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August 11 2026 SAU90 Hampton School District School Board Meeting

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Hampton School Board to um come to and
could we all rise for the pledge of
allegiance?
>> I pledge allegiance to the flag of the
United States of America and to the
republic for which it stands, one nation
under God, indivisible, with liberty and
justice for all.
Okay. So,
we are moving on to our first agenda
item uh which is public comment. Do we
have anyone who would like to have some
public comment?
>> Good evening.
>> Good evening. I am Jenny Bridle, 531
Winet Road, Hampton, New Hampshire. I
have served on this board for 12 years
and I've seen five administrators come
to Hampton Academy and leave. You as a
board and Hampton as a community needs
to ask, how am I going to help Hampton
Academyy's new administration succeed?
How can I help as an individual? How can
I help as a group? The team needs to
have the support and the assistance from
the schoolboard, administrators, staff,
parents, and students to be successful.
I have spent this year listening to
parents, staff, and students who
voluntarily
come and talk. I have met a fifth grader
who hasn't gained any the skills
necessary to succeed.
I have met a third grader who's on a
first grade reading level and a sixth
grader who feels they have been bu
bullied and abused. I have personally
attended IEP meetings so a parent
doesn't feel alone. I met with an
incredible team of sixth grade staff and
they tried to help this child and
they've developed a plan.
The school board, the administration,
the staff, the parents and the students
and the community needs to work together
and you need to work together each of
you. They need to have honest and
difficult discussions on the issues.
Having the ability to have an honest
difficult conversation with each other
will resolve issues.
We have to take the feeling of
negativity out of evaluations and
conversations and view them as learning
experiences.
This process is very difficult and
sometimes can be uncomfortable.
Every student in Hampton is entitled to
receive the best education experience
possible.
Every board member, administrator, staff
member, and parent is entitled to feel
safe, excited, and listened to by the
Hampton School District. Good luck in
your job in welcoming the Hampton
Academy and seeing it succeed. Thank
you.
>> Thank you, Jenny.
>> Have any comment or anything?
>> I would agree with that.
>> I would agree with that. But I I thank
you for your comments and I don't think
there's anyone that would disagree. I
think that we're here to support our our
school's success and that means looking
at our students, looking at our
individuals and making sure that people
have what they need to succeed. I want
to be very much a listener and I also
want to be a problem solver, but I also
want to be someone who can be um a
supporter and an advocate for what's
best for our children. And I appreciate
the comments. So, thank you.
>> Okay. Um let's start with um committee
assignments. Does anybody have anything
that they Okay, mom.
>> Sorry. Uh so capital improvements plan,
we met yesterday. Uh we talked about our
two um forms, the continued maintenance
and the um the roof. Totally fine. No
questions about that. They wanted to
know where we're at with the pond
because last year we submitted the two
placeholder years for the fixes to the
pond and they just wanted to know if we
need to submit something like that. Um
and I told them I would get an answer.
So, right now the um we've been working
with the state and they think that we
just need to have it groomed.
>> Okay.
>> Um that we're not going to need the
money that they originally thought that
we're going to need. Um it's just some
maintenance and we're in we have that in
our war warn article last year. So, we
have the funds already and we'll
probably be working on that this fall.
We're still waiting for the final um
feedback from the state. They have to do
a report for us.
>> Perfect.
>> Yep.
>> Wendy, I'm going to ask you, where did
we leave off with trying to get someone
to come in and be part of this with us?
>> I actually decision to sell, not sell,
whatever.
>> So, we have notes and comments from the
attorney on what would be next steps.
Um, we did have a question from him that
I got from uh the head of the
conservation commission.
Um, and I I can't remember the details.
I had sent you an email. It was a while
ago. We were kind of waiting until the
audit was done to follow up on it, but
we have a little bit more information
that we need from um the attorney for
the language. He did not feel that it
was in our best interest to
pay the attorney to come in for a
meeting, which I think is fair and I
appreciate that. Um, and so I think next
steps will be getting the language
together for um the ballot initiative.
>> Okay. So we we're going to go forward we
believe with a Warren article.
>> Yes.
>> So we're not going to have a committee
that goes over it. I mean he I think the
committee at this point is basically me
and you and Tim if we need
>> but the town doesn't want any input.
>> Um I think Jamie does want input.
>> Yes I
>> yeah he had mentioned that nothing's
come across his desk.
>> Yeah.
>> So anyway I will I have not Gordon
Graham has not reached back to me with
that question. So I will um get that
from the attorney. I'll I'll remind he
was when when you asked me he was on
vacation and then I've been in
>> That's fine. I was waiting and you were
done with your summer stuff before I
followed him
>> with that committee. I'll just leave it
at there's a the amount needed to what
the state's asking of us has been
significantly reduced. We aren't going
to need any special plans for that.
>> We're still looking at opportunities.
Nothing is set in stone.
>> Correct. Okay. Great. So the next step
then will be in your hands and then
you'll let us know when that piece is
done and then we can get together next
with Jamie Sullivan.
>> And
go over what we want.
>> I think the next meeting will be with um
>> Conservation Commission
>> before Jamie and Rick. Okay. All right.
So we should probably at some point plan
a date that we would like to get
together with them. So, if you don't
mind, Lois and I will talk a little bit
and we'll try to get a date when we can
get together. And I don't know if it
needs to be all of us, but I feel like
>> this we're ready. We're ready to to pull
the trigger and do something here.
>> Okay. All right. Perfect.
>> Okay. So, that's CIP. Does anybody have
any other reports or any other
information they need to pass on?
>> Sorry. Go ahead. I was going to talk
about the steering committee, but I'll
do that under my report because that's
it's time to review our goals. It's time
to um look at those. So, we'll talk
about that in my report.
>> Okay. And we all have our or we all need
to make sure that we've got our dates
for the meetings coming up for all of
these different committees. Yeah. Um I
know I'm obvious guilty of not knowing
and calling Erin at the office going,
"When's my next meeting? When's my next
meeting?" So, anyway, let's just make
sure
if you're anything like me that we make
sure we know when all of our meetings
are coming up and get get ourselves
ready.
>> And I can have Erin send out reminders
so that you have those on your calendar.
Oh, how's that sound?
>> She always has to do it for me.
>> She's good about it, too. But
>> that this is the time of year we're
doing all that.
>> Um I always just like to give updates on
master plan implementation because
[laughter]
>> um they are doing a lot of public
engagement right now. They set up at the
the fairs, the farmers markets that were
at the library all summer. Um, and I've
been told that went very well. They're
always looking for more opportunities
for public engagement to make sure that
everyone in town has an opportunity to
learn about what the master
implementation plan committee is working
on. Um, and that center school does fall
within that area that they're looking at
for the downtown designation.
>> And you said they're at the farmers
market. They've been at the farmers
market all summer. It was on Saturdays.
I think it's over now, right? Yes. Last
weekend. What's the last?
>> Could you do me a favor and just find
out where else besides official town
offices and things where they might be
>> showing their uh so we they're
constantly looking for opportunities.
That was the only one that was on the
table at that point. Um like before when
we were at the plant and bake sale,
which I shared. Um so I'll always update
you guys when things come up. just let
us know if there's other places they're
going to be that we can make sure to put
out on on our website.
>> Absolutely. Yeah, that's um but they're
always looking for opportunities. So, if
we see any opportunities in our
community, it's a good thing to keep in
mind.
>> Awesome. Thank you. Okay, so we are now
at the um principal reports and Mr.
Robbitai, would you like to come and
regail us with all the great numbers
that are coming into center school?
All right, good evening everyone. Um,
just wanted to touch on a few things
that have been going on at the building
this summer. Um, we did wrap up extended
school year programming. Um, center
school had many students that were able
to benefit um, from this programming and
we had many staff members that were able
to participate. Um, since I've been
here, it's the first time we were able
to have some ESY programming actually at
center school. um which is great because
it's the children's home school and we
have a lot of our equipment and
furniture that's appropriate for our age
group. So, it was nice to have them
around this summer for a little bit. Um
there's been staff members, certified
staff members that have been working on
curriculum work and planning for the
upcoming school year. So, it's been good
to touch base with those groups um on
the projects that they chose to take on
this summer. Um if you've driven by
Center School, we are getting new
windows in the old uh part of the
building. So, um, it hasn't been as
invasive as the last two summers as far
as construction goes, but um, definitely
if you've driven by, you've seen the
work going on. So, um, you know, we're
we're happy to have that. And I know the
staff will be appreciative to, um, you
know, to have easy moving windows and
that are energy efficient. So, we're
excited about that as well.
Heading into the next school year, I did
send out uh communication from the
principal's office about um the start of
the school year. Um we did mention that
class list would be available in Alma on
Friday. We noted that meet the teacher
will be held at center school on Monday,
August 31st from 1 to 2:00. We look
forward to welcoming our students and
families back. We put a flyer in about
the PTA organizing a back- tochool beach
picnic on Wednesday, August 26 from 4:30
to 6:30. We'll have our annual Boohoo
breakfast for kindergarten parents and
caregivers. Um, and that will be on the
first day of school, September 1st. That
will start at 8:35 right after drop off.
There will be staff welcoming parents
and caregivers in. Then that is for
kindergarten parents um dropping their
students off. Um, we are pretty much
fully staffed. We are looking for either
an ABA technician or paraprofessional.
Um, we do have those jobs posted. So,
we're we're hoping to fill out our
staff. Um, we have several new certified
staff members. Just to note, Jamie
Newman, second grade, and Tessa Akens, a
school nurse. Uh, Julio Larry, we did
bring on as a full-time case manager out
of a long-term sub position. So, we look
forward to welcoming them for a
fantastic start of the school year. Um,
and then to note as well, facilities did
add seven new parking spots at the rear
of the building. Um, that has been
something staff has been asking for for
a long time is a little parking
assistance. Um, particularly in the
winter months. Um, if it's a heavy snow
season, we tend to lose spots. Um, so
we're we're thankful that that was able
to be pushed through to just take the
burden off a little bit. So, um, that's
the nuts and bolts of my report. We're
looking forward to a fantastic start to
the school year and welcoming, um, our
students back and hitting the ground
running. Happy to take any questions. Um
what's the number on kindergarten
registration?
