All towns · sau-14

Epping School Board Meeting 08/06/2026

Video

highlighted it in yellow. That would be
super helpful. Other people do that.
>> Are you able to get Rob?
>> If you if you highlighted it in yellow
just so I could see you put the section.
>> Let's do that. That way she can
have everything.
>> No, it just gave me this section.
>> Okay,
we're just going to give a second.
I just got to find the link that you
sent out. Log into it.
>> Good evening and welcome to the school
board meeting for August 6th at the
Eping Elementary Media Center. Would you
please 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.
>> Thank you.
We have a packed agenda this evening. Uh
we will have um Miss Oday on shortly via
Google Meet as she uh unfortunately is
sick. But we're not going to let that
slow us down. I'm open for any public
comment. And seeing no public in the
audience this evening, I'll close public
comment and we'll jump right into our
scheduled topics this evening unless
anybody has any reason we need to defer.
No. Okay. So, let's start with the 26 27
employee handbook approval.
So, I'm sharing a document uh that I was
working off of
with you all um I didn't just share I
just see I I figure it was sort of more
directed at you because you employ me
and uh Sam have done the work on on this
one. So, um,
do you want me to just go through it you
or I'll give you some I'll give you the
quick like clip notes but
>> we've always done absolutely give us the
notes uh afterwards.
>> I just gave it to you now if you want to
follow along.
>> Um, so and I reference it so you can
just follow along and then if you want
it. Uh, so it says support staff
tutoring for a day and it says no
support staff employee may receive pay
blah blah blah. But it says this policy
does not apply to homebound instruction
and there's no policy reference. So if
we actually have a policy, we should
probably reference it. If we don't, we
shouldn't call it a policy. We should
call it a practice.
>> Perfect.
>> Okay. Did you guys all get it?
>> Yes.
>> Okay. Page 32. Um,
teaching staff shall report to work pro
this in in most cases the staff members
expected to report to work at least 15
minutes before. Didn't we determine that
your staff they just have to work a
certain amount of in their contract and
Ben you might remember this says that
they have to work an additional hour or
hour and 15 minutes a day. So it's they
don't actually have to be in work before
15 15 minutes before you
>> I will double check but you're
absolutely right at the last contract
negotiations with the teachers contract.
So again, we're not necessarily talking
about the paracos.
>> It says teaching staff.
>> We had the 15 minutes and then 30
minutes as well. And so there was some
language change there that will
definitely align.
>> Yeah, I just think it needs to be
because I couldn't remember exactly, but
I know we talked about it. Um, so
stop me if anybody needs page 43,
transportation. We did not reference
anywhere in the school van, and I think
we should probably reference like what's
required to drive it. like it should be
part of the employee handbook if
employees are going to drive.
>> Great addition. Yeah.
>> Um page 50. So page 50 for pair of
professionals, it says um employees are
requested to notify school principal or
supervisor as soon as jury witness duty
is known. Proof of notice. However, the
same section
um it says employees for teachers and it
talks about jury duty. Employees are
eligible for paid time off. So, do we
pay paras for jury duty?
>> At this point, we do not.
>> Okay.
>> Yeah.
>> Okay. So, then I guess that's accurate.
I was going to say if it if it's not,
>> it's not a time work
>> because it's a difference between hourly
and salary.
>> Correct.
>> So, that it is a different benefit.
>> Gotcha.
>> compensation for that.
>> Um, page 61, it says September 187
meeting. This is on our schoolboard
meetings. It actually should be
September 17th.
>> Legal. Yeah. And then in July it says
July 16th and I referenced the calendar.
It should say July 15th.
Um this was just more of a comment.
Letters of reference it's recognized
that requesting level levels letters of
reference of employment is common due to
liability. Only school administration
are permitted to use school or district
letter head. I know this sounds dumb but
um this to me this seems a little
outdated. Uh, I'm not going to argue
this, but I feel like staff are probably
using let So, you have a teacher here
who's worked with somebody for 10 years
and they write a Sure, I know they can
write it anyways, but like they can't
put it on letterhead. Like they can't
they're an like a wellrespected
employee. I get it. It's liability, but
I I feel like that's an outdated
practice.
That's contrary to the guidance that we
have given only in so far as um the
letter head when you write a letter on
behalf of a peer you are considered
acting as an agent of the district and
that's why it's considered not
>> something we should do and that's we
even put that in our our directions for
how to use letterhead. Now we have come
with some workarounds like uh you know
you can say you know the letterhead
there's different versions of the
letterhead. There might be one from the
school counseling office or the science
department. I've seen that as a
workaround but typically the whatever
the district or school letterhead is is
reserved for that. I don't disagree with
you. I just know that's the guidance.
the only like district recommendations
would go on letterhead
>> a guidance counselor
>> was to get a letter of reference it
might not go on letterhead
>> I don't know
>> it's just a practice as I mean we have
access to letterhead
to use and if I'm somebody who's worked
at exit and writing it for my colleague
who's been my colleague for 15 years
>> I think I think the dilemma
>> is that let's just say there's a
scenario, this never happens, but let's
say it does,
>> where a colleague writes a letter of
reference and they put it on letterhead
and let's just say the principal or
superintendent, whoever has a differing
opinion of of that colleague. When it's
on letterhead and whatever receiving
school is seeing that,
>> they then automatically make make the
assumption this is the the feeling of I
get that it's signed by the employee at
the bottom, right? But they are
representing the organization at that
point, not the individual personal
opinion.
>> And that's where I think that this
conversation is very valid. Yeah.
Around, okay, should we allow that
letterhead use or not?
>> And I don't Yeah.
>> Yeah. I don't I mean I'm not I'm not
it's not a hill I'm going to die on, but
I just think it's outdated. And I'll be
honest with you, I probably people are
probably doing it anyway.
>> Yeah. probably an asset. I could just
not fully understand, but every company
I've ever worked for, financial
institutions, like I've had access to
the letter head like they give us boxes
of paper with the credit letter head on
it for letterhead on it. I could I could
anything on this
>> and in this digital world, Julie's
absolutely right, they they they could
they
>> and they probably do and I I just I it
just it just struck me and I just wanted
to bring it up.
>> Yep.
>> Um
>> there's an additional piece as a
manager. Um
>> is it a personal
>> it can put us at a disadvantage if we
are unaware that an employee is looking.
Uh that just probably bears in mind that
we should know that because we should
really never be surprised if we can
afford it.
>> Yeah. Anyway, just want to bring it up.
>> No.
>> Uh page 63, uh the board recognizes use
of cellular telephones.
Uh at the very end of the um paragraph,
it says to this end, the board
authorizes the purchase and employee use
of such devices. We as a practice do not
purchase cell phones.
>> Uh we actually have a couple um okay of
our older custodian staff that are using
purchased instead of the reimbursement
they can use that. So it does it's very
limited at this point.
>> I mean moving forward do would we
purchase a phone for somebody?
>> Uh probably not. No. I I I think we just
might want to take a look at that
because I don't think the practice is so
if you bring a new administrator in and
say they say I'm not using my personal
cell phone. I would like you to I mean
>> then we would actually
>> you would
with the legality of it and and in that
exact same scenario if one of my
principles came to me and said that
exact same thing I we use this. Okay. I
I communicate with them. they
communicate with me and if they want to
keep the two very separate
>> then we would offer that to them and
that is actually legal advice as well
that if they wish to carry two cell
phones that's up to them we would
purchase one
>> support of our teaching staff too I've
been in places where uh you can't
require a teacher use their personal
cell phon that would be another reason
>> yeah one school we had we had bought
cell phones
>> for people going on field trips
>> sure things like that
>> yeah I didn't realize we had Yeah, we
haven't run into any of those. You know,
they all have our numbers. Good, better,
or indifferent, I suppose.
>> Um, the next one, this just a This one
is a error. Sharing phone numbers with
students. Do not provide cell phone
numbers to students with a and it just
says question mark.
>> Yeah, we'll fix that.
>> Page 64. This was referencing power
school. Um, it says under number one,
parents, guardians of each student will
receive an introductory letter mailed to
the residents of record. included will
be one username. Is that something we
do? Is that a practice we do?
>> Who receives the letter? I'm sorry. I'm
sorry.
>> It's um it's referencing power school
guidelines. Parents, guardians,
students, school staff, partners, blah
blah blah. Um and it says ultimately
it's about all of us taking
responsibility. The following guidelines
apply access information. So to access P
school, it says parents, guardians of
each student will receive an
introductory letter mailed to the
residents of record.
>> I don't think it's a practice we do
anymore. So
>> they do everything.
They might just take out mail.
>> Yeah. Again,
>> electronic now.
>> Yeah. I'm just trying to This I'm sure
used to be a accurate.
>> Um and then it and then also at the
bottom of that same area, it says
usernames and passwords will be provided
by mail, not in person or by phone or
email. It's probably not accurate.
>> We'll correct that reference.
>> So there's a whole section. It's kind of
old school. that references breaking bad
news. It seems a bit outdated and it's
talk it's for teachers and staff and it
talks about how to break bad news. It's
taken from a book um from that was
written in 2002 and updated in 2008. But
just one of the things it says is it's
talking about how to break bad news, but
it number four says don't personalize
the episode. It's not about a bad
student or a bad parent. It's bad news.
And I'm not sure that's relevant
anymore. I'm not sure we are saying that
to parents like
I don't even know if we even really talk
about bad news. We as a as a as a theme.
We talk about circumstances,
consequences, behaviors. I don't think
because this is directed at your
employees, not your not your I don't
think Chrisone you're going to call me
and say, "I have bad news." You're gonna
say, "I have something to discuss with
you, a situation." I don't think that
this just kind of an old I would just
ask you to maybe take a look at it and
see if it's still relevant. There's more
there's more from that book too about
how to deliver good news.
>> The spirit of it is probably to do it
speak professionally. Right.
>> Right. There's some good things in there
but they just kept keeps referencing
breaking bad news and I just don't think
that's something we
think that's how we frame things now. Uh
and that's all I had. So for the
employee,
>> thank you Paul. Very good. And again,
gold star,
>> you know, this happens when you get the
summer off. Yeah.
>> Have time to read handbooks.
>> Did any Did anybody else have any other
feedback on the employee handbook?
>> I don't have feedback on the handbook,
but Robin is very sick and needs not to
be.
>> She is not going to be joining us. Okay.
Good for her. Good for her.
>> Julie, I think you knocked it out of
park when going through.
>> I appreciate you being so thorough.
>> No problem. It was fun.
>> Not hearing. No other questions.
>> Uh, can I get a motion to approve the
2627 employee handbook with uh
amendments?
>> Um, so moved.
>> I moved by Julie, second by Matt. All
those in favor say I.
>> I.
>> Any opposed?
>> I pass this four zero. All right. Got
the first one done. All right. Uh
substitute handbook.
>> The only change I had was on page two.
It's still it references Susan Galtter.
I just think we need to update that when
we
>> That's the only That's the uh you you
already addressed the cell phone um
electronic which references the purchase
of a cell phone which sounds like we may
or may do. So that's all I had.
>> Anybody else have anything for the
substitute handbook?
>> Hearing no other changes to the handbook
to the substitute handbook. Can I get a
motion to approve the 2627 substitute
handbook?
>> So moved. Moved by Julie. Second. Second
by Courtney.
>> All those in favor say I.
>> Any oppose?
Oh, that passes 40. All right. Uh, let's
see. Uh, the EMHs student and parent
handbook.
>> Okay, let me open that.
>> So, I I
I'm going to echo the thank yous uh the
having that those pieces and and Julie
got hers to me. I was able to look at
this morning and already make some other
changes. So um I will start with sort of
what we identified as the changes just
to bring it to everybody's attention and
then I can speak to some of the pieces
here. I have the commenting uh
commenting page. Uh so if we took a look
um
obviously we refreshed the principles
welcome letter. Um what you'll see uh
the next uh highlighted item talks about
changing out old calendars and
schedules. Julie also brought that uh in
her proposed changes comment section. Um
that um that requires an explanation.
What is in the current draft of the
handbook that was created before a lot
of us were sitting the seats are
actually images. Uh and so all of our
updated schedules uh yearly schedule the
ad schedule are complete. Um but it's a
formatting piece that we have to just
migrate them in. Um, so what is there
will we will take the place of, but we
want to change the format so that it's
not always uh
>> it's gonna be like a nice spreadsheet.
>> So uh that that that thank you for
bringing that forward. Um but I think it
did require uh an explanation. So thank
you. Um
I will bring attention to um what is
currently again page numbers will also
fall into that. So once we've moved
through tonight, page numbers would all
have to change. So there'll be a lot of
discrepancies in page numbers that are
identified, but this one speaks to page
19. And um one of the the big changes
what used to be called the athletics
handbook is the co-curricular hand that
includes athletics, clubs, and
activities. Uh and while the current
draft is uh 2526 which is located in the
handbook um my intention is to have uh
the updated draft which Mr. Goldsac and
uh has worked through with students our
administrators and had the parent
advisory council have a look at as well.
So we are proposing that that uh be
reviewed with you at our August waiting.
So, I thought the best course of action
is leave the one that's already been
adopted for now until we've had a chance
to review the other. Did not think it'd
be appropriate to put something that
hasn't been reviewed and and shared with
you all before we did that. So, I will
ask uh Chris as well to follow the same
process and get that seven to 10 days
out so that you have an opportunity to
reflect some of your questions.
We looked at page 20 talks about um an
honors option um
piece that uh should plagiarism
um occur for a second offense. uh for
students found uh
found to be a violation of the
plagiarism policy that they would lose
their um honors uh designation course.
Um, I I will say personally I was
comfortable with that.
And so we got to a place where that sort
of second offense for plagiarism would
would would make you not
eligible for that honors option. And and
that works for honors option because
you're still within the same course.
It's not a separate honors course. Um,
so that's students who might be in a
social studies class that is, you know,
heterogeneously grouped but are applying
for the honors option. Would this be a
place where we'd want to reference
because it's plagiarism in other
policies when it comes to disciplinary?
I'm wary that we're going to have
discrepancies amongst plagiarism
policies throughout. Is it better to
reference the policy here and call that
one out?
>> It absolutely makes sense. and um the
plagiarism uh piece get to work on the
policy committee that is I believe in
the final read and ready for you. So,
um, that would be reflected here. The
the policy which we didn't have before
which you'll review and act on. I I
believe if you haven't already done so,
I think it's it's on might be tonight. I
don't know. That's a pretty long list.
