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MVRSD School Board Meeting 6-9-2026

Video

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.
>> All right, first thing we have on our
agenda is approval of minutes, public
and non-public from May 26th.
I'll entertain a motion on that.
>> I'll make a motion to accept the
minutes, public and non-public.
>> You don't have to hold it.
You can just tap it and it'll
But now I think you turned it off.
There, now you're on. All right, do we
have a second?
>> I'll second.
>> All right, cool.
Um all right, any comments, questions,
concerns, changes, anything on the
minutes?
I didn't see anything. It looked great.
All right.
Seeing no comments, all those in favor
signify by saying aye. Aye. All opposed?
Any abstentions?
All right.
First thing we're going to do is we're
going to stick to our agenda as we have
written because the other continuing
business stuff is pretty quick, but this
is public comment, so if you have any
public comment at this time, just state
your name, what town you're from for the
for the minutes, and yeah.
>> Are there any student speakers at this
time?
>> Yeah, if you have student speakers who
would like to speak to this, I mean this
would be a fine this would be a good
time to do it.
>> Okay, so you just have to walk up, state
your name, your purpose, and share. You
have 5 minutes.
>> Uh my name is
>> Hey, that one has them too. All right.
>> My name is John
>> All right, yes.
>> My name is Jordan Button. I'm
[clears throat] from Canaan, and I'm
talking about the class theme cut.
Uh ever since I moved here in 6th grade,
I've been
a advanced uh
in advanced classes ever since 7th,
which was the earliest they were
allowed.
Uh I played sports and sports.
And
uh my main problem is the
cutting of honors physics.
It's the only high level science class
that will be offered next year
and the only class that would reasonably
fit my
credit requirements to graduate.
Our
school displays the phrase that Masco
will inspire you to build the path you
want to take every day both on the board
to pass her by and on the website for
anybody who visits it.
I don't understand how you can be
cutting a class with six or eight people
even five in some cases
when that is our entire school's
identity.
I understand that some of the very small
classes somewhere from like the two to
four range that's not enough kids to run
a class and that makes sense. That's too
too small of a group. But when you have
a reasonably sized group
of high level students they don't
deserve to not have that class based
solely on the numbers.
My own cousin
she was a 2017 graduate from Masco. She
is a PhD student at UMass Med Chem.
She wrote a letter addressing the
cutting of high level science classes.
If I be allowed to pass it on.
>> Yeah, just go ahead and pass it on.
Yeah.
Thank you.
>> And then you
>> You just turn off the video. There you
go. Now you're good.
>> And then if anybody else would like one,
uh they're available. Okay.
Uh obviously the main highlight of her
uh letter is the high level science
classes. Actually it does study science,
but it's very applicable to the other
ranges of classes because a lot of
classes being cut are high level
classes. Many of them require pre-req-
prerequisites, and many have built a
schedule around
this class.
And that's specifically even me.
I was a freshman year going into honors
biology that my path could either be
chemistry this year and then physics
next year, or physics and last year, and
then chemistry this year.
But so I built my schedule around that,
and now I won't have a high level
science next year. When I want to go to
third and then senior year for
observational astrophysics.
And obviously I'm talking from a very
small point of view from just a few
students, but even that small body has
had over half of their
schedule in the discussion of being cut.
And just imagine the impact on a student
body as a whole.
With the requirement of five classes for
to play sports, to be in student
council, to be in any clubs,
that is a high concern for many people.
That's all I have.
>> Thank you so much.
>> Yeah, thank you.
>> All right, who would like to go next?
All right, just name and town.
>> Hello, my name is August Abbott. I'm
from Cannon. I'm mostly following up on
what Storm said.
He said that um both we can our point of
view is only from a small group of
people, and that's not because a small
percentage of our grade feels this way.
This is because our grade itself is very
small. And we have between 50 and 60
people, which means that this 10th grade
um student body is only 20% of our
entire grade.
And when you're thinking about this in
terms of how small our grade is,
and really how small our school is, you
start to think about the issue of
homogenization of these classes. If
we're only allowing classes that the
most people are taking, that is going to
be the lower level classes. And if we're
cutting the higher level classes, so
then there won't be any higher level
classes left, and there will only be the
lower level classes. And so, there won't
be any opportunities for anyone to go
farther beyond what's expected.
That's all.
>> Cool. Thank you so much.
>> I have a question.
>> All right, good.
>> Hello, I'm Carl Russell. I'm from
Enfield, and I'll be a senior here next
year.
Um
Most importantly for me in this matter
of the 10-person policy is that
I signed up for six classes to take next
year, six credits worth of classes.
And the NHIAA requires five uh for a
student to be eligible to do sports.
Now,
Spanish four
is a credit.
French one is a credit. Ancient World
History is half a credit, and Intro to
Philosophy is half a credit.
That makes three. If those don't run,
I'm not for three credits, and I'm not
eligible to be an athlete next year for
my senior year.
I've been running since fourth grade.
I've been competing for the district in
cross country and track and field
since fifth grade. I was 10 then. I'm 17
now.
And I've been on teams, and I've helped
teams compete for and win championships
in cross country and track and field
throughout middle school and high
school.
I finished seventh at the state
championship for cross country last
year. I'm the fourth place returner. I
have very high hopes for this season.
And more importantly than my my
position, there's a very good-looking
team around me next year, both on the
girls' side and the guys' side. And I
will be a returning captain for that
team.
And
I would be sorely disappointed to miss
out on my senior season and to miss out
on the chance to work with that group of
athletes in cross country and indoor
track and in outdoor track
if these classes don't get exceptions.
Thank you.
>> All right. Thank you.
All right.
>> Uh hello. I am Tristan Clark. I am from
Canaan. I [clears throat] will be a
senior next year at Mascoma High School.
Uh
my main point for my addressing the
school board tonight was not so much
specific classes or personal issues as
much as it was
the future of students in Mascoma.
I feel as though
well, I personally was not aware that
this meeting was even happening until a
couple days ago.
And I felt like
I would this is a very important
meeting, so I should probably be
involved in a meeting based around
decisions that affect me.
Cuz the point of a democracy is you
know, give all people a voice. So,
uh tonight I came here with
a lot of research done on
as much as I could get in a few days
time on how much we give our students a
voice in Mascoma. And uh
I've learned that
as far as I have been able to find, the
New Hampshire state law just requires
the school board to have student rep,
which we do.
Uh I'm going to lock it.
But
um from what I've learned is that the
school board has not exactly been able
to ensure that
any student rep, even previous student
reps, have been able to
completely
fulfill the duties of their job. Not
educated fully in what their job is
required or how to complete their job,
and I feel that results in a lack of
communication with students.
And my main issue with that is that in
the future and even in the present,
students do not have a voice in
decisions made regarding them
because of this issue. So, I'm not here
as much to
discuss classes, like I said previously,
as much as I am to ask that the school
board establish or enforce any previous
president that states that
they need to ensure students have a full
voice. If it were a poll on future
decisions or just an email in general to
students, because I have a list here of
37
uh students who I got to sign this,
and I would think 32 of them had no idea
this meeting was even happening.
And I have seven freshmen, 10
sophomores, 19 juniors, and one senior,
all of which uh agreed that
the school board does not give students
enough representation in decisions
regarding students' future. So, I would
just very much like to ensure that the
school board is aware that the students
feel as though they do not have enough
representation and would pursue
making sure students feel that they have
enough representation. Thank you.
>> Uh thank you.
>> Yeah, thank you.
>> All right. Anybody else?
>> Greg Russell Enfield. Uh
I guess I'm up here as a very proud
parent
really
really happy to see all these students
are going with my son who's speaking to
you tonight, and I'm still a faculty.
Appreciate you guys taking the time. Um
So, my comments are probably a little
broader than what your agenda is for
this but um
I I I'd encourage you to just do away
with the 10 students per class policy.
Refocus, reprioritize on a full spectrum
of classes for all of our students.
Um
education, of course, is is for every
student, including those who are
prepared for college.
And as we are starting the college
application process, they're they're
requiring rigorous schedules, you know,
4 years of languages, the same language,
4 years of math, 4 years of sciences,
and they're expecting them to take those
classes during their senior year.
Um if we're if we're not offering a full
range of classes,
then we stop being a complete high
school.
And and that's really important. And
I'll just let you know, education's
worth paying for. This high school, this
whole district is worth paying for.
Please please consider allowing these
small classes to run. Thank you.
>> Thank you.
All right, anybody else like to speak?
Yeah?
But I I am impressed with the amount of
student engagement at this meeting. So,
I'm really happy to see this many
students out. This is exactly what we
hoped to have. In many meetings, there
is nobody here, so
All right, go ahead. Just state your
name and town as well for the record.
>> Uh I'm Cole Grolady. I'm from Orange. I
was in the Great Swamp, but
um I have seen the list of classes that
are either
that are up to be canceled. Um many of
which are classes that I'm either
currently in or have taken. All of those
classes are ones that I've considered to
be the most influential in my classes in
my school career. And I think focusing
on the number of kids in a class that
are interested in a class opposed to
what those students that want to take it
will get out of the class is not the
right agenda for
a high school in general, cuz we should
be more focused on having a on
pushing students to do their best, even
if that means they aren't taking the
easiest classes that they think they'll
do the best in, but having the option
for students to push themselves.
Because in many of those classes I've
taken, such as AP European History and
other language classes, they
show so much more about how if you just
take the easy way, you will not learn
nearly as much as if you struggle than
if you struggle through a class to get
to a point that you're happy with
yourself.
>> Thank you.
>> All right, thank you.
All right, anybody else?
Okay, so now for real, this is this is a
lot of student engagement, so we really
like to see this.
Um, we're just going to get through the
rest of the continuing business real
quick, and then we'll take a blast off
projections uh just down there. So then
we'll talk about it and have a nice
robust discussion.
All right,
coming up next and because I did that
because Abby did say that she had
something to say about this in her
report, so Abby,
>> I just have a small thing. It's more of
a summary if anything about how the
student body has voiced their concern
about classes being cut and reworked and
combined with other classes. And that
many students feel that it's unfair
because it limits their academic growth,
and some students have even voiced to me
that they feel that the school is
prioritizing the metrics of classes over
all over their students'
educational experience.
