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MVRSD School Board Meeting 5-26-2026

Video

Uh, public hearing at 6:00 20,000
donation from the Jack and Dorothy Byrne
Foundation for the IRS DI Global Finals
uh pursuant to RSA 198 colon 20-B. Uh,
so we're going to open that hearing now
at 6:00 p.m.
So, as you can see in your packet, there
is a letter for Destination Imagination
uh club from IRS
and they went to Global Finals and they
asked uh Jack and Dorothy Byrne
Foundation for fundraising support.
Did I get the gist of that correct?
>> Correct.
>> All right. Any further comments on this
from anyone on the board? Any questions?
>> So exciting.
>> Yeah.
>> Totally cool.
>> All right. Any public comment on that?
>> Like always, thank you, Dorothy.
>> That's right.
>> Yeah.
>> That's right.
>> I mean, we've gotten over 100,000 in
just three grants this year alone.
>> That's awesome.
>> Yeah.
>> So,
>> a significant chunk of change.
>> I guess my only question is I wonder how
many New Hampshire teams weren't able to
go
cuz they couldn't afford it.
>> Yeah.
>> I mean, there were 30 teams that were
eligible
>> Mhm.
>> to go.
>> I think only total eight teams were
there.
>> Yeah.
>> From New Hampshire.
>> Yeah.
>> Yeah.
>> Yeah.
>> Yeah.
>> And that's wow.
>> 10%
>> Yeah. I mean, it's expensive.
>> Yeah. That's for sure.
>> Cuz there were over 600 teams there.
>> [snorts]
>> It's crazy.
All right.
Seeing no further public comment, anyone
else on the board? Going once, going
twice. All right. We can close the
public hearing at 6:01. All right. We'll
call our school board meeting to order.
Please rise and join me 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.
Amen. All right.
First thing we have on our agenda is
approval of minutes, public and
non-public from May 12th.
Someone would like to make a motion on
that.
>> I'll make a motion to approve the
minutes from the meeting from May 12th.
>> I'll second.
>> All right. Any comments, questions, or
concerns, corrections on
public or non-public minutes of that
night?
>> [snorts]
>> I didn't see anything that jumped out to
me.
Anybody?
All right. Going once, going twice. All
right.
All those in favor of approval of
minutes from May 12th of public and
non-public signify by saying aye. Aye.
All opposed? Abstentions?
>> Abstain.
>> All right. Please record that.
All right. Next thing we have on our
agenda is public comment. Any public
comment at this time?
All right.
Uh we have a presentation here. Uh solar
net metering. You came to our finance
facilities uh committee meeting earlier
and thank you for coming to join join us
today. If you can just uh
say your name and where you're from.
>> Uh Andy Lafreniere.
I'm from I'm down in Claremont
representing AC Development on a group
net metering
uh plan
that uh I've presented now I think to um
the finance committee and also uh
>> Which subcommittee was that?
>> Okay, but some of these are
>> Facilities and
>> Yeah, it was facilities and
>> Is it facilities and finance? Right.
>> And in your packet is the little handout
he has. Uh presentation
>> let me let me just if I can
I don't know how familiar people are or
not with this program. So I'm going to
do my best to simplify it down to
something that's easy. So um group net
metering is a program that's been around
uh in New Hampshire for quite a number
of years. Prior to 2021 it was really
limited to small projects um under a
megawatt.
After 2021 that changed and it opened
the door to larger projects which made
it more attractive to do things for
municipal um
uh
facilities and municipalities can
participate. What that What a group net
metering plan is is around a renewable
energy source, whether it's it's hydro
or solar or something else.
And
in New Hampshire's uh statutes,
a
provider of renewable energy needs to
ensure or the utility company the PUC
would like to ensure that the power
that's being generated by a facility in
New Hampshire is being used or
beneficial to facilities in New
Hampshire. The trouble is that um
without a direct connection to a solar
array, how do you know
whose power you're using?
Right? So, you can think of the grid as
this just this big pond of water and
a
a solar and the utility company's job is
to make sure that the pond has exactly
enough water in it every minute every
day. And they do that through a series
of magic that is beyond my engineering
engineering knowledge. It is amazing in
its fragility, but it still works. Um
and imagine, if you will, a new provider
of power starting to dump water into the
pond. And the Public Utilities
Commission wants to ensure that the
water that's being dumped into the pond,
the new water, is being used by people
in this state. So, in the same way that
they couldn't tell whose water you used
if you walked to the pond, put in a
pail, and drank it out without some kind
of mechanism to account for that water,
it's the same it's a similar situation
with electric power. There's there's a
series of of
intermediate steps to make sure
everybody has enough power. But the
bottom line is when a group net metering
plan is in place, you have a new
provider of power that's putting water
into the electricity pond, and the
Public Utilities Commission utilities
involved want to make sure that that
water's being used locally.
And so, they they do that by issuing a
series of credits. They measure how much
generation is being put into the pond by
the new provider, and they can also
measure how much generated or how much
electricity is being taken out of the
pond by users.
And in order to tie the two together,
there's an agreement that happens
between
a group of of users
and a provider.
That's between the provider and the
group, which is what we're talking about
tonight. The accounting of the credits
and who measures how the credits are
applied is all done by the provider and
the utility company directly. There's no
involvement by the group member.
The Why would a group exist? What's the
incentive? There's many. A lot of people
are very
interested in in sustainability and
green power, but in order for the solar
developer in this case to to be able to
provide their power at an appropriate
rate to make the project work,
they can they would they have to adhere
to these rules that the public utilities
commission in New Hampshire has set. So,
they have to make sure that
the uh users of the power are are within
the state and as a result, they can they
can get paid the default rate for
electric power.
Without utility Without off-takers,
which is what group members are known
as,
utility or solar companies like this can
still sell power, but they have to sell
it
into the grid at wholesale rates for in
other places.
And unless they're utility scale, 20 MW,
30 MW, and bigger,
it generally doesn't work. So, this
program exists in New Hampshire so that
organizations like AC Development and
others who are in the process of doing
these things can can make these projects
that are on a smaller scale work and the
beneficiaries are group members like you
guys could potentially be
in the form of a share a portion of the
revenue that's being generated by the
solar provider. So, in this case, it's a
10% rebate. That's what these typically
go for. And uh that's what's being
offered here. It's It does not affect
how you currently buy power. You can
continue to purchase it through
third-party supply or through the
utility company, however you want to do
it. Um the rebate can happen either as
an on-bill credit
against what you otherwise pay the
utility company, or if you prefer, the
developer can just write a quarterly or
a monthly or an annual check, depending
on
how how things go. But ultimately,
there's no cost borne by the group
members.
There is um
really nothing for the group members to
do except be a recipient of a rebate.
And the term of these things is
generally 20 years.
The There is a
>> [clears throat]
>> generous out clause where if something
happened during the course of that time
period where you didn't want to receive
your 10% rebate anymore,
um you can give a notice to the
developer in throughout in this
particular instance, um they are
providing a year that the developer
would go out and find a replacement for
the power that was being um no longer
being part of the group. So, it it has
nothing to do with what you guys would
or the group members would have to do.
So, the developer would would have a
year to go about doing it. In the event,
worst-case scenario that they couldn't
find someone within that year to to to
take on the rebate for the remaining
time,
group members,
uh they're they're are responsible for 1
year's worth of the rebate. So, if
you're in this for 7 years and you
decide to
jump ship for whatever reason it is,
and the developer does everything they
can do to find an off-taker to take up
the power that you would otherwise have
used, and they can't find one within a
year, you're the most you're going to
get back is 1 year's worth of 10%
rebate.
Yeah.
>> So, the kilowatt hour charge is the
same?
>> You're not paying
>> getting the electricity from a green
source or not a green source
>> Yep. We're not
>> but there's a 10% rebate for the school.
>> The school has the two are separate. If
you decided that you wanted to purchase
your power through a third-party
provider who's providing you with green
power
at whatever rate that is, you're just
going to pay that rate. The The rebate
is based on
Liberty Utilities default
rate for electric power. So, currently
Currently, that's 13 cents, let's say.
If you were buying your power at 12
cents
which is good for you, right? The rebate
is still based on 13 cents.
Does that make sense?
>> Yeah, but I'm just
want to be clear that the cost
for power, if you're getting it as a
member or not is the same. It's the
same?
>> It It would Yeah, cuz they're not
charging you specifically for power.
They Your Your power purchases are
separate from this agreement.
Does that make sense?
You're not buying power directly from
the solar provider in this case. You're
simply paying whatever your agreement
with whoever you're buying your power
from.
>> But through the electric company, is it
the same?
>> Yeah.
Nothing's changed.
>> I think I figured out where why make my
What you said that if you didn't have
these group net metering agreements,
you'd have to dump it into the pond at
the wholesale rate, which is a much
lower for you guys.
Where if you have committed customers
through group net metering, you we are
buying directly from them at a still
lower rate than the Liberty rate, and
that's how you can offer the rebate,
right?
>> No. No. No. Not quite. Your How you buy
your power
>> Yeah.
totally separate.
>> matter, right?
>> The The solar provider is basing the
rebate on
the Liberty default rate. So, if you
were buying your power from Liberty, it
would be the same. Right? If you're
buying your power some other way, it
makes no difference what that rate is.
It's going to stay the same.
The rebate that you receive, however, is
based on whatever Liberty's rate was for
that period, regardless of whether or
not you're buying power from Liberty or
not.
>> Right. Right. I Yeah, I got I got that.
Yeah, but it's that's still higher than
the wholesale rate for you.
So, that's where the gap is made up.
Yeah, that's cuz I was trying to wrap my
head around like where do you guys make
money? Like how does it the beneficial
for you?
>> Without Unless it was a
a really big project, it just doesn't
scale. And these projects wouldn't
exist, you know? So, yeah.
>> Yeah.
Cool.
>> I think I've covered pretty much
everything. It's It's I hate to say it's
free money cuz it's it's not when you
understand the the dynamics of
everything involved, but it it is a it's
basically a rebate that you're agreeing
to to take. You don't have to buy extra
equipment. You don't have to invest in
anything. There's no real outlay for for
the for the system. Yeah.
>> Did you do a um
a kind of like an audit on what we would
be
what ours would look like?
>> Yes.
>> What is it?
>> So, you're you guys are coming in at
about just under a megawatt of power
annually. It's like 980,000 kilowatt
hours, which is what this is based on.
>> Mhm.
>> So, based on the current Liberty default
rate
>> Mhm.
>> of 13 cents and change, if that applied
every, you know, every single year for
all cuz it changes every 6 months, bank
rate.
But if that was the application of the
rate, it would be about 13,000.
>> Wow.
>> Okay.
>> That's awesome.
>> That's awesome.
>> Yeah.
>> Cool.
Any other Any questions from anyone on
the board?
Very thorough. This You helped explain
this cuz this is not an easy thing.
>> It's not an easy thing.
>> No, it's not.
>> I spent a long time trying to figure out
how to make this easy to explain cuz
it's just it's not it's not easy.
>> Yeah. Yeah.
>> Anyway, as long as there's no questions,
that's pretty much all I have to cover
tonight.
>> Okay.
Just so we don't have public comment
down any questions for you for you. All
right.
Okay. And you're looking for you're
looking for an agreement hopefully
tonight
because of the way that these these
contracts enter in by the beginning of
July or something, right?
>> Well, they're
they're trying to In this particular
case, they're waiting on their the
Public Utilities Commission is writing
is in the process right now of writing
their final permit.
>> Mhm.
>> [clears throat]
>> Um
but the the off-taking process is is
happening anyway and it's it's kind of
first come, first served sort of thing
because there's a limited amount of
power that's being created by these,
right?
>> Right.
Yeah.
>> So
I can't say, you know, I'm not going to
say tonight we're going to
No, we're going to do something, but
they're trying to really wrap things up
in June and we've got a couple more that
are
coming. So, if we can button it up, we'd
love to.
>> Sure.
>> we'd love to do that with you on a
couple of smaller ones if we could, but
ultimately if you can come to a
decision, that'd be great.
>> Fair enough. Fair enough.
All right. Cool. Thank you.
>> Thank you.
>> Oh, go ahead. Go ahead. Go ahead, Laura.
Sorry.
>> Is the infrastructure already built?
That would be
>> No.
>> Oh, okay.
>> No, no, no. The infrastructure
>> that would be pretty important to get it
>> Yeah,
this is this is slated for
uh getting getting electrons moving Q4
2026.
>> Thanks.
>> So, they're in they're in permitting
final stages of permitting right now. In
this particular project, if I remember
correctly,
was permitted once before
uh but something had changed in the in
the way this was working and they had to
go through the process again. So, this
is going to be like the second time it's
been permitted. So,
>> Okay.
>> Is that the one that's in Salem?
>> Yeah, that's the one that's in Salem.
>> And where are the ones that are APS
rooftop the rooftop ones? Do you know
where those are?
>> Those are else they're They're
scattered.
>> Yeah, they're scattered. I don't know
where they all are, but in this
particular instance, it's Salem and
that's due to the And the reason we're
here is because Liberty Utilities is
your utility company and it has to it
matches utilities.