But yes, so Matt, if I'm hearing
correctly,
um I'm going to comment here that we
want to reference the most uh up to-date
iteration of the play driven policy here
in this section.
>> Yeah. My fear is if we just keep wording
it differently in each policy that
eventually we're going to have seven
things that contradict each other.
>> Agreed. So I've made that note. uh the
same would apply to the artificial
intell intelligence and change policy.
Those are just reflective of the policy
language which uh existed in different
ways, shapes and forms. What was
currently page 32 and 33, it talks about
the u
back to
self cellular devices.
And this is reflective of um you know
last year we went through our first year
of a new state mandate uh for cellular
phones. One of the pieces that we sort
of took a lot of feedback on and
discussed internally is trying to figure
out sort of more restorative pieces. Uh
the one of the escalated consequences
was an automatic Saturday detention. we
weren't really seeing that that was
changing the behavior. So, um there'll
be there's some other pieces in there as
you know more restorative forfeite of
the phone or checking in the phone for
two weeks. Of course, anytime we can get
parents on board who likely bought and
own the phones uh to help us restore the
practices, we appreciate that as well.
Um but it also ties into other
privileges, i.e. if you're in not good
behavioral standing, you may not have
your parking pass. you may not have your
junior or senior privileges. So that's
certainly more restorative and that
seems to be a place where um kids get
the message
is one of the places that
we focused on and appreciate the
feedback. Next piece
four just talking about made some subtle
changes to the student attire. Um a lot
of schools call it dress code. If I
brought us back years to why we've why
we've used the language the way we have
it's uh to do that and the subtle change
was uh it was a student will be asked to
change or remove clothing said we
changed it to say we will be asked to
remediate the problem. Um so there were
some of those uh substantive changes. I
looked at that and I said I think we
need to change that. So, but I am proud
of the
>> and and we changed it to student attire
uh as opposed to we were calling it
semi-professional attire. Um and so that
was that was confusing to kids. Um but
we were more specific on you know things
like flip-flops or things that glorify
violence, drugs and alcohol. So not a
lot there. Um
um good point here. There was some
remote day attendance language which did
not exist. Um and Julie, thank you. Um
>> was am I was I it wasn't there.
>> It was not
>> okay. I was like I can't find it.
>> So what I proposed here was to we took
the language from our remote learning
days. Yep.
>> And I entered it in the section uh that
uh speaks to how inclement weather and
those things are called and where you
can find that information. And then that
section that It's page 13, uh, which I
highlighted in in your version of the
draft. Took it right from our consistent
language, uh, when we start sending out
our our remote day information.
I had a thought that it might also be
good to link it in the um the student
attendance section. I I went back and
forth on whether that'd be too redundant
or not. So, I I did not do that, but I
certainly can go back.
That was a really good That was a great
catch. I appreciate that. Um,
lastly, there's some language around uh
media specialists and uh any policy
links that were sort of updated. And
then I want to get to some specifics
that were raised by you all and again,
appreciate that ahead of time. Um, I
alluded to it before we went on the air,
but uh like that 26 27 EMHs schedule
which is in your schoolboard overview uh
thing if you want to take a look at
that. Now, I was also hesitant to go
ahead and put that in. Aside from the
formatting issues, we've not reviewed
together that iteration. I thought that
would put you at a disadvantage as well.
So, I went ahead and and uh and linked
that in there. As you know, we went
through a lot of work. So, that's on the
schoolboard overview and comment page
uh that accompanied this where I asked
to put your comments. And so, you'll see
it in there. It says under notes from
July 26 27 NHS schedule
high school schedule remain largely the
same. You'll see the middle school
schedule spelled out there. I had
realized
we had not closed the loop together on
that after all that work.
>> So
if I we're looking at I'm looking at the
Eping Middle High School student
parenting book. Uh I'm looking at the
middle school schedule. So, if I'm
reading this correctly, there is a
there's a um drastic change in Am I
right? There's
>> there's drastic changes in the entire
grade six.
>> This is I'm I'm pleased. This is great
news.
>> But but I also recognized you hadn't
seen that before and I was hesitant to
put it in the handbook like a Trojan
horse without putting it somewhere else.
>> I mean, well, we've talked about it.
It's been discussed and I think it it
was nec it's necessary that middle
schoolers sitting for 80 minutes for one
period is just not the best practice.
>> Oh, Chris heard your the team heard your
your
>> I mean I think lots of it's not just
their own concerns and then
administration curriculum coordinator
help coordinate the whole process and so
they this is when the team works really
well together and I
>> and this was a year-long process. We had
help with our NMS consultants and we we
were able to as best we could, you know,
with the ramifications of teaching, you
know, multiple sections across the
building. We we stuck to our tenants of
what's best for kids, which was uh
there's a willingness to have shorter
blocks, but middle school specific
teachers felt like seeing students every
day uh was more beneficial. Uh we made
great efforts to make sure that any
interventions occurred outside of a time
where students have to make a choice
with a band, a chorus, uh or any of the
unified arts classes. There will still
in some cases be conflicts depending on
the level of services kids need. But
we've made great strides to eliminate
that while also leaving open the
possibility or the the the
responsibility to learn when ready. So
there are blocks of time especially in
eighth grade where if a student is
taking algebra Spanish or in some of the
uh younger grades if they're advanced in
other ways there's flexibility within
that schedule to be able to do that.
>> So uh the school day starts at 9:25 on
this schedule.
>> That's your delayed open schedule.
>> Oh. Oh. So I guess I'm I guess I'm
wondering I would love to see it. Should
do I have to need to click on a is there
a
>> So if you look on the page I put it
right in under your comment where it
says schoolboard overview I I linked
>> the schedule. It'll say 267 EMHs
schedule version 3.0.
>> Gotcha. Because uh I was that's great.
No, I think that's um
>> Can I ask a question just because I
wasn't here? Are you done? Julian?
>> Yeah, I'm done. Yes. Thank you.
>> Um just because I wasn't part of these
discussions.
ever talk about changing high school
schedule or No.
>> So, none of these were directives. They
were great conversations that um not
yet. Um and um there's there's a lot of
questions to it. And I think if we
wanted to make that a topic, I think
it's important especially in a school a
middle high school with shared staff to
walk through. And I think tonight it
would it's probably not best for
tonight, but I would be happy to sort of
walk either individually through it
before we attack the schedule. It's like
understanding what are the
non-negotiables.
>> Yeah, I ask um because I spent a lot of
time
and they've been a lot and as soon as
they see the middle school schedule
change, they're likely to be more vocal
about it. So, I'm just curious if that
was something that was coming discussion
or not or what.
>> I think it I think it should be a
discussion including kids, including
parents. I'm not a proponent of block
scheduling. Um, I think it's a long time
for high school kids, too. However,
you know, that's not my that's not my
fight right now. However, I would
support a
>> an exploration.
>> Yes. So I will say in the exit we um are
reviewing a new schedule um and there
was a whole there was a committee put
together and
it's been a year-long process not to be
implemented this year but in it so it's
it's almost a two-year process which
seems kind of ridiculous but to get
everybody's input and then so we have
the input I don't even know what it is
but we have the input but so then I
think this year we're going to look at
logistically how to actually make it
happen. So they they interviewed other
schools, they interviewed kids, they
they spent a lot of time
for it and now they have to plan for it.
How is it how is it going to roll out?
And I think while it's and it's way
overdue for us. Um I just think that
looking at other high schools that are
similar in size that I know we have SST
is a huge um component in our schedule.
Um, but I think it's worth looking at
and we may end up with the same
schedule. It may the best answer might
still be block scheduling for our
district or there may be other ways to
do it.
>> So, in a nutshell, I I agree and I think
we are just so folks are aware we are
continually sort of studying and
revising. Just uh so this I'm entering
my fifth year and the first thing Bill
said the summer before I started was the
first task that you need to do is get
together with the staff and figure out
the schedule. So once we sort of did
that with all the constraints um we
pledged and our middle school staff sort
of I think the grades six through eight
that was the time when the school was
transitioning um to one the one school
model they uh made some concessions that
um over time and and they were they were
they were really great about
understanding we and we said let's live
it for three years and we're collecting
this information talking to kids talking
to teachers looking at logistical pieces
around it. Um, and I think now that
that's sort of complete, it sort of
makes sense and we should be at least
studying things every 3 years. And if it
leads to a revision, great. But if it
doesn't, at least we've done our due
diligence.
>> I got excited when I saw 9 to 12 when I
skipped the delayed opening that
[clears throat] the schedule was
>> did not
>> much smaller blocks, but
>> well, yay for yay for the middle
schoolers.
>> It's a good shift.
>> It's a good start. Um, I think they'll
be some very happy parents when they
hear.
>> And it looks like it fits the whole
music band
>> in most cases. Again, if I'm a student
who has multiple needs, there are times
when we we do run into conflicts, but we
really tried to make sure we eliminated
as many conflicts due to resources and
scheduling as we could.
So I mean it looks like
because didn't so did they not have four
blocks a day? They only had two core
academics a day and now they have all
the difference is they're moving more
which is a good thing. Um,
and so they're and they're seeing their
core academic teachers every day because
there was like some color [snorts] block
that I didn't understand and there was
something
>> and I inherited what I I think when I I
jokingly said to Sarah Kylie when we
first it felt like you ever seen your
grandmother's kaboodleoodle all the
yarns together and we little by little
had to qualify each string and make
different yarns. So, um,
this feels like it accomplished a lot of
what the feedback said. And, um, kids
will be happy because within that lunch
block, we're also able to incorporate,
um, some movement slash recess times for
kids to succeed. Okay. So,
>> it might not always be outdoors,
>> but
>> I mean it's that's funny because this
conversation just came up with some of
my friends because I have an eighth
grade boy and movement is good, you
know, for him and and all his friends
and
uh we were talking about like they they
they need a reset. They need to they
need to move to then be able to sit. So
even if it's getting up and moving class
to class or you know so
>> can I ask you something the way the
chaos that the arts community and band
and chorus and all that it discourages
them that they're burnt out and they
don't continue.
So
>> that was one of the other followups,
right? They had that every day
>> for this much time. And so and again I I
want to thank and applaud our music
teachers too because it
>> Chris says it best. Working on a
schedule in a school is an exercise in
making everyone equally unhappy. Um, but
knowing that everybody sort of has to
sacrifice something that
our teachers were they really I kind of
got goosebumps there. It was
>> I do not have that effect. Yeah. As as
uh involved a process as it can be. Um
they were they were tremendous and and
it was very kid- centered. So hats off
to the to the teachers. So, when does um
as someone who's lived through band um
when does it happen? Because that was a
concern. I think I think for some kids
having it every day, they had to miss
win every day. So, they missed out on
win and they had banned every like they
had more band than they ever had of
math, which I know that's different now.
So, where does it fall?
>> So, there are some combinations
depending on grade level. Like I said, I
I
>> Oh, you
>> I don't want to bog
>> the handbook discussion down, but I can
certainly come
>> figure out a time to do something
informative with those. There's
combination depending on grade level
with some overlap during the um AB flex
and win times.
>> Okay. Yeah. So again, trying to make
sure there's space available for
interventions, but also these pieces and
not
>> go backwards on the the quality of the
music program which has been
exponentially great over the last
>> I mean I I I just think that's something
parents would want to know like is it
every day or because it might motivate
kids to stick it out to stick with it. I
don't mean stick it out stick with it if
they it's gone from every day to every
other day. I don't know what that
>> I'm not choosing between PE or art.
>> Right. Exactly. So
>> So we we did accomplish that.
>> Good. Yeah. Thanks. It's great.
>> I just had one question about this that
I didn't get a chance to send you. I I
see like if you look at the the high
school and everything pretty clean
schedule, but if you're looking at
sixth, seventh, and eighth grade, you
you still have everything kind of dumped
up like flex A, flex B. Is there any way
to kind clean those those columns or
those those cells up and just have them
be the same just like the high school
side where it's just it's flexibating?
>> Kind of take takes a little bit of the
clutter out of the
>> and I will throw myself at the mercy of
this group.
>> I am not the format
>> personally. So, um I don't I can't tell
you how that sauce has been made but
yes. Okay. I might I might even suggest
as to keep it simple and have each grade
be its own page for families. So grade
six, grade seven, just a thought or it
own table its own its own table. So
like, oh, I have a sixth grader and I
have or I have a seventh grader. Anyway,
whatever.
>> We can and should simplify.
>> And then the only other thing I I had
and again I ran out of time to send it
to you. Um, I found at least one link
that was not accessible. So, uh, I'm
going to attempt to try and go through
the whole thing completely logged out
everything. It's just apparent who has
no access to anything under the sun and
see if I can find any other Google Docs
or anything else that comes up and says
you don't have access to this. If it's
going to live in the handbook, then that
should be accessible without meeting.
>> I alluded I alluded to it earlier. We
also ran into the same pieces and Maria
is on top of it. We found that um some
of the permissions of Google depending
on which drive something was created in
>> uh for instance that this page that we
were working on was created by Tyler and
they had to reshare it with me so that I
could see your comments. Um so we are
working as it's it's nobody's fault.
It's sort of circumstance of time and
turnover. Maria's identified some some
pathways to clean it up. That is one of
the big drivers. We ran into that with
um links to board policy last year as
well. Yeah.
>> Um the calendar links on the website we
we've we have we're we're working on
>> and I looked at a lot of links. Kudos to
you guys. The links all look good for a
lot of the stuff going right through the
website and everything. So fantastic
job.
>> Does anybody else have any other
comments or or questions about the EMHs
student and parent handbook? I updated
the school meal prices.
>> Yes. Thank you. Uh that was very recent
at the last meeting. So
>> our draft was done and then
>> Yeah. Yep.
>> So, um you'll remember this. Um I just
want to bring this up because now is the
time to bring it up. Um on page 38 in
the handbook, it references detention
and suspension.
And the first sort of line of
consequence is teacher detention.
And it says a detention may be assigned
by a classroom teacher, counselor or any
other faculty member. Um the first
bullet says teachers may assign after
school detentions to students who do not
meet academic or behavioral
expectations.
That's a very vague statement and I
lived that and I think it can be
interpreted in many ways and I would ask
you all to have it because that's very
subjective um to be transparent.