>> Kindergarten we're at 77 currently with
a few more floating out there. So class
sizes are around 16 uh 15 or 16 each
right now uh for five sections.
>> Good. Excellent. And do you know is the
back to school beach picnic is that for
students of all schools? Is that
>> I believe it was advertised for all all
schools. Yes. PTA. It's a PTA event.
Yes. It's for
>> felt like at first it was just a Marston
thing and then I was like oh maybe not.
So it's it's for all schools.
>> All schools. Yeah.
>> Awesome. Excellent.
>> Does anybody else have any questions for
Mr. Rob?
>> Okay. Well,
>> looking forward to a great year. Thank
>> Summer. Okay.
>> Hello. Um, yeah, a lot of great stuff
happening. Um, camp invention took
place, extended school year took place.
Um, just a big shout out and a thank you
always to Tim Harrington and his crew.
um they do a phenomenal job getting the
buildings going and um just finishing
up, you know, a little work in the neck
rooms and then um a few small flooring
projects that they're going to attack
here before the the staff returns. Um
some bigger things happening on Monday,
um August 24th, we'll be holding our new
student registration. So, if anyone in
the community um hasn't yet enrolled
your child at Marston School, you can
just give the main office a call and
they'll set you up with an appointment
and a packet and everything you need to
know. Um I think right now we probably
have eight or n eight right now um on
the books. um in all three grade levels,
you know, combined. So, that'll be
great. Um a few new students at our
school. On the 30th, Sunday night,
you'll get our first Sunday call from
Marson School 7:00. So, um your phones
will start ringing and it'll just be
updates about the first week or so of
school. Those will happen every Sunday
throughout the year. And then on Friday,
all of our emails go out, both internal
Marston emails and things that we um
share um from the community and the PTA
and outsourc. Um, and then of course
check out our website and our Facebook
page for the most up-to-date things. And
finally, on the 31st, we also will be
having our meet the teacher event. Um,
it's just a chance to come in and tour
the school a little bit. If you haven't
been in or you're not familiar with it,
see your classroom, see some of the
students who are in your class, meet
your teacher. Um, sometimes they hand
out like back to school packets and
stuff. It's good time for caring adults
to take those and start chiseling
through them. And that'll take place
again from 1:30 to 2:30. Um, you know,
and you can stop by any time. Um, you
know, some people stay for 5 minutes and
some stay for the full hour. So,
whatever each family would like to do is
fine with us. But otherwise, we're just,
you know, gearing up, enjoying the last
few weeks before everybody comes back
and, you know, it goes from a a quiet
working place to a buzzing elementary
school. And that's what we love. So,
just looking forward to that in a couple
of weeks.
>> Does anybody have any questions?
>> Okay. I do want to say I appreciate the
overlap where it's the meet the teacher.
It's,
>> you know, like 1 to two or 12:30 to
1:30, 1 to Yeah,
>> I appreciate that overlap.
>> Take one chunk of time if you want
during your day and hit all three
schools in a reasonable amount of time.
And you know, some schools you go in and
go out a little faster and some you
might take a little more time. So, um,
it's a great thing for
>> That's good. And I know parents do too.
Thank you.
>> Thank you. Take care.
>> Okay. Dr. Waldron,
do you want to introduce? Yes, I would.
[laughter] Yeah. Yeah.
>> So, so before he begins, we do have two
new members of our leadership team that
began on July 1st. And I'm pleased to
introduce Dr. Thomas Waldron who joins
us. I know that um there's been there's
been some correspondence from my office
as well as from his office that talked a
little bit about welcoming him to our
community. I know he had popsicles with
the principal last Wednesday and it was
great to see that there were parents and
students and some staff members who
stopped by and he's been with us since
July 1 and so we're thrilled to have
him. So a warm welcome to you and I know
you've been busy hitting the ground
running and he was kind enough he is on
vacation this week but he did come up
from the Cape because he knows how
important this meeting is and he was
excited to be here. So, thank you for
doing that and we're just glad to have
you on board.
>> Thank you, Dr. Costa. I appreciate that.
>> Yeah, I've been here since July 1st. Um,
so there's a lot for me to kind of get
caught up on, right? But the leadership
team has been wonderful. We had a
three-day leadership retreat, which
really helped give me kind of an idea of
what's going on with the school, where
we're been, and where we're trying to
go. Um, so you know, my job as the
interim leader is to really come in and
make sure that I provide stability,
right? And make sure that, you know,
whatever is going on that we have the
opportunity to kind of figure things out
together. So my goal is really to really
listen to understand and then, you know,
once I kind of have all the pieces of
the puzzle, then I can start offering my
perspective.
But so far, this has been a wonderful
community. It's been very welcoming.
Staff have been very friendly. Parents
have been friendly, community members
that stop by. Um the popsicles with the
principal event was nice. It's good to
see some students. Saw some students in
summer school for ESY. So that kind of
gets me excited for, you know, coming to
this big building and it's empty all
summer, right? And so I'm ready for the
energy of having students back in these
walls.
>> How did you and Mrs. York make out make
out at the um the board of trustees
meeting? Did that go all right?
>> That went well. Yeah. Um we came with I
think some suggested things and the um
the trustees kind of discussed it. They
pretty much said yes to everything and
then they even gave a little bit extra
to say like things the things that you
are looking for might cost extra so
here's like a buffer. So that was really
nice.
>> Yeah. Um, obviously we're going to
communicate with them before we get
excited about any spending any of that
stuff, but um, it's wonderful and I've
worked in a number of district districts
and the amount of community support here
is just amazing, you know, between the
the parent group and board of trustees
and um, it's really nice to see because
schools can't do great things alone.
>> Oh, yeah. We have a great community. We
do. You'll feel
feel it all the time.
>> Yeah. [laughter]
And anybody else have any questions?
Okay. Well, thank you and again, welcome
to SA90.
>> Of course. Thank you so much.
>> Okay. Our next order of business is
uh
so as you've heard from the building
principles, we had ESY in all three
buildings this year. You know, it gave
the students a really nice opportunity
to use playgrounds if they weren't
familiar with them because maybe they
were coming up from center to Marston.
Overall, we had roughly 60 students
attending ESY. I took we took daily
attendance. We only had about 75%
attendance throughout the whole program.
I understand that families are busy. We
don't require that they're that they
attend all four weeks of the program,
but I'm trying to figure out some ways
where maybe we can boost up that
attendance a little bit for next year
because it's something that the students
really require per their IEP.
So, I really want to make that a
priority. I have some ideas for maybe
making the process a little bit smoother
for next year.
Um, of note, this is the second year
that our um, outgoing eighth graders, if
they needed ESY, attend at Winnipe.
We have upcoming trainings for staff,
mostly focused on progress monitoring
for students. So, using goal book, which
has a a really nice progress monitoring
component, will be coming up. We'll be
doing additional Medicaid to school
training with staff as well at the
beginning of the year.
Uh for communication, I did send out
weekly communication to our families um
attending ESY just to remind them. First
off, we're starting we're only here on
Tuesdays, Wednesdays, and Thursdays. The
hours again, I asked for feedback. I
haven't got any yet other than a few
really nice notes thanking us that their
child had a lot of fun during ESY. So,
that was great. Our indicator 8 parent
involvement surveys will be available
year round. Um, we don't currently have
the QR code for meetings, but once we
get that, it will be posted wherever we
have special education parent meetings
so that parents can provide feedback.
That'll be vital for us to be able to
better ourselves and our practices and
also to celebrate those successes
because that's huge.
I just finished up a two-day Alice
instructor training course. It was
incredibly beneficial. Um looking
forward to our first district-wide
safety team meeting just to kind of
discuss and debrief. So that was
wonderful.
And then this year, our pair of
professionals will also be joining us
for some additional days. And we've
already been working on that district PD
calendar and sharing out things that
they will be joining us with along with
working on devel professional
development specific to their roles
within the school.
>> Is the indicator 8 um surveys is that
for all students?
>> No, if it's only special education
families.
>> Okay. I wasn't quite sure. Okay.
>> And that's something that we had t well
I have no control over it because it's a
statemandated thing but in a prior
district I had some families who felt
pretty
strongly that 504 families should have
access to that as well but the state
only has it open for special education
>> Okay. Is it anything that in the future
we could
I don't know imitate for
504 kids on our own?
We could. It might be hard to manage. I
think we'd need to be one of the things
is that um I don't want to say
confidentiality piece, but it is an
anonymous survey. Um,
you know, I'm I'm happy to look at with
our families if they have any feedback
for us. We could do it maybe on a bit
smaller of a scale. We could definitely
send something out to them.
>> Okay. Just it was just a thought.
>> No, I mean I love that. I'm always
looking for feedback.
>> Okay. Anybody else have any questions?
>> Okay. Great. Enjoy the rest of your
summer.
Hello. Hello.
>> Hello.
>> Um technology, this is our busiest time
of year. Um, [clears throat] we are
rolling over devices in each of the
schools, setting up new accounts, uh,
meeting with new staff to get them
trained on systems that we have, getting
ready to meet with our other new staff
to get them trained on systems that we
have, getting new programs up and
running, and then also just rolling over
all the systems to make sure
everything's working day one. Um, I also
wanted to just remind everyone out there
who's listening, um, you got an email
earlier this week from our data manager,
uh, requesting that people start to go
into review, confirm, and update their
contact information through Alma. Uh,
that's pretty important for us because
it's the main way that we're able to
send out any communications or reach out
to you in the event of an emergency. Uh
so please take some time to do that in
advance of when schedules get released
later this week. Um and we also heard
from the bus company that they are
hoping that early next week they should
have bus routes ready for us to post.
And other than that we're just getting
ready for the school year.
>> Okay. Okay. Thank you very much. Enjoy
the rest of your summer.
>> Thanks.
And in place of Tim Harrington, we have
Miss Curtis.