That's really all I have in my report.
>> Okay.
>> For everything else, baseball and
softball have finished up. They fought
baseball on a solid final week, and
softball is just continuing working on
improvement. Track and field had an
amazing season. They had their college
signing night on the 5th, and they had a
couple awards, and it was just overall a
great season.
For the arts, music, they we performed
at the Canaan Memorial Day parade and
marched in Enfield and it was pretty
amazing.
Right now we're preparing for playing
for graduation. For the art department,
there's a lot in the packet. I'll just
go over a little bit. Just It was
overall exceptional. Many students had
many amazing achievements, the community
engagement, and great artistic
opportunities. There's many field trips,
the art foundation, hot glass blowing,
Stephen Proctor for these huge pots, and
then a couple of raccoon things at
Colby-Sawyer. It was just overall
one of the best years for art possible.
For clubs, student council, the spring
fling went well and we're holding
elections on the 10th of this year.
Um NHS, we've elected our officers and
the faculty breakfast went amazing.
Um
Not much more. DI, we all know what they
did with the donation.
They played 17 to the whole world at
Global Fest, which is very amazing.
Other school news,
just IRS, we'll have step up day on
Friday morning, and see
EBS, they've begun their field trip
schedule and
fourth graders are heading to the NH
State House.
Kearsarge fourth grade and EBS are going
to meet up for
some fourth graders at IRS.
On June 4th at IRS for field day
activity.
And a couple of students
and first graders went to Belly Swirl,
and kindergarten and third graders went
to Squam Lake. And coming up each fourth
grade class will go to Shaker Museum.
>> Cool.
All right, thanks Abby. Any questions
for Abby from the board?
All right.
Uh next we have finance facilities. You
can see the minutes in your packet
there. Uh we met last week. Uh we will
get to the low no salt zone requests
on Canaan Street, so we'll talk more
about that later in the agenda.
Um but that seemed pretty good and
Butler's bus gave that their blessing.
They said it should be totally fine and
not affect their routes, so that was
good.
Matt and Matt and Dan gave their report
getting ready for graduation, getting
ready for summer work. All the summer
hire help has been hired and all that.
Um talked about some finance stuff, CAP
and audit. There's nothing much there.
Talking a little bit about the budgets.
Um health insurance is major
increase where budget and we're
budgeting a 20%. Is that correct,
Michelle?
We're going to Okay, so we're going to
go in assuming it's going to rise by
20%, so that would be $1.2 million, so
that's really fun.
So we talked a little bit about that and
supply costs. Um graduation costs going
up as well.
Uh contracted services, talked about
fresh picks negative lunch balance. This
was as of last week was negative
$14,063.36.
Uh of that 80 about 8,300 is at the high
school, 4,800 at IRS, and then the other
two schools are fairly small.
Um they're talking trying to figure out
how to do this, but that's about what
we're going to have to look at for the
end of the year to take from
unencumbered fund balance, so
Um that's transportation. We did talk
about the credits
of bus routes that were missed from
December through April, so we have a
credit going there.
Um talked about recruitment for drivers.
They're already short three drivers and
what our contingency plans are.
Um also talked about starting the year
with
the longer routes and splitting if we
need to instead of what we did last year
where we thought we had enough drivers
and did not, so.
Um also talked about, you know, bus vans
instead and what that sort of thing.
Mixing buses and going back to mixing
buses on some of them and
what that would look like, so.
Um there is going to be
Um we're going to
use our first meeting in August to to
talk about the bus routes, so we will
have that.
Um
and then yeah, that's that's pretty much
it as far as my responsibilities. Any
questions on any of that stuff?
All right, I know it's really All right,
up next is Superintendent's Report,
Amanda.
>> So, you have my written report in your
packet.
Uh congratulations to Zachary County and
Jade Montebianchi for their excellent
presentations as seniors at the Hartford
CTC program. Um it's always a great
spring meeting when I get to go and see
our kids present. I believe we had
five presentations and two of those were
Masuk alumni.
>> That's right.
>> Uh very very nice representation, very
nice showing. Um very proud of those two
guys.
Um you can see there are two retirement
celebrations coming if anyone from the
board would like to attend. See yes on
June 17th at 1:30. Uh the high school's
here at June 17th at 1:00.
It's a tight turnaround. Once again, the
last day for students will be June 17th
and as is tradition, it will be an early
dismissal day.
Um
Can I want to jump right in and just
talk to the students a little
and say good job, guys.
>> Yeah.
>> Well done.
Um I especially appreciate the fact that
some of you came in and said, "Here are
the classes that are important to us." I
think that was well done.
Um and not accusing the board of cutting
anything. No, nothing's been cut.
Nothing's been cut, right? We've had
discussions on this. The school board
does need to approve any classes that
are 10 or fewer and you guys coming here
and advocating for why these classes are
important, well done. Well done. That's
appropriate use of student voice and I
much appreciate that.
Um as for
school board um student member training,
we sent someone out for training. Um so,
those things can be questions.
Um I'm happy to answer those at any
time. So, there is a summer session of
training. Did Do Abby? Not yet? No. So,
we do offer it um and we do pay for it
for them to go offsite and meet with all
student members from all the other
schools and districts in the state. So
we do provide some training for that.
>> to point out that we just started doing
that in the last two years. So we are we
are trying to do
>> It's fully staffed
Yeah, so absolutely. So at this point
I think that's all I have.
I think we've done pretty good job of
speaking to the things that are
important to our students here. So thank
you.
>> Thank you.
All right, any questions for Amanda?
Anything out of the ordinary?
Yeah, pop quiz anything out of the
ordinary.
I know you can do it for me. All right,
business administrator's report
financials we have financials in our
packet and Michelle's report here as
well.
She's not ready you're not ready to give
us a final amount because we're still
working through the books.
>> I'm not ready.
>> That's fine.
>> I'm ready to work on the income versus
though you're going through it with EP
payroll it's going to be easier if I can
wait for the last payroll to run. Last
payroll of the year is June 18th.
I think it's a holiday. Um
I'm just going to have one here.
I also yeah so the
the bill house bill 1610 is also an
important um
legislative act that I need to wait for
to see if um
I guess
signed in
cuz that will dramatically
>> Yeah.
>> change if we retain
>> That would dramatically change it. Yes.
>> You want to explain that to the board
ahead of time?
>> Yeah. Yeah, if you can explain to some
other board members
>> I tried cuz I put a little a little note
in there. So it it's going to reduce so
right now we retain 5%
up to 5%
>> Of the total budget, right?
>> Of the um of the other side
>> Of the other side fund balance.
>> So it's
>> No, the total budget.
>> The total budget.
>> Yeah yeah yeah, I'm sorry I'm sorry I
confused my numbers.
>> Yeah, 5% of the total budget.
Um
which is for us like 1.3 million but we
retain about 650 usually every year.
Um the bill would reduce that would
would eliminate it for this year.
It would go down to to nothing and then
you could vote to retain three up to 3%
by voters.
>> But the voters would have to approve
that every year that we would be able to
retain up to 3% if that was left over.
>> Right.
>> Okay.
>> Yeah, there's some fair significance
with this bill and it looks like it is
going to be signed by the governor. So
essentially it is preventing us
immediately this year from retaining
that $650,000
that we use for in case of emergencies.
>> Mhm.
>> In
and in last year's case we used it to
pay for the health insurance shortage.
So without that money there would have I
I don't know what we would have done to
find $650,000
in the budget in December. So there is
some significant issue with
the signature of that. So if anyone
wants to advocate that the bill thanks
Ron for state level, there you go.
>> Yeah, and then this is not and get into
the one about um
budget caps being voted on statewide.
>> No, that's HB 1300.
>> one.
>> Statewide budget cap
voted on in 2026 and again in 2028,
which would make it so that our budget
could only be
if we had a state tax or if we have a
tax cap that would mean that the budget
could not exceed the previous year's
operating budget except for adjust for
the cost of living.
So that's a pretty significant issue.
I don't know what that means on a
default budget. So say our budget didn't
pass.
And you know,
it has been very important to me to
provide for our students and to make
sure that the budget
increases acceptable.
You know, we've worked really hard to do
that. We've got the declining enrollment
that we have been able to cut funds
through attrition as teachers retire,
which is didn't need to fill those at
the elementary schools.
So, you know, it's this tax cap state
wide could have a significant
detrimental effect on public education.
>> Yeah, and that would be voted on in in
November and not March during town
meeting. So, their thought is that
there's higher voter turnout in November
and so therefore they feel like it would
be Yeah, I think they feel like it would
be more of an inclined to pass a tax
cap.
>> That's good.
>> gamble, I think. Yes, Laura.
>> Um so, the state New Hampshire doesn't
want to fund public schools. We're like
the worst in the whole country, right?
And now we're not letting districts
>> Mhm.
>> raise money for emergency funds?
>> That's correct.
>> that we'll definitely have to do some
advocating and to sort of reach out to
the voters for that. Not for this year,
it sounds like, but for the
next year's 3% and I
I mean it would have been in so much
trouble if we hadn't had that money for
the insurance increase this past year.
>> Yeah, exactly.
>> Yeah, exactly. We'll see what happens
with districts like in in in that are in
more dire financial straits that have to
lay off staff. We saw Fairpoint last
year and Newport and stuff like that.
>> Franklin.
>> Franklin, that's right.
>> New found.
>> New found. I was going to say I wasn't
going to keep naming schools, but
we might get
It is bad.
>> It's sad for public education.
>> It is very unfortunate. There are a lot
of schools
>> with million dollar deficits.
>> Yeah, Franklin has a tax cap right now
and they did not override it, I think,
recently.
>> That's unfortunate.
>> Yeah, it is. So, it's really hurting
districts. So, we really are hopeful
that maybe it doesn't pass, but I'm glad
that we have school people in our office
to
>> paying attention.
>> Cuz I know you guys are paying attention
cuz not every Not every district is
paying attention, so.
All right. Any other questions for
Michelle?
I know it's great stuff.
All right. Do we have any updates on bus
routes at this time?
