year. Uh the transportation is largely due to the
transportation is largely due to the
transportation is largely due to the fact that we have provisions built into
fact that we have provisions built into
fact that we have provisions built into our contract to uh credit us when we
our contract to uh credit us when we
our contract to uh credit us when we don't have all of our buses and as most
don't have all of our buses and as most
don't have all of our buses and as most of our parents know we have not had all
of our parents know we have not had all
of our parents know we have not had all of our buses for a lot of the years.
of our buses for a lot of the years.
of our buses for a lot of the years. We've had some credits that was built
We've had some credits that was built
We've had some credits that was built into the last contract that we we
into the last contract that we we
into the last contract that we we undertook with them. Um, so overall
undertook with them. Um, so overall
undertook with them. Um, so overall we're looking at about 1
we're looking at about 1
we're looking at about 1 eight $ 1.9 million um in that avenue
eight $ 1.9 million um in that avenue
eight $ 1.9 million um in that avenue and and revenue is not spectacular. Last
and and revenue is not spectacular. Last
and and revenue is not spectacular. Last year we had a great year because we
year we had a great year because we
year we had a great year because we ended up with more much more special
ended up with more much more special
ended up with more much more special education aid than we had anticipated.
education aid than we had anticipated.
education aid than we had anticipated. Um this year special education aid will
Um this year special education aid will
Um this year special education aid will be about $61,000 above what we had
be about $61,000 above what we had
be about $61,000 above what we had anticipated, but tuition is $50,000
anticipated, but tuition is $50,000
anticipated, but tuition is $50,000 lower. Interest is coming in so far at
lower. Interest is coming in so far at
lower. Interest is coming in so far at 11,000 higher than what we had
11,000 higher than what we had
11,000 higher than what we had anticipated. Medicaid and other
anticipated. Medicaid and other
anticipated. Medicaid and other miscellaneous are less than 10,000. So
miscellaneous are less than 10,000. So
miscellaneous are less than 10,000. So overall for our expense surplus we've
overall for our expense surplus we've
overall for our expense surplus we've got about a million878 on our revenue
got about a million878 on our revenue
got about a million878 on our revenue surplus we've got 30,733.
surplus we've got 30,733.
surplus we've got 30,733. So you have in the current year $400,000
So you have in the current year $400,000
So you have in the current year $400,000 that was retained from last year's
that was retained from last year's
that was retained from last year's unassigned fund balance under the
unassigned fund balance under the
unassigned fund balance under the statute that expires
statute that expires
statute that expires uh and will report back to uh the
uh and will report back to uh the
uh and will report back to uh the taxpayers unless this board takes
taxpayers unless this board takes
taxpayers unless this board takes action. And if this board chose to
action. And if this board chose to
action. And if this board chose to simply renew that $400,000, that would
simply renew that $400,000, that would
simply renew that $400,000, that would be well within your perview to do, but
be well within your perview to do, but
be well within your perview to do, but that's what you would have to do by vote
that's what you would have to do by vote
that's what you would have to do by vote in order to keep that $400,000 in place.
in order to keep that $400,000 in place.
in order to keep that $400,000 in place. This is not like a capital reserve fund
This is not like a capital reserve fund
This is not like a capital reserve fund where we put money in and it continues
where we put money in and it continues
where we put money in and it continues to build up. This is something that we
to build up. This is something that we
to build up. This is something that we have to renew every year. Um, start from
have to renew every year. Um, start from
have to renew every year. Um, start from zero.
zero.
zero. So, I will say that as you are
So, I will say that as you are
So, I will say that as you are looking at what that amount might be,
looking at what that amount might be,
looking at what that amount might be, the next page is a history of our both
the next page is a history of our both
the next page is a history of our both our surplus and our fund balance
our surplus and our fund balance
our surplus and our fund balance retention. So, you can see where we've
retention. So, you can see where we've
retention. So, you can see where we've been uh since 2017.
been uh since 2017.
been uh since 2017. So, I think our gross surplus this year
So, I think our gross surplus this year
So, I think our gross surplus this year would go 2,350.
would go 2,350.
would go 2,350. Um,
Um,
Um, sorry, one yeah, 2,38,000.
sorry, one yeah, 2,38,000.
sorry, one yeah, 2,38,000. Last year in 2025, we're looking at two
Last year in 2025, we're looking at two
Last year in 2025, we're looking at two 2,350.
2,350.
2,350. Um
Um
Um 400,000 in the current year has served
400,000 in the current year has served
400,000 in the current year has served us well. And even with that, you would
us well. And even with that, you would
us well. And even with that, you would have a fund balance retention uh sorry,
have a fund balance retention uh sorry,
have a fund balance retention uh sorry, you'd have a $400,000 fund balance
you'd have a $400,000 fund balance
you'd have a $400,000 fund balance retention and we would have still have a
retention and we would have still have a
retention and we would have still have a decent return to our taxpayers
decent return to our taxpayers
decent return to our taxpayers about one and a half million, which is
about one and a half million, which is
about one and a half million, which is consistent with where we've been in
consistent with where we've been in
consistent with where we've been in prior years.
Previous years, Jeff, so last year was
Previous years, Jeff, so last year was 400,000 and previous years. Do you know
400,000 and previous years. Do you know
400,000 and previous years. Do you know what we did for fund balance retained?
what we did for fund balance retained?
what we did for fund balance retained? >> Yeah.
>> All right.
>> All right. >> Cool.
>> Cool.
>> Cool. >> What are the restrictions on using? Is
>> What are the restrictions on using? Is
>> What are the restrictions on using? Is there a restriction on using the
there a restriction on using the
there a restriction on using the >> quite a bit? Yeah, there's a new statute
>> quite a bit? Yeah, there's a new statute
>> quite a bit? Yeah, there's a new statute that has to be adopted by the voters
that has to be adopted by the voters
that has to be adopted by the voters which provides for a much easier process
which provides for a much easier process
which provides for a much easier process involving a public hearing. Um, under
involving a public hearing. Um, under
involving a public hearing. Um, under the old methodology, which is where
the old methodology, which is where
the old methodology, which is where we're at, we would need to send a
we're at, we would need to send a
we're at, we would need to send a request up to conquer uh with with an
request up to conquer uh with with an
request up to conquer uh with with an explanation as to what we are. Um, thank
explanation as to what we are. Um, thank
explanation as to what we are. Um, thank you. Sorry, the air conditioning just
you. Sorry, the air conditioning just
you. Sorry, the air conditioning just came back on, I think.
came back on, I think.
came back on, I think. >> So, I I guess so, we've talked about a
>> So, I I guess so, we've talked about a
>> So, I I guess so, we've talked about a special education establishing a special
special education establishing a special
special education establishing a special education fund. We opted really not to
education fund. We opted really not to
education fund. We opted really not to pursue that right now. But so let's say
pursue that right now. But so let's say
pursue that right now. But so let's say we have an out of district placement
we have an out of district placement
we have an out of district placement that comes in. It's $400,000 a year and
that comes in. It's $400,000 a year and
that comes in. It's $400,000 a year and obviously we're in a default budget.
obviously we're in a default budget.
obviously we're in a default budget. That becomes very difficult. Can we tap
That becomes very difficult. Can we tap
That becomes very difficult. Can we tap into that with Conquer's approval?
into that with Conquer's approval?
into that with Conquer's approval? >> We Yes. And we would essentially have to
>> We Yes. And we would essentially have to
>> We Yes. And we would essentially have to be out of appropriation, out of funding
be out of appropriation, out of funding
be out of appropriation, out of funding to do that.
to do that.
to do that. >> Yep.
>> Yep.
>> Yep. >> Other examples have been um roof
>> Other examples have been um roof
>> Other examples have been um roof >> roof collapse or something snow.
>> roof collapse or something snow.
>> roof collapse or something snow. >> Yep. septicos and all of these are
>> Yep. septicos and all of these are
>> Yep. septicos and all of these are things that
things that
things that well I shouldn't say that the roof might
well I shouldn't say that the roof might
well I shouldn't say that the roof might be an insurance coverage item but until
be an insurance coverage item but until
be an insurance coverage item but until then we do need to undertake you know
then we do need to undertake you know
then we do need to undertake you know the work to repair a building and
the work to repair a building and
the work to repair a building and actually to relocate students somewhere
actually to relocate students somewhere
actually to relocate students somewhere else potentially so that's what's there
else potentially so that's what's there
else potentially so that's what's there I believe last year the $400,000 amount
I believe last year the $400,000 amount
I believe last year the $400,000 amount came from the because we were worried
came from the because we were worried
came from the because we were worried about the sep tank
about the sep tank
about the sep tank >> and then the previous year the $200,000
>> and then the previous year the $200,000
>> and then the previous year the $200,000 was because we were worried about
was because we were worried about
was because we were worried about passing budget and we wanted to try to
passing budget and we wanted to try to
passing budget and we wanted to try to be as fiscally lean as possible.
be as fiscally lean as possible.
be as fiscally lean as possible. >> That's right. Do you uh want to mention
>> That's right. Do you uh want to mention
>> That's right. Do you uh want to mention 1610 or
1610 or
1610 or >> so? No, no, no, no, no. So, there is a
>> so? No, no, no, no, no. So, there is a
>> so? No, no, no, no, no. So, there is a just as you deliberate, there is a a
just as you deliberate, there is a a
just as you deliberate, there is a a bill that's been passed by the House and
bill that's been passed by the House and
bill that's been passed by the House and the Senate that's sitting on the
the Senate that's sitting on the
the Senate that's sitting on the governor's desk and it will seek to
governor's desk and it will seek to
governor's desk and it will seek to restructure uh fund balance retention
restructure uh fund balance retention
restructure uh fund balance retention for schools for school districts. And
for schools for school districts. And
for schools for school districts. And what it would do is allow a maximum of
what it would do is allow a maximum of
what it would do is allow a maximum of 3%
3%
3% um of the total appropriation not of our
um of the total appropriation not of our
um of the total appropriation not of our net assessment. So the number could be
net assessment. So the number could be
net assessment. So the number could be would be higher than what we have now.
would be higher than what we have now.
would be higher than what we have now. It would need to be on the ballot every
It would need to be on the ballot every
It would need to be on the ballot every year, which is very very curious because
year, which is very very curious because
year, which is very very curious because it's very difficult to have a a ballot
it's very difficult to have a a ballot
it's very difficult to have a a ballot item in in March
item in in March
item in in March to try and do fund balance retention for
to try and do fund balance retention for
to try and do fund balance retention for year end that we don't even know about.
year end that we don't even know about.
year end that we don't even know about. Here we are a few weeks away from year
Here we are a few weeks away from year
Here we are a few weeks away from year end and we're in a much better position
end and we're in a much better position
end and we're in a much better position to do that.
to do that.
to do that. >> So essentially, if the board were to uh
>> So essentially, if the board were to uh
>> So essentially, if the board were to uh make a determination, it could be
make a determination, it could be
make a determination, it could be nullified by state law.
nullified by state law.
nullified by state law. >> Well, yes and no. Yes, it could be
>> Well, yes and no. Yes, it could be
>> Well, yes and no. Yes, it could be nullified because the first year of um
nullified because the first year of um
nullified because the first year of um of this statute if it's this bill if
of this statute if it's this bill if
of this statute if it's this bill if it's passed has to go to the voters and
it's passed has to go to the voters and
it's passed has to go to the voters and the bill would be effective immediately
the bill would be effective immediately
the bill would be effective immediately upon signature. So, it's at her desk
upon signature. So, it's at her desk
upon signature. So, it's at her desk waiting for signature. If she does sign
waiting for signature. If she does sign
waiting for signature. If she does sign it, then that means that no school
it, then that means that no school
it, then that means that no school district in the state of New Hampshire
district in the state of New Hampshire
district in the state of New Hampshire would be able to have fund balance
would be able to have fund balance
would be able to have fund balance retention because it would be a matter
retention because it would be a matter
retention because it would be a matter to go to the voters and the voters won't
to go to the voters and the voters won't
to go to the voters and the voters won't vote until March.
vote until March.
vote until March. So whatever you decide to do, I would
So whatever you decide to do, I would
So whatever you decide to do, I would request simply that we add a rider to it
request simply that we add a rider to it
request simply that we add a rider to it such that whatever that amount is,
such that whatever that amount is,
such that whatever that amount is, provided that it does not conflict with
provided that it does not conflict with
provided that it does not conflict with state law and that'll cover us. We
state law and that'll cover us. We
state law and that'll cover us. We wouldn't need to cover you guys. You
wouldn't need to cover you guys. You
wouldn't need to cover you guys. You wouldn't need to revote if that makes
wouldn't need to revote if that makes
wouldn't need to revote if that makes sense.
sense.
sense. A lot of other bills were passed out of
A lot of other bills were passed out of
A lot of other bills were passed out of out of um committee and agreed upon by
out of um committee and agreed upon by
out of um committee and agreed upon by both the House and the Senate and they
both the House and the Senate and they
both the House and the Senate and they have been put into law. This is not I
have been put into law. This is not I
have been put into law. This is not I don't know the status of it, but I don't
don't know the status of it, but I don't
don't know the status of it, but I don't want to end up in a situation that we
want to end up in a situation that we
want to end up in a situation that we have a vote from the board that
have a vote from the board that
have a vote from the board that conflicts with a subsequent
conflicts with a subsequent
conflicts with a subsequent bill being passed.
Um, I'd like to understand why the
Um, I'd like to understand why the special education tuition amount is so
special education tuition amount is so
special education tuition amount is so high, the amount not being spent or the
high, the amount not being spent or the
high, the amount not being spent or the amount of favorable, if you will,
amount of favorable, if you will,
amount of favorable, if you will, budgeting, what what was the primary
budgeting, what what was the primary
budgeting, what what was the primary basis for that? And what percentage do
basis for that? And what percentage do
basis for that? And what percentage do you think of the special ed budget would
you think of the special ed budget would
you think of the special ed budget would that be?
that be?
that be? >> Uh, would Miss McDonald be able to speak
>> Uh, would Miss McDonald be able to speak
>> Uh, would Miss McDonald be able to speak to that? Um, essentially we've had a
to that? Um, essentially we've had a
to that? Um, essentially we've had a better we've done a better job
better we've done a better job
better we've done a better job budgeting. We've budgeted for
budgeting. We've budgeted for
budgeting. We've budgeted for contingencies and we've budgeted for and
contingencies and we've budgeted for and
contingencies and we've budgeted for and and you can maybe help to um confirm,
and you can maybe help to um confirm,
and you can maybe help to um confirm, but we've budgeted for what we believe
but we've budgeted for what we believe
but we've budgeted for what we believe are going to be our placements and we
are going to be our placements and we
are going to be our placements and we have not had to have those placements or
have not had to have those placements or
have not had to have those placements or they've aged out.
they've aged out.
they've aged out. >> Correct.
>> Correct.
>> Correct. >> That make sense?
>> That make sense?
>> That make sense? >> It does. I'm sorry. I'm trying to find
>> It does. I'm sorry. I'm trying to find
>> It does. I'm sorry. I'm trying to find what line you're
what line you're
what line you're >> Oh, it's on the previous page.
>> Oh, it's on the previous page.
>> Oh, it's on the previous page. >> Okay.
>> Okay.
>> Okay. >> And I can start to answer that. we can
>> And I can start to answer that. we can
>> And I can start to answer that. we can let uh uh Mrs. McDonald kind of fill in
let uh uh Mrs. McDonald kind of fill in
let uh uh Mrs. McDonald kind of fill in the blanks. So, you know, we pride
the blanks. So, you know, we pride
the blanks. So, you know, we pride ourselves on doing our zerobased
ourselves on doing our zerobased
ourselves on doing our zerobased budgeting, but as we've said to the
budgeting, but as we've said to the
budgeting, but as we've said to the board before, we do that for most of the
board before, we do that for most of the
board before, we do that for most of the budget and uh there are areas where we
budget and uh there are areas where we
budget and uh there are areas where we cannot adequately uh predict what our
cannot adequately uh predict what our
cannot adequately uh predict what our expenditures will be often times happens
expenditures will be often times happens
expenditures will be often times happens with maintenance uh and it happens in
with maintenance uh and it happens in
with maintenance uh and it happens in special education. And so knowing that
special education. And so knowing that
special education. And so knowing that we have an obligation to educate
we have an obligation to educate
we have an obligation to educate children in the least restrictive
children in the least restrictive
children in the least restrictive environment, uh we oftentimes have to
environment, uh we oftentimes have to
environment, uh we oftentimes have to make some level of prediction about
make some level of prediction about
make some level of prediction about students that possibly could uh go to an
students that possibly could uh go to an
students that possibly could uh go to an out of district placement and um really
out of district placement and um really
out of district placement and um really to insulate ourselves from being
to insulate ourselves from being
to insulate ourselves from being insolvent uh in uh special education.
insolvent uh in uh special education.
insolvent uh in uh special education. And uh the good news oftentimes is that
And uh the good news oftentimes is that
And uh the good news oftentimes is that these students don't require that level
these students don't require that level
these students don't require that level of support. we can educate them in
of support. we can educate them in
of support. we can educate them in district which results in um having um
district which results in um having um
district which results in um having um surplus.
surplus.
surplus. We talked a little bit about this in the
We talked a little bit about this in the
We talked a little bit about this in the fall. Th this could be mitigated by a
fall. Th this could be mitigated by a
fall. Th this could be mitigated by a special education trust, right? If we
special education trust, right? If we
special education trust, right? If we knew that uh the trust we had money in a
knew that uh the trust we had money in a
knew that uh the trust we had money in a reserve that we would be able to rely on
reserve that we would be able to rely on
reserve that we would be able to rely on if expenses exceeded what was budgeted.
if expenses exceeded what was budgeted.
if expenses exceeded what was budgeted. But without that trust, there has to be
But without that trust, there has to be
But without that trust, there has to be some conservative approach to budgeting
some conservative approach to budgeting
some conservative approach to budgeting that you see play out at the end of the
that you see play out at the end of the
that you see play out at the end of the year, like we didn't spend it, we're now
year, like we didn't spend it, we're now
year, like we didn't spend it, we're now going to give it back. And I don't know,
going to give it back. And I don't know,
going to give it back. And I don't know, uh, Melissa, if you want to add to that.
uh, Melissa, if you want to add to that.
uh, Melissa, if you want to add to that. No, I think that accur accurately
No, I think that accur accurately
No, I think that accur accurately captures um when we're pre-planning
captures um when we're pre-planning
captures um when we're pre-planning anticipated um out of district costs, we
anticipated um out of district costs, we
anticipated um out of district costs, we also have to take into consideration um
also have to take into consideration um
also have to take into consideration um other unanticipated
other unanticipated
other unanticipated um contracted services that may come
um contracted services that may come
um contracted services that may come with that, transportation that may come
with that, transportation that may come
with that, transportation that may come with that. Um some of our students may
with that. Um some of our students may
with that. Um some of our students may age out um midyear, but it we're
age out um midyear, but it we're
age out um midyear, but it we're according to the way that we budget, we
according to the way that we budget, we
according to the way that we budget, we budget for a full year. So, there's many
budget for a full year. So, there's many
budget for a full year. So, there's many factors that go into um why we have to
factors that go into um why we have to
factors that go into um why we have to budget on the higher end rather than
budget on the higher end rather than
budget on the higher end rather than right down to the penny.
right down to the penny.
right down to the penny. >> And to be honest, like I Yeah, you look
>> And to be honest, like I Yeah, you look
>> And to be honest, like I Yeah, you look at that number at $720,000. That is a
at that number at $720,000. That is a
at that number at $720,000. That is a lot of money. But I will tell you that
lot of money. But I will tell you that
lot of money. But I will tell you that there are there's an out of district
there are there's an out of district
there are there's an out of district placement within an hour of Hamstead.
placement within an hour of Hamstead.
placement within an hour of Hamstead. That is $350,000
That is $350,000
That is $350,000 to educate one student. So, building in
to educate one student. So, building in
to educate one student. So, building in a little bit uh insulating it a little
a little bit uh insulating it a little
a little bit uh insulating it a little bit is is helpful. And we've talked too
bit is is helpful. And we've talked too
bit is is helpful. And we've talked too about the transportation as well. Like
about the transportation as well. Like
about the transportation as well. Like one student's transportation can be 50
one student's transportation can be 50
one student's transportation can be 50 $60,000. So
$60,000. So
$60,000. So >> honestly, that money could maybe cover
>> honestly, that money could maybe cover
>> honestly, that money could maybe cover two or two and a half students out of
two or two and a half students out of
two or two and a half students out of district. That's not that many.
district. That's not that many.
district. That's not that many. >> I do think there it's it's good to have
>> I do think there it's it's good to have
>> I do think there it's it's good to have a buffer in case something changes.
a buffer in case something changes.
a buffer in case something changes. Um,
Um,
Um, so I in this discussion on a motion, I'd
so I in this discussion on a motion, I'd
so I in this discussion on a motion, I'd be good with keeping the 400,000 because
be good with keeping the 400,000 because
be good with keeping the 400,000 because that's roughly what the septic tank
that's roughly what the septic tank
that's roughly what the septic tank would cause, which does not quite keep
would cause, which does not quite keep
would cause, which does not quite keep me up at night, but used to
>> we have a capital reserve
>> we have a capital reserve >> or not?
>> or not?
>> or not? >> We do.
>> We do.
>> We do. >> Okay. And what what is the assigned
>> Okay. And what what is the assigned
>> Okay. And what what is the assigned purpose for the capital reserve at this
purpose for the capital reserve at this
purpose for the capital reserve at this point in time? renovation
point in time? renovation
point in time? renovation and improvement.
and improvement.
and improvement. >> Okay.
>> Okay.
>> Okay. >> So, in theory, if we if we had an issue
>> So, in theory, if we if we had an issue
>> So, in theory, if we if we had an issue with the septic system,
with the septic system,
with the septic system, >> then we could use the monies that are in
>> then we could use the monies that are in
>> then we could use the monies that are in that capital reserve to make up any
that capital reserve to make up any
that capital reserve to make up any deficit from the current plan, right?
deficit from the current plan, right?
deficit from the current plan, right? Because we put certain amount of money
Because we put certain amount of money
Because we put certain amount of money in the budget this year. So, right, we
in the budget this year. So, right, we
in the budget this year. So, right, we we voted on I forgotten the exact
we voted on I forgotten the exact
we voted on I forgotten the exact number, 250,000,
number, 250,000,
number, 250,000, >> correct? Um so if in fact we needed more
>> correct? Um so if in fact we needed more
>> correct? Um so if in fact we needed more money for that then we certainly have a
money for that then we certainly have a
money for that then we certainly have a reserve that can cover those kinds of
reserve that can cover those kinds of
reserve that can cover those kinds of costs.
costs.
costs. >> Well not really we do but the
>> Well not really we do but the
>> Well not really we do but the expenditure from capital reserve is done
expenditure from capital reserve is done
expenditure from capital reserve is done by the legislative body during um like
by the legislative body during um like
by the legislative body during um like during the deliberative session um they
during the deliberative session um they
during the deliberative session um they set the warrant. So it's not like an
set the warrant. So it's not like an
set the warrant. So it's not like an account like a trust where we can go to
account like a trust where we can go to
account like a trust where we can go to capital reserve and just expend at at
capital reserve and just expend at at
capital reserve and just expend at at the will of the board.
the will of the board.
the will of the board. >> So that a vote of the the public is
>> So that a vote of the the public is
>> So that a vote of the the public is required to take money out of that. The
required to take money out of that. The
required to take money out of that. The reason for raising it was that if there
reason for raising it was that if there
reason for raising it was that if there were a need for us to do work that we
were a need for us to do work that we
were a need for us to do work that we don't have current funds for, then
don't have current funds for, then
don't have current funds for, then theoretically we could go to the public
theoretically we could go to the public
theoretically we could go to the public and ask for that money to be assigned to
and ask for that money to be assigned to
and ask for that money to be assigned to that project.
that project.
that project. >> So, and I don't want to make it too
>> So, and I don't want to make it too
>> So, and I don't want to make it too confusing, but the board, you are the
confusing, but the board, you are the
confusing, but the board, you are the agents to expend from the capital
agents to expend from the capital
agents to expend from the capital reserve fund. Period. The problem is I
reserve fund. Period. The problem is I
reserve fund. Period. The problem is I don't have the expense appropriation
don't have the expense appropriation
don't have the expense appropriation built in. So if it did come up, we would
built in. So if it did come up, we would
built in. So if it did come up, we would have to go through the special meeting
have to go through the special meeting
have to go through the special meeting process. I would think to get the
process. I would think to get the
process. I would think to get the additional appropriation is we got the
additional appropriation is we got the
additional appropriation is we got the appropriation, how we pay for it are two
appropriation, how we pay for it are two
appropriation, how we pay for it are two different things. So if we spent if
different things. So if we spent if
different things. So if we spent if something came up, we spent our our our
something came up, we spent our our our
something came up, we spent our our our budget, right? And then we had to go and
budget, right? And then we had to go and
budget, right? And then we had to go and rely on the capital reserve fund, we
rely on the capital reserve fund, we
rely on the capital reserve fund, we would have overexpended our budget. It's
would have overexpended our budget. It's
would have overexpended our budget. It's just the additional revenues coming in
just the additional revenues coming in
just the additional revenues coming in from the capital reserve fund. So we'd
from the capital reserve fund. So we'd
from the capital reserve fund. So we'd be in a negative appropriation area
be in a negative appropriation area
be in a negative appropriation area unless we could get that appropriation
unless we could get that appropriation
unless we could get that appropriation corrected through special meeting which
corrected through special meeting which
corrected through special meeting which could happen
could happen
could happen if need be. It's not as convenient.
if need be. It's not as convenient.
if need be. It's not as convenient. >> Then it also needs to be approved by the
>> Then it also needs to be approved by the
>> Then it also needs to be approved by the DRA as well in order to even hold that
DRA as well in order to even hold that
DRA as well in order to even hold that special meeting. So it's not a
special meeting. So it's not a
special meeting. So it's not a guarantee.
guarantee.
guarantee. >> It is but to your point it it is an
>> It is but to your point it it is an
>> It is but to your point it it is an option. It's not an easy option.
option. It's not an easy option.
option. It's not an easy option. >> Yeah. And it's a little confusing. The
>> Yeah. And it's a little confusing. The
>> Yeah. And it's a little confusing. The other the other point that I wanted to
other the other point that I wanted to
other the other point that I wanted to get back to just for the public point of
get back to just for the public point of
get back to just for the public point of view is that the $720,000
view is that the $720,000
view is that the $720,000 in my mind constitutes about a 10%
in my mind constitutes about a 10%
in my mind constitutes about a 10% allowance for a special of the special
allowance for a special of the special
allowance for a special of the special education budget. The special education
education budget. The special education
education budget. The special education budgets 20 to 23% of the budget. So if
budgets 20 to 23% of the budget. So if
budgets 20 to 23% of the budget. So if you say that the budget's around 35 to
you say that the budget's around 35 to
you say that the budget's around 35 to 40 million, then 720,000 is only 10%
40 million, then 720,000 is only 10%
40 million, then 720,000 is only 10% Yeah. of that particular spending uh
Yeah. of that particular spending uh
Yeah. of that particular spending uh issue. So from my point of view, a 10%
issue. So from my point of view, a 10%
issue. So from my point of view, a 10% allocation irrespective of the
allocation irrespective of the
allocation irrespective of the individual amounts you might pay is
individual amounts you might pay is
individual amounts you might pay is still not an unacceptable amount to put
still not an unacceptable amount to put
still not an unacceptable amount to put for that particular item.
for that particular item.
for that particular item. >> Yeah, I I appreciate you saying that.
>> Yeah, I I appreciate you saying that.
>> Yeah, I I appreciate you saying that. And you know, the other thing too is we
And you know, the other thing too is we
And you know, the other thing too is we we throw around that phrase like good
we throw around that phrase like good
we throw around that phrase like good stewards of the tax dollar. This is a
stewards of the tax dollar. This is a
stewards of the tax dollar. This is a great example because we didn't spend we
great example because we didn't spend we
great example because we didn't spend we didn't have a need to spend that money
didn't have a need to spend that money
didn't have a need to spend that money and we didn't spend it on anything else.
and we didn't spend it on anything else.
and we didn't spend it on anything else. We are giving it back. And I think
We are giving it back. And I think
We are giving it back. And I think that's the important piece is like we
that's the important piece is like we
that's the important piece is like we you need that insurance policy so to
you need that insurance policy so to
you need that insurance policy so to speak when you don't have that special
speak when you don't have that special
speak when you don't have that special education trust but know that if we're
education trust but know that if we're
education trust but know that if we're not spending it on those out of district
not spending it on those out of district
not spending it on those out of district placements or tuition you're the
placements or tuition you're the
placements or tuition you're the taxpayers will get it back.
taxpayers will get it back.
taxpayers will get it back. And as we went through a budget for the
And as we went through a budget for the
And as we went through a budget for the current year, as you recall, there was
current year, as you recall, there was
current year, as you recall, there was one bright spot. Remember what the
one bright spot. Remember what the
one bright spot. Remember what the bright spot was. That was our student
bright spot was. That was our student
bright spot was. That was our student services budget was 62
services budget was 62
services budget was 62 current year and at 61 a half in the
current year and at 61 a half in the
current year and at 61 a half in the succeeding next year budget.
succeeding next year budget.
succeeding next year budget. >> We're able to tighten up on that.
>> We're able to tighten up on that.