>> That makes sense.
Cool. All right. Anything else from the
board? Any discussion
discuss this real Yeah, consideration of
all that.
Thoughts?
>> I think it's a
I think it's a way to lock in
because that rebate could potentially go
up if the cost of electricity goes up as
well.
>> It'll follow It'll follow the cost of
electricity.
>> It'll follow the cost of electricity.
Yeah. And over 20 years, my assumption
is that the cost of electricity is going
to go up.
>> Yeah.
>> Um
that
as things tend to go. So, there is a
potential in the future for having like
a larger rebate as well. Potentially.
>> It's a It's a commodity, so, you know,
you can't say for certain how things are
going to go, but the
in in my other energy-related work, the
demand expectations are not decreasing
right now. They're increasing.
>> And I'm sure like that rebate could
could go away or, you know, things could
change, but at this point it
seems like a like a pretty awesome
>> So, who do we actually enter an
agreement with? Is it AC Development
Group? Is it you? Is it
>> No, it's not me. I'm representing AC.
So, you'd be you'd be entering into a
development with AC Development. I
think, if I remember correctly, um
Michelle has the actual document.
>> You sent it to me. I do not have it on
my I have it on my phone.
>> I'm I'm quite confident that the
agreement is between you and AC. If
there was If it was one of the um
capital partners, it would be evident
there, but AC is the manager regardless.
>> That makes sense.
Cool.
All right.
Um
well, I'll make a motion that we enter
into a net metering agreement with AC
Development Group
uh based on the presentation here.
>> I'll second.
>> Okay. All right. Any further discussions
on that?
>> I think well,
I think you're jumping into it.
I think you're jumping into
You're jumping into it when we discussed
all other different ways, and I might be
the minority, but I've been on here
enough
years to see what they've been trying to
look at. And you you just
you're not you're not looking at solar.
You're not looking at
No, you're looking at somebody's coming
in with
We've had different presentations. You
know, and and different people coming
in. I think we're jumping into this
too quick.
You know, like that that's my feelings.
You know, I I I
You know, we've heard from
the one that takes care of our
our uh
our energy audit here. Mhm. Okay?
Um
You know, you got somebody that's coming
in and give you this, and then you got
another one that came in and give you a
solar presentation.
Uh
you know, you haven't pursued that. You
you dragged your feet on that.
Um
As I said, I can be in the minority in
this whole thing, but I just don't think
we should decide tonight
on on doing this because
you haven't checked
You haven't checked with Liberty
Utilities to see what they would do if
you had a solar array here.
And haven't checked with them recently.
And
there's a lot of
avenues that you know, we're making a
decision here on uh
What's today? May what? 26th?
>> Yeah.
>> Yeah. And he's telling us that, you
know, they want to get this in in June.
Um
You know, as I said, I I don't want to
be the one
the bad news bearer here, but I just
think you're
You know, we've had other people come in
here and and bring us bring proposals to
us and we haven't done nothing about it.
All of a sudden
we get somebody shows up at the finance
facility and
you decide if you're going to decide
tonight to make a decision on this.
This is a 20-year thing that they want
to do and
um
>> Bruce, let me ask, what's the drawback
to this?
Because it doesn't prevent us from
putting in solar panels later. We can
still do that.
It It doesn't say that we can we lock
ourselves out of anything. We have a we
have a 1-year walk
We have a 1-year off-ramp if we wanted
to get off.
>> Where else are they Where else are they
Where else close by are they doing this?
>> Lebanon Lebanon schools
>> Yeah.
>> Sure. Yeah. Do you have any Do you have
like other school districts or towns or
anything?
>> you need to try to convince You don't
have to convince me. You I mean
>> Well,
>> You need to convince me, but I'll be the
one probably dissent on this thing.
>> I mean it's it's
>> I'm sorry cuz
>> You don't There's no need to apologize.
I mean I'm here to help with this
decision process, okay? So, just so that
you know
that there's
After 2021 is when these projects became
large enough to attract the attention of
municipalities. And the the the process
is a little bit long,
but it's still in process. So, you're
There's a property playing solar array
in Warner,
which is expected Do you guys get this
information? Okay.
Um
Once the interconnection is completed,
that already includes group net
participation from Barrington, Bradford,
Bristol, Dover, Durham,
uh Grantham, Hopkinton, New London,
Northumberland, Pembroke, and Rye.
Separately, uh projects that our team
specifically is working on have been
executed for agreements with Lebanon
schools, Newport schools, Sullivan
County, and the town of Enfield.
Um
Examples of municipal municipalities
that are serving as hosts, these are the
ones who are hosting
the arrays
in as part of this program include
Allentown, Belmont, Bow, Concord,
Conway, Farmington, Hinsdale, Hudson,
Manchester, Pelham School District, and
Stratford. This was information that I
got from Clean Energy New Hampshire,
which has uh circuit riders, which are
consultants who help
municipalities try to make sense of uh
these types of projects when they come.
Initial municipal projects that are a
little further along in the pipeline
include ours in Salem.
Uh
the Claremont solar array, which is
fully subscribed.
Um
and uh under construction. Goshen. Um
Milton, also fully subscribed, not
online yet.
And although it's not solar,
these types of programs do exist for uh
hydro that I've seen. I According to
this information I got from Clean Energy
New Hampshire,
Concord, Exeter, Nashua, and Coos County
have been referenced as um group net
metering participants. I haven't spoken
to those folks. I know Sullivan County
is part of a hydro agreement that
operates exactly like this, but through
hydro, and they've been part of that
agreement for a couple of years now. Um
and their rebates are are happening. So,
I mean, it's it's
I understand the hesitation, but I just
want to give you some context that there
are groups besides this that are all
part of this. And to Tim's point, if you
decide at some future date that you
wanted to do something physically with
solar,
you can still do it. It's just you'd
want to you'd want to make sure that you
have that conversation in advance to
make sure you know how to meter it
correctly so that you're not
interrupting, you know, something that's
part of this program. So, it's it's it's
really designed around flexibility.
Um
but you're not you're in good company
when it comes to who else is doing this
that's part of this.
>> Um I have a question.
>> Yeah.
>> So, before municipalities were part of
like were kind of like
um able to enter because in 2021 you
said
>> After 2021.
>> Okay, so who was who was doing it before
then? Like was it businesses or yeah?
>> they were smaller projects. AC
Development for example did one with the
town of Milton which was a different
project. Stonyfield, Dunkin' Donuts,
Pennichuck Water I think did one with
them.
So I mean they were they were involved
with things but they were smaller
projects than these and then they become
>> And that kind of started in 2013, is
that right?
>> this program's been around since 2013.
>> Okay, so it's pretty long standing.
>> It's been around for a while, yeah.
>> But only 2021 you were able to take on
like your municipality to provide larger
than
>> it makes sense because the megawatt
volume changed.
>> It's been around a lot longer in larger
areas like California.
>> Yeah, that's pretty cool.
>> That's pretty cool.
>> So hopefully that helps.
>> Okay, cool. Anything Any other
discussion from the board?
>> What's it going to cost?
>> What?
>> What's it going to cost us?
>> Zero.
>> No cost.
>> Zip.
>> You get money back.
>> Yeah, there's no cost to the district.
>> It's a rebate program to us. The all the
solar stuff like that Johnson came in,
that was looking at like a $1 million to
$4 million out of us. This is no money
to us. I mean it costs us no money at
this point.
>> We're making we're making a promise to
the solar developers that we're going to
buy their stuff.
That's what that 20 years is.
>> Well, let's be careful. You're not
you're not buying from the solar
>> Right, correct. We are we are we are
we are tying into
the we're promising that we're going to
go through this program in order to get
Is that more appropriate?
>> More or less. The utility company is is
The utility company is involved.
Measure how much power the solar
developer is putting into the grid and
they know and measure how much power
group meter group members are taking out
of the grid.
Those have to balance. It's the solar
developer's job to make sure that all
happens. But your
you're being incentivized by the
developer to be part of this group
so that it meets the requirements of the
Public Utilities Commission statute that
makes sure that New Hampshire users are
benefiting from New Hampshire
generators.
>> Cool.
>> So it ties those together through this
use of credits and handles the
accounting. So you're not buying
directly from the solar credit. I mean,
if you want to think of it in terms of a
rising tide raises all the ships, I
suppose, but you're you're actually
paying the utility company. Utility
company's paying solar. Solar's giving
you a rebate.
>> Well, cuz currently a lot of our power
comes out of Canada, so this is trying
to bring it more local
>> Yeah.
>> and make the commitment.
>> Yeah.
>> And also I would think of it like, well,
why do we have such a sweet deal? Like,
what's in it for the company? And
they're probably this legislation was to
help local power and green energy. So
that's why it's a sweet deal. And I
mean, tying into that is I mean, it
seems like a a win-win situation. I
understand why you could be skeptical,
but of, you know, like what like what's
the downside, but it seems like, you
know, potentially they could change the
rebate, but for now it's
seems like a pretty nice incentive.
>> They can't They can't change the rebate
because it's contractual between you and
the solar developer.
>> Oh, nice.
>> So the rebate is the rebate.
>> So it's going to be locked at 10% the
whole 20 years.
>> That's it.
>> Nice. Okay, that's good.
>> It's a great deal.
>> And with the one-year off-ramp, if we
wanted to do solar, I mean, it's going
to take us a long time to get structural
evaluations done of this roof, like all
of that. Like there's definitely not
much out there right now for any kind of
rebate for putting in your own solar. So
I think this is a nice middle ground in
the meantime if we if solar on our roof
is really something we want to pursue.
In the meantime, this gives us savings
with the off-ramp that if that is an
executable project, we could do it.
>> And there's the thing
>> What's the difference in what we talked
about with Johnson Controls?
>> So Johnson Controls
>> just just hear me out, you know.
So what's what's the difference what we
we went on with them? And then and then
everything else we we talked to with the
showed up.
>> Yep. So those
>> That's what they and they had those
releases and
some were purchasing leases. Okay?
All right. So what you're telling me is
we're looking at it. I mean I'm not
trying to be a pain in the neck.
>> No you got to ask the questions.
>> I'm not. Okay? I mean excuse my language
but you know they understand that.
Um
>> So do you want me to explain the
difference? Because what Johnson and the
other ones came was to build actual
solar fields here at our expense. Like
we would have to put up money to put
those here. And like we would be paying
money and there'd be rebates involved
and that sort of thing and ultimately
we'd be making our own power, we'd be
trying to pump some back into the grid,
trying to offset what we have here. This
allows us to get the benefit of solar
without actually hosting it here because
we're promising to buy it from from the
solar
that's being put in elsewhere in the
state.
>> Solar in somewhere else
>> Somewhere else in the state in New
Hampshire.
>> is doing it?
>> Yeah someone else in New Hampshire is
has like in Claremont there's a huge
array.
>> Yeah I've seen them all over the state.
>> So but the thing I really like about
this is this is getting us building a
relationship in in terms of with other
solar providers because if we do say hey
we have land, we have a rooftop,
whatever at least now we know people
that we can start talking to about that
because maybe they want to add a solar
field here and then maybe that will give
us you know more ways to buy in and then
we become a producer. But like this is a
good foot in the door that what I see
with very very no risk to us at all
because it's all a rebate back to us
because we're promising to buy um at at
this price which is a better price for
them than what they would be forced to
do it if they dumped it into the
into the kitty into all the you know all
the energy. So that's how they're making
their money and we're about promising to
be a customer fulfilling their uh legal
obligations.
>> Can I ask?
>> I just want to say that taxpayer and not
just as a school board member, but as a
taxpayer,
I would rather
do this
and know that
I'm not
that we're not taking on a $4 million
project
that's going to up my taxes
even more cuz I just got my tax bill,
you know.
And it just makes perfect sense to me.
>> Okay.
And as Tim said, it doesn't preclude us
from continuing to look
what it's to produce.
>> But
I I know. I know.
I know.
Yeah. Yeah.
You You You have bound me that
I had a father that worked for a power
company for 35 years, okay? So,
you know, and the same company they're
talking about, Liberty Utilities, is
where my father worked for. So,
and I'm I'm I'm I'm skeptical about
jumping into this right now. I mean,
making a decision right now.
But
I know the rest of the board feels the
and the body, so there's nothing much I
can do. I just don't I don't feel He's
telling us that, you know, you're
telling us that you want to get this
done by in in June.
>> Let me Let me be Let me be clear on
that.
>> Yeah.
>> The project is trying to wrap things up
through the end of June.
It doesn't mean that I'm going to come
in here like a
bad salesman and, you know, force the
issue here. What I am saying is that
the project is very interested in
getting this
part of the process finished up, and
we're nearing completion. And that
there's other communities who may have
an interest in this. I'm not saying they
will, they may. And we're we're just
going to continue to try to button
things up. So, it's it's a matter of
whether or not Mass Coma It like this
would be a good time to be part of a
simple
program.
To I think Tim's point, benefit you can
get big gain the benefit from solar
renewable energy without making
investment in this case.
>> Yeah.