>> I do not. We gave all the happy news
about being down three drivers to start
the year.
>> Down three drivers. So, if anyone knows
someone with a CDL with passenger
licensure, let us know.
All right, here we go. Class size
projections. So, let's just get into
this. All right, hello Tina. Hello Ms.
Fleming, how are you?
>> I am very good.
>> Wonderful. Thank you for encouraging the
students to come out tonight.
>> So, I'm going to share a story about
that. So,
you know, I watched the other here at
the school board meetings. I'm watching
them at home and you can just imagine
how well I slept the last meeting.
Anyway, at 9:00 in the morning, on
Wednesday morning, I had two students in
my office saying, "What is going on?"
And they had real questions and I had no
answers. I had already rallied with our
school counselors at 7:30 in the morning
and was prepping to meet with our
curriculum coordinators as soon as I
could.
So,
I would say a storm in August. Um, it
seems that they've been the spokesman of
the group and sharing information as we
as they met with me, they met with me
probably nearly every other day since
the last school board meeting. So, I'm
super proud. One of the things that
we've really focused on is student
voice.
All of our assemblies are run by
students and again, we're seeing that
here. Student
They ran the assembly today. But again,
I'm really proud of you guys for coming
out, standing up, getting the facts
first, which I totally appreciate and
respect, and then really bringing your
voice to this because it does matter.
And I think I was surprised with all the
students here. So, I'm really, really
proud of them.
Um, at the last school board meeting,
the Masconomet Regional High School
school counselors met to review
curriculum and review curriculum
coordinators met to brainstorm ways to
address the low class size
class size numbers concerns that you
had.
The curriculum coordinators deciding on
it was great. We had a great meeting.
They brainstormed looking at ways of
recruitment,
looking at justifications which you
have, and even suggesting uh
consideration of a 7-period day.
The staff has rallied to do this work,
and students are speaking up, as you can
see.
Tonight, I give you some ways the class
size numbers can be addressed, and
provide you with justifications from the
curriculum department curriculum
coordinators.
This is not a guidance issue. This is a
math problem at Valley Regional High
School, and the staff and students are
united in our approach to support the
learning and academic growth of
students,
as well as working within the policy.
We respect that.
You have two things. You have the
justification pages for the low class
size numbers mentioned in the meeting.
You also have the work that has been
done thus far to figure this out. Um so,
at the top of the page, um I will give
you an opportunity if you have any
questions for me um as you review.
Um
I believe that the student voice is
important. I respect the choices related
to
classes less than four.
Um I do think that
we have to recognize that the teacher is
not teaching, they're covering a study
hall.
Is that really the best use of our
teachers?
Um
we want student engagement with the
policy going down to just three required
classes in the building.
We're We need to keep students in the
building, and if they're choosing
classes, we should keep them. Um
one of the considerations we looked at
with 7-period models again, and and
that's not really the point of this, but
really keeping kids engaged in our
building and in our school. And if we
can't offer these things,
then we're not keeping our kids in the
building and giving them the education
that they're really demanding. These are
student requests. These are not
assigned. Outside of the freshman
classes who are assigned, these are for
who chose these classes. So,
um I totally respect, you know, some of
the decisions, but as far as the
students, like
our staff, they want to teach. They
don't want to be in study hall. They
want to teach our kids. So, I'll give
you a few moments to look that over. If
you have any questions, um please let me
know.
>> Okay.
All right.
So, thank you for this data. So, this
one packet is from
faculty and staff.
>> Those are the curriculum coordinators.
>> Curriculum coordinators, thank you. Just
so that is statements from curriculum
coordinators. And then this chart here,
I do appreciate this, um where you took
the school board comment, the
adjustment, and the result. Um
so that that is helpful.
Um
so, I I mean, I see some solutions came
about, like you came up with some that I
think were fixed, right?
If I'm reading this correctly.
>> So, So, let me look at this. So, pipe
on, I respect that. Um
percussion, Mr. Griffin, he can work
within that. He also suggested we can
maybe lose some students from band into
that curriculum coordinator. Honors
physics, so
the student voice related to honors
physics, I think it's been heard. Um I
hope you understand that. Um
when we look at ancient world history,
um
you know,
same thing. Mr. Sweeten has a great
justification in there and can't move it
because in some of these classes, we
lose students if we combine them. We
don't want to lose students and I
respect that some of these classes are
low, but when we lose students, then
what are we doing? Like
kids won't learn. Um and that happens in
the case of history and film,
intro to philosophy.
Um so, if you do that, then we lose
students. Four students get dropped,
combining we lose
two um for intro to philosophy.
>> So, the result is that students that
have been like, "All right, well, I'm
not going to do this." They've already
decided that they're not going to do
those classes, or is that would that be
the result of me
>> the eight-period schedule does not allow
the student to move into that class
because of their other schedule classes.
>> I got it. So so like for example, social
studies history and film it says, you
know, we could combine it into one
class. But then it says can't combine
but we'll drop four students and then
the result would be four students
dropped. So those students haven't
already dropped it. They're in limbo
right now. I just want to make sure
nobody's already like thrown in the
towel and
>> Students don't actually know their
schedule right now. So we actually did a
survey um to we gave teachers the
opportunity to recruit. In that, they
didn't The students don't know nor do
the teachers really know at this point
who's in the classes because it's like
this big
maze, honestly, when I look at it and
somehow Mr. Ramage and Ms. Vivian just
can read this class input.
They don't The students don't know so
they Some of the students re-signed up
for the same class that they were
actually involved in. And I'm just happy
they're advocating multiple times over.
So um that is what happens. So like no,
the students do not know. They can't
drop anything. They chose these classes
so we got to keep that in mind.
>> Okay.
All right, any questions from the board?
All right, Joe, go ahead.
>> Um the last time that we talked at this,
there was um I heard somewhere in the
neighborhood of like 99% of
class classes that kids chose were kept.
Is that right?
>> Yes, so I heard your comment and thank
you very much cuz I do work really hard
and I think that's the advantage like
that was amazing, right? Um
I think we want that, right? We want to
achieve that and I know it's a high
achievement. Um in other models we keep
running models just to be clear about
this to see what we can do. Um but then
we always reduce it and
it's hard It'll be hard for me to look
at a student be like, "Sorry, like we
can't get you in." Um and that's my job.
Um and we can do that and I'll do that
if that's what I have to do. But that is
exactly like combining we'll lose kids.
So that our model percentage number goes
down because now we've lost a couple
kids out of different classes. So it it
was it was high which was really when
they looked at it in school counselors
did, they were like really impressed
with how high it was.
>> Okay.
>> Yeah, I have a few things to say. I'm
super passionate about this. So, I
really agree with what you guys said. I
think that from a college standpoint,
it's really important to have like
vigorous options
that are challenging.
And then I think that if we talk to
recruiters from like colleges around
from like community colleges, state
colleges, Ivy League colleges, they
would all tell you the same thing that
they want to see students taking these
classes. I also think from a teacher's
perspective, of course we would want
them to be teaching things that make
inspire them and they're passionate
about rather than having them run study
halls. If we already have the teachers,
why would we not utilize them
fully. I think that that makes everybody
kind of happier. And
I think that, you know, from strictly
from an academic standpoint for the
students, like I totally agree and I'm
super excited to see you guys all show
up tonight because
we should have tons of options for
learning in the school. That's how we're
going to keep it strong. So.
>> All right.
>> Alice.
>> Scott and then Damon.
Damon.
Okay, go ahead. Go ahead, Scott and then
>> Sorry.
>> Sorry, it was Scott first and then
Damon.
>> Hi. First of all, thank you for coming.
I think it's really important that you
have a voice and I want to remind you
that we meet every second and fourth
Tuesday of the month. So, you're welcome
to bring your voice to our meeting
anytime. We appreciate it.
We're all parents here. Three of us have
had students who have gone through the
high school who have taken
upper level AP honors classes
and they have served our children well
and we want to see that they serve you
well as
also.
My question is to you
And
we will hear it.
I heard there's only two kids in a class
or I heard there's only five kids in the
class
from the public.
And
what do we say to them? How do we
convince them?
How can you convince them? What can you
do
to convince the public? Because
quite frankly, you know, I'm sure your
parents have told you as well, their
taxes are pretty high.
Property taxes and a lot of times people
blame the school and it is not
all the school. I will tell you that
right from the beginning. But that's who
they come back and blame.
They blame the school.
So how do we convince people? How do we
get you guys out there
talking to people and saying, "Hey,
you know, Nashoba is a great school. We
we want to have the opportunities that
people in the past have had.
You know,
think about it. You know,
I think it's great. I think you should
get the classes you want. My son was a
science major in college, so he did
those physics and chemistries and so
forth.
Um and you need those. I support that.
Help us figure out how to convince
others when it comes time to
have them
after us.
Thank you. Thank you. Thank you.
>> All right. Thank you, Diane. Scott, go
ahead.
>> All right. Just uh
First of all, I want to thank you all
for coming out. You make a very
compelling case. And I was already I
mean, first the whole board I think was
looking for ways to make things work to
start with. I don't I anyone sitting
here that isn't in favor of offering
every course that we've been offering
to give you all the opportunities that
will help you move it forward. So, we're
we're in your court. We already were.
And this makes it even easier to be in
your court. You
The fact that you're here and
representing the student body so well is
in and of itself
part of the compelling case that you
make. So,
mainly I just want to thank you for
coming out. Um I personally am in
support of doing whatever we can to make
this happen. Diane's point is true. We
have to be able to justify it. But, I
think there's lots of ways to justify it
or at least make the attempt. At the end
of the day, we can't guarantee what is
going to be approved by voters for
budget at the end of the year. We
unfortunately do have to take that into
consideration, but
I want you to know that the At least
personally for sure, and I think in
general as a board, you do have our
support. So, thank you for coming out
tonight.
>> Thank you, Joe.
>> And uh
um
Again, I'm echoing the board when it
comes to the support that you guys have
shown in this.
Um the one piece here that I think is of
note, I'm I'm a teacher myself.
