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2026 09 14 Board Meeting

Video

All right, let's stand for the pledge of
allegiance, please.
I
>> alian 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.
Are there any changes to the agenda?
Seeing none, we'll open up for our first
session of public comments.
Is there anybody in the audience who
would like to comment on things? We got
live ones tonight, please.
Kathy Kuslowski ring. I wonder if the
timing may not be right for this, but
I'm just looking for a little bit of
clarification.
I understand that we will be voting
in November with regards to a budget
cap.
Did I understand
in one of these discussions that at our
deliberative session we could have an
article to vote that down?
I don't remember ever having that
conversation.
>> I'll I'll address that in my
superintendent report.
>> Okay. Okay. Good.
>> The topic anyway. Yeah.
>> And then John John McCarthy Jaffrey. And
uh I noticed on the agenda is the
approval of the uh
budget development calendar. And I just
wanted to ask are there any uh documents
or you know any information that will be
available before that November 2nd
meeting and if so you know when when
when might we expect something you know
to work from?
>> Thank you.
>> Do you want me to respond?
>> Yeah I would.
>> Okay. So our
um
as as you you might be aware our Carrie
Shields our CFO uh retired and as
however she after a period of time is
going to be coming back to work with the
district on a part-time basis for the
major operations of the the budget and
the the financial
um impact of the district um audits,
things of that nature. Basically, making
sure that we're in good um we're in
compliance and that we're as transparent
as we possibly can so that we continue
to move forward in the way that we have
been. Uh so when that happens, we'll
when she comes back, which is at the end
of the month, beginning of October,
that's when we'll be starting our
internal budget work. And so we'll get
uh documents as soon as we possibly can.
online.
>> All right. Nobody online
or Yes, we have somebody or we're
>> we're be good with people.
>> We like when people want to talk. All
right.
So, we're on to the superintendent's
report then.
Okay.
So, the topics for this um are actually
fairly broad and deep, but we'll try to
speed up where we can, but also because
the board um has a I would say different
levels of history that we want to make
sure that everyone has enough
information before uh potentially making
decisions as we've had some
conversations about um fund retention
and what to do with that and so forth.
So, um, so we'll start off with the
beginning of the school year, just a
brief summary, uh, grant information and
partnership updates, uh, the October
2026, just a brief conversation around
that. uh the ledger article that we'll
be uh putting out HP1300 that's what you
what was asked of uh a little earlier in
public comment and then fund retention
and all of the topics that go along with
that and then that actually then gets us
into a conversation about budget. So,
um, which we probably will not have a
kind of intensely deep conversation
about the budget tonight, but just it's
a nice, it will be a nice segue for
future conversations.
>> So, first, um, we'll we'll discuss the
first day of school numbers. Uh, I have
those on a separate sheet and I'll put
those up in just a second. But before
that, August 24th and 25th and 26th, but
but August 24th, 25th, two professional
development days took place with our
teachers and our um our parent
educators. And so across the district,
we had indicated last year that we were
having a focus, a two-year focus on
mathematics. That will certainly
increase as or expand as we go on. But
the first thing we wanted to do was make
sure that there was um as much
professional development in the areas of
what people are teaching as as possible.
So OGAP um is the training that the
state department of education several
years ago has brought to New Hampshire.
Several people had some training in the
district. We u made it a priority to get
everyone in the elementary setting
trained um in additive reasoning andor
multiplicative reasoning as well as the
middle school teachers were trained in
multiplic multiplicative reasoning as
well. Uh the next cycle of that next
year would be that we'd focus on uh
fractions
um and ratios and proportions and so
forth. So there will be a couple other
um
modules I guess you could say. So what
happens on these two days is they had
the first half of the training. The
second half of the training is happening
in October during those professional
development days. And then trainers the
uh individuals who come to help and and
provide the professional development on
uh best practices around teaching
mathematics to young learners. they come
back to do observations and and some
coaching for us as well. So that all is
being paid through title two funds. Um
and that we've talked a little bit about
that, but just wanted to let you know
that that first half has taken place.
Gives individuals a couple weeks, maybe
a month, I guess you could say, uh a
whole month. Yep. Because it's early
October when the next training comes. So
a whole month to implement the first
parts of what they have learned and then
to go after that simultaneously.
Um the unified arts teachers started
working together on curriculum
development in the elementary levels. We
have uh very uh vertically aligned
curriculum from middle school and high
school, but elementary um has yet to
engage in that work. And so they started
to do that work during that time frame
and they'll continue that throughout the
course of the year with other
professional development days and a
couple other um release days.
Um, one of the goals within mathematics
or another part of the mathematics work
that we're doing is that uh in the
elementary school, one of the or the
subject area that we're going to um make
certain by the end of the year is
complete from the area from K to 12 is
mathematics. And so, uh, we have six
days that we're going to have to work to
develop that. Um, and I say six, five or
six with each grade level. So, um, David
Dustin in his role, his expanded role,
not just the principal of the middle
high school, but also the MTSS
uh, administrator of the district is
working uh, to with all teachers to be
able to help align all curriculum all
the way through. Part of that and it's a
significant element of OGAP training is
making certain that people have um a
strong understanding of what we call
complex reasoning and how to uh bring
about higher levels of thinking when
teaching. So while we have while most
you know most if not all of our students
are uh doing very well with computation
or solving uh equations or algorithms
that is uh not what uh the level that we
need them all to be at. Um and so uh
being able to um synthesize multiple
types of mathematics or or arithmetic
topics um to solve problems is is very
important. So it takes a lot of work to
be able to get that to take place and
that's what what's being worked on and
that's what's being encapsulated in our
curriculum documents as well. CPI
training for PAR educators that's for um
non-violent interventions to make sure
that if kids are having some challenges
we recognize what those are and
intervene prior to a a problem
occurring. um on the 8th during the day
that we had
elections the um the the uh here in this
school and also wrench Memorial School
uh several of the administrators and
some teachers had some further CPI
training uh as well. So um I still have
to finish up two hours of my online
training and then I'll have my uh
certification for the next two years on
that as well.
the first day of school numbers. I'll
just take a break from this and just to
show you um whereas right here if you
look at Jeffrey grade school K through
five um we had a total present of 177
learners uh seven absence uh based upon
who's uh signed up in in Alma.
um that's our student management system
and so 184 total
and at RMS we had 259 with four absence
for a total of 263.
At the middle high school we were at 489
for the first day, 17 absence for a
total of 56.
um our pre preschool which started
um on the 31st, so a little bit
afterwards. Um but before Labor Day this
year
um and we had never had a full week
actually with our four year threes and
four-year-olds right away like that and
I think they handled it very well. Um we
had 63 uh but there were two absence
>> on that first day. So 63 for a total of
a little over a thousand which is
roughly where we were last year.
Actually I think we're about 15 students
higher across the board than we were
last year. Looks like Jeffrey grade
school we might be lower um at that
school itself.
>> Those absence are a lot better than last
year. Last year there was like 10% of
the total population that was not in
school the first day.
>> On the first day it was that terrible
were a lot. Yeah. So we did not have
>> No, that's very good.
>> Yep.
>> I noticed that we don't have the uh the
superintendent's report in here. So how
do we get a copy of
>> Well, it will be put in uh afterwards.
I'm going to make turn it into a PDF. Um
and I will add this to the slides. Um,
it was easier to not put it in the
slides this way because of how I got it.
So, grants and partnerships. Um, last
week I put in for another Millipur Sigma
grant. Last year, we were awarded a
$10,000 grant from our partners over
here at Millipore uh for science
education. We were able to utilize that
for middle school and high school STEM.
Uh this year, I wrote it for elementary
STEM and uh with Project Lead the Way
leanings and professional develop both
for professional development in the
elementary schools as well as for
supplies to be able to um use during the
school year.
Um the we'll wait. I haven't received
that yet, but it has been submitted and
we'll find out. Some last year what they
did was they had questions afterwards
and then you know ask for more
documentation or more clarification uh
or maybe backup documentation that was
necessary.
Um the SAS grant we've talked a little
bit about that's the one that we had the
fiveyear a little over a million dollar
grant that has to do with um our MTSSB
multi-tered systems of support for
behavioral um health. And so uh Antioch
University New England is our official
clinical mental health partner. So after
going through a request for quotes, um
they were the group that had the
capacity to do the work that was
outlined within the grant and also um
they um are going to be doing a thorough
evaluation of our MTSS or multi-tered
systems support basically academic and
behavioral um supports within the entire
district. And so uh you'll you will
likely see a report within several
months of what that would look like.
That would give us an opportunity to
reflect on that and then make some goals
around next steps. So that's also part
of the grant. So they um put in their
quotes for both of those aspects of the
grant and uh they had the best capacity
to do both both areas.
So, uh, Kim Baker and myself, we are
we've started to put together memorandum
of agreements to, um, outline all of our
workings together uh, for the course of
this upcoming year and hopefully for
years to come. But, uh, I believe we're
trying to get together this coming
Friday to take those MOAs and make sure
that we're on the same page. I would
imagine will take a few weeks for both
organizations, our organization and
theirs to sign off on it. We've used a a
previous MOA that was approved here in
the district um that we've used with
Antioch. We used to very have a very
strong partnership with them prior to
COVID. Um and so this reinvigorates that
which is which is neat. FPU partnership
continues to grow. That's very strong.
we're still their primary uh partner and
so their learners are in the education
um school of education over there all
take classes either at Jaffrey grade
school or at range memorial school right
now they're at Jaffrey grade school this
year at alters from year to year um and
then also we have other
pieces or or partnerships that have
evolved from that primary partnership
um And one of those is the inquiry
scholars program that has been here for
quite some time again during the COVID
years went away for a period of time and
then it's been building up over the last
couple years with the elementary schools
in both Jaffrey and in range and now
it's at the secondary level this year.