>> I'm going to be Tim today. He um is out
for personal reason. Um so I'm just
going to
hit on a couple things that's going on
in each building. Um Hampton Academy, um
they don't have to strip and wax the
floors, so the custodians are quite
content in this building and just
cleaning away. Um they did have the
Alice training the last couple of days.
Um Tim received a phone call from Paul
Payne um the instructor who thanked him
for having such a wonderful um host and
making sure that everything went
smoothly. So that was great. Um Maren,
there is new flooring for the calf in
the nurse's office and the SRO's office.
Um, and that's going to start at the
beginning of maybe the end of this week,
beginning of next week. The neck room
and cubbies are being built. And then
the usual summer cleaning
at center school. That's where we've
been really focused the past couple
summers. And the windows have arrived
and the insulation is cruising along.
Um,
so that is should be done on time. Um,
and the boiler replacement is underway.
So
after that, it's just really kind of
finishing up stripping the floors of the
two schools and cleaning up the rooms
and putting everything back to normal
before we start.
Tim has been living here.
>> Okay. Thanks very much. Um, Miss
Goucher,
>> am I saying it correctly?
>> Y,
>> I'd like Can I take a moment and
introduce? Um, so we have Mrs. Lindseay
Gosher who is joining us, new this year.
Um, she is a Hampton resident and is got
two wonderful children who will be at
Marsden's grades three and five next
year. We're excited about that. And she
has joined us also for our leadership
retreat this summer. She has been
catering some of our meetings and such
and so we are delighted to have her. She
was also um providing some breakfast
[laughter] goodies this morning and
yesterday for the Alice training. So
she's already hitting the ground running
spending time in our SAU office with
Mariah as we gear up for the school
year. But without further ado, we warm
welcome also to Lindsay Goucher who's
here as well.
>> Um good evening. I am Lindseay Gosher
and the new nutrition director. Um, I
did just take some time to jot some
things down. Um, so I'll take a couple
minutes to read what I have here. I am
absolutely thrilled about this
opportunity and grateful for the chance
to contribute to my children's school
community. My career as a registered
dietician and experience working in
school nutrition has given me a deep
appreciation for just how much goes into
providing students with nutritious,
appealing, and accessible meals at
school each day. However, it is much
more than just serving food. It's about
helping students to start their day on a
good note, being ready to learn and
experiencing positive and social
opportunities when it comes to food and
nutrition. I'm especially excited to
bring my leadership, energy, and passion
to SA90 and have already hit the ground
running. [laughter] As Louis said, as
you may know, there are many school
nutrition regulations set forth by the
United States Department of Agriculture
or the USDA and at the state level. Um,
so my goal is to build on the strengths
of the existing program while looking
for opportunities to improve upon to
ensure we remain compliant with these
regulations.
Whether that be expanding menu options
and being being creative across our
three schools, strengthening
communication with families and staff,
or improving efficiency within the
school kitchens. I am a listener, and
one of my top priorities has been to
hear and learn from the people who know
our schools best, the nutrition team,
students, families, teachers, staff, and
administrators. I want to understand
what is working well and how we can
streamline where there may be challenges
and what ideas people have for making
the nutrition program amazing.
Ultimately, small steps will make a big
difference and I want to see our
nutrition program succeed. Have students
feel that their voices are heard, have
families feel confident about the meals
we provide, and ensure that our
nutrition staff feels supported and
valued.
I welcome any questions, guidance,
insight, or suggestions as I begin my
journey and along the way. So, thank you
for welcoming me.
>> Lindsay,
>> I won't have much of a report until
probably the next meeting maybe, but or
October.
>> Yeah, October.
>> But anything that you'd like for me to
report on, you can let me know.
>> Thank you.
>> [laughter]
>> exciting.
Okay. And so we are at Dr. Costa's
report.
>> So I want to begin by um congratulating
Mariah Curtis and um Danny Albbright. We
did complete our audit for the school
year. They do it in the summer. It went
really well. We're pleased about that.
Um really they were hardressed to find
any feedback. They did find something
which is their job to do that but minor
minor minor and they would just
>> it wasn't with my stuff it was doing an
activity
>> right you
>> which is every year
>> every year that's every year it's every
year but usually they find something and
they found nothing
>> I'm just very proud
>> and they did it in two days rather than
four
>> it was that easy yeah so we're off to
the we're on to the DOE 25 so that's
that's just a sign how things are just
really humming along and really going
smoothly and I just am thrilled about
that. Um, as you heard, the schools have
been busy. We haven't seen each other in
a while, but fear not. We've been kept
busy with the children for camp
invention, extended school year, and
then of course, um, now we are gearing
up for the start of school and end of
this month in a couple of weeks. So,
lots of lots of things happening. Just
some some items I'd like to highlight on
my report is that we continue to work
with SEU 21. In fact, we are looking at
offering a parent engagement series
between both districts on um topics that
we think
students in K through 12 could really
participate in and be a part of. So um
for example, one of the topics that we
have is back to school success. Um,
another topic we talked about that we'd
like to offer families is career
pathways. Another topic was um around
wellness. Another topic was potentially
um there are two movies that are out
that are getting a lot of press. One on
THC, one on boys and how depression. So,
there's some opportunities for some
public viewings. We're looking into
that. Um some of the events it would be
once a month and it would rotate either
at Winnotted High School or Hampton
Academy. We would provide child care
through Interact Club and we're hoping
to get some grant money to also provide
dinner for children so that we can take
the barrier away from families. Um
Meredith is looking at also potentially
um you know transportation for some that
might need it. So we're trying to remove
barriers. We're making it um as parent
friendly as we can. We were told from
our families that 5:30 was a good time
provided there was child care and
provided that um there was dinner. They
said that would be really helpful. So
we're taking our lead from them. So I
won't be up for sharing that with you
next month. We are we have a draft of it
but we're firming it up. So that's just
one of the things that I know we had
talked about was how do we continue to
engage families and we too want to
engage families on topics they're
interested in and there's also an
opportunity for families to say hey we
would really like to know about one of
the things we talked about is um
preparing meals like how do we prepare
prepare meals in a very busy schedule
that families have that was a topic that
came up in SAU 21 that I think all
families might appreciate knowing about
what are some easy meal time preps for
busy working families that have a lot on
their plates. I know that I've already
spoken with uh Lindsay about it and
she's like right up my alley. Happy to
do it. So, there's some good
opportunities here for that outreach
with our families. So, more to come on
that one. Also want to let you know that
as you know last year we really had a um
spent a lot of time updating handbooks
whether they were our staff handbooks,
our parent handbooks or our guest
teacher handbooks. So we're happy to
have those um more up to date. Obviously
some policies are changing. We will
change those policies but we've done a a
major overhaul on those. We're looking
forward to sharing those with our
families and our staff. We have, as you
heard, our open house, meet the teacher
on that Monday, August 31st.
We can expect um conversations around
legislative summary regarding um new
laws, amendments, and rulings. We have
House Bill 1300, which will um allow our
Hampton voters to vote on whether or not
they want a tax cap. We will be looking
to do some public listening sessions and
discussion so that we can um make sure
our parents are aware of what that means
for schools, what it means for our
budget and what that means for schools
and programming. Um so we will be
having more information about that to
come and looking forward to obviously
having Sarah and Candace be a part of
that as I know they've taken the lead on
some of that work. So excited um to dive
into that early in the year because
November will come quickly. So more to
come on that one. Um as I mentioned
earlier and it's on our
new business is this is the time of year
where we look at our goals and we say in
what directions are we are we moving. We
spent time at the leadership retreat
talking about where we are with our
school goals and how do we move forward
with them um as it pertains to
curriculum. We will be working with West
Ed as science is up for review and we do
have some work on that to be done. I
know Mrs. Shepard that will be right up
your alley. Um we're going to have two
days in September where we're going to
be working with Weststead. Um, it will
be on that Wednesday and Thursday. I
believe it is the I'm going from off my
head. I think it's uh 28th and 29th.
I'll get those dates for you. But it
will be to talk about our visioning for
the science curriculum because it has
been a while since we really looked at
that.
we are going to continue to work with
the district safety team. I'm excited to
share that we were hosting Alice
yesterday and today as a regional site.
So we had a number of our staff
participate but really people from
really Massachusetts and New Hampshire
that were involved in the Alice training
that happened here on campus. We were
glad to do that. We are pleased to let
you know that we do have a memor
memorandum of agreement um as it
pertains to reunification. So we're
excited about that. We are going to
offer training for all staff during that
November inservice day where we're going
to have I love you guys come out and do
training for that which we're excited
about. Um Hampton Police and Fire will
be joining us. They will be sending um
representation from police and fire to
be a part of that as they are our
collaborative partners and they help to
drive that work.
And then um one of the things that we've
been working on this summer has been our
national collaborative for digital
equity which allows our staff to become
certified educators through reap which
is registered educator apprentice
program. So this is becoming a regional
program. So there'll be a cohort in the
sea coast region. So we're working with
Dr. Mary Ford. And what this allows is
for our pareducators
or others to get their associates, their
bachelor's or their master's degree at
really
phenomenal prices. They negotiate with
New Hampshire colleges and universities
on on really affordable
um courses. So, we're excited about
that. So, and this Thursday, we do have
another meeting with them. um Dena
Jensen and I will meet with Dr. Mary
Ford to talk about that. So, just
another way we can advertise positions.
Some people um that could be what sells
them on coming to Hampton as they have
the opportunity to have um help with the
cost of getting a an associates, a
bachelor's or a master's degree. That's
could be really enticing for folks. This
is my second year. I will serve as the
southeaster chair for the New Hampshire
school administrators association. Those
meetings typically take place on the
first Thursday of the month and
additionally I will have a seat on the
executive board and they meet throughout
the the school year and those were up in
conquered at the Primix building.