Yeah.
>> And I feel like I've seen um solar
arrays on like old dump sites, which is
awesome because those that land is
useless otherwise. Like you don't want
to live there, you don't want to get
water from there, and that's like a
great use of
this land that
you know, what do you what else are you
going to use it for? So I just feel like
to keep that um
you know, energy making local is seems
like a really good option for New
Hampshire.
>> Can I have a clarifying question
regarding the off-take types that are in
your presentation? So there's a virtual
power purchase agreement and then
there's group net metering. Can you
explain the difference between them?
>> is when you're actually buying the power
directly from an array.
>> Okay, okay. All right.
Got you.
So that would be something more like
local, like even more local than like
the state of New Hampshire.
>> theoretically, but it doesn't have to
be. I mean you could have a VPPA with
some other place in New Hampshire that
that has a different setup. It's just in
our portfolio, we we have one of those
and this isn't it wouldn't even apply
cuz it's an Eversource location in your
local
>> Right.
>> What's the penalty we get kicked out
[clears throat] of it in one year?
>> So the the the off-ramp for this is
if you decide you want out,
you give a notice to the developer or to
the manager,
they take a year, up to a year, to find
a replacement for your power. So we have
to find a replacement, someone else who
wants to take a 10% rebate for the
remainder of the time. So if you're in
this for 5 years and you say I want out,
our job is to find a replacement for
that power for from someone else who
wants to take 10% for the next 15 years
and so on.
>> No, well, no, I I I said
>> find one, if we can't find one, the
penalty, which is I think your question,
>> Mhm.
>> if [clears throat] we can't find a
replacement, the penalty is 1 year
1 year's worth of rebate.
So, if you let's assume that it was
$13,000 that you received, because that
was the example I used earlier, right?
And you received $13,000 each year for 5
years, and on year five you say, "Oh, we
want out now."
You we take the year five to six to try
to find a replacement for you at no
penalty.
If the end of the year happens, and you
still want out, and we still haven't
found a replacement,
the penalty is the last year's worth of
rebate,
that 1 year.
>> So, we only in that scenario
>> No, I'm at 5 years.
>> I'm at I'm at the very first year.
You're telling us Did you say that the
first year we we can opt out right off
the bat?
>> You can opt out anytime you want, but
you got to give a year's notice.
>> Right.
>> Or the Or you're going to give a rebate
back. So, I I don't know what would
happen if
you're only in it for 1 year, cuz I've
never been asked that question.
>> Yeah.
>> But if it was any year besides that
year,
whatever the rebate
you were you were you had received,
you'd have to give that 1 year back.
>> Right.
>> Yeah, that makes sense.
>> All right. Any other discussion? Any
other questions for anyone on the board?
All right. We have a motion on the floor
then to enter enter into an agreement
with AC Development Group for net
metering.
Uh all those in favor signify by saying,
"Aye."
>> Aye.
>> All opposed?
>> I oppose.
>> All right. Abstentions? All right. Cool.
Thank you very much.
>> Thank you very much.
>> All right. And I'm sure we will be in
touch with anything that you need or
anything else that you need or whatnot.
>> Yeah, thank you.
>> Awesome.
All right.
Let's see. Next on our agenda, we have
student representative report. You have
that in your packet.
Um is there anything to add, Amanda, to
that?
>> Uh no.
>> Okay.
All right. Any
>> questions on the student rep report in
your packets?
>> I want to bring something up about that
later on in the meeting, okay?
>> What? The
>> student report?
>> Student report or what what she's got in
the report?
>> Oh, bring it up now cuz this is a
student representative report. Isn't
that Is that our agenda next?
>> Well, it's part of the
It's part of the athletics part, okay?
>> Okay.
>> All right. So,
you know, I don't know how to how to
bring this up other than
uh right off the bat, right off the top
part with the athletics and the spring
sports with baseball and the basket and
the softball teams losing so many games
where they are
and the
and the talk about the talk around
I've been getting from other places that
that it's going to be dissolved in
probably a couple of years because of
participation is not It's not It's not
It's not good to hear that.
Number one. Number two is
uh
I want to bring it up later on about a
policy we need to
address
because we haven't
cuz the other athletic director had that
in the actual I want to bring that up at
some point.
Um
but
you know, the track is doing super well.
>> Mhm.
>> All right?
And all the other sports are doing super
well and then all of a sudden they're
not doing well and the soft and the the
look I hear you know, they might not
have a
uh program in a couple of years and and
that's not that's not good PR. And the
only reason why I'm bringing it up
because
that's in the report. Nothing to do
Nothing against that, but they lost
games like
the softball's lost like I'll tell you
three years
and it's too bad because there's not a
feeder program going on. Baseball's the
same way.
If If they were a championship team,
would we be talking about this? No, we
wouldn't.
All right? It's the same way with track.
All right? The track is doing great.
So, I'm I'm I'm I want to bring it up
because
it's the same thing that's going to get
brought up in football and the in the
fall sports
and everything else going down down
thing. We always talk about all the
other stuff, the accident and everything
else. We don't need We don't need an
athletic director that is not going to
support and I'm hearing it
from outside, from other officials, from
other people telling me that that's
what's going on and it it's not it's
it's very disheartening.
I I didn't graduate from here,
but uh
she makes a great report, but uh
I need to get that out to everybody.
They don't understand that
they need We need to do something about
this because
it's just like
you know, we did the same thing in
soccer. We had girls soccer and boys
soccer. And and then some board member
was on our our board saying we got a
bunch of eighth graders coming up
through.
All right? So, we had a girls soccer
program. All right? What happened to the
girls soccer program?
They they they did well best they could
and the boys team.
All right? It just it just spirals out
of out, you know, everything that's
going on. Basketball, same thing. I
don't want to see the basketball program
going down the tubes. I don't want to
see him going down a division.
But, you need to get a feeder program
going and you need to go and relay
to the middle school kids and the middle
school kids and the IRS kids and little
kids down in the grade schools, get them
interested in doing
arts and also doing sports.
And that's why they some of these kids
come school cuz they want to play
sports.
But that's
>> Well, you know, what I should probably
tell you I get to the co-curricular
report. I got news coming.
>> You got lots of stuff coming. So, yeah,
that's a good point. And I mean youth
sports as a whole is is is not you know,
you talk about feeder programs here.
You're not wrong, you know, feeder
programs youth sports is coming up, you
know, it's it's tough and you know, I I
I look at her report and talks about you
know, they they are having hard seasons,
but their spirits are up. They're you
know, they're working on improvements
and you know, it's just for to give them
something to do. So, I don't put much
stock in the in the scores. I get it.
It's discouraging.
But like you know, the kids are trying
hard. They're working hard and
>> Well, and to be fair, I mean like I
don't want to talk about this all night,
but like to be fair
there there are kids coming off talk
about that in the co-curricular report,
but like there has been a lot of
turnover in coaching, too. So, like even
when you have a feeder program like the
coaching turnover has is also impacting
the program. I went to high school here.
I played varsity sports softball you
played and like the the coaching staff
was the same for years and years and
years and kids knew what they got when
they came to play for a coach. So, like
building coaches I know that the two
softball coaches we have right now are
working hard with these girls. They're
making inroads. They have interest in I
believe intent in in in continuing on.
So, I think you know, the building the
coaching bench on that so to speak is
also important because I think that
that's really important for
a program as well and not just a feeder
program. So, I think that if we can get
some coaches in here who have some
longevity. Neither of these two ladies
coaching softball right now have kids on
the team, which is often what you find.
A coach comes coaches when their kid
graduates they're done. So, like these
two have no kids on the team. Their
vested interest is in building a team.
So, like that I can say about softball.
So, I think that that's a really
encouraging thing for the program.
>> Yeah, I think we also increased our
coaches pay recently. So, hopefully that
gives us some more stability with some
coaching and stuff, but that's I mean
it's a good point Bruce. You you make
the point for for sure.
>> I I
>> [laughter]
>> It's close to my heart, too. I don't
want to see it go away.
>> I don't think anyone does.
>> Well, that that's
I bring this up now instead of later on
because
that's what I got. I didn't get I didn't
I wasn't here at the last meeting. I
couldn't tell you that, but uh
because I've been out and
umpiring and that's what I've been
getting been hammering on
for the Mass Goal cuz I don't do games
in Mass Goal with the the spring sports
or winter sports, but
uh
the the thing that I got told was oh, a
couple years from now there won't be
there won't be any
there won't be any of those
>> Well, so who to them because, you know,
>> Well, it's not it's
>> That's just tell if that's what they're
telling like that's I'm sorry that like
the gossip out there is that like
>> Well, it's coming
>> It's inaccurate.
>> It's coming from the wrong people.
>> All right. Well, then we don't have to
spend time at our school board. We need
to talk about it.
>> Bruce, can I ask a couple clarifying
questions? Sorry Scott, go on.
>> Yeah, no, I just I mean people are
telling you that
that's what they're doing
>> Well, I don't know.
>> to the to the people program because
that's how it gets better.
So, instead of staying instead of coming
and complaining to you,
give them some ideas.
>> What are you going to say, man?
>> I'll bring it up in non-public.
>> Um Bruce, are you saying that it's
coming people in this high school are
saying that we are not going to have a
baseball softball team in a few years.
Is that I need to understand that from
you. Are you saying that it's coming
from here inside the high school?
>> Yes.
>> Okay, thank you.
Are you also asking that we don't put
sports
information in the school in the student
report board? I was I was a little
confused.
>> I Well,
the scores don't mean don't mean much,
okay? And and and and
as far as looking at that, I understand
that's, you know, they have
I mean, I'd like to see some of the like
the track things that did really well.
Uh
the highlights, all right? They
No nobody needs to know that the
softball team hasn't won a game in
I don't know when and the baseball team
is working hard, too.
That isn't my my reasoning for this. My
reasoning for bringing this up is
because as I said, I'll go into more
detail if you want your non-public
because it came came from sources that
wasn't just people from outside, but
um it came from inside, too.
>> Yeah.
>> So I I would not disagree with the board
if they would like I I don't think we
need a cut and paste list of scores to
come out in this. I do appreciate that
you'd like to know some of the
highlights.
>> Yes.
>> Um but we can work with the next rep on
it, too. It's always a
it's always a changing group.
>> Yeah, but I mean I can also cut that out
to ask her not to I'm sure she won't
mind not having to cut and paste the
scores
chase down all the scores.
>> Well, I think they're about done after
anyway after our next next meeting.
>> I just want to add I mean I know I'm old
old. I know I'm old
older than dirt here.
>> Don't say that.
>> Older than most of you.
Um [laughter]
you know
growing up it was always no matter
whether you win or lose, it's how you
play the game. And I really think we
need to make that our utmost priority is
that we are proud of our kids because
they learn to pay play fairly.
They learn to be good sports.
>> Mhm.
>> They they
and not put so much emphasis on winning
and losing. Winning is wonderful. I
mean, I love when the bus comes through
town beeping and they you know, of
course we love that.
But there's more to playing a sport than
than winning.
>> And we've been very spoiled. I will say
we've had strong male athletes. I know
um I've been part of it. Don was a part
of it. We've as parents we've had Scott
who right there. You all saw. We had
strong male athletes. We had a very,
very strong run. Like I don't know when
a D3 school brought home as many
championships or runner-up banners as we
did last year.
>> Yeah.
>> Those those years are behind us for a
little bit.
>> For a little bit, yeah.
Yeah, they cycle. You're right, yeah.
>> Well, and it's it's no different than a
theater program. Like in the theater
program, you have these kids that come
up and they graduate, and now you got to
build it up again.
It's but I mean all that to say, be
heartened and wait for my my
co-curricular
because I think I've got good news.
No, no, that's okay. I think you're just
going to I think you're going to be
pleasantly surprised with what I'm going
to tell you.
>> The sportsmanship awards, you know, and
stuff like that that gets brought up. I
mean it's stuff that, you know, it's
like the track when she walked in you
walked in there and told us that they
just broke a
>> Yeah.
>> a state track record.
>> Yeah, that was pretty cool. That was
very cool.
>> That was so
>> I was on the phone.
>> Um well, I can I will give some of
Tina's information, but I do believe we
came in third for sportsmanship
>> All right. That's awesome. That's a
really big improvement because
>> Yeah. And I totally agree with Diane.
Like I started running when I was young
and I was never fast and I never won
awards, but I'm still running today and
I think that it's about like helping
kids be like, I love to do sports. I
want to be active. Um but then are we
really we can't handle like bad scores?
Surely we can handle seeing that we
didn't win everything.
>> Fair.
>> Like I feel like you also learn from,
you know, people watch games and are
like, what did I do wrong or whatever
and it's it's okay to lose, too. And I
think that we can handle seeing the
scores.
>> All right.
Good discussion. All right, so next on
our agenda we have EIC minutes. You have
minutes there in the packet.
Um
I'll just go through this real quick. We
had a presentation from
um April and Tina talking about the ELO
uh
program program here that Kevin told us
he's been running. I
had some really good really good
feedback on that program and and and
Kevin Toll has really taken it and run
with it as far as like being able to
oversee kids who are doing VLACS so he
can work one-on-one with the kids who
are doing VLACS.