So they started at the middle school and
will continue to um be held at Jaffrey
grade school in RMS as well. um that
there's a lot of research and uh
thinking involved in that and
presentation skills along with
presentation skills uh being part of the
writing nest also uh certainly there's
uh creativity writing um podcasting and
um and that's an afterchool program at
both Jaffrey grade school and RMS. It
will start at RMS I think this week and
then RMS I mean start with JGS in the
spring and then vice versa for the
inquiry scholars.
Uh just a note uh Jaffrey Ring Education
Foundation which is a a small nonprofit
in the region has been um supporting our
schools for quite some time. Um shout
out to them. they um are fundraising and
putting a lot of their emphasis on our
schools and specifically where they
think they can have an impact which is
with this in inquiry scholars program.
And so, um, this provides opportunities
a couple times a year for our kids,
elementary and now middle school and and
we've had some high school opportunities
as well, but to go on campus, be in
their cafeteria, present in front of uh,
adults from around the community as well
as um, in front of and with college
students. And so, it's a great
opportunity. families come and they all
it's a very nice warm community event
every time we do that for our
culminating uh sorry culminating
celebrations
and then the top two bullets there are
just some conversations that are ongoing
right now I don't have a lot of detail
as we're looking at some dual enrollment
options in this in education uh for our
kids as well as um expanding some
college internships for their learners
ers here. But those are early
conversations.
October 2026 education article. You know
that a couple times a year we've been
we've had the opportunity to write for
the manuk ledger transcript. And so I've
been asked to do that again for the
beginning of October. And so here are
just a few of the items that um we're
likely to highlight. Um, if you have
suggestions as to what you think that we
ought to highlight, please, you know,
provide that information to me. I have
to have the article written and to them
at by the end of September. Um, and so
we have a couple weeks, which is which
is a good amount of time. It shouldn't
be a problem meeting the deadline. But
we'll talk about what we talked about
here with curriculum development, math
professional development. This is our
third year of implementation with
English language arts and what we're
doing to um, make sure that that is
successful. Um we can talk about
assessment results, innovative
programming that's going on in various
areas, um grants and partnerships, uh
and uh finance and facilities.
Certainly, um one really neat thing that
comes a little bit later in this
conversation is the area, uh idea of um
prek, four-year-old prek. Um I think
it'll be
nice. Um I haven't had an opportunity to
spend a lot of time at the Jaffrey grade
school. um pre preK yet, but I am going
to do a little more exploration with
that as the teacher who's doing it this
year is um has set up the outdoor
classroom and regularly is out there
with those four-year-olds both in the
start of their day, at the end of the
day, and throughout their day. You can
go by drive by that area where the um
Susan the dedic the dedicated um oh what
do you call it the uh not bleachers but
it's like a a place for theater.
>> Amphitheater. Thank you. It's a place
for theater, right? Amphitheater.
>> Um
>> not the car.
>> Yeah. Not the Gaga car. So the
amphitheater there. Um in that area
you'll see a classroom setup and so that
is being used on a regular basis and
it's really great to see. Um and of
course we know that um utilizing our
outside resources um are important and
engages our kids in a great way. So um
we can likely schedule some time with
the school board to go and visit some of
the things that are going on in the
schools. I think that would be great.
HB1300 update. So this is the tax cap
law that was passed in the last
legislative session. requires that every
New Hampshire city, town, municipality
uh votes on a tax cap for school budgets
and warrant articles. Um so again, the
tax cap is about all of the financial
um the money raised due to the entire
warrant, not just the school budget.
Now, um I was at a legal briefing on
Friday. This conversation was at the
Marramac County Superior Court. It was
there not much action happened on that
day, but we are told that it is there is
going to be a decision made this
Thursday as to whether or not um that
court is going to say, "Yep, it's going
on the ballots or whether it's going to
be challenged uh further or basically
saying it's not it's not okay." uh
reason, you know, many would say that
there's vague language, it's misleading,
um is it an overreach? Those are
questions that are out there about about
that. For, you know, us, of course, if
we were to have a tax cap, um and we can
only look at a couple of the other towns
in New Hampshire that have tax caps, um
it would obviously pre present some
significant challenges. So, um,
especially as we are in a negotiation
year, that changes, you know, that would
change that as well. So, it impacts a
lot of, uh, what we're trying to do to
improve the district. Uh, certainly, um,
what we've been trying to do over the
last couple years, and we've had our
financial struggles back and forth. Um,
adding this is is another layer um, and
a more complicated layer.
So, um if it does go on the November
ballot, there is um another way to
uh I guess undo it in a sense. Uh and I
and I I still have to
the the attorneys are saying wait till
Thursday. Um but they're
wrapping their heads around it and I
know that anything to overturn has to be
done by a 60% of the voters. So whether
it's uh a warrant article that gets
passed has to be passed over 60% of it
or whether it's um specifically for
another warrant article to be out there
to vote against like oh you voted for
this in November so in March let's you
know write another one saying we don't
want it or something like that regard
whether it's that way or whether it's
the um just going and saying all right
I'm voting for this this amount of money
and we are voting
and the voters are approving it by over
60% then that amount is approved in a
sense over the tax cap. I don't know uh
which one. I don't want to say. So after
Thursday I'll get more information and
we'll report on it at the next board
meeting. Give you more clarification.
Last time we met, the Jaffer School uh
school board um authorized the retention
of 83,320.
And so that's the unassigned fund
balance retention. Uh we are permitted
to
retain up to 5% of the net assessment.
Uh I don't remember the number that
Carrie gave us, but I think it was like
1.125
million. I think roughly around that.
That's pretty close. This doesn't get us
there. So, we're about maybe what 3% of
the net net assessment is what we were
able to retain. Um there was
conversation about whether to give some
back, keep some. Um there was
conversation about if we do this, you
know, get in the next year try to get it
to the level that we would be at for um
in case of emergencies or sort of
conversations on emergencies. There were
conversations about whether we could use
them any of this, maybe not all of it
this year to um help with some uh budget
planning for the future. So um
programming or purchases that could help
support our budget in the future. So,
uh,
the first conversation we had was
around, uh, transportation,
vans. We've talked about that a fair
amount. And so, there are two areas in
the school district and in our budgets
where transportation hits
significantly. apart from just the
normal transportation. Um normal
transportation I'm defining that as uh
the school buses in the morning and the
afternoon drop bringing kids to school
bringing them back home. Um or it also
does not include uh special education
transportation. So education that's
going to out of district placements. So
that's all separate from this. the two
areas where we could
most readily
uh sol you know save some money this
year and prepare for next year and so if
we save some money this year we find out
it's working oh we can budget
differently next year automatically is
in the area of CTE and the which is
career and technical education and in
the area of athletics
uh we've done uh a brief kind of a not
an indepth but a a pretty good um
analysis of athletics and believing that
we could save about $30,000 this year if
we were to get a couple vans. Um of
course it costs more than $30,000 to
purchase the vans. So that's part of
this conversation.
Um we'll so we really need to in this
part of this conversation look at the
CTE the career and technical education.
So, just for history purposes, for those
who weren't here, I will not spend a lot
of time on this. Um, we had an
opportunity to get 75% of a CTE
renovation here and add programming.
Um, this is a copy of Governor A's
proposed budget. When she came on, she
named us and actually had more money in
the budget than what we were asking for.
Um, it did not pass.
So all these schools in the past 20
years um at that time received
this that 7525 funding. Uh our community
chose not to go forward with that. Um
also Conval's community chose not to go
forward. Um they didn't even put it on
the on the warrant and I think uh MSI
decided to decline as well during that
year.
We went on a road show and discussed
what this would mean. Now, there's a
much longer presentation and because it
meant a lot of different things, but one
of the items that we were asked to talk
about was cost. And we know that in um
the way we have our agreements that um
we are given the opportunity to have 75%
of the population when CTE is housed at
your own location. it could be our our
learners and then 25% of the class would
be filled by learners from other
schools. And so basically we estimated
some costs of what would be reoccurring
costs and then reoccurring revenue
streams and seeing that if we were to do
this we would um be to the good over
100,000. and actually for the first
couple years because usually new
teachers when you're talking about
career and technical education they're
paid through a grant for a year or two
and so um you'd have a little bit of a
buffer for a couple years. Um you
wouldn't have a buffer on a custodian or
utilities or supplies but supplies are
also grant funded largely. That's why
the number is not very high here.
So we um we missed that opportunity.
This is what um it would have costs for
the first three years would have
continued going on but those would have
been the tax rates. We were just we were
asked to do some like a three-year tax
impact for that and saw that. I think
it's important to look at the numbers in
2026 27 um almost 900,000 you know
almost 900,000 between the two towns you
know um what would need to be raised and
appropriated for the bond. That's
assuming we didn't get any donations or
anything of that nature, which we didn't
get an opportunity to go for.
So, we indicated that we could actually
have a good revenue source. Fewer of our
learners would be traveling all over the
place. That saves costs and busing and
so forth. We also indicated that if we
did not have that sort of thing, if we
were to lose this type of programming or
not gain this type of programming that
we would need to continue to send our
kids in a variety of locations. Uh we've
been to Hudson, to Milford, um Keen,
Conval, MSI, anywhere if our students
need it, um they want it by law, we we
need to provide it and as long as it
fits their schedule as well. And there
are some other
um there's other information about how
to work it out with schedules, but
that's uh that's not really part of this
presentation. So, this is currently
where we're at. Um we have 47
um CTE learners at various schools,
Keen, Conval, and Msic.