>> We're able to tighten up on that. >> And this is a great problem to have
>> And this is a great problem to have
>> And this is a great problem to have because there are a lot of school
because there are a lot of school
because there are a lot of school districts and school boards that are
districts and school boards that are
districts and school boards that are having conversations about uh special
having conversations about uh special
having conversations about uh special education budgets and they're not
education budgets and they're not
education budgets and they're not talking about giving $720,000 back to
talking about giving $720,000 back to
talking about giving $720,000 back to the taxpayer. they're talking about how
the taxpayer. they're talking about how
the taxpayer. they're talking about how they can try to uh prevent being
they can try to uh prevent being
they can try to uh prevent being insolvent. So, it's good problem to
insolvent. So, it's good problem to
insolvent. So, it's good problem to have.
>> Did anybody else have thoughts on fund
>> Did anybody else have thoughts on fund balance retained?
>> My only other comment was going to be,
>> My only other comment was going to be, you know, if there were something that
you know, if there were something that
you know, if there were something that we're going to hit that would be
we're going to hit that would be
we're going to hit that would be catastrophic. Outside of the unknown,
catastrophic. Outside of the unknown,
catastrophic. Outside of the unknown, right, with student services, we could
right, with student services, we could
right, with student services, we could have someone move in district that has a
have someone move in district that has a
have someone move in district that has a bunch of needs that we need to service.
bunch of needs that we need to service.
bunch of needs that we need to service. Are there other things that we need to
Are there other things that we need to
Are there other things that we need to be cognizant of before we decide on what
be cognizant of before we decide on what
be cognizant of before we decide on what that amount is that we want to retain
that amount is that we want to retain
that amount is that we want to retain that could come back around that we need
that could come back around that we need
that could come back around that we need to fund?
to fund?
to fund? >> I don't know of any unknown areas of
>> I don't know of any unknown areas of
>> I don't know of any unknown areas of exposure. I think that's where maybe
exposure. I think that's where maybe
exposure. I think that's where maybe asking about.
asking about.
asking about. >> Yes, pretty much.
>> Yes, pretty much.
>> Yes, pretty much. >> Yeah. Yeah. And aside from I know that
>> Yeah. Yeah. And aside from I know that
>> Yeah. Yeah. And aside from I know that we have a plan for the leech and septic
we have a plan for the leech and septic
we have a plan for the leech and septic field here and HCS is about 40 years old
field here and HCS is about 40 years old
field here and HCS is about 40 years old as well. And so we could have something
as well. And so we could have something
as well. And so we could have something catastrophic happened there um in the
catastrophic happened there um in the
catastrophic happened there um in the interim until we could get it repaired.
interim until we could get it repaired.
interim until we could get it repaired. We'd get it get into a situation of
We'd get it get into a situation of
We'd get it get into a situation of having to pump it quite routinely
having to pump it quite routinely
having to pump it quite routinely perhaps daily every other day. That's we
perhaps daily every other day. That's we
perhaps daily every other day. That's we have had to do before in another
have had to do before in another
have had to do before in another district that I worked at in the event
district that I worked at in the event
district that I worked at in the event of septic failure. but it's nothing that
of septic failure. but it's nothing that
of septic failure. but it's nothing that we could really leave until the end of
we could really leave until the end of
we could really leave until the end of the year um based on the way that those
the year um based on the way that those
the year um based on the way that those three fields operate. We'd want to get
three fields operate. We'd want to get
three fields operate. We'd want to get it addressed during a break or
it addressed during a break or
it addressed during a break or something, but that would need to be
something, but that would need to be
something, but that would need to be addressed prior to the end of the year.
addressed prior to the end of the year.
addressed prior to the end of the year. If something came up, like if it came
If something came up, like if it came
If something came up, like if it came out in September, we couldn't leave it
out in September, we couldn't leave it
out in September, we couldn't leave it until following year. I don't
until following year. I don't
until following year. I don't >> Yeah, the biggest liability remains
>> Yeah, the biggest liability remains
>> Yeah, the biggest liability remains special education, tuition, and
special education, tuition, and
special education, tuition, and transportation.
transportation.
transportation. >> Yeah,
>> Yeah,
>> Yeah, >> that that's what's driving
>> that that's what's driving
>> that that's what's driving >> Yeah. What was the increase on special
>> Yeah. What was the increase on special
>> Yeah. What was the increase on special ed transportation last year, wasn't it?
ed transportation last year, wasn't it?
ed transportation last year, wasn't it? >> It was It was quite a bit. I don't I
>> It was It was quite a bit. I don't I
>> It was It was quite a bit. I don't I haven't
haven't
haven't >> I feel like it was in the hundreds of
>> I feel like it was in the hundreds of
>> I feel like it was in the hundreds of thousands if I remember right.
thousands if I remember right.
thousands if I remember right. >> It was I thought it was around 400,000
>> It was I thought it was around 400,000
>> It was I thought it was around 400,000 and now again we spend more money for
and now again we spend more money for
and now again we spend more money for special education transportation than we
special education transportation than we
special education transportation than we do for regular ed transportation.
do for regular ed transportation.
do for regular ed transportation. >> Yeah,
>> Suggestion of 400. I
>> Suggestion of 400. I >> I think 500.
>> I think 500.
>> I think 500. >> You think higher?
>> You think higher?
>> You think higher? >> 500.
>> 500.
>> 500. >> Okay. I was going to go lower, but let's
>> Okay. I was going to go lower, but let's
>> Okay. I was going to go lower, but let's >> Okay, Bob, thoughts
>> amount particularly given some of the
>> amount particularly given some of the unknowns that we still have
unknowns that we still have
unknowns that we still have >> and although there is going to be a
>> and although there is going to be a
>> and although there is going to be a change as I understand it in the amount
change as I understand it in the amount
change as I understand it in the amount of of uh coverage we have to provide for
of of uh coverage we have to provide for
of of uh coverage we have to provide for special needs students. I think we're
special needs students. I think we're
special needs students. I think we're going to have to cover two and a half
going to have to cover two and a half
going to have to cover two and a half times if if the governor signs the bill.
times if if the governor signs the bill.
times if if the governor signs the bill. So that means instead of three and a
So that means instead of three and a
So that means instead of three and a half times the average, we only have to
half times the average, we only have to
half times the average, we only have to cover two and a half times.
cover two and a half times.
cover two and a half times. >> So there there may be some adjustments
>> So there there may be some adjustments
>> So there there may be some adjustments that
that
that >> are beneficial to us, but I still think
>> are beneficial to us, but I still think
>> are beneficial to us, but I still think a half a million dollars makes a lot
a half a million dollars makes a lot
a half a million dollars makes a lot more sense
more sense
more sense >> given current status.
>> given current status.
>> given current status. >> I'm fine if we do I'm fine if we do
>> I'm fine if we do I'm fine if we do
>> I'm fine if we do I'm fine if we do 500,000 and I'll I'll make a motion to
500,000 and I'll I'll make a motion to
500,000 and I'll I'll make a motion to do a fund balance retained of $500,000.
do a fund balance retained of $500,000.
do a fund balance retained of $500,000. Second.
Second.
Second. >> Any other discussion
>> Any other discussion
>> Any other discussion in favor?
in favor?
in favor? >> You're not allowed to vote.
>> You're not allowed to vote.
>> You're not allowed to vote. >> Superintendent, just inform me I'm not
>> Superintendent, just inform me I'm not
>> Superintendent, just inform me I'm not allowed to vote and that's fine.
allowed to vote and that's fine.
allowed to vote and that's fine. However, before you do vote, and I
However, before you do vote, and I
However, before you do vote, and I apologize for interrupting the board dur
apologize for interrupting the board dur
apologize for interrupting the board dur would you consider adding some of the
would you consider adding some of the
would you consider adding some of the effective so long as it does not confict
effective so long as it does not confict
effective so long as it does not confict conflict with state law.
conflict with state law.
conflict with state law. >> Just in case that 1610 does pass.
>> Just in case that 1610 does pass.
>> Just in case that 1610 does pass. I will make a motion to add the wording
I will make a motion to add the wording
I will make a motion to add the wording that Jeff just said and Melissa
that Jeff just said and Melissa
that Jeff just said and Melissa hopefully has written down because she's
hopefully has written down because she's
hopefully has written down because she's also in her job.
>> Second.
>> Second. >> All right. All in favor.
Very good. Thank you. Moving on. School
Very good. Thank you. Moving on. School district goals presentation and endofear
district goals presentation and endofear
district goals presentation and endofear wrapup.
wrapup.
wrapup. Superintendent Thompson.
All right. Uh, good. Make sure this is
All right. Uh, good. Make sure this is working.
working.
working. All right. Uh, good evening. Um, so this
All right. Uh, good evening. Um, so this
All right. Uh, good evening. Um, so this is the the fun time of the year where we
is the the fun time of the year where we
is the the fun time of the year where we have our last schoolboard meeting and we
have our last schoolboard meeting and we
have our last schoolboard meeting and we reflect on all of the amazing uh work
reflect on all of the amazing uh work
reflect on all of the amazing uh work that's been done this year which
that's been done this year which
that's been done this year which includes uh the district goals but also
includes uh the district goals but also
includes uh the district goals but also includes uh the people doing the work.
includes uh the people doing the work.
includes uh the people doing the work. Um, and that's all of the people that
Um, and that's all of the people that
Um, and that's all of the people that are here tonight. Um, so as a leadership
are here tonight. Um, so as a leadership
are here tonight. Um, so as a leadership team, we decided like what better way to
team, we decided like what better way to
team, we decided like what better way to showcase some of the amazing uh work and
showcase some of the amazing uh work and
showcase some of the amazing uh work and that has occurred in the building than
that has occurred in the building than
that has occurred in the building than to have some of the folks involved in
to have some of the folks involved in
to have some of the folks involved in that work show up. So, what I'm going to
that work show up. So, what I'm going to
that work show up. So, what I'm going to do is I'm going to turn it over to our
do is I'm going to turn it over to our
do is I'm going to turn it over to our building principles who are going to
building principles who are going to
building principles who are going to introduce some of the friends who are
introduce some of the friends who are
introduce some of the friends who are here tonight to talk about the amazing
here tonight to talk about the amazing
here tonight to talk about the amazing things going on in the Hamstead schools.
All right, we have a couple of
All right, we have a couple of celebrations from the central school to
celebrations from the central school to
celebrations from the central school to share with you tonight. Um, and I'm
share with you tonight. Um, and I'm
share with you tonight. Um, and I'm going to invite up Mrs. Morren, M and
going to invite up Mrs. Morren, M and
going to invite up Mrs. Morren, M and Mrs. Mclofflin to introduce their
Mrs. Mclofflin to introduce their
Mrs. Mclofflin to introduce their students and to share some of their
students and to share some of their
students and to share some of their celebrations with you.
Good evening, everyone. I'm Wendy Mren,
Good evening, everyone. I'm Wendy Mren, fourth grade teacher at HCS. Uh this
fourth grade teacher at HCS. Uh this
fourth grade teacher at HCS. Uh this year the fourth grade students attended
year the fourth grade students attended
year the fourth grade students attended the New Hampshire Drinking Water
the New Hampshire Drinking Water
the New Hampshire Drinking Water Festival in Manchester on Wednesday, May
Festival in Manchester on Wednesday, May
Festival in Manchester on Wednesday, May 6th. Mrs. Wise Carver arranged for this
6th. Mrs. Wise Carver arranged for this
6th. Mrs. Wise Carver arranged for this trip as it supported our science
trip as it supported our science
trip as it supported our science competencies by having students
competencies by having students
competencies by having students investigate the structure and function
investigate the structure and function
investigate the structure and function of organisms found in the freshwater of
of organisms found in the freshwater of
of organisms found in the freshwater of New Hampshire, sort and classify natural
New Hampshire, sort and classify natural
New Hampshire, sort and classify natural phenomena, and generate and answer
phenomena, and generate and answer
phenomena, and generate and answer testable questions. All of this work was
testable questions. All of this work was
testable questions. All of this work was done through hands-on sessions on topics
done through hands-on sessions on topics
done through hands-on sessions on topics including but not limited to watersheds,
including but not limited to watersheds,
including but not limited to watersheds, wastewater and dams, mills of the
wastewater and dams, mills of the
wastewater and dams, mills of the industrial revolution, macro
industrial revolution, macro
industrial revolution, macro invertebrates, and how pollution moves
invertebrates, and how pollution moves
invertebrates, and how pollution moves in the environment. As part of this
in the environment. As part of this
in the environment. As part of this annual event, there is a water poetry
annual event, there is a water poetry
annual event, there is a water poetry contest and this year the theme was what
contest and this year the theme was what
contest and this year the theme was what is your relationship with water? It's
is your relationship with water? It's
is your relationship with water? It's open to third, fourth, and fifth grade
open to third, fourth, and fifth grade
open to third, fourth, and fifth grade students in the state of New Hampshire.
students in the state of New Hampshire.
students in the state of New Hampshire. And this year there were 246
And this year there were 246
And this year there were 246 participants. Of those participants, I
participants. Of those participants, I
participants. Of those participants, I am proud to share with you that two of
am proud to share with you that two of
am proud to share with you that two of Hamstead's fourth grade students were
Hamstead's fourth grade students were
Hamstead's fourth grade students were finalists. Annabelle Macdonald won
finalists. Annabelle Macdonald won
finalists. Annabelle Macdonald won second place for her poem, Water
second place for her poem, Water
second place for her poem, Water Feelings Through the Water Cycle, and
Feelings Through the Water Cycle, and
Feelings Through the Water Cycle, and Nicholas Ellis was awarded third place
Nicholas Ellis was awarded third place
Nicholas Ellis was awarded third place for his poem, The Beautiful Sights and
for his poem, The Beautiful Sights and
for his poem, The Beautiful Sights and Sounds of Water. They received their
Sounds of Water. They received their
Sounds of Water. They received their certificates.
They received their certificates and
They received their certificates and cash prizes at the conclusion of the
cash prizes at the conclusion of the
cash prizes at the conclusion of the water festival. Congratulations to both
water festival. Congratulations to both
water festival. Congratulations to both of them. And now they are happy to share
of them. And now they are happy to share
of them. And now they are happy to share their poems with all of you. So
their poems with all of you. So
their poems with all of you. So Annabelle, would you like to start? This
Annabelle, would you like to start? This
Annabelle, would you like to start? This is Annabelle McDonald.
>> I I can relate. I got it. I got it. I'm
>> I I can relate. I got it. I got it. I'm so good at this.
so good at this.
so good at this. >> Um, did you hear that? It's the water.
>> Um, did you hear that? It's the water.
>> Um, did you hear that? It's the water. The water has lots of feelings. You just
The water has lots of feelings. You just
The water has lots of feelings. You just have to listen. Like why didn't rain
have to listen. Like why didn't rain
have to listen. Like why didn't rain soft or hard? Drip drip drop. And then I
soft or hard? Drip drip drop. And then I
soft or hard? Drip drip drop. And then I ask why are you so sad? Or when the
ask why are you so sad? Or when the
ask why are you so sad? Or when the river keeps moving on towards the ocean,
river keeps moving on towards the ocean,
river keeps moving on towards the ocean, whoosh, whoosh, splash. And I ask, how
whoosh, whoosh, splash. And I ask, how
whoosh, whoosh, splash. And I ask, how are you so brave? But when it does stop,
are you so brave? But when it does stop,
are you so brave? But when it does stop, it hits the rocks. Smash, splash,
it hits the rocks. Smash, splash,
it hits the rocks. Smash, splash, splash. And I think to myself, why are
splash. And I think to myself, why are
splash. And I think to myself, why are you so mad? And wait, where did it go?
you so mad? And wait, where did it go?
you so mad? And wait, where did it go? It evaporated, sizzling up to the sky.
It evaporated, sizzling up to the sky.
It evaporated, sizzling up to the sky. And I wondered, why so shy? But wait,
And I wondered, why so shy? But wait,
And I wondered, why so shy? But wait, just look up and it's a cloud moving
just look up and it's a cloud moving
just look up and it's a cloud moving with the whistling wind. And I say, "You
with the whistling wind. And I say, "You
with the whistling wind. And I say, "You don't have to be in disguise." But every
don't have to be in disguise." But every
don't have to be in disguise." But every time I asked, every time I wondered, it
time I asked, every time I wondered, it
time I asked, every time I wondered, it said, "I've not been mad, sad, shy, or
said, "I've not been mad, sad, shy, or
said, "I've not been mad, sad, shy, or in disguise. I've been doing the water
in disguise. I've been doing the water
in disguise. I've been doing the water cycle. It's what I've been doing this
cycle. It's what I've been doing this
cycle. It's what I've been doing this whole time."
All right. Thank you, Annabelle. Now,
All right. Thank you, Annabelle. Now, Nicholas Ellis.
Drip, drip, drop. You hear that? That's
Drip, drip, drop. You hear that? That's the sound of the beautiful rainbow.
the sound of the beautiful rainbow.
the sound of the beautiful rainbow. Rainfall. It almost makes a wall with a
Rainfall. It almost makes a wall with a
Rainfall. It almost makes a wall with a door. Enter it and you're drenched. Sh.
door. Enter it and you're drenched. Sh.
door. Enter it and you're drenched. Sh. You hear that? That's the sound of the
You hear that? That's the sound of the
You hear that? That's the sound of the waterfall. It's calling attention.
waterfall. It's calling attention.
waterfall. It's calling attention. Crash. Boom. You hear that? That's the
Crash. Boom. You hear that? That's the
Crash. Boom. You hear that? That's the ocean waves crashing into the sand. Zip.
ocean waves crashing into the sand. Zip.
ocean waves crashing into the sand. Zip. Whip. You hear that? That's the water
Whip. You hear that? That's the water
Whip. You hear that? That's the water balloons people are hauling at me across
balloons people are hauling at me across
balloons people are hauling at me across the field. Puff. Poof. You hear that?
the field. Puff. Poof. You hear that?
the field. Puff. Poof. You hear that? That's me building a snow fort in my
That's me building a snow fort in my
That's me building a snow fort in my yard. Floating white vapor. You see
yard. Floating white vapor. You see
yard. Floating white vapor. You see that? That's the steam rising from the
that? That's the steam rising from the
that? That's the steam rising from the puddles. Foaming gray rapids. You see
puddles. Foaming gray rapids. You see
puddles. Foaming gray rapids. You see that? That's the river leaping off the
that? That's the river leaping off the
that? That's the river leaping off the rocks, jetting powerful spray. You see
rocks, jetting powerful spray. You see
rocks, jetting powerful spray. You see that? That's the water flying out the
that? That's the water flying out the
that? That's the water flying out the hose, pouring refreshing liquid. You see
hose, pouring refreshing liquid. You see
hose, pouring refreshing liquid. You see that? That's the water re-energizing my
that? That's the water re-energizing my
that? That's the water re-energizing my body, rainbow coloring the sky. You see?
body, rainbow coloring the sky. You see?
body, rainbow coloring the sky. You see? You see that? That's the water
You see that? That's the water
You see that? That's the water refracting the sunlight. These are some
refracting the sunlight. These are some
refracting the sunlight. These are some of the great wonders of water. Just wait
of the great wonders of water. Just wait
of the great wonders of water. Just wait and listen and see.
And now we'll welcome Mrs. Mclofflin and
And now we'll welcome Mrs. Mclofflin and the robotics team.
the robotics team.
the robotics team. Come on up, team Pancake.
Good evening. Thank you all for having
Good evening. Thank you all for having us. Um, so it was a little less than
us. Um, so it was a little less than
us. Um, so it was a little less than three years ago. I was actually up here
three years ago. I was actually up here
three years ago. I was actually up here asking with Mrs. Thomas to have the
asking with Mrs. Thomas to have the
asking with Mrs. Thomas to have the school board approve us receiving the
school board approve us receiving the
school board approve us receiving the robotics and education grant. Um, and we
robotics and education grant. Um, and we
robotics and education grant. Um, and we were approved and we got it for a second
were approved and we got it for a second
were approved and we got it for a second cycle. So we are on our first year of a
cycle. So we are on our first year of a
cycle. So we are on our first year of a two-year cycle and um, these amazing six
two-year cycle and um, these amazing six
two-year cycle and um, these amazing six coders behind me were part of the
coders behind me were part of the
coders behind me were part of the robotics team. So part of the grant is
robotics team. So part of the grant is
robotics team. So part of the grant is to form robotics teams that compete in a
to form robotics teams that compete in a
to form robotics teams that compete in a digital competition. So, these students
digital competition. So, these students
digital competition. So, these students um were part of um 24 students that
um were part of um 24 students that
um were part of um 24 students that stayed after school with me in robotics
stayed after school with me in robotics
stayed after school with me in robotics club and they formed teams and created
club and they formed teams and created
club and they formed teams and created their own team names and they worked
their own team names and they worked
their own team names and they worked together to solve missions and coding.
together to solve missions and coding.
together to solve missions and coding. And typically sometimes, you know,
And typically sometimes, you know,
And typically sometimes, you know, they'll need a teacher to step in and
they'll need a teacher to step in and
they'll need a teacher to step in and help. But this team behind me um
help. But this team behind me um
help. But this team behind me um actually taught me a thing or two this
actually taught me a thing or two this
actually taught me a thing or two this time around, which was kind of special.
time around, which was kind of special.
time around, which was kind of special. So, um, this team, we were in the top, I
So, um, this team, we were in the top, I
So, um, this team, we were in the top, I think 10 for the majority of the
think 10 for the majority of the
think 10 for the majority of the competition, and they, every day they
competition, and they, every day they
competition, and they, every day they ask me, like they'd see me in the
ask me, like they'd see me in the
ask me, like they'd see me in the hallway, what place are we in? What
hallway, what place are we in? What
hallway, what place are we in? What place are we in? So, they just had such
place are we in? So, they just had such
place are we in? So, they just had such a drive and determination to really make
a drive and determination to really make
a drive and determination to really make their mark um, at Hamstead Central with
their mark um, at Hamstead Central with
their mark um, at Hamstead Central with coding within Coder Z, who is our
coding within Coder Z, who is our
coding within Coder Z, who is our partner um, company that we use their
partner um, company that we use their
partner um, company that we use their coding platform for. And within I would
coding platform for. And within I would
coding platform for. And within I would say within two weeks they went from top
say within two weeks they went from top
say within two weeks they went from top five to top three to then top two. So
five to top three to then top two. So
five to top three to then top two. So this team came in second place in the
this team came in second place in the
this team came in second place in the prelims out of 48 teams in the novice
prelims out of 48 teams in the novice
prelims out of 48 teams in the novice division. And that's out of fourth
division. And that's out of fourth
division. And that's out of fourth through sixth graders. So that in itself
through sixth graders. So that in itself
through sixth graders. So that in itself just deserves a massive round of
just deserves a massive round of
just deserves a massive round of applause.
They worked after school um on weekends.
They worked after school um on weekends. I would talk with some of the parents.
I would talk with some of the parents.
I would talk with some of the parents. they were on calls with each other like
they were on calls with each other like
they were on calls with each other like can we work on the codes at home and
can we work on the codes at home and
can we work on the codes at home and that's part of the amazing part of the
that's part of the amazing part of the
that's part of the amazing part of the competition is students are able to work
competition is students are able to work
competition is students are able to work on it outside of school hours outside of
on it outside of school hours outside of
on it outside of school hours outside of the competition um meetings I guess or
the competition um meetings I guess or
the competition um meetings I guess or the the robotics club hours and they
the the robotics club hours and they
the the robotics club hours and they would work together so um before I
would work together so um before I
would work together so um before I announce them I would like to give a
announce them I would like to give a
announce them I would like to give a massive thank you to all of team pancake
massive thank you to all of team pancake
massive thank you to all of team pancake parents supporters um I would like to
parents supporters um I would like to
parents supporters um I would like to thank Dr. Cheney for her endless support
thank Dr. Cheney for her endless support
thank Dr. Cheney for her endless support from us from day one all the way to
from us from day one all the way to
from us from day one all the way to today u Mrs. Freeman in the office who
today u Mrs. Freeman in the office who
today u Mrs. Freeman in the office who fought tooth and nail to get us a bus to
fought tooth and nail to get us a bus to
fought tooth and nail to get us a bus to get us to Pinkerton Academy to be at the
get us to Pinkerton Academy to be at the
get us to Pinkerton Academy to be at the in-person competition. Um, I would like
in-person competition. Um, I would like
in-person competition. Um, I would like to thank, you know, the staff, Mrs.
to thank, you know, the staff, Mrs.
to thank, you know, the staff, Mrs. Weise Carver who was been there since
Weise Carver who was been there since
Weise Carver who was been there since day one, Miss Puland who, um, is one of
day one, Miss Puland who, um, is one of
day one, Miss Puland who, um, is one of the fourth grade teachers. The list just
the fourth grade teachers. The list just
the fourth grade teachers. The list just goes on and on and on, just the endless
goes on and on and on, just the endless
goes on and on and on, just the endless support for these boys. Um, and so I
support for these boys. Um, and so I
support for these boys. Um, and so I would love to be able to share um when
would love to be able to share um when
would love to be able to share um when on May 15th we went to Pinkerton Academy
on May 15th we went to Pinkerton Academy
on May 15th we went to Pinkerton Academy for the in-person coder Z finals and
for the in-person coder Z finals and
for the in-person coder Z finals and team pancakes came in third. So we went
team pancakes came in third. So we went
team pancakes came in third. So we went from top five in the top 48 and then out
from top five in the top 48 and then out
from top five in the top 48 and then out of the top five of the that massive
of the top five of the that massive
of the top five of the that massive competition um they had an hour to solve
competition um they had an hour to solve
competition um they had an hour to solve as many codes and missions missions as
as many codes and missions missions as
as many codes and missions missions as they could and they came in third place.
they could and they came in third place.
they could and they came in third place. So it was just an incredible experience.
So it was just an incredible experience.
So it was just an incredible experience. I've never been to a robotics
I've never been to a robotics
I've never been to a robotics competition, so I'm like ready to jump
competition, so I'm like ready to jump
competition, so I'm like ready to jump in and help. And the only thing I was
in and help. And the only thing I was
in and help. And the only thing I was able to do was hand them paper when they
able to do was hand them paper when they
able to do was hand them paper when they asked for it. So, as a teacher, it's a
asked for it. So, as a teacher, it's a
asked for it. So, as a teacher, it's a little weird to not like be able to jump
little weird to not like be able to jump
little weird to not like be able to jump in and help, but they they did this
in and help, but they they did this
in and help, but they they did this entirely on their own. I can take zero
entirely on their own. I can take zero
entirely on their own. I can take zero credit beyond facilitating the club and
credit beyond facilitating the club and
credit beyond facilitating the club and the team. So, um we were given I showed
the team. So, um we were given I showed
the team. So, um we were given I showed you guys this, a beautiful glass plaque
you guys this, a beautiful glass plaque
you guys this, a beautiful glass plaque from Coder Z that shows that they were
from Coder Z that shows that they were
from Coder Z that shows that they were in third place. And I would love to be
in third place. And I would love to be
in third place. And I would love to be able to recognize our students. So we
able to recognize our students. So we
able to recognize our students. So we have Grayson Salvo,
Wolter Giard,
Wolter Giard, and Ben Curry.
So, if we could please just give team
So, if we could please just give team pancakes a gigantic round of applause.
pancakes a gigantic round of applause.
pancakes a gigantic round of applause. And um I can't wait to see what they
And um I can't wait to see what they
And um I can't wait to see what they will do in the future.
They're so cute. I can't compete.
They're so cute. I can't compete. We'll just wait. No, it's great. I love
We'll just wait. No, it's great. I love
We'll just wait. No, it's great. I love it.
Okay,
Okay, wonderful.
So, uh, as a celebration at HMS, I would
So, uh, as a celebration at HMS, I would like to bring up student leaders from
like to bring up student leaders from
like to bring up student leaders from the sixth grade, Nora Bennett and
the sixth grade, Nora Bennett and
the sixth grade, Nora Bennett and Penelopey Wiggins. They've been serving
Penelopey Wiggins. They've been serving
Penelopey Wiggins. They've been serving as interns in school counseling and
as interns in school counseling and
as interns in school counseling and they're going to talk about some of the
they're going to talk about some of the
they're going to talk about some of the special projects they've done over the
special projects they've done over the
special projects they've done over the year.