One of my children received a detention
for not doing their homework after three
years of high school. This was a new
occurrence.
That was a teacher's
a teacher had the right to issue that
that wasn't reflective of his academic
performance. It was reflect reflection
of his behavior which is a choice. It is
a choice to do your homework. We have
set it up that it we're 8020. There are
lots of kids and there's lots of
homework that is not being done in high
school for a teacher
to any teacher and I'm not trying to
call out a particular teacher but any
teacher can do that. If that's the
practice we're going to it's very
inconsistent and I never really noticed
that until I lived it. And um I don't I
think that we need a little more clarity
on what what a teacher can So
sure behaviors
can you can you define it? Put some
parenthesis.
Can you define what not meeting an I
don't think an afterchool detention for
a kid not meeting an academic a high
school kid meeting an academic um
expectation. What does that mean?
>> That's so
>> that's so vague.
>> The natural consequence of homework
and if we're saying that it's 8020, you
don't essentially don't have to do the
homework. How to understand? It's got to
be one of the
>> I'm just curious. I'm a little confused
because you did say it was a behavior.
It's a choice not to do it. So that's a
behavior, right? Well,
>> so do you get the detention for the
behavior?
>> The detention was for not completing the
homework assignment. So the consequence
in my mind is you get a zero or an IWS
or an N or whatever. We we we align that
that's that's that's our grading policy.
So for students who do zero homework,
the maximum percentage, right? Let's say
they do they get they excel on
everything. They're not going to get an
E in that class. They're going to get a
BC or a BC plus, right? Because they've
made that choice.
>> We're trying to teach them to be
thinkers. We're not and so we're not
trying to get them to perform be out of
in my mind a threat. So the threat is if
you don't do your homework you'll have a
detention and this pol this this
handbook allows that.
>> So I wonder and I I I don't take this as
a disagreement.
>> Yeah. Um,
but in the in the if it were done the
way that philosophically would support
academic growth, I agree because even
though the words we just used here is
you're assigning an academic detention
as a consequence
and a zero is the consequence. And that
flies in the face really of what
competency based education is because
it's then saying even though it's only
20% of the grade, we are using we are
using a grade to punish. Uh and that has
been something that we've really tried
hard not to not only use grades to
punish but also lower the expectations.
We've had a real culture issue since the
beginning and I watched it as a resident
before I was here about
some students have the mindset, some
families have the mindset that
formatives don't matter and we're really
trying to shift that anything that
teachers are assigning during their
class does matter. It's important. I
agree that punishing our way out of it
is not going to solve the problem. But I
wonder if and especially given that the
last teacher contract, you know,
everyone is 15 minutes twice a week for
the I wonder if maybe sort of the happy
medium is to say it, you know, I think
the word detention has a lot of sort of
vitrial route. I might say teacher
detention or assigned academic support.
So if a student because if you don't do
your summitives, you're not ready
formatives. you're not we may not be
ready for yourself.
>> You may not be but you may sometimes
>> but but how do our teachers know
>> but that's
>> and your responsibility as a kid is and
a family is to support what's there and
our responsibility is to support your
learning. So what I guess what's the
best could we say maybe uh teacher
detention and then section B maybe
assigned mandatory academic support but
really dedicated to is it work
completion is it you you missed the boat
on this section and I'm going to give
you 15 minutes of extra help that I
would agree with.
>> Yeah but just because somebody doesn't
do their homework doesn't mean that they
need support.
>> So they just may choose not to. And I'm
I mean,
>> right,
>> would I would I like my children to do
their homework? Yes, I would. But I'm
also not going to threaten my kids
>> at 17 years old to say you're grounded
if you don't do your homework because
that's exactly what the teacher is
doing. What I say is these are these are
your grades. These are the consequences
of your grades. Are you going to pass
your class? No. Every parent parents
differently. But again, I'm not I don't
personally I feel very strongly and
again living through this after 3 years
of high school never receiving a
detention and one
educator very experienced I'm sure very
competent. I'm sure an excellent
educator. But when I asked Tyler Nectton
to reference how this was allowed, he
referenced me back to this handbook and
he referenced me this section which
never brought it never it never uh I
never thought of it until until I was
living it. And I pulled several students
that I worked with and said, "Have you
ever received a detention for not doing
your homework?" These are kids that I
work with, typical high school kids in
in my advisory. and they're like, "No,
you get a zero. That's your consequence.
Different grading system." So, I really
feel that
this is unfair and very subjective for
your teachers and you can't it's if it's
in there, well, what are you going to
and a teacher does it
how how can you say they can't do it?
So, that was the situation we lived. You
can't undo it. It sounds like the
consistency is also something that we
want to consider thinking about or the
lack of consistency in how it's applied.
That would be a great maybe staff
discussion. But I would also ask if you
consider are there behaviors that also
have academic consequences and
behavioral consequences. I would
advocate that the answer is yes. Because
while there may be an academic
consequence, if I'm not doing my
homework, I don't care.
>> It's not much of a consequence. And if
we believe that doing homework is
something that people should pursue, if
it is a uh a habit of mind, right,
that's a term we used to use. Uh we know
that students who are successful and
graduate
post-graduate programs, not enter but
have successful habits of mind, right?
They're they they have those those I'm
arriving on time. I'm getting my work
done. So if we want to encourage those
habits, are there behavioral
consequences that maybe can also go
along with that? I'm thinking more like
cheating, too. If I'm cheating on a
test, I'm going to get a zero. But is
that really significant enough just to
say, "Oh, you get a zero." Right?
>> I if I was cheating, maybe I didn't care
anyway.
>> So what is that line? And that might be
a great discussion to have as far as,
you know, what what areas do cross over
and what areas that are going to be more
farreaching if we let them go. And um
and I I would suggest that frankly I I
having a son who did not do a lot of his
homework. [clears throat]
That's right, TJ.
Um I would have welcomed more of those
consequences to force him to do it to
help develop those habits because he
developed bad habits as adults because I
didn't know that he wasn't doing them
all.
>> I'm not a power school parent. I'm not
great at that. So
>> no,
>> that interface. So it was hard.
>> So it's a good conversation to have. I I
mean I also think that you there's some
autonomy and being a student and as
especially as they're getting to be
juniors and seniors in high school and
like you own it. You own this. Your
future is your future. You have 17 year
olds.
>> You have a you know it's like you I mean
good luck. Like you you know what I
mean? They're they're they're living
their their best life and they're doing
their thing and
you know I see the grades and I read
their grade reports and stuff like that.
So, I think if we leave this in there
the way it is, it's completely
subjective. And I think that it could
potentially come up again for somebody
else. If this is the practice of one
teacher, two teachers, three teachers,
five teachers, if is if this is how
we're going to do it, neping, then
everybody needs to do it.
>> Practice or is it just that more so not
every teacher is doing it? It's the
consistency piece. You can take the
homework piece out of it because I think
you and I agree. Take the homework piece
out of it regardless. The wording leaves
it way too open for interpretation and
there's no it leaves too much room for
inconsistency from
>> So a behavioral expectation is a little
more definable. So being on time,
sitting in your seat, not talking to
your neighbor, um not not disrupting
class, those are a little more
observable. Not meeting academic
expectations. How do I know that Matt
sitting next to me is, you know, he
comes to class and he's sitting there
and he's doing his work and he's doing
his classwork. He didn't do his
homework. Who knows why, but he didn't
do it. But he's but he's doing the rest
of the stuff and he's not a disruption.
Maybe he is, maybe he's not saying. And
so I'm just using this as an example
because I think that it's it's I don't
think it's what we support as a
district. I don't think that Matt who
comes in but he didn't do his homework
last night. I warned him. I said if you
don't do your homework you're gonna get
a detention. But Matt had to work till
11 and he didn't do his homework and now
he's got a detention tomorrow.
>> I wonder if and I and and I some of this
right is is very philosophical as
parents. I I'd be delighted for my son
and daughter to own. I don't I lost
privilege because I'm not Yeah. He did
>> own it, right? But I would have been
delighted for someone to say I'm keeping
so and so F. I wonder if maybe um again
I could take this question back right
and say hey to teachers hey because even
in my mind I'm thinking I could change
wording just to say teachers may assign
after school detention students who may
need additional academic and or
behavioral support
>> because your behavior still you should
be accountable
>> but Matt doesn't need academic support.
Matt's Matt's an E student. He doesn't
need the help. He just didn't do it.
>> I could foresee an instance where this
might happen where what we used to get
in the old days was a kid would write
IDK.
>> Just to get it done.
>> Sure.
>> Is that what we want the standard to be
for our kids?
>> But are we going to assign consequences
uh to kids because they wrote IDK on
their paper?
>> I guess I would ask what's happening in
the time they keep. So if it's just
sitting there and writing, I will not
write IDK a 100 times at this year. I
totally agree with you. But if it's if
the teacher is saying, okay, Julie, you
wrote IDK, let's let's review this
section. To me, that's that's that's
good.
>> Well, and don't, if I'm not mistaken,
teachers can assign Matt's going to go
to this teacher for flex. They they can
they can assign that, correct? like they
can they can choose because I know my
kids have been sort of told they have to
go somewhere for flex to make up
something. So that would make more
that's less of a con. I mean, yeah, it
technically is a consequence, but to say
to a kid, hey, you didn't do this
homework and it's really important for
this uh research project, so I need you
to come during flex to finish this or
you're going to be lost on the research
assign or what project. That to me makes
more sense than an afterchool detention
where they're going to sit there on
their Chromebook and not do their
>> see that's where I I I would agree with
that's what was happening. Um but I
think the
>> you know the purpose of the time after
school should be defined. If I'm giving
you academic support
>> it's to address this IDK. Yeah. Because
in fair in fairness to teachers and
those of us who have lived it as you
have formative process is so integral to
teaching and learning that if we can't
get a read where kids are formatively
it's really difficult to predict how
they're going to perform in a summer. So
finding ways uh one to provide the
support because I agree uh we don't
punish with grades but goodness like you
said they're saying for 15 minutes we
can knock this one piece out. If it's
just sitting there and cleaning dust I
would agree with you.
>> Yeah. Could be more like parameters
around it like you have who worked like
at market basket and obviously couldn't
get his homework done that one night.
Maybe he doesn't get detention. This
isn't a normal behavior. You just get to
zero.
>> Well,
>> but after five Yeah.
>> say missed assignments. Now it's
becoming,
>> right?
>> And now you just don't care about the
weight because it's 8020. And so you're
going to pass the class no matter what.
If you don't do your homework,
>> now you're kind of just slacking.
>> Now step up your game.
>> Yeah. But I think that wouldn't be
mirect.
that somebody would eventually just
>> but then I think that's where where
relationship building
>> like and say after five missed homework
assignments
>> now you get a detention and you're
required to make up homework because now
it's becoming
>> Yeah. So my my biggest concern is that
it just where it where the first bullet
says teachers may may assign after
school detention to students who do not
expectations. I understand behavioral
expectations. They come in and they're
disruptive and it's it's too much that
you can define them. This is why you're
staying after school A, B, C, and D.
It's a little harder, I think, and a
little more subjective than meeting
academic expectations for a kid who's
passing
who for a kid whose attendance is
decent. You know, there's so so they
come to class, they do the classwork. So
that's where I think and I don't think
we're gonna solve it tonight, but I
don't I don't love that it's still in
it's in the handbook for a whole another
year
without any kind of
>> So what if I what if I point us to the
fact that it says May gives us
>> well I I hear the subjectivity thing
there has to be some subject
um and and to to razor out three five
seven
that's dangerous and um it's also adding
more respon it's shifting responsibility
where it should be which is the student
and the family onto the school and the
teachers right and so what I'd like to
propose if I took that statement and
some of our studies and say fact let's
jump into this because we do this from
time to time what does this statement
mean to the unit that's how it starts
and then we can get an idea what was the
intention what was the purpose why might
we want to keep a kid after and and then
we can sus out is it I'm going to show
him I'm going to show her or
>> also I think the norms are much closer
than you think. If it's only happened
once in three years, and I haven't heard
of any other incidences of it other than
this meeting, it's I think the norms are
very close already, very tight. That
that is not necessarily the norm for the
teachers.
But what I'm hearing is that sometimes
what is one child's motivation to do the
work might be another parents
aggravation and then this isn't right.
And and we get that we have we come from
different places. So I do appreciate
that having those conversations around
develop that clarity with the staff of
how this is implemented uh could could
easily then tighten that up slightly
even more and say okay are the academic
consequences enough or was this child
just being outright disrespectful and
write IDK on everything and just and was
it more about the behavior than it was
about not doing the work which are those
nuances of those situations
>> and I would like to offer that our our
handbooks are online and so I always
view them as this is something that if
we need to make adjustments to not that
it happens right away went back we could
during the mid year if this is something
a conversation a study happens people
talk you could actually go back and say
we want to adjust this
>> junior I I will say that I was doing an
I was interviewing some students um
doing culture and climate consultation
>> and the group of students and they asked
well who's the hardest teacher oh Miss
Soko she's the toughest why is she the
hardest
She won't let us fail. Oh, great. This
is a seventh and eighth grade group of
students. What do you mean? If we don't
do work, she finds us and makes us do
it. Whether it's after school, recess
time, or whatever. So, that's what makes
her tough. Yep. She will not let us
fail.
>> And they loved her for that. And that is
one of the most successful schools in
the state uh academic wise. And I think
so this is maybe something that we can
bring up with our staff too is like what
kind is our culture and climate around
academic work and how do we support
students but also you know again is
there age differences between middle
school and high school right and how do
we go about building those habits of
minds and reminding them how how
important it is and it's okay to slip up
once in a while but how do we deal with
that and yeah that's a great
conversation to be had
>> and and maybe where it says meeting
academic expectations in parentheses for
example and maybe it's um repeated
missed assignments or uh you know I
don't know that's just a just a thought
but this just leaves it like completely
wide open and in this particular case it
was completely wide open and it was and
and some parents I asked a few other
parents and they were like right on I
love that I love that this teacher did
this and I was like all right well
>> I don't support this because my kid has
to own I'm not I'm not sitting with an
11th grader checking his assignment book
and he has to do the work. I can hop on
to P school if I need to. I can email a
teacher if I need to. I can talk to him
if I need to. But I'm not checking with
him. Did you do your homework tonight?