And um we were able to get courses this
year that we otherwise wouldn't be able
to get. We would have had culinary arts.
We would have had a few of these other
places. We would have held on to our um
construction trades and so forth had we
been able to move forward with that. But
instead, right here um and there were 75
kids who had actually off wanted CT. So
not all of them were able to get it. So
about 30 did not. And this is for this
first semester. A lot of these are
year-long courses. So they'll be rep
repeated for the second semester. Some
are there's a few that are uh at Conval
that are semester courses and so um
other people may take other semester
courses. So we're estimating maybe it'll
be 45 47 for the um for that semester.
We have quite a few out there.
So, right now we budgeted um as has been
really kind of what we've been spending
uh we budgeted about a hundred a little
over $100,000 for CTE
um curriculum and instruction
and we are um over that projected for
the year by uh quite a bit. So um if
it's not healthcare it's it's career and
technical education. So, um, this year,
this is the one. This is the item that
we're going to have to figure out what
we're going to do. So, um, we are
anticipating that it's about a half a
million. Um,
I, you know, it's kind of a double-edged
sword. You want all 75 to be able to get
what they ask for, 30 more. This would
be a very different number. So, um,
that's just something to think about.
Ruben, that's that's before
transportation.
>> Yes. Yes. This is tuition.
>> Yeah.
>> Yeah. And then there's transportation.
In order to get our learners to these
locations, there are several runs. And
so you'll see we have about seven and a
half runs. Um that green one is in the
second semester. So it's possible one
will drop off. Uh it depends because
sometimes midstream someone, you know,
chooses to, you know, not continue on
with a course or whatever. It's
possible.
So
from a transportation standpoint, you
have two runs going to Msenic right now,
three runs going to Keen, three and a
half if you're this is we're looking at
the year year long. Um it's about
50,000. I think last year was like
47,500
per run per year. it goes up a little
bit this year, maybe a tad under 50. So,
um the estimated transportation cost for
this year alone, uh which of course we
didn't budget for this is 425,000. So,
when you put the two together, we're
looking at and the reason why I wanted
you to kind of engulf kind of bring in
that number of 2026 27 of the new
facility of 800 some odd thousand.
This happened a little sooner than we
thought it would, but it did happen. And
um it's a good problem to have in a way
that our kids are getting these these
educational experiences. It's uh it is a
budgetary problem. So $930,000
roughly um in uh where you know maybe
700,000
of that is non-budgeted. Um that's a
that's a lot of money to have to find.
Now you do get some
um aid back. You can kind of take a look
over here at the far right and see in
the years of 21 22 23 24 25 and so forth
that if your amount of money came back
like if you had like $5,500
was a course for a semester or for um
sorry um for the year$10,000 $11,000
um per
per student we would we would you know,
a certain amount. There's like this pot
of money in this in the state that is
distributed. It's a static pot of money.
Um, and it gets distributed to based
upon all the all the kids in the state
who take CTE. So, it's split up and you
can see it's been going down every
single year in almost a linear fashion.
And so, we expect that that will come
back and you get so kind of like special
ed aid, you get it the year afterward.
Um although special ed you do get a lot
more of it and um and the last couple
years it's been right around where we've
wanted or better than what we've
budgeted. This is unlikely to uh you
know give us what we're looking for. And
but you can see that uh we used to get
some local tuition right here for our
construction trades uh when individuals
came over and took courses our our way.
At the same time, we have kids who were
doing their construction trades here.
So, we weren't spending for
transportation or for um any of these
courses. Um and then, uh we got some,
you know, transportation, state aid, but
it all here was the total tuition that
we had to spend on those years,
transportation, and the total expenses
that we had. So last year we shared uh
you know you know that um total expenses
were a little under 300,000 a little
under 200,000 year before 200,000 year
before that. So it's it's been you know
it it went up last year which is what we
expected because we didn't have the
programming. Um but that number with
tuition and transportation.
Um
and you'll get you'll get some support
here by this transportation. Um no local
tuition and you'll get some state aid
tuition at some point in time. Um but
you're going to see that number uh
get close to triple um that very likely
for this this current school year.
That does bring up just some other
thoughts. And so, not just for this year
and trying to help support the uh
transportation of career and technical
education to kind of reduce that risk, I
guess you could say. But also, um, we've
we've talked about, uh, going out to
bid. Uh, you know, we have options with
our current contract. Do we go out to
bid? Do we go and does the board take
and um and say we'd like to
act on our two-year extension that is
within our contract to be able to do and
that could be that will be brought
forward for conversation to the school
board. But when we're looking at really
trying to find dollars in these areas,
um, you know, do we consider trying to
figure out how to create some CTE
programming? do we consider um knowing
that it's not likely to be we'll never
have that opportunity again to what we
had and and so we'd have to do little
bit by little bit and not all at once
but also running our own transportation
yes for CTE yes for some athletics but
also down the road there are school
districts that in New Hampshire and
certainly around the country but in New
Hampshire that do have their own fleet
of buses and do run their buses through
their school district. Now, there's a
whole lot that goes into that, but there
may be savings. And so, it um and just I
chat GBT just to throw some numbers in
there. And it would look like if you
know, I'm sure I'm forgetting something,
but it could be anywhere between, you
know, $500 and a million dollars in
savings annually if you ran it from
internally. But that is um that's
assuming that they have all their costs
correct with buses and so forth and we
have the right right numbers on those.
Obviously that puts a huge uh load on
the system and so you got to hire the
right people to maintain
all of that including bus drivers. Um so
those are some thoughts. We also uh not
really related to this but just in a
kind of a pre-budget conversation is in
we'll be going out to bid um in soon
whether it be this year or the next year
for food service and that's another
thing do you look to see uh what you can
do internally again a lot more work I've
seen districts do it um and some have
done it very well uh but you know you
have to have the infrastructure to be
able to do that and do
um to do it in a way that's going to
work for for everyone. And but that is
when you do at least have the option to
do it yourself,
you are not um handcuffed by the
corporations that um are out there uh
who are going to bid for your
programming. And since our bus company
has been purchased twice and our food
service has been purchased twice, you
know, um or at least we've changed the
food service a couple three times and it
just got purchased out by another
company. We're getting fewer and fewer
of these companies that are going to be
able to bid for our services in the
coming years.
Um this is just one quote uh that
Heather was able to get for um a van.
It's, you know, roughly around 65,000
u for a 15 passenger van. Uh we would
still want to look and see if we can get
some better pricing, but it checking
with other districts, this seems to be
the going rate. Um several other
districts have been going toward the use
of vans. I was just up in Plymouth.
That's where we had our legal um
training on Friday and Plymouth has
several vans that they use I think for
either CTE because they have some CTE
ups there as well, but al also for their
athletic programs. Um Amherst gave us
some information. They have a small
fleet. Um I think Milford uses some. Uh
Laconia uses some. So, and I know that
in the past anyway, I'm not sure, I
haven't checked recently, in the past,
Madan Knock had used vans as well for um
different
different types of transportation.
So, if
there was a desire to utilize funds for
something like this, we would need
drivers. We don't have people here who
could just drop what they're doing and
drive.
Um, I think that that could be a backup
if you know if you didn't if you had
hired drivers and which we'd want to do
some sort of part-time. You don't have
to have the same type of licensing as if
you have if you were to have a you know
a 50 passenger bus. Um, but there's
Primex has some specifications as of
what type of training has has to happen
for people to drive these vehicles. Um,
if you estimate 25 an hour, I was incl I
was saying I was thinking like 20 $21 an
hour, $22 an hour plus maybe FICA and
things of that nature. Um, 25 doing a
little bit of math maybe would cost you
about $45,000 to pay um a few people
part-time
um to maybe some people who are retired
and want to just do something else for a
few hours a day, not the entire day. Um
if we can get some volunteers, we could
try to get volunteers as well. We do
have um volunteers that have signed up
within the district, but that would be
something we'd have to look, you know,
more into. But if you were to do two
vans, of course, we've also talked about
still renting the Jeffrey um bus that's
also a 15 passenger. That has cost us
about 125 every time we do that. We
already pay for gas and our budget. So
that's, you know, no matter what type of
transportation that's already there. Um,
and uh, we would end up
saving about maybe 20,000 because you'd
be able to do maybe four CTE runs, you
know, by the and get that going is if
you could do it sooner than later and
then of course have some money for um,
savings in athletic transportation as
well.
Um, but you'd end up having more savings
the following year once you have the
vehicles and then you can add vehicles
if you want to, but if you see that it's
going well. So, doing so sort of a a
pilot program. Um, I guess the one thing
even though you'd save 20,000, if the
conversation were to be able to to have
a hearing and use money from the
unexpended U funds from this last the
retained funds that were retained last
month that those funds don't hit our
budget. So, in a sense, you're saving
more within the budget. You're not
you're not saving any more taxpayer
dollars, but it would it would uh cause
more cash flow to occur within the
school budget because it wouldn't that
135 would not come from our budget. It
would come from you know extra.
So that's that's something to consider.