>> Good evening members of the school
>> Good evening members of the school board. My name is Nora Bennett and I'm
board. My name is Nora Bennett and I'm
board. My name is Nora Bennett and I'm Penelopey Wiggins. We are sixth grade
Penelopey Wiggins. We are sixth grade
Penelopey Wiggins. We are sixth grade students.
students.
students. >> Thank you for giving us the opportunity
>> Thank you for giving us the opportunity
>> Thank you for giving us the opportunity to speak tonight. This year we had the
to speak tonight. This year we had the
to speak tonight. This year we had the chance to serve as student interns for
chance to serve as student interns for
chance to serve as student interns for our school counseling department. It was
our school counseling department. It was
our school counseling department. It was a unique experience that allowed us to
a unique experience that allowed us to
a unique experience that allowed us to develop leadership, communication,
develop leadership, communication,
develop leadership, communication, creativity, and teamwork skills while
creativity, and teamwork skills while
creativity, and teamwork skills while helping support our school community.
helping support our school community.
helping support our school community. One of the projects we worked on was
One of the projects we worked on was
One of the projects we worked on was helping prepare for fifth grade move
helping prepare for fifth grade move
helping prepare for fifth grade move day. While much of our work happened
day. While much of our work happened
day. While much of our work happened behind the scenes, it played an
behind the scenes, it played an
behind the scenes, it played an important role in making the event
important role in making the event
important role in making the event welcoming and successful. We helped
welcoming and successful. We helped
welcoming and successful. We helped create signs, make name tags, and
create signs, make name tags, and
create signs, make name tags, and decorate the fifth grade hallway so
decorate the fifth grade hallway so
decorate the fifth grade hallway so incoming students would feel excited and
incoming students would feel excited and
incoming students would feel excited and comfortable when they visited our
comfortable when they visited our
comfortable when they visited our school. Another project we are
school. Another project we are
school. Another project we are especially proud of was helping create a
especially proud of was helping create a
especially proud of was helping create a video for fourth grade students called A
video for fourth grade students called A
video for fourth grade students called A Day in the Life of a Fifth Grader. Nora
Day in the Life of a Fifth Grader. Nora
Day in the Life of a Fifth Grader. Nora and I helped write the script, direct
and I helped write the script, direct
and I helped write the script, direct scenes, and film the video. We wanted to
scenes, and film the video. We wanted to
scenes, and film the video. We wanted to give younger students a realistic look
give younger students a realistic look
give younger students a realistic look at what fifth grade is like and help
at what fifth grade is like and help
at what fifth grade is like and help answer some of the questions they might
answer some of the questions they might
answer some of the questions they might have before coming to our school.
have before coming to our school.
have before coming to our school. Throughout the year, we are we also
Throughout the year, we are we also
Throughout the year, we are we also created multimedia projects using Canva
created multimedia projects using Canva
created multimedia projects using Canva and other technology tools. These
and other technology tools. These
and other technology tools. These projects helped communicate important
projects helped communicate important
projects helped communicate important messages to students in creative and
messages to students in creative and
messages to students in creative and engaging ways. During mental health
engaging ways. During mental health
engaging ways. During mental health awareness month, we worked on projects
awareness month, we worked on projects
awareness month, we worked on projects that helped promote kindness, wellness,
that helped promote kindness, wellness,
that helped promote kindness, wellness, and awareness about mental health. It
and awareness about mental health. It
and awareness about mental health. It was rewarding to to help create
was rewarding to to help create
was rewarding to to help create activities and materials that encourage
activities and materials that encourage
activities and materials that encourage students to take care of themselves and
students to take care of themselves and
students to take care of themselves and support one another. We also assisted
support one another. We also assisted
support one another. We also assisted with school counseling events and other
with school counseling events and other
with school counseling events and other projects throughout the year. Through
projects throughout the year. Through
projects throughout the year. Through these experiences, we learned how much
these experiences, we learned how much
these experiences, we learned how much planning and effort goes into supporting
planning and effort goes into supporting
planning and effort goes into supporting students in creating a positive school
students in creating a positive school
students in creating a positive school environment.
environment.
environment. Next year, we are excited to continue
Next year, we are excited to continue
Next year, we are excited to continue helping the school counseling department
helping the school counseling department
helping the school counseling department as unofficial school photographers. We
as unofficial school photographers. We
as unofficial school photographers. We look forward to capturing school events,
look forward to capturing school events,
look forward to capturing school events, celebrating student accomplishments, and
celebrating student accomplishments, and
celebrating student accomplishments, and helping tell the story of our school
helping tell the story of our school
helping tell the story of our school through pictures. Being a student intern
through pictures. Being a student intern
through pictures. Being a student intern has shown us that students can make a
has shown us that students can make a
has shown us that students can make a meaningful impact when they are given
meaningful impact when they are given
meaningful impact when they are given opportunities to contribute. We are
opportunities to contribute. We are
opportunities to contribute. We are grateful to our school counselors for
grateful to our school counselors for
grateful to our school counselors for mentoring us, trusting us with important
mentoring us, trusting us with important
mentoring us, trusting us with important responsibilities and encouraging us to
responsibilities and encouraging us to
responsibilities and encouraging us to use our talents to help each others.
use our talents to help each others.
use our talents to help each others. >> Thank you for our time and for
>> Thank you for our time and for
>> Thank you for our time and for supporting programs that give students
supporting programs that give students
supporting programs that give students opportunities to learn, lead, and make a
opportunities to learn, lead, and make a
opportunities to learn, lead, and make a difference in our school community.
difference in our school community.
difference in our school community. Thank you.
So, I would like to just point out again
So, I would like to just point out again that um these two are sixth graders and
that um these two are sixth graders and
that um these two are sixth graders and are taking on um leadership roles within
are taking on um leadership roles within
are taking on um leadership roles within our school. And how impressive is that?
our school. And how impressive is that?
our school. And how impressive is that? And I mean every every project that
And I mean every every project that
And I mean every every project that we've uh you know just given them a
we've uh you know just given them a
we've uh you know just given them a small idea of they've taken and run with
small idea of they've taken and run with
small idea of they've taken and run with uh just excellent work ladies. So we
uh just excellent work ladies. So we
uh just excellent work ladies. So we have a little video that they created
have a little video that they created
have a little video that they created about the therapy dog program. Um so
about the therapy dog program. Um so
about the therapy dog program. Um so we're going to play that.
All right. Well, we probably should have
All right. Well, we probably should have started with the boring stuff first and
started with the boring stuff first and
started with the boring stuff first and then gone. It is like the grand finale.
then gone. It is like the grand finale.
then gone. It is like the grand finale. Um, but before we move into the goals,
Um, but before we move into the goals,
Um, but before we move into the goals, um, does the board have any questions or
um, does the board have any questions or
um, does the board have any questions or comments for our students? Because I
comments for our students? Because I
comments for our students? Because I think it would be appropriate for us to
think it would be appropriate for us to
think it would be appropriate for us to dis they have a lot of homework, so they
dis they have a lot of homework, so they
dis they have a lot of homework, so they should probably go home to work on that.
should probably go home to work on that.
should probably go home to work on that. And so, but before we dismiss them, I I
And so, but before we dismiss them, I I
And so, but before we dismiss them, I I don't know if anyone has any questions
don't know if anyone has any questions
don't know if anyone has any questions or comments.
>> Wonders of words to the wonders of
>> Wonders of words to the wonders of science um and beyond into interns. I
science um and beyond into interns. I
science um and beyond into interns. I just think it's great and want to
just think it's great and want to
just think it's great and want to commend all of the students here tonight
commend all of the students here tonight
commend all of the students here tonight for getting really involved in schools
for getting really involved in schools
for getting really involved in schools and showing us what you love.
and showing us what you love.
and showing us what you love. >> Anybody else have anything to share?
>> Anybody else have anything to share?
>> Anybody else have anything to share? We're good.
We're good.
We're good. >> No,
>> No,
>> No, >> I agree. But also, thank you to the the
>> I agree. But also, thank you to the the
>> I agree. But also, thank you to the the teachers who are advising this because,
teachers who are advising this because,
teachers who are advising this because, you know, it takes you guys to make it
you know, it takes you guys to make it
you know, it takes you guys to make it happen and I want to know how I can get
happen and I want to know how I can get
happen and I want to know how I can get my hands on one of these t-shirts
my hands on one of these t-shirts
my hands on one of these t-shirts because they're pretty cool. Um, but
because they're pretty cool. Um, but
because they're pretty cool. Um, but yeah, this is awesome.
yeah, this is awesome.
yeah, this is awesome. >> Yeah.
>> Yeah.
>> Yeah. >> And just one last thing uh before we
>> And just one last thing uh before we
>> And just one last thing uh before we dismiss people, you know, we have
dismiss people, you know, we have
dismiss people, you know, we have district goals. We develop them every
district goals. We develop them every
district goals. We develop them every summer and as leaders we sit in a
summer and as leaders we sit in a
summer and as leaders we sit in a conference room and we analyze data and
conference room and we analyze data and
conference room and we analyze data and we come up with these goals and um and
we come up with these goals and um and
we come up with these goals and um and then we have this unbridled like energy
then we have this unbridled like energy
then we have this unbridled like energy uh and creativity that our staff and our
uh and creativity that our staff and our
uh and creativity that our staff and our students have and um amazing things
students have and um amazing things
students have and um amazing things happen throughout the year that may or
happen throughout the year that may or
happen throughout the year that may or may not be part of some goal that we had
may not be part of some goal that we had
may not be part of some goal that we had planned. And I think the best goal that
planned. And I think the best goal that
planned. And I think the best goal that we could ever have is to like stay out
we could ever have is to like stay out
we could ever have is to like stay out of people's way when they're doing real
of people's way when they're doing real
of people's way when they're doing real high quality work and they're engaged in
high quality work and they're engaged in
high quality work and they're engaged in the creative process. And like there's
the creative process. And like there's
the creative process. And like there's no better demonstration of that. Like
no better demonstration of that. Like
no better demonstration of that. Like our success this year and we've had a
our success this year and we've had a
our success this year and we've had a ton is of course based upon the work of
ton is of course based upon the work of
ton is of course based upon the work of this leadership team, but at the core
this leadership team, but at the core
this leadership team, but at the core the root of the success that we've had
the root of the success that we've had
the root of the success that we've had this year is are the people that are
this year is are the people that are
this year is are the people that are sitting in these seats. So thank you
sitting in these seats. So thank you
sitting in these seats. So thank you very much and we will let you uh we'll
very much and we will let you uh we'll
very much and we will let you uh we'll let you step out.
goes at work.
goes at work. >> Thank you.
We'll just wait one second for one of
We'll just wait one second for one of our members to return.
All right. Perfect. All right. So, there
All right. Perfect. All right. So, there were uh three school district goals and
were uh three school district goals and
were uh three school district goals and just a a little bit about the goal
just a a little bit about the goal
just a a little bit about the goal process. So, in the summer uh we meet as
process. So, in the summer uh we meet as
process. So, in the summer uh we meet as a leadership team. We have a a summer
a leadership team. We have a a summer
a leadership team. We have a a summer retreat so to speak. Uh it's not um when
retreat so to speak. Uh it's not um when
retreat so to speak. Uh it's not um when we use that word retreat, it really is
we use that word retreat, it really is
we use that word retreat, it really is there's a lot of work that we do. Um and
there's a lot of work that we do. Um and
there's a lot of work that we do. Um and really what we did is uh to develop
really what we did is uh to develop
really what we did is uh to develop these goals is what we call uh affinity
these goals is what we call uh affinity
these goals is what we call uh affinity mapping which is kind of a fancy word
mapping which is kind of a fancy word
mapping which is kind of a fancy word for we used a lot of sticky notes. And
for we used a lot of sticky notes. And
for we used a lot of sticky notes. And essentially on the sticky notes we put
essentially on the sticky notes we put
essentially on the sticky notes we put up uh three topics. One was uh
up uh three topics. One was uh
up uh three topics. One was uh instruction and curriculum. That's one
instruction and curriculum. That's one
instruction and curriculum. That's one of the topics. Another one was uh
of the topics. Another one was uh
of the topics. Another one was uh support for students. and a third was
support for students. and a third was
support for students. and a third was staff and student wellness. We knew that
staff and student wellness. We knew that
staff and student wellness. We knew that we wanted goals around these three
we wanted goals around these three
we wanted goals around these three pretty broad areas. Uh then from there
pretty broad areas. Uh then from there
pretty broad areas. Uh then from there we um gave everybody a lot of sticky
we um gave everybody a lot of sticky
we um gave everybody a lot of sticky notes. There were green, yellow, and red
notes. There were green, yellow, and red
notes. There were green, yellow, and red notes. Green was as a school district,
notes. Green was as a school district,
notes. Green was as a school district, where are we hitting it out of the park?
where are we hitting it out of the park?
where are we hitting it out of the park? Like where do we really really excel? Um
Like where do we really really excel? Um
Like where do we really really excel? Um and the yellow were like where could we
and the yellow were like where could we
and the yellow were like where could we be a little bit better? And the red of
be a little bit better? And the red of
be a little bit better? And the red of course is like we need to do some
course is like we need to do some
course is like we need to do some serious work in this area. And the goal
serious work in this area. And the goal
serious work in this area. And the goal was uh continue to do all the wonderful
was uh continue to do all the wonderful
was uh continue to do all the wonderful things that we do, promote these things.
things that we do, promote these things.
things that we do, promote these things. Uh that's what what we just saw. Uh the
Uh that's what what we just saw. Uh the
Uh that's what what we just saw. Uh the yellow was some refinement and red was
yellow was some refinement and red was
yellow was some refinement and red was we really need to dig into this. And so
we really need to dig into this. And so
we really need to dig into this. And so from that we developed three goals and I
from that we developed three goals and I
from that we developed three goals and I will a I'm going to read them. I do
will a I'm going to read them. I do
will a I'm going to read them. I do apologize because they are very wordy.
apologize because they are very wordy.
apologize because they are very wordy. Uh but you're going to see we're going
Uh but you're going to see we're going
Uh but you're going to see we're going to kind of break these down into some
to kind of break these down into some
to kind of break these down into some actionable items. Uh so the first goal
actionable items. Uh so the first goal
actionable items. Uh so the first goal around instruct curriculum and
around instruct curriculum and
around instruct curriculum and instruction. The goals are to provide
instruction. The goals are to provide
instruction. The goals are to provide rigorous standards aligned instruction
rigorous standards aligned instruction
rigorous standards aligned instruction that is engaging, accessible, equipping
that is engaging, accessible, equipping
that is engaging, accessible, equipping all students to become future ready
all students to become future ready
all students to become future ready learners who think critically,
learners who think critically,
learners who think critically, collaborate effectively and apply their
collaborate effectively and apply their
collaborate effectively and apply their knowledge in real world contexts. And
knowledge in real world contexts. And
knowledge in real world contexts. And again in the planning phase like we're
again in the planning phase like we're
again in the planning phase like we're going word by word, what does future
going word by word, what does future
going word by word, what does future ready mean? What does it mean when we
ready mean? What does it mean when we
ready mean? What does it mean when we talk about standards aligned? Uh for
talk about standards aligned? Uh for
talk about standards aligned? Uh for goal number two is to continue to
goal number two is to continue to
goal number two is to continue to strengthen a clearly defined
strengthen a clearly defined
strengthen a clearly defined multi-tiered systems of support. MTSS
multi-tiered systems of support. MTSS
multi-tiered systems of support. MTSS that provides targeted and effective
that provides targeted and effective
that provides targeted and effective academic and behavioral intervention
academic and behavioral intervention
academic and behavioral intervention ensuring that every student has access
ensuring that every student has access
ensuring that every student has access to the support needed to succeed. And
to the support needed to succeed. And
to the support needed to succeed. And the third goal is to uh foster a uh it
the third goal is to uh foster a uh it
the third goal is to uh foster a uh it falls under that staff and student
falls under that staff and student
falls under that staff and student wellness. Really what we talk about as a
wellness. Really what we talk about as a
wellness. Really what we talk about as a leadership team of like it is our job as
leadership team of like it is our job as
leadership team of like it is our job as leaders. We got to take care of the
leaders. We got to take care of the
leaders. We got to take care of the people uh more now than ever before. Uh
people uh more now than ever before. Uh
people uh more now than ever before. Uh and we uh came up with a goal of uh
and we uh came up with a goal of uh
and we uh came up with a goal of uh foster a school culture that's rooted in
foster a school culture that's rooted in
foster a school culture that's rooted in mutual respect, caring, and belonging by
mutual respect, caring, and belonging by
mutual respect, caring, and belonging by prioritizing the wellness and the safety
prioritizing the wellness and the safety
prioritizing the wellness and the safety of both students and staff, creating an
of both students and staff, creating an
of both students and staff, creating an inclusive environment where all members
inclusive environment where all members
inclusive environment where all members of the school community feel valued and
of the school community feel valued and
of the school community feel valued and supported. And so what we'll do is we're
supported. And so what we'll do is we're
supported. And so what we'll do is we're going to kind of break each one of these
going to kind of break each one of these
going to kind of break each one of these down. And again, I want you're going to
down. And again, I want you're going to
down. And again, I want you're going to hear me say this probably a couple of
hear me say this probably a couple of
hear me say this probably a couple of times. These goals are still in
times. These goals are still in
times. These goals are still in progress. There are some areas where I
progress. There are some areas where I
progress. There are some areas where I feel as we've discussed as a team we
feel as we've discussed as a team we
feel as we've discussed as a team we should have made more progress. We'll
should have made more progress. We'll
should have made more progress. We'll share that. And then there's others uh
share that. And then there's others uh
share that. And then there's others uh where I think that we've done a really
where I think that we've done a really
where I think that we've done a really fine job but need to continue to um make
fine job but need to continue to um make
fine job but need to continue to um make make progress. So without further ado,
make progress. So without further ado,
make progress. So without further ado, we're going to go uh talk a little bit
we're going to go uh talk a little bit
we're going to go uh talk a little bit about curriculum instruction and that
about curriculum instruction and that
about curriculum instruction and that first goal. So I'll turn it over to
first goal. So I'll turn it over to
first goal. So I'll turn it over to Nicole.
>> I did.
>> I did. >> Okay.
Okay. So, our goal around curriculum and
Okay. So, our goal around curriculum and instruction this year, this was a slide
instruction this year, this was a slide
instruction this year, this was a slide that we showed earlier in the year, is
that we showed earlier in the year, is
that we showed earlier in the year, is to update our K through8 curriculum maps
to update our K through8 curriculum maps
to update our K through8 curriculum maps in literacy, math, science, and STEM.
in literacy, math, science, and STEM.
in literacy, math, science, and STEM. They also will throw in there, we had a
They also will throw in there, we had a
They also will throw in there, we had a variety of UA teachers participate this
variety of UA teachers participate this
variety of UA teachers participate this year and update their maps. The goal is
year and update their maps. The goal is
year and update their maps. The goal is to ensure these maps are both
to ensure these maps are both
to ensure these maps are both horizontally and vertically aligned to
horizontally and vertically aligned to
horizontally and vertically aligned to show learning progressions over time. So
show learning progressions over time. So
show learning progressions over time. So horizontal means everyone in grade three
horizontal means everyone in grade three
horizontal means everyone in grade three is working on the same thing. Uh
is working on the same thing. Uh
is working on the same thing. Uh vertical means everyone in social
vertical means everyone in social
vertical means everyone in social studies kind of has a standardsbased
studies kind of has a standardsbased
studies kind of has a standardsbased approach K through 8. Um so we do have
approach K through 8. Um so we do have
approach K through 8. Um so we do have some updated maps. I will say they're
some updated maps. I will say they're
some updated maps. I will say they're not all complete but we have a lot more
not all complete but we have a lot more
not all complete but we have a lot more alignment now um vertically and also
alignment now um vertically and also
alignment now um vertically and also among our teachers. And I will say this
among our teachers. And I will say this
among our teachers. And I will say this process is a learning process for staff.
process is a learning process for staff.
process is a learning process for staff. Um so I'll share more about that in the
Um so I'll share more about that in the
Um so I'll share more about that in the next slide. But another goal we had was
next slide. But another goal we had was
next slide. But another goal we had was to create a shared digital repository of
to create a shared digital repository of
to create a shared digital repository of evidence-based interventions that we
evidence-based interventions that we
evidence-based interventions that we will use to kind of um anchor in some of
will use to kind of um anchor in some of
will use to kind of um anchor in some of our MTSSA tiers. So that we'll talk
our MTSSA tiers. So that we'll talk
our MTSSA tiers. So that we'll talk about when we get to the MTSS goal as
about when we get to the MTSS goal as
about when we get to the MTSS goal as well. And then kind of a end product
well. And then kind of a end product
well. And then kind of a end product would be a vertical scope and sequence
would be a vertical scope and sequence
would be a vertical scope and sequence for each content area that cor that has
for each content area that cor that has
for each content area that cor that has a corresponding crosswalk crosswalk that
a corresponding crosswalk crosswalk that
a corresponding crosswalk crosswalk that aligns our district curriculum and our
aligns our district curriculum and our
aligns our district curriculum and our assessments with the New Hampshire model
assessments with the New Hampshire model
assessments with the New Hampshire model competencies as well as New Hampshire
competencies as well as New Hampshire
competencies as well as New Hampshire work study practices. So that is very
work study practices. So that is very
work study practices. So that is very very ambitious. Um so I will show you
very ambitious. Um so I will show you
very ambitious. Um so I will show you some of the things we have included.
Um, before I do that, I want to kind of
Um, before I do that, I want to kind of walk you through the timeline of this
walk you through the timeline of this
walk you through the timeline of this work. So, in December of 2024,
work. So, in December of 2024,
work. So, in December of 2024, the state legislation kind of passed a
the state legislation kind of passed a
the state legislation kind of passed a final amendment to the ED 306
final amendment to the ED 306
final amendment to the ED 306 regulations. This has been a multi-year
regulations. This has been a multi-year
regulations. This has been a multi-year kind of update that they've been doing
kind of update that they've been doing
kind of update that they've been doing with these 306s, which are the minimum
with these 306s, which are the minimum
with these 306s, which are the minimum standards. So, in New Hampshire, we have
standards. So, in New Hampshire, we have
standards. So, in New Hampshire, we have a lot of creativity on how we teach. The
a lot of creativity on how we teach. The
a lot of creativity on how we teach. The standards tell us what we teach. Um, so
standards tell us what we teach. Um, so
standards tell us what we teach. Um, so for years, high schools have been
for years, high schools have been
for years, high schools have been teaching in a competency based
teaching in a competency based
teaching in a competency based environment. This update in December of
environment. This update in December of
environment. This update in December of 2024 requires that elementary schools
2024 requires that elementary schools
2024 requires that elementary schools follow suit. And so without a technical
follow suit. And so without a technical
follow suit. And so without a technical advisory, the NHSA and the NHED worked
advisory, the NHSA and the NHED worked
advisory, the NHSA and the NHED worked together to come up with a uh
together to come up with a uh
together to come up with a uh implementation toolkit.
implementation toolkit.
implementation toolkit. So this is quite a large undertaking for
So this is quite a large undertaking for
So this is quite a large undertaking for any elementary school and school
any elementary school and school
any elementary school and school district. We decided to allocate a lot
district. We decided to allocate a lot
district. We decided to allocate a lot of our PD time this year to learning
of our PD time this year to learning
of our PD time this year to learning about state competencies. Um revisiting
about state competencies. Um revisiting
about state competencies. Um revisiting the curriculum maps that we have in all
the curriculum maps that we have in all
the curriculum maps that we have in all content areas, seeing what we're
content areas, seeing what we're
content areas, seeing what we're currently teaching and how far out of
currently teaching and how far out of
currently teaching and how far out of alignment our documentation is and then
alignment our documentation is and then
alignment our documentation is and then bringing it up to alignment. Because
bringing it up to alignment. Because
bringing it up to alignment. Because this lift is so significant for teams, I
this lift is so significant for teams, I
this lift is so significant for teams, I thought it might be a smart idea to pair
thought it might be a smart idea to pair
thought it might be a smart idea to pair our AI uh kind of learning curve along
our AI uh kind of learning curve along
our AI uh kind of learning curve along with this. Um so we used our October P
with this. Um so we used our October P
with this. Um so we used our October P we started in the fall looking at the
we started in the fall looking at the
we started in the fall looking at the new curriculum map. So that's a little
new curriculum map. So that's a little
new curriculum map. So that's a little screenshot of the template. You'll see a
screenshot of the template. You'll see a
screenshot of the template. You'll see a bigger version on the next slide. Um and
bigger version on the next slide. Um and
bigger version on the next slide. Um and then I used the October PD day to kind
then I used the October PD day to kind
then I used the October PD day to kind of show people how this could be done
of show people how this could be done
of show people how this could be done with something like Magic School. If you
with something like Magic School. If you
with something like Magic School. If you upload the model competencies and you
upload the model competencies and you
upload the model competencies and you upload the template and you upload a
upload the template and you upload a
upload the template and you upload a previous maps, you can correlate very
previous maps, you can correlate very
previous maps, you can correlate very quickly using AI. Um, we had many
quickly using AI. Um, we had many
quickly using AI. Um, we had many teachers that embraced it. We had others
teachers that embraced it. We had others
teachers that embraced it. We had others that put the brakes on and said, "No
that put the brakes on and said, "No
that put the brakes on and said, "No way. I don't trust it. I want to do it
way. I don't trust it. I want to do it
way. I don't trust it. I want to do it myself. That's fine with me." Um,
myself. That's fine with me." Um,
myself. That's fine with me." Um, further in the year, we've given teams
further in the year, we've given teams
further in the year, we've given teams time, plenty of time to kind of work on
time, plenty of time to kind of work on
time, plenty of time to kind of work on this as groups. We also had iLearn New
this as groups. We also had iLearn New
this as groups. We also had iLearn New Hampshire come in. They are a service
Hampshire come in. They are a service
Hampshire come in. They are a service that provides free professional
that provides free professional
that provides free professional development for school districts. Um so
development for school districts. Um so
development for school districts. Um so we got on their kind of wait list and
we got on their kind of wait list and
we got on their kind of wait list and they were able to come in in April and
they were able to come in in April and
they were able to come in in April and May and do presentations on Notebook LM
May and do presentations on Notebook LM
May and do presentations on Notebook LM and Gemini which are part of the Google
and Gemini which are part of the Google
and Gemini which are part of the Google Workspace. So um we're now exploring
Workspace. So um we're now exploring
Workspace. So um we're now exploring that those tools as well, the free
that those tools as well, the free
that those tools as well, the free versions of those tools. And then
versions of those tools. And then
versions of those tools. And then finally on the May 22nd PDA team
finally on the May 22nd PDA team
finally on the May 22nd PDA team submitted updated curriculum documents.
submitted updated curriculum documents.
submitted updated curriculum documents. They are not all published to our
They are not all published to our
They are not all published to our website yet. That will be future work
website yet. That will be future work
website yet. That will be future work probably launched over the summer.
So this is a screenshot of our draft of
So this is a screenshot of our draft of our of our template. So this is what
our of our template. So this is what
our of our template. So this is what teachers were working from. You can see
teachers were working from. You can see
teachers were working from. You can see the competency on the left and you can
the competency on the left and you can
the competency on the left and you can see the standards on the bottom left. So
see the standards on the bottom left. So
see the standards on the bottom left. So those standards are largely they're
those standards are largely they're
those standards are largely they're pulled from either common core state
pulled from either common core state
pulled from either common core state standards, nextgen science standards.
standards, nextgen science standards.
standards, nextgen science standards. For social studies, we use the C3
For social studies, we use the C3
For social studies, we use the C3 college career and civic life framework.
college career and civic life framework.
college career and civic life framework. And then our arts teachers use the
And then our arts teachers use the
And then our arts teachers use the national core arts standards. Um, so
national core arts standards. Um, so
national core arts standards. Um, so just correlating New Hampshire model
just correlating New Hampshire model
just correlating New Hampshire model competencies with standards is a lift in
competencies with standards is a lift in
competencies with standards is a lift in and of itself. But then when you compare
and of itself. But then when you compare
and of itself. But then when you compare what do we want the essential questions
what do we want the essential questions
what do we want the essential questions for each unit to be? What do we want our
for each unit to be? What do we want our
for each unit to be? What do we want our students to be able to understand and
students to be able to understand and
students to be able to understand and do? What is the content that is
do? What is the content that is
do? What is the content that is non-negotiable for every classroom?
non-negotiable for every classroom?
non-negotiable for every classroom? These discussions take time. There's a
These discussions take time. There's a
These discussions take time. There's a lot of thoughtful kind of deliberation
lot of thoughtful kind of deliberation
lot of thoughtful kind of deliberation among teams around how are we going to
among teams around how are we going to
among teams around how are we going to do these labs? What are the field trips
do these labs? What are the field trips
do these labs? What are the field trips we absolutely want to ensure happen?
we absolutely want to ensure happen?
we absolutely want to ensure happen? What are the hands-on experiences? And
What are the hands-on experiences? And
What are the hands-on experiences? And then I've kind of listed some acquired
then I've kind of listed some acquired
then I've kind of listed some acquired skills and some best work practice study
skills and some best work practice study
skills and some best work practice study skills. They keep changing the names of
skills. They keep changing the names of
skills. They keep changing the names of that. So, uh I think right now we've
that. So, uh I think right now we've
that. So, uh I think right now we've landed on work study practices is the
landed on work study practices is the
landed on work study practices is the official term the state uses. Basically,
official term the state uses. Basically,
official term the state uses. Basically, whittle down that list so that we're
whittle down that list so that we're
whittle down that list so that we're giving kids the chance to build the
giving kids the chance to build the
giving kids the chance to build the collaboration and teamwork skills over
collaboration and teamwork skills over
collaboration and teamwork skills over time. It's not something we suddenly
time. It's not something we suddenly
time. It's not something we suddenly expect them to know how to do in eighth
expect them to know how to do in eighth
expect them to know how to do in eighth grade. they're getting exposure to that
grade. they're getting exposure to that
grade. they're getting exposure to that throughout the the time. Okay. So, this
throughout the the time. Okay. So, this
throughout the the time. Okay. So, this is where I'd like to invite Mrs. Wise
is where I'd like to invite Mrs. Wise
is where I'd like to invite Mrs. Wise Carver to come up.
Carver to come up.