Not in a not in 11th grade. And we none
of us should be. Um unless you have a
kid who need actually needs that
support. if you have a kid that needs a
little more support in getting a little
homework
>> to help move the conversation along. I
think we're at a point where we're not
going to resolve it this evening, but I
do feel that it will stay for this year
in in the handbook. And I understand and
uh the school uh Mr. Mazone will take
that back to his his leadership team and
his staff and have some conversation
around that language around what does
this mean to us and how do we implement
this consistently uh to be as fair as
possible for the child
>> and kids. I would ask though that
because you had a you you could reframe
the language a little bit and I might
I'm not obviously it's not going to go
away because Julie doesn't like it in
there but I think there might be a
better way to and maybe chat GBT can
>> so I just I just I just put in the
comment section and what I would do is
take some of these languages and
evaluate them as part of that discussion
and I just quickly for the purposes of
providing students support towards
meeting academic and expectations I just
threw that in their circles.
>> Yeah. Yeah. That Thank you.
>> And I would like to look at that word
behavioral because that does potentially
contradict JICPA,
which there are a variety of different
things that tie to behavioral. So, we're
going to be putting in another spot
where someone could point to this and
say, "Well, you chose detention, but on
JDCA, I would like the warning option,
please, because it's in the same
category."
>> And I might I agree. I might get to the
place where it says schoolwide
expectations. So, it doesn't say any of
those things,
>> right? So, coming from a totally
different language because I say all
your kids go to my kids to a different
school.
>> But from homework perspective, like my
kids teams always met together all the
time. So the rule was if the child went
all week and didn't do homework and all
the teams knew that this child didn't do
their homework on Saturday, they were
required to come in and do their
homework is kind of how that worked. And
so like but if the child did it for
Matt's class, Courtney's class, but
maybe Miss Ben and Julie's because of
work, whatever, we're not going to do
it. You're going to get a zoom. But if
you didn't do it all week, you're gonna
come in on Saturday and then
it's kind of how it work there.
>> Yeah. Giving suggestions.
>> Yeah, there's lots of I mean different
scenarios because we have a child who's
just taking their 8020 average and
saying, you know what, I'm just not
going to do it because it doesn't
matter. I'm still going to class fast
>> versus the child who might have other
situations going on in their life. So,
how do you weigh that?
>> Yeah. So, I feel they did a really good
job of weighing that and meeting us
teens and saying, "This is child being
lazy, not wanting to do it because we're
all experienced and they're coming in on
Saturday versus Wednesday seem to be a
problem for this child. Let's look at
that."
>> Correct me if I'm wrong. If they're late
>> so many days, they still get a zero.
Correct.
>> Yes. So I know we're talking about
competency based and striving for it,
but then there's no way that you can
measure it effectively and make that up.
So that may be something worth looking
at.
>> You can make it up on a Saturday, you
know, and now that puts some weight on
the child that they're spending their
Saturday morning.
>> I would say philosophically, one of the
answers to that is um to avoid the IWS
designation. you still have to complete
it but you may not get the grade because
then it still makes it about the
learning but then there's the additional
I have sports no you don't I have senior
no you don't that would be the way I
would combat that the IWS designation
might go away but it would still not
have the kids for instance if kids get
sent out of the office out of class for
behavior um I I was I was sort of born
into the behaviorist world where the
work never goes away. You can sus out
pretty quickly whether a kid's trying to
not do their work or they don't know how
to do the work once they get to you. And
so typically if a student gets kicked
out of math class when they're in the
middle of a worksheet, um I'll say we'll
do our processing, there'll be the
consequence. I said, "And you're back
here for lunch to finish the work that
you missed while you're acting that way
in class." And that's pretty effective.
I wish we could do that more
consistently as well. Well, we talk a
lot, we use the word restorative a lot
and we need to call out when we're
actually being restorative and so we can
highlight that and I do think we need to
just continue to grow in that area. So
again, this particular part of the
handbook that's not restorative justice,
right? That's not a restorative
practice. Um, detentions just in general
are not restorative. It's not changing
the behavior. It's just punishing the
kids. And so sometimes sometimes there's
there's reason to to just utilize,
right?
>> I mean, but anyway,
>> and the family support around it and and
you know, those
>> but if we're going to be if we're going
to say that we're a school that that
really focuses on restorative practices,
we need to be we need to be a district
that really does that and I think we
have some room to grow in that.
>> I agree. I think one of the mistakes
people make when they go the restorative
route, restorative does not mean without
constiped
to do two things. Change the behavior
and send a message. Um, and that's
sending a message without making an
example. And sometimes the the pendulum
shift to restorative
um, if it's not executed properly, you
know, it turns into I just had a
conversation with the assistant
principal. I forgot what happened as
soon as we walked up. So, there has to
be a little bit of both. Uh, when kids
have feelings, they remember the moment.
>> I'm going to put a pin pin in the
conversation. I think we've given a lot
of input onto this and there's certainly
gonna need to be more before we get to a
resolution, but let's let's put a pin in
in that portion of the conversation.
Does anybody have anything else for the
EMHs student and parent handbook?
>> Okay. Can I get a motion to approve the
2627
uh EMHs student handbook uh student and
parent handbook with amendments? Moved
by Courtney,
>> second,
>> second by Matt. All those in favor say
I.
>> Any opposed? That passes 40.
>> I have a question. Um, are we required
to approve handbooks?
>> You are.
>> All right. Uh, otherwise we might not
bring them to you.
>> I Well, you know, I always ask if if
this is is if this is I like seeing
them, but is this something that we
actually it is a requirement? and the
athletics we're bringing even though
you're not required to but we feel like
you should be aware of it.
>> All right. Let's move on to the 2627 EES
student and parent handbook.
I was just going to say I I did read the
whole thing. I only saw one thing. It
was the um meal prices
>> and that was I was going to mention that
tonight. Yeah. Because we did this
before the meal prices have been changed
from West. So we'll go back and redo all
that.
>> That's the only comment I had.
>> Thank you. Yeah, we work really hard.
This was something Dan uh Comatti has a
real sense of detail and we compliment
each other really well. It's I sometimes
run into the trees and I go through the
forest and he he sees the trees. So, um
and we provided that little shift there.
There wasn't a lot that we had to
change. I was actually talking about
that when we got here. It's really nice
to be in a position where a lot of the
systems that we have put in place over
the last several years are just
maintaining them and uh we're not making
a lot of changes in schedules and things
like that. It's good consistency for the
kids, the parents and the teachers
especially.
Thank you.
There was that page that kind of
highlighted just a few of the areas that
we did and then um while I read through
the preschool one as well any questions
there too. It's kind of nice to have
that as an addendum. Sarah Saucier did
the majority of the lifting for that.
Did a tremendous amount of work and her
and the preschool staff deserve the
credit for really putting that together.
Did anybody have any comments or any
feedback uh on the EES student parent?
>> No, I liked the um that you had put
something in a big bold blue box. That
was that was a good idea.
>> Pickup.
>> The pickup patrol.
>> I want to say Paw Patrol.
>> Paw Patrol.
>> No, everyone will know what you're
saying if you say Paw Patrol though. We
all do that.
>> Yeah. But it did jump out at you.
>> Yeah. Yeah.
>> Now, why I just have a question. Why is
it called the parent student staff
handbook when we have a staff I mean in
theory I understand why because we
expect the staff to know these things
too but technically we have an employee
handbook
>> right we have an employee handbook this
is more the nitty-gritty about specific
to our building so there are things in
our building that are different than
EMHs sure this kind of just covers
making sure I didn't know that well
it's in the handbook you should be
familiar with all the students
especially around consequences and
policies. We want them to anything that
directly affects the students.
>> You know, I don't want
>> just for accountability sake as well as
just to help them out and support
>> any feedback or anything like that for
the ED student handbook. Can I get a
motion to approve?
>> Move by Matt.
>> Second.
>> Second by Julie. All those in favor say
>> I
passes 40.
>> All right. And then we have the uh
preschool ES preschool guidelines
handbook addendum.
>> I did not This is the That is the first
time we've seen Is this uh a new one or
we've just never seen it?
>> I would guess you've never seen it.
Okay.
>> Um and and it just really is uh aligning
the preschool with with other practices
and making sure that they get updated
and get the attention as well.
>> Yeah. I wanted to really, you know, kind
of highlight that the preschool is part
of us but also a unique entity. Totally.
>> And so that's really where
>> I would give it to my
>> uh just like to comment that um it's
kind of amazing that we charge our peer
models 150 a month
>> to attend and that I know we're going to
have I just want to remind you we want
to talk about the preschool just to like
get a little more of an understanding.
>> I've already invited Sarah Sau here to
>> that might be something we want to look
at. Obviously, not for this school year,
but 150 is less than $40 a week or, you
know, we have really competent staff.
It's a really great I know we need peer
models. Um,
>> just I I agree and we can talk about the
pricing, but I just want to point out
that it's not a full day program. They
only go for for three to four hours max.
>> Um, and it's not even five days a week.
And so there are just some it's not a
full
>> Sure. daycare providing eight hours a
day till the parents.
>> No, and I don't I know it's not a
daycare, but I mean that's that that's
it's an opportunity for us to I think
revisit that when we talk about
>> I didn't I never knew because I hadn't
seen it and I was like oh wow 150
>> a month
>> feels like a bargain after daycare
doesn't it?
>> Yes. I had to pay for kindergarten. You
probably did too.
>> You did too. Yeah. I had to pay for half
if you wanted a full day, I'd pay $3,000
a year.
>> Uh and it changed like
>> anyway,
>> yeah.
>> Where's that money?
>> For a full day.
>> For a full day. If you wanted your kid,
it was 3,000 a year.
>> And the job that Miss Gillis did
>> was a I would pay.
>> She was very
>> She still is. Both my kids had
>> Miss Arsenal.
>> Miss Arnold was she was Miss Kobe at one
point.
>> She was Miss Kobe. That's why I was
>> She was awesome. She still is.
>> Uh
>> anybody have any any additions or or
suggestions for the preschool guideline
uh or the preschool guidelines handbook
addendum?
>> I agree with everybody. It was fantastic
to to see this being presented since we
haven't seen it before. Thank you very
much. Can I get a motion to approve the
preschool guidelines handbook addendum?
>> So moved.
>> Moved by Courtney.
>> Second by Matt.
>> Any opposed? None. That passes 4.
>> That's amazing.
>> That was pretty good. And that's thanks
to those who did their homework, too.
That helps get it to them ahead of time
and they were able to adjust. So, thank
you all for for the
>> work. So, I understand that people
didn't do it because
>> it was a couple hours.
>> Yeah. But thank you for that.
>> I'm not I'm not judging. There there are
years where I've skimmed it and let
other people do the
>> I will say it's it is nice to that you
go through it though and the good
feedback and the time that we all put
into it. It's nice to get Yeah. You
know. Yeah. So, thank you for that.
>> Agreed.
>> All right. Hopefully you stay nice and
cool.
>> Thank you guys very much.
>> Robin would not like it. It's very hot
for her. I love it right now.
>> Robin's actually watching.
and said surprisingly she agrees with a
lot of what you're saying.
>> Well, thank you Robin that believe it or
tonight. [laughter]
>> She has she sick. We can take it.
>> What did Courtney said? Courtney said I
agree with you a lot but I not not not
your um not your arguments but I didn't
agree with you. agree in the endame.
You took a left. I took a right.
>> Crash in the middle.
>> Thank you, Robin. Sorry giving you weird
with the fan.
>> I was like, I'm trying to read your
>> I don't mind the temperature in here,
but Robin would not like the
temperature. Robin, you're better off at
home.
>> True.
>> It's hot. It's muggy in here.
Temperature versus feeling sick. True.
>> But we do still have a lot. So, let
let's try and keep
>> So, moving on to reports and we get
superintendent report back into the uh
>> Yes. So, the first one, um well,
actually, I'll come back to the
professional development master plan.
Hopefully, you've had a chance and I I
know it added to your homework that you
had was on the previous agenda and you
asked for more time. Uh but before we
get to that, uh Ben and I need to
finalize the retreat agenda this week.
Uh so if you have any ideas, please
email them to us so we can finalize that
retreat which is uh next week. Uh lunch
will be provided. The final schedule
will come out. Uh we are still thinking
about 8:30 to 3:30 kind of rough
timeline. Um and we are at Burley Farm.
So we have secured that place, but the
final agenda will be coming out. So if
you have other topics or thoughts, uh
Ben and I can finalize that retreat
agenda for for you
>> if possible. So last year we met in the
library. I don't know why, but we did
and we sat in a square
>> and that was nice because there was a
lot of us.
>> We can definitely do a square.
>> We've done a horseshoe over there, but
the square makes it a smaller little bit
of a smaller It's a big room.
>> Uh it seemed a little more personal last
there. We did that once a few years ago,
too. We can definitely make it into a
square.
>> And lunch is provided. So, lunch will be
provided.
>> What where you what's your to?
>> Uh, so Sam, my my admin assistant, came
up with the idea and I already approved
it, but uh there's a new Greek
restaurant.
>> Oh, yes. I've been trying.
>> It will be a little bit of a a buffet of
Nice. That's awesome.
>> from there. I don't know.
>> No, it's supposed to be really good.
>> What is it called? The great Greek. The
Great Greek. I'm calling it Taste of
Athens because Athens from Ted Lasso
Taste of Athens.
>> So, one of my kids went and had a Euro
and it was very good.
>> All right.
>> So, I think that's great.
>> Please give us any retreat ideas uh so
we can finalize that agenda this week.
Uh and then the other update uh thank
you to Julie. Uh we do have our AP hire
interviews uh tomorrow.
>> Live media.
>> Oh. Oh. Oh, I'm sorry.
>> The assistant principal interview's
resation and so forth. Yes, we have that
to schedule for tomorrow. The candidate
pool was not uh very broad. Uh but we
have two candidates that we are
interviewing tomorrow. So we'll bring
that back to the board after that
committee has had an opportunity to
interview those candidates and see what
direction we wish wish to go in. So
that's that's moving forward.
No, when we get to personnel, I'll give
you
No, I
>> you when you said thanks to Julie
because I had emailed you about the
library media specialist. I thought
that's where you were going with that.
And then you said AP and I was like
>> so the last one is yes uh if you've had
an opportunity to look at the
professional development master plan as
I explained last time we had a committee
that met many times our curriculum
coordinators helped uh navigate that.