And then the last thing um is that I
well the last big thing is uh we had a
lot of conversation about prek and what
is the benefit and what to do going
forward and um again if you do uh if you
just ask what's the the return on
investment for prek if you go in there
to an AI any choose your AI um search
engine basically and ask for what the
return on investment ask them to get
peer reviewed articles and so forth. Um,
you know, this is what they'll give you
if I I just want give me five
peer-reviewed articles on the benefits
of um early childhood learning. Of
course, quality matters, but that's of
course what we would want to have. Um,
but they'll give you the the return on
investment happens over the lifetime of
the child. it can for every dollar spent
um the research will say it can be I
mean they said anywhere between four and
$13 you know that's that's huge return
New Hampshire did do this study um many
years ago over a decade ago and found
that it was really a for every dollar
you would gain you know another dollar
so you get kind of a 100% on your return
Hampshire is different than some states
how they do everything
and so Um but this shows you the a
little graph. was presented to the
school board um as part of a larger
presentation in 2017
um to show that during those years you
can see 1 2 3 4 five um under the age
and years that there's very important
sensory pathways, language pathways,
higher cognitive functioning that you
want to be working on with your children
to make sure that their neurons are
firing at all levels.
And that's helpful later on because one
of the if you're again if you went and
started to research this you'd find that
one of the financial benefits may be
it's tough to show because
of what what I think is is clear it may
mean it may lead to fewer referrals
fewer special ed um identifications down
the road. Uh it would seem that in the
limited time that we've done this that
we've had some examples of that that
we've had fewer referrals um at younger
ages. Uh we you got to have the program
for many years to really collect your
own data. But if but national data is
national data. It's it says you're going
to have uh you're going to spend less
money with special ed down the road uh
the more you focus on early intervention
and early um quality education.
Um there are obviously the the main
wins are a lot more social
and future financial success. And so
here are a couple things that this was
also part of that same presentation.
Benefits are greatest for lowincome
children. Um it's one of the reasons why
we chose to um do the model that we did
and have it not tuitionbased. Tuition is
a barrier for low-income families.
Whoops. Lack of transportation. That
said, we also made the tough decision to
not transport because that is, as we
have looked at, extraordinarily
expensive to transport. So, families
needed to transport themselves unless,
of course, their the learner does have
an IEP and that's written in their IEP.
Um, lottery approach doesn't identify
the neediest children. That was uh we
that's why we wanted universal
And then pre-k testing is cost
prohibitive and may not accurately
identify greatest needs. Um
but uh this was what the presentation
was to do to fund four full days um and
to do a pilot two sessions meaning two
classes of that and then it was expanded
um using esser funds for two years. the
idea of using a grant to help um show
the value of it within the school
district. I think that most people would
say they understand the value. They want
they want that. Um of course it's an
area that uh is also not required by
law.
So um
uh the
recommendation that I would have around
prek
is that um in knowing our financial
state for this year in particular is
that I do think we should keep as much
of that money as possible.
I do think that we also need I would I
would like to see us
potentially use those dollars down the
road if those dollars are able to stay
and remain to say we'd like to in our
budget conversations. Maybe we are we
keep our preschool, our prek and our
budgets as is and be able to like a
grant,
use some of those funds and say we'll
have a public hearing, use those funds
to start building the prek the following
year, get that in there and then try to
get it back into that budget. Um it
would not be subject to any sort of tax
cap at that point in time because the
money has already been taxed. Um, but it
would give it would give us time to
plan, give us time to hire properly, um,
get us give us time to make sure that
we're getting our classes completely
full. Um, and also, um, in the meantime,
give us a a buffer in case we need to do
something later in the year because of
budget shortfall.
Um
I do think the two areas of focus are
are appropriate.
um one can save money immediately but
again it may that may in of itself be
too much of a risk uh because we still
have to hire we still have to hire
drivers and things of that nature and
find figure out that process a little
bit easier to put together because we do
have an SAU exempt and non-exempt um
classification which we've been able to
put together um positions fairly quickly
that in that way that's what we'd have
to use at least for the first year or
So, that's a lot of information, like so
much, but um it was as condensed as I I
could make it. Um some of this
information was shared at the education
committee meeting. Um and then some
questions were asked, so I tried to put
a little more information in there. And
um that's it. And I'm sure there are
questions or maybe there's conversation.
Um,
>> before we open up for questions, would
you like to take a break and get a
drink?
>> I would like to get a drink.
>> Yes.
>> I thought that might be something you
need to do.
See what happens when we don't meet for
3 weeks.
>> Yeah.
>> All right. Um,
congratulations on the beginning of the
school year going so successfully and
the attendance increase. Well done on
all that.
>> Um, well done to the administration and
the teachers. Um,
>> I I think they're I think it's gone
really well.
>> Yeah.
>> Like like really well.
>> Yeah. That too.
>> Yep. It's very cool.
Very very cool. Um,
boy, there's a lot.
>> Yeah, there's a there's a lot there.
>> Um,
the CTE program,
we have to offer
the CT, we have to offer the options.
>> Um,
do you foresee a time when we'd have to
say, "No, I'm sorry. we can't go to the
school anymore and offer these options.
>> Well, we've had that conversation with
the state department over the years
because we've had learners who haven't
been able to get I'll choose um let's
say engineering, right? Conval is
supposed to have it, some years they
have it, some years they don't. And so
when they haven't um we've had to um
send learners to other places such as
Milford or Hudson. And so um it's we are
we are expected to um be able to as best
as possible um provide CTE education for
them
for our learners.
Okay.
>> I mean 30 of them didn't get it. So, um
>> because there are limited spaces as
well. So,
>> yeah.
>> So, part of that was a
a timing in their schedule.
>> Yeah. So, we had um one school not give
us their schedule for quite some time
and so we needed to make decisions and
so another school called us and offered
us quite a few seats and we took them.
We weren't going to not um
make sure that we could guarantee
education to our kids. Um and Masonic
those numbers were are you know stable
and they have two solid programs over
there.
So I have um comment and a question
>> comment first of all is frequently we've
we use the phrase unfunded mandate
>> right
>> this expansion of CTE
and the ED 306 rulings is the perfect
example of an unfunded mandate.
We are required to send students out if
they request it and it fits in the
schedule and we can find the seat.
Very difficult to budget obviously
because we are
$700,000 over budget
>> estimate estimated. Yeah. So then my
which leads to my question of how are we
going to
what are we going to do?
Send the bill to this.
>> Thanks Christine.
>> I mean we work so hard to pay the school
choice. Is that what it is? School.
Yeah. School choice
healthc care
800
>> last year.
And
I don't know if we have that wiggle room
or I mean how do we how do we fill that?
>> Yeah. So
I mean it's not just about
um like that that was
the money was challenging with the
healthc care matter last year but also
the timing of it like everything was
very scripted as to what time you could
do things by. Um, so and then we had
conversations during budget season about
do we put that in the default budget, do
we not? Do we, you know, there were a
lot there's a lot of conversations. So
none of these are in isolation from the
budget. Um, and we were able to
um through I mean we've had some
situations where if you can't hire, you
know, you've been able to have those
dollars and then are able to pay that
off. Um, if you've been following along,
we've actually been hiring our PAR
educators this year, which is a great
thing. That's like wonderful. So, we're
not fully staffed yet, but we're um at a
staffed at a higher rate than we have
been in years. And so, those dollars are
less likely to be available for that
sort of um trend data that we have had
some trends, right? And so, that was one
of them. We have we did have a few
teachers that we were unable to uh hire.
Um two in special education, one high
school mathematics. Um you have to take
care of some of that in different ways,
but overall there's some funds there,
but not that not those types of funds.
No. Um finding ways to save in
transportation
uh is one avenue um to do that. Um it
you know because we pay semester by
semester it's a little bit better.
You're not paying the whole thing at
once, so cash flows a little bit. You
know, we're always concerned about cash
flow. And so, um, and then if our
revenues come in well at the end of the
year, like they did this past year, we
end up okay. If the revenues don't come
in, like special ed revenue is usually
the one, right? If that comes in like it
did maybe three years ago, um, we'd be
in trouble. Yeah. they we had the lowest
uh amount of special education
percentage-wise I've seen in the last 15
years um under under a different
commissioner and a different governor.
But I think that um you know we're we're
likely to keep okay this year is my
understanding. But uh you never know.
>> I have a couple of questions. First, if
we don't have any CT
pro uh things here,
we we send out for all of them.
>> That's correct.
>> So, why does everybody else have them?
We don't have anything here.
>> Don't open that can of worms.
>> Jes.
>> Yeah. So the short answer is that we had
a program uh we had a very successful
construction trades program. Um
we were trying to add originally we
tried to add four programs.
We were given
we we were given um the promise of 75%
of the construction to be funded by the
state. of your tax dollars would have
come back to the the
>> Yeah, but that wasn't actually going to
do most of these programs that you've
got now.
>> It's it's
>> it's going to do maybe a third of them
tops.
>> So, we can't look at this cost and say
that's how much we save because you
weren't going to have them all there
anyways.
>> So, there Yes. So I think that the way
you look at it is that many of those
kids in our school um through that's why
you do surveys and so forth would have
stayed here for a career and technical
education class. 75% of the seats would
have been for our students and so it's
highly likely that they would have and
they were all year-long
um like culinary was year-long,
construction trades was year long. um
those um those students would have come
here. When they come here, then they
then we don't spend tuition dollars.
What's also happening is if they're
here, you're not spending
transportation. It is true that you
still we we always had we always sent
kids out to Gondal or to Mimic for
automotive um occasionally to Keem for
some things. Um but it but it would
balance out what you do. Not to say that
it would have been a wash like or that
we would have been in the end making
money, but we would have likely gained
revenue from that here enough to offset
some of the funds and then at least like
you said half half of those funds would
not be occurring. So it's um that's
that's how I would that's how I would
look at it. It's so we we missed that
opportunity.