I've been in education for 20 years. Um
the thing that I go back to also is an
equity issue when it comes to teachers
in the sense that if
you see a
uh as a as a co-worker having a class of
20
every
five to six periods
you know, having 80 kids that you have
to grade, and then you have classes that
are running at five, seven, and eight.
That is a
uh that is a struggle for some
educators.
Um so, because
you're busting your hump to do all of
this for certain for for some lower
level classes that are required
and then you have AP classes. Not saying
that the workload isn't heavy, but it is
something to keep in mind here when we
talk about this.
Yeah.
>> So one of the things we have great
curriculum coordinators and they work
within their departments to make the
class size make the classes equitable as
much as possible.
They look at you know sometimes we have
you know some a teacher that may have
you know
10, 7, but they also may have a physical
science which is an introductory class
that has larger numbers. So we recognize
that, the department recognizes that,
all the curriculum coordinators, they
look at their departments and they
really work hard to be collaborative in
that process of making things equitable
here.
>> Yeah, that's all good.
>> And kind of to answer your question,
so I was talking about this at work
today and before talking about like
numbers and the schools and all this
stuff and I mean we do have a variety of
like income levels in our district,
but one one argument for having a really
strong school with like strong academics
is it pulls families in. Like when we
were looking for homes, we literally
were looking for an area where we the
realtor could say, "Oh, this is a really
great school with really awesome
teachers and look at what the students
are doing." So that's definitely
appealing to like bring students in and
bring in you know
taxpayers and economy and all that good
stuff. And then the other thing that I
forgot to mention was
can do you guys have an ability to
recruit your friends into these classes?
Is that like not a thing?
>> They did.
>> Oh, they did.
>> They did, yeah.
>> Okay,
>> [laughter]
>> got it.
>> Yeah, I I do appreciate the teacher the
extra recruitment that that happened cuz
like that second push that that is
helpful and and I I you know I think
this is a good discussion to have
because as we're talking about as this
district, you know, when when I started
on the board when I started on the board
10 years ago, you know,
um we were at like 1,600 students in the
whole district and we're going to be
under 1,000 really soon. So like that's
fast and so we you know, we just have to
figure out how we can make this work.
Um and I'm going to be really happy
we've had this discussion. So yeah, go
ahead, Pete.
>> So as part of I mentioned, you know,
long term
>> Yeah.
>> you know, we I would have liked to be in
a different place to have a conversation
with you tonight about seven period day
because it does it gives us an advisory.
It gives us other things. It condenses
our classes. It it moves some things
around. I have models for that. It's not
done. I mean, we're in graduation week
and we run out of time and counselors
were actually working on Sunday this
weekend to try to get that ready
and be collaborative and you know,
matter of department heads and trying to
make that work and try to move forward
for next year. They're already looking
forward to next year of how to do
things. So just being praised like we
know the situation is this. This is the
low numbers is just because of the
students that signed up. This is not
like we're looking big picture of how to
solve some issues. So even if we talk to
seven period day, it's not going to help
my numbers right now because those are
student sign-ups. But we recognize that
moving forward is something that you
know, we will fine tune. I just can't
fine tune it and have it ready for you
at this point this week.
>> No, but it's also late in the season
to drop a seven period day. So but it
that that that's good though. I mean,
I'm glad these conversations are
starting happening. And also the
information that you guys have class
that junior the current junior class is
one of the smallest classes we have. I
think that helps explain some things,
too. Um you know, so if that's if that's
the case, but I think I am concerned
that we would like basically kill our
French program if we you know, that
that's what the numbers say here if we
don't offer French [clears throat] one
and French two, then we just won't have
French. Cuz I would see I don't see why
they would keep going. So, I mean that
that one concerns me. Um
But, Mr. Golden, any more thoughts?
What you'd like to do?
Oh, go ahead, Scott.
Well, this question for the
administration what's what's really our
hard deadline to try to figure this out?
Yes, ma'am.
I mean
>> Two weeks ago.
>> So, I'm telling you that students
already want to know their schedules and
so they're anxious going into summer.
Mr. Golden here, students have AP work
to do over the summer.
Um and I don't expect like they they
want to know. And
I totally understand like I understand
the deadline, but really there are
deadlines to this. Um we need to get
that work done and um they need clear
answers. Sorry.
>> And don't worry, I'll apologize for
>> No, that's a good question. I was
looking at the old time, you know, so
but Um
What I was going to say, you know, I I
think some of this is kind of late to be
like, "Oh, well, I'll have to retool my
entire class for next year like this
late in the game." But, you know, it
does open conversations for the
following year about, you know, talking
about combining classes. And I I
understand there's different
requirements and stuff, but I know other
schools combine some classes in other
districts. I'm not sure how that is, but
I don't know. I don't know. But, I'm
wondering have we looked into that?
>> So, in your justification pages, the
teachers have expressed
um
that why they can't do that with some of
the classes that were suggested.
>> Okay.
All right.
All right.
>> I do have a question.
Um so, I have fewer issues with
I'm going to go to honors physics
with running that class because that is
kind of one standalone class as we've
kind of talked about. Difficult to put
an honors track with a regular track.
So, it's classes like that that I'm not
so worried about. I'm not really worried
about ancient world history. Um now,
when I start to look at AP European
history and we've split it out into two
sections,
I get a little bit concerned there.
Running a section of 10 14 is a great
number for that, but a section of 10 and
a section of 14 is a little bit Again, a
section of four is a little bit
difficult. History and film, that's
unfortunate. 11 kids is great. Right?
It's a great number, but to have to
split it into two is tough. Same with
intro to philosophy. Uh I will say this,
I did talk to the 11th superintendent
and she does have some of her language
classes staffed. Um so, I think the
French one and two, um it would be
worthwhile to see if uh the teacher
couldn't go back and figure out if there
were some way to differentiate that a
bit, especially where there are only two
students in French two.
Um
hopefully those are really good
dedicated students and they could do
some things independently and work on
some other things. But, I do think we
have to look um very carefully at this
and looking at
what are some ways to solve, especially
when other high schools are able to
staff classes like that. I want to thank
um Mr. Griffin, who was like, "I
absolutely can adapt my classes and work
with the percussion kids in some
different way." Thank you to him. Thank
you to Beth French, who also does that,
right? If you look at her classes, she
already has staffed classes. She is
working on kids independently with
different skills at different levels. I
want to thank her for that, too. Um
otherwise, like I said, I don't have any
problem with some of these classes that
are running five, six, seven, eight,
nine kids um and able to
work on that. I think the bigger picture
here is that rather than come to this
this
predicament this late in the season,
[clears throat]
I think this is really a scheduling
issue. I think we really have to look at
balancing what did I hear from Storm? AP
Chemistry was this year?
Or Honors Chemistry, which one?
>> Honors Chemistry.
>> Honors Chem and then next year you
planned on taking Honors Physics. Did I
get it right? So it's like things like
that that we really need to map out and
provide for the kids. So I appreciate
that insight and information there. But
I do think this is
and I'm going to say the hard thing
right now. Sometimes you have to get
your second choice.
Right? Um
So 99% getting everything is great.
It's not always true life. Sometimes you
have to get a second choice, right? My
second choice is sitting at home right
now on the couch with
>> [laughter]
>> But I'm here with everybody.
So, you know, sometimes that happens so
you pick and then you pick an
alternative that you can deal with. And
maybe that's Do you guys schedule and
does it look like period one these
classes are offered, period two these
classes are offered?
Just pick what you want? No, okay. Thank
you. No, that's fine. That's all I need
to know. The kids gave me the
information.
Um so like I said, I would advise the
board it looks like Python one the class
was cut, percussion was taken care of.
Honors Physics I would advise the board
to go ahead and approve that and move
forward.
>> That was That was just going to go down
the list.
>> Go ahead and say what you want. I'm
going to take over.
>> Oh, no, no.
>> Um AP No, Ancient World History seven I
think that's great. I like what Mr.
Sweetland wrote there. I thought that
was a
sort of a fun way to
you know, add in an extra social studies
course.
AP European History though, I'm a little
bit
torn.
>> I was going to say here on the size
adjustment it says successfully combined
in one class.
>> Oh, good.
>> Is that true? They got that fixed? They
got that fixed?
>> Perfect.
>> All right, well that was good.
>> Thank you for reading, Tim.
>> Okay.
>> Um
and film
>> I could potentially justify that.
Uh intro to philosophy, potentially the
two sections there. Once again, I would
suggest that French one and two look at
getting um
stacked. And if I have to form get one
of the teachers, maybe Joe with your
help from Lebanon to help
understand how that looks to run a
stacked class, I'm happy to do that.
Um French three, seven is to me a good
number.
Uh Spanish three,
shh yes, eight it sounds like a great
number. Spanish four, uh those are
probably mostly kids that went to the
Galapagos. Carly, you taking that? Yeah.
Who's taking it?
I'll make it.
>> He was on the original sign-up.
>> Okay, thank you.
>> I will confirm he was on the original
list of 10 that somehow got to five. I
don't know who the class five are.
>> Okay. All right. So,
you know, Spanish four is Spanish four.
It's a little
>> Yeah.
>> That's nice to be able to offer kids a
fourth year of language. So, those are
the suggestions that I would propose to
the board.
>> Okay. Joe, the
>> Um so, I
So, that was Okay, I'm I'm That was a
lot to take in. Just for a second.
>> I'm fast like that.
>> Um so, honors physics, yes. You're
saying honors physics, yes.
>> Yep.
>> Ancient world history, yes.
>> Yep.
>> Keep that.
>> I would agree.
>> Yes.
>> Uh European history, yes with one
section.
>> Yep.
>> History and film, no.
>> No.
>> No.
>> I think keep it.
>> We can keep it. I mean, the we got the
two sections of five and six.
>> I'm just yeah, clarifying here. Uh intro
to philosophy would be keep if it's one
section. It would say that there are two
sections.
Two students could be potentially lost
out of that with one class of 11.
>> You recommended sticking to the two
sections.
>> I think that's the one.
I'm a bleeding heart with you.
>> Philosophy is a good class, especially
like intro to philosophy, honestly. And
then I would I would love it. Don't
don't tell the booster, but I would love
to make that a requirement for
everybody, but
>> [clears throat]
>> Yeah, I think it's at this point, like I
said, some of these I think we're stuck
with for next year, right? I really do
feel like we're kind of stuck with that,
but we really need to dig dig into the
schedule.