Talked about Alice training. I talked
about the I love you guys foundation and
the training on November 3rd. Ed Gerity
is going to be our keynote speaker on
Monday August 31st at 9:00. We look
forward to having him come and speak
about gratitude, respect, positivity,
and high performing team. So, we're
looking forward to his um his opening
keynote. He's local to the area. So
excited to have him. And then we are
completing all beginning of the year
reporting for the New Hampshire
Department of Education. That comes fast
and furious. A big shout out to Julio
Palazolo, Tim Smith for their work on
that end. And then just all the things
that you know Tim Harrington and his
staff are working on. I did go over
there on Monday of this week and was
admiring the windows that were not in,
but I have full faith that they will get
those in and we will be ready to go for
the opening of school.
you have a copy of our leadership
agenda. Um, it was a really valuable
three days that we had together. We had
Carol Kilmeister come from Primex and
she spoke about radical cander as it
pertains to providing staff with
feedback. It was a really good
conversation. We also had cyber security
training with the Atom group which was
again outstanding. We are going to offer
that to our staff as well. It was just
again outstanding. We're going to do
that in the fall where all it's cyber
security.
>> Yep. With the atom group. One of the
things that they talk about is that
educators, particularly superintendent
and principles are prime targets for um
for this kind of stuff. And so we have
to be really aware of not um clicking on
anything that could be suspicious or
from anyone we don't know or anyone we
don't recognize. This is becoming
problematic for districts not only
around the state but also around the
nation. So informing our staff is the
next step but was phenomenal um training
that we all really appreciated was
really eye opening
appreciated that. So and then of course
as we talked about the professional
development calendar that we're working
through and being proactive so that we
can set up the training over the summer
so that we're ready to go during those
inservice days.
The teacher effectiveness plan is in
your packets. There were some changes
that happened last year in the second
half of the year. We worked on
specifically freshening up um goal
setting with staff. We also looked at
the competencies. Those were freshened
up. We also looked at the mentor program
and Mrs. Dantico, Sue Antico who leads
the mentoring, she re is reviewing that
section as well and we're going to
freshen that up. And then finally, we
wanted to provide our staff with more
authentic means of feedback. So they
will have options. Anyone with
continuing contract will have options to
observe a peer. So peer observations and
also anyone who has an area they really
want to dive into, they can um do what
we call a portfolio assessment to kind
of or a portfolio review where they can
collect artifacts as they expand their
learning on one of their focal areas or
goals. So just adding some things that
we're hoping might be more meaningful
for staff and that really came as a
result of our conversation with staff
last year. So
once we get this in place, we will then
have to look at our professional
development plan because that's up for
renewal at the end of this year. That
will be due in 2027. So we want to make
sure that both documents align. They are
really closely connected. So when we
talk about goal setting, it also should
pro it should also be supported by their
professional development plan. Right?
So, that would be next on our list for
making sure we do that.
uh, just looking at other things, we
talked about Weststead
for our science curriculum. I submitted
a copy of the scope of the work plan for
this year.
I think that's probably enough.
>> Okay. Um,
>> so couple of questions I have.
>> Sure.
>> Um, the
standard reunification method, um, it's
a a school safety plan.
>> On the back of that description, it says
that it can be that the target audience
or people that can be involved in this,
I'm assuming,
>> would be um volunteers.
Is this something that's open to parents
or anything like that
>> or or guest teachers or
um you know people going on field trips,
things like that?
>> You know, it it's their target audience
versus our target audience are two
different things. Our target audience is
specifically going to be for all staff.
We are going to invite first student in.
Um we will also invite our um food
service workers as well as our
custodians. We are focusing right now on
all staff. I think that um if you if we
felt that we wanted to have guest
teachers there, this is something we
could talk about. Um there there could
be room for it. We have people coming
from police and fire. We are going to
have this in the auditorium at Hampton
Academy. So we do have the space. So, we
would just have to
>> just I'm just inquiring. Just curious.
>> It is on that um November 3rd full day
inservice because it's a five hour
training.
>> Um on the um
the REAp. [laughter]
>> Um registered educator apprentice
program. We do already have that, don't
we?
>> We do, but it's becoming as opposed to
Hampton, it's becoming regionalized.
That's just what they decided that they
wanted to do. So,
>> okay. Is there a benefit to it being
regionalized, more money accessible?
>> Um,
it sounds like there is there could be
costs involved, which is why they
thought regionalizing it will um defay
costs for all districts interested in
participating. So, I think Dena and I
and Dina, please feel free to jump in
because you were at the meeting in exit
as well. My understanding is is that um
it sounds like there could be some some
costs involved. So that's something we
would have to work through.
It sounds like they're looking to update
how they are doing things. So they've
been working with individual districts
and I believe it was grant funded prior.
I believe that grant funding may be
gone. So they're looking at how can we
continue with this important work
um and make it beneficial to everybody.
And I think part of the reason to
regionalize is because if they had pool
they're also looking at recruiting
people for these positions because all
this I don't know any district that is
fully staffed for support staff like
paraprofessionals.
So thinking we could get pools of
candidates to be able to offer
>> to districts.
>> So the the um Paris or whoever was
involved in this from our district are
still involved.
>> Yes. It does not impact that at all.
>> Getting them
>> rolling them in with the the rest of the
region.
>> Okay. I was just concerned about that.
>> No, we would No, we're not. We're
already committed to the people that are
are doing it. I think there are eight
active in our district still. Um
but in addition to the financial
support, it's also the um social
emotional support that they also provide
in the guidance, right?
>> Um the teacher effectiveness plan, I'm
just going to put it out there. From a
teacher's perspective
and from an administrator's perspective,
both this looks very overwhelming. Now,
it might not be. I mean, it might not
be. And maybe I'm just looking at it
like, woo, there's a lot here. I went
through every bit of it. Um, I just want
the public to know that it takes hours
and hours for the administrators to
complete these evaluation procedures.
>> But will it now increase the number of
hours they have to do if if for instance
a teacher chooses a different pathway to
their evaluation?
>> No. In fact, the it was twofold. When we
had the conversation with the team last
year, we talked about we've got some
really strong educators in in this
district. We know that, right? And so
what we really want to focus on is those
teachers that are new to the profession,
new to the district, or might need some
support. So for those that are that are
just humming along, which is many of our
teachers, they sometimes feel like
they're
like how it was previously was that
every teacher got three walkthroughs.
>> Now there's flexibility that they could
do. [cough] One of them could
[clears throat] be a peer observation
like they want to go in and see how one
of their colleagues does X, Y, or Z. So
there's that flexibility and there's
also the flexibility if they want to
study if they want to get better at
teaching science, right? We're talking
about science this year. That could be
again in place of a walkthrough. So
those two options for those teachers on
continuing contract now have some
options instead of three walkthroughs.
They could do peer observations or they
could do um a portfolio.
So it gives the administrators um the
option to have some flexibility but also
the staff who wanted flexibility
as well. I was like I said I was I was
looking through it and
>> based on experience in both realms. I
just thought oh please don't add more
hours to administrators to have to do
evaluations on 20 staff members and it's
hours to do it. Well, I can tell you
from speaking to Kim Marshall directly,
um, who was a former principal in his
world, he would say, "We should be
observing teachers monthly." He would he
would say himself and knowing him and
meeting him is that he as a principal
did 10 walkthroughs. Don't ask me how he
did it. It was a different time, I'm
sure. We when we created this plan which
was several years ago we thought three
would be and it can be a heavy lift
depending on what's going on in the
course of a day. So even as we were
looking at this last spring teachers
were saying they want more flexibility.
I know to your point how much time it
takes because we also do goal setting
with our staff. We do we have to do
formal observations with anyone for
anyone who does not have continuing
contract status. Right. And then you
obviously want to support those new to
the profession or new to our district
along the way. But giving latitude for
those continuing contract staff members
who might want something different. And
that's where they came up with the pier.
I would like um if possible if the
administrators could kind of keep a
little log of the hours that you put
into your evaluation process. I'm not,
you know, it doesn't have to be anything
anything too, you know, too detailed,
but again, I know that this takes so
many hours of your time throughout the
year. And if you've got, like I said,
you divide up your staff maybe between
you and an assistant principal and
someone else and you've still got 20
teachers that you have to do this
process on, it it can just be
overwhelming. So I guess I just worry I
worry about you. So if you could kind of
maybe just keep a little log and it's
just so that we can look at it at the
end of the year and see have we been
able to streamline based on this new
effect teacher effectiveness plan. Let's
let's get the data and see if it works
for us. Yeah,
>> that would be interesting.
>> Yeah, and I'm I think I'm trying to keep
a closer eye on it as well, quite
honestly, because I do know it's time
consuming. Um it's a lot. It it requires
um
you know really being driven by a
schedule unfortunately to get them in
because you're really talking one a
trimester,
>> right? and and when you're being driven
by a schedule that you have to do this
and as you know 5,000 things come up
during the day it's like well there went
that schedule you know so agreed anyway
again you don't have to do it but I just
would be interested in the data on how
much time and energy and hours you put
into this and let's measure it and see
if it's it's smart anyway thank you
>> yeah anybody else have any questions now
that I've just absorbed it all
>> Okay. Well, then we shall move on to um
I would make a motion that if or anyone
would make a motion to accept
>> to accept the minutes as her end from
June 9th.
>> Do [snorts] we want to do all just do
all three?
>> Oh, yeah. Can Yeah. I move to accept the
minutes. Yeah. From June 9th, June 23rd,
and private session from June 23rd.
>> I'll second.
>> Okay. All in favor?
Okay.
and so we've got that done. We want to
do the checks in consideration of Yeah.
Would anyone entertain a motion for the
checks from the PTA for 6,530
for center school for student
enrichment, 14,500 from PTA for Marston
for student enrichment program and 400
from um generously from the Trinity
Episcopal Church to help defay food
service costs. So I'd entertain that
motion.
>> A motion. All three. Second. Okay. All
in favor? Awesome. Excellent. Thank you
so much for the PTA's generous generous
um support of our schools and thank you
to the Trinity Episcopal Church as well.
That really really helps us a lot. Okay,
so we're moving on to our new business.
We have our school secretary back again.
>> We do. Okay.
>> We do. Um
>> which I'm glad.
>> Yep. Which is which is absolutely great.
We did have a few applicants um which
was nice to see um as well but Colleen
will be joining us and we're thrilled to
have her back. So welcome back to
Colleen.