The reason why our construction trades
program
um
went away was was linked with that. Um
we talked about it a little bit last
time. don't want to get into it um
because of uh
some conversations really that had
happened within uh deliberative session
and as well as um the
you know having a different opport the
person having a different opportunity.
They took a different opportunity closer
to home. So um that program was then
because we couldn't find someone for
that. We said, "Menic, we'd hate to lose
it, but Msenic has a site over there
because I used to host the program and
said, "Yeah, we'd like to give it a
shot." And so, um, they were able to
find someone to at least implement a
portion of the program this year. So,
that that's where we're at.
>> So, from last year or let's say this
year, how many you're saying? We have 47
students.
>> Yeah, we have about double the students
out, I think,
>> from
>> from previous.
>> Is that what we have? 47 students right
this year now that we're looking to do
>> 47 students this semester um most of
them
>> and last year we were half of that
>> yeah about
>> what changed what what
>> um we were able to find people who I
mean a lot of people asked for it they
wanted these this type of learning we
knew that was trending that way uh it is
pushed by the state of New Hampshire
pretty heavily c CTE program you don't
pay for it I've been on I've been on and
state committees focused on how to uh
the importance of CTE and how to get it
um you know how to how to get into more
kids' hands in a sense um but
never to figure out how to find the
revenue for it which is
>> I also think that the um kind of push
away from four-year
colleges like New Hampshire is really
saying trades are really the way to go
right now. Uh there's much less more
much less funding available for
community colleges, state colleges,
private colleges. So their their funding
and their offerings are much much less
just in the last two years dropped
drastically across the board in New
Hampshire. And that's and school loans
are still in issue. So I mean the whole
the whole rhetoric right now is get
certified in something, get some sort of
a trade going. So that also builds that
a great deal of why there's a heavier
interest right now. And if you can go to
high school and come out with a
certificate that you can start making
some good money right away, you know,
that's
>> I mean, it could cost us a million this
year and it could if it continues to
grow like that, it could be double that
next year.
>> If there's no We don't have guessing.
>> Yeah, there's no way of guessing. I
think doubling would
>> I could be I mean I suppose there were
70 to 75 if they all got their spots.
There would have to be that many spots
>> in in areas that people
>> we don't have any room to add a CTE
here that could bring us revenue in.
>> So
>> there was an idea. Yeah,
>> there is an idea. Um and that'll be a
presentation for another day. But but I
did show the education committee members
the space on the other side of the
building that we were talking about for
cosmetology.
Now, cosmetology was the one we actually
had taken off the planning uh because
the group that was the community group
that was working with the plan and
developing like they were trying to like
basically say uh this is let's let's
tailor it. Let's let's kind of cut it
down a little bit. And um and out of the
all the programming that was uh we were
going to go for two programs were cut.
One was because the state department
told us we had to. That was fire
science. Um,
and we do have, I think, a learner in
fire science or two in fire science
where we're at Keen. So, that's that's
nice that they're able to get that
because they haven't been able to. Then,
um, cosmetology was the other one. There
was conversation about that. Uh, it it
was the most requested one for the
region. That's how we know it would have
some popularity.
um it was a a very high interest. The
reason for people at that time to say
let's move away from that was the
perception of u uh salary um obtaining
obtaining a higher salary. So, they
wanted to focus on the ones that they
felt
were more likely to um help a help an
individual in their profession out of
out of high school.
Um I don't know as though current data
suggests that that's totally the case.
Um, I think what we would want to do is
couple couple it with our with the
business requirements
uh so that we're focused on uh not just
the cosmetology side of things, but also
how to develop and run a business. And
so you could use that space over there
where there's already water, there's
already plumbing and so forth in that
area. um has and has a classroom
adjacent to it. Uh has a setup that if
we put some construction if we put some
money into the construction and a door,
an entryway,
you know, and remodeling some of the
internal aspects of the room. Uh we
might not be able to get what we
originally, you know, wanted to
size-wise. It's about the size of what
the original one was. Um, but the
original grant had a lot of equipment
and so forth. So, we'd have to figure
we'd have to do the math again as to how
to get it all. Um,
>> so if we start budgeted out,
>> if we start a CTE program, do we get
assistance from
>> Mhm.
>> Yep. Typically, you can get assistance
for a year or two with the teacher.
>> Um, and when you start a new program
that's not in the area, so we'd have to
go through the state department of
education with that. and and work with
um our region floor team and um there
there will be some work involved.
Um and then equipment a lot of the time
um
there's Perkins funds. It's a federal
grant that gets dispersed
um but it is a sum of money that gets
dispersed to you know in consideration
of all of the programs that are in the
region. So,
I am unclear right now as to what our
portion would be if we were to start a
new one.
>> It's a good idea to look into it.
>> Yeah, I think it's I think there's a lot
of interest
there was a couple years ago, too.
>> Yeah.
>> More questions on the superintendent's
report?
Okay. Um, I think we have a the
beginnings of a decision to make on the
vans. Um, we would need to have a
hearing to get the funds. We would need
to get an accurate quote. Um, if we
>> Yeah. And so does the board wish to
uh move forward
with using some of the unassigned fund
balance funds to purchase two VMs to
help offset some of this 900,000
potential.
It it'll
offset a little bit of it.
>> Yeah. I mean, I I think it'd be probably
definitely worth the research to make
sure it's that it's going to put us
ahead because there's other thoughts of
where do we house them, where do we, you
know, maintain them, how much are we
really saving, where do we, you know,
all those factors, but I'm not against
the vans. Uh, but I think we should
retain the majority of the money.
If this program is going to cost us that
much, we may need some funds for that.
>> That's Yeah, I'm I think we should look
at what what's the insurance, what's
really going to cost, registration, the
housing, where are we going to put them?
>> Yeah. The staffing.
>> Yeah, the staffing.
>> Right. Staffing.
>> Yeah.
>> Okay. Out of curiosity, um, would we be
adding the security cameras that exist
in the big buses?
>> Just kid thinking about that.
>> All right. So, we'll take a motion. Uh,
let's just make this formalized. We'll
take a motion to ask the superintendent
to pursue um I know we've kind of talked
about this before. probably even made a
motion um to pursue uh purchasing um and
yeah or and the option of leasing. We
can also look at that um two vans for
both daytime and uh athletic use.
So, somebody want to make that motion?
I'll make that motion.
>> Thank you, Ally. Is there a second?
>> I'll second.
>> Thank you, Christine. All in favor say
I. I
>> I opposed abstain. Okay, that's a 700 Z.
So, I know you'll clean up that we
probably made a similar thing before,
but let's make this more formal.
>> We'll firm we'll firm it up. And so, do
you want Let me ask you a clarifying
question. Do you want me to schedule a
public hearing and have it firmed up for
the public hearing or do you want to
have it for the next board meeting and
then decide then after seeing that what
you want to do?
>> Next board meeting.
>> Y
>> I have one more question about the
driver aspect.
>> Yeah. If
a retired teacher wanted to drive, would
that uh interfere with their ability to
collect retirement from the state?
>> Not if
>> depend on the hours.
>> Not if it is underneath a certain number
of hours.
>> Depend on there.
>> Yeah. So the schools that we've talked
to so far, there's a few different ways
they pay. Um, so we'd have to look at
the avenue that's probably, you know,
the best for us and how we do how we
operate within a business office. Um,
and I would think hourly would be the
way to go.
>> Um, then
they indicated that yes, uh, many of
them re indicated that they were able to
fairly easily get retired.
retired uh individuals. It wasn't just
uh educators,
>> right?
>> So, and we do have one person who's
already expressed interest
does some work with us.
>> Could you go back to the slide that
shows those scary numbers?
>> Yeah,
just because I feel like exploring a
tooth
scary numbers.
>> Yeah. So this is just for the CTE.
Previously we saw numbers for the
athletic program transportation which
were also scary numbers. Um so as we
>> much less scary.
>> Yeah. Um so I know Dan you had said you
know you wanted some real firm stuff but
nearly all of this is speculative
um for transportation. The tuition's not
as speculative, but the um it's
estimated, but that's pretty accurate.
And that's only if we keep at those
minimum learners. There's still seven,
you know, there's a total of 70 plus
that actually want them. Um, so
>> and you'll get 50 to 70,000 maybe maybe
maybe 30,000 30 I mean actually last
year because that's so much probably 30
to 50,000 in revenue from last year's
CTE that will come in to help offset
some of this
and that yeah I know I'm just I'm just
saying that there's there's some there's
some revenue coming in
>> 900,000
yeah these are estimates it could be 800
it could be a little bit more it all
depends on what happens So, we're we'll
do the best we can with the numbers, but
um
>> as far as the transportation goes, that
is speculative.
>> Um it's just what's happened previously.
Like it's it's educated guesses.
>> Um but educated um so we will you these
numbers for transportation are just CTE.
We will save money likely save money if
we do this for athletics too, which is
where this whole conversation started.
>> Yeah. Um it's just becoming more and
more realistic that we actually don't
really have much of a choice. Like this
is this is the smartest move we could
probably make. Um
>> and it has implications for the tax cap.
>> So
>> Thursday we'll find out what the next
move is
>> for this year.
>> Mhm. For this year. That's correct.
Now, I I didn't quite get the um our
enrollment. Is it up or down from last
year's?
>> Little up.
>> Uh I I would say flat.