We really need to make sure we're we're
letting kids know that they may get a
second choice, right? Second choices may
happen.
>> French one and two, as they sit in the
schedule, are they back-to-back or are
they they're totally separate? Okay, I
was looking at that schedule.
>> I have something.
>> Is this me?
>> I have something. Miss Lee is not here,
but I have something that nobody else
has, and I'll see where they're located.
>> Oh, oh, okay.
Like in the day, you mean?
Okay.
Um all right, so that that makes sense.
That gives us a bunch of closure, and I
agree with you on on those two. Like the
the Python, if we can drop that, the
percussion, he's taking care of that.
Honors physics, keep that. Ancient world
history, keep that. One class section of
AP Euro,
keep the two sections of history and
film, keep the two sections of the
philosophy,
keep Spanish three and four, French
three, and then just look to see if we
can combine French one and two just
because those numbers are pretty low. Um
you know, I wonder if you opened up the
trip to Montreal to all French students.
I hope it would be open to them all.
That might entice them to sign up more.
>> Tim, I think we did.
>> [laughter]
>> True, you can't just make French two
kids out of thin air.
>> I know, but we have the chatter
freshmen going.
>> Well, I don't Yeah, I don't know.
I'm trying to get her friend on the
trip.
Internationally?
>> Sorry.
>> And I won't tell you what grade I was in
when I went to Quebec City.
>> What grade were you in?
>> All right.
Oh, Scott, go ahead. Sorry.
>> Um I just on the French one and two,
I mean, I I I
skimmed the
points made by French teacher. I
certainly get that it's far from ideal,
but I also
the last thing we want to eliminate are
the introductory courses for program
like that or the whole thing is fall
apart. It's like losing your
middle school baseball team and or yeah,
it's the same same thing. So, I think
it's even if it means
try to have to justify
to the to the public, I think it's
really important that we keep that and
if it requires combining for one year,
it's
better than not doing it at all. So,
I think it's really important that we
maintain that. And those things are
going to they're going to they're going
to pendulum and bubble anyway. We might
have only seven this year, but the
could be
15 next year if it goes well or
something.
>> So, for clarification, are you saying
two stands alone or it's combined?
>> Well,
>> I don't know.
>> What are you saying? What are you
saying? Keep them alone or keep them
>> I believe that two one and two should be
combined.
>> I think I think making the attempt to
combine them with
these small numbers is is better I mean
it's better than not having any
introductory classes.
>> At least for one year. I see what you're
saying like at least for one year is if
we have to combine them.
>> Can I allow a student who takes the
first classes and understands how French
works?
>> I'm Coral I said a little bit earlier. I
was in a combined French two and three
class last year
and I was signed up to take French three
this year, but it got cancelled because
of lack of interest and scheduling
issues. Aside from that,
and combining language language classes
such as that is very beneficial to the
kids in like French one in this case,
but for me in French two, but it is not
very beneficial to the kids in the upper
level language class because they are
more repeating what they were doing and
less learning new information.
I
understand what you guys are saying for
the number sake but even in the class
that I was in we had six kids I think.
And it was still just
so much harder for the upper level kids
to learn anything new
while the lower level kids were getting
a boost in this.
>> That's good insight.
>> And I do also see that if you guys don't
include these classes you might kill
your French program cuz the only reason
cuz we don't have a French class the
French three class this year which is
why we don't have a French four class.
>> What are you
>> That's the issue.
>> All right. Thank you for that insight.
That helps.
>> Can I ask a clarifying question? Yeah,
go ahead.
>> So you said there's not a French three
class here but there's one listed as
seven students.
>> She said French four French four class
for next year. There was not a French
three class this year.
>> Oh, okay. Thank you. Got it.
That's the also Okay, that explains why
there's no French four on here. That
makes sense.
Okay.
Yeah, Scott go ahead.
>> Just for the record I mean even though
it's
if if it can be done with the staffing
even though it's only two students this
year in French two I could get behind
keeping them separately for exactly the
reasons that
you're putting out there.
>> Yeah.
>> Yeah, it can be justified by saying it's
it's the whole program we're dealing
with and the fact that we have one class
that has a low low student count in this
year doesn't mean the whole program.
>> Yeah.
All right.
Anyone else? Dan, did you want to say
anything?
I didn't mean to put you on the spot.
You look like you were about to talk.
>> I do. I think we need to get out there
and try to boost the foreign language
pro- program.
I had an opportunity I went to a much
larger high school but I took three
years of French, three years of Spanish
and four years of Latin
when I was in high school. Now, we did
combine our Latin three and four
and it worked spectacularly.
You know,
the Latin fours helped the
Latin threes and um
when
Latin threes were working
individually, the Latin fours got
instruction and time with the teacher.
And so, it is it is possible and it is
possible with upper level students, but
it's not easy.
I certainly would not suggest that it
was easy for my teacher, but you know,
go out there and convince students that,
you know, learning a foreign language
will help them be more well-rounded.
Um
it's
it's a great opportunity.
I taught in right on the Canadian border
when I first started teaching and so,
when I had I had a lot of students whose
parents only spoke French. And because I
had had French in high school, I could
at least
communicate with them.
And so, there are various opportunities
where languages can be and will be used.
So, get out there and encourage your
classmates to take a foreign language.
>> All right.
>> So, can I share that our Spanish one
numbers are 41 and our Spanish two
numbers are 42.
>> Okay.
>> Excellent.
>> So, I mean, that's that's a good
testament and I mean, Spanish is is very
popular, it's very useful and and French
is too, it just doesn't have the same
numbers as Spanish.
Yes, señorita.
>> I I'm Luz Glorich, I teach Spanish here
at Moscow High. So, just as we're having
this conversation about language and
about these class sizes that ebb and
flow, you know, it really also goes with
their graduating class sizes and the way
that those numbers ebb and flow, but
also when we get into these upper level
language courses, within Sorry, um
in my content area and in French, you
know, they're one-offs. You know, it's
hard a lot of times, like we're talking
about kids getting their places, but
these kids are dedicating three, four
years
to these language areas and they're
making so many strides that we want to
see them continue to have those
opportunities. And, you know,
unfortunately, it's not always an issue
of marketing these courses. You know, we
had 21 students in Spanish three this
year. We had 21 students in and
Spanish four. First year that I taught
here in six years, we got two sections
of Spanish four, which was pretty
incredible.
And I think, you know,
when we have these smaller class sizes,
as we see, as we've seen with not having
French four next year,
that has a direct effect on not being
able to continue to have these upper
level courses. And so, I think that's
just something important to consider.
Yes, we need to be marketing these
courses and having these students
convince their friends to stay in these
courses, but this is not an every year
thing that all of these things tend to
happen specifically in this content
area.
>> I'm so glad you said that. So, what I
know that you are a Spanish teacher, but
what would it mean for a French teacher
to combine curriculum for French one and
French two in your opinion as a
foreign language
teacher because
I'm guessing that they're very
different. And also,
I think like what could you like lose
out on if you had to combine those
classes?
>> I think especially with French So, a
little bit of background about myself, I
am also a French speaker.
So, I do have some insight in terms of
language itself as well. French as a
language is written very linguistically
differently than Spanish. Spanish, you
can pretty much look at it and you know
how it's pronounced. It's written very
much like it's pronounced. French it's
not that way.
Um I
took French one when I was a senior in
high school and then went on to take
French in college and having that
deficit, I was in a class with
upper-level students who knew far more
than I did because I happened to place
into it understanding the mechanics of
the language and that put me at a
deficit to those days where, you know,
our French teacher may be teaching to
the upper-level students. I think that
um you know, it would be a disadvantage
for French one students who are still
trying to get a grasp on the language.
You have to memorize how everything is
pronounced in French. It's much like
English where they have some words that
we don't quite follow the pronunciation
rules even though they say we have these
rules.
Um and I think to Coral's point as well,
you know, I've worked
in the years past to try to find some
creative solutions for students to
continue taking upper-level classes
where they didn't fit into their class
levels and so they would interact with
those um languages and they don't get
the same thing out of the course as they
would in a traditional course where the
teacher is able to spend all of their
time and their energy focusing on that
specific course content um for those
students.
I hope that kind of answers your
question.
>> All right.
>> Thank you.
>> Cool. Thank you.
So, questions.
Um okay.
So,
where are we at everybody? So, basically
I think we're down to just French one
two.
Honestly, I think we're
fine on the other ones.
Um
and I mean it's a compelling it's a
compelling argument and and I don't want
to shoot ourselves in the foot on our
French program.
Um do I think they can combine them?
Maybe. I think other schools combine
them and I think that it's possible
to craft it and in the future is that
what we might have to look at like going
down the road but we might have to look
at that.
Um
yeah. Any other thoughts from anybody?
>> Scott, go.
>> You know, to that
what you just said, I
I think it's fair to
give it a year, keep them both separate.
If it continues to be an issue, then we,
you know, need to look at solutions, but
I'm willing to give it a try. I'm taking
one step at a time anyway.
>> That's fair.
>> Larry?
>> I agree.
>> Okay.
>> All right.
>> Dan, you're nodding your head. All
right, Jim, what do you think?
>> Let me put you on the spot.
>> [laughter]
>> Put me on the spot.
>> No, we're just taking a straw poll.
>> Can I offer if for some reason that's
one of those two students moves out,
then we no longer hold the class. Is
that fair?
>> Well, so yeah, I have a real issue with
a one to two ratio in language class. I
just I have that issue from an aspect of
utilizing our resources as a district.
But I totally understand yes, if a kid
was to move out of that, then we would
not run French two. Is basically what it
would be.
Right? So, um, or we would run the
combined class. Excuse me, not just run
French two. Let me correct myself on
that. So, um, but yeah, it's it's hard
for me to justify two kids in a class.
It really is.
>> Thank you.
>> Did you want to add anything?
>> We can what will happen with this is if
you decide it has to be a stacked class,
I have to then get the teacher support.
>> Mhm.