>> And did you want to update us on
Winnacon graduates?
>> Yes. Um so there were six out of 10 top
graduates from Winnate High School class
of 2026 were from Hampton. One of them
had moved into Hampton though freshman
year. So, we can't take complete credit,
but I can tell you that Annab Basset,
who is a validictorian,
is one of ours. And we we just can't say
enough nice things about Anna Basset.
And so, um, if you happen to read her,
um, anything on COS online or you know
her, you know that she's just an
incredible, um, incredible person. She
is a scientist um, and mathematician.
you know, just the accolades on these
students is just incredible. just um
co-president of the science national
honors society, founding member of the
robot robotics team, executive board for
the National Honor Society, math team,
co- captain, member of the Latin
National Honors Society,
you know, serious competitor in field
hockey that she plays year round, vice
president of Interact Club and student
counselor and also a youth leader in the
NAMI group. And so just incredible and
she is on her way to North Carolina
State University to study nuclear
engineering. So congratulations to Anna
Basset. Um and if you ever go to Al
Seafood, you may run into her because
I've seen her a few times this summer
>> because Yeah. Um also, um L Emory um was
a saludiatoran of the class which we're
thrilled for that. She lives obviously
in Hampton with her twin brother Brock.
She has an older brother, Braden. Um,
and again, an incredible athlete on the
lacrosse team
>> and the swim team.
>> And the swim team, right? She's just an
amazing president of the Interact Club,
co-president of the Science National
Honor Society, member of the National
Honor Society, and as you said, um,
captain of the swim team.
>> Yep. And youth leader for NAMI. And she
is attending Skidmore College to study
biology and continue her athletic career
on the women's lacrosse team. So big
congratulations in order to her. Um and
then of course Lucy Kelbstein. Um we
know Lucy well. Um just an incredible
softball player and shortstop for high
school and on the Rip City softball.
She is also co she coaches younger
players part of the Vietnami youth
leader team national honor society and
student council. She spearheads the
Interact Club's Dress for Success
program. Obviously involved in all kinds
of community service
>> And on the swim team. And on the swim
team. Yep. Um and she is going to attend
the University of Rochester to study
biology, premed, and will continue
playing softball at [laughter] the
college level. [clears throat] So
congratulations to Lucy
and AJ Adam Holsick who we know um older
brother Tyler Olive Hampton um big
member of the science national honors
society and the national honor society
he works at the YMCA after school
program during the school year and also
during the summer camp um he's there as
well he volunteered for camp invention
for many years um loves programming and
graphic design and he will be attending
Rochester Institute of Technology to
study computer science with a minor in
game development. So big congratulations
to him. And last but s certainly not
least is Erin Maldon, Coach Maldon's
daughter. Um but Erin um who we remember
is a member of the science national
honor society and the national honor
society big runner on the cross country
team and track teams and just a
hardworking student who we just love and
remember so fondly volunteering at Our
Lady of the Miraculous Medal for several
years teaching CCD to third graders um
is and is attending Gonzaga University
to study civil engineering.
So always always always happy to see our
former students that do so well at the
high school level. So they have received
um a letter from us um just
congratulating them, wishing them well
and hoping they continue to stay in
touch with us so we can continue
watching to see what they do. So
>> yeah, thanks. Good things.
>> Okay. Did you want to talk about the
strategic planning and goals or do you
want to move to the presentation? Um all
all I would say is that um we are
looking for feedback from parents, from
staff, from our leadership team. Sarah
Elliot serves on that committee that
meets on Thursday, August 27th and
September 3rd. That's also a Thursday at
2:45.
Um the purpose of those meetings is to
take a look at where we've been to talk
about what the leadership team has
suggested as goals for the coming year
and then to get input from anyone who
wants to be a part of that steering
committee to help drive our goals for
this year. So just an opportunity to
[laughter] hear from anyone who has an
interest who wishes we did name it. We
can put it on as a goal and we will try
to accomplish it this year. So that will
take place coming at the end of August,
early September. We do it early because
from our district goals, our schools
create their goals and then staff will
develop their goals so that everything
is aligned and that helps us to plan
professional development. It helps us to
make sure that we are
not taking on more than we can really
accomplish. And for me, it's about what
can we show for our work. So creating a
strategic plan with action items that we
can work on throughout the school year
and that is how we can have positive
change. Yeah. So that's it. Okay. So we
have a presentation.
>> Yep. I was going to dismiss them after
the reports, you know.
>> Well, I I started to was like go go go.
But no, they have a presentation.
>> They do.
>> Or maybe they don't.
>> Yeah, they do. [laughter]
Hey guys, who's
I don't know who's talking.
>> Maybe they don't want to. [laughter]
Maybe we've bored them and they're ready
to leave.
So Nick is going to um put it up on the
screen for those at home and for all of
us here.
>> All right. Thank you. Um, so we're going
to talk about quite a few things. We'll
go through [clears throat]
Takes a minute to catch up.
>> I'm sorry I didn't ask if any of you had
any questions, other questions of Lois.
>> Oh, you're all set. Okay.
Slow. Okay. There's a little lag, but
we'll be good. Um we're going to just
give a brief nutshell overview of the
assessments that we're going to be
talking about. Um they're pretty
standard um to what we've been doing the
last few years. Um New Hampshire SAS is
our big um you know summitative
assessment that we take at the end of
the school year in grades three through
eight um in ELA and math. The ELA is um
part reading, part writing, and then
those scores are combined for an overall
ELA score. Um and it's really to look
and see um what students are on track.
you know, SAS has really um helped us ID
where our efforts are from and it helps
us measure the mastery of our grade
level standards. STAR, it's an online
assessment. They've moved towards that
just as you probably know. STAR is also
an online assessment. It's much shorter.
Um that's used more for progress
monitoring and to measure student growth
throughout the year. Um all students at
least, you know, most of our schools um
take it at least three times a year
where some students take it more often.
um we have the ability to deliver it as
much as we need as a progress monitoring
tool. Um and again that is demonstrating
um growth over the year hopefully and
it's supposed to be predicting
performance on the state test. Um
sometimes we see that alignment and
sometimes we don't but we had a
wonderful training earlier this year
with representatives from STAR and
Renaissance um who want to take a closer
look at some of our data to help us work
through some of that stuff. Um but
that's kind of SAS and STAR.
Um and then more so at center school um
we use dibbles um as a universal reading
screener. Um it is also serves as a a
dyslexia indicator. Um so those are
looking at your early literacy
foundational skills. Um you know many of
which we're working on at center school.
So you know fluency, accuracy,
comprehension,
funological and phmic awareness
awareness um you know uh letter
recognition, letter sound recognition.
um we use that three times a year. And
then it also has a progress monitoring
tool that our students that are working
through tier two or tier three
interventions or students that are on
watch um they're being progress
monitored more frequently. Um you know
some teachers are you know progress
monitoring their students um you know
weekly monthly um just to keep tabs on
the students growth. Um and then
acadence as well um which is also be
being used in grade three at Marston. Um
so again basic numeration skills um you
know up to computation concepts and
applications like basic word problems um
time, money, um things of that nature.
So um we'll dive into um center school.
Um I know there's a little lag time, but
I'll I'll start to talk about what is
going to be on the slide. Um so when
that does pop up um the first slide is
going to be our dibbles um scores for
the 2025 to 26 school year. Um and we
saw
hopefully you'll see it in a minute. Um
we saw again steady growth. Um, last
year I was able to come to this
presentation and highlight our
kindergarten scores, um, which got up to
over the 90th percentile of students are
at or above. Um, I wasn't sure if that
was a one-off, but I'm proud to come
back and report that our kindergarten
students um started their um school year
at 57%
at or above um for the fall benchmark
and they ended the school year at 90% at
or above um for their dibbles literacy
scores. Um so again, a testament to the
hard work, but you know, every
kindergarten student comes in at a a
different place. some students already
are reading and some students, you know,
don't have any letter identification
yet. So, um it's awesome to see, you
know, what the kindergarten team did.
Um, as a school, we went from 62% at or
above to 83% at or above. Um, and then
we had 10% uh still below benchmark at
the end of the year and 6% well below.
Um when we look at the the letters
training that many staff me members went
through um and administrators went
through, you know, they're they're
looking for school districts there.
There we go. Hey. Um so those bottom
scores, they're looking for anywhere
from 80% at or above uh 10% kind of in
that tier 2 intervention model and then
5% of your students are, you know,
probably going to still be, you know,
well below benchmark. So, we're a little
bit better in those those categories if
or just right at it. So, um I always I
talked about this last year. Um you
know, when I was in Bedford, I felt
those were very lofty numbers, but it's
a testament to all the hard work that
was done before I got here. Um the hard
work that you know, my my reading
intervention team's doing and the
classroom teachers, they take this very
seriously. um you know they take the
science of reading very seriously and I
think it's you know it's a testament of
all the hard work um that's been put in
and every class of students is different
but um you can see that you know things
are paying off at center school with our
you know our literacy development so and
we'll continue um you know continue to
hit the areas that we've been working on
but we also you know understand there's
some areas that we can still enhance um
you know and further grow in. So, um,
you know, dys, um, excuse me, uh,
dibbles and acadians, um, you know,
those are just like blue chip, um,
dyslexia screening tools. So, I feel
like we're using the right, you know,
assessment tool in that area for our
youngest learners to look at
foundational literacy skills.
If you have any questions, you can stop
me at any time. Um on the next slide. So
just uh we don't we do not have
kindergarten students take um the STAR
assessments as it is on the computer and
just doesn't seem developmentally
appropriate that they're going to be
able to navigate a computer screen and
assessment. Um Dibbles is paper pencil
um K to2. Uh Aadian is also paper pencil
K to2. Um so we do have first graders in
the winter take STAR for the first time.