They really tightened up some of the ELO
stuff and with Kevin here he's able to
kind of build that program back up which
has been really exciting
exciting. So talk about credit recovery
so Kevin works with those kids too so
that is really awesome to see. There's
different avenues that he takes with
that. The whole presentation is in the
Battle of the Minutes from EIC so I
won't belabor that. We talked about the
kids that are taking HiSET which is what
they call the GED now. We have seven
students currently doing HiSET. Kevin
also works with those kids so that even
though they are not technically in our
building all the time Kevin is working
with those kids so even the ones that
have you know quote unquote not doing
the traditional path he's there working
with them. So and there's a really good
track record of that.
We talked a little bit about the
logistics about ELOs outside the
building and so we talked about how
we're going to look that's going to look
going forward because kind of nip some
things in the bud some problems that
were happening in the previous times.
We got the NEASC
so that was all everything on ELOs.
We got the NEASC final report it was
absolutely the list of commendations was
longer than the rest of list of
recommendations. So they really loved
their visit and we're just moving in the
right direction. So we just want to make
sure that we get that report out to you
guys. We also started brainstorming
about our EIC goals which we'll do again
at the next meeting and yeah just look
over our our notes there and if you have
any thoughts on those bring those to the
retreat. So
Any questions on EIC?
>> Not a question but just a point of note
and for the board to realize is that
those taking the
HiSET do not count towards graduation.
>> Right.
>> Our graduation numbers are separate from
that just as as something to note.
>> Okay.
>> My understanding is that's pathway to
the equivalent to
>> Yes that's essentially what it is yeah.
But it does not count towards our
graduation numbers.
>> Then just as a
you know, being a bad meeting I just
want to add to what Tim said that the
you know, Tina and Kevin are sounds like
they're just doing a fantastic job and
the whole district is doing a fantastic
job at the high school level of
providing alternative
pathways, learning methods for for
students and that's something that's
near to my heart both from my own
experience with many many years ago and
also with a child who needed some some
alternative
>> I think this
>> pathway. So it's just really I'm just
really happy to see the
the work they're working hard towards
that.
>> Yeah, for real. I think this will be
very helpful especially as we get a
little tighter with the criteria about
who we send to Ledger and which kids are
going there and which other resources
they might need that we have here.
It's it's really good to see. So, yeah,
it was it was fun to see from Kevin.
He's
really into it and he has found I think
his second calling doing that. So,
all right, next up is wellness
committee. Laura, do you want to share
the what happened then?
>> Yeah, it was a good meeting.
They um
representatives from the food pantry
were talking about. They did like a
survey and
found out like what people who were
getting food from the food pantry like
what they liked and what they didn't
like. And then
kind of there's like a little
brainstorming about like for the foods
that are like
high in nutrition
but like not desirable like kind of
maybe
ways to make it more appealing. Um we
also talked about composting and people
were pretty psyched about that. Um
talked about the um
the
how much the negative balance for the
food service and um
kind of
uh
Amanda talked a little bit about like
sort of
um it's becoming more and more difficult
to qualify for free and reduced lunch.
So,
um therefore like the um, is doing what
they can to sort of help students who
are eligible
um, get that. But then, um, there was a
little bit of a um, conversation about,
you know,
um,
that, you know, different ways that
they're getting food to the kids. So,
they do the backpack program, and then,
um, kind of figuring out like, you know,
if they can involve the parents to also
get that food to the kids.
Um, and then,
um,
a representative from Dartmouth was
talking about, um, like a
job a training fair. Was that right? And
but she wasn't sure if like anyone from
Mascoma had gotten a position.
>> Yeah, but I know that they have.
>> Okay, good.
>> Yeah. Um, but then, um, they also kind
of like last minute had said that there
was like a suicide prevention like, um,
learning session or something, but it
was that night, and so, no one really
knew about it. Um, that was like through
the hospital.
Um, and then, let's see.
I think that was pretty much what we
talked about. Um, but people were
psyched about the composting thing. I
didn't really understand what they were
talking about with the tower. Did you
understand what they were talking about?
>> Yeah, I think it's a pretty cool like
all-inclusive garden composting core.
>> Oh, okay. So, it's outside.
>> Yes.
>> It's outside.
>> Yes, yes. It's all about the outside,
yeah.
>> Into the cafeteria and like go look at
the compost tower.
>> [laughter]
>> They did talk about putting it there for
a while, but I haven't seen it outside
for a
>> But anyways, it seems like people are
pretty motivated to, you know, maybe
work out details and maybe get it going.
And I remember you had said something to
him about like maybe like starting at
one school, and so,
but it seems like people from the
committee were pretty excited to maybe
get it going everywhere.
>> That's good. That's good.
All right.
>> That's about it.
>> Cool. Yeah, I I was glad to see all the
stuff in here. I I also didn't know
about that Youth Connect Suicide
Prevention until the day of. I got an
email from the school. So, like maybe
that's something we can talk about in
communications about how to better get
that type of word out on stuff like
that. Um cuz that's where I see as a
parent, like I didn't know about that at
all. I have a teenager. I
I would love to know about it.
>> I'm a superintendent and I didn't know
about it.
>> Exactly. Like that's it and I figured as
much, you know.
>> that were addressed.
>> Yes, yes. So,
>> Yeah, I think we need to get it out to
the community.
>> Yeah. But I I think that kind of
highlights so I'm not alone we're not
alone. So, um the other thing I I did
look that you got that Friends of
Mascoma had looked at their processes
and looking at like trying to get more
numbers in there. So, that was good to
see.
Um
but yeah, better better coordination
with that.
>> And they did say that they would
like when we do another food drive or
drive that they'd reach out to us about
what specifically they need. And they
were saying like hygiene products are
always in high demand.
>> That's good.
>> Um so, they also kind of like talked
about like easy snacks for kids and
stuff like that that are like healthy
snacks. So,
>> Maybe even like a hygiene product drive
is a good thing instead of a food drive
like for any of the clubs that want to
do things like that.
>> we do that at Lebanon. And it is very
well received.
>> Yeah, that would be like a good one for
NHS or Interact or something like that.
So,
>> I did Enfield Village School do it last
year. I think I remember or maybe it was
this year. We have done it in the past.
Like a hygiene drive and so none of it
was food products but it was
anything else you could think of it.
>> Good.
>> last year. And they said condiments too
were like a big thing.
>> Oh, yeah. That's what they did this year
at Enfield Village School.
>> Yeah.
>> They looked for like mayo and mustard
and ketchup and things like that. That
was what they needed.
>> So, that was it was good to kind of get
that feedback from them.
>> Okay.
All right.
Well, up next Dawn. This is finally your
time for your co-curricular so you you
promised a big reveal.
>> a sparse
meeting [laughter] but
it was It's
>> It's good. All right, go ahead.
>> Um
there was a lot of good information um
from Todd Thompson about upcoming kids
in the
um
the MS- MYSL program. Uh, like right now
the 16 the 5-6 has 17
girls right now um with another coach
who was part of the same varsity
softball team I was and you know, really
dedicated to uh, you know, putting these
kids through creating feeder programs.
She's definitely said the words feeder
program. Um, I wish I had the numbers
that Todd gave us, but I mean there were
it was
from like basically from the time
they're old enough to hold a bat in
to like the 5-6, we got like
40 or 50 kids coming through baseball
and softball. Like there's a lot of kids
coming up that are signing up for this
stuff. Um
so I do think that there's kind of that
wave coming. And I and I do have to
wonder if some of this is sort of
generational, right? Like certain
generations of parents played certain
sports or did certain things or they
didn't do certain things. And so now you
have these families kind of feeding
their kids. I mean my kid was playing
baseball whether they liked it or not
because of my own history and I coached
him in baseball. So, I think there's
some of that too where parents like
maybe a little bit impress their own um
wants on their kids and then you know,
it it creates enthusiasm. So I think
we are seeing an uptick with the
baseball and softball program. Um,
you know, I know it was a struggle this
year to find some coaches at different
levels.
Um
and you know, something I have
personally talked about is coaching
again. So I I think that there is a very
deep interest within the community um to
continue these programs and to continue
building feeder programs and I think the
understanding of like
you know, the the mommy-daddy ball type
of thing does create a a problem pushing
through, right? Because when that kid
you know, no longer is graduated playing
like I stopped coaching when Caden
wasn't on my team anymore. We moved
here. Uh um So, like but having people
come in who are genuinely interested in
coaching, I think does help
bring build those feeder programs. But,
it does sound like there is a very big
crop of kids coming. Like I said, I
don't have those numbers, but it was it
was significant. I mean, it was like in
the area of 50 kids coming through.
>> Things like the finest drive, they had
like
like so many kids participate in that.
And then they did the cross country
program and it like it was sold out or
not sold out.
It was sold out. Like there were no
spots available after after those spots
were taken. So, I feel like things that
are kind of done through the school,
like kids are doing those things. And
obviously, your numbers for the other
things like the baseball and soccer are
pretty good, too. So.
>> Well, I mean, even the volleyball
program has been wild. Like my husband's
coached for 3 years. And he's got more
kids in a given time that he knows what
to do with cuz you can only the number
of kids you have on a court and can the
nuance of the way the game is played,
you can only sub in a certain amount of
kids. And so, like that program is like
he had like more kids than he had
jerseys and he had like 25. You know,
like that's a lot of kids to try to get
onto a court in three matches. And so, I
think that there's a lot of there is
still a lot of interest in sports. I
think there's some exploration that
happens. I mean, fortunately,
volleyball's a fall sport that doesn't
compete with softball, but
I do think that there is a lot of good
news coming for you know, feeder
programs for baseball and softball.
We kind of talked about other stuff
going on.
Like I said, it was just Amanda and
myself and Todd. We got an update from
RAB and got some ideas about
you know, how how to help support
funding for RAB.
Um
But yeah, there's a lot of stuff going
on in the Enfield Party in the Park.
All this fun stuff going on for
There's a volleyball camp in August.
CIT, so counselor and training programs
that are open for kids,
soccer camps, sailing lessons. I mean,
really
>> Yeah.
>> pick a thing.
We've got it going on somewhere in this
district, so it's really encouraging to
see all the really different things.
They were trying to get a flag football
program up and going for the younger
kids.
So, there's a lot of stuff coming.
>> All right. And as you also see in here,
it's got all the numbers of
participation and all the other clubs.
So, it's good to see, you know, AV club,
art club, book club, you know, you
interact, you all that stuff. All your
numbers for most of those are there,
too, so.
Any questions
>> Nobody was there to talk about it, but
there are numbers.
>> are numbers. We always curious like how
many kids are participating in what
clubs and that sort of thing, so.
Yeah, any questions for Don on that for
club
>> I'd be I'd be really curious to see what
the overall percentage of like students
participating in any kind of
extracurricular is.
>> Sure.
>> Like just total amongst our students.
Whether or not it's one or two, just the
participation rate I think would be
really helpful to see.
>> Would you want that by like
>> Oh.
>> season? You know what I mean?
Like what year or something like
>> Even like a yearly average would be
fine. You know what I mean? Like are we
having 70% of our kids involved in some
sort of one
>> At least one at one time.
>> At least one extracurricular activity.
>> Yeah.
>> Like I think that's like
>> origami club or something.
>> Right. And I think that's an important
talking point for us going back to
communications of like being like our
kids are doing stuff.
>> Yeah.
>> Like our kids are involved.
>> Cuz that was a big point when I when I
went and visited colleges this year is,
you know, colleges really play up they
talk a lot about how involved their kids
are, how involved everybody is in the
the campus life cuz it makes for like
that is what your whole school is about
and, you know, it kids being involved in
stuff is shows that they want to be
there, so. And they have fun being
there, so.
>> I know you're listening and I'm saying
the right thing.
>> You're being adaptable and stuff, so.
>> What Oh.
anything else?
>> Well, I I don't want to add
Okay. fuel too much to the the assistant
needs to follow up on the next page
after that.
I I put asterisks for those two things
because
you know,
are there considerations for weight room
and strength training and athletic
trainer enhancements?
>> Where are Where are you?
>> I'm on the one on the
It's not numbered, so I can't
>> the RAB?
>> All right. It's on the one with the page
next page after
Excuse me. Sorry. I forgot
>> That's okay. I just want to make sure I
know what you're looking
>> Needs to follow up. Uh
and then on the back page it's for the
next
>> Oh, I see. Needs follow up. Yeah, that's
That's Royal Athletic Boosters meeting
minutes.
>> What's that?
>> That's the That's Royal Athletic
Boosters. That's the Athletic Boosters.
That's not our our group, but Go ahead.
>> Number one.
>> No, no. I mean, I just want to make sure
you know that that's not our minutes.
We're not It's not our meeting.
>> All right. Those Those Those two Those
two Those two bold points on the next
page.
>> Yeah.
>> All right.
That should be right in the high school
one.
All right. And the middle school one.
>> Mhm.
>> Because Because we try to get weight
training We try to get sports
teams that go away quite a ways away.