Carver to come up. She is going to show you um so I think
She is going to show you um so I think
She is going to show you um so I think when we look at our science curriculum,
when we look at our science curriculum,
when we look at our science curriculum, science is possibly the furthest along
science is possibly the furthest along
science is possibly the furthest along in this area. We started this work four
in this area. We started this work four
in this area. We started this work four years ago. And so, um we have some links
years ago. And so, um we have some links
years ago. And so, um we have some links here. I did pull out a sixth grade ELA
here. I did pull out a sixth grade ELA
here. I did pull out a sixth grade ELA narrative. We have maps of all the
narrative. We have maps of all the
narrative. We have maps of all the different units and grades, but um I
different units and grades, but um I
different units and grades, but um I wanted to show some different examples.
wanted to show some different examples.
wanted to show some different examples. So Sarah's going to come up and talk
So Sarah's going to come up and talk
So Sarah's going to come up and talk about the maps and the crosswalks.
Good evening everyone.
Good evening everyone. So over the course of several school
So over the course of several school
So over the course of several school years, a dedicated team of t 10
years, a dedicated team of t 10
years, a dedicated team of t 10 elementary educators across all grade
elementary educators across all grade
elementary educators across all grade levels collaborated to map out our
levels collaborated to map out our
levels collaborated to map out our science curriculum. This multi-year
science curriculum. This multi-year
science curriculum. This multi-year effort focused on designing integration
effort focused on designing integration
effort focused on designing integration for our elementary school, ensuring that
for our elementary school, ensuring that
for our elementary school, ensuring that foundational science concepts were woven
foundational science concepts were woven
foundational science concepts were woven in daily into reading, writing, and math
in daily into reading, writing, and math
in daily into reading, writing, and math instruction to ensure academic rigor and
instruction to ensure academic rigor and
instruction to ensure academic rigor and consistency. Every curriculum map we
consistency. Every curriculum map we
consistency. Every curriculum map we developed is anchored by multiple
developed is anchored by multiple
developed is anchored by multiple critical components. And uh Mr. Dion, if
critical components. And uh Mr. Dion, if
critical components. And uh Mr. Dion, if you would click on the grade three
you would click on the grade three
you would click on the grade three science force emotions, please.
Thank you. So this is one example here.
Thank you. So this is one example here. Oh
Oh
Oh um I just happen to pull out grade three
um I just happen to pull out grade three
um I just happen to pull out grade three but you can see some of these critical
but you can see some of these critical
but you can see some of these critical components. The first is the NGSS which
components. The first is the NGSS which
components. The first is the NGSS which is the um next generation science
is the um next generation science
is the um next generation science standards. So every unit that we
standards. So every unit that we
standards. So every unit that we developed is explicitly aligned with
developed is explicitly aligned with
developed is explicitly aligned with these standards ensuring our students
these standards ensuring our students
these standards ensuring our students meet national benchmarks for scientific
meet national benchmarks for scientific
meet national benchmarks for scientific and engineering practices.
and engineering practices.
and engineering practices. Additionally, the competency goals. We
Additionally, the competency goals. We
Additionally, the competency goals. We defined the clear, measurable targets
defined the clear, measurable targets
defined the clear, measurable targets that outline exactly what skills and
that outline exactly what skills and
that outline exactly what skills and knowledge students must master by the
knowledge students must master by the
knowledge students must master by the end of each unit. And then we took a
end of each unit. And then we took a
end of each unit. And then we took a look at our enduring understandings.
look at our enduring understandings.
look at our enduring understandings. These are considered the big ideas and
These are considered the big ideas and
These are considered the big ideas and lifelong takeaways that students will
lifelong takeaways that students will
lifelong takeaways that students will retain after the school year ends and
retain after the school year ends and
retain after the school year ends and that hopefully will build on for the
that hopefully will build on for the
that hopefully will build on for the next school year and years to come.
next school year and years to come.
next school year and years to come. Finally, um, another one I want to draw
Finally, um, another one I want to draw
Finally, um, another one I want to draw your attention to is the anchoring
your attention to is the anchoring
your attention to is the anchoring content. We establish core real world
content. We establish core real world
content. We establish core real world real world phenomena and essential
real world phenomena and essential
real world phenomena and essential content that serve as a launchpad for
content that serve as a launchpad for
content that serve as a launchpad for daily lessons keeping student inquiry
daily lessons keeping student inquiry
daily lessons keeping student inquiry inquiry at the center of our classroom
inquiry at the center of our classroom
inquiry at the center of our classroom experiences.
experiences.
experiences. Um the NGSS stand framework is a
Um the NGSS stand framework is a
Um the NGSS stand framework is a spiraling framework and concepts are not
spiraling framework and concepts are not
spiraling framework and concepts are not taught in isolation. They revisited with
taught in isolation. They revisited with
taught in isolation. They revisited with increasing complexity as students
increasing complexity as students
increasing complexity as students mature. So this is one example of third
mature. So this is one example of third
mature. So this is one example of third grade but Mr. So Diane, if you go back
grade but Mr. So Diane, if you go back
grade but Mr. So Diane, if you go back to the other side we were just on and
to the other side we were just on and
to the other side we were just on and then if you please we'll click on the
then if you please we'll click on the
then if you please we'll click on the science scope and sequence K through8 by
science scope and sequence K through8 by
science scope and sequence K through8 by trimester.
Thank you.
Thank you. Um, and so this
this is an example that we created once
this is an example that we created once we um we originally made it with
we um we originally made it with
we um we originally made it with quarters, but this year when we went to
quarters, but this year when we went to
quarters, but this year when we went to trimesters, we had to change it to um
trimesters, we had to change it to um
trimesters, we had to change it to um show that we're no we're no longer using
show that we're no we're no longer using
show that we're no we're no longer using quarters and that we're now in the
quarters and that we're now in the
quarters and that we're now in the trimesters. But you can see from
trimesters. But you can see from
trimesters. But you can see from kindergarten, if you were to scroll down
kindergarten, if you were to scroll down
kindergarten, if you were to scroll down all the way to fourth grade, there is
all the way to fourth grade, there is
all the way to fourth grade, there is some spiraling that's happening. And I
some spiraling that's happening. And I
some spiraling that's happening. And I can show you one example.
can show you one example.
can show you one example. Kindergarteners are introduced to pushes
Kindergarteners are introduced to pushes
Kindergarteners are introduced to pushes and p pulls as a type of force and
and p pulls as a type of force and
and p pulls as a type of force and motion and how those affect the motions
motion and how those affect the motions
motion and how those affect the motions of objects. But then if you look at the
of objects. But then if you look at the
of objects. But then if you look at the third grade line in third grade,
third grade line in third grade,
third grade line in third grade, students build on this by investigating
students build on this by investigating
students build on this by investigating the effects of balance and unbalanced
the effects of balance and unbalanced
the effects of balance and unbalanced forces, the pushes and pulls of bridges
forces, the pushes and pulls of bridges
forces, the pushes and pulls of bridges and structures, and the effects of
and structures, and the effects of
and structures, and the effects of gravity and friction on the motion of
gravity and friction on the motion of
gravity and friction on the motion of objects. And students in third grade
objects. And students in third grade
objects. And students in third grade practice these skills through
practice these skills through
practice these skills through engineering bridges and building design
engineering bridges and building design
engineering bridges and building design and building and designing cardboard
and building and designing cardboard
and building and designing cardboard arcades. Then in fourth grade, students
arcades. Then in fourth grade, students
arcades. Then in fourth grade, students continue to elevate this know this
continue to elevate this know this
continue to elevate this know this knowledge as they study energy. They
knowledge as they study energy. They
knowledge as they study energy. They investigate how energy is stored, how it
investigate how energy is stored, how it
investigate how energy is stored, how it can make objects move, and how
can make objects move, and how
can make objects move, and how collisions transfer energy between
collisions transfer energy between
collisions transfer energy between objects. Students also construct chain
objects. Students also construct chain
objects. Students also construct chain reaction machines to explore the many
reaction machines to explore the many
reaction machines to explore the many different ways that energy can be
different ways that energy can be
different ways that energy can be transferred. So you can really see that
transferred. So you can really see that
transferred. So you can really see that spiral and how with every grade level um
spiral and how with every grade level um
spiral and how with every grade level um the students extend their understanding
the students extend their understanding
the students extend their understanding of that science.
of that science.
of that science. Our K through8 scope and K through four
Our K through8 scope and K through four
Our K through8 scope and K through four scope and sequence excuse me also allows
scope and sequence excuse me also allows
scope and sequence excuse me also allows science to become the context through
science to become the context through
science to become the context through which students practice reading, writing
which students practice reading, writing
which students practice reading, writing and mathematics. Um Mr. Diane, if you
and mathematics. Um Mr. Diane, if you
and mathematics. Um Mr. Diane, if you could please go back and hit the
could please go back and hit the
could please go back and hit the crosswalk between ELA and science units.
Thank you.
Thank you. So, Wonders is our current um English or
So, Wonders is our current um English or
So, Wonders is our current um English or ELA um curriculum that we use. And so,
ELA um curriculum that we use. And so,
ELA um curriculum that we use. And so, what we have done is we've actually gone
what we have done is we've actually gone
what we have done is we've actually gone through every unit by grade level and
through every unit by grade level and
through every unit by grade level and seen where the non-fiction texts and
seen where the non-fiction texts and
seen where the non-fiction texts and wonders connect with our mystery
wonders connect with our mystery
wonders connect with our mystery science, which is our curriculum for
science, which is our curriculum for
science, which is our curriculum for science, where those overlap and
science, where those overlap and
science, where those overlap and connect. So for instance, if you look
connect. So for instance, if you look
connect. So for instance, if you look where you are right now, grade one, one
where you are right now, grade one, one
where you are right now, grade one, one of their first units is a unit on
of their first units is a unit on
of their first units is a unit on friendship, which connects very well
friendship, which connects very well
friendship, which connects very well with the mystery science um lesson,
with the mystery science um lesson,
with the mystery science um lesson, which is can animals be friends with
which is can animals be friends with
which is can animals be friends with other kinds of animals. So, as a grade
other kinds of animals. So, as a grade
other kinds of animals. So, as a grade level, we've now gone through and they
level, we've now gone through and they
level, we've now gone through and they can learn about the idea of friendships
can learn about the idea of friendships
can learn about the idea of friendships and symbiotic relationships in their
and symbiotic relationships in their
and symbiotic relationships in their wonders program during the ELA time, but
wonders program during the ELA time, but
wonders program during the ELA time, but also during their mystery science time.
also during their mystery science time.
also during their mystery science time. Um, in addition to that, we've built ali
Um, in addition to that, we've built ali
Um, in addition to that, we've built ali and aligned heavy science investigations
and aligned heavy science investigations
and aligned heavy science investigations with math, including measurement and
with math, including measurement and
with math, including measurement and graphing standards and lots of real
graphing standards and lots of real
graphing standards and lots of real world understandings. An example of that
world understandings. An example of that
world understandings. An example of that would be when we brought the soil tent
would be when we brought the soil tent
would be when we brought the soil tent to Hamstead Central School. This year in
to Hamstead Central School. This year in
to Hamstead Central School. This year in particular, we use a math time so that
particular, we use a math time so that
particular, we use a math time so that all students could see that. And so we
all students could see that. And so we
all students could see that. And so we really focus on data and measurement um
really focus on data and measurement um
really focus on data and measurement um in the soil as we were investigating the
in the soil as we were investigating the
in the soil as we were investigating the soil. We were taking measurements, we
soil. We were taking measurements, we
soil. We were taking measurements, we were graphing, students were doing line
were graphing, students were doing line
were graphing, students were doing line plot graphs, line plot um they were
plot graphs, line plot um they were
plot graphs, line plot um they were doing bar graphs depending on the age.
doing bar graphs depending on the age.
doing bar graphs depending on the age. So we can really start to incorporate
So we can really start to incorporate
So we can really start to incorporate our science into multitude of um parts
our science into multitude of um parts
our science into multitude of um parts of our day.
of our day.
of our day. Any questions about that?
Any questions about that?
Any questions about that? It was a lot of work. Um I do have one
It was a lot of work. Um I do have one
It was a lot of work. Um I do have one more thing. I'm glad that you just said
more thing. I'm glad that you just said
more thing. I'm glad that you just said that. Thank you. Because
that. Thank you. Because
that. Thank you. Because um this would not happen I I'm standing
um this would not happen I I'm standing
um this would not happen I I'm standing here right now, but this is certainly
here right now, but this is certainly
here right now, but this is certainly not just my work. Um, I would like to
not just my work. Um, I would like to
not just my work. Um, I would like to give a thank you to all the members of
give a thank you to all the members of
give a thank you to all the members of the science curriculum team. This is
the science curriculum team. This is
the science curriculum team. This is Shelby Russell, Katie Galant, Ann Lee,
Shelby Russell, Katie Galant, Ann Lee,
Shelby Russell, Katie Galant, Ann Lee, Amanda Wellelver, Sophia Puland,
Amanda Wellelver, Sophia Puland,
Amanda Wellelver, Sophia Puland, Danielle Zuki, Wendy Morren, Tara
Danielle Zuki, Wendy Morren, Tara
Danielle Zuki, Wendy Morren, Tara Mclofflin, and Amber Moral. This was, as
Mclofflin, and Amber Moral. This was, as
Mclofflin, and Amber Moral. This was, as I said, years of work, years, hours of
I said, years of work, years, hours of
I said, years of work, years, hours of work. Um, also we know that this is a
work. Um, also we know that this is a
work. Um, also we know that this is a living document. So, as things change,
living document. So, as things change,
living document. So, as things change, as curriculums change, we may have to
as curriculums change, we may have to
as curriculums change, we may have to tweak. But, um, we are very proud of the
tweak. But, um, we are very proud of the
tweak. But, um, we are very proud of the work that we have done here. Thank you.
>> I just I want to say thank you as well.
>> I just I want to say thank you as well. Um you know having a child that does not
Um you know having a child that does not
Um you know having a child that does not participate in the ventures program but
participate in the ventures program but
participate in the ventures program but being able to participate in some of the
being able to participate in some of the
being able to participate in some of the programming that you offer was really
programming that you offer was really
programming that you offer was really great for both of them. So thank you.
So, I hope you can see um the long-term
So, I hope you can see um the long-term goal with unpacking these competencies
goal with unpacking these competencies
goal with unpacking these competencies is some of those interdisciplinary
is some of those interdisciplinary
is some of those interdisciplinary projects. And if you read the New
projects. And if you read the New
projects. And if you read the New Hampshire model competencies, they are
Hampshire model competencies, they are
Hampshire model competencies, they are very packed in and they need to be
very packed in and they need to be
very packed in and they need to be unpacked. And then our teachers need
unpacked. And then our teachers need
unpacked. And then our teachers need time to kind of correlate what are we
time to kind of correlate what are we
time to kind of correlate what are we doing in math when we're learning this
doing in math when we're learning this
doing in math when we're learning this in science and what are we doing in ELA?
in science and what are we doing in ELA?
in science and what are we doing in ELA? What units are we studying when we're
What units are we studying when we're
What units are we studying when we're talking about social studies? So, I
talking about social studies? So, I
talking about social studies? So, I think over time these will continue to
think over time these will continue to
think over time these will continue to grow and evolve. Um, but we're at a very
grow and evolve. Um, but we're at a very
grow and evolve. Um, but we're at a very good place and our online documentation
good place and our online documentation
good place and our online documentation will be catching up with our teachers
will be catching up with our teachers
will be catching up with our teachers understanding
understanding
understanding soon.
>> I have a question.
>> I have a question. >> Sure. Uh, and this might be more of a a
>> Sure. Uh, and this might be more of a a
>> Sure. Uh, and this might be more of a a Melissa question, but over time as these
Melissa question, but over time as these
Melissa question, but over time as these kind of develop, will there be sort of
kind of develop, will there be sort of
kind of develop, will there be sort of embedded best practices for special
embedded best practices for special
embedded best practices for special education when it comes to teaching the
education when it comes to teaching the
education when it comes to teaching the competencies and that sort of thing?
competencies and that sort of thing?
competencies and that sort of thing? >> That's a great question. So, I think
>> That's a great question. So, I think
>> That's a great question. So, I think once we become more familiar with the
once we become more familiar with the
once we become more familiar with the competencies, we're going to scaffold
competencies, we're going to scaffold
competencies, we're going to scaffold and I think you'll see that um
and I think you'll see that um
and I think you'll see that um instruction evolve to to filter into
instruction evolve to to filter into
instruction evolve to to filter into tier two and tier three. So, we do a
tier two and tier three. So, we do a
tier two and tier three. So, we do a curriculum review cycle. Right now this
curriculum review cycle. Right now this
curriculum review cycle. Right now this year we're doing math as we and you
year we're doing math as we and you
year we're doing math as we and you approved a math purchase last year for
approved a math purchase last year for
approved a math purchase last year for Eureka and Ready Math with those tools.
Eureka and Ready Math with those tools.
Eureka and Ready Math with those tools. We've purchased intervention and we've p
We've purchased intervention and we've p
We've purchased intervention and we've p purchased some SDI. Now some SDI and
purchased some SDI. Now some SDI and
purchased some SDI. Now some SDI and tier three is very very specialized and
tier three is very very specialized and
tier three is very very specialized and will never kind of correlate with tier
will never kind of correlate with tier
will never kind of correlate with tier one but tier 2 will match. SDI is
one but tier 2 will match. SDI is
one but tier 2 will match. SDI is specially designed instruction. It's
specially designed instruction. It's
specially designed instruction. It's taught in tier three.
taught in tier three.
taught in tier three. Um, but we're purposefully trying to
Um, but we're purposefully trying to
Um, but we're purposefully trying to correlate our intervention work with the
correlate our intervention work with the
correlate our intervention work with the tier one um, kind of scope and sequence,
tier one um, kind of scope and sequence,
tier one um, kind of scope and sequence, but the pace is the challenge. How do
but the pace is the challenge. How do
but the pace is the challenge. How do you do a year's growth in a year's time
you do a year's growth in a year's time
you do a year's growth in a year's time when the pace needs to be kind of
when the pace needs to be kind of
when the pace needs to be kind of brought up?
brought up?
brought up? >> Yeah. I mean, I just think of like a new
>> Yeah. I mean, I just think of like a new
>> Yeah. I mean, I just think of like a new teacher, whether it's a new general ed
teacher, whether it's a new general ed
teacher, whether it's a new general ed teacher or a new special educator, just
teacher or a new special educator, just
teacher or a new special educator, just having a a base of like what scaffold
having a a base of like what scaffold
having a a base of like what scaffold should I be looking at to teach X, um, I
should I be looking at to teach X, um, I
should I be looking at to teach X, um, I think is is beneficial. I know across
think is is beneficial. I know across
think is is beneficial. I know across the border that's one of the things that
the border that's one of the things that
the border that's one of the things that we really push with our
we really push with our
we really push with our >> that's an area that certainly could be
>> that's an area that certainly could be
>> that's an area that certainly could be developed out. I think the intention
developed out. I think the intention
developed out. I think the intention with the anchoring content is to really
with the anchoring content is to really
with the anchoring content is to really kind of make sure our new teachers
kind of make sure our new teachers
kind of make sure our new teachers especially know what do we use when we
especially know what do we use when we
especially know what do we use when we teach this unit? What do I have access
teach this unit? What do I have access
teach this unit? What do I have access to? Um and for people that have been
to? Um and for people that have been
to? Um and for people that have been doing it a long time, it's so obvious,
doing it a long time, it's so obvious,
doing it a long time, it's so obvious, but if you switch grade levels, it's not
but if you switch grade levels, it's not
but if you switch grade levels, it's not that obvious. And if you're brand new to
that obvious. And if you're brand new to
that obvious. And if you're brand new to the district, it's not obvious at all.
the district, it's not obvious at all.
the district, it's not obvious at all. >> Sometimes when you've been doing it too
>> Sometimes when you've been doing it too
>> Sometimes when you've been doing it too long, it's not obvious either. You need
long, it's not obvious either. You need
long, it's not obvious either. You need a refresher. So that anchoring content
a refresher. So that anchoring content
a refresher. So that anchoring content section we've had a lot of um
section we've had a lot of um
section we've had a lot of um discussions around but that could be
discussions around but that could be
discussions around but that could be totally built out to reference uh tier 2
totally built out to reference uh tier 2
totally built out to reference uh tier 2 instruction.
instruction.
instruction. >> Any other questions?
>> All right. Uh goal number two to
>> All right. Uh goal number two to continue to strengthen a clearly defined
continue to strengthen a clearly defined
continue to strengthen a clearly defined multi-tered systems of support that
multi-tered systems of support that
multi-tered systems of support that provides targeted and effective academic
provides targeted and effective academic
provides targeted and effective academic behavioral interventions ensuring that
behavioral interventions ensuring that
behavioral interventions ensuring that students have access to the supports
students have access to the supports
students have access to the supports needed to succeed. There really were uh
needed to succeed. There really were uh
needed to succeed. There really were uh sort of four items that we were looking
sort of four items that we were looking
sort of four items that we were looking to focus on. One was uh improving um the
to focus on. One was uh improving um the
to focus on. One was uh improving um the uh programming uh in each building which
uh programming uh in each building which
uh programming uh in each building which we've done and our um leadership will
we've done and our um leadership will
we've done and our um leadership will talk about that momentarily.
talk about that momentarily.
talk about that momentarily. uh we also uh strived or aspired to uh
uh we also uh strived or aspired to uh
uh we also uh strived or aspired to uh collect and analyze academic and
collect and analyze academic and
collect and analyze academic and behavioral data do it at do it better um
behavioral data do it at do it better um
behavioral data do it at do it better um that I would say we are doing it much
that I would say we are doing it much
that I would say we are doing it much better and I think you've heard a little
better and I think you've heard a little
better and I think you've heard a little bit of that before when it comes to the
bit of that before when it comes to the
bit of that before when it comes to the plug-in uh for powers school um and
plug-in uh for powers school um and
plug-in uh for powers school um and you'll again you'll hear a little bit
you'll again you'll hear a little bit
you'll again you'll hear a little bit more about that then the other one was
more about that then the other one was
more about that then the other one was really to engage uh students and
really to engage uh students and
really to engage uh students and families in the process right like the
families in the process right like the
families in the process right like the idea of if if families know that there's
idea of if if families know that there's
idea of if if families know that there's there's help out there you can get the
there's help out there you can get the
there's help out there you can get the help that you need and it doesn't always
help that you need and it doesn't always
help that you need and it doesn't always mean you have to run to special ed.
mean you have to run to special ed.
mean you have to run to special ed. Sometimes it does. Um then perhaps that
Sometimes it does. Um then perhaps that
Sometimes it does. Um then perhaps that could result in lower referral numbers.
could result in lower referral numbers.
could result in lower referral numbers. We have not done a good job at that. So
We have not done a good job at that. So
We have not done a good job at that. So I'm just going to throw that out there.
I'm just going to throw that out there.
I'm just going to throw that out there. Um and then we also talked I think the
Um and then we also talked I think the
Um and then we also talked I think the driver of this goal was I had said to
driver of this goal was I had said to
driver of this goal was I had said to you in September like you'll be able to
you in September like you'll be able to
you in September like you'll be able to go to the district's website front and
go to the district's website front and
go to the district's website front and center is going to be a document. It's
center is going to be a document. It's
center is going to be a document. It's going to be a process document where
going to be a process document where
going to be a process document where it's going to show you um a uh system uh
it's going to show you um a uh system uh
it's going to show you um a uh system uh you know a systems view of MTSS. It'll
you know a systems view of MTSS. It'll
you know a systems view of MTSS. It'll be a user guide for staff for anybody.
be a user guide for staff for anybody.
be a user guide for staff for anybody. And if you go to the school's website
And if you go to the school's website
And if you go to the school's website right now to the front page, you will
right now to the front page, you will
right now to the front page, you will see it's not there. Um it is a work in
see it's not there. Um it is a work in
see it's not there. Um it is a work in progress. There's a copy of it in uh the
progress. There's a copy of it in uh the
progress. There's a copy of it in uh the board's uh packet and uh it's it still
board's uh packet and uh it's it still
board's uh packet and uh it's it still needs work. So, as I've said to the
needs work. So, as I've said to the
needs work. So, as I've said to the team, when we look at MTSS, the S for
team, when we look at MTSS, the S for
team, when we look at MTSS, the S for support, we're we're great at that. Uh
support, we're we're great at that. Uh
support, we're we're great at that. Uh we offer uh a tremendous amount of
we offer uh a tremendous amount of
we offer uh a tremendous amount of support. The wagons are always getting
support. The wagons are always getting
support. The wagons are always getting circled when a kid struggles. What we
circled when a kid struggles. What we
circled when a kid struggles. What we continue to need to work on is systems.
continue to need to work on is systems.
continue to need to work on is systems. Uh we recognize it. I think we're close,
Uh we recognize it. I think we're close,
Uh we recognize it. I think we're close, but to I I can't stand up here in good
but to I I can't stand up here in good
but to I I can't stand up here in good faith and say that we have a
faith and say that we have a
faith and say that we have a district-wide MTSS um model. um in the
district-wide MTSS um model. um in the
district-wide MTSS um model. um in the way that we had said that we would in
way that we had said that we would in
way that we had said that we would in September. But that being said, we have
September. But that being said, we have
September. But that being said, we have done a lot of work and if we advance the
done a lot of work and if we advance the
done a lot of work and if we advance the slide.
So this work really began in the spring
So this work really began in the spring of 2024. Uh the board uh may recall uh
of 2024. Uh the board uh may recall uh
of 2024. Uh the board uh may recall uh that we hired a consultant uh to come in
that we hired a consultant uh to come in
that we hired a consultant uh to come in and do an independent program evaluation
and do an independent program evaluation
and do an independent program evaluation on MTSS. We knew it needed an overhaul.
on MTSS. We knew it needed an overhaul.
on MTSS. We knew it needed an overhaul. uh they uh that consultant provided a
uh they uh that consultant provided a
uh they uh that consultant provided a report. Uh we have unpack we unpacked
report. Uh we have unpack we unpacked
report. Uh we have unpack we unpacked that report. We created goals around it
that report. We created goals around it
that report. We created goals around it and again it uh we were not able to
and again it uh we were not able to
and again it uh we were not able to achieve all that we needed to achieve.
achieve all that we needed to achieve.
achieve all that we needed to achieve. Uh and then throughout uh the fall and
Uh and then throughout uh the fall and
Uh and then throughout uh the fall and the winter uh we engaged our staff in uh
the winter uh we engaged our staff in uh
the winter uh we engaged our staff in uh a consultancy training with the
a consultancy training with the
a consultancy training with the department of education uh where we met
department of education uh where we met
department of education uh where we met with um other schools as well and they
with um other schools as well and they
with um other schools as well and they really help us to define and refine our
really help us to define and refine our
really help us to define and refine our systems. uh there were separate
systems. uh there were separate
systems. uh there were separate trainings for tier one, tier two and
trainings for tier one, tier two and
trainings for tier one, tier two and tier three. It was incredibly helpful
tier three. It was incredibly helpful
tier three. It was incredibly helpful and the takeaway from that uh training
and the takeaway from that uh training
and the takeaway from that uh training was actually yeah we have a lot of work
was actually yeah we have a lot of work
was actually yeah we have a lot of work to do but you would be surprised how far
to do but you would be surprised how far
to do but you would be surprised how far along we are in comparison to other
along we are in comparison to other
along we are in comparison to other schools. Now that's not we're not going
schools. Now that's not we're not going
schools. Now that's not we're not going to rest on that because we need to be
to rest on that because we need to be
to rest on that because we need to be better. Um and then we also uh walked
better. Um and then we also uh walked
better. Um and then we also uh walked away from that that we had to do a a
away from that that we had to do a a
away from that that we had to do a a intervention inventory. we where we had
intervention inventory. we where we had
intervention inventory. we where we had to literally lay out all the things that
to literally lay out all the things that
to literally lay out all the things that we do and that list is just daunting.
we do and that list is just daunting.
we do and that list is just daunting. The amount of intervention support that
The amount of intervention support that
The amount of intervention support that we provide students is just it's
we provide students is just it's
we provide students is just it's overwhelming. What we are not great at
overwhelming. What we are not great at
overwhelming. What we are not great at is evaluating the effectiveness of those
is evaluating the effectiveness of those
is evaluating the effectiveness of those interventions and that's because a lot
interventions and that's because a lot
interventions and that's because a lot of our people are spending time helping
of our people are spending time helping
of our people are spending time helping kids and oftentimes not collecting the
kids and oftentimes not collecting the
kids and oftentimes not collecting the data about how effective is that
data about how effective is that
data about how effective is that intervention. So that's work that is is
intervention. So that's work that is is
intervention. So that's work that is is going to continue. So the framework that
going to continue. So the framework that
going to continue. So the framework that you see in your uh packet is definitely
you see in your uh packet is definitely
you see in your uh packet is definitely a draft. I even debated about whether or
a draft. I even debated about whether or
a draft. I even debated about whether or not to put it there, but that would you
not to put it there, but that would you
not to put it there, but that would you know we believe in being transparent.
know we believe in being transparent.
know we believe in being transparent. But if there's a saving grace in this, I
But if there's a saving grace in this, I
But if there's a saving grace in this, I would say that that is the fact that our
would say that that is the fact that our
would say that that is the fact that our buildings have advanced the work. Uh
buildings have advanced the work. Uh
buildings have advanced the work. Uh they've done an excellent job of uh
they've done an excellent job of uh
they've done an excellent job of uh developing uh programs and evaluating
developing uh programs and evaluating
developing uh programs and evaluating data. Um, and with that said, I'm just
data. Um, and with that said, I'm just
data. Um, and with that said, I'm just going to turn it over very quickly uh to
going to turn it over very quickly uh to
going to turn it over very quickly uh to um some of our building leaders who can
um some of our building leaders who can
um some of our building leaders who can just talk a little bit about what um
just talk a little bit about what um
just talk a little bit about what um advancements have been made with MTSS uh
advancements have been made with MTSS uh
advancements have been made with MTSS uh in their schools this year. So, we Who's
in their schools this year. So, we Who's
in their schools this year. So, we Who's going first?
going first?
going first? >> All right. So, here's Amy Maldonado, the
>> All right. So, here's Amy Maldonado, the
>> All right. So, here's Amy Maldonado, the assistant principal of Hamstead Middle
assistant principal of Hamstead Middle
assistant principal of Hamstead Middle School.