Um we still don't think the fall's the
right time to do that for the first
time. um you know, even watching them
kind of navigate it in the winter on a
computer um for the first time is a
little bit interesting. Um so you'll see
once that screen moves along. Um for our
ELA for first grade, our proficiency at
or above was 76 both in the winter and
in the spring. And then for our math
scores, 72% in the winter, 77% in the
spring. Um so still still good scores
but also you know you first graders you
know six and seven year olds take a
computer automated um assessment for the
first time. So you know you kind of take
everything with a grain of salt but
still fairly solid. Um in grade two
they're taking the fall winter and
spring um uh for STAR. So ELA in the in
the fall we are at 63% spring of 2026
79% so 16% jump. And then math, we went
from 72% in the fall of 2025 to 81% in
the spring of 2026. So feel pretty good
about those numbers. Uh again, you're
having, you know, young students take
computer tests, but um you know, it's
it's good for them to get into the
practice of it. Um you know, as Mr.
Sadler will talk about, that's how New
Hampshire SAS is administered. So um you
know, it's good practice over at Center.
And then one area we're continuing to
look at, um, you know, two years in a
row our cadence math scores have kind of
dipped a little bit. Um, in the fall we
were at 77% at or above. In the spring
we were at 69% at or above. Um, again
there's a different expectation as the
year goes on. Um the Aadian test is half
of it is computation and that's where I
have seen um you know maybe some holes
um where we're at currently um they have
a minute to complete uh series of
addition and uh subtraction
I think Mr. Gio Russo is cutting in to
help us out. Um so I have you know the
first year that I was here as principal
we did not have a math program. we then
adopted everyday math. Um like in
Bedford that was using big ideas, we
continued to kind of see some issues
with um computation fluency. It's just
something that isn't I I feel stressed
as heavily anymore in math programs. So
that's something we're going to probably
look at in our PLC's this school year is
how can we better suit math automaticity
when it comes to computation. um it's
still an important skill um you know for
students to be able to move along into
you know multiplication and division as
they get older. Um so that's an area
that I would like to see some growth in.
Um but again you know we're year one and
we're we're done year one of a new math
program. So you know we're going to
continue to refine and figure out what's
working for our staff and our students
um so that we can be more successful as
we head into year two with the program.
So um that's a little bit about our
scores. Um I don't know some you. Um so
just kind of what's coming up next um at
Setter School. Um our dibbles, like I
said, that's such an important piece to
our puzzle when looking at early
literacy. So we'll continue um you know
to have our data meetings, review that
constantly. Um have our team meetings.
Um we're going to reboot our PLC's a
little bit. So we have facilitators that
volunteered from our K1 and two teams.
Um we need to get a little more data
focused. um you know where I inherited
the the meetings, they were very the
agenda was set by the intervention team.
It's time for the teachers to take some
of that ownership back. Um so we're
going to help guide them on what that
needs to look like. Um so that you know
they're the ones the boots on the ground
every day with the kids. They should
having more say in where do they feel
their data is falling flat. You know how
can they lean on each other for best
teaching practices so that we can see um
you know enhancement in some of that
data. Like I said, the fact fluency is
one where, okay, it's two years in a row
now, we've seen a little bit of a dip.
Um, that's a that's an issue that I've
identified. Now, how are we going to fix
it? So, um, we'll definitely be talking
about that this year. Um, we're going to
continue to monitor our tier one
instruction. Um, you know, I've met
with, um, Mrs. Jensen and we've talked
about, you know, our our title one
numbers. While they're high, we've also
seen at times we've seen very good
results as to where our kids are moving.
but do we need to look a little bit
harder at what's going in every general
ed classroom, you know, before students
move into a tier 2 intervention. So,
just continued conversations around
that. Um, we're moving into year two of
everyday math, as I noted, which is our
core K to 5 math program. Um, you know,
we'll we have a math target assist
teacher. Um, she actually signed up for
um an everyday math implementation
training over the summer. Um so I look
forward to her feedback and how we can
take that and share that knowledge with
the rest of the staff. Um and then we
through you know trial and error number
worlds is our implement as our you know
it was serving as a tier 2 and tier
three math program for some of our
students. Um we kind of noticed
throughout the school year that at times
our students just needed more everyday
math support their tier one you know
core instruction. So, uh, we're just
kind of blending our model a little bit,
how students get math intervention if
they qualify. Um, as we move into the
new school year, again, you know, moving
into year three, there's a lot of great
stuff going on at center. I think, you
know, we're looking how can we refine
what's going really well and make sure
that's spread across the whole team and
where are the few areas that we're still
falling kind of short and how do we kind
of exploit the expertise in our building
to make growth. So, uh, I'm really proud
of the year that we had the last two
school years and, you know, look to
continue to build on that. So, um, I'm
happy to step aside and let Marston go,
but if there's any questions, I'll be up
here.
>> Okay. So, we had a great conversation, I
felt like, last year um, and one of the
board members posed a great question and
she sort of asked like, but this isn't
it, right? So, we're here presenting on
STAR and SAS, but please know these are
just two of the measures that we use.
Um, you know, when we're looking at
students, we're looking at academic,
behavioral, social, emotional growth,
um, and progress and proficiency. So,
these are the measures we kind of bring
here, but there's a lot more behind the
scenes and a lot more data points that
we use to support students. So, um,
again, as I mentioned before, STAR
demonstrates student growth. If you look
at it, um, students are making great
progress. you know, um, every single
grade and cohort is moving in the right
direction. Um, some had some incredible
jumps. The the question we have is
always why isn't our star and our SAS
more aligned? Um, and I think that's a
question that we're bringing back to
Renaissance that they're going to help
us kind of dive through some of our
data. Um but it's just this is at least
showing that students are headed in the
right direction and even though they
might not be hitting all those end
targets based on a snapshot in time on
one assessment through SAS um when we
look throughout the year because again
we show you fall and spring but we also
have winter data and for some students
we have more than three data points um
in terms of STAR that we can use. The
nice thing is too a lot of our data can
be transferred up to the middle school.
um some of the second grade data comes
up to us. So it it helps us at least
create consistency when we're looking at
students and planning for interventions
and support. So again, you know, great
growth on STAR.
Oh, where are we? Okay. Uh Sassy LA. All
right. So it's it's broken down a couple
of different ways. Um if you recall, if
you look at let's just say starting over
in spring 2024, you'll notice the orange
boxes sort of waterfall down. that's
following those students from when they
were third graders. How did they do in
fourth grade? How did they do in fifth?
Um stayed pretty consistent with those
students. Um we probably would have
liked to see more movement and more
growth out of that cohort. But um this
is all helpful data for us. Um again,
then you look at spring 2025, our third
graders, how do they perform as fourth
graders? And then it'll be interesting
at the end of this year to see where
those third graders ended up. Um
obviously a dip down from the 71st, 74th
down to the 67th percentile. And you
know, I don't like to sit up here and
say why or how. [clears throat] I like
to sit down with the teachers and dive
into the data and look at maybe where we
fell down. Some of my hunches are the
focus we put on math, especially in
third grade, and then did we not balance
out enough with ELA. Um, what we're
looking at a lot this year, and we'll
talk about it at the end, is really what
are we doing at tier one and then
strengthening and recommitting to those
great practices we have universally for
all students. The hope is that if we
strengthen our core instruction, we'll
have less students needing support at
the tier 2 or tier three level um which
is what we want to see. Um so doing
better than the state um for what it's
worth, but still um room for for
improvement for us. Our school average
has stayed um pretty consistent. Um I'd
like to see it continue to climb in the
other direction and move up a little
bit. Um, one of the things we're really
looking at with SAS 2 is instead of
always looking at, you know, who scored
in level one, we like to take a hard
look at our level two students. Who's
approaching proficiency and how close
are they to being threes? And so, we
target some of our interventions right
on those students because some of them,
you'll look at their scores and they
might be two or three points from
reaching a level three. So, they might
need a little less of a support system
behind them than someone that's all the
way down at almost a one, you know, the
the bottom of a two. Um, and those are
good data analysis that we do with our
grade level teams. Um, we have an
achievement team, we do it with our RTI
core team, and then we do it with each
individual grade level. Teachers are
going to spend some time at the
beginning of the year reflecting on this
data as individual classroom teachers.
And then, of course, as grade levels.
The nice thing, too, is because we're
345, we can transfer some of the data
up. So, our fourth grade teachers, while
they want to look at their own fourth
grade data and their own curriculum and
instruction and their practices, they
also want to review some of the third
grade data because that tells us where
we may need to strengthen some
instruction and fill in a few gaps. It
also helps us identify students who
might need a little more support.
Okay, where are we? SAS math. Um, again,
you can follow the cohorts. that same
group of students who was kind of flat
in um in ELA stayed kind of flat in um
mathematics as well. We like some of the
numbers we're seeing in the growth in
third grade. Um I think some of the
embracing of our math program, the
utilization of a cadence this year as
another screening tool. Um you heard Mr.
Robbitai talk a lot about flat fact
fluency that is also one of the data
points we look at. Um some of our
standard students have to master you
know multiplication in third grade. it's
introduced and supposed to be mastered
before the end of the grade level where
some things like long division it might
be introduced in third or fourth grade
but it's not mastered till sixth grade.
Um so we're looking at some of those
things as well. Um you know we're doing
better than the state for what that is
worth of course and even across if you
look at some of them you know going from
58 63 65 59 606 68 we're moving as grade
levels in the right direction but
there's room for improvement. Um but
again it's one snapshot it's one data
point at the end of our school year. So,
we take this into consideration when we
look at everything we do over the course
of the year. Um, but these results
really help us ID where to focus our
efforts. You know, it gives us specific
standards that students maybe are
falling down on and how can we bolster
instruction. Mrs. Henderson and I
already started doing some kind of
macrolevel data analysis this summer so
that we can um guide and steer some of
those beginning of the year reflection
conversations that we're having with
teams um and grade levels. So,
All right, awesome. Um, okay. So, I'll
get to this in a sec. So, what the data
is telling us is students are making
steady academic progress. We're not
hitting those proficiency um
measurement, you know, the the goals
that are being set by SAS, but our kids
are moving in the right direction when
you look at all of our data points. It's
nice to see the growth. The nice thing
is we're also using things like Sabers
and then our office referral data,
attendance, and all of that in
combination to really provide support
networks for kids. um our achievement
remains strong, you know, but we have
room for continued growth. We do better
than than most, but um for Hampton, I
think we can be doing better and we
should be doing better. And I think our
teachers strongly feel that as well and
are are committed to this. Um the data
really helps us focus our efforts. You
know, where do we need to put um where
do we need to put our interventionists?