>> That will be the situation there. I I
don't necessarily know what that process
looks like after.
>> That's fair.
>> I just want the board to realize
>> ma'am.
>> So, I I just want the board to realize
that
we probably won't magically create
French three students the following
year.
>> That's what my next point is.
>> And then French four students the
following year.
>> Right.
>> So, at some point we might have to tell
these kids you've taken two years of
French, sorry, if we can't stack it, you
know,
then then you've ended it. And I know
But not what colleges want to see.
>> No.
>> They want to see four years of a
language. So I'm just cautioning the
school board that if you're allowing for
this class to go forward with the
section of only two on staff, at some
point you're either going to have to
stack it or eliminate it, and that to me
is more detrimental to those two
students to do that later on.
>> I see.
>> [sighs]
>> All right.
That's a lot to
take in.
I get it. I get it.
Well, does anyone want to make a motion,
I think?
I'll make a motion. Okay.
Um so should I list the classes out to
accept and which ones to decline?
Um what should we do here? For the
motion.
Make
>> Approve classes that the school board
approves with a number under 10.
>> All right. So I'll make a motion that we
approve
uh
percussion with a class size or no, for
for honors physics
class size of five
um
ancient world history class of seven
uh AP European history um class size of
14, is that correct?
>> Four and 10.
>> With a combination class of 14
as a solution?
>> That's correct. That That class is going
to be divided into one section.
>> Okay. That That's going to be about one
section. Okay. Okay.
Um history and film with two sections
uh intro to philosophy
with two sections
>> Mhm.
>> um
a combination of French one and French
two with seven students
French three with seven students
Spanish three with eight students and
Spanish four with five students.
>> Okay. All right. So anyone second on
that?
>> I'll second.
>> Okay. Thanks. All right. Further
discussion on this.
Uh
all right. So that is with a combined an
attempt at least to combine French one
and two
um to try to try and do that, I think.
Period. That's what we're directing the
school to do.
In this motion.
All right. Any further discussion? Yes,
Scott.
>> Can I offer an amendment amendment to
the motion
um to keep French one French two
separate for this year and revisit next
year? Or
I guess I'm
asking you Can you clarify why you think
it would be
a greater issue if we
end up having to um
do this it next year and combine versus
this year?
>> Cuz next year they would be in French
three right? And they would I would
assume combine with a handful of the
students from French who are currently
taking French who would currently take
French three next year.
Seven, but I would imagine that those
would dip down to six or something or
five.
>> Yeah, I don't know if it's better to
combine them at the lower level
um you know where the French one
students would really benefit from some
French two information or if you try to
combine grade because they'll be French
three. So do you combine them with the
two students the French two students or
the French four students?
Like I I don't know where the best
combination happens. I just know that
combination will have to happen.
>> And and I guess maybe to amend your
amendment is or maybe the other thing we
that I don't know I don't know I don't
know
but maybe the thing that that we do is
figure out is it better to put the
French two students with the three or
the one?
And that might be up to the teacher is
which one works better.
Because it might be better for students
those two students to go with the three.
And and piggyback off them.
>> I think also I'm
kind of given
So I'm looking at the comments from the
French teacher right now and as she says
the dedicated self-selected groups in
advanced level languages demonstrate
commitment to asking and surprising and
passion for learning and clarity of
purpose. So um
my
thought process would be to go with the
lower level classes to combine because
um at least and I'm I'm I'm kind of a
foundations teacher in general is
um
it it making sure that those foundations
are
sound I think would be
more appropriate in that aspect I think.
I think that's what I'm trying to say.
>> Mhm.
>> I agree Joe and I I think Coral said it
very well. She said that being a French
one student with well what were you
Coral? French one or French two or
French three? French three. She really
benefited from that. So I have seven
five kids that it really would benefit
you know from that.
>> Mhm.
>> I don't know Chris.
>> Yes sir.
>> I really would be worried that if we got
rid of French one French two we'd be
losing tons of foundations and then we
wouldn't have a strong like upper class
for French. I just like I'm not a French
teacher but I can't imagine that you
wouldn't lose out and then your French
three and French four students would
just
be at a lower level.
>> Mhm.
That's right.
>> Yes Yeah so I I'd like to go ahead and
move an amendment
to the motion to keep French one and
French two separate.
>> Okay.
>> And we'll see where that leads.
>> Joe, do you would you like to change
your motion or you want to
uh
stick with your original motion?
>> I'll stick with my original motion.
>> Okay. All right. So we have his original
motion on the floor uh and now you have
made an amendment to it to split them
into two separate ones. Is there a
second to that amendment?
>> I'll second it.
>> Diane will second that amendment. All
right. So now we're going to vote on the
amendment to Joe's motion
which would be to approve
basically all the classes as discussed
with the separate French one and French
two.
Right?
>> [clears throat]
>> Everybody clear?
>> Wait, what are we voting on?
>> We're voting on So I say So Joe made an
amendment to basically to approve what's
on this list but with the combined
French one and 2.
And then Scott made an amendment and
then
>> To separate them.
>> To separate French 1 and 2.
>> Joseph Joe made the motion.
>> Yes, the original motion. We made the
Yes.
>> Don't we have to vote on the original
motion first?
>> No, because we're making an amendment to
the motion.
>> did Joe say no?
>> He said no, but he does not have to
accept it.
>> to accept it. accept it, but I am
accepting
>> Yeah.
>> It was seconded by the amendment was
seconded by the amendment to the motion.
>> just voting on the right to put the
amendment on the motion or is this a
whole new motion now?
>> We are now voting on the amendment,
Scott's amendment.
>> Scott's amendment.
>> Okay.
>> Which is And then after this we will see
what we will see what the original
motion amended
>> voting on the amendment.
>> We've just voted on the amendment. Thank
you.
Thank you for clarifying.
You guys have earned your treat. This is
the most complex meeting we've had in
years.
>> I know. Welcome.
>> All right. So right now we are voting on
the amendment to separate them out.
All right. Do you want to do a roll call
or do you want to see how this sounds on
the mics?
Let's see how this sounds on the roll
call. All right, we'll do a roll call.
Roll call. All right, Dan.
>> Yes.
>> Uh Tim. Uh yes. Joe.
>> No.
>> All right, Scott.
>> Yes.
>> And Laura?
>> Yes.
>> Okay. So we've amended it to separate
the classes. All right. So now the
motion on the floor is to accept the
list which is basically everything that
we just talked about.
And I know Pamela had it voted down
correctly.
>> Got it.
>> I know. Of course you did. All right.
Any further discussion on anything else
through here?
Anything else for first class sizes?
If anything I think this got our
conversation kickstarted for next year.
>> Well, I'm going to ask a question in a
minute. Yeah.
>> You're going to ask a question in a
minute? Okay.
Would you want to ask a question before
we vote on this?
>> No, you do this. This is good.
>> [laughter]
>> Robert's Rules of Order and our students
are learning all about
>> That's right. That's right. It is
Robert's Rules of Order.
Every second and fourth Friday come on
down for Robert's Rules of Order. It's
great.
Uh all right. So we're going to vote
now. Okay, we're voting on the motion,
the main motion to approve them all with
freshman one and two.
Basically everything on this list is
gray except for percussion and pipe on
and then with the combined AP Euro and
then the separate sections of film and
philosophy. All right?
All right. Do roll call. Pam?
>> Yes.
>> Tim? Yes. Joe?
>> Yes.
>> Scott?
>> Yes.
>> Laura?
>> Yes.
>> All right. So that passes. So there you
go.
You're all set. Thank you for your
efforts. See you guys. And we got more
meetings so I know you guys are busy
little chopping but just stay around on
this June night.
>> I just want to thank the students and
the parents that came that takes this
very seriously and appreciate the staff
members coming to also answer questions
and as we went along. So I really want
to applaud that.
>> Mhm.
>> I have Can I ask something for the next
meeting?
>> Sure. You're on.
>> On the 23rd.
>> That's our retreat. So we're not doing
too much of meeting stuff but
>> Well, so I'm going to ask what is part
of our really looking at for next year
is for engagement. We have our whole
bunch of things but I would like to
bring forward an
amendment to our student handbook
addressing an exact amount of unexcused
absences
um with very clear uh procedures
related to that. So it's a procedure not
a policy but you have approved my
student handbook and I would need to do
that amendment before it goes to our
students.
>> That's fair. That good? All right. Good.
Glad to hear this year not next year not
this year.
>> [laughter]
>> All right. That sounds good, Tim. All
right. We can And we can talk about that
at the Yeah, cuz I want to get a kick
start on it.
>> Yeah, we can add that to We'll have a
small agenda.
>> agenda.
>> You know, we'll just look at approving
that.
>> Yeah. Yeah, that sounds fine. Cuz
the other thing uh while I have you in
front of me, we need to have him bring
the New York trip for music to approve
fundraising for it.
I don't think he's done it yet.
>> Oh.
>> Okay.
Um but all right.
Okay.
>> Tim, can I give you something?
>> More presents for us, please.
>> is um based on your request for the AP.
>> Oh yeah. We had the we
>> I didn't put it on the agenda but I want
to share [snorts] that with
>> If you have it already then
>> I do. I have want to share that with
>> That was a question that came up from
the board like how many students take AP
classes versus how many take the actual
exam. So
now all of them says plumbing but like I
know that like when Lydia took it she
was the only one who took the AP English
a lot of kids take AP English but I
think she was the only one who took the
exam and you know it happens like that
happens. So we were just curious how
many kids are doing the whole thing and
now that we know they all do it. It's
great.
Mhm. All right.
Awesome.
>> Woohoo.
>> Mhm. Cool. This is great.
And I like how you included ones that we
uh there we don't offer but kids are
picking up because that might show us
what's
what classes would be popular in the
future, right?
All right.
Cool.
All right. All right. Yes.
I'm going to check. Yeah. Oh yeah, I
guess we should get back to the agenda.
Um now that we're done with all that
stuff. So thank you students. Like I
mean we're we're not going to talk about
classes anymore but see you all but you
know what it's a nice community. So
>> Can I say one thing?
>> Yeah, you can sit over there.