School.
School. >> Thank you.
>> Thank you.
>> Thank you. >> Hi, everyone.
>> Hi, everyone.
>> Hi, everyone. Okay. So, um as Superintendent Thompson
Okay. So, um as Superintendent Thompson
Okay. So, um as Superintendent Thompson said, we are in the process of building
said, we are in the process of building
said, we are in the process of building out a bunch of things, but so many
out a bunch of things, but so many
out a bunch of things, but so many things have happened that we are excited
things have happened that we are excited
things have happened that we are excited to celebrate. First, uh one big thing
to celebrate. First, uh one big thing
to celebrate. First, uh one big thing that we've done to enhance the MTSS
that we've done to enhance the MTSS
that we've done to enhance the MTSS process at the middle school is the
process at the middle school is the
process at the middle school is the implementation of a win room. This room
implementation of a win room. This room
implementation of a win room. This room is fully staffed by a retired principal
is fully staffed by a retired principal
is fully staffed by a retired principal and is used to support students
and is used to support students
and is used to support students academically and behaviorally.
academically and behaviorally.
academically and behaviorally. In terms of academics, the wind room is
In terms of academics, the wind room is
In terms of academics, the wind room is used to support students by providing
used to support students by providing
used to support students by providing lots of interventions. Those
lots of interventions. Those
lots of interventions. Those interventions can include things like
interventions can include things like
interventions can include things like executive executive functioning skills
executive executive functioning skills
executive executive functioning skills and ensuring that assignments are
and ensuring that assignments are
and ensuring that assignments are completed and turned in in a timely
completed and turned in in a timely
completed and turned in in a timely manner. The wind room is also used to
manner. The wind room is also used to
manner. The wind room is also used to support students who have been assigned
support students who have been assigned
support students who have been assigned a consequence. In situations where
a consequence. In situations where
a consequence. In situations where students have been assigned a
students have been assigned a
students have been assigned a consequence, the person in the wind
consequence, the person in the wind
consequence, the person in the wind room, John Mey, often supports the
room, John Mey, often supports the
room, John Mey, often supports the completion of a reflection and processes
completion of a reflection and processes
completion of a reflection and processes with students about the actions that
with students about the actions that
with students about the actions that they can take moving forward to refrain
they can take moving forward to refrain
they can take moving forward to refrain from using um those kinds of behaviors.
from using um those kinds of behaviors.
from using um those kinds of behaviors. Secondly, the behavior plugin has been a
Secondly, the behavior plugin has been a
Secondly, the behavior plugin has been a pivotal factor in the MTSS process in
pivotal factor in the MTSS process in
pivotal factor in the MTSS process in our school. Um the implementation began
our school. Um the implementation began
our school. Um the implementation began in March of 2420 of the March 2425
in March of 2420 of the March 2425
in March of 2420 of the March 2425 school year. So last school year. Um the
school year. So last school year. Um the
school year. So last school year. Um the plug-in really does help us respond to
plug-in really does help us respond to
plug-in really does help us respond to situations that require administrative
situations that require administrative
situations that require administrative support in a timely manner. This year we
support in a timely manner. This year we
support in a timely manner. This year we are in a
are in a
are in a phase two of the roll out so to speak.
phase two of the roll out so to speak.
phase two of the roll out so to speak. Um we focused on data collection
Um we focused on data collection
Um we focused on data collection specifically on how many referrals were
specifically on how many referrals were
specifically on how many referrals were coming in daily and how many and why sub
coming in daily and how many and why sub
coming in daily and how many and why sub why referrals were being submitted. Um
why referrals were being submitted. Um
why referrals were being submitted. Um additionally as we move forward into the
additionally as we move forward into the
additionally as we move forward into the phase three of this process we hope to
phase three of this process we hope to
phase three of this process we hope to continue to analyze the data to really
continue to analyze the data to really
continue to analyze the data to really start to establish systems around a
start to establish systems around a
start to establish systems around a common language within our school. And
common language within our school. And
common language within our school. And now I'm going to pass the mic to Mr.
now I'm going to pass the mic to Mr.
now I'm going to pass the mic to Mr. Peter Schmidt, principal at Central.
Peter Schmidt, principal at Central.
Peter Schmidt, principal at Central. >> Sorry, assistant principal at Central.
>> Sorry, assistant principal at Central.
>> Sorry, assistant principal at Central. Sorry, y'all. Your girl is nervous over
Sorry, y'all. Your girl is nervous over
Sorry, y'all. Your girl is nervous over here.
here.
here. >> Sorry about that.
>> Thank you, Amy. I didn't know I got
>> Thank you, Amy. I didn't know I got promoted tonight on top of everything
promoted tonight on top of everything
promoted tonight on top of everything else. So, all right. Good evening,
else. So, all right. Good evening,
else. So, all right. Good evening, everyone. Pleasure to be here tonight.
everyone. Pleasure to be here tonight.
everyone. Pleasure to be here tonight. Um in terms of met of MTSS uh and the
Um in terms of met of MTSS uh and the
Um in terms of met of MTSS uh and the system at the central school, we like to
system at the central school, we like to
system at the central school, we like to highlight three uh areas of successful
highlight three uh areas of successful
highlight three uh areas of successful growth this year. We've been really
growth this year. We've been really
growth this year. We've been really excited about our MTSS uh system. Uh the
excited about our MTSS uh system. Uh the
excited about our MTSS uh system. Uh the first one being an evolution essentially
first one being an evolution essentially
first one being an evolution essentially of our MTSS process. Uh this resulting
of our MTSS process. Uh this resulting
of our MTSS process. Uh this resulting in the development of our target team.
in the development of our target team.
in the development of our target team. Our target team meets uh holistically on
Our target team meets uh holistically on
Our target team meets uh holistically on an a as needed basis for student
an a as needed basis for student
an a as needed basis for student concerns
concerns
concerns um with dealing with academics and
um with dealing with academics and
um with dealing with academics and behavior uh and also helps develop
behavior uh and also helps develop
behavior uh and also helps develop appropriate tier 1, two, and three
appropriate tier 1, two, and three
appropriate tier 1, two, and three supports for students. This team
supports for students. This team
supports for students. This team features team members uh from our uh
features team members uh from our uh
features team members uh from our uh general ed uh teams, our special ed um
general ed uh teams, our special ed um
general ed uh teams, our special ed um teams, related service providers, school
teams, related service providers, school
teams, related service providers, school counselor, school psychologist, the
counselor, school psychologist, the
counselor, school psychologist, the reading specialist, and it is all led by
reading specialist, and it is all led by
reading specialist, and it is all led by our special ed coordinator.
our special ed coordinator.
our special ed coordinator. Uh this proactive system that we put
Uh this proactive system that we put
Uh this proactive system that we put into place um implements and is
into place um implements and is
into place um implements and is implemented to ensure that students are
implemented to ensure that students are
implemented to ensure that students are getting what they need and to be
getting what they need and to be
getting what they need and to be successful behaviorally and
successful behaviorally and
successful behaviorally and academically. Um I want to thank the
academically. Um I want to thank the
academically. Um I want to thank the dedication of this team and their
dedication of this team and their
dedication of this team and their collaboration and proactive work in
collaboration and proactive work in
collaboration and proactive work in supporting students. Um uh because of
supporting students. Um uh because of
supporting students. Um uh because of all their work, special education
all their work, special education
all their work, special education referrals have decreased at our school
referrals have decreased at our school
referrals have decreased at our school and more tiered interventions have been
and more tiered interventions have been
and more tiered interventions have been implemented. I also want to acknowledge
implemented. I also want to acknowledge
implemented. I also want to acknowledge our special ed uh coordinator uh Mr.
our special ed uh coordinator uh Mr.
our special ed uh coordinator uh Mr. Charles Anguin for his collaboration as
Charles Anguin for his collaboration as
Charles Anguin for his collaboration as well with parents and really educating
well with parents and really educating
well with parents and really educating them about the special ed process and
them about the special ed process and
them about the special ed process and about our target team uh and the great
about our target team uh and the great
about our target team uh and the great things that our target team does at the
things that our target team does at the
things that our target team does at the central school.
central school.
central school. Uh secondly, I'd like to um talk about a
Uh secondly, I'd like to um talk about a
Uh secondly, I'd like to um talk about a reboot of our school MTSS uh committee.
reboot of our school MTSS uh committee.
reboot of our school MTSS uh committee. The focus this year was to ensure
The focus this year was to ensure
The focus this year was to ensure schoolwide behavior expectations were
schoolwide behavior expectations were
schoolwide behavior expectations were aligned and developed. And in redefining
aligned and developed. And in redefining
aligned and developed. And in redefining when uh those behavior matrices that we
when uh those behavior matrices that we
when uh those behavior matrices that we put in place, we put them under the
put in place, we put them under the
put in place, we put them under the umbrella of practicing respect, safety,
umbrella of practicing respect, safety,
umbrella of practicing respect, safety, responsibility, and perseverance.
responsibility, and perseverance.
responsibility, and perseverance. That matrix was designed essentially to
That matrix was designed essentially to
That matrix was designed essentially to demonstrate and show people what does
demonstrate and show people what does
demonstrate and show people what does respect, safety, responsibility, and
respect, safety, responsibility, and
respect, safety, responsibility, and perseverance look like? What does it
perseverance look like? What does it
perseverance look like? What does it sound like? What does it feel like in
sound like? What does it feel like in
sound like? What does it feel like in different environments in the school
different environments in the school
different environments in the school such as hallways, classrooms, the
such as hallways, classrooms, the
such as hallways, classrooms, the cafeteria, and out at recess? And these
cafeteria, and out at recess? And these
cafeteria, and out at recess? And these behavior expectations uh have been
behavior expectations uh have been
behavior expectations uh have been further broken down appropriately into
further broken down appropriately into
further broken down appropriately into different grade level expectations to
different grade level expectations to
different grade level expectations to help students at all different grade
help students at all different grade
help students at all different grade levels understand what our expected
levels understand what our expected
levels understand what our expected behaviors are at the central school. And
behaviors are at the central school. And
behaviors are at the central school. And lastly, uh, similar to my colleagues
lastly, uh, similar to my colleagues
lastly, uh, similar to my colleagues over at the middle school, um, we also
over at the middle school, um, we also
over at the middle school, um, we also have worked on the implementation of the
have worked on the implementation of the
have worked on the implementation of the Marshia Brener plugin, which we
Marshia Brener plugin, which we
Marshia Brener plugin, which we effectively, uh, refer to as the
effectively, uh, refer to as the
effectively, uh, refer to as the behavior plugin. Uh, this behavior
behavior plugin. Uh, this behavior
behavior plugin. Uh, this behavior recording and data plugin, uh, has
recording and data plugin, uh, has
recording and data plugin, uh, has worked seamlessly with our current, uh,
worked seamlessly with our current, uh,
worked seamlessly with our current, uh, student information system, uh, powers
student information system, uh, powers
student information system, uh, powers school, and this is the same with both
school, and this is the same with both
school, and this is the same with both schools. Um, this plug-in has made the
schools. Um, this plug-in has made the
schools. Um, this plug-in has made the recording of behavioral activities more
recording of behavioral activities more
recording of behavioral activities more streamlined and efficient. It also has
streamlined and efficient. It also has
streamlined and efficient. It also has made behavior data easier to access, to
made behavior data easier to access, to
made behavior data easier to access, to monitor, to retrieve, to analyze, and to
monitor, to retrieve, to analyze, and to
monitor, to retrieve, to analyze, and to chart.
chart.
chart. Uh, this data has also aided in
Uh, this data has also aided in
Uh, this data has also aided in demonstrating patterns of behavior
demonstrating patterns of behavior
demonstrating patterns of behavior resulting in the development of
resulting in the development of
resulting in the development of behavioral interventions and tier one
behavioral interventions and tier one
behavioral interventions and tier one support and teaching topics uh, and
support and teaching topics uh, and
support and teaching topics uh, and opportunities for addressing student
opportunities for addressing student
opportunities for addressing student behavior with our student population. It
behavior with our student population. It
behavior with our student population. It also has made behavioral event
also has made behavioral event
also has made behavioral event processing and the administration of
processing and the administration of
processing and the administration of those events um more efficient and
those events um more efficient and
those events um more efficient and timely. Um our friends over at the
timely. Um our friends over at the
timely. Um our friends over at the middle school are in phase two. Um we
middle school are in phase two. Um we
middle school are in phase two. Um we are in phase one, but we're hoping to
are in phase one, but we're hoping to
are in phase one, but we're hoping to get to phase two next year and then
get to phase two next year and then
get to phase two next year and then phase three and build on this great
phase three and build on this great
phase three and build on this great plug-in that has been super helpful uh
plug-in that has been super helpful uh
plug-in that has been super helpful uh for us overall. Um so as uh as was
for us overall. Um so as uh as was
for us overall. Um so as uh as was shared uh we've made some great strides
shared uh we've made some great strides
shared uh we've made some great strides this year at uh the central school on
this year at uh the central school on
this year at uh the central school on the MTSS front and it is our plan to
the MTSS front and it is our plan to
the MTSS front and it is our plan to move forward in refining our systems and
move forward in refining our systems and
move forward in refining our systems and implementing more interventions and
implementing more interventions and
implementing more interventions and support of all our students. I now will
support of all our students. I now will
support of all our students. I now will turn the program over to Mrs. Nicole
turn the program over to Mrs. Nicole
turn the program over to Mrs. Nicole Thomaselli, director of Just kidding.
Thomaselli, director of Just kidding.
Thomaselli, director of Just kidding. We're gonna go with Amy Bernard who is
We're gonna go with Amy Bernard who is
We're gonna go with Amy Bernard who is the principal of the middle school.
the principal of the middle school.
the principal of the middle school. Thank you.
And I'm going to kick off goal three. So
And I'm going to kick off goal three. So goal three is to foster a school culture
goal three is to foster a school culture
goal three is to foster a school culture rooted in mutual respect, caring, and
rooted in mutual respect, caring, and
rooted in mutual respect, caring, and belonging by pri prioritizing the
belonging by pri prioritizing the
belonging by pri prioritizing the wellness and safety of both students and
wellness and safety of both students and
wellness and safety of both students and staff, creating an inclusive environment
staff, creating an inclusive environment
staff, creating an inclusive environment where all members of the school
where all members of the school
where all members of the school community feel valued and supported. Um
community feel valued and supported. Um
community feel valued and supported. Um at HMS we highlighted uh two major
at HMS we highlighted uh two major
at HMS we highlighted uh two major activities that we wanted um really to
activities that we wanted um really to
activities that we wanted um really to focus on for the year. Uh one being the
focus on for the year. Uh one being the
focus on for the year. Uh one being the therapy dog program and the second one
therapy dog program and the second one
therapy dog program and the second one to be continuing to grow and develop
to be continuing to grow and develop
to be continuing to grow and develop student leadership groups across the
student leadership groups across the
student leadership groups across the campus. Um so I am proud to um say that
campus. Um so I am proud to um say that
campus. Um so I am proud to um say that we have a fully operational uh therapy
we have a fully operational uh therapy
we have a fully operational uh therapy dog program. Uh, as you have seen many
dog program. Uh, as you have seen many
dog program. Uh, as you have seen many pictures, uh, Bailey and Tucker are, uh,
pictures, uh, Bailey and Tucker are, uh,
pictures, uh, Bailey and Tucker are, uh, full-blown members of our community. Um,
full-blown members of our community. Um,
full-blown members of our community. Um, along with, uh, school, uh, ID tags and
along with, uh, school, uh, ID tags and
along with, uh, school, uh, ID tags and everything. They can probably get into
everything. They can probably get into
everything. They can probably get into the building faster than I can. So, um,
the building faster than I can. So, um,
the building faster than I can. So, um, the kids love them. We have, uh, opt out
the kids love them. We have, uh, opt out
the kids love them. We have, uh, opt out forms for, uh, those that, you know, are
forms for, uh, those that, you know, are
forms for, uh, those that, you know, are allergic. Uh, we they participate in a
allergic. Uh, we they participate in a
allergic. Uh, we they participate in a podcast. They do regular classroom
podcast. They do regular classroom
podcast. They do regular classroom visits. We've designed lessons around uh
visits. We've designed lessons around uh
visits. We've designed lessons around uh the therapy dogs and had them be a part
the therapy dogs and had them be a part
the therapy dogs and had them be a part of various different lessons. Um and so
of various different lessons. Um and so
of various different lessons. Um and so they are really becoming um just a
they are really becoming um just a
they are really becoming um just a fixture in our community, which is
fixture in our community, which is
fixture in our community, which is really really awesome. Um and then with
really really awesome. Um and then with
really really awesome. Um and then with respect to uh the leadership groups, I I
respect to uh the leadership groups, I I
respect to uh the leadership groups, I I have to say that um you know, being new
have to say that um you know, being new
have to say that um you know, being new to the community last year, uh I I think
to the community last year, uh I I think
to the community last year, uh I I think that uh the members of the HMS staff
that uh the members of the HMS staff
that uh the members of the HMS staff really have it right um in terms of the
really have it right um in terms of the
really have it right um in terms of the way that they promote leadership uh with
way that they promote leadership uh with
way that they promote leadership uh with the students here at the school and um
the students here at the school and um
the students here at the school and um I'm just continuing to support that
I'm just continuing to support that
I'm just continuing to support that process. Um, so we have, uh, you know,
process. Um, so we have, uh, you know,
process. Um, so we have, uh, you know, focused on really having the students
focused on really having the students
focused on really having the students run the show, uh, quite honestly, and I
run the show, uh, quite honestly, and I
run the show, uh, quite honestly, and I appreciate it because they do a lot
appreciate it because they do a lot
appreciate it because they do a lot better than I do. So, um, we have fully,
better than I do. So, um, we have fully,
better than I do. So, um, we have fully, uh, studentled announcements, so they do
uh, studentled announcements, so they do
uh, studentled announcements, so they do announcements every morning. Um, we have
announcements every morning. Um, we have
announcements every morning. Um, we have podcasts by our eighth graders. We have
podcasts by our eighth graders. We have
podcasts by our eighth graders. We have a studentrun, um, calendar of events, so
a studentrun, um, calendar of events, so
a studentrun, um, calendar of events, so they update a calendar of events right
they update a calendar of events right
they update a calendar of events right outside here, um, and they display all
outside here, um, and they display all
outside here, um, and they display all of their activities. Um we had over 70
of their activities. Um we had over 70
of their activities. Um we had over 70 students join um the leadership council
students join um the leadership council
students join um the leadership council of athletics and the hawk house this
of athletics and the hawk house this
of athletics and the hawk house this year. Um we have uh fully um student
year. Um we have uh fully um student
year. Um we have uh fully um student organized and run uh school assemblies.
organized and run uh school assemblies.
organized and run uh school assemblies. Uh tomorrow will be our trimester 3 hawk
Uh tomorrow will be our trimester 3 hawk
Uh tomorrow will be our trimester 3 hawk awards and um the students do it all. I
awards and um the students do it all. I
awards and um the students do it all. I just uh show up and smile. Um we have
just uh show up and smile. Um we have
just uh show up and smile. Um we have student leaders that serve as
student leaders that serve as
student leaders that serve as ambassadors for all different programs
ambassadors for all different programs
ambassadors for all different programs including um the fifth grade transition.
including um the fifth grade transition.
including um the fifth grade transition. So our fourth graders coming up to fifth
So our fourth graders coming up to fifth
So our fourth graders coming up to fifth grade. um and as you saw our school
grade. um and as you saw our school
grade. um and as you saw our school counseling interns. So um there is no
counseling interns. So um there is no
counseling interns. So um there is no shortage of opportunities for our
shortage of opportunities for our
shortage of opportunities for our students to lead and I think that this
students to lead and I think that this
students to lead and I think that this really serves them as they move to a
really serves them as they move to a
really serves them as they move to a school um of 3200 kids uh that they feel
school um of 3200 kids uh that they feel
school um of 3200 kids uh that they feel um that they you know can can be a part
um that they you know can can be a part
um that they you know can can be a part of that school as well. So I'm really
of that school as well. So I'm really
of that school as well. So I'm really really proud of that. Um, in addition, I
really proud of that. Um, in addition, I
really proud of that. Um, in addition, I would also like to highlight that, um,
would also like to highlight that, um,
would also like to highlight that, um, in looking at the behavior plug-in and
in looking at the behavior plug-in and
in looking at the behavior plug-in and looking at where um, our data suggested
looking at where um, our data suggested
looking at where um, our data suggested that we needed to do the most work um,
that we needed to do the most work um,
that we needed to do the most work um, in in tier one behavior support, um, we
in in tier one behavior support, um, we
in in tier one behavior support, um, we really noticed that uh, the most work
really noticed that uh, the most work
really noticed that uh, the most work was really those middle school
was really those middle school
was really those middle school behaviors, right? Being unkind to each
behaviors, right? Being unkind to each
behaviors, right? Being unkind to each other, un uh, unprivileged physical
other, un uh, unprivileged physical
other, un uh, unprivileged physical contact, right? The those are the
contact, right? The those are the
contact, right? The those are the actions of middle schoolers. And so, we
actions of middle schoolers. And so, we
actions of middle schoolers. And so, we really wanted to focus on kindness. Um
really wanted to focus on kindness. Um
really wanted to focus on kindness. Um we did bring in a guest speaker Sam
we did bring in a guest speaker Sam
we did bring in a guest speaker Sam Dimma. Um and his message was about
Dimma. Um and his message was about
Dimma. Um and his message was about being the person that you needed. Um
being the person that you needed. Um
being the person that you needed. Um that small acts really make big impacts.
that small acts really make big impacts.
that small acts really make big impacts. Um and that was really powerful message
Um and that was really powerful message
Um and that was really powerful message and then we wanted to continue that um
and then we wanted to continue that um
and then we wanted to continue that um for the months to come from there. Um so
for the months to come from there. Um so
for the months to come from there. Um so just a couple weeks ago on May 27th we
just a couple weeks ago on May 27th we
just a couple weeks ago on May 27th we did an afternoon of service and kindness
did an afternoon of service and kindness
did an afternoon of service and kindness where the entire school um focused on um
where the entire school um focused on um
where the entire school um focused on um kindness and service to others. Uh so
kindness and service to others. Uh so
kindness and service to others. Uh so all different activities including um
all different activities including um
all different activities including um picking up our grounds here uh ma uh
picking up our grounds here uh ma uh
picking up our grounds here uh ma uh making kindness rocks um going to the
making kindness rocks um going to the
making kindness rocks um going to the library uh going to the garden at St.
library uh going to the garden at St.
library uh going to the garden at St. An's um doing activities to welcome our
An's um doing activities to welcome our
An's um doing activities to welcome our um incoming fifth graders. Um so we're
um incoming fifth graders. Um so we're
um incoming fifth graders. Um so we're really trying to focus on having our
really trying to focus on having our
really trying to focus on having our students uh look outward and how they
students uh look outward and how they
students uh look outward and how they can they can help our community. And I
can they can help our community. And I
can they can help our community. And I think that that's really impactful um to
think that that's really impactful um to
think that that's really impactful um to help people right here at home. Um, and
help people right here at home. Um, and
help people right here at home. Um, and so now I'd like to turn it over to Dr.
so now I'd like to turn it over to Dr.
so now I'd like to turn it over to Dr. Jeie.
Thank you. All right. At HCS this year
Thank you. All right. At HCS this year around goal number three, we focused in
around goal number three, we focused in
around goal number three, we focused in two different areas. We focused on
two different areas. We focused on
two different areas. We focused on developing partner classroom
developing partner classroom
developing partner classroom opportunities for students to
opportunities for students to
opportunities for students to collaborate regularly with older
collaborate regularly with older
collaborate regularly with older students having an opportunity to mentor
students having an opportunity to mentor
students having an opportunity to mentor our younger students. Um, and this fall
our younger students. Um, and this fall
our younger students. Um, and this fall we began our planning processes and
we began our planning processes and
we began our planning processes and teamed up classes. All of our fourth
teamed up classes. All of our fourth
teamed up classes. All of our fourth grade um, students teamed up with first
grade um, students teamed up with first
grade um, students teamed up with first graders, third grade teamed up with
graders, third grade teamed up with
graders, third grade teamed up with kindergarten, and our second graders
kindergarten, and our second graders
kindergarten, and our second graders teamed up with our preschoolers. Um,
teamed up with our preschoolers. Um,
teamed up with our preschoolers. Um, many conversations revolved regarding
many conversations revolved regarding
many conversations revolved regarding the timing of these opportunities as we
the timing of these opportunities as we
the timing of these opportunities as we were putting this structure into place
were putting this structure into place
were putting this structure into place with already very full schedule for the
with already very full schedule for the
with already very full schedule for the school year. Um, so teams worked hard to
school year. Um, so teams worked hard to
school year. Um, so teams worked hard to find opportunities to collaborate and
find opportunities to collaborate and
find opportunities to collaborate and classes began meeting in the winter and
classes began meeting in the winter and
classes began meeting in the winter and there were varying frequencies due to
there were varying frequencies due to
there were varying frequencies due to scheduling. Um, which was one of the
scheduling. Um, which was one of the
scheduling. Um, which was one of the biggest challenges, especially with our
biggest challenges, especially with our
biggest challenges, especially with our half-day programs. But when those groups
half-day programs. But when those groups
half-day programs. But when those groups met, students read together, some teams
met, students read together, some teams
met, students read together, some teams went sledding, they shared special
went sledding, they shared special
went sledding, they shared special events such as our balloons over
events such as our balloons over
events such as our balloons over Broadway celebration for our first
Broadway celebration for our first
Broadway celebration for our first graders. Our fourth grade multicultural
graders. Our fourth grade multicultural
graders. Our fourth grade multicultural show was really special this year
show was really special this year
show was really special this year because the first grade buddies made
because the first grade buddies made
because the first grade buddies made flags of the countries that their
flags of the countries that their
flags of the countries that their friends were um representing in the
friends were um representing in the
friends were um representing in the show. So they had, you know, some
show. So they had, you know, some
show. So they had, you know, some personal stake in Malaysia as they saw
personal stake in Malaysia as they saw
personal stake in Malaysia as they saw their buddy up there singing, dancing,
their buddy up there singing, dancing,
their buddy up there singing, dancing, and talking about this opportunity. Uh
and talking about this opportunity. Uh
and talking about this opportunity. Uh we're excited to continue to develop
we're excited to continue to develop
we're excited to continue to develop this practice and to be intentional with
this practice and to be intentional with
this practice and to be intentional with including in our schedule next year to
including in our schedule next year to
including in our schedule next year to ensure that students have regular
ensure that students have regular
ensure that students have regular opportunities. But beyond these buddy
opportunities. But beyond these buddy
opportunities. But beyond these buddy classrooms, we offered additional
classrooms, we offered additional
classrooms, we offered additional opportunities for students to
opportunities for students to
opportunities for students to collaborate um and had some really
collaborate um and had some really
collaborate um and had some really successful programs with the middle
successful programs with the middle
successful programs with the middle school. Mrs. Bernard just mentioned the
school. Mrs. Bernard just mentioned the
school. Mrs. Bernard just mentioned the day of service. We had some eighth
day of service. We had some eighth
day of service. We had some eighth graders join us to present a mental
graders join us to present a mental
graders join us to present a mental health program to our third and fourth
health program to our third and fourth
health program to our third and fourth grade students, which was really
grade students, which was really
grade students, which was really powerful, hearing it from bigger peers.
powerful, hearing it from bigger peers.
powerful, hearing it from bigger peers. Um we also had some of our IIA
Um we also had some of our IIA
Um we also had some of our IIA industrial arts students come down and
industrial arts students come down and
industrial arts students come down and work with our preschoolers this year on
work with our preschoolers this year on
work with our preschoolers this year on making um ornaments and things for their
making um ornaments and things for their
making um ornaments and things for their family. So, lots of great opportunities
family. So, lots of great opportunities
family. So, lots of great opportunities for collaboration and mentorship.
for collaboration and mentorship.