There was excellent representation from
uh uh teachers, paraprofessional,
unified arts and also administration uh
on that committee and we're very pleased
with with that that we're required to
update every 5 years and it is submitted
to the state. Um but it does require
board approval before that final
approval.
The only comment I had on that uh was
having been on the board for four and a
half years, I do not recall that we
discussed because it the first committee
composition says school board member and
I don't know if and Ben or Matt I mean I
don't think I don't even know if it's
ever come up to be fair. I don't want to
be on it, but but I I feel like if if
that's the first bullet item, there
should be a school board member. But we
didn't I don't think we discussed that.
>> We did not have one this year. Um it is
not required by the the makeup of the
state to have a schoolboard member. It
is recommended if one wishes to
participate, we can easily have one. And
so, yes, we did not have
>> I don't I just don't I don't think it
ever came up.
>> I don't think it was ever an offer. And
like I said, I have no interest in that
committee. However, I think if we're
going to keep that in there, if you're
going to keep that in there, then
>> it should be at least asked. It's not
required, but does is there a school
board member that would like to attend?
>> But you guys won't be meeting again.
>> We won't be meeting again now for
another
>> four years. Okay. So,
>> anyway, that's all that was my only
comment.
>> And it does the current language does
say we'll offer. Yes. Yes, language does
reflect.
>> Oh, also it says committee members 2526,
I would imagine. Oh, you're referencing
those were the
>> who created this created. Gotcha.
>> And that is a requirement of the state
to make sure we outline who was on the
on the committee.
>> Any other comments or criticisms of the
PD master?
Um, can I just ask, so the the PD
coordinator obviously for the elementary
school was Sarah Arsenalt, correct?
>> Who's the PD coordinator
for the middle high school?
>> Uh, Kristen. Um, uh, Jasper,
>> she's not listed on
>> She did not participate in the
committee.
>> That seems a little
>> I think she just had conflict.
>> Yeah. I I
in four years I think that that should
be required as a stipened position. you
if you are going to be the PD
coordinator you're you need to be just
like we have curriculum coordinators we
on there because they do a lot of PD I
think that's a requirement and if they
can't fulfill that requirement in in
four years then
>> it's a good note
>> Julie to go along with that it does say
in here the yearly meeting has to take
place so it may make sense to identify a
board member if they want to partake in
that yearly meeting just so they're up
to speed I know that'll shift over time,
but we could add that as well. Yeah,
>> that's all.
>> That's all. [laughter]
>> Anybody with anything else?
>> Okay. In that case, hearing hearing no
other additions uh or comments about the
PD uh master plan. Can I get a motion to
approve the 2026 to 2031 professional
development master plan?
>> Moved by Julie.
>> Second by Matt. All those in favor say
>> I. Any
>> opposed? That passes 40.
>> Uh, next we go to policy. And I know it
seems like a lot and we knew this was
coming. Uh, a lot of things. There's two
real factors that are increasing the
number of policies. One is our
legislative body and and making changes
to different things that we have to try
to keep up with. And one is trying to
keep up with the backlog of some that
haven't been been addressed in a long
time. Uh thankfully uh this evening not
I did not receive any feedback on any of
the second read uh or the two re the two
that are being promoted for uh to be
rescended. Uh so I I don't have any
other additional information on JR AR
student records and information or
EVCCA.
Um so hopefully you've had a chance to
look at those. They're pretty
straightforward with minimal
>> to no changes really to to those two.
>> All right. Well, uh if there if nobody
has any further changes
and I get a motion to accept J
as presented.
>> So move second by second by Julie. All
those in favor say I. I. Any oppose? No.
That passes 4. So, we'll take that one
off the list. And then let's see. Ecca,
just scroll through entire list to find
it.
>> Less changes.
>> Great.
>> Oh my god. Uh and if nobody has any
additional changes for that policy,
since we're already under secondary for
that, uh I would also take a motion
uh to accept EB uh EBCCA
as
>> EBA. Yeah. EBB
2C.
>> It's wrong on the paper.
Oh yeah, in the actual private.
>> So yeah, the agenda is incorrect. It's
so EBA
EB
B C A.
>> There we go. Got it. Uh there if nobody
has any additional changes, can I get a
motion to approve as presented? Moved by
Courtney.
I. I.
>> Hearing none. That passes 4 Z. All
right. Get those off. So for now that
you've approved E B E B E B E B E B E B
E B E B E B E B E B CA uh it makes the
other two obsolete and that's why the
AED those two other ones are there to
resend and clean up the book. So we'll
we'll take those two together. Uh can I
get a motion to approve the resension of
uh GB GBA and KFD?
>> So move by Courtney.
>> I. Any opposed? Hearing none that passes
4 Z.
off the books. Thank you. Uh the next
one's uh there's one I will talk a
little bit about IKF in a second because
there was some feedback uh I did get on
that one. Uh IKF uh uh excuse me, IK
earning of high school credit first
read. Uh if you go through that one, it
just really talks about we took out the
minimal changes. Instead of saying
credit in seventh and eighth grade
coursework, it is completed prior to
grade nine. Again, it's if the child is
capable of completing high school work,
they're capable of completing high
school work uh and getting credit for
that. The other thing that you want to
take notice of is that when uh we our
practice is this and and we want to make
sure that it's highlighted in this, we
want to encourage students to take
things and possibly challenge themselves
whether it's seventh or eighth grade and
they're taking we don't want to penalize
them on GPA or credit. So, we make it
very clear in here uh when any high
school credit earned prior to grade 9
will not be figured into the calculation
on high school grade point average. We
just want to point that out to make sure
that everyone understands that. And the
reasoning again is is to encourage
students to challenge themselves if
possible to start earning high school
credit when they're ready to start
earning high school credit. And those
were the only real changes to to IK
first read. If you have input now, I'll
take it. If not, we we'll we'll take it
as as uh
whenever you have it.
>> I mean, looking at this again, I'm just
confused. Why Why do we have IL AA in
the middle of my
>> I'm looking at what you have on your
drive.
>> I don't have
>> Oh, I see. I see. Thank you.
>> Are we just referencing that as a
previous
>> I will double check on that one, Ben.
And as first read, I don't know if
that's a mistake or if that's
intentional. So I I will look on ILBB uh
B. Now you got me going, Ben.
>> Yeah,
>> excuse me. I am recovering from a poll
here. ILBA.
>> It's quite all right. Because
>> I will check on that for you, Ben. And
if it's just inadvertently uh placed
there or not,
>> okay, because I looks like there are
changes in that portion of policy, too.
>> So IKF uh
>> can I just bring add one more comment?
Um, I hear exactly what you're saying
about not penalizing kids um for trying
new things. However, on the flip side, a
parent could argue that um if a student
did very well, it would benefit their
GPA. I just want to bring that up as the
other side of that is that for some
students taking band or algebra 1 or
Spanish one, which are all credit bear,
high school credit bearing, they might
do very well. And it might come back to
us to say, "Wow, my kid took three high
school classes in 8th grade and earned
an E in all of them and did very well
and it's not going to benefit them." I
don't disagree with you. I'm just
bringing that point.
>> I I'm totally agree with that that those
circumstances could could exist,
but from a management standpoint, we
can't pick and choose and say, "You did
really well, we're taking all your ease,
but you did poorly, so we're not taking
yours."
uh it's about the learning from our
perspective. It is not about the grade.
I understand grade grades exist and so
forth.
>> Uh but it is really more about take a
risk and and if you don't do well uh
it's it's not going to show on your
transcript as a withdrawn or or a
failure. So it benefits the child in
many ways as well. I get your point and
it's valid.
>> But just just bringing it up if
>> ifa
does stay in there
if we can make it a hyperlink.
>> Perfect. just to bring it over.
>> Uh if there's no more questions on IKF
we actually changed this afternoon
thanks to input. Uh Julie did did email
and she did catch uh on first read. I
she's on another gold star. She's on on
the wall.
>> It's my it's it's my meeting.
>> Uh so if you remember on March 5th uh we
had Julie Morren and uh others from the
high school come and again direction
from the school board. too many diplomas
and we we work together to uh develop a
new a new uh practice around that going
forward for the class of 2030. So, IKF
which comes to you today, uh there was
minor changes. Uh the first one you can
see in there uh highlighted. It just
really wants to
uh point out that graduation uh events
may be rescended at any time by school
administration if the student
experiences academic attendance or
behavioral difficulties or for failure
to follow school district policies and
expectations. We just wanted to
strengthen this language uh in case that
is ever necessary to uh to to uh to do
such a thing uh that students may
forfeit those privileges uh depending on
on uh administration and so forth. So
that language was recommended by the
policy committee uh and then going
forward this is where Julie caught the
the uh thing from 2030. this is what
we've changed with that meeting that
you've already had discussions about and
move forward with. All those diplomas
would be replaced with uh just really uh
two two diplomas which are the um uh one
is the basic uh school uh standard
school diploma uh New Hampshire diploma
and then and then what our requirements
are going forward. So those are the
changes to IKF. So, um, at the very page
page, I think it's page seven, it just
says, oh, no, no, sorry. Page, um,
five.
>> It says for the classes of 2026 to 2029.
It should say 2027 to 2029.
>> We'll fix that. Um, I am going to
probably make an unpopular statement,
but I do not love the new language where
eligibility to participate in grad in
graduation and graduation events may be
rescended at any time by the school
administration.
That's uh I don't disagree in theory
with what it says. However, it's very
subjective. It's leaving it up to school
administration and it's leaving it up at
any time. So you're saying in October
you can resend that. This is how it
reads. In October
something happens and you can resend.
This gives the school administration.
>> I would probably defer to the
superintendent. I think this is probably
a superintendent decision because you
know it's going to raise a lot. So if
for some reason let's just say my kids
it it the decision should I'm gonna come
back to you.
>> You'll appeal it. Yeah. So, um, and I
think it's extremely vague and while I
understand the intent, I think it needs
to be cleaned up to be a little more
specific. Not specific incidences, but I
just think this is so we know we we know
our administration now. Two years from
now, things may change. And you're
leaving that you're leaving a huge
decision
to go back to my earlier comment about
the handbook. Um, if student experiences
academic attendance or behavioral
difficulties, what is attend what does
an attendance difficulty mean?
My kid a kid's passing uh they're
passing all their classes, but they've
been absent 30 times. So, so you're
telling me right now that you are going
to make the decision that they're not
going to walk across the stage? That's
what this it leaves open. Um, behavioral
difficulties. All right. Well, this
kid's being a pain in the butt or
whatever. I don't know. I don't know
what the issue is that this is a huge
consequence for a student and a family
and it we need to be as tight as
possible and this is not tight. So I I'm
in agreement with you on everything and
in that um
vague is there. The school
administration I do agree have should
have the right and and definitely needs
to have that that ability and to clean
it up is is something that does that. We
can tighten it up with with
superintendent approval with whatever or
an appeal process to the superintendent.
whatever that language looks like, we
could definitely make sure that it
checks more than just one box because I
I do want to say I get what you're
saying. Um I think the current
administration has shown very well that
we want kids to march. We we clearly
clearly want kids to march and there has
been no abuse of this at all. Um but I
do get your point that policy
>> isn't about the person in the role now.
It could be how does someone interpret
that later. So, I get I get your point
>> and we have a behavioral ma ma matrix
and we have consequences and kids these
are all still children whether they're
18 or 17 or 16 or 19 they still make
mistakes and a mistake in October or
November or December or or one in each
month or whatever it is should not then
impact them potentially on June 3. You
know, I I I just uh I just think this
puts us and and I'm not I believe every
I believe we want kids to march.
Uh this this is very subjective. So I I
really feel like this
what before we see it again.
>> I don't think someone that
>> Yeah, think we're saying the same thing
here. Not sure. Um I I just really don't
like that it just says school
administration like just changing that
piece because that's that leaves too
much lead into too many. I would rather
it like I obviously very much understand
for this kind of language but I would
rather it be with a superintendent or
someone other than school
administration. Are we saying the same
thing?
>> Yes. Okay.
>> Well I think that uh I think that you're
obviously every many decisions you make
you receive input from school
administration. Correct. But for a
student not to wa not to be allowed to
cross the stage the the final decision
it should be through you.
>> I hear what you're saying. We can easily
change some of the language to
recommendation by principal not just
makes school administration and then
with superintendent approval.
>> Yeah I I I have some ideas to tighten it
up. Um but I do believe that some
additional language is necessary.
>> Yep. I'm not disagreeing with that.
Uh the other first reads uh IKL academic
honesty and integrity.
Uh if you take a quick look at that uh
really has to do with AI. There's a lot
of AI language that was inputed in there
under number two. I won't read through
all of that, but please take a moment to
do that. It really is just to say that
we know we live in this world uh and
that there is a difference in and AI can
be plagiarism uh depending on how it is.
But we also understand AI is a tool that
could be used appropriately a as well.
And that's what this language in in
academic honesty and integrity is trying
to get at uh is to understand that it
can be uh used improperly and it can be
used properly.
No questions. I'm going to move on to
KEC
uh reconsideration of of instructional
materials. So um we had one vague policy
that had both instructional materials
and also library materials. Uh there is
some push from our uh legislative body
to create some policies around this. Uh
and so KEC is really around the uh for
uh the instructional materials. Parents
do have a right to uh to question uh
instructional materials and this is an
attempt to make sure that uh that's done
appropriately and that appropriate
materials are given in in in in lie of
of of what their personal objections may
or may not be towards towards that
library material
>> library or instruction. So that's where
the confusion I I can see there here we
want to make this one says library but
the actual KEC says instructional
material. So we wanted to and there
still seems to be
>> we wanted to separate the two and so
while I will make sure that they are are
separated because the process you'll see
here is is different. So and I'll just
go over the library one too.
>> me objecting to Julie my teacher is
teaching a book I don't like. Johnny
Tremaine whatever I don't like the book
I as a teacher uh have a responsibility
to say oh the the point of the book is
about revolution maybe I can give you an
alternative book so that's more
interpersonal go talk to the teacher
what what can we do my child
a li and so that process is very
different
>> okay versus the process which is in here
too by the way because we want to
separate out a library material I'll
still pick on Julie and Mac they seem to
be the two picked
Julie has an objection to Harry Potter.