>> Flat. Yeah, it's uh
I think
I'd have to look at I'd have to look at
last year's on the first day. I'll have
to look back, but I think we were a
little bit higher than last year on the
first day.
But I think overall I think that's the
number. I think that with the Sentinel
may have reported us out of at a
thousand one. I think it was it was
either the Ledger or the Sentinel in one
of its articles recently. I think it was
the EFA article. Would have been the
Sentinel. And so this would be a,5 or
16.
your decrease is really well you would
have had 30 extra prekers probably
because we've been averaging between
high 80s and 90s in prek and we're at 63
so that's a that's a cut and we had
several people move out but we also had
a lot of people kind of move in or come
back from either home school or well
some came back from home school some
came for the first time from home school
then others had come back from some
charter schools that they were in
and someone else.
>> All right. Anything further on the
superintendence report?
>> Okay, let's move on to the consent
agenda. Um, beginning of the school
year, lots of lots of movement
happening. Um, we have manifests, uh,
payroll, uh, budget transfers,
appointments, lots of appointments. Um,
I will say I'm intrigued at the
appointments. I'm used to seeing and
probably we'll see in the coming up and
um, this time of year is when we get all
the coaches and there are some, but
there's a lot of other staff which is
really exciting that people are still
eager to be here and wanting to work
with the kids and and it's it's really
exciting seeing the number of par
professionals. we we need those like
that's a legal obligation we have and to
see them coming in is so exciting.
>> Um so that's that's says a lot for our
culture um that they really want to work
with our kids and that's just lovely.
>> And just the note on Jessie Bell
transferring basically that's just a
matter I mean she's been there. It just
the paperwork just was done. You know
she has already started in the first
grade. There's no change.
>> Okay. Good evening.
>> Any um any discussion on the consent
agenda?
>> Okay, we'll take a motion to approve it
as written.
>> I move we accept the consent agend as
presented.
>> Thank you, Sandra. Is there a second?
>> Second.
>> Thank you, Ally. Is that Ally or Judy?
Allie. Correct. Okay. Any further
discussion?
>> Okay. All in favor say I.
>> I. opposed. Abstain passes 700.
We have the minutes from August 17th.
Uh so I think we were just missing Ally,
I believe. Okay. Um so we'll take a
motion to approve those minutes.
>> I will make a motion to approve the
minutes of August 17, 2026.
>> Thank you, Christine. Is there a second?
>> Thank you, Jared. All in favor say I.
>> I. Opposed abstain.
>> Passes 601.
Are there any discussion items?
Okay. Action items. Uh there's a field
trip approval that um I would just like
to say
a little thing on. I'm just going to see
if it's on here. So
the
>> Boston Tea Party.
>> Yeah. For the Boston Tea Party. Um
I got uh a message from the director of
the wrench historical society um who
said who's who are funding this with
something the range hang on I was
looking to see
is it listed here
okay
why am I not seeing it before okay so So
the wrench historical society is funding
this and um and it might be with another
wrench group but um this was put forth
this was uh the brainchild of Don
Kenoyer a teacher there in ring um and
uh the director of the historical
society was just so incredibly impressed
by this teacher just reaching out saying
I want to do this with the kids can you
help like we really we see the need for
this we're we're building our career
curriculum around it and uh is there a
group in wrench that can help and this
historical society was thrilled to be
able to help but they were just so
impressed with this teacher um just
putting that forward and and this is
look at that it's 80 learners that are
going to get to go due to this due to
the efforts of this teacher um so thank
you Don for doing that for the kids and
the historical society for stepping up
and saying yeah we can do this um it's
huge it's you know it's truly truly
valuable and important So,
>> is that returning time 4 a.m. supposed
to be 4 pm?
>> It should be 4 p.m.
>> That's that's a good question because
because in another district and
overnight, right? So, three-hour tour a
whole another
>> level in the policies.
>> Yeah.
>> So, yep, it is PM.
>> Yeah. And so, okay, it's for the seventh
grade. So, it's not just for Ring, it's
for Ring and Jaffrey kids. So, I think
it was the Jaffrey Historical Society
that also partnered with them if I'm not
mistaken.
>> Um, so, but really cool that Don did
that.
>> You mind if I um piggyback on your
compliment?
>> Yeah. Yeah. You've talked a lot, Ruben.
>> I know. I know. But I want to just also
recognize Don and the other two middle
school social studies teachers. All
three of them are also teaching a high
school course.
>> Oh, wow.
>> This year, which is really cool. So
they're expanding their um teaching to
uh more kids but also just different
levels. So uh each and every one of
them. So um Dom and Erica and um
this lost track, but that's funny.
>> Yes. And he was James.
>> James, thank you. James Norley. So
sorry, James. Um but all three um had a
good conversation with him the other
week just talking about his his 11th
grade class. So
>> okay. All right. So we'll take a motion
to approve the field trip.
>> I'll make a motion we approve the field
trip.
>> I'll second that.
>> Thank you guys. Uh any further
discussion?
>> Yep. I have a question. Mhm.
>> So, um, the eighth graders are wondering
>> if
this 7th grade trip somehow takes the
place of the eighth grade trip to
Washington DC
because there is nothing scheduled.
I don't know that they do that anymore.
>> They did it last year.
>> Really? American Heritage. Okay.
>> Yes. And in fact, initially on the
calendar, it was the September 17th
meeting was for the American
Heritage Tour and now it's for the
seventh grade.
So
getting a lot of questions on that from
Kates, which is fun.
All right. So, if there's no further
questions on that, we don't have an
answer. This is the answer.
>> Put that out there.
>> That's going to be that's going to be a
note.
>> Maybe Mr. Norby knows since he is um the
eighth grade social studies teacher.
Maybe he can direct the kids.
>> All right. All right. All in favor of
approving the uh Boston Tea Party
Shipping Museum 7th grade field trip say
I.
>> I opposed. Abstain. Has a 700. Now on to
the budget development calendar. Um the
board has all had time to review this.
Um
have there are there any issues that the
board has seen?
I heard one comment from uh the public
asking if there was any way the first
deliberative session could be done on a
Saturday
instead of a week night
where it runs pretty late.
>> Yeah. So, we've had that conversation.
It certainly we it could it does um we
then compete with other school districts
that have them on that Saturday. Um and
I think a couple have them, right?
>> And that means um not so much that that
really matters that they have them
except that they have our attorneys. We
all share attorneys and so we usually
are guaranteed to have the attorney that
we that knows our district at our
location when we have it at Wednesday.
we've had it on Wednesdays. So, that's
something that could be considered if
you wanted to um weigh the
weigh out those options with
>> Can we look into it and hold off on this
until next meeting or is this going to
be
>> They're not always set.
That's a So, the other districts don't
have to set theirs at the same time as
we do. Um,
and some some are put in place and then
we could see if the attorney would be
available for that Saturday. If he's
not, then that just kind of answers that
question. We just got to go with what we
got.
>> Yeah. If we asked if February 6 was was
an option,
>> right?
If he says no, February 6 isn't an
option. I'm I'm somewhere else.
But maybe we'll claim him first.
>> I do like the idea a lot of doing it on
a Saturday. I do I do like that idea a
lot.
>> Yeah. We also have to make sure that
we're looking at when the um towns have
theirs because they usually have theirs
on a Saturday as well and it's fairly
close. At least Jaff is.
>> Yeah. I know that um
>> I don't think we've set our calendar yet
for
>> Yeah. for for the Mananak district. I
know I go to their school deliberative
and then I run over to the town
deliberative. So yeah, to to Ringerstown
deliberative. So yeah, it's it and we do
have a strict time frame of when we can
have the deliberative. Yeah.
>> Deliberative. So
>> So we can go
so we can um
I guess you could do a couple things. Is
it going to approve it
with the caveat that we're going to look
into that or if there's other things? I
don't know. But will that would that
change any other dates?
>> Well,
as long as the one above the state SB2
deadline for first session session is in
that window, right? So, we just need to
be in that window.
Um, the question is, do we
which which side of the window do we
want to be on? I'll take a look to see
what we can do. Yeah, I mean, we could
approve this through um,
let's see. Let's see. Filing.
Yeah, it has to be within that week
>> of of uh, the 30th through the 6th.
>> Yeah. I hate to
I it's very sketchy planning this with
snow um snow in the mix. So doing it
earlier really
makes good sense.
>> Is am I reading that the deliberative
session has to be in the line above it
says uh the last day for the
deliberative session would be February
6th.
>> Yeah. So then if we
>> it has to be in that one week. We have
to
>> then we wouldn't have a a snow date,
>> right?
>> So the icy
three asterisks next to that one and you
go down to the bottom.
>> Yeah.
>> Inclement weather date is the following
day. So you have that Thursday if
Wednesday doesn't work out well.
>> That's part of that's also part of the
reason why we have done it the way we've
done it. Yep.
>> Is the 30th
a Saturday?
>> Question
calendar.
>> Sandy does.
>> Yes.
>> Mhm. So maybe we can see if that's an
early that's a very early date um for
us, but
we can be a look at it. I can make some
calls.
if that's something the board wants to
look into. We certainly did. You know,
>> I don't mind getting it over with.
I'd be fine with the 30th.
>> And last year the town had theirs on
February 7th. So that would have be
February 6th this year.
>> Yes. I remember it was very close.
>> Yeah.
>> Yeah.
>> Yeah. Why don't we do the 30th? All
right, I'll try. I'll see what we can
do.
>> And then the inclement weather date
would be what?
>> Let's do Wednesday.
>> Okay, let's keep it that Wednesday.