for collaboration and mentorship. Our other focus this year was around
Our other focus this year was around
Our other focus this year was around implementing ready station materials to
implementing ready station materials to
implementing ready station materials to support students in managing stress in
support students in managing stress in
support students in managing stress in developing self-regulation skills. So,
developing self-regulation skills. So,
developing self-regulation skills. So, our SEAL team last year had a tremendous
our SEAL team last year had a tremendous
our SEAL team last year had a tremendous undertaking to work to um find resources
undertaking to work to um find resources
undertaking to work to um find resources that would fit within these ready
that would fit within these ready
that would fit within these ready stations in the classroom. The hope was
stations in the classroom. The hope was
stations in the classroom. The hope was that if students can regulate in the
that if students can regulate in the
that if students can regulate in the classroom, they're still available for
classroom, they're still available for
classroom, they're still available for some level of learning. They're hearing
some level of learning. They're hearing
some level of learning. They're hearing the lesson even when they're taking a
the lesson even when they're taking a
the lesson even when they're taking a break over to the side of the room. So
break over to the side of the room. So
break over to the side of the room. So this year, our MTSSB team collaborated
this year, our MTSSB team collaborated
this year, our MTSSB team collaborated to develop norms and procedures for
to develop norms and procedures for
to develop norms and procedures for using items that were common to the
using items that were common to the
using items that were common to the regulation stations. Our school
regulation stations. Our school
regulation stations. Our school counselor and occupational therapists
counselor and occupational therapists
counselor and occupational therapists were available to demonstrate to classes
were available to demonstrate to classes
were available to demonstrate to classes and orient them to the regulation
and orient them to the regulation
and orient them to the regulation station if requested. They're now in
station if requested. They're now in
station if requested. They're now in full implementation throughout the
full implementation throughout the
full implementation throughout the building. As I visit classrooms, I
building. As I visit classrooms, I
building. As I visit classrooms, I frequently see students taking space in
frequently see students taking space in
frequently see students taking space in their classroom environment and
their classroom environment and
their classroom environment and reregulating to get ready for learning.
reregulating to get ready for learning.
reregulating to get ready for learning. The benefit to having these spaces in
The benefit to having these spaces in
The benefit to having these spaces in class is significant. So, like I
class is significant. So, like I
class is significant. So, like I mentioned, even when a student is taking
mentioned, even when a student is taking
mentioned, even when a student is taking space and regulating, they're available
space and regulating, they're available
space and regulating, they're available to hear what's happening in the
to hear what's happening in the
to hear what's happening in the classroom and can stay engaged in the
classroom and can stay engaged in the
classroom and can stay engaged in the learning on some level. The regulation
learning on some level. The regulation
learning on some level. The regulation stations all have common items such as a
stations all have common items such as a
stations all have common items such as a light timer which has varying amounts of
light timer which has varying amounts of
light timer which has varying amounts of minutes depending on what you need. An
minutes depending on what you need. An
minutes depending on what you need. An MP3 player with instrumental music,
MP3 player with instrumental music,
MP3 player with instrumental music, weighted lap blankets, um various
weighted lap blankets, um various
weighted lap blankets, um various fidgets as well as posters and pillows
fidgets as well as posters and pillows
fidgets as well as posters and pillows with calming strategies, feelings
with calming strategies, feelings
with calming strategies, feelings identification, and the zones of
identification, and the zones of
identification, and the zones of regulation.
regulation.
regulation. Finally, on our slide here, we talk a
Finally, on our slide here, we talk a
Finally, on our slide here, we talk a little bit about our district initiative
little bit about our district initiative
little bit about our district initiative regarding supporting staff wellness
regarding supporting staff wellness
regarding supporting staff wellness throughout the year with social
throughout the year with social
throughout the year with social activities, access to wellness
activities, access to wellness
activities, access to wellness resources, and structured opportunities
resources, and structured opportunities
resources, and structured opportunities for stress reduction and self-care. Um,
for stress reduction and self-care. Um,
for stress reduction and self-care. Um, as a district, we kicked off the year
as a district, we kicked off the year
as a district, we kicked off the year with a significant event bringing the
with a significant event bringing the
with a significant event bringing the district together to work on a tie-dye
district together to work on a tie-dye
district together to work on a tie-dye project um all together with a lunchon.
project um all together with a lunchon.
project um all together with a lunchon. And then at HCS, we've continued some of
And then at HCS, we've continued some of
And then at HCS, we've continued some of that work. We have um a mural that was
that work. We have um a mural that was
that work. We have um a mural that was painted this year that was both um
painted this year that was both um
painted this year that was both um wellness and healing as an opportunity.
wellness and healing as an opportunity.
wellness and healing as an opportunity. Our wellness team at HCS has made a
Our wellness team at HCS has made a
Our wellness team at HCS has made a wellness breakfast that they recently
wellness breakfast that they recently
wellness breakfast that they recently hosted. They've had water drinking
hosted. They've had water drinking
hosted. They've had water drinking challenges. We had a find a colleague
challenges. We had a find a colleague
challenges. We had a find a colleague who activity recently where you found a
who activity recently where you found a
who activity recently where you found a colleague who made a difference for you
colleague who made a difference for you
colleague who made a difference for you this year and let them know about that
this year and let them know about that
this year and let them know about that as well as monthly celebrations and
as well as monthly celebrations and
as well as monthly celebrations and check-ins with colleagues at staff
check-ins with colleagues at staff
check-ins with colleagues at staff meetings sparking conversations,
meetings sparking conversations,
meetings sparking conversations, celebrations, and connection.
So, just to highlight some of the uh
So, just to highlight some of the uh amazing things that our students did
amazing things that our students did
amazing things that our students did this year, uh upper left there, that's
this year, uh upper left there, that's
this year, uh upper left there, that's our um guest speaker Sam Dimma and his
our um guest speaker Sam Dimma and his
our um guest speaker Sam Dimma and his message was about emptying your
message was about emptying your
message was about emptying your backpack, right? Metaphorical backpack.
backpack, right? Metaphorical backpack.
backpack, right? Metaphorical backpack. So, there you see it. Um next to that is
So, there you see it. Um next to that is
So, there you see it. Um next to that is our musical uh just amazing show. Uh,
our musical uh just amazing show. Uh,
our musical uh just amazing show. Uh, next to that there's our therapy dog,
next to that there's our therapy dog,
next to that there's our therapy dog, Bailey, in the reading room. And you can
Bailey, in the reading room. And you can
Bailey, in the reading room. And you can see our school mascot, Hueie, who is
see our school mascot, Hueie, who is
see our school mascot, Hueie, who is named by the students. Um, so he has his
named by the students. Um, so he has his
named by the students. Um, so he has his own t-shirt. Down on the bottom left.
own t-shirt. Down on the bottom left.
own t-shirt. Down on the bottom left. Um, that is our eighth graders shopping
Um, that is our eighth graders shopping
Um, that is our eighth graders shopping for the um, National School Breakfast
for the um, National School Breakfast
for the um, National School Breakfast Week um, for items in the Salt Blocks
Week um, for items in the Salt Blocks
Week um, for items in the Salt Blocks Pantry. Uh, in the middle there, we have
Pantry. Uh, in the middle there, we have
Pantry. Uh, in the middle there, we have our Hawk House uh, going to support uh,
our Hawk House uh, going to support uh,
our Hawk House uh, going to support uh, the cheerleaders. And underneath again
the cheerleaders. And underneath again
the cheerleaders. And underneath again um that's our dog uh Bailey. He's uh
um that's our dog uh Bailey. He's uh
um that's our dog uh Bailey. He's uh participating in a lesson that they did
participating in a lesson that they did
participating in a lesson that they did in the fifth grade. You can see Huie's
in the fifth grade. You can see Huie's
in the fifth grade. You can see Huie's hub open for business um which just
hub open for business um which just
hub open for business um which just closed uh I think was it last Friday. Uh
closed uh I think was it last Friday. Uh
closed uh I think was it last Friday. Uh so it is closed for the year and it'll
so it is closed for the year and it'll
so it is closed for the year and it'll open up in September. And then um just
open up in September. And then um just
open up in September. And then um just there's an example of some um learning
there's an example of some um learning
there's an example of some um learning in science with some new uh electric
in science with some new uh electric
in science with some new uh electric microscopes. So and I think you have a
microscopes. So and I think you have a
microscopes. So and I think you have a slide next.
slide next.
slide next. >> I do.
>> I do.
>> I do. >> Yeah. Let's see. Let's see the exciting
>> Yeah. Let's see. Let's see the exciting
>> Yeah. Let's see. Let's see the exciting things. Okay. So, yeah. So, similar. So,
things. Okay. So, yeah. So, similar. So,
things. Okay. So, yeah. So, similar. So, up there on the top left is our staff
up there on the top left is our staff
up there on the top left is our staff engaging in um the mural painting. We
engaging in um the mural painting. We
engaging in um the mural painting. We had a day um for we actually had two
had a day um for we actually had two
had a day um for we actually had two afternoons for staff to participate in
afternoons for staff to participate in
afternoons for staff to participate in that. Here in the middle, we have an
that. Here in the middle, we have an
that. Here in the middle, we have an example of one of those collaboration
example of one of those collaboration
example of one of those collaboration activities through our STEM program. Um,
activities through our STEM program. Um,
activities through our STEM program. Um, we have increased our number of TI
we have increased our number of TI
we have increased our number of TI rovers and our third and fourth graders
rovers and our third and fourth graders
rovers and our third and fourth graders have an opportunity to practice coding
have an opportunity to practice coding
have an opportunity to practice coding during their technology class. Up at the
during their technology class. Up at the
during their technology class. Up at the top right, we have our second graders on
top right, we have our second graders on
top right, we have our second graders on our recent field trip to the historical
our recent field trip to the historical
our recent field trip to the historical society and other buildings here in
society and other buildings here in
society and other buildings here in town. I'm going to go clockwise. So,
town. I'm going to go clockwise. So,
town. I'm going to go clockwise. So, underneath them, we see middle schoolers
underneath them, we see middle schoolers
underneath them, we see middle schoolers helping our preschoolers. This is when
helping our preschoolers. This is when
helping our preschoolers. This is when they were designing those ornaments this
they were designing those ornaments this
they were designing those ornaments this winter. Underneath them is our staff
winter. Underneath them is our staff
winter. Underneath them is our staff again painting our mural. To the left
again painting our mural. To the left
again painting our mural. To the left there, we have a friend holding a little
there, we have a friend holding a little
there, we have a friend holding a little worm. That was part of our soil tent
worm. That was part of our soil tent
worm. That was part of our soil tent adventure where kids had an opportunity
adventure where kids had an opportunity
adventure where kids had an opportunity to just get dirty and messy and learn
to just get dirty and messy and learn
to just get dirty and messy and learn about the science and math of soil. We
about the science and math of soil. We
about the science and math of soil. We have our staff on that opening day that
have our staff on that opening day that
have our staff on that opening day that I mentioned, tie-dying t-shirts. At the
I mentioned, tie-dying t-shirts. At the
I mentioned, tie-dying t-shirts. At the bottom left, you can see our um Hamstead
bottom left, you can see our um Hamstead
bottom left, you can see our um Hamstead Central School staff that loves a good
Central School staff that loves a good
Central School staff that loves a good dress up day. And so that was our
dress up day. And so that was our
dress up day. And so that was our Halloween celebration this year with
Halloween celebration this year with
Halloween celebration this year with many staff themed costumes. And then
many staff themed costumes. And then
many staff themed costumes. And then just above that is one of the examples
just above that is one of the examples
just above that is one of the examples of our buddy classroom. That's a fourth
of our buddy classroom. That's a fourth
of our buddy classroom. That's a fourth grader and a first grader collaborating
grader and a first grader collaborating
grader and a first grader collaborating on their balloons over Broadway
on their balloons over Broadway
on their balloons over Broadway projects. Now, Mrs. McDonald.
So although we mentioned that we did not
So although we mentioned that we did not complete all of our goals in their
complete all of our goals in their
complete all of our goals in their entirety, you can see that we had a lot
entirety, you can see that we had a lot
entirety, you can see that we had a lot of work accomplished this year and a lot
of work accomplished this year and a lot
of work accomplished this year and a lot to be proud of. Um as we always do as
to be proud of. Um as we always do as
to be proud of. Um as we always do as leaders, um we are looking ahead at next
leaders, um we are looking ahead at next
leaders, um we are looking ahead at next year. Um so some of the things that we
year. Um so some of the things that we
year. Um so some of the things that we are looking ahead to do is um the
are looking ahead to do is um the
are looking ahead to do is um the curriculum maps, the vertical scope and
curriculum maps, the vertical scope and
curriculum maps, the vertical scope and sequence for each of the content areas,
sequence for each of the content areas,
sequence for each of the content areas, integration of common assessments and
integration of common assessments and
integration of common assessments and better storage
better storage
better storage repos repository that is searchable.
repos repository that is searchable.
repos repository that is searchable. >> Sorry, I got thrown off by that word.
>> Sorry, I got thrown off by that word.
>> Sorry, I got thrown off by that word. Um this summer, our leadership team is
Um this summer, our leadership team is
Um this summer, our leadership team is going to continue to work to finalize
going to continue to work to finalize
going to continue to work to finalize our draft framework. Um, we'll continue
our draft framework. Um, we'll continue
our draft framework. Um, we'll continue to seek new opportunities to support
to seek new opportunities to support
to seek new opportunities to support staff and student wellness above and
staff and student wellness above and
staff and student wellness above and beyond what we've already done and then
beyond what we've already done and then
beyond what we've already done and then collaborate with our soontobe new
collaborate with our soontobe new
collaborate with our soontobe new superintendent, Dr. Crawford, on
superintendent, Dr. Crawford, on
superintendent, Dr. Crawford, on creating his vision and goals for us for
creating his vision and goals for us for
creating his vision and goals for us for next year.
>> Any questions?
>> Any questions? >> I have a couple.
>> I have a couple.
>> I have a couple. >> All right. Um, so
>> All right. Um, so
>> All right. Um, so Pete, thank you for explaining. It seems
Pete, thank you for explaining. It seems
Pete, thank you for explaining. It seems like HCS is basically doing a reboot of
like HCS is basically doing a reboot of
like HCS is basically doing a reboot of a PBIS program
a PBIS program
a PBIS program >> for better or for worse, right?
>> for better or for worse, right?
>> for better or for worse, right? >> Yeah.
>> Yeah.
>> Yeah. >> Positive behavior intervention system.
>> Positive behavior intervention system.
>> Positive behavior intervention system. >> Yeah. More supporting students both on
>> Yeah. More supporting students both on
>> Yeah. More supporting students both on the academic and behavior side. that
the academic and behavior side. that
the academic and behavior side. that specifically positive behavior
specifically positive behavior
specifically positive behavior intervention system but more multi-er
>> in a positive way.
>> in a positive way. >> So yes.
>> So yes.
>> So yes. >> So it sounds like you're explicitly
>> So it sounds like you're explicitly
>> So it sounds like you're explicitly teaching certain behaviors and and
teaching certain behaviors and and
teaching certain behaviors and and making a matrix and kids understand that
making a matrix and kids understand that
making a matrix and kids understand that you know this is how I'm supposed to act
you know this is how I'm supposed to act
you know this is how I'm supposed to act in this space etc.
in this space etc.
in this space etc. >> Trying to set the standard of what we
>> Trying to set the standard of what we
>> Trying to set the standard of what we expect to see
expect to see
expect to see everybody knows.
Great.
Great. >> And I would characterize it as like a
>> And I would characterize it as like a
>> And I would characterize it as like a lowercase PPIS.
lowercase PPIS.
lowercase PPIS. >> Um, not the like in fact I think that's
>> Um, not the like in fact I think that's
>> Um, not the like in fact I think that's proprietary but um and also PBIS can
proprietary but um and also PBIS can
proprietary but um and also PBIS can also have a ne not a negative
also have a ne not a negative
also have a ne not a negative connotation but like people have a
connotation but like people have a
connotation but like people have a certain idea of what they think of when
certain idea of what they think of when
certain idea of what they think of when they PBIS but the behavior matrix that's
they PBIS but the behavior matrix that's
they PBIS but the behavior matrix that's right out of the PBIS playbook.
right out of the PBIS playbook.
right out of the PBIS playbook. >> Yeah. It's not proprietary. So that's
>> Yeah. It's not proprietary. So that's
>> Yeah. It's not proprietary. So that's good. Oh yeah, that's good. My my whole
good. Oh yeah, that's good. My my whole
good. Oh yeah, that's good. My my whole dissertation's on it. Um, so what I
dissertation's on it. Um, so what I
dissertation's on it. Um, so what I didn't hear I didn't hear the same from
didn't hear I didn't hear the same from
didn't hear I didn't hear the same from the middle school. So I know like last
the middle school. So I know like last
the middle school. So I know like last year we talked about the middle school
year we talked about the middle school
year we talked about the middle school plug-in and it really didn't go into
plug-in and it really didn't go into
plug-in and it really didn't go into effect until I want to say we like April
effect until I want to say we like April
effect until I want to say we like April or something like that is when it really
or something like that is when it really
or something like that is when it really got turned on. And I guess like what I
got turned on. And I guess like what I
got turned on. And I guess like what I haven't seen since and I'm curious about
haven't seen since and I'm curious about
haven't seen since and I'm curious about is what that data looks like this year.
is what that data looks like this year.
is what that data looks like this year. And then last year we had talked about
And then last year we had talked about
And then last year we had talked about what does that continuum of consequences
what does that continuum of consequences
what does that continuum of consequences look like? Right. So there are positive
look like? Right. So there are positive
look like? Right. So there are positive consequences, right, rewards, and then
consequences, right, rewards, and then
consequences, right, rewards, and then there are negative consequences, your
there are negative consequences, your
there are negative consequences, your traditional discipline. What does that
traditional discipline. What does that
traditional discipline. What does that look like based on the data that we're
look like based on the data that we're
look like based on the data that we're collecting in how like how is that
collecting in how like how is that
collecting in how like how is that working out?
working out?
working out? >> You want to
>> You want to
>> You want to >> I have to unpack that question.
>> I have to unpack that question.
>> I have to unpack that question. >> Can you start at the beginning? I have
>> Can you start at the beginning? I have
>> Can you start at the beginning? I have to unpack.
to unpack.
to unpack. >> So you have your you have your plugin,
>> So you have your you have your plugin,
>> So you have your you have your plugin, right? So I guess I'm I'm curious about
right? So I guess I'm I'm curious about
right? So I guess I'm I'm curious about like what how has the plugin changed
like what how has the plugin changed
like what how has the plugin changed things? So
things? So
things? So >> yeah. So
>> yeah. So
>> yeah. So >> everything
>> everything
>> everything >> this is really loud.
>> this is really loud.
>> this is really loud. >> So kid kid does something in the class.
>> So kid kid does something in the class.
>> So kid kid does something in the class. >> Let's say it's a negative behavior. So
>> Let's say it's a negative behavior. So
>> Let's say it's a negative behavior. So shows a negative behavior in class.
shows a negative behavior in class.
shows a negative behavior in class. >> Teacher issues a referral. I assume that
>> Teacher issues a referral. I assume that
>> Teacher issues a referral. I assume that goes in via plug-in.
goes in via plug-in.
goes in via plug-in. >> Yep.
>> Yep.
>> Yep. >> What does that process then look like?
>> What does that process then look like?
>> What does that process then look like? >> Okay. So then um from there uh both
>> Okay. So then um from there uh both
>> Okay. So then um from there uh both myself and Amy and our assistant um
myself and Amy and our assistant um
myself and Amy and our assistant um Kelly Fitzpatrick gets an email. So the
Kelly Fitzpatrick gets an email. So the
Kelly Fitzpatrick gets an email. So the email is initiated. she gets it to
email is initiated. she gets it to
email is initiated. she gets it to ensure that one of us uh is flagged in
ensure that one of us uh is flagged in
ensure that one of us uh is flagged in case we are busy. Um and then from there
case we are busy. Um and then from there
case we are busy. Um and then from there uh Amy handles most of the the conduct
uh Amy handles most of the the conduct
uh Amy handles most of the the conduct referrals that come in. Um but certainly
referrals that come in. Um but certainly
referrals that come in. Um but certainly I take some of them as well. Um and then
I take some of them as well. Um and then
I take some of them as well. Um and then we process whatever that's going to look
we process whatever that's going to look
we process whatever that's going to look like. Um and then we will update the
like. Um and then we will update the
like. Um and then we will update the plug-in. Uh teachers can see it.
plug-in. Uh teachers can see it.
plug-in. Uh teachers can see it. Sometimes that will then loop back to
Sometimes that will then loop back to
Sometimes that will then loop back to the teachers. Um, and I mean, so I'm not
the teachers. Um, and I mean, so I'm not
the teachers. Um, and I mean, so I'm not sure and then I'm not sure what you're
sure and then I'm not sure what you're
sure and then I'm not sure what you're trying to get out of that answer other
trying to get out of that answer other
trying to get out of that answer other than that. So, so we put in like how we
than that. So, so we put in like how we
than that. So, so we put in like how we process, we put the um the actions that
process, we put the um the actions that
process, we put the um the actions that we take. Uh, we log all of that. Um and
we take. Uh, we log all of that. Um and
we take. Uh, we log all of that. Um and then we do analyze our data with respect
then we do analyze our data with respect
then we do analyze our data with respect to individual students and then our
to individual students and then our
to individual students and then our students as a whole to look for trends
students as a whole to look for trends
students as a whole to look for trends um that we can um look at positive
um that we can um look at positive
um that we can um look at positive reinforcement behaviors and things of
reinforcement behaviors and things of
reinforcement behaviors and things of that nature as well. I don't know if I
that nature as well. I don't know if I
that nature as well. I don't know if I answered your question.
answered your question.
answered your question. >> Yes and no. Um, so for me it would so
>> Yes and no. Um, so for me it would so
>> Yes and no. Um, so for me it would so like last year we got a little bit of a
like last year we got a little bit of a
like last year we got a little bit of a presentation of we we saw this many of
presentation of we we saw this many of
presentation of we we saw this many of of this behavior. So like that
of this behavior. So like that
of this behavior. So like that information is helpful for me and then
information is helpful for me and then
information is helpful for me and then like what is done with it afterwards. So
like what is done with it afterwards. So
like what is done with it afterwards. So for instance, you might have
for instance, you might have
for instance, you might have >> let's say you have the the sixth grade
>> let's say you have the the sixth grade
>> let's say you have the the sixth grade team uh has Johnny is showing some
team uh has Johnny is showing some
team uh has Johnny is showing some behaviors in the sixth grade. All of
behaviors in the sixth grade. All of
behaviors in the sixth grade. All of these behaviors are shown in Miss
these behaviors are shown in Miss
these behaviors are shown in Miss Smith's class, but they're not in Miss
Smith's class, but they're not in Miss
Smith's class, but they're not in Miss Jones class. So, how is that data being
Jones class. So, how is that data being
Jones class. So, how is that data being used to problem solve for that kid so
used to problem solve for that kid so
used to problem solve for that kid so that you're there's consistency across
that you're there's consistency across
that you're there's consistency across the cohort of teachers?
the cohort of teachers?
the cohort of teachers? >> Those conversations are happening in
>> Those conversations are happening in
>> Those conversations are happening in those MTSS meetings with individual
those MTSS meetings with individual
those MTSS meetings with individual teams. And so often what ends up
teams. And so often what ends up
teams. And so often what ends up happening is that students are behaving
happening is that students are behaving
happening is that students are behaving one way in one class but not necessarily
one way in one class but not necessarily
one way in one class but not necessarily across the board. Um, so the
across the board. Um, so the
across the board. Um, so the interventions that we provide include
interventions that we provide include
interventions that we provide include things like reflections, include things
things like reflections, include things
things like reflections, include things like additional processing time, include
like additional processing time, include
like additional processing time, include things like additional work time if
things like additional work time if
things like additional work time if needed. Um, as we continue these
needed. Um, as we continue these
needed. Um, as we continue these conversations about what it means to
conversations about what it means to
conversations about what it means to calibrate among teams, we're definitely
calibrate among teams, we're definitely
calibrate among teams, we're definitely just factoring in the fact that students
just factoring in the fact that students
just factoring in the fact that students behave differently for different people.
behave differently for different people.
behave differently for different people. Um, and so we want to make sure that
Um, and so we want to make sure that
Um, and so we want to make sure that students are behaving respectfully for
students are behaving respectfully for
students are behaving respectfully for all staff, no matter who they're in
all staff, no matter who they're in
all staff, no matter who they're in front of. And we can when we look at a
front of. And we can when we look at a
front of. And we can when we look at a student specifically, we can gather a
student specifically, we can gather a
student specifically, we can gather a lot of data with the plug-in. So we can
lot of data with the plug-in. So we can
lot of data with the plug-in. So we can even look at time of day um that these
even look at time of day um that these
even look at time of day um that these actions are occurring. Uh we can look at
actions are occurring. Uh we can look at
actions are occurring. Uh we can look at whether it's in a classroom or an
whether it's in a classroom or an
whether it's in a classroom or an instruct like an unstructured area. So
instruct like an unstructured area. So
instruct like an unstructured area. So student specific we can analyze the
student specific we can analyze the
student specific we can analyze the data. But then also um per grade level
data. But then also um per grade level
data. But then also um per grade level we look in the MTSS meetings in our
we look in the MTSS meetings in our
we look in the MTSS meetings in our grade level we look at trends across the
grade level we look at trends across the
grade level we look at trends across the grade level to see where we can um
grade level to see where we can um
grade level to see where we can um develop interventions to try to prevent
develop interventions to try to prevent
develop interventions to try to prevent those behaviors and then across the
those behaviors and then across the
those behaviors and then across the entire school we look at trends in the
entire school we look at trends in the
entire school we look at trends in the entire school to develop systems for our
entire school to develop systems for our
entire school to develop systems for our school. So if I'm a classroom teacher
school. So if I'm a classroom teacher
school. So if I'm a classroom teacher and I am referring a student, when I
and I am referring a student, when I
and I am referring a student, when I refer them, I would write in the
refer them, I would write in the
refer them, I would write in the referral what it's for. Is is it is it
referral what it's for. Is is it is it
referral what it's for. Is is it is it tied to a specific like I check
tied to a specific like I check
tied to a specific like I check foul language for instance? So, what
foul language for instance? So, what
foul language for instance? So, what we've instructed our teachers to do at
we've instructed our teachers to do at
we've instructed our teachers to do at this time is to submit it as a conduct
this time is to submit it as a conduct
this time is to submit it as a conduct referral and not tag it as anything so
referral and not tag it as anything so
referral and not tag it as anything so that there's consistency about the way
that there's consistency about the way
that there's consistency about the way that we um what we call the behavior
that we um what we call the behavior
that we um what we call the behavior that comes out of our office. And then
that comes out of our office. And then
that comes out of our office. And then that helps us understand the behaviors
that helps us understand the behaviors
that helps us understand the behaviors better because if we have a hund staff
better because if we have a hund staff
better because if we have a hund staff trying to code a behavior, they may not
trying to code a behavior, they may not
trying to code a behavior, they may not call it the same thing. So, we want to
call it the same thing. So, we want to
call it the same thing. So, we want to have some consistency there. So it comes
have some consistency there. So it comes
have some consistency there. So it comes in as a conduct referral and then we
in as a conduct referral and then we
in as a conduct referral and then we will change the subtype to whatever we
will change the subtype to whatever we
will change the subtype to whatever we feel is appropriate.
>> That is interesting approach.
>> That is interesting approach. >> Thanks.
>> Thanks.
>> Thanks. >> You're welcome. Also I let me say this
>> You're welcome. Also I let me say this
>> You're welcome. Also I let me say this one other thing too is that the teachers
one other thing too is that the teachers
one other thing too is that the teachers then log interventions as well. So I
then log interventions as well. So I
then log interventions as well. So I don't know if this is getting at any of
don't know if this is getting at any of
don't know if this is getting at any of the questions that you have because I
the questions that you have because I
the questions that you have because I feel like I haven't 100% answered them.
feel like I haven't 100% answered them.
feel like I haven't 100% answered them. So if a teacher is dealing with a
So if a teacher is dealing with a
So if a teacher is dealing with a particular behavior in their classroom,
particular behavior in their classroom,
particular behavior in their classroom, they will also log that as interventions
they will also log that as interventions
they will also log that as interventions prior to. So then um we can see what the
prior to. So then um we can see what the
prior to. So then um we can see what the teacher or what what's happened in the
teacher or what what's happened in the
teacher or what what's happened in the classroom that they've done that's led
classroom that they've done that's led
classroom that they've done that's led up to them referring them to the office,
up to them referring them to the office,
up to them referring them to the office, right? Because we would think that the
right? Because we would think that the
right? Because we would think that the teacher would be handling a behavior in
teacher would be handling a behavior in
teacher would be handling a behavior in the classroom before it was escalated to
the classroom before it was escalated to
the classroom before it was escalated to the office. So we can see the
the office. So we can see the
the office. So we can see the progression of that in the plug-in as
progression of that in the plug-in as
progression of that in the plug-in as well.
well.
well. I guess I I'd just really like to see
I guess I I'd just really like to see
I guess I I'd just really like to see how that happens, like how the how the
how that happens, like how the how the
how that happens, like how the how the system works. That's something that I'm
system works. That's something that I'm
system works. That's something that I'm interested in seeing.
interested in seeing.
interested in seeing. >> Okay, we can put that together for you.
>> Okay, we can put that together for you.
>> Okay, we can put that together for you. >> Sweet.
>> Um, we have three tiers here and there
>> Um, we have three tiers here and there are percentages shown in this
are percentages shown in this
are percentages shown in this introduction.
introduction.
introduction. How do you see the percentages from tier
How do you see the percentages from tier
How do you see the percentages from tier one, tier two, tier three in your
one, tier two, tier three in your
one, tier two, tier three in your experience on both sides, both the
experience on both sides, both the
experience on both sides, both the academic side and the behavioral side?
academic side and the behavioral side?
academic side and the behavioral side? So there may be a difference between I
So there may be a difference between I
So there may be a difference between I would expect there to be a difference
would expect there to be a difference
would expect there to be a difference between the two.