>> You guys like had a big win tonight but
recruit. Talk to your friends. Talk you
know encourage your families to you know
talk about the budget and the voting and
filling up these class sizes. This is
how we make our school strong. Talk to
your friends. Talk to your family. Talk
to your neighbors.
>> Yeah. And and and seriously we have
public comment at every school board
meeting so and and so it doesn't just
take your student rep but if you have
anything on your mind tell your peers
like come on down to a school board
meeting. I'd love to have you guys
speaking here and just telling us what's
on your mind cuz we really do. We're
like we live here. We're parents. We're
had kids in the district and we know I
can't say we know how it is every day
with what you go through but we'd love
to hear from you. So please please do
that. So cool. Thank you guys.
>> I just want to say you guys are the
school. Yeah. Okay. So you really have
to advocate sometimes for yourself and
if we don't know it or we're unsure, we
need to hear from you because you are
the school.
>> [clears throat]
>> All right. Cool. All right, let's get
back to agenda.
Um next thing we have Do we Do we have
any more updates on the wellness
initiative?
Or not yet? Table this.
>> I do not have any updates on it.
>> Okay. All right, we'll table that until
the next one.
All right. So, next on our agenda we
have the low salt no salt zone request
and you see in your packet
um
Let's see. So, you see in your packet,
this is some really cool stuff. So, we
met with the
Friends of Cayuga Street Lake
and they came and presented to us and
you'll see
um they've been tracking So, they
through volunteers and this is a really
cool thing and I would love to get them
into our biology classes. So, they're
volunteers that go out and measure
different chemicals in the water at the
outlets. And so, they talk about
chloride values, talk about sulfates.
So, chloride especially has been
shooting up in Cayuga Street Lake. And
one big thing you can do to reduce that
is watch your road salt when you're
getting, you know, salt on the roads.
And so, they looked here and you can see
on What is this? The third second page,
um you see a map, a Google Sky View, a
Google map here.
Um and you see Cayuga Street here, you
see Roberts Road down at the end which
is kind of where the um
the meeting house is and then Old North
Church is like where you turn off to go
to um Powder Magazine School. And all
those yellow dots there are wells that
have really high salt content. And so,
like so much that the person's like,
"Oh, this is not good. I'm going to get
this tested."
So, tested sure enough they're through
the roof with salt. And then you see
down at the bottom, the last page,
there's a little map, bigger map.
Um so, this shows you where the salt
contaminated salt contaminated wells
are. You have the red dot which is the
end of their zone that they would like.
And so, there's three little green dots
on there as well um showing where they
would like to propose to will stop or
reduce salting in the wintertime.
Um Um, they have other chemicals or
other things they can treat the roads
with now. Um, and since it's a from what
I understand is a state state maintained
road, so state DOT is the one that puts
this out, which is why we have to go
through this process.
Um, so in order for the Canice Friends
Canice Street Lake to get lower salt on
the road, they have to talk to the town
the town the town DPW Department of
Public Works, the Police Department, the
Fire Department, the School District
because our buses are going on those
roads. And so they need to make sure
that there's enough salt. Like if you if
like let's say it was like a hill or on
a curve or they'd say we want to get rid
of salt on there. We'd be like, "No,
that's crazy. You have school buses that
go there." So, they wanted to bring this
to us and luckily Sierra from Butler was
there at the meeting.
And um, she gave her blessing to this
because we looked at where the road kind
of goes up and is before where it says
Pinnacle and it's before uh, 358 Canice
Street. So, the road doesn't go up and
curve. It's pretty flat from the that
stretch around curve.
Um, and you know, in talking to Butler's
they said that's fine. Um, and the other
thing is that the state DOT will
determine what is low salt and what is
no salt. So, they may do some low salt
farther away from the lake and they may
do no salt next to the lake. They you
know, so they're the ones who make that
final determination. But it's it's
really just a request from the Friends
of the Lake through the town. So, that
is the um,
in a nutshell the low no salt zone
request. Any questions on that?
>> Yeah, did they have any like data to
back up the safety on the roads
>> Um,
this is um,
they don't have any data to like to to
back up for like I'm not sure what you
would have for like your data. But like
I guess like is there more crashes? Like
you know what I mean?
>> like accidents and um, also like what's
the what they do sand instead or
>> Yeah, it's it's usually like a heavy
sand and there is some snow melt
something in there. Um, I don't remember
what it was. Um, but you can I mean this
definitely has a lot of salt on that
road.
>> And I think they might need to put up a
signs, too, cuz like people traveling
locally, if they all of a sudden their
roads are not salted, they probably know
about that.
>> I believe that that's the case.
>> Yeah. They noted as no salted road.
>> Cuz
I think if you go towards Hanover,
there's some sections in Hanover that
have low no salt zones. That I've I've
seen those signs. Cuz cuz you do get a
you do get a warning when you're driving
through.
Um,
but like like I said, I think our main
concern that section of Kane Street is
really long and flat and wide. So, the
bus didn't have any concern with like
sliding off the road or curves or
anything like that. So,
that's that's what they said. So.
Anything to add to that, Mr. Knight? Did
I miss anything?
>> No, nothing.
>> I do think you said to him, though, that
even if we give permission, the state
may determine it's not safe
>> Right.
>> to go down to low salt or no salt in
that area. So, it's not our final
determination. It's just us saying that
we understand that the bus company is
well aware that there will be no salt on
that section of the road, and they are
in agreement with it being okay for
buses to travel.
>> Yeah. There could be no salt. It doesn't
even mean that there will Yeah. And they
may look at this and say, "You know
what? We'll do low salt on the whole
thing just because of the concerns and
stuff." But, no, it's a good it's a good
question, though.
Um,
but
>> Yeah, well, I think the DOT, as a matter
of course, will put signage to that
effect.
>> Yeah, I just
Sorry.
It would just be really horrible if one
of our buses went off the
>> Yeah, I agree. I agree.
>> That could be too deadly.
>> I agree, but I I think we probably have
a higher rate of buses going off the
road in Orange.
>> I think it's great.
>> [laughter]
>> No offense to anybody in Orange today.
No,
I'm just being I'm talking topography
with the way that hills go in the ice.
>> Actually, in all in all seriousness,
when I speak about it, Orange we do not
use salt.
>> Okay.
>> It's it's
it's ineffective on gravel roads,
anyway.
And
so we always use sand and it was always
gravel. Yeah, we had lots of problems
with buses. Our roads are up and over
the mountains and you know,
it's pretty so you know, we did the best
we could.
Having low or no salt on Canning Street
where it's flat and wide, I just don't
see that as being an issue.
>> I just wanted to add to is
she said that
they said that this was like a repeated
problem. You know, they get their wells
back to normal and then you know,
following season again and it's not
you know, it's costly for them.
You know, in order to
>> So it's a direct relationship on a
seasonal level.
>> Yes.
>> When it comes to that. Okay.
>> Yeah, it's not like it's just
contaminated once and then it's done.
They get it remediated. They have to get
like empty saline
and then like 2 years later it's back to
being salty, you know, so.
>> [clears throat]
>> Any other discussion on this?
I will make a motion to approve the low
no salt zone request
as presented.
>> I'll second.
>> All right, it's got a second. Any
further discussion?
All right, since this is not as
important, I think we can just do a
regular vote. All those in favor signify
by saying I.
All opposed? Abstentions?
All right, next the accreditation
capital reserve transfer request. This
is to move money from our capital
reserve account that we sock away
so that we can get accredited for this
school. So seeing as how we just went
through the NEASC accreditation,
Michelle has a request here to transfer
$6,153.67
for the NEASC representative stipends
and supplies from the accreditation
capital reserve fund. So I will go ahead
and make that motion to transfer that
amount.
>> I'll second.
>> All right, then second. Any discussion
on this?
This is a formality of moving money from
one to the other. All right, all those
in favor signify by saying I. I. All
opposed. Abstentions.
All right. Up next is re-approve request
to school board approval of the transfer
from our facilities capital reserve fund
an amount of $189,747.93
for the football and field hockey field
renovations as are currently undergoing
going underway. Um we added this to our
capital reserve plan last year and so it
is all accounted for there or so. I will
make a motion that we approve transfer
of $189,747.93
to the for the football and field hockey
field renovations from the facilities
capital reserve fund. Do we have a
second?
>> I'll second.
>> All right. Joe second. Any discussion on
this?
All right. Seeing none, all those in
favor signify by saying I. I. All
opposed. Abstentions.
All right. Next on our agenda it is the
encumbrance list. So these are things
that we are going to use from the
unencumbered fund balances to
um finish off some things that we were
trying to do throughout the year and
just couldn't quite get to. So
um you'll see the encumbrance
I'll just go down the list and Michelle
if you have any questions we'll shout
out to you.
Um so this one first one is a passenger
minivan and that was requested by the
SAU. And Amita, do you want to just
detail why that one is specifically
different than the other vans we have?
>> Yes. So this van the other vans that we
have are not allowed to be called
mixed use school buses which means we
cannot transport
kids to or from school to home. So what
we would need to have is a smaller van
which is a regular
minivan if you will um and we can then
have our licensed bus drivers or van
drivers that are licensed and rostered
with the state of New Hampshire
along with adding lights to the top
which not their bus has donated and
outfitting it and getting it inspected
as a mixed-use school bus.
Um this will allow us to transport kids,
if you know, need be to or from school
to home.
>> And the difference is that, like you
said, the passenger vans that we have up
there, those are used for like team
travel, those are used for academic
travel, but they are not used to take
students to and from home. They are like
transport students while they are with
us during the day. Is that correct?
>> Yeah, they're too big.
>> Yeah, they're they're and they're too
big. Yeah, yeah.
All right, so that's that. Any questions
on what that minivan is and how that's
different? We did just get a minivan,
but that's a handicap minivan, correct?
>> Correct. And that is actually
>> That is what it looked like, right?
>> inspected, and we are able to use that
as a mixed-use school bus.
>> So, we would get another one of those,
but non-handicap, so you actually fit
more kids in
>> Correct.
>> Okay, got it. All right.
Um the next one is Foundations
uh for EVE EVS EES IRS fourth and fifth
grade aid. What is that?