>> Mhm.
>> They have to get meals and they should
be able to have meals go to Berlin.
It's a long a trip. You know, you go to
White Mountains, a long trip. They
should be able to stop. They should be
able to
We should be able to supplement them.
All these sports teams to uh
get you know, get get fed.
>> Yeah.
>> And not come out of their pocket or
their parents' pocket.
>> Well, that's what Royal That's what RAB
is trying to figure out. Is RAB is
trying to figure out should they provide
easier access to snacks? As a booster
organization, they are asking should
they do that?
>> Oh.
>> But, yeah. I mean, that's These are a
things. are all good things to keep in
mind. Sorry.
>> Sorry.
>> No, no, that's good. That's fine.
>> Sorry.
>> Um up next, anything else on
co-curricular?
All right. Up next, we have joint loss
committee minutes.
>> All right. I was there. My first
>> My first meeting
>> Take it away.
>> Um which lasted 12 minutes.
>> All right. Sounds good.
>> It was really quick. Um
It basically we There was no old
business. We looked at the 52 incidences
that were listed.
Uh most of them came from CES from a
student
um
in the art program and uh
So, you know, those have to be
You have to We have to
um document them, but they really
you know, weren't something that
created a a an injury that needed um
you know,
to be followed by
uh you know, what's the what's workman's
comp. We only had three that were looked
at in terms of workman's comp workman's
comp and they
didn't
really fit the protocol. So,
yeah.
>> All right.
>> Basically the meeting.
>> Cool. Any questions on that?
That's a pretty simple meeting usually.
All right. Up next in your packet, we
have superintendent's report. Amanda,
take it away.
>> Uh you do have my
uh report in your packet. Yay for Martha
McDonald as an assistant principal.
>> Well deserved.
>> Well deserved.
Well deserved. It was a lovely surprise.
Steph did a beautiful um
video for her. Snippets of people saying
congratulations to her. So, it was very
nice. She was very, very surprised.
>> Good.
>> Um
>> It's not easy to surprise Martha.
>> But, no. We did a good job.
>> Very good. Thank you.
>> Um so, next I have listed for you the
dates of the retirement celebrations at
the request of the MV REA, we did move
the district retirement to building
levels. They felt like they wanted to
celebrate with their peers at the
building level rather than with the
district. Um
I know IRS has had theirs. I was unable
to attend. That was something that I did
say, you know, that I can't guarantee
that I'll be able to attend
every single one of these. That's a lot.
You know, I went from one now to four.
Um so, that that's pretty tricky, but if
any of you would like to attend, those
are the dates um
that are left. June 4th, June 17th, and
June 17th. Apparently, June 17th
shall be a busy day cuz it's also IRS.
>> Work on total participation.
>> I know.
>> [cough]
>> Half an hour here and half an hour at
the family.
Um so, I also, just for informational
purposes, this will go out in the
newsletter. So, the last day of school
for students will be June 17th. We were
originally slated to get out on the 15th
plus two snow days, gets puts us at June
17th.
Um and as is tradition, it will be an
early dismissal day for students.
So, I'll put an early dismissal and
we'll put that out, you know, on social
media and all the other places. Uh
difficult for us to put it on the
regular calendar as an early dismissal
day because if I note the 15th as an
early release day, then current state
gets an early release day even though
we've got two snow days.
>> Could we have something like on the
bottom, maybe like an asterisk being
like whatever the last day is will be a
for your planning purposes? You know,
just some sort of vague
>> have before. I'm not sure if it's
going to be
>> you know.
>> I think we have.
>> Nobody reads anything when it's a sign
or like why is
>> Yep, correct.
>> [laughter]
>> True.
>> I don't
>> And then finally, Representative
Goodlander is scheduled to be here at
the high school to congratulate Audrey
Weber on her win of the Congressional
Art Competition.
>> that's
So, that will happen on Thursday, May
23rd. She's going to meet with some
students and she is going to
post some questions for them and you
know, do a forum here in the library and
in the auditorium. That's cool.
>> Awesome.
>> Oh, that's awesome.
>> Thursday, 28th.
>> Thursday?
>> I hope it's 28th.
>> Yeah, the 23rd is gone by.
>> 28th.
>> Oh, did I say the wrong date, but I
wrote it down?
>> It's right. It's right.
>> Well, she's here on Thursday.
>> Sorry.
>> That's a good catch.
>> It is the 28th.
>> All right.
>> Yep, she'll be here on Thursday, the
28th. So, anything else for Amanda?
Thank Thank you. All right. Uh business
administrator's report, you have the
report in your packet. Michelle,
anything going on that we need to be
aware of?
>> [laughter]
>> Well, like I I wrote about what I did
last week. I went to Tri-State ASBO.
That was my first time going. It was
really really good. I had a good time. I
look forward to doing it next year.
We're hosting it in Maine.
>> All right.
>> Um I learned a lot in all of my
sessions. Um
I met some great people, made some
contacts. Um
I also just put in here, you know,
you've got some quotes in your packet
tonight for the CEE-CES paving, the
revised ones with that additional lane.
Um Craig is here to talk about
Chromebooks and um next week next week
next meeting I will have the year-end uh
conference list for approval.
And then I did mention the 650 um
retained
um
money if that's something the board
would like to retain again this year. I
would recommend 650 again.
It really came in helpful
this school year.
>> Okay.
>> money this year. So, yeah.
>> All right. Are you looking for a motion
tonight, hopefully?
>> If you would like.
>> Okay.
>> How much is going back to the town?
>> I do not have that yet. So, if you want
to wait and do that at the next meeting,
you can also do that.
>> Yeah.
>> I think we'll put it as an agenda.
>> Yeah, let's put it as an agenda over the
next meeting. That sounds good.
Cuz we don't have We don't have to
decide tonight. So, that's good.
All right. Any questions for Michelle?
Sounds like some interesting sessions
that you've had with newspapers and
whatnot.
>> Yeah.
We don't know what happened with
>> I watched
>> And we're there.
>> Give them money back to them.
>> All right.
Uh up next, we have bus route anything
on buses?
>> I do not have any bus updates other than
we are anticipating being free drivers
uh short this year.
>> Right. Right. I did get more uh requests
from the school asking for
who's taking the bus next year, so
that's good. They're trying to get that
data ahead of time.
Yeah, I mean if we're
three drivers short, I can't take any
more buses away from Canaan Elementary
School.
So, it looks like we'd probably be
taking some buses away from the high
school middle school level. We may
actually be looking at combining ages
again on the bus. I I'm going to look at
some other options. I've asked Butler's
what they plan to do um to help us with
this if they were going to bring in
extra drivers from somewhere else or
what. I have no response from Butler's
at this time.
Uh but we are going to be looking at how
can we creatively solve this? And it may
look like going back to um K-12 on
buses, which I do not love.
But it may be the only way for us to
adequately serve the district.
>> I'd be so worried that there'd be all
sorts of follow-up.
>> Yep, there always is.
>> Yeah.
>> Yep.
>> Always isn't there? Well, I don't want
to be Is there certain routes that would
would be
and advantageous to put
not K not kindergarten ones, but
>> Like 5 through 12?
>> Yeah. Yeah, and and and you know
you know you know which
>> That's what you're doing now. Okay, I
know. Sorry.
>> You know which routes
which routes would be
advantageous to do that with.
You know, I mean instead of you know
I don't want to go back. When I went to
school, everybody was on the bus. We
knew which and if we got in trouble, you
were the bus. Okay? We had all different
grade grade levels.
So,
they ought to look at that, but
>> Really? Yeah.
>> Yeah. Well,
>> They can get kicked off of kids can get
kicked off if they do something really
>> Oh, yeah. No, they can.
But it has to be pretty severe. But you
could have some high school kids on
there that could be be the good
supervisors.
>> no. No.
No.
No, that doesn't work like that.
>> But your daughter too.
>> No. No. No.
It's It's the things that happen
to get a kid kicked off the bus in the
first place is not something that we
necessarily want to have elementary
school students around for.
>> Right.
>> Right? So, like that's the you know.
Anyway,
>> All right. Well,
>> All right. Well, keep us updated on
that.
All right. Up next we have here we have
class size projections and finally so we
have the high school one
here.
>> Yeah.
Give this to Diane and
have her pass that down a hard copy for
you.
>> Okay. So, you see your packet.
Here's our class size projections. Uh
did you have anything you want to talk
about this, Amanda?
>> Um I do think it I do think we need to
put some parameters around this. The
school board policy says less than 10 in
a class, you would need to approve. And
I do think I am concerned about uh
Python 1 with only four kids.
>> Yeah.
>> Um they APC, you know, CSA, Java is
eight kids. I think that would be okay
for you guys to approve. I I can't
justify a class of four kids, though.
>> No.
>> I I'm not going to lie.
>> Where
>> to.
>> You mean like the French classes? I
mean, are they Are they stacking like
French classes or they putting like two
and
>> At this time, they are not.
>> Okay. Cuz like you have two students in
French two, five in French one, and
seven in French three. Well, I know you
don't necessarily want to put French one
with French three. I mean, you can stack
French one and two. You can stack.
You know. I'm not sure it's
I'm just I'm just looking for the lowest
numbers first. Like that's what I
>> Yeah. No, I think that's um a good thing
to look for.
>> Yeah. I I am concerned. I'm um
you know, I'm concerned if you look at
the history of film, 11 is a great
total, but they've broken it down to a
class of five and a class of six.
>> Well, that's my other question is why do
we have two sections of a class?
Like that should be a one class. And I
understand scheduling makes it
complicated and that you might not get
11 kids in there, you might get eight
kids.
>> Right.
>> If you have it in one class period as
opposed to like two different class
periods. And I think this is something
that the board wanted to look at was
find out how many are we offering twice
when there's only five kids in each
class, right?
>> Yeah. And I think that's I think that's
for some classes I would argue that yes,
you want to stay with a lower number in
a section just because of the student
needs in that group.
>> Mhm.
>> But I think at some point we have to
pull back.
Um Tina said that
she was able to Kids are at 99% getting
their first choice.
>> Good.
>> Which is great.
>> Yeah, that's fantastic.
>> you have to go with your second choice.
That is my
>> I mean 99% That's fantastic.
>> Sometimes you have to
>> It's a little too good to
>> Yeah, if you really want something.
>> No, I think that's more than adequate in
order to like make sure that these
numbers work. Like yeah, if
Having over 95% your first choice is
>> Yeah, that's great.
>> That's It's almost too good to heard of.
It's almost too good. Yeah.
>> Yeah.
>> So, I think that's fine.
>> It's too good to be truly honest.
>> Yeah, like I mean some of these Some of
these are okay, you know, because
they're they're basic ones like intro to
woods and metals is broken up amongst
four different class sections. That's
two different classes, one in the first
semester, one in the second semester.
Each with relatively small numbers, but
that's the first class those kids need
to get into other classes. And so that
one's okay. Like that one's okay. You
know, even ceramics two is seven, that's
not too bad. Drawing, you know, it's
like okay. But then you get to your
senior okay, well junior senior art
studio two is placed within junior
studio junior senior art studio one, so
they're like
diff-
different kids in the same class doing
different classes at the same time cuz
they're kind of stacked, right?
Am I reading that correctly?
>> That's correct. Yeah, so there she's
teaching a different combined class.
>> Because that's that's for more advanced
students who are really doing individual
projects, basically. But you're right,
like history and film that should be one
class. Intro to philosophy can that be
combined into one class unit? Um is
archaeology a class that's offered every
year or every other year?
>> That's a brand new offering,
so we're sort of feeling that one out.
>> be a good every other year.
>> So, yep.
>> Let me see.
Um
>> We did not have archaeology in my junior
year.
>> cool.
>> Also ancient Also ancient world history
only has seven.
>> Is that the only one that they can do?
Ancient world history?
>> Don't they need these credits to
graduate?
>> They do, some of them, yeah.
>> Some of them can also be electives.
So like you're just taking them as an
elective credit.
>> Okay.
>> Yeah.
So like for example, US history, what is
it US history and any history?
>> Yeah, that's required.
>> Like that's a requirement, but ancient
Well, world history would get you your
world credit,
um but so would global studies most
likely.
And I think archaeology would probably
do the same thing.
>> Is global studies the required class?
Amanda, I think that was
>> I don't think they So we have one of
those?
>> I thought that's what it was.
>> Global studies is 67.
>> Yeah. Okay. All right, that's what I
thought.
All right.
I mean, are you looking for in in input
on individual class classes, like
>> So I think right now I can safely say um
to the high school that they need to
reduce history and film to one section.
>> Yep, yep.
>> One class, if you will, one section of
that.
>> Yep.
>> Um looking at intro to philosophy as one
class.
>> Ancient world history.
>> That would be a credit.
>> Well, he said but it it does feed a
world you know the only thing would be
is that what are the options for a world
credit? That would be the question that
I would pose with that. Because if
something else that they're getting has
the world credit already done
then I would say yes.
>> It's only one section so it's not
>> Yeah, it's only one section. Yeah, that
was
I'm really I'm really looking more to
combine where you have two sections of
small numbers.