>> Um I think that that's a really good
>> Um I think that that's a really good question. When we're thinking about the
question. When we're thinking about the
question. When we're thinking about the percentage of students that we're
percentage of students that we're
percentage of students that we're supporting, I can honestly say that I
supporting, I can honestly say that I
supporting, I can honestly say that I think we're doing a much better job of
think we're doing a much better job of
think we're doing a much better job of supporting our tier three students. Um,
supporting our tier three students. Um,
supporting our tier three students. Um, they require the most supports and those
they require the most supports and those
they require the most supports and those supports are always in effect for them.
supports are always in effect for them.
supports are always in effect for them. As a tier one population, we certainly
As a tier one population, we certainly
As a tier one population, we certainly want to improve on that and that's why
want to improve on that and that's why
want to improve on that and that's why we want to establish that common
we want to establish that common
we want to establish that common language across all teams. In doing so,
language across all teams. In doing so,
language across all teams. In doing so, we're hoping that we can better support
we're hoping that we can better support
we're hoping that we can better support students both academically and
students both academically and
students both academically and behaviorally.
behaviorally.
behaviorally. And um hopefully we won't have to
And um hopefully we won't have to
And um hopefully we won't have to utilize as many supports for tier three
utilize as many supports for tier three
utilize as many supports for tier three as long as we all get on the same page
as long as we all get on the same page
as long as we all get on the same page about tier one supports in terms of
about tier one supports in terms of
about tier one supports in terms of percentage. Um that's not data that I've
percentage. Um that's not data that I've
percentage. Um that's not data that I've explored specifically just yet, but
explored specifically just yet, but
explored specifically just yet, but something that I'm excited to look
something that I'm excited to look
something that I'm excited to look forward to in the future. So I will get
forward to in the future. So I will get
forward to in the future. So I will get back to you about that data. Do you
back to you about that data. Do you
back to you about that data. Do you think there's
think there's
think there's >> reduction in the number of tier 3es over
>> reduction in the number of tier 3es over
>> reduction in the number of tier 3es over the year?
the year?
the year? >> Um,
>> Um,
>> Um, I think that's tough to gauge,
I think that's tough to gauge,
I think that's tough to gauge, especially because we started the
especially because we started the
especially because we started the program, we rolled out the uh behavior
program, we rolled out the uh behavior
program, we rolled out the uh behavior plug-in a little bit later in the year.
plug-in a little bit later in the year.
plug-in a little bit later in the year. So, our data is only from March to March
So, our data is only from March to March
So, our data is only from March to March and then beyond, right? I think next
and then beyond, right? I think next
and then beyond, right? I think next year will really determine how much
year will really determine how much
year will really determine how much progress we've made because we'll have
progress we've made because we'll have
progress we've made because we'll have implemented it for a full year and then
implemented it for a full year and then
implemented it for a full year and then for another full year. So there'll be
for another full year. So there'll be
for another full year. So there'll be two years hopefully um where we're
two years hopefully um where we're
two years hopefully um where we're building more consistency across the
building more consistency across the
building more consistency across the board.
board.
board. >> And I can also speak to the fact that
>> And I can also speak to the fact that
>> And I can also speak to the fact that the type of behaviors have definitely um
the type of behaviors have definitely um
the type of behaviors have definitely um the the magnitude of the behaviors has
the the magnitude of the behaviors has
the the magnitude of the behaviors has decreased. Um we don't have well knock
decreased. Um we don't have well knock
decreased. Um we don't have well knock on wood we haven't had fights. Um, we
on wood we haven't had fights. Um, we
on wood we haven't had fights. Um, we haven't had all the major things. I
haven't had all the major things. I
haven't had all the major things. I don't even want to list right now
don't even want to list right now
don't even want to list right now because I don't want to, but we haven't
because I don't want to, but we haven't
because I don't want to, but we haven't had any of that. Um, and so the the
had any of that. Um, and so the the
had any of that. Um, and so the the difficult behaviors have definitely
difficult behaviors have definitely
difficult behaviors have definitely dropped over the past year and a half.
>> The student has an IEP. So, how will you
>> The student has an IEP. So, how will you differentiate
differentiate
differentiate Right. Kids getting a tier three and
Right. Kids getting a tier three and
Right. Kids getting a tier three and know that it's decreased based on that
know that it's decreased based on that
know that it's decreased based on that >> in terms of consequences or
>> in terms of consequences or
>> in terms of consequences or academically,
academically,
academically, >> I guess. How how do you know how many
>> I guess. How how do you know how many
>> I guess. How how do you know how many interventions you're giving for each
interventions you're giving for each
interventions you're giving for each tier? Does that make sense?
tier? Does that make sense?
tier? Does that make sense? >> Yeah. Um, so right now we utilize our
>> Yeah. Um, so right now we utilize our
>> Yeah. Um, so right now we utilize our BCBA pretty regularly to support with
BCBA pretty regularly to support with
BCBA pretty regularly to support with students who are um, exhibiting
students who are um, exhibiting
students who are um, exhibiting behaviors that are probably a little bit
behaviors that are probably a little bit
behaviors that are probably a little bit more elevated than a tier one student
more elevated than a tier one student
more elevated than a tier one student um, presents. And in using that uh, and
um, presents. And in using that uh, and
um, presents. And in using that uh, and using the BCBA as a resource, we've
using the BCBA as a resource, we've
using the BCBA as a resource, we've established very strong rapport with
established very strong rapport with
established very strong rapport with students. Typically, the BCBA is able to
students. Typically, the BCBA is able to
students. Typically, the BCBA is able to deescalate students as needed and as
deescalate students as needed and as
deescalate students as needed and as necessary. Um, and then if a consequence
necessary. Um, and then if a consequence
necessary. Um, and then if a consequence is assigned, I'm able to support with
is assigned, I'm able to support with
is assigned, I'm able to support with that consequence. So, one of those
that consequence. So, one of those
that consequence. So, one of those layers that we have is actually in
layers that we have is actually in
layers that we have is actually in including the BCBA into those
including the BCBA into those
including the BCBA into those conversations before even a consequence
conversations before even a consequence
conversations before even a consequence is assigned. Um, additionally, um, when
is assigned. Um, additionally, um, when
is assigned. Um, additionally, um, when I do assign a consequence, I I'm really,
I do assign a consequence, I I'm really,
I do assign a consequence, I I'm really, this is a very new concept for me, this
this is a very new concept for me, this
this is a very new concept for me, this idea of a progressive discipline. Um,
idea of a progressive discipline. Um,
idea of a progressive discipline. Um, I try to start with a reflection or an
I try to start with a reflection or an
I try to start with a reflection or an accountability project. And so those
accountability project. And so those
accountability project. And so those accountability projects can include
accountability projects can include
accountability projects can include things like reflections, um, a slideshow
things like reflections, um, a slideshow
things like reflections, um, a slideshow that really, um, dives more deeply into
that really, um, dives more deeply into
that really, um, dives more deeply into the behaviors that students exhibited or
the behaviors that students exhibited or
the behaviors that students exhibited or a letter of apology. And so once I start
a letter of apology. And so once I start
a letter of apology. And so once I start there and I have those conversations
there and I have those conversations
there and I have those conversations with students, where do you think we
with students, where do you think we
with students, where do you think we stand? what do you think is an
stand? what do you think is an
stand? what do you think is an appropriate consequence? At the middle
appropriate consequence? At the middle
appropriate consequence? At the middle school level, students are pretty
school level, students are pretty
school level, students are pretty honest. I feel like I owe so and so an
honest. I feel like I owe so and so an
honest. I feel like I owe so and so an apology, right? And I'm like, okay,
apology, right? And I'm like, okay,
apology, right? And I'm like, okay, well, I think that's a fair starting
well, I think that's a fair starting
well, I think that's a fair starting point. We can do that. Um, if the
point. We can do that. Um, if the
point. We can do that. Um, if the behavior happens a second time, that's
behavior happens a second time, that's
behavior happens a second time, that's when the consequence increases. It
when the consequence increases. It
when the consequence increases. It typically is something like a lunch
typically is something like a lunch
typically is something like a lunch recess detention, sometimes even a
recess detention, sometimes even a
recess detention, sometimes even a detention after school, and sometimes it
detention after school, and sometimes it
detention after school, and sometimes it can result in a suspension that is in
can result in a suspension that is in
can result in a suspension that is in school or out of school. Um, so we're
school or out of school. Um, so we're
school or out of school. Um, so we're really working on a progressive
really working on a progressive
really working on a progressive discipline. I'll tell you though it is
discipline. I'll tell you though it is
discipline. I'll tell you though it is hard right because where I come from
hard right because where I come from
hard right because where I come from like if you make a big mistake you earn
like if you make a big mistake you earn
like if you make a big mistake you earn a big consequence so that is certainly
a big consequence so that is certainly
a big consequence so that is certainly something that is an area of growth for
something that is an area of growth for
something that is an area of growth for me specifically. So, I think my question
me specifically. So, I think my question
me specifically. So, I think my question was more about like the data. If you're
was more about like the data. If you're
was more about like the data. If you're saying that you're starting um not that
saying that you're starting um not that
saying that you're starting um not that the figures on there, like tier one's
the figures on there, like tier one's
the figures on there, like tier one's for everybody, right? If you're going to
for everybody, right? If you're going to
for everybody, right? If you're going to keep track of we're doing this many tier
keep track of we're doing this many tier
keep track of we're doing this many tier 2 interventions and this many tier three
2 interventions and this many tier three
2 interventions and this many tier three interventions and you're keeping data
interventions and you're keeping data
interventions and you're keeping data over time, I'm just wondering how you
over time, I'm just wondering how you
over time, I'm just wondering how you tease out or would you tease out what is
tease out or would you tease out what is
tease out or would you tease out what is a tier three for a special ed student
a tier three for a special ed student
a tier three for a special ed student versus
versus
versus a non-special ed student getting a tier
a non-special ed student getting a tier
a non-special ed student getting a tier three intervention.
three intervention.
three intervention. >> Does that make sense? With the plugin,
>> Does that make sense? With the plugin,
>> Does that make sense? With the plugin, you should be able to isolate kids based
you should be able to isolate kids based
you should be able to isolate kids based on their identifiers, right?
on their identifiers, right?
on their identifiers, right? >> At this time, we don't have um students
>> At this time, we don't have um students
>> At this time, we don't have um students tagged as special ed in the plug-in in
tagged as special ed in the plug-in in
tagged as special ed in the plug-in in order to sift that data out in that way.
order to sift that data out in that way.
order to sift that data out in that way. Um I believe that is a to be uh done
Um I believe that is a to be uh done
Um I believe that is a to be uh done action, but right now we don't have
action, but right now we don't have
action, but right now we don't have that. We do have labels so that we are
that. We do have labels so that we are
that. We do have labels so that we are aware so that if they need support
aware so that if they need support
aware so that if they need support people, we can call them down. So we
people, we can call them down. So we
people, we can call them down. So we have identifiers but not in the way that
have identifiers but not in the way that
have identifiers but not in the way that we can pull the students and sift out
we can pull the students and sift out
we can pull the students and sift out that that information in that way yet.
>> That would be helpful.
>> That would be helpful. >> Yeah. And I and I think we're still in
>> Yeah. And I and I think we're still in
>> Yeah. And I and I think we're still in the beginning stages of collecting that
the beginning stages of collecting that
the beginning stages of collecting that information because remember this
information because remember this
information because remember this started in March and um I had to kind of
started in March and um I had to kind of
started in March and um I had to kind of change the way we labeled things. Um, so
change the way we labeled things. Um, so
change the way we labeled things. Um, so the data from last year wasn't super
the data from last year wasn't super
the data from last year wasn't super super um it wasn't aligned as much to
super um it wasn't aligned as much to
super um it wasn't aligned as much to what we have it now, if that makes
what we have it now, if that makes
what we have it now, if that makes sense. Yeah.
sense. Yeah.
sense. Yeah. >> Yeah. I definitely think it's it's a
>> Yeah. I definitely think it's it's a
>> Yeah. I definitely think it's it's a learning process now. I I agree with
learning process now. I I agree with
learning process now. I I agree with Rich with the idea that maybe halfway
Rich with the idea that maybe halfway
Rich with the idea that maybe halfway through the year you can kind of give an
through the year you can kind of give an
through the year you can kind of give an update of what you've learned, where you
update of what you've learned, where you
update of what you've learned, where you are, and at the end of the year going
are, and at the end of the year going
are, and at the end of the year going forward to the following year. Like
forward to the following year. Like
forward to the following year. Like because this year is really playing
because this year is really playing
because this year is really playing around with experience it. next year is
around with experience it. next year is
around with experience it. next year is the full implementation and really
the full implementation and really
the full implementation and really understanding how it'll be over the
understanding how it'll be over the
understanding how it'll be over the course of the year.
course of the year.
course of the year. >> Yeah.
>> Yeah.
>> Yeah. >> So, thank you for the hard work. I
>> So, thank you for the hard work. I
>> So, thank you for the hard work. I appreciate it.
appreciate it.
appreciate it. >> Thank you.
>> For Pete, I think um why does the target
>> For Pete, I think um why does the target program only meet on an as needed basis?
program only meet on an as needed basis?
program only meet on an as needed basis? If it's meant to develop tiers one to
If it's meant to develop tiers one to
If it's meant to develop tiers one to three supports, why not meet on a
three supports, why not meet on a
three supports, why not meet on a regular cadence? And then kind of
regular cadence? And then kind of
regular cadence? And then kind of further, how is as needed determined?
further, how is as needed determined?
further, how is as needed determined? >> Sure. Um that's a that's a good
>> Sure. Um that's a that's a good
>> Sure. Um that's a that's a good question. Um so as internal concerns
question. Um so as internal concerns
question. Um so as internal concerns about students come up this where it's
about students come up this where it's
about students come up this where it's as needed right as concerns come up uh
as needed right as concerns come up uh
as needed right as concerns come up uh we convene the team together. Now this
we convene the team together. Now this
we convene the team together. Now this is quite often to be honest with you as
is quite often to be honest with you as
is quite often to be honest with you as the year goes on pretty regular basis on
the year goes on pretty regular basis on
the year goes on pretty regular basis on Tuesdays and Thursdays. Um however we
Tuesdays and Thursdays. Um however we
Tuesdays and Thursdays. Um however we don't meet on every Tuesday and every
don't meet on every Tuesday and every
don't meet on every Tuesday and every Thursday. uh it's as behavioral and
Thursday. uh it's as behavioral and
Thursday. uh it's as behavioral and academic behavior and or academic
academic behavior and or academic
academic behavior and or academic concerns come up concerning students and
concerns come up concerning students and
concerns come up concerning students and then we kind of do that wraparound and
then we kind of do that wraparound and
then we kind of do that wraparound and figure out what can we do what are the
figure out what can we do what are the
figure out what can we do what are the interventions what what is the support
interventions what what is the support
interventions what what is the support that we can give here
that we can give here
that we can give here >> does that answer your question okay very
>> does that answer your question okay very
>> does that answer your question okay very good thank you
good thank you
good thank you >> questions
>> are you going to say something
>> are you going to say something >> not not a question but just a comment of
>> not not a question but just a comment of
>> not not a question but just a comment of having having sat in the principal at
having having sat in the principal at
having having sat in the principal at assistant principal seat for a while.
assistant principal seat for a while.
assistant principal seat for a while. Um, I would just I I would just caution
Um, I would just I I would just caution
Um, I would just I I would just caution a situation where any administrator is
a situation where any administrator is
a situation where any administrator is the disciplinarian full-time. Um, or or
the disciplinarian full-time. Um, or or
the disciplinarian full-time. Um, or or the instructional leader full-time.
the instructional leader full-time.
the instructional leader full-time. Like, we get better by by doing a little
Like, we get better by by doing a little
Like, we get better by by doing a little bit of both. And it's important that
bit of both. And it's important that
bit of both. And it's important that kids and families and teachers uh see
kids and families and teachers uh see
kids and families and teachers uh see the the leaders as as equal partners.
the the leaders as as equal partners.
the the leaders as as equal partners. So, I just want to throw that out there.
So, I just want to throw that out there.
So, I just want to throw that out there. >> I appreciate that.
>> I appreciate that.
>> I appreciate that. >> It's out of my purview as a board
>> It's out of my purview as a board
>> It's out of my purview as a board member. I'm giving unsolicited advice.
>> Um, I just wanted to say I love that you
>> Um, I just wanted to say I love that you took the changes in the 306 and
took the changes in the 306 and
took the changes in the 306 and regulations and made it into something
regulations and made it into something
regulations and made it into something positive. Um, the anti-bullying club
positive. Um, the anti-bullying club
positive. Um, the anti-bullying club when we saw the presentation, 10% of the
when we saw the presentation, 10% of the
when we saw the presentation, 10% of the schools in the anti-bullying club.
schools in the anti-bullying club.
schools in the anti-bullying club. That's incredibly impressive. And I love
That's incredibly impressive. And I love
That's incredibly impressive. And I love letters of apology. I think that's a
letters of apology. I think that's a
letters of apology. I think that's a great start. Um, and I just I do think
great start. Um, and I just I do think
great start. Um, and I just I do think you guys are moving in the right
you guys are moving in the right
you guys are moving in the right direction. I appreciate it.
direction. I appreciate it.
direction. I appreciate it. I would as well
I would as well
I would as well have participated in the anti-bullying
have participated in the anti-bullying
have participated in the anti-bullying club and it's highly beneficial for them
club and it's highly beneficial for them
club and it's highly beneficial for them is developing young people. So I have
is developing young people. So I have
is developing young people. So I have appreciation for that program. I do
appreciation for that program. I do
appreciation for that program. I do think that there's great progress. My
think that there's great progress. My
think that there's great progress. My only other question I guess would be for
only other question I guess would be for
only other question I guess would be for Bob. So earlier you were talking about
Bob. So earlier you were talking about
Bob. So earlier you were talking about how maybe there's some systems that
how maybe there's some systems that
how maybe there's some systems that weren't necessarily in place and I'm
weren't necessarily in place and I'm
weren't necessarily in place and I'm curious about um what the blockers that
curious about um what the blockers that
curious about um what the blockers that you see are to moving things forward to
you see are to moving things forward to
you see are to moving things forward to a place where the team feels like super
a place where the team feels like super
a place where the team feels like super awesome about the work they're doing.
awesome about the work they're doing.
awesome about the work they're doing. >> Even though we're one district and we're
>> Even though we're one district and we're
>> Even though we're one district and we're two separate schools, like how they
two separate schools, like how they
two separate schools, like how they approach MTSS is vastly different. Like
approach MTSS is vastly different. Like
approach MTSS is vastly different. Like it's all rooted in a like we're here to
it's all rooted in a like we're here to
it's all rooted in a like we're here to assist students. Like even your your
assist students. Like even your your
assist students. Like even your your question for Pete about like how routine
question for Pete about like how routine
question for Pete about like how routine is that um that tier 2 meeting, you
is that um that tier 2 meeting, you
is that um that tier 2 meeting, you know, well, it it looks different in in
know, well, it it looks different in in
know, well, it it looks different in in both of the buildings. Uh nomenclature,
both of the buildings. Uh nomenclature,
both of the buildings. Uh nomenclature, like what we call tier 2, it could be
like what we call tier 2, it could be
like what we call tier 2, it could be wraparound, it could be student
wraparound, it could be student
wraparound, it could be student assistance, things have different names.
assistance, things have different names.
assistance, things have different names. Uh the the players at the table, um
Uh the the players at the table, um
Uh the the players at the table, um who's there, like the the nature of
who's there, like the the nature of
who's there, like the the nature of elementary school and self-contained
elementary school and self-contained
elementary school and self-contained where teachers tend to have kids most of
where teachers tend to have kids most of
where teachers tend to have kids most of the day. And again, um, they're doing
the day. And again, um, they're doing
the day. And again, um, they're doing the work in the building. We're just not
the work in the building. We're just not
the work in the building. We're just not like we have a district-wide MTSS
like we have a district-wide MTSS
like we have a district-wide MTSS committee. Um, that is looks at, you
committee. Um, that is looks at, you
committee. Um, that is looks at, you know, creating that uniformity, the
know, creating that uniformity, the
know, creating that uniformity, the ability to get people even to the table
ability to get people even to the table
ability to get people even to the table to have that meeting uh is often limited
to have that meeting uh is often limited
to have that meeting uh is often limited by the two very different um, school
by the two very different um, school
by the two very different um, school schedules that that we have. And so it
schedules that that we have. And so it
schedules that that we have. And so it it's one of those things like as a
it's one of those things like as a
it's one of those things like as a district we need to make more progress
district we need to make more progress
district we need to make more progress like the saving grace is that like there
like the saving grace is that like there
like the saving grace is that like there is good work going on in in in the
is good work going on in in in the
is good work going on in in in the building. Um it just it needs to be more
building. Um it just it needs to be more
building. Um it just it needs to be more coordinated at the at the district level
coordinated at the at the district level
coordinated at the at the district level and it will be good for Dr. Crawford to
and it will be good for Dr. Crawford to
and it will be good for Dr. Crawford to come in and be able to ask the questions
come in and be able to ask the questions
come in and be able to ask the questions of okay tell me about what a wraparound
of okay tell me about what a wraparound
of okay tell me about what a wraparound is. Um and I think that the stage is set
is. Um and I think that the stage is set
is. Um and I think that the stage is set for him. Um but there's definitely some
for him. Um but there's definitely some
for him. Um but there's definitely some some work that that needs to be done.
I had to tease you a little bit on that
I had to tease you a little bit on that one.
one.
one. >> You what?
>> You what?
>> You what? >> I tagged you.
>> I tagged you.
>> I tagged you. >> Oh, yeah.
>> Oh, yeah.
>> Oh, yeah. >> Excellent.
>> Excellent.
>> Excellent. >> All right. Well, thank you. I appreciate
>> All right. Well, thank you. I appreciate
>> All right. Well, thank you. I appreciate it.
it.
it. >> Thank you.
>> Thank you.
>> Thank you. >> Great job.
>> On to very exciting second polic policy
>> On to very exciting second polic policy second reading. Um so board members in
second reading. Um so board members in
second reading. Um so board members in your packet there are three policies
your packet there are three policies
your packet there are three policies please take a look at those. So just for
please take a look at those. So just for
please take a look at those. So just for the public those
the public those
the public those watching um what they are we have JLCA
watching um what they are we have JLCA
watching um what they are we have JLCA use of automated defibrillators
use of automated defibrillators
use of automated defibrillators recommended to repeal and point to new
recommended to repeal and point to new
recommended to repeal and point to new policy EBBCA
policy EBBCA
policy EBBCA for more practical placement of the
for more practical placement of the
for more practical placement of the topic under subsection E that includes
topic under subsection E that includes
topic under subsection E that includes policies relative to school safety
policies relative to school safety
policies relative to school safety emergency care. And then we have EBBCA
emergency care. And then we have EBBCA
emergency care. And then we have EBBCA use and location of automated external
use and location of automated external
use and location of automated external defibrillators recommended to relocate
defibrillators recommended to relocate
defibrillators recommended to relocate similar policy JLCA and recode from
similar policy JLCA and recode from
similar policy JLCA and recode from subsection J to subsection E policy to
subsection J to subsection E policy to
subsection J to subsection E policy to join up with the others that relate to
join up with the others that relate to
join up with the others that relate to school safety and emergency care and
school safety and emergency care and
school safety and emergency care and align with NHSBA guidelines from
align with NHSBA guidelines from
align with NHSBA guidelines from November 25.
November 25.
November 25. Then finally, JLCK, physical and
Then finally, JLCK, physical and
Then finally, JLCK, physical and emotional well-being of students policy
emotional well-being of students policy
emotional well-being of students policy not on the books. Recommended to adopt
not on the books. Recommended to adopt
not on the books. Recommended to adopt it and sign align, excuse me, with the
it and sign align, excuse me, with the
it and sign align, excuse me, with the New Hampshire Department of Ed rule 306
New Hampshire Department of Ed rule 306
New Hampshire Department of Ed rule 306 to meet their requirement to have such a
to meet their requirement to have such a
to meet their requirement to have such a policy to protect students as found
policy to protect students as found
policy to protect students as found specifically under
specifically under
specifically under ED 306.04
ED 306.04
ED 306.04 B15 for minimum standards.
I definitely think JLCK I think we're
I definitely think JLCK I think we're doing a lot of the good things. For
doing a lot of the good things. For
doing a lot of the good things. For example, one of those is anti-bullying
example, one of those is anti-bullying
example, one of those is anti-bullying initiatives. Um obviously we're doing a
initiatives. Um obviously we're doing a
initiatives. Um obviously we're doing a good job of that and improved
good job of that and improved
good job of that and improved um mental health awareness. And I mean
um mental health awareness. And I mean
um mental health awareness. And I mean it's just it's a policy that basically
it's just it's a policy that basically
it's just it's a policy that basically says we're going to take care of our
says we're going to take care of our
says we're going to take care of our kids and and you know
kids and and you know
kids and and you know >> there's a legacy there that's been set
>> there's a legacy there that's been set
>> there's a legacy there that's been set that I think this just codifies it. But
that I think this just codifies it. But
that I think this just codifies it. But I think we've been done a really good
I think we've been done a really good
I think we've been done a really good job.
>> Board members. Any other questions,
>> Board members. Any other questions, comments about any of the policies?
comments about any of the policies?
comments about any of the policies? >> I'll make a motion to adopt JLCA, EBB,
>> I'll make a motion to adopt JLCA, EBB,
>> I'll make a motion to adopt JLCA, EBB, CA, and JLCK.
>> All right. No further questions. All in
>> All right. No further questions. All in favor?
Very good. Moving on. Board board
Very good. Moving on. Board board comments and correspondence.
comments and correspondence.
comments and correspondence. Board members, do we have questions,
Board members, do we have questions,
Board members, do we have questions, comments?
comments?
comments? >> So, I went to the Pinkerton sending
>> So, I went to the Pinkerton sending
>> So, I went to the Pinkerton sending towns meeting. Um,
and the uh they brought in both the the
and the uh they brought in both the the Dairy PD and uh a few other people to
Dairy PD and uh a few other people to
Dairy PD and uh a few other people to talk through uh the evacuation and what
talk through uh the evacuation and what
talk through uh the evacuation and what had happened. Um, and this information
had happened. Um, and this information
had happened. Um, and this information is is public. Uh, the threat that was
is is public. Uh, the threat that was
is is public. Uh, the threat that was called in was the was the same threat
called in was the was the same threat
called in was the was the same threat that was called into multiple schools
that was called into multiple schools
that was called into multiple schools around the country. When Pinkerton
around the country. When Pinkerton
around the country. When Pinkerton reached out to the PD, the PD and
reached out to the PD, the PD and
reached out to the PD, the PD and Pinkerin both reached out to FBI and
Pinkerin both reached out to FBI and
Pinkerin both reached out to FBI and ATF. They made them aware that this
ATF. They made them aware that this
ATF. They made them aware that this similar thing had happened all across
similar thing had happened all across
similar thing had happened all across the country. Um, they brought in seven
the country. Um, they brought in seven
the country. Um, they brought in seven kines um, within the first hour and then
kines um, within the first hour and then
kines um, within the first hour and then they got 3,200 kids off campus in an
they got 3,200 kids off campus in an
they got 3,200 kids off campus in an hour. the bus companies did a really
hour. the bus companies did a really
hour. the bus companies did a really good job of stepping up and getting the
good job of stepping up and getting the
good job of stepping up and getting the kids out. Um,
kids out. Um,
kids out. Um, they used the threat assessment training
they used the threat assessment training
they used the threat assessment training that they have from Homeland Security in
that they have from Homeland Security in
that they have from Homeland Security in order to make the decisions they did.
order to make the decisions they did.
order to make the decisions they did. And there's kind of a decision-making
And there's kind of a decision-making
And there's kind of a decision-making tree that they didn't get into and we
tree that they didn't get into and we
tree that they didn't get into and we don't want them for public knowledge.
don't want them for public knowledge.
don't want them for public knowledge. Um, but it definitely
Um, but it definitely
Um, but it definitely they gave out the information that they
they gave out the information that they
they gave out the information that they wanted to get out as they were making
wanted to get out as they were making
wanted to get out as they were making the decisions to make the students as as
the decisions to make the students as as
the decisions to make the students as as best possible and then release the
best possible and then release the
best possible and then release the information later on afterwards um like
information later on afterwards um like
information later on afterwards um like this in order to make sure that to
this in order to make sure that to
this in order to make sure that to maintain the safety of the students. And
maintain the safety of the students. And
maintain the safety of the students. And I thought it made sense um as they walk
I thought it made sense um as they walk
I thought it made sense um as they walk their way through the decision-m
their way through the decision-m
their way through the decision-m process. Um, and it's not always going
process. Um, and it's not always going
process. Um, and it's not always going to be the same, but yeah.
Thank you, brother.