You know what Foundations are?
>> Yeah, so Foundations um is there is a
new piece of legislature out there that
states that
uh all kids in fourth grade now must
have phonics.
>> Oh, so you're saying they must have
phonics?
>> So, they now
um phonics education
So, what we teach in through
grade
is uh the Foundations program. So, this
is an expansion of that
um program. We did not budget for this,
so but we do need it to meet this um
unfunded mandate.
>> To meet the unfunded mandate from the
state. Yeah, I I see that. I like these
mics. Thank you.
To make my point. All right, now that's
good. That that helps a lot. Um I know
some of the other ones. So, gym doors
here at the high school,
um are those Which ones are those? The
internal ones? Um facing one of the
hallways? Do you agree?
>> Correct.
>> Okay, all right, that's I'm not Yeah, we
don't have external ones. What am I
talking about?
Um Chromebooks, I believe Craig talked
about this when he here last. Um more
Chromebooks, so that was there. Arts and
Letters, um
CES EVS additional amount for revised
quote. Is this This is Arts and Letters,
one of our curriculum programs, and the
cost went up or we had more students
order books.
>> Um so, there was a discrepancy
in the um amount that we were quoted
this fall when we were budgeting.
And it was quite a large discrepancy.
And um April Yeah,
April April went back and said, "Whoa,
whoa, whoa." And so, they did cut it uh
down to the 26, which you will see.
>> Okay. Good deal.
All right. And then um
>> Can I ask a question?
>> Oh, yeah. Go ahead. Go. So, this is
something that was that was revised
quote by the
um supplier. Is that correct? So, this
is something that we committed to and
then the supplier changed it. Is that
right?
>> Uh that is my understanding of it for
some reason. I don't know if the
representative swapped or
>> [clears throat]
>> what what it was, but this is truly for
the teachers' kids and some of the, you
know, bundles of books. I forget what
they were called. Um but for those
reading libraries from the classrooms.
>> Yeah. We did like Arts and Letters, so
that's good. I did like Arts and
Letters.
Um next one or two things in here, the
house lights um
in the auditorium, which if you've been
in there, some of them are on their last
legs. It is a 10-year-old auditorium
now. Those do a lot of work.
Um and as we decided a while ago that
part of the CIP or part of the CIP
process, we would want to include stuff
in the auditorium so that it didn't just
fall apart. We invest a lot of money in
this. Let's keep it nice.
Um and the other thing is six stage
lights um replacing those, so that seems
pretty standard. And then the CES gym
renovation, we have talked about this a
few times, um removing the stage at CES
and turning that into some storage so
that we can move all the uh cafeteria
tables in there, give the um PE teacher
some space as well for an office, and
really make that um gymnasium more
accessible and more usable
a lot more times. Like youth sports
leagues could have practices in there
and other stuff could happen in there
that we just can't do right now because
there's cafeteria table all over the
place.
All right.
Anything else? Did I miss anything on
that one?
All right. Any questions on any of these
encumbrances?
All right.
I will make a motion to approve the
encumbrances list as presented in the
amount of $259,286.
Do I have a second?
>> I'll I'll second.
>> All right, it's got a second. Any
further discussion?
All right. All those in favor signify by
saying aye.
>> Aye.
>> All opposed? No abstentions.
All right.
Up next, plowing and mowing bids.
So you see here we
put out solicitations to we sent out
inquiries to five different places and
we received bids from two different ones
for a three-year bid.
And the recommendation here we have
budgeted $108,000 for the year.
Um the recommended bid is going to MTD
in the three-year bid amount of
$268,968.
$268,968
with year one being $89,656,
year two $89,656,
and year three $89,656.
So if anything it keeps our budgeting
very very flexible. So
I I like that and that is a good
recommendation. So
and I'm going to let Mike make the
motion.
>> I'll make a motion to
accept the bid for total three-year bid
for 260 68,000?
>> Yep.
>> 68 968.
>> 968 to MTD Property Management.
>> Okay.
>> And they are our current supplier our
current contractor.
>> That's right.
>> And and you've been happy with them
Amanda? And
she's not here anymore but
>> Uh they have been responsive to requests
or issues.
>> Yes.
>> All right.
Okay.
All right. Any other comments on this
one?
All right.
Okay. Yeah, we need a second. All right,
it's got a second. Okay. All right, all
those in favor of approving the
following and mowing bids to MTD signify
by saying I.
All opposed, abstentions.
All right, now this is
Amanda's favorite time of year.
I'm going to make a motion that we grant
superintendent the authority the
authority to hire New Hampshire
certified budgeted positions from
tomorrow, June 10th, through the summer
months
because we need her to be able to do
that and she with the understanding that
you'll bring that to the board's next
meeting, but this allows you to make the
offer.
>> Tim, could you also add to that the
ability to accept resignations?
>> Oh, sure. And I will add that to accept
resignations as well.
All right, and would anyone like to
second?
>> I'll second.
>> All right,
whoever came out of it first can second.
All right, any questions on this? I know
some of you are newer to the board, but
this is basically something that you you
know, we only have we have our our
retreat in June, we have one meeting in
July and then you know, we have two
meetings in August, but this allows you
to be able to hire somebody immediately,
make an offer if you need be, especially
in this time right now between now and
the end of July.
Yeah, so it it allows her to make the
offer, sign the contract and then you
bring it to us at the next meeting and
as a you know, to remind us what's going
on.
All right, any other discussion?
All right, all those in favor of
approval of the authority to hire for
the summer signify by saying I.
All opposed, abstentions.
All right, so there are two updates in
your packet here as well.
One is our proficiency scores for the
25-26 school year.
So, you can talk about you can look here
at grades 3, 4, 5, 6, 7, 8 and then the
uh
uh 11th grade as well.
So, you see some really good at state
proficiency gains,
which is great. A few that are under and
then a few that need some more work. So,
uh there's nothing we need to do on
this. It's just really informational,
right?
>> No, and more information will come out
at the EIC meeting on Thursday. I do
just want to point out I have a the
annual report out looking at
24-25 scores. Just uh want to recognize
that in fifth grade
uh
we had red in math were moved to yellow,
which is a 3 to 6% difference. So, we're
just slightly behind.
Um the fifth grade, I'm very pleased to
say, is now proficient.
>> Wonderful.
>> Meets the state average for science.
>> Wonderful.
>> Yeah, so very good for there.
Um
Ch- other changes that are noteworthy, I
would like to note that the seventh
grade in their math proficiency is uh
once again in the yellow range, so
that's 3 to 3 to 6% below. Eighth grade,
I'm very pleased to say, is now fully at
or above in all topics.
>> Mhm.
>> Well, not science.
>> Look at their science.
>> Science, they moved up to um 3 to 6.
They moved to yellow. So,
we [clears throat] will have that. And
the other scores are uh not in yet. So,
we don't have um the high school SAT
scores.
>> All right. SAT scores.
>> Oh, that's just SAT scores.
>> Okay.
All right. Any questions from Anna?
Thank you for sharing this. This is very
helpful. Uh it's a good data point to
hold up and then put in the annual
report.
>> Well, I think it's even more important
to note the growth over the last 3
years.
>> Yeah.
>> Specifically, is that there has been
continued growth in this district uh for
year after year after year. And that is
a testament to what our teachers are
doing in the classroom and giving them
and the administrators space in order to
do that. So, I want to make that known
because it is very hard to repeat that
year after year after year if you are
not um giving the support that you need.
>> Thank you, Joe.
>> Would it help if when we're presenting
this to the public um to have like a
graph showing the growth or the levels
of the I don't know.
>> I think so.
April's got more data. If you look at
that you'll see a lot more in
>> Okay. And on that note was UIC next
week?
>> That would be
this week.
>> No, it I
>> Then wait, isn't it No, it's next week,
right?
>> It is because we're like let's not do it
the day before graduation. I think
that's what we decided it was going to
>> right. You're right. It is next week.
>> So, all right.
>> Thank you.
>> Okay.
All right. So, that's proficiency and
then graduation percentage.
>> 100%.
>> All right, there you go. Thank you.
>> Woo!
>> All right.
>> Yeah.
>> Okay.
Um agenda items for the next meeting.
So, as a reminder the next meeting will
be two Tuesdays from now. The fourth
Tuesday will be our retreat. We're going
to dress a little different. So, we'll
have a very small regular board meeting
at the beginning to just take care of
any business that we need.
Um but the rest of it will be our
retreat where we focus on our goals for
the year. We are going to meet down in
the community room. Is that correct? I
believe that.
>> Correct.
>> We'll order some pizzas, so watch for
your If anyone has any requests, but
we'll get a couple pizzas. Why not?
>> Correct.
>> Okay.
I mean you should get food for this, so
why not, right? Pizza sounds delicious,
so.
Um but yeah, that's the next meeting.
So, all right. Public comment. If you
want to have any more You want to make
any more comments?
>> Sure.
>> We We are legally mandated by the state
to have 30 minutes of public comment if
people want to speak. This towns don't
have to have that, but schools do, so.
All right. Well, thank you, Mr.
Chairman. Um personnel, resignations and
nominations. So, you have your green
sheet here, which has a lot of
retirements and resignations. So, I will
make a motion that we accept the um
staff nominations and the resignations
and retirement and then and
as presented here. And on the
retirements I want to add except with
many thanks.
>> Uh
second.
>> Okay.
All right. Any discussion on these?
All right. All those in favor signify by
saying aye. Aye. All opposed?
Abstentions?
All right. Up next, we have public We
have a non-public section session in
accordance with RSA 91-A, column 3, row
number 2, subset B for tuition student
requests and anything else besides that?
>> Uh B, hiring.
>> Okay.
>> B, hiring and K, tuition uh contract.
>> Okay. All right. So, we're going to I
make a motion that we go to non-public.
Do I have a second?
>> Um second.
>> All right. Laura seconds. Now, we have
to do a roll call for it. Dan?
>> Yes.
>> Tim? Yes.
>> Joe?
>> Yes.
>> Scott?
>> Yes.
>> Laura?
>> Yes.
>> All right. We're in non-public. Thank
you, everybody, for coming.
>> Chairman.