People people know Wednesday. Like
that's that that could be a throwing
thing, too. Is that people remember
that? Okay, that Wednesday night is when
we go for the school.
>> Yeah.
>> Um so that that does make things
complicated, too. Um, but I don't mind
not getting out at 11:00 in the night.
It makes it a lot easier for families to
do it on a Saturday than on than on the
evening. Makes it a lot easier.
Okay. So, let's stick with the 30th. um
as a potential and approve the budget
calendar. Really the important things
for us uh are the
plan the times going to that and I
really strongly can't ask enough for you
guys to be in person for all of these
meetings. Um these are heavy
conversations that we have. Um
they're they're extremely heavy. I you
really need to be here to be active in
this process. Um, so, uh, let's approve
the calendar calendar. We'll take a
motion.
>> I will make a motion to
approve the calendar
as amended.
>> Okay. Is there a second?
>> A second.
>> Second.
>> Jared, you want to take us take that
second just because you made the
amendment?
>> Sure.
>> Okay. Jere any further discussion?
Okay. All in favor say I.
>> I.
>> Opposed. Abstain.
700.
Okay. And then we have a uh we requested
a different format for our stipens. So
we have lots of pages here to uh to
learn about.
Reuben, the floor is yours again.
>> Okay.
All right. So, um we are putting
together I mean right here this is just
uh Hold
on. One second.
School. Okay. So, this is an example or
this is the snapshot of data. This is an
example of what would it would um look
like. Um I think what Leslie was putting
forward was wanting the board to look at
this and say is this the
is this what you're looking for? Um and
so in the past we've shared
you know information about who it is
the activity
and you know more or less the um how
much it was. And in the past what we've
done is also when a stipen has been
updated uh whether it be we usually if
if it's been increased because for
instance like um we have someone or you
know who might it's an hourly stipen.
It's not really a stipen. It's an hourly
rate. So it's stipen based upon hourly
rate and they need to have more hours in
there. if we increased it by like a $100
or $1,000 or whatever like that, let's
say that the entire amount of the stipen
would be repeated. And so last year
there was this conversation or if you in
the summertime it was conversation
around, wow, we have $900,000 in
stipens. This is a lot, you know, can we
have more conversation around that? Um
and and know more about where things are
at. I said, "Oh, a lot of those are
duplicates." Because they we just, you
know, share when things change that the
the easy process was to just say, "All
right, once it goes through our entire
digital system, routing system, it goes
and gets put on a spreadsheet and then
sent to the board."
That's not um the accuracy that the
board wants. the board has now looked
and said actually we we're really
interested in not only like what the
stipens are but is it um paid through
the budget is it paid through a grant is
it something that is required through um
a CBA for instance uh CBA is a for those
who are watching is a collective
bargaining agreement and so um for
instance I'll give you an example there
is a $4,000 stipen for the lead nurse in
the district. That's in the JREA
contract. There are um there's $200 per
evening music event for the music
teachers if they have um evening events.
So, every single one of those is that's
within the contract. So, those are
examples of what's in the contract. What
would not be in the contract? It would
be what we have done um during the um
summertime and the year basically the
two areas um of curriculum development
sometimes in the summertime that runs
that has typically run between 20 and
$40,000
and then um
that's not there is a there is another
piece of the contract for $12,000 that
is specifically in the contract but
that's that's the stuff that's not in
the contract. Then
you have um PLC team leaders which tends
to be the other one that of
significance.
Um and that's those are the team leaders
who work with all the that help you know
disagregate all the data and so forth.
And we'll have a presentation at the
next board meeting around our summitive
data and then how PLC's work to inform
instruction. um there'll be an example
won't be a full-blown presentation on
that.
>> So if you scroll down
>> if you scroll down
>> I think this is what um I think this is
what we were looking for. So and
>> uh because of how so the labels at the
top um
really separate out. Okay, so here's a
here's a um not a quarter um but here's
four months of um each of these aspects.
But then if you scroll down to an uh I
think the next page, it separates out um
where was it? Hang on. It separates out
what you were just talking about with
grants and keep going.
>> Um Yep. So keep going down. Um right
there. There. Go up a little bit. Yep.
So here's separated out by the grants
funded ones.
>> Um and then the next page separates out
the contracted ones. So this is ideal. I
I think Lizy did a fantastic job with
this. Yeah, that looks great.
>> Oh, very very clear.
>> But
is there anything that you think you are
missing from this?
>> Separated out by school.
>> It's separated out by school.
>> It's page four.
>> Um, number three.
>> What's that?
>> It is separated by school,
>> right? Yeah, it is.
>> Oh, I thought you said you were suggest
Yeah.
>> Yeah. No, I can't I I think that this is
exceptional. And then here's the CBA
separated by contracted status.
>> Okay.
>> So, um like for instance, five years
ago, I think it was um all of the
stipens or all the payment I guess you
could say for coaching and club advisors
were pulled out of the JREA CBA. So,
they were contractual. Now there's a bit
more flexibility within the um ability
to be competitive. The reason why it was
pulled out, it was a quite a process to
do that, but the reason why it was
pulled out was because uh for at that
point it was like I don't know seven
years I guess their salaries hadn't been
hadn't really uh been added to. And so
we were finding that we were quite off
the mark from other schools. Um we did
lose some coaches in that process. We're
still you know on the lower end of
things but not terribly low and we have
stayed within a range of 157 or sorry
150,000 to 170,000 for all
co-curriculars for the past 15 years.
>> Cool. I see nothing more that I would
ask for. Anybody have input?
>> There's only one more thing. I think
that if we do have a change, what we're
going to do is report the net of that
change,
>> not the entire number. Yeah.
>> Okay.
>> So, I'm using this. This looks
fantastic.
>> So,
>> Leslie, do you have something to say? I
just looked over and saw the chat.
>> Yeah, she said no change for me, but if
she if that would be fine.
>> Is the board okay if Leslie chimes in?
>> Yes.
>> Okay,
>> sure.
>> Casey Leslie's not here. She's online.
>> She's online.
>> Yeah.
>> Okay. Hi Leslie.
>> Hello. How are you all tonight?
Can you hear me?
>> Yep, we got you now.
>> Okay, great.
Uh, yeah. So, um, just to clarify what
Ruben said, we said we weren't going to
do change reporting because the
percentage was uh a small amount and a
huge amount of work to include each uh
each quarter. Um, at the end of the
year, we'll true up. We'll do like uh a
report with uh finance against what was
actually paid and what we had reported
to the school.
Um this um this besides the fact that
this will give you more clarity into
seeing what's been done. You'll also uh
I will prepare for you the spreadsheet
of data
um not just the reports. So, um, what
you're seeing is a spreadsheet and then
it's all broken out into cross tabs and
I'll give you that whole package and if
you want to slice and dice it however
you'd like, uh, be my guest. I mean,
that that's why uh, if you want to dig
in and see more, you have we'll have all
the information available to you instead
of a static report.
Um, the other thing I'd like to say is
what we're doing is we're grouping. We
have on that first sheet that Ruben was
showing, which was the sideways
spreadsheet. It's showing how we had all
these complicated position titles. We
still have those, but we're putting them
into buckets.
All right? So, it is easier for you to
see on your reporting like that. Okay.
All these people go into CPI training or
they're all part
see um what is going on.
>> Okay.
>> Right here. You see that?
>> Yep.
>> Yep.
And so to correct something um that I
said
>> Leslie indicated that we're not going to
do the change per quarter, but we'll
true it up at the end um because of the
amount of work it takes each quarter. So
>> Okay. Right.
>> This was a tremendous amount of work,
Leslie. Thank you.
>> Okay. Thank you.
>> Yeah.
>> So, if this looks good, this will be,
you know, we move forward with that.
>> Leslie, are you still on?
>> Yes, I am.
>> Is it if if it's okay, I'd like to go
back to something we just did. Um,
you're the business administrator. Um,
>> business analyst.
>> Analyst. Thank you.
>> Businesses. I don't want the
administrator's job. Thank you.
>> No. Business analyst. Um, do you have
any issue or thoughts on changing the
deliberative to January 30th?
>> Um, first you better get a district
clerk in soon.
>> Yeah.
>> Because I'm not doing that job uh coming
up. Um I um all the notices, all of that
type of work is going to have to jump up
at least a week and with the holiday
season, you know, posting and getting
enough notices in could be a little
difficult. Um, so, uh, if you've got a
firm decision now, I I don't see an
issue. Carrie has always dealt with the
actual calendar, not me.
>> Yep. All right. Well, thank you for this
work that you've done. Really appreciate
it.
>> Okay. So, I hope to have something for
you for the first quarter of the year.
Um, I Your next meeting is still in
September, right? So, it would be the
first meeting in October and it would
show the first quarter of the year.
Okay.
>> Excellent. Thank you.
All right. So, uh, we will take a motion
to approve this format for the stipened
reports.
>> I'll make the motion to approve that.
>> Thank you, Ally. Is there a second?
>> I'll second that.
>> Thank you, Sandra. Any further
discussion? All in favor say I.
>> I.
>> Opposed? Abstain. Passes 700.
All right.
>> Would you be amenable to me taking the
screen for a bit?
>> Do you mind if I go right ahead about
something?
All right. So, we have some policies to
look at.
Um,
so I spent
uh some time
this last week.
Um, you all know that I have issues with
the fact that I can't access the
policies actually in the building and
many of us can't um because of the
format of the wiki that it's located on.