Where do we need to maybe beef things up
in special education? And of course, as
I said before, we're looking really hard
at tier one universal instruction this
year. That's kind of our focus is making
sure if everyone's consistently doing
the same thing at a high level and all
students are getting that. It should
hopefully reduce the number of students
that need the support so we can target
that for them um a little more. So
what's next? What are we doing? How are
we using it? Again, we're conducting a
comprehensive data review. We we've
already started it. Um you know, the
nice thing about SAS and also Star is
they give you a lot of great reports,
but it's knowing how to use them and
what you're extracting out of it. Um but
it really pinpoints a lot of the
standards where students weren't as as
high or or achieving proficiency as they
should and then how do we target those
next year. Um again part of this is
looking at the students at the level two
and how close are they to level three
and what might they need to just get
over that small hump. Um you know we
also want to look at some of the data we
collected this year from the everyday
math unit assessments and how does that
compare with STAR and SAS data and then
you know establish some grade level
priorities. The hope is to move beyond
scores and understand precisely what
students know where they struggled and
how our instruction can be uh adjusted.
Um you know the strengthening number two
the strengthening highquality core
instruction I think tier one instruction
has a greatest impact on student
achievement. Um and really by focusing
our efforts on that I think we're going
to see results um in the long run. Um,
change isn't going to happen overnight,
but things like putting in the everyday
math program and and working on our
curriculum over the last couple years in
ELA and math is going to lend itself
nicely to to that work. Um, and the
strongest intervention obviously is that
high quality instruction every single
day in the classroom. Um, we want to
look at expanding targeted student
support. Um, we take a very proactive
approach. We already know all of our
fourth graders who probably at the
beginning are going to need a little
assistance before we assess them in the
first six weeks. We get a lot of great
data from center school that also helps
us target those. And then by using the
um you know the progress monitoring
tools that we do utilize throughout the
year, it helps us kind of refocus. And
there's some kids who need support for a
little longer than others. But with
things like title one and our literacy
and math support specialist plus our
reading interventionist, we have a great
team that can really look at tier 2
students and and provide you know five
days of high quality um supplemental um
you know instruction. And then last,
strengthening professional collaboration
and continuous improvement. Um, our
teachers do a great job, but like it
sounds like center school's also doing,
Mrs. Henderson and I are working on how
can we focus those conversations. Um,
getting a little more actively involved.
We try to give our teachers a level of
autonomy and they have been successful.
We're high performing districts. We have
highly effective staff, but I think um,
maybe a little more guidance and
direction in some of our conversations.
So, how can we utilize the time they
have together with our support to make
sure that we're doing the things we
need? Um, you know, and our our focus as
always is going to be providing high
quality core instruction to our students
and support academic, behavior, and
social emotional. So, um, this data is
great. We don't we don't live and die by
it, but it most certainly gives us a lot
of great information to help us support
kids and and make sure that, you know,
they're moving in the right pathway. You
know, you only get one chance at third,
fourth, and fifth grade, and we want to
make sure we're doing it right for for
our students.
questions.
Turn it over to
>> Academy. So, right now we're looking at
STAR data. Um, so one thing that you'll
probably notice right away is that there
doesn't seem to be a huge difference
between where students assess in the
fall and where they assess in the spring
for both math and for reading. So it's,
you know, a couple of points, you know,
one direction or other doesn't really
mean a whole lot to me. And so really my
biggest question is, you know, are these
accurate numbers and if they are, you
know, where, you know, we would be
really looking for some kind of growth,
right? Or they start at a lower level in
the fall and then, you know, through a
year of instruction, we would see that
number go up. Um, so, you know, my
biggest question is accuracy, right?
Right. And I think that one of the
things that I've learned coming into
this district is that, you know, at the
end of the year, there is a lot of
things going on. There's a lot of
different assessments. There's a lot of
big field trips. Um, and so the schedule
gets changed, you know, for every single
one of these. Um, which is just part of
the deal. But, you know, my question is,
you know, is there a way to streamline
it so we can have more stability and
consistency towards the end of the year?
And if we do, will we have maybe, you
know, different results? Um, so these
are just kind of, you know, not being
here, like I don't really know, but you
these are the questions that I'm coming
in with and then my thoughts and I did
look at with Amber, you know, our end of
year schedule and I'm like, we're
starting standardized testing in April.
We have April break, we've got the DC
trip, you know, then we've got more
standardized testing for SAS, and then
we have STAR, and then we have math
placement exams, and then there's high
school stuff and field trips, which is,
you know, they're all good things, but I
think that, you know, one of the, again,
one of the questions I'm going to ask is
what are our priorities? Where can we
streamline, right? How can we keep the
things that we enjoy doing while also
focusing on the things that matter most?
That's the star. when I look at the SAS
um you know I have similar questions you
know when we it's not always necessarily
the best thing to look from grade to
grade like you know seventh grade
because these are different cohorts I
like to follow them with the colors you
know are they improving or or not
improving um this is ELA you know it
seems that there's every year a little
bit of a dip in eighth grade um I you
know being a a middle school person I do
understand that eighth graders are kind
of checked out by the end of their
eighth grade year um but I also like to
compare it to the state. And so when I
compare it to the state, the state kind
of drops a couple of points each year,
right? But we tend to drop more than a
couple of points, you know, from that
seventh to eighth grade year. And so,
you know, the drop is expected, but how
dramatic of a drop really is kind of the
question that, you know, I'm I'm looking
into. Um, so that would be Yeah. So
that's for ELA. And if we look at math,
um it looks like for grades six and
seven, um comparatively they, you know,
kind of turned on the jets this year and
it looks like they they were helped to
stabilize those numbers. Um eighth grade
math is a pretty low number. It's still
above the state average, which is, you
know, good, but I think that if we
compare it to ourselves, um you know, I
I think that the the questions keep
coming. And you know when I look on
paper like at all the the structure of
the school, right, we really have a lot
of good systems. We have a lot of data.
We have a lot of opportunity for
reassessment and and reinstruction. Um
and so my question too is all right, it
looks good on paper. How does the
implementation look? And so that's part
of my job this year is to really, you
know, engage in the supervision process
to see what what does it, you know, how
does it translate from paper to
practice.
So, what's next for Hampton Academy? Um,
I think that a lot of this stuff is
continuing, right? I don't think there's
going to be any major structural changes
to the schedule. Um, you know, being the
interim principal, my job is to ensure
stability, but at the same time, you
know, we really want to I want to look
deeper, right? Like, you know, I'm I'm
inquisitive. I'm curious, right? Like
this on paper, we have the resources, we
have the class sizes. Um, and so there's
still a lot of good things happening.
Um, but there's more to the story than
these numbers are telling me. And so
that's that's my job this year is to be
an investigator.
>> We appreciate your input and your
insight and
the red flags that you've shown us.
You're right. No, we appreciate it very
much. Of course,
>> I my only comment to all of you would be
that and to the public in general is
that, you know, I've read so many
articles criticizing, oh, too much
testing with the young ones and blah
blah blah blah blah. and and I get the
concern, but I'm not worried about that
in Hampton because I have confidence
that our administrators and our teachers
are very mindful of the students they're
testing individually, looking at them,
how are they going to react, what what's
causing maybe, you know, one student or
another. I I mean we need the baseline
data to improve and so you have to have
some sort of testing and as I said what
what I'm not worried because I know our
staff and I know our teachers and like I
said I know they're mindful of our
students and everything [snorts]
that goes into making a testing
situation
um so that the the students can be
successful.
Would you agree?
>> Absolutely. But you got to have the
baseline in order to be able to to make
the improvements. And we will. We will
because we're a good district and we
have phenomenal teachers. So,
keep up the good work.
Yep. Those are Yeah.
>> Yep. We'll see. We'll see what happens.
>> Yes. So, every year I sit here and start
over and say this year is going to be
easier [laughter]
>> and this year is not going to be easier.
so we all know that House Bill 1300
passed and that affected um some of my
end of year that we had on the emergency
meeting. So the retainage now can stay.
So we have retainage which is great. We
I so glad that they fought for that and
we got that. Um however
it affects us in a different way. So now
there will be a mandatory general
election ballot questionnaire in 2026
and 28. So, it's for two years and it's
November 3rd that there would be a vote
and that vote would be on um if we are
going to mandate a tax cap for inflation
from prior year budget. So, it would be
this year's this past year's budget that
we just ended and then inflation only on
top of it. That does not include bonds.
Um, but right now inflation's looking at
around 3%. Um, and so
what's going to happen is
November 3rd is the first week of
November. November 4th [laughter]
was our last
meeting for our budget.
That was our extra meeting. Um, so I
will not know if we have a tax cap until
that week. So what's going to have to
happen is I'm going to have to make two
budgets.
so when you see me under my desk crying
like a baby, you'll understand why.
>> Yeah. Um, so I think the goal is that
I'm going to do what we normally do. I'm
going to take the budget. I'm going to
put all of our um default that needs to
go in it. So, teacher salaries, para
salaries, all the stuff that I know
that's contracted in it and put that in
and um work off of that cuz we know that
we have a contract for the teachers, we
have a contract for the paras that are
going in. We're getting a new contract
for transportation. We will which is
going to go up. We will have um
contract for
transportation, health insurance, you
know, that's going to go up. Um
so
those four things alone will probably
have us at inflation most likely. Um
so I am going to not worry about that
piece. I'm going to start a budget, put
all default in it, and then I'm going to
copy it. So, I'll have two consecutive
ones so we can work off two different
things. Um, I'm hoping to have my I will
have it done for us um for October. So,
we'll start it, but I think we're going
to definitely going to have to have that
last meeting because we're going to have
to finalize if it's capped or not.