You know what I mean? I I realize that
like some kids might have to make a
choice at that point but that's such is
life, right?
>> I mean I don't have a problem with
ceramics being seven kids. I I'm not
concerned about that. The French numbers
I am concerned about so let me ask if
they have a solution to this.
>> I would yeah, if they have a solution
for that that would be nice.
>> What is Python? What is that?
>> It's a programming class.
>> What is it like
>> Can that be combined with another class?
>> Um, it it I I think that should either
be combined or it should be We do also
have the options for some V Lex stuff
and online stuff and maybe that might
not be bad.
>> Yeah, and especially if they can all do
it together at the same time, you know,
like do a V Lex Python class together
with all four kids.
>> Yeah, listen I don't want to be the one
to say but I'm going to AI is like
killing computer programmers and stuff
so like this one might be unfortunately
one because you can type something into
AI and it spits out a bunch of code and
unfortunately this is
a very threatened industry so it may be
one that is it's on the chopping block.
>> I mean look at it right now you have
more kids taking computer science and AI
foundations
>> Right, exactly. They're learning how to
feed the AI prompts so that they can get
the code they want. I mean
Mhm? Is it possible to combine it into
one of the other the like computer
science classes?
>> I don't know, but I mean there's V-Lac
solutions maybe, but we can we can ask
them about that.
>> Yeah, so right now I would say
tell Tina and guidance department to
look at Python. We can't justify a class
of four. I think that's a safe to say
issue. I'm also concerned about yearbook
with only six kids.
>> Yeah, that's that's more than we've had
in years past.
>> What happens if there's no yearbook?
>> It's a club.
>> It's a Oh, it's a club.
>> Yeah, which it's been in years past and
it's
>> Oh, it's definitely a club when I was in
high school.
>> I don't want to say the quality goes
down, but you can tell the difference
when we do it as a class and when we
don't do it as a class, I guess.
>> The other one that I see is the
difference between physics and honors
physics. There's a six and a five for
those.
Not sure if there would be a combination
or just offering the regular standard
course.
>> Yeah, let me let me highlight that.
>> Oh, is it because they're not doing AP
physics this year?
>> It's um something about deal with the um
the difference between
the double period and not the double
period
>> Oh, for a lab period?
>> and I'll have them look at those, too.
>> All right.
>> Um
I'm a little bit concerned about
percussion.
>> That was my that was the other one I was
going to say is if he has a way to
combine that with something else that he
has, whether it's guitar ensemble or you
know, can those two kids go elsewhere or
do an independent study with him?
>> Yeah.
>> You know?
>> That's a great idea.
It's a study or something.
>> Or or or modify it to make it open to
more kids.
>> Yeah.
>> You know, so it's not just percussion,
but figure out a way to retool it.
>> Um the independent living class I would
like you to approve because
I think we might add some life skills.
If we have a life skills class here,
we'll add those five kids to that. I
think that was a great That was um
Tina's idea. I think that was a great
idea.
>> Yeah.
>> Um the reading workshops I need to
justify those numbers. I'm okay with
those.
>> Yeah. yeah.
We're not going to it. push on those.
>> Well, those are remedial courses,
correct?
>> Yeah. A lot of those, yeah. Anything
with workshop is pretty much is a
remedial type.
>> Got it. Of course, I think, right?
>> I am concerned about the AP um European
history and the section of four.
>> Oh, yeah. There Okay, that was uh
balanced balanced to the offsetting
classes. Well, that's a guidance issue.
But, we'll figure that out.
>> Should you can you might have to pick
which AP class you want to take.
>> Yeah. And I think AP European history is
probably balancing against that ancient
world history
for kids that don't necessarily want to
take the AP Euro history. They're taking
ancient world history.
>> Yeah.
>> So, I yeah. I don't know if they got to
figure that out.
>> And I mean, I think that's great if we
can support it, but at the same time
we're really really specific.
>> AP Euro
>> Yeah.
>> Yeah.
>> So, like if
Like
I love it, but at the same time like if
there's just not the interest to support
it, then
>> Yeah.
>> Well, there's no interest
>> That's a very
>> Yeah.
>> US history is also very niche.
>> Yeah.
>> Like European
I'm not
>> Yeah.
>> [laughter]
>> many of this stuff, but we do know what
is like mandatory for our
>> Yeah. You got to take You got to take
any history
>> graduate. Of course, that's right.
>> Um but yeah, if there's 14 kids that
want to take AP Euro history, which is
good, can they do a better job of
getting them in the same class period?
>> Yeah.
>> Or at least get four those four kids
>> somewhere else.
>> Yeah. They could get them in that other
section.
>> Yeah. They can take AP US history next
year or something like that.
>> different everything though. So, Um any
other classes?
>> Overall, this looks pretty good though.
>> Yeah.
>> There there's not very a ton of issues
here.
>> Yeah.
The Spanish one and two numbers are
good, but then I I always see the drop
from into Spanish two and three.
Hopefully, those numbers stay higher.
But, you know, as kids have more classes
they want to do their junior senior
year. They're like, "Yeah, I don't think
I'll take Spanish."
>> Well, and most colleges look only years.
>> They look for 2 years, and that's it.
So, yeah. Yeah.
>> For what?
>> Most colleges look for 2 years of
language. So, like after they get their
two, they probably want to do something
else.
>> Yeah.
>> Which is fair.
>> Yeah, I I get that. But, those trips
help, you know, trips to the Galapagos
helps. We don't have a trip next year,
so I
>> We actually do. They are the French
students are going to Montreal.
>> to Montreal? Yes.
>> Yes, the French ones. I meant I meant
the Latin Spanish.
Spanish, yes. So.
All right.
Um so, with those modifications, do you
want to just summarize the modifications
you made, Amanda?
>> Um sure. And I I'm not sure we're quite
yet on to approving
>> Oh, okay. Okay, I thought you wanted I
thought you needed approval tonight.
>> I could do, but Tina continues to ask
for a little more time, a little more
time.
>> Does she need until the very first
meeting in June? Cuz we can do it that
meeting, too.
>> Well, that's the next one, right?
>> Yeah, that's only 2 weeks, so.
>> So, I'm going to suggest that we cannot
approve the following: Python 1,
>> Uh-huh.
>> potentially yearbook, unless something
can get figured out for that. Six kids
is not very many kids. It may need to
move to club status.
>> Yeah.
>> Um percussion,
>> Yep.
>> honors physics and regular physics,
>> Yep.
>> uh AP European history, the section of
four.
>> Okay.
>> I'm looking at history and film down to
one section, if possible.
>> Yep.
>> Intro to philosophy down to one section,
if possible.
>> Mhm.
>> Ancient world history,
>> Just what's up with it?
>> Yeah. And what's the world history
credit that's involved with that, or can
they receive it somewhere else?
>> Yeah.
>> Um and to the French 1, 2, and 3,
>> Yeah, just
>> what's the solution for that?
>> Yeah.
>> And I also did highlight Spanish 4 to
see if Spanish 4 maybe
can be combined with something or
another course or something like that.
>> Can you do a three-four?
>> Right? Something. And again, because
three really doesn't have a ton of kids.
>> Yeah. No, and then and then you would
model a three-four, and then you would
have kids that are in the three-four as
a three, and then the next year
hopefully they'd move up to the They'd
be gaining more skills than they would
in just a three class because you're
mixing fours.
It's a little more complicated, but
>> So, I'll send those back to Tina to um
look at.
>> Okay.
>> Unless there's something anybody else
wanted to bring up.
>> Not that I can see.
All right. So, that's that's good.
Okay.
Um so, that's our class size
projections.
Um
were we tabling this still from the CC
wellness initiative?
Are we still waiting on that?
>> Unless Michelle's got information for
you.
>> Nothing on that front.
>> The health insurance does not provide
reimbursement for
>> Okay.
>> health insurance being put in or health
>> Okay.
So, that'd be something we have to do
our own totally separately.
Okay. But, we can table that and come
back to it then. We're still working on
that, so.
All right.
Next up, we have new business.
So, I will make a motion that we accept
a donation of $20,000 from the Jack and
Dorothy Burn Foundation for the IRS DI
Global Finals.
>> I'll second.
>> All right. Any further discussion on
that donation?
They already went to the trip.
>> Yes.
>> And they came in 17th in the world,
which is awesome.
>> That's crazy.
>> That's really good.
So, thank you, thank you, thank you as
always to the Jack and Dorothy Burn
Foundation. Their generosity is
incredible.
All right.
All those in favor signify by saying
aye.
>> Aye.
>> All opposed? Abstentions? All right. Up
next on our packet, we have an appliance
donation here. So, I'll make a motion
that we accept the donation of
appliances valued at $4,982.75
from Jill Stark for the Family Consumer
Sciences uh classroom here at the high
school.
>> I'll second it.
>> All right. So, let's discuss this. So,
these are
Mhm?
>> What's this all about?
>> All right. So, as you can see, the the
uh Matt Oliver here, our director of
facilities, requests approval to accept
a donation of new appliances for that
classroom. Um the current substitute
teacher uh told him the current
appliances are at their end of their
life and they need a replacement, which
I guess would make sense because I can't
think of the last time we bought
anything up there. And so I think Did we
do it with the renovation or were they
bought for free?
>> They were bought with the renovation.
They're
They're 11 years old.
>> They're 11 years old now. They're
getting regular use. And uh my fridge
just failed. It's only 7 years old at
home, so I got to figure that out for
myself, but um yeah, so this is awesome
they're being donated. Um
this is directly from Jill. She's
donating this?
Well, that's very very generous of her.
>> Yeah.
>> Thank you.
>> Four stoves, one washing machine, and
one dryer.
>> All right.
>> Basically seven for free.
>> Yeah, and he attached all the all the
information on them, so it's not like
we're buying junk, we're buying, you
know, Maytag, GE, real stuff, so.
>> Yay, thank you. You're amazing.
>> All right, any further discussion?
All right, all those in favor of
accepting a donation of
signify by saying aye. Aye. All opposed?
Abstentions?
All right, up next on our agenda is to
set our tuition rate.
So you see in your packet here, we have
proposed tuition rate um cuz right now
our policy is to set it at 3% above the
state average. State average cost per
pupil right now is $22,699.85.
Uh at 3% above the state average, uh
that would make it $23,380.
Uh I will make a motion that we set our
2026-2027 tuition for $23,380.
>> I'll second that.
>> All right, discussion on this.
So this is for people who do not live in
district.
We're not even talking about open
enrollment yet, but this is our tuition
rate for somebody who says, "Hey, I want
to come to Masconomet." This is how much
it would cost.
Any other discussion questions?
>> they're getting a bargain.
>> They are getting a bargain.
All right, all those in favor of setting
the tuition rate as presented to us by
Mr. Faber saying I.
>> I.
>> All opposed? Abstentions? All right. Up
next here, we have permission to
fundraise for the CES gym basketball
hoops. I don't have anything specific in
our packet about it, but you're just
asking for that general fundraising
request, right?
>> We've um
MYSL
did um a lot of
renovations or
updates to the EVS gym. It had some new
hoops and things like that. Um and then
some of the parents said, "Wow, we
should do the same thing for CES because
the CES if you've been in the gym at CES
um the hoops are very old. They have
drop-down hoops on hoops rather than the
raise and lower hoops. So, it's time to
give the CES gym a little bit of love.
>> Mhm.
>> So, [clears throat] we would like to um
start some fundraising and looking to
make some improvements.
>> Okay.
>> Yes.
>> Would anyone like to make that motion?
>> I make the motion that we approve
fundraising for the CES gym upgrades.
>> Okay.
Second. All right, it's got seconds. Any
further discussion on that?
>> Are there ideas about how they're going
to do fundraising or
>> I think some probably grant-funded
things. They were talking about
[clears throat] asking the Lions Club to
donate. I know the Burns Foundation did
donate for the EVS hoops.
>> Do we know what number they're looking
for?
>> I think the hoops were right around
$20,000
and then
um we were also looking at changing uh
some of the the stage that we no longer
use. They're turning that to storage so
we could get some of the cafeteria
tables out. Right now, if you go in that
gym, there's cafeteria tables. There's
nowhere, you know, there's no sideline.
It's just very, very tight in there. So,
we we're
I think in the CIP
we have money to put aside for
renovations to the CES gym. yes we do.
>> Thank you.
So I didn't have percent sure.
So we'd be looking at taking care of the
rebuilding of the, you know, changing
the stage into storage. And then through
that and then looking for some help with
donations for the hoops.
>> Cool.
And would MYSO be able to use this for
at least like half court for like youth
Okay, good.
>> It makes it more usable for practices.
>> Thank you. That's yeah, practices are
good like they need more practice space
really.
>> They need more practice space.
>> And this would be good for our community
to have more usable gym, so.
All right.
Any further discussion on that?
All right. All those in favor of
granting permission to fundraise for the
CES gym basketball hoops say it by
saying aye.
All opposed? Abstentions?
All right. So up next we have CES paving
revised quote bids. As you remember, we
went back out to bid because we
um
originally went to bid and we we looked
at where we were going to put blacktop
and paving down at CES.