She doesn't believe in witchcraft. She
doesn't believe we should have that book
in our in our library.
>> Well, that does not give Julie the right
to then say every child should not have
a right to that book because Matt's
children really love the Harry Potter
series and they they want to read that
series. So, that process is very
different where you bring that up and
say, "I I don't want this." And it's
reviewed differently. And so that's what
these two policies are trying to
separate out. And I can see even on our
own headings, we created some confusion
and that will be taking taken care of.
Yeah, that that was happening even when
we were having the policy meeting about
this. We were going back and forth like
all right, how do we separate these?
>> Is it K for the instructional materials?
Is it I for the library? It was it was a
good 30-minute discussion just trying to
figure out how to separate them. And
then there's the associated forms as
well, like oh [laughter]
have separate forms and everything too
instead of trying to co-mingle.
>> Are you are you going to do you go to
policy or
>> I've been I've been to the last couple
>> you're glutton
to learn and uh and see how the process
goes.
>> Great. So I've already explained them
and then that's what KECR form is is
just to give you if you do have
reconsideration of instructional
materials what might you have to do and
and go through that. So that form was
was created. Um and then uh the JL is
the library materials. Again I'll use
that same same example. It's very
different if you're requesting my child
not read something versus the whole
district or not available to everyone.
And so JL is is trying to attempt that
as well as an IGL form which creates the
process. How can I if I do have a
legitimate concern, how can this be
investigated and and and go through that
process and JL goes through and of
course it starts with the committee and
the principal and then it goes all the
way up to the superintendent and then it
and it then then the last authority if a
parent or guardian wishes for a book to
be removed from the library for all
people the board would have final
approval of whether they agree with that
decision or not.
And that is all the new policies that we
have for you this evening. And and I
hate to say it, but
>> this length is going to be somewhat
typical for a little while.
>> All right. Nobody has any other
questions about the first read tonight.
Let's move on to personnel.
>> Uh so just trying to find the letters
here. Here we go. Uh the first one we
have is is uh I have to say I've really
enjoyed working with Susan Gulteri for
uh since I've been here. She's filled uh
many different roles for us uh when
we've had uh an unexpected principal
leave. She filled in as interim
principal. She is always a person
willing to take on any responsibility.
Um and she's beloved by the students,
staff, and parents. And I have to say I
wish her the best of of fortune as she
moves on from us. Uh and I have to say
it was a true pleasure working with
Susan and with regret I have her
resignation uh before you this evening.
>> Can I get a motion to
>> Can I just
>> absolutely
>> say something? I just I want to
acknowledge
uh the work that she did for 11 years
It's a loss. It's a real loss for us.
It's a loss for the kids. She made
[clears throat] Sorry, I'm a little
emotional. Uh
she made great connections with kids and
parents. She would call at 6:00 at
night. She would uh talk you through.
She would meet you at the front office.
She was down to earth. She was real. And
I just it's it's a it's a loss for I
know she spent a lot of time with the
middle school uh kids and parents and I
know as as somebody who has a current
middle schooler like I had a lot of
conversations with her but she kept it
real and uh no judgment and um I I wish
her all the best but um sorry to see her
go but uh and I I just want her to know
that uh I think as a board member I'm in
a parent more more of a parent than a
board member, but I'm extremely uh
thankful and grateful for everything she
did for both of my children as they uh
moved through the middle of high school,
the activity nights, the I mean nature's
classroom, um Washington DC, uh in
addition to her regular job, all of
those things. Um, she built
relationships with staff. She obviously
with kids. She did, uh, she would always
had kids in her office for Little Jolly
Ranchers and [snorts] attended IEP
meetings. And I I mean, she she did
really go above and beyond what her
regular job description was in my from
my perspective. Um, I only know it as a
parent and school board member, but um,
yeah, she was a great she certainly did.
>> yeah, she's definitely investing
children.
>> Yeah. So big shoes to fill for uh
whoever uh whoever we hopefully we can
find somebody to
fill it. Anyway, I just wanted to say
that number.
>> Thank you very much.
>> Anybody else have anything they'd like
to share? No. Okay. Uh, can I please get
a motion to accept Susan Gilar's u
resignation with regrets? So move by
minute second by Julie. All those in
favor say I. I.
>> All those opposed.
>> I passes 40.
>> Uh, the next one I don't want to go into
a lot of detail. Uh, but, uh, I do have
to go into some detail because I know
certification is always a question that
that comes up and and we're prepared to
talk about that. Rebecca Bellisry uh
EMHs special education teacher nominee.
You can see she comes with over 10 years
experience at Portsmouth Middle School
five as uh as a as a parent professional
and then promoted within that to help
run uh what they call director of kids
in difficult situations program from
2010 to 2015. She then took time off her
own her own personal reasons and her
lensure lapsed. So, I personally have
called the state, talked to Susan Blake,
the assistant director of of of uh
credentiing and we have a plan for
Rebecca to get certified. The challenge
is there's always different pathways and
I know we've had this conversation many
times before. Having been already a
licensed teacher in New Hampshire, she's
not eligible for an SOE. She's not
eligible for a statement of eligibility.
So, that same pathway that you've heard
me explain before is not available to
her. I had hoped to come here this
evening based on her experience to ask
for the emergency authorization which
the board has the right to approve to
give them one year of emergency
authorization which is another avenue to
give them that permit as I call it to to
instruct
special education doesn't come under
that emergency authorization when I
looked into the fine print what
>> they cannot she does not qualify for
that so the good news is this I have
spoken to Susan Blake myself and we've
developed a plan. She does need to to
renew her license and we will do that
and we do feel very confident we will do
that within the s first 60 to 80 days of
that. The state is working with us.
They're aware of her circumstances.
She's not the first person to let a
license lapse due to her personal
choices. So I am asking you to still
approve this woman this evening with the
understanding that she will be getting
her lensure within the first 60 to 80
days of of hire. And I know that that's
an ask and I know the board very well
but I hope that you understand that uh
she is the most qualified clearly with
her experience and we're very excited to
have her join our team. Um but that is
the hoop we have to jump through in
order to to secure this position. I
guess just out of curiosity and this has
nothing to do with who's applying for
the job but when you're speaking with
Susan at the at the state did she offer
any other pathways up besides so that
certificate of eligibility
>> that is the pathway she must take at
this point.
>> Okay that's unfortunate they had not
thought of that particular
>> I know so um you said it'll take
approximately 60 to 80 days.
>> Yep. So I can explain a little bit about
it. So just like same process you do
actually she has to submit her 75 hours
yeah uh 40 in the core content area uh
core general area and then 35 in in the
special education area and so we've
developed a plan
>> uh to get her those hours and that just
takes a little time in order to get
those hours but once she has those hours
then she can get the reertification
almost instantly is how once the hours
>> the state I believe the state's moved
away from ours
>> uh This this was a conversation I had
this week with
>> Susan. We are not hours based.
>> No, you don't have to be hours based.
You can be portfolio based.
>> But this was this was the quickest way
>> to to
>> in this particular circumstance to get
because she had not been working on a
portfolio.
>> So you'll be surprised by what I have to
say. Um
>> every circumstance different really.
>> It is and and she was certified. She
hasn't lost her ability to be certified.
She wasn't her certification wasn't
revoked,
>> correct?
>> But she let it lapse because she wasn't
working the school. That's a very
different situation. And I fully support
her coming in uh and hopefully staying
with us uh by getting her certification
working because
whenever she was still working, she
still is the same person with the same
skills. She may need ex. So
>> it's different when they're not
certified in the particular area, but
she was certified and it would be
different if it was revoked. We would
not be hiring her, but
>> it wasn't. So I'm in support of this.
Surprise. Surprise.
>> No. Every circumstance is
>> it makes sense.
>> All right. So
I would need a nomination for her.
>> I'm I'm glad that we discussed it. I'm
I'm still disappointed that the state
doesn't have some some
distinguished path for special ed
educators like they do for everybody
else.
>> So, what are we bringing her in as a
long-term sub?
>> Uh, so no, what I would do is what I've
done in the situation before when people
are don't have their SOE until they get
their SOE, I bring them in at the BA1.
They're not a long-term tub. are brought
in at that level and then once they have
their it's it's an incentive to get
their certification and their permit to
to do it and then I adjust them to their
appropriate step and appropriate
experience.
>> So that's interesting because she'll be
on a contract.
>> She would be on contract
>> and potentially I'm not saying this is
going to happen but potentially she
could go more than 80 days.
>> Potentially she could.
So,
>> I get the risk and I understand the
risk, but I have to say the team was
very impressed with her
>> and it's a risk that obviously clearly
I'm willing to take the recommendation
I'm making to you. Yeah.
>> Uh to move forward with this this
>> applicant to secure her.
>> All right. Can I get a motion to approve
street as the EMHs special education
teacher?
>> So moved. Moved
>> by Julie.
>> Second by Courtney. All those in favor
say I. I
>> I oppose. I passes 4 Z. Congratulations.
>> The next one is
I'm not quite clear on how to pronounce
her name yet either. Uh uh Don Maliki.
>> Mleti.
>> Mleti. That sounds about right. Thank
you.
>> Uh so uh this is not looking for
nomination. I am just looking to uh
inform you where we're at. So we have
made a selection for the library media
aid uh uh paraprofessional position. She
has not signed the contract yet. She is
coming out of state but I didn't and and
normally paraprofessional positions do
not come to the board but I had an
inquiry about this. So I just wanted to
put share uh the resume and the
qualifications in there and we feel very
confident and we're just uh finalizing
the the contract with with Dawn uh to
fill that position. Um I mean I think
you made the right decision to bring it
to us because given that there was a lot
of discussion around cutting that
position that is why when we I think
it's helpful for us to know if you were
not able to fill it you were not able
to. I'm happy that you are and I think
that um we just need to continually
revisit how we're doing things and what
the expectations are. if I'm not
mistaken, this person will be split
between EMHs and EEES and um making sure
that um they're valuable employees to
the school, that they're busy, that
they're, you know, interacting with
kids, that if the library is empty, what
else are they do can they be doing so
that we can make use of
>> the people that we have?
>> So, and as you can see from her resume,
she has a great deal of experience.
>> Awesome. uh in schools and so we're very
excited to be moving her forward.
>> Excellent. Anything else, Bill?
>> Uh the only other one and and I know uh
Prussa was updating you beforehand. The
only other personnel is that we are
trying to secure first grade uh
long-term sub uh for maternity leave at
the start of the school year. We have a
couple. We also have one at EMHs
starting September 8th and then also uh
CREK occupational therapist in October.
So we will be having some long-term subs
that we will be hiring for due to some
maternity leave. Um and I will be
bringing those fourth once we have those
names secured. We thought we had one as
some of you heard earlier but
>> uh it fell through and unfortunately I
don't have any names for you at this
time. So,
>> that is one of them.
>> Uh, unfortunately, I don't have a
Spanish uh long-term sub to discuss at
this point. As always, uh we will be
looking at plans B, C, and D. Uh if we
cannot secure someone with u
Spanish language,
so I'll I'll throw this out there. I
think we should put that on as one of
the topics for the retreat to get some
feedback from the rest of the staff on
what what world language or world
language solutions might be potentially
more viable for us going forward.
>> We do tend to talk about foreign
language every year.
>> It does seem to come up uh and it's
always around staffing and making
adjustments based off of staffing that
we have or don't have. It it is
>> well it's hard to get just like special
ed staff. It's hard to get.
>> They're they're it's like family and
consumer science, foreign language, and
special ed are hard,
>> um jobs to fill.
>> So,
>> so, uh I can come back prepared and we
can talk about it as as a a treat agenda
item.
>> that's all I have for personnel.
>> All right. Uh so, moving on to financial
business and district services.
So, as I just started to pass around the
table, um, currently our audit has been
formalized. They still have things they
do on their back end, so we don't have
the official audit report yet. Um, but
today I completed the DOE2,
which isn't due to September, but it's
done because the books are audited, so
I'm passing it around the table. And so
in regards to that would be the year end
and how we actually ended our year. So
it's always super confusing. I try to
make it as less confusing as possible.
So bear with me and if you get confused
just ask questions.
>> So as a reminder to public because I I
always everyone always says you're
returning this money to the town.
Obviously you didn't need it in the
budget. I always want to remind everyone
that if we start the year with a fund
balance that offsets the assessment. So
if we return money to the state every
year it creates a fund balance and when
we come to the taxpayers and say you
need to pay for state and local
education tax we have this pool of money
in which we've retained
that you don't have to pay and it
offsets the assessment. Let's start
there. So last year,
>> this is the this is the former like two
and a half percent and up. Yes.
>> Well, it's part of it, but it it like it
compounds, right? Year after year after
year, we give back money. We're not
never giving back money. We're holding
>> So the town doesn't have to give us as
much money every month in assessment.
So like last year we held back
$2 million which sounds huge but really
it was like minus trust and minus the
2.5 and all of that. So
>> you have this retaining fund balance you
start your year helps the taxes.
Keeping that in mind, this year's
year-end fund balance is 1,981,919.
Sounds crazy, but last year's was 2
million. So, it's gone down.
>> Sorry. 1 million how much?
>> Uh 1,981,91945.
>> And that's not the final number yet,
Ben.
>> Okay. But I'm just gonna reduce the fund
balance, the 2.5 that you authorize us
to keep,
>> which is 486,491,000.
>> Then we're going to reduce that by the
$375,000
that you authorized us to give to the
trust capital reserves.
>> Capital reserve trust fund. That's
correct. And then we had some additional
year-end expenses for $238,678,
which that money was the approved
expenses for um
year end surplus money.
Exactly what those budgets were. Um
>> wasn't the shed stuff that was
>> saving? No, that was that was
>> that potentially like the ban some of
the other things that came in.
>> No, it was project approved but they
hadn't been completed yet. So, we have
to have pull done like aside because
they weren't doing uh the
>> panel.
>> No, the exhaust fans, sorry, the exhaust
fans and that work. So, that's money
that you approved to be spent. However,
the work hasn't been completed. So they
get kind of held into a special fund.
>> Wasn't that exhaust fan though the
impact fees?
>> Not the exhaust fans.
>> No. Okay.
>> Okay. Those were the additional rebate.
>> The exhaust fans.
>> Yes. Rebate money.
>> Rebate.
>> Rebate money which is considered revenue
for us.