Um, I think we we really need to get
this out and explain it because um I
really don't know all the laws yet
because they don't know all the law like
all the
ins and outs of it completely yet. Um
Gordon Graham's
his verbiage was it's googlygook going
in. So it'll probably be googlygook
going out because we really don't know
yet. Um, however, with that said, so
that's going to be one warn article that
you'll see in November. I don't know the
wording of how it's going to be yet
because they don't know.
The second warrant article
will be on SAU
office and um because that will
definitely be tax capped no matter if
it's voted on or not voted on. That went
through. So the problem is that's tax
capped at 6%. But if the tax cap goes
through, I don't know if that still can
be tax capped at 6% or if that has to be
tax capped at um inflation. They haven't
said that yet. So I need to figure that
one out. Um, but that no matter what is
tax capped and I don't know exactly what
is entailed as the SAU office because
just because people are in the office
doesn't mean they're SAU employees and
people that are not in the SA office
doesn't mean they're not SAU employees.
So my I think what is considered a SAU
um expenditure is
Lois, myself, the accountant, her
secretary um special ed director and her
secretaries technology and all the
technology employees.
Um
I don't know if C I don't think
custodial staff falls under that. Um and
then the expenditures of our office but
then the problem is
so in our expenditures for SAU for
example we have our um Tyler technology
program under SAU and not under so there
which oversees all the schools. So,
there's so many layers to it and I
really don't know. I'm going to be going
to any and every law thing imaginable to
kind of get what's going on. But this is
a scary thing. It's going to be a lot of
work and be prepared because you'll need
to know both of that when we start the
budget.
>> Mhm.
>> But with that said, we did get to keep
retainage. So, I had the audit audits
complete. We finalized our numbers. Um
what I had thought we were going to be
finalized with is what we actually were.
So I'm kind of excited about that as
well. Um,
so I did give you the general fund final
review and on that it shows that we are
returning back to the town what we did
last year $250,000
and then we are retaining in our retain
fund balance $559,938.
Um it went down from the prior year, but
we had a emergency meeting to spend some
of it because we weren't sure if we were
going to be able to retain it. We wanted
to fix part of the roof. Um
would that fund?
>> So we we zeroed it out except for the
two 250. So it will now be will the
balance be five what' you say 559? Is
that
>> So So
>> just making sure it
>> Yes. So, I didn't spend all the
retainage. I just spent some of it.
>> Oh, okay.
>> Yeah. So, we'll still have a retainage
because I I
>> I'd prefer to do that. And then we're
going to be doing a warrant article for
the roofs,
>> which is another thing that we need to
start pushing out there. Um
so yeah so we we have a retainage
balance of 559,938
and returning to the town of um
unassigned fund balance of 250,000.
and that's our final. It's uh audited.
They ma they matched to the penny of
what I thought we didn't have to do any
adjustments. Um they find they found no
errors and that is complete. DO25 is
done. Um I'm in the process of sending
that in getting that approved and then
sending it to the do for tax purposes.
the let's see what else. So do you have
questions on that?
Can I just So for the what we were
talking about earlier,
we will see two warrant articles
like
>> the tax cap and then the the admin tax.
>> So you'll see a t you'll see one warrant
article in November.
>> And that's to tax cap or not. And I
don't know how they're going to word it.
>> So they don't have the wording yet.
>> Okay. And the admin one is just no
matter what.
>> And the admin's no matter what. And that
will be um
>> That will be on the normal March ballot,
>> but we will vote on it.
>> We vote on it. That's what we're unclear
on.
>> Oh, as a board.
>> No, no, no,
>> no. The town.
>> The town. Yes.
>> The town does have the opportunity to
vote on the SAU.
>> No, they do not.
>> Okay. Okay. What's in the spring?
>> So, so in November.
>> Which is we don't usually ever put
anything on a warn article in November.
on the tax cap. Two tax cap or not?
>> That's what the That's what goes to the
voters.
>> Okay. So, the admin tax cap,
>> the SAU tax cap is automatic. It's
happening.
>> Automatic.
>> I just don't know if it's on inflation
or if it's the 6%.
>> Cuz it doesn't say it says 6%. So, I'm
assuming it's because if it's inflation,
then you're you have less of wiggle room
than 6%. So I don't know
>> I don't know that piece of law yet. I
have to find that. It doesn't
>> suggested only for inflation or growth
from new construction or taxable
property.
>> Yeah. But that's not the SAU piece.
That's the whole budget.
>> Yeah. So
>> That's one of my questions.
>> Because I won't know. Can you um as this
all develops, I'm going to try and
communicate this as proactively as
possible to both the budget committee
and CIP and actually master plan
implementation because they all have to
do with the budget.
>> Um as [snorts] it becomes clear, can you
just like flag it to me and send any
articles um or information?
>> So, I did send out this afternoon. It's
like 15 pages.
>> Yeah, I haven't read it yet, but thank
>> Yeah. So, I'm guessing Fair Funding is
going to come out with a one-pager. I'm
going to guess that um we will get stuff
from Reaching Higher New Hampshire that
will make it very explainable in
layman's terms because they know it's
confusing. So, I'm going to guess that
that is forthcoming. It's kind of the
talk right now amongst not only the BAS,
but the superintendent. It's going to be
our agendas for on the southeers because
we're already very concerned about it.
You know, what does this mean? What are
the implications? I mean, it we
>> something like this putting something
like this out there right now.
>> No. And this was mostly from Reaching
Higher in New Hampshire. So, um
>> because I I kind of tried to dumb it
down. So, I I pulled the Reaching Higher
and this is their
their verbiage. Um, and they and it
really doesn't answer all the stuff that
I need to know. It they I nobody really
knows right now, unfortunately. And then
the D um Department of Revenue has a lot
of say over it and how they're going to
handle it. So, um
I'm still I still don't there's so many
questions unanswered, but I every time I
think of something, I write it down
because I'm going to be in these law
things. we're going to be in so many
meetings and um a team of BAS in this
area will be working together like we
did last year. So because the law for
the report that I have to do um that big
page she that's all changed too.
>> So and I fixated on that last year
because they were taking a lot of people
to court for whatever reason. So I'm
gonna we'll be working on that again
too. Um so I'm going to be busy. It's
going to be very busy.
Um, but I'm very happy how 25 26 ended.
Um, we
went with the flow, did everything
right. The auditors were really
impressed with our emergency meeting and
how we did the minutes and how we talked
and how we did everything. So, kudos to
us. Um,
it may seem like we don't know what
we're doing, but I think we're doing
better than most. [laughter]
Can I ask a quick budget question?
>> So, I noticed that our out of districts
uh went from five to three.
Sorry, our outof district specialed
placements
>> went from five to three.
>> So, I'm hoping that will give us a
little a little
>> Yes. Unless I
>> unless it goes back on the unless
>> or it's just not budgeted yet, but
everything that I have in Oh, for
students in there.
>> Yes. Yes. Yes. We went from five out of
district special ed placements to three,
which I think would help and give us a
cushion of anywhere from $100 to
$200,000. definitely going to help
because unfortunately we haven't been
able to find all hires for
um ABA tech and at the Marston and
center school. So we're going to have to
outsource through a company for a little
while until we can find some employees.
So that's going to be a little bit more
than expected.
>> But yes, that is going to help um for
sure because
it's I'm Yeah,
>> good point. And thank you.
>> Which will help transportation too
because that will help
>> y
>> on that end too.
>> So I'm just going to say and I think
we're going to say this a lot over the
next few months. I think the big piece
that we're going to want to communicate
to the town related to the tax cap. So
one of the big things this would do is
if they pass a tax cap essentially
kills the default budget, right?
which
we have obligations that we are
contractually obligated to meet which is
going to mean budget cuts. This is going
to be sold as a cap, right? You don't
spend more than this. But as we all
know,
everything costs more money. Everything
is going up. So if we have a tax cap, it
is going to mean cuts. And I don't know
if that is going to mean staff. I don't
know if that's going to mean resources,
but I think everybody needs to be clear
and that is one of the I think it's one
of the big messages that we need to get
out. So, averely our budgets for the
past I could go back but at least three
years have been
5ish% 5.5.1
5% and that's including default and
proposed y
>> as a total. So if you take that and you
already know you have 2% that you got to
get off the top
>> be a [snorts] tough
>> tough one.
>> Yes. But we are resourceful and we will
we will figure it out.
>> Y
>> it's going to be tough though for
budgeting
>> between now and November because we are
>> planning for the unknown.
>> Yeah is always hard. Yeah.
>> Um other than that, the budget's in um
we're slowly encumbering funds in that
budget. So, it's not um 100% but we're
getting there. Um first, teacher payroll
is the next run. Um
which is another thing that we have to
talk about on the next in our budget
because next year is um we normally do
26 pays but because of the way the
calendars work and it's we get almost an
extra week and a half or two weeks. We
might have to have 27 pays for year
round staff. So I've got to kind of
manipulate that and how we do that. So
I'm going to be looking at count. It's
going to be a tough year. I've got to
manipulate count. I've got to manipulate
things that I normally don't have to
manipulate. So, there's going to be a
lot of um things to work through. Um but
that's done. Um what else do I have? I
think I have that's pretty much it. Food
service, when I wrote this report, they
were um waiting for our application to
be approved. It's been approved.
grants have been approved and we were
waiting on that process and so it just
seems like everything's um it's starting
the new year's starting already.
>> The questions from Mariah.
>> Okay. Continue doing a good job the way
you have been.
>> We appreciate it. We appreciate it. Um
let's move on. Do we have any
nominations or resignations? We do not.
Okay. Then I would entertain a motion on
the second reads of policies
um on fund balance, bidding
requirements, indoor air quality and
water quality, public access to school
district records, public access to
school. Yeah, more of that. Mandatory
drug and alcohol testing for bus drivers
and contracted carriers. Availability
and distribution of health foods.
Computer security, email and internet.
Employment references and verification.
>> So moved.
>> Okay. All in favor? Okay. Great. And now
to public comment. And seems as we do
not have anyone here to do that,
um I guess that I would entertain. Does
anyone want to go into non-public for
any particular reason?
Okay. Then I would make a motion. I will
do it that we adjourn the meeting. I
will second. All in favor? Okay.