One of the companies came back with a
bid that that included stripping it down
3 to 4 inches and adding another base as
well as, you know, you've got to build
it back up. But then in talking to
facilities, it and how to how the pickup
comes for for for picking up kids, they
would like to be able to have a second
lane for cars to line up which would
alleviate traffic that backs up onto the
road
for pickup. And so we went back out to
bid to get a little bit larger area.
So as you can see here, Twin State
Paving is the only one that came back
with a bid and they were the ones that
would go down to 3 4 3 4-in depth, add a
second lane.
Couple of them like blacktop did not
want to bid. Bryant had no time this
summer. One one of them never called
them back, so
that's just how it goes. So I thought
anyone would like to make a motion on
the bid.
>> I'll make a motion
to
um accept bid
of
164,000
$150 Twin State Paving.
>> Okay.
And I'll second.
>> I'll second.
>> All right. Any discussion on this?
>> What was the previous bid that we had? I
know we came under with our first. And I
know that this is much more of what we
had allocated.
>> Yeah.
>> So it's much closer to it, but I was
just curious as to what the previous bid
was.
>> I want to say 137,
30.
>> So another $30,000 difference.
>> Okay.
>> And this And we had already allocated We
were already under with that first bid.
This is right around where we were
originally thinking it was going to be.
Yeah, we put 180. So this still this
this gets us a better base, a bigger
space, and still under what we budgeted.
So
>> And just to be clear, people already do
two lanes.
>> Yeah, right. This would This would make
it official.
>> [laughter]
>> They just go like this through the
holes.
>> Yeah. Yeah.
All right. Any further discussion on
that?
All right. All those in favor of
awarding the bid to Twin State Paving
for $164,150
signify by saying aye.
>> Aye.
>> All opposed?
>> Abstentions.
>> All right. Up next we have another trip
to approve fundraising for this such as
the time of year. Uh I'll make a motion
that we approve the permission to
fundraise for the high school Washington
D.C. trip for the fall of 2026.
>> I'll second.
>> All right. And so this is the This is
John Sweetland's group, correct, Amanda?
>> Correct.
>> All right. So this is for any kid that
wants to go to D.C. Um he opens it up to
like U.S. history classes and then from
there, right? Basically.
And I think they've
>> bought the wall over there.
>> Yeah, Lydia went the last time they went
in 2024.
And I'm trying to think how many kids
went, like 30 or so? Something like
that. What, a busload? Yeah.
And they took a bus down. They had a
good time. So
Any questions, comments, concerns?
>> How long did they go for?
>> They went 4 days last time, I think.
I want to say it was like a It was like
during their April break, and I want to
say they left like the Friday of their
April break, and they came back the
following Wednesday or something like
that. I I don't remember.
>> 2 It was like 4 days. It was like 4
days.
>> Yeah. Yeah.
>> Um
>> [clears throat]
>> just cuz I have no idea. So, are is it
fundraising for all the cost, or is
there like shock some share cost?
>> So, what they usually do, and I from my
experience with every class that I've
had or every group trip that I've had as
having teenagers here, I don't know if
you can say the same or not. Uh but they
all try to fundraise like as a whole,
and then some of them might have
individual fundraises that also stack
inside of that fund. So, like the band
like the the music department trip like
they can, you know, they'll have things
like writing grants and and doing
fundraises that raise money for
everybody, but then, you know, if you
sell so many, you know, trash calendars
or chocolate bars, and that goes towards
you specifically. So, there's a way for
like kids to fundraise the entire thing,
but they do group fundraising to offset
the cost for everybody at some point. Is
that your experience?
>> I think Tim is exactly accurate in that,
and oftentimes it's the group
fundraising handles things like
transportation. For Galapagos, the
fundraising went primarily to
transportation and things like that.
That was expensive. So, usually they try
to group fundraise for a specific
purpose. And then, you know, you can
hustle as much as you want to. Your mom
and dad can write the check, or your
granny can write the check, whoever
writes the check. I like granny to write
the check.
>> I like I like granny too.
>> [laughter]
>> I like granny to write the check.
>> I like that price.
>> Yeah. Do they stay at hostels, or do
they stay at hotels? Where where do the
kids usually stay?
>> Um they usually stay in hotels. Um
and they they're they're usually run up,
and I think I think John Swilling uses
the same one as the music department
uses like WorldStrides,
>> [cough]
>> which is, you know, they have
arrangements with hotels that they've
worked with, and, you know, they have
guides that take them around the city,
and and they have, you know, if you fly
in, they have a bus all set for you and
but they it's a like through a tour
company that arranges meals and all that
sort of thing. So, it's like a package
price where they're like, if you have,
you know, this many students, it's this
much per student. If you have the more
students you add, you know, the cheaper
it gets for everybody. So,
yeah.
>> Has he ever looked into and I can't
remember what it is. I mean, it's been a
long time since I ran that eighth grade
trip, but I think it was 4-H. We There
was a huge 4-H complex
there and they were a lot cheaper
um
and they provided meals.
>> I'll ask him.
>> And uh and I'll check again whether 4-H,
[clears throat] but I think it was.
>> Okay, yeah, let me know if it's not.
>> I was on that.
>> Yeah, I'll let you know.
>> I was I was on that trip. I was the
first board member ever on one of those.
Cuz I was in school. Uh I went with uh
I went with uh
uh not Poitras
uh Mr. Danielle's the daughter's group
on class.
>> Oh, yeah.
>> That group there, remember that?
>> Yeah, back in the yeah, way back. That
was before my kids were in
>> Well, anyway, what's that?
>> You went to a national state. Yeah,
that's right.
>> Yeah, I I had connections there. That's
why yeah, half of them went back to
complex and the other half stayed there
cuz I knew people from the
uh MLB there.
Rain delay, but
>> It's a good thing.
>> went to Philadelphia first.
>> That's right.
>> Then we then we went from Philadelphia,
the bus broke down and then we
you know, I called at the complex. He
wasn't there and I called
uh Deb Deb Boyd and I said to her
I said, "I need $25,000
wired to me."
>> [laughter]
>> And she goes, "What do you mean?" I
said, "Well, tell tell Danielle to wire
me $25,000 cuz we got to fly from Philly
to Washington D.C. cuz the bus broke
down."
They didn't know it was a joke. But
anyway, we stayed we stayed there at
that place.
>> That's good.
>> And that's the time when uh
Biden's
son uh we saw we got to see um we got to
see the
uh the motorcade coming back from the
baseball game.
>> All right.
>> We weren't in that group there, but you
know, they they they do. They have a
bunch of the
schools
stay at that complex. And
I don't know if they still do it or not,
but uh but they also have a tour guide
that takes us
around Washington, D.C. for all the tour
stuff at nighttime for all the trips.
>> That's cool.
>> all over the place, so.
>> Yeah, there's so much to do in D.C. It's
I'm glad there's I'm glad there's I'm
glad we're sending kids there. And and
it really is the goal to like make these
trips as as low cost for the kids as
possible. Like I know the band with the
band and chorus went to Nashville last
year, not a single kid paid anything. It
was completely They did fundraising for
the whole thing, and every kid went for
free.
>> to see Biden's motorcade 10:00 at night
coming back through the I mean, I'm
telling you, unbelievable.
But the kids had a good time.
>> They did.
>> Yeah, it's plenty It's good, you know,
they had they had plenty to do.
>> They do. They keep them busy, and and my
daughter went on this one when John
Smith went with them 2 years ago.
>> I was with with uh
>> Busy.
>> I was with one of Is Is he still in
Reading?
Who
Who was the one who just got to
high school?
>> I don't
>> Well, Amy Amy Ott was one one of the
teachers,
and then uh
>> Oh, you went with Amy and Steve Longton.
>> That's right.
>> That was the eighth grade. That was the
eighth grade.
>> That was the eighth grade. Yes, the
eighth grade class. Yes.
>> Eighth grade class.
>> Do they do they both of them field the
fundraisers that we're we're working on?
>> Yeah, so anytime they they they go out
of the district, they go outside of the
these four walls of the school and go
start talking to the public, they just
have to have permission from us as a
board saying that it's okay for them to
fundraise on our on their behalf, so.
Yeah, we're in the fall. So, this is the
fall they're going to do D.C. trip. So,
that's what we're voting on approving
for fundraising right now, so. Anything
else on that one?
>> Not for me.
>> All right. All those in favor of uh
approving the permission to fundraise
for the DC trip this fall signify by
saying I.
>> I.
>> All opposed, abstentions.
All right, then I'm going to also make a
motion that we give permission to
fundraise for the Galapagos trip in
which would be
the spring of 2028.
>> I'll second.
>> All right.
Discussion on that. So, as we saw last
meeting or meeting for Galapagos trip,
big success, very awesome.
>> It was so awesome.
>> Any questions, comments on that?
>> This is I I you know, I want to make
sure that the board and public know that
we are mindful when we're asked this is
a lot of fundraising to put on our
community.
Because you also have fundraising
happening for the French trip happening
in April. But really the Galapagos is on
here because they do two major
fundraisers, one being the Cornish Fair,
parking cars, and the other being the
the track the race track.
>> Oh yeah, yeah, the track. So, and it's
and it's such a big trip it does take
them longer to fundraise.
>> Yep, I think by not losing the
opportunity to do Yes. Cornish Fair and
the track you will have more money
available for the kids.
That's the only two things that are
going to happen this spring.
>> Okay.
>> For Galapagos.
>> Okay, good deal. And I know the only one
I only know one other trip that's
happening next year is the music
department going to New York City, but
they'll come back with that permission
as well. So.
All right. Any other questions on
Galapagos?
All right.
All those in favor of getting permission
to fundraise for the Galapagos trip in
spring of 2020 that's happening in
spring of 2028 signify by saying I. I.
All opposed, abstentions.
All right, up next on our agenda we have
from the New Hampshire DOE their
one-year certificate of eligibility and
extensions of their one-year
certificates of eligibility. As you can
see in your packet, these are the people
that we have here
who Amanda's sticking her neck out for
for her own credentials, is that
correct? Your
Your credentials are on the line with
these folks.
And so
as such we as a school board have to be
aware of that. So but these people are
working on their certifications.
And Amanda would not put them on this
list if she didn't have full faith that
they would complete those things.
Yeah. So they're all good I mean
candidates so as you can see here we
have one for an IRS health teacher so
that's good.
>> If [clears throat]
they don't finish it is it will that
affect you somehow?
>> Yes if they don't finish they I I got to
usually a warning call from the
Department of Ed because we've been
there. So I get a warning call that says
by the way unless you terminate or they
get their certification in X amount of
time we'll be coming for your
credentials and we'll take them.
So I'm pretty good I will congratulate
there were three people that were down
to the wire to finish by this June and
they all did finish so. They weren't
necessarily happy to be in the band but
I'm like look at them they're certified
now and they're ready to go.
>> They're certified now and they're ready
to
>> They got three years to keep it up.
>> That's right.
>> That's right.
>> So you can see the people that are
presented here
all of all of Princeton Baker so
I'll make a motion that we approve
the DOE
credentialing for these four individuals
as presented.
>> Second.
>> Any further discussion on that?
All right all those in favor signify by
saying aye.
All opposed abstentions.
All right up next Mr. Sady
uh Chromebook bids. So you can see here
in our agenda or in our packet
uh we have the bids that were put in
so we have Preferra which is the
recommended one and then the other two
places
uh which as you noted don't include the
is it warranty or is it the break and
the fix?
>> What do you mean by break fix and
warranty etc?
>> So the the biggest you know we we make
this really quick the biggest thing with
Preferra we've been working with them
six to 8 years, but the same people that
sell us the devices have a repair depot
for the devices.
>> All right, so you're not offloading it
to someone else.
>> It's a one shop. We make a call, we put
it in a box, they they they tell if it's
if it's in warranty or not, what the
damage is, do we want to pay it, do we
not want to pay it. We don't get back
and they send us back. And it's just
confident to talk to the guy that sold
us the devices with any kind of issue
that we and and the other companies
don't I'd have to go find a different
repair uh depot.
>> And you'd have to find it specifically
for these 30 Chromebooks.
>> Right. It's and it's these devices
exactly.
>> then your cost is more variable. Like we
know what the cost is all in on this
versus having to guess at it.
>> Yeah.
So that I mean that's the biggest
the the biggest difference right there.
>> All right. And and you've worked with
Trafera and you have a track record with
them, so
>> It's it's awesome.
>> And the price is pretty comparable, you
know, when you include that part in with
the break fix as well, you know, not
having to go hunt down somebody to go
fix it, these specific ones, so.
That's that's
value, so.
All right. Uh
I'll I'll make a motion that we approve
the bid to Trafera in the amount of
$32,910.
>> [clears throat]
>> I'll second.
>> All right.
>> How much is in your account?
>> This is like
>> I now all I know is how much how much
you have budgeted for it.
>> How much you got in your account? That's
all I want to know.
>> Nothing.
>> What?
>> This will be a part of the year end
income that's supposed to come next
week.
>> Year end income, okay.