Thank you, brother. Very good. All right, moving on to
Very good. All right, moving on to
Very good. All right, moving on to consent agenda personnel report.
consent agenda personnel report.
consent agenda personnel report. >> All right, so we've uh we've been very
>> All right, so we've uh we've been very
>> All right, so we've uh we've been very busy um interviewing folks and filling
busy um interviewing folks and filling
busy um interviewing folks and filling positions. And part of that we uh so as
positions. And part of that we uh so as
positions. And part of that we uh so as the finalist interviews uh the way our
the finalist interviews uh the way our
the finalist interviews uh the way our process works is we have two finalists
process works is we have two finalists
process works is we have two finalists that come to the superintendent's office
that come to the superintendent's office
that come to the superintendent's office for review and then superintendent
for review and then superintendent
for review and then superintendent selects a candidate and uh so Dr.
selects a candidate and uh so Dr.
selects a candidate and uh so Dr. Crawford has been part of that selection
Crawford has been part of that selection
Crawford has been part of that selection process um because obviously he has a
process um because obviously he has a
process um because obviously he has a big stake in that. So we're able to fill
big stake in that. So we're able to fill
big stake in that. So we're able to fill some critical positions uh so we have
some critical positions uh so we have
some critical positions uh so we have three tonight and we also have some that
three tonight and we also have some that
three tonight and we also have some that are kind of still kind of cooking out
are kind of still kind of cooking out
are kind of still kind of cooking out there uh but they weren't ready for
there uh but they weren't ready for
there uh but they weren't ready for prime time. Uh so Jamie Rule uh will
prime time. Uh so Jamie Rule uh will
prime time. Uh so Jamie Rule uh will serve as the HMS family and consumer
serve as the HMS family and consumer
serve as the HMS family and consumer science teacher. Uh Jade Hefernon as the
science teacher. Uh Jade Hefernon as the
science teacher. Uh Jade Hefernon as the uh Hamstead School District uh ESOL
uh Hamstead School District uh ESOL
uh Hamstead School District uh ESOL teacher or ELLL teacher. That's English
teacher or ELLL teacher. That's English
teacher or ELLL teacher. That's English for speakers of other languages. And
for speakers of other languages. And
for speakers of other languages. And Abby Jordan who will serve as the HCS
Abby Jordan who will serve as the HCS
Abby Jordan who will serve as the HCS elementary uh classroom teacher.
always good job stealing qualified
always good job stealing qualified candidates from other districts. Um I
candidates from other districts. Um I
candidates from other districts. Um I think it's awesome that we found a fax
think it's awesome that we found a fax
think it's awesome that we found a fax teacher and especially one with
teacher and especially one with
teacher and especially one with experience and she's got 25 years of
experience and she's got 25 years of
experience and she's got 25 years of experience so that's awesome. Um
experience so that's awesome. Um
experience so that's awesome. Um actually I went to the ed awards on on
actually I went to the ed awards on on
actually I went to the ed awards on on Saturday which was really interesting
Saturday which was really interesting
Saturday which was really interesting because there's a teacher that's been a
because there's a teacher that's been a
because there's a teacher that's been a fax teacher for 58 years in the state of
fax teacher for 58 years in the state of
fax teacher for 58 years in the state of New Hampshire.
New Hampshire.
New Hampshire. >> Wow. No kidding.
>> Wow. No kidding.
>> Wow. No kidding. >> Which is pretty crazy. So I don't think
>> Which is pretty crazy. So I don't think
>> Which is pretty crazy. So I don't think she'll last that long but sorry totally
she'll last that long but sorry totally
she'll last that long but sorry totally sad topic. Um, I will make a motion to
sad topic. Um, I will make a motion to
sad topic. Um, I will make a motion to accept the nominations of Jamie Ru, Jade
accept the nominations of Jamie Ru, Jade
accept the nominations of Jamie Ru, Jade Heferman, and Abby Jordan.
Heferman, and Abby Jordan.
Heferman, and Abby Jordan. >> Second.
>> Very good.
>> Very good. >> And I'll just put a plug out there that
>> And I'll just put a plug out there that
>> And I'll just put a plug out there that we're still looking for speech and
we're still looking for speech and
we're still looking for speech and occupational therapy. That's not having
occupational therapy. That's not having
occupational therapy. That's not having much luck there, but no one is. So,
much luck there, but no one is. So,
much luck there, but no one is. So, um, all right, moving on to the
um, all right, moving on to the
um, all right, moving on to the superintendent's report. Um,
superintendent's report. Um,
superintendent's report. Um, so as we approach the end of the school
so as we approach the end of the school
so as we approach the end of the school year, uh, there's a lot going on, uh, in
year, uh, there's a lot going on, uh, in
year, uh, there's a lot going on, uh, in our schools as we celebrate a very
our schools as we celebrate a very
our schools as we celebrate a very successful, uh, school year. Uh, so June
successful, uh, school year. Uh, so June
successful, uh, school year. Uh, so June 19th, uh, which is a Friday, is our last
19th, uh, which is a Friday, is our last
19th, uh, which is a Friday, is our last day of school. It's a half day of
day of school. It's a half day of
day of school. It's a half day of school. Um, and the other half of that
school. Um, and the other half of that
school. Um, and the other half of that day is uh celebrations with staff and
day is uh celebrations with staff and
day is uh celebrations with staff and recognizing all of the hard work uh and
recognizing all of the hard work uh and
recognizing all of the hard work uh and honoring retirees. Uh, and then our
honoring retirees. Uh, and then our
honoring retirees. Uh, and then our teachers will return for one day that
teachers will return for one day that
teachers will return for one day that Monday just to wrap things up, pack up
Monday just to wrap things up, pack up
Monday just to wrap things up, pack up their classrooms, continue to work on
their classrooms, continue to work on
their classrooms, continue to work on curriculum documents and other sort of
curriculum documents and other sort of
curriculum documents and other sort of end of the year uh tasks. So, time
end of the year uh tasks. So, time
end of the year uh tasks. So, time flies. Um, I also just wanted to
flies. Um, I also just wanted to
flies. Um, I also just wanted to recognize um our Hamstead representative
recognize um our Hamstead representative
recognize um our Hamstead representative Lily Walsh. So, uh, every year, at least
Lily Walsh. So, uh, every year, at least
Lily Walsh. So, uh, every year, at least since I've been here, um, Lily comes to
since I've been here, um, Lily comes to
since I've been here, um, Lily comes to the school prior to Flag Day and hands
the school prior to Flag Day and hands
the school prior to Flag Day and hands out flags to the first graders and goes
out flags to the first graders and goes
out flags to the first graders and goes roomto room and talks about the flag and
roomto room and talks about the flag and
roomto room and talks about the flag and and it really evolved from just this
and it really evolved from just this
and it really evolved from just this wild idea of like, hey, have these extra
wild idea of like, hey, have these extra
wild idea of like, hey, have these extra flags to now like we're actually um,
flags to now like we're actually um,
flags to now like we're actually um, great care is spent um, teaching kids
great care is spent um, teaching kids
great care is spent um, teaching kids about flag etiquette. It's a really the
about flag etiquette. It's a really the
about flag etiquette. It's a really the kids get a lot out of it. Um, and we
kids get a lot out of it. Um, and we
kids get a lot out of it. Um, and we appreciate that our elected
appreciate that our elected
appreciate that our elected representatives take interest in our
representatives take interest in our
representatives take interest in our schools. So, I want to uh thank Lily for
schools. So, I want to uh thank Lily for
schools. So, I want to uh thank Lily for her continued commitment. She also uh
her continued commitment. She also uh
her continued commitment. She also uh comes and talks to the fourth graders
comes and talks to the fourth graders
comes and talks to the fourth graders about the New Hampshire and gives them
about the New Hampshire and gives them
about the New Hampshire and gives them copies of the New Hampshire
copies of the New Hampshire
copies of the New Hampshire Constitution. So, that's that's
Constitution. So, that's that's
Constitution. So, that's that's commitment and we we really do
commitment and we we really do
commitment and we we really do appreciate that. We know how busy she
appreciate that. We know how busy she
appreciate that. We know how busy she is. Um, we also have uh two donations.
is. Um, we also have uh two donations.
is. Um, we also have uh two donations. Uh, one is, and again, this is just for
Uh, one is, and again, this is just for
Uh, one is, and again, this is just for the board's information,
the board's information,
the board's information, uh, a check for $1,000.
uh, a check for $1,000.
uh, a check for $1,000. uh from uh the Bell family. Um this is
uh from uh the Bell family. Um this is
uh from uh the Bell family. Um this is for the Feed It Forward program. You
for the Feed It Forward program. You
for the Feed It Forward program. You know, we send out reminders about lunch
know, we send out reminders about lunch
know, we send out reminders about lunch balances and about students that can't
balances and about students that can't
balances and about students that can't pay. Um and he came in and gave us a
pay. Um and he came in and gave us a
pay. Um and he came in and gave us a $1,000 check. Um and we really
$1,000 check. Um and we really
$1,000 check. Um and we really appreciate that that gen generosity. Uh
appreciate that that gen generosity. Uh
appreciate that that gen generosity. Uh we also got um a donation of $450 from
we also got um a donation of $450 from
we also got um a donation of $450 from the Mother's Club and essentially it is
the Mother's Club and essentially it is
the Mother's Club and essentially it is to support um students in the summer
to support um students in the summer
to support um students in the summer wreck program. So, the donation
wreck program. So, the donation
wreck program. So, the donation technically isn't to the Hamstead School
technically isn't to the Hamstead School
technically isn't to the Hamstead School District. We're kind of the uh the agent
District. We're kind of the uh the agent
District. We're kind of the uh the agent so to speak, the middle person, and our
so to speak, the middle person, and our
so to speak, the middle person, and our um social worker will um identify the
um social worker will um identify the
um social worker will um identify the families that would benefit uh from that
families that would benefit uh from that
families that would benefit uh from that scholarship. So, that will pay for for
scholarship. So, that will pay for for
scholarship. So, that will pay for for uh three students to attend the summer
uh three students to attend the summer
uh three students to attend the summer wreck program.
wreck program.
wreck program. Um and then lastly, just wanted to
Um and then lastly, just wanted to
Um and then lastly, just wanted to mention I sent an email to the board
mention I sent an email to the board
mention I sent an email to the board today. So, the 2026 legisl legislative
today. So, the 2026 legisl legislative
today. So, the 2026 legisl legislative session is over. it has ended. Um, and
session is over. it has ended. Um, and
session is over. it has ended. Um, and you know, it was quite the wild ride and
you know, it was quite the wild ride and
you know, it was quite the wild ride and there are still uh bills that are
there are still uh bills that are
there are still uh bills that are sitting on the governor's desk. Usually
sitting on the governor's desk. Usually
sitting on the governor's desk. Usually at the last minute there's a big pile
at the last minute there's a big pile
at the last minute there's a big pile and uh the governor by statute has 5
and uh the governor by statute has 5
and uh the governor by statute has 5 days to act on those bills. If she does
days to act on those bills. If she does
days to act on those bills. If she does not then they end up uh getting they end
not then they end up uh getting they end
not then they end up uh getting they end up becoming vetoed. And uh we're not out
up becoming vetoed. And uh we're not out
up becoming vetoed. And uh we're not out of the woods yet. There are some uh
of the woods yet. There are some uh
of the woods yet. There are some uh bills that are sitting on her desk. Mr.
bills that are sitting on her desk. Mr.
bills that are sitting on her desk. Mr. Dow uh mentioned um that 1610 um there
Dow uh mentioned um that 1610 um there
Dow uh mentioned um that 1610 um there are other bills t tax cap um warrant
are other bills t tax cap um warrant
are other bills t tax cap um warrant article um so we will know in the next
article um so we will know in the next
article um so we will know in the next few days uh what the status of those uh
few days uh what the status of those uh
few days uh what the status of those uh those bills are um as most people I
those bills are um as most people I
those bills are um as most people I think know um open enrollment uh was
think know um open enrollment uh was
think know um open enrollment uh was defeated um it will be back I you can
defeated um it will be back I you can
defeated um it will be back I you can count on the fact that open enrollment
count on the fact that open enrollment
count on the fact that open enrollment will be back in one form or another and
will be back in one form or another and
will be back in one form or another and it's also A reminder too, there were a
it's also A reminder too, there were a
it's also A reminder too, there were a lot of school districts that passed open
lot of school districts that passed open
lot of school districts that passed open enrollment warrant articles. So, open
enrollment warrant articles. So, open
enrollment warrant articles. So, open enrollment is a stat is a statute. It
enrollment is a stat is a statute. It
enrollment is a stat is a statute. It has been for quite a few years. And so,
has been for quite a few years. And so,
has been for quite a few years. And so, you're going to see this process unfold.
you're going to see this process unfold.
you're going to see this process unfold. Um, but the the bill that looked to
Um, but the the bill that looked to
Um, but the the bill that looked to seriously expand it was was defeated.
seriously expand it was was defeated.
seriously expand it was was defeated. Um, and then lastly, I just want to say,
Um, and then lastly, I just want to say,
Um, and then lastly, I just want to say, and I'm going to keep this brief, but
and I'm going to keep this brief, but
and I'm going to keep this brief, but like this is my last meeting. Uh, so
like this is my last meeting. Uh, so
like this is my last meeting. Uh, so thank you. Um I um came here in 2021
thank you. Um I um came here in 2021
thank you. Um I um came here in 2021 really because I wanted the opportunity
really because I wanted the opportunity
really because I wanted the opportunity uh to be the founding uh member of this
uh to be the founding uh member of this
uh to be the founding uh member of this like new SAU. Um that was like the
like new SAU. Um that was like the
like new SAU. Um that was like the driver and I probably didn't really know
driver and I probably didn't really know
driver and I probably didn't really know all that much about Hamstead. Um and I
all that much about Hamstead. Um and I
all that much about Hamstead. Um and I can tell you like uh when I got here I
can tell you like uh when I got here I
can tell you like uh when I got here I worked with an amazing team and I'm not
worked with an amazing team and I'm not
worked with an amazing team and I'm not going to name names but um you know who
going to name names but um you know who
going to name names but um you know who they are. Some of them are sitting right
they are. Some of them are sitting right
they are. Some of them are sitting right next to me. Um, you know, it was it was
next to me. Um, you know, it was it was
next to me. Um, you know, it was it was like really exciting. Hold on one
like really exciting. Hold on one
like really exciting. Hold on one second. Um, take a deep breath. So, it
second. Um, take a deep breath. So, it
second. Um, take a deep breath. So, it was very exciting work and we worked our
was very exciting work and we worked our
was very exciting work and we worked our tails off. And it what was interesting
tails off. And it what was interesting
tails off. And it what was interesting about that first year and each year
about that first year and each year
about that first year and each year since was like we could have probably
since was like we could have probably
since was like we could have probably made our lives easy and just did what
made our lives easy and just did what
made our lives easy and just did what Timberlane did or, you know, coming from
Timberlane did or, you know, coming from
Timberlane did or, you know, coming from Hollis Brookline, we probably could have
Hollis Brookline, we probably could have
Hollis Brookline, we probably could have done what Halls Brookline did. Um,
done what Halls Brookline did. Um,
done what Halls Brookline did. Um, but we chose not to. we had made and and
but we chose not to. we had made and and
but we chose not to. we had made and and this was literally a conversation in my
this was literally a conversation in my
this was literally a conversation in my office where we said you know what we're
office where we said you know what we're
office where we said you know what we're going to do we're going to do what's
going to do we're going to do what's
going to do we're going to do what's best for kids and and that really has
best for kids and and that really has
best for kids and and that really has kind of like driven the work that we've
kind of like driven the work that we've
kind of like driven the work that we've done and uh I don't think that that
done and uh I don't think that that
done and uh I don't think that that would be pos and you know uh by any
would be pos and you know uh by any
would be pos and you know uh by any stretch of the imagination depending on
stretch of the imagination depending on
stretch of the imagination depending on who you ask um but um but I appreciate
who you ask um but um but I appreciate
who you ask um but um but I appreciate um the autonomy that this board and our
um the autonomy that this board and our
um the autonomy that this board and our previous board chairs um gave me trust
previous board chairs um gave me trust
previous board chairs um gave me trust but also accountability um the things
but also accountability um the things
but also accountability um the things that we've achieved.
that we've achieved.
that we've achieved. I don't think we could have without uh
I don't think we could have without uh
I don't think we could have without uh the support of the board. So, thank you.
>> Now, I'd like to take a few minutes to
>> Now, I'd like to take a few minutes to recognize you, Bob, as well. So, I do
recognize you, Bob, as well. So, I do
recognize you, Bob, as well. So, I do have a little something prepared and
have a little something prepared and
have a little something prepared and then the crew got together and also
then the crew got together and also
then the crew got together and also prepared some things for you. Um, on
prepared some things for you. Um, on
prepared some things for you. Um, on behalf of the Hamstead School Board in
behalf of the Hamstead School Board in
behalf of the Hamstead School Board in our entire community, I want to take a
our entire community, I want to take a
our entire community, I want to take a moment to thank Bob Thompson for his
moment to thank Bob Thompson for his
moment to thank Bob Thompson for his years of dedicated service to the
years of dedicated service to the
years of dedicated service to the students, staff, and families of
students, staff, and families of
students, staff, and families of Hamstead. Bob has led with integrity,
Hamstead. Bob has led with integrity,
Hamstead. Bob has led with integrity, professionalism, and an unwavering
professionalism, and an unwavering
professionalism, and an unwavering commitment to doing what is best for
commitment to doing what is best for
commitment to doing what is best for children. His visibility in our schools,
children. His visibility in our schools,
children. His visibility in our schools, support for the educators, thoughtful
support for the educators, thoughtful
support for the educators, thoughtful leadership have helped strengthen our
leadership have helped strengthen our
leadership have helped strengthen our district and positively impacted many
district and positively impacted many
district and positively impacted many students. While here, Bob has built
students. While here, Bob has built
students. While here, Bob has built relationships, mentored future leaders,
relationships, mentored future leaders,
relationships, mentored future leaders, and earned the trust and respect of our
and earned the trust and respect of our
and earned the trust and respect of our community. So, Bob, thank you for your
community. So, Bob, thank you for your
community. So, Bob, thank you for your leadership, partnership, and your
leadership, partnership, and your
leadership, partnership, and your service. We wish you all the best in
service. We wish you all the best in
service. We wish you all the best in your next chapter. With that, I am going
your next chapter. With that, I am going
your next chapter. With that, I am going to cue Mr. Dion to pull up the video.
to cue Mr. Dion to pull up the video.
to cue Mr. Dion to pull up the video. Can I make a motion first to allow our
Can I make a motion first to allow our
Can I make a motion first to allow our two former board chairs to come up and
two former board chairs to come up and
two former board chairs to come up and say a few words?
say a few words?
say a few words? >> We can. We can. We want to. Do we want
>> We can. We can. We want to. Do we want
>> We can. We can. We want to. Do we want to do that for the video?
to do that for the video?
to do that for the video? >> Yeah.
>> Yeah.
>> Yeah. >> Just like the top radio host.
>> Just like the top radio host.
>> Just like the top radio host. >> Yes.
>> Yes.
>> Yes. >> Okay.
>> Okay.
>> Okay. >> It is the top radio.
>> It is the top radio.
>> It is the top radio. >> Kevin Harvest was
>> Hey guys, it's been a while. I've missed
>> Hey guys, it's been a while. I've missed all of you. So, as the former board
all of you. So, as the former board
all of you. So, as the former board chair, there was so much to learn, but
chair, there was so much to learn, but
chair, there was so much to learn, but Bob was extremely patient and thorough.
Bob was extremely patient and thorough.
Bob was extremely patient and thorough. He took his role seriously as both the
He took his role seriously as both the
He took his role seriously as both the leader of the district, but also as a
leader of the district, but also as a
leader of the district, but also as a close adviser and listener to myself,
close adviser and listener to myself,
close adviser and listener to myself, the board chair. He never hesitated to
the board chair. He never hesitated to
the board chair. He never hesitated to ask my opinion. He filled me in on key
ask my opinion. He filled me in on key
ask my opinion. He filled me in on key events, but also gave his experienced
events, but also gave his experienced
events, but also gave his experienced assessment on what needed to be done.
assessment on what needed to be done.
assessment on what needed to be done. I'll be forever grateful for his
I'll be forever grateful for his
I'll be forever grateful for his guidance. He made difficult decisions
guidance. He made difficult decisions
guidance. He made difficult decisions throughout his time here, but it was
throughout his time here, but it was
throughout his time here, but it was always justified through the lens of,
always justified through the lens of,
always justified through the lens of, like he just said, doing what's best for
like he just said, doing what's best for
like he just said, doing what's best for kids. And that truly inspired me to do
kids. And that truly inspired me to do
kids. And that truly inspired me to do the same and lead by example. Bob, your
the same and lead by example. Bob, your
the same and lead by example. Bob, your care and devotion to the district, our
care and devotion to the district, our
care and devotion to the district, our board, your staff, and our community
board, your staff, and our community
board, your staff, and our community will continue to be felt for years to
will continue to be felt for years to
will continue to be felt for years to come. We won't forget you and I want you
come. We won't forget you and I want you
come. We won't forget you and I want you to leave here knowing that you made a
to leave here knowing that you made a
to leave here knowing that you made a difference on me and helped to shape me
difference on me and helped to shape me
difference on me and helped to shape me into the leader that I am today. You
into the leader that I am today. You
into the leader that I am today. You impacted each and every child in this
impacted each and every child in this
impacted each and every child in this district and each staff member that
district and each staff member that
district and each staff member that walked through the doors of each school.
walked through the doors of each school.
walked through the doors of each school. That's something to be extremely proud
That's something to be extremely proud
That's something to be extremely proud of and something that I hope you carry
of and something that I hope you carry
of and something that I hope you carry with you into your next chapter. So,
with you into your next chapter. So,
with you into your next chapter. So, thank you so much.
All right. Um, I'd say uh, you know, I'm
All right. Um, I'd say uh, you know, I'm not as eloquent as Andy. My hair is not
not as eloquent as Andy. My hair is not
not as eloquent as Andy. My hair is not as good as Andy's. Um, but we share an
as good as Andy's. Um, but we share an
as good as Andy's. Um, but we share an admiration for Bob. And I just wrote a
admiration for Bob. And I just wrote a
admiration for Bob. And I just wrote a little something for you, Bob. Uh, when
little something for you, Bob. Uh, when
little something for you, Bob. Uh, when we hired you, none of us knew exactly
we hired you, none of us knew exactly
we hired you, none of us knew exactly where the road would lead us. Uh, but it
where the road would lead us. Uh, but it
where the road would lead us. Uh, but it certainly turned out to be a long,
certainly turned out to be a long,
certainly turned out to be a long, strange trip. Uh over the years I had
strange trip. Uh over the years I had
strange trip. Uh over the years I had the privilege of serving alongside you
the privilege of serving alongside you
the privilege of serving alongside you as a board member, as a board chair, and
as a board member, as a board chair, and
as a board member, as a board chair, and watched firsthand as you led the
watched firsthand as you led the
watched firsthand as you led the district with your vision, steady hands,
district with your vision, steady hands,
district with your vision, steady hands, and a deep commitment uh to our
and a deep commitment uh to our
and a deep commitment uh to our students, staff, and community. Through
students, staff, and community. Through
students, staff, and community. Through challenges and successes alike, you just
challenges and successes alike, you just
challenges and successes alike, you just kept us trucking, always focused on
kept us trucking, always focused on
kept us trucking, always focused on doing what was best for the kids. You
doing what was best for the kids. You
doing what was best for the kids. You helped us find our way through uncertain
helped us find our way through uncertain
helped us find our way through uncertain times, reminded us to keep on growing,
times, reminded us to keep on growing,
times, reminded us to keep on growing, and brought people together in ways that
and brought people together in ways that
and brought people together in ways that will have a lasting impact long after
will have a lasting impact long after
will have a lasting impact long after you've moved on.
you've moved on.
you've moved on. On a personal note, I'm especially
On a personal note, I'm especially
On a personal note, I'm especially grateful for the friendship that grew
grateful for the friendship that grew
grateful for the friendship that grew along the way. Somewhere between board
along the way. Somewhere between board
along the way. Somewhere between board meetings, budgets, big decisions, we
meetings, budgets, big decisions, we
meetings, budgets, big decisions, we found ourselves sharing a few stories, a
found ourselves sharing a few stories, a
found ourselves sharing a few stories, a few laughs, and realizing that sometimes
few laughs, and realizing that sometimes
few laughs, and realizing that sometimes uh what matters most isn't the
uh what matters most isn't the
uh what matters most isn't the destination, but the people you meet on
destination, but the people you meet on
destination, but the people you meet on the journey. Um let's see, almost done
the journey. Um let's see, almost done
the journey. Um let's see, almost done here. Through it all, you taught us that
here. Through it all, you taught us that
here. Through it all, you taught us that there is always Franklin's towers to
there is always Franklin's towers to
there is always Franklin's towers to climb. Uh another challenge to embrace,
climb. Uh another challenge to embrace,
climb. Uh another challenge to embrace, and that when people work together, good
and that when people work together, good
and that when people work together, good things follow. Um the work you've done
things follow. Um the work you've done
things follow. Um the work you've done here will continue to ripple outward for
here will continue to ripple outward for
here will continue to ripple outward for years to come. Uh the students whose
years to come. Uh the students whose
years to come. Uh the students whose lives you've impacted, the staff you've
lives you've impacted, the staff you've
lives you've impacted, the staff you've supported, and the community you've
supported, and the community you've
supported, and the community you've strengthened are all part of that story
strengthened are all part of that story
strengthened are all part of that story and will endure. Uh and as you move on,
and will endure. Uh and as you move on,
and will endure. Uh and as you move on, you may follow um always find yourself
you may follow um always find yourself
you may follow um always find yourself among Uncle John's band, surrounded by
among Uncle John's band, surrounded by
among Uncle John's band, surrounded by good people, good purpose, and a strong
good people, good purpose, and a strong
good people, good purpose, and a strong sense of community. Thank you for your
sense of community. Thank you for your
sense of community. Thank you for your leadership, your friendship, your
leadership, your friendship, your
leadership, your friendship, your dedication to the district. We wish you
dedication to the district. We wish you
dedication to the district. We wish you and your family nothing but happiness,
and your family nothing but happiness,
and your family nothing but happiness, success, and fair wins as you begin the
success, and fair wins as you begin the
success, and fair wins as you begin the next chapter. As the song says, what as
next chapter. As the song says, what as
next chapter. As the song says, what as the song says, what a long strange trip
the song says, what a long strange trip
the song says, what a long strange trip it's been. Thank you.
I love the AI photos.
I love the AI photos. >> Yeah, it's
>> Yeah, it's
>> Yeah, it's >> not my best work.
>> not my best work.
>> not my best work. >> So, also,
>> So, also,
>> So, also, um, this is the optimism first day of
um, this is the optimism first day of
um, this is the optimism first day of school. We're getting the fullsize
school. We're getting the fullsize
school. We're getting the fullsize version, but I wanted to show you it's
version, but I wanted to show you it's
version, but I wanted to show you it's coming. We didn't get it framed yet. And
coming. We didn't get it framed yet. And
coming. We didn't get it framed yet. And then also this is a picture of every
then also this is a picture of every
then also this is a picture of every school that you've ever worked in or
school that you've ever worked in or
school that you've ever worked in or gone to school in with a good luck on
gone to school in with a good luck on
gone to school in with a good luck on the next step in your journey. So,
but thank you for always making the
but thank you for always making the tough calls and and helping out our
tough calls and and helping out our
tough calls and and helping out our kids.
>> All right.
>> All right. >> With
All right. And with that, I don't know,
All right. And with that, I don't know, we're not going to as we're done. No
we're not going to as we're done. No
we're not going to as we're done. No public. We're good to go. Okay. If
public. We're good to go. Okay. If
public. We're good to go. Okay. If >> you wouldn't mind, we've talked a lot
>> you wouldn't mind, we've talked a lot
>> you wouldn't mind, we've talked a lot about great staff, and I'm not actually
about great staff, and I'm not actually
about great staff, and I'm not actually going to talk about Bob in this case.
going to talk about Bob in this case.
going to talk about Bob in this case. >> Sure. Heard from some of our wonderful
>> Sure. Heard from some of our wonderful
>> Sure. Heard from some of our wonderful staff, Mrs. Wise, Carver, Mrs. Moore,
staff, Mrs. Wise, Carver, Mrs. Moore,
staff, Mrs. Wise, Carver, Mrs. Moore, and Mlofflin. Um, but I did want to
and Mlofflin. Um, but I did want to
and Mlofflin. Um, but I did want to recognize uh we had been a little jammed
recognize uh we had been a little jammed
recognize uh we had been a little jammed tonight with video, and so I apologize
tonight with video, and so I apologize
tonight with video, and so I apologize the meeting was running a little bit
the meeting was running a little bit
the meeting was running a little bit late, but I would like to recognize
late, but I would like to recognize
late, but I would like to recognize Michael Shaw. We really do have some
Michael Shaw. We really do have some
Michael Shaw. We really do have some tremendously good staff and Mike Lashon,
tremendously good staff and Mike Lashon,
tremendously good staff and Mike Lashon, our tech department, was able to step up
our tech department, was able to step up
our tech department, was able to step up tonight um in a pinch and um help make
tonight um in a pinch and um help make
tonight um in a pinch and um help make sure that our videos are accessible and
sure that our videos are accessible and
sure that our videos are accessible and our meetings accessible to the public.
our meetings accessible to the public.
our meetings accessible to the public. So, thank you, Michael.
So, thank you, Michael.
So, thank you, Michael. >> Awesome. Thanks.
>> Awesome. Thanks.
>> Awesome. Thanks. He's hiding behind the door, of course,
He's hiding behind the door, of course,
He's hiding behind the door, of course, and probably won't come out, but that's
and probably won't come out, but that's
and probably won't come out, but that's okay. You can hear me. All right,
okay. You can hear me. All right,
okay. You can hear me. All right, meeting is adjourned.
meeting is adjourned.
meeting is adjourned. 9:27