Um, it helped a great deal um in
creating a um a Google folder that was
not related to a specific person. So if
that person actually left, which
happened twice, we lost all the
information um that had been acred. And
so now there is a board utility folder
that is uh a district folder um and so
protected from that personnel issue. Um,
and so in that folder, I created a um a
spreadsheet of all of our policies and
put links into all the PDFs so that um I
could at least look at this and I shared
it with the policy committee. Um, and in
doing so, I had to look at all the
policies and open them up and I found
some errors that I needed to correct. Um
so some of these are um the first one is
uh BDC is the old policy
um from uh 2024 and prior to the amounts
that the school board would be paid as
well as the treasurer and assistant
treasurer. and that was um redundant and
changed uh in BID
to a different amount. And so um we
approved in 2024 a $1,200 school board
chair. So I know yes, I'm the chair, but
this Charlie and I worked really hard on
this policy. So we want to get this
right. So B and BDC are completely the
same and redundant and I'm asking the
board to resend the BDC that was not um
accurate uh to keep the BID policy. So
that is the first one. Then um
interestingly the policy GCB
if you go to the wiki and open um this
policy it actually opens to the previous
policy. We literally don't have this
document in our database whatsoever. So
I found this document on the New
Hampshire Schoolboard Association
because I have no record of what the
Jaffrey Wrench policy for GBC was
supposed to be. This is a recommended
policy and it simply says professional
staff get access to contracts. Pretty
basic, but we actually didn't have this.
So, we need to put this back in now um
as the accurate GCB. So, these are two
corrections that I found um that I would
like to get. Um it's first reading, but
if anybody wanted to say yes, these are
no-brainer connections, we can put it
through right now. Um, then we could
wave the second reading and simply
approve them. I'll leave that to you
guys. Any input?
>> I'm fine with that.
>> Me too.
>> It's just a housekeeping thing.
>> It's just housekeeping.
>> Yeah, just do it.
>> Do it.
>> Great. All right. Uh, do it. Does that
mean you're making the motion to do it?
>> Yes.
>> Okay.
>> I'll second.
>> Second.
>> Do it.
>> All right. Um, any further discussion?
All in favor say I.
>> I. I. Opposed. abstain passes 700. So
Wendy, that will mean that BDC is just
completely off the books. Um, and you'll
see the GCB when you click on it, you'll
see, oh yeah, those are the it's just
the previous policy before it. It's old.
It was not on you. This was this was an
old thing that happened. We haven't
looked at the G policies in this area in
ages. All right. Um this is uh tonight
is the second reason reading for the KHB
policy that we brought forward to you
guys. Um and um
this is Is this the accurate? This says
2024. I'm going to go back to Wendy
again. Wendy, this says 2024. Is this
the one that we edited?
>> I believe so.
>> Okay. So, I must have just copied it.
Oh, yes, because I added Kappa. Yeah,
this is me. Um, so I added some pieces
in here. Um, so this is just for uh
approving tonight. So this would move
forward. And what this will do is open
up some a little bit of freedom we hope
for especially our athletics program to
be able to take advantage of broader
advertising. I believe that as we
explore these options, this is going to
come back around and we might have more
edits to make or find some uh things
that we want to put guard rails on. I
don't see that right now, but uh we just
want to make sure we're uh giving our um
the people who want to like Donoyer who
want to reach out and say, "Hey, help us
fund things." We want to give them as
many uh opportunities as we can and as
well as keeping our kids from any sign
of exploitive opportunities there. So,
all good. Can we have a
>> Can we do the same with this and pass
just like we did last?
>> That's what a second reading is. Yep.
Yep. So, this one is just going to be
for passing.
>> The only comment that cuz I watched the
last board meeting was the addition of
putting logo in on that first line under
definitions of advertisement and it
doesn't look like that meeting in there.
I don't know if that's
>> Yeah. So, I hang or not.
>> Yep. Control. So, let me look up why.
What did we talk about? Um, so right now
we have no logos or symbols unless
they're associated with identifying the
specific entity or enterprise. So you're
saying we needed something different?
>> No, it was just under the definition. So
any payment of money or other economic
benefits to a school or to the school
district. And then it kind of names
things. Um name, slogan, product,
message,
just logo is not in there. I don't know
if it needs to be.
>> I understand what you're saying.
Somewhere else.
>> Okay. Uh under advertisement.
>> Yes.
And under publicity and promotional
material would you say
>> so under A and C would you
say there?
>> I don't know. I don't know if it has to
be under C. It's defined under A.
>> Okay. So video placement. Okay. Name,
slogan,
logo or product message. Yeah, that's
what my understanding was from the last
meeting.
>> Sorry about that. All right. So, Wendy,
would you please add that in?
>> Sorry. Now we get a third reading on it,
everybody.
>> Okay. So, that would go there. And um
and you can email me, Wendy, if you're
not sure. And I have it now. Thank you.
And you're right here. I wasn't quite
sure. Yeah. So, it was a communication
thing.
>> All right. So, we're going to approve as
amended. Are we okay with that amendment
adding the word logo there? Great. I
make a motion we approve as amended.
>> Great. Thank you, Jerry.
>> Second it.
>> Thank you, Dan. Any more discussion?
>> Okay. All in favor say I.
>> I.
>> Opposed? Abstain. Passes 700.
Okay. And then um we actually needed
Reuben for these. So these were
interesting, the third reading ones. And
uh these
had um some administrative questions on
them.
But more importantly, they also had some
faculty and admin that were actually
working on similar things through
professional development and they were
coming back. So um especially the J the
generative AI um the academic honestly
there is a a work group working with
that as well. So even though these are
like not all of them are mandatory, all
of them are changes. I think we want to
actually pause these uh for a few weeks.
Ignore the whole third reading. It'll
come back a little edited. I think that
the recommendation is that we we all we
have very
uh
I don't know how to say it. Accurate is
not the word. We have good policies for
the EBCD, EHG, AG um with the academic
honesty and integrity and IKL. So we
have vibrant policies in place. We have
faculty that wish to do more work in
this before we bring back a
comprehensive policy.
So is the board okay with pausing these
four for now? they will be coming back
to us, but we'd like to give the people
who are going to be really implementing
these policies the time they need to
work the language through. Is that cool?
>> Perfect.
>> Okay. It's not that we don't have them
except for the ACD, but there Okay,
good. So, then we're going to go down
uh as Ruben said at the next agenda
item. Uh we are going to be talking a
lot about assessment. I don't know if
you guys have um been watching the New
Hampshire DOE uh notifications that uh
many of the statewide assessments have
become available. They're well worth
looking at. Um especially to get um as
we delve into assessments, I do want to
recommend that you guys look at the DOE
website to kind of get a real sense of
the vocabulary used and the how the how
the assessments are um aggregated. So
doing the little homework before that
session will only help us. So yeah, we
can move forward with that. Um we I have
no idea what Ruben wanted with the
action plan, but we'll find out in the
future. Okay. Um is there a second
public comments time? We lost our
audience.
Policy always does that.
>> Yeah,
>> that's not fair.
>> It's our job. Casey, do we have anybody
online for public comments?
>> We have a few people. I just sent a
message.
>> Yes. Oh, great. All right, you choose
which ones.
I'll put the public comments
notification up here.
Hello. Anybody here for public comments?
No.
Fine. Okay. All right. So then, all
right. Board matters.
I warned you about this, people. Um, we
need a delegate to go
to the annual delegate assembly. It's
happening Saturday, October 17th. It
lasts about four hours. I've gone the
last two years. Um, and it's neat to see
all the other school districts, um, and
to hear their concerns, to hear, it's
really, really nice to be with a group
of like-minded people who are just
struggling with exactly the same things.
Um,
this is truly an a-olitical body. this
is you get every side of the aisle um
you know speaking and sharing and it's
and it's uh active and engaged and it's
and it's pretty powerful. I really
recommend it. Um so is anybody available
to go on the 17th to conquer?
>> I'll be away that weekend so I won't be
around.
>> You could do that all in doing that.
>> Excellent. Okay. I'll share the
information. Um, so will somebody please
nominate Ally to be our delegate?
>> I will nominate Ally to be Alli Pitello
to be our delegate
on October 17th.
>> Excellent. Is there a second?
>> Second.
>> We're all secondly.
>> Um, and uh, we get to have a backup. I
always forget what it's called. Um uh uh
in case Ally can't go um is there
somebody who would wish to be a second?
>> I I'll be a backup.
>> Okay.
>> I mean, usually I wouldn't notice know
until closer to the date, but I'm I'll
be put as a backup and wonderful. We'll
go from there.
>> Great. All right. So then, um I will put
that information in that you guys are
going and get you any emails and stuff.
That's wonderful. Um any further
discussion? So, we'll assume that the
that the motion and the second will
include Jared as a second as as a
backup. Um, so all in favor say I. I.
>> I. Opposed, abstain. 700 Z. Thank you
guys so much. It it's it's a neat thing.
Thank you. I'm I'm glad you said yes to
that. All right. And then we are going
to go into non-public session. So, we
will need a motion to go into non-public
and it'll be a roll call.
>> I'll make motion to to public or
non-public.
>> Thank you, Alex. Second.
>> Thank you, Dan. Um, and then we'll do a
roll call. Jared,
>> I
>> Sandy.
>> Hi,
>> Christine.
>> Hi,
>> Ellie.
>> Hi,
>> Judy.
>> Hi. Oops.
>> Hi.
>> I Okay,
>> jump the gun.
>> We're all We're all
>> even though you weren't part of the
previous session, you are a part of
this. So you're you're fine to be part
you can you won't be voting but you can
definitely hear the conversation.
>> All right. All right. Thank you
everybody.