>> This will go
>> So he doesn't have any money left in his
account from what he he's buying?
>> This much money there I mean you could
talk about your your
student Chromebooks and and the amount
of damages, but we do need to replace
a lot. So help me, this is
>> So you used up everything you this year,
right?
>> So
Yeah, so so we budgeted we decided
because we went into a three-year lease
um for other devices to do our rotation
uh of devices.
Um and when we purchase these devices,
these are bigger monitor devices for the
junior class who do high stakes testing
many.
So we made that decision not while, you
know, during a budget procedure
throughout the year. We meet every
Monday and discuss
you know, the junior class test. So we
decided that bigger monitors
are better.
For your eye strain, you know,
for
attention span, split screens.
These guys take I don't know how many
hours of testing. So
>> If I do a test on this I'd go crazy.
>> Right.
>> And that's what And that's what a lot of
kids do take a test [clears throat] on.
Take out a laptop.
>> It's just coming out of the encumbrance
right? You just said it.
>> Yeah. You're right. Yeah.
>> Unencumbered.
>> Oh, I'm asking.
>> All right. Any further discussion on
Chromebook cases?
All right.
All those in favor of awarding the
district for the amount of $3,910
in the 5 by saying aye.
All opposed.
Abstentions.
All right.
Next on our agenda is just a reminder
that we have NHSBA resolutions.
I really liked your idea that you came
up with last time. If you want to talk
to me about how to write it up like I'm
happy to help you write it up. But
there's like a format that they have
that that is preferred that'll get us
ahead. But the due date for that is July
3rd. So if we can hammer that out by our
retreat I think we'll be okay. Thank
you.
>> And what was that?
>> Oh yeah, you weren't you weren't here.
So do you want to start?
>> So my my resolution that I would hope
for the board the school board
association to
consider would be that
students who
specifically students with disabilities
who do not meet the criteria for
graduation that the state of New
Hampshire allows for modifications for
high school diploma. Because students
currently can be have services through a
high school up until the up until the
age of 22, which is a distinction, not
the age of 22, but up until the age of
22. So, 21 years old and 364 days old.
They can have services up until that
time. And those those kids work hard.
They work very hard in order to get to
skills that
that we have in classes like independent
living where we are teaching them how to
survive in a workplace and be able to
become functional members of society.
And they can be serviced in this
building at taxpayer expense for 7 years
and not come out with a diploma. And
that is incredibly unfair, I think, to
those students because that I I would
argue that it is a violation of faith,
to be honest, when it comes to their
IEPs. But,
the idea of being able to modify, there
are 47 other states in this
union that allow for modification
curriculum in order for students to
garner high school diploma. So,
I think that we can become state number
48. Cool.
Thank you. All right. Yeah, I didn't I
had no idea that was a thing. And I'm
glad you brought that up cuz these kids
would do work hard and to give them some
sort of like certificate of completion
rather than like a certificate of
attendance.
Yeah, that's silly. That's silly cuz
it's a slap in the face. That is a slap.
That's silly. All right. Well, yeah,
then then we'll go there and then
hopefully that will get the school board
to argue in favor of that in legislative
activities. So,
all right. On that note, just to kind of
keep in your mind board school board
retreat topics, we did set the date of
the last time of the school board
retreat. It's going to be our normal
um
uh June second meeting in June. We're
just going to do a retreat work session
instead of an actual meeting meeting.
We'll still post that as a meeting, so
if we have any business we have to
attend to, we can quickly take care of
it, but I would like to maybe meet down
in the down in the community room, get
some pizza or something like that.
If people think that might be good cuz
we're just going to be doing a lot of
brainstorming, discussion, and kind of a
work session
for our retreat session.
>> That's 23rd.
>> It is Yeah, what is the date of that?
The
>> 23rd.
>> 23rd? Okay.
>> For real, it's 23rd.
>> For real, it's 23rd. That's the 23rd.
>> For real.
>> So, all right.
Okay. So, yeah, just be thinking of
that. Bring that to the next board
meeting.
You know, one thing that I brought up
like an EIC, for example,
you know, I I know that kids, especially
teenagers, are targeted by gambling ads
and like that is like a wellness issue
to me and like, you know, how do kids
deal with that and is that something
that we should be looking at in terms of
our curriculum or health and it's it's
crazy just how much it gets bombarded
with it, but it's a big problem. So,
yeah, that's just like an example of
just something I've been thinking about,
like how do we tackle that? Like do I
want to put that as a specific goal? No,
but like can we put something that, you
know, improves the wellness of kids
from, you know, all angles that that
would be one of the things that falls
under? Yeah, that would be something.
So.
Yeah. Any other ideas now at this moment
anyone has?
It's okay now.
All right. Well, put your thinking caps
on for next time. So.
All right. Agenda items for next
meeting, we'll have committee reports.
We're going to give Amanda the authority
to hire for the summer, which will be
important cuz we're only going to have
like two meetings during that time.
And we want her to be able to strike
while the iron's hot and hire somebody.
Anything else for next meeting?
>> I'll probably share with you the
proficiency scores for the SAS testing.
>> Yep.
>> Those should be available now.
>> [clears throat]
>> Okay. I want to know
I want to know what Latina, how our
seniors are
how they're doing pre-graduation so it's
not the last minute.
>> You mean like know whether they
graduate?
>> Yeah, I mean
yeah.
>> How many of them are graduating?
>> Yeah, it is you know
>> I think that does go down to like she
lets kids make up work until them almost
>> Well, I Well,
well, my question my question is my
question I think is I I know in the past
the final [clears throat] week
for graduation it's a
like how many kids do you have that are
that are on the bubble that you have to
push them. The assistant the the
previous assistant principal used to go
down near that field and go after like
>> [clears throat]
>> three or four or five or six of them to
get them to what they got to do before
they can graduate.
>> I had a couple
I had a couple
>> Well, they're not
>> I had friends of mine actually get a
blank envelope.
Cuz they had summer school. And like
they got to walk with our class but like
they got a like envelope cuz they said
Our meeting is on the 9th and graduation
is on the 12th. So I I would think
she'll have a pretty good idea of like
how many kids but you're right I mean
she'll have kids making stuff up the
morning of the 12th I'm sure.
>> Okay.
>> Yeah, no I mean we can get close. We can
figure it out.
>> I just I just want
>> It's good. It's always going to be one.
And I did I did ask
if they can if she can include on her
fourth quarter report how many kids took
the VLAX class this year, how many kids
signed up for AP classes versus took the
AP test, how many kids and we got some
of this information at our ESC meeting
about how many kids are taking like dual
enrollment, how many kids are taking
getting college credit when they walk
out of this building cuz that's very
important selling point
for this for this district too is like
how many kids can come out of here with
some college credits for free.
And so
>> So as far as the graduation request I
would probably give it as a percentage
just cuz I don't want to say there's one
kid
>> [laughter]
>> Yeah, exactly.
>> Percentage is great. what I was looking
for. Percentage is great.
>> I I was going to
bring it up.
>> Okay. And we'll have any last minute
graduation updates for that meeting,
too, if there are some at that point.
Sorry.
All right.
Um public comment.
>> Uh one quick one. Uh Friends of Mascoma
got 25
scholarship requests this year, which is
the largest number we've gotten.
>> That's good. That's great cuz last year
you I remember years ago you were like
you were like
>> basically depending on what the number
is
>> [laughter]
>> it's about a third of the class.
>> Yeah. Yeah. Yeah.
>> Yay. Good.
>> The other thing is you had two
interesting discussions tonight. One was
sports and one was class size.
And I think you're going to have more of
those because when your high school goes
from 400 students to 300 students
there's less athletes
there's less students
and there's still the same number of
classes and the same number of sports.
So, you know
I mean baseball, which is the one you
talked about, I mean for the last 3
years it's been 9, 10, 11, 12 kids.
I mean last year there was 11 kids and
two of them had
either
>> Tread carefully, Dan.
>> [laughter]
>> No, no. Either cast
>> You're my you're my baseball husband, so
>> [laughter]
>> Either they had casts on or they should
have had casts on.
>> They were living a lie. They were living
a lie.
>> You know, and yet I guess the third
thing that I want to bring up is the
strategic plan's getting old.
>> Yeah, I was thinking that the other day,
too.
>> Um it's got to be at least 5 years old.
>> Do Do we get it in 2008?
>> Okay.
>> All right. Really? It's 2008?
>> Yes, we extended it out quite a bit.
>> Okay. So, it's more than 5 years.
>> Oh, yeah. [clears throat] We did a We
did a revisit
>> We did it right after COVID, the last
one.
>> Yeah, Yeah, did it in COVID and then we
had to re- That's retooled that. So,
yeah, we just started
>> right after COVID.
>> Yeah, which was
>> Which was 2021, was it 2019?
>> Yeah, we were 2021, so. But yeah, we'll
we'll come up on it. It's good good
reminder. Yeah, for sure.
>> Had another discussion, you know, it got
kicked out this year, but open
enrollment didn't go away.
The only The only hold up this year was
21 Republicans who crossed the road
because they didn't like the funding
mechanism.
They kicked the funding mechanism, which
they probably don't know.
You're going to see open enrollment.
>> Yeah.
All right.
>> And at some point, you're going to see
consolidation.
>> All right. So, thanks, Dan. All right,
so we do have um personnel resignation
nominations.
>> I don't have any yet.
>> I don't have any yet. Do you want to do
that after non-public or
I didn't get to speak to
>> No, that's not right.
>> No, here's Here's your chance.
>> Yeah, we have nominations.
>> I don't have any for this particular
>> Oh, I got
>> All right.
Sorry.
>> I said, "What?"
>> Mhm.
>> [clears throat]
>> All right, so I'll make a motion that we
approve the nominations
as presented.
>> I'll second.
>> All right.
Um
Amanda, do you have any comments on
this?
>> Um no, you're seeing some
uh the majority of what you're seeing
here are the curriculum coordinator
positions that Tina Reed does every
year. You are seeing Carol Boswick, she
is being transferred to the high school
from Enfield Village School. She will be
a second administrative assistant, and
she will be taking on duties to help um
Steve Sevens because he's going into the
classroom. So, the scheduling and
administrative stuff will be there. Um,
she did that in a previous with the
previous athletic director. So, um,
before we hired Rodney in full-time,
when it was more of a part-time issue
position,
that's what Carol did was a lot of that
work to
get that going.
Um, so you've got some summer tech
support help. Um, Megan Prince will be
joining us as an IRS the IRS health
teacher.
Um, lucky her and
>> She's going to get all the graduating
fourth graders this year.
>> Yeah.
>> [laughter]
>> They have to go into health class next
year.
>> Going into health class with Mrs. Prince
as is her own son.
>> Oh.
Oh, I feel for that kid.
>> You will not do that.
>> He needs exceptional hardship to get out
of that.
Having your mom teach health class.
>> Is that the wrong amount for Shannon?
>> Um
>> Oh, yeah. Thank you.
>> Yes.
>> Okay, thanks. Thank you.
>> We are
>> Not paying them 15,000. I was like, wow.
>> 1,524
Um
>> She's going to be at SAU.
>> Oh, she's going to be at SAU. Okay.
Yes. Yes, she's going to be at SAU.
>> That was a previous meeting.
>> Yeah.
>> Yeah.
>> Yeah, just for your note, uh,
the one here, Shannon Hurd replacing
Nancy Grab, that that should be $1,524.
>> Yeah, that's what I did there.
>> Yeah, that's what I was going to say.
That's not 15,000. That's not 15,000.
Just make that adjustment. That's what
we're I meant my uh
One time adjustment. SAU?
>> Yeah.
All right, anything else on these,
Amanda?
>> Um, no. Katie, we're happy to have Katie
Marshall stay at
um, at
Kane Elementary, rather.
Um, she had resigned and then I begged
her to come back and help us as a
parent. So, she decided she'd like to
stay.
Thanks, Katie.
>> I I like the curriculum coordinators as
well. You know, it's good to see some
new faces in there.
>> Yep.
>> So, that's always good.
All right. Any further discussion on any
of these nominations?
What?
>> Sorry. I just want to clarify.
>> I'll ask you.
>> Is there anything about this you want to
hold up or not?
>> No.
>> Okay. More clarifying.
>> Oh, okay. All right.
>> All right. All those in favor of
approving the nominations as presented
with that modification that Price
[clears throat]
uh Senator Farber saying aye.
>> Aye.
>> All opposed? Abstentions?
And we do have non-public for purposes
of hiring. Any other purpose?
>> Probably reputation.
>> Reputation, sure. I'll make a motion we
go into non-public for those purposes.
>> I'll second.
>> All right. Uh Diane?
>> Yes.
>> Don?
>> Tim? Yes.
>> Joe?
>> Yes. Brewster?
>> Yes.
>> Scott?
>> Yes.
>> Sarah?
>> Yes.
>> All right. We are in non-public.
Thank you.
Not yet.
Uh
cameras are going to be turned off.
>> Hey, you've got to stream the concert
from up there.
>> Oh, that's right cuz there's a concert
happening right now.
We're just in a
>> Well, you are good timing.