>> But the expense itself, the project
hasn't happened. So you have to fold
them in approved
project line which is that money and
then
until we get invoice we can't expense it
gets held and you've approved the
purchase.
So bringing that
68,4
>> the 2.5%
>> 486 to the 2.5% that you allow us to
hold as a fund balance, a retained fund
balance and it's for an emergency
situation. It could be in the roof case
and all of a sudden we're in a situation
that we're stuck. you've allowed us to
ret retain that money not as a taxpayers
for additional money. We have this pool
of money that we could use in the case
of emergency is what comes.
Um so the remaining fund balance is
881,75
$750,000
which is going back to taxpayers at the
end of the year. Again, not literally
going back to taxpayers. It starts to
offsets what we collect from taxpayers.
>> In that fund balance,
>> the important thing
>> Oh, she's so excited. She just can't
hold herself back. Wait till you hear
the rest of the news.
>> So, the important thing to think about
is every time we give back this money,
everyone's always like, "Well, if you
didn't use $881,000,
why do you keep increasing your budget?"
I'm like, but it's because we have this
extra pool of money that we start the
year with. So to point out, our approved
budget was 24,775,363.
Okay. We spent 25 million. I know that's
really bad. 196 387. So we overspent our
budget by $439,000.
Not really though.
>> Really, we're really back. But we're not
because the rebate revenue was $432,700.
So we over spent our budget by $6,300.
>> That's the tightest margin in the
>> It's like five years.
>> We literally spent every penny and we
had more revenue. So even though we
overspent our budget by $6,000, we had
revenue from athletics and everything
else that we really did. But that's how
tight our budget is and how on the
dollar we almost are to have a $24
million in over spending by $6,000
is just
>> I think having that breakdown and that
that explanation is going to come in
very handy when talking with
>> she could share this with you if you
wish. Yeah. And I will and I will and I
always I want to explain it to you guys
and then I will put it out in a public
document. But I always feel it's
important to share it with you before it
becomes a public document that's shared
out because
>> if I can explain it to you then maybe
publicly understand.
>> that's just always my way. But to sit
here and think that we
over death budget by $6,000
like
>> well we did some big things too this
year.
>> We did some great things.
>> So I mean did great things.
>> It's it's exciting
>> even though we over spent it. We
literally spent all the revenue and then
yeah that's a tight thing.
>> Very exciting. I'm
>> you know I I don't I don't know if we do
this but like it would be kind of cool
to like if we did like the year in
review and I know we might do that
around budget but like right now like
here we are we're we're entering into a
new SK school year. We're in a new
budget right now already been approved
but like what what was accomplished in
2526 in in in real in in parent
language? Where did your tax money go?
What did we do? Did we add staff? Did we
do what do we do to the fields? What if
we bought a van? Like I'm not saying put
it all together regardless of where it
came from, capital improvement fund or
special ed fund or 2.5 or fund balance.
Just like a year where did your tax
dollars go? We got a loader. We got, you
know, we we all the things which I think
all the departments could. We got some
new uniforms. Who which teams got new
uniforms? which you know uh teachers got
a 3% raise you know whatever all that
stuff like I think would be
>> it would just be a nice message for
people to see where that $24 million
>> highlighting some of those things we
didn't anticipate too like
>> our little termite friend like that
>> yeah
issues
>> why we retain those
part
>> no I think this paints a bigger picture
and that's thanks to Christine and the
board and our administration.
>> Clearly, the past six years, we can
paint a very good picture. Our our
increases have and I pointed this out
during budget season and it's more for
if there's anyone watching, we've come
below the town budget every year I've
been here. Like, our increases have been
below whatever the town increases have
been. Uh and I think we're accomplishing
a lot more with that money uh due to the
efficiency and and and oversight that is
being given uh to this and I think the
trust is there by the way with the
community and the in the in the budget
committee and others as well because I
think they're really seeing that we're
good stewards. We're all good stewards
of this. We're not spending frivolously
and we're not increasing up out of but
we are improving in those areas we need
to improve upon in our facilities in our
grounds and have never looked better and
and and so that's thanks to the work
that everyone has been doing.
>> I just want to make sure that we
obviously have had
support on our budget over the years. I
think that's a great way to continue
that support is appreciated and here's
what we're actually doing with it.
We'll work on that. Thank you for the
suggestion. Yeah,
>> I mean even just go out through a parent
square or it could go out um I mean it
would be good for our parents to know
but somehow we need to let our other
community members know and I don't know
how
>> I think having Jake send that out
through the town
>> people who sign up for the town alert
>> we can definitely the relationship
>> infographic
>> she's got one
>> the journey of district of our district
funds I love it.
>> Wow.
Um, [laughter] did you make did you make
the one that says we're hiring pair of
professionals?
>> No. Sarah's made that idea. Sarah made
that. It was excellent. No, it is
excellent. It was an excellent
infographic.
>> Same same idea.
>> No, we put that on indeed and every not
that the pair professional one you're
talking about.
>> But I can add like
Yeah.
>> Christine, after we add the 375 to the
capital reserve, what will we have in
that bucket total?
if you don't know it right now.
>> I do. I do. She can find it pretty
quick.
>> I I have
You put me on the spot enough, right?
But
>> listen, I've been made fun of not
passing in homework today
on everything else.
>> I know complaining about library
materials. [laughter]
>> Next time we'll use you as the good
example.
>> That would be wrong, too, so it's okay.
[laughter]
All right. Well,
>> I will find that number.
>> That's fine. It's not perfect for
>> I will I know the exact just I have to
find where I kept my sheet.
>> You and Robin or Ben, you were on the
two-way communication one, too. So, you
could
>> Yeah, I update on that. So, I I can't
remember the exact numbers off the top
of my head, so I apologize about that.
But we did we did meet with uh police
chief, fire chief, town uh manager,
a couple of selectman to discuss where
we're at with uh the two-way
communications
project. Uh Christine uh pretty much led
the charge with a lot of the information
about that. Uh we've we've gotten the
bulk of the work done and now came to
securing funding for us to move forward
with two-way and uh Motorola corrects to
come in and finish the the final
implementation drawings and plans so
that they could purchase the equipment
and actually come and get the work done.
Uh so we've we've come to an agreement
uh with the town that we're paying I
want to say it works out to about
roughly 60% of the project and the town
is going to pay 40%. Part of that was
just coming to an an understanding of we
wanted to be able to get this secured
now to get the work done as soon as
possible because 2A is pretty much the
only company around doing the work and
they're swamped. So, if we didn't have
the funding to say we're ready to go,
this project will probably still be on
the back burner in another year. Um, and
the town uh said they were they were
pretty reasonably sure that with what
they've gotten their fund balances where
they were at that they could commit to
that uh without being an issue. So,
we're moving forward with that.
Christine, I believe, has already had
the conversations with Motorola and 28
to have them back out to do the final
stages of the final impleation, which
sounds crazy to say it like that. Um,
but do we have a an install date from
them at this point? Um, so the lastun
>> um
>> they are
it's going to be a little bit but they
they're going to be in the city.
>> Okay. Which guy?
>> They had to take the antenna specifics
to Motorola obviously and then and then
Motorola
builds it and then and then then the
install uh is kind of the process.
>> We're still using impact fees for six.
>> Correct. That is what absolutely we are.
Um and I believe and Christine can
certainly correct me if I have the
number, but I believe the the total that
we put together to finance is 275,000.
>> Yes. So 275,000 is what they're
anticipating. Obviously once they get up
on the roof it could change it. That's
kind of like the worst case scenario is
275 but it might come a little bit
under. Um so
Braden from two way the last
communication that we had was we signed
a letter of intent saying yes the funds
are reserved and we're going to go
ahead. So they are now proceeding with
expensing the design type and sending it
out off to Mortal War. Um so we're just
waiting for Motorola to really just
confirm the dates now that we reserved
funding is our next step. So Motorola
hasn't actually set the dates yet, but
we should hear from them soon hopefully.
>> And so it was a it was fairly short and
and productive conversation. I say
everybody was very cordial uh when we
were working through it and I think it
was good discussion on how we arrive at
the funding that we did. Uh we had a
couple other side conversations around
that briefly talking about elections
where we we we've all we've all settled
and agreed that it's going to be where
we hold them continue to hold them in
the ODM and we're just not going to
continue fight. The benches are there.
They look very nice.
>> Oh, the new ones.
>> The new benches are there.
>> Let's see. And we also had a a short
discussion about the property that uh we
became aware of. Uh I did reach out to
to Jake to try and put something
together to have all of us go and he got
back to me like trying to get all the
segment and all you guys together is
probably just going to happen. Uh so in
an attempt to try and get two things to
together and at least go take a look. Uh
Bill and Courtney and I uh were able to
get together on Sunday the 3 uh and go
out and take a a brief look at our land
uh that we're now aware of and see if
there was going to be any kind of
potential usage. Uh I will say I'm also
going to take off officer McBride to
take uh to take some drone footage. So,
I am going to reach out to him to see
about having some drone footage taken
from the river level and kind of do a
fly up over [clears throat] just because
from where we were, it's easily a 50 to
60 foot drop from where it's level and I
say level loosely down to the river. So,
I think the initial takeaway from it was
the odds on it being something usable
for like a track field, any type of
activity, u building type center,
anything like that is not feasible. the
amount of dirt work and and permits
probably required to do that would be
substantial. Um, we did bound
potentially maybe look into seeing if we
could have a solar company come in or
something like that. Maybe sell some
energy back to Eversource or Unil to
offset our power bill for the school
district. But that obviously something
be a further discussion at some point
down the line. We still haven't had
anyone from the Boy Scouts come in to
talk about any of this either. So, we
were just spitballing a little bit and I
asked Bill to uh reach out and find out
what kind of responsibility and
liability do we have with our insurance
company now that we're aware that we
have this property.
>> And I haven't heard from Prime Night
yet, but I will get that for you.
Whether we need to post it or not post
it now that we're aware of it. Uh there
was some very ancient uh use of the area
with uh u uh some some fire pits and so
forth, but clearly it has not been used
in any recent history uh back there. So
I I did get one update. I saw Jake at
the National Night Out and he had asked
if we'd seen the well out there and I
said yes, we did actually identify that.
So there's potentially maybe there's
there's water out there already, which
would be kind of nice. Um, so obviously
we still need to have some further
discussions about that. We need to at a
minimum meet with the Boy Scout
leadership as well and get some of their
input on this. Um, but it's it seems
like it's going to kind of continue to
be a what's a what's a most responsible
use case scenario for this then? Uh,
unfortunately a lot of uh growth site.
>> We'll just add on my thoughts regardless
if
as you know
I would still like to explore the
options of us but who knows in the
future what we'll
be able to utilize that later
>> I think that's everything that came out
of the twoe
>> y
>> uh do you have anything else Christine
>> just the your answer to your question
Matt so once we put in the 37500
that was approved. The building grounds
capital reserve fund will be at
$551,482.
>> Can you say that again? I'm sorry.
$551,482
is what we would in the capital reserve
and we were planning on using it for
paving was our thoughts,
>> but we were able to pay for that which
was the additional money um in that
balance to it was the paving project
that we're paying for it out of
>> last year's funds instead of having a
tip in the capital
and the paving were the two things that
were in that 280
>> is still unslated, but um the we had to
wait for ceiling and with all the the
seal coating
>> and the rain
>> and the rain has pushed that off
unfortunately.
>> I can't wait.
>> I want to park right over by the sign at
the corner and watch.
>> Yeah. So, there'll be another update
unfortunately coming um from Paris
Square for me about the pave. Um
>> we should dated it got pushed out a
little bit more. So, as much as we were
hoping for it to the seal coding to be
done next week, it's looking like
probably the beginning the following
week. Um, so,
um, it would be cool if possible to to
have the drone
video, the the tank
>> in action.
>> I don't think we have a drone.
>> No, I know. But if somebody There are
people that are like drone lover does
and I think Mr. Sus might have.
>> Yeah. some people like are really into
it and like they like to Yeah. So,
>> and I thought of one other update which
I forgot during my report. Uh the and
and Ben coincidentally got to see them
walking by as well. So, we did inspect
the lockers.
>> The lockers are are being constructed.
>> Oh. Oh, the the lockers for the ones
that I should not be building. They are
high quality. I have to say the donation
was excellent. Um um they rallied a lot
of parent support and student support
and they are physically in uh the the
locker room at this point putting on the
the final touches of of trim work and uh
painting them is is the next step. So
they were high quality. They they were
very structurally sound. the team and
the coaches were very excited about uh
this process and uh so we're very uh uh
excited about that. So I have accepted
them clearly and now I'm informing the
board of that which is our our you see
them.
>> Oh that is so nice. Where did you see
that?
>> Um one of the vol
um so just to be clear because Robin's
not here and she made a lot of um she
had a lot of good information. We don't
still need to accept them.
>> You do not
>> because
>> two two different things happened here.
One was the policy change where you gave
>> because it's under that. So it's under
that that piece that is really what's
what's driving it. Um under the old
policy you would have had to accept
them. Under the new policy you can
>> but if they were over that we would then
once they were installed we would have
to then accept them as our as our school
property. But you are now
>> I have the authority to do that because
of the price point of this project.
>> Cuz Robin was talking a lot. We weren't
accepting the money. We were the
donation. And that was made very clear.
I had a couple of email threads with the
coaches and otherwise. It's like look,
we're not accepting them. You can accept
the carpenter donating his time to build
them. That's up to the boosters to do
that. We accepted the finished.
>> Yeah. Awesome.
>> Yeah. I was fortunate enough to be
walking by and saw them in in the back
of uh the gentleman's work truck and I
was like, "Oh, the new lockers are
coming."
>> Ben has eyes everywhere. He text me. I'm
like, "How'd you see them?" He's like,
"I'm walking by." [laughter]
So, I hope that they are all excited to
have those for the for the upcoming
season.
>> All right. Manifests. We got a bunch of
them again, but it looks like a lot of
them are gonna go together, which is so
nice.
>> Oh. No, I don't. No, I don't. I don't. I
[laughter] don't want to do the minutes
first. I want to do the manifest. I'm
excited about them tonight.
>> That's your prerogative. [laughter]
>> All right. We'll start with the
manifest. Uh, payroll deposited on July
17, 2026 in the amount of $11,586.83.
Payroll deposit on July 17, 2026 in the
amount of $123,37063.
payroll deposited on July 17, 2026. The
amount of $85,94365
>> 65,000.
>> I'm so sorry. 65,000. Thank you so much.
Time for me to pick my 65,000. No.
94365.
Thank you. Uh payroll deposit on July
17th, 2026 in the amount of $3,752
83 93 cents. Good god. All right. You
know what? I'm gonna cheat because my
eyes are just not playing well with me
tonight.
>> Our ears are not playing well with your
fans. I can't
>> hear
like I keep giving really weird looks,
but I'm trying to reach you.
>> So, I apologize. That last payroll
deposit was $3,752.93.
And last month for July 17th, 2026,
payroll deposited in the amount of
$291,36866.
Can I get a motion to approve?
Move
>> by Courtney.
>> That all passes. 40. All right. Let's
see. Oh, I can't do these two together.
Accounts payable deposit on July 24th,
2026 in the amount of $323,420.74.
Make a motion to approve.
>> I passes 40. uh accounts payable
deposited on July 29th of 2026 in the
amount of $537,912.
>> Moved by Julie. Second by Courtney. All
those in favor say I. I.
>> That passes 40.
>> Payroll deposit. I'll take the last four
all together. Payroll deposit on July
31st, 2026 in the amount of $111,62583.
Payroll deposited on July 31st, 2026 in
the amount of $123,37063.
Payroll deposit on July 31st, 2026 in
the amount of $67,857.16.
the amount of $2,499.
>> Moved by Juel. Second. Second by Matt.
All those in favor say I. I. That passes
40. All right. Now we'll do the minutes.
Uh, did anybody have any questions,
comments, or concerns for the public
minutes for July 18th?
>> Yes. Nope, that wasn't July 18th. It was
July 16th.
>> 16.
>> 16. Good God. I've been up way too long
today. I I just want to applaud Dagy on
the food um on how her note takingaking
on the food services meal cost
discussion cuz that was complicated and
she was able to
>> catch capture it cuz I even I was like
wait no wait yes no okay so anyway that
was really great um but at the very very
end it says um it's got a wrong date um
non-public session non-public meeting is
scheduled for May 21st, 2026 following
the public meeting.
That was obviously from an old old
notes.
>> So that should say non-public because we
did have one for July 16th, 2026.
>> We will update that.
>> That was it.
>> Any other adjustments?
Okay. Hearing none. Can I get a motion
to approve the public meeting minutes
for July 16th as amended?
>> So move
>> Second,
Pass. And then another public for July
16th.
>> No comments.
>> I didn't remember seeing anything.
All right. Any comments here? Anyone?
No. Okay. All right. Uh, can I get a
motion to approve the non public meeting
minutes from July 16th?
>> So, moved by Matt.
>> All right. That passes 40.
>> Uh, let's see. Uh,
any board comments this evening?
>> usually you call on us. I was waiting on
who to start. I started with Bill before
I started with Gord. I'll start with
>> Okay. Um
>> uh so I see that our next meeting is
October 20th.
>> August.
>> August. Sorry.
>> There's an there's an October I have an
October note.
>> Um will we be doing a walkthrough?
>> Yes. So we we can schedule that. Um and
you can we can do it on August 20th. I
will say that that is still a bit early.
So, I would make the recommendation and
I have not talked to Josh yet. Um, but I
would suggest that we do it later, not
on August 20th. I don't think our
buildings would be quite uh because
that's still another
>> two weeks. I I can appreciate that. I
just want to acknowledge
>> that we are meeting on August 6th. We
are then meeting next Thursday for the
retreat. We then have another school
board meeting. So that's a lot of
schoolboard meetings in one month.
>> It is.
>> So the walk meetings in this past six
less than you are the busiest board.
>> I I like I like these meetings. However,
I also like my summer.
>> Um so I I'm open for suggestions. I
understand that it's a it's a quite a a
commitment from the board, but as
always, we we do appreciate those
walkthroughs.
>> Yes. and it has resulted in again
collaboration and understanding of
projects, future projects and where
we're at. So we're thinking August 31st
if possible. It's it's the day before
school starts of September 1st if that
is is amenable to the board.
>> What about moving the meeting to August
27th? Do we have to meet on August 20th?
>> We do not have to meet on August. That
is correct. I again not that I mind
meeting but it's a commitment every
Thursday for the next for
>> for like Julie.
>> Yeah. So I mean
>> you know I don't know if and maybe we
don't have to decide tonight.
>> I have no objection to it
people they want to look at their
calendar but
>> uh we're not going to have the
principles because we just had them come
>> correct
>> and there's nothing time
>> sensitive
>> sensitive. No I like your suggestion if
it works for others. I would I guess and
maybe that we could do that through an
email and it would have to be updated on
the
>> I would prefer you just either
>> can you text Robin then?
>> Do you want us Do you want us to decide
tonight? Is that what you're saying?
>> Possible you could, but
>> I'm in for the 27th.
>> I would be in because I can't be here
for the 20th.
>> Oh, that would work better for me.
>> It's my mother-in-law's birthday, but
she'll be okay. She'll forgive you.
>> I was going to make her favorite thing
that I made.
>> We have seats available.
>> Yeah, she come here. [laughter]
I could
>> Well, here's here's here's here's the uh
Do you want to meet twice or do you want
to meet once?
>> Well, see, that's the problem. I do very
much want to meet.
>> So, August 27th,
>> it will be fun. I'll make her macaroni
and cheese on
>> 26.
>> Did it work for you? Yeah, I think we
can make that work.
>> Well, then then uh we will make sure
that we uh does 5 5:30 for the start the
walk through.
>> 5:15.
>> Yeah, that's up to you.
>> You know, I've been on now four
walkthroughs. Some have been very long.
Like I like highlight, but like when we
saw the painting and we saw the things
and and we hear all the things that were
done over the summer, we don't need to
see every classroom. Yeah, there's not
going to be a ton of huge updates this
year. Um, but one that will be a big
update will be the capital gym floor.
>> but it's not going to be done 26 to
27th.
>> Do you know what you just did?
>> All right. So, our next meeting will be
August 27th, 5:15. Um why don't we to
for sake of of no confusion we meet
right here at EES and start where
wherever and we'll have the highlight uh
ready for you uh to show our
>> I guess you would we need to also check
with Josh to make sure he's available.
>> I think it would be fine.
>> And then we're having a our public
meeting
>> then the public meeting immediately
follow.
>> Okay. Perfect.
>> I say we confirm if there's conflicts
I'll let you know. But let's put it on
the books and confirm and out of
>> Sorry. I know you almost got out of a
meeting.
>> No, that actually
especially the walker meeting. That's
always my
>> um the other comment I had was I just
wanted to bring it to your attention.
Matt shared uh the budget committee
schedule with us. Thank you.
>> Um however, there is a conflict. Um it
says Wednesday, October 7th, budget
committee meeting, building
administrators and special ed. As of
right now, we have par negotiation
scheduled for that night.
>> So, so we're gonna Yes. Par I think that
date was one of the last dates like if
we needed it, but I think we should.
>> So, at our next par meeting, we will
negot see if
>> Yeah, we can change that date.
>> I gave it to and then the only other um
comment because I'm looking at the
budget committee. So, it looks like we
have two meetings um to go to.
Wednesday, October 7th and then also
Wednesday, November 4th. Um
we talked last year about how the
process because it was different and it
changed. So I just want to revisit the
fact that it would be helpful in
addition to those which were encouraged
to attend um but we do not make comments
that we some sometimes schedule an
opportunity for us to ask questions
about the budget
to the respective people. So, I've put
some thought into this and and um either
we could we could meet prior to that
obviously and give it to you because
it's already it's given to you and and
the budget committee with the new
process. Yeah.
>> At the same time and then some of those
questions you might have
>> you don't they don't come up until you
hear the presentation.
>> Right.
>> So, we're we're we're we're at your
mercy. We're more than willing to answer
those questions. Whether you want to do
it more informally, you want to schedule
another time where or add it to one of
our like we've done before where we've
added an hour pre-board meeting where
it's budget
>> questions or thoughts or
>> or it's part of our board meeting. We
have the first um so I mean
>> or maybe so here's so maybe after
October 7th.
>> there's a month between October 7th. So,
like what if we broke it up? And so, uh,
they're going to present to Oh, there's
three. There's three meetings. Oh, god.
Um, Thursday, September 24th.
>> So, I You have the budget committee
schedule. That's just the budget
committee and what they're doing.
There's an official ballot timeline that
I usually share with you that I did
share with you at some point, but
because the budget committees has kind
of gone to the racet.
But so Friday, September 18th is when
major budget changes are due to the SA.
Wednesday, September 23rd is when the
templates are due to the SE. That's all.
You don't really be involved in that.
Thursday, September 24th, which is our
regular scheduled schoolboard meeting.
We're going to open it with a review of
the budget at 6 p.m. So on the 24th,
you'll get the first look at the budget.
You'll see where we're at. It hasn't
been the budget committee yet. We're
going to just open it up for discussion.
You look at it. There's anything
popping, I will send it to you before
the 24th.
Um, so
>> I think she's asking for along the way,
>> right? But then I'm just saying like so
then the email goes to the budget
committee on the 28th. They'll receive
it and you'll have a chance to look at
it, ask some questions kind of how I'm
thinking. Do you want
>> Is there an opportunity for us to uh
speak with the different departments?
That's what I'm asking for. So when I
have questions about EMHs or EES or
special ed
again, we listen to it
and then we rumble it out, write some
notes up and then and then what I think
that's
>> we do it during one of our normal
scheduled board meetings, whether it's
before or part of the agenda, whatever
we wish to do, I think would be an
opportunity to to do that. Plus, we we
do still have our review time after the
budget committee has gone through and
done their several sessions and we have
two or three sessions of our own with
with the departments to be able to go
through and say, "All right, we're this
is some of the direction the budget
committee gave us. Do we want to do
anything else?" And so, I think that
also gives us some of our time. If there
are some things that we were hoping to
maybe see in the budget that we didn't
see, right,
>> we can we can talk about that then. I
think certainly if there are some some
more pressing things that we're aware of
or that we as a board collectively feel
like we'd like to see this go in ahead
of time that we can we can push some of
that stuff along before the end of
September so that as the budgets are
being developed like hey have this in
the back of your mind like here's a
couple of guidelines and we definitely
already feel like we want want to know
that we're hitting this before it even
goes out of here.
>> Christina, what date did you say in
September?
>> Uh September 28th. So again, it's a
super tight and I know it doesn't look
at it and you think, "Oh, there's so
much time." And it's just it's such a
quick turnaround that they're getting
we're not even getting their budgets
until September 18th.
>> So we're meeting on the third and the
17th of September. Correct.
>> Yeah. So it wouldn't be
>> but they they wouldn't even have us
>> they're stuffy. So the next opportunity
I saw was the September 24th that by
that point they would have gotten us
their templates
um and so we can start looking at them
on the 24th before they go out to the
committee on the 28th. It's everyone
complains every department everyone says
it's so tight but it is it is
quick
>> there's not much wiggle room. So that
was the only spot I could find to
present it to you prior to it going to
the special meeting committee was that
24th meeting.
>> But are we meeting on September 24th?
>> I thought I thought we were the third
and the 17th.
>> No, I think I put that in
>> as an additional.
>> So we have parent negotiations that
night on September 24th 5:30.
So, I think I added some scheduling
things to speaking of which too the in
one in the employee handbook was a list
of all the school board meetings. Um,
and I actually looked at I checked and
they're pretty accurate, but if you
could send that out as a or Sam or
whoever could send that as a separate
document and then if there's extra
meetings because between parent
negotiations and budget meetings and you
know our life and you know games and
things like that,
>> I think to have it all is helpful. Yeah,
I think I added the September 24th
meeting for you guys to have that
opportunity to review the budget before
the budget meeting.
>> So that that unless we change the par
negotiations then which not
>> probably easier to or we don't want that
review of the budget. I mean, I
definitely do. I definitely felt last
year that there was a missing I didn't
mind it the beginning part, but then
there was a disconnect between us and
the school personnel to be able to ask
because we're having to ask everything
through you and then they have to
rewatch a meeting and can we just say
like, okay, we're going to spend an hour
and we'll talk to food service and
technology and then we'll spend another
hour or maybe we just spend two hours
and we just table some other things. So
if this is tenative, I mean you could if
you wanted to keep the parrot
negotiations on 24th, we could do the
23rd. That's when they actually get us
and stuff, but we have enough really
I mean I don't care. It's just we were
>> I think they're talking about later in
the process anyways is my understanding
from what I'm hearing. So you can ask
questions of of the department.
>> I the parent negotiations was you know a
lot of people's input on when they're
free. So I doesn't matter. I mean I'm
confined to the lake but other people
have commitments. So
>> let us double check this tomorrow and
get back to you and we are aware that
when we talked about that that you
wanted some opportunity.
>> Um that's all I got. Sorry
>> much time.
>> All right. Fantastic. Bill, do you have
anything all set? Thank you. Christine
>> good. So, I I just want to say again,
thank you to everybody for taking the
the the dedicated time to read through
all the handbooks and the and the plans
and everything. It was a lot of reading
of the other stuff for our nonpublic
speaking this evening that need to be
read through. So, I appreciate everybody
taking the time and effort uh and
getting that done uh or as much of it as
possible for tonight's a lot. So, that
does not go unrecognized. Uh hopefully
everybody enjoyed the last week of July
when we didn't have school board
meetings or anything going on. I hope
everybody had a chance to kind of get
away, unplug, unwind a little bit and uh
couple more weeks of summer vacation
left.
>> It's going fast.
>> Lots of time left.
>> There is lots of
>> There's lots of time left.
>> All right. So with that, break it up.
Our next meeting is going to be
scheduled on August 27th, 2026 at 6 PM
here at the Eping Elementary Media
Center. Um, we are having a non-public
session this evening. So, we will be
going into non-public under RSA 91A32C.
Uh, and then we will be adjourning the
public meeting immediately following.
So, take a roll call vote to go into
non-public session.
>> Knight I.
>> Well, I
>> thank you. Good night.
>> Have a good night. We'll shut this off,
but I think we can just stay right here.
I was just going to say
>> there's no there's no uh and just to be
clear um I know you went into nonpublic
cuz I know you have your own thing to
discuss around next steps on the
hearing.